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To Be a Trauma-informed City Takes a Cultural Shift and Partnership

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When a kid acts out in New Britain, the first question teachers, administrators and mental health professionals are asking is no longer, “What’s wrong with you?” but, “What happened to you?”

The reaction is no longer to punish, but to empathize. The shift is just the beginning of the city’s efforts to become “trauma-informed.” To be “trauma-informed” is to recognize that 25 percent of children under 17 have suffered some form of trauma in their life, according to the National Child Traumatic Stress Network, and to help them heal and move on rather than punish them for how they have responded to what happened to them.

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Early Childhood: An Effective Long-term Investment in Connecticut’s Children

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Usually, but especially when resources are limited, good investments are those that are based on research about what really works and have promise for making a positive and long-term impact.  One of the state’s recent examples of a good investment is the Connecticut Office of Early Childhood (OEC).  Unfortunately, budget proposals recommend decreasing, and in some cases ending. this positive long-term investment in order to create short-term savings.

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ACC Awards Honor Community-wide Attendance, Early Reading Success

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Fifteen communities located across the country have been recognized for their efforts to boost attendance, improve grade-level reading proficiency and student success among low-income families. Honored with an All-America City Award (AAC), each community made progress by engaging families and collaborating with local educators, government, business, faith and philanthropy organizations.

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5th Annual Campaign for Grade-Level Reading Pacesetter Honors Announced

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48 COMMUNITIES RECOGNIZED FOR ACHIEVING MEASURABLE PROGRESS IN ADVANCING EARLY LITERACY
WASHINGTON, D.C., March 29, 2017 – The Campaign for Grade-Level Reading today announced its 5th Annual Pacesetter Honors. Forty-eight communities across the nation have been recognized as Pacesetters for “leading by example” to solve one or more of the challenges that can undermine early literacy — school readiness, school attendance and summer learning. “Recognizing the Pacesetters is our way of applauding the civic leaders, organizations and agencies that have joined forces to build brighter futures for the children in their communities,” said Ralph Smith, managing director of the Campaign for Grade-Level Reading. “We are learning with them and from them what it takes to move the needle and close the gap.” Read More

2017 All-America City Award Recipients Announced by Campaign for Grade-Level Reading and National Civic League

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15 U.S. COMMUNITIES AWARDED TOP HONORS IN CIVIC ACTION COMMUNITY-PROBLEM SOLVING AND PROGRESSING ADVANCING EARLY LITERACY
Fifteen communities across the country were honored today with the 2017 All-America City Award (AAC) for their civic engagement to help more young children from low-income families achieve grade-level reading proficiency and early school success. Research has long shown that when children read at proficient levels by third grade they are more likely to complete high school prepared for college, a career, and active citizenship. Read More

New Britain School District and the Coalition for New Britain’s Youth Presented with Community Vision Award

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On April 1st, the New Britain school district and the Coalition for New Britain’s Youth was presented the Community Vision Award from the Childhood Conversations Conference Committee. “While the conference does not typically award cities, the work of New Britain is a beacon of hope for other communities looking to make gains through the power of school and community engagement,” said Ken Anthony, Director of Professional Development and Research at the Connecticut After School Network. Read More

5th Annual Campaign for Grade-­Level Reading Pacesetter Honors Announced 48

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48 COMMUNITIES RECOGNIZED FOR ACHIEVING MEASURABLE PROGRESS IN ADVANCING EARLY LITERACY

WASHINGTON, D.C., March 29, 2017 – The Campaign for Grade-Level Reading today announced its 5th Annual Pacesetter Honors. Forty-eight communities across the nation have been recognized as Pacesetters for “leading by example” to solve one or more of the challenges that can undermine early literacy — school readiness, school attendance and summer learning.

“Recognizing the Pacesetters is our way of applauding the civic leaders, organizations and agencies that have joined forces to build brighter futures for the children in their communities,” said Ralph Smith, managing director of the Campaign for Grade-Level Reading. “We are learning with them and from them what it takes to move the needle and close the gap.” Read More

Connecticut Council for Philanthropy Releases Public Sector Perspective on Public-Private Partnership Collaboration Model

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coverThe Connecticut Council for Philanthropy (CCP) has released the third paper in a series exploring the public-private partnership undertaken by the Connecticut Early Childhood Funder Collaborative, the Connecticut Council for Philanthropy and the State of Connecticut. The Fund for Greater Hartford’s Executive Director serves as one of the co-chairs of the Early Childhood Funder Collaborative.

The series examines an emerging systems change collaboration model which grew out of a funder-and-state partnership. This unique partnership led to the creation by executive order of a new and independent Office of Early Childhood, which was formally approved by the Connecticut State Legislature in 2013.

This final paper, Co-Creation: The Public Sector Perspective, shows how those working within the public sector—specifically in the State of Connecticut—in forged new working relationships with the philanthropic community. Read More

The Connecticut Early Childhood Funder Collaborative

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The Connecticut Early Childhood Funder Collaborative, a project of the Connecticut Council for Philanthropy, sponsored the February 2nd, ESSA Forum: Opportunities for Children Birth to Grade Three. The Forum was hosted by the Commission on Women, Children and Seniors (CWCS) and organized by the Birth to Grade 3 Leaders’ Council. The purpose of the Forum was to learn about national best practices and local opportunities under the Every Student Succeeds Act (ESSA) to better align early care and education and K-3. Collaborative Executive Director Carol O’Donnell, and Collaborative members Kimberley Russo of The Fund for Greater Hartford; Jim Williamson and Joeline Wruck of the Community Foundation of Greater New Britain; and Elena Trueworthy of the Hartford Foundation for Public Giving and 125 early childhood leaders and legislators participated.  Read More