Our school systems were not designed based on how young children develop and learn (they were designed around the needs of the economy), and early childhood education and care was not seen as an important social investment until the last few decades. Early childhood professionals were not seen as relevant partners to the mission of public education until recently. Over ten years, TPP has established 2 demonstration districts and works with 4 other school districts as professional development providers, coaches, technical advisers, environment designers, and administrative support. Our story is intended to provoke conversation around how we can stay on the course towards transforming and improving practice across the state. TPP and the CCR&R's missions are aligned.