First-Of-Its-Kind Audio Service for Spanish-Speakers with Print Disabilities Launched in CT

CRIS Radio, a 36-year-old nonprofit based in Windsor and Connecticut’s only radio-reading service, has introduced its new Spanish-language streaming service, expanding the services offered by the volunteer-based organization with a longstanding, solid track-record of responsive programming. The service, called CRIS en Español, is the first in the nation to offer an extensive line-up of audio versions of Spanish-language magazines – all featuring human narration -- for Spanish-speakers who are blind or have a print disability, including those with learning, physical, emotional or intellectual disabilities.

“This collaboration is essential to the people we serve in the Hispanic community,” said Annette Deonarine, director of Latino Initiative of Advocacy Unlimited at Toivo Center in Hartford. “It will enable people who are disabled to receive quality broadcasts that are culturally competent and in a language that is understood by many people from different Latino cultures.”

Hartford Mayor Pedro E. Segarra, who attended the launch of the new audio services, said: “CRIS Radio has for years made sure people stay connected to current events, culture and literature. I’m very grateful to see that they’re expanding this valuable service to Spanish-speaking audiences.”

Included in the CRIS en Español programming are articles published in Spanish-language magazines and newspapers such as Identidad, National Geographic in Spanish, Cosmopolitan in Spanish, Hola and People in Spanish.  All CRIS recordings feature human narration, thanks to CRIS volunteers who provide the voice talent. The recordings also are available on-demand at crisradio.org or from special CRIS Internet radios.

“Thanks to funding from the Hartford Foundation for Public Giving, CRIS Radio is launching Spanish-language programming to better meet the needs of the Latino community who are blind or print disabled,” said Diane Weaver Dunne, executive director of CRIS Radio. “CRIS is now providing Internet radios tuned to CRIS en Español’s URL free-of-charge to organizations that serve Spanish-speakers with disabilities.”

CRIS (Connecticut Radio Information System) provides audio access to news and information for people who are blind or print-challenged, including those unable to read due to physical, learning, intellectual or emotional disabilities. CRIS operates with more than 300 volunteers at its broadcast center in Windsor and regional studios located in Danbury, Norwich, Trumbull, West Haven and at ESPN in Bristol.

Jon Jacobs, program director of Humanidad, which operates group homes for Spanish-speakers with intellectual and developmental disabilities in Greater Hartford, piloted the service at two group homes. “CRIS en Español is an impactful and informative service that brings Spanish-language programming right to the homes of our consumers, Jacobs said. “This is a warm, informative, and user-friendly way to bring culturally competent content to the members of our community with special needs.”

CRIS Radio broadcasts 24 hours a day, seven days a week featuring articles published in more than 70 newspapers and magazines, including award-winning children's magazines available online and on-demand. Programs powered by CRIS Radio include: CRIS Radio; CRIS Listen Now (online streaming); CRIS Listen On Demand; CRISKids, and CRISKids for Schools.

Photo:  Attending the demonstration of CRIS en Español, are: (sitting), Diane Weaver Dunne, executive director of CRIS Radio; and Hartford Mayor Pedro Segarro; Standing, from left, are Standing, from left, Annette Deonarine, Yanira Rios, Alice Diaz, Deron Drumm, Kelvin Young and Jon Jacobs.

https://youtu.be/DzN3Bi-vjyw

CT High Schools Have Among Nation’s Smallest Gender Equity Gaps in Sports

High schools across the country are not providing girls with their fair share of spots on sports teams, according to data compiled by the National Women’s Law Center (NWLC), likely in violation of Title IX, which prohibits sex discrimination in schools that receive federal funds and has led, over the past 42 years, to significant increases in opportunities for girls in an array of academic and athletic programs in schools nationwide.  Despite the successes, there remain gaps in compliance, which led to the NWLC review.  While there is no set gap that constitutes a violation of Title IX, the federal law prohibiting sex discrimination in education, gaps of 10 percentage points or more indicate that schools are likely not complying with the law, according to NWLC.  The Center ranked states based on the percentage of their high schools that have large gender equity gaps in sports, and in some states more than 50 percent of high schools have such disparities.

Connecticut has the 11st smallest percentage of high schools with a large gender equity gap, 13 percent of high schools, which is well below the national average.  In the top-ranked state, Vermont, only 1.9 percent of high schools have a large gender equity gap, followed by Hawaii at 4.7 percent.  On the other side of the spectrum, in Georgia just over 66 percent of high schools – two-thirds of the state’s high schools – have a large gender equity gap.

Nationally, of the more than 16,000 high schools examined, nearly 4,500 schools — 28 percent — have large gender equity gaps.  In addition to George, states found to have more than 50% of co-ed public high schools with gender equity gaps of 10 percentage points or more include South Carolina, Louisiana, Tennessee, Mississippi, Alabama and the District of Columbia.

According to the NWLC, one way that a school can demonstrate compliance with Title IX is to show that the percentage of spots on teams allocated to girls is roughly equal to the percentage of students who are girls. The term “large gender equity gap” refers to a gap between the percentage of spots on teams allocated to girls and the percentage of students who are girls that is 10 percentage points or higher.

https://youtu.be/fQL4Ml49YR4

Middle Schools Use Lunchtime to Break Social Isolation, Prevent Bullying

No One Eats Alone is a lunchtime school event that seeks to reverse the trends of social isolation by asking students – for one lunchtime period - to engage in a simple act of kindness at lunch.  Students make sure that no one is eating alone and they make an effort to eat with new classmates and peers. Developed by a national organization – Beyond Differences - No One Eats Alone Day 2015, held in February, saw more than 400,000 middle school students participate -- in over 700 schools in 38 states, including Connecticut.

In 2015, just over a dozen participating schools in Connecticut included North St School (Windsor Locks), Broadview Middle School (Danbury), Eastern Middle School (Greenwich), O.H. Platt High School (Meriden), Fairfield Woods Middle School (Fairfield), Washington Middle (Meriden), Northeast (Stamford), Schaghticoke Middle School (Warren), King Street Intermediate School (Danbury), Dag Hammarskjold Middle School (Wallingford), Orville H. Platt High School (Meriden ), Avon Middle (Avon), and Moran Middle School (Wallingford).

Among the partner organizations from across the country is Sandy Hook Promise, based in Newtown.

As the 2015-16 school year got underway, one Connecticut middle school decided not to wait for the annual observance, scheduled for February 13, 2016.

Derby students were greeted on the first day of school by staff all sporting red t-shirts with the logo and words "No One Eat Alone.”  The shirts signify the kickoff of a new program that several education organizations hope to launch across every district in the state, the CT Post reported.  Derby Schools Superintendent Matthew Conway told the CT Post that he would like to see “no one eats alone” practiced every day.

Involved in the project in Connecticut are the Connecticut Education Association, Connecticut Association of Public School Superintendents, Connecticut Association of Schools/Connecticut Interscholastic Athletic Conference, Beyond Differences and Derby Public Schools.

California-based Beyond Differences (beyonddifferences.org) is a non-profit organization dedicated to ending social isolation in middle schools across the country and creating a culture in which all kids feel included, valued and accepted by their peers. The organization is based on the tenet that students are in charge of their own campus culture of inclusion.

Social isolation is a problem in every school, officials say, emphasizing that the problem of social isolation to be universal. They also “acknowledge the relationship between social isolation and bullying and violence. By reducing social isolation, we believe we can help end much bullying and violence.”

Beyond Differences we are dedicated to helping teens and schools make social inclusion the new reality. The organization was founded by the parents of Lili Smith who was born with a cranial facial syndrome and was socially isolated during her middle school years, the organization’s website explains.  After Lili died at the age of 15 due to medical complications from her syndrome, a group of teens from the local community banded together to bring change to their local schools. They had not realized that they had been leaving Lili out from all the fun social get-togethers. Upon hearing about Lili's feelings of being left out, they were determined to never let anyone feel that way again.  The initiative was born.

Officials stress that “school communities with a culture of inclusion will have far fewer instances of bullying and cruelty. We believe that much of the bullying and violence in our schools can be addressed by treating the underlying causes, rather than just the symptoms.”

https://youtu.be/VPH4OSMBr_c

15 CT High Schools Among Nation’s Best for College Readiness

A total of 15 Connecticut public high schools made the list of the top 500 high schools in the nation, compiled by Newsweek magazine.  The top-ranked Connecticut school, Weston High School, ranked #47 in the U.S. and was the only school in the state to crack the top 50.  Also reaching the top 100 was Staples High School in Westport at #63. Three high schools were ranked between 100 and 200 on the national list – Ridgefield High School at #119, Connecticut IB Academy in East Hartford at #158, and Lyme-Old Lyme High School at #185.

The Newsweek High School Rankings—recognizing the achievements of the best public high schools in the United States for college readiness—have been published for more than a decade. The rankings were compiled using several metrics, including graduation rate, college enrollment rate, SAT and ACT scores, AP and IB scores and participation, teacher-student ratio and dropout rates.

Newsweek places an emphasis on criteria like college enrollment and graduation rate since “we know that those are some of the biggest indicators of whether students are prepared for college,” Newsweek officials said.  This year’s rankings were weighted by:

• Enrollment Rate—25 percent
• Graduation Rate—20 percent
• Weighted AP/IB/Dual Enrollment composite—17.5 percent
• Weighted SAT/ACT composite—17.5 percent
• Change in student enrollment between 9th-12th grades, to control for dropout rates—10 percent
• Counselor-to-Student Ratio—10 percent

There are almost 30,000 public high schools in the United States.

Also earning a spot among the top 10 Connecticut high schools on the list were Daniel Hand High School in Madison (#213), Simsbury High School (#273), Newtown High School (#308), Farmington High School (#312), and Woodstock Academy (#337).

The top high schools in the United States, according to Newsweek, are Thomas Jefferson High (Alexandria, VA), High Technology High School (Lincroft, NJ) and Academy for Mathematics Science and Engineering (Rockaway, NJ).

Newsweek also publishes a second list, called “Beating the Odds” which seeks to identify schools that do an excellent job of preparing their students for college while also overcoming the obstacles posed by students at an economic disadvantage.  Three Connecticut schools reached that list of top schools – Connecticut IB Academy in East Hartford at #164, Central High School at #270 and The Bridge Academy at #466.  The poverty levels for the three schools were listed as 25%, 99.9% and 80.8% respectively.

With Resignation, Recommendations for Higher Education May Receive Renewed Attention

With the resignation of Board of Regents for Higher Education President Gregory Gray – announced Friday and effective December 31 – there may be renewed review of structural recommendations enumerated in the state’s Strategic Master Plan for Higher Education, published earlier this year after a more than year-long study, and the subject of legislative action during the 2015 General Assembly session. Developed by the Planning Commission for Higher Education, which was created by the Connecticut General Assembly and chaired by Judith Resnick of the Connecticut Business and Industry Association, the 19-member Commission included high-ranking individuals from higher education, state government and business.  A revised commission was established by the state legislature earlier this year in legislation (Public Act 15-75)  that took effect this summer, advancing many of the planning commission's recommendations. The new law  "requires the Board of Regents (BOR) president to implement Planning Commission strategic master plan goals. It also narrows many BOR duties prescribed by law from a statewide to a BOR institution-specific scale," according to the official summary of the legislation.

Regarding higher education policy leadership in Connecticut, the Planning Commission indicated in a comprehensive 23-page report that “since the abolition of the former Department of Higher Education, Connecticut has not had an entity responsible for policy formulation and leadership for the higher education system as a whole.”  The Department was abolished in 2011.   The Board of Regents, created that year, oversees the four Connecticut State University campuses, the state’s 12 community colleges and Charter Oak State College.  The University of Connecticut operates separately.

The report indicates that “the Board of Regents is appropriately focused on the important work associated with forging a system out of the disparate institutions under its purview. The UCONN Board of Trustees is similarly narrowly engaged in oversight of the institutions within its jurisdiction. The Office of Higher Education is an administrative and regulatory agency, not an entity taking the broad view of higher education policy and leading efforts to create a supportive policy environment.”

“What Connecticut needs – and does not have,” the report stresses, is “an entity or venue that has the authority and responsibility to:

• Establish, build consensus around, and sustain attention to long-term goals for post-secondary-level education attainment — or for the whole education system, P-20.
• Develop the metrics and data/information system necessary for measuring progress toward goals and holding the system accountable for performance
• Report annually on progress toward achieving the established goals
• Conduct highly respected analyses that can inform policy deliberations
• Provide a venue to discuss the challenges in reaching these goals and to shape recommendations to the Governor and Legislature on an action agenda to achieve goals (e.g., a two-year agenda toward long-term goals)

The report notes that “the population of Connecticut…is not educated to high enough levels to meet the skilled workforce needs in the foreseeable future.”  A series of short- and long-term recommendations include finance and policy leadership proposals, accountability and governance/decision making authority changes, and regulatory revisions.

The Strategic Plans calls for such an entity to have “a degree of independence from, but trusting relationships with the state’s political leadership (the Governor and General Assembly) and the leaders of higher education institutions. To have the stature necessary to be effective,” according to the report, the entity “must be composed of the state’s most influential civic, business/industry, and cultural leaders and represent the diversity of the state’s population.” The 2015 law "requires the state, BOR, and UConn's Board of Trustees to align their policies with the three recommended goals of the Planning Commission's strategic master plan."  Those goals are:

1. increase the education levels of the state's adult population,

2. develop a globally competitive workforce and economy in the state, and

3. ensure higher education affordability for state residents.

The legislation passed earlier this year also establishes a Higher Education Coordinating Council which meets annually and consists of "the two BOR vice-presidents, the Office of Policy and Managment Secretary, the education commissioner, the UConn president, the UConn chief academic officer, the UConn BOT chairperson, the BOR chairperson, and the BOR president."

CT-N coverage of Commission's January 2015 meeting, prior to issuance of its report and recommendations. 

Go Ask ALICE – Child Care Front and Center

The phrase “go ask ALICE” may have been a lyric a few decades ago, but today it is taking on renewed significance when assessing the day-to-day life challenges of a surprisingly large segment of Connecticut’s population, an updated report by Connecticut United Ways shows. In Connecticut, 1-in-4 households have earnings that exceed the Federal Poverty Level (FPL) but fall short of a basic cost of living threshold. The United Way has defined these households as ALICE-an acronym for Asset Limited, Income Constrained, Employed, and together with the 10% of Connecticut households in poverty, more than one-third of Connecticut households (35%) are struggling to make ends meet.

The original analysis revealed last fall has now been updated and expended with new data, which indicates that cost of child care is a significant burden, and that child care is “often the single-largest expense for families with young children.”

The Connecticut ALICE Report estimates that the cost of child care for two children (1 preschooler and 1 infant) is at least 28% of the monthly expenses included in the Household Survival Budget for a family of four. In a newly released ALICE Update, the latest available cost data from 2-1-1 Child Care is used to examine the biggest child care challenges facing ALICE families in Connecticut:

1. Child care is often the single-largest expense for families with young children, with limited options for affordable infant and toddler care posing a significant challenge. This is especially true for ALICE families.
2. Child care subsidies are available for working families, but some ALICE families have earnings that exceed the eligibility threshold, and others struggle to cover the difference between the subsidy and the provider fee.
3. Availability and cost of child care varies throughout the state, limiting options for ALICE families who may not be able to find child care providers they can afford that are located near where they work or live.
4. There are limited child care options that are available during evening, night, or weekend shifts. 2nd shift, 3rd shift, and weekend hours are more common among low- to moderate-income ALICE workers. When work schedules are unpredictable, and vary from week to week, it can be hard for ALICE families to find child care when they need it.

The most recent fee data available from 2-1-1 Child Care estimates the statewide average cost of full-time child care in a licensed center-based day care setting is $211/week for 1 preschooler and $253/week for an infant, which adds up to $2,011 per month. This may be less than what many Connecticut families pay for child care each month, due to variations in cost and availability throughout the state, differences in family size, and other costs associated with child care that are not included—such as the cost of alternate care arrangements when the child care setting is closed

The report indicates that statewide, the average weekly cost of Infant/Toddler care ranges from $135 to $400 in Home-Based settings and from $175 to $400 in Center-Based settings. The high cost of Infant/Toddler care creates the greatest burden, as the weekly cost amounts to the highest percentage of median income in both Home-Based (30.9%) and Center-Based (48.8%) settings in Hartford, where the median income is $29,430/year.

Adding to the challenge posed by the high cost of Infant/Toddler care is the fact that its availability varies throughout the state. There are six municipalities in the state that have no licensed Center- or Home-Based Infant/Toddler child care providers at all, and 15 that only have a single provider offering Infant/Toddler care in their town. A total of 52 Connecticut towns have two to five providers of Infant/Toddler care, and the remaining 96 municipalities have at least six providers who offer Infant/Toddler care.

The report also indicates that “there are limited child care options available during evening, night or weekend shifts, and it can be hard for ALICE families to find childcare when they need it.”  The vast majority of Center-Based child care providers in Connecticut do not offer evening or weekend care, according to the report. Another challenge for ALICE workers without stable, predictable work schedules is that child care providers are typically paid for a full week of care in advance, whether the care is ultimately used or not. When work schedules change from week to week or on short notice, ALICE families may end up paying for child care that they do not use.

In November 2014, Connecticut United Ways released the first statewide ALICE Report, a data-driven, comprehensive research project that quantifies the situation confronting many low-income working families across our state - in our urban, suburban and rural communities. The Report documents that the number of Connecticut households unable to afford all of life's basic necessities far exceeds the official federal poverty statistics.

Since 2008, CT’s Tuition Increases at Public Universities Nearly $2,000, Ranks 28th

The rate of tuition increases at Connecticut’s public colleges and universities between 2008 and 2015 ranks Connecticut 28^th in the nation, with an increase of 22.8 percent, or just under $2,000 per student.  The tuition increases in Arizona, Hawaii, Georgia, Louisiana and Florida and California, all exceeding 60 percent, were highest in the nation. Overall, since the 2007-8 academic year, average annual tuition has increased 29 percent, or just over $2,000 nationally, according to a report by the Center on Budget and Policy Priorities.  On average, states are spending 20 percent or less in 2015 than they did in 2008.  Connecticut is spending 16.7 percent less.

Published tuition -- the "sticker price" -- at public four-year institutions rose in 34 states over the past year, but only modestly. But since the 2007-08 school year, average annual published tuition has risen by $2,068 nationally, or 29 percent, above the rate of inflation.

The share of students graduating from public universities with debt has risen, according to the Center’s analysis. Between the 2007-08 and 2012-13 school years, the share of students graduating from a public four-year institution with debt rose from 55 to 59 percent. At the same time, the average amount of debt held by the average bachelor's degree recipient with loans at a public four-year institution grew 16 percent -- from $22,000 to $25,600 (in 2013 dollars).

Forty-seven states -- all except Alaska, North Dakota, and Wyoming -- are spending less per student in the 2014-15 school year than they did at the start of the recession.  Connecticut ranks 34^th on the list of states spending below pre-recession levels at 16.7 percent less.  The most dramatic drop is in Arizona (47%), Louisiana (42%), South Carolina (38%), and Alabama and Pennsylvania (36%).  The analysis compares state spending in 2008 and 2015.

UConn plans a 6.5 percent increase in tuition and fees next year; the Board of Regents for Higher Education has approved a 4.8 percent increase for students attending the four regional state universities.  The state legislature approved legislation this year that would have added two students to the UConn Board of Trustees, in part to give students a strong voice in recognition of the increasing percentage of tuition that is now paid by students.  The plan was vetoed by Gov. Malloy.  The total in-state undergraduate cost of attending UConn, including tuition, room and board, will be about $25,500 in 2015-2016, up from about $24,500, according to published reports.

The Center’s study found that over the past year, as states have started to restore funding for public higher education, tuition hikes have been much smaller than in recent years.  Just seven states -- Louisiana, Colorado, Connecticut, Hawaii, Kansas, Virginia, and Mississippi -- raised tuition by more than $300, after inflation.

The change in average tuition at public four-year colleges, adjusted for inflation, between fiscal years 2008 and 2014 placed Connecticut in the middle of the states, ranking 25^th with an increase of $1,695.  The largest increase was in Arizona ($4,493) and the laws in Montana ($253).

Start-Up Business Accelerator Program Selected to Receive Federal Funds to Expand Impact

The LaunchPad for Impact is an accelerator program for early-stage ventures that equips entrepreneurs with tools, resources, and guidance to test drive business assumptions and build a business model that delivers peak value and impact. The program, developed and operated in Hartford by reSET, the Social Enterprise Trust, has been selected to receive a cash prize of $50,000 from the U.S. Small Business Adminstration (SBA), one of only 80 organizations in the country to be designated to receive the funding. Selected in the SBA's Growth Accelerator Competition, LaunchPad for Impact  is the only Connecticut accelerator to receive an award this year.  President Obama made the announcement this week from the White House of awards totallying $4.4 million. The award includes a $50,000 cash prize to help fund the Hartford-based accelerator, and provides public recognition.  Overall, the recipients represent 39 states, the District of Columbia and Puerto Rico. 

The selected accelerators across the nation serve entrepreneurs in a broad set of industries and sectors – from manufacturing and tech start-ups, to farming and biotech – with many focused on creating a diverse and inclusive small business community.  "The entrepreneurial ecosystem in America is incredibly exciting and very powerful,” said Javier Saade, Associate Administrator for the U.S. Office of Investment and Innovation.  Elsewhere in New England, three Massachusetts programs were selected, as were two Maine initiatives, and one in both Rhode Island and New Hampshire.

Through customer feedback, expert guidance, and a peer network, Launchpad for Impact helps transform a start-up business or concept in to a scaleable model by helping entrepreneurs learn quicker, pivot where necessary, and move forward with a better chance of success. Through peer to peer feedback from other entrepreneurs, expert coaching, and an innovative online platform that captures validation and measures investment readiness,  participants “get the data, knowledge, and tools needed to pitch to clients, investors, and partners. In an environment where most start-up businesses fail, this program helps you get the validation and sound evidence you need to support your business model,” the program website indicates.

Thus far, the program has included 138 social entrepreneurs in Connecticut, helped launch or accelerate 54 impact ventures, and awarded over $75,000 in funding to early stage ventures in the past two years, according to the program website. Participants meet for nine scheduled, in person sessions and are offered supplemental workshops in multiple areas of business development.

In the SBA competition, applications were judged by more than 40 experts with entrepreneurial, investment, startup, economic development, capital formation and academic backgrounds from both the public and private sector.  The first panel of judges reviewed over 400 applications and presentations and established a pool of 180 highly qualified finalists.  The second panel evaluated the finalists’ presentations and pitch videos and selected the 80 winners.

“SBA is continuing to make advances in supporting unique organizations that help the start-up community grow, become commercially viable, and have a real and sustained economic impact,” said SBA Administrator Maria Contreras-Sweet. “Through the wide-spread outreach of this competition, we are able to reach entrepreneurial ecosystems across the country. My commitment is to make our resources available to 21st century entrepreneurs where they are, and these accelerators, also known as incubators and innovation hubs, are the gathering place for today’s innovators and disruptors.”

State Will Step Up Efforts to Respond to Needs of Women Veterans

The U.S. Department of Veterans Affairs estimates there are 16,545 veterans in Connecticut who are women. Some among them struggle with issues such as unemployment, homelessness and mental illness, and many more are unaware of the support services available to them.  That was the impetus for legislation approved this year by the General Assembly and recently signed into law by Gov. Malloy, requiring the Department of Veterans' Affairs to establish, within available resources, a Connecticut women veterans' program.

The new women’s veterans program must:

• reach out to women veterans to improve awareness of eligibility for federal and state veterans' benefits and services;
• assess women veterans' needs for benefits and services;
• review programs and research projects and other initiatives designed to address or meet Connecticut women veterans' needs; and
• incorporate women veterans' issues in strategic planning on benefits and services.

The program must also annually submit recommendations for improving benefits and services for women veterans to the veterans' affairs commissioner and the Veterans' Affairs Committee of the legislature, beginning January 15, 2016.

Under the law’s provisions, a “veteran” is anyone discharged or released (under conditions other than dishonorable) from active service in the armed forces - U. S.  Army, Navy, Marine Corps, Coast Guard, and Air Force -and any reserve component of these branches, including the Connecticut National Guard operating under certain Homeland Security missions.

Jackie Evonison, the women veterans’ outreach coordinator with the American Legion Connecticut, told legislators considering the program that many female veterans are unaware of available services or don’t feel they’re qualified to receive them.

In 2012, there were   more than 2,600 women veterans residing in Hartford County, according to data included in a report from the Aurora Foundation. Women veterans face substantial and unique challenges readjusting to civilian life, the report pointed out, especially in the areas of housing, mental health, health care, employment and homelessness:

• In Hartford County, approximately 8 percent of the population are veterans; females are 5 percent of this population (approximately 2,619 women vets in Hartford County).
• Female veterans are almost four times more likely to become homeless than women who have not served in the military.
• Only one of the three veterans’ housing facilities in the county house female veterans.

As a group, female veterans are younger than their male counterparts, with an average age of 48, compared to 63 for men. More than 80 percent of the female veterans are working age, compared to 55 percent for men, according to published reports.

Commissioner Sean Connolly of the state Department of Veterans Affairs said the mission of the program will be “to see what kinds of programs are out there, develop recommendations for improving benefits, and determining whether new programs and projects are necessary to meet the needs of our women veterans.”

Assessing Developmental Concerns Early in Children: Connecticut Approach Becoming Standard of Care

Identifying and addressing developmental or behavioral concerns in young children early, before problems escalate, can rewrite the script for their future. Easier said than done.  But organizations in Connecticut are taking steps to address the gap in services, making an innovative "mid-level" development assessment available to families across the state.  It is an approach that has local roots, and is now helping children not only in Connecticut, but beyond the state’s borders. In a newly released issue brief, Connecticut Health and Development Institute of Connecticut (CHDI) points out that for early intervention to occur, “developmental surveillance and screening must be followed by timely assessment to determine the need for intervention services. Children for whom surveillance and screening show concerns but don’t meet the threshold for a high-level evaluation historically fall through the cracks.”

CHDI’s Issue Brief indicates that concerns identified by a primary care provider can range from mild to severe and may lead to a referral to Connecticut’s Birth to Three early intervention program. Yet, 40 percent of children in Connecticut referred to Birth to Three fail to meet the eligibility criteria for services. Without an alternative, “mid-level” assessment resource, these children and their families often end up on long waiting lists for costly and sometimes unnecessary evaluations by specialists in neurology, developmental pediatrics or psychiatry.

In that circumstance, “precious intervention time is lost, and most children evaluated by specialists do not end up meeting the threshold for an official diagnosis despite real concerns and delays. Without a diagnosis, many families are not connected to helpful services. Furthermore, children with the most severe concerns are precluded from securing timely assessments and interventions, as appointment times are scarce.”

Mid-Level Developmental Assessment (MLDA) offers an alternative, or “mid-level”, option filling the gap for children 6 months to 6 years old with mild to moderate developmental or behavioral concerns. This approach provides an efficient assessment between initial screening and a full evaluation.  It is now being used in Connecticut and five other states. CHDI points out that “MLDA optimizes the screening process; delivers more appropriate care earlier; and leads to more efficient use of limited full-evaluation resources.”

The rapidly advancing approach is relatively new.  In 2009, three child-serving organizations in Connecticut – The Village for Families and Children, Pediatric Associates of Bristol and the Pediatric Primary Care Center at Yale New Haven Hospital – pilot tested MLDA with a grant awarded by CHDI and funded by the Children’s Fund of Connecticut. The pilot study showed that MLDA could efficiently identify developmentally vulnerable children who could benefit from community-based services. The pilot study in Connecticut found:

• Fewer than 20 percent of children undergoing MLDA required higher-level evaluation.
• Eighty percent could be enrolled immediately in available developmental and mental health programs.
• Children referred to more extensive evaluations qualified for services with stringent eligibility criteria.

The Village’s MLDA model is now available for young children in the Greater Hartford area through a partnership with Connecticut’s Help Me Grow access point, Child Development Infoline (CDI), according to the CHDI report. Since 2009, The Village has evaluated more than 350 children using the MLDA model.

The partnership between the MLDA program and the statewide Help Me Grow access point has established solid groundwork for replication of MLDA among other organizations in Connecticut that perform Birth to Three and preschool special education evaluations. In partnership with The Village and the United Way of Connecticut, the Office for Community Child Health at Connecticut Children’s Medical Center is currently replicating MLDA throughout the state with the support of a two-year grant from the LEGO Community Fund U.S.

“Connecticut was the first state to test the feasibility of the model,” the CHDI report indicates. “Now it is becoming the standard of care for young children at risk for developmental delay and unlikely to qualify for publicly funded programs.”

The report indicates that by efficiently assessing children at risk of developmental delays, using limited specialist resources more efficiently, and decreasing health care system costs, “MLDA can have a profound effect in shaping the futures of children across Connecticut and other states.”

CHDI is “a catalyst for improving the health, mental health and early care systems for children in Connecticut.”  The organization works to “advance and inform improvements in primary and preventive pediatric health and mental health care programs, practice and policy in Connecticut, with particular focus on disadvantaged or underserved children and their families.”