HomeMy WebLinkAbout2023-10-05 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
October 5, 2023
Town of Reading
Meeting Posting with Agenda
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 1
2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2023-10-05 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda:
Purpose: Open Session
Meeting Called By: Thomas Wise, 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
7:00 p.m. B. Public Comment
Focus on Excellence
1. RMHS Rocket Ambassadors
Consent Agenda
1. Minutes (09-18-2023)
2. Unified Basketball Program donation
3. Reading Girls Soccer Parent Association donation
4. Coolidge School Store donation
5. Wood End Charitable Contribution
6. Acceptance of FY24 Earmark – RMHS Keyboards Award
7. Acceptance of FY24 Innovation Career Pathways Planning Grant
8. Acceptance of FY24 Innovation Pathways Implementation and
Support Grant
9. Quebec Field Trip Request
Warrant Reports
1. 09-14-2023
2. 09-21-2023
3. 09-28-2023
Reports
1. Assistant Superintendent of Teaching & Learning
2. Superintendent
3. Liaison/Sub-Committee
7:20 p.m. C. Personnel
1. Introduction of 2023-2024 Student Advisory Committee including
Student(s) Reports
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
7:35 p.m. E. New Business
1. Request of School Committee: Land at Birch Meadow Elementary
for Dog Park with Potential Vote (A)
2. 2023 MCAS Results Presentation, including:
a. Overall Performance, Growth, & Accountability Percentiles
b. Comparable District Analysis
c. Areas of Progress or Recognition
d. Areas for Concern and Growth
3. FY24 Enrollment Update
4. Review and Approve Killam School Building Update for Town
Meeting
8:30 p.m. D. Old Business
1. Birch Meadow Phase II PARC Grant Surplus Land Discussion and
Vote (A)
F. Information / Correspondence
1.
8:30 p.m. Adjourn
**Times are approximate
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Consent Agenda
Reading Public Schools
School Committee Meeting Packet
October 5, 2023
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2023-09-18 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Charles Robinson, Carla Nazzaro, Erin Gaffen, and Tom Wise
Members - Not Present:
Sarah McLaughlin and Shawn Brandt
Others Present:
Superintendent Dr. Thomas Milaschewski
Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson.
Topics of Discussion:
A. Call to Order – Mr. Wise called the meeting to order at 7:00 p.m. to review the agenda.
B. Public Comment
Maria Morgan, board member of the Special Education Advisory Council (SEPAC), publicly
acknowledged the great collaboration and support with the Student Services team. Over
the summer, the SEPAC board was invited to speak with district leaders to talk about
engagement, promotion, high expectations, inclusivity, and partnership with parents. SEPAC
created a video to share as an introduction to parents, which is a great way to learn more
and understand what the council can do to help.
Christopher Haley of Tennyson Road thanked the School Committee, Select Board, Dr.
Milaschewski, Principal Jessica Callanan, Principal Rochelle Rubino, and Assistant Principal
Jessica Theriault for their help at the Fall Street Faire which raised $1,052.
Consent Agenda
1. Minutes (09-07-2023)
2. Artis Senior Living School Supplies Donation
3. Killam 5th Grade Flags Donation
4. RMHS PTO Donation
5. Friends of Reading Soccer Donation
Warrant Reports
1. 09-12-2023
Page | 2
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Robinson, and
the vote passed 4-0.
Reports
1. Superintendent – Dr. Milaschewski thanked SEPAC for their leadership and
partnership in the community. The first Math Pathways Committee meeting took
place tonight which will happen over the next few weeks with a presentation to the
School Committee in November. There was a great show of support to join the
committee and we appreciate the community stepping up to volunteer. As one
piece of feedback, we will create a page on our website specifically for Math
Pathways and updates can be found there.
2. Liaison/Sub-Committee
a. Mrs. Nazzaro – The Killam School Building Committee has shared the request
for services bid proposal and we should receive bids back by October 11th.
b. Mrs. Gaffen – SEPAC is sponsoring Lynn Lyons at Parker Middle School
tomorrow night at 5 p.m. PAIR is having its first meeting on Wednesday at 6
p.m.
c. Mr. Wise – The schools received a little spotlight at the Select Board meeting
last week from Senator Jason Lewis highlighting the elementary literacy work
we have been doing and how he looks to us as a model. It was great for him
to publicly acknowledge the work we are doing.
C. Personnel
1. New Leadership Introductions & Entry Plan Reviews
Dr. Milaschewski stated good leadership really matters and we are excited to have our
new leaders joining us this evening to highlight some of their skills. We thank you for
stepping up to be leaders in our community. Four of the new leaders who had to create
entry plans, two being formally published for the community and two being kept more
internally for the team, will introduce themselves tonight. We will also introduce other
new leaders across the district holding critical leadership roles.
The Director of RISE, Ms. Kerry Wilcox, introduced herself to the committee and
discussed her approach to entry since joining in July. A program like RISE is always busy,
but Ms. Wilcox has jumped in and is trying to learn about the community values and all
the different members of the community. Mr. Wise asked how Ms. Wilcox navigated the
multi-location elements of RISE. While it is a challenge, Ms. Wilcox is connecting with
Ms. Fulton and Ms. Schwartz as building leaders as much as possible to keep them
updated.
The Principal of Killam Elementary School, Ms. Lindsey Fulton, introduced herself to the
committee stating in preparation for tonight she reviewed her plan and recognized what
has already been accomplished. Phase One of the plan was all about relationship
building and getting to know staff, families, and the building which has been very
successful. In August, Ms. Fulton held 20-minute listening sessions with staff, met with
stakeholders involved in the Killam School Building Project, and held a Popsicle Party.
Page | 3
Ms. Fulton credited principals in the district as they meet to align what is happening
across the schools. Now through the end of October, there is a lot organically happening
where Ms. Fulton is revisiting values, having lunch with students, understanding the
positions within the school, and making sure staffing and roles are productive in the
building. Ms. Fulton has received great feedback on weekly communications. As a long-
range plan, she will begin to look at data and how that can be used to make changes
going forward. Mr. Wise asked how Ms. Fulton had jumped into the ARC curriculum. Ms.
Fulton has been working with the school ARC Coach as well as Assistant Principal Talia
Hallett to understand the curriculum. Over the next month, she will also have time to
meet with the district Curriculum Coordinator, Erin Burchill.
The Interim High School Principal, Mrs. Jessica Callanan, introduced herself informing
the community about what she has learned so far. The community, staff, and families
are committed, and the team is learning to work effectively with open and honest
communication. Mrs. Callanan spoke about where she sees Reading Memorial High
School going. She plans to work on moving the school forward and paving the way for
the next leader while also supporting staff so they can do the best work for our
students. Mrs. Callanan is also continuing her work to expand innovation career
pathways. Mr. Robinson asked how Mrs. Callanan is balancing her role as interim
principal and the work with career pathways. Mrs. Callanan stated Dr. Milaschewski
added a third assistant principal which has helped a lot. All Assistant Principals are
working hard. It is challenging, but we are rallying the team to move forward.
The Director of Finance & Operations, Dr. Derek Pinto, introduced himself discussing the
relationship building he has been doing within the district and town personnel. As he is
wrapping up his second month in the role, he will begin looking at trends, trying to make
sense of what is uncovered, and making future plans. As far as technical aspects are
concerned, Dr. Pinto is reviewing the budget and working with the negotiating teams as
bargaining units are underway. The goal is to drive revenue and reduce expenses. In
working with the operational side, Dr. Pinto ensures schools are clean and safe, the food
service department continues to build on its success and helps the IT department to
solve personnel shortages. We continue to work with our transportation provider so we
can provide reliable and efficient transportation. Overall, Dr. Pinto stated this is a
winning team and the leadership is very enthusiastic, collaborative, and focused. Ms.
Fulton gave a shout-out to Dr. Pinto for helping solve transportation challenges.
Dr. Milaschewski introduced several other leaders new to the district:
Ms. Lisa Azzarito – Assistant Principal at Birch Meadow
Ms. Jessica Swindell – Assistant Principal at Joshua Eaton
Ms. Annemarie Ring – Assistant Principal at Barrows
Ms. Jessica Hester – Assistant Principal at Wood End
Ms. Talia Hallett – Assistant Principal at Killam
Dr. Jill Story – Assistant Principal at Parker
Ms. Meredith Flanagan – Assistant Principal at Reading Memorial High School
Page | 4
Ms. Mary Anne Lynne – Interim STEM Curriculum Coordinator
Mrs. Nazzaro commented she is thrilled to have Assistant Principals in our elementary
schools and looks forward to seeing the collaboration.
D. Old Business
1. Final Discussion & Approval of 2023-2026 District Strategic Improvement Plan
Mrs. Gaffen motioned to approve the 2023-2026 District Strategic Improvement Plan;
seconded by Mrs. Nazzaro. Mr. Wise asked to have a PDF version of the plan as it is
currently to make that front and center on the district webpage. Thank you to all who
worked on this plan. After no further discussion, the vote passed 4-0.
C. Personnel
2. Discuss Focus Indicators for Superintendent Goals for 2023-2025
Mr. Wise shared a memo in the packet outlining the focus indicators. The committee
took some time to discuss how many focus indicators Dr. Milaschewski should be scored
on. DESE provides six to eight focus indicators, but as you can see, we have included 12.
The committee agreed if you have 12 you might as well include all 20.
Mr. Wise motioned to include all 21 focus indicators in Dr. Milaschewski’s 2025
summative review; seconded by Mr. Robinson; the vote passed 4-0.
3. Finalize and Approve Superintendent Goals & focus Indicators for 2023-2025
Dr. Milaschewski reviewed the changes made to the Superintendent's goals since the
last meeting. These changes are also outlined in the packet. The committee spent time
discussing goal three and the addition of key action item number four. After discussion,
the committee agreed to remove this item from the Superintendent’s goals.
Mrs. Gaffen motioned to approve the Superintendent’s goals and focus indicators for
2023-2025 minus the early literacy portion; seconded by Mrs. Nazzaro, the vote passed
4-0.
Mrs. Gaffen motioned to adjourn, seconded by Mr. Robinson, and the vote passed 5-0.
https://www.youtube.com/watch?v=_FaiGejc8I8
Meeting Adjourned 8:35pm
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: October 2, 2023
RE: Vote to Accept a Unified Basketball Program Donation
Please vote to accept a donation of $1,000 from SNL Football LLC. This donation is in support of the
Unified Basketball program.
Please find attached the donation letter from Carl McFadden on behalf of the SNL Football LLC.
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
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: October 2, 2023
RE: Vote to Accept Reading Girls Soccer Parent Association Donation
Please vote to accept a donation of $2,500 from the Reading Girls Soccer Parent Association. This
donation is in support of the Assistant Varsity Coach's salary.
Please find attached the donation letter from Christine Pantano on behalf of the Reading Girls Soccer
Parent 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
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: October 2, 2023
RE: Vote to Accept a Coolidge Middle School Donation
Please vote to accept a donation of $200 from Mr. Carl McFadden. This donation is in support of the
students and staff of Room B3 starting a school store at Coolidge Middle School.
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
Dear Mr. Milaschewski,
We are writing to you because we would like to start a school store at Coolidge.
We will sell school supplies and water to students as well as coffee and snacks to staff
members. We have calculated the amount we will need to start up the store. We are
asking the school distinct for a loan of $140. We plan to set up our school in the lobby
of Coolidge and hope to be open at the beginning of the school day, at some lunches
and at special events. We will learn how to sell things, improve our social skills and
work with money. These skills will help us for the rest of our lives. We promise to
always be respectful and follow the plan we have thought out. Please consider giving
us a loan for this project.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: October 2, 2023
RE: Vote to Accept a Wood End Charitable Donation
Please vote to accept a charitable donation of $10,000 from Prime Consulting Group (PCG). The funds
will be in support of social emotional health and physical wellness for students at Wood End Elementary
School.
Please find attached the letter of intent from Shawn Cerretani, Managing Director of PCG.
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
Be responsible,respectful,honest,engaged and safe
September 29,2023
To:Dr.Milaschewski and School Committee Members
Attached please find a letter of intent from Shawn Cerretani regarding a $10,000 charitable donation to
Wood End Elementary School.After discussions with Mr.Cerretani,the school would use the funds to
support the social emotional health and physical wellness of our students.
Rock Wall
In collaboration with Chris Bauer,Wood End’s physical education teacher,we feel the installation of an
indoor rock wall in the gymnasium will have a positive impact on our physical education programming
and overall student skill development.Climbing offers increased cardiovascular fitness,enhances balance,
coordination and flexibility,increased muscle strength and endurance and improved motor planning and
body awareness.Similarly,a climbing wall provides opportunities for social emotional skill growth,
increased self-confidence and self-reliance,enhanced patience,perseverance,courage,and self-control,
positive risk taking and awareness of others.Climbing wall activities also enhance cognitive skills
including:problem solving,decision and judgment making,and increased focus and concentration.The
climbing wall would be accessible to all students during physical education classes,during our morning
extended day program,and during Physical Therapy skills classes.
Sensory Space
In collaboration with the special education team (team chair,special educators,physical therapist,
occupational therapist,school psychologist,and speech and language pathologist)some funds from the
donation will also be used towards the creation of a sensory space.A sensory space is a designated area
that aims to provide students a safe environment to self-regulate when needed,so they can be better
prepared to learn and interact with others.This space may offer stimulation to regulate sensory and
emotional needs,can incorporate mindfulness activities to facilitate self-regulation,and will help to
promote self-care,skill development,and resilience.This space would be accessible and beneficial to all
students (as needed),optimizing learning and participation in the school environment.
Recess Toys
Any and all remaining funds would be used to purchase additional recess equipment to support social
growth including:large connect four games,large jenga games,large building/lego blocks,and outdoor
corn hole games.
We are so incredibly grateful for the donation and the exciting,prospective additions to Wood End.
Sincerely,
Nicole Schwartz
Principal,Wood End
September 24th, 2023
To: Reading School Committee
RE: Charitable Donation – Wood End Elementary School
Reading School Committee,
Prime Consulting Group (PCG) is pleased to be able to make a charitable donation of $10,000 to Reading
Public Schools, in particular Wood End Elementary School. Being a part of the Wood End Community
has been an exceptional experience for our entire family for the last 2+ years and we would like to show
our appreciation by assisting with the needs of the school. We look forward to working with Nicole and
the team on the exciting new additions this contribution can bring to Wood End Elementary.
Please feel free to contact me with any questions.
Best Regards,
Shawn Cerretani, Managing Director
shawn@primeconsulting.com
(m) 781.443.2294
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: September 18, 2023
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 Earmark- RMHS Keyboards Award
The FY24 state budget has appropriated an earmark in the amount of $25,000 for Reading Memorial High
School.
The money will fund six Nord Stage digital keyboards for the Music Production courses. The keyboards will be
used for learning how to operate state-of-the-art digital pianos: learning to play them, learning to operate their
features, and learning to use them as MIDI input for recording.
Thank you for your support with your vote to accept the FY24 Earmark for RMHS keyboards.
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
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: September 18, 2023
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 Innovation Career Pathways Planning Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY24
Innovation Career Pathways Planning Grant in the amount of $25,000.
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. The Pathways Planning Grant will be implemented under the leadership and guidance of Jessica
Callanan, Interim RMHS Principal, and RMHS Director of Academic Achievement. They will be supported by the
Innovation Pathways Advisory Board, which includes RMHS department leaders and faculty members as well as
community and industry partners in the areas of Green Energy and Healthcare and Social Assistance (Public
Health).
The $25,000 award will be used to compensate staff for additional work completed outside of their traditional
job responsibilities in the development and planning of the Innovation Pathways for the following school
year. In addition, these funds can be used for promotional materials and events, advertising, transportation and
other such accrued costs in the planning, development, and promotion of the Pathways.
Thank you for your support with your vote to accept the FY24 Innovation Career Pathways Planning Grant Award.
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
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: October 2, 2023
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 Innovation Pathways Implementation and Support Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY24
Innovation Pathways Implementation and Support Grant in the amount of $75,000.
Innovation Career Pathways (ICP) allow students to take courses and gain valuable hands-on experience in high-
demand industries such as information technology, engineering, healthcare, life sciences and advanced
manufacturing. The targeted state grants provide resources to designated Innovation Career Pathways to
support program implementation.
We are thrilled about the receipt of a $75,000 Innovation Pathways Implementation and Support Grant. Our
continued development and implementation of innovation pathways will open doors of access and
opportunities for so many students in our community. The funds of this grant will go directly to expanding
opportunities for students in the form of fieldtrips, hosting speakers, transportation to and from events,
purchasing of new and state of the art supplies and materials, and ultimately covering the cost of Dual
Enrollment and Advanced Placement examination costs for students within the Innovation Career
Pathways. The funding will also allow RMHS to continue to expand the senior internship program and building
additional and stronger working relationships with higher education and community partnerships.
Thank you for your support with your vote to accept the FY24 Innovation Pathways Implementation and Support
Grant Award.
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
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: October 4, 2023
RE: Vote to Approve Quebec Field Trip Request
Please vote to approve an overnight, international field trip request to Quebec City, Canada on behalf of
Parker Middle School and Coolidge Middle School. The trip will take place from April 24-26, 2024.
Please find attached the field trip approval forms.
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
Personnel
Reading Public Schools
School Committee Meeting Packet
October 5, 2023
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
DATE: October 3, 2023
RE: Introduction of 2023-2024 Student Advisory Committee
During the 10/5 School Committee meeting, we will introduce the new members of the Student
Advisory Committee. The Chair of this Committee will also serve as the ex-officio, nonvoting member of
the school committee for a term of one year.
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
New Business
Reading Public Schools
School Committee Meeting Packet
October 5, 2023
Town of
Reading
Reading Dog Park
Proposal
October 5, 2023
Dogs in Reading
•Reading households: Over 10,155 *
•Reading households with dogs: Over 2,823 *
(3,000-3,100?)
•Registered and known unregistered dogs: Over 3,332 *
Registered: 2,605 *
Unregistered: 727 *
•Additional unregistered dogs (est.): 100-200?
* Latest figures per Reading Town Clerk, 7/20/2023.
Dogs in
Reading
Why Does Reading Need a Dog Park?
•A dog park is as essential as basketball courts, tennis courts, pickleball courts, playgrounds, ice skating, parks, trails, and beer gardens on the Common.
Most of these amenities benefit only segments of the population that are primarily in certain age ranges, are fit enough, and have long enough blocks of time available to use them, and often require organizing groups of 2 or more people and scheduling time slots.
However…
•A dog park is uniquely inclusive. It potentially benefits every Reading dog owner and occasional non-owner, regardless of age, fitness level or daily schedule, alone or with other people, with 10 minutes or a couple of hours to spend, in company or relative solitude, with local relaxation, enjoyment and even exercise, with and for their canine companions.
•A dog park strengthens a dog’s physical and emotionalhealth and socialization.
–A place for dogs to play safely, off leash.
–A safe, healthy activity for individuals and families with
their dogs.
–Reduced risks from ticks, poisonous plants, dirty water,
vehicles, and other health hazards.
–Eliminates the “leash anxiety” that affects many dogs.
–Dogs learn to socialize with other dogs and people.
•An alternative to walking dogs on town sidewalks, in the
streets, in the Reading Town Forest, and on local trails.
•Reduced “waste” left on streets, in yards, in parks (e.g.,Washington Park), and on trails.
•A social opportunity for families, the very young, theelderly, those who are physically limited, and others.
•Dog owners gain knowledge about caring for their dogs
from other owners.
•A community gathering place.
•A town amenity that enhances overall property values.
Benefits of a Dog Park
Stanton Foundation Grant
•Funds up to $25,000 for dog park
design.
•Funds up to $250,000 (90%) for
construction.
•Stanton has funded at least 47 dog
parks to date.
•Funding “sunsets” this December.
Essential requirements to be eligible:
•Select a location.
•Submit grant application by Dec.
31, 2023.
•Property must be Town-Owned,
AND committed at application.
www.TheStantonFoundation.org
What Makes a Great Dog Park?
Design elements that make a dog park safe and convenient
to access, safe to be there, fun for dogs and owners:
•Double-gated entry for dogs and people. Wide gate for DPW access.
•Separate areas for all dogs and small dogs. (Gloucester has 4 sections.)
•Secure fencing all around.
•Internal low-fenced areas to prevent collisions between dogs and people.
•Shade (from the sun). Simple shelter (from the weather).
•Water Stations. Optionally, pools (as at the Billerica Dog Park).
•Seating (benches, tree stumps).
•Waste bag dispensers. Waste barrels for bag and trash disposal.
•Ground cover (easy on dogs' feet and bodies, ideally low absorption of liquid).
•Agility equipment (e.g., 3-foot diameter pipe, ramp, jump, hurdles).
•Signage for rules, expectations, guidelines, suggestions, tips.
•Maintenance (regular waste bag replenishment, waste barrel pickup, cleaning,safety checks, ground cover and fence maintenance).
•Lighting (for safety and convenience, especially late fall through early spring).
WILMINGTON
PEABODY
PEABODY
BURLINGTON
BURLINGTON
BILLERICA
CASE STUDIES
Plans of dog park in Burlington
BILLERICA
DANVERS
Plans of dog park in Burlington
DANVERS
Location Criteria
•Sufficient size. – “Too small” is unfair to dogs and unsafe for dogs and people.
Wilmington Dog Park, as a reference: 20,000 ft2 total,
with an all-dog area of 13,500 ft2 and a small dog area of 6,500 ft2.
Wakefield Dog Park is 10,000 ft2, and seems cramped and unsafe.
•Safe to use by owners and their dogs.
•Safe access for adults and the young, by car or foot.
•Convenient access by car or by foot.
•Proximity – As close as possible to the weighted population center of Reading.
(See map.)
•Water line access.
•Parking for 10-12 cars within a reasonable distance.
BIRCH MEADOW DRIVE
BIRCH
MEADOW
DRIVE
Considerable area
(blue dashed line)
lies above (north of)
the 4,017 ft2 area.
The 14,008 ft2
area could extend
farther to the left
(west) (blue
dashed line).
BIRCH MEADOW DRIVE
BIRCH MEADOW DRIVE
DOUBLE FENCING,
so snouts and little
fingers never meet.
PLANTINGS, such
as arborvitaes, to
reduce sound,
visibility and other
distractions between
dogs and kids.
SOLID BARRIER,
(optional), such as a
wooden fence, to
further reduce
sound and visibility.
SEPARATING
THE DOG PARK
AND THE
PLAYGROUND
Management and Support
•Responsibility and general management:
Reading Recreation Department?
•Major maintenance:
Reading Department of Public Works (DPW)?
•Minor general maintenance and management
(e.g., waste bag supply, safety and rules
monitoring), coordination of activities (e.g.,
events, fall cleanup), signage, fundraising, etc.:
“Friends of Reading Dog Park”?
Questions?
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
Dr. Sarah Hardy, Assistant Superintendent
DATE: October 3, 2023
RE: 2023 MCAS District-Level Data Review
During the 10/5 School Committee meeting, we will present and discuss the enclosed 2023 MCAS
Results presentation. As a district, we believe that MCAS data represents one piece of school
performance. We utilize MCAS data at several levels – district, school, classroom, standard, and student
-to build on areas of progress and respond to areas for growth relating to teaching and learning. During
the presentation, we will identify positive trends in the data and speak to some of the factors that
contributed to the forward movement. We will also discuss areas for growth/concern in the data and
share our plans for improvement. The presentation appendix includes additional data and information
that may be of interest to the committee. Over the next few weeks, each school principal will update
their respective school community on MCAS performance through a presentation to the School Council,
a presentation to the PTO, and a memo/presentation shared in the principal newsletter. In addition,
each school will present their 2023-2024 School Improvement Plan (SIP) with their school communities
in early November, and these SIPs will outline school specific goals and action plans to improve student
academic performance.
Overall, as with any large-scale assessment, there are both areas to highlight and areas for growth
within the 2023 RPS data. While we will discuss these positive trends and areas for growth/concern
during the School Committee meeting, we wanted to highlight a few positive data points in this
introductory memo since conversations around MCAS in many communities often focus solely on the
areas for growth:
1.School Accountability Percentiles – The School Accountability Percentile is often viewed as the
most summative measure of performance. In short, this metric includes achievement (60%),
growth (20%), MLL progress towards English proficiency (10%) , and chronic absenteeism rates
(10%) over the past two years (heavier weight for the most recent year). Each school is then
ranked with other schools across the state. We are thrilled to share 6 of our 8 schools set
school records in accountability percentile (tracked back to first accountability percentiles
published in 2012). The table below shows accountability percentile data from the last 10 years.
Reading Public
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
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2.Elementary ELA Performance – We know that last year was especially burdensome for our 3rd,
4th, and 5th grade teachers with the transition to ARC Core. We are thrilled to share that our
elementary schools scored the 4th highest growth in the state out of 307 total districts
(calculated through Student Growth Percentile, or “SGP”). Furthermore, we were the only
district in the entire state to have SGPs of over 61 at both the 4th and 5th grade level. Four out
of five elementary schools scored school records in ELA SGP. In terms of advanced/proficiency
rates in ELA, our 4th and 5th graders outperformed 92% of districts across the state. The
scattergram below shows our growth (X axis) and achievement (Y axis) compared to all other
districts across the state (4th grade on left, 5th on right) and the table includes historical SGPs by
school.
3.RMHS Math Performance – RMHS demonstrated the highest math SGP in school history with
an average SGP for all students of 64. The average SGP for students on IEPs, low-income
students, and high needs students was all above 60. In addition, while there are still major
achievement gaps to close and overall proficiency rates to increase, proficiency rates in math
met or exceeded pre-pandemic levels overall and for students on IEPs, low-income students,
and high needs students. The table below includes historic proficiency rates and SGPs for
various demographic groups.
While we are encouraged by the data points listed above, there are many areas that need improvement.
Despite significant increases in SGP and school percentiles, student proficiency rates have not yet
reached pre-pandemic levels in most grades/cohorts/content areas, as only 63% of students district-
wide are meeting or exceeding expectations in ELA and 58% in math. Gaps in achievement still exist for
several student demographic groups, including students with disabilities, low-income students,
Black/African American students, and Hispanic/Latino students. Also, Parker Middle School
accountability percentile, SGPs, and proficiency rates are notably lower than our other schools, both this
past year and in recent history. We are committed to addressing these specific areas for growth, and
others, while continuing to raise the bar for academic excellence in our district.
We look forward to the conversation during the 10/5 School Committee meeting regarding this data and
our continued efforts to improve student outcomes.
2023 MCAS District-Level
Data Review
Spring 2023
Overview of Presentation
1.) Highlights
2.) Focus Areas
3.) Connecting MCAS Outcomes to the RPS District
Strategic Plan
4.) Appendix
Highlights
1.) School Accountability Percentiles
2.) Student Growth Percentiles at Elementary Level
3.) RMHS Mathematics Results
Highlights
1.) School Accountability Percentiles
2.) Student Growth Percentiles at Elementary Level
3.) RMHS Mathematics Results
Accountability percentile
An accountability percentile between 1 and 99 is
reported for schools in MA. This number is an
indication of the school’s overall performance relative
to other schools that administer similar assessments
and is calculated using up to two years of data for all
accountability indicators
School Accountability Percentiles
Highlights
●6 of our 8 schools scored the highest school accountability percentiles in
school history*
●7 of our 8 schools demonstrate school accountability percentiles above 80
(81, 85, 87, 88, 89, 90, 92)
*First accountability percentiles were published in 2012
School Accountability Percentiles
School 2012 2013 2014 2015 2016 2017*2018 2019 2020⁺2021⁺2022 2023
Alice M Barrows 71 76 73 74 65 -74 82 --86 89
Birch Meadow 64 64 57 65 66 -75 72 --79 87
J Warren Killam 76 68 63 54 65 -78 81 --75 81
Joshua Eaton 75 69 52 66 67 -81 86 --91 92
Wood End 80 77 65 74 74 -77 75 --80 88
Arthur W Coolidge 88 85 76 78 78 -91 92 --94 90
Walter S Parker 89 82 75 82 85 -77 67 --72 62
Reading Memorial
High School
73 74 70 71 77 76 52 62 --82 85
Accountability Indicator Weightings for
Non-High Schools
Accountability Indicator Weightings for High Schools
Factors Contributing to RPS School Accountability Percentiles
Building coherent instructional systems through investment in leadership support and
professional development in 2022-23
●Building leaders participated in 18 hours of training with a highly regarded organization focused
on building-based instructional leadership teams
●Individual coaching for each building leader from external coach around implementation of
school improvement plans and goals
Building coherent instructional systems through investment in staff with professional
development aligned to the strategic plan and important initiatives in 2022-23
●Coordination of district and building PD focused on fostering student sense of belonging and
increasing the rigorous instruction
●Professional learning to support strategic plan initiatives:
o Content-based PD in ELA and Math for elementary staff; with Job-Embedded PD in ELA
o School-wide PD at RMHS focused on supporting ALL learners
o Increased teacher feedback from department heads at RMHS
o PD on In-Service days connected to Strategic Initiatives
o Addition of mentoring for teachers in Year 2
Factors Contributing to RPS School Accountability Percentiles
Creation of Systems and Structures to Support Objectives of Strategic Plan
●Establishment of an Instructional Leadership Team at each school to review
school-based data, support strong instructional practices and promote impactful
teacher collaboration
●Addition of Program Leads to increase vertical alignment of special education
programs based on recommendations from Special Education Program Reviews
●Improved practices in special education evaluation and identification leading to
literacy instruction that is targeted for the student and towards the specific skill
deficit
●Improved support for principals as instructional leaders through regular Learning
and Teaching meetings, increased support from curriculum coordinators in
classroom walkthroughs and curriculum implementation
Highlights
1.)School Accountability Percentiles
2.)Student Growth Percentiles at Elementary Level
3.)RMHS Mathematics Results
Student growth percentile (SGP)
Student Growth Percentiles (SGPs) provide a
measure of the degree to which a student’s
achievement has changed from the prior year(s)
to the current year, in comparison to other
students in the same grade who performed
similarly in the past. SGPs use students’ current
and prior scores to assign an SGP that ranges
from 1 to 99. An SGP greater than 50 indicates
that the student’s growth was greater than the
majority of their comparable peers.
Highlights of Student Growth Percentiles
at Elementary Level
●Only district in the state with both Grade 4 and 5 SGPs in ELA above 61st
percentile, 4th in state overall for elementary ELA SGP
●4 out of 5 elementary schools set records in ELA average SGPs *
●All elementary schools scored average SGPs above the 50th percentile in
both ELA and Math
*First accountability percentiles were published in 2012
Student Growth Percentiles at Elementary Level Over Time
School 2018 2019 2021 2022 2023
Alice M Barrows 43.8 45.3 45.8 59.2 62.9
Birch Meadow 49.8 46.2 34.9 53.2 66.6
J Warren Killam 52.8 54.2 39.0 45.7 57.7
Joshua Eaton 60.7 57.2 51.6 59.2 58.8
Wood End 52.0 48.4 33.8 57.7 66.6
School 2018 2019 2021 2022 2023
Alice M Barrows 48.2 60.6 40.5 51.6 56.4
Birch Meadow 45.5 45.5 37.8 64.2 66.0
J Warren Killam 53.3 58.6 48.4 50.3 52.2
Joshua Eaton 58.3 57.7 40.4 52.2 50.5
Wood End 49.5 54.5 54.5 49.7 61.1
Average SGP (ELA)
62.1 +7.5 vs. previous year
+12.6 vs. state average
Average SGP (Math)
56.7 +3.1 vs. previous year
+6.7 vs. state average
Reading vs. State SGP in ELA - Spring 2023
Grades 4 Grade 5
Reading vs. State % Proficient in ELA Spring 2023
Grades 4 Grade 5 % Proficient
Proficiency on the
MCAS exams is defined
by an achievement level
of Met Expectations or
Exceeded Expectations,
corresponding to a
scaled score of 500 or
higher.
Reading SGP & scaled scores in statewide context - Spring 2023
Grade 4 Grade 5
Reading vs. State SGP in Math - Spring 2023
Grade 4 Grade 5
Reading vs. State % Proficient Math - Spring 2023
Grade 4 Grade 5
Factors Contributing to Student Growth Percentiles
at Elementary Level
Implementation of High-Quality,
Research-Based Curriculum
●New ELA curriculum, ARC Core, in Grades
3-5, which is knowledge-building and science
of reading aligned, and includes an ongoing
formative assessment tool (IRLA) to pinpoint
strengths and gaps in skills for each student
●Year 2 of implementation of Illustrative Math in
Grades 3-5
Factors Contributing to Student Growth Percentiles at Elementary Level
Robust Professional Development for Elem. Teachers and Leaders
●10 days of instructional coaching per school for Grades 3-5 teachers to
support ARC Core implementation
●10 days of professional development for elementary building leaders in
supporting ARC Core implementation
●Math learning labs for all teachers in Grade 3-5
Leveraging Systems and Structures
●ARC Core and IM Implementation Teams met regularly to create
communication loops about successes and challenges to support and
improve implementation
Highlights
1.)School Accountability Percentiles
2.)Student Growth Percentiles at Elementary Level
3.)RMHS Mathematics Results
Highlights of RMHS Mathematics Results
●Highest math average SGP in school history with an average SGP for all
students of 64
●Average SGP for students on IEP/504 plans, low-income students and high
needs students was all above 60
●Proficiency rates in math met or exceed pre-pandemic levels overall and for
students on IEP/504 plans, low-income students and high needs students
RMHS Mathematics Results
Factors Contributing to RMHS Math Results
Implementation of High-Quality, Research-Based Curriculum
●New math curriculum, enVision, implemented in Algebra I in
2020-21; Geometry and Algebra II in 2021-22
●Professional development for math teachers during
implementation years
Leveraging Systems and Structures
●Careful planning of class sizes for Algebra I based on needs of
students in classes
●Scheduling math teachers to teach the same course for multiple
years, allowing teachers to capitalize on prior experience and
build in more opportunities for differentiation
●Use of department meeting time to fine tune use of
standards-based instruction
●One-to-one support and tutoring for students offered through
RMHS Math Lab and Academic Support Center
Focus Areas
1.)Overall MCAS Achievement and Performance
2.)Achievement Gap
3.)Parker Middle School Results
Focus Areas
1.)Overall MCAS Achievement and Performance
2.)Achievement Gap
3.)Parker Middle School Results
Overall MCAS Achievement and Performance
Important Points
●Overall, only 63% of students district-wide are meeting or exceeding
expectations in ELA
●Overall, only 58% of students district-wide are meeting or exceeding
expectations in math
●Despite significant increases in SGP and school percentiles, percent
proficiency has not yet reached pre-pandemic levels in most levels/content
areas
●Overall achievement and proficiency levels remain in middle/lower end of
FinCom comparable communities
% Proficient by Level
Math % Proficient by Level
Level 2018 2019 2021 2022 2023
Elementary 61%63%55%58%60%
Middle School 67%66%45%59%52%
High School 75%73%70%77%
ELA % Proficient by Level
Level 2018 2019 2021 2022 2023
Elementary 66%66%69%60%61%
Middle School 71%70%62%64%62%
High School 71%85%79%77%
Reading ranks among Reading Finance Committee 24
comparable districts for SGP and Scaled Score
FinCom 24 comparable districts: Andover, Bedford, Belmont, Burlington, Canton, Danvers, Dedham, Lynnfield, Mansfield,
Marshfield, Milton, Natick, North Andover, North Reading, Reading, Shrewsbury, Stoneham, Tewksbury, Wakefield, Walpole,
Westborough, Westford, Wilmington, Winchester
*See Appendix for Per Pupil Spending between Finance Committee Comparable Districts
ELA scaled
score ELA SGP
Math scaled
score Math SGP
Elementary 9 2 15 8
Middle
School
11 20 16 23
High School
11 12 10 4
Next Steps to address MCAS Achievement
The RPS 2023-2026 Strategic Plan contain strategic objectives aimed at improving achievement and growth for ALL
students. The following areas are aligned with important initiatives in the plan.
Professional Learning that is coherent, differentiated and supports the use of high-quality
curriculum
●In the 2023-24 school year, all building leadership teams created professional development plans to
support, important school and district goals.
●The 2023-24 district wide, professional development plan, addresses content-based professional
learning for all staff, as well as opportunities for staff to choose professional learning based upon
their individual needs.
●K-8 math teachers have access to job-embedded professional learning from two K-8 Math Coaches
to support math instructional practices
●All staff have access to job-embedded professional learning through the MLL coordinator, special
education literacy coach, and inclusion specialist
●Professional development in early literacy and middle school literacy offered to K-8 staff during
contractual hours
●Continued professional learning opportunities for all building leaders through individual coaching or
professional learning communities to support implementation of instructionally-related SIP goals
Next Steps to address MCAS Achievement
Improved Systems and Structures
●Curriculum review processes are underway for middle school literacy,
secondary science
●Twice monthly district leadership teams meetings will focus on reviewing
district and student data on a regular cycle to monitor for progress towards
district and school goals
●Restructure of evaluation for principals to increase support, feedback, and
monitoring of school-based goals
●Create and implement routines for sharing information families about student
progress
Focus Areas
1.)Overall MCAS Achievement and Performance
2.)Achievement Gap
3.)Parker Middle School Results
What do we mean by gap-closing?
SGP and Achievement by Group at Elementary Level
Important Points
●Math and ELA growth exceeds 50th percentile overall and for students with
disabilities, low-income students, Black/African American students, Asian
students and Hispanic/Latino students
●District-wide Elementary SGP record set for low-income students,
Black/African American students and Hispanic/Latino students in recent
history in both ELA and Math
●Increased achievement in ELA for Black/African American students narrowed
achievement gap
●Gaps in performance still exist for several student demographic groups,
including students with disabilities, low-income students, Black/African
American students and Hispanic/Latino
Elementary SGP By Group
Population 2018 2019 2021 2022 2023
All students 52.3 50.4 41.4 54.5 62.1
IEP 40.7 43.0 31.0 51.0 50.3
Low Income 41.8 43.3 38.6 46.4 50.3
High Needs 42.3 44.6 36.2 50.1 52.0
Black/Afr Amer 47.5 46.3 28.5 33.4 55.8
Asian 55.3 62.2 53.0 58.8 58.4
Hispanic/Latino 48.7 53.5 30.0 43.7 63.6
Population 2018 2019 2021 2022 2023
All students 51.3 55.2 43.9 53.4 56.7
IEP 47.2 47.9 42.1 49.5 52.4
Low Income 45.4 47.8 26.4 47.2 53.2
High Needs 45.2 49.0 40.8 49.6 54.1
Black/Afr Amer 51.8 49.2 21.7 42.4 58.9
Asian 53.3 61.2 55.8 63.4 57.8
Hispanic/Latino 55.0 53.0 27.8 57.5 57.7
Average SGP, ELA Average SGP, Math
Elementary Achievement By Group
% Students Proficient, ELA % Students Proficient, Math
Population 2018 2019 2021 2022 2023
All students 66%66%68%60%61%
IEP 25%26%32%27%20%
Low Income 43%43%45%38%35%
High Needs 33%34%40%33%27%
Black/Afr Amer 35%23%25%21%37%
Asian 74%76%78%75%75%
Hispanic/Latino 42%48%47%49%46%
Population 2018 2019 2021 2022 2023
All students 61%63%55%57%60%
IEP 19%22%20%20%21%
Low Income 33%33%18%28%32%
High Needs 26%29%26%26%28%
Black/Afr Amer 19%26%24%13%17%
Asian 82%79%63%75%80%
Hispanic/Latino 47%57%26%38%44%
SGP and Achievement by Group
at Middle School Level
Important Points
●ELA growth exceeds 50th percentile for Black/African American and Asian
students
●Math growth exceeds 50th percentile for Asian students
●Increased achievement in ELA for Hispanic/Latino students narrowed
achievement gap
●Gaps in performance still exist for several student demographic groups,
including high need students, students with disabilities, low-income
students, Black/African American students and Hispanic/Latino
Middle School SGP By Group
Population 2018 2019 2021 2022 2023
All students 59.0 54.9 42.1 57.9 48.9
IEP 52.6 55.6 36.9 55.4 47.5
Low Income 59.4 49.0 40.3 54.1 44.1
High Needs 56.5 53.4 37.8 53.6 47.2
Black/Afr Amer 52.1 53.5 44.7 52.7 51.1
Multiple races 64.2 69.5 43.1 52.6 46.5
Asian 67.0 51.4 54.4 56.1 55.9
Hispanic/Latino 69.9 49.8 39.4 45.6 48.3
Population 2018 2019 2021 2022 2023
All students 61.0 53.5 28.4 57.5 43.2
IEP 59.9 49.8 27.5 56.0 43.8
Low Income 56.9 51.0 26.3 51.8 39.1
High Needs 58.8 51.4 26.5 55.9 43.6
Black/Afr Amer 56.8 55.1 25.9 55.1 35.0
Multiple races 62.0 56.3 28.6 60.2 45.3
Asian 61.6 58.9 36.8 66.5 51.4
Hispanic/Latino 58.6 61.5 17.1 56.1 40.3
Average SGP, ELA Average SGP, Math
Middle School Achievement By Group
Population 2018 2019 2021 2022 2023
All students 71%70%62%63%62%
IEP 27%32%23%25%24%
Low Income 50%39%32%35%34%
High Needs 39%37%28%29%30%
Black/Afr Amer 46%30%40%21%18%
Multiple races 76%77%65%81%67%
Asian 83%81%88%73%74%
Hispanic/Latino 54%45%36%42%52%
Population 2018 2019 2021 2022 2023
All students 67%65%45%59%52%
IEP 21%21%11%21%19%
Low Income 41%35%14%29%20%
High Needs 31%29%12%25%22%
Black/Afr Amer 33%26%20%16%7%
Multiple races 67%70%53%59%60%
Asian 80%83%69%59%60%
Hispanic/Latino 46%48%20%46%24%
% Students Proficient, ELA % Students Proficient, Math
SGP and Achievement by Group at RMHS
Highlights
●Math growth for overall and for students with disabilities, low income students
and high needs students all at or above 64th percentile
●Increased achievement in Math for students with disabilities narrowed
achievement gap
●Gaps in performance still exist for several student demographic groups,
including students with disabilities, low-income students, and high
needs students
High School SGP By Group
Average SGP, ELA Average SGP, Math
Population 2019 2021 2022 2023
All students 46.7 52.6 53.8 52.5
IEP 39.1 52.8 55.5 50.6
Low Income 38.9 43.7 54.8 37.5
High Needs 39.6 48.4 55.1 45.9
Population 2019 2021 2022 2023
All students 50.0 32.8 59.5 64.0
IEP 43.2 38.0 55.8 64.8
Low Income 46.7 22.5 49.9 69.2
High Needs 47.0 30.9 54.9 66.6
High School Achievement By Group
% Students Proficient, ELA
Population 2019 2021 2022 2023
All students 70%85%79%77%
IEP 26%45%52%48%
Low Income 36%67%62%40%
High Needs 33%49%56%46%
Population 2019 2021 2022 2023
All students 75%73%70%77%
IEP 21%30%23%39%
Low Income 38%46%51%56%
High Needs 30%33%36%43%
% Students Proficient, Math
Next Steps for Addressing Achievement Gap
The RPS 2023-2026 Strategic Plan contain strategic objectives aimed at improving achievement and growth for ALL students.
The following areas are aligned with important initiatives in the plan.
Tier 1: High-Quality instruction supported by robust professional learning for staff
●Adoption of ARC Core curriculum, which establishes high academic expectations for all students with equitable
access to grade-level instruction and materials and embeds support for students with disabilities and MLL
students
●Professional development series during the 2023-24 school year for middle school and high school
paraprofessionals in the use and data collection of student accommodations
●Math Pathway Advisory Committee is reviewing current pathway for students with the goal of increasing equity
and access to rigorous math courses and a range of options for all students
●Job-Embedded Professional Learning for staff via the new Inclusion Specialist and Special Education Reading
Coach
Conditions for Student Success
●Curriculum Review in underway to examine social-emotional learning curriculum and approaches to supporting
social-emotional needs of students, aimed at increasing the sense of belonging for all students, especially
students in groups that may be at risk for lower sense of belonging
●Partnering with experts in the field to provide additional resources and supports around sense of belonging and
inclusive practices
●Partnering with the Reading Coalition to analyze Youth Risk Behavior Survey data and create actionable steps
to increase student safety and sense of belonging
Next Steps for Addressing Achievement Gap
Data Analysis and Planning
●Develop a central location for storing key student-level data (academic, social-emotional, discipline,
attendance, student demographics) that enables flow in from various sources and organizes data for easy
access and analysis by district and school leaders
●Facilitate bi-weekly district data team (comprised of central office leadership, directors, and coordinators) that
analyzes district and school data (academic, social-emotional, discipline, attendance) and develops district and
school level interventions/supports
●Facilitate bi-weekly District Leadership Team (comprised of central office leadership, directors, coordinator,
principals, and team chairs) meetings that center around data analysis and action planning
●Calibrate central office leaders on the process for collaborating and progress monitoring of activities and goals
outlined in action plans (data cycles)
●Create structure for school leader/central office collaboration and progress monitoring of school-level activities
and goals outlined in action plans (data cycles)
●Begin a process of developing a system to capture research and promising practice with the goal of
institutionalizing district, school, and classroom-level action plans, interventions, and supports
Targeted support for students
●After school language tutoring offered to MLL students
●After school tutoring offered to students experiencing homelessness
●Addition of a METCO Coordinator to the high school and a METCO Coordinator/School Adjustment Counselor
at the middle school level with a focus on academic success for Boston Resident Students
Focus Areas
1.)Overall MCAS Achievement and Performance
2.)Achievement Gap
3.)Parker Middle School Results
Parker Middle School Results
Important Points
●Parker School Accountability Percentile at 62, with all other schools above 80
●Lower SGPs and proficiency rates than other schools
●Downward trend in student outcome data
Parker Middle School SGP and % Proficient
ELA SGP Math SGP
School 2018 2019 2021 2022 2023
Walter S Parker 51.9 47.8 40.2 50.2 42.5
School 2018 2019 2021 2022 2023
Walter S Parker 57.5 47.0 25.6 51.5 35.9
School 2018 2019 2021 2022 2023
Walter S Parker 67%65%59%58%53%
ELA % Proficient
School 2018 2019 2021 2022 2023
Walter S Parker 62%60%42%52%43%
Math % Proficient
Next Steps for Parker Middle School
High level overview - specific plans will be outlined in Parker School Improvement Plan
Systems for
Instructional
Improvement
Common Planning TimeCohort Teams Content Teams Grade Level Teams In
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ⓒLynch Leadershiup Academy, Adapted from: Cobb, Jackson, Henrick & Smith (2018). Systems of Instructional Improvement. Harvard University Press
School-Wide Professional Development
Professional learning will engage educators in collaborative professional development, data-driven
assessment practices, and leadership initiatives to foster inclusive, high-quality instruction, promote a
positive learning environment, and enhance student outcomes. For example:
●The Parker leadership team with work with Lynch Leadership Academy for middle school leadership
development including building and improving systems for instructional improvement and teacher
coaching, systems for data-driven decision making, and leading effective teams for instructional
improvement
●Parker educators will participate in teacher-led professional learning communities to enhance their
assessment practices and develop universally designed, high-quality lessons aimed at helping all
students meet grade-level standards
Quality of Instructional Materials and Curriculum
A building-wide focus on the use of quality instructional materials and curriculum will support the
learning of all students. This will include improving implementation of existing math high-quality
programs that are in place. In addition, supports will extended to literacy to align instruction with the
depth and breath of grade level standards. For example:
●Math coaches will support use of high quality curricular materials in grades 6-8 through
professional development and individual coaching
●Teachers participating on the literacy leadership team will take part in a 30 hour training in
adolescent literacy instruction
Observation; Feedback; Coaching
Support for staff will be provided through observations, feedback and coaching aimed at promoting
teacher self-reflection and building capacity for continuous improvement. For example:
●Job-Embedded professional learning will be offered to staff through the K-8 Math Coaches, MLL
Coordinator, Inclusion Specialist, and Special Education Literacy Coach
●Staff goals for educator evaluation will focus on quantitative data using MCAS to identify areas
in need of growth and iReady as a tool to inform instruction.
Instructional Leadership Team
The ILT will support the building leadership team in monitoring student progress through looking at student
work and analyzing student data from formative and summative assessments to inform Tier One
instruction and interventions. For example:
●Participate in DESE SEB Academy - three year process to conduct a needs assessment of our
social, emotional, behavioral supports
●Streamlining communication systems with teams of teachers and with families
Common Planning Time; Cohort Teams; Content Teams; Grade Level Teams
Common Planning Time will focus on curriculum, instruction, and assessment to support teachers in
creating engaging lessons aligned to the standards which set high expectations for grade-level work by all
students. For example:
●Revamp Parker common planning time to ensure staff are meeting on a regular basis with grade
level teams and content teams and to provide time for administrators to meet with content teams to
focus on curriculum, instruction, and assessment once a six-day cycle
●Created a shift in Team Time practices to focus on intervention and enrichment/extension
Connecting MCAS
Outcomes to the RPS
District Strategic Plan
Improvement efforts and next steps outlined in this presentation align with the
RPS Strategic Plan, its objectives and the following key initiatives.
RPS 2023-2026 Strategic Plan
Strategic Objective 1:
Supportive, Equitable, and Safe
Learning Environment
Strategic Objective 2:
Coherent Instructional Systems
Strategic Objective 3:
School Operations
Strategic Objective 4:
Family and Community
Engagement
Strategic Objective 1
●Build a shared understanding about sense of belonging and identify common indicators to
measure progress
● Build valid data collection systems and analysis procedures
●Build coherence within METCO Program
● Build coherence in MLL Programming
Strategic Objective 2
● Enact Special Education Multi-Year Improvement Plan
●Ensure high quality curriculum (standards-aligned, pacing, instructional methodology;
materials and resources; assessment; rigorous instructional practices)
●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
● Design a high-quality system of professional learning for RPS
Strategic Objective 4
● Strengthen family/school partnerships
●Strengthen equitable family engagement: supports and connections for Multilingual
Learners, Black and Brown, and Economically Disadvantaged Students and Families
Appendix
Proficiency by grade-level cohorts
ELA Math
Math scaled score among students invited to Mathnasium
Some differences observed
between those who
attended Mathnasium and
those who were invited but
did not attend – but not
rising to the level of
statistical significance
Accountability Indicators for All
Districts and Schools
Achievement in ELA, mathematics, and science
In all schools, each school’s and student group’s MCAS achievement is measured separately by
gradespan for ELA, mathematics, and science. Achievement results are reported as the school’s or
group’s average composite scaled score on the Next Generation MCAS assessments. The average
composite scaled score includes data for each student who was enrolled in the school as of October 1 of
the same school year, and who participated in the Next Generation MCAS or MCAS-Alt assessments,
except for first year ELs. Students with disabilities who participated in the MCAS-Alt are assigned a
scaled score and are included in school and student group achievement results according to the table
below. To report achievement results for a school or student group, there must be ELA and mathematics
achievement data for at least 20 students in each gradespan.
Growth in ELA and mathematics
All districts, schools, and groups are expected to demonstrate progress in student
achievement each year. The Department uses Student Growth Percentiles (SGPs)
to measure how student-level achievement has grown or changed over time.
Student growth percentiles are calculated separately by gradespan for ELA and
mathematics and are not calculated for science. At the student level, the SGP
represents how an individual student’s achievement compares to that of other
students with similar MCAS histories. At the school or student group level, DESE
reports the mean SGP, which represents the average student growth percentile for
that school or student group, using growth results for each student who was
enrolled in the school as of October 1 of the same school year. For growth results
to be reported, there must be SGP data for at least 20 students in each
gradespan.
Progress toward English proficiency
In Massachusetts, “making progress” means that an English learner is on track to attain English proficiency within six years of first
entering a Massachusetts school. A district or school may consider a student proficient when they have achieved an overall
composite score of Level 4.2 on the ACCESS for ELLs assessment, based on a score scale that extends from Level 1.0 (the lowest
level of proficiency) to Level 6.0.
Schools that have ACCESS for ELLs results for at least 20 ELs in a gradespan have a measure of progress made by English
learners toward achieving English proficiency. This is measured by calculating the percentage of tested students in each gradespan
who meet annual targets that keep them on track to reaching English proficiency over six years. Students are included in the
annual making progress rate for the district and school in which they were assessed if they are eligible to take either the ACCESS
for ELLs assessment or the Alternate ACCESS assessment for two or more years.
Chronic absenteeism
: Chronic absenteeism is defined as the percentage of students missing 10 percent or more of their days in membership. In a typical 180-day school
year, this is the percentage of students who miss 18 or more days. To calculate the chronic absenteeism rate for a school or student group, DESE
determines whether each student is or is not chronically absent based on the student’s total number of days in attendance and their total number
of days in membership, as reported by the district in the Student Information Management System (SIMS). The rate is reported as the percentage
of students in the school or group who are chronically absent. The chronic absenteeism calculation includes both excused and unexcused
absences[1] and is calculated separately by gradespan (i.e., for students in grades 1 through 8 in non-high schools and grades 9 through 12 in high
schools). To be included in a school’s chronic absenteeism rate, a student must be enrolled in the school for at least 20 days at any point in the
school year. However, if a student is enrolled in multiple schools within the same district in a single school year, the student is excluded from
school-level chronic absenteeism rates but is included in the district rate. Chronic absenteeism rates are reported for each school and student
group with at least 20 students enrolled in each gradespan.
[1]For guidance on reporting student attendance in SIMS, please see DESE’s Attendance and Dropout Reporting Guidance.
Accountability Indicators for Districts and Schools
Serving High School Grades
In addition to the indicators described above, accountability determinations for districts and schools serving high school grades also include the following measures:
·Four-year cohort graduation rate: High school accountability determinations include the four-year cohort graduation rate, which represents the percentage of students
in a cohort that graduate in four years or less. The cohort graduation rate is reported for any school and student group with at least 20 students enrolled in the cohort. For
accountability determinations in any given year, the cohort graduation rate from the prior school year is used. For example, 2023 accountability calculations based on the
four-year rate use data from 2022. The graduation rate from the 2022 cohort is used in accountability determinations because this allows DESE to use a data set that has
been thoroughly reviewed by district and DESE staff. The Department will not have complete graduation rate data for the 2023 cohort until late 2023, after the October
SIMS reporting period and the 2023 cohort data review period have closed.
·Extended engagement rate: The extended engagement rate is the total of the five-year cohort graduation rate plus the percentage of students from the cohort that
remain enrolled in the school after five years. For accountability determinations in any given year, the extended engagement rate is lagged. For example, the extended
engagement rate used in the 2023 accountability determinations incorporates the 2021 five-year cohort graduation rate. The extended engagement rate is reported for
any school and student group with at least 20 students enrolled in the cohort.
·Annual dropout rate: High school accountability determinations include the annual dropout rate, which measures the percentage of students in grades 9 through 12
who drop out of school each year. The annual dropout rate is reported for any school and student group with at least 20 students enrolled in grades 9 through 12. For
accountability determinations in any given year, the annual dropout rate from the prior year is used. For example, 2023 accountability determinations use dropout rate
data from 2022.
·Advanced coursework completion: High school accountability determinations include a measure of advanced coursework completion. This indicator is reported as the
percentage of all students enrolled in 11th and 12th grades that complete at least one advanced course, based on data provided by districts via the Student Course
Schedule (SCS) data collection. Advanced courses include Advanced Placement (AP), International Baccalaureate (IB), Project Lead the Way (PLTW), dual enrollment
for post-secondary credit, Chapter 74-approved vocational/technical secondary cooperative education programs and Articulation Agreement courses, and other
DESE-selected rigorous courses. Eligible courses extend beyond traditional AP courses and do not necessitate student participation in AP tests. This indicator is included
in the results for any school or student group with at least 20 students enrolled in grades 11 and 12. See DESE’s List of Advanced Courses for Accountability Reporting
for the complete list of courses included in the advanced coursework completion calculation. of courses included in the advanced coursework completion calculation.
Elementary Achievement by School
School 2018 2019 2021 2022 2023
Alice M Barrows 67%72%74%62%63%
Birch Meadow 70%66%64%55%53%
J Warren Killam 66%64%63%53%56%
Joshua Eaton 65%68%78%72%73%
Wood End 63%62%63%59%60%
% Students Proficient (ELA)
61%+1% vs. previous year
+19% vs. state average
School 2018 2019 2021 2022 2023
Alice M Barrows 62%69%62%59%59%
Birch Meadow 63%63%41%52%53%
J Warren Killam 55%58%51%56%59%
Joshua Eaton 62%67%61%63%68%
Wood End 63%57%60%59%59%
% Students Proficient (Math)
60%+2% vs. previous year
+17% vs. state average
Middle School Achievement by School
% Students Proficient (ELA)
62%-2% vs. previous year
+17% vs. state average
School 2018 2019 2021 2022 2023
Arthur W
Coolidge
77%77%66%70%71%
Walter S Parker 67%65%59%58%53%
% Students Proficient (Math)
52%-7% vs. previous year
+10% vs. state average
School 2018 2019 2021 2022 2023
Arthur W
Coolidge
73%73%49%67%61%
Walter S Parker 62%60%42%52%43%
RMHS Achievement
School 2019 2021 2022 2023
Reading Memorial
High School
71%85%79%77%
% Students Proficient (ELA)
77%-3% vs. previous year
+18% vs. state average
% Students Proficient (Math)
77%+7% vs. previous year
+27% vs. state average
School 2019 2021 2022 2023
Reading Memorial
High School
75%73%70%77%
Science achievement by level
School 2019 2021 2022 2023
Grade 5 70%62%68%63%
Grade 8 64%58%65%62%
High School (Gr10
students)
––64%55%
High School (current
test year)
––54%65%
Science results are reported both for grade 10 students using their best performance on any
science exam taken in grade 9 or 10, as well as for exams taken by high school students in the
current MCAS cycle regardless of grade level.
Per Pupil Spending between Finance Committee
Comparable Districts
FinCom 24 comparable districts: Andover, Bedford, Belmont, Burlington, Canton, Danvers, Dedham, Lynnfield, Mansfield, Marshfield, Milton, Natick,
North Andover, North Reading, Reading, Shrewsbury, Stoneham, Tewksbury, Wakefield, Walpole, Westborough, Westford, Wilmington, Winchester
District Name Total Expenditure Per Pupil
1 Burlington $22,799.71
2 Dedham $21,269.04
3 Bedford $20,183.89
4 Andover $19,655.77
5 Wilmington $19,031.71
6 Tewksbury $18,519.97
7 Danvers $18,384.98
8 Canton $18,090.17
9 Stoneham $17,860.95
10 Mansfield $17,726.19
11 North Reading $17,378.94
12 Westborough $16,935.67
District Name Total Expenditure Per Pupil
13 Wakefield $16,887.65
14 Natick $16,744.78
15 Walpole $16,648.97
16 Lynnfield $16,565.15
17 Westford $15,743.40
18 Marshfield $15,650.72
19 Milton $15,508.44
20 Belmont $15,279.99
21 Winchester $15,270.81
22 Reading $15,249.82
23 North Andover $14,995.83
24 Shrewsbury $14,377.55
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
DATE: October 5, 2023
FR: Derek Pinto, Director of Finance & Operations
RE: October 1, 2023, Enrollment
Please find below the unofficial October 1st total student enrollment for Reading Public Schools by grade and
school:
October 1st enrollment represented an increase of 73 students over projected enrollment. The increase over
projections was driven primarily by an increased number of preschoolers enrolling, along with students in grade
four, middle school students in grade seven, and high schoolers in grade nine.
Birch Meadow Elementary School (+12%, 40 students) and Coolidge Middle School (+9%, 34 students) saw the
largest increase in students over projected enrollment.
The category of student enrollment that reflected the largest increase was the number of students on Individual
Education Plans (IEP). Enrollment increased from 665 students last year to 771 (+106 students) this year. This
number includes all students enrolled and attending Reading Public Schools, to include our Boston resident
students, students on out-of-district placements, and privately placed students with an active IEP.
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
Other categories of student enrollment that reflected increases were School Choice Participants and Multi-Lingual
Learners. Seventeen additional students opted to enroll into Reading Public Schools’ second year of its School
Choice Program. Lastly, Reading Public Schools’ Multi-Lingual Learner population increased from 47 students last
year to 72 students this year, with Portuguese being the predominant language spoken, followed by Spanish.
Boston Resident student enrollment decreased by 2 students to a total of 100.
During the next three weeks, these student enrollment data will be reconciled, revised as appropriate, and
submitted to DESE within the Student information Management System (SIMS) report at the end of October.
The tables below note our unofficial October 1st student enrollments by grade for Special Education, School
Choice, Multi-Lingual Learners and Boston Residents:
KILLAM SCHOOL
BUILDING COMMITTEE
Carla Nazzaro Chair
Karen Gately-Herrick Vice-Chair
John Coote
Kirk McCormick
Sarah McLaughlin
Ed Ross
Greg Stepler
Pat Tompkins
Nancy Twomey
Thomas Milaschewski, Ed.D.
Superintendent of Schools
Fidel A. Maltez
Town Manager
Office of the Superintendent of Schools
82 Oakland Road
Reading, MA 01867
781 944-5800
Office of the Town Manager
16 Lowell Street
Reading, MA 01867
781-942-9043
READING SCHOOL
COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Sarah McLaughlin
Carla Nazzaro
Charles Robinson
Thomas Milaschewski, Ed.D.
Superintendent of Schools
The School Commitee along with the Killam School Building Commitee are pleased to provide
an update on the status of the Killam School Building Project. There are 9 modules associated
with the Massachusets School Building Authority (MSBA) process, and the district is currently
working on Modules 2 through 4 (Forming the Project Team, Feasibility Study, and Schema�c
Design).
On July 18th, the MSBA approved Colliers Project Leaders as our project's Owner’s Project
Management (OPM) company. We are very pleased with the selec�on, and we are looking
forward to this partnership with Colliers moving forward.
We are in the middle of the Designer Selec�on Process at the �me of this wri�ng. The Request
for Services (RFS) was published on September 13, 2023, and is due back to the Town on
October 11, 2023. Once all proposals are received and reviewed the KSBC will discuss each
applicant. The MSBA requires convening a Designer Selec�on Panel consis�ng of 13 members
from the MSBA and 3 members from the Town. The MSBA recommends the Town Manager,
Superintendent, and a representa�ve from the School Building Commitee. Mr. Fidel Maltez, Dr.
Tom Milaschewski, and Mrs. Carla Nazzaro will atend and represent the District. The Designer
Selec�on Panel will create and interview a shortlist of candidates, discuss the qualifica�ons of
each submission, vote on, and hire a design firm to bring us through this project. Interviews will
take place on November 21, 2023. We will have a designer on board at the beginning of
December. That’s when things ramp up and the real work begins!
The Feasibility phase (MSBA Module 3) will begin and last un�l the summer of 2024. Then we
will move into the Schema�c Design phase (MSBA Module 4) which will be completed by
January 2025. During the Schema�c Design phase, we will be solici�ng input from various
stakeholders in the town. Funding for the Project (MSBA Module 5) will be voted on by the
Town in April 2025.
The School Commitee and the Killam School Building Commitee along with our
Superintendent of Schools and Town Manager are thrilled to be part of the MSBA process and
look forward to this partnership.
_________________________________ __________________________________
Carla Nazzaro Thomas Wise
Killam School Building Commitee Chair School Commitee Chair
Old Business
Reading Public Schools
School Committee Meeting Packet
October 5, 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: 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
___________________________________ ___________________________________
Shawn Brandt, Chairperson Carla Nazzaro, Vice Chairperson
___________________________________ ___________________________________
Erin Gaffen, Member Sarah McLaughlin, Member
___________________________________ ___________________________________
Charles Robinson, Member Thomas Wise, Member
27-339SCHOOL
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EWROADIN TER VALE TER R AC EESTATELANEBIRCHMEADOWSCHOOL
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READINGMEMORIAL HIGHSCHOOL
HAWKESFIELD HOUSE
Tax Map
Reading
FY 2023
±
0 100 200
Ft
33
1:2,400
3/2022
Parcels current as of 1/1/23
Zoning approved 4/27/17.
This map is for assessment
purposes only and is not
intended to be used in place
of an actual survey or legal
description of the property.
Legend
Town Boundary
Parcel
Town Owned Land
Town Building
Roads
Bridge
Paved
Unpaved
Railroad
61 58 595053544737
18913
2
Massachusetts
BLEACHERSBLEACHERS
TEAM AREAS / TEAM AREAS /
DUGOUTSDUGOUTS
70 Milton Street | Dedham, MA 02026-2915
(781) 326-2600 | activitas.com
Birch Meadow Park/Phase 2 Renovations
Town of Reading | Reading, MA
FORTY-NINE (49) TOTAL FORTY-NINE (49) TOTAL
PARKING SPACESPARKING SPACES
TEN (10) TOTAL PARKING TEN (10) TOTAL PARKING
SPACESSPACES
FORTY-FIVE (45) TOTAL FORTY-FIVE (45) TOTAL
PARKING SPACESPARKING SPACES
200’ RIVERFRONT 200’ RIVERFRONT BUFFERBUFFER100’ RIVERFRONT 100’ RIVERFRONT BUFFERBUFFERBASKETBALL BASKETBALL
COURTSCOURTS
PLAYGROUNDPLAYGROUND
STORAGE UNITSTORAGE UNIT
ASPHALT ASPHALT
WALKWAYSWALKWAYS
READING MEMORIAL READING MEMORIAL
HIGH SCHOOLHIGH SCHOOL
TEAM AREAS / TEAM AREAS /
DUGOUTSDUGOUTS
BLEACHERSBLEACHERS