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DTSTART;TZID=America/New_York:20251118T150000
DTEND;TZID=America/New_York:20251118T163000
DTSTAMP:20260404T065502
CREATED:20251023T194144Z
LAST-MODIFIED:20251124T202833Z
UID:252886-1763478000-1763483400@leo.gradelevelreading.net
SUMMARY:Parents as Curators of Their Children’s Education: The Growth and Potential of Microschools
DESCRIPTION:In the fourth session of our series exploring the potential and implications of parents as curators of their children’s education\, Chelsea Waite with the Center on Reinventing Public Education moderated a conversation exploring the growth and characteristics of microschools and what they look like in practice.  \nDon Soifer of the National Microschooling Center defined microschools as “innovative small learning environments” and shared that there is not one singular definition of microschools\, due to the different state contexts and regulations in which they operate. Soifer shared that microschools comprise about 2% of the market share currently and serve about 1.5 million students nationally as their primary source of schooling. Soifer noted that most parents choosing microschools are at or below the average income level\, and the top reasons they choose this model include academic and non-academic growth as well as for children’s happiness in a new setting. Soifer also explained that only 29% of microschools use traditional letter grades for assessing students\, and that many instead use portfolios and tracking of student mastery in other ways. \nMeredith Olson of VELA described how that organization supports the microschools field by providing seed funding to founders and connecting families and founders to find and enroll in microschools. Olson shared that VELA has grown from supporting three founders in 2019 to more than 4\,700 founders today spanning all 50 states\, reaching an estimated 5 million learners. This rapid pace of growth is ongoing with an average of 31 founders  joining VELA weekly. Olson outlined some of the societal factors driving this growth\, including dissatisfaction with the status quo and with institutions\, and parents’ willingness to invest in their children’s education.  \n“People are no longer satisfied passively receiving what’s been prescribed for them. They have the right and the responsibility to pursue education that fits with their lives\, that fits with their values\, and they are going after it. They are pursuing it.” \n— Meredith Olson\, VELA \nLauren Covelli\, Ph.D.\, of RAND described two phases of studies her organization conducted on microschools. She explained how difficult it is to assess the impact of microschools on student achievement and make accurate comparisons to their public school peers. As a result\, Covelli offered several recommendations for further research on microschools\, including for researchers to collaborate with practitioners for studies; for microschool leaders to develop a common framework for outcomes; and for policymakers to be mindful of the impact of regulations on microschool innovation and values. \nStephanie Harper\, Ph.D.\, of Harper Learning Academy shared that she started her microschool in Mississippi to support her daughter’s learning\, and that she teaches students to embrace their learning differences: “We teach them that their learning difference is actually their superpower. And so what that did was transform their thinking as it relates to their self-perspective.” The academy’s mission is to help students discover their purpose\, and the school of 20 students applies a project-based curriculum and serves many students who have learning differences including ADHD\, dyslexia\, or who are on the high end of the autism spectrum. Harper shared that parents choose her school because they want an individualized approach tailored to their child’s needs\, or want their children to feel safe\, and are seeking a true partnership with their school.   \nMary Jo Fairhead of Onward Learning shared that she opened her microschool\, located near the Pine Ridge Reservation in South Dakota\, to address the unmet student needs she saw during the pandemic as a public school principal. Located in one of the poorest areas of the country\, her school serves 40 children\, ages birth to 8th grade. She explained that 85% of her students are Native American\, all qualify for free lunch\, and 25% are neurodivergent learners. Her school is based on three pillars of being love-based\, child-centered\, and community-led. Fairhead described her vision for the pillar of a community-led pillar: “We are all a community. The students\, the teachers\, the parents\, the board and some community members. And we all work together. We all have a responsibility for these kids. And I don’t want them to have just one teacher that they love and that they can turn to. I want them to have a community of supportive adults that are healthy and that can support them.” \nOnward Learning is seeing an average growth of 1.5 years in reading and math for all students\, including neurodivergent learners and those with IEPs\, as well as significant emotional growth. Fairhead highlighted three things her school does that public schools can adopt: multi-age classrooms\, a relationship-based environment\, and a whole child approach.  \nPanelists also discussed opportunities and challenges for the future of microschools\, including funding\, innovation\, and access.  \n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/microschools/
CATEGORIES:Parents as Curators,Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251125T150000
DTEND;TZID=America/New_York:20251125T163000
DTSTAMP:20260404T065503
CREATED:20251024T024911Z
LAST-MODIFIED:20251201T073635Z
UID:252894-1764082800-1764088200@leo.gradelevelreading.net
SUMMARY:REBROADCAST: Beyond Decoding NAEP: The Federal Role in Promoting Efficacy\, Equity\, and Accountability
DESCRIPTION:This rebroadcast picked up on our 8-session “Decoding NAEP” series from earlier this year that engaged state chiefs\, educators\, parents\, researchers\, and advocates in a deep-dive exploration of the 2024 scores from the National Assessment of Educational Progress — often call “The Nation’s Report Card.” \nIn this session\, we went beyond decoding NAEP to explore the federal role in generating data to assess student progress and the will needed from local\, state\, and national leaders to regain a focus on the importance of student outcomes. Panelists discussed why the U.S. Department of Education and its Institute of Education Sciences should continue to provide funding and support for research that reveals what is needed and what works for various student demographics.  \nThe session began with a conversation between two former U.S. Secretaries of Education\, representing both sides of the aisle\, about the importance of federal leadership being committed to student outcomes. John King\, Jr.\, J.D.\, Ed.D.\, Chancellor of the State University of New York (SUNY) and U.S. Secretary of Education under President Obama from 2015–2017\, and Margaret Spellings\, President and CEO of the Bipartisan Policy Center and U.S. Secretary of Education under President Bush from 2005–2009\, discussed the importance of using data to drive action\, with Spellings noting: \n“When we focus on every kid and we measure — yes\, that’s testing — and report that data\, hold it up\, learn from it\, and make it a central part of what we invest in\, we go in the right direction.” \nKing emphasized the connection between educational outcomes and a strong workforce and the importance of federal leaders making this a priority: \n“And at the end of the day\, for every employer\, they will not have the workforce we need if we do not provide students with the foundational skills\, particularly in English and math\, although obviously students need much more than that. But if they don’t have those things\, they surely aren’t going to be successful in the workforce.….Today we really need our leadership to step up and restore the sense that improving educational outcomes is a national imperative.” \nWe continued the robust conversation on the federal role in promoting efficacy and accountability as I engaged with three prominent research and education leaders who also offered perspectives from both sides of the aisle. Michael J. Petrilli of the Thomas B. Fordham Institute\, Adam Gamoran\, Ph.D.\, of the William T. Grant Foundation\, and Ruth N. Lopez Turley\, Ph.D.\, of the Kinder Institute for Urban Research at Rice University and former member of the National Board for Education Sciences (2022–2025) began by reacting to what the former Secretaries shared and also emphasized the importance of national research and data to identify and address inequities that impede student progress. Turley explained how federal data is used at the local level in her home community of Houston\, Texas:  \n“We were using national-level data from the School Finance Indicators Database\, which uses the U.S. Department of Education’s National Center for Education Statistics (NCES) data\, Census data\, etc.\, to develop estimates for how much per-pupil funding is needed for each school district across the country. So we found that most school districts in the state of Texas are underfunded in terms of what they would need to achieve national average test scores. But even more importantly\, we found that there are some school districts that were severely underfunded relative to others\, both in the region and in the state. And so there are huge inequities that we need to pay attention to [and the federal data is needed to identify these inequities].” \n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/rebroadcast-naep/
CATEGORIES:Learning Loss Recovery Challenge,Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251202T150000
DTEND;TZID=America/New_York:20251202T163000
DTSTAMP:20260404T065503
CREATED:20251121T190915Z
LAST-MODIFIED:20260106T221331Z
UID:253428-1764687600-1764693000@leo.gradelevelreading.net
SUMMARY:Parents as Curators of Their Children's Education: Opportunities & Implications of a New Federal Education Tax Credit
DESCRIPTION:During the webinar\, Derrell Bradford with 50 CAN: The 50-State Campaign for Achievement Now moderated a conversation exploring the opportunities and implications of the new federal scholarship tax credit\, and how people can get involved. This webinar was the fifth in a series exploring the emerging reality that more parents are actively curating the educational experiences of their children.  \nScott Palmer of EducationCounsel provided an overview of the new tax credit\, which allows individuals to donate up to $1\,700 per year and then receive a credit for contributions to scholarship-granting organizations (SGOs) that fund qualified elementary and secondary education expenses for eligible students. Palmer noted that as these contributions grow\, this tax credit could become the largest federal investment in education\, far more than Title I or other federal funds. He also described two potential pathways that states that opt in could take with it\, with the “narrow” pathway involving investments in private and religious school choice\, and the “broad” pathway involving investments in an ecosystem to expand access to more families for various resources\, including tutoring programs\, after school and summer learning\, and other opportunities.   \nRachel Canter of the Progressive Policy Institute outlined her concerns with the tax credit\, especially as it stands now without insight into the forthcoming regulations and guidance that will shape it. Canter stated that she believes the tax credit is unlikely to create major educational opportunities for low-income students and for public school students more broadly. Instead\, she believes that the way the program is designed makes it more accessible for private and religious schools to leverage. Canter described the challenges in forming a scholarship-granting organization that can receive and distribute scholarships to eligible students\, and the considerations nonprofits will need to weigh related to mission and budget as they determine whether to become SGOs. \nBen DeGrow of ExcelinEd stressed that these scholarship funds will be additive for education and not take away from any federal education funds that public schools already receive. DeGrow noted that this program already has precedent among the 20 states that have tax credit scholarship programs with this tax credit offering an opportunity for states and communities to shape it to align with their priorities:  “I do think ultimately the benefit of these types of programs is that they tap into local knowledge\, local awareness of communities\, individual donors\, philanthropy\, parents. Rather than trying to impose down a one-size-fits-all solution.” DeGrow noted that advocacy groups and state leaders could\, for example\, direct SGOs in their state to target support for higher-need students by expanding access to private school choice and other opportunities these students and their families cannot currently access. \nAugustus Mays of The Education Trust highlighted concerns about the new tax credit related to funding\, access\, effectiveness\, and accountability. Mays cautioned that this program could accelerate public school enrollment declines along with potential funding cuts\, school closures\, larger class sizes\, and fewer services to students who most need them. He also expressed concern that\, based on precedent of current state voucher programs\, most families that receive these scholarships will be affluent families or families who already attend private schools\, not lower-income families who most need them. Mays noted the lack of effectiveness of voucher-type programs in states including Florida and Indiana. He said they show little to no improvement in academic outcomes on average and urged investment in evidence-based strategies. Mays also highlighted the need for strong accountability and civil rights data\, including “equity guardrails” such as protections and services for students with disabilities among other student populations. He suggested that states that opt in provide guidance and frameworks on how public district schools can access these resources along with the types of services and programs they should offer to help the highest-need students. \nKaren Pittman of Knowledge to Power Catalysts said she is “cautiously optimistic” about the new tax credit as “a chance for us to actually reinvigorate the idea of public education by giving parents the flexibility that they want.” Pittman suggested that this tax credit could be a way to put back into parents’ pockets the $230 billion per year they are already spending on supplemental learning activities for their children\, and it could be a way to make more equitable the significant difference between what affluent parents and low-income parents spend on supplemental activities like after-school programs.  \nPittman described schools’ current role as “multiservice agencies” in providing core academics\, enrichment\, remediation\, and more\, and said the tax credit could support schools to do many of these functions more effectively and equitably. She also underscored the need for advocates to ensure that core federal education funding like Title I funds for low-income students do not decrease in the wake of this new tax credit and to use these funds to meet the full range of a community’s needs: “I think we need to do it in a sense of saying if we’re going to rebuild and use these flexible dollars\, let’s think about year-round community-wide services for young people and let’s think about the population….We can do this in an equitable way and I think we should.” \nPanelists also discussed their priorities for the federal regulations\, the hurdles around awareness\, access\, and infrastructure that need to be addressed\, and their plans and advice for how to get involved in influencing the design and implementation of the tax credit in the coming months.  \nThey noted that the U.S Department of the Treasury and the Internal Revenue Service issued a call for public comments on the implementation of this new tax credit with a deadline of Friday\, December 26. \n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/pac-tax-credit/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251209T123000
DTEND;TZID=America/New_York:20251209T140000
DTSTAMP:20260404T065503
CREATED:20251114T065128Z
LAST-MODIFIED:20251213T061858Z
UID:253284-1765283400-1765288800@leo.gradelevelreading.net
SUMMARY:Building Continuity: Sustaining Community Coalitions During Leadership Transitions
DESCRIPTION:“We’ve built some really strong relationships. That has only happened because people trust that WAKE Up and Read is going to be there to provide the things that we say we’re going to provide. In order to do that\, we prioritized communication throughout all the transitions — transitions with our superintendent\, our senior director\, and our administrator inside of our core team. That has helped to reassure all of our stakeholders — everyone from our coalition members to the families that we serve\, to our school district partners and our community partners.” \n– Marissa Smith\, WAKE Up and Read \n\n			\n				\n				\n				\n				\n				This session began with Theresa Stacker of the NC Early Childhood Foundation describing the work of her organization\, including its role in supporting CGLR communities in North Carolina. She highlighted strategies for assisting and strengthening those communities during times of turnover in leadership. Marissa Smith of WAKE Up and Read in North Carolina shared several successful key strategies to focus on during transitions\, including staying true to the coalition’s mission\, maintaining trust with all stakeholders\, evaluating effectiveness of historical initiatives\, and developing a robust and intentional approach to key initiatives. \nThe conversation then moved to Iowa with Josie Manternach of the Community Foundation of Greater Dubuque describing some of the ways her organization supports smaller communities in her region. Next\, CGLR’s Malai Amfahr who serves as the state lead in Iowa outlined four important components of support during change including awareness\, listening\, opportunities\, and reflection. She also described a nationwide initiative she developed for new communities and new community leads in the CGLR Network\, called Peer Circles\, which supports coalitions as they are getting started or transitioning through new leadership. \nThen\, the group discussed strategies for retaining institutional knowledge\, best practices for communication about leadership transitions\, and how to keep partners engaged and motivated through those transitions. \nBelow are links to the resources and publications highlighted during this webinar. \n\n\n\n\n\n\nCommunity Foundation of Greater Dubuque\nNC Early Childhood Foundation\nWAKE Up and Read\n\n\n\n\n\n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/leadership-transitions/
CATEGORIES:Crucible of Practice Salon,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251209T150000
DTEND;TZID=America/New_York:20251209T163000
DTSTAMP:20260404T065503
CREATED:20251106T175732Z
LAST-MODIFIED:20251213T063651Z
UID:253145-1765292400-1765297800@leo.gradelevelreading.net
SUMMARY:Healthy\, Present\, and Learning: Cross-Sector Strategies to Reduce Health-Related Absences
DESCRIPTION:  \nCo-Sponsored by \n			\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				This GLR Learning Tuesdays conversation explored the critical connection between health\, attendance\, and early literacy. Moderated by Hedy Chang of Attendance Works\, the session introduced a forthcoming collaborative toolkit from Johns Hopkins Center for School Health\, Attendance Works\, the National Association of School Nurses\, and Healthy Schools Campaign: Prevent Health-Related Absences: Take Immediate Action to Advance Health\, Well-being\, and Attendance. \nToolkit authors — Elliott Attisha\, DO\, FAAP\, of Attendance Works; Beth Marshall\, DrPH\, MPH\, of Johns Hopkins Bloomberg School of Public Health; and Kimberly Stanislo\, DNP\, APRN-CNP\, LSN\, NCSN\, CPNP-PC\, of National Association of School Nurses — shared why it is important to prevent health-related absences and provided immediate\, actionable strategies that schools and health partners can use to reduce preventable absences and strengthen learning and literacy. \nThe Current RealityChronic absenteeism nearly doubled during the pandemic — reaching almost 30% of students — and remains elevated\, affecting nearly 1 in 4 today. The challenge is most acute for our youngest learners\, who are in the crucial window for building foundational reading skills. Data shows a clear “Nike swoosh” pattern: absences begin early\, and without early intervention in preschool and kindergarten\, they escalate over time. \nWhy Preventing Health-Related Absences MattersIn the post-COVID landscape\, rising anxiety\, depression\, and other behavioral health challenges are keeping more students out of school. These issues — compounded by longstanding health disparities — fall most heavily on economically disadvantaged communities and widen early achievement gaps. Many absences also stem from fear\, stress\, or a lack of connection at school; with nearly 40% of adolescents reporting they don’t feel close to others at school\, belonging is as essential as physical well-being. \nBecause families attribute more than half of absences to health-related causes — with root issues often tied to health care access\, housing instability\, and family stress — schools cannot solve this challenge alone. A public health approach that unites education\, health care\, and community partners; uses data for shared decision-making; and emphasizes proactive\, preventative strategies is essential to ensuring students can fully participate in early learning. \nToolkit Strategies to Address Health-Related AbsencesPreventing health-related absences requires a proactive\, whole-child approach rooted in four key strategies: \n\nStrategy 1: Prevention: Build healthy\, supportive school environments through clear policies\, routine screenings\, nutritious food\, after-school programs\, and strong relationships. School nurses and support staff are central to early identification and trust-building with families.\nStrategy 2: Messaging: Offer clear\, consistent\, culturally relevant guidance about attendance and when to keep a child home. Messages should be positive\, jargon-free\, aligned across sectors\, and delivered by trusted adults — helping families understand the whole-child benefits of showing up.\nStrategy 3: Identifying Health Needs: Use detailed attendance data and health information together to uncover root causes. When paired with screenings and assessments\, data helps schools spot issues like chronic illness\, anxiety\, or unmet basic needs so they can intervene early and effectively.\nStrategy 4: Collaboration: Adopt a team-based approach that brings educators\, school health professionals\, and community partners around a single\, coordinated plan. Collaboration reduces stigma\, improves referrals and support\, and addresses attendance patterns affecting groups of students — not just individuals.\n\nPractitioners Bringing the Work to LifeA panel of practitioners — Cristie Granillo\, Ph.D.\, MS\, M.Ed.\, of Loma Linda University Health\, California; Joey Millwood and Joy Schofield\, LCSW\, M.Ed.\, of Hall County Schools\, Georgia; and Hannah Sam of Waterbury Public Schools\, Connecticut — joined the conversation to share hopeful\, practical examples of communities putting these strategies into action. These district stories show that with coordinated\, whole-child approaches\, preventing health-related absences is truly achievable. \nSchools and districts across the country are showing what it looks like to put these strategies into action. At Kingsbury Elementary in Waterbury\, Connecticut\, leaders blend strong data practices with whole-child support — reviewing health and attendance needs before school begins\, reaching out to families early\, communicating clearly\, and nurturing a trauma-informed school climate rooted in positive relationships. \nIn Hall County\, Georgia\, a districtwide commitment to mental health equips all staff with training to recognize early warning signs and respond with empathy. Large-scale skills groups help students build mindfulness\, emotional regulation\, and resilience\, reducing anxiety and suicidal ideation while improving attendance. \nIn San Bernardino\, California\, community health and education workers reconnect students and families by meeting them where they are — literally. Through home visits\, they identify barriers such as transportation challenges or immigration-related fears\, make warm handoffs to clinical partners\, and coordinate support across agencies. These examples show how deeply intertwined health\, safety\, belonging\, and attendance are — and how whole-family\, cross-sector approaches can dramatically reduce chronic absenteeism. \nOvercoming Barriers to Collaboration \nPanelists acknowledged persistent challenges\, including siloed systems\, data-sharing limitations\, and insufficient school health staffing. They emphasized the need to strengthen health infrastructure\, use existing data more strategically\, and align goals under unified\, whole-child plans. \n“Attendance teams need to take a whole-child approach\, especially when viewing absences through a health lens. This means removing stigma and negativity and instead focusing on building trusting relationships. The guiding question becomes\, ‘How can we support you?’ rather than ‘Why aren’t you here?’ Ultimately\, the team is united around a shared goal: ensuring every student is healthy\, safe\, and ready to learn.” \n– Kim Stanislo\, National Association of School Nurses \nLooking AheadThe new toolkit will be available in mid-January on the Johns Hopkins Center for School Health website. The webinar closed with a shared message of hope: When schools\, health systems\, and communities work together\, sustainable reductions in chronic absence are possible — and every child can be healthy\, present\, and prepared to thrive. \n\n \n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/healthy-present-learning/
CATEGORIES:Learning Loss Recovery Challenge,Learning Tuesdays,Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/iStock_000022349130_Full-scaled-e1746518312363.jpeg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251216T150000
DTEND;TZID=America/New_York:20251216T163000
DTSTAMP:20260404T065503
CREATED:20251031T172142Z
LAST-MODIFIED:20260105T203933Z
UID:253048-1765897200-1765902600@leo.gradelevelreading.net
SUMMARY:Reaching their Full Potential: Plugging the Leaky Pipeline for High Achieving\, Low Income (HALO) Students
DESCRIPTION:Co-Sponsored by \n			\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n\n“This webinar is a blessing. I could’ve sat through an entire day listening to these presenters discuss this topic. I’m so excited to dig in and put this information into practice to support our schools\, families\, and students in the state of Texas. Thank you all so much!” \n\n\n\nThe quote above was posted in the chat at the end of this GLR Learning Tuesdays webinar and captures the impact of the discussion and the wealth of information and knowledge shared by a stellar panel. CGLR was proud to co-sponsor this session with the Thomas B. Fordham Institute\, who offered to share the important research they recently completed in the state of Ohio and the resulting report titled The Leaky Pipeline: Assessing the college outcomes of Ohio’s high-achieving low-income students. \nModerator Michael Petrilli of the Thomas B. Fordham Institute began the session by engaging report author Stéphane Lavertu of The Ohio State University’s John Glenn College of Public Affairs in a discussion of the findings from the Ohio study. Lavertu highlighted how the leaky pipeline begins as early as kindergarten and that\, in Ohio alone\, nearly 2\,000 HALO students should be going to college but are not. Panelist Aaron Churchill of the Thomas B. Fordham Institute shared the policy implications and how the insights from Ohio have bearing on and should influence policy development in districts\, states\, and the nation. A second top researcher\, Jonathan Plucker of Johns Hopkins University School of Education\, emphasized the large number of HALO students in classrooms across the country and the importance of recognizing their talent early in their educational careers: \n“We have found that these [HALO] students are in every single school and every single classroom\, even in the highest-poverty schools. And I think that’s a really important point because we’re talking about a lot of students who are advanced\, who deserve to be challenged when they come to school every single day….So think about all the students that we’re losing in this leaky pipeline….This country has a huge thirst\, a huge demand for talent. We generally are filling the demand now with people from other countries. That’s awesome. Yet we have just as many American students here who have the same skills\, who aren’t getting those opportunities.” \nPetrilli continued the conversation with an excellent panel of state leaders and local educators who described how their states\, districts\, and schools are implementing policies and strategies to ensure HALO students can access accelerated learning opportunities throughout their K–12 educational careers. Brenda Berg of BEST NC: Business for Educational Success and Transformation in North Carolina\, Aaron Daffern of the Dallas Independent School District in Texas\, and David Taylor of the Dayton Early College Academy in Ohio discussed policies that call for automatic enrollment in advanced classes based on results of universal screenings. They shared ideas and tips to advocate for these policies that ensure HALO students can access opportunities for learning that meet their talent. Taylor stressed that engaging parents is essential for encouraging students and that screening data can demonstrate the true potential of HALO students and their ability to succeed: \n“When a trusted adult sits down with a parent and says\, this is why we think your child needs to be doing more\, this is why we think your child needs to be taking a bigger risk — parents can’t wait. They can’t wait to sign their kid up. And really it comes down to the trust being built ahead of time. It is also really important to have empirical data in these conversations to be able to say this isn’t just my opinion. Here’s what the numbers say. That’s why it’s really important that we have universal screeners. You know\, very often people will say\, ‘Well\, but their behavior\, they haven’t gotten the best grades’ and we have to bring it back to: They have the potential\, they have the ability. We can actually see it demonstrated right here. If we don’t tap into their potential right now\, they’re not going to have that potential later on. I have yet to see a parent who hasn’t had that conversation and been really excited about the opportunity for the child. \n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/leaky-pipeline-fordham/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20251223T150000
DTEND;TZID=America/New_York:20251223T163000
DTSTAMP:20260404T065504
CREATED:20251205T055135Z
LAST-MODIFIED:20260102T151823Z
UID:253734-1766502000-1766507400@leo.gradelevelreading.net
SUMMARY:Building the Bridge: How Early Relational Health Fuels Early Learning and Third-Grade Reading Success
DESCRIPTION:This week’s holiday rebroadcast\, Building the Bridge: How Early Relational Health Fuels Early Learning and Third-Grade Reading Success\, highlighted the critical connection between early relational health (ERH) — the mutual\, meaningful\, and affirming relationships between young children and caregivers — and early learning\, literacy\, and third-grade reading success. Anchored by the National Academies of Sciences\, Engineering\, and Medicine report\, Early Relational Health: Building Foundations for Child\, Family\, and Community Well-Being\, the session brought together several of the report’s authors and practitioners to translate its insights into action. \nGrounding in the Science of Early Relational Health \nThe first panel — David W. Willis\, MD\, FAAP\, of Nurture Connection\, Thrive Center\, Georgetown University; Elisabeth Burak\, MPP\, MSW\, of Center for Children and Families\, Georgetown University; Dominique Charlot-Swilley\, Ph.D.\, of Thrive Center\, Georgetown University; and Justin Lavner\, Ph.D.\, of University of Georgia — grounded the audience in the science of ERH. Panelists emphasized that relationships are foundational to brain development\, resilience\, and kindergarten readiness. ERH extends beyond health systems to early learning centers\, home visiting programs\, and community supports. Core principles include supporting family well-being\, embedding relational practices across systems\, grounding approaches in culture\, and treating ERH as a public good with cross-sector benefits. They underscored that ERH is built through ongoing cycles of relating\, rupture\, and repair\, and stressed that systems must act as relationship builders rather than solely service providers. Opportunities exist to translate the science into policy through promoting workforce development\, leveraging Medicaid and early childhood systems\, and investing in community infrastructure that nurtures connection. \nEarly Relational Health in Practice \nThe second panel — Lee Savio Beers\, MD\, FAAP\, of George Washington University; Margaret Caspe\, Ph.D.\, of National Association for Family\, School\, and Community Engagement (NAFSCE); Ron Ferguson\, Ph.D.\, of The Basics\, Inc.; Adrián Pedroza of Abriendo Puertas/Opening Doors; and Jade Woodard of Family Connects International — discussed opportunites for bringing ERH to life across systems. Their conversation centered on three themes: intentionally fostering connection\, cultivating trust within “surround sound” networks\, and ensuring targeted universalism and belonging. Panelists shared examples such as “Parent Cafés\,” community storytelling initiatives\, and The Basics’ community-wide relational projects. Trust was described as built on motives\, competence\, dependability\, and respect\, with programs like Family Connects’ home visits illustrating how trusted relationships connect families to broader supports. They emphasized that collaboration across sectors is critical but often challenged by siloed systems and structural barriers\, and that culturally responsive\, locally tailored approaches are essential for equitable relational support. \nERH and Early Literacy: Relational Learning as a “We” Experience \n“Those early moments of connection with shared reading\, storytelling\, pointing at the words together…these early moments of connection underscore that learning and education is a ‘we’ experience not a ‘me’ experience.” \n— David Willis\, MD\, FAAP\, Nurture Connection\, Georgetown University \nPanelists highlighted that early literacy is inseparable from relational health\, with shared reading\, storytelling\, and “serve and return” interactions creating relational learning spaces. Attention to peer dynamics\, social-emotional learning\, and positive relational moments fosters help-seeking and collective engagement. \nAcross both panels\, the message was clear: Learning is a shared experience\, and when relationships are placed at the center of policy\, practice\, and community life\, children are better prepared to thrive in school and beyond. Panelists concluded with a hopeful vision of a future in which relationships guide all systems that touch families\, serving as the foundation for learning\, literacy\, and lifelong well-being. \nLearn more about Nurture Connection and its work to advance early relational health. 
URL:https://leo.gradelevelreading.net/event/building-the-bridge-rebroadcast/
CATEGORIES:Partner Webinar,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251230T150000
DTEND;TZID=America/New_York:20251230T163000
DTSTAMP:20260404T065504
CREATED:20251205T061740Z
LAST-MODIFIED:20260105T113910Z
UID:253744-1767106800-1767112200@leo.gradelevelreading.net
SUMMARY:Holiday Rebroadcast: Screens in the First Five Years: What We Need to Know and Do
DESCRIPTION:This December 29\, 2025 holiday rebroadcast\, co-sponsored by Children and Screens: Institute of Digital Media and Child Development\, sought to offer research-backed\, practical strategies to help families and those who support them make informed choices about technology use for infants and toddlers. The conversation was moderated by Kris Perry\, MSW\, of Children and Screens who began the webinar by grounding the discussion in the latest science. Dimitri Christakis\, MD\, MPH\, also with Children and Screens\, emphasized that “research has found that there are really no demonstrable benefits to screen use before the age of 18 months. And in fact\, very strong suggestions that there’s harm associated with early screen use for children that young.” Yet he also noted that ages 2 to 5 represent “the sweet spot of media research\,” where high-quality programming can foster both cognitive and social-emotional growth. Rachel Barr\, Ph.D.\, of Georgetown University added\, “High quality content has really long-lasting positive benefits\,” particularly for children from low-resourced homes\, who stand to benefit the most. Together\, these insights highlighted the importance of distinguishing between harmful overexposure and intentional\, developmentally appropriate use.  \nThe panelists then turned to the real-world challenges families face in navigating a crowded and often misleading marketplace of apps and media. Kathy Hirsh-Pasek\, Ph.D.\, of Temple University and the Brookings Institution shared findings from her research: “We did a study of the hundred most downloaded apps and…how many of them had real educational value? Well\, I’ll give you the answer. It was two.” Rachel Franz\, M.Ed.\, of Fairplay shared poll data indicating that the majority of families with children under age 6 “believed that screen time was essential or necessary for their child’s learning and development. This included parents of infants who don’t need screen time. And we were concerned by that because there really isn’t evidence that supports that claim that it’s necessary or better than learning with other humans.” Meanwhile\, Barr pointed to video chat as a powerful example of technology that supports relationships\, noting that during the pandemic\, “grandparents who engaged in lots of activities…felt closer to their grandchildren.” These examples underscored that the benefits of screens depend not only on content but also on context\, co-engagement\, and the preservation of human connection.  \nLooking ahead\, the panelists called for clear principles to guide families\, educators\, and policymakers\, including highlighting Children and Screens Guide for Early Child Development and Media Use. Christakis reminded participants that “young children need laps\, not apps\,” emphasizing that technology should never displace essential caregiver interaction. Hirsh-Pasek cautioned against premature adoption of advanced tools\, stating\, “with our youngest children\, those 3 and under\, the answer is an unqualified no” when it comes to AI-enabled toys. Michelle Kang of National Association for the Education of Young Children (NAEYC)\, reinforced the field’s commitment to developmentally appropriate practice\, affirming that “technology cannot be a substitute for the loving and nurturing and responsive relationship that an adult has with a child in an early learning environment. It can’t.” 
URL:https://leo.gradelevelreading.net/event/screens-rebroadcast/
CATEGORIES:Partner Webinar,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260106T150000
DTEND;TZID=America/New_York:20260106T163000
DTSTAMP:20260404T065504
CREATED:20251205T064141Z
LAST-MODIFIED:20260111T133247Z
UID:253752-1767711600-1767717000@leo.gradelevelreading.net
SUMMARY:Holiday Rebroadcast: Beyond Decoding NAEP: The Federal Role in Promoting Efficacy\, Equity\, and Accountability
DESCRIPTION:This January 6\, 2026 session rebroadcast the final session of our “Decoding NAEP” series from 2025 that engaged state chiefs\, educators\, parents\, researchers\, and advocates in a deep-dive exploration of the 2024 scores from the National Assessment of Educational Progress — often called “The Nation’s Report Card.” \nIn this session\, panelists went beyond decoding the 2024 NAEP scores to explore the federal role in generating data to assess student progress. We also talked about the will needed from local\, state\, and national leaders to regain a focus on the importance of student outcomes. Panelists discussed why the U.S. Department of Education and its Institute of Education Sciences should continue to provide funding and support for research that reveals what is needed and what works for various student demographics. \nThe session began with a conversation between two former U.S. Secretaries of Education\, representing both sides of the aisle\, about the importance of federal leadership being committed to student outcomes. John King\, Jr.\, J.D.\, Ed.D.\, Chancellor of the State University of New York (SUNY) and U.S. Secretary of Education under President Obama from 2015–2017\, and Margaret Spellings\, President and CEO of the Bipartisan Policy Center and U.S. Secretary of Education under President Bush from 2005–2009\, discussed the importance of using data to drive action\, with Spellings noting: \n\nWhen we focus on every kid and we measure — yes\, that’s testing — and report that data\, hold it up\, learn from it\, and make it a central part of what we invest in\, we go in the right direction. \n\nKing emphasized the connection between educational outcomes and a strong workforce and the importance of federal leaders making this a priority: \n\nAnd at the end of the day\, for every employer\, they will not have the workforce we need if we do not provide students with the foundational skills\, particularly in English and math\, although obviously students need much more than that. But if they don’t have those things\, they surely aren’t going to be successful in the workforce….Today we really need our leadership to step up and restore the sense that improving educational outcomes is a national imperative. \n\nThe robust conversation on the federal role in promoting efficacy and accountability contiued as three prominent research and education leaders offered perspectives from both sides of the aisle. Michael J. Petrilli of the Thomas B. Fordham Institute\, Adam Gamoran\, Ph.D.\, of the William T. Grant Foundation\, and Ruth N. Lopez Turley\, Ph.D.\, of the Kinder Institute for Urban Research at Rice University and former member of the National Board for Education Sciences (2022–2025) began by reacting to what the former Secretaries shared. They also emphasized the importance of national research and data to identify and address inequities that impede student progress. Turley explained how federal data is used at the local level in her home community of Houston\, Texas: \n\nWe were using national-level data from the School Finance Indicators Database\, which uses the U.S. Department of Education’s National Center for Education Statistics (NCES) data\, Census data\, etc.\, to develop estimates for how much per-pupil funding is needed for each school district across the country. So we found that most school districts in the state of Texas are underfunded in terms of what they would need to achieve national average test scores. But even more importantly\, we found that there are some school districts that were severely underfunded relative to others\, both in the region and in the state. And so there are huge inequities that we need to pay attention to [and the federal data is needed to identify these inequities]. \n\nAfter the initial broadcast of this session in September 2025\, CGLR produced\, The Nation’s Report Card: A Call to Action for Raising Achievement and Closing Gaps\, a report that synthesizes insights from across the nine Decoding NAEP sessions. Rather than declaring definitive conclusions\, this new report aims to broaden and deepen the national conversation about how to improve student outcomes ― especially for children growing up in economically challenged households. Featuring quotes and reflections from the 50 panelists who participated in the series\, the report invites researchers\, policymakers\, practitioners\, and advocates to treat NAEP as a catalyst for learning and problem-solving. CGLR plans to continue the conversation about NAEP in 2026\, leveraging this report to spark bold\, sustained action and engage an even wider community in shaping effective strategies to boost early school success. We hope you will join that conversation with us on LinkedIn\, sharing your insights and reflections on how strong data and sustained commitment can fuel progress and narrow gaps. Join us.
URL:https://leo.gradelevelreading.net/event/holiday-rebroadcast-beyond-decoding-naep/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260120T123000
DTEND;TZID=America/New_York:20260120T140000
DTSTAMP:20260404T065504
CREATED:20251215T070811Z
LAST-MODIFIED:20260124T152224Z
UID:254023-1768912200-1768917600@leo.gradelevelreading.net
SUMMARY:Families at the Center: Shaping the Future of Education
DESCRIPTION:“Families trust educators often more than educators trust families. So we need to create the conditions for educators to challenge their mindsets\, to actually learn what it means to effectively engage families. One of the things we often say here at Flamboyan is ‘Families are experts in their child. As an educator\, you are an expert in content and pedagogy so how you support the child is going to be different than how the parent or family supports the child.’ For us\, the most powerful family engagement investments are those that help change how systems are seeing families\, how educators are practicing this partnership\, and how leadership is defining success.”  \n–Emily Garcia\, Flamboyan Foundation \n\n			\n				\n				\n				\n				\n				Emily Garcia offered the above reflection as she described Flamboyan Foundation’s approach to family engagement\, noting that Flamboyan views families as an “all too often untapped asset” rather than as a “problem to be solved” as it works to help educators and systems better partner with families.  \nModerated by Gregg Behr of The Grable Foundation\, the conversation explored the robust and growing body of research affirming the positive outcomes of strong parent-educator partnerships\, the various ways that funders can strengthen those partnerships\, and future opportunities for systems-level changes to sustain and scale effective family engagement.   \nBehr began by inviting two leading researchers — Eyal Bergman\, Ed.L.D.\, of Learning Heroes and Emily Markovich Morris of the Brookings Institution — to share what they are investigating and learning about family engagement and its impact on student outcomes. Bergman provided highlights from the Phase 1 of the Family Engagement Impact Study that compared post-pandemic student attendance and achievement data for schools with stronger and weaker pre-pandemic family partnerships and offered a sneak peak into Phase 2 and future plans for Phase 3. Controlling for poverty\, race\, prior achievement\, and various community factors\, Phase 1 of the study found a 6.2 percentage point difference in chronic absence rates.   \n“The family engagement score actually showed a stronger relationship with chronic absence than poverty rates….This is a fundamentally good news story\, affirming that we can do a lot to counteract many of the effects of poverty in community if we invest in building strong relationships with families.”  \n–Eyal Bergman\, Ed.L.D.\, Learning Heroes  \nMorris described how the Center for Universal Education at Brookings has investigated family\, school\, and community engagement in 16 countries across six continents\, engaging more than 25\,000 students\, educators\, and family members to understand their respective beliefs on education and explore opportunities to partner and work together. She shared a new report by Brookings that examines perspectives on the risks and potential benefits of artificial intelligence (AI) in education along with tips for families to understand the research behind AI and its utilization in education. Morris underscored the importance of relational trust in forming strong home-school partnerships and shared that Brookings is creating a scale to help schools understand and measure relational trust.   \n“We found that care of families and educators was quite high across schools\, but the sticking point was often integrity and following through on promises….We found different cultures of listening across schools. Those schools that create two-way conversations that allow families to be heard were able to build this vision and this trust. And if they had this trust\, there was a critical connection to student outcomes and strong school climate.”   \n–Emily Markovich Morris\, Brookings Institution  \nBehr then invited Bibb Hubbard of Learning Heroes to join the conversation and share highlights from a decade of research at the organization and what that means for work on the ground and the efforts of philanthropy. Hubbard affirmed the importance of giving teachers the strategies\, tools\, training\, and time to effectively engage with families; of investing in families and ensuring they have a seat at the table and opportunity to express their vision and needs; and of funding more research that can inform action.   \n“As we are redesigning education and we have all of these opportunities with AI and different policies\, we need to make sure parents are centered in those conversations as codesigners….We have new opportunities through technology to do this\, but the system is still designed to keep parents and educators apart. We have to focus on what’s in front of us and what parents care most about\, which is their children’s academics\, their children’s life skills\, and setting them up for success. This is a moment of unprecedented opportunity.”  \n–Bibb Hubbard\, Learning Heroes  \nBehr then invited a panel of funders — Emily Garcia of Flamboyan Foundation\, Ambika Kapur of Carnegie Corporation of New York\, and Tarilyn Little of Carmel Hill Fund — to join the conversation. Kapur described Carnegie’s extensive previous investments in family engagement research and its efforts to strengthen the home-school connection\, build parent leadership and capacity\, and advance field knowledge and tools.   \n“Carnegie’s role was not around a single intervention but more around helping move the field from proof to practice and then to infrastructure. I think that helped normalize family voice as an essential part of our education system. Our work is not done — that’s for sure — but that evolution has helped raise a question for all of us: How do we deepen family power\, not just engagement\, especially in decision-making and policy?…How do we see them as essential partners?”  \n–Ambika Kapur\, Carnegie Corporation of New York  \nGarcia explained how Flamboyan functions in both philanthropic and programmatic spaces to help schools and systems design sustainable solutions that position families as true partners. She stressed that Flamboyan invests in sustainable change that builds the capacity of educators and education leaders to build strong relationships\, communicate effectively\, and partner academically with families.   \n“The research and data are clear; family engagement is an academic strategy. And yet\, all too often it is not funded or resourced in the same way….All too often we hear about family engagement as an add on or it’s shoved in a district’s communication office….We look for systems that are saying yes\, we believe in family engagement and here’s how it shows up in our office of teaching. Here’s how we’ve actually begun to assess for mindset in our talent and culture work.”  \n–Emily Garcia\, Flamboyan Foundation  \nLittle shared how Carmel Hill is advancing family engagement as a critical component of its efforts in New York City to promote learning in the classroom\, home\, and community. Carmel Hill invests in research\, capacity building\, and direct programming around family engagement\, including supporting a family ambassador approach that empowers local leaders to be messengers and advisors for families in the community and partnering with nonprofits\, cultural institutions\, and health care providers in order to go where families are to connect them with support.   \n“We have to find a way to bring an authentic family and parent voice into our practices\, into our policy\, and into our funding. If we don’t\, we run the risk of continuing the harmful pattern of treating families as passive receivers and not active partners. I think\, as funders\, if we are not getting on the ground and really listening\, given the power that we as funders have\, we can run the risk of powering the kind of harmful trends from the past that we are working very hard to move away from.”  \n–Tarilyn Little\, Carmel Hill Fund  \nThroughout the conversation\, the panelists returned again and again to the importance of building the capacity of pre-service and in-service educators to build strong relationships with parents and families. They referenced several entities that are leading the way in that effort\, including Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation\, Digital Promise\, and NAFSCE as well as the states of Nevada and Colorado.    \n“To answer the question in the chat\, asking how we can get our higher education systems to build family engagement into the curriculum on the pre-service side\, I think there’s got to be demand for it. School leaders have to be saying\, I’m only going to hire teachers who have this skill\, who have this capacity\, who have this mindset.”  \n–Bibb Hubbard\, Learning Heroes  \n  \n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/families-at-the-center/
CATEGORIES:Funder-to-Funder Conversation,Parents,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260127T150000
DTEND;TZID=America/New_York:20260127T163000
DTSTAMP:20260404T065504
CREATED:20251217T193228Z
LAST-MODIFIED:20260202T154242Z
UID:254192-1769526000-1769531400@leo.gradelevelreading.net
SUMMARY:High-Impact Tutoring as a Remedy for Pandemic Lost Learning: LAUSD Settlement
DESCRIPTION:As we move forward\, almost six years later\, from the beginning of what we call pandemic learning\, we still have a lot of very important questions to ask as we are here talking about what interventions are still needed and what really works. \n\nModerator Tracie Potts of Eisenhower Institute at Gettysburg College offered this important framing as she launched the January 27\, 2026 GLR Learning Tuesdays webinar\, High-Impact Tutoring as a Remedy for Pandemic Lost Learning: LAUSD Settlement. CGLR also looks forward to exploring this question — especially “what really works?” — throughout 2026 as we review successful implementation tactics for the “Big Bets” strategies that schools\, districts\, and states have implemented over the past 5–6 years. This week’s discussion focused on a very specific situation in California where a group of Black and Latino parents sued the Los Angeles Unified School District (LAUSD) in 2020\, claiming inequitable remote learning during the pandemic. In the settlement from this case\, the district agreed to implement three years of high-dosage tutoring\, along with evidence-based teacher development and family engagement\, and a robust set of additional strategies to re-engage chronically absent students and accelerate learning. \nPotts first engaged with three LA-area leaders who were integral to the case: Michelle Vilchez and Walt Rodríguez of Innovate Public Schools who served as the primary advocates and organizers for parents involved in the case\, and Edward (Ned) Hillenbrand of Kirkland & Ellis\, LLP who was one of the lead attorneys for the plaintiffs. Hillenbrand explained that the California Constitution includes explicit protections for public school students\, including the right to a free\, quality education and freedom from discrimination (race\, gender\, religion\, etc.). He explained how these protections enabled the lawsuit and then broke down the details of the case\, the parties involved\, the argument and factual allegations as well as the initial settlement and what it requires of the district. Vilchez and Rodríguez provided additional context about the concerns of parents during the pandemic and their need to find a way to have their voices heard. Vilchez explained: \n\nThe one thing that we have felt is common throughout our work in Los Angeles is that parents will be the first ones to tell you there is something wrong here. There is something not right. And that is a common thread regardless of black or brown or what region or district that they call home. And secondly is that they’re always ready to partner across divisions to be able to find suitable solutions for their children. \n\nIn his detailed review of the settlement\, Hillenbrand explained how experts and research were consulted to determine the outcomes — with tutoring being the leading intervention that parents had been requesting for their children\, which has also been proven effective to support learning recovery and acceleration when implemented effectively. His comments were followed by the insights of expert practitioner\, Sam Olivieri of Step Up Tutoring who provided more information on why tutoring is so important for learning recovery and additional background on the history of tutoring in Los Angeles and her organization’s long-standing partnership with the district. She also shared her anticipation for successful implementation of the case settlement in the coming months. Olivier’s optimism was matched by Adrián Sandoval of GPSN\, also a longtime partner of LAUSD who made it clear that although this case indicated the district provided inequitable distance learning during the pandemic\, district leaders actually put a great deal of effort and investment into implementation of innovations and strategies to support equitable learning recovery and have seen demonstrable gains: \n\nIt’s really important to recognize the gains the district has made since the pandemic. The district has had academic gains across the board\, many of which have outpaced other similar districts across the country\, and they have reached the pre-pandemic academic levels with regards to the outcomes on state testing. So that demonstrates that there has been some effort and some progress with regards to instruction and a path toward recovery. Despite those results\, we still know that the district overall has quite a lot of work to do to continue to improve. But we do want to name that those results that they’ve had thus far are not by accident. They are because of a concerted effort to provide targeted support. \n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/la-settlement/
CATEGORIES:Big Bets Working,Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2025/06/Untitled-design-22-e1758603710120.png
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260210T150000
DTEND;TZID=America/New_York:20260210T163000
DTSTAMP:20260404T065504
CREATED:20260120T071509Z
LAST-MODIFIED:20260318T042154Z
UID:254608-1770735600-1770741000@leo.gradelevelreading.net
SUMMARY:Designing for Connection: Powering Parents to Support Learning at Home and School
DESCRIPTION:
URL:https://leo.gradelevelreading.net/event/designing-for-connection/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2025/06/Untitled-design-22-e1758603710120.png
END:VEVENT
END:VCALENDAR