BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//LEO | Learning & Engagement Opportunities Network - ECPv6.15.3//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://leo.gradelevelreading.net
X-WR-CALDESC:Events for LEO | Learning & Engagement Opportunities Network
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20240310T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20241103T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241105T150000
DTEND;TZID=America/New_York:20241105T163000
DTSTAMP:20260408T174912
CREATED:20241017T060147Z
LAST-MODIFIED:20241116T080032Z
UID:249088-1730818800-1730824200@leo.gradelevelreading.net
SUMMARY:ELECTION DAY REBROADCAST: The ESSER Funding Cliff Approaches: What States Did & What They Learned
DESCRIPTION:CGLR had the rare opportunity to convene and learn from a panel of Chief State School Officers and hear straight from the decision- and policymakers about the interventions and strategies in which they invested their 10% set-aside allowed from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) Fund over the past four years. With the expiration of ESSER funding on September 30 and the upcoming January 28\, 2025\, deadline to liquidate the grant before funds must be returned to the U.S. Department of Education\, this special Election Day rebroadcast session provided another opportunity to hear these state chiefs share what they did\, what they have learned and how they are planning to sustain effective strategies and interventions. \nModerator and competency-based education leader William R. Hite\, Jr.\, Ed.D.\, of KnowledgeWorks opened the discussion by asking each panelist to set their state’s context by sharing the priority learning recovery strategies they launched using the significant federal investment and what results they have seen. In considering her priority investment in digital equity\, Susana Córdova\, Ed.D.\, Commissioner of Education in Colorado\, shared that in their need to expand access to digital resources\, new innovations emerged from the crisis that are now continuing to benefit districts and students. In setting the context for her state\, Katie Jenner\, Ed.D.\, Secretary of Education in Indiana\, shared that there had been a strained relationship between state government entities. When it came time to address the COVID crisis and prioritize ESSER investments\, her team needed to start with relationship building: \nIn order to drive change within a crisis situation\, it starts with consensus building and relationship building. So our team\, when I came in as an appointed secretary of education\,…started with relationship building and a commitment to being very transparent with the data…And we still hold this true in Indiana. Let’s not spend our time admiring the problem. Let’s focus in on solutions….That’s always what is needed in the beginning. \nHite continued the discussion by asking the panelists to consider the challenges they had to overcome\, what they might do differently in hindsight and what key lessons they have for the field. McKenzie Snow\, Director of the Iowa Department of Education\, discussed how achievement gap data in their state informed all the decisions they made\, leading to their top four priorities: establishing a strong teacher pipeline; narrowing and closing the achievement gap; creating multiple pathways to postsecondary success; and implementing evidence-based reading instruction. Charlene Russell-Tucker\, Commissioner of Education in Connecticut\, agreed about the importance of data and demonstrating the return on investment — especially to communicate what works and justify state funding to support continued efforts: \nWe’ve used data to inform what it is that we’re investing in and to really talk about sustainability. Really important. Here in Connecticut\, our research collaborative is not going away. We rebranded and renamed it because it is so important that we know the return on investment for what it is that we’re doing.…So that is something I’d say is a best practice that will continue. Imagine now being able to go to the legislature and say\, here is this thing we tried doing and\, by the way\, we know it works….Now it’s your turn to invest in that…A lesson learned is to continue to try to make the case for being able to answer the “so what” question when we make an investment in a program or an initiative. \nIn recognition of Election Day 2024 and the broad bipartisan support the Campaign for Grade-Level Reading has been fortunate to receive since its launch in 2010\, CGLR was also pleased to share brief clips of two sitting governors — one Republican and one Democrat — as part of this special rebroadcast. In these clips\, Governor Spencer Cox (R) of Utah and Governor Wes Moore (D) of Maryland stressed the importance of finding bipartisan agreement on sound education policy that ensures early school success and more hopeful futures for children. \n\n\n\n \n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the 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				Share Feedback
URL:https://leo.gradelevelreading.net/event/election-day-rebroadcast/
CATEGORIES:Past Event,Special Webinar
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/08/Casey-2016-BAL_1442-e1724220049830.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241112T123000
DTEND;TZID=America/New_York:20241112T140000
DTSTAMP:20260408T174912
CREATED:20241017T062929Z
LAST-MODIFIED:20241116T080147Z
UID:249101-1731414600-1731420000@leo.gradelevelreading.net
SUMMARY:Words in Every Neighborhood: Citywide Efforts to Expand Literacy-Rich Environments
DESCRIPTION:This Crucible of Practice Salon explored a recently released brief developed by Philadelphia leaders\, Philadelphia as a Literacy-Rich Environment: Unlocking Potential and Creating Change. Participants engaged with these leaders\, along with CGLR community representatives from Milwaukee\, Wisconsin\, and Charlotte\, North Carolina\, about city- and county-wide efforts to create literacy-rich environments in the everyday places and spaces where children and families spend time. This “everyday places and spaces” approach\, a significant priority for CGLR is focused on tapping into the broad ecosystem supporting out-of-school learning and the 80% of children’s waking hours they are not in school. This week’s session featured city and county leaders\, who serve as community backbone supports for collective action\, sharing how they are building cross-sector collaborations across neighborhoods.  \nModerator and youth development consultant Priscilla Little of The Learning Agenda\, who also was the lead writer on the new brief\, began by providing an overview of the Philadelphia Community of Practice (CoP)\, which involved researchers and practitioners and was funded by the William Penn Foundation. Members of the Community of Practice worked together to produce the brief\, capturing key learnings from their three years of collaborative work. She then asked two members\, Jenny Bogoni of the Free Library of Philadelphia Foundation and Read by 4th and Rachael Todaro of the City of Philadelphia’s Office of Children and Families\, to describe the collaborative literacy installations\, activities and programs that provide fun and learning across their city. They also reflected on the important insights highlighted in the brief and the relevance to other cities operating similar initiatives. Bogoni described how Read by 4th\, Philadelphia’s CGLR Community Coalition\, creates working groups to advance their strategies:  \nIn the community mobilization area\, we’ve been focused on how we can transform our communities into literacy-rich environments. Where can we make sure that learning is catalyzed in everyday places and spaces to use some language that we hear? And how are we making sure that we are activating individuals to be community literacy advocates? … So our partners come to us from all aspects of Philadelphia and then they join working groups that advance the various strategies.  \nLittle then turned to two additional GLR Community Coalition representatives\, Emily Nanney of the Charlotte-Mecklenburg Library and Dea Wright with the City of Milwaukee\, who discussed how institutions and individuals in their county and city contribute and create opportunities to bring words into every neighborhood. Wright highlighted the multiple city government offices and other entities that come together in Milwaukee to support and advance literacy-rich environments in everyday places and spaces:  \nI direct the Office of Early Childhood Initiatives. I am the sole employee of the office\, and I rely on a team of family advisory board members to really help me move this work in the city I’m very proud of. For the last six years\, the city has remained committed to investing in this office and the programs it has managed to produce with the help of so many wonderful partners within city government. The Department of Public Works has committed to helping us put story paths in our parks. Our Milwaukee Public School Rec Department has also put funds into our spaces\, like our bus shelters and our story paths that are in two of our parks. Our library\, of course\, is a phenomenal partner\, providing books for the readers. The Health Department has been very instrumental in putting big dollars into revamping their offices\, the WIC clinic waiting rooms and transforming them into what we call pop spots. And so all this is within city government\, but also outside\, we’ve also had a local hospital that’s transformed their waiting space.  \nAfter learning from our featured speakers\, we had the chance to engage in a peer exchange with all participants sharing the ways in which this key CGLR priority of activating community assets to support learning happening anywhere and everywhere is happening in their communities. Check out the Padlet where ideas were captured and plan to join us again for future opportunities!  \n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the 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				Share Feedback
URL:https://leo.gradelevelreading.net/event/words-in-every-neighborhood/
CATEGORIES:Crucible of Practice Salon,Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/10/95643-e1729146529107.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241112T150000
DTEND;TZID=America/New_York:20241112T163000
DTSTAMP:20260408T174912
CREATED:20241114T063156Z
LAST-MODIFIED:20241118T081435Z
UID:249453-1731423600-1731429000@leo.gradelevelreading.net
SUMMARY:The First 10 Framework: Exploring Best Practices and Community Innovations
DESCRIPTION:Moderated by Melissa Castillo\, Ed.D.\, with the U.S. Department of Education\, this conversation highlighted two communities — Conestoga Valley\, Pennsylvania\, and Woonsocket\, Rhode Island — and explored the ways that they’re implementing the First 10 Framework in their schools. \nAttendees first heard from David Jacobson\, Ph.D.\, from the Education Development Center (EDC) and First 10 who discussed the First 10 initiative’s approach to creating effective school-community partnerships that support young children and families. The initiative\, he explained\, is based on three key ideas: a community-wide approach to the first 10 years of a child’s life; a comprehensive road map addressing teaching\, family partnerships and services; and a strategic framework for planning and collaboration. \nJacobson explained that his 2019 study showcased how communities successfully addressed fragmented early childhood systems and implemented effective strategies. These approaches served as valuable models in the development of the First 10 framework used in the Woonsocket and Conestoga Valley communities. \n“What’s exciting about Conestoga Valley and Woonsocket\, in addition to the creative strategies that they’ve implemented\, is how they’ve built such strong partnerships and the capacity to continue collaborating and innovating.” – David Jacobson  \nRepresenting Woonsocket\, Rhode Island\, attendees heard from Beth Campanelli\, M.S. CCC-SLP\, with the Woonsocket Education Department and Erin Smith from Woonsocket Head Start Child Development Association. They discussed the importance of using the First 10 framework to build relationships with families in the community. A central component of this relationship building in Woonsocket is their “play and learn” sessions\, which target children not enrolled in preschool\, offering them an early introduction to school in a supportive\, low-pressure environment. Encouragingly\, Smith mentioned\, these sessions have contributed to 41% of the children enrolling in school the following year. In addition to the high enrollments\, the play and learn sessions allow for parent engagement and support: \n“The parents get to know each other and help each other. They’re helping each other with carpool\, which then [contributes to strong] attendance. Parents know that if they’re having trouble\, they’ll always be able to get their child to school. They’ve made some really nice connections.” – Erin Smith \nAlso pivotal to the work is the “Passport to Kindergarten” program that was introduced in Woonsocket in 2023. The program\, Campanelli explained\, involves six events held at the district’s six elementary schools that are designed to familiarize children and families with the school environment through engaging\, positive activities. Using a “passport” theme\, children rotate through stations with activities focused on early literacy\, motor skills and socialization\, and receive materials to take home to continue learning. \nAttendees then heard from Michelle Trasborg and Jill Koser\, Ed.D.\, from the Conestoga Valley School District who discussed the work being done in their Pennsylvania community. \nKoser began by explaining the social and ethnic diversity that has developed within the past two decades in Lancaster\, which\, as she describes\, has become one of their greatest strengths and assets in the community. In the Conestoga Valley school district alone there are more than 40 languages and dialects spoken. This diversity amplifies the need to ensure that all students have access to successful and equitable learning opportunities\, leading to the prioritization of incorporating First 10. \nTrasborg continued by lifting up the First 10 and kindergarten transition components in the “Kindergarten Express.” It is a six-step framework that includes events such as play and learn sessions\, meet-and-greets and a kindergarten showcase\, which are all designed to reduce anxiety\, foster relationships and prepare families for school. \nSpeaking to these opportunities were two Conestoga Valley parents\, Mehmet and Ecem Ciklaiblikci\, who emigrated from Turkey and navigated the enrollment and orientation process with their child. Initially shy and worried about the language barrier\, their child soon benefited greatly from the orientation activities\, teacher and student meet-and-greets\, and campus walk throughs. These steps\, Ecem explained\, helped them and their son feel prepared for his new school: \n“We met his teacher and gave her information about him\, and he had the opportunity to get to know his classmates. I wasn’t worried about him on the first day of school because he knew what to expect.” – Ecem Ciklaiblikci \n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the 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				Share Feedback
URL:https://leo.gradelevelreading.net/event/the-first-10-framework/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/studentsworking-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241119T123000
DTEND;TZID=America/New_York:20241119T140000
DTSTAMP:20260408T174912
CREATED:20241021T060231Z
LAST-MODIFIED:20241123T070218Z
UID:249120-1732019400-1732024800@leo.gradelevelreading.net
SUMMARY:Maximizing Impact: The Critical Role of Philanthropy in High-Impact Tutoring
DESCRIPTION:“The research shows that tutoring remains the most effective academic intervention\, outperforming class size\, summer school and extended school years. And [Accelerate] continues to build a research agenda that adds to that evidence and also continues to try to answer some of the outstanding questions that can help the implementation of high-dosage tutoring for some understudied student groups — those older than second grade\, those with IEPs and multilingual students.”  \n\n\nIn this Funder-to-Funder Conversation\, Narric Rome of Accelerate offered the above statement as he underscored the evidence base supporting high-impact tutoring and the need to continue investigating its potential. Thank you for registering for this funder-focused session that explored the wide variety of actions philanthropy can take to ensure effective tutoring is sustained and scaled. \nModerator Alissa Hobart\, with the Center for Excellence in Literacy Instruction at the University of Mississippi\, started the conversation by describing how Mississippi has utilized AmeriCorps funding to launch and grow its Mission Acceleration tutoring program in recent years. \nPeter Lavorini of the Overdeck Family Foundation then set the stage for the session by outlining the characteristics of tutoring programs that lead to significant learning gains for students\, as defined by the research base. These include substantial tutoring time each week; sustained and strong relationships between the students and their tutors; close monitoring of student knowledge and skills through data; close alignment between the tutoring and the school curriculum; and continued oversight and training of the tutors to ensure quality interactions. \nChris Helfrich of Eat. Learn. Play. Foundation and Mioshi Moses of AARP Foundation then joined Rome and Lavorini in sharing how their respective organizations are advancing tutoring as a strategy: \n\nEat. Learn. Play. Foundation: Led by Stephen and Ayesha Curry\, Eat. Learn. Play. has committed $25 million to bring year-long professional one-on-one high-impact tutoring to nearly 10\,000 students in Oakland\, California\, and is also working to build awareness about the literacy crisis to audiences nationwide.\n\n\nAARP Foundation: Functioning as a direct service provider\, convenor and funder\, AARP Foundation leads the Experience Corps program\, mobilizing\, engaging and training older adult volunteers to serve as literacy tutors\, while also working with national agencies and networks and investing in evaluation of its tutoring programs.\n\n\nAccelerate funds promising tutoring efforts that have the potential to be scaled\, partners with research institutions to evaluate tutoring programs and disseminate research across the field\, and promotes the adoption of proven models through grantmaking\, policy and advocacy.\n\n\nOverdeck Family Foundation invests in supporting innovations that can decrease the cost of effective tutoring; in building evidence to better understand how different tutoring programs affect different groups of students across different subjects and grades; and in helping the field as a whole to identify and adopt tutoring practices that generate results for students.\n\n“We focus on identifying and fueling the scale of cost-effective\, sustainable programs and solutions that accelerate improvement in academic and social-emotional outcomes for all children. We were initially compelled to invest in high-impact tutoring because we felt that the research and evidence around tutoring demonstrated that it was the best intervention out there for accelerating student learning outcomes\, because the research base behind tutoring makes it clear that it is something worth investing in.”  —Peter Lavorini\, Overdeck Family Foundation  \nAcknowledging that the implementation and scaling of high-impact tutoring faces a number of barriers such as cost\, the panelists discussed how philanthropy was well positioned to help overcome some of those barriers and shared a range of resources that funders and their education partners could leverage to support tutoring. They explored the ways in which technology can be utilized to drive down costs and reach more students\, with Lavorini offering examples of virtual and hybrid models that Overdeck has invested in and Moses sharing plans for AARP’s National Virtual Volunteer Corps. They stressed the importance of advocacy for increased and sustained public investment in tutoring\, with Rome sharing several examples of states that have recently invested in statewide tutoring programs. Helfrich noted that the general public remains largely unaware of the literacy crisis in America as he described the investments in storytelling by Eat.Learn.Play.\, including the recently released documentary\, SENTENCED. \n“What we’re doing is providing a strong base of volunteers to help solve a big challenge that a lot of our organizations have which is staffing. I think it could be really important for funders to consider strategies to support and foster volunteer-based tutoring programs that help schools and districts with a low-cost solution. Ours has the double benefit of keeping older adults engaged in their communities and reducing isolation.”— Mioshi Moses\, AARP Foundation  \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/philanthropy-tutoring/
CATEGORIES:Funder-to-Funder Conversation,Learning Loss,Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/10/CASEYKINETIK2015_Wed01555-e1729489921480.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241119T150000
DTEND;TZID=America/New_York:20241119T163000
DTSTAMP:20260408T174913
CREATED:20241114T072803Z
LAST-MODIFIED:20241123T070802Z
UID:249488-1732028400-1732033800@leo.gradelevelreading.net
SUMMARY:Collective Caregiving: Talking About What Kids & Families Need to Thrive
DESCRIPTION:The session opened with a reflection on the paradox of American caregiving\, by David Alexander\, M.D.\, of Leading for Kids who stated\, “We know how to fix poverty\, we know how to fix education\, we know how to fix hunger. But we haven’t really been able to do it.” He explained\, “When we talk about why kids should get the things that we all know they need to get\, we usually use one of three ways of talking about that. [First\,] kids should get this thing because it’s the right thing to do. It’s moral\, it’s just. [Second\,] we should do this thing for kids because they’re vulnerable and we need to stand up for them. And most recently\, we should do these things for kids because they’re our future\, and it’s a good investment.”  \nJessica Moyer\, Ph.D.\, of FrameWorks Institute elaborated on the research supporting the Collective Caregiving Frame\, a powerful new communications framework designed to mobilize communities and build environments that help every child thrive. She explained\, “The idea that we share as a culture is that if a child has those meaningful\, caring\, loving relationships with adults in their lives\, they’re going to be okay. They have what they need. If they don’t have that\, then they’re going to struggle. But that kind of focus…crowds out a lot of other kinds of thinking. In particular\, it crowds out thinking about what’s happening at the community level\, thinking about policies\, thinking about the fact that in addition to caring relationships\, kids also need access to green space and clean water and for their family members to have health care and behavioral health services\, etc.” The framework\, Moyer noted\, encourages redefining care through three pillars: collective\, inclusive and expansive\, highlighting the need for societal-level policies that support all children.  \nReflecting on the United States\, Sweta Shah\, Ph.D.\, of the Brookings Institution acknowledged the uphill battle in shifting from an individualist\, nuclear family model to collective care\, emphasizing that progress requires time and persistence. “Even tweaks in language can take us one step closer\,” she noted\, encouraging advocates to embrace the framework as a tool for incremental cultural change. Shah also emphasized the importance of addressing systemic inequities\, advocating for language that broadens the tent and fostering collaborative redesigns of systems that center the needs of children and families.  \nKerrie Urosevich\, Ph.D.\, from Hawai‘i Early Childhood Action Strategy shared how her community frames advocacy through “collective kuleana (responsibility).” She described asking industries\, “What is your kuleana to our keiki (children)?” And she highlighted the success of these questions across sectors. Moderator Ernestine Benedict of ZERO TO THREE commended this approach\, connecting it to the broader framework saying\, “It really links to this idea of systems change — what it means and how we normalize it in ways that resonate.”  \nBenedict urged participants to focus on hope and collaboration. “If we give up hope\, we lose\,” she affirmed. She emphasized the need to “leverage surprising opportunities. Reflecting on the framework’s long-term impact\, she concluded\, “This is about creating the cultural shifts that make collective care a reality for all children.”  \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/collective-caregiving/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/Atlanta_Photos_0045-e1731567829110.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241126T150000
DTEND;TZID=America/New_York:20241126T163000
DTSTAMP:20260408T174913
CREATED:20241114T210635Z
LAST-MODIFIED:20250312T105336Z
UID:249523-1732633200-1732638600@leo.gradelevelreading.net
SUMMARY:The Daycare Myth Part 2: Creating Better State Systems for Children
DESCRIPTION:An earlier session in October\, initiated our focus on Dan Wuori’s new book\, The Daycare Myth: What We Get Wrong About Early Care and Education (and What We Should Do About It). That discussion sparked so much energy and interest in what we can do — that is\, how to develop models and structures for delivering quality education and care. Participants in October expressed a desire to learn about the ways in which states and communities are taking action to address “what we get wrong” and work toward actually getting it right. We left that webinar knowing that we would need to host a follow-on session to go deeper. This week’s session gave us the chance to do just that: We went deeper with state and local leaders who are creating promising systems that address the long-standing problems of cost\, quality\, workforce development and retention in early learning systems.  \nJoining us again as moderator was brain development expert researcher Ellen Galinsky with Families and Work Institute. Galinsky introduced the discussion by engaging with Dan Wuori\, author of The DayCare Myth\, and asking him to recap how his book describes “the disconnect between what we know from the science of early development and how that knowledge is played out\, or sadly\, in many cases\, not very well played out in our public policy across the nation.” He also teed-up the panel of state leaders by previewing how their promising strategies are coming close to “getting it right.” Galinsky asked each state leader — including Berna Artis of the District of Columbia Association for the Education of Young Children; Angela Garcia of Toy Box Early Learning and Child Care Center in New Mexico; Chris Jones\, Former North Dakota HHS Commissioner; and Martha Strickland of First Steps\, South Carolina — to begin by sharing how their states have addressed the “three legged stool” of cost\, quality and workforce development. \nGarcia discussed New Mexico’s establishment of a trust fund to support children from prenatal to age 5 and how this had helped with all of the leading issues: \nA family of four can make $120\,000 a year and still qualify for free child care. The last time I looked at the numbers\, about 80% of the population in New Mexico is now getting free child care. That has been huge. As a provider\, I can tell you that has been huge. \nAfter hearing from each panelist\, Galinsky continued by engaging all speakers in a discussion of the key actions they took to bring about the change that Wuori’s book says is needed\, both at the state policy level and in local communities\, with a goal of generating tips for audience members on what they can do to make change. Jones had a welcome and somewhat blunt way of expressing his best advice: \nNo one is probably better than you in meeting people where they’re at. So I mean you’re able to do it as high-quality early childhood educators. You can do that with legislators and you need to meet them where they’re at and ask what problem are they trying to solve. And they will absolutely love you for that. Accept that every parent wants the best for their kid and accept that you can build a better system. As soon as you accept that both the right and the left want quality early childhood experiences\, you’ll be able to build a better child care system. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/the-daycare-myth-part-2/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/PART-2-1.png
END:VEVENT
END:VCALENDAR