There is always more to
LEARN ANNUAL REPORT 2026
Dear Friends, One of the things I value most about education is that no matter how much we know, there is always more to discover. At LEARN, that belief shapes everything we do. Learning is not confined to classrooms. It influences how students grow, how educators strengthen their practice, how leaders make decisions, and how organizations evolve to better serve their communities. It is not simply an outcome of our work. Learning is the foundation of it. As I reflect on this past year, I am reminded that our impact is not measured solely by the programs we offer or the services we provide. It is measured by our ability to respond to challenges, build capacity, and create opportunities that lead to meaningful and lasting change. Throughout the year, we focused intentionally on strengthening the educational systems that support students, educators, families, and communities. We supported students as they discovered new strengths, passions, and possibilities. We partnered with educators to deepen expertise and strengthen instructional practice. We worked alongside leaders to make informed decisions grounded in evidence, collaboration, and purpose. We continued building systems capable of sustaining and scaling meaningful improvement over time. This work happened in classrooms, professional learning sessions, district partnerships, and across our own teams. It was never isolated. It was connected, strategic, and focused on a common goal: creating better outcomes for those we serve. At LEARN, we understand that learning must lead somewhere. It leads to innovation. Innovation strengthens systems. Stronger systems create greater opportunities for students, educators, families, and communities. This cycle of learning, innovation, and improvement guides our work and shapes our future. Throughout these pages, you will see examples of that cycle in action. You will see students discovering new passions and pathways. You will see educators embracing research-based practices and refining their craft. You will see leaders working together to address complex challenges. You will see the power of regional partnerships to create opportunities that no single organization could achieve alone. As an agency committed to equitable systems of education, support, and service, we know that lasting improvement happens when growth extends beyond individuals and strengthens the systems around them. By investing in people, improving systems, and focusing on outcomes, we create the conditions for meaningful and sustainable change. One of the clearest examples of this vision is the progress underway on our Early LEARNing Magnet School and LEARN’s Family of Schools connected pathway. This work represents far more than the development of a new school. It reflects our commitment to creating innovative, engaging, and equitable opportunities that help learners discover who they are, what they value, and who they can become. As proud as we are of the progress reflected in this report, we know the work is not finished. Education continues to evolve. Communities continue to change. New challenges and opportunities continue to emerge. That is exactly why our commitment to continuous learning remains so important. Because there is always more to discover. More to build. And always more to LEARN. Thank you for your partnership, your trust, and your shared commitment to the students, educators, families, and communities we serve. With gratitude,
Katherine Ericson LEARN Executive Director
LEARN Who We Are
Building What Comes Next
Mission Framework............................................. 02
Early LEARNing Magnet School. . ........................... 36 LEARN’s Family of Schools.. .................................. 38
Responding to Today’s Challenges 04 Building High-Quality Capacity
Expanding Regional Solutions.............................. 40
Leadership Capacity.. ........................................... 08
Stewardship & Governance 44
Educator Capacity................................................ 10
LEARN at a Glance............................................... 45
Student Support Capacity.................................... 12
Regional Leadership. . ........................................... 46
Expanding Access Through Assistive Technology and
Organizational Leadership.. .................................. 47
Communication. . .............................................. 14
Organizational Structure...................................... 48
District Capacity.................................................. 16
Financial Stewardship.......................................... 49
Regional Capacity................................................ 18
Fiscal Year.. .......................................................... 50 Directory............................................................. 51
Seeing the Impact
Excellence in Financial Leadership.. ...................... 53
Impact on Students. . ............................................ 22
Regional Partnerships.......................................... 54
Small School Communities.Big Opportunities....... 24 Creating Connections. . ......................................... 26 Impact on Educators............................................ 28 Impact on Districts.. ............................................. 30 Impact on Systems.. ............................................. 32
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Our Mission Framework
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VISION To ensure that each child has access to high-quality public education and opportunities through equitable systems of education, support, and service.
AGENCY GOALS To provide exemplary, innovative, and equitable school-based programs that advance achievement for each student and nurtures their cognitive, physical, and emotional well-being in safe, respectful, rigorous, and diverse learning communities.
Pursue equitable and just systems of education.
Build the skills and knowledge of the educational community.
Design innovative, efficient, and effective programs, services, and solutions.
To provide expertise, leadership, and innovative programs and services that build regional capacities and supports to create equity in education and positive outcomes for each student.
To provide cost-effective, customized organizational and operational services for our member districts, so they can maximize their resources and efforts to provide equitable access and outcomes for each student.
INNOVATE
OPTIMIZE POTENTIAL Identify, develop, and deliver innovative and customized services, programs, and tools that meet our members’ needs.
We are committed to forging a better future for each learner.
COLLABORATE
ENHANCE THE QUALITY OF LEARNING Cultivate collaborative partnerships, strategic alliances, and relationships to promote regional efficiencies.
SERVE
MEET MEMBER NEEDS Listen and respond to our stakeholders with respect and responsibility and provide high-quality services.
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Responding to Today’s Challenges
Public education continues to evolve. Schools and districts are navigating increasing complexity while remaining focused on a shared goal: helping each student succeed. Across our region, educators and leaders are working to address challenges that require thoughtful solutions, sustained commitment, and strong partnerships. Student needs are becoming more diverse. Expectations for academic achievement continue to rise. Schools are supporting increasing numbers of multilingual learners, students with complex disabilities, and children requiring specialized services and supports.
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At the same time, districts are facing workforce shortages, operational pressures, and growing demands on resources. These challenges are not unique to any one school, district, or community. They are shared across our region and across our state.
At LEARN, we believe meaningful progress begins with learning.
The question is not simply how we respond to today’s challenges. The question is how we build the knowledge, skills, systems, and partnerships necessary to address them effectively and sustainably. Throughout 2025–2026, our work focused on building capacity at every level of the educational system. We supported students as they discovered new strengths and opportunities.
We partnered with educators to strengthen instructional practice and deepen professional expertise.
We worked alongside leaders to develop the knowledge and skills needed to lead meaningful change.
We collaborated with districts to build systems capable of sustaining improvement over time.
This work happened in classrooms, professional learning sessions, district partnerships, specialized programs, and regional collaborations. It was never isolated. It was connected, strategic, and purposeful.
Because learning only matters if it leads to action. More to LEARN
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At LEARN, our approach is grounded in a continuous cycle of improvement: Learning leads to innovation. Innovation strengthens systems. Stronger systems create better outcomes for students, educators, districts, and communities.
The challenges facing public education are complex, interconnected, and shared across our region. TODAY’S CHALLENGES
LEARN’S RESPONSE
Literacy Achievement
Build instructional and leadership capacity
Increasingly Complex Student Needs
Strengthen specialized supports and evidence-based practices
Multilingual Learner Growth
Develop high-quality systems and district expertise
Workforce Development
Invest in educators, leaders, and professional learning
Operational Pressures
Create regional service solutions and efficiencies
Equitable Access & Opportunity
Expand innovative pathways and partnerships
The stories throughout this report illustrate that cycle in action. They demonstrate how intentional learning builds capacity, how capacity strengthens systems, and how stronger systems create opportunities for lasting impact. This is the work of LEARN. It is the reason there is always more
to discover, more to build, and more to LEARN. CHALLENGES
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LEARNING
CAPACITY
SYSTEMS
OUTCOMES
Building High-Quality Capacity
Leadership Capacity Meaningful improvement does not happen by chance. It requires leaders who can identify challenges, establish a clear vision for success, and create the conditions necessary for change to occur. Several years ago, LEARN began investing in a researchbased leadership framework known as Balanced Leadership. What started as an effort to strengthen leadership within our own organization has evolved into a powerful approach for developing leaders across schools, programs, and districts.
I could see where I wanted to go. But I didn’t know how to use my leadership to get there. — BALANCED LEADERSHIP PARTICIPANT
Through this work, leaders engage in continuous learning focused on building shared understanding, strengthening decision-making, and developing the skills needed to lead complex improvement efforts.
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THE CHALLENGE
THE CAPACITY WE BUILT
THE IMPACT
Improving student outcomes requires leaders who can effectively guide change across classrooms, schools, and systems.
Developed leaders’ ability to create shared vision, align resources, monitor implementation, and strengthen instructional leadership at every level.
Stronger implementation of high-quality literacy practices and improved outcomes for students.
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BUILDING HIGH-QUALITY CAPACITY
LEADERSHIP LEARNING IN ACTION
STRENGTHENING LEADERSHIP CAPACITY
One area where this learning has had a significant impact is literacy. Like many schools and districts across the state and nation, LEARN has worked to improve literacy instruction and student outcomes.
This work extended beyond instructional strategies. Leaders also strengthened their ability to plan for change, align resources, monitor implementation, and share responsibility for improvement across all levels of the system.
CREATING SHARED UNDERSTANDING
THE RESULT
Through Balanced Leadership, administrators, coaches, and teacher leaders developed a shared definition of what high-quality literacy instruction should look like across classrooms and schools.
As leadership capacity increased, so did the organization’s ability to support meaningful instructional change.
BUILDING THE CONDITIONS FOR CHANGE
The result has been stronger implementation of Science of Reading-aligned instructional practices, more focused coaching, and increasing evidence of positive outcomes for students.
Together, leaders created common language, aligned instructional expectations, and established coaching and professional learning systems designed to support educators in implementing evidence-based literacy practices.
LASTING IMPROVEMENT
Perhaps the most important lesson learned through this work is that lasting improvement requires learning at every level of the system. When leaders learn together, they create the conditions for educators to grow, students to thrive, and systems to improve.
That is the power of building leadership capacity.
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Educator Capacity THE CHALLENGE Research-based instructional practices only improve outcomes when they are implemented consistently and effectively.
THE CAPACITY WE BUILT Strengthened educator expertise through professional learning, coaching, collaboration, and continuous improvement cycles.
THE IMPACT Increased use of evidence-based literacy practices and stronger early indicators of student growth and achievement. 10 | More to LEARN
When educators learn, students benefit.
SCIENCE OF READING IMPLEMENTATION GAINS Percentage of educators demonstrating consistent implementation of key practices before and after professional learning and coaching support.
DECODING PRACTICES
53%
PHONICS/ WORD STUDY
33%
FLUENCY
53%
76% 87% 78%
BUILDING HIGH-QUALITY CAPACITY
Strengthening Instruction Through Continuous Learning High-quality outcomes for students begin with high-quality instruction. Across LEARN’s schools and programs, educators engage in continuous learning designed to strengthen instructional practice, deepen expertise, and improve student outcomes. This work is grounded in a simple belief: when educators learn, students benefit.
LEARNING TO PRACTICE
CREATING SHARED PRACTICE
EVIDENCE OF IMPACT
Over the past several years, literacy has been a major area of focus. Guided by research-based practices and supported through coaching, collaboration, and professional learning, educators have worked to strengthen implementation of Science of Readingaligned instruction across classrooms.
This effort has extended beyond professional development sessions. Teachers, coaches, and administrators have engaged in ongoing cycles of learning, implementation, observation, feedback, and refinement. Together, they developed a shared understanding of what high-quality literacy instruction looks like and created systems to support continuous improvement.
As instructional practices became more consistent, evidence of change began to emerge. Classroom observations demonstrated substantial increases in the use of evidence-based literacy practices, including decoding, phonics, word study, and fluency instruction.
BUILDING EXPERTISE FOR WHAT IS NEXT
Early literacy screening data also showed encouraging gains in the percentage of students meeting benchmark expectations.
The success of this work reinforces an important lesson: professional learning is most effective when it is sustained, collaborative, and connected directly to classroom practice. This commitment to continuous improvement extends beyond literacy. Across LEARN, educators engage in learning focused on emerging instructional practices, technology integration, multilingual learner supports, specialized instruction, and inclusive learning environments. By investing in educator growth, we strengthen the learning experiences available to students today while building the expertise needed to meet the challenges of tomorrow.
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Student Support Capacity Redefining High-Quality Instruction for Complex Learners LEARN’s specialized programs serve students with some of the most complex educational, behavioral, communication, and developmental needs in the region. 12 | More to LEARN
BUILDING HIGH-QUALITY CAPACITY
THE CHALLENGE
THE CAPACITY WE BUILT
THE IMPACT
Students with complex learning, communication, and behavioral needs require highly specialized, individualized supports.
Expanded staff expertise in Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT) while redefining high-quality instruction for complex learners.
Increased student engagement, communication, and independence while reducing reliance on restrictive interventions.
SAFETY
TRUST
COMMUNICATION
INDEPENDENCE
Supporting these students requires more than dedication. It requires a willingness to continually examine practice, challenge assumptions, and learn new approaches that better meet student needs. Over the past year, LEARN’s
to support student success.
interventions. Equally
Student Support Services
Through professional learning,
important, the work has
team engaged in intensive learning around Practical Functional Assessment
coaching, implementation, and collaboration, staff developed new practices
(PFA) and Skill-Based
focused on understanding
Treatment (SBT), an evidence-based framework
the reasons behind student
strengthened relationships among students, families, and staff while reinforcing LEARN’s commitment to delivering responsive,
behavior, building trust-based
evidence-based services.
relationships, increasing
What began as a focused
communication, and teaching
improvement effort became
critical life skills that support
something larger: a model
The work began with a
independence and resilience.
for how intentional learning
fundamental question:
As knowledge and confidence
can transform practice,
grounded in safety, dignity, trust, and meaningful skill development.
What does high-quality instruction look like for our most complex learners? The answer required more than adopting a new intervention. It required redefining expectations, strengthening staff expertise, and building a shared understanding of how learning, behavior, communication, and relationships work together
PFA 13 | More to LEARN
grew, the impact extended beyond individual classrooms.
strengthen systems, and create better outcomes for students
Staff began training one
with complex needs.
another, expanding internal
This work reflects LEARN’s
expertise and creating systems
ongoing commitment to
capable of sustaining high-
ensuring that each learner
quality practice over time.
has access to instruction
Early results have shown
that honors their dignity,
promising shifts in student engagement, communication,
What does high-quality instruction look like for our most complex learners?
recognizes their strengths, and supports their success.
independence, and reductions in the need for restrictive
Practical Functional Assessment Understanding behavior.
SBT
Skill-Based Treatment Teaching meaningful skills. More to LEARN
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Expanding Access Through Assistive Technology and Communication The support we received didn’t just help one student. It helped our entire team learn how to better support communication. For many students, access to learning begins with access to communication. Assistive Technology (AT) and Augmentative and Alternative Communication (AAC) supports help students with disabilities increase, maintain, and improve their ability to communicate, learn, participate, and engage with the world around them. 14 | More to LEARN
BUILDING HIGH-QUALITY CAPACITY
At LEARN, this work is grounded in a simple but powerful belief: communication is a human right. THE CHALLENGE
THE CAPACITY WE BUILT
THE IMPACT
Students cannot fully participate in learning if they cannot effectively communicate their wants, needs, thoughts, and ideas.
Expanded educator and team expertise in Assistive Technology (AT) and Augmentative and Alternative Communication (AAC).
Increased access to communication, greater student participation, and stronger systems that support independence and self-advocacy.
Through specialized evaluations, consultation, coaching, and professional learning, LEARN partners with districts to ensure students have access to the tools and supports they need to express their wants, needs, ideas, and perspectives. The impact of this work extends beyond individual students.
A communication device alone does not create access.
Meaningful access occurs when educators, paraprofessionals, therapists, and families understand how to integrate communication supports into everyday learning environments. That is why LEARN focuses on building the capacity of entire teams. Throughout the year, educators and service providers strengthened their understanding of AAC implementation, increased their confidence in supporting student communication, and developed strategies for embedding communication opportunities throughout the school day. As a result, districts are better equipped to support student independence, participation, and self-advocacy while ensuring that each learner has the opportunity to be heard. By building knowledge across systems rather than relying on a single specialist, LEARN helps create sustainable supports that continue benefiting students long after services are delivered.
This is what capacity building looks like: expanding access, strengthening expertise, and ensuring each student has a voice. More to LEARN
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Lasting improvement occurs when we are able to assist districts in building their own capacity.
District Capacity Building Expertise Across the Region The challenges facing education today cannot be solved by any single individual, school, or department. Sustainable improvement requires entire systems to learn together. Across the region, LEARN partners with school districts to build the knowledge, skills, and structures necessary to create lasting change. Through consultation, professional learning, coaching, specialized evaluations, and technical assistance, we help districts strengthen their own capacity to support students and educators.
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One example of this work can be found in our partnerships focused on multilingual learners. As multilingual learner populations continue to grow across Connecticut, districts are working to ensure students have equitable access to high-quality instruction in content areas while simultaneously developing English language proficiency. Meeting this challenge requires more than isolated professional development. It requires a shared understanding of what effective systems and instructional practices look like. Through multi-year partnerships, LEARN’s Office of Teaching and Learning works alongside district leaders, building administrators, coaches, teachers, and support staff to strengthen both instructional practices and the systems that support multilingual learners.
BUILDING HIGH-QUALITY CAPACITY
Together, teams examine classroom instruction, student language development, academic progress, assessment practices, and intervention systems. Through differentiated coaching and professional learning opportunities, participants at every level of the organization strengthen their ability to support student success and lead continuous improvement efforts. Educators learn to identify student strengths through an asset-based lens while leaders develop the skills necessary to guide implementation, monitor progress, and sustain improvement over time.
Throughout the year, LEARN partnered with districts, state agencies, and educational organizations to provide specialized evaluations, professional learning, consultation, and technical assistance. Whether working with classroom educators, instructional leaders, district administrators, or specialized support personnel, these services are designed not only to address immediate needs, but also to strengthen local expertise and build long-term capacity.
As district capacity grows, responsibility gradually shifts from LEARN to district teams themselves. The result is stronger Tier I instruction, more targeted support for multilingual learners, and systems that can continue improving long after a partnership concludes. This same approach guides LEARN’s regional consultative services.
THE CHALLENGE
THE CAPACITY WE BUILT
THE IMPACT
Districts need sustainable systems to support multilingual learners, address complex student needs, and improve outcomes for all students.
Partnered with district teams at every level of the educational system to develop shared understanding, strengthen instructional systems, and build local expertise.
Stronger instruction, improved systems of support, and increased district capacity to sustain improvement over time.
Whether supporting multilingual learners, strengthening instructional systems, or helping teams solve complex challenges, our goal remains the same: to ensure districts have the knowledge, resources, and confidence needed to create meaningful opportunities for every learner.
Because when districts grow stronger, students benefit. More to LEARN
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Regional Capacity Districts → Shared Services → Expertise → Student Impact
IN SAVINGS FOR THE DISTRICTS WE SERVE THE CHALLENGE
Districts face growing operational demands while working to keep their focus on teaching, learning, and student success.
THE CAPACITY WE BUILT
Developed Regional Shared Service Solutions that provide expertise and support in Information Technology, Business Services, and Human Resources.
THE IMPACT
Greater efficiency, stronger operational systems, cost savings, and more time for district leaders to focus on students.
As a school leader, every minute spent solving operational challenges is a minute taken away from students. LEARN’s shared services give us confidence that the back-office work is in expert hands so we can stay focused on learning. 18 | More to LEARN
BUILDING HIGH-QUALITY CAPACITY
Stronger Together
Some of the most significant opportunities for innovation emerge when organizations learn and solve problems together. Throughout the year, LEARN continued expanding Regional Shared Service Solutions (RSSS), an initiative developed in partnership with member districts to strengthen operational capacity through regional collaboration. The concept is straightforward: districts are stronger when they work together. Through shared services in Information Technology, Business Services, and Human Resources, LEARN helps districts access expertise, improve efficiency, and strengthen critical operational systems. Participating districts receive support that enhances cybersecurity and technology infrastructure, improves financial operations, streamlines human resource practices, and increases access to specialized expertise that might otherwise be difficult to maintain independently. The impact extends beyond operational efficiency. Every operational challenge solved, every process streamlined, and every resource shared allows district leaders to focus more of their time and energy on teaching, learning, and student success.
Regional Shared Service Solutions was not created for districts. It was created with districts. Through ongoing conversations with superintendents and educational leaders, LEARN continues to identify emerging needs, develop responsive solutions, and strengthen the systems that support public education across the region. This work reinforces an important truth: meaningful innovation rarely happens in isolation. It happens when people learn together, share expertise, and commit to solving challenges collectively.
Perhaps the most important lesson learned through this work is the power of partnership.
That is the power of regional collaboration. It is one of the ways LEARN continues to build stronger systems for the future. More to LEARN
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Seeing the
Impact Capacity building only matters if it leads to meaningful results. Throughout this report, we have shared examples of how LEARN invested in students, educators, leaders, districts, and systems. These efforts were grounded in a belief that learning should lead to action, and that action should lead to better outcomes.
STUDENTS SERVED
98 1,303 Outplacement Students Served
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Magnet School Students Served
Students Supported Through Assistive Technology & Communication
SEEING THE IMPACT
This year, we saw evidence of that impact across the region.
1 2 3 4
STUDENTS Strengthened skills and discovered new opportunities .
EDUCATORS Deepened their practice and increased their confidence.
DISTRICTS Expanded their ability to support learners and sustain improvement.
REGIONAL PARTNERSHIPS Created efficiencies, strengthened services, and increased access to expertise.
While every story is different, they all point to the same conclusion: When people learn together, systems improve. When systems improve, opportunities expand for everyone they serve.
The following pages highlight some of the ways that impact took shape throughout the year. 21 | More to LEARN
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Impact on Students Each initiative, partnership, and service ultimately leads back to a single purpose: improving outcomes for students. Across LEARN’s schools, programs, and services, students experienced opportunities to grow academically, socially, emotionally, and personally. From early childhood classrooms to transition-age programming, students engaged in learning experiences designed to help them discover strengths, build skills, and prepare for the future.
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This year, students benefited from stronger literacy instruction, expanded communication supports, more responsive behavioral programming, innovative learning pathways, and highly specialized services tailored to individual needs.
For many students, these supports
The impact of this work can be
created greater access to learning.
measured in outcomes, but it can also
For others, they created opportunities
be seen in classrooms, conversations,
to develop independence, confidence,
relationships, and achievements that
and new possibilities for the future.
occur every day across the region.
When students are provided with the support, opportunities, and high-quality instruction they deserve, growth becomes possible. More to LEARN
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SPOTLIGHT
Small School Communities. Big Opportunities. Igniting Passions. Inspiring Purpose.
Students learn best when they are known, challenged, supported, and inspired. 24 | More to LEARN
Across LEARN’s Family of Schools, students experience small school communities designed to provide big opportunities for learning, exploration, leadership, and growth. From early childhood through high school and college coursework, each school offers a distinctive learning experience while contributing to a connected pathway that helps students discover their interests, develop their strengths, and prepare for their future.
The Friendship School
Grounded in project-based learning, student voice, and meaningful real-world experiences, LEARN’s schools encourage curiosity, creativity, and purpose. Students are challenged to ask questions, explore new perspectives, solve authentic problems, and connect their learning to the communities and world around them. Many students also have opportunities to engage in bilingual and biliterate learning experiences that foster understanding, empathy, and appreciation for diverse cultures and perspectives.
Regional Multicultural Magnet School
Whether discovering the joy of learning in a museum-inspired classroom, developing leadership through community-centered projects, exploring environmental and marine science pathways, or earning college credits on a community college campus, students are encouraged to pursue learning that is meaningful to them. Along the way, they build the knowledge, skills, confidence, and independence needed to shape their own futures.
Together, LEARN’s Family of Schools serves more than 1,300 students from 38 communities across Connecticut. While each school offers its own unique experience, all share a common purpose: helping students discover what makes them come alive and empowering them to make a difference in the world around them. 25 | More to LEARN
Nurture Curiosity, Inspire a Lifelong Love of Learning
PreK-K
Foster Understanding, Champion Action
Grades 1-6
Marine Science Magnet High School
Empower Leadership, Build Ownership for the Future
Grades 9-12
Three Rivers Middle College Magnet High School Empower Independence, Create Your Own Path Forward
Grades 11-12
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SPOTLIGHT
Creating Connections Belonging Begins Here When families have access to highquality early learning experiences, children, families, employers, and communities all benefit.
Recognizing the growing need for infant and toddler care throughout southeastern Connecticut, LEARN launched Creating Connections to help address a critical gap in access to early childhood services. Now completing its first full year of operation, Creating Connections serves children
First Full Year of Operation
from 8 weeks to 3 years old in a nurturing environment designed to support growth, development, belonging, and early learning.
Ages 8 weeks–3 Years
Year-round program
Supporting Children and Families Across the Region 26 | More to LEARN
Grounded in research-based early childhood
their communities. The program reflects LEARN’s
practices, the program provides developmentally
broader commitment to identifying regional
appropriate experiences that foster
needs and developing responsive solutions
communication, social-emotional growth,
that strengthen opportunities for children and
curiosity, and exploration during some of the
families.
most important years of a child’s development. As Creating Connections completed its first year, Beyond serving young children, Creating
it demonstrated the impact that thoughtful
Connections also supports families by providing
investment in early childhood can have—
reliable, high-quality care that allows parents
not only on individual children, but on the
and caregivers to work, learn, and contribute to
communities that support them.
Because strong educational pathways begin long before kindergarten.
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Impact on Educators Each student achievement begins with an educator.
Throughout the year, LEARN invested in the growth and development of educators across classrooms, schools, districts, and programs. Through professional learning, coaching, consultation, leadership development, and collaborative improvement efforts, educators strengthened their ability to meet the evolving needs of learners. This work was grounded in a belief that professional learning should do more than increase knowledge.
It should change practice.
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EDUCATORS DEEPENING PRACTICE Across literacy, multilingual learner supports, specialized instruction, assistive technology, behavior support, and emerging instructional approaches, educators engaged in learning that was practical, evidence-based, and directly connected to their daily work. As educators refined their practice, classrooms
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Participants Served Through LEARN Roundtables
began to change. Research-based literacy practices became more consistently implemented. Staff developed new approaches to supporting students with complex needs. Educators expanded their ability to support multilingual learners and integrate communication supports that increased student access and engagement. Perhaps most importantly, educators became leaders of learning themselves. Through coaching, collaboration, and shared
748
Educators Served Through LEARN Professional Learning
problem-solving, expertise spread across classrooms, schools, and districts, creating systems that can sustain improvement over time. The impact of this work extends far beyond any individual training session or initiative. Each educator who gains confidence, knowledge, and skill creates new opportunities for the students they serve.
By investing in educators, LEARN helps ensure that high-quality learning experiences reach more students, in more classrooms, across the region.
98
Professionals Participated in the LEARN McRel Balanced Leadership Program
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Impact on Districts Districts across the region continue to face increasingly complex educational, operational, and financial challenges.
DISTRICTS BUILDING CAPACITY
36 38 130 Districts Supported 30 | More to LEARN
Communities Served
Ongoing Collaborative Partnerships
Through consultation, technical assistance,
The impact of this work can be seen in stronger
professional learning, evaluations, and
instructional systems, expanded specialized
collaborative partnerships, LEARN worked
supports, increased access to expertise, and
alongside districts to strengthen local expertise
deeper collaboration among educational
and build sustainable systems of support.
partners throughout the region.
These partnerships were designed not simply to address immediate needs, but to create lasting capacity within organizations. As district teams strengthened their knowledge and skills, they increased their ability to support students, implement high-quality practices, respond to changing needs, and sustain improvement over time.
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When districts grow stronger, entire communities benefit.
Impact on Systems Some of the most significant outcomes are not always the most visible.
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Strong systems create the conditions that allow students, educators, and districts to succeed. Throughout the year, LEARN continued
At the same time, partnerships across districts,
strengthening regional systems through
agencies, and organizations continued to
collaboration, innovation, and shared services.
expand opportunities for learning, innovation, and
By bringing organizations together around
service throughout the region.
common challenges and shared goals, we expanded access to expertise, increased efficiency, and created new opportunities for collective impact. Regional Shared Service Solutions demonstrated
These efforts reinforce a simple but powerful lesson: sustainable improvement occurs when systems are designed to learn, adapt, and improve over time.
the power of this approach by helping districts strengthen technology infrastructure, improve business operations, and streamline human resource practices.
Strong systems create stronger outcomes. Stronger outcomes create stronger communities.
SYSTEMS CREATING OPPORTUNITY
$325,433 130 District Savings
Regional Partnerships
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Building What
Comes Next
The strongest organizations never stop learning.
LEARN Executive Committee Providing strategic leadership and guidance for LEARN’s future-focused initiatives. FRONT ROW: Dale Bernardoni, Vice-Chair, LEARN Board of Directors | Beverly Washington, Secretary, LEARN Board of Directors BACK ROW: Cynthia Ritchie, Superintendent Advisor | Kate Ericson, Executive Director | Jennifer Favalora, Fiscal Officer, LEARN Board of Directors Robert Mitchell, Board Chair, LEARN Board of Directors
As we reflect on the progress made throughout the past
strengthens our ability to respond to future needs and
year, we are also looking ahead. The challenges facing
create new opportunities for the communities we serve.
education continue to evolve, and so must the systems, opportunities, and partnerships designed to address them. At LEARN, we believe innovation is not a destination. It is a continuous process of learning, adapting, and building. The work highlighted throughout this report reflects that belief. Each investment in leadership, instruction, student support, regional collaboration, and system improvement 34 | More to LEARN
As proud as we are of the progress made this year, we are equally energized by what comes next.
Many of LEARN’s most significant initiatives begin with a simple question:
What will students, educators, and communities need next? Answering that question requires more than vision. It requires leadership, partnership, and a willingness to invest in opportunities whose impact may be measured not only in years, but in generations.
Throughout the year, LEARN’s Executive Committee
Their leadership reflects a shared belief that the
worked alongside agency leadership to help shape the
strongest organizations continue learning,
future of the organization. Their guidance, support,
evolving, and investing in the future.
and commitment to innovation have helped advance initiatives designed to expand opportunity, strengthen educational pathways, and respond to the evolving
Across our schools, programs, and services, we continue to explore new ways to expand
needs of our region.
access, strengthen learning experiences, and build
From the development of the Early LEARNing Magnet
generations of learners.
systems capable of supporting future
School and LEARN’s Family of Schools connected pathway, to the expansion of regional partnerships and shared service solutions, the Executive Committee has helped ensure that LEARN remains focused not only on today’s needs, but on tomorrow’s possibilities.
Because every improvement creates new possibilities. Every possibility creates an opportunity to learn.
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Early LEARNing Magnet School Building a Foundation for Future Learning
The Early LEARNing Magnet School represents an investment not only in today’s children, but in future generations of learners throughout our region. — EXECUTIVE COMMITTEE MEMBER
One of the most visible examples of LEARN’s commitment to the future is the development of the Early LEARNing Magnet School. Scheduled to open in Fall 2027, the Early LEARNing Magnet School represents far more than the construction of a new facility. It reflects a long-term investment in how young children learn, explore, and develop a sense of curiosity about the world around them.
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OPENING
FALL 2027 Designed as a museum-inspired learning
The school will also serve as an important
environment, the school will provide innovative
entry point into LEARN’s Family of Schools,
educational experiences that encourage students
creating expanded opportunities for children
to notice deeply, explore boldly, and create
and families while strengthening connections
joyfully. Through partnerships with cultural
between early learning and future academic
organizations, museums, artists, and community
experiences.
institutions throughout the region, students will engage in meaningful learning experiences that extend beyond traditional classroom walls.
This project is about much more than a building.
It is about creating a place where children discover who they are, what they value, and what they are capable of becoming. It is about investing in the future of our region. It is about ensuring that each learner begins their educational journey with access to innovative, engaging, and equitable opportunities. More to LEARN
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LEARN’s Family of Schools
A Connected Pathway of Opportunity Fall 2027 Learning is most powerful when it builds upon itself. That belief is at the heart of LEARN’s Family of Schools and the development of a connected learning pathway. Designed to provide continuity, innovation, and opportunity across multiple stages of a student’s educational journey, the pathway connects learners through experiences that encourage curiosity, exploration, critical thinking, and global understanding.
Early LEARNing Magnet School FALL 2027
PRE-K — GRADE 2
Regional Multicultural Magnet School FALL 2027
GRADES 3—8
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Beginning with the Early LEARNing Magnet School and continuing through the Regional Multicultural Magnet School and then onto our Marine Science Magnet High School, students will have access to a progression of learning experiences designed to support both academic growth and personal development.
This work reflects LEARN’s commitment to creating educational experiences that are not isolated by grade level or building, but intentionally connected through a shared vision for learning.
As this pathway continues to evolve, it will create new opportunities for students and families while strengthening LEARN’s ability to deliver innovative magnet school programming for years to come.
Marine Science Magnet High School FALL 2027
GRADES 9—12
The future of learning is not built one grade at a time. It is built through intentional pathways that help students discover new possibilities at every stage of their journey. More to LEARN
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BUILDING WHAT COMES NEXT
Expanding Regional Solutions Stronger Together One of LEARN’s greatest strengths is its willingness to build solutions together. — EXECUTIVE COMMITTEE MEMBER
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The future of education will require collaboration, innovation, and shared expertise. As districts continue to navigate increasingly complex
Looking ahead, LEARN will continue exploring
challenges, LEARN remains committed to developing
opportunities to expand services, strengthen
solutions that strengthen schools, support educators,
partnerships, and develop innovative approaches
and improve outcomes across the region.
that help districts access expertise, improve efficiency, and focus resources where they
Regional Shared Service Solutions has
matter most — supporting students.
demonstrated the power of this approach. What began as an opportunity to explore new models of support has evolved into a growing framework for regional collaboration.
THIS WORK IS GUIDED BY A SIMPLE BELIEF:
The strongest solutions are often created together. By continuing to learn alongside our member
The work ahead will require new ideas, new
districts and regional partners, we can build systems
partnerships, and continued learning. Fortunately,
that are more responsive, more sustainable, and
those are some of LEARN’s greatest strengths.
more capable of meeting future needs.
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E C N A N R E V O G & P I H S D R AW E T S
The The future future is is not not something something we we wait wait for. for.
It is something we build.
pihsdrawetS ecnanrevoG & Through Through LEARNING. LEARNING. Through Through PARTNERSHIP. PARTNERSHIP. Through Through INNOVATION. INNOVATION.
Through Through aa shared shared commitment commitment to to the the students, students, educators, educators, families, families, and and communities communities we we serve. serve.
STEWARDSHIP GOVERNANCE STEWARDSHIP& GOVERNANCE STEWARDSHIP &&GOVERNANCE
tto on n ssii eerru uttu uff eeh hT T ..rro off ttiiaaw w eew wg gn niih htteem mo oss
gnihtemos si tI .dliub ew
Stewardship & Governance
.. G GN N II N NR RA A EE LL h h gg u uo o rr h h TT ..P P II H H SS R R EE N N TT R RA AP Ph h gg u uo o rr h h TT .. N NO O II TTA AV VO ON NN N II h h gg u uo o rr h h TT
o o tt tt n n ee m m tt ii m mm mo o cc d d ee rr aa h h ss aa h h gg u uo o rr h h TT ,, ss ee ii ll ii m m aaff ,, ss rr o o tt aa cc u ud d ee ,, ss tt n n ee d du u tt ss ee h h tt .. ee vv rr ee ss ee w w ss ee ii tt ii n nu um mm mo o cc d dn n aa
Stewardship & Governance Responsible leadership behind meaningful impact. Behind each student success, innovative program, regional partnership, and system improvement is a commitment to responsible leadership and accountability. At LEARN, stewardship means more than managing resources. It means ensuring that decisions, investments, and partnerships align with our mission and create lasting value for the students, educators, districts, and communities we serve. Throughout the year, LEARN’s Board of Directors, leadership team, and member districts worked together to guide strategic priorities, oversee resources, and support initiatives that strengthen educational opportunities across the region. Together, they help ensure that LEARN remains responsive to emerging needs while continuing to advance its mission of building equitable systems of education, support, and service. The work reflected throughout this report is possible because of that shared commitment to leadership, collaboration, and stewardship.
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LEARN
at a Glance
Serving southeastern Connecticut through the power of regional collaboration. Across our region, LEARN serves as a trusted educational partner, bringing districts together, expanding access to specialized services, and creating opportunities that no community could achieve alone.
24 25 21 School Districts
Towns
Superintendents
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REGIONAL LEADERSHIP
LEARN Board of Directors & Member School District Superintendents
BOARD OFFICERS CHAIRPERSON
VICE CHAIRPERSON
SECRETARY
FISCAL OFFICER
Robert Mitchell
Dale Bernardoni
Beverly Washington
Jennifer Favalora
BOARD OF DIRECTORS & MEMBER SCHOOL DISTRICT SUPERINTENDENTS CHESTER
EAST LYME
MONTVILLE
SALEM
B: Dale Bernardoni S: Brian White
B: Eric Bauman S: Jeffrey Newton
B: Robert Mitchell S: Dianne Vumback, Ed.D.
B: Sean Reith S: Brian Hendrickson
CLINTON
ESSEX
NEW LONDON
STONINGTON
B: Thomas Danehy S: Maryann O’Donnell
B: Nancy Johnston S: Brian White
B: Alisha Blake S: Cynthia Ritchie, Ed.D.
B: Katie Gauthier S: Timothy Smith
DEEP RIVER
GROTON
NORTH STONINGTON
WATERFORD
B: (vacant) S: Brian White
B: Beverly Washington S: Susan L. Austin
B: Chet Stefanowicz S: Troy Hopkins
B: Laurie Wolfley S: Thomas W. Giard, III
EAST HADDAM
GUILFORD
NORWICH
WESTBROOK
B: Terri Garrity S: Teresa DeBrito, Ed.D.
B: (vacant) S: Paul Freeman, Ed.D.
B: Gregory Perry S: Susan Lessard
B: Elizabeth Fernandes S: Kristin Martineau, Ed.D.
EAST HAMPTON
LEDYARD
OLD SAYBROOK
REGION 17: HADDAM & KILLINGWORTH
B: (vacant) S: Timothy M. Van Tasel, Ed.D.
B: Mary Harris S: Jason Hartling
B: Jane Wisialowski S: Chris Drezek
MADISON
PRESTON
B: Mary Ann Connelly S: Craig Cooke, Ph.D.
B: Cynthia (Cindy) Luty S: Roy Seitsinger, Jr., Ph.D.
B: Jennifer Favalora S: Patricia Sullivan-Kowalski, Ed.D.
REGION 18: LYME & OLD LYME
B: W. Scott Brown, Ph.D. S: Ian Neviaser B: Member of the LEARN Board of Directions | S: LEARN Member School District Superintendent
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Organizational Leadership
LEARN’s leadership team works collaboratively to advance agency priorities, strengthen regional partnerships, and support highquality educational opportunities throughout southeastern Connecticut.
EXECUTIVE LEADERSHIP
ORGANIZATIONAL PROGRAMS, SERVICES, AND OPERATIONS
SCHOOL-BASED PROGRAMS & SERVICES
Katherine Ericson
Michael Belden
Jessica Silvestro
MEMBER PROGRAMS & SERVICES
Linda T. Darcy, Ed.D.
Executive Director 860.434.4800, ext. 1345 kericson@learn.k12.ct.us
Chief Financial Officer 860.434.4800, ext. 1130 mbelden@learn.k12.ct.us
Principal of The Friendship School 860.447.4049 jsilvestro@learn.k12.ct.us
Director of Teaching & Learning 860.434.4800, ext. 1103 ldarcy@learn.k12.ct.us
Bridgette Gordon-Hickey
Elizabeth McCaffery
Mariana Reyes
Principal of Ocean Avenue LEARNing Academy; Director of Specialized Programs 860.400.0840 emahon@learn.k12.ct.us
Deputy Executive Director 860.400.0840, ext. 2115 bghickey@learn.k12.ct.us
Ryan Donlon, Ed.D. Associate Executive Director 860.434.4800, ext. 1132 rdonlon@learn.k12.ct.us
Director of Human Resources 860.434.4800, ext. 1115 emccaffery@learn.k12.ct.us
Lance Hagen
Director of Information Technology 860.434.4800, ext. 1117 lhagen@learn.k12.ct.us
Joanne Lund
Assistant Director of Accounting & Projects 860.434.4800, ext. 1102 jlund@learn.k12.ct.us
Principal of Regional Multicultural Magnet School 860.437.7775 mreyes@learn.k12.ct.us
Tara Amatrudo
Principal of Marine Science Magnet High School 860.446.9380 tamatrudo@learn.k12.ct.us
Brad Columbus
Principal of Three Rivers Middle College Magnet High School 860.215.9055 bcolumbus@learn.k12.ct.us
Erica Mahon
Sarah Moon
Director of Special Services 860.434.4800, ext. 2107 smoon@learn.k12.ct.us
Adrenna Paolillo
Assistant Director of Early Childhood Education 860.434.4800, ext. 1127 apaolillo@learn.k12.ct.us
Michelle Cozzi
Assistant Director of Information Technology 860.434.4800, ext. 1143 mcozzi@learn.k12.ct.us
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Organizational Structure MEMBER DISTRICTS BOARD OF DIRECTORS EXECUTIVE DIRECTOR: Katherine Ericson ASSOCIATE EXECUTIVE DIRECTOR Ryan Donlon, Ed.D.
DEPUTY EXECUTIVE DIRECTOR Bridgette Gordon-Hickey
SPECIAL SERVICES DIRECTOR Sarah Moon
TEACHING & LEARNING DIRECTOR Linda T. Darcy, Ed D.
Michael Belden
Executive Services
Early Childhood Education
Student Support Services & Specialized Schools
Communications & Marketing
Information Technology
Asst. Director: Michelle Cozzi
Operations
Business Office
Accounting & Projects
Administrative Support
LEARN MAGNET SCHOOLS
Principal: Jessica Silvestro
Marine Science Magnet High School (MSMHS) Principal: Tara Amatrudo
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Elizabeth (Beth) McCaffery
INFORMATION TECHNOLOGY DIRECTOR
Asst. Director: Joanne Lund
SCHOOLS
The Friendship School (TFS)
DIRECTOR OF HUMAN RESOURCES
Lance Hagen
Asst. Director: Adrenna Paolillo
Magnet Office & Magnet Schools
CHIEF FINANCIAL & OPERATIONS OFFICER
SPECIALIZED PROGRAMS
Regional Multicultural Magnet School (RMMS) Principal: Mariana Reyes
Three Rivers Middle College Magnet High School (TRMC) Principal: Brad Columbus
Ocean Avenue LEARNing Academy (OALA) & Special Programs Director: Erica Mahon
LEARN Transition Academy (LTA) Asst. Director: Carla Strecker
Talent Mgmt.
Employee Services
STEWARDSHIP & GOVERNANCE SOURCE OF FUNDING
Financial Stewardship
LEARN’S funding comes predominantly from local boards of education and other educational agencies for a variety of services and programs including student tuition, special education services, and professional education programs for educators. The Connecticut State Department of Education provides various grants for inter-district programming and other educational initiatives. Funds in the “other” category include tuition from families for PreK and special programs. The remainder of our funding comes from federal grants, including Title grants and Magnet Schools Assistance Program grants.
Responsible management supports meaningful impact.
REVISED OPERATING BUDGET 2025-2026
$49.6M 2025-2026 REVISED OPERATING BUDGET
LOCAL
$25,912,359
52.2%
STATE
$17,759,782
35.8%
FEDERAL
$5,301,171
10.7%
OTHER
$646,342
1.3%
$49,619,654
100%
TOTAL
ANNUAL AGENCY OPERATING REVENUES BY DEPARTMENT
(REVISED BUDGET 2025-2026)
Marine Science Magnet High School..................... $4,187,941 Regional Multicultural Magnet School.................. $5,505,841 The Friendship School........................................... $6,580,948 Three Rivers Middle College Magnet Sch.............. $1,431,762 Student Support Services.................................... $20,182,954 Teaching & Learning.............................................. $1,616,965 Transportation.......................................................... $722,397 Early Childhood Education ................................... $2,420,297 (including Creating Connections)
NON-OPERATING Eastern CT Health & Medical Cooperative.......... $38,651,353 (Health Insurance and related claims) Food Service.......................................................... $1,078,458 Capital Projects.................................................... $18,261,286 TOTAL NON-OPERATING................................... $57,991,097
Executive Services & Business/Finance................. $2,420,468 Covid-19 Relief Grants............................................................ Magnet School Assistance Program Grant............ $4,550,081 TOTAL REVENUES................................................49,619,654 More to LEARN
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Fiscal Year 2025-2026 Early Childhood Education School Readiness ECE Regional Programs/Misc ECE Regional Programs/Misc ECE Creating Connections Magnet Schools Assistance Program LEAP / SOARS Management Business/Executive Services - Fingerprinting MGT Interest Income MGT Regional Services MGT RESC Membership MGT Technology & PowerSchool Regional Services MGT Universal Service Fund Program (USF) Marine Science Magnet High School - State Marine Science Magnet High School - Local MSMHS - Coral Sales MSMHS - Special Education Services Offc of Teaching & Learning ELA/ELL (Title III) OTL Vocational Applied Technologies OTL Title Grants (Title I & II) OTL Training/Prof Development Workshops OTL Virtual High School / Virtual Learning Academy Regional Multicultural Magnet Sch - State Regional Multicultural Magnet Sch - Local RMMS Special Education Services RMMS Title Grants RMMS Magnet Kingdom (School Age Progr) RMMS State Grants SSS High School Programs SSS State Grants SSS Ocean Avenue LEARNing Academy SSS Related Services & Contracts/ABA Consulting SSS Extended School Year SSS Transition Program The Friendship School - State The Friendship School - Families Tuition - Pre-K The Friendship School - Local - K / 1 The Friendship School - Special Education Services The Friendship School - Title Grants The Friendship School - Misc Three Rivers Middle Magnet High School - State Three Rivers Middle Magnet High School - Local TRMC Special Education Services TRMC Title Grants Transportation - CHOICE Program AGENCY TOTAL
*
2024-2025 Audited Actuals
2025-2026 Revised Budget
2026-2027 Proposed Budget
S L S O F O O L L L F S L O L F F F L L S L L F O S L S L L L L S O L L F O S L L F S
1,880,328 85,221 280,843 138,630 2,596,149 27,852 439,372 436,163 9,850 455,865 156,250 2,111,613 1,762,475 21,354 520,476 51,741 99,023 15,680 520,788 59,575 4,738,587 1,045,966 1,942,182 110,490 160,000 110,490 736,289 1,072,287 8,973,843 1,213,040 917,449 1,039,675 5,686,338 240,293 943,146 140,560 10,200 1,008,307 340,308 87,328 21,083 494,500
1,779,318 115,100 379,307 146,572 4,550,081 19,000 139,000 494,500 9,850 520,959 175,000 3,109,030 1,051,911 27,000 578,249 23,858 99,023 28,326 655,433 32,000 4,404,908 1,039,300 2,589,606 61,633 140,000 61,633 1,185,128 1,164,686 10,704,074 1,494,866 933,379 2,282,136 5,338,285 164,570 423,500 1,301,584 322,858 10,200 1,039,965 351,405 149,379 40,392 482,650
1,188,737 132,365 967,829 324,000 4,072,788 2,500 135,000 626,375 9,850 586,576 175,000 3,076,072 1,040,760 27,000 860,418 22,893 76,220 47,605 756,636 46,000 4,596,865 1,045,875 3,210,690 91,620 170,000 94,620 1,185,128 799,700 11,138,545 1,553,718 1,198,095 2,707,468 5,723,710 164,570 423,500 1,559,148 256,017 10,200 1,039,965 351,405 144,366 40,392 482,650
42,701,609
49,619,654
52,162,871
* = Federal (F) / State (S) / Local (L) / Other (O) Effective July 1, 2024, Goodwin University assumed responsibility for all operations related to the GUMS partnership magnet schools (RMS, CTRA Middle Grades, CTRA). 50 | More to LEARN
Directory Ocean Avenue LEARNing Academy Student Support Services Specialized School
The Friendship School Early Childhood Magnet School Prekindergarten and Kindergarten
CENTRAL OFFICE 44 Hatchetts Hill Road, Old Lyme, CT 860.434.4800 www.learn.k12.ct.us
Marine Science Magnet High School
24 Rope Ferry Road, Waterford, CT
High School Magnet School Grade 9 – Grade 12
660 Ocean Avenue, New London, CT
860.447.4049
130 Shennecossett Road, Groton, CT
860.400.0840
www.thefriendshipschool.org
860.446.9380
www.learnstudentsupportservices.org
LEARN Transition Academy Student Support Services Specialized School, 18-22 Program 58 Pennsylvania Avenue, Niantic, CT 860.400.0840 www.learnstudentsupportservices.org
Creating Connections
www.msmhs.com
Regional Multicultural Magnet School
Three Rivers Middle College Magnet High School
Elementary Magnet School Grade 1– Grade 6
High School Magnet School Grade 11 and Grade 12
One Bulkeley Place, New London, CT
574 New London Turnpike, Room E205
860.437.7775
Norwich, CT
www.rmms.k12.ct.us
860.215.9055 www.threeriversmiddlecollege.org
Early LEARNing Center 24 Rope Ferry Road Waterford, CT 860.772.1505 www.learncreatingconnections.org
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ADMINISTRATIVE SERVICES Business Operations Human Resources Information Technology PowerSchool/State Reporting Support
STUDENT SUPPORT SERVICES Behavior Services Consultative & Related Services Nursing Supervision Professional Learning Early Childhood Education Other
TEACHING & LEARNING Coaching Curriculum Revision & Development Educator Evaluation Support Equity Support Multilingual Learner Support Professional Learning Roundtables & Councils TEAM Other
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Other
Westbrook
Waterford
Stonington
Salem
Region 18
Region 17
Region 4
Preston
Old Saybrook
Norwich
N.Stonington
New London
Montville
Madison
Ledyard
Guilford
Groton
Essex
E. Lyme
E. Haddam
Deep River
Clinton
Chester
Member Services
STEWARDSHIP & GOVERNANCE
Excellence in Financial Leadership This year, LEARN Chief Financial Officer Mike Belden was recognized as the 2026 Business Official of the Year by the Connecticut Association of School Business Officials (CASBO). 2026 CASBO
Business Official of the Year Michael Belden
Chief Financial Officer This recognition reflects not only individual achievement, but also LEARN’s commitment to excellence in the systems and operations that make high-quality educational services possible. Strong systems do not happen by accident. They are built through expertise, continuous improvement, and a commitment to excellence. This year, that commitment was recognized when LEARN Chief Financial Officer Mike Belden received the 2026 CASBO Business Official of the Year Award.
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Regional Partnerships After-School Programs
Connecticut After School Network
Aging
Department of Aging and Disability Services
Aquaculture
Connecticut Bureau of Aquaculture
Banking
Bank of America Dime Bank Liberty Bank M&T Bank
Behavioral Health and Well-being Child Health and Development Institute Connecticut Association for Behavior Analysis
Business Organizations
Chamber of Commerce of Eastern CT Garde Arts Center General Dynamics/Electric Boat Goodwill East Lyme Mohegan Sun Mystic Aquarium 374 Main Street
Child Abuse Prevention
Children’s Trust Fund Connecticut Department of Children and Families
Community Action
Community Foundation of Eastern Connecticut Thames Valley Council for Community Action, Inc.
Community Service Agencies
Child and Family Agency of Southeastern Connecticut Mystic YMCA New London Human Services Network New London Rotary Club Stonington Community Center United Community and Family Services Waterford Community Center
Continuous Improvement of Public Education
Connecticut Association of Public School Superintendents Connecticut Association of School Personnel Administrators Connecticut Association of Schools National Association of English Learner Program Administrators
Early Childhood Education (Birth to Age Eight)
BrightPath Kids Carelot Children’s Center Children’s Village Connecticut Association for the Education of Young Children Connecticut Office of Early Childhood Connecticut Pyramid Consortium Even Start Family Literacy Program Head Start Madison School for Young Children
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Educational Agencies
ACES UP Association of Educational Service Agencies Connecticut State Department of Education Connecticut School, Family, and Community Partnership Connecticut Technical Education and Career System Employment Training Magnet Schools of America School + State Finance Project United States Coast Guard Sector Long Island Sound Partnership in Education
Food and Farm-Based Education Fresh New London Yellow Farmhouse Education Center
Museums
Children’s Museum of Southeastern Connecticut Connecticut Historic Society Connecticut River Museum Connecticut Science Center Denison Pequotsepos Nature Center Eli Whitney Museum Florence Griswold Museum Lyman Allyn Art Museum Museum of Science, Boston Mystic Museum of Art Mystic Seaport National Coast Guard Museum Association Nature’s Art & Dinosaur Crossing
Ocean-Based Learning
New England Science and Sailing Project Oceanology
Health Districts
Parent Advocacy
Higher Education
Philanthropy
Ledge Light Health District Boston University Central Connecticut State University Charter Oak State College Connecticut Association on Higher Education and Disability Connecticut College Connecticut State College Three Rivers Eastern Connecticut State University Goodwin University Mitchell College New England Institute of Technology Quinnipiac University Southern Connecticut State University Springfield College UMASS Boston University of Connecticut University of Hartford University of St. Joseph Western Governors University
Housing and Security
Covenant Shelter of New London Habitat for Humanity ReStore
Hospitals
Lawrence and Memorial Hospital William H. Backus Hospital
LGBTQ Organizations LGBT+ Group Cubed
Mental Health
Association for Infant Mental Health Association of Educational Service Agencies Brian’s Healing Hearts Connecticut Department of Mental Health and Addiction Services Quality Behavioral Solutions Substance Abuse and Mental Health Services Administration
Military Base
Naval Submarine Base New London
Connecticut Parent Advocacy Center Connecticut Council for Philanthropy Connecticut Early Childhood Funder Collaborative
Physical Health and Well-Being Community Health Center Connecticut Department of Health Healthcare Advocates International
Protection of the Environment Connecticut Department of Energy and Environmental Protections Rhode Island Zoological Society
Public Libraries
New London Public Library Otis Library Waterford Public Library
Rehabilitation Services
Connecticut Bureau of Rehabilitation Services
Resources for Those Affected by Domestic Violence Safe Futures
Resources for Those with Disabilities
Department of Developmental Disabilities Department of Social Services Disabilities Network of Eastern Connecticut Easterseals Community and Disability Services The Light House New England Assistive Technology Sarah, Inc. Special Olympics
Services for the Blind
Bureau of Education and Services for the Blind
Services for Exceptional Children ConnCASE Connecticut Department of Developmental Services
Services for the Hearing Impaired New England Center for Hearing Rehabilitation
Services for Multilingual Learners Connecticut Administrators of Programs for English Language Learners Massachusetts Association of Bilingual Educators
Teacher Certification
Connecticut Teacher Residency Program ARCTEL Alternate Route to Certification for Teachers of English Learners
Transportation Services
Connecticut Association for Community Transportation
Trauma-Informed Programs
Center for School Safety and Crisis Preparation
Workforce Development
Eastern Connecticut Workforce Investment Board Opportunities Industrialization Center, Inc. New London
Notes
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Notes
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Notes
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More to Discover. More to Build. More to LEARN. We RESPOND to challenges. We STRENGTHEN people. We IMPROVE systems. We EXPAND opportunity. We BUILD capacity. We lay the foundation for what comes next.
Because there is always more to discover. More to build. More to LEARN.
www.learn.k12.ct.us