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:20210314T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20211107T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20220313T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20221106T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220315T150000
DTEND;TZID=America/New_York:20220315T163000
DTSTAMP:20260409T152023
CREATED:20260202T234538Z
LAST-MODIFIED:20260203T123505Z
UID:254720-1647356400-1647361800@leo.gradelevelreading.net
SUMMARY:One State’s Big Bet on Community Schools: A Follow-on Conversation
DESCRIPTION:The things that we do to address the physical\, emotional and social needs of our children\, ultimately\, will support their achievement. \n\nCalifornia’s Superintendent of Public Instruction Tony Thurmond made the above statement at the start of his discussion with CGLR Executive Fellow John Gomperts during the March 15\, 2022 GLR Learning Tuesdays webinar\, capturing the essence of why California is investing $3 billion dollars into the Community Schools model. This learning and engagement opportunity picked up on the February 1\, 2022 session that featured José Muñoz of the Coalition for Community Schools and other leaders and explored Community Schools as a “big bet worthy” strategy that holds the potential for large-scale and sustainable changes for children and their families\, especially as we emerge from the pandemic. This March session further explored how and why Thurmond and the State Board of Education decided to invest so heavily in the Community Schools model and what implementation will look like in a place as large and diverse as California. \nGomperts focused his discussion with Superintendent Thurmond on elements that informed the decision to expand the Community Schools model throughout the state of California. Gomperts then moderated a panel discussion among Community Schools experts about the significance of California’s investment\, what other communities can learn from California’s big bet\, and the potential for deploying the Community Schools model to create learning environments that provide transformational opportunities for whole-child education. Araceli Chavez of the California Association for Bilingual Education\, Abe Fernández of the National Center for Community Schools\, Hayin Kimner\, Ph.D.\, of the California Community Schools Learning Exchange and Jeannie Oakes\, Ph.D.\, of the Learning Policy Institute discussed the importance of learning from districts that have been successfully implementing the model while building buy-in among school leaders at all levels as well as community leaders. They dove into the standards for development\, the extensive training available and the data demonstrating the model’s effectiveness\, acknowledging that this big bet will take a big lift. Thankfully\, there is a wealth of resources available to support communities’ work to make it successful.
URL:https://leo.gradelevelreading.net/event/one-states-big-bet-on-community-schools-a-follow-on-conversation/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/09/Casey-2016-BAL_1107-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220308T150000
DTEND;TZID=America/New_York:20220308T163000
DTSTAMP:20260409T152024
CREATED:20240107T215342Z
LAST-MODIFIED:20240107T215342Z
UID:245790-1646751600-1646757000@leo.gradelevelreading.net
SUMMARY:How Education Decision-Makers are Maximizing Summer to Accelerate Learning Recovery
DESCRIPTION:“We’re encouraging states to start thinking about relegating this work of summer learning into the structure of the State Education Agency (SEA) because\, rather than having this be something that we work on for the short term\, we want it to become a natural conversation among SEA members building state strategic plans as they think about the long-term importance of this work.” \nThis point made by Kathleen Airhart\, Ed.D.\, of the Council of Chief State School Officers in this week’s GLR Learning Tuesdays panel captures the heart of the discussion among state-level leaders about How Education Decision-Makers Are Maximizing Summer to Accelerate Learning Recovery. Moderated by Polly Singh of the Wallace Foundation\, the discussion explored how SEAs are using billions of federal recovery dollars to fund local education agencies\, build community partnerships and provide professional development to prioritize summer learning – especially in communities hardest hit by the pandemic. In case you missed this opportunity to learn and engage\, links to the recording and other materials can be accessed here on CLIP\, with links to additional resources included below. \nSingh began the discussion by sharing an overview of the Wallace Foundation’s extensive support for summer learning and their backing of up-to-date research and resources\, including the National Summer Learning Project and Toolkit\, along with the foundation’s investment in state-level work to expand summer learning. She then engaged Airhart and Aaron Dworkin of the National Summer Learning Association (NSLA) in an exploration of their new partnership\, the State Summer Learning Network\, which is designed to inform state-level efforts by providing NSLA’s expert training and technical assistance to SEA leaders in “building state strategic plans” for summer learning\, as quoted by Airhart above. Melissa Castillo\, Ed.D.\, and Dawn Fitzhugh of the Arizona Department of Education and Brian Doran of the Texas Education Agency\, two states at the forefront of prioritizing summer learning\, joined the discussion and reviewed what a major state investment in summer learning looks like on the ground in districts and communities across their states. Through in-depth professional development for teachers\, directed outreach to families and high-quality instructional materials\, they ensure equitable access to summer learning activities that bolster academic and social-emotional development.
URL:https://leo.gradelevelreading.net/event/how-education-decision-makers-are-maximizing-summer-to-accelerate-learning-recovery/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/sendi-aut.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220301T150000
DTEND;TZID=America/New_York:20220301T163000
DTSTAMP:20260409T152024
CREATED:20231212T215504Z
LAST-MODIFIED:20231213T205650Z
UID:245287-1646146800-1646152200@leo.gradelevelreading.net
SUMMARY:Innovations in In-School Tutoring: Updates From Research and On-the-Ground Efforts
DESCRIPTION:Co-sponsored by the Overdeck Family Foundation\n			\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				“Kids must become code breakers in order to ultimately become meaning makers. In other words\, reading is the operating system of education\, and if our kids can’t read\, they can’t learn.”  \nJessica Reid Sliwerski made the above statement as she explained why she founded Ignite! Reading and described how this online tutoring program is enabling high-quality tutoring at scale. \nThis session examined the potential of high-dosage\, small-group tutoring as a proven-effective strategy for accelerating equitable learning recovery with presentations rooted in research and practice. Melanie Dukes of Overdeck Family Foundation moderated the conversation\, beginning by sharing the increasing degree to which our country’s education leaders are turning to tutoring to help with learning acceleration and to address the learning loss experienced during the pandemic. With the federal government’s infusion of more than $24 billion in ESSER funds for districts to spend on evidence-based interventions such as tutoring\, Dukes noted that this a critical time for school and district decision-makers to gain a deeper understanding of what makes tutoring programs effective and how to select a program that’s best positioned to meet their needs. \nDukes began by inviting Susanna Loeb\, Ph.D.\, of Brown University’s Annenberg Institute for School Reform to set the stage by sharing research underscoring the benefits of tutoring and the seven critical elements of high-impact tutoring. Among these are a foundation of safety\, equity and cohesion; a high priority on developing strong tutor-student relationships; special attention to the amount of instruction and the instructional materials used; and the use of data to understand students’ learning needs and to track their progress. Loeb shared\, “Start small and [implement a high-quality tutoring program] really well for the students who really need it\, then expand it out\, once you have it down.”  \nJanice Jackson\, Ed.D.\, of America Achieves then described her experiences implementing high-dosage\, small-group tutoring while leading Chicago Public Schools and her plans to launch a national tutoring initiative that will ensure equitable access to high-quality academic supports. Jackson reflected\, “It’s no secret that there are deep inequities in our education system that have long existed prior to the pandemic. All of us have witnessed those gaps widen over the past two years….We don’t want to just focus on recovery from the pandemic. This is also an opportunity to achieve greater equity and make sure that all students have access to high-quality\, high-dosage tutoring post-pandemic. It should be free\, it should be affordable and it should be accessible and ubiquitous in all of our school systems\, and that’s just simply not the case largely due to cost and limited understanding of how to scale most effectively.” \nThey were joined by representatives of three innovative tutoring programs that either emerged or evolved during the pandemic.  \n\nA.J. Gutierrez introduced the research behind Saga Education and the impact of the program on children’s academic growth\, explaining how Saga’s intensive tutor training and ongoing professional development is part of its secret sauce. Said Gutierrez\, “We’re seeking to make sure that high-impact in-school tutoring is a central part of school design.”\nChanda Johnson of Zearn Math first shared her experiences utilizing high-quality programs like Zearn in tutoring programs while serving in the Louisiana Department of Education. She explained how the research-backed curriculum and digital lessons in Zearn are now being deployed as part of tutoring programs and the impact of the platform on student growth. She commented\, “Tutoring is everywhere now in a way I haven’t seen before.” \nJessica Reid Sliwerski explained how she helped launch Ignite! Reading in response to the pandemic\, partnering with schools to embed daily 15-minute one-on-one\, data-driven reading skills instruction with a highly trained tutor\, delivered via Zoom\, as part of the schools’ literacy programming. She also announced that this fall Ignite! is launching 1st Grade Promise\, a 1\,000-student pilot designed to ensure all participants leave first grade as fluent\, independent readers ready to begin second grade. \n\nQuestions and discussion among panelists and in response to participant questions covered a variety of topics\, including characteristics of high-quality hybrid or virtual tutoring models\, the difference between high-impact tutoring and Response to Intervention (RTI); and approaches to researching different components of high-quality tutoring interventions when considering scale and cost effectiveness.  \nPanelists closed by lifting up the opportunity to expand and scale high-dosage tutoring. Johnson said\, “Let’s build this together. Let’s get this right. Let’s learn from each other.” Said Jackson: “Think about how to be part of this moment and this movement.”
URL:https://leo.gradelevelreading.net/event/innovations-in-in-school-tutoring-updates-from-research-and-on-the-ground-efforts/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/08/Blog-1-Tutoring-Image-2-scaled.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220208T150000
DTEND;TZID=America/New_York:20220208T163000
DTSTAMP:20260409T152024
CREATED:20260131T143305Z
LAST-MODIFIED:20260215T224516Z
UID:254679-1644332400-1644337800@leo.gradelevelreading.net
SUMMARY:Accelerating Literacy Through Same Language Subtitling
DESCRIPTION:The topic of this February 8\, 2022 webinar recognizes that we are at a critical juncture: we need to leverage every possible strategy to advance learning for children recovering from the enormous learning disruption that was caused by the pandemic. And to do so\, we need to examine innovations from all over the world. \nBrij Kothari\, Ph.D.\, the founder of PlanetRead\, conceived of Same Language Subtitling (SLS) as a way to advance literacy at scale using television. In India\, an estimated 850 million people cannot read simple texts at a second-grade level. However\, there are an estimated 1 billion TV viewers\, watching an average of four hours of television per day\, and expected to do so for 70 years. Through studies and pilot initiatives\, SLS has been shown to have an enormous impact on literacy in India. Regular SLS exposure on TV at home more than doubled the number of good readers among primary school children\, from 24 percent to 56 percent. \nDeborah Nichols\, Ph.D.\, Associate Professor at Purdue University and one of the top education researchers\, shared research results conducted in the United States\, suggesting that repeated exposure to onscreen print can lead to increased attention and enhanced learning. For children growing up in poverty\, who have less access to traditional learning support\, research shows that educational screen-based media interventions can be particularly valuable and effective. \nIn conversation moderated by Kyle Zimmer\, the President and CEO of First Book\, three leading experts — Kelly Butler\, the CEO of the Barksdale Reading Institute\, Kristal Moore Clemons\, Ph.D.\, National Director of the Children’s Defense Fund Freedom Schools\, and Michael H. Levine\, Ph.D.\, SVP of Learning and Impact\, Noggin/Nickelodeon — shared their perspective on the potential for using SLS to advance literacy in the United States. \nThe discussion included some inspiring ideas and hopeful next steps on the value of harnessing the power and presence of television in children’s homes to be a more valuable tool of learning — from the opportunity for intergenerational learning and family engagement to the possibility of heightening the impact of educational media for millions of kids and families.
URL:https://leo.gradelevelreading.net/event/accelerating-literacy-through-same-language-subtitling/
CATEGORIES:Learning Tuesdays,Partner Webinar,Past Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220111T150000
DTEND;TZID=America/New_York:20220111T163000
DTSTAMP:20260409T152024
CREATED:20231214T211442Z
LAST-MODIFIED:20231218T214830Z
UID:245476-1641913200-1641918600@leo.gradelevelreading.net
SUMMARY:Advancing Digital Equity for Powerful Learning
DESCRIPTION:In the January 11\, 2022 GLR Learning Tuesdays webinar\,  Jean Claude Brizard\, CEO of Digital Promise\, served as moderator and shared some data that demonstrated the impact the COVID-19 pandemic on learning loss. The pandemic exposed the reality of the digital inequities in communities — inequities that had already been in place but were exacerbated by the pandemic. \nNext\, attendees heard a robust discussion with a panel of experts. Nathan L Fisher Ed.D and Kristine Gilmore Ed.D.\, both district superintendents who have addressed digital equity in their respective districts\, provided “on the ground” perspective of the challenge. Chris Rush shared the federal policy perspective based on his work at the U.S. Department of Education.  Michael Calabrese discussed some unique financing opportunities for sustaining EdTech system reform. D’Andre J. Weaver Ph.D.\, Chief Equity Officer at Digital Promise offered his perspective as a recent Superintendent of a large school district while also sharing how he will be leading efforts to address digital equity at Digital Promise. \nDuring the webinar\, panelists stressed how EdTech is necessary to support classroom learning and that teachers must have access to up-to-date technology for use both in the classroom and at home when schools may need to move into hybrid or fully virtual environments. They panel fielded a number of thoughtful questions from the audience throughout the conversation.
URL:https://leo.gradelevelreading.net/event/advancing-digital-equity-for-powerful-learning/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/12/Casey-2016-BAL_1513.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20220111T123000
DTEND;TZID=America/New_York:20220111T140000
DTSTAMP:20260409T152024
CREATED:20231216T215958Z
LAST-MODIFIED:20231216T220218Z
UID:245538-1641904200-1641909600@leo.gradelevelreading.net
SUMMARY:Accelerating Reading Through High-Dosage Tutoring in Mississippi Communities
DESCRIPTION:In this session\, moderator Ashley Parker Sheils\, Ph.D.\, Program Director at MiSsion Acceleration\, talked about how and why MiSsion Acceleration started\, described their funding proposal\, discussed their definition of what high-dosage tutoring is and outlined how they have made decisions about program structure\, content and staffing. \nNext\, Kari Lynn Somers\, Director of Community Impact at United Way of Southeast Mississippi\, focused on the role UWSEMS serves as the community lead\, the importance of involving community partners in every aspect of the program and the ways partners have all played critical roles that led to the success MiSsion Acceleration is seeing in Hattiesburg. Kimberly Price\, Intervention Coordinator with the Oxford School District\, talked about how MiSsion Acceleration decided to operate during the school day in Oxford to ensure access for the children who need the support the most and were not able to participate after school. She also talked about creative problem-solving to ensure the school-day program is successful. Samantha Cox\, Site Coordinator with the Tupelo and Lee County Early Childhood Coalition\, provided an overview of the program at an afterschool community site in Tupelo and described how children\, parents\, partners and stakeholders are benefiting from the program. Andrea Milton\, with MiSsion Acceleration\, discussed her experience as an academic guide\, her role with the young people she works with and why she is so committed to this work. Rachel Scott\, Evaluation Associate with the Center for Research Evaluation at the University of Mississippi\, talked about the MiSsion Acceleration program evaluation\, details of their evidence-based design\, key metrics and some of the exciting results they are seeing. \n 
URL:https://leo.gradelevelreading.net/event/accelerating-reading-through-high-dosage-tutoring-in-mississippi-communities/
CATEGORIES:Reading & Math
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/11/iStock_000014763241Large-1-scaled.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211221T123000
DTEND;TZID=America/New_York:20211221T140000
DTSTAMP:20260409T152024
CREATED:20230913T222954Z
LAST-MODIFIED:20250929T190447Z
UID:243573-1640089800-1640095200@leo.gradelevelreading.net
SUMMARY:Community Investments in Parent-Child Relationships Drive School Readiness
DESCRIPTION:“By focusing on the safe\, stable\, and nurturing relationships (SSNRs) that buffer adversity and build resilience\, pediatric care is on the cusp of a paradigm shift that could reprioritize clinical activities\, rewrite research agendas\, and realign our collective advocacy.”  \nDr. David Willis\, a pediatrician and senior fellow at the Center for the Study of Social Policy\, shared this quote from a policy statement released in 2021 by the American Academy of Pediatrics during his comments in this Dec. 21\, 2021 Funder-to-Funder Conversation. He noted how this policy statement reflected a growing awareness of the importance of early relational health\, setting the stage for a panel of funders to share philanthropic opportunities for advancing policies and practices that support strong parent-child relationships beginning at birth. \nAfter explaining how Einhorn Collaborative is engaging other funders and programs to promote parent-child connections\, Ira Hillman of Einhorn Collaborative moderated the conversation. Dr. Willis shared insights from his 30 years as a clinician focused on early child development and family therapy\, defining early relational health as the positive\, nurturing relationships between young children and their parents and caregivers. He also described the growing body of science on the impact of these relationships on physical health\, development\, social well-being and resilience. \nBrenda Blasingame described how the Pritzker Children’s Initiative is advancing early relational health through program and policy strategies in 20 states and 10 communities across the country. She explained how this work focuses on addressing the issues that bring stress into the lives of parents and families while strengthening parents’ abilities to create a supportive caregiving environment. Blasingame also shared how Pritzker is working to embed early relational health into existing systems and promoting a community-based approach\, including community health workers\, community-based doulas and community-based perinatal services. \nRenée Nogales shared how The Burke Foundation is working at the state level to support upstream prevention programs designed to ensure New Jersey children have positive childhood experiences and early relational health. She explained how this has led to partnerships with other funders and state leaders as they pilot and scale research-based efforts\, including Reach Out and Read\, HealthySteps\, universal home visiting\, the Keystones of Development curriculum for medical residents. \nMel Brennan of United Way of Southern Maryland offered insights rooted in his previous work at the YMCA of Central Maryland and Thread in addition to his current work at United Way. He stressed the importance of paying attention to the context around young people to support their development\, including healthy relationships in families and communities and the chronic stress caused by persistent poverty. He shared how his United Way partners with 76 agencies that are supporting family security and stability and strengthening relationships between parents and children.
URL:https://leo.gradelevelreading.net/event/community-investments-in-parent-child-relationships-drive-school-readiness/
CATEGORIES:Funder-to-Funder Conversation,Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2023/09/Screenshot-147.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211214T150000
DTEND;TZID=America/New_York:20211214T163000
DTSTAMP:20260409T152025
CREATED:20231110T182416Z
LAST-MODIFIED:20231110T182416Z
UID:244810-1639494000-1639499400@leo.gradelevelreading.net
SUMMARY:Promotion Policies in 2021: Ensuring Students Are Ready\, Not Retained
DESCRIPTION:In this session\, moderator\, Kelly Butler\, Chief Executive Officer of Barksdale Reading Institute\, provided us with some historical context of the debate around retention and promotion in the U.S. education system and in particular the negative impact on children of color. She offered some examples of alternatives to retention that address supports for children who are not meeting benchmarks. Butler challenged us to think about intervening far earlier than third grade and to view retention policies as adult-focused rather than as child-focused. These policies and legislative efforts have raised the accountability bar for the education systems in numerous states. \nNext\, Kymyona Burk\, Ed.D.\, Senior Policy Fellow at ExcelinEd\, discussed the policy landscape of retention legislation across the United States and shared some specific examples from a number of states. Burk also discussed the current research into retention\, highlighting some of the positive impacts in states where retention policies have been implemented. Burk also brought specific insights into the state of Mississippi where she has worked and has insight into the educational landscape. \nWe then had a robust discussion with a panel of state experts\, including Todd Collins with the Reading Coalition of California; Shavonne Gibson Ed.D.\, Assistant Superintendent of Teaching and Learning\, Office of the State Superintendent of Education (OSSE)\, Washington\, DC; and Cari Miller\, Vice Chancellor for Literacy Achievement\, Florida Department of Education. Each of our panelists provided an overview of the current policy and practice landscape in their state and the District of Columbia. The panelists addressed how COVID-19 specifically has impacted learning loss and if there has been any change in retention or promotion policies because of the pandemic. Of particular interest has been the role of parents in decision-making around promotion\, there was considerable discussion around parent decision-making\, and Burk noted in her remarks how parents are informed and included in decisions in specific states. The panel fielded a number of questions from the audience throughout the conversation.
URL:https://leo.gradelevelreading.net/event/promotion-policies-in-2021-ensuring-students-are-ready-not-retained/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/09/Blog-2-Kindergarten-Image-2-scaled-e1694018295204.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20211207
DTEND;VALUE=DATE:20211208
DTSTAMP:20260409T152025
CREATED:20240229T215537Z
LAST-MODIFIED:20240229T215537Z
UID:246805-1638835200-1638921599@leo.gradelevelreading.net
SUMMARY:Inspiring Young Minds Through Out-of-School STEM
DESCRIPTION:“Out-of-school time\, which makes up close to 80 percent of a child’s life\, can build the academic and social-emotional skills that help students succeed. Specifically for Science\, Technology\, Engineering\, and Math — or STEM ― skills\, out-of-school time allows students to approach knowledge and content in innovative and personalized ways\, providing a freedom of choice and agency that is often missing during the school day.” \nGemma Lenowitz of Overdeck Family Foundation shared this important reminder during last week’s GLR Learning Tuesdays webinar\, Inspiring Young Minds Through Out-of-School STEM\, as she moderated a conversation with leaders from four innovative STEM organizations. \nLenowitz was joined by Nav Deol-Johnson\, MSW\, of Imagine Science; Britt Magneson of National Inventors Hall of Fame®; Nick Monzi of Learn Fresh; and Chris San Antonio-Tunis\, M.Ed.\, of Museum of Science\, Boston/EiE\, each of whom provided an overview of their programs. \n\nImagine Science is a collaboration of four leading national youth organizations ― Boys & Girls Clubs of America; Girls\, Inc.; National 4-H Council; and Y-USA ― formed to bridge the STEM gap by bringing STEM programming to underserved and under-represented children. Imagine Science provides sites with curricula\, training\, data and other assets\, enabling them to integrate high-quality STEM activities into their programs.\nNational Inventors Hall of Fame® provides STEM programming for ages ranging from preschool to adult\, working in both the out-of-school and classroom spaces. It partners with community organizations\, school districts and schools to deliver problem-solving learning opportunities for students in addition to professional development for educators and resources for families.\nLearn Fresh serves as home to the NBA Math Hoops Program\, a program that builds users’ math skills by engaging them around their interests in sports. Launched as a board game focused on basketball\, Learn Fresh has grown to include a suite of experiences\, including a mobile app and activities related to baseball\, music and the performing arts.\nEiE is the curricula division of the Museum of Science\, Boston\, providing research-based engineering and computer science PreK–8 curricula for families\, out-of-school time providers\, and classroom educators.\n\nThe presenters explained why STEM skills are important for all children whether or not they plan to pursue a career in a STEM field\, noting how these programs can also tap into children’s innate curiosity\, interests and passions; strengthen connections between school\, family and afterschool; and promote problem-solving skills and collaboration. They described how the out-of-school context is particularly well-suited for STEM learning\, explaining how their hands-on\, collaborative programming offers benefits to classroom educators as well as students. They also shared the ways in which their programs shifted as a result of the pandemic\, including innovations that they will incorporate into post-pandemic programming and unexpected benefits like increased access to rural communities.
URL:https://leo.gradelevelreading.net/event/inspiring-young-minds-through-out-of-school-stem/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/02/Casey_KINETIK_2014_III_00160-scaled-e1707330021856.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211102T150000
DTEND;TZID=America/New_York:20211102T163000
DTSTAMP:20260409T152025
CREATED:20251218T165623Z
LAST-MODIFIED:20251219T190557Z
UID:254249-1635865200-1635870600@leo.gradelevelreading.net
SUMMARY:Building A Parent Nation
DESCRIPTION:Spurred by Dr. Dana Suskind’s forthcoming book\, Dr. Suskind\, co-director at the TMW Center for Early Learning + Public Health and Professor of Surgery and Pediatrics and Director of the Pediatric Cochlear Implant Program at the University of Chicago\, joined us as the lead presenter to share what inspired her to write Parent Nation and why this message is urgent and timely. Joining her as co-presenter was Yolie Flores\, also at the TMW Center\, as well as commentators Beth Duda of Suncoast Campaign for Grade-Level Reading\, Liletta Jenkins of the Alabama Department of Early Childhood Education\, and Jane Park of Too Small to Fail.  \nOur moderator\, Ginger Young of Book Harvest\, opened up the session by sharing her own experience: “In this work\, we have learned that for so many parents\, at every turn\, when parents are trying so hard to do right by their kids\, just as they develop bold goals and begin to envision success for their children\, road block after road block gets in the way.” \nIn her remarks\, Dr. Suskind discussed her journey from pediatric cochlear implant surgeon to social scientist focused on the importance of brain development and the critical role parents and caregivers play in that process. Along the way\, she met countless parents who want what every parent wants — to help their children get off to the best possible start — and who are committed to playing their part. And yet\, life would intrude on their efforts\, time and time again\, limiting opportunities for the brain-building power of talk to occur. Society\, Dr. Suskind explained\, has completely abrogated its responsibility to children and families in this country\, leaving families to fully shoulder the awesome responsibility for raising the next generation on their own. Through powerful data\, Dr. Suskind illustrated the stark disparities between the United States and other developed nations when it comes to investments in family supports.  \nIn writing Parent Nation\, Dr. Suskind interviewed dozens of parents from all walks of life. “Their circumstances differed wildly\,” she shared. “Yet their thoughts\, their fears and their concerns were incredibly similar to one another. They all struggled to parent the way they wanted to…in the way they knew was best for their children.” These committed parents faced varying challenges\, from economic instability to a racialized justice system\, inflexibile hours or work conditions\, or unavailable and unaffordable child care. Each of these issues stifled parents’ freedom to choose to parent how they wished\, especially in the earliest years when children’s brains are developing at a particularly rapid rate. With this as the backdrop for writing Parent Nation\, our three commentators engaged Dr. Suskind in a lively discussion on how this bold book could have powerful implications for the work they each do in their respective communities\, and how\, together\, we can foster community\, forge collective identity and fight for change. \nFollowing the discussion\, Yolie Flores\, National Campaign Director for Building a Parent Nation\, provided an overview of the campaign that will launch alongside the book in April 2022 and will include a digital communications effort to reach a broad audience as well as a ground game to engage parents and allies more deeply. She then offered a deep dive on the various ground-game elements\, including a suite of free\, interactive\, and highly engaging resources and tools\, such as a four-session curriculum to engage parents and allies at the local level through Parent Villages. Resources— all informed by parents—have been designed to be flexible and modular (you can pick and choose elements you prefer)\, will be available in English and Spanish via the forthcoming Parent Nation website\, and white-labeled\, meaning that organizational partners can add their logos as part of their organization’s social change efforts on behalf of parents. Yolie closed with a call to action\, listing “5 Things You Can Do Now” to help build momentum toward the launch of Parent Nation in April 2022\, including registering for a free copy of the book\, generously provided by Hearing First\, an educational endeavor of the Oberkotter Foundation.  \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/building-a-parent-nation/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/dunbar-friday_0066-e1701054808318.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211102T150000
DTEND;TZID=America/New_York:20211102T163000
DTSTAMP:20260409T152025
CREATED:20240109T031831Z
LAST-MODIFIED:20240109T031831Z
UID:245865-1635865200-1635870600@leo.gradelevelreading.net
SUMMARY:Learning at Home and in the Classroom: Innovation in Curricula and Professional Learning
DESCRIPTION:“Education is a human endeavor. It’s all about student relationships and we really need to see caregivers\, parents and family members as partners in the critical work of ensuring that every single student in our nation learned on grade level and achieves their dreams.” \nSarah Johnson of Teaching Lab shared this important reminder during last week’s GLR Learning Tuesdays webinar\, Learning at Home and in the Classroom: Innovation in Curricula and Professional Learning\, as she discussed the ways in which high-quality curricula and professional learning can support teachers in building strong relationships with students and their families. \nThank you for registering for this engaging and informative session\, co-sponsored by Overdeck Family Foundation. If you missed this conversation or would like to review what was shared\, links to the recording and other related materials can be accessed here on CLIP\, with links to specific resources listed below. \nJohnson was joined by four other leaders in the field of education ― Elizabeth Chu\, Ph.D.\, of Columbia University Center for Public Research and Leadership (CPRL); Bryan Hassel\, Ph.D.\, of Public Impact; David Rosenberg of Education Resource Strategies; and Lauren Weisskirk of EdReports. Laurie Sztejnberg of Overdeck Family Foundation moderated the conversation as panelists explored innovation in professional learning\, staffing and curricula as a result of the pandemic. \nRosenberg described the shifts that he had seen in teacher staffing as schools and districts began rethinking time and rethinking roles to make the job of teaching more rewarding\, collaborative and sustainable. These shifts included adjustments to school schedules\, the tapping of community partners\, and non-traditional sources of talent like teaching aides and high school students — a strategy that has the added benefit of fueling a diverse pipeline of future teachers. \nHassel provided an overview of Public Impact’s Opportunity Culture Initiative\, explaining how it engages teachers with high-growth student learning and leadership competencies\, such as Multi-Classroom Leaders who continue teaching part-time while also leading small collaborative teams of teachers\, paraprofessionals and teacher residents to help them meet standards of excellence. Research has shown that this approach enables significant additional student learning and boosts teacher quality. \nChu shared findings from a recent CPRL report that noted a shift in the understanding of the instructional core among some school districts from the three-pronged notion of teacher\, student and instructional materials to include families as a fourth prong. She noted that when families had access to high-quality instructional materials\, they broadened the observational and supportive capacity available to each child\, co-producing learning\, growth and well-being and enabling students in remote learning to learn as much as they would in a “typical” school year. \nWeisskirk explained how the pandemic provided a window for families to see how few teachers have consistent access to high-quality instructional materials\, lighting a fire under many schools\, districts and states to reconsider options and policies to ensure access to good content for all students. When teachers have access to high-quality materials that are standards-aligned and allow for differentiation\, they are better able to address students’ social-emotional health and collaborate with families. \nJohnson shared how Teaching Lab had pivoted from an all in-person\, job-embedded coaching and professional learning model to offer virtual teacher training during the pandemic ― with many teachers now sharing a preference for this new approach. While supporting teachers in making the shift to teaching remotely\, they identified several principles that can improve remote learning. These include aligned curriculum and technology\, strong relationships with students and families\, consistent instructional routines and a focus on equity in all decision-making.
URL:https://leo.gradelevelreading.net/event/learning-at-home-and-in-the-classroom-innovation-in-curricula-and-professional-learning/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/png:https://leo.gradelevelreading.net/wp-content/uploads/2023/07/Screenshot-103-e1690139570247.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20211019T120000
DTEND;TZID=America/New_York:20211019T143000
DTSTAMP:20260409T152025
CREATED:20231212T215552Z
LAST-MODIFIED:20231213T133435Z
UID:245286-1634644800-1634653800@leo.gradelevelreading.net
SUMMARY:New Jersey Tutoring Corps: Lessons in Accelerating Learning Recovery
DESCRIPTION:“I love math\,” said a pre-K scholar in one New Jersey Tutoring Corps site\, while another shared\, “I’m going to be a math teacher when I grow up.”  \nThese two student quotes were shared during the October 19\, 2021 GLR Learning Tuesdays Funder-to-Funder Conversation\, New Jersey Tutoring Corps: Lessons in Accelerating Learning Recovery. In this session\, which was co-sponsored by Overdeck Family Foundation — a lead investor in New Jersey Tutoring Corps\, the partners behind this statewide tutoring effort shared how they came together to support equitable learning recovery in response to the pandemic\, what they are learning and what is next for their partnership. The New Jersey panelists were joined by philanthropic leaders from across the country who offered insights from their efforts to launch\, scale and sustain research-informed\, high-dosage\, small-group tutoring programs. \nLaura Overdeck of Bedtime Math and Overdeck Family Foundation\, Katherine Bassett of New Jersey Tutoring Corps/The College of New Jersey and Cari Tarica of Boys & Girls Clubs in New Jersey shared how they worked together to embed a math-focused tutoring program in 23 summer program sites during the summer of 2021\, reaching approximately 2\,000 scholars in pre-K through grade 4. They described the process for tutor training and recruitment\, the support provided by coaching staff\, and the hands-on\, project-based curriculum before explaining the academic and non-academic benefits of the program. Having seen significant gains in pre- and post-assessments\, they shared plans to expand the program into more communities during the 2021-2022 school year\, adding literacy as an additional subject area. They were joined by Melissa Litwin of The Henry & Marilyn Taub Foundation in Paterson\, New Jersey\, who described how she had partnered with a local Boys & Girls Club pre-COVID to create a tutoring program as a part of the Paterson Reads Campaign and how that program is now linking up with the larger statewide network. \nPhilanthropic leaders from three other states joined the conversation to describe the tutoring efforts in their states. Jayme Simmons of The Bill and Crissy Haslam Foundation described how she helped to launch the Tennessee Tutoring Corps in the summer of 2020\, using a similar model that integrates tutoring into Boys & Girls Clubs and YMCA programs. Building on the success of this effort\, the state legislature acted to invest in statewide high-dosage tutoring this spring. \nEmily Baron described the entrepreneurial approach that Gary Community Ventures is taking to launch its own tutoring program and embed that into existing afterschool programs at partner schools in Colorado. With a focus on continuous improvement\, they are testing strategies to bridge the information gap between tutors\, families and teachers to ensure their efforts to support students are aligned and effective. \nWhile not a funder of high-dosage tutoring programs\, the Barksdale Reading Institute has invested heavily in literacy-focused teacher training and coaching in Mississippi\, leading the state to adopt this approach. Kelly Butler from Barksdale described MiSsion Acceleration\, the new state-funded tutoring program being piloted by the Center for Excellence in Literacy Instruction at the University of Mississippi to support learning recovery. \nEven before the pandemic\, a large body of research affirmed the benefits of high-dosage\, small-group tutoring as a strategy for closing gaps and boosting early school success. The panelists agreed that the programs described in this session must play a role in accelerating equitable learning recovery post-pandemic and for years to come. \n 
URL:https://leo.gradelevelreading.net/event/new-jersey-tutoring-corps-lessons-in-accelerating-learning-recovery/
CATEGORIES:Funder-to-Funder Conversation,Learning Loss,Past Event,Reading & Math,Summer Slide
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/12/Casey-2016-CLT_055.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210928T150000
DTEND;TZID=America/New_York:20210928T163000
DTSTAMP:20260409T152025
CREATED:20240229T225647Z
LAST-MODIFIED:20240530T180444Z
UID:246835-1632841200-1632846600@leo.gradelevelreading.net
SUMMARY:The Kindergarten Exodus: Why\, Where and What We Can Do Now
DESCRIPTION:This GLR Learning Tuesdays discussion\, titled The Kindergarten Exodus: Why\, Where and What We Can Do Now\, featured the voices of committed district superintendents from across the country sharing their insights about what it takes to reengage families and reenroll young students — even as the chaos and confusion of the pandemic ensues. Co-sponsored with New America\, its Director of Early and Elementary Education Policy Laura Bornfreund framed the issue by sharing data from a recent New York Times article\, also titled The Kindergarten Exodus\, and other reports indicating that the average school district saw a shocking and unfortunate 16% decline in kindergarten enrollment in the 2020–2021 school year. In case you missed this timely and stimulating session\, links to the recording and other materials can be accessed here on CLIP\, with links to specific resources below. \nAfter reviewing the data and New America’s work highlighting how policy can help meet the needs of young learners\, Bornfreund moderated a lively discussion among Superintendents Kyla Johnson-Trammell\, Ed.D.\, of Oakland Unified School District\, Mike Kuhrt of Wichita Falls Independent School District\, Cheryl Logan\, Ed.D.\, of Omaha Public Schools and Alena Zachery-Ross\, Ed.D.\, of Ypsilanti Community Schools as they reviewed the community partnerships\, staffing strategies and clear messaging that help them reach parents and ensure they are transitioning young children into K–12 settings. The inspiring ideas exchanged by this panel created a hopeful atmosphere of encouragement\, including “real tangible insight into how we might be more ‘innovative’ through engaging the community for support\,” as noted by a captivated participant in the chat.
URL:https://leo.gradelevelreading.net/event/the-kindergarten-exodus-why-where-and-what-we-can-do-now/
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/06/Blog-2-Kindergarten-Image-1-1-e1688670161775.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210921T150000
DTEND;TZID=America/New_York:20210921T163000
DTSTAMP:20260409T152025
CREATED:20260202T231313Z
LAST-MODIFIED:20260202T232845Z
UID:254706-1632236400-1632241800@leo.gradelevelreading.net
SUMMARY:The Centrality of Relationships: Tutors\, Mentors\, Coaches and Parents
DESCRIPTION:I never do anything bad enough or good enough to get an adult’s attention. \n– Keontai\, 11 \n\nMany years ago\, the above words were said to David Shapiro of MENTOR\, one of the panelists in this September 21\, 2021 GLR Learning Tuesdays webinar. Keontai’s statement encapsulates the fundamental need for the positive adult-child relationships enabled by mentoring\, coaching\, and tutoring programs. Shapiro was joined by Janet Carter of Coaching Corps\, Gina Martinez-Keddy of Parent Teacher Home Visits and Adeola Whitney of Reading Partners in a conversation exploring the transformative power and potential of relationships.  \nIn a conversation moderated by John Gomperts\, Executive Fellow with CGLR\, these leaders shared their insights\, advice\, and impactful stories illustrating their shared goal of making strong\, supportive and lasting relationships with young people an end and not just a means. They described how the caring adults involved in their respective programs help to ensure that every child gets the attention they want and need ― without needing to do anything good or bad\, as Keontai expressed so starkly. Panelists also highlighted how tutors\, mentors and coaches prioritize parent perspectives and engagement to both strengthen the parent-teacher dyad and create an expanded triad of support to accelerate learning and development. \nThe incredible stories shared and ideas exchanged by this panel conversation created a vibrant atmosphere of co-learning as each speaker built off the others’ remarks and responded to questions and comments from participants. If you missed this engaging and dynamic special rebroadcast\, we encourage you to watch the recording to see what you missed. 
URL:https://leo.gradelevelreading.net/event/the-centrality-of-relationships-tutors-mentors-coaches-and-parents/
CATEGORIES:Big Bets Working,Learning Loss Recovery Challenge,Learning Tuesdays,Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/09/Casey-2016-CLT_785.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210921T123000
DTEND;TZID=America/New_York:20210921T140000
DTSTAMP:20260409T152025
CREATED:20260106T194734Z
LAST-MODIFIED:20260106T194749Z
UID:254527-1632227400-1632232800@leo.gradelevelreading.net
SUMMARY:Assume Collaboration: Philanthropic Opportunities for Aggregating Impact
DESCRIPTION:This conversation engaged philanthropic leaders working at the national\, state and local levels and practitioners from leading early childhood organizations in a discussion exploring the importance of cross-sector\, cross-program collaboration and the roles that funders can play in fostering collaboration.  \nPresenters included: \n\nBrenda Blasingame\, Program Officer\, Pritzker Children’s Initiative\, J.B. and M.K. Pritzker Family Foundation \nRebecca Cisek\, Ed.D.\, Vice President\, Organizational Learning and Effectiveness\, Bainum Family Foundation \nCeline Coggins\, Ph.D.\, Executive Director\, Grantmakers for Education \nKatherine Correll\, Principal\, Philanthropic Partnerships\, LENA \nAnu Malipatil\, Vice President\, Education\, Overdeck Family Foundation \nSarah McBroom\, Equity Officer\, Winthrop Rockefeller Foundation \nNatalie Tackitt\, NC HealthySteps Coordinator\, ZERO TO THREE \n\nCoggins provided a macro-level view of the ways in which funders are tilting increasingly toward collaboration and described how funders are responding to the challenges posed by the pandemic. The four funders then drilled down\, offering concrete examples of the ways in which they are creating connections among grantees; providing long-term\, flexible funding that includes staffing required for convening and collaborating; promoting peer sharing and problem solving; and utilizing a human-centered design approach where residents and service providers craft the strategies and solutions. They stressed that relationship building is not a linear process and that collaboration involves “time\, trust and turf”. \nCorrell and Tackitt described how their organizations are engaged in collaborations at both the local and national levels and offered advice to funders for fostering collaboration among nonprofit programs that might feel competition for the resources needed to sustain and grow their programs. Tackitt explained how Ready for School\, Ready for Life\, a collaborative effort in Guilford County\, North Carolina\, is engaging cross-sector partners to support young children. Correll reflected on the dynamics of national organizations partnering with local organizations and highlighted the ways in which national\, state and local funders can help pave the way for strong partnerships across those geographies.  \nEven before the pandemic\, it was clear that intentional and effective collaboration would be required to achieve bigger\, better outcomes that are both scalable and sustainable for children experiencing economic disadvantage. The panelists in this session provided an array of critical insights about fostering and maintaining collaboration. If you missed this dynamic conversation\, we encourage you to watch the recording\, found in the archived materials linked below.  \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/assume-collaboration-philanthropic-opportunities-for-aggregating-impact/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/09/3bc09969-efda-4c6f-a89d-87cb45321a1e-e1695397668328.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210728T150000
DTEND;TZID=America/New_York:20210728T163000
DTSTAMP:20260409T152025
CREATED:20230919T220018Z
LAST-MODIFIED:20230919T220018Z
UID:243691-1627484400-1627489800@leo.gradelevelreading.net
SUMMARY:Bringing Digital Equity Home: The Suncoast Digital Access for All Initiative
DESCRIPTION:In this Crucible of Practice Salon\, members of the Digital Access for All (DA4A) initiative at The Patterson Foundation in the Suncoast region of Florida discussed how “more than money philanthropy” guided The Patterson Foundation’s DA4A initiative from concept to community collaboration within the span of one year. Members of the DA4A team — including Cheri Coryea\, John Ferguson\, Jake Hartvigsen\, Kiarra Louis and Maribel Martinez — addressed critical components of the initiative. They discussed the reason The Patterson Foundation decided to invest in this initiative\, the interviews and research they did to inform the initiative’s evolution and solutions they chose to pursue\, the three essential elements of digital access\, the DA4A Resource Library\, the digital access services matrix tool and the Digital Navigator pilot. \nThey were joined by community partners — Margie Genter from Goodwill Manasota\, Lori Aberle Gentile from the Women’s Resource Center and Lisbeth Oscuvilca from UnidosNow — who participated in a panel discussion where they shared the reasons their organizations have chosen to be involved in the Digital Navigator pilot program and what they hope to accomplish.
URL:https://leo.gradelevelreading.net/event/bringing-digital-equity-home-the-suncoast-digital-access-for-all-initiative/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/08/Horizons_DC_Program_0937-e1759258577220.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210726T150000
DTEND;TZID=America/New_York:20210726T163000
DTSTAMP:20260409T152025
CREATED:20240902T185443Z
LAST-MODIFIED:20240902T185703Z
UID:248763-1627311600-1627317000@leo.gradelevelreading.net
SUMMARY:Meeting the Moment: Decisions to Accelerate Equitable Recovery and Transformative Change
DESCRIPTION:John Gomperts\, Executive Fellow of the Campaign for Grade-Level Reading\, moderated a conversation based on the premise that\, as schools and communities move past the COVID-19 pandemic and attempt to “build back better\,” K–12 educators will need to prioritize decisions and choices that accelerate equitable learning recovery and advance transformative change. \nKaren Mapp\, Ed.D.\, Senior Lecturer on Education at the Harvard Graduate School of Education and Director of the Education Policy and Management Master’s Program\, urged educators to seize this opportunity to move toward a family engagement practice that is liberatory\, solidarity-driven and equity-focused. She called on schools to reject deficit-based views of families and shift to a codesign model of engagement in which educators and families work together to define shared challenges and improve children’s educational experience. Family engagement should be seen as a core element of effective and equitable educational practice\, not an add-on\, Mapp said. \nRey Saldaña\, President and CEO of Communities In Schools (CIS)\, followed Mapp with the observation that students can’t learn unless they are healthy. CIS reaches nearly 3\,000 schools\, providing school-based coordinators who bring community resources in to help address the physical\, mental and social-emotional health issues that might otherwise prevent students from achieving academically. A strategy for sustainable\, resource-rich learning environments must completely redesign how schools and school systems focus on those key resources\, Saldañasaid.  \nSal Khan\, Founder and CEO of Khan Academy\, highlighted the need for all students and families to have broadband access\, digital devices and technology support to complete learning disrupted by the pandemic. The technology and services should support personalized learning that meets students where they are and advances them toward mastery\, Khan said. Efforts by New York City\, Los Angeles and Miami-Dade school districts to increase families’ access to technology and connectivity during the pandemic are bright spots that hopefully will become “keepers\,” he added. Partnerships between school districts and nonprofits like NWEA (to administer assessments) and Schoolhouse.world (Khan Academy’s new online peer tutoring community) offer additional support.  \nLinda Darling-Hammond\, Ed.D.\, President and CEO of Learning Policy Institute\, called the present moment a “once-in-a-century opportunity to reinvent schools.” She named these priorities: (1) more equitable resources to close the digital divide; (2) relationship-centered schools; (3) curricula that are authentic and culturally responsive; (4) use of technology to connect students with each other across schools and across the country; and (5) social-emotional learning and whole-child supports infused into everything schools do. Darling-Hammond also observed that recent research on brain development underscores the finding that positive relationships and experiences open the brain to learning\, while anxieties\, trauma and negative experiences close the brain to learning. “We need school environments filled with a sense of trust\, belonging and positive affirmation for every child\,” she said.
URL:https://leo.gradelevelreading.net/event/meeting-the-moment-decisions-to-accelerate-equitable-recovery-and-transformative-change/
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/06/9b47d103-b6f9-49c5-9b84-36b940a63f8a.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210725T150000
DTEND;TZID=America/New_York:20210725T163000
DTSTAMP:20260409T152025
CREATED:20240902T173406Z
LAST-MODIFIED:20240902T184813Z
UID:248752-1627225200-1627230600@leo.gradelevelreading.net
SUMMARY:The CARE Fund: A Philanthropic Initiative to Meet the Moment
DESCRIPTION:In last week’s Funder-to-Funder Conversation — co-sponsored by United Philanthropy Forum and moderated by Melissa A. Berman\, Ph.D.\, of Rockefeller Philanthropy Advisors (RPA) — panelists provided an overview of The Care for All with Respect and Equity (CARE) Fund\, a $50 million\, multiyear philanthropic collaborative and described how it will be seeking to support a broad-based movement for care. Barbara Chow of Heising-Simons Foundation\, Erin Currier of W.K. Kellogg Foundation and Anna Wadia of the Ford Foundation shared how they and the other five foundations approach the issue of care from different perspectives\, including early childhood education\, health\, racial and disability equity\, and worker justice. \nThe panelists discussed how they are leveraging the intersectionality of those issues to advance a universal\, publicly supported care infrastructure that benefits both consumers of care and workers across the care spectrum. They described the rapid-response grants the Fund made this spring\, investing in coordinating tables to advance collaborative policy advocacy\, grassroots leadership and movement building\, and aging and disability rights. They also explained how the funders are now engaged in a strategic planning process to inform their upcoming rounds of grantmaking. In addition\, they introduced tools that other funders and advocates can utilize to advance a narrative and culture change around the care economy and care providers. Afterwards\, Berman explained how RPA is functioning as the fiscal sponsor for The CARE Fund and provided examples of other ways in which funders are working together to advance systemic change.
URL:https://leo.gradelevelreading.net/event/the-care-fund/
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/06/9b47d103-b6f9-49c5-9b84-36b940a63f8a.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210720T150000
DTEND;TZID=America/New_York:20210720T163000
DTSTAMP:20260409T152026
CREATED:20240902T190703Z
LAST-MODIFIED:20240902T190714Z
UID:248771-1626793200-1626798600@leo.gradelevelreading.net
SUMMARY:State Chiefs Meet the Moment: Accelerating Equitable Learning Recovery
DESCRIPTION:This learning and engagement opportunity — moderated by Lillian M. Lowery\, Ed.D.\, Vice President of Student and Teacher Assessments at Educational Testing Service\, and Jeimee Estrada-Miller\, CGLR Senior Fellow — continues our ongoing webinar series digging under the hood on the spending and policy decisions our nation’s education leaders are making at this important time of recovery for our schools. Penny Schwinn\, Ph.D.\, Commissioner of Education\, Tennessee; Charlene Russell-Tucker\, Acting Commissioner of Education\, Connecticut; Eric Hall\, Ed.D.\, Senior Chancellor of Education\, Florida; Robert Hull\, President and CEO\, National Association of State Boards of Education; and Mike Magee\, Ph.D.\, CEO\, Chiefs for Change\, shared new state policies and spending decisions in order to further build understanding on what’s currently working and what should be improved in this important time of recovery. Commissioners collectively shared that they worked under significant flexibility and with a sense of urgency to make the most out of the additional short-term funding. Their spending priorities include learning acceleration by providing summer learning opportunities\, extending the school year\, investing in teachers\, and making high-quality literacy programming and assessment a priority to further close achievement gaps. \nIn a town hall setting following the panel discussion\, Hull and Magee discussed the importance of this moment and creating lasting change that will remain for the years to come. Leadership\, innovation and building capacity have to be at the forefront to ensure that funding is not a one-time triage\, but can make a continuous impact for the future of education. With this in mind\, additional investments need to be made in teachers to aid the shortage that is currently occurring across the country.
URL:https://leo.gradelevelreading.net/event/state-chiefs-meet-the-moment-accelerating-equitable-learning-recovery/
CATEGORIES:Upcoming Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/Providence_Photos_0640.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210720T123000
DTEND;TZID=America/New_York:20210720T140000
DTSTAMP:20260409T152026
CREATED:20240902T191406Z
LAST-MODIFIED:20240902T191656Z
UID:248776-1626784200-1626789600@leo.gradelevelreading.net
SUMMARY:Reach Out and Read Partnerships for Collective Impact
DESCRIPTION:In this webinar\, Nikki Shearman\, Ph.D.\, Chief of Strategic Initiatives with Reach Out and Read\, started by providing an overview of Reach Out and Read\, their partners and their four conditions for success: working in the local context\, incorporating the voice and leadership of pediatric care clinicians\, evaluating the effectiveness of their partnerships and incorporating the voice of the parents served through their program. \nShearman then led a conversation with panelists including Caitlin Canfield\, Ph.D.\, Director of Research with the Video Interaction Project; Alexander Chu\, Executive Director\, Reach Out and Read\, Northeast; Dr. Rachael Evans\, Chief Medical Officer at the Henry J. Austin Health Center; Dr. Usha Ramachandran\, Associate Professor of Pediatrics at the Rutgers Robert Wood Johnson Medical School and Medical Director with Reach Out and Read New Jersey; and Kristen Rocha Aldrich\, Program Director at Reach Out and Read Greater New York. \nThe conversation highlighted examples of the four conditions for success: each presenter gave an overview of some of the partnerships they’ve established in their local communities\, talked about some of the highlights of these partnerships and discussed ways they are working to show that those partnerships are successful.
URL:https://leo.gradelevelreading.net/event/reach-out-and-read-partnerships-for-collective-impact/
CATEGORIES:Upcoming Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/01/Providence_Photos_0640.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210713T150000
DTEND;TZID=America/New_York:20210713T163000
DTSTAMP:20260409T152026
CREATED:20240902T192115Z
LAST-MODIFIED:20240902T192253Z
UID:248784-1626188400-1626193800@leo.gradelevelreading.net
SUMMARY:Learning Happens Everywhere: Returning to School With a Whole Child Perspective
DESCRIPTION:This learning and engagement opportunity was the third of three sessions that follow-on to a spring GLR Learning Tuesdays event co-sponsored with Education Week and co-hosted with the Rollins Center for Language and Literacy\, The Fall K–3 Classroom: What the Data Imply About Composition\, Challenges and Opportunities. This week’s session began with a viewing of the data presentation from that session\, including the stark visuals indicating what K–3 classrooms are expected to look like this fall after more than a year of disruptions. Following the data presentation\, Pamela Cantor\, M.D.\, of Turnaround for Children provided a deeper introduction to one of the promising interventions for successful teaching and learning that was previewed in the spring forum. Dr. Cantor shared an in-depth review of the science behind aspects of brain development that led to the creation of the Guiding Principles for Equitable Whole Child Design and how these principles are applied using the Whole Child Design Blueprint\, a tool that can help early grade teachers and all teachers address the ensuing challenges that the data suggest they may face this fall. \nAfterwards\, two educators joined the conversation to share how they are implementing this approach and the positive impact they are seeing. Elizabeth Miller of Turnaround for Children and David Miyashiro\, Ed.D.\, of Cajon Valley Union School District shared their experiences using the Whole Child Design Blueprint with teachers and students and the ways in which the approach supports brain development and student learning and nurtures critical relationship building. Miller reviewed select tools that are available to educators and discussed what the principles of whole-child design look like in practice. Dr. Miyashiro shared how his school district is implementing the principles with students at all levels and how educators and leaders can apply the science and the practice to address the challenges that pandemic-precipitated school disruptions have produced while nurturing equitable learning acceleration. 
URL:https://leo.gradelevelreading.net/event/learning-happens-everywhere-returning-to-school-with-a-whole-child-perspective/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/04/Atlanta_Photos_0956-e1712775431243.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210706T150000
DTEND;TZID=America/New_York:20210706T163000
DTSTAMP:20260409T152026
CREATED:20240902T192503Z
LAST-MODIFIED:20240902T192722Z
UID:248790-1625583600-1625589000@leo.gradelevelreading.net
SUMMARY:Meeting the Moment? State Policies and Spending Decisions
DESCRIPTION:This learning and engagement opportunity — moderated by Lillian M. Lowery\, Vice President of Student and Teacher Assessments at Educational Testing Service and Jeimee Estrada-Miller\, CGLR Senior Fellow — featured a panel of national leaders discussing the policy decisions states have made to direct school reopening\, educational recovery and spending of relief dollars. Jeremy Anderson\, President of Education Commission of the States; Cara Candal\, Ed.D.\, National Policy Director of ExcelinEd; Denise Forte\, Interim CEO of the Education Trust; and Allen Pratt\, Ed.D.\, Executive Director of the National Rural Education Association\, shared what state policies are emerging in the field toward the efforts of accelerated recovery. Jeremy Anderson\, President of Education Commission of the States\, initiated the conversation by sharing the literacy and learning recovery strategies directives from several states and what state spending decisions are emerging throughout the country. Increasingly\, states are placing an emphasis on prevention and intervention in order to improve student performance. Across the state\, trends indicate the use of high-dosage intensive tutoring\, as well as more time and resources to increase learning\, to further address the disproportionate and widespread effects of the pandemic. In discussing these topics\, panelists expressed a concern that children should not just reap the benefits of these statewide shifts and improvements for aiding learning disruptions but also continue to experience these benefits after this historic investment in schools. \nIn a town hall setting following the panel discussion\, Ray Hart\, Ph.D.\, Executive Director of Council of the Great City Schools\, and Michelle Exstrom\, Director of Education at National Conference of State Legislatures\, provided further comment on what is most important and what may cause concern during this acceleration of learning recovery at the state level. Furthermore\, they discussed the importance of using best practices while recovering from the impact of the pandemic\, coordinating between state- and district-level efforts\, expanding the opportunities for students in broadband access and connectivity\, and possibly continuing to offer remote learning opportunities. Further discussion focused on what remains to be considered by states as they make more important decisions for student learning. 
URL:https://leo.gradelevelreading.net/event/meeting-the-moment-state-policies-and-spending-decisions/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/03/Casey_Prov_KidsCount_2013_THURS_00461-e1711042206928.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210629T150000
DTEND;TZID=America/New_York:20210629T163000
DTSTAMP:20260409T152026
CREATED:20240902T192940Z
LAST-MODIFIED:20240902T192949Z
UID:248797-1624978800-1624984200@leo.gradelevelreading.net
SUMMARY:A Peak Into Playful Learning Classrooms: What Success Looks Like
DESCRIPTION:This learning and engagement opportunity was the second of three sessions that follow-on to a spring GLR Learning Tuesdays event co-sponsored with Education Week and co-hosted with the Rollins Center for Language and Literacy\, The Fall K–3 Classroom: What the Data Imply About Composition\, Challenges and Opportunities. In that spring session\, we reviewed data indicating what K–3 classrooms are expected to look like this fall after more than a year of disruptions. Also featured were leading experts previewing their promising interventions for successful teaching and learning that can help early grade teachers and address the ensuing challenges. During that session\, Kathy Hirsh-Pasek\, Ph.D.\, of Temple University and the Brookings Institution previewed the Playful Learning approach and then returned this week to further explore this evidence-based strategy that combines the best of educator expertise and student engagement by intentionally integrating joyful play into learning goals. \nIn this week’s forum\, Hirsh-Pasek discussed how creating a Playful Learning environment embodies five principles of how kids learn: actively engaging\, meaningful\, socially interactive\, iterative and joyful. With these principles guiding instruction\, children are better able to develop the “6 C’s\,” a suite of skills they need to flourish in the future: collaboration\, communication\, content\, critical thinking\, creativity and confidence. Hirsh-Pasek also shared The Ultimate Playbook\, co-designed by educators for educators\, providing the opportunity to bring the related resource to classrooms everywhere. \nFurther demonstrating the benefits of this theory of teaching and learning\, three educators implementing the strategy joined the discussion. Ginger Fifer of the Friends Central School near Philadelphia\, Pennsylvania\, and Carol Lautenbach\, Ed.D.\, of Godfrey-Lee Public Schools near Grand Rapids\, Michigan\, shared their experience using the Playful Learning approach with their students and its strong potential to address the challenges they expect to face in the fall. Kimberly Nesbitt\, Ph.D.\, of the University of New Hampshire reviewed the statewide mandate for play-based learning in early education settings and discussed the in-depth coaching system that prepares and supports educators in implementing the approach as they work to accelerate equitable learning recovery post-pandemic. 
URL:https://leo.gradelevelreading.net/event/a-peak-into-playful-learning-classrooms-what-success-looks-like/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/03/CASEYKINETIK2015_Wed00840-e1711053683544.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210629T123000
DTEND;TZID=America/New_York:20210629T140000
DTSTAMP:20260409T152027
CREATED:20240902T193551Z
LAST-MODIFIED:20240902T193605Z
UID:248802-1624969800-1624975200@leo.gradelevelreading.net
SUMMARY:The Role of Higher Education in CGLR Communities
DESCRIPTION:In this webinar\, community representatives discussed the critical role universities and colleges play in their coalitions. The conversation started with Monica Chavez-Silva\, Vice President of Community Engagement and Strategic Planning\, and Melissa Strovers\, Director of Collective Impact in the Office of Enhancement and Community Engagement\, both at Grinnell College\, who talked about why the college decided to take the lead role with the local CGLR initiative\, Grinnell Education Partnership. They talked about how their coalition works and highlighted the metrics that show they are making measurable progress in fourth-grade literacy proficiency. Kathleen Knudsen\, facilitator of Metro-Omaha Raise Me to Read\, introduced some of the ways the University of Nebraska Omaha partners with their coalition\, in particular an exciting Urban Landscapes initiative. Shelby Redondo\, Family Child Care Coordinator with the United Way of Denton County\, talked about their strategic partnerships with North Central Texas College\, Texas Woman’s University and the University of North Texas around a range of child care provider initiatives. Finally\, Elizabeth Swann\, Ph.D.\, Credentialing Program Facilitator with Childcare Resources of Indian River\, talked about their partnership with Indian River State College\, which ensures high-quality\, affordable and accessible teacher training programs are available to those in the early education field in Indian River County\, Florida.
URL:https://leo.gradelevelreading.net/event/the-role-of-higher-education-in-cglr-communities/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/03/d490cc4a-3b06-4c2d-b92b-3a89f078b45d-e1711411624340.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210622T150000
DTEND;TZID=America/New_York:20210622T163000
DTSTAMP:20260409T152027
CREATED:20240902T194138Z
LAST-MODIFIED:20250925T190922Z
UID:248807-1624374000-1624379400@leo.gradelevelreading.net
SUMMARY:Tools of the Mind: Key Steps in Creating A Culture of Learning
DESCRIPTION:This learning and engagement opportunity — moderated by Ellen Galinsky\, Executive Director of Mind in the Making and Chief Science Officer with the Bezos Family Foundation — followed-on to the spring GLR Learning Tuesdays event co-sponsored with Education Week and co-hosted with the Rollins Center for Language and Literacy\, The Fall K–3 Classroom: What the Data Imply About Composition\, Challenges and Opportunities. That spring forum reviewed data suggesting that fall 2021 classrooms will be filled with more students who didn’t have a full year of pre-K or kindergarten due to the pandemic\, presenting multiple challenges for K–3 teachers when they return to their classrooms this fall. During that session\, we were also introduced to a few promising interventions for successful teaching and learning\, and this week’s forum gave us the chance to more deeply explore one of these innovations\, Tools of the Mind. \nGalinsky engaged Deborah Leong\, Ph.D.\, Co-Founder and President of Tools of the Mind\, and Barbara Wilder-Smith\, Executive Director and Co-Developer of Tools of the Mind\, in a deep exploration of this theory of teaching and learning that is focused on developing both executive function and academic skills in young learners. Leong and Wilder-Smith reviewed five core concepts that make Tools of the Mind effective in creating a culture of learning: \n\nHow we teach is as important as what we teach\nMetacognition matters\nThe power of peer scaffolding\nHow we group children matters\nHow educators partner with parents matters\n\nLeong and Wilder-Smith shared videos showing students engaged in activities demonstrating each of these concepts in action and the positive impact of the overall approach. Further demonstrating the benefits of this theory of teaching and learning\, two early grade educators joined the discussion. Michelle Beekman of Neptune Township Public Schools and Priscilla Hopkins of Denver Public Schools shared their experience using Tools of the Mind in their kindergarten and pre-K classes and its strong potential to address the challenges they expect to face in the fall as they work to accelerate equitable learning recovery post-pandemic.
URL:https://leo.gradelevelreading.net/event/tools-of-the-mind-key-steps-in-creating-a-culture-of-learning/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/03/Casey-2016-BAL_1815-e1711414833413.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210622T123000
DTEND;TZID=America/New_York:20210622T140000
DTSTAMP:20260409T152027
CREATED:20240229T211014Z
LAST-MODIFIED:20240530T180455Z
UID:245706-1624365000-1624370400@leo.gradelevelreading.net
SUMMARY:Parent Coaching to Promote Kindergarten Readiness
DESCRIPTION:Carly Roberts of Overdeck Family Foundation opened the session by providing an overview of the Foundation’s Early Impact portfolio\, which includes a focus on families as a part of its efforts to ensure that all children enter kindergarten with the skills they need to succeed. She described some of the evidence that shows parent coaching supports families in building strong parent-child relationships and promoting language\, literacy and social-emotional development. She explained how coaching can be embedded into a range of contexts to engage and support parents as their children move through the stages of development and offered several examples of proven parent coaching strategies. \nMarena Burnett of Centering Healthcare Institute (CHI) and Stephen Hannon\, Ph.D. of LENA provided a deeper dive into two of the parent coaching strategies that Roberts referenced. Burnett explained how CHI’s CenteringPregnancy and CenteringPediatrics offer a billable group care model that promotes parent confidence and community building and is helping to reduce the risk of preterm births and racial disparities. Hannon described the LENA Start program and explained how LENA’s “talk pedometer” can be integrated into parent coaching strategies to measure and increase the conversational turns between parents and children that promote early language and brain development. Burnett and Hannon also explained the many ways in which their organizations are working with both local and national funders to improve\, implement\, scale and sustain their programs. \nMalai Amfahr of United Way of Story County and Suzanne Harbin of Community Foundation of Northwest Georgia shared how they are supporting parent coaching and family engagement strategies in their local communities. Amfahr described how United Way is working with local partners to implement LENA and other caregiver engagement programs\, stressing the high return on investment these programs deliver. Harbin introduced the research-based Talk With Me Baby program that engages health care professionals involved in labor and delivery as “Language Nutrition coaches” who encourage families to engage in conversational turns with their new babies beginning at birth.
URL:https://leo.gradelevelreading.net/event/parent-coaching-to-promote-kindergarten-readiness/
CATEGORIES:Funder-to-Funder Conversation,Parents,Readiness
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/10/Blog-2-Kindergarten-Image-5-e1698012115261.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210615T150000
DTEND;TZID=America/New_York:20210615T163000
DTSTAMP:20260409T152027
CREATED:20240902T194515Z
LAST-MODIFIED:20251221T200422Z
UID:248813-1623769200-1623774600@leo.gradelevelreading.net
SUMMARY:Accelerating Equitable Learning Recovery: District Chiefs as Deciders
DESCRIPTION:This learning and engagement opportunity — moderated by Jeimee Estrada-Miller\, CGLR Senior Fellow — featured a panel of outstanding district leaders from across the country and AASA\, the School Superintendents Association\, to discuss the drivers of their decision-making processes and priorities around key issues\, including the future of remote learning; student\, teacher and classroom supports; parent and family engagement; and accelerating equitable learning recovery. The four superintendents on our panel\, William R. Hite\, Ed.D.\, from the School District of Philadelphia\, Pennsylvania; Edward Manuszak from Dundee Community Schools\, Michigan; Grant Rivera\, Ed.D.\, from Marietta City Schools\, Georgia; and Avis Williams\, Ed.D.\, Selma City Schools\, Alabama\, shared that they all plan to return to in-person instruction in the fall\, with half of our panel sharing that their districts are providing full virtual academies as an option for families. Valerie Truesdale\, Ph.D.\, Assistant Executive Director of American Association of School Administrators\, shared that across the country\, she has seen the trend that many districts are returning to full in-person and some are providing virtual options\, but that few districts are providing hybrid options given the tremendous difficulty for educators to implement that program. The top spending priorities of the unprecedented recovery dollars across these diverse districts had a few common trends: (1) investing in accelerating learning recovery through extended learning time; (2) investing in people through professional development\, additional compensation\, reduced class sizes and self-care opportunities; and (3) investing in infrastructure to ensure buildings are fully equipped to have students safely return in the fall.  \nFollowing the panel discussion\, there was a lively town hall conversation adding superintendents from three additional school districts\, Vivian Ekchian\, Ed.D.\, from Glendale Unified\, California; Margaret Marotta from Haverhill Public Schools\, Massachusetts; and David Moore\, Ed.D.\, from Indian River County\, Florida. The superintendents discussed the importance of learning from the pandemic. They discussed that reimagining education is an essential silver lining from this time\, that they must examine what is working best for children underserved by their districts\, and that the jury is not out on the efficacy of virtual learning as a viable\, long-term option for children. This conversation significantly contributes to understanding the tremendous change the pandemic has had on our education systems and how brave district leaders are meeting the challenge on behalf of their communities.
URL:https://leo.gradelevelreading.net/event/accelerating-equitable-learning-recovery-district-chiefs-as-deciders/
CATEGORIES:Chronic Absence,Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/12/Atlanta_Photos_0054-e1711414974847.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210608T150000
DTEND;TZID=America/New_York:20210608T163000
DTSTAMP:20260409T152027
CREATED:20230919T205546Z
LAST-MODIFIED:20230919T205546Z
UID:243652-1623164400-1623169800@leo.gradelevelreading.net
SUMMARY:Accelerating Equitable Learning Recovery Post-COVID: A Few Big Bets\, Part II
DESCRIPTION:This session reprised the CGLR component of a recent Education Week Leadership Symposium and built on the June 1 session’s exploration into “big bet worthy” programs and strategies that can deliver transformative change to accelerate learning recovery for children in economically disadvantaged families. This week’s learning and engagement opportunity highlighted digital equity and EdTech-enabled teaching and learning as an intertwined big bet.  \nThe session opened with a conversation between Jean-Claude Brizard of Digital Promise and John Gomperts\, CGLR Senior Fellow\, as they discussed the need for digital equity to be a precondition and precursor to achieving the full potential of education technology\, lifting up the roles that schools\, local funders and partners and families can play to address existing inequities. Afterwards\, Eirene Chen of Khan Academy moderated a panel conversation as Vikki Katz of Rutgers University\, John Ferguson of The Patterson Foundation’s Digital Access for All initiative\, and Victoria Saylor of Common Sense Media discussed families’ experiences over the past year and solutions to the digital learning gap. \nKatz shared insights from her recent survey of lower-income families with children\, noting that families gained a deeper understanding of their children as learners and became more comfortable communicating with teachers and assisting with homework. Despite significant gains in the access to devices and internet since 2015\, she stressed that many families remain “under-connected” with connections\, devices and tech support that are inconsistent and insufficient to meet children’s learning needs. \nThe panelists agreed that digital equity requires more than access to devices and connectivity\, stressing the importance of technical assistance and training for families in how to utilize the technology\, training for educators in how to integrate the technology into the classroom and high-quality content. Ferguson explained how “digital navigators” can assist families in accessing and utilizing technology\, offering examples of community organizations that are embedding this approach into their existing programs. Saylor described the wide array of educational resources that Common Sense Media has developed to support families and educators during the past year\, including academic\, social-emotional and social justice content delivered via text and USB drives. \nAcknowledging the progress made to increase access over the past year and the infusion of federal funding to expand broadband access this year\, they stressed that consistent and ongoing funding and work will be required to ensure under-connected families have full access\, noting the roles that local funders and partners can play in advocating for funding and coordinating efforts. Without consistent and sustained efforts to increase digital equity\, they noted that education technology could exacerbate existing opportunity gaps rather than close them.
URL:https://leo.gradelevelreading.net/event/accelerating-equitable-learning-recovery-post-covid-a-few-big-bets-part-ii/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/06/Blog-3-Digital-Equity-Image-1-e1703103651743.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20210608T123000
DTEND;TZID=America/New_York:20210608T140000
DTSTAMP:20260409T152027
CREATED:20240902T194834Z
LAST-MODIFIED:20250327T105837Z
UID:248819-1623155400-1623160800@leo.gradelevelreading.net
SUMMARY:Readers to Leaders: Empowering Community in Dalton-Whitfield County\, Georgia
DESCRIPTION:In this session\, Suzanne Harbin of the Community Foundation of Northwest Georgia presented an overview of the Early Childhood Initiative\, gave context for the Dalton-Whitfield County community and addressed the progress they’ve made around grade-level proficiency in the last five years. \nNext\, community partners\, gave details about the continuum of supports they have put in place for children and their families. Terri Woodruff\, MS\, APRN\, CPNP-PC\, at the Anna Shaw Children’s Institute with the Hamilton Health Care System and Julia Clayton of the Whitfield Dalton Day Care Center discussed their efforts to reach the community’s youngest learners and their parents with programs like Talk With Me Baby and Reach Out and Read as well as their quality day care programs. Michelle Caldwell with Whitfield County Schools\, Sharon Hixon\, Ph.D.\, with Dalton State College and Caroline Woodason of Dalton City School District discussed innovative programs in both of the school districts including Power Lunches\, Learning Academies and Little Cats. Stephanie Hogshead of the United Way of Northwest Georgia addressed the supports provided for the Books Blasts and Power Lunches opportunities\, and Kimberly Mobley\, Ed.D.\, with Georgia Public Broadcasting\, discussed the range of family engagement and literacy initiatives they offer in the community. Harbin addressed two-gen initiatives including a Spanish CDA program at Georgia Northwestern Technical College. The conversation ended with partners talking about how being involved with the Early Childhood Initiative partnership has positively impacted the work of their own organizations.
URL:https://leo.gradelevelreading.net/event/readers-to-leaders-empowering-community-in-dalton-whitfield-county-georgia/
CATEGORIES:Crucible of Practice Salon,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:20210601T150000
DTEND;TZID=America/New_York:20210601T163000
DTSTAMP:20260409T152027
CREATED:20240107T221941Z
LAST-MODIFIED:20240107T221941Z
UID:245805-1622559600-1622565000@leo.gradelevelreading.net
SUMMARY:Accelerating Equitable Learning Recovery Post-COVID: A Few Big Bets\, Part I
DESCRIPTION:This learning and engagement opportunity — moderated by John Gomperts\, CGLR Senior Fellow —reprised the CGLR component of the recent Education Week Leadership Symposium focused on “big bet worthy” programs and strategies that can deliver more than the usual increments of progress to accelerate learning recovery for children in economically disadvantaged families. (View the full recording of the CLGR presentation from the EdWeek event here and join us for Part II next week on June 8 to explore the big bet of EdTech-enabled teaching and learning.) This week’s session zeroed-in on two of the big bets: Board-certified teachers with Peggy Brookins of the National Board for Professional Teaching Standards and Learning Happens Everywhere\, a growing movement to transform communities into learning rich environments with Jane Park of Too Small to Fail. After viewing the recordings from the Symposium\, Gomperts engaged in discussion with each leader about why these strategies are considered big bets with potential to make real change to accelerate learning post-COVID. \nGomperts then engaged in conversation with four state and local leaders who are implementing these strategies on the ground and advocating for their continued expansion with policymakers. Kathleen Alessandro of Everybody Ready and Brian Wallace of the Laundry Cares Foundation discussed their work to turn everyday spaces — such as laundromats and playgrounds — into learning rich environments. Scott Muri\, Ed.D.\, Superintendent of the Ector County Independent School District and Carey Wright\, Ed.D.\, Mississippi’s Superintendent of Education added their endorsement of Learning Happens Everywhere and highlighted the ways in which Board certification allows teachers in their systems the chance to reflect on their work\, improve their strategies and perfect the craft of teaching — leading to advanced learning recovery for their students. All of these leaders shared their ideas for how recovery funding can support expansion of these important big bets and how GLR community coalitions can lift up and advance the strategies locally.
URL:https://leo.gradelevelreading.net/event/accelerating-equitable-learning-recovery-post-covid-a-few-big-bets-part-i/
CATEGORIES:Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2023/05/About-Funder-to-Funder-1-1-e1729113234627.jpg
END:VEVENT
END:VCALENDAR