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X.B.CONNECTICUT STATE BOARD OF EDUCATIONHartfordTO:State Board of EducationFROM:Dr. Miguel A. Cardona, Commissioner of EducationDATE:November 4, 2020SUBJECT:Connecticut Technical Education and Career System (CTECS) Annual ReportExecutive SummaryIntroductionWe are honored to present you with the Connecticut Technical Education and Career System (CTECS)2019-2020 Annual Report. Within this report are summary highlights of the work accomplished over thelast year toward achieving CTECS’s five agency goals, as outlined in CTECS Strategic Operating Plan. Thisreflects a sampling of our best efforts to deliver high-quality instruction to nearly 11,000 Connecticutstudents, while supporting the workforce needs of Connecticut business and industry.Recommendation and Justification:The Superintendent, the CTECS Staff, and the CTECS Advisory Board support the 2019-2020 AnnualReport. The next step is to present and seek the support of the State Board of Education.Prepared by: Jeffrey Wihbey, Superintendent of SchoolsConnecticut Technical Education and Career SystemApproved by: Robert J. Trefry, ChairpersonConnecticut Technical Education and Career System Board
ANNUALREPORT2019 -20
TABLE OF CONTENTSLETTER FROM THE BOARD.03LETTER FROM THE SUPERINTENDENT.04ABOUT CTECS.05THE DISTRICT AT A GLANCE.07PARTNER LIST.08STRATEGIC GOALS.09GOAL 1.11WWW.CTTECH.ORGGOAL 2.13GOAL 3.15GOAL 4.17GOAL 5.18NEASC (NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES) ACCREDITEDThe CTECS is committed to a policy of affirmative action/equal opportunity for all qualified persons and equal access to Boy Scouts of Americaand other designated youth groups. The CTECS does not discriminate in any employment practice, education program, or educational activity onthe basis of age, ancestry, color, civil air patrol status, criminal record (in state employment and licensing), gender identity or expression, geneticinformation, intellectual disability, learning disability, marital status, mental disability (past or present), national origin, physical disability (includingblindness), race, religious creed, retaliation for previously opposed discrimination or coercion, sex (pregnancy or sexual harassment), sexualorientation, veteran status or workplace hazards to reproductive systems, unless there is a bona fide occupational qualification excluding persons inany of the aforementioned protected classes.FINANCIAL REPORT.19COVID-19 RESPONSE.21CTECS ANNUAL REPORT 02
MESSAGE FROM THEBOARDFirst, we want to thank Superintendent Wihbey, the leadership team,faculty, staff, students and families, and state and community partners fortheir flexibility, resilience, and dedication to keeping everyone safe duringthis COVID-19 pandemic. We know it has not been easy. Your efforts aremuch appreciated.This pandemic also comes at a time when we as a state and nationcontinue to grapple with ongoing systemic racial inequalities and theresulting turbulence we have seen unfolding on the streets of our cities andtowns as individuals protest.This year has reaffirmed that the best way to navigate challengingsituations is to work together, listen to each other, and advocate for whatis fair and just. With that in mind, over the next year, the CTECS AdvisoryBoard is reaffirming our commitment to improving racial equity anddiversity, and inclusive cultures in our schools. Our schools must remainhavens of respect where differences are embraced and celebrated.We will also double down on our efforts to build district capacity, includingefforts to redesign the CTECS operational model to achieve success as anew independent agency in July of 2022.We know there will be obstacles to overcome in all of our efforts. Still, wewill meet them head-on in our quest for excellence and safety in achievingthe best possible outcomes for students, and achieving our mission tomeet Connecticut’s growing need for a technically trained workforce. Nowis the time to take action.As you read this report, I think you’ll find there is a lot worth celebratingfrom the past year, and the Board is enthusiastic about supporting CTECStoward a new phase of growth. We know there will be hard times andchallenging problems to solve in the future, but the stakes are too high,and the issues are too important not to keep moving forward.To our advocates, partners, staff, families, and friends, thank you for yourcollaboration. We look forward to working side-by-side with you over thenext year.Our focus remains steadfast - preparing students for successful careers andsupporting Connecticut business and industry.Robert Trefry, ChairpersonPatricia Keavney, Vice-ChairpersonMESSAGE FROM THEBOARDMEMBERSSUPERINTENDENTI am honored to present you with the Connecticut Technical Educationand Career System’s (CTECS) 2019-20 annual report. Within this report aresummary highlights of the work accomplished over the last year towardachieving CTECS’ five agency goals. This reflects a sampling of our best effortsto deliver high-quality instruction to nearly 11,000 Connecticut students,while supporting the workforce needs of Connecticut business and industry.Robert J. Trefry, ChairpersonFormer Chief Executive Officer,Bridgeport HospitalPatricia Keavney-Maruca, ViceChairpersonFormer State Board of EducationMemberDr. Christine BenzTraining and Development ManagerTRUMPF Inc.Mr. Eric BrownVice President for Manufacturing Policyand Outreach, Connecticut Business &Industry AssociationLindy Lee GoldCommunity Development Specialist,Department of Economic andCommunity Development, Designee ofDECD CommissionerDr. G. Duncan HarrisChief Executive Officer, CapitalCommunity CollegeDr. Kelli-Marie VallieresExecutive Director, WorkforceDevelopment UnitVice Chair, Governor’s WorkforceCouncilFitz WalkerPresident and Chief Executive Officer,Bartron Medical ImagingCommissioner Kurt WestbyDepartment of LaborJeffrey Wihbey, SuperintendentConnecticut Technical Educationand Career SystemAs you would imagine, the COVID-19 global pandemic meant significantadaptations to many of our routine practices, and shut down several newinitiatives that were underway. Fortunately, CTECS is a resilient school systemand we were well positioned to re-imagine our educational delivery modelduring this unprecedented time. The rapid response of CTECS faculty and staffhas been a source of tremendous pride for me, as I have witnessed first-handtheir dedication, innovation and flexibility as they worked tirelessly to ensureminimal disruption to students’ education.During this time of crisis, I am acutely aware of the critical importance ofCTECS’ core mission. Not only were many of our students prepared with theskills to support their communities and serve in essential worker roles duringthe pandemic, but I am reminded that we are preparing all students with theproblem solving and leadership skills to adapt to and weather these types ofstorms in the future.While the 2019-20 school year was not without setbacks, CTECS also madesignificant strides.For example, Work-based Learning opportunities for students increased16%; revenue from CTECS’ Student Workforce increased 3.3%, four CareerAcademy programs launched, providing high school students access to CareerTechnical Education programming outside of the regular school day; adulteducation expanded course offerings and added an additional location toserve the needs of licensed apprentices; and with an eye towards inclusion,we enrolled 463 special education students statewide, an increase of nearly100 over the prior year, with revised procedures that ensured flexibility andsafeguards for families, and consistency across all schools.The outlook for the 2020-21 school year is promising, but does present somechallenges. Of utmost importance, the foundation for our success is a strongbase of human capital. Unfortunately, staff positions continue to not be filledin a timely manner. The hurdles to altering the long-standing practices thatlead to this current circumstance are great, and require a shift in mindsetand culture that will only be possible with the support of all stakeholders.My greatest hope for this coming school year is to see renewed collaborativeefforts that lead to greater capacity at CTECS, and ultimately better outcomesfor students.As always, I thank you for your support and partnership.Jeffrey Wihbey03 CTECS ANNUAL REPORTCTECS ANNUAL REPORT 04
WHAT WE DOOUR MISSIONSCHOOLS & LOCATIONSThe mission of the Connecticut Technical Education and CareerSystem is to provide a world-class, unique and rigorous learningenvironment for high school students and adult learners that:Ensures both student academic success and careertechnical education mastery, as well as promotesenthusiasm for lifelong learning.Prepares students for post-secondary education, includingapprenticeships and immediate productive employment.Engages regional, state, national and internationalemployers and industries in a vibrant collaborationto respond to current, emerging and changing globalworkforce needs and expectations.Pursues and participates in global partnerships that provideCTECS students with international exposure and experience.WHAT WE ASPIRE TO BEOUR VISIONThe vision of the Connecticut Technical Education and CareerSystem is to be the best technical education and career systemin the United States.05 CTECS ANNUAL REPORT1. A.I. Prince Technical High SchoolHartford2. Bristol Technical Education Center Bristol3. Bullard-Havens Technical High School Bridgeport4. Connecticut Aero Tech SchoolHartford5. E.C. Goodwin Technical High School New Britain6. Eli Whitney Technical High School Hamden7. Ella T. Grasso Technical High School Groton8. Emmett O’Brien Technical High School Ansonia9. Harvard H. Ellis Technical High School Danielson10. H.C. Wilcox Technical High School Meriden11. Henry Abbott Technical High School Danbury12. Howell Cheney Technical High School Manchester13. J.M. Wright Technical High SchoolStamford14. Norwich Technical High School Norwich15. Oliver Wolcott Technical High SchoolTorrington16. Platt Technical High SchoolMilford17. Stratford School for Aviation MaintenanceStratford18. Vinal Technical High SchoolMiddletown19. W.F. Kaynor Technical High SchoolWaterbury20. Windham Technical High SchoolWillimanticCTECS ANNUAL REPORT 06
DISTRICTAT A GLANCE2012 97% 31SCHOOLS& 701,000 1,201TOTAL STUDENTS40.3% FEMALESENDING CT TOWNS59.7% MALESTUDENTS ENROLLEDIN COLLEGE COURSES FULL-TIME FACULTY07 CTECS ANNUAL REPORTPARTNER LISTThe Connecticut Technical Education and Career System is proud of the relationships that we have built withour incredible partners. With them by our side, we are able to provide our students with real-world experiencethat’s crucial in preparing them for Connecticut’s 21st century workforce needs.Aerospace Component Manufacturers Inc.AirGas Albert Kemperle, Inc.Albertus Magnus CollegeAlloy EngineeringAlpha Q, IncAlta Strada RestaurantAmerican HondaAppleby Plumbing CompanyAssociation for Career and TechnicalEducation (ACTE)Auto Body Association of Connecticut (ABAC)Bald Hill Automotive GroupBarker Specialty CompanyBeckett CorporationBig Y Bob’s Discount FurnitureBricklayers and Allied CraftworkersLocal 1 CTBridgeport Fittings, Inc.Burmax CompanyCarhartt Carrier CorporationCentral Connecticut State University (CCSU)Central CT OBGYN Women’sHealth GroupCharlotte Pipe and Foundry CompanyCengage LearningCIBFCity of MiddletownCoca-Cola Collins & Jewell Co.Comfort Inn Connecticut AFL-CIOConnecticut Army National GuardConnecticut Association of Plumbing, Heating& Cooling Contractors (CT-PHCC)Connecticut Automotive Retailers AssociationConnecticut Business and IndustryAssociation (CBIA)Connecticut Center for AdvancedTechnologies (CCAT)Connecticut DECAConnecticut Department of LaborConnecticut Geo-Thermal AssociationConnecticut Green BankConnecticut Heating and Cooling ContractorsAssociation (CHCC)Consolidated Electrical Distributors (CED)Covidien-Surgical Solutions CREC: SoundbridgeCrowley Auto GroupCrowne PlazaCT Carpenters Apprentice & Training FundCT- Department of Consumer Protection(DCP)CT Juvenile Training SchoolCulinary Institute of America DelcamDerick Home ImprovementDewalt Tools Discount TrophyDominion Dot Generation of Connecticut, Inc.e-Stem Solutions, LLCEastern CT Workforce Investment Board(EWIB)Emerson Swan, Inc.Energize ConnecticutEnsign-BickfordEversource EnergyF.W. Webb Company Federal Occupational Safety and HealthAdministration (OSHA)Financial Plus Retirement SolutionsFlagship Electrical & Telecom, LLCGateway Community College (GCC)General Dynamics Electric BoatGrainger Industrial SupplyGranite City Electric SupplyGranite GroupGreat Beginnings PreschoolGreat Clips Hair Plus of WaterburyHJL Custom Software, LLCHobson & Motzer, Inc.Hoffman Auto GroupIBEW (Electricians) Locals 35, 90, and 488Infinity PrintingIntelitek International Association of Machinists andAerospace WorkersInternational Union of Operating EngineersLocal 478Apprenticeship Iron Workers Locals 15 & 424Irwin Industrial Tools Jackson Hewitt Jessica’s Color RoomJohnson and Wales University (JWU)KBE Building CorporationLincoln Electric Local 478 Operating Engineers TrainingCenterLowe’s Managed Air Systems, LLCManchester Community College (MCC)Marion ManufacturingMarriott International Mercedes-Benz of New LondonMiddlesex Community CollegeMiddletown Fire DepartmentMJ Martin Woodworking, LLCMohegan Sun CasinoNASANational Association for WorkforceImprovement (NAWI)National Association of ManufacturersNational Coalition of Certifi cation Centers(NC3)Naugatuck Valley Community CollegeNew England Institute of Technology (NEIT)New England Spring and Metal StampingAssociationNew Haven Manufacturers AssociationNorwich Police DepartmentNoujaim Tools CompanyPainters & Allied Trades District Council 11PPGPratt & WhitneyPrimo PizzaSassu CutsSheet Metal Workers Local #40Sikorsky AircraftSmaller Manufacturers Association of CTSnap-on Tools Solar ConnecticutSolarCitySound Spectrum EntertainmentSouthern Connecticut State University (SCSU)St. Josephs Living CenterStanley Works Staples State Department of EducationState Department of Social ServicesState Department of TransportationSubaru of New EnglandSubway Super Cuts System Aire Supply Co., Inc.Technical Education SolutionsThe Institute for Sustainable Energy atEastern Connecticut State UniversityThe Inter-Industry Conference onAuto Collision Repair (I-CAR)The Ocean HouseThe United Illuminating CompanyThinklogicalTrinity SolarUnited Association-Local 777Plumbers & PipefittersUniversal Technical Institute (UTI) University of Connecticut (UCONN)University of Northwestern Ohio (UNOH)US Air National GuardUS Army National GuardWCCC-FMWestminster Tool Inc.Whelen Engineering Company, Inc. Yale UniversityAnd many more!CTECS ANNUAL REPORT 08
STRATEGIC GOALSThe following five strategicgoals drive CTECS’ day-today work. Collectively, thesegoals will ensure that we meetour most pressing mandate:to equip our students withthe skills to succeed in careeror college, and provide atalented workforce thatis responsive to state andindustry needs. A variety ofperformance measures willbe used to monitor progressto achieving our goals overthe three-year period. Thesemeasures will help us stay ontrack, identify strengths andweaknesses, and inform anyadjustments needed to theplan.09 CTECS ANNUAL REPORT01 02 03 04 05CULTURE, CLIMATE,INSTRUCTIONINDUSTRY ALIGNMENT& COLLABORATIONACCESS &OPPORTUNITIESSYSTEMS OFEXCELLENCECultivate and sustain safe,effective, collaborative schoolsfor staff and students.Collaborate with key regionalemployers to enhance and expanda coordinated statewide effortto develop curriculum, careerpathways and experientialopportunities that cultivate highlyemployable, workforce-readystudents; respond to industryneeds; and prioritize economicdevelopment.Partner and strengthen relationshipswith K-12 school districts and collegesto create clearly articulated careerand technical education pathwaysand opportunities for a broader set ofstudents and adult learners.Redesign CTECS’ operationalmodel to facilitate flexibility,innovation and responsiveeducation, to achieve successas a new independent agency.HUMAN CAPITALRecruit, hire, develop andretain a diverse and highquality CTECS workforce.CTECS ANNUAL REPORT 10
01CULTURE, CLIMATE,INSTRUCTIONCultivate and sustain safe, effective, collaborativeschools for staff and students.Safe and Inclusive SchoolsStaff and faculty professional development focused onensuring safe and inclusive schools that support socialemotional needs of staff and students. Topics includedtransforming school culture; educating the whole child,which covered motivation, socio-emotional learningand youth mental health; building relationships withstudents, parents and the community; constructive nonevaluative and evaluative feedback; solution focused briefcounseling and data collection.The District has been involved with Marzano Research tocreate High Reliability Schools. A High Reliability Schoolfocuses on factors influencing student achievement,organized into five levels. Level One certificationaddresses a safe and collaborative culture that schoolsneed for teaching and learning to take place. Five schoolshave begun the process to achieve Level One certification:A.I. Prince Tech, Bullard-Havens Tech, Howell CheneyTech, H.H. Ellis Tech and Norwich Tech.District leaders are researching best practices for schoolsto use in addressing cultural competency. This comes onthe heels of a culture and climate plan that was developedspecifically for Wilcox Tech. Plan components includedstudent and staff training with the National Conference forCommunity Justice, meetings with school stakeholders,and consistent and frequent health and safety messaging.The timing could not have been more relevant for thistype of work.Guaranteed and Viable CurriculumUtilizing industry input from Career Technical EducationAdvisory Committee (CTEAC) members, occupationaloutlook data, and Department of Labor and Departmentof Economic and Community Development data, astandards-based curriculum was completed in thefollowing Career and Technical Education (CTE) clusters:Architecture and Construction Law, Public Safety,Corrections and Security; Health Science; HumanServices; and Hospitality. Curriculum in these areas wasrevised to reflect changing standards in industry, align tohigh-stakes testing, and to ensure rigorous and relevantcontent for students entering the workforce and postgraduate study.Departing from basic portfolio-based checklists, CTE areasare now using comprehensive competency checklists tieddirectly to curriculum to monitor student achievementin performance- and theory-based tasks. These newchecklists allow for a hyper-targeted mechanism thatpinpoints areas of student success or weakness, andallows for more meaningful differentiated instruction.Additionally, summative assessment questions nowconnect back to the goal and competency areas withineach CTE area curriculum.An audit of the Literacy Lab structure and instructionalmodel led to the creation of the CTECS Multi TieredSystems of Support (MTSS) Framework, which outlines atiered intervention model of support for students who arenot meeting proficiency in reading. Through this revisedFramework, a cohesive system is being put into place inall schools to more effectively identify students who areat-risk and provide the appropriate interventions to meettheir individual needs.Results from the Next Generation Accountability Index ranked J.M.Wright Technical High School as a School of Distinction based onstudent growth.11 CTECS ANNUAL REPORTProfessional Learning Communities (PLC’s) have beenimplemented in all 18 schools this year. PLC’s arecollaborative administrator and teacher teams that focuson student learning and growth. These teams analyzestudent data, set goals, select strategies and developaction plans for how students will achieve their goals.Ambitious InstructionOver 75 teachers participated in the New Art and Scienceof Teaching workshops where they improved theirinstructional practices by examining research-basedinstructional strategies that improve student outcomes.The theme for professional development this year wasEducating the Whole Child. A teacher choice day forprofessional development took place in Septemberfeaturing 71 workshops, 42 educational topics and 4keynote speakers. Notably, CTECS teachers conductedthe majority of the workshops.With a focus on improving instruction, CTECS is usingthe Explicit Direct Instruction (EDI) program, whichemphasizes strategies for all learners to access contenttaught by teachers. Seven (7) schools are part of thisinitiative. Grasso Tech is training some teachers as EDIcoaches.My Access Writing Program is used to assist teachers,especially those in the trade areas, with developingwriting assignments, creating rubrics and scoringassignments. Two new schools were trained this year,bringing the total to six schools using this program.CTECS has always supported Advanced Placement (AP)offerings, and this year a pilot program was developedwith MassInsight. Professional development wasprovided for a teacher at Kaynor Tech to offer an EnglishLanguage AP course. 19 students took the course, 13students received a qualifying score to earn college credit.Due to the program’s success, it will be implemented inother technical high schools.Effective LeadershipEngaged the CT Center for School Change for executiveprincipals/executive assistant principal’s professionaldevelopment to foster coherence and align leadershippractices across schools. This professional learningDuring the 2019 ConnecticutStudent Attendance SymposiumII, the Connecticut StateDepartment of Educationshowcased CTECS’ approach toreducing chronic absenteeism.enhances the instructional expertise of existing schoolleaders in order to raise student achievement. This workwill address a multiplicity of topics including teachersupervision and evaluation, student-centered learning,high-quality instruction, differentiation, professionallearning communities, developing school-based teamsand using data to improve instruction.For the second year, school administrators were offeredNational SAM Innovation Project training. This programprovides professional development for school leadersthat encourages a shift in focus from school managementtasks to instructional leadership. Four schoolsvolunteered for training, bringing the total to 9 schoolsand 12 administrators trained.Parent Engagement21% of parents/guardians responded to the NationalSchool Climate Center’s annual survey. This surveyincludes questions pertaining to safety, teaching andlearning, relationships, and the environment. Of note,parents/guardians were most positive about safetyrules and norms, social support available, and schoolengagement.CTECS family engagement committee engaged theNational Network of Partnership Schools (NNPS)at Johns Hopkins University to develop an actionoriented approach to strengthen family and communitypartnerships that contribute to student success in school.CTECS saw a23%DECREASEbringing the district rate below the state average.CTECS ANNUAL REPORT 12
02INDUSTRYALIGNMENT &COLLABORATIONCollaborate with key regional employers to enhance and expand acoordinated statewide effort to develop curriculum, career pathways andexperiential opportunities that cultivate highly-employable, workforce-readystudents; respond to industry needs; and prioritize economic development.Work-Based Learning (WBL)CTECS was on track to surpass its District ImprovementPlan goal of increasing WBL by 20% in the 2019-20academic year. Due to COVID-19, all WBL placementswere suspended as of April 1, 2020. However, at the timeof suspension there was already an increase of 16%district wide. Historically, the last marking period holdsthe largest growth in WBL as seniors are entering the jobmarket. For example, in the 2018-19 school year, therewas a 36% increase in WBL placements between Marchand July.Twenty-three (23) students in the Electrical, Plumbingand Carpentry trades were selected to participate in anew partnership with Yale University, leading to fulltime employment with the institution after graduation.Culinary will be added in the 2020-21 academic year.(CARA) and their supporting members held a career fairexclusively for students of Connecticut’s technical highschools, providing an opportunity for students to networkwith potential employers and for businesses to fillpositions. Over 300 students participated.A new partnership with Subaru of New England hasstudents at Abbott Tech, Prince Tech, Cheney Tech,Norwich Tech, and O’Brien Tech accessing technicalinformation and training provided to the professionaldealerships, along with new WBL opportunities. ThisSubaru specific training will carry over when the studentgains employment at any Subaru retailer. Five (5)additional schools will be added to the program in the2020-21 academic year.Student WorkforceIn efforts to increase WBL participation at Title I schools,the Drive to Work program was established. Drive to Workwill provide the 8-hour Drug/Alcohol Safe Driving requiredfor first time drivers, including the 2-hour parent course.In conjunction with the Connecticut InternationalAuto Show, the Connecticut Auto Retailers AssociationStudent Workforce revenue totaled 134,767a 3.3% increase over the 2018-19 academic year.13 CTECS ANNUAL REPORTCTECS’ Student Workforce revenue totaled 134,767,a 3.3% increase over the 2018-19 academic year. 570applications for jobs were submitted. Of note, StudentWorkforce production ceased in March due to COVID-19.Efforts to expand the Student Workforce program led tothe development of a user-friendly application platform;a new social media presence; and innovative outreachstrategies, including Student Workforce lawn signs at offcampus job sites.Workforce Projectionsanticipated technological changes; the availability ofqualified instructors; the existence of similar programsat other educational institutions; and student interest inthe trade program, and pursuant to Section 10-95i (b) ofthe Connecticut General Statutes, CTECS approved thefollowing trade reauthorizations for the period January2020 to January 2025: Automotive Collision Repairand Refinishing, Automotive Technology, Diesel andHeavy Equipment Repair, Automated Manufacturing,Mechatronics, Mechanical Design and EngineeringTechnology, Precision Machine Technology, and Weldingand Metal Fabrication.Superintendent Jeffrey Wihbey was named to GovernorNed Lamont’s Workforce Council. This historic group ofleaders is tasked by the governor to improve the state’seducation and training pipeline so that all residentsare able to access high quality, affordable training andeducation that is aligned to the needs of businesses.Based on the projected employment demand for studentsenrolled, including consideration of the employment ofgraduates of the program during the preceding five years;712students participated in Work-based LearningCTECS ANNUAL REPORT 14
03ACCESS &OPPORTUNITIESPartner and strengthen relationships with K-12 school districtsand colleges to create clearly articulated career and technicaleducation pathways and opportunities for a broader set ofstudents and adult learners.Expanding OpportunitiesGroundwork was laid to add an additional nine (9)Advanced Placement (AP) courses in the 2020-21academic year at Norwich Tech, Goodwin Tech, VinalTech, Windham Tech and Kaynor Tech.CTECS created new, innovative educational pathwaysthat align with the needs of regional employers, andare accessible to a larger segment of the population.Connecticut high school students can now access highquality career technical education pathways through theCareer Academy, also known as Tier III programming. TheCareer Academy is offered to grade 10-12 students at two(2) CTECS locations, with an additional three (3) slated toopen in the 2020-21 school year.Currently offered:Grasso Tech - Guest Services Management; Wright Tech Facilities Carpentry and Information Technology.Opening in 2020-21:Wilcox Tech - Facilities Carpentry, Manufacturing andCulinary; Vinal Tech - Manufacturing and FacilitiesCarpentry; Grasso Tech - Culinary, Digital Media, andMechanical Design and Engineering Technology.Adult Learning Opportunities13.54% enrollment increase over school year 2018-19across CTECS’ seven adult apprenticeship and extensionprograms. 2,725 students enrolled in the 2019-20 schoolyear.As a result of a data analysis provided by the ConnecticutDepartment of Labor, which identified a training gap inthe Waterbury region, CTECS opened an apprenticeshiptraining school at Kaynor Technical High School,providing related instruction for license categories inElectrical, Barbering, Heating\Cooling, Plumbing, andSheet Metal. 21 students enrolled.Expanded adult apprenticeship and extension courseofferings at multiple locations to include barbering,multiple welding courses, CNC Machining and MasterCam.AdmissionsFor the second year in a row, CTECS three Hartford regiontechnical high schools, A.I. Prince Tech, Howell CheneyTech, and E.C. Goodwin Tech, part
7. Ella T. Grasso Technical High School Groton 8. Emmett O'Brien Technical High School Ansonia 9. Harvard H. Ellis Technical High School Danielson 10. H.C. Wilcox Technical High School Meriden 11. Henry Abbott Technical High School Danbury 12. Howell Cheney Technical High School Manchester 13. J.M. Wright Technical High School Stamford 14 .
