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EASTCONN Annual Report 2015-2016


EASTCONN At-A-Glance & Organizational Chart

Our Members

Member Needs Assessment

Agency Goals

District Participation Chart

Finance Facts

Interagency Collaborations

Program Locations

I have spent the past 4 years intensively studying the performing arts on a daily basis, in conjunction with my core academics; a course of study which I firmly believe has enriched my education to its fullest potential ... I wouldn’t trade what I’ve gained here for the world. – Adrianna Simmons, Arts at the Capitol Theater (ACT) Class of 2016

From the Executive Director As I reflect on the challenges and accomplishments of the last 12 months, I’m happy to report that our work continues to produce positive outcomes, both large and small, for learners of all ages across northeastern Connecticut. In order to assess our progress toward meeting our agency goals, we gather data throughout the year. This report is the culmination of that fact-gathering. Yet we also apply another layer of inquiry. We ask ourselves not only “How much did we do?” We also ask, “How well did we do it?” and “What difference did it make?” As a result, our annual report contains not just data, but testimonials from individual learners and external partners, who have been generous with their praise; they’ve shared the impact that our programs have had on their lives and on their successes. When I review these personal responses, a small sampling of which are contained in this report, I couldn’t be more pleased. They are evidence that we are making a difference, both directly and indirectly, with learners of all ages from across the 36 districts and 33 towns that comprise our region. Sometimes the difference is big, impacting thousands of students, and sometimes the impact is modest, but no less significant when the outcome is enhanced learning by a single student.

Paula M. Colen, Executive Director

Enjoy your reading.

Paula M. Colen, Executive Director

EASTCONN-At-A-Glance Created in 1980 under Connecticut General Statute 10-66a, EASTCONN is a public, non-profit, Regional Educational Service Center (RESC). EASTCONN exists to provide high-quality, competitively priced educational and related services to 36 member Boards of Education and the 33 communities they serve in northeastern Connecticut. We are governed by a Board of Directors who are members of locally elected Boards of Education. Our funding comes from the fees we charge for our services, supplemented by competitively awarded grants and contracts. • Programs and Services: 150

• EASTCONN Facilities’ Square Footage: 173,296

• EASTCONN Employees: 560

• Transportation Vehicles: 120

• Total Fiscal Year Revenue: $77.6 million

• Grants Managed: 98, bringing $20.1 million additional dollars in programs and services to the region

• Program Locations: 21


EASTCONN will initiate, support and facilitate partnerships, collaborations and regional solutions that are responsive to the needs of all learners through exemplary programs, products and services.


Organizational Chart








K-12 STUDENT SERVICES • Academic Enrichment • Assistive Technology • Clinical Day Treatment Programs • Magnet Schools & Other Options for Students • Programs for Students with Developmental Disabilities • School-to-Career • Services for Students with Autism Spectrum Disorders • Summer, Vacation, After-School Programs • Transportation Services • Other Student Services

EARLY CHILDHOOD INITIATIVES • Early Childhood Consultation • Early Childhood Materials & Products • Head Start/Early Head Start • Programs for Young Children & Families TEACHING & LEARNING SERVICES • Center for Educational Leadership • Curriculum, Instruction & Assessment • Professional Learning • Regional Groups & Councils • School Improvement Strategies TECHNOLOGY SOLUTIONS • Data Solutions, Support & Training • Educational Technology Integration • PowerSchool Support & Training • Technology Infrastructure Support • Technology Products • Technology Services • Web Site Development & Support ORGANIZATIONAL SUPPORT SERVICES • Administrative Support for Schools • Business & Employer Services • Cooperative Purchasing • Facilities Services • Human Resources Management • Marketing/Communications Services • Personnel & Staffing Solutions • Program Design & Development


ADULT PROGRAMS • Adult Education & High School Completion • Community Education • Employment & Training Programs • English Language Learner Services • Parent & Family Programs

EASTCONN Board & Member Districts EASTCONN values and appreciates the commitment of its board of directors. Each EASTCONN director is a locally elected representative to the board of education in his or her respective hometown, which chooses a representative to serve on the EASTCONN board. Our board guides and approves agency programs and services, enabling the agency to best serve the learning needs of northeastern Connecticut’s schools and communities.

EASTCONN’s 33-Town Region in Northeastern Connecticut

EASTCONN Board Members

EASTCONN board members (and special guest) at a recent meeting: Sitting, l to r: Connecticut Commissioner of Education Dr. Dianna R. Wentzell; Sharon Kozey (Eastford); Chairman Herb Arico (Willington); Joan Trivella (Brooklyn); Valerie May (Pomfret). Standing: EASTCONN Executive Director Paula M. Colen; Secretary/Treasurer Katherine Paulhus; Dr. Judy Benson-Clarke (Region 8); Anne Stearns (Scotland); Richard Murray (Killingly); Walt Petruniw (Canterbury).

EASTCONN’s Northeastern Connecticut Region 33

2 36

83 254 3,007 37,079 265,284

Communities School Systems Schools Administrators Teachers Students Residents

Northeastern Connecticut, often called “The Quiet Corner” because of its deeply rural character, is home to 33 towns, among them some of the state’s smallest and most economically challenged. These are the towns that EASTCONN serves. Amidst the farms and forests of this area lie pockets of affluence and poverty, including towns that are not only among the state’s poorest, but are also home to students scoring among the state’s lowest on standardized tests. Attributes of this 240-square-mile region include small schools, a strong sense of community and a long history of voluntary collaboration and resource sharing. Challenges include long-standing, high unemployment rates, inadequate public transportation, limited access to local educational enrichment, as well as social and recreational resources, and other impoverishing conditions.


EASTCONN Board & Member Districts 2015-2016 Andover Shannon Louden, Chair Sally Doyen, Superintendent

Hebron Erica Bromley, Chair Timothy Van Tasel, Superintendent

Sterling Renee Theroux-Keech, Chair Brenda Needham, Superintendent

Ashford James Rupert, Chair James Longo, Superintendent

Killingly Greg Bugbee, Chair g Richard Murray Kevin Farr, Superintendent

Thompson William Witkowski, Chair Michael Jolin, Superintendent

Bozrah Deborah Smith, Chair Paul Gagliarducci, Superintendent Brooklyn Amy Genna, Chair c Joan Trivella Louise S. Berry, Superintendent Canterbury Walt Petruniw, Chair g Walt Petruniw Lois Knapton, Superintendent Chaplin Stephen Dunn, Chair Ken Henrici, Superintendent Colchester Ronald Goldstein, Chair Jeffry Mathieu, Superintendent Columbia Christopher Lent, Chair Laurence Fearon, Superintendent Coventry William Oros, Chair g William Oros David Petrone, Superintendent Eastford Christine Hustus, Chair g Sharon Kozey Linda Loretz, Principal/Superintendent Franklin Peter Calvert, Chair c Aimee Crawford Lawrence Fenn, Superintendent Griswold Elizabeth Dorff, Chair Paul Smith, Superintendent Hampton John Burnham, Chair c Mary Ellen Donnelly Corinne Berglund, Superintendent


Lebanon Albert Vertefeuille, Chair Robert Angeli, Superintendent Lisbon Ian Rogers, Chair c Joseph Lewerk Sally Keating, Superintendent Mansfield Randy Walikonis, Chair g Katherine Paulhus, EASTCONN Secretary/Treasurer Kelly Lyman, Superintendent Marlborough Ruth Kelly, Chair David Sklarz, Superintendent Plainfield Douglas Smith, Chair g Douglas Smith, EASTCONN Vice-Chair Kenneth DiPietro, Superintendent Pomfret Richard Schad, Chair g Valerie May Stephen Cullinan, Superintendent Putnam Michael Morrill, Chair William Hull, Superintendent

Tolland Sam Alderstein, Chair Walter Willett, Superintendent Union Andrea Estell, Chair Joseph Reardon, Superintendent Voluntown Diana Ingraham, Chair c Diana Ingraham Adam Burrows, Superintendent Willington Erica Wiecenski, Chair g Herbert Arico, EASTCONN Chair David Harding, Superintendent Windham Luz Osuba, Chair g Murphy Sewall Patricia Garcia, Superintendent Woodstock Michael Bernardi Chair Viktor Toth, Superintendent Regional District #8 Danny Holtsclaw, Chair g Judy Benson-Clarke Robert Siminski, Superintendent Regional District #11 Stephen Dunn, Chair g Jennifer Nelson Ken Henrici, Superintendent

Scotland Sherry Smardon, Chair g Anne Stearns Richard Packman, Superintendent

Regional District #19 James Mark, Chair Bruce Silva, Superintendent

Sprague Terri Woronecki, Chair Judy Benson-Clarke, Superintendent


Stafford Tracy Rummel, Chair g Tracy Rummel Patricia Collin, Superintendent


EASTCONN Executive Board Members EASTCONN Board Member

Member Needs Assessment Member District Visits

Each year, we visit a representative group of our member districts. Our cross-functional teams meet with local district administrative teams to assess how well we are meeting their needs and to identify areas where we can provide additional support. Analysis of the data from these visits reveals individual district needs, in addition to yielding regional trends.

Regional Forums

Regional forums are another critical source of data. We host and facilitate the regional “job-alike” meetings of Superintendents, Regional Staff Development Council, PreK-8 Principals’ Consortium, Facilities Directors Forum, Grant Development Council, ConnCASE, Technology Council, Math Council, Science Council and Language Arts Council, as well as many other sub-regional and topic-specific groups; they explore such regional challenges as transportation, regional calendars and health benefits. The success of these groups is predicated upon their ability to meet the individual and collective needs of the educational professionals they exist to serve. The agendas are designed both to identify and address the needs of the members. Data obtained at all regional meetings helps EASTCONN expand its regional needs profile.

Individual District Needs

Each request for service reveals a district need. Program staff is trained to work in collaboration with EASTCONN customers to define and articulate the need that underlies each request for service. These data are then tracked and analyzed further to refine our understanding of regional needs. When additional data are needed, focused needs assessments are conducted, using a variety of methods, including focus groups, regional forums, surveys, structured interviews, benchmarking and best practice research.

Planning & Development Team

Our Planning & Development Team is charged with developing new products and services and recommending the phase-out of those that are no longer needed. Led by the Director of Planning & Development, the team includes our Executive Director, Director of Marketing & Communications, and two revolving members who are selected from our Leadership Team. Others, including the Chief Financial Officer, serve on an ad hoc basis. The team meets on a monthly basis to collect and analyze customer data, identify new service needs, allocate resources, lead program development activity with key staff and content experts, develop marketing and communication strategies, and ensure the open flow of information with stakeholders.

Leadership Team

Our Leadership Team is responsible for overseeing the strategic interests of EASTCONN and the customers we exist to serve. The team includes the Executive Director, the Chief Financial Officer, the Director of Adult Programs, the Director of Early Childhood Initiatives, the Director of K-12 Student Services, the Director of Marketing & Communications, the Director of Planning & Development, the Director of Teaching & Learning and the Director of Technology Solutions. Each team member is expected to develop annual program goals that respond to an assessment of our customers’ needs, as well as to federal, state and regional mandates, best practice and research in their respective fields. Collectively, the Leadership Team monitors progress toward the accomplishment of both agency and program goals and ensures that we are collaboratively meeting our district member needs.

EASTCONN Directors Paula M. Colen, Executive Director Michael Akana, Facilities John Baskowski, Finance

EASTCONN is one of six Regional Educational Service Centers (RESCs) in Connecticut. The RESC Alliance works collaboratively to develop new programs and services and share specialized resources and expertise. This collaboration results in both expanded options and cost-efficiencies to local districts, regionally and statewide. Among the statewide RESC Alliance initiatives: • Support increased regional and interdistrict cooperation to improve services and close the Connecticut Achievement Gap • Support early childhood initiatives • Support the advancement of educator quality

Thomas F. Cronin, K-12 Education Services Maureen Crowley, Planning & Development Heather Cymbala, Special Education Services Andrew DePalma, Technology Solutions Diane Gozemba, Early Childhood Initiatives Scott Nierendorf, Teaching & Learning Services Teddie Sleight, Marketing & Communications Rich Tariff, Adult Programs John Vitale, Transportation Services Steven Wapen, Human Resources


AGENCY GOAL #1 To provide exemplary programs and services for learners, especially those with significant barriers, so each can achieve individual success. “I can honestly say I am a different person than when I walked with my son into that classroom 4 years ago. I have transformed into someone I never thought possible, and I will continue to make a difference in the lives of those around me.” Head Start Served 466 low-income children and their families with comprehensive services, including health, nutrition education, disabilities, dental, mental health and family support at a total of 14 sites in Tolland and Windham counties through our federally funded Head Start child development programs. Provided center-based Early Head Start services for 40 infants and toddlers, 102 homebased infants and toddlers, and 8 children who have a combined center-based/home visit experience. Child outcome analyses continue to show growth in school readiness indicators.

Playing and learning go hand-in-hand for Early Head Start preschoolers, who get focused support as they build skills for life and school.

2015-2016 Highlights & Accomplishments

SCHOOL-AGE CHILDREN AND THEIR FAMILIES Schools of Choice EASTCONN operates 2 regional magnet high schools in collaboration with member public school districts in our region.

Arts at the Capitol Theater (ACT) 130 students from 24 towns were enrolled at ACT in a rigorous, interdisciplinary, arts-infused academic program with a 96% Birth-to-Three graduation rate; 80% go on to post-secondary study. Among EASTCONN’s Birth-to-Three Program for children with develstudent awards and recognitions last year: 18 students won 39 opmental delays or disabilities served families in 30 of our 33 regional awards in the annual 2015 Scholastic Art & Writing member towns. Monthly referrals averaged 12 in 2015-2016, as Awards contest, with 1 student going on to win a Silver Key at the staff maintained an ongoing caseload of 64 children per month. national level, a rare honor; 2 stuChild outcomes: 95% of chilWhat difference did it make? dents were selected to attend the dren exiting from Birth-to-Three prestigious New England Young have met their Individual Fam“I have seen big changes in A. since he Writers Conference in Vermont; ily Service Plan goals; all chilcame to the [Autism] program ... A. likes and students created an awarddren made gains. Family Survey school and looks forward to going.” winning video for Connecticut’s results showed that we received annual, statewide DMV Teen 98% positive answers on Federal Safe Driving Video contest. ACT is the only high school in the Guideline questions regarding parents’ involvement, their awarestate to place in the contest’s Top 10 each year since the contest ness of their rights and responsibilities, and their understanding began in 2007. of their child’s disability and development.


“Your SLP [speech-language pathologist] was amazing. My daughter went from having 5 words, to speaking in 5-word sentences in a year.” – Parent of a child in the Birth-to-Three program “QMC is a great school. Teachers are respectful, helpful and willing to take time to help you one on one. This school helped me a lot and didn’t give up on me. It helped encourage me to do my work and earn credits and be successful.” – Zack A., a Quinebaug Middle College (QMC) student


AGENCY GOAL #1 Quinebaug Middle College (QMC) Regional Programs for Students with Special Located on a college campus, QMC enrolled 178 high school Education Needs students from 18 different towns in its rigorous, Student Services offers a continuum of services humanities-rich and STEM-integrated program. throughout the region for students with a wide A total of 139 QMC students enrolled in collegespectrum of challenging academic, behavioral Middle level classes at no cost through our partnership and social/emotional needs. From on-site College with Quinebaug Valley Community College professional development, training and conStudents (QVCC); our students earned a combined total sultations for district professionals supporting earned of 852 college credits. A $1.4-million federal in-district students, to our regional clinical day grant significantly expanded STEM content treatment programs, we build district capacity across the QMC curriculum, and funded a new, toward the ultimate shared goal of least-restricCredits 40-foot-long mobile STEM laboratory, unique tive environments. Some examples include: to the region, that is available for off-site field use by QMC students and K-12 schools across northeastern Clinical Day Treatment (CDT Connecticut. Our 3 regional programs served 100 students, ages 5-19, from 30 different sending districts, with significant social, emotional and behavioral challenges, providing highly individualized and structured academic instruction and clinical support. Of note, 8 seniors in our CDT programs graduated in June 2016, and approximately 10% of our students returned to less restrictive settings in their home districts.


Regional Autism Programming Our inclusion-driven autism programming provided direct services to students, both in-district and at our center-based program, as well as in-district coaching for school personnel. This year, enrollment increased by 40% for the second year in a row, with 10 students from 7 districts receiving comprehensive educational and behavioral services. EASTCONN buses safely transported 600 students from 26 member districts to 90 different sites, logging 2.5 million total miles last year. Transportation Services Transported 148 students daily from 19 districts to the region’s 3 public magnet schools, including EASTCONN’s ACT and QMC. Of special note: Overall, our transportation fleet of 110+ vehicles transported 600 students daily, from 26 member districts to 90 different sites; our buses logged a total of 2.5 million miles in 2015-2016.

Related Services Group (RSG) 589 students, from preschool to age 21, from 21 of our districts, benefited from direct and/or classroom-based therapy, including physical therapy, occupational therapy and/or speech-language services. The number of students served increased 13% over last year. Assistive Technology (AT) 27 districts received services impacting hundreds of students, preschool to age 21, with communication and other challenges that impede their ability to access, participate in and progress in the general education curriculum.

“[Your] AT consultants have ensured that all students have access to their grade level curricula … Our relationship with the AT team has helped our students as well as our staff to meet our goals of providing universal design for learning.” – Leslie Wolfenden, Occupational Therapist and Assistive Technology District Coordinator, Manchester Public Schools “I am very pleased. I have seen big changes in A. since he came to the [Autism] program. I am glad to see his needs are being met because for a long time they were not. I am very pleased with the staff and teachers in the program. I know A. is going to get better and better. Since coming to the program, A. likes school and looks forward to going.” – Parent of a student in the EASTCONN Autism Program


AGENCY GOAL #1 Psychological and Behavioral Consultation Services (PBCS) Supported school-based teams in 21 area districts through multi-tiered systems of support (MTSS), benefiting thousands of students.

Interdistrict Grant Programs


increased their

Academic Knowledge


increased Acceptance &

Respect for others

Regional Transition Services provides students, who have a range of disabilities, with workplace experiences to help them succeed.

Interdistrict Grants Our 10 Interdistrict Grants benefited 100 teachers and 2,800 students, grades 2-12, from 15 different districts, through multi-cultural educational programming integrated with core disciplinary studies. Upon completion, 89% of students reported an increase in their acceptance/respect of others and 82% demonstrated an increase in academic content knowledge.

Transition Services for Young Adults EASTCONN’s Regional Transition Services (RTS) program, located on the campus of QMC/QVCC, served 7 students with a broad range of disabilities, ages 18-21, providing them with a socially appropriate setting and authentic work experiences among their age-related peers. RTS helped students make effective use of peer support, self-advocacy and technology. Four (4) RTS students graduated in June 2016; 1 successfully earned 6 QVCC credits; 2 have accepted group-support jobs; and 1 has gained competitive employment.


Interdistrict Grant programs connect students from different districts, build their appreciation for diversity and boost their academic skills.

Community Arts Connection 60 elementary and middle-school-age youth and their families participated in this Windham-based after-school program, providing academic tutoring, arts, family engagement and wellness activities.

REGIONAL EMPLOYMENT & TRAINING PROGRAMS FOR IN- & OUT-OF-SCHOOL YOUTH Careers of Our Lives (COOL) Program for In-School Youth 100 economically disadvantaged high school juniors and seniors, and recent graduates, participated in this Eastern Connecticut

“My son J. started EASTCONN at the end of September. He had been having behavioral issues and needed more help than his school could give him. Within the first two months, we noticed a change in behavior and he has been doing extremely well at home and at school. The teachers are caring, understanding, and helpful with any questions or concerns that I have, and my son looks forward to going to school everyday.” – T.A., Parent of a Clinical Day Treatment (CDT) student “We appreciate the opportunities that our students have in this program. With access to typical high school experiences as well as specialized services, students with significant disabilities acquire skills that broaden their horizons. The availability of other EASTCONN services and the collaboration among the service providers further develops students’ achievement.” – Mary Jo Chretien, Director of Pupil Services, Pomfret Community School & Eastford Public Schools


AGENCY GOAL #1 Workforce Investment Board (EWIB)-funded program, which is designed to keep youth in school: upon completion, 98% of in-school participants went on to graduate from high school and 88% of other participants entered employment, post-secondary education or the military. Summer Youth Employment 417 economically disadvantaged in-school youth participated in the 2015 EWIB-funded summer program. Additional funding came from Connecticut Department of Children and Families (supporting 58 youth), Mystic Aquarium (supporting 8 youth) and local foundations (supporting 40+ youth); 90% completed the program and 95% either returned to school, enrolled in postsecondary education, or entered employment.

English Language Learners The English language learner (ELL) population continues to increase across our region; 248 students were enrolled in our ESL classes this year, an increase of 20% over last year. In Willimantic, where most of our ELL students speak Spanish as their first language, we hired an Adult Education Outreach Specialist to create a stronger Spanish-language presence in the community. We have also increased the number of Spanish GED classes, so students can also earn a high school diploma, while simultaneously working on their English; last year, 75% of ELL students improved their English reading and listening skills.

ADULT LEARNERS & THEIR FAMILIES Served a total of 1,485 adult learners, up almost 8% from last year, including 671 who attended free classes offered in high school credentialing, English-as-a-Second Language (ESL), American citizenship preparation, life/basic skills instruction, and employment/college transition support; another 152 adults enrolled in employment and training workshops, and 662 others participated in our community education programs. American Citizenship Preparation Foreign-born residents, 17 and older, most of whom have limited English skills, benefited from U.S. citizenship preparation classes that also instructed them in reading and communication, so they could better understand the rights and responsibilities of citizens, prepare for the rigorous American Citizenship test, and navigate the naturalization process. Classes drew students from 5 member towns.

Windham parents in EASTCONN’s 2Gen program visited community agencies to learn more about the resources available to their families.

Two-Generational (2Gen) Learning Initiative Offered regional, multi-generational programming in Willimantic High School Credential earned the that co-locates high-quality GED, Offered 3 high school credential Spanish GED, and/or ESL instrucprogram options to best match credentials they needed to tion for parents whose children the unique needs and educational get better-paying jobs attend developmentally approprigoals of our adult students: the ate and educationally rich childGED; the Adult High School care, provided through partnerships with Head Start, Early Head Credit Diploma; and the National External Diploma Program Start, Family Resource Centers and member districts. Of note: an (NEDP). A total of 415 students were enrolled across all 3 internal workgroup is exploring ways to more effectively connect programs, and 60 graduated in June 2016. 2Gen participants with appropriate services and programs.

economically disadvantaged adults

“The internships are a good experience for the youth, especially those interested in health care. It really helps them get comfortable with this type of setting.” – Claire Chesmer, Activity Director, Douglas Manor, a Summer Youth Employment site “EASTCONN is amazing. I’m 35 and decided to go back and get my official high school diploma. I would recommend EASTCONN to anyone looking for a positive environment in which to learn and better yourself.” – Doug Vining Jr., GED student “If someone asked me why they should go to school at EASTCONN, I would tell them that in only 2 1/2 hours a day they can take a lot of knowledge home. I work every day, I have to wake up at 4:00 a.m., and I have 3 kids … yes, I sacrifice myself but it’s totally worth it. The confidence and knowledge that I get here is worth the sacrifice.” – Adult ESL student


AGENCY GOAL #1 Windham Parent Partnership Added an evening ESL class in partnership with UCONN Jump Start (through Head Start) and Windham Public Schools, allowing us to offer instruction to 29 higher-level ELL adult students in need of childcare. While parents were improving their English language skills, their children received dinner and high-quality childcare, all supervised by Head Start staff. The parent class had outstanding attendance, and participants made significant gains.

to serve individuals who had their high school diplomas, but lacked the basic skills needed to find and retain employment, a population of learners that is ineligible for Adult Basic Education but at high risk for under-employment or unemployment. Workforce Innovation Fund Grant This 3-year manufacturing pipeline initiative grant, serving 425 eastern Connecticut residents, will provide opportunities at Electric Boat and other manufacturing employers in the region for unemployed or under-employed adults. Delivered in collaboration with EWIB, 2 community colleges and the Thames Valley Council for Community Action, participants received basic skills and work readiness training from EASTCONN teachers.

Initiatives for 2016-2017

Adults of all ages benefit from refreshers in math, English and a variety of subjects as they seek to earn a high school diploma. Employment & Vocational Training Continued to be the largest provider of employment and training programs for economically disadvantaged adults in the northeastern Connecticut region through the Eastern Connecticut Workforce Investment Board (EWIB), this year administering $1.73 million in contracts. Some programs of note: Vocational Skills Training 480 unemployed and under-employed, economically disadvantaged adults attained the educational and vocational skills and credentials needed to access further training and/or betterpaying jobs; upon completing the courses, 288 found jobs and another 85 entered advanced skills training programs. Integrated Basic Education and Skills Training (I-BEST) This program applied contextualized learning strategies for the 33 adult students enrolled in this education-focused, job skills-building program. With classes at 4 different sites, EWIB funding from 2 different regional Workforce Boards enabled us

• Expand our targeted, regional information campaign encouraging adults to return to school and earn their GED/ high school diploma; pursue related community outreach strategies. • Use community assessment data to inform early childhood interventions in order to have a greater impact on children and families at earlier points in their lives. • Continue to develop and implement an agency-wide strategy for better addressing the needs of dual-language/ English language learners (ELL). • Keep building our schools-of-choice outreach to the region’s students, whose unique learning needs and interests may best be met by our specialized magnet high school programs. • Continue to help districts build in-house capacity to support the psychological and behavioral needs of all their students, including those with special needs; reinforce prevention and help districts create embedded, systemic supports. • Given projected cuts in state funding, seek new sources of funding for after-school, vacation and enrichment programs for children from under-resourced districts across northeastern Connecticut.

“I came to the WIOA program uncertain about my future. Would I be able to find meaningful and gainful employment again? How difficult would it be to start over with a new career? My Workforce adviser quickly helped me put together a vocational and educational plan that restored my confidence and gave me optimism about my vocational goals. WIOA connected me to the resources I needed to get back to school and become a CNA. Most importantly, the program gave me a sense of worth and dignity by supporting my aspirations to be a useful and positive part of the workforce. As I move forward in my career, I will always look back with gratitude to WIOA for being the launch pad to a new and better life.” – Jace Paul, WIOA Adult and Dislocated Worker client


AGENCY GOAL #2 To engage in strategic collaborations that result in positive outcomes for learners. “I am especially pleased with how your staff is working with me to blend the plan we already have for a student, [using] new ideas, and providing consistency and structure to the student’s program. This is just what was needed.” 2015-2016 Highlights & Accomplishments MEMBER DISTRICT PARTNERSHIPS & COLLABORATIONS Eastern Connecticut Health Insurance Program (ECHIP) Our regional health insurance collaborative of 4 municipalities, 4 school districts and EASTCONN, produced an average savings of 10% for all ECHIP members, with an anticipated 10% average savings again in 2016-2017. Cooperative Purchasing All 36 member school districts receive free membership in our cooperative; last year, Cooperative members made purchases in excess of $3 million, while realizing an estimated average total savings of 10-15%, or between $300,000 and $450,000. Small School Districts Initiative More than a thousand job-seekers took advantage of our fingerprinting Facilitated an informal group of 14 small-district superintenservices, especially college students who were entering the teaching field. dents that met 4 times to identify common challenges, find opportunities for voluntary regionalism, effect greater efficiencies Regional Fingerprinting and advocate for the benefit of small schools at local, regional A total of 1,300 job-seekers used our fingerprinting services, and state levels. Provided communications templates and created including applicants for district jobs and candidates in univer2 online databases for the group, simplifying the exchange of sity-based teacher preparation programs; fingerprinting was information about shared staff and outprovided both in our Hampton offices, as well What difference did it make? placement student transportation needs. as on-site at the UCONN Storrs campus.

“Our program wouldn’t be

Back Office Support Information Technology (IT) Support the program it is without the Functioned as the fiscal office for 3 memProvided day-to-day, on-site IT support to 3 support of EASTCONN . . .” ber districts, providing all their budget member districts, and as-needed support to 4 management, accounts payable and payroll districts, assisting with network infrastructure functions; also expanded our services to include Human Reand wireless projects. We offer a diverse range of affordable techsources, facilities and technology services. nology expertise that is especially beneficial to our smaller mem“In a period of time when school systems are under severe financial constraints, our membership in ECHIP [Eastern Connecticut Health Insurance Program] has stabilized a large portion of our budget. We have had no increase in our health care premiums for the last three years.” – Bill Hull, Superintendent, Putnam Public Schools, a founding member of the ECHIP collaborative “Thanks for all you do for the Union School District day in and day out. Given the fact that you were working with a brand new Town Treasurer, the effort you put into getting the ED001 completed and certified on time was super. You make our job so much easier and your pleasant and patient manner keeps everyone on track.” – Joe Reardon, Superintendent, Union Public Schools


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.


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)


AGENCY GOAL #2 • Regional Collaborations: – Southeast Connecticut Partners: Partnered with Thames Valley Council for Community Action (TVCCA) and New London Adult Education in the delivery of programs for out-of-school youth in both New London and Norwich. TVCCA also subcontracted with EASTCONN to provide case management services at both the Danielson and Willimantic American Job Centers (formerly CTWorks).

Businesses from NE Connecticut employ hundreds of students in our Summer Youth employment/training program, giving them an edge. – Youth Summer Program: Served additional eastern Connecticut high school students and recent graduates through supplemental funding. Of the 417 participating youth in our largely EWIB-funded summer youth employment and training program, 56 were funded by DCF, 8 by the Mystic Aquarium and 40+ by local foundations. Parenting Support & Training • Family Nights at Elementary Schools: Recognizing the role of parents as first teachers, Adult Programs partnered with 1 member district and a local 4-H group to provide 2 evening programs, attended by 100 people each night, that invited parents to see what today’s schools are like and explore continuing education opportunities for themselves. Adult Programs also co-sponsored family learning events in 3 member districts, and collaborated with 1 other district to offer “Lights on After School” programs, highlighting after-school learning and leisure-time opportunities for students. • Windham Community Collaborative: Strengthened our partnership with Windham Public Schools and its Department of Family and Community Partnerships to bring EASTCONN’s

Community Education, ESL and high school diploma programs together with Windham’s Family Advocates, Head Start and the After-School Collaborative. By leveraging the resources and expertise from these local partners, parents and their children had access to higher-quality programming, designed to promote stability and opportunity. Regional Early Childhood Support Early Childhood staff served on the Northeast Early Childhood Council Steering Committee, coordinated the Regional School Readiness Council and met regularly with Family Resource Centers in northeastern Connecticut. A regional approach to setting goals for health, safety, mental health and school readiness has resulted in several regional events and on-site screenings that were sponsored to promote awareness and meet the developmental needs of children. Regional Collaborative Learning Opportunities Continued our collaboration with local community-based groups, such as the WindhamARTS Collaborative, Thread City Development, Inc., the Windham Chamber of Commerce and others, to promote authentic and enriched learning opportunities for the region’s students, families and educators. Northeast Health District Work Group This group, which includes representatives from EASTCONN, QVCC, Day Kimball Hospital, Generations and the Northeastern Connecticut Chamber of Commerce, among others, met monthly to develop strategies and plans to promote healthy lifestyles and health-related opportunities for the region’s community members, most recently focusing on the creation of community gardens, no-smoking policies and wellness programs.

RESC AND/OR RESC ALLIANCE PARTNERSHIPS Connecticut Early Learning & Development Standards (CT ELDS) Relying on the coaching expertise of RESC Alliance early childhood staff, we coordinated professional learning for Federal Preschool Development. Areas of focus included the integration of CT ELDS across 13 communities through an integrated curricular approach, with a plan for observation and formative assessment connected to standards.

“Thanks for supporting TEEG’s Summer Food Service Program by providing us with extra hands! Our program wouldn’t be the program it is without the support of EASTCONN’s Summer Youth Employment Program.” – Diane and Kim, Thompson Ecumenical Empowerment Group (TEEG) “The EASTCONN Head Start leadership has participated on the State Head Start Advisory Committee for multiple years and actively advocated with state agencies to assure Head Start and Early Head Start are included in discussions that impact our programs. I have been in Head Start management for 34 years and watched as EASTCONN has adapted their program over time to meet the needs of the ever-changing Head Start community.” – Kathi Bleecher, Education Connection


AGENCY GOAL #2 TEAM (Teacher Education And Mentoring) We manage the TEAM Web site to support Collaborated with the CSDE and our RESC Alliance partners in the statewide implementation of and their TEAM, Connecticut’s beginningteacher support and retention program. • Statewide Coordination: As the statewide manager, we coordinated the design and delivery of administrator evaluations. training and follow-up technical assistance by Connecticut’s 6 RESCs. More than 3,500 mentor-teachers statewide currently support 4,500 beginning teachers. We hosted 12 sessions in the EASTCONN region, providing TEAM mentor and teacher trainings to 150+ people. Also managed the delivery of TEAM trainings statewide; offered 59 Mentor Sessions and 35 Reviewer Sessions, with more than 3,300 educators participating. Managed the TEAM Web site and Web application, providing an online help desk for teachers statewide.


Beginning Teachers

3,500 Mentor Colleagues

of professional development, designed to support the implementation of educator evaluation plans. Through a partnership with CAS and CSDE, hosted sessions for 15 administrators from 11 districts, so they could acquire the skills necessary to conduct

• TEAM Online Training: Upgraded and developed new, interactive, online training for TEAM Mentors and Reviewers, allowing more than 450 Mentors and 400 Reviewers to update their skills and knowledge without losing time in their classrooms. Virtual High School (VHS) The RESC Alliance maintained its statewide VHS partnership, managed by CREC, offering online instructional opportunities to districts statewide. This system provided motivated students with opportunities to explore subject areas that would otherwise be unavailable in local districts due to low enrollment, high costs or instructor shortages. EASTCONN has 3 participating districts. Connecticut Core Standards (CCS) Supported statewide implementation of Connecticut Core Standards (CCS) through the state’s System of Professional Learning. This grant, funded by the CSDE, managed by ACES and coordinated through the RESC Alliance, provided more than 255 days of embedded, classroom-based professional development in 22 districts, leading to increased alignment of classroom instruction with state and national standards. Educator Evaluation Continued to collaborate with the CSDE, the RESC Alliance and Connecticut Association of Schools (CAS) in the delivery

Field experiments on EASTCONN’s new state-of-the-art QMC Mobile STEM Lab create new scientific insights for students. STEM Collaboration Through an EASTCONN and LEARN partnership, Quinebaug Middle College (QMC) entered its final year of a 3-year, $1.5 million grant from the Magnet School Assistance Program (MSAP), funded by the U.S. Department of Education; other partners included Goodwin College, Windham’s Barrows STEM Academy, and both New London and Norwich public schools. The grant is designed to enhance educational opportunities for students in the science, technology, engineering and math (STEM) disciplines. • Quinebaug Middle College (QMC) STEM Expansion: Added 9 new courses with STEM-enhanced curricula and increased access to QVCC-aligned courses. A new mobile STEM lab began piloting operations in spring 2016, enabling students from

“As District TEAM Facilitator with approximately 60 beginning teachers participating in TEAM, I have enlisted [your staff member] as a trainer and as a sounding board for issues that have arisen throughout the year. In addition to the TEAM trainings [she] conducted at EASTCONN, she also came to Windham to conduct mentor re-training for many of my Mentors. She also answered a myriad of questions regarding the process and helped deal with several issues that came up … [I] appreciate all that you and your staff have done to make this an excellent program for our beginning teachers.” – Sharon Bartlett, District TEAM Facilitator, Windham Public Schools “Voluntown will use the STEM Lab’s climate change curriculum. [Your staff member] is tailoring the curriculum to what I’m teaching ... The unit on climate change is pretty 21st century.” – Andrea Bunger, Science Teacher, Voluntown Elementary School


AGENCY GOAL #2 QMC and surrounding K-12 school districts to expand their learning in science, technology, engineering and math through field experiences. The state-of-the-art mobile lab offers onvehicle technologies like an electron microscope, 3-D printers, iPads, microscopes, a weather station and a robotic arm. Minority Teacher Recruitment (MTR) Continued to work with our RESC Alliance partners to recruit, support and retain a racially, ethnically and culturally diverse workforce of teachers and administrators for schools across Connecticut.


• Teacher of the Year: In 2015, our Technology Solutions group was awarded a competitive contract to develop a statewide system for the submission and scoring of Teacher of the Year applications. In close partnership with the Connecticut Teacher of the Year Council, we developed a system that provides selfregistration, data entry, supporting-documents uploads and scoring. The system successfully handled 97 applications and 769 scoring sessions, saving both postage and hours of paper handling. Connecticut Department of Children & Families (DCF) In order to provide coordinated support for the most vulnerable families in our region, our Early Childhood Initiatives and Birthto-Three staff worked in close coordination with DCF, establishing joint goals for serving children under our mutual care. Collaborated in the development of resources and training for 8 DCF workers from the Willimantic office and 16 Head Start family service staff in strategies for keeping children safe and healthy. Collaborated with DCF and the Bureau of Rehabilitation Services (BRS) in the provision of supports for young adults transitioning out of the K-12 education system. Connecticut Office of Early Childhood/CAPSS Pre-K Program Survey In partnership with the Connecticut Office of Early Childhood (OEC) and the Connecticut Association of Public School Superintendents (CAPSS), we administered a survey inventorying pre-K program licensing and NAEYC accreditation criteria. The results of this effort will contribute to statewide discussions about program licensing and accreditation criteria, and their alignment.

EASTCONN IT staff prepare to launch an eCAT session for aspiring administrators during a trial run of the online system. Connecticut State Department of Education • Connecticut Administrator Test (CAT): Managed the implementation of the CAT assessment program for CSDE, including the electronic, Web-based eCAT, which aspiring Connecticut administrators must pass to obtain their Intermediate Administrator Certification (092). In 2015-2016: 1,287 CAT candidates registered to take the test; EASTCONN supervised the scoring of 3,015 modules; and 1,190 eCAT tests were completed online, with plans to increase that number to 2,500 next year.

Connecticut Bureau of Rehabilitative Services (BRS) Our Assistive Technology team partnered with BRS in the delivery of assistive technology services for BRS adult clients with disabilities. Referrals from BRS have increased by 65% this year, from 12 BRS clients to 20. Connecticut Department of Mental Health Services (DMHS) EASTCONN provided teachers, educational support and oversight for 131 students who were admitted to one of 5 mental health facilities under a contract with DMHS.

“I had the privilege of visiting EASTCONN’s Killingly Head Start and Early Head Start programs recently and was impressed with how the program supports Killingly’s most at-risk families and children. In addition, I am aware of EASTCONN’s active participation on the Northeast Early Childhood Council, where Head Start participates as a strong collaborator to promote health and hearing screenings for young children in the Northeast region. EASTCONN is also a solid advocate for more Early Head Start and Head Start spaces in the Northeast region, which will provide additional, necessary services to children and families in need. Additionally, the Northeast Community Collaboration, a partnership hosted by EASTCONN, is an important group which focuses on enhancing services for children throughout the community and brings together social service agencies, health organizations, LEA’s, and legislators to share resources in our region.” – Connecticut State Rep. Christine Rosati, 44th Assembly District


AGENCY GOAL #2 • Kindergarten Inventory: Continued to manage the annual Student-Centered Learning online Kindergarten Inventory in use in all Connecticut public Continued our collaboration with the Connecticut Associaschools, providing the CSDE with essential data on the develtion of Public School Superintendents (CAPSS), the Nellie Mae opmental progress of kindergarten students statewide. Education Foundation, Great Schools Partnership, ACES, as well as numerous Connecticut public school districts, in an effort • Early Childhood Literacy Rubric Data Collection: Designed to foster more student-centered approaches to learning. This an online data collection system, creating a simpler method multi-year initiative provided coordinated support to 3 districts of data collection and more accurate and timely reporting. In in the planning and facilitation of engagement activities around partnership with EASTCONN division of Early Childhood student-centered learning in their communities. EASTCONN Initiatives, collected more than 8,000 data points on 1,600 worked with Great Schools Partnership to recommend 5 addistudents in 41 classrooms. tional districts for future cohorts. • TEAM (Teacher Education And What difference did it make? Mentoring Program): Managed the Statewide Data Systems Support “Without EASTCONN’s involvement, EASTCONN-developed, Web-based Continued our development of cusaccountability and data management we would not have a well-constructtomized, online, database solutions system for TEAM, used by thousands of ed questionnaire and we would not designed to streamline data collection new teachers and experienced educators have had a clear understanding of and analysis, with user ease as a driver. statewide. Provided a real-time commuAmong them: what the survey results indicate.” nication and data system that enhanced communication between mentors and • CTPAF (Connecticut Pre-School new teachers, as well as a real-time record of their progress, as Assessment Framework): Maintained and supported the required by CSDE certification regulations. EASTCONN-designed system of reporting tools used in 700 pre-school classrooms, providing detailed, student-level and school-level reports on 14,000 preschoolers in numerous communities across the state.

• Electronic Connecticut Administrator Test (eCAT): In partnership with the CSDE and CAT Support Team, designed the eCAT, a proctored online assessment that will soon replace the paper-and-pencil version currently in use. In its second year, 1,190 eCATs were completed with plans to increase to 2,500 in 2016-2017.


Online Kindergarten Inventory software provides the CSDE with essential data on the progress of kindergartners across Connecticut.

Early Childhood & UCONN Collaborations Collaborated with UCONN Department of Human Development and Family Studies, Center for Applied Research in Human Development, on the Home Visitors Project. Early Head Start and Head Start home visitors contributed to two-generational (2Gen) goal setting, resulting in 117 goals developed in collaboration with home-based families, up from 34 in 2014. The increase broadens our understanding of families’ needs and family growth across service areas and programs.

“[Your Director of Adult Programs] may be leaving the CAACE presidency, but his impact will last far into the future through the initiatives he spearheaded, the structures he built, and the people and programs he advised. We will always be grateful for his commitment to CAACE, and we will continue to be [beneficiaries of] his vision, wisdom, and heart.” – Heather Pelletier, Director of Adult and Continuing Education, Naugatuck Public Schools and CAACE Conference Chair “As an administrator in a small, rural district, [I know] our resources are limited. We have come to rely on the services that EASTCONN provides in a variety of areas to supplement our resources and provide a cost-sharing opportunity ... PD is provided to staff through workshops, grant opportunities and AT sessions. Each area of EASTCONN has developed tailor-made opportunities for our school district and hears what we need and then responds ... they all listen to their consumer and deliver the product(s) we need to make our students the best they can be.” – Dr. Rachel D. Leclerc, Director of Special Education and Support Services, Mansfield Public Schools



Initiatives for 2016-2017 • Intensify efforts to grow membership in our Cooperative Purchasing program; expand the quantity and quality of available products; and improve both customer experience and cost-savings for member towns and districts.

Quinebaug Middle College high school students can earn free college credits at QVCC and UCONN, thanks to partnerships that benefit students and advance their learning opportunities. College Opportunities for EASTCONN Students • Arts at the Capitol Theater (ACT) Arts Magnet High School: Through an agreement with Eastern Connecticut State University (ECSU), 30 ACT students per year can take up to 12 college credits at no cost to the student. Last year, 6 ACT students enrolled in a college course on ECSU’s campus, and received transferable college credits. • Quinebaug Middle College (QMC) Magnet High School: As part of their QMC high school program, 139 students took College and Career Pathways classes for QVCC college credit. All told, 37 QMC students enrolled in 44 courses directly through QVCC. Another 18 students enrolled in the UCONN Early College Experience Academic Reading and Writing class, for UCONN credit. • Regional Transition Services (RTS): Now located on the QVCC campus, our 5th-year RTS students can take a college class each semester that enables them to develop the necessary self-advocacy skills required to navigate college classes and request appropriate accommodations. Of the 7 students in the program, 1 student earned 6 QVCC credits this year.

• Continue our collaboration with Eastern Connecticut Workforce Investment Board (EWIB) to prepare the region’s unemployed or under-employed adults for new manufacturing jobs. In partnership with EWIB and the Department of Labor, continue providing work readiness and basic education programs for unemployed adults seeking new careers in healthcare fields. • Expand partnerships that support our Two-Generational (2Gen) initiative, so we can continue to provide highquality, integrated programming to low-income families, reducing the barriers to their socioeconomic and educational achievement; continue to build a more seamless system for referring 2Gen families to other supports and services. • As regional and district partner demands for clinical day treatment options continue to grow, assess how best to structure, staff and locate our clinical day treatment services. • Continue to develop affordable, Web-based assessment and data management solutions for member district partners, with an emphasis on tools that will enhance educators’ ability to use data to make decisions and support changes in teacher evaluation. • In collaboration with the CSDE and RESC Alliance, continue to refine TEAM’s online training options and its Web-based application to ensure online access remains user-friendly and is compatible with new Web-browsers and mobile devices.

“[Regional Transition Services] students learn to navigate essential services, including DDS, BRS and adult agencies, as they prepare for their transition to adult life.” – Barbara Wagonbrenner, Transition Coordinator, Connecticut Department of Developmental Services “The rounds process at ACT has allowed us to have open and honest conversations about best teaching practices. The idea that collaborative educational improvement can be seeded from within the school, from colleagues and peers, is exciting.” – Sarah Mallory, Principal, Arts at the Capitol Theater (ACT) “For the past three years, I’ve worked with the unified program [at Woodstock Academy Cooperative Program], and nothing could compare to the experience. Having the chance to work in the unified programs has improved my life by teaching me to have patience and to try and look at everything with positive and possible different perspectives.” – Autumn Lewis, Peer Tutor, Woodstock Academy Cooperative Program


AGENCY GOAL #3 To enhance the knowledge and skills of educators and the whole community, so they can effect change and facilitate positive outcomes for learners “I can unequivocally attest to EASTCONN’s state recognition as a leader in providing professional learning and training for others in research and standards-based curriculum.” 2015-2016 Highlights & Accomplishments We continued to expand our delivery options for professional learning, moving toward more ongoing, embedded and integrated learning models. Our Conference Services Office remained busy last year, however, planning and managing 1,400+ events, workshops and meetings.

TEACHING & LEARNING INITIATIVES Embedded Professional Learning Support

on a statewide initiative to increase coherence between the various state education initiatives, including evaluation, Connecticut Core Standards and professional learning; delivered workshops at a statewide conference with more than 280 school administrators in attendance. Minority Teacher Recruitment (MTR) Continued our work with the MTR program, an ongoing collaboration among Connecticut’s 6 RESC Alliance partners to recruit, hire, develop, support and retain a racially, ethnically and culturally diverse teaching and administrative workforce for schools across the state.

Embedded, In-District Support & Training Provided 142 days of on-site, embedded, professional development and support in 24 districts to assist with the development and implementation of customized, local plans for a variety of education initiatives, including performance task development, differentiated instruction, the application of new standards in math, English language arts, professional learning plans, social studies, science, and more. Connecticut Core Standards — System of Professional Learning Delivered more than 200 days of in-district, embedded coaching to teachers and administrators from 22 districts through the CSDE-funded System of Professional Learning. Smarter Balanced Assessment Consortium 25 registrants from 18 districts learned about the Smarter Balanced Assessments, and how to effectively adapt instruction, resulting in positive student outcomes. Statewide Coherence Conference Collaborated with the CSDE Talent Office and the RESC Alliance

Our Center for Educational Leadership focuses on reforms that align pathways for students, educators and systems. EASTCONN CENTER FOR EDUCATIONAL LEADERSHIP (CEL) Our Center for Educational Leadership provides personally engaging professional learning experiences that examine the

“EASTCONN’s coaches bring expertise and strong content knowledge to their professional trainings with our teachers, supporting refinements to instruction and assessments. EASTCONN demonstrates responsiveness to our district needs; talented staff and leaders have assisted us with technology endeavors and have provided exceptional support for our teachers in setting goals for the evaluation process.” – Michele Mullaly, Director of Teaching and Learning, Coventry Public Schools “We had PD today, funded through a grant with [EASTCONN]. She came very prepared … She was FABULOUS about changing gears and adjusting to what we needed to learn … We all left … so satisfied and feeling like we actually had tools to change our classroom environment, so we can then move forward into project-based learning.” – Beth O’Connor, SRBI Interventionist, Baldwin Middle School, Canterbury Public Schools


AGENCY GOAL #3 nature of leadership in today’s world through research-based professional learning methods and personal reflection. The Center is designed to support the region’s administrators and other school leaders, as they implement and plan new initiatives. Of note last year: • PreK-8 Principals’ Consortium: A consortium of 10 principals from 8 districts in the EASTCONN region met 5 times to address the unique needs and challenges of preK-8 school leaders. Specific areas for collaboration and resource-sharing were addressed throughout the year, during collegial conversations around performance expectations within small district leadership groups.

ing averaging, do-overs, percentages, grading scales, report card design, formative versus summative assessments, and more. Resulted in standards-based grading reform initiatives in 12 districts.


Of Administrators gained


after attending

our Educator

Evaluation training • District Administrator Support: Facilitated administrator calibration sessions in 15 districts with more than 60 administrators and teachers, resulting in the alignment of their evaluation practices in the observation of rubrics being used in their districts.

Educators benefit from focused, collegial, professional learning opportunities that help them improve their practice and increase student success. Foundation Skills for Evaluators of Teachers A total of 29 educational leaders from 25 districts attended a revised, 5-day series, designed to provide them with an understanding of the educator evaluation and support system, the Common Core of Teaching Rubric for Effective Teaching and the CCT Rubric for Effective Service Delivery. More than 98% of participants achieved proficiency.

• Teacher-Leader Cohort: 14 leaders How well did we do it? participated in this cohort focused on teacher-leader competencies that as“I must tell you that yesterday’s sisted them in identifying, reflecting on presentation on [Extended and inspiring leaders at every stage of Learning Opportunities] rocked my their leadership journey.

world. You have done an invaluable [NH

• Standards-Based Grading & Asservice by bringing Pittsfield sessment Conference: A total of 214 educators from 44 districts across Con- educators] to EASTCONN.” necticut attended this event, focused on standards-based assessment and grading. Featuring author/ educator Rick Wormeli, the CEL-sponsored conference addressed many of the biggest concerns in grading today, includ-

Administrator Evaluation 15 administrators from 11 EASTCONN districts participated in training, delivered in partnership with the Connecticut Association of Schools (CAS) and the CSDE, designed to build skills in conducting administrator evaluations, with a concentration on causal factors impacting student achievement.

“Thanks again for hosting the specialists PD last Thursday. I spoke to many people and we all agreed that it was great to be given PD that was specifically targeted at specialists. Many of us feel isolated (in the Special Areas) and we are hungry for PD and time with colleagues. EASTCONN staff have a view of the bigger picture and have specialized knowledge. The networking... [allowed us to] find people with common interests and goals. Please keep doing this; very valuable!” – Kathy Adams, Music Educator, Tolland Public Schools “CEL [Center for Educational Leadership] communities of practice allow teams to be organized by the most pressing problems within district. We are able to honestly discuss the work and make large steps forward in the best interest of the students.” – Lauren Rodriguez, Principal, Mansfield Public Schools


AGENCY GOAL #3 TEAM Online Application Upgrade Managed the TEAM Web application, providing an online workspace for thousands of Connecticut’s beginning teachers and their mentors. We upgraded this powerful, Web-based application last year to better support administrative and instructional functions and ensure that the TEAM application remains user-friendly and compatible with the latest Web-browsers and mobile devices.


Experienced teachers are great TEAM mentors. They work with new teachers, support their learning and help them succeed.

TEACHER EDUCATION AND MENTORING (TEAM) PROGRAM Collaborated with the CSDE and our RESC Alliance partners in the statewide coordination of TEAM, Connecticut’s beginningteacher support program. As the statewide manager, EASTCONN oversaw the development of workshops and training materials and coordinated the delivery of training and follow-up technical assistance by Connecticut’s 6 RESCs to support the state’s 4,500 beginning teachers.

We support many regional and statewide early childhood initiatives, delivering workshops on a range of topics, including instructional strategies; Connecticut Early Learning and Development Standards (CT ELDS); promoting social and emotional competence; collaboration and team-building; executive function; home-school connections, and more. Among the highlights this year: Infant/Toddler Conference Our Early Head Start and Birth-to-Three programs co-sponsored the third annual, statewide Infant/Toddler Conference, held at EASTCONN’s Conference Center; participation increased by 11% over last year, with 95 early childhood educators and administrators in attendance. Presenters included Karen Nemeth, Ed.M., a nationally renowned early childhood educator, as well as numerous EASTCONN Early Childhood staff.

Regional and Statewide Coordination Last year, workshops and facilitated meetings were provided for beginning teachers, mentors and reviewers in the northeastern Connecticut region, including 12 sessions for 150+ mentors and teachers. Also managed the delivery of TEAM trainings statewide, offering 59 mentor sessions and 35 reviewer sessions, with more than 3,300 educators participating. TEAM Online Training Developed new, interactive, online training modules that replaced classroom-based sessions for TEAM mentors and reviewers, allowing more than 450 mentors and 400 reviewers to update their skills and knowledge, using an anytime, anywhere approach. The resulting convenience saves district resources and allows educators to complete the training in multiple settings.

An inspiring and dynamic presentation by Karen Nemeth at the Infant/Toddler Conference won the admiration of attendees.

“EASTCONN is an outstanding educational service delivery partner. Their leadership and staff are top rate professionals and provide exceptional customer service, conference facilitation and technical support. Conference facilitation is highly organized, flexible and responsive to customer needs.” – Bonnie Edmondson, Connecticut State Department of Education “The quality of programs and services touched by EASTCONN is evidenced by their high-impact outcomes in the area of program standards; early learning standards and development; supporting the school readiness of their region’s most vulnerable learners; health and well being; parent and family engagement; and community results. I can unequivocally attest to EASTCONN’s state recognition as a leader in providing professional learning and training of others in research and standardsbased curriculum with a focus on Early Head Start & Head Start.” – David Morgan, Executive Director, Training, Education And Manpower Inc. (TEAM), Derby, CT


AGENCY GOAL #3 Preschool Development Grant & CT ELDS Social-Emotional Competence We coordinated efforts, in collaboration with the RESC Alliance, Provided professional learning on developing social and emothe Office of Early Childhood, the Early Childhood Consultational competencies in young children for 125 infant and toddler tion Project and early childhood experts, to provide professional teachers of infants and toddlers. learning for the Federal Preschool Development Grant in 13 communiExecutive Function, Language, Increase in ties statewide. Coaching focused on Literacy & Math Skills preschool & kindergarten incorporating the Connecticut Early Provided training and on-site coachLearning Development Standards (CT ing in 6 communities in our region, teachers learning about ELDS) through an integrated curricuand 8 other communities statewide, the importance of lar approach connected to standards; to 108 preschool and kindergarten there was also an emphasis on workteachers, an increase of 75% over last in children ing with paraprofessionals who help year. Training was designed to imsupport and implement these plans. prove executive function, language, social skills, literacy and math skills in young children. As a Accreditation Facilitation Project (AFP) result, we continued to see increases in executive function in our Provided support, site visits and training for 3 early childhood collaborative early-care programs, where integrated curricular programs in our region that are working to renew their accrediapproaches and strategies support positive child outcomes. tation from the highly regarded National Association for the Education of Young Children (NAEYC). Professional Learning for Community-Based EarlyCare Providers Provided 17 workshops for 400 community-based early-care providers on a wide range of topics. Also conducted on-site coaching for 15 towns and 113 classroom teachers on topics such as executive function, implementing the CT ELDS, and designing and developing learning experience plans using the CT ELDS and Building Cultural Competence models.

executive function

OTHER REGIONAL INITIATIVES Emphasizing youngsters’ executive function, language, literacy and math skills has yielded wonderful developmental outcomes. Playful Learning Pilot 80 early childhood teachers and families from 2 districts participated in a pilot program, “Supporting Educational Success Through Playful Learning: A Focus on Preschools and Kindergarten.” These modules, developed by EASTCONN in collaboration with the Hartford Area Child Care Collaborative with funding from the Lego Community Foundation and the Hartford Foundation for Public Giving, are designed to help teachers and families collaborate around purposeful play that supports learning standards.

Student-Centered Learning Continued collaborating with ACES, CAPSS and other New England state representatives, as well as Connecticut educators, in an effort to build our knowledge and capacity to support a more student-centered, mastery-based approach to instructional practice. This initiative provided support in 3 districts, with another 5 identified for future cohorts, so they could begin engaging students, teachers, school board members, parents and community members in important conversations around student-centered learning.

“I am just thrilled with PBCS’s [Psychological Behavioral Consultation Services] knowledge, experience, professionalism, followthrough, and organization. I am especially pleased with how [your staff] is working with me to blend the plan we already have for a student with new ideas and providing consistency and structure to the student’s program. This is just what was needed.” – Melissa Ottman, Special Education Teacher, Mansfield Middle School “EASTCONN and Putnam Public Schools collaborate in a variety of ways to support the families and children of Putnam. One of these collaborations includes offering shared professional development opportunities to our early childhood teaching staff, allowing our teaching staff to work together to provide developmentally appropriate learning experiences for our children, as well as supporting their professional learning. EASTCONN continues to collaborate with Putnam Family Resource Center, also located in the Putnam Elementary School, providing parent engagement activities.” – Bill Hull, Superintendent, Putnam Public Schools


AGENCY GOAL #3 learning community site, allowing the uploading of scored Psychological & Behavioral Consultation Services student work and assessments and enabling educators/users to (PBCS) collaboratively review and comment on lessons and tasks. Consulted with 21 districts, benefiting more than 3,000 students, to enhance district capacity to impleSafety & Security How well did we do it? ment Tier 1, 2, and 3 supports for all Our Coordinator of Security, a their students; a total of 20 districts “[EASTCONN has] consistently former police officer and certified contracted for assessment and evaluprovided professional, instructor, trained more than 200 ation services, an increase of 65% educators, a 100% increase over knowledgeable services to best meet from last year. We developed Multilast year, on child abuse protoTiered Systems of Support (MTSS) the needs of all of our students. Their cols. Also trained and supervised with data teams in 5 districts; and caring knowledgeable staff have truly 10 security guards at 5 locations; developed in-district supports for been a benefit to [us].” trained 60 employees in CPR/First students with autism spectrum disAd; and held 2 “Supers & Trooporders in 10 districts. ers” events attended by 50 Connecticut State Troopers and other law enforcement, as well as 50 school administrators, on topics of mutual concern, including student-related search-and-seizure laws, cyber-crime, and online/social media dangers. Facilities & Maintenance Ensured that, when needed, our districts were in compliance with state and federal health regulations. Provided 8 member districts with 3-year asbestos management re-inspections, and provided additional asbestos-related services to another 4 districts, as well as 1 RESC; each lacked certified, designated on-staff technicians. Also provided on-site radon management services to 6 districts.

EASTCONN’s PowerSchool expertise has helped schools across the region manage their student data reports and analysis. PowerSchool Support EASTCONN staff provided on-site professional development and consultation for 6 PowerSchool Consortium members and 1 regional district; guided 2 Consortium districts in implementing standards-based student achievement reporting in PowerSchool; improved student information skills of 100 school staff in 30 PowerSchool-based districts throughout EASTCONN’s service area and the state. Designed and launched an enhanced version of this professional

Assistive Technology (AT) Provided a variety of professional learning opportunities, both on-site as well as in our regional resource library, giving district staff a chance to borrow and test the latest technologies for their students. A total of 30 trainings, including 2 national presentations on a range of AT topics, were delivered; 179 educators attended our professional learning events, along with 15 family members and 7 individuals with disabilities. • Site-Based Support: 29 districts received ongoing AT consultation and support services that helped students reach their maximum potential and independence. • Regional Workshops: Our Related Services sponsored a professional learning event on Dynamic Positioning and Mobility Equipment, presented by National Seating and Mobility.

“With student information systems at the heart of daily school operations, it is reassuring to know that access to knowledgeable personnel are a phone call or workshop away at EASTCONN. From specific SIS problems that needed a quick solution to full-day workshops on emerging State data requirements, EASTCONN support and training have given us confidence that we are moving in the right direction.” – John Baldwin, Information Systems Coordinator, Norwich Free Academy “The EASTCONN [Facilities] Department was invaluable in helping to assess Sprague’s maintenance needs. EASTCONN’s Director of Maintenance … shared time, knowledge and expertise to help build leadership capacity in Sprague. Sprague Public Schools worked with [him] to focus on areas that required attention and to bring them current. [He] and his assistant … were invaluable in helping Sprague craft a plan, hire staff and implement practices and procedures that ensure compliance and best practice.” – Dr. Judy Benson-Clarke, Superintendent, Sprague Public Schools



Science Educators from

Member Districts

Attended our Regional

Science Council


Nearly all 36 member districts participated in one or more of our regional councils across a wide variety of content and job-related areas, all designed to provide our members with opportunities to connect, as they access and share resources, information and professional learning. Among them: University Region Superintendent Association/Northeast Area Superintendent Association (URSA/NASA); Regional Staff Development Council (RSDC); Arts Learning Council; Language Arts Council; Math Council; Science Council; Social Studies Council, Technology Council, and more.

Initiatives for 2016-2017 • Continue to expand the number of free regional groups and councils for educators who seek to connect with jobalike colleagues, share resources and increase professional learning; increase the number of regional sessions at satellite sites or in-district venues to improve accessibility. • Continue to offer professional learning around the critically important development of executive function in young children, and implementation of the CT ELDS. • Assist member districts as they incorporate Connecticut Standards for Professional Learning, and provide support as they create professional learning plans that incorporate the Standards Assessment Inventory (SAI). • Build capacity and increase our use of Web-based, interactive video tools for teachers, effectively expanding professional growth opportunities for educators, and promoting improved student outcomes. • Develop our capacity to support English language learners (ELL) by expanding our ELL/TESOL staff to provide professional development expertise and other support for teachers of ELL. • Refine and expand offerings for professional learning communities through our Center for Educational Leadership, with a focus on educational reform that aligns pathways for student, educator and system learning.

Our Science Council helps K-12 teachers stay on top of new classroom strategies, NGSS standards and useful resources.

• Seek grant funding to increase teacher and student access to STEM and Next Generation Science Standards-aligned learning on our new, state-of-the-art QMC Mobile STEM Laboratory.

“When we all work together as a team and support each other, show respect toward one another, communicate effectively, and listen actively, then we can accomplish anything successfully.” – Teacher, Killingly Memorial School, Killingly Public Schools, following a team-building day with colleagues, led by EASTCONN “At the beginning of this council, I had no idea how to move forward and this process of writing a grant seemed daunting ... [Now] though I have a lot of work in front of me, I feel as though I have a clear direction, the tools to reach our goal and ... an advisor to help us in the process.” – Laura Stefanski, Educator, Grant Development Council member, Thompson Public Schools


Programs & Services


EASTCONN District Participation 2015-2016

Adult Programs American Citizenship Preparation Community Education Employment & Training ESL Instruction/Family Literacy High School Completion I-BEST JET(Out-of School Youth Programs) JFES Case Management & Training Life Skills & Basic Skills Instruction Regional Management of Mandated Adult Services Transitions to PostSecondary Education

Early Childhood Initiatives Birth-to-Three Program CT ELDS Early Childhood CLASS CT Accreditation Facilitation Project (AFP) CTPAF Web-Based Software Early Childhood Council Facil. & Strategic Planning Early Childhood Program Monitoring & Evaluation Early Childhood Training, Coaching & Consultation Early Childhood Parent Education/Parenting Wksps Executive Function Skills Head Start/Early Head Start NAEYC Consultation Transition Planning: B-to-3, Preschool-to-Kindergarten


Programs & Services


EASTCONN District Participation 2015-2016

K-12 Student Services ACT Magnet High School Assistive Technology & AAC Services Autism Programs Capitol Theater Arts Academy (CTAA) Clinical Day Treatment Programs Cool Directions Driver Education EASTCONN Adventure Program for Students Food Services Interdistrict Programs Psychological/Behavioral Services Quinebaug Middle College Regional Transition Services Related Services Summer/Vacation Prgms. Truancy & Residency Virtual High School Woodstock Academy: Cooperative Program

Organizational Support Services Asbestos, Radon, Haz. Comm. Trng. & Consultation Back-Office Support Cooperative Purchasing Eastern Connecticut Health Insurance Program Fingerprinting Services Shared Staffing Transportation Services


Programs & Services


EASTCONN District Participation 2015-2016

Teaching & Learning Services Assessment Strategies / Smarter Balanced Center for Ed. Leadership/ Leadership Development Connecticut Administrator Test (CAT) Connecticut Core Standards Curriculum Development & Design EASTCONN Councils Educator Evaluation Plans Consultation & Support ELL Title III Consortium/ Support & PD Literacy & Math Professional Learning Science/STEM Professional Learning TEAM

Technology Solutions Education Data Systems Management Executive Briefings & Technology Updates Information Technology Support Services Network Management PowerSchool Systems Surveys for Educator Eval. & School Climate System Monitoring Technology Council Web Application Development


EASTCONN Finance Facts 2015-2016 Employees Employees: 560

Annual Finances Revenue: $77,662,368 80 70




400 300 200

60 50 40 30 20



























1 11-














10 -04


























1 11-















Funding Overview

Funding Detail

State, Federal & Private Funds, 26.1%

Direct State Entitlement Funding, 1.5% State Contracts & Competitive Grants, 16.7%

Local Funds, 73.9%

Federal Contracts & Competitive Grants, 7.4%

ECHIP, 38.1%

Private Contracts & Competitive Grants, 0.5%

Local Funds, 35.7% Member Dues, 0.1%

Allocation of Funds Services Benefitting Local Communities, 18.6%

Administration, 4.0%

Services Benefitting Local Schools, 77.4%


EASTCONN Interagency Collaborations A Abington Social Library; ACCESS Agency; ACES; Alliance of Regional Educational Service Centers; American Antiquarian Society; American Association for Adult and Continuing Education (AAACE); American Cancer Society; American Job Centers; Ampersand Consulting; Association of Educational Service Agencies (AESA) B Backus Hospital, Norwich; Benton Museum C Camp Quinebaug; Carelot Day Care; C.E.S.; Center for Latino Progress; Choices Program/ Brown University; CLiCK Willimantic; Commission on Adult Basic Education (COABE); Community Conversations; Community Foundation of Eastern Connecticut; Connecticut Coalition Against Domestic Violence; Connecticut Association for Adult and Continuing Education (CAACE); Connecticut Associations of: Boards of Education (CABE), Public School Superintendents (CAPSS), School Nurses, School Personnel Administrators, Schools (CAS), Secondary Schools, Supervision and Curriculum & Development; Connecticut Academy for Education in Mathematics, Science and Technology; Connecticut Audubon; Connecticut Business and Industry Association, (CBIA); Connecticut Center for Advanced Technologies, Inc.; Connecticut Commission on Culture & Tourism; Connecticut Council of Administrators of Special Education (ConnCASE); Connecticut Department of Higher Education; Connecticut Distance Learning Consortium; Connecticut Educators Computer Association (CECA); Connecticut Educators Network; Connecticut General Assembly; Connecticut Historical Society; Connecticut Principals’ Academy; Connecticut Quality Council; Connecticut Reading Association; Connecticut School Public Relations Association (ConnSPRA); Connecticut State Collaborations: Alternative Sanctions, Board of Education Services for the Blind, Bureau


of Rehabilitation, Children and Families, Commission for Educational Technology; Corrections, Department of Education (CSDE), Department of Labor, Energy & Environmental Protection, Health, Income Maintenance, Justice, Labor; Developmental Services; Mental Health, Policy and Management, Public Health & Addiction Services, Social Services, Teaching & Learning, Workers’ Compensation & Rehabilitation; Connecticut State Library; Connecticut Virtual Learning Center; Covenant Soup Kitchen; CREC D Davis Place; Day Kimball Hospital; Dempsey Center; Discovery Education; Discovery Zone Day Care; Douglas Manor E East Bay Educational Collaborative; Eastern Area Health Education Center (AHEC); Eastern Connecticut Health Network; Eastern Connecticut Libraries; Eastern Connecticut State University, Willimantic; Eastern CT Workforce Investment Board; EDUCATION CONNECTION; Even Start F Family Center for Natural Wellness; Family Resource Centers; Family Service Coordination Centers; Food, Resources, Education Security & Health (FRESH) of New London; 4-H LIFT (Learning, Interaction, Friends Talents) After-School Program G Gateway Community College; Gates Auto Group; Generations Family Health Center; Goodwin Conservation Center; GROW Windham H Head Start; Head Start State Collaboration Office; Historic New England; Holy Family Shelter I-J InCord; Infoline; Institute for Community Research; Interdistrict Grant Partner Schools: Andover, Ashford, Brooklyn, Chaplin, Cheney Technical High School, Coventry, East Hartford, Ellis Technical

High School; Hampton, Hartford, Hebron, Killingly, Manchester, Norwich, Plainfield, Region 11, Region 19, Thompson, Vernon, Voluntown, Wethersfield, Windham, Windham Technical High School; International Center for Creativity & Imagination K Knowledge Works L The Last Green Valley; LEARN; Learning Resources Network (LERN); Liberty Bank; Literacy Volunteers M Mansfield Center for Nursing and Rehabilitation; Mansfield Discovery Depot; Mitchell College; Museums of Northeast Connecticut; My Learning Plan N Natchaug Hospital, Joshua Program; National Association for Music Education; National and Connecticut Associations for the Education of Young Children (NAEYC/CAEYC); National Math & Science Initiative (NMSI); Neag School of Education/University of Connecticut; NECCOG Regional Animal Shelter; Nellie Mae Education Foundation; New England Office of the College Board; New Haven Chamber of Commerce; New London Adult Education; New London County 4-H Program; New London Youth Affairs; Northeast Alliance for Economic Development; Northeast Area Superintendents’ Association (NASA); NE Connecticut Chamber of Commerce; Northwest Investment Board; Norwich Adult Education; Norwich Youth & Family Services O Office of Early Childhood; OSA (Optical Society of America) Foundation; Office for Workforce Competitiveness P Papa Gino’s; Park Church, Norwich; Town of Plainfield; Plainfield First Selectman Paul E. Sweet; Preston Public Schools; Prevent Child Abuse CT; Price Chopper; Prudence Crandall Museum Q Quester’s Way; Quiet Corner Grooming & Doggie Daycare; Quinebaug Valley Community

College R Renaissance Learning; Research for Better Teaching; Retired Seniors Volunteer Program; Rose Brothers S Salvation Army; Special Education Resource Center (SERC); Statewide Birth-toThree; St. Joseph Living Center; Sturbridge Village; Studio #5 T Thompson Recreation Department; Thompson Public Works; TEEG, Thompson; Thames Science Center; Thread City Development; Three Rivers Community College; Tri-County Association of Retarded Citizens (ARC) U United Connection Action for Neighborhoods, Inc. (UCAN); United Labor Agency (ULA); United Social and Mental Health Services; U.S. Departments: Education, Health & Human Services, Housing & Urban Development, Labor; University Region Superintendents’ Association (URSA); University of Connecticut V Vanderman Place; Villa Maria Nursing & Rehabilitation; Villages at Killingly; Village Heights; Visiting Nurses Association W-Z WAIM (Windham Area Interfaith Ministry); Walgreen’s; Walmart; Waterbury Adult Education; The Wheeler Clinic, Inc.; William Caspar Graustein Memorial Fund; Willimantic Public Library; Willimantic River Alliance; Willimantic Spanish American Merchants’ Association; Willimantic Weed & Seed; Windham Arts; Windham Chamber of Commerce; Windham Family & Community Partnership; Department; Windham Recreation Department; Windham Region Arts Council; Windham Region Community Council; Windham School Readiness Council; Windham Textile and History Museum; Town of Windham Mayor Ernie Eldridge; Work Force Alliance; Write Source, Diane Gedeon-Martin

EASTCONN Program Locations

Administrative Offices & Conference Center 376 Hartford Turnpike, Hampton, CT 06247 T: 860-455-0707; F: 860-455-8026

• Plainfield Head Start — Moosup Gardens 10B Gorman St., Moosup, CT 06354 T: 860-564-7199; F: 860-564-2630

Capitol Theater 896 Main St., Willimantic, CT 06226 T: 860-465-5636; F: 860-465-8115

• Putnam Head Start 33 Wicker St., Putnam, CT 06260 T: 860-928-0004; F: 860-963-5357

Clinical Day Treatment Programs • Educational & Vocational Center P.O. Box 498, 14 Route 66, Columbia, CT 06237 T: 860-228-4317; F: 860-228-1147 • Northeast Regional Program 79 Westfield Ave., Danielson, CT 06239 T: 860-779-6794 • Southeast Regional Program P.O. Box 123, 651 Norwich Rd., Plainfield, CT 06374 T: 860-317-1022; F: 860-317-1047 Commerce Drive 10 Commerce Drive , Columbia, CT 06237 T: 860-228-3240; F: 860-228-3206

Northeast Learning Center 562 Westcott Rd., Danielson, CT 06239 T: 860-779-3770; F: 860-779-3384 Quinebaug Middle College 742 Upper Maple St., Danielson, CT 06239 T: 860-932-4100; F: 860-932-4950 Transportation 109 Route 6, Columbia, CT 06237 T: 860-228-6751; F: 860-228-6756 Woodstock Academy: Cooperative Resources 57 Academy Rd., Woodstock, CT 06281 T: 860-928-1132; F: 860-963-4931

Community Learning Center Windham Mills, Building 1, 322 Main St. Willimantic, CT 06226 T: 860-423-2591; F: 860-450-0853

EASTCONN/Vernon Public Schools Head Start Partnership

Head Start Programs:

• Lake Street School, 201 Lake St. Vernon, CT 06066, 860-870-6085

• Killingly Head Start 1620 Upper Maple St., Dayville, CT 06241 T: 860-779-0410; F: 860-779-1377 • Killingly Head Start at Killingly High School 226 Putnam Pike, Danielson, CT 06241 T: 860-779-6709; F: 860-774-0846 • Plainfield Head Start — Early Childhood Center 651 Norwich Rd., Plainfield, CT 06374 T: 860-564-7787; F: 860-564-6409

• Center Road School, 20 Center Rd. Vernon, CT 06066, 860-870-6300

• Maple Street School, 20 Maple St. Vernon, CT 06066, 860-870-6175 • Northeast School, 69 East St. Vernon, CT 06066, 860-870-6080 • Skinner Road School, 90 Skinner Rd. Vernon, CT 06066, 860-870-6180

EASTCONN will provide equal employment opportunities to all persons without discrimination because of race, color, religion, gender, age, sexual orientation, marital status, national origin, genetic information, gender identity or expression, veteran status, disability or any other classification protected by state or federal law. Further, It is the policy of EASTCONN that no person shall be excluded from participation in, denied the benefits of, or otherwise be discriminated against under any program because of race, color, religion, gender, age, sexual orientation, marital status, national origin, genetic information, gender identity or expression, veteran status, disability or any other classification protected by state or federal law. EASTCONN will neither knowingly use the services of, nor otherwise deal with, any business, contractor, subcontractor, or agency that engages in unlawful discrimination.


EASTCONN 376 Hartford Turnpike Hampton, Connecticut 06247 Phone: 860-455-0707

EASTCONN annual report 2015  
EASTCONN annual report 2015