Education Reform – FTFRTFT – STOP the VITRIOLITY (first things first right the first time)

Links to the point per NYT  Staff and by  Richard Whitmire 

“From the perspective of most teachers, poverty explains education problems.  A valid point.   Reformers insist that school quality, especially effective teaching, can make a sizable dent in the learning inequities we see across the lines of race and income.  Also a valid point.

Mostly, however, the two sides no longer engage about their differences. They just glare and shout. Abortion has nothing (level of Vitriolity) on education, except bumper stickers. And I can only assume those are in production.”

The Point of the Post-

By doing first things first we get both sides in agreement, just this question of what is first- removes issues from the table.  They get to decide together what is first thing first and the time line will dictate there is much to do much earlier and even the science is in support. Kindergartens can be the first measure of success and being 100% ready then is actually easier than waiting until third grade.  There is no reason to wait.

Move the issue to 100% ready for kindergarten and even the business will support it because it creates savings that can be used to pay back the bridge loan to fund earlier delivery.  Business has been using high quality is free to avoid exceptions for 50 years to provide the cash to innovate from savings.  High Quality however is defined as meeting requirements so the districts need to set them.   

These links should get us started.  http://www.usa-positive-expectations.com/support-files/introstory1.pdf 

Not being ready is such a big miss that the simple solution tobe created by the district to create 98% avoidance is brief  http://www.usa-positive-expectations.com/support-files/adaptedknowledge.pdf

There is not much choice on two or more fronts.  1.  Business has to engage because everyone else is out of new money for this delivery andthey need education to educate for the 21st century and they need tax relief from the cost protection from the uneducated.  Business has cash but it also has many unused assets that can be leveraged into NEW MONEY.  Leverage is actually better than cash, because it sets up many valid constraint questions.   2.  School, Government, Citizens and business know poverty and education proficiency is linked, everyone know that it is best to start early if we know we have a problem.  3.  Education wants and needs to individualize and there is no better way to start than with the individual needs of a 3 then 4 year old pre-k when they want to do nothing but learn.  This will help mom, as a “paid mentor” guarantees readiness to the district requirement as the first thing first innovation.      

The Article-

The Battle Over School Reform Has Turned Dangerously Vitriolic

By Staff

By Richard Whitmire

For years, education politics were noteworthy mostly for their earnestness. Today, that’s mostly gone.

Who is to blame for the problems within our education system?

Less than a year ago, as I was finishing a book on Michelle Rhee, the combative former chancellor of schools in Washington, D.C., the time arrived to set up a website for the book. The website designer asked if I wanted to include reader comments. It was a sensible suggestion, but I said, no, thanks.

While reporting the book, I had monitored the comment sections in other publications as reporters wrote about hot-button education topics, including Rhee. These commentators were nasty; I’m talking abortion-debate-level nastiness.

How did that happen? For years, education politics were noteworthy mostly for their earnestness. Sure, there were flareups between “reformers” and teachers unions, but generally the tone of the discourse was civil and there was genuine curiosity in understanding opposing views. Today, that’s mostly gone.

As an author writing about the polarizing Rhee, one might expect I would experience this vitriol. But I’m hardly alone. Time contributor Amanda Ripley is a relative newcomer to education issues. “I spent my career writing about everything from abortion to terrorism to prisons, but none of these things compared to education,” Ripley told me. “The nastiest emails I’ve ever gotten have been about education.”

Last year, Ripley wrote a lengthy Atlantic piece about the research Teach for America conducted on which teachers turn out to be the most effective in the classroom. Interesting stuff.
But few readers within the education world cared. What mattered was whether Teach for America, a group disliked by many older teachers (they resent the popular image of freshly minted teachers from elite colleges parachuting in to save classrooms), was portrayed in a flattering light.

“In the education bubble, these education stories are read for one purpose, to see whether they support or defy your own narrative’” said Ripley. “You’re either with us or against us. What bothered me was that some of these people, who have significant influence on the lives of our kids, seem to have lost all curiosity about this complex subject. That’s ironic, given they work in a field that should value curiosity.”

How did the topic of education become one of the most polarized debates in American politics? The foundation was set in 2001 with George W. Bush‘s signature education law, No Child Left Behind. The Bush line that resonated – the “soft bigotry of low expectations” – made it clear who, exactly, possessed those low expectations: teachers.

From the perspective of many teachers, the law simultaneously targeted them as culprits and made their lives miserable with layers of standardized testing.

As a candidate for President, Barack Obama briefly made the teachers hopeful with the appointment of education insider Linda Darling-Hammond as his campaign education adviser. The teachers unions, knowing she would work within the system to make it better, embraced her.

But reformers saw her as a threat. She had dared to criticize Teach for America, the holy grail of reformers who think the current system needs shaking up with radical improvements. She had to be stopped.

What ensued were months of battles on blogs and Op-Ed pages for the heart and soul of Obama’s education agenda. In the end, Darling-Hammond was denied the throne of the federal Education Department. But the bloodletting will not be forgotten or forgiven.

Briefly, the unions took comfort in Arne Duncan‘s appointment as education secretary. Duncan seemed safe enough, but his agenda of offering states carrots to do things the teachers unions abhor, such as opening up more charter schools and imposing real teacher evaluations, set the unions on edge.

Yet Duncan was a mere middle-of-the-roader compared with Joel Klein in New York or Rhee in Washington. Rhee blazed through reforms: real teacher evaluations that used student test scores and a performance pay system that attempted to reward better teachers. Most controversial was her willingness to fire teachers she deemed to be ineffective. War was declared.

Meanwhile, billionaire reformers – Bill Gates, Eli Broad and Michael Bloomberg – were seen as aggressively applying business principles, such as accountability, to schools. Conspiracy theories abounded.

From the perspective of most teachers, poverty explains education problems. A valid point. Reformers insist that school quality, especially effective teaching, can make a sizable dent in the learning inequities we see across the lines of race and income. Also a valid point.

Mostly, however, the two sides no longer engage about their differences. They just glare and shout. Abortion has nothing on education, except bumper stickers. And I can only assume those are in production.

http://www.nydailynews.com/opinions/2011/06/30/2011-06-30_education_is_the_new_abortion_the_battle_over_school_reform_has_turned_dangerous.html

Related articles

• School Reformer Michelle Rhee Endorses New CPS CEO Jean-Claude Brizard (timesoftexas.com)
•  
• Michelle Rhee hires Democrat, continues working with Republicans (salon.com)
• Don’t Believe Higher Ed Critics, Education Reform Works (timesoftexas.com)
• Presidential Wannabes Mum on Schools (timesoftexas.com)
• Surprise! Virtually all of Michelle Rhee’s BFF’s are Republicans (dailykos.com)

Is This Intrusion Required? OR You tell Me

Link back to web site

http://www.usa-positive-expectations.com/Cloud_Grip.html

Under experiment is the practice of asking via the twitter mention function those we follow, who do not follow us, to retweet important messages as a public service message (PSM) for this common good.

Please RT- The common good must create a FTFRTFT GRIP on NEW MONEY for new delivery of prek reading skills to all at risk children, to avoid the EEEE gap http://bit.ly/ujsPRB @followers and @whodonotfollowus

To be sent because of limits-

Please RT- Create FTFRTFT #CLOUDGRIP on NEWMONEY for new delivery of prek reading skills http://bit.ly/ujsPRB @followers and @whodonotfollowus

This opportunity to social network and avoid the gap with an underlying substantial beneficial delivery of early reading skills, assets and attributes for our most at risk kids cannot have enough followers. Time will tell if our leaders, celebrities, and Titans of Twitter will press the retweet button without a social media fee and consider it a PSM, and not spam.


Of course it is not spam to the followers of @tdwusavalues and @eeeeinndc as the mention function is simply used to extract the tweet from the timelines.

It also is not real spam to send the tweet for RT with the mention function to news organizations who have massive followers but relatively few follows.

Concluding this USA VALUES, LLC effort lists the powerful as as blob, lists the messages as a blob, and works the micro blogging twitter to put them together. The way off the list for the powerful is to complete the applicable survey.

Our Request of Powerful School Districts, Government and Business

http://www.usa-positive-expectations.com/Business_Survey.html

http://www.usa-positive-expectations.com/support-files/survey.pdf

We ask the powerful in the schools, government, and business to take our survey so we can be assured they understand how important they are to the age 3-6 at risk children.  At risk is defined to be those that will in the opinion of Mom show up for kindergarten not ready to read, count and understand positive direction.

We link to the Survey, It has Business, School and Veteran components.

We list the organizations we have asked to take the survey

We call this a cloud grip because it is published on line as a part of our blog sites, in the cloud

Call Tom Wolfgram at 651-735-3018 or email him from the web site links

    

More distraction from the corners of the political spectrums

http://www.twincities.com/opinion/ci_19458746

Nora Slawik: Challenging myths about the unionizing of child-care workers

Quoting Nora   "With all the opinions and emotional rhetoric around the unionization of in-home child care workers, it's essential to have accurate information for the public, legislators and child care providers. I'd like to take this opportunity to make the case for unionization and dispel some of the myths floating around."

http://woodbury.patch.com/articles/rep-kieffer-home-daycare-providers-shouldn-t-unionize#comments_list

Rep. Kieffer: Home Daycare Providers Shouldn’t Unionize  -- Woodbury Republican says  "Too many providers will not get a vote on a decision that will impact them" 


USA VALUES, LLC says what we want to hear about and talk about is:


This controversy has nothing to do with the child. The child can in routine circumstances end up spending years in child care attendance at the cost of the taxpayer and still show up not ready to read, count and understand positive direction starting in kindergarten. 


The powers to be - think they can play the grassroots attention to controversy rather than the effectiveness of the care and education of the child, kindergarten, mom and the community. Effectiveness demands we see first things first. Period! 

Stop, and get it right! We need to get it right at the source so this wrong primary spending thinking does not continue. It is about the child! Then it is about effective education.

90% of the grassroots are someday going to wake up and say WHEN WILL OUR LEADERSHIP STAY ON POINT? It is not a political party thing. It is about the kids and our spending on a delivery that shorts the child and us.


It just so happens that this first thing first is really about more than child care, education, economics and even ethics. No wonder those in power want to distract us away from - Quality Is Free.

 Tom Wolfgram

Beyond No Child Left Behind, and More Time Without The Children

Interesting articles on teacher development (time away from the children), failure measured by No Child Left Behind, which leaves us no choice but to change the measurements and “inputs” top down rather than clarify them.  Collectively we have many opinions about many aspects that are just simply NOT FTFRTFT.  That is we are not using first things first right the first time thinking. 

Just about every educator knows to avoid the gap (the subject of all this discussion) we need to spend the money first things first, before kindergarten to avoid the gap in the children.  We need to deliver language learning when the brain is most sensitive to it.

Just about every businessman does not want to spend more money in total with added earlier delivery but would consider lending it if it were paid back and schools committed in a massive way to deliver 100% ready via outsource so they could restructure based on a positive change in the input.   If they have a successful business of any size they have learned how to save based on better inputs in the last 30-40 years.  This site is about that kind of adapted thinking for schools and business in support of a bridge loan to facilitate that commitment.  http://www.usa-positive-expectations.com

There are several questions where truthful answers would lead to FTFRTFT change activity.  There are many professional organizations that could lead the questions to truthful answers right after leadership takes FTFRTFT to heart and does it.  Does it first and not something else;  manageably sinking the boats of alternatives by deciding that plan A and if needed plan B must, must include 100% of the children starting kindergarten ready to read count and understand positive direction as needed by the school district.  Many positives follow from fighting the battle earlier and earlier with no boats to get away from failure.  They include proficiency against higher standards, savings to pay back money spent in earlier delivery, innovation, individualized education, more technology, and more development outside of classrooms.  

These questions have to be answered by our leaders and teachers.  The Goal is more proficiency throughput (completions) with less total cost and less in process education.  Yes or No?  Bottlenecks, dependent demand and variability work against throughput.  Asking the questions of -- What to change first?, What to change to? and How to change? -- will simply get the decision makers to FTFRTFT.  It is very important to not waste changes that will change again when we finally get to changing first things first. 

Please keep in mind if there is no gap at kindergarten and no gap at 3^rd grade that everything will change based on just that.  It is scientific within the individual child, teacher, principal and every organization.  To learn more about these adapted parts to continuous improvement making high quality free go here.  http://www.usa-positive-expectations.com/support-files/adaptedknowledge.pdf

 Thomas Wolfgram

USA VALUES, LLC –

Owner of a Positive Expectation Idea

Education Quality Needs to go back to First things First

There are first things first right the first time (FTFRTFT) things to do that are not done. The quality industry has not been used by government and education. Just a few quality concepts would go a long way. Crosby, Heil, Goldratt  and Covey principles are not used. They are used in all other fields of deliveries. The concepts and principles were new 30 years ago but Education has few excuses any more. Even positive expectations without substantial new early assets delivered will not move the needle. Brain Science says 90% of the synaptic closings are naturally complete by age 5-6. The public school starts at age 5-6. We all know mentors of mom and child are needed sooner verse later if literacy and order is not being nurtured. See www.usa-positive-expectations.com for a first things first discussion. Nothing is new, who will show up with the intrusive paternalism called for by David Brooks before the new money is put in.

Supporting A Public Service Message

USA VALUES, LLC.
7879 Somerset Ct
Woodbury MN 55125
651-735-3018

Supporting A Public Service Message
“Delivery of early reading skills is a Critical Gift. Without this Gift,all children are behind before they start kindergarten.”

This letter has been sent to our federal representatives and senators, our state governors, the directors of state chambers of commerce and the state house and senate legislators in Minnesota and Wisconsin. In short it makes reference to letters sent to promise and struggling neighborhoods who desire to restructure, remodel and grow the local culture of opportunity.

Letters are on the first blog (Today’s Children, Tomorrow’s Future) from this page. http://www.usa-positive-expectations.com/Thomas_Wolfgram_Blogs.html

USA VALUES, LLC is a start up to address the education and economic gap from the grassroots communities using a private sector approach concentrating on local growth economics, education, emotions and ethics. The business perspective uses a snakes in the grass image. It represents the extra cost we have because we do not build on the truth of first things first when we work this problem. Doing first things first is a professional way of creating new money from the old.

1. The end in mind is that High Quality Early Reading Skills Delivered is defined to meet the requirements of one size fits one at risk entry into kindergarten. These requirements are set by the district as evidence of proficiency, on the way to third grade measures. They must first fully consider expectations for high quality brain developments and generally the definition must give respect to what is time sensitive. The delivery should be guaranteed easier than not by the provider. The child must not be allowed by parent or mentor to fall behind in pre-k; the strategy is to not let the education gap form.

2. As business activity, we call for everyone to know how important and time sensitive early reading, counting, and understanding positive direction is to the child and the community. We do this by sending paid for public service messaging from local business and service that is sure to reach the most at risk and community with the same message. This is the subject of the local social business network in addition to modern business communication.

3. As an after hour business proponent of value creation, we call for a professional restructure of local school and government present spending choices in the public silos of delivered services and education. The restructure is to create “new money” from old money so that 100% of at risk kids are funded to be ready and each dollar is spent in support of what is first things first for a resident or business taxpayer and a child at risk.

4. The “New Money” creates a surge of Early Reading Skills Delivered that can be counted on by the K-12 education system. The local K-12 systems “control” the requirement and the restructuring of federal, state, county and local district spending to be certain high quality early learning is funded for 100% achievement. Delivery will likely be contracted for cost considerations and performance must be guaranteed to progress to zero exceptions (100%) over 3 years.

5. Complexities are slain like dangerous snakes in the grass or the grass is cut because the community (including small business and churches) want it so and are socially connected with technology to make it so. Choices are simplified when the 80% sees growth in opportunity and the value of giving priority to first things first.
• The growth can be lined up right the first time starting with the coverage of the most at risk age 0-6 children.
• An effective mentor of child and mom is considered an asset of the child, if necessary. Assignments are changed as required to make the child successful on the defined path.

6. Back to business, USA VALUES LLC is a local advertising company that sends the public service message in print and online. There is synergy in the customer base of business advertising and promoting. There is no waste as the social / business network is created. The customer list has dual purpose linked directly to revenue, the PSM and the social network.

7. The owner of the advertising company knows the general public is aware of the PSM at some level. However, surveys reveal the general public is not aware that early literacy is time sensitive physical brain development where very significant percentages of synaptic closings cannot be redone. The child is left behind when those closing are on empty.

USA VALUES, LLC introduces a unique website to facilitate development of communities in light of the above. It recognizes public education and social programs to be the mother lode of resource that must make the pivot to success. Under all conditions there is a first things first that when recognized will generate less waste. The time has come to pivot.

Individual positive expectations must be used for the foundation of the local restructuring to work best within our republic. Our national site is http://www.usa-positive-expectations.com/ and our first local site is http://www.usavaluescoupons.com/.

Consider these concepts locally because they do not require millions to plan and billions of new federal money. You can participate in the web sites via comment or Twitter.

Call me and we can put an increased present value on the positive expectation of creating an individual at age 6 who is ready to read, count and understand positive direction.

Best regards, Early Reading Skills Delivered - Ringing Advantages

Thomas Wolfgram

President- USA VALUES, LLC

mailto:tomwolfgram@usavalues-character.com
http://www.usa-positive-expectations.com/ and http://www.usavaluescoupons.com and http://twitter.com/EEEEinNDC and https://twitter.com/tdwusavalues

Neighborhoods connect to Positive Expectations

USA VALUES, LLC.
7879 Somerset Ct
Woodbury MN 55125
651-735-3018

Neighborhoods connect to Positive Expectations

After reading materials on the Promise Neighborhood Applications we want to express respect for your desired improvement. We would like to add to your efforts from the private sector and present to you avenues without start and stop federal government support. USA VALUES, LLC. introduces a unique website to facilitate development of communities in light of the individual and social needs. Multiple local networks come into connection with an important public service message for the community. “Delivery of early reading skills is a Critical Gift. Without this Gift, all children are behind before they start kindergarten.”

As you know many locations and many of the worst cases will not receive federal money to even start. Importantly several local networks will start down the road of the new promise neighborhood federal money on a start that may not reconcile to the deficit now or even 10 years from now. The money problem is with us forever.

There has to be a grassroots start for this restructure and new delivery that does not rely on Washington DC. Common sense must insist on a local multi silo First Things First Right the First Time (FTFRTFT) restructuring, focus, confidence and delivery of those at risk. The case has already been made that it is in the best interest of business of all sizes to invest in early reading skills to create positive expectations in their “neighborhood”. This is critical to small business, churches and communities who want to create new positive expectations, basic individualism, gifting definitions, investments and social interventions. And, balanced budgets.

USA VALUES believes like many that age 0-6 children should be made ready for kindergarten to exactly the requirement set by the school district and the brain development science. This will require a restructuring of the multiple silos of spending (everyone to earlier, done right the first time) for at risk children and their mothers. What must be done first is actually simplified. When 100% of the kids are delivered ready to read, count and understand positive direction the exception is eliminated. There are no lower cost times or place to prevent being at risk; than age 0-6; in the local community. A surge process to cover 100% needs to be locally created and delivered.

FTFRTFT high quality includes a guaranteed delivery of 100% ready to read children to kindergarten. K-12 education is strong and will continue that to 100% proficiency in 3rd grade and later because of focus and confidence. The individual ethic of asset building is very important to freedom working in the USA, supported by traditional business and local economics. Business has the talent to help schools and government restructure and reduce costs to create “new money” based on the completely ready input. Demonstrations exist, we need leaders who understand quality can be engineered. The result is a literate individual growing to value freedom, economics, education, emotions and ethics. Government, schools, churches and communities have the resources to mentor child and mother to kindergarten readiness within the money that is already being spent.

School districts can be funded to start earlier and charged with the school readiness issue of individual contracts to the at risk so the delivery can be guaranteed ready by a contracted mentor or provider. All the power of web and mobile can be applied without a classroom as the need is first seen one size fits one. Without question communities need to be “talking” socially about their positive expectations from early reading skills delivered through mentors and classes.

In summary, schools will deliver a 21st century world class education because they have started with 100% student proficiency as early as first grade. To not make this pivot to individual asset building, including being ready to read is to keep trying with failed concepts and principles. Small business drives the free PSM via the flyer and the local social network to start the culture change from the foundations. USA Values, defined by the location, will intrusively challenge the culture of spending accountability to asset building by soft messaging from the small businesses and the local churches. Budgets are a constraint. Your attitude to put FTFRTFT in place is a critical replacement for more money in total.

We have the business model to surge just that. The model will prove to be more accountable and lower cost. USA VALUES will give revolutionary positive substance to small business success, asset building, the corner church and local budgets.

For reference I link to the community requirement for the Promise Neighborhood Money at http://www2.ed.gov/programs/promiseneighborhoods/index.html and note it does not include local small business or the corner church as required partners. A clear pivot to first things first might not be first in your ultimate plan and we suggest you make it so. Our national site is http://www.usa-positive-expectations.com/ and our first local site is http://www.usavaluescoupons.com/.

339 communities applied for federal money and only 20 received grants to plan very tight locations with unacceptable boundaries and no real new money behind the plans. Please pivot because the quality principle of FTFRTFT is universal and not subject to change now or tomorrow.

Consider these concepts locally because they do not require millions to plan and billions of new federal money. You can participate in the web sites via comment or Twitter.

Call me and we can put an increased present value on the positive expectation of creating an individual at age 6 ready to read, count and understand positive direction.

Best regards, Early Reading Skills Delivered - Ringing Advantages
Thomas Wolfgram
President- USA VALUES, LLC
mailto:tomwolfgram@usavalues-character.com
http://www.usa-positive-expectations.com/ and http://www.usavalues-character.com/ and http://www.usavaluescoupons.com and http://twitter.com/EEEEinNDC and
https://twitter.com/tdwusavalues and http://www.linkedin.com/in/tomwolfgram
651-735-3018; Cell 612-968-1579

Attention Black Regiment Pastors

Dear ,

Attention Black Regiment Pastors

Via Glen Beck and David Barton I came to your listing on the Chuck Baldwin site. In keeping with watching what the other hand is doing we need to be alert to the federal government installing cradle to career urban support for those at risk without really changing the culture. You will see from this letter and web sites that proficient early reading skills before kindergarten in the USA are considered like clean water in Africa. A huge success factor and one of the places the local Christian Church can significantly address.

USA VALUES, LLC introduces a unique website to facilitate local business, churches and teachers in light of the individual Christian and social needs. Multiple local networks come into connection with an important public service message for the community. “Delivery of early reading skills is a Critical Gift. Without this Gift, all children are behind before they start kindergarten.”

Importantly many local networks will spend new promise neighborhood federal money on cradle to career start programs and many of the worst cases will not ever get federal money. There has to be a way for this delivery from the grassroots to impact the worst of our urban culture. There is not enough federal money to do this from Washington DC. Common sense must insist on a First Things First Right the First Time (FTFRTFT) restructuring, focus, confidence and delivery of those at risk.

This is critical to churches and small business and education at this time. The parameters of local program spending must include basic individualism, gifting definitions, and positive individual and business expectations from investment and social interventions that are accountable and desired by 80% of the population. Building solid individual assets will allow rapid replication without federal money, thus it is a perfect place to start on the culture.

USA VALUES agrees that age 0-6 children should be made ready for kindergarten to exactly the requirement set out by the school district. This will require a restructuring of the multiple silos of spending (to earlier) on at risk children and their mothers. When 100% of the kids are delivered ready to read, count and understand positive direction the exception is eliminated and federal money should stop flowing. There is no lower cost time or place to solve being at risk; at age 0-6; in the local community. A surge process must be locally created and delivered. We know who understands this.

FTFRTFT high quality includes a guaranteed delivery of 100% ready to read children to kindergarten. The schools are strong enough to continue that to 100% proficiency in 3rd grade and later. While the tax on business is always a concern, the individual ethic of asset building is very important for freedom to work in our republic. Government, schools and churches have the resources to mentor child and mother to kindergarten readiness within the money that is already being spent. Business has the talent to help schools and government restructure and reduce costs based on the completely ready input. The culture needs individuals who value freedom because it is God given to every man.

It really is time to act and interject individual asset building into the local community of at risk children and mothers, residents, local business, local churches, local government, schools and organizations. USA VALUES has the business model to surge. It would prove to be far more accountable to the most at risk and lower cost than anything from the federal government. USA VALUES would give revolutionary positive substance to the Black Regiment and major local spending concerns. School districts already match to the capacity of the kindergarten numbers and they can issue the individual contracts to the at risk so the delivery can be guaranteed ready by a contracted mentor or provider.

Schools then deliver a 21st century education because they have started with 100% proficiency as early as first grade. This is not made up, it is being done today. To not make this pivot to individual asset building ....is to keep trying with failed concepts and principles. Small business drives free PSM via the flyer and the local network to start the culture change. Reorganizing federal, state, local government and school district spending to concentrate early on the individual ethic of asset building changes the culture from the small business and local church effort. Budgets are a constraint. Your time maybe has come to impact the culture.

Check out the stated community requirement for the Promise Money at http://www2.ed.gov/programs/promiseneighborhoods/index.html and note they do not care about local small business or the corner church as required partners. You (corner church) are needed for the foundation of the local restructuring within our republic.

Our national site is http://www.usa-positive-expectations.com/ and our first local site is http://www.usavaluescoupons.com/. Use these concepts locally to dive into the culture because they do not require millions to plan and billions of new federal programs. You can participate in the sites via comment or Twitter.

Remember that 339 communities applied (I guess that over 1,000 but less than 2,000 exist) for federal money and only 20 received grants to plan with no new money behind the plans. We must think about what is not being done in the worst of situations and locations and act as Christians.

Please call if you would like to know more and how.
Best regards,
Early Reading Skills Delivered - Ringing Advantages

Thomas Wolfgram

President-  USA VALUES, LLC
mailto:tomwolfgram@usavalues-character.com 
651-735-3018; Cell 612-968-1579
Twitter @tdwusavalues and @EEEEinNDC

Beck, Palin and Sharpton

Getting Real

Positive Expectations are possible with the words of Beck and Palin. It is all about expectation and choices and God's help to be right with him first and then everyone and every group besides.

When we say let’s do something Lets do first things first right the first time. Can every neighborhood decide to deliver 100% of the kids ready to read, count and understand positive direction to kindergarten? Say in groups of 100 or 1000 homes and apartments. This would give us a positive expectation www.usa-positive-expectations.com and start building assets and attributes of value.

It would take a miracle in today's world, and my God has that kind of power to spare. What powers Sharpton? What powers Beck? What powers Palin? My God is using them and me. Who is using you? Where does your power come from? We could use some of yours to deliver at risk kids age 0-6 to kindergarten ready.

Is Now The Time?

USA VALUES Inc.

Tom Wolfgram
612-968-1579


Proficiency – Opportunity
Literacy -- Freedom – Responsibility






USA VALUES, Inc. has the audacious plan to help communities deliver 100% of the atrisk children to kindergarten ready to read, count and understand positive direction. It is new to define the word atrisk as a single word. You will find the rest of this to also be new thinking

Thinking and changing makes too much sense! All that is needed is a wide spread understanding of how primarily important and simple early reading skills delivered are and the fact that they are important economic foundations along with education foundations.

A whole new local business model will evolve that has small and large business very concerned for the community’s delivery. A delivery that is personal because it is one size fits one, first things first, and must be delivered right between the ages of 3-6. Business is a community person with character and values.

The school district knows that the delivery is all important to the proficiency and cost effectiveness of the school system and the child’s future.
The effective community citizen knows it is only limited by the rigor and commitment and new money existing for investing in the delivery of early reading skills to the age 3-6 child as the first of many valuable assets and attributes.
• Business must be allowed to be drive personally for the future economics. Investing with stated requirements normal for them.
• Age 3-6 education, including the “reaching out” school district’s requirements, must deliver the child ready to read, count and understand positive direction in connection with a defined ROI. One that latches onto community, school, city, county, and federal monies already in the system.
• Leadership must understand the ROI is strong enough to pay back the new money investment.
• The veteran, as a new player, has every back side covered regarding demonstrated rigor and commitment when the savings are contracted and resting in a community development corporation designed for paying back and investing in the local future economic opportunity.
o This rigor and commitment is nothing compared to the active foreign duty to deliver literacy and freedom as the agenda of opportunity.
o Literacy, freedom and opportunity are the bottom lines that the military has been asked to deliver to the world in the last 50+ years.
o Their dedication goes so perfectly with the desire to deliver similar assets attributes and values with rigor and commitment to the most atrisk at home. Why not make this delivery at home and abroad what it truly is—The USA Gift To The Atrisk World?

1. Can you help me?

A. Now is the time for new money, and, a solution to capacity that moves the public schools to proficiency with a 100% first things first delivery of Early Reading Skills.
• Public service messaging to Business, Moms and Citizens must be economic
• Make it economic, pay the investor back
a. 2004 Job Creation Act sources the money for Investment
b. Savings from the public domain become the sources of the payback
• Vest federal chartered veterans to be the catalyst to investment, savings and payback
• Must use growth to fund new money for Early Reading Skills Delivery, i.e. www.GrowSmartDeliveries-ERS.com

B. Local business deserves a total solution and is holding out for it. Business deserves to pay for the total solution. It is all about economics. It is all about creating value from the discovery of hidden assets. They pay, they win.

2. Help me with the public policy that leaves open slots in our high quality delivery

3. Help me with the public policy that does not focus on delivering 100% of the at- risk for a committed return.

4. Lets get started

A. Everyone has an opportunity for positive cash flow within 2 days
by clicking here.
B. You are a mom or an educator or and effective citizen who thinks more positive messaging can be used and delivered to our children, click here.

C. If you are a growing or effective business, an effective citizen, or an effective organization who wants to use their base of economics to create new money for Early Reading Skills Delivered, click here.

If this does not make sense to you and you want to tell us why, Do so! We may be missing something. Give us your comments at the 9-15-08 post of this at:
http://chardevelactivity.blogspot.com
or http://ulticharnetwork.blogspot.com

Second Letter to Twin Cities MN Area Foundations

USA VALUES, Inc. Phone 651-735-3018
7879 Somerset Ct. Fax 651-451-1369
Woodbury, MN 55125 tdw.usavalues@q.com

March 14, 2008

Draft

Draft

We have had several very quick responses to a batch of requests sent out because our initial request obviously does not fit the foundation program. There is a reason for that on both sides. We accept it, but beg that you at least ask for the introduction. We will not bother you after that. The introduction represents new designs and good thinking on the Prek education, K-12 proficiency, social, sustainable, choices, and poverty fronts. Good thinking that you might make better. From our perspective it is good enough thinking to start asking for investments, career choices, rigor and commitment that will create a sustainable different outcome based on real requirements. Everyone is needed to fill the gap that has existed forever.

So, before you say no to the March 10th letter! Please consider this.

You are only being asked to help provide the leverage of the veteran on the multinational corporation. Positively the companies want to help, but can not be told to loose shareholder money in the process. Our designs must deal with why one would ask for a gift when there is a ROI.

The multinationals have two public relationship issues against them. They need our local help to be the best they can be for our society. They are the largest and most public businesses; they are actually owned by the USA public shareholder or others in the world using the USA systems for financial security. This profile puts profits first.

• They moved the “cheese” for our kids and the education system; for growth and cost reasons. They have to do this, and yes-- in the last ten years they have only started to wave the important warning banners, but without solutions.

• They have been funded to fix this situation with the 2004 Job Creation Act but have so far allowed the funding to stay under the national radar because it is frankly complicated and a return on the investment for them is not assured without a contract. They already have a world market of human resources to work with so it is not as if their entities will run out of employees. That is more of a local problem.



The veteran can be positioned by the leaders of the multinationals in the syndication of the investment and the payback from the contracted ROI by the school, city and county. Everybody needs each other in this win-win.

Additionally, I have been a student and investor in the early learning situation for some time. I am vested. There seems to be no limit to the way the same simple thing is said time and again. There is too much talk.

I honestly will work to create a system, for profit or not, but most likely both that; 1) focuses on the most at risk from the bottoms up to maximize the ROI and reduce to almost zero the risk of the private investor. I see the money sitting with the private investor, and ROI is a given with more rigor and commitment delivered one size fits one. 2) Provide the systemic understanding of the basic requirements of the public kindergarten teacher in the early learning industry. Clearly, simply-- 100% of the children ready to read, count, add, subtract, and understand positive age appropriate direction, choices and opportunity would unleash a very powerful public education system for the benefit of all. Why not just do that first; It is over 80% of the PreK solution and can be verified by kindergarten teachers without testing.

Our proposed structure is all about this and has nothing to do with what has been done in the past. In our proposals the private sector provides the rigor and commitment to change. This design would be a new service industry built around the rigor and commitment we can expect from our returning veterans in our most at risk localities with a related public relations profit motive. It is about design and natural workings.

Sincerely,
Thomas D. Wolfgram

First Letter to Foundations in Twin Cities MN area

USA VALUES, Inc. Phone 651-735-3018
7879 Somerset Ct. Fax 507-452-2202
Woodbury, MN 55125 twolfgram@wcprinting.com

March 7, 2008

insert

insert

USA VALUES, Inc. is a start-up advertising, promotion, and sponsorship company building the “Early Reading Skills Delivered --Ringing Advantages” brand.

This is an unusual request and opportunity. The platform for the “business” includes all of the economic elements to deliver 100% of at-risk children to kindergarten ready to read, count and understand positive direction, choice, and opportunity at its lowest possible cost given the requirement of 100% delivery.

Please consider this request to provide adequate financial guarantees for the SBA start-up capitalization loan of $500,000 covering Minnesota. The Patriot Act within the SBA 504 7(a) loan program is almost perfect for this business concept. No money is being requested of your foundation. By virtue of the guarantee you are somewhat funding the purchase of the company by veterans. The guarantee goes away as fast as success is achieved.

When the SBA approves the Patriot Act Loan for the veteran majority owned business (fast tracked) they will require a guarantee from the ownership. Additionally, we want to create a relationship with you as the guarantor that will give the ideas within this organization special legs and a new platform for the delivery of PreK education collaborations.

The business will be organized as an LLC. It will be majority owned by veterans. It will employ war disabled veterans wherever possible. The introduction to the business plan with many benefits described will be provided as you wish.

The start-up operation is in Northern Dakota County and South Washington County, Minnesota, where we have a small business and reside. The business will launch after a initial syndication of new money from the 2004 Job Creation Act. The for profit effort is in syndication of the investment, the payback of the investor, and the public service messaging in a specific location supported by business to consumer advertising, also the business unit success parameters can be systemically duplicated.

I have concluded recently that pre-k literacy for 100% of our at risk populations can be advanced dramatically with the veteran’s practical and ethical position. They have a confirmed banner of opportunity and have paid the price to wave it. It is; “Literacy is Freedom and the Agenda of Opportunity in the World”. Now is the time to be certain of the delivery in the USA with their set up and leadership.

Additionally the model does not call for the 20 billion annual dollars needed nationally as a gift or a grant. It calls for the investments (unrelated to the SBA) to be made by multinational and manufacturing companies already funded for this purpose by the 2004 Job Creation Act. The business model actually returns a real cash payback of this investment while it sets up the local community with the education and seed money to create high value jobs because of the early basic education. We are talking about AAAA quality. 100% ready for kindergarten, 100% proficient, 100% graduated, 100% ready for the flat world middle economy. That investment money is a cornerstone to success in the new middle economies and something must be added and changed to trigger it. If not now? When?

I will be pleased to explain how real economic improvements show up in the communities in 7 short years based on real saving units for real development. The real development desired is initially defined by the history book, - The World is Flat - by Thomas Friedman.

My hope is you see a way to be growth supportive at the regional, state and national levels beyond the guarantee even if the time is not right now. The business will employ several processes that are unique, proprietary and protected. The business will have natural relationships with local advertisers. It will have economic reason for the veteran to work with business, chambers, business associations, city and county development agencies and boards, K-12 school boards, PTAs, pre-k education organizations and the faith base.

If my hope is confirmed, I can email you a further introduction. Please send me your email address. Mine is in the letterhead. Also, let me know if you want to just visit to discuss, thanks you for your attention. You do not get too many requests to actually start a service industry so badly needed by society but really stuck in neutral by tradition.

Sincerely,

Thomas D. Wolfgram, Owner of USA VALUES, Inc.

Second Letter to Multi-National Corporation CEOs

USA VALUES, Inc. Phone 651-735-3018
7879 Somerset Ct. Fax 651-451-1369
Woodbury, MN 55125 tdw.usavalues@q.com

March 20, 2008

Insert

Insert


Before you dismiss the March 17th letter! Please consider:

I have been a student and investor in the early learning situation for some time. I am vested. There seems to be no limit to the way the same simple thing is said time and again. There is too much talk.

I honestly will work to create a system, for profit or not, but most likely both that; 1) focuses on the most at risk from the bottoms up to maximize the ROI and reduce to almost zero the risk of the private investor. I see the money sitting with the private investor, and ROI is a potential with more rigor and commitment. 2) Provide the systemic understanding of the basic requirements of the public kindergarten teacher in the early learning industry. Clearly, simply-- 100% of the children ready to read, count and understand positive age appropriate direction, choices and opportunity would unleash a very powerful public education system for the benefit of all. Why not just do that, first .

Our proposed structure is all about this and has nothing to do with what has been done in the past. In our proposals the private sector provides the rigor and commitment to change and is driven by the economics. It would be a new service industry built around the rigor and commitment we can expect from our returning veterans in our most at risk localities.

The private sector focus of keeping 100% of the kids in the high quality game until at least high school and providing high quality local jobs there after is now emerging as the first thing to do to protect the local areas ability to grow. This is a new market for everything.

Any investment in this early effort is discretionary and “above the law” use of the money repatriated by the 2004 Job Creation Act, or the tax reduction from the 2004 Producer’s Tax Deduction. How you present this money you received to the community is very important. A WHAT IF commitment to attain the many benefits described in the first letter to you is just prudent and growth positive. Also, inputting into the system the returning veteran’s special banner of “Literacy is Freedom and the Agenda of Opportunity” is important to every urban community that is stuck with the gap.




Everyone needs to know you hold the money and leadership to a solution and actually have a unique low risk investment proposal for the public (based on rigor and commitment) that will return enough of the ROI to the investor. We realize the multinationals have several issues working against them with a profile that puts profits first. Being the largest and most public businesses; you are actually owned by the USA public shareholder or others in the world using the USA systems for financial security. The USA middle is still the foundation.

• The “cheese” moved for our kids and the education system in the last ten years and most multi-nationals have not been waving the important warning banners.

• Multinationals and manufacturing companies have been funded to fix this situation with the 2004 Job Creation Act but have allowed the funding to stay under the national radar because it is frankly complicated and a return on the investment is not assured.

• You have a world market of human resources to work with so it is not as if you will run out of employees (maybe you will run into a shortage of the most ingenious as predicted) but the local companies will be hurting and everyone hurts when the 80% middle hurts.

The veteran can be positioned by the leaders of the multinationals in the syndication of the investment and the payback from the contracted ROI by the school, city and county. Everybody needs each other in this win-win. Once it works it can expand rapidly because the design uses natural business leverage.

Please, let me send you the introduction. We can get started soon.

Sincerely,

Thomas D. Wolfgram
President - USA VALUES, Inc.





.

First Letter to Multi-National Corporation CEOs

USA VALUES, Inc. Phone 651-735-3018
7879 Somerset Ct. Fax 651-451-1369
Woodbury, MN 55125 tdw.usavalues@q.com

March 18, 2008

Insert

Insert

How did the 2004 Job Creation Act change the powerful multinational and manufacturing company to become a focal player in high quality job creation? How does our nation start with new inputs to the urban public schools so new outcomes can be expected?

How can you help now that your traditional before the cash infusion role has expired?
Providing citizens good jobs and developed opportunity when and if it all comes together in the USA is hurting the middle needed for the base economy.

Measured against the general practice of high quality, doing first things first, right the first time, one size fits one could leave a conclusion that few are making the 2004 Job Creation Act a real opportunity. The private sector focus of keeping 100% of the kids in the high quality game, and providing a high quality job opportunity after that; is now emerging as the first thing to do to protect the local areas ability to grow and be secure. This is a NEW MARKET for everything urban if we can just monetize the ROI from ready to read before kindergarten so that a payback from the public sector is possible. (This would be new)

• Everyone knows more rigor and commitment is needed to deliver 100% of a local population to kindergarten ready to read.
• We know that it is pay earlier now or pay more later.
• We also know there is a substantial sensitive period to learning language at age 3-6 that could change the lives of our most at risk.
• Child care can mean early reading skills delivered but often does not.
• 50% of our children arrive at kindergarten already behind.
• The system is generally strong enough to recover the top half of those behind.
• The system is out of growth money.
• The yield of those highly educated and motivated is too low for our growth rate.
• Kids drop out mentally, some as soon as the 4th grade.
• A dropout can be predicted after kindergarten.

We believe you will be interested in positioning a small investment, a loan, using your repatriated earnings. Your loans are paid back because the payback is contracted and managed by returning veterans. The veteran could be positioned by the leadership of the multinationals in the syndication of the investment risk and the payback from the contracted ROI by the school, city and county. Everybody needs each other in this win-win. This Contracted ROI Program will stand on its own economically so it could spread with SBA money just as fast as professional veterans can get up to speed on the leadership of the collaborative and early reading requirements.

Incomplete list of reasons to invest with rigor and commitment:

• Create high value jobs and a changed education proficiency in the USA.
• A classical change the input solution without pain because the gap is a void.
• Engage returning veterans, with the banner they have earned, in a very meaningful opportunity for the next 20-30 years.
• Encourage and help the public and public education address and project the important language learning sensitivity period before the children fall behind.
• Advantage the USA with integrity and fairness and an even start to the top in our urban communities.
• Be defined as the local ethic and demonstration to the new flat new world opportunity that also exists locally and then again internationally.

Please, use a minor portion of your repatriated earnings, please make a WHAT IF commitment (led and managed by professional returning veterans via a loan contract). Commit to the local public sector to fund the delivery of the most at risk kids to kindergarten ready to read, count and understand positive direction, choices and opportunity. ONLY IF, they agree to pay you back from the ROI. It breaks down locally to be $300,000 per 100 children per year for two years ($600,000 per 100 children).

This investment is a discretionary and “above the law” use of a very small portion of the money repatriated by the 2004 Job Creation Act, or the tax reduction from the 2004 Producer’s Tax Deduction. How you present this money that you received is very important. Inputting into the social system the returning veteran’s special banner of “Literacy is Freedom and the Agenda of Opportunity” is important to every urban community that is stuck with the gap.

If not now, when? If not this, what? For a school district that has 100 children starting in kindergarten each year the draft contract suggests there is roughly a $2,000,000 investment over 4 years in the kids and their caregivers at the most local level before a dollar is paid back by the school. What districts will say no to this? This new design is ready for a test. A start-up.

Please, let me send you the introductory package to this new design.

Sincerely

Thomas D. Wolfgram
President USA VALUES, Inc.

The Case for Apartment Early Reading Skills Delivery

USA VALUES - CDP Phone 507-452-2658 or 651-375-3018
Character Development Program Fax 507-452-2202
102 Walnut Street http://www.usavalues-character.org/
Winona, Minnesota 55987 twolfgram@wcprinting.com (A 501 (c) (3) company)

The Case for Apartment Early Reading
Skills Delivery Focus

See the attached case discussion of why Early Reading Skills delivered is important to Business. We have short cut the definition of high quality Pre-K used in that presentation to Early Reading Skills (ERS) Delivered. This provides simplicity and a clear focus on first-things-first. The objective is to marry the interest of the apartment owners with the interest of delivering ERS because the value of the community is grounded in the value of the real estate used or avoided.
· Apartments could be the frontier for the delivery of ERS
· An Education focus drives property values; this is given
· Apartments are important in finding 100% of the at-risk age 3-6 children
· Working with the at-risk is working with the most significant trigger to grow value
o This holds for the nation, state, county, city workforce development/readiness
o development forces us to do this ethically at age 3-6.
o This is not new! It is now more important because shortages are predicted
o Shortages always produce values, but where will the values grow?
§ In the pocket of the speculator?
§ In the pocket of those with real assets and attributes?
The at-risk expect they will be exploited so a one-on-one giving of a true gift is the only process that will create value and asset building. The infusion of value (delivered Pre-K Early Reading Skills) specifically will increase the value of the property in close proximity. The same way the value is diminished with lack of actionable opportunity. Early Reading Skills delivered are actionable opportunities delivered.

We can prove that an apartment building full of mothers and caregivers focused on early reading skills delivery to all age 3-6 children will create better economics for the owner and inhabitants of the apartments. Society, the mothers, the children, the owners with this focus generate the following benefits:
· Higher demand for the space, attracting more ability to pay
· Higher morale, peace, joy and hope; with less vandalism and bullish behavior
· Higher retention and lower cost of turnover, vacancy and advertising
· Higher productivity because of the knowledge base with fewer complaints
· Higher productivity because of the focused personal work effort taking place
· Higher productivity because actionable opportunity becomes real possibility one-size-fits- one

If disadvantaged mothers knew the key to opportunity is simple early reading skills delivered; would they desire this, above all other choices, for their children? The more one is disadvantaged the more potential opportunity exists from these simple measures. Apartments are places to deliver the simple; on a no harm basis through adult mentors of the child with mothers watching the delivery, and reinforcing during the week.

100% ready-to-read starting kindergarten resets the possibilities of the public schools and this is a community thing that has waited in line for the economics of shortage to make it smart to be ethical. More importantly, effective citizens, business and everyone in a community with a future has a pay now or pay more later proposition/opportunity that is grounded in the value of the real estate used or avoided.

Tom Wolfgram

Who? When? -- what how and why

USA VALUES - CDP Phone 507-452-2658 or 651-735-3018
Character Development Program Fax 507-452-2202
102 Walnut Street http://www.usavalues-character.org/
Winona, Minnesota 55987 twolfgram@wcprinting.com
(A 501 (c) (3) company)

April 29, 2007

Dear Senator or Representative:

The following outlines of what, how, and why are too logical. Additionally, we respectfully need to know if not you? Who? And, if not now? When?

1. First thing first is too logical to ignore. 100% Proficiency at grade 3 requires proficiency at age 3, 4, 5 and 6 in at least literacy skills to start. At least 80% of those thinking will agree because it is simple, logical and a good start.

2. Keeping 100% of the kids on track in front of the curve of the learning that is possible starting at age 3 is just plain a requirement for our future. Age 3 is the only time we can actually use the phrase keeping 100% of the children on track. This would be a
monumental effort, as important as inoculations. 100% is important as a result but it has to be the goal before it can be the result. Government and Schools are not designed for 100% because it takes one size fits one giving outside of a rule book. So this will never be a government and school goal. It is always smart to know who can do what you cannot do yourself. Also, there are no limits to how the powerful collaborates, so there are no excuses.

3. Pre-K children are highly sensitive to ready to read skills deliveries and can understand age appropriate basic concepts of civility, opportunity, and achievement through stories. Delivering 100% of the children to kindergarten ready to read would prove our communities are effective and working in harmony with those who have the resources. Communities are responsible; 100% delivery would be a show of practical character.

An example of required innovation: The State and Federal Government has been sending education money (to Who?) for 40 years but can’t get the funds to the child who needs a one size fits one delivery to keep up with the practical learning that is possible. The learning gap is created before kindergarten with or without the state and federal money because skill delivery is not directed to the 100% from the bottoms up; as mentioned, governments and schools don’t do 100%; and the bulk of the federal money is directed to remedial efforts after grades 3-8 measure the gap.

Would it surprise the effective citizen that more money will not reach the at risk child? Forget the politics, this is not right. Where is the innovation and commitment.

We need to get simple, smart, and right to move this ball. What you propose to date will not get the job done. The ROI screams at you to lead the new money funding of at least Early Reading Skills to 100% of Age 3-6 Children.

Suggest an annual fund of new money for new deliveries of $175,000,000 be created from 1/3 citizens, 1/3 state and 1/3 federal money. Citizen funding from designated gifts, to support one size fits one commitments, so the whole increment has a chance to reach the most at risk in a one size fits one process. Let principals, pastors, and kindergarten teachers judge whether the children defined in a bottoms up process arrive to start kindergarten ready to read or not. At the age 3-6 start it is very local and very community based. Trust them! The local press will watch them. Let them judge the providers who deserve repeating opportunities to serve and give the gifts. Use your power to jumpstart the new private / public funding and the local efforts will generate the ROI.

Optional All Day Kindergarten is good. But it does little to capture the sensitive period to learning language for 100% of the at risk children before they start kindergarten. It does little to deliver even starts for the kindergarten teachers and ultimate public school funding. The 50% of the children who start ready to read or better really want to keep moving on the world based curve once they get to school. Parents are watching this very closely and might opt-out even faster in the future if the priority is not even starts.

This is a foundational issue, Raising taxes by 1 billion without getting first things first in place for the future is ….. Please add you own ending, or beginning, because you have the power. I gently invite you to think more deeply about how to put us more securely on the world curve of progress.

Outlines:
What This blog post dated 2-6-2007
How http://ulticharnetwork.blogspot.com/
Why This blog post dated 3-30-2007
Who http://ulticharnetwork.blogspot.com/
http://stpaulearlyreading.blogspot.com/
When The $200,000,000 new money question for the state?

Sincerely,

Thomas D. Wolfgram
Executive Director

Imagine the End in Mind for 2020 Now with 20/20 Truths Today

USA VALUES - CDP Phone 507-452-2658 or 763-550-0769
Character Development Program Fax 507-452-2202
102 Walnut Street http://www.usavalues-character.org/
Winona, Minnesota 55987 twolfgram@wcprinting.com
(A 501 (c) (3) company)

March 29, 2007

To Representatives and Senators

Let’s imagine it is 2020 and we have a gift that shows us the 20/20 truth about key decisions we make in 2007.

We have made many good decisions, it would seem because, among other issues:
· 100% of our kids graduate from High School
· They are 100% proficient in reading, math and writing
· They understand opportunity and choices in the many fields of life
· They can relate to the issues of secular character, morals and ethics,
because they read, believe in democracy and personal responsibility
· The 9 county metro area is growing at over twice the national average, the focus continues to be on high tech, medical and education
· The “brain power shortage” predicted was avoided. Brain power is no longer lost in ages 3-6 children because among other developments, moms were alerted, funded and supported to deliver Early Reading Skills
· New citizens are joining the community from everywhere because growth demands it
· Property values are reflecting that growth
· The value of growth is questioned, here and around the world. BUT, there is no question that opportunity and growth is part of the USA ethic perceived by the world projected by the state . USA VALUES™ (1)

How did this start? Well it seems like service groups and the American Legion and VFW’s decided, like our most influential citizens (the 911 Commission, page 377), that Literacy Is Freedom and we should teach it at home as we sacrifice lives to teach it overseas. Under all conditions the effective citizens concluded we should teach it at home!

Those with historically sharp 2020 hindsight saw the change when every mother got smart about the age 3-6 sensitive period to learn language (before schools starts) and within 2-3 short years every child arrived from the community to the kindergarten ready to read. This new brain power allowed the public, charter and private school achievements to soar. Drop out rates dwindled, and then dropouts stopped because of all the alternatives.

Hindsight revealed that in 2007-2008; 100% of the moms decided they could not deliver 100% of the children ready to read alone so they asked the principals to help them reach into the community by directly asking those with money (the powerful) to help deliver Early Reading Skills from the bottom of the community up. They made the point that the character network that already existed was adequate to remove the education gap from the school. Mom, drove it out of natural love for the child and children their child went to school with. Only Mom’s love could channel the effort of the most powerful to fix the education gap by working with and for the least powerful. The least powerful realized they could create their child’s opportunity themselves, and learned to ask for specific one-size-fits-one help for their child. Some call it a miracle, the coverage of giving is ongoing. But really, many secular efforts and local Mother and Grandmother Teresas rose to the issue as trained and paid volunteers for 5-10-15 year part time “careers” in the neighborhoods.

The largest Retailers of food and household goods started telling Moms about “HOW IMPORTANT EARLY READING SKILLS ARE TO THEIR CHILD” on their receipts. Many thought this would put much pressure on the public schools but the pressure showed up in the cities and communities instead. As a side note:

An estimate of extra cost to deliver ERS to 100% of age 3-6 children revealed it to be about .1% of trailing Mfg Shipments, Retail Sales, and Government/Education/Non-Profit spending. Substantial money’s came forth as designated gifts for one-on-one deliveries that matched giving with commitment to deliver. This happened in a very simple Give-It-Forward process that was more unconditional giving than not, but met the requirements of the public charities. Rings of Advantage could be sustained with advertising economics that triggered the funding and delivery. (2)

And, Business, households, apartments, trailer parks, and shelters realized the key to real estate values in total was an unstated education index relative to the neighborhood. This actually could mark the market up or down based on the visual current performance status of the schools and the community. This made real for business the concept that a huge ROI exists in the delivery of Early Reading Skills to Age 3-6 children. Especially, when 100% of the children subsequently have a huge impact on the quality of the public, charter and private schools; and the future of the neighborhood, city and county after school.

NCLB was looked at much closer by business and the effective citizen and the Early Reading First Portions of the act exploded from local demand. Early Reading First at schools got funded in spades from all directions as schools reached into the community under the direction of the principals. Schools and community were backed by the mothers love of children and the concepts of leaving no child behind were placed squarely on the back of the delivery of Early Reading Skills to age 3-6 children in proportions that impacted elementary schools. First Things First as Dr. Covey would say. Some would say the leaders decided to really start with an end in mind.

Really effective citizens with deep smarts realized that 100% delivery of Early Reading Skills could set a new stage of development for the community and the schools; and, they controlled it (most powerful and really effective) as they promoted the delivery as a gift. Also, mobility and continuous improvement played to their advantage as they delivered the skills at age 3-6. And, the really effective citizen already knew that giving is at least twice blessed; but, with taxes 1 and 1 rarely added to 2; so, they set out to make the point.
And, when they pealed back the onion layers covering the substance of this education curriculum they found self correcting materials for parent’s or “child parent mentors” already available. They decided there was no downside or extra long term cost to deliver Early Reading Skills in very small groups during a child’s sensitive period to learn language (brain’s reception powers are peaked). Also, they found proficiency demonstrated by some for many years with at least one “branded” process developed in the early 1900’s to help the most at risk in an urban environment. While branded the process was in the public domain and already digested from the classroom for one-on-one parent delivery.

Significant Blossoms emerged in communities with the Centers of Community Economic Development taking a lead role on the streets of the neighborhoods. They focused specifically on business parks, retail centers, and housing to find the children. (3)

The above expressions are copyrighted by USA VALUES, Inc.
It may not be used without permission.
(1) “USA VALUES™
(2) “Early Reading Skills Delivered- Ringing Advantages”©
(3) “Today’s children, Tomorrow’s Future”™

Sincerely,


Thomas D. Wolfgram
Executive Director