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DTSTART;TZID=America/New_York:20230321T150000
DTEND;TZID=America/New_York:20230321T163000
DTSTAMP:20260407T051408
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SUMMARY:From Classroom to Community: Investing in Whole-Child Support Systems from Cradle to Career
DESCRIPTION:In this GLR Learning Tuesdays rebroadcast webinar\, we continued our series of sessions that follow up on our exploration of state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund. Co-sponsored by Whiteboard Advisors\, we discussed effective ESSER investments supporting comprehensive\, cradle-to-career\, place-based supports for students and families. While reflecting on why investments in these kinds of integrated support services are an effective way to support learning recovery\, Geoffrey Canada\, founder and president of Harlem Children’s Zone\, outlined why school districts must prioritize cradle-to career investments that support all aspects of student well-being: \n“This is not a question of resources. It is a question of strategy. We need a more comprehensive strategy\, where we address everything a child needs to thrive and build a successful future. They need safe and healthy environments to grow up in\, including their neighborhoods. They need quality instruction. They need healthy foods. They need continued support not only during school\, but also after school\, during weekends and [in] the summer….With the right strategy\, we can do something in this country that we’ve never done before: end intergenerational poverty in this country. It is possible — we are close.” \nCanada engaged with moderator Anna Edwards of Whiteboard Advisors and Roberto Rodriguez of The U.S. Department of Education in a fireside chat about the current impact of ESSER and other federal funds supporting the needs of the whole child. Edwards then turned to a panel of district and nonprofit leaders who are providing wraparound services to students across the cradle-to-career spectrum. Superintendent Kyla Johnson-Trammell of Oakland Unified School District shared how the district is working to fulfill its mission of providing full-service community schools to all students through initiatives in early literacy and mental health. Superintendent Marty Pollio of Jefferson County Public Schools in Kentucky highlighted the district’s innovative partnership with local community partner Evolve 502 to create community hubs that help make after-school and summer learning fun in Louisville: \n“The kids go to [our community hubs] every day after school and in the summer time because they love getting to play basketball\, make art and practice music….We also provide hubs with teachers and they give us one hour of math and one hour of reading every single day. We have also created a data sharing agreement with all of our community hubs. So they have data on how the kids did on their assessments with us\, so that they can tailor their work toward them.”  \nAlong with the superintendents\, Rey Saldaña of Communities In Schools and Christian Rhodes of the William Julius Wilson Institute at Harlem Children’s Zone shared their perspectives on how to leverage multiple funding sources to ensure long-term program sustainability and successful community school initiatives nationally.
URL:https://leo.gradelevelreading.net/event/from-classroom-to-community/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230321T123000
DTEND;TZID=America/New_York:20230321T140000
DTSTAMP:20260407T051408
CREATED:20230709T191429Z
LAST-MODIFIED:20231208T181101Z
UID:241648-1679401800-1679407200@leo.gradelevelreading.net
SUMMARY:Making Summer Count: Philanthropic Opportunities for Summer Learning Acceleration
DESCRIPTION:“Our role [as funders] was really to convene\, to support\, to provide that continued funding\, to really help mobilize during an emergency time. I think our challenge now…is not to lose that sense of emergency for our young people and to keep a lot of…these things that many programs and communities developed during the pandemic — like remote learning hubs over the summer so kids could have safe access to the internet….I hope that we don’t lose that momentum. I think part of our role as funders\, locally and nationally\, is to remind the system not to go back.” \nIn this Funder-to-Funder Conversation\, Making Summer Count: Philanthropic Opportunities for Summer Learning Acceleration\, Gwynn Hughes of The Charles Stewart Mott Foundation offered the above reflection in discussing the role of funders in supporting summer and out-of-school time programming during and after the pandemic. \nHughes was joined in conversation by Kate Bennett of United Way of Central Iowa (UWCI) and Polly Singh of The Wallace Foundation. Singh and Hughes described how their foundations have been supporting out-of-school time learning for decades\, the research base they have amassed and how they have adapted their investments in response to the pandemic with Bennett sharing what efforts looked like on the ground in Iowa. \nSingh drew from research supported by Wallace to describe the components of high-quality summer learning programs and the impact that high attendance in those programs can have on both children’s academic and social-emotional development. She explained how Wallace is supporting the application of those research-based components\, describing a statewide pilot in partnership with the Texas Education Agency; a collaboration between Council of Chief State School Officers and National Summer Learning Association; technical assistance provided to local school districts by FHI360; and fiscal mapping by Children’s Funding Project of public revenue streams that can support out-of-school time learning. Reflecting on the impact of the pandemic on Wallace\, she noted: \n“I think that the pandemic really made us stop and ask\, ‘Do we have the support we need in place to support families and young people ― especially young people who need it most? Are we reaching them? How are we reaching them?’ We start to ask questions of ourselves and I think rightfully so.”  \nHughes shared how the Mott Foundation has been supporting summer and out-of-school time learning\, stressing the need for holistic supports and programming that makes learning fun. She described how Mott is investing in the AASA to help local school districts engage community partners that can support enrichment activities and the 50 State Afterschool Network to support and share local innovations and promote effective polices. \nAfter these national funders described their efforts\, Bennett explained how UWCI has been supporting summer and out-of-school time learning for children and youth and how those efforts are now reflected in the new United to Thrive framework. Serving more than 15\,000 children and youth across a three-county region\, UWCI’s year-round OST programming supports struggling students to catch up and connects youth with employment opportunities. Bennett said: \n“Post-COVID\, we really wanted to focus on ensuring kids have a place where they are safe\, where they feel that they belong\, meaning cultural belonging or just getting their health and developmental needs met.”
URL:https://leo.gradelevelreading.net/event/making-summer-count-philanthropic-opportunities/
CATEGORIES:Funder-to-Funder Conversation,Past Event,Summer Slide
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230314T150000
DTEND;TZID=America/New_York:20230314T163000
DTSTAMP:20260407T051408
CREATED:20230711T131637Z
LAST-MODIFIED:20230824T185921Z
UID:241910-1678806000-1678811400@leo.gradelevelreading.net
SUMMARY:Summer and OST: Smart Investments Outside of School to Accelerate Learning
DESCRIPTION:This GLR Learning Tuesdays session continues CGLR series of sessions exploring state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund with this session investigating the $22 billion set-aside in support of comprehensive after-school and summer enrichment and the ways in which state departments of education and school districts are partnering with expert OST programs to reach more students to maximize this time outside of the classroom to accelerate learning. Reflecting on the long-held understanding that the summer months need to include diverse learning opportunities to avoid the “summer slide\,” \nBrodrick Clarke of the National Summer Learning Association expresses the importance of investing in summer learning as a strategy for equitable learning loss recovery: \n[Without summer learning\,] young people would not have this opportunity to connect\, to continue to master language\, to engage with mathematics\, to engage with STEM and STEAM concepts. [Instead\, the learning] faucet would just turn off and kids would be idle for 3 or 4 months\, and in the case of COVID\, like years. And what happens when you come back from that? So summer is an important time and place for learning recovery\, as it has been for 30 years. \nIn this session\, Clarke engages in discussion with moderator John Gomperts of CGLR and Jen Rinehart of the Afterschool Alliance about the evidence and the impact of OST and summer programs\, the ever-increasing demand for these programs\, and the trends in state and district investments in this strategy over the past two years. We also hear from a panel of state and local nonprofit leaders who are partnering with SEAs and districts and receiving investments in their successful OST learning programs\, allowing them to reach many more students to advance equitable learning acceleration. A district administrator and their program partner\, Spring Forward from Illinois\, discuss how they have been able to multiply the number of students engaged and the impact they have seen. Kathy Ruggeberg\, Ph.D.\, of the Rock Island-Milan School District in Illinois emphasizes how her district’s partnership gives many more students access to unique learning opportunities that go beyond the classroom. \nWe have over 30 different community partners that come in and there are a lot of things that school time [can’t fit in\,] but with the Spring Forward partnership after school and in the summer\, our kids are provided additional opportunities that they may not otherwise have. It is at no cost to our families and we are able to serve over 600 students.
URL:https://leo.gradelevelreading.net/event/summer-and-ost-smart-investments-outside-of-school-to-accelerate-learning-2/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230314T123000
DTEND;TZID=America/New_York:20230314T140000
DTSTAMP:20260407T051408
CREATED:20230711T112436Z
LAST-MODIFIED:20230817T212129Z
UID:241881-1678797000-1678802400@leo.gradelevelreading.net
SUMMARY:Bringing Digital Equity to All Students in the Community
DESCRIPTION:This Crucible of Practice Salon features leaders from the Grinnell Education Partnership (GEP) and their digital equity project. This webinar explored how and why GEP\, the GLR community in Grinnell\, Iowa\, addressed the challenge of digital connectivity. Presenters shared how GEP formed and when the coalition began working toward digital equity using a phased approach. \nMonica Chavez-Silva with Grinnell College opened the session and provided background information about the institution and the benefits of Grinnell College serving as the backbone organization of GEP. \n“We take our role as a backbone institution seriously. We recognize that we are an institution in the town that can bring a great deal of people\, power and certain resources to help elevate this work.” – Monica Chavez-Silva   \nNicole Brua-Behrens with Greater Poweshiek Community Foundation (GPCF) shared how the foundation became involved with GEP. GPCF serves as a core funder\, supporter and convener within the coalition. Representation as a core partner aligns with the organization’s strategic priorities. Brua-Behrens also shared the socioeconomic demographic data about the town of Grinnell and why lack of digital connectivity impacts residents. \n“Many students did not have access to educational content because they did not have a connection to the internet. Families couldn’t afford the cost. As a result\, there was learning loss and the potential for the continuation of the cycle of intergenerational poverty.” – Nicole Brua-Behrens   \nMelissa Strovers with Grinnell College provided an overview of who is involved with GEP as a coalition and what each stakeholder offers. Strovers shared the focus areas of GEP\, alignment with the Campaign for Grade-Level Reading and the team’s use of the collective impact framework. \n“One thing that will be important for us as we look toward the future of aligning community resources and maximizing potential solutions is to support the work that reaches populations that we might not otherwise be able to reach.” – Melissa Strovers   \nJanet Stutz\, Ed.D.\, as the superintendent of Grinnell Newburg Community School District\, gave an overview of the demographics of the school district and how the digital equity project began with understanding the needs of the students. School closures and a transition to online classes due to the pandemic led to concerns about the class of 2020 not being able to fulfill graduation requirements. The district began working with GEP and the Grinnell Newburg School Foundation to offer devices and internet solutions to students in need. \n“We had our school social workers\, our counselors and principals\, attempting to target those families that we knew needed support. Everyone was collaboratively working together to ensure that needs were met\, and that learning could continue. This was our priority.” – Janet Stutz\, Ed.D.   \nLiz Hansen\, the executive director of the Grinnell Newburg School Foundation\, created the taskforce called Internet for Students and Families in Need to address the issue. Hansen shared how the foundation worked to secure funding to provide the devices and negotiated with the local internet service provider to offer free Wi-Fi. \n“The Grinnell Newburg School Foundation board and its supporters recognize that community support and engagement along with sufficient resources are key to the success of public education. When Janet contacted me in late March of 2020\, we were prompted to immediate action.” – Liz Hansen  \nGEP Project Coordinator Jill Harris shared how the team worked through community-wide expansion of the digital equity project and used the federal Affordable Connectivity Program (ACP) initiative to support the cost of internet service for families who qualified. Much of this phase included working with partners who were trusted messengers in reaching the families who benefited from ACP. \n“Spreading awareness about ACP to eligible families in order to connect K-12 students in equitable learning opportunities was imperative.” – Jill Harris  \nSteve Burnett\, the General Manager of Mahaska Communication Group (MCG)\, described how his organization as the local internet provider became involved with the project. The mission of the project aligned with the values of MCG\, which is a community-oriented company. He also shared information about ACP and the qualification guidelines to receive the benefit. \n“There’s practically nothing you can do without decent access to the internet. We’re going to do whatever we can to help people get signed up (for ACP).” – Steve Burnett 
URL:https://leo.gradelevelreading.net/event/bringing-digital-equity-to-all-students-in-the-community/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230307T150000
DTEND;TZID=America/New_York:20230307T163000
DTSTAMP:20260407T051408
CREATED:20230525T065337Z
LAST-MODIFIED:20240530T181144Z
UID:240251-1678201200-1678206600@leo.gradelevelreading.net
SUMMARY:Promoting High-Quality Math and Science Learning in Kindergarten
DESCRIPTION:CO-SPONSORED BY NEW AMERICA \n“Math classrooms should be spaces where children are encouraged to explore\, and teachers are masterful at putting the right questions and tasks in front of them to help them to develop a deep understanding of the math they’re learning.” \nJessica Tilli of The School District of Philadelphia offered this insight during this GLR Learning Tuesdays session\, Promoting High-Quality Math and Science Learning in Kindergarten. She shared her dream that “every classroom would be doing that work and helping children to really find their love of math\, so that they can continue forward.” Yet math anxiety is unfortunately “all too common a story for early childhood educators\,” and one that Lauren Solarski\, Ph.D.\, of Loyola University Chicago\, herself experienced. \nDouglas Clements\, Ph.D.\, of the University of Denver provided a research review and pointed toward math as a predictor of later achievement\, critical thinking skills\, executive functioning and language abilities. Yet without attention to high-quality math and science\, more and earlier\, students will not believe that they have the power to succeed when it comes to math and science. Solarski said this must be a space where we are working to “eliminate deficit views of children.” And we must “change adult behaviors\, practices\, as well as the systems that may impede the inclusion of children\,” said Chih-Ing Lim\, Ph.D.\, of STEM Innovation for Inclusion in Early Education and University of North Carolina at Chapel Hill. \nThe panelists made a case for: \n\nIncreasing the training and development and changing the practice of educators who teach math and science in the early years.\nUsing curriculum that is grounded in children’s thinking and learning.\nInvesting more quality time during the school day in math and science.\n\nFor Cindy Hoisington of the Education Development Center\, this means rebalancing and de-siloing what occurs in our classrooms. Hoisington said\, “curriculum alone isn’t enough. Teachers really need to experience these things for themselves. Experience science\, being immersed in science inquiry\, experience all the joy of it\, and that respect for their own thinking and learning abilities\, and kind of replace some of those really negative past experiences they have with science with positive ones.” \nThis was the fifth webinar in the series Promoting Impactful Teaching and Learning in Kindergarten that the Campaign for Grade-Level Reading and New America’s Early & Elementary Education Policy Program have developed to promote impactful teaching and learning in kindergarten. 
URL:https://leo.gradelevelreading.net/event/promoting-high-quality-math-and-science-learning-in-kindergarten/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230307T123000
DTEND;TZID=America/New_York:20230307T134500
DTSTAMP:20260407T051408
CREATED:20230709T222028Z
LAST-MODIFIED:20231208T181137Z
UID:241730-1678192200-1678196700@leo.gradelevelreading.net
SUMMARY:Digital Access and Telehealth: What's Working\, What Are the Challenges and What Are the Opportunities?
DESCRIPTION:Patient portals\, digital health records and telehealth reflect our society’s shift to practicing health care in the digital world. With a device and connectivity\, health care can be accessed from more places than ever before\, creating great opportunities for the health care industry through telehealth. The fourth funder workshop in a series hosted by The Patterson Foundation in partnership with the Campaign for Grade-Level Reading focuses on digital access and telehealth. The interactive workshop features: Hannah Wesolowski of NAMI USA; Michael Tipton of Blue Cross Blue Shield of Louisiana Foundation; Veneeth Iyengar of ConnectLA (Louisiana). Working at the nexus of digital access and telehealth\, the panelists guide attendees in an exploration of the opportunities and challenges related to increasing digital access to physical and mental health services.
URL:https://leo.gradelevelreading.net/event/digital-access-and-telehealth-whats-working-what-are-the-challenges-and-what-are-the-opportunities-2/
CATEGORIES:Funder-to-Funder Conversation,Health,Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230228T150000
DTEND;TZID=America/New_York:20230228T163000
DTSTAMP:20260407T051408
CREATED:20230801T212351Z
LAST-MODIFIED:20231208T181317Z
UID:242780-1677596400-1677601800@leo.gradelevelreading.net
SUMMARY:Preventing Burnout and #Resignation: Investing in Teacher Coaching and Support
DESCRIPTION:In this week’s GLR Learning Tuesdays webinar\, Preventing Burnout and #Resignation: Investing in Teacher Coaching and Support\, we continued our series of sessions that follow up on our recent exploration of state and district spending from the $190 billion Elementary and Secondary School Emergency Relief (ESSER) federal fund. This week\, our session explored the significance of teacher coaching and support to retain the quality teachers students need and prevent #resignation. Carey Wright\, Ed.D.\, the esteemed former State Superintendent of Education for Mississippi\, framed the importance of investing in teacher support as a strategy for equitable learning recovery: \n“Building teacher capacity is huge\, and we want to build our capacity to provide sound instruction for children\, because we know that’s exactly what happens when we want student achievement to improve. I can also tell you it’s a very smart investment. That was one of Mississippi’s most successful strategies in terms of our own improvement.”  \nWright then moderated a discussion with a panel of leaders from national teacher coaching providers who shared how they partner with school districts to leverage ESSER funds and invest in creating a culture of teacher coaching and support throughout the school day. We also learned directly from a state and a district leader who shared how their investments in this strategy are working to accelerate and improve educational outcomes for students\, referencing clear data demonstrating the impact and sharing how this effective strategy will be sustained for the long game of equitable learning loss recovery. Atyani Howard of The New Teacher Center emphasized how the benefits to teachers immediately and directly impact students’ learning. \n“[Teachers gain] knowledge of self\, [and we are] helping educators understand who they are as human beings\, and how the various lenses that they bring to their work influence practice. [And this helps them build an] understanding of what students do and do not know\, what they’ve mastered\, what their interests are\, and how to really spark and ignite the joy of learning that lives in children.” \nWe hope you will join us again on March 14 for the next “smart investment” session\, which will pick up on this important notion of sparking joy in learning\, when we will focus on out-of-school time (OST) and summer learning.
URL:https://leo.gradelevelreading.net/event/preventing-burnout-and-resignation-investing-in-teacher-coaching-and-support-3/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230221T150000
DTEND;TZID=America/New_York:20230221T163000
DTSTAMP:20260407T051408
CREATED:20230726T181950Z
LAST-MODIFIED:20230824T155351Z
UID:242717-1676991600-1676997000@leo.gradelevelreading.net
SUMMARY:Early Learning Innovation in a Time of Crisis
DESCRIPTION:“Listening is truly one of our values\, and it’s so deeply\, incredibly important to us\, because we would not be here if it wasn’t for the families that we serve. And it’s so important for us always to understand what it is that our families are needing. How can we eliminate and reduce barriers\, and really co-create a program that works together and works to the best of our ability for the families that we serve?” – Kenia Pinela\, Valley Settlement  \n\n\n\n  \n\n\n\nIn this GLR Learning Tuesdays webinar Early Learning Innovation in a Time of Crisis\, journalist Leigh Giangreco led an inspiring conversation\, exploring three different initiatives to address the needs of communities for more accessible child care and early learning.   \nFirst\, Kenia Pinela described El Busesito\, a mobile program that brings free preschool — high-quality\, bilingual education — to children in five neighborhoods in Colorado’s rural Roaring Fork Valley. She also shared how Valley Settlement used authentic\, empathetic listening to understand what families need to help shape the growing number of programs offered.   \nJennifer Headley-Nordman of First Steps Kent described how they led a dynamic local effort to secure voter approval of the Ready by Five Early Childhood millage\, delivering about $6.5 million a year for programs that serve expectant parents and children birth to age 5 in Kent County\, Michigan. Most impressively\, she explained the ways in which they were able to overcome the many challenges throughout the process.   \nAndrea Serrano of OLÉ spoke about how it took a decade of advocacy\, community organizing\, electoral work\, partnerships and alliances to garner $150 million in annual funding to support child care and early childhood education with New Mexico’s landmark Amendment 1. This passed in 2022 with 70% voter approval\, all thanks to dedicated\, collective\, long-term work.   \n“Some legislators who were against this idea kept calling this the ‘rainy day fund\, we need to save it for when we really need it.’ And the response on our end was: It’s pouring. Our children absolutely\, desperately need this fund\, and there is no excuse for a state that has this much wealth to have our children living in this abject poverty. And so\, this 10-year journey really was about working and centering and organizing\, organizing our communities\, and it was also working and organizing our state legislature. And educating legislators about this idea\, fostering conditions for our champions to really grow their voice with this issue.” – Andrea Serrano\, OLÉ 
URL:https://leo.gradelevelreading.net/event/early-learning-innovation-in-a-time-of-crisis-2/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230221T123000
DTEND;TZID=America/New_York:20230221T140000
DTSTAMP:20260407T051408
CREATED:20230709T212957Z
LAST-MODIFIED:20231208T181359Z
UID:241647-1676982600-1676988000@leo.gradelevelreading.net
SUMMARY:Remake Learning: Philanthropic Opportunities for Enhancing Local Learning Landscape
DESCRIPTION:“How do we build demand among parents\, families and caregivers for a new approach to learning that’s grounded in this landscape\, that’s grounded in the learning sciences\, and that’s grounded in innovation and justice?” \n\n\n\n\nIn this Funder-to-Funder Conversation\, Remake Learning: Philanthropic Opportunities for Enhancing Local Learning Landscapes\, Gregg Behr of The Grable Foundation explained how the above question was the spark that led to the launch of Remake Learning and the Remake Learning Days events.  \nBehr described how Remake Learning emerged in 2007 as an effort to better assist libraries\, schools\, out-of-school time providers and others in the Pittsburgh area in connecting with\, engaging and supporting young people and the parents\, caregivers and families in their lives. Since then\, Remake Learning has grown into an educational network or ecosystem of more than 600 schools\, museums\, libraries\, early learning centers\, creative industries\, campuses of higher education\, after-school organizations and others that are working together to advance relevant\, engaging and equitable learning.  \nBehr was joined by two other local funders who are supporting Remake Learning in their geographies of focus: Melanie Claxton of Claude Worthington Benedum Foundation\, which works in southwestern Pennsylvania and across West Virginia\, and Connor LaGrange of The Patterson Foundation\, which works in Florida’s four-county Suncoast region. Together these funders described the ways in which Remake Learning can be tailored to support a wide range of local contexts\, enhancing what was already there. As Claxton noted:  \n“At its core\, Remake Learning is about elevating the innovative work occurring across communities. It’s not always about trying to create something new as much as it is tapping into what’s already existing….We’re really just shining a light on folks who’ve already been doing creative and amazing things that maybe are not as connected to the populations they are seeking to serve as they could be.”  \nAs Remake Learning engages these local assets\, it works to nurture and expand their capacity while also connecting them to other innovative and effective learning providers. LaGrange explained how The Patterson Foundation provides microgrants to providers to reduce barriers to participation in its annual Remake Learning Days festival and offers webinars and other training opportunities. As LaGrange said:  \n“For us\, it was about ensuring that we are bringing people to the table\, finding people who are already doing the work and really bolstering their voice. The greatest accomplishment of Remake Learning Days was the networking that happened between organizations — the many people in our region who are doing incredible work and create these partnerships….We’re creating a new ecosystem of learning.”   \nThe panelists discussed the roles that funders can play in embracing trust-based philanthropy\, including providing microgrants to remove barriers to participation; nurturing and enhancing the local learning landscapes in their geographies of focus by connecting their vast network of grantees with each other; providing general operating support and capacity-building opportunities; and investing in innovative local efforts that\, if effective\, can be scaled into other communities. 
URL:https://leo.gradelevelreading.net/event/remake-learning-philanthropic-opportunities-for-enhancing-local-learning-landscape-2/
CATEGORIES:Funder-to-Funder Conversation,Parents,Past Event,Readiness,Reading & Math
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230214T150000
DTEND;TZID=America/New_York:20230214T163000
DTSTAMP:20260407T051408
CREATED:20231003T033839Z
LAST-MODIFIED:20240530T180739Z
UID:243971-1676386800-1676392200@leo.gradelevelreading.net
SUMMARY:Creating Environments and Conditions for Thriving Kindergarteners
DESCRIPTION:“We don’t structure in relationship building into how our schools are organized.” \nHedy Chang of Attendance Works offered this reflection during this week’s session\, Creating Environments and Conditions for Thriving Kindergartners. Her data overview\, highlights the “incredibly high levels of kindergarten chronic absence” focused the session on the importance of the kindergarten environment and opened the conversation regarding the environments in which children thrive.For Sheresa Blanchard\, Ph.D.\, of SRI International creating a culturally responsive pedagogy and critical cultural competence in these programs is needed\, going beyond traditional teaching strategies to be inclusive and intentional with students and families. \nFor two of the panelists\, this work has focused on one discipline to support the creation of effective learning environments. Ann Kay of The Rock ‘n’ Read Project made the connection between singing\, neuroscience and reading. Rebecca Colbert\, Ph.D.\, RLA\, of the National Wildlife Federation focused on the connections between early childhood health and the outdoors\, saying “active kids learn better and there’s a science behind it.” \nNatalie Walrond of WestEd summarized the conversation by identifying four throughlines — the science of learning and development\, equity\, authentic family engagement and multidisciplinary approaches. She said\, “The big idea here is that when you think about the nexus of playful learning and safe\, supportive and responsive relationships and environments\, and then equitable mindsets and practices and policies and systems\, the nexus of that is the creation of these fertile conditions in which young children can thrive.”  \nThis was the fourth webinar in the series Promoting Impactful Teaching and Learning in Kindergarten that the Campaign for Grade-Level Reading and New America’s Early & Elementary Education Policy Program have developed to promote impactful teaching and learning in kindergarten. Join us for the next webinar in this series.
URL:https://leo.gradelevelreading.net/event/creating-environments-and-conditions-for-thriving-kindergarteners/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230214T123000
DTEND;TZID=America/New_York:20230214T140000
DTSTAMP:20260407T051408
CREATED:20231003T153142Z
LAST-MODIFIED:20231208T182953Z
UID:243986-1676377800-1676383200@leo.gradelevelreading.net
SUMMARY:Opportunity Culture: Positive Impacts for Educators and Students
DESCRIPTION:This session opened with an introduction about the program from Stephanie Dean with Public Impact. Dean shared the vision of Opportunity Culture as ensuring every student has consistency with exposure to excellent teachers and that teachers have career opportunities through advancement and on-the-job coaching. She also described the five culture principles of the program\, the structure\, high student outcomes from participating districts\, teacher satisfaction with the program and how Opportunity Culture advances systems change. \n“What we want to do is change the staffing model to make sure that every child is being influenced by the instruction of those great teachers.”– Stephanie Dean \nCharlotte-Mecklenburg School District in North Carolina has participated in this program for since 2013. Bishay Faris\, the Program Manager for the Teacher Leader Pathway (TLP) with the district\, shared how they are implementing this program. He reviewed how many schools within the district participate\, the vision of TLP\, key strategies\, roles and the process for teachers becoming involved. Faris also shared how schools onboard with the program\, metrics and program fidelity and how the program has increased the adaptability with challenges. \n“What impact does this [Opportunity Culture] actually have? We have seen big impacts here\, with student outcomes as one of the biggest ones. When we have teachers supported by an MCL [multi-classroom leader] they will typically have growth that moves from the 49th up to the 69th percentile.”– Bishay Faris \nThe GLR community of Winchester\, Virginia\, is led by the organization Literacy Volunteers Winchester Area and funded by the John and Janice Wyatt Foundation. Andy Gail and Matt Peterson shared how their community mobilized around literacy to join the Campaign for Grade-Level Reading in 2021. Their local school district is a key partner in the work and it implements the Opportunity Culture program. The mobilization effort in Winchester includes over 20 members dedicated to addressing school readiness\, chronic absence and out-of-school learning. \n“The closest partners are the public schools. We couldn’t do it without them\, their staff and teachers. They’ve always been there. They support what we’re working toward and we want to work with them to better our outcomes.”– Andy Gail \nJacob Boula of Winchester Public Schools discussed how they are implementing Opportunity Culture\, why they are participating in the program\, the district’s vision and how the program model works within the district. Having just begun to adopt Opportunity Culture in 2021\, Boula also talked about the future implementation plan based on current outcomes\, lessons learned in implementation and the early successes they have experienced. \n“The hands-on approach to our coaching has been really beneficial. Our teachers and multi-classroom leaders are really enjoying having that role.”– Jacob Boula
URL:https://leo.gradelevelreading.net/event/opportunity-culture-positive-impacts-for-educators-and-students/
CATEGORIES:Crucible of Practice Salon,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230207T150000
DTEND;TZID=America/New_York:20230207T163000
DTSTAMP:20260407T051408
CREATED:20231003T194331Z
LAST-MODIFIED:20231208T182911Z
UID:244029-1675782000-1675787400@leo.gradelevelreading.net
SUMMARY:Learning to Read: Applying Universal Design for Learning
DESCRIPTION:“Being an educator is an incredibly difficult job….One of the greatest joys that I’ve experienced is working with kids and having a chance to be a classroom educator. I think the biggest takeaway from that experience — as somebody who hit rocky points in school — is that we can change….We all have the ability to change the conversation\, and the way we do that is\, by taking healthy risks. It’s choosing to take that first healthy risk and trying that thing that’s different or new\, and being okay with the fact that it might not work out exactly right. The more we can look to the science and the more opportunities we can take to really help provide that accessibility to benefit each learner\, that’s the best kind of risk we can take in the classroom.” — Benjamin N. Powers\, DBA\, Yale University \nIn this week’s Learning Tuesdays Partner Webinar\, Learning to Read: Applying Universal Design for Learning\, co-sponsored by the Emily Hall Tremaine Foundation\, our panelists provided background on the science of learning and implementation of the Universal Design for Learning (UDL) model that\, as Ben Powers notes above\, is changing the conversation about how we learn. \nIn a session moderated by Lindsay Jones of CAST\, we heard from Benjamin Powers of Yale University Child Study Center who shared information about the Haskins Global Literacy Hub and the neurobiology of learning. This background helped to set the stage for deeper understanding of the unique abilities of every child. Jennifer Levine and Becky Canham from CAST shared details about the principles of UDL\, how it is applied in the classroom setting and how CAST provides professional development to districts and teachers who are in the process of implementing the model. \nWhile the model requires time and deep commitment\, the end results are that every child is seen as having unique gifts and learning needs. The classroom is designed to support the learning needs of all children\, which is a mind-shift from our current models of education. Importantly\, the model is based on the science of learning and the neurobiology of how we are all unique learners. \n“What drives my passion for UDL is just this concept of celebrating\, encouraging and helping to emphasize the diversity. I think our traditional education system has tried to push us all into one box\, and I just love the idea that each of us is different\, and that those differences are what makes the world so fantastic.” —Jennifer Levine\, CAST
URL:https://leo.gradelevelreading.net/event/learning-to-read-applying-universal-design-for-learning/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230131T150000
DTEND;TZID=America/New_York:20230131T163000
DTSTAMP:20260407T051408
CREATED:20231004T021414Z
LAST-MODIFIED:20231004T021421Z
UID:244050-1675177200-1675182600@leo.gradelevelreading.net
SUMMARY:Smart ESSER Investments: Leveraging Edtech for Equitable Learning Acceleration
DESCRIPTION:In this week’s GLR Learning Tuesdays Webinar\, Smart ESSER Investments: Leveraging Edtech for Equitable Learning Acceleration\, we launched 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’s session co-sponsored with Whiteboard Advisors\, took a deep dive into how technology-enhanced teaching and learning\, or Edtech\, is a smart investment that is accelerating learning and addressing the ongoing effects of lost instructional time. Anna Edwards of Whiteboard Advisors shared an overview of the factors driving Edtech adoption and discussed strong support for this strategy from the U.S. Department of Education. \n“Edtech\, especially evidence-based technology [that includes] tools and strategies for teachers to use wisely to support learning acceleration is absolutely an encouraged use of [ESSER] funds by the U.S. Department of Education\, and I think we’re going to hear a lot more from Secretary Cardona\, [along with] the Deputy Secretary in the Office of Education Technology\, in the coming months.” – Anna Edwards\, Whiteboard Advisors \nEdwards then moderated a discussion with a panel of school district leaders who shared how their districts are leveraging ESSER funds to invest in instructional technology tools and strategies that have the potential to accelerate and improve educational outcomes for students. Importantly\, the investments made now are integrated into their districts’ strategic plans\, ensuring that this effective strategy can be sustained for the long game of equitable learning loss recovery. Shawn Bird\, Ed.D.\, of Houston Independent School District in Texas also emphasized the importance of investing in teacher professional development as an essential component of delivering Edtech as a recovery strategy. \n“We want to leverage technology in different ways\, and teachers are a huge part of making that successful. So we’re spending our time and money on really developing our teachers to be able to leverage technology in ways that are not the same way that kids learned at home\, but in different ways. We’re using technology across the core content areas\, and it really is a heavy part of our [ESSER} investment.” – Shawn Bird\, Ed.D.\, Houston Independent School District.
URL:https://leo.gradelevelreading.net/event/smart-esser-investments-leveraging-edtech-for-equitable-learning-acceleration/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230124T150000
DTEND;TZID=America/New_York:20230124T163000
DTSTAMP:20260407T051408
CREATED:20230810T182652Z
LAST-MODIFIED:20231206T212200Z
UID:242896-1674572400-1674577800@leo.gradelevelreading.net
SUMMARY:Closing the Gap: Improving Attendance for Our Youngest Learners with Attendance Works
DESCRIPTION:Chronic absence is double the levels prior to the pandemic\, and it is exceptionally high in the early grades. Exceptional challenges (increased illness\, mental health\, economic challenges\, etc.) are barriers to getting our youngest learners in school and back into the routine of learning. Despite the pandemic’s impacts\, district leaders are implementing intentional\, year-round strategies to deepen their connection to families\, engage community partners\, and offer supports to help students overcome barriers to attending school and participating in learning. In this CGLR Learning Tuesdays webinar co-sponsored by Attendance Works\, Hedy Chang moderates a conversation with pediatrician Elliott Attisha from Detroit; school district administrators Erica Forti\, from East Haven Public Schools in Connecticut\, Elena Hill\, Ed.D.\, with Dallas Independent Schools\, Texas\, and Tracy Hill\, M.Ed.\, from Cleveland Metropolitan School District in Ohio. Panelists discuss how they are forging relationships with families\, supporting school staff and rallying entire communities to support schools in creating safe\, inclusive and quality learning environments for children.
URL:https://leo.gradelevelreading.net/event/__trashed/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230124T150000
DTEND;TZID=America/New_York:20230124T163000
DTSTAMP:20260407T051408
CREATED:20230713T131657Z
LAST-MODIFIED:20230815T215917Z
UID:242025-1674572400-1674577800@leo.gradelevelreading.net
SUMMARY:Closing the Gap: Improving Attendance for Our Youngest Learners
DESCRIPTION:“How do you break down those barriers where a family might be a little hesitant\, or because of their past experiences\, not really trusting what’s going on with the schools? We know that the teachers are the ones that are the front line. They’re the ones who have those relationships and those opportunities to build that connection with families. We [need to think about] how we can be a support to them”. – Tracy Hill\, M.Ed.\, Cleveland Metropolitan School District \nModerated by Hedy Chang of Attendance Works\, this webinar focuses on the critical importance of creating deep relationships with families and caregivers to address the extraordinarily high levels of kindergarten chronic absence occurring in the aftermath of the pandemic. Panelists share how partnerships with health providers\, public agencies\, community organizations and early childhood providers can equip schools to take the year-round\, all-hands-on-deck\, intentional approach to ensuring students are engaged and learning in multiple settings so they are comfortable and confident in school. \nSuperintendent Erica Forti\, East Haven Public Schools\, Connecticut\, discusses the need to explicitly counter the lack of understanding about the social\, emotional and academic importance of coming into the building every day and to invest in the transition from preschool to kindergarten. Assistant Superintendent Elena S. Hill\, Ed.D.\, Early Learning\, Dallas Independent School District\, Texas\, emphasizes the importance of strengthening parent connections to help support reading success and ensure regular attendance for early learners. The district has ramped up its home visiting programs as a strategy to build empathy and trust between its families and schools. \nTracy Hillm M. Ed.\, Executive Director\, Office of Family and Community Engagement\, Cleveland Metropolitan School District\, Ohio\, discusses the district’s commitment to taking a transformative approach to family and community engagement through investments in parent ambassadors and multi-tiered levels of support. Cleveland also has relaunched its attendance awareness campaign with targeted messaging and incentives for students with good and improved attendance. \nPediatrician Elliott Attisha\, a senior fellow with Attendance Works advises that schools can prevent health-related absences by providing clear guidance about when a child should stay home or show up to school\, and investing in school-based health services and screening to support mental as well as physical health. Districts and schools can follow a whole child framework to create a healthy learning environment\, with supports for students’ physical and mental health\, family engagement\, employee wellness and the physical environment.
URL:https://leo.gradelevelreading.net/event/closing-the-gap-improving-atendance-for-our-youngest-learners/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230117T150000
DTEND;TZID=America/New_York:20230117T163000
DTSTAMP:20260407T051408
CREATED:20231004T024403Z
LAST-MODIFIED:20240530T180744Z
UID:244071-1673967600-1673973000@leo.gradelevelreading.net
SUMMARY:Learning How States\, Districts\, and Educators are Strengthening Kindergarten
DESCRIPTION:I think that over the course of the past 15 to 20 years the concept of kindergarten as building the foundation for students has been lost\, and kindergarten has evolved into programming to “fast track” students towards specific benchmarks… In so doing\, programs are trying to almost put the roof on the house before the foundation has had an opportunity to set\, and then those who are not putting on the roof are definitely trying to build the walls. \nPamela Truelove-Walker\, Ed.D.\, of the Alabama Department of Early Childhood Education\, shared the quote above during this week’s session\, Learning How States\, Districts\, and Educators Are Strengthening Kindergarten. Her remarks pointed toward the work that the webinar’s panel is doing. For state leaders\, such as Truelove-Walker and Anna Severens of the Nevada Department of Education\, supporting developmentally appropriate policies is central to this work. District leaders\, such as Kim Holland\, Ed.S.\, of Gwinnett County Public Schools\, are also working to support kindergarten as a bridge between preschool and first grade. Holland shared information about her district’s Kindergarten Academy and its importance for learning\, saying\, “We had several principals come to our department and say\, ‘can you write 180 days of lesson plans for our teachers to do it like this\, because this is what kindergarten should look like.’ And so we have started that process of what we are calling joyful learning.” Jason Sachs\, Ph.D.\, shared how he is working to align curriculum from birth through third grade in Boston Public Schools and how he recognized “that alignment is critical. What you’re also seeing in the data is that alignment is really hard.” \nState and district leaders can’t do this work alone; Jeri Robinson of Boston Public Schools Committee said\, “it’s not just a school thing.” It requires teachers\, partners and families to build a strong foundation in kindergarten. Stacy Macri of Abbot-Downing School is one of those teachers. At her school in New Hampshire\, play-based learning teaches not only academic skills\, but motor skills\, self-help skills and skills for the whole child — most of them through play. Robinson talked about how museums and libraries can function as safe places for families and children to introduce kindergarten and prepare them for it. \nAs the conversation concluded\, these leaders reflected on practices that are effective. Anna Severens of the Nevada Department of Education summarized the conversation\, saying buy-in is critical and principals must understand the work so that kindergarten teachers can do it. There is a need for more work around a stronger coaching system. And finally we must do this work system wide.
URL:https://leo.gradelevelreading.net/event/learning-how-states-districts-and-educators-are-strengthening-kindergarten/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230110T150000
DTEND;TZID=America/New_York:20230110T163000
DTSTAMP:20260407T051409
CREATED:20231004T030417Z
LAST-MODIFIED:20231208T181453Z
UID:244090-1673362800-1673368200@leo.gradelevelreading.net
SUMMARY:Transforming the Early Literacy Landscape Using Collective Learning with 313Reads
DESCRIPTION:“I am a former athlete and one of the things I learned in athletics is when you are up against an opponent\, you want to change their eye level\, get them to look in a different place. What we’re hoping at ‘Every School Day Counts Detroit’ is to change your eye level\, to look at the same problem\, but to see it differently\, which is what every inventor does.”-Reverend Larry Simmons\, Sr.    \nThank you for registering for our January Crucible of Practice Salon webinar featuring leaders from 313 Reads in Detroit\, Michigan\, and key partners from Attendance Works\, Brightmoor Alliance\, Center for Success\, Every School Day Counts Detroit (ESDCD) \, and Urban Neighborhood Initiative (UNI). This webinar explored the story of how two community coalitions converged to address chronic absence using a community of practice model. \nThe session opened with an introduction to 313Reads from Alyce Hartman and Leah van Belle\, Ph.D.\, of 313Reads. The work of 313Reads is rooted in ensuring grade-level reading\, literacy equity and literacy justice for children\, families and community in Detroit as a collective impact coalition. Van Belle described compelling data which leads them towards the call to action. The key levers focus domains that bring the coalition together under a shared agenda were also shared. \n“We’re all learners and we’re all teachers. We take that very sincerely. We want to amplify the good work that the partners are doing\, and we also want to think about how we can build out more systemic\, aligned\, coordinated efforts together.” – Leah van Belle\, Ph.D. \nEvery School Day Counts Detroit (ESDCD) is a coalition addressing chronic absence in schools through messaging\, supports and resources for families\, understanding and addressing causes\, and using data for informed decision-making. Reverend Larry Simmons\, Sr. and Christine Bell\, co-chairs of ESDCD\, shared how and why their coalition mobilized. They also discussed their four pillars model\, which includes research\, technical assistance\, communications\, and wraparound supports.     \n“We have in our work the four pillars model. We believe that if all these pillars are working at school and functioning well\, chronic absenteeism will decrease. Some of our strategies are for individuals\, some for families\, some related to neighborhoods and some are working through policies and systems change.”– Christine Bell\, LMSW \nEmma Herdean\, Senior Fellow with Attendance Works\, provided additional compelling data about chronic absence\, which is defined as missing 10 percent or more of school days due to absence for any reason. Herdean further shared information about the infrastructure of the Community of Practice for Attendance\, the timeline for the work and a glimpse of the topics discussed at meetings with team members. Additional information was shared about the Summer and Out of School Time Community of Practice. Disaggregated data are used for decision-making and the identification of strategies and resources needed for children and families. Finally\, Herdean offered examples of “Push/Pull Factors” with students that motivate either absence or attendance. \n“We use the Community of Practice to introduce key concepts and then create opportunities for participants to discuss how the concepts can be adapted and tailored to their own realities. One size does not fit all\, and this allows for tailoring and local ownership.”– Emma Herdean \nAndrea Meyer with Center for Success offered perspective as a community-based program provider serving children and youth in Detroit. Meyer co-chairs the Summer and Out of School Time Community of Practice and provided information about the importance of relationships and partnerships within the work. Relationship building with youth and families\, centering their voice in program design and learning from their feedback are key pieces of how strategies are implemented. \n“We’re part of different systems\, but when we come together and realize we’re all talking about the same thing\, it’s so powerful.”– Andrea Meyer
URL:https://leo.gradelevelreading.net/event/transforming-the-early-literacy-landscape-using-collective-learning-with-313reads/
CATEGORIES:Crucible of Practice Salon,Learning Loss,Parents,Readiness
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221220T150000
DTEND;TZID=America/New_York:20221220T163000
DTSTAMP:20260407T051409
CREATED:20231129T013820Z
LAST-MODIFIED:20231129T013940Z
UID:245017-1671548400-1671553800@leo.gradelevelreading.net
SUMMARY:NAEP Scores: Behind and Beyond the Numbers
DESCRIPTION:“Our schools are community institutions first and foremost. One of the things we were really grateful for during the COVID era\, because we were community institutions\, because our teachers and leaders had deep ties to their communities and deep roots in their communities\, they had built stores of trust with parents\, with teachers\, and it turned out that social capital that had been built in communities paid dividends in a crisis.”  \n– Kathleen Porter-Magee\, Superintendent\, Partnership Schools \nHosted on his December 20\, 2022\, this GLR Learning Tuesdays webinar featured a special “director’s cut” of informative excerpts from a series of conversations that engaged national leaders who shared their insights and reflections on the 2022 NAEP data. While the 2022 NAEP scores confirmed significant learning losses for students nationwide\, especially those students who had been struggling before the pandemic\, the panelists shared the positive outliers among those scores in an effort to illuminate our path forward. \nThis session featured Commissioner Peggy Carr\, Ph.D.\, Commissioner of the National Center for Education Statistics\, Institute of Education Sciences\, U.S. Department of Education\, as she offered her insights on the 2022 NAEP scores\, what they reveal about the impact of poverty\, and the broad and long-term commitment that will be required in response. She noted: “Everybody has a role\, one of the first things I think we need to do is to get parents and family and community on board and understanding this isn’t going to go just go away. This is a serious problem we have here that will impact students’ outcomes and their lives for years to come. We have to get a handle on this\, and it’s going to take all of us doing it.” \nOne of the “bright spots” in the NAEP data was the success of Catholic schools\, which either held the line or lost much less ground academically than either public or charter schools. Kathleen Porter-Magee of Partnership Schools\, a network of urban Catholic schools in New York and Cleveland\, shared how the network-wide curriculum and instructional model enabled network leaders to better support teachers and students during virtual learning. She stressed how the schools’ strong community and family connections helped them gain support as they made real-time decisions throughout the pandemic. \nAfter these two leaders shared their insights\, John Gomperts of CGLR moderated a conversation with a panel of distinguished education leaders representing the perspectives of rural and urban districts\, charter schools and Department of Defense Education Activity schools. These panelists shared some of the key lessons from the pandemic while noting that they are still in the process of analyzing much of the data\, but they see some early lessons emerging. \nRaymond Hart\, Ph.D.\, representing urban schools\, shared that the impact on students living in poverty was significant\, while also noting that in some urban areas reading scores in particular did not see as big of a drop. Tim Taylor and Heather Zellers\, representing rural schools\, shared many of the challenges that rural districts faced during the pandemic and continue to face\, including staffing challenges and resource distribution of ARPA and ESSER funds. Christy Wolfe\, representing public charter schools\, shared some of the bright spots seen within charter schools\, including reduced disparities for English language learners. Both rural schools and charter schools noted the ability to adjust more quickly to the pandemic. Taylor stressed the importance of having a strong instructional leader\, such as a superintendent or principal\, and the direct correlation to student outcomes. Beth Schiavino-Narvaez\, Ed.D.\, shared the results from Department of Defense Education Activity schools\, which outpaced the entire nation. Some of the elements contributing to these positive outcomes included rigorous curriculum\, professional development\, consistent leadership and the support of military leaders throughout the system. \n“I think the real challenge coming out of the pandemic is how can we get our students who are in poverty the resources they need? What can we learn from the way we deployed devices so that even after the bell students could still connect and continue to learn\, like many of their peers across the country. I think our real question as a country coming out of the pandemic is: How do we help our students and our families in poverty not only recover but grow? And that’s our primary focus.” \n— Raymond C. Hart\, Ph.D.\, Council of the Great City Schools
URL:https://leo.gradelevelreading.net/event/naep-scores-behind-and-beyond-the-numbers/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221214T150000
DTEND;TZID=America/New_York:20221214T163000
DTSTAMP:20260407T051409
CREATED:20231025T023842Z
LAST-MODIFIED:20231025T024412Z
UID:244355-1671030000-1671035400@leo.gradelevelreading.net
SUMMARY:Developing Math Joy and Identity Through Literature
DESCRIPTION:In this Special Webinar\, a part of the Early Math+Early Literacy series\, panelists dive into children’s books that make readers think about math in a whole new way! Attendees become a “student for a day” as they immerse themselves in a wide range of read-alouds and hands-on activities. \nListen in as panelists discuss and explore books from the Mathical Book Prize list — and beyond — in the company of authors\, educators and early childhood experts. Mathical aims to inspire children of all backgrounds\, ages and interests to develop a love and appreciation of the math in the world around them. \nWatch the recording and enjoy being introduced to diverse activities and resources through demos\, show and tell\, and other “seed planting” strategies. You can return later at your leisure and explore more deeply with the expansive resource list we will provide.
URL:https://leo.gradelevelreading.net/event/developing-math-joy-and-identity-through-literature/
CATEGORIES:Special Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221213T150000
DTEND;TZID=America/New_York:20221213T163000
DTSTAMP:20260407T051409
CREATED:20230905T155313Z
LAST-MODIFIED:20230927T225851Z
UID:243402-1670943600-1670949000@leo.gradelevelreading.net
SUMMARY:Follow the Money: $190 Billion to Confront Challenges\, Seize Opportunities
DESCRIPTION:In this GLR Learning Tuesdays webinar\, “Follow the Money: $190 Billion to Confront Challenges\, Seize Opportunities\,” we had the chance to look back and look ahead at investments made by State Education Agencies and local school districts from the Elementary and Secondary School Emergency Relief (ESSER) fund\, federal funding designed to address the unprecedented setbacks precipitated by the pandemic. This multi-billion dollar allocation came with a timestamp. At the end of 2022\, we are at the halfway point\, and this  webinar explored both the challenges that districts have faced in spending funds and the bright spots that demonstrate how smart investments can make a real impact on equitable learning recovery. Emma Dorn of McKinsey & Company shared findings from their recent survey of school administrators and helped us understand some of the key challenges faced by districts: \n“One of the challenges that we’ve heard districts talk about a lot is just the availability of talent and vendors. We’re in a very tight labor market. And so we’ve worked with districts who are trying to get a social worker in every school or districts who are trying to increase the number of teachers for intervention or districts who are trying to ramp up tutoring\, and in all of those cases we’re finding challenges that everyone is going after the same staff [so it is difficult to] fill those open positions.” \nAnu Malipatil of the Overdeck Family Foundation moderated an informative and data-rich discussion with Dorn and other experts from Education Trust\, National Rural Education Association\, McKinsey & Company\, COVID Relief Data Project\, FutureEd\, and Overdeck Family Foundation as they unpacked statistics about district spending plans versus actual spending at the two-year mark and the difference between dollars spent and funding commitments made to date. We learned about how State Education Agencies are investing their 10% set aside and the top trends in their spending in support of academic recovery. And we gained a glimpse of promising strategies and examples of district investments that are making an impact on equitable learning recovery and can be replicated in the remaining time allowed for ESSER spending. \nReflecting the challenge identified by Dorn\, David Ardrey of the National Rural Education Association shared how rural districts leveraged their entire community to fill gaps and address the needs during the pandemic: \n“What you’ll find with rural districts is that they [took an] all-hands-on-deck approach\, and that didn’t just include teachers or educators; that was administrators\, bus drivers\, ancillary employees coaching staff and the custodians. And rural districts…did a great job of finding partnerships that were available\, whether that was through higher ed or community services\, or whatever organization they could find to help them as a resource\, they were using those resources in a very effective way. “ \nWith all of the recent headlines proclaiming that “federal funding is going unspent by many school districts\,” this webinar gave us the insight and intel to dispel misconceptions and understand what is really going on as we move into 2023 and continue to do all that we can to support children and families in their recovery from the disruptions caused by the pandemic.
URL:https://leo.gradelevelreading.net/event/follow-the-money-190-billion-to-confront-challenges-seize-opportunities/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221213T123000
DTEND;TZID=America/New_York:20221213T140000
DTSTAMP:20260407T051409
CREATED:20231129T014939Z
LAST-MODIFIED:20231208T181543Z
UID:245022-1670934600-1670940000@leo.gradelevelreading.net
SUMMARY:United Way & CGLR: Aligning for Impact in Education
DESCRIPTION:“Puzzle pieces are so fitting for what United to Thrive represents. A puzzle is more challenging in nature\, but there is a solution. It may be complex and there may be many parts\, but every puzzle has a solution. So do the challenges our community faces. You have to focus on the big picture in some cases to solve a puzzle. That is United Way’s unique role in our community. We bring focus on the big picture and how the pieces all come together to form a solution. Just like a puzzle\, every single piece is important.”  \n– Mary Sellers\, United Way of Central Iowa \nThis December 13\,2022 Crucible of Practice Salon webinar featured speakers from United Way of Central Iowa (UWCI) and Oakridge Neighborhood as it explored how Iowa’s largest United Way approaches its education work across different lines of business connecting donors\, advocacy\, data\, funding and partnerships toward collective impact in early childhood and education success. \nUnited Way Worldwide serves more than 1\,100 communities across 37 countries and territories around the globe. The work of United Way is synonymous with community impact in health\, education and financial stability. Fueled by volunteers and passion within the local communities\, United Way offers resources and support for local program partners. Across the GLR Network\, United Ways make up the greatest percentage of backbone agencies for local CGLR coalitions and continue to be an important national and local partner in our shared work. This session examined the story of how the largest United Way in Iowa approaches their education work across different lines of business\, connecting donors\, advocacy\, data\, funding and partnerships toward collective impact in early childhood and education success. \nThe session opened with an introduction to the United to Thrive framework by Mary Sellers\, President of United Way of Central Iowa. Sellers described the five components of United to Thrive\, which when pieced together support a thriving community. These include economic opportunity\, health and well-being\, essential needs\, early childhood success and education success. \n“Equity is at the center of everything we do. Everything is connected and we can’t do one piece of the work without the other. This means focusing internally as well as externally. We’re looking at this from three pillars; individual\, institutional and systemic\, to be able to make a difference and a change for our community to thrive.” – Rubén Vázquez Ruiz \nEquity is embedded throughout each piece of the work. Rubén Vázquez Ruiz\, Chief Diversity\, Equity\, and Inclusion Officer\, shared the ways in which United Way of Central Iowa ensures that equity is woven in with all elements\, including strategic and resource investment decisions. Kate Bennett\, Community Impact Officer in Early Childhood and Education Success\, provided a summary of the key strategies within the early childhood success work. \nJaclyn Wulfekuhle\, Women United Director\, offered details of the donor affinity group and how its focus on investments mobilizes volunteers and funding toward supporting work in reading\, developmental and childhood mental health screenings\, and resources for childcare centers serving families with low incomes. Women United is also connected with efforts in advocacy. Dave Stone\, Advocacy Officer\, explained the approach UWCI takes with advocating for state policy change\, impacting state and local systems. Marian Rueter Godwin\, Community Impact Services Director\, and Rachelle Talbott\, Research Associate\, reviewed their use of Results Based Accountability and data as a driver of continuous improvement. The data collected influences strategic decisions as well as resource allocations. Talbott also provided a quick demonstration of how Clear Impact Scorecard works in real time. Cheryl Werner\, Education Coordinator\, described three national programs implemented by UWCI within their education work. John Spinks Jr\, Program Manager with Oakridge Neighborhood\, directs programs funded by UWCI\, and he offered examples of how the partnership has benefited children and youth served. \n“Because of our collaboration and partnership with United Way\, we were able to receive additional funding to do a number of things for our youth. For example\, we felt it was extremely important when students went to virtual learning that they came to a place where they had adult supervision and support. We were able to have the students in their seats with the computers on to get their academics done for the day. It was a long stretch\, but we were one of a few programs in the city that did not shut down. The partnership allowed us to provide a clean and safe learning environment and we were able to continue to work with students to make sure they were successful during those times.” – John Spinks Jr    
URL:https://leo.gradelevelreading.net/event/united-way-cglr-aligning-for-impact-in-education/
CATEGORIES:Crucible of Practice Salon,Learning Loss,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221206T150000
DTEND;TZID=America/New_York:20221206T163000
DTSTAMP:20260407T051409
CREATED:20231025T030342Z
LAST-MODIFIED:20231025T030732Z
UID:244362-1670338800-1670344200@leo.gradelevelreading.net
SUMMARY:Real-Time Data & Equitable Learning Recovery: Emerging Pathways to Smarter Decisions
DESCRIPTION:“Everybody has a role\, one of the first things I think we need to do is to get parents and family and community on board and understanding this isn’t going to go just go away. This is a serious problem we have here that will impact students’ outcomes and their lives for years to come. We have to get a handle on this\, and it’s going to take all of us doing it.” – Peggy Carr\, Ph.D.\, Commissioner\, National Center for Education Statistics \nIn this GLR Learning Tuesdays webinar\, CGLR’s John Gomperts moderates a conversation that begins with Commissioner Peggy Carr\, Ph.D.\, of National Center for Education Statistics discussing the 2022 NAEP results and what they reveal about the state of affairs for students\, educators and families. She stresses the reality of life for families during and after the height of the pandemic. \nAttendees also learn about real-time data collection initiatives that can inform efforts to advance equitable learning recovery in partnership with families\, educators and communities. Cristi Carman\, Program Manager of the RAPID project\, shares findings from the RAPID early childhood and family well-being survey based at Stanford University. The RAPID survey was launched in 2020 in response to the pandemic. The survey looks at five areas — child well-being\, material hardship\, child care\, health care and parent well-being — and is updated monthly. \nRachel Hansen discusses the methodology and results of the School Pulse national sample survey of elementary\, middle and high schools led by Institute of Education Sciences. The survey is updated monthly and examines how schools are responding and adapting to changes as a result of the pandemic. Bibb Hubbard\, President and Founder of Learning Heroes\, details the results from their 2022 national survey of parents and educators.
URL:https://leo.gradelevelreading.net/event/real-time-data-equitable-learning-recovery-emerging-pathways-to-smarter-decisions/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221129T150000
DTEND;TZID=America/New_York:20221129T163000
DTSTAMP:20260407T051409
CREATED:20231201T002649Z
LAST-MODIFIED:20240530T180755Z
UID:245057-1669734000-1669739400@leo.gradelevelreading.net
SUMMARY:Play + Academics + Relationships: Teaching in 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  during this GLR Learning Tuesdays session that was a part of a series planned in partnership with New America\, lifting up “Kindergarten as a Sturdy Bridge” between the early years and early grades. In this session\, panelists shared some of the most important research findings on teaching and learning in kindergarten. Duke’s remarks pointed to increasing instructional density\, which she 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.” \nPanelists 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 stressed 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/245057/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221115T150000
DTEND;TZID=America/New_York:20221115T163000
DTSTAMP:20260407T051409
CREATED:20231213T201233Z
LAST-MODIFIED:20231213T201554Z
UID:244848-1668524400-1668529800@leo.gradelevelreading.net
SUMMARY:Safety and Belonging First: Advancing Well-Being for Learning Recovery
DESCRIPTION:In this week’s webinar Safety and Belonging First: Advancing Well-Being for Learning Recovery\, we explored how to best cultivate well-being for students — and their parents\, caregivers and teachers — as a strategy to advance equitable learning recovery as we continue to emerge from the pandemic. Experts helped us explore our own experience with well-being in a quick poll and then shared their thoughts on the definition. Karen Pittman of Knowledge to Power Catalysts and formerly of the Forum for Youth Investment and a well-known leader and advocate for thriving youth shared the following definition from the young person’s perspective: \n“I have a sense of agency. I feel like I can go out and do things in the world and make a difference\, and I have a sense of connectedness. I’m connected to something. I’m grounded. I have a sense of collective identity. And those put together really give you meaning and purpose.” \nIn addition to Pittman\, CGLR was introduced to the work of UC Berkeley’s Greater Good Science Center with panelist\, Maryam Abdullah\, Ph.D.\, who shared what the organization sees as the 12 keys to well-being. Abdullah zeroed-in on the importance of ensuring that the parents of young children have access to and experience these building blocks. As she expresses below\, the community surrounding the parents and children are essential factors in cultivating the building blocks: \n“Someone needs to be there to put the oxygen mask on you as a parent\, and that comes from a community that recognizes and honors what parenting entails. Because oftentimes the onus is on the parents who are often depleted already. So we need to be thinking about\, what is the community doing to have the oxygen mask at the ready for the parents who are needing support?”  \nWe were lucky to then hear from a panel of CGLR community leaders who shared their specific programs and strategies designed to place those oxygen masks at the ready for parents while building the sense of connectedness in students and providing support and nurturing for teachers.
URL:https://leo.gradelevelreading.net/event/safety-and-belonging-first-advancing-well-being-for-learning-recovery/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221115T123000
DTEND;TZID=America/New_York:20221115T140000
DTSTAMP:20260407T051409
CREATED:20230804T152513Z
LAST-MODIFIED:20231208T181629Z
UID:242794-1668515400-1668520800@leo.gradelevelreading.net
SUMMARY:The Critical Role of Professional Development in Creating High-Quality Early Learning Environments
DESCRIPTION:“That drum beat is around quality\, which we keep talking about in this conversation. I think that’s an important role for funders to play as more money and new policies start to emerge. We can play a role in ensuring that practices are reflective of the science of learning and development.” – Lis Stevens\, Bezos Family Foundation \nThrough panel conversations with three philanthropic leaders and three providers\, this Funder-to-Funder Conversation explores the role that research-based professional development plays in promoting positive learning environments to support children’s kindergarten readiness. \nDana Cilono of Kenneth Rainin Foundation\, Stephanie Sharp of Overdeck Family Foundation and Lis Stevens of Bezos Family Foundation open the session by discussing the focus of their respective foundations on early learning\, with Cilono and Sharp both sharing that kindergarten readiness is a “north star” for their foundations. They note the misalignment between what science tells us about how children learn and much of the policy\, practice and investments in the early years. They call on funders and other stakeholders to focus on ensuring quality as the early learning system is rebuilt in the wake of program closures and staff shortages caused by the pandemic. Implementation of evidence-based professional development programs that foster positive learning environments is one important way to ensure quality. By boosting educator confidence and effectiveness\, professional development can advance retention efforts. They stress the need for increased compensation as well\, with Stevens noting that innovative financing models in New Mexico and Vermont are helping to boost early educator compensation. \nAfterwards a panel of providers introduce their professional development models: \n\nEmily Grunt describes how the FluentSeeds professional development model balances education and the science of how children learn with sensitivity\, encouragement\, development through doing and self-image. It has been externally evaluated and proven to be effective in achieving learning outcomes for children across subgroups.\nKai-ama Hamer introduces ParentCorps\, explaining how it transforms the pre-K experience by helping schools partner with families with components tailored to serve parents\, students and educators. Evaluations have shown it to have long-term positive outcomes on children’s mental health and academic achievement.\nDeborah Leong\, Ph.D.\, describes how Tools of the Mind is rooted in the science and includes both a comprehensive curriculum for pre-K and kindergarten and a professional development model that develops self-regulated learners with an emphasis on executive functions that support both cognitive\, social-emotional and academic skills.\n\n“We’re really just scratching the surface\,” Sharp noted as she called for other funders to invest in professional development for early learning educators. “All three of these providers are scaling. They’re growing and that’s great. But\, we are still nowhere near meeting the need.”
URL:https://leo.gradelevelreading.net/event/the-critical-role-of-professional-development-in-creating-high-quality-early-learning-environments/
CATEGORIES:Funder-to-Funder Conversation,Past Event,Readiness
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221108T150000
DTEND;TZID=America/New_York:20221108T163000
DTSTAMP:20260407T051410
CREATED:20231110T203941Z
LAST-MODIFIED:20231110T214526Z
UID:244826-1667919600-1667925000@leo.gradelevelreading.net
SUMMARY:Beyond the Headlines: What Can We Learn From a Closer Look at NAEP?
DESCRIPTION:“I think the real challenge coming out of the pandemic is how can we get our students who are in poverty the resources they need? What can we learn from the way we deployed devices so that even after the bell students could still connect and continue to learn\, like many of their peers across the country. I think our real question as a country coming out of the pandemic is\, how do we help our students and our families in poverty not only recover but grow\, and that’s our primary focus.” — Raymond C. Hart\, Ph.D.\, Council of the Great City Schools \nIn last week’s GLR Learning Tuesday webinar\, CGLR’s John Gomperts moderated a panel of distinguished education leaders exploring insights to be gained from the recent NAEP scores. Panelists — representing the perspectives of rural and urban districts\, charter schools as well as Department of Defense Education Activity schools — shared some of the key lessons from the pandemic and what we might be able to extract from the recent release of NAEP scores. Our panelists noted that they are still in the process of analyzing much of the data\, but see some early lessons emerging. \nRaymond Hart\, representing urban schools\, shared that the impact on students in poverty was significant\, but in some urban areas reading scores in particular did not see as big of a drop. Tim Taylor and Heather Zellers\, representing rural schools\, shared many of the challenges that rural districts faced during the pandemic and continue to face including staffing challenges and resource distribution of ARPA and ESSER funds. Christy Wolfe\, representing public charter schools\, shared some of the bright spots seen within charter schools including reduced disparities for English language learners. Both rural schools and charter schools noted the ability to adjust more quickly to the pandemic. Tim Taylor shared the importance of having a strong instructional leader\, such as a superintendent or principal\, and the direct correlation to student outcomes. Beth Schiavino-Narvaez shared the results from Department of Defense Education Activity schools\, which outpaced the entire nation. Some of the elements contributing to these positive outcomes included rigorous curriculum\, professional development\, consistent leadership and the support of military leaders throughout the system. \nRaymond Hart closed with the following words that represented the consensus of the presenters. “I think that our challenges are far more alike than they are different. As a country\, we can only be as strong as those who struggle most in our respective communities.” 
URL:https://leo.gradelevelreading.net/event/beyond-the-headlines-what-can-we-learn-from-a-closer-look-at-naep/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221101T150000
DTEND;TZID=America/New_York:20221101T163000
DTSTAMP:20260407T051410
CREATED:20231206T194522Z
LAST-MODIFIED:20251216T185616Z
UID:245141-1667314800-1667320200@leo.gradelevelreading.net
SUMMARY:What's Next? Identifying & Advancing Initiatives to Accelerate Learning Recovery
DESCRIPTION:“How do we take this moment that feels really hard\, and say\, ‘What can we do better’? … ‘How does research and how [does the way] we’re mobilizing knowledge and disseminating knowledge [need to] change\, so that if this happens again—and listen\, whether it’s a snow day\, or a natural disaster\, or a hurricane: this is going to happen again—and we need to be better prepared to serve our communities and get that knowledge\, get that research and mobilize that understanding on the ground.”— Erin Mote\, XPrize Jury member and founder of InnovateEDU   \nThis GLR Learning Tuesdays session\, hosted on November 1\, 2022\, responded to the 2022 NAEP scores and the crisis of learning loss\, exploring strategies for accelerating equitable learning recovery. CGLR’s John Gomperts engaged Mark Schneider of the Institute of Education Science (IES) in a discussion about the work of IES\, the statistics\, research and evaluation arm of the U.S. Department of Education\, and the need for the reprioritization of evidence-based and research-backed teaching and learning approaches. \nErin Mote\, currently a jury member for the XPrize\, introduced the XPrize’s Digital Learning Challenge\, its intersection with the research sector and the sense of urgency we all feel to reverse learning loss. Rebecca Griffiths shared the work that SRI is doing in conjunction with IES to identify and lift up approaches that work\, identify where there are gaps and determine how to implement effective approaches in a saturated market. Attendees also heard from Deborah Peart of My Mathematical Mind as she shared why those who care about education should be putting as much effort into math instruction and learning research\, and why “mathing” should be used as a verb along with reading and writing given its foundational importance in learning. \n“We created a society where it’s acceptable to just not math. No—math deserves a verb. We have to do something about the language around it\, and how we train teachers so that they can heal from their own math trauma\, so that they can actually deliver math instruction with competence\, confidence and comfort.”— Deborah Peart\, Founder of My Mathematical Mind
URL:https://leo.gradelevelreading.net/event/whats-next-identifying-advancing-initiatives-to-accelerate-learning-recovery/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221025T143000
DTEND;TZID=America/New_York:20221025T160000
DTSTAMP:20260407T051410
CREATED:20231218T235611Z
LAST-MODIFIED:20240530T180655Z
UID:245676-1666708200-1666713600@leo.gradelevelreading.net
SUMMARY:A Pivotal Year: Kindergarten’s Important Role in Education
DESCRIPTION:Last week’s GLR Learning Tuesdays webinar\, “A Pivotal Year: Kindergarten’s Important Role in Education\,” featured Swati Adarkar\, Deputy Assistant Secretary for Policy and Early Learning at the U.S. Department of Education\, Ellen Galinsky\, author of Mind in the Making\, and Ryan Lee-James\, Ph.D.\, Chief Academic Officer at the Atlanta Speech School\, in a discussion of why kindergarten is such an important year.  Laura Bornfreund of New America moderated the session. \nBornfreund opened up the webinar by noting how kindergarten has changed over time. At one time children in kindergarten played to learn much of the school day. They explored and they made friends. But in the past few decades\, the pendulum has swung almost entirely in the opposite direction. Kindergartners spend much more of their days in rote instruction in reading and math with limited options for choice\, exploration and play. Research in the past decade shows how kindergarten has changed with some asking if kindergarten is the new first grade. In 2016\, researchers published a study with that title showing kindergartners were exposed to more reading and math content in 2010 than in 1998. More exposure to math and reading isn’t a bad thing\, but as with all things implementation and delivery matter. Reading shouldn’t crowd out science\, math and opportunities for children to learn about the world around them. In fact\, building background knowledge and vocabulary are important for being strong readers and learners. Play is learning — through guided play\, exploration\, relationships and conversations\, teachers can transform learning for children from something teacher-directed and constrained to something engaging and interactive that is much more meaningful and impactful. \nSwati Adarkar talked about kindergarten as the universal access point for children and a “sturdy bridge” between pre-K and the early grades. Ellen Galinsky talked about how for the sturdy bridge to work it needs to have a good foundation before and after kindergarten. She also said we need to move away from focusing on what kindergartners lack when they enter school and instead focus on the strengths they bring and then build from there. Dr. Ryan Lee-James highlighted the importance of relationships for building a reading brain. She also discussed how COVID wreaked havoc on children’s learning but pointed out that schools were struggling to meet all children’s needs\, especially children from marginalized communities\, before COVID. We need to do better for our young learners.
URL:https://leo.gradelevelreading.net/event/a-pivotal-year-kindergartens-important-role-in-education/
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221020T150000
DTEND;TZID=America/New_York:20221020T163000
DTSTAMP:20260407T051410
CREATED:20231027T214926Z
LAST-MODIFIED:20231027T215733Z
UID:244490-1666278000-1666283400@leo.gradelevelreading.net
SUMMARY:The Surprising Importance of Early Math
DESCRIPTION:“Over a lifetime\, positive effects of early math compound\, and we all benefit from investing in children’s early math learning–birth through grade 3.” \n– Douglas Clements\, Ph.D.\, University of Denver \n In this session\, the second in the Early Math + Early Literacy special webinar series\, Douglas Clements\, Ph.D.\, and Julie Sarama\, Ph.D.\, of Marsico Institute at the University of Denver\, led participants through an interactive exploration of the five surprising reasons early math is critical. In a conversation moderated by Nicki Newton\, Ed.D.\, President of Newton Education Solutions\, they reviewed a plethora of research studies that reinforce the idea that early math makes a huge impact on a child’s cognitive ability and affects school success. \nThe Five Early Math Surprises shared by Clements & Sarama are: \n\nEarly math has surprising predictive power.\nYoung children have the potential to learn powerful math.\n#2 is a surprise to most educators.\nMost children need better mathematics.\nWe know a lot about how children think and learn about math and teaching with learning trajectories.\n\nParticipants received a virtual handout with resources and heard a lively discussion about the implications of early mathematics.
URL:https://leo.gradelevelreading.net/event/suprisingearlymath/
CATEGORIES:Past Event,Special Webinar
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221018T150000
DTEND;TZID=America/New_York:20221018T163000
DTSTAMP:20260407T051410
CREATED:20231031T215028Z
LAST-MODIFIED:20231208T181705Z
UID:244613-1666105200-1666110600@leo.gradelevelreading.net
SUMMARY:Beyond Bricks & Mortar: How Housing Agencies Can Promote Showing Up to School
DESCRIPTION:Moderated by Hedy Chang of Attendance Works\, this session featured an inspiring conversation about how schools and housing agencies should and could be working together to address the skyrocketing rates of chronic absence. The panelists\, discussing collaborations in Arizona\, California and Maine\, emphasized how housing agencies are key partners with schools and community organizations in addressing and reducing growing educational inequities\, particularly by leveraging their capacity to connect economically challenged children and families with needed support and resources. Each one shared strategies used by housing agencies to partner with families to keep students excited about learning and attending school\, and approaches to ensure equitable access to online learning opportunities. They highlighted the key role of data shared with families\, communities\, educators and local agencies to both identify where resources are needed and to highlight how interventions are working with Maria Casey of Attendance Works remarking: \nSchools that have teams ought to be inviting representatives from housing developments to be a part of those teams and to look with them at the chronic absence data and figure out what strategies to use that would be most effective for families who find themselves [with students] in tier two or tier three\, and certainly those strategies that work across the board universally. \nThe speakers discussed the importance of leadership in bringing schools and housing agencies together. They noted that families living in housing developments face numerous challenges to being in school\, from lack of access to the internet or computers\, to unreliable transportation and basic needs\, such as food and clothing. They agreed that solutions for students living in low-income communities require a cross-sector approach\, with Emily Mancini-Fitch of Portland Housing Authority saying: \nPortland ConnectED was brought on by a mayor who is super invested in bringing cross-sector collaboration to improve educational outcomes for Portland. The city established the organization with the support of our local United Way. The work is all happening across sectors with workforce development\, the Portland city public schools\, city leadership\, etc. No one owns it\, but everybody’s invested in it.
URL:https://leo.gradelevelreading.net/event/beyond-bricks-mortar-how-housing-agencies-can-promote-showing-up-to-school/
CATEGORIES:Past Event
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