At LEARN, we know that meaningful progress doesn’t happen by chance. It is cultivated. It takes intentional effort, trust, and a shared commitment to something greater than ourselves. The Power of We is not just a belief; it is a practice. It is how we engage, collaborate, and innovate to create lasting change in education.
Throughout the past year, we’ve witnessed the results of that shared effort – inspired teaching, strengthened partnerships, opportunities expanded for students and families, and new programs and services for our member districts. These outcomes did not happen by accident. They happened because LEARN and our community partners cultivated an environment where each student, each educator, each staff person, each leader, and each customer felt seen, supported, and valued. It is a reflection of the Power of We in action. It reflects deliberation in creating spaces of belonging, breaking down barriers, and opening doors of opportunity.
Education is, at its core, a collective endeavor. No single individual, school, or district can achieve transformative impact alone. It is through partnerships, shared expertise, and a commitment to innovation that we empower students, families, and educators to succeed.
To our educators, you are the cultivators of possibility, shaping students’ futures with your passion and care. To our dedicated staff across LEARN, your expertise, commitment, and daily efforts make it possible for our programs and services to thrive. To our families, your trust and engagement are what nurture this work and allow it to grow. And to our member school districts and community partners, thank you for working alongside us to plant the seeds of change in education.
This report is more than a reflection of the past year; it is an invitation to continue fostering connections, to celebrate our collective progress, and to build the future together. As you read the stories within these pages, I hope you see your role in this shared effort. Together, we are not just embracing the Power of We – we are cultivating it, sustaining it, and ensuring it thrives.
Warm Regards,
Katherine Ericson LEARN Executive Director
L EARN
Directory
Central Office
44 Hatchetts Hill Road, Old Lyme, CT 860.434.4800, www.learn.k12.ct.us
Ocean Avenue LEARNing Academy
Student Support Services Specialized School
660 Ocean Avenue, New London, CT
860.400.0840, www.learnstudentsupportservices.org
LEARN Transition Academy
Student Support Services Specialized School, 1822 Program 58 Pennsylvania Avenue, Niantic, CT 860.400.0840, www.learnstudentsupportservices.org
The Friendship School
Early Childhood Magnet School 24 Rope Ferry Road, Waterford, CT 860.447.4049, www.thefriendshipschool.org
Regional Multicultural Magnet School
Kindergarten – Grade 5 Magnet Elementary School
One Bulkeley Place, New London, CT 860.437.7775, www.rmms.k12.ct.us
574 New London Turnpike, Room E205, Norwich, CT 860.215.9055, www.threeriversmiddlecollege.org
M ember Districts
Board of Directors & Superintendents
Chester
B: Dale Bernardoni
S: Brian White
Clinton
B: (vacant)
S: Maryann O’Donnell
Deep River
B: (vacant)
S: Brian J. White
East Haddam
B: Terri Garrity
S: Teresa DeBrito, Ed.D.
East Hampton
B: (vacant)
S: Timothy M. Van Tasel, Ed.D.
East Lyme
B: Eric Bauman
S: Jeffrey Newton
Essex
B: Nancy Johnston
S: Brian White
Groton
B: Beverly Washington
S: Susan L. Austin
Guilford
B: (vacant)
S: Paul Freeman, Ed.D.
Ledyard
B: Mary Harris
S: Jason Hartling
Madison
B: Mary Ann Connelly
S: Craig Cooke, Ph.D.
Montville
B: Robert Mitchell
S: Dianne Vumback, Ed.D.
New London
B: Alisha Blake
S: Cynthia Ritchie, Ed.D.
N. Stonington
B: Chet Stefanowicz
S: Troy Hopkins
Norwich
B: Gregory Perry
S: Susan Lessard
Race & Ethnicity
Asian: 3%
Black: 7% Hispanic: 14%
Generations
Silent Generation: 1%
Baby Boomers: 12%
Generation X: 31%
Millennials: 42%
Generation Z: 14%
Old Saybrook
B: Jane Wisialowski
S: Chris Drezek
Preston
B: Cynthia (Cindy) Luty
S: Roy Seitsinger, Jr., Ph.D.
Salem
B: Sean Reith
S: Brian Hendrickson
Stonington
B: Katie Gauthier
S: Mary Anne Butler
Waterford
B: Laurie Wolfley
S: Thomas W. Giard, III
Westbrook
B: Elizabeth Fernandes
S: Kristin Martineau, Ed.D.
Region 17: Haddam & Killingworth
B: Jennifer Favalora
S: Jeffrey Wihbey
Region 18: Lyme & Old Lyme
B: W. Scott Brown, Ph.D.
S: Ian Neviaser
Board O fficers
Chairperson
Robert Mitchell
Vice Chairperson
Dale Bernardoni
Secretary
Jennifer Favalora
Fiscal Officer
Beverly Washington
Certified 36%
LEARN Leadership
Katherine Ericson
Executive Director
860.434.4800, ext. 1345 kericson@learn.k12.ct.us
Bridgette Gordon-Hickey
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
Organizational Programs, Services, & Operations
Michael Belden
Chief Financial Officer
860.434.4800, ext. 1130 mbelden@learn.k12.ct.us
Michelle Cozzi
Assistant Director of Information Technology
860.434.4800, ext. 1143 mcozzi@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
Elizabeth McCaffery Director of Human Resources
860.434.4800, ext. 1115 emccaffery@learn.k12.ct.us
SchoolBased Programs & Services
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
Mariana Reyes Principal of Regional Multicultural Magnet School 860.437.7775 mreyes@learn.k12.ct.us
Jessica Silvestro Principal of The Friendship School 860.447.4049 jsilvestro@learn.k12.ct.us
Member Programs & Services
Linda T. Darcy, Ed.D. Director of Teaching & Learning
860.434.4800, ext. 1103 ldarcy@learn.k12.ct.us
Erica Mahon, Principal of Ocean Avenue LEARNing Academy; Director of Specialized Programs
860.400.0840 emahon@learn.k12.ct.us
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
Organization
Mission Framework
MISSION
VISION
To ensure that each child has access to highquality public education and opportunities through equitable systems of education, support, and service.
As a Regional Educational Service Center, we
• pursue equitable and just systems of education,
CORE VALUES
Student Success
Relationships
Service • Diversity
Communication
Integrity • Innovation Creativity
AGENCY GOALS
To provide exemplary, innovative, and equitable schoolbased programs that advance achievement for each student and nurtures their cognitive, physical, and emotional wellbeing in safe, respectful, rigorous, and diverse learning communities.
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 costeffective, 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.
• build the skills and knowledge of the educational community, and
• design innovative, efficient, and effective programs, services, and solutions.
We are committed to forging a better future for each learner.
THEORY OF ACTION
INNOVATE
Optimize Potential
Identify, develop, and deliver innovative and customized services, programs, and tools that meet our members’ needs.
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 highquality services.
Guiding the Future
The Leadership of the LEARN Board of Directors
At LEARN, our ability to innovate, collaborate, and serve students across our region is made possible by the steadfast leadership of our Board of Directors. Their dedication to educational excellence and equity ensures that we continue to expand opportunities for students, families, and educators. This year, their vision has paved the way for four transformative initiatives that will shape the future of learning in our region:
1
New Infant & Toddler Program.
The development of a new infanttoddler program, expanding access to highquality care and early childhood development for families.
2
New Early Childhood School.
The construction of a new early childhood school, designed to provide young learners with an innovative, museuminspired education.
3
New Magnet School Pathway.
The design of a magnet school prekindergarten through grade 8 pathway, offering students a seamless, innovative educational experience across two campuses in Waterford and New London.
4
New Regional Shared Service Solutions.
The support of an enhanced regional shared service solutions initiative aimed to strengthen the foundation of backoffice supports for school districts, allowing educational leaders to dedicate more time to instructional and studentcentered priorities.
These milestones reflect the power of bold leadership, strategic planning, and an unwavering belief in the potential of each child. We are grateful for the Board’s continuous commitment to our mission and their role in shaping a brighter future for our communities.
As you explore this year’s annual report, you will learn more about these exciting initiatives and the impact on students and families. LEARN’s success is a testament to what is possible when vision meets action, and leadership meets purpose.
To the members of our Board of Directors –thank you for your dedication, insight, and advocacy. Your leadership is helping us build a stronger, more innovative educational landscape for generations to come.
1Creating Connections:
A New Beginning for InfantToddler Care
Imagine a place where the first steps of learning begin in a safe, nurturing, and engaging environment – where babies and toddlers are surrounded by warmth, discovery, and meaningful connections. With the support of the LEARN Board of Directors, we are proud to introduce Creating Connections, an early learning center dedicated to highquality early childhood care and education.
Located at 24 Rope Ferry Road in Waterford, this beautifully designed center serves children ages 8 weeks to 3 years, providing a foundation for lifelong learning. With two thoughtfully designed classrooms and safe, enriching indoor and outdoor spaces, every element is crafted to support curiosity, exploration, and development in the earliest years.
“ Ser
ving on
LEARN’s B oard is
n’t just about meetings and bud gets—it
’ s about vision.
We get to imagine what ’ s possible for students and then take the steps to make it happ en. Whether it ’ s expand ing opportunit ies, en hancing ser vices, or find ing
smarter ways to support schoo ls, we’re not just planning for the future—we get a chance to build it.”
At the heart of Creating Connections is a commitment to secure attachment and bonding – fostering deep connections between children and their parents or caregivers. This care does not happen in isolation. It is cultivated through the Power of We, where families, educators, and community members come together with a shared commitment to nurturing children’s earliest experiences. Our highly trained early childhood professionals work in partnership with families, understanding that strong, loving relationships are the cornerstone of a child’s growth, laying the groundwork for confidence, resilience, and future success.
This program is more than just child care – it’s a carefully cultivated community where families feel supported, where children thrive, and where the earliest moments of learning are celebrated. Together, we are building an environment where each child is valued, each family is embraced, and each connection shapes a brighter future. The future starts here – and we’re growing it together. www.learncreatingconnections.org.
— LEARN Executive Committee Member
A Place Where Learning Comes to Life:
LEARN’s New Early Childhood School
Imagine stepping into a school where curiosity sparks at every turn – where young learners explore, create, and discover in a space built just for them. Natural light floods interactive classrooms, designed to inspire critical thinking and creativity. Outdoor learning spaces encourage handson exploration, and hallways double as museum exhibits showcasing student work.
This vision is becoming a reality. Through collaboration, dedication, and a shared commitment to innovation, LEARN’s new early childhood school – set to open in fall 2027 – will be a place where multicultural, multilingual education flourishes, offering a dynamic learning experience for children from prekindergarten through grade 2.
Meeting a Regional Need
In addition to its innovative academic programming, the school will include two regional special education classrooms. These specialized classrooms will provide a more supportive, structured setting for some of the region’s youngest learners whose needs require a more restrictive environment, helping local school districts serve students who benefit from this intensive, early intervention.
From Vision to Reality
The journey began in 2023, when the LEARN Board of Directors recognized the urgent need for a highquality magnet pathway for early learners. Their vision led to the pursuit of 51 Daniels Avenue in Waterford, a 13acre site that will house an 85,000squarefoot facility designed specifically for young children.
Momentum surged forward in June 2024, when the Connecticut State Legislature approved reimbursement funding, ensuring that this stateoftheart school would be built to serve generations of learners. This milestone was not achieved alone – it was made possible through the Power of We, as board members, educators, families, and state leaders came together with a shared commitment to early learning.
Designed for Discovery, Built for Belonging
To bring this vision to life, LEARN has partnered with an architectural firm to ensure the school is designed with young learners in mind. The process reflects a collective investment in the future, with experts working together to ensure the school meets the highest standards for innovation, accessibility, and engagement.
The development follows four key phases:
• Programming Phase – Setting the school’s goals, needs, and priorities to support young children’s development.
• Schematic Design Phase – Creating the initial blueprint, defining the form and function of the space.
• Design Development Phase – Refining details to maximize creativity, flexibility, and handson learning.
• Construction Documents Phase – Finalizing architectural plans for building and execution.
An Investment in Our Future
This school will be a trailblazer in early childhood education, blending museuminspired learning, international themes, and duallanguage immersion in English and Spanish. More than just a school, it is a testament to what happens when we cultivate the Power of We – bringing together leaders, educators, families, and communities to create a space where each child has the foundation to thrive. It represents a bold step forward, ensuring that our region’s youngest learners have access to an educational experience that nurtures curiosity, creativity, and collaboration.
Excited to follow along? Stay tuned for updates as this project unfolds at www.learn.k12.ct.us. The future of early learning is being built – together, right here, right now!
“ This schoo l is more t han a build ing — it ’ s a promise to our youngest le arners. A place where each child, regardless of background, will feel a sense of belonging, wonder, and exc itement to le arn ”
— LEARN Board Member
Expanding Opportunities:
A Seamless Prekindergarten through Grade 8 Magnet Pathway
With the construction of LEARN’s new Early Childhood School in Waterford, an exciting transformation is underway at our Regional Multicultural Magnet School (RMMS) campus in New London. Currently serving students in kindergarten through fifth grade, RMMS will begin its transition to a grade 38 model in fall 2025, completing the shift by 2027.
This transformation is more than just a restructuring –it is a reflection of what happens when we cultivate the Power of We, bringing together educators, families, and communities to create a seamless, highquality magnet school experience for students. By 2027, students will experience a continuous prekindergarten through grade 8 magnet school pathway spanning two campuses – beginning in Waterford for prekindergarten to grade 2 and continuing in New London for grades 38. Once accepted through the magnet school lottery, students can remain in LEARN’s magnet program through grade 8 without needing to reapply.
And the benefits don’t stop there! Graduates of LEARN’s prekindergarten through grade 8 pathway will also receive preference for admission into LEARN’s Marine Science Magnet High School (grades 912), potentially providing a clear, highquality educational journey from early childhood through high school. This coordinated effort to expand educational opportunities is only possible through strong partnerships, shared commitment, and a vision for student success.
Great things are coming – and together, we are cultivating a future where each child has the opportunity to thrive. We can’t wait to welcome the next generation of learners!
Regional Shared Service Solutions:
Cultivating the Power of We in Action
In today’s rapidly evolving educational landscape, school districts face mounting operational and technological challenges that require expertise, efficiency, and innovation. From secure networks and cybersecurity to financial management and human resources, these behindthescenes functions are the backbone of a school system’s ability to serve students effectively.
Recognizing this need, the LEARN Board of Directors, with funding from the Regional Performance Incentive Program (RPIP) from the Connecticut Office of Policy and Management, has expanded LEARN’s Regional Shared Service Solutions – a groundbreaking initiative designed to streamline critical operations, reduce administrative burdens, and allow school leaders to focus on what matters most: student success. This is the Power of We in action – districts collaborating, sharing expertise, and intentionally building sustainable, costeffective solutions to strengthen schools and communities.
Strengthening Schools through Shared Services
Modern school districts require robust technology infrastructures to support both operational efficiency and instructional innovation. From cybersecurity protocols that protect sensitive student and staff data to seamless integration of learning management systems (LMS) and digital classroom tools, LEARN’s expanded IT services ensure that districts have secure, reliable, and cuttingedge technology solutions at their fingertips.
Beyond technology, financial operations and human resources management have become increasingly complex. Payroll systems must navigate unionized pay structures, multiple funding sources, and strict auditing requirements. By cultivating expertise through shared services, LEARN’s specialized accounting and business office teams empower districts to optimize financial reporting, reduce overhead costs, and ensure compliance with state and federal regulations.
Investing in School District Operations
This initiative is not just about meeting immediate needs – it’s about strategically cultivating longterm sustainability and success. LEARN’s enhanced shared services model offers:
• Contract Discounts for current member districts, making services more accessible and costeffective.
• Competitive Pricing to attract new districts seeking highquality, affordable solutions.
• Expansion of Human Resource Services, providing tailored support to meet the unique needs of staff.
• A Highly Skilled Team, dedicated to helping districts overcome operational hurdles so they can stay focused on teaching and learning.
Building Stronger Schools, Together
Through deliberate collaboration, expertise, and shared resources, LEARN’s Regional Shared Service Solutions will empower districts with costeffective, highquality operational support – allowing superintendents, administrators, and educators to dedicate more time and energy to student success.
As we move forward, this initiative will continue to evolve and expand, providing districts with the resources, technology, and financial management solutions needed to thrive in an increasingly complex educational environment.
Together, we are stronger. Together, we are transforming education. This is the Power of We.
“As a d istrict leader, I know first hand the challenges of balancing rising operational demands wit h our core mission—educating students. LEARN’s Regional Shared Ser vice Solutions will be a ga me-changer for us By streamlining payroll, IT, and business office functions, we will free up valuable time and resources to inve st d irectly in student le arning This model is a smart, sustainable way forward for d istricts loo king to maximize efficiency wh ile maintaining high standards.”
— Superintendent, Southeastern Connecticut
Thank You to Our Partnering
Districts
In addition to our Board of Directors and LEARN staff, the Regional Shared Service Solutions initiative would never be possible without the vision and collaboration of our partnering districts. By working together to identify needs and shared solutions, these districts are leading the way in creating sustainable, highquality operational support for schools across the region. We extend our deepest gratitude to the Bozrah, Ledyard, New London, North Stonington, Preston, Putnam, Region 17, and Thompson school districts.
Your partnership, leadership, and dedication to collaborative solutions ensure that our region’s schools remain strong, efficient, and studentfocused.
Funding Sources
Fiscal Year 20242025
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 (46.6%). The Connecticut State Department of Education provides various grants for interdistrict programming and other educational initiatives (40.6%). Effective July 1, 2024, Goodwin University assumed responsibility for all operations related to the GUMSS partnership magnet schools (RMS, CTRA Middle Grades, CTRA). Funds in the “other” category include tuition from families for PreK and special programs (2.2%). The remainder of our funding comes from federal grants, including Title grants and Magnet Schools Assistance Program grants (10.7%).
Annual Agency Operating Revenues by Department (Revised Budget 20242025)
Three Rivers Middle College Magnet School
Student Support Services
Teaching & Learning
Transportation
$1,382,594
$18,408,110
Early Childhood Education $2,656,794 (including Creating Connections) Executive Services & Business / Finance
19 Relief Grants $102,198
Magnet Schools Assistance Program Grant $4,193,676
Total Revenues
Non Operating
$45,412,094
Eastern CT Health & Medical Cooperative $34,769,774 (health insurance and related claims)
Food Service .
Capital Projects
Total Non Operating
$990,825
$3,759,570
$39,520,169
$4,840,224 10.7%
Total $45,412,094
Fiscal Year
(RMS, CTRA Middle Grades, CTRA)
“ Schoo l choice t hrough magnet
schoo ls not only expands
opportunit ies for families but
also strengthens our entire
education system. By offering
theme-bas ed programs t hat
attract students wit h d iverse
interests and needs, magnet
schoo ls complement local
d istricts, fostering innovation,
collaboration, and shared
resources t hat u ltimately benefit
all students in the region.”
— LEARN Executive Committee Member
Why Magnet Schools Matter
And Why LEARN Is Reimagining Their Power
Magnet schools have been changing the education game for decades. Originally created as a means to desegregate public schools and offer students from all backgrounds access to high-quality learning, magnet schools have since evolved into dynamic, theme-based environments that spark curiosity, inspire creativity, and prepare students for the future.
What makes magnet schools special is their foundation of choice and equity. Unlike traditional public schools, students can apply to magnet schools regardless of where they live within the state. Magnet schools focus on specific themes – such as marine science, multiculturalism, duallanguage immersion, museum studies, or early college access – providing students with the opportunity to pursue their interests through relevant, handson learning. The schools also bring together students from diverse backgrounds, fostering inclusive, vibrant communities rooted in academic excellence and realworld preparation. Magnet schools give families more options and students more opportunities to thrive. They are public, free, and open to all – delivering innovative learning experiences that are both rigorous and deeply personal.
LEARN, a Regional Educational Service Center in Southeastern Connecticut, embodies the promise of magnet education. As an allmagnet district, LEARN serves nearly 1,300 students across four unique schools. These schools are intentionally designed to reflect racially and socioeconomically diverse learning environments where each student is expected to succeed. Students experience small, closeknit communities paired with big opportunities to discover what makes them come alive – whether through projectbased learning, duallanguage programs in English and Spanish, or interestdriven pathways in science, technology, the arts, and beyond.
At LEARN’s Family of Schools, the goal is to ignite passions and inspire purpose. Students are empowered to connect their learning to their lives and the world around them, deepening their understanding of community, culture, and self.
Along the way, they build the skills and mindset needed to become compassionate, creative leaders capable of shaping a more equitable and sustainable future.
Yet despite these successes – and outperforming its closest peer district in several key areas –LEARN faces real challenges. The district operates with historically low funding, receiving just $13,200 per student and only a 2% increase over the last decade. While its high schools surpass state averages, achievement gaps in reading and math at the elementary level remain predictable by race, socioeconomic status, and sending district. Additionally, student attrition in the early grades undermines progress toward LEARN’s integration goals and creates enrollment challenges.
These realities point to the need for bold, systemic change. To fully realize the power of its magnet model, LEARN is pursuing a cohesive district approach – one that aligns highquality instructional practices, cultivates a shared culture of datainformed decisionmaking, and strengthens wholechild supports across all schools. This transformation will help ensure that LEARN not only provides pockets of excellence, but a fully integrated system where each child thrives, every voice is valued, and the mission of equitable education is brought to life.
In today’s world, magnet schools matter more than ever. And at LEARN, the next chapter is already being written – with passion, purpose, and deep belief in the potential of each learner.
#ChooseLEARN
#LEARNsFamilyOfSchools
#WeAreLEARN
The Friendship School
Nurture Curiosity, Inspire a LifeLong
Waterford, CT | www.thefriendshipschool.org
Love of Learning
The Friendship School served preschoolaged children during the 20242025 school year and will expand to serve preschool and kindergartenaged children in the 20252026 school year.
Students discover the joy of learning by exploring themes that help them learn about themselves, their families, their communities, and the world around them – all through interactive, museuminspired experiences. With a new dual language option to learn in both English and Spanish, The Friendship School’s museum approach encourages students to notice deeply, explore boldly, and create joyfully.
Building Skills for Life Through Intentional Play
The Power of We at The Friendship School
This school year, The Friendship School (TFS) embraced a unified initiative grounded in the power of play –focusing schoolwide efforts on building executive functioning skills through intentional, structured play. Executive functioning – comprising inhibitory control, working memory, and cognitive flexibility – is a foundational set of skills that empowers children to become thoughtful learners, effective problemsolvers, and future leaders and change makers.
Intentional play is embedded throughout the school day at TFS, with developmentally responsive systems and routines designed to strengthen these essential skills. One such example is the transition to Play Stations, where a "Who Picks First Chart" guides students through a process that involves planning, turntaking, emotional regulation, and adaptability. Students select from a list of centers, taking a clip to represent their choice.
Students
If a clip is unavailable, the center is full – prompting students to pivot, adjust their plan, and try again.
To meet students where they are in their developmental journey, educators use a variety of tools, such as multicolored clips (allowing for multiple center choices) and timers (to help students manage time and transitions independently). These strategies support differentiated needs while strengthening selfregulation, attention, and social interaction.
The results of this unified focus have been powerful. Teachers have observed deeper and more creative play, greater emotional regulation, more flexible thinking, and increased cooperation among peers. Students are showing greater persistence, independence, and joy during play – a testament to the school’s commitment to nurturing the whole child.
This initiative reflects the power of collaboration between educators, students, and families. It exemplifies the Power of We in action – where shared vision, intentional practice, and joyful learning come together to create a strong foundation for future success.
National Magnet School of Excellence
The Friendship School (TFS) in Waterford, has been honored as a 2025 National Magnet School of Excellence by Magnet Schools of America, the national association for magnet and themebased schools. This prestigious award recognizes TFS’s unwavering commitment to high academic standards, innovative curriculum, and fostering diversity within its student body.
As a museumthemed magnet school, TFS offers a unique educational experience where students engage in interactive, museuminspired learning. Through thematic explorations, children delve into subjects that help them understand themselves, their families, communities, and the broader world. This approach not only ignites curiosity but also instills a lifelong passion for learning.
In the 20242025 school year, TFS served preschoolaged children, laying a strong foundation for early education. Building on this success, the school is set to expand its offerings to include both preschool and kindergartenaged children in the 20252026 academic year, ensuring a continuum of quality education for its community.
Principal Jessica Silvestro was recognized and received the National Merit School of Excellence Award on behalf of the school during an awards ceremony at Magnet Schools of America’s National Conference in April 2025.
Merit School of Excellence Awards are bestowed upon a select group of magnet schools nationwide. To earn this national merit award, member schools of Magnet Schools of America must submit a comprehensive application evaluated by a panel of educators. Schools are assessed on their demonstrated ability to:
• Raise student academic achievement
• Promote racial and socioeconomic diversity
• Provide integrated curricula and instruction
• Establish strong family and community partnerships that enhance the school’s magnet theme
This accolade underscores The Friendship School’s dedication to creating an inclusive, dynamic, and highachieving educational environment for its students.
Celebrating Learning, Creativity, and Community
At The Friendship School (TFS), learning doesn’t just stay in the classroom – it spills into the hallways, comes to life in vibrant displays, and invites families and community members to take part in the journey. Three times each year, TFS undergoes a remarkable transformation from school to museum, opening its doors for Exhibit Night: a showcase of student learning, growth, and creativity.
During these evenings, the building is reimagined as the TFS Museum, where hallways become immersive, interactive exhibits curated by the school’s 460 students. Each child is represented in some way, and families eagerly search the displays to find their child’s work – delighting in the stories, artifacts, and moments of discovery that highlight the learning happening across the school.
More than 800 visitors – parents, siblings, grandparents, neighbors, and community members – attend each Exhibit Night, reinforcing the strong connection between home and school. It’s not just about showcasing projects; it’s about celebrating the process, the effort, and the wonder of learning. These events provide a powerful window into the creative and innovative instruction that defines the TFS experience.
The Friendship School’s instructional framework –Notice Deeply, Explore Boldly, and Create Joyfully –jumps off the walls and into the hearts of every visitor. The museuminspired approach to education is on full display, and the joy of learning radiates through every hallway, classroom, and studentled tour.
At TFS, every child is a masterpiece. On Exhibit Night, that masterpiece is honored, shared, and celebrated by the entire community. It’s a vivid reminder that learning is more than a test score – it’s a shared experience, one that thrives through the Power of We.
Regional Multicultural Magnet School
Foster Understanding, Champion Action
New London, CT | www.rmms.k12.ct.us
In the 20242025 school year, the Regional Multicultural Magnet School (RMMS) served students kindergarten through grade 5. For 20252026, RMMS will begin its expansion into middle school, serving students in grade 1 through grade 6.
Students learn about their own culture while growing appreciation, respect, and empathy for the diverse cultures and perspectives in their community. At RMMS, students can continue their journey toward becoming bilingual and biliterate. With handson, projectbased learning, students are empowered to use their voices to make a difference and become the leaders of tomorrow.
Total Number
A Celebration of Story and Solidarity:
FirstEver African American ReadIn
At the Regional Multicultural Magnet School (RMMS), “The Power of We” means more than collaboration –it represents the strength of shared identity, collective learning, and the commitment to lifting every voice. That spirit came to life in a powerful and historic way this year as the school hosted its first ever African American ReadIn, marking a meaningful kickoff to its Read Across America celebration.
The ReadIn brought together community voices – local leaders, educators, elected officials, public servants, and storytellers – who visited RMMS classrooms to share books by Black authors. The selections, which included SitIn by Andrea Davis Pinkney, The Year We Learned to Fly by Jacqueline Woodson, and Mae Among the Stars by Roda Ahmed, highlighted the rich contributions, resilience, and dreams of Black Americans across history.
But the impact didn’t stop at the page.
Each guest brought their own lived experiences, connecting history to the present in deeply personal ways. Carey Redd II, New London’s Director of Parking and Transportation and a selfdescribed “child of the ‘60s,” read aloud about civil rights pioneers while recalling his own memories of growing up during segregation. State Representative Anthony Nolan, youth leader CJ Parker, and retired Navy sailor Raymond Mosley, among others, shared stories that sparked curiosity and courage in students. They showed what’s possible when representation, storytelling, and history intersect.
For many RMMS students, it was the first time they saw themselves reflected not just in the books, but in the people reading them – leaders who looked like them, walked similar paths, and used their voices to create change. As Lieutenant Al Mayo of the New London Fire Department said, “The goal is for Black students to see someone who looks like them in an admirable position – and hopefully in 20 years, they’ll come down to the firehouse.”
Principal Mariana Reyes called the event a resounding affirmation of RMMS’s values.
“I want students to know that their identity matters,” she said. “This ReadIn sent a message – that we value diversity, we uplift every story, and we are proud of who we are.”
The ReadIn was inspired by the national African American ReadIn campaign and made possible with the support of the entire RMMS community. A special thanks goes to Clover Street School in Windsor for sharing guidance and inspiration in bringing the idea to life.
This inaugural event will not be the last. It has sparked a tradition – one that reminds us all that reading is revolutionary, stories are powerful, and the Power of We shines brightest when every voice is heard.
Fifth Graders Take a Stand for Justice
At the Regional Multicultural Magnet School (RMMS), “The Power of We” is more than a phrase – it’s a lived experience, cultivated every day in classrooms where students are seen, heard, and empowered. It’s a communitywide commitment to ensuring every learner, regardless of background, feels a deep sense of belonging and agency. And sometimes, that commitment is most powerfully illustrated by the students themselves.
This year, two fifth graders – Autumn McAvay Grimes and Emiko Moher – put that power into action.
While working on their End of Unit 1 Benchmark Advance assessment, they encountered a text that raised red flags. The article in question generalized and misrepresented an entire continent – Asia – suggesting its seafood was unsafe and its environmental regulations inferior to those of the United States. Autumn and Emiko immediately recognized the bias in the passage and knew they had a responsibility to speak up.
With clarity, conviction, and care, they penned a letter to the leaders of Benchmark Educational Company. In it, they outlined their concerns about the content, pointing out the danger of sweeping generalizations and the harm such messages could have on their peers’ understanding of other cultures. They offered thoughtful critique, clear examples, and a respectful call to action: remove the article and take steps to prevent such bias across all grade levels.
Their words were not only courageous – they were impactful. In recognizing injustice and choosing to act, these two students demonstrated the very heart of what it means to be part of the LEARN RMMS community. They reminded us that education is not just about absorbing information; it’s about questioning, analyzing, and standing up for what’s right.
Their advocacy echoes the foundational pillars of LEARN’s Family of Schools: to pursue equitable systems, uplift diverse voices, and build a community where students are not only learners, but leaders.
This story is a testament to the culture we’re building across our schools – where students are empowered to challenge bias, think critically, and effect change. Autumn and Emiko’s letter is a shining example of the Power of We in action – and the promise of what can happen when young voices are nurtured and respected.
Marine Science Magnet High School
Empower Leadership, Build Ownership for the Future
Groton, CT | www.msmhs.com | Grades 912
Students pursue interestdriven paths that explore three key areas:
• Our Society: Through fieldwork, advocacy, and education.
• The Environment: Through fieldwork, aquaculture, and research.
• The World’s Economy: Focusing on business, industry, and technology.
Using a projectbased approach, students learn to ask important questions, dive into handson learning experiences, and develop creative solutions, equipping them to become stewards of a more sustainable and equitable future.
Exploring, Creating, Leading
ProjectBased Learning Anchors the
Future at Marine Science Magnet High School
At Marine Science Magnet High School (MSMHS), the Power of We is driving a bold and cohesive vision for the future – one where learning is immersive, studentcentered, and deeply connected to the world students will one day lead. Guided by an integrated marine science theme and a schoolwide shift to highquality projectbased learning (PBL), MSMHS is empowering students to pursue personalized, purposedriven learning pathways that connect knowledge to action.
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Students at MSMHS explore three powerful domains:
• Our Society – through fieldwork, advocacy, and public education, students become active participants in civic life.
• The Environment – through aquaculture, sustainability research, and coastal exploration, students examine our planet’s most pressing ecological challenges.
• The World’s Economy – through business partnerships, industry simulations, and emerging technology, students innovate with realworld relevance.
The school’s commitment to these areas is more than thematic – it’s structural, woven into every subject, every unit, and every experience.
To bring this ambitious vision to life, MSMHS has fully embraced projectbased learning as a core instructional model. Through partnerships with PBLWorks, High Tech High, and the Deeper Learning movement, every teacher has been engaged in sustained, highimpact professional learning that is transforming classroom practice. With leadership from Magnet Theme Coach Mike Kuczenski, and support from teacher leaders and administrators, MSMHS is cultivating a culture where curiosity, creativity, and collaboration flourish.
This investment includes:
• A threeday, schoolwide PBL institute held onsite in the summer of 2024.
• Select faculty participation in national convenings such as the Deeper Learning Conference at High Tech High (San Diego) and PBLWorld in California.
• Ongoing coaching and curriculum development tailored to each department.
• PBL Design Camp in October 2024 and continued professional learning through 2025.
The result? Students are asking meaningful questions, tackling authentic challenges, and designing creative, interdisciplinary solutions. Whether researching shellfish aquaculture to support local economies or proposing policies to address sea level rise, students are learning how to think deeply, act compassionately, and lead courageously.
MSMHS didn’t simply adopt projectbased learning as a strategy – it chose a model that aligns seamlessly with its Magnet Schools Assistance Program (MSAP) goals, school reform efforts, and its core belief: that students learn best when their voices are honored, their choices are respected, and their learning has realworld impact.
The success of this fullschool implementation is a testament to the Power of We – educators, students, and partners coming together to create a school where learning feels alive. At MSMHS, the future isn’t just being taught – it’s being built.
The Power of We in Action at Marine Science Magnet High School
At Marine Science Magnet High School in Groton, the Power of We comes to life through a dynamic and diverse group of over 30 students known as the MSMHS Student Ambassadors. These students – from grades 9 through 12 – are more than tour guides. They are planners, connectors, and role models who lead the school’s recruitment, orientation, and peer support efforts.
Selected through a competitive application process that considers both proven and emerging leadership, Ambassadors like Sophia Miller (Grade 11) and Jayden Rodriguez (Grade 12) represent the full spectrum of MSMHS – academically, socially, and geographically. They welcome prospective students during fall open houses, lead winter tours for applicants, and provide personalized outreach to accepted students in the spring. In the summer, they help design and lead August orientation and continue to support peers through the transition into high school.
The strength of the Ambassador program lies in its authenticity. Prospective students hear real experiences –unfiltered stories of discovery, challenge, and growth.
“We don’t give a sales pitch,” Jayden explains. “We talk about what it’s really like here – and how it’s different from anywhere else.” By sharing what it means to be part of a studentdriven school, the Ambassadors inspire others to lead. They model what’s possible when students are trusted, empowered, and encouraged to shape the school culture themselves.
The idea was born from a similar program at another school and was reimagined at MSMHS postCOVID by school leaders, including staff Recruitment Leads. Since then, it has evolved into a hallmark of the school’s approach – one that blends leadership development, school spirit, and genuine connection. In every tour, every hallway conversation, and every orientation event, the Student Ambassadors show us that the true Power of We starts with students helping students.
Marine Science Magnet High School Students Honored with Martin Luther King Jr. Scholarship for Leadership and Advocacy
Marine Science Magnet High School proudly celebrated Layan Faraj and Raidy Cabrera, two outstanding students who were awarded the prestigious Martin Luther King Jr. Scholarship. This honor recognized students who exemplified Dr. King’s principles of social justice, leadership, academic excellence, and service. Both Layan and Raidy demonstrated an unwavering commitment to equity, advocacy, and uplifting their peers, making them truly deserving of this recognition.
The Martin Luther King Jr. Scholarship
The Martin Luther King Jr. Scholarship Trust Fund awards scholarships to students in Southeastern Connecticut who embody Dr. King’s mission of justice, equality, and community service. This highly regarded scholarship supports young leaders who have made a meaningful impact through activism, academic excellence, and their dedication to creating a more just society.
Layan and Raidy each demonstrated remarkable leadership, resilience, and compassion, using their voices and actions to drive positive change both within their school and in the broader community.
Carrying Forward Dr. King’s Legacy
The Martin Luther King Jr. Scholarship is awarded to students who not only achieve academic success but also demonstrate the leadership and activism necessary to create a more just and equitable world. Layan Faraj and Raidy Cabrera both answered that call, using their voices, experiences, and unwavering commitment to social justice to make a profound impact on their peers and community.
There is no doubt that both Layan and Raidy will continue to be forces for positive change. Their dedication to equity, justice, and education reflects the very heart of Dr. King’s vision, and their influence will undoubtedly extend far beyond their years at Marine Science Magnet High School. Congratulations to Layan Faraj and Raidy Cabrera on this wellearned honor!
A Voice for Justice and Equity
Since her first days at Marine Science Magnet High School (MSMHS), Layan Faraj was a steadfast advocate for social justice, using her personal experiences and deep sense of empathy to illuminate the struggles of marginalized communities. As a young Muslim woman, she courageously shared her story and that of Muslim refugees, drawing important connections to the broader fight for civil rights and human dignity.
Layan’s leadership was particularly impactful through her work with the AntiDefamation League’s (ADL) Names Can Hurt Us program, where she served as a panelist, sharing firsthand accounts of bias and stereotypes she faced. She also played a vital role in the school’s Racial Equity Action League (REAL), helping organize events and advising school leadership on equity initiatives, ultimately contributing to MSMHS’ designation as an ADL No Place for Hate school.
Layan also took the initiative to raise awareness about the humanitarian crisis affecting Palestinian children and families. Understanding the sensitivity of the issue, she worked with school administrators and educators to create a safe and open dialogue, allowing students to express their thoughts and emotions without fear of judgment. Through this initiative and others, Layan demonstrated a profound ability to educate, inspire, and mobilize her peers toward action.
In addition to her social advocacy, Layan excelled in Advanced Placement (AP) and Early College Experience (ECE) courses. Her ability to balance academic rigor with her leadership and activism speaks volumes about her work ethic and passion for learning.
A Leader in Service and Inclusion
From the moment he stepped into Marine Science Magnet High School (MSMHS), Raidy Cabrera was a ray of positivity and energy, embodying the principles of service, equality, and justice that Dr. King championed. The leadership he demonstrated while at MSMHS was deeply rooted in fostering a school environment where each student felt valued and supported.
Raidy played a key role in MSMHS’ designation as an AntiDefamation League (ADL) No Place for Hate school, demonstrating his commitment to restorative justice and inclusivity. He worked tirelessly to mentor his peers, whether through formal restorative conversations or simply offering guidance and support to students facing academic or social challenges.
One of Raidy’s defining qualities was his ability to connect with students on a personal level, using his own experiences to uplift those around him. He openly shared how his early educational experiences in New London shaped him and how he rewrote his own story as a student, inspiring others to believe in their potential. His impact was evident in the confidence and hope he instilled in those who were struggling.
Beyond his leadership in equity and inclusion, Raidy excelled academically, continually challenging himself with rigorous coursework. In his junior year, he took AP Psychology and AP Microeconomics, earning top grades, and in his senior year, he excelled in AP Biology, UConn ECE English Composition, UConn ECE Spanish, and UConn ECE Horticulture and Design. His intellectual curiosity, determination, and passion for learning made him a wellrounded and inspiring student leader.
Three Rivers Middle College Magnet High School
Empower Independence, Create Your Own Path Forward Norwich, CT | www.threeriversmiddlecollege.org | Grades 11 & 12
Driven by curiosity, students explore a wide range of academic and career opportunities, gaining the independence, knowledge, and skills to confidently shape their own path. Students don’t just imagine their future – they step into it by taking college courses on a real community college campus, thanks to our partnership with CT State Community College.
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Championing Independence, Creating Pathways
Three Rivers Middle College Magnet High School Cultivates the Power of We
At Three Rivers Middle College Magnet High School (TRMC), cultivating the Power of We means believing in each student’s potential – and cocreating an environment where that potential is not only seen but realized. As a magnet high school located on a real college campus, TRMC brings together students, educators, and college partners in a shared commitment to helping each learner define and pursue their own path forward.
With a tagline that reads Empower Independence, Create Your Own Path Forward, TRMC lives its mission every day. The school community leverages the principles of Visible Learning to ensure that student voice, progress, and purpose are front and center. From the classroom to the college campus, learning is not only visible, it’s vibrant – anchored in curiosity and driven by realworld relevance.
At TRMC, students don’t just dream about the future – they step into it. Through a close partnership with CT State Community College, students earn college credits while still in high school, blending academic rigor with careeraligned exploration. This dual enrollment experience gives students a tangible sense of agency and direction. And for many – especially those navigating complex life circumstances – this opportunity can be lifechanging.
The school’s population is diverse and highneed, but its impact is even greater. Chronic absenteeism is virtually nonexistent. Why? Because students choose to be here. They see themselves in the curriculum, in the relationships they build, and in the doors that open for them. Their “why” is personal – and TRMC honors that by making school choice meaningful.
As one student put it, “At TRMC, I’m not just preparing for my future – I’m living it now.”
From daily advisory circles to individualized postsecondary planning, from college lectures to collaborative peer work, the Power of We is everywhere. It’s in the visible growth of a student finding their voice. It’s in the confidence of a firstgeneration learner walking into their first college seminar. And it’s in the partnerships – between school and family, high school and college – that make this transformative journey possible.
At TRMC, students don’t just learn. They lead. They question. They build. And they emerge prepared to shape the world ahead – on their terms.
At Three Rivers Middle College Magnet High School
At Three Rivers Middle College Magnet High School (TRMC), students don’t just prepare for the future – they live it. For senior Megan Armstrong, that future is bright, bold, and already well underway.
A standout student and a star athlete, Megan was recently named Ledyard High School’s Athlete of the Year, a welldeserved recognition for her relentless dedication both on and off the field. While playing soccer for her home district, Megan has maintained a perfect 4.0 GPA and completed more than 50 college credits – an extraordinary accomplishment made possible by TRMC’s innovative dualenrollment model. Through this approach, students earn college credits while still in high school, accelerating their learning and expanding their horizons.
Megan’s journey hasn’t been without challenges. After tearing her ACL during a soccer game, she faced a grueling rehabilitation process that would test her resilience and redefine her path. Instead of seeing the injury as a setback, Megan used it as a turning point – diving deep into the science of recovery, nutrition, and athletic performance. It was during this time that she discovered her true calling: to become a sports nutritionist and help other athletes optimize their health and performance.
That insight, born from adversity, now fuels Megan’s next steps. She has been awarded the prestigious Presidential Scholarship and will attend the University of Connecticut, where she plans to major in Nutrition. Her vision is clear: to combine her lived experience as an athlete with the academic foundation she’s built at TRMC, and empower others to achieve their goals – just as she has.
Megan’s story is a powerful reflection of what’s possible when students are supported to define their own paths. TRMC’s flexible structure allows students to stay engaged in their home district sports and extracurriculars while benefiting from the rigor and opportunity of an early college high school. It’s a model that recognizes and honors the whole student – mind, body, and future.
Megan Armstrong isn’t just preparing for what’s next – she’s building it. In doing so, she’s showing her peers, and all of us, what it means to turn challenge into purpose and education into empowerment.
SECT SOARS
Strengthening Regional Collaboration for Student Success
At LEARN, we believe that collaboration fuels transformation. The SECT SOARS (Sustainable Outcomes by Advancing Regional Solutions) project embodies this belief by fostering regional partnerships that expand access to highquality, inclusive education.
Funded by a fiveyear, $10 million Magnet Schools Assistance Program (MSAP) grant from the U.S. Department of Education, SECT SOARS is a bold initiative designed to create and revise magnet schools in partnership with New London Public Schools (NLPS). This project reimagines two interdistrict magnet schools – C.B. Jennings International Education Elementary Magnet School and the Regional Multicultural Magnet School. The work will create a prekindergarten through grade 8 magnet pathway within LEARN’s Family of Schools and strengthen the educational opportunities at New London Public Schools C.B. Jennings International Education Elementary Magnet School.
In Year 1, SECT SOARS has already impacted 1,729 students, with a total reach of 5,518 students across Southeastern Connecticut. Through innovative curriculum redesigns, a focus on social justice, leadership, and multiculturalism, and stronger ties between schools, families, and community partners, this initiative is reshaping the educational landscape.
With MSAP funding, SECT SOARS is working to:
• Foster inclusive learning environments that reflect the rich diversity of the region.
• Expand student access to highquality magnet programs that offer inquirydriven, projectbased learning.
• Strengthen regional partnerships to reduce competition and increase awareness of school choice options.
• Address systemic barriers to equity, particularly in supporting Hispanic students and reducing minority group isolation.
By cultivating the Power of We, SECT SOARS is transforming not just schools, but communities – ensuring each child has the opportunity to thrive in a rigorous, engaging, and equitable learning environment.
Expanding Leadership
LEARN’s Regional Impact with McREL Balanced Leadership
Strong schools begin with strong leadership, and ensuring that school leaders have the tools to navigate change, build purposeful communities, and drive student success is essential. To support this goal, LEARN introduced McREL Balanced Leadership training to Southeastern Connecticut and worked collaboratively with New Haven and New London Public Schools to extend its impact beyond our organization and beyond our region.
McREL’s Balanced Leadership framework is rooted in decades of research and focuses on three key areas of school leadership:
• Managing Change – Understanding and navigating the complexities of school improvement.
• Purposeful Community – Creating a shared vision and collective efficacy among educators.
• Focus of Leadership – Prioritizing what matters most for student success.
Recognizing the power of this framework, LEARN made a commitment not only to train our own leaders but to share this knowledge across districts, ensuring that leadership development does not stop at our doorstep. By forming a regional coalition with New Haven and New London, we broadened access to this researchbased leadership training, supporting a network of school leaders who are now equipped with the skills to drive meaningful, lasting change in their schools and communities.
This initiative exemplifies the power of regionalism – a core pillar of LEARN’s mission. By extending the McREL Balanced Leadership training beyond our own organization, we strengthened the collective capacity of multiple districts, demonstrating that collaboration
leads to greater impact. Through shared training, dialogue, and implementation strategies, school leaders across Southeastern Connecticut and beyond are now more connected, working together to elevate student outcomes beyond individual schools or districts.
By investing in regional leadership development, LEARN has empowered a network of change agents who are now applying McREL’s researchbased strategies in their schools – transforming education at a systemic level. As we continue to build these regional partnerships, we reaffirm our commitment to cultivating the Power of We, ensuring that educational leadership remains a shared and evolving journey across Southeastern Connecticut.
This initiative has set the stage for ongoing regional collaboration in leadership development. LEARN remains dedicated to fostering innovation, equity, and excellence by continuing to bring high quality professional learning opportunities to not just our own educators, but to the entire region. By embracing the collective strength of regionalism, we are building stronger schools, stronger leaders, and a stronger future for students across Connecticut.
For more information on McREL Balanced Leadership and regional professional development opportunities, contact LEARN at (860) 4344800.
RESC Alliance
RESC Alliance
Together, We Work as One
LEARN remains a driving force within the Regional Educational Service Centers (RESC) Alliance, cultivating the power of regional collaboration to amplify impact across Connecticut’s public schools. As one of six RESCs working together, we are intentionally building greater access to highquality resources, innovative programs, and significant cost savings for districts statewide.
Through this deliberate partnership, we are breaking down barriers, streamlining services, and expanding opportunities – ensuring that each school, educator, and student benefits from the collective strength and vision of the RESC Alliance. By cultivating the Power of We, we create sustainable solutions that empower schools and transform learning. When we work as one, we elevate education for all.
Together, We Ignite Change
Through the cultivation of the Power of We, the RESC Alliance’s Igniting Change initiative continues to fuel collaborative learning, bold innovation, and transformative action across Connecticut’s schools. This multiyear professional learning experience intentionally brings educators, leaders, and changemakers together to push boundaries, challenge the status quo, and reimagine what’s possible for students.
In fall 2024, we gathered as a community of over 350 educators, inspired by keynote speakers whose powerful messages set the stage for deep reflection and action.
The conference was more than an event. It was a movement fueled by collective wisdom, shared experiences, and a commitment to shaping the future of education. When we unite, we don’t just ignite change –we sustain it, amplify it, and turn it into lasting impact!
Creating Pathways for Teachers, Students, and a Stronger Regional Workforce
In partnership with the RESC Alliance, LEARN is intentionally working to increase the number of teachers of color in classrooms through the Connecticut Teacher Residency Program (CT TRP). This “grow your own” initiative is not just expanding access to the teaching profession – it is fostering a more inclusive, representative, and studentcentered educational landscape while strengthening workforce development as a key economic driver for our region.
By providing a clear, supported pathway to Connecticut State Certification, we ensure students see themselves reflected in their educators and gain exposure to diverse perspectives, experiences, and possibilities. At the same time, the program builds a sustainable pipeline of skilled professionals, contributing to the local economy and helping districts address critical teacher shortages with homegrown talent.
In Southeastern Connecticut, the gap between a diverse student population and a less diverse educator workforce mirrors the statewide disparity. The CT TRP addresses this challenge by supporting aspiring teachers of color with:
• A living wage during their residency
• Comprehensive mentoring from experienced educators
• Certification support to ensure longterm success
This program is only possible through the shared commitment of our regional school districts. Together, we are creating more inclusive, representative learning environments that enrich students’ lives and strengthen our communities.
A huge thank you to Groton, Ledyard, New London, Norwich, Stonington, and LEARN for investing in this initiative and for supporting 19 alumni and 6 current teacher residents from our region in the 20242025 year. By uniting our efforts, we are shaping a future where each student sees themselves in their teachers and in their possibilities.
Together, We Advocate for Connecticut’s Students
The RESC Alliance participated in the Education Committee’s Informational Forum at the Connecticut General Assembly. The event provided an opportunity for RESC leaders to highlight their ongoing commitment to supporting Connecticut’s students, educators, and school districts through a wide range of costeffective, highimpact educational services and initiatives.
During the forum, all six RESC Executive Directors, including LEARN’s Executive Director, Katherine (Kate) Ericson, addressed state legislators and education stakeholders, reinforcing the vital role that RESCs play in ensuring equity, accessibility, and innovation in education across the state.
Key services provided by the RESC Alliance:
• Professional Learning & Leadership Development – Offering highquality training for educators to improve instruction and student outcomes.
• Specialized Student Services – Providing special education, transition support, and programs for multilingual learners and students with disabilities.
• Early Childhood Education – Supporting preschool and early learning initiatives that promote school readiness.
• Technology & Innovation – Integrating emerging technologies, artificial intelligence, and digital tools into classrooms and operations.
• Operational Efficiencies – Assisting school districts with transportation solutions, cooperative purchasing, and costeffective administrative support.
At the forum, RESC leaders emphasized their commitment to fostering collaboration and responding to the evolving needs of Connecticut’s education system.
“RESCs serve as a bridge between local districts, state agencies, and communities, ensuring that students across Connecticut have access to highquality education and support services,” said Dr. Thomas M. Danehy, ACES Executive Director and member of the RESC Alliance.
Addressing Special Education Needs
A key focus of the forum was special education. The RESC Alliance is a leader in providing specialized services to support students with disabilities, including:
• Shared Services & Collaborative Programs –Offering regional special education programs that reduce duplication and maximize district resources.
• Expert Consultation – Providing guidance on special education compliance, autism services, assistive technology, and transition planning.
• Operational Support – Assisting districts with transportation, data analysis, and program reviews to improve special education services.
• Professional Development – Delivering targeted training for teachers, paraeducators, and administrators to build capacity and enhance student outcomes.
The forum emphasized how RESCs are working to enhance equity and access for students with disabilities across Connecticut.
Districts with Whom We Worked In 20242025
Bozrah
Cheshire
Clinton
Colchester Coventry
Region
Region
Region
Region
Stonington
Thompson Torrington
Voluntown
Wallingford Waterford
Westbrook
Westerly,
Williman
Student Support Services
Cultivating the Power of We to Serve Students Across the Region
At the heart of LEARN’s mission is the belief that student success is best achieved through collective effort. The Office of Student Support Services (SSS) embodies this ideal, cultivating the Power of We to serve a complex and growing population of students with individualized needs across Southeastern Connecticut and beyond.
LEARN’s SSS team currently supports approximately 700+ students from 30+ districts through a diverse array of programs, services, evaluations, and specialized supports. Whether collaborating with local districts, the Connecticut State Department of Education (CSDE), the Office of Early Childhood (OEC), or other partner agencies, LEARN brings a unified and responsive approach to help students thrive.
Our outplacement programs – the Ocean Avenue LEARNing Academy in New London and the LEARN Transition Academy in Niantic – currently serve 95 students from 21 towns, providing highly individualized and supportive learning environments. Within LEARN’s four magnet schools, SSS also ensures that students with IEPs and 504 plans receive comprehensive services, while leading key interventions aligned with a MultiTiered System of Supports (MTSS)
LEARN’s reach extends beyond agency walls through specialized contracts and initiatives that support school districts with evaluations (speech and language,
Ocean Avenue LEARNing Academy
psychological, psychoeducational, AT, AAC, FBA, and more), program reviews, skilled nursing, and professional learning tailored to areas such as transition planning, IEP development, multilingual learners, assistive technology and developmentally appropriate programming for young children. With 236 dedicated professionals –paraprofessionals, service providers, teachers, and specialists – SSS is grounded in a culture of collaboration. Our strength lies in our staff and in the ongoing professional learning cycles that equip them with both specialized and generalist skills necessary to meet the evolving needs of students across settings. Cultivating the Power of We means recognizing the value each team member brings and investing in their growth so they can meet the needs of each individual student.
As we move forward, LEARN’s Office of Student Support Services remains committed to deepening partnerships, expanding access, and strengthening our collective impact – because when we cultivate the Power of We, each student benefits.
— LEARN Executive Committee Member
A New Home, A Stronger Future
LEARN Transition Academy Relocates to Deepen Community Connections and Life Skills Opportunities
In 2024, the LEARN Transition Academy made a pivotal move to a new location –one driven by the program’s core mission: preparing young adults with moderate to severe disabilities for successful, independent adult lives. This relocation was driven by our commitment to expanding and enhancing our space to serve more students. It was also a strategic move to better meet their needs by positioning them closer to communitybased opportunities that enrich realworld learning.
The LEARN Transition Academy supports young adults who have met high school requirements but benefit from additional guidance before fully transitioning to adulthood. We also serve students who are still working toward high school completion and need earlier access to a communitybased setting to begin developing essential life and vocational skills. Our program provides personalized, communitycentered experiences that foster independence, social connection, and personal development. Through our recent relocation, the Transition Academy now enjoys expanded access to local businesses, service organizations, and community spaces –giving students more opportunities to build reallife skills in authentic and supportive environments.
At its core, the Transition Academy is built around handson, abilitydriven learning. Students participate in communitybased instruction, job site experiences, and social skillbuilding, all tailored to their unique needs. Whether they are navigating public transportation, learning to budget, participating in vocational training, or building peer relationships, each learner is supported in ways that promote dignity, confidence, and independence.
The relocation represents more than expanded access. It reinforces LEARN’s belief that education doesn’t stop at graduation. Education continues in realworld experiences that are relevant, empowering, and lifechanging.
Expanding Sustainable Practices Through Vermicomposting and Community Partnerships
At LEARN, innovation and sustainability go hand in hand – and sometimes, that innovation starts small. Very small. WormED, our collaborative vermicomposting initiative, is proving that even tiny creatures can play a big role in environmental change.
Launched at the LEARN Transition Academy as a modest inhouse project, WormED began with a few Hungry Bin continuous flow worm farms and a basic 3tray composting system. What started small has since evolved into a thriving educational and environmental initiative, thanks to powerful partnerships and student engagement. Today, WormED includes seven continuous flow bins, a commercialscale worm bin, and new collaborations that are helping us bring the program into schools and community spaces across Southeastern Connecticut.
Growing the Mission Through Collaboration
WormED’s expansion is fueled by our close partnerships with Yellow Farmhouse Education Center and Stone Acres Farm, where sustainability and handson learning go hand in hand. With generous grant funding, we were able to purchase a commercialscale continuous flowthrough (CFT) system from Wormgear. Yellow Farmhouse secured additional funding from the Connecticut Department of Agriculture to house the CFT in a new shed at Stone Acres Farm.
Compost in Action: HandsOn Learning at LEARN
The program’s growth also included a worm welcome party. In early 2025, we purchased 50 pounds of composting worm from Magic Tree Vermiscast in Rhode Island and later added 5 pounds of Red Wigglers from Meme’s Worms in Georgia. These new additions joined both our commercial and inhouse bins. At the LEARN Transition Academy, students prepared the perfect worm meal using leftover lunch items like apples, bananas, and lettuce. They chopped the produce, shredded cardboard, and created a balanced, nutritious blend to feed their new composting companions – building practical skills and gaining lessons in sustainability, biology, and teamwork.
What’s Next: WormED in the Community
As WormED continues to grow, so does its reach. We’re preparing to place small worm bins with community partners including Regional Multicultural Magnet School, the New London Meal Center, and other local organizations. Students from the Transition Academy will visit each site regularly to maintain the bins and eventually harvest the nutrientrich compost, supporting school gardens and local green initiatives.
WormED is more than a composting program – it’s a handson, communitydriven model of environmental stewardship and student empowerment. With every food scrap saved and every worm fed, students are learning that sustainability starts with small actions – and that even the tiniest workers can have a mighty impact.
Early Childhood Education
Cultivating the Power of We from the Start
At LEARN, we know that the earliest years of life lay the foundation for all future learning – and we believe that building strong partnerships is the key to helping each child thrive. The Early Childhood Education (ECE) Department within LEARN’s Office of Student Support Services exemplifies this belief by cultivating the Power of We through collaboration with school districts, families, state agencies, and private programs across our region and beyond.
Our work spans a diverse landscape, supporting a wide range of programs and professionals that serve infants, toddlers, and preschoolers. Through our partnership with the Connecticut Office of Early Childhood (OEC), we currently provide critical services to 26 infant/toddler/ preschool programs through the Accreditation and Quality Improvement System (AQIS) – a mix of 2 public and 24 private programs. This support is delivered by a small but mighty team of three coordinators, totaling just 2.0 FTE, whose collective impact demonstrates the strength of shared purpose and mutual commitment.
We also guide and support 15 School Readiness programs –4 public and 11 private – working alongside 2 staff members to ensure that each program meets quality standards while centering the needs of young learners and their families.
Our collaborative reach doesn’t stop there.
Through three OEC professional learning initiatives, we support 11 additional programs with the help of five ECE staff members, offering ongoing learning opportunities tailored to the evolving needs of early childhood educators. In seven programs, our Program Consulting team – which includes a social worker, nurse, and education consultant – provides holistic support that addresses the wellbeing of children and the professional development of staff alike.
Our Professional Learning efforts also extend both within five programs and through five regional training sessions, creating shared spaces for learning, reflection, and growth across the field.
One of our most innovative partnerships is the TriShare initiative, which we lead for the OEC. This program supports one childcare provider and four working families, illustrating how publicprivate collaboration can ease the burden of care and help families access quality programs.
Across every initiative, our Early Childhood Education Department embodies what it means to cultivate the Power of We. Whether it’s through training, technical assistance, or wraparound services, we are united by a common purpose: giving each young child a strong, equitable start – and doing it together.
disABILITY Summit
The fifth annual LEARN disABILITY Summit successfully united families, youth and adults with unique abilities, educators, and professionals on February 8, 2025, at Mohegan Sun: Casino & Resort, fostering a powerful sense of shared purpose and connection. This year’s summit demonstrated that when individuals come together, collective advocacy, shared knowledge, and inclusive action drive meaningful change. Held in the Sky Convention Center, the event featured presentations, interactive workshops, resource-sharing, and discussions that emphasized the power of community in making the world more inclusive and accessible.
Strength in Connection and Advocacy
LEARN’s Deputy Executive Director Bridgette GordonHickey reflected on the impact of this year’s summit, highlighting the importance of building relationships that extend far beyond a single day.
“It was a chance to not only, for that day, be in community, but also to forge some longer and more lasting connections,” GordonHickey said. Her words underscored the heart of bringing individuals and organizations together to create sustainable networks of support, ensuring that each person has access to opportunities, resources, and a collective voice in advocacy.
A Sense of Belonging and SelfAdvocacy
This year’s theme, “Belonging,” resonated throughout the summit, reinforcing that true inclusion comes from shared commitment and action. Conversations centered on amplifying voices, promoting independence, and creating more accessible schools and communities – goals that can only be achieved when people work together.
Attendees explored strategies for selfadvocacy, accessibility in daily life, and the importance of inclusion for individuals with intersec tional identities. The event also served as a collaborative space for state agencies, nonprofits, and support organizations, each bringing expertise and resources to empower individuals with disabilities. From assistive technology to recreational programs, the summit reinforced that when we come together, we create more possibilities for all.
Youth Leadership: Raising Voices Together
A key highlight of the summit was the Youth Leadership Panel, moderated by Lois Eldridge, Youth Leadership and Training Coordinator at the Connecticut Parent Advocacy Center. Young adults from the Youth Advisory Board shared their experiences in participating in Individualized Education Program (IEP) and 504 Plan meetings, honing selfadvocacy skills, and preparing for life beyond high school.
By sharing their journeys, these youth leaders illustrated how collective support and shared experiences empower the next generation of selfadvocates. Their insights not only inspired their peers but also strengthened the connections between students, families, and educators, reinforcing the importance of working together to foster independence and confidence.
Expanding Community Collaboration
Since its inception, the LEARN disABILITY Summit has grown into a regional movement, drawing participants from Connecticut and Rhode Island. As both a resource hub and a networking opportunity, the event fosters relationships that continue long after the summit ends.
This year’s gathering proved once again that when we unite our voices, share knowledge, and advocate together, we strengthen the pathways to inclusion for all. Attendees and organizers left the summit energized and inspired, carrying forward a shared commitment to advocacy, accessibility, and cultivating the Power of We in their schools, workplaces, and communities.
In the 20242025 fiscal year, LEARN’s Office of Teaching & Learning reinforced its commitment to collaboration, innovation, and shared expertise to elevate the educational experience across the region. By working alongside school districts, educators, and students, the office provided comprehensive support designed to strengthen instructional practices and empower learning communities. Through this collective effort, the Office of Teaching & Learning helped schools navigate emerging challenges, implement forwardthinking strategies, and ensure that each student had access to a highquality education.
Harnessing AI with Collaboration and Innovation
Artificial intelligence (AI) is reshaping education, and LEARN’s Office of Teaching & Learning played a pivotal role in guiding districts to work smarter, not harder, in integrating AI effectively. Grounded in collaboration and shared learning, AI was embedded into all roundtable discussions, ensuring that administrators, educators, and students benefited from the latest advancements in personalized instruction and operational efficiency. Additionally, the Teaching & Learning team leveraged AI to support districts in developing individualized language and learning plans, keeping student needs at the center of innovation.
Recognizing that the responsible use of AI requires collective expertise, the office offered professional learning focused on AI for staff and administrators – helping school districts understand how to ask the right questions and optimizing AI’s potential for planning, instruction, assessment, and
learning. These efforts were driven by the belief that collaboration and shared expertise are essential to maximizing AI’s potential while addressing its challenges.
This past year, a Teaching & Learning staff member was selected as a lead trainer for the national Consortium for School Networking (CoSN) and the Association of Educational Service Agencies (AESA) joint project, supported by the Bill & Melinda Gates Foundation – a prestigious recognition of LEARN’s expertise and leadership in AI. This achievement was not just a milestone for LEARN but a testament to the strength of collaboration in shaping the future of education.
At LEARN, we believe that transformation happens through shared knowledge, innovation, and a commitment to student success. As we continue to navigate the evolving educational landscape, we remain dedicated to cultivating partnerships that make a lasting impact.
Multilingual Learners
Fostering Collaboration, Strengthening Support, and Driving Success
At LEARN’s Office of Teaching & Learning, supporting multilingual learners (MLs) remained a cornerstone of our work. Across the region, superintendents and educators continued to identify MLs as one of the fastestgrowing student subgroups, reinforcing the urgency to provide systemic, collaborative, and forwardthinking resources. To best serve our member districts and surrounding educational communities, the Office of Teaching & Learning intensified its focus on ML success by strengthening statewide leadership, district support, and learner support.
Statewide Leadership: Advancing Systemic Support
Our office deepened its leadership in ML education, working alongside administrators, educators, and stakeholders to elevate best practices and ensure academic success for students with limited and interrupted formal education (SLIFE). SLIFE students are those who arrive in the U.S. after fleeing natural disasters, wars, or other crises, often facing interrupted formal education and needing targeted support to rebuild their academic foundations. Through collaborative training, policy guidance, and resource development, we cultivated a shared commitment to access and success for each student.
District Support: A ShouldertoShoulder Approach
Recognizing the vital role of strong leadership in school districts, LEARN provided executive coaching to district leaders who often lack access to this level of professional support. Through contracted partnerships, LEARN’s experienced leaders offered personalized coaching, strategic guidance, and professional mentorship, equipping school district leaders with the tools and insights needed to navigate challenges, enhance decisionmaking, and drive meaningful change within their schools. This shouldertoshoulder approach was met with enthusiasm and success, ensuring that leaders and educators had the resources, strategies, and confidence to support ML students effectively. Through handson coaching, collaborative problemsolving, and thought partnerships, we helped create more supportive school environments where each student could thrive.
Learner Support: DataDriven and Personalized Approaches
Understanding that real progress is built through collective action, we employ the focus team model to enhance datadriven decisionmaking and instructional planning. By conducting comparative data analysis and establishing targeted growth goals, we ensure that assessments of students’ language proficiency are both accurate and effective. The focus teams – comprising educators, specialists, and administrators – work collaboratively to analyze this data, identify trends, and develop strategic interventions.
Through this structured, teambased approach, educators gain deeper insight into student progress, allowing them to tailor instructional strategies to meet each learner’s evolving needs. Focus teams play a pivotal role in developing individualized language and learning plans, ensuring that multilingual learners receive individualized, responsive support. This model not only strengthens educator capacity but also transforms how ML students are perceived –moving beyond broad categorizations to recognizing each student’s unique strengths and goals. By embedding the focus team model into our approach, we foster a culture of collaboration, shared expertise, and intentional support, reinforcing our commitment to advancing multilingual learner success through collective action.
Building Stronger Pathways for ML Success
At the heart of this work is the understanding that supporting multilingual learners requires a unified effort across districts, schools, and communities. By fostering strong partnerships, we are reshaping the conversation around ML education, moving from compliancedriven discussions to a deep, shared commitment to individual student success. The impact of this work is evident in the way educators now discuss their ML students – not as a subgroup, but as individual learners whose success is a shared priority. Through collaboration, innovation, and a collective vision, we continue to strengthen the systems that support MLs, ensuring that each student has the opportunity to thrive in a linguistically and culturally responsive learning environment.
“LEARN’s Teach ing & Learning te am understands the challenges schoo l d istricts face and prov ides targeted, meaningful support. Their expert ise in AI, mu lt ilingual education, and executive coach ing strengthens schoo ls and empowers educators across the region.”
— LEARN Executive Committee Member
At LEARN, our commitment to equity and belonging lives not just in our mission statement but in the communities we intentionally build. The LEARN Regional Educators of Color (EOC) Affinity Group is a powerful example of how we cultivate the Power of We – creating spaces where educators are affirmed, connected, and empowered to thrive.
This year, 14 educators across five districts – Coventry, East Lyme, LEARN, New London, and Waterford –participated in the group. All participants identified as women, and nearly half were in their first five years of teaching. Through structured gatherings and oneonone coaching, participants engaged in deep conversations around identity, belonging, and growth.
Grounded by two core texts, The Art of Gathering by Priya Parker and Deloitte’s Uncovering Culture: A Call to Action for Leaders, the group explored critical issues such as masking, “covering” in the workplace, and how to show up more authentically. Meetings took place in intentionally chosen spaces – cafes, museums, and more – to foster open, meaningful dialogue and move beyond traditional professional development norms.
By the Numbers:
• 100% of participants said they would highly recommend the group to a colleague.
• 100% reported the experience made them feel supported by their district.
• 100% expressed appreciation for the dedicated space and time to gather, reflect, and learn.
• 100% reported a high degree of belonging and requested more frequent meetings in future cohorts.
• 2 new participants joined midyear – both referred by colleagues, a testament to the group’s growing impact.
Throughout the year, themes of principal support and career planning surfaced as essential. Educators shared that strong, consistent relationships with principals – particularly those who show up as allies in highstakes situations – made a meaningful difference. Participants also expressed a desire for clearer pathways to leadership and support in aligning professional learning with longterm goals.
“The adv ice and talking t hrough reach ing out to my princ ipal about microaggre ssions worked!”
Facilitated by a LEARN Education Consultant, the group offered more than just professional growth – it provided a restorative space to be seen, heard, and celebrated. This work is not supplemental; it is foundational to creating the inclusive, equitable school communities our educators and students deserve. The Power of We means building communities of care and courage – where belonging leads to transformation. The EOC Affinity Group is one way LEARN is living that promise. “Thanks so much –
Business Services
Cultivating the Power of We to Strengthen School Operations
Behind every thriving school is a strong operational foundation – and at LEARN, the Business Office plays a key role in cultivating the Power of We to ensure that foundation is both steady and sustainable. Through collaboration, expertise, and responsive support, the Business Office helps both the agency and districts across Southeastern Connecticut focus on what matters most: student learning.
Since launching external business services in 2020, LEARN has expanded to support seven of the 24 districts in the region, generating $250,000 in revenue yeartodate for FY25. Our services – ranging from accounts payable and payroll to audit support and food service management – reflect a shared commitment to operational excellence. With a team of eight staff members, including the equivalent of four fulltime employees dedicated to district work, we build lasting partnerships rooted in trust and accountability.
What began as full Business Manager support has evolved in response to district needs. Recognizing that many schools benefit more from targeted assistance, we now offer flexible, à la carte services. Our pricing model, which includes contributions to health insurance, 403(b), and life insurance, demonstrates our commitment to transparency and shared value.
Internally, the Business Office manages LEARN’s agencywide budget, handles all financial transactions,
“ Effective schoo l operations depend on strong back-office support, and the ser vices LEARN prov ides to local schoo l d istricts ensure t hat local focus remains on what matters most—educating students. From financial management to human resources and compliance, these e ssential ser vices help streamline operations, maximize resources, and maintain fiscal responsibility By partnering wit h
LEARN’s experienced profe ssionals who understand the complex it ies of schoo l administration, local d istricts are able to prov ide their educators and students wit h the support they need to t hrive ”
— LEARN Executive Committee Member
supports compliance, and prepares reports for the Board of Directors. With 162 processes identified and 110 already documented, we are making strong progress toward full systematization. Crosstraining in five core areas ensures business continuity and fosters a teambased approach to service – another example of how we cultivate the Power of We within our own operations.
Looking ahead, our focus is on strengthening communication and shared understanding with our partner districts. By establishing formal feedback loops, engaging more deeply with local superintendents, and using standardized tools to evaluate services, LEARN is committed to continuous improvement and cocreating solutions that meet each district’s unique challenges.
In every ledger, every report, and every conversation, LEARN’s Business Office exemplifies what it means to cultivate the Power of We – working side by side with educators and leaders to ensure every operational detail supports the larger mission of educational success.
Human Resources
Cultivating the Power of We Through Talent and Support
At LEARN, we believe exceptional schools begin with exceptional people – and that finding, supporting, and retaining those people takes more than policies and paperwork. It takes partnership. LEARN’s Human Resources (HR) Office continues to expand its reach by cultivating the Power of We: working together with school districts and their staff to build inclusive, effective, and peoplecentered systems.
With a focus on service, equity, and operational efficiency, LEARN’s HR team delivers expert support across the employee lifecycle, helping LEARN and other educational communities thrive through shared commitment and collaborative problemsolving.
Through trusted partnerships with schools and districts, LEARN’s HR services provide:
• Recruitment and Hiring Support – Assisting districts in identifying, screening, and onboarding toptier talent who align with local values and educational missions. Fingerprinting services and onboarding assistance ensure a seamless, compliant start for new employees.
• HR Compliance – Supporting districts in interpreting and applying personnel practices that align with policies and expectations, ensuring compliance across all levels of the organization.
• Employee Relations and Development – Offering coaching and support on workforce management, absenteeism, retention strategies, and staff growth –all in the spirit of strengthening the school community.
These services are especially impactful for small and midsized districts that may not have inhouse HR capacity. LEARN provides both strategic direction and handson assistance, reducing risk while increasing staff engagement and confidence. Together, we build stronger teams –one thoughtful collaboration at a time.
Internally, the HR team supports over 500 LEARN employees, ensuring fair, consistent practices in hiring, benefits, and professional development across the agency’s many departments and schools. By fostering systems that are scalable, compliant, and rooted in peoplefirst values, LEARN’s HR team demonstrates that cultivating the Power of We is not just something we do for others – it defined how we led, supported, and engaged – in every interaction.
Looking ahead, LEARN will continue to tailor its regional HR services to meet emerging district needs, offering justintime solutions in an increasingly competitive hiring environment. Our goal remains clear: to help our agency and member school districts spend less time on logistics and more time building exceptional, supportive learning communities – together.
Information Technology
Cultivating the Power of We for Safe, Connected, and FutureReady Schools
In a time when technology is foundational to education, LEARN’s Information Technology (IT) Department plays a vital role in cultivating the Power of We – connecting people, systems, and solutions to ensure that learning environments remain secure, effective, and ready for the future.
Over the past year, LEARN has expanded its IT services to meet the growing needs of both internal teams and external partners. Our team now supports our family of magnet schools and nine external clients, with two more onboarding this year and another existing partner expanding services. In total, LEARN’s IT services generated $480,000 in revenue for the agency this year –demonstrating the value and demand for our expertise.
LEARN’s IT model emphasizes customer feedback, documentation, and accountability, using input from schools and districts to adapt our offerings and strengthen client relationships. We regularly compare revenue and service delivery costs to ensure efficiency and value – delivering solutions that are both impactful and affordable.
Staffed by a committed team of coordinators and IT specialists, LEARN’s IT Department blends technical expertise with an understanding of educational needs. This unique perspective allows us to cocreate solutions with our partners – tailoring support that aligns with each school’s mission, vision, and longterm goals.
Whether providing daytoday support or strategic planning, the IT team partners with schools and community organizations to offer responsive, accessible, and costeffective services that strengthen educational ecosystems.
Our support includes:
• Cybersecurity and Data Protection – Defending against cyber threats and protecting sensitive student and staff information with robust, proactive safeguards.
• Network and Infrastructure Support – Ensuring reliable system performance and expanding access to highspeed connectivity across campuses.
• Cloud and Software Solutions – Deploying scalable tools that support digital learning, streamline administrative functions, and reduce longterm costs.
These services are particularly valuable to smaller districts who benefit from highlevel expertise without the overhead of a full internal team. By offering flexible service packages and pricing that aligns with industry benchmarks, LEARN helps ensure that technology infrastructure remains sustainable and inclusive –an important step in realizing the Power of We.
As we look to the year ahead, LEARN remains committed to building resilient systems, enhancing user experiences, and integrating emerging technologies that elevate teaching and learning. By cultivating the Power of We – through collaboration, responsiveness, and shared purpose – LEARN’s IT team ensures that each student, educator, and district has access to the digital tools they need to succeed.
“I n today ’ s d igital age, reliable and s ecure IT infrastructure is e ssential for effective te ach ing and le arning The regional IT solutions prov ided by LEARN ensure t hat schoo ls have the technology, cybers ecurity, and support needed to operate efficiently and s afely. From network s ecurity to data management and classroo m technology integration, these ser vices allow educators to focus on instruction wh ile ensuring students have acce ss to modern learning tools. By le veraging regional IT expert ise, local districts maximize resources, enhance d igital learning opportunit ies, and strengthen schoo ls’ technological foundations ”
— LEARN Executive Commi
Member Services
TEACHING & LEARNING
Regional Partners
AfterSchool Programs
Connecticut After School Network
Aging
Connecticut State Department of Education: 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 WellBeing
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
CBIA
374 Kitchen
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
Connecticut Children’s Collective
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 First Groton
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
National Association for the Education of Young Children
New London School Readiness Council
Norwich School Readiness Council
Educational Agencies
ACES UP
ACES International
Association of Educational Service Agencies
Connecticut Network for Children and Youth
Connecticut State Department of Education
Connecticut School, Family, and Community Partnership
Connecticut Technical Education & 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 FarmBased Education
Fresh New London
Yellow Farmhouse Education Center
Health District
Ledge Light Health District
Higher Education Boston University
Central Connecticut State University
Charter Oak State College
Connecticut Association on Higher Education and Disability
Connecticut College
Eastern Connecticut State University
Goodwin University Mitchell College
New England
Institute of Technology
Quinnipiac University
Southern Connecticut State University
Springfield College
Three Rivers Community College
UMASS Boston
University of Connecticut
University of Hartford
University of St. Joseph
Western Governors University
Homelessness
Covenant Shelter of New London
Habitat for Humanity ReStore
Hospitals
William H. Backus Hospital
Yale New Haven Health
Lawrence and Memorial 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
QBS Crisis Prevention Training and Safe Crisis Management
Substance Abuse and Mental Health Services Administration
Middle Schools
Our Lady of Mercy Preparatory Academy
Military Base
Naval Submarine Base New London
Children’s Museum of Southeastern Connecticut
Pequotsepos
Nature Center
Florence Griswold Museum
Lyman Allyn Art Museum
Mystic Museum of Art
Mystic Seaport
National Coast Guard
Museum Association
OceanBased Learning
New England Science and Sailing Project Oceanology
Parent Advocacy
Connecticut Parent Advocacy Center
Philanthropy
Connecticut Council for Philanthropy
Connecticut Early Childhood
Funder Collaborative
Physical Health and WellBeing
Community Health Center
Connecticut Department of Health
Healthcare Advocates International
Protection of the Environment
Connecticut Department of Energy and Environmental Protections
Public Libraries
New London Public Library
Waterford Public Library
Rehabilitation Services
Connecticut State
Department of Education: 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
Lighthouse Group
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
Teacher Certification
Connecticut Teacher Residency Program
Transportation Services
Connecticut Association for
Community Transportation
TraumaInformed Programs Center for School Safety and Crisis Preparation
