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DTSTART;TZID=America/New_York:20230221T123000
DTEND;TZID=America/New_York:20230221T140000
DTSTAMP:20260409T061048
CREATED:20230709T212957Z
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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:20260409T061048
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230214T123000
DTEND;TZID=America/New_York:20230214T140000
DTSTAMP:20260409T061048
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:20260409T061048
CREATED:20231003T194331Z
LAST-MODIFIED:20231208T182911Z
UID:244029-1675782000-1675787400@leo.gradelevelreading.net
SUMMARY:Learning to Read: Applying Universal Design for Learning
DESCRIPTION:“Being an educator is an incredibly difficult job….One of the greatest joys that I’ve experienced is working with kids and having a chance to be a classroom educator. I think the biggest takeaway from that experience — as somebody who hit rocky points in school — is that we can change….We all have the ability to change the conversation\, and the way we do that is\, by taking healthy risks. It’s choosing to take that first healthy risk and trying that thing that’s different or new\, and being okay with the fact that it might not work out exactly right. The more we can look to the science and the more opportunities we can take to really help provide that accessibility to benefit each learner\, that’s the best kind of risk we can take in the classroom.” — Benjamin N. Powers\, DBA\, Yale University \nIn this week’s Learning Tuesdays Partner Webinar\, Learning to Read: Applying Universal Design for Learning\, co-sponsored by the Emily Hall Tremaine Foundation\, our panelists provided background on the science of learning and implementation of the Universal Design for Learning (UDL) model that\, as Ben Powers notes above\, is changing the conversation about how we learn. \nIn a session moderated by Lindsay Jones of CAST\, we heard from Benjamin Powers of Yale University Child Study Center who shared information about the Haskins Global Literacy Hub and the neurobiology of learning. This background helped to set the stage for deeper understanding of the unique abilities of every child. Jennifer Levine and Becky Canham from CAST shared details about the principles of UDL\, how it is applied in the classroom setting and how CAST provides professional development to districts and teachers who are in the process of implementing the model. \nWhile the model requires time and deep commitment\, the end results are that every child is seen as having unique gifts and learning needs. The classroom is designed to support the learning needs of all children\, which is a mind-shift from our current models of education. Importantly\, the model is based on the science of learning and the neurobiology of how we are all unique learners. \n“What drives my passion for UDL is just this concept of celebrating\, encouraging and helping to emphasize the diversity. I think our traditional education system has tried to push us all into one box\, and I just love the idea that each of us is different\, and that those differences are what makes the world so fantastic.” —Jennifer Levine\, CAST
URL:https://leo.gradelevelreading.net/event/learning-to-read-applying-universal-design-for-learning/
CATEGORIES:Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230131T150000
DTEND;TZID=America/New_York:20230131T163000
DTSTAMP:20260409T061048
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:20260409T061048
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:20260409T061048
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:20260409T061048
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:20260409T061048
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221220T150000
DTEND;TZID=America/New_York:20221220T163000
DTSTAMP:20260409T061048
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221214T150000
DTEND;TZID=America/New_York:20221214T163000
DTSTAMP:20260409T061048
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221213T150000
DTEND;TZID=America/New_York:20221213T163000
DTSTAMP:20260409T061048
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:20260409T061048
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:20260409T061048
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221129T150000
DTEND;TZID=America/New_York:20221129T163000
DTSTAMP:20260409T061049
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:20260409T061049
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:20260409T061049
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221108T150000
DTEND;TZID=America/New_York:20221108T163000
DTSTAMP:20260409T061049
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221101T150000
DTEND;TZID=America/New_York:20221101T163000
DTSTAMP:20260409T061049
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221025T143000
DTEND;TZID=America/New_York:20221025T160000
DTSTAMP:20260409T061049
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:20260409T061049
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221018T150000
DTEND;TZID=America/New_York:20221018T163000
DTSTAMP:20260409T061049
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221018T123000
DTEND;TZID=America/New_York:20221018T140000
DTSTAMP:20260409T061049
CREATED:20230804T160953Z
LAST-MODIFIED:20231208T181725Z
UID:242815-1666096200-1666101600@leo.gradelevelreading.net
SUMMARY:Co-Funding Models to Support Local and State-Wide GLR Efforts
DESCRIPTION:“So\, this really pushed and elevated funders into new ways that they could lead community leadership work. And we’re seeing it paid huge dividends both in the campaign’s success and other bodies of work.” \nIn this Funder-to-Funder Conversation\, Kari McCann-Boutell of the Iowa Council of Foundations (ICoF) shares the results of ICoF’s recently released Co-Funding Report that shares their experience over the past eight years of working with the Iowa Campaign for Grade-Level Reading. The report outlines the process that ICoF undertook and the lessons learned around a specific set of questions: \n\nHow can funders come together around an issue?\nWhat happens when funders align to support shared goals?\nWhat if they support those goals with grantmaking resources but also with time\, skills and leadership?\nWhat if a philanthropy-serving organization (PSO) broadens the vision of its role\, in both serving and guiding the network?\nAnd what happens when these organizations choose the long view of short-term success?\n\nThe report also answers questions originally identified by the ICoF Education Funders Group in 2013\, which can be found in this earlier report. \nTerri Clark and Erin Goodman share the story of how Read On Arizona came together and how funding partners originally envisioned the model and where the initiative stands today. Clark and Goodman discuss the challenges of leadership changes at funding partners and how the infrastructure built by Read On Arizona has mitigated loss of momentum while navigating these changes. Of particular note is the sustainability planning that has been underway for two years and resulted in a sustainability plan through 2030. \nGoodman notes the important elements of sustainability planning\, saying: “Anything you can do in your organizations to think about sustainability in terms of sustained attention\, sustained involvement and sustained understanding and commitment. That’s also really important.” \nSusan Patrick of United Way of Southwest Virginia reflects on the work of both Iowa and Arizona and shared the model of the Southwest Virginia United Way. The work has been formally underway for four years and is organized in a collective impact model. Patrick shares some of the specific initiatives underway and stressed the importance of building and sustaining relationships with all partners in the work.
URL:https://leo.gradelevelreading.net/event/co-funding-models-to-support-local-and-state-wide-glr-efforts/
CATEGORIES:Funder-to-Funder Conversation,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221011T150000
DTEND;TZID=America/New_York:20221011T163000
DTSTAMP:20260409T061049
CREATED:20230815T193733Z
LAST-MODIFIED:20230911T145516Z
UID:242966-1665500400-1665505800@leo.gradelevelreading.net
SUMMARY:Engage Every Student: Building Community Connections to Advance OST
DESCRIPTION:In this Learning Tuesdays webinar\, we followed our September 6 briefing on the National Partnership for Student Success with a focus on a second new federal initiative designed to assist schools and communities in accelerating equitable recovery called Engage Every Student. This initiative aims to provide high-quality out-of-school time (OST) learning opportunities for every child who wants to participate by building community connections and providing technical assistance needed to expand access to afterschool and summer learning programs. \nRepresenting the goal of fostering partnerships to expand OST access\, Engage Every Student is organized and supported by sector-leading organizations at the national level that were represented in this learning and engagement opportunity\, including the National Summer Learning Association\, the National League of Cities and AASA\, The School Superintendents Association. Bryan Joffe of AASA expressed how and why superintendents are invested in partnerships and the success of the initiative: \n…for schools it’s really a way to help meet [the] goals that we’ve set out. We’re not going to get to grade-level reading and great attendance and high school graduation and young people learning and thriving without them having opportunities not just for 180 days during the school year but also afterschool great enrichment opportunities. So for our organization\, it’s a moment that we need to meet the needs of young people\, and we can’t do it without these partners.   \nCGLR’s John Gomperts moderated an inspiring and informative conversation with leaders from the organizations listed above\, along with executives from the U.S. Department of Education who discussed how the research demonstrating the impact of OST participation on students’ learning and development inspired the Department’s commitment to supporting partnerships on the ground. A panel of national\, state and local leaders then shared their excitement about how this federal push will actually help make an impact for the children they serve on a day-to-day basis. Councilwoman Alyia Gaskins of the Alexandria Virginia City Council captured her thoughts on what it means for local elected officials and decision-makers: \nIt’s an exciting time\, because I get to find ways to push resources to the great folks in our community\, our nonprofits\, our schools\, our partners\, who are really trying to shape and reimagine how do they create programs that build skills\, but also that create spaces for young people to reengage with their peers\, to be surrounded by caring adults to be connected to job opportunities. So it’s a time for connection\, and that’s something that gets me excited. 
URL:https://leo.gradelevelreading.net/event/engage-every-student-building-community-connections-to-advance-ost/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221011T123000
DTEND;TZID=America/New_York:20221011T140000
DTSTAMP:20260409T061049
CREATED:20231206T203451Z
LAST-MODIFIED:20231208T182213Z
UID:245160-1665491400-1665496800@leo.gradelevelreading.net
SUMMARY:Bringing Dolly Parton’s Imagination Library to Every County
DESCRIPTION:“It’s our mission to be that platform and place for educators\, elevate practices\, and grow professionally as they support students preschool through age 5 in our state. We do this because we truly believe that when schools and communities are well prepared to deliver best practices\, it impacts the students. This helps our students be better prepared for their future.”  \n– Kelly Griffith\, State Coordinator\, Office of Teaching and Learning\, West Virginia Department of Education  \nThe October 2022 Crucible of Practice Salon featured the partnership between West Virginia’s Department of Education\, the June Harless Center housed at Marshall University and the Early Learning Technical Assistance Center\, and explored how this collaboration supports the expansion of Dolly Parton’s Imagination Library (DPIL) to every county in West Virginia\, ensuring that every child birth through age 5 is eligible to enroll in the program. \nThe session opened with an introduction to the partnership structure by Kelly Griffith\, State Coordinator in the Office of Teaching and Learning with West Virginia’s Department of Education. Griffith also provided a summary of West Virginia’s statewide efforts in the shared agenda of the Campaign for Grade-Level Reading (CGLR). Afterwards\, Tarabeth Heineman\, Ph.D.\, the Executive Director of the June Harless Center\, shared the history of DPIL in the state and provided an overview of the timeline of DPIL’s statewide expansion. Brittany Fike\, also with the June Harless Center\, described the goals and impacts of the program. Family engagement strategies and a personalized family experience also were shared. Alicia Syner\, the Program Developer for Imagination Library with the June Harless Center\, reviewed the program structure and elements of implementation\, including funding.
URL:https://leo.gradelevelreading.net/event/engage-every-student-building-community-connections-to-expand-ost-access/
CATEGORIES:Crucible of Practice Salon,Parents,Past Event,Readiness
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221004T150000
DTEND;TZID=America/New_York:20221004T163000
DTSTAMP:20260409T061049
CREATED:20231208T015040Z
LAST-MODIFIED:20231208T020304Z
UID:245210-1664895600-1664901000@leo.gradelevelreading.net
SUMMARY:Getting Results With REACH: A Model for Successful Learning Loss Recovery
DESCRIPTION:“We wanted to provide students with an opportunity to support their continued learning.” \nEric Becoats\, Ed.D.\, Superintendent of Schools at the William Penn School District\, offered this reflection during the October 4\, 2022 GLR Learning Tuesdays session as he talked about how the REACH program was implemented in his district. He continued to share\, saying “my goal was to ensure that students were getting as much as possible 1-on-1 attention. So in conversations with Foundations\, we were able to basically develop what in my mind a summer enrichment program would be\, and so it was their model…tweaked a little bit to meet the needs of this community.” \nThe REACH program was first implemented at William Penn School District during the summer of 2021. It resulted in statistically significant progress in both literacy and math\, and integrated whole child learning experiences into the program design. The program utilized research-based best practices and evidence-based curriculum. It also became clear that the staff and their training and engagement were key in creating what Ozzie Wright\, Jr.\, described as a “place where they [students and families] could be successful and a safe place where people really cared about them.” \nFor those who are looking for a solution for learning loss recovery in their own community\, “customization is the key to this\,” according to MaryEllen Gorodetzer\, Ed.D. The solutions must integrate high-quality research and practice\, as well as positive relationships. As Eric Becoats\, Ed.D.\, said\, we need “community partners coming to the table working with us to support our children.”
URL:https://leo.gradelevelreading.net/event/getting-results-with-reach-a-model-for-successful-learning-loss-recovery/
CATEGORIES:Past Event
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20220927
DTEND;VALUE=DATE:20220928
DTSTAMP:20260409T061050
CREATED:20240530T182134Z
LAST-MODIFIED:20240530T182136Z
UID:247654-1664236800-1664323199@leo.gradelevelreading.net
SUMMARY:First 10 School-Community Partnerships in Action
DESCRIPTION:“Innovative communities across the country are creating a First 10 roadmap that addresses teaching and learning\, partnerships with families and comprehensive services\, and First 10 provides a framework\, a guided planning process and a set of effective collaborative strategies.” \n– David Jacobson\, Education Development Center. \nThank you for registering for last week’s Peer Exchange Learning Conversation\, First 10 School-Community Partnerships in Action. If you were unable to join us or would like to share what you learned with others\, links to materials can be accessed here\, with links to specific resources listed below. \nThis session featured state and community leaders who are implementing the First 10 model. Jacobson started the conversation by explaining why and how he developed the First 10 approach and where the model is being implemented. Barbara Cooper\, Ph.D.\, Secretary at the Alabama Department of Early Childhood Education\, talked about the importance of cross-agency collaboration at both the state and local levels\, the Transition to Kindergarten Toolkit Alabama is rolling out statewide and why their CGLR communities are well-positioned to use the toolkit and the First 10 approach. Andrea Berry\, Ed.D.\, Superintendent of the School District of the City of York\, Pennsylvania\, discussed why she prioritizes collaborating with early childhood partners and how they are working together to implement school-connected play and learn groups\, lead a parenting campaign focused on The Basics and support three community schools. Karen Rebello\, the Prekindergarten Principal at East Providence Public Schools\, Rhode Island\, and Alyssa Gleason\, the Director at East Providence Health Equity Zone\, East Bay Community Action Program\, Rhode Island\, talked about how they partner together as well as with the city and other organizations and addressed the importance of family navigators to the work they are doing. The conversation concluded with each presenter discussing emerging lessons learned from their communities.
URL:https://leo.gradelevelreading.net/event/first-10-school-community-partnerships-in-action-2/
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220927
DTEND;VALUE=DATE:20220928
DTSTAMP:20260409T061050
CREATED:20231213T204451Z
LAST-MODIFIED:20231213T204457Z
UID:245377-1664236800-1664323199@leo.gradelevelreading.net
SUMMARY:Learning From the Bright Spots: Examining Student Achievement Data During
DESCRIPTION:“We should definitely view pandemic recovery as a process that will take place in multiple institutions in society.”\n— Dan Goldhaber\, Director of CALDER at American Institutes for Research \nHedy Chang\, Executive Director and President of Attendance Works\, moderated a conversation with a panel of leading researchers\, exploring data on student achievement during COVID-19 and insights that can be gleaned from “Bright Spot” schools\, districts and states. Two recent reports released by Curriculum Associates were highlighted during this webinar. The first report examined the state of student learning in 2022 and confirmed what we already know — the COVID-19 pandemic had significant impact on student growth and achievement. This impact was evident in the recent release of longitudinal data from NAEP. The second report reviewed some of the evidence emerging from schools and districts that were able to mitigate learning loss and accelerate learning recovery. \nThe researchers discussed strategies for building data capacity at the local and district levels. Parents\, families\, teachers and administrators will all benefit from enhanced capacity. Some key points made during this part of the discussion included: \n\nIncreasing transparency with families about student progress and challenges;\nStrengthening relationships with families who are seen as critical partners in their student’s success;\nBuilding capacity with teachers to use data as part of their day-to-day responsibilities and not as an add-on to already overloaded staff;\nUsing district resources to support teacher capacity\, taking advantage of ESSR funding to do so; and\nUsing data to bring specific interventions to students who are most likely to benefit from targeted supports.\n\nThere was concern among the presenters about the overwhelming nature of the task ahead. As Dan Goldhaber quoted above noted\, this is an undertaking that will require an all hands-on-deck approach at the community and state levels to ensure that a generation of students leave school with the skills needed to succeed. \nThis conversation represents a jumping-off point where CGLR will share information about these Bright Spots and help the “Almost Bright Spots” move toward accelerated learning recovery. We plan to continue the conversation with local leaders who are making progress in a future webinar and hope you will join us.
URL:https://leo.gradelevelreading.net/event/learning-from-the-bright-spots-examining-student-achievement-data-during/
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220927
DTEND;VALUE=DATE:20220928
DTSTAMP:20260409T061050
CREATED:20231213T211359Z
LAST-MODIFIED:20240530T181212Z
UID:245407-1664236800-1664323199@leo.gradelevelreading.net
SUMMARY:First 10 School-Community Partnerships in Action
DESCRIPTION:“Innovative communities across the country are creating a First 10 roadmap that addresses teaching and learning\, partnerships with families and comprehensive services\, and First 10 provides a framework\, a guided planning process and a set of effective collaborative strategies.” \n– David Jacobson\, Education Development Center. \nThank you for registering for last week’s Peer Exchange Learning Conversation\, First 10 School-Community Partnerships in Action. If you were unable to join us or would like to share what you learned with others\, links to materials can be accessed here\, with links to specific resources listed below. \nThis session featured state and community leaders who are implementing the First 10 model. Jacobson started the conversation by explaining why and how he developed the First 10 approach and where the model is being implemented. Barbara Cooper\, Ph.D.\, Secretary at the Alabama Department of Early Childhood Education\, talked about the importance of cross-agency collaboration at both the state and local levels\, the Transition to Kindergarten Toolkit Alabama is rolling out statewide and why their CGLR communities are well-positioned to use the toolkit and the First 10 approach. Andrea Berry\, Ed.D.\, Superintendent of the School District of the City of York\, Pennsylvania\, discussed why she prioritizes collaborating with early childhood partners and how they are working together to implement school-connected play and learn groups\, lead a parenting campaign focused on The Basics and support three community schools. Karen Rebello\, the Prekindergarten Principal at East Providence Public Schools\, Rhode Island\, and Alyssa Gleason\, the Director at East Providence Health Equity Zone\, East Bay Community Action Program\, Rhode Island\, talked about how they partner together as well as with the city and other organizations and addressed the importance of family navigators to the work they are doing. The conversation concluded with each presenter discussing emerging lessons learned from their communities.
URL:https://leo.gradelevelreading.net/event/first-10-school-community-partnerships-in-action/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220920T123000
DTEND;TZID=America/New_York:20220920T140000
DTSTAMP:20260409T061050
CREATED:20230804T163859Z
LAST-MODIFIED:20231208T182309Z
UID:242832-1663677000-1663682400@leo.gradelevelreading.net
SUMMARY:Reenvisioning School Staffing
DESCRIPTION:“The vision begins with expert lead teams of educators who share the work. This isn’t something we made up. It’s based on research about how teachers thrive\, what they want\, what keeps them in the work and how instruction works best for students who need it most. It begins with teams of teachers who bring different aspects of expertise to the work and support each other in figuring out how to get each student to the highest levels.” \nModerator Karen Hawley Miles of Education Resource Strategies (ERS) offers the above description of differentiated staffing in her framing comments for this Funder-to-Funder Conversation\, co-sponsored by Overdeck Family Foundation. The session features a panel of local and national funders and leaders of innovative educator support models as they explore how differentiated staffing and teacher leadership models can improve both teacher efficacy and student outcomes. \nStephanie Banchero of The Joyce Foundation\, Irene Chen of Overdeck Family Foundation and Shayne Spalten of Charles and Lynn Schusterman Family Philanthropies open the session by discussing why school and staffing redesign and teacher empowerment are so critical in this moment. Noting that school districts have received increased public funding in the wake of the pandemic\, they outline the unique roles that philanthropy can play. These include investments in collaboration; public policy and systems change; research and development; and long-term infrastructure or providing risk capital to test innovations that\, if successful\, can be scaled with public funding. They also stress the role that local funders could play in bringing differentiated staffing models to their local school systems. \nThese philanthropic leaders are joined by Bryan Hassel of Public Impact’s Opportunity Culture\, Kira Orange Jones of Teach Plus\, Yuridiana Lewis a Teach Plus Fellow at Sunset High School in Dallas\, and Brent Maddin of Next Education Workforce at Arizona State University’s Mary Lou Fulton Teachers College who each explain how their organizations empower educators and support efforts to rethink the traditional staffing model. They discuss how their models support new and experienced educators\, helping proven educators explore career advancement opportunities that allow them to continue teaching while also helping to build the capacity of their colleagues. They share how schools and districts can shift school schedules and funding streams to apply these models in ways that are sustainable over the long term.
URL:https://leo.gradelevelreading.net/event/reenvisioning-school-staffing/
CATEGORIES:Funder-to-Funder Conversation,Learning Loss,Past Event,Reading & Math
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END:VCALENDAR