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DTSTART;TZID=America/New_York:20250401T150000
DTEND;TZID=America/New_York:20250401T163000
DTSTAMP:20260408T100518
CREATED:20250320T055739Z
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SUMMARY:More Hopeful Futures or Children as Collateral Damage? Potential Implications of Accelerated Deportation
DESCRIPTION:“The problems caused by a lack of a coherent immigration policy are now being compounded by a flood of executive orders that will fail to replace such a policy. Instead\, indiscriminate mass detention and deportation is separating children\, parents\, and other family members\, and threatening to do so to others. We all know that the trauma of those separations and the stress of living in fear of the separations to come for children today can have lifelong negative effects on their health and mental health as adults.”  \n— Joshua Sparrow\, MD\, DFAACAP\, Brazelton Touchpoints Center \n\n\n\n\n\n\n\n\n\n \n\n\n\nIn this April 1\, 2025 GLR Learning Tuesdays session\, Joshua Sparrow\, MD\, DFAACAP\, of Brazelton Touchpoints Center (BTC) offered the above statement during his opening remarks and highlighted the varied and important contributions of immigrants to the United States. \n\n\n\n\nCecelia Leong of Attendance Works facilitated the discussion\, which opened with some context-setting data from Wendy Cervantes of the Center for Law and Social Policy (CLASP). Cervantes explained that about one in four young children are part of immigrant families\, but 90% of these children are U.S. citizens. She noted that most of these immigrant families have very deep roots in the U.S.\, with more than half having resided in the country for more than 10 years. Cervantes also walked attendees through some of the recent proposed and enacted policy changes\, explaining that they are aimed at three primary goals: increasing immigration enforcement; restricting or eliminating access to lawful status and entry to the U.S.; and restricting or eliminating access to health care and other critical benefits. \n“I usually refer to [young children who arrive as unaccompanied minors] as the children who are the most vulnerable under normal immigration policies. But under the current policy context\, while I still believe that these are the most vulnerable populations\, I also really believe that the larger number that I covered earlier\, the 18 million or 1 in 4 children who are part of immigrant families\, are all facing really severe threats to their well-being under the current policy context.”  \n— Wendy Cervantes\, CLASP  \nLeong and Cervantes were then joined by Adrián Pedroza of Abriendo Puertas/Opening Doors and Mayra Alvarez\, MHA\, of The Children’s Partnership in an engaging and informative conversation that explored how the current policy environment and misinformation about various policies are impacting children\, families\, early childhood programs and caregivers\, schools\, and families’ access to health care services. \nPedroza shared highlights from his organization’s recent National Latino Family Survey\, noting that significant numbers were avoiding normal activities such as signing their child up for school programs (30%)\, talking to their child’s teacher (26%)\, or visiting a doctor (25%). He also stressed the power of trusted messengers to combat misinformation\, stating that the vast majority of families surveyed reported high levels of trust for nonprofits\, community-based organizations\, doctors\, schools\, and faith-based organizations. \n“Because we are hearing from families that are being caught up in immigration enforcement situations or being asked about their immigration status — even if they are U.S. citizens or here with a permanent residency — there is this fear that’s happening within the community now. We always tell family-serving organizations in our communities that it’s important to have accurate and true information because there is also a lot of misinformation out there.”  \n— Adrián Pedroza\, Abriendo Puertas/Opening Doors  \nAlvarez discussed the impact of immigration policies and enforcement on children’s health and well-being and their access to health care services\, noting that the stress immigrant parents and caregivers are experiencing can impact their children’s sense of well-being and healthy development. \n“As we think about the implications of immigration policy on child health and well-being\, you can’t separate a child’s health from that of their parents and caregivers. So\, as we know that parents and adults in the lives of these children are worried about deportation\, are worried about detention\, are confused by the changing policies\, that then impacts the very environment in which we are raising our children….This is absolutely [true] for children who are part of undocumented families or mixed-status families. But it’s also the broader community of children who are part of immigrant families — who share a classroom with a child in an immigrant family\, who play on the playground — and they have questions about what’s happening.”  \n— Mayra Alvarez\, The Children’s Partnership  \nLeong shared data on the spikes of chronic absenteeism in the wake of the pandemic\, explaining that nearly one-third of English learner students were chronically absent in the 2022–23 school year. She noted that student attendance improves when children feel physically and emotionally healthy and safe in school and shared data from the previous Trump administration when chronic absenteeism spiked in schools in the wake of ICE enforcement efforts. \nThroughout the conversation\, the panelists shared a wide range of actionable resources and offered several concrete recommendations in their closing comments\, encouraging attendees to call for the restoration of legal services for unaccompanied children; share “know your rights” cards with families\, providers\, and schools; advocate for access to K–12 education for children regardless of their immigration status; and more. \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/children-as-collateral-2/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250408T150000
DTEND;TZID=America/New_York:20250408T163000
DTSTAMP:20260408T100518
CREATED:20250328T055212Z
LAST-MODIFIED:20251129T143947Z
UID:250688-1744124400-1744129800@leo.gradelevelreading.net
SUMMARY:Decoding NAEP: Frontline Educators Reflect on the Pace and Progress of Learning Recovery
DESCRIPTION:I was really inspired…to think about what do innovation and transformation look like?…How do we drive that from the classroom up? To ensure we’re structuring both the supports\, the training\, [and] how time is used throughout the day in a way that centers what teachers tell us is most important\, and what the data shows us as driving outcomes for kids.  \n– Evan Stone\, Educators for Excellence \n\n  \n			\n				\n				\n				\n				\n				In the April 8\, 2025 Decoding NAEP session\, moderated by Roberto J. Rodriguez\, we heard from education leaders and practitioners who are working directly with students every day to translate NAEP data into meaningful action. \nOur guests spoke candidly about the urgency of closing learning gaps and the need for both immediate and long-term strategies to support student success. Superintendent David Moore\, Ed.D.\, from the School District of Indian River County in Florida\, emphasized the power of real-time data\, high-quality instructional materials\, and strategic partnerships to drive instructional change. He called for innovation in public education — like rethinking grade structures and exploring the potential of artificial intelligence (AI) — alongside regulatory flexibility to allow local solutions to flourish. \nJoan Dabrowski of Baltimore City Public Schools shared the district’s investments in instructional coaching\, extended learning time\, and student learning plans that engage families. She urged attendees to reimagine special education so that all learners are better served. \nAttendees also heard from teacher leaders Peggy Brookins of National Board for Professional Teaching Standards\, NBCT\, Evan Stone of Educators for Excellence\, and Arthur Everett\, a high school teacher from Brooklyn\, New York\, who highlighted the evolving nature of the teaching profession. They spoke to the importance of mentorship\, professional learning communities\, and the need to recruit and retain a diverse educator workforce. They also advocated for innovative staffing models\, differentiated compensation\, and universal access to board certification. \nThis session underscored that lasting change requires more than new tools — it calls for new mindsets\, stronger systems\, and policies that empower educators and put student needs at the center.
URL:https://leo.gradelevelreading.net/event/naep-7/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250415T123000
DTEND;TZID=America/New_York:20250415T140000
DTSTAMP:20260408T100518
CREATED:20250318T064022Z
LAST-MODIFIED:20250505T183024Z
UID:250595-1744720200-1744725600@leo.gradelevelreading.net
SUMMARY:Counting on Philanthropy: How National & Local Funders Are Collaborating to Advance Early Math
DESCRIPTION:This Funder-to-Funder session was a continuation of a series of conversations focused on early math that began in 2020. This session explored how funders are working creatively and with growing impact to ensure that more children get a stronger start in this critical building block of early school success.    \nJessica Tilli\, Ed.D.\, of The School District of Philadelphia moderated the session and framed the importance of early math to long-term success. Holly Kreider\, Ed.D.\, of the Center for Family Math noted that math skills at kindergarten entry are as accurate a predictor of eighth-grade reading skills as are kindergarten reading skills. She described the Center’s focus on family and community engagement to help young children build knowledge\, skills\, and positive attitudes toward math.   \nFunders on the panel explained why their respective foundations started to work on early math and what strategies and philanthropic tools they have deployed. Kimberly Brenneman\, Ph.D.\, of the Heising-Simons Foundation noted that their work in this area has roots in both the head and the heart. She described how it has evolved since 2011 and how they now see themselves as one contributor in an increasingly interconnected field to which they are able to provide financial support\, foster connections\, and bring attention to the issue and to promising approaches. Geeta Pradhan of the Cambridge Community Foundation in Massachusetts explained how their concern about income inequality and their conversations with local leaders led them to invest in early math. Douglas Ismail of the California Masonic Foundation shared how they moved into the “adjacent” field of early math\, building on extensive work in literacy and family engagement.    \nOmowale Moses and Claudia Ferrara of MathTalk explained their approach to making math fun\, enjoyable\, and valuable for families by creating immersive digital and physical experiences that work across a rich ecosystem of schools\, museums\, zoos\, and other real-world contexts\, including a recent pilot in a health center. The earlier CGLR webinar Get to Know MathTalk offers a deep dive into this exemplary approach and how MathTalk engages communities in planning and implementation.  \nResponding to a question from the audience about the applicability of these approaches to rural communities\, Moses said that while the settings may differ\, all communities offer places and spaces that can become “fun\, meaningful\, valuable math resources and math moments.”   \nAs the conversation turned to entry points and opportunities for funders and community organizations to move into early math\, panelists emphasized that early math can be incorporated into ongoing literacy and family engagement work\, without needing to create an entirely new program area. They also gave examples of using “more than money” strategies and the complementary roles that national and local funders can play in supporting children’s early math development.  \nAs one example of weaving these threads together\, Ismail and Kreider described a new partnership among Raising A Reader\, PowerMyLearning\, the Partnership for Los Angeles Schools\, the Center for Family Math\, and the California Masonic Foundation to transfer knowledge about family and community engagement in early literacy to early math.   \nPanelists agreed that “narrative change” is an important issue for the field to continue to address. Brenneman said that “we will not make the progress we want to make until we figure out how to change adults’ views of mathematics\,” and Pradhan stressed the need to make it “not something that you fear\, but something that you love.”  \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/early-math-f2f/
CATEGORIES:Funder-to-Funder Conversation,Parents,Past Event,Reading & Math
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250415T150000
DTEND;TZID=America/New_York:20250415T163000
DTSTAMP:20260408T100518
CREATED:20250318T064756Z
LAST-MODIFIED:20250421T143421Z
UID:250603-1744729200-1744734600@leo.gradelevelreading.net
SUMMARY:Equitable Literacy Instruction Part 2: Ensuring the Science of Reading Works for All Children
DESCRIPTION:In this follow-on discussion to our January session with executives from the Children’s Literacy Initiative and other leaders\, we picked up on the notion that a primary key to dispelling misunderstandings about the science 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. This time\, we zeroed-in on the federal\, state\, and local policies that lead to effective classroom practices and the specific strategies and activities that make instruction focused on the science of reading truly effective for all learners. \nSpeech and language pathologist Ryan Lee-James\, Ph.D.\, of the Atlanta Speech School and Rollins Center for Language and Literacy moderated the conversation and offered compelling framing remarks. Lee-James introduced the discussion by engaging with Diana Greene\, Ph.D.\, of the Children’s Literacy Initiative (CLI) and Melissa Castillo\, Ed.D.\, formerly of the U.S. Department of Education to again review the assertions in CLI’s recent white paper and unpack what research says about what it takes to teach multilingual learners how to read and write. Castillo emphasized the importance of taking an asset-based approach and honoring students’ oral use of their native language: \nOne of the biggest\, most effective practices that really\, in my mind\, is the easiest to address is moving from that deficit-based approach to an asset-based approach where we very clearly agree on the fact that our English learners and our multilingual learners are linguistically gifted. They come with beautiful languages that really\, when it comes to learning to read\, language is language is language. So regardless of any language that they’re developing\, if they have a strong foundation in oral language\, [and when their oral language] is prioritized and continued not only in school but outside of school\, it will benefit and support the acceleration of students learning to read. \nAfter the discussion of the broad ideas and research about how students gain literacy knowledge\, Lee-James shifted to a discussion around policy and practice with Esther Quintero\, Ph.D.\, of the Albert Shanker Institute\, Paula White of JerseyCAN\, and Susanne Nobles\, Ph.D.\, of ReadWorks. From these experts\, we first learned about the 400+ legislative bills addressing the science of reading that have been analyzed by Quintero and her team and the pillars that drive policy and practice in New Jersey though JerseyCAN’s Legacy of Literacy campaign. We also learned about one free resource available to teachers to help them conduct literacy instruction with culturally sustaining practices. Although it is not a curriculum per se\, ReadWorks provides supplemental resources that greatly advance children’s literacy development and generate a love of reading. Nobles explained further how these resources build the knowledge that is critical to literacy development: \nOur goal is to bring together all that we’ve been talking about\, the science of reading\, along with culturally responsive teaching\, with a particular focus on building background knowledge and vocabulary in support of reading comprehension. Sometimes the science of reading gets reduced to just phonics. Yet there’s so much more to it. And we’re focused at ReadWorks on bringing in that knowledge and vocabulary through reading\, in support of reading. Because no one curriculum can bring enough knowledge. \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-2/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250422T130000
DTEND;TZID=America/New_York:20250422T143000
DTSTAMP:20260408T100518
CREATED:20250417T061516Z
LAST-MODIFIED:20250505T181634Z
UID:250790-1745326800-1745332200@leo.gradelevelreading.net
SUMMARY:How to Be an Effective Communicator in Difficult Times: Using Data and Messaging to Tell an Impact Story (Part 2)
DESCRIPTION:In this session\, Lorelle Atkinson of The Aspen Institute described the Institute as an organization that ignites human potential to build understanding and create new possibilities for a better world by driving change through dialogue\, leadership\, and action. She explained how Aspen is leaning into values-driven\, nonpartisan messaging and emphasized the importance of being a “values amplifier\,” focusing on content that promotes trust\, empathy\, and a sense of civic responsibility. Atkinson explained the best use of various platforms such as TikTok\, LinkedIn\, and podcasts to reach both broad and niche audiences. She also discussed the challenge of separating fact from fiction and the importance of building trust and empathy\, citing the Edelman Survey\, which shows that 84% of people say that the nature of the political debate has become less respectful and 78% feel that it is less fact based. After Atkinson’s presentation\, Marjorie Sims of Ascend at the Aspen Institute moderated a conversation engaging United Way leaders in a discussion responding to Atkinson’s presentation.   \nMichael Wilkos from United Way of Central Ohio shared how they are using deep\, data-driven community education to address rising housing instability and poverty. Focused on six school districts with the highest needs\, the organization prioritizes helping partners understand local demographic and housing trends before discussing programs. While conversations may differ between boards\, donors\, policymakers\, and the nonprofits\, Wilkos says the narrative is always the same\, first you need to understand the community. “If we come out and explain that this is the community we now share\, this is how it is changing\, and these are the needs of the families we care about\,” a richer stakeholder conversation is possible.  \nNalisha Henry of United Way of Greenville County\, South Carolina\, described Greenville’s rapid growth and increasing inequality\, emphasizing United Way’s role in reshaping local narratives around poverty. The organization uses Asset Limited\, Income Constrained\, Employed (ALICE) data to show that financial hardship is widespread and systemic\, not individual. ALICE is a United Way initiative focused on families earning just above the Federal Poverty Level but less than what it costs to make ends meet. Through public education and national thought leaders\, United Way of Greenville advocates for inclusive growth and shared prosperity across the community.  \nRooted in values of equity\, inclusion\, and justice\, United Way of South Central Michigan’s (UWSCM) communications and messaging is focused on reducing economic and racial inequities through values-led leadership and community engagement. Chris Sargent of UWSCM emphasized\, “We lead with our values in everything that we do. And I think right now\, especially in the environments in which we’re operating in\, that’s critically important to our stakeholders. This is a moment by which our values have to define us.” In Michigan\, 4 in 10 households are ALICE families and in some areas that rate can be as high as 70%. This data coupled with the commitment to equity is driving UWSCM’s focus on eliminating economic and racial disparities. By leading with values\, United Way is shaping community conversations that bring people to the table to learn\, grow\, and understand together.   \nLarry Warner shared how United Way of Rhode Island blends data and storytelling to build trust and drive impact across the state. By tailoring messaging formats — from reports to community convenings — they show how issues like housing and education affect all residents. Warner emphasized using both quantitative and qualitative data to communicate urgency\, opportunity\, and relevance\, ensuring messaging resonates with diverse audiences and supports statewide systems change.  \nTodd Battiste of United Way of Southeast Louisiana described the city of New Orleans as “a tapestry of strength\, filled with families and educators in neighborhoods with a rich history\, culture and resilience.” He offered the messaging challenge as one that must hold the tension of honoring the urgency while uplifting the assets. Battiste discussed storytelling as a strategy to shape perception and open the door for policy\, funding\, and collective action. This local United Way uses a ] “collective care framework” to drive a movement for early literacy rooted in equity\, community\, and hope. Their messaging blends hard data with lived experience\, designed to inspire action. Battiste advised tailoring messages for specific audiences — for example\, focus on return on investment for funders and policymakers\, create tools that are practical and affirming\, because if you only tell a story of what’s broken\, you miss the opportunity to elevate what’s possible.    \nTo offer the national perspective\, Ayeola Fortune of United Way Worldwide emphasized that United Way’s global network is united by a mission to mobilize community power for the common good\, guided by values of equity\, inclusion\, and shared prosperity. She stressed the importance of using both data and storytelling to inspire belief in systemic change — grounding community impact in local knowledge\, lived experience\, and shared goals. Fortune urged leaders to craft messages that convey both urgency and aspiration\, showing that equity benefits everyone and makes thriving communities possible.  According to Fortune\, “We have to be equal to the challenges that we are facing in creating those clear\, consistent\, and compelling messages — messages that are cognizant of the culture but go beyond that to paint a positive vision of a future.”   \nPanelists echoed the importance of clear\, authentic\, and timely communication that builds trust\, reflects community voices\, and inspires action. Messaging should be grounded in data\, highlight real human experiences\, and create space for inclusive narratives. Ultimately\, effective communication moves people — toward understanding\, unity\, and meaningful change.  \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-part-2/
CATEGORIES:Past Event,Peer Exchange Conversation
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250422T150000
DTEND;TZID=America/New_York:20250422T163000
DTSTAMP:20260408T100519
CREATED:20250318T065433Z
LAST-MODIFIED:20250505T180238Z
UID:250609-1745334000-1745339400@leo.gradelevelreading.net
SUMMARY:Beyond the Ballot: Did Child Policy Predictions Hold True?
DESCRIPTION:“We need reform and resources. I mean\, that’s been the recipe forever. So I just think we have to be honest that if we fail at reform\, we invite revolution.” — Michael J. Petrilli\, Thomas B. Fordham Institute  \n\n\n\n\nIn our first session of the year\, on January 7\, we gathered a few of the education sector’s top leaders to hear some predictions. \nNow\, just about 100 days later\, we brought those experts back for a follow-on. Our aim was to sift through the policy noise\, clarify what matters most\, and stay grounded in our shared mission: improving learning conditions and outcomes for children in economically fragile and historically marginalized communities. We were joined again by our trusted friends and colleagues — Jean-Claude Brizard\, Digital Promise; Denise Forte\, The Education Trust; Kevin Huffman\, Accelerate; Michael Petrilli\, Thomas B. Fordham Institute; and new to this round\, Robin Lake\, Center on Reinventing Public Education  — who helped us examine the swirl of disruption and what it might mean for kids\, families\, schools\, and communities.  \nEach panelist offered a lens into some of the surprising — and in many cases concerning — actions taken or suggested by the administration. Amid all the changes\, and talk about changes\, Lake distilled one core concern:  that for all the changes we have seen and are hearing about\, “. . . there really was no plan\, and there still really is no plan\, for improving student achievement in the U.S.” Others agreed and underscored the need for a new national commitment to student achievement.    \nIn addition to exploring areas of concern and uncertainty\, our guests recognized the opportunity that comes with disruption. Huffman pointed out a path forward saying\, “There really is this impetus on states to step up\, define their plan\, define their objectives.”   \nAs our discussion turned to what’s next\, Lake reminded us that meaningful reform requires both innovation and coalition\, “Burning it down isn’t going to get us where we need to be…but neither is protecting the status quo.” Forte\, picking up that thread\, emphasized the power and promise of local coalitions\, “We are seeing successful examples where communities are pushing back or raising up important issues.” These aren’t just reactions; they’re signs that a new kind of leadership — rooted in place and purpose — is rising up to meet the moment.” \nWe closed with a mix of hope\, concern\, and vigilance. The weeks and months ahead will surely bring challenges and opportunities\, but as Huffman noted\, improved outcomes are our compass. As always\, CGLR will continue to center on what matters most — kids and families — and double down on what works. Thanks to our panelists for their candor and courage\, and to our audience for staying with us through the uncertainty. Let’s keep lifting up the signal and quieting the noise.  \n“The plot is one where we make sure we keep whole what happens in our schools and classrooms and keep the noise and the distraction as far away as possible.”— Jean-Claude Brizard\, Digital Promise  \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/beyond-the-ballot-2/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/12/Providence_Photos_0697-e1733351362526.jpg
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