Unified School District 2

The Unified School District 2 (USD 2) is a school district established
by Connecticut General Statute 17a-37 and which operates within the
the Department of Children and Families under the supervision of a
Superintendent of Schools.

It provides educational services to students who reside in DCF facilities and whose treatment needs require they receive their education within the facility. It also provides educational services to student who are no-nexus and who have been placed by DCF in a private residential facility, psychiatric hospital or in the residential component of a Regional Education Services Center (RESC).

Mission Statement: Unified School District #2 recognizes that each child is an individual; that all children are creative; that all children need to succeed. Therefore, USD #2 respects the individual needs of children; fosters a caring and creative environment; and emphasizes the social, emotional, physical, intellectual development of each child.

Contacts:

Contact USD2 Staff
Contact Regional Education Services Staff
No-Nexus Unit Mailbox: USD2.DCF.NoNexus@ct.gov

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Connecticut's Policy for a Drug-Free Workplace
Engaging Students
General FAQ's
Handouts
SDE Code of Ethics
Virtual Academy
Virtual Academy FAQs
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Engaging Students

Why do people, including students, do the things that they do?
How can we motivate our students to work hard in school?
Click here to join a conversation with Connecticut educators on these and other topics related to school success.

Four Promises

As educators committed to the personal wellbeing and academic success of the children and young people under our care, we make the following promises to each student upon their admission to one of our USD2 schools:

Empowerment: We will make every effort to persuade you that you are a powerful, self-directed learner who is capable of setting the course for your own education, growth and happiness.
Literacy: If reading is a challenge for you, we will provide you with a high quality literacy program that identifies the obstacles that have impeded your reading performance in the past and sets you on a course to reading success. If you are an accomplished reader, we will provide you with opportunities to use your reading skills to explore the world of human knowledge and imagination.
Success Planning: We will engage you in a process of thoughtful exploration and reflection through which you will create a personal plan for future educational and career success.
The Common Core Standards: We will provide you with an engaging program of instruction consistent with the Common Core Standards in all of the subject areas required by the State of Connecticut.

To Our Students

We want our students, and their families, to know what they can expect of the educators who serve them in our district schools. That's why the follow statement is included in our school handbooks and posted in every classroom:

As your teachers, you can count on us to:

Be knowledgeable and enthusiastic about what we teach;
Be active learners ourselves;
Provide you with a clear description of what we expect you to learn and what “quality work” looks like;
Expect you to do well;
Check to make sure that you understand what we are teaching;
Provide you with regular information about your progress and academic standing;
Ask for your ideas about how our classes might be improved and how you might learn more;
Provide extra help when you need it;
Treat you with care and respect; and……..
Celebrate your success!

General FAQs

Does the Unified School District 2 have to comply with the same educational statutes as public school districts in Connecticut?

Yes, the Unified School District 2 is subject to the same Connecticut educational Statutes as other public school districts in Connecticut.

Does the No-Nexus Unit of the Unified School District 2 provide educational services for all no-nexus students in the state?

No, the No-Nexus Unit only provides services to those no-nexus students who have been placed by DCF in a private residential facility, a psychiatric hospital or in the residential component of a RESC.

What is no-nexus status?

No-nexus status exists for a child only if one or more of the following criteria is applicable to each parent or guardian of the child:

Parental rights have been terminated
The parent or guardian is deceased
The whereabouts of the parent or guardian is unknown
The parent or guardian does not reside in Connecticut
The parent or guardian resides as a patient in a treatment facility and does not maintain a Connecticut residence
The parent or guardian resides as an inmate in a correctional facility and does not maintain a Connecticut residence

What is the role of the Educational Consultant assigned to a DCF Area Office or Parole Services?

The educational consultants of the Unified School District 2 who are assigned to DCF’s Area Offices and Parole Services provide consultation and training to the staff of the Area Offices and Parole Services in order to assist in the assurance each child within the care of DCF receives appropriate educational services.

What is a surrogate parent?

A surrogate parent is a person appointed by the Commissioner of the State Department of Education to serve as the child’s advocate in the educational decision-making process for children ages 3-21. A child is eligible for a surrogate parent if the child requires or may required special education services and for whom at least one of the following is applicable:

The Commissioner of DCF has been appointed as the child’s guardian or statutory parent
The child’s parent or guardian cannot be identified
The child’s parent or guardian cannot be located
(For children ages 0-3, surrogate parents are appointed by the Department of Mental Retardation)

What is a Planning and Placement Team (PPT) Meeting?

A Planning and Placement Team (PPT) is a term defined and established by Connecticut’s Special Education Regulations. It is a group of professionals who represent each of the teaching, administrative, and pupil personnel staff and who participate equally n the decision making process regarding a child’s special education eligibility and programming. If a PPT determines a child is eligible for special education and related services, the PPT develops the child’s Individual Education Program (IEP) for the child. (The Federal Individuals with Disabilities Education Act (IDEA’97) recently included the parent as a member of what the IDEA calls the IEP team; Connecticut is no obligated to consider the parent a member of the PPT).

What is an Individual Education Program (IEP)?

An Individual Education Program (IEP) is a written plan for each child which is developed by a Planning and Placement Team to meet the needs of each child requiring special education and related services.

What is a Placement Review Team (PRT)?

A DCF Placement Review Team is a non-educational decision-making body whose purpose is to determine whether a child’s treatment needs are such that the child must remain within the facility milieu in order to meet the child’s treatment goals, and, if so, whether on a full-time or part-time basis. The PRT must convene and make this determination no later than thirty (30) days after the date if the placement. Prior to the initial determination by the DCF PRT, the child must receive all services within the facility milieu.

What is a 603?

A DCF-603 form is used to notify each child’s Local Education Agency (LEA) of a DCF child’s placement. In order to ensure that children within the care of DCF receive suitable educational services, it is essential for DCF to communicate critical information to each child’s LEA in a timely manner. Connecticut statute requires DCF to notify the child’s responsible LEA of a DCF out-of-home placement in accordance with the following timeline:

Oral notification within one business day of the placement
Written notification within two business days of the placement

Handouts

Virtual Academy

Each day there are over 3,000 DCF Youth in care attending schools across Connecticut. Many of our youth in high school are under-credited and behind in meeting state graduation requirements. The DCF Virtual Academy of Unified School District #2 provides our students with a high quality online educational opportunity to work with certified teachers in all six regions to recover previously lost high school credits, enroll in enrichment courses for "get ahead" credit, and develop literacy and numeracy skills. Students will have access to online core content area classes and electives, test preparation, and trade preparation courses. The Virtual Academy (VA) also offers a variety of non-credit classes for middle school students.

Students are accepted on a part-time basis. An assigned VA teacher will work directly with the enrolled school to facilitate an educational plan to meet the academic needs of our future high school graduates. If you have a youth who could benefit from this important opportunity for academic advancement, please reach out to the assigned Virtual Academy instructor in your region to receive an application for enrollment. Enrollment is all year long, including summer, so get started today!

Region 1 - Michael MacDonald (michael.macdonald@ct.gov)
Region 2 - Jackie Amendola (jacqueline.amendola@ct.gov)
Region 3 - Lisa Adams (lisa.adams@ct.gov)
Region 4 - Gregory Corbett (gregory.corbett@ct.gov)
Region 5 - Michael Angelone (michael.angelone@ct.gov)
Region 6 - Gregory Corbett (gregory.corbett@ct.gov)

Below please find a brochure for families which explains more about the opportunities we offer to students in addition to a link to our application for consideration of enrollment. Thank you for helping to ensure that our youth have every opportunity to succeed.

Virtual Academy (VA) Information:

APPLICATION
BROCHURE
PROCEDURES MANUAL

Virtual Academy Program FAQs:

I have a student who is not currently enrolled in school, can I just enroll them in the Virtual Academy instead?

Unfortunately, no. All students who are accepted into the Virtual Academy program must be registered with an LEA (Local Education Agency) and enrolled in a full- time school program. The Virtual Academy staff will work closely with that district to design and implement a plan of study for the student and be in communication with the district directly. We are unable to accept students who are not enrolled in a full-time school program.

Do all students receive a computer and the internet?

Unfortunately no, but the online education platform can be accessed from any computer or device with an internet connection (Laptop, Tablet, Smartphone or Gaming System). Students are encouraged to utilize the program at home, the public library, school, or other community setting if a technology need arises.

Can my student just do the Virtual Academy and not go to school?

No. Students are expected to continue to attend their full-time school program and use the Virtual Academy as a tool to recover credit or enhance their ability to be provided with the best education possible. All students are expected to have good attendance and not put themselves at risk for disciplinary action through their full-time school program. In addition, Virtual Academy instructors typically check in with their students by visiting them at these school programs. It is our best opportunity to have face-to-face interaction and offer them assistance should the need arise.

I have a student who may be a good fit, but their case is about to close! Would they still be eligible?

Yes! As long as the youth has a history of DCF services they are eligible to take part in the Virtual Academy program. Once the case closes we will continue to work with the student and communicate directly with the school district they are enrolled in to help them continue to take advantage of this educational opportunity. If there is a question of whether or not a student had past involvement with DCF, please contact any of the Virtual Academy staff.

How quickly can I earn credits?

The Virtual Academy is a self-paced program and the speed at which credits are earned is entirely dependent on how much time and effort the student puts into their courses. The courses are rigorous and demanding. A one credit course is expected to be the equivalent of spending 45 minutes a day for an entire school year in a traditional classroom.