Ultimate Character Education Network

Delivery of early reading skills is a Critical Gift. Without this Gift, all children are behind before they start kindergarten. The Gift, Only an individual gift delivers early reading skills at age 2, 3, 4 and 5. This gift is the key to opportunity. It is society’s best (effective and lowest cost) approach to preparing the most at-risk to want opportunities, choices and engagement.

See also http://www.usavaluescoupons.com

September 06, 2013


At the Start

At the start -- what reading readiness could be delivered and received by the child first things first?  That thinking really needs to be freshly examined.  As you know there are more than 2,000,000 children per year who start behind the reading requirements of the K-12 school systems across the nation.  Reading readiness and age appropriate positive expectations are very important assets or attributes mostly missing in each of these children.  If you are effective and care about the nation we leave our children you understand there is no choice to doing anything other than first things first.  That needs to be found and plugged in.   
The learning of order and language based on a one size fits one relationship with an adult that matches the child’s age 0-6 sensitivity of brain synaptic development would be a huge boost to the local education and economic systems.   

Footing for K-12 Education Systems  Simplicity is important when a district is trying to move the needle on 20-80% of the children starting.  If a meaningful relationship between provider, age 0-6 child and parent is taking place early literacy is the result.  Anything less than early literacy means the requirement has not been kept simple and primary by us.  School districts are positioned exclusively with the capacity to simplify and solidify the requirements.  

USA VALUES, LLC is working long odds with large business and local school districts.  Many say the presentation of this simplicity to large business, governors, commissioners, mayors, school boards, superintendants and others at the top looking down will strike out without creating the footings for system change. See http://chardevelactivity.blogspot.com/ for business; and for government and education http://ulticharnetwork.blogspot.com/.    However, somehow we will establish a base in the grassroots with the effective citizen in pain to call on education reform and turnaround to start with first things first right the first time (FTFRTFT) with the most at risk for the highest return.   This change already happened quickly in business systems using these concepts because customers demanded higher quality.  Each and every successful turnaround from a system that does not work includes a stop and pivot; finds the basic first things first; does that without exception; and rebuilds everything around that result and new capacity.  Leadership knows that not getting first things first done right the first time means effectiveness is compromised.   We owe our most at risk kids the pivot to literacy is freedom, one size fits one that existed back when our nation was formed and was 97% literate.
To be clear, as we approach the many in the grassroots living the “national pain” with a revenue source for messaging,   http://www.usavaluescoupons.com/article/pain/ , we will be saying that the system and its establishments know better.  School districts have the money and expertise to close the gap of what can be assuredly measured with observation and demonstration starting kindergarten.  We hope to focus the nation on why simple could be the solution and how badly we are missing the 100% goal expectation.  Our historical investments in “literacy is freedom” in the world are numerous and generous.  Leaderships to provide the gift of literacy at home to 100% of our citizens are constrained by policy compromise.    

The following is foundational to seeing this simple innovation and creating the new money to deliver 100% of the children.
·         http://www.usa-positive-expectations.com/support-files/adaptedknowledge.pdf ; Constraint Management to Achieve Goals. 
·         http://www.usa-positive-expectations.com/support-files/adaptedknowledgemore.pdf  More on Constraint Management to Achieve Goals.

In simple summary there are just five steps to continuous improvement in high quality throughput.  
1.       Identify the systems constraints  (this is easy for the school district)
2.       Decide how to exploit the systems constraints
3.       Focus everything on the FTF system constraint plus one or two that are next
4.       Break the FTFRTFT constraint with innovation drawn from a resource not constrained.
5.       Move to the next, never stopping and also taking on the policies

There are three questions to answer with one new Socratic attitude that creates proactivity and common sense cause-effect-cause ownership of the problem at the district level. 
1.       What to change (FTFRTFT)  -See Covey -First Thing First
2.       What to change to (End in Mind)  -See Covey -Start with the End in Mind
3.       How to cause the change ( Socratic)  -See Covey -Be Proactive Internally and Externally
a.       Understand Cause – Effect - Cause  --See it as science.   Constraints built around dependent processes, variability and time lost being money lost is as predictable as water turning to ice. 
The Theory of Constraints (short book) by Eliyahu M. Goldratt -1990; goes the entire distance to explain how to set the problem and the solution at the level (school district) to impact the expectations of our communities.  Without literacy we are without freedom and it is painful within the grassroots.  He points out three languages of change management and a need to respect each for the understanding of the wisdom it delivers.  
1.       Language of the organization and its system/data; 
2.       Continuous improvement language of process and importantly the science of throughput.
3.       Positive Expectation Emotion caused by effect-cause-effect Socratic thinking that places the problem with those who can solve it.  The science part of the answer is always subject to an attitude that requires the power of an idea creator. 

A Footing for the At Risk Child  This is the low cost pain pill, not offered, because of vested externalities built on past compromise.  Early Reading Skills Delivered for a Ringing Advantage (ERSD-RA) is always delivered one size fits one when the process is dissected.  Even a classroom or child care effort breaks down to one size fits one to deliver the basic knowledge as a gift.  At this delivery point the care provider can predict the outcome and the child reflected joy when they know they get it.  If a meaningful relationship between provider, child and parent is taking place early literacy is the result.  Ready to read starting kindergarten is easy to define from the child’s take away.  The detail is here and does not require testing, is all about demonstration and observation: 

More footing for the System  Once the simplicity is observed the complex alternatives preventing 100% delivery becomes a cloud evaporated.   Look and you can find this happening every day.  The provider capacity to deliver this far exceeds what can be placed in classrooms today or in the future and our next tranche of at risk children should not be asked to wait.  Districts will want to reach into the community with quality requirements that can be met within a new six sigma focus that is more than just finding a mentor for the child.   
Level     Process outcome of reading readiness                   Ready for kindergarten judged without testing

1                              80% of 100%                                                                       80%

2                              80% of 20%                                                                         16%

3                              80% of 4%                                                                             3.2%

4                              80% of .8%                                                                              .64% 

Total                      99.84%  Delivered to Kindergarten Ready
.16% Delivered Not Ready                                                                             
160 per 100,000 Not Ready
1.6 per 1,000 Not Ready

Present Value of Positive Expectations from Prek ERSD-RA; delivered FTFRTFT will impact expected GDP Growth   The top tier of this issue (federal, state, foundations, and associations) are vested in compromise while the basic population is simply not being prepared to carry its weight and a nation that started with 97% literacy 240 years ago is at risk of failure. You cannot afford to not examine the upside that literally will release our best and brightest to be the world standard again.  It will move our masses to graduate high school or better.  A short period is needed to affect the projections of this on the economic future.  The professional macro projection exists that this change in quality and quantity of education would be enough to cause a 4% base growth rate in GDP expectation versus our present 2% expectation.  In the semi-macro sense this changes every local societal problem being discussed to something more than the new normal of less for each.
Best regards,
Early Reading Skills Delivered - Ringing Advantages
Thomas Wolfgram

President-  USA VALUES, LLC
http://www.usa-positive-expectations.com/ and  http://www.usavaluescoupons.com and http://twitter.com/EEEEinNDC and
http://twitter.com/usavalues and https://twitter.com/tdwusavalues  and http://www.linkedin.com/in/tomwolfgram
651-735-3018; Cell 612-968-1579

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August 13, 2013


Governor’s First letter.

Greetings, Please let me introduce the Theory of Constraints

USA VALUES, LLC does not have a horse in the top down race to develop Early Childhood Education.  However, its observations are being shared because it is so very important to the children at risk, the public school district’s future and the basic individual formula to step beyond poverty.  

There is a proven Socratic 21st century continuous improvement method called the Theory of Constraints that should be repurposed to graduation and proficiency gains and give rise to BOOMING expectations for change, innovation, and the potential for reinvested savings that payback the bonded loan and much more.  

Doing first things first causes everything downstream to change under control.

The call to innovate public education for the 21st century is constant because it is pained by a troublesome gap in proficiency and the segment of our population most pained is without turnaround knowledge and power.   Continuous improvements of constraint management generating innovation and savings in your state’s school districts are more than possible and could be more than adequately funded because of simple confidence and commitment.   

 The goal is 12 words:

“graduations rising, total operating costs declining, 

dropout rates decreasing to near zero”.

This would be based on:

Large companies asking a school district or two or ten to cause

100% early reading skills delivered to kindergarten

starting with the most at risk children

Simply deliver 100% of the children ready to read to kindergarten and everything changes overnight like the capping of the Gulf Oil Leak.  All the subjects and words would change and be put into the order of the first tranche of children progressing through the school district with great new positive expectations.

In system words this is removal of one major initial constraint that drives negativity from birth to death.  We are not suggesting a whole life focus, just a first things first focus.  The science of this improvement method has not formally been used in school districts and communities.  Yet the practicality of first things first constraint management has been applied in a number of notable successes.  More study is not warranted because success is a local attitude.

Schools are seeing many choices to change as something much more confusing than it need be.  Turnarounds always drive the ownership back to first things first, so this opportunity is not going away.  Continually making the “not first things first choice” is costing our nation and states their edge for the future. 

Districts can not miss with the Theory of Constraints because it is Socratically built at each district to change only one or two most critical dependent capacity constraints at a time and subordinate all other change efforts to that.  Choices of what to change disappear and agreement increases when the throughput issues are reduced to what is first thing first.  The New Money bridge to make this change over 10 years is paid back and nets to a savings from innovation so the money is available based on district level commitment. 

Your superintendents are going to need large company encouragement to innovate, school districts have externalities to work with that will require a higher power challenge.  Truthfully, large companies, often do not feel the pain at the Pre-k point.  That is a logical problem we have solved in the application of their value to this focus point. The encouragement we have designed comes with a last resort guarantee of the bonds needed to fund the school district’s oversight of 100% reading readiness delivered to kindergarten right the first time.  In the concept of 100% reading readiness before kindergarten there is no reason to wait in reaching the most at risk. Resolving to have a process that has a 100% positive expectation and no leaks is mostly attitude. 

We are now approaching the largest businesses in our nation with the concept that they encourage local superintendents and school boards to innovate on the sure footed basis of first things first done right the first time.  Our approach in bits and notes is lengthy leaving little room for the logical and emotional status quo, of doing nothing with the externalities that are in the way.  Regional and district level business will also be addressed when the district decides to innovate in a way that the payment of the bridge loan can be guaranteed and the positive expectation shared.  Who is really feeling the pain of status quo and the ability to project growth?  Who is really pained by our overall education proficiency and economic stagnation?  Does the Fortune 1000 valuations reflect growth right away?  Think Socratically about what is first things first.

A series of 20 email letters to the largest business CEOs is in process and documented here.  http://chardevelactivity.blogspot.com/   A series of email letters to the governors, commissioners and superintendents is documented here.  http://ulticharnetwork.blogspot.com/  This is an adapted knowledge of high quality meeting requirements of the next step as defined here.  http://www.usa-positive-expectations.com/support-files/adaptedknowledge.pdf   

These three books, covering this knowledge written for business, are just waiting to be repurposed for school districts and state governments.  The “Goal “, “Critical Chain” and “Theory of Constraints”  by Eliyahu M. Goldratt, in the late 1980’s, are available as used books on Amazon.  Yes, these concepts are “old” and already taught in business schools all over the nation with consultants everywhere. 

You could help by seeing your superintendents as CEOs with “nothing more than the goal or GOAL” as their #1 issue.  The GOAL and the Theory of Constraints is applied in systems of dependent product and service flow and policy including K-12 school districts and communities feeding the process.  If we are not careful with the policy we will end up with another silo of state regulations that do not exactly fit the exact first things first pain. 

Business  /  School District Issues

1.       First things first throughputs in units are measured using 100% wherever there is a real capacity constraint created by dependent productive efforts and policy.  First thing units of learning required to pass and graduate are like individual projects steps to be managed as constraints.

2.       Total operating expenses are measured without reference to local optimization.  Ditto

3.       In process inventory is the storage of materials and historical allocated operating expense to date that are accepted to improve throughput meeting the required due dates.  In process individual learning is stored for future readiness and graduation.  Policies making artificial starts and stops are costly.  Dropouts are not valued at the in-process operating expense lost. Our best and brightest students and teachers are held back when they could generate more throughput revenue in a shorter time span.

The Goal requires that the first things first dependent effort constraints be broken.   From the following you can imagine how important they are.  Constraints created by policy are often major impediments to throughput.  Superintendents have long lists of these, showing that 100% throughput is not the # 1 goal.  The concept of a constraint to throughput is similar to a bottleneck.  Watch a funnel backup and overflow and realize the cost effectiveness  after the funnel was depend on the capacity of the funnel and lost time cannot be made up.  The teacher force has issues, but nothing close to what is first things first. 

1.       First things first constraints (FTFC), not broken reduce throughput

2.       FTFC not broken cause excess cost elsewhere

3.       FTFC not broken actually limit what can be achieved in a time frame.  The weakest link limits the output of the process of dependent efforts.

4.       FTFC, if not improved to meet 100% requirements, will cause rework or loss of individuals in the process of proficiency and graduation.

5.       FTFC not broken lengthens the process really needed from start to finish.  In public education, the individual not being ready creates rework, waiting, testing and grading.   Not being ready to read before kindergarten is simply more expensive than doing it right the first time. The system of dependent efforts cannot catch up and can only fall further behind.

6.       Not breaking FTFC immediately increases the risk of loss in the in-process individual between kindergarten and graduation.   

7.       FTFC solutions do not need to include staff reductions as more learning will take place in the shorter start to finish.

You can help by seeing your superintendent as the CEO who knows his way around these concepts and know that the business CEOs have this to share:

1.       Theory of Constraints - Repeating the “Goal “, “Critical Chain” and “Theory of Constraints”  by Eliyahu M. Goldratt in the late 1980’s are available as used books on Amazon.  Yes, these concepts are “old” and already taught in business schools all over the nation with consultants everywhere.

2.        Definition of the local Pre-k Juggernaut to find 100% of the most at risk- “Reroute the Preschool Juggernaut”, http://www.hoover.org/publications/books/8138 by Chester E. Finn Jr. The PDF publishing is an outstanding introduction of issues reducing societal and business risk and increasing the proficiency of the USA School System.  It might be used to  transfer power to those committed to the mother load of education spending,  

3.       The promotional present value of positive expectations from pre-k.    Click on the story.

4.        The GDP value of 100% graduation rates and dramatic increases in the proficiency of our citizens.  Eric A. Hanushek, Hover Institute (Stanford) senior fellow in education has written chapter 16 - Education Quality and Economic Growth in The 4% Solution – Unleashing the Economic Growth America Needs - George W. Bush Institute.  In that chapter one can clearly place, at the bottom of page 231, the concepts of ERSD-RA, PVofPE-Prek and FTFRTFT into the start and heart of his accelerated projection of the USA GDP Growth Rate.  We tie into and we cannot present a stronger economic justification than Socratically presented here.  It has been published by an expert without our asking.

5.       Redefinition of high quality to that of meeting the requirement of the next step, judged by the next step, in a process of dependent efforts.  Business has used this definition for the last 40 years and schools and government have missed this opportunity.  Again, Chester E. Finn Jr., the President of the Thomas B. Fordham Institute Advancing Education Excellence wrote in -Reroute the Preschool Juggernautin the chapter on The Quality Conundrum that the classic 1980 compliance language is not 21st century results/outputs language. USA says If results were measured and corrected first things first it would lead to the dollars of ROI downstream and every district could fix itself in 5-10 years by flowing high quality first things first to the next dependent step.   

  Best regards,
Early Reading Skills Delivered - Ringing Advantages
Thomas Wolfgram

President-  USA VALUES, LLC
651-735-3018; Cell 612-968-1579

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December 07, 2009


Personal Card Regarding Opt Outs

Removal with this personal touch,

I know from your signature or your website that you are effective and therefore interested in the education, economic, emotional, and ethical gap. The gap is expensive, un-American and detracts from opportunity and growth. We are creating a company (an LLC) owned by Veterans to be substantially staffed by disabled veterans. They will use the 911 commission report as their justification for promoting an agenda of opportunity in the USA that requires early reading skills delivered before kindergarten to at-risk children based on recent science.

The 911 Commission Report of Effective Citizens says“literacy is freedom”-page 377. Page 379- “A comprehensive US strategy to counter terrorism … opportunities for people… to enhance prospects for their children's future". USA VALUES, LLC would add, certainly, that also applies at home, and starts with early reading skills for each and every child in the USA.

Our nation has ordered our veterans, as soldiers, to rebuild nations and communities rather than take land and spoils for the last 100 years of international engagement. They contributed to the confident, growing multinational growth markets in the name of world prosperity, security and freedom.

The new money to deliver these skills exists when 100% of the children are literacy and character ready when they start kindergarten. We cannot afford to lose any possible executive citizen interest in doing first -things -first -right -the -first -time. So tell me why you are not interested? Being effective includes picking the right next bottleneck for capacity creation, in the factory, in the office in the company, and on the street and in the nation.

The cover of this card might also say Early Reading Skills Delivered – Ringing Advantages!

Finally, we will certainly honor your request that your email address be removed from our list and we wish you the best.

Tom Wolfgram (tomwolfgram@usavalues-character.com)


Second letter in email campaign

From: Firststep [mailto:Firststep@usavalues-character.com]
Sent: Wednesday, November 25, 2009 3:42 PM
Subject: FW: Connected

Dear Effective Citizen,

Please place this into the hands of the CEO or Leader.

I have, over the last 13 years, created a corporation that will honor our veterans with a new industry and create tremendous new value added for the 21st century. Bottom line, PLEASE TALK ABOUT THIS.
• Let’s vision ourselves working toward no brain capacity waste and excessive profits. Because we do first-things-first-right-the-first-time like Steven Covey and Philip Crosby suggest.
• Can you vision the local growth using the improving brain capacity of the everyday citizen? Which 21st century company in the nation does not want a part of this?
We explain this as a no increase in taxes plan. All elements of the plan have been demonstrated. Let me help you get up to speed.
For business and industry, all the science, research and ROI’s are adequate to trigger the interest of private equity and the ROI on the science has started. This is a for profit discussion.
For Government and schools, the concepts are still being studied.
For Taxpayers, the application to public spending with a ROI is long overdue.
The veteran can be made into the local lynchpin that brings it together.

Please email me so we can meet. This will not be a waste of your time or corporate for-profit resources. Please, personally act on this today.
Best regards, Tom
Thomas Wolfgram
-President- USA VALUES, LLC
PS. Ask how this page shows USA VALUES closing in on a new industry

December 01, 2009


First letter in email campaign

November 25,2009
Dear Effective Citizen,

Please place this into the hands of the CEO or Leader.

I have, over the last 13 years, created a corporation that will honor our veterans with a new industry and create tremendous new value added for the 21st century. Bottom line, PLEASE TALK ABOUT THIS.

Did you know that we knowingly treat the Brain Capacity Development of those who will start walking the streets of our city and county four years from now like strawberries delayed in the mixing of ice cream. A tenth, quarter, half or even 60% will be culled, picked over and fully or partially wasted because of the delay. This vision is ugly, expensive and routinely what we do to ourselves. Many Mom’s don’t know how to stop the waste; Some of the Mom’s won’t ask twice for the help; some don’t get it; it gets to be too late at age 6, because….
• Lets vision ourselves working toward no brain capacity waste and excessive profits. Because we do first-things-first-right-the-first-time like Steven Covey and Philip Crosby suggest.

Did you know that logically, based on demonstrated experience, we should expect extra increases in our combined real estate values (ice cream of a local operation) if we simply decided from this point forward that 100% of the children starting kindergarten will be ready to read, count and understand positive direction. Not easy, but worth the effort. The increases would come to our small business, merchants and service providers first -- as we tell the nation we have something special for the 21st century economy.
• Can you vision the local growth using the improving brain capacity of the everyday citizen? Which 21st century company in the nation does not want a part of this.

We explain this as a no increase in taxes plan. All elements of the plan have been demonstrated. Let me help you get up to speed.

For business and industry, all the science, research and ROI’s are adequate to trigger the interest of private equity and the ROI on the science has started. This is a for profit discussion.
For Government and schools the concepts are still being studied.
For Taxpayers the application to public spending with a ROI is long overdue.
The veteran can be made into the local lynchpin that brings it together.

Please email me so we can meet. This will not be a waste of your time or corporate for-profit resources. Please, personally act on this today.
Best regards, Tom
Thomas Wolfgram
-President- USA VALUES, LLC
PS. Ask how this page shows USA VALUES closing in on a new industry

September 06, 2008


Is Now the Time?


Tom Wolfgram

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:
or http://ulticharnetwork.blogspot.com

February 20, 2008



January 9, 2005
USA VALUES - CDP Phone 507-452-2658
Character Development Program Fax 507-452-2202
102 Walnut Street Twin Cities phone 763-550-0769
Winona, Minnesota 55987 twolfgram@wcprinting.com

(A 501 (c) (3) company)

December 15, 2004

A base premise would guide us (say 100 words) to agree on collaborations worthy of combined giving and delivery efforts. Lets draft this premise from the following start:

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. The principal is vested in 100% of the children starting kindergarten ready-to-read.

Discussion Many important citizen league issues are addressed when the community commits to giving the gift of early literacy, one-size-fits-one, to its collective self. The gift is ethical, moral, proven economic, and better than an expansion of government.
Pre-K Child Development (ready-to-read)
Fewer Special Education Needs
School Performance and Accountability
Urban Race Relations, and Segregated School Populations
Urban Generational Poverty
Urban Economic Development (make a 16% internal rate of return investment)

Our society has never prepared 100% of the children in urban areas to start kindergarten ready-to-read. This is a new NCLB legal requirement, and it is being addressed as if it is an old process, that requires a turnaround instead of a investment that requires new foundations. SO BE IT, rise to the challenge the fastest by positively facilitating exactly this simple new requirement within the urban community. In fact, the individual gift giving networks (Ultimate Character Networks), giving early literacy to the poorest of the poor, created as extensions of the public schools, will deliver the “wiggle room” needed in turnaround budgets. Leaders need to see the gift as a first things first – quality is free - investment. It is a private investment for a public return. Education needs to ask for the gift for the poorest of the poor children through the voice of the powerful effective citizen. The urban elementary school principal's network to the community is also the urban capacity to sustain any improvements over 10-20 years or longer. This gift-giving network is also the link to the social return and payback.
Thomas D. Wolfgram
Executive Director


The 5th Public Service Message

Please click on the image to enlarge.

This full page ad is included in the March 2008 Publishing of the West St. Paul Voice



Looking for investors in Early Reading Skills Delivered.

If I were one of the 290 multi-national companies who repatriated over 300 Billion Dollars with a tax savings to my shareholders of (over 29%) 87 Billion Dollars I would be looking for investments that create high value jobs in the USA.

If I were a manufacturing company and given the 2004 Production Activities Expense Deduction to create lower taxes (75 Billion Dollars per year) so I could make investments in high value jobs in the USA I would also be looking for (worried about) who will actually fill the high value jobs I create.

I would not give the money away, but I would invest because I have been trusted to invest and my shareholders (ethically my primary responsibility and most influential party) are “generally everyone with a 401K” in the USA.

I would start with a considered “what if commitment” to public schools, cities and counties to pay me back if I invest in the child’s increased ability to learn.

Made simple for the economic elevator pitch: Start -- I invested in creating a local area robust sensitive language period for the most at risk age 3-6 children so that their brain synapses closed on full language content. The community and its schools and governments pay me back with a monetized return from the ROI savings being discussed. — End: I would even help them figure out a way to do it. I would even given them pro bono services to get it in place.

For example, If we squared off the territory and controlled the Early Reading Skills Delivery so they were adequate to meet the requirements of the kindergarten teachers it has been agreed there would be huge savings. Way in excess of a payback.

GEE! It sounds like our veterans returning from Iraq and Afghanistan would know how to do this square dance without guns, using only butter. A returning mission for the veterans of Literacy is Freedom and the Agenda of Opportunity for the World. Delivered locally by the experts already on the street fully justified within the Free Enterprise Sector of the economy. Think we could find the deliverers of the new money by engaging the moral courage of the 1.5 million veterans who have returned? You think our flat world communication systems would employ most of our war disabled vets in this campaign.

Well its just a thought, because I am not a multinational, but wait! I am the indirect stockholder in many of the best of them. I hope my broker has me invested in the best of them. How did that happen! Congress gave "me" the tax break to do the investing in my neighborhood. WOW, man it is great to be in the USA. As they say, Only in America.

Now can we just monetize that ROI commitment for the first steps.

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February 15, 2008


The 3rd and 4th Community Public Service Message

This has been published in the St. Paul Voice in Nov 2007 and Dec 2007

Click the image to enlarge it.

What do you think?


The Agenda of Opportunity for Everyone

The Critical Early Reading Skills Gift Delivered to 100% of the children before starting kindergarten is a requirement that allows the public school to create the people to fill the new middle jobs. Thomas L Friedman in the 3.0 release of the World is Flat clearly starts the discussion (page 278) of the following jobs:
The Greens…………………..Synthesizers…………… Personalizers
Explainers…………….……..Leveragers………………..Math Lovers
Localizers……IQ’s, PQ’s and the CQ’s…Tuba players

Literacy is freedom and is the agenda of opportunity for the world.
100% community delivery allows the public school to act on the above verses recovery of those behind. The public schools wish every child’s synapses were wired with an early reading skill delivery at ages 3-6.

It is is interesting to think about the language synapses as hard wires in the brain. They naturally function as wires in the child's head because they are full of language content when they close; or they close on empty. If they close on empty the child has missed the sensitive period to learning language. This makes the child's life much more difficult and taxpayers, schools, cities and counties incur the higher cost and the failures of not doing first things first and not doing it right the first time. How many of us have heard that before.

Investors need to see the opportunity in these closings on empty. The closings on full have already been capitalized (edutainment) on.

If you think you are effective you must reconcile that brain wiring discussion and know kids age 3-6 have no say in the process. When does this knowledge create the ethical question? Generally the public schools are strong, rewiring has made them so. Just think what they could do with 100% wired kids. Give your child or grandchild a gift of untouchable prosperity and attend to the 100%. Assume help is on the way, but you could say we face a quiet creeping crisis and needed brain potential is being lost in the local fight to create the future high value USA jobs.

Tom Wolfgram 612-968-1579

October 15, 2007


What we could have in Northern Dakota County, Minnesota

If kindergarten Teachers would ask the community to deliver 100% of the children to Kindergarten Ready to Read, What would happen to the children and the school's performance?

One would call this a real gift. A most critical Gift. Even maybe a Miracle.

The Critical Early Reading Gift is:

The Delivery to age 3-6 children at-risk

A One Size Fits One Gift Process
Twice blessed when 100% is the focus

Every community is different; except the process tasks and required resources are the same.

Ten things an effective citizen will do to unfold the power of the gift.
1. Work on first things first
2. Work with the truth, see 100 words of purpose
3. Focus WITH those really vested
4. Start with those most in need for the highest and fastest return
5. Engage resources that are now available
6. Do it now
7. Give it forward, because somebody asked
8. 17% ROI or 6% ROI, It is good enough to start
9. Trigger the big dollars in the system
10. See a multi-point preliminary plan to deliver at

SIMPLY! -Effective Citizens will feel good delivering 100% when it is defined as a gift
· It is not legalistic to deliver a gift.
· It is not legalistic to define at-risk or 100% for this gift.
· It is not legalistic to define High Quality for this gift.

There are no excuses because there are no limits to “powerful collaborations”!

It is a low risk gift/investment with a 17% ROI. There are no better choices and public money will not start to be used without private money leadership.

October 06, 2007


A Decade Old Thought, by USA VALUES, Inc.

It became obvious from talking to kindergarten teachers that Early Reading Skills is one of the first required assets that the Most At-Risk need in the process of eliminating the achievement gap. And, science tells us the most sensistive time for learning this is age 3-6. The cost to deliver this at that age is the lowest cost society will ever have to impart this learning. At that age it is a home and community thing so budgets are much more than just the schools. Any wonder the gap so wide?


The Second Public Service Message

This was sent to 30,000 households via a flyer in Money Mailer


Support for the Public Service Message

October 05, 2007


Today's Children Tomorrow's Future-- Give it Forward Published Details

October 04, 2007


A Public Private Business Partnership Effort

USA VALUES, Inc. Phone 763-550-0769
7879 Somerset Court Fax 507-452-2202
Woodbury, MN 55125 twolfgram@wcprinting.com

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)

USA VALUES, Inc. is a start-up advertising, promotion, and sponsorship company building the “Early Reading Skills Delivered --Ringing Advantages” brand. It provides “free” communication services (on the back of local advertising dollars) for programs and providers of early reading skills and character education.
• Builds direct traffic for high value retailers
• Builds community awareness and purpose
• Points high value neighborhoods to the purpose via the gift exchange where new money funds new deliveries to 100% of age 3-6 children
• It promotes everyone’s plug in via the B-Up Flyer.
• Sets up the question of: If not you, Who? When?

USA VALUES-CDP serves the community as a gift exchange working exclusively with projects, materials and programs that help providers and teachers deliver Early Reading Skills to 100% of the age 3-6 children.
• It provides materials that help citizens deliver early reading skills
• It provides materials and stories for opportunity promoting character education in all settings at home and all preschool and elementary levels.
• The focus is on new money, for new delivery, by the established providers in any community.
• Sets up the question of: If not you, Who? When?

More is located at;

October 03, 2007


First Public Service Message

Thgis flyer was sent to 30000 homes in Northern Dakota County, Minnesota


The Case to Focus on Apartments to Deliver Early Reading Skills

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)

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 Brain 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

October 02, 2007


Letter to Business Executives

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

March 9, 2007

Business Executives in Dakota County:
An Important Educational Issue for Business

An achievement gap is created by a lack of GIVING Early Reading Skills (ERS) to age 3-6 children as well as the attention to civility and grace. You can be positively supportive of all education as they recover many children who arrive at kindergarten without the gift of reading skills. Education science explains this giving as critical nutrition at age 3-6 to maintain this sensitive development of the child’s brain. Language acquisition is more difficult after age 6. Some children get the early gift and some do not. Systemically missing the gift is a high cost generator. Deep smarts tells us age 3-6 is the best place to deliver 100% GIVING. Help society’s ROI explode with 100% delivery by age 6.


Attached is one public service announcement. Other letters to editors of our local papers can be viewed and commented on at; http://chardevelactivity.blogspot.com/ . The key words are; Philanthropy, Fairness, Accountability, Effectiveness, ROI, FAST, Designated Giving, Deep Smarts, Literacy as Democracy and Freedom, Continuous Improvement, Quality and Capitalism, Growth Forces. Please help us with the following in Dakota County:
1. Makes sure each of your employees understands how important ERS is to their children and the children they go to school with. Call me I will help you do this. Cell 612-968-1579.
2. Ask your employees to contact their school, teachers and child care providers to be certain they are opted-in for the designated gifts possible.
3. Please lead by giving a gift of new money for new deliveries of ERS and Character Education. Delivering ERS is just not being done enough with a focus on 100% of the children as I will explain, in the next year.

This should be fun, not a chore because giving is the start of all growth. This outcome will only happen with new money given closest to the source.


Thomas D. Wolfgram
Executive Director
This letter is sponsored by:
USA VALUES, Inc. (763-550-0769) tomwolfgram@usavalues-character.com

PS. Your business is interested in this delivery!

Want to do good and what is best for the child,
Want any gap created in the lives of 3-6 year old children removed
Want to know government and schools have a focus on 100% of the kids
Want to see improvement and teamwork
Want accountability before the money flows
(Philanthropy) (Fairness) (Accountability) (Effectiveness) (Continuous Improvement)

Know that gifts closest to the source are the most effective
Know that gifts are twice blessed and taxes are not
Want safety, security, and opportunity to rule the day and night
(Designated Gifts) (Deep Smarts)
(Literacy as Democracy and Freedom)

Want sustainable economic efforts that pay for themselves whenever possible
Want to see the start of ROI quickly
(ROI) (Win-Win, FAST-ASAP)

Know the gap is now exposed and new money for age 3-6 delivery is required.
All Children will be needed in the future to continue our growth.
Would like to see failures rewarded by the need to change, at the delivery levels
Know that education drives property and other values
Know the state of our community has caused a pay now or pay later surety.
(Quality and Capitalism) (Deep Smarts) (Growth Force)



Consumers will remember Your Brand when you
support a social responsibility and cause.

Join the advertisers who sponsor this Public Service Message
(PSM) to at least 31,000 households (and expanding) in
Northern Dakota County. This PSM, like Your Brand must be continuously presented to be effective. Let us work together.

Your message presented in this expanding
2, 4, 6 then 8 page FLYER gives
the PSM and the Public Charity -USA VALUES-CDP
a free ride into the minds of the consumer.
Your support differentiates you.

This makes you part of THE ACTION, matching
new designated money for Early Reading Skills
with the new expanded deliveries to
age 3-6 at-risk children.

Call Tom Wolfgram for your inclusion in the next flyer. 612-968-1579

Start Now!


October 01, 2007


Letter to Educators in Dakota County

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

March 9, 2007
Educators in Dakota County:

Thank you in advance for reading this introduction. This website provides tools to help deliver 100% of the children ready to read starting in kindergarten. The idea is to raise designated new money for many new deliveries of the early reading skill gift on this website for you and yours.
New Money – New Deliveries are the key words for education. We are asking business to start giving new money for new deliveries. The letter we are using has been attached FYI. The community must deliver 100% of the children ready to read as they start kindergarten to set up the next investments for growth. It will require the leadership from those who have the money. We ask you to:

1. Opt in for a gift at http://www.usavalues-character.org/ This site creates new money for the delivery of Early Reading Skills (ERS) as you position the need with the parents. In your positioning, you may also fund your character education program to the extent it is based on messages, stories and literature. Or, just take what is on the site for your use with other programs. Early reading skills and character education are both personal and important.

2. Raise awareness of your parents who have younger children to be certain they care about ERS for their child, and importantly, the children they will go to school with.
a. We have a fund raising kit that highlights this awareness
b. We have fun and respectful materials to prompt the discussion and the money
c. We have a reading kit built from the Montessori Method designed for one-on-one delivery in the home by parents, adults, and others
d. We help you have parties that focus on new money for ERS and Character
e. We have economic activity to fund raise for school groups (grades 8-12) under proper supervision

This should be fun, not a chore because giving is the start of all growth. This outcome will only happen with new deliveries to the most at-risk.


Thomas D. Wolfgram
Executive Director
This letter is sponsored by:
USA VALUES, Inc. (763-550-0769) tomwolfgram@usavalues-character.com (a communications company)


Start with an end in mind

Thank you for continuing to read this letter. I have attached a public service announcement made to 31,000 households in late January, and the letter sent to 1000+ businesses, all in Northern Dakota County. You will see That CDP is supportive of K-12 education believing the gap in achievement is actually created by a lack of giving Early Reading Skills to age 3-6 children; along with the attention to civility grace and opportunity. Other letters to editors of our local papers can be viewed and commented on at; http://chardevelactivity.blogspot.com/ .

It is a start

It is wonderful that society now delivers half of the children ready to read or already reading in kindergarten because of the gift given to each by an adult. That has raised the standard. We now must give the individual gift to 100% of the children if we expect 100% engagement and proficiency in elementary school.
We wish to provide the tools without reference to present segmentations of teaching, providing tools for adults delivering the gift so 100% of the children can't miss the road to success. We do not wish to separate the child from their significant adult so a one on two mentor role is in order that focuses on the child’s language acquisition. In many cases a full mentor is not needed. Principals and teachers have told us that we can help the most by equalizing the learning skills of the children who start school.

Ironically, this is likely the public schools most often requested, most reliable, most demonstrated solution to accountability. When 100% of the children have near equal exposure to language acquisition and learning through age 6; the schools work with less difference from the norm; and children have “equal” starts. Parents must be further supported in delivering ready to read children.

No conclusion until 100% “equal” starts are delivered each year without intervention MAKE SURE THE RIGHT PROCESSES ARE BEING COMPLETED ON A FIRST THINGS FIRST BASIS. RIGHT THE FIRST TIME TO MAKE QUALITY FREE.

Taxpayers would like to think it would just get done. Between government and schools they want to see the new money to do it. But, 50% of the population already deliver the gift because it is natural and important to the child’s success. Segments oppose each other without regard to the child’s success. Now it is clear, it is important to society’s success; this site accommodates the payer and delivery without reference to segments. Leadership always finds a way to make priority the focus. This site keeps the priority flexible and deliverable for the effective citizen leadership, one-size-fit-one. .


This is a development to deliver the Ultimate Character of the Community.
The unique definition of how to position your program as close as possible to
one-size-fits-one Early Reading Skill (ERS) Delivery is Your Opportunity.

We welcome Your Program expansion, in any form,
covering age 3-6 children reading skills.

This is very important, so please take an
important position with your development and challenge.

Each program leader is uniquely gifted to define what more can be done. USA VALUES-CDP can offer the store, shopping cart, and the gift certificate for public charity support.
A related communications company offers free Language Translations Sticker Sheets
to jumpstart the interest in the Public Service Message

The notification to the public of all your programs
designed to actually deliver the ERS skills is part of the
monthly Public Service Message as it expands

In our opinion every program that touches age 3 to grade 3 children
should include this Public Service Message, more delivery of ERS,
and any supporting materials needed by adults and teachers.

The whole idea is to deliver 100% of the children to kindergarten ready to read as defined by the public schools. A solid truthful new start gives parents, adult volunteers, childcare workers and teachers self correcting, language respecting, courtesy supporting fun materials.

The added sense of urgency about the
Age 3-6 Sensitive Period to Learning Language Skills
can help close in on 100% delivery in the urban community.

Call Tom Wolfgram for your program’s inclusion in the next flyer-- 612-968-1579

Tom Wolfgram will explain how to use the new tools on the
USA VALUES-CDP website. Make a phone call appointment, if required.

Start Now!
Expand your present ERS Delivery Programs with one-size-fits-one delivery
New monies are there for the asking.


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