K-12 STUDENT SERVICES ward. Finding highly qualified staff with the necessary expertise presents a significant barrier to accepting new students.
programs has fallen off. We are exploring the development of more Web-based training and Open House opportunities as a way of increasing access and participation, while at the same time reducing costs. After-School, Vacation and Enrichment Programs In this difficult budget year, we are very concerned about the level of funding for our Interdistrict Grants and afterschool programs. Students in northeastern Connecticut are just as racially isolated, and economically and educationally disadvantaged as students in large urban areas. In addition, because they are so geographically isolated, our region’s students have fewer cultural and learning-enrichment opportunities outside of these Interdistrict, state-funded programs. Truancy & Residency Services It is challenging to create an emergency response plan that meets Connecticut standards and is user-friendly, so our staff can understand it and implement its complex response strategies when needed.
With support, Autism Program students learn day-to-day tasks, through the program’s wrap-around model, which follows best practice, grounded in applied behavioral analysis. Clinical Day Treatment (CDT) Programs Given our students’ need for mental health and psychiatric services, providing adequate clinical programming is essential, and finding high-quality staff has been challenging. We continue to seek additional community-based mental health services to supplement our in-house clinical supports. Unfortunately, they, too, are inadequate to meet the demands for mental health support in northeastern Connecticut.
Plans & Implications for 2016-2017
Psychological & Behavioral Consultation Services (PBCS) Districts often obtain PBCS supports in response to problems (e.g. when a student is on the verge of outplacement; when office referrals are very high; when a specialized program is in crisis). However, our services would be most effective and efficient, and result in the greatest outcomes, if districts were able to receive more support for prevention and staff capacity-building.
Students who elect to attend ACT arts magnet high school can focus on their arts passions as they select from disciplines like theater/drama, dance, audio/video studies and creative writing.
Regional Transition Services/Woodstock Academy Collaborative As we expand our work-based learning sites in neighboring communities, we increase our need for student transportation to work sites and other community-based locations.
Magnet Schools: • NEASC: NEASC Visiting Committees will be coming to QMC and ACT in the spring of 2017. Preparation for the visit is already underway and will continue into the fall.
Assistive Technology (AT) As Connecticut school districts continue to face economic hardship, district participation in our professional learning
• QMC: Will work this summer and into the fall on revising curriculum and standards to align with standards-based grade
“The Voluntown Public School System readily approves the annual contract for the Truancy & Residency services provided by [your Coordinator of Security and Investigations]. We continue to enjoy our working relationship with him! [He] is always available to lend advice or support, as needed. His advice and knowledge of Federal and State law is greatly appreciated. He gets back to us in a timely manner. His recommendations are extremely accurate and cost effective!” – Alycia Trakas, Principal, Voluntown Public Schools 57