18 Connecticut School Districts Named to Advanced Placement Honor Roll

Eighteen Connecticut school districts have been named to The College Board’s 4th Annual AP District Honor Roll — a list of 477 districts across the U.S. and Canada being honored for increasing access to AP (Advanced Placement) course work while simultaneously maintaining or increasing the percentage of students earning scores of 3 or higher on AP Exams.

Reaching these goals indicates that these districts are successfully identifying motivated, academically prepared students who are likely to benefit from rigorous AP course work, according to The College Board.

The Connecticut school districts include public schools in Berlin, Brookfield, Cheshire, Clinton, East Hampton, Ellington, Enfield, Fairfield, Greenwich, Killingly, Monroe, Newtown, Southington and Wallingford, as well as Regional School Districts 8 (Hebron, Andover, Marlborough), 14 and 18 and the Diocese of Bridgeport.

Most of the districts had received similar recognition in previous years; new to the list are Wallingford, Regional Districts 14 (Woodbury and Bethlehem) and 18 (Lyme and East Lyme), Killingly, Greenwich, Clinton, Fairfield and Enfield and the Diocese of Bridgeport. A year ago, there were 26 Connecticut school districts recognized on the AP District Honor Roll.

 AP is a rigorous academic program that offers more than 30 courses in a wide range of subjects and college-level assessments developed and scored by college and university faculty members and experienced AP teachers. According to the College Board, a score of 3 or higher on an AP exam represents the score point that is predictive of college success and college graduation. The AP courses offered various by school district, but often include biology, chemistry, physics, Spanish, U.S. history, English literature, and calculus.

Helping more students learn at a higher level and earn higher AP scores is an objective of all members of the AP community, from AP teachers to district and school administrators to college professors, officials at The College Board point out. They noted that many districts are experimenting with a variety of initiatives and strategies to determine how to simultaneously expand access and improve student performance.

Inclusion on the 4th Annual AP District Honor Roll is based on the examination of three years of AP data, from 2011 to 2013, for the following criteria.

• Increased participation/access to AP by at least 4 percent in large districts, at least 6 percent in medium districts, and at least 11 percent in small districts;
• Increased or maintained the percentage of exams taken by African American, Hispanic/Latino, and American Indian/Alaska Native students, and;
• Improved performance levels when comparing the percentage of students in 2013 scoring a 3 or higher to those in 2011, unless the district has already attained a performance level at which more than 70 percent of its AP students are scoring a 3 or higher.

In 2013, more than 3,300 colleges and universities around the world received AP scores for college credit, advanced placement and/or consideration in the admission process, with many colleges and universities in the United States offering credit in one or more subjects for qualifying AP scores.

Regional School District 14’s Superintendent, Jody Ian Goeler said, “It is wonderful to see so many of our High School students challenging themselves to take and succeed in our most rigorous courses. It is a strong indication our Board of Education’s advocacy for these programs is well placed and providing excellent opportunities and results for our students.”

Greenwich High School Principal Chris Winters recently commented that “Our participation in AP  classes is at a 10-year high, and the average score has remained unchanged and at very high levels. For the first time, over 50 percent of Greenwich High School have passed at least one AP exam during their four years.”

Nationwide data from 2013 show that among African American, Hispanic, and Native American students with a high degree of readiness for AP, only about half of students are participating. These 477 districts, The College Board indicated, are committed to expanding the availability of AP courses among prepared and motivated students of all backgrounds.

Hartford Hospital Will Devote Annual Fundraiser to Mental Health

The call to action regarding mental health awareness and treatment, which intensified in the aftermath of the Sandy Hook Elementary School murders a year ago, now has a strong local voice for the New Year.  Hartford Hospital is kicking off a campaign to end the stigma of mental illness at the annual Black & Red Gala on January 25, 2014 at The Bushnell Center for the Performing Arts in Hartford. The goal is to obtain 5,000 pledges, spreading the message that changing attitudes can begin to change minds.

Proceeds raised at this year’s Black &Red will benefit the Institute of Living (IOL) at Hartford Hospital. The IOL will be better able to respond to this national call to action with improved access to mental health care for adolescents and young adults –a critical need not only in Connecticut, but throughout the nation. Support will help carry out critically needed research, offer increased services and treatments, and provide much needed education to those impacted by mental illness.

An estimated 26.2 percent of Americans ages 18 and older — about one in four adults — suffer from a diagnosable mental disorder in a given year. In addition, mental disorders are the leading cause of disability in the U.S. and Canada. Many people suffer from more than one mental disorder at a given time.

Mental health stigma can be divided into two distinct types, according to the Hartford Hospital website:

• social stigma is characterized by prejudicial attitudes and discriminating behavior directed towards individuals with mental health problems as a result of the psychiatric label they have been given.
• perceived stigma or self-stigma, is the internalizing by the mental health sufferer of their perceptions of discrimination and perceived stigma can significantly affect feelings of shame and lead to poorer treatment outcomes.

The annual gala – Hartford Hospital's lead fundraising event - will feature entertainment by Barenaked Ladies, winner of two American Billboard Music Awards and two Grammy nominations.

Individuals attending the event will be asked to sign a “pledge” to...

• Show compassion by reaching out to those in need of help. I will not let anyone suffer in silence.
• Have the courage to speak up and challenge stereotypes and attitudes. I will not tolerate or perpetuate stigma.
• Teach by sharing my own experiences with mental illness and encouraging others to share their stories with me. I will learn in order to change.
• Demand a change in how we view and address mental illness. I will help lead the way.

The pledge, and additional information about mental illness and the Hartford Hospital initiative, is now available on a new webpage on the Hospital’s website, at www.stopthestigma.org   Individuals do not need to attend the event in order to sign the pledge – that can be accomplished directly on the website.

 “We will be looking to our employees of Hartford Hospital and across the Hartford HealthCare system to take the pledge. As a healthcare leader in the community and the state, it is our duty to set the example and stop the stigma associated with mental illness. Together, we can do it,” said Stuart Markowitz, M.D., President Hartford Hospital and Hartford Region, Senior Vice President Hartford HealthCare.

Harold (Hank) Schwartz, M.D., Hartford HealthCare Regional Vice President, Psychiatrist in Chief, Institute of Living at Hartford Hospital, says for some people, a mental illness may be a lifelong condition, like diabetes. “However, as with diabetes, proper treatment enables many people with a mental illness to lead fulfilling and productive lives. By helping combat the stigma associated with mental illness, we can help increase the number of people that seek treatment.”

Examples of common mental illnesses include bipolar disorder, depression, PTSD, schizophrenia, OCD, anxiety disorders, eating disorders, ADD/ADHD, autism and Asperger’s.  CT by the Numbers has previously reported on research underway at the Institute of Living.

A year ago, over $1,000,000 in net proceeds was raised at the Black & Red gala for Hartford Hospital’s transplant services.

Connecticut is Nation’s Fourth Most Innovative State, Data Reveals

Connecticut is ranked as the nation’s fourth most innovative state, in a new analysis from Bloomberg Technology.  The state’s ranking was based on factors including education, professionals in science, technology, engineering and math (STEM) fields, state research and development spending, and technology companies.

The state’s overall score in the analysis, 76.45, is just behind top-ranked Washington’s 83.25, California’s 81.97 and Massachusetts’ 80.93. States were ranked on a scale of zero to 100 in six factors, and received an overall score that was an average of the six. Because productivity consisted of two sub-factors, each was weighted 50%.

 Connecticut’s ranking was based on the following factors:

• STEM professionals as a percentage of state population: 2.72% (CT ranked #7)
• Science and tech degree holders as a percentage of state population: 10.2% (CT ranked #6)
• Utility patents granted as a percentage of U.S. total: 1.74% (CT ranked #17)
• State government R&D spending as a percentage of U.S. total: 2.79% (CT ranked #8)
• Gross state product per employed person: $114,891 (CT ranked #5)
• Three-year change in productivity: 0.88% (CT ranked #32)
• Public tech companies as a percentage of all public companies based in the state: 17.65% (CT ranked #17)

Sources of the data include Bloomberg, Bureau of Economic Analysis, Bureau of Labor Statistics, National Science Foundation, U.S. Census, and the U.S. Patent and Trademark Office.  The analysis was updated in November 2013, and the rankings were published this month.

The remainder of the top 20 innovative states were:

5. Oregon 6. New York 7. New Jersey 8. Colorado 9. Maryland 10. Minnesota 11. Virginia 12. Texas 13. Utah 14. Arizona 15. North Carolina 16.  Illinois 17. Pennsylvania 18. Kansas 19. New Hampshire 20. D.C.

At the bottom of the list of innovative states were Louisiana, Tennessee, Wyoming, Mississippi and Arkansas.

Newtown High School Students Win International Public Health Education Contest

Each year, about 3.5 million children die before their 5th birthday due to preventable diseases, mainly diarrhea and acute respiratory diseases.   According to survey data from the Global School-based Student Health Survey, over 15 percent of schoolchildren in some countries say they rarely or never wash their hands before eating.

Those facts spurred a group of Newtown High School student to action.  They participated in the World Health Organization’s Touching Lives School Talent International Contest.  The one-minute educational video they produced was selected by a jury of international experts as the winning entry in the middle/high school age category (age 10-16) and was the only United States-based entry to win its category.

The Newtown Public Health class submitted the video at the start of the school year, and it was selected this fall among the winners in various age categories.  Their video now appears on the website of the Pan American Health Organization, and has begun to appear on other public health websites, including the Connecticut Public Health Association.  It was designed, written and produced in the opening weeks of school, just prior to  the mid-September entry deadline.

Experts point out that “just rinsing your hands is not washing.” In order for hands to be clean, soap and water must be used, for at least 20 seconds. Handwashing with soap is the most effective and inexpensive way to prevent diarrheal and acute respiratory infections. Together, they are responsible for the majority of all child deaths, officials report.

Turning handwashing with soap before eating and after using the toilet into an ingrained habit could save more lives than any single vaccine or medical intervention, cutting deaths from diarrhea by almost half and deaths from acute respiratory infections by one-quarter, experts predict.  They also point out that a vast change in handwashing behavior is critical to meeting the Millennium Development Goal of reducing deaths among children under the age of five by two-thirds by 2015.

The educational video is preceded with the words “A Message from Newtown High School’s Public Health Class” filling the screen. It then begins with a male student gently singing over a strumming guitar, reminding viewers of the importance of hand-washing in rhyming lyrics, including urging viewers to “always think, 20 seconds at the sink.”  The video then features a variety of voices repeating “20 seconds” in nearly a dozen world languages.  It concludes by suggesting “don’t be part of the problem, be part of the solution.”

The video was edited by Amylee Anyoha.  Students in the Newtown High Public Health Class included Jess Amante, Maddie Erhardt, Enea Musaka, Sarah Craig, Kelly O’Connell, Chris Beaurline, Sydney Allen, Gabby Durkin, Tim Krapf, Amanda Paige, Taylor Strolli and Heather McKeown.

In the 2013 #TouchingLives School Talent International Contest, students could work individually or in a group, and all the countries in the Americas, were eligible and encouraged to develop songs, videos, illustrations, written compositions or any other expression of art promoting hand washing. The contest was, according to organizers, “about giving your personal touch to change the world.”

Two-Thirds of Drivers Use Cell Phones While Driving Despite Dangers, Survey Says

It turns out that the problems is much greater than just teens.  Texting while driving – like texting – is cutting across the population, presenting dangers that are well-documented and increasingly ignored.  And it’s not only texting – it is the use of phones while driving as well that is causing concerns among safety experts.

New research from the AAA Foundation for Traffic Safety indicates that high school-aged teens report using their phones or texting while driving substantially less often than adults do.  The AAA survey found that adult drivers ages 25-39 were the most likely to admit engaging in these risky behaviors behind the wheel.

Though the practice is hazardous at any age, two out of three drivers reported using a cell phone while driving within the past month. Forty-three percent of adults ages 25-39 reported doing so fairly often or regularly while driving, compared to only 20 percent of teens.  Motorists age 60 and up were the least likely to report using a phone.

“Using your phone while driving may seem safe, but it roughly quadruples your risk of being in a crash according to previous research,” said Stephen Rourke, manager of driving school administration for AAA. “None of us is immune from the dangers of distracted driving. The best advice is to hang up and drive.”

More than one-in-four motorists reported sending a text or email while driving within the past month. Adults ages 25-39 reported texting and driving most frequently, while those age 60 and up reported doing it the least.

According to the National Highway Traffic Safety Administration, one out of every ten fatal crashes involves distraction, resulting in more than 3,000 deaths per year, although experts agree the numbers are likely underestimated.

Previous research shows that hands-free cell phones offer no significant safety benefits over handheld phones – hands-free is not risk-free.  Earlier this year, Connecticut by the Numbers reported on a proposal in Connecticut to ban the use of electronic devices in vehicles.

The AAA Foundation for Traffic Safety collected the data as part of the 2013 Traffic Safety Culture Index. The data are from a sample of 2,325 licensed drivers, ages 16 and older, who reported driving in the past 30 days.

Connecticut Receives "F" in Report Card on High School Financial Literacy Requirements

Connecticut received a resounding F in a state-by-state Report Card of financial literacy education requirements at the high school level, according to a study by the Center for Financial Literacy at Champlain College in Burlington, Vermont.

Connecticut is one of 11 states to receive a failing grade.  The others were Alabama, Alaska, Arkansas, California, Delaware, Hawaii, Massachusetts, Nebraska, Rhode Island and Washington.  Those states, according to the report, “have few requirements, or none at all, for personal finance education in high school.”

Overall, 60 percent of states received a C, D or F while 40 percent of states received an A or B grade.  Among those at the head of the class, receiving an A, were Georgia, Idaho, Louisiana, Missouri, Tennessee, Utah and Virginia.  Four of those states – Virginia, Utah, Tennessee and Missouri – require a one-semester standalone course in personal finance as a graduation requirement.

The report, 2013 National Report Card on State Efforts to Improve Financial Literacy in High Schools, indicated that in Connecticut:

• Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics. (Source: CEE Survey)
• No personal finance requirement, although personal finance may be taught at certain schools as an elective. (Source: Jump$tart Survey)
• Since 2007 Connecticut legislators have introduced seven bills in an attempt to bring financial literacy into their schools. All attempts have failed. In 2009 the state passed a law allowing banks to open branches in schools to help students learn about saving money. (Source: NCSL Summaries)

The report suggests four key elements to a successful financial literacy program at the high school level:

1. Requirement: Financial literacy topics must be taught in a course that students are required to take as a graduation requirement.
2. Training: Teacher training is critical.  To effectively educate our students about personal finance, we need confident, well-trained educators.
3. Funding: Funding is needed to ensure that these classes are offered to all high school students.
4. Assessed:  In order to make sure that the high school classroom personal finance training is working, we need to give students standards assessments on knowledge and behaviors.

Noting the lack of financial literacy education across the country, the report indicates that “for our nation’s youth, learning is often being down through personal experience.  Making mistakes with your credit is a painful way to learn a life lesson.”  The report’s introduction also notes that “to improve personal finance outcome for American citizens, our nation must be educated in personal finance… In too many of our states, our youth receive little if any personal finance training in middle school, high school and college.”

Bullying Presents Ongoing Danger; Efforts to Educate Intensify As Incidents Continue

"From a young age, we teach children to say, 'Sticks and stones will break my bones, but names will never hurt me.' But this isn't true. Bullying hurts so much not because one individual is rejecting us but because we tend to believe that the bully speaks for others that if we are being singled out by the bully, then we are probably unliked and unwanted by most. Otherwise, why would all those others watch the bully tease us rather than stepping in to help support us? Absence of support is taken as a sign of mass rejection.”

That observation, in Social: Why Our Brains Are Wired to Connect, a new book by Matthew D. Lieberman, Director of the UCLA Social Cognitive Neuroscience laboratory, published by Random House, provides insight into why bullying has such dramatic impacts, including incidents in Connecticut.

A Hartford Courant review of state education records, published this fall, found more than 1,250 incidents of school bullying were reported to the state from 2005 to 2012. The state's largest cities — Hartford, Bridgeport and New Haven — reported the most incidents, with Hartford reporting 91 verified incidents.

A quarter of the state's high school students — and 35 percent of the state's ninth-graders — report having been bullied or harassed on school property, according to the state Commission on Children. The Connecticut School Health Survey shows that state high school students who report being bullied are more likely to get less sleep, miss school because they feel unsafe, feel depressed, or attempt suicide, the Courant reported.

New Recommendations Anticipated

The state Department of Education plans to make a series of recommendations to the 2014 General Assembly “to address current conditions in Connecticut.”  Those recommendations may include an examination of the terminology regarding bullying and climate in an attempt to signal increased and focused attention on improving school climate in addition to, or rather than, exclusively reacting to bullying incidents, as well as addressing the relationship between the definitions of bullying and harassment and the implications for actions that the district or state should take regarding reported incidents.

The Department prepared “Bullying and Harassment in Connecticut:  A Guide for Parents and Guardians” a year ago, in December2012.

Programs Respond and Teach

The Anti-Defamation League (ADL) is one of the leading organizations providing information and training for individuals who work with students on a daily basis, and anti-bias and anti-bullying programs for students ranging in age from fourth grade through seniors in high school. Such programs include “Names Can Really Hurt Us,” “Step Up!” and “Becoming an Ally.” The Connecticut ADL hosted two parent workshops in Greenwich this fall, just weeks after a 15-year-old Greenwich student took his own life on the first day of school this fall, and friends said bullying may have been a factor in the death.

The programs, which had been planned since the spring, sought to give parents strategies for bullying prevention and intervention. As part of the program, Greenwich High School students who had been trained by ADL talked to those in attendance about their experiences with bullying and cyber-bullying, Greenwich Time reported. “We offered strategies and resources that the parents found very valuable. It was a unique opportunity for parents and high school students to have an open and honest dialogue about bullying and cyber-bullying issues that face today’s youth,” said Marji Lipshez-Shapiro, ADL Connecticut’s Director of Education.

The ADL programs explore stereotyping, prejudice, discrimination and scapegoating through the lens of students' experiences, and include student testimony, skits, videos and discussion groups. The ADL’s Names Can Really Hurt Us is described as a powerful, student-centered assembly program designed to give a voice to the targets of bullying and prejudice, build empathy in the perpetrators and inspire bystanders to become allies. ADL works with a team of students and school staff who participate in six hours of training and assist ADL in putting on a full-day program consisting of a morning assembly, break-out groups and a closing assembly.  During the morning assembly, student participants share their personal experiences with bullying, name-calling and prejudice in a safe forum. Students then participate in small group discussions led by student-teacher teams. The program culminates with a report of “next step” ideas, generated by students, to help create a welcoming and supportive school community.

Incidents Continue Despite Law

Stamford police arrested a 12-year-old girl and charged her with disorderly conduct for bullying another girl this fall. Police said an investigation began in September when the target's parents contacted police and said another student had repeatedly bullied the 13-year-old at school. When the bullying worsened and the targeted girl made comments about committing suicide, police said they immediately got involved. School administrators in Manchester last month suspended four Manchester High School students suspected of creating and posting degrading descriptions of female students, The Hartford Courant reported.

In Connecticut, the state legislature unanimously passed an anti-bullying law in 2011 that speeds school response, expands staff training, makes all school employees mandated reporters of bullying, addresses cyber bullying and launches statewide school climate assessments.  Under the state legislation, schools must report acts of bullying to the state. The state's definition of bullying includes "the repeated use by one or more students of communication, a gesture or a physical act directed at or referring to another student in the same district that causes physical or emotional harm or fear of such harm."

A 2011 U.S. Department of Justice survey shows that 54 percent of Asian-American teenagers, 38.4 percent of black students and 34.3 percent of Hispanics reported being bullied in the classroom. The survey found that 31.3 percent of white students reported being bullied.

In September, Michelle Pincince, Project Director of the Connecticut ADL’s A World of Difference Institute met with about 25 school resource officers from throughout Connecticut. The program, which took place at Redding Elementary School, was organized by Redding Police Chief Doug Fuchs, according to published reports.  A school resource officer is a law enforcement officer who is assigned to a school in his town, and who protects the students in the school and works to promote positive relationships between students and law enforcement. ADL runs 200 education programs and reaches over 20,000 individuals in Connecticut annually.  Since the school year began this fall, 31 Connecticut schools have participated in ADL programs. 

LEGO KidsFest in Connecticut This Weekend, State Experiences Company’s Growth, Strength

There’s no mistaking the popularity of LEGO.  The colorful bricks are ever-present in playrooms, bedrooms, and under couch cushions everywhere.  The passion for the colorful bricks will be on display this weekend (Dec. 6-8, 2013)  in Connecticut when the LEGO Kidsfest returns to the Connecticut Convention Center in Hartford for a weekend of creativity and construction, concluding the year’s six-city tour, and the first time it’s been back in Connecticut in two years.  (Tickets for Saturday are already sold out, with limited availabilities for Friday and Sunday sessions. )

Beyond this weekend’s event, the Connecticut connections to LEGO may be surprising.

The LEGO KidsFest is a nationally-traveling giant LEGO expo held over three days and filled with interactive, creative and educational activities for the whole family. Connecticut is central to the LEGO universe.  LEGO Systems, Inc. is the North American division of The LEGO Group, a privately-held, family-owned company based in Billund, Denmark, one of the world’s leading manufacturers of creatively educational play materials for children.  The LEGO Kidsfest, however, is produced by LIFE Marketing and Events, located in West Hartford.

At each tour stop, the LEGO KidsFest partners with national and local organizations and businesses whose products, services and promotional efforts are kid-friendly and beneficial to attendees. Next year, the tour will again run in seven cities: North Carolina: February 28–March 2;  Michigan: April 25–27;  Alberta, Canada: May 16–18;  Georgia: June 27–29;  Texas: August 29–31;  Virginia: October 3–5; and Indiana: November 7–9.  In 2011, the KidsFest was held in five cities, and has steadily grown in popularity.  Sellouts have been regular occurrences throughout 2013.

In the new book “Brick by Brick:  How Lego Rewrote the Rules of Innovation and Conquered the Global Toy Industry,” published by Crown Business division of Random House, author David C. Robertson points out that Lego “is driven by two desires.  The first is to inspire imaginative play and creative expression in as many kids and kids-at-heart as possible, in as many ways as possible.”  The second is to out-innovate every company it comes up against.”

The book, which explores Lego’s resurgence from near oblivion over the past two decades, outlines the company’s trials, tribulations (including near-bankruptcy in 2003), innovations and success, observing that “The LEGO Group’s leaders believe that to discover the next big growth opportunity, the company must adhere to a fundamental truth about innovation:  the more experiments you launch, the more likely it is that one will strike gold.”   KIdsFest is but one example.

The company is also expanding is footprint in Connecticut, having announced earlier this year that it was leasing an additional 80,198 square feet in the Enfield Business Park.  The company eventually plans to add more than 200 employees.

“We have about 600 employees in Enfield currently, and the space will provide desks for an additional 250 — not all of whom will be hired immediately,” Michael McNally, Lego’s brand manager said in April. The company in 2011 started to reconfigure its former manufacturing space into administrative offices. The building houses workers in finance, human resources, information technology, consumer services, direct-to-consumer retail, as well as Lego Master Builders.

Last month, it was reported that LEGO, already the second-biggest toy maker in the world, after Mattel, is continuing its expansion. In 2014, it will go from having one global headquarters, in Denmark, to five. The company is expanding its offices in London, Singapore, Shanghai and Enfield, Connecticut to form a network of global hubs.

The globe depicted on the cover of Robertson’s book, made of LEGO bricks, of course, is a fitting representation of the company’s growth – with Connecticut playing a noteworthy role.

College Students from Connecticut in D.C. As White House Interns

Two Connecticut residents and five out-of-state students attending universities in the state are among scores of college students from across the nation who are spending the current semester as White House interns.

The Connecticut interns are Woodbridge resident Zachary Schreiber, a student at Franklin & Marshall College in Pennsylvania, Westport resident Amy Vickery, a Princeton undergraduate.  Those attending school in the state: are Wesleyan student Samantha Jacobson of Needham, MA, Yale undergraduates Gabriel Perlman of New York, Reid Magdanz of Alaska and Jon Morgan of South Africa, and Yale Law School student Giselle Barcia of Miami, FL, Business New Haven reported.

The White House Internship Program provides a unique opportunity to gain valuable professional experience and build leadership skills. The hands-on program is designed to mentor and cultivate today’s young leaders, strengthen their understanding of the Executive Office and prepare them for future public service opportunities.

The assignments given to an intern on any given day could include conducting research, managing incoming inquiries, attending meetings, writing memos, and staffing events. While the interns’ responsibilities and tasks vary by department, all interns are united through weekly events including a weekly speaker series with senior staff members and small group meetings exploring different policy aspects of the Executive Office of the President through speakers, discussion and off-site field trips. Most importantly, the internship experience includes an emphasis on service and interns participate in regularly scheduled service projects at schools and non-profit organizations in Washington, D.C.

Selection as a White House Intern is based on the following criteria:  a commitment to public service, demonstrated leadership in the community, and a commitment to the mission of the Obama Administration.  The selection process is highly competitive. Applicants are encouraged to submit a thorough application that illustrates qualifications, character, and commitment to public service. A completed application includes two essay questions, two letters of recommendation, and a resume. The application for the Summer 2014 White House Internship Program is now open.  The deadline is January 4, 2014.

Applicants must be U.S. citizens, 18 years of age on or before the first day of the internship, and meet at least one of the following criteria:

Currently enrolled in an undergraduate or graduate program at a college, community college, or university (two-to-four year institution)

Graduated from an undergraduate or graduate program at a college, community college, or university (two-to-four year institution) no more than two years before the first day of the internship

A veteran of the United States Armed Forces who possesses a high school diploma or its equivalent and has served on active duty, for any length of time, in the two years preceding the first day of the internship

Interns work in one of several White House departments, including the Domestic Policy Council, the National Economic Council, the Office of Cabinet Affairs, the Office of Chief of Staff, the Office of Communications, the Office of Digital Strategy, the Office of the First Lady, the Office of Legislative Affairs, the Office of Management and Administration, the Office of Presidential Correspondence, the Office of Presidential Personnel, the Office of Public Engagement and Intergovernmental Affairs, the Office of Scheduling and Advance, the Office of the Vice President, the Office of the White House Counsel, and the Office of White House Fellows.

Photo:  Amy Vickery

Nonprofits See Tangible Benefits from Leadership Greater Hartford’s Quest Program

Four Hartford-based nonprofit organizations have received a boost from some of the region’s up-and-coming leaders participating in the flagship program of  Leadership Greater Hartford (LGH).  The Hartford Consortium for Higher Education, Oak Hill School, CountMeIn! Hartford and GreenShare Technology saw rising and established leaders from diverse career backgrounds - corporate, government, small business, academia and nonprofit – work on key projects as part of the Quest program.  It is the most recognized community-based leadership development program for professionals working throughout the Greater Hartford region, a landmark initiative of LGH for more than three decades.

The 11-month program kicks off with an orientation and retreat in January and ends with November class presentations and commencement. Workshops throughout the program focus on learning about one’s own leadership personality, participatory decision- making, effective group dynamics and leadership practices, including change leadership. The field experiences allow participants to meet the area’s key players and organizations, better understand the region’s assets and challenges, and gain a greater understanding of creative problem solving while leveraging limited resources.

Central to the Quest program is the community service component, a collaborative team project working alongside various nonprofits in the Hartford region. Through real world community projects, Quest participants work in teams and learn the tools and insights needed to become collaborative leaders. The four community-based projects tackled by the 2013 Quest participants, now completed, included:

Working with the Hartford Consortium for Higher Education (HCHE) to create a media device that would tell the story of the Career Beginnings program, which connects Hartford-area high schools, businesses, volunteers/mentors and parents in a coordinated effort to increase the percentage of Hartford teenagers who graduate from high school, pursue higher education and fulfill career goals.

One of the Quest project groups created a magnificent 25-page booklet – which has now been produced by HCHE and is being distributed to interested parties throughout the region - that effectively tells the story of the students who are a part of the Career Beginnings program.  They presented the publication to stakeholders of Career Beginnings at an event held at the Artist Collective.

 Working on the project were Brenda de los Reyes (Corporation for Independent Living), Diana Marsh (United Healthcare), Cara Farrrell (Women’s Health USA), Teresa Nieves (Village for Families and Children), Shawnee Baldwin (Archdiocese of Hartford), Lisa Galinski (Wild Heart Coaching), Brenda Pabon (Aetna), Vivek Mukherjee (OptumHealth), Karen Bernard (retired; Dept. of Correction), William Tarinelli, Jr. (Travelers), Alice Ferguson (HIV/AIDS Commission) and Shazia Chaudry (Alzheimer’s Resource Center). They coordinated with Martin Estey, a Quest 2012 participant, the executive director of HCHE. 

Working with Oak Hill School on a new, all abilities/inclusive wellness facility that is being built in Bristol, a second Quest group was charged with developing aspects of a recruitment plan for members and staff for the wellness facility.  They produced a video montage for marketing and a recruitment plan for staff and facility members.  The group worked with a 2012 Quest graduate, Leslie Sanborn.  The wellness center is projected to open in late 2014 or early 2015.

The participants in the projected included Bob Bourett (ConnectiCare), Pat Sebring (Imagineers), Kent Limson (Phoenix), Alex Cuevas (Stone Academy), Neville Brooks (Hartford Police), Leilany Rivera (Harc Inc.), Jim Mindek (UConn), Chris Baker (American Red Cross), Anne Hayes (Travelers), Casey Bandarra (Eastern Connecticut State University), Mel Camacho (United Way of Central and Northeast CT), and Dan Wenner (Day Pitney).

CountMeIn! Hartford is a new, local think tank whose mission is to provide thought leadership for individuals who want to turn an idea into an organization.  The third Quest group – anxious to help start an endeavor from scratch – set out to provide organizational structure.  The group focused on marketing, strategic relationships, board development and fundraising, breaking into subcommittees to develop a document with plans outlined in each of these areas.  They worked with Scott Orsey, a Quest 2009 participant , who is leading CountMeIn! Hartford.

The project team included Betty Ann Grady (Hartford Foundation for Public Giving), Aliza Finn-Welch (Junior League of Hartford), Mike Fritz (Shipman and Goodwin), Lee Hameroff (Goodwin College), Dartanion Reed (Hartford Arts Center), Jay Arcata (Halloran & Sage), Lindsay Ryan (Ryan Marketing Partners), Jas Millette (CT1 Media), Mick Connors (CCMC), Kiran Panati (OptumHealth) and Christian Sager (Travelers).

The fourth Quest group shared a passion for closing the digital divide for residents of Hartford, and worked with GreenShare Technology, a social enterprise and one of the first reSET Social Enterprise Trust projects, now operating in Hartford.  The organization refurbishes computers and then sells them to organizations that might not otherwise be able to afford computers.  The group developed and held a fundraising event which raised sufficient funds to purchase six refurbished computers that could then be donated to area nonprofits that the group had visited as part of their Quest program.

Working on the GreenShare Technology project were James McLaughlin (Murtha Cullina), Corey Fleming (Hartford Public Library), Jessica Gagliano (Lincoln Financial Group), Anthony DeSalvo (Travelers), James McLoughlin (Hartford Fire Department), Rasheed Ali (Phoenix), Christopher Pagano (Travelers), Jennifer Carrier (CRCOG), Matthew Wallace (CCMC), Dalyn Delgado (CNG) and Kim McPherson-Shiffrin (OptumHealth).

 Photo: Leadership Greater Hartford's 2013 Quest class