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DTSTART;TZID=America/New_York:20221206T150000
DTEND;TZID=America/New_York:20221206T163000
DTSTAMP:20260404T065840
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SUMMARY:Real-Time Data & Equitable Learning Recovery: Emerging Pathways to Smarter Decisions
DESCRIPTION:“Everybody has a role\, one of the first things I think we need to do is to get parents and family and community on board and understanding this isn’t going to go just go away. This is a serious problem we have here that will impact students’ outcomes and their lives for years to come. We have to get a handle on this\, and it’s going to take all of us doing it.” – Peggy Carr\, Ph.D.\, Commissioner\, National Center for Education Statistics \nIn this GLR Learning Tuesdays webinar\, CGLR’s John Gomperts moderates a conversation that begins with Commissioner Peggy Carr\, Ph.D.\, of National Center for Education Statistics discussing the 2022 NAEP results and what they reveal about the state of affairs for students\, educators and families. She stresses the reality of life for families during and after the height of the pandemic. \nAttendees also learn about real-time data collection initiatives that can inform efforts to advance equitable learning recovery in partnership with families\, educators and communities. Cristi Carman\, Program Manager of the RAPID project\, shares findings from the RAPID early childhood and family well-being survey based at Stanford University. The RAPID survey was launched in 2020 in response to the pandemic. The survey looks at five areas — child well-being\, material hardship\, child care\, health care and parent well-being — and is updated monthly. \nRachel Hansen discusses the methodology and results of the School Pulse national sample survey of elementary\, middle and high schools led by Institute of Education Sciences. The survey is updated monthly and examines how schools are responding and adapting to changes as a result of the pandemic. Bibb Hubbard\, President and Founder of Learning Heroes\, details the results from their 2022 national survey of parents and educators.
URL:https://leo.gradelevelreading.net/event/real-time-data-equitable-learning-recovery-emerging-pathways-to-smarter-decisions/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221213T123000
DTEND;TZID=America/New_York:20221213T140000
DTSTAMP:20260404T065840
CREATED:20231129T014939Z
LAST-MODIFIED:20231208T181543Z
UID:245022-1670934600-1670940000@leo.gradelevelreading.net
SUMMARY:United Way & CGLR: Aligning for Impact in Education
DESCRIPTION:“Puzzle pieces are so fitting for what United to Thrive represents. A puzzle is more challenging in nature\, but there is a solution. It may be complex and there may be many parts\, but every puzzle has a solution. So do the challenges our community faces. You have to focus on the big picture in some cases to solve a puzzle. That is United Way’s unique role in our community. We bring focus on the big picture and how the pieces all come together to form a solution. Just like a puzzle\, every single piece is important.”  \n– Mary Sellers\, United Way of Central Iowa \nThis December 13\,2022 Crucible of Practice Salon webinar featured speakers from United Way of Central Iowa (UWCI) and Oakridge Neighborhood as it explored how Iowa’s largest United Way approaches its education work across different lines of business connecting donors\, advocacy\, data\, funding and partnerships toward collective impact in early childhood and education success. \nUnited Way Worldwide serves more than 1\,100 communities across 37 countries and territories around the globe. The work of United Way is synonymous with community impact in health\, education and financial stability. Fueled by volunteers and passion within the local communities\, United Way offers resources and support for local program partners. Across the GLR Network\, United Ways make up the greatest percentage of backbone agencies for local CGLR coalitions and continue to be an important national and local partner in our shared work. This session examined the story of how the largest United Way in Iowa approaches their education work across different lines of business\, connecting donors\, advocacy\, data\, funding and partnerships toward collective impact in early childhood and education success. \nThe session opened with an introduction to the United to Thrive framework by Mary Sellers\, President of United Way of Central Iowa. Sellers described the five components of United to Thrive\, which when pieced together support a thriving community. These include economic opportunity\, health and well-being\, essential needs\, early childhood success and education success. \n“Equity is at the center of everything we do. Everything is connected and we can’t do one piece of the work without the other. This means focusing internally as well as externally. We’re looking at this from three pillars; individual\, institutional and systemic\, to be able to make a difference and a change for our community to thrive.” – Rubén Vázquez Ruiz \nEquity is embedded throughout each piece of the work. Rubén Vázquez Ruiz\, Chief Diversity\, Equity\, and Inclusion Officer\, shared the ways in which United Way of Central Iowa ensures that equity is woven in with all elements\, including strategic and resource investment decisions. Kate Bennett\, Community Impact Officer in Early Childhood and Education Success\, provided a summary of the key strategies within the early childhood success work. \nJaclyn Wulfekuhle\, Women United Director\, offered details of the donor affinity group and how its focus on investments mobilizes volunteers and funding toward supporting work in reading\, developmental and childhood mental health screenings\, and resources for childcare centers serving families with low incomes. Women United is also connected with efforts in advocacy. Dave Stone\, Advocacy Officer\, explained the approach UWCI takes with advocating for state policy change\, impacting state and local systems. Marian Rueter Godwin\, Community Impact Services Director\, and Rachelle Talbott\, Research Associate\, reviewed their use of Results Based Accountability and data as a driver of continuous improvement. The data collected influences strategic decisions as well as resource allocations. Talbott also provided a quick demonstration of how Clear Impact Scorecard works in real time. Cheryl Werner\, Education Coordinator\, described three national programs implemented by UWCI within their education work. John Spinks Jr\, Program Manager with Oakridge Neighborhood\, directs programs funded by UWCI\, and he offered examples of how the partnership has benefited children and youth served. \n“Because of our collaboration and partnership with United Way\, we were able to receive additional funding to do a number of things for our youth. For example\, we felt it was extremely important when students went to virtual learning that they came to a place where they had adult supervision and support. We were able to have the students in their seats with the computers on to get their academics done for the day. It was a long stretch\, but we were one of a few programs in the city that did not shut down. The partnership allowed us to provide a clean and safe learning environment and we were able to continue to work with students to make sure they were successful during those times.” – John Spinks Jr    
URL:https://leo.gradelevelreading.net/event/united-way-cglr-aligning-for-impact-in-education/
CATEGORIES:Crucible of Practice Salon,Learning Loss,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221213T150000
DTEND;TZID=America/New_York:20221213T163000
DTSTAMP:20260404T065840
CREATED:20230905T155313Z
LAST-MODIFIED:20230927T225851Z
UID:243402-1670943600-1670949000@leo.gradelevelreading.net
SUMMARY:Follow the Money: $190 Billion to Confront Challenges\, Seize Opportunities
DESCRIPTION:In this GLR Learning Tuesdays webinar\, “Follow the Money: $190 Billion to Confront Challenges\, Seize Opportunities\,” we had the chance to look back and look ahead at investments made by State Education Agencies and local school districts from the Elementary and Secondary School Emergency Relief (ESSER) fund\, federal funding designed to address the unprecedented setbacks precipitated by the pandemic. This multi-billion dollar allocation came with a timestamp. At the end of 2022\, we are at the halfway point\, and this  webinar explored both the challenges that districts have faced in spending funds and the bright spots that demonstrate how smart investments can make a real impact on equitable learning recovery. Emma Dorn of McKinsey & Company shared findings from their recent survey of school administrators and helped us understand some of the key challenges faced by districts: \n“One of the challenges that we’ve heard districts talk about a lot is just the availability of talent and vendors. We’re in a very tight labor market. And so we’ve worked with districts who are trying to get a social worker in every school or districts who are trying to increase the number of teachers for intervention or districts who are trying to ramp up tutoring\, and in all of those cases we’re finding challenges that everyone is going after the same staff [so it is difficult to] fill those open positions.” \nAnu Malipatil of the Overdeck Family Foundation moderated an informative and data-rich discussion with Dorn and other experts from Education Trust\, National Rural Education Association\, McKinsey & Company\, COVID Relief Data Project\, FutureEd\, and Overdeck Family Foundation as they unpacked statistics about district spending plans versus actual spending at the two-year mark and the difference between dollars spent and funding commitments made to date. We learned about how State Education Agencies are investing their 10% set aside and the top trends in their spending in support of academic recovery. And we gained a glimpse of promising strategies and examples of district investments that are making an impact on equitable learning recovery and can be replicated in the remaining time allowed for ESSER spending. \nReflecting the challenge identified by Dorn\, David Ardrey of the National Rural Education Association shared how rural districts leveraged their entire community to fill gaps and address the needs during the pandemic: \n“What you’ll find with rural districts is that they [took an] all-hands-on-deck approach\, and that didn’t just include teachers or educators; that was administrators\, bus drivers\, ancillary employees coaching staff and the custodians. And rural districts…did a great job of finding partnerships that were available\, whether that was through higher ed or community services\, or whatever organization they could find to help them as a resource\, they were using those resources in a very effective way. “ \nWith all of the recent headlines proclaiming that “federal funding is going unspent by many school districts\,” this webinar gave us the insight and intel to dispel misconceptions and understand what is really going on as we move into 2023 and continue to do all that we can to support children and families in their recovery from the disruptions caused by the pandemic.
URL:https://leo.gradelevelreading.net/event/follow-the-money-190-billion-to-confront-challenges-seize-opportunities/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221220T150000
DTEND;TZID=America/New_York:20221220T163000
DTSTAMP:20260404T065840
CREATED:20231129T013820Z
LAST-MODIFIED:20231129T013940Z
UID:245017-1671548400-1671553800@leo.gradelevelreading.net
SUMMARY:NAEP Scores: Behind and Beyond the Numbers
DESCRIPTION:“Our schools are community institutions first and foremost. One of the things we were really grateful for during the COVID era\, because we were community institutions\, because our teachers and leaders had deep ties to their communities and deep roots in their communities\, they had built stores of trust with parents\, with teachers\, and it turned out that social capital that had been built in communities paid dividends in a crisis.”  \n– Kathleen Porter-Magee\, Superintendent\, Partnership Schools \nHosted on his December 20\, 2022\, this GLR Learning Tuesdays webinar featured a special “director’s cut” of informative excerpts from a series of conversations that engaged national leaders who shared their insights and reflections on the 2022 NAEP data. While the 2022 NAEP scores confirmed significant learning losses for students nationwide\, especially those students who had been struggling before the pandemic\, the panelists shared the positive outliers among those scores in an effort to illuminate our path forward. \nThis session featured Commissioner Peggy Carr\, Ph.D.\, Commissioner of the National Center for Education Statistics\, Institute of Education Sciences\, U.S. Department of Education\, as she offered her insights on the 2022 NAEP scores\, what they reveal about the impact of poverty\, and the broad and long-term commitment that will be required in response. She noted: “Everybody has a role\, one of the first things I think we need to do is to get parents and family and community on board and understanding this isn’t going to go just go away. This is a serious problem we have here that will impact students’ outcomes and their lives for years to come. We have to get a handle on this\, and it’s going to take all of us doing it.” \nOne of the “bright spots” in the NAEP data was the success of Catholic schools\, which either held the line or lost much less ground academically than either public or charter schools. Kathleen Porter-Magee of Partnership Schools\, a network of urban Catholic schools in New York and Cleveland\, shared how the network-wide curriculum and instructional model enabled network leaders to better support teachers and students during virtual learning. She stressed how the schools’ strong community and family connections helped them gain support as they made real-time decisions throughout the pandemic. \nAfter these two leaders shared their insights\, John Gomperts of CGLR moderated a conversation with a panel of distinguished education leaders representing the perspectives of rural and urban districts\, charter schools and Department of Defense Education Activity schools. These panelists shared some of the key lessons from the pandemic while noting that they are still in the process of analyzing much of the data\, but they see some early lessons emerging. \nRaymond Hart\, Ph.D.\, representing urban schools\, shared that the impact on students living in poverty was significant\, while also noting that in some urban areas reading scores in particular did not see as big of a drop. Tim Taylor and Heather Zellers\, representing rural schools\, shared many of the challenges that rural districts faced during the pandemic and continue to face\, including staffing challenges and resource distribution of ARPA and ESSER funds. Christy Wolfe\, representing public charter schools\, shared some of the bright spots seen within charter schools\, including reduced disparities for English language learners. Both rural schools and charter schools noted the ability to adjust more quickly to the pandemic. Taylor stressed the importance of having a strong instructional leader\, such as a superintendent or principal\, and the direct correlation to student outcomes. Beth Schiavino-Narvaez\, Ed.D.\, shared the results from Department of Defense Education Activity schools\, which outpaced the entire nation. Some of the elements contributing to these positive outcomes included rigorous curriculum\, professional development\, consistent leadership and the support of military leaders throughout the system. \n“I think the real challenge coming out of the pandemic is how can we get our students who are in poverty the resources they need? What can we learn from the way we deployed devices so that even after the bell students could still connect and continue to learn\, like many of their peers across the country. I think our real question as a country coming out of the pandemic is: How do we help our students and our families in poverty not only recover but grow? And that’s our primary focus.” \n— Raymond C. Hart\, Ph.D.\, Council of the Great City Schools
URL:https://leo.gradelevelreading.net/event/naep-scores-behind-and-beyond-the-numbers/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230124T150000
DTEND;TZID=America/New_York:20230124T163000
DTSTAMP:20260404T065840
CREATED:20230713T131657Z
LAST-MODIFIED:20230815T215917Z
UID:242025-1674572400-1674577800@leo.gradelevelreading.net
SUMMARY:Closing the Gap: Improving Attendance for Our Youngest Learners
DESCRIPTION:“How do you break down those barriers where a family might be a little hesitant\, or because of their past experiences\, not really trusting what’s going on with the schools? We know that the teachers are the ones that are the front line. They’re the ones who have those relationships and those opportunities to build that connection with families. We [need to think about] how we can be a support to them”. – Tracy Hill\, M.Ed.\, Cleveland Metropolitan School District \nModerated by Hedy Chang of Attendance Works\, this webinar focuses on the critical importance of creating deep relationships with families and caregivers to address the extraordinarily high levels of kindergarten chronic absence occurring in the aftermath of the pandemic. Panelists share how partnerships with health providers\, public agencies\, community organizations and early childhood providers can equip schools to take the year-round\, all-hands-on-deck\, intentional approach to ensuring students are engaged and learning in multiple settings so they are comfortable and confident in school. \nSuperintendent Erica Forti\, East Haven Public Schools\, Connecticut\, discusses the need to explicitly counter the lack of understanding about the social\, emotional and academic importance of coming into the building every day and to invest in the transition from preschool to kindergarten. Assistant Superintendent Elena S. Hill\, Ed.D.\, Early Learning\, Dallas Independent School District\, Texas\, emphasizes the importance of strengthening parent connections to help support reading success and ensure regular attendance for early learners. The district has ramped up its home visiting programs as a strategy to build empathy and trust between its families and schools. \nTracy Hillm M. Ed.\, Executive Director\, Office of Family and Community Engagement\, Cleveland Metropolitan School District\, Ohio\, discusses the district’s commitment to taking a transformative approach to family and community engagement through investments in parent ambassadors and multi-tiered levels of support. Cleveland also has relaunched its attendance awareness campaign with targeted messaging and incentives for students with good and improved attendance. \nPediatrician Elliott Attisha\, a senior fellow with Attendance Works advises that schools can prevent health-related absences by providing clear guidance about when a child should stay home or show up to school\, and investing in school-based health services and screening to support mental as well as physical health. Districts and schools can follow a whole child framework to create a healthy learning environment\, with supports for students’ physical and mental health\, family engagement\, employee wellness and the physical environment.
URL:https://leo.gradelevelreading.net/event/closing-the-gap-improving-atendance-for-our-youngest-learners/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230124T150000
DTEND;TZID=America/New_York:20230124T163000
DTSTAMP:20260404T065840
CREATED:20230810T182652Z
LAST-MODIFIED:20231206T212200Z
UID:242896-1674572400-1674577800@leo.gradelevelreading.net
SUMMARY:Closing the Gap: Improving Attendance for Our Youngest Learners with Attendance Works
DESCRIPTION:Chronic absence is double the levels prior to the pandemic\, and it is exceptionally high in the early grades. Exceptional challenges (increased illness\, mental health\, economic challenges\, etc.) are barriers to getting our youngest learners in school and back into the routine of learning. Despite the pandemic’s impacts\, district leaders are implementing intentional\, year-round strategies to deepen their connection to families\, engage community partners\, and offer supports to help students overcome barriers to attending school and participating in learning. In this CGLR Learning Tuesdays webinar co-sponsored by Attendance Works\, Hedy Chang moderates a conversation with pediatrician Elliott Attisha from Detroit; school district administrators Erica Forti\, from East Haven Public Schools in Connecticut\, Elena Hill\, Ed.D.\, with Dallas Independent Schools\, Texas\, and Tracy Hill\, M.Ed.\, from Cleveland Metropolitan School District in Ohio. Panelists discuss how they are forging relationships with families\, supporting school staff and rallying entire communities to support schools in creating safe\, inclusive and quality learning environments for children.
URL:https://leo.gradelevelreading.net/event/__trashed/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230207T150000
DTEND;TZID=America/New_York:20230207T163000
DTSTAMP:20260404T065840
CREATED:20231003T194331Z
LAST-MODIFIED:20231208T182911Z
UID:244029-1675782000-1675787400@leo.gradelevelreading.net
SUMMARY:Learning to Read: Applying Universal Design for Learning
DESCRIPTION:“Being an educator is an incredibly difficult job….One of the greatest joys that I’ve experienced is working with kids and having a chance to be a classroom educator. I think the biggest takeaway from that experience — as somebody who hit rocky points in school — is that we can change….We all have the ability to change the conversation\, and the way we do that is\, by taking healthy risks. It’s choosing to take that first healthy risk and trying that thing that’s different or new\, and being okay with the fact that it might not work out exactly right. The more we can look to the science and the more opportunities we can take to really help provide that accessibility to benefit each learner\, that’s the best kind of risk we can take in the classroom.” — Benjamin N. Powers\, DBA\, Yale University \nIn this week’s Learning Tuesdays Partner Webinar\, Learning to Read: Applying Universal Design for Learning\, co-sponsored by the Emily Hall Tremaine Foundation\, our panelists provided background on the science of learning and implementation of the Universal Design for Learning (UDL) model that\, as Ben Powers notes above\, is changing the conversation about how we learn. \nIn a session moderated by Lindsay Jones of CAST\, we heard from Benjamin Powers of Yale University Child Study Center who shared information about the Haskins Global Literacy Hub and the neurobiology of learning. This background helped to set the stage for deeper understanding of the unique abilities of every child. Jennifer Levine and Becky Canham from CAST shared details about the principles of UDL\, how it is applied in the classroom setting and how CAST provides professional development to districts and teachers who are in the process of implementing the model. \nWhile the model requires time and deep commitment\, the end results are that every child is seen as having unique gifts and learning needs. The classroom is designed to support the learning needs of all children\, which is a mind-shift from our current models of education. Importantly\, the model is based on the science of learning and the neurobiology of how we are all unique learners. \n“What drives my passion for UDL is just this concept of celebrating\, encouraging and helping to emphasize the diversity. I think our traditional education system has tried to push us all into one box\, and I just love the idea that each of us is different\, and that those differences are what makes the world so fantastic.” —Jennifer Levine\, CAST
URL:https://leo.gradelevelreading.net/event/learning-to-read-applying-universal-design-for-learning/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230214T123000
DTEND;TZID=America/New_York:20230214T140000
DTSTAMP:20260404T065840
CREATED:20231003T153142Z
LAST-MODIFIED:20231208T182953Z
UID:243986-1676377800-1676383200@leo.gradelevelreading.net
SUMMARY:Opportunity Culture: Positive Impacts for Educators and Students
DESCRIPTION:This session opened with an introduction about the program from Stephanie Dean with Public Impact. Dean shared the vision of Opportunity Culture as ensuring every student has consistency with exposure to excellent teachers and that teachers have career opportunities through advancement and on-the-job coaching. She also described the five culture principles of the program\, the structure\, high student outcomes from participating districts\, teacher satisfaction with the program and how Opportunity Culture advances systems change. \n“What we want to do is change the staffing model to make sure that every child is being influenced by the instruction of those great teachers.”– Stephanie Dean \nCharlotte-Mecklenburg School District in North Carolina has participated in this program for since 2013. Bishay Faris\, the Program Manager for the Teacher Leader Pathway (TLP) with the district\, shared how they are implementing this program. He reviewed how many schools within the district participate\, the vision of TLP\, key strategies\, roles and the process for teachers becoming involved. Faris also shared how schools onboard with the program\, metrics and program fidelity and how the program has increased the adaptability with challenges. \n“What impact does this [Opportunity Culture] actually have? We have seen big impacts here\, with student outcomes as one of the biggest ones. When we have teachers supported by an MCL [multi-classroom leader] they will typically have growth that moves from the 49th up to the 69th percentile.”– Bishay Faris \nThe GLR community of Winchester\, Virginia\, is led by the organization Literacy Volunteers Winchester Area and funded by the John and Janice Wyatt Foundation. Andy Gail and Matt Peterson shared how their community mobilized around literacy to join the Campaign for Grade-Level Reading in 2021. Their local school district is a key partner in the work and it implements the Opportunity Culture program. The mobilization effort in Winchester includes over 20 members dedicated to addressing school readiness\, chronic absence and out-of-school learning. \n“The closest partners are the public schools. We couldn’t do it without them\, their staff and teachers. They’ve always been there. They support what we’re working toward and we want to work with them to better our outcomes.”– Andy Gail \nJacob Boula of Winchester Public Schools discussed how they are implementing Opportunity Culture\, why they are participating in the program\, the district’s vision and how the program model works within the district. Having just begun to adopt Opportunity Culture in 2021\, Boula also talked about the future implementation plan based on current outcomes\, lessons learned in implementation and the early successes they have experienced. \n“The hands-on approach to our coaching has been really beneficial. Our teachers and multi-classroom leaders are really enjoying having that role.”– Jacob Boula
URL:https://leo.gradelevelreading.net/event/opportunity-culture-positive-impacts-for-educators-and-students/
CATEGORIES:Crucible of Practice Salon,Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230214T150000
DTEND;TZID=America/New_York:20230214T163000
DTSTAMP:20260404T065840
CREATED:20231003T033839Z
LAST-MODIFIED:20240530T180739Z
UID:243971-1676386800-1676392200@leo.gradelevelreading.net
SUMMARY:Creating Environments and Conditions for Thriving Kindergarteners
DESCRIPTION:“We don’t structure in relationship building into how our schools are organized.” \nHedy Chang of Attendance Works offered this reflection during this week’s session\, Creating Environments and Conditions for Thriving Kindergartners. Her data overview\, highlights the “incredibly high levels of kindergarten chronic absence” focused the session on the importance of the kindergarten environment and opened the conversation regarding the environments in which children thrive.For Sheresa Blanchard\, Ph.D.\, of SRI International creating a culturally responsive pedagogy and critical cultural competence in these programs is needed\, going beyond traditional teaching strategies to be inclusive and intentional with students and families. \nFor two of the panelists\, this work has focused on one discipline to support the creation of effective learning environments. Ann Kay of The Rock ‘n’ Read Project made the connection between singing\, neuroscience and reading. Rebecca Colbert\, Ph.D.\, RLA\, of the National Wildlife Federation focused on the connections between early childhood health and the outdoors\, saying “active kids learn better and there’s a science behind it.” \nNatalie Walrond of WestEd summarized the conversation by identifying four throughlines — the science of learning and development\, equity\, authentic family engagement and multidisciplinary approaches. She said\, “The big idea here is that when you think about the nexus of playful learning and safe\, supportive and responsive relationships and environments\, and then equitable mindsets and practices and policies and systems\, the nexus of that is the creation of these fertile conditions in which young children can thrive.”  \nThis was the fourth webinar in the series Promoting Impactful Teaching and Learning in Kindergarten that the Campaign for Grade-Level Reading and New America’s Early & Elementary Education Policy Program have developed to promote impactful teaching and learning in kindergarten. Join us for the next webinar in this series.
URL:https://leo.gradelevelreading.net/event/creating-environments-and-conditions-for-thriving-kindergarteners/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230221T123000
DTEND;TZID=America/New_York:20230221T140000
DTSTAMP:20260404T065840
CREATED:20230709T212957Z
LAST-MODIFIED:20231208T181359Z
UID:241647-1676982600-1676988000@leo.gradelevelreading.net
SUMMARY:Remake Learning: Philanthropic Opportunities for Enhancing Local Learning Landscape
DESCRIPTION:“How do we build demand among parents\, families and caregivers for a new approach to learning that’s grounded in this landscape\, that’s grounded in the learning sciences\, and that’s grounded in innovation and justice?” \n\n\n\n\nIn this Funder-to-Funder Conversation\, Remake Learning: Philanthropic Opportunities for Enhancing Local Learning Landscapes\, Gregg Behr of The Grable Foundation explained how the above question was the spark that led to the launch of Remake Learning and the Remake Learning Days events.  \nBehr described how Remake Learning emerged in 2007 as an effort to better assist libraries\, schools\, out-of-school time providers and others in the Pittsburgh area in connecting with\, engaging and supporting young people and the parents\, caregivers and families in their lives. Since then\, Remake Learning has grown into an educational network or ecosystem of more than 600 schools\, museums\, libraries\, early learning centers\, creative industries\, campuses of higher education\, after-school organizations and others that are working together to advance relevant\, engaging and equitable learning.  \nBehr was joined by two other local funders who are supporting Remake Learning in their geographies of focus: Melanie Claxton of Claude Worthington Benedum Foundation\, which works in southwestern Pennsylvania and across West Virginia\, and Connor LaGrange of The Patterson Foundation\, which works in Florida’s four-county Suncoast region. Together these funders described the ways in which Remake Learning can be tailored to support a wide range of local contexts\, enhancing what was already there. As Claxton noted:  \n“At its core\, Remake Learning is about elevating the innovative work occurring across communities. It’s not always about trying to create something new as much as it is tapping into what’s already existing….We’re really just shining a light on folks who’ve already been doing creative and amazing things that maybe are not as connected to the populations they are seeking to serve as they could be.”  \nAs Remake Learning engages these local assets\, it works to nurture and expand their capacity while also connecting them to other innovative and effective learning providers. LaGrange explained how The Patterson Foundation provides microgrants to providers to reduce barriers to participation in its annual Remake Learning Days festival and offers webinars and other training opportunities. As LaGrange said:  \n“For us\, it was about ensuring that we are bringing people to the table\, finding people who are already doing the work and really bolstering their voice. The greatest accomplishment of Remake Learning Days was the networking that happened between organizations — the many people in our region who are doing incredible work and create these partnerships….We’re creating a new ecosystem of learning.”   \nThe panelists discussed the roles that funders can play in embracing trust-based philanthropy\, including providing microgrants to remove barriers to participation; nurturing and enhancing the local learning landscapes in their geographies of focus by connecting their vast network of grantees with each other; providing general operating support and capacity-building opportunities; and investing in innovative local efforts that\, if effective\, can be scaled into other communities. 
URL:https://leo.gradelevelreading.net/event/remake-learning-philanthropic-opportunities-for-enhancing-local-learning-landscape-2/
CATEGORIES:Funder-to-Funder Conversation,Parents,Past Event,Readiness,Reading & Math
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Remake-Learning.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230221T150000
DTEND;TZID=America/New_York:20230221T163000
DTSTAMP:20260404T065840
CREATED:20230726T181950Z
LAST-MODIFIED:20230824T155351Z
UID:242717-1676991600-1676997000@leo.gradelevelreading.net
SUMMARY:Early Learning Innovation in a Time of Crisis
DESCRIPTION:“Listening is truly one of our values\, and it’s so deeply\, incredibly important to us\, because we would not be here if it wasn’t for the families that we serve. And it’s so important for us always to understand what it is that our families are needing. How can we eliminate and reduce barriers\, and really co-create a program that works together and works to the best of our ability for the families that we serve?” – Kenia Pinela\, Valley Settlement  \n\n\n\n  \n\n\n\nIn this GLR Learning Tuesdays webinar Early Learning Innovation in a Time of Crisis\, journalist Leigh Giangreco led an inspiring conversation\, exploring three different initiatives to address the needs of communities for more accessible child care and early learning.   \nFirst\, Kenia Pinela described El Busesito\, a mobile program that brings free preschool — high-quality\, bilingual education — to children in five neighborhoods in Colorado’s rural Roaring Fork Valley. She also shared how Valley Settlement used authentic\, empathetic listening to understand what families need to help shape the growing number of programs offered.   \nJennifer Headley-Nordman of First Steps Kent described how they led a dynamic local effort to secure voter approval of the Ready by Five Early Childhood millage\, delivering about $6.5 million a year for programs that serve expectant parents and children birth to age 5 in Kent County\, Michigan. Most impressively\, she explained the ways in which they were able to overcome the many challenges throughout the process.   \nAndrea Serrano of OLÉ spoke about how it took a decade of advocacy\, community organizing\, electoral work\, partnerships and alliances to garner $150 million in annual funding to support child care and early childhood education with New Mexico’s landmark Amendment 1. This passed in 2022 with 70% voter approval\, all thanks to dedicated\, collective\, long-term work.   \n“Some legislators who were against this idea kept calling this the ‘rainy day fund\, we need to save it for when we really need it.’ And the response on our end was: It’s pouring. Our children absolutely\, desperately need this fund\, and there is no excuse for a state that has this much wealth to have our children living in this abject poverty. And so\, this 10-year journey really was about working and centering and organizing\, organizing our communities\, and it was also working and organizing our state legislature. And educating legislators about this idea\, fostering conditions for our champions to really grow their voice with this issue.” – Andrea Serrano\, OLÉ 
URL:https://leo.gradelevelreading.net/event/early-learning-innovation-in-a-time-of-crisis-2/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Screenshot-108.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230228T150000
DTEND;TZID=America/New_York:20230228T163000
DTSTAMP:20260404T065840
CREATED:20230801T212351Z
LAST-MODIFIED:20231208T181317Z
UID:242780-1677596400-1677601800@leo.gradelevelreading.net
SUMMARY:Preventing Burnout and #Resignation: Investing in Teacher Coaching and Support
DESCRIPTION:In this week’s GLR Learning Tuesdays webinar\, Preventing Burnout and #Resignation: Investing in Teacher Coaching and Support\, we continued our series of sessions that follow up on our recent exploration of state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund. This week\, our session explored the significance of teacher coaching and support to retain the quality teachers students need and prevent #resignation. Carey Wright\, Ed.D.\, the esteemed former State Superintendent of Education for Mississippi\, framed the importance of investing in teacher support as a strategy for equitable learning recovery: \n“Building teacher capacity is huge\, and we want to build our capacity to provide sound instruction for children\, because we know that’s exactly what happens when we want student achievement to improve. I can also tell you it’s a very smart investment. That was one of Mississippi’s most successful strategies in terms of our own improvement.”  \nWright then moderated a discussion with a panel of leaders from national teacher coaching providers who shared how they partner with school districts to leverage ESSER funds and invest in creating a culture of teacher coaching and support throughout the school day. We also learned directly from a state and a district leader who shared how their investments in this strategy are working to accelerate and improve educational outcomes for students\, referencing clear data demonstrating the impact and sharing how this effective strategy will be sustained for the long game of equitable learning loss recovery. Atyani Howard of The New Teacher Center emphasized how the benefits to teachers immediately and directly impact students’ learning. \n“[Teachers gain] knowledge of self\, [and we are] helping educators understand who they are as human beings\, and how the various lenses that they bring to their work influence practice. [And this helps them build an] understanding of what students do and do not know\, what they’ve mastered\, what their interests are\, and how to really spark and ignite the joy of learning that lives in children.” \nWe hope you will join us again on March 14 for the next “smart investment” session\, which will pick up on this important notion of sparking joy in learning\, when we will focus on out-of-school time (OST) and summer learning.
URL:https://leo.gradelevelreading.net/event/preventing-burnout-and-resignation-investing-in-teacher-coaching-and-support-3/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/08/BLD174847.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230307T123000
DTEND;TZID=America/New_York:20230307T134500
DTSTAMP:20260404T065840
CREATED:20230709T222028Z
LAST-MODIFIED:20231208T181137Z
UID:241730-1678192200-1678196700@leo.gradelevelreading.net
SUMMARY:Digital Access and Telehealth: What's Working\, What Are the Challenges and What Are the Opportunities?
DESCRIPTION:Patient portals\, digital health records and telehealth reflect our society’s shift to practicing health care in the digital world. With a device and connectivity\, health care can be accessed from more places than ever before\, creating great opportunities for the health care industry through telehealth. The fourth funder workshop in a series hosted by The Patterson Foundation in partnership with the Campaign for Grade-Level Reading focuses on digital access and telehealth. The interactive workshop features: Hannah Wesolowski of NAMI USA; Michael Tipton of Blue Cross Blue Shield of Louisiana Foundation; Veneeth Iyengar of ConnectLA (Louisiana). Working at the nexus of digital access and telehealth\, the panelists guide attendees in an exploration of the opportunities and challenges related to increasing digital access to physical and mental health services.
URL:https://leo.gradelevelreading.net/event/digital-access-and-telehealth-whats-working-what-are-the-challenges-and-what-are-the-opportunities-2/
CATEGORIES:Funder-to-Funder Conversation,Health,Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/About-Peer-Exchange-1-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230307T150000
DTEND;TZID=America/New_York:20230307T163000
DTSTAMP:20260404T065840
CREATED:20230525T065337Z
LAST-MODIFIED:20240530T181144Z
UID:240251-1678201200-1678206600@leo.gradelevelreading.net
SUMMARY:Promoting High-Quality Math and Science Learning in Kindergarten
DESCRIPTION:CO-SPONSORED BY NEW AMERICA \n“Math classrooms should be spaces where children are encouraged to explore\, and teachers are masterful at putting the right questions and tasks in front of them to help them to develop a deep understanding of the math they’re learning.” \nJessica Tilli of The School District of Philadelphia offered this insight during this GLR Learning Tuesdays session\, Promoting High-Quality Math and Science Learning in Kindergarten. She shared her dream that “every classroom would be doing that work and helping children to really find their love of math\, so that they can continue forward.” Yet math anxiety is unfortunately “all too common a story for early childhood educators\,” and one that Lauren Solarski\, Ph.D.\, of Loyola University Chicago\, herself experienced. \nDouglas Clements\, Ph.D.\, of the University of Denver provided a research review and pointed toward math as a predictor of later achievement\, critical thinking skills\, executive functioning and language abilities. Yet without attention to high-quality math and science\, more and earlier\, students will not believe that they have the power to succeed when it comes to math and science. Solarski said this must be a space where we are working to “eliminate deficit views of children.” And we must “change adult behaviors\, practices\, as well as the systems that may impede the inclusion of children\,” said Chih-Ing Lim\, Ph.D.\, of STEM Innovation for Inclusion in Early Education and University of North Carolina at Chapel Hill. \nThe panelists made a case for: \n\nIncreasing the training and development and changing the practice of educators who teach math and science in the early years.\nUsing curriculum that is grounded in children’s thinking and learning.\nInvesting more quality time during the school day in math and science.\n\nFor Cindy Hoisington of the Education Development Center\, this means rebalancing and de-siloing what occurs in our classrooms. Hoisington said\, “curriculum alone isn’t enough. Teachers really need to experience these things for themselves. Experience science\, being immersed in science inquiry\, experience all the joy of it\, and that respect for their own thinking and learning abilities\, and kind of replace some of those really negative past experiences they have with science with positive ones.” \nThis was the fifth webinar in the series Promoting Impactful Teaching and Learning in Kindergarten that the Campaign for Grade-Level Reading and New America’s Early & Elementary Education Policy Program have developed to promote impactful teaching and learning in kindergarten. 
URL:https://leo.gradelevelreading.net/event/promoting-high-quality-math-and-science-learning-in-kindergarten/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Horizons_DC_Program_0196.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230314T123000
DTEND;TZID=America/New_York:20230314T140000
DTSTAMP:20260404T065840
CREATED:20230711T112436Z
LAST-MODIFIED:20230817T212129Z
UID:241881-1678797000-1678802400@leo.gradelevelreading.net
SUMMARY:Bringing Digital Equity to All Students in the Community
DESCRIPTION:This Crucible of Practice Salon features leaders from the Grinnell Education Partnership (GEP) and their digital equity project. This webinar explored how and why GEP\, the GLR community in Grinnell\, Iowa\, addressed the challenge of digital connectivity. Presenters shared how GEP formed and when the coalition began working toward digital equity using a phased approach. \nMonica Chavez-Silva with Grinnell College opened the session and provided background information about the institution and the benefits of Grinnell College serving as the backbone organization of GEP. \n“We take our role as a backbone institution seriously. We recognize that we are an institution in the town that can bring a great deal of people\, power and certain resources to help elevate this work.” – Monica Chavez-Silva   \nNicole Brua-Behrens with Greater Poweshiek Community Foundation (GPCF) shared how the foundation became involved with GEP. GPCF serves as a core funder\, supporter and convener within the coalition. Representation as a core partner aligns with the organization’s strategic priorities. Brua-Behrens also shared the socioeconomic demographic data about the town of Grinnell and why lack of digital connectivity impacts residents. \n“Many students did not have access to educational content because they did not have a connection to the internet. Families couldn’t afford the cost. As a result\, there was learning loss and the potential for the continuation of the cycle of intergenerational poverty.” – Nicole Brua-Behrens   \nMelissa Strovers with Grinnell College provided an overview of who is involved with GEP as a coalition and what each stakeholder offers. Strovers shared the focus areas of GEP\, alignment with the Campaign for Grade-Level Reading and the team’s use of the collective impact framework. \n“One thing that will be important for us as we look toward the future of aligning community resources and maximizing potential solutions is to support the work that reaches populations that we might not otherwise be able to reach.” – Melissa Strovers   \nJanet Stutz\, Ed.D.\, as the superintendent of Grinnell Newburg Community School District\, gave an overview of the demographics of the school district and how the digital equity project began with understanding the needs of the students. School closures and a transition to online classes due to the pandemic led to concerns about the class of 2020 not being able to fulfill graduation requirements. The district began working with GEP and the Grinnell Newburg School Foundation to offer devices and internet solutions to students in need. \n“We had our school social workers\, our counselors and principals\, attempting to target those families that we knew needed support. Everyone was collaboratively working together to ensure that needs were met\, and that learning could continue. This was our priority.” – Janet Stutz\, Ed.D.   \nLiz Hansen\, the executive director of the Grinnell Newburg School Foundation\, created the taskforce called Internet for Students and Families in Need to address the issue. Hansen shared how the foundation worked to secure funding to provide the devices and negotiated with the local internet service provider to offer free Wi-Fi. \n“The Grinnell Newburg School Foundation board and its supporters recognize that community support and engagement along with sufficient resources are key to the success of public education. When Janet contacted me in late March of 2020\, we were prompted to immediate action.” – Liz Hansen  \nGEP Project Coordinator Jill Harris shared how the team worked through community-wide expansion of the digital equity project and used the federal Affordable Connectivity Program (ACP) initiative to support the cost of internet service for families who qualified. Much of this phase included working with partners who were trusted messengers in reaching the families who benefited from ACP. \n“Spreading awareness about ACP to eligible families in order to connect K-12 students in equitable learning opportunities was imperative.” – Jill Harris  \nSteve Burnett\, the General Manager of Mahaska Communication Group (MCG)\, described how his organization as the local internet provider became involved with the project. The mission of the project aligned with the values of MCG\, which is a community-oriented company. He also shared information about ACP and the qualification guidelines to receive the benefit. \n“There’s practically nothing you can do without decent access to the internet. We’re going to do whatever we can to help people get signed up (for ACP).” – Steve Burnett 
URL:https://leo.gradelevelreading.net/event/bringing-digital-equity-to-all-students-in-the-community/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/06/Blog-3-Digital-Equity-Image-1-e1703103651743.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230314T150000
DTEND;TZID=America/New_York:20230314T163000
DTSTAMP:20260404T065840
CREATED:20230711T131637Z
LAST-MODIFIED:20230824T185921Z
UID:241910-1678806000-1678811400@leo.gradelevelreading.net
SUMMARY:Summer and OST: Smart Investments Outside of School to Accelerate Learning
DESCRIPTION:This GLR Learning Tuesdays session continues CGLR series of sessions exploring state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund with this session investigating the $22 billion set-aside in support of comprehensive after-school and summer enrichment and the ways in which state departments of education and school districts are partnering with expert OST programs to reach more students to maximize this time outside of the classroom to accelerate learning. Reflecting on the long-held understanding that the summer months need to include diverse learning opportunities to avoid the “summer slide\,” \nBrodrick Clarke of the National Summer Learning Association expresses the importance of investing in summer learning as a strategy for equitable learning loss recovery: \n[Without summer learning\,] young people would not have this opportunity to connect\, to continue to master language\, to engage with mathematics\, to engage with STEM and STEAM concepts. [Instead\, the learning] faucet would just turn off and kids would be idle for 3 or 4 months\, and in the case of COVID\, like years. And what happens when you come back from that? So summer is an important time and place for learning recovery\, as it has been for 30 years. \nIn this session\, Clarke engages in discussion with moderator John Gomperts of CGLR and Jen Rinehart of the Afterschool Alliance about the evidence and the impact of OST and summer programs\, the ever-increasing demand for these programs\, and the trends in state and district investments in this strategy over the past two years. We also hear from a panel of state and local nonprofit leaders who are partnering with SEAs and districts and receiving investments in their successful OST learning programs\, allowing them to reach many more students to advance equitable learning acceleration. A district administrator and their program partner\, Spring Forward from Illinois\, discuss how they have been able to multiply the number of students engaged and the impact they have seen. Kathy Ruggeberg\, Ph.D.\, of the Rock Island-Milan School District in Illinois emphasizes how her district’s partnership gives many more students access to unique learning opportunities that go beyond the classroom. \nWe have over 30 different community partners that come in and there are a lot of things that school time [can’t fit in\,] but with the Spring Forward partnership after school and in the summer\, our kids are provided additional opportunities that they may not otherwise have. It is at no cost to our families and we are able to serve over 600 students.
URL:https://leo.gradelevelreading.net/event/summer-and-ost-smart-investments-outside-of-school-to-accelerate-learning-2/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230321T123000
DTEND;TZID=America/New_York:20230321T140000
DTSTAMP:20260404T065840
CREATED:20230709T191429Z
LAST-MODIFIED:20231208T181101Z
UID:241648-1679401800-1679407200@leo.gradelevelreading.net
SUMMARY:Making Summer Count: Philanthropic Opportunities for Summer Learning Acceleration
DESCRIPTION:“Our role [as funders] was really to convene\, to support\, to provide that continued funding\, to really help mobilize during an emergency time. I think our challenge now…is not to lose that sense of emergency for our young people and to keep a lot of…these things that many programs and communities developed during the pandemic — like remote learning hubs over the summer so kids could have safe access to the internet….I hope that we don’t lose that momentum. I think part of our role as funders\, locally and nationally\, is to remind the system not to go back.” \nIn this Funder-to-Funder Conversation\, Making Summer Count: Philanthropic Opportunities for Summer Learning Acceleration\, Gwynn Hughes of The Charles Stewart Mott Foundation offered the above reflection in discussing the role of funders in supporting summer and out-of-school time programming during and after the pandemic. \nHughes was joined in conversation by Kate Bennett of United Way of Central Iowa (UWCI) and Polly Singh of The Wallace Foundation. Singh and Hughes described how their foundations have been supporting out-of-school time learning for decades\, the research base they have amassed and how they have adapted their investments in response to the pandemic with Bennett sharing what efforts looked like on the ground in Iowa. \nSingh drew from research supported by Wallace to describe the components of high-quality summer learning programs and the impact that high attendance in those programs can have on both children’s academic and social-emotional development. She explained how Wallace is supporting the application of those research-based components\, describing a statewide pilot in partnership with the Texas Education Agency; a collaboration between Council of Chief State School Officers and National Summer Learning Association; technical assistance provided to local school districts by FHI360; and fiscal mapping by Children’s Funding Project of public revenue streams that can support out-of-school time learning. Reflecting on the impact of the pandemic on Wallace\, she noted: \n“I think that the pandemic really made us stop and ask\, ‘Do we have the support we need in place to support families and young people ― especially young people who need it most? Are we reaching them? How are we reaching them?’ We start to ask questions of ourselves and I think rightfully so.”  \nHughes shared how the Mott Foundation has been supporting summer and out-of-school time learning\, stressing the need for holistic supports and programming that makes learning fun. She described how Mott is investing in the AASA to help local school districts engage community partners that can support enrichment activities and the 50 State Afterschool Network to support and share local innovations and promote effective polices. \nAfter these national funders described their efforts\, Bennett explained how UWCI has been supporting summer and out-of-school time learning for children and youth and how those efforts are now reflected in the new United to Thrive framework. Serving more than 15\,000 children and youth across a three-county region\, UWCI’s year-round OST programming supports struggling students to catch up and connects youth with employment opportunities. Bennett said: \n“Post-COVID\, we really wanted to focus on ensuring kids have a place where they are safe\, where they feel that they belong\, meaning cultural belonging or just getting their health and developmental needs met.”
URL:https://leo.gradelevelreading.net/event/making-summer-count-philanthropic-opportunities/
CATEGORIES:Funder-to-Funder Conversation,Past Event,Summer Slide
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230321T150000
DTEND;TZID=America/New_York:20230321T163000
DTSTAMP:20260404T065840
CREATED:20230713T130918Z
LAST-MODIFIED:20250127T220012Z
UID:241931-1679410800-1679416200@leo.gradelevelreading.net
SUMMARY:From Classroom to Community: Investing in Whole-Child Support Systems from Cradle to Career
DESCRIPTION:In this GLR Learning Tuesdays rebroadcast webinar\, we continued our series of sessions that follow up on our exploration of state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund. Co-sponsored by Whiteboard Advisors\, we discussed effective ESSER investments supporting comprehensive\, cradle-to-career\, place-based supports for students and families. While reflecting on why investments in these kinds of integrated support services are an effective way to support learning recovery\, Geoffrey Canada\, founder and president of Harlem Children’s Zone\, outlined why school districts must prioritize cradle-to career investments that support all aspects of student well-being: \n“This is not a question of resources. It is a question of strategy. We need a more comprehensive strategy\, where we address everything a child needs to thrive and build a successful future. They need safe and healthy environments to grow up in\, including their neighborhoods. They need quality instruction. They need healthy foods. They need continued support not only during school\, but also after school\, during weekends and [in] the summer….With the right strategy\, we can do something in this country that we’ve never done before: end intergenerational poverty in this country. It is possible — we are close.” \nCanada engaged with moderator Anna Edwards of Whiteboard Advisors and Roberto Rodriguez of The U.S. Department of Education in a fireside chat about the current impact of ESSER and other federal funds supporting the needs of the whole child. Edwards then turned to a panel of district and nonprofit leaders who are providing wraparound services to students across the cradle-to-career spectrum. Superintendent Kyla Johnson-Trammell of Oakland Unified School District shared how the district is working to fulfill its mission of providing full-service community schools to all students through initiatives in early literacy and mental health. Superintendent Marty Pollio of Jefferson County Public Schools in Kentucky highlighted the district’s innovative partnership with local community partner Evolve 502 to create community hubs that help make after-school and summer learning fun in Louisville: \n“The kids go to [our community hubs] every day after school and in the summer time because they love getting to play basketball\, make art and practice music….We also provide hubs with teachers and they give us one hour of math and one hour of reading every single day. We have also created a data sharing agreement with all of our community hubs. So they have data on how the kids did on their assessments with us\, so that they can tailor their work toward them.”  \nAlong with the superintendents\, Rey Saldaña of Communities In Schools and Christian Rhodes of the William Julius Wilson Institute at Harlem Children’s Zone shared their perspectives on how to leverage multiple funding sources to ensure long-term program sustainability and successful community school initiatives nationally.
URL:https://leo.gradelevelreading.net/event/from-classroom-to-community/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/021aafab-2c95-430e-9e55-4c35ae0f3138-1-e1690564079421.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230328T150000
DTEND;TZID=America/New_York:20230328T163000
DTSTAMP:20260404T065840
CREATED:20230709T220340Z
LAST-MODIFIED:20231003T191427Z
UID:241714-1680015600-1680021000@leo.gradelevelreading.net
SUMMARY:Access & Action: Why Diverse Books Matter
DESCRIPTION:“The strength of the coalition is not just in our numbers. It’s in our shared values. It’s in our shared strength and outrage\, quite frankly\, and sense of urgency about what needs to happen to provide diverse books to all children across this country. We know that narratives are especially powerful in changing how people think what they believe\, and ultimately the behaviors and decisions that they make.”   \n– Ernestine Benedict\, ZERO TO THREE \nThis GLR Learning Tuesdays webinar featured the Diverse Books for All Coalition\, a new national consortium of nonprofits and member organizations working together to increase access to affordable\, high-quality diverse books for children from birth to 8 years old. Co-sponsored by First Book and the Diverse Books for All Coalition\, the session opened with two experts explaining why diverse books and this initiative are especially critical now. Iheoma Iruka\, Ph.D.\, Research Professor\, Department of Public Policy at UNC Chapel Hill\, shared current census data revealing the increasing diversity in the United States\, especially among children. She discussed the critical roles that diverse books play in helping children in their earliest years as they form their self-identities and sense of empathy and attachment\, and in the 3 P’s: protection\, promotion and preservation. Next\, Deborah Caldwell-Stone\, Director of the American Library Association’s Office for Intellectual Freedom and Executive Director of the Freedom to Read Foundation\, reported on the dramatic increase in the number of organized\, coordinated efforts to ban and censor books across the country\, and the impact that is having. \nFollowing these two presentations\, Renee Blahuta\, EdD\, Program Officer\, W.K. Kellogg Foundation\, which has provided initial funding for the Coalition\, moderated a panel discussion among four Coalition members. Kyle Zimmer\, the President\, CEO and Co-Founder of First Book\, described how diverse books are central to First Book’s mission\, why First Book spearheaded the Coalition’s launch\, and the goals of the Coalition\, which are embedded in racial and educational equity. She described one of the Coalition’s strategies: to use the combined market power of members to undertake a collective purchasing initiative. Ernestine Benedict\, Chief Communications Officer for ZERO TO THREE\, who co-chairs the Coalition’s Narrative Group\, discussed the power of narrative as an important tool for social change and the shared values that drive the Coalition’s work. Chris McGilvery\, the Founder and Executive Director of The Leaders Readers Network\, shared some of the challenges facing his organization and the educators he works with in Texas to provide access to culturally relevant books that are needed by students. Alvin Irby\, Founder and Chief Reading Inspirer of Barbershop Books\, described how his organization uses a community-based approach\, with a focus on having Black boys select the books they want to read — and the role that families play to support children as readers. As part of the discussion\, each panelist shared how the Coalition — as a co-owned\, co-developed collaboration — is different; why they are personally involved; and why they believe this work is so important. \n“I think it’s so important that we collaborate together when we’re tackling an issue to improve literacy outcomes for historically marginalized communities. We cannot do this work alone\, and this issue doesn’t belong to just one person. …We need to advocate for diverse books and culturally relevant books where kids can see themselves. This is about ensuring that they can grow today\,  and that our society continues to thrive.”   \n– Chris McGilvery\, The Leaders Readers Network
URL:https://leo.gradelevelreading.net/event/access-action-why-diverse-books-matter/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230330T150000
DTEND;TZID=America/New_York:20230330T163000
DTSTAMP:20260404T065840
CREATED:20230713T114705Z
LAST-MODIFIED:20230824T161336Z
UID:241992-1680188400-1680193800@leo.gradelevelreading.net
SUMMARY:Get To Know MathTalk
DESCRIPTION:“Math is a part of the human experience.”  – Omowale Moses\, MathTalk \n\n\n\nIn this Early Math+Early Literacy “unwebinar\,” Omo Moses of MathTalk reminded participants of the importance of creating joyful mathematical experiences with children and the everyday engagement we all have with math with the above comment. \nMoses was joined by several of his colleagues ― Angie Uyham\, Claudia Ferrara and Javier Maisonet ― with each sharing highlights of MathTalk’s work to promote math joy and discourse in the communities it serves. In a conversation moderated by Jessica Tilli of the Philadelphia School District\, the presenters shared how they are utilizing co-design to empower stakeholders to have an integral role in designing MathTrails for their own communities. Uyham engaged attendees in the co-design process as they brainstormed ideas of how they might bring math to life in their communities. Some of the ideas generated included: \n\nPlaying “Which One Doesn’t Belong” with four desert animals on a bike path in Tucson\, Arizona\nCreating shopping lists and calculating costs at the grocery store\nDesigning a shape walk from the entrance of a mall to the bookstore\nHosting a math-based scavenger hunt in a library\nCounting and numbering basketballs at a recreation center\nSorting piles of natural objects at the beach\n\nFerrara shared the incredible capabilities of their app Measure! Everything!\, which harnesses the power of augmented reality to allow children and families to interact in their own spaces and with MathTrails to think about the math that is everywhere and in everything. Participants were downloading the app in the moment because they were so impressed with its capability! \nWhen asked why math talk is so important to encourage outside of school\, Moses said\, “Math is part of a human experience\, and if you turn your kids on to it early\, and they feel like this is the language that they can speak and engage with\, it’s really empowering. It enables them to see and explore the world around them a little bit differently.” Ferrara agreed adding\, “I think when we encourage math talk outside of school\, we are working toward building that positive math identity\, math confidence\, math mindset\, which sets kids up for success and opportunity later in life.”
URL:https://leo.gradelevelreading.net/event/get-to-know-mathtalk/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230404T150000
DTEND;TZID=America/New_York:20230404T163000
DTSTAMP:20260404T065840
CREATED:20230713T025003Z
LAST-MODIFIED:20231212T211420Z
UID:241777-1680620400-1680625800@leo.gradelevelreading.net
SUMMARY:State Investments Taking High-Impact Tutoring to Scale
DESCRIPTION:This GLR Learning Tuesdays webinar\, hosted on April 4\, 2023\, was Part 1 of a two-part series co-sponsored by Overdeck Family Foundation exploring high-impact tutoring as a critical\, evidence-based strategy proven to accelerate academic learning post-pandemic. This learning and engagement opportunity also continued our series of sessions that follow up on our recent exploration of state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund. \nDuring this week’s session\, we began by clarifying what is meant by “high-impact” and acknowledged that while tutoring has been taking place for many years in many forms\, there are essential elements that need to be in place to make a marked impact on learning recovery. Carly Robinson\, Ph.D.\, Director of Research at the National Student Support Accelerator\, shared a clear and concise definition: \nHigh-impact tutoring involves students receiving one-on-one or small group instruction from a consistent\, well-trained tutor and meeting with this tutor three or more times per week for a developmentally appropriate amount of time. And tutors are using high-quality curriculum that supplements what the student is learning in school\, while also using data to track student progress and inform instruction. \nModerator Peter Lavorini of Overdeck Family Foundation engaged Robinson in a discussion with Sharon Contreras\, Ph.D.\, of the Innovation Project and former Superintendent of Guilford County Schools in North Carolina. They further unpacked the elements necessary for high-impact tutoring and what it takes for a school district to implement these types of programs\, such as establishing a new staffing unit to support students as Contreras did in Guilford County. \nTwo tutoring experts\, AJ Gutierrez of Saga Education and Kevin Huffman of Accelerate\, joined the conversation and shared what state departments of education can be doing to create the enabling conditions needed for districts to partner with tutoring providers and scale the number of students who have access to this important intervention. Gutierrez outlined Saga Education’s recommendations\, particularly in terms of effective policies: \nWe recommend…[states establish] voluntary guidance on key tenants of high-impact tutoring that’s grounded in solid evidence\, [with districts]…highly encouraged to follow them….If you have a more practical approach for scaling evidence-based programs\, given that flexibility\, I think you’re more likely to get good will from district leaders. The second piece on the policy front includes creating intentional pathways into teaching. So if you look at high-impact tutoring as a mechanism where you can cultivate and nurture the next generation of high-qualified teachers\, you have this dual value of looking at tutoring not just as a way to accelerate learning\, but also as a way to cultivate new talent within the district. 
URL:https://leo.gradelevelreading.net/event/state-investments-taking-high-impact-tutoring-to-scale/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230411T123000
DTEND;TZID=America/New_York:20230411T140000
DTSTAMP:20260404T065841
CREATED:20230713T024345Z
LAST-MODIFIED:20230824T161954Z
UID:241819-1681216200-1681221600@leo.gradelevelreading.net
SUMMARY:How a Community Coalition Mobilized for Early Learning Success
DESCRIPTION: “The power in this work is in the power of your partnerships. If you can engage your community in authentic ways that speak to the values of the folx that represent the communities\, cities\, and neighborhoods where you live\, the work moves forward. Make sure you hold sacred the power of partnerships in your community.” – Jillian Delos Reyes    \nThis webinar explored the story of how a passionate team of early childhood advocates mobilized to secure approximately $21 million in annual funding for early childhood programs through the passage of a voter measure. Attendees learned the background of the New Orleans Campaign for Grade-Level Reading and the role each presenter brought to the coalition’s work. Strategies impacting voter engagement\, samples of messaging and key takeaways were also shared.    \nMichael Williamson\, President and CEO of United Way of Southeast Louisiana\, opened the session and provided background information about how the local New Orleans Campaign for Grade-Level Reading began.   \n“We all know that access to high-quality early care and education is essential and recognize what we can do for parents and families today will pay dividends in the future.” – Michael Williamson   \nJillian Delos Reyes\, the Director of Education and Youth Initiatives with United Way of Southeast Louisiana\, presented an overview of the New Orleans Campaign for Grade-Level Reading and how the early childhood funding initiative fits in with the shared strategies of their coalition.   \n“We connect experts to local programs and increase community awareness and understanding of what works. Helping our community members understand why grade-level reading and school readiness are so important ― not just for the sake of our children and families\, but for our community.” – Jillian Delos Reyes   \nRon McClain\, Executive Director with the Institute of Mental Hygiene\, shared the timeline of how the New Orleans Campaign for Grade-Level Reading relaunched and became reenergized. He also provided insight about each milestone leading up to the historic passing of the voter measure to use property tax revenue toward early childhood programs\, teacher retention and family wraparound support.     \n“There are more and more people talking about the importance of early childhood and brain architecture in the first three years of life. All these things are so connected to quality early care and education. We’ve changed the narrative in our community and that’s a huge win.” – Ron McClain   \nHamilton Simons-Jones\, Founder and Principal with ResourceFull Consulting\, described the coalition’s strategies for inspiring the public to support the measure. He shared the key messages used and provided examples. Simons-Jones also talked about the partners who joined in support of advocating for their campaign.   \n“Our partners were groups from the business councils\, the New Orleans Chamber\, progressive grassroots and organizing groups\, nonprofits\, health-focused organizations\, and political and civic engagement organizations. We made this\, very intentionally\, a cross-sector and bipartisan issue and advocacy campaign.” – Hamilton Simons-Jones  \nRochelle Wilcox\, Co-Founder of For Providers By Providers\, described the volunteer engagement and direct advocacy timeline and efforts led by her team.   \n“We knew that it would take more to get people out to vote for this only thing on the ballot. But\, if you show people that they matter\, they are going to call their friends\, family members and co-workers in support. Everybody had to see themselves in this and that they could make a difference.” – Rochelle Wilcox  \nBill Hammack\, Senior Partner with Link Restaurant Group\, represented the business sector on the team. He shared the importance of gaining support from the local business community and how this helped to build momentum during their advocacy campaign.    \n“We were able to bring a message that talked about workforce and economic development and return on investment. The goal was to resonate with business leaders because those business leaders are influential\, and they are politically connected. We needed their support.” – Bill Hammack  \nMorgan Shannon\, Director of Strategic Partnerships with Power Coalition for Equity and Justice\, discussed how her team and organization provided coaching\, the mobilization of volunteers and support with the direct engagement of voters.     \n“We used our field infrastructure\, knocked on doors\, had crucial conversations\, mobilized and organized community to make sure that voting isn’t transactional.” – Morgan Shannon  \nThe final portion of the webinar described key takeaways and a Q&A conversation with all panelists.   
URL:https://leo.gradelevelreading.net/event/how-a-community-coalition-mobilized-for-early-learning-success/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230411T150000
DTEND;TZID=America/New_York:20230411T163000
DTSTAMP:20260404T065841
CREATED:20230713T030926Z
LAST-MODIFIED:20230817T205820Z
UID:241790-1681225200-1681230600@leo.gradelevelreading.net
SUMMARY:Beyond the ESSER “Funding Cliff”: Local Supports to Sustain High-Impact Tutoring
DESCRIPTION:In this GLR Learning Tuesdays webinar\, we picked up on Part 2 in our series co-sponsored by Overdeck Family Foundation exploring high-impact tutoring as a critical\, evidence-based strategy proven to accelerate academic learning post-pandemic. Discussions that constituted Beyond the ESSER “Funding Cliff”: Local Supports to Sustain High-Impact Tutoring gave us the chance to explore the path to sustainable expanded local tutoring programs well beyond the 2024 ESSER spending deadline. Aside from the obvious need to fund the programs\, our expert panelists discussed the essential role of parents and caregivers in advocating for programs impacting their children and even fulfilling the tutoring role. Sharon Contreras\, Ph.D.\, CEO of the Innovation Project and former Superintendent of Guilford County Schools in North Carolina\, shared how parents supported the success and sustainability of their broad-based tutoring initiative: \nParents were very pleased\, for the most part with the tutoring\, and they became the biggest advocates for helping us in terms of recruiting other parents who might be hard to find\, difficult to reach\, to say ‘Hey\, your child can benefit from this tutoring. All you have to do is sign up here.’ They also helped us to recruit tutors at their places of employment\, and many of the parents became tutors themselves. And I just think sometimes we underestimate the knowledge\, skill and power that the parents have to actually catapult our programs to the next level in public schools. \nModerator Pete Lavorini of Overdeck Family Foundation engaged Contreras in an informative discussion with Horace Buddoo of Saga Education\, along with school system and tutor program partners\, Nick Erber of UpLift Education\, a broad network of charter schools in Texas\, and Mindy Sjoblom of OnYourMark. These tutoring experts further unpacked elements of school system tutoring partnerships that lead to successful implementation and significant results on student achievement. Erber shared impressive data showing the clear difference that OnYourMark made for his students and explained how important this information is for generating buy-in from decision-makers to invest in the program for years to come. Erber shared additional key components that led to their successful partnership with OnYourMark’s tutoring program\, providing insights for all tutoring programs interested in partnering with school districts: \nAny successful partnership has to start with aligned values. It was clear OnYourMark understood what it took to provide high-quality instruction to scholars\, and tutors were seasoned pros at working in schools from the core values alignment standpoint. It really is a matter of understanding what works for the school schedule\, for getting kids logged-on [and connected with tutors] and for getting admin and teacher buy in. OnYourMark was realistic about the timeline and realistic about how much planning is involved to achieve our very specific goal of getting our K–2 students reading at grade level four times a week.
URL:https://leo.gradelevelreading.net/event/beyond-the-esser-funding-cliff-local-supports-to-sustain-high-impact-tutoring/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230418T123000
DTEND;TZID=America/New_York:20230418T140000
DTSTAMP:20260404T065841
CREATED:20230713T025826Z
LAST-MODIFIED:20240530T181154Z
UID:241805-1681821000-1681826400@leo.gradelevelreading.net
SUMMARY:Investing in Kindergarten as a “Sturdy Bridge”: Philanthropic Opportunities
DESCRIPTION:“My longtime mentor\, Dr. Ruby Takanishi\, the founder of the PreK–3 movement said\, ‘We have to do a better job of reducing the chaos at the schoolhouse door.’ By this she meant that we need to build a more aligned system\, a system that requires a ‘sturdy bridge’ between the early years and the early grades. This ‘bridge’ is kindergarten.” \n\n\n\n\nIn this Funder-to-Funder Conversation\, Investing in Kindergarten as a “Sturdy Bridge”: Philanthropic Opportunities\, Swati Adarkar of U.S. Department of Education shared the above quote as she introduced the Department’s new PreK–3 agenda\, explaining how the agenda was designed to transform transitions into and out of kindergarten\, advance an equity lens to better meet the developmental needs of individual children\, and deliver the enabling conditions for success. \nAfter Adarkar introduced that agenda\, Laura Bornfreund of New America moderated a conversation with a panel of philanthropic leaders as they discussed their investments to support children’s success along the birth through third-grade continuum and how those investments work to strengthen the “sturdy bridge” that Adarkar described. \nChrisanne Gayl shared how Trust for Learning\, a philanthropic partnership comprised of multiple funders\, works nationwide using a cohort approach to strengthen the quality of early learning environments\, birth to age 8\, and outlined the Principles of Ideal Learning that guide those efforts. Phil Halperin explained how Silver Giving Foundation supports PreK–3 strategies in smaller school districts across California where 60 percent of children come from homes where the primary language spoken at home is not English. Based in Chicago\, Sara Slaughter described how W. Clement & Jessie V. Stone Foundation works as primarily a systems and policy funder investing in state and national advocates to strengthen PreK–3 systems. Also based in Chicago\, Bryan Stokes II explained how the Robert M. McCormick Foundation invests in birth-through-kindergarten citywide\, with some statewide investments to increase access to quality early education programs. \nThe panelists discussed the need to break down the silos that separate the traditional K–12 and early care and education spaces\, allowing for better alignment and coordination and a more seamless experience for children and families with Gayl noting: \n“We divide early education into birth through 5 and elementary school and that is really a false dichotomy because\, in fact\, that whole period is part of a developmental continuum for children’s learning and development.” \nThey discussed their efforts to strengthen the early learning and early grades workforces\, noting the importance of building pathways into the teaching profession for adults who reflect the racial\, ethnic and linguistic diversity of the children they serve as well as growth pathways to help those educators secure higher credentials. Slaughter called on funders to take action\, saying: \n“There’s a mindset out there that lies underneath this that\, ‘Oh\, you’re teaching little kids. You aren’t teaching Calculus or Shakespeare\, so it can’t be complicated. It doesn’t require that much and we don’t need to pay you much.’ Funders have to use our voices to start changing that mindset and advocating for the salaries and preparation that we know our workforce deserves.” \nPointing to the fact that few principals and school and district leaders come out of elementary schools\, the panelists discussed their efforts to build a leadership pipeline for early grade teachers with Slaughter and Stokes explaining how Illinois requires all principal preparation programs to embed content on early childhood\, dual language learners\, special ed and social-emotional learning\, with Stokes saying: \n“One thing we have been able to do in Illinois is very intentionally build the early grades into principal preparation….We ensure that if you’re becoming a principal in Illinois you receive some focused content about those early years. So\, I think that’s the beginning of starting to change the mindset and [move] away from that belief.” \nThe engaging panel conversation covered a range of other important topics\, including the importance of family engagement\, setting patterns of regular attendance beginning in kindergarten\, using early childhood data to inform planning and last mile/implementation approaches. As they discussed these topics\, they highlighted the unique roles that funders can play\, including providing risk capital and taking a long view with their investments\, with Halperin saying: \n“I think [funders] need to be very risk oriented…Gordon Moore\, the founder of Intel said\, ‘If you are only failing 50% of the time\, you’re not trying hard enough.’ That’s what the Silver Giving staff tries to do. We try to fail as often as possible because we learn through it. I think that’s the role of philanthropy. There are billions and billions of state\, local and federal dollars dedicated to the PreK–12 endeavor\, but our job is to be the risk capital in this endeavor.”
URL:https://leo.gradelevelreading.net/event/investing-in-kindergarten-as-a-sturdy-bridge-philanthropic-opportunities/
CATEGORIES:Funder-to-Funder Conversation,Learning Loss,Past Event,Readiness
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230418T150000
DTEND;TZID=America/New_York:20230418T163000
DTSTAMP:20260404T065841
CREATED:20230713T023325Z
LAST-MODIFIED:20230824T154320Z
UID:241796-1681830000-1681835400@leo.gradelevelreading.net
SUMMARY:Building a Parent-Centered Ecosystem for Out-of-School Learning
DESCRIPTION:“We believe that it is whole\, healthy\, functioning communities that produce whole\, healthy\, functioning individuals.” – Gevonee Ford\, Executive Director\, Network for the Development of Children of African Descent \nIn this Learning Tuesdays Learning Loss Recovery Challenge Webinar\, Building a Parent-Centered Ecosystem for Out-of-School Learning\, our panelists introduced  models that help produce the healthy\, functioning communities Gevonee Ford notes above. \nModerated by Arthur Affleck of the Association of Children’s Museums\, the conversation opened with Siobhan O’Loughlin Reardon sharing CGLR’s vision for how to create an ecosystem to support out-of-school learning\, which panelists referred to as they shared more about their individual programs. Institutions are investing time and staff resources to build relationships with parents and communities that traditionally have been disconnected from them; to offer learning opportunities that parents desire for their children (e.g.\, school readiness preparation); and to develop creative learning experiences (e.g.\, through technology\, playful learning\, drama). The institutions also are strengthening connections with community leaders\, organizations\, agencies\, and service providers that are important to parents and children in economically challenged communities. \nA panel of leaders then shared how they are working to strengthen the institutions that serve children and families. Rachel Stine of Book Harvest shared the multiple ways their programming gets books into the hands of children and families from birth to early elementary age throughout the communities they serve. These books support parents creating learning-rich environments at home. Patti Miller of the Clinton Foundation’s Too Small to Fail (TSTF) program provided an overview of the multiple ways TSTF is investing in the everyday places and spaces in communities\, such as laundromats\, playgrounds\, public transit\, grocery stores and clinics. Miller noted that the most creative approaches have come from partners who are implementing models in communities. Meeting the challenge of reaching Iowa’s 99 counties was described by Connie Beecher\, Ph.D.\, with Iowa State University Extension. Extension adapts models for the rural places and spaces that may not have similar cultural amenities that mid-sized and larger communities enjoy. Gevonee Ford with the Network for the Development of Children of African Descent ( NdCAD) provided an overview of the two-generation family literacy model that is nested in strengthening the cultural connections within the community. Jill Pereira with United Way of the Greater Lehigh Valley brought the perspective of a GLR community that has fully embraced the ecosystem model and is implementing programming throughout the community. \nCGLR envisions an ecosystem that supports children’s learning in a wide range of out-of-school environments The panel had a rich discussion about CGLR’s vision for that kind of an ecosystem and provided input on how to strengthen the model. The ecosystem challenges all of us to see the community as a continuous learning opportunity for children. Affleck noted\, “Sometimes we minimize the work we do in communities and see ourselves as the informal education system\, as if that diminishes the power and impact that we have and can have. And in some communities\, we haven’t taken ownership of that role.”
URL:https://leo.gradelevelreading.net/event/building-a-parent-centered-ecosystem-for-out-of-school-learning/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230425T150000
DTEND;TZID=America/New_York:20230425T163000
DTSTAMP:20260404T065841
CREATED:20230713T032000Z
LAST-MODIFIED:20230824T154626Z
UID:241836-1682434800-1682440200@leo.gradelevelreading.net
SUMMARY:Community Engagement Initiative: A Framework for Sustainable\, Systemic Change
DESCRIPTION:“In our language\, it explains who should be at the table with us\, and it’s very clear. It’s specific that we need district leadership\, county office leadership\, students\, families\, parents\, community partners\, certificated staff\, classified staff. This created the space and opportunity so that everyone can be a part of transforming their local context.”  – Steven Sterling Mitchell\, CCEE  \n\n\n\n\nIn this GLR Learning Tuesdays session\, Community Engagement Initiative: A Framework for Sustainable\, Systemic Change\, Vito Borrello\, Executive Director of NAFSCE\, moderated an enlightening conversation about an innovative community engagement effort in California. He was joined by:  \nSpeakers \n\nYolie Flores\, CEO & President of Families in Schools\nJan Gustafson-Corea\, CEO\, California Association for Bilingual Education\nRobin McIver Brown\, Ed.D.\, Leadership and Outreach Department Director\, San Bernardino County Superintendent of Schools \nSteven Sterling Mitchell\, Assistant Director of Community Engagement and System of Support\, California Collaborative for Educational Excellence \n\nCommentators \n\nYolanda Brown\, Parent/Community/McKinney Vento/Foster Care Liaison\, Northridge Academy in Flint\, MI and Pontiac Academy for Excellence in Pontiac\, MI \n\nEddie Koen\, President\, Institute for Educational Leadership  \n\n\nYolie Flores and Steven Sterling Mitchell shared background about the top-down and bottom-up approach that led to Community Engagement Initiative (CEI)\, bringing together voices from the community\, the state and other organizations. Jan Gustafson-Corea shared how the dual capacity framework guides the initiative’s work\, with the end goal of meaningfully engaging communities. Robin McIver Brown talked about the scalability of this model\, as well as the mindset and importance of bringing folks to the decision-making table who would not otherwise be there. Next\, commentators Yolanda Brown and Eddie Koen shared their expert perspectives on CEI and discussed the potential and importance of this work nationwide.   \n“This mindset has a compassion and a heart and a skill to build relationships that are really critical to infuse into a district system\, to impact the mindsets and change the views of which communities should come to the table to make decisions in the best interests of the students.”  – Robin McIver-Brown\, Ed.D.\, SBCSS 
URL:https://leo.gradelevelreading.net/event/community-engagement-initiative-a-framework-for-sustainable-systemic-change/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230502T150000
DTEND;TZID=America/New_York:20230502T163000
DTSTAMP:20260404T065841
CREATED:20230712T202145Z
LAST-MODIFIED:20250916T194508Z
UID:241794-1683039600-1683045000@leo.gradelevelreading.net
SUMMARY:Leaning into Community-Wide Learning: What It Takes and Where It’s Happening!
DESCRIPTION:This GLR Learning Tuesdays webinar\, Leaning Into Community-Wide Learning: What It Takes and Where It’s Happening!\, was a follow-on conversation to our April 18 session\, Building a Parent-Centered Ecosystem for Out-of-School Learning\, which focused on program models that support learning in everyday places and spaces. The May 2 session shifted to a focus on community-wide coordinated systems that create networked learning opportunities throughout a city\, county or region. We had the chance to learn about the partnerships and collaboration that give children the chance to learn anywhere\, everywhere and all the time in Philadelphia\, Pennsylvania; Tacoma and Pierce County\, Washington; and the Suncoast\, four-county region in Florida. Three leaders of “backbone” organizations coordinating multiple partners and initiatives in these communities helped us get a clear picture of what community-wide learning looks like on the ground. Jenny Bogoni of Read By 4th at the Free Library of Philadelphia shared:  \nWhat we are doing to transform our public spaces is to make sure our communities are activated to support learning everywhere families go. And then in our public system space\, we’re looking at making sure our systems are designed in just and equitable ways and programs are aligned with the latest research and science around how a child learns to read. Powering all of that is the work of our backbone office of Read By 4th. So when we are trying to pull these things together\, we’re thinking about\, how are we building partnerships and convening people across these areas? \nAfter inspirational opening remarks by CGLR’s Auerbach-Berger Senior Fellow and leader of the Everyday Places and Spaces Initiative Siobhan O’Loughlin Reardon\, moderator Bonnie Howard of CGLR engaged Bogoni in an informative discussion with Tanya Durand of Greentrike in Tacoma/Pierce County\, Washington\, and Beth Duda of Suncoast Campaign for Grade-Level Reading and The Patterson Foundation in Florida. They discussed efforts to enlist various sectors throughout their communities\, such as transportation\, parks and more\, in the work to make learning happen everywhere a child may go throughout the day. \nHoward then engaged a panel of philanthropic leaders who expressed why and how they are investing in community-wide efforts to expand playful and informal learning-rich environments to ensure kids continue to learn during the 80% of their time not spent in school. Gregg Behr of Remake Learning and the Grable Foundation in Pittsburgh\, Pennsylvania\, expressed how a foundation needs to be innovative and take risks to best support successful community-wide learning efforts: \nOne of the things that we’ve learned over the years that’s been incredibly helpful\, and is supported by our trustees in brilliant ways\, is support for funds that allow organizations to take little bets. Maybe allow for a museum to work together with an out-of-school time organization in a new way\, or an early learning center to work with a design firm in a new way. Although some will fail\, there will be some incredible gems among these little bets that will then start to be the seeds for the spread of this sensibility around everyday places and spaces. Discretionary support for those little bets…is really critical from the funding side.
URL:https://leo.gradelevelreading.net/event/leaning-into-community-wide-learning-what-it-takes-and-where-its-happening/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230509T123000
DTEND;TZID=America/New_York:20230509T140000
DTSTAMP:20260404T065841
CREATED:20230704T130300Z
LAST-MODIFIED:20230824T161009Z
UID:241466-1683635400-1683640800@leo.gradelevelreading.net
SUMMARY:Get Delaware Reading's Strategies for Early School Success
DESCRIPTION:“Reading is the key to everything. I tell the students that if you read\, the world is yours. Reading is going to give them the foundation to become adults that love to read\, and that’s going to affect their family life\, their job and everything in the future.” –  Ken Livingston  \n\n\n\n\nThis Crucible of Practice Salon featuring Ken Livingston with United Way of Delaware\, and Lisa Blume and Jamie Williams from Nemours Children’s Reading BrightStart! program provided an overview of Get Delaware Reading\, the strategies of Nemours Children’s Reading BrighStart! and how this program supports building early literacy skills for young children.   \n\n\n\nLivingston\, Director of Get Delaware Reading\, opened the session by providing background information about the focus of the local work and why it’s an important initiative for United Way of Delaware. He also shared how the organization is addressing education by ensuring that there are book-rich environments within their service area and there are direct supports to help instill a love of reading for students.     \n“We know that opportunity exists for some\, but not for all. We believe too many children live in poverty\, and too many families live in crisis. We fight to maximize community resources and improve quality of life. Get Delaware Reading addresses the issues of literacy where many children from identified ZIP codes are not reading proficiently when exiting third grade.” – Ken Livingston   \nLivingston then presented the needs that led Get Delaware Reading to partner with Nemours Children’s Health to implement Nemours Children’s Reading BrightStart! The sites where this program is implemented have demonstrated positive outcomes.    \nWilliams with Nemours Children’s Reading BrightStart! provided a brief overview of the organization and why a health organization is interested in supporting literacy for children. In her overview of Nemours Children’s Health\, Williams said the organization is dedicated to advocating for national policy and legislative change that benefit the overall well-being and health of children. Literacy is a social determinant of health\, and therefore a priority for the organization.    \n“Research indicates that limited language skills and low literacy skills are associated with lower educational attainment and worse health outcomes. Limited literacy is a barrier to accessing health information and proper medications\, and utilizing preventive services. Simply put\, we can change the trajectory of a child’s health through literacy.” – Jamie Williams  \nWilliams went on to share why a health organization has an interest in supporting early education for children.   \n“We can’t move the needle of literacy without giving children the building blocks of foundational literacy to set them up for lifelong reading success. As professionals in the health care setting\, creating partnerships with local early education groups is critical in helping to build that foundation.”   – Jamie Williams   \nBlume\, also with Nemours Children’s Reading BrightStart!\, described the strategies\, curriculum and reading interventions used with young learners. Lessons are flexible\, developmentally appropriate and designed to engage children using both books and manipulative tools. Videos were shared that demonstrate a few examples of lessons.   \n“We use a unique approach to learning that encourages every child to see it\, hear it\, do it and touch it. Using this multi-sensory approach to learning ensures that every child is engaging multiple sensory pathways when participating in each activity plan.” – Lisa Blume  \nWilliams concluded the webinar with a walk through of the free resources available for families and caregivers on the website. These resources include a free preschool reading screener. Additionally\, there are activities\, book suggestions\, and articles families and caregivers can use at home or in a community-based child care setting.   \n“Nemours has served over 260\,000 children with our tools and services. Our goal is to continue to grow our literacy initiative not only within our health system\, but outside of our walls to underserved communities.” – Jamie Williams   
URL:https://leo.gradelevelreading.net/event/technology-assisted-teaching-and-learning-continuing-the-conversation-two/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230509T150000
DTEND;TZID=America/New_York:20230509T163000
DTSTAMP:20260404T065841
CREATED:20230704T130238Z
LAST-MODIFIED:20230920T011830Z
UID:241465-1683644400-1683649800@leo.gradelevelreading.net
SUMMARY:Reading for Life: The Impact of Child Literacy on Health Outcomes
DESCRIPTION:“Everything that is so important to us about reading and literacy also has profound health impacts.” — Linda Mayes\, M.D.\, Chair\, Yale Child Study Center \nIn this Partners webinar\, co-sponsored by Scholastic\, the CGLR was honored to host the release of a new research paper produced by the Yale Child Study Center-Scholastic Collaborative for Child & Family Resilience. Reading for Life: The Impact of Youth Literacy on Health Outcomes outlines the impact of literacy on long-term health outcomes\, including chronic illness rates\, longevity\, and other physical and mental health issues. \nModerated by Amanda Alexander\, Ph.D.\, of Scholastic Education Solutions\, the panel conversation provided background on the paper and grounded the research in everyday experiences that impact vulnerable children. Dr. Linda Mayes of the Yale Child Study Center provided an overview of the research and the findings\, which included specific impacts on long-term health\, noting that literacy is an important mediator between socioeconomic inequality and health disparities. She also cited specific examples of improved health outcomes — such as higher rates of preventive care\, better diabetes and hypertension control over time\, and reduced risks of violence and substance use — in adolescents with higher literacy rates. \nDr. Lee Beers\, immediate past president of the American Academy of Pediatrics and currently with the Children’s National Hospital\, shared more detail about the impact of the pandemic on children\, especially those from vulnerable families\, including significant disruptions\, social isolation and lost learning. Our panelists along with audience members noted that literacy is indeed a public health issue.  Dr. Beers shared “We absolutely know that for young people being able to see themselves in the world around them and in literature is affirming\, and it helps them to know who they are\, and that they’re not alone\, and it helps them to thrive emotionally\, physically\, and it helps them to thrive in schools.  \nDavid Adams of Urban Assembly brought forward the importance of building social-emotional skills in children that carry through their lifespan. Adams noted that language development and social-emotional development are inextricably linked. \nThe panel stressed the importance of developing shared narratives from early in a child’s life that bring people together and build community\, helping to mitigate the epidemic of isolation and loneliness recently noted by Surgeon General Vivek Murthy. \nReaching pre-service and practicing teachers and practicing health providers and those in training with this knowledge is critical to assuring that the professionals who interact most closely with families are highly attuned to the emotional needs of children and families and understand the links between literacy and health. Professionals with these skills and knowledge will help provide support for parents to reduce stress\, allowing for greater parental responsiveness that\, in turn\, impacts children’s well-being over their lifetime. \nDr. Linda Mayes notes that “a literacy check is as vital as a pediatrician doing a weight check and a blood pressure check\, setting lifelong trajectory for health.”
URL:https://leo.gradelevelreading.net/event/technology-assisted-teaching-and-learning-continuing-the-conversation-one/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230516T123000
DTEND;TZID=America/New_York:20230516T140000
DTSTAMP:20260404T065841
CREATED:20230525T065552Z
LAST-MODIFIED:20231208T180940Z
UID:240253-1684240200-1684245600@leo.gradelevelreading.net
SUMMARY:Diverse Books as "Windows\, Mirrors & Sliding Doors": The Roles Funders Can Play
DESCRIPTION:“Not only do we invest in collaboratives to get books in front of children\, but we’re also thinking about funding streams that can support access. We’re thinking about library systems. We’re thinking about publishers. We’re thinking about the ways in which we can break down and dismantle the barriers that do not allow for families to readily access books…that reflect the families who want to read them so that children can see themselves in that.” \n\n\n\n\n\n\n\n\n\n \n\n\n\nCarla Thompson Payton of W.K. Kellogg Foundation shared the above statement as she described the foundation’s grantmaking in this area. Kellogg’s investments seek to ensure all children have access to the culturally relevant and diverse books that allow them to see themselves reflected in the story and also to learn about and build empathy for others with different experiences.  \nJacqueline Jones\, Ph.D.\, former President and CEO of Foundation for Child Development\, moderated the session as panelists discussed the wide range of roles that funders can play to make sure children have access to books that can serve as “mirrors\, windows and sliding glass doors.” Described by Rudine Sims Bishop\, Ph.D. years before\, these are mirrors that reflect different aspects of the child’s identity\, windows that allow the child to view other worlds and experiences that might be different from their own\, and sliding glass doors that allow them to enter those other worlds and build empathy and understanding.   \nDeborah Caldwell-Stone shared how the American Library Association’s Freedom to Read Foundation is providing advocacy\, litigation and professional development support to libraries to defend the legal right to access diverse\, culturally relevant books. Melanie Claxton explained how Claude Worthington Benedum Foundation is piloting the Black Men Read program in one West Virginia county to bring Black male leaders\, storytellers and artists into classrooms as a way to diversify both the perspectives and narratives presented to students. Jennifer Stavrakos provided a brief overview of the wide range of approaches being supported by the William Penn Foundation\, including work to identify and address book deserts in Philadelphia neighborhoods\, to sponsor the development and publication of a local children’s story\, and to convene and support local partners to increase access to diverse books. Thompson Payton explained how the Kellogg Foundation helped to launch the Diverse Books for All Coalition\, bringing together nearly 30 nonprofits and membership organizations to leverage their aggregate buying power to influence the availability and pricing of diverse children’s books.     \nThe panelists also discussed:  \n\nhow increasing children’s access to diverse books aligns with their foundations’ missions; \nthe ways in which they have invested in research;\nthe role of partnerships in the development and implementation of their programs and investments; and \nwhat they are learning as they navigate the challenges posed by the current social context and increasing calls for book bans.  \n\nIn describing William Penn’s investments in Philadelphia\, Stavrakos shared\, “I learned so much from our partnership with [publisher] Lee and Low Books about the systemic issues that keep diverse books and bilingual books off the shelves\, what drives of the price point for those books\, what people choose to publish and what they don’t publish. That experience and the ongoing challenges that I knew were facing the organizations in Philadelphia that do book distribution really ignited our most recent investment in Philly Book Wish.” 
URL:https://leo.gradelevelreading.net/event/diverse-books-windows/
CATEGORIES:Funder-to-Funder Conversation,Past Event
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