PVofPE-Prek Present Value-Positive Expectations- Early Reading Skills Delivered

The game change is to find new money for Early Reading Skills Delivered (ERSD-RA). This is First Things First (FTFRTFT) to education proficiency and the war on poverty. The present value of positive expectations is $500,000 per at risk child (PVofPE-PreK).

We will influence you to monetize the $8-10,000 investment to create the PVofPE-Prek; Early reading skills at age 3, 4, 5, and 6; a first thing to subsequent risk reduction. The expectations of proficiency skyrocket with 100% delivery.

The present value of the investment moves up with the reduced risk factor from the community and schools, as follows.

Present Values of Investment / Cost…… $8-10,000

25% risk……………………… $12,500

15% risk……………………… $50,000

10% risk……………………… $150,000

5% risk………………………… $500,000

The veteran executive can be the local business person that brings it together to keep it together creating a third set of benefits. The veteran executive has the skill set and is economically viable.

IT IS SO IMPORTANT! A reasonable person can see that nationally over 1/2 trillion dollars of expected and possible present value is not being created each year between the ages of 0-6 measured in kindergarten. The lack of creation is the Gap.

Simple Statement to CEOs

The Cost Elements of Savings are Clearly Defined by Pew Charitable Trusts and Timothy Bartik

Saving Calculations Making up the PVofPE

The Calculation of the PVof PE assuming a 5% Risk Factor

The Calculation of the PVof PE assuming a 25% Risk Factor

The district method of continuous improvement from this change is elaborated on here and uses more of a commitment to savings in total than a specific projected savings from one or two of the costs defined by Timothy Bartik above. The district will generate the savings and innovation as the community delivers the children ready becausethe commitment comes from the highest levels.

The primary cost driver being managed as a constraint is the creation of ready to read, count and understand positive directions starting in kindergarten. The costs targeted for savings are ready to read instruction, remedial reading, grade retention, special education and classroom attention to teacher's positive direction. Every school will be different so the savings are layered into the projection by per year tranche based on a percentage of increased knowledge filling the school district.

We urge superintendents to see this simply in the leadership of the district. The district will commit to improve readiness by say 50% and drive savings and innovation by 25% (say half). Each district is different, these percentages could be; 80% and 40% or, 20% and 10%. But the money saved by readiness overtaking the status quo remains in the district year by year.

Once the loan is paid the balance of the growing savings becomes available and cascades for innovation. In the end analysis the district has little risk and lots of professional help in moving the costs based on this driver if they will focus on FTFRTFT. Making the right decisions about FTF constraints is not complicated for district consideration.

Communication of the commitment is light and easy while heavy lifting is contained in the district’s proficiency challenge where the money exists.

School Districts Schedules of Savings and Innovation based on FTFRTFT Continuous Improvement from Early Reading Skills Delivered (call Tom Wolfgram for the password 651-735-3018)

WHAT CAN BE MORE IMPORTANT THAN POSITIONING FOR THIS EXPECTATION ($500,000) of expected present value for each and every at risk child (last count 2,000,000 children per year)