HomeMy WebLinkAbout2023-12-14 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
December 14, 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.
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2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2023-12-14 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
7:05 p.m. E. New Business
1. Vote to Approve 07-01-2024 through 06-30-2027 Reading
Facilities School Custodians Contract
2. Vote to Approve 07-01-2024 through 06-30-2027 Reading
Administrative Secretaries Association Contract
7:10 p.m. B. Public Comment
Focus on Excellence
1. Birch Meadow Composting Program
Consent Agenda
1. Minutes (11-30-2023)
2. Wrestling Tournament Field Trip Approval
3. Friends of Reading Rockets Hockey Donation
4. Golf Equipment Donation
5. Acceptance of FY24 Individuals with Disabilities Education Act Part
B (IDEA) Federal Targeted Special Education Program
Improvement Grant Award
Warrant Reports
1. 11-28-2023
2. 12-07-2023
Reports
1. Student
2. Director of Finance & Operations
3. Assistant Superintendent of Teaching & Learning
4. Superintendent
5. Liaison/Sub-Committee
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
7:40 p.m. E. New Business
3. Northeast Education Consortium Budget/Facilities Issue
Presentation and Discussion
4. Q1-FY24 Human Resources Update
5. Q1-FY24 Financial Update
6. FY25 School Committee Budget Priorities Discussion
7. Dyslexia Early Identification, Notification, and Escalation Process
Review and Discussion
F. Information / Correspondence
1. Liberman, Rebecca – “RE: Please make the first day of Rosh
Hashanah and the day of Yom Kippur days off from school”
9:30 p.m. Adjourn
Join Zoom Meeting
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Consent Agenda
Reading Public Schools
School Committee Meeting Packet
December 14, 2023
Town of Reading
Meeting Minutes
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2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2023-11-30 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:
Tom Wise, Sarah McLaughlin, Shawn Brandt (remote), Erin Gaffen, Charles
Robinson and Carla Nazzaro
Members - Not Present:
Others Present:
Assistant Superintendent Dr. Sarah Hardy (remote), Assistant
Superintendent Dr. Jennifer Stys, Superintendent Dr. Thomas Milaschewski
and Student Sachi Selvakumar
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.
Roll Call into session – Mr. Brandt – here, Mr. Robinson – here, Mrs. Gaffen – here, Ms.
McLaughlin – here, Mr. Wise – here, and Mrs. Nazzaro – here.
E. New Business
1. Vote to Approve 09-01-2024 through 08-31-2027 Reading Teachers Association Contract
Mr. Wise noted contract negotiations with the Teachers Association have concluded for
the contract starting next September through August of 2027. Thank you to the union for
a productive and collaborative process and thank you to Dr. Milaschewski, Ms. Jessica
Bailey and the staff. The following key financial terms and notes were shared regarding
the contract:
• COLAs of 2.75/3.25/4.00 for FY25/FY26/FY27
• Longevity was added in Years 15, 20, 25, 30, and 25 with amounts of $500, $750,
$1000, $1250, and $1500.
• Addition of an M45 Lane.
• Reduction of after-school meetings in December, April, and one other month at
the discretion of the administration.
• Adjustments to the Parental Leave language, including up to 20 days for non-
birthing parents.
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• Extended working year for High School Guidance Counselors to account for
Schedule Building and Adjustments.
• Continuation of the Joint Labor Management Committee on Workload for Special
Education Teachers & Service Providers.
• Continuation of the Joint Labor Management Committee but with a focus on the
newest DESE Teacher Evaluation Rubric with the goal of implementation in FY25.
• Creation of a Joint Labor Management Committee to focus on Safe Schools.
• Creation of a Joint Labor Management Committee to focus on Stipends and an
efficient Club Creation/Dissolution Process.
• Creation of a Joint Labor Management Committee to focus on Nursing related
concerns.
Mr. Wise also thanked the Finance Committee and Town Manager for their support.
Mrs. Gaffen motioned to approve the 9-1-2024 through 8-31-2027 Reading Teachers
Association contract, seconded by Mrs. Nazzaro. Mr. Wise added this is currently a
Memorandum of Understanding which will be turned into a contract. This also must be
approved by the Town Manager who is present on Zoom with us tonight.
Roll Call Vote – Mr. Brandt – yes, Mr. Robinson – yes, Mrs. Nazzaro – yes, Mrs. Gaffen –
yes, Ms. McLaughlin – yes, Mr. Wise – yes, Town Manager Mr. Fidel Maltez – yes. The
vote passed 7-0.
B. Public Comment
Public Comment – None
Focus on Excellence
1. Spring 2023 State Champion Boys Lacrosse Team – Dr. Milaschewski welcomed and
congratulated Coach Hardy and the RMHS Boys Lacrosse Team for their Division II State
Championship win in June. RPS believes this represents the strongest level of team
athletic accomplishment and we are excited to recognize this achievement tonight at
the highest level of the district. It is important to note how well the team did in the
classroom embodying what it means to be a student athlete and the way the team
carries themselves in the community as they are held to a high standard by Coach
Hardy. Thank you to Coach Hardy who has been the only Reading Boys Lacrosse coach in
history since the program began in 2001 and thank you to the strong coaching staff: Rob
Parkins, David Lautman, Brendan Murphy, Jackson Fritz and Doug Gibbs. Dr.
Milaschewski acknowledged the team captains: Robbie Granara, Finn Granara, Ethan
Haggerty, Mark Boyle, and Mike Miele. Coach Hardy had the opportunity to speak in
front of the School Committee about the team and their successful season.
Consent Agenda
1. Minutes (11-02-2023)
2. RMHS Field Trip Approval
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3. Best Buddies Donation
4. Friends of Reading Soccer Donation
5. Special Olympics Unified Champion Schools Donation
6. Coolidge PTO Donation
7. Donors Choose Intent to Donate
8. Accept FY24 Safe and Supportive Schools Grant Award
9. Revised FY24 Enrollment Update
Warrant Reports
1. 11-02-2023
2. 11-09-2023
3. 11-16-2023
4. 11-22-2023
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Robinson.
Roll Call Vote – Roll Call Vote to approve the consent agenda, Mr. Brandt – yes, Mr.
Robinson – yes, Mrs. Nazzaro – yes, Ms. McLaughlin – yes, Mrs. Gaffen – yes, and Mr.
Wise – yes. The vote passed 6-0.
Reports
1. Student – Sachi Selvakumar provided the following highlights:
- RMHS held the Thanksgiving pep rally organized by the Student Council
where the State Championship Field Hockey team and all fall athletics were
recognized. The Student Council also put on an amazing Veterans Day
ceremony honoring local veterans in the community.
- Acknowledgement of the RMHS Students of the Month and seniors
demonstrating leadership and core values who have been recognized by
RMHS teachers.
- RMHS Drama had a great showing of Something Rotten! Shout out to Ms.
Cunha and Dr. Mosher for another successful show.
- The RMHS marching band won the NESBA Division I State Championship. This
is the marching bands third straight state championship!
- The Unified Basketball team had their end of season banquet where all the
students were recognized. Thank you to Mrs. Herlihy for her hard work
organizing this season.
- Tryouts for winter athletics are underway and competitions start within the
next two weeks.
- Students are amid quarter two with mid-term exams happening in January.
- Mr. Wise noted the first student advisory committee meeting took place
tonight and it was quite productive.
2. Assistant Superintendent of Teaching & Learning – Dr. Hardy announced the social
emotional learning curriculum review team has officially launched. Thank you to Ms.
Jillian Gately and Ms. Erica McNamara for their work on the team. We will keep the
committee updated on progress.
3. Assistant Superintendent of Student Services – Dr. Stys thanked Mrs. Tara Herlihy
and the YMCA for their work with Unified Sports this season. Thank you to Ms. Kelly
DiCato and Ms. Lisa Studer for the training they provided tonight for early childhood
community partners.
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4. Superintendent – Dr. Milaschewski let the committee know the second annual RPS
community report should be arriving in mailboxes in the next few days. Please let us
know if you do not receive a copy so we can make sure a copy is provided.
5. Liaison/Sub-Committee
a. Mr. Brandt – The Select Board will be appointing a screening committee for the
Town Manager search and an interim Town Manager is expected to be
appointed on Tuesday. The Audit Committee received a clean audit report.
b. Mr. Robinson – The Charter Review Committee met twice and has started going
through different sections of the charter. Eventually the School Committee will
be invited to offer some feedback on sections of the Charter pertaining to the
schools.
c. Mrs. Nazzaro – The Killam School Building Committee met with the designer
selection panel for a review of applications. There were four submissions of
which one company was not selected for review due to how much work they
currently have. Three companies were selected to give a presentation and
interview with the team. Lavallee Brensinger Architects (LBA) was selected as the
design company, and they are signing off on the contract today. Mr. Maltez’s
position on the committee will be handed over to the Interim Town Manager.
d. Mrs. Gaffen – The District Wellness Committee had their first meeting and
focused on nutrition and getting more students to eat breakfast. It was noted
breakfast is free at middle and high school everyday. The Food Service
Department is looking into establishing a cart service for students to grab and
go. Overall, the committee is encouraging movement for students and teachers.
The Coalition met and focused on social emotional work for students and the
YRBS survey. Mrs. Gaffen also noted this weekend is the REF Festival of Trees.
e. Ms. McLaughlin – The Dickens Faire is coming up on December 9th.
f. Mr. Wise – Mr. Brandt covered the audit report which came in clean. Mr. Wise
added that the audit of Athletic receipts was also clean with a very low
percentage of cash receipts vs. ACH, Check, and Credit Card.
E. New Business
2. Learning Center Program Review Presentation & Discussion
Dr. Stys and Director of Special Education Allison Wright presented on the Learning Center
Executive Summary. Dr. Stys stated this presentation is a summary of the report and the
first few slides set the stage and explain why there is urgency around these program
reviews. The evaluators commended the district’s commitment to completing program
reviews and for the work being done to make sure all special education staff have had
training in reading and the brain. The evaluators also noted the districts collaboration with
families.
The evaluators noted general observations and needs within the district. Needs include
strengthening Tier 2 implementation and the student support team (SST) process,
defining the identity and purpose of learning centers, and refining the inclusion service
delivery. Along with needs, the evaluators provided recommendations to meet these
needs.
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This year, the community can expect a virtual presentation which is scheduled for
December 7th, staff training on the new IEP process as well as training for parents, a
training to help support parents with students in the middle school level so they thrive
socially and academically, and ongoing office hours to address questions and concerns.
The district has not decided if third party evaluators will be engaged for every program
review going forward. It was important to the district to have a third-party evaluator for
this initial go around with reviews and we are working with the program coordinators to
determine the next cycle of reviews.
The committee asked questions and discussed some of the following areas:
• Putting supports in place for students not on IEP’s needing an environment like the
Learning Center
• How are parents engaging? The team works closely with SEPAC and keeps them
informed. SEPAC also provides great feedback to us so we can address areas of
concern. This year we have seen a decrease in questions from parents.
Parents/caregivers go to Dr. Stys and Ms. Wright directly when they do have
concerns and a survey is provided to every family after every IEP meeting as follow
up.
• How do we clarify Tier 1 vs Tier 2? The team is working on a presentation to talk
about this specifically. They also work closely with SEPAC and individual schools to
make sure students are receiving the services they need. There is great
collaboration between Student Services and the Learning & Teaching team to
make sure support is in place for students.
• Through rigorous targeted instruction and evaluations, we are working hard to
make sure students receive services to meet their needs and programs are
effective.
• It is important to have transition support across all levels and to have built-in
support systems. We can see this lost at the middle and high school levels.
3. Community Math Pathways Committee Findings Presentation & Discussion
Dr. Hardy introduced Math Pathway Committee members joining tonight’s presentation.
The Community Math Pathways presentation will include an understanding of Math
Pathways, review of the Math Pathways Advisory Committee tasks, and strategies to
improve RPS Math Pathways as well as next steps and a timeline.
The committee objectives were to:
• examine the impact of middle school course placements determining the future
ceilings of students within advanced math courses,
• evaluate the discrepancy between student enrollment in advanced math courses
vs. school demographics,
• explore options for more advanced math course choices and interest-based
options for juniors/seniors,
• and increase opportunities for accessing various math courses.
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The committee had three main tasks:
1. Consolidate research and review sample pathways – There were several articles
reviewed and discussed relating to Math Pathways. As the committee reviewed
sample pathways they learned about alternative options. It is important to note
these are not potential replacements, but promising practices that could be
applied in Reading.
2. Review Reading data – RPS data shows disparities in students with disabilities,
African American/Black students, and Hispanic students.
3. Review the RPS Math Pathways – There are challenges with our current Math
Pathways. The middle school course placements determine the future ceilings of
students within advanced math courses. Current high school acceleration options
are not appealing to students and are not accessible to all. Students enrolled in
advanced courses are not reflected in school demographics. There are limits to
senior courses matching student post-secondary goals and aspirations.
As for the next steps, the committee is looking at strategies to improve Math Pathways.
Overall, there are six strategies provided:
1. Improve systems and structure that support student success in math.
2. Increase options for middle school acceleration in math.
3. Refine Grade 12 course selection for on-grade pathway.
4. Improve support for current acceleration points in high school.
5. Intentionally support students with disabilities, students of color and Hispanic
students along the Math Pathway
6. Improve communication about Math Pathways with students and families.
School Committee members noted this has been a conversation for a long time and it is
important to offer choices to students while also challenging students and getting them
where they need to be. The committee discussed creating flexibility for students to take
more challenging classes. If students have the math ability, we want this available to
them.
The committee was encouraged by the idea of bringing back the math lab as often
students who need the help do not seek the help needed.
G. Executive Session
Mrs. Gaffen motioned to adjourn to Executive Session and not return to open session to
discuss strategy with respect to collective bargaining on the bargaining position of the public
body (Reading Facilities School Custodians) as the chair declares an open meeting will have a
detrimental effect on the bargaining position of the Reading School Committee, seconded by
Mr. Wise.
Roll Call Vote – Roll Call Vote to adjourn to Executive Session, Mr. Brandt – yes, Mr. Robinson –
yes, Mrs. Nazzaro – yes, Ms. McLaughlin – yes, Mrs. Gaffen – yes, and Mr. Wise – yes. The vote
passed 6-0.
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https://www.youtube.com/watch?v=wx4R0wml-n0
Meeting Adjourned from regular session at approximately 10:10pm
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: December 12, 2023
RE: Vote to Approve a Wrestling Tournament Field Trip
Please vote to approve an out-of-state field trip to Nashua, NH for the RMHS Wrestling Team to
participate in a tournament. The trip will take place on January 6, 2024, from 6:00 am to 8:00 pm.
Please find attached the field trip approval form.
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: December 12, 2023
RE: Vote to Approve a Wrestling Tournament Field Trip
Please vote to approve an out-of-state field trip to Plaistow, NH for the RMHS Wrestling Team to
participate in a tournament. The trip will take place on January 20, 2024, from 6:00 am to 8:00 pm.
Please find attached the field trip approval form.
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: December 12, 2023
RE: Vote to Accept Friends of Reading Rockets Hockey Donation
Please vote to accept a donation of $2,000 from the Friends of Reading Rockets Hockey, Inc. This
donation is for the benefit of the two assistant coach positions.
Please find attached the donation letter from Board Member Stephen Lomanno.
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: December 12, 2023
RE: Vote to Accept Golf Equipment Donation
Please vote to accept golf equipment which has been donated by the Cleary Family for the benefit of the
RMHS Golf Team.
Please find below a list of items being donated:
1. Set of Golf Clubs w/ bag.
2. Set of irons in a box.
3. Set of wood clubs in a box.
4. Miscellaneous box of used golf balls.
5. Various golf hats and equipment.
6. Boxes of golf books.
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: Thomas Zaya, Assistant Principal for Athletics and Student Activities
DATE: December 12, 2023
RE: Golf Equipment Donation
Dear Dr. Milaschewski,
The Cleary Family of Reading has donated some golf equipment and books from their father that
recently passed away. The family has donated the following items to the RMHS Golf Team and the
students of RMHS. We would like to thank the family for this generous donation. Please see a list of the
items below.
1. Set of Golf Clubs w/ bag.
2. Set of irons in a box.
3. Set of wood clubs in a box.
4. Miscellaneous box of used golf balls.
5. Various golf hats and equipment.
6. Boxes of golf books.
Thank you,
Thomas Zaya
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: December 7, 2023
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 Individuals with Disabilities Education Act Part B (IDEA) Federal Targeted Special
Education Program Improvement Grant Award
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY24
Individuals with Disabilities Education Act Part B (IDEA) Federal Targeted Special Education Program Improvement
Grant in the amount of $32,060.
The purpose of the Fund Code 274 Individuals with Disabilities Education Act Part B (IDEA) Federal Targeted Special
Education Program Improvement Grant is to support schools and districts to implement IEP Improvement Project,
with a strong emphasis on transitioning to utilization of the newly revised forms and processes.
Thank you for your support with your vote to accept the FY24 Individuals with Disabilities Education Act Part B
(IDEA) Federal Targeted Special Education Program Improvement 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
New Business
Reading Public Schools
School Committee Meeting Packet
December 14, 2023
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
DATE: December 12, 2023
RE: Northeast Education Consortium Budget/Facilities Issue Presentation and Discussion
During the December 14th School Committee meeting we will discuss a budget/facilities issue at
Northshore Education Consortium (NEC). As you know, we are a member-district of NEC and I am
representing the district on the Board. In short, the school is in need of a comprehensive HVAC
renovation that will cost $11.5MM. NEC is proposing to fund the project through tuition increases
(initially covered through a $9.4MM loan) and a one-time assessment (around $2MM). During the
12/19 NEC Board meeting, we will be voting on whether to approve the loan with assurances that
obligations will be met through a combination of assessment, tuition increases, and budget cuts. If the
Board approves, we will also discuss the mechanism for determining the one-time assessment. While
NEC continues to refine these models, they are recommending the use of a tiered model based on
enrollment, leading to a one-time assessment of $32,000 for Reading. This assessment figure could
increase/decrease slightly if the recommended model were to shift.
I am including a few documents in the packet that may be of interest for you to gain additional context,
including an overview PPT of the HVAC project and the NEC annual report (still in draft form). Fran
Rosenberg, NEC Executive Director, will join our meeting on Thursday to answer any questions from the
School Committee.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
112 Sohier Rd. HVAC
Project
NEC Board Meeting December 6th, 2023
What are we asking the Board to approve today?
We are asking you to make a long-term investment in NEC, and the KOG school in particular,
and to avert a potentially catastrophic emergency closure of the KOG school.
We are recommending that you vote today to:
1.Approve a loan of $9.4MM with an approximate annual cost of $840K.
2.Accept the construction bid of $11,474,000 (with an expectation of value engineering)
3.Post a bid for the relocation of Recovery High School, with annual rent not to exceed
$225,000.
We are recommending that in order to do this districts will:
1.Make a one-time capital assessment (options to be presented)
2.Increase tuition rates (options to be presented)
2
What does this project include?
Although we have referred to this as an “HVAC” project, and it started as a
discussion and estimates based only on 1:1 HVAC replacement, by 2023 it had
expanded to meet building codes and address additional critical and costly
facility needs which had been repeatedly delayed since 2009
This project will result in the following:
•New HVAC system
•Full Roof replacement – Stripping roof, abatement, and complete insulated new roof.
•Electrical system upgrade to support HVAC
•Replacement of four boilers
•Add heat in stairwell and entryway
•Temperature control zone valves
•A safe roof access ladder
•Skylight replacement
Completion of this project will make this a much more functional space for
NEC/KOG for the next 20 years!
3
Why has project cost increased exponentially
even since the board voted to go forward in
May 2023?
•Since the pandemic, HVAC contractors have been flooded with work. The
demand for these services as well as the cost has risen exponentially because
of this.
•The majority of the work will have to be done on second shift. Finding
workers for second shift is a challenge, as mentioned there is plenty of work
and the second shift is not appealing to most.
•Only one quote given due to conditions listed above.
12/4/2023 Northshore Education Consortium 4
Review of Board Decisions to Date
•In 2009, Connell Consulting conducted a facilities assessment. They recommended
replacement of the HVAC system that was already past it's useful life. They also
pointed to the need to address other expensive issues, including 4 boilers, 18 zone
valves, the roof, the skylight, and aging electrical systems.
•In 2017, the NEC Board created a capital plan. The HVAC project was put on the
plan. Rough estimates indicated that this would be a $500,000- $1,000.000
project for a 1:1 direct replacement.
•In FY19, the system failed and we had to close KOG for 2 days during ESY. Spent
$50K on repairs and lost 2 days of tuition revenue ($87K).
•NEC decided to accelerate the timeline. The plan was to more aggressively fund the capital
plans but the pandemic happened and delayed this plan. We continued to spend resources
into maintaining a system that was increasingly faulty and expensive to repair.
12/4/2023 Northshore Education Consortium 5
Review of Board Decisions to Date Cont.
•In September of 2022 we hired the OPM, Atlantic Construction for an initial contract of
$224K.
•December of 2022 we hired the designer/engineer, BLW for an initial contract of $292K.
•In January of 2023 we reviewed the initial report and recommendations from BLW.
•Simple direct replacement is not advisable, the technology is significantly outdated.
•Presented with three viable options, all in the $5-6MM range.
•The recommended option was estimated at $6MM, this would completely modernize the system, bringing it
up to code and providing improved heating, cooling, and significantly improved ventilation, air quality, and
energy efficiency. This estimate was only based on HVAC costs
•In May 2023, we had a plan to proceed and fund the project with a new scope and
anticipated cost of $10MM. This included all of the items listed on the 2009 report.
•In October 2023, the project went to bid. Only 1 bid was received, $3.8MM over estimate.
Since the bid, we have met with general contractor, OPM, and engineer to lower estimate
approx. $1MM from bid, through value engineering.
•Currently, system is not working in parts of the building, have a $30K invoice to repair.
12/4/2023 Northshore Education Consortium 6
Other Options Explored
•Selling building and relocating KOG
•This was determined as not a viable option. Essentially, the cost of this project annually $570K
would be equivalent to $7.91/S.F. for annual rent. After consulting with David Hark at the Drumlin
Group, it was determined that we would not be able to find a location and retrofit it to meet the
needs of our KOG students anywhere near this S.F. cost.
•Reject bid and resubmit
•Time is of the essence, we continue to put resources into a failing system. We are risking an
irreparable catastrophic failure that could result in a closure of 112 Sohier Rd.
•There is a very likely chance that if we were to rebid, we would receive zero bids or the bid number
would increase.
•Find a buyer for the building and lease it back to us with cost of project included
•Again, time is critical at this point. We would need to go through the bidding process as this is a real
property transaction.
•The fair market value came in less than expected for the building, finding a buyer could be difficult.
The value in use to the RHS/KOG students and staff is much greater than the fair market value.
12/4/2023 Northshore Education Consortium 7
Why is KOG Unique?
Fair Market Value vs Value in Use
•100 Students at KOG is not simply equivalent to 5 classrooms and 20 staff.
•KOG is
•24 Classrooms
•11 of which have in-room bathrooms, 8 have in-room bathrooms shared between two rooms. These
rooms have adult sized changing tables.
•There are 10 installed overhead lifts. 5 in classrooms, 3 in bathrooms, and 2 in PT rooms.
•11 specialized OT, PT, SLP, and vision spaces.
•3 nurses offices
•Fully accessible specialized playground
•5-room Vocational Center
•5 specialized sensory and recreational spaces
•6 specially designed time-out spaces.
12/4/2023 Northshore Education Consortium 8
Why has project become so urgent?
•Medically fragile populations require controlled temperature
•Ongoing issues with heating/cooling have resulted in significant employee
and union concerns, especially given Covid-era ventilation issues.
•Complete failure of this system would render the building inoperable and
would be catastrophic for our largest, most expensive, and most complex
program, it could cause a closure of 112 Sohier Rd ….leaving over 100
students without placements and over 100 employees as risk.
•Parts for the existing system are becoming more elusive and expensive.
•The risk of delaying this project is exposing NEC to a catastrophic financial
crisis.
12/4/2023 Northshore Education Consortium 9
Projected Project Budget
May 2023 Bid: Oct 2023 Bid Detail: 11-13-23
HVAC Upgrade $ 6,352,466 $ 9,428,160
Bonds/Permits/Ins incl. in above incl. in above $200,000.00
General Conditions incl. in above incl. in above $1,600,000.00
Demolition incl. in above incl. in above $210,000.00
Structural Steel/Misc. Metals $ 20,295 incl. in above $115,000.00
Roofing $ 1,332,705 $ 1,216,000 $1,216,000.00
Carpentry/Gypsum/Misc incl. in above incl. in above $300,000.00
Unit Prices incl. in above $ 829,840 $830,000.00
Plumbing incl. in above incl. in above $98,000.00
HVAC Equipment incl. in above incl. in above $2,450,000.00
HVAC Piping incl. in above incl. in above $1,240,000.00
HVAC Sheet Metal incl. in above incl. in above $1,100,000.00
HVAC Insulation incl. in above incl. in above $460,000.00
HVAC ATC incl. in above incl. in above $1,175,000.00
HVAC Misc. incl. in above incl. in above $132,000.00
Electrical incl. in above incl. in above $348,000.00
Phasing incl. in above incl. in above incl. in above
Construction Cost $ 7,705,466 $ 11,474,000 $ 11,474,000
Possible savings:
Unit prices N/A N/A $ (415,000)Limited use
VAV boxes elimination N/A N/A $ (820,000)V-E
Construction & Closeout - Design and OPM $ (100,171)Reduced for 9-month Construction
frame
Revised Possible Savings $ - $ - $ (1,335,171)
Construction Contingency @ 10% $ 770,547 $ 860,550 $ 1,147,400
Owner Contingency @ 2.5% $ 192,637 $ 143,425 $ 286,850
Soft Cost (per MSBA Criteria:)
Construction & Closeout - Design and OPM @ 13% $ 1,001,711 $ 1,001,711 $ 1,001,711
Roof and HVAC Commissioning @ $1.46/sf $ 103,368 $ 60,000 $ 60,000 Limited scope
Total Anticipated Project Cost $ 9,773,728 $ 13,539,686 $ 12,634,790
12/4/2023 Northshore Education Consortium 10
Financing Considerations
•Bank is only willing loan up to 85% of equity in assets which is $7.2MM. Mass Development will
guarantee the other 15% which is an additional $2.1MM. Total loan amount would be approx.
$9.4MM with an approximate annual cost of $840K.
•Bank will waive existing reserve covenant to allow NEC to pay for the remainder of unfunded project
cost.
•Bank will require NEC to replenish those reserves over four years.
•We are strongly recommending an assessment along with significant tuition increases. The
assessment will be needed to meet immediate cash flow requirements. Using all of our surplus is
too great of a risk.
•NEC will be required to use $1.5-$2MM of reserves for the beginning of the project.
•Currently, NEC has $4.6MM in reserves. The estimated project cost will require $3.4MM in cash
from NEC.
•Bank loan of $9.3MM will kick in after the first $1.5-2MM is used.
•The remaining $1.5-2MM will come from reserves.
12/4/2023 Northshore Education Consortium 11
Where else can NEC reduce costs?
•Reduce 10% of all curriculum, supply, and program expenses,
conference, travel, PD, and memberships. $41K
•Plan on using a zero based budget model to build FY25 budget, going
line by line, identifying opportunities for cost reduction and increased
efficiencies.
•New HVAC system will save resources with energy efficiency as well as
eliminating the repair costs for the old system.
12/4/2023 Northshore Education Consortium 12
Financial Projections FY25
Operating Budget
Increases and
Additional Costs
For FY25 Budget
FY2024 Budget $28,570,756.00
FY25 Salary Increase $809,812.82
Reserve Replenishment $500,000.00
FY2025 HVAC loan cost - estimate $840,000.00
Non Salary Expense Increase $501,990.54
Operating Budget and HVAC Costs
Increase $2,651,803.36
•Projected FY25 Budget = $31,222,559.36
•Assuming RHS move is permanent, KOG will
utilize 85% of 112 Sohier Rd.
•If RHS moves permanently, KOG will need to
absorb 1 year and 3 months of occupancy
costs.
•Loan repayment would begin 12-15 months
after receiving funding.
•In order to meet financial obligations, in
addition to an assessment, KOG tuition
rates need to be increased by 14% and all
other programs 8% for FY25.
12/4/2023 Northshore Education Consortium 13
Tuition Increase and Impact to Districts
12/4/2023 Northshore Education Consortium 14
Impact of Increased Rates Before
and After Circuit Breaker FY25
NEC Annual Cost VS Private Day School
12/4/2023 Northshore Education Consortium 15
Annual Rate Comparison NEC VS All Others
(Average)
12/4/2023 Northshore Education Consortium 16
Daily Rate Comparison KOG
12/4/2023 Northshore Education Consortium 17
Daily Rate Comparison TVA, NSAL, NSAU
12/4/2023 Northshore Education Consortium 18
Daily Rate Comparison SOAR/EMBARK
12/4/2023 Northshore Education Consortium 19
Impacts of RHS
Permanent Move 3 Additional KOG classrooms could support 15 more students
This will require 3 teachers, and at the high end 9 paras
Revenue
Kog Rates # of Students Total
$97,420.98 15 $1,461,314.70
$43,176.36 3 $129,529.08
$1,590,843.78
Expenses
Amount # of Staff Total
Benefits $22,206.40 12 $266,476.80
Teacher Salary $104,509.05 3 $313,527.15
Para Salary $38,389.57 9 $345,506.13
Increased Occupancy $250,000.00 $250,000.00
$1,175,510.08
Total Net $415,333.70
•Moving RHS would increase occupancy
cost for KOG.
•Conservatively, with RHS moved to a new
location, we could fit three more
classrooms.
•This would increase bottom line for FY26
approx. $430K. This could help rebuild
surplus and maintain standard tuition
increases.
•Would enhance the development and
services provided to both KOG and RHS
students and staff.
•FY25 we will need to absorb the rent for
RHS.
12/4/2023 Northshore Education Consortium 20
Decisions that we are
asking you to make today
1.To approve the loan with assurances that obligations will
be met through a combination of member assessment,
tuition increases, and budget cuts.
2.To accept the bid and sign a contract with Amanti
3.To sign a lease with Cummings
2022-2023
Northshore Education Consortium
112 Sohier Road, Beverly, MA 01915
Tel: 978-232-9755 | www.nsedu.org
NEC Annual Report 20232
Member School Districts: Beverly, Danvers,
Gloucester, Hamilton-Wenham Regional, Ipswich,
Lynn, Lynnfield, Manchester-Essex Regional,
Marblehead, Masconomet Regional, Nahant, North
Reading, Peabody, Pentucket Regional, Reading,
Rockport, Salem, Swampscott, Triton Regional,
Tri-Town School Union (Boxford, Middleton, Topsfield)
“Our family will forever be
grateful to the phenomenal
team at NEC. The level of
specialized instruction
and therapeutic support my
child has received over the
past several years has far
exceeded my hopes.
I am grateful for where
my child is today and the
opportunities that lay ahead
for him. It is beyond exciting
to watch the positive
changes in a child’s life
unfold, when they benefit
from learning in the best
possible environment for
their unique needs.”
- NEC Parent
NEC Annual Report 2023 3
4 MESSAGE FROM THE EXECUTIVE DIRECTOR
5-6 COLLABORATIVE INFORMATION
History
Governance and Leadership
Member Districts / Board of Directors, 2022-2023
Organization Chart
Administrative Leadership Team, 2022-2023
7 Mission / Core Values & Beliefs / Vision
Mission
Core Values
Guiding Beliefs
Long-Range Vision
8 SCHOOL PROGRAMS 2022-2023
9 DEMOGRAPHICS 2022-2023
10-11
Foundations Program
Access Program
Reach Program
Strive Program
Target Program
12-13 NORTHSHORE ACADEMY UPPER SCHOOL
14 NORTHSHORE ACADEMY LOWER SCHOOL
15 TOPSFIELD VOCATIONAL ACADEMY
16 NORTHSHORE RECOVERY HIGH SCHOOL
17-18 TRANSITION PROGRAMS: EMBARK & SOAR
Embark Program
SOAR Program
19 Consultation, Contract Services & Regional Collaboration
20-21 COST EFFECTIVENESS OF PROGRAMS & SERVICES
22 PROGRESS TOWARD ACHIEVING PURPOSE & OBJECTIVES
Strategic Goals
23 FINANCIAL SUMMARY FY 2023
Table of Contents
NEC Annual Report 20234
November 2023
Dear Northshore Education Consortium Members and Friends,
I am pleased to share this report highlighting the activities and accomplishments of the 2022-2023 school
year.
Our core mission of providing high quality, cost-effective public programs, supports, and resources to assist
member districts in meeting the needs of students who require specialized educational services is more
critical, and more challenging, than ever. I am proud of the many ways in which we have mobilized to meet
our goals, despite ongoing struggles with staffing shortages, behavioral acuity and financial stress.
A major focus this year has been building our infrastructure to support our program operations. Without
safe, functional, and attractive buildings, state-of-the-art technology and business operations, and a strong
structure for workforce development, we cannot meet our goals. This year we started to work on a multi-
year, multi-million dollar project for upgrading our HVAC systems at 112 Sohier Road, implemented our
new accounting and HR software, and worked to develop a more robust long-range capital plan. We also
recommitted to strengthening our school safety and emergency preparation, purchasing Navigate 360/
ALICE training materials, and working to update our emergency plans. In addition, we settled a three-year
collective bargaining agreement with our AFT local.
477 students were educated in our day schools this year, and over 150 students in member districts
received services through our Vision Services or our Connections Wraparound Program. In addition we
provided training and consultation to our member districts, and ran well-attended job-alike groups for
special education administrators, out of district coordinators, educational team chairpeople, and school
psychologists.
In our day schools we continued to work on assuring that our services were trauma-informed and culturally
proficient, and we recommitted to utilizing principles of restorative practice, differentiated instruction, and
universal design for learning. Our staff PD days and our educator goals reflected these commitments.
We continue to take great pride in the wide array of vocational, enrichment and community opportunities
we provide for our students and families. NEC students participate in a range of onsite and offsite vocational
experiences, and enjoy educational outings to the Topsfield Fair, museums, and arts performances. Our
students participated in Special Olympics, intramural sports, game nights, and prom, and they engaged with
the arts through Express Yourself and Young Audiences. NEC families attended an array of family nights in
each of our programs.
We were very proud that our DESE mid-cycle review went smoothly, and we were found to be in compliance
with all of the criteria monitored with no findings of concern.
I am incredibly proud of the work we have done as a team over the past year. It is a privilege to work with
colleagues who care so deeply about our students, and with children, young adults, and families who
demonstrate great resilience every day.
With thanks for your ongoing support,
Francine H. Rosenberg, M.Ed.
Executive Director
Northshore Education Consortium
Message from the Executive Director
NEC Annual Report 2023 5
History
Founded in 1974, the Northshore Education Consortium was one of the first regional collaboratives in Massachusetts and is the
largest provider of intensive special education services to children and youth with emotional, behavioral, and developmental
disabilities on the North Shore.
Governance and LeadersHip
Northshore Education Consortium is governed by a 20-member Board of Directors, representing the 22 districts served, (Tri-Town
School Union is represented by their shared Superintendent.) All districts are represented by their Superintendent. The full board
meets six or seven times per year. Each board member also serves on one of four subcommittees: Finance, Facilities, Policy, and
Personnel. Each subcommittee meets as needed throughout the year.
The Administrative Leadership Team meets two or three times each month, to oversee the daily operations of the Consortium and its
programs.
MeMber districts / board of directors, 2022-2023
Beverly Public Schools - Dr. Suzanne Charochak
Danvers Public Schools - Ms. Mary Wermers
Gloucester Public Schools - Mr. Ben Lummis
Hamilton-Wenham Regional School District - Mr. Eric Tracy
Ipswich Public Schools - Dr. Brian Blake
Lynn Public Schools - Ms. Debra Ruggiero
Lynnfield Public Schools - Ms. Kristen Vogel
Manchester-Essex Regional School District - Ms. Pamela Beaudoin
Marblehead Public Schools - Dr. John Buckey
Masconomet Regional School District - Dr. Michael Harvey
Nahant Public Schools - Mr. Anthony Pierantozzi
North Reading Public Schools - Dr. Patrick Daly
Peabody Public Schools - Dr. Joshua Vadala
Pentucket Regional School District - Dr. Justin Bartholomew
Reading Public Schools - Dr. Thomas Milaschewski
Rockport Public Schools - Dr. Mark Branco
Salem Public Schools - Dr. Stephen Zrike
Swampscott Public Schools - Ms. Pamela Angelakis
Triton Regional School District - Mr. Brian Forget
Tri-Town School Union - Dr. Scott Morrison
Collaborative Information
NEC Annual Report 20236
adMinistrative LeadersHip teaM, 2022-2023
Francine Rosenberg, Executive Director
Larry Fleming, Director of Finance and Operations
Rebecca Rein, Director of Nursing
Eric Aldrich, Director of Educational Technology
Windi Bowditch, Director of Clinical Training and Consultation
Martha Krol, Principal/Director, Kevin O’Grady School
David Mercier, Principal/Director, Northshore Academy Upper School
Tracy Farraher, Principal/Director, Northshore Academy Lower School
Lynsey Page, Principal/Director, Topsfield Vocational Academy
Ellen Heald, Principal/Director, Embark & SOAR Programs
Michelle Lipinski, Principal/Director, Northshore Recovery High School
Monique Bourgault, Director of Facilities
Nancy Celli, Director of Human Resources
Director of
Finance and
Operations
Director of
Nursing
Board of
Directors Treasurer
Executive
Director
Executive
Assistant
Director of
Facilities
Director of
Human
Resources
Custodial,
Maintenance
and
Transportation
Staff
Human
Resources
Assistant
Business
Office
Staff
Director of
Educational
Technology
Director of
Clinical
Training &
Consultation
Principal,
Kevin
O’Grady
School
Principal,
Northshore
Academy
Upper
School
Principal,
Northshore
Academy
Lower
School
Principal,
Topsfield
Vocational
Academy
Principal,
Embark and
SOAR
Programs
Principal,
Northshore
Recovery
High School
Technology
Assistants
Outreach
Social
Workers
Development
and Grants
Vision
Services
Teachers,
Clinicians,
Specialists,
Instructional
Assistants
Teachers,
Clinicians,
Specialists,
Instructional
Assistants
Teachers,
Clinicians,
Specialists,
Instructional
Assistants
Teachers,
Clinicians,
Specialists,
Instructional
Assistants
Teachers,
Clinicians,
Specialists,
Instructional
Assistants
Program
Director,
Kevin
O’Grady
School
Program
Director,
Kevin
O’Grady
School
Teachers,
Clinicians,
Specialists,
Instructional
Assistants
Nursing
Staff
Collaborative Information
orGanization cHart
NEC Annual Report 2023 7
Mission
The mission of the Northshore Education Consortium is to
support member districts by offering high quality, cost-effective
school programs, consultation, professional development,
support services and resources to ensure that districts can
provide successful learning experiences for all students,
including those with complex or low-incidence special needs.
core vaLues
1. Individualized, Strength-Based Education
2. Compassion and Respect
3. Teamwork and Collaboration
4. Excellence and Lifelong Learning
GuidinG beLiefs
1. Communities need a broad continuum of options for
children with disabilities and other risk factors.
2. All children deserve an education that allows them to
achieve their full human potential, whether that means
preparation for college or career, or maximum independent
functioning and quality of life.
3. All children deserve an education that is individualized,
strength-based, and has high expectations for achievement.
4. People with disabilities and their families deserve to be
treated with compassion and respect.
5. Best outcomes are achieved through multi-disciplinary
teamwork and collaboration between families, educators,
and community partners.
6. Every member of the community, regardless of age, role, or
ability should be engaged in a continuous learning process
with a commitment to the highest level of excellence.
LonG-ranGe vision
LonG-ranGe vision
Our vision is to provide a continuum of services for our
region, to ensure the best possible outcomes for all students,
particularly those with risk factors or disabilities. We will strive
to do this by providing outstanding educational programs,
but also by becoming the “go to” resource in the region for
individuals looking for consultation, training, information or
guidance around helping children with special needs.
We will achieve this vision by continuously developing the
following:
1. High quality, specialized programs for children with
complex special needs, addictions, or other unique
challenges. This includes, but is not limited to:
a. Assuring that our programs utilize the latest evidence-
based practices.
b. Assuring that high standards are set for all students,
regardless of disability, and that we are continuously
measuring our success in meeting those standards.
c. Assuring that we have access to current technology,
adaptive equipment, and other resources necessary for
preparing our students for college, career, citizenship,
and maximum independent functioning.
d. Providing opportunities for students to experience a
rich array of opportunities beyond the core curriculum,
including arts, fitness and wellness, community
trips and activities, service learning, internships and
supported work opportunities, etc.
e. Maintaining strong connections to community
organizations that provide medical and mental health
services.
f. Providing supports and services for families of
children with special needs.
2. State-of-the-art professional development opportunities for
our own staff and those from our districts, enabling them to
stay up-to-date on best practices for complex youngsters.
3. Consultation, home, and school-based services that respond
to the needs of our districts.
4. Partnerships with other schools and collaboratives,
colleges, state and community agencies to advocate for and
promote the interests of children and young adults with
complex needs and their families.
5. Commitment to Diversity, Equity, Inclusion, and Belonging
Mission / Core Values & Beliefs / Vision
NEC Annual Report 20238
0
10
20
30
40
50
60
112277
1133554433
4411
6600
77 11 Kevin O'Grady School
Northshore Academy Upper School
Northshore Academy Lower School
Northshore Recovery High School
Topsfield Vocational Academy
Embark and SOAR
STUDENTS SERVED BY MEMBER DISTRICTS
During the 2022-2023 school year, Northshore Education Consortium’s approved day schools served 477 students from
20 member and 44 non-member districts.
152
332255
Non Member Member
STUDENTS FROM MEMBER
& NON-MEMBER DISTRICTS
STUDENTS BY PROGRAM
School Programs 2022-2023
NEC Annual Report 2023 9
1199..11%%
66..66%%
22..33%%
6688..66 %%
33..44%%
First Language not English
English Learner
Low-Income
RACE & ETHNICITY
ADDITIONAL DATA
The following information is based on the Department of
Elementary and Secondary Education School and District
Profile Data.
7700..33%%
2299..77%%
00..00%%
FemaleMale
8.9%
1.1%
64.6%
GENDER
Demographics 2022-2023
AsianAfrican AmericanHispanic White Other
“When people ask him about
school, he often says, ‘I don’t
like it – I LOVE it!’”
- NEC Parent
NEC Annual Report 202310
The Kevin O’Grady School (KOG) serves students ages 3-22
with significant developmental disabilities including:
• Intellectual impairments
• Autism
• Multiple disabilities
• Physical disabilities
• Complex medical needs
• Sensory impairments
• Visual impairments
The staff of the Kevin O’Grady School believes that team
collaboration is essential to maximize each student’s level
of independence, development of functional life skills, and
academic achievement. Various services and therapies are
integrated within the classroom setting, offering a more
intensive model of support and intervention. The school focuses
on developing academic and life skills to maximize students’
educational potential and increase opportunities for meaningful
participation in home and community activities.
During the 2022-2023 school year, KOG served 127 students
from 33 districts.
MCAS-Alt portfolios were submitted for all eligible students in
grades 3-10.
approacH
At the Kevin O’Grady School, each student’s program focuses
on developing these core skills:
• Communication (including augmentative and assistive
technology)
• Functional academics
• Activities of daily living
• Social and leisure skills
• Pre-vocational and vocational skills
• Movement and functional mobility
• Adaptive behavioral skills
speciaLized services
• Vision, orientation and mobility and deafblind services
• Support groups and workshops for families
• Augmentative and assistive technology assessments
• Adaptive equipment and wheelchair clinic
proGraMs
Foundations Program
The Foundations Preschool classroom provides intensive
services for children ages 3-6 with special needs. The
program follows the Massachusetts Department of Education
Guidelines for Preschool Learning Experiences. Within an
integrated classroom with peer models, students acquire the
communication, social/emotional, and self-help skills they
need to successfully transition back to schools within their
community or other specialized programs. All services are
provided within the classroom to assure comprehensive
integration and carryover of learning objectives. In addition to
their bright, cheerful classroom, children enjoy playing on the
school’s beautiful, accessible playground for young students. A
glider, swings, climbing structure and sensory stations provide
outside fun for children of all abilities.
Access Program
The Access Program provides intensive services for students
ages 6-22 with multiple impairments, including students with
complex medical needs. Students actively engage in daily
routines, activities, and experiences that provide optimal
levels of stimulation required to explore their environment and
increase quality of life. For some students, complex medical
issues require frequent care from qualified personnel. Nursing
services and therapies are integrated into the classroom
with the emphasis on teaming with classroom staff to meet
the objectives of each student’s Individualized Education
Plan (IEP). Families are provided with support to complete
the guardianship process and transition planning becomes
an important focus of the IEP. Behavioral interventions are
developed as a team and coordinated by Board Certified
Behavior Analysts.
Kevin O’Grady School
112 Sohier road | Beverly, Ma
NEC Annual Report 2023 11
Reach Program
Reach provides intensive services for children ages 6-13
on the Autism Spectrum or who have developmental or
intellectual impairments. Students acquire the academic,
communication, social/emotional and self-help skills they
need to reach their full potential. Teachers use research-based
teaching methodologies. The emphasis is on learning through
systematic instruction, including structured teaching and
applied behavior analysis. Adaptations, including sensory diets,
augmentative communication systems, adaptive equipment, and
environmental supports, enable students to engage actively in
learning. Behavioral interventions are developed as a team and
coordinated by Board Certified Behavior Analysts.
Strive Program
Strive classrooms provide intensive services for students with
intellectual and multiple impairments, including students
with autism and complex medical needs, 7-22 years of
age. Students acquire the ability to access the curriculum
through varied targeted developmental communication
and/or motor skills. Adaptations include: sensory diets,
augmentative communication systems, adaptive equipment, and
environmental supports that enable students to actively engage
in learning. Families are provided with support to complete
the guardianship process and transition planning becomes
an important focus of the IEP. Behavioral interventions are
developed as a team and coordinated by Board Certified
Behavior Analysts.
Target Program
Target provides intensive services for adolescents and young
adults ages 11-22 who are on the Autism Spectrum or have
intellectual impairments. Students focus on the academic,
communication, social/emotional, self-help, pre-vocational,
vocational, and life skills needed for them to become active
members of the community. Students begin by practicing
skills within our structured, in-house vocational centers
including: Training Center, Recycle, Supply & Delivery,
Clerical, and Prime Products. Job skills include: recycling
paper, cans and bottles, stocking shelves, making items to
sell, and preparing mailings. They also work on developing
independence and responsibility by participating in community
outings and vocational internships. Students undergo a
comprehensive vocational assessment to identify their skills,
strengths, and vocational interests. Families are provided with
support to complete the guardianship process and transition
planning becomes an important focus of the IEP. Behavioral
interventions are developed as a team and coordinated by Board
Certified Behavior Analysts.
Kevin O’Grady School
NEC Annual Report 202312
Located in Beverly, Northshore Academy Upper School (NSAU) serves students in grades 7-12 who struggle with a variety of
social, emotional, and psychological challenges. Students may also have learning disabilities, be diagnosed with Autism Spectrum
disorders or be dealing with several of these challenges simultaneously. NSAU served 135 students from 40 districts during the 2022-
2023 school year. 15 students participated in work opportunities to learn job skills within the school and three students participated
in dual enrollment classes through North Shore Community College. 16 students graduated. Two of these students went on to college,
five entered the workforce, three entered a trade school, and five continued to receive special education or other additional services.
At NSAU, social/emotional learning is fully integrated into the students’ day with a multi-tiered system of support enabling them to
focus on academic progress while also enhancing the core social/emotional competencies of self-awareness, self-management, social-
awareness, relationship skills, and responsible decision making.
NSAU’s programs and services have been designed to help students enhance their academic and social skills to prepare them
for return to their school district, college, and/or job placement. This is accomplished through assigning each student to a multi-
disciplinary team of professionals which includes an academic advisor, clinician, and behavior specialists. This team and the
students’ parents/guardians work together to meet the individual student’s needs using innovative educational programming. Core
academics take place during the first half of the day along with skill focus strands and vocational opportunities through its Media,
Art, Cosmetology, and Culinary programs. Various social/emotional enrichment opportunities are provided in the afternoon in the
form of Outdoor Adventure classes, Health and Wellness classes, Leadership groups, and student-interest clubs. All students have an
Individual Educational Plan and are referred through the Special Education Department of the student’s sending school district.
acadeMics
• An integrated curriculum, which includes multi-sensory learning, art, drama, and music education, project-based learning, and opportunities for physical and recreational development, including a dynamic outdoor adventure program
• Small classroom size, which provides a more intensive and focused learning environment for students
• Enhanced computer and technology programming exposing students to a broader educational experience
• Academic testing to accurately assess the educational strengths and needs of each student
• Vocational programming and work study opportunities
presenting college and/or employment options to students
cLinicaL services
• Psychosocial assessment to accurately determine social, emotional, and behavioral interventions needed to support student success in the classroom
• Case management coordinating school-based services and/ or facilitating referrals to outside agencies for substance abuse treatment, psychiatric assessment, and individual and/or family therapy
• Family supports and communication
• School-based counseling
• Psycho-Social Educational Groups (i.e., life skills, anger management, transition to young adulthood, teen health, social skills, college and career preparation, social thinking curriculum-based groups, etc.)
• Art/expressive therapy
• Speech and language, occupational therapy, or physical therapy if needed
• Positive Behavior Interventions Systems
Northshore Academy Upper School
126 Sohier road | Beverly, Ma
NEC Annual Report 2023 13
student support services
• Social skill development specific to classroom and community interaction (anger management, decision making, critical
thinking)
• Crisis management
• Positive Behavior Intervention plans and emotional support targeted at keeping the student in their classroom
• Restorative practices to create a positive culture, develop personal insight, improve social dynamics
transition pLanninG and coLLeGe preparation services
• Career awareness and exploration activities (job shadows, class sessions, and workshops)
• Career center workshop
• College planning and preparation throughout the year
• Internships
• Classes on employment and career development skills
• Numerous college and trade school tours and information sessions
• Transition Planning Night for parents to provide information about college exploration, career preparation, digital portfolio use,
the IEP process and transition planning, and how to use community resources and supports to prepare students for life after high
school
• Close collaboration with the Massachusetts Rehabilitation Commission
• Onsite PSAT and SAT
• Dual enrollment
enricHMent activities
• Intramural basketball and soccer teams
• Saturday and school vacation hiking trips
• Drivers Education provided on site in collaboration with Triad Driving Academy
• After-school “LAN” parties (Local Area Network) which give students an opportunity to come together and develop social skills
while engaging in a variety of gaming activities
• Electives, including digital media and technology, culinary arts, fine arts, cosmetology, music, drama, and rock climbing
Northshore Academy Upper School
POST-GRADUATION PLANS
22
33
55
55
11
College
Trade School
Entered the Workforce
Continued to either receive
special education services or
enroll in a job or vocational skills
program
Other
NSAU served 135 students from 40 districts during the
2022-2023 school year. 16 students graduated. Two of these
students went on to college, five entered the workforce, three
entered a trade school, and five continued to receive special
education or other additional services.
NEC Annual Report 202314
1100
99
00
In-District Program
Moved onto Northshore Academy Upper School
Other day school placement
The Northshore Academy Lower School (NSAL) is located
in West Peabody and serves students in grades K-6 who
struggle with a variety of social, emotional, and psychological
challenges. Students may also have learning disabilities, be
diagnosed with Autism Spectrum disorders, or be dealing with
several of these challenges simultaneously. NSAL served 43
students from 26 districts during the 2022-2023 school year.
NSAL features small self-contained classrooms with a great
deal of individual support. Clinical and behavioral support
staff work closely with each classroom team, creating a closely
connected multi-disciplinary team working with each student
and their family.
In recent years, Northshore Academy Lower School has
worked to embrace a Trauma-Informed approach. Eight staff
members have completed a certificate program in trauma &
learning through Lesley University. All staff have completed
Level 1 training through MGH’s THINK:KIDS program,
and five program leaders received intensive coaching on
the implementation of their Collaborative Problem Solving
approach. We are proud that these efforts have resulted in a
decreased need for time-out or physical intervention.
NSAL has filled a need for districts to provide comprehensive,
short-term assessment for young children in crisis. These
students receive a comprehensive multi-disciplinary assessment
and the district receives concrete recommendations on what the
child will need to make educational progress and/or return to a
less restrictive placement.
Many students who attend Northshore Academy Lower School,
whether for a short- or a longer-term placement, are able to
return to a less restrictive environment.
During the 2022-2023 school year, 19 students “graduated”
from NSAL; either because they were ready to return to a less
restrictive environment or because they completed 6th grade.
Ten of these students returned to an in-district setting, while
nine moved onto Northshore Academy Upper School.
During the 2022-2023 school year, 19 students “graduated”
from NSAL; either because they were ready to return to a less
restrictive environment, or because they completed 6th grade.
Ten of these students returned to an in-district setting, while
nine moved onto Northshore Academy Upper School.
SCHOOL PLACEMENT POST GRADUATION
Northshore Academy Lower School
83 Pine Street | PeaBody, Ma
NEC Annual Report 2023 15
Topsfield Vocational Academy (TVA) is located in Topsfield
and serves students in grades 9-12 with a range of learning,
social-emotional, and behavioral health challenges.
During the 2022-2023 school year Topsfield, Vocational
Academy educated 60 students from 26 districts. 10 students
graduated in 2023 and all of them have an interest in working in
the community. One student received an $84,000 scholarship to
Montserrat College of Art.
In addition to academic and clinical programming, TVA features
onsite vocational shops in the areas of culinary arts, print
design, and carpentry. Students also participate in independent
offsite jobs, as well as supervised, small group offsite vocational
opportunities.
TVA offers a wide variety of community-based vocational
internships. TVA maintains a partnership with the Essex
Shipbuilding Museum, giving students the opportunity to
participate in building boats and learning about the maritime
history of the region.
TVA supports diverse learners. We educate the whole child and
teach them, not only the academic content they need to graduate
from high school, but also the life skills, training, and global
perspective they need to be successful in a changing world.
Last year we integrated community-based trips into our
curriculum to expose our students to a variety of environments
and to build capacity with social expectations. In addition
to fun community-based trips, students also give back to
the community through a variety of community service
opportunities and service learning projects.
TVA embraces connections and we have started planning events
with our families and local community members. We started
a Spring Festival last year that celebrates the diverse cultures
of our community and brings people together for food and
celebration. We are hoping to continue this tradition and many
more.
TVA provides a unique learning environment with supportive
staff where students are able to build confidence and capacity.
Topsfield Vocational Academy
248 BoSton Street | toPSfield, Ma
NEC Annual Report 202316
Northshore Recovery High School (NRHS), located in Beverly, is designed to meet the complex needs of high school students
who struggle with substance use and co-occurring mental health/academic needs. Since we are aware that this journey is not linear,
especially for young people who struggle with substances, we continue to work with students who are still working towards their
individual recovery goals. We will continue to provide a harm reduction approach to working with students and their families.
Unlike other NEC programs, students can be referred to NRHS by schools, parents, courts/state agencies, mental health
providers, and other youth-serving agencies.
Funded by the State Department of Education and local school districts, NRHS provides students a trauma-informed high school
environment with specialized clinical and intervention support needed by students who are struggling with issues related to
substance use, trauma, mental health, and learning challenges.
During the 2022-2023 school year, NRHS served 41 students from 23 communities. Seven students graduated in June 2023. Most of
them are gainfully employed and working towards developing strategies to continue to address their substance use and stabilization
needs.
proGraM detaiLs
• NRHS’ competency-based curriculum aligns with
Massachusetts Frameworks, MCAS testing protocols, and
course requirements of the districts we serve.
• While not a special education placement, staff at NRHS are
able to meet the needs of students with IEPs who require
accommodations and/or specially designed instruction.
• Students are eligible for graduation from their sending
school district. The NRHS Guidance Director is
responsible for coordinating requirements and credits
needed for graduation with sending districts.
• Guidance staff work closely with districts, treatment
providers, and other residential placements to provide an
accurate transcript for enrolled students.
• NRHS provides wrap around case management for
students who have complex histories with court, the
Massachusetts Department of Children and Families, and
other community adolescent and adult serving agencies.
• Recovery Counselors and Social Workers develop
wraparound recovery plans for all students. The plan
includes academics, substance use, stabilization supports,
transitional services, employment, and mental health
needs.
• Staff works closely with parents/guardians and
collaborating partners to provide clinical and behavioral
support and find ways to support our students and their
families.
• All students participate in clinical groups and drug testing
as part of the program.
• NRHS Counselors will be available for onsite support and
referral recommendation and facilitation as needed.
Northshore Recovery High School
112 Sohier road | Beverly, Ma
NEC Annual Report 2023 17
NEC’s Transition Programs (SOAR & Embark) prepare young adults ages 18-22 with moderate learning, psychiatric or
intellectual disabilities for successful independence and employment, and in some cases, continuing education.
Fifteen students graduated from Embark and SOAR in 2023. 8 received diplomas, and 7 received certificates of completion. 3
of these students went on to paid employment and college. 2 students went on to supported employment. 10 went on to adult day
programs, although 4 of these students also had paid employment with varying levels of support. All students completed travel
training and learned to use public transportation, and two received their driver’s licenses. 12 of the students completed certificates
in CPR, First Aid, Serve Safe, or OSHA. At the time of graduation, 10 students were receiving ongoing support from DDS, 2 from
DMH, and 13 from MRC.
Embark Program
The Embark Program is located at the Enterprise Center at Salem State University and is geared toward students with learning
delays and intellectual disabilities. Students use the college campus resources (such as the library, bookstore, wellness center, and
food court) to enhance their academic, vocational, and physical education. In 2022-2023, Embark served 36 students.
proGraM coMponents
The Embark experience has two major components: independent
life and occupational development. The components are integrated
and together contribute to the successful transition of each student
from home and school to independent life.
Independent Life
The Independent Life component focuses on foundation skills:
• Using resources within the community
• Public transportation training
• Consumer skills
• Social skill training and application
• Leisure options
• Oral and written communication; computer literacy
• Current events and issues
• Health issues and other issues pertaining to adult sexuality
• Occupational Development
Occupational Development
The Occupational Development component includes foundation
skills, vocational/career preparation and placement, occupational
assessment and advisement; internship opportunities. Students
must attend Embark for a minimum of two years, up to a
maximum of four years. The program sequence is individualized
and includes the following:
• Vocational assessment
• Internship and/or job placement
• Residential living preparation
• Transition-related issues
• Maintaining employment
Transition Programs
SaleM State UniverSity | 121 loring avenUe | SaleM, Ma
NEC Annual Report 202318
SOAR Program
SOAR is a specially designed transition program for students ages 18-22 with Autism Spectrum disorders, anxiety disorders and
related diagnoses. The goal of the program is to assist students in transitioning to college and the world of work and to support
students in becoming confident contributing members of society.
The SOAR program is located at the Enterprise Center at Salem State University. Students will experience the benefits of campus life
while learning life and career skills such as travel training, organization, study skills, and social functioning. The program is geared
toward students motivated to prepare for the next level of independence on a college campus or in the work force. During the 2022-
2023 school year, 35 students attended the program.
proGraM coMponents
• Self advocacy curriculum (self-awareness, self-disclosure)
• Time management
• Physical education (self-calming, self-regulation, yoga,
wellness activities)
• Study skills (test preparation)
• Class etiquette
• Executive functioning supports/skills training
• Negotiating
• Weekly community trips
• Transportation options (travel training, rideshare options)
• Leisure activities
• Social skills
• Vocational training through paid and unpaid community
based internships
• Use of a variety of technology options
Transition Programs
NEC Annual Report 2023 19
“I just wanted to thank you and your
school/staff for all of their dedication,
kindness and genuine investment in
their students. It is the best feeling
to send my child to a place that
celebrates his every little victory as
much as I do. The staff make me feel
like my child is seen and important.
I leave everyday knowing he was
challenged, loved and
supported all day.”
- NEC Parent
During the 2022-2023 school year, Northshore Education Consortium provided vision, orientation, and mobility services to 89
students from 23 districts, and mental health consultation or wraparound services to 60 students from 11 districts.
connections Wraparound proGraM
The Connections Wraparound Program added yet another clinician to the team this year, thanks to grant funding and increased
district interest. Grant funding enabled us to keep the costs low. Connections served 60 students from 11 districts, provided
wraparound supports to students from the regional PASS program, and provided training and consultation to participating districts
on topics such as school refusal, mental health disorders, trauma, and family challenges.
In addition, we provided in-district clinical supervision to four member districts, and continued to provide grant-subsidized Youth
Mental Health First Aid training.
reGionaL Job-aLike Groups
Northshore Education Consortium continues to host the expanded job-alike groups for Special Education Administrators, team
chairpeople, and school psychologists, providing much-needed collegial support.
We have over 100 people in the email groups for Team Chairs and Out of District Coordinators, and an average of 33 attendees at
each meeting, representing 12 districts.
Our School Psychologist Group has 70 members, with an average of 25 attending each meeting.
We provide these groups free of cost to our members.
reGionaL coLLaboration
We are pleased to collaborate with the YMCA of the North Shore and Children’s Friend and Family Services/JRI to run the very
successful Positive Alternatives to Student Support Program, providing alternatives to long-term suspension for youth experiencing
behavioral health challenges.
In addition,we are proud that several members of our leadership team have presented at the Youth at Risk Conference and through
Massachusetts Partnerships for Youth.
nortHsHore education consortiuM faMiLy center
The Northshore Education Consortium Family Center runs several parent support groups and maintains a comprehensive resource
library filled with books, pamphlets, and other materials on a wide range of disabilities and special education, mental health, and
substance abuse issues. These resources are available for parents and professionals throughout the region.
Consultation, Contract Services & Regional Collaboration
NEC Annual Report 202320
Northshore Education Consortium’s approved day programs are both cost effective based on a clear financial analysis of rates, but
also enable districts to save on transportation costs by keeping students closer to home, and they are able to provide a higher quality
service to students by pooling specialized expertise within one central location.
The simplest way to discuss the cost effectiveness of NEC-approved public day programs is to compare them to private special
education placements that serve similar populations. (See chart on page 21.)
Based on an analysis of private schools serving similar populations, member districts can save over $300 per day (over $50,000 per
year, not including transportation costs) by sending a student to an NEC program. NEC tuition rates include all therapy and nursing
services.
cost effectiveness of nortHsHore recovery HiGH scHooL
It is difficult to articulate the cost-effectiveness of Northshore Recovery High School based on financial analysis. There are only five
Recovery High Schools in Massachusetts, and there are not a lot of similar programs or schools to compare them to. By providing
a regionalized Recovery High School, we are able to offer highly specialized services to a targeted group of high risk teenagers and
enable these students to receive the needed supports to earn their diplomas. Most districts would be unable to provide these services
within districts, as the cohort of students who need the services would be too small.
Districts were charged tuition of $83 to $133 per day depending on special education needs and member status.
The full cost of providing clinical and recovery services is subsidized by the Massachusetts Department of Public Health grant.
Many of the students, prior to enrollment at Northshore Recovery High School, were utilizing extensive mental health services
within their public schools or were enrolled in public or private day or residential schools with tuitions ranging from $260
(Northshore Academy Upper School) to over $700 per day.
cost effectiveness of professionaL deveLopMent
We continue to provide a range of job-alike groups for special education and clinical staff from our member districts at no cost. Over
150 professionals participate in these groups. We have been successful in seeking philanthropic grants to offset the cost of most of
our training and consultation services. We charge member districts $150 per hour for professional consultation whereas, when we
have needed to hire consultants to work with our staff, we have paid upwards of $250.
subsidizinG tHrouGH pHiLantHropy
Given our desire to keep tuition rates affordable and to provide the highest quality programs and services for our students, we
have expanded our capacity to seek private philanthropic dollars to supplement and enhance what we are able to provide without
increasing tuition rates. During the 2022-2023 school year, Friends of Northshore Education Consortium raised $500,000 through
grants and private donations. This enabled us to provide low-cost training, purchase new technology and communication devices, as
well as to support a wide range of extracurricular and enrichment activities. The Friends of Northshore Education Consortium is an
established 501(c)(3) non-profit that exists for the sole purpose of supporting NEC programs through fundraising efforts including
events, grant proposals and major gift donations (EIN# 61-1479553).
Cost Effectiveness of Programs & Services
Friends of NEC’s annual road race, Festivus 5K for Autism
2022, raised over $35,000 to support NEC students.
We are the grateful recipient of a $275,000 Cummings Grant
to support capital needs over the next three years.
NEC Annual Report 2023 21
CCoosstt EEffffeeccttiivveenneessss ooff PPrrooggrraammss && SSeerrvviicceess updated 11.7.23
SSeevveerree DD iissaabbiilliittiieess
SScchhooooll DDaaiill yy RRaattee FFYY 2244
$$447755
$$558888
BC Campus School $577
$583
Melmark $605
Nashoba Learning Group $609
Kennedy Day School $616
NE Center for Children $663
Hopeful Journeys $684
Perkins School for the Blind: Intermediate $1,033
EE mmoottiioonnaall DDiiss aabbiilliittyy ((GG rraaddeess KK --11 22))
SScchhooooll DDaaiill yy RRaattee FFYY 2244
NNEECC -- NNoorr tthhsshhoorr ee AAccaaddeemmyy,, TTooppssffiieelldd VVooccaattiioonnaall:: MMeemmbb eerr $$226633
NNEECC -- NNoorr tthhsshhoorr ee AAccaaddeemmyy,, TTooppssffiieelldd VVooccaattiioonnaall:: NNoonn--MM eemmbbeerr $$332244
$374
New England Academy $403
Arlington School (McLean)$451
Walker $521
Community Therapeutic Day School $542
Dearborn Academy / School for Children $593
Lighthouse School $699
Manville / Judge Baker $730
IInntteelllleeccttuuaa ll DD iissaabbiilliittyy // AAuuttiissmm ((AAggeess 1188--2222))
SScchhooooll DDaaiill yy RRaattee FFYY 2244
NNEECC -- EEmmbbaarrkk//SSOO AARR:: MM eemmbbeerr $$222266
NNEECC -- EEmmbbaarrkk//SSOO AARR:: NNoonn--MMeemmbbeerr $$226633
Riverview School $428
Cost Effectiveness of Programs & Services
NEC Annual Report 202322
Strategic Goals
Progress toward Achieving Purpose & Objectives
We have continued to be guided by our three strategic goals:
Goal 1: Continue to Strengthen Quality of Programs and Services
Goal 2: Maintain Financial and Leadership Stability for Long-Range Sustainability
Goal 3: Expand capacity to meet Regional Needs around Special Education and Youth at Risk and participate in larger scale efforts
Specific accomplishments:
Goal 1: Diversity, Equity, and Inclusion (DEI) and Curriculum goals were incorporated into educator evaluation goals in a more comprehensive manner, and program development continued in all areas. Our PD days focused on the goals of DEI, Universal Design, and Restorative Justice. A team consisting of three principals and our HR coordinator attended the 7-part DESE PLC on Educator Diversification and developed an action plan for recruitment and retention of diverse employees. Our committee continued to meet regularly, and during our DESE mid-cycle visit, the reviewers noted the visibility of our DEI efforts.
We welcomed a new Principal at Topsfield Vocational Academy who implemented a variety of new initiatives to strengthen the qualify of academic, vocational, and clinical programming.
Goal 2: Throughout the year, we continued to implement the Infinite Visions software to upgrade our accounting and HR procedures. We completed negotiations and implemented a new Collective Bargaining agreement. A new Director of Finance was hired. The year ended with a slight operating surplus, thus maintaining fiscal stability despite ongoing fluctuations in enrollment, a high level of student acuity, and ongoing workforce challenges.
Goal 3: NEC played an important role throughout the year in supporting our region by offering well-attended job-alike groups, offering training on stress, trauma, and mental health, and expanding our wraparound programming. Senior staff continued to be active in state-wide coalitions and committees, as well as to provide training and consultation to member districts as well as to the broader community.
The purpose and objectives of Northshore Education Consortium are stated in the Collaborative Agreement as:
purpose
The Consortium exists to provide education and related services as requested by its member districts, including, but not limited to
programs and services for children with low-incidence disabilities and professional development for teachers and other related service
professionals. These programs and services will also be available for non-member districts.
The collaborative Board of Directors (herein, “the Board”) has the authority to decide that the Consortium should provide services,
programs, and/or assistance for its member districts in addition to those outlined in the first paragraph, consistent with applicable laws
and regulations related to educational collaboratives.
focus
The focus of the Consortium is to provide innovative, high quality, cost-effective educational services for students with complex or
low-incidence disabilities, to provide resources for member districts, and to serve as a regional center for planning and problem solving
for member districts.
obJectives
The overall objectives of the Consortium are:
1. To play a leading role in defining the future role of collaboratives in the Commonwealth.
2. To strengthen and expand the Consortium programs and services in a cost-effective manner that meets the needs of students and faculty in member districts and the region.
3. To develop new programs for students, particularly those with special needs, allowing them to meet the highest academic, social, and life-skill objectives in accordance with emerging evidence-based practices.
4. To provide high quality, highly relevant professional development for the employees of the Consortium & member districts.
In terms of Objective 1, the Executive Director continues to be a regular participant in Massachusetts Organization of Educational Collaborative (MOEC) state-wide and regional meetings, is a regional representative to the MOEC Board, and will become President of the MOEC Board next year. In addition, she convenes regular meetings of regional SPED administrators and maintains connections to the region’s universities and child-serving state agencies.
Progress toward meeting Objectives 2-4 is generally assessed in an ongoing way by looking at utilization of programs and services, gathering both formal and informal data about student outcomes, and gathering both formal and informal feedback from consumers including school district personnel and parents. In the spring of 2023, the Executive Director invited special education administrators from member districts to participate in focus groups held on Zoom to give feedback on existing programs and share thoughts and ideas about anticipated future needs. Information about utilization, outcomes, and cost
effectiveness is contained in each of the program descriptions in earlier sections of this report.
NEC Annual Report 2023 23
FY 2023 REVENUE SOURCES
FY 2023 EXPENSE CATEGORIES
A snapshot of Northshore Education Consortium’s financial performance is included below. For more detailed information,
please see the Audited Financial Statements and Uniform Financial Report.
Program Payroll, Tax, and Benefits
Occupancy
Administrative Services
Program Expense
Depreciation and Amortization
Tuition and Fee for Service
Commonwealth of MA - Recovery High School
Membership Fees and Interest
Philanthropy
Financial Summary FY 2023
Source Dollars Percentages
Tuition and Fee for Service $26,571,610 93.80%
Commonwealth of MA - Recovery High School $1,206,744 4.26%
Membership Fees and Interest $245,890 0.87%
Philanthropy $305,000 1.08%
Total Revenue $28,329,244 100%
Category Dollars Percentages
Program Payroll, Tax, and Benefits $22,611,295 81.44%
Occupancy $1,025,559 3.69%
Administrative Services $1,727,470 6.22%
Program Expense $956,252 3.44%
Depreciation and Amortization $1,444,579 5.20%
Total Expenses $27,765,155 100%
NEC Annual Report 202324
Executive Director | Fran Rosenberg | frosenberg@nsedu.org
112 Sohier Road, Beverly, MA 01915
Tel: 978-232-9755 | www.nsedu.org
To: Reading School Committee
From: Michelle Roach, Human Resources Director
Date: December 12, 2023
Re: Human Resources Quarterly Update
During the School Committee meeting on December 14th, we will review the Human Resources Quarterly
Update presentation.
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
Human Resources Update
MICHELLE ROACH
DIRECTOR OF HUMAN RESOURCES
SY23-24 Hiring and Open Positions
Openings Filled for the SY2023-2024
New Hires Transfer
Teacher/Nurse 39 13
One-Year Teacher/Nurse 11 4
Administrators/Non-Union
(6 APs, Killam Principal, RISE Director, 2 Math Coaches, 3 BCBAs,
Director of Finance, 2 Network Support Specialists, Athletic Trainer, etc.)
21 6
Food Services 6 5
Paraeducator 25 10
Facilities 3 1
Long Term Sub 4 4
Daily Sub 31
Total Filled: 144*
*Not including Substitute or Extended Day Hires
Current Open Positions
Admin/Non-Union: 0
Food Services: 2
Paraeducators: 1
Facilities: 0
Total Open Positions: 3
SY23-24 Leaves and Terminations (All Roles)
Departures (19)
YTD Resignations: 9
YTD Involuntary Terms: 3
Quick Quits (< 30 days): 3
Upcoming June 30th Teacher Retirements: 4
Leave of Absences (38)
Current: 13
Completed: 9
Anticipated: 16
Current Initiatives
Updated Forms for Onboarding
New Hire & Position Update Form
Reference Check Form
Job Description Audit and Revision
Contract Negotiations with 5 Bargaining Units
Automate Mandated Trainings
Retirement and Termination Data By Bargaining Unit
*Note: Retirements are included within terminations for every category excluding RTA
10
3
70
3
32
7
10
3
43
1
31
9
11
7
42
3
29
12
4
1
3
0
3 4
0
10
20
30
40
50
60
70
Cafe Facilities Para Secretary RTA RTA Retirements
SY20-21
SY21-22
SY22-23
SY23-24
Recruitment Year-to -Year
30
117
25
80
42
72
34 35
20
34
18
26
42
21
37
21
105
39
31
0
20
40
60
80
100
120
140
Cafe Facilities Para Secretary Teacher
Average Time to Fill Positions (Days)
SY20-21
SY21-22
SY22-23
SY23-24
Time to Fill Special Education vs. General Education
10
5
724
33
36
0
10
20
30
40
50
60
21-22 22-23 23-24Average Fill Time (days)Paraeducator Time to Fill
Paraeductor Non-SPED Paraeducator SPED
30
25
4510
27
19
0
5
10
15
20
25
30
35
40
45
50
21-22 22-23 23-24Average Fill Time (days)Teacher Time to Fill
Teacher Non-SPED Teacher SPED/RSP
*Note: The numbers on top of the data bars show the number of positions that were filled
Teacher/Para Substitute Fill Rate Comparison
SY 21-22 SY 22-23 SY 23-24
Month
Average
Daily
Absences
Average
Daily
Subs
*Average
Fill
Rate (%)
Average
Daily
Absences
Average
Daily
Subs
*Average
Fill
Rate (%)
Average
Daily
Absences
Average
Daily
Subs
*Average
Fill
Rate (%)
September 24 7 33%33 10 38%34 12 45%
October 37 8 28%49 16 44%46 15 45%
November 43 11 36%45 14 46%45 14 44%
December 49 16 39%64 22 46%52 17 43%**
* Average fill rate is based on the number of positions that require a substitute
** Through December 15th
17.65%
36.12%
46.23%
Absence Lead Time
10/1/2023 – 12/12/2023
Same Day
234 Absences
Day Before
479 Absences
2 or More Days
613 Absences
Teacher/Para Absence Lead Time
Reading, MA 01867
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Phone: 781-944-5800
Fax: 781-942-9149
To: Reading School Committee
From: Derek Pinto, Director of Finance & Operations
Date: December 14, 2023
Re: FY24 First Quarter Financial Report (FY24 Q1)
In the spring of 2023, the Reading Public Schools was appropriated $54,006,623 by Annual Town Meeting for the
Fiscal Year 2024. The School Department expects to meet all financial obligations within the total amount
appropriated.
On the following pages, a financial overview of the School Department’s FY24 First Quarter Financial Report (FY24
Q1) will be presented, spanning the period from July 1, 2023, to September 30, 2023. The FY24 Q1 Report will be
presented to the School Committee on December 14, 2023. Subsequent quarterly reports are scheduled for
completion as follows:
• Quarter 2: financial status through December 31, 2023, present in February 2024
• Quarter 3: financial status through March 31, 2024, present in May 2024
• Quarter 4: financial status through June 30, 2024, present in September 2024
This FY24 Q1 Financial Report is organized into four sections:
1. Financial Summary of the Operating Fund by Cost Center through Q1
2. Description of the Cost Centers and Drivers
3. Recommendation for Q1 Budget Transfers between Cost Centers
4. Financial Summary of Special Revenue Funds: Grants and Revolving Accounts
Please contact me if you have any questions or would like more information related to the FY24 Q1 Report.
FY24 Q1 FINANCIAL REPORT
1. Financial Summary of the Operating Fund by Cost Center through Q1 with Projected End Year Balances
Reading Public Schools
FY24 Q1 Financial Report
At the end of Q1, 20.32% ($10.97M) of the appropriated funds had been expended. This represents an
approximation of the dollars spent last year at this same time (20.40%, $10.56M). This balance will likely fluctuate
during the remainder of the fiscal year due to the many factors that influence and drive expenditures. Factors
that may impact the projected balance include, but are not limited to, staff medical and maternity leaves, new
student enrollment, changes in student needs, new enrollment, staff turnover, delays in hiring, and unfilled of
substitute teaching and paraprofessional coverage. Each subsequent quarterly report, starting with Q2 will reflect
updated data and project an end-of-year status based on information available and historical trends.
The format of this financial overview begins with defining the accounts that comprise each cost center followed
by the first quarter financial status by cost center, summarizing the drivers that have resulted in the balances as of
September 30, 2023. This report concludes with an overview of other funding sources that support the Reading
Public Schools: Grants, Revolving Funds and Student Activity Accounts.
2. Description of the Cost Centers and Drivers Impacting Projected Fund Balances
The Reading Public Schools’ general fund consists of five cost centers, which are approved by the Reading School
Committee annually through the budget development process. The type of expense accounts associated with each
cost center are named below. Funds can be transferred between cost center with the consent and approval of the
School Committee. The chart below (FY24 Budget by Cost Center) depicts the percentage allocation per cost
center, and the narrative that follows provides the dollar amounts and further detail.
Administration: Budget makes up 2.43% of total appropriation
Administration – represents 2.43% ($1.31M) of the appropriated budget and is comprised of central office
administrators and assistants, legal and audits, accounts payable, payroll, human resources, data information
management, telecommunication services, professional development.
At the end of Quarter 1, 27.70% ($363K) of the appropriated Administration Cost Center budget had been
expended and encumbered, representing a decrease in the dollars spent from FY23, same time in FY23 (30.30%,
$396K).
Regular Day (General Education): Budget makes up 59.17% of total appropriation
Regular Day – represents 59.17% ($31.95M) of the appropriate budget and is comprised of school principals and
secretaries, general education teachers, tutors, paraprofessionals, guidance counselors, English Language and
instructional specialists, leadership and mentor stipends, substitutes, transportation, professional development,
instruction and curriculum materials, instructional technology, library materials, assessment software.
At the end of Quarter 1, 14.20% ($4.5M) of the appropriated Regular Day Cost Center budget had been expended
and encumbered, representing an increase in the expenditures over last year (14.40%, $4.3M).
Special Education: Budget makes up 30.95% of total appropriation
Special Education- represents 30.95% ($16.71M) of the budget and is comprised of special education
administration and secretaries, special education teachers and paraprofessionals, therapeutic specialists
(occupational therapists, physical therapists, speech/language pathologists) extended school year staff and
expenses, special education legal services, home and hospital tutoring, consultation and evaluation services,
adaptive equipment and technology, testing and assessment services and materials, special education instruction
materials, special education transportation, out of district tuition.
At the end of Quarter 1, 30.10% ($5.0M) of the appropriated Special Education Cost Center budget had been
expended and encumbered, in contrast with 28.60%. ($4.8M) in FY23. Massachusetts General Laws allow out of
district pre-payments of up to three months of any approved private placements and up to 100% of collaborative
placements in which students are attending. This prepayment of special education private day and collaborative
out of district placements is a practice used over the years in Reading, and will be repeated in FY24 to defray FY25
expenses – details will be forthcoming.
Administration, 2.43
General
Education,
59.17
Special
Education,
30.95
District Wide,
4.41
Facilities, 3.05
FY24 Budget By Cost Center (percentage)
Administration General Education Special Education
District Wide Facilities
District Wide: Budget makes up 4.41% of total appropriation
District Wide services represents 4.41% ($2.38M) of the appropriated budget and is comprised of the following categories:
• Health Services: makes up 38% ($913K) of the District Wide Cost Center and is comprised of a director of
nursing, nurses, nurse substitutes, school physician consultant services, medical supplies, testing
equipment.
• Extracurricular: makes up 3% ($78K) of the District Wide Cost Center and is comprised of a Student
Activities Coordinator, advisor stipends, transportation, membership, supplies, equipment.
• Athletics: makes up 30% ($721K) of the District Wide Cost Center and is comprised of an /Assistant
Principal/Athletic Director, secretary, coaches, officials, transportation, venue rental membership,
supplies, equipment, uniforms.
• Technology: makes up 28% ($668K) of the District Wide Cost Center and is comprised of a network
administrator, computer technicians, Internet services, software and licensing, clocks, bells and
telephones, network infrastructure repair, maintenance, supplies, equipment.
At the end of Quarter 1, 15.95% ($380K) of the appropriated District Wide Cost Center budget had been expended
and encumbered, in contrast with 15.50% ($344K) in FY23.
School Facilities: Budget makes up 3.05% of total appropriation
School Facilities – represents 3.05% ($1.64M)of the total appropriated budget and is comprised of a custodial
manager, custodians, courier, contracted cleaning services (RMHS, Coolidge,) radios, equipment, supplies, uniforms.
At the end of Quarter 1, 40.11% ($660K) of the appropriated budget had been expended and encumbered,
compared with 42.80% ($693K) in FY23.
3. Recommendations for Quarter 1 Budget Transfers between Cost Centers
At the end of Q1, there are no recommended budget transfers needed to reallocate funds to cover expenditures.
4. Financial Summary of Special Revenue Funds: Grants and Revolving Accounts
In addition to the General Fund, Special Revenue Funds consisting of grants and revolving funds support the
delivery of services to students attending Reading Public Schools. Please find below the FY24 Q1 financial summary
and a description of each grant awarded. This is followed by a FY24 Q1 financial summary of revolving funds.
Grants
All FY24 grants awarded to the Reading Public Schools have been approved by the School Committee. Some grants
are expended across fiscal years. Please find below Q1 Financial Overview and End Year Status for all grants with
beginning balances in FY24:
$5,534 remains in Title1 FY23 which will be expended shortly. In FY24, we expect to fully expend all FY24 Title 1
funds awarded. This will support students from low-income families across two qualifying schools (Parker and
Killam). Title 1 funds are earmarked specifically and solely for the purpose of supporting qualifying students in
specific schools.
The school department has been diligent about expending oldest grant funds first in compliance with their
acceptable use prior to the grant deadline. These focused efforts have allowed the district to become more
efficient and effective with monitoring, making decisions about, and better leveraging funds.
Illustrated in the table below are the spending deadlines for each State and Federal grant:
Descriptions and acceptable uses of each State and Federal grant follows below:
State Grants:
• METCO: the Metropolitan Council for Educational Opportunity is a state funded, voluntary educational
desegregation program designed to eliminate racial imbalance through the busing of children from
Boston, MA and Springfield, MA to suburban public schools in thirty-eight communities. These funds pay
for program coordination, transportation, instructional services, and community engagement related to
Boston resident students attending Reading Public Schools through participation in the METCO program.
• Department of Public Health: provides for mandated screenings, professional development, and
substitute coverage for nurses.
• New England Dairy: funds can be used to support equipment and marketing needs related to expanding
school meal programs including breakfast, summer meals, and serving new dairy menu items like
smoothies and hot chocolate milk.
• Earmark RMHS Keyboard: Not less than $25,000 shall be expended for a classroom set of Nord stage 3 88
stage keyboards for the Reading Memorial high school performing arts program.
• Investigating History: This competitive grant is designed to fund the costs associated with professional
development, as well as cover additional costs of implementation such as teacher planning time outside
of contract hours or the purchase of printed copies of the Investigating History materials, to facilitate a
successful adoption of the Investigating History materials across a school or district.
• Northeast Food for Schools: This opportunity has proposed to increase the capacity to procure local
unprocessed/minimally processed foods, and foods from local producers (including farmers, food hubs,
and fishermen).
• Innovation Career Pathways Planning & Support: designed to give students coursework and experience
in a specific high-demand industry, such as information technology, engineering, healthcare, life sciences
and advanced manufacturing. Also, to create strong partnerships with employers in order to expose
students to career options and help them develop knowledge and skills related to their chosen field of
study before they graduate high school.
• Note - Circuit Breaker: although not a grant, DESE reimburses school districts for a portion of out of district
tuition placement and transportation costs. In FY24, 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 II A: provides supplemental resources to school districts to support systems of support for excellent
teaching and leading. The priorities of Title IIA are to: increase student achievement consistent with the
challenging State academic standards; improve the quality and effectiveness of teachers, principals, and
other school leaders; Increase the number of teachers, principals, and other school leaders who are
effective in improving student academic achievement in schools; and provide low-income and minority
students greater access to effective teachers, principals, and other school leaders. These funds are
allocated to provide professional development for teachers.
• Title IV: ensures that all students have access to a high-quality educational experience. The priorities of
Title IV are to: support well-rounded educational opportunities; support safe and healthy students; and
support effective use of technology. These funds pay for technology integration activities and materials
for teachers and classrooms.
• IDEA 240: provides appropriate special education services for eligible students and to maintain state/local
effort in special education. These funds pay for special education paras, BCBA, and professional
development.
• IDEA 262: ensures that eligible 3, 4, and 5-year-old children with disabilities receive a free and appropriate
public education that includes special education and related services designed to meet their individual
needs in the least restrictive environment. These funds pay for early childhood instruction and
professional development.
• ARP 252: addresses challenges related to the pandemic, including school re-entry, disruption in the
education of children with disabilities, mental health services; sustainability; focuses on issues of equity
in special education and early intervention services. Funds are allocated to provide professional
development, instructional materials, and testing/assessment materials.
Revolving Accounts:
Revolving Accounts are comprised of fee-based programs, extracurricular activities, and donations. Apart from
donations, a total of $1.6M of Fee-based Revolving Funds offset the FY24 operating budget with user and event
fees generated by the special revenue funds noted in the table on the page to follow:
• Athletics: Fees are paid by families for students’ participation in athletics.
• Community Education (Drivers Education, Summer Programs): Fees are paid by families for students to
participate in drivers’ education and summer programs. Fees paid by individuals for participation in
Community Education events and courses.
• Drama: Fees are paid by families for students’ participation in after school drama and band programs.
• Extended Day: Fees are paid by families for students to participate in extended day programs before and
after schools.
• Extracurricular and Band: Fees are paid by families for students to participate in afterschool band and
fine and performing arts activities.
• Guidance: Fees are paid by families for students to take PSAT, SAT and AP tests.
• Full Day Kindergarten: Fees are paid by families for enrollment in the Full Day Kindergarten program.
• RISE Preschool: Fees are paid by families for enrollment in the RISE preschool program.
• Special Education Tuition: Fees paid by other another public school district for students to attend special
education programs in Reading.
• School Choice: allows families to enroll their children in schools in communities other than the city or
town in which they reside. Tuition is paid by the sending district to the receiving district.
• School Lunch: Revenues are generated through state and federal reimbursements and lunchtime a la
carte sales.
• Transportation: Fees are paid by families for students to ride existing bus routes, based on seats available.
• Use of School Property: Some community organizations which use school facilities pay a fee for space
and/or custodial coverage.
• Lost Books: Fees are collected and used to replace lost or damaged books.
Gifts/Donations:
Restricted donations for specific purposes and unrestricted donations for general use are made to the School
Committee for approval and acceptance in accordance with School Committee Policy
Student Activity Accounts:
A Student Activity Account (SAA) may be used for monies raised by student organizations and expended to benefit
those students. MGL c.71 Section 47 governs monies deposited into a student activity account. Q1 financial activity:
The Town Treasurer’s Office designates an account into which all SAA funds generated through student activity
clubs are deposited and a SAA checking account has been established for each secondary school with which funds
are expended for the sole purpose of supporting student activity clubs. Interest is generated on these funds.
Please contact me with questions or requests for additional information related to the FY24 Q1 Financial Report.
TO: Reading School Committee
FROM: Dr. Sarah Hardy, Assistant Superintendent for Learning and Teaching
DATE: December 12, 2023
RE: Early Literacy Screening Presentation
During the 12/14 School Committee meeting, we will present on the early literacy screening and literacy
intervention plan. A copy of 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
Early Literacy Screening
December 14, 2023
Plan for Literacy School Committee Updates During 23/24
October 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
February presentation topics
●Update on Implementation Plan for ARC Core - What are we seeing in classrooms?
Tonight!
Contents of This Presentation
●Overview of new screening tool - DIBELs 8th edition (through Amplify’s mCLASS
program)
○Explain what universal screening is/does
○Share DESE Universal Screening Guidance
●Process for family communication of results and intervention plan
●Initial plan for Tier 2 literacy intervention based on screening results
●Consistent system across all elementary schools with responsive adjustment of
intervention supports/progress monitoring
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.
Clarification about Terminology
Massachusetts uses dyslexia as the foundation for the universal literacy screener law.
However, literacy screening has a broader goal than solely identifying students with
dyslexia. Dyslexia was the driver for the law, but there are other factors that put students
at risk for reading difficulties.
Universal screening and subsequent targeted instruction allows us to be responsive to all
factors and can benefit many students, including those without a disability.
Intervening early can fill gaps and actually change the learning trajectories and outcomes
for students, with and without disabilities.
Universal screening and subsequent targeted instruction is a general education process.
Child Find Obligation
Universal Literacy Screening is not the same as evaluating a student for special
education eligibility.
At any point in the screening and intervention process, if any member of the team feels
the problem is beyond a curriculum or instructional issue, and they believe it could be
disability related, a special education evaluation can be initiated. That evaluation is a
separate process from the Universal Screening Process.
Massachusetts General Law
Chapter 71, Section 57A: Students with potential indicators of a neurological learning
disability; guidelines for development of screening procedures
The department of elementary and secondary education, in consultation with the
department of early education and care, shall, subject to appropriation, issue guidelines
to assist districts in developing screening procedures or protocols for students that
demonstrate 1 or more potential indicators of a neurological learning disability including,
but not limited to, dyslexia.
Dept. of Elementary and Secondary Education Regulation
Early Literacy Screening, Regulation 603 CMR 28.03(1)(f) — Effective July 1, 2023
On September 20, 2022, the Board of Elementary and Secondary Education adopted an
amendment to 603 CMR 28.03 that requires all elementary schools to assess each
student's reading abilities and early literacy skills at least twice per year from
kindergarten through at least third grade. The regulation, 603 CMR 28.03(1)(f), takes
effect on July 1, 2023.
The full regulations can be found at: 603 CMR 28.03: School District Administration and
Personnel Regulations.
What is Universal Screening?
More About Universal Screeners
●Screening tools are designed to predict the likelihood of reading challenges
without the presence of targeted interventions and support
●If a student is determined to be at risk based on the screening tool, interventions
will start right away
●Universal screening is used in conjunction with other data sources (from core
instruction and progress monitoring) to create a plan for each student
●Universal screening tools include a progress monitoring component
More Terminology: What is Our Universal Screening Tool?
Company: Amplify
Platform for data/assessment: mCLASS
Benchmark and Progress Monitoring Assessment: DIBELS 8th edition
*Meets all DESE expectations for a Universal Screener and stores data year over year*
Overview of DIBELS
Professional Development/Training
In September, all literacy specialists and reading tutors were trained by staff
at Amplify on the assessment, how to administer, and how to use the
mCLASS platform.
Special Educators were also trained on how to use this tool, and are currently
working with Renee Limauro and Crafting Minds on how to progress monitor
students.
Universal Literacy Screening Schedule (all students)
Grades 1 to 3
●October (due to training; will be in Sept. going forward)
●January
●May
Kindergarten
●November
●May
In addition, progress monitoring will be utilized between screenings for student below or
well-below benchmark.
How do we communicate about universal screening to families
of K-3 students?
Students Scoring Below Benchmark Students Scoring Well Below
●Email from literacy specialist informing of results
and the intervention plan
●Phone call from principal/literacy specialist
●Letter home informing of results, intervention
plan, and follow up communication
Communication before the screening process
Communication after the screening process
All Students
●All families received a notice 9/22/23 via email from principals informing them of the screening process
●Communication of results was consistent in message and timeline across 5 schools
How do we respond to universal screening results in K-3?
Risk Level Instructional Support
At or Above
Benchmark
Classroom teachers provide core instruction which includes differentiated and targeted
skill instruction at student’s level
Below Benchmark Tutors (and literacy specialists, as schedule permits) provide targeted support within the
classroom matched to skills gaps. Students scoring at this risk level are progress
monitored monthly.
Well Below
Benchmark
Literacy Specialists provide targeted pull-out support matched to skills gaps. Pull-out
groups are formed based on student need according to subtest data. These students are
progress monitored every two weeks.
What happens if a student doesn’t make progress towards
benchmark?
●Students are progress-monitored throughout the intervention, so instruction can be
fine tuned at any point.
●After 8 weeks of intervention, literacy specialists assess whether or not students are
making adequate progress using the AIM line mCLASS provides.
●If adequate progress has not be made, an additional intervention will be put into
place (change in frequency or intervention resource).
●If after two rounds of intensive intervention support a student has not made
adequate progress, a referral to the SST will be made for a student evaluation
mCLASS Assists in Monitoring Progress
Responsive Adjustment of Intervention Supports
●Elementary literacy specialists
○meet monthly to review intervention resources and best practices as a team
and the impact they have on students,
○meet after each benchmark to review data and form intervention groups, and
○carefully consider and adjust assessment windows for benchmarking and
progress monitoring.
Building Consistency Across Schools
Steps for the 23/24 school year.
●Use of tool same in general and special education (progress monitoring)
●Regular meetings with literacy specialists to monitor and adapt plan
●Use of a consistent plan across for literacy intervention and targeted supports
●Review of Student Support Team structures across elementary schools to align with
new literacy universal screening plan
Literacy Specialist Team
●Colleen DeRosa, Joshua Eaton
●Stacey Foresman, Wood End
●Erin Gibson, Barrows
●Alison Matthews, Killam
●Jan Rhein, Birch Meadow
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
December 14, 2023
From:Milaschewski, Thomas
To:Rebecca Liberman; DG School Committee
Cc:oesj@ci.reading.ma.us
Subject:RE: Please make the first day of Rosh Hashanah and the day of Yom Kippur days off from school
Date:Tuesday, December 5, 2023 5:19:57 PM
Hi Rebecca,
Thanks for reaching out to share your feedback and concerns. This is certainly a topic that we have discussed over
the past few years with the School Committee as we developed the school calendar. In short, we have steered away
from this practice given the amount of major religious and cultural holidays celebrated across various traditions
within our community.
This past year we have focused on setting better communication, tied with clearer expectations/accountability, with
leaders and staff on the SC policy regarding homework/tests on religious holidays. As a result, we have seen that
this policy is followed with more fidelity across our district and we expect this to continue moving forward. With
that said, I certainly recognize the limitations of this approach, both in ensuring consistent application of the policy
and also in how work can pile up for our students when not being in school for a day or two.
We will discuss this topic again over the next few months as we develop the school calendar for the 2024-2025
school year. I know that our administration and the School Committee will take your feedback into consideration
during this process.
Best,
Tom
-----Original Message-----
From: Rebecca Liberman <rfliberman@gmail.com>
Sent: Monday, December 4, 2023 10:04 AM
To: DG School Committee <SchoolCommittee@reading.k12.ma.us>; Milaschewski, Thomas
<Thomas.Milaschewski@reading.k12.ma.us>
Cc: oesj@ci.reading.ma.us
Subject: Please make the first day of Rosh Hashanah and the day of Yom Kippur days off from school
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.
Dear Supt. Milaschewski and members of the School Committee,
I urge you to make the first day of Rosh Hashanah and Yom Kippur days off from school, as was done for a few
years back in the early 2010s but was then discontinued.
Supposedly there is a policy in place to prevent exams, homework assignments, projects, tryouts and learning that
cannot be made up from being scheduled on these days, but this policy is routinely violated.
Not that long ago, a 9th grade biology exam was scheduled in violation of the policy, and other violations occur
regularly. Even when the policy is not directly violated, this time can be very stressful for those who observe these
holidays, with homework piled up, and sometimes one or more exams later in the same week.
Many other school districts manage to give these days off, including Peabody, Lexington, and Newton. I can't
understand why Reading cannot figure out a way to help its Jewish students and staff this way.
Because these holidays generally fall at the beginning of the school year, it can be especially difficult for students
who observe these days and need to ask for extensions on homework assignments, postponement of exams, etc.
I urge you to find a way to implement these as days off again, as we did in the past.
Thank you.
Rebecca Liberman
50 Pratt St.
METCO host and former RMHS parent