AGENCY GOAL #2 ber districts that don’t have IT departments; many have difficulty finding highly qualified and affordable IT staff or consultants. Truancy & Residency Services Partnered with member districts, the judicial system, students and their parents in the implementation of strategies to address attendance and truancy issues. Provided truancy, residency and investigative services in 11 districts and supervised 2 full-time truancy professionals; in total, investigated 300 cases in 20152016, an increase of 20%. Adult Education Consortium Thanks to a long-standing, voluntary collaboration, our regional consortium of 21 districts continued to offer a wide range of basic adult education services at a variety of locations across the region, a depth and breadth of service that districts would be unable to provide on their own. Recruitment initiatives have resulted in a 5.5% increase in enrollment. This year, 671 students were enrolled in all programs across the consortium, including: 415 in our high school credential programs and 248 in our ESL and citizenship programs. Locations ranged from our regional community learning centers to local high schools and community storefronts to online, anytime learning.
Collaborative Clinical Day Treatment Completed our second year administering the Southeastern Regional Program (SRP) in partnership with Plainfield Public Schools. The district-based, regional, clinical day treatment program was at full capacity all year with 28 students, grades K-8. This less restrictive site enabled students who live in and around Plainfield to be educated closer to home, increasing their opportunities to participate with their non-disabled peers in both district activities and community events. Regional Consortia Facilitated numerous regional consortia, providing our member districts with access to funding they would otherwise not be eligible to receive and/or resources that they would otherwise not be able to afford. Among them: • Perkins Consortium: 6 districts received professional development for 25 of their teachers on the implementation of Connecticut Core Standards (CCS), benefiting 150+ of their students. • Renaissance Learning/STAR Assessments: Continued to coordinate a statewide licensing agreement with Renaissance Learning to make the STAR literacy, reading and math online assessments available to 9 districts at a discounted price. A STAR Assessments forum hosted 43 educators from around the state last fall. • My Learning Plan: 12 districts in our regional consortium accessed discounted access to OASYS, an online observation and evaluation management system. • English Language Learner (ELL) Title III Consortium: 16 districts participated in our regional Title III Consortium, providing resources and professional development to teachers of English language learners (ELL).
Early childhood programs produce quantifiable results, showing youngsters experience benefits that extend beyond the classroom.
REGIONAL COMMUNITY COLLABORATION
School Readiness Early Childhood staff served in the School Readiness Liaison role for 7 communities, responsible for overseeing School Readiness Grant submissions and for developing a consistent process and tools for monitoring grant activities.
Employment & Training • Eastern Connecticut Workforce Investment Board (EWIB): Worked in close collaboration with EWIB in the design and delivery of programs for both youth and adults who are economically disadvantaged and in need of vocational training and/or employment. In addition to providing direct services to 480 unemployed and under-employed adults, we also served 92 out-of-school youth.
“Your [Information Technology] service has been exceptional. It has helped us move in an effective manner and raised awareness to other potential efficiencies we can improve on.” – Steven Rioux, Assistant Superintendent, Killingly Public Schools “EASTCONN’s involvement [in the OEC/CAPSS Pre-K Program Survey] made the process possible ... allowing us to spend our time and energy focusing on policy issues. ... Without EASTCONN’s involvement, we would not have a well-constructed questionnaire and we would not have had a clear understanding of what the survey results indicate.” – Joseph J. Cirasuolo, Ed.D., Executive Director, Connecticut Association of Public School Superintendents (CAPSS)
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