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HomeMy WebLinkAbout2023-10-19 School Committee PacketOpen Session 7:00 p.m. Reading Memorial High School Library Reading, MA Reading Public Schools School Committee Meeting Packet October 19, 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: 2023-10-19 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. Recognition of Class of 2024 National Merit Scholars 2. 2023-2024 Massachusetts Association of School Superintendents Certificate of Academic Excellence Consent Agenda 1. Minutes (10-05-2023) 2. Friends of RMHS Cheer Donation 3. Friends of Reading Field Hockey Donation 4. Friends of Reading Football Donation (5) 5. Reading Parents Supporting Student Theatre Donation (3) Warrant Reports 1. 10-05-2023 2. 10-12-2023 Reports 1. Student 2. Assistant Superintendent of Teaching & Learning 3. Director of Finance & Operations 4. Superintendent 5. Liaison/Sub-Committee 7:20 p.m. E. New Business 1. ARC K-2 Implementation Deep Dive including Hill for Literacy Training a. Targeted Professional Development b. Collaboration with Implementation Team 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 c. Communication with and Education of the Community d. Ongoing Monitoring of Curriculum Implementation e. Responsive Adjustment of Implementation Supports 2. FY23 End-of-Year Financial Update including Budget Transfer Vote (if necessary) a. Standard Update (Cost Center End-of-Year Status, End-of-Year Return of Funds to Town, Revolving Accounts, & Student Activity Accounts) b. Special Education Reserve Fund Update 8:30 p.m. G. Executive Session 1. To discuss strategy with respect to collective bargaining if an open meeting may have a detrimental effect on the bargaining position of the public body (Reading Teachers Association, Reading Paraeducators Association, and Reading Administrative Secretaries Association) as an open meeting will have a detrimental effect on the bargaining position of the Reading School Committee. F. Information / Correspondence 1. “RE: Dog park at birch meadow” – John Sullivan 9:30 p.m. Adjourn **Times are approximate Join Zoom Meeting https://readingpsma.zoom.us/j/86577254707 Meeting ID: 865 7725 4707 One tap mobile +16469313860,,86577254707# US +13017158592,,86577254707# US (Washington DC) Consent Agenda Reading Public Schools School Committee Meeting Packet October 19, 2023 TO: Reading School Committee FROM: Dr. Thomas Milaschewski, Superintendent DATE: October 17, 2023 RE: National Merit Scholars Congratulations to RMHS students Ruby R. Allen, Caylyn P. Heroux, Brendan Hoffman, Maureen Manning, Vedant S. Narayan, William C. O’Connor, Lily A. Powell, and Hannah Wiggins who were recently named National Merit Commended students and to Yiyang “Ian” Xiao who was named as a National Merit Semifinalist. These awards are presented to students with the most competitive PSAT scores across the country. During the October 19th School Committee meeting, we will recognize these students publicly. Reading Public Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 F 781 942 9149 TO: Reading School Committee FROM: Dr. Thomas Milaschewski, Superintendent DATE: October 17, 2023 RE: 2023-2024 Massachusetts Association of School Superintendents Certificate of Academic Excellence At the October 19th School Committee meeting we will recognize the recipients of the 2023 Massachusetts Association of School Superintendents’ Certificate of Academic Excellence. This annual award honors seniors across the state who have demonstrated distinguished academic performance and personal contributions to their high school communities. This year’s RMHS recipients are Isabella Ring and Mark Malley. As we present their awards, we will highlight some of Isabella and Mark’s academic accomplishments and contributions to the RMHS community. Reading Public Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 F 781 942 9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: October 17, 2023 RE: Vote to Accept Friends of RMHS Cheer Donation Please vote to accept a donation of $3,000 from the Friends of RMHS Cheer. This donation is in support of the choreography services for the 2023 competition season. Please find attached the donation letter from Connie DiMeo on behalf of the Friends of RMHS Cheer. 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 17, 2023 RE: Vote to Accept Friends of Reading Field Hockey Donation Please vote to accept a donation of $2,000 from the Friends of Reading Field Hockey. This donation is in support of compensating the Assistant Coach Amy Mirasolo. Please find attached the donation letter from Peter Lakin on behalf of the Friends of Reading Field Hockey. 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 17, 2023 RE: Vote to Accept Friends of Reading Football Donation Please vote to accept a donation of $2,702.49 from the Friends of Reading Football. This donation is for the purpose of paying Coach David Erwin for the 2023 Fall football season. Please find attached the donation letter from Jim Murphy on behalf of the Friends of Reading Football. 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 17, 2023 RE: Vote to Accept Friends of Reading Football Donation Please vote to accept a donation of $2,702.49 from the Friends of Reading Football. This donation is for the purpose of paying Coach Brian Skeffington for the 2023 Fall football season. Please find attached the donation letter from Jim Murphy on behalf of the Friends of Reading Football. 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 17, 2023 RE: Vote to Accept Friends of Reading Football Donation Please vote to accept a donation of $2,702.49 from the Friends of Reading Football. This donation is for the purpose of paying Coach Dean Sacca for the 2023 Fall football season. Please find attached the donation letter from Jim Murphy on behalf of the Friends of Reading Football. 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 17, 2023 RE: Vote to Accept Friends of Reading Football Donation Please vote to accept a donation of $2,702.49 from the Friends of Reading Football. This donation is for the purpose of paying Coach Martin Leik for the 2023 Fall football season. Please find attached the donation letter from Jim Murphy on behalf of the Friends of Reading Football. 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 17, 2023 RE: Vote to Accept Friends of Reading Football Donation Please vote to accept a donation of $2,702.49 from the Friends of Reading Football. This donation is for the purpose of paying Coach Nick DiNapoli for the 2023 Fall football season. Please find attached the donation letter from Jim Murphy on behalf of the Friends of Reading Football. 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 17, 2023 RE: Vote to Accept Parents Supporting Student Theatre Donation Please vote to accept a donation of $3,000 from the Reading Parents Supporting Student Theatre. This donation is in support of a stipend to be paid to Bobby Smithney as the Improv Advisor for the Reading Drama Club 2023-2024 season. Please find attached the donation letter from Josh Goldlust on behalf of the Reading Parents Supporting Student Theatre. 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 17, 2023 RE: Vote to Accept Parents Supporting Student Theatre Donation Please vote to accept a donation of $1,500 from the Reading Parents Supporting Student Theatre. This donation is in support of a stipend to be paid to Leia Richardson as the Playwright Advisor for the Reading Drama Club 2023-2024 season. Please find attached the donation letter from Josh Goldlust on behalf of the Reading Parents Supporting Student Theatre. 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 17, 2023 RE: Vote to Accept Parents Supporting Student Theatre Donation Please vote to accept a donation of $750 from the Reading Parents Supporting Student Theatre. This donation is in support of a stipend to be paid to Natalie Cunha as the Shakespeare Society Advisor for the Reading Drama Club 2023-2024 season. Please find attached the donation letter from Josh Goldlust on behalf of the Reading Parents Supporting Student Theatre. 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 New Business Reading Public Schools School Committee Meeting Packet October 19, 2023 TO: Reading School Committee FROM: Dr. Sarah Hardy, Assistant Superintendent for Learning and Teaching DATE: October 17, 2023 RE: ARC K-2 Implementation Deep Dive including Hill for Literacy Training During the 10/19 School Committee meeting, we will present the implementation plan for ARC Core. The presentation can be found 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 ARC Core Implementation Plan October 19, 2023 Plan for ARC Core School Committee Updates During 23/24 Tonight’s presentation topics ●Information about first few weeks regarding K-2 Implementation ●Overview of Implementation Plan for ARC Core December presentation topics ●Early Literacy Screening and Literacy Intervention Plan ○Overview of new screening tool; process for family communication and intervention plans ○Sharing of plan for literacy intervention based on screening tool and IRLA data February presentation topics ●Update on Implementation Plan for ARC Core - What are we seeing in classrooms? Instructional Vision for Literacy in RPS - Working Draft In Reading Public Schools, all our classrooms are literacy classrooms, where students see themselves as readers and writers across genres and content areas. In our classrooms, educators deliver effective, evidence-based literacy instruction that is accessible and equitable for all students. Educators develop students’ word recognition and language comprehension to foster skilled readers and critical thinkers who: ●communicate ideas and theories about text through reading, writing, speaking, and listening, ●build knowledge to extend understanding and perspective related to themselves, others, and the world around them, ●utilize their literacy skills to be high level thinkers, debaters, and analyzers, and ●engage in authentic tasks and dialogue that demonstrate the ability to analyze and reason, defend a thesis, and expand on others’ ideas in connection with real world problems and situations. Process for Adoption of New Curricular Resources Targeted Professional Development: Grades K-2 Year 1 Focus: What does this look like in the classroom? ●Setting up materials and learning about the format and structure of teacher-facing materials ●Calibrating on routines and expectations ●Supporting understanding about the shifts (how, what, when) in teaching foundational skills throughout the year ●Learning about the important features and purpose of knowledge-building curriculum ●Understanding assessments, learning how to administer, and how to interpret and target practice based on the results Targeted Professional Development: Grades 3-5 Year 2 Focus: What does this look like in the classroom? ●Delving deeper into instructional materials to leverage to knowledge-building aspects of the program ●Understanding the alignment of materials to grade level standards and expectations ●Utilizing the IRLA to monitor student progress and target individual supports for students ●Coaching on strategic instruction (IRLA, Toolkits, Power Goals, equitable conferencing) with ARC team ●Focusing on writing in collaborative Friday workshops Targeted Professional Development: Leadership Team Focus: What should this look like in the classroom? ●Understanding how to use the IRLA to monitor student growth and support instruction at a building level ●Improving feedback to teachers about instructional methods employed ●Collaborative planning around improvement using quick PDSA (Plan, Do, Study, Act) Cycles ●Participating in Learning Walks focusing on patterns and trends across schools/grade levels ARC Professional Development Details ●10 coaching visits from ARC coach per school ●10 days of training and coaching with building leaders ●Collaborative workshops (Fridays) and District In-Service days ●Participation in a network with school leaders in other districts utilizing ARC Core Additional PD Opportunity ●RPS is partnering with The Hill for Literacy to offer educators the opportunity to participate in their Science of Reading Professional Learning Series. ●The series contains 10 modules which integrate current research and translates it into classroom application. Teachers and leaders will learn in detail about how students acquire foundational reading skills. ARC Core Implementation Team Purpose is to support and monitor implementation FOCUS for 23-24: Communication and Feedback ●Communication and feedback loops created in each building and regularly carried out between teachers and implementation team members ●Communication with publisher for supports, clarifications and revisions ●Communication with families and community around shifts in language, practices, skills Communication with Families and Community ●Building-based communication being built collaboratively between school leaders ●Curriculum Shifts ○Focus for implementation team this year ●Grades/Assessments - Revised indicators for grades 3-5 report card; K-2 will be revised June 2024; Teachers will use strengths and areas for growth from IRLA results when communicating with families about progress in reading Ongoing Monitoring of Curriculum Implementation Year 1 and 2 focus - What do we see in the classroom? ●Use of walkthroughs and observations to monitor for the following ○Use of new materials ○Application of new instructional methods and routines ○Evidence of student voice and work as central to learning ●Review of student work products with teachers and leadership team ●Examination of teacher use of IRLA and School Pace to capture student learning, including routines for data collection, to monitor strategic instruction Year 2, 3 and beyond - How well is it working? How can it be improved? ●Review of student growth and achievement ●Review of important indicators, such as IEP referrals and DIBELS results over time ●Collection of staff and student feedback ●Analysis of Implementation Team Communication Loops Responsive Adjustment of Implementation Supports A part of any implementation plan is the ability to be nimble and adjust supports based on patterns and trends that emerge from ongoing monitoring. A few examples of adjustments we’ve made are: ●Initiation of K-2 training in the Spring of 2023 ●Creation of a leadership focus in 22/23 on grade 3 ●Reworking coaching plan with the publisher to maximize in-person, school-based coaching ●Using Elementary Workshop time to collaborate in grade levels to focus on writing (student work analysis and calibration within our district) Update on ARC Core in first 7 weeks of school ●IRLA Assessment near complete (97%) ●Currently teaching Unit 1 - consistent routines, structures in place ●Strategic instruction starts for all next week - grades 3-5 are already underway ●Unit 2 launch in late October - Informational Research ●By end of October, all schools will have had 3 coaching sessions Early Observations ●Strong routines and structures in place K-5 ●Grades 3-5 are building on instructional practices for a more robust implementation in year 2 ●K-2 teachers have jumped in and managed learning a new framework for instruction and assessment system in 7 weeks ●Some specific highlights: ○Using the IRLA and the DIBELs in tandem to examine specific skills gaps is a game changer - Grade 3 teacher ○ARC Core has everything you need in one place - Grade 1 Team of Teachers Additional Resources RPS Curriculum Review Process ARC Core and the Science of Reading ARC Thematic Units in RPS 1 | P a g e TO: Reading School Committee CC: Dr. Thomas Milaschewski, Superintendent of Schools DATE: October 19, 2023 FR: Derek Pinto, Director of Finance and Operations RE: FY23 End-of-Year Financial Summary Report At the School Committee’s next public meeting on Thursday, October 19, 2023, a summary of the Fiscal Year 2023 will be presented. The School Department met all FY23 financial obligations within the total appropriation of $51,783,363 and closed the fiscal year with a fund balance of $102,002 which has been turned back to the Town’s Free Cash fund. A summary of FY23’s financial activity by cost center is found in the table below and reflects appropriated budgets, voted budget transfers, revised budgets, expenditures, encumbrances, pending budget transfers, and the year-end fund balances by Cost Center: The FY23 fund balance of $102,002, which represents 0.20% of the total School Department’s appropriated budget, is the lowest balance turned back to the town in the last five years, as illustrated in the chart below: 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 | P a g e As described in the first three quarterly reports, efficiencies and savings generated from staffing exchange and special education out of district savings were identified early and allocated throughout the year to increase instructional and medical services to students, to gain operational efficiencies, to develop space for much needed professional collaboration and small group instruction and to maintain our five-year technology renewal cycle the purpose of this chart is to note some samples of the largest spending increases or reductions on the Revised vs. Actual Budget in each Cost Center. School Dept Cost Center Change Difference Revised vs. Actual (in thousands) Notes Administration HR Consulting Services ($32.7) Scan/digitize student records project HR/Fin Personnel ($20) Personnel additions Telephone Usage $10 Regular Day ELL Teachers ($63) Personnel additions Admin Software Licenses ($52) Increased software costs, incl: cybersecurity Regular Education Teachers $485 Combined across district (approx.) Paraprofessionals $93 Combined instructional paras only (approx.) Special Education SPED Pupil Transportation ($163K) SPED Instructional Material ($67) Private Day Residentials $784 SPED up from FY22, placements pending Facilities Sick Leave Buyback ($19) Custodian Substitute $24 Custodial Equipment $17 Health Nurse ($16) Increase in nursing staff wages Nurse Substitutes $14 Athletics Athletic Coach ($11) Athletic Facility Rentals $11 Extra-Curricular Transportation Extracurricular ($4) Revolving Fund Support $16 Spent less than anticipated Technology Non-Instruc Computer Equip ($18) WiFi cable upgrades Telephone Repair Service ($10) Infrastructure equipment Software Licensing & Support $17 Note: Bracketed expenditures were greater than anticipated, positive numbers are savings vs. revised budget The FY 23 Financial Summary is presented into two sections on the pages that follow: I. Recommendations for Budget Transfers II. Financial Summary of Grants and Revolving Accounts Please contact me if you have any questions or would like additional information about the FY23 End-of-Year Financial Summary. 3 | P a g e I. Recommendations for Budget Transfers between Cost Centers for End-of-Year Reconciliation Please note, the last budget transfer was approved by the School Committee in May and consisted of projected year end balances. There were shifts and changes in actual expenditures as the school and fiscal years came to a close. Please find an end-of-year “housekeeping” request to transfer funds to ensure that Cost Centers’ balances reflect a zero or positive balance in keeping with School Committee policy. Recommendations for Budget Transfers: Transfer from: $204,290 from Regular Day Transfer to $187,272 to Special Education $14,009 Administration $3,009 to Athletics Note: Differences in dollar amounts due to rounding on the Financial Summary Table. II. 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 FY23 End-of-Year Financial Summary for each grant. Grants All FY23 grants awarded to the Reading Public Schools have been approved by the School Committee. Some grants are expended across fiscal years: 4 | P a g e Spending deadlines for the grants are below: Descriptions and acceptable uses of each State and Federal grant follow: 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, and instructional services related to Boston resident students attending Reading Public Schools (RPS) through participation in the METCO program. • Department of Public Health: Provides for mandated screenings, professional development, and substitute coverage for nurses. • Afterschool and Out-of-School Time (ASOST): The purpose of this federal grant is to continue funding for subgrants and wraparound support for ASOST programs. The goal is to help ASOST programs strengthen the quality of services, improve learning, social-emotional outcomes, and access to enrichment opportunities. • Robotics Earmark: These grants were provided to school districts for educational improvement projects. In RPS, the plan was to use the funds to purchase new equipment for the shop to both replace older machines and expand our manufacturing capabilities. • Proficiency-based Outcomes in Languages Other than English: This program is DESE support for World Language (WL), Heritage Language (HL), Dual Language (DL) and English Language Learner (ELL) programs and districts that wish to support or improve such programs in pre-K, elementary, and/or secondary schools. • Innovation Pathways Planning: The purpose of this competitive grant was to provide Innovation Pathway program resources to applicants who wanted Innovation Pathway designation from DESE. • MyCAP Development: The purpose of this targeted grant opportunity is to provide supplementary support to school districts currently engaged in or interested in beginning implementation of My Career and 5 | P a g e Academic Plan (MyCAP). MyCAP is a student-driven process designed to ensure all students graduate from high school college and career ready. • MassHire Education/Science Technology Engineering Math (STEM): The MassHire Grants were for senior student internships. Seniors were placed into paid internships in either education or STEM related fields. The education students were embedded in our pre-school and elementary schools in RPS. • New England Dairy & Food Council: Given to implement a program to increase access to and the consumption of low-fat and fat-free dairy products and increase average daily meals served. Includes equipment. Note – although not a grant, DESE reimburses school districts for a portion of out of district tuition placement and transportation costs. In FY23, DESE will defray $1,601,098 in tuition and transportation costs, charging those expenses directly to the Circuit Breaker reimbursement fund. The end-of-year balance is expected to be zero. 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 IIA: Provides supplemental resources to school districts to support systems of support for excellent teaching and leadership. 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, safe and healthy students, and 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 program administration, special education teachers, 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. • IDEA 274: Provides professional development for clinical staff in the areas of grief and loss in a school setting, social emotional curriculum that is accessible online as well as in person and professional development on anxiety to assist students who have pre-existing or new onset anxiety. • ARP 252: Addresses challenges related to the pandemic including: school re-entry, disruption in the education of children with disabilities, mental health service, 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 6 | P a g e educational outcomes for students. Funds from this grant are allocated to fund student assessment, induction, and transition programs. • ESSER II: Addresses learning loss and provides mental health services and support. These funds are allocated to pay for special education teachers, adjustment counselors and tutors and social-emotional curriculum. • ESSER III: Helps schools safely reopen and respond to the academic, social, emotional, and mental health needs of all students, particularly those disproportionately impacted by the COVID-19 pandemic. These funds are allocated to pay for team leaders, special education teachers, adjustment counselors and tutors. • Accelerated Math: Professional development for K-2 math implementation, print resources for those grade-levels, 1-year digital access for K-2, additional PD for year 2 supports, and additional teacher manual copies to ensure all staff (special education included) have access to the curriculum resources. Revolving Funds Special Revenue Funds are comprised of fee-based programs, extracurricular activities, and donations. The two User-fee programs with the largest end-of-year balances include Food Services, Full-Day Kindergarten and Extended Day. Food Services, Athletics and Extended Day had the greatest decreases in balance in FY23, While Driver’s Education and Special Education tuition had the greatest gains. Athletics • Transportation expenses increased substantially in the post-COVID lockdown era, with a greater number of student teams travelling to events. • Salary support increased and donations were down slightly from FY22. Band • A journal entry accounting error is being investigated and addressed. Extended Day • Salary/wage adjustments for head/assistant teachers, and a program coordinator. As no cost-of-living adjustments had been made in the last ten years, wages were adjusted to reflect the current climate and the ED program was able to increase its staffing level to meet the demand of increased student participation. RISE Preschool • Spent 20K more than expected - libraries and bookshelves were purchased for each classroom. Food Services (School Lunch) expenses can be attributed to the following: • Filling of vacancies and wage adjustments for cafeteria services workers, and managers • Increases in food costs including bread, milk, and groceries. • New equipment purchase, installation, and repair for multiple kitchens across the district. • Less reimbursement was received as the method of reimbursement decreased despite our increase in participation. We anticipate a higher rate of reimbursement in FY24 as a result of some changes in the calculation methodology that will be positive for us. 7 | P a g e The table that follows provides a FY23 financial overview of all Reading Public Schools’ fee-based programs, including beginning year balances, FY23 expenditures and encumbrances, and end year balances, along with the gain/loss for the fiscal year: In addition to user-fee programs, Reading Public Schools has established donation revolving accounts for each school and special education programs. Please find the FY23 activity for these funds in the table provided below: The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow To: Reading School Committee From: Derek Pinto, Director of Finance and Operations Date: October 19, 2023 Re: Department of Elementary and Secondary Education – FY23 End-of-Year Report (EOYR) Please find enclosed a copy of the Department of Education Elementary and Secondary Education’s FY23 End-of-Year Report. The purpose of the annual EOYR is to meet Education Reform and state aid compliance, adhere to Federal requirements, and provide data for statistical analysis by the Commonwealth of Massachusetts for determining: • Per pupil spending • Average teacher salaries • School choice and non-resident vocational tuition rates • Charter school tuitions • Indirect cost rates • Maintenance of effort • Special education expenditures • District reviews The EOYR is a thorough accounting of all sources of revenues received by the School Department and all expenditures made by and on behalf of the schools. The EOYR is enclosed in the School Committee packet, for your information, accompanied by a copy of the Agreement Between the Town of Reading and the Reading Public Schools for the Allocation of Costs. Below is an overview of revenues, expenditures, net school spending and average teacher salaries and reported FTEs for the period of FY21 through FY23. Thomas Milaschewski, Ed.D. Superintendent of Schools Sarah Hardy, Ed.D. Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 Jennifer A. Stys, Ed.D. Assistant Superintendent for Student Services Kurtis Martin Director of METCO Derek Pinto, Ed.D. Director of Finance & Operations Michelle Roach Director of Human Resources The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability. TO: Reading School Committee CC: Dr. Thomas Milaschewski, Superintendent of Schools DATE: October 19, 2023 FR: Derek Pinto, Director of Finance and Operations RE: Special Education Reserve Fund Report In accordance with the requirement of School Committee Policy DBDA (Special Education Reserve Fund), which is to be used in alignment with M.G.L. 40:13E. It is meant to provide for unanticipated or unbudgeted costs in the following areas: 1. Special Education 2. Recovery High School Programs 3. Out-of-District Tuition 4. Out-of-District Transportation The Special Education Reserve Fund (SERF) can accrue up to 2% of Net School Spending (as reported to the Department of Elementary and Secondary Education) and will only be used for the above noted reasons. The table below indicates the balance of the fund, the total of Net School Spending (NSS) and the percentage of NSS that the SERF represents. 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 Information/Correspondence Reading Public Schools School Committee Meeting Packet October 19, 2023 From:Wise, Thomas To:John Sullivan Cc:Milaschewski, Thomas; Lejeune, Olivia Subject:RE: Dog park at birch meadow Date:Friday, October 6, 2023 9:07:03 AM John – Good morning. Thank you for sharing your thoughts below. As you may have seen, the Committee expressed their concerns with the plan which included: 1. Using the land for dogs would greatly restrict the play area for the students. That would be on top of the land limitations already imposed by the Modular Classrooms. 2. The land use would potentially restrict the future expansion of Birch Meadow Elementary if we can’t build Killam to suit all the future needs of the District. 3. The land use would restrict Birch Meadow Phase 2 parking that was previously promised to the ARPA Committee. Mr. Cool has spent a good deal of time researching and advocating for a dog park around Reading. Thus, it was the responsible thing to hear the request, but we ultimately agreed it was not the right thing for us to do as the School Committee at Birch Meadow Elementary. Thank you. Thomas Wise Reading School Committee Email: thomas.wise@reading.k12.ma.us SC Distribution List: schoolcommittee@reading.k12.ma.us Mobile: (617) 869-6825 Reading Public Schools Website: https://reading.k12.ma.us When writing or responding, please remember that the Secretary of State's Office has determined that email is a public record. This communication may contain privileged or other confidential information. If you are not the intended recipient or believe you have received this communication in error, please do not print, copy, retransmit, disseminate, or otherwise use the information. Also, please indicate to the sender that you have received this email in error and delete the copy you received. From: John Sullivan <johnsullivan3@gmail.com> Sent: Thursday, October 5, 2023 6:25 PM To: DG School Committee <SchoolCommittee@reading.k12.ma.us> Subject: Dog park at birch meadow CAUTION: This email originated from outside of Reading Public Schools. Do not click links or open attachments unless you recognize the sender email address and know the content is safe. Taking away the best outdoor play area at Birch Meadow to put in a dog park that nobody seems to want is a terrible idea. Please vote not to entertain this proposal. Thank you, John Sullivan, Weston Rd.