HomeMy WebLinkAbout2024-03-14 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
March 14, 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: 2024-03-14 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda:
Purpose: Open Session
Meeting Called By: Thomas Wise, Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding
Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of
operation and make necessary arrangements to be sure your posting is made in an adequate
amount of time. A listing of topics that the chair reasonably anticipates will be discussed at
the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
7:00 p.m. A. Call to Order
7:00 p.m. E. New Business
1. Vote to Approve 07-01-2024 through 06-30-2027 Reading
Paraeducators Association Contract
7:05 p.m. B. Public Comment
Focus on Excellence
Consent Agenda
1. Minutes (02-29-2024)
2. Robotics Competition Field Trip Request
3. Nature’s Classroom Field Trip Request
4. Varsity Boys Basketball Donation
5. Acceptance of Jae S. Lim Foundation Award
6. Acceptance of FY24 Evaluate and Select High-Quality Instructional
Materials (HQIM) Network Support Grant Award
Accounts Payable Warrant Reports
1. 02-29-2024
2. 03-07-2024
Reports
1. Student
2. Director of Finance & Operations
3. Assistant Superintendent for Teaching & Learning
4. Superintendent
5. Liaison/Sub-Committee
7:20 p.m. E. New Business
1. Student Opportunity Act Plan Review, Discussion, and Vote
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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2. Fee Structures
a. Strategic Overview and Plan
b. Driver’s Education Fee Update, Review, & Approval
c. Transportation Fee Update, Review, & Approval
3. Discussion on Potentially Co-Sponsoring the Right to Read Film
Viewing with the SEPAC in May 2024
F. Information / Correspondence
1. “RE: Please change the school calendar to respect the Jewish High
Holy Days” – Liberman, Rebecca
9:00 p.m. Adjourn
Join Zoom Meeting
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Consent Agenda
Reading Public Schools
School Committee Meeting Packet
March 14, 2024
Town of Reading
Meeting Minutes
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2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2024-02-29 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Tom Wise, Sarah McLaughlin, Shawn Brandt (remote), Erin Gaffen, Charles
Robinson and Carla Nazzaro
Members - Not Present:
Others Present:
Assistant Superintendent of Learning & Teaching Dr. Sarah Hardy, Assistant
Superintendent of 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 7:03 p.m. to review the agenda.
Roll Call to order – Ms. McLaughlin – here, Mrs. Gaffen – here, Mrs. Nazzaro – here, Mr.
Robinson – here, Mr. Brandt (remote) – here, Mr. Wise – here
E. New Business
1. Vote to Approve 07-01-2024 through 06-30-2027 Reading Cafeteria Employees
(AFSCME, Council 93, Local 1703) Contract
Mr. Wise briefly reviewed the changes made to the Cafeteria Employees Contract. We have
renormalized the pay scales and level set to the market. Other changes include the
introduction to longevity, New Year’s Day as an additional holiday, and increased the
uniform allowance from $325 to $400. Mr. Wise also noted the state initiative to now serve
breakfast at the elementary level, starting in FY25, which does include an adjustment to the
contract.
Mrs. Gaffen motioned to approve the 07-01-2024 through 06-30-2027 Reading Cafeteria
Employees Contract, seconded by Mrs. Nazzaro.
Roll Call Vote – Mr. Brandt – yes, Mr. Robinson – yes, Mrs. Nazzaro – yes, Mrs. Gaffen – yes,
Ms. McLaughlin – yes, Mr. Kraunelis (Town Manager) – yes, Mr. Wise – yes. The vote passed
7-0.
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B. Public Comment
Public Comment – None
Focus on Excellence
1. Parker Leaders and Parker World of Difference – Dr. Milaschewski introduced Parker
students participating in A World of Difference and Parker Leaders. Both organizations
and groups are paving the way in terms of student leadership and advocacy in the
community.
Consent Agenda
1. Minutes (02-08-2024)
2. RMHS Boys Swim Team Donation
3. RMHS Ski Club Field Trip Request
4. Robotics Competition Field Trip Request
5. Acceptance of FY24 High School Senior Internship in Education Project Grant Award
Accounts Payable Warrant Reports
1. 02-08-2024
2. 02-15-2024
3. 02-22-2024
Payroll Warrant Reports
1. 02-02-2024
2. 02-19-2024
Mrs. Gaffen motioned to approve the consent agenda with the removal of the Pats
Peak ski trip planned for the upcoming weekend, seconded by Mr. Robinson.
Roll Call Vote – Mr. Brandt – yes, Mr. Robinson – yes, Mrs. Nazzaro – yes, Mrs. Gaffen –
yes, Ms. McLaughlin – yes, Mr. Wise – yes. The vote passed 6-0.
Reports
• Assistant Superintendent for Learning & Teaching – Dr. Hardy discussed today’s
successful internship fair at the high school. We had over 30 local companies attend.
Dr. Hardy recognized different groups within the arts department. Recently, two
photography students will be receiving the 2024 Scholastic Arts and Writing Award:
Ryan Fox and Annabelle Goldy. Additionally, the jazz band was recently awarded a
gold medal at the Paul M. Albert Norwood Jazz Classic and the Drama Club
participated in the METG high school festival with their short adaption of The Great
Gatsby.
• Assistant Superintendent for Student Services – Dr. Stys discussed the partnership
with the Children’s Cabinet as we work on increasing our social emotional supports.
She also recognized Mary Giuliana for the outreach and work she is doing with
community members such as Joe Thomas and Donna Fitzpatrick from the Reading
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Lions Club, Dr. Barrett from Reading Eye Care, Dr. McHale from Ideal Eye Care, and
Morgan Faustino at Convenient MD.
• Superintendent – Dr. Milaschewski reiterated starting next year, breakfast will be
served at all schools. We have two sites up and running with a breakfast cart at the
high school and recent launch at Killam. Dr. Milaschewski recognized staff members
who have been vital in supporting the Killam School Building Project: teacher Ms.
Katie Cole, teacher Ms. JoEllen McGinnity, and paraeducator Ms. Denise Iozzo. As of
7pm tonight, we have launched the Killam School Building Project website
(KillamSchool.com). Thank you to Mrs. Nazzaro for her help creating the vision,
parent Mr. Chris Haley who shared his expertise and volunteered time to help us
behind the scenes get this up and running and Ms. Olivia Lejeune who received
training to keep the website updated and maintained.
• Liaison/Sub-Committee
a. Mr. Robinson – The Recreation Committee had a robust meeting last week.
SWEC met to formulate a presentation to the Select Board.
b. Mrs. Nazzaro – Please follow the Killam School Building Project Facebook page to
stay connected. Tonight, we had a sustainability community meeting and the
next community meeting is March 18th which will focus on site and traffic.
c. Mrs. Gaffen – PAIR met last week and received the preliminary DEI Community
survey results which were really interesting. A full presentation will be provided
to the Select Board.
d. Ms. McLaughlin – No report
e. Mr. Brandt – No report
f. Mr. Wise – Last night, the budget was presented to the Finance Committee. It
was a good meeting and we received positive feedback.
D. Old Business
1. Discussion and Vote on FY25 School Calendar
Dr. Milaschewski noted as the high school continues their review of the pilot schedule, we
will come back to this committee with any changes that need to be reflected on the
calendar. A community member pointed out that Christmas is noted as a holiday, but
should be a vacation day. We will update the calendar to reflect this change. The committee
has raised a point of school ending on a Monday next year and it was discussed with the
union. We will stick with this end date and see how the year goes with snow day calls. Ms.
McLaughlin also pointed out that the holidays falling during February and April vacation
should be changed from “holiday” to “vacation” days.
Mrs. Gaffen motioned to approve the 2024-2025 school calendar as amended, seconded
by Mrs. Nazzaro.
Roll Call Vote – Mr. Brandt – yes, Mr. Robinson – yes, Mrs. Nazzaro – yes, Mrs. Gaffen – yes,
Ms. McLaughlin – yes, Mr. Wise – yes. The vote passed 6-0.
E. New Business
Mrs. Gaffen motioned to take item E3 out of order, seconded by Mr. Robinson.
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Roll Call Vote – Mr. Brandt – yes, Mr. Robinson – yes, Mrs. Nazzaro – yes, Mrs. Gaffen – yes,
Ms. McLaughlin – yes, Mr. Wise – yes. The vote passed 6-0.
3. Special Education Program Review Progress Tracking Update (SOAR, SAIL, EMBARC,
REACH, & LEAD)
Dr. Stys and her team provided an update on progress relating to recommendations
provided through recent special education program reviews. This is a high-level overview
sharing updates by specific program (REACH, SOAR, LEAD, SAIL/EMBARC, LIFT, RISE,
Learning Center) and at the end of the year, the district will present a written update on
each recommendation outlined in each program review. With each program reviews, there
were common recommendations across all programs. Recommendations across the
programs included:
• Hiring a program administrator with appropriate credentials to supervise specialized
programs
• Hiring a transition specialist
• Revising he current program descriptions to define program missions, philosophies,
and outcomes
• Increasing parent and staff communication
• Planning high-quality professional development for teachers, paraprofessionals, and
related service providers
• Improving transition planning for each student moving between schools
Over the next few months, the team will be sharing different presentations for parents and
the community to attend. A question was raised about the LIFT program and investments
being made as it was not discussed during budget season yet positions are being posted. It
was discussed that a position from the Wood End SAIL track has shifted to the LIFT program.
We have also shifted unfilled para positions. This has given us flexibility to make additions
without adding positions as it is a continuation of existing funding.
A full presentation can be found in the packet.
The committee took a five-minute break and returned at 8:41 PM.
Mr. Brandt exited the meeting at 8:29 PM and returned at 8:53 PM.
2. ARC Core Implementation Plan Update: What we are seeing in classrooms and next
steps for calibrating and customizing
Dr. Hardy provided a progress update on the ARC Core implementation plan specifically
reviewing what we are seeing in the classrooms. The presentation included a lot of graphics
so the community can get a good understanding of the foundational skills and knowledge
building being developed.
There are areas for continued calibration. This spring, there will be a training focus for K-2
teachers to get a better understanding of the foundational skills scope and sequence. We
also want to support teachers in the data collection process. For next year, we are looking
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at explicit professional development for K-2 teachers and continued partnership with The
Hill for Literacy. The team will continue customizing and monitoring ARC Core to ensure it is
meeting our needs.
The full presentation can be found in the packet.
4. FY25 Kindergarten Enrollment Update
Dr. Milaschewski reviewed the FY25 kindergarten enrollment. We have had 220 students
register which is a gap between the 268 projected. We have outlined in the packet our plans
for outreach to students who are not registered and we will come back with an update at
the April 4th meeting.
5. Review of Charter Committee Updates to Reading Home Rule Charter and Collation of
Feedback
Mr. Robinson provided a high-level review of the updates made to the charter. As it
pertains to the schools, the changes made are naming vernacular changing selectman to
selectboard.
Mr. Wise noted some scheduling changes. The next committee meeting is on March 14th. We
will not hold the March 28th meeting and the next meeting will take place on April 4th at the
METCO Headquarters. After that, we will not meet again until after Town Meeting.
https://www.youtube.com/watch?v=CkTnm91tFuw
Meeting Adjourned from regular session at approximately 9:31pm.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 12, 2024
RE: Vote to Approve Robotics Competition Field Trip Request
Please vote to approve an out of state field trip request to the University of New Hampshire for the
Robotics Team to participate in a competition. The trip will take place on March 29th and March 30th
from 7:00 AM to 8:00 PM.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 12, 2024
RE: Vote to Approve Nature’s Classroom Field Trip Request
Please vote to approve an out of state, overnight field trip request to Nature’s Classroom in Charlton,
MA. The trip will take place September 25-27th for Coolidge 7th grade students.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 12, 2024
RE: Vote to Accept a Boys Varsity Basketball Donation
Please vote to accept a donation of $2,500 from SNL Football LLC.. This donation is in support of the
Assistant Coach for the RMHS Boys Varsity Basketball Team.
Please find attached the donation letter from Carl McFadden on behalf of the SNL Football LLC.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
From:cmcfadden snlfootball.com
To:Milaschewski, Thomas
Subject:Donation
Date:Monday, March 11, 2024 11:47:05 AM
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.
Dr. Milaschewski,
Please accept this donation of $2,500 for the assistant coach on the Boys Varsity
Basketball Team.
Carl
Reading High School
Science Prize & Mathematics Prize for Juniors
2024-25 Academic Year
Proposal by Jae S. Lim Foundation
Table of Contents
1. Objective
2. 2024-25 Science Prize for Juniors
3. 2024-25 Mathematics Prize for Juniors
4. Schedule for 2024-25 Prizes
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: March 11, 2024
FR: Olivia Lejeune, Executive Assistant to the Superintendent
RE: Vote to Accept Grant Awarded by the Jae S. Lim Foundation
Please vote to accept a grant of $4,000 from the Jae S. Lim Foundation to award the top two performing RMHS
Juniors in the subject areas of math and science in the 2023-2024 school year. Each award will be in the amount
of $1,500 and $1,000 is for the purpose of prize administration & prize certificates. Principal Callanan will work
with the Department Heads of Math and Science to nominate students through an open and fair process using
set criteria developed in 2022-2023.
Please find attached the award letter from Ms. Taeho Lim, President and Director of the Foundation.
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
1. Objective
• To encourage students to study Mathematics and Science
during their junior year
2. 2024-25 Science Prize
• To be named Reading Science Prize
• $1,500 check and certificate (or plaque) to the best
student in science in junior class
• To be judged by faculty committee
3. 2024-25 Mathematics Prize
• To be named Reading Mathematics Prize
• $1,500 check and certificate (or plaque) to the best
student in mathematics in junior class
• To be judged by faculty committee
4. Schedule for 2024-25 Prizes
• Spring 2024
o Jae S. Lim Foundation sends this proposal for 2024-
25 Prizes to Reading High School
o After acceptance of proposal by Reading High
School, Jae S. Lim Foundation will send $4,000 to be
used as follows:
• $1,500 check for science prize
• $1,500 check for math prize
• $1,000 budget for prize administration & prize
certificates / plaques (school can keep any
leftover money)
o School announces 2024-25 mathematics & science
prizes to sophomores (who will be juniors in 2024-
25) before they leave for summer vacation
• September 2024
o School announces 2024-25 mathematics & science
prizes to junior class
• May / June 2025
o Faculty committee selects the best junior in science
and the best junior in mathematics
o Prize recipients to be announced and given prizes at
Awards Ceremony
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: March 6, 2024
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 Evaluate and Select High-Quality Instructional Materials (HQIM) Network Support
Grant Award
The Department of Elementary and Secondary Education has awarded Reading Public Schools with a FY24
Evaluate and Select High-Quality Instructional Materials (HQIM) Network Support Grant in the amount of
$15,000. Reading's involvement in DESE's HQIM Network rendered us eligible for this grant.
The Evaluate and Select High-Quality Instructional Materials (HQIM) Network is facilitated by DESE's Center for
Instructional Support. It offers comprehensive assistance, including step-by-step guidance, support, information,
and networking opportunities for districts embarking on the process of selecting new high-quality instructional
materials.
The grant funds will be allocated to compensate members of Reading Public Schools’ Secondary Science
Curriculum Council for their work in evaluating and selecting high-quality core science curricular materials. This
compensation will cover time spent outside contractual hours. Additionally, funds will be allocated for providing
professional development opportunities for secondary science teachers.
The work of the Secondary Science Curriculum Council aligns with Reading Public Schools’ commitment to
providing high-quality, standards-aligned, culturally responsive curricular resources for all students. It also
supports the professional development of teachers in skillfully using these materials to facilitate dynamic
student learning experiences.
Thank you for your support and your vote to accept the FY24 Evaluate and Select High-Quality Instructional
Materials (HQIM) Network Support Grant.
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
March 14, 2024
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 12, 2024
RE: Student Opportunity Act Plan Review, Discussion, and Vote
At the March 14, 2024 meeting, we will present information about the Student Opportunity Act (SOA)
plan. Enclosed in the packet you will find the presentation, which contains information about the SOA
and the requirements for the SOA plan. Additionally, you will find a template that contains the SOA plan
details for RPS. Once reviewed by the school committee, the SOA plan will be submitted to the
Department of Elementary and Secondary Education via the GEM$ platform.
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
Student Opportunity
Act Plan
Reading Public Schools
March 2024
Outline of Presentation
•Overview of the Student Opportunity Act (SOA)
•Fiscal Changes in Chapter 70 Funding from SOA
•The SOA Plan Requirements
•SOA Plan and the District Strategic Plan
•Highlights of the RPS SOA plan
•Setting Ambitious Targets for 3-year Improvement
Overview of the Student Opportunity Act (SOA)?
•The SOA is an update to Chapter 70 aimed at ensuring, “every student in
the Commonwealth has access to a high-quality public education
regardless of zip code.” (DESE)
•The goal of the SOA is for “districts to focus on addressing disparities in
learning and experiences and outcomes for student groups that are least
well served.” (DESE)
Fiscal Changes in Chapter 70 Funding from SOA
•Chapter 70 was updated by the legislation to provide additional funds for
education beginning in FY21. By 2027, the SOA will results in a billion dollars
in new education funding.
•Additional Chapter 70 funds through the SOA are based on the student
demographics in a district such as multilingual learners, student with
disabilities, and students living in poverty. It increases funding to districts
with high percentages of students in these categories.
•Some districts receive substantial funding through SOA. However, districts
like Reading, receive little to no additional Chapter 70 funds.
The SOA Plan Requirements?
•The SOA requires each Massachusetts School District to submit an SOA plan
every three years and provide an annual update of progress. This plan is
required regardless of the amount of funding a district receives through SOA.
•SOA plans detail gaps in student achievement and outline evidence based
programs the district intends to employ to close those gaps. DESE provides a
list of evidence based programs for district to select from in creating their
plans.
•In SOA plans, districts must detail the financial investments being made in
evidence based programs aimed at closing achievement gaps. These
financial investments are not limited to SOA funds. Instead, they extend to
any funding source being leveraged to implement components of the plan.
SOA Plan and the RPS District Strategic Plan
•The District Strategic Plan is a comprehensive plan that outlines the full set of
strategies the district is utilizing for improvement and details initiatives across
broad areas aimed at supporting all students.
•The SOA Plan focuses on improvement for specific groups of students. It is a
subset of the district’s larger strategic plan, outlining initiatives specific to the
evidence based programs allowed by DESE for SOA plans.
•The District Strategic Plan and the SOA Plan align with one another and
overlap in regards to some important initiatives underway in RPS.
Highlights of the RPS SOA Plan
In preparing to create the SOA plan, we conducted analyses of disaggregated
student data including, academic data, attendance data and discipline data.
We considered where gaps in achievement exist and looked for patterns across
data sets.
Based on our analysis of data, we determined the student groups for focused
support would be Black/African American students, MLL students and students
with disabilities.
Highlights of the RPS SOA Plan
Based our review of data, several areas emerged as the focus for the SOA plan.
•Bolstering SEL systems and mental health supports:High chronic absentee and discipline rates for Black students,
MLL students and students with disabilities indicate a need to bolster SEL systems and instruction. When students
miss school, they miss opportunities for academic instruction and engagement in the school community.
•Adoption of high quality curriculum paired with robust professional development for staff: The gaps in academic
outcomes for Black students, MLL students and students with disabilities show a need for high-quality, standards-
aligned tier 1 and tier 2 curriculum and instruction that is culturally responsive. It also indicates a need for
professional learning for staff to ensure use of curricular materials and instructional methods are aligned with the
needs of all learners and accessible to all learners.
•Refining and expanding systems for early literacy screening:Academic gaps persist or widen as students progress
through the grades. Early literacy screening and intervention is a way to interrupt this pattern. Ensuring the
learning needs of Black students, MLL students and students with disabilities are identified as early as preschool will
set students on a path to success.
Highlights of the RPS SOA Plan
•In creating this SOA Plan, we considered feedback and data gathered from
parents/guardians, including families of Black/African American students, MLL
students and special education students.
•We also utilized feedback and information gathered from staff and members of
each school’s school site council.
•This information was used as we selected evidence based programs for the SOA
Plan, and as we detailed the initiatives related to each evidence based program.
Highlights of the RPS SOA Plan
We selected two focus areas for our SOA plan based on the areas of need we
identified. (DESE provided focus areas.)
•Focus Area 1.1 Promote students’ physical and mental health and wellness in
welcoming, affirming, and safe spaces
•Focus Area 2.1 Select and skillfully implement high-quality and engaging
instructional materials that support culturally and linguistically sustaining
practices and foster deeper learning
Focus areas in the SOA Plans are broad, and each focus area offers a number
of evidence based programs (EBPs) for districts to consider for their plans. We
selected four EBPs, which are outlined on the following slides. These EBPs are the
heart of the SOA Plan.
Highlights of the RPS SOA Plan
EBP #1
Focus Area 1.1 Promote students’ physical and mental health and wellness in
welcoming, affirming, and safe spaces
EBP 1.1B Enhanced Support for SEL and Mental Health: Expand capacity to address
social-emotional learning (SEL) and mental health needs of students and families
(e.g., build knowledge and skills of staff, add specialized support staff, partner with
community-based providers, strengthen plans for responding to behavioral health
medical emergencies, etc.)
Highlights of the RPS SOA Plan
EBP #2
Focus Area 2.1 Select and skillfully implement high-quality and engaging
instructional materials that support culturally and linguistically sustaining practices
and foster deeper learning
EBP 2.1A Inclusive Curriculum Adoption Process: Implement a comprehensive and
inclusive curriculum adoption process that engages multiple stakeholders in the
exploration and assessment of potential instructional materials
Highlights of the RPS SOA Plan
EBP #3
Focus Area 2.1 Select and skillfully implement high-quality and engaging
instructional materials that support culturally and linguistically sustaining practices
and foster deeper learning
EBP 2.1B Supporting Curriculum Implementation: Engage teachers in professional
development linked directly to the curriculum and set up a process to regularly
monitor the effectiveness of curriculum implementation
Highlights of the RPS SOA Plan
EBP #4
Focus Area 2.1 Select and skillfully implement high-quality and engaging
instructional materials that support culturally and linguistically sustaining practices
and foster deeper learning
EBP 2.1D Early Literacy Screening and Support: Administer a reliable early literacy
screening assessment to identify students who require additional support. Provide
research-based interventions tailored to each student's learning needs and
delivered by appropriately trained staff members
Setting Ambitious Targets for 3-year
Improvement
“Setting ambitious targets for 3-year improvement is a requirement in SOA
Legislation. It’s a requirement for state as well as individual districts and calls
out achievement targets.”
“The Commissioner’s office has opted to use 3-year targets in ELA and Math
for the lowest performing student group category for progress in meeting
targets at the state and district level. Streamlines the process for districts and
DESE. “
-from DESE
Questions?
Student Opportunity Act Plan
Reading Public School
Below is the Student Opportunity Act (SOA) Plan that will be submitted to the Department of
Elementary and Secondary Education (DESE) by April 1, 2024. This plan will be submitted via
the GEM$ platform, which contains a number of drop down options and checkboxes. On the
form below, the RPS choices are indicated. Additionally, some sections of the plan require a
narrative. For those sections, you will see the narrative section highlighted in green.
This SOA plan was created using the DESE guidelines. You can learn more about those
guidelines by visiting https://www.doe.mass.edu/soa/resources.html.
Section 1: Analyze Your Data and Select Student Groups for Focused Support
In this section, you will:
● Analyze district data to identify significant disparities in learning experiences and outcomes among
student groups using the Student Outcomes Comparison tool or other summary data sources. After
conducting an initial analysis to identify disparities, use additional sources of data, including other state
and local outcomes data; instructional data; student, family, and community perspectives data; and
systems-level data, to go deeper in your analysis and uncover why these disparities exist.
● Select student groups who will receive focused support within your SOA plan, as a result of your
data analysis findings.
Submission Questions
In conducting your data analysis, where did you observe the most significant disparities in student
learning experiences and outcomes? On which measures and for which student groups? open
response
Reading Public Schools (RPS) is a large suburban district in the Commonwealth that serves 3,850
students. Our student population is 4.6 percent Hispanic/Latino, 84 percent white, 3.4 percent
Black/African-American, and 5.2 percent Asian. In addition, 2 percent of our students are English
learners (referred to as multilingual learners, or MLL students in RPS), 20 percent are students with
disabilities, and 11 percent are low-income. Based on our district’s data described below, RPS needs to
work on multiple fronts to effectively address the needs of all students.
In reviewing 2023 MCAS data, we noted in grades 4 and 5 Math and ELA growth exceeded the 50th
percentile for students with disabilities, low-income students, Black/African American students, Asian
students and Hispanic/Latino students. Additionally, in grades 3-5 ELA MCAS, achievement for
Black/African American students grew by 16%, narrowing the achievement gap. In grades 6-8, ELA
growth exceeded the 50th percentile for Black/African American and Asian students and achievement
grew in ELA for Hispanic/Latino students, narrowing the achievement gap. In grade 10, math growth for
students with disabilities and low income students was at or above the 64th percentile. Additionally,
increased achievement in math for grade 10 students with disabilities narrowed the achievement gap.
Despite these bright spots, the 2023 MCAS results reveal gaps in performance still exist for some
student demographic groups, including students with disabilities, low-income students, Black/African
American students and Hispanic/Latino.
In addition to MCAS data, we reviewed district academic data sources, which revealed similar
achievement gaps for a number of demographic groups. These results, for the most part, mirrored
MCAS results, but also revealed gaps for our MLL students. Additionally, when considering factors
such as students enrolled in AP courses, we noticed a much lower percentage of Black students and
students with disabilities in those courses. When examining the Grade 9 Course Passing rate, Black
students and MLL students had a considerably lower passing rate than other groups of students.
We also reviewed data related to attendance and discipline. When examining the rates of chronic
absenteeism, Black students and MLL students showed rates much higher than the aggregate.
Additionally, in reviewing discipline data, Black students and students with disabilities received more in
and out of school suspension than other students.
Based on the review of data described above, several areas of need emerged as the focus for this plan.
Bolstering SEL systems and mental health supports: High chronic absentee and discipline rates for
Black students, MLL students and students with disabilities indicate a need to bolster SEL systems and
instruction. When students miss school, they miss opportunities for academic instruction and
engagement in the school community.
Adoption of high quality curriculum paired with robust professional development for staff: The
gaps in academic outcomes for Black students, MLL students and students with disabilities show a
need for high-quality, standards-aligned tier 1 and tier 2 curriculum and instruction that is culturally
responsive. It also indicates a need for professional learning for staff to ensure use of curricular
materials and instructional methods are aligned with the needs of all learners and accessible to all
learners.
Refining and expanding systems for early literacy screening: Academic gaps persist or widen as
students progress through the grades. Early literacy screening and intervention is a way to interrupt this
pattern. Ensuring the learning needs of Black students, MLL students and students with disabilities are
identified as early as preschool will set students on a path to success.
What does your deeper analysis (including the triangulation of multiple types of data) suggest are the
best ways to address these disparities across student groups? open response
Below is a summary of how we plan to address the disparities across student groups that were revealed in
our analysis.
Bolstering SEL systems and mental health supports: Data points to a number of initiatives that will
support the SEL and mental health needs of students. Anticipated activities include conducting a
curriculum review to identify and implement SEL programming, aligning behavioral health supports across
the district, supporting the SEL of students with disabilities through explicit instruction and addressing
chronic absenteeism.
Adoption of high quality (HQ) curriculum paired with robust professional development for staff:
Equitable access to HQ curriculum is an important tool in closing achievement gaps. Adoption of HQ
curriculum must be paired with ongoing, robust professional development for staff to see the maximum
effect.
Refining and expanding systems for early literacy screening: Early identification and intervention for
reading difficulties is critical in preventing reading failure in students with lagging skills or a reading
disability. Refining and expanding our systems for early literacy screening and our response to students
who are identified as at risk should decrease the number of students struggling with reading skills.
Based on your identification of the greatest disparities in outcomes, which student groups will require
focused support for rapid improvement as you implement your evidence-based programs over the next
three years? checkbox
Section 2: Set Ambitious Three-Year Targets for Improving Student Achievement
In this section, you will:
● Commit to adopting the three-year improvement target established by DESE with the option
to develop additional three-year accelerated improvement targets. DESE has established a three-
year improvement target for each district to include in their SOA plans that focuses on rapidly improving
the performance of the “Lowest Performing Students” group. This group, by definition, includes the students
who currently have the lowest academic performance, and therefore need the most significant levels of support to
reduce the disparities between their performance and that of their peers.
● This target will provide one streamlined measure to show districts’ progress in improving
performance across several priority student groups at the same time and will be tracked each year as
part of districts’ annual SOA progress updates. However, districts focusing on improving performance for
a single student group may set an additional target for that student group aligned to DESE’s
accountability targets.
Submission Questions
Please confirm that your district will use DESE’s three-year targets for increasing performance for the
“Lowest Performing Students” group in ELA and math. Checkbox
Yes, we confirm.
If applicable, propose additional three-year targets for addressing persistent disparities in achievement
for one or more student groups by subject matter and grade level. open response
n/a
Section 3: Engage Families/Caregivers and other Stakeholders
In this section, you will:
● Describe your district’s ongoing efforts to engage families/caregivers, particularly those
representing the student groups you have identified for targeted support, about how to best address their
students’ needs.
● Describe the ways in which your district has engaged families/caregivers and other
stakeholder groups in the development of your SOA plan.
● Confirm your district has engaged with specific stakeholders in developing the plan as required
by law.
Submission Questions
Describe the approaches your district uses to regularly engage with families/caregivers. In your
response, please be sure to address what steps you will be taking to meaningfully engage with
families/caregivers of student groups you are targeting for accelerated improvement as this plan is
implemented. open response
The partnership amongst schools, families and community is foundational to ensuring a strong public
school system leading to equitable outcomes for students. In particular, we believe the families of our
students falling in the “Lowest Performing Student” group, are essential partners in the work to improve
outcomes for students. Below are some examples of how we engage with families in our district.
Children’s Cabinet: The Children’s Cabinet is a recent addition in the Reading community that brings
together stakeholders from the schools, town and local agencies and services. The children’s cabinet
was established as part of the district strategic plan with the goal of leveraging community partnerships
to support students and families by coordinating resources and establishing communication systems.
School Site Councils: Each RPS school has a school site council which meets regularly to assist the
principal in the development of the school improvement plan. Councils are made up of staff members,
parents/guardians and community members. The members of school councils play a valuable role in
providing schools with feedback, varying points of view, and additional information. By providing varied
perspectives, the school councils support strong, two-way communication between schools and families.
SEPAC: RPS is fortunate to have an engaged and supportive SEPAC organization that regularly
partners with the school district. The SEPAC supports opportunities for dialogue between the central
office staff and the families of students of disabilities focused on topics important to families. Additionally,
through the SEPAC, families are provided with ongoing training and updates.
Office Hours: Central office staff offer regular office hours to families who want to connect. These
meetings are used to answer questions, raise concerns and offer ideas and suggestions.
Events for MLL Students and Families: In RPS, we hold a number of events created specifically for our
MLL families. The goal of these events is to ensure MLL families have access to information,
opportunities to build relationships with school staff and other MLL families. Additionally, events allow
school staff to learn from MLL families about the needs of their students. Below are examples of some of
the events held:
● Multilingual Family Literacy Night: Connecting Families and Celebrating Biliteracy- event at the
public library to connect families, share multilingual resources, and provide an overview of our MLL
program.
● Reading Community Supports Fair- helping families to access town resources
● MLL Movie Nights- social gathering for middle and high school MLLs
● YMCA Summer Camp Information MLL Night- providing information and financial support while
registering students for summer camp
● MLL Home visits- connecting with families and assessing their needs
Formal and informal events: All RPS schools hold Back to School events each fall to share information
with families and to welcome families into classrooms and school spaces. In the spring, the preschool,
elementary and middle schools host open house events that engage families in celebrations for learning.
Additionally, each school in RPS has an active PTO that hosts regular meetings and involves families in
school-based events. Events are also organized by Friends of METCO who bring together families
across the Boston and Reading communities through fun, family-focused events.
How do you plan to measure increased family engagement with parents/caregivers of students in
targeted groups in your district over the next three years? open response
In the 2022-23 school year, we started the practice of using empathy interviews and focus groups to
better understand the experiences of groups of students and families in our schools. We are committed
to continuing and expanding this practice.
In addition, we use a variety of surveys to gauge family engagement, which we will continue to use. For
example, following each IEP evaluation meeting,the parents/guardians of students with disabilities are
surveyed, providing valuable information about their engagement with the school and areas for
improvement.
Describe the ways in which you engaged different stakeholder groups in the development of your three-
year SOA Plan. How have you integrated the perspectives of those groups into the three-year plan? How
will you continue to engage stakeholders throughout the implementation of your plan? open response
Gathering feedback and information from parents/guardians was an important step as we considered the
best evidence-based programs to select for this plan. We were able to leverage data we have gathered
from parents/guardians as part of our existing systems. In addition, we sought out new data from
particular parent/guardian groups and community groups. Below are some of the data sources we used
to ensure we considered the viewpoint of multiple stakeholders in the development of this plan.
Feedback and information from families of students with disabilities
• We reviewed the feedback that is gathered from families as part of the IEP process. Questions
asked of families at that time relate to how well the process met the needs of their family and any
questions or concerns they had about the RPS process. This information was helpful in understanding
the topics parents/guardians raised as concerns for students with disabilities.
• Survey results from a special education survey sent to the families of all students with disabilities
were utilized. The survey asked families to respond to questions focused on what is working well in RPS
and where improvements or changes can be made to better meet the needs of students with disabilities.
These questions relate directly to the goals of this plan.
Feedback and information from families of MLL students and Black students
• Interviews were utilized to gather information from parents/guardians. The questions utilized
focused on student sense of belonging, obstacles to school attendance and ideas from families to better
support student academic needs. Additionally, for any families that have requested
translation/interpretation, a question was added about the usability of translated materials. The
interviews revealed important information that will aid the implementation of evidence-based programs
related to SEL and professional development for teachers.
Feedback and information from school site councils, including teachers, families and community
members.
• A survey was distributed to the school site council of each RPS school. The survey included
questions about ways individual schools build student sense of belonging, build respect and appreciation
for diverse families, support the learning of all students and actively engage stakeholders in the school
community. These survey results supported the development of our SOA plan by providing important
details about areas identified as strengths in SEL and areas that require further staff development.
Additionally, the plan pointed to ways to better engage families in supporting the success of their
students.
RPS will continue to gather data from these stakeholder groups throughout the 3 years of this plan.
Interviews with families have proven to be a rich source of information that counteract assumptions and
bias when problem solving. Additionally, the district is developing a plan for focus groups with middle
and high school students to better understand their experiences, needs and goals.
Confirm you engaged with the following stakeholder groups in the development of this plan:
Parents/Caregivers, Special Education Parent Advisory Council, English Learner Parent Advisory
Council, School Improvement Council, and Educators. checkbox
Confirm that your school committee voted to approve this plan and provide the date of the vote.
checkbox and open response for date
SC Meeting: March 14, 2024
Section 4: Select Evidence Based Programs to Address Disparities in Outcomes
In this section, you will:
● Review the Strategic Objectives table.
● Select one to three Focus Areas your district will prioritize to improve student learning experiences
and outcomes for student groups identified in your data analysis.
● For each Focus Area, select one or more Evidence-Based Programs (EBPs) from the DESE-
provided EBPs list.
● Answer additional questions about each EBP you select, including questions about resource
allocation. As noted earlier in this document, selected priority districts will be required to submit
more detailed information. For each Focus Area as a whole, select metrics you will use to monitor
implementation progress using the suggested metrics in this document (these metrics will serve as
leading indicators; districts will also measure progress each year through the lowest-performing student
group target).
Submission Questions
Focus Area # 1
Select the Focus Area(s) that your district will prioritize over the next three years to address the
academic disparities identified in your data analysis. Checkbox
Strategic Objective 1
1.1 Promote students’ physical and mental health and wellness in welcoming, affirming, and safe
spaces
Which Evidence-Based Programs (EBPs) will your district implement within this Focus Area? Checkbox
1.1B Enhanced Support for SEL and Mental Health: Expand capacity to address social-
emotional learning (SEL) and mental health needs of students and families (e.g., build
knowledge and skills of staff, add specialized support staff, partner with community-based
providers, strengthen plans for responding to behavioral health medical emergencies, etc.)
Provide a short description of what your district has in place now related to this EBP and what you
anticipate will be in place by the conclusion of the plan's implementation (by June 2027). open response
● Include details such as the specific programs that will be in place, staff that will be hired, and/or PD
that will be offered.
● Explain how this EBP will improve learning experiences and outcomes for the student groups
identified in Section 1. This could include how support for these groups may differ from district-wide
implementation efforts.
Work to expand our district’s capacity to address SEL and mental health needs of students and families is
central to the RPS District Strategic Plan. The SOA plan is an opportunity to focus on a few projects we
believe will support the success of our “Lowest Performing Students”.
Social-Emotional Learning (SEL) Curriculum Review Team
During the 2023-24 school year, a team was formed to review SEL in RPS, including, the behavioral
health supports and the curricular resources used for direct instruction in SEL. This team will continue its
work in Year 1 of this plan with the goal of creating recommendations to strengthen supports for SEL and
mental health in Years 2 and 3 of this plan. We anticipate the committee will recommend an SEL
curricular resource to be used at the elementary level. If so, in Years 2 and 3 of this plan, that resource
will be implemented. Additionally, we expect this SEL Curriculum Review Team will identify needed
updates to instructional approaches in SEL with recommendations for professional development for
teachers. Information gathered from parents/guardians highlighted the need for additional training for staff
in ways to ensure all students feel belonging and welcome in school.
An important feature to note about the SEL Curriculum Review Team is the team is co-facilitated by the
district’s lead social worker and the director of the Reading Coalition for Prevention and Support (the
Coalition). The Coalition's work is focused on supporting substance misuse prevention and mental health
promotion in the Town of Reading. This collaboration is extremely valuable as we consider how to support
the SEL of all students, and in particular, our Black students, MLL students and students with disabilities.
The Coalition is able to contribute additional information regarding families and needs in the community
and broaden the team’s thinking about SEL to extend beyond the wall of the classroom. This ensures that
SEL and mental health solutions recommended by this committee will be grounded in a broad
perspective, which includes a strong connection to services and supports available in the Reading
community.
Leveraging Behavioral Health Staff Roles
Over the past several years, RPS has increased access to behavioral health staff at all levels. This is in
the form of additional social workers and school adjustment counselors. One new position is supporting a
high school program that students participate in when returning to school from hospitalization or after an
extended absence. Additionally, the district added a new role, a METCO Coordinator/School Adjustment
Counselor, to each elementary school and one at the middle school level. The district has also increased
the number of School Adjustment Counselors at the middle school level. Most recently, an MLL Social
Worker position was added.
Work began in the 2023-24 school year to create an organizational structure to ensure roles and
responsibilities for behavioral health staff were well articulated. Additionally, this organization structure
was aimed at promoting strong supervision and support for behavioral health staff. For example, building
leaders created organizational maps outlining the roles of behavioral health staff members, differentiating
tasks and clarifying responsibilities. In Year 1 of this plan, we anticipate continued work to articulate the
roles of behavior health staff, to solidify the procedures for accessing supports and to clearly
communicate this information with staff and families. We believe the addition of these behavioral health
roles in the past several years has positioned RPS to provide much needed supports to students and
families, and information gathered from parents/guardians indicates this positive impact is noticed by
families. However, over the three years of this plan, we will continue to develop and refine the work of our
behavior health staff to support our Black students, MLL students and students with disabilities. This will
include providing training and support for teachers and staff in culturally responsive practices and SEL
practices that best engage and support all students.
Teaching Students with Disabilities about their Disabilities
In the 2023-24 school year, RPS piloted an advisory group for students with disabilities who receive
instruction in a substantial separate setting. The advisory group was started with middle school students
who are part of our LEAD program, a program that serves students with significant reading disabilities.
The goal of the advisory group is to teach students about the impact of their disability and how to self
advocate. A focus on student strengths and abilities was also part of the instruction. In Year 1 of this
plan, the goal is to expand this advisory group to other grade levels of the LEAD program. By the end of
this plan, the goal is to develop advisories for students in all substantially separate special education
programs. By providing students with accurate information about their learning styles and the ways their
disability does and does not impact their needs in school, we hope to enlist students as essential partners
in their education. We believe this will have a positive impact on outcomes for this group of students with
disabilities.
Addressing Chronic Absenteeism
Chronic absences are one obstacle we identified for our Black students and MLL students. During the
2023-24 school year, RPS created a stipended position to help improve our systems for tracking student
attendance and working with families to improve attendance. Additionally, the RPS district leadership
team has engaged in a data review of attendance and problem solving to improve school attendance. In
Year 1 of this plan, we will utilize our attendance data to gather additional information from families to
understand the obstacles to school attendance, understanding some obstacles may be the result of
systems in place in our schools. In collaboration with families, we will work to address obstacles to school
attendance. By Year 3 of this plan, we will have increased two-way communication with families about
chronic absenteeism and have created a comprehensive resource for school leaders to utilize in
supporting school attendance.
Which schools will be impacted by these efforts (answer can be district-wide)? open response
District-wide
What is the anticipated amount of funding that will be allocated to this EBP for the next three years
(FY25, FY26, FY27), across all funding sources? open response
Attendance Lead Stipend $15,000.00
METCO/SACs salaries $1,500,00.00
Cost of SEL curriculum $60,000.00
SEL Committee stipends - $14,000.00
Which budget foundation categories (G.L. c. 70) will be included in this anticipated annual allocation?
Dropdown
In addition to the lowest-performing student group target, what metrics will your district use to monitor
progress in this Focus Area? Please keep in mind that you will be asked to report on progress on the
target and metrics in your annual update to DESE starting next year. open response
Decreased rates of chronic absenteeism
Increase in implementation of Tier 1 SEL curriculum - evidence of adoption and implementation of
SEL program at elementary level based on classroom walkthroughs and teacher reflection
Focus Area # 2
Select the Focus Area(s) that your district will prioritize over the next three years to address the
academic disparities identified in your data analysis. Checkbox
Strategic Objective 1
2.1 Select and skillfully implement high-quality and engaging instructional materials that support
culturally and linguistically sustaining practices and foster deeper learning
Which Evidence-Based Programs (EBPs) will your district implement within this Focus Area? Checkbox
2.1A Inclusive Curriculum Adoption Process: Implement a comprehensive and inclusive
curriculum adoption process that engages multiple stakeholders in the exploration and
assessment of potential instructional materials
Provide a short description of what your district has in place now related to this EBP and what you
anticipate will be in place by the conclusion of the plan's implementation (by June 2027). open response
● Include details such as the specific programs that will be in place, staff that will be hired, and/or PD
that will be offered.
● Explain how this EBP will improve learning experiences and outcomes for the student groups
identified in Section 1. This could include how support for these groups may differ from district-wide
implementation efforts.
In working to close the achievement gap in the RPS, an important avenue has been focused on
selecting and implementing high-quality and engaging curricular materials that support the learning of
all students through culturally and linguistically responsive instruction. RPS has used and refined a
curriculum review process based upon MA Implement, which includes engaging multiple stakeholders in
the review process. Over the past several years, this work has led to the adoption of a number of HQ
materials, such as a HQ curriculum in ELA for kindergarten to grade 5 and in Math for kindergarten
through Algebra II. Adopting these new curricular resources has ensured our lowest performing
students have access to consistent materials and rigorous instructional approaches. A curriculum
review in the area of world language has resulted in shifts in instructional and assessment practices in
order to align with the new curriculum frameworks and the latest research about language acquisition.
Another result of the world language review has been an increased understanding of the value of
biliteracy and a renewed effort to cultivate opportunities to celebrate and recognize our students who
speak multiple languages. At the heart of each curriculum review process we run in RPS is a careful
examination of how the materials or instructional approach will impact the learning experiences of our
Black students, our MLL students and our students with disabilities.
Currently, a number of curriculum reviews are underway. An ELA curriculum review is underway for
grades 6-8, and in Year 1 of this plan we expect to start an adoption of new materials and/or new
instructional methodology. Our goal by the completion of this plan is to have full implementation in
grades 6-8 of high quality curricular resources and evidence-based instructional and assessment
practices. In particular, we aim to ensure students that fall in the lowest performing category are
receiving rigorous and culturally responsive tier one instruction in ELA each day.
Also underway in RPS is a secondary science curriculum review. Work began in 2023-24, with the
formation of a curriculum council, targeted professional learning for the council and work to understand
our current context and the market landscape while establishing a vision for science instruction in RPS.
In Year 1 of this plan, we intend to utilize the curriculum review process to continue this secondary
science review by initiating a number of program exploration activities, such as field tests, site visits,
collaboration with other districts, etc. In Year 2 of this plan, we anticipate the adoption and
implementation of high-quality materials and/or updated instructional approaches in secondary science.
In order to close the achievement gap, we must ensure our lowest performing students have access to
science instruction that is rigorous and engaging with rich content and connections to contexts that
matter to students. Adoption may be staggered by grade or level, so in Year 3, our goal is to continue
implementation and monitor any implementation already underway. We anticipate the full
implementation of this review team may take up to 5 years.
In the 2023-24 school year, we also launched a curriculum review in the area of instruction for MLL
students. In Year 1 of this plan, that curriculum council will continue their work and make
recommendations for materials to update and improve instruction in ESL. By the end of this plan, we
aim to have an articulated curriculum plan for ESL instruction that includes HQ materials, strong
instructional approaches and consistent assessment practices. This curriculum review process is
essential in order to equip our ESL teachers with a robust program to implement with MLL students. In
RPS, the number of MLL students in any given grade or school varies widely. We believe that
consistent materials and a documented instructional plan will lead to stronger progress by our MLL
students in the acquisition of English and also holistically across their academic courses.
Which schools will be impacted by these efforts (answer can be district-wide)? open response
District-wide
What is the anticipated amount of funding that will be allocated to this EBP for the next three years
(FY25, FY26, FY27), across all funding sources? open response
Curriculum Councils - $40,000.00
Science Materials $150,000.00
MS ELA Materials $300,000.00
ESL Materials - $25,000.00
Which budget foundation categories (G.L. c. 70) will be included in this anticipated annual allocation?
Dropdown
In addition to the lowest-performing student group target, what metrics will your district use to monitor
progress in this Focus Area? Please keep in mind that you will be asked to report on progress on the
target and metrics in your annual update to DESE starting next year. open response
Increase in HQIM adoption rates as measured by district curriculum inventory
Increase in % of English learners making progress on ACCESS (year 2)
Increase in % of students meeting or exceeding on the ELA MCAS - grades 3- 6 (year 1), grade 7 (year 2)
and grade 8 (year 3)
Increase of SGP on the ELA MCAS for students in grades 4-6 (year 1), grade 7(year 2) and grade 8 (year
3)
Which Evidence-Based Programs (EBPs) will your district implement within this Focus Area? Checkbox
2.1B Supporting Curriculum Implementation: Engage teachers in professional development
linked directly to the curriculum and set up a process to regularly monitor the effectiveness of
curriculum implementation
Provide a short description of what your district has in place now related to this EBP and what you
anticipate will be in place by the conclusion of the plan's implementation (by June 2027). open response
● Include details such as the specific programs that will be in place, staff that will be hired, and/or PD
that will be offered.
● Explain how this EBP will improve learning experiences and outcomes for the student groups
identified in Section 1. This could include how support for these groups may differ from district-wide
implementation efforts.
As part of the curriculum review process (discussed above), an implementation plan is created for the
adoption of any new curriculum or instructional approach. The implementation plan includes the goals for
professional development and the systems for monitoring and adjusting implementation.
To support the adoption of our new ELA curriculum in kindergarten to grade 5, a four year implementation
plan for professional development was created. That plan included 10 coaching days per school each year
in addition to a series of workshops that allowed for vertical and horizontal training and collaboration. In
Year 1 of this plan (which will be Year 3 of the implementation plan), coaching and workshops will
continue. Those PD opportunities will continue to support teacher understanding of Tier 1 and Tier 2
practices. Particular focus will be given to using the program’s assessment system to monitor student skill
level and provide targeted instruction alongside standards-based Tier 1 lessons. We believe this two-
pronged approach is essential in improving outcomes for our lowest performing student groups. In
addition, PD in Years 1, 2 and 3 of this plan will support teachers in leveraging the tiered supports in the
program for instruction with students with disabilities. Additionally, we will provide curriculum agnostic PD
for elementary teachers in evidence-based reading instruction. By the completion of this plan, our goal is
for all elementary teachers to have a clear understanding of the brain science related to acquiring reading
skills paired with a solid understanding of the current research about the instructional methodology that
best supports all students to learn to read in school.
In Year 1 of this plan, we are planning for robust professional development of staff in grades 6-8 related to
middle school literacy instruction. This PD will be outlined in the Implementation Plan created by the
Curriculum Council in the spring of 2024. By the completion of this plan, our goal is to have trained all
middle school staff in adolescent literacy, including ELA teachers, content teachers and all special
education staff.
As part of our curriculum review process in RPS, implementation teams are established to monitor and
support the work of staff as they begin using the new materials, learn about shifts in instructional
methodology and utilize new assessment tools. Currently, we have an implementation team for Math (K-6)
and ELA (K-5). In Years 1, 2 and 3 of this plan, those two implementation teams will continue. Over the 3
years, their work will evolve as adoption of the new programs is solidified. Their role will focus on creating
feedback loops that allow building and district leaders to monitor the fidelity of implementation, learn about
PD needs, and identify any gaps or refinement needs in the program. Also, in Year 1 of this plan, a Middle
School ELA implementation team will be formed to monitor and support implementation of the new
curriculum. It is anticipated that a secondary science implementation team will be formed in Year 2 of this
plan.
Another part of the curriculum review process in RPS is the work of the district data team to identify and
understand gaps in student achievement and growth and the contributing factors. In Years 1, 2 and 3 of
this plan the district data team will continue to review internal assessments in the areas of ELA and math to
understand the changes in student learning and monitor.
Which schools will be impacted by these efforts (answer can be district-wide)? open response
Elementary and Middle Schools
What is the anticipated amount of funding that will be allocated to this EBP for the next three years
(FY25, FY26, FY27), across all funding sources? open response
Implementation teams - $9,000.00
ELA PD for Elementary - $105,000.00
Literacy PD for Middle Schools - $45,000.00
Which budget foundation categories (G.L. c. 70) will be included in this anticipated annual allocation?
Dropdown
In addition to the lowest-performing student group target, what metrics will your district use to monitor
progress in this Focus Area? Please keep in mind that you will be asked to report on progress on the
target and metrics in your annual update to DESE starting next year. open response
Increase in % of students meeting or exceeding on the ELA MCAS - grades 3- 6 (year 1), grade 7 (year 2)
and grade 8 (year 3)
Increase of SGP on the ELA MCAS for students in grades 4-6 (year 1), grade 7 ( year 2) and grade 8 (year
3)
Which Evidence-Based Programs (EBPs) will your district implement within this Focus Area? Checkbox
2.1D Early Literacy Screening and Support: Administer a reliable early literacy screening
assessment to identify students who require additional support. Provide research-based
interventions tailored to each student's learning needs and delivered by appropriately trained
staff members
Provide a short description of what your district has in place now related to this EBP and what you
anticipate will be in place by the conclusion of the plan's implementation (by June 2027). open response
● Include details such as the specific programs that will be in place, staff that will be hired, and/or PD
that will be offered.
● Explain how this EBP will improve learning experiences and outcomes for the student groups
identified in Section 1. This could include how support for these groups may differ from district-wide
implementation efforts.
Alongside the new HQ ELA program implementation in kindergarten to grade 5, we adopted a new
early literacy screening in the 2023-24 school year. Work is underway to solidify data routines,
intervention plans, and the connection between general education screening and special education
evaluations. In year 1 of this plan, we will work to leverage the data gathered in the 2023-24
school year to refine our systems for monitoring and implementing interventions in literacy. This
will include continued professional development for leaders and literacy specialists. Our goal by
the end of this plan is to build our knowledge and skill in providing impactful interventions that are
customizable to individual student needs and capable of being dynamic and nimble. This is
necessary to ensure the achievement gap is closed for our lowest performing students.
During Year 1 of the plan, we will pursue a new preschool literacy screening tool. Identifying
preschool students in need of intervention will be an important step in improving student outcomes.
We know that intervening early can have a tremendous impact on the future outcomes of students
who demonstrate gaps in early literacy skills. Our goal by the end of this plan is to have a strong
implementation of a preschool literacy screening tool, including robust data routines, an effective
intervention planning process, and strong progress monitoring practices.
Which schools will be impacted by these efforts (answer can be district-wide)? open response
Preschool and elementary level
What is the anticipated amount of funding that will be allocated to this EBP for the next three years
(FY25, FY26, FY27), across all funding sources? open response
Cost for K-3 early literacy screening tool - $55,000.00
Cost for PK early literacy screening tool - $8,000.00
Which budget foundation categories (G.L. c. 70) will be included in this anticipated annual allocation?
Dropdown
In addition to the lowest-performing student group target, what metrics will your district use to monitor
progress in this Focus Area? Please keep in mind that you will be asked to report on progress on the
target and metrics in your annual update to DESE starting next year. open response
● Increase in % of students meeting or exceeding on 3rd Grade ELA MCAS
● Increase in the number of students exiting the “at-risk” category on our early literacy screener
Section 5: Summarize your District’s Plan
In this section, you will:
● Write a brief executive summary of your three-year SOA plan. This section will be presented at
the beginning of your plan in all public-facing documents to make it easier for stakeholders to review.
Submission Questions
Please write 1-2 paragraphs summarizing your 3-year SOA plan. open response Make sure the
summary:
o Identifies the student groups you are targeting for accelerated improvement.
o Describes the selected Evidence-Based Programs your district will use to address the disparities in
learning experiences and outcomes for these student groups.
o Explains at a high level the investments you plan to make and what will change in your district
because of this plan.
The Reading Public Schools Student Opportunity Act plan is focused on improving outcomes and closing
gaps in achievement for our Black/African American students, our multilingual learner students and our
students with disabilities. Data analysis pointed to a number of evidence-based practices, which once
implemented, we believe will close the learning gaps for these groups.
● Improving SEL and Mental Health Supports: A foundational need for learning are environments
where all students feel safe, engaged and supported with challenges. Ensuring robust SEL
instruction paired with reliable systems for accessing support from trusted adults are key
components in our SOA plan.
● Utilizing high-quality curricular resources, evidence-based instructional methodology and
strong assessment practices: Ensuring all students have access to HQ learning and teaching
every day is an evidence-based way of addressing the achievement gaps faced in RPS. This plan
outlines how RPS will use the curriculum review process to adopt and implement HQ materials,
research-aligned instructional approaches and important early literacy screenings aimed at closing
academic achievement gaps for our “Lowest Performing Students” group.
● Providing robust professional development for teachers and staff: Paired with the adoption
of new HQ curricular resources and assessments, RPS will provide professional learning
opportunities to support teachers and staff in the use of new materials and approaches. This
professional learning will include opportunities for staff to better understand the barriers that exist
in RPS for students in our “Lowest Performing Students” group and the ways they can utilize new
materials and approaches to reduce those barriers.
By implementing these strategic initiatives,our goal is to foster an inclusive learning environment that will
allow for academic achievement for all students in RPS.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of
82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Date: March 14, 2024
To: Tom Milaschewski
From: Derek Pinto, Director of Finance and Operations
Re: Review of Student Fees
The district has been reviewing all fee-based programs and tuition rates throughout Reading Public
Schools.
An evaluation of the current fees has become necessary in order to best support the operational needs of
the district and ensure the sustainability of various programs. These increases are consistent with our
strategy of providing high quality educational experiences and related services for our students.
The relative stability of fees over the last several years evidences our commitment to ensuring that fees
are appropriate – some fees have not been adjusted since 2012. Considerations in evaluating fee increases
included (but were not limited to) addressing: programmatic needs, rising operational expenses (contracts,
related expenses), salaries, and the consolidation/simplification of fees. Current market rates and the rates
of similar services in surrounding school communities were also examined.
School-fee programs are not designed to act as profit centers, but to defray expenses and maintain quality
of services or enhance experiences. We aim to support families to the greatest degree possible by creating
payment plans, allowing for prepayments, and providing financial hardship applications. We are striving
to keep the increases minimal through diligent financial stewardship and control of expenses.
Service/Program Fees Adjusted
Extended Day January 2024
RISE January 2024
Driver’s Education March 2024
Student Transportation March 2024
Athletics Under Review
Food Services Under Review
Use of School Property (Facilities Rental) Under Review
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of
82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Date: February 29, 2024
To: Derek Pinto, Director of Finance and Operations
From: Chris Nelson, Director of Community Education
Re: Proposed Driver’s Education Tuition Rate
The district has been reviewing all fees and tuition rates throughout the Reading Public Schools. The
Community Education Department did a cost comparison for the Reading Memorial High School
(RMHS) Driver’s Education Program with similar programs in Reading and the neighboring
communities. Based on our comparative analysis, the Community Education Department is proposing to
increase the Driver’s Education tuition rates for July 1, 2024.
The Driver’s Education Program consists of 30 hours of classroom lessons followed by 12 hours of
driving lessons and 6 hours of observation lessons. We also offer additional driving lessons and Road test
sponsorships.
The Driver’s Education Program fees have been fixed since December 2014. It is the goal of the
department to keep the cost reasonable for the families. However, with the increased cost of fuel,
maintenance, supplies, insurance, payroll, etc., the tuition rates will need to be increased to continue to
provide the high-quality services Reading families expect.
Another reason for the proposed increase is maintenance of the Driver’s Education vehicle. The current
vehicle is a 2014 Ford Focus with 109,000 miles. The wear and tear on the vehicle is expensive. This
year we need to purchase new tires, additional signage for the vehicle, complete preventative and regular
maintenance and plan for unexpected repairs. We are working with the Central Office and the Town of
Reading about the possibility of purchasing a new Driver’s Education Vehicle.
We are proposing an increase of slightly over 5% to the Driver’s Education Program. The chart below
shows the current rates and the proposed new rates.
Reading Driver’s Education Proposed 24-25 Rates
CURRENT
COST PROPOSED COST
Driver’s Ed Class, Driving Lessons $675 $710
Additional Driving Lessons $14/hour $15/hour
Road Test Sponsor $90 $95
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of
82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
As we compared the cost of neighboring Driver’s Education Programs our new proposed prices keep us
below the market price. We compared our cost to the nearest driving programs to Reading. Below is the
comparison between the RMHS Driver’s Education Program and AAA, AGGANIS, iDRIVE,
MIDDLESEX DRIVING ACADEMY, TANNER CITY and TRI-TOWN.
Reading Driver’s Education Price Comparison
PRICE
AAA
$950 w/ Membership
$1025 w/o Membership
AGGANIS $1089
iDRIVE $850
MIDDLESEX DRIVING
ACADEMY $1125
RMHS DRIVER’S ED $710
TANNER CITY DRIVER’S ED
$900, $800 for Bishop Fenwick
and Essex Tech Students
TRI-TOWN $1089
Ultimately, it is our belief that the increase in tuition cost is the best course for the sustainability program.
It will enable us to meet the expanding costs while simultaneously enhancing the experience for all
enrolled students. Therefore, we seek approval to implement the tuition rate increase for the Reading
Memorial High School Driver’s Education Program for July 1, 2024.
C.c. File
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of
82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Date: March 14, 2024
To: Tom Milaschewski
From: Derek Pinto, Director of Finance and Operations
Re: Student Transportation Fees
State regulations mandate that the district transport students in grades K-6 who live more than 2.0 miles
from the school they attend.
Transportation is not provided to students who are enrolled in Reading Public Schools through the School
Choice Program. Boston resident students are paid for through the METCO grant. Transportation is a
family responsibility if a student is not attending their home school and they have been approved for a
transfer request through the Superintendent’s Office.
Reading resident students who attend Killam Elementary School, Coolidge Middle School, Parker Middle
School, and Reading Memorial High School are offered the option to purchase transportation for a fee
based on the space availability on buses and on existing routes.
The district charges for this optional transportation service, and transportation revenues and fees are
managed through the School Transportation revolving fund. School Transportation fees have not been
reviewed since 2016.
Contractual increases from the transportation provider have necessitated a review of the fees. Year-over-
year escalators have been noted by the provider for the two subsequent years of the contract (FY26 and
FY27), as shared in the January 25, 2024, School Committee meeting. Increases from the transportation
provider for services range from 12-13% - we must pass on a portion of this increase on to the end user.
There are 119 paying riders this school year and 214 total riders.
An increase is being proposed as a result of provider increases, and is necessary to defray expenses and
reduce the burden on the district operating fund.
Students Current Fee
FY24
Proposed Fee
FY25
Approx.
Percentage
Increase
One student $450 $475 5.5%
Two students $800 $850 6.3%
Three students $1,150 $1200 4.3%
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
March 14, 2024
From:Wise, Thomas
To:Rebecca Liberman
Cc:Milaschewski, Thomas; Office of Equity and Social Justice; Lejeune, Olivia
Subject:RE: Please change the school calendar to respect the Jewish High Holy Days
Date:Monday, March 11, 2024 8:06:49 PM
Rebecca –
First, my apologies for the delayed response.
As mentioned in the past, it is the belief and opinion of the administration and Committee that
adding holidays covering one religion isn’t tenable without adding holidays for other religions.
As we start to look at the scope and scale of that premise, it quickly becomes untenable. As
such, we only recognize Federal holidays as no-school holidays on the calendar and have
Policy IMDA – Accommodations for Religious Observances to address the greater concern
around religious holy days. As Dr. Milaschewski mentioned in a previous email, we have
placed a much greater emphasis on adherence to that policy district-wide over the last few
years. Further, one of our members asked us to review the portion of the policy concerning
tests or quizzes the day after a major holy day as many of those holy days have evening-
focused worship for which studying would be required leading into the next day. We will
endeavor to review that policy in the Policy Subcommittee and ultimately as a full Committee
soon. Your engagement in that review would be welcome should time allow on your part.
Thank you for your continued engagement and support as we work to ensure all our students
and families feel welcome and supported in our district.
Thomas Wise
Reading School Committee
Email: thomas.wise@reading.k12.ma.us
SC Distribution List: schoolcommittee@reading.k12.ma.us
Mobile: (617) 869-6825
Reading Public Schools Website: https://reading.k12.ma.us
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From: Rebecca Liberman <rfliberman@gmail.com>
Sent: Friday, March 1, 2024 8:47 AM
To: DG School Committee <SchoolCommittee@reading.k12.ma.us>
Cc: Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>; Office of Equity and Social
Justice <oesj@ci.reading.ma.us>
Subject: Please change the school calendar to respect the Jewish High Holy Days
CAUTION: This email originated from outside of Reading Public Schools. Do not click
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the content is safe.
Dear Members of the School Committee and Supt. Milaschewski,
I am very disappointed that once again no major Fall Jewish holidays are given off from
school. This is very stressful for Jewish students and staff because they come early in
the school year, and the policy against deadlines, tests, tryouts, etc is routinely violated.
Many other districts and even the US Supreme Court respect these dates, and Reading
even did for awhile, so I don't understand why we won't go back to giving students days
off for the first day of Rosh Hashanah and for Yom Kippur.
I urge you to reconsider, especially given the alarming rise in antisemitism right now.
Thank you.
Rebecca Liberman
50 Pratt St.