HomeMy WebLinkAbout2024-01-11 School Committee PacketOpen Session 7:15p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
January 11, 2024
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: 2024-01-11 Time: 7:15 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:
7:15 p.m. A. Call to Order
7:20 p.m. B. Public Comment
Focus on Excellence
Consent Agenda
1. Minutes (01-04-2024)
2. Acceptance of FY24 Financial Education Innovation Fund Award
Warrant Reports
1. 01-04-2024
Reports
1. Student
2. Director of Finance & Operations
3. Assistant Superintendent of Teaching & Learning
4. Superintendent
5. Liaison/Sub-Committee
7:30 p.m. E. New Business
1. FY24 Calendar Update Review and Approval
2. Math Pathways Update
3. FY25 Kindergarten Rate Discussion
4. FY25 Budget Presentation & Discussion
a. General Education Cost Center
b. Facilities Cost Center
c. District Wide Cost Center
d. Capital Plan Review
F. Information / Correspondence
1. Snow Removal
Town of Reading
Meeting Posting with Agenda
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 2
8:45 p.m. G. Executive Session
To discuss strategy with respect to collective bargaining if an open
meeting may have a detrimental effect on the bargaining position of
the public body (Reading Paraeducators Association) as an open
meeting will have a detrimental effect on the bargaining position of the
Reading School Committee.
9:30 p.m. Adjourn
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Consent Agenda
Reading Public Schools
School Committee Meeting Packet
January 11, 2024
Town of Reading
Meeting Minutes
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2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2024-01-04 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 (remote), Shawn Brandt, Erin Gaffen, and
Carla Nazzaro
Members - Not Present:
Charles Robinson
Others Present:
Director of Finance and Operations Dr. Derek Pinto, Assistant
Superintendent for Student Services Dr. Jennifer Stys, and Superintendent
Dr. Thomas Milaschewski
Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson.
Topics of Discussion:
A. Call to Order – Mr. Wise called the meeting to order at 7:00 p.m. to review the agenda.
Roll Call Attendance –Mr. Brandt – here, Mrs. Gaffen – here, Mrs. Nazzaro – here, Mr. Wise
– here, Ms. McLaughlin – here
B. Public Comment
Public Comment – None
Focus on Excellence
1. State Champion Field Hockey Team – Dr. Milaschewski introduced the 2023 Field
Hockey state champions. The community was very eager to follow this team all season.
The team was 22-1 this season and succeeded in victory over Norwood in a 2-1 overtime
win. Thank you to the coaching staff for a great season: Jess Palmer, Amy Marisolo,
Megan Holton, and Taylor Reynolds. When asked about this team, our high school
administration had only positive things to share. Given the level of this accomplishment,
it is important to share with the community and celebrate. The team thanked the
Reading community for their support and rallying behind them as they achieved this
accomplishment.
Consent Agenda
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1. Minutes (12-14-2023)
2. Pegasus Springs Foundation Donation
3. RMHS Drama Club Donation
4. Reading Education Foundation Grant Donation
5. Acceptance of FY24 MyCAP Development and Implementation
Grant
Warrant Reports
1. 12-14-2023
2. 12-21-2023
3. 12-28-2023
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Robinson.
Roll Call Vote –Mr. Brandt – yes, Mrs. Gaffen – yes, Mrs. Nazzaro – yes, Mr. Wise – yes,
Ms. McLaughlin – yes
Reports
1. Director of Finance & Operations – Dr. Pinto shared gratitude and appreciation to
RMHS students enrolled in Ms. Kathy Dailey’s AP photography class and community
member Alicia Williams who contributed photos in the budget book.
2. Assistant Superintendent of Student Services – Dr. Stys shared details about the
winter season of Unified Strength and Conditioning training. Prior to the winter
break, we received notification from the governor that Reading Public Schools was
awarded a Safe and Supportive Schools Competitive Grant for $10,000. This will
allow us to continue our efforts in making sure that our schools are safe and
welcoming for all students and staff.
3. Superintendent – Dr. Milaschewski shared that Reading Public Schools received the
School Behavioral Health Workforce and Service Expansion Grant which is a $60,000
grant that will fund a district multilingual learner family liaison. Just this past week
Taiana Pereira started in this role. Ms. Pereira is a Reading parent and is already
making a great impact connecting with families.
4. Liaison/Sub-Committee
a. Mr. Brandt – No report
b. Mrs. Gaffen – No report
c. Mrs. Nazzaro – The Killam School Building Committee had a meeting today with
the designer and staff members at Killam where the designers asked about
priorities for the new school. Next Thursday, we have our first community
meeting and inviting everyone in the town. This will take place in the Killam
cafeteria from 5:15-6:45pm. We want the community to meet the designers and
provide feedback. Mr. Brandt pointed out that last year a community member
shared concerns about traffic flow. Mrs. Nazzaro stressed inviting all in the
community to join this meeting and community meetings going forward so we
can talk through feedback as such. A Killam School Building Committee website is
coming soon.
d. Ms. McLaughlin – No report
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e. Mr. Wise – The Children’s Cabinet met in December, and it has been a very
active group. Two topics were chosen to talk through which were addressing
mean behavior relational aggression and improving social connectedness. The
cabinet is looking at increasing support for new Reading community members.
E. New Business
1. RISE Tuition Adjustment Review, Discussion, and Vote
Dr. Milaschewski reviewed the recommended 2024-2025 RISE tuition adjustments. The
only two programs where there is a proposed increase are the ones we feel we are behind
in cost or unit price compared to some of our other programs. We are not in a year where
we are trying to level set with the market, but we are trying to level set amongst our own
programs. In the packet, you will find a memo showing we are proposing a closer range of
$290-$300 unit price per program. The five-day transitional program will have the largest
increase.
Dr. Stys provided an update on the proposed shifts and programs in terms of days and
hours. Director of RISE Preschool, Ms. Kerry Wilcox, has been reviewing our programs and
checking for efficiency and effectiveness. With this we have found areas for improvement.
Typically, there is a class that is four days a week with a total of 10 hours and this year we
piloted as five 12.5 hour class. We found we had low enrollment and continuing this
program does not make sense. There is also another five day a week program going really
well where in the morning there is a large number of general education students and
students who have IEPs working together. In the afternoon, a small group of students stay
to get some more direct instruction. The only issue with this program is it runs 8-11:30am
and the rest of RISE dismisses at 12:00pm so it does not make sense to have the students
leave a half hour early so we would like to ensure better transitions and make for a
slightly longer morning to have the same dismissal times.
Mrs. Gaffen motioned to approve the proposed preschool tuition rates for 2024-2025,
seconded by Mrs. Nazzaro.
Roll Call Vote –Mr. Brandt – yes, Mrs. Gaffen – yes, Mrs. Nazzaro – yes, Mr. Wise – yes, Ms.
McLaughlin – yes
2. Review of Staff Additions during FY23 and FY24 Budget Cycles
Dr. Milaschewski reviewed the staff additions made during the FY23 and FY24 budget
cycles. While the FY25 budget is generally a level service budget with only a few small
increases in FTE, there have been significant adds in the last two budget cycles and it is
important to reflect and maximize the impact of these roles. In the packet, you will find a
presentation sharing each role which includes a description, indicators of progress and
FY25 focus on the role. These additions are broken out into four categories: Supporting
Teaching and Learning, Special Education, Student Services, and Multilingual Learners.
Dr. Milaschewski shared some specifics about the Assistant Principal role and goals as a
district moving forward with the utilization of these roles. We feel very encouraged by the
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additions made in the past two years and maximizing the roles moving forward for the
most return.
The committee discussed the room to grow positions as Multilingual Learner needs
increase in the district. Currently, there is not much headroom. The district Multilingual
Learner Coordinator provides a lot of coaching and support to teachers now and we will
continue to revisit this area every year.
The committee discussed the METCO Coordinator/School Adjustment Counselor roles and
the impact this increase makes to school counseling across the board at all schools. One
area for improvement is ensuring consistency in the roles and responsibilities across all
five school sites.
3. FY25 Budget Presentation & Discussion
Dr. Pinto presented the Superintendent’s FY25 Recommended Budget. In the budget
book, all cost centers have been included, but the focus of this presentation was on
Administration and Student Services Cost Centers. The remaining three cost centers will
be discussed at the next meeting.
The Finance Committee budget guidelines in which they provided an operating budget of
+4% for FY25. The School Committee also provided budget guidance and investment
priorities for the district to incorporate and review. In terms of the budget development,
we aligned budgets with employment contracts and negotiated bargaining agreements,
calculated costs based on historical spending trends, known service and material rate
changes and anticipated requirements, and evaluated staffing schedules, student
groupings and case loads based on projected student enrollment, class size, and student
needs. We also redeployed existing resources and used grants and the revolving accounts
to support changes in the baseline operating expenses and then fund our investment
priorities.
The recommended investments for FY25 include 0.6 FTE for a Speech Language
Pathologist which will respond to a growing need for students on IEPs and was a
recommendation from the union workload committee and a 0.5 Special Education teacher
for the LEAD program at Joshua Eaton. Currently, this Special Education teacher is in place
as a one-year split position (0.5 at Joshua Eaton and 0.5 at Killam). We will continue to
review this position as we could see more needs once the LEAD program review is
completed. Other investments include the continued path towards universal kindergarten
and the three positions moving over from ESSER funds.
There are priorities that surfaced during the budget planning process and we will keep
these on our radar going into future budget planning.
Dr. Pinto reviewed the FY25 recommended budget by cost centers specifically, the
Administration and Special Education cost centers. The committee discussed
incorporating the LEAD teacher position and making this a priority into the future to as an
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added full-time position. The committee also discussed the total increase in the RISE
tuition which with the proposed changes brings us the potential to collect $437,080
compared to $422,000 collected this year. Currently, space at RISE is our biggest obstacle
and we have a significant waitlist.
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 Paraeducators Association) as the chair declares an open meeting will have a
detrimental effect on the bargaining position of the Reading School Committee, seconded by
Mr. Brandt.
Roll Call Vote –Mr. Brandt – yes, Mrs. Gaffen – yes, Mrs. Nazzaro – yes, Mr. Wise – yes, Ms.
McLaughlin – yes
https://www.youtube.com/watch?v=FcTQrvZa0r0
Meeting Adjourned from regular session at approximately 8:11pm.
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: January 8, 2024
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 Financial Education Innovation Fund Award
Please vote to accept the Financial Education Innovation Fund in the amount of $3,200 awarded to Reading
Memorial High School. With this award, the RMHS leadership team along with Ms. Judith Langill, the Education
Coordinator for the RMHS Branch Office of Reading Cooperative Bank, will host a Credit for life Fair for all RMHS
grade 11 students on April 30, 2024. With the assistance of over 40 community and business volunteers, students
will increase their financial literacy and learn how to manage their money, build and stay within a budget, and
explore careers. As described on the Credit for Life website:
For more than a decade, high school students across Massachusetts and beyond have participated in Credit for
Life Fairs where students learn the real-life budgeting and money management skills they will use throughout
their lifetime. Thanks to the efforts and support of a number of banks and non-profit organizations, Credit for Life
is now available through this interactive website so that Massachusetts’ young adults can enjoy these important
financial lessons without leaving their desks or classrooms. Participants choose their professions, are assigned
monthly take-home salaries and then navigate 10 online checkpoints to make "purchases" utilizing imaginary cash,
credit or savings. The experience also includes a library of “Money Modules” students can utilize before or after
the Fair on topics that include budgeting, credit scores, investing for the future and more. The goal? To learn to
live within their budget.
The award will be expended on supplies, materials, signage, and materials for distribution to students.
Thank you for your support with your vote to accept the FY24 Financial Education Innovation Fund 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
January 11, 2024
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
DATE: January 11, 2024
RE: FY24 Calendar Update Review and Approval
During the 1/11 School Committee meeting, we will be seeking formal approval on a 2024-2025
calendar adjustment. This adjustment includes the following:
• Shi�ing the 2/9 RMHS half-day to a full-day of school
• Shi�ing the 2/2 and 2/16 full-days at RMHS to half-days with a 1:32pm dismissal
These shifts are part of RMHS’ upcoming scheduling pilot. As part of RMHS’ exploration of a new
potential schedule, the school will be piloting a new schedule from January 22nd-February 16th. RMHS
Principal, Mrs. Jessica Callanan, will provide a presentation to the community on the scheduling pilot
during the 1/18 School Committee meeting.
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: Dr. Sarah Hardy, Assistant Superintendent for Learning and Teaching
DATE: January 9, 2024
RE: RPS Math Pathways Update
During the 11/30 School Committee meeting, we presented an update on Math Pathways by providing a
review of the Math Pathways Advisory Committee and strategies and timeline of next steps. At that
meeting, we committed to providing an update every 6 weeks. During the 1/11 School Committee
meeting, we will provide our 6 week update on progress being made.
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: Dr. Thomas Milaschewski, Superintendent
DATE: January 11, 2024
RE: FY25 Kindergarten Rate Discussion
Over the past few years, our School Committee, in partnership with our Town, has created and executed
a plan to continuously decrease the kindergarten tuition cost to families with the goal of providing a
universal and tuition-free full-day kindergarten model by FY26. Through this plan, the tuition decreased
from $4,500 in FY22 to $3,600 in FY23 to $2,650 in FY24. During the 1/11 SC meeting, we will be
discussing this plan and a proposed FY25 kindergarten tuition rate of $1,450 per student.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
READING PUBLIC SCHOOLS
The Superintendent’s FY25 Recommended Budget
July 1,2024 -June 30,2025
“Chaos”by Ryan Fox,RMHS Student enrolled in Ms.Kathleen M.Dailey’s AP Photography Class
Contact Information
Copies of the budget document are available at the Office of the Superintendent and on the Reading Public School’s
website at www.reading.k12.ma.us.For additional information or clarification on the Superintendent ’s FY25
Recommended Budget,please feel free to contact the Central Office Administration for assistance at 781-944-5800.
Also,please reach out directly to the Superintendent or Director of Finance and Operations:
Thomas Milaschewski,Ed.D.Derek Pinto,Ed.D.
Superintendent of Schools Director of Finance and Operations
781-944-5800 781-670-2880
Thomas.Milaschewski@reading.k12.ma.us Derek.Pinto@reading.k12.ma.us
Photo Credits
With gratitude and appreciation,we recognize the work of the following Reading Memorial HIgh School (RMHS)
students enrolled in Ms.Kathleen Dailey’s Advanced Placement Photography class:
●Ryan Fox “Chaos”
●Bridget Patterson “Red Tree”
●Liv Lam “Broccoli”
●Alicia Williams (Photographer,CordelePhotography.com)
The Superintendent ’s FY25 Recommended Budget 2
School Committee Members
Thomas Wise,Chairperson
Erin Gaffen,Vice Chairperson
Shawn Brandt,School Committee Member
Sarah McLaughlin,School Committee Member
Carla Nazzaro,School Committee Member
Charles Robinson,School Committee Member
Superintendent of Schools
Thomas Milaschewski,Ed.D.
Reading Public Schools
82 Oakland Road
Reading,Massachusetts
Website:http://reading.k12.ma.us
The Superintendent ’s FY25 Recommended Budget 3
District Leadership Team
Central Office Administrators
Sarah Hardy,Ed.D.,Assistant Superintendent for Learning &Teaching
Derek Pinto,Ed.D.,Director of Finance and Operations
Michelle Roach,Human Resources Director
Jennifer Stys,Ed.D.,Assistant Superintendent for Student Services
Other District Administrators
Erin Burchill,Humanities Curriculum Coordinator
Julian Carr,Network Manager
Catherine Franzetti,Director of School Nutrition
Kevin Gerstner,Facilities Manager
Mary Giuliana,Director of Health Services
Karen Hall,Multilingual Learner (MLL)Department Coordinator
Joseph Huggins,Director of Facilities for Town and School Buildings
Mary Anne Lynn,Interim STEM Curriculum Coordinator
Kurtis Martin,METCO Director
Christopher Nelson,Director of Extended Day,Drivers Education,and Adult and Community Education
Kerry Wilcox,R.I.S.E.Preschool Director
Allison Wright,Special Education Director
The Superintendent ’s FY25 Recommended Budget 4
School Administrators
Reading Memorial High School
Jessica Callanan,Principal
Kadi Buckley,Assistant Principal
Meredith Flanagan,Assistant Principal
Jessica Theriault,Assistant Principal
Thomas Zaya,Assistant Principal,Athletics &Extra-curricular Activities
A.W.Coolidge Middle School
Sarah Marchant,Principal
Brienne Karow,Assistant Principal
W.S.Parker Middle School
Rochelle Rubino,Principal
Jill Story,Assistant Principal
Alice Barrows Elementary School
Alissa Gallegos,Principal
Annemarie Ring,Assistant Principal
Birch Meadow Elementary School
Stephen Burnham,Principal
Lisa Azzarito,Assistant Principal
Joshua Eaton Elementary School
Caitlin Shelburne,Principal
Jessica Swindell,Assistant Principal
J.W.Killam Elementary School
Lindsey Fulton,Principal
Talia Hallett,Assistant Principal
Wood End Elementary School
Nicole Schwartz,Principal
Jessica Hester,Assistant Principal
RISE Preschool
Kerry Wilcox,Director
The Superintendent ’s FY25 Recommended Budget 5
Table of Contents
INTRODUCTORY SECTION 8
Superintendent ’s Message...........................................................................................................................................................9
Finance Committee’s Budget Guidelines....................................................................................................................................10
School Committee’s Budget Guidance &Investment Priorities .................................................................................................11
Mission,Vision,Statement of Equity,and Portrait of a Graduate..............................................................................................11
Budget Development Process and Timeline...............................................................................................................................13
Budget Review:FY23 and FY24 Investments ............................................................................................................................15
FY25 Recommended Budget Investments .................................................................................................................................21
Major Focus Areas with No Impact to FY25 Recommended Budget..........................................................................................21
Funding Considerations for the Future .....................................................................................................................................22
The Superintendent’s FY25 Recommended Budget Priorities....................................................................................................24
Preschool and Elementary Level Priorities:.............................................................................................................................24
Secondary and District Level Priorities:...................................................................................................................................25
FINANCIAL SECTION 26
Superintendent ’s FY25 Recommended Budget by Cost Center..................................................................................................28
Administration Cost Center Summary....................................................................................................................................31
Regular Day Cost Center Summary.........................................................................................................................................33
Special Education Cost Center Summary................................................................................................................................35
School Facilities Cost Center Summary...................................................................................................................................38
District Wide Programs Summaries:.......................................................................................................................................40
OTHER FUNDING SOURCES 48
Offset Summary..........................................................................................................................................................................49
The Superintendent ’s FY25 Recommended Budget 6
Special Revenue Funds...............................................................................................................................................................50
Federal and State Grants............................................................................................................................................................52
Five-Year Capital Plan..................................................................................................................................................................53
APPENDICES 55
APPENDIX A:Cost Center Budget Detail and Information..........................................................................................................56
APPENDIX B:Student Enrollment and Staff FTEs........................................................................................................................68
APPENDIX C:District Organizational Structure...........................................................................................................................74
APPENDIX D:2023-2024 School Improvement Plans.................................................................................................................78
APPENDIX E:Acronyms...............................................................................................................................................................79
The Superintendent ’s FY25 Recommended Budget 7
INTRODUCTORY SECTION
“Red Tree”by Bridget Patterson,RMHS Student enrolled in Ms.Kathleen M.Dailey’s AP Photography Class
The Superintendent ’s FY25 Recommended Budget 8
Superintendent’s Message
Dear Reading Community,
As we present the recommended budget for FY25,we extend our deepest gratitude to each member of our
community for their unwavering support of our schools.Your financial contributions,along with the invaluable time,
energy,and advocacy,play a crucial role in shaping the success of our students.The commitment and pride that our
Reading community exhibits towards public education are truly commendable,and on behalf of our district,I
express sincere appreciation for your continuous support.
In the upcoming fiscal year,the FY25 budget reflects strategic additions aimed at enhancing our special education
department.We are pleased to announce the expansion of a district-wide speech/language pathologist role from
0.4 to 1.0 FTE (Full-Time Equivalent),along with the shift of a 0.5 FTE Special Education/LEAD (Language,Executive
Functioning,Academics,Determination)teacher position at Joshua Eaton from a one-year role to a full-time
position.These enhancements prioritize direct services to students,ensuring that their individual needs are met
effectively.
As we embark on FY25,we remain focused on leveraging the roles,programs,and initiatives introduced over the
past two fiscal years to elevate student outcomes.Throughout this budget book,we delve into the impact of
additions from FY23 and FY24,providing an update on their influence within our school communities.We are
encouraged to report that these recent additions are already demonstrating a positive impact on our students and
schools,particularly around the quality of teaching and learning in classrooms and overall student sense of
belonging and connectedness.
Our district is committed to optimizing the impact of every financial resource to bolster student outcomes.With
your continued support,we are confident that these investments will cultivate an environment conducive to
academic excellence and personal growth.
In partnership for our students,
Dr.Thomas Milaschewski,Superintendent
The Superintendent ’s FY25 Recommended Budget 9
Finance Committee’s Budget Guidelines
In October 2023,the Finance Committee voted for a FY25 School Department budget guideline of 4.00%,over the
FY24 Appropriated Budget.The increase amounted to $2,072,060.This number takes into account the prior year ’s
community priority for Full-Day Kindergarten.It was added to increase the school base,and so as not to lose it as a
“one-time”increase.Special Education Accommodated Costs were increased by 4.00%,or $232,128.
Through the Town’s Community Priority allocation,an additional $150,000 was earmarked for the purpose of
reducing the Full-Day Kindergarten (FDK)tuition fee Offset,bringing the community one step closer to providing
Universal Free FDK,and moving the cumulative School Department budget totals from $54,006,623 in FY24,to
$56,310,811 in FY25;an increase of 4.27%.
The Superintendent ’s FY25 Recommended Budget 10
School Committee’s Budget Guidance &Investment Priorities
Developing a school district budget that effectively aligns resources to initiatives outlined within the district
strategic plan requires collaborative discussion on how funds are spent.The Reading School Committee provided
the following guidance to support the District’s Leadership Team in developing the FY25 Recommended Budget,as
well as investment priorities for the future.The Superintendent’s FY25 Recommended Budget has been developed
in line with the following School Committee guidance:
●Sustain and meet contractual obligations
●Maintain ESSER (Elementary and Secondary Emergency Relief Fund)staffing
●Maintain the path towards Universal FDK
●Maintenance and expansion of Special Education investments
●Exploration of additional Tier II support
●Structural support for Reading Memorial High School (RMHS)leadership
●Implementation of recommendations from Secondary Math Pathways advisory committee
●Review of Middle School literacy curriculum
●Continue the expansion of RMHS Innovation Pathways
Mission,Vision,Statement of Equity,and Portrait of a
Graduate
Mission of the Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow.
Vision of the Reading Public Schools
It is the vision of the Reading Public Schools to instill a joy of learning by inspiring,engaging and supporting our
youth to become the innovative leaders of tomorrow.We will accomplish our vision by focusing on a few key
strategic initiatives that lead to a meaningful and relevant curriculum,innovative instructional practices,strong
analysis and thoughtful dialogue about evidence,a collaborative and team approach to learning and teaching,and a
safe and nurturing learning environment.The overall physical and behavioral well-being of our children will be our
top priority,as students will not learn if they are not physically and psychologically safe.Education will truly be the
shared responsibility of both the schools and the community,with families playing active roles in the schools and
being full partners in ensuring the success of their children.In the interest of the entire Reading community,the
school district and town government shall work cooperatively and collaboratively.As educators and members of our
community,we believe that implementing this vision is our ethical responsibility to the children of the Town of
Reading.
Reading Public Schools’Statement of Equity
The Reading School Committee,Central Office,Directors,Principals and Leadership of the Teacher ’s Association
celebrate the diversity of the Reading Community and beyond by embracing differences to empower every student,
staff member and family of the Reading Public Schools (RPS).We embrace all members of the community no matter
where we live,what we look like,what we believe,what language we speak,who we love,or how we learn,
consistent with the human dignity of all.When we are unwavering in our commitment to equity,we support every
student and staff member in maximizing individual potential.This requires us to identify,analyze,and confront gaps
in opportunities and outcomes for all students.
The Superintendent ’s FY25 Recommended Budget 11
Reading Memorial High School Portrait of a Graduate
RPS Graduates are leaders of their own learning journey who demonstrate kindness and empathy towards others
and a commitment to wellness.They persevere through challenges,embrace multiple perspectives,and aspire to be
their best selves in the service of others to better our community and our world.
Learn -Grow -Teach -RPS Graduates are critical thinkers and creative problem solvers.They take ownership of their
learning journey and are open to struggle to foster personal growth.They are confident in their beliefs and consider
the thoughts and ideas of others.They embrace collaboration to help teach others and remain curious life-long
learners.
Empathize -Consider Perspectives -Practice Communal Care -RPS Graduates show kindness and empathy towards
others and a commitment to personal wellness and communal care.They are able to persevere through challenges
and demonstrate resilience.They authentically reflect through hearing and understanding the experiences,
perspectives,and needs of people around them.To navigate relationships with generosity and patience,they listen
actively and compassionately.
Engage -Serve -Thrive -RPS Graduates responsibly shape our world through collaboration with their community.
They engage with and communicate multiple perspectives,aspire to be their best selves in the service of others in
order to thrive,and bring their skills and knowledge to action for the benefit of each other and our world.
The Superintendent ’s FY25 Recommended Budget 12
Budget Development Process
Within the context of the Budget Guidelines established by the Finance Committee and School Committee,the
District’s Mission,Vision,Statement of Equity,and 2023-2026 District Strategic Plan,the Central Office Leadership
Team committed to conduct a productive and effective FY25 Budget Development Process.The approach taken by
the district leaders was foundational to a successful budget process,outlined below:
●Endeavored to create a fiscally responsible budget responsive to stakeholder needs.
●Strove for alignment with the 2023-2026 District Strategic Plan Objectives:
a.Supportive,Equitable and Safe Learning Environments
b.Coherent instructional Systems
c.School Operations
d.Family and Community Engagement
●Sought to optimize funding and heighten efficiency with expense-related items.
●Engaged stakeholders,including:district and site leadership,School Committee and the town.
●Ensured that the budget development process was open,collaborative and transparent.
Baseline costs were calculated for personnel and non-personnel accounts to ensure compliance with contractual
and legal mandates.Projected enrollment,class sizes,student needs,and known/anticipated spending trends
guided the process.The process taken to build the baseline budget involved the following:
●Aligned budgets with employment contracts and negotiated bargaining agreements.
●Calculated costs based on historical spending trends,known service/material rate changes,and anticipated
requirements.
●Evaluated staffing schedules,student groupings,and caseloads based on student enrollment,class size and
student needs.
●Redeployed existing resources,Grants,and Revolving Accounts to support changes in baseline operating
expense and fund investment priorities.
Personnel and non-personnel resources were maximized to make progress toward addressing strategic objectives
include,but were not limited to the following:
Personnel Non-personnel
●Recognized retirement savings.
●Utilized METCO,Department of Public Health,Special
Education and other Grant funding.
●Applied School Choice funding.
●Accounted for savings generated between outgoing /budget
salaries and new incoming staff.
●Moved some wages to IDEA 240 grant,FY25:perhaps allocate
lunchtime/para wages to Food Services special revenue fund.
●Considered a multi-year review of past,present,pending,
and projected out of district tuition rates and changes in
placements.
●Applied the increase in Circuit Breaker Reimbursement.
●Reduced/reallocated existing budgets based on historical
spending patterns and anticipated future needs
●Applied School Choice funding.
In summary,the Leadership Team’s approach to the FY25 budget development process was designed to:
●Engage stakeholders in a collaborative process.
●Ensure all contractual and legal obligations will be met.
●Identify spending priorities to support teaching and learning.
●Maximize existing resources through redeployment of existing resources and leveraging all funds.
●Consider enrollment projections,class sizes and teacher to student ratios,and learners’needs.
The Superintendent ’s FY25 Recommended Budget 13
Budget Timeline
The budget cycle is formulated around key dates and touchpoints to have a fully approved budget in place by the
start of the fiscal year.
Date Task Date Task
July-October
November
●Craft enrollment projections
○FY25 class sizes,groupings,staffing
ratios
●Work on financial forecasts
○Examine FY23,FY24 expenditures
○Anticipated FY25 needs,
investments,sustainability of
request
●Build budgets
○Personnel &non personnel -person
by person,item by item
●Collaborate on budget priorities
○Contract negotiations/settlements
○Meeting student anticipated needs
○Maximizing revenues across
program/level
●Evaluate budget requests
○Solicit feedback on necessary FY25
investments
○Prioritize,align with district strategic
objectives,determine cost and
rationale for request
●Examine budget data,site/district
○Personnel:person,position,step,
degree,stipend,retirement,vacancy
○Scheduling:
teachers/paraprofessionals
evaluated on effectiveness,student
need
○Non-personnel:data examined by
line item,description,expenditure
trend,projected use
December
January
February
April-May
●Finalize budget priorities and requests
●Finalize/publish Superintendent's
Recommended FY25 Budget Book
●January 4,2024
○School Committee Budget Night 1
○Q&A on Cost Center Presentations
○Administration,Special Education
●January 11,2024
○School Committee Budget Night 2
○Q&A on Cost Center Presentations
○Regular Day,District Wide,School Facilities
○FY25 Budget Public Hearing 1
●January 18,2024
○FY25 Budget Hearing 2
○Questions and Responses published
●January 25,2024
○School Committee vote on the
Superintendent ’s Recommended FY25 Budget
●January 26,2024
○Publish School Committee’s Recommended
FY25 Budget Book
○School Committee’s FY25 Budget submitted
to the Town Manager
●February 28,2024 (tentative)
○School Committee FY25 Budget Presentation
to Finance Committee
●Town Meeting Vote on FY25 Budget
○April 22,April 25,April 29,May 2
The Superintendent ’s FY25 Recommended Budget 14
Budget Review:FY23 and FY24 Investments
Over the past two budget cycles,our district has invested heavily in new positions,programs,and supports to
improve student outcomes -academically,socially,and emotionally -across our schools.Below,we provide a brief
rationale for each of these recent additions and an update of their impact on our students.Collectively,these
additions have significantly enhanced the quality of educational programming in all of our schools.
Position Budget Year
Added
Description
5.0 FTE School Adjustment
Counselor/METCO Coordinator
at each elementary school
FY23
Budget
Prior to the implementation of the FY23 budget,the
elementary schools did not have school counselors.We know
that a student ’s sense of connectedness to their school
community is one of the largest factors in determining
academic success,and one of our primary strategies in
improving student connectedness and belonging has been to
increase student access to school counselors.Our counselors
play a pivotal role in supporting students through academic,
personal,and social challenges,such as navigating peer
relationships,balancing academic priorities and demands,and
deepening self-confidence.These roles also serve as direct
liaisons and supports for our Boston resident students and
families.As schools continue to see an increase in
social-emotional and academic need following the pandemic,
our school counselors have become increasingly critical in the
educational experience of our students.Through this
addition,each elementary school has a full-time School
Counselor/METCO Coordinator.The funding for these roles is
split between the district operating budget and the METCO
grant.
1.0 FTE Director of Academic
Achievement at the high school
FY23
Budget
This role has been instrumental in moving several key
initiatives forward at RMHS,including:
●Developing four new Innovation Pathways,with significant
funding from DESE (Department of Elementary and
Secondary Education)and partnerships with our
community,aimed at developing employable skills in
high-demand occupations,connecting learning to
authentic and real-world settings,and aligning
school-based opportunities to the ever-expanding interests
of our students.
●Scaling our paid senior internship program to include over
80 students and 60 community partners,enabling seniors
to experience career exploration through a wide range of
work-based learning opportunities.
The Superintendent ’s FY25 Recommended Budget 15
●Developing partnerships with several local universities to
expand dual-enrollment opportunities,enabling students
to gain college credits while taking courses at RMHS.
●Restructuring our school-based Instructional Leadership
Team to empower and support our Department Heads,
leading to significant improvements in teaching and
learning in classrooms across the school.
Ms.Callanan was originally hired into this role in 2022,but
shifted to the interim principal role in 2023.As she moved to
the interim principal role,Ms.Callanan maintained the job
responsibilities associated with the Director of Academic
Achievement position.The Director of Academic
Achievement position was reallocated to an additional
Assistant Principal position,which has been maintained in the
FY25 budget.
1.0 FTE teacher in the English
Language Learner department
and translation services
.20 FTE increase to English
Language Coordinator
1.5 FTEs of ESL (English as a
Second Language)teacher
positions
FY23
Budget
FY24
Budget
We have seen a significant increase of multilingual learners
(MLL)in our district over the past several years,growing from
42 in October 2018 to 74 in October 2023.As the MLL
population continues to grow in the district,these positions
are crucial in ensuring appropriate group ratios,services,and
instruction for our English Language Learners.
With a high number of MLL students assessing as
beginner-level English proficiency in 2022,the district saw a
need for additional teachers.We continue to see an increase
in our MLL population with this addition being utilized to
provide weekly recommended instructional hours to students.
Supporting the language development of MLL students is
essential to their academic and social progress in school.
.20 FTE staff in the Stepping
Stones Program
FY23
Budget
This position continues to provide five full days of academic
support to high school students’returning to school from
hospital and out-of-school settings.This can be a challenging
transition for students and the additional support has been
instrumental in building out this program.
1.0 FTE increase in School
Counselors at the middle school
level
1.0 FTE Social Worker increase
for the REACH program at the
middle school level
FY23
Budget
The REACH (Resiliency,Executive Functioning,Academics,
Coping Strategies,Habits of Mind)program moved from
Coolidge Middle School to Parker Middle School during the
2022-2023 school year,creating a need at the high school and
middle school level for increased support.The investment in
these resources has increased access for social emotional
support to students,equalized social emotional support
available to students across both Coolidge and Parker Middle
Schools.
The Superintendent ’s FY25 Recommended Budget 16
Investing in these positions contributes valuable resources
that enhance students'access to social and emotional support
at the secondary level.
1.0 FTE Nurse FY23
Budget
The addition of this position has expanded support to
students and positions the Director of K-12 Health Services to
oversee the district wide health services and be available to
provide direct services to students as needed.Students now
have more access to district wide health programming
through the actionable work of the Director of Health
Services.
.40 FTE District Data Specialist FY23
Budget
As the district continues to expand analysis of student
performance and targeted interventions,increasing the
District Data Specialist role from 0.6 to 1.0 FTE provided for
oversight of curriculum applications,adoption of assessments
and benchmarking data diagnostics.The data specialist is
charged with compiling student data from a variety of sources
and creating data displays for district and school leaders to
ensure the accurate use of data in decision making,analysis of
trends and reporting of progress.For example,the data
specialist created and monitors a data dashboard for each
school to track student attendance based on a need to reduce
the number of students who are chronically absent.
Additionally,the data specialist manages assessment
platforms and compiles data required for state reporting.The
data specialist supports the district's data-driven approach
through statistical analysis of data from student assessments
supporting an environment of continuous improvement.
5.0 FTE Elementary Assistant
Principals
FY24
Budget
All 5 of our elementary schools now have a full-time Assistant
Principal.Prior to the FY24 budget,our elementary schools
each had a full-time teacher who received a stipend to serve
as a part-time Assistant Principal.Investing in building
leadership is at the core of improving academic outcomes.A
2012 study of the impact of principals noted that “highly
effective principals raise the achievement of a typical student
in their schools by between two and seven months of learning
in a single school year;ineffective principals lower
achievement by the same amount.”Given this impact,a
recent research analysis by the Wallace Foundation noted “it
is difficult to envision an investment in K-12 education with a
higher ceiling on its potential return than improving school
leadership.”While our district continues to invest in
professional development and individualized coaching for
principals,our administrative structure at the elementary level
posed a barrier to leveraging the impact of principals on
The Superintendent ’s FY25 Recommended Budget 17
student outcomes.With the significant changes in the field of
education,especially within the last 5 years,the roles of
building leaders have become exponentially more challenging.
Within Reading,our adoption of high-quality curriculum
materials,our increased enrollment of diverse populations,
and our increases in student social-emotional and academic
needs have all added significant responsibilities and
expectations to those leading our buildings.These shifts also
highlight the need for principals to act as instructional leaders
in their schools.To do so,it was necessary to provide the
staffing required to ensure the responsibilities and
management of our buildings was done efficiently and
effectively to create structures for success in our schools.To
support all our students,families,educators,and principals,
elementary assistant principals share building-level
responsibilities including (but not limited to)teacher
evaluations,programmatic support,family and community
engagement,and responding to day-to-day needs,allowing
our principals to enhance their own capacity as leaders of
learning communities.Overall,these new roles provide our
elementary schools with the administrative leadership
structure necessary to harness the impact of principal
leadership on students.This new structure also creates an
internal pipeline of leadership talent to fill principal vacancies
as they arise in this district.
2.0 FTE K-8 Math Coaches FY24
Budget
These roles were developed to improve math outcomes in our
district by providing teachers with access to consistent,
job-embedded coaching and support.K-8 math coaches are
integrating externally provided training into our district while
working within our existing frameworks alongside our
educators.They support increased implementation of
high-quality curriculum materials,improve instructional
practices,and foster deeper opportunities for rigorous math
learning.This includes ensuring vertical and horizontal
alignment,embedding educator professional learning into
daily teaching cycles,and offering targeted training
opportunities,collaborative sessions with teacher groups,and
personalized 1:1 coaching.Furthermore,they play a crucial
role in onboarding new staff,ensuring sustained
implementation of our curriculum materials beyond the initial
adoption phase.We are already seeing increased utilization of
the K-8 Math Coaches by teachers and anticipate seeing this
grow throughout the 23/24 school year.
1.0 FTE Middle School
Adjustment Counselor/METCO
FY24
Budget
With an increased need to support the social-emotional and
behavioral health of our students,this shared Middle School
The Superintendent ’s FY25 Recommended Budget 18
(Metropolitan Council for
Educational Opportunity)
Coordinator
Adjustment Counselor/METCO Coordinator position supports
the social-emotional and behavioral health of students and
the goals of the METCO program at Coolidge and Parker
Middle Schools.This role mirrors the School Adjustment
Counselor/METCO Coordinator roles in our five elementary
schools.This new role has received positive feedback from
our students,staff,and families in the impact it is having on
students academically,socially,and emotionally.The funding
for this role is split between the district operating budget and
the METCO grant.
1.0 FTE RMHS METCO
Coordinator
FY24
Budget
This role helps to support all students,specially Boston
resident students as we see an increase in enrollment.This
role has been pivotal in serving as a liaison with students,
families,and staff regarding the academic and
social-emotional progress of students.This role is funded fully
through the METCO grant.
1.0 FTE 1 to 1 Nurse FY24
Budget
This 1 to 1 nurse is required to meet an individual student ’s
medical need for the student to access the school setting.
3.0 FTE High School Counselors FY24
Budget
In the last two budget cycles,3.0 FTE counselors were added
at RMHS in the following capacities:
●1.0 FTE allocated full-time to the Stepping Stones
program
●1.0 FTE allocated to school-wide counseling and
social-emotional support for all student
●1.0 FTE allocated to the RMHS Guidance Department
1.0 FTE Elementary Special
Education Teacher
FY24
Budget
This position continues to be a requirement to ensure
compliance with IEP (Individualized Education Plan)services.
This position at Joshua Eaton provides inclusion and direct
instruction to students who require special education literacy
and math instruction.
1.0 FTE Middle School Special
Education Teacher
FY24
Budget
The addition of this position at Coolidge ensures compliance
with IEP services.This position at Coolidge provides inclusion
and direct instruction to students who require special
education literacy and math instruction.
2.6 FTE Special Education Team
Chairs
FY24
Budget
To ensure consistency with practice and compliance,the
additional team chair positions allow each school to have at
least one full-time special education administrator.This allows
the team chairs to have a direct role in instructional support
within special education classrooms.Additionally,they are
responsible for implementing the reading protocol,as needed,
The Superintendent ’s FY25 Recommended Budget 19
during the evaluation process to ensure all students have
access to appropriate instruction and data collection methods.
1.0 Board Certified Behavior
Analyst (BCBA)
FY24
Budget
In alignment with the special education program review
recommendations,this additional BCBA provides support for
students enrolled in the SOAR (Social Skills Organizational
Skills Academics in Real World Situations)/EMBARC (Education
Meaningful Inclusion,Becoming Independent,Advocacy,
Relaxation,and Leisure Activities2,Community Integration)
programs.This position serves students in Preschool to grade
12.The primary role of the BCBA is to provide consultative
support to teams and families regarding evaluations,
behavioral interventions,and data collection.
1.0 Secondary Transition
Specialist
FY24
Budget
In alignment with the special education program review
recommendations,this position provides direct evaluation and
transition planning support for students ages 14-22.This
position supports teams and students to identify the skills
needed to further their post schooling endeavors.As part of
the IEP process for all students there must be a transition plan
beginning at age 14.The transition specialist helps develop an
evaluation protocol and education support to make sure all
students who receive special education services are prepared
for their post-secondary transition.Additionally,for students
who need more specific job,leisure and life skills this position
helps support community-based learning activities.
The Superintendent ’s FY25 Recommended Budget 20
FY25 Recommended Budget Investments
The following positions have been identified as priorities and are funded in the FY25 budget:
Speech Language Pathologist from 0.4 FTE to 1.0 FTE:Due to growing caseloads,the need for program expansion,
and the demands of IEPs,we will be increasing one Speech Language Pathologist from 0.4 FTE to 1.0 FTE.An
increase to this position will allow for maintenance of applications to ensure we are meeting the needs of students
and providing improved outcomes outlined in Individualized Education Plans (IEPs).-Strategic Objective 2:
Coherent Instructional Systems
Elementary LEAD Program Teacher (0.5 FTE):To meet the needs of students in the LEAD program at Joshua Eaton
Elementary School,we are continuing the investment of 0.5 FTE which was originally a 1-year position funded in
FY24.This continuation aims to ensure consistency in providing effective instruction aligned with the goals and
objectives outlined in student IEPs and specifically provide direct structured multisensory reading instruction by
certified staff..-Strategic Objective 2:Coherent Instructional Systems
ESSER Funded Positions:Positions that were funded through the ESSER grant through FY24 have been evaluated to
determine sustaining these roles long term.The FY25 budget includes the following positions which were previously
funded by the ESSER grant:2.0 FTE Secondary Guidance Counselors and 1.0 FTE Middle School Special Education
Teacher.The incorporation of these positions into the operating budget ensures compliance with IEPs and supports
the behavioral health of our students.-Strategic Objective 1 -Supportive,Safe,and Equitable Learning
Environments;Strategic Objective 2:Coherent Instructional Systems
Major Focus Areas with No Impact to FY25 Recommended
Budget
Accelerating Futures:RMHS Innovation Career Pathways &Dual Enrollment Expansion
Reading Memorial High School was approved by DESE to move forward with two Innovation Career Pathways (ICP)
in the 2023-24 academic year.These pathways are in Advanced Manufacturing (Engineering)and Information (both
Computer Science and Digital Media).Currently,there are 80 students enrolled in an ICP in the first year of
implementation.Since 2022,RMHS has been awarded $125,000 in grant funding from DESE for Innovation Career
Pathways.Last year,the school received a $25,000 Planning Grant for the Advanced Manufacturing (Engineering)
and Information (Computer Science &Digital Media)pathways,and in September of 2023 was awarded a $75,000
Implementation Grant for the same pathways.Earlier this year,RMHS was awarded another $25,000 Planning Grant
to support work on two new pathways in Clean Energy and Healthcare and Social Assistance.RMHS continues to
apply for grant funding to continue and expand upon Innovation Career Pathways.Grant funding can help us
increase skills and offerings,as well as pay student intern salaries.Ten grants have been applied for to date,and if
successful,RMHS has the potential to secure upwards of $800,000 in grant funding.
Reading Memorial High School has offered Dual Enrollment (DE)courses for students in the past through various
higher education institutions.RMHS is currently working with UMass Lowell to offer dual-enrollment courses that
are part of the existing ICP offerings in the areas of Computer Science,Arts and Business.Dual-enrollment provides
students with the opportunity to earn college credits while at RMHS.
The Superintendent ’s FY25 Recommended Budget 21
Funding Considerations for the Future
The FY25 recommended budget makes great strides toward moving our district forward and we are grateful for the
community’s ongoing support.As demonstrated above by the approach and process we took to develop the FY25
recommended budget,certain items were prioritized to achieve the greatest and most immediate impact on
student outcomes.In addition to what’s funded in the FY25 recommended budget,our team continues to explore
many other priorities that have emerged throughout the budget process.Those items are outlined below (not in
order of importance/priority):
Preschool and Elementary Level Priorities:
Social Emotional Learning (SEL)Curriculum:The elementary SEL Curriculum,Open Circle,has been in place for
many years,but in recent years,teachers have reported the content of the program does not provide adequate
instruction in social-emotional competencies.A curriculum review in the area of SEL is underway to examine
district-wide SEL practices and supports.Several elementary schools are piloting a new SEL curriculum with the goal
of identifying a curriculum to utilize for SEL instruction.A new SEL curriculum would improve student access to
developmentally appropriate,explicit instruction in SEL and allows schools to build consistent vocabulary and
expectations that support positive school environments.
Additional Tier II Interventionists (math and literacy):Tier II Interventionists play an important role in ensuring
students receive required academic interventions.In addition to the core,grade-level classroom instruction,some
students benefit from additional instruction,often in small groups to reinforce,practice and reteach material.We
are continuously looking for ways to improve and expand our Tier II model.
Secondary Level Priorities:
Health Teacher (Middle Level):Currently at Coolidge Middle School,the health curriculum is delivered as part of
students’physical education classes by the two PE teachers.While not required,it is recommended that health
classes be taught by a licensed health teacher,and only one of the Coolidge PE teachers holds that educator license.
Adding a health teacher would improve the quality of instruction in health-related skills,which are essential to the
development of middle school students.This additional teacher would also allow alignment in the model for health
instruction between the two middle schools.
High School Administrative Assistant (1.0 FTE):Increasing staffing in the high school main office would provide
more support to students,staff,and families and create more equity in office staffing ratios with other schools in
the district.
High School Assistant Athletic Director (1.0 FTE):The Athletic Director is also an acting Assistant Principal.The
addition of an Assistant Athletic Director would alleviate some of the workload put onto the Athletic Director while
also helping to ensure the efficient operation of the department.
SEL Programming:It is important to foster a robust SEL curriculum and programming in order to meet the social,
emotional needs of our current study population.Partnering with outside organizations builds the capacity of our
students,teachers,and families and caregivers to see outside of themselves.Programming such as Challenge Day or
Urban Improv Rehearsal for Life are great partners who can help build this aspect for students.
The Superintendent ’s FY25 Recommended Budget 22
District Level Priorities:
Additional METCO Coordinator/School Adjustment Counselor (SAC):The middle school METCO Coordinator/SAC is
split between two buildings.Moving to a model where each of our middle schools had a full-time METCO
Coordinator/SAC would provide each of our middle school students with more access to social-emotional and
academic support.
Additional Special Education Staff:Updating our special education staffing models is critical as we respond to
growing caseloads and meet student needs in both sub separate and learning centers.
Additional District Nurse:This additional staffing would support the growing health and medical needs of our
students.This role would include assessment and management of acute and chronic illness,injury assessment,
development of individualized health care plans and participation in 504 and IEP meetings,communication with
staff and families around health issues.
Building Substitute:Providing schools with access to a full-time building substitute would be helpful in effectively
covering staff absences,meetings,and peer observations.
The Superintendent ’s FY25 Recommended Budget 23
The Superintendent’s FY25 Recommended Budget Priorities
The Superintendent’s FY25 Recommended Budget Priorities include the settlement negotiations with all five
Bargaining Units.As of this writing,this is incomplete,but remains the number one priority for the district.The
totals summarized in the sections below represent an investment of $780,457.Of this total,$91,786 is supported
through the deployment of existing funds,$485,000 is funded through the Revolving Account,and $203,671 consists
of new funding.The FY25 priorities reflect an increase of 4.1.FTEs over FY24.
Each priority and their relative relationship to the 2023-2026 District Strategic Plan Objective is described below by
level.Preschool and Elementary have been grouped together,as have Secondary and District priorities.
1.Supportive,Equitable and Safe Learning Environments
2.Coherent instructional Systems
3.School Operations
4.Family and Community Engagement
Preschool and Elementary Level Priorities:
As noted in the table above,the FY25 Elementary (Preschool to Grade 5)Budget Priorities are supported through a
total investment of $576,786 and 1.1FTEs.This investment will be supported through $91,786 of existing operating
funds and $485,000 of revolving funds that will be redeployed to support these priorities.
●Speech and Language Pathologist (SLP):In response to increased caseloads,the need for program expansion
and to both meet the demands and ensure compliance with the delivery of services outlined in students’
Individualized Education Plans (IEPs).
●LEAD Teacher:To meet the needs of students in the LEAD program at Joshua Eaton Elementary School,we
are continuing the investment of 0.5 FTE which was originally a 1-year position funded in FY24.This
continuation aims to ensure consistency in providing effective instruction aligned with the goals and
objectives outlined in student IEPs.
●Continuing the pathway toward Universal Full-Day Kindergarten,the FY25 Recommended Budget reflects the
The Superintendent’s FY25 Recommended Budget 24
incorporation of teachers’salaries within the operating budget,and a decrease of FDK tuition fees from
$2650 to $1450.
The Town’s contribution toward increasing access to all students through Community Priority funding and the
district ’s reallocation of existing funds from across several accounts will bring our community one step closer to
providing free FDK for all students.Some ways in which personnel and non-personnel resources were maximized to
support new investments,including operationalizing the FDK program to reduce tuition fees.
Secondary and District Level Priorities:
At the Secondary Level (grades 6 to 12),the total investment amount is $203,671,all of which will be supported
through the use of new funds.A total investment of 3.0 FTEs is associated with these priorities,all funded through
the operating budget.
ESSER II and III grant funds (now expiring),were previously utilized to allocate resources for Special Education
teaching and Team Chair positions,and secondary counseling support through FY24,to guarantee students receive
the necessary specially designed instruction and comprehensive social emotional support.The remaining positions
that were supported through this grant were to be incorporated into the operating budget in FY25 to ensure
compliance with IEPs and support the behavioral health of our students.These personnel expenses are
recommended to be adopted by the district in the FY25 Recommended Budget.
The Superintendent’s FY25 Recommended Budget 25
FINANCIAL SECTION
Photography by community member Alicia Williams
The Superintendent’s FY25 Recommended Budget 26
FINANCIAL SECTION
In summary,the FY25 Budget is defined into the following sections:
●Operating Funds ($50,125,483):
○An increase of $2,072,060 over FY24 has been allocated to meet the increased costs of all contractual
obligations,mandated services,and investments aligned to the district ’s strategic plan.
○The district priority is to settle increases in personnel costs and comply with employment contracts
and bargaining unit agreements.All five bargaining units (cafeteria staff,custodians,
paraprofessionals,secretaries and teachers)have contracts expiring 6-30-2024,which need to be
renewed.
●Special Education Accommodated Costs ($6,035,328):
○An increase of $232,128 over FY24 is allocated to Accommodated Costs,which includes
out-of-district special education placement tuition and transportation costs.
●Town of Reading’s Community Priorities ($150,000):
○Monies have been allocated for use toward reducing the FDK tuition fee.
The leadership team used financial,staffing and student outcome data to identify trends,analyze resource
allocations,and make strategic decisions.In addition to contractual obligations and mandated services,spending
trends and projected student needs were factored into the allocation of funds when developing the FY25
Recommended Budget.In the section to follow,the district ’s finances are summarized and detailed by the Cost
Center.The following information can be found within each subsection:
1.Summary of FY24 Appropriated Budget,FY25 Recommended Budget,and the dollar/percentage
change between the two.
2.Primary Function Description summarizing core services.
3.A table summarizing the Cost Center compared with prior fiscal years
4.A chart summarizing the Cost Center expenses by category,expressed as a percentage.
5.Description of Personnel and Non-personnel Budget Drivers that have impacted and shaped the FY25
Recommended Budget
Detailed information for the FY24 Appropriated and FY25 Recommended Budgets by org and object codes,in
comparison with actual expenditures (excluding end of year encumbrances)for FY21,FY22 and FY23,for each Cost
Center can be found in the Appedicies.
The Superintendent’s FY25 Recommended Budget 27
Superintendent’s FY25 Recommended Budget by Cost Center
The Cost Centers named below were established by a vote of the School Committee.During the current fiscal year,
the administration is authorized to transfer funds within any Cost Center.The transfer of funds between Cost Centers
occurs when a recommendation is made and substantiated by the District Finance Director at the time of the
quarterly financial report presentations.The School Committee must approve the transfer through a majority vote.
The table below provides a comparison of the dollar amounts of the recommended budget as compared with prior
fiscal years.The actual expended amounts for FY21,FY22,FY23,the Appropriated FY24 Budget and the
Superintendent ’s FY25 Recommended Budget are noted.The totals are separated by five Cost Centers:
Administration,Regular Day,Special Education,School Facilities and District Wide (including:Athletics,Extracurricular
Activities,Health Services and Technology)Programs.The table below also provides the percentage change between
the FY25 Recommended Budget and the FY24 Appropriated Budget by Cost Center:
Summary of FY25 Recommended Budget by Cost Center Compared with Prior Fiscal Years:
In the ensuing sections,some summary detail on each of the five Cost Centers will be provided,with an explanation
on the most significant changes (increases or decreases)within the Cost Center.Budget detail and further relevant
information on each Cost Center is offered in Appendix A.
The table below (Proportion of Spending)reflects the percentage of each Cost Center ’s actual expenditures at the
end of each fiscal year from FY21 to FY23,the FY24 Appropriated and FY25 Recommended budgets.
The inclusion of this data is meant to convey the proportion of spending in each Cost Center year-over-year.As can be
seen,Administration expenditures have remained relatively constant,with slight decreases in both Regular Day and
Facilities,while Special Education and District Wide expenditures have grown slightly.
There has been overall budget growth of $8.7M FY21 to FY25.The percentage decrease as a proportion of the budget
does not reflect the change in dollars spent by the Cost Center,as seen in the table above.An example would be the
Regular Day Cost Center.This Cost Center has grown in terms of actual and projected expenditures by $4.11M,but
represents a smaller percentage of the budget spend in FY24.Further detail is offered in the examination of each Cost
Center and Appendix A.
The Superintendent’s FY25 Recommended Budget 28
Proportion of Spending,FY25 Recommended Budget by Cost Center Compared with Prior Fiscal Years:
The pie chart below provides a visual representation of expenditures attributed to each Cost Center in the
Superintendent ’s FY25 Recommended Budget.For example,58.74%of the FY25 Recommended Budget is allocated
to Regular Day expenditures.The Regular Day expenditures include professional,clerical and other salaries,contract
services,supplies and materials and other expenses.
Cost Center Percentage to Total Budgets and Expenditures:
In the table below,personnel and non-personnel actual expenditures are reflected for FY21 through FY23,the FY24
Appropriated Budget and the FY25 Recommended Budget.Budgets have the following makeup:
●Personnel:professional salaries,clerical salaries,and other salaries (i.e.paraprofessionals and substitutes)
●Non-personnel:contracted services,supplies and materials and other expenses categories (i.e.dues,
memberships,professional development,technology and equipment)
The Superintendent’s FY25 Recommended Budget 29
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Categories of spending are defined by DESE with their chart of accounts,which are requirements for reporting
expenditure data from school committee appropriations.More about DESE’s chart of accounts and criteria for
financial reporting can be found here:DESE End of Year Financial Report.
Financial and narrative overviews for each Cost Center are found in the section to follow including a description of
changes within each Cost Center ’s recommended personnel and non-personnel funding to meet all contractual and
mandated obligations and to address investment priorities in the daily delivery of academic,social,emotional,health
and extracurricular services to our students.
The Superintendent’s FY25 Recommended Budget 30
Administration Cost Center Summary
FY24 Appropriated Budget:$1,311,157
FY25 Superintendent’s Recommended Budget:$1,374,689
$Change over FY24:$63,532
%Change over FY24:4.85%
Primary Function:The Administration Cost Center includes the salaries and expenses for Central Office and some
District-wide administration which includes the following primary functions:School Committee,Superintendent,
Assistant Superintendent,Business and Finance,Human Resources,and District-wide Data and Information
Management.The Administration Cost Center currently accounts for 2.44%of the total district budget.The FY25
Recommended Budget for the Administration Cost Center summary follows,with a comparison provided for previous
years.A 0%change indicates the budget for that line was “level funded”providing the same funding as in the
previous year.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
The pie chart below shows the components of the Administration budget by percentage.
Cost Center (Administration)Percentage to Total Budgets and Expenditures:
The Superintendent’s FY25 Recommended Budget 31
Administration Budget Drivers:
The most significant changes between the FY25 Recommended and FY24 Appropriated budgets are summarized
below by personnel and non-personnel categories:
Personnel:The most significant driver in the Administration Cost Center budget is salary.The year-over-year salary
differences in the Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
●cost-of-living salary increase:In this case,assumptions have been made about potential settlement with
unrepresented personnel -any settlement agreements will need to be approved by the School Committee
The professional salaries line is anticipated to increase by 4.47%or $31,676 from $707,915 (FY24)to $739,591
(FY25).It includes salaries of the following non-represented administrators:the Superintendent,Assistant
Superintendent,Director of Finance &Operations,Human Resources Director and a portion of the Network
Administrator salary.
The clerical salaries line is anticipated to increase by 8.21%or $29,306 from $357,167 (FY24)to $386,473 (FY25).It
includes the salaries of the following non-represented personnel:the assistants to the Superintendent,Assistant
Superintendent,Finance Director and a central office Administrative Assistant.Aside from these anticipated salary
increases,there has been a reallocation of the Offset for School Choice funding.The Offset has been reallocated from
the Administration Cost Center to support the Regular Day Cost Center.The $25,000 noted in this Cost Center is the
Offset for Extended Day.The change amounted to 44.08%or $19,706 from $44,706 (FY24)to $25,000 (FY25).
Further information for this Cost Center is furnished in the Administration Cost Center detail in Appendix A.
The Superintendent’s FY25 Recommended Budget 32
Regular Day Cost Center Summary
FY24 Appropriated Budget:$31,954,246
FY25 Superintendent’s Recommended Budget:$33,077,097
$Change:$1,122,851
%Change:3.51%
Primary Function:The Regular Day Cost Center encompasses all personnel and non-personnel expenses related to
delivering core,general education instructional programs to our students.Personnel costs for school principals,
instructional and support staff,as well as non-personnel costs related to curriculum materials;professional
development;instructional materials,supplies,and equipment;instructional technology;library materials and
technology;and other instructional services are captured in this Cost Center budget.The Regular Day Cost Center
budget accounts for 58.74%of the total Superintendent ’s FY25 Recommended Budget.The FY25 Recommended
Budget for the Regular Day Cost Center summary is as follows,with a comparison provided for previous years.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Regular Day)Percentage to Total Budgets and Expenditures:
The Superintendent’s FY25 Recommended Budget 33
Regular Day Budget Drivers:
The most significant changes between the FY25 Recommended and FY24 Appropriated budgets are summarized
below by personnel and non-personnel categories:
Personnel:
The most significant driver in the Regular Day Cost Center budget is salary.The year-over-year salary differences in
the Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
●cost-of-living salary increase:in compliance with employment contracts and bargaining unit agreements
approved by the School Committee
The clerical salaries line has been budgeted for an increase of 15.12%or $76,321 from $504,652 (FY24)to $580,974
(FY25).As a result of successful negotiations,the salaries of school secretaries and a guidance secretary have been
adjusted upwards,comprising the majority of the change.
The other salaries line is anticipated to increase by 22.06%or $283,612 from $1,285,665 (FY24)to $1,569,277 (FY25).
This includes potential salary adjustments.As of this writing,negotiations are incomplete,and the contract has not
been settled.
Other noteworthy items in the Regular Day Cost Center include addressing priorities in the district strategic plan and
noted by our stakeholders :
●Increases in longevity as negotiated in the new Reading Teachers Association contract
●The incorporation of two RMHS guidance counselors that were previously paid for from the ESSER III grant
●A reduction in the FDK tuition from $2,650 to $1,450 utilizing Revolving Fund Support
●The centralization of curriculum budgets for Elementary,Middle and High School
Non-personnel:
The other expenses line reflects a 25%decrease or $154,200 from $616,866 (FY24)to $462,666 (FY25).This includes
a reallocation of the School Choice revolving fund support in order to offset regular day instruction.
Contract services.The cost of providing transportation services for local students is increasing based on the
responses that were received in our advertised request for services.
Further information for this Cost Center is furnished in the Regular Day Cost Center detail in Appendix A.
The Superintendent’s FY25 Recommended Budget 34
Special Education Cost Center Summary
FY24 Appropriated Budget:$16,716,166
FY25 Superintendent’s Recommended Budget:$17,635,574
$Change:$919,408
%Change:5.50%
Primary Function:The Special Education Cost Center encompasses all personnel and non-personnel expenses
necessary to deliver special education and related services to students in our school community.As mandated by the
Individuals with Disabilities Education Act (IDEA)and Section 504 of the Americans with Disabilities Act,we strive to
provide programs and services to allow our students with disabilities to be educated in the least restrictive
environment that enables them to make effective progress.In FY25,the Special Education Cost Center makes up
31.32%of the Superintendent ’s FY25 Recommended Budget.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Special Education)Percentage to Total Budget and Expenditures
The Superintendent’s FY25 Recommended Budget 35
Special Education Budget Drivers:The changes between the FY25 Recommended and FY24 Appropriated budgets are
summarized below by personnel and non-personnel categories:
Personnel:The most significant driver in the Special Education Cost Center budget is salary.The year-over-year salary
differences in the Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
●cost-of-living salary increase:In this case,assumptions have been made about potential settlement with
unrepresented personnel -any settlement agreements will need to be approved by the School Committee
The professional salaries line has been budgeted for an increase of 6.14%or $584,029 from $9,517,998 (FY24)to
$10,102,027 (FY25).
●As a result of successful negotiations,longevity was also added through the new RTA contract.
The clerical salaries line is anticipated to increase by 10.30%or $11,730 from $113,996 (FY24)to $125,666 (FY25).
This includes salary adjustments as a result of successful negotiations and a new secretarial contract.
The other salaries line is anticipated to increase by 20.78%or $370,638 from $1,783,996 (FY24)to $2,154,634 (FY25).
This includes potential salary adjustments.As of this writing,negotiations are incomplete,and the contract has not
been settled.
Non-personnel:The Special Education Non-personnel budget reflects some shifting of funds to align funding with
anticipated spending,such as the increase to support out-of-district transportation costs which are expected to
increase by $29,207 or 2.75%.
The district ’s leadership team carefully examined the past practices for budgeting for Special Education placements.
The practice has been to ensure that within each fiscal year ’s appropriation funding for tuition is sufficient to cover all
current and anticipated costs and be responsive to address the unpredictable nature of this need for service.The
district has prudently and thoughtfully budgeted for each student enrolled in out of district placements at the tuition
rate expected.
In the FY25 Recommended Budget,the tuition rates were budgeted at a 5%increase for Collaborative and Residential
placements.A total of $890,456 has been budgeted.Tuition for out of district private day tuition fees are set by the
Commonwealth's Operational Services Division,formerly the Rate Setting Commission.Funds are also earmarked for
students who are being considered for or who may need an out of district placement,which totals $327,711 in FY25.
It is important to know that the budget for tuition placements is dependent on individual IEP team decisions and
therefore is variable.
Conservative budgeting and thoughtful spending has allowed the district to meet the current and unanticipated
needs for students.However,the change in placements,some of which are unanticipated,are due to several reasons
including graduating from/aging out of placements,changing placements,terminated contracted placements,
students returning to the district,or moving out of the Reading community.
The Superintendent’s FY25 Recommended Budget 36
Lastly,a prepayment of tuition totaling $982,000 (FY23)and $923,000 (FY24)were factored into previous budgets.
With these careful budgeting practices for tuition,the district is reasonably protected from unanticipated out of
district expenditures.At the end of each year,the unspent tuition funds are reallocated for a one-time support of
other needs with the district,such as the purchase of classroom computers,added to the Special Education Tuition
prepayment,and turned back to Free Cash.
Further information for this Cost Center is furnished in the Special Education Cost Center detail in Appendix A.
The Superintendent’s FY25 Recommended Budget 37
School Facilities Cost Center Summary
FY24 Appropriated Budget:$1,644,782
FY25 Superintendent’s Recommended Budget:$1,696,953
$Change:$52,171
%Change:3.17%
Primary Function:The Town of Reading ’s Facilities Department supports the Reading Public Schools.The School
Building Facilities budget funds the salaries and expenses necessary to clean and maintain our eight school buildings,
preschool program,and central office spaces,which makes up 85%of the square feet of all municipal buildings,or a
total of 935,000 square feet.The work orders created and filled for all services,including but not limited to
preventative maintenance and building repairs,for our school buildings totaled more than 2,357 in FY23.The
Facilities Department also provides the necessary services to facilitate building use for internal and external users.
The School Building Facilities budget accounts for 3.01%of the Superintendent ’s FY25 Recommended Budget.
The Facilities Department Mission Statement is:
The Facilities Department supports the Town's Educational and Municipal Government functions through the
quality driven delivery of Facilities Services in a timely and cost- effective manner along with exceptional
customer service.Facilities staff members strive to maintain an efficient,safe,clean,attractive,and inviting
environment for all public buildings associated with the Town of Reading.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
The Superintendent’s FY25 Recommended Budget 38
Cost Center (School Facilities)Percentage to Total Budget and Expenditures
Facilities Budget Drivers:The most significant changes between the FY25 Recommended and FY24 Appropriated
budgets are summarized below by personnel and non-personnel categories:
Personnel:
The most significant driver in the Facilities Cost Center budget is salary.The year-over-year salary differences in the
Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
●cost-of-living salary increase:in compliance with employment contracts and bargaining unit agreements
approved by the School Committee
The professional salaries line has been budgeted for a decrease of 17.80%or $17,515 from $98,400 (FY24)to
$80,885 (FY25).Salary has been reallocated to a revolving account for facilities rental and the budget adjusted
accordingly.
The other salaries line is anticipated to increase by 6.46%or $66,551 from $1,030,501 (FY24)to $1,097,052 (FY25)
This includes anticipated salary adjustments.This includes salary adjustments as a result of successful negotiations
and a new custodial contract.
Non-personnel:Increases in Supplies &Materials and equipment to include (but are not limited to):cleaning
supplies,paper products,floor cleaning solutions,hand soap,and plastic liners are reflected in the FY25 budget.
Further information for this Cost Center is furnished in the Facilities Cost Center detail in Appendix A.
The Superintendent’s FY25 Recommended Budget 39
District Wide Programs Summaries:
Total FY24 Appropriated Budget:$2,380,272
Total FY25 Superintendent’s Recommended Budget:$2,526,498
Total $Change:$146,226
Total %Change:6.14%
Primary Function:The District Wide Cost Center consists of the budgets for four functional areas that serve the
district:Athletics,Extra-Curricular Activities,Health Services,and Technology.An overview of each District Wide Cost
Center budget follows in the sections post the summary below.The District Wide Programs make up 4.49%of the
Superintendent ’s FY25 Recommended Budget.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (District Wide)Percentage to Total Budget and Expenditures
The Superintendent’s FY25 Recommended Budget 40
Athletics
FY24 Appropriated Budget:$720,528
FY25 Superintendent’s Recommended Budget:$789,018
$Change:$68,490
%Change:9.51%
Primary Function:The Athletics program budget funds the salaries and expenses necessary to operate the High
School athletics program.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (District Wide -Athletics)Percentage to Total Budget and Expenditures
The Superintendent’s FY25 Recommended Budget 41
Athletics Budget Drivers:The most significant changes between the FY25 Recommended and FY24 Appropriated
budgets for the Athletics Cost Center are summarized below by personnel and non-personnel categories:
Personnel:The most significant driver in the Athletics Cost Center budget is salary.The year-over-year salary
differences in the Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
●cost-of-living salary increase:in compliance with employment contracts and bargaining unit agreements
approved by the School Committee
The clerical salaries line has been budgeted for an increase of 15.07%or $8,730 from $57,936 (FY24)to $66,666
(FY25).This includes salary adjustments as a result of successful negotiations and a new secretarial contract.
The other salaries line is anticipated to increase by 49.19%or $47,984 from $97,544 (FY24)to $145,528 (FY25).This
includes an accurate budgeting for coaches and related open positions that are paid out of the operating account,
and accounts for the entire increase in this line.The Athletics revolving fund support that is used to offset these
expenses will remain at the same level as FY23 and FY24.
Non-Personnel -The Athletics program offers 30 different sports for students enrolled at RMHS.More than 780
student athletes have participated on teams so far this year.On average,in recent years,total participation was
steady at about 1,200 students,excluding the Covid-19 pandemic impact on participation in FY20.
Further information for this Cost Center is furnished in the Athletics Cost Center detail in Appendix A.
Extra-Curricular Activities
FY24 Appropriated Budget:$78,087
FY25 Superintendent’s Recommended Budget:$81,186
$Change:$3,099
%Change:3.97%
Primary Function:The Extra-Curricular Activities Program budget funds the salaries,stipends,and a small portion of
the expenses necessary to offer extra-curricular activities at the high school.
The Superintendent’s FY25 Recommended Budget 42
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (District Wide -Extra Curricular)Percentage to Total Budget and Expenditures
Extra-Curricular Budget Drivers:The changes between the FY25 recommend and FY24 appropriated budgets are
summarized below by personnel and non-personnel categories:
Personnel:The most significant driver in the Facilities Cost Center budget is salary.The year-over-year salary
differences in the Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
The Superintendent’s FY25 Recommended Budget 43
●cost-of-living salary increase:in compliance with employment contracts and bargaining unit agreements
approved by the School Committee
The professional salaries line has been budgeted for an increase of 6.37%or $3,099 from $48,687 (FY24)to $51,786
(FY25).This includes salary adjustments as a result of successful negotiations and COLA adjustments for both the
coordinator salary and stipends.
Non-Personnel:The Contract Services for Other Student Activities,which is the account used for transportation
expenses,has remained level as it was increased substantially for FY24,and looks to be appropriate for FY25.
Further information for this Cost Center is furnished in the Athletics Cost Center detail in Appendix A.
Health Services
FY24 Appropriated Budget:$913,224
FY25 Superintendent’s Recommended Budget:$969,558
$Change:$56,334
%Change:6.17%
Primary Function:The Health Services program budget pays for the salaries and expenses for servicing the daily
medical needs of the district’s student population of approximately 3,800 students,preschool through grade 12.
School nurses provide mandated health screenings,illness assessments,first aid,daily medication and treatments,
and support of students with chronic health issues including allergies,asthma,diabetes,and gastrointestinal,
autoimmune,and neurological disorders.We communicate with families and providers to develop and maintain
accommodation plans and individualized student health care plans to support medical needs at school.School nurses
are also part of the District Support team,which also includes school counselors,social workers,and school
psychologists.The team meets monthly to discuss best practices and receive training and updates to support student
mental health.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
The Superintendent’s FY25 Recommended Budget 44
Cost Center (District Wide -Health Services)Percentage to Total Budget and Expenditures
Health Services Budget Drivers:The changes between the FY25 recommend and FY24 appropriated budgets are
summarized below by personnel and non-personnel categories:
Personnel:The most significant driver in the Health Services Cost Center budget is salary.The year-over-year salary
differences in the Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
●cost-of-living salary increase:in compliance with employment contracts and bargaining unit agreements
approved by the School Committee
The professional salaries line has been budgeted for an increase of 6.50%or $55,796 from $857,865 (FY24)to
$913,661 (FY25).This includes salary adjustments for nurses as a result of a new teachers contract of 6.84%and an
increase of $52,359 from $765,011 (FY24)to $817,370 (FY25).This represents the largest adjustment.Smaller
adjustments are for COLA and longevity.
Non-Personnel:Increases in medical supplies and materials have been planned for.
Further information for this Cost Center is furnished in the Health Services Cost Center detail in Appendix A.
The Superintendent’s FY25 Recommended Budget 45
Technology
FY24 Appropriated Budget:$668,433
FY25 Superintendent’s Recommended Budget:$686,736
$Change:$18,303
%Change:2.74%
Primary Function:The Districtwide Networking and Technology Maintenance budget funds the salaries and expenses
required to operate and maintain our technology infrastructure including our wide area network,wireless networks,
servers,computer hardware and peripheral devices,clocks and bells systems and telecommunications equipment.
FY25 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (District Wide -Technology)Percentage to Total Budget and Expenditures
Technology Budget Drivers:The changes between the FY25 Recommend and FY24 Appropriated budgets are
summarized below by personnel and non-personnel budget categories:
The Superintendent’s FY25 Recommended Budget 46
Personnel:The most significant driver in the Technology Cost Center budget is salary.The year-over-year salary
differences in the Superintendent ’s FY25 Recommended Budget reflect:
●staffing exchange:outgoing staff salaries are higher than incoming staff,resulting in budget savings
●step increases:ascension of staff members in their respective column of the salary matrix
●degree changes:movement across rows of the salary matrix with increased education credit/degree
attainment
●cost-of-living salary increase:in compliance with employment contracts and bargaining unit agreements
approved by the School Committee
The professional salaries line has been budgeted for an increase of 3.25%or $2,891 from $88,962 (FY24)to $91,853
(FY25).The other salaries line has also been budgeted for an increase of 3.04%or $10,612 from $348,621 (FY24)to
$359,233 (FY25)This includes anticipated cost-of-living salary increases for non-bargaining unit personnel -the
manager and technicians.
Non-Personnel:In FY25,work will continue on evaluating the district ’s operational and educational technology
needs,to include an assessment of all technology related services and equipment including a device renewal plan.
The work on an Educational and Operational Technology Plan was commenced in FY24,and will need to be
completed this year.The plan will provide recommendations for a sustainable computer renewal plan and staffing
structure to best support the district’s growth in and reliance on technology to deliver instruction to students and
operate an efficient and effective school district.
The Technology Team has built a robust network infrastructure and the services provided to the district have
expanded to include telephony/phone services,clock and bell systems,intercom and paging systems,management of
the copier fleet and contracts,iPad devices,security system hardware,over 4,500 computers (one to one for students
and staff),cloud-based services,single sign-on services,data replication services,hybrid school,public/town
meetings,new website,electronic payment options,and employee onboarding systems,and many others.The
Technology team has leveraged automation,districtwide standards and practices,and developed a highly unified and
functional team committed to hard work with no changes to staffing level or function since 2015.
The ongoing proliferation of innovative digital learning technologies and the need to connect students,teachers and
consumers to jobs,life-long learning,and information have led to a steady rise in demand for bandwidth in schools.
The district has begun the application process to participate in the Federal Communications Commission’s E-Rate
program,which is designed to make telecom and information services more affordable.Our aim is to receive
discounts on telecommunications and telecom services,internet access,as well as internal connections,managed
internal broadband services and basic maintenance of internal connections.
Further information for this Cost Center is furnished in the Athletics Cost Center detail in Appendix A.
The Superintendent’s FY25 Recommended Budget 47
OTHER FUNDING SOURCES
“Broccoli”by Liv Lam,RMHS Student enrolled in Ms.Kathleen M.Dailey ’s AP Photography Class
The Superintendent’s FY25 Recommended Budget 48
Offset Summary
Several fee-based Special Revenue Funds and Grants have been allocated to offset direct and indirect costs of the
operating budget.In the charts below,the reader will find a summary of current year and FY25 Recommended
Budget Offsets by Special Revenue Fund compared with FY24’s Appropriated Budget and the allocation of FY25
Recommended Offsets by Cost Center:
Apart from Full-Day Kindergarten and School Choice tuition,all other offsets will remain at the same level in FY25 as
budgeted in FY24.Through the support of the Town’s Community Priority allocation and the redeployment of funding
from several existing operating fund accounts,the reliance on the FDK tuition fees has been reduced in FY25.We will
continue to work toward providing free,universal FDK by reducing the tuition in stages through FY26.
In FY23,the district opened to School Choice students to allow students who live in other school districts to enter a
lottery to attend Reading Public Schools.In FY24,twenty-five students participated in the program generating
$125,000 of state tuition funding,which is currently budgeted to Regular Day to be used for instructional services.
The Superintendent’s FY25 Recommended Budget 49
Special Revenue Funds
The district maintains thirty-three separate special revenue funds that were created and are required to be
maintained in accordance with Massachusetts General Laws and Department of Revenue Division of Local Service’s
guidance for Costing Municipal Services.Special Revenue Funds are established to dedicate a specific source of
revenue from fees or charges to pay expenses associated with providing the services for which the payment was
made.Special Revenue Funds also consist of donation accounts.The sources of revenue for these funds vary by the
nature of the fund and includes sales of meals,participation fees,user fees,ticket sales,donations,and tuition.The
type of expenditure for the funds also varies by the nature of the fund and include salaries,supplies and materials,
technology,contracted services,software licenses and other expenses.The FY23 and FY24 beginning year balances
are provided in the table below with the calculated FY23 Gain/Loss:
Special Revenue Funds
The Superintendent’s FY25 Recommended Budget 50
A description of each category of the district’s special revenue funds is outlined below:
●Athletics:Fees are paid by families for students’participation in athletics.
●Community Education,Drivers Education,Summer Programs:Fees are paid by families for students to
participate in drivers’education and summer programs.Fees paid by individuals for participation in
Community Education events and courses.
●Drama and Band:Fees are paid by families for students’participation in after school drama and bands
programs.
●Extended Day:Fees are paid by families for students to participate in extended day programs before and
after-school.
●Extracurricular Activities:Fees are paid by families for students to participate in afterschool band and fine
and performing arts activities.
●Full-Day Kindergarten:Fees are paid by families for enrollment in the Full-Day Kindergarten program.
●Guidance:Fees are paid by families for students to take PSAT,SAT and AP tests.
●R.I.S.E.Preschool:Fees are paid by families for enrollment in the R.I.S.E.preschool program.
●Special Education Tuition:Fees paid by another public school district for students to attend special education
programs in Reading.
●School 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 lunch-time a la carte
sales.
●Transportation:Fees are paid by families for students to ride existing bus routes,based on seats available.
●Use of School Property:Some community organizations which use school facilities pay a fee for space and/or
custodial coverage.
The Superintendent’s FY25 Recommended Budget 51
●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
Federal and State Grants
In addition to the Operating and Special Revenue Funds,our district is supported in FY24 by state,federal,and private
grants.Grant expenditures are tracked monthly and reviewed periodically with grant coordinators.A list of the grants,
descriptions,and award amounts are provided below compared with prior year awards.Grants are approved by the
School Committee as funding is awarded.The FY24 Quarter 1 balances for each grant awarded between FY22 and
FY24 are provided in the table below:
Descriptions and acceptable uses of each State and Federal grant follows below:
State Grants:
●METCO:The Metropolitan Council for Educational Opportunity is a state funded,voluntary educational
desegregation program designed to eliminate racial imbalance through the busing of children from Boston,
MA and Springfield,MA to suburban public schools in thirty-eight communities.These funds pay for program
coordination,transportation,instructional services,and community engagement related to Boston resident
students attending Reading Public Schools through participation in the METCO program.
●Department of Public Health:Provides for mandated screenings,professional development,and substitute
coverage for nurses.
●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
The Superintendent’s FY25 Recommended Budget 52
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 been 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 –although not a grant,DESE reimburses school districts for a portion of out of district tuition placement
and transportation costs.In FY 25,DESE will defray $1,930,874 tuition and transportation costs,charging
those expenses directly to the Circuit Breaker reimbursement fund.
Federal Grants:
●Title I:Assists schools with high numbers or high percentages of children from low-income families to help
ensure that all children meet challenging state academic standards.These funds are allocated to
paraprofessional and extended school year instructional services.
●Title II A:Provides supplemental resources to school districts to support systems of support for excellent
teaching and learning.The priorities of Title IIA are to:increase student achievement consistent with the
challenging State academic standards;improve the quality and effectiveness of teachers,principals,and
other school leaders;Increase the number of teachers,principals,and other school leaders who are effective
in improving student academic achievement in schools;and provide low-income and minority students
greater access to effective teachers,principals,and other school leaders.These funds are allocated to provide
professional development for teachers.
●Title IV:Ensures that all students have access to a high-quality educational experience.The priorities of Title
IV are to:support well-rounded educational opportunities;support safe and healthy students;and support
effective use of technology.These funds pay for technology integration activities and materials for teachers
and classrooms.
●IDEA 240:Provides appropriate special education services for eligible students and to maintain state/local
effort in special education.These funds pay for special education paras,BCBA,and professional development.
●IDEA 262:Ensures that eligible 3,4,and 5-year-old children with disabilities receive a free and appropriate
public education that includes special education and related services designed to meet their individual needs
in the least restrictive environment.These funds pay for early childhood instruction and professional
development.
●ARP (American Rescue Plan)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.
Five-Year Capital Plan
A Capital Project is a project that helps maintain or improve a Town asset.It is a new construction,expansion,
renovation,or replacement project for an existing facility or facilities.Typically,the project will have a total cost of at
least $10,000 and a life span of five or more years.Provided below is a five-year capital project plan for the school
district:
The Superintendent’s FY25 Recommended Budget 53
Five-Year Capital Plan FY25-FY29
Note:Information from Town Warrant November 13,2023
The Superintendent’s FY25 Recommended Budget 54
APPENDICES
Joshua Eaton students photographed by community member Alicia Williams
The Superintendent’s FY25 Recommended Budget 55
APPENDIX A:Cost Center Budget Detail and Information
Administration Cost Center
FY25 Recommended Budget detail for Administration Cost Center follows.
Budget Detail,Administration Cost Center:
The Superintendent’s FY25 Recommended Budget 56
Regular Day Cost Center
FY25 Recommended Budget detail of Regular Education follows below:
Budget Detail,Regular Day Cost Center:
The Superintendent’s FY25 Recommended Budget 57
Budget Detail,Regular Day Cost Center (continued):
The Superintendent’s FY25 Recommended Budget 58
Special Education Cost Center
FY25 Recommended Budget detail for the Special Education Cost Center follows.
Budget Detail,Special Education Cost Center:
The Superintendent’s FY25 Recommended Budget 59
Budget Detail,Special Education Cost Center (continued):
Special Education Program and Learning Center Descriptions
Much of the special education in-district budget funds the salaries of the special education teaching and support
staff,as well as related services,which includes our in-district special education programs and learning centers as
determined by Individual Education Plans (IEPs).Each school offers a variety of special education and related services
to meet the individual needs of students.Additionally,to provide a continuum of special education and related
services,Reading Public Schools offers several specialized programs which are described below:
EMBARC:Education Meaningful Inclusion,Becoming Independent,Advocacy,Relaxation,and Leisure Activities
Community Integration:The EMBARC program is the middle and high school continuum of the SAIL and SOAR
programs which serve students primarily within substantially separate settings in the areas of functional academic,
life,social,job and communication skill development.The students in the EMBARC program requires highly
individualized,consistent,and intensive special education and related service with strong focus on transitional skills,
activities of daily living,safety skills,and community access to generalize skills taught in the classroom.EMBARC is
located at Coolidge and RMHS.
LEAD:Language,Executive Functioning,Academics,Determination:LEAD is a comprehensive educational program
for students with dyslexia and/or significant language-based learning disabilities.The students require a
multi-sensory approach to support their reading,writing,listening,speaking and organizational skills.Students
require intensive,direct,specialized instruction throughout the school day grounded in language-based
methodologies.The students are provided varied opportunities to demonstrate their talents and background
knowledge to build upon strengths and foster a sense of competence while developing their understanding of the
general education curriculum concepts and enhancing their reading,writing and executive functioning skills.LEAD is
located at Joshua Eaton,Parker,and RMHS.
Learning Center:The support provided within the learning center directly addresses the goals and objectives
outlined in the student’s IEP to acquire skills to access the general education curriculum.The students are taught
direct skills to ensure that they can participate in daily school life and activities while having access to general
education given special education support.The Learning Center is available at all schools.
The Superintendent’s FY25 Recommended Budget 60
LIFT:Living,Independence,Funitional,Transition:The LIFT 18=22 year old program is a full day transition program
within the Reading Public Schools that assists students with disabilities in preparing for the transition from the school
to post-school life.The programming focuses on a wide variety of transition skills including functional reading and
math,independent living skills,activities of daily living and vocation skills.
REACH:Resiliency,Executive Functioning,Academics,Coping Strategies,Habits of Mind.The REACH program is a
comprehensive educational program for students with significant emotional,behavioral challenges and for some
students,co-existing learning disabilities.There is a focus of building relationships based on empathy,trust,and
mutual respect.REACH is designed to meet both the shared and unique needs of the students targeting
age-appropriate academic,behavioral,and social development through a foundational approach grounded in a
positive behavioral support philosophy.Students require intensive,direct,specialized instruction throughout the
school day.The students are provided varied opportunities to demonstrate their talents to build upon strengths and
foster a sense of competence,and embedded robust clinical,behavioral,and therapeutic supports.For the 24-25
school year,the program will be located at Barrows,Parker,and RMHS.
RISE Preschool Program:Reading,Integrated School Experience.The RISE program serves children ages three and
four,including those turning five during the school year,who have mild,moderate as well as intensive special
education needs.Educators support students early learning by providing education and/or specialized services to
support individual learning needs.Reading Public Schools provide early learning experiences in the least restrictive
environment,which usually includes placement with typical peers.Children with and without disabilities are provided
early learning opportunities to support language,literacy,social/emotional,and physical development,while
exploring rich content to develop children’s natural curiosity in mathematics and science.Rich content and hands-on
learning experiences are aligned with the Massachusetts Curriculum Frameworks and Early Learning Standards.
R.I.S.E.is currently located at Killam,Wood End,and RMHS.
SAIL:Strategies to Support Academics,Independence,and Life Skills:The SAIL program provides identified students
with specialized and skills-based instruction through a modified curriculum primarily in English Language Arts and
math,as identified by individual student IEPs.Students are provided with inclusive opportunities as indicated in their
IEP.Students in the SAIL program benefit from direct and repeated instruction with academic,life,social,and
communication skill development.SAIL is located at Wood End,Coolidge,and RMHS.
SOAR:Social Skills Organizational Skills Academics in Real World Situations:The SOAR program supports identified
students with needs relative to social skill acquisition and application,as well as the use of social language.Students
in the SOAR program benefit from support to independently engage in group work/play and reciprocal conversations,
convey thoughts and opinions,and understand nonverbal communication.The program provides a continuum of
support to develop students’language needs which could include the use of alternative and augmentative
communication.Academically and behaviorally students may present with grade-level skills or may require
modifications of the academic curriculum and or setting.SOAR is located at Birch Meadow,Coolidge,and RMHS.
The Superintendent’s FY25 Recommended Budget 61
School Facilities
FY25 Recommended Budget detail for the Facilities Cost Center follows.
Budget Detail,Facilities Cost Center:
The Superintendent’s FY25 Recommended Budget 62
District Wide Program
FY25 Recommended Budget detail for the District Wide Cost Center follows.The District Wide Cost Center includes:
Athletics,Extra Curricular,Health Services and Technology.
Athletics
Budget Detail of Athletics Cost Center:
The Superintendent’s FY25 Recommended Budget 63
Student Participation in Athletics:
Note:“*”depicts sports that have not had their season yet.
The Superintendent’s FY25 Recommended Budget 64
Extra-Curricular
Budget Detail of Extra-Curricular Cost Center:
Student Participation in Extracurriculars:
Note:“*”depicts activities that have not started yet;“**”2016-17 to 2018-19 includes non-drama improv students
The Superintendent’s FY25 Recommended Budget 65
Health Services
Budget Detail of Health Services Cost Center:
The Superintendent’s FY25 Recommended Budget 66
Technology
Budget Detail of Technology Cost Center:
The Superintendent’s FY25 Recommended Budget 67
APPENDIX B:Student Enrollment and Staff FTEs
Student Enrollment
On October 1 of each year,Reading Public Schools are required to record,verify,and report the total number of
students enrolled by grade to DESE.DESE and the Commonwealth of Massachusetts use October 1 enrollment to
calculate Foundation Enrollment and Chapter 70 Funding.October 1 enrollment is also used by the district ’s
administration to project class sizes and to identify trends in enrollment for subsequent years,which forms the
baseline upon which the district’s personnel and non-personnel operating budget is developed.The historical
enrollment by school follows below with next year ’s projected enrollment:
Historical and FY25 Projected Enrollment by School:
Total enrollment in the Reading Public Schools on October 1,2023,was 3,747 students,which exceeded the
projection by +43 students.Using a Cohort Survival Ratio (CSR)methodology and based on elementary neighborhood
school assignments,projected enrollment for FY25 is 3,723 students,which represents a projected decrease of 24
students or (0.64%)districtwide.
CSR methodology is used to develop enrollment projections and is based on progression rates from grade to grade,
and considers housing growth,migration,retention,withdrawals,transfers and births over the previous three school
years.It produces reliable next year projections for enrollments in Grades 1-12.However,the CSR is less reliable in
predicting out-year enrollment as well as Kindergarten enrollment.
Students enrolled in Barrows and Joshua Eaton are assigned to Parker Middle School and students enrolled in Birch
and Wood End are assigned to Coolidge Middle School.Students enrolled in Killam Elementary are typically allocated
to both middle schools at a ratio of 66%to Parker and 33%to Coolidge for projection purposes.Ratios are adjusted
for sibling groups and the neighborhoods in which they reside.
The Superintendent’s FY25 Recommended Budget 68
FY25 Enrollment Projections:
Reflected in the table below are FY24 actual enrollment and FY25 projected,or forecasted,enrollment by grade.The
change in the number of students by cohort and grade-level is illustrated.Cohorts have been color-coded for easier
reference:
FY24 Actual and FY25 Projected Enrollment by Grade:
Elementary Enrollment Projections:
Kindergarten enrollment forecasts are less reliable and are affected by several factors including postponed
kindergarten enrollment,attendance at private full-day kindergarten programs,adoption,and housing turnover.
There are several sources of data used as the basis for predicting kindergarten enrollment including census data from
the Town Clerk,birth data from five years before kindergarten enrollment,and self-reported data from parents and
local preschools.The FY25 kindergarten projections have been identified through the Town’s census data.The Town’s
census data identified 268 students who fall within the age requirements for entry into kindergarten compared to the
kindergarten projection*of 303 students.Not all students who reside in Reading and who are of age will be enrolled
in Reading Public Schools.Some families may choose private or parochial programs,homeschool,or postpone entry.
Other families with kindergarten age children may move to Reading.We saw an increase of 16 students from the
FY24 projected number to the FY24 actual number.We will continue to monitor the kindergarten enrollment as
registration kicks off at the end of January.
The Superintendent’s FY25 Recommended Budget 69
Enrollment projections have been used to develop the next year ’s budgets for staffing,learning spaces and
non-personnel supplies and services.Staffing levels at all grade levels are predicated upon the number and
demographics of students expected to be enrolled at the start of the school year.Using the progression rates
calculated above and making anticipated changes,elementary school class sizes have been projected for FY25 and are
outlined below in comparison with FY24 actual enrollment and class sizes.Currently,we are projecting 89 sections at
the elementary level with four sections at Killam and the ability to shift if needed based on an increase or decrease in
enrollment.It is important to note that three Teaching Fellows remain in the budget to support elementary school
class sizes:
The Superintendent’s FY25 Recommended Budget 70
The Reading Public Schools provides special education services to eligible students aged three to twenty-two years
deemed eligible through the special education team evaluation process.Eligibility is based on a determination that
the student has a qualified disability that will limit the student ’s ability to achieve effective progress in the general
education program without specialized instruction.Instructional or other accommodations are outlined in the
student ’s Individual Education Program (IEP).The table below shows historical data regarding the number of students
with IEPs based on October 1 enrollment data:
Student Enrollment –Students with Individual Education Plans:
The Commonwealth mandates that special services required for students are defined on individual education plans.
Eligibility for special education services is based on a determination that the student has a qualified disability that
requires specialized instruction to achieve effective progress in the general education programs.Instructional or other
accommodations are defined in the students’Individual Education Plan.The number of students on IEPs can vary
significantly from year to year.The table above illustrates the ebb and flow of the number of students who received
special education service in and out of the district,from preschool to 22 years of age during the last ten years.
From the academic year 2019-20 to 2023-24,total enrollment declined by (6.8%),from 4202 to 3915 students,the
number of students on IEPs increased by (6.1%)from 727 to 771 and the number of out of district placements
increased by (13.7%),from 51 to 58.The number of students on IEPs in the current academic year increased by (49)
students,or (3%)year-over-year,and the number of students receiving services in out of district placements
increased by (6)students over the same time period.
Illustrated in the table above,the reader will note an increase in Out of District placements between FY23 and FY24,
which was driven by a significant increase in social emotional and behavioral needs.Decreases in placements occur
for several reasons which include:leaving the Reading Public School district,graduating from and aging out of
placements,changing placements,or returning to the district.The district has budgeted for additional Out of District
placements of students pending evaluation of progress and student needs.
The following tables provide information on some of our other significant student populations:MLL and Boston
Resident students.
Our MLL students are students eligible to receive support with their English Language development.The first table
shows the enrollment of the students across the district,and the graph that follows illustrates a growth trend in
enrollment and infers an intensified need for service delivery as a result.
The Superintendent’s FY25 Recommended Budget 71
Boston Resident students come to us by way of our participation in the METCO Program,as detailed in the State
Grant section.
Student Enrollment –Multilingual Learners:
Year-over-Year Change in Multilingual Learners
Beginner refers to language level.Students are scored on a standardized test for English proficiency in listening,
speaking,reading,and writing.Beginners are expected to receive double the amount of ESL instruction (10 hours per
week)as intermediates (5 hours per week).Beginners need more support in the general education classroom,so
their teachers need more coaching and support.
The Superintendent’s FY25 Recommended Budget 72
Student Enrollment –Boston Resident Students
The Superintendent’s FY25 Recommended Budget 73
APPENDIX C:District Organizational Structure
Organizational Chart for Reading Public Schools
An organizational chart of the Reading Public Schools is provided below:
The Superintendent’s FY25 Recommended Budget 74
District Leadership
School Committee
The role of the School Committee is to recruit,hire,evaluate,and make employment decisions on the
Superintendent;review and approve budgets for public education in the district;and establish educational goals and
policies for the schools in the district consistent with the requirements of law and statewide goals and standards
established by the Massachusetts Board of Education.
The Reading School Committee consists of six members elected by the voters of Reading for three-year terms.Each
year,two members’terms of office expire and become open for re-election.The current membership and terms of
the Reading School Committee are as follows:
Thomas Wise,Chairperson,Term Expires 2025
Erin Gaffen,Vice Chairperson,Term Expires 2026
Shawn Brandt,School Committee Member,Term Expires 2024
Sarah McLaughlin,School Committee Member,Term Expires 2024
Carla Nazzaro,School Committee Member,Term Expires 2026
Charles Robinson,School Committee Member,Term Expires 2025
Under Massachusetts General Laws,Chapter 70,the School Committee has the power to select and to terminate the
Superintendent,review and approve the budget,and establish the educational goals and policies for the schools in
the district consistent with the requirements of law and statewide goals and standards established by the Board of
Education.
District Administration
The district is led by the Superintendent of Schools,the Central Office Leadership Team,District Leadership Team,and
Administrative Council.The Central Office Leadership Team includes the Superintendent of Schools,Assistant
Superintendent for Learning and Teaching,Assistant Superintendent for Special Education and Student Services,and
Directors of Human Resources Director and Finance and Operations.The District Leadership Team includes the
Central Office Leadership Team,the eight building principals,the R.I.S.E.Preschool Director,and the Assistant
Director for Special Education and Department Directors (Facilities,Food Services,Network Administrator,METCO,
and Health Services).The Administrative Council includes the District Leadership Team as well as all Assistant
Principals,Special Education Team Chairs and Program Directors.
Primary Function roles of the Administration Cost Center are described below:
Superintendent
The Superintendent of Schools serves as the chief educational leader for the school district.This position works with
the School Committee as well as with building administrators and Central Office administrators to develop the
district ’s improvement plan,strategic goals,and objectives,to recommend a budget necessary to fund the districts
and schools’strategic initiatives,and to ensure that funding is used to ensure the success of all students.The
Superintendent supervises and evaluates all Central Office Administrators and Building Principals.In addition,the
Superintendent co-supervises the Director of Facilities with the Town Manager.
The Superintendent’s FY25 Recommended Budget 75
Assistant Superintendents
The role of the Assistant Superintendent for Learning and Teaching and Assistant Superintendent of Student Services
is to provide leadership to district administrators,teacher leaders,teachers,and support staff in curriculum,
instruction,and assessment.The Assistant Superintendent for Learning and Teaching also supervises the Director of
Adult and Community Education,the Director of METCO,K-8 Curriculum Coordinators,and the Elementary
Technology Integration Specialist. The position is also responsible for coordinating the district ’s professional
development and curriculum planning activities. The Assistant Superintendent of Student Services supervises the
Directors of Special Education,RISE Preschool program,Health Services,the lead social worker and the district’s Team
Chairs.This position is also responsible for coordinating the safety protocols within the district.The Assistant
Superintendents work closely to ensure a cohesive and comprehensive system of support,fostering an integrated
approach to enhance academic and student well-being.
Human Resources Director
The Human Resources Director for a school district is responsible for comprehensive oversight of human resource
management.This encompasses recruitment,hiring,and onboarding processes,as well as the development,
implementation,and/or application of policies and procedures related to collective bargain terms,employee
relations,and compliance.Additionally,the Director manages leaves of absences,addresses personnel issues,and
collaborates with school administrators to ensure the district attracts,retains,and supports a diverse and qualified
professional staff,fostering a positive work environment and promoting a culture of excellence and inclusivity.
Director Finance and Operations
The Director of Finance and Operations leads the school finance and operations,including budget,financial
reporting,payroll,accounts payable,accounts receivable,transportation,grants management,Medicaid
reimbursement,and purchasing/procurement,collaborates closely with school facilities and oversees network
technology,school nutrition,and use of school property.The Director of Finance and Operations supervises and
evaluates the School Nutrition Director and Network Manager.
District Partnerships
There are eight schools in the Reading Public Schools:Reading Memorial High School (grades 9-12),A.W.Coolidge
Middle School (grades 6-8),W.S.Parker Middle School (grades 6-8),and five elementary schools (grades K-5):Alice
Barrows,Birch Meadow,Joshua Eaton,J.W.Killam,and Wood End.Reading also has the R.I.S.E.Preschool program,
an integrated preschool,with classrooms located at Reading Memorial High School as well as in two elementary
schools,which typically changes from year to year depending upon availability of space.
Reading Public Schools are part of a larger community that believes in collaboration for the purpose of benefiting the
children of Reading Public Schools.We are fortunate to have many important partners who enrich the lives of our
students through their contributions of resources –both financial and volunteer time.
Town of Reading
The Town of Reading is in Middlesex County,Massachusetts,United States,some 10 miles (16 km)north of central
Boston.Reading was incorporated on June 10,1644,taking its name from the town of Reading in England.Reading
encompasses 9.9 square miles and is located North of Boston with easy access to major routes including 125/I-95,I93
and routes 28 and 129.In addition,commuter rail and bus service are available in Reading.The Town of Reading has
a Representative Town Meeting form of government.Town Meeting is composed of 24 members from each of
Reading ’s eight precincts for a total of 192 members.Reading also has a five member Select Board and a Town
Manager.
The Superintendent’s FY25 Recommended Budget 76
The municipal government of the Town of Reading is the district ’s most important partner.We share in the tax
revenues that represent the voters’commitment to a quality of life that values education,public service,and
community engagement.We also share many resources and collaborate to efficiently manage the operations of the
community.
Community Connections Group/Children’s Cabinet
The members of the Community Resource Group are members of the newly formed Reading Children’s Cabinet and
are actively working to improve access for all students.Therefore,the Community Resource Group is being phased
out but the work is continuing.Because of the foundation created by this group the individual members often reach
out to each other for support and resources regarding individual activities and challenges.
Reading Education Foundation
The Reading Education Foundation is a volunteer organization of Reading residents working in partnership with the
Superintendent of Schools and Reading Public Schools.Its mission is to support innovation and excellence within the
Reading Public Schools by raising and providing private money to fund initiatives that are beyond the reach of public
funds.
Parent-Teacher Organizations
Each of our schools is fortunate to have a PTO composed of parent volunteers who support teachers in each building.
This support includes parent education,teacher appreciation events,mobilization of classroom and school level
volunteers,and funding for technology,enrichment,and other special programs.
Parent Booster Organizations
Reading Public Schools are supported by a sizable number of parent booster organizations of parent volunteers who
raise,contribute,and dispense funds for the benefit of specific extra-curricular activities including athletic teams,
academic teams,and fine and performing arts.
Understanding Disabilities,Inc.
Understanding Disabilities,Inc.(UD)partners with Reading Public Schools to increase positive attitudes toward
people with disabilities.Thirty years of success teaching disability awareness in the Reading Public Schools has
supported the development of an innovative curriculum that supports inclusion and promotes respectful
interactions,which helps children process and understand the communities in which they live and develop healthy
relationships.
The Superintendent’s FY25 Recommended Budget 77
APPENDIX D:2023-2024 School Improvement Plans
Setting the stage for the FY25 budget development process was the work conducted by the School Principals and
their school communities to develop the 2023-2024 School Improvement Plans.Overarching themes of providing
equitable and rigorous learning environments are summarized in each School improvement Plan (SIP).Links for each
school’s SIP follows below:
Elementary Schools
Alice M.Barrows Elementary School
Birch Meadow Elementary School
Joshua Eaton Elementary School
J.W.Killam Elementary School
Wood End Elementary School
Middle Schools
Coolidge Middle School
Walter S.Parker Middle School
High School
Reading Memorial High School
The Superintendent’s FY25 Recommended Budget 78
APPENDIX E:Acronyms
This section contains some of the acronyms in the Budget Book
●ARP:American Rescue Plan
●DESE:Department of Elementary and Secondary Education (MA)
●EMBARC:Education Meaningful Inclusion,Becoming Independent,Advocacy,Relaxation,and Leisure
Activities Community Integration
●ESL:English As a Second Language
●ESSER:Elementary and Secondary School Emergency Relief Fund
●FDK:Full Day Kindergarten
●FTE:Full Time Equivalent
●IDEA:Individuals with DIsabilities Education Act
●IEP:Individualized Education Plan
●LEAD:Language,Executive Functioning,Academics,Determination
●LIFT:Living,Independence,Funitional,Transition:
●METCO:Metropolitan Council for Educational Opportunity
●MLL:Multilingual Learners
●REACH:Resiliency,Executive Functioning,Academics,Coping Strategies,Habits of Mind
●RISE:Reading,Integrated School Experience (Preschool Program)
●RPS:Reading Public Schools
●RMHS:Reading Memorial High School
●SAIL:Strategies to Support Academics,Independence,and Life Skills:
●SEL:Social Emotional Learning
●SOAR:Social Skills Organizational Skills Academics in Real World Situations
The Superintendent’s FY25 Recommended Budget 79
Birch Meadow students photographed by community member Alicia Williams
The Superintendent’s FY25 Recommended Budget 80
Reading Public Schools
Superintendent’s FY25
Recommended Budget
January 4, 2024
Superintendent’s FY25 Recommended Budget
•Finance Committee Budget Guidance
•Budget Guidance/Investment Priorities
•Budget Development Process/Timeline
•FY25 Recommended Budget Investments/Focus Areas
•Future Funding Considerations
•FY25 Recommended Budget
•FY25 Recommended Budget by Cost Center
Finance Committee Guidance
●Oct 2023: Finance Committee, Operating Funds +4.00%
●Special Education Accommodated Costs +4.00%
●Town Priority, Full Day Kindergarten +$150,000
●Total: $56,310,811
Budget Guidance/Investment Priorities
●Sustain and meet contractual obligations
●Maintain ESSER staffing
●Maintain the path towards Universal Full-Day Kindergarten
●Maintenance and expansion of Special Education investments
●Exploration of additional Tier II support
●Structural support for Reading Memorial High School leadership
●Implementation of recommendations from Secondary Math Pathways advisory committee
●Review of Middle School literacy curriculum
●Continue the expansion of RMHS Innovation Pathways
Budget Development Process/Timeline
●Endeavored to create a fiscally responsible budget responsive to stakeholder needs.
●Strove for alignment with the 2023-2026 District Strategic Plan Objectives:
1.Supportive, Equitable and Safe Learning Environments
2.Coherent Instructional Systems
3.School Operations
4.Family and Community Engagement
●Sought to optimize funding and heighten efficiency with expense-related items.
●Engaged stakeholders, including: district and site leadership, School Committee and the town.
●Ensured that the budget development process was open, collaborative and transparent.
Budget Development Process/Timeline
FY25 Recommended Budget Investments/Focus Areas
Preschool and Elementary Level Priorities:
Note: Strategic Objective 1: Supportive, Safe Equitable Learning Environments; Strategic Objective 2: Coherent Instructional Systems
FY25 Recommended Budget Investments/Focus Areas
Secondary and District Level Priorities:
Note: Strategic Objective 1: Supportive, Safe Equitable Learning Environments
Considerations for Future Funding
Preschool and Elementary Level Priorities:
•Social Emotional Learning (SEL) Curriculum
•Additional Tier II Interventionists (math and literacy)
Secondary Level Priorities:
•Health Teacher (Middle Level)
•High School Administrative Assistant
•High School Assistant Athletic Director
•SEL Programming
District Level Priorities:
•Additional (Middle School) METCO Coordinator/School Adjustment Counselor (SAC)
•Additional Special Education Staff
•Additional District Nurse
•Building Substitute
FY25 Recommended Budget by Cost Center
●Financial, staffing and student outcome data used to identify trends, analyze resource
allocations, and make strategic decisions. ●Contractual obligations, mandated services, spending trends and projected student
needs were factored into the allocation of funds
FY25 Recommended Budget by Cost Center
●Expenditures attributed to Cost Center as a portion of overall budget
●Historical expenditure table
FY25 Recommended Budget: Administration
●FY24 Appropriated Budget: $1,311,157●FY25 Superintendent’s Recommended Budget: $1,374,689●$ Change over FY24: $63,532; % Change over FY24: 4.85%●Budget Drivers: Personnel (Salaries)
FY25 Recommended Budget: Special Education
●FY24 Appropriated Budget: $16,716,166●FY25 Superintendent’s Recommended Budget: $17,635,574●$ Change: $919,408; % Change: 5.50%●Budget Drivers: Salaries, OOD Transportation, OOD Placement
Reading Public Schools
Superintendent’s FY25
Recommended Budget
January 11, 2024
FY25 Recommended Budget: Regular Day
●FY24 Appropriated Budget: $31,954,246●FY25 Superintendent’s Recommended Budget: $33,077,097●$ Change: $1,122,851; % Change: 3.51%●Budget Drivers: Salaries, Reallocate School Choice, Contracts
FY25 Recommended Budget: Facilities
●FY24 Appropriated Budget: $1,644,782
●FY25 Superintendent’s Recommended Budget: $1,696,953
●$ Change: $52,171; % Change: 3.17%
●Budget Drivers: Salaries, Supplies & Materials
FY25 Recommended Budget: District Wide
●Total FY24 Appropriated Budget: $2,380,272
●Total FY25 Superintendent’s Recommended Budget: $2,526,498
●Total $ Change: $146,226; Total % Change: 6.14%
●Includes: Athletics, Extra-Curricular Activities, Health Services and Technology
FY25 Recommended Budget: District Wide
Athletics
●FY24 Appropriated Budget: $720,528
●FY25 Super. Recommended Budget: $789,018
●$ Change: $68,490; % Change: 9.51%
●Budget Drivers: Salaries, Contract Services
Extra-Curricular
●FY24 Appropriated Budget: $78,087
●FY25 Super. Recommended Budget: $81,186
●$ Change: $3,099; % Change: 3.97%
●Budget Drivers: Salaries
Health Services
●FY24 Appropriated Budget: $913,224
●FY25 Super. Recommended Budget: $969,558
●$ Change: $56,334; % Change: 6.17%
●Budget Drivers: Salaries, Contract Services
Technology
●FY24 Appropriated Budget: $668,433
●FY25 Super. Recommended Budget: $686,736
●$ Change: $18,303; % Change: 2.74%
●Budget Drivers: Salaries, Contract Services
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
January 11, 2024
From:Milaschewski, Thomas
To:Robert Cooper; DG School Committee
Cc:Kinsella, Jane; Huggins, Joe (Town)
Subject:RE: Snow removal
Date:Wednesday, January 10, 2024 6:20:06 AM
Hi Robert,
Thank you for reaching out with your question and concern. First, I appreciate you acknowledging the DPW and
Facilities team for their work. I am CCing our Facilities Director, Joe Huggins, and our DPW Director, Jane
Kinsella, as I am sure they would like to share this positive feedback with their teams.
We did consider a delay, but after conversations with DPW, we did not feel that it would have made much of an
impact on the quality of the roads or sidewalks. As a bit more context on the sidewalks, some DPW staff began at
8:00 pm Saturday to pre-treat and the remaining staff came in at 11:00 pm on Saturday night and worked
approximately 22-24 hours. After the streets and drop-offs were completed, DPW would have needed to keep staff
an additional 9 hours into Monday morning in order to get sidewalks done. DPW shared that the minimum sidewalk
operation using V-nose plows takes 8-9 hours (with a staff of 4) and the minimum sidewalk operation using blower
units takes about 5x that amount of time. But with the heavy wet, icy snow, the blower units would not have been
an option on this storm. As a result, DPW came in on Monday night and ran all (4) sidewalk V-nose units from
10:00 pm to 7:00 am Tuesday morning in order to clear the 40+ miles of sidewalks.
While a delay could have provided families with more time to clear the sidewalks in front of their homes, we know
that so much of sidewalk clearing falls on DPW. Therefore, since they wouldn't have been able to get anything
additional done, we decided a delay wouldn’t have made a significant impact. Therefore, since the roads were in
decent condition and the school entries were cleared, we felt that we could open school safely instead of cancelling.
I also recognize that this has been a conversation historically in Reading, as schools have not always waited for the
sidewalks to be completed cleared before opening schools.
I am happy to find a time to talk through any of this with you in more detail. Also, if you have any particular
sidewalks of concern in terms of safe student travel to school, I'd be eager to hear so we can try to adjust as much as
possible for the next snow storm. DPW, Facilities, and I are constantly in communication around planning for
upcoming storms and inclement weather.
Again, I appreciate you reaching out.
Best,
Tom
-----Original Message-----
From: Robert Cooper <coopa333@yahoo.com>
Sent: Monday, January 8, 2024 9:21 PM
To: DG School Committee <SchoolCommittee@reading.k12.ma.us>
Subject: Snow removal
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.
I applaud our DPW, and school staff for clearing the roads and sidewalks for our children this morning.
A huge safety issue is the immediate sidewalks around our schools. This afternoon a lot of sidewalks weren’t even
touched. I understand this responsibility falls on the home owner. But parents, children use these sidewalks. With
them being untouched forced people to walk in the streets during busy drop off/pick up times. Is this something that
could have been addressed with a delay in start time this morning?
An issue I wanted to bring to our committees attention.
Thank you,
Robert Cooper
Sent from my iPhone.