“Now that we have announced the Phase 1 winners of Race to the Top, it is worth stepping back and analyzing why our two winners — Delaware and Tennessee — did so well,” Secretary Duncan articulated in a blog entry at http://www.ed.gov/blog/2010/04/lessons-from-phase-1-of-race-to-the-top/. “The data confirm that no single factor can make or break any particular application but rather a combination of a successful track record, bold reforms, broad buy-in, and statewide impact is the key to success. It is easy to be bold if no one buys in, and it is easy to get buy-in if you are not bold. Neither matter much at all if you are not successful in reaching the kids in the classroom, and the bottom line is you must show results. To win Race to the Top you need it all, and that requires courage, commitment, and capacity.”

The Secretary noted that the winning states “built on their unique strengths and track records, rather than trying to manufacture a reform agenda from whole cloth.” Delaware is building on its Vision 2015 blueprint, and Tennessee is focusing on its value-added assessment system. He also praised the winners for securing “broad support through a combination of changing their state laws and coalition building among districts, unions, businesses, advocacy groups, and local philanthropies.”

“The bottom line is that we had many strong applications, but every state has room to improve, including the two winners,” the Secretary concluded. “The point of Race to the Top is to challenge ourselves and each other to get better — not in one or two areas of reform…but in every area of reform simultaneously. The single most important investment we can make as a nation is to ensure that every child gets the best education possible. We have no time to waste. The Race to the Top continues.”

Applications for Phase 2 of Race to the Top are due June 1.

Videos of the 16 Phase 1 finalists presenting and responding to questions from peer reviewers are now posted with states’ Phase 1 applications, score sheets, and reviewers’ comments and scores at http://www2.ed.gov/programs/racetothetop/phase1-applications/.

In Maine’s case, a big point I was trying to make during the session was “this ARRA funding gave adult education an opportunity to forge communication and relationships that hadn’t existed prior” – which will hopefully continue and sustain post ARRA funding.

I think benefitting from the ARRA IDEA funding will also continue as this has given programs an opportunity to work out which adult ed students are eligible for IDEA services and how the LEA can serve those students.

I think the district that recognized the importance of family literacy activities (which resulted in the ARRA funding) and is now hitting up their local taxpayers to support a new Family Literacy Center is significant – and we didn’t even get into Maine College Transitions, which is now a nationally recognized College Transitions program for adult ed which will be funded significantly by the state when everything else is being cut. This just goes to show…when you have an opportunity, don’t blow it and don’t stay quiet about it.

If you do a program well as a result of an opportunity like ARRA, you make a difference in the lives of those in need AND YOU MAKE SURE EVERYONE KNOWS ABOUT IT – most likely, a way to sustain it will emerge.

Upon further thought on this question, I think those who were successful were primarily programs who had developed a strong relationship within their districts over a long period of time – meaning it was more difficult for those programs who asked to be included in the funding application when their districts barely knew who they were.

Moral of the story – don’t wait until ARRA funding is available to begin the process of building relationships with partners you should already be working with on an ongoing basis.

If you build strong relationships locally, then you have a better chance of being included when opportunities arise.

http://www.maine.gov/education/recovery/index.html
you can see all the information related to Maine’s ARRA funding in Education – click on “Phase I State Fiscal Stabilization Fund application for state FY 09″ about half way down on the page to the right and go to page 5 of the document – this is the page I wanted to reference -showing that Adult and Family Literacy is one of the 5 areas schools could spend their ARRA funding.

School districts and non-profit organizations in partnership with districts or consortia of schools can apply for the grants. To qualify, applicants must address one of four priorities aligned with the reform areas under the ARRA: teacher and principal effectiveness; enhanced data systems; college- and career-ready standards and quality assessments; and improving achievement in persistently low-performing schools. Applicants may get competitive preference points if their projects sufficiently address one or more of following priority areas: early learning; college access and success; serving students with disabilities or limited English proficiency; and serving rural district students.

Evidence is a formal eligibility requirement. The regulations have specific definitions for what constitutes “moderate evidence” and “strong evidence,” and the i3 Fund will award three types of grants based, at least in part, on the level of evidence. Development grants (up to $5 million each) will require a reasonable hypothesis and be aimed at developing fresh ideas. Validation grants (up to $30 million each) will require moderate evidence and be aimed at validating and spreading promising programs to regional scale. Scale Up grants (up to $50 million each) will require strong evidence and be aimed at bringing proven programs to national scale.

Once identified as “highest rated,” applicants must also demonstrate that they have secured a 20% cash or in-kind match from the private sector. To assist potential grantees in their efforts to secure such a match, as well as to serve the larger purpose of creating a new innovation community, the Department launched the Open Innovation Portal (https://innovation.ed.gov/).

Applications are due by May 11, with an intent to apply requested by April 1, and all grants will be awarded in September. FOR MORE INFORMATION, PLEASE GO TO http://www2.ed.gov/programs/innovation/. (Note: A helpful fact sheet, PowerPoint presentation, and overview webinar are available at http://www2.ed.gov/programs/innovation/resources.html.)

In the coming weeks, the Department is offering three pre-application workshops and webinars:

· Today, March 19, from 10:00 a.m. to 2:00 p.m. ET in Baltimore, Maryland;

· Wednesday, March 24, from 10:00 a.m. to 2:00 p.m. MT in Denver, Colorado; and

· Tuesday, March 30, from 10:00 a.m. to 2:00 p.m. ET in Atlanta, Georgia.

Applicants must register online for all events at http://www.fsaregistration.ed.gov/profile/web/index.cfm?PKwebID=0×9192363b1&varPage=agenda. (Note: The webinars will also be archived at http://www2.ed.gov/programs/innovation/resources.html.)

Meanwhile, the Department is seeking peer reviewers from a variety of backgrounds and professions for the competition. Reviewers should have expertise in education policy and reform, evidence, innovation, strategy, or application review and be available for approximately four weeks, in June and July, to review applications. Resumes and an information checklist are due by April 1. FOR MORE INFORMATION, PLEASE GO TO http://www2.ed.gov/programs/innovation/peerreviewers.html.

In other ARRA news:

· Six more states have been approved for State Fiscal Stabilization Fund (SFSF) Phase 2 funding. FOR MORE INFORMATION, PLEASE GO TO http://www2.ed.gov/programs/statestabilization/phase-ii-resources.html.

· West Virginia and Minnesota are the first states to receive their funds under the School Improvement Grants (SIG) program. FOR MORE INFORMATION, PLEASE GO TO http://www2.ed.gov/programs/sif/summary/. (Note: New Department videos [http://www.ed.gov/blog/2010/03/whats-possible-turning-around-americas-lowest-achieving-schools/] spotlight successful school turnarounds.)

· As referenced in the previous issue, the revamped, $439 million Teacher Incentive Fund (TIF) (http://www2.ed.gov/programs/teacherincentive/applicant.html) includes a special competition to participate in a rigorous evaluation study of TIF, with the opportunity for an additional $1 million over the course of the five-year program and access to applicant-specific evaluation results. To share more about the proposed requirements for the TIF evaluation competition and the benefits of participation, the agency will host a webinar on March 24, at 3:00 p.m. ET. (To register, please visit http://www.mathematica-mpr.com/education/tifgrantee.asp.) This webinar is one in a series of webinars designed to support potential applicants.