BEGIN:VCALENDAR VERSION:2.0 PRODID:-//LEO | Learning & Engagement Opportunities Network - ECPv6.15.3//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:LEO | Learning & Engagement Opportunities Network 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:20241203T150000 DTEND;TZID=America/New_York:20241203T163000 DTSTAMP:20260408T161904 CREATED:20241120T164948Z LAST-MODIFIED:20241207T075510Z UID:249589-1733238000-1733243400@leo.gradelevelreading.net SUMMARY:Uniting Schools & Families to Get Students Back Into the Attendance Habit DESCRIPTION:Co-Sponsored by Learning Heroes and Attendance Works \n\nModerated by John Gomperts of the Campaign for Grade-Level Reading\, attendees heard from experts in the field who are actively working to align the priorities of strong attendance and family engagement.  \nHedy Chang of Attendance Works opened the discussion by sharing critical insights about the current state of chronic absenteeism. She explained that rates doubled during the pandemic\, peaking at 30% nationwide during the 2021–2022 school year\, and while rates have improved slightly to just over 20%\, they remain alarmingly high. Chang emphasized how chronic absenteeism disrupts entire classrooms\, hindering consistent instruction and creating learning gaps. She also highlighted systemic barriers\, such as unreliable transportation\, housing instability and limited health care access\, which were exacerbated by the pandemic. To address these challenges\, Chang stressed the importance of building trust with families and fostering belonging in schools:  \n“This is a key partnership. We can help parents see that we care about them\, that we want to be in partnership with them\, that we’re willing to stop and listen to them\, and that we can jointly and collectively solve the problem. That’s a proven recipe for success.”  \nBibb Hubbard of Learning Heroes continued the conversation by discussing the presence of misconceptions among many families\, with nearly 9 out of 10 parents believing that their child is performing at or above grade level in reading and math\, despite data showing otherwise. The disconnect\, Hubbard explained\, stems largely from parents relying on report cards as the primary indicator of their child’s academic performance. When children appear to be doing well in school\, she explained\, parents may feel less urgency to prioritize attendance. Because of this disconnect\, Hubbard emphasized the critical role of family engagement and strong parent-teacher relationships\, with data showing that schools with strong family engagement reported lower rates of chronic absenteeism and higher academic achievement:  \n“There are so many strategies and tactics that can be implemented\, but if you’re not doing it with a lens of collaboration and deep relationship building with families\, you’re not going to see the same results.” \nShadae Harris\, Ph.D.\, with Groundwork Consulting shared her insights on redefining attendance as a family engagement issue\, drawing from her work in Richmond\, Virginia and explaining how they shifted their language from “attendance officers” and “attendance plans” to “family liaisons” and “engagement plans” as a way to build trust leading to better attendance. She emphasized that addressing chronic absenteeism requires authentic engagement\, where school leaders actively listen to and collaborate with families and are able to “share power” with one another. Harris highlighted the school district’s efforts to prioritize family needs by tackling root causes of absenteeism\, such as housing insecurity. Through an innovation grant\, she shared that over 130 families were able to secure stable housing\, fostering trust and strengthening connections within the community:  \n“We’re talking about sharing power\, and that’s what it looks like: sharing resources\, building trust\, helping one another….[From there] you’re able to start a trust cycle where word is going to spread that you’re consistent in what you’re doing for families.”  \nLastly\, attendees heard from Emily Bailard  who discussed how EveryDay Labs partners with school districts\, including Richmond Public Schools\, to implement comprehensive improvement strategies. Bailard emphasized three pivotal components of the work:  \n\nProviding valuable data intelligence and collaboration tools\nOffering professional learning for school staff \nDelivering evidence-based attendance communications\, including chronic absence nudges\, truancy notices and individualized family support campaigns  \n\nThis approach ensures that staff can focus on meaningful family engagement\, while parents receive the essential information and support they need to improve attendance:  \n“Ensuring that some of that basic communication is happening\, so that parents receive the information they need\, as well as using technology to coordinate high-touch work [such as home visits and family attendance conferences]\, is vital in building those relationships with families.”  \n\n \n Share Feedback URL:https://leo.gradelevelreading.net/event/uniting-schools-families/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/Atlanta_Photos_0028-e1732121367856.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20241210T150000 DTEND;TZID=America/New_York:20241210T163000 DTSTAMP:20260408T161904 CREATED:20241120T170513Z LAST-MODIFIED:20251216T184052Z UID:249603-1733842800-1733848200@leo.gradelevelreading.net SUMMARY:Pathways to Progress: Inspiring Success Stories in Student Learning Recovery DESCRIPTION:“Implementation is the new innovation.” \n–Doug Scott  \n\n \n \n \n \n \n This GLR Learning Tuesdays session explored effective frameworks and stories of overcoming learning loss and promoting equity in education. \nKelsey Young\, Ph.D.\, of Curriculum Associates highlighted findings from their research on six urban school districts that exceeded expectations post-pandemic. Her team identified six key practices driving student success. Young underscored that implementation — driven by strong leadership and alignment — was critical to the success of these practices\, stating: “If we reflect on those six keys I discussed\, most were kind of a culture shift that happened at the district and leadership levels. And so\, yes\, we want educators to change their mindset\, but it falls on district and school leaders to empower educators.” \nDoug Scott and Emmy Liss of McKinsey & Company shared insights from their global research on education transformation. Scott emphasized the importance of balancing implementation strategies with longevity in mind. Some of McKinsey’s levers for successful implementation include: \n\n\n\nBuilding durable coalitions for change through clear priorities and stakeholder engagement.\nCreating delivery capacity with infrastructure and expertise to ensure strategies are actionable and of appropriate scale.\nDriving and adapting with data to effectively make informed decisions and for continuous innovation.\n\n\n\nScott reviewed case studies\, including Washington\, D.C.\, where authentic community engagement helped rebuild public confidence in schools\, and Liss highlighted a community in Oregon where early childhood programs were implemented because of community demand and advocacy. \n \n \n \n \n \n Action Steps for CGLR Communities\n \n \n \n \n \n \n\nThe webinar concluded with practical guidance for CGLR communities looking to create lasting change.\nEric Duncan\, J.D.\, from The Education Trust focused on systemic inequities and the critical role of policy in ensuring resource equity: “We can really prioritize and start to look at ways to build out policy solutions to support schools and districts to execute on these things\, and to identify very strategically and upfront the areas on which we need to focus.” Duncan introduced EdTrust’s Alliance for Resource Equity Toolkit\, which helps communities identify disparities in teacher experience\, advanced coursework access and school leadership quality. Duncan emphasized that the toolkit can help identify “some of the things that district and school leaders need to be asking and need to be thinking about as they’re trying to close some of the gaps that we see.” \nAdditionally\, the panelists encouraged communities to: \n\nLeverage Data: Remain grounded by “talking about data\, not talking about anecdotes” to identify gaps and ensure equitable practices are prioritized.\nBuild Coalitions: Create what Scott called an “exoskeleton” to sustain initiatives across leadership transitions.\nAdvocate for Implementation Fidelity: Liss explained the need for this saying\, “True education transformation is not sexy. There is no silver bullet. It is really hard work focused on implementing the strategy that works.” Communities can support systems in maintaining focus on evidence-based practices while holding them accountable for results.\n\nModerator John Gomperts of The Campaign for Grade Level Reading closed the discussion by reiterating the power of community-driven change: “Successful implementation is not just about choosing the right strategies but building the conditions and coalitions to see them through.” \nShare with us how you’re doing this work in your own community by completing the survey below. \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/pathways-to-progress/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/Horizons_DC_Program_0516-e1732122252406.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20241217T123000 DTEND;TZID=America/New_York:20241217T140000 DTSTAMP:20260408T161905 CREATED:20241220T213926Z LAST-MODIFIED:20241220T214404Z UID:249868-1734438600-1734444000@leo.gradelevelreading.net SUMMARY:Kindergarten Briefing and Update DESCRIPTION:Implementing these programs and getting the work done is not always easy. But the more we can help each other out and lift [each other] up\, the better. \n\n\n\n \n\n\nLisa Guernsey of New America shared the above quote as she moderated the session\, engaging a panel of experts from the U.S. Department of Education as they highlighted the important work that has been completed through the Kindergarten Sturdy Bridge Initiative launched by Secretary Miguel Cardona.  \nSwati Adarkar opened the conversation by highlighting kindergarten as a bridge between early childhood and the early grades. She emphasized the need for developmentally appropriate practices that focus on the whole child\, including social\, emotional\, multilingual and playful learning. Adarkar expressed her appreciation for the critical collaboration between the Department of Education and Health and Human Services\, focusing on resources for children from birth to age 8\, leveraging grants\, research and guidance to accelerate this work. \nAdarkar drew on the power of engagement with education stakeholders and organizations\, sharing how the Transforming Kindergarten Collaborative has created a strong foundation: \n\n[Through collaboration] we have developed solid and durable work to build on for our youngest students. And we’ve got to figure out how to come together to carry this forward. Philanthropy definitely needs to be part of this equation. So onward. \n\nJamila Smith continued the conversation by discussing several key initiatives from the Department of Education\, beginning with the Ready to Learn program\, which incentivizes the creation of high-quality educational media content such as TV shows\, apps and games. Smith spoke about the Education Innovation and Research Grant program\, which supports innovative approaches to education\, including projects that focus on early learning and kindergarten readiness \nNext\, attendees heard from Christy Kavulic who described the joint policy statement on the inclusion of children with disabilities in early childhood programs\, again emphasizing the importance of interagency collaboration between the Department of Education and Health and Human Services. Kavulic highlighted the updated policy released in November 2023\, which reaffirmed the commitment to inclusion\, particularly following the COVID pandemic. She stressed that inclusion in high-quality early childhood programs benefits all children and sets a positive trajectory for lifelong learning.  \nMelissa Castillo\, Ed.D.\, noted the importance of high-quality dual-language immersion programs starting in kindergarten. She discussed the benefits of bilingualism and multilingualism for both English learners and English-speaking students\, the need for clear identification of English and multilingual learners\, and recent initiatives including a call to action for governors to support dual-language programs and the launch of a new comprehensive center for multilingualism in schools. Castillo also underscored the importance of clear terminology and identification of English learners and multilingual learners in early childhood\, noting the need for explicit definitions to guide programs. \nTracey Scott\, Ph.D.\, finished the presentations by discussing the Department’s Student Engagement and Attendance Center (SEAC) and its work on chronic absenteeism in the early grades\, particularly kindergarten. She emphasized the impact of chronic absenteeism on third-grade reading proficiency and outlined SEAC’s efforts\, including a recent learning series on kindergarten absenteeism and a new five-year contract to address early grade absenteeism in long-term planning.  URL:https://leo.gradelevelreading.net/event/kindergarten-briefing-and-update/ CATEGORIES:Past Event,Special Webinar ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/04/Casey_Prov_KidsCount_2013_THURS_00095-e1713201730648.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20241217T150000 DTEND;TZID=America/New_York:20241217T163000 DTSTAMP:20260408T161905 CREATED:20241207T063511Z LAST-MODIFIED:20250218T153828Z UID:249718-1734447600-1734453000@leo.gradelevelreading.net SUMMARY:Child Care Has Shifted: Are We Ready for the Future? DESCRIPTION:Changes to the labor market\, increased understanding of the science of early childhood\, and the visibility of the child care crisis present an opportunity to interrogate and reimagine child care\, and that is what we did with prominent leaders in the field during this session.  \nNationally recognized early childhood and human services leader Susan Gale Perry of Child Care Aware of America moderated the conversation and introduced the discussion by engaging with Marica Cox Mitchell of the Bainum Family Foundation. Mitchell shared the foundation’s WeVision EarlyEd initiative and their work to gather input and ideas from their partners\, whom they call “proximity experts” because of their proximity to young children\, about what is needed to improve systems and policies and reimagine the field. Mitchell discussed how educators and families need to be part of the solution and unafraid to help shape the systems that they need: \nListening to our proximity experts\, we have been leaning in to make sure we’re defining the ideal in making the ideal real. And that definition\, like the proximity experts stated\, has to be early childhood educators and families not being victims of the future\, not being afraid of the future\, but leaning into it and shaping it.…Change is going to be required as we lean into these shifts that are happening. \nAfter Mitchell’s framing\, Perry engaged a panel of early childhood educators and administrators\, along with policy experts representing diverse settings and child care options\, who shared their perspectives on how child care can better meet the needs of young children and their families. Rhian Evans Allvin of Brynmor Early Education and Preschool\, Jamal Berry of Educare DC\, Kayla Corbitt of Operation Child Care Project and Tiffany Jones of Precious Moments Family Child Care discussed how they have handled paying a fair wage to their educators and offering support and professional development; managing licensing and regulatory needs; and ensuring their services are affordable and accessible to families. Berry expressed how he and his organization are managing their budget to ensure that there are multiple measures focused on staff development and care: \nWe have a staff wellness manager. So I think having a budget for staff wellness support needs to be a proactive measure and not only reactive to when events happen. This is important as well as professional development by personnel who are geared in adult learning principles so they understand how adults learn and are actually creating content and trainings around that. And then last but not least\, I think innovation and strategic opportunities — budgeting for innovation\, budgeting to do innovative stuff with staff\, budgeting to support staff in ways that they want to be supported — are also important. \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/child-care-shift/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/05/AdobeStock_176691784_Preview-e1733551938762.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20241231T150000 DTEND;TZID=America/New_York:20241231T163000 DTSTAMP:20260408T161905 CREATED:20241216T032929Z LAST-MODIFIED:20250106T080328Z UID:249829-1735657200-1735662600@leo.gradelevelreading.net SUMMARY:Holiday Rebroadcast: Not Just Nice But Necessary: Family Engagement = A Big Bet That’s Paying Off for Kids DESCRIPTION:CGLR has long advocated that strategies focused on getting parents and caregivers to take part in their children’s learning progress are a “big bet” with the potential to make more than incremental change. Yet recently\, “family engagement” has become more of a catchphrase than something that is understood as a demonstrable learning recovery strategy. So in May 2024\, CGLR took the opportunity to explore exactly how various family engagement strategies have led to measurable results for students\, including increased attendance and other many other outcomes. \nModerator and family engagement leader Kwesi Rollins of the Institute for Educational Leadership introduced the discussion by asking his longtime colleagues and national leaders Vito Borrello of the National Association for Family\, School\, and Community Engagement (NAFSCE) and Yolie Flores of Families In Schools about the national landscape and what they have seen in terms of models and approaches that lead to families taking action for their children’s learning progress. Both experts agreed that building relational trust is a foundation for all other strategies and that educators need to first commit to understanding familial context. Capturing this idea\, Borrello stated: \n\nImagine if family engagement started with teachers understanding their students through the lens of a family. We talk about all these tactics\, parent-teacher conferences\, going to various events\, better understanding report cards. But if the first thing that a teacher did before the school year began was to meet a family with the sole opportunity to better understand their future student through the lens of their family\, imagine how that communicates respect\, how that would be building trust\, and\, beyond that\, how it improves teacher quality. Because if a teacher better understands that knowledge of a student and student learning\, they’re able to be a far better educator for that student in ways that will be profoundly impactful in their future. \n\nRollins then engaged with a stellar group of state\, district and community leaders who spoke about their notable partnerships and innovative approaches to family engagement\, including home visits\, text messaging\, parent ambassador programs and more. Emily Garcia of the Flamboyan Foundation with Sarah Parker of District of Columbia Public Schools\, Roxanne Saldaña Jones of the United Way of Texas with Kierstan Schwab of Texas PBS and Lisa Levasseur of Elk Grove Unified School District in California discussed their “on-the-ground” work leading to families taking specific actions in support of their children’s learning. We also had the special opportunity to learn directly from a parent. Shareeda Jones\, Flamboyan Parent Ambassador\, shared one of the most memorable quotes of the session when she said: \n\nUs as parents\, it’s not like we do not want to help. We don’t really understand how to help. And the point of even asking for help is hard. I always use this [metaphor] and say that without family engagement\, [supporting our children’s learning] is like lotion that you buy from a dollar store. You have to apply it multiple times [to get any result]. But with family engagement\, it’s like that good\, thick Vaseline lotion. It keeps you shiny\, it works and you don’t have to keep applying it when you do it the correct way. URL:https://leo.gradelevelreading.net/event/holiday-rebroadcast-not-just-nice-but-necessary-family-engagement-a-big-bet-thats-paying-off-for-kids/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2024/12/Copy-of-HOLIDAY-REBROADCAST.png END:VEVENT END:VCALENDAR