HomeMy WebLinkAbout2023-01-05 School Committee PacketOpen Session 7:00 p.m.
RMHS Schettini Library
Reading Public Schools
School Committee Meeting Packet
January 5, 2023
Town of Reading
Meeting Posting with Agenda
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 | 1
2018-07-16 LAG
Board - Committee - Commission - Council:
School Committee
Date: 2023-01-05 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda:
Purpose: Open Session
Meeting Called By: Shawn Brandt, 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:
7:00 p.m. A. Call to Order
7:05 p.m. C. Personnel
1. Recognition of National Board-Certified Teacher
7:15 p.m. B. Public Comment
Consent Agenda
1. Minutes (12-1-2022)
2. Minutes (12-15-2022)
Reports
1. Student
2. Assistant Superintendent of Student Services
3. Assistant Superintendent of Learning & Teaching
4. Director of Finance and Operations
5. Superintendent
6. Liaison/Sub-Committee
7:45 p.m. D. Old Business
1. End of Q1 Budget Transfer (A)
8:00 p.m. E. New Business
1. FY24 Budget – Administration Cost Center
2. FY24 Budget – Districtwide Cost Center
3. FY24 Budget – School Facilities Cost Center
4. FY24 Capital Plan Review
5. Review and Approve Updates to Policy JICA (A)
6. Review and Approve Updates to Policy JB (A)
7. Review and Approve Updates to Policy JFBB (A)
9:30 p.m. D. Old Business
Town of Reading
Meeting Posting with Agenda
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 | 2
2. Second Reading and Adoption of Policy DEC – “Federal Funds
Supplement Not Supplant Policy” (A)
3. Second Reading and Adoption of Policy DKC – “Expense
Reimbursements” (A)
4. Second Reading and Adoption of Policy GCF – “Professional Staff
Hiring” (A)
5. Second Reading and Adoption of Policy JICK – “Harassment of
Students” (A)
F. Information / Correspondence
1.
Adjourn
10:00 p.m.
**Times are approximate
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Reading Public Schools
School Committee Meeting Packet
January 5, 2023
Personnel
Reading Public Schools
School Committee Meeting Packet
January 5, 2023
Con sent Agenda
Town of Reading
Meeting Minutes
Members Present: - Shawn Brandt, Erin Gaffen, Carla Nazzaro, Sarah McLaughlin, Tom Wise
Others Present: Emily Goodhue, Olivia Ritondo, Timia Jones, Samantha Maher, Jayda Osagiede
Minutes Respectfully submitted by: Shawn Brandt
A. Call to Order - Mr. Brandt called the meeting to order at 6:00 PM
Mr. Brandt provided opening comments about how SAC meetings will be conducted, with additional
comments from Mr. Wise.
E. New Business
Meeting agenda was turned over to the student representatives. Students discussed several issues,
including a number of challenges for Boston-resident students related to travel and accessing the full
student experience.
Students expressed an interest in a more explicit recognition of Honor Roll achievement – brief committee
discussion indicated general agreement that academic achievement should be recognized.
Miss Osagiede joined the meeting at approximately 6:40 PM.
Students discussed the time commitment associated with sharing a bus across multiple levels for athletic
travel, and the difficulty this poses for maintaining academic commitments.
Committee expressed an interest in continuing to talk about solutions to these issues, including through
the upcoming budget process. Next meeting anticipated in early February.
Motion to adjourn by Mr. Wise, seconded by Ms. McLaughlin, passed 5-0. Meeting adjourned at 6:56 PM.
Board – Committee – Commission – Council:
School Committee
Date: December 1, 2022 Time: 6:00 PM
Building: Reading Memorial High School Location: Library
Address: 62 Oakland Road, Reading, MA
Town of Reading
Meeting Minutes
Members Present: - Shawn Brandt, Carla Nazzaro, Tom Wise, Chuck Robinson, Erin Gaffen
Others Present: Superintendent Dr. Tom Milaschewski, Susan Bottan, Kadi Buckley
Members Absent: Sarah McLaughlin
Minutes Respectfully submitted by: Susan E Brown on behalf of the chairperson
A. Call to Order - Mr. Brandt called the meeting to order at 7:00 PM
Mr. Brandt reviewed the evening’s agenda.
Dr. Milaschewski introduced the two RMHS students awarded as the 2022-2023 MASS Certificate of
Academic Excellence recipients
B. Public Comment - Amanda Haley 71 Tennyson Road – presented on daughter who is a 5th grader, wanted
to thank the Superintendent, Central Office Staff, and School Committee for the implementation of the
new reading program.
1. Consent Agenda – Ms. Nazzaro made a motion to approve the consent agenda, seconded by Mr. Wise,
vote passed 4-0.
Reports
1. Ms. Bottan asked that we acknowledge and give appreciation to the staff members who work behind
the scenes to ensure the staff and students have all the technology needed to be able to do their jobs.
2. Dr. Milaschewski announced that subs will be paid $125 a day for surge days, we need substitute
teachers please check our website for details. We have many RMHS graduates coming to work during
their winter break.
Also thank you to Al Sylvia from the Chronicle, this is his last night covering the School Committee with
the newspaper.
3. Mr. Robinson attended the Hall of Fame dinner that is held every 4 years, one of the inductees was an
RMHS 2008 graduate Jim Queeney he was valedictorian of his class as well as the captain of many
sports teams, he went on to graduate from Colgate University.
Mr. Robinson also attended the Symonds Way Committee meeting, there is much work to be done in a
short amount of time, next meeting is Jan 18, the REC committee meeting was Monday, there was
Board – Committee – Commission – Council:
School Committee
Date: December 15, 2022 Time: 7:00 PM
Building: Reading Memorial High School Location: Library
Address: 62 Oakland Road, Reading, MA
discussion about working with Inclusive Sports and be able to offer sports teams to those who need
assistance due to disabilities.
Mr. Wise reported on the Policy Committee meeting, there are three more Policies that need review
and 40 more to review later in the coming year. Mr. Wise also thanked the drama club supervisors for
their work on the recent musical production, he thanked the administration who participated as well.
He also congratulated the music department on their concerts this week.
Mr. Brandt reported on Select Board meeting, there was a presentation from Dr. Chatterjee on her job
in working with the town, and the schools on inclusion etc. Dr. Chatterjee could assist on Policy
revisions. The Select Board is working on the budget process on the town side, also mentioned the
upcoming Policies being reviewed at next meeting. Currently there is no nomination for review of
naming school facilities. If there are nominations they will be presented January 5th.
E. New Business –
2. RMHS School Improvement Plan – Review and Approve, Ms. Kadi Buckley, Assistant Principal
presented on behalf of the administrative team at RMHS, the presentation in its entirety is available in
the packet.
Ms. Nazzaro made a motion to approve the RMHS School Improvement Plan, seconded by Mr.
Robinson, vote carried 5-0.
3. Quarterly Financial Update - Ms. Bottan presented and this presentation in its entirety is available in
the packet.
Some questions from the committee about the source of the funds available for transfer. The budget
transfer will be voted on at next meeting 1/5/23.
4. Pre-Budget – Preview and Discussion – Ms. Bottan presented an overview of the January budget
process and some of the emerging priorities. The presentation in its entirety is available in the packet.
Public hearing will occur on January 19th and vote will take place on January 26, 2023.
Some discussion and questions from the committee.
Ms. Nazzaro made a motion to move to enter executive session to conduct strategy sessions in preparation for
negotiations with nonunion personnel (Central Office and Principals), seconded by Mr. Robinson, roll call vote,
by all committee members present.
Meeting for Executive Session at 8:33 pm
Called back to order 8:59pm
D. Old Business
1. Second Reading of Policy JE – “Student Attendance”
Ms. Nazzaro started the second reading of policy JE, Ms. Gaffen made motion to waive the second
reading of Policy JE, seconded by Mr. Robinson, vote passed 5-0, no discussion from committee.
Ms. Nazzaro motioned to adopt Policy JE, seconded by Mr. Wise, no further discussion, vote passed 5-
0.
2. Second reading of Policy JH – “Student Absences and Excuses”, Ms. Nazzaro began second reading of
Policy JH, Ms. Gaffen made a motion to waive reading of Policy JH, Seconded by Mr. Robinson. Vote
passed 5-0.
Ms. Nazzaro made a motion to adopt Policy JH, seconded by Mr. Wise, no further discussion vote
passed 5-0.
3. Second reading of Policy JFABD – “Homeless Students: Enrollment Rights and Services”, Ms. Nazzaro
began second reading of Policy JFABD, Ms. Gaffen made a motion to waive second reading, seconded
by Mr. Robinson, vote passed 5-0
Ms. Nazzaro made a motion to adopt Policy JFABD, seconded by Mr. Wise, Mr. Wise clarified the
changes made, and vote passed 5-0.
4. Second reading of Policy EFDA, Ms. Nazzaro began the reading, Ms. Gaffen made a motion to waive
the reading, seconded by Mr. Robinson. Vote passed 5-0.
Ms. Nazzaro motioned to adopt Policy EFDA, seconded by Mr. Wise. Mr. Wise explained the update in
the policy, and further discussion was had by the committee. Vote carried as adopting amended policy
5-0.
Prior to moving on to new business, there was some discussion surrounding the next four policies and
the changes. The Policy Subcommittee met to discuss changes needed to be made to the following
policies, DEC, DKC, GCF and JICK.
E. New Business
5. First Reading of Policy DEC – “Federal Funds Supplement Not Supplant Policy” Ms. Nazzaro began
reading the policy DEC, motion made to waive the reading by Ms. Gaffen, seconded by Mr. Robinson,
vote passed 5-0.
6. First Reading of Policy DKC – “Expense Reimbursements” Ms. Nazzaro began reading Policy DKC, Ms.
Gaffen made a motion to waive the reading, seconded by Mr. Robinson. Vote passed 5-0.
7. First Reading of Policy GCF – “Professional Staff Hiring”, Ms. Nazzaro began reading Policy GCF, Ms.
Gaffen made a motion to waive the reading, seconded by Mr. Robinson. Vote passed 5-0.
8. First Reading of Policy JICK – “Harassment of Students”, Ms. Nazzaro began reading Policy JICK, Ms.
Gaffen made a motion to waive the reading, seconded by Mr. Robinson. Vote passed 5-0.
Committee briefly discussed these new policies.
Ms. Gaffen motioned to adjourn, seconded by Mr. Wise. Vote passed 5-0.
Meeting adjourned at 9:33pm
Reading Public Schools
School Committee Meeting Packet
January 5, 2023
Old Business
To: Reading School Committee
From: Susan Bottan, Director of Finance and Operations
Date: January 5, 2023
Re: FY23 First Quarter Financial Report—Budget Transfer
As highlighted in the FY23 Quarter 1 Financial Report presented to School Committee on December 15, 2022,
please find below a recommendation to approve the FY23 Quarter 1 Budget Transfer between cost centers:
This budget transfer will cover the projected shortfall in Nursing services due to a change in student needs for
medical services:
Transfer from: $40,736 from SPED, Out of District Tuition
Transfer to $40,736 to Districtwide Health Services
Thank you.
Cost Center
FY23
Original
Budget Transfers
FY23 Revised
Budget
FY23 Q1
Expenditures
FY23 Q1
Encumb./Req.
FY23 Q1
Available
FY23 Q1
% USED
FY23
Remaining
Requirement
FY23 Projected
End Year
Balance
FY23
Recommended
Budget Transfer
Administration 1,303,760 - 1,303,760 320,557 75,109 908,094 30.3% 898,130 9,964
2.5%
General Education 29,704,746 - 29,704,746 3,923,745 367,773 25,413,228 14.4% 25,403,247 9,981
57.4%
Special Education 16,931,568 - 16,931,568 1,816,601 3,022,626 12,092,341 28.6% 11,748,521 343,820 (40,736)
32.7%
District Wide:
Health Services 801,949 - 801,949 108,509 2,116 691,324 13.8% 732,060 (40,736)40,736
Extra Curricular 69,548 - 69,548 7,438 7,500 54,610 21.5% 54,610 -
Athletics 691,105 - 691,105 68,146 21,806 601,153 13.0% 600,887 266
Technology 659,842 - 659,842 119,642 9,548 530,653 19.6% 530,587 66
Sub-total District Wide 2,222,444 - 2,222,444 303,735 40,970 1,877,740 15.5% 1,918,144 -40,404
4.3%
School Facilities 1,620,845 - 1,620,845 378,707 314,601 927,537 42.8% 903,772 23,765
3.1%
GRAND TOTAL 51,783,363 - 51,783,363 6,743,345 3,821,079 41,218,940 20.4% 40,871,814 347,126
FY23 FIRST QUARTER FINANCIAL REPORT
READING PUBLIC SCHOOLS
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Reading Public Schools
School Committee Meeting Packet
January 5, 2023
New Business
READING PUBLIC SCHOOLS
The Superintendent’s FY24
Recommended Budget
July 1, 2023 - June 30, 2024
“Line” by Jonathan Nazzaro, RMHS Student enrolled in Ms. Kathleen M. Dailey’s AP Photography Class
The Superintendent’s FY24 Recommended Budget 2
Contact Information
Copies of the budget document are available at the Office of the Superintendent and on the Reading Public School’s
website at www.reading.k12.ma.us. For additional information or clarification on the Superintendent’s FY24
Recommended Budget, please feel free to contact the Central Office Administration for assistance at 781-944-5800.
Also, please reach out directly to the Superintendent or Director of Finance and Operations:
Thomas Milaschewski, Ed.D. Susan Bottan, M.B.A.
Superintendent of Schools Director of Finance and Operations
781-944-5800 781-670-2880
Thomas.Milaschewski@reading.k12.ma.us Susan.Bottan@reading.k12.ma.us
Photo Credits
With gratitude and appreciation, we recognize the work of the following RMHS students enrolled in Ms. Kathleen
Daily’s Advanced Placement Photography class:
• Jonathan Nazzaro
• Hannah Rigney
• Emily Bass
• Jackie Cole
• Mina Willander
• Rose Clark
The Superintendent’s FY24 Recommended Budget 3
School Committee Members
Shawn Brandt, Chairperson
Carla Nazzaro, Vice Chairperson
Erin Gaffen, School Committee Member
Sarah McLaughlin, School Committee Member
Charles Robinson, School Committee Member
Thomas Wise, School Committee Member
Superintendent of Schools
Thomas Milaschewski, Ed.D.
Reading Public Schools
82 Oakland Road
Reading, Massachusetts
Website http://reading.k12.ma.us
The Superintendent’s FY24 Recommended Budget 4
District Leadership Team
Central Office Administrators
Jennifer Stys, Ed.D., Assistant Superintendent for Student Services
Sarah Hardy, Ed.D., Assistant Superintendent for Learning & Teaching
Michelle Roach, Human Resources Director
Susan Bottan, M.B.A. Director of Finance and Operations
Other District Administrators
Allison Wright, Special Education Director
Joanne King, Ed.D., R.I.S.E. Preschool Director
Heather Leonard, STEM Curriculum Coordinator
Erin Burchill, Humanities Curriculum Coordinator
Karen Hall, Coordinator of English Language Services
Kurtis Martin, METCO Director
Mary Giuliana, Director of Health Services
Catherine Franzetti, Director of School Nutrition
Christopher Nelson, Director of Extended Day, Drivers Education, and Adult and Community Education
Julian Carr, Network Manager
Joseph Huggins, Director of Facilities for Town and School Buildings
Kevin Gerstner, Facilities Manager
The Superintendent’s FY24 Recommended Budget 5
School Administrators
Reading Memorial High School
Kevin Tracey, Principal
Kadi Buckley, Assistant Principal
Jessica Theriault, Assistant Principal
Thomas Zaya, Assistant Principal, Athletics & Extra-curricular Activities
Jessica Callanan, Director of Academic Achievement, 9-12
A.W. Coolidge Middle School
Sarah Marchant, Principal
Brienne Karow, Assistant Principal
W.S. Parker Middle School
Rochelle Rubino, Principal
Jason Peledge, Assistant Principal
Alice Barrows Elementary School
Alissa Gallegos, Principal
Birch Meadow Elementary School
Stephen Burnham, Ed.D., Principal
Joshua Eaton Elementary School
Caitlin Shelburne, Principal
J.W. Killam Elementary School
Sarah Leveque, Principal
Wood End Elementary School
Nicole Schwartz, Principal
The Superintendent’s FY24 Recommended Budget 6
Table of Contents
INTRODUCTORY SECTION ..................................................................................................................................................................8
Superintendent’s Message ...........................................................................................................................................................9
Finance Committee’s Budget Guidelines ....................................................................................................................................10
School Committee’s Budget Guidance ........................................................................................................................................10
Mission, Vision, Statement of Equity, and Portrait of a Graduate ..............................................................................................11
Budget Development Process and Timeline ...............................................................................................................................12
FY23 Budget Review ....................................................................................................................................................................14
FY24 Recommended Budget Investment Priorities ....................................................................................................................17
Major Focus Areas with No Impact to FY24 Recommended Budget ..........................................................................................22
The Superintendent’s FY24 Recommended Budget Priorities ....................................................................................................25
Preschool and Elementary Level Priorities: .............................................................................................................................25
Secondary Level Priorities: ......................................................................................................................................................27
District Wide Level Priorities: ..................................................................................................................................................28
FINANCIAL SECTION ........................................................................................................................................................................31
Superintendent’s FY24 Recommended Budget by Cost Center ..................................................................................................32
Administration Cost Center Summary ....................................................................................................................................35
Regular Day Cost Center Summary .........................................................................................................................................36
Special Education Cost Center Summary ................................................................................................................................39
District Wide Programs Summaries: .......................................................................................................................................44
School Facilities Cost Center Summary ...................................................................................................................................51
OTHER FUNDING SOURCES .............................................................................................................................................................54
Offset Summary ..........................................................................................................................................................................55
The Superintendent’s FY24 Recommended Budget 7
Special Revenue Funds................................................................................................................................................................56
Federal and State Grants ............................................................................................................................................................58
Five-Year Capital Plan .................................................................................................................................................................60
APPENDICES ....................................................................................................................................................................................62
APPENDIX A: Student Enrollment and Staff FTEs ........................................................................................................................63
APPENDIX B: District Organizational Structure ...........................................................................................................................72
APPENDIX C: 2022-2023 School Improvement Plans ..................................................................................................................76
The Superintendent’s FY24 Recommended Budget 8
INTRODUCTORY SECTION
“Double leaf” by Hannah Rigney, RMHS Student enrolled in Ms. Kathleen M. Dailey’s AP Photography Class
The Superintendent’s FY24 Recommended Budget 9
Superintendent’s Message
Dear Reading Community,
As we share our recommended budget for FY24, we wanted to start by thanking our entire community for the
continued support for our schools. While this budget reflects a significant financial contribution of each member of
our community, we also deeply appreciate all the time, energy, and advocacy that the community puts towards our
schools each day. We know our entire Reading community deeply values public education and takes tremendous
pride in our schools. I speak on behalf of our district as I share this sincere appreciation and gratitude to our
community.
The FY24 Recommended Budget reflects the perspectives of many of the district’s critical stakeholders and has been
developed through conversations with School Committee members, district and school leader s, educators, families,
and students. The investments in the recommended budget align to the three strategic objectives within our District
Strategic Plan:
● Supportive and Safe Learning Environment: We believe healthy and successful learning communities are a
prerequisite to achieving excellence and equity in schools. Healthy and successful learning communities exist
when all members of the community, no matter where they live, what they look like, what they believe, what
language they speak, who they love, or how they learn feel seen, valued, affirmed and connected. At both
the national and local level, our students are demonstrating significant social-emotional needs, as evident
through the U.S. Surgeon General’s Advisory on Protecting Youth Mental Health and an analysis of the results
of Reading's Youth Risk Behavior Survey by the Reading Coalition.
● Coherent Instructional Systems: We believe excellence and equity in schools is best achieved through high-
quality instruction. High-quality instruction is our best lever for improving outcomes for students, and in
particular, groups of students who have not met with success in our district. All students deserve challenging
and engaging learning environments that promote high levels of growth and achievement. The pandemic
has heightened both the challenge of addressing inconsistencies in learning for our students and the
opportunity for improvements and innovations in teaching, learning, and programming.
● School Operations: Efficient operational systems are at the foundation of the success of our students and
staff. Investments to improve for our students and staff will only hold across a system with the foundation
of strong operational systems.
The investments outlined in the FY24 Recommended Budget align with each of these three strategic objectives and will
support our district in living out our goal of providing every one of our students with an excellent educational experience.
We look forward to your collaboration and feedback throughout the budget process and as always, appreciate your
commitment and support of our schools.
In partnership for children,
Dr. Thomas Milaschewski, Superintendent
The Superintendent’s FY24 Recommended Budget 10
Finance Committee’s Budget Guidelines
In October, 2022 the Finance Committee voted for a FY24 budget guideline of 3.75%, which represents an increase
of $1,942,000 over the FY23 School Department Appropriated Budget. Since then, Townwide Accommodated Cost
savings have been identified. As a result, $131,260 of additional funds have been allocated to the School
Department’s FY24 Operating Funds. These additional funds raised the total incremental increase in FY24 to
$2,073,260, or 4.00%, over FY23. The Adjusted FY24 Budget Summary follows below:
Through the Town’s Community Priority allocation, $150,000 has been earmarked for the purpose of reducing the
Full-Day Kindergarten tuition fee Offset, bringing the community one step closer to providing Universal Free FDK.
In summary, the FY24 Budget is defined into the following sections:
1. Operating Funds - $1,850,060 is allocated to meet the increased costs of all contractual obligations,
mandated services, and investments aligned to the district’s strategic plan. Of this total increase over the
FY23 Budget, $1,176,905 will be allocated to pay for the baseline increase in personnel costs due to comply
with employment contracts and bargaining unit agreements.
2. Special Education Accommodated Costs - $223,200 is allocated to Accommodated Costs, which includes out-
of-district special education placement tuition and transportation costs.
3. Town of Reading’s Community Priorities - $150,000 is allocated for use toward reducing the Full-Day
Kindergarten tuition fee.
School Committee’s Budget Guidance
Developing a school district budget that effectively aligns resources to strategic objectives to provide safe and
supportive learning environments, coherent instructional systems, and efficient school operations involves
considerable collaborative discussion on how funds are spent. The Reading School Committee provided the following
guiding guidance to support the District’s Leadership Team in developing the FY24 Recommended Budget. The
Superintendent’s FY24 Recommended Budget has been developed in line with the following School Committee
guidance:
● Consider a plan to incorporate ESSER-funded positions into operating budget
Adjusted FY24 Budget FY23 Appropriated Budget FY24 Adjusted Budget $ Change
FY24 vs. FY23
Operating Funds 46,203,363 48,053,423 1,850,060
Special Education Accommodated Costs 5,580,000 5,803,200 223,200
Total Adjusted FY24 Guidelines 51,783,363 53,856,623 2,073,260
% Percentage increase 4.00%
The Superintendent’s FY24 Recommended Budget 11
● Continue progress toward Universal Full-Day Kindergarten
● Incorporate recommendations by DESE and Special Education Program Reviews
● Support RMHS Innovation Pathways
● Continue Middle School Curriculum Work
● Increase time on learning at elementary schools
● Maintain class sizes within School Committee guidance
● Examine staffing schedules
● Analyze workforce turnover toward increasing retention
● Make decisions that are sustainable over time
Mission, Vision, Statement of Equity, and Portrait of a Graduate
Mission of the Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
Vision of the Reading Public Schools
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.
Reading Public Schools’ Statement of Equity
The Reading School Committee, Central Office, Directors, Principals and Leadership of the Teacher’s Association
celebrate the diversity of the Reading Community and beyond by embracing differences to empower every student,
staff member and family of the Reading Public Schools. We embrace all members of the community no matter where
we live, what we look like, what we believe, what language we speak, who we love, or how we learn, consistent with
the human dignity of all. When we are unwavering in our commitment to equity, we support every student and staff
member in maximizing individual potential. This requires us to identify, analyze, and confront gaps in opportunities
and outcomes for all students.
Reading Memorial High School Portrait of a Graduate
RPS Graduates are leaders of their own learning journey who demonstrate kindness and empathy towards others and
a commitment to wellness. They persevere through challenges, embrace multiple perspectives, and aspire to be their
best selves in the service of others to better our community and our world.
Learn - Grow - Teach - RPS Graduates are critical thinkers and creative problem solvers. They take ownership
of their learning journey and are open to struggle to foster personal growth. They are confident in their beliefs
and consider the thoughts and ideas of others. They embrace collaboration to help teach others and remain
curious life-long learners.
The Superintendent’s FY24 Recommended Budget 12
Empathize - Consider Perspectives - Practice Communal Care - RPS Graduates show kindness and empathy
towards others and a commitment to personal wellness and communal care. They are able to persevere
through challenges and demonstrate resilience. They authentically reflect through hearing and understanding
the experiences, perspectives, and needs of people around them. To navigate relationships with generosity
and patience, they listen actively and compassionately.
Engage - Serve - Thrive - RPS Graduates responsibly shape our world through collaboration with their
community. They engage with and communicate multiple perspectives, aspire to be their best selves in the
service of others in order to thrive, and bring their skills and knowledge to action for the benefit of each other
and our world.
Budget Development Process and Timeline
Within the context of the Budget Guidelines established by the Finance Committee and School Committee, the
District’s Mission, Vision, Statement of Equity, and Strategic Objectives, the Leadership Team committed to conduct
a productive and an effective FY24 Budget Development Process. The Team collaboratively identified investment
priorities that would improve learning opportunities, access, and outcomes for students. The approach taken by the
district leaders is outlined below:
● Ensured that the budget development process was collaborative, transparent, and represented all
stakeholders’ voices.
● Identified priorities that reflect our commitment to inclusion and a sense of belonging for all students and
staff.
● Prioritized investments in high-quality instruction and instructional systems.
● Streamlined operational systems for efficiency and effectiveness.
● Leveraged and maximized all sources of funding.
● Made evidence-based decisions that were student-focused, data-driven, and intentional.
● Worked collaboratively with the Town.
Baseline costs were calculated for all personnel and non-personnel accounts to ensure compliance with contractual
and legal mandates. Projected enrollment, class sizes, student needs, and known/anticipated spending trends guided
the process. The process taken by our team to build the baseline budget involved the following:
● Aligned budgets with employment contracts and negotiated bargaining agreements.
● Calculated costs based on historical spending trends, known service and material rate changes, and
anticipated requirements.
● Evaluated staffing schedules, student groupings, and caseloads based on student enrollment, class size and
student needs.
● Redeployed existing resources, Grants, and Revolving Accounts to support changes in baseline operating
expense and fund investment priorities.
Some ways in which personnel and non-personnel resources were maximized to support new investments to make
progress toward addressing strategic objectives include:
Personnel:
● Recognized retirement savings.
The Superintendent’s FY24 Recommended Budget 13
● Shifted hourly positions to the Special Education 240 Grant, eliminating a duplication of Massachusetts
Teachers Retirement System (MTRS) fees for licensed staff.
● Allocated lunch time para wages to the Food Services special revenue fund.
● Utilized METCO, Department of Public Health, and Special Education 240 Grant funding.
● Applied School Choice funding.
● Built FY24 budget upon FY23 actual salaries which reflect Staffing Exchange, savings generated between
outgoing/budget salaries and new incoming staff.
Non-Personnel:
● Considered a multi-year review of past, present, pending, and projected out of district tuition rates and
changes in placements.
● Applied the increase in Circuit Breaker Reimbursement.
● Reduced new employee physical examination requirements.
● Canceling the Special Education Purposeful Opportunities for Successful Transitions (P.O.S.T.) contract.
● Reduced and reallocated existing budgets based on historical spending patterns and anticipated future
needs.
In summary, the Leadership Team’s approach to the FY24 budget development process was highly collaborative and
accomplished the following:
● Engaged all stakeholders in a collaborative process.
● Ensured all contractual and legal obligations will be met.
● Identified emerging priorities to support growth of all learners at all levels.
● Maximized existing resources through redeployment of existing resources and leveraging all funds.
● Considered enrollment projections, class sizes and teacher to student ratios, and learners’ needs.
The commitments made to the budget and the perspectives gained from stakeholders were foundational to a
successful budget development process. The open, transparent, candid process resulted in a plan that built upon the
District’s Strategic Objectives to allocate existing and new resources (position roles, staff time and sources of funding)
in ways that will enable the district to provide a supportive and safe learning environment, coherent instructional
systems, and efficient school-operations. The actions associated with the budget development process and timeline
are summarized below:
July through October 2022:
● Built a three-year enrollment and financial forecast of all costs based on known and anticipated factors.
● Examined FY22 expenditures, anticipated FY23 needs in comparison to the appropriated budget.
● Projected FY24 enrollment, class size, student groupings, staffing ratios, and identified changes in student
needs for the next year.
● Built the FY24 personnel and non-personnel budgets from the bottom up, person by person and item by
item.
November and December 2022:
● Collaborated with the district, school, and program leadership teams to identify, discuss, and define student-
centered budget priorities and examined ways to maximize existing resources across levels and programs.
● Compiled budget data to support leaders’ progress toward building responsive building and program
budgets. The budget tools created included the following:
The Superintendent’s FY24 Recommended Budget 14
○ Personnel reports – consisted of data by person, position, FTE, step, degree, FY23 budget and
projected salaries and stipends. Retirements and unfilled budgeted positions were incorporated into
the report. Enrollment by grade and school and projected elementary school class sizes were
assessed. Schedules for teachers and paraprofessionals were reviewed in the context of student
needs, groupings, and effective staff schedules. All funds were evaluated to determine how they
could be best used to support the district’s objectives.
○ Non-personnel reports – consisted of data by line item, descriptions, and expenditures trends. Rather
than allocating a wholesale percentage increase across all services, supplies, and equipment, each
line item budget was reviewed and evaluated. Several factors were considered before adjusting
baseline non-personnel expenses, such as the historic spending trends, projected use and prices,
availability of end-year funds for pre-purchases, curriculum requirements, and enrollment and
staffing changes.
○ Reflective questions - used to provide guidance toward identifying investment priorities that aligned
with the district’s strategic objectives:
○ Rationale for Each Request - for each priority identified, the following questions were answered:
What specific outcomes are expected? How will success be measured?, Where could capacity be
found to fund and sustain the investment within the existing budget?
January 2023:
Meaningful discussions about the recommended investment priorities and their tangible impact on the budget will
take place in public sessions throughout January 2023:
● January 5 - Superintendent’s FY24 Recommended Budget presented to the School Committee:
Administration, District Wide and Facilities and Capital Budgets
● January 9 - Superintendent’s FY24 Recommended Budget presented to the School Committee: Regular Day
and Special Education
● January 19 - FY24 Budget Hearing. Questions and Responses published
● January 26 - School Committee vote on the FY24 Recommended Budget
● January 27 - School Committee’s FY24 Recommended Budget submitted to the Town Manager
March 2023:
● March 1, 2023 - School Committee FY24 Budget Presentation to Finance Committee
April/May 2023:
● April 24, 27, May 1, 4, 2023 - Annual Town Meeting
FY23 Budget Review
The FY23 budget made great strides toward moving our district forward and we are grateful for the community’s
ongoing support. As demonstrated above by the approach and process we took to develop the FY23 recommended
budget, certain items were prioritized to achieve the greatest and most immediate impact on student outcomes.
These investments in FY23 included (not in order of importance/priority):
● Reducing Full-Day Kindergarten Tuition, our first step toward moving closer to free Full-Day Kindergarten.
The Superintendent’s FY24 Recommended Budget 15
● Creating a dual role School Adjustment Counselor/METCO Coordinator at each elementary school through
the funding of 5.0 FTEs, with half of the cost funded through the operating budget and the other half through
the METCO grant.
● Increasing School Adjustment Counselor support by 1.0 FTE at the middle school level and by an additional
1.0 FTE at the high school level.
● Utilizing Endicott/Merrimack Fellows to increase support in bubble classes.
● Creating an Academic Support Center through the investment of a 1.0 FTE Director of Academic Achievement
at Reading Memorial High School.
● Increasing 1.0 FTE teachers in the English Language Learner department and translation services.
● Increasing English Language (EL) Coordinator by .20 FTE to coordinate increased levels of EL services driven
by new student enrollment.
● Increasing academic support to high school students’ return to school from hospital settings by increasing
staff by .20 FTE in the Stepping Stones program.
● Engaging in Endicott College Dual Enrollment program at RMHS.
● Participating in North Shore Community College Gateway to College program at RMHS.
● Offering an introductory computer science course through multiple sections to create a foundation for future
computer science pathway at RMHS.
● Increasing Social Worker by 1.0 FTE for the REACH program at the middle school level.
● Adding a 1.0 FTE nurse, which allowed for the Director of Nursing to be released from direct services at RMHS
and R.I.S.E. preschool to lead the District Wide health services program.
● Increasing the FTE of the district data specialist by .40 FTE.
● Reallocating funds to the district-wide professional development account.
In addition to the items funded in the FY23 budget, our team identified important priorities we were unable to fund
in FY23 but deserved continued review and consideration. Those items are outlined below (not in order of
importance/priority), as written in the FY 23 budget book, with an update on the progress for each item for FY24.
● Universal Free Full-Day Kindergarten to ensure equitable access for all new learners. The FY23
recommended budget lists a reduction in tuition from $4,450 to $3,600 to move closer to our goal of tuition
free kindergarten for all students. Our district is currently exploring various pathways to move us toward
this tuition-free goal and these pathways will be discussed and explored with the community.
(* The FY24 recommended budget reflects a drop-in tuition fee to $2,650)
The Superintendent’s FY24 Recommended Budget 16
● Full-time Elementary Assistant Principals to support day-to-day building needs and ability of school leaders
to prioritize improvements in teaching and learning. We believe that the addition of School Counselors
combined with the role of METCO Coordinator at every elementary school will support the principal in several
critical areas, including meeting the social-emotional needs of students, facilitating student support teams,
and serving as a liaison with families. In FY23, we will evaluate how these new roles impact the current need
of providing our elementary principals with more support through full-time Elementary Assistant Principals.
(* The FY24 recommended budget reflects full-time Assistant Principals at all 5 elementary schools).
● Sustain the role of Team Chairs in the operating budget. Several Team Chair roles (2.6 FTE) will be funded
through the ESSER grant until the end of FY23. In the meantime, we continue to evaluate ways to refine and
sustain these roles over the long term. In FY23, the role will expand to include planning in terventions and
overseeing Student Study Teams.
(* The FY24 recommended budget sustains the Team Chair roles).
● Review of the elementary school schedule, including half-day Friday, access to enrichment opportunities
(instrumental, world language), and staff collaborative planning. We have and will continue to engage in
conversations with our educators and community about how we can expand both time on learning and types
of offerings for our students. This review will take place throughout FY23.
(*While these conversations continue, there is nothing reflected in the FY24 budget on this item).
● RMHS Leadership Structure to facilitate increased coaching and feedback. We will continue to engage in
conversations with our educators and leadership team about how to use and revise our current leadership
structure to expand the quality of coaching and feedback for our educators across the building. These
conversations will continue in FY23.
(*Update: The addition of the Director of Academic Achievement has been instrumental in leading our RMHS
Instructional Leadership Team (ILT). The RMHS ILT, composed of RMHS Department Heads, has focused on
providing teachers with ongoing coaching and feedback within their departments. This has already led to an
increase in the amount of feedback provided to all teachers, particularly by their Department Heads).
● RMHS Computer Science Pathway/Program to provide students with access to a series of computer science
courses aligned to college and career opportunities. As we build an introductory computer science course in
FY23, we will also actively explore how we can build an entire pathway/program to offer in the near future.
(*Update: In FY24, we are launching two formal pathways at RMHS - Information (Digital Media and
Computer Science) and Advanced Manufacturing (Engineering). More information regarding these pathways
can be found later in the budget book).
● District-wide vertical alignment of math curriculum and pathways to ensure that students can move fluidly
between levels of math courses throughout middle and high school. In FY23, our district will explore how
students end up in the highest-level math courses at RMHS and seek ways to remove barriers that limit
students to access these higher-level courses.
(*Update: While these conversations and planning continue, there are no budget items listed in FY24 that
reflect this item).
● Review of the Social Emotional curriculum for all schools, district-wide. In FY23, we will continue our efforts
to support the social emotional needs of our students by assessing the current curriculum and materials in
use. The company that supports our current social-emotional K-5 curriculum, Open Circle, is no longer
publishing additional curriculum materials, supports, and resources. Therefore, we plan to engage in a
The Superintendent’s FY24 Recommended Budget 17
curriculum exploration process and potentially pilot curriculum in FY23 for a K-5 curriculum. At RMHS,
students in grades 9 and 10 are participating in an SEL program, Project Wayfinder, funded by the ESSER
grants through the end of FY24. We will assess the impact of this program to determine if it should be
sustained long-term.
(*Update: The FY24 budget reflects the continuation of Project Wayfinder and funding to pilot an SEL
curriculum Preschool-8).
● Seal of Biliteracy Certification to recognize students who have achieved proficiency in two or more
languages. During FY23, we will pilot the assessment with a small group of secondary students to learn about
the process and systems for providing our students with access to this certification.
(*Update: The Seal of Biliteracy Certification was launched in FY23 and is also expanded in the FY24 budget).
● Comprehensive Professional Development opportunities for all instructional staff. In FY23, we will explore
models to provide our staff with expanded high-quality, job-embedded professional learning, such as
instructional coaches. We will engage in conversation with educators and leaders to identify areas of need
and opportunity.
(*Update: The FY24 budget reflects two K-8 math instructional coaching positions to provide job-embedded
professional development to teachers).
● Student Information Systems, Website redevelopment, and Technology service to support efficient and
effective scheduling, track attendance, receive and give information to students, staff, and community, and
improve technology service delivery to staff and students. We plan to launch focus groups in FY22 and FY23
to analyze our systems/structures in each of these areas and provide recommendations on how to move
forward.
(*Update: A new district website was launched in FY23 and we are continuing to explore the possibility of a
new student information system to better align with district needs).
FY24 Recommended Budget Investment Priorities
Through large and small group meetings with and among instructional staff and leadership teams, investment
priorities that aligned with Strategic Objectives emerged. The FY24 budget investments are outlined below, organized
by the three strategic pillars of our District Strategic Plan:
Strategic Objective 1: Supportive and Safe Learning Environment
Strategic Objective 2: Coherent Instructional Systems
Strategic Objective 3: School Operations
Strategic Objective 1: Supportive and Safe Learning Environment: We have identified budget priorities that reflect
the need to prioritize supportive and safe learning environments for our students. They are:
● Middle School Adjustment Counselor/METCO Coordinator: We have an increased need to support the
social-emotional and behavioral health of our students. We will create a shared Middle School Adjustment
Counselor/METCO Coordinator position to support the social-emotional and behavioral health of students
and to support the goals of the METCO program at Coolidge and Parker Middle Schools. This role will mirror
the School Adjustment Counselor/METCO Coordinator roles placed in our 5 elementary schools in FY23 and
the cost will be shared between the operating budget and the METCO grant.
The Superintendent’s FY24 Recommended Budget 18
● RMHS METCO Coordinator: The FY24 Recommended Budget supports the addition of a full-time METCO
Coordinator at RMHS to increase the academic and social-emotional support to all students. We project
nearly 1,000 students to be enrolled in RMHS with an anticipated enrollment of 29 Boston resident students
in 2023-2024. This role will be funded entirely through the METCO grant.
● RMHS Wayfinder Curriculum: Project Wayfinder is a social-emotional learning curriculum that supports
students' success in school and in life by teaching the skills needed to build belonging and the mindsets
necessary to facilitate personal growth. During the 2021-22 and 2022-23 school years, Project Wayfinder was
implemented by RMHS counselors with students in grades 9 and 10 utilizing ESSER grant funds. In the 2022-
23 school year, teachers were also able to access the resources offered by this comprehensive curriculum.
This budget allocation allows for the continued use of Project Wayfinder in the 2023-24 school year. In
addition to the SEL competencies RMHS students acquire from Project Wayfinder lessons, the
implementation of the program has also allowed guidance staff to build stronger relationships with students
and better meet their individual and group needs.
● 1 to 1 Nurse: This nurse is required to meet an individual student’s medical need for the student to access
the school setting.
● Social-Emotional Curriculum Exploration for Preschool to Grade 8: Social-emotional learning (SEL) supports
academic outcomes and school success for students. One way SEL is implemented in schools is through
explicit instruction of social-emotional competencies and skills. SEL instruction can be improved through the
use of a research-based SEL curriculum. Consistent vertical implementation of an SEL curriculum builds
common vocabulary and understanding for students and staff. Currently, a variety of materials and methods
are utilized for SEL instruction in grades preschool to 8. Preschool teachers employ teacher-created SEL
lessons. The Open Circle curriculum has been in place at the elementary level for many years. At the middle
school level, teacher-created SEL lessons are delivered during the advisory block. With the increased and
changing social-emotional and behavioral health needs of students, an exploration of a consistent SEL
curriculum is needed. Funding in FY24 will facilitate this work. Funding will support staff stipends, acquisition
of curriculum tools to examine, travel to visit other sites, and potential professional development.
● Secondary Counselors (2 from ESSER grant): Secondary counselor roles were developed to address the
increased need to support the social-emotional and behavioral health of our students. These roles were
funded through the ESSER grant but a portion of the salaries will now be incorporated into the FY24 operating
budget.
Strategic Objective 2: Coherent Instructional Systems: Additionally, we have identified budget priorities that reflect
the need to prioritize coherent instructional systems, directly connected to improving student academic outcomes.
They are:
● Elementary Assistant Principals (5): Investing in building leadership is at the core of improving academic
outcomes. A 2012 study of the impact of principals noted that “highly effective principals raise the
achievement of a typical student in their schools by between two and seven months of learning in a single
school year; ineffective principals lower achievement by the same amount.”[1] Given this impact, a recent
research analysis by the Wallace Foundation noted “it is difficult to envision an investment in K-12 education
with a higher ceiling on its potential return than improving school leadership.”[2] While our district continues
to invest in professional development and individualized coaching for principals, our administrative structure
at the elementary level poses a barrier to leveraging the impact of principals on student outcomes. With the
The Superintendent’s FY24 Recommended Budget 19
significant changes in the field of education, especially within the last 5 years, the roles of building leaders
have become exponentially more challenging. Within Reading, our adoption of high-quality curriculum
materials, our increased enrollment of diverse populations, and our increases in student social-emotional
and academic needs have all added significant responsibilities and expectations to those leading our
buildings. These shifts also highlight the need for principals to act as instructional leaders in their schools.
To do so, it is necessary to provide the staffing required to ensure the responsibilities and management of
our buildings are done efficiently and effectively to create structures for success in our schools. To support
all our students, families, educators, and principals, elementary assistant principals will share building-level
responsibilities including (but not limited to) teacher evaluations, programmatic support, family and
community engagement, and responding to day-to-day needs, allowing our principals to enhance their own
capacity as leaders of learning communities. Overall, these new roles will provide our elementary schools
with the administrative leadership structure necessary to harness the impact of principal leadership on
students. This new structure will also create an internal pipeline of leadership talent to fill principal vacancies
as they arise in this district.
● K-8 Math Coaches (2): Research shows the significant power of an instructional coach, especially when done
in an intentional, structured system with clearly defined goals/roles; “instructional coaching had a greater
impact on instruction than almost all other school-based interventions…In fact, they determined the quality
of teachers’ instruction improves by as much or even more than the difference in effectiveness between a new
teacher and one with five to 10 years of experience. Similarly, student performance improved with
instructional coaching regardless of whether a teacher was a novice or veteran.” [3] K-8 math coaches will
bring a shift in our professional learning structures, bringing previously externally provided training into our
district, working within our structures and alongside our educators. K-8 Math Coaches will support increased
implementation of adopted high-quality curriculum materials, improved instructional practices leading to
deepened opportunities for rigor in math learning, vertical and horizontal alignment, educator professional
learning thoughtfully and intentionally embedded into daily teaching and learning cycles. They will support
targeted training/professional learning opportunities, collaboration with teacher groups, and 1:1 coaching
and collaboration. Additionally, they will play a role in onboarding new staff, to ensure implementation of
our curriculum materials continues even beyond our initial adoption years.
● Elementary Special Education Teacher: A Learning Center Special Education Teacher position will be added
at the Joshua Eaton School. The position is required to ensure compliance with IEP services.
● Middle School Special Education Teacher (from ESSER grant): A program special education teacher position
will be added at Coolidge Middle School. The position is required to ensure compliance with IEP services.
This role was funded through the ESSER grant and a portion of the position will now be incorporated into the
operating budget. The balance of the position will be absorbed within the FY25 budget.
____________________________________
[1] https://www.educationnext.org/school-leaders-matter
[2] http://www.wallacefoundation.org/principalsynthesis
[3] The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
The Superintendent’s FY24 Recommended Budget 20
● Multilingual Learner Teachers (1.5): During the first 5 months of the 2022-23 school year, 31 multilingual
learners (MLLs) enrolled in the Reading Public Schools, most entering with beginning-level English
proficiency. In previous years, approximately 30% of MLL students in RPS were beginners. As of December
2022, 63% of our 60 MLL students are beginners. According to DESE standards, MLL students must receive
English instruction from a Teacher of English as a Second Language (ESL). Recommended weekly instructional
hours are based on students’ proficiency levels. Beginner MLL students receive 7 to 14 hours of instruction
weekly, while intermediate-level MLL students receive 4 hours. Supporting the language development of MLL
students is essential to their academic and social progress in school. To provide the needed services an
additional 1.5 FTEs of ESL teacher positions are included in the FY24 Recommended Budget.
● Special Education Team Chairs (from ESSER grant): To ensure consistency with practice and compliance, the
additional team chair positions allow each school to have at least one full-time special education
administrator. This allows the team chairs to have a direct role in instructional support within special
education classrooms. Additionally, they are responsible for implementing the reading protocol, as needed,
during the evaluation process to ensure all students have access to appropriate instruction and data
collection methods. The reading protocol is a researched based tool that Reading has adopted to ensure all
components of reading development are assessed. If an area of need is identified the protocol provides
guidance to select the appropriate instructional practices. This is a critical component to ensuring all students
are able to read and write effectively. These roles were funded through the ESSER grant but a portion of
salaries will now be incorporated into the operating budget.
● Team Chair Hours: There will be an increase in a team chair position from 0.6 to 1.0 FTE. This will allow there
to be a team chair for R.I.S.E. at the high school and continue the equitable share and OOD case management
that the position currently supports.
● Team Chair Stipends: Issue stipends to Team Chairs and the Special Education Literacy Coach appointed to
provide individualized Program Coordination to substantially separate Special Education Programs as
recommended in the FY23 Special Education Program Review. The Program Coordinators are working closely
with consultants to update Program Descriptions, create Points for the Teams to Consider (Exit and Entrance
Criteria), and create professional development plans to foster vertical alignment within the programs. While
completing this work the Program Coordinators will be observing, meeting with staff as well as soliciting
feedback from the parents/guardians of students enrolled in the program.
● Full-Day Kindergarten Tuition Fee Reduction: Reading Public Schools remains one of about two dozen
districts that does not provide free, full-day Kindergarten for students. We are committed to moving toward
universal, free, full-day kindergarten for students. In FY24, we plan to drop the kindergarten annual tuition
fee from $3,600 to $2,650.
● Board Certified Behavior Analyst (BCBA): In alignment with the program review recommendations, this
additional BCBA will provide support for students enrolled in the S.O.A.R./E.M.B.A.R.C. programs. This
position will serve students in Preschool to grade 12. The primary role of the BCBA will be to provide
consultative support to teams and families regarding evaluations, behavioral interventions, and data
collection.
● Secondary Transition Specialist: As indicated in the program review, this position will provide direct
evaluation and transition planning support for students ages 14-22. This position will support teams and
students to identify the skills needed to further their post schooling endeavors. As part of the IEP process for
The Superintendent’s FY24 Recommended Budget 21
all students there must be a transition plan beginning at age 14. The transition specialist will help develop
an evaluation protocol and education support to make sure all students who receive special education
services are prepared for their post-secondary transition. Additionally, for students who need more specific
job, leisure and life skills this position will help support community-based learning activities.
● RMHS Seal of Biliteracy Certification: Beginning in June 2023, RMHS graduating students can be awarded
the Seal of Biliteracy for demonstrating proficiency in two or more languages. In the spring of 2023, students
in grades 8 and 11 will participate in language proficiency assessments that would allow them to meet the
criteria for the Seal of Biliteracy. Twelve-grade students and other multilingual students were also given the
opportunity to participate in the assessments if they wished. In addition to supporting the Seal of Biliteracy
awards, language proficiency assessments are a valuable tool for the world language department in
understanding the language development and growth of students and allow families and students to better
understand second language growth and development. Additional funding will allow the high school world
language department to expand the number of students participating in language proficiency assessments
by shifting administration from specific grade levels to specific courses. This is a stronger practice since most
world language classes include students from multiple grade levels. This spring, the world language
department will review the sequence of courses to determine how to best leverage language proficiency
assessments.
● Mentoring for Year 2 New Teachers: Effective mentoring and induction programs are essential to training
and retaining high-quality staff. RPS’s current mentoring program provides new staff with an individual
mentor during their first year. The role of this mentor is to provide job-embedded support to develop the
knowledge-base and skills of new staff. Additional funding would be used for mentor stipends, allowing new
staff to continue to receive the support of a mentor in year 2. Not only will this improve the development of
new staff, but it enables RPS to meet the mentoring requirements DESE has outlined for districts.
● Curriculum Review Science: MA DESE Science, Technology, Engineering Frameworks were updated and
adopted in 2016; “The vision of the Massachusetts STE standards is to engage students in the core ideas
through the integration of science and engineering practices, while making connections to what they know
and the world they live in.”[4] The shift to the frameworks is built upon the guiding principles of relevance,
rigor, and coherence. The STE Curriculum Review process is intended to analyze our curriculum alignment
with the standards and in our RPS vertical articulation. The review process will deeply examine our STE
curriculum (with a focus on grade 6-12.) Funds will support teacher stipends, acquisition of curriculum
resources to review, travel to visit other sites, and professional development.
● Curriculum Review Middle School Literacy: A Middle School Literacy Leadership Team (MS LLT) was
developed in the 2022-23 school year to explore current curricular resources, tools, and practices in middle
school literacy. The goals of the team are focused on improving student achievement and growth in all
components of literacy instruction. Based on the work and recommendations of the MS LLT, we anticipate
continuing work in the 2023-24 school year to fully address MA DESE’s guidance around high-quality
curriculum materials and a new understanding of research in the field of literacy instruction. Funding could
include stipends, acquisition of curriculum tools to examine, travel to visit other sites, and potential
professional development.
___________________________________
[4] DESE Frameworks, 2016
The Superintendent’s FY24 Recommended Budget 22
● Curriculum Review World Language: MA DESE World Languages Frameworks MA DESE World Languages
Frameworks were updated and adopted in 2021. These frameworks contain a shift in the methodology of
world language instruction to focus on functional communication and comprehension skills. Under the new
frameworks, world language instruction and assessment are driven by “Can Do” statements highlighting how
students are able to use and grow proficiency in the second language. To ensure RPS world language
curriculum is aligned with the shifts of the new standards, a curriculum review team will be formed. Funding
could include stipends, acquisition of curriculum tools to examine, travel to visit other sites, and potential
professional development.
Major Focus Areas with No Impact to FY24 Recommended Budget
Killam Elementary School Building Project:
On March 2, 2022, the Massachusetts School Building Authority (MSBA) Board of Directors voted to invite the
Statement of Interest for the J. Warren Killam Elementary School into the MSBA’s Eligibility Period. The 270-day
Eligibility Period formalizes and streamlines the beginning of the MSBA’s grant approval process and benefits the
Town by providing a definitive schedule for the completion of preliminary requirements, assisting with the
determination of financial and community readiness, and identifying needs for planning and budgeting. Successful
completion of all activities in the Eligibility Period will allow the Town to be eligible for an MSBA invitation to
Feasibility Study.
Town Meeting’s vote to appropriate $2.2M in November 2022 was among the final requirements for advancing
beyond the Eligibility Period. The affirmative vote by Town Meeting indicated to the MSBA that the town is likely to
support a project that emerges from the design phase and will provide the funding required to proceed through
Modules 2-5, including hiring an Owner’s Project Manager (OPM), a designer, and paying for several analyses and
studies related to the site that may be required. On March 2, 2023, the MSBA Board of Directors will reconvene to
evaluate Phase 1 deliverables and vote on whether to move the Killam Building Project into Phase 2.
The timeline below depicts the three phases of the MSBA process:
Prospective MSBA Timeline, beginning June 1, 2022:
Phase 1 Preparation:
Module 1 Eligibility Period/Preparation: …………………………….………………...…270 days
Phase 2 Scope Definition:
Module 2 Project Team (OPM, Designer) …………………………………….…………..150 days
Module 3 Feasibility Study ……………………………………………………………….………300 days
Module 4 Schematic Design ……………………………………………………………….…..…75 days
Module 5 Project Scope, Schedule & Funding ……………………………………………90 days
Phase 3 Scope Monitoring:
Modules 6-8 Detailed Design, Construction Documentation & Bidding ……..…1 year
Construction ………………………………………………………………………………………….….…1.5 years
*Total ~ 3.5 years
The Superintendent’s FY24 Recommended Budget 23
*The timeline above represents maximum allowed durations. Many steps will likely overlap, resulting in a shorter,
3.5-year timeframe.
The Killam Elementary School completed construction in 1969 and has not undergone any significant renovations
since opening. While the facility has been well-maintained, it is now 53 years old and has several deficiencies. The
building is not fully ADA-compliant, including bathrooms and entry points to some classrooms and common areas.
The water fountains have been unusable for years due to lead levels, requiring the district to provide drinking water
through expensive and wasteful water bottles. Many of the windows and doors are original to the school, so they are
not energy efficient and create challenges with maintaining comfort levels. There is a fire alarm system, but no fire
suppression system. Sightlines to the main doors are poor, presenting a security concern. Due to the age of the
foundation, there have been some issues with water infiltration.
Programmatically, the building’s configuration also presents many challenges. Some classrooms and common spaces
are only accessible through other classrooms. The library / media center is an open space located at the “crossroads”
of the building, which makes it difficult to maintain a quiet environment or use the space for special education or
other services that may call for a degree of privacy. The needs of students and our understanding of how to provide
appropriate interventions have changed over the many decades since Killam was built, and the building does not
adequately support the space requirements for these needs. Tier 2 supports (such as small reading groups) are taking
place in open settings, including hallways. Spaces originally intended for storage have been converted to offices and
even learning spaces in some cases. The accessibility challenges of many of the building’s spaces significantly limit
the staff’s ability to creatively use the building’s footprint.
It could be possible to address some of these deficiencies through smaller renovation projects, but given the scope
of the needs, it is likely that any significant renovations would reach a threshold of 20% of the building’s assessed
value. This would trigger several compliance requirements that are currently grandfathered in (including ADA
compliance). As a result, while renovations are a possible outcome of the MSBA process, a new building may be the
more likely outcome.
The feasibility study will also consider solutions for other programmatic and space-related deficiencies in the district,
including, but not limited to: relieving capacity constraints at other elementary schools; eliminating the need for
modular classroom units; creating a single site to house the R.I.S.E. preschool program; allowing for possible future
expansion of R.I.S.E. as new mandates expand the eligibility for access to R.I.S.E. services.
While the precise figures are to be determined, the MSBA program may provide reimbursement to the town for
nearly half of the cost of any project. RPS and town staff have been working diligently over the last several months
to meet the numerous requirements to graduate from the Eligibility Period into Modules 2-5, which will allow us to
form a project team, conduct a feasibility study, develop a schematic design, and pursue town and MSBA approval
to enter into an agreement around project scoping and funding.
Innovation Pathways at Reading Memorial High School:
Reading Memorial High School (RMHS) is in the process of applying for Innovation Pathway Designations in the areas
of Information (Digital Media - Music Production and Computer Science) and Advanced Manufacturing (Engineering).
With the assistance of the Reading Chamber of Commerce and MassHire Metro North Workforce Board, RMHS
established partnerships with local industries to support the proposed pathways. Current industry partners include,
Weston & Sampson, TEALS – Microsoft, and Associated Builders and Contractors. RMHS is working to expand
partnerships as the year progresses specifically with Mitre Corporation and All That Music Academy in Stoneham.
The Superintendent’s FY24 Recommended Budget 24
RMHS is also consulting with institutions of higher education to include The College of St. Rose, Middlesex Community
College, and UMass Lowell. Earning Innovation Pathway Designations from DESE is an honor unto itself, but which
also opens the door to planning and implementation grants of up to $100,000. RMHS applied for the initial $25,000
Innovation Pathways planning grant and will be notified within the next couple of months if a recipient. Earning the
planning grant and designations makes RMHS eligible to apply for a $75,000 implementation grant in the summer of
2023.
During the planning process, course pathways are being developed by RMHS content specialist faculty in conjunction
with industry partners that are serving as advisors throughout this journey. Any student can select a Pathway course
while in high school, but to complete a Pathway, students enter in grade 9 or 10.
The courses in the Computer Science (Information) Innovation Pathway include, but are not limited to:
● Introduction to Computer Science
● Introduction to Java
● Dual Enrollment (DE) Computer Networks
● Dual Enrollment (DE) Computer Ethics
● Advance Placement (AP) Computer Science A
The courses in the Digital Media (Information) Innovation Pathway include, but are not limited to:
● Digital Piano
● Technical Songwriting & History of Rock
● Recording Digital Media
● Digital Music Production & Advanced Digital Marketing
● Advanced Music Production
The courses in the Engineering (Advanced Manufacturing) Innovation Pathway include, but are not limited to:
● Introduction to Physics
● Introduction to Engineering Design
● Principles of Engineering (POE)
● Environmental Engineering
● Advanced Placement (AP) Physics 1
All Pathways conclude with either a capstone project that is overseen by a content specialist faculty member, or an
internship with one of the industry partners or other corporations with which RMHS establishes partnerships to
support student growth and engagement. Those working on this initiative at RMHS are extremely enthusiastic about
the opportunities that Innovation Pathways will cultivate for students. RMHS is also proud to partner with local
industries and universities to inspire Reading residents to attend school and start their careers in the rich industries
embedded throughout Massachusetts.
An Innovation Pathway presentation was presented to the School Committee on November 18, 2022, and can be
viewed at the following link. More information will be communicated to the community with a specific emphasis on
current and incoming RMHS students and families. It is the collective hope that the new course and programmatic
offerings will engage students in deeper and meaningful learning experiences, while at the same time highlighting
the skill sets of our students and faculty.
The Superintendent’s FY24 Recommended Budget 25
Dual Enrollment Expansion at Reading Memorial High School
Reading Memorial High School has offered Dual Enrollment (DE) courses for students in the past through various
higher education institutions. These courses typically take place on college campuses. In the 2023-24 school year
RMHS is planning to expand DE offerings and hold a larger number of classes on campus at RMHS and within the
regular school day. RMHS is working with Middlesex Community College, a leader in DE programming for high school
students in the Greater Boston area, to expand opportunities for Reading students at a reasonable cost.
RMHS teachers are in the process of applying to be adjunct professors at Middlesex Community College and
proposing 100-level courses for next school year. In addition, RMHS department leaders are preparing course syllabi
for approval by the respective departments at Middlesex Community College. DE courses will be offered to seniors
that meet the prerequisites to include a 2.0 Grade Point Average or better, PSAT or SATs, and teacher
recommendation. During the course selection process in the spring, current juniors and their families will receive in
depth information regarding the expanded DE offerings for next school year. The new offerings do not negate
students taking courses on college campuses as has happened in the past, it is meant as a new opportunity for
students to earn college credits while enrolled in high school within the regular school day.
The Superintendent’s FY24 Recommended Budget Priorities
The Superintendent’s FY24 Recommended Budget Priorities summarized in the sections above represent a total
investment of $2,094,895. Of this total, $1,723,895 consists of new funding, $260,000 is supported through the
deployment of existing funds, and $111,000 is funded through grants. The FY24 priorities reflect an increase of 14.90
FTES over FY23, with 1.5 FTEs of this increase funded through grants. Each priority and their relative relationship to
the three overarching categories, 1.) provide a safe and supportive learning environment, 2.) build coherent
instructional systems, and 3.) increase operational efficiencies and effectiveness to support students is described
below by level (Preschool and Elementary, Secondary, and District Wide):
Preschool and Elementary Level Priorities:
Preschool and Elementary Level
Priorities
Strategic
Objective
Description $ Supported by
Existing
Operating Funds
$ Supported by
New Operating
Funds
$ Supported by
Grant
Funds
Total $
Investment
Total FTE
Investment
Elementary Assistant Principals 2 Provide operational and instructional support
to Barrows, Birch Meadow, Joshua Eaton and
Killam Elementary School Principals to prioritize
improvement in student outcomes.
Redeployed four assistant Principals stipends.
500,000 0 500,000 5.00
Full Day Kindergarten (FDK) Tuition
Fee Reduction
2 Reduce FDK tuition by 50% from $3,600 to
$2,650. This action increases access for
students and moves us closer to free full day
kindergarten.
250,000 250,000 0 500,000 0.00
Joshua Eaton Special Education
Teacher
2 Carry forward the 1.0 FTE Special Education
Teacher hired in FY23 for Learning Center at
Joshua Eaton due to enrollment shift and larger
class sizes/student caseloads.
0 84,233 0 84,233 1.00
Team Chair Hours 2 Increase R.I.S.E. Team Chair position from .60
FTE to 1.0 FTE.
0 37,823 0 37,823 0.40
Subtotal Preschool and Elementary 250,000 872,056 0 1,122,056 6.40
The Superintendent’s FY24 Recommended Budget 26
As noted in the table above, the FY24 Elementary (Preschool to Grade 5) Budget Priorities are supported through a
total investment of $1,122,056 and 6.40 FTEs. This investment will be supported through $872,056 of new funding
and $250,000 of existing operating funds will be redeployed to support these priorities.
Research shows that investing in building leadership is at the core of improving academic outcomes for all students.
To create structures for student success in our schools, four assistant principals have been recommended for all five
largest elementary schools. These new roles will provide our elementary schools with the administrative leadership
structure necessary to harness the impact of principal leadership on students. Shifting our priorities for principals
away from operational responsibilities and more toward instructional leadership will enhance our principals’ capacity
as leaders of learning communities, ultimately raising the academic achievement of students in our schools. Existing
Assistant Principal stipends will be reallocated toward supporting this new investment.
Continuing the pathway toward Universal Full-Day Kindergarten, the FY24 Recommended Budget reflects the
incorporation of teachers’ salaries within the operating budget, resulting in the decrease of FDK tuition fees from
$3,600 to $2,650 in FY24. The Town’s contribution toward increasing access to all students through Community
Priority funding and the district’s reallocation of existing funds from across several accounts will bring our community
one step closer to providing free FDK for all students. Some ways in which personnel and non-personnel resources
were maximized to support new investments, including operationalizing the FDK program to reduce tuition fees, are
outlined on page 11 and include the following personnel and non-personnel changes to the baseline budget. These
changes released funds for focus on other investment priorities, not only at the elementary level but also at the
secondary and districtwide:
● Recognized retirement savings.
● Shifted positions charged to the Special Education 240 Grant eliminating MTRS expenses.
● Allocated lunch time para wages to the Food Services special revenue fund.
● Applied School Choice funding.
● Considered a multi-year review of past, present, pending, and projected out of district tuition cost rates and
changes in placements.
● Applied the increase in Circuit Breaker Reimbursement.
● Reduced new employee physical examination requirements.
● Explored the Special Education P.O.S.T contract.
Increasing the R.I.S.E. Team Chair’s hours will allow the district to continue the equitable share and out of district
case management required to meet legal mandates and a Learning Center teacher hired in FY23 will be reflected in
the FY24 Recommended Budget at Joshua Eaton. This position ensures compliance with the delivery of services
defined on students’ Individual Educational Plans.
Priorities funded in the FY23 budget that will be carried over into the FY24 budget to ensure supportive and safe
environments includes one Adjustment counselor/METCO Coordinator assigned to each elementary school, positions
which are shared equally between the operating fund and METCO grant, and three Elementary School Teaching
Fellow positions to continue to support reasonable class sizes.
The Superintendent’s FY24 Recommended Budget 27
Secondary Level Priorities:
At the Secondary Level (grades 6 to 12), the total investment amount is $206,096, of which $129,596 will be
supported through new funding, $2,000 to be redeployed from existing resources, and $74,500 funded through the
METCO Grant. A total investment of 3.0 FTEs is associated with these priorities, of which 1.5 FTEs will be funded
through the operating budget and 1.5 FTEs through the METCO grant.
Building upon the successful elementary school model of providing a supportive and safe environment to all students
has been adopted at the middle school level through the addition of an Adjustment Counselor/METCO Coordinator.
One Adjustment Counselor/METCO Coordinator is recommended to be shared between Coolidge and Parker Middle
Schools to increase the academic and social-emotional support to all Boston and Reading resident students. This
position will be funded through the operating budget and the METCO grant. In addition, a METCO Coordinator is
recommended for assignment to Reading Memorial High School. The METCO Coordinator position at RMHS is
expected to increase the academic and social-emotional support to all Boston and Reading resident students and will
be supported entirely through METCO grant funding.
Sustaining Project Wayfinder, a social-emotional learning curriculum implemented by RMHS guidance staff, will allow
the district to support students' success in school and in life by teaching the skills needed to build belonging and the
mindsets necessary to facilitate personal growth. ESSER grant funds were used to deliver this program during the
2021-22 and 2022-23 school years. The cost of this program is recommended to be adopted by the district in the
FY24 Recommended Budget.
The Special Education program review conducted in FY23 highlighted the need for a Secondary Transition Specialist
to provide evaluation, transition planning, and post-school skills development support for students ages 14 to 22.
This position is reflected among the priorities at the secondary level for FY24 investment.
The expansion of the Seal of Biliteracy Certification, which was funded initially in FY23, will be funded through the
reallocation of existing resources, and will allow the high school world language department to increase the number
of students who are given the opportunity to achieve the Seal of Biliteracy for demonstrating proficiency in two or
more languages by participating in proficiency assessments.
Secondary Level Priorities Strategic
Objective
Description $ Supported by
Existing
Operating Funds
$ Supported by
New
Operating Funds
$ Supported by
Grant
Funds
Total $
Investment
Total FTEs
Investment
Middle School Adjustment
Counselor/METCO Coordinator
1 Add METCO/Adjustment Counselor position to
be shared between Coolidge and Parker Middle
Schools. This position is funded equally by
operating budget and METCO grant, .50 FTE
and .50 FTE
0 37,000 18,500 55,500 1.00
RMHS METCO Coordinator 1 Move METCO Coordinator role from Parker to
RMHS. This position is funded entirely by
METCO grant, 1.0 FTE
0 0 56,000 56,000 1.00
RMHS Wayfinder Curriculum 1 Sustain Wayfinder Curriculum in the RMHS
operating budget, previously funded by ESSER
grant.
0 13,000 0 13,000 0
Secondary Transition Specialist 2 Provide direct evaluation and transition
planning support for students ages 14-22,
as recommended in the Special Education
program review.
0 79,596 0 79,596 1.00
RMHS Seal of Biliteracy Certification 2 Expand the recognition of RMHS students who
have achieved proficiency in two or more
languages.
2,000 0 0 2,000 0
Subtotal Secondary 2,000 129,596 74,500 206,096 3.00
The Superintendent’s FY24 Recommended Budget 28
District Wide Level Priorities:
The total investment required to support Districtwide priorities identified by instructional leaders and stakeholders
and align with all three strategic objectives totals $766,743 of which $722,243 is supported through new funding,
District Wide Level Priorities Strategic
Objective
Description $ Supported by
Existing
Operating Funds
$ Supported by
New
Operating Funds
$ Supported by
Grant
Funds
Total $
Investment
Total FTEs
Investment
ESSER-Funded Positions 1 Begin a two year process of funding a portion
of 1.0 FTE MS Special Education Teacher, 2.0
FTE Guidance/Counseling, 2.6 FTE Special
Education Team Chairs as ESSER funds in FY23
and in FY24. ESSER Tutors will not be
consolidated into the Operating Budget.
0 204,186 0 204,186 0
1 to 1 Nurse 1 Meet individual student need 0 69,035 0 69,035 1.00
Social Emotional Learning (SEL)
Curriculum Exploration
1 Provide time and opportunity to assess SEL
programs for implementation in FY25 for
Preschool through grade 8
0 5,000 0 5,000 0
Instructional Math Coaches 2 K-8 Math Coaches will support increased
implementation of high quality curriculum
materials, improved instructional practices,
vertical and horizontal alignment, and
professional learning embedded into daily
teaching and learning cycles.
0 180,000 0 180,000 2.00
Multi-Language Learner Teachers 2 Carry forward 1.5 FTE hired in FY23 to support
surge in multi-language learner enrollment
districtwide to align with DESE
recommendations for time on learning.
0 119,022 0 119,022 1.50
Board Certified Behavior Analyst
(BCBA)
2 Hire Preschool through grade 12 additional
1.0 BCBA to provide support for students
enrolled in the S.O.A.R./E.M.B.A.R.C.
Programs in alignment with the Special
Education Program Review
recommendations.
0 85,000 0 85,000 1.00
Team Chair Stipends 2 Issue stipends to Team Chairs appointed to
provide individualized Program
Coordination to substantially separate
Special Education Programs. These
stipends will be funded through the
Special Education 240 grant.
0 0 32,500 32,500 0
Mentoring for Year 2 Teachers 2 Complete plan and develop coordinated
mentoring program for instructional staff,
including paraprofessionals. Comply with DESE
requirements.
0 30,000 0 30,000 0
Curriculum Content Cycle 2 Formulate plan that incorporates curriculum
content review cycle and instructional
leadership structure to improve student
academic outcomes in three content areas:
Middle School Literacy, Grades 7-12 World
Languages, and Grades 6-12 Science.
0 30,000 0 30,000 0
Annual Community Report 3 Publish annual Community Report to share
work of school district, engage residents, and
incorporate student voice.
8,000 0 0 8,000 0
Substitute Nurse wages 3 Improve ability of the district to recruit and
assign substitute nurses by increasing daily
wage from $175 to $225 to become
comparative with nearby communities. This
expense will be funded by the Department of
Public Health Grant.
0 0 4,000 4,000 0
Subtotal District Wide 8,000 722,243 36,500 766,743 5.50
COMBINED TOTAL 260,000 1,723,895 111,000 2,094,895 14.90
The Superintendent’s FY24 Recommended Budget 29
$8,000 through existing funds and $36,500 supported by grants or existing resources. An addition of 5.5 FTEs is
associated with these priorities.
As ESSER II funding comes to an end in FY23 followed by ESSER III in FY24, a portion of positions previously supported
through this grant will be incorporated into the operating budget over the next two years to ensure compliance with
IEPs and support the behavioral health of our students: Middle School Special Education Teacher, Special Education
Team Chairs, and Secondary Counselors.
An increase in health support will be available through the addition of a 1 to 1 1.0 FTE Nurse to meet an individual
student’s medical need for the student to access the school setting.
With the increased and changed social-emotional and behavioral health needs of students, an exploration of a
consistent SEL curriculum is needed. Funding in FY24 will facilitate this work by supporting staff stipends,
acquisition of curriculum tools to examine, travel to visit other sites, and potential professional development.
K-8 math coaches will bring a shift in our professional learning structures, bringing previously externally provided
training into our district, working within our structures and alongside our educators. K-8 Math Coaches will support
increased implementation of adopted high-quality curriculum materials, improved instructional practices leading to
deepened opportunities for rigor in math learning, vertical and horizontal alignment, educator professional learning
thoughtfully and intentionally embedded into daily teaching and learning cycles. They will support targeted
training/professional learning opportunities, collaboration with teacher groups, and 1:1 coaching and collaboration.
Improving academic outcomes will be articulated through the increase in instructional support for English Language
Learners in the form of 1.5 FTE teachers. As of December 2022, 63% of our 60 MLL students are beginners. According
to DESE standards, multi-language learners must receive English instruction by a Teacher of English as a Second
Language (ESL). These teaching positions are essential to carry-forward into the FY24 Recommended Budget to
provide needed services to students and comply with state regulations.
In alignment with the Special Education program review recommendations, an additional Board Certified Behavior
Analyst (BCBA) is needed to provide support for students enrolled in the S.O.A.R./E.M.B.A.R.C. programs, Preschool
through grade 12. The primary role of the BCBA will be to provide consultative support to teams and families
regarding evaluations, behavioral interventions, and data collection.
Also recommended in the FY23 Special Education Program Review is a district-wide budget priority to expand the
role of the Team Chair to provide individualized P rogram Coordination to substantially separate Special Education
Programs. The expansion of the role will be compensated through a stipend, which will be funded through the Special
Education 240 grant.
The district’s current mentoring program provides new staff with an individual mentor during their first year.
Additional funding would allow new staff to continue to receive the support of a mentor in year 2. Not only will this
improve the development of new staff, but it enables RPS to meet the mentoring requirements DESE has outlined
for districts.
The FY24 Operating Budget support for the Science/Technology/Engineering, World Language and Middle School
Literacy Curriculum Review process is intended to analyze our curriculum alignment with the standards and in our
vertical articulation. The review process will deeply examine our curriculum (with a focus on secondary.) Funds will
support teacher stipends, acquisition of curriculum resources to review, travel to visit other sites, and professional
development.
The Superintendent’s FY24 Recommended Budget 30
Sharing the work of the school district, engaging residents, and incorporating students’ voices is the goal of the annual
Community Report publication. This report will be written, produced, and published with the support of our student
body.
Reflected in the District Wide FY24 Recommended Budget Priorities is a recommendation to increase the substitute
nurse’s daily wage from $175 to $225. This increase will improve the district’s ability to recruit and assign substitute
nurses by becoming comparable with other nearby districts’ daily wages.
The Superintendent’s FY24 Recommended Budget 31
FINANCIAL SECTION
“Foliage” by Emily Bass, RMHS Student enrolled in Ms. Kathleen M. Dailey’s AP Photography Class
The Superintendent’s FY24 Recommended Budget 32
FINANCIAL SECTION
In October 2022 the Finance Committee voted for a FY24 budget guideline of 3.75%, which represents an increase of
$1,942,000 over the FY23 School Department Appropriated Budget. Since then, Townwide Accommodated Cost
savings have been identified. As a result, $131,260 of additional funds have been allocated to the School
Department’s FY24 Operating Funds. These additional funds raised the total incremental increase in FY24 to
$2,073,260, or 4.00%, over FY23. Combined with the $150,000 in funding associated with the Townwide Community
Priority for FDK, the Superintendent's FY24 Recommended Budget totals $2,223,260. The Finance Committee Budget
Guidelines, revised Accommodated Costs, and Community Priority for FDK are summarized in the table below:
The leadership team used financial, staffing and student outcome data to identify trends, analyze resource
allocations, and make strategic decisions. In the section to follow, the district’s finances are summarized and detailed
by Cost Center. The following information can be found within each subsection:
1. Summary of FY23 Appropriated Budget, FY24 Recommended Budget, and the dollar/percentage
change between the two.
2. Primary Function Description summarizing core services.
3. FY23 Appropriated and FY24 Recommended Budgets by org and object codes, in comparison with
actual expenditures (excluding end of year encumbrances) for FY20, FY21 and FY22.
4. Description of Personnel and Non-personnel Budget Drivers that have impacted and shaped the FY24
Recommended Budget.
Superintendent’s FY24 Recommended Budget by Cost Center
In comparison with actual expenditures (excluding end of year encumbrances) for FY20, FY21 and FY22, the table
below provides the actual expenditures for FY20, FY21, FY22, the Appropriated FY23 Budget and the
Superintendent’s FY24 Recommended Budget for each of the five Cost Centers: Administration, Regular Day, Special
Education, School Facilities and Districtwide Programs, which includes Health Services, Athletics, Extracurricular
Activities, and Technology. Please note that the actual expended amounts below reflect the combined total of
expenditures and encumbrances reported at the close of each fiscal year. The table below also provides the
percentage change between the Recommended FY24 Recommended Budget and the FY23 Appropriated Budget by
Cost Center:
Adjusted FY24 Budget FY23 Appropriated Budget FY24 Adjusted Budget $ Change
FY24 vs. FY23
Operating Funds 46,203,363 48,053,423 1,850,060
Special Education Accommodated Costs 5,580,000 5,803,200 223,200
Total Adjusted FY24 Guidelines 51,783,363 53,856,623 2,073,260
% Percentage increase 4.00%
*Community Priority 150,000 150,000
Total Adjusted FY24 Guidelines and Community
Priority 51,783,363 54,006,623 2,223,260
4.29%
**Community Priority - to be applied toward Universal Full Day Kindergarten
The Superintendent’s FY24 Recommended Budget 33
Summary of FY24 Recommended Budget by Cost Center Compared with Prior Fiscal Years:
The five Cost Centers named above were established by a vote of the School Committee. In accordance with that
vote, during the current fiscal year, the administration is authorized to transfer funds within any cost center,
however, the transfer of funds between cost centers must be obtained upon a majority vote of the School Committee
through a recommendation at the time of the quarterly financial report presentations. The relative size of each cost
center using actual expenditures for FY20 through FY22, the Appropriated FY23 budget and the FY24 Recommended
Budget is illustrated in the tables on the page to follow:
Cost Center Percentage to Total Budgets and Expenditures:
Illustrated in the pie chart above, the percentage of each Cost Center to the total Superintendent’s FY24
Recommended Budget. For example, the chart reflects 59.08% of the FY24 Recommended Budget is allocated to
Regular Day expenditures. The bar graph reflects the percentage of each Cost Center’s actual expenditures at the
end of each fiscal year. FY20 through FY22, along with the FY23 Appropriated and FY24 Recommended budgets.
Financial and narrative overviews for each Cost Center are found in the section to follow including a description of
changes within each Cost Center’s recommended personnel and non-personnel funding to meet all contractual and
mandated obligations and to address investment priorities in the daily delivery of academic, social, emotional, health
and extracurricular services to our students.
Cost Center Actual
Expended
FY20
Actual
Expended
FY21
Actual
Expended
FY22
Final
Budget
FY23
Recommended
Budget
FY24
% Change
FY24 v. FY23
Administration 1,116,630$ 1,229,548$ 1,268,745$ 1,303,760$ 1,311,157$ 0.57%
Regular Day 27,237,804$ 28,965,873$ 29,351,284$ 29,705,173$ 31,954,246$ 7.57%
Special Education 14,321,863$ 13,895,188$ 14,963,132$ 16,931,141$ 16,716,166$ -1.27%
School Facilities 1,608,219$ 1,693,091$ 1,601,689$ 1,620,845$ 1,644,782$ 1.48%
District Wide 2,021,650$ 1,827,722$ 2,308,084$ 2,222,444$ 2,380,272$ 7.10%
Total 46,306,166$ 47,611,422$ 49,492,935$ 51,783,363$ 54,006,623$ 4.29%
2.43%
59.08%
31.03%
3.05%
4.41%
Recommended FY24 Budget
Administration
Regular Day
Special Education
School Facilities
District Wide
The Superintendent’s FY24 Recommended Budget 34
In the table below, personnel and non-personnel actual expenditures are reflected for FY20 through FY22, the FY23
Appropriated Budget and the FY24 Recommended Budget. Personnel budgets consist of professional salaries, clerical
salaries, and other salaries and non-personnel budgets consist of contracted services, supplies and materials and
other expenses categories. These categories are defined by the Department of Elementary and Secondary Education
(DESE) with their chart of account, which are requirements for reporting expenditure data from school committee
appropriations. More about DESE’s chart of accounts and criteria for financial reporting can be found here:
FY24 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
The table above reflects expenditures and budgets by category of spending established by DESE. The personnel
related budget category consists of professional salaries, clerical salaries, and other salaries such as sick leave buy-
back. The non-personnel budget category consists of contracted services, supplies and materials, and other expenses,
such as equipment. In addition to contractual obligations and mandated services, spending trends and projected
student needs were factored into the allocation of funds when developing the FY24 Recommended Budget.
Reviewing per pupil instructional supplies by school is one of several data points the district uses to review allocation
of funds.
Principals and School Secretaries were instrumental in identifying students’ projected needs:
Instructional Services, Materials, and Equipment Per Pupil Budget Allocation:
Instructional services, materials, and equipment budgets for each school are outlined above with FY23 Actual and
FY24 Projected Enrollment. Shifts in actual versus projected enrollment, unanticipated student needs, needs of
substantially separate programs, economies of scale, stages of equipment renewal, specific school year needs, and
Budget Category Actual
Expended
FY20
Actual
Expended
FY21
Actual
Expended
FY22
Final
Budget
FY23
Recommended
Budget
FY24
% Change
FY24 v.
FY23
Professional Salaries 32,380,249$ 32,748,702$ 34,671,832$ 35,997,172$ 39,878,042$ 10.78%
Clerical Salaries 917,050$ 960,784$ 978,417$ 1,032,667$ 1,050,750$ 1.75%
Other Salaries 4,273,723$ 4,264,215$ 4,572,511$ 5,375,085$ 4,559,472$ -15.17%
Contract Services 2,261,470$ 2,184,659$ 2,831,163$ 2,831,354$ 2,794,720$ -1.29%
Supplies & Materials 1,374,922$ 1,953,258$ 1,574,938$ 963,940$ 991,711$ 2.88%
Other Expenses 5,098,751$ 5,499,804$ 4,864,073$ 5,583,145$ 4,731,928$ -15.25%
Total 46,306,166$ 47,611,422$ 49,492,935$ 51,783,363$ 54,006,623$ 4.29%
The Superintendent’s FY24 Recommended Budget 35
the level of prior year pre-purchases of instructional materials and equipment supported by district-wide end year
savings can impact the funding amounts and ratios across schools and between fiscal years.
Administration Cost Center Summary
FY23 Appropriated Budget: $1,303,760
FY24 Superintendent’s Recommended Budget: $1,311,157
$ Change: $7,397.00
% Change: .57%
Primary Function: The Administration Cost Center includes the salaries and expenses for Central Office and some
District-wide administration which includes the following primary functions: School Committee, Superintendent,
Assistant Superintendent, Business and Finance, Human Resources, and District-wide Data and Information
Management. The Administration cost center currently accounts for 2.43% of the total district budget. FTEs for this
cost center are found in Appendix A.
Budget Detail by Administration Cost Center:
The Superintendent’s FY24 Recommended Budget 36
Administration Budget Drivers:
The changes between the FY24 Recommended and FY23 Appropriated budgets are summarized below by personnel
and non-personnel categories:
Personnel -Salary differences in the FY24 Recommended Budget reflects staffing exchange, step, degree
changes, and the cost-of-living salary increase in compliance with employment contracts and bargaining unit
agreements approved by the School Committee. The FY24 Administrative Personnel budget also reflects the
new Offset for School Choice Funding totaling $45,000, which is generated on School Choice Students
enrolled in the 2022-2023 school year. The funds “earned” in FY23 will be allocated to support Districtwide
Regular Day and Special Education and Student Services. For the purposes of budgeting FY24, the offset of
School Choice Funds his resting within the Administration budget. Lastly, an increase in Employee Benefits,
specifically the participation in TSAs (Tax Sheltered Annuities) has been increased to better align with
trending costs. Decreases in the personnel budget are reflected in the Employee Physicals line item, as the
district shifts its requirement to job-related employees. In addition, the Advertising line item has been
decreased to reflect actual spending trends and anticipated needs. Hiring and Recruiting Expenses have
decreased in FY24 following the boost in investments made in FY22 and FY23 and due to a reduction of
$20,000 generated by refining the requirement for new employee physical examinations.
Non-personnel – Due to a 9% increase in legal fees, the Labor Counsel line item has increased. Also, the
district will allocate funding to publish an annual Community Report to share the work of the Reading Public
Schools with our residents. Students will be involved in the development, design, and production of this new
annual report. Offsetting this increase are reductions in Consulting Services, specifically auditing fees, for
Student Activity Account Audits will be conducted through an internal process in alignment with DESE
guidelines. Telecommunication services have also been reduced due to shifts in service. better aligns the
budget with trending usage and costs. The redeployment of existing resources to expand our efforts in
recruiting a diverse workforce is also reflected above. Reading Public Schools is committed to recruiting a
diverse and high performing workforce.
Regular Day Cost Center Summary
FY23 Appropriated Budget: $29,705,173
FY24 Superintendent’s Recommended Budget: $31,954,246
$ Change: $2,249,073
% Change:7.57%
Primary Function: The Regular Day Cost Center encompasses all personnel and non-personnel expenses related to
delivering core, general education instructional programs to our students. Personnel costs for school principals,
instructional and support staff, as well as non-personnel costs related to curriculum materials; professional
development; instructional materials, supplies, and equipment; instructional technology; library materials and
technology; and other instructional services are captured in this Cost Center budget. The Regular Day Cost Center
budget accounts for 59.08% of the total Superintendent’s FY23 Recommended Budget. FTEs for this cost center are
found in Appendix A. FY24 Recommended Budget detail for Regular Education follows below:
The Superintendent’s FY24 Recommended Budget 37
Budget Detail by Regular Day Cost Center:
Budget Category Actual
Expended
FY20
Actual
Expended
FY21
Actual
Expended
FY22
Final
Budget
FY23
Recommended
Budget
FY24
% Change
FY24 v.
FY23
Regular Day 27,237,804$ 28,965,873$ 29,351,284$ 29,705,173$ 31,954,246$ 7.57%
Professional Salaries 23,711,443$ 24,034,487$ 25,095,447$ 26,344,061$ 28,517,342$ 8.25%
Assistant Principal 488,479$ 477,476$ 499,142$ 508,014$ 1,151,978$ 126.76%
Department Head Stipends/Salaries 346,219$ 335,857$ 397,158$ 408,160$ 442,178$ 8.33%
Employee Benefits 10,500$ 56,933$ 29,583$ 41,800$ 39,850$ -4.67%
Guidance 388,492$ 403,727$ 430,408$ 507,708$ 556,736$ 9.66%
Instructional Specialist 238,428$ 240,344$ 172,882$ 286,796$ 471,778$ 64.50%
Library 638,574$ 628,255$ 654,748$ 683,219$ 706,776$ 3.45%
Principal 995,729$ 1,028,927$ 1,042,233$ 1,081,635$ 1,076,259$ -0.50%
Psychologist 921,954$ 974,404$ 900,044$ 1,249,052$ 1,486,448$ 24.21%
Reading 611,771$ 626,099$ 650,615$ 654,936$ 675,878$ 3.20%
Revolving Fund Support (800,000)$ (1,050,000)$ (893,956)$ (1,100,000)$ (600,000)$ -45.45%
State Grant Support (70,000)$ (70,000)$ -$ -$ -$ -
Stipends 232,719$ 203,187$ 208,095$ 255,600$ 278,400$ 8.92%
Substitutes 92,323$ 110,953$ 83,730$ -$ -$ -
Teacher 19,310,787$ 19,753,323$ 20,592,159$ 21,431,779$ 21,873,850$ 2.06%
Technology Integration 305,467$ 315,002$ 328,605$ 335,362$ 357,211$ 6.52%
Clerical Salaries 470,796$ 456,161$ 480,959$ 489,970$ 504,652$ 3.00%
Employee Benefits 14,348$ -$ -$ 4,500$ 4,500$ 0.00%
Secretary 456,448$ 456,161$ 480,959$ 485,470$ 500,152$ 3.02%
Other Salaries 860,284$ 816,652$ 1,022,116$ 1,260,888$ 1,285,665$ 1.97%
Employee Benefits -$ 35$ -$ -$ -$ -
Paraprofessional 718,403$ 768,312$ 768,282$ 863,688$ 888,465$ 2.87%
Substitutes 141,881$ 48,304$ 253,835$ 397,200$ 397,200$ 0.00%
Contract Services 116,993$ 138,979$ 328,287$ 273,000$ 268,000$ -1.83%
Instructional Services 681$ 3,200$ 147,908$ 65,000$ 60,000$ -7.69%
Transportation 116,312$ 135,779$ 174,542$ 208,000$ 208,000$ 0.00%
Tutoring Services -$ -$ 5,837$ -$ -$ -
Supplies & Materials 871,509$ 1,476,285$ 1,257,953$ 736,008$ 761,721$ 3.49%
Art 36,568$ 22,132$ 30,597$ 24,724$ 24,724$ 0.00%
Business -$ -$ 75$ 1,500$ 1,500$ 0.00%
Curriclum, Elementary 120,827$ 620,156$ 638,193$ 63,000$ 63,000$ 0.00%
Curriclum, High School 98,269$ 168,483$ 66$ 77,100$ 77,100$ 0.00%
Curriclum, Middle School 60,837$ 8,254$ 8,629$ 45,400$ 45,400$ 0.00%
Drama -$ -$ 291$ -$ -$ -
English Language Arts 29,111$ 63,218$ 26,458$ 28,500$ 28,500$ 0.00%
Equipment 351$ 1,476$ -$ -$ -$ -
Foreign Language 1,986$ 12,172$ 10,753$ 12,953$ 12,953$ 0.00%
Furnishings 27,574$ 77,268$ 123,423$ 8,750$ 8,750$ 0.00%
Guidance 900$ 327$ 421$ 1,000$ 15,000$ 1400.00%
Kindergarten 1,935$ 696$ 956$ 300$ 300$ 0.00%
Library 10,009$ 15,369$ 11,651$ 10,702$ 13,150$ 22.87%
Library Technology -$ 298$ -$ 1,000$ 1,000$ 0.00%
Math 63,852$ 16,636$ 16,396$ 18,350$ 18,350$ 0.00%
Office 13,735$ 11,361$ 16,167$ 14,245$ 14,245$ 0.00%
Other 49,393$ 95,248$ 41,144$ 38,764$ 38,337$ -1.10%
The Superintendent’s FY24 Recommended Budget 38
Regular Day Cost Center, continued:
Regular Day Budget Drivers:
The changes between the FY24 Recommended and FY23 Appropriated budgets are summarized below by personnel
and non-personnel categories:
Personnel - Salary differences in the FY24 Recommended Budget reflects staffing exchange, step, degree
changes, and the cost-of-living salary increase in compliance with employment contracts and bargaining unit
agreements approved by the School Committee. Also considered in the Personnel budget are increases
related to retirements. Increases reflected within Budget Priorities described in the prior sections make up
the personnel cost increases in the Regular Day Cost Center:
Budget Category Actual
Expended
FY20
Actual
Expended
FY21
Actual
Expended
FY22
Final
Budget
FY23
Recommended
Budget
FY24
% Change
FY24 v.
FY23
Paper 29,956$ 20,032$ 33,344$ 35,500$ 35,500$ 0.00%
Performing Arts 8,807$ 31,677$ 11,463$ 12,250$ 12,250$ 0.00%
Periherals -$ 898$ -$ -$ -$ -
Physical Education 8,242$ 60,337$ 21,608$ 9,050$ 9,050$ 0.00%
Printer 12,607$ 9,664$ 14,071$ 19,850$ 19,850$ 0.00%
Professional Development 1,085$ 60$ 744$ 5,600$ 5,350$ -4.46%
Psychology -$ -$ -$ 460$ 460$ 0.00%
Reading 23,660$ 39,286$ 16,316$ 16,100$ 16,100$ 0.00%
Science 70,187$ 34,010$ 21,501$ 68,397$ 68,397$ 0.00%
Social Studies 3,345$ 3,554$ 9,549$ 8,900$ 8,900$ 0.00%
Software 70,909$ 67,133$ 154,478$ 149,108$ 159,050$ 6.67%
Teacher Resources 3,327$ 9,000$ 2,508$ 7,700$ 7,700$ 0.00%
Teacher Supplies 24,490$ 37,674$ 40,373$ 17,375$ 17,375$ 0.00%
Technology 88,332$ 48,241$ 4,211$ 27,780$ 27,780$ 0.00%
Testing 505$ 360$ 338$ 1,850$ 1,850$ 0.00%
Workbooks & Consumables 10,711$ 1,261$ 2,231$ 9,800$ 9,800$ 0.00%
Other Expenses 1,206,780$ 2,043,310$ 1,166,522$ 601,246$ 616,866$ 2.60%
COVID19 Expenses 499,103$ 275$ -$ -$ -$ -
Dues & Memberships 10,589$ 17,414$ 20,141$ 12,659$ 12,450$ -1.65%
Equipment 69,070$ 61,791$ 72,117$ 82,900$ 91,520$ 10.40%
Field Trip Travel -$ -$ 76$ 500$ 500$ 0.00%
Graduation 9,428$ 17,717$ 8,522$ 8,000$ 10,000$ 25.00%
Instructional Services 1,389$ 21,221$ 3,898$ 4,500$ 9,500$ 111.11%
Other 524$ 422$ 711$ 1,000$ 1,000$ 0.00%
Professional Development 200,217$ 145,541$ 159,091$ 234,504$ 234,713$ 0.09%
Software Licensing & Support 72,802$ 110,572$ 117,907$ 90,000$ 90,000$ 0.00%
Technology 342,312$ 1,668,357$ 734,050$ 136,183$ 136,183$ 0.00%
Travel 1,347$ -$ -$ 1,000$ 1,000$ 0.00%
Tuition - Out of District -$ -$ 40,460$ 30,000$ 30,000$ 0.00%
Virtual School Tuition -$ -$ 9,550$ -$ -$ -
Total 27,237,804$ 28,965,873$ 29,351,284$ 29,705,173$ 31,954,246$ 7.57%
The Superintendent’s FY24 Recommended Budget 39
Personnel Budget Priorities:
• 5.0 FTE Elementary School Assistant Principals
• Full-Day Kindergarten Reduction of Fee and Adoption into Operating Fund (fee reduced
from $3,600 to $2,650)
• 2.0 FTE K-8 Math Coaches
• 1.5 FTE Multi-Language Learner Teachers
• FTE Middle School Adjustment Counselor/METCO Coordinator (cost shared between
operating budget and METCO Grant)
• RMHS METCO Coordinator (1.0 FTE funded entirely by METCO Grant)
• Portion of ESSER Funded Positions (1.0 FTE Coolidge Special Education Teacher, 2.0 FTE
Counseling/Guidance Staff, 3.O FTE Team Chairs)
• Mentoring Stipends for Second Year Teachers’ Program
• Curriculum Content Cycle Stipends
Non-personnel – The Regular Day budget reflects a slight shifting of resources to maximizing existing funds
in support of our budget investments, including the support of Project Wayfinder, the expansion of the
Biliteracy Certification, and the assessment of Social Emotional Learning programs for implementation in
FY25. In addition to supporting new needs, some existing services and materials/equipment are projected
to increase, including translation services, a new 3-year photocopier contract, curriculum software licenses,
library books, and graduation expenses.
Defined within the prior section and summarized below are the following non personnel budget priorities in
Regular Day:
Non-personnel Budget Priorities:
• Project Wayfinder Curriculum
• Seal of Biliteracy Certification
• Social Emotional Learning (SEL) Curriculum
Special Education Cost Center Summary
FY23 Appropriated Budget: $16,931,141
FY24 Superintendent’s Recommended Budget: $16,716,166
$ Change:( $214,975)
% Change: (1.27%)
Primary Function: The Special Education Cost Center encompasses all personnel and non-personnel expenses
necessary to deliver special education and related services to students in our school community. As mandated by
the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Americans with Disabilities Act, we strive
to provide programs and services to allow our students with disabilities to be educated in the least restrictive
environment that enables them to make effective progress. FTEs for this cost center are found in Appendix A. In FY24,
the Special Education Cost Centers makes up 31.03% of the Superintendent’s FY24 Recommended Budget.
The Superintendent’s FY24 Recommended Budget 40
Budget Detail by Special Education Cost Center:
Budget Catgory Actual
Expended
FY20
Actual
Expended
FY21
Actual
Expended
FY22
Final
Budget
FY23
Recommended
Budget
FY24
% Change
FY24 v. FY23
Special Education 14,321,863$ 13,895,188$ 14,963,132$ 16,931,141$ 16,716,166$ -1.27%
Professional Salaries 7,100,261$ 7,189,533$ 7,827,486$ 7,931,713$ 9,491,998$ 19.67%
Administrator 61,954$ 77,849$ 111,251$ 112,004$ 121,850$ 8.79%
Director 251,791$ 269,181$ 258,545$ 274,072$ 280,948$ 2.51%
Employee Benefits 1,950$ 1,950$ 16,558$ 1,100$ 1,100$ 0.00%
Extended Year Services 122,864$ 126,403$ 140,294$ 136,000$ 140,896$ 3.60%
Manager 26,099$ 34,269$ 36,284$ 26,184$ 37,858$ 44.58%
Nurse 1,934$ -$ 203$ 4,000$ 4,000$ 0.00%
Occupational Therapist 287,203$ 315,833$ 326,100$ 324,278$ 343,626$ 5.97%
Physical Therapist 133,624$ 150,357$ 154,450$ 158,150$ 162,222$ 2.57%
Psychologist 461,160$ 489,893$ 524,501$ 621,814$ 620,532$ -0.21%
Pysical Therapist (0)$ -$ -$ -$ -$ -
Revolving Fund Support (280,000)$ (370,000)$ (376,985)$ (400,000)$ (400,000)$ 0.00%
Special Education Teacher 4,486,205$ 4,599,141$ 4,828,588$ 4,934,713$ 6,122,301$ 24.07%
Speech Therapist 800,981$ 811,309$ 876,353$ 905,578$ 886,798$ -2.07%
Substitutes 61,067$ 23,812$ 92,955$ -$ -$ -
Team Chair 683,428$ 659,536$ 838,389$ 833,820$ 1,169,867$ 40.30%
Clerical Salaries 100,400$ 102,856$ 96,626$ 110,382$ 113,936$ 3.22%
Employee Benefits -$ 3,415$ -$ -$ -$ -
Secretary 100,400$ 99,441$ 96,626$ 110,382$ 113,936$ 3.22%
Other Salaries 2,117,487$ 2,056,991$ 2,201,996$ 2,661,184$ 1,783,996$ -32.96%
Employee Benefits 339$ 987$ 1,267$ -$ -$ -
Extended Year Services 49,807$ 18,884$ 43,096$ 42,753$ 43,822$ 2.50%
Paraprofessional 2,064,737$ 2,033,760$ 2,152,504$ 2,618,431$ 1,740,174$ -33.54%
Substitutes 2,604$ 3,361$ 5,128$ -$ -$ -
Contract Services 1,361,274$ 1,384,094$ 1,473,081$ 1,539,891$ 1,491,825$ -3.12%
Districtwide Leadership 55,359$ 61,863$ 85,581$ 68,250$ 68,250$ 0.00%
Field Trip Travel -$ 1,777$ -$ 1,500$ 1,500$ 0.00%
Instructional Services -$ 29,440$ -$ -$ -$ -
Legal Services 83,695$ 110,479$ 54,431$ 130,000$ 115,000$ -11.54%
Other Instructional Services 6,220$ 8,622$ 16,305$ 8,000$ 10,000$ 25.00%
Psychological Services 1,500$ -$ 3,691$ 8,500$ 8,500$ 0.00%
Pupil Transportation 1,000,390$ 941,304$ 1,057,417$ 1,031,141$ 1,062,075$ 3.00%
Testing & Assessment 16,696$ -$ 5,192$ 6,500$ 6,500$ 0.00%
Therapeutic Services 197,414$ 230,609$ 250,465$ 286,000$ 220,000$ -23.08%
Supplies & Materials 67,467$ 141,516$ 83,139$ 52,482$ 53,209$ 1.38%
Equipment 299$ -$ -$ -$ -$ -
Furnishings 100$ -$ -$ 234$ -$ -100.00%
General Supplies 2,957$ 1,270$ 429$ 1,000$ 1,000$ 0.00%
Instructional Equipment -$ -$ 229$ 200$ 550$ 175.00%
Office -$ -$ -$ 1,000$ 1,000$ 0.00%
Other 378$ 187$ 1,060$ 1,073$ 1,500$ 39.74%
Postage 1,844$ 211$ 116$ 1,816$ 2,350$ 29.38%
Software 307$ 2,043$ 348$ -$ -$ -
Special Education 21,468$ 51,307$ 57,456$ 18,395$ 18,245$ -0.82%
Testing 40,113$ 86,499$ 23,501$ 28,764$ 28,564$ -0.70%
The Superintendent’s FY24 Recommended Budget 41
Special Education Cost Center, continued:
Special Education Budget Drivers:
The changes between the FY24 Recommended and FY23 Appropriated budgets are summarized below by personnel
and non-personnel categories:
Personnel - Salary differences in the FY24 Recommended Budgets reflects staffing exchange, step, degree
changes, and the cost-of-living salary increase in compliance with employment contracts and bargaining unit
agreements approved by the School Committee. Also considered in the Personnel budget are increases
related to retirements.
Other changes within the Special Education Personnel Budget includes the shift of grant funded positions. By
removing ten Special Education Licensed Teachers funded through the Special Education 240 Grant and
replacing those positions with paraprofessionals, the district saved nearly $80,000 in annual Massachusetts
Teacher Retirement (MTRS) expenses for use toward supporting other needs. The 24% increase in the
teacher budget line and the (34%) reduction in the Paraprofessional budget line reflects this shift. Another
notable change in the Special Education Personnel Budget is the first of a two-year adoption of positions
previously funded through the ESSER grant. Those positions include a Middle School Special Education
teacher and Special Education Team Chairs. Budget Priorities described the prior sections also accounts for
the increases in the Special Education Personnel budget:
Personnel Budget Priorities:
• FTE Special Education Learning Center Teacher for Joshua Eaton Elementary School
• FTE Secondary Transition Specialist
• FTE Board Certified Behavior Analyst (BCBA) for E.M.B.A.R.C/S.O.A.R. Programs for
Districtwide Services
• 0.4 FTE Team Chair increase for R.I.S.E.
• Team Chair/ Special Education Literacy Coach Stipends to Provide Program Coordination,
which are funded through the 240 Grant
Budget Catgory Actual
Expended
FY20
Actual
Expended
FY21
Actual
Expended
FY22
Final
Budget
FY23
Recommended
Budget
FY24
% Change
FY24 v. FY23
Other Expenses 3,574,975$ 3,020,198$ 3,280,805$ 4,635,489$ 3,781,202$ -19.83%
Advertising 256$ -$ -$ -$ -$ -
COVID19 Expenses -$ 270$ -$ -$ -$ -
Dues & Memberships 2,145$ 845$ 3,630$ 2,500$ 2,500$ 0.00%
Equipment 1,174$ 1,163$ 50,951$ 4,200$ 4,410$ 5.00%
Instructional Equipment 2,493$ 3,339$ 3,569$ -$ -$ -
Instructional Technology 23,922$ 120,239$ 2,531$ 5,000$ 5,000$ 0.00%
Other Fixed Charges 24,500$ 21,000$ 29,970$ 23,000$ 23,000$ 0.00%
Postage 318$ 569$ 118$ 500$ 500$ 0.00%
Professional Development 9,677$ 17,346$ 12,312$ 11,300$ 11,000$ -2.65%
Pupil Transportation 1,347$ 1,793$ 11,680$ 16,630$ 16,630$ 0.00%
Software Licensing & Support 36,796$ 31,498$ 36,349$ 39,000$ 39,000$ 0.00%
Therapeutic & Adaptive Equipment 15,604$ 3,567$ 1,151$ 12,000$ 12,000$ 0.00%
Travel 1,224$ -$ 709$ 2,500$ 2,500$ 0.00%
Tuition - Out of District 3,455,518$ 2,818,568$ 3,127,835$ 4,518,859$ 3,664,662$ -18.90%
Total 14,321,863$ 13,895,188$ 14,963,132$ 16,931,141$ 16,716,166$ -1.27%
The Superintendent’s FY24 Recommended Budget 42
Lastly, also reflected in the Special Education Personnel budget are shifts in funding to align with spending
trends and needs. For example, additional funds have been allocated to the Special Education Coordinators
for the Extended School Year program, which operates out of two locations for five weeks during the summer
and requires considerable planning and supervision.
Non-Personnel - The Special Education Non-personnel budget reflects some shifting of funds to align funding
with anticipated spending, such as the increase to support out-of-district transportation costs which are
expected to increase by $30,934 or 3%. Of special note are the reductions in Contracted Services, which
reflects the expected termination of an out of district contract with the P.O.S.T. program upon the graduation
of the one student enrolled, and the redeployment of Special Education tuition out of district services. The
reduction of this service is offset by an anticipated increase in other contracted direct services to students.
The district’s leadership team carefully examined the past practices for budgeting for Special Education
placements. The practice has been to ensure that within each fiscal year’s appropriation funding for tuition
is sufficient to cover all current and anticipated costs and be responsive to address the unpredictable nature
of this need for service. The district has prudently and thoughtfully budgeted for each student enrolled in
out of district placements at the tuition rate expected. In the FY24 Recommended Budget, the tuition rates
were budgeted at a 5% increase for Collaborative and Residential placements and while Private Day
placements increased by 14%, which totaled an overall tuition fee rate increase of $458,941 over FY23.
Tuition for out of district private day tuition fees are set by the Commonwealth’s Operational Services
Division, formerly the Rate Setting Commission. Funds are also earmarked for students who are being
considered for or who may need an out of district placement, which totals $533,890 in FY24. Additionally,
funds equivalent to two unassigned out of district placement tuitions totaling $220,000 have been budgeted
to be responsive to unanticipated needs of enrolled or new students. Lastly, an ongoing annual prepayment
of tuition totaling $982,000 is factored into the budget. With these careful budgeting practices for tuition,
the district is reasonably protected from unanticipated out of district expenditures. At the end of each year,
the unspent tuition funds are reallocated for a one-time support of other needs with the district, such as the
purchase of classroom computers, added to the Special Education Tuition prepayment, and turned back to
Free Cash.
Conservative budgeting and thoughtful spending combined within a projected decrease in out of district
enrollment of students has allowed the district to meet the current and unanticipated needs for out of district
services and redeploy funds to support Tier 1 and 2 services districtwide. The projected decrease in
placements, some of which were unanticipated, is due to several reasons including graduating from and aging
out of placements, changing placements, terminated contracted placements, returning to the district, or
moving out of the Reading community. The Tier 1 and Tier 2 services where funds have been redeployed in
the FY24 Recommended Budget include K-8 Math Coaches, Secondary Transition Coordinator, K-12 BCBA,
increase in hours and stipends for Team Chairs, Middle School Adjustment Counselor, Learning Center
Teaching at Joshua Eaton, and the first of the two-year process to absorb the salaries of a Special Education
Teacher, Counselors, and Team Chairs previously funded through ESSER. Investing in instruction and student
support versus one-time spending at the end of each year, will lead to higher outcomes in students’ academic
achievement, fewer students requiring specialized services, and more students shifting off IEPs.
The Superintendent’s FY24 Recommended Budget 43
Special Education Program and Learning Center Descriptions
Much of the special education in-district budget funds the salaries of the special education teaching and
support staff, as well as related services, which includes our in-district special education programs and
learning centers as determined by Individual Education Plans (IEPs). Each school offers a variety of special
education and related services to meet the individual needs of students. Additionally, to provide a
continuum of special education and related services, Reading Public Schools offers several specialized
programs which are described below:
R.I.S.E. Preschool Program: Reading, Integrated School Experience: The R.I.S.E. program serves children
ages three and four, including those turning five during the school year, who have mild, moderate as well as
intensive special education needs. Educators support students early learning by providing education and/or
specialized services to support individual learning needs. Reading Public Schools provide early learning
experiences in the least restrictive environment, which usually includes placement with typical peers.
Children with and without disabilities are provided early learning opportunities to support language, literacy,
social/emotional, and physical development, while exploring rich content to develop children’s natural
curiosity in mathematics and science. Rich content and hands-on learning experiences are aligned with the
Massachusetts Curriculum Frameworks and Early Learning Standards. R.I.S.E. is currently located at Killam,
Wood End, and RMHS.
S.A.I.L.-Strategies to Support Academics, Independence, and Life Skills: The S.A.I.L. program provides
identified students with specialized and skills-based instruction through a modified curriculum primarily in
English Language Arts and math, as identified by individual student IEPs. Students are provided with inclusive
opportunities as indicated in their IEP. Students in the S.A.I.L. program benefit from direct and repeated
instruction with academic, life, social, and communication skill development. S.A.I.L. is located at Wood End,
Coolidge, and RMHS.
S.O.A.R.: Social Skills Organizational Skills Academics in Real World Situations: The S.O.A.R. program
supports identified students with needs relative to social skill acquisition and application, as well as the use
of social language. Students in the S.O.A.R. program benefit from support to independently engage in group
work/play and reciprocal conversations, convey thoughts and opinions, and understand nonverbal
communication. The program provides a continuum of support to develop students’ language needs which
could include the use of alternative and augmentative communication. Academically and behaviorally
students may present with grade-level skills or may require modifications of the academic curriculum and or
setting. S.O.A.R. is located at Birch Meadow, Coolidge, and RMHS.
E.M.B.A.R.C.: Education Meaningful Inclusion, Becoming Independent, Advocacy, Relaxation, and Leisure
Activities Community Integration: The E.M.B.A.R.C. program is the middle and high school continuum of the
S.A.I.L. and S.O.A.R. programs which serve students primarily within substantially separate settings in the
areas of functional academic, life, social, job and communication skill development. The students in the
E.M.B.A.R.C. program requires highly individualized, consistent, and intensive special education and related
service with strong focus on transitional skills, activities of daily living, safety skills, and community access to
generalize skills taught in the classroom. E.M.B.A.R.C. is located at Coolidge and RMHS.
R.E.A.C.H.: Resiliency, Executive Functioning, Academics, Coping Strategies, Habits of Mind : The R.E.A.C.H.
program is a comprehensive educational program for students with significant emotional, behavioral
challenges and for some students, co-existing learning disabilities. There is a focus of building relationships
based on empathy, trust, and mutual respect. R.E.A.C.H. is designed to meet both the shared and unique
The Superintendent’s FY24 Recommended Budget 44
needs of the students targeting age-appropriate academic, behavioral, and social development through a
foundational approach grounded in a positive behavioral support philosophy. Students require intensive,
direct, specialized instruction throughout the school day. The students are provided varied opportunities to
demonstrate their talents to build upon strengths and foster a sense of competence, and embedded robust
clinical, behavioral, and therapeutic supports. For the 23-24 school year schools the program is located at
Barrows, Grade 8 at Coolidge, Grades 6 and 7 at Parker, and RMHS.
L.E.A.D.: Language, Executive Functioning, Academics, Determination: L.E.A.D. is a comprehensive
educational program for students with dyslexia and/or significant language-based learning disabilities. The
students require a multi-sensory approach to support their reading, writing, listening, speaking and
organizational skills. Students require intensive, direct, specialized instruction throughout the school day
grounded in language-based methodologies. The students are provided varied opportunities to demonstrate
their talents and background knowledge to build upon strengths and foster a sense of competence while
developing their understanding of the general education curriculum concepts and enhancing their reading,
writing and executive functioning skills. L.E.A.D. is located at Joshua Eaton, Parker, and RMHS.
Learning Center: The support provided within the learning center directly addresses the goals and objectives
outlined in the student’s IEP to acquire skills to access the general education curriculum. The students are
taught direct skills to ensure that they can participate in daily school life and activities while having access to
general education given special education support. The Learning Center is available at all schools.
District Wide Programs Summaries:
Total FY23 Appropriated Budget: $2,222,444
Total FY24Superintendent’s Recommended Budget: $2,380,272
Total $ Change: $157,828
Total % Change: 7.1%
Primary Function: The District Wide Cost Center consists of the budgets for four functional areas that serve the
district: Athletics, Extra-curricular Activities, Health Services, and Technology. FTEs for this cost center are found in
Appendix A. The District Wide Programs make up 4.41% of the Superintendent’s FY24 Recommended Budget.
Budget Summary of District Wide Programs:
An overview of each District Wide Cost Center budget follows in the sections below:
The Superintendent’s FY24 Recommended Budget 45
Athletics
FY23 Appropriated Budget: $691,105
FY24 Superintendent’s Recommended Budget: $720,528
$ Change: $29,423
% Change: 4.26%
Primary Function: The Athletics program budget funds the salaries and expenses necessary to operate the
High School athletics program.
Budget Detail by Athletics Cost Center:
Athletics Budget Drivers:
The changes between the FY24 recommended and FY23 appropriated budgets for the Athletics Cost Center
are summarized below by personnel and non-personnel categories:
Personnel- A cost of living salary increase established by School Committee and bargaining unit agreements.
Budget Category Actual
Expended
FY20
Actual
Expended
FY21
Actual
Expended
FY22
Final
Budget
FY23
Recommended
Budget
FY24
% Change
FY24 v.
FY23
Athletics 614,322$ 518,856$ 702,808$ 691,105$ 720,528$ 4.26%
Professional Salaries 62,539$ 60,644$ 63,301$ 65,242$ 66,873$ 2.50%
Director 62,539$ 60,644$ 63,301$ 65,242$ 66,873$ 2.50%
Clerical Salaries 53,458$ 54,186$ 54,702$ 54,148$ 57,936$ 7.00%
Secretary 53,458$ 54,186$ 54,702$ 54,148$ 57,936$ 7.00%
Other Salaries 100,287$ 96,988$ 109,956$ 83,460$ 95,689$ 14.65%
Coach 342,284$ 348,079$ 466,850$ 469,460$ 481,689$ 2.60%
Event Detail 4,903$ 909$ 3,458$ 6,000$ 6,000$ 0.00%
Revolving Fund Support (246,900)$ (252,000)$ (360,353)$ (392,000)$ (392,000)$ 0.00%
Contract Services 255,953$ 166,618$ 377,034$ 397,955$ 409,730$ 2.96%
Athletic Services 255,953$ 166,618$ 377,034$ 397,955$ 409,730$ 2.96%
Supplies & Materials 100,602$ 74,093$ 33,344$ 33,500$ 33,500$ 0.00%
Athletic Services 4,833$ 7,307$ 10,924$ 9,000$ 9,000$ 0.00%
Office 1,035$ 982$ 672$ 1,500$ 1,500$ 0.00%
Team 23,344$ 8,234$ 7,756$ 15,000$ 15,000$ 0.00%
Uniforms 71,390$ 57,569$ 13,991$ 8,000$ 8,000$ 0.00%
Other Expenses 41,482$ 66,328$ 64,471$ 56,800$ 56,800$ 0.00%
Athletic Services 3,645$ 515$ 5,465$ 7,300$ 7,300$ 0.00%
Awards 328$ 1,279$ 2,627$ 2,500$ 2,500$ 0.00%
Dues & Memberships 13,515$ 6,135$ 14,870$ 14,500$ 14,500$ 0.00%
Equipment 13,142$ 40,279$ 23,942$ 16,000$ 16,000$ 0.00%
Software Licensing & Support 10,851$ 18,120$ 16,671$ 16,500$ 16,500$ 0.00%
Travel -$ -$ 896$ -$ -$ -
Total 614,322$ 518,856$ 702,808$ 691,105$ 720,528$ 4.26%
The Superintendent’s FY24 Recommended Budget 46
Non-Personnel - The Athletics program offers 18 different sports for boys and girls enrolled at RMHS. More
than 770 student athletes have participated on teams so far this year. On average, in recent years, total
participation was steady at about 1,200 students, excluding the Covid-19 pandemic impact on participation
in FY20.
Student Participation in Athletics:
Extra-curricular Activities
FY23 Appropriated Budget: $69,548
FY24 Superintendent’s Recommended Budget: $78,087
$ Change: $8,538
% Change: 12.28%
Primary Function: The Extra-curricular Activities Program budget funds the salaries, stipends, and a small
portion of the expenses necessary to offer extra-curricular activities at the high school. FTEs for this cost
center are found in Appendix A.
The Superintendent’s FY24 Recommended Budget 47
Budget Detail by Extra-curricular Cost Center:
Extra-curricular Budget Drivers:
The changes between the FY24 recommend and FY23 appropriated budgets are summarized below by
personnel and non-personnel categories:
Personnel- Salary differences in the FY24 Recommended Budget reflects staffing exchange and the cost-of-
living salary increase in compliance with employment contracts and bargaining unit agreements approved by
the School Committee.
Non-Personnel - The Contract Services for Other Student Activities, which is the account used for
transportation expenses, has increased due to the rising student participation, number of outings planned
for students, and other opportunities for involvement offered at Reading Memorial High School. Student
participation in afterschool activities is rising in drama, band, and guard, post-Covid.
Student Participation in Extracurriculars:
The Superintendent’s FY24 Recommended Budget 48
Health Services
FY23 Appropriated Budget: $801,949
FY24 Superintendent’s Recommended Budget: $913,224
$ Change: $111,275
% Change: 13.88%
Primary Function: The Health Services program budget pays for the salaries and expenses for servicing the
daily medical needs of the district’s student population of over 3,800 students, preschool through grade 12.
School nurses provide mandated health screenings, illness assessments, first aid, daily medication and
treatments, and support of students with chronic health issues including allergies, asthma, diabetes, and
gastrointestinal, autoimmune and neurological disorders. We communicate with families and providers to
develop and maintain accommodation plans and individualized student health care plans to support medical
needs at school. School nurses are also part of the District Support team, which also includes school
counselors, social workers, and school psychologists. The team meets monthly to discuss best practices and
receive training and updates to support student mental health. FTEs for this cost center are found in
Appendix A.
Budget Detail by Health Services Cost Center:
The Superintendent’s FY24 Recommended Budget 49
Health Services Budget Drivers:
The changes between the FY24 Recommend and FY23 Appropriated budgets are summarized below by
personnel and non-personnel categories:
Personnel-Salary differences in the FY24 Recommended Budget reflect staffing exchange, step, degree
changes, and the cost-of-living salary increase in compliance with employment contracts and bargaining unit
agreements approved by the School Committee. An increase in the per diem rate of substitute nurses will
be supported through the Department of Health Grant. The addition of a new 1.0 FTE 1 to 1 Nurse is
recommended within the new priorities category to provide health services support to meet a student’s
medical needs.
Personnel Budget Priorities
● 1.0 FTE 1 to 1 Nurse
● Increase per diem substitute nurse wages
Non-Personnel - No changes have taken place.
Technology
FY23 Appropriated Budget: $659,842
FY24 Superintendent’s Recommended Budget: $668,433
$ Change: $8,591
% Change: 1.3%
The Superintendent’s FY24 Recommended Budget 50
Primary Function: The Districtwide Networking and Technology Maintenance budget funds the salaries and
expenses required to operate and maintain our technology infrastructure including our wide area network,
wireless networks, servers, computer hardware and peripheral devices, clocks and bells systems and
telecommunications equipment. FTEs for this cost center are found in Appendix A.
Budget Detail by Technology Cost Center:
Technology Budget Drivers:
The changes between the FY24 Recommend and FY23 Appropriated budgets are summarized below by
personnel and non-personnel budget categories:
Personnel- Salary differences in the FY24 Recommended Budget reflects staffing exchange and the cost-of-
living salary increase in compliance with employment contracts and bargaining unit agreements approved by
the School Committee.
Non-Personnel - In FY24, no major changes are anticipated in Technology. However, work will be conducted
during the year to evaluate the district’s operational and educational technology needs, including an
assessment of all technology related services and equipment including a device renewal plan. An anticipated
outcome of this work will be an Educational and Operational Technology Plan. The plan will provide
recommendations for a sustainable computer renewal plan and staffing structure to best support the
district’s growth in and reliance on technology to deliver instruction to students and operate an efficient and
effective school district.
Since 2015, the Technology Team has built a robust network infrastructure and the services provided to the
district have expanded to include telephony and phone services, clock and bell systems, intercom and paging
systems, management of the copier fleet and contracts, iPad devices, security system hardware, over 4,500
computers (one to one for students and staff), cloud-based services, single sign-on services, data replication
The Superintendent’s FY24 Recommended Budget 51
services, hybrid school, public/town meetings, new website, electronic payment options, and employee
onboarding systems, and many others. The Technology team has leveraged automation, districtwide
standards and practices, and developed a highly unified and functional team committed to hard work with
no changes to staffing level or function since 2015.
School Facilities Cost Center Summary
FY23 Appropriated Budget: $1,620,845
FY24 Superintendent’s Recommended Budget: $1,644,782
$ Change: $23,937
% Change: 1.48%
Primary Function: The Town of Reading’s Facilities Department supports the Reading Public Schools. The School
Building Facilities budget funds the salaries and expenses necessary to clean and maintain our eight school buildings,
preschool program, and central office spaces, which makes up 85% of the square feet of all municipal buildings, or a
total of 935,000 square feet. The percentage of work orders created and filled for all services, including but not
limited to preventative maintenance and building repairs, for our school buildings totaled more than 2,300 in FY22.
The Facilities Department also provides the necessary services to facilitate building use for internal and external
users. FTEs for this cost center are found in Appendix A. The School Building Facilities budget accounts for 3.05% of
the Superintendent’s FY23 Recommended Budget.
The Facilities’ Department’s Mission Statement is:
The Facilities Department supports the Town's Educational and Municipal Government functions through the
quality driven delivery of Facilities Services in a timely and cost- effective manner along with exceptional
customer service. Facilities staff members strive to maintain an efficient, safe, clean, attractive, and inviting
environment for all public buildings associated with the Town of Reading.
Budget Detail by Facilities Cost Center:
The Superintendent’s FY24 Recommended Budget 52
Facilities Budget Drivers:
The changes between the FY24 Recommend and FY23 Appropriated budgets are summarized below by personnel
and non-personnel categories:
Personnel- Salary differences in the FY24 Recommended Budget reflects staffing exchange, step, and the cost-of-
living salary increase in compliance with employment contracts and bargaining unit agreements approved by the
School Committee.
Non-Personnel - Slight increases in cleaning supplies, paper products, floor cleaning solutions, hand soap, and plastic
liners are reflected in the FY24 budget.
Closing
The Superintendent’s FY24 Recommended Budget represents a thorough and thoughtful articulation of resource
allocations achieved through an inclusive and highly collaborative process. The FY24 Recommended Budget allocates
new funding and redeploys existing fundings to address many of the district’s priorities to achieve the district’s
following three objectives:
Strategic Objective 1: Supportive and Safe Learning Environment
We believe healthy and successful learning communities are a prerequisite to achieving excellence and equity in
schools. Healthy and successful learning communities exist when all members of the community, no matter where
The Superintendent’s FY24 Recommended Budget 53
they live, what they look like, what they believe, what language they speak, who they love, or how they learn feel
seen, valued, affirmed and connected.
Strategic Objective 2: Coherent Instructional Systems
We believe excellence and equity in schools is best achieved through high-quality instruction. High-quality instruction
is our best lever for improving outcomes for students, and in particular, groups of students who have not met with
success in our district. All students deserve challenging and engaging learning environments that promote high levels
of growth and achievement.
Strategic Objective 3: School Operations
Efficient operational systems are at the foundation of the success of our students and staff.
The FY24 recommended budget maximizes resources through the practice of refining positions, reallocating
resources (time and funds) and leveraging other sources of funding wherever possible to create an effective and
efficient budget that meets all contractual obligations and legal mandates.
Best practices in school district budgeting extends beyond setting instructional priorities and preparing a resource
plan to pay for priorities and day-to-day baseline services. Essential to the budget process is the effective
implementation of the budget. Responsive oversight of the current year’s finances allows the leadership team to
assess plans, identify new opportunities to support students early in the school year, and take responsive action
toward supporting students’ academic outcomes. As additional savings are identified, new decisions will be made to
support students during the current school year. The continued monitoring of expenditures to maximize the use of
residual savings that may take place during the fiscal year will also reduce the amount of the school department’s
“turn back” of unutilized funds to Free Cash. The graphs below reflect the amount and percentage of end year
unspent funds returned to Free Cash.
Cost and performance analysis will continue throughout the year to maximize all sources of funding in pursuit of
achieving our strategic objectives. For example, master scheduling training programs are being provided to our
schools’ principals to maximize staff allocation and manage class sizes, as well as prepare thoughtful student
groupings to ensure effective class sizes. Building the capacity of our district leadership about the instructional
structures and practices that have the greatest impact on building a sense of belonging and academic excellence.
Lately, continued efforts to examine and maximize the use of all funds, including grants and Special Revenue Funds
will support the leadership team’s efforts to effectively and timely respond to emerging trends and support the
development of a multi-year strategic plan. The development, implementation and ongoing assessment of a multi-
year resource plan aligned with strategic objectives is foundational to ensure all resources are thoughtfully used
and sustainable over time.
The Superintendent’s FY24 Recommended Budget 54
OTHER FUNDING SOURCES
“Directional Forces” by Jackie Cole, RMHS Student enrolled in Ms. Kathleen M. Dailey’s AP Photography Class
The Superintendent’s FY24 Recommended Budget 55
Offset Summary
Several fee-based Special Revenue Funds and Grants have been allocated to offset direct and indirect costs of the
operating budget. In the charts below, the reader will find a summary of current year and FY24 Recommended Budget
Offsets by Special Revenue Fund compared with FY23’s Appropriated Budget and the allocation of FY24
Recommended Offsets by Cost Center:
Apart from Full-Day Kindergarten and School Choice tuition, all other offsets will remain at the same level in FY24 as
budgeted in FY23. Through the support of the Town’s Community Priority allocation and the redeployment of funding
from several existing operating fund accounts, the reliance on the FDK tuition fees has been reduced in FY24. We
will continue to work toward providing free, universal FDK by reducing the tuition in stages through FY26. In FY23,
the district opened to School Choice students to allow students who live in other school districts to enter a lottery to
attend Reading Public Schools. In FY23, ten students participated in the program generating $45,000 of state tuition
funding, which is currently budgeted to Administration to be used for allocation to Regular Day and Special Education
instructional services.
The Superintendent’s FY24 Recommended Budget 56
Special Revenue Funds
The district maintains thirty-one separate special revenue funds that were created and are required to be maintained
in accordance with Massachusetts General Laws and Department of Revenue Division of Local Service’s guidance for
Costing Municipal Services. Special Revenue Funds are established to dedicate a specific source of revenue from fees
or charges to pay expenses associated with providing the services for which the payment was made. Special Revenue
Funds also consist of donation accounts. The sources of revenue for these funds vary by the nature of the fund and
includes sales of meals, participation fees, user fees, ticket sales, donations, and tuition. The type of expenditure for
the funds also varies by the nature of the fund and include salaries, supplies and materials, technology, contracted
services, software licenses and other expenses. The FY22 and FY23 beginning year balances are provided in the table
below with the calculated FY22 Gain/Loss:
Special Revenue Funds
The Superintendent’s FY24 Recommended Budget 57
A description of each category of the district’s special revenue funds is outlined below:
● Athletics - Fees are paid by families for students’ participation in athletics.
● Community Education, Drivers Education, Summer Programs– Fees are paid by families for students to
participate in drivers’ education and summer programs. Fees paid by individuals for participation in
Community Education events and courses.
● Drama and Band – Fees are paid by families for students’ participation in after school drama and bands
programs.
● Extended Day – Fees are paid by families for students to participate in extended day programs before and
after-school.
● Extracurricular Activities – Fees are paid by families for students to participate in afterschool band and fine
and performing arts activities.
● Guidance – Fees are paid by families for students to take PSAT, SAT and AP tests.
● Full-Day Kindergarten – Fees are paid by families for enrollment in the Full-Day Kindergarten program.
● R.I.S.E. Preschool - Fees are paid by families for enrollment in the R.I.S.E. preschool program.
● Special Education Tuition – Fees paid by another public school district for students to attend special
education programs in Reading.
● School Lunch – Revenues are generated through state and federal reimbursements and lunch-time a la carte
sales.
● Transportation – Fees are paid by families for students to ride existing bus routes, based on seats available.
● Use of School Property – Some community organizations which use school facilities pay a fee for space and/or
custodial coverage.
● Lost Books – Fees are collected and used to replace lost or damaged books.
● Gifts/Donations – Restricted donations for specific purposes and unrestricted donations for general use are
made to the School Committee for approval and acceptance in accordance with School Committee Policy
The Superintendent’s FY24 Recommended Budget 58
Federal and State Grants
In addition to the Operating and Special Revenue Funds, our district is supported in FY23 by state, federal, and private
grants. Grant expenditures are tracked monthly and reviewed periodically with grant coordinators. A list of the
grants, descriptions, and award amounts are provided below compared with prior year awards. Grants are approved
by the School Committee as funding is awarded. The FY23 Quarter 1 balances for each grant awarded between FY20
and FY23 are provided in the table below:
Descriptions and acceptable uses of each State and Federal grant follows below:
State Grants:
● METCO –the Metropolitan Council for Educational Opportunity is a state funded, voluntary educational
desegregation program designed to eliminate racial imbalance through the busing of children from Boston,
MA and Springfield, MA to suburban public schools in thirty-eight communities. These funds pay for program
coordination, transportation, instructional services, and community engagement related to Boston resident
students attending Reading Public Schools through participation in the METCO program.
● Department of Public Health – provides for mandated screenings, professional development, and substitute
coverage for nurses.
● Note – although not a grant, DESE reimburses school districts for a portion of out of district tuition placement
and transportation costs. In FY 24, DESE will defray $1,581,286 tuition and transportation costs, charging
those expenses directly to the Circuit Breaker reimbursement fund.
The Superintendent’s FY24 Recommended Budget 59
Federal Grants:
● Title I - assists schools with high numbers or high percentages of children from low-income families to help
ensure that all children meet challenging state academic standards. These funds are allocated to
paraprofessional and extended school year instructional services.
● Title II A - provides supplemental resources to school districts to support systems of support for excellent
teaching and learning. The priorities of Title IIA are to: increase student achievement consistent with the
challenging State academic standards; improve the quality and effectiveness of teachers, principals, and
other school leaders; Increase the number of teachers, principals, and other school leaders who are effective
in improving student academic achievement in schools; and provide low-income and minority students
greater access to effective teachers, principals, and other school leaders. These funds are allocated to provide
professional development for teachers.
● Title IV - ensures that all students have access to a high-quality educational experience. The priorities of Title
IV are to: support well-rounded educational opportunities; support safe and healthy students; and support
effective use of technology. These funds pay for technology integration activities and materials for teachers
and classrooms.
● IDEA 240- provides appropriate special education services for eligible students and to maintain state/local
effort in special education. These funds pay for special education paras, BCBA, and professional
development.
● IDEA 262 - ensures that eligible 3, 4, and 5-year-old children with disabilities receive a free and appropriate
public education that includes special education and related services designed to meet their individual needs
in the least restrictive environment. These funds pay for early childhood instruction and professional
development.
● ARP 252 – addresses challenges related to the pandemic, including school re-entry, disruption in the
education of children with disabilities, mental health services; sustainability; focuses on issues of equity in
special education and early intervention services. Funds are allocated to provide professional development,
instructional materials, and testing/assessment materials.
● ARP 264 - addresses early childhood special education and family engagement, such as improving systems to
assist with the transition from early intervention to pre-kindergarten to kindergarten to increase educational
outcomes for students. Funds from this grant are allocated to fund student assessment, induction, and
transition programs.’
● ESSER II – addresses learning loss and provides mental health services and support. These funds are allocated
to pay for special education teachers, adjustment counselors and tutors and social-emotional curriculum.
● ESSER III - helps schools safely reopen and respond to the academic, social, emotional, and mental health
needs of all students, particularly those disproportionately impacted by the COVID-19 pandemic. These funds
are allocated to pay for team leaders, special education teachers, adjustment counselors and tutors.
● Accelerated Math - professional development for K-2 math implementation, print resources for those grade
levels, 1-year digital access for K-2, additional PD for year 2 supports, and additional teacher manual copies
to ensure all staff (special education included) have access to the curriculum resources.
The Superintendent’s FY24 Recommended Budget 60
Five-Year Capital Plan
A Capital Project is a project that helps maintain or improve a Town asset. It is a new construction, expansion,
renovation, or replacement project for an existing facility or facilities. Typically, the project will have a total cost of
at least $10,000 and a life span of five or more years. Provided below is a five-year capital project plan for the school
district:
FIVE YEAR CAPITAL PLAN
TOWN CORE Capital Plan
Request School Description FY 24 FY 25 FY 26 FY 27 FY 28 FY 29 FY 30 FY 31
HVAC/Boilers
Barrows Design for Condensing
Boilers
80,000
Barrows Replacement of Boilers 775,000
Wood End Design for Condensing
Boilers
100,000
Wood End Replacement of Boilers 110,000
Sub total HVAC - - - - - 80,000 875,000 110,000
Arc Flash Hazard Study
Elementary Schools Safety assessment of
electrical equipment
71,000
Middle Schools Safety assessment of
electrical equipment
40,000
RMHS Safety assessment of
electrical equipment
52,000
Sub total Arc Flash Hazard Study 163,000 - - - - - -
Doors/Windows
Districtwide Replacement/Repair of
doors/windows
25,000 40,000 40,000
Sub total Doors/Windows - 25,000 40,000 40,000 - - -
Carpet/Flooring Districtwide
Replacement of
carpeting/repair of
flooring
66,000 60,000
Sub total Carpet/Flooring - 66,000 60,000 - - - -
Alarm Panels
Coolidge Replacement Alarm Panel 70,000
Sub total Alarm Panels - - 70,000 - - - - -
Playground Surfaces
RISE Preschool Design of RISE Playground
Relacement of RISE
Playground
140,000
Sub total Playground Surfaces - - 140,000 - - - -
Roofing
Birch Meadow Design for Roof 230,000
Birch Meadow Replacement of Roof 1,900,000
Coolidge Design for Roof 450,000
Coolidge Replacement of Roof 3,700,000
Sub total Carpter/Flooring - - - - - 680,000 5,600,000
Total CORE 163,000 91,000 310,000 40,000 - 760,000 6,475,000 110,000
The Superintendent’s FY24 Recommended Budget 61
SCHOOL DEPT Capital Budget
Request School Description FY 24 FY 25 FY 26 FY 27 FY 28 FY 29 FY 30 FY 31
Phones
Districtwide Annual repairs,
replacements as needed
10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000
Sub total Phones 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000
Network
Districtwide Annual upgrades to
Network as needed
100,000 100,000 125,000 125,000 125,000 125,000 125,000 150,000
Sub total Network 100,000 100,000 125,000 125,000 125,000 125,000 125,000 150,000
Vehicles
Community Ed Car 33,500
Food Services Van 52,000
Sub total Vehicles - - - - - - - -
Security
Districtwide Card Readers 65,000
Districtwide Vehicle Barriers 475,000
Sub Total Security 65,000 - - - 475,000 - - -
Total SCHOOL 175,000 110,000 135,000 135,000 610,000 135,000 135,000 160,000
GRAND TOTAL 338,000 201,000 445,000 175,000 610,000 895,000 6,610,000 270,000
The Superintendent’s FY24 Recommended Budget 62
APPENDICES
“Delicate Pigeons” by Mina Willander, RMHS Student enrolled in Ms. Kathleen M. Dailey’s AP Photography Class
The Superintendent’s FY24 Recommended Budget 63
APPENDIX A: Student Enrollment and Staff FTEs
Student Enrollment
On October 1 of each year, Reading Public Schools are required to record, verify, and report the total number of
students enrolled by grade to the Massachusetts Department of Elementary and Secondary Education (DESE). DESE
and the Commonwealth of Massachusetts use October 1 enrollment to calculate Foundation Enrollment and Chapter
70 Funding. October 1 enrollment is also used by the district’s administration to project class sizes and to identify
trends in enrollment for subsequent years, which forms the baseline upon which the district’s personnel and non-
personnel operating budget is developed. The historical enrollment by school follows below with next year’s
projected enrollment:
Historical and FY24 Projected Enrollment by School:
Total enrollment in the Reading Public Schools on October 1, 2022, was 3,851 students, which is .13% higher FY22.
Using the Cohort Survival Methodology and based on elementary neighborhood school assignments, projected
enrollment for FY24 is 3,808 students, which represents a projected decrease of (43) students or (1/12%) districtwide.
FY24 Enrollment Projections by School and Grade:
Reflected in the table below are FY23 actual enrollment and FY24 projected, or forecasted, enrollment by grade.
The change in the number of students by cohort and grade-level is illustrated. Cohorts have been color-coded for
easier reference:
FY23 Actual and FY24 Projected Enrollment by Grade:
The Superintendent’s FY24 Recommended Budget 64
In the table below, historical enrollment is illustrated from 2009-2010 through to enrollment projected for the 2023-
2024 school year. The reader can follow the migration of the number of students each year as students move through
the grade levels. Enrollment declines between the middle to high school transition, which is a trend worth exploring:
Historical Enrollment Migration by Grade:
A three-year Cohort Survival Ratio (CSR) is the methodology used to develop enrollment projections for the Reading
Public Schools and is based on progression rates from grade to grade considering the number of live births, migration
in and out of the district, student retention and housing turnover over the three prior school years.
The CSR uses progression rates and considers housing growth, migration, retention, withdrawals, transfers, and
births over the three previous school years and produces reliable next year projections for enrollments in Grades 1-
12. However, the CSR is less reliable in predicting out-year enrollment as well as kindergarten enrollment. The CSR
The Superintendent’s FY24 Recommended Budget 65
aligns students enrolled in Barrows and Joshua Eaton are assigned to Parker Middle School and students enrolled in
Birch, and Wood End are assigned to Coolidge Middle Schools. Students enrolled in Killam elementary schools are
typically allocated to both middle schools using a ratio of 66% Parker and 33% Coolidge for projection purposes.
These ratios were adjusted slightly for FY24 upon a closer look at fifth grade students enrolled at Killam, their sibling
group and the neighborhood districts where they reside.
Elementary Enrollment Projections:
Kindergarten enrollment forecasts are less reliable and are affected by several factors including postponed
kindergarten enrollment, attendance at private full-day kindergarten programs, adoption, and housing turnover.
There are several sources of data used as the basis for predicting kindergarten enrollment including census data from
the Town Clerk, birth data from five years before kindergarten enrollment, and self-reported data from parents and
local preschools. For FY24 projections, Reading has used a three-year average of the birth-to-kindergarten ratio. This
method relies on census data from these sources, adjusted for postponements and retentions. Kindergarten
enrollment projections are further refined during the year based on self-reported data from parents and local
preschools. The district’s Special Education Department collects information from local preschools and parents of
age-eligible children for kindergarten enrollment. Final kindergarten projections are made once kindergarten
registration begins in the spring. The Town’s census data identified 284 students who fall within the age
requirements for entry into kindergarten compared to the kindergarten projection of 276 students. Not all students
who reside in Reading and who are of age will be enrolled in Reading Public Schools. Some families may choose
private or parochial programs, homeschool, or postpone entry. Other families with kindergarten age children may
move to Reading. Last year kindergarten enrollment equaled the number of kindergarten-aged students reported in
the Census data. Given our experience, kindergarten projections may be slightly low.
Enrollment projections have been used to develop the next year’s budgets for staffing, learning spaces and non-
personnel supplies and services. Staffing levels at all grade levels are predicated upon the number and demographics
of students expected to be enrolled at the start of the school year. Using the progression rates calculated above and
making anticipated changes, elementary school class sizes have been projected for FY24 and are outlined below in
comparison with FY23 actual enrollment and class sizes. At Wood End, three third grade sections in FY23 have been
consolidated into two sections in FY24, guided by the class size thresholds. It is important to note that three Teaching
Fellows remain in the budget to support elementary school class sizes:
The Superintendent’s FY24 Recommended Budget 66
The Reading Public Schools provides special education services to eligible students aged three to twenty-two years
deemed eligible through the special education team evaluation process. Eligibility is based on a determination that
the student has a qualified disability that will limit the student’s ability to achieve effective progress in the general
education program without specialized instruction. Instructional or other accommodations are outlined in the
student’s Individual Education Program (IEP). The table below shows historical data regarding the number of
students with IEPs based on October 1 enrollment data:
The Superintendent’s FY24 Recommended Budget 67
Student Enrollment – Students with Individual Education Plans:
The Commonwealth mandates that special services required for students are defined on individual education plans.
Eligibility for special education services is based on a determination that the student has a qualified disability that
requires specialized instruction to achieve effective progress in the general education programs. Instructional or
other accommodations are defined in the students’ Individual Education Plan. The number of students on IEPs can
vary significantly from year to year. The table above illustrates the ebb and flow of the number of students who
received special education service in and out of the district, from preschool to 22 years of age during the last ten
years. From the academic year 2014 to 2023, total enrollment declined by (13%), the number of students on IEPs
declined by (14%) and the number of out of district placements declined by (4%). The number of students on IEPs in
the current academic year declined by (21) students, or (3%) over the last school year, and the number of students
receiving services in out of district placements decreased by (2) students in the last year. Illustrated in the table
above, the reader will note an increase in Out of District placements between FY21 and FY22, which was driven by a
significant increase in social emotional and behavioral needs that intensified during Covid closure. However, during
the prior year, between FY19 and FY20, the district experienced a decrease of (9) students enrolled in placements. A
similar decrease in out of district enrollment will take place between FY23 and FY24. We expected a decrease of (9)
students to withdraw from placements for several reasons which includes leaving the Reading Public School district,
graduating from and aging out of placements, changing placements, or returning to the district. The district has
budgeted for seven additional students pending evaluation of progress and student needs.
The Superintendent’s FY24 Recommended Budget 68
October 1, 2022, Student Enrollment – Multi-language Learners:
October 1, 2022, Student Enrollment – Boston Resident Students
Grade RISE Barrows Birch
Meadow
Joshua
Eaton
Killam Wood
End
Coolidge Parker RMHS Total
Preschool 2 2
K 2 1 4 1 8
1 1 3 3 1 8
2 1 1 2
3 2 2 5 9
4 1 1 1 3
5 2 1 2 1 6
6 1 2 3
7 2 2
8 2 2
9 3 3
10 4 4
11 2 2
12
Total 2 4 4 9 16 3 1 6 9 54
Multi-Language Learner Enrollment
Grade RISE Barrows
Birch
Meadow
Joshua
Eaton Killam
Wood
End Coolidge Parker HS Total
PK
K 1 1
1 1 1
2 2 1 1 1 5
3 1 3 1 2 3 10
4 1 2 6 1 1 11
5 2 4 1 2 9
6 2 7 9
7 4 5 9
8 4 11 15
9 14 14
10 7 7
11 8 8
12 2 2
Total 4 11 8 6 8 10 23 31 101
Boston Resident Enrollment
The Superintendent’s FY24 Recommended Budget 69
Staff FTEs
Provided in the section that follows are the annual district and school staffing reports, referred to as EPIMS. These
staffing data are required to be collected, verified, and reported to the Department of Elementary and Secondary
Education annually in October, which corresponds to the October 1 enrollment report. The EPIMS report is a
comprehensive staff report by FTE of all positions in the Reading Public Schools except for service, operations, and
maintenance staff.
The EPIMS reports for FY22 and FY23 follow on the pages below. The first table reflects District Administration. The
subsequent tables provide total instructional staff FTEs by category of position:
EPIMS Instructional Staffing FTEs:
The Superintendent’s FY24 Recommended Budget 70
EPIMS Instructional Staffing FTEs, continued:
The Superintendent’s FY24 Recommended Budget 71
EPIMS Instructional Staffing FTEs, continued:
District FTES associated with categories of staff not reflected in the RIMS Report are outlined in the table below:
The Superintendent’s FY24 Recommended Budget 72
APPENDIX B: District Organizational Structure
Town of Reading
The Town of Reading is in Middlesex County, Massachusetts, United States, some 10 miles (16 km) north of central
Boston. Reading was incorporated on June 10, 1644, taking its name from the town of Reading in England. Reading
encompasses 9.9 square miles and is located North of Boston with easy access to major routes including 125/I-95,
I93 and routes 28 and 129. In addition, commuter rail and bus service are available in Reading. The Town of Reading
has a Representative Town Meeting form of government. Town Meeting is composed of 24 members from each of
Reading’s eight precincts for a total of 192 members. Reading also has a five member Select Board and a Town
Manager.
There are eight schools in the Reading Public Schools: Reading Memorial High School (grades 9-12), A.W. Coolidge
Middle School (grades 6-8), W.S. Parker Middle School (grades 6-8), and five elementary schools (grades K-5): Alice
Barrows, Birch Meadow, Joshua Eaton, J.W. Killam, and Wood End. Reading also has the R.I.S.E. Preschool program,
an integrated preschool, with classrooms located at Reading Memorial High School as well as in two elementary
schools, which typically changes from year to year depending upon availability of space.
District Leadership
School Committee
The role of the School Committee is to recruit, hire, evaluate, and make employment decisions on the
Superintendent; review and approve budgets for public education in the district; and establish educational goals and
policies for the schools in the district consistent with the requirements of law and statewide goals and standards
established by the Massachusetts Board of Education.
The Reading School Committee consists of six members elected by the voters of Reading for three-year terms. Each
year, two members’ terms of office expire and become open for re-election. The current membership and terms of
the Reading School Committee are as follows:
Shawn Brandt, Chairperson, Term Expires 2024
Carla Nazzaro, Vice Chairperson, Term Expires 2023
Erin Gaffen, School Committee Member, Term Expires 2023
Sarah McLaughlin, School Committee Member, Term Expires 2024
Charles Robinson, School Committee Member, Term Expires 2025
Thomas Wise, School Committee Member, Term Expires 2025
Under Massachusetts General Laws, Chapter 70, the School Committee has the power to select and to terminate the
Superintendent, review and approve the budget, and establish the educational goals and policies for the schools in
the district consistent with the requirements of law and statewide goals and standards established by the Board of
Education.
The Superintendent’s FY24 Recommended Budget 73
District Administration
The district is led by the Superintendent of Schools, the Central Office Leadership Team, District Leadership Team,
and Administrative Council. The Central Office Leadership Team includes the Superintendent of Schools, Assistant
Superintendent for Learning and Teaching, Assistant Superintendent for Special Education and Student Services, and
Directors of Human Resources Director and Finance and Operations. The District Leadership Team includes the
Central Office Leadership Team, the eight building principals, the R.I.S.E. Preschool Director, and the Assistant
Director for Special Education and Department Directors (Facilities, Food Services, Network Administrator, METCO,
and Health Services). The Administrative Council includes the District Leadership Team as well as all Assistant
Principals, Special Education Team Chairs and Program Directors.
Primary Function roles of the Administration Cost Center are described below:
Superintendent
The Superintendent of Schools serves as the chief educational leader for the school district. This position works with
the School Committee as well as with building administrators and Central Office administrators to develop the
district’s improvement plan, strategic goals, and objectives, to recommend a budget necessary to fund the districts
and schools’ strategic initiatives, and to ensure that funding is used to ensure the success of all students. The
Superintendent supervises and evaluates all Central Office Administrators and Building Principals. In addition, the
Superintendent co-supervises the Director of Facilities with the Town Manager.
Assistant Superintendents
The role of the Assistant Superintendent for Learning and Teaching and Assistant Superintendent of Student Services
is to provide leadership to district administrators, teacher leaders, teachers, and support staff in curriculum,
instruction, and assessment. The Assistant Superintendent for Learning and Teaching also supervises the Director of
Adult and Community Education, the Director of METCO, K-8 Curriculum Coordinators, and the Elementary
Technology Integration Specialist. The position is also responsible for coordinating the district’s professional
development and curriculum planning activities. The Assistant Superintendent of Special Education and Student
Services supervises the Directors of Special Education, R.I.S.E. Preschool program, Health Services, and the district’s
Team Chairs.
Human Resources Director
The Human Resources Director oversees the functional area responsible for the recruitment and hiring of staff;
monitoring compliance with personnel laws, regulations, policies, and procedures; ensuring compliance with
collective bargaining terms and conditions; managing all Federal, State, and contractual leaves and personnel
accommodations and complying with federal and state reporting requirements. A key function of this department
has been the oversight and monitoring of all leaves of absence as defined by Federal law and collective bargaining
agreements.
Finance and Operations Director
The Director of Finance and Operations leads the school finance and operations, including budget, financial reporting,
payroll, accounts payable, accounts receivable, transportation, grants management, Medicaid reimbursement, and
The Superintendent’s FY24 Recommended Budget 74
purchasing/procurement, collaborates closely with school facilities and oversees network technology, school
nutrition, and use of school property. The Director of Finance and Operations supervises and evaluates the School
Nutrition Director and Network Manager.
Organizational Chart for Reading Public Schools
An organizational chart of the Reading Public Schools is provided below:
Superintendent of Schools
Director of Finance and
Operations
Food Service
Accounts Payable
Payroll
School Facilities & Use of
School Properties
Budget Development and
Financial Forecast
Technology
Infrastructure
Grants Management
Regular Day Transportation
Special Revenue Funs and Student Activity Accounts
Medicaid Financial
Assistant Superintendent
Learning and Teaching
Adult and Community
Education
Curriculum and
Instruction
Professional Development
METCO
English Language Learning
Instructional Technology
Grant Writing
Student Bullying and
Harassment
Home Schooling
Assistant Superintendent
of Student Services
Special Education and Student Services
Preschool and Early
Intervention
504
Special Education
Transportation
Health Services
Homeless, Foster, and
Displaced Students
Medicaid Administration
Grant Writing
Title IX
Human Resources
Director
Staff Harassment and Bullying
Administrative Searches
FMLA and Other Leaves
Personnel Hiring
Licensure
State/Federal Law
Compliance
ADA
Town Core Facilities
The Superintendent’s FY24 Recommended Budget 75
District Partnerships
Reading Public Schools are part of a larger community that believes in collaboration for the purpose of benefiting the
children of Reading Public Schools. We are fortunate to have many important partners who enrich the lives of our
students through their contributions of resources – both financial and volunteer time.
Town of Reading
The municipal government of the Town of Reading is the district’s most important partner. We share in the tax
revenues that represent the voters’ commitment to a quality of life that values education, public service, and
community engagement. We also share many resources and collaborate to efficiently manage the operations of the
community.
Community Connections Group
Members of the town, school department and local recreation agencies meet once a month to determine the needs
of Reading's specialized populations and work together to create systems of support. Thus far, the group has been
able to increase translations for events, add specialized classes and are creating a list of supports and resources within
the community.
Reading Education Foundation
The Reading Education Foundation is a volunteer organization of Reading residents working in partnership with the
Superintendent of Schools and Reading Public Schools. Its mission is to support innovation and excellence within the
Reading Public Schools by raising and providing private money to fund initiatives that are beyond the reach of public
funds.
Parent-Teacher Organizations
Each of our schools is fortunate to have a PTO composed of parent volunteers who support teachers in each building.
This support includes parent education, teacher appreciation events, mobilization of classroom and school level
volunteers, and funding for technology, enrichment, and other special programs.
Parent Booster Organizations
Reading Public Schools are supported by a sizable number of parent booster organizations of parent volunteers who
raise, contribute, and dispense funds for the benefit of specific extra-curricular activities including athletic teams,
academic teams, and fine and performing arts.
Understanding Disabilities, Inc.
Understanding Disabilities, Inc. (UD) partners with Reading Public Schools to increase positive attitudes toward
people with disabilities. Thirty years of success teaching disability awareness in the Reading Public Schools has
supported the development of an innovative curriculum that supports inclusion and promotes respectful
interactions, which helps children process and understand the communities in which they live and develop healthy
relationships.
The Superintendent’s FY24 Recommended Budget 76
APPENDIX C: 2022-2023 School Improvement Plans
Setting the stage for the FY24 budget development process was the work conducted by the School Principals and
their school communities to develop the 2022-2023 School Improvement Plans. Overarching themes of providing
equitable and rigorous learning environments are summarized in each School improvement Plan (SIP). Links for each
school’s SIP follows below:
Elementary Schools
Alice M. Barrows Elementary School
Birch Meadow Elementary School
Joshua Eaton Elementary School
J.W. Killam Elementary School
Wood End Elementary School
Middle Schools
Coolidge Middle School
Walter S. Parker Middle School
High School
Reading Memorial High School
The Superintendent’s FY24 Recommended Budget 77
“Books” by Rose Clark, RMHS Student enrolled in Ms. Kathleen M. Dailey’s AP Photography Class
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Shawn Brandt Chair
Carla Nazzaro Vice-Chair
Erin Gaffen
Sarah McLaughlin
Charles Robinson
Thomas Wise
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Shawn Brandt, Reading School Committee Chair
DATE: January 3, 2023
TOPIC: Policy Updates for January 5 Meeting
We will have a number of policies up for adoption at our meeting on January 5th. The versions of the policies up for
consideration are included in the packet.
Policies JICA, JB and JFBB are updates to existing policies. We will follow the “one meeting” process and adopt these this
week with a single reading should the committee vote to do so. Per our policy, the updated versions were all provided to
the committee last Thursday, one full week in advance of our meeting, and intent to do a single meeting review was
provided during our 12/15 meeting.
We will also do second readings of policies DEC, DKC, GCF and JICK, which had their first readings on 12/15.
Mr. Wise may provide additional comments regarding the updated policies during our meeting.
File: JICA
Reading Public Schools Page 1 of 1
STUDENT DRESS CODE
The responsibility for the dress and appearance of the students will rest with individual students
and parents/guardians.
They have the right to determine how the student will dress providing that attire is not destructive
to school property, complies with requirements for health and safety, and does not cause disorder
or disruption. The administration is authorized to take action in instances where individual dress
does not meet the stated requirements.
This does not mean that students, faculty, or parent/guardian groups may not recommend
appropriate dress for school or special occasions. It means that students will not be prevented from
attending school or a school function, or otherwise be discriminated against, so long as their dress
and appearance meet the requirements set forth above.
Adopted by the Reading School Committee on March 26, 2007
LEGAL REF: Creating a Respectful and Open World for Natural Hair Act of 2022
Deleted: student
Deleted:
Deleted:
Formatted: Font: (Default) Times New Roman
Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: Font: (Default) Times New Roman
File: JB
Reading Public Schools Page 1 of 1
EQUAL EDUCATIONAL OPPORTUNITIES
In recognition of the diversified characteristics and needs of our students and with the keen desire
to be responsive to them, the School Committee will make every effort to protect the dignity of
the students as individuals. It also will offer careful consideration and sympathetic understanding
of their personal feelings, particularly regarding their *race, color, sex, sexual orientation, gender
identity, religion, disability, age, genetic information, active military/veteran status, marital status,
familial status, pregnancy or pregnancy-related condition, homelessness, ancestry, ethnic
background, national origin, or any other category protected by state or federal law.
To accomplish this, the Committee and its staff will make every effort to comply with the letter
and the spirit of the federal and Massachusetts equal educational opportunities law which prohibits
discrimination in public school admissions and programs.
This will mean that every student will be given equal opportunity in school admission, admissions
to courses, course content, support services, and extracurricular and athletic activities.
All implementing regulations and guidance issued by the relevant federal and state agencies
pursuant to these laws will be followed.
Adopted by the Reading School Committee on March 26, 2007.
Revised and Adopted by the Reading School Committee on April 8, 2013.
Reviewed, Revised, and Adopted by the Reading School Committee
LEGAL REFS.:
Title VI, Civil Rights Act of 1964
Title VII, Civil Rights Act of 1964, as amended by the Equal Employment Opportunity Act of 1972
Executive Order 11246, as amended by E.O. 11375
Title IX, Education Amendments of 1972
M.G.L. 76:5; 76:16 (Chapter 622 of the Acts of 1971)
603 CMR 26:00, 603 CMR 28.00
The McKinney-Vento Act and Title I Part A, as Amended by the Every
Student Succeeds Act of 2015
Acts of 2022, Chapter 117 (*race to include traits historically associated
with race, including, but not limited to, hair texture, hair type, hair
length, and protective hairstyles.)
CROSS REF.: AC, Nondiscrimination and Harassment
ACA, Nondiscrimination on the Basis of Sex
ACE, Nondiscrimination on the Basis of Disability
Commented [CS1]: I just made a few clarifying changes
to include both federal and state laws, as well as agency
regs/guidance. Additionally, added reference to the other
nondiscrimination policies in your SC policy manual at the
end.
Deleted: ,
Deleted: provisions
Deleted: Board of Elementary and Secondary Education
Deleted: in compliance with this
File: JFBB
Reading Public Schools Page 1 of 1
SCHOOL CHOICE
It is the policy of this School District to admit non-resident students under the terms and conditions of the Inter-District School Choice Law (M.G.L. 76:12B) and the following local conditions:
1. By May 1 of every school year, the administration will determine the number of spaces in each school available to School Choice students.
2. By June 1 of every school year, if consideration is being given to withdraw from the provisions of the School Choice law, a public meeting will be held to review this decision, and a School Committee vote is taken to opt out if so determined.
3. The selection of non-resident students for admission be in the form of a random drawing when the number of requests exceeds the number of available spaces. There will be two drawings for this purpose. The first will take place during the last week of the current school year but no later than July 1st. The second will be conducted during the week immediately preceding the opening of the next school year and will be based on the possibility of unexpected additional openings.
4. Any student who is accepted for admission under the provisions of this policy is entitled to remain in the District until graduation from high school except if there is a lack of funding for the program.
5. The School Committee affirms its position that it shall not consider or discriminate against student applications for School Choice based on *race, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, active military/veteran status, marital status, familial status, pregnancy, or pregnancy-related condition, homelessness, ancestry, ethnic background, national origin, or any other category protected by state or federal law, academic performance, athletic performance, proficiency in the English language, or any other category protected by state or federal law.
6. A sibling of a child currently attending school through School Choice in Reading will receive preference in the admissions lottery.
Adopted by the Reading School Committee on March 26, 2007.
Revised and Adopted by the Reading School Committee on April 8, 2013. Revised and Adopted by the Reading School Committee on May 26, 2022. Reviewed, Revised, and Adopted by the Reading School Committee on
LEGAL REFS.: M.G.L. 71:6; 71:6A; 76:6; 76:12; 76:12B
603 CMR 26:00
Acts of 2022, Chapter 117 (*race to include traits historically associated
with race, including, but not limited to, hair texture, hair type, hair length,
and protective hairstyles.)
Deleted: *race, color, religious creedreligion, national
origin, sex, gender identity, age, genetic information,
active military/veteran status, marital status, familial
status, pregnancy, or pregnancy-related condition,
homelessness, sexual orientation, ancestry, ethnic
background, athletic performance, physical handicap,
special needdisability, academic performance,
proficiency in the English language
Commented [TW1]: MASC has the following list -
"*race, color, sex, sexual orientation, gender identity,
religion, disability, age, genetic information, active
military/veteran status, marital status, familial status,
pregnancy, or pregnancy-related condition, homelessness,
ancestry, ethnic background, national origin, or any other
category protected by state or federal law, academic
performance or proficiency in the English language."
Commented [TW2R1]: Do we want religion, religion and
creed, or religious creed?
Commented [TW3R2]: Decision: disability vs. "physical
handicap, special need"?
Commented [TW4R1]: If we align to MASC, it will be
easier to manage in the future.
Commented [TW5R1]: We have athletic performance but
MASC does not. Do we need that limitation?
Commented [CS6R1]: I would recommend “religion”
over “religious creed” as that is how the law refers to it.
Similarly, would recommend “disability” in lieu of “physical
handicap, special need” as I think it aligns more with the
language of law. Your list adds athletic performance, which
is not covered by law, but does seem relevant and fine to
include as not discriminating against school choice students
who may not have athletic acumen. The order doesn’t matter,
but if you wanted to align to order MASC puts them in you
could.
Reading Public Schools
School Committee Meeting Packet
January 5, 2023
Old Business
File: DEC
Reading Public Schools Page 1 of 1
FEDERAL FUNDS SUPPLEMENT NOT SUPPLANT POLICY
The Reading School District is committed to utilizing federal grant funds to supplement
instructional programs funded by local, state, and other sources as required by law and regulation.
Federal funds will be used to complement and extend district-funded programs, not to take the
place of (supplant) programs previously funded by the district, except as provided by the granting
program.
The Superintendent or designee will ensure that federal grant funds are disbursed appropriately
and that associated record-keeping and reporting comply with required guidelines and mandates.
LEGAL REF: Elementary and Secondary Education Act, as amended
SOURCE: MASC 2021
Deleted: complies
File: DKC
Reading Public Schools Page 1 of 1
EXPENSE REIMBURSEMENTS
Personnel and school department officials who obtain prior approval from their supervisor or
designee and incur authorized expenses in carrying out their duties within the scope of their
employment and within the scope of pre-approved expenditures will be reimbursed by the school
department upon submission of a properly completed and approved voucher and any supporting
receipts required by the Superintendent.
When official travel by a personally owned vehicle is authorized, mileage payment will generally
be made at the rate currently approved by the Committee, aligned with the Internal Revenue
Service standard mileage rate.
To the extent budgeted for such purposes in the school budget, approval of travel requests by
School Committee members must have prior approval of the School Committee. Staff travel
requests within budgetary limits may be approved by the Superintendent. Staff travel requests that
exceed budgetary limits will require the approval of the School Committee and the identification
of funding sources by the administration. Each request will be judged based o its benefit to the
school district.
LEGAL REF.: M.G.L. 40:5; 44:58
SOURCE: MASC 2021
Deleted: on the basis of
File: GCF
Reading Public Schools Page 1 of 2
PROFESSIONAL STAFF HIRING
Through its employment policies, the District will strive to attract, secure, and hold the highest
qualified personnel for all professional positions. The selection process will be based on the
awareness of candidates who will devote themselves to the education and welfare of the children
attending the schools.
It is the responsibility of the Superintendent, and of persons to whom they delegate this
responsibility, to determine the personnel needs of the school district and to locate suitable
candidates. No new position may be created without the approval of the School Committee. The
District's goal is to employ and retain personnel who are motivated, will strive always to do their
best, and are committed to providing the best educational environment for the children
It will be the duty of the Superintendent to see that persons considered for employment in the
schools meet all certification requirements and the requirements of the Committee for the type of
position for which the nomination is made.
The following guidelines will be used in the selection of personnel:
1. There will be no discrimination in the hiring process due to race, color, sex, sexual
orientation, gender identity, religion, disability, age, genetic information, active
military/veteran status, marital status, familial status, pregnancy, or pregnancy-related
condition, homelessness, ancestry, ethnic background, national origin, or any other
category protected by state or federal law.
2. The quality of instruction is enhanced by a staff with a wide variation in background,
educational preparation, and previous experience.
3. The administrator responsible for the hiring of a staff member (in the case of District-wide
positions, for the position of Principals, it is the Superintendent; for building-based
personnel, it is the Principal) is directed to establish a representative screening committee.
The administrator has the final say in determining who will be hired but it is expected that
the screening committee's input will be a factor in the decision. For those positions where
the hiring authority rests with the School Committee, a representative screening committee
may be established by the School Committee, or the School Committee may direct the
Superintendent to establish a screening committee to assist the Superintendent in making
their recommendation to the School Committee.
LEGAL REFS.: M.G.L. 69:6; 71:38; 71:38G; 71:39; 71:45
Massachusetts Board of Education Requirements for Certification of
Teachers, Principals, Supervisors, Directors, Superintendents, and
Assistant Superintendents in the Public Schools of the Commonwealth of
Massachusetts, revised 1994
BESE Regulations 603 CMR 7:00, 26:00, and 44:00
Acts of 2022, Chapter 117 (*race to include traits historically associated
with race, including, but not limited to, hair texture, hair type, hair length,
and protective hairstyles.)
NOTE: School Committees may determine the size and composition of the screening
committee.
Deleted:
Deleted: upon
Deleted: to
Deleted: he or she
Deleted: s
Deleted:
Deleted:
File: GCF
Reading Public Schools Page 2 of 2
SOURCE: MASC August 2022
File: JICK
Reading Public Schools Page 1 of 2
HARASSMENT OF STUDENTS Harassment of students by other students, employees, vendors, and other third parties will not be tolerated in the Reading Public Schools. The alleged harassment must involve conduct that occurred within the school’s program or activity, such as whether the harassment occurred at a location or under circumstances where the school owned, or substantially controlled the premises, exercised oversight, supervision, or discipline over the location or participants, or funded, sponsored, promoted or endorsed the event where the alleged harassment occurred, against a person in the United States. This policy is in effect while students are on school grounds, School District property, or property within the jurisdiction of the School District, school buses, or attending or engaging in school-sponsored activities.
Harassment prohibited by the District includes, but is not limited to, harassment based on race, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, active military/veteran status, marital status, familial status, pregnancy, or pregnancy-related condition, homelessness, ancestry, ethnic background, national origin, or any other category protected by state or federal law. Students whose behavior is found to violate this policy will be subject to disciplinary action up to and including suspension or expulsion pursuant to disciplinary codes, policies, and procedures. Employees who have been found to violate this policy will be subject to discipline up to and including, termination of employment, subject to contractual disciplinary obligations.
Employee-to-Student Harassment means conduct of a written, verbal, or physical nature that is designed to embarrass distress, agitate, disturb, or trouble students when:
• Submission to such conduct is made either explicitly or implicitly a term or condition of a student’s education or a student’s participation in school programs or activities; or • Submission to or rejection of such conduct by a student is used as the basis for decisions affecting the student.
Student-to-Student Harassment means conduct of a written, verbal, or physical nature that is designed to embarrass, distress, agitate, disturb, or trouble students, when:
• Such conduct has the purpose or effect of unreasonably interfering with a student’s performance or creating an intimidating or hostile learning environment.
Harassment, as described above, may include, but is not limited to:
• Written, verbal, or physical (including texting, blogging, or other technological methods) harassment or abuse; • Repeated remarks of a demeaning nature; • Implied or explicit threats concerning one’s grades, achievements, or other school matters; or • Demeaning jokes, stories, or activities directed at the student.
By law, what constitutes harassment is determined from the perspective of a reasonable person with the characteristic on which the harassment is based. Individuals should consider how their words and actions might reasonably be viewed by others.
The District will promptly and reasonably investigate allegations of harassment through the designation of a Title IX Coordinator, a Civil Rights Coordinator, and/or building-based employees, who may include principals or their designees. In consultation with the principals, the superintendent will recommend opportunities to the designated recipients for appropriate training. Where it is determined that discrimination or harassment has occurred, the District will promptly act to eliminate the conduct and impose developmentally appropriate disciplinary, restorative, and/or corrective action.
Deleted: own
Deleted: school sponsored
Deleted: on the basis
Deleted: be in violation of
Deleted:
Deleted: disturb
Deleted: of
Deleted: as described above
Deleted: matter
Deleted: .
Deleted:
Deleted: building based
Deleted: The superintendent will recommend, in
consultation with the principals,
Deleted: act promptly to eliminate the conduct and will
File: JICK
Reading Public Schools Page 2 of 2
The District will respond promptly and reasonably investigate allegations of sexual harassment
through the designation of the Title IX Coordinator and Civil Rights Coordinator and/or building-
based employees to any reports or complaints of discrimination, including harassment and
retaliation, or other violations of civil rights, pursuant to our detailed grievance procedures. Where
it is determined that discrimination or harassment has occurred, the District will act promptly to
eliminate the conduct and will impose developmentally- appropriate disciplinary, restorative,
and/or corrective action.
LEGAL REF.: M.G.L. c. 151C; 76:5 Title IX of the Education Amendments of 1972 603 CMR 26:00 34 CFR 106.44 (a), (a)-(b) 34 CFR 106.45 (a)-(b) (1) 34 CFR 106.45 (b)(2)-(b)(3,4,5,6,7) as revised through June 2020 CROSS REF.: AC, Non-Discrimination Policy Including Harassment and Retaliation
ACAB, Sexual Harassment / Title IX Policy
SOURCE: MASC – December 2021
Deleted: building based
Deleted: response protocol
Deleted: B:3A
Deleted: BESE
Reading Public Schools
School Committee Meeting Packet
January 5, 2023
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
January 5, 2023
Calendar
Presenter(s)
School Committee School Committee
Superintendent
Superintendent & School Committee
Administration & School Committee
Administration Administration Superintendent
Superintendent & School Committee
Administration RMHS Administration
School Committee & Permanent Building Committee
School Committee & Permanent Building Committee
School Committee & Killam School Building Committee
Administration School Committee School Committee Administration
Administration
Finance Committee
Administration Administration
Principals Gallegos, Rubino, Schwartz; RISE Director Dr. King Administration
School Committee Administration Administration Administration Administration
Administration
Administration Administration Administration School Committee Administration
School Committee
Finance Committee
Topic Presenter(s)
(Placeholder) School Committee Meeting Administration & School Committee
Month Date Topic
July Social Media Coordinators ‐ Shawn Brandt & Sarah McLaughlin
7/7/2022
July
7/14/2022
Finalize Committee & Liaison Assignments
Appointment of Superintendent to Collaborative Boards
‐ SEEM Collaborative
‐ Northshore Education Consortium
Educational Leadership Partnership w/ Salem State Superintendent Review Timeline Discussion (A)
7/21/2022
7/28/2022
August Social Media Coordinators ‐ Tom Wise & Chuck Robinson
August
8/4/2022 Strategic Offsite
8/11/2022 MSBA Deliverables ‐ Educational Profile and Enrollment Forecast Capital Plan Update
DESE District Review
Discussion on Policy CHCA ‐ Handbook Terminology / Consistency
8/18/2022 No Meeting Planned
8/25/2022 No Meeting Planned
8/29/2022 Beginning of School / Summer Update Review and Approve RMHS Handbook (A) Public Hearing: Killam Discussion
Draft Town Meeting Warrant Article for Killam Review & Discussion
September Social Media Coordinators ‐ Erin Gaffen & Carla Nazzaro
9/1/2022 No Meeting Planned
9/5/2022 Labor Day
9/8/2022 Public Hearing: Killam Discussion
9/14/2022 Elementary Open House
September
9/15/2022
Extended Day Staff Compensation Update
Killam Feasibility Study Warrant Article Discussion and Vote (A) Killam Warrant Article Intro Discussion and Vote (A)
2022‐2023 District Strategic Plan Discussion and Vote (A)
District Handbook Review and Vote (A)
9/21/2022 School Committee posted to attend Financial Forum
9/22/2022 Middle School Open House
9/27/2022 Last Day to Close November Town Meeting Warrant
9/28/2022 High School Open House
10/13/2022 No Meeting Planned
10/20/2022
Personnel Update
Review and Approve District Improvement Plan Updates (A) Introduce and Discuss Draft Superintendent Goals
Student Advisory Committee Approach Discussion and Liaison Assignment Special Education Program Reviews
Assign Liaison to Symonds Way Exploratory Committee
October Social Media Coordinators ‐ Sarah McLaughlin & Shawn Brandt
10/6/2022
Recognition of National Merit recipients Introduction of RMHS Student Advisory Committee Entry Updates
Review and Approve RMHS Handbook
Assign Voting Delegate(s) for MASS / MASC Joint Conference 2022 MCAS Results Overview and Discussion
District Improvement Plan Review October Enrollment Update
Town / School Agreement related to End of Year Report, vote on revisions
FY22 EOY Financial Summary and budget transfers
10/10/2022 Columbus Day
10/26/2022 School Committee Posted to Attend Financial Forum
10/27/2022 No Meeting Planned
Month Date
November Social Media Coordinators ‐ Tom Wise & Chuck Robinson
11/14/2022 Town Meeting
11/17/2022 Town Meeting
11/3/2022
11/10/2022 Veteran's Day
11/21/2022 Town Meeting
11/24/2022 Thanksgiving
11/28/2022 Town Meeting
December Social Media Coordinators ‐ Erin Gaffen & Carla Nazzaro
9/29/2022 No Meeting Planned
October
11/7/2022
November
No Meeting Planned
(Placeholder) FY24 Budget Night 2
2/2/2023
(Placeholder) School Committee Meeting
(Placeholder) School Committee Meeting
Topic Presenter(s)
(Placeholder) School Committee Meeting Administration & School Committee
May
12/1/2022 (Placeholder) School Committee Meeting Administration & School Committee
12/15/2022 (Placeholder) School Committee Meeting Administration & School Committee
12/26/2022 Winter Recess
12/8/2022
December
12/22/2022
12/29/2022 Winter Recess
January Social Media Coordinators ‐ Sarah McLaughlin & Shawn Brandt
1/5/2023 (Placeholder) FY24 Budget Night 1 Administration & School Committee
1/12/2023
1/9/2023 Administration & School Committee
1/16/2023 Martin Luther King Jr. Day
January
1/19/2023 (Placeholder) Public Hearing: FY24 Budget Administration & School Committee
1/26/2023 (Placeholder) FY24 Budget Final Vote Administration & School Committee
1/23/2023
February Social Media Coordinators ‐ Tom Wise & Chuck Robinson
2/6/2023
2/9/2023 (Placeholder) School Committee Meeting Administration & School Committee
1/30/2023
February
2/13/2023
2/16/2023
2/20/2023 President's Day / February Recess
2/23/2023 February Recess
March Social Media Coordinators ‐ Sarah McLaughlin & Shawn Brandt
2/27/2023
3/1/2023 (Placeholder) School Committee Budget Presentation to Finance Committee Superintendent, Director of Finance, & School Committee
3/2/2023 Administration & School Committee
3/6/2023
3/9/2023
March
3/13/2023
3/16/2023 Administration & School Committee
3/20/2023
3/23/2023
3/27/2023
Month Date
3/30/2023
April Social Media Coordinators ‐ Tom Wise & Chuck Robinson
4/3/2023
4/6/2023
4/10/2023
4/13/2023 (Placeholder) School Committee Meeting Administration & School Committee
April
4/17/2023 Patriot's Day / April Recess
4/20/2023 April Recess
4/24/2023 Town Meeting
4/27/2023 Town Meeting
May Social Media Coordinators ‐ TBD
5/1/2023 Town Meeting
5/4/2023 Town Meeting
5/8/2023 (Placeholder) School Committee Meeting Administration & School Committee
5/11/2023 Elementary Open House
5/15/2023
5/18/2023 Middle School Open House
5/22/2023
5/25/2023 (Placeholder) School Committee Meeting Administration & School Committee
5/29/2023 Memorial Day
June Social Media Coordinators ‐ TBD
6/1/2023
6/2/2023 RMHS Graduation
6/5/2023
June
(Placeholder) School Committee Meeting Administration & School Committee
July Social Media Coordinators ‐ TBD
6/8/2023 (Placeholder) School Committee Meeting Administration & School Committee
6/12/2023
6/15/2023
6/19/2023 Juneteenth
6/22/2023
6/26/2023
6/29/2023