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DTSTART;TZID=America/New_York:20250701T150000
DTEND;TZID=America/New_York:20250701T163000
DTSTAMP:20260404T041414
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UID:251322-1751382000-1751387400@leo.gradelevelreading.net
SUMMARY:Smart Start: Leveraging Technology to Detect and Support Learning Differences Early
DESCRIPTION:On July 1\, 2025\, in the second session in CGLR’s Technology-Enhanced Teaching and Learning Institute\, panelists explored the evolution of “assistive technology” that has longed been used to enhance and enable instruction for children who learn differently due to neurodivergence and other conditions affecting knowledge acquisition. Education technology (EdTech) for students with learning differences has come a very long way\, and schools across the United States saw an influx of EdTech in the wake of the pandemic aimed at accelerating equitable learning recovery. \nThe conversation took a deep dive into this evolution and how the post-pandemic investment and recent developments in technology are being researched and deployed specifically to support students with learning differences and how these tech tools are leading to improved and updated instruction. Top researchers — Nadine Gaab\, Ph.D.\, of Harvard Graduate School of Education and Ola Ozernov-Palchik\, Ph.D.\, of Boston University Wheelock College of Education & Human Development and the McGovern Institute for Brain Research at MIT — engaged with moderator Carla E. Small of Sprout Labs in a discussion of the many technology-based interventions and tools being evaluated and the evidence demonstrating which tools are effective\, for both teachers and for students. Simultaneously\, these empiricists are discovering what brain development can reveal about early literacy and early learning and the ways in which technology can meet specific needs. Gaab emphasized how research on brain development is linked to early detection of learning differences: \n\n“We were wondering\, when do these learning trajectories in the brain actually diverge between kids who later develop problems versus not? We were even surprised…that some of these trajectories in certain brain areas important for learning to read are different…in infancy. But also some start diverging around 18 months…suggesting that some kids start with a less optimized brain for learning to read. That doesn’t mean they can’t learn to read\, but we need to really find them early. That’s exciting.” \n\nSmall continued the conversation with an exploration of Universal Design for Learning with Loui Lord Nelson\, Ph.D.\, of The UDL Approach. Nelson explained how this approach is being made universally accessible through an AI tool called LUDIA and how it is most effective for students with dyslexia and other neurodivergent conditions. Tina Zampitella\, M.Ed.\, of the AIM Academy and Glenna Wright-Gallo of Everway joined the discussion and offered a practitioners’ perspective. They talked about making use of technologies such as the Rapid Online Assessment of Reading (ROAR) in the classroom to scale the number of students who can be screened and educated with specially designed instruction to meet their needs. Wright-Gallo shared how the tech tools being developed to support this specially designed instruction are also useful for all learners in the classroom: \n\n“All of these tools\, built from an accessibility standpoint\, really support student learning. They’re interoperable\, they work across platforms and they support multilingual learners. This is all about making sure that every student can access and participate fully in learning at grade level\, regardless of their specific needs. We already talked about the research\, the 24% improvement in comprehension. But it’s also important to note that the research is showing that these tools can be the most effective in meeting the needs of all students. And so Everway has this term that I really like which is “necessary for some but beneficial for all.”
URL:https://leo.gradelevelreading.net/event/smart-start/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250715T150000
DTEND;TZID=America/New_York:20250715T163000
DTSTAMP:20260404T041414
CREATED:20250620T141445Z
LAST-MODIFIED:20250721T134655Z
UID:251464-1752591600-1752597000@leo.gradelevelreading.net
SUMMARY:From Skepticism to Enthusiasm: AI and Emerging Technology’s Role in Revolutionizing Teaching and Learning
DESCRIPTION:“Education transformation is going to come at the hands of educators\, not technologists. The technology is a tool\, it’s an enabler\, it’s an accelerator to what we know needs to happen between students\, teachers\, parents\, and high-quality content.” \n— Jean-Claude Brizard\, Digital Promise  \n\n			\n				\n				\n				\n				\n				In the engaging GLR Learning Tuesdays session on July 15\, 2025\, education leaders explored how artificial intelligence (AI) and emerging technologies can revolutionize teaching and learning while fostering what Digital Promise calls “powerful learning” experiences that cultivate agency\, purpose\, curiosity\, and connection. Jean-Claude Brizard of Digital Promise opened the conversation — the fourth in CGLR’s Technology-Enhanced Teaching and Learning Summer Institute — by emphasizing that\, while AI adoption has been unprecedented\, the continued transformation must be led by educators. He showcased innovative AI applications across subjects\, from biology tools that decode animal communication to immersive literacy platforms that engage young readers with physical books enhanced by interactive technology. \nLarry Guilford\, Ed.S.\, of Sylvan Hills Middle School in Atlanta\, Georgia shared how his school moved from skepticism to enthusiasm through careful implementation and professional development. “We’re seeing how our data is changing with some of the implementation [of AI tools]. But I have to continuously say it’s not replacing good instruction\, because you can’t replace good instruction. It’s just another tool to supplement good instruction\,” he noted. Guilford highlighted specific successes with AI-supported writing prompts\, character creation\, and reading materials that interest students during sustained reading time. \nGerald Fitzhugh\, II\, Ed.D.\, of Orange County Schools in New Jersey emphasized the importance of maintaining pedagogical integrity while embracing innovation. He described students using AI tools like Lumi to create storytelling modules while learning to research and verify AI-generated content. “We cannot forget that the art of reading is so powerful in the enjoyment of it. Learning about the narrative elements and having those conversations. I don’t want to take the conversational piece out of curriculum instruction\,” Fitzhugh stressed. \nThroughout the discussion\, panelists addressed concerns about productive struggle\, digital equity\, and the essential human element in education. Brizard cautioned against outsourcing teaching to technology\, drawing parallels to aviation where AI enhances safety but cannot replace human pilots. The conversation highlighted the need for comprehensive professional development\, responsible usage policies\, and ensuring that AI tools serve to elevate rather than replace fundamental pedagogical practices. \nBelow are links to the resources and publications highlighted during this session: \n\nDigital Promise\nDigital Promise\, Powerful Learning\nDigital Promise\, The Learning Variability Navigator\nAI Policy Lab\nA role for AI in education: Using technology to reshape education\, 1989\nGlobal Leadership for AI in Education\nInternational Journal of AI in Education\nMuon Global – Founders Space\nDocumenting the Making of the American Revolution Student Project\nKibeam\nAmira Learning\nPaloma\nVerizon Innovative Learning Schools\nLumi\nDeveloping a Growth Mindset\nStarting Point: Teaching Entry Level Geoscience Gallery Walk\nAmerican Foundation for the Blind Report Spotlights Impact of AI for Disabled People
URL:https://leo.gradelevelreading.net/event/skepticism2enthusiasm/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20250722T150000
DTEND;TZID=America/New_York:20250722T163000
DTSTAMP:20260404T041415
CREATED:20250603T104931Z
LAST-MODIFIED:20250801T170120Z
UID:251255-1753196400-1753201800@leo.gradelevelreading.net
SUMMARY:Technology-Enhanced Tutoring: High Touch + High Tech = Big Gains
DESCRIPTION:Hosted on July 22\, 2025\, the final session of CGLR’s “Technology-Enhanced Teaching and Learning Institute” built on previous GLR Learning Tuesdays that have spotlighted high-impact tutoring as a “big bet” strategy to slow\, stop\, and reverse pandemic-precipitated learning loss. This week\, we investigated the ways in which artificial intelligence (AI) and technology can expand access to and maximize the quality of both virtual and in-person tutoring through a unique combination of high-tech and high-touch supports. \nModerator\, and leader in tutoring and school transformation\, Cat Peretti of CitySchools Collaborative launched the informative discussion by asking each of the skilled panelists from both the EdTech and tutoring fields a key question about their work and their integration of tutoring and technology. John Balash\, of the Entertainment and Technology Center at Carnegie Mellon University discussed how gaming and play can be essential tech tools that act as tutoring systems through level design and low-risk trial and error\, emphasizing the importance of play as a key EdTech tool to enhance learning. Devren Hobbs of Saga Education\, a leading tutoring organization\, continued this exploration of tech tools. Hobbs noted how Saga is using AI in its tutor training to transcribe and analyze tutorials and to provide insights on aspects such as conversational dynamics\, including talk ratio (tutor vs. student)\, time to think (pause after questions)\, and student answer length as well as tutor skills like identification of “talk moves” (e.g.\, relating\, restating\, pressing for accuracy). Adam Porsch of Amira Learning shared how Amira\, an AI tool\, can help teachers and tutors do exponentially more in much less time to support students in their brain and reading development: \n\nWe know learning to read is not a natural process. Fluency requires rewiring the brain and lots of practice with support. Every student needs explicit systematic instruction\, decoding as well as knowledge building\, comprehension\, and engagement with diverse texts. All of these things have to come together at one time and\, at the same time\, teachers need to be able to diagnose\, prescribe\, and exercise brains for every individual student. We’re asking a lot of any individual teacher or tutor. And in the same way that doctors now are more effective using MRI machines and other technologies\, teachers need to be able to access the technology that helps them better support their students. \n\nPeretti continued the conversation with executives from two tutoring giants\, Adeola Whitney of Reading Partners and Jessica Reid Sliwerski of Ignite Reading\, who shared how the pandemic led to their need to move toward more virtual tutoring and the tech tools that enable and maximize both web-based and in-person tutoring. Particularly important are the many ways that technology helps to expand the reach and access to tutoring\, as described by Whitney: \n\nWe partner with a community\, not to them or for them\, to really help bring a solution. And our “Reading Partners Connects” platform provides students and their tutors with access to structured literacy support that bridges geographies enabled by our online platform. And it allows us to work with students in more remote parts of the country. Or we can also engage volunteers who may not live in close proximity to one of our regions or geographic areas or reading centers in a school where we partner. Our online model delivers the same curriculum in tutoring dosage\, about 90 minutes per week\, as our in-person model. And the data shows our results with Reading Partners Connects matched our in-person outcomes when instruction is individualized and consistent. \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/hightechtutoring/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250728T123000
DTEND;TZID=America/New_York:20250728T140000
DTSTAMP:20260404T041415
CREATED:20250528T084750Z
LAST-MODIFIED:20250801T171551Z
UID:251133-1753705800-1753711200@leo.gradelevelreading.net
SUMMARY:A Virtual Gratitude Reception\, From A to Z: CGLR Salutes Aquariums and Zoos
DESCRIPTION:“…And that is why over the last several years we have looked to our partners in the informal learning space…and sought to learn with them and to learn from them.  We see them stepping up in ways that can and will and\, in so many instances\, already have made a difference for children who are not sufficiently fortunate to have resources at home to close the gap.” \n\n\n					Ralph Smith\n					Managing Director\, Campaign for Grade-Level Reading \n				\n			\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n \n\n\n\nIn this 11th annual and engaging GLR Week Virtual Gratitude Session — From A to Z: CGLR Salutes Aquariums & Zoos\, allies and association leaders from the zoos and aquariums\, public libraries\, science and technology centers\, and children’s museums explored the importance of informal learning and unconstrained skill-building to drive progress in reading and math by arousing curiosity through ubiquitous learning-rich environments that are interactive\, engaging\, and fun. \n\n\n\nModerator Munro Richardson\, Ph.D.\, of UnconstrainedKids.com opened the conversation by introducing the concept of constrained versus unconstrained skills in children and how differences in unconstrained skills primarily drive the achievement gap. Richardson noted that skill-building is a messy process of building\, collapsing\, and rebuilding\, requiring multiple opportunities in different contexts. \nAlena Rivers\, MLIS\, of the Association for Library Service to Children (ALSC) noted that library storytimes have evolved from passive listening to interactive experiences by connecting children to physical objects pointed out in a book to build on vocabulary and generate questions about the book and the surrounding environment. ALSC also is involved with the Public Library Association’s “Every Child Ready to Read” initiative\, which educates caregivers on how to incorporate the practice of singing\, talking\, reading\, writing\, and playing with children during storytime\, which is critical to a child’s early literacy skills. \nKari Hart of the Association of Zoos and Aquariums discussed how zoos and aquariums provide experiential learning and foster intergenerational learning. Zoos and aquariums build a child’s worldview and perspective on the natural world and contribute to the value of reading and lifelong learning by creating experiences that prompt a child to seek more information at libraries or other cultural institutions. \nMelissa Ballard of the Association of Science and Technology Centers (ASTC) talked about the “wonder and awe” a child experiences when they enter a science or technology center — they see it as a place for play and socialization. The programs and exhibits in ASTC facilities focus on social-emotional learning and skill development\, as well as allowing visitors to experience physical phenomena\, question\, and learn. \nArthur G. Affleck III\, M.Ed.\, J.D.\, of the Association of Children’s Museums explained how children’s museums create environments for discovery and excitement with “learning through play\,” emphasizing guided play with learning objectives where children have agency. Children’s museums intentionally foster social-emotional development\, collaboration\, self-management\, and sharing. \nRonald Ferguson\, Ph.D.\, of The Basics\, Inc.\, focused on providing parents with a “mental map” or theory of change for child development. He talked about the importance of creating exciting experiences for children as these experiences imprint learning on the brain. Ferguson discussed the Five Basic Principles of raising successful children — “maximize love-minimize stress; talk\, sing and point; count\, group\, and compare; explore through movement and play; and read and discuss stories.” His book\, The Formula: Unlocking the Secrets to Raising Highly Successful Children\, outlines roles parents play in fostering success. \nThroughout the discussion\, panelists addressed how each works to develop unconstrained skills in children. They discussed concerns about how different organizations engage and collaborate with partner and community organizations to create exciting experiences for children that are community-wide and ubiquitous\, which makes an “ecology” of community supports for families. Finally\, each addressed specific challenges that uplift low adult literacy\, disaster-stricken communities\, outreach to rural communities\, and students with special needs. \n\n			\n				\n				\n				\n				\n				Panelists provided key takeaways from the conversation: \n\nBuild a web of connections and community\, and seek out opportunities to collaborate with zoos\, aquariums\, museums\, and libraries;\nDo not be intimidated to approach museums or zoos\, as their staff often share professional backgrounds in education and care deeply about children’s well-being;\n\nRecognize the potential to open eyes and help people realize possibilities “beyond the book” or traditional work;\n\nFocus on creating coherent ecologies where organizations promote cross-cutting themes of “exciting meaning-making opportunities\,” enabling parents to have a strategic “theory of change” for their children’s development; and\n\nDon’t wait for permission to create exciting\, meaningful experiences for children.\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/gratitude/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250728T150000
DTEND;TZID=America/New_York:20250728T163000
DTSTAMP:20260404T041415
CREATED:20250529T022655Z
LAST-MODIFIED:20250801T172308Z
UID:251140-1753714800-1753720200@leo.gradelevelreading.net
SUMMARY:Guardrails & Guidelines on Tech for Well-Being & Literacy Development
DESCRIPTION:The Guardrails & Guidelines on Tech for Well-Being & Literacy Development session of GLR Week 2025 brought together leading voices in child development\, education\, and technology to explore the challenges and opportunities that digital tools present in children’s lives. Moderated by Lisa Guernsey and An-Me Chung\, Ph.D.\, of New America\, the conversation was grounded in a clear call for thoughtful\, child-centered approaches to tech use — approaches that recognize both the promise of innovation and the urgency of ensuring safety\, equity\, and developmental appropriateness.  \nA central theme of the discussion was the critical need for systemic\, upstream solutions. Speakers emphasized that families\, educators\, and individual schools are navigating complex and rapidly evolving technologies on their own. Kris Perry\, MSW\, of Children and Screens opened her remarks by framing this need for broader societal infrastructure\, saying\, “We need a cautious\, child-centered approach here\, even if it takes longer\, and we must expect that these tools are able to demonstrate that they do actually deliver on their promises to improve and support learning and do not introduce new risks or harms in the process.”  \nThis point was echoed throughout the session\, particularly in relation to the importance of regulations\, child-centered design standards\, data protections\, and clear public policies. Jenny Radesky\, M.D.\, of the University of Michigan and the American Academy of Pediatrics (AAP) made clear that we are no longer just dealing with isolated moments of screen use\, saying\,“The AAP has increasingly been calling attention to the fact that there is a digital ecosystem around kids.” This broader ecosystem must be shaped with children’s developmental needs in mind\, not left solely to the incentives of commercial tech platforms.  \nAlongside the need for infrastructure and regulation came a second message — the urgent need for more research. Speakers\, including Amina Fazlullah of Common Sense Media and Erin Mote of InnovateEDU\, underscored the importance of evaluating EdTech tools for their intended benefits and unintended impacts. This is especially vital in the context of new generative AI tools and AI-powered companions\, which are already in widespread use among teens. As Fazlullah noted\, “The way generative AI and social AI companions operate\, they create this sense of hyper-personalized relationship or conversation with the user\,” often without sufficient guardrails to protect children.  \nYet action cannot be postponed while research catches up\, which led to the third theme — we must act on what we already know. As education journalist and author Anya Kamenetz put it\, “No problem is solely caused by or solely resolved by technology.” Understanding the role of technology as embedded in wider social\, emotional\, and educational contexts is essential. Trish Brennan-Gac\, J.D.\, of Maryland READS drew attention to how these broader systems are already impacting children’s foundational learning\, asking\, “Is the overuse and misuse of technology actually contributing to the reading crisis we have in our country?” Her comments were backed by neuroscience research showing that digital reading does not activate young children’s brains in the same ways as shared\, in-person book reading with a caregiver.  \nTo support families in navigating these realities\, practical\, clear guidance is needed. As Jane Park of Google Kids and Families emphasized\, families are often overwhelmed by the volume of tech content and need trusted sources. Park noted\, “Families are looking for guidance on how to talk about technology. And so whether they’re pediatricians or even just a trusted messenger in a laundromat or anywhere\, they could help play a really powerful role in sharing all these resources.”  \nThe final theme was a recognition that innovation will not — and should not — stop\, but that it must include child development experts from the start. David Lowenstein\, MPA\, of Lionstone Consulting Group captured this spirit when he said that the\, “’Prove it first’ [approach] doesn’t have to mean freeze all innovation.” Rather than defaulting to opposition or passive acceptance\, the panelists advocated for co-design approaches that involve educators\, families\, and young people in the creation of tools. “Safety is not the counter polarity to innovation\,” Mote emphasized. “We have to have conversations about safety and security\, particularly with minor data.”  \nThe conversation closed with a sobering reflection on privacy\, especially in the context of young children’s interactions with AI-driven platforms. Sydney Saubestre of New America illustrated how personal and complex the data being collected can be\, often beyond what families realize\, explaining that “when taken together\, they add up to a pretty full picture of a person.”   \nAmanda LaTasha Armstrong\, Ph.D.\, of Digital Promise reminded attendees that even young children can — and should — be taught to understand that AI is not a human companion but a tool\, saying\, “[It’s important] to reiterate to young children that the AI tool that you’re using is like a machine…a tool that is used.”  \nTogether\, these themes underscored the urgent need for a “caution-first” mindset\, where innovation is paired with responsibility\, and where children’s development\, dignity\, and human relationships remain the center of any technological solution. As Isabelle Hau of Stanford University eloquently stated\, “We have to ask\, what do we believe every child deserves\, and put relationships\, dignity\, and development first and foremost beyond any technology.”  \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/guardrails/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250729T123000
DTEND;TZID=America/New_York:20250729T140000
DTSTAMP:20260404T041415
CREATED:20250529T023927Z
LAST-MODIFIED:20250802T051926Z
UID:251145-1753792200-1753797600@leo.gradelevelreading.net
SUMMARY:Starting Early to Boost Success: State Investments in Early Alignment & Accountability
DESCRIPTION:“When we talk about coherent state systems\, we say let’s flip it. Let’s talk about the experience of kids and families regardless of the funding stream that they are being served by. A 3-year-old is a 3-year-old is a 3-year-old. Our job is to create systemwide outcomes for kids and families and leverage the funding streams that are available to us to make that happen.” \n					Nasha Patel\, Watershed Advisors\n					 \n				\n			\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				This GLR Week 2025 session\, moderated by Steffanie Clothier of Gary Community Ventures\, focused on strategies in the states of Arizona Hawai‘i\, Louisiana\, and Oregon. \nNasha Patel of Watershed Advisors kicked off the conversation by giving an overview of the work Louisiana has done since 2012 when the legislature passed “Act 3.” She addressed ways the states can pull levers for change and the importance of strong state-local partnerships. Patel also talked about the outcomes they have seen around quality ratings (CLASS scores)\, the approach that allowed the state to count unduplicated children served by public funds and reflect the quality of their experience\, and how they have used data to advocate for increased investment and access for children. \nJen Roberts with Agenda for Children joined the conversation to give a local perspective from Orleans Parish on the Louisiana work. She talked about the role her organization plays as the co-lead agency for the work in the parish and the impact of gaining municipal investment and passing an early childhood millage. \n“This is a really\, really big deal because now we are the largest per capita early care and education publicly funded program in the country\, and we are the only one that focuses exclusively on infants and toddlers. We could not have leveraged [the millage] and gained voter confidence\, gotten the politicians on board\, gotten our business community on board\, if it had not been for a good five to seven years of documenting how we could coordinate the system locally with the confidence of our practitioners.” \n– Jen Roberts\, Agenda for Children \nMarina Merrill\, Ph.D.\, with Children’s Institute gave an overview of Oregon’s recent legislative initiatives\, including this session’s Senate Bill 141 that focuses on K–12 accountability through continuous improvement and early learning metrics. She also highlighted the Early Literacy Success Initiative\, which includes grants for districts to strengthen P–3 literacy instruction\, community and tribal partnerships to address local literacy gaps\, and a birth-to-5 literacy plan. Together\, these policies reflect Oregon’s commitment to transparency and continuous improvement in early childhood \nLori Masseur of Read On Arizona talked about their collective impact model focused on early literacy and shared details about the recent launch of the Arizona Literacy Plan 2030\, which was developed over more than a year with input from state and local leaders. The plan is designed to focus on what is working and build momentum toward desired results through its four key drivers: building educator capacity; scaling up evidence-based literacy solutions; engaging families and communities; and expanding access to high-quality early learning. Partners involved with early learning access include the Head Start Collaboration Office\, the Department of Economic Security\, First Things First\, and Local Read On communities. \nKerrie Urosevich\, M.A.\, Ph.D.\, with Early Childhood Action Strategy (ECAS) talked about the work in Hawai‘i\, outlining ECAS’s goals that babies be born healthy; children are safe and healthy and develop to their full potential; children are ready for school when they enter kindergarten; and children are thriving by third grade. She reviewed the indicators they use to measure progress and discussed several programs in the state that are examples of how systems change efforts operate successfully\, including the Makua Allies Program that supports pregnant women experiencing substance use disorder. \nThe conversation then turned to strategies for sustainability and scale as well as barriers to progress with panelists sharing insights based on their work. They also discussed the importance of designing programs with the end-users (families\, children and providers) in mind. \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-alignment/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250729T150000
DTEND;TZID=America/New_York:20250729T163000
DTSTAMP:20260404T041415
CREATED:20250529T024826Z
LAST-MODIFIED:20250802T052227Z
UID:251152-1753801200-1753806600@leo.gradelevelreading.net
SUMMARY:Building the Workforce for Tutoring: Emerging Options & Strategies
DESCRIPTION:We know that tutoring — when it’s consistent\, personalized\, and aligned to what students are learning in the classroom — is one of the most effective ways to accelerate learning. And while the past few years have seen unprecedented investments in tutoring\, particularly through ESSER funds\, the momentum we built is at risk unless we solve some of the field’s most pressing challenges like building the scalable\, sustainable pipeline of well-prepared tutors. This isn’t just a workforce issue\, it’s a student success issue. \n\n– Pete Lavorini\, Overdeck Family Foundation \n			\n				\n				\n				\n				\n				In this July 29\, 2025 GLR Week session\, Pete Lavorini of Overdeck Family Foundation shared the above statement as he moderated a lively and optimistic conversation with a panel of researchers\, nonprofit leaders\, and policy experts. Panelists underscored the potential of high-impact tutoring and highlighted several emerging tutor workforce pipelines that can enable the affordable scaling of this proven strategy. \nLavorini began by engaging three renowned tutoring researchers and advocates — Monica P. Bhatt\, Ph.D.\, of University of Chicago’s Education Lab; Kevin Huffman of Accelerate; and Susanna Loeb\, Ph.D.\, of the National Student Support Accelerator (NSSA) at Stanford University — in a discussion of the current landscape of high-impact tutoring and what is needed to ensure it can grow in the years ahead. Loeb reminded attendees what high-impact tutoring entails — relationship-based\, data-driven\, personalized instruction delivered to a small group of tutees by a consistent tutor at least three times a week over the course of at least a school term\, preferably a full year. \n\n“Running a tutoring program is not easy…but it is doable and if it’s run with these key elements\, students can learn more than they possibly would otherwise. So\, to sum it up\, it’s relationship-based\, intensive\, individualized\, and we can do it in schools.”  \n – Susanna Loeb\, Ph.D.\, National Student Support Accelerator \n\nBhatt shared insights from The Education Lab’s Personalized Learning Initiative (PLI)\, which has been tracking the results of 25 different tutoring program models being implemented in eight different jurisdictions across the country\, including charter networks\, large urban districts\, districts in smaller cities\, and the entire state of New Mexico. She stressed that more minutes of tutoring correlate with greater learning gains and encouraged programs to factor in transition times such as getting from the classroom to the tutor when scheduling tutoring to ensure students receive the sufficient dosage. PLI is tracking the effectiveness of lower-cost models — at a cost of about $1\,200 per student — and finding that\, while there is variability\, the lower-cost models can be just as effective as the higher-cost models — at about $2\,000 per student. \n\n“That should lend enormous optimism in that we can reduce costs\, oftentimes with the use of technology\, and also preserve the effectiveness of this intervention when that technology is strategically deployed.”  \n– Monica P. Bhatt\, Ph.D.\, The Education Lab at University of Chicago \n\nHuffman noted that tutoring is enormously popular and that it polls well in red\, blue\, and purple states\, with jurisdictions such as Arkansas\, Florida\, Louisiana\, and Washington\, D.C.\, investing dollars in it this year\, despite incredibly tight budgets. Those investments reflect the growing body of research and data showing that investments in tutoring result in better student outcomes. Huffman noted that the five states making the most progress in reading and math recovery on the Education Recovery Scorecard had included high-dosage tutoring as a central part of their strategies. \n\n“We have to have accountability for outcomes and data that shows where we actually are. Tutoring is an evidence-based solution and evidence-based solutions come into demand when we actually know where kids are and when there is pressure on the system to actually deliver results.”  \n– Kevin Huffman\, Accelerate \n\nLavorini then engaged three nonprofit leaders — Katherine Bassett of New Jersey Tutoring Corps (NJTC); Kate Cochran of Partnership for Student Success (PSS); and Patrick Steck of Deans for Impact (DFI) — in an exploration of several emerging tutor workforce pipelines that can be tapped to support the affordable scaling of high-impact tutoring. Launched during the pandemic\, NJTC has engaged more than 400 tutors to deliver high-impact tutoring to scholars through in-school\, afterschool\, and summer programs\, delivering measurable gains for the scholars while also helping pre-service educators get early exposure to and experience in the classroom. Like NJTC\, PSS emerged during the pandemic as a national coalition of schools\, districts\, nonprofit organizations\, and higher education institutions. PSS has helped to recruit and engage 320\,000 additional adults into one of five evidence-based student support roles — tutor\, mentor\, postsecondary advisor\, success coach\, or wraparound support provider. Deans for Impact has been working with teacher prep programs\, teacher educators\, policymakers\, and advocates for a decade to ensure that every teacher is confident and ready to deliver high-quality instruction to students. \nPre-Service Teachers as a Potential Tutor Workforce Pipeline — More than 600\,000 individuals are currently enrolled in teacher preparation programs across the country and can be engaged as tutors to simultaneously accelerate K‒12 learning and provide future teachers more opportunities for practical experience. DFI’s Aspiring Teachers as Tutors Network currently includes 28 tutoring initiatives across 15 states in an effort to engage preservice teachers as tutors. In a recent survey of 180 teacher preparation leaders\, 32% reported that they were actively mobilizing their teacher candidates as high-impact tutors. NJTC provides an example of this kind of pipeline. Bassett explained how her team works to build bridges between teacher preparation programs and districts and provides infrastructure and resources to pre-service teachers as they deliver tutoring support to students. \nFederal Work-Study Programs — Institutions of higher education are required to allocate at least 7% of Federal Work-Study dollars to compensate students engaged in community service activities. The previous administration encouraged institutions to increase that to 15%. PSS provides technical assistance and guidance to institutions to help them take advantage of what Cochran called a “win-win” where school districts can boost their staffing support for students for no/low cost and higher-ed partners are able to strengthen relationships with community partners and provide students with career-building opportunities. Steck shared that StepUp Tutoring has pioneered efforts to mobilize work-study students as tutors in California and has recently expanded that work across 14 different states. \nApprenticeship — Registered apprenticeship programs provide structured on-the-job training with related technical instruction to develop skilled workers in a range of fields. Tutoring was recently added to that list by the U.S. Department of Labor. PSS\, NJTC\, NSSA\, and others have drafted a set of National Guidelines Standards for tutor apprenticeship programs. NJTC recently received state funding to support the launch of the nation’s first official tutor apprenticeship program and has built a pathway that allows school districts in the state to access wage reimbursement discounts to overcome the cost of tutoring. \nIn addition to these workforce pipelines\, Cochran noted that high school students and older adults could be a source of tutoring support for students. \n\n“We always encourage districts\, organizations\, and providers to think about the existing assets in their community….Think about your population and who might be motivated and well-suited to serve in these roles. Is it older adults and retirees? Is it corporate volunteers if they are able to commit to the needed number of hours to make this high impact? Is it high school students if well-supported to provide peer tutoring? Really think about the existing assets in your community.”   \n– Kate Cochran\, Partnership for Student Success \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/tutoring/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20250730T123000
DTEND;TZID=America/New_York:20250730T140000
DTSTAMP:20260404T041415
CREATED:20250529T055204Z
LAST-MODIFIED:20250802T053417Z
UID:251158-1753878600-1753884000@leo.gradelevelreading.net
SUMMARY:Reducing Chronic Absence: Promising Signals From Colorado and Virginia
DESCRIPTION:“It’s an all-hands-on-deck approach. All of us have a part in ensuring that our students are attending school on a daily basis and it’s all of our work to reduce that chronic absenteeism.” \n\n\n					Lori L. Bailey\, Adams 12 Five Star School District\, Colorado\n					 \n				\n			\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n\nModerated by S. Kwesi Rollins\, MSW\, of the Institute for Educational Leadership\, this GLR Week 2025 session started with Hedy Chang of Attendance Works setting the stage by discussing the impacts of chronic absence both for those missing school and those who are in school\, the importance of starting early to address chronic absence\, and the many reasons students may miss school as well as strategies for addressing those barriers. She also talked about the opportunity for states to get involved in the 50% Challenge\, an initiative that Colorado and Virginia\, along with 13 other states and the District of Columbia\, have already joined. \nSuperintendent Emily Anne Gullickson\, M.Ed.\, J.D.\, at the Virginia Department of Education and Commissioner Susana Córdova\, Ed.D.\, at the Colorado Department of Education talked about strategies and policies their states are using to address chronic absence. Gullickson highlighted the importance of cross-agency partnership and the benefit of leadership from the governor and throughout the state to lift up the issue as a top priority. She also gave an overview of Virginia’s statewide data dashboard and the ways they are ensuring everyone understands how to use that data. Córdova discussed Colorado’s Every School Day Matters Campaign. She also shared how they are lifting up and promoting the work in districts with “Commissioner Chats” where she interviews superintendents showcasing exceptional practices on social media so leaders can learn from each other. \nLocal leaders in Colorado and Virgina also talked about the strategies they are using in their districts. Lori L. Bailey with Adams 12 Five Star School District in Colorado and Jennifer Buckley with Winchester Public Schools in Virginia provided concrete examples of how their districts are using data to identify chronic absence early on\, employing creative and positive incentives and celebrations to encourage good school attendance\, and focusing on relational and responsive practice to ensure that children feel they belong and are engaged.  \nMatt Peterson of the John & Janice Wyatt Foundation talked about the importance of community support and outlined ways that philanthropy can be part of the solution. He used examples from the work of the Winchester Campaign for Grade-Level Reading\, including a pilot they hope to expand that supports families in developing nighttime routines that prepare families and children to start school with positive habits to promote good attendance. \nRollins then led a conversation covering a range of topics\, including ways to ensure that all stakeholders are data-driven and how to address barriers such as mental health concerns. \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/attendance2025/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20250730T150000
DTEND;TZID=America/New_York:20250730T163000
DTSTAMP:20260404T041416
CREATED:20250529T060705Z
LAST-MODIFIED:20250807T191642Z
UID:251164-1753887600-1753893000@leo.gradelevelreading.net
SUMMARY:Disproportionate Impact Magnified:  Rural America’s Children and Families as Collateral Damage?
DESCRIPTION:Building on GLR Week 2025’s theme of “Focusing on the Gaps\,” this session zeroed-in on the outsized gaps impacting children living in rural areas. With the recent federal spending cuts and policy shifts to programs such as Medicaid\, SNAP\, and Head Start\, these gaps have been severely exacerbated. The majority of the 350+ stakeholder coalitions in CGLR’s network are serving children and families in rural communities\, and Census data shows rural children rely more heavily on Medicaid (47% vs. 38%) and SNAP (14% vs. 12%) than their urban peers. This GLR Week 2025 session offered the opportunity to learn from state and national advocates about the challenges and potential solutions that are being generated in local communities. \nModerator\, and former Director of Rural Engagement at the U.S. Department of Education\, Julia Cunningham launched the discussion with Gbenga Ajilore\, Ph.D.\, of the Center on Budget and Policy Priorities. Ajilore provided an overview of what constitutes a rural community based on economic and demographic data\, grounding participants in what these communities look like and what makes them unique. \nCunningham then engaged with state leaders — Emily Moore of Voices for Virginia’s Children\, Josie Green of Teach for America\, South Dakota\, and Mayra Alvarez\, MHA\, of The Children’s Partnership in California — about the challenges for children that are particular to their regions\, including limited access to hospitals and health care options and the needs and impacts on Indigenous and migrant farming communities. Green explained the unique context for sovereign nations and the ways in which educational leaders need to work through federal policies to best serve children in these nations: \nTo be a sovereign nation means holding a unique relationship with the U.S. government\, given treaty obligations that establish this nation-to-nation relationship. [How the sovereign nations respond to federal policy] is potentially complex\, given this legal relationship. Our tribal education leaders who are holding that complex reality are constantly working through layers to identify what will be in effect. Importantly\, they are continuing to always put the well-being of Lakota Wakan and what is working for Native students at the forefront of any decision — relentlessly caring for Lakota children now as they’re presently in existence in their vital humanity but also ensuring that they can have a future. \nCunningham continued the conversation with two national advocates who are primarily working to ensure specific streams of funding from the U.S. Department of Education are not so diminished as to leave children in rural communities without much-needed services in the classroom. Melissa Sadorf\, Ed.D.\, of the National Rural Education Association and Kayla Patrick of The Century Foundation highlighted historic funding streams that are uniquely directed to support rural communities. They also discussed how rural education leaders are determining ways to “blend and braid” both federal funds and local supports to continue to provide what students need to be successful. Sadorf explained how this works: \nYou’re braiding Title I for academic intervention and IDEA to ensure that you’re supporting inclusive practices. And maybe 21st Century Learning Center funding to fund extended programming beyond school hours. And then maybe you’re tapping into your local church for donated meals and snacks. None of those dollars would have covered the full model alone\, but together they’re able to build something pretty powerful. I want to be clear that blending funds is not a solution for inadequate funding\, but it is a strategy to stretch insufficient dollars as far as they’ll go. And it is a testament to rural innovation and determination. \nThank you for joining this GLR Week 2025 learning and engagement opportunity. We hope that you found it informative and engaging. And we would like to remind you that we have a series of rebroadcasts throughout August and return to live sessions on September 2 with an important discussion featuring two former Secretaries of the U.S. Department of Education. We hope that you will plan to join us for a rebroadcast and join us again in September!  \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/rural2025/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20250731T123000
DTEND;TZID=America/New_York:20250731T140000
DTSTAMP:20260404T041416
CREATED:20250529T062034Z
LAST-MODIFIED:20250811T191321Z
UID:251170-1753965000-1753970400@leo.gradelevelreading.net
SUMMARY:From Struggling to Stability: Elevating the Prospects of ALICE (Asset Limited Income Constrained\, Employed) Families
DESCRIPTION:In this GLR Week 2025 session\, United Ways introduced us to the families in their communities who live just above the poverty line\, they are the cashiers\, waiters\, child care providers\, and other members of our essential workforce.  United Way calls them ALICE. \nModerator Marjorie Sims of Ascend at the Aspen Institute grounded the conversation in an appreciation for two-generation approaches\, a family-centered lens that maximizes long-term impact for families and their communities. \nAyeola Fortune of United Way Worldwide explained\, “United Ways across our network use data regularly. This includes using quantitative aggregated data to understand the prevalence of issues and disaggregating that same data to understand specific gaps and disparities and who is most negatively impacted.” She emphasized the value of data to provide context and meaning to frame issues in a way that has the potential to inspire action. See how United Ways are using powerful messaging. \nALICE uses a rigorous methodology with over 300 Research Advisory Committees to ensure that their data\, best practices\, assumptions\, and sources are held to the highest standards. According to the official poverty level\, 13% of households are struggling\, but when you look at the actual cost of living\, another 29% of households are ALICE. Across the country 42% of families have a fragile hold on their finances. According to Stephanie Hoopes\, Ph.D.\, with United Way of Northern New Jersey\, the number of ALICE households is on the rise: “It’s important to recognize that through recovery\, recession\, COVID\, post-COVID\, with different presidential administrations\, in different economic times and political times\, we have not been able to change the trajectory of this trend line.” \nMichelle Roers also with United Way of Northern New Jersey provided an overview of United in Care\, a high-quality early care system that is operating in four networks across the state with 33 home-based providers and four child care centers. Scholarships have been offered to 93 families for a total of $2.6 million. \nKen Oldham of United Way of Frederick County\, Maryland\, described his county as a rural community with some urban aspects. By offering a continuum services — including\, matched saving\, coaching\, downpayment assistance\, and credit — 34 ALICE families are now homeowners and not one has defaulted in 10 years. To address the challenge of transportation\, the Ride United Network is providing free or discounted transportation to households in Frederick County — to date 31\,000 rides. “We have an incredible amount of monthly data for analysis\, so we can determine if there are gaps and make immediate changes to the programs\,” said Oldham. \nScott Mengebier with United Way of the National Capital Area portrayed the Washington\, D.C.\, region as having concentrated areas of financial hardship. These “islands of disparity” are places where there are high poverty rates\, limited educational attainment\, and poor access to health care. Using a cohort model\, this UW is helping Black fathers who have child support arrearages build bridges with their families and navigate systemic barriers. This work has been instrumental in changing the narrative about what it means to be engaged with family. On the systems level\, Maryland’s Montgomery County Workforce Development Board has expanded eligibility requirements and designed targeted programs for ALICE households. \nUsing ALICE data\, Pierce County\, Washington\, is investing in solutions\, advancing advocacy\, and offering coaching models to connect ALICE families with services and supports. GRIP 2.0\, a guaranteed income project\, provided 500 participants with a $500.00/month. As a result\, parents reported less stress\, improved family harmony\, better housing\, and the ability to pay for basic needs. Dona Ponepinto of United Way of Pierce County noted\, “It’s the champions in our local communities that support the work that we do\, having the ALICE data\, and then inviting those with the lived experience to be part of the conversation. They have to be at the table\, not just to listen but to be part of the solution.” \nThroughout this discussion\, panelists shared data\, strategies\, approaches\, and practices to support ALICE families. These are our neighbors\, friends\, and family. Mengebier advised\, “If we can all get to the shared understanding that ALICE is the population in need\, then we can work together to help them.” \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/alice/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20250731T150000
DTEND;TZID=America/New_York:20250731T163000
DTSTAMP:20260404T041416
CREATED:20250529T063155Z
LAST-MODIFIED:20250807T191813Z
UID:251177-1753974000-1753979400@leo.gradelevelreading.net
SUMMARY:Parents as Curators of Their Children’s Education: Balancing Choice\, Equity & Accountability
DESCRIPTION:During this GLR Week 2025 webinar\, Bruno Manno\, Ph.D.\, with the Progressive Policy Institute moderated a conversation exploring the changed landscape of K–12 education in which more parents are actively curating their children’s education through options\, including charters\, microschools\, education savings accounts\, homeschooling\, and more\, and the opportunities and concerns this increased curation brings.  \nPanelists began by describing various forms of school choice and the recent trends in their growth across the country. A school choice option that emerged more than 30 years ago and now extends across 49 states to reach almost 4 million students\, charter schools are publicly funded schools that operate independently from the traditional public school system. Microschools are a newer sector of independently run schools — catalyzed by pandemic-related school closures — that serve a smaller group of students\, often just 10 to 20 in one school. Open enrollment is a policy that enables students to attend a public school outside their zoned area and is available in 45 states. Education savings accounts exist in 19 states and are parent-directed flexible spending accounts funded by state dollars that can be used for tuition\, textbooks\, and other needs. Finally\, homeschooling can occur at home through traditional parent-led teaching\, homeschool co-ops\, virtual learning\, or hybrid models (often supported by education savings accounts)\, and has increased in recent years both in popularity and diversity of family demographics choosing homeschooling.  \nMichael Chartier of ExcelinEd gave a deeper dive into open enrollment — both within one’s district (intra-district) and across districts (inter-district) — as an increasingly popular choice option for students and families\, and discussed its growth in Florida\, Colorado\, and Arizona in particular. Chartier shared some of ExcelinEd’s recommendations for open enrollment\, including mandatory inter- and intra-district open enrollment if there is capacity for it and state transparency on transfer data on open enrollment.  \nRobin Lake of The Center on Reinventing Public Education (CRPE) discussed the need for school systems and teacher education programs to pay attention to the demand side of education to be able to respond to what parents and teachers want\, and to ensure an ample supply of high-quality schools and options within a school district. Lake mentioned a model called “portfolio districts” that CRPE tracks\, along with a broader “portfolio strategy.” These districts offer full sets of opportunities and choices to families through different kinds of schools and options to respond to demand. Lake noted\, “A district that’s serious about choice really has to make sure that they’re already always curating and building a supply of high-quality schools.” \nDerrell Bradford of 50 CAN: The 50-State Campaign for Achievement Now shared that the process of parents choosing the right school for their children is complicated and that we should provide ample information to parents and recognize the complexity of choosing the right school. Bradford also called for an “anti-scarcity agenda” for school choice that grows the options in response to demand.  \n“We should be focusing at the bare minimum on making sure that there is as much information available as possible so that parents can make an informed decision about the kind of school that they want to send their kids to. And in doing so\, we have to acknowledge that this is a complicated\, emotional\, messy process. Trying to find the right match between what the parent likes and values\, what the kid aspires to be\, what the school is set up to do\, and what the teachers and the leaders want to make happen…that is a complicated human process. And we should respect that.”  \n– Derrell Bradford\, 50 CAN \nHalley Potter of The Century Foundation noted that policies promoting school choice options such as open enrollment and others should be designed to incorporate equity and opportunity\, including to account for transportation needs to a school outside of one’s neighborhood. Potter said\, “Choice without transportation isn’t really real school choice….If we don’t address that\, then it becomes its own sort of gatekeeper.” \nPanelists discussed potential implications of the recently passed federal tax credit for scholarships for school choice including private schools. They also reviewed what parents need to take advantage of these increasing school choice options\, including more information about the schools and “navigator” roles that help parents become aware of and sort through the various options. Register now and make plans to join us for the next session in our Parents as Curators series on September 9: Parents as Curators? Supporting Parent Agency and Informed Decisions.  \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/choice/
CATEGORIES:Past Event
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