LEARN Annual Report 2020

LEARN ANNUAL REPORT 2020

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TABLE OF CONTENTS LEARN Districts ..........................................................................................4 LEARN Organizational Chart ......................................................................4 Message from the Executive Director ......................................................5 LEARN Leadership Team............................................................................6 Mission Framework ...................................................................................7 Equity in Education ...................................................................................8 Agency Goal One .......................................................................................9 Magnet Schools ................................................................................. 10-16 LEARN/Goodwin Partnership ................................................................. 15 The Impact of COVID-19 on LEARN.........................................................17 Regional Response to COVID-19 ....................................................... 18-19 Teacher of the Year .................................................................................20 Agency Goal Two .....................................................................................21 Office of Student Support Services ................................................... 22-23 Office of Young Children & Families ........................................................24 Agency Goal Three ..................................................................................25 Office of Teaching & Learning............................................................ 26-27 Executive Services .................................................................................. 27 Business Office.........................................................................................28 Fiscal Year 2019-2020 ..............................................................................29 Interagency Collaboration ...................................................................... 30 RESC Alliance ...........................................................................................31 Member Matrix of Services ....................................................................31

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LEARN Member Districts 2019-20 Board of Directors & District Superintendents Chester Dale Bernardoni Brian White, Superintendent Clinton Michael Hornyak Maryann O’Donnell, Superintendent Deep River Lenore Grunko Brian White, Superintendent East Haddam Patricia Stricker Brian Reas, Superintendent East Hampton Amy Ordonez Paul Smith, Superintendent East Lyme Tim Hagen Jeffrey Newton, Superintendent Essex Carolyn Rotella Brian White, Superintendent Groton Rita Volkmann Michael Graner, Superintendent Guilford Kristen Peck Paul Freeman, Superintendent LEARN Kate Ericson, Executive Director Ledyard Naomi Rodriguez Jason Hartling, Superintendent

Madison Diane Infantine-Vyce Thomas Scarice, Superintendent Montville Robert Mitchell Laurie Pallin, Superintendent New London Jeffery Hart Cynthia Ritchie, Superintendent North Stonington Phil Mendolia Peter Nero, Superintendent Norwich Aaron (Al) Daniels Kristen Stringfellow, Superintendent Old Saybrook Jan Furman Jan Perruccio, Superintendent Preston Cindy Luty Roy Seitsinger, Superintendent Region #4 Essex, Deep River & Chester Brian White, Superintendent Region #17 Haddam & Killingworth Suzanne Sack/Jennifer Favalora Holly Hageman, Superintendent Region #18 Lyme & Old Lyme Diane Linderman Ian Neviaser, Superintendent

Salem Sean Reith Joseph Onofrio ll, Superintendent Stonington Craig Esposito Deborah Downie (Alt.) Van W. Riley, Superintendent Waterford Craig Merriman Tom Giard III, Superintendent Westbrook Vacant Patricia Ciccone, Superintendent

LEARN Organizational Chart 2019-20 LEARN Executive Committee Craig Esposito, Chairperson Tim Hagen, Vice Chairperson Robert Mitchell, Fiscal Officer Rita Volkmann, Secretary Kate Ericson, LEARN Executive Director Cynthia Ritchie, New London Superintendent Maryann O’Donnell, Clinton Superintendent

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Message from the Executive Director A year of change and challenge. The 2019-2020 fiscal year marked my first as Executive Director of LEARN, southeastern Connecticut’s regional educational service center. In the agency’s fifty-year plus history of serving the educational community, I am only the fourth Executive Director. On July 1, 2019, as I transitioned into this leadership role, little did I know it would be the beginning of an unprecedented time in our nation’s history and for the field of education.

Enclosed in the pages of this report are highlights from our year of working on behalf of the region’s students. Efforts are organized by newly revised agency goals focused on school-based programs that advance achievement for all students; expertise, leadership, and innovative programs and services that build regional capacities; and cost effective organizational and operational services for our members.

Important to our success this past year was a focus on the agency’s culture. We recognized that HOW we worked with each other and our partners to support equitable schools was just as important as what we did together to support equitable schools. LEARN reflected on our organizational structure and made changes to better serve our member districts and all stakeholders. Our belief that if LEARN had a strong organizational structure with talented leaders in the right roles, we would be positioned to support the region in the areas of early childhood, student support services, and teaching and learning drove the development of a new leadership team in the 2019-2020 year.

Our new leadership team recognized the agency’s strong history in the area of social justice in regard to building effective programming for students with disabilities. Wanting to capitalize on that history and respond to what we heard families and students seeking, we identified the advancement of outcomes related to equity and integration as imperative. The pathway to defining what high quality education looks like for all students became clear. We began the path of true change. Our first steps led us to a partnership with Harvard University’s Graduate School of Education. Central office and school-based teams participated in the Reimagining Integration: Diverse and Equitable Schools (RIDES) Institute. We began to carefully consider the role of racism in educational settings and how we could better support marginalized students.

These initial conversations built a foundation from which we will close the gap between our experiences during the 2019-2020 year and the day when ALL individuals have what they need to succeed.

In the winter of 2020, state funding for the LEARN Birth to Three program ended, effective June 30, 2020. At the same time, the decision was made to close our middle school in Waterford, Connecticut. I would be remiss if I did not acknowledge those who were connected to both of those important programs. Staff, partners, and the young children, students, and families we served through Birth-to-Three and the Dual Language & Arts Magnet Middle School will forever be part of our LEARN family. Thank you for your support. We wish you all the best in the future.

Additional challenges met us, as the COVID-19 pandemic took hold. We rose to those challenges, mobilized personnel, and moved to a virtual environment within 48 hours. There are many to thank for the way in which we strategically planned and implemented activities in support of our mission, vision, and goals during one of the most taxing times in recent history. My sincere appreciation to : • LEARN leadership and our entire LEARN staff who brought their best to the work each day and who created conditions of success for students and educators during such unexpected, trying times.

• Our Board of Directors who acted as stewards of our work throughout the uncertainties associated with the pandemic.

• LEARN’s community partners whose collaboration allowed us to grow and adapt.

• Students and families who are the reason we exist and whose feedback helped us in our cycle of continuous improvement, especially as we transformed into virtual learning environments.

This report highlights some of our achievements from the 2019-2020 year. It does not, however, contain all of our programs and services. I invite you to visit www.learn.k12.ct.us and reach out to our staff to learn more.

Warm regards,

Katherine Ericson Executive Director

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LEARN Leadership Team 2019-20 Executive Director Kate Ericson 44 Hatchetts Hill Road Old Lyme, CT 06371 860-434-4800 ext. 345 kericson@learn.k12.ct.us www.learn.k12.ct.us

School Based Programs & Services

Dr. Ryan Donlon Associate Executive Director 44 Hatchetts Hill Road Old Lyme, CT 06371 860-434-4800 ext. 132 rdonlon@learn.k12.ct.us

Member Programs & Services

Andrea Simmons, Principal The Friendship School 24 Rope Ferry Road, Waterford, CT 06385 860-447-4049 asimmons@thefriendshipschool.org www.thefriendshipschool.org

Dr. Susan Iwanicki Director of Curriculum & Instruction 860-434-4800 ext. 103 siwanicki@learn.k12.ct.us

Erica Mahon Principal/Director of Specialized Programs 860-400-0840 emahon@learn.k12.ct.us

Mariana Reyes, Interim Principal Regional Multicultural Magnet School One Bulkeley Place, New London, CT 06320 860-437-7775 mreyes@rmms.k12.ct.us www.rmms.k12.ct.us

Sarah Moon Director of Special Services 860-400-0840 smoon@learn.k12.ct.us

Carole Glenn Director of Young Children & Families 860-434-4800 ext. 125 cglenn@learn.k12.ct.us

Christina Zlatin, Principal Dual Language & Arts Magnet Middle School 51 Daniels Avenue, Waterford, CT 06385 860-443-0461 czlatin@learn.k12.ct.us www.languagesandartsmagnetmiddle.org Dr. Ryan Donlon, Acting Principal Marine Science Magnet High School 130 Shennecossett Road, Groton, CT 06340 860-446-9380 rdonlon@learn.k12.ct.us www.msmhs.com Brad Columbus, Principal Three Rivers Middle College 574 New London Turnpike, Norwich, CT 06360 860-215-9055 bcolumbus@learn.k12.ct.us www.threeriversmiddlecollege.org Tonja Kelly, Interim Principal Riverside Magnet School 29 Willowbrook Road, East Hartford, CT 06118 860-709-6800 tkelly@riversidemagnetschool.org www.riversidemagnetschool.org Tara Amatrudo, Principal Connecticut River Academy 9 Riverside Drive, East Hartford, CT 06118 860-913-2200 tamatrudo@ctriveracademy.org www.ctriveracademy.org

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Bridgette Gordon-Hickey Deputy Executive Director 660 Ocean Avenue New London, CT 06320 860-400-0840 bghickey@learn.k12.ct.us

Organizational Programs & Services Nat Brown Director of Human Resources 860-434-4800 ext. 115 nbrown@learn.k12.ct.us

Michael Belden Chief Financial Officer 860-434-4800 ext. 130 mbelden@learn.k12.ct.us

Lance Hagen Director of Information Technology 860-434-4800 ext. 117 lhagen@learn.k12.ct.us

Jack Cross Director of Innovation & Development 860-434-4800 ext. 194 jcross@learn.k12.ct.us

Mission Framework The LEARN mission framework, approved by the LEARN Governing Board of Directors, is grounded in the key principles of innovating, collaborating, and serving the educational community. Our vision is that every child has access to high quality public education through systems of education, support, and service. Achieving this mission requires shared responsibility, grounded in a set of beliefs about the importance of continuous learning, growth, and development in every aspect of our collective work. The LEARN mission framework captures the many facets of our programs and services.

The mission framework has several parts to promote organizational coherence and clarity. It is designed to support organizational decision making and action. First, the framework includes the mission and vision— describing our main purposes for existing and how we function as an organization. That mission and vision are supported by our core organizational values; that is, how we will do our work and how we will treat one another and those we serve. Our core values are rooted in our culture and reinforced through how we design our structures and systems, our resource allocation and alignment, as well as the many communities in which we engage.

Our theory of action articulates the leadership actions that we believe will move us toward our goals and help us achieve our mission.

Innovation, collaboration, and service is what it means to be part of LEARN. We shape and live these beliefs through our specific agency

goals. The agency goals form the foundation of individual departmental planning. Departmental goals link to the agency goals and are supported by specific strategic action steps and indicators of progress and accountability. School and departmental development planning are the means to drive the work. A coherent system depends upon the use of data and results to inform our next steps and continuous progress toward our mission. Connecting with our various stakeholders, collecting data, feedback, and input from our members is a key starting point for our strategic decision making. Strategic action planning that is grounded in and drawn from data and driven by the organizational goals and mission, helps to create coherence, alignment, and shared effort toward improvement.

This continuous improvement model is grounded in the notion that “leadership” must be distributed. That is, all members of the LEARN community should have opportunities to contribute to the actions and decisions that most directly affect their work. In other words, the knowledge-base of the entire staff is valued as a critical variable for improvement. Driven by our mission framework, grounded in a set of core beliefs for how we will work, creating and articulating a clear vision for the future, and establishing and setting a set of strategic goals and action steps to support it, we continue to move the organization forward.

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in Education How do we appreciate ALL diversity at LEARN?

How do we foster a true sense of belonging for everyone?

What does it look like when students have a high-quality education and academic performance is improved for ALL?

What is our understanding of racism in education and how do we work to dismantle it?

LEARN exists to ensure that every student has the opportunity to reach their greatest potential, and that staff have what they need to assist those students.

LEARN leadership began the 2019-2020 year seeking answers to the above questions. By identifying the advancement of outcomes related to equity and integration as imperative, the pathway to defining what high quality education looked like for all students became clear. The first step on the path led LEARN to a partnership with Harvard University’s Graduate School of Education. Specifically, LEARN participated in the Reimagining Integration: Diverse and Equitable Schools (RIDES) Institute. The LEARN Equity Team was comprised of both school and central office employees.

Joining with Dr. Lee Teitel, Senior Consultant & Founding Director of the RIDES Institute, LEARN’s Equity Team began to examine systems, processes, and practices at LEARN. The team worked in small groups on their Personal and Team Equity Culture (PTEC) by examining beliefs, biases, and practices about race, both individually and as groups. The small groups articulated visions, collected data to understand needs and identify areas of concern, and developed plans to systematically address areas of focus.

Equity in Education is a long-term commitment for our agency.

We are at the very first stage of this journey in which the role of racism and marginalization in educational settings are

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actively and collaboratively considered and discussed across our agency and schools. We are committed to reflecting on our systems, identifying the inequities, and moving forward with shared understandings related to racial equity. As an integral part of this commitment, we will continue to seek input from all and openly listen about challenges, successes, and lessons learned to help move the sum of our social justice work forward. We will close the gap between our current context and the day when ALL individuals have what they need to succeed.

AGENCY GOAL

To provide exemplary, innovative, and equitable school-based programs that advance achievement for all students and nurture the cognitive, physical, and emotional well-being of students in safe, respectful, rigorous, and diverse learning communities.

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The Friendship School

Waterford / Pre-kindergarten through Kindergarten The Friendship School (TFS) continued its mission to provide exemplary pre-kindergarten and kindergarten programming to students across southeastern Connecticut. In the 2019-20 year, the school’s inquiry-based theme took hold as educators implemented a direct inquiry connection between the library/media program and all classrooms. Students explored their world, asked questions, and sought answers to their own curiosities. At the same time, children learned skills to help them grow as individuals and community members.

During the year, the school continued its emphasis on social-emotional learning. TFS implemented evidence-based materials and strategies essential to comprehensive reading, spelling, and handwriting in Pre-K to vertically align with Kindergarten. TFS regularly held cultural celebrations that emphasized the arts and connected with the local community. In one notable partnership, TFS students befriended Waterford seniors through Synergy, an exercise and dance regimen that bridged generations.

COVID-19 required a shift to online learning. The school staff handled the challenge by creating engaging lessons and synchronous learning opportunities.

Classroom and essential teachers offered opportunities for virtual field trips to museums, zoos, and more.

By the Numbers

159

PreK3 PreK4 K

108

237

Educating 504 Students

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23 English Learners 329 Free/Reduced Lunch

63%

Minority Students

Student Ethnicity

Students from 16 Towns

52 Special Education 404 Applications Submitted in 19/20

Regional Multicultural Magnet School New London / Kindergarten through Grade 5

2019-20 was a milestone year for the Regional Multicultural Magnet School. The first and only International Baccalaureate elementary school in southeastern Connecticut continued to refine itself, shifting practice to reflect Primary Year Programme enhancement. Led by a new interim principal and assistant principal, school faculty concentrated on the vertical alignment of the math and literacy curriculum. Additionally, the school sought to revise policies through an equity lens putting a steering committee to work and applying practices learned through participation in Harvard University’s RIDES program.

Since its inception, RMMS has always been committed to its community and the environment. The 2019-20 year was no different. Students and staff demonstrated their commitment to their immediate surroundings and the greater world with projects and marches. This past year, students declared that a clean environment and stable climate was vital to their future. Students learned how to organize, holding rallies in New London to demand action on cleaning the environment. Classes lobbied Congress and the White House to prioritize climate change. True to the school’s name and history, multiculturalism continued to be a hallmark of RMMS, with lessons, music, and celebrations that created an integrated and welcoming school. While events like the multicultural dance festival were forced to cancel, students dedicated inquiry lessons to learning about how cultures throughout the world celebrate.

RMMS sustained its tight school community relationships throughout the pandemic. RMMS staff used social media to continue to connect students to their teachers. While the school was physically closed, RMMS held virtual all-school meetings every Friday. Following the Responsive Classroom structure for morning meetings, RMMS focused messages on thanking essential workers and the importance of peaceful protest in order to make for a more just world.

By the Numbers K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

90 85 84 87 81 78

Educating 505 Students

63 English Learners

73%

Minority Students

Student Ethnicity

75 Special Education

Students from 16 Towns

322 Free/Reduced Lunch

224 Applications Submitted in 19/20

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Dual Language & Arts Magnet Middle School Waterford / Grade 6 through Grade 8

“Small but mighty” Dual Language & Arts Magnet Middle School closed at the end of the 2019-20 school year. For eight years, the school offered a close-knit, challenging setting that emphasized student choice. This last year was no different with students choosing from studies such as multicultural dance, sculpture, music, and more. The school worked to meet the high expectations and learning needs of all students. Additionally, staff was provided with 21st Century professional learning skills and a faculty leadership team that guided school improvement work.

As has frequently been the case at DL&AMMS, the school proved that while small, with less than 150 students by design, it was great in ability. DL&AMMS was a school of innovators, exemplified by three students winning major awards at the statewide Invention Convention held in the spring. The Robotics teams continued a legacy of success. Demonstrating mastery of coding and design, teams performed tremendously in regional and state competitions, defeating teams from schools three times the size of DL&AMMS. The Robotics teams were even invited to present their creations before New London’s mayor in the fall of 2019, earning public praise.

COVID-19 forced DL&AMMS to end its school year with online learning, beginning in March. Students completed projects online and stayed connected with their teachers. At year’s end, the school celebrated each departing student with a video tribute, wishing them well in the next phase of their educational journeys.

By the Numbers Grade 6 Grade 7 Grade 8

52 50 46

Educating 148 Students

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75%

Minority Students

Student Ethnicity

Students from 11 Towns

36 English Learners 37 Special Education 118 Free/Reduced Lunch

Marine Science Magnet High School Groton / Grade 9 through Grade 12

Marine Science Magnet High School had a stellar year. Students continued to excel, with the Class of 2020 Valedictorian and Salutatorian earning the highest ever grade point averages. The class also included students who won the Governor’s Award, Merit Scholarship, and Poet Laureate. U.S. News & World Report ranked MSMHS as the 10th best high school in Connecticut and the Connecticut State Department of Education named MSMHS as a School of Distinction. Also, for the second year in a row, MSMHS earned the 2019 College Board’s AP Computer Science Female Diversity Award for attaining female student representation in AP Computer Science Principles. In 2019-20, the school lived up to its marine science theme as a participant in a national coral research program, identifying ways in which to protect endangered coral reefs. Additionally, three students were accepted into three different service academies – the Naval, Air Force, and US Coast Guard Academies.

While MSMHS continued to celebrate academic successes, the school also took strides to improve culture and climate. LEARN and new school leadership emphasized activating stakeholder voices with in-depth listening sessions for students, staff, and parents. Students faced local and global obstacles with class and perseverance, ultimately becoming community leaders and advocates for social change.

COVID-19 altered many traditional milestones for MSMHS students, particularly the Class of 2020. Teachers and students proved that a pandemic and distance would not hinder learning, finishing the final three months of the school year online. The senior class celebrated with a drive-through Commencement, punctuated with balloons, air horns, confetti, and individual moments for each graduate to soak in their accomplishment.

By the Numbers Grade 9 Grade 10 Grade 11 Grade 12

68 70 69 65

Educating 272 Students

1 English Learner

26%

Minority Students

Student Ethnicity

26 Special Education

Students from 29 Towns

58 Free/Reduced Lunch

476 Applications Submitted in 19/20

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Three Rivers Middle College

Norwich / Grade 11 through Grade 12 Thriving as dually enrolled high school and Three Rivers Community College students, members of the Three Rivers Middle College Wolfpack continued to learn skills needed to succeed in higher education. Collectively, students earned 1,064 college credits in 2019-20. The Class of 2020 earned the highest number of college credits in the school’s history.

2019-20 saw TRMC come together as a school in unprecedented ways. The Class of 2020 heeded calls to leadership, becoming active in their communities as well as champions of social justice. When the senior class trip was forced to cancel due to COVID-19, the graduating members donated all funds raised to the Norwich chapter of the NAACP to support efforts of racial equality. TRMC continued to be a diverse school, welcoming students from throughout the world, including a Kurd refugee who proudly graduated in June.

Three Rivers Community College went completely online when COVID-19 reached Connecticut. Similarly, all TRMC students completed their coursework in online courses. Students and staff handled the change well, utilizing skills and habits they had developed throughout the year. Teachers quickly turned their curriculum into online learning opportunities. Students strengthened their independent study skills and learned to communicate in times of crisis. The senior class was reunited in June with a drive-through Commencement held at LEARN Central Office, complete with confetti cannons and a limousine.

By the Numbers Grade 11 Grade 12

34 33

Educating 67 Students

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1

English Learner

31%

Minority Students

Student Ethnicity

4 Special Education 23

Students from 17 Towns

Free/Reduced Lunch

63 Applications Submitted in 19/20

The LEARN/Goodwin University Partnership For a decade, LEARN and Goodwin University’s relationship has been a shining example of how a public/private partnership can be a boon to students, families, and employees. As both the RESC and university have grown in influence in their respective regions of the state, they have worked together to create countless opportunities for those they serve.

The schools themselves have an excellent partnership. Connecticut River Academy (CTRA) scholars serve as mentors and readers to Riverside Magnet School (RMS) students. Both schools are active in the community, building relationships through volunteering, hosting public servants, and events. For example, CTRA hosts Community Days throughout the school year, where students dedicate themselves to service projects such as environmental clean-up or youth mentoring. In September 2019, CTRA hosted 5th graders from RMS, first cooking them breakfast and then challenging them to complete science experiments. To further align the schools, the expansion of CTRA to include its new Middle School Program is designed as a bridge from RMS to CTRA where 6th through 8th grade students will be introduced to new themes and opportunities.

The new Middle School Program is part of the legacy of the late Craig Drezek, the Superintendent of Goodwin Magnet Schools, who worked tirelessly on behalf of Goodwin University, RMS, and CTRA. Craig was an innovator, always looking for ways to find new learning pathways for the youngest members of the University campus to the oldest.

In June, LEARN and Goodwin were devastated to announce Craig’s passing and joined together to mourn the loss of one of our own.

• Accessing College Now: allowing high school students to take online college courses during the pandemic; • CTP THINK College: A “Certificate in Life and Occupational Skills,” providing academic enrichment and career preparation to transitioning special needs students to develop independent living and self-advocacy skills and integrated work experiences that lead to employment; • Early College Advanced Manufacturing Program (ECAMP): allowing access for local high school district students to Goodwin’s high quality manufacturing training programs; • Goodwin Kid Care: providing on-site child care for Goodwin students; and • Riverside Magnet School, Connecticut River Academy, and the expansion of CTRA to middle school grades.

Endlessly resourceful and disarmingly down to earth, Craig embodied all that is right about the Goodwin and LEARN spirit.

Craig Drezek

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Riverside Magnet School East Hartford / Pre-kindergarten through Grade 5 LEARN / Goodwin University Magnet School

Riverside Magnet School at Goodwin University flourished academically, culturally, and as a community in 2019-20. The school saw math and literacy improvements across all elementary grade levels and experienced strong gains for English learners on assessments. RMS celebrated its Reggio Emilia theme, which encourages students to learn through exploration of their surroundings and the natural world, inquiry, and open classrooms, with a Project Night. RMS adopted culturally relevant teaching practices and new systems to support all learners and restructured the SRBI system.

The RMS community remained united throughout the COVID-19 school closure.

Field day, art shows, and storytelling all went virtual, along with photo and video tributes to families. Staff utilized the school’s location along Route 2 in East Hartford to create a sign for families visible to westbound travelers.

Grade 1 PreK3

Grade 2

30 60 61

PreK4 K

75

Grade 3 Grade 4 Grade 5

59 75 78 57 56

Student Ethnicity Students from 40 Towns

Educating 476 Students

84 English Learners

78%

Minority Students

62 Special 336 Free/Reduced Lunch Education

519 Applications Submitted in 19/20

Connecticut River Academy East Hartford / Grade 9 through Grade 12 Goodwin University Magnet School

2019-20 was a year of achievements for the Connecticut River Academy at Goodwin University. CTRA was named a Magnet Schools of America School of Excellence merit award recipient, a distinction achieved through student performance and access to early college classes. CTRA also opened its new Advanced Manufacturing Annex, and created an Advanced Manufacturing with University Certificate Program.

Additionally, 25 CTRA students earned seals of biliteracy, demonstrating their preparedness to enter a multilingual world.

COVID-19 affected the entire Goodwin University campus, which includes CTRA and RMS. When CTRA’s building closed, college level courses went online and online learning became a temporary reality. The Class of 2020 held a virtual graduation ceremony, with speeches and tributes recorded and shared digitally. Following the ceremony, CTRA administrators spent a week traveling to each graduate’s home to personally deliver diplomas and celebrate their accomplishments.

Grade 9 Grade 10 Grade 11 Grade 12

140 120 112 109

Educating 481 Students

16

84%

Minority Students

Student Ethnicity

Students from 32 Towns

Special Free/Reduced 367 Applications 39 English Submitted in 19/20 Learners 81 Education 352 Lunch

The of COVID-19 on LEARN COVID-19 presented LEARN with perhaps the biggest challenge the agency has faced in more than 50 years of existence. It did much more than make us consider the status quo: it forced a deep examination of the way we operate, how effectively we are educating all our students, and even our work and office habits. We had to move fast: within 48 hours of closing the agency, LEARN employees were working remotely. Within 17 days, students were conducting online learning.

Online Learning During the pandemic, teachers were gracious and invited their students (virtually) into their homes and into their backyards Living rooms became classrooms. Ladders and swing sets became gym class obstacle courses. Art, music, and projects were shared through social media and Google Classroom. In short, the physical space of the school ceased to exist as education turned virtual.

Milestones & Acknowledging Achievements The end of the school typical year brings proms, award ceremonies, and graduations. These are times to celebrate with classmates, reflect on memories, get ready for college and career readiness, and enjoy milestones. COVID-19 forced schools to rethink everything.

LEARN’s elementary schools held car parades, inviting students to drive through, wave to their educators, and make some noise for their classmates. Meanwhile, high school graduations were unique experiences, with students arriving one-by-one in cars, accepting diplomas, and having their own moments in the spotlight. All schools had virtual celebrations, with videos and photos highlighting the happy memories of the past year.

Working Remotely Like the schools, LEARN offices closed in mid-March. Employees worked remotely for the duration of the fiscal year and they proved as adaptive as LEARN students. Zoom meetings became the norm.

LEARN stressed regular communications, with weekly updates coming from the Executive Director and a centralized hub for questions and concerns. Through the crisis, each office completed all work assigned and LEARN began plans to reopen facilities safely.

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Response

to COVID-19

Educators are dedicated, flexible, and resilient. The 2019-20 school year tested the mettle of public schools many times over, and every time, educators met the challenge.

2020 brought an unprecedented challenge: COVID-19 coronavirus. This global pandemic changed the world, affecting not just health and wellness, but economies, government, and education. Connecticut, like states all over the country, was forced to close public schools and cancel all in-person classes effective March 17. It was a decision that likely saved lives. However, it left educators with a monumental task: how could school districts fulfill their promise to provide an equitable education to all students? Moreover, how could districts provide critical services, such as nutritious food or technology, to their most vulnerable populations?

Southeastern Connecticut banded together for solutions. Connected by LEARN, the public school districts in the region worked collaboratively to build a network of support, widen the lines of communication between and amongst all, create resources and curriculum, and become key players in the state’s response to this world health crisis.

Curriculum & Instruction In February of 2020, as Connecticut began to learn more about the coronavirus, LEARN convened a southeastern Connecticut Regional Committee to Ensure the Continuity of Education. The committee – comprised of teachers, curriculum coaches, and specialists from LEARN, East Lyme, Guilford, Ledyard, Madison, and Old Saybrook – met to develop a library of learning activities and resources that could be shared regionally, if needed.

The resources were intended to engage children in meaningful activities if the virus reached proportions that required temporary school closures. While materials were created with grade level standards and expectations in mind, families were welcomed to choose the activities most appropriate for their children.

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Communication & Leadership From the onset of the pandemic through every decision from the Governor and Commissioner of Education, superintendents and regional leaders regularly communicated with one another. With LEARN acting as a conduit, officials met frequently to form equitable plans to address the needs of students, families, and districts. Acting as a regional voice, southeastern Connecticut school leaders were able to present unified messages and strategies to ensure an equitable education for southeastern Connecticut’s children.

Creating a Hub for Resources COVID-19 created a climate of uncertainty. People were worried about their health and well-being. There were concerns over basic needs, such as healthy meals. There was concern over a child’s access to high-quality education during this unprecedented crisis.

To help students and their families stabilize in an unstable time, LEARN created and facilitated a centralized information network. Connecting students and families with essential needs became a primary function of LEARN. Prevention and safety information, food distribution programs, and internet and technology access are just a few examples of the assistance included in this hub of resources.

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2019 of the Year

When Riverside Magnet School (RMS) needed someone to step up as a peer leader, mentor young staff, and write new curriculum, Audrey Kelley rose to the challenge.

As an energetic and passionate educator, Audrey aided RMS through a year of growth. She became a favorite among students and quickly established herself as a role model for her colleagues.

As a result, Kelley was named the 2019 LEARN Teacher of the Year.

Peppy and intelligent, Kelley brings literature and social studies to life and helps her students grasp unfamiliar concepts in math and science. Moreover, Kelley embodies school values and embraces the Reggio Emilia model. Her work was critical as RMS expanded its program to add a 5th grade to the school, establishing herself as a person her peers and administrators could trust.

Her service to RMS has grown with the school. Kelley was hired to teach 4th grade when that was the top grade level at RMS, then moved up to the 5th grade with the same cohort of students.

When Kelley moved up with her class, she modeled and wrote curriculum around their strengths and interests.

“With a brand new school, you’re learning and growing with your students and fellow teachers,” Kelley said. “It’s empowering at times, but it’s also very challenging. Thankfully, the administration helped us and allowed us to play off each other’s strengths, build up confidence, and flourish.”

Tara Conway Special Education Teacher, Student Support Services

Ruth Toledo Pre-Kindergarten Teacher, The Friendship School

Stacy Pleau-Guckian Grade 4/5 Teacher, Regional Multicultural Magnet School

Constance O’Brien School Counselor, Dual Language & Arts Magnet Middle School

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LEARN congratulates Audrey Kelley and all her colleagues who were named 2019 Teachers of the Year by their peers at their respective LEARN schools, including:

Dante Gonzales English and Language Arts Teacher, Marine Science Magnet High School

Angelica Sirois Spanish Teacher, Connecticut River Academy

AGENCY GOAL

To provide expertise, leadership, and innovative programs and services that build regional capacities and supports, to create equity in education, and positive outcomes for all students.

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Student Services LEARN’s Office of Student Support Services had an expansive year in 2019-20 as it focused on expanding collaborative partnerships with the Connecticut State Department of Education’s Bureau of Special Education and the RESC Alliance. SSS is committed to equity and excellence in creating and providing individualized education that allows students to reach their greatest potential academically, socially, and behaviorally.

Specialized Programs for Children and Consultative Services The Student Support Services team has the core beliefs that every student is important and strives to ensure that all children and families receive the care they deserve. The past year put that philosophy into action. LEARN programmed and supported 425 students with IEPs in 2019-20 in the LEARN and Goodwin magnet schools, as well as thousands through consultative services within districts, schools, and programs. LEARN outplacement programs served 78 students. Twenty-four districts were served through programming and consultation, with 14 LEARN districts receiving support regularly throughout the year.

Professional Learning and Statewide Consultation SSS had a sphere of influence that expanded statewide over the past year. The Office continued to offer exemplary workshops, roundtables, and other professional development to special education teachers, speech and language pathologists, and social workers. LEARN specialists collaborated with others in the Connecticut RESC Alliance to serve educators throughout the state with professional development opportunities.

Additionally, the state turned to LEARN on a number of projects, including: u P roject management and Implementation of Communities of Practice for Specialty areas;

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u Work on the Speech and Language Guidelines; and u Statewide technical assistance in Speech Language Additional partnerships were forged with our higher education institutions. The SSS team worked closely with UConn science and math cohorts at the Avery Point campus to infuse content instruction with specialized instruction in outplacement programs and social emotional development.

Ocean Avenue LEARNing Academy

New London / Pre-kindergarten through Age 21 The Ocean Avenue LEARNing Academy celebrated its first full year of operation with growth from 58 students to 70. The program received 65 referrals with 23 students placed.

One of the greatest successes is not just the number of students for whom LEARN can provide comprehensive service, but also the depth of service available. That depth is only possible through the extensive knowledge of our staff, who are committed to working with the students who have the greatest needs across our district. In the 2019-20, the Student Support Services team added a clinical psychologist/BCBA D. Also a medical assistant position was created to intake students with more complex medical and learning needs.

In June 2020, the LEARN Board of Directors approved the second phase of the building renovation project. Under the OALA plan, the second floor of the building (formerly a synagogue and school) will be retrofitted to further expand the LEARNing Academy. The project will add seven new classrooms, cafĂŠ and eatery, and additional office and conference rooms.

The LEARN Transition Academy New London / 18-21 Program

The Transition Academy continues to work collaboratively with many local partners including the Re-Store, East Lyme Pizza, and Goodwill to name only a few.

Students spend time in internships in the community, as well as building their life skills and working on their own personalized plan. The work also centers around a project titled WormED, where students all have a role in creating compost with worms. Infusing life skills, and care for the community and our world is an important component of the program. One celebration was the receipt of a $1,400 grant from the RecycleCT Foundation to support this great sustainable work.

The LEARN Transition Academy celebrated the graduation of three students. Despite COVID-19, the team came together and held a drive-up ceremony at its Boston Post Road facility.

23 23

Young Children &

It was a bittersweet year for LEARN’s Office of Young Children & Families. The Early Care and Education arm of the Office thrived, supporting 53 professional learning events that included the February “Keep Calm, Keep Learning” symposium. LEARN, as the host of the event, brought together early childhood educators and advocates from across the state for a full day of workshops and seminars. Beth Bye, Commissioner of the Connecticut Office of Early Childhood, gave the keynote address, advocating the importance of early childhood education and the critical role played by educators. Young Children & Families also helped guide seven early childhood programs through the National Association for the Education of Young Children (NAEYC) accreditation process.

Other highlights for 2019-20 include: u C ontinued support of six districts as liaisons for the School Readiness grant. u A two-year contract from the Office of Early Childhood for Quality Improvement Supports (in collaboration with the Early Childhood RESC Alliance) u A virtual presentation at the CT AEYC’s Saturday Academy u Established a bilingual professional learning opportunity – “Making Documentation Panels to Show What Children are Learning Through Play” u Implemented a Directors’ Collaborative for community-based early childhood program administrators and a Family Child Care Network.

However, a longtime program of LEARN – the LEARN Birth to Three Program – ended on June 30. A shift in state funding brought an end to LEARN providing Birth to Three services to the region’s youngest citizens. Throughout the 24-year history of the program, LEARN experts assisted more than 2,000 families, including 162 families per month from July 2019 through February 2020. When the COVID-19 pandemic temporarily suspended services in March 2020, LEARN Birth to Three professionals delivered support virtually, averaging 124 visits per month.

Bilingual services were offered at the request of families.

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AGENCY GOAL

To provide cost effective, customized organizational and operational services for our members.

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Office of LEARN’s Office of Teaching and Learning has proven itself an invaluable resource to teachers throughout southeastern Connecticut. Professional learning opportunities abounded in 2019-20, with 407 teachers and 61 administrators taking part in workshops, seminars, roundtables, and other programs presented by LEARN. More than 20 school districts contracted with our agency for catered professional learning. The overwhelming majority of educators were delighted with the service they received: over 95 percent of participants surveyed reported that the programming added value to their teaching or area of expertise According to one participant, “As a result of this professional learning, I will look at all of my lessons and standards as they align. I valued the personal interaction of the presenters.”

Offerings went well beyond workshops and roundtables. LEARN presented specialist support in a number of areas to help districts meet changing needs, such as coaching in secondary mathematics, implementing successful inquiry in grades K-8, successfully supported English Learners (EL) and assisted in quality curriculum development.

As one district leader shared “What I have loved about working with LEARN is the great listening to help create the agenda and drive towards our needs.”

Additionally, LEARN offered workshops in partnership with several different organizations. Within our region, 12 teachers earned certification in Wilson Language Training through one of several professional learning sessions offered through LEARN. The Office of Teaching and Learning also facilitated several regional programs and supports. The regional minority teacher recruitment consortium met regularly throughout the year and participated in a statewide virtual conference in order to diversify Connecticut’s educational workforce. Additionally, LEARN provided TEAM training to mentor and certify beginning teachers, with a cohort completing the program in June, even with the pandemic. The Office also assisted districts in obtaining consortium pricing for specific programs, grant writing, data-driven instruction, and oversaw LEARN’s magnet school office.

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&

Services

Information Technology

The Office of Information Technology provided expert guidance and assistance to LEARN as the agency made the transition to online learning and working remotely. IT professionals ensured that students and employees had the tools they needed to learn or do their jobs. Whether providing hardware like laptops and tablets to software and internet connection, IT was critical to helping the agency through the pandemic. Additionally, IT pushed for the LEARN employees to utilize Microsoft Office 365 in 2019-20. Features of the software, such as Microsoft Teams, enabled offices and teams to communicate effectively and work cohesively even while buildings were closed.

SSC Employee Wins GEM Awards Clean and safe facilities are paramount to LEARN and SSC Services for Education are excellent partners in that effort.

That was evident in 2019-20 when groundskeeper Rafael Liriano won the local and regional GEM (Great Employees MakeMagic) Award. Gary Cymbala, Contract Manager for SSC, complimented Rafael as a dedicated employee who takes on any role asked, whether it is related to groundskeeping or not. Pictured: LEARN Executive Director Kate Ericson, Rafael, Rafael’s wife, Alires Liriano, who is a custodian at The Friendship School, and Cymbala.

Transportation Services COVID-19 effectively cut about three months of travel of LEARN Transportation Services. However, by March 1, LEARN drivers had collectively logged approximately 450,000 miles in service to students in 2019-20. For perspective, 450,000 is a little less than two full trips around Saturn, the second largest planet in our solar system!

450,000 is a little less than two full trips around Saturn

The Communications Team LEARN established the Communications Team in 2019-20, centralizing the agency’s marketing, public relations, and communications expertise, with its project management and event planning resources. The Team gathers and transfers information to create a shared understanding of LEARN. As a result, the Communications Team provides LEARN and its member districts with strategic guidance and creative solutions to reach out and engage customers.

The Communications Team established itself as the communications hub for the agency in 2019-20. It managed the LEARN website and social media, produced dozens of print and digital products including the LEARNing Curve newsletter, and coordinated many events.

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Office

The Business Office took important steps toward providing excellent external service to our member districts and made strides in improving operational activities internally. Here are some of the highlights of the Office’s 2019-20 efforts: u S ecured two external contracts to provide services to IDCS (Integrated Day Charter Schools) and New London Public Schools. u C FO sat on a committee to assist in hiring a Regional School District 17 business official. u S uccessfully managed all business operational tasks remotely, such as Payroll, Accounts Payable/Accounts Receivable, Board Reporting, Budgeting, State Reporting requirements.

Significant enhancements were made to reduce paper within the Accounts Payable cycle. u S uccessfully assisted 17 towns and districts with the completion of an RFP and review of bids for a new Financial Reporting system, savings districts tens of thousands of dollars. u A ssisted with all Accounting activities related to the $7 million Ocean Avenue Learning Academy Construction Project.

The Business Office lost our dear friend and colleague Phil Russell in 2019. His humor, kindness, and dedication to LEARN and the school districts served by our team will never be forgotten.

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Fiscal Year 2019-20

Sources of Funding

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 (42.8%). The Connecticut State Department of Education provides various grants for inter-district programming and other educational initiatives (31.8%). Funds in the “other” category include amounts related to operations at two magnet schools at Goodwin College and grants from local organizations (17.6%). The remainder of our funding comes from federal grants, including Title grants and the Magnet Schools Assistance Program grant (7.8%).

Annual Agency Revenues By Department

Budgets & Revenues

Regional Multicultural Magnet School.................................. $5,812,000 The Friendship School............................................................. 6,128,000 Dual Language & Arts Magnet Middle School........................ 1,646,000 Marine Science Magnet High School...................................... 3,818,000 Three Rivers Middle College....................................................... 955,000 Riverside Magnet School......................................................... 4,484,000 Connecticut River Academy .................................................... 4,690,000 Student Support Services ..................................................... 14,759,000 Young Children & Families/Early Child Care & Education....... 2,765,000 Office of Teaching & Learning..................................................... 472,000 Transportation.......................................................................... 1,330,000 Magnet School Assistance Program Grant.............................. 2,774,000 Executive Services & Business/Finance....................................1,334,000 Information Technology...................................................................... N/A Food Services...............................................................................907,000 Capital Projects............................................................................512,000

Total Revenues 2019-20 ..................................................... $52,386,000

Funds Managed for Others Eastern CT Health & Medical Cooperative: Health Insurance and related claims .................................. $18,939,000

Revenue Sources 2019-20

State 31.8%

Local 42.8%

$16,673

$22,400

Federal 7.8% $4,096

Other 17.6% $9,217

2018-19 2019-20 ACTUAL BUDGET

CT River Academy @ Goodwin - State O $4,543,893 $4,774,376 CTRA Special Education Services L 850,843 938,665 CTRA Food Services/Free & Reduced F/L 144,085 192,500 CTRA Misc Grants L 145,714 Dual Language & Arts Magnet Middle Sch - State S 1,192,584 Dual Language & Arts Magnet Middle Sch - Local L 392,496 DLAMMS Special Education Services L 569,276 DLAMMS Title Grants F 59,439 DLAMMS Food Services/Free & Reduced F/L 81,541 DLAMMS Misc Grants L 2,013 Early Childhood Education School Readiness S 1,706,502 1,595,926 ECE Preschool/Family Resource S 10,000 10,000 ECE Regional Programs/Misc L 429,048 369,861 Goodwin Riverside Magnet School - State O 4,478,668 4,900,557 G-RMS Special Education Services L 786,844 828,707 G-RMS Title Grants F 5,152 G-RMS Food Services/Free & Reduced F/L 190,215 229,500 Magnet Schools Assistance Program (MSAP) F 2,774,177 3,460,682 Marine Science Magnet High School - State S 2,191,776 2,183,718 Marine Science Magnet High School - Local L 1,626,560 1,636,840 MSMHS Special Education Services L 353,732 339,946 MSMHS Food Services/Free & Reduced F/L 71,170 112,000 Management: Business/Executive Services O 189,194 208,794 MGT Food Services/Free & Reduced F 21,929 71,155 MGT RESC Funding & Education Cost Share (ECS) S - MGT Universal Service Fund Program (USF) F 31,815 31,815 MGT Fingerprinting L 13,493 20,000 MGT RESC Membership L 10,250 10,250 MGT New London Programs L 35,213 40,313 MGT Development Services L 26,636 27,750 MGT Regional Services incl Goodwin Partnership L 1,027,684 1,116,634 MGT Facilities / Capital Projects S 512,598 MGT CARES / ESSER Grant F - 317,365 Partners in Birth to 3 Programming S 619,370 Offc of Teaching & Learning ELA/ELL (Title III) F 78,066 80,000 OTL Virtual High School / Virtual Learning Academy L 93,900 120,000 OTL Perkins - Vocational Applied Technologies F 65,553 95,000 OTL Training/Prof Development Workshops L 164,822 150,023 OTL Title Grants (Title I & II) F 33,734 70,000 OTL Interdistrict & Other Misc Grants S 35,715 Regional Multicultural Magnet Sch - State S 4,070,182 4,069,290 Regional Multicultural Magnet Sch - Local L 1,426,336 1,475,760 RMMS Special Education Services L 1,326,353 1,397,987 RMMS Magnet Kingdom (School Age Program) L 135,541 140,000 RMMS Title Grants F 168,880 168,424 RMMS Food Services/Free & Reduced F/L 178,099 190,000 RMMS Misc Grants S/O 11,191 4,574 SSS High School Programs L 375,000 384,376 SSS Ocean Avenue LEARNing Academy L 6,037,762 6,856,347 SSS Transition Program L 290,912 381,048 SSS Special Needs Summer School L 488,507 833,943 SSS Related Services & Contracts/ABA Consulting L 2,542,714 1,885,012 SSS Disability Summit L 9,535 SSS Ledyard Vo-Ag Special Education L 523,431 500,000 SSS Misc Grants S 109,594 7,500 The Friendship School - State S 4,053,174 4,053,174 The Friendship School - State - Pre-K S 1,334,520 1,365,861 The Friendship School - Local L 576,911 664,692 TFS Special Education Services L 468,830 611,784 TFS Title Grants F 152,869 153,474 TFS Food Services/Free & Reduced F/L 212,848 235,000 TFS Misc L 9,280 10,500 Three Rivers Middle College - State S 539,886 539,886 Three Rivers Middle College - Local L 400,660 404,680 TRMC Special Education Services L 25,979 28,944 TRMC Title Grants F 14,288 14,288 TRMC Food Services/Free & Reduced F 7,518 11,900 Transportation - CHOICE Program S 301,500 300,000 Transportation - Special Education L 1,028,288 1,166,630

AGENCY TOTAL $52,386,288 $51,787,451

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Interagency Collaboration LEARN is pleased to collaborate with more than 150 partners. The agency appreciates all of the organizations, businesses, and people who support and collaborate with us.

Academy at Mount Saint John

CT Center for School Change

Liberty Bank

Read to Grow

American School for the Deaf

CT Council for Philanthropy

Lightspeed Technology

Reading Is Fundamental

Amistad America

CT Department of Public Health

Lisbon Public Schools

Regional School District 17

Association for Infant Mental Health

CT Early Childhood Funder Collaborative

Little Learners in Ledyard

RESC Alliance

Attachment Network of CT

CT Office of Early Childhood

Lawrence and Memorial Hospital

Riverfront Children’s Center

Autism Spectrum Resource Center

CT Parent Advocacy Center

Lyman Allyn Museum

Safe Futures

William H. Backus Hospital

CT Pyramid Consortium

Madison School for Young Children

Sarah, Inc. KidSteps

Boys and Girls Club of Southeastern CT

CT School Family Community Partnerships

Magnet Schools of America

Shoreline East

Bureau of Education and Services for the Blind (BESB)

CT State Department of Education

Mayflower Montessori School

Smith’s Acres

Community Foundation of Eastern CT

Middlesex Chamber of Commerce

Sprague Public Schools

Covenant Shelter of New London

Military/Superintendents Committee

St. Vincent DePaul Place

Chamber of Commerce - Eastern CT Child Health and Development Institute Child and Family Agency of Southeastern CT Child Works Preschool/Shiloh Development Corp.

Denison Pequotsepos Nature Center Department of Mental Health and Addiction Services

Mitchell College Madison Public Schools

State Education Resource Center Stonington Community Center Stonington Youth and Family Services

Dime Bank, Norwich

MLK Foundation

Disabilities Network of Eastern CT

Mystic Aquarium

Department of Social Services

Mystic Museum of Art

Decadent Wellness

Mystic Seaport

Early Childhood Alliance

Mystic YMCA

East Hampton Memorial Elementary School

National Association for the Education of Young Children

East Lyme Public Schools

New England Assistive Technology

The Watershed Partnership

Easter Seals

New London Human Services Network

Three Rivers Community College

Eastern Connecticut State University

New London Public Library

TRANSCEN, Inc.

Educational Playcare, Madison

New London Public Schools

Connecticut Association of Schools

Even Start

New London Youth Affairs

Thames Valley Council for Community Action, Inc.

Connecticut Association of School Personnel Administrators

FAVOR

Niantic Community Church Children’s Center

Connecticut Association for the Education of Young Children

Global Child School Inc.

Children’s Trust Fund Children’s Museum of Southeastern CT Children’s Village, Wolcott Clinton Child Care Clinton Public Schools Collaborative for Educational Services - MA Community Health Center Connecticut Association of Public Schools Superintendents

Florence Griswold Museum

Connecticut Bureau of Rehabilitation Services

Go NAPSACC

Contemplative Insights

Graustein Memorial Fund

Connecticut Association for Community Transportation

Groton Public Schools

Goodwin University

Substance Abuse and Mental Health Services Administration “The Center” A Drop in Community Learning & Resource Center Inc. The City of Groton The City of Norwich The Kennedy Center

UCP of Eastern Connecticut United Community and Family Services

9 Town Transit

United States Coast Guard Academy

New England Center for Hearing Rehabilitation

United States Department of Education

New England Science and Sailing (NESS) New London Human Services Network

United States Navy United Way of Connecticut

New London Rotary Club

United Way of Southeastern Connecticut

North Stonington Public Schools

University of Connecticut

Groton Rotary Club

Norwich Public Schools and Family Resource Centers

Vermont International Academy

Guilford Public Schools

Norwich Youth and Family Services

Head Start

OIC of New London

Connecticut Department of Developmental Services

Hispanic Alliance

Old Lyme Early Childhood Council

Infoline

Otis Library, Norwich

Connecticut Department of Energy and Environmental Protection

Integrated Day Charter School

Pawcatuck Neighborhood Center

League of Innovative Schools

Pfizer

Ledgelight Health District

Preston Public Schools

Ledyard Public Schools

Project Oceanology

Ledyard Youth Service Bureau

Partners for Youth with Disabilities

Connecticut Bureau of Aquaculture Connecticut Charts a Course Connecticut College Connecticut Department of Children and Families

Connecticut Health Foundation CT After School Network CT AHEAD – Association on Higher Education and Disability

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Griswold Preschool Development Grant Groton Public Library

Voluntown Public Schools Waterford Community Center Waterford Public Library Waterford Public Schools Westbrook Early Childhood Council Westbrook Public Schools Yale University

RESC The RESC Alliance plays a core role to public school districts, families, and educators throughout Connecticut. The Alliance is comprised of the six Regional Educational Service Centers - ACES, C.E.S., CREC, EASTCONN, EdAdvance, and LEARN – that serve the state’s cities and towns. The RESCs work together to provide professional development for educators, special education for families, transportation, and a myriad of other services at low costs to districts. Cooperation is essential – if one RESC cannot provide a service, it can look to its partners for help. The results save districts money, ensure that teachers and specialists have great professional development, and provide children with the services they need.

to assisting districts with labor relations, to providing critical special education and early childhood services during the pandemic.

The Executive Directors were in constant contact during the crisis, utilizing Zoom and other forms of online communications to keep each informed of challenges their regions faced. The RESCs worked to make professional development accessible and online, allowing educators to take part from home. As a whole, the RESC Alliance worked hard to lessen the impact on districts and allow superintendents and other educators to focus on teaching and learning during the pandemic.

When COVID-19 hit the state, Education Commissioner Dr. Miguel Cardona turned to the RESC Alliance to help coordinate a response.

The Alliance delivered by creating hundreds of resources for distance learning, bringing together specialists and educators to construct and centralize materials on the RESC Alliance website.

These resources covered 11 areas of support to districts and educators, from general information,

Clinton

Deep River

East Haddam

East Hampton

East Lyme

Essex

Groton

Guilford

Ledyard

Madison

Montville

New London

North Stonington

Norwich

Old Saybrook

Preston

Region #4

Region #17

Region #18

Salem

Stonington

Waterford

Westbrook

Other

Development & New DistrictServices Initiative

Chester

Member Matrix Services MEMBER MATRIX OF of SERVICES X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

TEAM Program Participants

X

Office of Teaching and Learning

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Magnet School Programs

X

X

X

X

X

X

X

X

Roundtables & Councils

X

X

X

X

X

X

X

X

X

X

X

Student Support Services

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Transportation Services

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Web-Based Courses for Students

X

X

Early Care & Education Partners for Birth to Three

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

X

X X

X

X

X X

X

X

X

X

X

X

X

X

X

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LEARN Member Districts Chester Clinton Deep River East Haddam East Hampton East Lyme Essex Groton Guilford Ledyard Madison Montville New London North Stonington Norwich Old Saybrook Preston Region #4 Region #17 Region #18 Salem Stonington Waterford Westbrook

LEARN

44 Hatchetts Hill Road Old Lyme, CT 06371 (860) 434-4800 Fax: (860) 434-4837 www.learn.k12.ct.us

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