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SUMMARY:HOLIDAY REBROADCAST: EdTech Working: Enhancing Teaching & Learning AND Scaling Needed Interventions
DESCRIPTION:This session was originally recorded live on April 23\, 2024.  \nThis discussion built on previous sessions exploring EdTech as a tool that increases student engagement and expands the reach of tutoring\, literacy instruction and other interventions. We saw EdTech get a big boost during the pandemic as schools shifted to remote learning\, which also underscored the importance of closing the digital divide. In this week’s continuation of CGLR’s “Big Bets Working” series\, we discussed strategies to make sure all students have access to the technology assets that work to accelerate equitable learning recovery. \nModerator John Gomperts of CGLR introduced the discussion by asking national EdTech leaders Jean-Claude Brizard of Digital Promise Global and Erin Mote of InnovateEDU how they approach digital equity and digital access. These experts explained that while access to broadband and devices is key\, equally important to closing the digital divide is building an understanding of how technology is supposed to be used in the classroom or at home to enhance and advance learning. Both panelists agreed that EdTech will never replace a great teacher and a healthy skepticism will keep us focused on how to make it fit into what we know works for young learners. Brizard described how he has seen EdTech be a big benefit to learning acceleration: \n“In digital education\, we’re coming up with new amazing ways of looking at the science of reading and joyful learning\, which is really important\, and bringing that into classrooms….How kids learn is still the foundational work. How technology enhances that\, making the teacher’s job more doable\, I think\, is the power. And bringing more adults to support a young person\, not just in the classroom….There are multiple ways in which we see technology enhancing the instructional process.” \nGomperts then engaged with program leaders and practitioners who have been successfully using EdTech to both enhance learning and expand access to their models to reach more learners and make a greater impact on early literacy and other areas of student development. Beth Rabbitt of The Learning Accelerator\, Jessica Sliwerski of Ignite Reading and Mindy Sjoblom of OnYourMark discussed how they are using EdTech to advance learning and achieve real results. They also talked about using technology to replicate their evidence-based models to reach more communities and more students. Sliwerski described how although tech is essential to her literacy program\, it is only one part of what leads to success for students: \n“What we are doing with Ignite Reading is delivering live\, highly trained humans into kids’ classrooms for 15 minutes of virtual instruction a day\, every day. And they are working one on one with kids teaching to their precise decoding gaps in order to ensure that they learn to read with automaticity and fluency. And so there’s this tech component that is underpinning a deeply human act. And this is really core to how we are getting student engagement and then ultimately really strong outcomes in our program.”
URL:https://leo.gradelevelreading.net/event/holiday-rebroadcast-edtech-working-enhancing-teaching-learning-and-scaling-needed-interventions/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20240709T150000
DTEND;TZID=America/New_York:20240709T163000
DTSTAMP:20260404T192205
CREATED:20240705T162906Z
LAST-MODIFIED:20240829T055059Z
UID:248158-1720537200-1720542600@leo.gradelevelreading.net
SUMMARY:Beyond Kindergarten: Transition\, Continuity and Alignment
DESCRIPTION:The July 9\, 2024 GLR Learning Tuesdays webinar\, part of our Kindergarten Matters webinar series\, highlighted the importance of the kindergarten to first grade transition. In a conversation moderated by Christina Lopez from the Maryland Early Childhood Leadership Program (MECLP)\, attendees heard from a panel of experts who shared ideas on how we can lift up the importance of this transition – in addition to the equally important transition into kindergarten. \nTo begin the conversation\, commentator Paula Grubbs from the Frank Porter Graham Child Development Institute at UNC Chapel Hill emphasized the critical importance of transition periods in early childhood education\, particularly from kindergarten to first grade. Grubbs explained that while research supports the expanding focus on effective strategies for transitioning into kindergarten\, there is less focus on the kindergarten to first grade transition\, despite its growing significance. Grubbs shared that as it relates to transitions\, “the two most important ideas that came up have been the importance of developing a culture of transition and the focus on creating family partnerships.” \nTo begin the presentations\, Cynthia D. Jackson from Educare Learning Network outlined the collaborations between Educare and elementary schools to facilitate smooth transitions. Leveraging co-location\, Jackson explained\, Educare works to align practices and support for children with activities — such as meeting future teachers\, touring the school\, and engaging in shared professional development between early learning and kindergarten staff — to help students prepare for the next educational phase. Unfortunately\, Jackson explained\, Educare is not immune to challenges that complicate the process of ensuring a smooth kindergarten to first grade transition. \n“We do collect a lot of information and data about our children and the families who work with us — through assessments of the children and surveys with the parents — but oftentimes there’s nowhere to send that data because these relationships aren’t as strong as they should be\,” Jackson closed. \nAttendees then heard from David Jacobson\, Ph.D.\, with First 10 and the Education Development Center (EDC)\, which works to address the fragmented nature of early childhood systems by convening school-community partnerships across the birth through age 10 continuum.. These partnerships\, Jacobson explained\, focus on three broad strategies: improving teaching and learning transitions\, coordinating comprehensive services and deepening partnerships with families. Central to Jacobson’s ideas surrounding successful kindergarten to first grade transitions was the idea of vertical collaboration sessions among educators from preschool through second grade. In these sessions\, Jacobson explains\, teachers are able to meet across grade levels to discuss planning\, teaching strategies and standards to better support one another. \n“I always say a little bit of magic happens when we do these vertical collaboration sessions. Partnerships really have the opportunity to mesh\, and folks feel the value of their collaboration in deep and meaningful ways\,” Jacobson closed. \nRyan Lee-James\, Ph.D.\, CCC-SLP\, from the Rollins Center for Language & Literacy as well as the Atlanta Speech School School continued the conversation by emphasizing the critical role of assessment in bridging the gap between kindergarten and first grade. Lee-James explained that assessments can be used as a powerful tool in monitoring of students’ progress\, but she cautioned that many schools tend to collect data without analyzing it effectively. Regarding the need to analyze and dig deeper into the data\, Lee-James shared\, “An equitable practice that we uphold is doing a deeper dive with all students. Even the students who are showing up as proficient\, they\, too\, deserve an opportunity to be advanced to their potential.” \nBonnie Short with the Alabama State Department of Education closed the presentations by discussing Alabama’s approach to the transition to first grade within the context of the state’s Alabama Reading Initiative. Short highlighted the alignment of assessments\, specifically the kindergarten entry assessment and early years assessments\, to ensure a smooth progression for students between grade levels. Also pivotal\, Short explained\, is the importance of intentional communication with families and collaboration with community agencies to enhance the transition process and ensure continuity in educational support from kindergarten through first grade. Short closed with a piece of good news about Alabama’s efforts: \n“We are seeing achievement gaps close for children\, and I know it’s because we’re being very intentional about the standards and because we’re being intentional about making sure that this is a side-by-side partnership.”
URL:https://leo.gradelevelreading.net/event/beyond-kindergarten-transition-c/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20240716T150000
DTEND;TZID=America/New_York:20240716T163000
DTSTAMP:20260404T192205
CREATED:20240620T154932Z
LAST-MODIFIED:20250204T192005Z
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SUMMARY:Children's Books: From Access to Opportunity
DESCRIPTION:“If we don’t increase access to rich books that speak to children in a way that really honors their own identity\, their community\, but also expand the minds of even children who are already represented in the literature. If we don’t do that\, then we’re actually not doing what our children need for us to do\, which is ensure that they are prepared for school and for life\, but also prepared to solve what we know are going to be even bigger social\, economic and new global problems like climate change. So we need to understand the power of diverse books\, not just for racially\, ethnically\, linguistically minoritized children\, but it’s really for our global society.” \n– heoma U. Iruka\, Ph.D.\, University of North Carolina\, Chapel Hill \nIn this July 16 GLR Learning Tuesdays session\, entitled Children’s Books: From Access to Opportunity and co-sponsored by Early Learning Nation\, Iheoma U. Iruka\, Ph.D.\, of the Frank Porter Graham Child Development Institute at the University of North Carolina\, Chapel Hill outlined research underscoring the importance of ensuring young children have access to engaging and diverse books that nurture a love of reading.  \nFreelance journalist Leigh Giangreco moderated the conversation\, engaging Iruka and four leaders of innovative programs — Tabitha Blackwell of Book Harvest\, Durham; Nora Briggs of The Dollywood Foundation and Dolly Parton’s Imagination Library; Alvin Irby of Barbershop Books; and Kyle Zimmer of First Book. These programs are working to end book deserts and ensure children have ready access to books that foster a love of reading and function as “mirrors\, windows and sliding glass doors” that enable them to see themselves reflected in the stories\, explore other experiences and enter worlds other than their own\, building deeper understanding and empathy. \nBlackwell explained how Book Harvest is promoting an “early literacy system of care” designed to deliver evidence-informed programs that ensure literacy is nourished for every child during the first decade of life. These efforts begin with health care partnerships that enable the organization to send infants home from the hospital with a starter home library of 10 books. The work continues by supporting children and families as they navigate the transition into preK and kindergarten and by enabling school-age children to select books to take home and read during the summer months. Book Harvest provides additional wraparound supports for Medicaid-eligible families from birth through age 5\, offering literacy coaching home visits\, additional books and other resources. Launched in Durham\, North Carolina\, Book Harvest has expanded into 13 other cities across the state and four communities beyond North Carolina. \n“Everyone thinks that it’s this complicated thing\, but we say ‘Just talk to your child. Look at the book and name the colors on the page.’ It’s really bringing home the fact that [literacy] begins at birth\, that reading to them is important and it’s a practice….It doesn’t have to be reading word for word everything that’s on the page. It truly is just connecting with your children….That’s family engagement. They are the ones doing the work. We are just walking alongside them and amplifying the good work they’re doing and letting them know ‘You got this and you can do it.’” \n-Tabitha Blackwell\, Book Harvest\, Durham \nBriggs\, along with a video greeting from the foundation’s “Dreamer in Chief” Dolly Parton\, shared how Dolly Parton’s Imagination Library (DPIL) is a community-based\, program that delivers high-quality\, age-appropriate books to children each month until age 5 at no cost to the family. Since starting in Parton’s home county in Tennessee in 1995\, the program has delivered more than 250 million books as it has grown to serve one out of every seven children in the United States\, with a goal of reaching one out of four. DPIL partners with state departments of education and other state agencies to scale statewide and ensure they reach children in the foster care\, WIC and other public systems. DPIL also collaborates with local school districts\, public libraries\, birthing hospitals and other community partners to reach and enroll children. \n“The research and the science are very clear. We cannot wait for kindergarten for children to have access and exposure to books and reading. We need to reach children early\, starting at birth\, and this primarily happens at home. Reading at home requires books and not all families have access….This is where we can help….A book comes to the home. It’s a gift. It’s free. No means testing or proving that they need it. They don’t need to go anywhere to pick it up or return it. They can just snuggle up and read together.” \n-Nora Briggs\, The Dollywood Foundation \nIrby introduced Barbershop Books and the ways in which it is working to inspire Black boys and other boys of color to read for fun and to view themselves as readers. It’s flagship program\, also called Barbershop Books\, engages the boys it is seeking to serve in curating books to be placed in the barbershops and provides tips\, training and supports to the barbers to help them play the role of trusted messenger and role model in encouraging reading. Serving about 15\,000 children each month\, the program currently partners with 265 barbershops in 50 cities across 20 states\, often collaborating with the libraries\, school districts and local governments in the communities as well. By focusing on books that are of interest to the boys and the environments and modalities that make reading personally meaningful\, relevant and engaging\, the program is working to enhance the boys’ reading identities. \n“For many children\, their resistance to reading or reluctance to reading is actually a form of self-love. Nobody wants to be tortured by anything and some of the ‘whack’ books that are being pushed on kids actually cause them to have negative reading attitudes. So boys don’t think they’re readers\, not because they don’t actually read\, but because what they read is not affirmed in the classroom. It’s not used for instructional purposes. A big part of our work is to speak very explicitly about reading trauma….It’s like a child who has been bitten by a dog. They don’t care how cute and nice your dog is\, the sight of a dog can create anxiety and fear. For many children who’ve had very traumatic reading experiences\, they don’t get those warm and fuzzies as children who have had someone curl up with them to read.” \n-Alvin Irby\, Barbershop Books \nZimmer explained how First Book is committed to elevating quality education for children in need from birth through age 18\, outlining the three programs that advance the organization’s mission: a research arm that generates about 20 studies each year on topics such as the impact of diverse books in the classroom\, mental health and reading and literacy; an Accelerator platform that delivers resources on building literacy-rich classrooms\, promoting emotional wellness and other topics to educators; and First Book Marketplace\, a nonprofit e-commerce site providing books and other resources. She explained how First Book is collaborating with a wide range of other organizations — including those featured in this webinar — to ensure children and educators have access to diverse books. Zimmer added that First Book is building an aggregated market designed to influence the economic model of the publishing industry to lower the cost of children’s books and demonstrate a vibrant demand for diverse books. \n“All of us on this panel and all of us attending this webinar believe deeply that we need to elevate reading. We need to elevate wonderful\, diverse books in the lives of kids. First Book’s approach to that is a systemic strategy that makes lower-priced\, higher-value\, higher-diversity\, higher-relevancy books available to the adults in kids’ lives and also lowers the costs for all of the heroic organizations like the ones on our screen. What we’re trying to do is really elevate the field and lower the costs.” \n-Kyle Zimmer\, First Book
URL:https://leo.gradelevelreading.net/event/childrens-books/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20240722T123000
DTEND;TZID=America/New_York:20240722T140000
DTSTAMP:20260404T192205
CREATED:20240530T174058Z
LAST-MODIFIED:20240726T204301Z
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SUMMARY:Ready\, Set\, Go: Two-Generation Approaches for Kindergarten Success
DESCRIPTION:For the second year\, United Way Worldwide (UWW)\, Ascend at the Aspen Institute and the Campaign for Grade-Level Reading (CGLR) joined forces during GLR Week to launch a three-part series focused on two-generation approaches to alleviating poverty. Led by an impressive panel comprised of national and local leaders working on the frontlines of policy and practice to guide the discussion\, Ready\, Set\, Go: Two-Generation Approaches for Kindergarten Success\, participants gained a deeper appreciation for the value of two-generation approaches for early learning success.    \nKindergarten success involves not only the child and school\, it also engages first and foremost families and caregivers and the community. It is the responsibility of adults\, programs and systems to support children’s success\, which is why two-generation approaches hold such promise for early learning success.    \nAnd there are silver linings that give us a reason to believe that two-generation approaches hold great promise. Vivian Tseng\, Ph.D.\, of the Foundation for Child Development shared findings from her organization’s recent report: “Cut Child Poverty in Half and More: Pandemic-Era Lessons From Child and Family Advocates and Organizers.” The report highlights the extraordinary departure from underinvestment in children to the deep investments made during the COVID pandemic that resulted in cutting child poverty in half in only two years.    \nAyeola Fortune of United Way Worldwide set the broader frame for how United Ways are advancing kindergarten success. She honed in on UWW’s equity approach\, which appreciates the need to differentiate supports and services. “Without paying attention to differences\, we may make progress\, but we will not close gaps\,” said Fortune. United Ways are developing goals and strategies to be systemic and multifaceted in their approaches\, raising community and stakeholder awareness\, making strategic resource investments\, and collecting data to understand where progress is happening and where more change is needed.  \nTo provide the local context\, United Way affiliates from United Ways in Denver\, Colorado\, and the Columbus/Chattahoochee Valley\, Georgia\, reinforced two-generation approaches. Roweena Naidoo of Denver’s Mile High United Way shared that “when programs and policies are designed with the whole family’s education and economic future in mind\, and families are assisted to reach the social networks and resources that they need to be successful in life\, opportunity becomes a family tradition.” In Colorado\, the community is wrestling with the high cost of child care\, not enough child care slots and staffing shortages. In response\, Mile High United Way reimagined an underutilized conference space in their building and opened the Tamara Sparks Early Learning Center. With 60 slots earmarked for children birth to age 5 from low-income families\, paying teachers 20% above market rate and offering a reduced rate of care to $250.00/month\, paired with a parent empowerment program\, Denver is making great inroads for early learning success.   \nGeorgia’s Chattahoochee Valley is an area of great wealth and high poverty. In 2018\, a strategic planning process to organize early education work was a key driver in aligning efforts toward shared community goals. It also forced an organizational shift rooted in the realization that if they wanted to achieve improved financial security and economic mobility in adult years\, a very intentional focus on educational outcomes\, including during the earliest years of life\, would be necessary.   \nPam Romaro of the United Way of the Chattahoochee Valley added to the Chattahoochee story by sharing their work with Community Schools. Romaro defined community schools as\, “a strategy that transforms schools into places where educators\, local community members\, families and students work together to strengthen conditions for student learning and healthy development.” The first school opened in fall 2020 and onboarded the first community school coordinator. Now with four community schools\, full-time community school coordinators in each school are implementing the four pillars of community schools: 1) integrated student support; 2) active family and community engagement; 3) expanded and enriched learning\, time and opportunities; and 4) collaborative leadership and practices with families at the center of the work.  \nTwo-generation approaches to policy and practice are helping to ensure kindergarten success. As we continue to showcase bright spots worthy of attention and investment\, we hope that you will join us for part two of this conversation in September where we will  explore other two-generation approaches that are working across systems and sectors to create intergenerational opportunity.
URL:https://leo.gradelevelreading.net/event/ready-set-go-two-generation-approaches-for-kindergarten-readiness/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20240722T150000
DTEND;TZID=America/New_York:20240722T163000
DTSTAMP:20260404T192206
CREATED:20240530T205357Z
LAST-MODIFIED:20251216T190056Z
UID:247672-1721660400-1721665800@leo.gradelevelreading.net
SUMMARY:Supporting School Attendance in a Time of Changing Norms
DESCRIPTION:During this webinar\, John Gomperts with the Campaign for Grade-Level-Reading moderated a conversation exploring the causes behind the widespread spike in chronic absenteeism post-pandemic and strategies to tackle it among education and community leaders. \nNat Malkus\, Ph.D.\, with the American Enterprise Institute (AEI) provided an overview of the size and scope of chronic absenteeism presently. Malkus\, who tracks chronic absenteeism rates through the Return to Learn Tracker\, described how national chronic absenteeism rates went from around 15% of students (or about every 1 in 7) pre-pandemic to 28% of students (or nearly 1 in 3) post-pandemic. He noted that despite COVID infections decreasing since 2022\, chronic absenteeism did not also decrease but instead has persisted at this new unprecedented rate of 28%. He called on governors as key leaders who could make a difference for their states on this issue. \n\n“Are we going to plateau at some new normal where chronic absenteeism is just something that we’re sort of okay with? I think that’s the principal threat we’re dealing with\, and that’s why now is the time to confront this at every level\, to really prevent this from becoming a new normal for our students.” \n— Nat Malkus\, Ph.D.\, American Enterprise Institute \n\nHedy Chang of Attendance Works\, an organization dedicated to supporting strong attendance\, described the many negative “ripple effects” of chronic absenteeism: “It is harder for teachers to teach\, for teachers to set classroom norms\, for teachers to form relationships with kids\, for kids to form relationships with each other and for kids to learn. The ripple effects are enormous.” To combat these effects\, Chang advised educators not only to help students and families understand the consequences of missing school but also to make sure school is compelling. \n\n“We need to [send a] message to kids and families that being in school is valuable and\, when you’re not here\, help them know clearly what they’re missing. But we also have to make sure that schools post-pandemic feel valuable\, feel engaging\, feel relevant to kids’ futures.” \n— Hedy Chang\, Attendance Works \n\nDenise Forte of The Education Trust noted that although we are technically post-pandemic\, many families and students are still recovering from it — physically\, emotionally\, financially and more. In addition\, she noted the specific impact on students of color and those from low-income communities who “have borne the brunt of that with the loss of employment\, loss of health\, deaths of caregivers.” Forte also noted the messaging of low expectations that students received when just logging online to a virtual class meant that they were present\, and the impact this may have had on their motivation to go back to school in-person. She stressed the need to prioritize resource equity and adequate funding for schools and communities that were hit harder by the pandemic\, including students of color and from lower-income families. Forte also underscored the importance of people in the community who families trust\, like faith-based leaders\, neighbors and others to encourage and support families and students to prioritize attendance\, as an “all-hands-on-deck” approach. Chang\, Malkus and Forte announced a call to action\, sponsored by Attendance Works\, The Education Trust and AEI\, for every community\, and especially for state leaders\, to cut chronic absenteeism in half in five years. To make progress on this goal\, Chang advised communities to get data on their schools’ chronic absenteeism rates\, partner with others already working on this issue and prioritize helping the kindergarten through third grade age group and their families to practice regular attendance that will carry on through their time in school. The challenge particularly targets state school chiefs to sign up and tackle this issue at the state level. \nSonja Brookins Santelises\, Ed.D.\, of Baltimore City Public Schools described how the disruption of the pandemic to regular\, in-person school attendance changed the norms from “going to school out of tradition” to “school became optional.” She also noted that her district is focused on increasing attendance among pre-K students as much as they are among high school students\, to help families understand the importance of regular attendance even for the youngest children. Santelises shared some things that are working in Baltimore to decrease absenteeism\, including leadership from the mayor and city government with quarterly attendance challenges\, partnerships with community organizations and a focus on continuous improvement to review data and adjust their approach accordingly. \n\n“It’s going to require the kind of relationship piece that folks are talking about\, but relationship connected with actual response and action on the part of schools\, on the part of whole cities and communities.” \n— Sonja Brookins Santelises\, Ed.D.\, Baltimore City Public Schools \n\nFinally\, Johann Liljengren with the Colorado Department of Education described how the spike in chronic absenteeism overwhelmed districts that assigned only one or two people to work on this issue. He also shared how the state department of education is thinking through strategies to enhance districts’ capacity to effectively tackle the challenge. He noted that across the state in the 2021–2022 school year\, the highest rates of chronic absenteeism were among the oldest students (12th graders) and the youngest students (kindergartners)\, reflecting different causes of absenteeism and a need for a deep understanding of these causes to inform appropriate responses. Liljengren described Colorado’s launch of a learning cohort for district leaders on chronic absenteeism as an effective strategy to bring people together across the state to learn and share what’s working to tackle the crisis. \n\n“I think this is the number one problem that schools are facing….I just don’t see any way to fix pandemic learning loss that doesn’t go through major progress on chronic absenteeism. So I think it’s really where things need to be focused on.” \n— Nat Malkus\, Ph.D.\, American Enterprise Institute
URL:https://leo.gradelevelreading.net/event/glr-week-attendance/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240723T123000
DTEND;TZID=America/New_York:20240723T140000
DTSTAMP:20260404T192206
CREATED:20240530T205327Z
LAST-MODIFIED:20250208T174323Z
UID:247677-1721737800-1721743200@leo.gradelevelreading.net
SUMMARY:CGLR Salutes Children's Museums: A Virtual Gratitude Reception
DESCRIPTION:Over the past five years of virtual gratitude sessions\, we have celebrated our outstanding partnerships with The United Way\, public housing authorities\, public libraries\, public television and now children’s museums. These critical partners align with our mutual commitment to becoming increasingly intentional and explicit about naming\, mapping\, shrinking and closing the gaps. \nThe 2024 GLR Week Gratitude Reception focused on the importance of addressing learning inequities and ensuring access to children’s museums for all children\, especially those from marginalized communities. The panelists — including Arthur G. Affleck\, III\, M.Ed.\, J.D.\, of the Association of Children’s Museums as moderator; Denise Rosario Adusei of the Bronx Children’s Museum; Tanya S. Durand of Greentrike; Carole Charnow of the Boston Children’s Museum; Laura Huerta Migus of the Institute of Museum and Library Services; and Patricia Wellenbach of the Please Touch Museum — emphasized the role of children’s museums in supporting grade-level reading initiatives and providing learning experiences for diverse populations. \n\n“Children’s museums are just so important in not only inspiring children to become learners and to develop identities as curious and confident learners\, they are also spaces that help build the confidence and social capital of the adults and caregivers who surround the children that come to visit children’s museums.” \n– Laura Huerta Migus\, Deputy Director for Museum Services\, Institute of Museum and Library Services \n\nEach of the panelists discussed some of the programs unique to their museum. Each highlighted their work in establishing free or low-cost access days and coordinating with partners and funders to develop important initiatives. Examples include a Book Bodega in the Bronx\, the first children’s bookstore in the Bronx; The Kinder Launch initiative at the Please Touch Museum; and the work of the Boston Children’s Museum in partnering with the Commonwealth of Massachusetts to establish hubs all over the state to make sure all children have access to resources that ensure a quality education. We heard about the critical outreach efforts at Greentrike – The Children’s Museum of Tacoma. They established a diaper bank in their museum and the “care kits” program with the local children’s hospital\, which provides children who cannot leave their beds with books and an art activity. \n\n“Children’s museums have become community museums. And the more we can talk about that\, the more we can move from a nice to have to an essential need to have for the future of all of our cities\, our states\, commonwealths and the country. Because this is where we’re building the resiliency\, the creativity and the curiosity in the youngest children so they can go on to be the leaders of tomorrow.” \n– Patricia Wellenbach\, CEO\, Please Touch Museum
URL:https://leo.gradelevelreading.net/event/glr-week-museums/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240723T150000
DTEND;TZID=America/New_York:20240723T163000
DTSTAMP:20260404T192206
CREATED:20240530T211221Z
LAST-MODIFIED:20240729T070036Z
UID:247681-1721746800-1721752200@leo.gradelevelreading.net
SUMMARY:The Promise and Potential of Play-Based Learning
DESCRIPTION:CGLR has long advocated for playful learning in community spaces such as playgrounds and parks\, believing that learning happens everywhere. This week’s session gave us the chance to explore play as a teaching and learning strategy in the classroom\, especially during the important kindergarten year that serves and a critical bridge to the early elementary school grades.  \nModerator and competency-based education leader William R. Hite\, Jr.\, Ed.D.\, of KnowledgeWorks introduced the session by engaging three national researchers in a discussion of the evidence demonstrating how play can be a significant component of the learning experience that aligns with core standards and the all-important science of learning. Kathy Hirsh-Pasek\, Ph.D.\, of Temple University\, Ryan Lee-James\, Ph.D.\, of the Atlanta Speech School\, and Andres Bustamante\, Ph.D.\, of the University of California at Irvine talked about the ways in which play-based learning can help to address gaps in early learning\, especially for marginalized groups who have historically not had access to the assets needed to achieve school success. Bustamante explained how a fun math game enables learning of hard math concepts\, building skills among multi-language learners who had previously struggled:  \n“[Through play] we find very strong impacts on kids’ fraction and decimal learning\, which are notoriously challenging math concepts to move the needle on. And so\, on average\, a kid who was in the 50th percentile in their fraction learning would go all the way up to the 75th percentile after only a three-week program of playing ‘fraction ball.’ When kids are up\, when they’re physically active\, when they’re engaged\, with their ‘hands on and minds on\,’ the learning is more powerful.”  \nHite then engaged with a leader in play-based learning using gaming and AI\, a state education leader and a retired kindergarten teacher who shared multiple and innovative games and teaching strategies that allow children to learn through engagement\, teamwork\, decision-making and other tasks that are part of play. Abby Jenkins of PBS KIDS\, Kate Dole of the Minnesota Department of Education and Kathy Baer of the West Chester Area School District in Pennsylvania (retired) shared their experience developing technology-based and standards-aligned games that can be played in the home as well as interactive games that have been incorporated into a kindergarten classroom where kids are learning math and science while engaging in a simulated grocery store\, for example. Dole shared how the department is promoting play-based learning as a primary learning strategy to achieve state standards to teachers across the Minnesota:  \n“So our work as a state agency really stemmed from our belief that schools should be welcoming and joyful and that instruction should be developmentally appropriate and supported by research. We know that the research shows that joyful play-based learning helps young children stay engaged for longer and become more deeply engaged in learning. We want to build teachers’ belief systems and their understanding that this is something that they can do. And while we set the state standards\, the standards are the ‘what\,’ they’re not the ‘how.’ So teachers have a lot of flexibility on how they implement those standards [and we want to advocate the use of play to meet the standards].” 
URL:https://leo.gradelevelreading.net/event/play-based-learning/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240724T123000
DTEND;TZID=America/New_York:20240724T140000
DTSTAMP:20260404T192206
CREATED:20240530T214453Z
LAST-MODIFIED:20240729T070939Z
UID:247714-1721824200-1721829600@leo.gradelevelreading.net
SUMMARY:Building Brighter Futures: National Funders Share Insights on Place-Based Strategies
DESCRIPTION:“This conversation is really about improving outcomes for kids and families. That’s the main thing that we’re focused on in closing gaps in grade-level reading. So\, the focus has to be on identifying the bevy of resources that are necessary for that and the resources do not just include money. They include voice. They include value. They include people. What resources are evident and prevalent in the individual community that we can bring together to really resolve some of these challenges that for generations have continued to plague communities?”                        \n  —Thomas Parker\, Charles Stewart Mott Foundation \n\n  \n\n\n\n\nIn this funder-focused GLR Week 2024 session\, Thomas Parker of Charles Stewart Mott Foundation shared the above reflection as he discussed the Foundation’s education work in Flint\, Michigan. Thank you for registering for this inspiring and engaging discussion! \nDuring the session\, Debra Jacobs of The Patterson Foundation moderated a robust conversation with national funders about the work they are doing in their hometowns to support early child development and to close the kindergarten entry gap. The panel featured:  \n\nDeirdre Johnson Burel\, Ed.D.\, discussing the W.K. Kellogg Foundation’s ecosystem and system-building efforts to make New Orleans\, Louisiana\, a “child-centered city\,” including the recent successful local ballot initiative that secured $21 million in annual property tax revenue to support infant and toddler care. \nJonathan Hui discussing The Kresge Foundation’s efforts to foster neighborhood environments across Detroit\, Michigan\, where families can thrive and experience educational opportunity\, highlighting its innovative Marygrove Early Education Center in northwest Detroit.\nThomas Parker discussing the Charles Stewart Mott Foundation’s efforts to weave together policy\, practice and innovation using a whole-child/whole-community approach in Flint\, Michigan\, including recent successes in securing state funding for pre-K for all\, community college for all and a citywide guaranteed basic income program for pregnant/new moms called Rx Kids. \nRubye Sullivan\, Ph.D.\, discussing the Annie E. Casey Foundation’s efforts to advance equitable education outcomes in Atlanta\, Georgia\, by working to “change the odds” rather than continuing to ask children and families to “beat the odds” as outlined in a recent report by the Foundation.  \n\n\n“For us\, it really starts with place. What drives our strategy are the priorities of place. What drives how we interact with our partners is rooted in the relationships that exist in place. And I think that’s important because we believe that families experience opportunity\, that families experience everything\, in the context of place.” \n— Jonathan Hui\, The Kresge Foundation \n\nIn an inspiring and passionate discourse\, the panelists discussed the importance of strong\, trusting relationships with community residents and partners. They stressed that fostering this kind of relationship requires listening\, committing to the work over the long haul and being present in community. Parker stated\, “Those interpersonal components are really important in terms of how the Mott Foundation sits in Flint as a ‘shoulder partner’ with a number of other funders and community-based organizations\, how we prioritize communication and collaboration to ensure that those relationships are solid and strong.” They also discussed the importance of using both qualitative and quantitative data to identify issues to address and measure progress toward shared goals and to make the case for increased public investments and policy changes.   \nWhile the conversation focused on education in the early years\, panelists noted how education was interconnected with economic opportunity and healthy neighborhoods. Sullivan noted\, “Life happens at the intersection of those three things. Without us working together [to address all three]\, we cannot make the changes on behalf of the community members that we represent. So\, it’s very important that we think about all three collectively.” They also stressed the importance of communicating the work and the story with an asset-frame that amplifies the work of partners and grantees and the neighborhood conditions and process that enabled the successes.  \n\n“The communications need to not only explain what we’re doing and why we’re doing it but also where the solution may have come from…and how we got there. Process is important for us as we think about how to take a solution that happens on a small scale and spread that. It’s the process part that’s often missing. Like how did we get there? How would you replicate a similar process?” \n—Rubye Sullivan\, Ph.D.\, Annie E. Casey Foundation \n\nThe panelists discussed the challenges that keep them up at night with Parker reflecting on what he called a “polycrisis” where multiple challenges are affecting children and families all at one time — housing\, health and education — and wrestling with the opportunity costs associated with choosing one to go deep on as opposed to spreading efforts across them all.  \nWhile acknowledging the challenges\, the panelists ended on a hopeful note\, sharing where they see opportunities for working in partnership with residents and community partners to advance their shared goals.  \n\n“Yes\, the pandemic did open and create incredible challenges\, but inside those challenges have also been incredible opportunities. We’ve also seen our nation’s ability to respond in unprecedented ways. We are in an amazing time to be doing this work. Even as we grapple with old challenges with some new tools and solutions\, there couldn’t be a better time to be doing this work. Possibility is on the horizon. Lean into collaboration. Lean into listening and let’s do this work together.”  \n— Deirdre Johnson Burel\, Ed.D.\, W.K. Kellogg Foundation
URL:https://leo.gradelevelreading.net/event/glr-week-funders/
CATEGORIES:Funder-to-Funder Conversation,Past Event,Readiness
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240724T150000
DTEND;TZID=America/New_York:20240724T163000
DTSTAMP:20260404T192206
CREATED:20240530T214718Z
LAST-MODIFIED:20240806T213839Z
UID:247716-1721833200-1721838600@leo.gradelevelreading.net
SUMMARY:The Influence of Social-Emotional Learning: Closing Literacy Gaps in the Classroom
DESCRIPTION:Natalie Walrond of WestEd served as the moderator\, introducing the webinar’s focus on aligning research\, policy and practice to integrate social and emotional well-being with language acquisition and literacy. She discussed the evolving definition of SEL\, emphasizing its evidence-based nature and the importance of ecological approaches to education. \nAttendees first heard from Christina Cipriano\, Ph.D.\, at Yale University who introduced her work at the Education Collaboratory at the Yale Child Study Center. Cipriano explained that their lab focuses on three main areas: centering marginalized students and educators in SEL\, advancing the science and practice of evidence synthesis\, and evolving assessment methodologies within SEL. She shared findings from their research\, demonstrating that SEL benefits students academically\, behaviorally and emotionally. \n“The evidence is clear\, and we have overwhelming evidence to the positive effects and benefits on academic achievement of contemporary social-emotional learning. Explicit social-emotional learning does increase students’ literacy and math achievement in both their grade point averages and their test scores.” — Christina Cipriano\, Ph.D. \nNext\, Lakeisha Steele with the Collaborative for Academic\, Social\, and Emotional Learning (CASEL) emphasized the effectiveness of SEL when integrated into instruction\, school culture and policies\, noting improved academic achievements\, mental health\, social skills and perceptions of school climate. Steele then introduced CASEL’s SEL and Literacy Initiative\, aimed at addressing the literacy crisis by exploring the role of SEL in literacy development. Collaborating with leading researchers\, CASEL developed a white paper advocating for an integrated approach to literacy and SEL\, providing policy recommendations to enhance literacy instruction and teacher development. \n“We have this initiative that really propels the science of social-emotional learning and literacy and [shows] how extremely linked they are. If we actually harness the full breadth of research\, we can better inform instruction\, better prepare teachers going into the classrooms\, and better serve our students to ensure that they are actually graduating\, and that they are graduating to a world where they are successful and they have a full command of reading and literacy to serve them well over the course of their lives.” — Lakeisha Steele \nLastly\, attendees heard from Carol D. Lee\, Ph.D.\, of Northwestern University who emphasized the deep connection between social-emotional development and literacy\, arguing that integrating social-emotional learning into classroom instruction is essential\, rather than treating it as a separate\, end-of-day activity. Lee highlighted the intertwined nature of thinking\, feeling and perceiving\, and the necessity of considering these aspects in creating robust learning environments. At the heart of Lee’s presentation was the importance of social and emotional well-being in human development\, drawing from various scientific disciplines\, including human development\, learning sciences\, psychology and neuroscience. \n“We know that when human infants are born\, they pay more attention to human faces than they do objects. Why? Because as a species\, we understand that attachments with other people\, relationships with other human beings and\, for that matter\, with the natural world\, are going to be essential.” — Carol D. Lee\, Ph.D.
URL:https://leo.gradelevelreading.net/event/glr-week-sel/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240725T123000
DTEND;TZID=America/New_York:20240725T140000
DTSTAMP:20260404T192206
CREATED:20240530T214945Z
LAST-MODIFIED:20240730T012924Z
UID:247718-1721910600-1721916000@leo.gradelevelreading.net
SUMMARY:Ready on Day One: Strategies and Tools to Support CGLR Community Coalitions With School Success
DESCRIPTION:In our GLR Week session specially designed to unite CGLR community coalitions\, community and state leads\, partners and funders\, we hosted a robust conversation with local field experts and practitioners about strategies and tools that have proven results. \nWe engaged with and learned from CGLR community and state leads who are directly addressing equitable learning and opportunity gaps with coordinated strategies and tools. Three breakout rooms were used to cover the topics of 1) high-impact tutoring\, 2) school attendance and 3) community supports and services. During the session\, attendees will choose one of the three discussion groups to dive deeper into how the strategies are applied directly in the field.  \n\n\n\n			\n				\n				\n				\n				\n				\n\nHigh-Dosage Tutoring \n\n\n\n\nCGLR acknowledges the significant gains high-impact tutoring offers to children who need extra support and has hosted several GLR Learning Tuesdays webinars about this topic. This BLOG post on CGLR’s LEO website offers key takeaways that contribute to successful tutoring programs. The breakout room about high-impact tutoring will share two incredible strategies happening in the CGLR communities of St. Louis\, Missouri\, and Tupelo/Lee Counties\, Mississippi. \n\n\nSchool Attendance \n\n\n\n\nAttendance Works\, a national nonprofit and long-standing partner to the Campaign for Grade-Level Reading\, launched its annual Attendance Awareness Campaign this past spring with a theme of “Be Present\, Be Powerful.” Join this breakout room conversation to learn more about how school leaders in Yuma\, Arizona\, and members of the Community Schools network in Lehigh Valley\, Pennsylvania\, are applying this theme and ensuring children and families have what they need to attend school every day. \n\n\nCommunity Services and Supports \n\n\n\n\nCGLR’s 2023–2026 Civic Action and Advocacy Agenda provides a call to action toward taking these steps to address equitable learning: 1) promoting out-of-school learning by making learning-rich environments community-wide\, abundant and ubiquitous; 2) strengthening kindergarten into a more sturdy bridge between the early years and early grades; 3) partnering with public housing agencies and school districts to build the 24/7/365/2Gen “surround-sound” system of care\, services and supports; and 4) expanding and scaling promising programs around high-dosage tutoring. This breakout room will explore how these actions can be brought to implementation as families prepare their children for school.
URL:https://leo.gradelevelreading.net/event/glr-week-community/
CATEGORIES:Crucible of Practice Salon,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240725T150000
DTEND;TZID=America/New_York:20240725T163000
DTSTAMP:20260404T192206
CREATED:20240530T215132Z
LAST-MODIFIED:20240730T010326Z
UID:247721-1721919600-1721925000@leo.gradelevelreading.net
SUMMARY:AI’s Gap-Closing Potential: Emerging Opportunities and Challenges
DESCRIPTION:AI is not to replace teachers. AI is not going to replace the need for critical thinking. It is here to augment and enhance\, hopefully lighten teachers’ loads\, enable them to claim back their nights and weekends so that teachers can spend more of their time building those student relationships\, have more humanity in the classroom.…We’re in a world where AI is going to stay. We’re never going to go back to a world without AI. So please teach\, teach us how our students can think critically with AI\, harness these tools and enable them to learn\, work and thrive in a world with AI. – Eirene Chen\, Khan Academy  \n\nIn this GLR Week 2024 webinar\, Sal Khan of Khan Academy highlighted AI’s capability to provide personalized\, interactive tutoring and learning opportunities that can help alleviate student frustration and foster a deeper understanding of subjects such as math and coding. Kip Glazer of Mountain View High School added that AI tools can make subjects such as art and robotics more engaging and manageable for students. Glazer shared\, “I walk into the classroom\, and I see my civics teachers using AI as a study aid for students to engage in a discourse….I’ve seen my art teachers using it to generate images and compare it with masterpieces to discuss creativity and copyright.” Students are using AI inside and outside of the classroom. According to Amina Fazlullah of Common Sense\, half of young people ages 14 to 22 have used generative AI at some point in their lives already\, “helping with schoolwork\, making pictures or images\, making sounds or music\, writing code.”  \nMeanwhile\, Heather Schwartz of RAND emphasized that while AI adoption among teachers is still low\, its potential to aid in lesson planning and classroom management could be transformative. Khan Academy’s Stacie Johnson elaborated on the various ways AI can support teachers\, from administrative tasks to providing insights into student progress\, thus reducing workload and stress. The overall consensus was that AI could significantly enhance teacher effectiveness and contribute to their well-being by streamlining various aspects of their workload.   \nHowever\, a critical concern raised during the webinar was the disparity in AI access. Fazlullah pointed out that only a small percentage of students use AI regularly (4% daily and 12% once or twice per month). She added that the most “common uses of generative AI by young people are for getting information and for brainstorming. So this is where the quality and the efficacy of AI systems used by students and kids is really critical\, because they are turning to these systems for facts\, for information and having systems that are able to sort of stop at the water’s edge and make sure that they’re careful about how they’re supporting and not doing the work for students is” key. Schwartz echoed this concern saying\, “We have already seen that suburban districts are more likely than rural and especially urban districts to have trained their teachers about use of AI for teaching. And that’s a gap that we don’t want to see grow or remain.” Fazlullah noted\, “There’s also an opportunity right now to make sure that we are empowering educators and folks who are doing the procurement at the administrative level with information ahead of time about these technologies.”  \nFinally\, the discussion turned to how CGLR communities can advocate for early access to AI\, stay focused on the gaps and assure that students aren’t left further behind in the emergence of this technology. Keri Rodrigues of the National Parents Union said\, “It’s really important from the parent\, family and community perspective that educators\, districts\, administrators make sure that they’re not doing this to us and to our children….We want everybody to be trained and have equitable access to these incredible tools. But making sure that you’re doing that in community with the people that you’re serving is very important.” Pat Yongpradit of Code.org and #TeachAI shared\, “If you’re out there and you’re a leader and you’re trying to figure out how do you lead while learning yourself\, this toolkit is for you….This toolkit was created to help leaders guide their systems while learning themselves.” You can access the toolkit in the resources below. But more than that\, it’s about creating an opportunity for “everyone to be able to explore in a safe and responsible manner\,” according to Eirene Chen of Khan Academy\, by “teach[ing] us how our students can think critically with AI\, harness these tools and enable them to kind of like learn\, work and thrive in a world with AI.” 
URL:https://leo.gradelevelreading.net/event/glr-week-ai/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240730T150000
DTEND;TZID=America/New_York:20240730T163000
DTSTAMP:20260404T192206
CREATED:20240715T022437Z
LAST-MODIFIED:20240802T065246Z
UID:248342-1722351600-1722357000@leo.gradelevelreading.net
SUMMARY:REBROADCAST - Implementation\, Replication\, Fidelity: How to REALLY Scale High-Impact Tutoring
DESCRIPTION:This April 16\, 2024 GLR Learning Tuesdays Big Bets Working discussion was a follow-on to our session from January 16\, 2024\, where we explored the evidence and examples that demonstrate how and how much high-impact tutoring is advancing students along the learning continuum. In this week’s session\, we built on these ideas by investigating what it really takes to implement a successful tutoring program by unpacking specific elements\, such as establishing programs in partnership with or within a school system; recruiting\, training and retaining tutors;  and\, importantly\, building relationships at all levels and especially with students.   \nModerator Kevin Huffman of Accelerate first framed the conversation by discussing what scale actually looks like\, how we know that not enough students are currently receiving tutoring and what achieving scale would mean. Huffman engaged Eric Duncan\, J.D.\, of Education Trust and Patrick Steck of Deans for Impact in a consideration of this definition of scale. They shared their perspectives on what they have seen across the country in terms of quality implementation and how districts and states have identified students most in need\, matched them with tutors and tracked their participation and progress — all key strategies to achieving scale. Duncan pushed further on how important collecting data and tracking progress are to achieving scale and impact:  \nWhen trying to scale tutoring up to the state level\, it is important to provide national resources and infrastructure for folks to really engage in targeted intensive tutoring using data and information about their student populations….Saying\, ‘How can we make sure that we have a systemic approach to providing tutors and the key components for the additional instruction needed?’ That’s necessary to reach as many of those students as we possibly can.   \nHuffman then engaged with national\, state and local experts leading broad tutoring initiatives to discuss the strategies and tactics they are using to implement and scale high-impact tutoring across all districts in one state — with very different demographics — across multiple states and across districts in one city. Tess Yates of the Tennessee State Department of Education and TNAllCorps\, Adeola Whitney of Reading Partners\, Maryellen Leneghan of Saga Education and David Weinstein of Joyful Readers in Philadelphia discussed how they recruit and support tutors\, carefully train them and match them with students based on student learning needs\, and use data to track student progress. All discussed the critical importance of building relationships as the foundation for successful tutoring. Weinstein captured what it looks like in his Joyful Readers program:  \nAnd I think for us\, what’s enabling some of the success is those relationships. I haven’t been to a tutoring session yet where I haven’t seen a kid be super excited to get started with a tutor. In the hallways\, there are kids in every grade\, K to 3\, who are stopping and hugging the tutor\, and\, you know\, kind of want to be with them\, and that happens from that exposure\, that proximity that they’re with them every day. And that same thing relates to our teachers\, who have the opportunity to get to know our tutors\, to partner with them deeply. 
URL:https://leo.gradelevelreading.net/event/rebroadcast-implementation-replication-fidelity-how-to-really-scale-high-impact-tutoring/
CATEGORIES:Past Event
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