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

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

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

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

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:

1. 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.

2. 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

Top Ten: Lessons Learned from

K-12/RTTT to Inform B-5/RTT-ELC

3. Set ambitious but reasonable goals. Make sure peer reviewers see

clear value of investment in terms of core outcomes.

4. Think deeply about sequencing reforms in each area, and bake in

early wins. This is a multi-year strategy.

5. Focus beyond B-5 toward real integration with K-12. Despite

"invitational" priority, this will strengthen legitimacy across

application, and strengthen reform/impact.

6. 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.

7. Discuss a strategy for sustainability and carrying the work beyond

the end of the grant period.

6

Top Ten: Lessons Learned from

K-12/RTTT to Inform B-5/RTT-ELC

8. 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?

9. 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.

10. 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

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

Conclusion & Discussion

9