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:20250309T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20251102T060000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/New_York:20250107T150000 DTEND;TZID=America/New_York:20250107T163000 DTSTAMP:20260408T145110 CREATED:20241204T222944Z LAST-MODIFIED:20251216T185240Z UID:249698-1736262000-1736267400@leo.gradelevelreading.net SUMMARY:Beyond the Ballot: Sustaining Progress in Academic Recovery and Early School Success DESCRIPTION:“We all like accountability in theory. And then when we start getting real about what it means\, nobody really likes it because it’s about tough love.”– Michael Petrelli\, Thomas B. Fordham Institute  \n\n\n\n\n\n\n\n\n\nThis inagural GLR Learning Tuesdays webinar for 2025\, brought together leading voices in education to talk about what the world of education and kids policy might look like in the wake of the recent elections. Specifically\, we set out to explore the intersection of policy changes with ongoing questions about student outcomes\, data and advocacy in shaping the future of learning for children and families.  \n\n\nWhile there has been a lot of heat around education-specific policy changes\, Mike Petrilli counseled that the actual changes in education policy may be considerably less dramatic than the rhetoric around those changes. Echoing Petrilli’s cautious view of anticipated changes\, Denise Forte of The Education Trust emphasized the importance of looking beyond “education policy” alone to understand potential policy changes that could have an enormous impact on learning conditions. While recognizing that 90% of young children are in public schools and education policy is obviously important\, Forte urged participants to pay close attention to the consequences of decisions around Medicaid\, school nutrition and the child tax credit. These policies create the backdrop against which schools operate and play a significant role in determining how favorable — or unfavorable — conditions for learning might be.  \nThe speakers also underscored an urgent need to recognize and respond to the “outcomes crisis\,” as Kevin Huffman of Accelerate framed it. “We’re in the middle of an outcomes crisis right now in the country\, and we have major problems that will ripple through the economy…if we don’t take them on.” \nPanelists stressed the need for targeted strategies that focus on kids and families\, alongside high-quality implementation of strategies designed to increase student learning and development. Jean-Claude Brizard of Digital Promise added a broader perspective on accountability: “Yes\, accountability is important. We have to double down on student outcomes as long as we redefine what that is.” He called for a shift in focus from narrow metrics to goals such as economic mobility and future happiness\, urging stakeholders to view math and reading proficiency as means to broader ends.  \nAll participants agreed that we need much more data and research to get a clear picture of what is happening for young students and clarity about the strategies (and implementation approaches) that produce gains in student learning. As Forte said\, “Please keep calling out for data from your school districts…we need to have data from communities so we can really understand what’s going on.”   \nFinally\, all the participants zeroed in on the crucial role of external support and coalitions in tackling these challenges. The panelists discussed the power of collective advocacy\, from driving demand for data to using narratives to amplify success stories. As Brizard noted\, leaders making tough decisions need to be “flanked” by supportive voices and institutions. Forte summed it up saying\, “Work through coalitions. [We need] more voices from the community calling for data\, doing storytelling and using that information…we can’t leave any more talent behind.” This message underscored a shared commitment to creating equitable\, data-informed and outcomes-driven approaches to education that benefit all children and families.  URL:https://leo.gradelevelreading.net/event/beyond-the-ballot/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/12/Providence_Photos_0697-e1733351362526.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250114T150000 DTEND;TZID=America/New_York:20250114T163000 DTSTAMP:20260408T145110 CREATED:20241216T034428Z LAST-MODIFIED:20250120T065657Z UID:249842-1736866800-1736872200@leo.gradelevelreading.net SUMMARY:Equitable Literacy Instruction: Ensuring the Science of Reading Works for All Children DESCRIPTION:In this incredibly inspirational learning experience\, panelists emphasized that a primary key to dispelling misunderstandings about the sciences of reading is realizing there are multiple sciences that need to be taken into consideration for the vast diversity in race\, nationality\, background and especially language among students in America’s classrooms. Building on ideas captured in the recent report from the Children’s Literacy Initiative (CLI)\, Equity and the Science of Reading\, speakers suggested instructional techniques and classroom strategies that support educators in building both their literacy content knowledge and culturally sustaining practices. \nA nationally recognized leader in the learning sciences\, Lisa Guernsey of the Education Policy Program at New America\, moderated the conversation. Guernsey introduced the discussion by inviting Diana Greene\, Ph.D.\, and Erica Holmes-Ware of the Children’s Literacy Initiative to unpack the key assertions and recommendations in their seminal report. Greene shared an inspiring analogy\, revealing the story of her son being diagnosed with cancer at a young age where there was a standard protocol for treating that cancer\, but the doctors knew they had to adjust that plan based on her son’s specific biology and needs. Thanks to these adjustments in treatment\, her son is now a thriving 34-year-old professional. She went on to explain that this type of adjustment and tailoring to the science of reading protocols is needed for diverse learners: \nIt is difficult when you have over 20 students who are coming to your room\, all with very different backgrounds\, different unique perspectives on life. [At CLI\,] we believe that when you dig into the assets that children bring to the classroom and couple [that information] with research and doing best practice\, that is going to catapult our children. \nAfter a deep review of the CLI report\, Guernsey engaged two leading researchers and experts in literacy instruction for multi-language and multicultural learners. Anya Hurwitz\, Ed.D.\, of SEAL (Sobrato Early Academic Learning) and Xigrid Soto-Boykin\, Ph.D.\, of the Children’s Equity Project at Arizona State University discussed the multiple sciences of reading and the extensive research that demonstrates how to best engage and instruct English language learners and honor the many assets of diverse learners. Like Greene\, Soto-Boykin shared her deeply impactful personal story of moving to Florida from Puerto Rico at age 11 and not receiving any support to learn English or any honoring of her background. She related this to her tips for educators: \nWhen we allow children to show up authentically as themselves\, we provide them with a tool to love themselves. And that’s the biggest legacy. I learned to read in school\, but I learned to love myself despite school. And I think that [we need to make sure students today feel supported by school instead of learning to love themselves despite school.] \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/cli-science-of-reading/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/12/Providence_Photos_0402-e1734320654511.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250121T123000 DTEND;TZID=America/New_York:20250121T140000 DTSTAMP:20260408T145111 CREATED:20241226T174428Z LAST-MODIFIED:20250127T001716Z UID:249880-1737462600-1737468000@leo.gradelevelreading.net SUMMARY:Power of Philanthropy: Supporting Children's Advocacy Through Strategic Framing DESCRIPTION:Baked into our mission is that this work is generational. When it comes to supporting long-term mind shifts\, we know it will take more than a grant cycle. So\, we approach this work not just in terms of ‘policy wins’ or trying to shift a narrative in two years. It is much more about seeking to strengthen an ecosystem to create stronger narratives and frames over time….That is how we’ve approached the work and why I’ve been really excited to see more funders recognizing that narrative change is a long-term endeavor. \n–Jeanette G. Elstein\, MPH\, Robert Wood Johnson Foundation \n\n\n\n\nIn this Funder-to-Funder Conversation\, Jeanette Elstein of Robert Wood Johnson Foundation (RWJF)\, offered the above statement as she described her foundation’s investments in the development and implementation of the Collective Caregiving frame. Thank you for registering for this funder-focused session and joining us to explore this new frame and the roles that philanthropy can play in promoting narrative change as a part of efforts to improve outcomes for children and families.  \nJohn Gomperts\, an executive fellow with CGLR and the board chair for Leading for Kids\, set the stage for the conversation by describing evolving efforts over the years that have sought to rally broader public support and demand for better investments and better outcomes for kids and families. Ernestine Benedict\, with ZERO TO THREE\, then moderated the session\, inviting Elstein and David Alexander\, MD\, of Leading for Kids to provide an overview of the Collective Caregiving frame and RWJF’s work to ensure that parents and caregivers have the resources they need to promote thriving families. \nAlexander explained how Leading for Kids worked with the FrameWorks Institute over the course of four years to craft the frame. Responding to social science research\, the Collective Caregiving frame is designed to stretch the existing cultural mindset that children need care and that child outcomes are affected by the care provided to them by the people in their lives. It seeks to build on that mindset but extend the idea of care coming only from the people in a child’s life — family members\, teachers\, health care providers\, etc. — to include the systems and issues that affect a child’s well-being\, such as housing\, food\, the tax code\, etc. The frame includes three recommendations intended to help stretch those mindsets: \n1.     Care is collective — Describe policies and other forms of collective action as caregiving.  \n2.     Care must be inclusive — emphasize that we owe care to every child in every community\, moving beyond the focus on “my” kids or kids like mine.  \n3.     Care is expansive — Illustrate that collective caregiving happens everywhere\, through every issue and is not limited to the narrow set of issues typically seen as “children’s issues.” \n\nThe purpose of this new frame is to broaden the tent of people who are interested in the well-being of all of our kids….This frame was not designed to be a response to our current politics….It was designed to meet the culture where it’s at now….But I will note that while this frame works well with all audiences\, we did find that it works especially well with people who define themselves as conservative or Republican.  \n–David Alexander\, MD\, Leading for Kids \n\nElstein shared that RWJF funded the development of the Collective Caregiving frame to establish a strong baseline of research about existing mindsets and frames and to equip activists\, advocates and practitioners with more effective frames so that they can more effectively advocate for a better future for children and families. She also described how her portfolio is internalizing this research into its own strategies and supporting Leading for Kids and other advocates and communications professionals as they craft toolkits for practitioners to use in applying this frame. Through Every Family Forward\, RWJF is hosting learning sessions to introduce the frame to partners and grantees and invite them into a conversation about how they can collectively address the narrative and policy dimensions of our nation’s child care system.  \nBenedict then invited two other funders with deep expertise in advocacy and systems change work — Marica Cox Mitchell of Bainum Family Foundation and Dave Stone of United Way of Central Iowa (UWCI) — to describe their advocacy efforts and reflect on how the Collective Caregiving frame might enhance them.  \nStone explained how UWCI’s cradle-to-career approach aligns nicely with the new frame\, building support for children and families from early childhood to the adult workforce\, including support for essential needs such as housing\, nutritious food and health care. He noted the timeliness of the release of this frame as the nation is seeing a deeper embrace of the idea of individualism\, underscoring the need for frames that can encourage a collective shared vision for children and families.  \n\nWhat I think is really important about this frame is the idea of care being collective. This creates buy in across the community. It is not just my kids\, not just my family or my network. It is a community. Lifting up that community focus is much better than the individualistic focus that we are heading into. \n–Dave Stone\, United Way of Central Iowa \n\nMitchell described how Bainum embraces a “both-and” approach as it helps families navigate existing systems while simultaneously working to reimagine and re-envision those systems to better support children and families. She noted how the new frame aligns with the science of development and the need to focus on the ecosystem in which a child is learning and developing. Mitchell also applauded RWJF’s efforts to mine existing mindsets to inform its systems change approaches.  \n\nI think [the Collective Caregiving frame] is very reassuring and aligns research\, policy and practice in a beautiful way. I also think it will be more effective because it is America-centric. Typically\, when advocates are asked about an example of a progressive policy\, we turn to Germany or Finland. Those are great examples\, but can we contextualize them a little for who we are? I think this framework does that. It pushes us to be better\, but it’s very American-centered. \n–Marica Cox Mitchell\, Bainum Family Foundation \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/philanthropy-framing/ CATEGORIES:Funder-to-Funder Conversation,Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/08/Blog-2-Kindergarten-Image-3-scaled-e1692650159728.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250121T150000 DTEND;TZID=America/New_York:20250121T163000 DTSTAMP:20260408T145111 CREATED:20241226T180236Z LAST-MODIFIED:20250127T022851Z UID:249888-1737471600-1737477000@leo.gradelevelreading.net SUMMARY:Kindergarten in Context: What Makes a Principal an Effective P-3 Leader? DESCRIPTION:This conversation brought together a panel of experienced education leaders who shared insights on how effective P-3 leadership supports high-quality early learning\, fosters community partnerships and promotes equitable\, developmentally appropriate practices that benefit all students from pre-K through third grade.  \nThe moderator for the conversation\, Kristie Kauerz\, Ed.D\, with the National P-3 Center\, kicked off the discussion by sharing persistent and concerning achievement gaps in education\, particularly in reading\, using NAEP data that has showed stagnant progress. Kauerz shared that these gaps are even more pronounced for vulnerable student populations\, especially following the COVID-19 pandemic. She emphasized that while high-quality pre-K programs have proven effective\, the gaps present at kindergarten entry are prone to persist through elementary school if not addressed effectively.  \nThis issue\, Kauerz explained\, is the driving force behind strong P-3 principal leadership:  \n\nResearch has shown that replacing a below average elementary principal with an above average elementary principal can result in an additional 2.9 months of math learning and 2.7 months of reading learning each year. By the end of third grade\, those students will have made up almost two full academic years of growth when their school is led by an above average principal. \n\nGracie Branch\, Ph.D.\, of the National Association of Elementary School Principals (NAESP) then explained the work being done to help principals achieve those successes. Branch shared a glimpse of what is included in A Principal’s Guide to Early Learning in the Early Grades\, a resource designed to help principals understand what quality early learning looks like in schools. Branch explained that the guide is structured around six competencies\, each with four strategies\, effective principal practices and reflective assessments for principals.  \n\nContinuous improvement in preK through third grade focuses on developing and supporting systems to provide ambitious whole child instruction\, authentic relationships with families and that internal accountability to make sure you’re doing the work and doing it right. \n\nAttendees then heard from three P-3 principals who shared their experiences in understanding the growing importance of their roles. \nJacob Ellsworth\, principal at Hawthorne Elementary School in Everett\, Washington\, began by sharing how his experience in completing a certificate program at a P-3 Center allowed him to understand that the efforts put in early on for students can contribute to long-term success. That success\, Ellsworth explained\, can be developed through different practices\, such as fostering strong parent partnerships in preschool and kindergarten\, that can create a lasting sense of community for students and their families.  \n\nThere’s such an opportunity early on in the grades to not only impact students academically but also within their community\, and we can build upon that. The smaller the gap at the beginning\, the less likely it is to widen. \n\nPaula Bruno\, Ed.D.\, principal at Indian Valley Elementary School in Sylacauga\, Alabama\, discussed her experience in prioritizing P-3 learning in her school as a way of creating a cohesive school environment. Part of this work\, Bruno explained\, required fully integrating the school’s pre-K program into the K-3 school community. Bruno ensures that pre-K students and families have the opportunity to participate in school events so they can understand the expectations when they move up to kindergarten. Bruno also touched on the importance of providing connections to resources for the P-3 community at her school:  \n\nI make sure that I build those relationships with parents\, to highlight that I’m here to work with you and to help support your child. I try to connect families with library resource centers\, recreation centers\, early childhood centers. We work together. \n\nLastly\, Gwendolyn Payton\, former principal and current Instructional Superintendent for District of Columbia Public Schools\, emphasized the importance of having strong P-3 principals who can recognize what high-quality education looks like in a classroom\, including understanding what they should see\, hear and expect from both students and teachers. In Payton’s experience advising the P-3 group in D.C.\, she’s seen that principals who work hard to develop their educators’ skill sets see positive outcomes: \n\nI’ve found that with the principals I’ve worked with\, once they really lean into the competency\, they take it on\, and it becomes part of their overall school fabric\, and it lasts. That’s what makes it stick. It’s been amazing to witness. \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/kindergarten-p3-leader/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/Providence_Photos_0589-e1737617105374.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250128T130000 DTEND;TZID=America/New_York:20250128T143000 DTSTAMP:20260408T145111 CREATED:20250123T064849Z LAST-MODIFIED:20250131T212146Z UID:250007-1738069200-1738074600@leo.gradelevelreading.net SUMMARY:Starting From a Place of Strength: United Ways Using Data and Messaging to Tell an Impact Story DESCRIPTION:This GLR Learning Tuesdays Peer Exchange Conversation\, presented in collaboration with United Way Worldwide and Ascend at the Aspen Institute\, explored how data and messaging drive community impact. Moderated by Marjorie Sims of Ascend at the Aspen Institute\, the session emphasized the need to shift from an individualistic mindset to a collective approach in advocating for children’s well-being. Speakers discussed how reframing narratives and leveraging high-quality data can enhance advocacy efforts\, inform policy and build broader public support for investments in children and families.  \nDavid Alexander\, MD\, of Leading for Kids introduced the Collective Caregiving frame that his organization developed with the FrameWorks Institute. Frames are active choices that advocates use to talk about the issues they care about. The Collective Caregiving frame repositions children’s welfare as a shared societal responsibility. Alexander explored how current policy decisions often neglect children’s needs and stressed the importance of using messaging that shifts public perception toward collective accountability.  \n“One of the major things that drives the way Americans think about kids is this notion of care. And so we came up with this new framing called collective caregiving….It takes this notion of care and stretches it in three important ways: The first stretch is taking care from something that’s individual to care that’s something that’s collective. The second stretch is by explicitly calling out the fact that we can and should care for children who don’t necessarily look like ours….The third way to stretch this concept of care is to take the narrow band of things that people think of as care issues and bring care into every issue.”  \nAyeola Fortune of United Way Worldwide underscored the role of data in shaping equitable solutions and compelling storytelling. She shared how United Way leverages data to assess community needs\, track progress and drive strategic decision-making. By effectively using data\, organizations can craft impact stories that resonate with stakeholders\, strengthen advocacy efforts and influence policy.  \n“We have to connect [data] both to the frames that resonate currently with people in the culture and society in which we live\, and then stretching that\, changing the frame.   \nSometimes the issues that we talk about can seem intractable\, they can seem unsolvable. Poverty is one. I put that right at the forefront. [With the Child Tax Credit\,] we cut child poverty in half through that policy measure. Even though not sustained\, it showed us what is possible…the framing we use has to show people what is possible through collective efforts.”  \nGretchen Ceranic of United Way of Central Florida then provided insights from their Success by Six program\, which supports early childhood education in one of the nation’s fastest-growing regions. She highlighted the importance of developmental screenings\, authentic family engagement and wraparound services to address gaps in school readiness. She also emphasized the power of strategic messaging in communicating the urgency of early investments in child development.  \n“So we will share a success story…but the way the message is shared\, it is less about ‘look at what this family did’ and the feel\, the takeaway is ‘look at how the support from the community came together to make change.’ And I think that’s really important. When those messages are shared\, we will often hear from partner agencies that are doing good work for children and families in our community and say\, hey\, I want to be a part of this.”  \nThe conversation underscored the power of research-driven advocacy and the necessity of reframing narratives to connect personal stories with broader systemic change. Panelists stressed the importance of applying equity frameworks\, leveraging data to make a case for sustainable policy shifts and fostering political will to ensure children’s needs remain at the forefront of decision-making. Participants were encouraged to integrate these strategies into their work to drive lasting impact for children and families.  \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/uw-impact-story/ CATEGORIES:Past Event,Peer Exchange Conversation ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/01/CASEYKINETIK2015_Wed01891-e1737614850373.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250128T150000 DTEND;TZID=America/New_York:20250128T163000 DTSTAMP:20260408T145111 CREATED:20241227T132952Z LAST-MODIFIED:20250202T092708Z UID:249895-1738076400-1738081800@leo.gradelevelreading.net SUMMARY:Sports-Focused Initiatives: A Way Through the Debate about SEL? DESCRIPTION:VIEW SESSION ON YOUTUBE\n \n \n \n \n \n In this learning experience\, we engaged with Olympic gold medalists and other leaders who are successfully creating opportunities for students to engage in sports-based SEL (social-emotional learning) programs and dispelling some of the discomfort and concern that some parents and educators experience with SEL. We explored the importance of ensuring that students’ educational experiences include being part of a safe and open culture to advance their developmental needs\, and how sports-oriented SEL initiatives can help achieve this and be a point of unity in the debate about SEL.  \nEducational leader and sports dad Andy Rotherham of Bellwether moderated the conversation and began the discussion by asking each panelist to introduce themselves and their work and share what they mean when they say SEL. The panelists — Steve Mesler\, Olympic gold medalist and founder of Classroom Champions; Christian Taylor\, also an Olympic gold medalist and board member and mentor for Classroom Champions; Anthony Andino of the Center for Healing and Justice Through Sport; Kali Thorne Ladd of the Children’s Institute in Oregon; and Becky Wade-Mdivanian of LiFEsports at The Ohio State University — discussed how they frame their work and how they elevate the importance of the skills associated with social-emotional learning. \nLadd\, whose work is more broadly focused on SEL\, expressed her perspective on the topic in this way: \n\nI’m looking at it from both an educator and through a neuroscientific lens. Thoughts and feelings are intermingled in the brain. And so for students to thrive\, for young people to thrive\, the SEL muscle being built is really integral to them learning and to them being successful in life. \n\nRotherham then engaged the panel in a robust discussion of how the “athlete’s mindset” is focused on resilience and perseverance and how this mindset and related skills can be taught by engaging in sports and in other ways that do not require kids to play sports. As Ladd lifted up\, speakers discussed the neuroscience research on how brains develop and the need to engage kids in activities that teach them to control their bodies and their emotions\, solve problems and ask for help\, as well as other basic non-controversial skills critical for youth development. \nWade-Mdivanian expressed how important it is to include opportunities for students to reflect on what they are learning and consider how the skill is transferable. \n\nSometimes we might play a basketball game and someone fouls us\, and we didn’t have great self-control\, we didn’t have great emotional regulation [and you learn from that.] How do we teach a kid in that moment a skill to use\, but then reflect on it at the end of the activity with the child and say\, ‘Okay\, now where else could you use this? Could you use this when you fail that test at school and you’re really frustrated? When you didn’t understand how to do a drill at practice and you came up and asked me\, could you also go ask your teacher when you’re stuck on a problem?’ \n\nWe thank you 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 \n \n \n \n \n \n \n \n \n \n \n \n \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/sports-sel/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/iStock-495354639-scaled.jpeg END:VEVENT END:VCALENDAR