LEARN Annual Report 2025

2025 Annual Report

Student Success & Innovation 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

We Are LEARN 02 03 04 05 07 08 09 10 11 12 14 15

Directory Member Districts / Staff LEARN Leadership Organization Mission Framework Board of Directors – Creating Connections – New Early Childhood School – Seamless K­8 Magnet Pathway – Regional Shared Service Solutions Funding Sources Fiscal Year

Magnet Schools 17 18 19 20 22 24 26

Why Magnet Schools Matter The Friendship School – National Magnet School of Excellence Regional Multicultural Magnet School Marine Science Magnet High School – Martin Luther King Jr. Scholarship Three Rivers Middle College Magnet High School 28 Regional Impact: SECT SOARS 29 McREL Balanced Leadership 30 RESC Alliance

Programs & Services 33 33 34 35 36 37 38 39

Student Support Services Ocean Avenue Learning Academy LEARN Transition Academy Early Childhood disABILITY Summit Teaching & Learning: Harnessing AI Multilingual Learners Affinity in Action

Administrative Operations 41 42 43 44 45

Business Supports Human Resources Information Technology Member Services Regional Partners

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 Marine Science Magnet High School Grade 9 – Grade 12 Magnet High School 130 Shennecossett Road, Groton, CT 860.446.9380, www.msmhs.com Three Rivers Middle College Magnet High School Grade 11 and Grade 12 Magnet High School 574 New London Turnpike, Room E205, Norwich, CT 860.215.9055, www.threeriversmiddlecollege.org

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Member Districts

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. Ledyard B: Mary Harris S: Jason Hartling

Board of Directors & Superintendents

East Hampton B: (vacant) S: Timothy M. Van Tasel, Ed.D.

Chester B: Dale Bernardoni S: Brian White

East Lyme B: Eric Bauman S: Jeffrey Newton

Montville B: Robert Mitchell S: Dianne Vumback, Ed.D.

Clinton B: (vacant) S: Maryann O’Donnell

Essex B: Nancy Johnston S: Brian White

New London B: Alisha Blake S: Cynthia Ritchie, Ed.D.

Deep River B: (vacant) S: Brian J. White

Groton B: Beverly Washington S: Susan L. Austin

N. Stonington B: Chet Stefanowicz S: Troy Hopkins

East Haddam B: Terri Garrity S: Teresa DeBrito, Ed.D.

Guilford B: (vacant) S: Paul Freeman, Ed.D.

Norwich B: Gregory Perry S: Susan Lessard

Staff

Race & Ethnicity

Generations

Asian: 3%

Silent Generation: 1%

Black: 7%

Baby Boomers: 12%

Hispanic: 14%

Generation X: 31%

American Indian: 1%

Millennials: 42%

Other: 2%

Generation Z: 14%

512 84

Towns

5

States

Madison B: Mary Ann Connelly S: Craig Cooke, Ph.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 Officers Chairperson Robert Mitchell Vice Chairperson Dale Bernardoni Secretary Jennifer Favalora Fiscal Officer Beverly Washington

Certified

36%

White: 73%

We are L EARN | 3

LEARN Leadership Organizational Programs, Services, & Operations

School­Based Programs & Services

Member Programs & Services

Katherine Ericson Executive Director 860.434.4800, ext. 1345 kericson@learn.k12.ct.us

Michael Belden Chief Financial Officer 860.434.4800, ext. 1130 mbelden@learn.k12.ct.us

Tara Amatrudo Principal of Marine Science Magnet High School 860.446.9380 tamatrudo@learn.k12.ct.us

Linda T. Darcy, Ed.D. Director of Teaching & Learning 860.434.4800, ext. 1103 ldarcy@learn.k12.ct.us

Bridgette Gordon-Hickey Deputy Executive Director 860.400.0840, ext. 2115 bghickey@learn.k12.ct.us

Michelle Cozzi Assistant Director of Information Technology 860.434.4800, ext. 1143 mcozzi@learn.k12.ct.us

Brad Columbus Principal of Three Rivers Middle College Magnet High School 860.215.9055 bcolumbus@learn.k12.ct.us

Erica Mahon, Principal of Ocean Avenue LEARNing Academy; Director of Specialized Programs 860.400.0840 emahon@learn.k12.ct.us

Ryan Donlon, Ed.D. Associate Executive Director 860.434.4800, ext. 1132 rdonlon@learn.k12.ct.us

Lance Hagen Director of Information Technology 860.434.4800, ext. 1117 lhagen@learn.k12.ct.us

Mariana Reyes Principal of Regional Multicultural Magnet School 860.437.7775 mreyes@learn.k12.ct.us

Sarah Moon Director of Special Services 860.434.4800, ext. 2107 smoon@learn.k12.ct.us

Joanne Lund Assistant Director of Accounting & Projects 860.434.4800, ext. 1102 jlund@learn.k12.ct.us

Jessica Silvestro Principal of The Friendship School 860.447.4049 jsilvestro@learn.k12.ct.us

Adrenna Paolillo Assistant Director of Early Childhood Education 860.434.4800, ext. 1127 apaolillo@learn.k12.ct.us

Elizabeth McCaffery Director of Human Resources 860.434.4800, ext. 1115 emccaffery@learn.k12.ct.us

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Organization

We are L EARN | 5

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Mission Framework VISION To ensure that each child has access to high­quality public education and opportunities through equitable systems of education, support, and service.

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.

MISSION As a Regional Educational Service Center, we • pursue equitable and just systems of education, • 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.

CORE VALUES Student Success Relationships Service • Diversity Communication Integrity • Innovation Creativity

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.

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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:

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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.

“ Serving on LEARN’s Board isn’t just about meetings and budgets—it ’s about vision.

We get to imagine what ’s possible for students and then take the steps to make it happen. Whether it ’s expanding opportunities, enhancing services, or finding smarter ways to support schools, we’re not just planning for the future—we get a chance to build it.”

— LEARN Executive Committee Member

1

Creating 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.

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.

We are L EARN | 9

2

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.

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.

Meeting a Regional Need

An Investment in Our Future

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.

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.

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.

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 school is more than a building — it ’s a promise to our youngest learners. A place where each child, regardless of background, will feel a sense of belonging, wonder, and excitement to learn.”

— LEARN Board Member

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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!

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4

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.

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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 cutting­ edge 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

Building Stronger Schools, Together

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:

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.

• 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.

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 district leader, I know firsthand the challenges of balancing rising operational demands with our core mission—educating students. LEARN’s Regional Shared Service Solutions will be a game-changer for us. By streamlining payroll, IT, and business office functions, we will free up valuable time and resources to invest directly in student learning. This model is a smart, sustainable way forward for districts looking to maximize efficiency while 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.

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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) Marine Science Magnet High School . . . . . . . . . . . $4,059,184 Regional Multicultural Magnet School . . . . . . . . . $5,916,501 The Friendship School . . . . . . . . . . . . . . . . . . . . . . $6,089,669 Three Rivers Middle College Magnet School . . . . $1,382,594 Student Support Services . . . . . . . . . . . . . . . . . . . $18,408,110 Teaching & Learning . . . . . . . . . . . . . . . . . . . . . . . . . . $878,016 Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $326,359 Early Childhood Education . . . . . . . . . . . . . . . . . . . $2,656,794 (including Creating Connections)

Federal

Local

$4,840,224 10.7%

$21,152,163 46.6%

Executive Services & Business / Finance . . . . . . . . $1,398,993 Covid­19 Relief Grants . . . . . . . . . . . . . . . . . . . . . . . . $102,198 Magnet Schools Assistance Program Grant . . . . . $4,193,676

Total

$45,412,094

Total Revenues . . . . . . . . . . . . . . . . . . . . . . . . . . $45,412,094

Non Operating Eastern CT Health & Medical Cooperative . . . . . $34,769,774 (health insurance and related claims) Food Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $990,825 Capital Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3,759,570 Total Non Operating . . . . . . . . . . . . . . . . . . . . . . $39,520,169

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State $18,419,902 40.6%

Other $999,805 2.2%

Fiscal Year CT River Academy Tuition at Goodwin CT River Academy Middle Grades Tuition at Goodwin Covid­19 Relief Grants Early Childhood Education School Readiness ECE Regional Programs / Misc ECE Regional Programs / Misc ECE Creating Connections Goodwin Riverside Magnet School Tuition at Goodwin Magnet Schools Assistance Program LEAP Magnet Schools Assistance Programs SOARS Management Business / Executive Services, Fingerprinting MGT Interest Income MGT Goodwin Partnership MGT Regional Services MGT RESC Membership MGT Technology & PowerSchool Regional Services MGT Universal Service Fund Program (USF) Marine Science Magnet High School, State Marine Science Magnet High School, Local MSMHS, Coral Sales MSMHS, Special Education Services Offc of Teaching & Learning ELA / ELL (Title III) OTL Interdistrict & Other Misc Grants OTL Vocational Applied Technologies OTL Title Grants (Title I & II) OTL Training / Prof Development Workshops OTL Virtual High School / Virtual Learning Academy Regional Multicultural Magnet Sch, State Regional Multicultural Magnet Sch, Local RMMS Special Education Services RMMS Title Grants RMMS Magnet Kingdom (School Age Program) RMMS State Grants SSS High School Programs SSS Ledyard Vo­Ag Special Education SSS State Grants SSS Ocean Avenue LEARNing Academy SSS Related Services & Contracts / ABA Consulting SSS Extended School Year SSS Transition Program The Friendship School, State The Friendship School, State, Pre­K The Friendship School, Families Tuition, Pre­K The Friendship School, Local, K The Friendship School, Special Education Services The Friendship School, Title Grants The Friendship School, Misc Three Rivers Middle Magnet High School, State Three Rivers Middle Magnet High School, Local TRMC Special Education Services TRMC Title Grants Transportation, CHOICE Program AGENCY TOTAL

*

2023­2024 Audited Actuals

2024­2025 Revised Budget

2025­2026 Approved Budget

O O F S L S O O F F O O O L L L F S L O L F S F F L L S L L F O S L L S L L L L S S O L L F O S L L F S

7,670,357 2,623,224 1,485,288 1,880,556 102,053 60,037 ­0 5,271,917 1,392,954 ­0 6,623 657,173 772,230 653,685 9,850 287,135 ­0 2,106,361 1,736,839 22,619 520,592 56,426 112,383 73,509 15,976 536,614 28,005 3,888,710 1,649,276 1,934,742 163,115 160,000 8,486 418,363 273,476 1,346,044 8,125,513 1,224,722 707,015 845,998 3,896,768 1,438,815 407,434 ­0 940,367 71,647 8,000 631,908 517,618 85,597 25,835 360,100

­0 ­0 102,198 2,096,068 109,940 366,546 84,240 ­0 2,187,224 2,006,452 30,000 428,000 ­0 467,020 9,850 438,123 26,000 3,013,905 1,018,279 27,000 627,476 22,194 46,982 99,023 54,384 619,433 36,000 4,688,317 902,834 2,206,035 165,855 150,000 9,495 943,025 ­0 1,197,734 9,521,734 1,137,646 787,600 876,059 4,811,767 854,421 270,365 ­0 1,037,853 142,916 10,200 1,008,308 340,308 72,948 33,978 326,359

­0 ­0 ­0 2,106,068 90,940 373,316 324,000 2,088,365 2,013,629 19,000 525,000 ­0 494,500 9,850 446,274 26,000 3,024,725 1,022,175 27,000 578,249 23,858 22,893 99,023 28,326 654,605 32,000 4,899,955 933,625 2,589,606 125,082 140,000 ­0 1,112,812 ­0 1,164,686 10,704,074 1,494,866 933,379 1,169,324 4,916,200 634,770 211,590 211,750 1,301,584 153,362 10,200 1,008,320 340,308 149,379 33,977 386,350

57,211,955

45,412,094

48,654,995

* Federal (F), State (S), Local (L), Other (O) Effective July 1, 2024, Goodwin University assumed responsibility for all operations related to the GUMSS partnership magnet schools (RMS, CTRA Middle Grades, CTRA).

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“School choice through magnet schools not only expands opportunities for families but also strengthens our entire education system. By offering theme-based programs that attract students with diverse interests and needs, magnet schools complement local districts, fostering innovation, collaboration, and shared resources that ultimately benefit all students in the region.”

— LEARN Executive Committee Member

16 | Magnet Schools

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 project­ based 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 Magnet Schools | 17

The Friendship School Nurture Curiosity, Inspire a Life­Long Love of Learning Waterford, CT | www.thefriendshipschool.org

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 multi­ colored 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.

Prekindergarten 3

48%

460

Prekindergarten 4

52%

Total Number

18 | Magnet Schools

8% Special Education

67% Free/ Reduced Meals Towns Served:

18

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 kindergarten­ aged 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 high­ achieving 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.

Magnet Schools | 19

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.

Students

Kindergarten

18%

469

Grade 1

17%

Grade 2

17%

Grade 3

18%

Grade 4

14%

Grade 5

16%

Total Number

20 | Magnet Schools

23%

18%

English Learners

Special Education

71% Free/ Reduced Meals Towns Served:

15

A Celebration of Story and Solidarity: First­Ever African American Read­In

Fifth Graders Take a Stand for Justice

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 first­ever African American Read­In, marking a meaningful kickoff to its Read Across America celebration.

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.

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.

This year, two fifth graders – Autumn McAvay Grimes and Emiko Moher – put that power into action.

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.

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.

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.

Magnet Schools | 21

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

Students at MSMHS explore three powerful domains: • Our Society – through fieldwork, advocacy, and public education, students become active participants in civic life.

Project­Based Learning Anchors the Future at Marine Science Magnet High School

• The Environment – through aquaculture, sustainability research, and coastal exploration, students examine our planet’s most pressing ecological challenges.

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, student­ centered, 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.

Students

•. 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.

Grade 9

Grade 10

27%

274

26%

Grade 11

25%

Grade 12

22%

Total Number

22 | Magnet Schools

2%

14%

English Learners

Special Education

31% Free/ Reduced Meals Towns Served:

29

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.

Magnet Schools | 23

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

Carrying Forward Dr. King’s Legacy

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.

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.

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.

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!

24 | Magnet Schools

A Voice for Justice and Equity

A Leader in Service and Inclusion

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.

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.

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.

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.

Magnet Schools | 25

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.

Students

Grade 11

Grade 12

48%

92

52%

Total Number

26 | Magnet Schools

2%

13%

English Learners

Special Education

49% Free/ Reduced Meals Towns Served:

22

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 first­ generation 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.

Magnet Schools | 27

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.

28 | Magnet Schools

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 high­quality 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.

Magnet Schools | 29

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!

30 | Magnet Schools

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.

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.

• Technology & Innovation – Integrating emerging technologies, artificial intelligence, and digital tools into classrooms and operations.

• Professional Development – Delivering targeted training for teachers, paraeducators, and administrators to build capacity and enhance student outcomes.

• Operational Efficiencies – Assisting school districts with transportation solutions, cooperative purchasing, and cost­effective administrative support.

The forum emphasized how RESCs are working to enhance equity and access for students with disabilities across Connecticut.

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Districts with Whom We Worked In 2024­2025 Bozrah Cheshire Clinton Colchester Coventry Cromwell E. Haddam East Lyme Fairfield Glastonbury Griswold Groton Hartford Integrated Day Charter School Killingly Lebanon Ledyard

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Lisbon Madison Middletown Montville New Haven New London Newington Newtown N. Stonington Norwich Norwich Free Academy Old Saybrook Plainfield Portland Preston Putnam

Region #4 Region #5 Region #17 Region #18 Salem S. Windsor Sprague Stafford Stonington Thompson Torrington Voluntown Wallingford Waterford Westbrook Westerly, RI Willimantic Windham

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.

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.

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 Multi­ Tiered System of Supports (MTSS).

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’s reach extends beyond agency walls through specialized contracts and initiatives that support school districts with evaluations (speech and language,

“Our local school districts are committed to supporting each learner, but they recognize that some students need an environment with more specialized services. Ocean Avenue LEARNing Academy is an invaluable partner, ensuring students receive the program that targets their unique needs.

By working with Ocean Avenue LEARNing Academy, school districts can be assured their students receive the high-quality, individualized education they require to succeed.”

— LEARN Executive Committee Member

Ocean Avenue LEARNing Academy

83 Total Students

ADD/ADHD Autism

Developmentally Delayed

65%

10%

100%

English Learners

Special Education

Free/ Reduced Meals

Emotional Disturbance

Intellectual Disability

Multiple Disabilities

Towns Served:

Other Health Impairment

21

Speech Language Impairments

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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 real­ life 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.

LEARN Transition Academy

12 Total Students

Autism

Emotional Disturbance

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0%

100%

English Learners

Special Education

Intellectual Disability

Multiple Disabilities

42% Free/ Reduced Meals

Specific Learning Disability

Towns Served:

Students Completed Their Certification

10

3

Early Childhood Education 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 hands­ on, 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.

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.

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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

Youth Leadership: Raising Voices Together

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.

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.

“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 intersectional 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.

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. www.learnstudentsupportservices.org/ happenings/disability­summit.

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Teaching & Learning Advancing Education 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 forward­ thinking 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.

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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 shoulder­to­ shoulder 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.

38 | P rograms & Services

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 Teaching & Learning team understands the challenges school districts face and provides targeted, meaningful support. Their expertise in AI, multilingual education, and executive coaching strengthens schools and empowers educators across the region.”

— LEARN Executive Committee Member

By the Numbers: • 100% of participants said they would highly recommend the group to a colleague.

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.

“The advice and talking through reaching out to my principal about microaggressions worked!”

• 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.

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.

“Being part of this group made me feel like my district sees and values me.”

“Thanks so much – I didn’t know how much I needed this space.”

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40 | Administrative Operations

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,

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 team­ based 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.

“ Effective school operations depend on strong back-office support, and the services LEARN provides to local school districts ensure that local focus remains on what matters most—educating students.

From financial management to human resources and compliance, these essential services help streamline operations, maximize resources, and maintain fiscal responsibility. By partnering with LEARN’s experienced professionals who understand the complexities of school administration, local districts are able to provide their educators and students with the support they need to thrive.”

— LEARN Executive Committee Member

Administrative Operations | 41

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.

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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.

Our support includes:

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.

• Cloud and Software Solutions – Deploying scalable tools that support digital learning, streamline administrative functions, and reduce long­term costs.

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.

• 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.

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.

“In today’s digital age, reliable and secure IT infrastructure is essential for effective teaching and learning. The regional IT solutions provided by LEARN ensure that schools have the technology, cybersecurity, and support needed to operate efficiently and safely.

From network security to data management and classroom technology integration, these services allow educators to focus on instruction while ensuring students have access to modern learning tools. By leveraging regional IT expertise, local districts maximize resources, enhance digital learning opportunities, and strengthen schools’ technological foundations.”

— LEARN Executive Committee Member

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Chester Clinton Deep River E. Haddam E. Lyme Essex Groton Guilford Ledyard Madison Montville New London N. Stonington Norwich Old Saybrook Preston Region #4 Region #17 Region #18 Salem Stonington Waterford Westbrook Other

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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 Museums Children’s Museum of Southeastern Connecticut Denison Pequotsepos Nature Center Florence Griswold Museum Lyman Allyn Art Museum Mystic Museum of Art Mystic Seaport National Coast Guard Museum Association

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

Ocean­Based Learning New England Science and Sailing Project Oceanology

Teacher Certification Connecticut Teacher Residency Program

Parent Advocacy Connecticut Parent Advocacy Center

Transportation Services Connecticut Association for Community Transportation

Philanthropy Connecticut Council for Philanthropy Connecticut Early Childhood Funder Collaborative

Trauma­Informed Programs Center for School Safety and Crisis Preparation

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

Workforce Development Eastern Connecticut Workforce Investment Board OIC of New London

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