HomeMy WebLinkAbout2015-04-06 School Committee Packet School Committee Meeting
April 6, 2015
Superintendent's Conference
Room
Office Hours 6:30 P.M.
Open Session 7:00 P.M.
Town of Reading
l 5
1 Meeting Posting with Agenda
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Board - Committee - Commission - Council:
School Committee
Date: 2015-04-06 Time: 7:00 PM
Building: School - Memorial High Location: Superintendent Conference Room
Address: 82 Oakland Road
Purpose: Open Session
Meeting Called By: Linda Engelson on behalf of the Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding
Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk's hours of
operation and make necessary arrangements to be sure your posting is made in an
adequate amount of time. A listing of topics that the chair reasonably anticipates will be
discussed at the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format;handwritten notices will not be accepted.
Topics of Discussion:
AGENDA
7:00 p.m.
OFFICE HOURS
6:30 p.m.
Mrs. Webb&Mr. Nihan
I Call to Order
II Recommended Procedure
A. Public Input(I)
B. Donations(out of order)
1. Accept a Donation from Samantha's Harvest
2. Accept a Donation from Reading Education Foundation
C. Reports
1. Students
2. Liaison
3. Superintendent
4. Sub-Committee
5. Assistant Superintendent
6. Director of Finance&Operations
7. Director of Student Services
D. Continued Business
1. FY15 Budget Status Update (I)
E. New Business
1. Approval of Coolidge Science Team Trip (A)
2. Superintendent's Evaluation Process—Goals Update(I)
3. Last Day of School (A)
F. Routine Matters
1. Bills and Payroll (A)
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting.However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page I 1
, u, ,t `,%" Town of Reading
I AT, . 4) Meeting Posting with Agenda
--t.*":4-'
2. Minutes (A)
March 26,2015
3. Bids and Donations(A)
Accept a Donation from Friends of Reading Football
4. Calendar(I)
G. Information
H. Executive Session
III Future Business
I Informational A Action Item
All times are approximate and may change.
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting.However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page 12
John F.Doherty,Ed.D. Craig Martin
Superintendent of Schools – y V ' Assistant Superintendent
for Learning and Teaching
82 Oakland Road ''
Reading,MA 01867 Est
Phone:781-944-5800 4 =• Martha J.Sybert
Fax:781-942-9149 ^`- ' k y Director of Finance&Operations
i
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F.Doherty, Ed.D.
Superintendent of Schools
DATE April 2,2015
TOPIC: Accept a Donation from Samantha's Harvest
At our meeting on Monday evening, Rob &Lisa Gibbs and members of the Samantha's Harvest Board
will be at our meeting to present their annual donation to the Reading Public Schools. This donation in
the amount of$3,500 will be used to support student services professional development.
If you have any questions,please contact me.
The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.
John F.Doherty,Ed.D. Craig Martin
Superintendent of Schools � ° T� Assistant Superintendent
for Learning and Teaching
82 Oakland Road
Reading,MA 01867 ' Martha J.Sybert
Phone:781-944-5800
�'1 , Director of Finance&Operations
Fax 781-942-9149
Readin g Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D.
Superintendent of Schools
DATE April 2,2015
TOPIC: Accept a Donation from the Reading Education Foundation
Each year,the Reading Education Foundation offers the Reading Public Schools faculty and staff
an opportunity to apply for educational grants. Faculty and staff submit their proposals in the
fall which are then reviewed by the REF Board and awarded in late winter.
At our meeting on Monday evening the REF Grants Committee will present a check in the amount of
$40,117.17. I have also attached a list of the funded grants.
If you have any questions,please contact me.
The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.
Reading Education Foundation is please to announce this year's awards totaling
$40,117.17 and impacting every school in the district. Please join us in congratulating
this year's recipients.
HIGH SCHOOL GRANTS
Rockets Help Desk: Provide hardware and software to expand the reach of this
worthwhile student-run technology integration group. RHD provides support to both
students and faculty across the district, solving real world problems in the school
setting and creating media to teach the public. Grant proposed by Kerry Gallagher
MIDDLE SCHOOL GRANTS
Reading in the 21st Century: Through the purchase of additional iPads,7th and 8th
Grade Coolidge students will have increased access to digital text and beneficial
accompanying analysis software. Grant proposed by Laura Warren
Introducing...A Stage You can Actually See: By installing a pair of large-screen
LCDs, approximately 200 seats in Parker's auditorium balcony will now have visual
access to the stage. This will afford a dramatically-improved experience during school
and community events. This will allow students, parents and community members to
actively participate in existing events and include enrichment programs and events that
previously could not be held in the space. (Partial Funding) Grant proposed by Connie
Quackenbush
Interactive Projector for Coolidge 6th Grade Special Education: Projector
provides technology that will improve the learning environment by allowing students to
work collaboratively, participate in kinesthetic and tactile learning, and be fully-
engaged during lessons. Grant proposed by Margaret Guilbert
Parker on the GO: The use of GoPro Cameras will spark students' natural curiosity,
creativity and sense of fun. The program will promote collaborative learning and
support home-school communication. Grant proposed by Meg Powers
Eating With a Social Conscience: Coolidge 8th grade students will expand their
social awareness and develop a better understanding of where and how food makes it
to there table through reading and related interdisciplinary projects about the plight of
the migrant worker. Grant proposed by Team Polaris, Mary Anne Cuscuna
ELEMENTARY SCHOOL GRANTS
History Alive!: This extended pilot program of online enrichment resources for grades
3-5 will enhance the social studies experience district-wide. Through the use of
technology, project-based learning, music and the arts (role-play and games), this
common-core aligned program with its online interactive components and teacher
resources makes learning truly "an experience". Grant proposed by Jennifer Emmett-
Conrad
Numeracy is the New Literacy: This program will provide professional development
with a hands-on workshop for up to 30 math teachers across the district in effective
strategies and approaches to instilling meaningful numeracy in young students. Grant
proposed by Nancy Bentley
Outside the Classroom Walls: This grant provides initial funding towards a multi-
year plan to create an outdoor learning and play space on the Barrows campus.
Funding will include providing mobile planter beds that will support first and second
grade curriculum areas. Grant proposed by Heather Leonard
John F.Doherty,Ed.D. V Craig Martin
Superintendent of Schools Assistant Superintendent
l ;l for Learning and Teaching
82 Oakland Road /2; '
Reading,MA 01867
Phone:781-944-5800 //
Martha J.Sybert
Fax:781-942-9149 'i. ;t_ Director of Finance and Operations
Reading Public Schools
• Instilling a joy of learning and inspiring the innovative leaders of tomorrow
MEMORANDUM
TO: Reading School Committee
FROM: Martha Sybert
DATE: April 6, 2015
RE: FY2015 Budget Status Update
At the Reading School Committee meeting on April 6th,we will provide the Committee with an
update on the status of the Fiscal Year 2015 budget. Attached,please find a report showing the
budget status as of March 31,2015.
The attached report shows that we currently have an unencumbered balance of$404,669 in the
School Committee budget,representing 1%of the total appropriation. The unencumbered balance
in the Town Building Maintenance budget is currently forecasted at a deficit of$47,089.
The most significant unencumbered balance is in the special education cost center, $295,612, and
more specifically,the districtwide special education budget which stands currently at$122,006.
This balance is partially attributable to the district's pre-payment of approximately$300,000 in
special education tuitions in fiscal year 2014 which is allowable under M.G.L Chapter 71, §71D. In
addition, some placement decisions have resulted in savings to the district while some placements
have not yet been settled but are expected to be settled in the current fiscal year.
The Town Building Maintenance budget is currently projected to finish the year with a deficit as a
result of the excess of natural gas consumption. If our request for an additional $50,000 is approved
at the April 27th Town Meeting we will not face a projected deficit.
We will be prepared to discuss this report in greater detail at Monday's meeting and to answer any
additional questions you may have. Please feel free to contact me if you have specific questions
you would like addressed or need additional information.
The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.
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John F.Doherty,Ed.D. Craig Martin
Superintendent of Schools Assistant Superintendent
S for Learning and Teaching
82 Oakland Road
Reading,MA 01867
Phone:781-944-5800 A a Martha J.Sybert
Fax:781-942-9149 Director of Finance&Operations
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F.Doherty, Ed.D.
Superintendent of Schools
DATE April 2, 2015
TOPIC: Approval of Coolidge Science Team Field Trip
Please find attached for your information a copy of a memorandum from Coolidge Principal Sarah
Marchant outlining the Coolidge Science Team's trip to the National Competition in Nebraska. I have
met with principal Marchant and Science team coach Karawan Meade. At our meeting on Monday
evening,I will ask the School Committee to approve this trip.
If you have any questions,please contact me.
The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.
Proud to be a NELMS Spotlight School and Coolidge Middle School
a national Blue Ribbon Lighthouse School
Memo
To: Reading Public Schools School Committee
John Doherty,Superintendent
From: Sarah Merchant,Principal
Date: April 1,2015
Re: Science Olympiad National Tournament
I am writing this memo to ask for your support of the Coolidge Science Olympiad Team's participation in the
upcoming Science Olympiad National Tournament.
On March 13,the Coolidge Science Olympiad Team participated in the state tournament at Assumption College. At
this competition, they earned the first place title, which is an amazing accomplishment that reflects months of
dedication, goal setting, and teamwork. Because of the 1st place finish, the team has qualified to compete in the
National Olympiad Tournament,which will be held at the University of Nebraska(Lincoln)from May 15—16.
In preparation for the.national tournament,the team has resumed their practice schedule and is preparing fundraising
efforts in order to help offset or perhaps even cover the cost of the trip for each student The team consists of 15
• "regulars" (who will compete at the tournament)and 15"alternates"(who will compete in some alternate events and
who will support their teammates, with whom they have worked closely throughout the year). They will travel on
Wednesday,.May 13. On Thursday, they will move into the UNE dorms, have a campus tour, set up their"home
base", and practice their events. Friday and Saturday will be spent in the competition. Sunday will be a travel day to
return home.
Safety of our students is of the highest priority. To that end, we will have two teachers attending the trip as well as
seven additional parent chaperones. This will give a ratio of 3:1 (student chaperone)throughout the experience. In
addition to being with the students during the day, the chaperones will stay in hotel and dorm rooms interspersed
between student rooms to allow for keeping a close ear on the students during the night, and to allow for students to
access an adult if need be at any time. In addition, Coach Karawan Meade has been a part of this trip in various
capacities for many years now; her expertise will only enhance the student experience as well as the student safety
throughout the trip.
The Science Team has earned the honor of participating in the national tournament for 22 years. I ask for the School
Committee to support this amazing opportunity for our students, and to join me in both congratulating them on all of
their hard work,and in wishing them well in this next challenge&adventure!
The Reading Public Schools does not discriminate on the basis of race,color,sex,religion,national origin,sexual orientation,age or disability.
This information should
Reading Public Schools be kept on file for a
Field Trip Plan minimum of 3 years.
1. Trip CoordinatorKarawan Meade School_Coolidge Grade(s)Attending 6-8_
2. Destination__National Science Olympiad at the University of Nebraska--Lincoln
3. Type of Trip: Day Extended Overnight X Out of State_X_International
4. Purpose of Trip Coolidge Science Team will compete at the National Science Olympiad
5. Date(s)of Trip 5/13/15-5/17/15 Time of Departure 8:30 am Time of Return 5:30 pm
6. Cost of Trip TBD Will there be fundraising? Yes ,If yes,please attach plan.
7. No.of Students Attending 30 No.of Teachers 2 No.of other adults 7
8. Have all adults had the necessary CORI and/or SAFIS Criminal Background Checks_Yes(some have appts.
Scheduled for SAFIS check;all chaperones are aware of need to complete both checks)
9. Transportation Required(Circle): Bus Train Boat Plane Private Car Other
(we will fly from Boston to Omaha and use buses for transportation in Nebraska,including the ride from the
airport to our final destination in Lincoln)
10. Name of Company Providing Transportation Southwest Airlines,Bus to and from airport TBD
11. If this is an overnight trip,is the bus driver getting sufficient rest in accordance with federal regulations and
common sense? N/A (bus drivers will not be with us for full days)
12. Departure Information (location and carrier)_Southwest Airlines Boston-Chicago,Chicago-Omaha
13. Return Trip Information(location and carrier) Southwest Airlines Omaha-Chicago,Chicago-Boston
14. Food and Lodging(if applicable)will be provided by in Omaha(TBD)night of 5/13,University of
Nebraska dorms thereafter; most meals provided on campus and others will be taken at local restaurants_
15. Address and Phone No.of Lodging(if applicable)_University of Nebraska-Lincoln,1400 R Street,Lincoln,NE
68588
16. Has the school determined that the facility has adequate insurance consistent with the level of risk involved
(e.g.sedentary trip as opposed to outdoor,physically active trip)?!_Yes If yes,attach a copy
of the Policy. - � ;.����.; ,.r�; ,. Y:. Yes,, -
p Y� I ;P;MI+'e J `: lii��1C : :"1 x k; . OO.W fiO ill.:
17. If swimming is involved,the school has determined that a lifeguard will be on duty at all times when students
are in the water. Yes No N/A (hotel pools,if any,will NOT be used)
18. Please describe below the educational alternative for those students who will not be attending the trip.
N/A All science team students are attending;we allow time to work on homework for other classes and ask
students to see their teachers prior to departure to request assignments
19. Please describe the process that will be used to determine student eligibility for the trip.
All 30 members of the Coolidge Science Team are eligible due to their performance at the MA State Science
Olympiad on 3/14/15
20. Please attach the following to this document:
a. A detailed itinerary of the trip will be provided prior to trip;draft itinerary is included
b. Signed state ethics financial disclosure forms from all teachers whose field trip cost will be covered.
This is for any field trip where the cost per person is over$50. To access the form,go to
http://www.mass.gov/ethics/disclosure-forms/municipal-employee-disclosure-forms/and complete
Form 11d,Disclosure of Travel Expenses for Non-Elected/Appointed Employee required by 930 CMR
5.08(2)(d)1. Will be completed prior to trip
c. A copy of any contract associated with the field trip.
d. A list of all adults who will be chaperoning the field trip. (see below)
Reading Public Schools Staff: Karawan Meade(Head Coach,Coolidge Science Team)and Jerald Coyne
(Coolidge science teacher and Assistant Coach)
Parent Chaperones: Elizabeth Rogers(President,Coolidge Science Team parent organization),Sharon
Gonick, Marion Growney,Stephen DeLacy,Walter Luikey,Alex Serrano,Michael Upton
Parents driving our equipment trailer(will meet group on Thurs.5/14 and stay in dorms with us):
John Douglass,Sergio Rotstein,Steve Brown
The Following Section is for Out of Country Field Trips Only
A. Are there any current travel warnings or advisories issued by the State Department? Please go to
www.cdc.gov or www.travel.state.gov. Yes No
If yes,please explain
B. Have you purchased medical insurance for each day of an out of country field trip? Yes
(attach a copy of the policy)
C. Is medical preclearance required? Yes No
D. Does each student and staff member have the appropriate documentation necessary for travel to the
country/countries being visited and for return to the United States? Yes No
E. Copies of all students' passports shall be maintained by the Trip Coordinator.
F. At least one staff member accompanying the students must have a phone number with international
service.
Name of Staff Member
Telephone Number
To be completed by Reading Public School Administration
I certify that all requirements of the Reading Public Schools Field Trip Policy have been fulfilled.
21. APPROVED ./2_,Out—Cdh-- f0-4 CAAA-1-- DATE
Principal (For All Field Trips)
22. APPROVED
11 if;4 DATE 411 /,9-0157
Superintendent of Schools(For All Extended,Overnight,Out of State,and International Field Trips)
School Committee Approval Date(For Overnight,Out of State,and International Field Trips)
•
Coolidge Science Olympiad Team–Nationals Trip 2015 (University of Nebraska--Lincoln)
Draft Itinerary(a more detailed version with exact times will be filed with Coolidge main office
prior to trip)
Wednesday,5/13
Travel to Nebraska: (students will arrive for start of school day at Coolidge and travel to Logan
Airport via school bus)
Southwest Flight WN2229 Boston-Logan 11:10 am(EDT)to Chicago-Midway 12:50 pm(CDT)
Southwest Flight WN0433 Chicago-Midway 2:45 pm(CDT)to Omaha 4:10 pm(CDT)
Travel by bus from airport to hotel in Omaha
Late Afternoon/Evening: Dinner at restaurant in Omaha,homework time for students at hotel
Thursday,5/14
Morning: Breakfast at hotel,field trip to Omaha Zoo(free admission for Science Olympiad
participants)
Lunch at or near zoo,travel by bus to Lincoln,NE(1 hr from Omaha)
Afternoon: Check into dorms at University of Nebraska--Lincoln,meet and unload our equipment
trailer, approximately 2 hours of practice time for the team
Evening: Dinner on campus;more homework time/preparations for following day
*beginning with dinner on Thursday all meals and overnight accommodations will be on the
University of Nebraska—Lincoln campus
Friday,5/15
Morning: Breakfast on campus, attend trial events and STEM Expo from 9-12
Lunch on campus
Afternoon: Walking tour of campus to locate rooms for competitive events the following day,visit
university bookstore
Late Afternoon/Evening: Opening ceremonies,box supper on campus, swap meet
Saturday,5/16
Breakfast on campus
All Day: National Science Olympiad Tournament(competition),box lunch provided
Evening: Banquet&Awards Ceremony
Sunday,5/17
Breakfast on campus, check out of dorms
Bus transportation from Lincoln to Omaha airport
Return Home
Southwest Airlines Flight WN2168 Omaha 10:25 am(CDT)to Chicago-Midway 11:50 am(CDT)
Southwest Airlines Flight WN0313 Chicago-Midway 1:15 pm(CDT)to Boston-Logan 4:30 pm
(EDT)
School bus transportation from Logan Airport to Coolidge;parents will pick students up around 5-5:30
pm
Fundraising:
The Coolidge School Science Olympiad organization(a non-profit group led by the science team
parents)handles fundraising for our needs throughout the year,including the Nationals trip.
Examples of fundraising activities (already in progress)include:
—Yard Sale&Bake Sale(5/2/15)at Coolidge
—Canning by science team students at local businesses
—Direct Mail Campaign to solicit donations
—Grant applications and pursuit of corporate matching from the workplaces of parents who volunteer
with the team
The Coolidge Science Team has been fortunate enough to qualify for and attend the National Science
Olympiad many times,and these are fundraisers we undertake every year. Typically,we ask for a
contribution of about$200 per family and raise the remainder through fundraising. In recent years,our
fundraising has been successful enough that the family contribution has been lower than$200.
Financial hardship does not affect a science team member's ability to participate in this trip. Parents
have already been told that they can speak to Mrs. Marchant if there is a financial hardship situation
and the science team is prepared to help such families and respect their privacy as much as possible
while doing so.
John F.Doherty,Ed.D. Craig Martin
Superintendent of Schools °" '°' Assistant Superintendent
yS� i for Learning and Teaching
82 Oakland Road
Reading,MA 01867 �fi`"�F Martha J.Sybert
Phone:781-944-5800 _ fq t
Fax:781-942-9149
41 Director of Finance as Operations
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D.
Superintendent of Schools
DATE April 2, 2015
TOPIC: Superintendent's Evaluation Process—Goals Update
As you recall,the School Committee voted to approve my goals at our retreat in November. At our
meeting on Monday evening, I would like provide you with an update on my goals as the School
Committee prepares to complete the Superintendent's Summative Evaluation for the 2014-15 school
year. I am including a copy of my updated Superintendent's Goals for your reference.
If you have any questions,please contact me.
The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.
READING PUBLIC SCHOOLS
Annual Educator Plan
Update
Superintendent of Schools
John Doherty
3/31/2015
As defined in the new educator evaluation regulations, 603 CMR 35.00,which were adopted in June, 2011,all educators
are required to develop a minimum of two goals, one goal for the improvement of student learning and one goal for the
improvement of professional practice. In addition,the Superintendent of Schools should develop two to four district
improvement goals. The combination of the Superintendent's goals and the district improvement goals comprise the
Superintendent's Annual Educator Plan.
Annual Five-Step Cycle of Continuous Improvement (Source DESE)
The Educator Plan for Superintendents is organized around the five-step cycle required for all educators, a centerpiece
of the new regulations designed to have all educators play a more active, engaged role in their professional growth and
development.
Under the regulations, evaluation is an annual process beginning with self-
assessment and concluding with summative evaluation and rating of the
educator's impact on student learning. It also is a continuous improvement
process in which evidence from the summative evaluation and rating of
Suinmative1 Goal -
Evaluation T Sethng,and Plan
impact on learning become important sources of information for the .- Develapme�N „
superintendent's self-assessment and the district's subsequent goal
setting. 1
MW,cyde Goals;" impiementation
For superintendent evaluation in the Model System, the annual cycle nev,ew =ofthePlan
includes the following:
• Cycle Step 1: Superintendent's Self-Assessment. The superintendent conducts a self-assessment using
the performance Standards and rubric, data about student learning, past progress on district goals (when
available), the prior year's evaluation and rating, and other relevant evidence. Based on that assessment, the
superintendent identifies at least two goals to propose to the school committee: one related to improving his
or her own professional practice and one related to improving student learning.
• Cycle Step 2: Analysis, Goal Setting, and Plan Development. During a public meeting, the school
committee and superintendent review the proposed goals, key strategies, and benchmarks of progress'. In
consultation with the superintendent and with the objective of achieving mutual agreement, the committee
revises, as needed, and adopts at least one professional practice and one student learning goal.
In addition, the superintendent and school committee develop two to four district improvement goals with key
strategies and benchmarks. Once adopted, the professional practice, student learning, and district
improvement goals—with their key strategies and benchmarks of progress—become the Superintendent's
Annual Plan. The plan serves as a basis for assessing the superintendent's performance.2
• Cycle Step 3: Superintendent Plan Implementation and Collection of Evidence. The superintendent
implements the Superintendent's Plan, with assistance from the committee, as appropriate; school committee
members and the superintendent individually collect evidence of progress on goals and performance against
the Standards.
• Cycle Step 4: Mid-Cycle Goals Review. At a mid-cycle public meeting (or series of meetings), the
superintendent reports on progress being made on the goals in the Superintendent's Annual Plan. The school
committee reviews the report, offers feedback, and discusses progress and possible mid-cycle adjustments
with the superintendent.
• Cycle Step 5: End-of-Cycle and Summative Evaluation Reports. The superintendent prepares an End-of-
Cycle Report on progress toward each goal and performance against the Standards. In a public meeting, the
school committee completes a performance review and End-of-Cycle Summative Evaluation Report
assessing attainment of the goals and the superintendent's performance against the Standards (see
Appendix E for step-by-step details of conducting the End-of-Cycle Summative Review).
1 Pursuant to the revised Open Meeting Law(c. 28, s. 18 2009), this component of the Superintendent evaluation and others, where
noted, must take place in a public meeting.
2 The Superintendent's Annual Plan is not the same as the District Improvement Plan described in MGL CMR 69 11. One or more of the
district improvement goals that appear in the superintendent's plan also may appear in the district plan, but the superintendent's plan is
not intended to include every goal the school committee has identified in its district plan. Instead,the superintendent's plan identifies the
three to six goals that will carry the most weight in assessing the superintendent's performance in that year. That said, school
committees and superintendents are encouraged to coordinate these two planning processes.
I. Step 1-Self Assessment of Strengths and Areas to Strengthen
A. Professional Strengths as described in Performance Rubric
1. Sets and models high expectations for the quality of content, student effort, and student work district-
wide and empowers administrators, educators, and students to uphold these expectations
consistently. (1-B-2)
2. Leading the Development of Educator Evaluator System, including District Determined Measures (1-C-1
and 1-D1)
3. Establishes systems, plans, procedures, and routines that empower administrators, students and staff
to implement orderly and efficient student entry, dismissal, meals, class transitions, assemblies, and
recess. (II-A-1)
4. Create and maintain a district environment in which custodial and other staff take personal
responsibility for keeping schools clean, attractive, welcoming,and safe (II-A-2)
5. Guides administrators and teams to develop practices that consistently showcase high expectations for
student behavior and invest staff and students in upholding these expectations. (II-A-3)
6. Recruitment and Hiring Strategies to identify effective administrators and educators (II-B-1)
7. Providing time for collaboration for administrative team (II-C-2)
8. Ethical Behavior (II-D-2)
9. Leads the administrator team to develop a district budget that aligns with the district's vision, mission,
and goals with supporting rationale; uses budget limitations to create new opportunities for
improvement, when possible; allocates and manages expenditures consistent with district/school-level
goals; and seeks alternate funding sources as needed. (II-E-1)
10. Provides system and support for all school personnel to reach out to families proactively, as soon as
concerns arise. Effectively reaches equitable solutions that satisfy families, faculty, and staff and are in
the best interest of students. (III-D-1)
11. Commitment to high standards for teaching and learning(IV-A-1)
12. Leads administrators to develop core values and mission statements, share these statements with
families and the school district community, and use them to guide decision making. (IV-A-2)
13. Plans and facilitates engaging administrator team meetings in which small groups of administrators
learn together and create solutions to instructional leadership issues. (IV-A-3)
14. Provides opportunities for continuous learning for staff(IV-D-1)
15. Continuous learning of administrator(IV-D-2)
B. District Areas of Strength as defined by data sources (i.e. MCAS,Tell MASS)
1. One school is at the highest level, Level 1, six schools are at Level 2, and one school is at Level 3 in
the state accountability system ratings.
2. The student growth percentile for the district in ELA is 46 and in mathematics is 46.
3. The district is consistently higher than the state in the percent of students in the proficient or
advanced categories on the MCAS for all grade levels and subjects.
4. The per pupil is$2500 below the state average which indicates that the budget is well managed and
the resources are allocated effectively and efficiently.
5. According to the 2014 Tell Mass teacher survey data, strengths include having sufficient instructional
and technology resources, clean and well maintained schools that support teaching and learning,
community support, teacher leadership, professional expectations, teacher evaluation, faculty
commitment, and curriculum. In addition, teachers feel that the school environment is safe.
6. According to the 2013 YRBS for Grades 9-12, underage drinking and marijuana use has decreased
since 2011.
2 ' Page
C. Professional Areas to Strengthen as described in Performance Rubric
1. Leading the effective implementation of the common core state standards and assessment
development (I-A-1, I-A-2)
2. Working with principals to improve their knowledge instructional practices and addressing the
diverse learning needs of students (I-B-land I-B-3)
3. Use of data to improve student and/or educator learning(I-E-3)
4. Strengthening family engagement and involvement (III-A-1)
5. Strengthening student support for struggling students, particularly students in the high needs
subgroup (ELL, students with disabilities, high poverty, or disadvantaged) (Ill-B-1)
6. Setting clear expectations for and provides support to administrators to communicate regularly
with families using two-way communication channels, including careful and prompt response to
communications from families. Supporting administrators to maximize the number of face-to-face
family/teacher interactions. (III-C-1)
D. Areas to Strengthen According to the Data
1. Six of the eight schools have an accountability level of Level 2 and one school has an accountability
rating of Level 3 which means that not all subgroups are meeting their target.
2. The high needs, low income, students with disabilities, and African American/Black subgroups are
not meeting their target goal.
3. Grade 4, 5, 7, 8, and 10 Mathematics and Grades 4, 5, 7, and 10 literacy MCAS scores have an SGP
below the 50th percentile. Grade 10 mathematics has an SGP below the 40th percentile, which
indicates low growth.
4. The 2013 Youth Risk Behavior Survey Data indicates that 7%of RMHS students have used opiate
drugs, which is higher than the state or national average. In addition, 13%of RMHS student
attempted suicide, again which is higher than the state and national average.
5. The Tell MASS data shows that the district needs to strengthen providing time for teachers to
collaborate and plan, differentiate professional development to match the needs of each educator,
seeking feedback on professional development opportunities, empowering teachers more in the
decision-making process, enforcement of rules for student conduct, and effective process for
decision making.
6. Currently 71%of our kindergarten students are in a tuition-based full day kindergarten program, an
increase of 22%over the last three years. If this upward trend continues,we will not have the
space necessary to offer full day kindergarten to all families who want the program.
7. Reading ranks 304 out of 326 in per pupil expenditures and $2600 below the state average which
indicates that while Reading does an excellent job with managing budget resources, critical areas
are not getting addressed to continue to move the school district forward.
Our Mission
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
Our Vision
It is the vision of the Reading Public Schools to instill a joy of learning by inspiring,engaging and supporting our youth to become the
innovative leaders of tomorrow. We will accomplish our vision by focusing on a few key strategic initiatives that lead to a meaningful and
relevant curriculum,innovative instructional practices,strong analysis and thoughtful dialogue about evidence,a collaborative and team
approach to learning and teaching,and a safe and nurturing learning environment. The overall physical and behavioral well-being of our
children will be our top priority as students will not learn if they are not physically and psychologically safe. Education will truly be the
shared responsibility of both the schools and the community,with families playing active roles in the schools and being full partners in
ensuring the success of their children. In the interest of the entire Reading community,the school district and town government shall work
cooperatively and collaboratively.As educators and members of our community,we believe that implementing this vision is our ethical
responsibility to the children of the Town of Reading.
Our Theory of Action
If the Reading Public School District strategically allocates its human and financial resources to support high quality teaching,prioritizes a
commitment to the academic,social,and emotional needs of our students,emphasizes the hiring and support of effective staff who have
the capacity to collaboratively learn,thoughtfully analyzes measurements of school performance and provides differentiated support,then
students will make effective progress and be appropriately challenged,graduating from high school ready for college,career, and life as
contributing citizens in a global society.
Our Questions
1. What is it we want our students to learn?What knowledge,skills,and dispositions do we expect them to acquire as a result of this
course,this grade level,and this unit of instruction?
2. How will we know if each student is learning each of the skills,concepts,and dispositions we have deemed most essential?
3. How will we respond when some of our students do not learn?What process will we put in place to ensure students receive
additional time and support for learning in a way that is timely,precise,diagnostic,directive,and systematic?
4. How will we enrich and extend the learning for students who are already proficient?
District Goals and Initiatives 2014-16 with Updates
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Reading Public Schools Strategy and Goals for Improvement of Student Outcomes (2014-16)
4IPage
II. Step 2: Analysis, Goal Setting, and Superintendent Plan Development
All of the goals presented in this educator plan have a focus on strengthening student learning and
achievement through a variety of means. The figure below describes the main areas that the district will focus
on to achieve this focus.
Visual Interpretation of Goals
Reading Public Schools
Instilling a Joy of Learning and Inspiring the Innovative Leaders of Tomorrow
Student Learning:
Improve curriculum
and instruction,
student support,
and assessment
Communication: Professional
Improve Practice: Increase
communication
across the district, the professional
learning of all staff
with families and Increased student and teacher
the Reading learning through leadership
community improved academic,
behavioral,and
social/emotional best
practices and
additional resources
Resources and Student Support,
Space:Address Wellness,Safety:
time,space,and Strengthen
program needs for social/emotional
continuous district and behavioral
improvement health
Educator Plan Goals
This educator plan consists of four goals: a student learning goal, a professional practice goal and two district
improvement plan goals. The student learning goal and the professional practice goal are also district
improvement plan goals. Each goal is aligned to at least one of the four district strategic objectives listed
below:
1. Learning and Teaching-Deepen and refine our focus on the instructional core to meet the academic,
social, and emotional needs of each child.
2. Performance Management-Build a system that measures school performance and differentiates support
based on need and growth.
3. Investment and Development-Compete for,support, recruit, and retain, top talent while creating
leadership opportunities and building capacity within our staff.
4. Resource Allocation-Improve the alignment of human and financial resources to achieve strategic
objectives.
Goal 1 (Student Learning Goal-Learning and Teaching)
District Strategic Objectives Addressed:
Learning and Teaching, Performance Management, Investment and Development
Over the next two years, the Reading Public Schools will support Central Office administrators and
building principals so that they are able to work with teachers to improve curriculum alignment,
instructional strategies, student support and assessment methods in Literacy, Mathematics, and College
and Career Readiness Skills. The overall outcome will be that all students will demonstrate an increased
growth and level of performance in their understanding of math and literacy Massachusetts Curriculum
Framework standards, as measured by locally determined measures and state assessment scores.
Key Action Steps Timeline/Benchmarks
1. Develop and implement Professional Learning 1. PLC will meet at least two times per month,
Community Structures at each level (see Goal beginning in October,2014. The effectiveness of
2). this process and structure will be measured by staff
survey feedback,established use of common
assessments across grade levels, more curriculum
coordination across a grade level and subject area,
and increased use of data and student work to
improve student learning.
Status: Ongoing
2. Work with the Northeast District and School 2. DESAC work began in October,2014.
Assessment Center(DSAC),to develop a
strategy and plan to move our district out of Status: In progress
Level 3 accountability status.
3. Administer Conditions of School Effectiveness 3. November,2014
Survey to parents and staff
Status: Complete
4. Appoint a School Wide Task Force for Joshua 4. November/December,2014
Eaton, led by the Assistant Superintendent
and consisting of parents,teachers,and Status: Complete
administrators that will oversee the Joshua
Eaton School Improvement process.
5. Each school council will use the data from the 5. December,2014/January,2015
CSE to develop shorter,more focused surveys
around key areas to strengthen. In addition, Status: In progress
principals may hold forums to present and
discuss the data further. As a result of the
information gathered from surveys and
forums,each building principal will work with
their school councils to revise their current
school improvement plans to reflect the
survey results and other data.
6. Continue to make transition to Massachusetts 6. In December,2014 and January,2015,the district
Mathematics and Literacy Curriculum will bring in Math in Focus math coaches to work
Frameworks by implementing the Math in with elementary teachers on the continued
Focus program in K-6,redesigning the middle implementation of the program. Draft pacing
school and high school math curriculum,and guides will be developed by PLC's by the end of the
continuing to implement Lucy Caulkins 2014-15 school year.
Writing Strategies in K-8.
6 ! Page
Status: In progress
7. Through the Multi-tiered systems of supports 7. This is ongoing and each school will be addressing
and PLC discussions,academic interventions the needs of students differently depending on the
are identified for students who are struggling. schedule and resources available. All elementary
schools will use their regular education tutor
support. Students at Killam and Joshua Eaton will
be receiving Title 1 tutorial support. Middle school
students will be receiving support during
designated times during the school day. RMHS
Math department has developed a math center for
students to receive extra support during the school
day.
Status: Ongoing
8. Complete a thorough analysis of special 8. The consultant services will begin their review in
education services and programs throughout November, 2014. A series of recommendations
the district. From the data,a plan will be will be developed by January,2015.
designed to improve programs and services.
Using the entry plan process,the Special
Education Parents Advisory Council and Status: In progress-Walker Institute has been hired
consultant services,the Director of Student to provide the consulting services and they have
Services will be conducting an analysis of begun the analysis. We should receive a report by
special education programs and services mid-May.
throughout the district.
9. Review FY15 Budget and identify areas for 9. In November,2014,review FY15 Regular Day and
restructuring to address curriculum Special Education budgets to identify restructuring
implementation gaps. efforts to identify additional instructional coaching
and intervention supports. A recommendation will
be made to the School Committee in December.
Status: Complete
10. Form an IT District Governance Team of 10. In December,2014,an IT Governance team will be
teachers and administrators to set direction formed. As a result of these discussions,a decision
for future technology integration decisions. and direction will be developed on the following
areas:
• PARCC Implementation
• SMART Board replacement
• BYOD Expansion
• PD and Coursework on technology
integration
Status: Ongoing
11. Implement Year 1 of District Determined 11. During the 2014-15 School Year,we will be using
Measures(DDM) the district determined measures as common
assessments to gauge student progress and provide
support to those students who are not making
progress. This examination of the student work
will occur during the PLC process.
Status: Ongoing
71 Page
12. Implement Year 2 of District Determined 12. 2015-16 School Year
Measures(DDM)
Status: Not Started
13. Provide ongoing monitoring of key measures 13. During the 2014-15 and 2015-16 school years,it
to revise action steps,if necessary. will be critical to continue to gather feedback from
parents,staff,and administrators about progress.
In addition,key measures,such as the ones listed
below,will be monitored and changes to the plans
will be made when necessary. By January,2015,
three year measurement targets will be developed
by the District Leadership Team.
1. District MCAS/PARCC SGP Data for
Math and Literacy
2. %of students in Advanced and
Proficient on state assessments
3. DESE Accountability Determination
4. Tardiness
5. Office Discipline Referrals
6. Number of Students with 10 or more
absences in a school year
7. Achievement gap between high
needs subgroup and the aggregate
subgroup on standardized
assessments and DDM
8. Achievement gap between male and
female students
9. Number of students in high needs
subgroup and METCO students who
are in honors level, advanced, or AP
level classes
10. Gender breakdown of students in
honors level, advanced, or AP level
classes
11.Accuracy of Student Support Team
referrals
12.Tiered Fidelity Instrument to gauge
progress in MTSS implementation
Status: In process
14. Provide ongoing proactive communication to 14. • This is ongoing and the Reading Public
School Committee, parents and community Schools will provide regular updates
about different initiatives. (See Goal 5) through social media,Edline, Blackboard
Connect,community meetings,and School
Committee meetings.
Status: Ongoing
Wage
Goal 1 Updates
District Determined Measures(DDMs)
The MA DESE's Conditions for School Effectiveness indicate that instructional staff should use a range of assessments(formative and
benchmark)that are aligned to state standards and grade-level learning outcomes. Common formative and benchmark assessments
should be horizontally/vertically aligned and should predict performance on the state testing and other summative assessments.
Results of embedded formative assessments in daily classroom practice should also be used to target and modify instruction.
The district is in the process of establishing common,formative assessments that will be used as district-determined
measures (DDMs)of student progress. Such common,formative assessments that are embedded into the curriculum
can also provide valuable information to teachers about student progress during the school year—and often prior to any
formal state testing. As part of this process,teachers are collaboratively identifying or developing measures for
assessing student learning in all grades and subject areas, in order to more effectively explore student achievement and
ultimately lead to both improved educator practice and student learning.Two fundamental questions serve as
guideposts in establishing DDMs: Is the measure closely aligned to the content and assess what is most important for
students to learn? And do results from the measure provide meaningful information about our curriculum, instruction,
and practice—and help us identify whether students are making the desired progress? By focusing on student growth
and by establishing common measures across all classrooms, it will allow our educators more opportunity to share best
practice,examine student work, and establish mutual levels of expectation for student learning.
Math Coaching and Professional Development
The MA DESE's Conditions for School Effectiveness indicate that leadership should provide a coordinated professional development
plan that aligns with state standards for school performance and student achievement as well as district and school priorities.All
staff should be able to access relevant PD(both voluntary and required)that is tied to specific professional learning goals;and when
external trainers/partners are needed,leadership should enlist their assistance.
With the shift in math standards and the implementation of a new math program,the district is continuing to provide
opportunities for coaching and professional development. The district has been working with the Math in Focus team to
provide coaching for teachers by grade level on the new program,teachers have visited other districts who were earlier
adopters of the program,and other workshops have been offered this year on such topics as "number concepts"and
"number sense." Using the state standards as a guide,these workshops provide best practices to teach language,
concepts, and procedures relating to place value addition,subtraction, multiplication and the division of whole numbers
and their applications.Some teachers have also participated in workshops that focus on taking an in-depth look at the
concept of fractions and operations, including probability, ratios,decimals, percent, and proportions.The district is also
arranging additional professional development and coaching opportunities as the year progresses.This ongoing support
is essential,as it is important to note the significant shift in math standards and the implications of the"math practices"
across all content areas and grade levels. The "Standards for Mathematical Practice" describe ways in which developing
student practitioners of math increasingly ought to engage with the subject matter as they grow in mathematical
maturity and expertise.They require students to be actively engaged in doing meaningful mathematics,discussing
mathematical ideas,and applying mathematics in interesting,thought-provoking situations. Activities should build upon
curiosity and prior knowledge, and enable students to solve progressively deeper, broader,and more sophisticated
problems.The new standards state that educators will need to pursue,with equal intensity,three aspects of rigor in the
major work of each grade:conceptual understanding,procedural skill and fluency,and applications.
MCAS Analysis/DSAC MVAR Training
The MA DESE's Conditions for School Effectiveness indicate that instructional staff should analyze assessment data to identify
promising practices, determine enrichment and remediation needs,and assess needs for systems change. Staff should receive PD
91 Page
and supports to help in developing assessments, analyzing assessment data,and drawing meaningful conclusions from results.
School leadership should also use data and current research to drive decisions and measure progress toward school goals, and
encourage staff to do so as well.
School staff extensively reviewed MCAS data by subject area,grade level, and standard. Student subgroups were also
examined to identify gaps in progress or consistencies in performance.As a Level 3 district, Reading educators are also
able to access the assistance of the District and School Assistance Center(DSAC), provided by the Massachusetts DESE in
doing this analysis. Recently, Grade 3-5 teachers from Eaton and some of our district Curriculum Leaders attended a
DSAC training on the MCAS Visual Analytic Resource Workbook—or"MVAR." The MVAR is a powerful program that
offers visual perspectives on the state assessment results in a platform that is easy to navigate. It is a great tool for
viewing,sorting, and understanding our state assessment data in ways that prompt meaningful conversations about
student progress and achievement gaps among subgroups of the student population at each grade level.
Special Education Review by Director of Student Services
The MA DESE's Conditions for School Effectiveness indicate that flexible tiers of research-based interventions, taught by qualified
professionals,should supplement,enhance,and provide access to the core curriculum for students needing additional support.
Multi-modal pedagogical techniques,as well as a range of instructional tools and resources, should also be used to meet the needs of
all learners—and leaders should regularly assess the impact of policies,procedures,and programs on the academic and social
environment in order to revise them as needed.
Carolyn Wilson,the district's new Director of Student Services, is in the process of completing a comprehensive review
of the district's Special Education practices and procedures. With the assistance of a consultant,this process is helping
to identify what changes may need to be made in placement procedures,service delivery,and/or instructional practices
in order to ensure that all students (including those designated as "high needs")are able to make effective growth.As
the Level 3 accountability rating for Joshua Eaton also indicated a "Focus on High Needs" (being among the lowest
performing 20%of subgroups,and requiring assistance), review and assistance in this area is especially relevant to
addressing the accountability challenges. For instance, in the formula for the Massachusetts' accountability measures,
the state has established a goal of reducing proficiency gaps by half by the end of the 2016-17 school year. The
proficiency gap is the distance between a group's current proficiency level and 100 percent proficiency.As part of this
measure,the state tracks the progress of districts and schools for all students and up to 11 student subgroups, including
the"high needs"subgroup. The high needs group is an unduplicated count of all students in a school or district
belonging to at least one of the following individual subgroups:students with disabilities, English Language Learner(ELL)
and former ELL students, low income students (eligible for free/reduced price school lunch).The inclusion of the high
needs group in accountability determinations holds more schools accountable for the performance of students
belonging to historically disadvantaged groups. The U.S. Department of Education also requires Massachusetts to
determine districts'specific needs for technical assistance or intervention in the area of special education. Since 2012,
the Department of Elementary and Secondary Education (ESE) has combined district accountability determinations with
the district's determination of need for special education technical assistance or intervention, and the state's data
reflect that the district meets the criteria for requiring assistance in this area.
Math and Literacy Coaches
The MA DESE's Conditions for School Effectiveness indicate that effective instruction is modeled for teachers by leaders, coaches, and
colleagues—and that job-embedded coaching and other supports provide follow-up on the implementation of what is learned
through professional development. Instructional staff should receive support in creating and refining curricula,and promising
practices for teaching and collaboration should be identified and shared.
10 1 Page
Educational research indicates that the most effective professional development is job-embedded as an integral part of
daily routines—and that coaches or other supports are provided to follow-up on the implementation of what is learned
through professional development. For the 2015-2016 recommended budget,professional development funding was
restructured to include two instructional coach positions.These positions are key elements of a district-wide strategy to
improve the district's effectiveness and increase our capacity—without increasing the financial needs of the district.
They also represent a significant improvement in how the district can better support our teachers at a time when there
are so many different initiatives occurring in education. The positions are designed to have a direct impact on student
achievement, and they will also allow us to enhance the core instructional strategies and interventions that are being
developed as part of our ongoing MTSS approach for all students. Overall,they will allow us to incorporate a much
more on-the-job, embedded approach to continuous professional development that will not only enhance all other PD
teachers receive but also provide an even more effective way of applying that learning both in the actual classrooms
with students—and consistently across all classrooms and all levels.The support teachers receive from these positions
(such as assistance with content, lesson planning,creating resources/assessments, co-teaching, modeling lessons and
helping to track formative assessment data)will benefit student achievement greatly. As curriculum coordinators
and/or instructional coach positions are the norm in many districts, our teacher leaders have also supported this move
and have stated that implementing these positions will help address what they have seen as a disadvantage for Reading
teachers and students. It is the district's goal that by professionally supporting teachers this way,our students will
benefit greatly—and our district may also even improve its position to attract and retain excellent educators in the
future.
Title I Funding and Supports
The MA DESE's Conditions for School Effectiveness indicate that students in crisis,students who require intensive assistance are
identified and linked to appropriate supports in a timely manner.A universal screening system should be used to assess academic and
behavioral strengths and challenges of all students,and to identify students needing additional support.Schools should also provide
opportunities for academic and other support outside school hours.
This year, Reading is allocating its Title I funding to the Joshua Eaton Elementary School and the Killam Elementary
School, in order to provide additional interventions and supports—including literacy coaching, math tutor support in the
classrooms during the school day,and before/after school tutoring sessions for identified students. Based on
accountability and assistance levels,schools and districts must meet specific fiscal requirements established by the MA
Department of Elementary and Secondary Education (DESE). For instance, Level 3 districts must prioritize schools based
on need and spend at least 20 percent of the district's Title I,Part A allocation on interventions and supports that
address the needs of the district's lowest-achieving students in its lowest-performing schools,either through an
additional allocation of funds directly to schools,through a district reservation, or both, as determined by the district.
The DESE then approves interventions and supports as proposed in the district's Title I, Part A grant application.
Department of Elementary and Secondary Education(DESE) Fall and Spring Summit
The MA DESE's Conditions for School Effectiveness indicate that there should be a school-wide,results-oriented focus on teaching,
learning,and student success. Leaders should carefully align budget,staffing, and other resources to student needs and school
goals—and ensure that decisions are made and resources are integrated to serve'the big picture.' Leaders should also regularly
assess the impact of policies,procedures, and programs on the academic and social environment,and revise them as needed.
Several Reading educators attended the MA DESE Fall Summit for curriculum and instruction.The goal of the summit
was to provide context and to support school leaders in implementing initiatives to enhance the achievement of
students,including implementation of the Massachusetts Curriculum Frameworks and the transition to next generation
assessments. The summit also provided the opportunity for leaders to collaborate and highlighted innovative
Massachusetts educators who are strengthening and deepening implementation of initiatives.Sessions included topics
such as Writing to Texts in Grades 3-8, in which PARCC Educator Leader Fellows discussed how they have incorporated
11 ( Page - - - ----------____
reading,writing,and research into curriculum units in all subjects—and they provided examples of the Grades 3-8
PARCC research simulation tasks and related performance assessments from ESE's Model Curriculum Units and district-
created units. An example of another session was Implications of PARCC Assessments for Math Instruction in Grades 3-8,
which had the goal of increasing participants' understanding of the PARCC Math decision-making and examining PARCC
sample items and the practical classroom strategies that will prepare students for them.
Reading will also be participating in the Spring DESE Summit where educators will be making presentations on how to
build capacity for the DDM work using Professional Learning Communities.
Diagnostic Field Test
The MA DESE's Conditions for School Effectiveness indicate that leaders should carefully align decisions and resources to student
needs and school goals—and that performance on formative and benchmark assessments can predict performance on the state
testing and other summative assessments.
As Joshua Eaton was not randomly selected to participate in last spring's PARCC field testing, Principal Feeney and the
Eaton staff chose to participate in this winter's PARCC diagnostic field test. This will gives all staff and students an
opportunity, in advance of the spring assessments,to have some experience with the new assessment procedures and
to practice online test-taking skills within their regular classroom instruction. In addition,schools who participate in the
diagnostic field testing will be considered for future opportunities related to tool development and item review, and
they will receive an early preview of upcoming diagnostic assessments and associated tools,which are being designed to
provide data to help inform instruction and assist educators with progress-monitoring.
Expanding the Boundaries of Teaching&Learning
The MA DESE's Conditions for School Effectiveness indicate that instructional staff should provide students with lessons that engage
them with content and promote higher-order thinking.Staff should also use multi-modal pedagogical techniques,as well as a range
of instructional tools,technologies,and supplemental materials to meet the needs of all learners.
Several Reading teachers have enrolled in the"Expanding the Boundaries of Teaching& Learning" course,taught by Dr.
John Doherty. The course focuses on effectively integrating technology into instruction and creating engaged
classrooms where educators are facilitators and students are"knowledge generators." The essential questions of the
course are: Who owns the learning?and "Who works harder in the classroom, the teacher or the student?" Other
probing questions that are explored during the course include:Does technology serve to create new opportunities for
teaching and learning that were not available before?Are students being exposed to a broad range of skills and
applications, or are teachers focusing too much on too few? Are students thinking critically about the information they
access online?Are they gathering their content from multiple resources?Are they cross-referencing information and
bringing in content that provide opposing or alternative points of view?Are students working in teams and individually to
meet the goals and expectations set by themselves and the teachers? Teachers who have participated in the course
consistently share how it has positively impacted their instructional approach with students.
Grade 1 Teacher
The MA DESE's Conditions for School Effectiveness indicate that all classrooms should create predictable environments and a climate
that supports learning. Leaders should also evaluate the effectiveness and efficiency of resource allocations, including staffing,and
adjust resources as needed.
A Grade 1 teacher for Joshua Eaton was included in the Superintendent's 2015-2016 recommended budget to School
Committee to address class size concerns and to provide a more effective learning environment at that grade level. The
Reading School Committee and Reading Public Schools do not have a policy that mandates class size. However,at the
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elementary level,the district has conformed to a recommended class size of 18 to 22 in grades K-2,and 20 to 25 in
grades 3-5. Most of the elementary schools are within these ranges,with the exception of Kindergarten and Grade 5 at
Joshua Eaton. The Grade 1 Teacher at Joshua Eaton is to address the over-enrolled Kindergarten classes which currently
have an average class size of 24.5.
Conditions of School Effectiveness(CSE) Survey
The MA DESE's Conditions for School Effectiveness indicate that concerns,requests,and needs of families and community partners
should be addressed by the school in a timely and professional manner—and that inquiry,reflection,and feedback are part of
developing and monitoring plans.
The Level 3 accountability rating prompts the district to use the Conditions for School Effectiveness(CSE)self-assessment
to review and revise improvement plans. The Regional Education Laboratory-Northeast and the Islands(REL-NEI) has
compiled comprehensive research on school effectiveness, and this research can help districts and schools clarify, refine,
and justify expectations for staff, programs and structures. This research provides the evidence for the Conditions for
School Effectiveness,which in turn articulate what schools need to have in place in order to educate their students well.
These conditions,voted into regulation by the Massachusetts Board of Elementary and Secondary Education in 2010,
can be used as benchmarks against which schools can gauge their practice in key areas. These areas include such topics
as:
• Effective school leadership("The district and school take action to attract, develop, and retain an effective school
leadership team that obtains staff commitment to improving student learning and implements a clearly defined
mission and set of goals.")
• Professional development and structures for collaboration ("Professional development for school staff includes both
individually pursued activities and school-based,job-embedded approaches,such as instructional coaching. . . . The
school has structures for regular,frequent collaboration to improve implementation of the curriculum and
instructional practice. Professional development and structures for collaboration are evaluated for their effect on
raising student achievement.")
• Family-school engagement("The school develops strong working relationships with families and appropriate
community partners and providers in order to support students'academic progress and social and emotional well-
being.")
There are eleven total categories in the CSE (http://www.doe.mass.edu/apa/ucd/CSE.pdf),and an extensive survey
based on these categories was completed by all the Eaton teachers. Eaton parents were also invited to complete the
survey, and focused primarily on three of the categories: leadership,students' needs, and school-family engagement.
Joshua Eaton Task Force
The MA DESE's Conditions for School Effectiveness indicate that there should be a mutually beneficial relationship between
community partners and the school—and that leaders solicit and act on the input of families and community partners when
developing and implementing the school's strategic plan. The principal or a designee should also meet regularly with the school
council,parent, and student government/leadership groups and keeps them informed of current school issues,concerns, and
solutions.
As the state DSAC survey was being completed, Dr.John Doherty,Superintendent of Schools,decided to establish a
school-based task force of parents,staff members,and administrators to build upon the action steps already begun and
to coordinate a comprehensive plan for next steps.Assistant Superintendent Craig Martin was asked to spearhead the
task force,and Mr. Martin then asked Sherri VandenAkker Ph.D., college professor and Joshua Eaton parent,to join and
co-chair the task force with him.The charge,as defined by the task force members, is to develop and oversee a
comprehensive plan to elevate Joshua Eaton from the DESE's Level 3 accountability rating and to continually move the
13 Page
school forward in a positive direction. This includes looking at all aspects of the school community, reviewing input from
the DSAC survey, providing additional avenues for community input, recommending specific and sustainable action steps
to the School Advisory Council and/or Reading Public Schools administration,and establishing an effective means of
communication among all school stakeholders. Through this review process,the task force will collaboratively work
with all stakeholders(including the students)to gather feedback, identify what is working, and what areas need to be
strengthened. The task force, as a subcommittee of the Eaton School Advisory Council,will also establish a school-
family partnership that models the positive school culture that research indicates to have the most impact on student
results. In addition to Craig Martin and Sherri VandenAkker,task force members include: Kathleen Ammendolia, Eaton
Teacher;Jody Carregal, Eaton Teacher;Jason Cross, METCO Director; Marianne Downing,Community Member; Karen
Feeney, Eaton Principal; Brian Heslin,Community Member;Anne Manna, Eaton Teacher; Eileen Manning,Community
Member;Gina Lynn Martin, Community Member; Kate Moran, Community Member;Alison Ockerbloom,Title I
Coordinator/Teacher; Lynne Peledge,Community Member;Jaime Quinn, Eaton Teacher;Tricia Stodden, Eaton Teacher;
and Tom Wise,Community Member.
Family Math Night
The MA DESE's Conditions for School Effectiveness indicate that an effective system of communication should be in place among
staff,families,and community partners and ensures coordination of services in support of learning.Strong relationships with families
and community partners should also contribute to student learning and students'social,emotional,and physical well-being.
In November, Eaton's 3`d,4th, and 5th grade teachers hosted a Family Math Night.This was an opportunity for parents to
hear from classroom teachers about the Math in Focus program. Families in grade 3 were able to rotate through
stations that provided information about the various resources that are available to students and families. Families had
a chance to have a hands-on experience with Think Central and the online manipulatives.Teachers were available for
questions and explanations. Grades 4 and 5 provided teacher-led presentations,and an overview of the grade level
curriculum was given. Families tried their hands at answering a few questions from the program, and they were able to
experience a math class from a child's perspective.Overall,the night gave families a deeper look at the Math in Focus
program—and provided a great opportunity for parents and teachers to connect about the curriculum.
World Café
The MA DESE's Conditions for School Effectiveness indicate that families and community partners should be encouraged to help plan
meaningful events and programs.
To provide a forum for community input and dialogue, Principal Feeney and the task force felt that a World Café evening
would be a great opportunity for connecting with stakeholders and collectively sharing ideas for moving the school
forward. A World Café is simply a format or structure for hosting large group dialogue.The home page for the Café
concept explains it this way: "The host begins with a warm welcome and an introduction to the World Café process . . .
The process begins with the first of three or more twenty minute rounds of conversation for the small group seated
around a table.At the end of the twenty minutes,each member of the group moves to a different new table. . . . each
round is prefaced with a question designed for the specific context and desired purpose of the session.The same
questions can be used for more than one round,or they can be built upon each other to focus the conversation or guide
its direction.After the small groups (and/or in between rounds, as desired) individuals are invited to share insights or
other results from their conversations with the rest of the large group." It is our hope that the World Café is the first
step in an ongoing dialogue with the entire school community to collectively reimagine the vision for Joshua Eaton.
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Goal 2 (Professional Practice Goal-Capacity Building)
District Strategic Objectives Addressed:
Learning and Teaching, Investment and Development
During the 2014-16 school years, the Superintendent will lead the District Leadership Team in
increasing the learning capacity of all staff, the quality and diversity of professional development
offerings and the effectiveness of the use of non-student time with staff and Professional Learning
Communities as measured by staff survey feedback, an increase in the opportunities for teachers
to act as leaders, and the quality of artifacts and minutes of PLC meetings. In addition, we will
increase the learning capacity of our District Leadership Team by the effective feedback received
by the DLT and the quality of the artifacts generated from each DLT meeting/retreat.
Key Action Steps Timeline/Benchmarks
1. Gather baseline feedback data from the TELL 1. Spring, 2014
Mass survey which assesses the quality of
professional development in the district. Status: Complete
2. Identify and train teacher leaders on the skills 2. First training sessions during Summer,2014 with
of facilitative leadership. additional training sessions throughout the school
year. At least 40 teachers will be trained during
the 2014-15 school year.
Status: Ongoing-Several teachers and all building
level administrators have been trained. This will
continue into the 2015-16 school year.
3. Train Administrative Council on facilitative 3. October,2014. As a result of this training,all
leadership using the School Reform Initiative administrators will be trained and practice the
Network facilitative leadership process at their meetings.
Status: Complete
4. Identify Joint Labor Management Committee 4. Committee chosen in October,2014
for Professional Development,which will
plan, implement,and assess professional Status: Complete
development opportunities.
5. Develop and implement Professional Learning 5. PLC will meet at least two times per month,
Community Structures at each level which will beginning in October,2014. The success of this
focus on the following four questions: structure will be measured by improved results on
survey feedback,established use of District
1. What is it we want our students to Determined Measures, more curriculum
learn? What knowledge,skills, and coordination across a grade level and subject area,
dispositions do we expect them to and increased use of data and student work to
acquire as a result of this course,this
grade level,and this unit of instruction? improve student learning.
2. How will we know if each student is
learning each of the skills,concepts,and Status: Ongoing
dispositions we have deemed most
essential?
3. How will we respond when some of our
students do not learn? What process
will we put in place to ensure students
receive additional time and support for
15IPage
learning in a way that is timely, precise,
diagnostic, directive,and systemic?
4. How will we enrich and extend the
learning for students who are already
proficient?
6. Administer feedback tools periodically to 6. Beginning in November,2014,feedback tools will
assess the effectiveness of professional be developed by the Professional Development
development experiences and Professional Committee and will be administered after every
Learning Communities. major professional development activity and on a
regular basis to assess the PLC work. Effectiveness
will be monitored by the improvement in survey
feedback results.
Status: Ongoing-The PD Committee administered a
survey about the PLC work and recently submitted
an analysis and a series of recommendations to the
District Leadership Team.
7. Create a District Action Plan and 7. Through the support of the Department of
monitoring/public reporting process. Elementary and Secondary Education Planning for
Success Pilot process,the District Leadership Team
will create a district action plan and
monitoring/public reporting process. The plan will
be completed by January,2015 and monitored and
communicated for the remainder of the school
year. The outcomes will be as follows:
1. Build a district action plan for the year with
a monitoring/public reporting process.
2. Building a monitoring plan to support
district monitoring and public reporting of
progress.
3. Support the learning of the District
Leadership Team and strengthen the
team's skills and processes in plan
implementation and monitoring.
Status: In process-the District Leadership
Team has met with Lori Likis from the DESE
three times and will be meeting again to
finalize the Action Plan.
8. Assess effectiveness and make adjustments, 8. Ongoing
when necessary.
Status: Ongoing
9. Implement Structure for District Determined 9. As part of their PLC discussions,teachers will
Measures that are aligned with Educator identify, pilot and adjust the District Determined
Evaluation System and Common Core State Measures during the 2014-15 school year. By the
Standards end of the 2014-15 school year at least two District
Determined Measures will be developed by each
teacher.
Status: In process
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10. Work with administrators and Central Office 10. Administrators will be monitoring the following
Administrators to identify,pilot and/or District Determined Measures during the 2014-15
develop District Determined Measures. school year. By January,2015,three year
measurement targets will be developed by the
District Leadership Team.
• District MCAS/PARCC SGP Data for
Math and Literacy
• % of students who have reached
Advanced or Proficient on state
assessments
• DESE Accountability Rating
• Tardiness
• Office Discipline Referrals
• Number of Students with 10 or more
absences in a school year
• Achievement gap between high
needs subgroup and the aggregate
subgroup on standardized
assessments and DDM
• Achievement gap between male and
female students
• Number of students in high needs
subgroup and METCO students who
are in honors level, advanced, or AP
level classes
• Gender breakdown of students in
honors level, advanced, or AP level
classes
• Accuracy of SST referrals
• Tiered Fidelity Instrument to gauge
progress in MTSS implementation
Status: In process
12. Pilot and/or Implement District Determined 12. 2014-15 School Year
Measures
Status: Ongoing
13. Implement District Determined Measures 13. 2015-16 School Year
Status: Not started yet
14. Continue to improve the use of the educator 14. • During the 2014-15 school year,continue
evaluation system as a tool to improve to work with administrators and teachers
teacher practice. Work with TAP Committee to refine the five step evaluation cycle,
and Building Principals to develop and improve feedback process and
administer student and teacher surveys walkthroughs.
• Secure a grant by October,2014 with DESE
to administer online feedback tool to
teachers and administrators.
• Surveys will be administered to students
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and staff twice during the school year
(Winter and Spring)
Status: First Survey Completed-
Administrator Survey was distributed to
staff in January and student survey was
distributed to students in
January/February.
15. Provide ongoing proactive communication to 15. • This is an ongoing action. Provide regular
School Committee,parents,teachers and updates through social media,Edline,
community about different initiatives(See Blackboard Connect,community meetings,
Goal 5). and School Committee meetings.
Status: Ongoing
Goal 2 Updates
TELL MASS Survey
The MA DESE's Conditions for School Effectiveness indicate that leaders use a variety of data to inform decisions related to budget,
time on learning/scheduling,staffing/human resources, materials, and the physical plant.
One source of information used by districts to review perceptions of the learning and teaching conditions at schools is
the TELL MASS survey.This survey was discussed by the task force,and it has been used by district and building
administration to shape improvement plans.The Teaching, Empowering, Leading and Learning (TELL)survey is research-
based through the New Teacher Center;and a host of stakeholder groups, representing teachers,superintendents,
community and businesses, collaboratively worked with the Massachusetts Department of Elementary and Secondary
Education and New Teacher Center to conduct the survey.TELL MASS was an anonymous statewide survey of licensed
school-based educators to assess teaching conditions at the school,district,and state level. In order to ensure that every
educator has the supportive environment necessary to help students achieve at the highest levels,the online survey was
administered in Massachusetts in 2012 and 2014. The survey included questions on the following topics:
• Community Engagement and Support
• Teacher Leadership
• School Leadership
• Managing Student Conduct
• Use of Time
• Professional Development
• Facilities and Resources
• Instructional Practices and Support
• New Teacher Support
Because research shows that teaching and learning conditions are positively associated with both improved student
achievement and teacher retention,the TELL MASS can provide educators with information to facilitate school
improvement. More information about the TELL survey can be found at: http://www.tellmass.org/ .
Staff and Student Feedback
This year,all school districts in Massachusetts are required to use staff and student feedback as a means to support
educators learn,grow, and improve. The Reading Public Schools used an online tool that was provided by the DESE at
no cost through Panorama Education, Inc. This feedback tool used survey questions that aligned with the standards
from the Massachusetts Standards for Effective Teachers and Administrators. These questions were piloted last year by
several school districts in the Commonwealth.
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In January, all staff in the district had the opportunity to take an online survey to provide feedback to their building level
administrators. These results were shared with building level administrators and they shared their results with staff so
that they could get a better understanding of what areas they should prioritize for growth. In February and March,a
similar process was used with students where they gave feedback to teachers online in grades 3-12 and by paper in
grades K-2. This feedback is currently being shared with staff.
Teacher Leader Training/Support
The MA DESE's Conditions for School Effectiveness indicate that coaches and teacher leaders should be trained in effectively
engaging/teaching adults—and that systems and protocols should be in place to guide collaborative discussions.
In partnership with the Reading Teachers Association,the Reading Public Schools collaborated with the School Reform
Institute (SRI)to provide"Leading for Powerful Learning"workshops to support teacher leadership across the district.
SRI is a non-profit organization that has served thousands of educators and students throughout the United States and is
considered the premier source for materials, resources,and professional development related to facilitative leadership
and collaborative learning. They support educators to effectively address issues of educational equity and excellence for
all students through building and sustaining transformational adult learning communities.Through ongoing SRI support,
teacher leaders are enhancing their capacity to facilitate conversations about pressing issues or challenges,engage
colleagues in reflective dialogue, use different protocols to examine educator and student work, provide feedback on
classroom dilemmas, recognize the role of individual work styles and adult learning development,and effectively design
agendas for collegial learning.
Curriculum Leaders
The MA DESE's Conditions for School Effectiveness indicate that instructional staff should receive support in creating and refining
curricula, have opportunities to observe and provide feedback on their colleagues'practice,and should work collaboratively to
discuss instructional practice and student learning expectations—all modeled for teachers by leaders,coaches,and colleagues.
A leadership structure was established this year at the elementary and middle level to better support curriculum,
instruction,and assessment in all content areas and grade levels. Curriculum Leaders are teacher leaders who facilitate
collaborative work with colleagues in the curriculum area—including for instance common assessments,district
determined measures, review of student work, review of data, progress monitoring and intervention, identification of
best instructional practices,etc. They plan and facilitate the regular PLC(professional learning community) meetings
with colleagues,work together with the high school department heads for vertical alignment, and collaborate with
administrators in determining/coordinating professional development opportunities. To complement the 9-12
department head roles already in place, curriculum leaders for the elementary/middle levels were established this year
for:
• Art(PreK-8)
• ELA/Literacy(PreK-2)
• ELA/Literacy(Gr 3-5)
• ELA/Literacy(Gr 6-8)
• Foreign Language(Gr 6-8)
• Health/Wellness(PreK-5)
• Health/Wellness(Gr 6-8)
• Math(PreK-2)
• Math(Gr 3-5)
• Math(Gr 6-8)
• Music(PreK-8)
• Reading(PreK-8)
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• Science(PreK-5)
• Science(Gr 6-8)
• Social Emotional Learning/Behavioral Health(PreK-5)
• Social Emotional Learning/Behavioral Health(Gr 6-12)
• Social Studies(PreK-5)
• Social Studies(Gr 6-8)
• Special Education/High Needs(PreK-5)
• Special Education/High Needs(Gr 6-8)
This has been an important structure as well to offer leadership opportunities across the district to teachers who are
interested in a leadership role but still wish to stay in their current role as a classroom teacher, enhancing the Reading
Public Schools'ability to attract and retain excellent educators.
District Professional Development Committee
The MA DESE's Conditions for School Effectiveness indicate that professional development should address both the individual and
collective needs of staff. Leaders should also evaluate the quality and impact of PD and collaborative time to ensure that they result
in strengthened practice and student success.
This year, in partnership with the Reading Teachers'Association (RTA), a districtwide committee was established to
review current professional development programs, provide staff ongoing input and planning on upcoming professional
development programming,and create a functional evaluation tool to ensure professional development is effectively
meeting expectations.
Professional Learning Communities (PLC)
The MA DESE's Conditions for School Effectiveness indicate that time should be built in for staff collaboration,serving as professional
development. Professional development should be embedded as an integral part of routines(for example through staff meetings
and/or collaborative time)and should leverage internal expertise. Teachers should also engage in regular discussions of student
learning expectations both horizontally(with colleagues in their grade or subject)and vertically(across grades)—and should work
collaboratively to discuss instructional practice and develop/score common assessments.
This fall,a professional learning community(PLC) structure was implemented district-wide. Prior to this new structure,
staff did not have regular opportunities to collaborate with colleagues from across the district. A PLC is a group of
educators that meets regularly,shares expertise, and works collaboratively to improve teaching skills and the academic
performance of students. By focusing on student results and exploring strategies or effective practices collaboratively, a
PLC can also provide the opportunity for continuous job-embedded learning and the basis for empowering educators in
the process of professional development. In a PLC,four critical questions help educators focus on learning for all
students:
1. What is it we want our students to learn? What knowledge,skills, and dispositions do we expect them to acquire
as a result of this course, this grade level, and this unit of instruction?
2. How will we know if each student is learning each of the skills, concepts, and dispositions we have deemed most
essential?
3. How will we respond when some of our students do not learn? What process will we put in place to ensure
students receive additional time and support for learning in a way that is timely,precise, diagnostic, directive,
and systematic?
4. How will we enrich and extend the learning for students who are already proficient?
Together,guided by the curriculum leaders,teachers study curriculum frameworks, determine the specific knowledge
and skills student must acquire for each unit of instruction, make decisions regarding recommended pacing of units,and
individually make decisions about the instructional strategies they feel will be most effective in their classrooms.
Together they also examine effective ways of assessing student learning in the classroom each day as well as through
team-developed common formative and summative assessments. They analyze the evidence of student learning,search
for ways to improve their practice,and explore strategies to enrich and extend the learning for students. In short, PLCs
are now providing a structure that is more closely aligned with current research that says the most effective professional
development must be ongoing,collective(rather than individualistic),job-embedded(with teachers learning as they
engage in their daily work),and results-oriented(with activities directly linked to higher levels of student learning).
Goal 3 (District Improvement Plan Goal: Implementation of MISS)
District Strategic Objectives Addressed:
Learning and Teaching, Performance Management
During the 2014-16 school years,the District Leadership Team will successfully implement the Multi-Tiered
System of Support Structure at each school as measured by a decrease in the following data points: tardiness,
office discipline referrals, number of students who have 10 or more absences in a school year,and the
achievement gap between the high needs subgroup and the aggregate subgroup on standardized assessments
and District Determined Measures. In addition, if successfully implemented,there will be an increase in our
accuracy in identifying students with special needs,as measured by the referral data from SST and the
utilization of regular education initiatives to support students prior to a need for special education testing
(MTSS interventions,SST,intervention support, etc.). Moreover,we will see an improvement in the behavioral
health of all students as measured by the Youth Risk Behavior Survey, Early Warning Indicator System, and
other locally determined measures. Finally,we will measure the effectiveness of our implementation by using
the Tiered Fidelity Instrument(TFI).
Key Action Steps Timeline/Benchmarks
1. Secure grant funding for Implementation of 1. Two million dollars in Federal Grants were secured
key MTSS initiatives. in September,2014 by Town and Schools to fund
Reading Coalition Against Substance Abuse, Mental
Health First Aid Training,and implementation of
MTSS.
Status: Complete
2. Implement initiatives identified in the grant. 2. The timeline for the grant cycles are as follows:
1. RCASA-October, 2014-September,2019
2. Mental Health First Aid-October, 2014-
September, 2016
3. MTSS-October,2014-September, 2019
The grants include the following that will be
accomplished:
• Hiring of data coaches to provide the
information for academic and behavioral
MTSS
• Implementation of the Tiered Fidelity
Instrument (TFI)which will monitor the
progress of the MTSS implementation.
• Examining our current Student Information
System to see if it has the capacity to move
forward with the grant implementation.
• Implementation of Positive Behavior
Intervention Systems in each school.
21 ( Page ----- ------- --.___--
• Train 584 school educators,school support
staff,first responders,youth workers,and
faith leaders through a train the trainers
model in Youth Mental Health First Aid
(YMHFA)and Mental Health First Aid
(MHFA) which will greatly improve early
identification of mental health needs and
increase referrals to local community
agencies in untreated mental health and
substance abuse issues.
• Implement a highly sustainable, multi-
tiered system of supports to improve
school climate and behavioral
outcomes for all students.
Status: Ongoing
3. Building MTSS Teams work with Central Office 3. 2014-15 School Year
Administrators and consultants to implement
Year 2 components of MTSS,including Status: Ongoing-As the Committee has seen in
behavioral matrix,core values,office building level presentations, each school has begun
discipline referral plans, and supports to help to implement different components of MTSS.
students who are struggling.
4. District MTSS Team formed to oversee 4. Team to be formed in December,2014
implementation of MTSS grant and building
based MTSS initiatives. Status: Complete
5. Implement Health Curriculum in grades 3-8. 5. During the 2014-15 school year,curriculum units
will be implemented in grades 3-5. In addition,
Grade 7 curriculum topics will be redistributed in
grades 6-8.
Status: Ongoing
6. Review and update the Bullying Prevention 6. By August,2015,the current Reading Public School
Plan Bullying Prevention Plan will be reviewed an
updated. The updated plan will be fully
implemented during the 2015-16 school year.
Status: Not Started
7. Develop a long range plan for full 7. Pending funding,the following will be in place by
implementation of health education. the 2016-17 school year.
• A full time health educator to teach health
in grades 3-5
• Two full time health educators at the
middle schools to implement 1/2 year
programs and electives for Grade 6-8
students
• Continued implementation of health
education and after school program for
students in grades 9-12
Status: Not Started
8. Continue to improve each school's safety and 8. During the 2014-15 school year,work with the
security procedures. The District Safety Reading Police and Fire Department to implement
22 ( Page__--- --
Committee to conduct a needs analysis of the 2 ALICE Drills,4 Fire Drills,and 1 Shelter in Place
safety and security procedures in the district Drill at each school.
and continue to improve those procedures
through an interdepartmental collaboration Status: Complete
with police,fire, and facilities.
8. Assistant Superintendent for Learning and 8. 2014-15 school year
Teaching will reconvene the District Wellness
Committee to review current policies and Status: In Process
building principals will develop building based
wellness committees to implement building
specific initiatives related to safety.
9. The Superintendent and the RCASA Executive 9. The YRBS will be administered to all students in
Director will work with Middle and High Grades 6-12 by February, 2015. The results of the
School Wellness Departments to administer survey will be available by June, 2015 and will be
the Youth Risk Behavior Survey. All first analyzed during the summer of 2015. The results
semester wellness students will be will be presented at the RCASA annual meeting in
administered the survey by January, 2015. All September, 2015. Additional analysis will continue
other students in Grades 6-12 will be during the 2015-16 school year once state and
administered the survey by February, 2015. national data become available.
Status: Survey has been administered. We
anticipate the results in the summer.
10. Administration will analyze YRBS and other 10. Based on the data from the YRBS and other similar
data, make recommendations and implement tools, programmatic changes will be made in the
changes,if necessary. 2015-16 school year and the 2016-17 school year,
and recommendations will be made in the FY17
budget, if needed.
Status: Not Started
11. Staff will administer the SRSS screener as a 11. Screening tool will be used by all staff in the Fall,
tool to identify students who may be at risk. Winter and Spring of the 2014-15 school year.
Status: In Process
12. School Committee will review the Chemical 12. In May,2015,the School Committee will review
Health Policy,if needed. data from the previous year and hear
recommendations from school administration to
make changes to the Chemical Health Policy, if
necessary.
Status: In Process
13. Provide ongoing proactive communication to 13. Provide regular updates through social media,
School Committee, parents and community Edline, Blackboard Connect, community meetings,
about different initiatives. and School Committee meetings.
Status: Ongoing
Goal 3 Updates
MTSS Implementation
The MA DESE's Conditions for School Effectiveness indicate that flexible tiers of research-based interventions should supplement,
enhance,and provide access to the core curriculum for students needing additional support—and that increasing levels of student
support match instructional approaches/intensity to the specifics and severity of need:5-10%of students receive Tier II interventions,
while 1-5%receive intensive Tier 111 interventions.Assessment data should be used to place students, monitor progress,and drive
23 IPage
timely interventions as part of a system of tiered instruction—and staff should regularly monitor students'progress in relation to
interventions that have been applied. School leaders and staff should also create a safe and supportive learning environment
through clearly established safety and behavioral expectations.
The Reading Public Schools is in the process of implementing a Multi-Tiered System of Support(MTSS),a system of
supports that is responsive to both the academic and non-academic needs of all students—including students with
disabilities, English language learners,and students who are academically advanced. A proactive and preventative
school-wide behavioral support system (not just a behavioral"program"or set of reactive strategies) is also an important
component of MTSS. Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be
lost. Additionally, poor academic performance may lead to students engaging in problem behavior that results in
escaping academic tasks.
Tier I supports create the foundation of the multi-tiered model,and they are the core programs and strategies provided
to all students within the school building in order to promote successful student outcomes and prevent school failure.
Effective Tier I supports alone should be sufficient to meet the needs of most students to be successful in academics and
social behavior. By meeting the needs of most students through effective instruction and behavior support,fewer
students then require more intensified supports.
Next, Tier 11 supports are the additional programs and strategies provided to some students who require supports in
addition to Tier I supports.The purpose of Tier II supports is to reduce the risk of academic or behavior problems while
maintaining Tier I supports. The Tier II support system creates the next layer of a multi-tiered,school-wide model.
Programs and strategies that make up the Tier II supports can be described as packaged programs (commercial or
created at the school) in which students are placed based on identified need.
Lastly, Tier 111 supports are intensive, highly specific programs and strategies provided to a few students who may require
individualized supports in addition to Tier I and Tier II supports.The Tier III supports are the final layer of a multi-tiered,
school-wide model and are highly individualized around a student's specific needs. It's important to note that Tier III is
not special education nor does student success/failure at Tier III determine eligibility for special education. (Students
with IEPs may be found at any tier of the MTSS.) If at any time the MTSS team suspects that a student may have a need
for special education services,the team must refer the student for an initial evaluation.The MTSS process should not
delay a student from receiving a special education evaluation. If it is determined that a student needs to be referred,
any student information collected throughout the MTSS process may be used within the special education initial
evaluation and eligibility determination process.
Building Leadership Team
The MA DESE's Conditions for School Effectiveness indicate that a leadership team representing the school's grades and content
areas should meet regularly to address topics of instruction and learning. The team should have sufficient authority to make
decisions and should engage all staff through effective communication. School leadership should use data and current research to
drive decisions and measure progress toward school goals—and should encourage staff to do so as well.
As part of MTSS implementation, a building leadership team has been established. Most decisions within the framework
of a multi-tier system of supports are made by building leadership teams,who are responsible for coordinating and
communicating MTSS implementation efforts for the building.The responsibilities of the building leadership team also
include analyzing building-level data to determine whether adequate progress toward building goals is being made;
evaluating the effectiveness of the various components of the system to determine whether adjustments are needed;
and,when adjustments are needed,determining what actions will refine the system and leading implementation of
those actions.
24 P a g e ------- --
Goal 4 (District Improvement Plan Goal-Addressing Space and Program Needs)
District Strategic Objectives Addressed
Learning and Teaching and Resource Allocation
During the next two years,the district will develop plans to address the resource needs facing our district,
including additional time for staff,additional programmatic space needs at the elementary schools, RISE
preschool, and Reading Memorial High School;the implementation of full day kindergarten for all students, and
additional instructional and administrative support needed to continue to move the district forward. This will
be measured by developing timelines for the implementation of Full Day Kindergarten,the identification of
additional permanent educational space,the renovation of Killam Elementary School, additional professional
time added to the existing school year, and a restructuring plan for instruction and administrative support.
Key Action Steps Timeline/Benchmarks
1. Form an Early Childhood Space Needs 1. The Working Group was appointed by the School
Working Group which will review alternatives Committee in October, 2014 and is subject to the
regarding space needs to address preschool, open meeting law. Twenty-one members form the
full day kindergarten for all students,special group,consisting of elected and appointed officials,
education program and learning center space, parents, educators, and community members.
and dedicated art and music classrooms. An
analysis of high school space needs should be Status: Complete
included.
2. Based on the findings of the Working Group, 2. The Working group will develop a feasible long
identify an option or a series of options that is term option or series of options for Town Meeting
educationally sound and economically in April, 2015.
feasible for the Town of Reading. As part of
their role,the Working Group will be Status: Postponed-Because the modular
gathering feedback and communicating classrooms were approved by Town Meeting, the
frequently with the community during the Working Group will reconvene in the Fall,2015.
steps of the process. These options could
include:
• Relocation of Central Office and
expansion of RISE at RMHS
• Modular classrooms at elementary
schools
• Permanent additions at elementary
schools
• Early Childhood Center
3. Identify short term space issues for the next 3. Based on December, 2014 Kindergarten enrollment
1-3 years and propose solutions. numbers, identify short term solutions to solve
space needs at schools that need to be addressed.
A proposed solution or set of solutions will be
presented to the School Committee in late
December/early January.
Status: Complete-Six Modular Classrooms were
approved by Town Meeting in February,2015. This
additional space will allow all families to have
access to tuition based full day kindergarten.
4. Review options for upgrading systems,space, 4. Working with the Director of Facilities and possibly,
and structures at Killam. the Permanent Town Building Committee,the
School Committee and the Superintendent will be
. .. ..... ... ... ........... ... .........
reviewing the upgrade of fire safety, handicap
25 IPage
accessibility, main office space, and window
replacement at Killam. Initial planning should
begin in February, 2015 with recommendations
being made for November, 2015 for inclusion into
the Capital Plan.
Status: Not Started-This will become part of the
Early Childhood Space Needs Working Group
discussion in the Fall.
5. Create a task force of teachers, 5. The task force should be appointed by March,2015
administrators,community members,and and begin meeting in the spring,2015 with the
parents to identify the different time and purpose of looking at the time and learning needs
learning needs necessary to move forward as of our district. The group should report back to the
a school district. This group will meet by level Committee in the Fall, 2015 with a series of
and receive feedback through surveys and recommendations.
focus groups as to these needs from preK-12.
Some of the issues that this group will address Status: Not Started-This will begin shortly.
could include:
• Elimination of early dismissal at
elementary schools
• Extended school day
• Increased STEAM opportunities, K-12
• Full Day Kindergarten
• Expanded Preschool.
• Certificate programs at the high
school
• Re-examination of Elementary,
Middle,and High School schedules
6. Work with School and Town officials to 6. Based on the Early Childhood Space Needs Working
identify the best options for Killam, Group recommendations,a plan will be developed
Elementary Space,and Full Day Kindergarten for the implementation of Full Day Kindergarten
that is educationally sound and is financial and the best option for providing additional
feasible for the community educational space for the preschool and
elementary level. This should be part of an overall
financial strategy with the Town for other projects
in 2016.
Status: In Process
7. Based on available space needs,implement 7. Full Day Kindergarten should be budgeted and
Full Day Kindergarten for all students. implemented one year prior to a space solution is
developed.
Status: Not Started
Goal 4 Updates
Modular Classrooms
26 I P a g e
The MA DESE's Conditions for School Effectiveness indicate that all classrooms should create predictable environments and a climate
that supports learning.Leaders should also evaluate the effectiveness and efficiency of resource allocations,including the physical
plant,and adjust resources as needed.
The lack of available classroom space has been a growing challenge for our district and has negatively impacted the
learning environments for some classes. The addition of modular classrooms at three elementary schools(including
Eaton)was recommended to address this issue. In December,the Reading School Committee meeting directed the
Superintendent to develop a plan for implementation of modular classrooms to support district-wide full-day
kindergarten and address increased enrollment at the Killam, Eaton and Barrows Elementary Schools for the 2015-16
school year.This was based on the district's full day kindergarten registration numbers that were finalized on December
19th and other space related issues.On January 8th,the School Committee then voted to request a Special Town Meeting
to request funding for six modular classrooms. In discussions with the Town Manager and the Town Clerk,a proposed
timeline was developed which culminated in a Special Town Meeting on February 23`d,where Town Meeting voted to
support the purchase of six modular classrooms for the 2015-16 school year. We are currently going through the bid
process to secure a contractor to build and install the modular classrooms.
Goal 5 (District Improvement Plan Goal-Communication Plan)
District Strategic Objective Addressed: Performance Management
During the 2014-15 and 2015-16 School Years,the Reading Public Schools will develop and implement a
comprehensive communication plan for the school district. The effectiveness of this plan will be measured by
stakeholder surveys,the quality of the communication plan,and noticeable improvements in district and school
communication.
Key Action Steps Timeline/Benchmarks
1. Identify a committee of staff and community 1. By March, 2015,the Communications Committee
members that will give input into the will be chosen.
development of a Reading Public Schools
Communication Plan Status: Not Started
2. School Committee will discuss the possibility 2. Identify in February, 2015,which of the five areas
of moving forward with the District in the MASC District Governance Program the
Governance Program and take action,where School Committee and the Superintendent will
appropriate. receive training. If the School Committee moves
forward with the training, it will occur from April,
2015-August,2015.
Status: Not Started-This will be discussed by the
School Committee in May.
3. Conduct a communications audit which will 3. Audit will begin by March, 2015.
assess the current level of effectiveness of
communication in the district. Status: In Process: Three quotes have been
secured for a communications audit for the district.
4. Using the recommendations from the audit 4. The Communications Committee will complete a
and other survey data,develop a draft draft plan by August, 2015.
communication plan. As part of this plan,the
need for a part time communication specialist Status: Not Started
will be explored and a system to
develop and implement a system of
parent education and engagement around
27 ! Page
core curriculum frameworks.
5. Develop a final plan for implementation. 5. The Communications Committee will develop a
final plan for implementation beginning in
September, 2015.
Status: Not Started
6. Implement the plan and monitor for 6. During the 2015-16 school year,the
effectiveness. communications plan will be implemented and
stakeholders will be surveyed on the effectiveness
of communication in the district.
Status: Not Started
Goal 5 Updates
Increased Use of Social Media Tools and Newsletters
At the district level,there has been an increased use of social media tools to inform the staff and community
of events and happenings in the district. The Superintendent of Schools is using the Pathways Blog, Reading
Public Schools Twitter Account, Reading Public Schools Facebook Account, Connect Ed communication system,
and the weekly Pathways Newsletter to keep the community informed. From December 31, 2014 to March
30, 2015,there have been over 12,000 views to the Pathways Blog.
Administrator District Determined Measures
The following is a list of district determined measures that administrators will be using to gauge progress and
improvement in the above goals. We will continue to review this list to revise,when necessary. The District
Leadership Team is currently working with the DESE Action Planning consultant to finalize the list below and to
develop baseline measures for these common measures.
1. District MCAS/PARCC SGP Data for Math and Literacy
2. %Students who are Advanced and Proficient on the state assessment
3. DESE Accountability Rating
4. Tardiness
5. Office Discipline Referrals
6. Number of Students with 10 or more absences in a school year.
7. Achievement gap between high needs subgroup and the aggregate subgroup on standardized
assessments and DDM
8. Achievement gap between male and female students
9. Number of students in high needs subgroup and METCO students who are in honors level,
advanced,or AP level classes
10. Gender breakdown of students in honors level, advanced, or AP level classes
11. Accuracy of Student Support Team referrals for Special Education
12. Tiered Fidelity Instrument to gauge progress in MTSS implementation
28IPage
John F.Doherty Ed.D. Craig Martin
Superintendent of Schools Assistant Superintendent
for Learning and Teaching
82 Oakland Road
Reading,MA 01867 1
Phone:781-944-5800 v Martha J.Sybert
4
Fax:781-942-9149 r,„ of Finance&Operations
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D.
Superintendent of Schools
DATE April 2,2015
TOPIC: Last Day of School
At our meeting on Monday evening I will ask the Committee to vote on the official last day of school for
the 2014-2015 school year. We have used six snow days therefore, I am recommending June 25th as the
last day for all students. The last day of school will be a half day for students and a full day for teachers.
I am attaching a copy of the 2014-2015 calendar for your reference.
If you have any questions,please contact me.
The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.
FD Full Day Inservice Bold Faced Holidays are designated as major
MS 6-8 only Early Release 1:00 non-national religious holidays as defined in
HS 9-12 Early Release 1:11 PM School Committee Policy IMDA. No one time
ER PreK-12 Early Release(All released READING PUBLIC SCHOOLS events,athletic competitions,auditions,tests,
quizzes are scheduled for these days.Long term
at 11:00 AM) assignments will not be due on the day of or the
MS/HS 6-12 Early Release(MS 1:00 2014-2015 SCHOOL CALENDAR day after one of these holidays.
PM&HS 1:11 PM)
8/25&26 Teacher Inservice
Day (No School) AUG./SEPT.`14 FEBRUARY`15
8/27 First Day of(Grade K-5 4 Gr.6-12 Early Release
Release Time(12:45 p.m.) M T W Th F M T W Th . F 16 Presidents'Day
8/29 No School(Prek-12) FD FD 27 28 V 2 3 MS 5 6 16-20 February Vacation
9/1 Labor Day(No School)
9/10 Gr.6-12 Early Release H 2 3 4 5 9 10 11 12 13 (No School)
9/24 Rosh Hashanah begins at 8 9 MS/HS 11 12 H V V V V 25 Gr. Wednesday
Sundown 25 Gr.6 12 Early Release
9/25 Rosh Hashanah 15 16 17 18 19 23 24 MS/HS 26 27
(No School) T-15
9/26 god Day of Rosh Hashanah 22 23 24 H 26 S-15
T-24 29 30
S-22
3 Yom Kippur Begins at
Sundown
4 Yom Kippur OCTOBER`14 MARCH`15
5 Eid-al-Adha M T W Th F M T W Th F
8 Gr.6-12 Early Release 11 Gr.6-12 Early Release
9 Sukkot(begins at sundown on 1 2 3 2 3 4 5 6 29 Palm Sunday
10.8. )
13 Columbus Day 6 7 MS/HS 9 10 9 10 MS/HS 12 13
(No School) H FD 15 16 17 16 17 18 19 20 T-22
14 Teacher In-Service— S-22
No School 20 21 MS 23 24 23 24 25 26 27
22 Gr.6-8 Early Release
23 Diwali T-22/S-22 27 28 29 30 31 30 31
5 Gr.6-8 Early Release NOVEMBER`14 APRIL`15 3 Good Friday(No School)
11 Veterans Day Passover Begins at Sundown
21 PreK-12 All Day M T W Th F M T W Th F 4 First Day of Passover
Inservice(No School) ? ` 5 Easter Sunday
(PreK-5/9-12: 3 4 MS 6 7 1 2Il ; 12 Orthodox Easter Sunday
Parent Conf) 10 H.t: 12 13 14 6 7 8 9 10 16 Early Release Gr.PreK-12
26 PreK-12 Half Day 11 a.m. 11 a.m.
27-28 Thanksgiving Break 17 18 19 20 FD 13 14 15 ER FD 17 Teacher In-Service—
(No School) No School
24 25 ER H.:'' V.s H Vf V., ,V� t V t= 20 Patriots'Day
T-17/S-17 27 28 29 30 21-24 Spring Break
(No School) T-16/S-15
DECEMBER`14 MAY`15 6 Gr.6-12 Early Release
3 Gr.6-12 Early Release M T W Th F M T W Th F 20 Gr.6-8 Early Release
16 Chanukah begins at Sundown 24 Shavuot(Begins at sundown
24-31 Winter Vacation 1 2 MS/HS 4 5 1 on 5/23)
(No School) g 9 10 11 12 4 5 MS/HS 7 g 25 Memorial Day
25 Christmas Day(No School) (No School)
26 Kwanzaa 15 16 17 18 19 11 12 13 14 15
T-17
S-16 22 23 V H ' V ? 18 19 MS 21 22 T-20
V 'Ni:'''im "'V` H 26 27 28 29 S-20
1 Holiday(No School)
2 No School JANUARY`15 JUNE `15 3 Gr.9-11 Early Release
7 Gr.6-12 Early Release 7 RMHS Graduation
19 M.L.King,Jr.Day M T W Th F M T W Th F 10 Gr.6-8 Early Release
(No School) - 23 Last day of School for
20 Kindergarten AM/PM H' V 1 2 HS 4 5 students and teachers if all
Changeover Day
RMHS 6 MS/HS 8 9 8 9 MS 11 12 four snow days used
26 Start t o oft Midterms s ester (Gr.6-12) 12 13 14 15 16 15 16 17 18 19 Half day for all students.
28 Gr.6-12 Early Release 11 a.m.
y H'' 20 21 22 23 22 ER
T-19 T-17
S-19 26 27 MS/HS 29 30 S-17
Unless otherwise noted,Elementary Schools are dismissed every Wednesday that school is in session at 12:45 p.m. Four
snow days included in this calendar.(T-189/S-184)
H=Holiday V=Vacation Approved 1.13.14
Revised 7.21.14
John F.Doherty,Ed.D. Craig Martin
Superintendent of Schools _ Assistant Superintendent
for Learning and Teaching
82 Oakland Road
Reading,MA 01867 f ' J.
Phone:781-944-5800 f Martha J.Sybert
Fax:781-942-9149 f :. Director of Finance 86 Operations
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D.
Superintendent of Schools
DATE April 2, 2015
TOPIC: Accept a Donation from the Friends of Reading Football
At our meeting on Monday evening I will ask the School Committee to accept a donation in the amount
of$1,800 from the Friends of Reading Football to be used to support a coaching assistant position for the
2014 season.
If you have any questions,please contact me.
The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.
1101 noad
Football
P.O. Box 324, Reading, MA 01867
www.rmhsfootball.com
March 23,2015
Mr. John Doherty, PhD
Superintendent
Reading Public Schools
62 Oakland Road
Reading, MA 01867
Dear Dr. Doherty and Members of the Reading School Committee:
The Friends of Reading Football (FORF) proudly supports the Reading Memorial High School
Football team. We support our coaching staff and would like to donate funds to the Reading
School Committee for the purpose of paying a Coach Assistant stipend for the 2014 football
season.
Coach:'': i!lef`;
Giuseppe Fodera $ 1,800.00
Enclosed is our check for$1,800.00 for distribution to the Coach.
Sinc ,
akA
Thomas W. Connery/
President
cc:
Martha Sybert,Director,Finance and Administration
Thomas Zaya,Assistant Principal,Athletic Director .
•
John Fiore,Head Coach
of
._` 1 Town of Readin g
:F)y Meeting Minutes
��
[DRAFT ]
Board - Committee - Commission - Council:
School Committee
Date: 2015-03-26 Time: 7:00 PM
Building: School - Memorial High Location: Superintendent Conference Room
Address: 82 Oakland Road
Purpose: Open Session Session: General Session
Attendees: Members - Present:
Linda Snow Dockser John Doherty, Superintendent
Jeanne Borawski Craig Martin, Assistant Superintendent
Chuck Robinson Martha Sybert, Director of Finance
Gary Nihan
Members - Not Present:
Elaine Webb
Chris Caruso
Andrea Nastri, Student Representative
Carolyn Wilson, Director of Student Services
Others Present:
Carl Gillies - Student Representative
Eric Sprung, Birch Meadow Principal
Patti Beckman, Birch Meadow teacher
Danielle Tucker, Birch Meadow teacher
Chris Copeland, RTA President
Minutes Respectfully Submitted By: John F. Doherty, Ed.D. Superintendent
Topics of Discussion:
I. Call to Order
Vice Chair Robinson called the School Committee to order at 7:02 p.m.
Vice Chair Robinson welcomed guests and reviewed the agenda.
II. Recommended Procedure
A. Public Input(I)
Vice Chair Robinson called for public input.
There was none.
B. New Business (out of order)
Birch Meadow Presentation
Page i 1
Mr. Sprung provided a brief introduction to the presentation which will focus on
the role of teacher leaders and the importance of the teacher leaders in the MTSS
model. He introduced Patti Beckman and Danielle Tucker who would be
presenting this evening.
Ms. Tucker described what teacher leadership looks like at Birch Meadow. The
teacher leaders have a voice in the development of policies and decisions that are
in the best interest of the students. The teacher leaders also guide in the growth of
their colleagues acting as a conduit conveying information to the teachers and
staff in the building.
Mrs. Beckman shared who was on the leadership team at Birch Meadow. There
are teachers from every level,principal Sprung and the School Psychologist.
Ms. Tucker provided a brief overview of the Multi-Tiered System of Support
(MTSS) and the process the team used to develop a strategy for the students and
staff at Birch Meadow.
The TEAM has created school-wide values that are incorporated throughout the
school and are taught and reinforced in many ways. The core values of present,
safe, kind,respectful and responsible make up the "Give me five!" initiative. The
TEAM has worked to develop consistency throughout the school by gathering
input for each representative of the team. The TEAM then spent time on each
decision to ensure that it aligned well with the school climate and culture. There
are visual reminders throughout the school to reinforce the behavioral
expectations of the students and staff. The TEAM also spent a good amount of
time developing a behavioral matrix that outlines the expectations for the five
parts of the"Give me five"mantra.
Birch Meadow students are recognized for displaying one of the core values with
a"Paws"itive Character Award. Any staff member or parent can fill out a
character card for a student. The character cards are read as part of the morning
announcements. Birch Meadow holds school wide assemblies to reinforce and
outline the expectations. The first half of the year is used to focus on the core
values using the matrix as a guide. The second half of the year is used to focus on
expected behavior throughout the different parts of the school as described in the
matrix. Additionally,Birch Meadow students perform age appropriate
community service as part of the Birch Meadow Cares project.
Teacher leaders are active members of the School and Student Councils at Birch
Meadow. They also actively embrace the role of teachers teaching teachers. The
school used data from the Te11MASS survey to teach and model best practices in
order to improve instruction across the school. They take active roles in staff
meetings,PLC's, observations and facilitating meetings. The teacher leaders
have also assisted in grant writing opportunities from REF and other sources to
support the academic, social emotional and creative arts needs of the school. The
School Librarian coordinated a school wide challenge to read as part of the Read
Across America program and in Fine Arts area teacher leaders have coordinated,
developed and directed the elementary chorale program and coordinates and
displays the student art work for Artsfest.
Page 2
Ms. Tucker and Mrs.Beckman continued describing the role of the Student
Support Team and Data Teams. The Student Support Team is comprised of
teacher leaders, specialists and the school psychologist who strategize about
interventions that can be used to support teachers that are experiencing
challenges, academically or behaviorally with students. The SST meets weekly.
The team leaders assist the Data Team during their weekly meetings as they
monitor student progress and achievement. They pointed out that the Reading
Specialist at Birch Meadow has met with each grade level to discuss strategies to
improve student success.
Mr. Robinson asked how bad behavior is addresses. Mrs. Beckman said the
TEAM has developed a strategy with defined steps to address students that are not
following the core values.
Mrs. Borawski asked how differentiation is made between grades. Mrs.Beckman
said this is an area of concern but the use of music,videos, skits and powerpoints
allows the staff to provide grade specific information. The"Give me five"
program has created an atmosphere of student engagement and enthusiasm. Ms.
Tucker shared that during the whole school assemblies provide basis lessons that
are reinforced in the classrooms.
Mr.Nihan stated that shared leadership is valuable and asked how the Leadership
team was selected. Mrs. Beckman said it was a volunteer process and ideally they
would like to have representation from each grade level.
Mr.Nihan followed up asking what specific data is being reviewed. Ms. Tucker
said that ELA is the main focus at this point and they are looking at the whole
child. Visits to other schools may be an option to see how other data teams
function.
Dr. Snow Dockser was impressed at how teachers are willing to go above and
beyond their day to ensure their schools succeed. Mrs.Beckman said the
Leadership team meets before school.
Vice Chair Robinson thanked the Ms. Tucker and Mrs. Beckman for presenting
tonight.
Approval of the Camp Bournedale Field Trip (out of order)
Mr. Nihan moved, seconded by Mrs.Borawski,to approve the annual grade
five field trips to Camp Bournedale in Plymouth, MA as outlined in the
Superintendent's memorandum.
Mr. Sprung provided a brief history of this opportunity saying that the first year
was for the grade 5 students at Killam and Birch Meadow to help them team build
and get to know each other prior to entering grade 6 because the two schools have
students that will go to both middle schools. This is also a good opportunity to
give the grade five students an overnight experience.
The School Committee asked clarifying questions.
The motion carried 4-0.
Page 13
C. Reports
Students
Student Representative Gillies reported that the girl's hockey team won State
Division 1 championship. This is the 4th state championship in 3 years for RMHS
students. He also reported that the sophomore semiformal was last week and it
went well. The spring sports have begun and Mr.RMHS is this Friday night.
Liaisons
Mrs.Borawski reported on the recent Recreation Committee meeting. She shared
that the successful flag football program"Friday Night Lights"will be partnering
with Pro-Camps to offer a summer program. She also reported that the Finance
Committee voted to approve the Birch Meadow complex lighting article on the
Special Town Meeting warrant. She next shared two upcoming events. The first
on April 2nd will be a presentation by Chris Herron in the RMHS PAC. This is
recommended for parents and middle school students. On April 28 Bob Bigelow
will be a presenting at Coolidge. This presentation is recommended for any
elementary/middle school parents and coaches.
Mr.Robinson reported on the outcome of the Finance Committee meeting last
night.
Dr. Snow Dockser attended METCO Lobby Day with our METCO students and
Director Jason Cross. It was an inspiring day. The group met with
Representative Jones and other legislators. She would like to invite our State
representatives to a future School Committee meeting.
Dr. Snow Dockser wanted to make the community aware that the Human
Relations Advisory Committee in conjunction with the Winchester group will be
hosting a multi-cultural event on April 11th. She also reminded the community
that the HRAC is looking for new members as well as anyone interested in
volunteering.
Dr. Snow Dockser attended the Parker Middle School production of"Just So" and
said the students did a wonderful job. She then reported on the upcoming Improv
Night featuring Natalie Cunha on April 10th and the upcoming Drama production
of the Legend of Sleepy Hollow the first weekend in May.
Director of Finance
Ms. Sybert shared the results of the recent single audit required for the IDEA
grant and she is happy to report there were no findings.
Assistant Superintendent
Mr.Martin reported on the upcoming Blueprint for Educational Excellence
Institute on April 16th& 17th. This year's keynote speakers are Susan Campbell
Bartoletti and Bruce Taylor. Both were recommended by staff members that had
attended conferences in which each spoke and highly recommended them. He
Page 14
also shared that there will be a variety of offerings to meet the interests of the
attendees.
Superintendent
Dr. Doherty reported that the turf fields have been cleared for the spring sports
and thanked Ms. Sybert for her diligence in the hiring of an insured and
experienced contractor to perform the work.
Reading students were busy over the past couple of weeks. The RMHS Color
Guard earned a silver medal at the NESBA competition held in Reading. The
RMHS Robotics team performed well in their second invitational tournament and
now will have to wait until the outcome of this week's competition to find out if
they qualify for the state tournament.
The three district Science Olympiad teams performed well at the state
competition. The Parker and RMHS captured several awards and the Coolidge
group won the state championship and will head to the nationals in Nebraska in
May.
The annual Artsfest is April 14th and 15th. This annual event is highly
recommended and features student performances and art displays along Main
Street at RMHS.
Lastly the Superintendent updated the Committee on the status of the two
searches. Both are progressing. The RMHS Assistant Principal Application
deadline has passed and the search committee will interview candidates on April
8th. The Joshua Eaton Principal search application deadline is April 6th and
candidate interviews will be held on April 13th
D. Continued Business
FY15 Budget Update -Natural Gas
Ms. Sybert reviewed the unanticipated usage overage at the DPW garage and her
recommendation for handling the overage. She said that the Finance Committee
voted to support the Town Meeting article last night.
Mr. Robinson asked if the rates are based on the current gas contract. Ms. Sybert
said they were.
RMHS Retaining Wall Update
Ms. Sybert reviewed the information provided in the packet on the RMHS
retaining wall repair.
Dr.Doherty said that the warrant article was sponsored by the Board of Selectmen
as a courtesy for the School Committee because the warrant closed on Tuesday
night. The Finance Committee votes to support the article.
Modular Classroom Update
Page I5
Ms. Sybert thanked the Selection Committee and reported that the project will be
rebid.
Mr. Robinson said that this is a good decision and is in the best interest of the
district.
Ms. Sybert reviewed the calendar with the goal of the School Committee
approving a contract at a meeting on April 17th.
Dr.Doherty added that the meeting on the morning of April 17th is necessary to
meet the project timeline. It also allows the district to have information to
provide guidance to the Town Meeting. He also said that the Town Manager
would like to convert this to debt rather than free cash. This would allow the
Town to maintain funding for the unanticipated snow removal costs. The chosen
contractor would have to agree to wait for the first payment if this is converted to
debt. If the contractor opposed waiting for the first payment the funding would
stay as free cash. If this funding is converted to debt then the funding for the
RMHS retaining wall would come out of free cash.
Mr.Nihan moved,seconded by Mrs.Borawski,to support Article 5 and
Article 6 on the Special Town Meeting Warrant dated April 27,2015. The
motion carried 4-0.
Mr. Nihan moved,seconded by Mrs.Borawski,to request that$49,616 be
added to the natural gas line from the Town's FY15 budget to compensate
for the unanticipated usage overage at the DPW garage. The motion carried
4-0.
E. New Business
Friends &Family Day
There was preliminary discussion regarding the annual Friends &Family Day. It
was agreed that the Committee will participate.
III. Routine Matters
a. Bills and Payroll (A)
The following warrants were circulated and signed.
Warrant S1538 3.12.15 $141,414.29
Warrant S1539 3.19.15 $649,106.24
Warrant S1540 3.26.15 $128,204.10
Warrant P1519 3.13.15 $1,440,293.05
b. Bids and Donations(A)
Award of Contracts
Glass Repair&Replacement
Page 16
Mr. Nihan moved,seconded by Mrs. Borawski,to authorize the
Superintendent to enter into contract with Glass & Mirror to provide glass
repair and replacement services. The motion carried 4-0.
General Carpentry
Mr.Nihan moved,seconded by Mrs.Borawski,to authorize the
Superintendent to enter into contract with Marino Construction to provide
general carpentry & construction services. The motion carried 4-0.
Donations
RMHS BP()
Mr.Nihan moved,seconded by Mrs. Borawski,to accept the donation from
the RMHS Band Parent Organization in the amount of$10,511.12 to be used
to support coaching assistant positions. The motion carried 4-0.
Girls Soccer
Mr. Nihan moved,seconded by Mrs.Borawski,to accept the donation from
the RMHS Girls Soccer Parent Association in the amount of$1,500 to be
used to support a coaching assistant position for the 2015 fall season. The
motion carried 4-0.
c. Minutes
Mr. Nihan moved,seconded by Mrs.Borawski,to approve the open session
minutes date March 9,2015. The motion carried 4-0.
d. Calendar
IV.Information
V. Future Business
VI.Adjournment
Mr. Nihan moved,seconded by Mrs.Borawski,to adjourn. The motion carried
4-0.
The meeting adjourned at 8:32 p.m.
NOTE: The minutes reflect the order as stated in the posted meeting agenda not
the order they occurred during the meeting.
Page 17
2014-2015 School Committee Meeting Date
School Presenting @ mtg.
April 6th School Committee Office Hours Nihan&Webb
April 7th Local Election
April 17th School Committee 7:00 a.m. Approval of Modular Contract
April 27th Town Meeting
April 28th School Committee Killam
April 30th Town Meeting
May 4th Town Meeting
May 7th Town Meeting
May 11th School Committee RISE Office Hours School Choice/Borawski&Snow Dockser
May 13th RCN Organization Night
May 18th School Committee
June 1st School Committee Office Hours
June 13th Friends&Family Day 11 am-3 pm Birch Meadow
June 15th School Committee
4.1.15
All meetings are in the Superintendent's Conference Room at 7:00 p.m. unless otherwise noted.
Dates and locations subject to change.(Bold indicates new or changed date or location.