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DTSTART;TZID=America/New_York:20250603T123000
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SUMMARY:Starting Strong: Preparing Children and Families for Kindergarten Success
DESCRIPTION:“This simple but profound shift changed our thinking from asking ‘Is this child ready for kindergarten?’ to ‘Is our system ready for the child?’”  \n– Nadira Rizkallah\, Eugene School District 4J  \n\nThe June 3\, 2025 Kindergarten Matters session focused on the vital role that the kindergarten year plays in setting the stage for long-term learning\, health\, and development — and highlighted promising strategies to make the transition smoother and more supportive for children and families. Swati Adarkar\, who served as moderator for the conversation\, opened by framing kindergarten as a critical yet often overlooked bridge between early childhood and the early grades. She stressed the importance of aligning supports\, building strong relationships\, and treating kindergarten as a universal early learning opportunity to help close persistent opportunity gaps and ensure early school success.  \nAttendees then heard from David Jacobson\, Ph.D.\, of First 10 at Education Development Center (EDC)\, who discussed how school-community partnerships can better align early learning systems to support children and families. He shared how First 10 communities implement strategies such as transition plans\, play-and-learn events\, and joint professional learning\, and highlighted examples of more coherent\, equitable\, and relationship-driven approaches to kindergarten.  \nHeidi Schumacher\, MD\, FAAP\, with the University of Vermont\, emphasized the deep connection between health and school readiness. As a pediatrician\, she noted that preventive care — for example\, developmental screenings\, immunizations\, and attention to family well-being — helps children arrive at school ready to learn. She called for greater collaboration between educators and health care providers through joint advocacy\, aligned messaging\, and shared efforts to support families holistically.  \nThe conversation then shifted to on-the-ground perspectives from leaders across the country\, who provided examples of how they are putting these ideas into practice.  \nDeidre DeJear of Oakridge Neighborhood\, Iowa’s largest affordable housing community\, described how the organization supports families through housing\, workforce development\, out-of-school programs\, and early learning. She emphasized how strong partnerships — with more than 50 organizations — are enabling them to meet broader needs like health and food access. To boost readiness and enrollment\, Oakridge now offers on-site registration and is keeping soon-to-be kindergartners in structured classroom settings through the summer to help them build key routines and skills.  \nJennifer Andrews of Chattanooga 2.0 shared how her organization is improving kindergarten readiness in Hamilton County\, Tennessee\, by addressing gaps in alignment and access. In the absence of a statewide definition\, they launched the Ready\, Set\, Kindergarten! campaign\, creating a community-driven readiness definition and tools including skill-building materials\, Spanish-language videos\, and transition guides. Through their Early Matters team\, Chattanooga 2.0 has also hosted school-based events and developed toolkits to help schools consistently support families.  \nNadira Rizkallah and Gretta Sagolla of Eugene School District 4J in Oregon outlined their district’s system-wide approach to strengthening kindergarten transitions. Rizkallah explained how their Kindergarten Transition and Alignment Plan centers on the belief that the system must be ready for the child — not the other way around — focusing on trust\, equity\, and coherence through trauma-informed practices and inclusive planning. Sagolla highlighted efforts such as shared professional development\, preschool visits to kindergarten classrooms\, social stories\, and after-hours enrollment sessions that help families feel welcomed and informed. Looking ahead\, the district plans to expand its work through online enrollment and new community partnerships\, laying the foundation for broader\, systemwide change. 
URL:https://leo.gradelevelreading.net/event/starting-strong-preparing-children-and-families-for-kindergarten-success/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20250603T150000
DTEND;TZID=America/New_York:20250603T163000
DTSTAMP:20260408T070536
CREATED:20250526T183849Z
LAST-MODIFIED:20250616T142400Z
UID:250951-1748962800-1748968200@leo.gradelevelreading.net
SUMMARY:The Foundation of EdTech Is Connection: Ensuring Universal Access to the Internet
DESCRIPTION:The June 3\, 2025 GLR Learning Tuesday’s webinar\, The Foundation of EdTech Is Connection: Ensuring Universal Access to the Internet\, gathered leading voices from policy\, philanthropy\, education\, and community development to explore the enduring relevance of digital connectivity in 2025. Moderated by Ji Soo Song of State Educational Technology Directors Association\, the conversation opened with a legislative overview\, emphasizing that internet access remains a fundamental component of educational equity and social participation. Amina Fazlullah of Common Sense Media set the stage by debunking the post-pandemic myth that connectivity is no longer a concern. She highlighted that over 16 million students still face a persistent digital divide\, with massive implications for both individual opportunity and national economic health. Kristen Corra\, J.D.\, of Schools\, Health & Libraries Broadband Coalition detailed key federal programs like E-Rate and the threat posed by congressional efforts to roll back recent expansions\, including hotspot lending for students and families.  \nAs the panelists dug into what the digital divide looks like today\, Bree MacPhee Lyon from EducationSuperHighway emphasized the affordability gap saying\, “Infrastructure and access are so critical\, but the affordability piece is just as critical.” She warned that without a permanent affordability benefit 16 to 19 million households could remain offline.  \nThe conversation shifted to solutions\, highlighting community-driven innovations and partnerships whose stories illustrated that the divide is not simply a matter of infrastructure — it is shaped by awareness\, affordability\, and trust. Kiarra Louis of The Patterson Foundation shared that digital access challenges affect entire families\, not just students\, and described how their Digital Access for All initiative uses hyperlocal engagement\, including events at laundromats. She explained the importance of this approach saying\, “The magic really does first happen when people know what’s available. There’s a spark that’s lit\, but it really shines when we help them make most of the resources that exist.” \nLicia Villalta of the Housing Authority of the City of Los Angeles spotlighted their Digital Ambassadors program\, a model for youth leadership and workforce development that both teaches digital skills and builds human infrastructure for sustained engagement. Villalta explained the impact saying\, “When we center [youth] voices and we bring them to the table\, we don’t just close the digital divide\, but we transform it into a bridge of opportunity for the rest of our communities that need it the most.” \nThe panel also explored forward-looking policy solutions. Fazlullah and Lyon stressed the importance of advocacy at the state and federal levels\, calling for sustained investment in programs such as E-Rate\, the Affordable Connectivity Program\, and the Digital Equity Act\, and urging participants to catalog stories and data to influence future policy decisions and to advocate to decision-makers. 
URL:https://leo.gradelevelreading.net/event/edtechinternetaccess/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250610T123000
DTEND;TZID=America/New_York:20250610T140000
DTSTAMP:20260408T070536
CREATED:20250526T192543Z
LAST-MODIFIED:20250617T220450Z
UID:251069-1749558600-1749564000@leo.gradelevelreading.net
SUMMARY:Accelerating What Works in Rural Communities
DESCRIPTION:The treat that I think you are in for today is hearing the stories of how investments were catalytic to change that yielded tangible results for children and families and our rural communities. And I believe that this is how transformation happens. And I think that hope builds from there. And when you have hope\, you can be unstoppable. \n– Kali Thorne Ladd\, Children’s Institute \n\n\n\n\n\n\n\n\n\n\nKali Thorne Ladd of Children’s Institute in Oregon set the stage for the conversation by highlighting the many assets rural communities bring to the work of supporting children and families. She also lifted up the reality that investment in these communities — where poverty rates are consistently higher than in urban and metro areas — is not equitable and called for more support. \nErin Helgren\, also with Children’s Institute\, spoke about a range of strategies in Yoncalla\, Oregon\, where the focused work over 12 years to build positive relationships has resulted in a revitalized elementary school and community. Next\, Sarah Ruiz-Weight\, a parent leader and teacher at Yoncalla Elementary School\, told her story as a parent and community member. She spoke of her efforts to advocate for her children and how\, over time and with support\, she became a teacher in the district. \nAlissa Hobart with the Mississippi Campaign for Grade-Level Reading talked about the ways she works with and supports communities in Mississippi at the state level. Then\, Michele Connelly of the United Way of West Central Mississippi addressed what that work looks like locally. She highlighted the importance of constantly getting feedback from community members\, having a clear plan that both celebrates the community and lays out a clear direction based on data\, and not being afraid of starting small. She illustrated this with a story about their growth from hosting a small book swap with used books to distributing 47\,000 books this year\, all with a focus that has recently led to 300 struggling readers gaining an average of 13 points — five months of growth based on iReady scores. \nLori Masseur with Read On Arizona set the stage for the work in Arizona by talking about the four key drivers of early literacy and third-grade reading that guide the state and local work in Arizona\, including building educator capacity in the science of reading\, providing high-quality curriculum and instruction materials and family support\, and expanding access to quality early learning. Then\, Jerry Stabley of AARP Experience Corps Achieve Pinal discussed the evidence-based high-impact tutoring in Pinal County and how the hybrid model they use helps to ensure that they reach as many children as possible. He noted that in 2023–2024\, 38% of participating students improved two or more grade levels in reading. \nThe group then had a conversation about work in rural communities that touched on how community and state leaders partner to accelerate success\, ways they have identified and worked to remove structural barriers\, and creative approaches to funding their work. \n\n\n\n \n\n\n\n\n			\n				\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/ruralwhatworks/
CATEGORIES:Crucible of Practice Salon,Parents,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250610T150000
DTEND;TZID=America/New_York:20250610T163000
DTSTAMP:20260408T070536
CREATED:20250526T185112Z
LAST-MODIFIED:20250721T104613Z
UID:251053-1749567600-1749573000@leo.gradelevelreading.net
SUMMARY:More Hopeful Futures or Children as Collateral Damage: SNAP's Far-Reaching Benefits for Children
DESCRIPTION:What will happen to millions of children and families if historic cuts to SNAP move forward? \nWe heard from policy experts\, state leaders\, and advocates who laid bare the consequences of the House-passed bill proposing the largest cuts in SNAP’s history — nearly $300 billion\, or about 30% of the program’s budget. As the panelists stressed repeatedly\, these aren’t just numbers; they represent real children\, families\, and communities at risk. \n“These are critical years for child development — yet this bill would disproportionately harm our youngest children\, children of color\, and those from working-class families. The cost isn’t just policy — it’s children’s lives.” – Rocio Perez\, UnidosUS \nUnprecedented Cuts With Immediate Impact and Children and Working Families Bearing the Brunt \n\n7 million people would lose SNAP benefits nationwide.\nThese reductions threaten to unravel the most basic food security for millions — especially children\, seniors\, and people with disabilities.\n34 million children rely on SNAP or Medicaid or both — 1 in 5 children under 5 receive both\, facing “double jeopardy” for their health and development.\n66% of children affected by SNAP cuts are children of color.\n3 in 4 children who rely on SNAP come from working-class families with parents in the labor force but without four-year degrees.\n\n \nRipple Effects Impacting School Meals\, Local Economies\, and More \n\nSNAP cuts would eliminate direct certification for free school meals for many children\, undermining a key nutritional lifeline.\nThe bill shifts SNAP administrative costs heavily onto states\, forcing states to face hundreds of millions in new expenses — potentially jeopardizing the entire program.\nEvery $1 invested in SNAP generates up to $1.80 in economic activity. This impact is even greater in rural areas\, where community ties and local business dependencies are tighter. \nA 30% cut to SNAP would mean major revenue losses for retailers\, possible leading to price hikes\, store closures\, and a deeper food insecurity crisis\, particularly in vulnerable communities. \nBecause most SNAP benefits are spent within three weeks\, the economic stimulus is immediate and broad-based.\n\n New Work Requirements and Burdensome Rules \n\nThe bill redefines “dependent” to children under age 7\, meaning many single parents of older children would lose eligibility without meeting work requirements.\nReporting and administrative hurdles are already causing eligible people to lose access\, as seen in Georgia and Hawaii.\n\n\nHope and Opportunity\nDespite these concerning policy proposals\, opportunities and reasons for hope exist: \n\nPowerful storytelling\, combined with local data\, is shifting policy conversations.\nPublic awareness around SNAP’s value is increasing\, creating momentum for protecting and strengthening the program.\n\nThank you for being part of this urgent conversation and for standing with the families who depend on SNAP\, which is a critical\, irreplaceable piece of the safety net. The stakes couldn’t be higher. Together\, we can amplify the facts about the wide reach and benefits of SNAP across all states — red and blue alike —  so we can protect the vital programs that keep children safe\, healthy\, and thriving. \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/hopefulfuturessnap/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250617T150000
DTEND;TZID=America/New_York:20250617T163000
DTSTAMP:20260408T070536
CREATED:20250526T190014Z
LAST-MODIFIED:20250623T063953Z
UID:251058-1750172400-1750177800@leo.gradelevelreading.net
SUMMARY:Material Hardship Matters: Parent Voices from the RAPID Survey
DESCRIPTION:In this June 17\, 2025 session\, hosted in partnership with the Stanford Center on Early Childhood\, panelists explored findings from the Center’s RAPID Survey Project\, which provides timely\, actionable insights on parents and child care providers of children under age 6. Philip Fisher\, Ph.D.\, and Joan Lombardi\, Ph.D.\, helped contextualize five years of RAPID data showing that 1 in 3 families experiences material hardship. The RAPID Survey measures material hardship as difficulty within the past month meeting basic needs in one or more of the following categories: food\, housing\, utilities\, child care\, health care\, and activities that support well-being. Instability in meeting basic needs creates a chain reaction of hardship\, where parents’ experiences of material hardship are linked to higher levels of emotional distress\, which in turn affects their children’s development and emotional well-being. \nThrough the discussion\, we heard directly from community leaders Danielle Buckner of Northside Achievement Zone (NAZ) in Minnesota and Allison Logan of CT 359 Network in Connecticut\, who reflected on how RAPID data has helped their organizations better understand and respond to the real-time needs of families. These leaders illustrated how integrating parent voices into policy and program design can lead to more equitable\, effective support systems. Notably\, they shared how data transparency and building trust with families are essential for effective data collection and community engagement to drive change in early childhood development across diverse settings. \nThe following quotes from panelists help to illustrate why engaging caregivers in the decision-making process through the RAPID Survey and using a multifaceted approach are crucial for effective policy implementation: \n“This chain reaction of hardship is something that we observed early on in the survey. Every time we’ve reanalyzed the data with more contemporary data\, we find the same finding. To us\, it’s an indication that if you’re concerned about the well-being and healthy development of children\, you should look no further than how parents are doing. And if you want to know how parents are doing\, it’s strongly tied to the extent to which they have enough to make ends meet.”– Philip Fisher\, Ph.D.\, Stanford Center on Early Childhood \n“There’s really nothing like listening to the voices of parents and hearing them contextualize what their lives are like. I’m urging everyone\, wherever you are\, whether you’re doing a survey or not\, to listen to caregivers in their own words.”– Joan Lombardi\, Ph.D.\, Stanford Center on Early Childhood \n“We got into RAPID because the state of Minnesota doesn’t necessarily have a lot of data around that age group of 3 to 6. We are driven by data here at NAZ. We ask our families: What are the things that you’re needing in order for us to support you? We hear the saying often\, ‘Nothing about us without us.’ And we really hold that close when we are supporting our families.”– Danielle Buckner\, Northside Achievement Zone\, Minnesota \n“It was built on centering parent and family voices to co-design solutions. We worked with community members\, they were on all of our decision-making tables. We paid them as consultants to be decision-makers in this process. We listened to families about what their worries were\, what they wanted to see.”– Allison Logan\, CT 359 Network\, Connecticut \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/familywellbeingearlylearning/
CATEGORIES:Past Event
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