BEGIN:VCALENDAR VERSION:2.0 PRODID:-//LEO | Learning & Engagement Opportunities Network - ECPv6.15.3//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-ORIGINAL-URL:https://leo.gradelevelreading.net X-WR-CALDESC:Events for LEO | Learning & Engagement Opportunities Network REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20250309T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20251102T060000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/New_York:20250415T150000 DTEND;TZID=America/New_York:20250415T163000 DTSTAMP:20260404T040440 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/12/Providence_Photos_0402-e1734320654511.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250422T130000 DTEND;TZID=America/New_York:20250422T143000 DTSTAMP:20260404T040440 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/11/iStock-178471354-scaled-e1744857950686.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250422T150000 DTEND;TZID=America/New_York:20250422T163000 DTSTAMP:20260404T040440 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 END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250506T150000 DTEND;TZID=America/New_York:20250506T163000 DTSTAMP:20260404T040440 CREATED:20250421T150135Z LAST-MODIFIED:20250512T161627Z UID:250814-1746543600-1746549000@leo.gradelevelreading.net SUMMARY:Schools as “Safe Spaces”: Beyond Active Shooter Drills to Trusting Relationships? DESCRIPTION:CGLR leading partner and renowned education advocate Andy Rotherham of Bellwether moderated the session. Rotherham shared how he is passionate about the trusting relationships that can help get “left of boom” (see below) by creating the positive school culture and climate needed to give students outlets to express their concerns and fears\, which might otherwise lead to dangerous behaviors.  \nRotherham began the session in discussion with Senior Security Consultant and Retired U.S. Army Special Forces officer Drew Pache\, who helped us understand how strategies on the front lines of the military are not so different from strategies that work in schools. This is where the concept “left of boom” comes from. As Pache explained\, this is the idea that to prevent an attack you need to get ahead of it by doing reconnaissance and getting to know people and listening to their grievances. In this way\, there is a much better chance of learning when something is not right or a violent attack is brewing. As he said\, “If something doesn’t seem right\, it’s probably not right.” And this same approach is what works in schools. When teachers and other adults in the school building are trusted by students and communicating about students’ needs\, they can get “left of boom” by listening and understanding. \nGarry McGiboney\, Ph.D.\, of Health Security Dynamics then joined the discussion. While he has a different background than Pache as a researcher and former Deputy State School Superintendent in Georgia\, McGiboney had the same message as the Green Beret. Emphasizing that we need a new paradigm for school safety that puts mental and behavioral health before heavy doors and active shooter drills\, McGiboney explained how teachers can come together with school resource officers (SROs) to recognize when students may need someone to listen to and hear them: \n“Teachers want to know. And when we train the SROs\, they want to know too. What should I look for? Regardless of the age of the student\, it could be elementary\, it could be a kindergarten student\, it could be a high school student. What should I look for as an indicator that child is in trouble and may need some help? That’s how we can avoid tragedies occurring in our schools. [It] is those relationships — when we identify what may be going on with a child or even a colleague for that matter.” \nTwo school district leaders followed in the discussion and offered insights about what this new paradigm for school safety looks like on a school campus. Yolanda Reid Wheeler of Henry County Public Schools in Georgia and Daniel Mojica of Chelsea Public Schools in Massachusetts emphasized that when there is coordination across ALL the adults surrounding the students — including SROs\, bus drivers\, teachers\, lunchroom attendants\, and\, most importantly\, parents — and this coordination is supported by training in behavioral health\, there are many more opportunities to see and hear students who may need help. Reid Wheeler highlighted the system of support that creates a positive school culture: \n“I think about the systems of schools\, and what that means is that when the student is getting off the bus\, when they’re being dropped off\, who do we have there at the door greeting them? And that greeter has a behavioral checklist. They are scanning\, they’re observing: What’s the countenance of those children when they’re coming off the bus? Also\, talking with the parents helps with understanding who’s coming into the building. Then being able to observe that by the scan\, I call it eyeballing: What is it that you’re seeing coming into the building?” \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/schools-as-safe-spaces/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/03/CASEYKINETIK2015_Wed01474-e1711054046236.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250513T150000 DTEND;TZID=America/New_York:20250513T163000 DTSTAMP:20260404T040441 CREATED:20250506T075957Z LAST-MODIFIED:20250806T073919Z UID:250895-1747148400-1747153800@leo.gradelevelreading.net SUMMARY:Medicaid as Linchpin: Truth and Consequences | More Hopeful Futures or Children as Collateral Damage? DESCRIPTION:We haven’t reached the pain point yet. This is the first step….And then there’s going to be that snowball effect where they either lose benefits\, or a nursing home closes down\, a rural hospital closes a unit\, etc. And then it starts really picking up steam. And the challenge is going to be coming back from that. We can see the immediate impact in front of us\, but there’s the economic impact that’s going to be longer term. We don’t talk enough about the long-term impact on the child. Right. It’s not just that we’re going to lose this benefit today\, it’s going to be the effect on the child as we move forward. \n–Moe Hickey\, Voices for Utah Children \n\nIn this May 13 GLR Learning Tuesdays webinar\, a diverse group of policy experts\, health care leaders\, education advocates\, and community voices came together to explore the critical role Medicaid plays in supporting not just children’s health — but their learning and development\, their families’ stability\, and the foundational systems that serve them. They also highlighted key action steps that can be taken now to ensure that this vital program is sustained and strengthened. \nModerated by Dr. Robert K. Ross\, former President and CEO of The California Endowment\, the session made clear that Medicaid is far more than a health insurance program. It is a central pillar of educational equity\, economic resilience\, and community well-being. Dr. Ross grounded the conversation in a powerful historical and moral context\, urging participants to see Medicaid as part of the nation’s democratic promise to its children. \nPanelists — Paola Andujar of National Association for the Education for Young Children\, Anne Dwyer\, JD\, MP\, of Georgetown University’s Center for Children and Families\, Moe Hickey of Voices for Utah Children\, and The Honorable Jessica Schubel of Day One Strategies — brought deep insights into the consequences of current policy shifts and the opportunity to act now to preserve and improve Medicaid.  \nKey themes included: \nThe Impact of Medicaid Policy on Children’s Health \n\nProposed Medicaid cuts could lead to significant coverage losses for children and families\, with an estimated 8.6 million people potentially becoming uninsured and coverage losses exceeding 14 million when combined with other ACA provisions.\nMedicaid coverage is correlated with improved educational outcomes. Research shows Medicaid enrollment improves reading scores and future earnings.\nMedicaid covers a significant portion of health services provided in schools and access to these services is linked to improved academic outcomes.\n\nThe Broader Implications of Medicaid Funding \n\nUnderstanding the economic implications of Medicaid cuts is crucial\, as cuts can lead to increased costs for states in other areas\, such as emergency care\, and long-term economic impacts can affect community stability and growth.\nCuts to Medicaid can lead to reduced funding for schools and community health programs.\nReduced Medicaid funding and/or increased administrative burdens not only limit individual access to care\, they also threaten the sustainability of early childhood systems\, public schools\, and community health providers that depend on Medicaid as a reliable funding stream.\n\nOpportunities for Advocacy and Collaboration \nPanelists stressed that Medicaid is deeply interconnected with education\, economic opportunity\, and equity. Advocates\, educators\, and funders must work in concert to protect and strengthen the program. Examples of activities include: \n\nCollaborating with other organizations to promote Medicaid’s benefits; educate the public; share resources and information to empower local advocates; and support joint campaigns to enhance visibility and understanding of Medicaid’s role.\nIncreasing awareness about the ways Medicaid funding impacts various sectors\, including education and health services.\nEncouraging a holistic approach because the health and education systems are interconnected.\n\nThe session closed with an urgent message from the panelists: The future of Medicaid is not just a policy debate — it is a defining moment for how we support children and families. To protect this vital infrastructure\, coordinated advocacy\, informed messaging\, and strong local leadership are essential. \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/medicaid/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/iStock_000022349130_Full-scaled-e1746518312363.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250520T123000 DTEND;TZID=America/New_York:20250520T140000 DTSTAMP:20260404T040441 CREATED:20250506T081456Z LAST-MODIFIED:20250526T200751Z UID:250912-1747744200-1747749600@leo.gradelevelreading.net SUMMARY:Timely Support for Immigrant Families & Children: Philanthropy Striving to Meet the Moment DESCRIPTION:“So what does it look like for philanthropy\, which has so much privilege\, to be able to stand in solidarity with movement partners\, with communities? Funders wait for a rainy day — and it’s pouring out right now. Now is the time to be contributing and funding support for immigrant children and families. Use your privilege and use your voice…and stand strong and speak out against the harmful approaches that are leading to the backsliding of our democracy and that can have repercussions for not just our children\, but our grandchildren….This is not a marathon. It’s not a sprint. This is a relay race. We are building toward a better future\, not just for ourselves\, but to be good ancestors to our descendants and to leave a better world for the children that will continue beyond us.” \n\n\n\n\n\n\n​​​​– Ivy O. Suriyopas\, Grantmakers Concerned with Immigrants and Refugees \n\n  \n\n\n\n\nIn this Funder-to-Funder Conversation\, Ivy Suriyopas of Grantmakers Concerned with Immigrants and Refugees (GCIR) offered the above passionate call to action in closing to an engaging conversation about the experiences of immigrant children and families in the current policy environment and the ways in which funders are joining together to support them. \nThe session was co-sponsored by Hispanics in Philanthropy (HIP)\, a transnational network of grantmakers dedicated to strengthening Latine leadership and influences and mobilizing philanthropic resources in Latine communities. HIP’s Jazmín Chávez moderated the discussion that featured Rodrigo Barraza of Global Fund for Children\, Shannon Rudisill of Early Childhood Funders Collaborative\, and Ivy Suriyopas of GCIR. \nRudisill and Suriyopas shared how their organizations joined together with other funders this year to launch the 1 in 4 Project. The project supports the 1 in 4 children living in the United States who are part of immigrant families\, advancing policy advocacy and litigation\, narrative building\, and research and data collection to support action at the federal\, state\, and local levels. \n\n“We wanted everyone to understand how many children in the United States are living in immigrant or mixed-status families. Most of them are U.S. citizens. We wanted everybody to think about the populations that they are serving in the communities where they are funding and realize that these kids are in their portfolios already\, that they’re in the communities where they’re serving\, and that some special attention needed to be paid to support them.” \n– Shannon Rudisill\, Early Childhood Funders Collaborative \n\nThe panelists discussed how the current immigration policy environment is causing trauma for immigrant children and their families and communities\, highlighting some of the ways that funders are promoting trauma-informed responses. Barraza noted many of the traumas are “collective traumas” that challenge children’s sense of belonging\, language\, and cultural identity\, and therefore require collective responses such as healing circles to help children build a sense of community where they can recover together. \nRudisill shared several examples of efforts being advanced by the funders in the ECFC network\, including trauma-informed programs for new mothers and their babies and legal service programs to help families prepare for possible separation. She also noted how several funders had been taking proactive action to strengthen the systems serving immigrant populations\, including investments in New Jersey to support dual language learners and to build a stronger pipeline of Latine early learning educators. \n\n“Please be brave. Be bold. Please don’t shy away from the conversation. Don’t give in to fear. I think right now it’s our opportunity to stand on the right side of history and keep fighting and keep pushing and keep looking for ways to connect and to keep building these diverse communities.” \n– Rodrigo Barraza\, Global Fund for Children \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/support-immigrant-families/ CATEGORIES:Funder-to-Funder Conversation,Health,Parents,Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/CASEYKINETIK2015_Thurs00890-e1746519241617.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250520T150000 DTEND;TZID=America/New_York:20250520T163000 DTSTAMP:20260404T040441 CREATED:20250516T194045Z LAST-MODIFIED:20251227T195910Z UID:250955-1747753200-1747758600@leo.gradelevelreading.net SUMMARY:Education Savings Accounts: High Expectations & Continuing Concerns DESCRIPTION:In this discussion\, we built on a session from 2023: Opportunities and Potential Pitfalls: State Expansion of Education Savings Accounts and again created a forum for thoughtful and nuanced conversations to go beyond the headlines on a controversial policy. As this policy has expanded across multiple states — growing from 13 to 19 states since CGLR hosted the 2023 session — we wanted to explore this issue through a balanced discussion that “detoxifies” conversations about parent choice to get to a place where we understand the background\, motivations\, language\, possibilities\, and concerns. \nWhat many are now calling “Education Savings Accounts” references the policy where states are giving families access to public per-pupil funds that can be used to pay for tuition to private schools\, homeschooling supplies\, curriculum materials\, online learning\, tutoring support\, etc. Proponents of school choice see this as a necessary way to allow students to learn in the setting that works best for them\, and skeptics see it as a disinvestment in public school systems at a time when they need as much support as possible. In this session\, I moderated a conversation with a powerhouse panel who helped to define the various terms and variants of this policy while exploring the expansion of state policies and the history and evolution of this particular approach to parent choice. We also discussed the pros and cons and zeroed-in on parents’ views and why choice is important to them.  \nBen DeGrow of ExcelinEd provided an overview of where we are today with various state policies. Luis Huerta\, Ph.D.\, of Columbia Teachers College reviewed the history and how we got to where we are today. Beth Lewis of Save Our Schools Arizona articulated several of the challenges of the expanded funding for per-pupil accounts in Arizona\, including the severe under-funding of public schools that has led some to close. Derrell Bradford of 50CAN spoke to the way these public funds can help to provide the same level of choice to low-income families that wealthier families have always had by moving to geographies with better schools. Colleen Dippel of Families Empowered in Texas explained how her organization has helped parents navigate and take advantage of the opportunities offered in Texas. Mike Goldstein of the Pioneer Institute described parent experiences that illuminated some of the ways parents have used the available public education resources to enhance their children’s learning experience.  \nThrough the discussion\, we explored some of the different perspectives — the possibilities and concerns about public per-pupil funding. The following quotes from two of our speakers help to illustrate the different perspectives on this issue that make it so contentious: \n“Ninety-two percent of our families are choosing public district and charter schools that have accountability to the public. We are sending 12 percent of our state budget to this ESA voucher program for only 6 percent of our kids. The vast majority of these kids are kids who were already in private school. They were already [being educated at home]. In Arizona\, the reality is people are sticking with their public school\, but the other reality is that our public schools are shutting down because of the voucher program\, because we are a revenue poor state! There is not enough funding for both of these and that’s true. The data all shows that the vouchers are primarily going to wealthier families in wealthier ZIP codes.” \n–Beth Lewis\, Save Our Schools Arizona \n___________________________ \n“Parents are our core customers\, so we connect them to religious and non-religious schools\, and then\, certainly\, for parents who want to homeschool\, we make sure that they have information that is accurate and actionable.…We’re providing direct service day in\, day out to connect families to schools and schools to families. Last year\, we made about 37\,000 individual phone calls. So we’re very supportive of all forms of school choice. We think it’s really important to ensure that parents have a neutral service that is not incentivized by one sector over the other. So there ought to be a parent service that is just about helping parents get kids into ESA programs or getting kids into charter school programs or magnet school programs and the individual schools [or whatever educational option they prefer].” \n–Colleen Dippel\, Families Empowered \nParent voice\, parent leadership\, and parent choice have always been central to CGLR’s strategy for increasing student learning and achievement. The policies that are being pursued under the banner of parent choice are complicated\, and their implications are as yet uncertain. This week we started to explore this terrain in more detail\, and we will continue to do so in the coming months. We hope that you’ll come with us on this learning journey.  \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/esa2/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/iStock_000073784785_Large-scaled-e1746519699354.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250527T150000 DTEND;TZID=America/New_York:20250527T163000 DTSTAMP:20260404T040441 CREATED:20250506T082302Z LAST-MODIFIED:20251015T170536Z UID:250918-1748358000-1748363400@leo.gradelevelreading.net SUMMARY:More Hopeful Futures or Children as Collateral Damage? Head Start as Cornerstone for Early Learning and Development DESCRIPTION:“Head Start is not in an existential crisis. But to remain impactful and relevant\, the program must continue to evolve.” \n— Tammy L. Mann\, Ph.D.\, The Campagna Center \n\nThe discussion during the May 27\, 2025 GLR Learning Tuesdays session focused on the following key question: \nHow can we strengthen and evolve Head Start —building on its legacy to expand its reach\, deepen its impact\, and meet the moment we’re in? \nAttendees heard from national and regional leaders\, including former Directors of the Office of Head Start\, current program leaders\, and field innovators. Together\, they offered concrete ideas for improvement\, bold questions about the future\, and hopeful reflections on what’s possible. \nHead Start is Grounded in Data and Impact \n\nHead Start plays a critical\, stabilizing role in early childhood systems — especially for rural communities and children with special needs.\nWeakening this infrastructure would have nationwide ripple effects.\n\nHead Start’s Core Strengths and Foundational Elements \n\nThe heart of Head Start — comprehensive services\, a two-generation approach\, and local flexibility — remains strong and essential.\nNew federal policies (e.g.\, expanded eligibility\, mental health supports\, and pay equity) offer opportunities to strengthen the model\, not dismantle it.\n\nHope is Rooted in People\, Persistence\, and Collective Agency \n\nHead Start’s enduring strength lies in its mission-driven people — educators\, leaders\, and families who continue to show up despite challenges.\nThe program’s federal-to-local structure is a “superpower” for community-led innovation.\nThere is power in the Head Start community’s adaptability\, data-informed storytelling\, and collective strength.\n\nEvolution\, Not Just Preservation \n\nNow is the time to modernize\, align with broader systems\, and preserve parent choice within a strong mixed-delivery system. \n\n\nThroughout the conversation\, one idea echoed loudly: We need a national messaging campaign to reintroduce Head Start to the American public. Not as a relic\, but as a relevant\, innovative\, and essential part of the early childhood ecosystem. \nSuch a campaign should: \n\nCenter parent and alumni voices who can speak to Head Start’s life-changing impact.\nEmphasize Head Start’s proven results — from school readiness to long-term health and economic outcomes.\nPush back on outdated stereotypes and affirm Head Start as a model for culturally responsive\, equity-driven systems change.\nUnite allies across sectors — education\, health\, housing\, philanthropy — to advocate together.\n\nThe panelist conversation continued through the end of the webinar\, leaving limited time for Q&A with the audience\, but the panelists took time after the session to share responses in writing to several of the audience questions. Those are available here. \nThank you for being part of this moment — and for all you do to ensure Head Start continues to deliver on its powerful promise to children and families. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/headstart/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/Casey_Prov_KidsCount_2013_THURS_00377-e1732123109411.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250603T123000 DTEND;TZID=America/New_York:20250603T140000 DTSTAMP:20260404T040441 CREATED:20250526T193812Z LAST-MODIFIED:20250609T005757Z UID:251075-1748953800-1748959200@leo.gradelevelreading.net 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/10/CASEYKINETIK2015_Wed01555-e1729489921480.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250603T150000 DTEND;TZID=America/New_York:20250603T163000 DTSTAMP:20260404T040441 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/Atlanta_Photos_0932.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250610T123000 DTEND;TZID=America/New_York:20250610T140000 DTSTAMP:20260404T040441 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/860175478.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250610T150000 DTEND;TZID=America/New_York:20250610T163000 DTSTAMP:20260404T040441 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/08/ProvidencCasey-040-e1724637751197.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250617T150000 DTEND;TZID=America/New_York:20250617T163000 DTSTAMP:20260404T040441 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/Kathryn-banner-part-II_417.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250701T150000 DTEND;TZID=America/New_York:20250701T163000 DTSTAMP:20260404T040442 CREATED:20250609T011825Z LAST-MODIFIED:20250704T134258Z 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/studentsworking-scaled.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250715T150000 DTEND;TZID=America/New_York:20250715T163000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/05/AdobeStock_301245840_Preview.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250722T150000 DTEND;TZID=America/New_York:20250722T163000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/12/Casey-2016-BAL_1527-1-e1752591275771.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250728T123000 DTEND;TZID=America/New_York:20250728T140000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/PXL_20230813_191819302.MP-EDIT.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250728T150000 DTEND;TZID=America/New_York:20250728T163000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/09/Blog-3-Digital-Equity-Image-3-1-scaled-e1695330754405.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250729T123000 DTEND;TZID=America/New_York:20250729T140000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/Providence_Photos_0192-e1748486344852.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250729T150000 DTEND;TZID=America/New_York:20250729T163000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/08/marquis-e1724218977539.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250730T123000 DTEND;TZID=America/New_York:20250730T140000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/Atlanta_Photos_0001-e1748497869964.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250730T150000 DTEND;TZID=America/New_York:20250730T163000 DTSTAMP:20260404T040442 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/Casey_Prov_KidsCount_2013_THURS_00229-e1752591672700.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250731T123000 DTEND;TZID=America/New_York:20250731T140000 DTSTAMP:20260404T040443 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/Casey_Prov_KidsCount_2013_TUES_01102-e1748499601877.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250731T150000 DTEND;TZID=America/New_York:20250731T163000 DTSTAMP:20260404T040443 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 ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/Casey_Prov_KidsCount_2013_WED_00016-e1748500275197.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250805T150000 DTEND;TZID=America/New_York:20250805T163000 DTSTAMP:20260404T040443 CREATED:20250802T063226Z LAST-MODIFIED:20250808T060000Z UID:252012-1754406000-1754411400@leo.gradelevelreading.net SUMMARY:REBROADCAST: Implications of Accelerated Deportation DESCRIPTION:“And how are the children?” That traditional Maasai greeting is at the heart of a series of GLR Learning Tuesdays sessions that were hosted by the Campaign for Grade-Level Reading (CGLR) this spring and are being rebroadcast with updates during the month of August. \nIn the first in this series of updated rebroadcasts\, CGLR partners with Brazelton Touchpoints Project to focus on the children of immigrant families who face accelerated detention and deportation. Pronouncements and actions to rescind protections for “sensitive locations” — such as hospitals\, schools\, and houses of worship — raise legitimate concerns and require additional consideration about how to mitigate adverse academic\, emotional\, and developmental consequences for the children of immigrants in schools and child care settings. More recently\, passage of HR 1\, challenges to birthright citizenship\, and a new rule from the U.S. Department of Health and Human Services regarding immigrant eligibility for programs such as Head Start pose additional challenges for those working to support children’s learning and development. \n\n\n\n\nAt the start of the rebroadcast\, Wendy Cervantes of the Center for Law and Social Policy offers updates on more recent developments since the initial broadcast of this session. Throughout the conversation\, panelists explore the potential implications for the early childhood programs and schools that serve immigrant children and families\, calling out the ensuing challenges to successful teaching and learning\, student attendance\, and family engagement\, and\, most importantly\, the healthy development of the children involved. Panelists also highlight information\, strategies\, and tools that caring communities can use to mitigate harm to these and all children. URL:https://leo.gradelevelreading.net/event/rebroadcastaug5/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2025/08/Screenshot-2025-08-08-013823.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250826T150000 DTEND;TZID=America/New_York:20250826T163000 DTSTAMP:20260404T040443 CREATED:20250808T055426Z LAST-MODIFIED:20250829T202929Z UID:252076-1756220400-1756225800@leo.gradelevelreading.net SUMMARY:REBROADCAST: Disproportionate Impact Magnified: Rural America’s Children & Families as Collateral Damage? DESCRIPTION:This Special Rebroadcast concluded our month of rebroadcasts by revisiting a powerful GLR Week 2025 conversation from July.  \nWith 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 special rebroadcast offered another 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: \n“To 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: \n“You’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.” \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/rebroadcastaug26/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2025/08/Screenshot-2025-08-08-013823.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250902T150000 DTEND;TZID=America/New_York:20250902T163000 DTSTAMP:20260404T040443 CREATED:20250808T063432Z LAST-MODIFIED:20251223T133158Z UID:252083-1756825200-1756830600@leo.gradelevelreading.net SUMMARY:Beyond Decoding NAEP: The Federal Role in Promoting Efficacy\, Equity\, & Accountability DESCRIPTION:This session picked up on our 8-session series from earlier this year that focused on “Decoding NAEP” where we engaged state chiefs\, educators\, parents\, researchers\, and advocates in a deep-dive exploration of the 2024 scores from “The Nation’s Report Card.” We went beyond decoding NAEP in this session to explore the federal role in generating data that is needed to assess student progress and the will needed from local\, state\, and national leaders to regain a focus on the importance of student outcomes. We explored why it is so important for the U.S. Department of Education and its Institute of Education Sciences to continue to provide funding and support for research that reveals what is needed and what works for various student demographics. \nModerator and CGLR Chief Learning Officer Sarah Torian launched the discussion by engaging with two former U.S. Secretaries of Education\, representing both sides of the aisle\, about the importance of federal leadership being committed to student outcomes. John King\, Jr.\, J.D.\, Ed.D.\, Chancellor of the State University of New York (SUNY) and U.S. Secretary of Education under President Obama from 2015–2017\, and Margaret Spellings\, President and CEOof the Bipartisan Policy Center and U.S. Secretary of Education under President Bush from 2005–2009\, discussed the historical context\, going back to President Lyndon Johnson in the sixties\, where elected officials have always held the notion that federal leadership is needed to make sure we are holding ourselves accountable for the needs of every single student\, irrespective of condition\, ZIP code\, or other modifier. \nKing emphasized the connection between educational outcomes and a healthy workforce and the importance of federal leaders making this connection a priority: \n\nAnd at the end of the day\, for every employer\, they will not have the workforce we need if we do not provide students with the foundational skills\, particularly in English and math\, although obviously students need much more than that. But if they don’t have those things\, they surely aren’t going to be successful in the workforce.….Today we really need our leadership to step up and restore the sense that improving educational outcomes is a national imperative. \n\nTorian continued the robust conversation on the federal role in promoting efficacy and accountability with three prominent research and education leaders who also offered perspectives from both sides of the aisle. Michael J. Petrilli of the Thomas B. Fordham Institute\, Adam Gamoran\, Ph.D.\, of the William T. Grant Foundation\, and Ruth N. Lopez Turley\, Ph.D.\, of the Kinder Institute for Urban Research at Rice University and former member of the National Board for Education Sciences (2022–2025) reacted to what the former Secretaries shared. They emphasized the importance of national research and data to identify and address inequities that impede student progress. \nTurley explained how federal data is used at the local level in her home community of Houston:     \n\nWe were using national-level data from the School Finance Indicators Database\, which uses the U.S. Department of Education’s National Center for Education Statistics (NCES) data\, census data\, etc.\, to develop estimates for how much per-pupil funding is needed for each school district across the country. So we found that most school districts in the state of Texas are underfunded in terms of what they would need to achieve national average test scores. But even more importantly\, we found that there are some school districts that were severely underfunded relative to others\, both in the region and in the state. And so there are huge inequities that we need to pay attention to [and the federal data is needed to identify these inequities]. \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-decoding-naep/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/studentsworking-scaled.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250909T150000 DTEND;TZID=America/New_York:20250909T163000 DTSTAMP:20260404T040443 CREATED:20250808T070859Z LAST-MODIFIED:20250922T195227Z UID:252101-1757430000-1757435400@leo.gradelevelreading.net SUMMARY:Parents as Curators? Supporting Parent Agency and Informed Decisions DESCRIPTION:Bruno Manno\, Ph.D.\, with the Progressive Policy Institute moderated a conversation exploring why and how to equip parents with information and agency to take advantage of increased K–12 education options for their children\, including charters\, microschools\, education savings accounts\, homeschooling and more. This was the second webinar in a series exploring the potential and implications of parents as curators of their children’s education. \nCindi Williams of Learning Heroes shared that 9 out of 10 parents inaccurately believe their children are at or above grade level in reading and math and described Learning Heroes’ Going Beyond Grades campaign as helping parents understand how their children are actually doing academically. She also highlighted a need to collaborate with teachers to address this disconnect: “We feel like a huge gap in the system is nobody’s actually teaching teachers how to have honest conversations with parents.” \nMike McShane\, Ph.D.\, of EdChoice shared his organization’s monthly polling data\, showing that 1 in 5 parents have changed school types for their child (e.g.\, from public to charter\, etc.) and that bullying is the most common reason cited by parents who change their children’s schools. McShane also argued that as educational options increase\, frameworks related to school building regulations and zoning need to evolve to be agile enough to meet the demands and growth for various kinds of learning experiences. \nKeri Rodrigues of the National Parents Union shared that\, among the 1.8 million families across the country involved with her organization\, “the thing that’s really giving me joy about this moment is watching parents take back their power” and advocate for better information\, including through the EPIC (Everyday Parents Impacting Change) campaign in New Jersey among other efforts. Rodrigues also noted the necessity for quality choices for parents\, not just any choices: “Not all choices are worth choosing and not all parents have access to good choices. And that’s where this is going to get really tricky. Yes\, parents want choice — 86% of American families want more public school choice options. But they’ve got to provide meaningful\, measurable results.” \nMaya Martin Cadogan of Parents Amplifying Voices in Education (PAVE) described her organization’s three-pronged model collaborating with parents in Washington\, D.C.\, to connect\, inform\, and empower. She also reviewed victories participating parents have achieved\, including increasing per-pupil funding and starting a new charter school for students. Cadogan shared that the goal of PAVE is that families are “driving the policies\, they’re partnering with those policymakers and school leaders and they’re making sure that they are identifying what it is that they want the system to change and how to make that happen.” \nCristina González\, Ed.D.\, of Abriendo Puertas/Opening Doors (AP-OD) discussed AP-OD’s methodology of using a “popular education” approach\, with local facilitators across 42 states building parent leadership to grow parents’ knowledge\, access\, and agency to make informed decisions for their children. González stressed the importance of AP-OD’s approach that leads to relational trust: “It’s not just what we do\, why we do it\, but also how we do it…so it’s our consistency\, the respect that we have for families\, the truthfulness that we share with them\, and the integrity of the work.” \nPanelists also discussed progress they are seeing toward supporting parent awareness and agency\, including more local collaboration among districts and organizations\, as well as persistent challenges\, including politics and the underfunding of teachers.  \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/parentcurators/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/01/CASEYKINETIK2015_Tues00852-e1740713270404.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250916T123000 DTEND;TZID=America/New_York:20250916T140000 DTSTAMP:20260404T040443 CREATED:20250808T072456Z LAST-MODIFIED:20250922T194954Z UID:252106-1758025800-1758031200@leo.gradelevelreading.net SUMMARY:Meeting the Moment? Philanthropic Support for Child Advocacy Organizations and Networks DESCRIPTION:Co-Sponsored by Exponent Philanthropy\n \n \n \n \n \n \n“It’s been great to see the flexibility\, how organizations have reflected on their ability to rise to the moment\, give out more funding\, and/or be mindful of how they can use not just their financial assets but their collective assets and their networks to support their grantees through convenings\, connections with partners\, bridge funding or loans\, and just serving as a voice for their community\, both at the local and legislative levels.”  \n\n– Kelly Finn Störmer\, Exponent Philanthropy \n \n \n \n \n \n Kelly Finn Störmer of Exponent Philanthropy offered the above reflection in the closing of an engaging and actionable conversation about what funders can do right now to protect the philanthropic sector and to support nonprofits and the communities they serve in the wake of destabilizing policy shifts and funding cuts.   \nThis session was co-sponsored by Exponent Philanthropy\, a nationwide network of “lean” funders meaning those with no or few staff\, with Störmer moderating the discussion. Matthew L. Evans of United Philanthropy Forum (UPF) opened the session with a presentation of the robust set of resources compiled by UPF to support philanthropy in meeting the moment. Evans also provided a quick summary of some of the challenges faced by the sector this year\, including threats of an excise tax that would have taken $2.9 billion annually away from communities. He then described the various tools in UPF’s Advocacy\, Awareness\, and Action Campaign: A Strategic Campaign to Defend and Advance Philanthropy’s Freedom to Invest in Community Well-Being\, noting that philanthropy needs to not only defend itself in this moment but also better communicate its story and impact on communities as a proactive offensive effort to prevent future challenges.   \n“We have to lead with community\, and we have to make that connection. If we don’t\, our advocacy efforts will not be successful. So\, [UPF] put community first [in our advocacy efforts this year] and we saw that pay dividends and we will continue to do that moving forward.”  \n– Matthew L. Evans\, United Philanthropy Forum  \nStörmer then engaged a panel of funders — including Melen Hagos of Greater Washington Community Foundation\, Jenna Wachtmann of The Ball Brothers Foundation in Muncie\, Indiana; and Elliot Weinbaum of William Penn Foundation (WPF) in Philadelphia\, Pennsylvania — in a conversation exploring what they are hearing from their grantees and leaders in the communities they serve and what they are doing to stay engaged\, act quickly\, and amplify the voices of those most affected. The funders agreed that many of their grantees and community members were anxious and concerned with some feeling immediate impacts of budget cuts and/or increased demand for services while others are anticipating financial challenges as policies take effect in the coming years.   \nWeinbaum shared how WPF had reached out to its 500 grantees in mid-February to understand how federal-level changes were affecting them and ways the foundation could support them. Responses included requests to replace lost federal funding; technical expertise and guidance from financial\, communications\, strategic\, or board management experts; connections to aligned professional networks for peer learning and guidance; policy and legal advice; and support for organizational transitions\, such as mergers\, downsizing\, or even shuttering the organization. While WPF made it clear that they did not have the capacity to fill the gaps caused by federal funding cuts\, the board was able to release an additional $10 million in grant funding to address some of the needs identified by grantees.   \n“There is no private funding that can replace federal dollars. There is no aggregation of private funding that can replace federal dollars. We tried to make it clear that the foundation was not going to get into the business of replacing federal funding…but our board did make more money available to meet those other kinds of needs.”  \n– Elliot Weinbaum\, William Penn Foundation  \nThe funders discussed the importance of coordination and alignment — both among funders and grantees — to effectively respond to the challenges posed by recent funding cuts and policy changes. Acknowledging that philanthropy often operates in silos\, they stressed the need to be transparent about your foundation’s capacity and limitations and look for opportunities to collaborate and deliver coordinated messages.   \n“I think embracing a multipronged approach is critical. No single funder or funder collaborative can do everything. But if we can each take on the parts of the work that we’re well suited for and are clear and direct about where we’re stepping in\, I think collectively we can cover the full spectrum of the need.”  \n– Melen Hagos\, Greater Washington Community Foundation  \nThey noted how nonprofits and foundations have weathered several “storms” in recent years\, from the Great Recession to the pandemic\, and have been able to leverage some of the systems and processes developed during those previous challenges as they respond to current challenges\, including communications and engagement strategies\, rapid response grantmaking\, and local and national pooled funding collaboratives.   \n“Funders have started to figure out some ways to build those response systems that are less cumbersome….As funders and philanthropy\, we have immense freedom to be able to respond and react and to get ahead of things. I’ve seen funders embrace that flexibility a little bit more and to remember that we have a checkbook and a pen. That’s a big thing.” \n– Jenna Wachtmann\, Ball Brothers Foundation  \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/f2fexponent/ CATEGORIES:Funder-to-Funder Conversation,Health,Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/03/Atlanta_Photos_0722-e1755876614125.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250923T150000 DTEND;TZID=America/New_York:20250923T163000 DTSTAMP:20260404T040443 CREATED:20250911T135323Z LAST-MODIFIED:20251216T184633Z UID:252258-1758639600-1758645000@leo.gradelevelreading.net SUMMARY:Implementation and Sustainability: What Makes High-Impact Tutoring Work DESCRIPTION:This session continued CGLR’s emphasis on high-impact tutoring as one of several“big bets” and smart investments identified by CGLR  to accelerate learning recovery. We have been heartened to see that more and more schools and communities are making a significant investment in this strategy over the past few years and sought to use this week’s session to pivot from adoption of high-impact tutoring to successful implementation over time. Acknowledging the challenges of implementation — such as finding tutors\, scheduling\, alignment with classroom learning\, and other factors — this session gave participants the chance to learn from national\, state\, and local leaders about what they have done to make this intervention effective. \nWe began the discussion by engaging with two national tutoring leaders — Nakia Towns\, Ed.D.\, of Accelerate: The National Collaborative for Accelerated Learning and Kate Cochran of the Partnership for Student Success — who have conducted extensive research and engaged with multiple educators to support their touring initiatives. They described what research tells us about “implementation science;” what they have seen across states and districts in terms of ensuring program fidelity in diverse locations; and what tools are most useful to ensure tutoring aligns with classroom instruction. After emphasizing the importance of “dosage” and the need for students to receive tutoring at regular intervals over time to make an impact\, Towns highlighted the “enabling conditions” that need to be in place for effective implementation: \nOne of the things that we noted is that the enabling conditions have to be there. And by that we mean scheduling\, we mean physical space\, [and] we mean the coordination between the tier one classroom teacher being able to identify the students that you want to prioritize for high-impact tutoring\, which means aligning it with your tiered support structures\, MTSS\, RTI….And the most successful places that we’ve seen with implementation means that there is someone in that school who wakes up thinking about the high-impact tutoring program and how the students are going to be able to receive the services at the dosage level that would make a difference and to really be able to monitor progress with data throughout the year. \nWe continued the conversation with three state and district leaders — Karla Hudson of Portland Public Schools in Oregon; Holly Manson of the Louisiana Department of Education; and Elizabeth Ross of the Office of the State Superintendent of Education (OSSE) in Washington\, D.C. — who have had great success with high-impact tutoring. They talked about the policies\, tactics\, and systems they have put into place across schools and in communities to ensure the enabling conditions that Towns noted are at work. They also discussed the barriers they had to overcome and the course corrections they have had to make to ensure educators and tutors were coordinated and students were where they needed to be at the right time to receive the best dosage of tutoring. Manson shared that the state of Louisiana enacted the “Accelerate: High-Dosage Tutoring Initiative\,” which funds targeted\, in-school tutoring\, and explained how the state Department of Education is helping districts in urban\, suburban\, and rural communities implement this initiative:    \nLouisiana is unique because we have very rural areas\, lots of suburban and lots of urban areas. And so I think the first reaction of a lot of those LEA leaders was\, ‘What does this look like for us? We’re different. This isn’t going to work here for us.’ So we created Accelerate: High-Dosage Tutoring School System Implementation Guidance. And with this guidance document\, we invite every school system to have a one-on-one meeting with us. Because everybody in Louisiana is so different. But what remained constant is the structure or the bones of the high-dosage tutoring law. So that doesn’t change\, but what changes is their unique situations. So I found myself in those conversations [guiding districts in diverse communities through the steps they need to take to achieve success]. And so with this guide\, we really tried to make it work for everyone\, even though it’s not a one-size-fits-all approach. \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/hit-implementation/ CATEGORIES:Big Bets Working,Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/12/Casey-2016-CLT_638-e1757598784853.jpg END:VEVENT END:VCALENDAR