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

What if, the achievement problems within public schools were positively pinpointed to at-risk children who are not ready to read starting in kindergarten? Achieving that, what if, 100% of the kindergarten children were at least ready-to-read and understood the words; please, thank you, take turns, excuse me and I am sorry? How practical is this? Why should we care?

(PRWEB) June 13, 2005 -- This “even start” in public schools could be leveraged to make certain 100% of the children are not behind after 3rd grade. There are proven no-fail activities to be delivered child by child, directly costing the givers about a third of what is being defined as high quality preschool. Any plan of action focused on 100% will not be easy. But it is very practical to expect a child focus in our society; so agreements to fix the problem can be reached. It is not fair to let young children fall behind for the rest of their lives. Now economics are aligned with ethics. Here is a start to the top.
(May 23, 2005 entry)

Practical expectations:
· Focus on 100% of age 3-6 children in the grassroots
· Anticipate the needs of the bottom half of the bottom half (most at risk)
· Pinpoint focus on one-size- fits-one individual gift giving
· Know it is a gift; make certain the child get it
· Government and the private sector is needed to give the gift
· Squeeze out the possibly of not being ready to read. School by school
· Create a community network that the principal can build with
· Measure going into kindergarten, Measure in 3rd grade
· Count on the savings expected

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

Focus on long-term community and school improvement by innovating with the language learning sensitivity period starting at age 3. First thing first? Right the first time! A basic quality process! Demographers are warning us that all children will be needed as effective citizens. We must create expectations focused on 100% inclusions. What communities and schools are doing must be funded by gifts to reach 100% of the children one-size-fits-one.

The urban school principal in the public sector is already responsible, without adequate authority. Authority to make certain this early learning happens, could be structured the same as inoculation. Where will society get the new resolve and one size-fits-one capacity to fix the problem? It is not in the base. It must be created. Here is a generic business plan (January 5, 2005 entry) to get started: will change the life of the teacher. This would change the definitions of problems our experts are working on and address at the foundation a host of societal problems.

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