HomeMy WebLinkAbout2023-06-22 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
June 22, 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: 2023-06-22 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda: Revised
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. B. Public Comment
Consent Agenda
1. Minutes (06-08-2023)
2. Reading Lacrosse Association Donation
3. J.W. Killam Elementary School Donation
4. FY22 EOYR Audit Report
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
7:30 p.m. E. New Business
1. SEPAC Year-End Update
7:50 p.m. C. Personnel
1. SY22-23 Year-End Personnel Update
8:00 p.m. E. New Business
2. Recommendation and Vote to Appoint Director of Finance and
Operations (A)
3. Learning and Teaching Year-End Update
4. Review Draft District Strategic Plan
5. Review and Approve Killam Principal Search Process (A)
6. Review and Vote to Approve FY23 Budget Transfers (A)
7. Review Legal Counsel Subcommittee Recommendation and Vote to
Approve Special Education Counsel (A)
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
8. Letter in Support of PARC Grant Application (A)
9:30 p.m. D. Old Business
1. Consider and Vote to Approve the Contribution to Special
Education Stabilization Fund (A)
2. Policy Updates – Review and Vote on Amended Policies: GCJ, DGA,
DH, DI, DIE, DJ, DJA, DK (A)
3. Review and Vote to Revoke Policy DJG – Vendor Relations (A)
10:00 p.m. C. Personnel
2. Review and Approve Consensus Superintendent Summative
Evaluation (A)
10:15 p.m. E. New Business
9. Annual School Committee Reorganization (A)
F. Information / Correspondence
1. Letter from William C. Brown
10:30 p.m. Adjourn
**Times are approximate
Join Zoom Meeting
https://readingpsma.zoom.us/j/83657021146
Meeting ID: 836 5702 1146
One tap mobile
+16469313860,,83657021146# US
+13017158592,,83657021146# US (Washington DC)
Consent Agenda
Reading Public Schools
School Committee Meeting Packet
June 22, 2023
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2023-06-08 Time: 7:00 PM
Building: Location:
Address: Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Shawn Brandt, Carla Nazzaro, Erin Gaffen, Charles Robinson, Tom Wise and
Sarah McLaughlin
Members - Not Present:
Others Present:
Superintendent Dr. Thomas Milaschewski, Assistant Superintendent for
Learning and Teaching Dr. Sarah Hardy, Assistant Superintendent for
Student Services Dr. Jennifer Stys, Director of Finance and Operations
Susan Bottan, and Student Jayda Hayes
Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson.
Topics of Discussion:
A.Call to Order – Mr. Brandt called the meeting to order at 7:05pm reviewing the agenda.
E.New Business
1.Staff Appreciation/Celebration
Dr. Milaschewski thanked everyone for joining this evening to celebrate and recognize
those doing incredible work in the community. There were a variety of different
awards and milestones that were recognized. The categories include Professional
Teacher Status, 10 Years of Service, 20 Years of Service, Retirements, the RPS
Distinguished Teaching Award, and the RPS Distinguished Staff Award. When
recognizing retirements and those who received an award, a representative spoke on
behalf of the recipient sharing some special comments. The full list of staff milestones
can be found in the packet.
2.Robockets Team Presentation/Demo
The Robockets Team (number 4761) presented an update on their year. The team
discussed what they learned over the course of a season, how the team is funded,
preseason events, build season, competitions, community events, post summer,
summer work, and things team members go on to do after graduating from high
school. At the end of the presentation, the team gave a robot demo first introducing
Perry the robot and how it operates. Perry features a double-jointed arm while still
being the smallest robot the team has built.
Page | 2
A question was asked about additional course work or programming the team believes
could be useful to develop some of the prerequisite skills to compete at a higher level.
The team believes shop or metal working classes would be helpful for students to
come in with more of an understanding about what they will be doing when working
on a robot. AP Computer Science classes are great for getting people into robotics
from the start. The pathway courses offered by the high school are beneficial, and it
would be great to add some higher-level courses.
The committee took a break at 8:35pm.
Mr. Brandt called the regular session back to order at 8:45pm.
Ms. Nazzaro motioned to move section E3 out of order. All in favor; vote passed 6-0.
E.New Business
3.RMHS Instructional Leadership Team Update
Dr. Milaschewski shared that across the district a focus area this year was to
implement instructional leadership teams (ILTs) in each school. This work has been
implemented by Mr. Kevin Tracey and Ms. Jessica Callanan at RMHS.
Ms. Callanan presented a brief opening discussing accomplishments and progress over
the year. The team was able to provide consistent feedback aligned with the district
strategic objectives. As for program development this year, there have been several
programming initiatives created as well as an expanding of senior internships and
introduction to pathways.
Ms. Callanan and several department heads reported updates to the following
departments: English, Fine and Performing Arts, Health and Wellness, History – Social
Studies, Math & Business, Science, Special Education, School Counseling, and World
Languages.
As for looking ahead to the 2023-2024 school year, the team will be working on the
following areas: holding an instructional leadership retreat in which they will discuss
planned objectives, further implementation of grants, curriculum review, creation of a
school wide professional development plan, program expansion such as ICP and dual
enrollment, NEASC alignment with current work, and the school culture.
A question was asked regarding dual enrollment and the expectation that there would
be multiple offerings of classes, but now there is only one. It was explained that dual
enrollment classes are included in the program of studies, but there is an asterisk
denoting the classes that will be offered in 2024-2025. There was a hope for one or
two more offerings in the upcoming year, but Middlesex Community College is scaling
back a bit. UMASS Lowell is more the direction we are leaning to with partnership as
they are expanding their dual enrollment. There are cases where we might have a
Page | 3
pathway offered, but students do not need a particular course yet so it will be added
at some point when the need is there for student progression.
4.Math Pathways Update
Ms. Heather Leonard and Ms. Allyson Williams presented on Math Pathways. The
overview of the presentation discussed defining the work, steps taken so far, and a
preview of upcoming steps. Ms. Leonard read the Mathematics Vision Statement
which was built over the last two years and received feedback from all levels and
departments. Over the 2021-2022 school year, a lot of work was done such as data
collection and planning to set the team up for a productive 2022-2023 school year.
After meeting with all secondary math teachers to solicit feedback, the group had a
wide range of ideas about the challenges and perspectives of where we are currently
and where we need to be. The team identified the purpose for a Pathways Community
Committee. Ms. Williams read the Math Pathways Review and Community Math
Pathways Committee Statement of Purpose. As for next steps, the team will select
committee members, create a timeline that considers all aspects of course planning
and budget seasons, and communication to the broader community.
5.RISE Program Review
Dr. Jennifer Stys and Director of Student Services Allison Wright presented an
overview of the RISE Program Review. RISE will have a new Director Kerry Wilcox who
was able to join the call. RISE started with an initial review last June and the
methodology of the evaluation was based on a four-step approach including an initial
visit, observations, interviews, and written documentation. The evaluators met with
the entire RISE staff to clarify any questions and share commendations. As for
recommendations, the evaluators would like to see more around the culture,
communication and identity of RISE, hiring of another team chair, transition process
from RISE to Kindergarten, improvement of application and screening process for
students without disabilities, establishment of behavioral management systems, an
updated curriculum aligning with kindergarten, and the reconfiguration of classrooms.
With this evaluation, there are recommendations and things to improve upon, but we
are ahead of some of these things which is commendable work.
The School Committee returned to the normal order of the agenda.
B.Public Comment – None
Consent Agenda
1. Minutes (05-25-2023)
2. RMHS Softball Support Team Donation
3. Young Women’s League of Reading Donation
4. RMHS Unity Day Donation
5. Parker Middle School Natures Classroom Field Trip Request
6. MassHire MetroNorth Workforce Board’s Student Internship Grants
7. Track and Field Meet Field Trip Request
Page | 4
Mr. Wise noted there was an edit made to May 25th minutes where it notes policy EIE,
but it should note policy DIE which Olivia Lejeune has updated and will add to the
revised packet. Ms. Nazzaro motioned to approve the consent agenda, seconded by Mr.
Wise, vote passed 6-0.
Reports
1.Student – No report
2.Assistant Superintendent of Student Services – Dr. Stys reported tomorrow is Special
Olympics out on the field starting at 9:30am. Tara Herlihy, who was recognized
earlier tonight coordinates this event each year and we are very excited.
3.Assistant Superintendent of Learning & Teaching – Dr. Hardy reported Mary Ann
Lynn has been hired as the interim K-8 STEM Coordinator. We are thrilled about this
appointment. Mary Ann is well respected across the district. Thank you to Ms.
Heather Leonard for all her work moving the program forward.
4.Director of Finance and Operations – Ms. Bottan reported the School Choice lottery
took place on June 5th. There were 18 applications that were awarded placement
which breaks down to four at the elementary level, six at the middle school level and
eight at the high school level. Families will complete registration forms and if
students arrive, we expect to generate $82,500 in state reimbursement. As a
reminder, in FY23 we generated $42,500.
5.Superintendent – Dr. Milaschewski reported on the following personnel items:
a.With Principal Tracey’s resignation, we have appointed Ms. Jessica Callanan
as the one-year interim high school principal. We will launch a full-time
search in the fall. Following the one-year interim appointment, Ms.
Callanan will return to her current role. We will convert Ms. Callanan’s
current role to a one-year assistant principal role.
b.We reposted the Director of Finance and Operations position as a full-time
and interim position. We are working through the process with the
screening committee and hope to have an update at the June 22nd meeting.
6.Liaison/Sub-Committee
a.Ms. Gaffen – No report
b.Mr. Robinson – The Reading Coalition met last week receiving a report
from the director. SWEC met as well and have expanded their role.
c.Ms. McLaughlin – The Student Services Legal Counsel Subcommittee met
today for final interviews and will wrap up those final interviews next week
with the expectation of bringing forward a recommendation at the June
22nd meeting.
d.Mr. Wise – No report
e.Ms. Nazzaro – The Killam Building Committee is completing paperwork
which is due Wednesday for the OPM selection and that will allow us to be
on the MSBA board meeting on July 10th to justify the selection of Terva.
Page | 5
f. Mr. Brandt – The town’s Juneteenth Celebration is June 24th from 1-7pm on
the common.
E. New Business
6. FY23 3rd Quarter and Projected Year-End Financial Report
Ms. Bottan stated a vote on transfers will take place at the June 22nd meeting. There is
a full detailed report in the packet. Ms. Bottan highlighted we are projecting a year-
end balance of $285,000 which has stayed consistent throughout the year. We are
seeing a surplus of $740,000 which will be transferred from the special education
budget to out of district placements. We anticipate a transfer of funds from the
special education budget to technology for the purchase of enhanced cyber security
which is a requirement by the town’s insurance company. Finally, Ms. Bottan touched
on the full day Kindergarten account which has funds of $621,000 to help support
universal free full day kindergarten.
7. Review and Vote on Recommendation to Enter into Contracts with Extended Day
Enrichment Programs
Dr. Hardy stated this recommendation comes after finding we had a wait list this year
for extended day. Last year, we modified staff salaries, but it did not bring us up to the
staffing levels needed to support the 531 students enrolled. There is a wait list of
about 200 students going into next year. Director of Community Education Chris
Nelson thought through alternative ways to expand capacity and eliminate the
waitlist. This proposal allows us to do so and improves the opportunities offered to
students. We will partner with various vendors who will come in on a rotating basis,
allowing us to keep to our student to staff ratios, but bring in students on the wait list.
We went through an RFP process, reviewed proposals and recommend these vendors.
The additional tuition revenue will cover the cost of enrichments and we have a small
amount from a healthy reserve in the extended day revolving account. As for
sustainability, we have about two years of reserves in the revolving account to
operate before considering a tuition increase.
Ms. Nazzaro motioned to enter into contracts with Extended Day Enrichment
Programs. Mr. Wise seconded, vote passed 6-0.
8. Policy Updates - Review and Vote (A) on Amended Policies: GCJ, DGA, DH, DI, DIE,
DJ, DJA, DK
The committee discussed whether to move forward with agenda items E8 and E9 or
wait until the June 22nd meeting. Mr. Wise noted the one policy that could muster up
discussion is policy GCJ – Professional Teacher Status. It could be beneficial to start the
conversation and table everything after that.
Mr. Wise introduced Policy GCJ as there were concerns about how it was worded
before. The committee had some discussion about the policy and made the decision
to approve changes at the next meeting.
9. Review and Vote to Revoke Policy DJG – Vendor Relations (A)
Page | 6
Ms. Nazzaro motioned to table E8 and E9 until the next meeting on June 22nd. Mr.
Robinson seconded, vote passed 6-0.
Ms. Nazzaro made a motion to adjourn, seconded by Mr. Wise, vote passed 6-0.
https://www.youtube.com/watch?v=gEiEj_qweJs
Meeting Adjourned 10:53pm.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 15, 2023
RE: Vote to Accept Reading Lacrosse Association donation
Please vote to accept a donation of $10,000 from the Reading Lacrosse Association to be allocated and
paid as follows:
Assistant Boys Coach, Brendan Murphy - $2,500
Assistant Boys Coach, Tyler Grace - $1,000
Assistant Boys Coach, Jackson Fritz - $1,000
Assistant Boys Coach, Doug Gibbs - $500
Assistant Gils Coach, Samantha Pindara - $2,500
Assistant Gils Coach, Steve Collins - $2,500
Please find attached the award letter from Chuck Webberly, President of the Reading Lacrosse
Association.
Thank you.
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
TO: Reading School committee
FR: Susan Bottan, Director of Finance and Operations
DA: June 22, 2023
RE: Vote to Accept Donation for the J.W. Killam Elementary School
Please accept a $200 donation to the J.W. Killam Elementary School from Elizabeth and Andrew Cunniff
on behalf of the Killam Fifth Grade Class of 2023.
Thank you.
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
The Reading Public Schools does not discriminate on the basis of race, color, sex, religion, national origin, sexual orientation, age or disability.
Memo
To: Reading School Committee
From: Sarah Leveque, Principal
Date: June 16, 2023
Re: Donation
The J.W. Killam Elementary School has received a donation of $200.00 from Elizabeth and Andrew Cunniff on
behalf of the Killam Fifth Grade Class of 2023. The money is for the purchase of full-sized flags that represent
the diverse cultural backgrounds of the Killam students and families. The funding was raised throughout the
year by the Killam fifth grade families and the Killam Parent-Teacher Organization (PTO).
Please accept this donation from the Killam Fifth Grade Class of 2023.
Thank you,
Sarah Leveque
New Business
Reading Public Schools
School Committee Meeting Packet
June 22, 2023
Special Education Parent
Advisory Council (SEPAC)
Lindsay Conti, Eunice Kenyon, Zea Lennard & Maria Morgan
Executive Board of Reading SEPAC
SEPAC 2022-2023 Year in Review
SEPAC Mission Statement
Our Mission
Work for the
understanding of,
respect for, and
support of, all
children with special
needs in the
community.
Promote a network of parents of
children with special needs, and
provide a forum to share information
Advise the Director of Student
Services, School Committee, and
Superintendent on special education
programs and policies, and parent
and teacher training needs
Promote communication and sharing
of information between SEPAC
members, local, state and national
organizations, councils and groups, as
well as within the community to
encourage understanding, acceptance
and inclusion of students with special
needs
Provide informational workshops to
parents, educators, students and
professionals
2022-2023
●2 consistent board members; lost one, gained 2!
●Moving beyond “getting the word out”
●Strong Momentum
○Continuing external relationships
■Reviews, reviews, reviews
■Continued partnership with Student Services
○Strengthening internal culture
■Parent workshops
■More active involvement from general council members
●Finding under-reached groups; identifying blind spots and acting accordingly
2022-23 By the numbers
509 Number of Facebook followers
11.6%% Follower Increase since October 2022
2,411 Facebook Reach last May-June
13.8%Facebook Engagement (7% Facebook avg)
315 Signed Up for Monthly Newsletters
88
Special Needs Promotions for Parents
Results from March 2023 Parent Survey
87
Instagram Followers
Some Positive Things Our Members Are Saying
The leadership board has been GREAT about doing events
and trainings. We applaud their dedication and focus.
I really appreciate the newsletter SEPAC sends out with
great info and the posts to the SEPAC Facebook account
about Reading/Local happenings and beyond (special
presentations, webinars, etc)..SO HELPFUL!! Thank you!!
The current SEPAC has really improved things. I really wish
it had happened back when I was first learning to
navigate things.
I think you’re all doing a great job with excellent events
and working hard to connect with more families.
I appreciate the connections in the group, and forums that
SEPAC brings in (will/trust planning, inclusion in
community, etc)
Word cloud from parent survey feedback excluding
common words such as IEP and school
You guys do a great job of providing a range of
informative programing to help parents navigate special
education
Do you think parents who need SEPAC know what it is and
how to access its resources?
No, twins have been on IEPs since first grade, have never heard
of it.
I don’t think many parents are aware of SEPAC & how to access
resources. Maybe sending home a packet or email to all parents
of kids on IEP/504 plan, including resources would be helpful.
No, because I am new to SEPAC and wasn’t given any direction
for where to find special education or learning disabilities
support
I do not think parents who need SEPAC know what it is or how
to access it. I would love it if the school, when a student is put
on an iep or 504, were guided to SEPAC. I would love it if they
were advised to contact SEPAC.
I don't think so. I wasn't aware of this group until this school
year and my child has had an IEP for almost 3 years.
I have not utilized SEPAC. My son has an emotional disability
and when he was really struggling in elementary school, I did
not realize the SEPAC was there to help guide me. In
hindsight, I would have reached out.
What SEPAC programs would you like to see in 2023-2024?
Dyslexia in reading (how it is handled)
What colleges have supports for kids with disabilities? Parenting your IEP kid that
is graduating from H.S./turning 18. How do you know if you special needs child is
ready for college?
Continued work on Executive Function Training and Anxiety Training. It would be
great to see training on Dysgraphia and Dyscalculia if possible.
Something that gives a general overview of the whole system and what
programs are available for students, what is the difference between IEP, 504, etc.
Fun events for kids to socialize within age groups (elementary/middle
school/HS)
More guidance on how to make the most of the IEP meetings, when it's appropriate to
get an advocate, what an advocate can do
More MCAS info for kids on 504 and IEP’s and more info on how to mainstream students
Other: 504 protection, Including OOD kiddos and families, Transition to Kindergarten/IEP kids (integrated classrooms),
Navigating non toilet trained kids within a typical school day, Special classes to participate in regular classes at RISE, How to
prep for an IEP meeting, Understanding where to go for assistance, Meeting times, Advocacy for those in the learning center,
ASD and ADHD, Mental health disabilities.
Opportunities for out of district families to connect
Promote a network of parents of children with special
needs, and provide a forum to share information
●Enjoying the freedom of not having to follow Robert's Rule
●Experimenting with format: in-person/hybrid/virtual; recording when
possible
●Experimenting with communication methods
●Survey to get insight from under-reached groups - 59 responses
●New Resident Open House
●Social opportunities
○Popsicles on the Playground, Summer Patio Socials, Family Kickball
Game, REF Tree creation (craft night and decorating), intentional
connection with Friends of Metco, post-meeting informal conversation,
Movie Night, End of Year Social
Promote a network of parents of children with special
needs, and provide a forum to share information
Advise the Director of Student Services, School
Committee, and Superintendent on special education
programs and policies, and parent and teacher training
needs
Advise the Director of Student Services, School Committee, and
Superintendent on special education programs and policies, and
parent and teacher training needs
●Communicated parent concerns
●Program reviews and Tiered Focused Monitoring
○Meeting in the fall with parent feedback
○Small group of parents meeting to hear updates
●Utilize the open line of communication that we enjoy with
administrators; very strong relationships
●Policies: probably could be involved more
●Advise on communication: share dates, etc.
Promote communication and sharing of information
between SEPAC members, local, state and national
organizations, councils and groups, as well as within
the community to encourage understanding,
acceptance and inclusion of students with special
needs
Promote communication and sharing of information between SEPAC
members, local, state and national organizations, councils and
groups, as well as within the community to encourage understanding,
acceptance and inclusion of students with special needs
●New Website!!!
●Revised Flyer
●Regular meetings
●Email, District and school newsletters, Facebook, Instagram, Send Flyers Home, District
Handbook, Team Chair Communication, School Website, The Reading Post, Reading Recap
●Statement in District Handbook and team chair emails: Be sure to visit the SEPAC’s Website for
more information regarding the Special Education Parent Advisory Council
●Collaboration with other SEPACs, Division of Equity and Social Justice, community partners
●Publicity for RPS initiatives pertinent to special education
●Point People
●Parent Consult Group for Program Reviews
Provide informational workshops to parents,
educators, students and professionals
Promoted workshops, informational sessions and articles for
special needs topics
●Approximately 42 educational
opportunities for parents, including 7
sponsored by Reading Sepac
●7 Reading Sepac social events
●5 Articles aimed at parents
●14 Support service promotions for
families
●Promoted 14 local and other adaptive
recreation activities
●5 New regulations and educational
updates in partnership with the school
Provide informational workshops to parents, educators,
students and professionals
●Basic Rights Transition Planning in November
●Special Needs Planning in January
●Bullying: What Parents Need to Know in March
●Attended Visions of Community Conference in March
●Overcoming Hurdles to Disability Inclusion in March
●Movie Night: Anxious Nation in May
●Postponed: Lynn Lyons
●Milestones of Growing Up in the Digital Age: Raising Thoughtful, Screenwise
Kids in June
●MassPAC Listening Session with SS in June
The mission of the Reading Special Education
Parent Advisory Council (SEPAC) is to work for
the understanding of, respect for, and support
of, all children with special needs
in the community.
Looking Toward the 2023-24 School Year
Looking Toward the 2023-24 School Year
●Provide new social networking opportunities for
parents and children
●Expand Reading SEPAC workshops
○Basic Rights Evaluation and Eligibility in
October
○Additional educational workshops - Lynn
Lyons (reschedule) and Sarah Ward
●Expand Friends of SEPAC
●Explore fundraising
●Expand website in partnership with the school
●Team Chair Meet and Greet
●Expand partnership with community support group
●Continue to develop trusted partnership with
student services and school
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
DATE: June 21, 2023
RE: Director of Finance and Operations Recommendation
At the June 22, 2023, School Committee Meeting, I will be making a recommendation to hire Dr. Derek
Pinto as our next Director of Finance and Operations. If the School Committee approves the
recommendation, we will engage in contract negotiations with an anticipated start date of late July.
Currently the Vice President of Finance and Administration at Lasell University, Dr. Pinto manages the
university’s $90M budget and operational departments, including facilities, information technology, and
food services. Prior to his time at Lasell, Dr. Pinto held a variety of roles in public education in California,
including elementary teacher, elementary and middle school principal, and district Chief Business
Official. We are extremely excited at the possibility of adding a candidate of Dr. Pinto’s leadership
experience and caliber to our district. During the School Committee meeting, I will review our search
process for the Director of Finance role and share more information about Dr. Pinto and his candidacy.
Please find Dr. Pinto’s resume included in the School Committee packet.
A special thank you to the Screening Committee Members: Mr. Thomas Wise and Mr. Charles Robinson
(School Committee Members), Mr. Kevin Tracey (RMHS Principal), Ms. Jessica Bailey (RTA President),
Ms. Sharon Angstrom (Finance Director/Town Accountant), Ms. Catherine Franzetti (Director of School
Nutrition), Ms. Katelyn Finnegan (Business/Finance Analyst), Mr. Julian Carr (Network Administrator),
Mr. Joe Huggins (Director of Facilities), Mr. Ed Ross (Finance Committee Chair), and Mr. Jared Stanton
(RPS Parent).
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
Silver Valley Unified School District Principal (K-8) Yermo School 2008–2011
Key Accomplishments:
• Served on the district Strategic Plan design team, Budget Committee and district negotiations team
• Wrote state/federal Gaining Early Awareness & Readiness for Undergraduate Programs grant (1/45 CA schools)
• Successful grant writing: Reading by 9; Safe School Ambassadors
• Summer principal for two K-12, 1 SDC site (Fort Irwin National Training Center)
Berryessa Union School District Assistant Principal, Morrill Middle School 2005–2008
Key Accomplishments:
• Superintendent’s Advisory Council, district negotiations team, Budget Advisory Council,
• Successful grant writing: San Jose After School Program
• Part-time employment while with BUSD: Summer principal 2006; Santa Cruz City Schools: Summer Principal grades 7-
12; National University, part-time Masters’ faculty: taught course Supervision and Evaluation of Instruction; Santa
Clara County Office of Education: Review/approval of electronic resource materials
TEACHING EXPERIENCE 2003-2005
Fontana Unified School District Teacher, Maple Elementary School
• Selected for Aspiring Administrators Academy, on School Leadership Team, School Principal designee
• Multiple Subject Clear: passed CBEST, RICA, CSET, completed BTSA, Achieved Highly Qualified Status
CORPORATE EMPLOYMENT EXPERIENCE 2000-2003
Xerox Canada Incorporated Account Manager, Toronto, Canada
• Maintained relations with CEO level contacts in 19 accounts, awarded manager for the quarter (Jan-Mar 2003) Carried
plans of $862K/$1.3M in the retail market
Compaq Canada Corporation PC Client Specialist, Toronto, Canada
• Experience in Manufacturing, Retail, Telecommunications, Finance and Public Sector clusters. Shared product
innovations and provided strategic direction for the implementation of technology projects for 50+ high profile
accounts. Supported account clusters with over $10M/quarter of business
Kimberly-Clark Incorporated Sales Representative, Toronto, Canada
• Effectively built rapport and managed relationship between the corporation, vendors and consumers. Responsible for
over $7M of business done by 150 accounts in 7 cities
INTERNATIONAL TEACHING EXPERIENCE
Technos International College Teacher/Assistant Director, Tokyo, Japan
• Taught, observed, evaluated approx. 400 juniors/seniors weekly (26 classes/week)
• Assisted Director in implementing curriculum & resources. Recruitment, selection & orientation of staff
English Language Education Council Teacher/Consultant, Tokyo, Japan
• Responsible for the management of multiple community center English programs
CREDENTIALS/CERTIFICATIONS
1994-1998
Chief Business Official Boot Camp California Association of School Business Officials 2016
Business Academy Association of California School Administrators 2015
Chief Business Official Mentor Program Fiscal Crisis Management Assistance Team 2015
Personnel Academy Association of California School Administrators 2012
Clear Administrative Credential Santa Clara County Office of Education 2007
Cross-Cultural Language & Academic Development Cert. University of San Diego, CA 2005
SKILLS & RELEVANT ACCOMPLISHMENTS
Student centered leadership, with highly developed skills in communications, project management and relationship
building. Ability to manage conflict with an interest-based approach. Aptitude for analytical and strategic thinking. Talent
for delivering polished written and oral presentations.
Leadership: Elected ACSA Board: VP Elect Public Relations Region 17 (TUSD); Bond/Negotiations teams (JSUSD)
Communications: Presented academic/business related items to: Superintendent, Cabinet, Board and general public
Project Management: Local Control Accountability Plan development team; Workers’ Compensation; Audits
Relationship Building: Appointed to PTO/PTA Coordinating Council; Site/District representative for community events
INTERESTS & PROFESSIONAL MEMBERSHIPS Association Member: Association of Chief Business Officials, Association of
California School Administrators, California Association of School Business Officials; Scholarships: Horace Mann
Scholarship ACSA Region XVII (2015), ACSA Academy Scholarship ACSA Region VI (2016); Sports: Long-distance running
TO: Reading School Committee
FROM: Dr. Sarah Hardy, Assistant Superintendent
DATE: June 15, 2023
RE: Learning & Teaching Year End Update
At the June 22, 2023 School Committee meeting, I will present an update from the Office of
Learning and Teaching reviewing highlights from the 2023-2024 school year in the areas of
professional development, curriculum review, and curriculum implementation.
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
Learning and Teaching
2022-23 Review &
2023-24 Preview
Reading School Committee Meeting
June 22, 2023
Goals of This Presentation
To share accomplishments from the 2022-23 school year and
preview next steps planned for the 2023-24 school year in the
following priority focus areas:
●Professional Learning System
●Curriculum Review Process
●Curriculum Implementation
Professional Learning in 22/23
Professional Learning Focus Areas in 22/23
Improvements to Professional Learning Systems
●Successfully launched a Professional Learning Website for staff
●Created and implemented a Paraprofessional Professional Learning Plan
●Updated Mentoring and Induction Program
●Utilized staff feedback to refine PD options
Alignment to District Improvement Plan & District Vision
●In-service days focused on fostering sense of belonging (Nov.) and increasing
rigorous instruction (March) with district-wide, department level and building-based
meetings centered on common goals
●HS Building-wide PD in support of school and district goals
●School-based PD during staff meeting times focused on school and district goals
Professional Learning Focus Areas in 22/23
Support for Program Implementation
●Elem. workshop days used for content-based professional development and
horizontal collaboration to support ARC Core and Illustrative Math implementation
●Equivalent of 50 days of PD with ARC Core
●Math Learning Labs in Grades 3-8 (2 days per grade level) and Illustrative Math
PD for Grades K-2 (6+ days)
●MS Department meetings based on common expectations for collaborative work
and curriculum-based tasks
●In-service days used for vertical meetings time for science and social studies
depts.
Professional Learning Focus Areas in 22/23
Professional Learning for Administrators and Leaders
●Grew instructional leadership through professional development in launching and
utilizing building-based Instructional Leadership Teams
●Provided individual coaching for all principals
●Supported instructional leadership through use of data and collaboration at twice
monthly Learning and Teaching meetings with elementary and secondary level
principals
●Utilized the High School Instructional Leadership Team to train Dept. Heads to
give productive staff feedback following an observation
●Facilitated learning walks for school committee members with members of
Learning and Teaching team
●Teacher leadership supported through Implementation and Curriculum Leadership
Teams
Looking Ahead…
Professional Learning in 23/24
Professional Learning Focus Areas in 23/24
●Providing content-based PD for all staff
●Ensuring professional learning choices to empower staff as learners
●Expanding job-embedded professional learning opportunities
●Providing two opportunities for all secondary depts. to meet vertically
●Leveraging District Leadership Meetings to support school-based
goals using a data lens
Curriculum Review in 22/23
Curriculum Review Focus Areas in 22/23
Finalized the Curriculum Review Process
overview document
●Document outlines a holistic review
process to examine instructional practice,
assessment and curriculum resources
●Draft was shared with leadership teams
and staff for feedback
●Overview process was reviewed with
leaders and staff organizing curriculum
review processes in 23/24
●Curriculum Review Process will continue
to be refined based on successes and
lessons learned
Curriculum Review Focus Areas in 22/23
Development of leadership teams of educators to support curriculum review in the
following areas:
●Middle School Literacy
●World Language
●Math Implementation Team (K-6)
●Literacy Implementation Team (K-5)
Looking Ahead…
Curriculum Review in 23/24
Curriculum Review Focus Areas in 23/24
Launched In 22/23 and Continuing in 23/24
●Middle School Literacy Leadership Team (Sept.-June)
●World Language Leadership Team (Feb.-June)
●Math Implementation Team (K-6)
●Literacy Implementation Team (K-5)
New in 23/24
●Secondary Science
●Social-Emotional Learning
●Digital Learning and Computer Science
Curriculum Implementation in 22/23
Curriculum Implementation Focus Areas in 22/23
Launching of new curriculum tools & instructional practices with supporting PD
●ARC Core (Literacy) Grades 3-5
●Illustrative Math Grades K-2
Planning and implementation of new academic assessments and staff training in
administration
●Pilot of Middle School common assessments via i-Ready
●Implementation of Independent Reading Level Assessment in Grades 3-5
(assesses based on a continuum of reading acquisition skills)
●World Language Proficiency-Based Assessments which supports the Seal of
Biliteracy for Grades 8,11 and some 12
●Integration of Data Specialist & shared data review routines
Curriculum Implementation Focus Areas in 22/23
Strengthening understanding, expectations for implementation & internal
planning
●Heggerty (Phonological Awareness) PK-2
●Illustrative Math Grades 3-6
●enVision Math (gr.7-HS)
●HS World Language
Planning for Innovation Career Pathways and Math Pathways (see
presentations to the school committee from 6/8/23)
Looking Ahead…
Curriculum Implementation in 23/24
Curriculum Implementation Focus Areas in 23/24
●Innovation Career Pathways - Year 1 courses at RMHS in engineering and
computer science
●Math Pathways Community Committee - Examine Secondary Mathematics
experiences through collaborative processes
●Developing K-8 Mathematics Instructional Coach practices to provide
job-embedded Professional Learning in Grades K-8
●Onboarding of ARC Core in Grades K-2 including professional development
and set up of materials
●Standardize data use of i-Ready for building leaders and middle school staff
Questions?
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
DATE: June 15, 2023
RE: 2023-2025 District Strategic Plan
We will present an overview and key information from the 2023-2025 District Strategic Plan during the
June 22nd School Committee meeting. This plan outlines the district’s goals, priorities, and initiatives and
includes action plans for how we will achieve them. This plan was crafted collaboratively by a variety of
district stakeholders who developed the ideas for the plan, revised the plan, and provided input and
feedback on the plan. This plan will be updated over the next several years as we continue to move our
various improvement efforts forward. An electronic version of this plan can be found through this link
and a hard copy is available in the packet.
Thank you.
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 -DISTRICT STRATEGIC PLAN 2023-2026
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.
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.
Reading Public Schools 2023-2026 Strategic Objectives
Strategic Objective 1:Supportive,Equitable,and Safe Learning Environment (Leads:Jen Stys,Sarah
Marchant,Allison Wright,Emma Costigan,Lynna Williams,Mary Giuliana,Ally Sarno,Ann Ozanian)
Strategic Objective 2:Coherent Instructional Systems (Leads:Sarah Hardy,Caitlin Shelburne,Heather
Leonard,Erin Burchill,Jess Callanan,Liam Loscalzo)
Strategic Objective 3:School Operations (Leads:Susan Bottan,Kevin Tracey)
Strategic Objective 4:Family and Community Engagement (Leads:Alissa Gallegos,Theresa Wiggins,
Barbara Best,Erica McNamara,Jessica Callanan,Karen Hall,Lisa Egan,Lynna Williams,Sarah Hardy,
Sudeshna Chatterjee)
Strategic Initiatives
Supportive,Equitable
and Safe Learning
Environments
Coherent Instructional
Systems
School Operations Family and Community
Engagement
1.1.Build a shared
understanding about
sense of belonging and
identify common
indicators to measure
progress
2.1.Enact Special
Education Multi-Year
Improvement Plan
3.1.Review key
operational procedures
and processes
4.1.Strengthen
family/school
partnerships
1.2 Build valid data
collection systems and
analysis procedures
2.2.Ensure high quality
curriculum
(standards-aligned,
pacing,instructional
methodology;materials
and resources;
assessment;rigorous
instructional practices)
3.2.Leverage and
optimize all resources
including staffing roles
and schedules,and
funding
4.2.Strengthen
equitable family
engagement:supports
and connections for
Multilingual Learners,
Black and Brown,and
Economically
Disadvantaged Students
and Famillies
1.3.Create,refine and
align safety centered
process and protocols
2.3.Ensure variety of
college and career
pathways for secondary
students (Math
Pathways;Innovation
Pathways,Dual
Enrollment)
3.3.Refine human
resources systems of
recruitment,retention,
and attendance
4.3.Create a Children’s
Cabinet to bring
together key leaders
that serve children and
youth
1.4 Build coherence
within METCO Program
2.4.Utilize and refine a
comprehensive
assessment framework
district-wide that
defines the goals and
objectives of
assessments;the
intended use;analysis
protocols;and
communication with
families
3.4.Collaborate with
MSBA and the Reading
community to enable
the build of new Killam
Elementary School
building
1.5 Build coherence in
MLL Programming
2.5 Design a
high-quality system of
professional learning
for RPS
2.6 Define a vision for
district’s educational/
administrative
technology and
opportunities to braid
current district
resources (Tech Plan)
Family and Community
Engagement District Plan
School Committee
June 22, 2023
Presented By:
Barbara Best, Candidate, Doctor of Education Leadership, HGSE
Theresa Wiggins, Educational Consultant, Village Parenting
Family Engagement Matters
research compiled by Flamboyan Foundation
•Increased Student Achievement
•Reduced Absenteeism
•Improved Student Attitudes Towards Learning
•Better Social Skills and Fewer Behavior Problems
•Reduced Drop Out Rates and Higher Graduation Rates
•Higher Expectations from Teachers
•Improved Student Teacher Relationships
•Increased Trust Between Teachers and Parents
•Increased Cultural and Community Awareness
•http://flamboyanfoundation.org/wp/wp-content/uploads/2011/06/Outcomes-research-11-12-10.pdf
Collaboratively Imagined and Developed
School
Three Pillars
Strengthening
Supports for
MLL, Black and
Brown,
Economically
Disadvantaged
Students
Family-School
Partnerships Children’s
Cabinet
Q & A
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
DATE: June 15, 2023
RE: Killam Principal
This past week, Killam Principal, Sarah Leveque, shared her with the Killam community that she will be
transitioning away from her role at the end of the 2022-2023 school year. On behalf of our district, we
thank Principal Leveque for her outstanding leadership in our community over the past 7 years and wish
her the best in her next chapter. We know that she has positively impacted so many students, staff, and
families during her tenure at Killam.
During the June 22nd School Committee meeting I will be sharing a draft of the upcoming search process
to fill the Killam Principal position. This presentation will include draft timelines and strategies to
engage our community in the process. I am looking forward to the feedback from the Committee.
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
Killam Elementary Principal Search
The Screening Committee will be facilitated by Dr. Tom Milaschewski, Superintendent, and Michelle Roach, Human
Resources Director. To the extent possible, the composition of the committee will represent the many constituencies
that comprise the Killam Elementary School Community. All information and discussions by screening committee
members are confidential and cannot be shared during the process or after the process is complete.
Screening Committee Members
•District Administrator
•District Principal
•School Committee Member
•4 Killam Staff Members
•4 Killam Parents/Caregivers
Date* Time Event
June 13 8:00 AM
Full-Time position posted on TalentEd; SchoolSpring; Indeed; LinkedIn; Massachusetts
Association of School Superintendents; Massachusetts Partnership for Diversity in
Education; The Teacher’s Lounge; NESDEC; 19 New England-based
colleges/universities
June 15 3:00 pm Killam Elementary staff meeting to discuss search process and qualities of a new
leader
June 15 Community survey and outreach for Screening Committee participation
June 22 5:30 pm Organizational meeting with Screening Committee (virtual)
June 22 6:00 pm Virtual community meeting (open to students and families) to discuss search process
and qualities of a new leader
June 22 7:00 pm School Committee review of process and timeline
June 27 11:59 pm Final date for submission of application
June 29 First round candidate interviews by Screening Committee, finalists recommended
June 29 Finalist candidates selected
July 6 - 7
Finalist candidate interviews by Superintendent, Central Office Leadership Team;
Killam Elementary site visit; meet with group of Killam staff; Reference checks
conducted
Week of
July 10 Offer extended to selected final candidate
*Dates are tentative and subject to change based on candidate availability
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
1 | Page
To: Reading School Committee
From: Susan Bottan, Director of Finance and Operations
Date: June 8, 2023
Re: FY23 Third Quarter Financial Report and Projected End Year Status
In the spring of 2022, the Reading Public Schools was appropriated $51,783,363 by Annual Town Meeting for the Fiscal
Year 2023. The School Department expects to meet all financial obligations within the total amount appropriated.
Please find on the pages to follow a financial overview of the School Department’s FY 2023 Third Quarter Report, which
spans the period from July 1, 2022 through March 31, 2023, and provides a projection of end-year fund balances by Cost
Center. The Quarter 3 Financial Report and Projected End Year Status will be presented to the School Committee on June
8, 2023.
This Quarterly Report is organized into four sections:
1.Financial Summary of the Operating Fund by Cost Center
2.Description of the Cost Centers and Drivers Impacting Projected Fund Balances
3.Recommendation for Budget Transfers between Cost Centers
4.Financial Summary of Special Revenue Funds: Grants and Revolving Accounts
The final FY23 Quarter 4 Financial Report through June 30, 2023 will be presented to the School Committee after the close
of the fiscal year.
Please contact me if you have any questions or would like more information related to the FY23 Third Quarter Financial
Report and Projected End Year Status.
Thank you.
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
2 | Page
FY23 THIRD QUARTER FINANCIAL REPORT
1.Financial Summary of the Operating Fund by Cost Center
At the end of Quarter 3, 68.0% of the appropriated funds had been expended and, at this time, $285,931 is projected for
the end-year balance. Just as noted in prior quarterly reports, the projected balance continues to fluctuate slightly,
especially during the final quarter of the fiscal year as the final payroll and accounts payable warrants are processed and
purchase orders are reduced or closed. During the last quarter, factors that will have an impact on the projected balance
include changes in student services, substitute coverage, custodial overtime, and needs for supplies, materials, and
equipment. Please note, the Q3 balances that appear in the table above for Extra Curricular and Athletics are negative
because user fees in the form of budget offsets are not processed until Q4. Projected offsets are defined by account name
in the Revolving Funds table on page 9.
As a result of Town Meeting’s vote to establish the Special Education Reserve Fund on April 27, 2023, the School
Committee may allocate a portion of the remaining end-year balance to the Reserve Fund to pay for, without further
appropriation, unanticipated or unbudgeted costs of subsequent years’ special education services including out-of-district
tuition and transportation. At the close of FY23, the balance of funds, net of the Special Education Reserve Fund transfer,
will be turned back to the Town to supplement Free Cash for future appropriation.
The format of this financial overview begins with an overview of the accounts that comprise each cost center and a
summary of each center’s financial status, followed by a recommendation for end-year budget transfers and a summary
of funding sources that support the Reading Public Schools activities: Grants, Revolving Accounts, and Student Activity
Accounts.
2.Description of the Cost Centers and Drivers Impacting Projected Fund Balances
The Reading Public Schools’ general fund consists of five cost centers, which are approved by the Reading School
Committee annually through the budget development process. The type of expense accounts associated with each cost
center are named below. Funds can be transferred between cost center with the consent and approval of the School
Committee:
Cost Center FY23
Original
Budget
Budget
Transfers
FY23 Revised
Budget
FY23 Q3
Expenditures
FY23 Q3
Encumb./Req.
FY23 Q3
Available
FY23 Q3
% USED
FY23
Remaining
Requirement
FY23
Projected
End Year
Balance
Recommended
Budget Transfers
FY23 Projected
End Year
Balance
Administration 1,303,760 0 1,303,760 954,300 78,497 270,963 79.2% 263,163 7,800 -7,800
2.5%
General Education 29,704,746 854 29,705,173 19,450,366 288,819 9,966,415 66.5% 10,611,415 (645,000)645,000 -
57.4%
Special Education 16,931,568 -41,590 16,889,978 9,155,507 2,030,009 5,704,463 66.2% 4,686,332 1,018,131 (740,000) 278,131
32.7%
District Wide:
Health Services 801,949 40,736 842,685 550,884 13,007 278,794 66.9% 278,794 - -
Extra Curricular 69,548 0 69,548 81,744 4,911 -17,107 124.6% (17,107)- -
Athletics 691,105 0 691,105 758,047 60,697 -127,639 118.5% (127,639)- -
Technology 659,842 0 659,842 450,646 33,556 175,639 73.4% 210,639 (35,000)35,000 -
Sub-total District Wide 2,222,444 40,736 2,263,180 1,841,321 112,171 309,688 86.3% 344,688 (35,000)35,000 -
4.3%
School Facilities 1,620,845 0 1,620,845 1,166,270 123,425 331,150 79.6% 391,150 (60,000)60,000 -
3.1%
GRAND TOTAL 51,783,363 0 51,782,936 32,567,763 2,632,921 16,582,679 68.0% 16,296,748 285,931 -285,931
READING PUBLIC SCHOOLS
FY23 THIRD QUARTER FINANCIAL REPORT
3 | Page
Administration – Budget makes up 2.5% of total appropriation.
Administration – represents 2.5% of the appropriated budget and is comprised of central office administrators and
assistants, legal and audits, accounts payable, payroll, human resources, data information management,
telecommunication services, professional development.
At the end of Quarter 3, 79.2% of the appropriated Administration Cost Center budget had been expended and
encumbered. A positive balance of $7,800 is projected at year-end. This balance was driven by savings generated from
shifting the requirement of physical examinations for all new employees to job-related requirements. The savings assisted
in paying for the first annual Community Report’s publication and mailing and the digitizing of inactive staff files, which
has allowed the district to increase storage space for curriculum materials and plan for the future relocation of a larger
Robotics Studio.
Regular Day – Budget makes up 57.4% of total appropriation.
Regular Day – represents 57.4% of the appropriate budget and is comprised of school principals and secretaries, general
education teachers, tutors, paraprofessionals, guidance counselors, English Language and instructional specialists,
leadership and mentor stipends, substitutes, transportation, professional development, instruction and curriculum
materials, instructional technology, library materials, assessment software.
At the end of Quarter 3, 66.5% of the appropriated Regular Day Cost Center budget had been expended and encumbered.
Through sustainable savings from the salary differential between incoming and outgoing staff, we allocated funds this
year to support the following:
• conducted ELA and math vacation academies for students in grades 2-8
• provided mentoring to school principals through a partnership with Salem State and participate in effective
student scheduling training through the District Management Council
• expanded the role of the grade 9-12 Academic Coordinator to a Director position to focus on the new Academic
Center at RMHS as well as develop Innovation Pathways for students supported by State grant funding and local
business partnerships
• hired 1.5 FTE Multi-language learner teachers to support a surge in enrollment of beginner multi-language
learners
2.5%
57.4%
32.7%
4.3%
3.1%
FY 23 Budget
by Cost Center
Administration
General Education
Special Education
Districtwide
School Facilities
4 | Page
A recommendation is included in this financial report to School Committee to approve a budget transfer to Regular Day to
support the following end year investments:
• renew technology devices to maintain five-year life cycle
• maintain balance in Full-Day Kindergarten revolving fund, which results in reducing the allocated of the FDK Offset
Special Education – Budget makes up 32.7% of total appropriation.
Special Education- represents 32.7% of the budget and is comprised of special education administration and secretaries,
special education teachers and paraprofessionals, therapeutic specialists (occupational therapists, physical therapists,
speech/language pathologists) extended school year staff and expenses, special education legal services, home and
hospital tutoring, consultation and evaluation services, adaptive equipment and technology, testing and assessment
services and materials, special education instruction materials, special education transportation, out of district tuition.
At the end of Quarter 3, 66.2% of the appropriated Special Education Cost Center budget had been expended and
encumbered. A positive end-year balance of $278,131 is projected if the School Committee approves the Q4
recommended budget transfer. The projected end year balance reflects an anticipated balance of unused district tuitions
budgeted to pay for potentially new placements. Factored into the Special Education Remaining Requirement is a pre-
payment of $980,000 for FY24 out of district tuition fees. Massachusetts General Laws allow out of district pre-payments
of up to three months of any approved private placements and up to 100% of collaborative placements in which students
are attending. Prepayment of special education private day and collaborative out of district placements is a practice used
over the last several years in Reading as well as in other school districts.
As reported in the prior quarterly reports and in the FY24 budget narrative, sustainable savings this year have resulted in
part by replacing the category of positions charged to the SPED 240 grant. By replacing licensed with hourly staff charged
to the grant allowed the district to eliminate MTRS expenses and thus increase the availability of operating funds by
$80,000. This shift in no way has or will impact staff members’ wages, retirement benefits, or employment status.
Delays in hiring licensed and hourly positions and unfilled substitute coverage for special education paraprofessional roles
created savings that have been reallocated to address a need at Joshua Eaton for a 1.0 FTE SPED Learning Center Teacher
to reduce large student groupings, at RISE for nursing services and an increase of the Director’s position to 1.0 FTE, and to
offset the SPED transportation costs that have exceeded the budget this year due to changes in student service needs and
student placements.
A recommendation is included in this financial report to the School Committee to approve a budget transfer from Special
Education to support Regular Day, Technology, and Facilities.
District Wide – Budget makes up 4.3% of total appropriation.
District wide – represents 4.3% of the appropriated budget and is comprised of the following categories:
• Health Services – makes up 36% of the District Wide Cost Center and is comprised of a director of nursing, nurses,
nurse substitutes, school physician consultant services, medical supplies, testing equipment.
• Extracurricular – makes up 3% of the District Wide Cost Center and is comprised of an assistant principal (.25 FTE),
advisor stipends, transportation, membership, supplies, equipment.
• Athletics - makes up 31% of the District Wide Cost Center and is comprised of an assistant principal (.50 FTE),
secretary, coaches, officials, transportation, venue rental membership, supplies, equipment, uniforms.
• Technology – makes up 30% of the District Wide Cost Center and is comprised of a network administrator,
computer technicians, Internet services, software and licensing, clocks, bells and telephones, network
infrastructure repair, maintenance, supplies, equipment.
5 | Page
At the end of Quarter 3, 86.3% of the appropriated District Wide Cost Center budget had been expended and encumbered.
A total end of year breakeven balance is projected.
Each subgroup comprising the District Wide Cost Center and their projected end year balances, is outlined below:
o Health Service – projected break-even balance is anticipated at the end of the fiscal year. A nurse was
hired in FY23 to meet an unanticipated need to meet required services through a 504 accommodation.
Funds were approved and transferred in Quarter 2.
o Extracurricular – a break-even balance is projected at the end of the fiscal year.
o Athletics – a break-even projected balance is expected at the end of the fiscal year. Within the Athletics
Cost Center, a projected shortfall is anticipated in transportation. However, through expenditure savings
and support by the Athletic Revolving Account, the shortfall will be covered.
o Technology – a projected shortfall of ($35,000) is projected at the end of the fiscal year, driven by new
compliance requirements by the Town’s insurance company to protect our network and fiscal operation.
A recommendation to process a budget transfer from Special Education to Technology is included in this
report to support the expansion of cybersecurity software required by MIAA before July 1 in collaboration
with the Town.
School Facilities – Budget makes up 3.1% of total appropriation.
School Facilities – represents 3.1% of the total appropriated budget and is comprised of a custodial manager, custodians,
courier, contracted cleaning services (RMHS, Coolidge,) radios, equipment, supplies, uniforms.
At the end of Quarter 3, 79.6% of the appropriated budget had been expended and encumbered. A break-even balance
is anticipated. Within the Facilities Cost Center, salary exchange savings have been re-allocated to purchase additional
handheld radios and prepare instructional spaces for individual and small student groups at Barrows Elementary School
and Parker Middle School and workspaces for districtwide curriculum, student services, and Assistant Principals at Birch
Meadow Elementary School and Coolidge Middle School.
A recommendation to transfer savings to Facilities is reflected in this report. The budget transfer will be used during Q4 to
prepare instructional spaces for individual and small student groups and workspaces for districtwide curriculum, student
services, and Assistant Principals.
3.Recommendations for Quarter 3 Budget Transfers between Cost Centers
Please find below a summary of the recommended budget transfer that will allocate available funds in Special Education
Out of District Tuition to the Regular Day, Technology, and Facilities Cost Center in which we expect to incur the expenses:
Recommendations for Budget Transfers:
Transfer from: ($740,000) Savings from Special Education Cost Center
Transfer to $645,000 to Regular Day Cost Center (for end year technology renewal and reduced FDK Offset)
$ 35,000 to Technology Software (for compliance with Insurance requirement for expanded Cyber
Security)
6 | Page
$ 60,000 to Facilities (for instructional and office space refinements)
4. Financial Summary of Special Revenue Funds: Grants and Revolving Accounts
In addition to the General Fund, Special Revenue Funds consisting of grants and revolving funds support the delivery of
services to students attending Reading Public Schools. Please find below the third quarter financial summary, projected
end year fund balances, and a description of each grant awarded followed by a financial summary of revolving funds for
FY23:
Grants
All FY 23 grants awarded to the Reading Public Schools have been approved by the School Committee. Some grants are
expended across fiscal years. Please find below Quarter 3 Financial Overview and End Year Status for all grants with
beginning balances or awarded in FY23:
Illustrated in the table below are the spending deadlines for each State and Federal grant:
Grant
Beginning
FY23 Year
Balance
Q3 Expended
& Encumb.
Remaining
Requirement
Projected
End Year
Balance
Beginning
FY23 Year
Balance
Q3
Expended &
Encumb.
Projected
End Year
Balance
Beginning
FY23 Year
Balance
Q3
Expended &
Encumb.
Remaining
Requirement
Projected
End Year
Balance
Amount of
FY23 Award
Q3
Expended
& Encumb.
Remaining
Requirement
Projected
End Year
Balance
STATE
METCO* $ - $ - $ - $ 238,005 $ 238,005 $ - $ - $ 815,699 $ 384,326 $ 333,621 $ 97,752
Dept. of Public Health $ 40,000 $ 3,880 $ 36,120 $ -
ASOST $ 45,000 $ 45,000 $ - $ -
ROBOTICS EARMARK $ 25,000 $ 20,869 $ 4,131 $ -
PROFICIENCY-BASED OUTCOMES IN
LANGUAGES OTHER THAN ENGLISH $ 13,000 $ 6,125 $ 6,875 $ -
INNOVATION PATHWAYS PLANNING $ 25,000 $ 19,163 $ 5,837 $ -
MYCAP DEVELOPMENT $ 4,500 $ - $ 4,500 $ -
NEW ENGLAND DAIRY $ 7,500 $ - $ 7,500 $ -
TOTAL STATE -$ -$ 238,005$ -$ 975,699$ 97,752$
FEDERAL Joshua Eaton/Killam Joshua Eaton/Parker Joshuar Eaton/Killam/Parker
Title I $ 21,764 $ 14,521 $ - $ - $ 75,320 $ 4,250 $ - $ 95,672 $ 31,960 $ 63,712 $ - $ 91,714 $ 6,667 $ 85,047 $ -
Title II $ 1,661 $ 1,661 $ - $ - $ 29,535 $ 29,535 $ - $ 43,765 $ 43,765 $ - $ - $ 45,464 $ 18,795 $ 26,669 $ -
Title IV $ 601 $ 601 $ - $ - $ 1,121 $ 1,121 $ - $ 10,000 $ 8,938 $ 1,062 $ - $ 10,000 $ 770 $ 9,230 $ -
IDEA 240 $ 40,603 $ - $ - $ - $ 1,895 $ 1,895 $ - $ 98,223 $ 55,360 $ 42,863 $ - $ 1,117,396 $ 524,744 592,652$ $ -
IDEA 262 $ - $ - $ - $ - $ - $ - $ 328 $ 328 $ - $ - $ 20,798 $ 11,987 8,811$ $ -
IDEA 274 $ - $ -
ARP 252 $ 161,187 $ 142,714 $ 18,473 $ -
ARP 264 $ 19,824 $ 6,040 $ 13,784 $ -
ESSER II $ 233,305 $ 158,650 $ 74,655 $ -
ESSER III* $ 560,098 $ 162,119 $ 121,810 $ 276,169
ACCEL LITERACY
ACCEL MATH $ 119,748 $ 119,748 $ - $ -
TOTAL FEDERAL 64,628$ -$ 107,871$ -$ 1,342,150$ 276,169$ 1,285,372$ -$
*ESSER III grant extends through September 30, 2024
FY23 THIRD QUARTER FINANCIAL REPORT AND END YEAR STATUS- GRANTS
FY20 FY21 FY22 FY23
*METCO carry-forward portion of grant extends through December, 2023
7 | Page
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.
•ASOST- all 2022 summer academy expenses, salaries and materials, were supported by the ASOST grant.
•Robotics Earmark –shall be expended for the Reading Memorial High School Robotics Team, also known as the
Robockets.
•Proficiency-Based Outcomes in Languages other than English –
•Innovations Pathway Planning – Innovation Pathways are a series of courses and internship experiences aligned
with high-demand industries, allowing students to graduate from high school with unique college and career skills,
knowledge-base and aptitudes. With this planning grant, Reading Memorial High School’s leadership team will
establish partnerships with local industries to support pathways in the areas of Information (Digital Media and
Computer Science) and Advanced Manufacturing (Engineering).
•MyCap Development -My Career and Academic Plan (MyCAP) grant awarded to Reading Memorial High School
to provide supplementary support to school districts currently engaged in or interested in beginning
implementation of My Career and Academic Plan (MyCAP). MyCAP is a student-driven process designed to
ensure all students graduate from high school college and career ready.
•New England Dairy - for the purchase of blenders at RMHS, Coolidge and Parker Middle Schools, and Killam
Elementary School
•Note – although not a grant, DESE reimburses school districts for a portion of out of district tuition placement and
transportation costs. In FY 23, DESE will defray $1,499,728 in tuition and transportation costs, charging those
expenses directly to the Circuit Breaker reimbursement fund. The end-year balance is expected to be zero.
SPENDING DEADLINES FY20 FY21 FY22 FY23
STATE
METCO 12/31/2022 12/31/2023
Dept. of Public Health 6/30/2022 6/30/2023
ASOST 8/31/2022
ROBOTICS EARMARK 6/30/2023
PROFICIENCY-BASED OUTCOMES IN
LANGUAGES OTHER THAN ENGLISH 6/30/2023
INNOVATION PATHWAYS PLANNING 6/30/2023
MYCAP DEVELOPMENT 6/30/2023
NEW ENGLAND DAIRY 11/30/2023
FEDERAL
Title I 9/30/2022 9/30/2022 9/30/2023 9/30/2024
Title II 9/30/2022 9/30/2022 9/30/2023 9/30/2024
Title IV 9/30/2022 9/30/2022 9/30/2023 9/30/2024
IDEA 240 9/30/2021 9/30/2022 9/30/2023 9/30/2024
IDEA 262 9/30/2022 9/30/2023 9/30/2024
IDEA 274 9/30/2022 9/30/2023
ARP 252 9/30/2023
ARP 264 9/30/2023
ESSER II 9/30/2023
ESSER III*9/30/2024
ACCEL LITERACY 6/30/2022
ACCEL MATH 6/30/2023
8 | Page
Federal Grants:
•Title I - aids 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 leading. 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 supports. 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, and 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.
Revolving Accounts
Revolving Accounts are comprised of fee-based programs, extracurricular activities, and donations. Apart from donations,
projected user fees offset the FY 23 operating budget through the special revenue accounts noted in the table on the page
to follow. The following tables reflect additional information requested by the School Committee during the Q2
presentation: a request to add project remaining revenue, expenses, and available balances at year end by fund. Please
note that the Full-Day Kindergarten revolving fund is projected to maintain its beginning year balance of $621,319, which
will continue to support the district and Town’s efforts to create a pathway toward Universal Full-Day Kindergarten for
families.
9 | Page
•Athletics - Fees are paid by families for students’ participation in athletics.
•Community Education, Drivers Education, Summer Programs– Fees are paid by families for students to participate
in drivers’ education and summer programs. Fees paid by individuals for participation in Community Education
events and courses.
•Drama and Band – Fees are paid by families for students’ participation in after school drama and bands programs.
•Extended Day – Fees are paid by families for students to participate in extended day programs before and after
school.
•Extracurricular Activities – Fees are paid by families for students to participate in afterschool band and fine and
performing arts activities.
•Guidance – Fees are paid by families for students to take PSAT, SAT and AP tests.
•Full-Day Kindergarten – Fees are paid by families for enrollment in the Full-Day Kindergarten program.
•RISE Preschool - Fees are paid by families for enrollment in the RISE preschool program.
•Special Education Tuition – Fees paid by other another public school district for students to attend special
education programs in Reading.
•School Lunch – Revenues are generated through state and federal reimbursements and lunchtime a la carte sales.
•Transportation – Fees are paid by families for students to ride existing bus routes, based on seats available.
•Use of School Property – Some community organizations which use school facilities pay a fee for space and/or
custodial coverage.
Fee-Based Programs FY23 Beginning
Year Balance
FY23 Q3
Actual
Revenue
Projected
Remaining
Revenue
Total FY23
Anticipated
Revenue
FY23 Q3 Year
to Date
Expend./Enc.
FY23
Remaining
Requirements
Total FY23
Anticipated
Expenses
FY23
Projected
Offsets
FY23
Projected End
Year Balance
FY23
Projected
Gain/(Loss)
Comments
Athletics 171,525$ 327,565$ 101,156$ 428,721$ 37,414$ 427,586$ 465,000$ 392,000$ 135,246$ (36,279)Additional transportation
costs
Community Education -Drivers
Education and Adult Education
94,027$ 40,350$ 11,490$ 51,840$ 28,771$ 5,804$ 34,575$ 111,292$ 17,265 Participate increase in
Drivers Ed
Community Education -
Extended Day Program
541,177$ 910,287$ 383,713$ 1,294,000$ 768,737$ 538,263$ 1,307,000$ 50,000$ 528,177$ (13,000)Investment in salaries
Community Education -
Summer Programs
39,974$ -$ -$ -$ 24,083$ -$ 24,083$ -$ 15,891$ (24,083)June receipts not projected
Drama Activities Coolidge 38,355$ 22,041$ -$ 22,041$ 19,124$ 12,876$ 32,000$ 15,000$ 28,396$ (9,959)Increased participation and
activity
Drama Activities Parker 51,229$ 33,978$ 33,978$ 26,901$ 14,761$ 41,662$ 15,000$ 43,545$ (7,684)Increased participation and
activity
Drama Activities RMHS 74,113$ 58,608$ 9,400$ 68,008$ 52,413$ 17,587$ 70,000$ 34,000$ 72,121$ (1,992)Increased participation and
activity
After School Activities Parker 68,330$ 28,150$ 3,850$ 32,000$ 20,953$ 6,412$ 27,365$ 72,965$ 4,635 Increased participation and
activity
Extracurricular Activities Band 30,704$ 17,000$ 1,000$ 18,000$ 24,014$ 6,000$ 30,014$ 18,690$ (12,014)Increased participation and
transportation costs
Extracurricular Coolidge 4,738$ -$ -$ -$ -$ 1,200$ 1,200$ 3,538$ (1,200)Old accounts, used for
student activity
transportation during
school dayExtracurricular Parker 3,860$ -$ -$ -$ -$ 3,220$ 3,220$ 640$ (3,220)Old accounts, used for
student activity
transportation during
school dayFull Day Kindergarten 621,319$ 610,925$ 119,325$ 730,250$ -$ 730,250$ 730,250$ 730,250$ 621,319$ 0
Guidance Testing 10,397$ 73,917$ -$ 73,917$ 11,407$ 61,593$ 73,000$ 11,314$ 917
Lost Books (and locks and
devices)
27,902$ 1,042$ 5,000$ 6,042$ 755$ -$ 755$ 33,189$ 5,287 Technology repair and lost
device fees
RISE Preschool Program 235,065$ 345,614$ 37,000$ 382,614$ 28,807$ 381,329$ 410,136$ 350,000$ 207,543$ (27,522)Invested in instructional
materials, books, and staff
PDSpecial Education Tuition 66,899$ 32,956$ 9,044$ 42,000$ 7,994$ 10,000$ 17,994$ 10,000$ 90,905$ 24,006 Allocated balance to 1.0
FTE MS SPED Teacher in
FY24School Lunch Program 1,427,218$ 937,624$ 1,021,176$ 1,958,800$ 1,557,826$ 715,174$ 2,273,000$ 1,113,018$ (314,200)Invested in salaries and
kitchen equipment to
improve efficiencies
School Transportation (100)$ 41,640$ 1,250$ 42,890$ 40,008$ 2,882$ 42,890$ (100)$ 0
Use of School Property 92,247$ 185,829$ 37,889$ 223,718$ 81,569$ 142,265$ 223,834$ 105,000$ 92,131$ (116)
TOTAL Fee-based Revolving
Funds
3,598,979$ 3,667,526$ 1,741,293$ 5,408,819$ 2,730,776$ 2,649,616$ 5,380,392$ 1,701,250$ 3,199,820$ (399,159)
FY23 THIRD QUARTER FINANCIAL REPORT AND END YEAR STATUS: REVOLVING ACCOUNTS
10 | Page
•Lost Books – Fees are collected and used to replace lost or damaged books.
•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
Student Activity Accounts
A Student Activity Account (SAA) may be used for monies raised by student organizations and expended to benefit those
students. MGL c.71 Section 47 governs monies deposited into a student activity account. Q2 financial activity:
The Town Treasurer’s Office designates an account into which all SAA funds generated through student activity clubs are
deposited and an SAA checking account has been established for each secondary school. Those funds are expended for
the sole purpose of supporting student activity clubs. Earned interest generated on these funds remains in the fund.
Please contact me if you have any questions or requests for additional information related to the FY23 Quarter 3 Financial
Report.
Thank you.
Student Activity Accounts FY23 Beginning
Year Balance
FY23 Q3
Actual
Revenue
FY23 Q3 Year
to Date
Expend./Enc.
FY23
Projected End
Year Balance
F
Y
2
FY23
Projected
Gain/(Loss)
RISE Student Activities 5,423$ 2,690$ 4,195$ 3,918$ (1,505)$
Barrows Student Activities 4,014$ 2,375$ 497$ 5,892$ 1,878$
Birch Meadow Student 7,774$ 3,173$ 420$ 10,527$ 2,753$
Joshua Eaton Student Activities 9,416$ 2,769$ 175$ 12,010$ 2,594$
JW Killam Student Activities 10,105$ 2,836$ 1,265$ 11,676$ 1,571$
Wood End Student Activities 12,529$ 2,105$ -$ 14,634$ 2,105$
Coolidge Student Activities 42,388$ 57,140$ 51,719$ 47,809$ 5,421$
Parker Student Activities 20,760$ 70,713$ 79,046$ 12,427$ (8,333)$
High School Student Activities 180,069$ 43,673$ 30,489$ 193,253$ 13,184$
RMHS Student Activities 5,423$ 92,643$ 71,761$ 26,305$ 20,882$ TOTAL Student Activity
Accounts 292,478$ 277,427$ 235,372$ 334,533$ 42,055$
Gifts/Donations FY23 Beginning
Year Balance
FY23 Q3
Actual
Revenue
FY23 Q3 Year
to Date
Expend./Enc.
FY23
Projected End
Year Balance
F
Y
2
FY23
Projected
Gain/(Loss)
District Donation Fund 14,031$ 1,400$ 2,063$ 13,368$ (663)$
Barrows Donation Fund 8,621$ 1,307$ 7,214$ 2,714$ (5,907)$
Birch Meadow Donation Fund 6,836$ 499$ -$ 7,335$ 499$
Joshua Eaton Donation Fund 2,506$ 803$ 453$ 2,856$ 350$
JW Killam Donation Fund 20,206$ 13,087$ 12,683$ 20,610$ 404$
Wood End Donation Fund 5,336$ 299$ -$ 5,635$ 299$
Coolidge Donations Fund 11,107$ 12,400$ 14,302$ 9,205$ (1,902)$
Parker Donation Fund 9,092$ 9,908$ 9,717$ 9,283$ 191$
High School Donation Fund 13,754$ 4,003$ 4,716$ 13,041$ (713)$
SEPAC Donation Fund 300$ -$ -$ 300$ -$
Special Education Donation
Fund 319$ -$ -$ 319$ -$
TOTAL Student Donation Funds 92,108$ 43,706$ 51,148$ 84,666$ (7,442)$
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: Thomas Wise, Legal Counsel Recommendation Subcommittee Chair
DATE: June 19, 2023
TOPIC: Student Services Legal Counsel Recommendation
At our meeting on the 22nd of June, the Legal Counsel Recommendation Subcommittee will present our recommendation for
Legal Counsel to support the Student Services organization of the Reading Public Schools.
PROCESS AND TIMELINE
The Legal Counsel Subcommittee in concert with the Superintendent, Assistant Superintendent of Student Services, and the
Director of Special Education created a process and timeline to select new Legal Counsel to support our Student Services
organization. The process included gathering interest, conducting first-round interviews, conducting final interviews,
performing background checks, and finally forming a recommendation for the whole School Committee. The timelines were
as follows:
Date(s) Process Step
April 10th through May 5th Solicit Interest from Law Firms
May 8th Subcommittee Meeting to Short List the First Round Candidate Firms
May 8th through May 10th Notify First Round Candidate Firms and Schedule First Round Interviews
May 15th through May 19th Subcommittee Meetings to Conduct First-Round Interviews
May 19th Subcommittee Meeting to Select Final Round Candidate Firms
May 19th through May 22nd Notify Candidate Firms of Final Round Status
June 8th and 12th Subcommittee Meetings to Conduct Final Round Interviews
June 12th through June 15th Conduct Reference & Background checks of Final Round Firms
June 15th Subcommittee Meeting to Select Recommended Firm
June 20th Notification of Recommendation to Final Round Firms
June 22nd Discussion and Vote at School Committee Meeting of Subcommittee
Recommendation
CRITERIA FOR SELECTION
The Subcommittee established criteria for the selection of our next Student Services Legal Counsel. The criteria for the first
round were broken down into six major categories. They were:
1.Legal and Policy Updates
2.Communication/Training w/ Administration and Staff
3.Team Meeting Participation
4.Dispute & Settlement Experience and Contract Writing
5.Background and Standing of Key Personnel
6.Cost, Financials, and Method of Engagement
Candidate firms that were invited to the final round were also asked to provide references (both clients and opposing
counsel), sample documents and training materials, and be prepared to participate in a few case studies.
DETAILS OF LEGAL FIRM INVITATIONS AND INTERVIEWS
The Subcommittee sent invitations to 14 firms to participate in our search process. Of those 14 firms, seven firms responded
with letters of interest. Of the seven, six firms were chosen to participate in first-round interviews and the seventh was our
current counsel. Since we know our current counsel, we didn’t believe we needed to subject them to the first round of
interviews. The six firms that were invited to the first round of interviews were:
•Lyons Law Group, LLC
•Murphy, Hesse, Toomey, & Lehane, LLP
•Murphy, Lamere, & Murphy
•Norris, Murray, & Peloquin, LLC
•Stoneman, Chandler, & Miller
•Valerio, Dominello, & Hillman, LLC
After the first round of interviews, three of the six firms were invited to participate in the final round of interviews. Our
current counsel was also invited to the final round of interviews. Thus, the four firms that were invited to the final round of
interviews were:
•Norris, Murray & Peloquin, LLC
•Stoneman, Chandler & Miller
•Lyons Law Group, LLC
•Nuttal, MacAvoy & Joyce, P.C.
Just before the final round of interviews commenced, one of the finalists dropped out due to a sudden staffing shortage,
leaving us with three finalists.
FINAL RECOMMENDATION
At our meeting on June 15th, the Subcommittee and the administrative team discussed the interviews, background checks,
and other information they were able to gather regarding the three finalist legal counsel firms. The group weighed the pros
and cons of each firm, reviewed the materials provided, and coalesced to a recommendation. While technically the
administrative team didn’t have a vote, they were in unanimous agreement with the Subcommittee members on the final
recommendation.
As we are still in the process of notifying the finalist firms, we will provide the details of that recommendation during our
meeting on Thursday evening.
Respectfully submitted.
Thomas Wise
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: June 20, 2023
TOPIC: Letter in Support of PARC Grant
At our meeting on June 22nd, we will discuss a request from the Town Manager to submit a letter in support of a grant
application the town will be filing in mid-July. The Parkland Acquisitions and Renovations for Communities (PARC) Grant
Program, administered by the Executive Office of Energy & Environmental Affairs, provides for grants of up to $500,000
to fund the acquisition and / or development of land for park and outdoor recreation purposes, or renovation of existing
parks.
The town intends to use this grant to renovate the area behind RMHS which includes the “Tot Lot” playground as well as
the adjacent tennis and basketball courts, as part of the next phase of the Birch Meadow Master Plan. It will include the
installation of an accessible playground, renovation of the basketball courts and additional parking to support the
complex.
A key note on this process is that we have been advised by town counsel that the School Department cannot hold land
for broader recreational purposes. As a result, should the grant be awarded, it has been proposed that the School
Committee declare the land, which is currently under our “control”, as surplus and then transfer it to the Select Board or
Recreation Committee. We do not need to take that action at this point, but town counsel has advised that we indicate
this intent. You’ll see such intent articulated in the letter I have drafted, which follows this memo. The town would then,
through a vote of Town Meeting, adopt a deed restriction on the land that would limit usage of the property to
recreation.
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: Melissa Cryan, Executive Office of Energy and Environmental Affairs
FROM: Reading School Committee
DATE: June 22, 2023
TOPIC: Letter in Support of Reading’s PARC Grant
Dear Ms. Cryan,
We write to you as the School Committee for the Town of Reading. Our Town Manager has notified us that the Town is
applying to your office for a grant under the PARC program.
As a district, we have several interests in the favorable outcome of this grant application:
• The land in question is currently under the control of the School Committee, but it is our intent to transfer it to
the Select Board or Recreation Committee so that it may be deed restricted for recreation to allow this project
to proceed.
• The land is directly adjacent to Reading Memorial High School, and very near to both an elementary school and
a middle school.
• The land is part of a recreational complex that is a significant part of the vibrancy of life in Reading, for all
residents and even neighboring communities, but especially for the children of our district. On any given day,
hundreds of families are using the facilities in the area for softball or soccer games, for Special Olympics events
or the town’s Friends and Family Day gathering, for holiday fireworks or to celebrate the end of the school year.
Given all of these factors, it is important that we express our strong support for this project and the Town’s related grant
application. The first phase of our Birch Meadow Master Plan is now underway, and this grant will allow us to create
significant momentum after years of careful planning. We are excited to see these ongoing investments in accessible
and safe recreation options to enhance the quality of life for students and families in Reading and beyond, and look
forward to any support the PARC grant can provide.
Best,
Reading School Committee
82 Oakland Road
Reading, MA 01867
Personnel
Reading Public Schools
School Committee Meeting Packet
June 22, 2023
Human Resources Update
MICHELLE ROACH
DIRECTOR OF HUMAN RESOURCES
Hiring
Positions Filled for the 2023-2024 School Year:
Teacher: 29
Administrators/Non-Union: 13
Food Services: 2
Paraeducator: 3
Internal Transfers: 51
Total Filled: 98
Positions Open for the 2023-2024 School Year:
Teacher: 15 (includes 1 Nurse Positions)
Administrators/Non-Union: 2
Secretaries: 1
Paraeducators: 14
Facilities: 2
Total Open Positions: 34
Current Leadership Searches
Elementary Principal
Recruitment Year-to -Year
30
117
25
80
42
72
34 35
20
34
18
26
42
21
37
0
20
40
60
80
100
120
140
Cafe Facilities Para Secretary Teacher
Average Time to Fill Positions (Days)
SY20-21
SY21-22
SY22-23
Departures Year-to -Year
*Note: Retirements are included within terminations for every category excluding RTA
10
3
70
3
32
7
10
3
43
1
31
9
15
8
30
3
25
12
0
10
20
30
40
50
60
70
Cafe Facilities Para Secretary RTA RTA Retirements
Retirement and Term Data By Bargaining Unit
SY20-21
SY21-22
SY22-23
SY22 -23 HR Initiatives
Human Resources Newsletter
In order to disseminate helpful information, bring visibility to
accessible resources, and provide useful links to staff, we have
launched a quarterly newsletter. Topics included are based on
anticipated staff needs and timed with cyclical processes.
Competency and Lane Change Forms
In pursuit of our initiative to formalize processes within the
district, we have developed and rolled out forms that RTA
members can use to apply for lane changes and qualified
competency stipends.
Awards Night Debrief
This year, we expanded the staff recognition and awards night. In
addition to recognizing those who have reached Professional Teacher
Status, service milestones, and retirements, we also honored 17
teachers and staff who were nominated by their colleagues across
the district with distinguished teaching/staff awards.
Number of Individuals Recognized by Category:
Professional Teacher Status: 18
10 Years of Service: 29
20 Years of Service: 12
Retirements: 14
Distinguished Teaching Awards: 12
Distinguished Staff Awards: 5
2022-2023 Staff Exit Survey
•84 exit surveys sent to staff who resigned or retired through
June 30, 2023
•Response rate of around 30% (25 responses received)
•Example topics:
o Position
o Tenure
o Reason for departure
o Future plans
o Overall experience with RPS
o Like most about job/district
o Suggestions for improvement
2022-2023 Staff Exit Survey
8%
29%
17%8%
38%
Exiting Staff Tenure (25)
< 1 Year
1-3 Years
4-6 Years
7-9 Years
10+ Years
37%
21%
42%
Departure for Similar Positions
Similar/Same Field
Different Field
Retiring/Have No New
Position
2022-2023 Staff Exit Survey
2022-2023 Staff Exit Survey
0
1
2
3
4
5
6
7
8
9
Career Advancement
Opportunities
Compensation Work/Life Balance Personal/Family
Reasons
Lack of Professional
Development
Retirement Overall Workload
Self-Reported Contributing Factors to Staff Decisions to Leaving the District
TO: Reading School Committee
FROM: Michelle Roach, HR Director
DATE: June 20, 2023
RE: SY22-23 Year-End Personnel Update
At the June 22, 2023 School Committee meeting, I will present an update from the Human
Resources Office regarding the 2022-2023 Year-End Personnel updates. A copy of the
presentation will be included in a revised packet.
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
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Thomas Milaschewski
Evaluator: Consensus 6/22/2023
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership X
Standard II: Management and Operations X
Standard III: Family and Community Engagement X
Standard IV: Professional Culture X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient X Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
Evaluators all had extremely positive overall impressions of Dr. Milaschewski’s performance in the 22-23 school year. Various
evaluators highlighted progress against critical initiatives including the District Data Team, the implementation of ARC Core, ILTs,
innovation pathways, principal coaching and development and others as significant bodies of work that highlight Dr. Milaschewski’s
drive, energy, commitment and leadership.
Evaluators also often highlighted the “how” as much as the “what” in crafting their overall commentaries. Common themes included
recognizing Dr. Milaschewski’s commitment to excellence and the many ways in which it influences the workings of the district, his
fundamentally collaborative nature that allow stakeholders to buy in to major change initiatives, the degree of community engagement
the district demonstrates across multiple dimensions, and the unwavering enthusiasm and optimism that permeates conversations
about even the district’s greatest challenges.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
II-B, IV-A Coaching, Developing and Supporting Principals - Implement a district
strategy for coaching, supporting, and developing principal talent X
Professional Practice
Goal
I-B, III-C NSIP - Develop skills in strategy development, data analysis, equity and
instructional leadership by actively engaging in the second year of the New
Superintendent Induction Program
X
District Improvement
Goal 1
I-C, II-A, II-C,II-E,
IV-E
District Strategic Plan - Design and publish multi-year district strategic plan
by June 30, 2023. X
District Improvement
Goal 2
I-B, IV-A Innovations - Prioritize, address, and/or create path forward to address
structural and systematic issues/themes/dilemmas outlined in
Superintendent’s Report of Entry Findings, including elementary half-days,
secondary math pathways, school schedules, RMHS innovation pathways,
middle school literacy curriculum, elementary musical programming, full-day
Kindergarten, and community partnerships.
X
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
Focus Indicator (check if yes)
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
X Focus Indicator (check if yes)
X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
X Focus Indicator (check if yes)
X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
As the one standard where Dr. Milaschewski’s consensus evaluation resulted in Proficient rather than Exemplary, there was generally positive but slightly mixed
feedback from evaluators on Standard I. Evaluators consistently recognized the strong commitment to improving the frequency, quality and application of
assessments at multiple levels across the district. Some also acknowledged that we have not yet reached the point where we have seen evidence that the application
of data from assessments is driving meaningful improvements in outcomes, and that will be a key measure for the district’s success at implementing the recent focus
on assessment as a tool.
Similarly, in evaluating the Instruction focus indicator, evaluators frequently recognized many strengths of Dr. Milaschewski’s approach, including the prioritization of
the Principal as an instructional leader, which was supported both by principal coaching and by the investment in Assistant Principals. Evaluators also highlighted
some of the academic innovations which saw the most progress, including the Innovation Pathways, the rollout of ARC Core and the hiring of math coaches as
significant indicators of a commitment to instructional excellence. However, many evaluators also observed that progress against other key initiatives, particularly
math pathways, Middle School literacy and the standardization of instruction and curriculum across the district remain opportunities for us.
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
X Focus Indicator (check if yes)
X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
X Focus Indicator (check if yes)
X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
X Focus Indicator (check if yes)
X
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
X Focus Indicator (check if yes)
X
OVERALL Rating for Standard II: Management & Operations X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): Evaluators were
exceedingly positive about Dr. Milaschewski’s performance against standard II. Examples from the year that were recurring themes in Committee member’s
evaluations included the dramatic improvement in our food service offerings, the creativity of the HR team in filling both permanent and short-term openings, some
progress against the district’s scheduling challenges at the High School level, and the collaborative and creative approach to budget development and revenue
identification led by Ms. Bottan with Dr. Milaschewski’s support. Evaluators also noted Dr. Milaschewski’s positive impact on the culture of the district by encouraging
and prioritizing that our staff feel heard, appreciated and celebrated. Several highlighted the improved diversity of the staff and the incredible positive impact METCO
Coordinators / Adjustment Counselors have had on the district.
Most evaluators recognized that the most severe scheduling challenges remain largely unsolved, and called for an even greater sense of urgency to ensure that any
changes are identified in time to be included in the upcoming budget cycle. One evaluator also raised that while we have made improvements in creating distributed
leadership opportunities and career paths for teachers and administrators, there is still more work to do. It’s the right thing for our staff, and the right thing for our
district to create a pipeline of talent for leadership roles in a challenging hiring environment.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
X Focus Indicator (check if yes)
X
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes)
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
This indicator was rated “Exemplary” by all six evaluators. Dr. Milaschewski was recognized by all as a gifted communicator who truly understands the importance of
communication to build a collaborative and trusting relationship with all types of stakeholders. He has even expanded communication to include those we haven’t
traditionally considered stakeholders through the creation of the annual community report.
Evaluators highlighted how Dr. Milaschewski has created a platform to draw more attention to all of the great things happening around the district, and effectively
transitioned the sense of hope and optimism within the district to many of our stakeholders on the town side and among residents. Multiple evaluators highlighted the
Killam presentation at Town Meeting, along with the efforts to inform and educate prior to the meeting, as an outstanding example of how Dr. Milaschewski’s
transparent and trustworthy approach to communication is helping support excellent outcomes for the district.
One piece of constructive feedback that I want to highlight was a request that we find more opportunities for other leaders throughout the district to raise their own
profiles and play a larger role in communicating progress to the district’s stakeholders. This could come in the form of School Committee meetings, highlights via
video or other media embedded in the superintendent’s newsletter, or other opportunities that will help these individuals be part of the district’s public face and
potentially advance their own careers.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
X Focus Indicator (check if yes)
X
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes)
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
X.Focus Indicator (check if yes)
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
This is another standard where evaluators were consistently very complimentary of Dr. Milaschewski’s performance. Commentary highlighted how Dr. Milaschewski
doesn’t just speak from a bully pulpit about excellence, but that he routinely demonstrates how he is helping lead a district-wide commitment to excellence.
Administrators and other leaders are using the same language and framing in presenting a variety of initiatives, with the “all means all” mantra at the core of many of
them. The themes started to run together, as it has become clear that at the very center of the shared vision Dr. Milaschewski is leading for the district is the
commitment to high standards that will ensure all of our students are as prepared to succeed as they can be, whatever path they may choose.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Thomas Milaschewski
Evaluator: Erin Gaffen
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership
Standard II: Management and Operations
Standard III: Family and Community Engagement
Standard IV: Professional Culture
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
The Superintendent has had a highly productive second year in Reading. The central administrative team works very well together, and we have strong
leadership within the district. Teamwork, collaboration, and inclusivity are words I frequently use to describe how Dr. Milaschewski and his team operate. It is
astounding to look back and consider all that has been accomplished in just two years, how much positive change has occurred, and the extent to which
community trust has been rebuilt in RPS. There is an overwhelming sense of hope from families, staff, and the administration, and this all starts at the top.
Issues that have been talked about for years are finally getting addressed, such as the new elementary reading curriculum begun this year, increased family
engagement, consideration of equity, and a closer examination of our special education programs. Other topics are being openly discussed and will also
continue to be priorities next year (and beyond), including secondary math pathways, rigorous classroom instruction, and high school and middle school
scheduling, including access to classes, among many others. The Superintendent has undertaken a large number of initiatives. The only reason the District
Improvement Goal is rated as “significant progress” is because it is really a multi-year goal. Significant progress has indeed been made, but there is still much
more work to come on that goal and on the many innovations identified as goals for the district. Perhaps next year the goal can be broken into incremental
benchmarks.
The Superintendent exceeded his other goals, though. The level of coaching and support provided to principals through Salem State University is outstanding,
and the hiring of five elementary assistant principals for next year is one demonstration of continued investment in building leaders. Dr. Milaschewski continues
to participate to his fullest ability in the New Superintendent Induction Program and receives rave reviews from his coach. Further, the development of the 2023-
25 District Strategic Plan was a model process. The initial focus areas for the plan stemmed from the Superintendent’s own entry plan findings, as well as
DESE’s District Review, and priorities identified by the School Committee over the past couple years. Each of the four Strategic Initiatives had its own
committee comprised of administrators, staff, a SC member, and perhaps parents and/or community members. And each committee developed clear action
steps in order to detail how the district can achieve its goals. It is precisely the degree of collaboration and engagement we have come to expect and appreciate
from Dr. Milaschewski. The District Strategic Plan reflects an exciting vision for our schools and includes work that is both necessary and optimistic. With that as
his guide, the Superintendent is poised to make an even more substantial impact on the future of Reading Public Schools.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
II-B, IV-A Coaching, Developing and Supporting Principals - Implement a district
strategy for coaching, supporting, and developing principal talent
Professional Practice
Goal
I-B, III-C NSIP - Develop skills in strategy development, data analysis, equity and
instructional leadership by actively engaging in the second year of the New
Superintendent Induction Program
District Improvement
Goal 1
I-C, II-A, II-C, II-E,
IV-E
District Strategic Plan - Design and publish multi-year district strategic plan
by June 30, 2023.
District Improvement
Goal 2
I-B, IV-A Innovations - Prioritize, address, and/or create path forward to address
structural and systematic issues/themes/dilemmas outlined in
Superintendent’s Report of Entry Findings, including elementary half-days,
secondary math pathways, school schedules, RMHS innovation pathways,
middle school literacy curriculum, elementary musical programming, full-day
Kindergarten, and community partnerships.
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I.Instructional Leadership II.Management & Operations III.Family & Community Engagement IV.Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decision making
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measurable outcomes.
Focus Indicator (check if yes)
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
X Focus Indicator (check if yes)
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
X Focus Indicator (check if yes)
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
I-B. The Superintendent and the district leadership team have undertaken an impressive amount of work in the area of instruction. The work has been
collaborative and inclusive, and the committee has received regular progress updates on several of the focus areas. One of those areas poised to truly move the
high school forward is the creation of Innovation Pathways for incoming 9th graders and rising 10th graders. This program will create incredible learning
opportunities and career-readiness for the students and position them well for post-secondary options. The credit for this program getting off the ground so
smoothly is largely due to the efforts of the Director of Academic Achievement, Jessica Callanan, in conjunction with the RMHS Department Heads, and it is
hoped that the program can continue to run smoothly and expand, even as she serves as interim Principal next year.
Progress in some of the other areas of instruction targeted by the administration has been slower, though. The Middle School Literacy Leadership Team has been
meeting monthly all year but will likely need another year to research and propose curriculum changes for the 2024-25 year. The Secondary Math Pathways
Team has also met regularly but does not seem as far along in implementing genuine changes to math course options and paths for our middle and high school
students as one would hope given the urgent need for this. The school schedule committees for the middle and high schools similarly have been meeting and
narrowing their focus, but little impact will be seen next year and will more likely – hopefully – be implemented in the 2024-25 school year. Dr. Milaschewski
deserves credit for continuing to drive this work forward and for supporting the district leaders in their efforts while still trying to hold all to high expectations. It is
exciting and necessary work for the district in the area of instruction, and I look forward to seeing more of this unfold next year.
I-C. Assessment is another area in which an impressive amount of work has been undertaken by the Superintendent and his team, and it is evident that
substantial progress has been made. Through the District Data Team and Instructional Leadership Teams (ILTs), consistent data analysis was undertaken to
examine progress in academics, social-emotional areas and attendance. This allowed students to receive necessary interventions and supports.
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
X Focus Indicator (check if yes)
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
X Focus Indicator (check if yes)
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
X Focus Indicator (check if yes)
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
X Focus Indicator (check if yes)
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
II-A. School culture and environment have been a real focus of Dr. Milaschewski and the district leadership team as demonstrated by the District Improvement
Plan goal of ensuring a sense of belonging for all students. The district has invested in more support for students through additional school adjustment counselors,
METCO Coordinators, and the establishment of the Academic Support Center at RMHS to name a few. The Student Services Department, led by Dr. Stys and Ms.
Wright, has taken a deep dive into the health of several of the programs and how to improve upon them. The Food Services Department has also undergone a
major transformation this year under the direction of the new Director, Ms. Franzetti, with healthier, fresher, and more plentiful school breakfast and lunch options.
Overall, the Superintendent is steering and empowering district leaders in the right direction. There is still room for improvement in our school environment, but Dr.
Milaschewski is doing everything we could want and more to guide.
II-B. The Superintendent has established a culture within RPS where staff have a voice. He is consistently present in the schools and meets 1:1 with staff and
district leaders to listen and learn from their perspective. This allows Dr. Milaschewski to keep a pulse on each leader and school. While RPS continues to
experience some degree of leadership turnover, under the direction of Ms. Roach and Dr. Milaschewski, each search process has been comprehensive, extensive,
collaborative, and inclusive. Staff and families have input, and the Superintendent has made wise choices when necessary, such as restarting the Director of
Finance search when it did not result in an ideal fit initially, and appointing an interim principal for next year at RMHS when the current principal announced his
departure at the very end of the school year. Perhaps the greatest evidence of his investment in district leadership is the Salem State University coaching program
for principals. Each principal benefitted from a 1:1 coach this year, providing a substantial amount of professional development. The Superintendent also
established a clear leadership structure including Instructional Leadership Teams at each school, a District Leadership Team, and grade level Learning and
Teaching meetings. This impressive degree of support for Principals and investment in developing talent within the district will hopefully serve to benefit all staff
and students.
Also of note in the area of recruiting and hiring, the district took a much-needed step forward in adding staff of color this year, bringing the total to 18.7 FTE. While
this is still not reflective of our student body, and significant work is still needed to establish a culture where more diverse staff want to work and where our
students of color feel a sense of belonging, the creation of METCO Coordinators/School Adjustment Counselors reflects positive momentum.
II-C. There has been significant discussion around optimal school schedules this year, at all levels, as well as a focus on opportunities for administrators to
collaborate as demonstrated by the aforementioned ILT and DLT groups. While more substantive changes to the middle and high school schedules will not be
implemented next year as was hoped, this work will remain a priority for the Superintendent. He will continue to support the middle and high school schedule
committees to consider the best models for teaching and learning and ideally, we will see more impactful changes for the 2024-25 year. It seems less clear at this
time whether the elementary schools can achieve a model of five full school days.
II-E. The Superintendent and Director of Finance, Ms. Bottan, lead an exemplary budget development for the district. They collaboratively sought input from all
stakeholders, thoughtfully considered the needs of the district as well as how to align to district improvement goals, creatively approached funding sources,
vigorously pursued grant opportunities where available, and otherwise left no stone unturned. Furthermore, they effectively communicated the budget and all of its
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
complexities, including the rationale for increased staff, to staff, School Committee, Finance Committee, Town Meeting, and the community. The FY24 budget is
strategic in looking forward. Next year’s budget may prove to be more challenging, and the path to universal full-day kindergarten is not perfectly clear, but the
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Superintendent now has two years of a very smooth, well- executed budget process under his belt.
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
X Focus Indicator (check if yes)
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes)
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
III-C. Communication continues to be a realm in which Dr. Milaschewski positively shines. He regularly engages with staff and families and is always open to
feedback or to hearing concerns. He also addresses concerns in a remarkably timely and respectful manner. There is consistent feedback that staff and families
feel heard, validated, and taken care of. He may not always agree, but he will always listen and engage. Furthermore, with his consistent presence in the schools
and around the RPS community, he is also able to provide praise and recognition for staff and students. The Superintendent provides weekly updates to the
entire district, and any community members who wish to opt in. These come in written and video format and highlight special events and recognitions and serve
as a celebration of the work and accomplishments happening within Reading schools. Many community members appreciated the first ever RPS Community
Report that was mailed to every household in Reading this year as an opportunity to learn more about the schools. A perfect example of Dr. Milaschewski’s
superb communication was the way he helped educate Town Meeting Members prior to and during the Town Meeting vote on advancing the Killam School
building project to the next MSBA phase. He and Ms. Bottan organized tours of Killam and prepared a detailed, thorough report for Town Meeting which led to a
unanimous vote in favor of funding the next phase. Even in this area in which the Superintendent clearly excels, he is continuously looking for ways to improve his
communication.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
X Focus Indicator (check if yes)
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes)
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 9 of 7
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
X Focus Indicator (check if yes)
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
IV-A. The Superintendent consistently demonstrates a commitment to high standards of teaching and learning and high expectations for all student achievement.
As has been mentioned in feedback on other indicators, Dr. Milaschewski has spent significant time in classrooms and schools as well as meeting 1:1 with staff
and teachers. He has a solid understanding of each school and where it is at and where it needs to go. Many initiatives have been undertaken within RPS to try to
move the district forward and improve student achievement. The Superintendent has established a leadership structure wherein there are district, school, and
level leadership groups, empowered to drive the mission for higher standards and improved student outcomes. To be clear, there is still much work to be done to
ensure RPS is a place where this vision is shared by all, and where all students can achieve their fullest potential. This work can and will likely take years. But, Dr.
Milaschewski leads by example, and hopefully this vision can soon be embraced by all.
IV-E. Dr. Milaschewski and the district administration have taken great strides toward a shared vision for the district. This is exemplified by their approach to the
2023-25 District Strategic Plan. Each of the four strategic initiatives had a committee comprised of district leaders, staff, a SC member, and potentially parents
and other community stakeholders. The development of the plan which will serve as the steering map for RPS for the next three years has been highly
collaborative and inclusive, a common theme of this Superintendent’s approach to administration.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski
Evaluator: Charles Robinson 6/12/2023
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership X
Standard II: Management and Operations X
Standard III: Family and Community Engagement X
Standard IV: Professional Culture X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient X Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
Exemplary is a high bar but when you review all that is going on and what is planned Dr. Milachewski has exceeded expectations and
produced exemplary results in his young tenure as superintendent.
He talks about excellence a lot and he has demonstrated the ability to put the pieces in place and advocate for the appropriate
resources to achieve it.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal X
Professional Practice
Goal X
District Improvement
Goal 1
District Strategic Plan
X
District Improvement
Goal 2
Innovations
X
District Improvement
Goal 3
Coaching, Developing, Supporting Principals
X
District Improvement
Goal 4
New Superintendent Induction Program
X
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I.Instructional Leadership II.Management & Operations III.Family & Community Engagement IV.Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
Focus Indicator (check if yes)
X
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
Focus Indicator (check if yes)
X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
Focus Indicator (check if yes)
X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
X
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
X
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
x
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milachewski is exemplary in instruction. He is tackling all levels. Innovation Pathways spearheaded by the Director of Academic
Achievement has been an outstanding addition to RMHS. It allows our students to utilize the knowledge they are receiving in the class
in the real world.
Dr. Milachewski understands the urgency of Math Pathways and has a high level of focus on ensuring that all students have access to
higher levels of math.
Dr. Milachewski understands that the best decisions are made utilizing data and he does it in a thoughtful and collaborative way.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
Focus Indicator (check if yes)
X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
Focus Indicator (check if yes)
X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
Focus Indicator (check if yes)
X
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
X
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
The METCO Coordinators / SAC was an excellent and creative way to address two important needs. More Diversity and Social Emotional Support. It gets our
METRO program presence in all the schools and allows all students the opportunity to work with a staff member of color.
Coming in with little or no experience in building projects doesn’t show with Dr. Milachewski. He has been able to marshal all the appropriate resources and the
community around the long overdue Killam Building project. Due to his leadership it looks like the project is on its way to becoming reality.
Dr. Milachewski’s work with the budget and collaboration with the Town and community around the school’s component is a model for success.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
X
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
X
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
Focus Indicator (check if yes)
X
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes)X
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milachewski and his team introduced the first annual Reading Public Schools Community Report in 2022. The report encompasses all of what makes his
rating in this standard exemplary.
The report wasn’t difficult to undertake, but the value and rewards are priceless. It is a primer for everything that is excellent and positive about the district and
includes snapshots of what is to come. This type of document should be a requisite for parents, staff, students, and community members.
Dr. Milachewski organized a day earlier this year on which CO Staff and Community Leaders were invited to spend a day in classrooms across the district. This
was an outstanding opportunity for our leaders to see our budget requests in action. Again, this day embodies everything you would want to see in Community
Engagement.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
Focus Indicator (check if yes)
X
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes) X
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
X
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
Focus Indicator (check if yes)
X
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milachewski holds a very high standard and undertakes a thoughtful, collaborative, and deliberative process in every decision he makes for the district and its
students.
Dr. Milachewski understands the importance and value of a diverse and multicultural environment for our students. His commitment to the METCO program and
diversity in our hiring practices is commendable and something our community should be very proud of. I witnessed our strong and reengaged relationship with
METCO at a recent School Committee meeting held at METCO’s headquarters in Boston.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Thomas Milaschewski
Evaluator: Sarah McLaughlin 6/11/2023
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) ☐ Did Not Meet ☐ Some Progress ☐ Significant Progress X Met ☐ Exceeded
Student Learning Goal(s) ☐ Did Not Meet ☐ Some Progress ☐ Significant Progress ☐ Met X Exceeded
District Improvement Goal(s) ☐ Did Not Meet ☐ Some Progress ☐ Significant Progress ☐ Met X Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide.
Unsa
tisfac
tory
Need
s
Impr
ovem
ent
Pro
fici
ent
Exe
mpla
ry
Standard I: Instructional Leadership ☐ ☐ X ☐
Standard II: Management and Operations ☐ ☐ ☐ X
Standard III: Family and Community Engagement ☐ ☐ ☐ X
Standard IV: Professional Culture ☐ ☐ X ☐
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
☐Unsatisfactory ☐Needs Improvement ☐Proficient X Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
The 2022/2023 school year was a pivotal year for putting crucial processes, practices, and infrastructure in place to address significant
gaps/areas of need in the district, such as elementary half-days, secondary math pathways, middle school literacy curriculum, and full day
kindergarten. Dr. M thoughtfully tackled many of these issues identifying initial steps and a path for moving the work forward. In addition to
mapping out these workstreams, Dr. M has also worked with his team to deeply embed two [crucial things that will support and ensure the
success of this work]:
1)Standing up a District Data Team to collect, analyze, and leverage data for continuous improvement;
2)Communication and community involvement - not only does Dr. M regularly provide district stakeholders with updates, he directly
engages them in the work, building connections between the district and wider community. Evidence of this work can be seen in things
such as the Killam School tours ahead of Town Meeting and the Community Visit Day on April 26th.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership.
Did Not Meet
Some Progress
Significant Progress
Met Exceeded
Goals Focus Indicator(s) Description
Student Learning Goal
II-B, IV-A Coaching, Developing and Supporting Principals - Implement a district
strategy for coaching, supporting, and developing principal talent ☐ ☐ ☐ ☐ X
Professional Practice
Goal
I-B, III-C NSIP - Develop skills in strategy development, data analysis, equity and
instructional leadership by actively engaging in the second year of the New
Superintendent Induction Program
☐ ☐ ☐ X ☐
District Improvement
Goal 1
I-C, II-A, II-C,II-E,
IV-E
District Strategic Plan - Design and publish multi-year district strategic plan
by June 30, 2023. ☐ ☐ ☐ ☐ X
District Improvement
Goal 2
I-B, IV-A Innovations - Prioritize, address, and/or create path forward to address
structural and systematic issues/themes/dilemmas outlined in
Superintendent’s Report of Entry Findings, including elementary half-days,
secondary math pathways, school schedules, RMHS innovation pathways,
middle school literacy curriculum, elementary musical programming, full-day
Kindergarten, and community partnerships.
☐ ☐ ☐ X ☐
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
□ Focus Indicator (check if yes)
☐ ☐ ☐ ☐
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
□ Focus Indicator (check if yes)
☐ ☐ X ☐
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
□ Focus Indicator (check if yes)
☐ ☐ ☐ ☐
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
□ Focus Indicator (check if yes)
☐ ☐ ☐ ☐
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
□ Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
☐ ☐ ☐ ☐
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
1C: Implementing structures to support, develop, and coach our Principals and key administrators is an area where Dr. M particularly shines. Collecting, analyzing, and leveraging
data for continuous improvement has been a significant gap for the district. In a relatively short timespan, Dr. M and team have implemented several new practices, including: the
creation and regular meeting of a District Data Team. I’m particularly excited to see that the team created an assessment calendar for the 2023/2024 school year to guide the
discussion of various data points throughout the year as well as the creation of a data dashboard.
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
□Focus Indicator (check if yes)
☐☐☐☐
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
□Focus Indicator (check if yes)
☐☐☐X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
□Focus Indicator (check if yes)
☐☐X ☐
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
□Focus Indicator (check if yes)
☐☐☐☐
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
□Focus Indicator (check if yes)
☐☐☐X
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
☐☐☐☐
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
II-B During an incredibly difficult time to fill open positions, Dr. M and the central office team have consistently demonstrated creativity and flexibility in filling open
positions within the district with high caliber candidates. In addition, Dr. M has leveraged multiple channels to ensure faculty and staff not only feel heard (regular
1:1 meetings, team meetings, frequent & direct individualized communication via email), but also feel celebrated (awards, appreciation weeks.
II-E - Actively sought the guidance of key district leaders, including the School Committee, to guide the development of the 2023/2024 School Year budget and
alignment to the District Strategic Plan. The budget prioritizes many critically important initiatives to furthering the district’s goals.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
□Focus Indicator (check if yes)
☐☐☐☐
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
□Focus Indicator (check if yes)
☐☐☐☐
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
□Focus Indicator (check if yes)
☐☐☐X
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
□Focus Indicator (check if yes)☐☐☐☐
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools. ☐☐☐☐
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
III-C: Dr. M excels at communication - whether it’s staff, students, families, or the community at large - he regularly provides avenues to inform
district stakeholders of important news and updates and always has an open door, ready to hear the questions, concerns, and feedback of all. Two
examples that stood out to me this year were: 1) Conducting tours of the Killam School to allow Town Meeting members and other community
leaders the opportunity to see firsthand the challenges of the current school building, rather than just reading about them on paper; and 2) as
evidenced by his graduation remarks to the RMHS class of 2023, Dr. M is regularly out visiting in schools and classrooms, speaking with students,
listening and hearing what they have to say.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all. ◻Focus Indicator (check if yes)
☐☐X ☐
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. ◻Focus Indicator (check if yes)
☐☐☐☐
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.◻Focus Indicator (check if yes)☐☐☐☐
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice. ◻Focus Indicator (check if yes)
☐☐☐☐
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. ◻Focus Indicator (check if yes)
☐☐X ☐
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community. ◻Focus Indicator (check if yes)
☐☐☐☐
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff. ☐☐☐☐
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Thomas Milaschewski
Evaluator: Shawn Brandt 6/11/2023
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership X
Standard II: Management and Operations X
Standard III: Family and Community Engagement X
Standard IV: Professional Culture X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement X Proficient Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
Dr. Milaschewski had another excellent year, and continued to make great progress for the district despite there being less low-
hanging fruit available to address. This year was necessarily one of “setting the table” for some bigger picture, longer-term efforts that
will fundamentally change how our district performs. Broadly, Dr. Milaschewski and the team met expectations for performance
against those goals, and I’m excited to see the progress quicken as we head into year 3. Dr. Milaschewski has established himself as
among the most impactful leaders across the state, and set a high bar for the amount of progress that we can make in a short time.
Investments like the development of innovation pathways, the successful implementation of a new elementary literacy curriculum and
the focus on ILTs are huge successes for the district, and remaining priorities like scheduling improvements and improved math
pathways will also play a significant role in moving our district forward.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
II-B, IV-A Coaching, Developing and Supporting Principals - Implement a district
strategy for coaching, supporting, and developing principal talent X
Professional Practice
Goal
I-B, III-C NSIP - Develop skills in strategy development, data analysis, equity and
instructional leadership by actively engaging in the second year of the New
Superintendent Induction Program
X
District Improvement
Goal 1
I-C, II-A, II-C,II-E,
IV-E
District Strategic Plan - Design and publish multi-year district strategic plan
by June 30, 2023. X
District Improvement
Goal 2
I-B, IV-A Innovations - Prioritize, address, and/or create path forward to address
structural and systematic issues/themes/dilemmas outlined in
Superintendent’s Report of Entry Findings, including elementary half-days,
secondary math pathways, school schedules, RMHS innovation pathways,
middle school literacy curriculum, elementary musical programming, full-day
Kindergarten, and community partnerships.
X
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I.Instructional Leadership II.Management & Operations III.Family & Community Engagement IV.Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
Focus Indicator (check if yes)
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
X Focus Indicator (check if yes)
X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
X Focus Indicator (check if yes)
X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski continues to (appropriately) prioritize instruction above nearly all else, as it is one of the greatest opportunities to move the needle for our district’s
performance. The foundation and norms established for the regular and consistent use of assessments will pay great dividends in future years. Similarly, the
establishment of ILTs and other mechanisms to help drive excellent instruction are important foundational steps that build on Dr. Milaschewski’s entry findings and
put us in a good position to execute on a number of elements of the new district strategic plan. I had hoped to see more progress on math pathways this year so that
we would be implementing changes before another cohort is negatively impacted. On the flip side, progress on innovation pathways was outstanding, and getting two
approved and launched for the fall is excellent progress.
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
X Focus Indicator (check if yes)
X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
X Focus Indicator (check if yes)
X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
X Focus Indicator (check if yes)
X
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
X Focus Indicator (check if yes)
X
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): The impact of our
METCO Coordinators / SACs has been a success beyond what we could have imagined in year 1, as has been the rapid improvement in our food services. The quality,
variety and healthiness of our cafeterias has improved dramatically, and this has a significant impact on creating a favorable environment for our kids. I am similarly
quite pleased with progress made in the HR Mgmt area, under Dr. Milaschewski’s leadership but in particular through the efforts of Ms. Roach. Dr. Milaschewski
deserves credit for giving her the freedom to think creatively about things like substitute surge pay. We’ve also continued to have more success than lots of districts in
attracting candidates for the turnover all districts are facing, including candidates of color. Dr. Milaschewski also deserves plenty of credit for being a strong culture
leader – prioritizing being available to and visible for staff, as well as celebrating the great work happening around the district.
There has not been as much progress on key scheduling priorities, but Dr. Milaschewski and the team are continuing to move these forward. Finally, with Ms. Bottan’s
leadership, we had another exceptionally successful budget process. The team found ways to fund many key priorities and continue to prepare us for more difficult
years ahead.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
X Focus Indicator (check if yes)
X
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes)
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): Dr. Milaschewski’s
greatest strengths probably lie within this standard. He’s a gifted communicator who is proactive, genuinely interested in listening, and who takes accountability for
mistakes while always crediting the team for successes. He has created an expectation of greater cultural proficiency in communications across the district, and
continues to do an excellent job of looping in families and interested parties for major initiatives, including and especially when they might otherwise be detractors.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
X Focus Indicator (check if yes)
X
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes)
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 9 of 7
X.Focus Indicator (check if yes)
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): I think Dr. Milaschewski
excels at creating the space for a shared vision to come together, at soliciting input and true engagement, and at socializing that vision. A huge part of our vision for
the district is the commitment to high standards, and getting buy-in on what that means remains a bit of a work in progress. There is more to do to ensure that all of
our staff, families and students understand that the expectations are high for what we should be able to achieve together, and to get all of those stakeholders pulling in
the same direction for some of our most significant opportunities as a district.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski
Evaluator: Carla Nazzaro 6/11/2023
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met x Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress x Met Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress Met x Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership x
Standard II: Management and Operations x
Standard III: Family and Community Engagement x
Standard IV: Professional Culture x
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
It is my pleasure to complete this evaluation for Dr. Milaschewski. The committee recently ratified a contract with a 6-year term. We
are happy with the progress that the district has made in the past two years, and we are looking forward to the positive direction that
the district is heading for years to come.
Dr. Milaschewski is a thoughtful leader who collaborates with stakeholders, gathers and synthesizes data and then implements
processes that will improve outcomes. He has a talented staff working beside him, and their collective goal is to give our students
quality educational instruction. He builds trust with staff, students, parents, and welcomes and appreciates differing points of view.
He is consistently thoughtful with his approach.
I would like to highlight the purchase and implementation of ACR Core as one of the most significant achievements of Dr.
Milaschewski’ s tenure. The implementation of ARC Core is a fundamental and crucial step for the district in terms of literacy
instruction at the elementary level. The grade 3-5 roll out this year will be followed by K-2 next year. Embedded professional
development and coaching along with constant check-ins and data gathering are some of my favorite parts. I like that teachers can
quickly identify student achievement and techniques that have not been mastered. Students will quickly get what they need to take
them to the next level. I look forward to following the progress of all these students.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
II-B, IV-A Coaching, Developing and Supporting Principals - Implement a district
strategy for coaching, supporting, and developing principal talent x
Professional Practice
Goal
I-B, III-C NSIP - Develop skills in strategy development, data analysis, equity and
instructional leadership by actively engaging in the second year of the New
Superintendent Induction Program
x
District Improvement
Goal 1
I-C, II-A, II-C,II-E,
IV-E
District Strategic Plan - Design and publish multi-year district strategic plan
by June 30, 2023. x
District Improvement
Goal 2
I-B, IV-A Innovations - Prioritize, address, and/or create path forward to address
structural and systematic issues/themes/dilemmas outlined in
Superintendent’s Report of Entry Findings, including elementary half-days,
secondary math pathways, school schedules, RMHS innovation pathways,
middle school literacy curriculum, elementary musical programming, full-day
Kindergarten, and community partnerships.
x
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decision making
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
Superintendent’s Performance Rating for Standard I: Instructional Leadership
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measurable outcomes.
Focus Indicator (check if yes)
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
Focus Indicator (check if yes)
x
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
Focus Indicator (check if yes)
x x
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
x
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
x
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski sets expectation for the content and quality of instruction, and he empowers his principals and district leadership
team to carry out this work.
I believe the Student Learning Goal (coaching, supporting, and developing school leaders) is one of our most important goals that
will have the most significant impact on student learning in our district at all levels. The 1-on-1 coaching provided to our principals by
Salem State has been reported to be meaningful and helpful. Support from non-evaluators seems to be more productive for principals
by encouraging collaboration when problem solving and working on vulnerabilities. The focus on principals being instructional leaders
will forge effective partnership with teachers as well. Salem State coaching coupled with periodic check-ins with individual principals by
the superintendent are effective.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Another huge add for next year will be the addition of an assistant principal in each of our five elementary schools. This position will
allow principals to better focus on being instructional leaders. School based instructional leadership teams are most effective in
increasing student outcomes. ILTs will allow schools to lead improvement efforts by assessing student outcomes and applying targeted
professional development. The key to this entire effort is having current and accessible data which will help drive progress. At the
middle school level, I am looking forward to seeing data from the i-Ready Common assessment for both Math and ELA. It will identify
how students are progressing towards grade-level standards and will identify areas where targeted interventions and supports are
needed. This is an area where the district has been lacking in the past.
The inclusion of k-8 math coaches as well as the imbedded coaching in our ARC Core curriculum is critical to the success and
effectiveness of our teachers. Our teachers need to feel and be supported when rolling out new curriculum. Our elementary school
teachers have been doing an incredible job digesting this new curriculum this year.
I would like to hear more about the progress and findings of our District Data Team, what they are doing and how effective they have
been. I know they have focused on high needs students, increasing school attendance rates, discipline tracking, etc.
It
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
Focus Indicator (check if yes)
x
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
Focus Indicator (check if yes)
x
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
Focus Indicator (check if yes)
x
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources. x
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
Focus Indicator (check if yes)
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
x
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
There are a lot of different factors that fit into the the Management and Operation of schools. The overall cleanliness and accessibility
of our buildings; the quality of the food served to students and staff; leadership and career growth opportunities and upward mobility;
professional collaborative time; safe and supportive working environments and school schedules that provide access to quality
instructional time. There have been positive changes in all these areas.
Dr. Milaschewski understands that staff are the greatest asset of any district. I love the adoption of the Distinguished Teacher/Staff
awards and recognition for years of service. The ceremony that we had last week during our meeting, and the reception before, was
wonderful. The underlying theme with each of the speakers was 1) this person is the “glue” that keeps our office/school together, and
2) this person is student focused and continually puts each individual student’s needs first. I love the recognition and hope to see more
of this in the future.
In the past, there was always a lot of talk about how to increase staff diversity. We know how important it is for students to have role
models and to see and experience diversity in our staff. This past year we have dramatically increased our staff of color in each of our
buildings. Our 6 METCO Coordinators/Adjustment counselors as well as our high school METCO coordinator are people of color. This
staff has been able to accomplish in one year, what the district has not been able to accomplish in the past several years. I appreciate
the creative thinking in creating these dual-role positions. They have been so effective that they are being replicated in other METCO
districts. All eyes are on Reading with many of our METCO initiatives.
It has been amazing to watch Dr. Milaschewski and his team develop a district budget that aligns with the district’s vision, mission, and
goals that addresses the needs of all students. They continually seek alternate funding sources and grants when available.
The Killam School Building project is near and dear to me. I am excited with the project team that has been formed and with the
Owner’s Project Management firm (TERVA) that we have selected. The unanimous Town Meeting vote of the $2.2 million dollar
feasibility study was a high point and highlighted the community backing there is for this project. We are grateful to have been
selected to be in the MSBA pipeline.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
I am delighted with the progress and improvements made to our Food Services Program. Our food quality and food options have
improved, and it is wonderful to see the excitement in our cafeterias. The back to basics of providing fresh fruits and vegetables and
delicious foods options is so important to help students get thru their day. Keep it up!
I have heard positive feedback from staff members about Dr. Milaschewski ‘s one-to-one meetings with staff members in each school.
It boosts morale and gives staff the opportunity to recommend changes for our district. Creating a better work environment for our staff
translates into better learning conditions for our students. I hope to see these meetings continue in the future.
I am encouraged by the progress made as we step closer to being able to offer free full day kindergarten. This has been something
that has been discussed at great lengths for a long time and I am happy with the progress that we are steadily making. I am
appreciative of the support that we have gotten from the town regarding this initiative.
Effective school scheduling at both the high school and middle school levels is so important, and I am pleased that these issues are
being focused on It will allow students to have more flexibility and opportunities to take desired classes, and it will allow students to
participate in focused pathways. It will better utilize the time that we have during the school day.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
Focus Indicator (check if yes)
x
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes)
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
x
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Effective communication is not something that comes easily to most people. It is tricky to determine how much communication is
wanted, needed or necessary in a district. Overcommunicating can cause people to disengage, whereas under communicating may
cause distrust. It is a balancing act. It is also important to know your audience and know what type of communication is needed in
different circumstances and with different stakeholders. It is always a balancing act to figure out the right amount of communication.
It is abundantly clear that Dr. Milaschewski is an effective communicator and a collaborator. People feel heard. He consistently solicits
feedback and always welcomes a conversation. He makes himself available to all stakeholders. He does weekly district updates,
created the first annual community report that went out to the entire town, and is very responsive to individuals who reach out to him
with concerns.
A perfect example of his effective communication was the unanimous Town Meeting Vote to fund the $2.2 million Killam School
Feasibility Study/Schematic Design. We had a unanimous vote of approval and did not have one question after the
presentation…transparency and trust! Having no questions after the presentation may have been a first for Town Meeting.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all. Focus Indicator (check if yes)
x
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes)
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 9 of 7
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
Focus Indicator (check if yes)
x
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
x
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
It is apparent that the Superintendent and his staff are unified in their message and vision of equity and educational excellence for all
students. It is further evident in the 3 Core Values which identify him as a leader and how he approaches issues – through
collaboration, equity, and excellence. Dr. Milaschewski understands the importance of collaboration with his staff. He asks, listens,
validates, and builds trust through every process.
Doing what is best for students is part of every conversation and discussion. It is part of the District Strategic Plan and is a consistent
theme in all our meetings. Getting people into the classroom and understanding how to best support teachers is important. Many of us
took part in Community Day on April 26th where members of the School Committee, Central Office Staff, The Town Manager and his
staff, members of the Select Board, the Fire Chief and others spent the day in the classroom. It reminded us of what a student’s day is
like, showed us what a teacher’s day was like and how the budget that we manage and the decisions that we make affect the outcome
for student’s educational experiences.
Even though it seemed so long ago, the offsite retreat that we had last summer allowed the School Committee, the RTA staff and the
Central Office Team to establish relationships and a shared vision for our district. Building these relationships helps with collaboration
throughout the year.
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 1 of 10
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Thomas Milaschewski
Evaluator: Thomas Wise 06-16-2023
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership
Standard II: Management and Operations
Standard III: Family and Community Engagement
Standard IV: Professional Culture
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 2 of 10
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement, or Unsatisfactory.
Comments:
Overall: Dr. Milaschewski and the leadership team across the district continue to set a strong path for district improvement. None of them are comfortable or settling for the
current level of performance our district is executing and they all have a focus on improving outcomes for ALL students. That focus drives them day in and day out and Dr.
Milaschewski’s collaborative, calm leadership and demeanor set the standard. There are many improvement efforts in flight at the same time, all while operating our district’s day-
to-day needs and navigating the parent, staff, and community feedback loops expertly. Further, Dr. Milaschewski continues to be open to feedback and ideas from anywhere. He
carefully weighs them, considers the background, studies the information, and decisively incorporates the feedback in a constructive and proactive fashion. Overall, Dr.
Milaschewski’s style and confidence empower his leadership team to live the improvements daily and lead in their own, localized contexts as well.
Professional Practice – New Superintendent Induction Program: Dr. Milaschewski continues to perform admirably in the NSI program. Every time I see his coach around the
office, she has nothing but praise for Dr. Milaschewski and the leadership team. This is evidenced by the fact that she refers other districts to Reading when they have questions
about how to do something. Further, in November, I was fortunate enough to join Dr. Milaschewski at the joint MASS/MASC conference as the moderator of a panel discussion on
the first year of a new superintendent. Dr. Milaschewski was recommended for the panel by his coach and the Harvard educator that led the panel. For this level of activity,
recognition within the program, and based on my own observations, I am rating this goal as Exceeded.
Student Learning – Coaching, Developing, and Supporting Principals: My initial rating for this goal was Met. However, as I reviewed all the evidence provided, including agendas,
presentations, a summary of the training from the Salem State coaches, ratings by the principals themselves of the training they had, and commentary provided, I couldn’t help
but move this to Exceeded. Some of the key takeaways I have from all the evidence:
1.The discussions around calibrating on rigorous instruction appear to have been artfully crafted and included many takeaways from the principals.
2.The words of the principals speak volumes about what they received out of the training.
3.The training was self-corrective and improved from meeting to meeting with the final meeting recording an average rating of 4.5 out of 5 across all eight principals.
4.Incorporated in the training was numerous opportunities to improve their own instructional leadership as well.
An anonymized selection of some of the feedback that helped to flip me from Met to Exceeded follows:
•“Powerful ideas to support my leadership and work with teachers. I loved the workshops on adult development and making practice public today. So relevant to my work
and gave me some ideas to implement immediately with my team and the teachers I am coaching.”
•“Today's session allowed for deep reflection on how we as leaders move faculty forward in continuous learning. The time was meaningful and helpful, esp. when I could
envision how the work we did today could directly carry over to our ILT growth and development.”
•“I love these meetings. I feel as if I learn a lot, leave the space more thoughtful and excited, experience things that are modeled and useful, and inspired to take next
steps. I appreciated being able to participate in both breakout rooms rather than having to choose, as both were valuable.”
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 3 of 10
As we know from multiple studies, strong instructional leadership within the principal role drives school improvement. Therefore, I am looking forward to seeing improvement
growth within our principals and improvement in academic achievement across each of our schools.
District Improvement – District Strategic Plan:
As of this writing, the District Strategic Plan is still in progress, but well along its path to completion. It currently has been published to the wider public for feedback. Further, it was
generated in a very collaborative way across multiple stakeholders and within teams throughout the district. The plan is extremely detailed and quite aggressive but does not hit
on all the innovations we have discussed as a leadership team. I appreciate the collaborative nature of the structure and execution of the plan. I do have concerns about the
alignment of all the sections since they were crafted independently by four different teams. I am also concerned about our ability to expertly execute all the initiatives outlined in
the plan, but I appreciate the desire to be aggressive rather than settling for the current status quo. The urgency in the plan is palpable. Since the public portion of the plan is not
yet complete as of this writing, I have rated it Significant Progress. Considering the importance over the next three to six years of the Strategic Plan, I have given it a heavier
weight in the overall District Improvement Goal section so that the entire section is Significant Progress as well.
District Improvement – Innovations: This year, we have made progress with the Innovation Pathways, achieving official recognition from the State, and being awarded multiple
grants to support it. With this work comes a great degree of Community Partnership as well. This sort of change at the High School was long overdue and it is great to see the
work progress, the staff excited, and the change coming. Of course, the work done last year to set us on a path for Free Full Day Kindergarten continued this year, but there
wasn’t much work done this year on that front.
Additionally, the Middle School Literacy Leadership team was formed as well, but no substantive changes are yet publicly visible. Unfortunately, work on the Elementary Music,
Elementary Half-Day Fridays, Secondary Math Pathways and other innovations haven’t made much progress yet. There is work being done by key staff members across the
district, but there are not yet publicly facing changes and thus, another year will pass without these key structural changes made to our district. As for priority, the leadership team
prioritized the Innovation Pathways and Middle School Literacy Leadership back in February. Four of the six School Committee members asked for Secondary Math Pathways to
receive a higher focus as well. Thus, of the three priorities, only one will be functionally available for the FY24 school year. With that said, I want to continue to express caution
about biting off more than we can chew at one time while also wanting us to stay sufficiently aggressive. Overall, there have been Some Progress this year, but not enough for
me to rate this as Significant Progress, Met, or Exceeded.
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 4 of 10
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
II-B, IV-A Coaching, Developing, and Supporting Principals. Implement a district strategy for
coaching, supporting, and developing principal talent.
Professional Practice
Goal
I-B, III-C New Superintendent Induction Program. Develop skills in strategy development,
data analysis, equity, and instructional leadership by actively engaging in the
second year of the New Superintendent Induction Program.
District Improvement
Goal 1
I-C, II-A, II-C, II-E, IV-
E
District Strategic Plan: Design and publish a multi-year district strategic plan by June
30, 2023.
District Improvement
Goal 2
I-B, IV-A Innovations: Prioritize, address, and/or create a path forward to address structural
and systematic issues/themes/dilemmas outlined in the Superintendent’s Report of
Entry Findings, including elementary half-days, secondary math pathways, school
schedules, RMHS innovation pathways, middle school literacy curriculum,
elementary musical programming, full-day Kindergarten, and community
partnerships.
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned with their goals.
I.Instructional Leadership II.Management & Operations III.Family & Community Engagement IV.Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decision Making
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics, and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 5 of 10
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measurable outcomes.
Focus Indicator (check if yes)
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
Focus Indicator (check if yes)
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
Focus Indicator (check if yes)
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
Comments and analysis (recommended for any overall rating; required for an overall rating of Exemplary, Needs Improvement, or Unsatisfactory):
Instruction: The definition of Exemplary through the rubric is, “Sets high expectations for the content and quality of instruction and empowers all administrators to do the same, such
that instructional practices throughout the district are engaging, inclusive, and personalized to accommodate diverse learning needs of all students. Stays informed of new,
evidenced-based instructional practices and provides resources and supports to implement them as needed. Monitors principals and instructional staff in support of these practices
through observations and feedback.” If one steps back and looks at the beginning of the year, you can see this focus from the beginning. The expectation was rigorous, high-quality
instruction. Further, that was embedded in the principal training throughout the year and level setting, then it was expected to be carried into the schools for each of the various
Instructional Leadership Team foundation building as well. Initially, when reviewing these criteria, I was stuck on the “stays informed of new, evidenced-based instructional
practices” portion of the definition. Upon further consideration, I must commend Dr. Milaschewski in that area as well. As an example, he leveraged evidence about principals as
instructional leaders to bring about the goal of principal training, he used similar research to support the budget ask for assistant principals, and finally he investigated and found
further research to support the hiring of Math Coaches in the K-8 space for next year. The final step of the exemplary definition was monitoring, observation, and feedback. In this
case, Dr. Milaschewski continues to set a high bar and engages in this process directly multiple times throughout the year. He does it expertly, reassuringly, and supportively all
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 6 of 10
while building consensus and driving for improved outcomes for ALL our students. Additionally, he has done this in every school, with all the principals, and with many members of
the staff. He has also continued to have meetings with staff members to provide open forums, two-way communications, and generally positive morale district-wide. For these
reasons, I have provided a rating of Exemplary in this category. While, per the rubric, this is Exemplary, I do want to continue to see progress across the district in shared
experiences for our students and families. Whether that means students in Algebra 1 at the High School or one of the Middle Schools, the curriculum coverage, the standards, and
execution of rigorous instruction with multiple onramps for student support should be similarly executed across the district. Along the same lines, students in third grade at any of
our Elementary schools should experience the same thing as well. This standardization starts with curriculum tools but continues with shared instructional expectations and
understanding for ALL students. We have not yet achieved that as a district, but the foundation is set to get there if we continue the path and continue to norm on those high,
rigorous expectations.
Assessment: The definition of Exemplary per the rubric is, “Empowers teams of administrators and instructional staff to use a comprehensive system of informal and formal
assessment methods to measure each student’s learning, growth, and progress toward achieving state/local standards, and to use findings to adjust instructional practice and
implement appropriate interventions and enhancements for students. Ensures alignment of assessments to content and grade level standards, and monitors administrators’ efforts
and successes in this area. Models this practice for others.” As I break down this definition, I see three key points for consideration or analysis. They are:
1.Empowerment of administrators and instructional staff. The core of Dr. Milaschewski’s character is collaboration. He models it daily. He also expects it from his team.
We see this throughout this indicator in the execution of the Instructional Leadership Teams at each of our schools. Further, we know Dr. Milaschewski empowered Dr.
Hardy to collaborate with the Director of Academic Achievement at the High School. This collaboration further enriched the relationships with the Department Heads. This
was also evident throughout the various walk-throughs the administrative leadership team conducted throughout the year, including principals visiting each other’s
buildings to calibrate on the WHAT and HOW throughout the year.
2.Alignment of assessments to content and grade-level standards. The assessments used, especially in Elementary and Middle School, are directly aligned to the
standards and content taught. The IRLA, a core assessment used in alignment with ARC Core for Elementary Reading, is aligned to both State Standards and the Five
Foundational Reading components. The IRLA has also been proven to be highly correlative to many states’ standard exams.
3.Modeling the practice. The team leveraged the IRLA data earlier this year to increase staffing at Killam for an additional Reading Specialist, evidence of staffing
adjustments that were driven by data analysis and insights. This was done at the District Leadership Team level and thus is evidence of Dr. Milaschewski modeling the
practice of leveraging the data to make informed decisions.
While overall I will rate this as Exemplary, I do still want to see collective growth in the use of the assessment data district-wide. As we strengthen our assessment leverage
muscles, we will be able to tailor instruction to our students’ needs more proactively and avoid many of the historical “wait to fail” pitfalls. Further, I want to understand more about
the formal and informal assessments at the High School, how they align to standards and curriculum, and how we leverage them to improve student participation and outcome.
Historically this has been a weak point for the district, and I posit that such a weak point remains due to limited common assessment tools across the variety of subjects at the High
School level. Further, I expect the evidence next year to provide more details and anonymized examples of how our assessments and data use positively impacted student
outcomes throughout the year. The majority of the point of said assessments is to make near real-time adjustments and not have to wait for larger test/assessment data to help
students in areas they are struggling.
Other Commentary: While Curriculum, Evaluation, Data-Informed Decision Making, and Student Learning were not focus indicators this year, we do continue to see positive
progress in each of them but need to continue to improve in each of them as well. We need to improve our ELA curriculum across the Middle and High School and the Middle
School Literacy Leadership team is taking up that task. I would like to see that expanded to the High School as well as there has been a lot of level-setting on expectations,
standards, rigor, etc. within that team that could also inform High School practice. Further, as outlined above, we need to continue to expand on our Data-Informed Decision Making
processes so they are not one-off processes, but rather ingrained expectations and processes throughout the district. This data understanding and literacy by all levels of the
educational staff will only continue to further improve Student Learning as these indicators are all supposed to be symbiotic toward the final one. Further, I would like to see Data-
Informed processes help with Evaluations as well. As we look to improve rigor and instruction, we need to know where we have pockets of strength and weakness so we can
leverage the strengths to improve on the weaknesses and help our teachers get even better in support of our students. To that end, next year I would like see if we can add Data-
Informed Decision Making and Evaluation to the focus indicators.
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 7 of 10
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
Focus Indicator (check if yes)
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
Focus Indicator (check if yes)
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
Focus Indicator (check if yes)
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with the district- and school-level goals and available resources.
Focus Indicator (check if yes)
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Comments and analysis (recommended for any overall rating; required for an overall rating of Exemplary, Needs Improvement, or Unsatisfactory):
Environment: Like other indicators, the Exemplary definition includes the keywords “empowers all administrators”, “assesses efficacy … and makes adjustments”, and “models this
practice”. Within the definition, there are three key bullets to focus our analysis and understanding. They are:
•orderly and efficient student entry, dismissal, meals, class transitions, assemblies, and recess;
•school and district buildings that are clean, attractive, welcoming, and safe; and
•safe and supportive learning environments for all students.
Once again, Dr. Milaschewski has enabled the empowerment of his team by setting the charge and expectation, then getting out of the way. Examples over the last few years
include the Attendance Committee which led to Handbook and Policy changes to the execution of the Panorama Survey and leveraging that data to assess the sense of belonging
of students and staff. Additionally, at both the Middle and High Schools, the administrative teams have been working with school schedule consultants to bring about change to
improve time on learning that positively impacts student learning. In no way, shape, or form is everything complete, but Dr. Milaschewski has set the expectation, empowered the
team, and monitored the progress throughout the year. Additionally, we have seen great improvement in the Food Service offerings across our schools and the manifestation of
student’s voice in that process. Further, with the advent of the METCO Coordinator/Student Adjustment Councilor roles in Elementary Schools, we have heard how students at
those schools are benefiting. For all these reasons, I am rating Dr. Milaschewski as Exemplary in this category.
Human Resources Management and Development: Throughout Dr. Milaschewski’s time in the district, greatly supported by the Director of Human Resources and her team and the
Assistant Superintendents, we have made great strides in this category. The differentiation between Exemplary and Proficient lies in the fine details. There are two sub-bullets of
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 8 of 10
growth that we still need to see before rating him Exemplary. First, we need to see formalized distributed leadership and career growth opportunities. We do have more distributed
leadership opportunities than we had in the past and we are seeing more career growth with many of our staff members applying for and being selected as assistant principals, but
we haven’t formalized the paths yet. Missing formalized distributed leadership and career growth opportunities from being exemplary. The second is the fact that we do not yet have
evidence to support the results of the professional development leading to high-quality and effective practice. While I have no doubt we are growing in that area and I do believe
professional development has been more targeted and aligned to need than it has in the past, we still need to see the results. For those two reasons, I am rating this category as
Proficient on the path to Exemplary, but not yet there.
Scheduling and Management Information Systems: There are two very simple keys to this indicator in the rubric, empowerment of other administrators to do the work and support
for collaboration across and within schools. Dr. Milaschewski easily checks both boxes, however, there is still area for growth. I would like to see Dr. Milaschewski work on WHEN
to jump in himself to move the ball forward more aggressively in some spaces. Unfortunately, we are going into FY24 without significant and needed schedule changes at the High
School and despite multiple pleas to get the community involved, we have yet to see any sort of reach out for parent or community feedback. While small changes were made for
next year (collapsing Physical Education and Health into a single semester if necessary), the larger, more meaningful changes remain on the back burner. For that reason, I am
rating this category as Proficient as I would like to see the adjustments made earlier in the process.
Fiscal Systems: To me, this one is a slam dunk as Exemplary. He is absolutely the leader of the administrative team, but he does it with such ease and confidence in his team.
They have secured multiple grants this year and last year to support the work at the High School and Elementary levels. Further, with School Choice, we brought in approximately
$40,000 in additional funds to support the district this year as well. While Dr. Milaschewski didn’t do the work himself, he set the team up for success, supported them and they
delivered time and again for the district. Such is the environment in Central Office and throughout the district leadership right now. When you layer in the extremely detailed
quarterly financial reports, the plan for Full Day Kindergarten, carefully managing the Operating Fund offsets, and cleaning up the Student Activity Accounts, there is so much going
on in this space that we should be proud of.
Overall, because I round down, not up, this section gets a Proficient.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
Focus Indicator (check if yes)
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes)
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 9 of 10
Comments and analysis (recommended for any overall rating; required for an overall rating of Exemplary, Needs Improvement, or Unsatisfactory):
Communication: The rubric definition for Exemplary here is, “Supports and empowers all administrators to engage in regular, two-way, culturally responsive communications with
families about student learning and performance. District-wide communications with families are provided in multiple formats and respect and affirm different families’ home
languages, culture, and values.” While the Proficient definition is, “Engages in regular, two-way, culturally proficient communication with families and community stakeholders about
student learning and performance, that is provided in multiple formats and reflects understanding of and respect for different families’ home languages, culture, and values.” It is
clear to me that at minimum, Dr. Milaschewski is proficient in this skill. As I look at the step from proficient to exemplary, I see the supporting and empowering administrators to
engage in the same and the focus on district-wide communications. It is clear to me that the district-wide communications, especially the weekly e-mails and the newly created and
published District Newsletter are examples of communications in multiple formats and multiple languages. Further, from a two-way perspective, the presentations to FinCom and
Town Meeting were adeptly navigated through two-way discussions by Dr. Milaschewski and our Director of Finance and Operations. While I am going to rate this as Exemplary, I
would like to see more evidence of support for other administrators and more engagement from those administrators in the two-way discussions. I have confidence he has
supported them behind the scenes, and we have seen many of them present to the School Committee, but I would like to see more opportunities to navigate difficult circumstances.
We have opportunities for that next year with the Math Pathways Community group and a potential High School Community Scheduling committee. The more opportunities for
authentic engagement with the community we present to our next line of administrators, the more we will prepare them for the next steps of their careers.
Other Feedback: While the other indicators are not Focus Indicators and thus not rated for the official review, I would be remiss if I didn’t comment on Dr. Milaschewski’s strengths
in these areas. He continues to encourage engagement from families and the community. One example was a day in late April when he responded to a teacher’s suggestion to
have leadership come into the schools for a full day rather than just a few hours. He didn’t stop with just his Central Office team or the School Committee. He instead invited Town
Leadership like the Town Manager, Select Board, and Finance Committee to demonstrate his collaborative nature and absolute understanding of how he needs to continue to
engender support across the Town.
Additionally, Dr. Milaschewski continues to be open to feedback and is ready, willing, and able to address family concerns in a proactive and productive way. The most recent
example of that involved concerns raised by some parents around a survey for students and the age appropriateness of some of the questions. Dr. Milaschewski heard the parents’
concerns, considered them, engaged in discussions with the Middle School principals, and addressed the complaint by making changes to the survey while still maintaining the
integrity of the survey and results.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all. Focus Indicator (check if yes)
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills. Focus Indicator (check if yes)
End-of-Cycle Summative Evaluation Report: Superintendent 2023 Page 10 of 10
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her practice.
Focus Indicator (check if yes)
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
Focus Indicator (check if yes)
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict, and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
Comments and analysis (recommended for any overall rating; required for an overall rating of Exemplary, Needs Improvement, or Unsatisfactory):
Commitment to High Standards: The key differentiating factors between Exemplary and Proficient for this this Indicator include an established district-wide commitment to high
standards, empowering other administrators to share in leading meetings that address important matters and modeling the practice. Dr. Milaschewski hits the nail on the head in all
three cases. The district is clearly focused on excellence and the idea that “all means all” in helping our students to achieve that excellence. Further, whether it is empowering Dr.
Hardy to lead the Middle School Leadership team (after she led the Reading in Reading team last year), supporting Dr. Stys and her decision to execute multiple Special Education
Program reviews in one year, or enabling our new Director of Academic Achievement (Jessica Callanan) to drive High School improvement with the Innovation Pathways, Dr.
Milaschewski continuously establishes a means for our next level leaders to shine in their own right. Finally, Dr. Milaschewski has modeled this practice in offsite meetings, other
leadership meetings, and many public forums. For this, I rate this category as Exemplary.
Shared Vision: The difference between Proficient and Exemplary is continuous engagement in the process of creating a shared version vs. leading the creation of the shared vision.
While Dr. Milaschewski values and considers all inputs, he is absolutely the unequivocal leader of the vision that all means all. All our students deserve the opportunity to excel
academically, socially, and emotionally. All our students deserve the opportunity to pursue the college or career or their choice and our district will help prepare the road for them.
Dr. Milascheweski is Exemplary in this category as well.
Old Business
Reading Public Schools
School Committee Meeting Packet
June 22, 2023
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: June 5, 2023
TOPIC: June 8th Policy Updates and Revocation
At our June 8th meeting, we will have eight policy updates to consider and one for which to consider revocation. All of
these updates are eligible for a single meeting review and adoption. A note detailing the policies for review, the reasons
they have come up for review, and the process to date has been providing by subcommittee Chair Wise and is included
within this memo. For each of the policies being updated, we will include both the original version and the red-lined
version passed by the subcommittee in the packet. The current version of DJG for revocation is in the packet as well.
Finally, we are also including the minutes from several subcommittee meetings as an FYI, as detailed by Mr. Wise below.
From subcommittee Chair Wise:
Below is a summary of the Policies that the Policy Subcommittee has reviewed, updated, and is recommending the full
School Committee adopt (single meeting adoption in all cases):
1.GCJ – Professional Teacher Status: This policy change is the result of a review of our Director of Human
Resources and is updated to be in alignment with State Law. The Subcommittee voted 3-0 during our meeting
on April 13th to recommend these changes to the School Committee for adoption.
2.DGA – Authorized Signatures: This policy update was made after MASC reviews in both 2021 and 2022. We
made significant changes to the MASC version to align with our practice. The Subcommittee voted 3-0 during
our meeting on April 13th to recommend these changes to the School Committee for adoption.
3.DH – Bonded Employees and Officers: This policy update was made after MASC reviews in both 2021 and 2022.
The Subcommittee voted 3-0 during our meeting on April 13th to recommend these changes to the School
Committee for adoption.
4.DI – Fiscal Accounting and Reporting: This policy update was made after MASC reviews in both 2021 and 2022.
The Subcommittee voted 3-0 during our meeting on April 13th to recommend these changes to the School
Committee for adoption.
5.DIE – Audits: This policy update was made after MASC reviews in both 2021 and 2022. The Subcommittee voted
2-0 during our meeting on May 9th to recommend these changes to the School Committee for adoption.
6.DJ – Purchasing: This policy update was made after MASC reviews in both 2021 and 2022. The Subcommittee
voted 3-0 during our meeting on April 13th to recommend these changes to the School Committee for adoption.
7.DJA – Purchasing Authority: This policy update was made after MASC reviews in 2021. The Subcommittee voted
3-0 during our meeting on April 13th to recommend these changes to the School Committee for adoption.
8.DK – Payment Procedures: This policy update was made after MASC reviews in both 2021 and 2022. The
Subcommittee voted 2-0 during our meeting on May 9th to recommend these changes to the School Committee
for adoption.
Additionally, in our Policy Manual review, it was noted that MASC revoked Policy DJG – Vendor Relations in June of
2017. After reviewing with Legal and our Director of Finance & Operations, the Subcommittee voted 2-0 during our
meeting on May 9th to recommend the revocation of this policy from our policy manual to the School Committee as well.
Process-wise, all policies were aligned with MASC, reviewed by legal, updated by legal where necessary, reviewed by the
Central Office administration team, reviewed and updated by the Subcommittee with appropriate Central Office
administration team members, then voted upon. If necessary, a follow-up review was requested by legal as well, and no
further changes were deemed necessary. Additionally, in this set of changes, we have incorporated all the changes into
single documents. Thus, I am attaching the versions currently in our policy manual and the version, with all the redlines,
we finally agreed upon and approved.
Further, some members of the Subcommittee felt the Meeting Minutes may be insightful for members of the full School
Committee with respect to the discussion, feedback, and input process we went through in our review. Therefore, I am
attaching a few of the finalized minutes as well. Of note:
a.GCJ – See minutes from 2023-02-15 and 2023-04-13.
b.DGA – See minutes from 2023-02-16 and 2023-04-13.
File: GCJ
Reading Public Schools Page 1 of 1
PROFESSIONAL TEACHER STATUS
Teachers and certain other professional employees who have served in the school district for three
consecutive years shall be entitled to professional teacher status. The Superintendent, upon
recommendation of the Principal, may award such status to a teacher who has served in the
Principal's school for not less than one year or a teacher who has obtained such status in any other
public school district in the Commonwealth. The Superintendent will base his/her decisions on the
results of evaluation procedures conducted according to committee policy.
At the end of each of the first three years of a teacher's employment, it will be the responsibility
of the Superintendent to notify each employee promptly in writing of the decision on
reappointment. Notification to a teacher not being reappointed must be made by June 15.
A teacher who attains professional teacher status will have continuous employment in the service
of the school system. A teacher with professional teacher status whose position is abolished by the
School Committee may be continued in the employ of the school system in another position for
which he or she is legally qualified.
Nothing in these provisions will be considered as restricting the Superintendent from changing
teaching assignments or altering or abolishing supervisory assignments except that, by law, no
teacher may be assigned to a position for which he or she is not legally qualified.
Adopted by Reading School Committee on August 24, 2006.
LEGAL REFS: M.G.L. 71:38; 71:38G; 71:38H; 71:41; 71:42; 71:43
File: GCJ
Reading Public Schools Page 1 of 1
PROFESSIONAL TEACHER STATUS
Teachers and certain other professional employees who have served in the school district for three
consecutive, and qualifying years shall be entitled to professional teacher status.
The Superintendent, upon recommendation of the Principal, may award such status to a teacher
who has served in the Principal's school for not less than one year, or a teacher who has obtained
such status in any other public school district in the Commonwealth. The Superintendent will base
his/hertheir decisions on the results of evaluation procedures conducted in accordance with ing to
School Ccommittee policy or otherwise allowed by law or regulation..
At the end of each of the first three Professional Teaching Status (PTS) qualifying years of a
teacher's employment, it will be the responsibility of the Principal and/or Superintendent to notify
each employee promptly in writing of the decision on reappointment. Notification to a teacher not
being reappointed must be made by June 15 or at an earlier date if required by a collective
bargaining agreement.
Qualifying years are defined as:
1.Each year qualifying is executed under a fullDESEMassachusetts Department of
Elementary and Secondary Education teacher license or another appropriate licensure.
This excludes emergency and waiver situations.
2.No leave greater than 30 calendar days was taken during the three-year periodeach
year.
A teacher who attains professional teacher status will have continuous employment in the service
of the school system district subject to satisfactory evaluations and good conduct in accordance
with M.G.L. c. 71 s. 4271:42.. A teacher with professional teacher status whose position is
abolished by the School Committee may be continued in the employ of the school sdystemistrict
district in another position, subject to availability, for which he or she isthey are legally qualified..
Nothing in these provisions will be considered as restricting the Superintendent from changing
teaching assignments or altering or abolishing supervisory assignments except that, by law, no
teacher may be assigned to a position for which he or she is they are not legally qualified.
Adopted by Reading School Committee on August 24, 2006.
LEGAL REFS: M.G.L. 71:38; 71:38G; 71:38H; 71:41; 71:42; 71:43
Adopted by the Reading School Committee on August 24, 2006.
Reviewed, Revised, and Adopted by the Reading School Committee on _______________.
Formatted: Indent: Left: 0", Right: 0", Space After: 6pt
Commented [TW1]: Not a common practice of RPS per
Michelle.
Commented [TW2R1]: Agreed by the Committee to stay
as recruiting tool or otherwise.
Commented [TW3]: Per Michelle, the law allows us to
dismiss for any reason.
Commented [TW4R3]: We want to look to add something
here to determine how to align with the MGL option of non-
renewal in the first three years.
Commented [TW5]: Suggested addition from Michelle.
Commented [TW6]: Grammarly suggests changing this
phrase to "the Superintendent will"
Formatted: Indent: Left: 0.25", Right: 0.3"
Commented [TW7]: Technically an emergency license is
a teacher license, but that shouldn't count toward PTS per
Michelle. So, should we try to delineate here in some way?
Colby previously removed "full" from this section.
Formatted: List Paragraph, Indent: Left: 0.25", Right: 0.3", Space After: 6 pt, Numbered + Level: 1 +Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment:Left + Aligned at: 0.24" + Indent at: 0.49"
Commented [TW8]: Suggested addition from Michelle.
Commented [TW9]: Suggested addition from Michelle.
Formatted: Indent: Left: 0", Right: 0", Space After: 6pt
Formatted: Indent: Left: 0", Right: 0", Space After: 12pt
Formatted: Indent: Left: 0", First line: 0", Right: 0",Space After: 12 pt, Line spacing: single
Formatted: Space After: 0 pt
Formatted: Indent: Left: 0", Right: 0", Space After: 6pt
File: DGA
Reading Public Schools Page 1 of 1
AUTHORIZED SIGNATURES
The chairman of the School Committee, or the vice-chair when the chair is unavailable, and the
Superintendent will sign payrolls presented for approval.
The town treasurer, who also serves as the school department treasurer, signs all checks drawn
against school department funds. No other signature is valid.
LEGAL REF.: M.G.L. 41:41
Adopted by the Reading School Committee on September 28, 2006.
File: DGA
Reading Public Schools Page 1 of 1
AUTHORIZED SIGNATURES
The School Committee understands its financial stewardship role and takes it very seriously. As
such, the Committee utilizes the following process for authorized signatures with financial
implications:
1. For contracts that are the responsibility of the School Committee (Union Contracts and the
Superintendent Contract): The Chair of the School Committee will be primarily responsible
for signing contracts on behalf of the School Committee. In their absence, if time critical,
the Vice Chair can sign instead.
2. For bills, payrolls, and warrants: While Massachusetts General Law allows for the roll call
vote of one member to be responsible for review and approval, the School Committee of
Reading Public Schools prefers that a quorum of the body review and approve them as
correct and approved for payment.
3. For contracts covered by FERPA or Employee Privacy laws: The Committee delegates
authority to the Superintendent.
In the first two cases, The School Committee will designate by roll call vote a single one member
responsible for the review and approval of all bills, payrolls, and warrants as correct and approved
for payment.
A a record of this approval will be made available at the then-current or at on the next regular
Committee agenda. In the last case, non-student or personnel identifying information, including a
brief amount of trend analysis, will be shared with the Committee on a semi-annual basis to
coincide with the second and fourth quarterly financial update. Such designation does not limit the
responsibility of each member.
The town treasurer, who also serves as the school department treasurer, signs all checks drawn
against school department funds. No other signature is valid.
Additionally, there are times when a signature is required from the School Committee as part of a
state or other process (e.g., MIAA waiver applications, MSBA applications or submissions, etc.)
requirement. In those cases, the Chair of the School Committee will be responsible for signing the
appropriate document. In their absence, if time critical, the Vice Chair can sign instead. The Chair
or Vice Chair shall notify the rest of the Committee at the next meeting that such an action has
been taken.
LEGAL REF.: M.G.L. 41:41; 41:52; 41:56
CROSS REF: DK, Payment Procedures
Adopted by the Reading School Committee on September 28, 2006.
Reviewed, Revised, and Adopted by the Reading School Committee on _______.
NOTE: The above language implements a single signatory of district warrants. It should be altered according to district practice. Town and city charters often address this topic; alignment with charters is necessary. References to appropriate sections of a charter should be added as necessary.
Formatted: Indent: Left: 0", Hanging: 0.01"
Formatted: Space After: 6 pt
Commented [TW1]: This is a note for consideration and
investigation. It should be removed from the final version.
Commented [TW2R1]: In quickly checking the Charter, I
do not see any further restrictions related to signatory
authority.
Commented [NP3R1]: Me either!
File: DH
Reading Public Schools Page 1 of 1
BONDED EMPLOYEES AND OFFICERS
Each employee of the school system who is assigned the responsibility of receiving and
dispensing school funds will be bonded individually or covered by a blanket bond. The cost of
the bond will be paid by the town.
LEGAL REFS: M.G.L.
Adopted by the Reading School Committee on September 28, 2006.
File: DH
Reading Public Schools Page 1 of 1
BONDED EMPLOYEES AND OFFICERS
Each employee of the school system who is assigned the responsibility of receiving and dispensing
school funds will be bonded individually or covered by a blanket bond. The town will pay the cost
of the bond will be paid by the town.
LEGAL REFS: M.G.L. 40:5; 41:109a; 71:47
CROSS REFS: DI, Fiscal Accounting and Reporting
JJF, Student Activity Funds
Adopted by the Reading School Committee on September 28, 2006.
Reviewed, Revised, and Adopted by the Reading School Committee on _______.
Commented [NP1]: Looks good to me.
File: DI
Reading Public Schools Page 1 of 1
FISCAL ACCOUNTING AND REPORTING
The Superintendent will be ultimately responsible for receiving and properly accounting for all funds of the school system.
The accounting system used will conform with state requirements and with good accounting practices, providing for the appropriate separation of accounts, funds, and special monies.
The School Committee will receive periodic financial updates from the Superintendent showing the financial condition of the school department. Such other financial updates as may be determined necessary by either the Committee or the administration will be presented as found desirable.
LEGAL REF: Board of Education 603 CMR 10:00
Adopted by the Reading School Committee on September 28, 2006.
File: DI
Reading Public Schools Page 1 of 1
FISCAL ACCOUNTING AND REPORTING
The Superintendent will be ultimately responsible for receiving and properly accounting for all funds of the school systemdistrict, maintaining effective internal controls so as to assure the effectiveness and efficiency of operations; adequate safeguarding of property; assurance of expenditures in accordance with programs under which revenues are received; and compliance with applicable laws and regulations.
The accounting system used will conform with state requirements the Uniform Massachusetts Accounting System as well as and with good accounting practices, providing for the appropriate separation of accounts, funds, and special monies.
The School Committee will receive periodic financial updates statements from the Superintendent showing the financial condition of the school department. Such other financial updates statements as may be determined necessary by either the Committee or the administration will be presented as requested.found desirable.
LEGAL REFS: MGL 44:38
Board of Education 603 CMR 10:00
2 CFR 200.303
CROSS REFS: DBJ, Budget Transfer Authority
DIE, Audits
Adopted by the Reading School Committee on September 28, 2006.
Reviewed, Adjusted, and Approved by the Reading School Committee on __________.
Formatted: Indent: Left: 0", First line: 0", Space After: 0 pt, Line spacing: single
Commented [NP1]: Didn’t see anything in the Charter
addressing this issue.
File: DIE
Reading Public Schools Page 1 of 1
AUDITS
The Town of Reading retains a certified public accounting firm to annually audit the financial
statements of the Town. The financial records and transactions of the Reading Public Schools are
included in the scope of this audit.
Section 3.8 of the Town of Reading’s Bylaws concerns the makeup and the responsibilities of the
Town’s Audit Committee. As required by the Bylaw, the School Committee shall appoint one
member of the Audit Committee. The Audit Committee reviews the audit plan with the
independent auditor and, upon completion of the audit, meets with the independent auditor to
discuss the results of the audit and the annual financial reports. The School Committee’s
appointment to the Audit Committee shall report the findings of the audit to the School Committee.
In addition to the audit of the Town of Reading’s Financial Statements, the School Committee
must arrange for and undergo an independent review of the Reading Public Schools End of Year
Pupil and Financial Report in accordance with the requirements of the Department of Education.
The School Committee may also engage the services of a certified public accounting firm to audit
or independently review the records and transactions of the Reading Public Schools, as the School
Committee deems appropriate.
Adopted by the Reading School Committee on September 28, 2006.
File: DIE
Reading Public Schools Page 1 of 2
AUDITS
As a department of the Town of Reading, an audit of the school department’s accounts shall be
conducted annually by external auditors within nine months, subject to auditor timelines, of the
close of the fiscal year. This review shall be conducted in accordance with the generally accepted
accounting principles and the Government Auditing Standards issued by the U.S. Comptroller
General.
The Town of Reading retains a certified public accounting firm to annually audit the financial
statements of the Town. The financial records and transactions of the Reading Public Schools are
included in the scope of this audit.
Section 3.8 3.5 of the Town of Reading’s Bylaws concerns the makeup and the responsibilities of
the Town’s Audit Committee. As required by the Bylaw, the School Committee shall appoint one
two members of the Audit Committee. The Audit Committee determines the firm or firms of
independent auditors to audit and report on the financial statements issued by the Town, reviews
the audit plan with the independent auditor and, upon completion of the audit, meets with the
independent auditor to discuss the results of the audit and the annual financial reports. The School
Committee’s appointment to the Audit Committee shall report the findings of the audit to the
School Committee.
Upon completion of the external audit, the Superintendent will share the resulting documentation
with the Committee. The Committee will consider the recommendation made by the auditor for
maintaining an efficient system for recording and safeguarding the school department’s assets.
In addition to the audit of the Town of Reading’s Financial Statements, the School Committee
must arrange for and undergo an independent review of the Reading Public Schools End of Year
Pupil and Financial Report in accordance with the requirements of the Department of Education.
Additionally, the district is also subject to the following:
•End of Year Financial Compliance Report: Every Massachusetts school district must
submit the results of this report to the Department of Elementary and Secondary Education
(DESE). This End of Year report must be submitted to DESE on or before September 30th
each year.
•Government Accounting Standards Board 34: The District is covered in these government
financial statements of revenue and expenditures of the town.
•Federal grant audits: As a district that spends about thresholds required, the District is
subject to the Single Audit Act.
•Student Activity Account: As required by state law, student activity accounts are audited
annually. For accounts that exceed $25,000, the School Committee shall consider an audit
conducted by an outside firm every three years.
The School Committee may request an additional also engage the services of a certified public
accounting firm to audit of the school district’s accounts at its discretion.or independently review
the records and transactions of the Reading Public Schools, as the School Committee deems
appropriate.
LEGAL REFS: MGL 44:38; 44:39; 44:40; 71:47; 72:3
31 USC Ch 75
Commented [TW1]: This is in the new MASC Policy, but
I suggest we strike it based on the Reading Bylaws reference
from our old policy that provides a different path of
communication.
Commented [NP2R1]: Agreed! Is the current method of
communication the line directly before?
Formatted: Space After: 6 pt
Formatted: Underline
Commented [TW3]: MASC ends at Department. The rest
was added by me for clarity.
Commented [TW4]: MASC says Department again here.
I replaced it with DESE.
Formatted: Superscript
Formatted: List Paragraph, Space After: 6 pt, Bulleted+ Level: 1 + Aligned at: 0.25" + Indent at: 0.5"
Formatted: No underline
Formatted: Indent: Left: 1.5", Space After: 0 pt
File: DIE
Reading Public Schools Page 2 of 2
Town of Reading General Bylaw
CROSS REFS: DI, Fiscal Accounting and Reporting
JJF, Student Activity Accounts
Adopted by the Reading School Committee on September 28, 2006.
Reviewed, Revised, and Adopted by the Reading School Committee on _________.
NOTE: References to a town or city charter may be appropriate here. The content of these references may require a change in the content of a policy adopted by a local School Committee in this area.
Not every district is subject to the single audit act; check thresholds.
Formatted: Indent: Left: 1.5"
Commented [TW5]: Not in MASC, added by me.
Formatted: Indent: Left: 1.5"
Formatted: Font: Bold
Commented [TW6]: MASC notes that can be excluded in
the final version.
Commented [TW7R6]: A single audit is required if a non-
federal entity (e.g., not-for-profit organization, state and
local government, tribe or institution for higher education)
spends greater than $750,000 of federal funds in a fiscal
year. In certain circumstances, a program-specific audit can
be approved by a funder
Formatted: Font: Bold
File: DJ
Reading Public Schools Page 1 of 1
PURCHASING
The School Committee declares its intention to purchase competitively without prejudice and to
seek maximum educational value for every dollar expended.
The Superintendent will develop and administer the purchasing program for the schools in keeping
with legal requirements and with the adopted school budget.
LEGAL REFS: M.G.L. 7:22A; 7:22B; 30B; 71:49A
Revised: January 18, 1996.
Adopted by the Reading School Committee on September 28, 2006.
File: DJ
Reading Public Schools Page 1 of 1
PURCHASING
The Superintendent will designate the District’s purchasing agent. The District's purchasing agent
will develop and administer the purchasing program for the schools in keeping with legal
requirements and within the adopted school budget. The acquisition of materials, equipment, and
services will be centralized in the Superintendent’s office of the school district.
It shall be the responsibility of the District’s purchasing agent:
•To procure materials, supplies, equipment, and services at the lowest possible cost
consistent with the quality necessary for the proper operation of the District, thereby
attaining The theSchool Committee declares its intention to purchase competitively
without prejudice and to seek maximum educational value for every all funds dollar
expendedspent;.
•To maintain the District’s reputation for fairness and integrity and to promote impartial and
equal treatment to all who wish to conduct business with the District;
•To encourage a mutually cooperative relationship with requesting departments,
recognizing that successful purchasing is a result of team planning and effort;
•To promote social and economic goals such as encouraging local, small, minority, and
women-owned businesses to participate in bidding for District purchases.
The Superintendent will The District's purchasing agent develop and administer the purchasing
program for the schools in keeping with legal requirements and with the adopted school
budget.School purchases will be made only on official purchase order formss approved for
issuance by the appropriate unit head and signed by the Superintendent or designee, with such
exceptions as may be made by the latter for emergency purchases.
The School Committee reserves theirits legal right to direct the purchasing agent to return the
goods or not approve the payment. VendorThe vendor will be informed of School Committee
Purchasing Policy and M.G.L. 41:56 Chapter 41, Section 56, which protects the department
forfrom paying for unauthorized expenses.
LEGAL REFS: M.G.L. 7:22A; 7:22B; 30B; 41:56; 71:49A
Revised: January 18, 1996.
Adopted by the Reading School Committee on September 28, 2006.
Reviewed, Revised, and Adopted by the Reading School Committee on __________.
Commented [NP1]: Is this already the case, or will this
addition of language change how things are run currently?
I’m assuming this is already how things are done, but just
want to make sure.
Commented [NP2]: Is this already the case, or will this
addition of language change how things are run currently?
I’m assuming this is already how things are done, but just
want to make sure.
Formatted: Indent: Left: 0", Hanging: 0.01"
Formatted: Tab stops: Not at 2.7"
File: DJA
Reading Public Schools Page 1 of 1
PURCHASING AUTHORITY
Authority for the purchase of materials, equipment, supplies, and services is extended to the
Superintendent through the detailed listing of such items compiled as part of the budget-making
process.
The purchase of items and services on such lists requires no further Committee approval except
when by law or Committee policy the purchases or services must be put to bid.
LEGAL REF: M.G.L. 30B
Adopted by the Reading School Committee on September 28, 2006.
File: DJA
Reading Public Schools Page 1 of 1
PURCHASING AUTHORITY
Authority for the purchase of materials, equipment, supplies, and services is extended to the
Superintendent or designee through the detailed listing of such items compiled as part of the cost-
center appropriation as part of the District budget-making process.
The purchase of items and services on such lists within the cost-center appropriation requires no
further Committee approval except when by law or Committee policy the purchases or services
must be put to bid. All procurement of goods or services must follow best business
practicepractices and/or procurement laws.
LEGAL REF: M.G.L. 30B
Reading Home Rule ; Charter 5.2(n)
CROSS REF: DJE, Bidding Requirements
Adopted by the Reading School Committee on September 28, 2006.
Reviewed, Revised, and Adopted by the Reading School Committee on ___________.
Commented [NP1]: I think this language is clearer and
makes way more sense than the MASC suggestion
Commented [NP2]: Confusing and not super accurate, in
my opinion
Commented [NP3]: Can committee come up with a better
way of phrasing this?
Formatted: Space After: 0 pt
Formatted: Indent: Left: 1.5"
Formatted: Space After: 12 pt
Commented [NP4]: Cross-checked the Charter, Town’s
Chief Procurement Officer is not responsible here, SC is.
Formatted: Font: Bold
File: DK
Reading Public Schools Page 1 of 1
PAYMENT PROCEDURES
All claims for payment from school department funds will be processed in accordance with
regulations developed by the Superintendent. Payment will be authorized against invoices
properly supported by approved purchase orders, with properly submitted vouchers, or in
accordance with salaries and salary schedules approved by the School Committee.
As an operating procedure, the Committee will receive lists of bills for payment from school
department funds. The lists will be certified as correct and approved for payment by the School
Committee and then forwarded to the town accountant for processing and subsequent payment by
the town treasurer. Actual invoices, statements, and vouchers will be available for inspection by
the School Committee.
The Superintendent will be responsible for assuring that budget allocations are observed and that
total expenditures do not exceed the amount allocated in the budget for all items.
The school building administrators and department directors will be responsible for observing
budget allocations in their respective schools and departments.
LEGAL REFS: M.G.L. 41:41; 41:52 41:56
Adopted by the Reading School Committee on September 28, 2006.
File: DK
Reading Public Schools Page 1 of 1
PAYMENT PROCEDURES
All claims for payment from school department funds will be processed in accordance
withfollowing regulations procedures developed by the Superintendent.
Payment will be authorized against invoices properly supported by approved purchase orders, with
properly submitted vouchers, or in accordance withper salaries and salary schedules approved by
the School Committee.
The Superintendent will be responsible for assuring that the budget allocations are observed and
that total expenditure does not exceed the amount allocated in the budget for all items.
Warrants will be forwarded to the Town Accountant for processing and subsequent payment by
the Town Treasurer. As an operating procedure, tOn a monthly basisAt each regular School
Committee meeting for which a previous warrant cycle has passed, tThe Committee will receive
monthly lists of bills warrants for payment from school department funds. The lists will be
certified as correct and approved for payment by the School Committee and thenIn compliance
with Policy DGA, the designated Committee members willThe Committee will designate by vote
a single member to be responsible for thereview and approve the warrants for payment. Before
the approval request, the warrants will be reviewed for accuracy, legitimacy, and alignment with
budgeted spending plans by the Director of Finance and Operations.
forwarded to the town accountant for processing and subsequent payment by the town
treasurer.Actual invoices, statements, and vouchers purchase orders will be available for
inspection by the School Committee.
The Superintendent will be responsible for assuring that budget allocations are observed and that
total expenditures do not exceed the amount allocated in the budget for all items.
The school building administrators and department directors will be responsible for observing
budget allocations in their respective schools and departments.
LEGAL REFS: M.G.L. 41:41; 41:52; 41:56
CROSS REF: DGA, Authorized Signatures
Adopted by the Reading School Committee on September 28, 2006.
Reviewed, Revised, and Adopted by the Reading School Committee on ____________.
NOTE: Specific details established by an individual town should be substituted for those required in the policy above, which were established by that city's code of ordinances. Appropriate citations should also be substituted.
The above language implements a single signatory of district warrants. It should be altered according to district practice.
Formatted: Line spacing: single
Commented [TW1]: MASC has "municipal auditor" in
this location.
Commented [NP2]: Unsure if “monthly basis” is accurate
if you receive bills monthly but at diff. points in the month,
but I’m assuming they all come in at around the same time?
Commented [TW3]: I would suggest changing this
language to something like "comply with Policy DGA"
Commented [NP4R3]: Agreed.
Formatted: Line spacing: single
Commented [TW5]: MASC has "municipal auditor" in
this location.
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee Policy Subcommittee
Date: 2023-02-15 Time: 8:30 AM
Building: Location:
Address: Session:
Purpose: Open Session Version: Final
Attendees: Members - Present:
Erin Gaffen, Tom Wise, and Chuck Robinson
Members - Not Present:
Others Present:
Director of Human Resources Michelle Roach, Assistant Superintendent
Jennifer Stys
Minutes Respectfully Submitted By: Tom Wise, Chair
Topics of Discussion:
The meeting was held remotely via Zoom. A recording of the meeting can be found here.
Chair Wise called the meeting to order at approximately 8:34 a.m. via roll call. Mr. Wise walked through the
agenda.
B.1. Consent Agenda
Mr. Wise moved to approve the Consent Agenda. Mr. Robinson seconded. The motion was carried 3-0
via roll call vote.
E.1. New Business – Review, Revise, and Approve MASC and Legal changes to Policy GBA – Equal
Opportunity Employment
Mr. Wise outlined the brief legal counsel feedback on Policy GBA. He then outlined the changes from MASC in
alignment with the Acts of 2012. Mr. Robinson asked a clarifying question about the Acts of 2012. Mr. Wise
corrected himself to say Acts of 2022.
The Subcommittee agreed to remove the comma between “pregnancy” and “or pregnancy-related condition” in
the protected classes. They also agreed to move the adoption sections below the legal and cross-references.
Mr. Wise moved that we submit Policy GBA – Equal Opportunity Employment to the full School
Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
E.2. New Business – Review, Revise, and Approve Administration And Legal changes to Policy GCJ –
Professional Teacher Status
Mr. Wise introduced the policy and shared legal counsel feedback. Mrs. Roach then introduced the
administrative need to change the policy with a specific focus on the policy’s original first sentence, which set
three consecutive years of employment as the requirement. Mr. Wise outlined the changes from MASC policy
alignment. MASC did not have the opening sentence. Mr. Wise outlined legal counsel’s concerns with the
policy which concurred and went further than administrative suggestions.
Page | 2
Mr. Robinson asked whether legal counsel suggests revoking the entire policy. Mr. Wise confirmed that was an
option but mentioned he wasn’t a fan of doing so himself.
Mrs. Roach provided specific feedback for discussion. Her feedback included:
•She raised a concern about professional teacher status for those coming from other districts with said
status as that has not been practiced over the preceding 18 months.
•She raised a concern about the last sentence of the first paragraph pointing out that the law allows for
non-renewal for any reason in the first three years.
•She added “Professional Teaching Status qualifying” in the first sentence of the second paragraph.
•She added “and good conduct” to the first sentence of the third paragraph.
•She requested adding a “subject to availability” to the last sentence of the third paragraph.
Mr. Robinson asked questions about the process of hiring somebody from another district and raised a concern
about losing professional teacher status when a teacher changes districts. Mrs. Roach mentioned we haven’t
come across that situation yet. Mr. Wise mentioned his inclination to keep the clause as it is an optional “or”
clause as he believed it would be an important lever to pull in the recruitment process. Mrs. Roach wanted to
make sure this was objective, not subjective, and without bias. Mrs. Gaffen expressed a strong belief that staff
must work in Reading for at least one year before attaining professional teacher status. Mr. Wise pointed out
that the sentence in question was standard MASC language so other districts have the option as well.
Discussions around subjective vs. objective measures and preferences of the Subcommittee and the
administration. In the end, there was an agreement that a procedure could be developed by the administration
to build in the objective measure while keeping the “or” clause in the first sentence of the first paragraph.
Mr. Wise requested the Subcommittee discuss the definition of “qualifying years” as added by Mrs. Roach. The
qualifying clause is trying to correct for long-term leaves. Mrs. Gaffen asked a clarifying question about the
three years and whether it was always at year-end. Mrs. Roach mentioned it was rolling based on the hire date,
but also raised questions to clarify the leave concern as well. The Subcommittee added a set of defining bullets
around the Qualifying PTS years including the execution of the years under full licensure and exclusion of leave
greater than 30 days. Mr. Wise asked clarifying questions about the definition of “other professional staff” and
examples provided were Specialists and Nurses. Nurses, Psychologists, etc. that may not have teaching
licenses were discussed. The Subcommittee agreed on “full teaching or another appropriate licensure.” There
was a discussion around the 30 days clause and the Subcommittee, with guidance from Mrs. Roach, agreed on
30 calendar days as the second portion of the definition for qualifying PTS years.
Mr. Wise suggested that it may be best to put this policy on the table and go back with the changes to legal
counsel for strengthening and cleanup. Mr. Robinson raised concerns about the relationship with the RTA on
this topic.
Mr. Wise moved that we table Policy GCJ – Professional Teacher Status until further legal evaluation
and updates are complete. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
E.3. New Business – Discuss & Review NSBA Policy Classification System
Mr. Wise quickly covered the NEPN (typo in the agenda) policy coding system. He outlined the differences
between MASC for JIC vs. JK and demonstrated how JIC is aligned with all sorts of Student Conduct.
Conversely, JK aligns with discipline.
E.4. New Business – Discuss MASC Feedback on Policy JIC & Policy JK
Mr. Wise confirmed that in his follow-up with MASC, they confirmed they have no idea why there was a change
between the JIC and JK policies. They changed in 2014 or early and do not have notes on why the change
happened.
E.5. New Business – Discuss and Review Options for Policy JK and Subordinate Policies (JKB, JKD, JKE, and
JKF)
Mr. Wise outlined the options for how to handle JK and potential subordinate policies – JKB, JKD, JKE, and
JKF. Legal counsel confirmed that we could break up JK or go with just one JK. Legal counsel was inclined to
stick with one JK due to all the MGL intertwined laws.
The Subcommittee discussed the two options. Multiple members pointed out how unwieldy a nine or ten-page
policy can be. Mr. Robinson voiced a preference to break down JK into JK and subordinate policies. Mrs.
Gaffen agreed and focused on ease of use as well. Dr. Stys agreed to break it down as it would be easier to
add links to the specific sections. Mr. Wise agreed with that inclination but pointed out how difficult this will be
to break down for suspension and expulsion as those two are extremely intertwined in MGL.
Page | 3
E.6. New Business – Review, Revise, and Approve MASC and Legal changes to Policy JK – Student Discipline
Mr. Wise started walking through the nine-page version of JK, section by section, demonstrating the
intertwining of the expulsion and suspension between MGL c. 71 s. 37H, s 37H½, and s 37H¾.
Mr. Robinson asked a clarifying question about a felony committed outside of school. Mr. Wise confirmed the
felony doesn’t have to be at school.
Mr. Wise noticed that the expulsion section in 37H¾ was already covered in 37H and 37H½ so he wanted to
follow up with legal counsel about why that section is included again.
Mrs. Gaffen asked a clarifying question about expelled students and whether the teachers must continue to
give them work. Dr. Stys thought that expelled students didn’t need makeup work. In practice, the district would
suggest they go to Job Core or something else. Mrs. Gaffen asked to get clarification about our responsibilities
in this case.
Mr. Robinson asked clarifying questions about in-school vs. out-of-school suspension. Dr. Stys mentioned it is
part of the new law with requires us to try multiple steps to resolve the issue before a suspension. Dr. Stys also
mentioned that they are working to make sure the school administration members are thoughtful about
suspensions and aligning punishment to the problem.
Mr. Wise motioned that the subcommittee table Policy JK, JKD, JKE, and JKF until available from legal
counsel. Mrs. Gaffen seconded the motion. The motion was carried 3-0 via roll call vote.
E.7. New Business – Review, Revise, and Approve Creation of Policy JKB – Detention of Students, if
necessary
Mr. Wise mentioned he would be making a motion to indefinitely postpone this policy. Mr. Robinson asked for
background information on that recommendation. Mr. Wise mentioned it was because JK doesn’t include any
information on detentions as currently crafted by legal counsel and legal counsel said we could have full local
control. However, we haven’t worked to craft anything yet and could do so at any time in the future if we
decided to bring this back.
Mr. Wise motioned to indefinitely postpone Policy JKB – Detention of Students. Mrs. Gaffen seconded
the motion. The motion was carried 3-0 via roll call vote.
E.8. New Business – Review, Revise, and Approve Creation of Policy JKD – Suspension of Students, if
necessary
Tabled per previous motion.
E.9. New Business – Review, Revise, and Approve Creation of Policy JKE – Expulsion of Students, if
necessary
Tabled per previous motion.
E.10. New Business – Review, Revise, and Approve Creation of Policy JKF – Discipline of Students with
Disabilities, if necessary
Tabled per previous motion.
Motion to adjourn by Mrs. Gaffen, seconded by Mr. Robinson at approximately 9:59 a.m. The motion
was carried by a roll call vote of 3-0.
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee Policy Subcommittee
Date: 2023-02-16 Time: 8:30 AM
Building: Location:
Address: Session:
Purpose: Open Session Version: Final
Attendees: Members - Present:
Erin Gaffen, Tom Wise, and Chuck Robinson
Members - Not Present:
Others Present:
Director of Finance & Operations Susan Bottan
Minutes Respectfully Submitted By: Tom Wise, Chair
Topics of Discussion:
The meeting was held remotely via Zoom. A recording of the meeting can be found here.
Chair Wise called the meeting to order at approximately 8:33 a.m. via roll call. Mr. Wise walked through the
agenda.
B.1. Consent Agenda
Brief discussions ensued about the depth of the minutes. Mr. Robinson suggested sharing the minutes with the
full School Committee when the Policies covered by those minutes move forward to the full Committee.
Mr. Wise moved to approve the Consent Agenda. Mrs. Gaffen seconded. The motion was carried 3-0 via
roll call vote.
E.1. New Business – Review, Revise, and Approve MASC and Legal changes to Policy DA – Fiscal
Management Goals
Mr. Robinson suggested changing the word city to town in bullet #5. That change was made in the Policy in two
places. Mrs. Bottan had no concerns about the Policy changes.
Mr. Wise moved that we recommend the amended Policy DA – Fiscal Management Goals to the full
School Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
E.2. New Business – Review, Revise, and Approve MASC and Legal changes to Policy DB – Annual Budget
Mr. Wise briefly explained the changes made by MASC and further changes made by Legal Counsel.
The Committee spent time focusing on the newly added paragraph regarding the input process from the School
Council on the Budget. Mr. Robinson raised a concern about this process potentially being unwieldy for the
Central Office staff. Mr. Wise provided an alternative view of how the process could work. Mrs. Bottan
explained how the process worked in a past district in which she worked. Mr. Wise pointed out that the
language is aligned with MGL and is one of the roles of School Councils. Mrs. Gaffen voiced concerns about
the ability to execute this portion of the Policy but does agree it is necessary. There was an agreement that we
should consider a follow-up item on the formation and process consistency of School Councils in Reading.
Page | 2
The Committee moved on to discuss the portions of the Policy that were included from the Reading Home Rule
Charter, specifically around notice to news agencies and the public hearing in the Budget process. Discussion
focused on “general summary of the budget request” that should be sent to “local news medium.” The
Committee finally agreed that the Superintendent’s opening message to the Budget document could be
submitted as a Press Release.
Mr. Wise noted he will clean up the layout of the document to improve the presentation of the material. The
Committee cleaned up the inclusion of language from the Reading Home Rule Charter. The Committee went
through grammatical changes to the Policy as well.
The Committee returned to the language concerning “revisions to the budget may be made by the Committee,
on the recommendation of the Superintendent.” The language was changed to “in collaboration with” instead of
“on the recommendation of.”
The Committee returned to Mr. Robinson’s question concerning state policy. The Committee adjusted the
language of the paragraph in question and condensed the paragraph to a single sentence rather than
duplicative sentences.
Mr. Wise moved that we recommend the amended Policy DB – Annual Budget to the full School
Committee for adoption. Mr. Robinson seconded. The motion was carried 3-0 via roll call vote.
E.3. New Business – Review, Revise, and Approve MASC and Legal changes to Policy DBC – Budget
Deadlines and Schedules
Mr. Wise briefly outlined the changes to the Policy.
The Committee cleaned up a few of the bullet points and removed the final paragraph as it was duplicative.
Mr. Wise said it would fix the formatting prior to publication to the full School Committee.
Mr. Wise moved that we recommend the amended, with corrected formatting, Policy DBC – Budget
Deadlines and Schedules to the full School Committee for adoption. Mrs. Gaffen seconded. The motion
was carried 3-0 via roll call vote.
E.4. New Business – Review, Revise, and Approve MASC and Legal changes to Policy DBD – Budget
Planning
Mr. Robinson asked that we include goals in alignment with priorities in the newly added paragraph. Mrs.
Bottan asked about priorities vs. guidelines. The Committee changed priorities to guidance.
Changes were made to the first numbered item on the Policy to add the word strategic in front of budgets and
use “resource allocations” instead of “expenditures.” Discussion ensued on driving outcomes vs. doing the right
thing and thus, agreed to leave “contributions” instead of outcomes in that line.
Mrs. Gaffen asked about the word “taxpayers.” Discussion ensued. Mrs. Bottan mentioned the point of a town-
wide interest in advocating for the word “community” as a replacement. Mr. Wise wanted the importance of
people’s money to continue to be represented. The Committee agreed to change “the valid interest of
taxpayers” to “the financial interests of the community.”
The Committee agreed to take out the word “special” from the last sentence of the Policy.
Mr. Wise moved that we recommend the amended Policy DBD – Budget Planning to the full School
Committee for adoption. Mr. Robinson seconded. The motion was carried 3-0 via roll call vote.
E.5. New Business – Review, Revise, and Approve MASC and Legal changes to Policy DBG – Budget
Adoption Procedures
Mr. Wise outlined the MASC vs. Legal changes to the Policy. The Committee discussed the fact that Legal
Counsel removed the cost-center language. The Committee was able to get comfortable with the Legal
Counsel changes.
Mr. Wise moved that we recommend the amended Policy DBG – Budget Adoption Procedures to the full
School Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
Page | 3
E.6. New Business – Review, Revise, and Approve MASC and Legal change to Policy DBJ – Budget Transfer
Authority
Mr. Wise outlined the MASC and Legal changes to the Policy.
Mr. Robinson raised concerns with the order and language of the third paragraph. The Committee moved the
association of the annual budget approval as a predecessor to the approval of cost-center changes. The
Committee added flexibility for budget transfers outside of the quarterly report process, if necessary.
Mr. Wise moved that we recommend the amended Policy DBJ – Budget Adoption Procedures to the full
School Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
E.7. New Business – Review, Revise, and Approve MASC and Legal changes to Policy DD – Grants,
Proposals, and Special Reports
Mr. Wise outlined the MASC and Legal changes to the Policy.
Mr. Robinson raised a question about “such purposes” vs. “stated purposes”. Mr. Wise noted that elsewhere in
our policies allow us to receive donations but not necessarily use them for the purpose in which they were
donated. The Committee agreed to keep “such purposes.”
Mrs. Bottan raised a concern that some grants and gifts are not just educational, but also facilities, operations,
etc. The Committee added “, operations, and facilities” after “educational purposes” in the first line of the Policy.
Mr. Wise moved that we recommend the amended Policy DD – Grants, Proposals, and Special Reports
to the full School Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll
call vote.
E.8. New Business – Review, Discuss Options, Revise, and Approve MASC and Legal changes to Policy DGA
– Authorized Signatures
Mr. Wise outlined the MASC and Legal changes to the Policy.
Mr. Robinson raised a concern about what if the one person to sign was not available. Mrs. Bottan agreed with
that concern. Mrs. Gaffen asked a question about if there was a problem with the current process. Mrs. Gaffen
was also not in favor of the one person.
Mr. Wise suggested we table the discussion, edit the Policy to match the current process, and review it during
the next meeting.
Mr. Wise moved to table Policy DGA – Authorized Signatures until the next meeting. Mr. Robinson
second. The motion was carried 3-0 via roll call vote.
Motion to adjourn by Mrs. Gaffen, seconded by Mr. Robinson at approximately 10:08 a.m. The motion
was carried by a roll call vote of 3-0.
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee Policy Subcommittee
Date: 2023-04-13 Time: 10:00 AM
Building: Location:
Address: Session:
Purpose: Open Session Version: Final
Attendees: Members - Present:
Erin Gaffen, Tom Wise, and Chuck Robinson
Members - Not Present:
Others Present:
Director of Human Resources Michelle Roach, Student Intern Kate Leone,
Director of Finance & Operations Susan Bottan, Director of Health Services
Mary Giuliana, Assistant Superintendent of Student Services Dr. Jennifer
Stys
Minutes Respectfully Submitted By: Tom Wise, Chair
Topics of Discussion:
The meeting was held remotely via Zoom. A recording of the meeting can be found here with a passcode of
KyH^2+97.
Chair Wise called the meeting to order at approximately 10:02 a.m. via roll call. Mr. Wise walked through the
agenda.
B.1. Consent Agenda
Mr. Wise moved to approve the Consent Agenda. Mr. Robinson seconded. The motion was carried 3-0
via roll call vote.
D.1. Old Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy GCJ –
Professional Teacher Status
The Subcommittee reviewed the comments and other verbiage in the Policy.
1.The Subcommittee agreed to keep the option to allow PTS to be conferred on teachers moving from
other districts in which they already had PTS.
2.The Subcommittee agreed they didn’t want to box the district on decisions to only evaluation
procedures and adjusted the last sentence of the second paragraph to align with policy, law, or
regulation.
3.Michelle asked to clarify emergency licenses vs. full teacher licenses. She asserted that emergency
licenses should not qualify for PTS. While legal counsel removed the word “full” in their review. There
was a suggestion to add “This excludes emergency and waiver situations” to the first bullet of the
qualifying years definition. The Subcommittee accepted this change.
4.The Subcommittee removed the word “promptly” from the notification sentence in the third paragraph.
Mr. Wise noted he will confirm the emergency and waiver addition with legal counsel before the full School
Committee approval.
Mr. Wise moved that we recommend the amended Policy GCJ – Professional Teacher Status to the full
School Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
Page | 2
D.2. Old Business – Review, Discuss, Revise, and Approve changes to Policy DGA – Authorized Signatures
Mr. Wise outlined the MASC changes that were previously discussed. He then described what he attempted to
do to align the Policy to current School Committee procedures per the previous Subcommittee meeting. That
attempt included both financially binding and non-financially binding documents.
Mr. Robinson asked a clarifying question concerning the proposed semi-annual reporting on FERPA and
Employee Privacy related contracts. For example, this may be covered by the quarterly Human Resources
update, the annual Student Services update, or the budget packet reviewed each year. Mrs. Bottan asked if
this section could be clarified a bit more. Mr. Wise explained that he wanted to avoid a prescriptive definition
here and allow the administration to align this requirement to current processes. Mr. Robinson suggested a bit
more definition around the 1st and 3rd quarterly financial updates. Mr. Wise countered with the 2nd and 4th to
align the first report with the budget cycle.
The Subcommittee added another example to the non-financial signature section of the Policy.
Mr. Wise moved that we recommend the amended Policy DGA – Authorized Signatures to the full
School Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
E.1. New Business – Review Administrative changes, Discuss, Compare to MASC Master, Revise, and
Approve changes to Policy ADF – Student Nutrition and Physical Activity Policy
Mr. Wise invited Mrs. Giuliana to introduce the topic. She mentioned the policy should be reviewed every three
years and that we are currently out of compliance with that requirement. She mentioned the current group that
is involved in the review includes Dr. Stys, Catherine Franzetti, Katie Fiorello, Tom Zaya, and Erica McNamara.
Mr. Wise furthered the conversation by sharing both the Reading Policy ADF – Student Nutrition and Physical
Activity Policy and the MASC Policy ADF – School District Wellness Program. He asserted the first question
was whether we wanted to base our discussion on our existing policy or the model policy from MASC. He
mentioned some misalignment between the current Reading ADF and the State law and regulation. Mrs.
Giuliana mentioned she would like to see alignment across the district but with input from key constituent
bases. Mrs. Gaffen said the inclusion of the School Council in the Reading Policy jumped out to her as well as
odd as it doesn’t reflect how we operate. Mr. Robinson suggested that the MASC Policy should be the baseline
to start with, then add things that may be district unique to that. Mr. Wise concurred with that thought.
Discussion ensued around individual school wellness committees vs. a district-wide committee. Discussion
continued on the role of the School Committee in the district-wide solution. Mrs. Giuliana introduced another
way to handle it with a core-small committee and annual or semi-annual meeting that brings more people in for
greater discussion. Further discussion on the process to share the policy and ensure consistency ensued.
Mrs. Gaffen asked about the inclusion of recess and the exclusion of using recess for discipline. Mrs. Giuliana
mentioned some of that is in the current guidelines and pointed out that we may want to pull some of the
guidelines into the policy. Further discussions ensued about the inconsistencies between schools.
Mrs. Giuliana asked about specificity as they work to adjust the MASC Policy for Reading. Mrs. Gaffen
suggested that things need to be spelled out to be done right, then spell them out. Mr. Wise tried to balance
that and suggest the Policy stick to two to three pages so we can balance policy vs. procedures and try to walk
that line.
The team discussed the timing of reviews, updates, and legal counsel reviews for the rest of the year.
D.3. Old Business – Review, Discuss, Revise, and Approve the creation of Policy JKD – Suspension of
Students
Mr. Wise moved to take E.5. Policy DJ – Purchasing out of order. Mr. Robinson seconded. The motion
was carried 3-0 via roll call vote.
D.4. Old Business – Review, Discuss, Revise, and Approve the creation of Policy JKE – Expulsion of Students
Mr. Wise walked through the way he was approaching Policy JKE – Expulsion of Students. Mr. Wise shared
that his intent is for everything common to be in JK, everything that is Suspension to be in JKD, everything that
is in Expulsion to be in JKE, and all Students with Disabilities in JKF.
Page | 3
Mr. Wise noted that per the regulations, expulsion is more than 90 days and 71:37H¾ says nothing can be
more than 90 days. Thus, you can only expel under 71:37H and 71:37H½. He will review that with legal
counsel before submitting the final version to the Subcommittee.
Mrs. Gaffen expressed surprise that we cannot expel if a student attacks another student. Mr. Wise outlined
that was true. They can be put on long-term suspension until they are convicted of a felony. Dr. Stys shared
that there are other safeguards in place for alternative placements in those situations.
Mr. Wise continued to outline the structure of the new policy. Mrs. Gaffen asked about academic progress and
the obligation of teachers. Mr. Wise outlined what the expectation was for principals and the district to create
plans for the maintenance of academic progress.
Mrs. Gaffen asked if we had expelled a student since Dr. Stys joined the district. Dr. Stys confirmed that we
have not expelled any students in her time in the district.
D.5. Old Business – Review, Discuss, Revise, and Approve the creation of Policy JKF – Discipline of Students
with Disabilities
Mr. Wise briefly outlined JKF and noted it was a rip and replace from the new JK, but he hasn’t done anything
further.
Mr. Wise motioned to table JKD, JKE, and JKF (Suspension of Students, Expulsion of Students, and
Discipline of Students with Disabilities) until the next meeting. Mr. Robinson seconded. The motion
was carried 3-0 via roll call vote.
E.2. New Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy DH – Bonded
Employees and Officers
Mr. Wise briefly outlined the minor changes to the Policy.
Mr. Robinson moved that we recommend the amended Policy DH – Bonded Employees and Officers to
the full School Committee for adoption. Mr. Wise seconded. The motion was carried 3-0 via roll call
vote.
E.3. New Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy DI – Fiscal
Accounting and Reporting
Mr. Wise briefly outlined the minor changes to the Policy and confirmed there were no Charter alignments that
needed to be added. No further questions were raised. Mrs. Gaffen pointed out that period was missing from
the end of the last sentence of the policy.
Mr. Wise moved that we recommend the amended Policy DI – Fiscal Accounting and Reporting to the
full School Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
E.4. New Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy DIE - Audits
Mr. Wise moved to take E.6. Policy DJA – Purchasing Authority out of order. Mr. Robinson seconded.
The motion was carried 3-0 via roll call vote.
E.5. New Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy DJ -
Purchasing
Mrs. Bottan asked about the bullets since they are already codified in law. Mr. Wise addressed the question by
stating that we often quote things from the law in policy. Thus, this is generally a standard process.
Mrs. Bottan asked about “each public dollar” and asserted that procurement law addresses both public and
private contributions. The Subcommittee agreed to change it to “all funds” instead.
The Subcommittee made a few grammatical adjustments.
Mr. Wise moved that we recommend the amended Policy DJ – Purchasing to the full School Committee
for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
Mr. Wise moved to take D.4. Policy JKE – Expulsion of Students out of order. Mr. Robinson seconded.
The motion was carried 3-0 via roll call vote.
Page | 4
After the review of Policy DJA and the motion to reconsider, Mr. Wise suggested moving the third paragraph
become the first paragraph, the second paragraph, after the bullets, be added to the new first paragraph, and
amending the sentence proceeding the bullets to show the responsibility of the district’s purchasing agent.
Mr. Wise moved that we recommend the amended Policy DJ – Purchasing to the full School Committee
for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
E.6. New Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy DJA –
Purchasing Authority
Mr. Wise outlined the changes to the policy and his discussion with legal counsel to answer their questions.
Legal counsel noted that the Town Manager’s responsibilities have an exclusion for School and RMLD
purchases.
Mr. Robinson asked about “extended to the Superintendent” and whether that was too restrictive. There was a
discussion about whether a curriculum coordinator could be the designee. Due to knowledge of purchasing law,
it was agreed that it is more likely to be the Director of Finance and Operations. The Subcommittee agreed to
add “or designee” after “extend to the Superintendent”.
Mr. Wise moved that we recommend the amended Policy DJA – Purchasing Authority to the full School
Committee for adoption. Mrs. Gaffen seconded. The motion was carried 3-0 via roll call vote.
The Subcommittee briefly reexamined Policy DJ to determine if it needed to add “or designee”.
Mr. Wise moved to reconsider Policy DJ – Purchasing. Mrs. Gaffen. The motion was carried 3-0 via roll
call vote.
E.7. New Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy DJE –
Procurement Requirements (FKA Bidding Requirements)
Mr. Wise moved to table E.4., E.7., E.8., and E.9. to the next Policy Subcommittee meeting. Mrs. Gaffen
seconded. The motion was carried 3-0 via roll call vote.
E.8. New Business – Review, Discuss, and Approve Revocation of Policy DJG – Vendor Relations per MASC
and Legal Recommendation
See motion from E.7.
E.9. New Business – Review, Discuss, Revise, and Approve MASC and Legal changes to Policy DK –
Payment Procedures
See motion from E.7.
The Subcommittee briefly discussed availability in May and June for the next set of meetings. The members of
the Subcommittee expressed availability on the following dates:
•May 9th or 11th
•May 16th, 18th, or 19th
•June 5th or 8th
•June 12th, 13th, or 15th
Motion to adjourn by Mr. Wise, seconded by Mrs. Gaffen at 11:58 a.m. The motion was carried by a roll
call vote of 3-0.
File: DJG
Reading Public Schools Page 1 of 1
VENDOR RELATIONS
Representatives of firms doing or hoping to do business with the school system will be acknowledged and interviews granted or not, depending on the circumstances. Personnel charged with the purchasing function will not be required to put their time at the indiscriminate use of sales personnel, who will limit their visits to staff members designated by school officials.
Adopted by the Reading School Committee on September 28, 2006.
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
June 22, 2023
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: Mr. William Brown
FROM: Shawn Brandt, Reading School Committee Chair
DATE: June 20, 2023
TOPIC: Correspondence related to bus accessibility
Dear Mr. Brown,
Thank you for your recent letter regarding the accessibility of our school buses, specifically bus #1.
As I shared with you when we spoke on the phone, there are currently no students on the route for bus 1 who use a
wheelchair. Rest assured that our contract with our busing provider does require that they provide accessible buses
when necessary, and that we do provide appropriate accessible transportation for students that use a wheelchair or
other mobility challenges.
You mentioned on our call that your primary concern was related to a bus that we own, and the possibility that a
student requiring a wheelchair would not be able to participate in sports or other extracurricular activities due to the
inability of the bus to meet their needs. Similar to the school day bus routes, we would absolutely provide an
appropriate transportation option to a student under those circumstances. Your point is well-taken, however, that we
should carefully consider whether any buses we might purchase in the future should be wheelchair accessible.
Thank you again for reaching out with your concerns. Our district has a deep commitment to the concept of “all means
all,” and this certainly extends to accommodating the needs of our students with disabilities. I appreciate the attention
you pay to this issue – please don’t hesitate to reach out in the future if you see potential blind spots as we try to live
out the mantra of “all means all.”
Best,
Shawn Brandt
Chair, Reading School Committee