1. How to Win and Succeed in RTT-ELC and B-5: Lessons from RTTT and K-12 Early Learning Challenge Collaborative State Team Meeting Chicago, IL September 9, 2011 Presentation by: Peter Kannam, Proof Points for Educational Success Scott Palmer, Managing Partner, EducationCounsel LLC Jon Schnur, Chairman, New Leaders for New Schools

2. Purpose Our goal is to present perspectives and lessons learned from K-12 education policy reform and prior Race to the Top that can inform states' efforts as they craft RTT-ELC applications and advance B-5 early learning reforms. The perspectives given during this session are gleaned from the experience and background of the presenters; we cannot know with certainty how USED/HHS, peer reviewers, etc., will view and judge state applications. We hope this session will be a dialogue with state teams, and across early learning and K-12 education. 2

3. Key Takeaways There are core connections/lessons from K-12 education policy reform and from prior Race to the Top competitions that can and should inform states in approaching RTT—ELC and B-5 early learning reforms (including what to do and mistakes to avoid). RTTT—ELC is a chance to advance B-5 early learning systems/policies, as well as promote greater integration/alignment between early learning and K-12, which can strengthen both early learning and K-12 and help dramatically improve student outcomes. We know the timeline is tight, but we need to see and manage this process as a game-changer, not just an application process. You can lose and still win OR win but still lose. 3

4. Similarities and Differences between K-12 and B-5 Similarities In RTTT context and more broadly, both K-12 and B-5 have similar policy reform areas (and similar needs for coherence, capacity, sustainability, etc.) with different terminology. RTTT and RTT-ELC grew out of state leadership and reform, with federal law trying to accelerate and scale. Differences K-12 systems largely in place, from federal to state to local, with universal enrollment, but need big improvement. B-5 systems being built, with key challenges in terms of access, funding, and quality. K-12 and B-5 reforms are at different points in time, with early learning on a newer trajectory. K-12 focus has been policy & infrastructure, and cognition more than practice & development. B-5 focus has been practice and development more than system & infrastructure. 4

5. Top Ten: Lessons Learned from K-12/RTTT to Inform B-5/RTT-ELC There are several inter-related lessons that emerge from K-12/RTTT, which range from tactical advice on handling the RTT-ELC application to systemic/substantive advice for ensuring success in B-5 reforms: Be clear on your Big Bet! What is your core belief about how early learning systems will advance through RTT-ELC at this stage in reform. Notice that the RTT-ELC application presses you toward accountability/QRIS. Notice also the focus on high-need students. Be coherent across all applications sections and your broader reforms. Use the A section to set a clear theory of action re how the pieces/sections fit together – from past to present to future – and how RTT-ELC can be transformative in the state. 5

6. Top Ten: Lessons Learned from K-12/RTTT to Inform B-5/RTT-ELC Set ambitious but reasonable goals. Make sure peer reviewers see clear value of investment in terms of core outcomes. Think deeply about sequencing reforms in each area, and bake in early wins. This is a multi-year strategy. Focus beyond B-5 toward real integration with K-12. Despite "invitational" priority, this will strengthen legitimacy across application, and strengthen reform/impact. Focus attention on honestly determining the core capacities that will be necessary to complete the work, including at the state level with regard to policy leadership/reform, state to local implementation, communications and building public will, etc. Discuss a strategy for sustainability and carrying the work beyond the end of the grant period. 6

7. Top Ten: Lessons Learned from K-12/RTTT to Inform B-5/RTT-ELC Answer RTT-ELC questions and criteria directly and succinctly, and don't leave points on the table. Provide rationale and evidence where appropriate. Make sure peer reviewers, who may have varying backgrounds and expertise, clearly understand your thesis and thinking in each section, and how it connects to the broader whole. Is it clear that you can and will achieve the desired reform in a timely manner, and how? Design a tight system for managing the process and substance of writing and assembling all application components. This should include a small, multidisciplinary leadership team that "has the pen" and makes final decisions, as well as small committees that work on different sections. Create a strategy for gaining as fully as possible broad participation and buy-in from stakeholders, which must include a process for managing initial commitments through support letters, etc. Someone in leadership should have this responsibility. 7

8. Views from K-12 and Early Learning:Learning from Each Other K-12 has spent great energy putting basic reform infrastructure in place. ARRA/RTTT reinforced state leadership to accelerate movement toward CCR policies and to shift K-12 toward harder issues, particularly teacher/leader evaluation and School Improvement Grants. K-12 and B-5 reforms cover the same ground, with different language and meaning: standards, assessments, accountability, data reporting, teacher effectiveness, supports and interventions, etc. B-5 has deep legitimacy on whole child, all domains, parent and family engagement, etc. The focus of RTT-ELC is to accelerate and broaden movement toward state infrastructure for reform. Early learning can build this infrastructure and win RTT-ELC in a manner that stays true to early learning AND enriches K-12. 8

9. Conclusion & Discussion 9