Recorded results have shown that Collective Impact Groups have stalled in helping children of color achieve and maintain success in the public school system. A new delivery tool is here and today I introduce the foundation and rationale on why “Mom” is so important in making sure we pay attention to doing first-things-first and bringing the private sector along for this history-making ride to success.
By Don Allen, Publisher-Educator
I want to help superintendents and minority leaders see that the dependent event systems stack early real requirements on parents and mentors concerned with the at risk child’s success. Even the collective impact model has real first things first required in the sense of a generic process of cascading the results of dependent events to the final event of graduation ready to succeed. There is a logical physics and mathematical property to be seen that limits throughput to what was previously throughput and no more but possibly even less. Once this impact on throughput is seen, the concepts of first things first right the first time for highest quality and lowest cost becomes the direct substantive content to the goal, objective and out of box solution. It is out of the box innovative attention during the years of age 0-6 to a required result that will increase the positive expectation of graduation from high school, at the early age of 6. We call this the PVofPE-Prek. Duplicating the children not at risk to drop out.
Every system of dependent events needs to see its elements as:
- The dependent events and the capacity constraints they create
- Balanced effort must be made unbalanced at critical points to keep up or catch up because:
- The ability to go fast is limited to the slowest effort
- Throughput is not an average in reality—there are real limits to doing faster or catching up but there are no limits to doing slower and falling behind or further behind.
- As an example, a balanced effort with variation of 1,2,3,4,5,6 has an average effort of 3.5 over 10 steps expecting a logical throughput yield of 35. But, this will demonstrate only 20 consistently because of variation. The bottleneck makes it even worse.
- Systems of dependent events prone to bottlenecks cannot make up for lost learning not achieved and the time/effort spent not successfully learning within the balanced efforts.
- Throughput is only less once a student falls behind. The only solution to that is to stop the process and have the child learn what was missed in an unbalanced way.
- IN THIS LIGHT EARLIER IS ALWAYS BETTER. ALWAYS!
If you do not recognize the above in your plan for your area you cannot get gift funding from the private sector because the private sector knows all about First Things First Right The First Time One Size Fits One (FTFRTFT) and the gift givers (banks) are good at suspecting when the commitment is missing. USA VALUES, LLC is counting on – The private sector being compelled to – give a gift – if they can see that -FTFRTFT understanding – in what goes on in the – public sector led by the Public School District – led by a superintendent – joined with minority leaders – who are willing to call itself a – Cause-Effect-Cause district – of high quality change for the minority and poor cultures – by moving cultural attention – to real readiness. The move has to be to age 0-6 children before they get in this position. Let’s look at the facts as measured by 3 districts.
|Children||Children of Parents|
|St. Paul School District||3rd Grade Proficiency %||#||Not||Who will accept the gift|
|Total from MDE||37.2||41.1||36.4||2957||1881||63.6|
|American Indian/Alaskan Native||30.4||38.2||28.8||73||52||71.2|
|Black, not of Hispanic Origin||28||30.7||23.3||935||717||76.7|
|White, not of Hispanic Origin||68.9||76.1||65.7||741||254||34.3|
|Children||Children of Parents|
|Minneapolis School District||3rd Grade Proficiency %||Not||Who will accept the gift|
|Total from MDE||42||41||41.1||2962||1745||58.9|
|American Indian/Alaskan Native||21.1||16.5||19.6||112||90||80.4|
|Black, not of Hispanic Origin||22.8||21.5||20.6||1027||815||79.4|
|White, not of Hispanic Origin||77.6||74.8||74.3||1076||277||25.7|
|Children||Children of Parents|
|Rochester School District||3rd Grade Proficiency %||Not||Who will accept the gift|
|Total from MDE||57.1||56.3||59.3||1298||528||40.7|
|American Indian/Alaskan Native||46.2||13||7||53.8|
|Black, not of Hispanic Origin||37.3||36.6||45||200||110||55|
|White, not of Hispanic Origin||64.8||65.3||69.2||803||247||30.8|
The third grade minority children at age 9 are generally under 30% proficient in Minneapolis and St. Paul. This is a huge deficit that is impossible to make up in grades K-12 after the first 4 grades of effort. The concept that this could be made up using white non-cultural volunteers is insulting, unless the volunteer is the parent. If you cannot see the any choice reflection in the above your compassion is way overpowering your logic. More grades 4 and 5 tutoring will not get you to first things first.
So for the collective impact model to take a left turn to more tutoring in grades 4 and 5 is the wrong turn for the reasons stated. You cannot get a “35” for the effort once you fall this far behind. The result of extra volunteer effort if you are going to count on it as productive capacity is marginal for the balanced system and 20 cannot be worked to a “35” result. The children go on to missing the opportunity of the USA. This conclusion cannot be altered; it is part of reality. (See appendix 2 — Theory of Constraints — page 129 by Eliyahu M. Goldratt published in 1990.)
Leaders have no choice but to deal with reading proficiency before the age of 6 and never let the child become not proficient. That means three things must become first things first in each community that has 3rd grade measures similar to the above (every urban community). The pacing plan has been written for those communities. The unique plans crafted locally would automatically be a way forward that includes the direct influence of mom and culture.
- Influence on mother to help the child create him or herself as an individual with positive expectations for self and community
- Delivery of Early Reading and Counting Skills along with an understanding of positive expectations in connection with the change in influence (ERSD-RA)
- Importance and justice of NewOldMoney existing from the private sector as a gift to be able to deliver the most direct skills and the first influence to individual growth of child and mother.
If a school district becomes cause-effect-cause influenced by first things first right the first time it should expect the gift of early reading skills delivered before kindergarten from the private sector (Federal Reserve Bank and Board of Governors proposed micro monetary policy). That money of 20 billion dollars per year, for the whole nation’s 2,000,000 at risk children going into kindergarten each year should prompt out of the box change efforts and expectations from at least 5-10% of the urban districts in the next 5 years. Expect a 25-year turnaround that would cover the most rewarding locations.
You understand of course that the collective impact models do not focus on age 0-6 children with the intensity to never allow them to fall behind the best performances before kindergarten. They do not have a prayer of really closing the gap. Having a child screened at age 3 is never going to cut to the real requirement that is emerging in the private sector to be ready to read before kindergarten. As a minority leader standing for the governor or the mayor the no choice position must be taken. It is not complicated and it is extremely rewarding. http://www.usavaluescoupons.com/absorbent-mind-maria-montessori/ If the no choice position is not taken — due to politics or status quo — now — someone else will need to position it later. First things first solutions never go away. That is why this solution has stood the test of time in the private sector. And its attributes are now being called for by Chester E. Finn Jr. in his short book titled — Reroute the Preschool Juggernaut. This is a simple commitment for compassion with requirements and the proof is found wherever at risk children are addressed most early in life. The cause-effect-cause concept is part of FTFRTFT that can only help each and every school district deals with the capacity constraints in a win-win effort.