BEGIN:VCALENDAR VERSION:2.0 PRODID:-//LEO | Learning & Engagement Opportunities Network - ECPv6.15.3//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:LEO | Learning & Engagement Opportunities Network X-ORIGINAL-URL:https://leo.gradelevelreading.net X-WR-CALDESC:Events for LEO | Learning & Engagement Opportunities Network REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20250309T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20251102T060000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/New_York:20250715T150000 DTEND;TZID=America/New_York:20250715T163000 DTSTAMP:20260407T065026 CREATED:20250620T141445Z LAST-MODIFIED:20250721T134655Z UID:251464-1752591600-1752597000@leo.gradelevelreading.net SUMMARY:From Skepticism to Enthusiasm: AI and Emerging Technology’s Role in Revolutionizing Teaching and Learning DESCRIPTION:“Education transformation is going to come at the hands of educators\, not technologists. The technology is a tool\, it’s an enabler\, it’s an accelerator to what we know needs to happen between students\, teachers\, parents\, and high-quality content.” \n— Jean-Claude Brizard\, Digital Promise  \n\n \n \n \n \n \n In the engaging GLR Learning Tuesdays session on July 15\, 2025\, education leaders explored how artificial intelligence (AI) and emerging technologies can revolutionize teaching and learning while fostering what Digital Promise calls “powerful learning” experiences that cultivate agency\, purpose\, curiosity\, and connection. Jean-Claude Brizard of Digital Promise opened the conversation — the fourth in CGLR’s Technology-Enhanced Teaching and Learning Summer Institute — by emphasizing that\, while AI adoption has been unprecedented\, the continued transformation must be led by educators. He showcased innovative AI applications across subjects\, from biology tools that decode animal communication to immersive literacy platforms that engage young readers with physical books enhanced by interactive technology. \nLarry Guilford\, Ed.S.\, of Sylvan Hills Middle School in Atlanta\, Georgia shared how his school moved from skepticism to enthusiasm through careful implementation and professional development. “We’re seeing how our data is changing with some of the implementation [of AI tools]. But I have to continuously say it’s not replacing good instruction\, because you can’t replace good instruction. It’s just another tool to supplement good instruction\,” he noted. Guilford highlighted specific successes with AI-supported writing prompts\, character creation\, and reading materials that interest students during sustained reading time. \nGerald Fitzhugh\, II\, Ed.D.\, of Orange County Schools in New Jersey emphasized the importance of maintaining pedagogical integrity while embracing innovation. He described students using AI tools like Lumi to create storytelling modules while learning to research and verify AI-generated content. “We cannot forget that the art of reading is so powerful in the enjoyment of it. Learning about the narrative elements and having those conversations. I don’t want to take the conversational piece out of curriculum instruction\,” Fitzhugh stressed. \nThroughout the discussion\, panelists addressed concerns about productive struggle\, digital equity\, and the essential human element in education. Brizard cautioned against outsourcing teaching to technology\, drawing parallels to aviation where AI enhances safety but cannot replace human pilots. The conversation highlighted the need for comprehensive professional development\, responsible usage policies\, and ensuring that AI tools serve to elevate rather than replace fundamental pedagogical practices. \nBelow are links to the resources and publications highlighted during this session: \n\nDigital Promise\nDigital Promise\, Powerful Learning\nDigital Promise\, The Learning Variability Navigator\nAI Policy Lab\nA role for AI in education: Using technology to reshape education\, 1989\nGlobal Leadership for AI in Education\nInternational Journal of AI in Education\nMuon Global – Founders Space\nDocumenting the Making of the American Revolution Student Project\nKibeam\nAmira Learning\nPaloma\nVerizon Innovative Learning Schools\nLumi\nDeveloping a Growth Mindset\nStarting Point: Teaching Entry Level Geoscience Gallery Walk\nAmerican Foundation for the Blind Report Spotlights Impact of AI for Disabled People URL:https://leo.gradelevelreading.net/event/skepticism2enthusiasm/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/05/AdobeStock_301245840_Preview.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250708T150000 DTEND;TZID=America/New_York:20250708T163000 DTSTAMP:20260407T065026 CREATED:20250609T222702Z LAST-MODIFIED:20250714T113008Z UID:251338-1751986800-1751992200@leo.gradelevelreading.net SUMMARY:Designing for Connection: How Technology Can Power Learning in Homes and Communities DESCRIPTION:In the July 8\, 2025 GLR Learning Tuesdays session\, the third in our Technology-Enhanced Teaching and Learning Institute\, Gabe Hakim of Promise Venture Studio moderated a  discussion centered on a timely and urgent question: In a moment of deep strain on families with young children\, how can technology be harnessed to support — not supplant — the relationships and ecosystems that help children thrive? The session featured two panel discussions with a powerful lineup of social entrepreneurs and leaders who are designing technology with\, not for\, families.  \nFamilies Under Pressure\, Systems Under Strain\n\n40% of families with young children are experiencing material hardship.\n75% of caregivers say they can’t make ends meet.\nCuts to programs like Head Start\, Medicaid\, and SNAP further compound stress in the early childhood ecosystem.\nIn this environment\, families need supports that reduce burden\, affirm identity\, and build connection — not tools that add complexity or shame.\n\nTech Tools Designed to Meet Families Where They Are\nThe first panel discussion featured Mel Faxon of Mirza; Sam Gardner of Happypillar; and Temis Laguna of Literacy Partners and highlighted tools and platforms that support family well-being and help parents build the confidence\, capacity\, and bandwidth to engage in their children’s learning. They discussed how these innovations go beyond content delivery — they help create the conditions for learning to thrive in the home. These leaders aren’t building apps or tools in isolation — they are building trust\, restoring dignity\, and responding to families’ lived realities.  \nTech Tools Strengthening the Ecosystem of Connection \nThe second panel discussion featured Rex Duval of Nookly; Alejandro Gibes de Gac of Springboard Collaborative and Paloma; Heejae Lim of TalkingPoints; and Omo Moses of MathTalk and highlighted technologies that support communication\, trust\, and alignment between families and the broader network of educators and partners. In a time when continuity of learning and shared purpose are more important than ever\, these tools help ensure families feel informed\, empowered\, and connected. Rather than treating families as passive recipients\, each innovator viewed caregivers as capable\, creative\, and essential learning partners.  \nTechnology Can’t Replace the Village — But It Can Help Support It\nAcross the two panel discussions\, one powerful theme resonated: Technology is not the solution on its own — but when designed with proximity\, empathy\, and respect\, it becomes a bridge to connection\, equity\, and joy. These leaders are rejecting one-size-fits-all tools and building solutions in deep partnership with families\, rooted in lived experience. Their tools work to: \n\nReduce shame and cognitive overload\nReclaim time and restoring dignity\nCelebrate cultural identity and family strengths\nBring learning\, healing\, and joy into everyday life\n\nImportantly\, each tool keeps humans — not algorithms — at the center. As Hakim stated\, “Early childhood people know: We don’t need to replace the village. We need to support it.” Every solution highlighted was co-designed with families\, for real-life use. The goal is not scale for scale’s sake — but scale that reflects coherence\, joy\, and proximity to what matters most: the child-caregiver relationship. URL:https://leo.gradelevelreading.net/event/smart-tools/ CATEGORIES:Upcoming Event ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2025/06/Untitled-design-22-e1758603710120.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250701T150000 DTEND;TZID=America/New_York:20250701T163000 DTSTAMP:20260407T065027 CREATED:20250609T011825Z LAST-MODIFIED:20250704T134258Z UID:251322-1751382000-1751387400@leo.gradelevelreading.net SUMMARY:Smart Start: Leveraging Technology to Detect and Support Learning Differences Early DESCRIPTION:On July 1\, 2025\, in the second session in CGLR’s Technology-Enhanced Teaching and Learning Institute\, panelists explored the evolution of “assistive technology” that has longed been used to enhance and enable instruction for children who learn differently due to neurodivergence and other conditions affecting knowledge acquisition. Education technology (EdTech) for students with learning differences has come a very long way\, and schools across the United States saw an influx of EdTech in the wake of the pandemic aimed at accelerating equitable learning recovery. \nThe conversation took a deep dive into this evolution and how the post-pandemic investment and recent developments in technology are being researched and deployed specifically to support students with learning differences and how these tech tools are leading to improved and updated instruction. Top researchers — Nadine Gaab\, Ph.D.\, of Harvard Graduate School of Education and Ola Ozernov-Palchik\, Ph.D.\, of Boston University Wheelock College of Education & Human Development and the McGovern Institute for Brain Research at MIT — engaged with moderator Carla E. Small of Sprout Labs in a discussion of the many technology-based interventions and tools being evaluated and the evidence demonstrating which tools are effective\, for both teachers and for students. Simultaneously\, these empiricists are discovering what brain development can reveal about early literacy and early learning and the ways in which technology can meet specific needs. Gaab emphasized how research on brain development is linked to early detection of learning differences: \n\n“We were wondering\, when do these learning trajectories in the brain actually diverge between kids who later develop problems versus not? We were even surprised…that some of these trajectories in certain brain areas important for learning to read are different…in infancy. But also some start diverging around 18 months…suggesting that some kids start with a less optimized brain for learning to read. That doesn’t mean they can’t learn to read\, but we need to really find them early. That’s exciting.” \n\nSmall continued the conversation with an exploration of Universal Design for Learning with Loui Lord Nelson\, Ph.D.\, of The UDL Approach. Nelson explained how this approach is being made universally accessible through an AI tool called LUDIA and how it is most effective for students with dyslexia and other neurodivergent conditions. Tina Zampitella\, M.Ed.\, of the AIM Academy and Glenna Wright-Gallo of Everway joined the discussion and offered a practitioners’ perspective. They talked about making use of technologies such as the Rapid Online Assessment of Reading (ROAR) in the classroom to scale the number of students who can be screened and educated with specially designed instruction to meet their needs. Wright-Gallo shared how the tech tools being developed to support this specially designed instruction are also useful for all learners in the classroom: \n\n“All of these tools\, built from an accessibility standpoint\, really support student learning. They’re interoperable\, they work across platforms and they support multilingual learners. This is all about making sure that every student can access and participate fully in learning at grade level\, regardless of their specific needs. We already talked about the research\, the 24% improvement in comprehension. But it’s also important to note that the research is showing that these tools can be the most effective in meeting the needs of all students. And so Everway has this term that I really like which is “necessary for some but beneficial for all.” URL:https://leo.gradelevelreading.net/event/smart-start/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/studentsworking-scaled.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250624T150000 DTEND;TZID=America/New_York:20250624T163000 DTSTAMP:20260407T065027 CREATED:20250526T190814Z LAST-MODIFIED:20250714T184301Z UID:251063-1750777200-1750782600@leo.gradelevelreading.net SUMMARY:AI Basics: From Definitions to Deployment DESCRIPTION:We must help young people and everyone in our society interrogate both the inputs…and the outputs of this technology. And you can only do that if this is a foundational literacy. \n– Erin Mote\, InnovateEDU \n\n \n \n \n \n \n In the thought-provoking June 24\, 2025 GLR Learning Tuesdays session\, education leaders came together to explore the evolving role of artificial intelligence (AI) in K–12 education. Erin Mote of InnovateEDU opened the conversation by framing AI as “a story of promise and peril\,” noting that “Americans\, educators\, families\, communities aren’t yet sure about this technology\, both its promise and its peril.” She urged the field to recognize AI as a “foundational literacy\,” essential for equipping learners to interrogate both the inputs and outputs of AI systems. Mote emphasized that our current education system is built around rote memorization — precisely what generative AI excels at — and called for a shift in what and how we teach to better align with an AI-infused world. \nNathan Kriha of The Education Trust raised critical equity concerns related to AI adoption. “There are prerequisites in order to use AI. The first is a device to use it on\, and the second is internet. And we live in a country\, America\, where not every student has internet access….We need to ensure that learners have these basic needs met first.” \nPanelists highlighted the need for cautious optimism and thoughtful integration. Nneka McGee\, J.D.\, Ed.D.\, of Muon Global underscored that AI implementation must be led by educators: “Without their [teachers’] involvement in the development and deployment of AI systems\, it will fail. Mark my words. It will be a dusty binder on the shelf.” Kriha added\, “Teachers can’t do this alone” or without appropriate training\, resources\, and support. \nFran Newberg\, Ed.D.\, at the School District of Philadelphia expressed concern that the education sector might miss this opportunity entirely: “My biggest fear is that we don’t embrace the opportunity.” She reminded the group: “Tools do not teach students by themselves. It’s the teacher in combination with a high-quality tool\,” reinforcing the human element at the heart of teaching and learning. Similarly\, Tara Carrozza of New York City Department of Education highlighted the broader implications of this learning: “Digital skilling is required to actually apply [AI] skills in order to pursue economic security and lifelong learning.” \nThroughout the discussion\, speakers emphasized the importance of maintaining a values-driven approach to AI\, ensuring that technology supports — rather than defines — the learning experience. URL:https://leo.gradelevelreading.net/event/aiedtech1/ CATEGORIES:Upcoming Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Casey-2016-BAL_1391.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250624T123000 DTEND;TZID=America/New_York:20250624T140000 DTSTAMP:20260407T065027 CREATED:20250603T103847Z LAST-MODIFIED:20250627T220935Z UID:251250-1750768200-1750773600@leo.gradelevelreading.net SUMMARY:What Parents Want: Innovative Ways to Improve Communication and Build Trust in Schools DESCRIPTION:All of these ideas have been really innovative and [have resulted in] parents and teachers talking in a deeper way and developing trust. And what I love about the next step with the LSX Fellows program is now we are bringing in new voices from the non-educator fellows who can look at it with fresh perspective and give us more feedback to improve on what we are doing. \n– Yu-Ling Cheng\, Kidsburgh and Parents as Allies \n\n \n \n \n \n \n In the June 24\, 2025 Peer Exchange Learning Conversation\, CGLR partnered  with New America and its Learning Sciences Exchange (LSX) program to spotlight new ideas and tools for family engagement that emerged from a year-long project in three schools near Pittsburgh\, Pennsylvania. \nModerated by Lisa Guernsey at New America\, the webinar began with a video showcasing the new work and then moved into a conversation with Yu-Ling Cheng of Parents as Allies\, an innovative program in more than two dozen school districts in southwestern Pennsylvania. This year’s cohort of LSX Fellows worked with Parents as Allies to tackle and solve specific challenges in reaching parents and caregivers in elementary schools. For three years\, Parents as Allies has used methods such as empathy interviews between educators and parents to build trust and help families see educators as partners in helping their children thrive.  \n“The team started having aha moments after the empathy interviews\,” Cheng said. “If you think about how parents and caregivers interact with teachers\, it is usually through parent-teacher conferences or if something isn’t going well.” But in these interview settings\, she said parents could feel like they were in a neutral place and could see each other as people and form real relationships.  \nThe LSX program\, which creates cross-sector collaborations to break through silos and solve tough education problems\, selects cohorts of mid-career experts in and outside of education to work in teams to design and test solutions. This year’s LSX group included three school leaders from Pennsylvania — Tabitha Marino\, Ph.D.\, of New Castle Area School District\, Scott Miller\, Ph.D.\, of Avonworth Primary Center\, and Erica Slobodnik of Duquesne City School District — along with four other fellows from different geographies and across four other fields\, including research\, journalism\, entertainment/storytelling\, and social entrepreneurship — Susana Beltrán-Grimm\, Ph.D.\, of Portland State University; Tara García Mathewson of CalMatters and The Markup; Miroslava Rodriguez of Erandi Aprende; and Sheila R. Thomas\, Ed.D.\, of Thomas Educational Consulting and Training. \nThe Peer Exchange webinar brought all seven fellows together to discuss what they learned since their fellowship started last September. The highlight was “listening to the families\,” said Beltran-Grimm\, whose research focuses on co-designing with families of young children. Through the interviews that school leaders had already done with teachers and parents\, it became clear\, Beltran-Grimm said\, that families didn’t need more fancy tech tools or huge new programs. Instead\, they needed easy-to-use resources and family-connection initiatives that were truly relevant to them. “Nothing against AI\, but in a world with constant AI messaging\, the power of listening to people in the community is so powerful\,” Beltran-Grimm said. \nThe conversation dug into questions from superintendents and school leaders from across the country (more than 350 people attended the webinar and the chat was filled with ideas and questions). One question was how to engage parents and caregivers who are not usually seen at school events or who may feel uncomfortable talking to educators\, and fellows described their efforts to catch parents at drop-off or school pickup time for short one-on-one conversations about specific needs. \nAnother question was how to move from just “listening” to ensuring you can deliver on what caregivers say they need. “We got specific\,” answered LSX Fellow and Avonworth school Principal Miller. For example\, he said\, “In one of our projects\, we specifically went to families who were new families”— who hadn’t enrolled their kids during kindergarten or who registered their children in the middle of the school year. By targeting and doing specific outreach to this particular group of parents and caregivers\, Miller was able to listen for feasible ideas and then act on them. He worked with the other fellows to develop a program called Bridge Builders\, which helps newcomer families meet up with other parents in their particular neighborhood who can help them find child care\, learn the ins and outs of the school bus routes\, and more. \nThe webinar ended with recommendations (which are outlined in a new policy brief offering insights from the LSX project) for school principals\, superintendents\, community leaders\, and education policymakers. Some of the recommendations included slowing down\, giving time and space for gathering feedback from families and educators\, testing innovations and tweaking them\, applying and taking note of non-traditional measures of impact\, and making room for cross-sector collaborations such as the LSX model to bring in fresh perspectives. \n“Collaboration creates a stronger solution\,” said Marino. People in schools can’t think of everything by themselves\, she said. “Working not only with parents and teachers and principals but also with non-educators — that strengthened all of our projects.” URL:https://leo.gradelevelreading.net/event/pe_lsx/ CATEGORIES:Peer Exchange Conversation,Upcoming Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/Casey_Prov_KidsCount_2013_WED_00016-e1748500275197.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250617T150000 DTEND;TZID=America/New_York:20250617T163000 DTSTAMP:20260407T065027 CREATED:20250526T190014Z LAST-MODIFIED:20250623T063953Z UID:251058-1750172400-1750177800@leo.gradelevelreading.net SUMMARY:Material Hardship Matters: Parent Voices from the RAPID Survey DESCRIPTION:In this June 17\, 2025 session\, hosted in partnership with the Stanford Center on Early Childhood\, panelists explored findings from the Center’s RAPID Survey Project\, which provides timely\, actionable insights on parents and child care providers of children under age 6. Philip Fisher\, Ph.D.\, and Joan Lombardi\, Ph.D.\, helped contextualize five years of RAPID data showing that 1 in 3 families experiences material hardship. The RAPID Survey measures material hardship as difficulty within the past month meeting basic needs in one or more of the following categories: food\, housing\, utilities\, child care\, health care\, and activities that support well-being. Instability in meeting basic needs creates a chain reaction of hardship\, where parents’ experiences of material hardship are linked to higher levels of emotional distress\, which in turn affects their children’s development and emotional well-being. \nThrough the discussion\, we heard directly from community leaders Danielle Buckner of Northside Achievement Zone (NAZ) in Minnesota and Allison Logan of CT 359 Network in Connecticut\, who reflected on how RAPID data has helped their organizations better understand and respond to the real-time needs of families. These leaders illustrated how integrating parent voices into policy and program design can lead to more equitable\, effective support systems. Notably\, they shared how data transparency and building trust with families are essential for effective data collection and community engagement to drive change in early childhood development across diverse settings. \nThe following quotes from panelists help to illustrate why engaging caregivers in the decision-making process through the RAPID Survey and using a multifaceted approach are crucial for effective policy implementation: \n“This chain reaction of hardship is something that we observed early on in the survey. Every time we’ve reanalyzed the data with more contemporary data\, we find the same finding. To us\, it’s an indication that if you’re concerned about the well-being and healthy development of children\, you should look no further than how parents are doing. And if you want to know how parents are doing\, it’s strongly tied to the extent to which they have enough to make ends meet.”– Philip Fisher\, Ph.D.\, Stanford Center on Early Childhood \n“There’s really nothing like listening to the voices of parents and hearing them contextualize what their lives are like. I’m urging everyone\, wherever you are\, whether you’re doing a survey or not\, to listen to caregivers in their own words.”– Joan Lombardi\, Ph.D.\, Stanford Center on Early Childhood \n“We got into RAPID because the state of Minnesota doesn’t necessarily have a lot of data around that age group of 3 to 6. We are driven by data here at NAZ. We ask our families: What are the things that you’re needing in order for us to support you? We hear the saying often\, ‘Nothing about us without us.’ And we really hold that close when we are supporting our families.”– Danielle Buckner\, Northside Achievement Zone\, Minnesota \n“It was built on centering parent and family voices to co-design solutions. We worked with community members\, they were on all of our decision-making tables. We paid them as consultants to be decision-makers in this process. We listened to families about what their worries were\, what they wanted to see.”– Allison Logan\, CT 359 Network\, Connecticut \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/familywellbeingearlylearning/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/Kathryn-banner-part-II_417.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250617T123000 DTEND;TZID=America/New_York:20250617T140000 DTSTAMP:20260407T065027 CREATED:20250526T195047Z LAST-MODIFIED:20250623T142636Z UID:251079-1750163400-1750168800@leo.gradelevelreading.net SUMMARY:Still Ready To Learn: Philanthropic Support for High-Quality Children's Media DESCRIPTION:I can’t help but think about…a statue of Fred Rogers that stands as a constant reminder to Pittsburgh but also to America to\, as [Rogers] said\, ‘Think of the kids first.’ That’s what those of us here need to do. That’s what we need to ask of ourselves and of our neighbors\, and it’s what we need to ask of our elected officials. And if we think of the kids first and what American kids want\, need\, and deserve\, we will remember that part of the richness of their childhood and the learning and connections with the adults in their lives comes from places like ‘Elinor Wonders Why’ and ‘Daniel Tiger’ and ‘Carl the Collector’ and everything that PBS KIDS does. \n\nGregg Behr\, The Grable Foundation\n\n\nIn the June 17\, 2025 Funder-to-Funder Conversation\,  Gregg Behr of The Grable Foundation offered the above reminder and call to action as he closed an inspiring and informative conversation about PBS KIDS content and the powerful nationwide network of PBS member stations that reach and support children and families in communities large and small.   \nDan Torres of the Bezos Family Foundation moderated the discussion that also featured PBS leaders\, including Sara DeWitt of PBS KIDS\, Gina Masciola of WQED in Pittsburgh\, Pennsylvania\, and Jamie Annunzio Myers of PBS SoCal in California. The panelists discussed how the PBS network and resources support children’s learning and development and the threats posed by the termination of $23 million in Ready To Learn grants and other proposed federal funding cuts.   \nDeWitt opened the conversation by providing an overview of PBS KIDS programming and resources and the rigorous and research-based approach used to develop that educational and engaging content. She highlighted research demonstrating how that content promotes children’s learning and social-emotional development and their preparedness to succeed in school. DeWitt then explained some of the immediate and long-range effects of federal funding cuts\, noting that many member stations were forced to cancel summer camps and curtail services. The impact will be felt most by smaller stations in rural areas that rely on federal funding for a much larger portion of their budgets.  \n\nFor over 50 years\, PBS has been the go-to destination for high-quality children’s content and what’s really important is that it’s available for free to young viewers and their families across the country. We know that we are the number one educational brand for kids\, and we have a very rigorous and research-based approach to developing content. \n\nSara DeWitt\, PBS KIDS \n\n\nA robust panel discussion followed as Behr described how WQED is a major asset to the educational landscape across the region\, bringing trusted PBS content into schools and out-of-school time programs\, libraries\, community events\, and homes. Masciola noted that all PBS member stations\, including WQED\, conduct community strength and needs assessments with local partner organizations to inform program development.   \nMyers explained how PBS SoCal had utilized Ready To Learn funding to develop Family Math\, a research-based\, multi-platform\, bilingual program that builds young children’s knowledge of foundational math skills while boosting their confidence and positivity in the subject\, adding that the program also resulted in significant growth in parents positivity in math. Underscoring the power of the nationwide PBS network and the cross-fertilization it enables\, the panelists discussed how member stations across the country — including WQED — have brought Family Math to their communities and are now seeing similar gains. Similarly\, WUCF\, a PBS station in Florida developed Meet the Helpers in the wake of the Pulse nightclub shooting. Other PBS stations are now using that content to introduce children to community helpers and practice emergency preparedness for a wide range of disasters including storms and shootings.  \n\nThat’s one of the most powerful parts of the system that we are a part of. People are creating high-quality content for a need they identify in their own community. For us in LA\, it was math\, and we researched that and built this content. But in other communities\, they saw other needs. Then\, we are able to share those resources in ways that don’t require duplication of efforts….We’re leveraging this system that we’re a part of and are\, therefore\, stronger in meeting the needs of children and families because we are all working together. \n\nJamie Annunzio Myers\, PBS SoCal\n\n\nHaving discussed the incredible return on investment of the federal funding for PBS KIDS\, the panelists then turned to a deeper focus on the impact of the cuts. They highlighted actions that supporters of PBS could take to prevent the proposed claw back of two years of PBS funding and to advocate for future investments and the reinstitution of the Ready To Learn grants at the U.S. Department of Education. Acknowledging that philanthropy cannot fill the gaps left by federal cuts\, Behr encouraged funders to provide general operating support to local PBS stations\, support media makers that produce content for PBS\, and embrace “more than money philanthropy” approaches — including reaching out to other funders\, communicating the importance and impact of PBS programming\, and convening partners and advocates to call for federal funding.   \n\nIn Pittsburgh\, we are figuring out how to collaborate around funding opportunities. We know that other organizations working in art\, music\, and education are being impacted\, and WQED sits at the intersection of many of those things that are in jeopardy right now. We are figuring out how we can collaborate with those other organizations to support each other rather than submitting competitive proposals to potential funders. That is one way we are hoping to support the work that’s happening in Pittsburgh to continue serving children\, families\, and other community partners. \n\nGina Masciola\, WQED \n\n\nThe panelists encouraged PBS supporters to visit protectmypublicmedia.org to learn about concrete ways to take action.  \n\n  URL:https://leo.gradelevelreading.net/event/after-ready-to-learn-philanthropic-support-for-childrens-multimedia-programming/ CATEGORIES:Funder-to-Funder Conversation,Parents,Readiness,Upcoming Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/01/2ea251dfba_Logo_main-image_PBJ_f190.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250610T150000 DTEND;TZID=America/New_York:20250610T163000 DTSTAMP:20260407T065028 CREATED:20250526T185112Z LAST-MODIFIED:20250721T104613Z UID:251053-1749567600-1749573000@leo.gradelevelreading.net SUMMARY:More Hopeful Futures or Children as Collateral Damage: SNAP's Far-Reaching Benefits for Children DESCRIPTION:What will happen to millions of children and families if historic cuts to SNAP move forward? \nWe heard from policy experts\, state leaders\, and advocates who laid bare the consequences of the House-passed bill proposing the largest cuts in SNAP’s history — nearly $300 billion\, or about 30% of the program’s budget. As the panelists stressed repeatedly\, these aren’t just numbers; they represent real children\, families\, and communities at risk. \n“These are critical years for child development — yet this bill would disproportionately harm our youngest children\, children of color\, and those from working-class families. The cost isn’t just policy — it’s children’s lives.” – Rocio Perez\, UnidosUS \nUnprecedented Cuts With Immediate Impact and Children and Working Families Bearing the Brunt \n\n7 million people would lose SNAP benefits nationwide.\nThese reductions threaten to unravel the most basic food security for millions — especially children\, seniors\, and people with disabilities.\n34 million children rely on SNAP or Medicaid or both — 1 in 5 children under 5 receive both\, facing “double jeopardy” for their health and development.\n66% of children affected by SNAP cuts are children of color.\n3 in 4 children who rely on SNAP come from working-class families with parents in the labor force but without four-year degrees.\n\n \nRipple Effects Impacting School Meals\, Local Economies\, and More \n\nSNAP cuts would eliminate direct certification for free school meals for many children\, undermining a key nutritional lifeline.\nThe bill shifts SNAP administrative costs heavily onto states\, forcing states to face hundreds of millions in new expenses — potentially jeopardizing the entire program.\nEvery $1 invested in SNAP generates up to $1.80 in economic activity. This impact is even greater in rural areas\, where community ties and local business dependencies are tighter. \nA 30% cut to SNAP would mean major revenue losses for retailers\, possible leading to price hikes\, store closures\, and a deeper food insecurity crisis\, particularly in vulnerable communities. \nBecause most SNAP benefits are spent within three weeks\, the economic stimulus is immediate and broad-based.\n\n New Work Requirements and Burdensome Rules \n\nThe bill redefines “dependent” to children under age 7\, meaning many single parents of older children would lose eligibility without meeting work requirements.\nReporting and administrative hurdles are already causing eligible people to lose access\, as seen in Georgia and Hawaii.\n\n\nHope and Opportunity\nDespite these concerning policy proposals\, opportunities and reasons for hope exist: \n\nPowerful storytelling\, combined with local data\, is shifting policy conversations.\nPublic awareness around SNAP’s value is increasing\, creating momentum for protecting and strengthening the program.\n\nThank you for being part of this urgent conversation and for standing with the families who depend on SNAP\, which is a critical\, irreplaceable piece of the safety net. The stakes couldn’t be higher. Together\, we can amplify the facts about the wide reach and benefits of SNAP across all states — red and blue alike —  so we can protect the vital programs that keep children safe\, healthy\, and thriving. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/hopefulfuturessnap/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/08/ProvidencCasey-040-e1724637751197.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250610T123000 DTEND;TZID=America/New_York:20250610T140000 DTSTAMP:20260407T065028 CREATED:20250526T192543Z LAST-MODIFIED:20250617T220450Z UID:251069-1749558600-1749564000@leo.gradelevelreading.net SUMMARY:Accelerating What Works in Rural Communities DESCRIPTION:The treat that I think you are in for today is hearing the stories of how investments were catalytic to change that yielded tangible results for children and families and our rural communities. And I believe that this is how transformation happens. And I think that hope builds from there. And when you have hope\, you can be unstoppable. \n– Kali Thorne Ladd\, Children’s Institute \n\n\n\n\n\n\n\n\n\n\nKali Thorne Ladd of Children’s Institute in Oregon set the stage for the conversation by highlighting the many assets rural communities bring to the work of supporting children and families. She also lifted up the reality that investment in these communities — where poverty rates are consistently higher than in urban and metro areas — is not equitable and called for more support. \nErin Helgren\, also with Children’s Institute\, spoke about a range of strategies in Yoncalla\, Oregon\, where the focused work over 12 years to build positive relationships has resulted in a revitalized elementary school and community. Next\, Sarah Ruiz-Weight\, a parent leader and teacher at Yoncalla Elementary School\, told her story as a parent and community member. She spoke of her efforts to advocate for her children and how\, over time and with support\, she became a teacher in the district. \nAlissa Hobart with the Mississippi Campaign for Grade-Level Reading talked about the ways she works with and supports communities in Mississippi at the state level. Then\, Michele Connelly of the United Way of West Central Mississippi addressed what that work looks like locally. She highlighted the importance of constantly getting feedback from community members\, having a clear plan that both celebrates the community and lays out a clear direction based on data\, and not being afraid of starting small. She illustrated this with a story about their growth from hosting a small book swap with used books to distributing 47\,000 books this year\, all with a focus that has recently led to 300 struggling readers gaining an average of 13 points — five months of growth based on iReady scores. \nLori Masseur with Read On Arizona set the stage for the work in Arizona by talking about the four key drivers of early literacy and third-grade reading that guide the state and local work in Arizona\, including building educator capacity in the science of reading\, providing high-quality curriculum and instruction materials and family support\, and expanding access to quality early learning. Then\, Jerry Stabley of AARP Experience Corps Achieve Pinal discussed the evidence-based high-impact tutoring in Pinal County and how the hybrid model they use helps to ensure that they reach as many children as possible. He noted that in 2023–2024\, 38% of participating students improved two or more grade levels in reading. \nThe group then had a conversation about work in rural communities that touched on how community and state leaders partner to accelerate success\, ways they have identified and worked to remove structural barriers\, and creative approaches to funding their work. \n\n\n\n \n\n\n\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/ruralwhatworks/ CATEGORIES:Crucible of Practice Salon,Parents,Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/860175478.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250603T150000 DTEND;TZID=America/New_York:20250603T163000 DTSTAMP:20260407T065028 CREATED:20250526T183849Z LAST-MODIFIED:20250616T142400Z UID:250951-1748962800-1748968200@leo.gradelevelreading.net SUMMARY:The Foundation of EdTech Is Connection: Ensuring Universal Access to the Internet DESCRIPTION:The June 3\, 2025 GLR Learning Tuesday’s webinar\, The Foundation of EdTech Is Connection: Ensuring Universal Access to the Internet\, gathered leading voices from policy\, philanthropy\, education\, and community development to explore the enduring relevance of digital connectivity in 2025. Moderated by Ji Soo Song of State Educational Technology Directors Association\, the conversation opened with a legislative overview\, emphasizing that internet access remains a fundamental component of educational equity and social participation. Amina Fazlullah of Common Sense Media set the stage by debunking the post-pandemic myth that connectivity is no longer a concern. She highlighted that over 16 million students still face a persistent digital divide\, with massive implications for both individual opportunity and national economic health. Kristen Corra\, J.D.\, of Schools\, Health & Libraries Broadband Coalition detailed key federal programs like E-Rate and the threat posed by congressional efforts to roll back recent expansions\, including hotspot lending for students and families.  \nAs the panelists dug into what the digital divide looks like today\, Bree MacPhee Lyon from EducationSuperHighway emphasized the affordability gap saying\, “Infrastructure and access are so critical\, but the affordability piece is just as critical.” She warned that without a permanent affordability benefit 16 to 19 million households could remain offline.  \nThe conversation shifted to solutions\, highlighting community-driven innovations and partnerships whose stories illustrated that the divide is not simply a matter of infrastructure — it is shaped by awareness\, affordability\, and trust. Kiarra Louis of The Patterson Foundation shared that digital access challenges affect entire families\, not just students\, and described how their Digital Access for All initiative uses hyperlocal engagement\, including events at laundromats. She explained the importance of this approach saying\, “The magic really does first happen when people know what’s available. There’s a spark that’s lit\, but it really shines when we help them make most of the resources that exist.” \nLicia Villalta of the Housing Authority of the City of Los Angeles spotlighted their Digital Ambassadors program\, a model for youth leadership and workforce development that both teaches digital skills and builds human infrastructure for sustained engagement. Villalta explained the impact saying\, “When we center [youth] voices and we bring them to the table\, we don’t just close the digital divide\, but we transform it into a bridge of opportunity for the rest of our communities that need it the most.” \nThe panel also explored forward-looking policy solutions. Fazlullah and Lyon stressed the importance of advocacy at the state and federal levels\, calling for sustained investment in programs such as E-Rate\, the Affordable Connectivity Program\, and the Digital Equity Act\, and urging participants to catalog stories and data to influence future policy decisions and to advocate to decision-makers.  URL:https://leo.gradelevelreading.net/event/edtechinternetaccess/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/Atlanta_Photos_0932.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250603T123000 DTEND;TZID=America/New_York:20250603T140000 DTSTAMP:20260407T065028 CREATED:20250526T193812Z LAST-MODIFIED:20250609T005757Z UID:251075-1748953800-1748959200@leo.gradelevelreading.net SUMMARY:Starting Strong: Preparing Children and Families for Kindergarten Success DESCRIPTION:“This simple but profound shift changed our thinking from asking ‘Is this child ready for kindergarten?’ to ‘Is our system ready for the child?’”  \n– Nadira Rizkallah\, Eugene School District 4J  \n\nThe June 3\, 2025 Kindergarten Matters session focused on the vital role that the kindergarten year plays in setting the stage for long-term learning\, health\, and development — and highlighted promising strategies to make the transition smoother and more supportive for children and families. Swati Adarkar\, who served as moderator for the conversation\, opened by framing kindergarten as a critical yet often overlooked bridge between early childhood and the early grades. She stressed the importance of aligning supports\, building strong relationships\, and treating kindergarten as a universal early learning opportunity to help close persistent opportunity gaps and ensure early school success.  \nAttendees then heard from David Jacobson\, Ph.D.\, of First 10 at Education Development Center (EDC)\, who discussed how school-community partnerships can better align early learning systems to support children and families. He shared how First 10 communities implement strategies such as transition plans\, play-and-learn events\, and joint professional learning\, and highlighted examples of more coherent\, equitable\, and relationship-driven approaches to kindergarten.  \nHeidi Schumacher\, MD\, FAAP\, with the University of Vermont\, emphasized the deep connection between health and school readiness. As a pediatrician\, she noted that preventive care — for example\, developmental screenings\, immunizations\, and attention to family well-being — helps children arrive at school ready to learn. She called for greater collaboration between educators and health care providers through joint advocacy\, aligned messaging\, and shared efforts to support families holistically.  \nThe conversation then shifted to on-the-ground perspectives from leaders across the country\, who provided examples of how they are putting these ideas into practice.  \nDeidre DeJear of Oakridge Neighborhood\, Iowa’s largest affordable housing community\, described how the organization supports families through housing\, workforce development\, out-of-school programs\, and early learning. She emphasized how strong partnerships — with more than 50 organizations — are enabling them to meet broader needs like health and food access. To boost readiness and enrollment\, Oakridge now offers on-site registration and is keeping soon-to-be kindergartners in structured classroom settings through the summer to help them build key routines and skills.  \nJennifer Andrews of Chattanooga 2.0 shared how her organization is improving kindergarten readiness in Hamilton County\, Tennessee\, by addressing gaps in alignment and access. In the absence of a statewide definition\, they launched the Ready\, Set\, Kindergarten! campaign\, creating a community-driven readiness definition and tools including skill-building materials\, Spanish-language videos\, and transition guides. Through their Early Matters team\, Chattanooga 2.0 has also hosted school-based events and developed toolkits to help schools consistently support families.  \nNadira Rizkallah and Gretta Sagolla of Eugene School District 4J in Oregon outlined their district’s system-wide approach to strengthening kindergarten transitions. Rizkallah explained how their Kindergarten Transition and Alignment Plan centers on the belief that the system must be ready for the child — not the other way around — focusing on trust\, equity\, and coherence through trauma-informed practices and inclusive planning. Sagolla highlighted efforts such as shared professional development\, preschool visits to kindergarten classrooms\, social stories\, and after-hours enrollment sessions that help families feel welcomed and informed. Looking ahead\, the district plans to expand its work through online enrollment and new community partnerships\, laying the foundation for broader\, systemwide change.  URL:https://leo.gradelevelreading.net/event/starting-strong-preparing-children-and-families-for-kindergarten-success/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/10/CASEYKINETIK2015_Wed01555-e1729489921480.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250527T150000 DTEND;TZID=America/New_York:20250527T163000 DTSTAMP:20260407T065029 CREATED:20250506T082302Z LAST-MODIFIED:20251015T170536Z UID:250918-1748358000-1748363400@leo.gradelevelreading.net SUMMARY:More Hopeful Futures or Children as Collateral Damage? Head Start as Cornerstone for Early Learning and Development DESCRIPTION:“Head Start is not in an existential crisis. But to remain impactful and relevant\, the program must continue to evolve.” \n— Tammy L. Mann\, Ph.D.\, The Campagna Center \n\nThe discussion during the May 27\, 2025 GLR Learning Tuesdays session focused on the following key question: \nHow can we strengthen and evolve Head Start —building on its legacy to expand its reach\, deepen its impact\, and meet the moment we’re in? \nAttendees heard from national and regional leaders\, including former Directors of the Office of Head Start\, current program leaders\, and field innovators. Together\, they offered concrete ideas for improvement\, bold questions about the future\, and hopeful reflections on what’s possible. \nHead Start is Grounded in Data and Impact \n\nHead Start plays a critical\, stabilizing role in early childhood systems — especially for rural communities and children with special needs.\nWeakening this infrastructure would have nationwide ripple effects.\n\nHead Start’s Core Strengths and Foundational Elements \n\nThe heart of Head Start — comprehensive services\, a two-generation approach\, and local flexibility — remains strong and essential.\nNew federal policies (e.g.\, expanded eligibility\, mental health supports\, and pay equity) offer opportunities to strengthen the model\, not dismantle it.\n\nHope is Rooted in People\, Persistence\, and Collective Agency \n\nHead Start’s enduring strength lies in its mission-driven people — educators\, leaders\, and families who continue to show up despite challenges.\nThe program’s federal-to-local structure is a “superpower” for community-led innovation.\nThere is power in the Head Start community’s adaptability\, data-informed storytelling\, and collective strength.\n\nEvolution\, Not Just Preservation \n\nNow is the time to modernize\, align with broader systems\, and preserve parent choice within a strong mixed-delivery system. \n\n\nThroughout the conversation\, one idea echoed loudly: We need a national messaging campaign to reintroduce Head Start to the American public. Not as a relic\, but as a relevant\, innovative\, and essential part of the early childhood ecosystem. \nSuch a campaign should: \n\nCenter parent and alumni voices who can speak to Head Start’s life-changing impact.\nEmphasize Head Start’s proven results — from school readiness to long-term health and economic outcomes.\nPush back on outdated stereotypes and affirm Head Start as a model for culturally responsive\, equity-driven systems change.\nUnite allies across sectors — education\, health\, housing\, philanthropy — to advocate together.\n\nThe panelist conversation continued through the end of the webinar\, leaving limited time for Q&A with the audience\, but the panelists took time after the session to share responses in writing to several of the audience questions. Those are available here. \nThank you for being part of this moment — and for all you do to ensure Head Start continues to deliver on its powerful promise to children and families. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/headstart/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/11/Casey_Prov_KidsCount_2013_THURS_00377-e1732123109411.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250520T150000 DTEND;TZID=America/New_York:20250520T163000 DTSTAMP:20260407T065029 CREATED:20250516T194045Z LAST-MODIFIED:20251227T195910Z UID:250955-1747753200-1747758600@leo.gradelevelreading.net SUMMARY:Education Savings Accounts: High Expectations & Continuing Concerns DESCRIPTION:In this discussion\, we built on a session from 2023: Opportunities and Potential Pitfalls: State Expansion of Education Savings Accounts and again created a forum for thoughtful and nuanced conversations to go beyond the headlines on a controversial policy. As this policy has expanded across multiple states — growing from 13 to 19 states since CGLR hosted the 2023 session — we wanted to explore this issue through a balanced discussion that “detoxifies” conversations about parent choice to get to a place where we understand the background\, motivations\, language\, possibilities\, and concerns. \nWhat many are now calling “Education Savings Accounts” references the policy where states are giving families access to public per-pupil funds that can be used to pay for tuition to private schools\, homeschooling supplies\, curriculum materials\, online learning\, tutoring support\, etc. Proponents of school choice see this as a necessary way to allow students to learn in the setting that works best for them\, and skeptics see it as a disinvestment in public school systems at a time when they need as much support as possible. In this session\, I moderated a conversation with a powerhouse panel who helped to define the various terms and variants of this policy while exploring the expansion of state policies and the history and evolution of this particular approach to parent choice. We also discussed the pros and cons and zeroed-in on parents’ views and why choice is important to them.  \nBen DeGrow of ExcelinEd provided an overview of where we are today with various state policies. Luis Huerta\, Ph.D.\, of Columbia Teachers College reviewed the history and how we got to where we are today. Beth Lewis of Save Our Schools Arizona articulated several of the challenges of the expanded funding for per-pupil accounts in Arizona\, including the severe under-funding of public schools that has led some to close. Derrell Bradford of 50CAN spoke to the way these public funds can help to provide the same level of choice to low-income families that wealthier families have always had by moving to geographies with better schools. Colleen Dippel of Families Empowered in Texas explained how her organization has helped parents navigate and take advantage of the opportunities offered in Texas. Mike Goldstein of the Pioneer Institute described parent experiences that illuminated some of the ways parents have used the available public education resources to enhance their children’s learning experience.  \nThrough the discussion\, we explored some of the different perspectives — the possibilities and concerns about public per-pupil funding. The following quotes from two of our speakers help to illustrate the different perspectives on this issue that make it so contentious: \n“Ninety-two percent of our families are choosing public district and charter schools that have accountability to the public. We are sending 12 percent of our state budget to this ESA voucher program for only 6 percent of our kids. The vast majority of these kids are kids who were already in private school. They were already [being educated at home]. In Arizona\, the reality is people are sticking with their public school\, but the other reality is that our public schools are shutting down because of the voucher program\, because we are a revenue poor state! There is not enough funding for both of these and that’s true. The data all shows that the vouchers are primarily going to wealthier families in wealthier ZIP codes.” \n–Beth Lewis\, Save Our Schools Arizona \n___________________________ \n“Parents are our core customers\, so we connect them to religious and non-religious schools\, and then\, certainly\, for parents who want to homeschool\, we make sure that they have information that is accurate and actionable.…We’re providing direct service day in\, day out to connect families to schools and schools to families. Last year\, we made about 37\,000 individual phone calls. So we’re very supportive of all forms of school choice. We think it’s really important to ensure that parents have a neutral service that is not incentivized by one sector over the other. So there ought to be a parent service that is just about helping parents get kids into ESA programs or getting kids into charter school programs or magnet school programs and the individual schools [or whatever educational option they prefer].” \n–Colleen Dippel\, Families Empowered \nParent voice\, parent leadership\, and parent choice have always been central to CGLR’s strategy for increasing student learning and achievement. The policies that are being pursued under the banner of parent choice are complicated\, and their implications are as yet uncertain. This week we started to explore this terrain in more detail\, and we will continue to do so in the coming months. We hope that you’ll come with us on this learning journey.  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/esa2/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/iStock_000073784785_Large-scaled-e1746519699354.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250520T123000 DTEND;TZID=America/New_York:20250520T140000 DTSTAMP:20260407T065029 CREATED:20250506T081456Z LAST-MODIFIED:20250526T200751Z UID:250912-1747744200-1747749600@leo.gradelevelreading.net SUMMARY:Timely Support for Immigrant Families & Children: Philanthropy Striving to Meet the Moment DESCRIPTION:“So what does it look like for philanthropy\, which has so much privilege\, to be able to stand in solidarity with movement partners\, with communities? Funders wait for a rainy day — and it’s pouring out right now. Now is the time to be contributing and funding support for immigrant children and families. Use your privilege and use your voice…and stand strong and speak out against the harmful approaches that are leading to the backsliding of our democracy and that can have repercussions for not just our children\, but our grandchildren….This is not a marathon. It’s not a sprint. This is a relay race. We are building toward a better future\, not just for ourselves\, but to be good ancestors to our descendants and to leave a better world for the children that will continue beyond us.” \n\n\n\n\n\n\n​​​​– Ivy O. Suriyopas\, Grantmakers Concerned with Immigrants and Refugees \n\n  \n\n\n\n\nIn this Funder-to-Funder Conversation\, Ivy Suriyopas of Grantmakers Concerned with Immigrants and Refugees (GCIR) offered the above passionate call to action in closing to an engaging conversation about the experiences of immigrant children and families in the current policy environment and the ways in which funders are joining together to support them. \nThe session was co-sponsored by Hispanics in Philanthropy (HIP)\, a transnational network of grantmakers dedicated to strengthening Latine leadership and influences and mobilizing philanthropic resources in Latine communities. HIP’s Jazmín Chávez moderated the discussion that featured Rodrigo Barraza of Global Fund for Children\, Shannon Rudisill of Early Childhood Funders Collaborative\, and Ivy Suriyopas of GCIR. \nRudisill and Suriyopas shared how their organizations joined together with other funders this year to launch the 1 in 4 Project. The project supports the 1 in 4 children living in the United States who are part of immigrant families\, advancing policy advocacy and litigation\, narrative building\, and research and data collection to support action at the federal\, state\, and local levels. \n\n“We wanted everyone to understand how many children in the United States are living in immigrant or mixed-status families. Most of them are U.S. citizens. We wanted everybody to think about the populations that they are serving in the communities where they are funding and realize that these kids are in their portfolios already\, that they’re in the communities where they’re serving\, and that some special attention needed to be paid to support them.” \n– Shannon Rudisill\, Early Childhood Funders Collaborative \n\nThe panelists discussed how the current immigration policy environment is causing trauma for immigrant children and their families and communities\, highlighting some of the ways that funders are promoting trauma-informed responses. Barraza noted many of the traumas are “collective traumas” that challenge children’s sense of belonging\, language\, and cultural identity\, and therefore require collective responses such as healing circles to help children build a sense of community where they can recover together. \nRudisill shared several examples of efforts being advanced by the funders in the ECFC network\, including trauma-informed programs for new mothers and their babies and legal service programs to help families prepare for possible separation. She also noted how several funders had been taking proactive action to strengthen the systems serving immigrant populations\, including investments in New Jersey to support dual language learners and to build a stronger pipeline of Latine early learning educators. \n\n“Please be brave. Be bold. Please don’t shy away from the conversation. Don’t give in to fear. I think right now it’s our opportunity to stand on the right side of history and keep fighting and keep pushing and keep looking for ways to connect and to keep building these diverse communities.” \n– Rodrigo Barraza\, Global Fund for Children \n\n\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/support-immigrant-families/ CATEGORIES:Funder-to-Funder Conversation,Health,Parents,Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/05/CASEYKINETIK2015_Thurs00890-e1746519241617.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250513T150000 DTEND;TZID=America/New_York:20250513T163000 DTSTAMP:20260407T065029 CREATED:20250506T075957Z LAST-MODIFIED:20250806T073919Z UID:250895-1747148400-1747153800@leo.gradelevelreading.net SUMMARY:Medicaid as Linchpin: Truth and Consequences | More Hopeful Futures or Children as Collateral Damage? DESCRIPTION:We haven’t reached the pain point yet. This is the first step….And then there’s going to be that snowball effect where they either lose benefits\, or a nursing home closes down\, a rural hospital closes a unit\, etc. And then it starts really picking up steam. And the challenge is going to be coming back from that. We can see the immediate impact in front of us\, but there’s the economic impact that’s going to be longer term. We don’t talk enough about the long-term impact on the child. Right. It’s not just that we’re going to lose this benefit today\, it’s going to be the effect on the child as we move forward. \n–Moe Hickey\, Voices for Utah Children \n\nIn this May 13 GLR Learning Tuesdays webinar\, a diverse group of policy experts\, health care leaders\, education advocates\, and community voices came together to explore the critical role Medicaid plays in supporting not just children’s health — but their learning and development\, their families’ stability\, and the foundational systems that serve them. They also highlighted key action steps that can be taken now to ensure that this vital program is sustained and strengthened. \nModerated by Dr. Robert K. Ross\, former President and CEO of The California Endowment\, the session made clear that Medicaid is far more than a health insurance program. It is a central pillar of educational equity\, economic resilience\, and community well-being. Dr. Ross grounded the conversation in a powerful historical and moral context\, urging participants to see Medicaid as part of the nation’s democratic promise to its children. \nPanelists — Paola Andujar of National Association for the Education for Young Children\, Anne Dwyer\, JD\, MP\, of Georgetown University’s Center for Children and Families\, Moe Hickey of Voices for Utah Children\, and The Honorable Jessica Schubel of Day One Strategies — brought deep insights into the consequences of current policy shifts and the opportunity to act now to preserve and improve Medicaid.  \nKey themes included: \nThe Impact of Medicaid Policy on Children’s Health \n\nProposed Medicaid cuts could lead to significant coverage losses for children and families\, with an estimated 8.6 million people potentially becoming uninsured and coverage losses exceeding 14 million when combined with other ACA provisions.\nMedicaid coverage is correlated with improved educational outcomes. Research shows Medicaid enrollment improves reading scores and future earnings.\nMedicaid covers a significant portion of health services provided in schools and access to these services is linked to improved academic outcomes.\n\nThe Broader Implications of Medicaid Funding \n\nUnderstanding the economic implications of Medicaid cuts is crucial\, as cuts can lead to increased costs for states in other areas\, such as emergency care\, and long-term economic impacts can affect community stability and growth.\nCuts to Medicaid can lead to reduced funding for schools and community health programs.\nReduced Medicaid funding and/or increased administrative burdens not only limit individual access to care\, they also threaten the sustainability of early childhood systems\, public schools\, and community health providers that depend on Medicaid as a reliable funding stream.\n\nOpportunities for Advocacy and Collaboration \nPanelists stressed that Medicaid is deeply interconnected with education\, economic opportunity\, and equity. Advocates\, educators\, and funders must work in concert to protect and strengthen the program. Examples of activities include: \n\nCollaborating with other organizations to promote Medicaid’s benefits; educate the public; share resources and information to empower local advocates; and support joint campaigns to enhance visibility and understanding of Medicaid’s role.\nIncreasing awareness about the ways Medicaid funding impacts various sectors\, including education and health services.\nEncouraging a holistic approach because the health and education systems are interconnected.\n\nThe session closed with an urgent message from the panelists: The future of Medicaid is not just a policy debate — it is a defining moment for how we support children and families. To protect this vital infrastructure\, coordinated advocacy\, informed messaging\, and strong local leadership are essential. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/medicaid/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/iStock_000022349130_Full-scaled-e1746518312363.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250506T150000 DTEND;TZID=America/New_York:20250506T163000 DTSTAMP:20260407T065029 CREATED:20250421T150135Z LAST-MODIFIED:20250512T161627Z UID:250814-1746543600-1746549000@leo.gradelevelreading.net SUMMARY:Schools as “Safe Spaces”: Beyond Active Shooter Drills to Trusting Relationships? DESCRIPTION:CGLR leading partner and renowned education advocate Andy Rotherham of Bellwether moderated the session. Rotherham shared how he is passionate about the trusting relationships that can help get “left of boom” (see below) by creating the positive school culture and climate needed to give students outlets to express their concerns and fears\, which might otherwise lead to dangerous behaviors.  \nRotherham began the session in discussion with Senior Security Consultant and Retired U.S. Army Special Forces officer Drew Pache\, who helped us understand how strategies on the front lines of the military are not so different from strategies that work in schools. This is where the concept “left of boom” comes from. As Pache explained\, this is the idea that to prevent an attack you need to get ahead of it by doing reconnaissance and getting to know people and listening to their grievances. In this way\, there is a much better chance of learning when something is not right or a violent attack is brewing. As he said\, “If something doesn’t seem right\, it’s probably not right.” And this same approach is what works in schools. When teachers and other adults in the school building are trusted by students and communicating about students’ needs\, they can get “left of boom” by listening and understanding. \nGarry McGiboney\, Ph.D.\, of Health Security Dynamics then joined the discussion. While he has a different background than Pache as a researcher and former Deputy State School Superintendent in Georgia\, McGiboney had the same message as the Green Beret. Emphasizing that we need a new paradigm for school safety that puts mental and behavioral health before heavy doors and active shooter drills\, McGiboney explained how teachers can come together with school resource officers (SROs) to recognize when students may need someone to listen to and hear them: \n“Teachers want to know. And when we train the SROs\, they want to know too. What should I look for? Regardless of the age of the student\, it could be elementary\, it could be a kindergarten student\, it could be a high school student. What should I look for as an indicator that child is in trouble and may need some help? That’s how we can avoid tragedies occurring in our schools. [It] is those relationships — when we identify what may be going on with a child or even a colleague for that matter.” \nTwo school district leaders followed in the discussion and offered insights about what this new paradigm for school safety looks like on a school campus. Yolanda Reid Wheeler of Henry County Public Schools in Georgia and Daniel Mojica of Chelsea Public Schools in Massachusetts emphasized that when there is coordination across ALL the adults surrounding the students — including SROs\, bus drivers\, teachers\, lunchroom attendants\, and\, most importantly\, parents — and this coordination is supported by training in behavioral health\, there are many more opportunities to see and hear students who may need help. Reid Wheeler highlighted the system of support that creates a positive school culture: \n“I think about the systems of schools\, and what that means is that when the student is getting off the bus\, when they’re being dropped off\, who do we have there at the door greeting them? And that greeter has a behavioral checklist. They are scanning\, they’re observing: What’s the countenance of those children when they’re coming off the bus? Also\, talking with the parents helps with understanding who’s coming into the building. Then being able to observe that by the scan\, I call it eyeballing: What is it that you’re seeing coming into the building?” \n\n\n\n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/schools-as-safe-spaces/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/03/CASEYKINETIK2015_Wed01474-e1711054046236.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250506T123000 DTEND;TZID=America/New_York:20250506T140000 DTSTAMP:20260407T065030 CREATED:20250501T170913Z LAST-MODIFIED:20250527T130959Z UID:250858-1746534600-1746540000@leo.gradelevelreading.net SUMMARY:Connecting Home\, School\, and Community Through Playful Math:  First 10’s Young Mathematician’s Initiative in York\, Pennsylvania DESCRIPTION:“One of the things that districts can learn is that you can benefit from this proactive collaborative partnership\, with not only community-based early childhood programs\, but also school-based programs\, by aligning curriculum\, sharing resources\, sharing data and most importantly\, engaging families.” \n– Superintendent Andrea Berry-Brown\, Ed.D.\, School District of the City of York\, Pennsylvania \n\nDear Colleague\, \nModerated by the Heising-Simons Foundation’s Kimberly Brenneman\, Ph.D.\, the May 6\, 2025 Crucible of Practice Salon illustrated the success of the Young Mathematician’s (YM) initiative from the perspective of a range of educators who are implementing the program in the City of York.  \nDavid Jacobson\, Ph.D.\, of Education Development Center (EDC) began by providing an overview of the First 10 philosophy\, framework\, and evaluation results. He also talked about First 10 in York City and why they were an ideal site for the YM pilot project. Then EDC’s Kristen Reed described the YM initiative\, explaining how it introduces important math concepts through games. YM includes over 50 math games for children ages 3–6 and also includes an important family math component. \nAndrea Berry-Brown\, Ed.D.\, superintendent of the School District of the City of York\, explained why she felt that First 10 was an important strategy to meet the needs of students\, families\, and teachers in York and discussed the reasons for becoming a YM pilot site. Following this overview\, two teachers in the district\, Jennifer Wilson and Airiana Kibbler\, discussed how they are using the games in their classrooms and the ways they are seeing their students build their math and vocabulary skills by playing the games. Each showed a short video of young people playing YM games. Sakeenah Sweeney\, Ed.D.\, with iCare Youniversity\, also shared her experience using the games in early education settings\, noting the ways they can be used to connect with families. Angela Ashley\, Ed.D.\, the York school district’s Pre-K Counts Principal\, talked about the ways she has seen the YM initiative help teachers build their confidence in teaching math skills and discussed the ways the pre-K professional learning communities and kindergarten math centers were improving math instruction. \nJessica Young\, Ph.D.\, with EDC\, discussed what they are learning through the evaluation of the initiative\, including ways that teachers were improving their math teaching practice and families were incorporating math activities at home. The session wrapped up with Superintendent Berry-Brown expressing what she sees as the critical highlights of the YM initiative — engaging families and fostering collaborative relationships.  URL:https://leo.gradelevelreading.net/event/first-10-math-2/ CATEGORIES:Crucible of Practice Salon,Reading & Math,Upcoming Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/674844-e1720196936189.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250429T150000 DTEND;TZID=America/New_York:20250429T163000 DTSTAMP:20260407T065030 CREATED:20250314T195533Z LAST-MODIFIED:20250505T125823Z UID:250578-1745938800-1745944200@leo.gradelevelreading.net SUMMARY:Making Effective Elementary Principals and P-3 the Expectation\, Not the Exception DESCRIPTION:Our vision is to ensure that all of the nation’s elementary schools are led by principals who not only understand the science of young children’s learning and development but also are skilled in creating the school climates that nurture the unique aspects of high-quality teaching and learning across P–3. \n– Kristie Kauerz\, Ed.D. \n\nCGLR’s April 29\, 2025 GLR Learning Tuesdays session\, moderated by Rotunda Floyd-Cooper\, Ed.D.\, of the Wallace Foundation\, served as a follow-on to our January session\, which focused on the impact of P–3 leadership in promoting high-quality early learning\, community partnerships\, and equitable\, developmentally appropriate practices. This second session built on that foundation by examining what it takes to scale effective P–3 leadership across preparation programs\, districts\, and states. \nKristie Kauerz\, Ed.D.\, of the National P–3 Center kicked off the conversation by noting that the field has long understood what makes an effective P–3 principal\, but that now the focus must shift to bringing that leadership to scale. While approximately 13 P–3 leadership programs exist nationwide\, most remain small and localized. To expand their impact\, Kauerz explained\, the National P–3 Center has worked to embed P–3 content into principal preparation programs. A recent report outlines five key drivers for scaling this work: state policy\, institutions of higher education\, school districts\, research\, and national organizations. Kauerz highlighted Illinois as a state where these drivers are actively aligning. \nTo draw on the examples from Illinois\, attendees first heard from Tai Basurto\, Ed.D.\, with Chicago Public Schools (CPS)\, who shared how her journey from middle school ELA teacher\, to elementary school principal\, to district leader shaped her commitment to early childhood leadership. Initially unfamiliar with early learners\, Basurto pursued immersive experiences and professional development to better support her school’s classrooms. Now overseeing learning for 1\,000 school leaders\, she has built a tiered system that includes targeted training for principals who lack early childhood backgrounds. With over 85\,000 preK–2 students and early learning central to CPS’ five-year plan\, Basurto emphasized the importance of continuous improvement and supporting principals as early learning leaders. \nSteve Tozer\, Ph.D.\, with the University of Illinois\, Chicago (UIC)\, continued the conversation by outlining how decades of reform and partnership reshaped principal preparation in the city. Tozer explained that\, beginning in the late 1980s\, CPS centered principals as drivers of change\, which led UIC to develop selective\, practice-based programs focused on P–3 leadership. These efforts helped boost academic performance\, and by 2016\, CPS students were outperforming peers statewide. Tozer emphasized the value of civic engagement\, data use\, and investing in principals as instructional leaders\, urging others to embrace “learning by doing.” \nErika Hunt\, Ph.D.\, with Regional Office of Education #17 b\, closed by discussing how the state became a national leader in integrating early learning into principal preparation. Through legislation\, Hunt explained\, Illinois established a P–12 principal endorsement requiring all principals to complete coursework and clinical experiences rooted in early childhood education. This shift was guided by task forces and design teams that worked to intentionally include voices often overlooked\, such as special education and English learner instruction. Hunt noted the role of strong university leadership and funder support — including the Wallace\, Robert M. McCormick\, and W. Clement & Jessie V. Stone foundations — in sustaining this work and encouraged others to engage a wide range of stakeholders. \n \n \n \n \n \n Panelists in this session included: \n\nTai M. Basurto\, Ed.D.\, Director of School Leader Development\, Chicago Public Schools\nKristie Kauerz\, Ed.D.\, Research Professor\, School of Education & Human Development\, University of Colorado\, Denver\, Executive Director\, National P–3 Center\nSteve Tozer\, Ph.D.\, Professor Emeritus\, University of Illinois at Chicago\nRotunda Floyd-Cooper\, Ed.D.\, Vice President\, The Wallace Foundation\, Moderator. URL:https://leo.gradelevelreading.net/event/making-effective-elementary-principals-and-p-3-the-expectation-not-the-exception/ CATEGORIES:Upcoming Event ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Screenshot-101-e1689965767212.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250422T150000 DTEND;TZID=America/New_York:20250422T163000 DTSTAMP:20260407T065030 CREATED:20250318T065433Z LAST-MODIFIED:20250505T180238Z UID:250609-1745334000-1745339400@leo.gradelevelreading.net SUMMARY:Beyond the Ballot: Did Child Policy Predictions Hold True? DESCRIPTION:“We need reform and resources. I mean\, that’s been the recipe forever. So I just think we have to be honest that if we fail at reform\, we invite revolution.” — Michael J. Petrilli\, Thomas B. Fordham Institute  \n\n\n\n\nIn our first session of the year\, on January 7\, we gathered a few of the education sector’s top leaders to hear some predictions. \nNow\, just about 100 days later\, we brought those experts back for a follow-on. Our aim was to sift through the policy noise\, clarify what matters most\, and stay grounded in our shared mission: improving learning conditions and outcomes for children in economically fragile and historically marginalized communities. We were joined again by our trusted friends and colleagues — Jean-Claude Brizard\, Digital Promise; Denise Forte\, The Education Trust; Kevin Huffman\, Accelerate; Michael Petrilli\, Thomas B. Fordham Institute; and new to this round\, Robin Lake\, Center on Reinventing Public Education  — who helped us examine the swirl of disruption and what it might mean for kids\, families\, schools\, and communities.  \nEach panelist offered a lens into some of the surprising — and in many cases concerning — actions taken or suggested by the administration. Amid all the changes\, and talk about changes\, Lake distilled one core concern:  that for all the changes we have seen and are hearing about\, “. . . there really was no plan\, and there still really is no plan\, for improving student achievement in the U.S.” Others agreed and underscored the need for a new national commitment to student achievement.    \nIn addition to exploring areas of concern and uncertainty\, our guests recognized the opportunity that comes with disruption. Huffman pointed out a path forward saying\, “There really is this impetus on states to step up\, define their plan\, define their objectives.”   \nAs our discussion turned to what’s next\, Lake reminded us that meaningful reform requires both innovation and coalition\, “Burning it down isn’t going to get us where we need to be…but neither is protecting the status quo.” Forte\, picking up that thread\, emphasized the power and promise of local coalitions\, “We are seeing successful examples where communities are pushing back or raising up important issues.” These aren’t just reactions; they’re signs that a new kind of leadership — rooted in place and purpose — is rising up to meet the moment.” \nWe closed with a mix of hope\, concern\, and vigilance. The weeks and months ahead will surely bring challenges and opportunities\, but as Huffman noted\, improved outcomes are our compass. As always\, CGLR will continue to center on what matters most — kids and families — and double down on what works. Thanks to our panelists for their candor and courage\, and to our audience for staying with us through the uncertainty. Let’s keep lifting up the signal and quieting the noise.  \n“The plot is one where we make sure we keep whole what happens in our schools and classrooms and keep the noise and the distraction as far away as possible.”— Jean-Claude Brizard\, Digital Promise  \n\n\n\n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/beyond-the-ballot-2/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/12/Providence_Photos_0697-e1733351362526.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250422T130000 DTEND;TZID=America/New_York:20250422T143000 DTSTAMP:20260407T065030 CREATED:20250417T061516Z LAST-MODIFIED:20250505T181634Z UID:250790-1745326800-1745332200@leo.gradelevelreading.net SUMMARY:How to Be an Effective Communicator in Difficult Times: Using Data and Messaging to Tell an Impact Story (Part 2) DESCRIPTION:In this session\, Lorelle Atkinson of The Aspen Institute described the Institute as an organization that ignites human potential to build understanding and create new possibilities for a better world by driving change through dialogue\, leadership\, and action. She explained how Aspen is leaning into values-driven\, nonpartisan messaging and emphasized the importance of being a “values amplifier\,” focusing on content that promotes trust\, empathy\, and a sense of civic responsibility. Atkinson explained the best use of various platforms such as TikTok\, LinkedIn\, and podcasts to reach both broad and niche audiences. She also discussed the challenge of separating fact from fiction and the importance of building trust and empathy\, citing the Edelman Survey\, which shows that 84% of people say that the nature of the political debate has become less respectful and 78% feel that it is less fact based. After Atkinson’s presentation\, Marjorie Sims of Ascend at the Aspen Institute moderated a conversation engaging United Way leaders in a discussion responding to Atkinson’s presentation.   \nMichael Wilkos from United Way of Central Ohio shared how they are using deep\, data-driven community education to address rising housing instability and poverty. Focused on six school districts with the highest needs\, the organization prioritizes helping partners understand local demographic and housing trends before discussing programs. While conversations may differ between boards\, donors\, policymakers\, and the nonprofits\, Wilkos says the narrative is always the same\, first you need to understand the community. “If we come out and explain that this is the community we now share\, this is how it is changing\, and these are the needs of the families we care about\,” a richer stakeholder conversation is possible.  \nNalisha Henry of United Way of Greenville County\, South Carolina\, described Greenville’s rapid growth and increasing inequality\, emphasizing United Way’s role in reshaping local narratives around poverty. The organization uses Asset Limited\, Income Constrained\, Employed (ALICE) data to show that financial hardship is widespread and systemic\, not individual. ALICE is a United Way initiative focused on families earning just above the Federal Poverty Level but less than what it costs to make ends meet. Through public education and national thought leaders\, United Way of Greenville advocates for inclusive growth and shared prosperity across the community.  \nRooted in values of equity\, inclusion\, and justice\, United Way of South Central Michigan’s (UWSCM) communications and messaging is focused on reducing economic and racial inequities through values-led leadership and community engagement. Chris Sargent of UWSCM emphasized\, “We lead with our values in everything that we do. And I think right now\, especially in the environments in which we’re operating in\, that’s critically important to our stakeholders. This is a moment by which our values have to define us.” In Michigan\, 4 in 10 households are ALICE families and in some areas that rate can be as high as 70%. This data coupled with the commitment to equity is driving UWSCM’s focus on eliminating economic and racial disparities. By leading with values\, United Way is shaping community conversations that bring people to the table to learn\, grow\, and understand together.   \nLarry Warner shared how United Way of Rhode Island blends data and storytelling to build trust and drive impact across the state. By tailoring messaging formats — from reports to community convenings — they show how issues like housing and education affect all residents. Warner emphasized using both quantitative and qualitative data to communicate urgency\, opportunity\, and relevance\, ensuring messaging resonates with diverse audiences and supports statewide systems change.  \nTodd Battiste of United Way of Southeast Louisiana described the city of New Orleans as “a tapestry of strength\, filled with families and educators in neighborhoods with a rich history\, culture and resilience.” He offered the messaging challenge as one that must hold the tension of honoring the urgency while uplifting the assets. Battiste discussed storytelling as a strategy to shape perception and open the door for policy\, funding\, and collective action. This local United Way uses a ] “collective care framework” to drive a movement for early literacy rooted in equity\, community\, and hope. Their messaging blends hard data with lived experience\, designed to inspire action. Battiste advised tailoring messages for specific audiences — for example\, focus on return on investment for funders and policymakers\, create tools that are practical and affirming\, because if you only tell a story of what’s broken\, you miss the opportunity to elevate what’s possible.    \nTo offer the national perspective\, Ayeola Fortune of United Way Worldwide emphasized that United Way’s global network is united by a mission to mobilize community power for the common good\, guided by values of equity\, inclusion\, and shared prosperity. She stressed the importance of using both data and storytelling to inspire belief in systemic change — grounding community impact in local knowledge\, lived experience\, and shared goals. Fortune urged leaders to craft messages that convey both urgency and aspiration\, showing that equity benefits everyone and makes thriving communities possible.  According to Fortune\, “We have to be equal to the challenges that we are facing in creating those clear\, consistent\, and compelling messages — messages that are cognizant of the culture but go beyond that to paint a positive vision of a future.”   \nPanelists echoed the importance of clear\, authentic\, and timely communication that builds trust\, reflects community voices\, and inspires action. Messaging should be grounded in data\, highlight real human experiences\, and create space for inclusive narratives. Ultimately\, effective communication moves people — toward understanding\, unity\, and meaningful change.  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/uw-impact-story-part-2/ CATEGORIES:Past Event,Peer Exchange Conversation ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/11/iStock-178471354-scaled-e1744857950686.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250415T150000 DTEND;TZID=America/New_York:20250415T163000 DTSTAMP:20260407T065030 CREATED:20250318T064756Z LAST-MODIFIED:20250421T143421Z UID:250603-1744729200-1744734600@leo.gradelevelreading.net SUMMARY:Equitable Literacy Instruction Part 2: Ensuring the Science of Reading Works for All Children DESCRIPTION:In this follow-on discussion to our January session with executives from the Children’s Literacy Initiative and other leaders\, we picked up on the notion that a primary key to dispelling misunderstandings about the science of reading is realizing there are multiple sciences that need to be taken into consideration for the vast diversity in race\, nationality\, background\, and especially language among students in America’s classrooms. This time\, we zeroed-in on the federal\, state\, and local policies that lead to effective classroom practices and the specific strategies and activities that make instruction focused on the science of reading truly effective for all learners. \nSpeech and language pathologist Ryan Lee-James\, Ph.D.\, of the Atlanta Speech School and Rollins Center for Language and Literacy moderated the conversation and offered compelling framing remarks. Lee-James introduced the discussion by engaging with Diana Greene\, Ph.D.\, of the Children’s Literacy Initiative (CLI) and Melissa Castillo\, Ed.D.\, formerly of the U.S. Department of Education to again review the assertions in CLI’s recent white paper and unpack what research says about what it takes to teach multilingual learners how to read and write. Castillo emphasized the importance of taking an asset-based approach and honoring students’ oral use of their native language: \nOne of the biggest\, most effective practices that really\, in my mind\, is the easiest to address is moving from that deficit-based approach to an asset-based approach where we very clearly agree on the fact that our English learners and our multilingual learners are linguistically gifted. They come with beautiful languages that really\, when it comes to learning to read\, language is language is language. So regardless of any language that they’re developing\, if they have a strong foundation in oral language\, [and when their oral language] is prioritized and continued not only in school but outside of school\, it will benefit and support the acceleration of students learning to read. \nAfter the discussion of the broad ideas and research about how students gain literacy knowledge\, Lee-James shifted to a discussion around policy and practice with Esther Quintero\, Ph.D.\, of the Albert Shanker Institute\, Paula White of JerseyCAN\, and Susanne Nobles\, Ph.D.\, of ReadWorks. From these experts\, we first learned about the 400+ legislative bills addressing the science of reading that have been analyzed by Quintero and her team and the pillars that drive policy and practice in New Jersey though JerseyCAN’s Legacy of Literacy campaign. We also learned about one free resource available to teachers to help them conduct literacy instruction with culturally sustaining practices. Although it is not a curriculum per se\, ReadWorks provides supplemental resources that greatly advance children’s literacy development and generate a love of reading. Nobles explained further how these resources build the knowledge that is critical to literacy development: \nOur goal is to bring together all that we’ve been talking about\, the science of reading\, along with culturally responsive teaching\, with a particular focus on building background knowledge and vocabulary in support of reading comprehension. Sometimes the science of reading gets reduced to just phonics. Yet there’s so much more to it. And we’re focused at ReadWorks on bringing in that knowledge and vocabulary through reading\, in support of reading. Because no one curriculum can bring enough knowledge. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/cli-science-of-reading-2/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/12/Providence_Photos_0402-e1734320654511.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250415T123000 DTEND;TZID=America/New_York:20250415T140000 DTSTAMP:20260407T065030 CREATED:20250318T064022Z LAST-MODIFIED:20250505T183024Z UID:250595-1744720200-1744725600@leo.gradelevelreading.net SUMMARY:Counting on Philanthropy: How National & Local Funders Are Collaborating to Advance Early Math DESCRIPTION:This Funder-to-Funder session was a continuation of a series of conversations focused on early math that began in 2020. This session explored how funders are working creatively and with growing impact to ensure that more children get a stronger start in this critical building block of early school success.    \nJessica Tilli\, Ed.D.\, of The School District of Philadelphia moderated the session and framed the importance of early math to long-term success. Holly Kreider\, Ed.D.\, of the Center for Family Math noted that math skills at kindergarten entry are as accurate a predictor of eighth-grade reading skills as are kindergarten reading skills. She described the Center’s focus on family and community engagement to help young children build knowledge\, skills\, and positive attitudes toward math.   \nFunders on the panel explained why their respective foundations started to work on early math and what strategies and philanthropic tools they have deployed. Kimberly Brenneman\, Ph.D.\, of the Heising-Simons Foundation noted that their work in this area has roots in both the head and the heart. She described how it has evolved since 2011 and how they now see themselves as one contributor in an increasingly interconnected field to which they are able to provide financial support\, foster connections\, and bring attention to the issue and to promising approaches. Geeta Pradhan of the Cambridge Community Foundation in Massachusetts explained how their concern about income inequality and their conversations with local leaders led them to invest in early math. Douglas Ismail of the California Masonic Foundation shared how they moved into the “adjacent” field of early math\, building on extensive work in literacy and family engagement.    \nOmowale Moses and Claudia Ferrara of MathTalk explained their approach to making math fun\, enjoyable\, and valuable for families by creating immersive digital and physical experiences that work across a rich ecosystem of schools\, museums\, zoos\, and other real-world contexts\, including a recent pilot in a health center. The earlier CGLR webinar Get to Know MathTalk offers a deep dive into this exemplary approach and how MathTalk engages communities in planning and implementation.  \nResponding to a question from the audience about the applicability of these approaches to rural communities\, Moses said that while the settings may differ\, all communities offer places and spaces that can become “fun\, meaningful\, valuable math resources and math moments.”   \nAs the conversation turned to entry points and opportunities for funders and community organizations to move into early math\, panelists emphasized that early math can be incorporated into ongoing literacy and family engagement work\, without needing to create an entirely new program area. They also gave examples of using “more than money” strategies and the complementary roles that national and local funders can play in supporting children’s early math development.  \nAs one example of weaving these threads together\, Ismail and Kreider described a new partnership among Raising A Reader\, PowerMyLearning\, the Partnership for Los Angeles Schools\, the Center for Family Math\, and the California Masonic Foundation to transfer knowledge about family and community engagement in early literacy to early math.   \nPanelists agreed that “narrative change” is an important issue for the field to continue to address. Brenneman said that “we will not make the progress we want to make until we figure out how to change adults’ views of mathematics\,” and Pradhan stressed the need to make it “not something that you fear\, but something that you love.”  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/early-math-f2f/ CATEGORIES:Funder-to-Funder Conversation,Parents,Past Event,Reading & Math ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2025/03/connectfour.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250408T150000 DTEND;TZID=America/New_York:20250408T163000 DTSTAMP:20260407T065031 CREATED:20250328T055212Z LAST-MODIFIED:20251129T143947Z UID:250688-1744124400-1744129800@leo.gradelevelreading.net SUMMARY:Decoding NAEP: Frontline Educators Reflect on the Pace and Progress of Learning Recovery DESCRIPTION:I was really inspired…to think about what do innovation and transformation look like?…How do we drive that from the classroom up? To ensure we’re structuring both the supports\, the training\, [and] how time is used throughout the day in a way that centers what teachers tell us is most important\, and what the data shows us as driving outcomes for kids.  \n– Evan Stone\, Educators for Excellence \n\n  \n \n \n \n \n \n In the April 8\, 2025 Decoding NAEP session\, moderated by Roberto J. Rodriguez\, we heard from education leaders and practitioners who are working directly with students every day to translate NAEP data into meaningful action. \nOur guests spoke candidly about the urgency of closing learning gaps and the need for both immediate and long-term strategies to support student success. Superintendent David Moore\, Ed.D.\, from the School District of Indian River County in Florida\, emphasized the power of real-time data\, high-quality instructional materials\, and strategic partnerships to drive instructional change. He called for innovation in public education — like rethinking grade structures and exploring the potential of artificial intelligence (AI) — alongside regulatory flexibility to allow local solutions to flourish. \nJoan Dabrowski of Baltimore City Public Schools shared the district’s investments in instructional coaching\, extended learning time\, and student learning plans that engage families. She urged attendees to reimagine special education so that all learners are better served. \nAttendees also heard from teacher leaders Peggy Brookins of National Board for Professional Teaching Standards\, NBCT\, Evan Stone of Educators for Excellence\, and Arthur Everett\, a high school teacher from Brooklyn\, New York\, who highlighted the evolving nature of the teaching profession. They spoke to the importance of mentorship\, professional learning communities\, and the need to recruit and retain a diverse educator workforce. They also advocated for innovative staffing models\, differentiated compensation\, and universal access to board certification. \nThis session underscored that lasting change requires more than new tools — it calls for new mindsets\, stronger systems\, and policies that empower educators and put student needs at the center. URL:https://leo.gradelevelreading.net/event/naep-7/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/08/Blog-1-Tutoring-Image-3-1-scaled.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250401T150000 DTEND;TZID=America/New_York:20250401T163000 DTSTAMP:20260407T065031 CREATED:20250320T055739Z LAST-MODIFIED:20250407T064947Z UID:250624-1743519600-1743525000@leo.gradelevelreading.net SUMMARY:More Hopeful Futures or Children as Collateral Damage? Potential Implications of Accelerated Deportation DESCRIPTION:“The problems caused by a lack of a coherent immigration policy are now being compounded by a flood of executive orders that will fail to replace such a policy. Instead\, indiscriminate mass detention and deportation is separating children\, parents\, and other family members\, and threatening to do so to others. We all know that the trauma of those separations and the stress of living in fear of the separations to come for children today can have lifelong negative effects on their health and mental health as adults.”  \n— Joshua Sparrow\, MD\, DFAACAP\, Brazelton Touchpoints Center \n\n\n\n\n\n\n\n\n\n \n\n\n\nIn this April 1\, 2025 GLR Learning Tuesdays session\, Joshua Sparrow\, MD\, DFAACAP\, of Brazelton Touchpoints Center (BTC) offered the above statement during his opening remarks and highlighted the varied and important contributions of immigrants to the United States. \n\n\n\n\nCecelia Leong of Attendance Works facilitated the discussion\, which opened with some context-setting data from Wendy Cervantes of the Center for Law and Social Policy (CLASP). Cervantes explained that about one in four young children are part of immigrant families\, but 90% of these children are U.S. citizens. She noted that most of these immigrant families have very deep roots in the U.S.\, with more than half having resided in the country for more than 10 years. Cervantes also walked attendees through some of the recent proposed and enacted policy changes\, explaining that they are aimed at three primary goals: increasing immigration enforcement; restricting or eliminating access to lawful status and entry to the U.S.; and restricting or eliminating access to health care and other critical benefits. \n“I usually refer to [young children who arrive as unaccompanied minors] as the children who are the most vulnerable under normal immigration policies. But under the current policy context\, while I still believe that these are the most vulnerable populations\, I also really believe that the larger number that I covered earlier\, the 18 million or 1 in 4 children who are part of immigrant families\, are all facing really severe threats to their well-being under the current policy context.”  \n— Wendy Cervantes\, CLASP  \nLeong and Cervantes were then joined by Adrián Pedroza of Abriendo Puertas/Opening Doors and Mayra Alvarez\, MHA\, of The Children’s Partnership in an engaging and informative conversation that explored how the current policy environment and misinformation about various policies are impacting children\, families\, early childhood programs and caregivers\, schools\, and families’ access to health care services. \nPedroza shared highlights from his organization’s recent National Latino Family Survey\, noting that significant numbers were avoiding normal activities such as signing their child up for school programs (30%)\, talking to their child’s teacher (26%)\, or visiting a doctor (25%). He also stressed the power of trusted messengers to combat misinformation\, stating that the vast majority of families surveyed reported high levels of trust for nonprofits\, community-based organizations\, doctors\, schools\, and faith-based organizations. \n“Because we are hearing from families that are being caught up in immigration enforcement situations or being asked about their immigration status — even if they are U.S. citizens or here with a permanent residency — there is this fear that’s happening within the community now. We always tell family-serving organizations in our communities that it’s important to have accurate and true information because there is also a lot of misinformation out there.”  \n— Adrián Pedroza\, Abriendo Puertas/Opening Doors  \nAlvarez discussed the impact of immigration policies and enforcement on children’s health and well-being and their access to health care services\, noting that the stress immigrant parents and caregivers are experiencing can impact their children’s sense of well-being and healthy development. \n“As we think about the implications of immigration policy on child health and well-being\, you can’t separate a child’s health from that of their parents and caregivers. So\, as we know that parents and adults in the lives of these children are worried about deportation\, are worried about detention\, are confused by the changing policies\, that then impacts the very environment in which we are raising our children….This is absolutely [true] for children who are part of undocumented families or mixed-status families. But it’s also the broader community of children who are part of immigrant families — who share a classroom with a child in an immigrant family\, who play on the playground — and they have questions about what’s happening.”  \n— Mayra Alvarez\, The Children’s Partnership  \nLeong shared data on the spikes of chronic absenteeism in the wake of the pandemic\, explaining that nearly one-third of English learner students were chronically absent in the 2022–23 school year. She noted that student attendance improves when children feel physically and emotionally healthy and safe in school and shared data from the previous Trump administration when chronic absenteeism spiked in schools in the wake of ICE enforcement efforts. \nThroughout the conversation\, the panelists shared a wide range of actionable resources and offered several concrete recommendations in their closing comments\, encouraging attendees to call for the restoration of legal services for unaccompanied children; share “know your rights” cards with families\, providers\, and schools; advocate for access to K–12 education for children regardless of their immigration status; and more. \n\n\n\n\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/children-as-collateral-2/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/CASEYKINETIK2015_Thurs00371-e1698245893340.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250325T150000 DTEND;TZID=America/New_York:20250325T163000 DTSTAMP:20260407T065031 CREATED:20250311T054738Z LAST-MODIFIED:20251216T185113Z UID:250495-1742914800-1742920200@leo.gradelevelreading.net SUMMARY:More Hopeful Futures or Children as Collateral Damage? DESCRIPTION:The recent GLR Learning Tuesdays session examined the evolving role of the federal government in education\, focusing on the children and families who may be affected by proposed policy changes. \nThe discussion featured Amalia Chamorro of UnidosUS\, Bob Cunningham formerly with Understood\, Denise Forte of the The Education Trust\, Lindsay Jones\, Esq. of CAST\, Elson Nash\, Ph.D. of the Education Commission of the States\, and Leslie Villegas of New America. Panelists explored the history of federal engagement and investment in education\, highlighting key areas such as support for schools serving low-income students\, protections and opportunities for children with special needs\, and resources for English language learners. \nThe session also addressed the establishment of the Department of Education in 1980 and the challenges of potentially shifting its functions to other agencies. Discussion centered on the implications for children and families\, the role of federal funding streams\, the value of national benchmark data NAEP\, and the importance of technical assistance\, particularly in smaller states and underserved regions. The panel emphasized the Office for Civil Rights’ critical role in empowering parents to advocate for their children’s education. \nAs debates continue in Washington\, D.C. and across the country\, understanding these issues remains essential. This session provided key insights\, and participants are encouraged to engage further. The next session\, Impacts of Accelerated Deportation\, will take place on April 1. URL:https://leo.gradelevelreading.net/event/kids-as-collateral/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/Providence_Photos_0299-e1741672015304.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250325T123000 DTEND;TZID=America/New_York:20250325T140000 DTSTAMP:20260407T065031 CREATED:20250306T175335Z LAST-MODIFIED:20250610T143041Z UID:250455-1742905800-1742911200@leo.gradelevelreading.net SUMMARY:Georgia Efforts to Support Summer Learning DESCRIPTION:This Crucible of Practice Salon highlighted the innovative work of the BOOST (Building Opportunities for Out-of-School Time) grant initiative in Georgia\, developed in partnership by the Georgia Department of Education and the Georgia Statewide Afterschool Network (GSAN). The initiative\, with funds from the American Rescue Plan provided grants over the course of the three years to programs in 115 of 159 counties. This statewide expansion has led to more sites providing robust summer programs for young people.   \nKatie Landes of the Georgia Statewide Afterschool Network opened the discussion with an overview of BOOST’s design\, emphasizing the program’s intentional focus on collaboration with local initiatives\, as well as its commitment to transparency and flexibility.  \nKinyatta Trice\, also from Georgia Statewide Afterschool Network\, joined the conversation to discuss BOOST’s implementation. She highlighted grantee success stories and outlined the approach used to provide technical assistance and quality support. Next\, Jeannie Adams Myers\, Ed.S.\, of Los Niños Primero USA—a BOOST program grantee—spoke about the impact of the funding on her program\, describing how it helped enhance program quality and build capacity.  \nAkia Lewis\, MPAA\, PMP\, of Georgia Family Connection Partnership\, addressed the organization’s efforts to engage and support rural and other non-traditional grantees. Dawn Boyer of Metis Associates then provided an overview of the program’s evaluation\, detailing how program partners were involved in designing the assessment. She also shared key outcome data and system study findings.  \nFinally\, Katie Landes returned to discuss the program’s future. With federal funding coming to an end\, the team is working toward a sustainable model\, including efforts to secure funding for BOOST 2.0 in Georgia’s FY26 budget.  URL:https://leo.gradelevelreading.net/event/ga-summer-learning/ CATEGORIES:Past Event,Summer Slide ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/08/ProvidencCasey-040-e1724637751197.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250318T150000 DTEND;TZID=America/New_York:20250318T163000 DTSTAMP:20260407T065032 CREATED:20250207T192536Z LAST-MODIFIED:20251223T133916Z UID:250179-1742310000-1742315400@leo.gradelevelreading.net SUMMARY:Decoding NAEP: The Perspectives of State Chiefs DESCRIPTION:This important session was a type of capstone to CGLR’s recent multi-week Decoding NAEP series where we’ve had the chance to hear multiple perspectives on interpreting and making use of the 2024 NAEP scores. This week\, we had the unique opportunity to learn from a panel of Chief State School Officers. As the top state education decision-makers\, policymakers and influencers\, they shared how they are reacting to the NAEP results\, the other assessment tools they are using to ensure they are progressing toward proficiency in reading and math\, and what this means for their priorities moving forward. \nIn this Decoding NAEP session\, John Gomperts facilitated a discussion that quickly revealed the collegiality among state chiefs from diverse regions of the country. The session provided a unique opportunity to observe top decision-makers as they deliberated on key challenges and opportunities\, exchanged best practices\, and responded to both pre-planned and audience-generated questions in a candid and insightful dialogue. \nSusana Córdova\, Ed.D.\, Colorado Commissioner of Education; Aimee Rogstad Guidera\, Virginia’s Secretary of Education; Katie Jenner\, Ed.D.\, Indiana Secretary of Education; Eric Mackey\, Ed.D.\, Alabama’s State Superintendent of Education; and Carey Wright\, Ed.D.\, Maryland’s State Superintendent of Schools began the discussion by sharing their “actionable takeaways” from the NAEP data on reading and math proficiency for students in their states. Córdova shared how data is critical to determining the right interventions to support student progress: \n\nAnd so the actionable takeaway that we have really focused on is making sure that we’re doubling down on the supports that we have in Colorado for students\, for teachers\, for district leaders. It’s not just one of those places. It’s like making sure that people have access to resources\, high-quality instructional materials\, training for teachers\, training for school leaders\, and readily accessible data. The readily available data allows “just in time” interventions and the resources for trained teachers to provide those supports. And so that’s the area where we really are focusing. A big chunk of our energy is getting those strong foundations in place\, moving with urgency and making sure that we have the whole suite of supports that are going to be important to make sure kids get to grade level [by the end of] third grade. \n\nThe conversation continued as the state chiefs acknowledged that NAEP data is useful because it provides a broad-brush comparison across the country and across states. It may\, however\, miss pockets of progress and bright spots where gains are being made in specific and perhaps surprising areas of the country. Mackey spoke to this when sharing a bright spot in a rural area of his state: \n\nDeKalb County is a very rural county. It has a high immigrant population\, mostly Hispanic. So Crossville is a school (in DeKalb County) that is about 80% to 85% Hispanic. A lot are first generation coming to America. Of course\, many don’t speak English as their first language. And they’re seeing remarkable growth\, unbelievable growth. And it’s a different strategy. We put a really good math coach in that school and a really good literacy coach in that school. So they’re helping the teachers think about the best way to work with these students. So I would say the two best things we have found in working with these traditionally low achieving populations is: one\, get really good PD for the teachers and a coach\, or in this case\, multiple coaches in that school to help the teachers learn to implement the PD; and two\, create outside learning activities. Whether\, again\, it is intercessions\, it’s after school\, it’s before school\, it’s summer school. \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/naep-6/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/05/AdobeStock_179210193_Preview-e1738956272377.jpeg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250318T123000 DTEND;TZID=America/New_York:20250318T140000 DTSTAMP:20260407T065032 CREATED:20250218T164519Z LAST-MODIFIED:20250322T053250Z UID:250342-1742301000-1742306400@leo.gradelevelreading.net SUMMARY:Harnessing the Power of Communities to Help Children: The Early Learning Nation Collective DESCRIPTION:“Through this work over the decades\, we have seen the value of community leadership because place is such a critical factor in kids’ life trajectories. If you look at the research on economic mobility and education attainment\, it’s down to the ZIP code level because it really is at that community level where the formal and informal systems come together. Can I find a great child care provider? Is there a library with books in my language? Is food getting to families with young children who need it most? So the work of the ELN Collective is about investing in local leaders who can bridge and work across those formal and informal systems in service of local priorities. And it came about because we heard directly from folks in the field that there was a need and an opportunity for more investment in local leadership and local coordination.” \n —Megan Wyatt\, Bezos Family Foundation \n \n \n \n \n \n \n\nIn this Funder-to-Funder Conversation\, Megan Wyatt of the Bezos Family Foundation (BFF) offered the above reflection as she described what sparked the Early Learning Nation (ELN) Collective and its efforts to shift power and influence to local leaders to create communities where every child has the resources they need to thrive. Thank you for registering for this funder-focused session and for joining us to explore this powerful new approach to supporting local action.   \nAngela Garcia\, co-chair of the ELN Collective Steering Committee and director of Toy Box Early Learning Centers in Las Cruces\, New Mexico\, facilitated the discussion which featured the founding funder and national partners of the ELN Collective. During the conversation\, Garcia first spoke with Megan Wyatt\, who explained how the ELN Collective aligns with BFF’s commitment to fostering early brain development in children through community partnerships.  \nGarcia then engaged representatives from the seven national partners that comprise the ELN Collective — Center for the Study of Social Policy\, Children’s Defense Fund\, National League of Cities\, Save the Children Action Network\, Start Early\, The Hunt Institute\, and UnidosUS. Each partner shared insights into their unique role within the collective and emphasized how their intentional collaboration strengthens the collective’s impact\, ensuring that its efforts are greater than the sum of its parts. They highlighted how their joint initiatives — such as community action tools\, technical assistance\, community cohorts and convenings\, and a Local Action Fund led by community members — position local leaders to drive meaningful change within their communities.  \n“One of the tenets of democracy is the voice of the people — that those voices are heard and that folks from all walks of life have a seat at decision-making tables….That’s why this collective initiative is so timely and so right for this moment. We say ‘for the people\, by the people\,’ and this work is really making that happen. We know that local leaders and communities must be part of the solution….Those who are closest to families and the needs of young children\, especially those in underserved communities\, must be at the table to help us develop systems and services that meet their needs. The collective is about doing that work.”   —Tonja Rucker\, The National League of Cities  \nWyatt encouraged other philanthropic organizations to join in scaling and expanding the ELN Collective\, emphasizing that “this work is designed to accomplish what no single organization could achieve alone\, and for that reason\, it is beyond the capacity of any one philanthropic entity to steward independently.” She announced that the next phase of investment would commence in the summer\, with investments from additional funders unlocking further support from BFF.  \nWyatt also extended an invitation to state and local funders operating in the 15 priority states where the ELN Collective is currently focused — Arizona\, California\, Florida\, Illinois\, Kentucky\, Louisiana\, Michigan\, Mississippi\, New Mexico\, Oregon\, South Carolina\, Tennessee\, Texas\, Washington\, and West Virginia — to collaborate with BFF and the ELN Collective. She highlighted the opportunity to leverage the collective’s free resources and its network of engaged local leaders to advance CGLR’s shared goal of creating brighter futures for young children.  \nTo connect with and explore investment opportunities with the ELN Collective\, contact: rucker@nlc.org.  \n\n\n\n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/eln_collective/ CATEGORIES:Funder-to-Funder Conversation,Parents,Past Event,Readiness ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2025/02/Upscaled.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250311T150000 DTEND;TZID=America/New_York:20250311T163000 DTSTAMP:20260407T065032 CREATED:20250228T150914Z LAST-MODIFIED:20251223T134100Z UID:250406-1741705200-1741710600@leo.gradelevelreading.net SUMMARY:Decoding NAEP: What Families Know and What We Can Do DESCRIPTION:“We all want the best for our kids. But without information… how can we advocate?”– John Johnson\, Parent Advocate ​​​​​​​ \n\n\n\nThis Decoding NAEP session\, co-sponsored by the National Parents Union (NPU) brought together a panel of parent leaders to explore the role of data in empowering parents\, strengthening advocacy\, and ensuring that all children — especially those furthest from opportunity — have access to the support they need. \nWhat Parents Want:  \nParents don’t just want data; they want timely\, clear\, and actionable information about their children’s progress\, interventions\, and learning opportunities. They want to be co-designers of solutions\, not just recipients of programs. \nPanelists emphasized the need for data about their individual students as well as data that represents all students\, including Native American\, children of color and lower-income families — not just those with the biggest gaps. As one participant shared in the chat\, “Data belongs to the people. Data belongs to students\, families\, and communities!” \nWhat You Can Do:  \n\nEngage parents as co-designers — Go into your community and create spaces for real dialogue.\nBe a listener — Understand what parents need and value in education.\nBuild relationships with diverse communities — Ensure all families see themselves in the data and decision-making processes.\nModel consistency — Trust is built through ongoing\, meaningful engagement.\n\nThe conversation made one thing clear\, when parents have access to data\, they have power. They can advocate\, partner\, and push for solutions that help children thrive. The challenge ahead is ensuring that every family — not just a select few — has that access. \n\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n \n Share Feedback URL:https://leo.gradelevelreading.net/event/naep-5/ CATEGORIES:Past Event ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2025/01/CASEYKINETIK2015_Tues00852-e1740713270404.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250304T150000 DTEND;TZID=America/New_York:20250304T163000 DTSTAMP:20260407T065032 CREATED:20250131T090147Z LAST-MODIFIED:20250307T073607Z UID:250106-1741100400-1741105800@leo.gradelevelreading.net SUMMARY:For-Profit Child Care: Implications\, Challenges and Opportunities DESCRIPTION:This important session was part of CGLR’s ongoing series exploring the persistent challenges and the hoped for future of child care that began in fall 2024. Many of you joined those sessions with Dan Wuori\, author of The Daycare Myth\, along with other experts\, including state leaders who are implementing promising strategies and advocates who are committed to ensuring that we are ready for the future of child care. We looked at strategies to address the “three legged stool” of affordability\, quality\, and workforce development/retention. We also “interrogated” and re-imagined the future of child care in our discussions with expert leaders. This week\, we had the chance to pick up on one of the important factors in the future of child care: the increasing pace of private investment in the systems of support that families need so desperately.  \nCGLR’s good partner and early childhood expert\, Marica Cox Mitchell of the Bainum Family Foundation moderated a robust discussion among advocates and providers with diverse and sometimes conflicting perspectives. Marquita Davis\, Ph.D.\, of KinderCare\, Elliot Haspel of Capita\, Radha Mohan\, J.D.\, of the Early Care and Education Consortium\, Susan Gale Perry of Child Care Aware of America\, Arthur Rolnick\, Ph.D.\, of the University of Minnesota\, Linda Smith of the Buffett Early Childhood Institute and Simon Workman of Prenatal to Five Fiscal Strategies engaged in a moderated discussion about the impact of private investment in early care. A big part of the conversation was consideration of guardrails that may be needed for all providers and especially those backed by private equity and other profit-seeking entities. Haspel explained what is meant by guardrails\, offering an example from Massachusetts\, and then came back to the core point that all speakers emphasized no matter the type of provider or the guardrails in place:  \n\nThis idea of common-sense guardrails is important. You can look at what Massachusetts did. They said\, if you want public money and you’re a large for-profit chain\, you have to agree to some common-sense things. You have to agree to a higher level of financial disclosure to check on whether you are over indebted — you would need to report this. You have to agree to spend a certain amount of this public money on educator salaries. So it’s those sorts of guardrails that really give accountability\, that give sunlight. But we also need to get the bigger picture in mind\, which is how do we center [the voices and experiences of] those who are most affected by the system and how do we build toward a system that’s going to work for them\, even if that’s not the system we have today.  \n\nThe conversation continued and we heard differing opinions about how the issues of accessibility\, affordability\, and workforce are impacted by whether a provider is backed by profit-seeking entities such as private equity or the stock market. At the heart of it all\, everyone agreed that it is important to move beyond the type of financing behind the provider and address the issues that are common across all providers to ensure that the needs of families are met and young children from all backgrounds have the chance to get ready for kindergarten. Davis also emphasized the importance of guardrails for all providers to ensure the persistent challenges are addressed:  \n\nI do think it’s important that we impose guardrails on everyone. I’ve worked in all of the systems\, and when we talk about guardrails\, we can’t just think about one part of the system. If we care about all children showing up in these multiple systems\, we invest in the teacher training\, we invest in increasing their salaries\, we invest in the things that families need and want for good outcomes for their children. So guardrails writ large should be what we’re doing for the early learning field. I think there are benefits of imposing standards of quality on all providers\, especially around the notion of finance. \n\nCGLR was thrilled to have the opportunity to use its GLR Learning Tuesdays platform to hold a conversation of differing opinions\, and we are inspired to develop future sessions that will continue to address child care challenges and opportunities. Keep your eye out for announcements. For now\, we hope you will join us again for upcoming sessions.  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n If you were able to attend the session\, we would love to hear your feedback! 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