Mr. Majority Leader and Members of the Council:

Tonight, I want to ask a simple question: What has this Council done with the authority you’ve been entrusted with over the last ninety-plus days? Because the people of New Britain didn’t elect anyone — majority or minority — to spend their time racing toward the most extreme remedy available against a colleague.

In the last three months, we’ve had no committee hearings, no referrals to committee, and no sustained work on the issues residents feel every day — Yet the one thing being escalated with urgency is the removal of a duly elected representative.

Let’s be honest about what that means. Removal is not corrective. It overturns the will of the voters. It’s the political equivalent of the death penalty in municipal governance, and it should never become a shortcut for settling political disputes, suppressing dissent, or making an example out of the minority leader.

If the Council believes Alderman Smedley’s actions warrant sanctions, there are less severe, more appropriate options that preserve the voters’ voice — such as a formal censure. That would be measured and proportional, keeping the city focused on governing while still addressing the issue. Removal should be reserved for truly extraordinary circumstances, after a careful, fair process rooted in clear evidence — not speculation, emotion, or partisan momentum.

And I want to speak directly to something important: character. Because the Council isn’t just weighing allegations. It’s weighing a person, a record, and a life of service, and the community knows Alderman Smedley’s record.

We enter public service to make a difference, and that’s what my friend Robert Smedley has done for fourteen years on this Council — showing up and serving in ways that go far beyond any title. He has served this city since he was young: as a police explorer, later an advisor, and now Regional Cadet Development Director of NERLEEA. He volunteers countless hours as a DJ for city and charity events because he believes in giving back. In his work with the school system, he has helped save millions of dollars through energy management and conservation — money that stays in classrooms and programs for kids. He’s mentored youth from New Britain High School, helping keep many out of the judicial system by being present and consistent. He worked for New Britain 911 for ten years, serving residents in their most urgent moments. And today, as Special Projects Manager for the school district, he has oversight of roughly $300 million in school construction projects that will shape learning environments for generations.

That is a record of someone who has lived public service, not just talked about it. And now we’re being told that his record should be eclipsed, judged, and defined by one emotional post made in grief. Let me be clear: grief does not excuse everything. But we cannot teach this community that a lifetime of good work can be wiped out overnight — especially when what New Britain needs right now is stability, perspective, and leadership.

So I’m asking this Council, especially those in the supermajority, to step back and ask: Is this proportional? Is this the best use of your time and authority? Does it strengthen the institution, or weaken it? Does it help residents, or distract from what they need most? If you want accountability, pursue it professionally.

If you want standards, apply them consistently. If you want to correct behavior, use tools that fit the moment. But do not turn removal into a political instrument — because once we cross that line, it won’t stop with one person. It becomes precedent. It becomes a weapon. And it drives good people out of public service altogether.

Alderman Smedley deserves to be evaluated on the full record: over a decade of elected service, decades of community involvement, and a demonstrated commitment to New Britain. I urge you: choose a response that is measured, fair, and focused on governing — not one that deepens division and undermines the voters.

Thank you.

Video of Remarks: https://youtu.be/5YNK8VHZw50

Written for delivery
(presented a shorter version — submitted for the record)

President Biden signed legislation establishing Juneteenth (June 19th) as a federal holiday, honoring the emancipation of enslaved African Americans and marking a vital moment in our nation’s ongoing struggle for equality. While this milestone is a testament to progress, our work remains unfinished. It is now time to recognize another pivotal moment in the fight for civil rights: June 28th, the anniversary of the Stonewall Uprising, as Stonewall Day.

The LGBTQ+ community has faced profound discrimination throughout our nation’s history, from systemic legal barriers to widespread societal stigma. Yet, through resilience and determination, this community has continually advanced the cause of justice and equality, embodying our collective march toward a more perfect union.

The Stonewall Uprising of 1969, sparked by a police raid on the Stonewall Inn in New York City, was a watershed moment in the LGBTQ+ rights movement. For the first time, queer people stood up against oppressive systems and demanded recognition of their humanity. Their bravery ignited a movement that has since reshaped the social and legal fabric of our nation.

We’ve seen incredible progress in recent decades. In 2015, the Supreme Court’s landmark decision in Obergefell v. Hodges legalized same-sex marriage nationwide. Recently, the Court reaffirmed workplace protections for LGBTQ+ individuals in Bostock v. Clayton County. These victories underscore how far we’ve come, but the work is far from complete. LGBTQ+ individuals still face discrimination in housing, healthcare, and public accommodations, and members of the community continue to confront legislative challenges to their dignity and rights across the country.

A federal Stonewall Day would provide an opportunity to celebrate the courage of those who fought for equality, honor the progress made, and galvanize support for the remaining battles. Much like Juneteenth, it would serve as both a reminder of past struggles and a call to action for future progress.

As a nation, we must acknowledge and honor the diversity of experiences that shape our shared history. Establishing Stonewall Day as a federal holiday would send a powerful message: that the fight for LGBTQ+ rights is integral to the broader American story of liberty, equality, and justice for all.

As someone who served on the Board of Regents’ Student Advisory Committee and participated in several search committees, I am pleased that the Board has decided to terminate the Chancellor’s contract and transition him into an advisory role. I encourage the Board to adjust the Chancellor’s salary to reflect his new responsibilities.

For too long, the CSCU system has been accountable primarily to Terrence Cheng rather than to the broader community it serves, particularly its students. I urge the Board to conduct a thorough and transparent search for the next leader of the CSCU system — someone innovative who can rebuild public confidence, address critical academic challenges, and responsibly balance the ever-increasing cost of tuition and fees with measurable results for our students and institutions.

News Report: https://www.fox61.com/article/news/local/hartford-county/hartford/cscu-declines-to-extend-contract-chancellor-terrence-cheng/520-0529c3ed-d729-4bbf-b741-56d6a301609e

Remarks in Support of the Deprey Nomination
Director of Recreation and Community Services

Good evening, Council members.

I’m here tonight to strongly support the nomination of Mallory Deprey as our next Director of Recreation and Community Services.

I’ve had the privilege of working alongside Mallory on the Disabilities Commission, and I’ve seen firsthand the passion, care, and integrity she brings to everything she does — She’s firm, but fair.

She doesn’t treat accessibility as a checklist — it’s a value that runs through every conversation she’s a part of. Whether we’re discussing accessible programming, inclusive events, or building long-term equity for residents with disabilities, Mallory always centers people first — especially those who are so often left out of the conversation.

While we didn’t overlap during her time at the YWCA, I’ve worked closely with the girls and young women who still benefit from the foundation she laid. Programs like House of Teens — which she created — continue to offer a safe, empowering space for youth to grow, lead, and thrive. Her impact is still shaping lives today.

In her current role as Director of Community Services, she’s tackled some of the city’s most pressing challenges — from youth development to homelessness to substance use. And she’s done it with empathy, partnership, and a deep understanding of how systems connect.

Mallory is not just ready for this role — she’s already been doing the work. Her leadership, her vision, and her passion for New Britain are exactly what we need. I urge you to confirm her nomination tonight.

On a separate note, I also rise in support of Resolution #4: the resolution recognizing the Jewish holiday of Passover, or Pesach. This sacred time, observed from April 12th to April 20th this year, commemorates the Israelites’ journey from slavery to freedom — a powerful story of liberation found in the Book of Exodus. For generations, Jewish families have gathered around the Seder table, retelling that story, sharing symbolic foods, and reflecting on the enduring values of justice, dignity, and human rights.

By adopting this resolution, the City of New Britain reaffirms its commitment to honoring the diverse cultural and religious traditions of its residents. Let this be a reminder that our strength as a community comes from our inclusivity and mutual respect. To all those celebrating, Pesach Sameach.

Thank you.

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Remarks as prepared for delivery.

YouTube Link of Remarks.

Good evening, Superintendent, Members of the Board of Education,

Tonight, I bring to your attention a matter of fairness and inclusion — one that speaks to the values we claim to uphold as a district. The Consolidated School District of New Britain recognizes major Christian and Muslim holidays by closing schools, yet it does not extend the same recognition to the Jewish community by closing for Rosh Hashanah or Yom Kippur.

This is not simply a matter of convenience — it is a matter of equity, respect, and inclusivity. Rosh Hashanah, the Jewish New Year, and Yom Kippur, the Day of Atonement, are the holiest days in Judaism, central to the faith and spiritual lives of Jewish families. Yet, Jewish students, educators, and staff are forced to choose between their religious obligations and their education or work. Meanwhile, students of other Abrahamic faiths are afforded the ability to observe their holidays without penalty.

New Britain prides itself on being a diverse and inclusive city. Our school district should reflect these values in practice, not just in words. By not closing schools for Rosh Hashanah and Yom Kippur while doing so for other religious holidays, the district is creating a double standard that diminishes the significance of Jewish traditions and alienates Jewish families in our community.

I understand that some may argue the Jewish student population in New Britain is too small to warrant closing schools for these holidays. However, equity is not about numbers — it is about fairness and ensuring that all religious communities are respected. If the size of a faith community determined whether a holiday was recognized, then we must ask: at what percentage does a group become “worthy” of consideration? Religious freedom and inclusion should not be subject to a numbers game. Furthermore, we already accommodate various cultural and religious observances by recognizing holidays beyond just Christmas and Easter. The decision to close schools for a holiday should be based on principle — ensuring all major religious traditions are treated with equal respect — not on the relative size of a population.

Other Connecticut school districts — including Hartford, West Hartford, and New Haven — recognize these holidays by closing schools. They understand that a truly inclusive school calendar must reflect the traditions of all major religious groups within their communities. New Britain should do the same.

I urge this Board to demonstrate its commitment to equity by revising the school calendar to include Rosh Hashanah and Yom Kippur as district-wide holidays. Let’s ensure that Jewish students and educators are given the same respect and recognition as their peers. It is time for New Britain to align its policies with its values — so that no student is ever forced to choose between their education and their faith.

Thank you.

YouTube Link of Remarks: https://youtu.be/QQmE8rUgDgw

Chairs Blumenthal and Flexer, Ranking Members Sampson and Mastrofrancesco, and Members of the GAE Committee:

My name is John Board, and I am here to advocate for adopting Ranked-Choice Voting (RCV) in Connecticut. As our electoral system evolves, RCV represents a crucial step toward fostering a more inclusive, representative, and effective democracy. Senate Bill 1536 provides a clear framework for its implementation in party caucuses, conventions, and primaries, ensuring a smooth transition toward this improved voting method.

RCV strengthens our democratic process by enabling voters to rank candidates in order of preference, eliminating the “spoiler effect” and ensuring winners have majority support. The multiple-round tabulation process, outlined in the legislation, guarantees that votes are not wasted and that candidates who appeal to a broader electorate are more likely to succeed.

By implementing RCV in party caucuses and conventions, Connecticut can foster a more democratic and participatory endorsement process. The legislation ensures that candidate endorsements reflect the consensus of party members rather than being dictated by a small plurality. This change will empower voters, encourage coalition-building, and reduce divisive intra-party conflicts.

To successfully implement RCV we must ensure our voting infrastructure is equipped to handle ranked ballots. This includes upgrading voting machines and investing in robust cybersecurity measures to safeguard the integrity of our elections. Additionally, providing voter education resources — without imposing unfunded mandates on municipalities — is essential to ensuring that all Connecticut voters understand and feel confident using RCV.

RCV is a tested, fair, and democratic system that ensures every vote counts and that elected officials have the broadest possible support. By implementing this legislation, Connecticut will join a growing number of states modernizing their electoral process to reflect the will of the people more accurately.

I urge you to support this legislation and take the necessary steps to ensure its successful implementation. Thank you for your time and consideration. I am happy to answer any questions you may have.

LIVE TESTIMONY:

Chairs McCrory and Leeper, Ranking Members Berthel and Zupkus, and Members of the Education Committee,

My name is John Board, and I appreciate the opportunity to submit testimony in strong support of legislative initiatives to strengthen Individualized Education Programs (IEPs) and 504 Plans, expand American Sign Language (ASL) education, and improve workforce development for interpreters and ASL educators as they relate to HB 7218 and HB 7219.

For too long, families have struggled to navigate the complexities of IEPs, 504 Plans, and Language and Communication Plans (LCPs), leading to inconsistencies in the educational support available to students with disabilities. To address these challenges, I urge the committee to implement comprehensive training for parents, educators, and school administrators, ensuring they can maximize the limited time available during Planning and Placement Team (PPT) meetings. Additionally, establishing an oversight mechanism to ensure the consistent implementation and accountability of accommodations is critical. Schools must also provide standardized, transparent data on the success rates of their special education programs and publish reports on their compliance with IEP and 504 accommodations. A publicly accessible database should be created to track the availability and utilization of certified professionals and other disability service providers in school districts while maintaining appropriate privacy protections.

Despite ASL being recognized as a world language in Connecticut since 2011, implementation remains inconsistent, and access to qualified ASL teachers is severely limited. Addressing this issue requires the creation of alternative certification pathways for native ASL users, including cross-certification options. Embracing such pathways will allow Connecticut to ensure all students have access to high-quality ASL instruction. Currently, our state has only 74 in-state interpreters, with most registered interpreters providing remote services from out of state — an arrangement that often fails to meet consumer needs. The certification process presents significant barriers for native ASL users, many of whom are fluent in ASL and deeply knowledgeable about Deaf culture but unable to obtain teaching certifications due to rigid testing and degree requirements. Increased financial incentives, stipends, and university credit programs can help attract and retain ASL educators.

To further expand ASL education, I support launching a three-year pilot program in 3–10 school districts, funded through state and federal grants, to assess the impact of broader ASL instruction. Additionally, Connecticut should petition the College Board to develop an Advanced Placement (AP) ASL course and establish dual enrollment programs to allow high school students to earn college credits in ASL. Expanding pro-tactile communication training for deaf-blind students and strengthening collaboration between the State Department of Education and institutions of higher education will further enhance ASL education statewide.

To improve workforce development, I recommend implementing a waiver process allowing experienced interpreters to obtain teaching certificates without unnecessary credentialing barriers. Additionally, requiring state certification and periodic re-evaluation for all educational interpreters will help maintain high professional standards under the oversight of a Standards Board, which I hope will be established this session. Expanding interpreter training programs at the University of Connecticut and within the Connecticut State Colleges and Universities (CSCU) system will help build a sustainable pipeline of skilled professionals. Moreover, Connecticut should develop career pathways such as ASL apprenticeships, interpreter training initiatives, and trade school partnerships to meet the growing demand for professionals in this field.

By taking these critical steps, Connecticut can strengthen special education, expand ASL instruction, and bolster workforce development. I welcome further discussion on these matters, appreciate the committee’s attention to these urgent issues, and stand ready to answer any questions.

Thank you for your time and consideration.

FOR THE RECORD:

Subject: Testimony in Support of Strengthening IEPs, 504 Plans, ASL Education, and Workforce Development

Chairs McCrory and Leeper, Ranking Members Berthel and Zupkus, Members of the Education Committee,

My name is John Board, and I am Co-Chair of the Persons Who are Deaf, DeafBlind, and Hard of Hearing Special Education Task Force of the Governor’s Advisory Board for Persons Who are Deaf or Hard of Hearing. I appreciate the opportunity to submit testimony in strong support of legislative initiatives aimed at strengthening Individualized Education Programs (IEPs) and 504 Plans, expanding American Sign Language (ASL) education, and improving workforce development for interpreters and ASL teachers in Connecticut as it relates to House Bill 7218 and House Bill 7219 on today’s agenda.

For too long, families have struggled with navigating the complexities of IEPs, 504 Plans, and Language and Communication Plans (LCPs). This has led to inconsistencies in the educational support provided to students with disabilities. To address these issues, I urge the committee to look at comprehensive training for parents, educators, and school administrators to better improve and utilize the limited time individuals have around a PPT meeting table. Additionally, creating an oversight mechanism to ensure consistent implementation and accountability for accommodations provided under these plans is critical. Schools should also be required to provide clear, standardized data on the success rates of their special education programs and publish reports on their compliance with IEP and 504 accommodations. A publicly accessible database should be developed to track the availability and utilization of ASL-certified professionals and other disability service providers in school districts.

Despite ASL being recognized as a world language in Connecticut since 2011, its implementation has been inconsistent, and access to qualified ASL teachers remains limited. Addressing this challenge requires the creation of alternative certification pathways for native ASL users to become teachers, including cross-certification options. Increased financial incentives, stipends, and university credit programs, can help attract and retain ASL educators. A three-year pilot program in 3–10 school districts should be launched with state and federal funding to assess the impact of expanded ASL education. Furthermore, Connecticut should petition the College Board to develop an Advanced Placement (AP) ASL course and establish dual enrollment programs allowing high school students to earn college credits in ASL. Additional support should also be provided for deaf-blind students through expanded pro-tactile communication training in public schools. Collaboration with the State Department of Education and partnerships with colleges and universities will further strengthen ASL education.

Addressing the critical shortage of qualified ASL instructors in Connecticut requires a thoughtful and inclusive approach. Currently, Connecticut only has 74 in-state interpreters, with most registered interpreters located out of state and providing remote services, which often fail to meet consumer needs. The certification process poses significant barriers for native ASL users, as many highly skilled individuals fluent in ASL and knowledgeable about Deaf culture are unable to obtain teaching certifications due to rigid testing and degree requirements. By embracing alternative pathways to certification, Connecticut can ensure that all students have access to high-quality ASL instruction.

To enhance workforce development, I recommend implementing a waiver process for experienced interpreters to obtain teaching certificates without duplicative credentialing requirements. Additionally, requiring state certification and periodic re-evaluation for all educational interpreters will maintain high professional standards, by the Standards Board which will hopefully be established this session. Expanding interpreter training programs at the University of Connecticut and within the Connecticut State Colleges and Universities (CSCU) system will help build a sustainable pipeline of skilled professionals. Career pathways such as ASL apprenticeships, interpreter training initiatives, and trade school partnerships should also be developed to address the growing demand for professionals in this field.

By taking these critical steps, Connecticut can strengthen special education, expand ASL, and bolster workforce development. I welcome any further discussion on these matters, appreciate your attention to these urgent issues, and willing to answer any questions which the committee may have.

Link to YouTube Testimony: https://youtu.be/B1BKxvzZJdw

Chairs Slap and Haddad, Ranking Members Kelly and Bronko, Members of the Higher Education and Employment Advancement Committee:

My name is John Board, a graduate of WCSU, and I am here today to express my concern regarding Senate Bill 1413. As an advocate for access to education and an individual deeply committed to fostering inclusive academic environments, I recognize the transformative potential of this legislation.

While this bill marks a critical step forward in ensuring that Connecticut students with disabilities receive the support and resources necessary to thrive in higher education and beyond; there are genuine reservations I have about such a program, like those in sub-section 4 being developed due to the lack of staffing in our AccessAbility Services offices across the System

Currently, there is an absence of comprehensive statewide data on postsecondary outcomes for students with disabilities hinders our ability to effectively bridge the gap between education and employment. What would be a better use for 1413 is to address these gaps by mandating the annual collection of key data metrics, beginning in 2025, including:

1. Enrollment headcount of students with disabilities.
2. The number of students receiving disability-related services, supports, or accommodations.
3. Retention rates of students with disabilities.
4. Graduation rates of students with disabilities.
5. Utilization of vocational rehabilitation services through the Department of Labor.

This data will be disaggregated by institution, race, ethnicity, first-generation status, Pell Grant eligibility, and military status, providing invaluable insights to tailor interventions and allocate resources effectively.

Furthermore, the establishment of a seventeen-member Postsecondary Services Advisory Committee (PSAC) ensures ongoing oversight and strategic recommendations. The PSAC will explore issues such as improving institutional capacity to exceed minimum legal requirements, enhancing financial assistance for students with disabilities, and identifying funding needs to strengthen accessibility services.

Taking steps to conduct a study and actively listen to the AccessAbility Services directors across the state will provide an avenue in the future to fully fund programs in subsection 4, and have Connecticut start to foster an inclusive postsecondary education landscape, empowering students with disabilities to achieve their full potential and contributing to a more diverse and robust workforce.

Thank you for considering this vital legislation. I am prepared to answer any questions the committee may have.

YouTube Link: https://youtu.be/PXNydVwqeSk