Municipal Leaders to Urge Community Involvement at Rell Center Forum

Municipal leaders from Essex, Hampton, Norwich, West Hartford, and Wethersfield will gather to discuss how citizens can make a difference in local communities at a panel discussion, “Better Government Begins at Home: How to Make a Difference in Your Community,” presented by the Governor M. Jodi Rell Center for Public Service at the University of Hartford. The discussion, to be held on Thursday, October 12, at 6 p.m. in the Harry Jack Gray Center’s 1877 Club on university campus, will include:

• Anne Gruenberg, the President of the Connecticut Association of Boards of Education and a member of the Hampton Board of Education;
• Norwich Mayor Deb Hinchey;
• Essex First Selectman Norm Needleman;
• former Wethersfield Planning and Zoning Commission Chairman Rich Roberts.

West Hartford Town Manager Matt Hart will serve as moderator and lead a discussion about the importance of public involvement in local politics and how residents can take an active role in town governance.  Hart became town manager this summer, moving from Mansfield, where he was town manager since 2006.

Deb Hinchey was elected in November of 2013 and took the oath of office in December of 2013, becoming Norwich’s first female Mayor. Prior to being elected Mayor, Hinchey served on the city council.  She is not seeking re-election this year.  Norm Needleman is serving his third term as First Selectman, and is a successful local business owner.  He is currently seeking re-election.

Attendance at the program is free. More information is available at www.hartford.edu/rellcenter or 860.768.4234.

The program will focus on the many ways that individuals can get involved in local government service.  Some communities, such as Wethersfield, list individuals serving their local communities on the town website, also including vacant positions that need to be filled.

The mission of The Governor M. Jodi Rell Center for Public Service at the University of Hartford is to provide a community and academic forum for the discussion of ethics in government, the importance of civil discourse in politics, and citizen involvement in public service and government.

This fall, Leslie Smith of Hartford was named director of the Rell Center. Smith has taught American government at the University of Hartford since 2000 and directed the Politics, Economics, and International Studies Department’s internship program since 2005.  The Center seeks to encourage students and others to pursue careers in public service and to assist in providing a clearinghouse for student public service internships.

Unhealthy Food Marketing Targets Hispanic Youth, UConn Researchers Find

Hispanic children and youth, particularly youth in Spanish-speaking households, visited food/beverage websites at higher rates than their non-Hispanic counterparts, despite fewer visits to the Internet overall, according to a research study published by University of Connecticut faculty members. “The frequency with which youth in Spanish-speaking households visited popular food and beverage websites compared with primarily English-speaking Hispanic youth raises further concerns due to the potential for these sites to reinforce preferences for an ‘‘American’’ diet among less acculturated youth, which could contribute to Hispanic youth’s worsening diet with greater acculturation,” Maia Hyary and Jennifer Harris point out in the inaugural issue of the journal Health Equity, published in September.

They stress that “Further research is needed to understand why Hispanic youth disproportionately visit food/beverage websites to help inform potential actions to reduce their exposure to unhealthy food marketing.”

The researchers warn that “given higher rates of obesity and diet-related diseases among Hispanic youth, food and beverage companies should not target marketing of unhealthy products to Hispanic youth online.”

Dr. Jennifer L. Harris is Director of Marketing Initiatives at the Rudd Center for Food Policy and Obesity and Associate Professor in Allied Health Sciences at University of Connecticut. She leads a multidisciplinary team of researchers who study food marketing to children, adolescents, and parents, and how it impacts their diets and health. Maia Hyary is a PhD student at the Heller School for Social Policy and Management at Brandeis University and a former Rudd Center Research Associate.

Food and beverage companies often target marketing for nutrient-poor products such as candy, sugary drinks, snack foods, and fast-food restaurants to Hispanic audiences, including youth, the researchers state.  They cite previous research that has documented disproportionate exposure to unhealthy food marketing by Hispanic youth in their communities and on TV, but theirs is the first examination of the phenomenon on the internet.

Sites that were relatively more popular with Hispanic youth than with non-Hispanic youth included ChuckeCheese.com, HappyMeal.com, the Lunchables website, FrostedFlakes.com, and two Spanish language websites (ComidaKraft.com and McDonald’sMeEncanta.com). Among Hispanic children (under 12 years), ChuckECheese.com, FrootLoops.com, HappyMeal.com, TacoBell.com, LuckyCharms.com, and SubwayKids.com were relatively more popular.

Health Equity is a new peer-reviewed open access journal that “meets the urgent need for authoritative information about health disparities and health equity among vulnerable populations,” according to the publication’s website, “with the goal of providing optimal outcomes and ultimately health equity for all.” The journal intends to provide coverage ranging from translational research to prevention, diagnosis, treatment, and management of disease and illness, in order to serve as a primary resource for organizations and individuals who serve these populations at the community, state, regional, tribal, and national levels.

PHOTO:  Dr. Jennifer L. Harris, Maia Hyary

Focus on UConn Funding Includes View of Money Paid to Football Coaches

The UConn football season is underway, and UConn is in the news in a big way.  It is, however,  about not only prospects on the gridiron as prospects on the bottom line for the state’s flagship university.  Officials describe the university as being under unfair and counterproductive attack by a budget recently adopted by the state legislature that would require substantial reductions in state funding.  The budget is expected to be vetoed by the Governor, continuing the legislative stalemate that has prevented agreement on a state budget for the fiscal year that began on July 1. Also within the past week, UConn was among a handful universities portrayed as the poster children for the practice of paying multiple head football coaches simultaneously.  UConn’s situation was listed as among the most costly.

The report, by The New York Times, indicated that “when the Huskies hired Randy Edsall last winter after three losing seasons under Bob Diaco, they got their once and future head coast for a reasonable $1 million salary.”  The article went on to point out, however, that “firing Diaco triggered a $3.4 million buyout.”  Thus, the University is paying $4.4 million in head coach salary this season, to two coaches – one employed by the university, the other not.

It could have been more costly.

“Even though the move was announced in December,” it was effective in January; “an effective end date in 2016 would have cost the Huskies $5 million.  The newspaper notes that “if it had not given Diaco a richer buyout as part of a two-year (contract) extension he negotiated only seven months before he was fired,” the buyout would have been significantly smaller – only $800,000.”

Leading the list of colleges cited in the Times article was Texas, “on the hook for the salaries of current and former coaches” this season to the tune of $12.45 million.  Next was Oregon, at $8.5 million; and Florida at $6.4 million.

Some doubted that Diaco would be fired, because of the continuing cost to the university of doing so.  The website theuconnblog.com said when the firing was announced in late December that “The primary driver behind Diaco’s assumed job security was a substantial buyout owed to him had he been fired right after the season. With UConn’s strapped financial situation, it could ill-afford to be paying Diaco millions to not coach the team.”

Diaco, in January, became the highest paid assistant coach in Nebraska history when he was hired by that university to be the team’s defensive coordinator for $825,000 this year and $875,000 next year.

At the time of Diaco’s firing, UConn emphasized that taxpayers would not be responsible for the buyout.

"It's not taxpayer money," Michael Enright, who oversees communications for UConn athletics told the Hartford Courant at the time. "It's from division of athletics revenues. So ticketing, concessions, licensing, conference revenue."

The Courant went on to report that “sports-related income isn't the only source of revenue feeding the department's $72 million budget. For the 2014-15 school year, student fees provided more than $10 million and the university contributed $18 million, according to a survey by USA Today. The school has taken pains to say the university's share comes from segregated accounts that do not include tuition or state funds. But critics see the university's and athletics department's budgets as homogenous taxpayer-supported piles of money.”

The state provides approximately 28 percent of the revenue funding UConn's overall $1.3 billion budget, the Courant noted, adding that Diaco's salary was $1.7 million last year, making him the third-highest-paid state employee, trailing only the UConn head basketball coaches.

In mid-2016, Diaco and his wife have announced "they will contribute $250,000 to the University to help fund the construction of several new UConn athletic facilities,” according to the UConn website. The Diaco gift, it was announced, would be used to help build new facilities for the UConn men’s and women’s soccer, baseball, and softball teams.

Personal Finance, Economic Education Curriculum Not Required in State's Schools

Connecticut has a curriculum for financial literacy for schools in the state.  But they’re not required to use it.  That’s true for economic education and personal finance education.  Despite having a 9-page state approved set of curriculum guidelines and expectations for student learning detailed on the website of the State Department of Education, there appears to be no indication as to where or whether courses are actually offered, taken and taught. Economic Education is included in the state’s K-12 standards in Connecticut, as it is in every state in the nation.  But Connecticut is one of only six states where the standards are not required to be implemented by districts, one of 27 states where a high school course is not required to be offered, one of 30 states where a high school course is not required to be taken, and one of 34 where standardized testing in the subject is not provided.

The numbers are similar for personal finance education.  Connecticut is one of 13 states that does not require standards to be implemented by local school districts, one of 28 states that does not require a high school course to be offered, and one of 28 that do not require a high school course in personal finance education to be taken. Connecticut, like most states (43) does not have standardized testing in personal finance.

That’s according to the Council for Economic Education’s “Survey of the States 2016,” a report on “Economic and Personal Finance Education in Our Nation’s Schools.”  Among the national findings:

• While more states are implementing standards in personal finance, the number of states that require high school students to take a course in personal finance remains unchanged since 2014 – just 17 states.
• Only 20 states require high school students to take a course in economics – that’s less than half the country and two fewer states than in 2014.
• There has been no change in the number of states that require standardized testing of economic concepts – the number remains at 16.

Connecticut’s seven “content standards” in personal finance focus on personal decision making, earning and reporting income, managing finances and budgeting, savings and investing, buying goods and services, banking and financial institutions, and maintaining credit worthiness, borrowing at favorable terms and managing debt.  The “frameworks” outline skills that students are expected to master, and “learner expectations” at various levels, from beginning to advanced.

“Some states offer little guidance to school districts related to what personal finance content to offer in schools at each grade level; others have pushed ahead, requiring courses from elementary to high school aged students, supporting and training teachers, and in some cases even testing students on learning outcomes,” said J. Michael Collins, of the Center for Financial Security at the University of Wisconsin-Madison in the report.

“Rigorous state standards can facilitate local schools to implement well-designed programs, which in turn expose students to concepts they otherwise would not learn. Communities may also benefit from having more financially competent households; perhaps stronger economics and personal finance standards could even be viewed ultimately as an economic development strategy, equipping young people with an increased ability to manage credit and invest in their future,” Collins added.

Statistics were not available in Connecticut on the number of school districts requiring financial literacy coursework, or the number of students who take such classes.

"States that combine personal finance and economics, support teachers, and hold students accountable for learning objectives have the best chance of promoting the development of young people who are better financial managers and stewards of their credit—behaviors with which many, if not most, young people tend to struggle," Collins pointed out.

The Council for Economic Education (CEE) is a leading nonprofit organization in the United States that focuses on the economic and education of students from kindergarten through high school.  The 65 year-old organization is based in New York City.

Constitution Day in the Constitution State - Celebrate?

Constitution Day, celebrated this year on Sunday, is a national holiday to commemorate the signing of the U.S. Constitution on Sept. 17, 1787.  Connecticut is known as the Constitution State, but that designation has its roots more than a century earlier. Congress first established “Constitution Week” in 1956. It became a national holiday 44 years later when  Sen. Robert Byrd (D-W.V.) introduced an amendment to the omnibus spending bill that made the observance a national holiday, and to require that all schools receiving federal funding, as well as all federal agencies, to provide relevant programming to celebrate the Constitution.

Written in 1787, ratified in 1788, and in operation since 1789, the United States Constitution is the world's longest surviving written charter of government, according to the U.S. Senate website.   Its first three words –– "We the People" –– affirm that the government of the United States exists to serve its citizens.

The National Constitution Center (NCC) devotes space on its website to the question of whether the "constitution" celebrated by Connecticut really a constitution?

The site explains that although the Connecticut Compromise at the 1787 convention in Philadelphia was a critical part of the process of agreeing to and ratifying the U.S. Constitution, Connecticut celebrates – and its nickname is derived - from an event that happened in 1639.

On January 14, 1639 (in the old Julian calendar), the residents of three Connecticut towns - Wethersfield and Hartford - approved a list of rules for running local government called the Fundamental Orders. Most historians agree the Fundamental Orders are significant, but the state of Connecticut decided in 1959 to call itself the Constitution State based on the premise that the Fundamental Orders were the first constitution in North America.

The Fundamental Orders document has a structure that is similar to a constitution, the NCC explains. There is a preamble and a list of powers about local government, taxation and voting rights.

Prior to the legislature determining in 1959 that Connecticut would be known by the official nickname of the Constitution State, it was known as the Nutmeg State.  Before that, in the post-Revolutionary War era, Connecticut was known as the Provisions State.

Officially, the state is not known as the Land of Steady Habits, but that too is commonly used. A Dictionary of Americanisms on Historical Principles, published in1951, defines “Land of Steady Habits” as “1. Connecticut, applied in allusion to the strict morals of its inhabitants.”

State’s Money Woes Earn National Spotlight

The cover of the national magazine depicts a waterfront home in Mystic Seaport, under the headline that reads “The fiscal mess in America’s richest state.”  Connecticut, without an approved state budget for all of July and August and nearly half of September, is earning some notice.  And it is not particularly friendly. The article, in the September issue of Governing, begins with the question, “How could the nation’s wealthiest state become a fiscal basket case?”  The answer is complex, and the magazine devotes a full six pages to walking through how the state got into this mess, and how it might navigate its way out.

Along the way, the magazine suggest that the state “may be too rich for its own good,” pointing out that “long blessed with a disproportionate number of high-income residents, the state has entertained lavish spending habits for decades.” It also cites statistics that underscore the problems and challenges:

• Over the past 20 years, job creation numbers have ranked in the bottom five among the 50 states
• Connecticut has the nation’s second-highest rate of income inequality, after New York
• The state has lost population for three years running
• Last year, Greater Hartford ranked fourth and New Haven fifth in population loss among the nation’s 100 largest metro areas

The ineffective state spending cap, approved by voters more than 20 years ago but routinely circumvented since, is cited as a contributor to the fiscal cliff the state sits on, along with an overreliance on the income tax, political infighting, increased taxes, the lack of regionalism and a host of other decisions made by Governors and legislatures for decades.

One glaring example cited:  “Connecticut, which is home to 3.6 million people, has 111 police dispatch centers.  By comparison, Houston, which as 2.3 million residents, has just one emergency dispatch center, which handles fire as well as police.”

With a circulation of 85,000 in print and a widely viewed website, Governing is described as "the nation's leading media platform covering politics, policy and management for state and local government leaders." It is among the most widely read and most influential among government leaders - with an audience that also includes "journalists, academics, advocates and activists."

The article did point to some silver linings, past and present.  “Connecticut clearly has the means to change course. Not only is its median income still high, but the state boasts assets such as proximity to Boston and New York, amiable coastlines and river valleys, and notable institutions of higher education.  In addition to the continuing presence of a thriving financial sector, Connecticut is home to aerospace and defense contractors and other advanced manufacturers who can’t hire help fast enough, as well as a growing medical and life sciences sector.”

On the other hand, the publication points out, “Connecticut is 80 percent white, but its population of white children under the age of 10 is falling faster than in any other state.  Racial and ethnic minorities already make up more than 50 percent of infants and toddlers and are about to become a majority of 3- and 4-year olds.”  There is, the publication adds, “a pronounced achievement gap among racial groups and by geography.”

The conclusion reached by the Governing article?  “Connecticut is not in a death spiral but it has failed to position itself to react to changing demographics and location preferences… it’s clear that what’s worked so well for Connecticut in the past isn’t working now.”

Summed up House Speaker Joe Aresimowicz, one of many political leaders, including the Governor and legislators from both political parties, as well as city officials and economic analysts, who were interviewed for the article: “We are the land of steady habits and the world has changed around us.”

How Connected is Connecticut? State Ranks 6th in the USA

Internet access is as good in Connecticut as just about anywhere else in the country.  A new report on the Top Connected States in America ranks Connecticut as the 6th most connected state in the nation. The analysis, by USDish.com, found that the top 10 states showing excellent connectivity to broadband all value connecting rural citizens to the resources they need to succeed economically, both in school and at work. “Overall we found that the most important factor in these states’ ability to connect rural citizens to the internet were the use of government funded broadband task forces, infrastructure maintenance, and local support. The states that listened to the community were more likely to connect them to proper resources and economic growth flourished.”

While Connecticut ranked 6^th overall, the state’s ranking varied in each of the categories of the analysis:  Connecticut ranked 10th in Access, 1st in Rural Access, 12th in Speed, and 21st in Support (by government).

Analysts compiled and ranked the report using data from the American Community Survey, conducted by the U.S. Census Bureau, the EducationSuperHighway non-profit, Fastmetrics, the National Conference of State Legislatures (NCSL) and the Institute for Local Self-Reliance.

Connecticut ranked 10^th in Access, 1^st in Rural Access, 12^th in Speed, and 21^st in Support.  The top five states for Rural Access were all in the Northeast – Connecticut, Massachusetts, New Hampshire, New Jersey, and Rhode Island. “Perhaps the emphasis on education and communication makes it easier to access the internet as a student, even in a rural area like Connecticut,” the analysis stated.

The analysis points out that a main reason why people don’t have access to broadband internet is due to a lack of income. Cited is a Pew Research poll that found 23 percent of people making under $30,000 per year don’t use the internet, possibly because of the high price for something they don’t consider a basic need. Most rural schools across the country still lack access to fiber and pay more than twice as much for bandwidth.

In contrast, Minnesota, New Hampshire, Oregon, and Maryland all have state government broadband task forces which promote the expansion of internet access throughout their rural areas, the analysis points out.

For internet access per state, the USDish team analyzed the percentage of school districts meeting a minimum of 100 Kbps per student.  They also examined the percentage of those with an internet subscription, and the total percentage of users with any access to the internet at all, be it in the form of a community library, town hall, or school.

Speed was analyzed by the average Mbps per state, and they evaluated states on whether they had a stimulus project, broadband task force, or whether the state had barriers preventing them from expanding the connectivity of those living in the area (i.e. laws, infrastructure support, prohibitions, etc.). As for rural area access, data on the number of households that had broadband internet in both urban and rural areas was used.  USDish.com is an authorized retailer of DISH Network.

National Immunization Month Concludes as School Year Begins

National Immunization Awareness Month (NIAM) is an annual observance held in August to highlight the importance of vaccination for people of all ages, and communities throughout Connecticut are responding with local initiatives aimed at increasing public awareness and understanding. NIAM was established to encourage people of all ages to make sure they are up to date on the vaccines recommended for them. Communities nationwide – including in Connecticut - have continued to use the month each year to raise awareness about the important role vaccines play in preventing serious, sometimes deadly, diseases.

NPHIC, in collaboration with CDC’s National Center for Immunization and Respiratory Diseases, developed information focusing on various age populations, including Babies and young children (July 31-August 6); Pregnant women (August 7-13); Adults (August 14-20); Preteen/Teen (August 21-27); Back to School (July/August).

Among the Connecticut communities participating through the end of the month are Bridgeport, Danbury, Hartford, Naugatuck Valley, New Britain, New Haven, Norwalk, Stamford, Torrington, Waterbury and West Haven.  In West Haven on Thursday, for example, there will be an information table at the West Haven Farmer’s Market.  That same day in New Haven, immunization coordinators will be on hand at the New Haven Health Department offices. Other communities have been utilizing social media, meeting with parents and students to assist with immunization information at the start of the school year, providing explanatory materials and making health department staff available for public information sessions.

The Connecticut Department of Public Health (DPH) explains that most vaccine-preventable diseases are caused by germs that are called viruses or bacteria. Vaccines to help prevent these diseases generally contain weakened or killed viruses or bacteria specific to the disease. Vaccines help your body recognize and fight these germs and protect you each time you come in contact with someone who is sick with any of these diseases.

There are a series of steps that your body goes through to develop immunity through vaccination, the DPH website explains:

• a vaccine is given by a shot (influenza vaccine may be given by a nasal spray and rotavirus vaccine is given by mouth).
• over the next few weeks your body makes antibodies and memory cells against the weakened or dead germs in the vaccine.
• the antibodies can fight the real disease germs if you are exposed to the germs and they invade your body. The antibodies will help destroy the germs and you will not become ill.
• antibodies and memory cells stay on guard in your body for years after vaccination to safeguard you from the real disease germs.

The Connecticut Vaccine Program is Connecticut’s childhood vaccination program. It ensures all children in the state get the vaccinations they need, when they need them, to stay healthy. The state buys vaccine at the lowest possible price through a government contract, and gives the vaccines at no cost to clinics, private doctors, and other health care providers. These providers then vaccinate children without charging patients for the cost of the vaccine (health care providers may still charge an administration fee). Without this program, some insurance companies may not cover the full cost of vaccine, making it too expensive for some families.  There are hundreds of health care providers enrolled in the Connecticut Vaccine Program (CVP) throughout the state, according to the department.

Most vaccines are given to babies and young children, DPH points out, but “some are needed throughout your lifetime to make sure you stay protected. This protection is called immunity. Vaccines are an important and safe way to keep you healthy.”

Stamford Taking Strides to Respond to Student Mental Health Concerns; Research Recommendations Lead to Progress

Stamford Public Schools, acting on recommendations developed by the Child Health and Development Institute of Connecticut (CHDI), is making strides in addressing students mental health needs that may provide effective approaches for schools systems in Connecticut and nationwide that are looking to better address mental health issues, especially in light of increased public attention on issues from suicide prevention to trauma response. “While appreciating that the schools’ primary role is to educate children, many districts such as Stamford are increasingly seeking ways to address behavioral health concerns as an important way of supporting academic achievement, school climate and overall well-being,” said Dr. Jeana Bracey, Director of School Community Initiatives at CHDI.

Results reported in an Issue Brief published by CHDI highlight some of the measurable “improved outcomes” in Stamford Public Schools following an intensive study and systemic recommendations for what is described as a “trauma-informed model for school mental health”:

• Data from 76 Stamford students who completed specific programs in FY 17 and 31 students in FY 16, showed significant reductions in PTSD symptoms and problem severity symptoms.
• Feedback from parents and teachers indicate a decrease in the severity of behavioral concerns in the classrooms and at home.
• School personnel report important changes in culture and climate that reflect an understanding of trauma, how it impacts students, and how to better address students’ needs using supportive and restorative approaches, rather than punitive measures.

The review of Stamford’s mental health services and supports for K-12 students, initiated in 2014   following a series of student suicides and an increase in the number of students experiencing suicidal thoughts and hospitalization, included an examination of the behavioral health needs of students, as well as the districts’ strengths and areas of concern in addressing these needs.  The process included focus groups and interviews and led to recommendations for improving Stamford’s school-based and school-linked mental health services and supports in four priority areas initially:

• Ensuring Sufficient Clinical Staff Capacity
• Providing Professional Development in Mental Health
• Engaging in Mental Health Planning and Oversight
• Promoting Data Collection and Evaluation

In the 2 ½ years since CHDI began to work with Stamford, the local school district has expanded the number of evidence-based services for students from zero to four, implemented district-wide trauma and behavioral health training and supports for staff, and collaborated to build internal capacity and integrate community and state resources and services for students.

Overall, officials report positive feedback from parents, teachers and other school personnel to the changes, and their impact on students and the school communities.

The Issue Brief notes that “Lessons learned in Stamford can help guide other districts seeking to improve their mental health services and supports.”  Among the recommendations to achieve a system “that is more responsive to the needs of their students,” are a commitment from district administrators and school board members, a comprehensive needs assessment, an examination of public and private funding sources, a blending of school-based and community-based services, establishment of peer groups to support mental health staff, and creating small pilot projects that would provide information that would inform subsequent efforts.

In Stamford, CHDI assisted in training school social workers and psychologists to deliver Cognitive Behavioral Intervention for Trauma in Schools (CBITS), a school-based group intervention for grades 5-12, and its counterpart for younger elementary school children, Bounceback.  CBITS began in July 2015 and has been used in 46 schools across the state, reaching more than 800 students.  The results in Stamford mirrored those in other communities utilizing the approach; it has been shown to reduce PTSD and depression symptoms and psychosocial dysfunction in children who have experienced trauma.

Significantly, of the children who likely met the criteria for PTSD prior to treatment, approximately half of them no longer met the criteria for PTSD after 10 sessions of CBITS/Bounce Back.

The Child Health and Development Institute (CHDI)’s goal is to improve the health and well-being of Connecticut’s children by building stronger and more effective health and mental health systems that result in better outcomes for all children in Connecticut, especially the underserved.  The organization pursues these objectives with research, evaluation, training and technical assistance and support for demonstration projects that inform system change.

CT Educator Named to Key Post in International Dyslexia Organization

The International Dyslexia Association (IDA) has named Fairfield University’s director of Reading and Language Development, Jule McCombes-Tolis, PhD, as the organization’s new chief academic officer for Educator Training Initiatives.  McCombes-Tolis will continue to serve as director of the Reading and Language Development program at Fairfield as she takes on new responsibilities with the IDA. The mission of the IDA is to support individuals who struggle with dyslexia and other related reading differences around the world. The 63-year-old organization provides current and reliable research to educate families and professionals about dyslexia, and to identify policy changes needed to deliver effective instruction to all students. 

Dr. McCombes-Tolis has been an advocate for student literacy growth throughout her career, including faculty positions at University of Saint Joseph (USJ) and Fairfield University. In addition to holding credentials in both special education and remedial reading, she has served families and school districts across the state of Connecticut - from Bloomfield to Norwalk - as an independent educational evaluator specializing in the identification and remediation of reading disorders. That dual expertise is essential, she explained, as she helps special and general education teachers better understand the literacy needs of diverse student populations.

“IDA’s Educator Training Initiative strives to ensure that all students have access to classroom teachers who are knowledgeable about the principles and practices of structured literacy, and that students who require additional practice — or who require individualized remediation — have access to nationally credentialed specialists who have proven, through their supervised clinical training experiences, that they are able to positively and meaningfully impact students’ reading outcomes," said Dr. McCombes-Tolis.

The National Institutes of Health estimates that between six to 17 percent of school-age children have some form of dyslexia, although not all of those students have been identified by their schools.

"Dr. McCombes-Tolis brings not only her significant expertise, but also her visible passion for assuring that teachers across our country and globally have better tools to recognize, understand, and reach students with dyslexia and other reading differences," said Rick Smith, chief executive officer of the IDA.

With academic degrees from the University of Connecticut (Ph.D.) and Southern Connecticut State University (Sixth-Year Degree) and university teaching experience at USJ prior to joining the faculty at Fairfield, McCombes-Tolis has provided expert testimony at the State Capitol, collaborating with the Commission on Children to advocate for policy geared toward reducing the achievement gap, and has served on several key state advisory panels.

In a previous interview, she emphasized, “all of my professional endeavors are focused on helping to ensure that future and current educators are provided with the necessary training and supports to serve the ever-changing needs of children, their families, and their communities.”

Recently, McCombes-Tolis partnered with Norwalk’s Superintendent of Schools (and former Hartford Superintendant) Steven Adamowski on a grant to develop a summer dyslexia training program in an effort to help the district meet their teacher training and student intervention needs in the area of dyslexia. The first cohort of six Brookside Elementary School teachers is receiving training needed to earn certifications with the IDA as dyslexia practitioners.  The educators are serving 12 students this summer and will continue to work with them over the course of the next school year. In addition, five Norwalk school psychologists will receive training by Fairfield University in how to diagnose dyslexia.

Earlier this month, Dr. McCombes-Tolis presented Fairfield University’s new Remedial Reading and Remedial Language Arts Certification program to the Connecticut State Board of Education, which received unanimous approval to award the certification as a stand-alone endorsement, and in the context of both a master’s degree and a sixth-year certificate.