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DTSTART;TZID=America/New_York:20241001T150000
DTEND;TZID=America/New_York:20241001T163000
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SUMMARY:The Daycare Myth: What We Get Wrong About Early Care & Education
DESCRIPTION:This partner webinar\, moderated by Ellen Galinsky with Families and Work Institute\, provided a powerful look into the disconnect between early care and education in the United States as reflected in Dan Wuori’s new book.  \nWuori\, author of The Daycare Myth and founder and president of Early Childhood Policy Solutions LLC\, engaged in conversation with Galinsky about this disconnect and the physical costs that are associate with it. Unfortunately\, Wuori argued\, the United States is long overdue for policy change that could appropriately address problems that result in inaccessible and unaffordable infant and toddler care\, which costs the U.S. economy $122 billion annually.  \nAt the heart of this crisis\, Wuori explained\, is society’s failure to understand the significance of these formative early years in a child’s life. “The primary value that underlies my work is that children matter\, these years matter and equitable access to the supports that families need matters.” To aid in this shift in understanding\, Wuori urges childhood professionals to change the way that they present themselves and their work and to claim titles that reflect their powerful role in child development.  \n“It pains my heart to hear any of these professionals referred to as daycare workers or even child care providers. These are not babysitters. You are the adults who will help to construct a child’s brain. It’s a very different way of looking at this profession and its value.” \nFollowing Galinsky’s conversation with Wuori\, she turned to a panel of expert commentators who offered their perspectives. Jessica Sager of All Our Kin began by sharing appreciation for early childhood educators who are consistently underpaid\, undervalued and overworked. Fortunately\, Sager shared\, she has seen powerful momentum across the country where many states are reaching out for help in reforming their early child care systems.  \n“We have seen educators across the country coming together with parents and business leaders to advocate for solutions to our current child care education system. Creating more spaces where educators have the opportunity to share those perspectives is really\, critically important.” \nLisa Roy\, Ed.D.\, from the Colorado Department of Early Childhood continued by emphasizing the urgent need to address the early childhood workforce crisis driven by low wages\, inadequate benefits and high turnover rates. Encouragingly\, Roy reflected on the work being done in Colorado\, such as a tax credit for early childhood professionals and substantial investments in workforce development\, to showcase the impact of adequate funding and support on recruitment\, retention and the overall quality of early childhood education.  \n“It’s simple. To retain high-quality educators\, we have to have pay that reflects their importance and the difficulty of the work\, and we need to build on that system. We need to make sure that we’re giving early childhood professionals the dignity and respect they deserve.”  \nLastly\, attendees heard from Daniel Hains with the National Association for the Education of Young Children (NAEYC). He powerfully echoed the other commentators’ concerns and emphasized that the current economic model we have in place is flawed\, as it results in educators sacrificing their financial well-being and deters future educators from entering the field. Hains argued that improvements are possible\, as was reflected by the substantial federal investments made during the COVID-19 pandemic aimed at stabilizing child care and lowering costs for families.   \n “It’s really encouraging to see states taking those lessons from the pandemic. When we invest in child care and early learning\, and when we invest in early childhood educators\, it makes a real difference.”  \n\n\n\n \n\n\n\nIf you were able to attend this session\, we would love to hear your feedback. We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n\n\n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/the-daycare-myth-pt1/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20241008T150000
DTEND;TZID=America/New_York:20241008T163000
DTSTAMP:20260409T054419
CREATED:20241003T140230Z
LAST-MODIFIED:20241023T015201Z
UID:248982-1728399600-1728405000@leo.gradelevelreading.net
SUMMARY:Bridging the Gap: Data Insights & Global Strategies for Accelerating Educational Recovery
DESCRIPTION:“Advocates have two really important roles to play here. One is to push\, one is to demand that equity be at the center of conversations about resource allocation and policy decisions….The other important rule is to provide cover\, particularly for when we do have leaders who are trying to do something bolder than just get us back to the status quo.”  – Allison Rose Socol\, Ph.D.\, Education Trust  \n\nThis week’s GLR Learning Tuesdays webinar\, Bridging the Gap: Data Insights and Global Strategies for Accelerating Educational Recovery\, highlighted key findings from six research reports\, revealing mixed progress in academic recovery post-pandemic. Kelsey Young\, Ph.D.\, of Curriculum Associates explained\, “Nationally\, students are behind where they were pre-pandemic\,” and while there has been some recovery\, “research does agree that younger students saw larger initial declines.” Megan Kuhfeld\, Ph.D.\, of NWEA emphasized that math saw “larger initial drops\, but also a more positive recovery story in grades three to eight\,” but overall we’re “clearly still far from the historical average.” Doug Scott from McKinsey & Company added\, “The perception from district leaders was [efforts made] are working.”  \nFor English learners\, schools and districts\, the research paints a challenging picture. Lucretia Santibañez\, Ph.D.\, from UCLA noted\, “[English learners] in particular and their learning outcomes are not really catching up” and “the chronic absenteeism problem remains a high risk for this population.” This means districts need to prioritize culturally responsive teaching and involve immigrant families earlier in the intervention process. Santibañez urged that there’s an opportunity to involve parents earlier so that they can be culturally sustaining partners in their children’s education. Robert Runcie of Chiefs for Change explained it this way\, “The approach isn’t to go to build…infrastructure exactly the way it was before. You try to find better ways to do it. Unfortunately\, what I see too often is that our definition of getting out of this pandemic is to basically go back to where we were before. It’s a kind of a low bar when in many systems where they were before\, only a third of the kids were actually reading at grade level or being able to do math. So I don’t think that the goal of where we’re trying to get to should be back to where we were before\, but how can we get to a whole different place? I think that\, in my view\, there’s a lack of boldness and vision about what we ought to try to accomplish.”  \nFrom an advocacy perspective\, the research underscores the need to center equity in recovery efforts. Alison Rose Socol\, Ph.D.\, of Education Trust stated\, “Advocates need to demand that equity be at the center of conversations about resource allocation.” She pointed out that\, as the research shows\, “students of color and students from low-income backgrounds get less when they need more\,” and that mental health supports and targeted interventions must remain a priority. Socol urged equity advocates to hold districts accountable\, asking\, “What data [are state and district leaders] using to inform their decisions?”   \nThe data did reveal some bright spots\, including progress for Black students and certain older cohorts. Young also shared encouraging findings: Students who started just below grade level made encouraging growth\, showing that targeted interventions\, such as high-dosage tutoring and supplemental instruction\, can make a difference when implemented effectively. These gains\, though modest\, provide insights into what strategies might help close the remaining gaps and accelerate recovery for all students.  \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/bridging-the-gap-data-insights-global-strategies-for-accelerating-educational-recovery/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241015T150000
DTEND;TZID=America/New_York:20241015T163000
DTSTAMP:20260409T054419
CREATED:20241003T151326Z
LAST-MODIFIED:20241023T015018Z
UID:249004-1729004400-1729009800@leo.gradelevelreading.net
SUMMARY:Play-Based Learning in the Kindergarten Classroom & Beyond
DESCRIPTION: \n\n\n \n\n\n\nModerated by Diana Greene\, Ph.D.\, of Children’s Literacy Initiative\, this conversation highlighted the ways that playful learning can and should be used as a classroom method that fosters creativity\, curiosity and critical thinking in children.  \nKathy Hirsh-Pasek\, Ph.D.\, of Temple University and the Brookings Institution served as the key speaker in the conversation and began by highlighting the effectiveness of active playful learning (APL) in early grades classrooms. The approach\, Hirsh-Pasek explained\, works to enhance joy and depth in learning by emphasizing active\, engaged and meaningful work in the classroom. Hirsh-Pasek shared the “Six C’s”— collaboration\, communication\, content\, critical thinking\, creativity and confidence — where students are experiencing immense growth after the introduction of APL in the classroom.  \nHirsh-Pasek closed by sharing her excitement at the growing movement for APL\, with some states\, including Connecticut and Oklahoma\, implementing playful learning in early grades education\, and other states reaching out for guidance on how to enact the programs in their schools. \n“In our system\, we’re trying to change what goes on in the classroom; to have smaller groups\, to amplify student voice and choice\, [and to implement] all the things that make the classroom space active\, engaging\, meaningful\, socially interactive and joyful.” – Kathy Hirsh-Pasek\, Ph.D.  \nFollowing Hirsh-Pasek’s presentation\, attendees heard from Kristi Kallam\, a kindergarten educator of 25+ years\, who shared examples of what playful learning looks like in her classroom. Kallam echoed Hirsh-Pasek’s remarks that children learn best when actively engaged in socially interactive and passionate teaching. This has prompted Kallam to organize her curriculum around three central themes each year involving subjects such as math\, social studies and science\, as well as activities like art and music.  \n“We begin to think about the other ways in which we can bring in different aspects of the curriculum. What can we do with music? What can we do with art projects? Are there recipes or games we can play? It begins to build this wonderful\, engaging and meaningful environment where the kids take ownership.”– Kristi Kallam \nAttendees then heard from Loretta C. Brady\, Ph.D.\, of Saint Anselm College and author of Technology Touchpoints\, who expanded on the conversation by discussing the role of technology in play-based learning. Drawing on her research\, Brady explained that while some argue for or against technology use\, it’s more productive to view technology as a tool that can empower children when used creatively and with agency. Brady emphasized that devices such as iPads can support learning\, social interaction and joy when integrated thoughtfully\, similar to physical play.  \n“If we can understand and appreciate how technology is meeting children’s needs\, we can understand why they’re so fixated on the screens and the content…by empowering a child to utilize that technology in a creative way — one that allows them voice and agency — it can be much more meaningful for the child.”– Loretta C. Brady\, Ph.D. \nFollowing Brady’s remarks\, Kimberly Nesbitt\, Ph.D.\, of University of New Hampshire emphasized the need for collaboration across various levels — classrooms\, schools\, districts and state departments — to make lasting change in implementing play-based learning effectively. Nesbitt shared her experience working with the New Hampshire Department of Education to bridge the gap in the implementation of play-based learning models in the classrooms.  \n“We’re expanding to be able to share this vital information so that we can bring it back to our states\, back to our districts\, back to our local schools and try to make this movement happen….It’s hard to make systemic change\, but together we can do it.”  – Kimberly Nesbitt\, Ph.D. \nLastly\, attendees heard from Debbie Leslie\, Ph.D.\, with the University of Chicago who emphasized the importance of teacher learning and coaching\, so that teachers feel supported through these educational changes. Allowing teachers to have choice and voice in their professional development and helping them break down the abstract ideas of play into concrete practices\, Leslie explained\, can foster progress and deeper learning within the classroom for the educators and teachers.  \n“It’s understandable that teachers are stressed when they are asked to do too many things. But if we have people who are there to help them think about how to implement these systems\, they can take a deep breath.”– Debbie Leslie\, Ph.D. \n\n\n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/play-based-learning-2/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20241022T150000
DTEND;TZID=America/New_York:20241022T163000
DTSTAMP:20260409T054419
CREATED:20241007T073351Z
LAST-MODIFIED:20241028T144811Z
UID:249018-1729609200-1729614600@leo.gradelevelreading.net
SUMMARY:Building Stronger Teacher Pipelines Through University-District Partnerships
DESCRIPTION:CGLR and Deans for Impact (DFI) were thrilled to bring this critical topic to the foreground as communities across the country grapple with new teacher attrition amidst ongoing shortages. We heard from two strong\, long-standing partnerships in Ohio and Virginia on how to successfully work together across recruitment\, preparation and mentoring\, and what it takes on both sides to come to the table in service of students. \nModerator Valerie Sakimura of DFI opened the discussion by providing a brief overview of the current landscape and ways DFI is supporting partnerships of teacher-preparation programs and school districts to make instructional improvement a priority across all pathways into teaching: \nBrilliance is equally distributed\, but quality instruction is not….We know students of color\, for example\, are more likely to be in the classroom of a novice teacher….And so we are working with teacher-preparation programs both within and outside of universities to make sure every new teacher is ready to engage students in rigorous and affirming learning experiences. \nSakimura asked Principal Zeb Kellough of Crim Elementary School at Bowling Green City Schools andTracy Huziak-Clark from Bowling Green State University to share how they’re working together to mobilize aspiring teachers at BGSU as high-dosage tutors at Crim. This effort has both strengthened aspiring teachers’ preparation and provided valuable extra support for current teachers. Kellough and Huziak-Clark had similar sentiments about the impact\, with Kellough stating: \nSome of the most enriching conversations happen whenever those BGSU tutors were able to sit with [our] team of teachers…to discuss data\, to talk about what they think the next steps are\, to have those BGSU tutors be the problem-solving individuals to figure out what needs to happen next. \nNext\, Superintendent Melody Hackney\, of Hopewell City Public Schools and Willis Walter of Virginia State University unearthed the details of launching and sustaining a registered apprenticeship program\, which has created an affordable pathway for Hopewell’s teaching assistants and paraprofessionals to become licensed teachers. Walter shared: \nIt was about making sure we didn’t take any shortcuts…that we were giving them the same quality education that our traditional pathway provided….We were able to make this even more special through partnering with Deans for Impact [offering] the professional development\, because that also gives them some quality skills that they can immediately use on day one in their classrooms. \nPanelists offered policy solutions that would help strengthen relationships between teacher-preparation programs and school districts\, including providing compensation\, investing in more out-of-school academic support for students and prioritizing both access and quality. Thank you again for your interest in this learning opportunity. We hope you found it enlightening and that you will plan to join us again for future opportunities.  \n\n\n\n \n\n\n\nIf you were able to attend this session\, we would love to hear your feedback. We appreciate your help in filling out the following feedback form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n\n\n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/building-stronger-teacher-pipelines-through-university-district-partnerships/
CATEGORIES:Past Event,Special Webinar
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241029T150000
DTEND;TZID=America/New_York:20241029T163000
DTSTAMP:20260409T054419
CREATED:20241017T023837Z
LAST-MODIFIED:20241111T075132Z
UID:249070-1730214000-1730219400@leo.gradelevelreading.net
SUMMARY:An “Honesty Gap”? Shifting State Standards & Accountability for Learning Loss Recovery
DESCRIPTION:The National Assessment of Educational Progress (NAEP) is often referred to as “The Nation’s Report Card” because it is the one national report that gives us a broad look at how our kids are doing academically across the country. In recent months\, state standards have shifted so that what qualifies as proficient in one state may be vastly different from what NAEP calls proficient. This means that the “cut scores” or the mark on assessments that indicates academic proficiency is moving in various states\, creating an “honesty gap” where parents are left perplexed about what their children’s “scores” are and what they mean. This week’s session was an important opportunity to unpack this issue with expert leaders\, explore what is happening across the states\, and learn about both the educator and parent perspectives on these shifting standards. \nModerator and family engagement advocate Tracie Potts with Learning Heroes introduced the discussion by asking panelists to set the context by sharing their and their organization’s perspective and experience monitoring state standards and the information available to parents on their children’s academic ratings. Jim Cowen of the Collaborative for Student Success took us back nearly a decade when his organization first coined the term “honesty gap” as a way to hold states accountable for making data and information about student progress available to parents. He captured the situation by explaining how this term emerged: \nThere was confusion and anxiety about shifts in how students got to answers. And there was an enormous amount of distraction\, and it became incredibly hard to discuss something that…seemed as reasonable as having consistent academic expectations for our kids. So the idea of the honesty gap was really born out of this desire to cut through that distraction and focus on a very simple but critical point…parents deserve the truth about where their kids stand on their educational progress. \nAfter hearing from each panelist\, Potts continued by engaging all speakers in a discussion of action steps and what advocates and educators can do to ensure that the honesty gap is closed and that ratings and “cut scores” for student learning progress are made clear to parents and the public. In addition to Cowen\, Christy Hovanetz\, Ph.D.\, of ExcelinEd\, José Muñoz of the Education Commission of the States and Keri Rodrigues of the National Parents Union discussed what steps can be taken to understand what a proficiency rating means for students in your state\, how this compares to NAEP and how to make sure parents can ask the right questions and get the information they need to support their children’s progress. Rodrigueszeroed-in on what schools and teachers can do to ensure parents have the information they need: \nI’m going to issue a challenge to [state departments of education\, districts\, schools and teachers]. I want to see you having courageous conversations. I want you to do the opposite of what you’re doing now\, which is thinking you’re being kind to us by not being honest\, not telling us the real deal\, not giving us all the data. Because when you do\, I think you’re going to be surprised. I think you’re going to find parents who are ready to help. Because we see this stuff playing out in our living rooms. We may not be educators\, but we’re not stupid. We can tell when a kid is struggling to read. But we don’t know always how to help them out. But if you tell us what to do and you tell us there’s a problem\, we’re going to get to work and we’re going to be right there with you because we have a vested interest in your success. But we can’t help unless you’re willing to be courageous\, be honest and tell us where we really are so that we can do this together. \nAnd with that inspiration\, we thank you again for joining this unique learning and engagement opportunity. We hope you found it enlightening and that you will plan to join us again for future opportunities. 
URL:https://leo.gradelevelreading.net/event/honesty-gap/
CATEGORIES:Past Event
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