Teacher Training in STEM Fields to Expand in CT

Connecticut’s drive to improve both teacher training and the caliber of Science, Technology, Engineering and Math (STEM) education being provided to students across the state received a boost with the announcement that the Connecticut Science Center would be tripling the capacity of its teacher professional development program, the result of a grant from Joyce D. and Andrew J. Mandell.

The number of teachers participating in the program will increase from 500 to 1,500 annually over the next few years, officials said, with the goal of giving educators the tools they need to meet rigorous new state and national standards for STEM education and core curricula.

Governor Dannel Malloy, State Education Commissioner Stephan Pryor, Hartford Mayor Pedro Segarra and Hartford’s 2012 Teacher of the Year Keith Sevigny, a past participant in the professional development program, were among those joining Connecticut Science Center President and CEO Matt Fleury in making the announcement.

In addition to expanding its capacity to serve more teachers, the newly named Joyce D. and Andrew J. Mandell Academy for Teachers at the Connecticut Science Center will also award graduate-level college credit through Charter Oak State College for certain programs.  Academy offerings include Student Engagement Strategies, Inquiry Teaching and Learning, STEM Education Units, Science Content Workshops, Engineering Practices, and Science Coaching. Teachers completing the covered courses can earn a total of nine credits toward their Master’s degrees over a three-year period.

Governor Malloy said the announcement made it a day of “celebration,” emphasizing that the impact “will be played out in the years to come.”  Reiterating his commitment to education and economic development, the Governor said this effort is another example of initiatives designed to “allow our state to compete.”  He  noted the BioScience Connecticut initiative and recently approved growth plans for the University of Connecticut as further indications of the state’s commitment.

Described as a “high-impact professional development program for educators,”  the Academy is “committed to supplying educators with professional development experiences that support rigorous science and curriculum standards.”   Commissioner Pryor, underscoring the challenges in education, pointed out that “15 countries do better than the U.S. in science and 24 do better in math.”  Pryor added that “we can prepare students for jobs of the future, but not if we are slipping in math and science.”

Officials pointed out that new nationally mandated benchmarks such as the Next Generation Science Standards and Common Core Education Standards will require teachers to seek training to improve the way they teach science and integrate it with the rest o f their curriculum.

“We want every child in the state to be able to compete,” said Joyce Mandell. “Teaching teachers how to connect with their students is one of the most important things we’ve ever done.  We’re very proud of our association with the Connecticut Science Center.”

Citing a story published in U.S. News, the website CT Stem Jobs, reported last month that about 20 percent of all American jobs are now in the science, technology, engineering and mathematics fields, with half of those open to workers who don't have a four-year college degree, according to a new report by the Brookings Institution called "The Hidden STEM Economy."

Those jobs constitute a "hidden STEM economy," the Washington, D.C.-based think tank says, because they are "prevalent in every large metropolitan area," but many people believe at least a bachelor's degree is necessary to work in careers that require STEM skills. Many of these so-called "blue-collar" stem jobs are in construction, installation, manufacturing and health care. They include registered nurses, mechanics, carpenters and electricians.

"Of the $4.3 billion spent annually by the federal government on STEM education and training, only one-fifth goes towards supporting sub-bachelor's level training, while twice as much supports bachelor's or higher level-STEM careers," the report says. "The vast majority of National Science Foundation spending ignores community colleges. In fact, STEM knowledge offers attractive wage and job opportunities to many workers with a post-secondary certificate or associate's degree."

Local Business Extends “Fostering Hope” Program Providing Backpacks for Foster Children

In honor of National Foster Care Month, locally owned and operated advertising specialty and marketing company The Perfect Promotion collected new duffle bags, backpacks and luggage to supply to children in foster care as part of the Fostering Hope Program that they launched in 2010.

Through donations made  by the community, factory suppliers and The Perfect Promotion, hundreds of bags have been donated since the initiative was launched, including more than 200 this year. The bags were donated in May to the Rocky Hill-based Connecticut Association of Foster and Adoptive Parents, Inc. (CAFAP) and were distributed statewide to children in the care of the Connecticut Department of Children and Families (DCF).

According to the Connecticut DCF, as of February 2012, there were a total of 4,515 children in foster care.  The average age is 9-years-old.    The placement breakdown includes 1,953 children in direct foster care, 1,221 in congregate care, 996 in relative care, 131 in independent living and 30 in a trial home.

“When I first learned that children in foster care oftentimes use a trash bag to carry all of their worldly belongings when they move from placement to placement, I knew we had to do something,” said Jody Ferrer, president of The Perfect Promotion. “It is my goal that the Fostering Hope Program will provide every child in foster care in the State of Connecticut with a bag to call their own, and a dignified means to move their possessions.”

More information about foster care is available from the state Department of Children and Families in a pamphlet, “A New Beginning” which tells the stories of the impact of foster care on the children and their foster families.

In  an ABC Primetime report telecast in 2006, it was reported that “Children have on average three different foster care placements. Frequent moves in and out of the homes of strangers can be profoundly unsettling for children, and it is not uncommon to hear of children who have been in 20 or 30 different homes.”

All families providing foster care and pre-adoptive care for children in Connecticut are licensed or approved according to the regulations of the Connecticut DCF.  The first step is to attend an open house offered by one of 14 area offices around the state. At the open house, staff provide an overview of the agency’s mission, philosophy of foster care, and the licensing process and requirements. To begin this process, or to learn more, call 1-888-KID-HERO or check the Open House Schedule.

The Perfect Promotion uses a consultative approach the focus is on the needs and goals of the client. Imprinted apparel and promotional products are used as tools to help businesses and nonprofits achieve their goals and maintain a positive, top-of-mind presence. For more information, visit www.theperfectpromotion.net.

Darien, West Hartford Top List of Leading High Schools in CT

As high schools throughout the state conduct graduation ceremonies, it is an opportune time to review the U.S. News Best High Schools 2013 rankings. Connecticut has 11 gold medal schools, 24 silver medal schools and four bronze medal schools, according to the latest annual survey of 21,035 public high schools across the country.  A total of 39 Connecticut schools made the magazine’s ranking. The top 10:

1.       Darien High School

2.       Conard High School

3.       Weston High School

4.       Ridgefield High School

5.       Farmington High School

6.       Wilton High School

7.       Staples High School

8.       William H. Hall High School

9.       Joel Barlow High School

10.   Connecticut International Baccalaureate Academy

Among Connecticut high schools, the top ranked Darien High School placed at #217 nationally, followed by West Hartford’s Conard High School at #218.  

The smallest student-teacher ratio was at East Granby High School, at 10:1.  More than two dozen schools had an 11:1 student – teacher ratio, including Putnam HS, Windsor HS, Housatonic Valley Regional HS, James Hillhouse HS in New Haven, East Windsor HS and Rockville HS.

An interactive database allows visitors to rank Connecticut’s high schools by college readiness, math and reading proficiency.  The top reading proficiency was at Fairfield Ludlowe HS in Farifield, the top math proficiency at Pomeraug Regional High School in Southbury, and the top college readiness was at Masuk High School, in Monroe.

West Hartford First School District to Commit to State’s Green LEAF Program

West Hartford schools are turning over a new leaf, and going green.  The school district has become the first in the state to have every school principal agree to abide by the guidelines of the Connecticut Green LEAF program, which promotes increased environmental and sustainability education and health and wellness efforts.  LEAF stands for “Leading, Educating, Achieving and Fostering green healthy schools for all.”

According to the initiative’s website, green schools create healthy, productive learning environments for students and teachers. The site points out that studies show that green schools raise student achievement and save money, while improving the health of students and staff.  In addition, it states that environmental education provides a focus for learning in all content areas and builds critical thinking skills, and students are more engaged and become empowered to make a difference in their school and community and contribute to a vibrant economy and more sustainable communities.

Connecticut Green LEAF Schools is a collaborative effort of the CT Department of Education, CT Department of Energy and Environmental Protection, CT Department of Public Health, CT Department of Construction Services, as well as many environmental and educational organizations.

The state can nominate up to four Connecticut Green LEAF Schools annually for the national Green Ribbon Schools award.  In April, the U.S. Department of Education honored three Connecticut schools as recipients of the 2013 Green Ribbon Schools designation:  Barnard Environmental Studies Magnet School in New Haven, Common Ground High School in New Haven, and Environmental Sciences Magnet at Mary Hooker School, in Hartford.

The Green Ribbon Schools program is a U.S. Department of Education recognition program for K-12 schools that have made significant progress in reducing their environmental impact, improving student and staff health, and providing effective environmental education. This recognition is part of a larger U.S. Department of Education effort to identify and disseminate knowledge about practices proven to result in improved student engagement, academic achievement, graduation rates, and workforce preparedness, as well as a government-wide aim to increase energy independence and economic security.

A brochure highlighting the Connecticut Green LEAF Schools program has been developed.  According to the website, Connecticut Green Schools include:

•        Common Ground High School (New Haven)

•        Barnard Environmental Studies Magnet School (New Haven)

•        Environmental Sciences Magnet School at Mary Hooker (Hartford)

•        Staples High School (Westport)

•        The Foote School (New Haven)

•        Two Rivers Magnet Middle School (East Hartford)

•        Westover School (Midddlebury)

When the 16 West Hartford school principals signed letters of commitment this month, it marked the first time that an entire district in the state signed on to participation in the program.  Connecticut schools can participate at any time, according to the process:

• A school is interested in joining the CT Green LEAF Program and the principal signs on to Level 1 Principal's Commitment or Level 2 Principal's Committment
• The school notifies CT Green LEAF of their commitment and initiates their green team.
• Within a month, the school green team completes and submits the Self-Assessment Tool.   Schools scoring above a 60 may be eligible for nomination to the Green Ribbon Award.   Resources and supports are provided to help schools improve in all areas, including webinars, discussion boards, mentors, and professional development opportunities. Participating agencies are sharing their expertise to help schools.

CT Green Schools also includes a program for college campuses.

Students From West Hartford, Fairfield and Southport Among Top U.S. Winners at National History Day Competition

Over 2,000 Connecticut students recently ended the school year with a sense of accomplishment and a better understanding of the world around them thanks to History Day in Connecticut – and ten students from the state earned national recognition last week for their efforts.

 Through this rigorous annual academic program for grades 6-12, 2,000 students developed school history projects across the state. Of those, 1,250 went on to participate in District Contests across Connecticut, and over 400 competed in the State Contest on April 27 at the Old State House in Hartford.  Connecticut’s program is coordinated by the Old State House.

 The 2013 theme was “Turning Points in History:  People, Ideas, Events.”

 The 69 students who placed 1st or 2nd in various age groups at the State Contest represented Connecticut at the week-long National History Day Contest, held at the University of Maryland, June 9 - 13. Students competed in various categories, and according to age group (junior and senior divisions).  Categories included documentaries, exhibits, websites, papers, and performances.

 The top three finishers in each category at the national contest were recognized, and included  three Connecticut entries that including participation from nine students:

 Junior Group Exhibit - Second Place

Madeline Langdon, Claire Langdon, Emma Langdon Fairfield, CT, Greenfield Hill Girls School Teacher: Gina Ludlow Entry - The Connecticut Effect: How the Hartford Circus Fire Changed a Nation

Junior Individual Exhibit – Second Place

Samuel Porcello West Hartford, CT, Sedgwick Middle School Teacher: Jennifer Hunt Entry - The Hartford Circus Fire: A 10 Minute Turning Point Sparks Lasting Change

Senior Group Performance – Third Place

Pierce Barry, Annabel Barry, Isabella Altherr, Jaden Esse, Quinn Barry Southport, CT, Pequot Homeschool Teacher: Alison Barry Entry - The Tet Offensive: Turning Point in Vietnam, Turning Point in Journalism  

In addition, student Timothy Cohn from Southbury received the organization’s “George Washington Leadership in History” award for his Senior Individual Exhibit, “Washington and the French:  A Turning Point in the American Revolution.”  His teacher is Sharon Wlodarczyk.

Organizers say the History Day initiative is important because “students who think critically, understand how the past shapes the present, and know how to plumb history for answers to current issues make better citizens.”  Also, studies have shown that History Day participation helps students out-perform peers on standardized tests and develop the skills needed to succeed in work and college.

The Connecticut League of History Organizations and ConnecticutHistory.org encourage students to explore state history through their projects with help from local historical societies. The Connecticut Historical Society runs workshops and helps run the contests. Connecticut Humanities provides the major funding needed to provide 2,000 students with a rich and lasting academic opportunity.

 History Day in Connecticut is one of 54 affiliate programs of the renowned academic National History Day Program.  National History Day (NHD) correlates to the Common Core State Standards for Literacy in History/Social Studies, Science, and the Technical Subjects.

Hands-Free Electronics Are Hazardous to Driver Safety, State Ban Proposed

For the second time in recent weeks, a major driving safety study has concluded that hands-free devices produce dangers much the same as hand-held cell phones for drivers.  The latest study comes from AAA, following a study by the Texas Transportation Institute at Texas A&M University, reported by Connecticut by the Numbers earlier this month.

Connecticut teen driving safety advocate Tim Hollister, who was a member of the Governor’s Safe Teen Driving Task Force in 2007-8 and publishes a national blog for parents of teen drivers, is calling for a ban on the use of electronic devices while driving, citing increasing evidence of the dangers of distracted driving.  His proposal, outlined in The Hartford Courant prior to the release of the AAA study:  "no driver of a vehicle in gear shall use any electronic device to text, type, read, watch a video or make a phone call."

Hollister pointed out that six leading public health and traffic safety organizations (World Health Organization, National Transportation Safety Council, Insurance Institute for Highway Safety, and the Governor’s Highway Safety Association) “now agree that hands-free cellphone use is just as dangerous as hand-held.  Both cause cognitive blindness.”  The head of the National Transportation Safety Board agrees, having previously stated “we know that electronic devices that pull a driver’s attention away from his or her primary task are unsafe.”

Texting a friend verbally while behind the wheel caused a “large” amount of mental distraction compared with “moderate/significant” for holding a phone conversation or talking with a passenger and “small” when listening to music or an audio book, the AAA Foundation for Traffic Safety found in the latest study, released this week, Bloomberg News and other national media widely reported.

Not a single state prohibits hands-free dialing, and neither state nor federal action appears on the horizon, despite initial efforts by NTSB more than a year ago.  In fact, just the opposite is true.  Even as evidence of hazards grows, so do the range of electronic options and efforts to develop more "connected" cars.

Using voice-to-text messaging, included in systems such as Ford Motor Co.’s Sync and Toyota Motor Corp.’s Entune, is more distracting to drivers than making calls with handheld mobile phones, the AAA found. The earlier study at Texas A&M also concluded that voice-to-text is as dangerous and traditional typed texting.

Two bills that offer responses to aspects of distracted driving – although not prohibiting the popular practice - were approved in the just-concluded Connecticut General Assembly session, according to media reports.

• The first would give prosecutors the ability to seek up to $1,000 in fines, over criminal penalties, if a distracted driver hits and injures a jogger, pedestrian, horseback ride, and other lawful “vulnerable” roadway user.
• The other bill adds distracted driving to the list of moving violations that would be made available to insurance companies. Currently, if someone disobeys the state’s distracted driving law, they pay a fine and the insurer doesn’t know about it.  The bill also increases fines and creates a task force to study distracted driving prevention.  Both await approval by Gov. Malloy.

Automakers have vigorously promoted voice-based messaging as a safer alternative to taking hands off the wheel to place a call or talk on a hand-held phone. The hands-free systems have not been opposed by the U.S. Transportation Secretary, but the head of the National Transportation Safety Board has expressed serious reservations.  Writing in the Washington Post in 2011, NTSB Chair Deborah Hersman pointed out that “studies published as early as 1997 and 2005 have shown that there is little difference between hands-free technology and handheld devices when it comes to cognitive distraction.”

About 9 million infotainment systems will be shipped this year in cars sold worldwide, with that number projected to rise to more than 62 million by 2018, according to a March report by London-based ABI Research.

With the addition of a new law passed in Hawaii this month, 40 states, the District of Columbia, the Virgin Islands and Guam have banned text messaging for all drivers using hand-held devices.  Hawaii becomes just the 11th state (including Connecticut, as well as the District of Columbia, Puerto Rico, Guam and the Virgin Islands) to prohibit all drivers from using handheld cell phones while driving.

Voluntary guidelines recently issued (April 2013) by the Department’s National Highway Traffic Safety Administration (NHTSA), recommended specific criteria for electronic devices installed in vehicles at the time they are manufactured.  The guidelines include recommendations to limit the time a driver must take his eyes off the road to perform any task to two seconds at a time and twelve seconds total.

The back-to-back studies by the Texas Transportation Institute and AAA raise questions about those recently-issued recommendations.

Faces of Distracted Driving  USDOT video 

World Languages Being Cut by Elementary Schools, Despite Benefits

This month, the Windsor school board voted to eliminate two world language teachers at the elementary school level, which put an end to the district's elementary world language program, in a budget-cutting move.  A month earlier, the school board in Newington decided to delay the introduction of Spanish in lower elementary school grades in order to reduce the budget for the coming year.

Despite studies that have shown that language instruction beginning at the elementary school level provides numerous benefits for students, ranging from critical and creative thinking to improved performance on standardized tests and better  job prospects, school districts in Connecticut appear to be cutting back, although the state Department of Education does not have recent data to provide a clear picture of what is occurring.  The most recent data dates back to the 2007-08 school year.

A policy statement by the American Council on The Teaching of Foreign Languages earlier this year stated that “an early start to learning a second language, programs of immersion or dual language immersion, and long learning sequences show strong results in helping all learners” and  outlines how standards-based language learning does the following: develops literacy and numeracy, prepares learners in the STEM (Science, Technology, Engineering and Math) areas, engages learners through practical applications for special purposes and strengthens college and career readiness.

According to the U.S. Department of Education, only 30 percent of American high school students are enrolled in foreign language classes, and only 25 percent of American elementary schools even offer foreign languages. The American Council on the Teaching of Foreign Languages published an alignment of the National Standards for Learning Languages with the Common Core State Standards, adopted in Connecticut and many other states.  The guidelines include standards for reading, listening and viewing as well as writing, speaking and visually representing.

The guidelines also indicate that research demonstrates that “as students come to understand how language works through their learning of a second or third language, their understanding of and attention to language conventions and functions expands and has an impact on applications in their first language.”

Data on the SDE website – now six years old - indicates that the number of Connecticut schools providing world language instruction before grade 4 increased from 14 in 1993 to 85 in 2007.  The number of school districts in the state with world language in the early grades increased from 6 to 40.  Expanding the report to include world language instruction before grade 8, the number of schools grew from 98 in 1993 to 283 in 2007 and the number of school districts increased from 75 to 132.  Data after 2007-08 is not readily available.

Report Warns of Separate But Unequal Community Colleges

Community colleges "are in great danger of becoming indelibly separate and unequal institutions in the higher-education landscape," a Century Foundation task force warns in new report.

The report, "Bridging the Higher Education Divide: Strengthening Community Colleges and Restoring the American Dream," outlines a series of proposals aimed at shifting the patterns that result in four-year colleges' enrolling disproportionably more wealthy and white students while two-year colleges enroll a higher proportion of needy and minority students.

Among its recommendations, the group urges states and the federal government to provide additional funds to two-year colleges that serve the neediest students, much in the way the federal Title I program works for elementary and secondary schools.

The Chronicle of Higher Education reports that the task force effort is premised on the notion that community colleges, which enroll about 44 percent of the nation's college population, are in many cases not serving students well now and will be ill equipped to handle future demands without radical change.  Research undertaken for the report found that, at some community colleges, almost two-thirds of the students are black, Hispanic, or members of other groups typically considered underrepresented in higher education.

The approach outlined in the report could not only create more-affordable college pathways for middle-class families and improve educational outcomes at community colleges, it could also give community colleges more political clout, the Chronicle reported.

Connecticut’s 12 community colleges have 58,228 students, according to the Connecticut State Colleges & Universities website.  According to a 2011 report by the now defunct Board of Governors for Higher Education, nearly two-thirds (62.1 percent in fall of 2010) of all Hispanic/Latino and African American students attending community college do so at four of the system’s 12 institutions – Capital Community College in Hartford, Gateway Community College in New Haven, Housatonic Community College in Bridgeport and Norwalk Community College – all situated within or near urban cities with large low-income and minority populations. These institutions also awarded more than two-thirds (68.9 percent) of the associate degrees conferred to Hispanic/Latino and African American students by the community colleges during the 2009-10.

The Board of Governors report added that “it is clear that there is no problem regarding access for minority students at the state’s community colleges; thus, the Department’s grant program designed to reward and support their diversity efforts will require that they focus solely upon the retention and graduation of targeted students.”   In 2011, the Connecticut Mirror reported that the state pays about $7,000 a year for each full-time student enrolled in one of the 12 two-year community colleges -- but only one out of every 10 full-time students who enroll seeking an associates degree or certificate will earn one in three years. That ranks Connecticut's community college graduation rate 47th in the nation, according to a report by the state Department of Higher Education.

Earlier this year, in March, the Board of Regents for Higher Education, which now oversees the state’s 12 community colleges and four state universities voted to increase tuition by 5 percent in the coming year, despite student protests.  Students at Connecticut's community colleges would pay 5.25 percent more. For a full time student, that's an increase of $188 more, for a total of $3,786, the Hartford Courant reported.

The report by the Century Foundation noted that in a survey, eighty-one percent of students entering community college for the first time saying they eventually want to transfer and earn at least a bachelor’s degree but just 12 percent do so within six years. Among low-income students with “high” qualifications for college (those who completed “at least Trigonometry”), 69 percent of students who began in a four-year institution earned a bachelor’s degree, compared with just 19 percent of those who started in a community college.

Richard D. Kahlenberg, a senior fellow at the Foundation, questions how "we shower the most resources on the wealthiest college students and the least on the neediest," noting that the idea of reducing stratification by enhancing community colleges is an important focus in the report. The 22-member task force was led by Anthony W. Marx, the former president of Amherst College who now heads the New York Public Library, and Eduardo Padrón, president of Miami Dade College.

Partnership Encourages Girls Interest in Science

Girls of Innovation is a day-long annual program that inspires today's middle school students to consider studies in science and technology-related research, health services and business areas.  Sponsored by the Connecticut Technology Council (CTC) and Covidien Surgical Devices and held at the Connecticut Science Center in Hartford, this year’s event will be on Saturday, June 15 from 8:30 to 2:30.

The Girls of Innovation Science Challenge is for girls, entering grades 7 & 8 in the 2013-2014 school year, to explore science and its challenges in a fun, interactive way. There is no cost to attend. Parents/guardians must pre-register participants and receive the confirmation e-mail from CTC.

An offshoot of CTC's Women of Innovation program, Girls of Innovation inspires today's middle school students to consider studies in science and technology-related research, health services and business areas.

Volunteers working with the girls during the day are drawn from the Connecticut Women of Innovation program and CTC membership.  They are there to talk with the students about their experiences and careers and to guide them through the challenges created by the CT Science Center staff scientists.   Working individually and in teams, the girls explore scientific concepts and do hands-on science.  Additional time to explore the science exhibits throughout the Connecticut Science Center is also provided.

The Connecticut Technology Council is a statewide association of technology oriented companies and institutions, providing leadership in areas of policy advocacy, community building and assistance for growing companies. Speaking for over 2,000 companies that employ some 200,000 residents, the Connecticut Technology Council seeks to provide a strong and urgent voice in support of the creation of a culture of innovation.

“By establishing Girls of Innovation, CTC is demonstrating once again its commitment to its mission, which benefits all of Connecticut's citizens. Girls of Innovation lives up to its name, and puts us further down the path toward a culture of innovation,” said Beth Alquist, Chair of the Women of Innovation Planning Committee and a Partner at the law firm of Day Pitney LLP.

Connecticut Well Represented in National Mental Health Dialogue

Keeping a commitment made in the aftermath of the Sandy Hook Elementary School murders last December, President Barack Obama launched a national mental health dialogue at the White House Monday aimed at increasing understanding and awareness of mental health, and Connecticut organizations are involved in the efforts from the outset.

Among the initiatives announced during the day-long conference was a new national website, www.mentalhealth.gov, and a series of public meetings to be held around the country under the “Creating Community Solutions” rubric.  Two of those community conversations will be in Connecticut – in Hartford and Norwalk – and one of the six national organizations coordinating the initiative has its headquarters in East Hartford.

The Center for Civic Engagement at the Hartford Public Library will organize the Hartford event as part of the National Dialogue on Mental Health. In response to unprecedented need for civic engagement, Hartford Public Library created the Center for Civic Engagement (CCE). The CCE aims to create a community change process, foster development of a community vision, contribute to a stronger, more successful community, and establish a civic engagement model.

The dialogue in Norwalk will be co-sponsored by the Fairfield County Community Foundation and the Southwest Regional Mental Health Board.  The Fairfield County Community Foundation promotes philanthropy to build and sustain a vital and prosperous community where all have the opportunity to participate and thrive.  The Southwest Regional Mental Health Board is dedicated to ensure a quality system of comprehensive, recovery oriented mental health and addiction services that enhances the quality of life and well being of all residents of Southwest Connecticut.

The Creating Community Solutions initiative will allow participants to learn about mental health issues - from each other and from research - and to develop plans to improve mental health in their own communities, according to officials.   The national dialogue is to include young people who have experienced mental health problems, members of the faith community, foundations, and school and business leaders.

Among the six national “deliberative democracy” organizations involved in developing the Creating Community Solutions program is East Hartford-based Everyday Democracy, according to federal officials.  Everyday Democracy helps people organize, have dialogues, and take action on issues they care about, so that they can create communities that work for everyone. Its ultimate goal is to contribute to the creation of a strong, equitable democracy that values everyone's voice and participation.    Details about Everyday Democracy's role in the initiative and how partner communities and organizations can get involved will be available on the organization’s website in the coming days.

Details regarding the date, location and registration information for the Hartford and Norwalk sessions will be available on a new website, at www.creatingcommunitysolutions.org.  The site is part of the national mental health website, which was created by the U.S. Department of Health and Human Services.   Thus far, community dialogues have been scheduled in New Mexico, California, Alabama, and Arizona, and an additional 29 sites – including the two in Connecticut – are making plans.   A Facebook page, https://www.facebook.com/CreatingCommunitySolutions, has also been launched.

Materials to support the conversations are being developed and will shortly be available for download, including an Information Brief, Organizing Guide and Discussion Guide.  In addition to Everyday Democracy, the organizations working together to design and implement Creating Community Solutions are America Speaks, Deliberative Democracy Consortium, National Issues Forums, the National Coalition for Dialogue & Deliberation, and the National Institute for Civil Discourse.

In addition, a number of national associations are asking their members or affiliates to organize local events. These groups include the United Way, American Bar Association, National League of Cities, YWCA, National School Public Relations Association, 4-H, Grassroots Grantmakers, Alliance for Children and Families, National Physicians Alliance, Association for Rural and Small Libraries, and the International Association for Public Participation, among others.