Clinical Developmental & Therapeutic Program
A therapeutic education program serving students in grades K–12 at
832 Main Street in Willimantic, CT - offering individualized, evidence-based support for meaningful transitions to less restrictive settings.
EASTCONN Clinical Developmental and Therapeutic Program (CDT) is a therapeutic education program serving students in grades K-12 at 832 Main Street in Willimantic, CT. The program brings together two established Clinical, Developmental, and Therapeutic programs, the Northeast Regional Program (NRP) and the Educational and Vocational Center (EVC), to offer a consistent, high-quality model of support.
EASTCONN CDT provides structured, supportive classrooms where students build academic, functional, social, emotional, and behavioral skills. Using evidence-based practices and individualized supports, our team helps students make meaningful progress and prepare for successful transitions to less restrictive settings, including a return to their local public schools.
Our Difference
What makes EASTCONN CDT unique?
Personalized Instruction
Our focus on individualization means every student receives flexible teaching approaches that support meaningful growth and avoid a one-size-fits-all curriculum.
Multidisciplinary Team
Experienced specialists work closely with educators, families, districts, and external agencies to provide consistent, coordinated support for each student.
Data-Driven Decisions
We use data to guide decisions and adjust supports as appropriate, helping students build independence at a pace that makes sense for them.
Discrete Trial Instruction
Qualified staff are trained to build strong, trusting relationships so students feel safe, supported, and ready to learn and develop skills that may have made school challenging in the past.
Our Difference
The CDT Multidisciplinary Team
Each team member contributes to a student-centered approach, collaborating to implement individualized programming, monitor progress, and adjust supports as needed to help students achieve their academic, social, emotional, and behavioral goals.
Instructional & Academic Support
- ›Special Education Teachers
- ›Student Support Specialists
- ›ABA Instructors
- ›Intervention Specialists
- ›Education Specialists
- ›Administrators
- ›Physical Education Teachers
- ›Art Instructor
Behavioral & Clinical Support
- ›Director of Clinical Services
- ›Board Certified Behavior Analysts (BCBAs)
- ›School Psychologist
- ›Clinicians
- ›Lead Clinician
- ›Behavior Coaches
- ›Consulting Psychiatrist
Therapy & Related Services
- ›Speech Language Pathologists
- ›Physical Therapist
- ›Occupational Therapist
- ›Assistive Technology / AAC Specialist
- ›School Nurse
Transition Support
- ›Employment Coordinators / Drivers
- ›Transition Specialist - Liason to families and outside agencies
Instruction
Learning, Instruction & Student Supports
EASTCONN CDT provides standards-based instruction in small-group and one-to-one settings, always aligned with the goals and objectives in each student's Individualized Education Program (IEP). Students access instruction in all major content areas, including English language arts, transition, mathematics, science, and social studies.
Students participate in a full school experience that includes specials such as physical education, art, and health. Instruction is designed to engage students, build skills, and ensure access to learning across all areas.
Curriculum design incorporates project-based learning and real-world applications. Lessons are differentiated to support students in accessing grade-level content, using evidence-based instructional strategies and behavior supports to maximize growth.
EASTCONN CDT uses data-driven approaches for all clinical areas, including behavioral and social-emotional domains, through frequent and systematic progress monitoring. Student data are reviewed regularly to guide instructional decisions, adjust supports, and fade interventions when appropriate to promote independence.
Student Supports & IEP Participation
- →Active participation in developing self-awareness, self-advocacy, and goal-setting skills
- →Opportunities for daily living skills — hygiene, cooking, communication, task completion
- →Middle and high school students participate in comprehensive transition programming
- →Fosters independent living, post-secondary education, and career pathways
- →Students share their strengths, needs, and goals — reinforcing a student-centered approach
Our Approach
How we support every student
Clinical / Behavioral
- ✦Multi-tiered, school-wide positive behavior framework focused on trauma-informed proactive strategies, and teaching, modeling, and reinforcing social-emotional skills
- ✦Regular collaboration between clinicians, teachers, and multi-disciplinary team members to design a safe, supportive, and welcoming learning environment
- ✦Opportunities to learn and practice social-emotional skills with developmentally appropriate peers
- ✦Increased communication and collaboration with families and community providers
- ✦Consulting Psychiatrist to support families and students on-site or virtually
Transition & Employment Services
- ✦Community-based programming supports students in acquiring skills for competitive employment and post-secondary options
- ✦Assessment of student skills and abilities
- ✦Participation in small group and individualized instruction, and community tours to local businesses
- ✦Guest speakers sharing trades, education, and experiences
- ✦Paid internships for students 16 years and older
- ✦Assistance applying to post-secondary options including college and transition services planning
Home–School Collaboration
- ✦Ongoing communication between school staff — teachers, clinicians, administrators — and families to maximize student success at school, at home, and in the community
- ✦Support for families interested in obtaining services from community-based agencies and individual providers
- ✦Open houses, family nights, parent support groups, and parent-teacher conferences
New Student Referral Process
01
Sending District Referral
The home/sending district sends a referral packet to the Director of Clinical Services, Kurt Mias, at kmias@eastconn.org.
02
Referral Packet
Packet should include copies (most recent available): Contact information, physical and immunization records, IEP, and relevant evaluations.
03
Relevant Data
Include re-evaluation/triennial assessments, behavioral data, academic data, FBA/BIP, credit sheets (high school), attendance records, and other evaluations.
04
Interview & Review
The EASTCONN CDT team reviews the referral packet and schedules an interview with the student and family. The interview includes the clinical director, CDT principal, and a clinician.
05
Placement Decision
EASTCONN CDT team makes determination about acceptance into the program. The sending district is notified of the decision. If all stakeholders agree, a placement PPT is held to determine the student's start date at EASTCONN CDT.
School Calendars
2025–2026 School Calendar
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2026–2027 School Calendar
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If the preview does not load, click Download PDF to save the file, or open it directly in your browser. Snow days will be made up after June 10. Closings announced on WFSB, NBC 30, and via School Messenger.
COMMON QUESTIONS
CDT FAQs
How many students are in each class? What is the staffing ratio?
Do students ever return to their home school?
Do you have after-school activities?
What are the typical school day hours?
How does my child get transportation to the school?
Contact us
Gregory Biggs
EASTCONN CDT — Program Contact
Kurt Mias, LCSW
EASTCONN CDT — Director of Clinical Services
Nicole Constantine, M.S.Ed.
Director of Pupil Services
