BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//LEO | Learning & Engagement Opportunities Network - ECPv6.15.3//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://leo.gradelevelreading.net
X-WR-CALDESC:Events for LEO | Learning & Engagement Opportunities Network
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20230312T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20231105T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230307T150000
DTEND;TZID=America/New_York:20230307T163000
DTSTAMP:20260404T035722
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230314T123000
DTEND;TZID=America/New_York:20230314T140000
DTSTAMP:20260404T035722
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:20260404T035722
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Kathryn-banner-part-II_615.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230321T123000
DTEND;TZID=America/New_York:20230321T140000
DTSTAMP:20260404T035722
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Horizons_DC_Program_0896-e1701110985675.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230321T150000
DTEND;TZID=America/New_York:20230321T163000
DTSTAMP:20260404T035722
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:20260404T035723
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Horizons_DC_Program_0450.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230330T150000
DTEND;TZID=America/New_York:20230330T163000
DTSTAMP:20260404T035723
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/We-are-MathTalk.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230404T150000
DTEND;TZID=America/New_York:20230404T163000
DTSTAMP:20260404T035723
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Casey-2016-BAL_1391.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230411T123000
DTEND;TZID=America/New_York:20230411T140000
DTSTAMP:20260404T035723
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Stock-1-e1689572659214.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230411T150000
DTEND;TZID=America/New_York:20230411T163000
DTSTAMP:20260404T035723
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/06/Blog-1-Tutoring-Image-1-e1689572800492.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230418T123000
DTEND;TZID=America/New_York:20230418T140000
DTSTAMP:20260404T035723
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/About-Communites-of-Practice-1-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230418T150000
DTEND;TZID=America/New_York:20230418T163000
DTSTAMP:20260404T035723
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/CASEYKINETIK2015_Tues00650.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230425T150000
DTEND;TZID=America/New_York:20230425T163000
DTSTAMP:20260404T035724
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/04/MO.StLouis.2021.2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230502T150000
DTEND;TZID=America/New_York:20230502T163000
DTSTAMP:20260404T035724
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/dunbar-friday_0066-e1701054808318.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230509T123000
DTEND;TZID=America/New_York:20230509T140000
DTSTAMP:20260404T035724
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Stock-5-e1689570468326.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230509T150000
DTEND;TZID=America/New_York:20230509T163000
DTSTAMP:20260404T035724
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/stock-4-e1689570715238.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230516T123000
DTEND;TZID=America/New_York:20230516T140000
DTSTAMP:20260404T035724
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
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/04/shutterstock_1352058026.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230516T150000
DTEND;TZID=America/New_York:20230516T163000
DTSTAMP:20260404T035724
CREATED:20230525T065138Z
LAST-MODIFIED:20230824T190454Z
UID:240248-1684249200-1684254600@leo.gradelevelreading.net
SUMMARY:Third-Grade Retention: A Conversation about Adult Accountability and Student Outcomes
DESCRIPTION:“Creating the sense of urgency as the impetus for systems change is really an interesting motivator\, especially as we think about this against our most recent experience and context – we and the whole system\, we’re adapting in the midst of a crisis.” \n\n\n\n\n\n\n\n\n\n\nGloria Corral of the Parent Institute for Quality Education (PIQE) offered the above reflection on the purpose of third-grade retention policies as she moderated this GLR Learning Tuesdays session\, Third-Grade Retention: A Conversation About Adult Accountability and Student Outcomes\, exploring recent state-level policy shifts around student retention. \nAmber Arellano\, MPP\, of The Education Trust-Midwest described the policy shifts in Michigan. “I think that the theory of action was that there was a lack of urgency around change\, and not a lack of expertise\, or capacity\, or other challenges. And so\, because of that\, the legislation was passed but there was not an accompanying comprehensive statewide strategic plan…about things like delivery systems for professional development\, things like how to inform and engage families and parents around the new policy\, tutoring programs\, extended learning— just the whole spectrum of the kinds of strategies that could work to really boost reading outcomes.” As a result\, “many people felt that the retention piece was a punishment to them\, because they didn’t have the capacity\, in some cases the expertise either\, but often the capacity that they felt like they needed to be able to rise to this occasion and rise to the demands of the new law.” Without this structure in place\, Michigan didn’t see statewide or even county-wide gains and the student retention part of the policy was repealed. \nMeanwhile in Mississippi\, the policy was much more effective\, and students showed gains. For Kymyona Burk\, Ed.D.\, of ExcelinEd\, the important thing Mississippi did was to develop a model. Burk explained with this example\, “This is how we were going to implement coaching\, and this is how we would do it — every time. We would get the feedback\, we would look at the data\, we would see if it was being effective\, and if it was\, then we were going to continue those practices.” \nWhy are some states seeing success and others aren’t? Marcus Winters\, Ph.D.\, of Boston University explained\, “It’s important to understand that there’s really large variation in these programs\, the rules under which these programs operate\, and how they’re implemented….There’s also variation in the interventions that come with retention.” Later he added\, “It definitely really has a lot to do with the context.” Erika Berry of TennesseeCAN explained the context in her state: “It is difficult at the moment to determine how Tennessee’s third-grade retention policy will impact student learning. There is good news in how it has changed human behavior. But preliminary estimates for the previous school year showed that 67% of third-graders went on to fourth grade not reading on grade level….So I’m hopeful but also concerned.” \nPatrick Lyons of the National Conference of State Legislatures described third-grade retention as another tool in the tool bag of legislators to solve the literacy problem. Panelists also made recommendations around: \n\nA commitment to delivery of support and services\nData collection and prevention prior to third grade\nAdolescent literacy interventions\n\nAll the panelists acknowledged a literacy problem in the country that needs to be addressed despite divergent experiences and evidence associated with third-grade retention laws. Burk reflected on how some might think that we shouldn’t have to have a law about retention:\, “The truth is we have to. This is the accountability piece.”
URL:https://leo.gradelevelreading.net/event/digital-access-and-telehealth-whats-working-what-are-the-challenges-and-what-are-the-opportunities/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/Stock-2-e1754637845509.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230523T150000
DTEND;TZID=America/New_York:20230523T163000
DTSTAMP:20260404T035724
CREATED:20230525T065824Z
LAST-MODIFIED:20230905T172454Z
UID:240257-1684854000-1684859400@leo.gradelevelreading.net
SUMMARY:Showing up Together: Learning and Attendance Go Hand in Hand
DESCRIPTION:“Every day matters. Instruction builds on the day before. If you miss a day\, you can have gaps in your learning. Attendance also helps you build relationships with your friends and your teachers and the staff at your school.” – Hortensia Hernandez\, Community School Coordinator\, Caldwell Idaho \nDuring this Learning Loss Recovery Challenge webinar\, “Showing Up Together: Learning and Attendance Go Hand in Hand\,” the Campaign for Grade-Level Reading showcased the importance and value of communities of all types launching their own attendance awareness campaigns and partnering with schools and families to identify and address barriers to children getting to school every day. \nModerated by Hedy Chang\, executive director of Attendance Works\, the lively panel conversation began with data showing the extraordinary increase in chronic absence and research showing how kindergarten chronic absence contributes to a literacy gap in third grade and affects learning outcomes in middle school and beyond\, especially for economically challenged children. She encouraged participants to find out about the proven strategies backed by research in the updated\, Attendance Playbook\, developed by FutureEd and Attendance Works. \nGisela Ariza\, associate director of programs for Attendance Works\, discussed the nonprofit’s 11th annual Attendance Awareness Campaign (AAC). This year’s theme\, Showing Up Together\, communicates the critical need for building and sustaining trusting relationships among students\, families and educators. Ariza encouraged taking advantage of the AAC’s many resources\, including its website\, social media materials\, webinar series and Count Us In Toolkits.  \nRosie Grant\, executive director of the Paterson Education Foundation\, shared how Paterson\, New Jersey\, initially became involved in keeping kids in school to end the school-to-prison pipeline. Her organization and its partners raised awareness about the importance of daily attendance through banners stretched across roadways\, an attendance video featured in movie trailers and social media. Paterson also established school attendance teams as well as mentors to build relationships with chronically absent students. Sadly\, the reductions achieved were lost during the pandemic. Paterson is now re-launching its attendance improvement efforts informed by insights from parent focus groups. Parents shared challenges with inadequate transportation\, conflicting school start times\, screen time distraction and the lack of clear protocols for when to keep children home or send them to school when they have minor illness. \nHortensia Hernandez\, a community school coordinator for Idaho’s Caldwell School District\, shared a video\, in English and Spanish\, on reasons why daily attendance is important. The video ensures a consistent message is heard throughout the community. Principal leadership helps encourage attendance\, as does championship by community leaders. Hernandez encourages establishing relationships not just with teachers but with someone a student and families trust — a coach\, custodian\, security guard or nurse. Her experience also showed how the district’s investments in community schools have been critical to helping schools feel they have the capacity to tackle attendance. \nKen Livingston\, director of Get Delaware Reading at United Way of Delaware\, shared how when he was a community school coordinator\, he found the key was working with the parents and the surrounding community to understand and address barriers families face. Transiency and the lack of stable housing are particularly difficult at this time. Livingston is leveraging the power of United Ways to cultivate partners\, like Parent As Teachers\, to conduct home visits to students throughout the community. As he looks to the next year\, Livingston plans to be even more intentional about partnerships and personal relationships. Inspired by Caldwell\, he hopes to create a video that can help raise awareness and galvanize action in Delaware. \nChanging the trajectory of record-setting chronic absence is essential to recovery from the pandemic. It will require schools\, communities and families to join forces to rebuild a regular routine of attendance and address the challenges preventing students and families from getting to school.
URL:https://leo.gradelevelreading.net/event/learning-and-attendance/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/sendi-aut.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230530T150000
DTEND;TZID=America/New_York:20230530T163000
DTSTAMP:20260404T035724
CREATED:20230620T092058Z
LAST-MODIFIED:20250508T123025Z
UID:241258-1685458800-1685464200@leo.gradelevelreading.net
SUMMARY:Opportunities and Potential Pitfalls: State Expansion of Education Savings Accounts
DESCRIPTION:In this May 30\, 2023 GLR Learning Tuesdays webinar\, Opportunities and Potential Pitfalls: State Expansion of Education Savings Accounts\, we created a forum for thoughtful and nuanced conversations to go beyond the headlines and the contention on a controversial policy\, Education Savings Accounts (ESAs). Our goal was to understand the opportunities and implications of this rapidly expanding policy for children from economically challenged families. It is incredibly important to explore controversial topics and understand all sides of an issue through thoughtful and balanced discussion\, and this week’s session gave us the chance to do just that.\n\nESAs give families access to public per-pupil funds that can be used to pay for tuition to private schools\, homeschooling supplies\, curriculum materials\, online learning\, tutoring support\, etc. Proponents of school choice see this as a necessary way to allow students to learn in the setting that works best for them\, and skeptics see this as a disinvestment in public school systems at a time when they need as much support as possible. Moderator Teree Caldwell-Johnson of Oakridge Neighborhood Services in Des Moines\, Iowa\, asked Ben DeGrow of ExcelinEd to launch the discussion by further defining what ESAs are and why ExcelinEd thinks they are an important strategy. He introduced the ESA definition this way: \n“[ESAs are built on] the need to meet the individual needs of students by offering the widest range of possible opportunities…recognizing that no individual school can meet the need of every child\, so giving families the broadest access to opportunities…will ultimately help that individual child learn and thrive.” \nCaldwell-Johnson then engaged both proponents and skeptics in an informative discussion about the potential benefits and pitfalls and how the ESA policy plays out very differently from state to state. Kate Baker Demers of Children’s Scholarship Fund in New Hampshire shared stories of individual students and families for whom their “NH Education Freedom Account” allowed them\, for example\, to escape bullying or access a smaller school setting with more support or additional special education services. On the contrary\, Beth Davis of Save Our Schools Arizona Network shared how ESAs in Arizona took $300 million from the education budget in the first year with little to no oversight of taxpayer dollars ― noting that Arizona already has one of the lowest per-pupil investment in public education Joann Mickens of Parents for Public Schools (PPS) summed up why PPS stands for public schools over public funds being used for ESAs: \n“Public schools are open to everybody with any kind of disability. They’re open to anyone who speaks any language of any skin color of any geography within that school community. So public schools for us are always the answer.”
URL:https://leo.gradelevelreading.net/event/opportunities-and-potential-pitfalls-state-expansion-of-education-savings-accounts/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/About-Whats-Working-Change-1-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230606T030000
DTEND;TZID=America/New_York:20230606T163000
DTSTAMP:20260404T035725
CREATED:20230620T085630Z
LAST-MODIFIED:20230824T155606Z
UID:241251-1686020400-1686069000@leo.gradelevelreading.net
SUMMARY:Following the Science: Bilingualism as an Asset Supporting Early Brain Development
DESCRIPTION:“I think an important way to support educators and bilingual programs and all these issues we discussed today is to continue to make sure that we keep them visible in public conversation\, that they are not relegated to this fringe\, side movement. And one way to do this is to really share your experiences\, share your needs\, share your personal experiences as a bilingual\, as a bilingual educator\, because some are not aware of all the issues that this community is facing and the importance of mainstreaming bilingualism in ways that are beneficial.” – Viorica Marian\, Northwestern University \nLeigh Giangreco\, contributing journalist at Early Learning Nation Magazine\, moderated a dynamic conversation on bilingualism\, the brain\, English learners\, the science of reading and teaching literacy. \nBob Stechuk began the session by sharing what he described as “toxic” and “scenic” views of the state of bilingualism in the United States today\, as well as the work that UnidosUS and AVANCE have done to identify and address issues facing Latino families. Viorica Marian followed with a global overview of multilingualism\, brain development and the self. Next\, Martha Martinez talked about Sobrato Early Academic Language’s work in supporting emergent bilinguals and the science of reading. Finally\, Claude Goldenberg gave a historic look at bilingual programs in the United States and discussed approaches to teaching literacy to English learners. \n“The message that we’re pushing forward from us is that children are capable of dual language development. The home language is a resource. The old narrative that two languages are too many needs to be called out and done away with. Early bilingual development is super important\, and it’s much more than learning two languages. It’s about identity and identity formation\, it’s about families and connections between family members and generations. It’s about culture\, and it’s about learning\, and it’s also about whether children and families feel a sense of belonging.” – Bob Stechuk\, UnidosUS
URL:https://leo.gradelevelreading.net/event/following-the-science-bilingualism-as-an-asset-supporting-early-brain-development/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/04/IA.StoryCounty.2020.4.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230613T123000
DTEND;TZID=America/New_York:20230613T140000
DTSTAMP:20260404T035725
CREATED:20230530T113119Z
LAST-MODIFIED:20230824T162914Z
UID:240841-1686659400-1686664800@leo.gradelevelreading.net
SUMMARY:Learning Begins at Home: How Housing Agencies Can Support Attendance and Engagement in School
DESCRIPTION:“Housing agencies are uniquely positioned to reach out and address the challenges families face getting their kids to school.”– Hedy Chang\, Attendance Works \n\n\n\n\nIn this Peer Exchange Learning Conversation\, Learning Begins at Home: How Housing Agencies Can Support Attendance and Engagement in School\, panelists representing three Campaign for Grade-Level Reading 2023 Honor Roll Communities — Sarasota Housing Authority\, Florida; Fresno Housing\, California; and the Housing Authority of the City of Los Angeles (HACLA) — joined in a discussion moderated by Hedy Chang of Attendance Works. Panelists shared their perspectives and strategies for engaging children and families in education\, with special attention paid to reducing chronic absence. In the above statement\, Chang named the unique opportunity housing organizations have to make a difference for children and families as she shared data on recent increases in chronic absenteeism and outlined strategies for promoting regular attendance.  \nWhile describing Fresno Housing’s year-round investment in educational outcomes\, Mary Helen Caggianelli stated that “as a housing agency\, we have a vested interest in the success of our families\, and we have the ability to enhance learning experiences….We are positioned in a way to collaborate with community organizations and school districts that can lead to improved coordination of services for youth.” \nWilliam Russell of the Sarasota Housing Authority discussed the long-term partnership cultivated with the local school district. “Our kids are their kids\, and it benefits all of us — the entire community\, really — to work together\, to leverage one another and to help get kids into the classroom.” The ongoing data-sharing agreement they have negotiated together allows for student-level data to be considered jointly for modifications and for celebrations. \nNoting the many barriers to attendance families face\, such as safety\, transportation\, and health\, HACLA’s Jennifer Thomas discussed the critical nature of broad partnerships and investments\, highlighting digital access and connectivity as essential to move children and families forward. Acknowledging the importance of institutional partners\, she highly recommends agencies “recruit digital ambassadors” from their youth population and coordinate with residents themselves in doing the work to catalyze progress. \nAll three panelists’ housing organizations committed to future investments of funding and energy into education partnerships in a variety of ways\, including through providing recent grants (Fresno)\, developing long-term strategic plans (HACLA)\, and using data to influence planning and action on a regular basis (Sarasota). \nThe panelists discussed: \n\nthe importance of examining chronic absence data and using it to inform policy and practice;\nhow and why the represented housing authorities began to engage with local school districts around attendance\, family engagement and digital equity;\ntheir most effective strategies for advancing attendance and engagement\, including utilizing data-sharing agreements and partnering with residents themselves;\nthe impact of the pandemic on those strategies and ways to address those impacts; \ndigital equity and connectivity as essential elements; and\ntheir tips on how to begin the work.\n\nIn describing the Campaign for Grade-Level Reading’s position on housing as a platform for education\, Ralph Smith\, CGLR’s managing director\, asserted that “the leaders and staff of public housing communities around the country have learned quite a bit by working and walking with the families they serve. Their everyday close-up engagement with those families has provided them valuable experiences\, insights and perspectives\, and they need to be at the table\, in the conference room and many times at the forefront of the solution-finding process. And that is why CGLR listens to public housing leaders.” 
URL:https://leo.gradelevelreading.net/event/learning-begins-at-home-how-housing-agencies-can-support-attendance-and-engagement-in-school/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/Kathryn-banner-part-II_417.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230613T150000
DTEND;TZID=America/New_York:20230613T163000
DTSTAMP:20260404T035725
CREATED:20230530T054232Z
LAST-MODIFIED:20230824T164147Z
UID:240781-1686668400-1686673800@leo.gradelevelreading.net
SUMMARY:Nurture Connection: The Movement for Early Relational Health
DESCRIPTION:“Early relational health creates a necessary footing for young children to optimally learn and engage in the world around them. It helps children to cultivate relationships throughout their life. It lays the foundation for early brain development that helps to support learning and behaviors into adulthood. It’s foundational. Early relationships shape the well-being of both the child and the caregiver and there’s this dynamic\, dyadic two-way natured relationship about early relational health that affects both generations\, and it creates health for every aspect of that dyad.” — Dayna Long\, MD\, Benioff Children’s Hospital. \nIn this GLR Learning Tuesdays Partners webinar\, Nurture Connection: The Movement for Early Relational Health\, the Campaign for Grade-Level Reading (CGLR) was honored to host leaders of Nurture Connection\, the newly launched national network committed to promoting early relational health (ERH).  Nurture Connection supports strong\, positive\, and nurturing early relationships for every family to build healthier\, more connected communities. \nModerated by Dr. David Willis\, senior fellow with the Center for the Study of Social Policy\, the panel was comprised of local and national leaders and funders of the Nurture Connection movement including clinicians\, family network leaders and programmatic leaders. Dr. Willis provided an overview of ERH\, noting the importance of social connections and the paradigm shift needed in clinical practices to partner with families and communities to promote relational health. \nDr. Dayna Long of Benioff Children’s Hospital provided an overview of Nurture Connection\, including the vision\, mission and goals\, and explained how families are at the center of the movement. Bringing her perspective as a practicing pediatrician and mother of three boys\, Long noted that the power of healing relationships is one of the things she appreciates most about the movement.  Long also shared that Nurture Connection is developing a policy agenda to promote ERH across systems at the national\, state and local levels.  \nTwo leaders from Nurture Connection’s Family Network Collaborative\, Claudia Aristy with Children of Bellevue and Tish MacInnis with the Alabama Partnership for Children\, shared their experiences working with families and how they are helping to transform systems within their communities and within the state of Alabama.  \nAristy shared her experience working with Latinx and immigrant families through the Reach Out and Read program. Aristy shared how the Family Network Collaborative of Nurture Connection has created the space to bring the voices of parents and caregivers to the forefront of the movement. She explained how families have been engaged\, noting that as facilitators they bring research to families and sometimes need to translate the academic language or research questions into “living room language” and other languages such as Spanish for their family leaders. These efforts are the essential building blocks to maintaining relationships with families.   \nTish MacInnis of the Alabama Partnership for Children provided a close-in look at how the statewide network is engaging families virtually. Clearly evident was the respect for the diversity of family composition — single parent\, mom or dad headed\, grandparents\, two parents and more. Noting the dedication of the parents and caregivers served\, especially during the isolation of the pandemic\, MacInnis shared that parents lobbied to increase the frequency of their virtual gatherings from monthly to weekly. Parents are hungry for knowledge and are given opportunities to enroll in specific curriculum trainings. She noted that showing up and building relationships are critical to working with families. \nAllison Logan of Logan Consulting & Partners\, LLC\, brought the perspective of a place-based model supporting ERH. Logan was the former Executive Director of Bridgeport Prospers in Bridgeport\, Connecticut. She shared how the initiative was formed and details about the Baby Bundle program. The program engaged parents in developing the model that provides prenatal to age 3 resources such as health navigators\, developmental screening\, doulas and more recently universal home visiting for all families.    \nCarly Roberts of the Overdeck Family Foundation provided commentary on the models discussed and on Nurture Connection. She shared why this work is especially important to the Foundation and their goals to support the early development of young children. Roberts stressed the importance of deeply listening to families and challenged webinar participants to consider how to bring the concepts of Nurture Connection to life in their own communities and work.  \nThe panel emphasized the importance of changing paradigms within systems to engage families and help to support the development of these most critical early relationships. Audience members were invited to join Nurture Connection and become part of the movement.  \n“The Nurture Connection work is really an all-in strategy for everybody. Hearing relationships matter\, connection matters\, countering isolation at every level starting prenatally and forward.” — David Willis\, MD\, FAAP 
URL:https://leo.gradelevelreading.net/event/nurture-connection-the-movement-for-early-relational-health/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/Stock-8-e1771881077615.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230620T123000
DTEND;TZID=America/New_York:20230620T140000
DTSTAMP:20260404T035725
CREATED:20230530T112949Z
LAST-MODIFIED:20240530T181147Z
UID:240838-1687264200-1687269600@leo.gradelevelreading.net
SUMMARY:Kindergarten as a “Sturdy Bridge”: Place-Based Investments
DESCRIPTION:Swati [Adarkar\, Deputy Assistant Secretary for Policy and Early Learning] really called out two key transitions — the transition into kindergarten and then transition from kindergarten into first grade. When those transitions and those systems are so misaligned or disjointed\, it puts an extra burden on families because they’re not just trying to align to one system. They’re trying to align to different systems that are themselves disjointed\, and it just creates additional barriers for families.” \n\n\n\n\n\n\n\n\nIn this Funder-to-Funder Conversation\, Kindergarten as a “Sturdy Bridge”: Place-Based Investments\, Vivian Tseng\, Ph.D.\, of Foundation for Child Development offered the above reflection while moderating a conversation with philanthropic leaders as they discussed their investments to support children’s learning and development along the birth through third grade continuum.  \nJonathan Hui provided an overview of The Kresge Foundation’s investments in the Marygrove Campus\, a 53-acre cradle-to-career effort where area residents can access high-quality early learning\, K–12 public education and postsecondary opportunities with aligned two-generation supports and services.  \nBarbara Reisman described how the Maher Charitable Foundation began its work in education by investing in development of high-quality early learning facilities in low-income New Jersey cities. But the foundation quickly shifted to an advocacy focus to ensure all young children in the state had access to high-quality PreK learning opportunities as poverty has moved into more suburban communities. \nKarla Ruiz\, MAP\, provided an overview of Sobrato Philanthropies’ English Learner Program\, which is driving systems change statewide in California. The program also is supporting utilization of Sobrato Early Academic Language (SEAL) professional development to ensure that PreK–12 educators are equipped and empowered to deliver rigorous language learning to students who speak a language other than English in the home — a population that represents 60% of students across the state. \nJymil Thompson described how the John and Janice Wyatt Foundation was boosting kindergarten readiness in three geographic areas across Northern Virginia and Maryland. The foundation is investing in PreK pilots in public schools\, delivering resources and professional development to community-based early learning providers\, and connecting families with programs to support learning at home.  \nThe panelists discussed the various roles that funders can play\, including investments in: \n\nHigh-quality early learning facilities;\nFamily engagement efforts that bring diverse cultures and languages into K–12 systems;\nCommunity engagement and listening to ensure that programs and investments reflect and are informed by students\, families and community-based providers;\nProfessional development for educators\, including joint training between early learning and early grades educators;\nAdvocacy to ensure early learning educators are compensated at levels commensurate with the important roles they play; and\nAdvocacy for greater public investment in PreK and early learning. 
URL:https://leo.gradelevelreading.net/event/kindergarten-as-a-sturdy-bridge-place-based-investments/
CATEGORIES:Funder-to-Funder Conversation,Past Event,Readiness,Reading & Math
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/ReadySetSoar2112-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230620T150000
DTEND;TZID=America/New_York:20230620T163000
DTSTAMP:20260404T035725
CREATED:20230716T183559Z
LAST-MODIFIED:20240530T181201Z
UID:242276-1687273200-1687278600@leo.gradelevelreading.net
SUMMARY:Strengthening Kindergarten to Improve PreK-3rd Grade Experiences
DESCRIPTION:“The vast majority of people in our school communities want to create equity oriented educational systems. When we put the pieces together we create the conditions to act. This joyful\, developmentally appropriate aligned equity focus\, early learning and elementary continuum. The results are incredibly hopeful.” \nAnya Hurwitz\, Ed.D.\, of Sobrato Early Academic Language offered this insight during this GLR Learning Tuesdays session\, Strengthening Kindergarten to Improve Children’s PreK-3rd Grade Experiences. She shared her dream that “When we truly ground [our efforts] in assets\, in seeing children for all of their potential across their multiple languages\, cultures\, and worlds and seeing teachers for all their potential\,” we create a stronger kindergarten and a stronger PreK through third grade experience. \nThe panelists were asked what a well-aligned\, joyful and developmentally informed PreK through third continuum means for dual language learners\, children with disabilities and children from families with low incomes. Gloria Corral of the Parent Institute for Quality Education explained it this way\, “children’s ability to thrive is based on their ability to feel welcome\, for their families to feel welcome\, for their culture and the community to be valued….Seeing the community and the family as an asset meaning they have different stories\, they have different contacts\, they have different cultures perhaps — there’s richness in that.” And finally that we must “see families as an integral part of the learning that happens at school and those 18 hours outside of school.” For Shantel Meek\, Ph.D.\, of the Children’s Equity Project of Arizona State University\, there are five dimensions where they focus their work — access to early intervention and preschool special education\, identification of needs\, quality of services\, discipline\, inclusion and receiving services in a general education setting. About this work\, Meek says\, “there are some really clear\, established inequities that we have seen\, that have been consistent in services and systems for kids with disabilities in the K–12 system or the PreK–12 system.” \nFor the panelists there is much work to be done\, but this is a hopeful space. Meek explains this hope saying\, “Things are complex. Yes\, we know that there is a divide between what we know and what we’re doing right. This is not an intractable problem…and so there’s hope in that\, and hope that we can choose to do better and use the information we have to really align practice and policy.” \nThis was the sixth and final 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/strengthening-kindergarten-to-improve-prek-3rd-grade-experiences/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/SummerLearning-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230627T150000
DTEND;TZID=America/New_York:20230627T163000
DTSTAMP:20260404T035725
CREATED:20230716T063206Z
LAST-MODIFIED:20230824T190054Z
UID:240846-1687878000-1687883400@leo.gradelevelreading.net
SUMMARY:Technology-Assisted Teaching and Learning: Continuing the Conversation
DESCRIPTION:In this GLR Learning Tuesdays webinar\, Technology-Assisted Teaching and Learning: Continuing the Conversation\, we revisited a session from early 2021 when school district leaders discussed how they were using specific education technology (EdTech) tools to sustain and deepen learning while schools were still largely operating virtually or in hybrid models. In this week’s session\, we rejoined with the EdTech leaders from the 2021 session\, along with their district partners\, to reflect on how high-tech and high-touch solutions have been and are being deployed to enable a rapid and large-scale response to accelerate learning. \nSuperintendent Diego R. Ochoa of the San Mateo-Foster City School District in California shared how the EdTech tool\, Footsteps2Brilliance\, supporting early literacy\, helps him easily and quickly get a snapshot that tells him how students throughout his large district are progressing:  \nOne of the most powerful components of Footsteps2Brilliance is my ability\, as a superintendent\, to pull a report every day that tells me who is using the program and for how many minutes\, what components of the program they’re using\, how much stamina they have in the program\, and then what their comprehension is at the end of the use of the program.   \nModerator Kevin P. Chavous of Stride facilitated an engaging discussion among panelists who shared background on three EdTech tools — Footsteps2Brilliance\, BookNook and DreamBox — and how they have been able to customize the use of these innovative tools by listening to the needs of district administrators and educators. District leaders emphasized that the technology tools are a complement to quality instruction that work when teachers are provided with comprehensive professional learning and opportunities to collaborate. All panelists agreed that relationships and human connection are essential to making EdTech effective in achieving the impactful results they have seen. Driving home the importance of relationships by referring to the adults working with students as “learning guardians\,” Jessie Woolley-Wilson of DreamBox shared how their EdTech leaders approach school and district leaders to make the tools work:  \nWe ask them what their problems are\, because the solutions are in technology. The answer is the relationship between the learning guardian and the technology. So we ask\, what their problems are. We ask where they’ve seen some success. And then we try to meet them where they are. So while our technology is intelligently adaptive\, we try to make our partnership with districts intelligently adaptive as well. 
URL:https://leo.gradelevelreading.net/event/technology-assisted-teaching-and-learning-continuing-the-conversation/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/CASEYKINETIK2015_Thurs00213.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230711T150000
DTEND;TZID=America/New_York:20230711T163000
DTSTAMP:20260404T035725
CREATED:20230716T221835Z
LAST-MODIFIED:20230824T160726Z
UID:242287-1689087600-1689093000@leo.gradelevelreading.net
SUMMARY:From Reading First to Reading Legislation With Shanker Institute
DESCRIPTION:“One of the things that we learned is that every state is different\, and every state has different abilities and different infrastructure. And what we recognize is that states needed greater flexibility\, they know their audience well\, and they really needed to have the flexibility to say what is appropriate for their individuals and their families.” — Susan B. Neuman\, Ed.D.\, Professor\, NYU  \n\n\n\n\n\n\n\n\n\n \n\n\n\nThis GLR Learning Tuesdays conversation\, From Reading First to Reading Legislation With Albert Shanker Institute\, moderated by Suzanne Mineck\, former President of the Mid-Iowa Health Foundation\, kicked off with the expertise and experience of Susan B. Neuman\, former U.S. Assistant Secretary of Elementary and Secondary Education. Neuman discussed the encouraging motivations behind Reading First’s federal initiative to provide core reading instruction and support for struggling schools\, as well as what pitfalls came about\, such as the inefficacy of a federal initiative for local issues or the need to recognize parents and guardians as key players in children’s education. Mary Cathryn Ricker of the Albert Shanker Institute then explained the Institute’s ongoing commitment to the science of reading\, and how that coupled with learning loss from the COVID-19 pandemic spurred the forthcoming comprehensive literacy legislation study. This was followed by a conversation with Neuman\, Ricker\, Kayla Reist\, and Esther Quintero\, both of the Albert Shanker Institute\, covering the motivations and methodology of their study\, hopes for the future\, and bright spots they found during their research.   \n“This is critically important to [legislators]\, and I actually take that as a message to students\, their families and educators\, and the whole community of caring so much that we are going to do something about it to support you. There are legislative bodies that have done a lot of work. There are some who have taken first steps there\, some will have taken a couple of first steps\, and we are encouraging them to keep going again. The complexity of supporting education\, teaching and learning as a whole system is going to take a lot of effort\, and there isn’t just one bill that is going to magically support all of teaching and learning. I think we take this as an example that legislatures have found this to be of statewide importance\, and that is why they are perhaps working alongside their historic respect for local control.” — Mary Cathryn Ricker\, Executive Director\, Albert Shanker Institute 
URL:https://leo.gradelevelreading.net/event/from-reading-first-to-reading-legislation-with-shanker-institute/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Stock-6-e1773808043768.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230717T123000
DTEND;TZID=America/New_York:20230717T140000
DTSTAMP:20260404T035725
CREATED:20230721T185117Z
LAST-MODIFIED:20250503T064204Z
UID:242584-1689597000-1689602400@leo.gradelevelreading.net
SUMMARY:Gratitude & Appreciation: Public Television Partners With CGLR
DESCRIPTION:“It is midnight in our world today and the media landscape is cluttered with divisive\, uninspiring content. Much the same as it was more than 60 years ago when Dr. Martin Luther King Jr. first gave his Knock at Midnight sermon and the late great Newton Minnow gave his Vast Wasteland speech. So it is especially gratifying when public media is recognized for the light that we provide by the people we admire\, by the organizations that answer the figurative knock at midnight and consistently keep fresh the bread of love\, faith and hope.”– David Lowenstein\, Senior Director Ready To Learn\, PBS KIDS. \n\n\n\n\n\n\n\n\n\n\nOur kick off to GLR Week 2023 began with Gratitude and Appreciation: Public Television Partners With CGLR\, recognizing the contributions and partnership with public television and media. This appreciation video opened the session and was followed by remarks from CGLR Managing Director Ralph Smith. Smith noted how important the partnerships with public television have been across CGLR’s national network. \nPamela Johnson with the Corporation for Public Broadcasting\, David Lowenstein with PBS KIDS and Patrick Butler with America’s Public Television Stations responded to both the video and Smith’s remarks\, noting their appreciation for the longstanding partnership with CGLR. \nThe panel conversation moderated by Jamila Smith with the U.S. Department of Education highlighted the efforts in three communities and states that are implementing the Ready To Learn Initiative funded by the U.S. Department of Education. Panelists included Mouna Algahaithi with PBS Wisconsin\, Cathy Cook and Gina Masciola with WQED Multimedia in Pittsburgh\, Miriam Mendoza with Austin PBS\, Shelley Pasnik with Education Development Center and Kierstan Schwab with Texas PBS. They each shared how their organizations are working in neighborhoods\, communities and statewide to provide engaging content for  children and the adults in their lives. This two-generation approach\, a hallmark of Ready To Learn\, supports early learning by providing high-quality programming for children and parents\, and professional development for caregivers\, educators and out-of-school providers. Shelley Pasnik shared some of the research that demonstrates the success of using high-quality media to support children’s learning. \nThe panelists all agreed on the importance of taking time to build trust\, use an active listening approach and co-design their models with families and local and statewide partners. \nDuring the session\, participants were encouraged to post their stories\, memories and thoughts about how public television has impacted their families\, their own lives\, and the lives of the people they serve. A message from the Padlet sums up the importance of public television: “It allowed me to see people that looked and interacted like me.”
URL:https://leo.gradelevelreading.net/event/public-tv/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/CASEYKINETIK2015_Thurs00371-e1698245893340.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230717T150000
DTEND;TZID=America/New_York:20230717T163000
DTSTAMP:20260404T035726
CREATED:20230721T193738Z
LAST-MODIFIED:20230824T154247Z
UID:242616-1689606000-1689611400@leo.gradelevelreading.net
SUMMARY:Building on Common Ground: A Governor’s Conversation
DESCRIPTION:“When I’m talking about child poverty\, there’s not a Republican or a Democratic way of dealing with it. When we’re talking about creating educational supports for kids\, there’s not a Democratic way of educating kids and a Republican way of educating kids. Follow the data. Follow the things that are making sense and then…take and utilize the state budget and the state bully pulpit in order to make those things available for more students.” – Gov. Wes Moore\, Maryland \n\n\n\n\n\n\n\n\n\n\nIn this GLR Week 2023 session\, Building on Common Ground: A Governor’s Conversation\, the Campaign for Grade-Level Reading launched a new series of conversations exploring areas of broad voter support that can be leveraged to secure bipartisan “wins” to advance children’s early school success. This first session featured a conversation with Maryland Governor Wes Moore\, a Democrat. In future sessions\, we will have the chance to hear from other elected officials from both sides of the aisle.  \nThe session began with a conversation with the moderator John Gomperts and Governor Moore as he shared insights from his early efforts to secure bipartisan support for proposals in his first year in office\, including record investments in education. Governor Moore stressed the importance of building relationships — with elected officials on both sides of the aisle and with voters across the state — and incorporating their thoughts and perspectives into decisions and proposals. He explained how he led with data to make the case for his proposals with voters and state legislators — including data on the science of early brain development and its impact on children’s school readiness and data on child poverty and policies such as the Child Tax Credit and Earned Income Tax Credit.  \nAfter this opening conversation\, John Gomperts engaged a panel of education leaders — including Denise Forte of The Education Trust\, Seth Gerson of National Governors Association (NGA)\, Lucy Berrier Matheson of The Hunt Institute\, and Martin West of Harvard Graduate School of Education and Education Next — in a discussion about what they heard from Gov. Moore and where they see potential for bipartisan action.   \nProfessor West shared highlights from Education Next’s 2022 public opinion survey\, noting that while the survey did find widening partisan rifts\, differences on education policy remain relatively muted in comparison with other issue areas. He shared examples of where divides were widening on issues such as support for teachers unions and where divides were emerging on issues such as charter schools. He also pointed to the rise of new issues\, including COVID-response\, where there is significant partisan disagreement.   \nLucy Matheson offered highlights from Hunt’s Across the Aisle survey report\, which found strong voter agreement on education issues such as school safety/anti-bullying\, teaching focused on real-world skills\, student mental health\, and efforts to address learning loss and advance early literacy.   \nThe panelists discussed the importance of lifting up examples of success in other states and using data to make the case for bipartisan action and of thinking holistically to address early school success. Seth Gerson noted that finding common ground is at the center of much of the work at NGA and shared that Utah Governor Spencer Cox will be leading a “Disagree Better” Initiative over the coming year as he serves as NGA Chair. Denise Forte reminded the group that efforts to find common ground do not preclude a commitment to social justice and equity\, encouraging leaders to look for agreement on the outcomes and goals they are seeking first and then build a bipartisan policy to achieve that shared goal. She pointed to the bipartisan focus on the Science of Reading in a growing number of states as an example.   
URL:https://leo.gradelevelreading.net/event/building-on-common-ground-a-governors-conversation/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Screenshot-102-e1689969133613.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230718T003000
DTEND;TZID=America/New_York:20230718T020000
DTSTAMP:20260404T035726
CREATED:20230721T191446Z
LAST-MODIFIED:20240118T222914Z
UID:242613-1689640200-1689645600@leo.gradelevelreading.net
SUMMARY:What Happens (or Doesn't Happen) in One Generation Affects the Next: Two-Gen Strategies for Alleviating Poverty
DESCRIPTION:In this GLR Week 2023 session\, United Way Worldwide\, Ascend at the Aspen Institute and CGLR engaged a powerhouse of national and local leaders\, including Ralph Smith of CGLR; Ayeola Fortune of United Way Worldwide; Camille Busette of the Brookings Institution and the Race\, Prosperity\, and Inclusion Initiative; Marjorie Sims of Ascend at the Aspen Institute; Becca Bice of United Way Greater Austin; and Amy Weber of United Way of Greater Cincinnati. Mission aligned around an aspiration for children and families that envisions an intergenerational cycle of opportunity\, the panelists discussed two-generation (2Gen) strategies — an approach to achieving improved outcomes for families by intentionally working with both the children and the adults in their lives simultaneously. \nBrookings offered up a new framing for consideration for our work around poverty — one that seeks well-being as a human right and challenged the audience to invest in transformative change. Ascend shared their theory of change\, data and evidence to support the approach\, outlining the core components of a 2Gen approach: Education\, Economic supports\, Social capital and Health and well-being. Serving in the role of catalysts\, leaders and champions for CGLR’s work and Aspen’s 2Gen Network\, the United Ways of Austin and Cincinnati described how they have contextualized 2Gen approaches in their respective communities and shared insights on the internal systems and the policies/processes needed to support this work. \nScience and experience affirm that the development of children is inextricably linked to parents and caregivers. This session explored how communities are integrating services for primary caregivers and their children to achieve better outcomes. By serving both generations together\, more children and their parents are moving toward educational success and economic security.
URL:https://leo.gradelevelreading.net/event/what-happens-or-doesnt-happen-in-one-generation-affects-the-next-two-gen-strategies-for-alleviating-poverty/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Family-Well-Being.png
END:VEVENT
END:VCALENDAR