Today's Children Tomorrow's Future (R) (

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Thursday, June 23, 2005

Principals decide whether Early Reading Innovations are blessed or cursed

(PRWEB) June 29, 2005 --

The principal’s leadership in teaching age 3-6 children is a required innovation. The principal is the most important and highest paid public servant in the neighborhood. No one else in the community is even close to being responsible for 100% of the children. No one else is as close to the authority over the resources to make the difference. No one else has the wisdom, deep smarts, and motivation to start the child, school and community in early reading and choice development. How can you help the principal?

Principals have options to either lead engagement of age 3-6 children or do nothing to be respectively blessed or cursed by the NCLB measures 4 years later. Bottom line, principals have deeper smarts than many parents; they are able to predict success or not; they are given ultimate responsibilities without authority over the literacy skills of the children starting in kindergarten. USA VALUES-CDP encourages principals to insist and require giving first things first to the most at–risk children. Groups of at-risk children either ready to read and listen, or not, as defined, put the school either on track, or, in remediation. The principal’s influence is a significant capacity in the battle to keep at-risk children engaged. It may not be leveraged on age 3-6 children unless the community makes it possible. This emerging requirement to be effective is highlighted by the National Association of Elementary School Principals (NAESP) at in its recent publishing of Leading Early Childhood Communities.

Totally unrelated to NAESP, this logic has been put into a business plan of sorts for urban school innovation (change) and published at as a gift to support effective citizens, teachers, principals and schools who believe we can get to at-risk children before they fall behind. That logic is further supported by materials and referenced knowledge at . This set-up creates a limited but ultimate stage for principal’s leadership in the area of ethics, economics, responsibility, authority, choices, assets, attributes, messages and storytelling to primary age children on behalf of the public good. This innovation design published at will rebuild, with the disrupting NCLB measures, much clearer focuses on customer requirements, quality, and first things first thinking. Principals could promote the ethical and economic positions to encourage neighborhoods to step into the opportunities to innovate.

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Press Contact: Thomas Wolfgram
Company Name: USA VALUES-CDP
Phone: 763-550-0769

Monday, June 13, 2005

No Spin Get Real Action

Calling for Positive, No-spin, Get Real, High Expectation Attention to Age Three-Six Children

(PRWEB) June 16, 2005 -- This "even start" in public schools could be leveraged to make certain 100% of the children are not behind after 3rd grade. There are proven no-fail activities to be delivered child by child, directly costing the givers about a third of what is being defined as high quality preschool. Any plan of action focused on 100% will not be easy. But it is very practical to expect a child focus in our society; so agreements to fix the problem can be reached. It is not fair to let young children fall behind for the rest of their lives. Now economics are aligned with ethics. Here is a start to the top.

Practical expectations:
- Focus on 100% of age three-six children in the grassroots
- Anticipate the needs of the bottom half of the bottom half (most at risk)
- Pinpoint focus on one-size- fits-one individual gift giving
- Know it is a gift; make certain the child get it
- Government and the private sector is needed to give the gift
- Squeeze out the possibly of not being ready to read. School by school
- Create a community network that the principal can build with
- Measure going into kindergarten, Measure in 3rd grade
- Count on the savings expected

Innovation needed from our established caretakers:
- Public schools have not delivered one-size-fits-one (they have other strengths)
- Collaboration between government services, schools and private sector leaves the really hard one-size-fits-one giving for the individuals in the private sector. (demonstrated)
- Resource the individual giving because it is the only solution to the most at-risk
- Build permanent collaborations around expected public savings and available public spaces (more than schools)
- Effective citizens change for their own good the demonstration that the most at risk gets squeezed out the fastest at the highest cost.

Focus on long-term community and school improvement by innovating with the language learning sensitivity period starting at age three. First thing first? Right the first time! A basic quality process! Demographers are warning us that all children will be needed as effective adults. We must create expectations focused on 100% inclusions. What communities and schools are doing must be funded by gifts to reach 100% of the children one-size-fits-one.

The urban school principal in the public sector is already responsible, without adequate authority. Authority to make certain this early learning happens, could be structured the same as inoculation. Where will society get the new resolve and one size-fits-one capacity to fix the problem? It is not in the base. It must be created.

Here is a generic business plan (January 5, 2005 entry) to get started: will change the life of the teacher. This would change the definitions of problems our experts are working on and address at the foundation a host of societal problems.
# # #Press Contact: Thomas Wolfgram
Company Name: USA VALUES-CDP
Phone: 763-550-0769 Website:

Monday, June 06, 2005

Positive Steps and Wisdom to De-polarization Positions

Effective Citizens Understand that Today's Children, are Tomorrow's Future - Positive Steps and Wisdom to De-polarization Positions will be Fun for Effective Citizens

(PRWEB) June 6, 2005 -- Children are the unifying focus of each community and often the unifying focus (80% agreements) could be positioned more positively. We could better serve children and ourselves the growth and prosperity desired if we accelerate investing in our age 3-6 most disadvantaged children. This giving is sure to blossom into the future in ways that now can be predicted.

As an example, The Minneapolis Star Tribune ran an article about Archbishop Harry Flynn openly advocating higher taxes for a more effective attack on poverty and what ails communities. He was assailed for not advocating individual giving to cure the ailments. Those who advocate individual giving constantly run into the theme of I am already taxed. Yet everyone knows it will take both the government and more private sector giving in partnership to really squeeze the problems into a solution. As a pinpoint to the issue, if the leadership focused on getting it right for age 3-6 children there would be the 80% agreements needed to leave the fringe behind -- The age 3-6 child target is the one place in our society where agreement at an 80% level can be reached.

If we are going to surround the problems and squeeze them into a solution then it a no-brainer that the government and school efforts are going to have to meet the private efforts at the pinpoint to touch each and every child (100% coverage). Only a few questions are left; 1) what sector is better suited to the pinpointed one-size-fits-one effort required to address the poorest of the poor, the bottom of the bottom half? 2) who in the public sector is already accountable for the children? 3) How does "public" ask "private" for help before kindergarten starts? Count on these answers being different community by community. But 80% of the effective citizen base will want the answer, and will want to put forth positive local effort as soon as they understand the whole of society will blossom with new opportunities in 10-15 short years with the focus by 80% of the population on age 3-6 children.

Look to the following Blogspot for a more complete presentation of what it will take to move society to the next level; by just doing right the first time; that which is not even controversial. You read that right! Over 80% of the citizens in the USA would agree that we could send better messages to serve our future. When the messages are kept simple enough for children, an overwhelming positive agreement regarding growth and prosperity will result. Those assets, attributes and messages are posted on this site for your review and comment. They are dated 1-5-05. This approach to messaging has been successfully used by public school teachers in classrooms.

Check out (on the same blog) the Give-it-Forward® program for public elementary schools, posted 5-23-05, revealing 3 levels of effort to change communities forever! Using resources (paid, and to be paid) already in place.

Check out (on the same blog) the Free "business plan of sorts", posted 1-5-05, for effective citizens who want to work a new 100 word set of truths. (Sample of 100 words follows)

The Truth -- Without the gift of Early Reading Skills all children are behind before they even start kindergarten.

The Gift -- Only an individual gift delivers early reading skills at age 3, 4 and 5. This gift is the key to opportunity. It is society's best (effective and lowest cost) approach to preparing the bottom half of the bottom half (poorest of the poor) to want the opportunities, choices and engagement.

The Focus -- When 100% of the children start kindergarten ready to read English the urban school has the resources to meet the Adequate Yearly Progress Requirement of No Child Left Behind.

# # #Press Contact: Thomas Wolfgram
Company Name: USA VALUES-CDP
Phone: 763-550-0769