Educational Technologies Subscription Services

We (including CAU and many other institutions) have researched the achievement gap dilemma for many years, yet the gap is actually widening.  We estimate that at our current rate of gap closure, ending the existing or legacy gap  (based on NEAP 4th grade outcomes), will take over 100 years (Stanford 180-day standard learning year).   COVID-19 will and untold years to this by adding additional negative growth to this dilemma for urban districts.  We refer to the problem as a dilemma because Dr. Bloom hypothesized in the 60’s that a mastery approach could solve the problem for reading and math, later in the 80’s he further demonstrated its efficacy with experiments in classrooms utilizing a tutor for every student to much greater effect.  He referred to his findings as the 2-sigma dilemma because, with current teaching methods and technology, his solution could not scale realistically.

By rigorously integrating these trends as the emerge, the 2-sigma treatment resolves the Bloom 2 sigma dilemma for School Districts and States, the old-fashioned way, by design we bring scalability and flexibly to systems which previously seemed impossible – Large Scale Application of Mastery based Learning in the real world, now.  We have replicated Blooms results many times by integrating relevant educational technologies.

Everything we want for ourselves, our communities, and our society can only be achieved by better educating our children.  By Integrating and forming diverse, integrated ecosystems and making the whole education ecosystem Agile.  The existing education achievement gap cannot be allowed to continue if we are to remain competitive as a community, city, state, or nation.

Children are at risk because the current systems do not adequately support their desire to be productive citizens, free from poverty and the negative impacts of entanglement with the Criminal Justice System.

The evidence of support comes in the form of criminal justice and records.  We also have evidence of the ability of the education system’s support in the form of student education levels.

ETSS Risk Mitigation System, provides feedback on the actual performance of the systems support of each child in the various jurisdictions.  ($15m per state to set up with $1.5m annually for ongoing data processing)

We propose a statewide diagnosis (IBM Watson based data analytics) of the risk each child is currently facing and a prescription for each child that outlines the specific path which will take them from the current situation to the educational and social status they desire.  This prescription can be share with their caregivers (within both the educational and criminal justice systems).  We will collect the information on their progress and update the interactive map at the individual level which “rolls-up” to the state level.

We will provide each child with a handheld device to deliver on-line supplemental educational content tied to the state standards, along with recommendations of how to close their individual educational gaps.

We will also gather their experiential data from each child in order to better understand the performance of the adults in the child’s life who are being paid/assigned to implement the current criminal justice and education systems.  By getting the honest input daily from each child, the system can be made aware of how it is failing its children.  Green dots remain green, red dots become yellow, and yellow dots become green – as the adults improve their ability to support children.

The Role of Technology in Closing the Achievement Gap – There has been an explosion of value created and enabled by technology globally, but especially in the US.  Technology companies are leading the way 

The emerging opportunity for Community, Education, and Technology Leaders “Collective Impact” style collaboration efforts could reduce the negative exposure of emerging “tech silos” (IOT, FinTech/Blockchain, Big Data, Cloud, Social, Search, AI, cybersecurity, etc.). Tech Silos executives assume that existing educational organizations can integrate tech (supply sufficient business acumen)  with the other functional silos (HR, Accounting, Finance, IT, Teaching and Learning,

ETSS Risk Mitigation System, provides feedback on the actual performance of the systems support of each child in the various jurisdictions

1.We propose a statewide diagnosis (IBM Watson based data analytics) of the risk each child is currently facing and a prescription for each child that outlines the specific path which will take them from the current situation to the educational and social status they desire. 

2.This prescription can be shared with their caregivers (within both the educational and criminal justice systems).  We will collect the information on their progress and update the interactive map at the individual level which “rolls-up” to the state level.

3.Content Delivery - We will provide each child with connected devices to deliver on-line supplemental educational content tied to the state standards, along with recommendations of how to close their individual educational gaps.

Cost Neutrality Infers that you only pay for Student Learning and does not require that we abandon the programs that already work for your District 

ETSS Presentation

Children are at risk because the current systems do not adequately support their desire to be productive citizens, free from poverty and the negative impacts of entanglement with the Criminal Justice System.

The evidence of support comes in the form of criminal justice and records.  We also have evidence of the ability of the education system’s support in the form of student education levels.

ETSS Risk Mitigation System, provides feedback on the actual performance of the systems support of each child in the various jurisdictions.  ($15m per state to set up with $1.5m annually for ongoing data processing)

We propose a statewide diagnosis (IBM Watson based data analytics) of the risk each child is currently facing and a prescription for each child that outlines the specific path which will take them from the current situation to the educational and social status they desire.  This prescription can be share with their caregivers (within both the educational and criminal justice systems).  We will collect the information on their progress and update the interactive map at the individual level which “rolls-up” to the state level.

We will provide each child with a handheld device to deliver on-line supplemental educational content tied to the state standards, along with recommendations of how to close their individual educational gaps.

We will also gather their experiential data from each child in order to better understand the performance of the adults in the child’s life who are being paid/assigned to implement the current criminal justice and education systems.  By getting the honest input daily from each child, the system can be made aware of how it is failing its children.  Green dots remain green, red dots become yellow, and yellow dots become green – as the adults improve their ability to support children.

The Role of Technology in Closing the Achievement Gap – There has been an explosion of value created and enabled by technology globally, but especially in the US.  Technology companies are leading the way 

Henry Whitlow- is a Speaker, Author, Professor, Business Architect.  He is recognized nationally as a senior examiner and trainer of organizational effectiveness for Baldrige applicants applying for recognition for their management expertise. A Lean Six-sigma Master Champion, Certified Executive Coach by the International Coaching Federation, Harvard MBA in Finance and Information Technology, and former winner of Computer World’s Groupware Service Provider of the year.  His unique skills include ISO Certifications, Project Management, Facilitation, Benchmarking, Financial Modeling, and Statistical Process Control.  Henry has led redesign efforts inside and outside IBM where he served as senior member of the IBM Corp Quality Staff) in many business organizations, government and school entities (including LA, Atlanta, and Barrow Alaska).

Stanley Williams-  Stanley Williams Independent consultant with noteworthy leadership success in Corporate America, Federal Government, Non-Profit leadership, Juvenile Justice and k-12 Education. Stan’s strength is building strong relationships to achieve community and/or organizational success. His leadership in Corporate America, particularly as the Southern Regional Equal Opportunity (Diversity) Manager and Southeastern Community Relations Manager contributed to IBM”s business successes and strong community image. He served as the USDOE Southeastern Regional Representative during the Clinton Administration, extending Secretary of Education Richard Riley’s community outreach while amplifying President’s Clinton’s policy messages that lead to improved education in eight Southeastern states. As President, he led the Atlanta Committee for Public Education, an Education Non-Profit, to become the Local Education Agency for Atlanta Public Schools. After a brief retirement he worked with the Juvenile Justice System providing an alternative learning environment for minor juvenile offenders in Rockdale County. He also served as The Community Relations Manager building community trust and appreciation for Rockdale County Public Schools. Stan is a graduate of Knoxville College in Knoxville, Tn. and received an Honorary Doctorate Of Humane Letters from Nova Southeastern University in Ft. Lauderdale, Fl.Speaker, Author, Professor, Business Architect.  He is recognized nationally as a senior examiner and trainer of organization

Frank Damiano- founded DGC in the year 2000 to create a unique programming services company focused on providing a hassle-free experience that set new quality standards and best practices. He became involved in the industry after serving overseas in the military. Starting with no industry experience whatsoever, he has worked hard to become a respected member of our community. Frank has strong leadership and business development experience, and lead the team that created DGnet with its Watchdog Enterprise IoT Monitoring Platform, system control options, and universal web user interface. He has earned a solid reputation by consistently adding value for clients and proudly serves DGC as its Founder and CTO."

Darlita Moyé –  the Administrative Director & Leadership Manager of Clark Atlanta University's Mandela Washington Fellowship for Young African Leaders Initiative (YALI), focusing on areas that span International Programs, Educational Psychology, Adult Education, and Leadership. Darlita is adept in international training, curriculum development, and instructional design that support cross-cultural audiences. She holds a Bachelor's in Communications, a Master's Degree in Counseling and Human Development with a specialization in Educational Psychology. Currently she is a doctoral candidate in Higher Education Leadership with an expected completion date of summer 2021. Darlita is an entrepreneur and is actively volunteers with Parents Educating Parents & Professionals (PEPP Inc.), an organization dedicated to providing educational advocacy for youth with disabilities and young adults from lower socioeconomic areas.

James Hare-Hare has been an engineer, computer scientist, and education researcher since 1966.  Hare studied electrical engineering and philosophy at Wayne State University’s, Monteith College. Hare pursued his engineering career with IBM, Control Data, Memorex, Intel and Siemens.  While at Control Data Hare worked with supercomputer pioneer Seymour Cray at his Chippewa Falls research laboratory. Hare’s education research initially focused on developing a  “Digital Divide” solution for school districts.  After developing breakthrough technology for school districts Hare’s focus shifted to solving the “Bloom 2 Sigma'' problem in large school districts. Hare’s son  James became one of the first Black Silicon valley “Unicorns' ' as co-founder of edreams.  James continues to be an investor in the 2 Sigma Project. 

We (including CAU and many other institutions) have researched the achievement gap dilemma for many years, yet the gap is actually widening.  We estimate that at our current rate of gap closure, ending the existing or legacy gap  (based on NEAP 4th grade outcomes), will take over 100 years (Stanford 180-day standard learning year).   COVID-19 will and untold years to this by adding additional negative growth to this dilemma for urban districts.  We refer to the problem as a dilemma because Dr. Bloom hypothesized in the 60’s that a mastery approach could solve the problem for reading and math, later in the 80’s he further demonstrated its efficacy with experiments in classrooms utilizing a tutor for every student to much greater effect.  He referred to his findings as the 2-sigma dilemma because, with current teaching methods and technology, his solution could not scale realistically.

We could use you funding to begin state wide collective discussions in Florida, Georgia, Mississippi, and Alabama

Our solution is based on the use and integration of four already powerful approaches.

1. The platform business model to allow for each person to take control of their individual needs profile and be matched with the exact learning content which they need - in the form of a subscription service - Blockchain supported and secured

2. The use of AI to match millions of people with millions of pieces of educational content (the needs matching algorithm) with selling the persons needs to business entities who make the content available in the platform  subscription service

3. Sharing economies are created withing the platform to allow each person to provide content, and consume content based on their needs and abilities.  There by creating a platform for YouTube, Tick-Tok, and other content creators to own the benefit of their creation and be compensated for the educational value.

4. Collective Impact for engaging all of the community entities responsible for creating the Covid learning loss to contribute to the solution

We want to provide a model for the recovery of Covid learning loss within the next 5 years

Standardized testing within the school districts

Integration of proven educational technologies with state standards and available mastery based learning content, delivered over hand held devices.

Core technologies

1. AI (Needs determination and Evidence based Solution Selection)

2. Broadband and 5G (Content Delivery

3. Hand Held Devices (Content Consumption)

4. Blockchain

5. Content Databases

6. Standardized Testing (aptitudes, abilities, needs)

We have 2 members of the team certified in DEI.  While we have some white people on the team, the demographic make up of the team is predominately African American.

•Risk Mitigation - Diagnose and Prescription by Student $15M per State

•Partner with 10 States – with one HBCU and one Target District per State = $130M Initial Funding - $500M National Rollout

•The ESSA compliant reimbursable subscription service is $400 per student per year @ 40k students /district è $16M/Year Revenue per District (each HBCU Yield $1.6M /year/district)

•Risk Mitigation - Diagnose and Prescription by Student $15M per State

•Partner with 10 States – with one HBCU and one Target District per State = $130M Initial Funding - $500M National Rollout

•The ESSA compliant reimbursable subscription service is $400 per student per year @ 40k students /district è $16M/Year Revenue per District (each HBCU Yield $1.6M /year/district)

We work off of angle capitol and sweat equity.  We all have jobs, and most work in the university setting.