Ultimate Character Education Network

Personal Card Regarding Opt Outs

2009-12-07T08:24:00.002-06:00

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)
651-735-3018
www.usavalues-character.com

Second letter in email campaign

2009-12-07T08:12:00.001-06:00

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
tomwolfgram@usavalues-character.com
www.usavalues-character.com
PS. Ask how this page shows USA VALUES closing in on a new industry
http://www.usavalues-character.com/referencematerial.shtml

First letter in email campaign

2009-12-01T08:11:00.000-06:00

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
tomwolfgram@usavalues-character.com
www.usavalues-character.com
PS. Ask how this page shows USA VALUES closing in on a new industry
http://www.usavalues-character.com/referencematerial.shtml

Is Now the Time?

2008-09-06T10:28:00.001-05:00

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

Introduction

2008-02-20T07:24:00.000-06:00

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.
Sincerely,
Thomas D. Wolfgram
Executive Director

The 5th Public Service Message

2008-02-20T07:15:00.003-06:00

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.

2008-02-20T07:04:00.003-06:00

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.

The 3rd and 4th Community Public Service Message

2008-02-15T17:14:00.004-06:00

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

2008-02-15T16:53:00.004-06:00

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:
Collaborator…………………Adopter………………….Orchestrator
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

What we could have in Northern Dakota County, Minnesota

2007-10-15T10:10:00.000-05:00

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
http://ulticharnetwork.blogspot.com/

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.

A Decade Old Thought, by USA VALUES, Inc.

2007-10-06T08:06:00.000-05:00

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

2007-10-06T08:00:00.000-05:00

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

Support for the Public Service Message

2007-10-06T07:04:00.000-05:00

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

2007-10-05T04:23:00.000-05:00

A Public Private Business Partnership Effort

2007-10-04T10:35:00.000-05:00

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;
http://ulticharnetwork.blogspot.com/
http://chardevelactivity.blogspot.com/

First Public Service Message

2007-10-03T14:29:00.000-05:00

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

The Case to Focus on Apartments to Deliver Early Reading Skills

2007-10-03T10:54:00.000-05:00

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

Letter to Business Executives

2007-10-02T15:24:00.000-05:00

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.

Please, SUPPORT CANNOT END WITH WORDS.

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.

Sincerely

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)

CONSIDER THIS!

HELP SUSTAIN THE MESSAGE WITH THE DOLLARS
ALREADY IN YOUR BUDGET.

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!

DO IT BECAUSE YOU WANT YOUR BRAND TO STAND
FOR LOCAL ULTIMATE CHARACTER

Letter to Educators in Dakota County

2007-10-01T15:37:00.000-05:00

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.

Sincerely

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

PS.

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. .

ALSO!

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.
www.usavalues-character.org

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

Helping Schools develop new money sources

2007-09-30T19:15:00.000-05:00

Outer Ring Suburbs Helping Those Most AT-Risk of Not Being Ready to Read Starting Kindergarten

2007-09-29T19:48:00.000-05:00

Click on image to enlarge for review

Using an exclusive postcard pack to deliver an exclusive retail offer to the most exclusive homes in a territory is basic business. This package will ask the retailer to be loyal to the community addressing the most at-risk being ready to read to start kindergarten. For all the good reasons including increasing sales, new customers and customer retention. It will also carry free to these households an appeal by USA VALUES-CDP to go on line and help on a designated basis the community trying to reach 100% of the children one size fits one.

The deals in the package will speak for themselves so that the package is actually looked for by the residents of the exclusive homes. A brand will be built. Ringing Advantages- Early Reading Skills Delivered.

Creating an Acceptable Just Do It Public Charity for the Delivery Of Early Reading Skills to the Most At-Risk Children in a Defined Area

2007-09-23T11:03:00.000-05:00

There is a real story of an executive who just pays for early learning when Mom's ask for it. He acts like a public charity through community organizations but does not, as best as I know it, register himself as a public charity. You see his gifts are "above the laws". His definition of at-risk is "above the law". His definition of 100% of the children is "above the law". Just like how Mom and Dad deliver Early Reading Skills with an undefined curriculum at age 3-6 is mostly up to them, ("above the law"). The gift is the delivery, "funded" by Mom and Dad or an effective citizen. Because the child is either left without and even start or has an even startbecause of the delivery gift.

This is an example of what USA VALUES-CDP could do with designated gifts for one-on- one deliveries. Written discussion with Harris Rosen is included in the next several postings.

His outline of how he thinks and does is most important and hopefull forthcoming.

USA VALUES-CDP can be given to communities who are committed to delivering Early Reading Skills under certain conditions so it can stay very small and very responsive to the charge of just giving early reading skills and character understanding of opportunity when requested by effective citizens.

Included is a PDF of what others have to report
regarding the TangeloPark Project. It has been on going since 1994 or so. Harris Rosen and TangeloPark

Time requested from Harris Rosen to formulate his attitude into USA VALUES-CDP

2007-09-22T10:15:00.000-05:00

USA VALUES, Inc. Phone 763-550-0769
15066 65th Place N Fax 507-452-2202
Maple Grove, MN 55311 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, MN 55987 twolfgram@wcprinting.com
(A 501 (c) (3) company)

June 19, 2007

Dear Harris Rosen

Based on what has been sent over the past 45 days and what follows in this listing I request that we arrange a three day access to the workings of the Tangelo Park Project for myself and an associate organizer.

This would include a 3/4 day meeting with you after a full day visit of the project and its community. USA VALUES is mostly an open book on the web at
http://www.usavalues-character.org and http://ulticharnetwork.blogspot.com/. We welcome your organizations review. From this effort we can determine if a business plan for USA VALUES-CDP and the Tangelo Park Project replication could and should be jointly developed.

Our visit would validate the product line that delivers early reading skills and character development for the likes of, Tangelo Park Program, Others in Orlando, Neighbors Inc. and the Garlough Collaborative. The product line is to be marketed to both givers and users within the likes of “Tangelo Park’s Ultimate Character Networks”. These networks start from organizations like The Tangelo Park Program Inc., Tangelo Park Civic Association, Tangelo Park Baptist Church, Tangelo Park YMCA, the Tangelo Park Elementary School and other agencies. The givers and the users will have already been working with a purpose that can be substituted for these 100 Words of Purpose and then a brand for public awareness.

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 building block to opportunity. It is society’s best (effective and lowest cost) approach to preparing the most at-risk to want the opportunities, choices and engagement. The Focus-- The metro principals and the schools are vested in 100% of the children starting kindergarten ready to read.

The Brand: EARLY READING SKILLS DELIVERED
RINGING ADVANTAGES

Can our two efforts be combined to generate funds, sell and deliver (through effective community citizens) early reading skills to at-risk children in the local community? The target is: “Reaching those that deliver Early Reading Skills today but do not focus on 100% coverage of at-risk children before kindergarten. These targets know all about what they are not doing and are waiting for new money to arrive for new deliveries. They are not comfortable with 100% goals to be delivered by themselves, the public and the foundation sectors. It is really quite simple, but delivery must be made close to home in a comfortable setting, one size fits one.

Who are our contacts and what assets do we have to work with? I bet your list is stronger than mine. These people will help us if we have a creditable backbone with your support and effort.

1. xxxxxxxxxx, Tom Wolfgram and the content owned by USA VALUES, Inc.
2. USA VALUES, Inc. ($650,000 spent)
3. USA VALUES-CDP Demonstration ($450,000 spent)
4. Ultimate Character Network Design
5. Peaceful Heights Montessori School
With the demonstrated basic delivery of Early Reading Skills, grace and courtesy
6. The Effective Citizen Community Around the Montessori School (Kiwanis, Lions and Churches)
7. The Apartments and Trailer Resorts within 2 miles of 375 Marie Ave East
In West St. Paul, MN
8. Rosen Private Hotel Chain
9. Tangelo Park Demonstration ($7 Million Spent)
Unique money applied one size fits one
A Community Commitment
A public school principal
Head Start
Other
10. Roots and Foundation in The International Drive Setting of Orlando Florida
11. Roots and Foundation in the area around 375 Marie Ave. East and West St. Paul
12. Roots and Foundation in the gift described in Philippians, Galatians, Ephesians, Romans, John and 1st John
13. The Alliance Card Technology and Service Organizations -- xxxxxxxxx
14. E-Group Sales Premium and Promotion skill sets – xxxxxxx and xxxxxxx
15. Service clubs who need more members and money to make higher tech impacts with lower tech basics
16. Foundation of developed products that deliver (with and interested adult work) ERS and Character to age 3 to grade 3 children
17. Disney Characters of Opportunity, Imagination and Determination
18. Access to all the caring adults we need
19. Access to all the business street salesmen we need
20. W&C Printing and Loyalty to Delivering Reading Skills
21. Gary Heil – Speaker with ability to discuss the one-size-fits-one era
22. xxxxxxxxxxxx – Possible investor and president of USA VALUES, inc.
23. xxxxxxxxxx – Possible technology and print broker advisor
24. xxxxxxxxx – Possible local sales process advisor
25. John Hottinger – Possible state level political advisor
26. Chuck Slocum – Possible business and effective citizen advisor
27. xxxxxxxxxxx - Possible Faith Base consultant
28. Need Sales and Marketing Executive
29. Need Principal, Super and a City Mayor County leader and ther boards
30. Need Higher Tech and basic —Leapfrog LeapPad ™ for vocabulary
31. Need a relationship with the work of fight crime.org
32. Need a relationship with the work of Prek Now, Ready4K, MNBEL and MELF and many others (I hope they see us as overly simplistic)
33. The organized work of the Disney Family Story Collection, Books of Virtue, Chicken Soup, many books of children stories and literature, and the often repeated messages of opportunity and achievement
34. The Purpose Driven Life and why it will take giving in the lead.
35. Freedom at its core is defined as Literacy by the 911 commission (on page 377) which must be delivered to the world’s at-risk population if society is going to get to the next step. The USA has those who have sacrificed their lifetime to project this freedom to the world. All the service clubs are looking for new meaning.
36. Elmer Koch Retired Executive Director of the Minnesota Elementary School Principals Association
37. Dr. Joanne Buggy, Retired Professor of Education at the University of Minnesota
38. Odell Bjerkness, Retired Executive Director of the Concordia Language Camps in Minnesota
39. Bonnie Hermann, soon to retire, Public School Teacher
40. Elementary School Principals Statement of what Principals should know and be able to do. Leading Early Childhood Learning Communities.
41. Harris Rosen --- The Rosen School of Applied Imagination using
Characters of Opportunity, Imagination and Determination
(TO BE CREATED FROM THE PARTS ALREADY EXISTING )

Sincerely,

Thomas D. Wolfgram

How to get the marketing done! Is this a business?

2007-09-21T10:46:00.000-05:00

From: Tom Wolfgram [twolfgram@wcprinting.com]

Sent: Tuesday, June 12, 2007 9:40 AM

To: Mr. Harris Rosen (Hrosen@RosenHotels.com); Tina Ashton (tashton@rosenhotels.com)

Subject: How to get the marketing done! Is this a business?

USA VALUES, Inc. Phone 763-550-0769
15066 65th Place N Fax 507-452-2202
Maple Grove, MN 55311 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)

Dear Mr. Rosen:

What – We need to make a business out of the public knowledge that understanding the 100 words and delivering Early Reading Skills to age 3-6 children are critical to each child and each communities success. This has been fairly said in past letters.

Why - This is all over the current discussions of what communities must do.

Who do we target-- There are the providers presently delivering early reading skills in the community who must also focus on the 100% target to optimize the benefits. There are the teachers and schools who benefit from this achievement. There is a need for economic leadership to give the gift one-size-fits-one-first-things-first to reach the bottom half of the bottom. There is the need to generate the match of the gift with state and federal money so the gift is properly leveraged and sustained with “new money”.

When – is start now.

Where --is Northern Dakota County and West St. Paul, Minnesota, and we hope, the City of Orlando, Florida starting with Tangelo Park.

How -- Need a brand to work under, need a noise maker that is a public service and more, but this BRAND needs to be owned in the private sector so it can be sustained community by community within the local economy. This is where the “public problem” is taken on by the private sector so adequate public knowledge is instilled and SUSTAINED in the far majority of the citizens. Once started there is no reason to stop.

A. Reaching those who would be most effective if they seeded the giving of early reading skills to 100% of the children before kindergarten can be an economic activity as easy as not. It has not been considered a private sector domain in the past because economic effectiveness and prosperity was not linked to age 3-6 child development.
• Service Clubs attention
• Local Business attention
• Local Business advertiser

B. Reaching those that deliver Early Reading Skills Today but do not focus on 100% coverage before kindergarten. These targets know all about it and are waiting for new money to arrive for new deliveries. They are not comfortable with 100% goals to be delivered by the public sector. It is similar to the process of inoculation for age 1-5 children. Inoculation of 100% would not happen without the private sector. Our economy depends on inoculations, so they do happen.
• Loyalty Program Proposals
• Premium, Promotion, Incentives and Sponsorship Proposals

Is this a business? If you can build a business on Money Mailer, ValPak, Home Deliveries, Save on Everything, Local News you can build a business on Delivering Early Reading Skills- Ringing Advantages. If business can lobby for mass transit and more airports and more roads we can lobby to match a private gift with money already in the system.

Sincerely,

Thomas D. Wolfgram

Private Public leverage and why 80% will support it!

2007-09-20T11:04:00.000-05:00

From: Tom Wolfgram [twolfgram@wcprinting.com]

Sent: Sunday, June 03, 2007 6:30 AM

To: Tina Ashton (tashton@rosenhotels.com); Mr. Harris Rosen (Hrosen@RosenHotels.com)

Subject: Private Public leverage and why 80% will support it!

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)

June 3, 2007

Dear Mr. Harris Rosen: This private / public effort.

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 (most at risk, 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 of the 100 words 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)

Who will pay! Who is paying now? Taxed effective citizens are paying now. Often they are paying to a system that fails the most at risk children so the money does nothing for the future. Today’s children, Tomorrow’s Future™

80% support is expected because it is so basic; it deals with delivering to children age 3-6 that which is ethical and important; with seed giving of designated money for direct local efforts; supported by a match of federal and state money that already exists but is not reaching age 3-6 children. Effective citizens have the seed money. Effective citizens are paying now with, taxes, remediation, safety, and security. Any effective citizen will pay to do it right the first time. Again, this is the question of if not me, who?; if not now, when?

Space The space is available, It is everywhere between the hours of 8-11:30 and 1:30 to 4:30. Look at McDonalds, libraries, churches, Social Service Networks (YMCA), the apartments that many children live within. Cities, police and fire already have their eyes on the apartments with the most at-risk children.

Time 2 hours per week 100 hours per year for 2 years (200 hours) is more time than the task of delivering early reading skills is given in a Montessori classroom. Mobility of the hand based materials is solved so the process can proceed anywhere that 2 adults and one child can be comfortable and attentive to each other.

Money Generally it is a good time to be effective in the USA. We prove time and again that 20 billion dollars at the federal level and a prorata portion of that at the state level based on population is affordable. Start by seeding 2/3rds of that with 1/3 giving. (1=3)
1. Tax Free Repatriated Earnings for investing in high quality jobs
2. Manufacturing Producer tax credits
3. Removal, with S-corps and LLC’s most of the
double taxation of smaller business earnings.
4. Lowest corporate rates, ever
5. Lowest dividend and capital gains rates, ever
6. Lowest estate tax rates, ever
7. Public service jobs now pay as well or more than private sector jobs.
I believe the road to the middle class is the best in the world, and we invest in ourselves when we help people travel this road. Our most effective citizens know we have the discretionary money to make these investments in age 3-6 children. The focus on the age 3-6 child is critical to the 80% support. If we can have private public efforts on airport development we can also have this metro development. It is the 21st century for the next 92.5 years. This proposed model would leverage what you have demonstrated and represent with authority and expectation of success.

Talent
1. Friends Families and neighbors
2. Childcare improvement to be ready to read
3. Part time jobs for mothers
4. College Nannies, and Childcare Servers
5. Curriculum, needs only 8-12 hours of introduction and then experience
6. Many adults are already delivering early reading skills to the children.
(50% done before we start)
7. Mom or the significant adult is always with the child. (Always)

Private Public Funding is strictly a local effort (much like yours) but calls on the state and federal to match and boost the effective citizens giving. Accountability rests with the effective citizen groups. The result is the schools performance takes off and the community knows they did it for themselves. They raised new money, and channeled old money to a new focus and purpose.

Sincerely,

Thomas D. Wolfgram
Executive Director

Continuing with the USA VALUES, Inc. business and why results can be expected with this strategy.

2007-09-20T09:08:00.000-05:00

From: Tom Wolfgram [twolfgram@wcprinting.com]

Sent: Saturday, May 19, 2007 7:36 AM

To: Tina Ashton (tashton@rosenhotels.com); Mr. Harris Rosen (Hrosen@RosenHotels.com)

Cc: Dan Trainor III (dtrainor3@wcprinting.com)

Subject: Continuing with the USA VALUES, Inc. business and why results can be expected with this strategy.

USA VALUES, Inc. Phone 763-550-0769
15066 65th Place N Fax 507-452-2202
Maple Grove, MN 55311 twolfgram@wcprinting.com

May 20, 2007

Dear Mr. Harris Rosen:

These are private developments to bring the public problem, as a opportunity, into the private sector of the community.

The Brand: EARLY READING SKILLS DELIVERED
RINGING ADVANTAGES

100 words of Purpose:

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 building block to opportunity. It is society’s best (effective and lowest cost) approach to preparing the most at-risk to want the opportunities, choices and engagement. The Focus-- The metro principals and the schools are vested in 100% of the children starting kindergarten ready to read.

There are special purpose publishers of advertising all over each community with successful brands much weaker than the above. The above brand must be created.

RSVP
SAVE ON MAGAZINE
REAL ESTATE GUIDE
CITY PUBLICATIONS
LOCAL FLYER DELIVERY SERVICES
MONEY MAILER
SUPER COUPS
IDEALS MAGAZINE
SUCESSORIES
Many Many others

Food store, Target and Wal-Mart on the back of the receipts is also a relevant model of messaging. The rank and file business that must advertise for the “last mile” connection is the customer target. So USA VALUES, Inc. provides media for the local business and the messages repeat constantly on the basis of advertising and sponsorship economics.

They are:
Early Reading skills delivered age 3-6 is a new requirement for success
This learning is much easier at age 3-6 than later
100% ready is required by the schools, 100% has always been a integral part of quality
First things First has always been a integral part of quality
Ethically some get the gift, some miss the gift.
Hard to see any benefits from the missed gift. Kids pay again for parent’s miss?
WE CAN DO THIS! LONG TERM -- AT LITTLE EXTRA COST.
Sooner the better. If not you, who? If not now, when?
Fight Crime Invest in Kids
Huge ROI
Invest in kids, to boost Residential Real Estate Values. Apartments First!
Support everyone who wishes to deliver early reading skills to children, no limits.
Private Public issues

Positively -- Once this communication becomes legitimate and a self starting entrepreneur makes it happen in a community there is no end to the grass roots bottoms up effort that can catch on. It will become viral through the effective citizen. Untested, but deep in my beliefs are 1) that over 80% of the population considers itself effective, and 2) somewhat tested, over 80% of the population exposed to the above 100 words and the 100% concepts of quality achievement get it. So if they are to remain effective in their own minds they will do something given the first things first least expensive best investment choice, if they are constantly exposes. There are many citizens who will be able to see this opportunity as a purpose for life in private or public service.

Negatively – Business and the effective citizen are most interested in direct results from designated gifts, now. Governments, Schools and Non-profits are interested in more general support with less specific goals than 100% ready to read at kindergarten and 100% proficient at the end of 3rd grade. Nothing makes them work together. What it really takes first things first over 10-20 years has just not been widely demonstrated yet, except, of course in the suburban communities and isolated schools. Many are now watching and measuring and causing gaps by exercising choice and earlier efforts starting very early in the life of their child. The bottom half of the bottom half remains without a clue to the time sensitive period, without the real help delivered by the highly respected "Good Samaritan" or Mother Teresa.

Via repeated public comment and question -- If not you, who? If not now, when? This company use the messages to set up action on the part of the local effective citizen in support and collaboration with government and schools . I will write later about Private Public Leverage to the needed $175 million per year in Minnesota and the $600 million per year needed in Florida. Nationally it is only $15 to $20 billion per year and locally it is $3,000 per at risk child per year for two years.

Sincerely,

Tom Wolfgram

More on Leveraging the TangeloPark results.

2007-09-20T08:34:00.000-05:00

From: Tom Wolfgram [twolfgram@wcprinting.com]

Sent: Saturday, May 26, 2007 6:20 AM

To: Tina Ashton (tashton@rosenhotels.com); Mr. Harris Rosen (Hrosen@RosenHotels.com)

Subject: More on Leveraging your results.

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)

May 25, 2007

Organizations

When we talk about organizations that will be used to deliver Early Reading Skills, Simple Math and Social Skills to age 3-6 children we are generally talking about not-for-profits that already have the mission but do not have the deliver mechanism funded or are not up to scale for the community. Every community needs one or two to lead the delivery show and mobilize others. The one or two should take on a “business” segment of effort that looks like http://ulticharnetwork.blogspot.com/ . Your program has many collaborating organizations. Your documents suggest the CAB, the Civic Association, the Baptist Church, the YMCA, the Elementary School supported others to deliver. It seems the Family Service Center is what we would call the Ultimate Character Network. I will ask to spend more time understanding this exactly.

These organizations are accountable to designated gifts and are all about giving the gift in an accountable way to 100% of the children before they start kindergarten. Any child will not stand still to get the gift twice so money can not be wasted in this manner. If, for example, 50% of the children in a public school area are already getting the gift some portion of the new deliveries can be made with new money being spent with parents who are already giving the gift privately to their children. Parents who care can be boosted with delivery strategies supported with new money. If we are going to get to 100% of the kids, the bottom 20% of the 100% will need to be delivered from the least structured but most intensive set of resources.

So in the end the not-for-profits (there are very many of these) who “collaborate so well” cover 100% of the children with the intentions and actions of delivering early reading skills one size fits one to 100% of the children who start kindergarten. Kindergarten teachers and law enforcement will help point to the children. They get it! One could say there are too many organizations to collaborate with but that would not be in the effective citizen’s best interest. Each location has to search its heart of not-for-profits and understand how it has historically served families and children and yet allow the children to start kindergarten not ready to read. This “next step in development” is all about if not me or you, who? And if not now, when? Finding 100% of the children at age 3 is not the problem. Seeing them as import is the issue. Given all the money that is spent one wonders how this is still missed but the powerful have started to see where they want to spend the new money. So the glass is half full. I think the powerful are saying show me how the new money will get to the kids most at risk, before they give the next level of gifts.

You know all this. Where do the organizations get the new money? We can help with USA VALUES-CDP.

Those delivering organizations are not USA VALUES-CDP. USA VALUES-CDP is a public charity (501c3) with a design to jumpstart the delivery of 1/3 of the money needed on a large scale. The product line on this site is adjustable so that the materials meet the requirement of the delivery organizations. The materials on this site are Montessori based, and digested so they can be delivered one size fits one by a high school educated adult who cares. The materials can be expanded to meet the local needs. The site can be duplicated to meet the local needs. 2/3rds of the money discussion comes later.

So there is a not-for-profit business plan being built around http://www.usavalues-character.org . Without regard to parent, friend, family or neighbor, childcare, preschool or school, those who wish to deliver early reading skills can by using this site as a resource. USA VALUES-CDP has one major sponsor http://www.wcprinting.com/ who will share revenue and support the wholesale operation side of product delivery. Additionally, that one sponsor has created http://www.printsmartforreading.com/ to share revenue using it’s online printing site http://www.printsmart4u.com/ . This sponsorship is created to help grow the online marketplace by connecting/leveraging the printing dollar to early reading. This is a demonstration, many other corporate expense dollars can be leveraged this way.

The leverage to early reading of this willingness to share revenue on three levels has only just started. The three levels are; 1) Wholesale operation of a online retail product site for the benefit of USA VALUES-CDP; 2) Large Company Sponsorships; and 3) Service Group Sponsorships.

Obviously this needs the support of the most powerful, as soon as possible.

Sincerely,

Thomas D. Wolfgram

Thanks and activation

2007-09-19T10:41:00.000-05:00

From: Tom Wolfgram [twolfgram@wcprinting.com]

Sent: Friday, May 11, 2007 10:31 AM

To: Tina Ashton (tashton@rosenhotels.com); Mr. Harris Rosen (Hrosen@RosenHotels.com)

Subject: Thanks and activation

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)

May 9, 2007

Dear Mr. Harris Rosin:

Thank you for your kindness and attention in meeting with me. The energy you have put into your effort is very impressive and makes me imagine that the GIFT OF EARLY READING SKILLS can be delivered innovatively to 100% of the children before they start kindergarten. This gift, then used by the community and education to create opportunity, achievement, success and sharing will allow them to exceed expectations.

I pray that you will continue to be kind to the thought that we should find a way to work together. I will need to sell you on something of a matrix. A matrix of giving and economics and capacities that will sustain duplicate and expand the generation of outcomes you are demonstrating at Tangelo Park. Needless to say you are a pioneer, and I hope you will see a place for the special purpose public charity with a mission of early reading and character development.

You know all these nine matrix elements that create the positive expectation. There must be 100 ways to say this.

1. It is a gift under all conditions, delivered one size fits one.
2. Delivery is a first things first development for the child and the community.
3. 100% delivery coverage within a location is required to benefit the community and the schools the most.
4. Principals, effective citizens, teachers and community are all vested in a positive change that can be possible and even probable.
5. The light can be shown with a simple public service message delivered by self sustained economics and sponsorships designed to inspire giving.
6. A special purpose charity can leverage the inspiration of new gift giving in exchange for new deliveries without excess cost.
7. The ultimate character network already exists in each location and only needs to focus a portion of its attention to first things first to execute the new delivery.
8. The focus is on new resources for new deliveries best delivered by designated gifts leverage up by state and federal funds.
9. Attitudes dictates the capacity to do this from every element that exists in the communities. Small is okay.

The space occupied in any community by the above matrix is as strong as the gift of Early Reading Skills delivered. One person such as yourself can deliver the gift (new money, new delivery, new opportunity) that binds the location; or the public service message can be so clearly and simply stated by groups of people like you and yours that the gifts comes from those who consider themselves effective. This could be the leverage of your giving spirit across the land but centered from Orlando.

Humbly allow me to use six or seven letters of this nature that pull together and plug into what you have created. I beg that you consider this an opportunity to spread your demonstration and we can conclude this with a decision of sorts based on a plan of action of sorts that can will create the possible and even make it probable, at least in Northern Dakota County, Minnesota and say 10 other sites.

Attending to the element of college scholarships is beyond me for now. But we need graduation celebration in the processes of motivation, inspiration, recognition and activation. So again I ask that you stay open to the immediate activations of constant flows of children, mentors and parents to your area in celebration and recognition that the child is reading at 3rd grade level as soon as they achieve this level but no later than the end of third grade. This trip for the child can be made to be very special and individually supportive of the future by your organization and the many attractions around Orlando.

We wish you the best.

Sincerely,

TW
Thomas D. Wolfgram
Executive Director

PS. I am including several related files for reference.

http://www.printsmartforreading.com/

Give-it-Forward Program

2005-05-23T07:11:00.000-05:00

Give-it-Forward®
Choice and Civility Development

Powered by:
USA VALUES - CDP Phone 763-550-0769
Character Development Program Fax 507-452-2202
(A 501 (c) (3) company)

The Give-it-Forward campaign uses a gift program to mobilize communities to read stories and reinforce the early reading, civility and positive choice messages. The belief is that a grassroots understanding of quality and continuous improvement starts with sending positive messages in and out of the local schools.
Instructions for using the gifts are at http://www.usavalues-character.org

USA VALUES-CDP has been formed as a non-profit organization to facilitate corporate contributions and business that will stretch community wide early language development (ready-to-read), and character development choices.

The Give-it-Forward Program uses messages based on the premise that there are basic societal values that transcend religious, political and cultural differences. The following samples present an outline of civility to be projected to children and citizens. See other messages to be sponsored on the website http://www.usavalues-character.org
Compassion- We grow through sharing; Courage- Dare to be friendly;
Discipline- Expectations require discipline; Friendship- I will always need friends;
Honesty- I am right by being honest; Loyalty- I am trusted because I am loyal;
Persistence- Try again-gain confidence and wisdom; Respect- My respect is necessary;
Responsibility- Everyone accepts a responsible person; Work- It is smart to work for my choices

There are three sets of products that can be easily sponsored for teachers use by fund giving on the website.
Give-it-Forward K-3
Positive Expectations K-3
Age 3-6 Sticker boards

The Give-it-Forward Program®, powered by USA VALUES®

Principals, teachers and the community need effective tools that consistently send positive messages to children. A child needs to understand why character is the most direct method to achieving success and sharing. We suggest this is also a refinement of the future for parents, community and government.

In short, the nation is at risk of being uncivil and unsafe, principals are being asked to cover for many shortages, when civility rules- trust and choices become available- the flow of positives supplant the negatives. When civility does not rule… lives (physical, emotional, financial) are not secure or safe. One issue is how do we pitch positive messaging as the foundation to public school continuous improvement. This effort is designed for the grass roots around a public elementary school.

Gary Heil, http://www.garyheil.com/ noted author on leadership in changing environments, suggests we think about giving to start a giving movement. This logic is very appropriate- the leading customers must, without expecting payback, assert the requirement to give forward. This will result in creating the long-standing stage for leadership, trust, early reading choices and civility for our children when based from the elementary school. Effective citizens come into the picture at a grass roots level, as a leading customer seeking a character and choice network in the local school community. The Give-it-Forward Movement focus is on effective citizens giving to principals, teachers and young adults the materials to deliver early reading and civility in the schools and pre-k community.

Give-it-Forward is defined as a donation; delivered with the expectation that it will not be paid back; but in turn will be reciprocated to three others under the same conditions. The gift explodes through the community by a factor of three. A classroom covers for its own materials in the second year. Business starts the giving and fills in shortages.

Classroom Tested -- A summary of teacher evaluations indicated that the classroom material were relevant to 90 percent of the children. In addition, 90 percent of the teachers rated the K-3 Ultimate Materials "effective" or "very effective" in accomplishing the goal of helping teachers communicate values.

Program Development Staff Bonnie Hermann, former regional director of training, KinderCare Learning Centers, developed the curriculum and programs. During the two-year pilot process, she worked with teachers, principals and curriculum specialists in schools, including those in the large districts of Minneapolis and St. Paul. Thomas D. Wolfgram, Executive Director, USA VALUES - Character Development Program, researched character development programs and assisted in organizing the materials around the messages. He has also been in executive and consultant positions with businesses over the last 25 years. The materials used in this program and the pinpoint targeting of customer requirements is a result of efforts since 1997 to effectively help public school principals and teachers. This focus has led us to pinpoint preschool age children and first things first 100% coverage thinking.

Brief on the three levels of effort.

Level One Purpose is to expand the principal’s collaborative capacity in the community and first create the emotional intelligence needed to execute the school change.
The school trust fund for this program most likely already exists (designated giving)
Needed principal confirmation
Needed business confirmation
Needed kindergarten confirmation
Needed PTA confirmation
Needed List of teachers who need the materials for the classroom
Why? See 100 words at http://www.usavalues-character.org

Who? The list of who will give is unlimited
· School and PTA could make this happen themselves.
· District employees and school employees could make this happen themselves.
· A suggestion is that a corporation could sponsor a school and run Give-it-forward at

the corporation for the benefit of the school and community.
· A joint effort of the faith base could sponsor this pitch for civility.
· No limits!
What/How? See at http://www.usavalues-character.org/

Where? Child groups of 200 are already in place, Schools need help!
When? Now!! Communities led by principals (or vice-versa) must set School Change

that take less than 4 years of effort; but expect it to last forever.
!!! Goal? Adopt the goal to reach the community to Make 100% Certain all at-risk children

are ready-to-read going into kindergarten.
Cost? $10,000 covering two years of materials.
Duration? Two years

Level Two Purpose -- See the Early Reading School Change Program
http://www.usavalues-character.org/References/early_reading.pdf
Create the local school capacity in the local, district, city and state to Make 100% Certain all at-risk children are ready to read going into kindergarten.
Cost “Two school changes”* $90,000 per school per year for 4 years- $720,000
Funding Federal and state school change funds are available for this activity within Title I,

II, III, IV, V and VI. Bonding with payback from the school and public savings

is also an option. Long-term leadership is required!
Duration School receives 4 years of added resources to change; results in reorganization

to continue the change forever.
* Dollars are defined around 100 children entering kindergarten regardless of how many schools it takes to reach that level.

Level Three Purpose -- Be the Ultimate Character Network
http://ulticharnetwork.blogspot.com/
Getting to this level of program is the ultimate gift that gives and uses gift money to pay for the time and energy of teaching ready-to-read skills, one-on-one, to at-risk age 3-6 children. Teacher/mentor (educated adult to teach early reading skills) deliver this without the support of the classroom one-on-one as the ultimate gift of early reading skills. 100% of the children are included in screening and the bottom half of the bottom half are intervened upon. Principals (with extra resources from level 1 and 2) are in-charge for their accountable authority and responsibility. Principals rely on the gift giving community to reach the most at-risk children before these at-risk children fall behind. Each situation is one-size-fits-one and could include the mentoring of the parent or guardian of the child. This doubles the direct instruction time during the child's most sensitive language learning period.

Size of effort being projected here is 200 children entering kindergarten; in front of that there are 400 children age 3.5 to 5.5 in pre-k status; 40% of the children (most- at-risk) require one-size-fits-one intervention at $2,500 per child, or $400,000 per year. A preschool solution, not recommended here, would cost 3 times this much and supply less than one-half the individual one-size-fit-one time/focus on this critical early reading skill building program.

Funding and available resources are the future mountains to be climbed. There is a tendency to try to fund this as a part of school and government processes when in fact it is ultimately a one-on-one gift given one-size-fits-one to an individual not yet ready to learn in a classroom. The decision makers, who would raise the taxes to pay for this, have already given the gift to their children (not at-risk). Generally they gave at home one-on-one in combination with informal home schooling or a private preschool. They will not be inclined to pay $7,500 to $10,000 per at risk child per year. Monies from the tax base, supplemental education funds, gifts from business and individuals (Full Employment Act of 2004) and foundations will be required to change the world as we know it for at-risk children. Even voluntary fully funded preschool in the government or school funding systems will not address the full 100% of at-risk children for the principal in the urban schools.

Under all conditions some level (5%-40%) of the population will require one-size-fits-one individual teacher/mentor effort to be ready-to-read. This is exactly the effort that should be funded first to insure the return on investment in the community. Logic tells you that many of the most at-risk children and parents are not good fits for classroom efforts at age 3.5 - 4.5. Yet they are excellent matches for individuals looking for a loving purpose in life. Nothing less will reach the most at-risk child and it is pre 911 to think there are alternatives to this.

Expect a +16% internal rate of return on this investment! It has a full payback within 10 years; and after that, expect the return to skyrocket as positive attitudes about opportunity replace negatives in the school and public sectors of society at-large.

Email Tom Wolfgram at tdw.usavalues@comcast.net for the exhibits. Or find this document with the exhibits as a PDF at http://www.usavalues-character.org/referencematerial.shtml

Business Plan

2005-01-05T16:25:00.000-06:00

Update in 2007

This document serves for a orderly statement of what could be done with federal and State Education Innovation monies that are available. This logically requires a very broad based community and way more traction than USA VALUES-CDP can deliver. So it stands as an option for the future but not an option for us today. Many of its parts are relevant to creating and enhansing anything that is established.

This plan has merit in the government's processing of "2/3rds of the total cost to reach the most at-risk children with ready to read skills delivery" to be completed county by county when that time comes.

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)

Introduction of a Business Plan Model

The grant competition under section 305(e) for Education Finance, Leadership and Management within the Institute of Education Sciences serves as the basic outline of this business plan.

This competition document was used as an outline because it provided a clear definition. This definition will likely be used by a university, A regional education cooperative and school districts under Title V sections 5411 of the NCLB act which calls for an unsolicited request because it is so innovative. Note also that sections 5541, 5542, and 5561 call for grants that respectively cover integration into the schools of social mental health, School readiness, and assistence to parents. My visit to the Federal Department of Innovation in the Spring of 2003 at the direction of my congressman, with the Retired Executive Director of the Minnesota Elementary Schools Principal's Association clearly indicted we were innovative and the key to getting unsolicited grants was having many effective citizens engaged along with a substantial territory.

Developing the Early Reading Power Within Us
(The purpose of the development is to
intervene to improve the learning environment and
increase student achievement)

I. Contribution of Project to Solving an Education Problem

The problem
Public elementary schools are not encouraged/supported by effective citizens to do first things first in the “new no left behind education” of at-risk children. The concept that we can actually not leave anyone behind is seen by many to be impossible. Practices, generally create many inequities and many poor children are underserved before they or their parents know it. Others do not and never will have parents serving them. Schools recover many who have been left behind at age 6, but not even close to 100%.

Quality (100% proficient in the third grade test) is free if first-things-first are completed right the first time. This is not honored as a quality, continuous improvement and cost reduction principle in public education. There is no fault to be assigned to this, it is a gap issue, a risky road to be traveled, as hands are tied, money is constrained, and public education goes for the “most” result within the most funding without being prone to innovation. Only recently has equal opportunity to learn started to replace the call for equal access.

Principals do not network the early education resources. This is very innovative thinking for public education. Present developments without a focus on 100% of the children and the network to deliver early reading skills is ultimately a waste because early reading skills changes the process and outcomes dramatically.

A Regional University or Regional Education
Cooperative Early Literacy Collaborative, and
the Ultimate Character Network

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.

COLLABORATIVE: A Regional University, schools, and the community will collaborate to mobilize effective citizens, community services, churches, and businesses toward meeting the goal. The collaborative will offer the opportunities for committed citizens to invest time, dollars, and/or moral support for these “one size fits one” initiatives to give the gift of early literacy.

OUTLINE OF ACTIONS:
A Continually broadcast all sides of the requirement to the effective citizen base
B. Positive expectations from principals, clergy and effective citizens
C. Positive expectations from the separation of church and state
D. Power and Money matters
E. The ROI
F. Innovation
G. Clarity of purpose from the powerful effective citizen

BRIEF DISCRIPTION OF ACTIONS:
The university or regional education center creates a special purpose magazine publication to explain quality is free in a first-things-first process. This is totally related to the 100 words they decide to use to facilitate the changes in the school communities. The special publication is annual but supported by web site communications and sub-publications of local press releases, promotions and postcard messages. It is possible to start a regional program without the special purpose magazine with extensive use of sponsored combo-paks postcard messaging to effective citizens. A web site is supported and traffic is driven with the combo-pak mailing. The purposes of the publication are consumer education, and promotion of the organizations and effective citizens that are doing first-things-first. This publication is sold to effective citizens and raises money for the purpose. It contains advertising for the organizations that are doing first-things-first, sponsored by effective citizens who see the light (businesses and individuals). This magazine and or combo pak communication ties the effective citizen into providing equity for the program that perpetually refocuses the schools and community. The magazine is initially published with the over and above effort so the funding gets to its intended purpose. The money raised is used to lead the street level action.

Street level resources deliver early reading skills so the community can expect that 100% of the children will test at least proficient in reading skills during third grade. And, a return on investment should be expect from these efforts. This is a massive change using society’s combined base knowledge in the collaborative.

An investor might be required for each public school to help the principal execute the change. A monetary investment will be required for each school in order to ask for school change money that is supported by federal funding.

II. The following Theoretical Foundation and Prior Empirical

Evidence supports the Development of this

Project. It is focused on Goal 2

Background—The Institute of Education Sciences has four goals; (1) to identify promising systemic finance, leadership, and management practices for improving the teaching and learning environment and thereby increasing student learning; (2) to develop new systemic finance, leadership, and management strategies; (3) to evaluate the efficacy of systemic strategies; and (4) to develop and test cost accounting tools and measurement systems that will enable education administrators to link student-level resources to student-level achievement data.

Goal 2 Introduction
The major components of this proposed change have already been developed and proven effective. When children are ready to read starting in kindergarten they are very likely to be proficient or better in the 3rd grade testing. When the community intervention generates a starting kindergarten class that is 100% ready to read it is logical that resources adequate to bring children from behind up to proficient in grades K-3 will be adequate to keep them proficient or even ahead of proficient.

This project has very practical implications as studied by the Federal Reserve and Fight Crime Invest in Kids. It would represent a significant innovation to the system of urban public education because it uses available resources sooner in the life of the child. It will provide sufficient scope, evidence and intensity of change that it is likely to affect, the way in which a district operates and includes the community, improves the learning environment at the school-level and reconciles the student achievement to the sequence of English Language Learning proven by science to be most effective.

We provide a strong rationale for the proposed intervention, our evidence of intervention is simple; the child will enter kindergarten with a record of the sounds they recognize, the sounds they can write, the three letter words they can read, and the 2,000 to 5,000 English words they recognize when spoken. This entry record can be studied/used in connection with the 3rd grade testing already in the school system. Not all children will have this intervention record. Those not proficient in the 3rd grade test will be studied as to the reason the early intervention opportunity was not adequate or used. This data will be used in decision for future early intervention. This is adequate operational outcome data indicating that exposure to the intervention is correlated with improvements expected in the learning environment and student performance. Such data, will help principals and teachers and the Early Reading Collaborator refine the interventions and provide insight into why an intervention does or does not work, and is or is not well done.

Just like children burst into reading with proper attention, we expect schools will burst into proficiency. The Project will keep in mind that the Institution of Education Sciences Development Goal is to provide funds to develop interventions that on the basis of the theoretical rationale and relevant empirical evidence appear to have the potential to increase student achievement. The schools will collect the preliminary data that matches the decision to intervene with the record of intervention and the 3rd grade proficiency result. A reasonable evaluation will be made by school operations and the data will be available for further study.

In this case the business plan development is to pull it all together in a cost effective program that can be assuredly implemented by the most interested effective citizens and school administrators dealing with the poorest of the poor. This will demonstrate public K-6 education at the next level of effectiveness where equal access is matched by equal opportunity to learn.

IIA. The creation of this school change business plan includes substantial reference to the following expert points designed to add base societal knowledge already proven and accepted to urban public and charter elementary schools:

1. Points
The importance of the language sensitive period, and the loss of it. (p135, 136 )
The period to start with language development is as soon as possible (p120)
The period to learn writing is 31/2 to 41/2 (p137, 138)
Reading single words can starts after 3-6 months of writing (p49,50)
Maria Montessori-Her Life Work, by E.M. Standing
2. Points
Writing and Reading, and the materials to assist the child (p120-137)
Primacy of the child’s individual needs (whole book)
Montessori-A Modern Approach, by Paula Polk Lillard
3. Points
Background, discipline of the teacher and the teacher’s preparation (whole book, p263-286)Focus on the child as the common source of societal love (p287)
The Absorbent Mind, by Maria Montessori
4. Points
Opportunity to learn has the strongest relationship with student achievement of all the factors (p22)
High Expectations of students has been one of the most consistent findings in the literature…that defines the characteristics of the most effective schools. ( P36 quoting other educators)
What Works in Schools, by Robert J. Marzano
5. Points
Separation, under the establishment clause, when the school ASKS for community effort is simple when presented clearly (p37)
There are no significant separations of church and state issues when the request of the community is viewed as age 3-6 societal imperative and starts with a request of both secular and all religious establishments. (p58)
The First Amendment in Schools, by Charles C Haynes, Sam Chaltain, and others
6. Points
Christians are on earth to give meaningful gifts to the poor as they work out their individual faith.
Christians expect to be seen as different from non-Christians, so they relish the separation.
The Bible, Galatians 5: 22 to 26, and Romans 12, leading into Romans 13:8 to10, by St. Paul
7. Points
The power of love can not be registered within the laws and rewards of man (p189-192)
“We can do no great things; only small things with great love” Mother Teresa (p192)
All I Really Need to Know I Learned in Kindergarten, by Robert Fulghum
8.Points
Zero defects, No tradeoffs, Requirements, Make certain, Browser guide (p241-264)
Quality Is Free, by Philip B. Crosby
9. Points
Quality, productivity, lower costs, capture the market (p1)
Common causes, special causes, stable system, cost of variation, management (p309)
Out of the Crisis, by W. Edward Deming
10. Points
Total cost of the process is driven by quality through the bottleneck constraint
Must get quality right the first time in front of the bottleneck constraint or you are wasting the most critical resources
Then manage changing bottlenecks, to manage the costs. There is no ending.

Tom Wolfgram points out that principals must receive help because they are one of the bottlenecks driving cost.
The Goal, by Eli M. Goldratt and Jeff Cox (the whole book)
11. Points
Three of the seven habits are; to be proactive, to have an end in mind, and do first things first. (p65-145)
The Seven Habits of Highly Effective People and others, by Steven R. Covey
12. Points
Let customers set the pace or go out of business
Relationships are build on trust, one at a time, one-size-fits-one
One Size Fits One, by Gary Heil, Tom Parker and Deborah C. Stephens (the whole book)
13. Points
Financial resource is only one of several that define poverty
Know that not everyone speaks the opportunity and success language
Start early, and provide a bridge, hold hands crossing the street.
A Framework for Understanding Poverty, by Ruby K. Payne, Ph.D

(the whole book)

14. Points
The principal can make the difference and generally the differences are one-size-fits-one

Give the principals the help, because management is one of the bottlenecks
If it takes double, it is still well spent money to remove the excuses
No Excuses, Samuel Casey Carter (whole book)
15. Points
Stay positive, stay positive, stay positive and much, much more.
Bringing Out the Best in People, Aubrey Daniels (whole book)
16.Points
Efforts need a focal point, and then many effective citizens
Creating a School Community, by Eric Schaps (whole book)
17. Many Other Points
The backgrounds and discussions within the following books are ever present in this school change process. These books are considered statements and examples of truths- Welcomed and Not Welcomed. They are not considered instructional but rather foundational. Several of them are fictional to present the points most effectively.
Why Johnny Can't Tell Right from Wrong, William Kilpatrick
The Best of Success, Wynn Davis
Teaching Your Children Values, Richard and Lynda Eyre
Emotional Intelligence, Daniel Goleman
Restoring the Good Society, Don E. Eberly
Within Our Reach--Breaking the Cycle of Disadvantage, Lisbeth B. Schorr
Tyranny of Kindness, Theresa Funiciello
The Book of Virtues and others, William J. Bennett
Dominion, Randy Alcorn

IIB. An intervention is proposed using the following and related materials:

The first 100 words on page 2 of this plan clearly and concisely articulate why this proposed intervention, should be developed. Many present interventions developed can not be judged as a truly worthy permanent investments to improve the system because they simply do not do first things first. Correction, is always invested in the earlier processes that created the exception. Without this discernment, we are making investments in the errors and exceptions. Often, this is the result of poor management and poor collaboration. In our society there is no dispute that we suffer from poor collaboration between poor families and elementary schools relative to age 3 to 6 child development. In many cases the public schools are not in touch with the child until they have already been left behind.
1. Points
There are people in this world who must give because Jesus was given to them. Their faith and justification in God’s gift, calls them.
This individual gift to a child can be positioned to be life saving on several levels. Schools see them as societal imperatives- ethical, moral, and civil.
Principals can look to the community as giving them purpose in life. They should be able to ask for “real” help to link them to the required resources.
Communities are already purposed with the love of children.
The Purpose Driven Life, by Rick Warren (whole book)
The Bible, Galatians 5: 22 to 26; and Romans 12, leading into Romans 13:8 to10, by St. Paul
2. Points
The following books demystify the teaching of early language and reading. They point to the delivery on an individual basis to children between the ages of 3-6. When this gift is given one size fits one the child has been protected from falling behind without a chance of recovery.
Why Our Children Can’t Read and what we can do about it, by Diane McGuinness, PH.D.
Montessori Read and Write parents guide to literacy for children, by Lynne Lawrence
A Path for the Exploration of any Language Leading to Writing and Reading, As a Part of the Total Montessori Approach to the Development of Language, by Muriel I. Dwyer
Learning to Read is Child’s Play, By Mary Maunz, Celeste Mathews, PH.D., Randall C. Klein
Many other short books or discussions with work lists and checklists, including one prepared for the USA VALUES-CDP SCHOOL CHANGE METHOD from the Montessori Method of teaching the acts of listening, vocabulary, writing and reading to children before kindergarten.
3. Points
The LeapPad is a tremendous tool for the building of English vocabulary of understood words going into kindergarten, especially for Non-English families.
This set of tools looks like a “real” gift of shining plastic to the children. The emotional or intellectual portion of the gift is actually all important. The child must receive an individual delivery.
All Around Me, LeapPad ( Vocabulary Accumulations Activity Only), by Leapfrog SchoolHouse Manual
4. Points
The collaboration between the school and the faith base and other children organizations is simply a matter of doing it, staying with it, with an open mind to continuous improvement based on the requirements of the community.
The GE Work-Out, by Dave Ulrich, Steve Kerr, and Ron Ashkenas with Debbie Burke and Patrice Murphy
5. Points
· Cost reductions from doing first things first at levels close to 100% are clearly available to schools first and communities later.
· Principals will commit to leave no child behind based on a community commitment of 100% ready to read.
· Principals will lead the charge if they are given the effective assistance (manpower) they need to lead the school and clearly articulate the requirement.
The ABCs of ECD, December 2003 Federal Reserve Supplement, Art Rolnick and Rob Grunewald
Fight Crime Invest in Kids Web Site, http://www.fightcrime.org/
Summary of Meetings with Principals, Tom Wolfgram

IIC. Discussion of Actions around the the following subcategories of issues will highlight the possible process within the resources of each community. Quality is free and attitudes make the difference.

The definition of fully served is 100% of the children starting in kindergarten are ready-to-read. Ready-to-read is defined by every major school district. It needs to be broadcasted by effective citizens because the societal cost ramifications are not broadly understood. Taxpayers (business and individual) are now staying away from the public education process, looking for alternatives to a growing list of needs. Taxpayers and contributors will see the potential effectiveness of doing first-things-first in the public education sector and engage in accountable solutions, if asked by the principals who are now measured by NCLB.

This plan facilitates the special purpose consumer education to start the innovations that will truly no longer leave children behind. The issues are published and the communication paid for by the effective citizen in the region.

The Early Reading School Change Program is designed to actually innovate K-6 education in the process of giving the gift before kindergarten. It is best that an effective citizen makes this point via positive consumer education. Only the inside of the “box” will innovate public education, so the outside influence must proceed in step with truth, love, communication, positive positions, faith and hope.

A. Consumer education is required. The 100 word focus must develop.
Principals and teachers will be positioned as very important public servants by the community when their purpose is clearly merged with the focus of the effective citizen community.

It has become a moral and ethical imperative to not leave age 3-6 children behind before they even get to the K-6 public schools. It is only fair to the concept of equal opportunity and growth, because age 3-6 children never miss the gift of literacy on their own accord. It is only fair to help the principal meet the expectations of the community, because to do otherwise leaves them holding the neighborhood’s problems they did not create.

B. Principals are very talented highly paid public servants who already are in place for at-risk children. Achieving the 100% goal of ready-to-read in the gift-giving community triggers the growth (ROI), first in the schools and then in the community.

I. Agree on the first 100 words to get started.

II. Agree on the secular moral and ethical basis for messaging and one-on-one giving to 3-6 year old children. The purpose of the messaging is to be: 1) ready to read English, and 2) To present stories encouraging positive personal assets and attributes.

III. Form a group to support ten local school efforts of 100 children starting kindergarten in the neighborhoods.

IV. Publish a Special purpose magazine annually, Sell advertising and sell the magazine on the Internet to the effective citizens who must start the consumer education. This is to get the word out and build a consensus.

V. Establish bottom line permanent neighborhood communication to mothers and families about the importance of the gift.

VI. Prepare the discussion about separation of church and state and the importance of real freedom of speech and religion and guard the resources needed to be successful.

VII. Resource local principals to establish their bottoms up focus on the poorest of the poor age 3-6 children. Adequate materials and engaged citizens are needed to start this step.

1. Read One Size Fit One

2. Read GE Work Out

3. Read the messages of opportunity, achieve, happiness and share

4. Read the purpose driven life summary to a secular focus on the community

5. Engage pastors and citizens in the neighborhood via a simplified GE workout (low cost)

6. Engage the public relations professional (low cost)

7. Engage the activity based cost accountant (low cost)

8. Engage the part-time principal for 4 years (higher cost)

9. Engage the early literacy social worker (Early Reading Collaborator) (higher cost)

10. Publish a periodic newsletter supporting the regional magazine as a part of the local paper (low cost) and a local internet site.

11. Plan the costs of the Early Reading Teaching and Learning Activity from the school budget and the community budgets taking full advantage of Title I, II, III, IV, V. of NCLB Act, and all the other federal funds for child development. Start the one-on-one giving in the local community to the age 3-6 children.

a. Select materials for a three-prong attack to achieve 100% literacy coverage in the neighborhood. (See outline)

b. Execute to continuously improve the coverage of the poorest of the poor while strengthening the formal resources already in place.

i. Teach the volunteers to use materials with children (double-up on the children)

ii. Teach the social worker how to link the children to the school and the volunteers using technology as required.

c. Build on the execution of the formal resources already in place to reach 100% of the children based on the ROI expectation and the input of the activity cost advisor for each neighborhood.

After 4 years expect 100% of the children at the end of kindergarten to read at first to third grade levels. Change the expectation so this cumulative progress take over the achievement process defined by AYP in the elementary school; and free up resources to work with children earlier. Expect the children and school to burst into reading and learning proficiency.

VIII. We would suggest low cost processes (space, communication, human resources and knowledge) already exist to engage the effective citizen and others in this imperative. There are no reasons to wait. There are no significant separations of church and state issues when working together is viewed as a societal imperative to improve the opportunity for children. We Americans have opened our doors and wallets to the people of the world and created our catch 22 that goes along with our prosperity. Religious and other differences from our original mainstay will continue to change our culture under a basic protection of freedom of speech and religion. If America stands for anything to the world (with glory and blemish) it is that all men and women should have the same basic freedoms, opportunities and responsibilities to prosper. America has welcomed people of many languages looking for our basics. English literacy (writing, reading, speaking, listening, comprehension) is a proven limiting factor in achievement and engagement. Early childhood literacy is absolutely critical to the expectation that each will prosper. There is a return on investment from making this 100% assured in each neighborhood.

IX. Once resources are in place to deliver, newspapers and radios start and never stop the public service of making certain that 100% of mothers understand how important early English literacy skills are to their children. Today, if it is not promoted it is not important.

C. Principals will learn how to leverage the positive resources available to public education from the separation of church and state and the definition of the gift being an individual one-size-fits-one effort by a caring adult with a child before kindergarten. The power this love will project into the system is priceless.

Separation of the Faith-base and State Education is like the odd and even sides of a street. The neighborhood is stronger when both sides are vibrant and optimizing the positives. If you are effective, you want to use the positives from both sides of the street in the development of societal values. State and church should want to recognize common positive societal messages distinguished from the faith-base.

When individuals work one on one with other individuals and deliver early reading skills to age 3-6 children, as a societal imperative, the establishment clause can easily be addressed with very direct instructions to avoid the messages of creation, faith and forgiveness.

Our USA civil world might have started with the bible used in schools and the 10 commandments used in the city square, and the Fruits of the Spirit (love, compassion, hope, joy, faith and others, see Galatians 5: 22 to 26) being significant reasons for giving. But our civil life, in this USA, has morphed into the government playing a significant role. The bible has told us to expect just that! How simple is the conclusion that the USA society is no longer strictly biblically based and has found alternative foundations; because, in part, it has become more worldly-successful and diverse.

Especially Christians (a segment of the faith-base) see the separation, as a positive. Action on the basis of separation could very easily be the source of more positive USA growth for church and society. Christ instructed a large segment of the faith-base to not rely on the government. Rather we have an obligation, in spite of the government, to be in the mix and influence.

The source of a child’s worldly growth before age 6; is, first- things-first, an individual gift of early reading and language skills. Effective citizens must look to more than public education to provide the one-on-one gift to 100% of the age 3-6 at-risk children population. We have generally achieved separation in our neighborhoods. Recognize several responsibility and authority issues.

I. Diverse people, culture, character, values, opportunity, beliefs, morals, ethics, education, position, knowledge, money etc. all are plentiful in urban settings, by world standard.

II. Demonstrated unequal opportunity exists for individuals that can be mistaken for unequal opportunity for segments of society. Limits on individuals do not have to apply.

III. Under promoted expert understandings that early literacy education is a key to an individual’s future opportunity. And, promotion is getting more important all the time.

IV. Early literacy education of 3-6 year old children is a gift from one individual to another. This 100% gift giving process is not being addressed at the one-on-one levels for the poorest of the poor.
1. Some at risk children get the gift and do not fall behind and others don’t get the gift and are behind the rest of their life.
2. Disengagement is increasingly measurable and tied to age 3-6 literacy.
3. Additionally, disengagement triggers a high social cost for society, which has become a ROI target in an social economic sense.
4. Specific reliance on the private sector (non-government) to provide the gift through families and others has traditional support because it is an individual act best delivered one-size-fits-one.

V. Probable specific targets exist of which individual children are not getting the gift before kindergarten. There is communication technology to help manage the targeting.

VI. The existing need for giving an early start to the child is several years in front of the issues of separation between church and state education because of the offical kindergarten start.

VII. Public elementary school principals, already designed into the social system as a stop-gap, must be able to call on the effective citizens earlier (reach into the gift-giving world) to give the gift on an accountable basis. Only principals are positioned and vested to see and start the actions/rewards behind a 100% goal of ready to read English.

VIII. Effective citizens expect the messages of civility, morality, societal values, opportunity, early literacy, and sharing be sent by the public domain. What, why, who, when, where and how? In this setting of expectations and requirements a significant public domain burden has been placed on public education that, so far, has highlighted the shortcomings of gift-giving by individuals to whole segments of 3-6 year old children. Poor economic status, diversity and weak parent education makes it easy to confuse individual with group problems and solutions.

IX. The Faith-base and other effective citizens have made urban areas a mission field, without the funding to reach 100% of the children in the neighborhood. They will focus on 100%, especially when the principal asks for the help! Effective citizens know it is the gift of education that is the first-things-first act of self-preservation. Historians will make the case this is society’s private investment for its public return. No different than being certain all the children have been immunized before they enter kindergarten.

D. The money is available! A high level national discussion follows that can be reduced in levels to the state, region, county, school districts, and school. Each region requires the 1.) Self-funded special purpose communication and regional direction, 2.) Building of the Principal Network for Early Reading Delivery, 3.) Continuous ground level delivery of early reading skills to 100% of the age 3-6 children.

Starting with the conclusion you will reach at the end of this section about money. It is not about the money! There are enough resources, capacity and monies in the systems and communities to assure the proficiencies starting in grade 3. It is about the power controlling the focus of the money and whether a very small portion can be refocused to the 100 word goal to start the turnarounds. Those in power must see it in their best interest and must deal with the fear of change and the gain or loss of power. This is the rubber on the road.

The ultimate character network is a new group without any money. Progress at any group level is about concentrating self-interest and uniquely this plan does not create a new one. The consolidation or breakup of self-interest is about compromise and focus in front of the inevitable. The skill with which one reaches consolidation and compromise is the essence of small or big success or not. Acting on the 100 words focus will release a new wave of opportunity, growth and power. A powerful underserved customer population is driving public and private sector innovations because the sensitivity period to learning language is now setting the pace of learning; because it is possible.

The United States is on the world stage. The power the middle and upper class has and will give up for the next growth cycle is the next act to watch. It is not going anywhere fast until the most powerful can perceive secular growth from true freedom of speech and religion combined with the relative understandings of civility, ethics and morality. While our entire nation has been and is a demonstration of this growth, our next level of societal success might be located and measured in the urban neighborhoods one-size-fits-one in each community and urban elementary school. Once our most powerful focus on the security, increase in property values and consumer economic growth that will result, the change will happen quickly. Globalization's force is impacting us and could positively drive the changes in the cities.

Further discussion of 1 and 2 in the above heading will not serve a purpose here. The costs will pay-back in 1 year for the communications and 8 years for the network building. Local efforts are directly accountable for the return on investment in low risk processes.

Each principal must ultimately consider the early reading skills delivered at the ground level of this program at a cost of $5,000 per at risk child over a 2-year period. The communities wish to “bank on” 100% reading proficiency and it starts with this delivery and cost.

The street level delivery program has an estimated 16% internal rate of return justification. Most of the return occurs after elementary school so a consistent initial flow of funds to deliver the $5,000 must be appropriated, or gifted, or arrive in some combination of both to the principal. These numbers must be put into a total national perspective as follows.

Children entering kindergarten each year 4.8 million
40% at risk requiring intervention (max) 2.0 million
Per child cost at age 3-5 (two years) $5,000
Two year cost 10 billion dollars
One year cost 5 billion dollars
State of Minnesota cost for one year 165 million dollars

This has been further refined in the USA VALUES GIVE IT FORWARD RATIO ™

http://www.usavalues-character.org/References/Census_at_risk2.htm

This money can be found for appropriation from:

1. The details of the present funding of K-12-NCLB when government recognizes many solutions to K-12 education can be delivered by early literacy before kindergarten. School change money and school innovation money is a possibility. However we owe it to the children and the principals to make this funding as easy as the first 100 words.

2. The 5 billion dollars above is less than the difference between NCLB law authorization and the annual amount appropriated in the federal budget process. In addition, money is available from the following federal department funds for communities with the faith-base being made noticeably eligible .
a. Justice
b. Education
c. Labor
d. Health and Human Services
e. Housing and Urban Development
f. Agriculture
In both 1. and 2. the supplemental education process could be used to make the funds available to principals and the networks doing the accountable delivery. The laws, funding streams and accountabilities already exist to accomplish this program.

3. This money could be delivered as a gift: -- It could be squeezed out of the budgeted federal, state and local funds by using a government expenditure assessment until the funds are made available within the line item budgets. Government payees would be structured into gifting ½ of 1% for this purpose. The fund established would also take voluntary tax-deductible dedicated gifts from other effective citizens who wanted to give.

Federal Government Funds and Grants 2002 1,900 billion dollars
State Funds estimated 600 billion dollars
County and city local funds estimated 300 billion dollars
Total - 2,800 billion dollars
½ of 1% assessment is (per year) 14 billion dollars

Before this assessment is rule out of bounds, recognize how small the amount is, relative to the total. It is a small funding issue for a Leadership that believes in quality and doing first things first in business and for K-12 public education. The laws already exist and supplemental federal funds for this outcome already exist at the state education level, but require policy change to be spent on children who will falll behind verse are behind. In fact, there is no good excuse for not using the money passed in the NCLB law for this purpose. The effective citizen truly believes they are already paying for quality and doing it right the first time so they expect government and education to rise to the challenge of NCLB and 100% accountability on a one-size-fits-one-basis. Most would agree with the Federal Reserve that there is a real ROI to Early Childhood Education.

4. Just to make the point complete, the money is there to do right things, first, for at risk children. Of the 2.8 trillion dollars spent in the public sector (2002), about 500 billion is spent on K-12 education in our nation. But we should take note of the rest of it. 2.6 trillion dollars in retail purchases. 3.8 trillion dollars in manufacturing purchases. And, a service industry larger than the manufacturing industry.

5. The principal needs the powerful effective citizen to give a simple funded direction to them to hold the hand of the “community customer” and do first things first. The principal must set up the Ultimate Character Network to deliver $5,000 of early literacy and civility skills per at risk child. The right first thing is defined, the accountability is in place, the use of present resources available needs this “small financial adjustment” to reach the at risk portion of the 100%.

E. ROI. This activity will be funded because it has adequate ROI.

The word is out via the work of Minnesota Federal Reserve Bank that Investing in Early Childhood Education gives future society a cost effective edge. Expect a return for your spending on early childhood education, most directly defined by the Federal Reserve as ready to learn (reduced to more of a pinpoint by USA VALUES-CDP to a very specific ready to read). See the December 2003 supplement- The ABCs of EDC. http://minneapolisfed.org/research/studies/earlychild/ABC-Part2.pdfA 16% internal rate of return expectation and a study of when and where the savings would apply to this commitment would conclude that we start now with the innovation. The Federal NCLB Act is a work in progress, and money is in the system to execute the innovations. The question for the urban public school principal is can he or she generate a savings, when 100% of the children starting school are ready to read, and what does the savings look like. Less special education; less behavior specialists; less remedial reading instruction; fewer failures to progress; less English as a second language; larger class sizes; can all be expected from 100% proficiency; more children in school.

The larger benefits do not even happen in the schools. The community should be prompting the principals to ask for help; and helping principals succeed. The principal now has a very large “measurable weight of fate” facing them each day in the community. They need help. Communities take time to define truth for age 3-6 children and effective citizens must believe basic cost of quality applies to education. Our consultant points to utility savings bonds issued by schools in the past when the energy waste was excessive and known to be eliminated by investments.

F. Back to innovation in the neighborhood, this program is to innovate and cause delivery of that gift for $2,500 per child per year for two years before kindergarten, in a way that it is ultimately funded within the present resources.

There are many one-size-fits-one showing as to how to pass the gift forward in a way our neighborhoods get it right (write) when write (right) matters the most. (Tongue in cheek, many experts teach writing as the first step to reading because it is logical to the child) Solutions are simple with individuals helping age 3-6 children in a one-size-fits-one process, because the powers in charge have asked for the help. It is true that some children are already behind at age 3 because they have not heard English spoken regularly, however, English sound recognition can generally be recovered after age 3 with the care and patience of reading simple stories to children. Real innovation will include:

1. Elementary school principals focus on age 3-6 children “first”

2. Gifts needed, not more government spending

3. Active private investments to save future public and private spending, sourced by the 2004 Job Creation Act.

4. Faith-base needed by public schools, not in public schools

5. Public school principals willing to direct the faith-based and others

6. Leap forward progress with the least resourced

7. Poverty learning issues, not Black, Indian, and Hispanic learners

8. Urban schools becoming the lighthouse for the nation

9. Civility presented as sound bite messages, opportunities actually solve race prejudices

10. Bonding source for improvement because the process starts the IRR and ROI expected.

11. Urban market values racing ahead because of the value of a diversified education

12. Communication critical, not facility critical

Our ground zero freedom in the USA and the one we project to the world is freedom of speech and it is just not true in our world of plenty unless everyone has it. The Elementary School Early Reading School Change gets funding from …(see section 5)… and delivers from the following resources built into local one-size-fits-one networks.

All present childcare and preschool delivery systems
National Service organizations
Local Service Organizations
Local fire departments
Local Library Resources
Barnes and Nobel Spaces

McDonalds Spaces

Extra capacity has to be created within the local childcare industry and the local churches

The collection of resources, rules, laws, risks, power, status, education that hold us back from confidently giving a gift to pass forward is worldly and powerful. The pulls to first take care of our family, and ourselves, to have more and more, are powerful. But issues are now aligned so that the gift to 100% of the age 3-6 children is the right first thing first action. Reviewing Romans 12, leading into Romans 13:8 to10, and spirited with Galatians 5:22 to 26, comforts many to give the gift of love and peace without being in the loops of worldly power. This capacity to give can be called forth; by the powers in charge of every community. It is the only way 100% of at-risk children will be taught in time to matter. Mother Teresa was proof positive that love is fully respected as a power by the worldly powers. See page 189-192 of ALL I NEED TO KNOW I LEARNED IN KINDERGARTEN, by Robert Fulghum. This is a call to secular civility, ethics and taking care of first things first for our own benefit, using the Faith-base in the principals judgement if required.

G. Clarity of purpose will prevail because it will be clearly stated by the effective citizens. Today, citizens can pick whatever exception they wish to be public about, without reference to the Truth, Gift, Goal and the Focus that is important to effective public decision making. The point of doing first things first with limited resources is what being effective is all about.

The effective citizens with the power are being asked to share it with this program. It starts by sending the message that opportunity is there for the taking if the child does not fall behind in the acquisition of literacy skills. Also,
· One-on-one gift is required, it is not government work.
· Education science has defined the literacy gap that needs to be filled.
· One-size-fits-one means early literacy is achieved one child at a time, but the prescription for its achievement is varied to meet the requirement, by the initiative of the giver.

Freedom of speech (the power) is based on literacy, and all the other messages of civility make sense in a freedom context. When the powerful give opportunity in the USA, they are doing it with an expectation of undefined growth, but faithfully expect peace and security.

Under the banner of being ready to read English going into kindergarten there are:
· Sounds recognition of the English letters
· Writing skills
· Three letter word reading skills
· Listening skills (comprehension) to understand the words of a 6 year old (in English).
There are at least four sets of messages that are appropriate for children age 3-6. Children receive messages by listening to stories that adults read or tell. We, like others, have story lists available uinder the headings of Honesty, Friendship, Work and Respect.

The very powerful effective citizens that influence the institutions that make up the community quality of life are going to state for the record that this simple banner of messaging must be delivered to children age 3-6. This has already been said by the federal government laws created for the recovery of at-risk children starting in kindergarten (NCLB). Having been said by the federal government as it relates to K-12 education does no justice to the real true gap created before kindergarten.

Worldwide action to create literacy is suggested by a very powerful body of volunteers. -- The 9-11 Commission Report, on page 377, defines “the agenda of opportunity for the world to be literacy as freedom.” The Most powerful citizens in the USA should make good on this promise to age 3-6 children. If this were done, world leadership would be assured, because our middle class would grow faster and provide a new round of markets and opportunities for the world. We are close, the powerful must make an earnest request of those in position to manage and give the gift. The gift required to fill the gap per year is less than .25% of trailing Retail Sales and Manufaacturing Shipments based on census data. http://www.usavalues-character.org/References/Census_at_risk2.htm

So who is the power? The following regional collaboration, with neighborhood networks driven by principals would not be denied.

Who ........................................Source of Power
Effective Citizens .....Savings and Taxes
Faith-base .......Purpose Driven Life
Race and diversity experts ........Growth and opportunity to learn (OTL)
Defined ready to read ..........Growth and OTL
Preschool .......Growth and OTL
Daycare .........Growth and OTL
Childcare .........Growth and OTL
Understanding and training networks .........Growth
Individual gift givers ..........Growth
Universities ..........Growth
Colllege/ adult service organizations ...........Growth
PTA et. al .........Secular character to start OTL
Teachers ........OTL
Principals ..........OTL
Superintendents ..........OTL and Taxes
School Boards .........OTL and Taxes
Regional Education ..........OTL
State Education ...........OTL and Taxes
Federal Education ..........OTL and Taxes
County ..........Savings and Taxes
City ...........Savings and Taxes
Business, Industry and Service Quality ..........Sharing, Savings and Taxes
Business, Industry and Customer Service focus ..........Sharing, Savings and Taxes
All Organizations Human Resources ........ Sharing, Saving, Taxes

II.D. The hypothetical parameters being created for further study
1. Entire communities of effective citizens can be motivated to fully and joyfully serve the underserved age 3-6 child by fully understanding the First 100 words.

2. 100% of children 3-6 years old going into kindergarten can recognize 26 of 44 English sounds; read 300-500 three letter words; recognize the images and sounds of 2000-5,000 English words spoken.

3. A specific list of words and stories can be used to start the character building of honesty, friendship, work, respect and others.

4. The nature of the facilities being used to reach and teach the child, can be those already available, and would include libraries and places open to supervised child movement.

5. 100% Ready to Read English going into kindergarten will validate adequate resources exist in K-3 environments to score 100% proficient or better in the AYP tests in grade 3.

6. 100% Ready to Read English will generate loyalty and mutual respect in the community. A significant gift; given will not be forgotten by child, parent or significant other.

7. Principals can be assisted into managing the community network that delivers the above innovation, a part time principal assistant and a part time early reading collaborator is required for each 100 children. This investment will have a measurable return. These positions become invaluable to the schools formal outreach to the community.

8. Using Marginal Activity Cost of the Language Development Activity Cost Generator the school and community will validate the lower cost due to an early start to language skills. A start that actually frees up teaching and behavior resources in grades 3-6 to apply to teaching prior to grade 3.

9. Accountability defines the elementary school as the platform to launch an opportunistic return on investment for the community.

II.E. Several Points of Operating Concern
1. Will principals be willing to ask communities for help in such a detailed intervention. Will they be willing to go to the Faith-base, among others, for this help.

2. Will the Early Reading Coordinator have adequate insight into the life of the child to assign the child the right level of intervention and support at age 31/2.

3. Will the basic Montessori method of teaching writing and reading work without the traditional Montessori children’s house environment? Can the volunteer adult teach writing and reading to one child in 100 hours per year for two years. This question is poised from the social-culture-budget perspective. Libraries, Schools, Churches, YMCA, Boys and Girls Clubs, and others with children areas are seen as logical places besides the home to deliver the gift. Will they be adequate?

This is the Language Sensitive Period Description:

....................................................................................................................Kindergarten
......................................................Year 1…………....... Year 2…………........

Age ..............2.5 ...............3 ........3.5....... 4........ 4.5............ 5 ...........5.5............... 6
Spoke language
...............................Name of objects, exercises and materials
..............................Conversations Discussions
...............................Stories, Poems, Music
......................................................Vocabulary and Name Lessons
.....................................................................................Use of the LeapPad
.....................................................................................for Vocabulary
Writing

.......................................................Metal Insets Shading Designs
.......................................................Preparation of the hand Writing letters sounds
.......................................................Sandpaper Letters, Moveable Alphabet
...........................................................................words-phrases-stories
..................................................................................Writing
Reading Books

..............................Sandpaper letters
.............................................Phonetics
................................................................................... Functions of words

Math, Practical Life and Sensorial Experiences are not specifically addressed in the mentoring activity set.

4. How will technology be used to help the Early Reading Colaborator operate with the volunteers and parents?

5. Will adequate numbers of volunteers become available for the process? How easy will it be to require the 2-up teaming so that nobody is left alone crossing the street?

6. What effect does principal, family and child mobility have on the expectations?

7. Will the LeapFrog- LeapPad prove to be the English language vocabulary source of choice for the children and volunteers.

8. Will kindergartens be able to effectively pick up the child’s learning where 200 hours of individual attention ends?

9. How effective will the base records created for each child be in the transition to Kindergarten?

III. Personnel and Experts
the school change model will have research teams that collectively demonstrate functional expertise: (a) in education finance, leadership, or management (areas relevant to the proposed systemic strategy); (b) working with schools, districts, or other education delivery organizations; and, (c) in implementation of and analysis of results from the research design that will be employed.

Functional Experts:
Leadership
Management and finance
Working schools and districts
Reading and Montessori experts
Vocabulary experts
Anticipated social work
Public and media relations
Preschools, Daycare, and Home based childcare
Institutional research, communication, training
Marginal activity cost
Bonding and federal funding
Change management

The model for school change will have access to institutional resources that adequately support research activities and access to education delivery settings in which to conduct the research.
A Regional University
School boards and districts etc.
Federal, state, county and city governments
CDP action planning and leadership of applied changes
National and community businesses
Faith-base and age 3-6 child organizations

IV. Resources to Deliver the Development and
Future Research Regarding Effectiveness.

The Institute of Education Sciences anticipates that operations with successful development projects would submit proposals to subsequent competitions for Goal Three (Efficacy) awards. Thus, Goal Two applicants should be aware that the type of data (e.g., correlational, quasi-experimental) they propose to collect under Goal Two awards should be preparing them to apply for Goal Three awards.

The Institute recognizes that correlational data or pre-test post-test designs or design experiments do not permit the conclusion that the intervention is effective. However, the purpose of the Development goal is to provide funds to develop interventions that on the basis of the theoretical rationale and relevant empirical evidence appear to have the potential to increase student achievement and to collect preliminary data that would permit a reasonable evaluation of whether or not the intervention has sufficient potential to merit further investment.

Tom Wolfgram

Executive Director of USA VALUES-CDP

Assets and Attributes used in Character Definitions

2005-01-05T10:18:00.000-06:00

Advantage - Anything that is helpful or useful to you.
ex. His knowledge of French was an advantage in getting the job.

Caring - To give attention to something, or someone you have feelings for.
ex. She brought in breakfast to the boy she was caring for.

Choice - To let a person pick from more than one thing.
ex. I must make a choice between two books.

Commitment - To make a promise or a pledge to do something.
ex. You have my commitment that I will pay you back.

Confidence - A feeling of faith in oneself or to trust someone else with a secret.
ex. You have won my confidence.

Cooperation - The act of working together.
ex. The principal asked for the cooperation of the students.

Dedication - To give all your time and thought to one thing or action.
ex. Due to his dedication, the job was finished in time.

Fairness - The act of following the rules.
ex. The judge ruled his courtroom with fairness.

Freedom - Not to be under someone else's power.
ex. The slaves were given their freedom.

Generosity - The act of being willing, and happy to share with others.
ex. Due to his generosity with money, the school was able to buy new books.

Growth --1.) Something that has become bigger.
ex. His growth over the summer surprised his teachers.
2.) To learn more about yourself and the world.
ex. She is happy with her growth in her religious beliefs.

Happiness - To feel good all over.
ex. She found happiness working with poor children.

Honor - A feeling of what is right or truthful.
ex. We show the flag to give honor to the United States.

Influence - The power of a person or thing to make a change on others.
ex. Use your influence to get your brother or sister to study harder.

Integrity - Not to give into wrong when you know what is right.
ex. He did not want to give up his integrity just to steal a bag of chips.

Kindness - A friendly act.
ex. The guest thanked their hostess for her many kindnesses.

Leadership- To play a significant role; or initiate action; or direct the activity.
ex. The principal leads the teachers and children in the school reading programs.
ex. The best reader lead the class in the reading exercise.
ex. The best shooter leads the team in scoring but not in assists.

Moderation - When you do not use too much or too little of anything.
ex. He used the salt in moderation.

Modesty - To not show off in front of people or to not think too highly of yourself.
ex. He brags a lot, because he has no modesty.

Obedience - Carrying out the orders, wishes, or instructions of other people.
ex. My dog is in obedience classes.

Obligation - Something a person must do.
ex. We are under an obligation to pay him back the money he lent us.

Opportunities - A good chance.
ex. When the pond froze, we had an opportunity to skate on it.

Peace - 1.) To not have fighting between two things or people.
ex. The conference was held to work towards world peace.
2.) Quiet or calm.
ex. He loves the peace and quiet of the country.

Politeness - Doing something for a person in a friendly way.
ex. His politeness brings a smile to my face.

Pride - To feel very good about what you have done or in the things you own.
ex. My Aunt takes pride in her future.

Reliance - To believe in, and depend on the good things about someone or something.
ex. A child has reliance on his or her mother.

Success - Turning out well or doing well.
ex. The coach was pleased with the success of the team.

Safety - No chance of harm or danger.
ex. The police work for the safety of all the people who live in this city.

Security - To keep from harm or loss.
ex. The golfers ran to the security of the clubhouse during the lightning storm.

Sensitivity - To be able to have your feelings hurt easily.
ex. He helped the hurt dog because his sensitivity would not let him drive away.

Service - A helpful act ; or useful work.
ex. The girl did a service for the old man when she ran an errand for him.

Support - 1.) To hold up.
ex. These book shelves can support heavy books.
2.) To help or back up.
ex. Many people will support him as a candidate for Mayor.
3.) To give money to help someone.
ex. Jane's' mother supports her family by working in a bank.

Toleration - The act of putting up with someone or something.
ex. Toleration of dishonest people adds to crime.

Trust - To believe in something or someone.
ex. I trust that you will be on time.

Understanding -- 1.) To be able to catch on to what someone is telling you.
ex . Bucky has a good understanding of how the engine works.
2.) To fix a problem so that everyone is happy.
ex. The two boys came to an understanding without fighting.

Vision - 1.) The act or power of seeing.
ex. The old man wore glasses because his vision is poor.
2.) Being able to plan ahead.
ex. The beggar had visions of wealth.

Wisdom - To make a good choice, between good and bad, and right and wrong.
Because of what you have learned from others.
ex. Tom had the wisdom to say no to drugs.

REFERENCES

The World Book Encyclopedia Dictionary
Copyright 1964
The New Webster's Dictionary / Library Of Practical Information
Copyright 1990
The Classic Standard, Definitive Roget's International Thesaurus Fourth edition Copyright 1977

Character Messages, Assets and Attributes

2005-01-05T08:46:00.000-06:00

USA VALUES-CDP Phone 507-502-2658 763-550-0769
Character Development Program Fax 507-452-2202
102 Walnut Street http://usavalues.blogspot.com
Winona, Minnesota 55987 twolfgram@wcprinting.com

Last updated
November 20, 2003

Dear Madam or Sir:

The No Child Left Behind Act suggests program and grant recipients will be asked to create more consensus within the local communities, Local Education Agencies, State Education Agencies, and develop cross benefits between future funded programs. We have a set of foundational basics that you may find workable across all your community stakeholders. The list of messages is also an outline of elementary stories from the public domain that help teachers and citizens explain virtue, values, character, emotional intelligence, citizenship and provide elementary foundation for many other societal issues. These are age appropriate messages that, should without question, be included in the messages we are sending our children everyday.

We really have a long road ahead of us in our communities. We want you to have these messages to make your journey shorter if possible. Specifically, attached is our complete list of age appropriate messages for children.

The 144 messages are just the start, your community may have already started the process of defining the community stakeholder interests. We hope this list can help. Also, we have organized the delivery of over 1,000 children stories supporting theses messages. The booklists supporting the messages are available. We have fun folders, pictures, stickers and books to support the messages, as well.

We respect any concern you have that stories, dilemmas, choices, and the presentation method to your children may need to be locally tailored. In this light I am asking a favor of you; please have your education advisor give us an opinion to the usability of these messages in your community.

1. What percentage of these messages to K-6 grade children do you find acceptable ?
25% 50% 75% 80% 85% 90% 95% 100%
2. What messages may have been missed, considering the targeted grades? Please list your suggestions.
______
______
______
3. Do you think these messages will be helpful to your community when it designs its foundation of consensus? _____ yes _____ no.

Thank you for your help. Could you just fax your response to 763-504-5493. At this point our summary of your response will be helpful but informal.

Sincerely,

Thomas D. Wolfgram
Executive Director

USA VALUESASSETS, ATTRIBUTES AND MESSAGES

This is a powerful summary using less than 2000 words, 14 values, 37 assets and attributes combine with 144 messages for elementary age children. The messages point the children to understand the assets and attributes. The related stories give the presentation vivid meaning, dimension and a start toward reading. The values link themselves together through the repetition of the assets, attributes and messages. The definitions are from the dictionary.

This simple combination of 2000 words gives the child, no matter what background and situation, a priceless understanding of opportunity, growth, success, and sharing. This understanding is required early in life. Some would say too early in life. Teachers will say the child's environment can close the mind to opportunity by 4th grade. Colin Powell when he was the leader of America’s Promise, believed the street could take a child by 4th grade.

The messages were developed by educators and executives who created USA VALUES® as a platform for putting the future into perspective for the child. The Best of Success by Wynn Davis presents quotes of the most famous and successful, and was part of the base to make sure all perspectives were covered and simplified for children with age appropriate messages.

The review of the messages by third parties recognize them to be an executive outline to character, values, citizenship, civility, emotional intelligence, community and unity in the country. Test the list of assets and attributes and messages for yourself. It becomes clear this is also very good take home material from the school to the family and community. Without a special effort, the summary represents the desired messages of the community to the school. This summary should provide unity to our efforts.

Copyright USA VALUES, Inc. 2004

Summary of Values
Humanity..
..Honesty
..Respect
..Loyalty
..Discipline
..Belief
Caring..
..Friendship
..Compassion
..Love
Achievement..
..Work
..Courage
..Responsibility
..Persistence
Reconciliation..
..Justice
..Forgiveness

Compassion
Consideration, sensitivity, tolerance, and sharing with others for the other’s benefit.

Assets and Attributes
...Generosity ...Sensitivity
....Caring ...Kindness
....Understanding ...Peace
...Happiness ...Tolerance
Grades K, 1 and 2 Messages
I care about others
I help people in need
I listen to learn
Helping others makes me happy
We grow through sharing
Acceptance creates the peace
Grades 3 through 6 Messages
A smile is a powerful message
Giving is rewarding
Look at things as they can be
Be kind--- most people are trying
Your reaction is the real you--- be considerate
Sharing is twice blessed

Work
Generates the product and service which adds value to oneself, others, society, and community. Establishes natural consequences and the law of the harvest.

Assets and Attributes
...Opportunity... Influence
....Choice ...Growth
... Advantage... Success
Pre K ...................Grades K, 1 and 2 Messages
Help yourself ......... Do Something
Be smart ................ It is smart to work for my choices
Be growing ............ I will grow when I work
Be excited ............. Expect good from good work
Take turns............ Work to see the next step
Be humble ............. Happiness is working
Grades 3 through 6 Messages
I am respected because I work
Success is the result of work
Respect yourself--do go work
Work gives me the opportunity
Work harder, get luckier
Good work creates the next possibility

Responsibility
Individual relying on self for action and inaction, realizing only the self can develop gifts, talents and uniqueness.

Assets and Attributes
..Obligation................ Service
..Commitment.......... Freedom
..Growth ...................Leadership
..Confidence.............. Success
..Achievement.......... Opportunity
Grades K, 1 and 2 Messages
I can create the result
I accept the result
I did it
It is smart to be responsible
Everyone accepts a responsible person
Grow up with goals
Grades 3 through 6 Messages
The workman is responsible for the work
Desire a result-- grow into success
Start to the top--- stop the excuses
Measure yourself with responsibility
Life is what we ourselves make of it
Responsibility is the weight of freedom

Courage
Boldness to be outgoing and friendly with others. Daring to take action that positively
influence others

Assets and Attributes
..Tolerance ......Trust
...Wisdom..... Leadership
......Confidence..... Caring
...Influence...... Success
...Integrity..... Happiness
.....Opportunity......Achievement..
Grades K, 1 and 2 Messages
Courage is doing what you fear
Actions create self esteem
Actions create the next step
We believe in active people
Be sure of your ideas
Dare to be friendly
Grades 3 through 6 Messages
Require yourself to act and make a difference
Action will conquer fear
Actions create confidence
Be friends with those who need you
Use positive acts to break bad habits
Say it, mean it, do it and influence others

Discipline
Good sense and practice of controlling one’s life and development within self, institutions, and society. Using limits and moderation to avoid the dangers of the extremes.

Assets and Attributes
..Opportunity..... Commitment
...Reliance..... Security
....Moderation...... Safety
..Integrity..... Wisdom
...Choice...... Success
...Advantage.......Achievement..
Grades K, 1 and 2 Messages
Make good choices
Rely on me--- I have discipline
You can count on me
Wants require discipline
Discipline will help me achieve
It is smart to obey the rules
Grades 3 through 6 Messages
Target and focus for success
Moderation balances safety and danger
Be predicable--- let others help you succeed
Discipline is energy well directed
Plan your work, work your plan
Successful people have discipline

Friendship
Helpfulness, gentleness, kindness, serenity and cheerfulness to and with others. Understanding and accommodation rather than confrontation and conflict.

Assets and Attributes
.... Confidence..... Peace
...Understanding..... Trust
......Generosity.... Kindness
.....Happiness..... Cooperation
..Caring.... Support
Pre K ...................Grades K, 1 and 2 Messages
Be playing.................My friends will believe me
Say I am sorry.........I understand my friends
Be sharing.................Friends give to each other
Be listening...............Friends need me to care
Be helping.................I will always need friends
Be smiling.................Friendship is happiness
Grades 3 through 6 Messages
A friend is a gift you give yourself
Fear makes strangers of people who should be friends
To have a friend, be one
Light the path for your friends and brighten your own
Real friends help us be the best
Your friends make your world, wherever you are

Forgiveness
After justice is served, understanding the futility of carrying a grudge, resulting in kindness beyond what justice requires.

Assets and Attributes
.... Happiness..... Generosity
....Understanding.... Kindness
......Peace........ Sensitivity
..Caring....... Leadership
Grades 3 through 6 Messages
Be kinder than necessary
I understand and forgive
You start the act of forgiveness
Leaders are sensitive to mistakes
I must start the act of forgiveness
I will grow after I forgive

Faith
Commitment to powerful beliefs from evidence of things seen and not seen.

Assets and Attributes
...Peace.... Influence
....Growth..... Cooperation
....Confidence.... Trust
.....Understanding..... Freedom...Vision
Grades 3 through 6 Messages
Dream, believe, achieve--- that is America
I can do what I dream
Believe that good work will create a harvest
My faith gives me confidence
My beliefs are steps to growth
Imagine that we can do the impossible

Love
Personal caring that goes beyond friendship, loyalty and respect.

Assets and Attributes
...Commitment.... Peace
..Kindness..... Generosity
.....Integrity.... Understanding
...Happiness.... Cooperation
....Wisdom..... Service
Grades 3 through 6 Messages
Love includes my cooperation
With love I care
My love includes understanding
Love makes me tell the truth
Show love by not taking
Love requires my commitment

Persistence
Steady and continuously holding fast to an expected result, purpose or plan of action.
Assets and Attributes
....Wisdom.... Vision
...Confidence.... Leadership
....Growth.... Caring
....Advantage..... Success
...Opportunity.... Dedication.... Pride
Grades K, 1 and 2 Messages
Big is created little by little
Results require time and effort
Mistakes will happen--- don’t quit
I am trying and proud of it
Stick to it
Keep trying to grow
Grades 3 through 6 Messages
Always work toward something--- always
Effort is rewarded after you refuse to quit
It is not worth much if it is easy
Traffic is light on the extra mile
Succeed by trying and not quitting
If you don't succeed, try again

Justice
Natural consequence of laws defining right, wrong and the expectation of fairness.

Assets and Attributes
....Integrity
....Understanding..... Security
..Happiness.... Trust
....Fairness.... Freedom
...Leadership.... Success
Grades 3 through 6 Messages
I want to do right
Justice makes me feel safe
I expect to be judged fairly
I will control my temper
Freedom is mine under the law
It is never wrong to do right

Honesty
Truthfulness and dependability with self, individuals, institutions, and society.
Assets and Attributes
..Integrity...... Trust
...Confidence...... Reliance
...Happiness ......Success
...Wisdom..... Leadership
...Fairness
Pre K............... Grades K, 1 and 2 Messages
Say please............ I am proud to be honest
Be thinking........... It is smart to be honest
Be playful............. Believe me.. I am honest
Be right.................I am right by being honest
Be fair...................I will choose to be honest
Be happy............. Honesty makes me feel happy
Grades 3 through 6 Messages
I am trusted when I am honest
Reputation is measured by honesty
Leadership requires honesty
When you lie you hurt people
Honesty can be the difficult choice
Integrity is the result of honesty

Loyalty
Allegiance to family, church, school, employers, organization, government, and nation.

Assets and Attributes
.... Reliability.... Support
...Service .....Opportunity
.....Honor..... Security
..Dedication..... Obligation
....Obedience..... Trust
...Commitment..... Freedom
Grades K, 1 and 2 Messages
I pledge allegiance for freedom
Loyalty gives me security
I am proud to be dedicated
It is loyal to obey
Count on me
I am trusted because I am loyal
Grades 3 through 6 Messages
Fulfill your obligations
Serve first--- before you serve yourself
Master yourself to be loyal
We can not force loyalty
Loyalty is the result of commitment
Let ideas clash--- not your loyalty

Respect
Courtesy and politeness for others, parents, elders, life, property, nature and beliefs.

Assets and Attributes
..Politeness............... Fairness
...Sensitivity..... Security
..Wisdom..... Cooperation
....Happiness........... Caring
..Growth..... Obedience
.....Safety.... Tolerance... Modesty
Pre K................ Grades K, 1 and 2 Messages
Say excuse me.....I enjoy listening
Be helping.............My respect is necessary
Say thank you..... I am happy when respected
Be working.......... I must work for respect
Be polite ...............Good manners are expected
Be listening.......... I can work together
Grades 3 through 6 Messages
Courtesy and a smile will open all doors
Cooperation is shared respect and understanding
You will be respected for doing your best
Respect also makes way for others
Growth is always respected
Listen, be fair and be respected

Copyright USA VALUES, Inc. 2004