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DTSTART;TZID=America/New_York:20230418T150000
DTEND;TZID=America/New_York:20230418T163000
DTSTAMP:20260404T134055
CREATED:20230713T023325Z
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SUMMARY:Building a Parent-Centered Ecosystem for Out-of-School Learning
DESCRIPTION:“We believe that it is whole\, healthy\, functioning communities that produce whole\, healthy\, functioning individuals.” – Gevonee Ford\, Executive Director\, Network for the Development of Children of African Descent \nIn this Learning Tuesdays Learning Loss Recovery Challenge Webinar\, Building a Parent-Centered Ecosystem for Out-of-School Learning\, our panelists introduced  models that help produce the healthy\, functioning communities Gevonee Ford notes above. \nModerated by Arthur Affleck of the Association of Children’s Museums\, the conversation opened with Siobhan O’Loughlin Reardon sharing CGLR’s vision for how to create an ecosystem to support out-of-school learning\, which panelists referred to as they shared more about their individual programs. Institutions are investing time and staff resources to build relationships with parents and communities that traditionally have been disconnected from them; to offer learning opportunities that parents desire for their children (e.g.\, school readiness preparation); and to develop creative learning experiences (e.g.\, through technology\, playful learning\, drama). The institutions also are strengthening connections with community leaders\, organizations\, agencies\, and service providers that are important to parents and children in economically challenged communities. \nA panel of leaders then shared how they are working to strengthen the institutions that serve children and families. Rachel Stine of Book Harvest shared the multiple ways their programming gets books into the hands of children and families from birth to early elementary age throughout the communities they serve. These books support parents creating learning-rich environments at home. Patti Miller of the Clinton Foundation’s Too Small to Fail (TSTF) program provided an overview of the multiple ways TSTF is investing in the everyday places and spaces in communities\, such as laundromats\, playgrounds\, public transit\, grocery stores and clinics. Miller noted that the most creative approaches have come from partners who are implementing models in communities. Meeting the challenge of reaching Iowa’s 99 counties was described by Connie Beecher\, Ph.D.\, with Iowa State University Extension. Extension adapts models for the rural places and spaces that may not have similar cultural amenities that mid-sized and larger communities enjoy. Gevonee Ford with the Network for the Development of Children of African Descent ( NdCAD) provided an overview of the two-generation family literacy model that is nested in strengthening the cultural connections within the community. Jill Pereira with United Way of the Greater Lehigh Valley brought the perspective of a GLR community that has fully embraced the ecosystem model and is implementing programming throughout the community. \nCGLR envisions an ecosystem that supports children’s learning in a wide range of out-of-school environments The panel had a rich discussion about CGLR’s vision for that kind of an ecosystem and provided input on how to strengthen the model. The ecosystem challenges all of us to see the community as a continuous learning opportunity for children. Affleck noted\, “Sometimes we minimize the work we do in communities and see ourselves as the informal education system\, as if that diminishes the power and impact that we have and can have. And in some communities\, we haven’t taken ownership of that role.”
URL:https://leo.gradelevelreading.net/event/building-a-parent-centered-ecosystem-for-out-of-school-learning/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230425T150000
DTEND;TZID=America/New_York:20230425T163000
DTSTAMP:20260404T134055
CREATED:20230713T032000Z
LAST-MODIFIED:20230824T154626Z
UID:241836-1682434800-1682440200@leo.gradelevelreading.net
SUMMARY:Community Engagement Initiative: A Framework for Sustainable\, Systemic Change
DESCRIPTION:“In our language\, it explains who should be at the table with us\, and it’s very clear. It’s specific that we need district leadership\, county office leadership\, students\, families\, parents\, community partners\, certificated staff\, classified staff. This created the space and opportunity so that everyone can be a part of transforming their local context.”  – Steven Sterling Mitchell\, CCEE  \n\n\n\n\nIn this GLR Learning Tuesdays session\, Community Engagement Initiative: A Framework for Sustainable\, Systemic Change\, Vito Borrello\, Executive Director of NAFSCE\, moderated an enlightening conversation about an innovative community engagement effort in California. He was joined by:  \nSpeakers \n\nYolie Flores\, CEO & President of Families in Schools\nJan Gustafson-Corea\, CEO\, California Association for Bilingual Education\nRobin McIver Brown\, Ed.D.\, Leadership and Outreach Department Director\, San Bernardino County Superintendent of Schools \nSteven Sterling Mitchell\, Assistant Director of Community Engagement and System of Support\, California Collaborative for Educational Excellence \n\nCommentators \n\nYolanda Brown\, Parent/Community/McKinney Vento/Foster Care Liaison\, Northridge Academy in Flint\, MI and Pontiac Academy for Excellence in Pontiac\, MI \n\nEddie Koen\, President\, Institute for Educational Leadership  \n\n\nYolie Flores and Steven Sterling Mitchell shared background about the top-down and bottom-up approach that led to Community Engagement Initiative (CEI)\, bringing together voices from the community\, the state and other organizations. Jan Gustafson-Corea shared how the dual capacity framework guides the initiative’s work\, with the end goal of meaningfully engaging communities. Robin McIver Brown talked about the scalability of this model\, as well as the mindset and importance of bringing folks to the decision-making table who would not otherwise be there. Next\, commentators Yolanda Brown and Eddie Koen shared their expert perspectives on CEI and discussed the potential and importance of this work nationwide.   \n“This mindset has a compassion and a heart and a skill to build relationships that are really critical to infuse into a district system\, to impact the mindsets and change the views of which communities should come to the table to make decisions in the best interests of the students.”  – Robin McIver-Brown\, Ed.D.\, SBCSS 
URL:https://leo.gradelevelreading.net/event/community-engagement-initiative-a-framework-for-sustainable-systemic-change/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230502T150000
DTEND;TZID=America/New_York:20230502T163000
DTSTAMP:20260404T134056
CREATED:20230712T202145Z
LAST-MODIFIED:20250916T194508Z
UID:241794-1683039600-1683045000@leo.gradelevelreading.net
SUMMARY:Leaning into Community-Wide Learning: What It Takes and Where It’s Happening!
DESCRIPTION:This GLR Learning Tuesdays webinar\, Leaning Into Community-Wide Learning: What It Takes and Where It’s Happening!\, was a follow-on conversation to our April 18 session\, Building a Parent-Centered Ecosystem for Out-of-School Learning\, which focused on program models that support learning in everyday places and spaces. The May 2 session shifted to a focus on community-wide coordinated systems that create networked learning opportunities throughout a city\, county or region. We had the chance to learn about the partnerships and collaboration that give children the chance to learn anywhere\, everywhere and all the time in Philadelphia\, Pennsylvania; Tacoma and Pierce County\, Washington; and the Suncoast\, four-county region in Florida. Three leaders of “backbone” organizations coordinating multiple partners and initiatives in these communities helped us get a clear picture of what community-wide learning looks like on the ground. Jenny Bogoni of Read By 4th at the Free Library of Philadelphia shared:  \nWhat we are doing to transform our public spaces is to make sure our communities are activated to support learning everywhere families go. And then in our public system space\, we’re looking at making sure our systems are designed in just and equitable ways and programs are aligned with the latest research and science around how a child learns to read. Powering all of that is the work of our backbone office of Read By 4th. So when we are trying to pull these things together\, we’re thinking about\, how are we building partnerships and convening people across these areas? \nAfter inspirational opening remarks by CGLR’s Auerbach-Berger Senior Fellow and leader of the Everyday Places and Spaces Initiative Siobhan O’Loughlin Reardon\, moderator Bonnie Howard of CGLR engaged Bogoni in an informative discussion with Tanya Durand of Greentrike in Tacoma/Pierce County\, Washington\, and Beth Duda of Suncoast Campaign for Grade-Level Reading and The Patterson Foundation in Florida. They discussed efforts to enlist various sectors throughout their communities\, such as transportation\, parks and more\, in the work to make learning happen everywhere a child may go throughout the day. \nHoward then engaged a panel of philanthropic leaders who expressed why and how they are investing in community-wide efforts to expand playful and informal learning-rich environments to ensure kids continue to learn during the 80% of their time not spent in school. Gregg Behr of Remake Learning and the Grable Foundation in Pittsburgh\, Pennsylvania\, expressed how a foundation needs to be innovative and take risks to best support successful community-wide learning efforts: \nOne of the things that we’ve learned over the years that’s been incredibly helpful\, and is supported by our trustees in brilliant ways\, is support for funds that allow organizations to take little bets. Maybe allow for a museum to work together with an out-of-school time organization in a new way\, or an early learning center to work with a design firm in a new way. Although some will fail\, there will be some incredible gems among these little bets that will then start to be the seeds for the spread of this sensibility around everyday places and spaces. Discretionary support for those little bets…is really critical from the funding side.
URL:https://leo.gradelevelreading.net/event/leaning-into-community-wide-learning-what-it-takes-and-where-its-happening/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230509T123000
DTEND;TZID=America/New_York:20230509T140000
DTSTAMP:20260404T134056
CREATED:20230704T130300Z
LAST-MODIFIED:20230824T161009Z
UID:241466-1683635400-1683640800@leo.gradelevelreading.net
SUMMARY:Get Delaware Reading's Strategies for Early School Success
DESCRIPTION:“Reading is the key to everything. I tell the students that if you read\, the world is yours. Reading is going to give them the foundation to become adults that love to read\, and that’s going to affect their family life\, their job and everything in the future.” –  Ken Livingston  \n\n\n\n\nThis Crucible of Practice Salon featuring Ken Livingston with United Way of Delaware\, and Lisa Blume and Jamie Williams from Nemours Children’s Reading BrightStart! program provided an overview of Get Delaware Reading\, the strategies of Nemours Children’s Reading BrighStart! and how this program supports building early literacy skills for young children.   \n\n\n\nLivingston\, Director of Get Delaware Reading\, opened the session by providing background information about the focus of the local work and why it’s an important initiative for United Way of Delaware. He also shared how the organization is addressing education by ensuring that there are book-rich environments within their service area and there are direct supports to help instill a love of reading for students.     \n“We know that opportunity exists for some\, but not for all. We believe too many children live in poverty\, and too many families live in crisis. We fight to maximize community resources and improve quality of life. Get Delaware Reading addresses the issues of literacy where many children from identified ZIP codes are not reading proficiently when exiting third grade.” – Ken Livingston   \nLivingston then presented the needs that led Get Delaware Reading to partner with Nemours Children’s Health to implement Nemours Children’s Reading BrightStart! The sites where this program is implemented have demonstrated positive outcomes.    \nWilliams with Nemours Children’s Reading BrightStart! provided a brief overview of the organization and why a health organization is interested in supporting literacy for children. In her overview of Nemours Children’s Health\, Williams said the organization is dedicated to advocating for national policy and legislative change that benefit the overall well-being and health of children. Literacy is a social determinant of health\, and therefore a priority for the organization.    \n“Research indicates that limited language skills and low literacy skills are associated with lower educational attainment and worse health outcomes. Limited literacy is a barrier to accessing health information and proper medications\, and utilizing preventive services. Simply put\, we can change the trajectory of a child’s health through literacy.” – Jamie Williams  \nWilliams went on to share why a health organization has an interest in supporting early education for children.   \n“We can’t move the needle of literacy without giving children the building blocks of foundational literacy to set them up for lifelong reading success. As professionals in the health care setting\, creating partnerships with local early education groups is critical in helping to build that foundation.”   – Jamie Williams   \nBlume\, also with Nemours Children’s Reading BrightStart!\, described the strategies\, curriculum and reading interventions used with young learners. Lessons are flexible\, developmentally appropriate and designed to engage children using both books and manipulative tools. Videos were shared that demonstrate a few examples of lessons.   \n“We use a unique approach to learning that encourages every child to see it\, hear it\, do it and touch it. Using this multi-sensory approach to learning ensures that every child is engaging multiple sensory pathways when participating in each activity plan.” – Lisa Blume  \nWilliams concluded the webinar with a walk through of the free resources available for families and caregivers on the website. These resources include a free preschool reading screener. Additionally\, there are activities\, book suggestions\, and articles families and caregivers can use at home or in a community-based child care setting.   \n“Nemours has served over 260\,000 children with our tools and services. Our goal is to continue to grow our literacy initiative not only within our health system\, but outside of our walls to underserved communities.” – Jamie Williams   
URL:https://leo.gradelevelreading.net/event/technology-assisted-teaching-and-learning-continuing-the-conversation-two/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230509T150000
DTEND;TZID=America/New_York:20230509T163000
DTSTAMP:20260404T134056
CREATED:20230704T130238Z
LAST-MODIFIED:20230920T011830Z
UID:241465-1683644400-1683649800@leo.gradelevelreading.net
SUMMARY:Reading for Life: The Impact of Child Literacy on Health Outcomes
DESCRIPTION:“Everything that is so important to us about reading and literacy also has profound health impacts.” — Linda Mayes\, M.D.\, Chair\, Yale Child Study Center \nIn this Partners webinar\, co-sponsored by Scholastic\, the CGLR was honored to host the release of a new research paper produced by the Yale Child Study Center-Scholastic Collaborative for Child & Family Resilience. Reading for Life: The Impact of Youth Literacy on Health Outcomes outlines the impact of literacy on long-term health outcomes\, including chronic illness rates\, longevity\, and other physical and mental health issues. \nModerated by Amanda Alexander\, Ph.D.\, of Scholastic Education Solutions\, the panel conversation provided background on the paper and grounded the research in everyday experiences that impact vulnerable children. Dr. Linda Mayes of the Yale Child Study Center provided an overview of the research and the findings\, which included specific impacts on long-term health\, noting that literacy is an important mediator between socioeconomic inequality and health disparities. She also cited specific examples of improved health outcomes — such as higher rates of preventive care\, better diabetes and hypertension control over time\, and reduced risks of violence and substance use — in adolescents with higher literacy rates. \nDr. Lee Beers\, immediate past president of the American Academy of Pediatrics and currently with the Children’s National Hospital\, shared more detail about the impact of the pandemic on children\, especially those from vulnerable families\, including significant disruptions\, social isolation and lost learning. Our panelists along with audience members noted that literacy is indeed a public health issue.  Dr. Beers shared “We absolutely know that for young people being able to see themselves in the world around them and in literature is affirming\, and it helps them to know who they are\, and that they’re not alone\, and it helps them to thrive emotionally\, physically\, and it helps them to thrive in schools.  \nDavid Adams of Urban Assembly brought forward the importance of building social-emotional skills in children that carry through their lifespan. Adams noted that language development and social-emotional development are inextricably linked. \nThe panel stressed the importance of developing shared narratives from early in a child’s life that bring people together and build community\, helping to mitigate the epidemic of isolation and loneliness recently noted by Surgeon General Vivek Murthy. \nReaching pre-service and practicing teachers and practicing health providers and those in training with this knowledge is critical to assuring that the professionals who interact most closely with families are highly attuned to the emotional needs of children and families and understand the links between literacy and health. Professionals with these skills and knowledge will help provide support for parents to reduce stress\, allowing for greater parental responsiveness that\, in turn\, impacts children’s well-being over their lifetime. \nDr. Linda Mayes notes that “a literacy check is as vital as a pediatrician doing a weight check and a blood pressure check\, setting lifelong trajectory for health.”
URL:https://leo.gradelevelreading.net/event/technology-assisted-teaching-and-learning-continuing-the-conversation-one/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230516T123000
DTEND;TZID=America/New_York:20230516T140000
DTSTAMP:20260404T134056
CREATED:20230525T065552Z
LAST-MODIFIED:20231208T180940Z
UID:240253-1684240200-1684245600@leo.gradelevelreading.net
SUMMARY:Diverse Books as "Windows\, Mirrors & Sliding Doors": The Roles Funders Can Play
DESCRIPTION:“Not only do we invest in collaboratives to get books in front of children\, but we’re also thinking about funding streams that can support access. We’re thinking about library systems. We’re thinking about publishers. We’re thinking about the ways in which we can break down and dismantle the barriers that do not allow for families to readily access books…that reflect the families who want to read them so that children can see themselves in that.” \n\n\n\n\n\n\n\n\n\n \n\n\n\nCarla Thompson Payton of W.K. Kellogg Foundation shared the above statement as she described the foundation’s grantmaking in this area. Kellogg’s investments seek to ensure all children have access to the culturally relevant and diverse books that allow them to see themselves reflected in the story and also to learn about and build empathy for others with different experiences.  \nJacqueline Jones\, Ph.D.\, former President and CEO of Foundation for Child Development\, moderated the session as panelists discussed the wide range of roles that funders can play to make sure children have access to books that can serve as “mirrors\, windows and sliding glass doors.” Described by Rudine Sims Bishop\, Ph.D. years before\, these are mirrors that reflect different aspects of the child’s identity\, windows that allow the child to view other worlds and experiences that might be different from their own\, and sliding glass doors that allow them to enter those other worlds and build empathy and understanding.   \nDeborah Caldwell-Stone shared how the American Library Association’s Freedom to Read Foundation is providing advocacy\, litigation and professional development support to libraries to defend the legal right to access diverse\, culturally relevant books. Melanie Claxton explained how Claude Worthington Benedum Foundation is piloting the Black Men Read program in one West Virginia county to bring Black male leaders\, storytellers and artists into classrooms as a way to diversify both the perspectives and narratives presented to students. Jennifer Stavrakos provided a brief overview of the wide range of approaches being supported by the William Penn Foundation\, including work to identify and address book deserts in Philadelphia neighborhoods\, to sponsor the development and publication of a local children’s story\, and to convene and support local partners to increase access to diverse books. Thompson Payton explained how the Kellogg Foundation helped to launch the Diverse Books for All Coalition\, bringing together nearly 30 nonprofits and membership organizations to leverage their aggregate buying power to influence the availability and pricing of diverse children’s books.     \nThe panelists also discussed:  \n\nhow increasing children’s access to diverse books aligns with their foundations’ missions; \nthe ways in which they have invested in research;\nthe role of partnerships in the development and implementation of their programs and investments; and \nwhat they are learning as they navigate the challenges posed by the current social context and increasing calls for book bans.  \n\nIn describing William Penn’s investments in Philadelphia\, Stavrakos shared\, “I learned so much from our partnership with [publisher] Lee and Low Books about the systemic issues that keep diverse books and bilingual books off the shelves\, what drives of the price point for those books\, what people choose to publish and what they don’t publish. That experience and the ongoing challenges that I knew were facing the organizations in Philadelphia that do book distribution really ignited our most recent investment in Philly Book Wish.” 
URL:https://leo.gradelevelreading.net/event/diverse-books-windows/
CATEGORIES:Funder-to-Funder Conversation,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230516T150000
DTEND;TZID=America/New_York:20230516T163000
DTSTAMP:20260404T134056
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230523T150000
DTEND;TZID=America/New_York:20230523T163000
DTSTAMP:20260404T134056
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230530T150000
DTEND;TZID=America/New_York:20230530T163000
DTSTAMP:20260404T134057
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230606T030000
DTEND;TZID=America/New_York:20230606T163000
DTSTAMP:20260404T134057
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230613T123000
DTEND;TZID=America/New_York:20230613T140000
DTSTAMP:20260404T134057
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230613T150000
DTEND;TZID=America/New_York:20230613T163000
DTSTAMP:20260404T134057
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230620T123000
DTEND;TZID=America/New_York:20230620T140000
DTSTAMP:20260404T134057
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230620T150000
DTEND;TZID=America/New_York:20230620T163000
DTSTAMP:20260404T134057
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230627T150000
DTEND;TZID=America/New_York:20230627T163000
DTSTAMP:20260404T134057
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230711T150000
DTEND;TZID=America/New_York:20230711T163000
DTSTAMP:20260404T134058
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230717T123000
DTEND;TZID=America/New_York:20230717T140000
DTSTAMP:20260404T134058
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230717T150000
DTEND;TZID=America/New_York:20230717T163000
DTSTAMP:20260404T134058
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230718T003000
DTEND;TZID=America/New_York:20230718T020000
DTSTAMP:20260404T134058
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230718T123000
DTEND;TZID=America/New_York:20230718T140000
DTSTAMP:20260404T134058
CREATED:20230721T192248Z
LAST-MODIFIED:20230815T185835Z
UID:242629-1689683400-1689688800@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-2/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230718T150000
DTEND;TZID=America/New_York:20230718T163000
DTSTAMP:20260404T134059
CREATED:20230721T165112Z
LAST-MODIFIED:20230830T190818Z
UID:242570-1689692400-1689697800@leo.gradelevelreading.net
SUMMARY:Locked Out of Literacy: Causes\, Consequences & Costs
DESCRIPTION:  \n\n\n\n\n\n“This (grade-level reading) is not an initiative for us. This is going to be a new way of life\, in which we’re going to ensure that all of our kids are going to be [reading] on grade level. You cannot do that without parents as your partners. When I came in as chancellor\, I had 4 pillars\, and one of those pillars was engaging families.”– Chancellor David Banks\, NYC Department of Education \n\n\n\n\n\n\n\n\n\n\nThis GLR Week session\, Locked Out of Literacy: Causes\, Consequences and Costs\, was inspired by The Right to Read\, a documentary film that session attendees and others in the GLR Network had an exclusive opportunity to view as a part of GLR Week 2023. The session featured an amazing panel whose comments covered the expansive landscape of parent engagement\, teachers\, school boards\, access to opportunities\, results-based curriculum\, culturally sensitive approaches to English as a Second Language\, students with dyslexia\, and finally the power of documentary film.   \nRyan Lee-James\, Ph.D.\, CCC-SLP\, of the Rollins Center for Language and Literacy at Atlanta Speech School moderated an engaging conversation with Chancellor David C. Banks of the New York City Department of Education; Yolie Flores of Families In Schools; J. Nicholas Philmon\, Ph.D.\, of Marietta City Schools in metro Atlanta\, Georgia; Vincent Stehle of Media Impact Funders; and a family featured in The Right to Read — the Hunter family\, including Teresa\, Isaiah and their five-year-old daughter Ivy.    \nThe Hunter family shared an eye-opening account of what it was like to have cameras follow them during Ivy’s formative years. Teresa described the impact of being invited to enroll in LENA Start when she was expecting Ivy\, explaining how the program guided her approach to parenting. LENA Start is a parent group model that uses innovative talk training to empower parents of children ages birth to 3 and strengthens the home language environments during this critical phase of development. The Hunters found this program so impactful that five years ago Teresa became a parent trainer with LENA Start and now helps other new parents support their children’s early learning and development. Both parents stressed that engaging parents means meeting parents where they are — whether that’s in a grocery store or barber shop or laundromat. In terms of Ivy\, they credit her path to reading proficiency with giving her confidence and leading her to effectively express and advocate for herself.  \nDavid Banks\, chancellor of the country’s largest school system\, shared that it is a new day for literacy instruction in New York City\, noting that all teachers in the system will watch The Right to Read this fall to hear its compelling message. Gone is the time when the various school districts could pick and choose which curriculum they would use to achieve reading proficiency\, he said\, stressing that change is imperative with studies showing that 51 percent of New York City students don’t read on grade level\, and a staggering 64 percent of Black and Brown kids are not reading on grade level. New York City Schools will now have the option of selecting one of three prescribed courses of action\, stating that failure for all kids to reach grade-level reading proficiency is not one of those options. Banks said that key to the success of this new approach is the buy-in from the NYC Teachers Union\, one of the country’s largest unions\, which has fully endorsed his directives around literacy. Lee-James shared that she currently sits on the NYC Literacy Advisory Board along with other educators\, experts\, advocates\, parents and students. Banks’ optimism about the brilliance and ability of all children to learn was infectious — as was his call to action to ensure all children are afforded opportunities by teachers\, administrators and parents who commit to working together.    \nNik Philmon described efforts currently underway in Marietta\, Georgia\, to ensure all children learn to read\, noting that when kids aren’t learning\, teachers also suffer with frustration about their lack of ability to effectively support students. In Marietta\, the goal is to turn teachers into scholars of learning\, not just practitioners of learning. Using brain science as the North Star to help teachers know what they have been doing wrong and lighting the path to what they can do better has become life altering\, he explained. The approach in Marietta is based on three buckets: 1) a renewed and robust grasp of phonics; 2) the importance of small-group instruction; and 3) a consistent approach to learning. These changes have allowed the district to make measurable progress in literacy development\, based on data\, instead of on assumptions\, which is what was happening in the past.  \nYolie Flores echoed the importance of teacher buy-in and authentic parent engagement. Reflecting on her former role as a school board member for the Los Angeles Unified School District\, she said one of her most significant contributions while there was stressing the importance of the science of reading. Currently with Families In Schools\, she is now adamant about the need for culturally appropriate curriculum\, especially as it pertains to students for whom English is a second language. The wrong curriculum\, she said\, can essentially rob children of their right to read. She lifted up the Palo Alto Unified School District an example of what can happen when change is done correctly. Flores shared how a committed superintendent and school board in Palo Alto set aggressive goals\, adopted a new curriculum and worked in concert with the schools and parents\, helping the district move from the bottom third of districts in the state in terms of achievement of Latino students to the top 5 percent. With its new coordinated commitment in place\, the district exceeded its goals and was named the most improved district in California.    \nVince Stehle brought the discussion back to where it started: the power of a documentary to put a spotlight on an issue\, engage an audience and inspire viewers to action. He applauded The Right to Read and provided numerous examples of what past documentaries have accomplished and shared other documentaries that have had lasting impact.   \nFive-year-old Ivy\, who will enter first grade in the fall reading-ready\, offered the last word in the engaging conversation. When Lee-James asked her what she wanted people to do after watching the film\, she replied: “Go get ice cream.” One only wonders how much fun she will have being able to read all the flavors available to her!   
URL:https://leo.gradelevelreading.net/event/locked-out-of-literacy-causes-consequences-costs/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230719T123000
DTEND;TZID=America/New_York:20230719T140000
DTSTAMP:20260404T134059
CREATED:20230723T184042Z
LAST-MODIFIED:20250218T221617Z
UID:242655-1689769800-1689775200@leo.gradelevelreading.net
SUMMARY:NCADE Emerging: A Briefing and Conversation With the Institute of Education Sciences
DESCRIPTION:In this special\, invitation-only GLR Week engagement held on July 19 at 12:30 p.m. ET\, we were honored to be joined by two leaders from the U.S. Department of Education’s Institute of Education Sciences (IES) for a briefing on the proposed National Center for Advanced Development in Education (NCADE). IES received an additional $30 million from the $1.7 trillion federal omnibus budget package of 2022. The funds are designated to support “quick-turnaround\, high-reward\, scalable solutions” to significantly improve outcomes for all students. As proposed\, this new Center would follow a model similar to the Defense Advanced Research Projects Agency (DARPA) to create the extra flexibility needed to achieve breakthroughs in education tools and practices. IES executives — Mark Schneider\, Ph.D.\, Director\, and Liz Albro\, Ph.D.\, Commissioner of Education Research — discussed the structure of IES along with their vision and plans for implementing activities aligned with the goal of establishing a DARPA approach in education. Schneider explained how taking risks and learning from failure are essential components of this innovative approach to education research:  \nWhy now? What’s the goal and the end game? First of all\, [we hope to replicate] DARPA’s model of rapid turnaround\, high-risk\, high-reward investments for all kinds of things that are usually not found in government agencies. In particular\, embracing risk is something that is pretty rare in agencies. But DARPA is built around the fact that most things fail\, and one of the goals is to learn from failure. Failure is common in any kind of research endeavor: pharmaceuticals\, physical science\, biological science\, and we have to learn to live with failure and to learn from failure. We tend to talk about the high reward\, but we also have to always remember that part of the model is high risk. \nModerator Jim Kohlmoos of Edge Consulting and the Carnegie Foundation for the Advancement of Teaching engaged the IES executives in an informative and thoughtful conversation about this proposed work. He then shifted to a conversation with expert commentators\, Phil Halperin of the Silver Giving Foundation and Na’ilah Suad Nasir\, Ph.D.\, of the Spencer Foundation\, who shared their reaction to the concept of this innovative approach to education research from their perspectives as principals of leading foundations that are launching new funding opportunities for transformative research. These leaders also represented the voice of educators and practitioners who would be both partners in and beneficiaries of research that will be designed to result in new and needed interventions\, tools and resources. Nasir emphasized the point made by the IES leaders about the importance of NCADE centering its work around equity and engaging in collaboration with the individuals on the front-lines to make the transformative changes in education that are needed now:  \n[We would like to see the NCADE] approach really centered on equity\, by which we mean building systems that serve all learners and that recognize both historic and contemporary barriers to doing so. [The Spencer Foundation has put] some stakes in the ground about what we think gets there\, including deep collaboration. Researchers can’t do transformative work by themselves in the ivory tower and need to really be working alongside from the very beginning with people who would be — or who are — facing the challenges and opportunities that exist in education systems and who are at the front-lines.   \n 
URL:https://leo.gradelevelreading.net/event/ncade-emerging-a-briefing-and-conversation-with-the-institute-of-education-sciences/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230719T150000
DTEND;TZID=America/New_York:20230719T163000
DTSTAMP:20260404T134059
CREATED:20230723T190130Z
LAST-MODIFIED:20230817T205732Z
UID:242670-1689778800-1689784200@leo.gradelevelreading.net
SUMMARY:AI-Enhanced Efficacy: Assisting the Adults Helping Children
DESCRIPTION:“We absolutely do not believe that AI will replace teachers. They can never be replaced. Machines will not love students. Teachers love students.”  \n\n\n\n\nEirene Chen of Khan Academy offered this insight during the GLR Week session\, AI-Enhanced Efficacy: Assisting the Adults Helping Children\, moderated by Isabelle Hau of the Stanford Accelerator for Learning. Chen points to generative AI as a means for moving students from passive learners to more active ways of learning and acknowledges that\, with ChatGPT’s launch at the end of 2022\, there was an immediate fearful reaction from many across the education landscape. Many wondered if AI will be used to replace teachers. Chen encouraged a bolder approach where practitioners ask\, “How can we harness these AI tools to help us realize our long-standing dreams for equity and closing opportunity gaps?” Our panelists pointed to a need for AI literacy education for students and for resources for vetting AI by families and educators\, such as those that Common Sense Media are developing. Jim Steyer said about AI\, “There’s really big opportunity\, but I also think there are huge downsides…I think it will be misinformation\, disinformation on steroids. So\, I think the big losers on that are kids.” \nTo assure that AI has the positive impact on learning and equity that these panelists envision\, Pati Ruiz\, Ed.D.\, of Digital Promise shared that the use of AI in education must ensure “these AI systems and tools always keep humans at the center of the decision-making process.” With humans at the center\, AI becomes a tool for good and expanding capacity of educators and families. Vicki Phillips\, Ed.D.\, of The National Center on Education and the Economy took this a step further and pointed to how education may shift in this new technological era. “Education should prioritize the development of skills that are uniquely human by preparing individuals to adapt and innovate and collaborate effectively.” This approach will prepare students for a future where AI is part of everything that we do. \nThe second part of this webinar focused on families and their engagement with current AI products. “As we think about parents there are two characteristics that really stand out\,” for Tom Sayer of Ello. “First of all\, parents want to do what’s best for their child…and the second is we’re really exhausted.” Christie Chu of Koalluh added that “I think the barriers to adoption largely revolve around access and digital fatigue.” For Nick Haber\, Ph.D.\, of Stanford Graduate School of Education this is exactly why AI is a beneficial resource for families. It builds their capacity\, augmenting the learning or coaching experience when they have limited time to support their children’s learning. “It’s a multiplying effect\, allowing these learning experiences to be had more often by the child\,” according to Haber.
URL:https://leo.gradelevelreading.net/event/ai-enhanced-efficacy-assisting-the-adults-helping-children/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230720T123000
DTEND;TZID=America/New_York:20230720T140000
DTSTAMP:20260404T134059
CREATED:20230723T193201Z
LAST-MODIFIED:20230817T211936Z
UID:242686-1689856200-1689861600@leo.gradelevelreading.net
SUMMARY:Bright Spots and Groundwork: What’s Working in Communities
DESCRIPTION:“We are gratified by the absence of fatigue and the willingness and encouragement of communities to stay the course during the pandemic. As the pandemic appears in the rearview mirror\, we are inspired by the resolve\, resilience and the commitment of these communities to assure equitable learning loss recovery. We are assured by the many continuing reminders that the twin perils of complacency and cynicism have been displaced by the deep understanding and full embrace of urgent patience.”  – Ralph Smith  \nThe Bright Spots and Groundwork: What’s Working in Communities session brought together community and state leads\, funders and coalition partners to share how our CGLR community leads and field experts are integrating efforts around digital connectivity\, learning-rich environments and attendance in kindergarten. The meeting opened with remarks by Ralph Smith\, Managing Director of CGLR. Smith set the stage for the session by describing CGLR’s Civic Action and Advocacy Agenda for 2023–2026. These priorities were outlined and shared in this document CGLR Civic Action and Advocacy Agenda.   \nFollowing Smith\, Hedy Chang\, Executive Director of Attendance Works\, described the urgency of addressing chronic absence in kindergarten and necessary strategies.   \n“It’s going to take all of us working on all these different dimensions to make sure kids have the foundation they need to succeed. We know that kindergarten is a crucial platform for ensuring kids have the skills for long-term success. We are seeing alarming increases in the numbers of kids in kindergarten who are missing so much school that they are at risk academically and socially.” – Hedy Chang  \nSiobhan O’Loughlin Reardon\, Auerbach-Berger Senior Fellow with CGLR’s Everyday Places & Spaces initiative\, described the founding coalition as follows:    \n“The Campaign for Grade-Level Reading has been working on building a collaborative established to fuel\, inspire and accelerate the embrace of communities as learning-rich environments. The collective representing more than three dozen private\, public and social sector organizations has coalesced to pursue the potential and share the joy of transforming unusual\, unexpected\, and ordinary places and spaces into learning-rich environments accessible to the children of economically challenged\, fragile and otherwise marginalized families.”  -Siobhan O’Loughlin Reardon   \nAttendees were then invited to join breakout room discussions that further explored digital connectivity\, learning-rich environments and attendance in kindergarten mentioned above. Discussion leaders represented our state and community-leading organizations who submitted stories to the What’s Working XChange census about local strategies for implementation.   \nRoom 1: Digital Connectivity was represented by Kellie Alexander and Cheri Coryea with The Patterson Foundation\, Juan Diego Amado with The Miami Foundation\, Malai Amfahr with CGLR\, and Jill Harris and Liz Hansen from Grinnell College.   \nRoom 2: Everyday Places and Spaces was represented by Liz Bahl with The Learning Alliance\, Kate Bennett and Cheryl Werner from United Way of Central Iowa\, Andy Gail from Literacy Volunteers Winchester Area\, Lisa Hoffstein with CGLR\, Liza Khan with the Children’s Services Council of Broward County\, Kate Knudsen from Metropolitan Omaha Educational Consortium\, Siobhan O’Loughlin Reardon with CGLR\, and Rachel Stine from Book Harvest.   \nRoom 3: Attendance was represented by Hedy Chang\, Cecelia Leong and Inika Williams with Attendance Works\, Dawn Gerundo from Valley of the Sun United Way\, Rosie Grant with Paterson Education Fund\, Melissa Litwin with The Henry and Marilyn Taub Foundation\, and Katelyn Orloski from the Avondale School District. The session closed with participants rejoining the main room with a reflective conversation about the take-aways from each of the breakout rooms.   \n 
URL:https://leo.gradelevelreading.net/event/bright-spots-and-groundwork-whats-working-in-communities/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230720T150000
DTEND;TZID=America/New_York:20230720T163000
DTSTAMP:20260404T134059
CREATED:20230724T154506Z
LAST-MODIFIED:20230824T161602Z
UID:242693-1689865200-1689870600@leo.gradelevelreading.net
SUMMARY:Global Perspectives on Post-Pandemic Academic Recovery
DESCRIPTION:“There’s a misunderstanding that TV is the solution [using same-language subtitling]. It’s not. It’s the passion — that’s the solution. What do children have passion for? How can we harness that?…When somebody watches content with captioning\, which is in the same language\, they try to engage with the text automatically. They cannot but try to read along. It’s a proven scientific fact.…We’re really trying to marry an educational outcome to the mass passion that already exists. And so our goal is always go look for the passion first\, and then think of what you can do with that passion\, and redirect it toward an educational outcome that we have.”  — Brij Kothari\, Planet Read  \n\n\n\n\nIn this GLR Week 2023 session\, Global Perspectives on Post-Pandemic Academic Recovery\, moderated by CGLR’s John Gomperts\, we heard from a number of speakers on the realities of learning and the efforts to combat learning loss globally. Brij Kothari of PlanetRead spoke about the research behind same-language subtitling as a literacy tool and his efforts to bring SLS to as many people in India as possible. Katherine Begley at CARE USA shared valuable insights to the many crises facing developing countries\, the disproportionate effects of learning loss on girls\, and the importance of community and teacher supports. Governor Bob Wise at the Global Science of Learning Education Network provided insightful framing on the stages of crises and reiterated the need to innovate using science-backed approaches. We also heard from Munro Richardson\, Ph.D.\, of Read Charlotte about the need to look outwards and follow the lead of effective academic recovery initiatives worldwide.  \nModerator:   \n\nJohn Gomperts\, Executive Fellow\, Campaign for Grade-Level Reading \n\n Speakers:   \n\nKatherine Begley\, Director of Technical Support\, Education and Adolescent Empowerment Team\, CARE USA \nBrij Kothari\, Founder\, PlanetRead; Co-Lead\, Billion Readers (BIRD) \nMunro Richardson\, Ph.D.\, Executive Director\, Read Charlotte \n​​​​​​​Bob Wise\, Former Governor\, West Virginia; Coordinator\, Global Science of Learning Education Network \n\n“We also saw an increased focus on being more clear about what barriers exist and which ones need to be addressed to improve gender equity and equality and social inclusion through the integration of social and behavioral change interventions. There were also some improvements in collecting disaggregated data about students to help better identify what learners most need in schools that are most in need. As well as having conversations with ministers of education and school governance bodies about how to monitor data to better understand what’s working in terms of teachers\, teaching practices and students’ learning.” — Katherine Begley\, CARE USA 
URL:https://leo.gradelevelreading.net/event/global-perspectives-on-post-pandemic-academic-recovery/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230801T150000
DTEND;TZID=America/New_York:20230801T163000
DTSTAMP:20260404T134100
CREATED:20230713T130915Z
LAST-MODIFIED:20230824T165114Z
UID:241938-1690902000-1690907400@leo.gradelevelreading.net
SUMMARY:Reading for Life: The Impact of Child Literacy on Health Outcomes\, with Scholastic and Yale Child Study Center
DESCRIPTION:  \n \n  \n“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\, Reading for Life: The Impact of Child Literacy on Health Outcomes\, the Campaign for Grade-Level Reading (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/reading-for-life-the-impact-of-child-literacy-on-health-outcomes-with-scholastic-and-yale-child-study-center/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20230808T150000
DTEND;TZID=America/New_York:20230808T163000
DTSTAMP:20260404T134100
CREATED:20230713T132648Z
LAST-MODIFIED:20230824T155735Z
UID:242031-1691506800-1691512200@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-2/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20230815T150000
DTEND;TZID=America/New_York:20230815T150000
DTSTAMP:20260404T134100
CREATED:20230713T130924Z
LAST-MODIFIED:20240530T181202Z
UID:241556-1692111600-1692111600@leo.gradelevelreading.net
SUMMARY:Play + Relationship + Academics: Teaching in the Ways Kindergartners Learn Best
DESCRIPTION:“How do we get all these wonderful practices that you’re hearing about into the length of day that we have in kindergarten?” \nNell K. Duke\, Ed.D.\, of Stand for Children asked this amidst the rich conversation of the session\, Play + Academics + Relationships: Teaching in Ways Kindergartners Learn Best\, where panelists shared some of the most important research findings on teaching and learning in kindergarten. Her remarks pointed to increasing instructional density\, which Duke described as thinking about “multiple areas of literacy development at once and looking for opportunities for interdisciplinary instruction where you’re developing language. And when you’re developing literacy\, you’re developing science and math all within an interdisciplinary opportunity.” \nExperts discussed several strategies including delivering content with practices such as playful learning and learning goals and opportunities for social interaction and independent learning. Deborah Leong\, Ph.D.\, of Tools of the Mind discussed the importance of attention to building children’s executive function. Kathy Hirsch-Pasek\, Ph.D.\, of Temple University and Brookings Institution raised the importance of starting “with the cultural values that are meaningful to the community that you’re working at.” \nAnya Hurwitz of Sobrato Early Academic Language (SEAL) built on this idea\, “When children are engaged\, when they’re interested\, when they’re curious\, the learning is deep. Children are born with scientific minds. We talked about them as critical thinkers. They’re natural sociologists and historians. They ask big questions\, big important questions\, and our job is to structure classroom and learning experiences to build on those innate assets.” \nEducators shared their reactions to the conversation to this point. Cynthia Crespo with New York City Schools noted\, especially this year\, the importance of building a classroom community\, so children feel safe and welcome. Without this work\, she said\, “things are not going to get done.” Crespo’s colleague\, Seymonnia Cutkelvin\, added the intentionality she has put on enhancing children’s social and emotional skills and building literacy skills because for many children\, “they’ve just been surviving with their families for the last three years.” \nFor Luis Gallego\, M.A.Ed.\, of Tools of the Mind\, one of the biggest ideas in the conversation so far is the power of using play intentionally to guide children’s learning. This was the second webinar in the series Promoting Impactful Teaching and Learning in Kindergarten that the Campaign for Grade-Level Reading and New America’s Early & Elementary Education Policy Program have developed to promote impactful teaching and learning in kindergarten. Join us for the remainder of this series in 2023.
URL:https://leo.gradelevelreading.net/event/play-relationship-academics-teaching-in-the-ways-kindergarteners-learn-best/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20230822T150000
DTEND;TZID=America/New_York:20230822T163000
DTSTAMP:20260404T134100
CREATED:20230713T070037Z
LAST-MODIFIED:20230825T191741Z
UID:242047-1692716400-1692721800@leo.gradelevelreading.net
SUMMARY:Preventing Burnout and #Resignation: Investing in Teacher Coaching and Support
DESCRIPTION:In this GLR Learning Tuesdays webinar\, Preventing Burnout and #Resignation: Investing in Teacher Coaching and Support\, we continued our series of sessions that follow up on our recent exploration of state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund. This week\, our session explored the significance of teacher coaching and support to retain the quality teachers students need and prevent #resignation. Carey Wright\, Ed.D.\, the esteemed former State Superintendent of Education for Mississippi\, framed the importance of investing in teacher support as a strategy for equitable learning recovery: \n“Building teacher capacity is huge\, and we want to build our capacity to provide sound instruction for children\, because we know that’s exactly what happens when we want student achievement to improve. I can also tell you it’s a very smart investment. That was one of Mississippi’s most successful strategies in terms of our own improvement.”  \nWright then moderated a discussion with a panel of leaders from national teacher coaching providers who shared how they partner with school districts to leverage ESSER funds and invest in creating a culture of teacher coaching and support throughout the school day. We also learned directly from a state and a district leader who shared how their investments in this strategy are working to accelerate and improve educational outcomes for students\, referencing clear data demonstrating the impact and sharing how this effective strategy will be sustained for the long game of equitable learning loss recovery. Atyani Howard of The New Teacher Center emphasized how the benefits to teachers immediately and directly impact students’ learning. \n“[Teachers gain] knowledge of self\, [and we are] helping educators understand who they are as human beings\, and how the various lenses that they bring to their work influence practice. [And this helps them build an] understanding of what students do and do not know\, what they’ve mastered\, what their interests are\, and how to really spark and ignite the joy of learning that lives in children.”
URL:https://leo.gradelevelreading.net/event/preventing-burnout-and-resignation-investing-in-teacher-coaching-and-support-2/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20230905T150000
DTEND;TZID=America/New_York:20230905T163000
DTSTAMP:20260404T134100
CREATED:20230814T152829Z
LAST-MODIFIED:20230913T184006Z
UID:242909-1693926000-1693931400@leo.gradelevelreading.net
SUMMARY:National Initiatives -> Local Impact: One Year In and A Strong Future
DESCRIPTION:In this Learning Tuesdays webinar\, we learned about the progress made in the past year on two national initiatives launched by the U.S. Department of Education in the summer of 2022. Last fall\, we introduced both the National Partnership for Student Success (NPSS) and Engage Every Student to the GLR Network\, and in this week’s webinar\, we learned what has been accomplished so far and where the initiatives will go from here.   \nModerator John Gomperts\, Executive Fellow with CGLR\, framed the discussion by taking a look at recent data from NWEA and the Education Recovery Scorecard indicating that\, unfortunately\, little to no progress was made in the 2022–2023 school year in terms of academic learning recovery. This data intensifies the urgency to deploy the proven-effective strategies that these initiatives are expanding in local communities\, including tutoring\, mentoring and coaching\, along with afterschool and summer programming. Maureen Tracey-Mooney\, NPSS Lead for the U.S. Department of Education\, reviewed the five roles that the initiative is committed to multiplying in service of students (see slides) and shared evidence showing the impact of these roles. Here she touched on two of the five roles:    \nWe took an evidence-based approach: a meta-analysis of high-quality tutoring programs found that these programs yield consistent and substantial positive impacts on learning outcomes\, so that’s why we’re laser focused on high-dosage tutoring. Student success coaches are a hybrid tutor-mentor role\, providing one-on-one tutoring\, small group instruction as well as social-emotional skill building that we know are important. The evidence shows that schools that partner with success coaches are up to two to three times more likely to improve in English and math assessments.   \nIn a newly released report\, researchers analyzed survey data from the 2022-23 National Partnership for Student Success Principal Survey\, which allowed them to estimate that an additional 187\,000 adults provided high-intensity tutoring\, mentoring\, college and career advising\, or wraparound supports in public schools during the 2022-23 school year\, when compared to the 2021-22 school year. This represents significant progress toward the goal of recruiting an additional 250\,000 into high-impact student support roles by summer 2025. \nAfter hearing updates from Tracey-Mooney on NPSS and from Sheronda Witter\, also of the U.S. Department of Education\, about accomplishments of Engage Every Student\, Gomperts moderated a robust discussion among national and local leaders from renowned tutoring and summer learning programs\, along with a prominent philanthropic leader. This group reflected on the impacts they have seen on the ground\, in local communities and across the country as a result of the two federal initiatives. Quality program delivery was a big topic in this conversation with panelists sharing that they have had the opportunity to co-design tools such as the “NPSS Voluntary Quality Standards” (see link below) and others that are being used in local communities. Gigi Antoni of The Wallace Foundation shared how important community partnerships are to achieving the quality programming needed:  \nWhat we have seen is a really interesting way that communities have taken what we know about evidence-based practices in out-of-school time and made them real in their communities. We know that if we want to move the needle for kids in out-of-school time\, we have to have high-quality\, academic instruction\, and we have to have high-quality engagement. And we have to do that through partnerships in our communities. That’s where we have seen the needle move for kids when those elements are in place and that it takes a lot of effort to do that.   \nThank you for joining this week’s learning and engagement opportunity. We hope it was productive for you and that you will plan to join us again for future opportunities. In particular\, on September 19\, we will be doing an even deeper dive into the data touched on by Gomperts.  \nLook back at last year’s conversations: \n\nNPSS: 250\,000 Caring Adults: Rolling Out a New National Effort \nEES: Engage Every Student: Building on Community Connections to Advance OST
URL:https://leo.gradelevelreading.net/event/national-initiatives-local-impact-one-year-in-and-a-strong-future/
CATEGORIES:Past Event
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