Celebrating 40 Years 1980~2020
K-12 STUDENT SERVICES K-12 Student Services offers a comprehensive continuum of services for students with a wide range of challenging learning needs and/or academic interests. From magnet high school options to services for students on the autism spectrum, the focus is on serving each individual student. We strive to achieve success by building our capacity, running programs that are financially sound and producing outstanding educational results that satisfy parents, students, teachers, administrators and our regional partner school districts.
COVID-19 Response
Arts at the Capitol Theater (ACT) performing arts magnet school celebrates its 16th year, as 33 seniors graduate in June. ACT’s diverse program allows students to pursue their passion for the arts, while maintaining a rigorous, core-academics schedule.
In response to the COVID-19 crisis that closed schools and program sites three-quarters of the way through the school year, our staff adjusted quickly to the demands of online learning and directservice delivery, using new communication strategies and platforms. From late March to late May, students, families and staff alike had to adjust to social distancing and their new, learning-from-home “normal,” while waiting for the crisis to pass. Throughout, staff delivered quality classroom learning, social-emotional supports where needed, and collaborated with their colleagues and communities to ensure that students continued to reach their education goals. The following represents work and data points, focused on pre-COVID-19 highlights. Learn more about K-12 Student Services’ work during the pandemic in the COVID-19 Response Supplement insert.
2019-2020 HIGHLIGHTS & ACCOMPLISHMENTS Regional Magnet High Schools EASTCONN continued to operate 2 regional magnet high schools in collaboration with member districts that elect to be our partners. These 2 schools, a performing arts high school (Arts at the Capitol Theater - ACT) and a middle college (Quinebaug Middle College - QMC), expand the public-school choices available to students in the 33-town/36-district region we serve. Both magnet schools are designed for students with special interests, whether through a performing-arts-infused curriculum (ACT), or
a unique college campus experience (QMC). This year, EASTCONN opened an alternative high school, The LEAP School (Learners Empowered to Achieve their Potential), supporting over-aged, under-credited high school students from the EASTCONN region.
ACT (Arts at the Capitol Theater)
ACT enrolled 150 full-time students (grades 9-12) this academic year, from 32 sending districts. In spite of new challenges caused by school closings and virtual classroom implementation, ACT will graduate its 10th
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K-12 STUDENT SERVICES | HIGHLIGHTS & ACCOMPLISHMENTS
This year, 75 QMC students enrolled in 102 free QVCC courses, with a passing rate of
2019-2020
95%
Quinebaug Middle College (QMC) students experience small classes and challenging programs of study that include STEM, liberal arts, allied health and advanced manufacturing. While enrolled, students can choose to earn college credits from QVCC and UConn at no additional cost, providing them with a valuable jump-start along the path to college.
class of full-time students, with 33 seniors from 15 school districts. Distance-learning classes began shortly after schools closed in response to the COVID-19 health crisis.
• Creative Writing Awards: Creative Writing
students won 1 Gold Key and 2 Honorable Mentions in the New England regionals of the prestigious 2020 Scholastic Art & Writing Awards contest; 8 students won 9 awards in UConn’s statewide Connecticut Student Writers Magazine’s excellence awards contest, earning 2 Platinum, 1 Gold, 3 Silver and 3 Honorable Mentions.
• National Honor Society: 9 new students were
inducted into ACT’s chapter of the National Honor Society during its 8th annual induction ceremony.
• Audio/Video Student Achievements: A/V
students produced new training videos for the Connecticut DMV. Students also earned top honors in the statewide 2020 DMV Teen Safe Driving Video contest. With the exception of a single year, ACT has placed in the Top 10 every year since the DMV contest began in 2007. Students entered 12 short films in the Quiet Corner Film Festival, which was later cancelled.
• Post-Secondary Plans: 21 out of 33 ACT seniors
(60%) applied to 4-year colleges this year, and among their college acceptance letters were those from UConn, ECSU, CCSU, SCSU, PACE University and Hofstra University. Many of ACT’s seniors are planning to attend local community colleges.
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QMC (Quinebaug Middle College)
Located on the campus of Quinebaug Valley Community College (QVCC), QMC enrolled 179 students in grades 9-12 from 18 towns in its STEM-integrated and humanities-rich high school program. Students have free access to QVCC and UConn college courses, and may earn transferable credits. QMC enrollment continued to increase in size, with all openings filled for 2020 -2021.
• College Courses: In 2019-2020, 75 QMC students
enrolled in 102 free QVCC college courses, achieving a passing rate of 95%. After the first semester, QMC students outperformed QVCC students with a cumulative GPA average of 3.14. Altogether, 52 students enrolled in our UConn Early College Experience courses, earning a total of 156 credits, with an average of 22 students per course.
• Senior Capstone: Seniors created a range of
meaningful Capstone projects, many of them online, to benefit local communities, from raising awareness about mental and physical health issues, to fundraising for charitable organizations, military and children’s hospital care packages, and organizing activities and clubs for peers, among others.
• Post-Secondary Plans: 89% of QMC’s seniors
applied to post-high school programs, and many have been accepted into competitive schools like UConn, University of Hartford, UMass-Amherst, UMass-Dartmouth, ECSU, Penn State, URI, Husson University, Bowie State, Three Rivers, QVCC and MCC. Two QMC seniors will enter the military upon graduation.
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The Assistive Technology Lending Library, a collaborative project with the CT Tech Act, offers member districts full access to its continually expanding collection of AT and Augmentative and Alternative Communication tools, saving time and resources.
The AT team has assumed management of the quarterly CT Tech Act Newsletter and contributes articles to each edition.
• AT’s Fee-for-Service provided AT and/or AAC assessments to an additional 4 students from 4 school districts, 4 training sessions and 1 consultation, reaching 8 educational staff.
Woodstock Academy Cooperative (WAC)
Woodstock Academy and EASTCONN’s collaborative program for students with intellectual and other significant developmental disabilities facilitates student educational growth and transition planning; 13 high-school-age students from 4 districts enrolled this year (a 70% increase). All students participated in regular education courses and in unified courses at Woodstock Academy. Community-based field trips and other options focused on increasing independent living skills and providing vocational and career experiences. This year, every student had at least 1 work experience, ranging from jobshadowing to working up to 8 hours per week.
Related Services Group (RSG)
Related Services staff worked with 46 districts and with 7 EASTCONN programs to support students, from preschool to age 21. Related Services includes AT (see above), OT (providing services to 197 students), PT (providing services to 188 students) and speech-language therapy (providing services to 194 students.)
Psychological & Behavioral Consultation (PBC) Services
Our neuropsychological assessment, behavioral consultation and professional development services were accessed by 21 districts, benefiting more than 3,000 students. Neuropsychological assessment and consultation services have continued to develop in response to requests from LEAs across our region, with more than 50 assessments completed for each of the last 3 years. We also provided comprehensive in-district supports for students with autism spectrum disorders.
• PBC Professional Learning
Facilitated a Community of Practice format for school-based BCBAs in the EASTCONN region and statewide, and offered a CEUs option.
- Through RESC Alliance projects, expanded supports to districts in the areas of chronic absenteeism and trauma-sensitive practices. - Delivered 40+ in-person PD sessions in 15 districts. Presented outcomes from technical assistance, coaching and training at regional and national conferences as invited speakers. PBC staff continued to publish findings in prestigious, peer-reviewed journals. - During COVID-19 school closures, staff designed a new, temporary website and delivered free professional learning webinars for their peers.
“QMC has given so much to me...One of the unique things is the access to QVCC classes. I have taken enough courses to finish my high school career with a college degree.“ – Jacob H., QMC student www.eastconn.org 5.
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K-12 STUDENT SERVICES | HIGHLIGHTS & ACCOMPLISHMENTS
138
K-12 students from 17 districts benefited from AT support
Our Psychological & Behavioral Consultation team is committed to assessment-driven intervention practices, using best-practice and data-based decision-making to support students, teachers, programs and systems.
Collaborations with Higher Education Administrative 092 Certification Cohort
EASTCONN Educational Services and CCSU continued their Hampton-based partnership, offering cohorts for the Sixth Year Certificate in Educational Leadership. Cohort members receive instruction with CCSU faculty and online guest presenters to prepare for their Intermediate Administrator 092 certificate. Program content is customized to meet the needs of future administrators of small districts, like those in the EASTCONN region.
Special Education Programs & Services Clinical Day Treatment (CDT) Programs
Operating 7 classrooms at our Educational and Vocational Center (EVC), and 12 classrooms at our Northeast Regional Program (NRP), and serving approximately 120 students from 28 sending districts, our CDT programs merge best practices in academic, vocational, clinical and behavioral programming to meet the needs of students in grades K-12 with significant social, emotional and behavioral issues. We continued our work with clinical interventions through a research-based, trauma-informed group at both sites. Fifty-four (54) students participated in last summer’s extended school-year services, which will, with modifications in light of the COVID-19 closures, be offered again in summer 2020. Last summer, the CDTs continued to partner with EASTCONN’s Summer Youth Employment program, enabling 12 CDT high school students to gain meaningful work experiences. We anticipate that 5 seniors will graduate this year.
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Autism Program & Services
Provided 16 students from 11 districts with comprehensive, center-based educational and behavioral services. Inclusion remains the ultimate goal and drives our philosophy, staffing and instructional programming. To meet district needs, we expanded our enrollment to include preschool-age students. We continued to develop community-based experiences that support students’ individual needs and goals. After COVID-19related site closures, staff continued to provide virtual learning options and activities to students and families.
Assistive Technology (AT)
AT provided direct services to 138 students from 17 districts, as well as 6 adult clients through the Bureau of Rehabilitative Services (BRS) Home to Work Program and 20 students from 3 additional districts, 3 educators and 2 family members through BRS’s Level-Up program for transition-aged students. Online AT support continued after COVID-19-related, statewide closures.
• EASTCONN’s AT staff supported 13 districts with Consortium packages, providing them with priority scheduling, access to our AT Lending Library and Consortium trainings. Within the Consortium Districts, 19 AT and/or AAC Assessments were provided. Services impacted 134 students, 211 educators and 62 family members. • The AT Lending Library, a project with the CT Tech ACT, loaned 58 devices, pre-COVID-19. Activities conducted through the partnership with the CT Tech Act project included 44 trainings to 247 participants on a range of AT topics, demonstrations and/or information and assistance provided to 63 individuals.
K-12 STUDENT SERVICES | HIGHLIGHTS & ACCOMPLISHMENTS
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At the LEAP alternative high school, educators design deeper, personalized learning experiences that target essential skills that students will need to be successful in the workplace and in life. LEAP learners participate in work-readiness internships, field research, and service projects that reinforce classroom learning.
LEAP Alternative High School (LEAP)
Opened in August 2019, LEAP enrolled 13 full-time students this academic year; 11 from Windham and 2 from Norwich. This professional learning community offers a personalized, competency-based program of studies designed to meet the unique needs and diverse learning styles of non-traditional students who are over-aged and under-credited. The curriculum integrates deep learning with career connections for students.
• Accomplishments: 20% average increase in student attendance compared to their previous school year; 5 students participated in a driver’s education program where they can earn their licenses.
• Special Projects: 10 students enrolled in the
Customer Service Academy through EASTCONN Adult Education, with access to paid, online training and internships this summer; 10 students enrolled in an art class with Spiral Arts Studio, one of our community partners.
Post-Secondary Plans: 8 students anticipated
graduating in June; at least 2 were considering the Advanced Manufacturing program at either QVCC or Three Rivers Community College as a next step for their careers; 1 student was pursuing his Commercial Drivers’ License; 4 students have benefited from free college counseling services from community partner, Higher Edge, and all 4 have been accepted to QVCC for next fall.
New England Association of Schools & Colleges (NEASC) Accreditation
Since earning their NEASC accreditation in 2018, ACT and QMC are addressing recommendations from the complex process of self-study and assessment to explore topics like 21st-century learning, curriculum alignment, studentcentered learning and data-informed instruction.
Professional Learning, K-12 Services
During the 2019-2020 school year, QMC, ACT and LEAP have collaborated to examine personalized, competencybased learning. Through the development of a Portrait of a Graduate, a focus on 21st-century learning expectations has been launched.
Leadership Development, K-12
Through our partnership with KnowledgeWorks, a national professional organization, a leadership design team has been established to advance a competency-based learning system. We are developing a multi-year strategic plan for our schools. Select staff from EASTCONN high schools participated in multiple professional learning opportunities regarding personalized, competency-based learning and the integration of SEL and academics.
“LEAP has changed my way of thinking. I am graduating in June, and this summer I will have a paid internship. I plan to attend QVCC this fall in [their] advanced manufacturing training program.“ – K.J., LEAP student www.eastconn.org 3.
K-12 STUDENT SERVICES | HIGHLIGHTS & ACCOMPLISHMENTS
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- By June 5, 2020, analytics for the free PBC developed webinars for paraeducators showed that the site had attracted a total of 5,547 Unique Users, with 19,027 Sessions and 26,685 Page Views. Users reported being from 343 cities or towns, both in- state and across the Northeast.
Regional Transition Services (RTS)
The Regional Transitional Services program offers young adult students with a range of disabilities a continuum of supports to enhance their independence with a focus on academics, work experience and self-advocacy skills.
RTS provided progressive transition services for 10 young adults, ages 18-21, with a broad range of disabilities, from 7 districts; 4 students will graduate this year and pursue jobs. Students attended college classes at QVCC, developed study and time management skills and benefited from QVCC Student Support Services. On students’ behalf, RTS staff maintained strong partnerships with families and the state’s Bureau of Rehabilitation Services and the Department of Developmental Services.
“Our district has been fortunate to maintain an ongoing partnership with EASTCONN [Related Services] for several years. It is a valued partnership that the district looks forward to continuing.” – J. Piscetello, (former) Dir. of Pupil Services, Stafford Schools
PLANS & IMPLICATIONS FOR 2020-2021 • Plans for Magnet Schools Competency-Based Learning Model: Using data and information from the current
year’s self-assessment, our schools will address the 10 conditions necessary to effectively implement competency-based learning. Results from this work will be incorporated into multi-year strategic plans.
• Autism Program & Services We will continue to develop supports to improve students’ functional
communication and independence, including expanding our community partnerships to support employment for students beyond high school.
• Assistive Technology (AT) The AT team will continue working with Connecticut BRS and the CT Tech Act Project. • Clinical Day Treatment (CDT) Programs We will assess the structures, staffing and locations of our programming, as we work with districts to develop services to improve school attendance and ensure that all students have access to clinical services.
• Psychological & Behavioral Consultation (PBC) Services PBC will continue to develop expertise in
trauma-sensitive practices and multi-tiered systems of support, while expanding and building sustainable programs for students within their home districts.
• Regional Transition Services & Woodstock Academy Cooperative (WAC) As the Academy
has grown, so have the opportunities to embed functional transition services and expand vocational opportunities on and off campus. We will focus on improving post-school outcomes in employment, post-secondary education and independent living. Through EASTCONN’s Transition Coordinator, we will support the development of transition plans and vocational skills-building with students who attend The Woodstock Academy, and are not enrolled in WAC. We will continue to develop work sites for Academy staff to use with their students.
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