HomeMy WebLinkAbout2024-05-23 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
May 23, 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.
Page | 1
2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2024-05-23 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda:
Purpose: Open Session
Meeting Called By: Thomas Wise, Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding
Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of
operation and make necessary arrangements to be sure your posting is made in an adequate
amount of time. A listing of topics that the chair reasonably anticipates will be discussed at
the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
7:00 p.m. A. Call to Order
7:00 p.m. B. Public Comment
Focus on Excellence
1.Senior Recognitions – Valedictorian/Salutatorian
2.David B. Libby Scholarship (A)
Consent Agenda
1.Minutes (05-09-2024)
2.Acceptance of FY24 High-Quality Instructional Materials Purchase
Grant Award
3.Acceptance of FY24 METCO REI Implementation Grant Award
Accounts Payable Warrant Reports
1. 05-09-2024
2. 05-16-2024
Payroll Warrant Reports
1. 04-12-2024
2. 04-26-2024
3. 05-10-2024
Reports
1.Student
2.Director of Finance & Operations
3.Assistant Superintendent for Teaching & Learning
4.Superintendent
5.Liaison/Sub-Committee
7:45 p.m. E. New Business
1.Facility Naming Request on behalf of Charlie Hardy
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
2.End-of-Year Teaching & Learning Curriculum Update
3.Mid-Cycle Formative Review Process Discussion
4.Benchmark Update vs. District Strategic Plan
a.Strategic Objectives 2 (Coherent Instructional Systems)
and 3 (School Operations)
5.Mid-Cycle Formative Review Evidence Presentation
F. Information / Correspondence
1. “Re: Charlie Hardy Renaming Submission to School Committee” –
Kevin Mulvey
9:45 p.m. Adjourn
Join Zoom Meeting
https://readingpsma.zoom.us/j/87251971227
Meeting ID: 872 5197 1227
Find your local number: https://readingpsma.zoom.us/u/kevtzj5din
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: May 21, 2024
Re: David B. Libby Scholarship
During the May 23rd School Committee meeting, we will be seeking a vote from the committee to approve
the town to expend $88,000 from the David B. Libby Scholarship Fund. Funds will be provide to 22 seniors in
alignment with the scholarship criteria. The David B. Libby Scholarship was established to be used for
qualifying students graduating from Reading Memorial High School.
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
Consent Agenda
Reading Public Schools
School Committee Meeting Packet
May 23, 2024
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
Time: 7:30 PM
Location: School Library
Session: Open Session
School Committee
Date: 2024-05-09
Building: School - Memorial High
Address: 62 Oakland Road
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Tom Wise, Erin Gaffen, Charles Robinson, Shawn Brandt, Sarah McLaughlin
and Carla Nazzaro
Members - Not Present:
Others Present:
Director of Finance and Operations Dr. Derek Pinto 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 7:30 p.m. to review the agenda.
B.Public Comment
Public Comment – None
Focus on Excellence – None
Consent Agenda
1. Minutes (04-04-2024)
2. Acceptance of FY24 Reduce or Eliminate use of time-out room
Grant
3. Acceptance of FY24 METCO Supplemental Special Education Grant
4. Friends of Reading High School Baseball Donation
5. J.W. Killam PTO Donation
6. Friends of Reading Track Donation
7. RMHS Costa Rica Field Trip Request
8. RMHS Switzerland Field Trip Request
9. Parker Nature’s Classroom Field Trip Request
Accounts Payable Warrant Reports
1. 04-04-2024
2. 04-11-2024
Page | 2
3. 04-18-2024
4. 04-25-2024
5. 05-02-2024
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Brandt. The
vote passed 6-0.
Reports
1. Student Report:
a. Graham Goodwin shared several updates:
i. The jazz band had a successful performance at the Hatch Shell
ii. The RMHS Drama club recently presented Twelfth Night
iii. AP exams are ongoing and seniors are sharing their post-graduation
plans as we inch closer to the end of school on May 17th
iv. Seniors are finishing up internships and final presentations
happening tomorrow
v. The unified basketball team celebrated senior night
vi. Freshmen are preparing for the science MCAS
vii. The Annual Kite Festival is scheduled for May 18th
viii. Finally, Mr. Wise recognized Graham's achievement of receiving the
President's National Army scholarship, allowing him to attend WPI
tuition-free for all four years
2. Director of Finance and Operations – Dr. Pinto has been appointed to the YMCA
Advisory Board and attended a recent fundraiser. REF approved a grant for a special
container to support a composting initiative in cafeterias. Dr. Pinto attended a
Rotary Meeting in which a speaker from the Pleasant Street Senior Center shared an
update. Dr. Pinto and Food Service Director Catherine Franzetti will speak at the
MASBO annual conference about collaboration and teamwork's importance for
success.
3. Superintendent – Dr. Milaschewski commended the food service department for
hosting the More Than A Meal Tour, attended by Senator Jason Lewis
Representative Bradley Jones, Deputy Commissioner Regina Robinson and
Commissioner Russell Johnston as well as local partners and DESE, to showcase the
district's food service programs. The department continues to work diligently to
provide meals for students. Teacher Appreciation Week was acknowledged, along
with various other appreciation weeks celebrated in recent months, thanking all
educators in the district. Nomination forms for the Distinguished Teacher and Staff
awards were included in the newsletter, with nominations closing on the 15th.
Additionally, a form to share special shout-outs to educators will be featured in the
newsletter this week.
4. Liaison/Sub-Committee
a. Mr. Robinson – The SWEC final report was provided to the Select Board Tuesday
evening. Mr. Robinson thanked Dr. Pinto, Dr. Milaschewski and Mr. Wise for an
excellent budget presentation at Town Meeting.
b. Mrs. Nazzaro – Mrs. Nazzaro attended the More Than a Meal Tour and thanked
the staff. Mrs. Nazzaro provided an update on the Killam School Building Project.
Page | 3
A preliminary design report was voted on and will be submitted to the MSBA on
May 20th. The project will be coming to the town for a vote in spring 2025. For
more information, please visit killamschool.com.
c. Ms. McLaughlin – No report
d. Mrs. Gaffen – No report
e. Mr. Wise – Mr. Wise, having been approached by two community members
regarding parking issues on Arcadia Ave, which are adversely affecting both staff
and families, intends to bring the matter up to the Select Board.
E. New Business
1. Reading Education Foundation Grant Update
Mr. Wise noted the REF grant has been accepted already and this update is a formal update
and presentation for the committee. Board members introduced themselves and others on
the committee that were not present. Members advocated for new members to consider
joining the board. Six immediate grants were given to the teachers this year, but the
majority of grants presented will be for next year.
2. Facility Naming Request on behalf of Phil Vaccaro
Mr. Wise thanked community members for joining the meeting to state their case for the
proposal in accordance with the School Committee’s Naming of Facilities Policy which aims
to name an RMHS venue in honor of former teacher and coach, Mr. Phil Vaccaro. Mr. Pete
Moscariello along with other community members advocated for the naming of a facility.
School Committee members had the opportunity to ask some questions without debate
and/or deliberation. A question was raised as to what portion of a facility will potentially be
named in which it was shared that the request is to name the center court within the
gymnasium.
In alignment with the policy, during the June 6th, a recommendation will be made to form
an Athletic Facility Advisory Committee covering this request and another request coming in
the next week.
3. Annual Student Resource Officer Update
Officer Lewis and Officer Vatcher provided an overview of the work completed during the
2023-2024 school year. Updates included the following:
• The SROs continue to maintain excellent partnerships between the Reading Schools
and Reading Police.
• Officer Vatcher and Officer Lewis received State recertification as SROs.
• Reading Police Comfort Dogs Rusty and Cooper were certified as Therapy Dogs from
the Alliance of Therapy Dogs and continue to work alongside the SROs.
• Assisted running ALICE drills at RMHS and Middle Schools. SROs also lead
professional development classes on ALICE to elementary school staff.
• Worked with the schools to implement School Threat Assessment Guidelines
(CSTAG) for administrators and counselors and have assisted in conducting
assessments as necessary.
Page | 4
• Continued to work closely with the Reading Coalition for Prevention and Support to
provide resources to students and families in need.
• The SROs continue to be a part of the District Crisis Team and RMHS Core Crisis
Team and work as a group to address safety issues and concerns as needed.
• The SROs are working with Dr. Stys and the District Crisis Team to overhaul the
District Emergency Protocols. The new protocols will be rolled out to district admin
for the 2024-2025 school year.
• Worked with the Reading Police Civil Rights Officer and the Director of the Office of
Equity and Social Justice to address any hate-based incidents.
• SROs attended training from the FBI Boston on best practices when responding to
bomb threats and “swatting” calls at schools.
• Facilitated a lunch meeting with District Attorney Marian Ryan and 8th-grade
students for National No One Eats Alone Day.
• The SROs worked with the Reading Coalition for Prevention and Support to assist
with Youth Mental Health First Aid training to junior health classes.
• We will be working with the Reading Coalition for Prevention and Support to teach
choose to refuse (opioid prevention) in RMHS health classes this spring.
• Officer Vatcher presented internet and social safety and responsibility to 5th-grade
students at Joshua Eaton and Barrows and will continue with this training at the
other elementary schools for the remainder of the year.
• Officer Vatcher and the Reading Coalition assisted Coolidge Health Classes with their
presentations on substance use and abuse.
• SROs joined other members of the Reading Police to serve elementary school
lunches.
• Officer Vatcher presented at Wood End and Barrows for their Community Helpers
Unit
• Reading Police provided rides to schools to winners of various PTO raffles.
• Officer Vatcher participated in evening reading events at both Barrows and Birch
Meadow.
• The SROs are helping to organize the first Reading Police Youth Academy this
summer for middle school-aged students. The Youth Academy runs July 29th-August
1st.
4. School Committee Discussion on Policy FF
Mr. Wise highlighted that the discussion serves as a follow-up to address a request
previously brought forth by student group leaders from SOCA4EJI during the February 29th
meeting. After a brief discussion, the committee concluded that it is worthwhile to revisit
the policy.
5. School Committee Review, Update, and Vote on METCO Funding Advocacy Letter for
State Budget (A)
Mr. Wise delivered an update also conveyed by Senator Lewis, which is detailed in the
memo included in the packet. METCO is set to be level funded in FY25. Next Friday marks
METCO Advocacy Day at the state level, and with input on a co-sponsored budget increase
for the METCO line, a letter of support could bolster efforts to secure additional funding.
Mr. Brandt pointed out the letter is on old letterhead in which Mr. Wise will update this
information before sending the letter.
Page | 5
Mrs. Gaffen motioned to approve the METCO Advocacy letter, seconded by Mr. Brandt.
The vote passed 6-0.
6. School Committee Discussion and Vote on Use of Reading Rocket Logo for Hal Croft
Bobble-Head Doll (A)
Mr. Wise discussed the Hal Croft filming noting that the film producer has reached out to
the district for guidance regarding the use of the Reading Rocket logo for CROFT Bobble-
Heads. Information regarding the logo's origins, dating back to its creation in 1945 by
Charlie Arthur on the back of a napkin in a restaurant, was shared. It was proposed that the
committee consider approving the logo's use on the bobble-heads and potentially sharing in
the profits generated from this use, with the understanding that it would be limited solely
to the bobble-heads.
Mr. Wise motioned to approve the use of the Reading Rocket logo on the limited use of
the Hal Croft Bobble-Head doll with the intent to request that a portion of the proceeds
return to the schools for educational use, Mr. Robinson seconded. The vote passed 6-0.
7. Q3 Financial Update w/ Potential Vote on Cost Center Transfers (A)
Dr. Pinto provided the Q3 financial update to the committee spanning the period of July 1,
2023 to March 31, 2024. The committee had the opportunity to ask questions about the
financial update.
Mrs. Gaffen motioned to approve a budget transfer of $82,000 from the regular day cost
center to districtwide athletics, seconded by Mrs. Nazzaro. The vote passed 6-0.
8. School Committee Vote for SY24-25 Calendar Update for High School Schedule Change
(A)
Dr. Milaschewski highlighted in the packet a memo detailing the adjustments to the
calendar due to the new high school schedule. It is proposed to shift the school dismissal
time from 3:02 PM to 3:05 PM, a change that has also been discussed with the union.
Mrs. Gaffen motioned to approve the 2024-2025 calendar update for the district,
seconded by Mr. Robinson. The vote passed 6-0.
9. School Choice Discussion
Dr. Milaschewski noted each year the School Committee has to decide whether to vote to
opt out of the School Choice Program. The last two years the committee has decided not to
opt out and in the last two years we have enrolled 25 students in the program. We have
limited the number of seats to five per grade level. We feel this is a benefit to our district
because we have a lot of staff members with children enrolling in the district which is a perk
and retention tool. We also receive $5,000 per student and reimbursement of up to 100%
for special education services.
Page | 6
During the meeting, the committee deliberated on potentially increasing the number of
available kindergarten seats due to lower enrollment. Dr. Milaschewski noted that despite
this decline, class sizes remain within desired parameters for most schools.
With no further conversation, applications will be posted on the website tomorrow with a
due date of Friday, May 31st at 3:00 PM.
https://www.youtube.com/watch?v=6DEvCf52cp8
Meeting Adjourned from regular session at approximately 9:16pm.
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: May 8, 2024
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 High-Quality Instructional Materials Purchase Grant Award
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY24
High-Quality Instructional Materials Purchase Grant in the amount of up to $100,000.
This grant is intended to defray the cost of a district purchasing new high-quality instructional materials. The
grant can be used to pay up to 50% of the cost of a high-quality middle school literacy curriculum and must be
spent by June 30, 2024. Grant funds may be used for the purchase of materials and subscriptions (up to 5
years). However, grant funds cannot be used for professional development costs. We submitted this grant
application to DESE in September 2023 and were initially notified in February 2024 that we did not receive the
grant. However, in April, we received word that DESE added additional fund to this fund code and would now
award us this grant. We are excited to have this resource available as our Middle School Literacy Leadership
Team considers programs for adoption.
Thank you for your support with your vote to accept the FY24 High-Quality Instructional Materials Purchase Grant
Award.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: May 8, 2024
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 METCO REI Implementation Grant Award
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY24
METCO REI Implementation Grant in the amount of $15,000.
The METCO REI Implementation grant is awarded to support METCO 2.0 initiatives in METCO district. The grant
is funded by state funds earmarked to advance racial equity work in METCO districts. Reading Public Schools will
use the grant funds to launch the METCO Summer Bridge Program (MSBP). The MSBP will provide math tutoring
for Boston resident students in middle school with the goal of increasing the number of Boston resident students
taking advanced math courses. Recommendations from the Secondary Math Pathways Advisory Committee
focused on improvements for student groups not equally represented in advanced math course, and this included
Boston resident students. We are excited to put this intentional support in place to support math achievement
for Boston resident students.
Thank you for your support with your vote to accept the FY24 METCO REI Implementation Grant Award.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
New Business
Reading Public Schools
School Committee Meeting Packet
May 23, 2024
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: May 21, 2024
Re: Facility Naming Request on behalf of Charlie Hardy
On May 15th, Reading community member, Mr. Kevin Mulvey, submitted a formal proposal in accordance
with the School Committee's Naming of Facilities Policy. The proposal aims to rename Turf 2 to Charlie Hardy
Field. Along with the proposal was a spreadsheet of more than 500 individuals who support the
accompanying petition.
At the upcoming May 23rd School Committee Meeting, Mr. Mulvey and the nominating parties will present
their proposal, providing an opportunity for the committee to ask clarifying questions, not engage in
discussion or make decisions. During the June 6th meeting, the School Committee will discuss and vote on
whether to accept this nomination and establish the Advisory Committee in which a School
Committee member will be appointed to. This Advisory Committee will further study and make a
recommendation to the School Committee.
Once the Advisory Committee presents its recommendation during a regular School Committee meeting, the
School Committee will either accept or adopt the recommendation.
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: May 21, 2024
Re: End-of-Year Teaching & Learning Curriculum Update
During the May 23rd School Committee Meeting, we will provide an End-of-Year Learning and Teaching
Update. A copy of the presentation can be found in the packet.
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
Learning and Teaching
End of Year Update
Reading School Committee Meeting
May 23, 2024
Strategic Objective 2: Coherent Instructional Systems
Focus Areas in 23/24 to Improve Student Growth and Achievement
Adoption of High-Quality Materials and
Evidence-Based Instructional Practices
Implementation of High-Quality
Professional Learning For Staff
Elementary Literacy:
ARC Core and Early
Literacy Screener
Curriculum
Reviews
RMHS
Innovation
Career
Pathways
Secondary
Math
Pathways
●ARC Core Implementation
○Successful launch of ARC Core in grades K-2
○Supported Year 2 implementation of ARC Core in grades 3-5
●Early Literacy Screener
○Switched screening tool to DIBELS in grades K-3
○Utilized new family communication systems about screening results
○Implemented new intervention procedures based on screening results
Learn more:
ARC Core Implementation Plan Presentation to SC on October 19, 2023
Early Literacy Screening Presentation to SC on December 14, 2023
ARC Core Implementation Plan Update to SC on February 29, 2024
Elementary
Literacy
Overview
Qualitative Measures:
●Internal feedback loops with implementation teams
●ARC Curriculum Chats with grades 3-5 teachers
●Feedback surveys from staff (June 2024)
Conclusions: Most K-5 teachers are implementing the ARC whole class
framework on a daily basis, including instruction in foundational skills,
reading standards and writing standards. Toolkit lessons have been
helpful in all grades, but time management and time constraints present
challenges for strategic instruction. Grade 3-5 teachers report more
comfortability with the IRLA but data entry challenges persist. One
promising practice in several schools is grade level teams using IRLA
data to strategically group students across classrooms for targeted
small group instruction.
Elementary
Literacy
Monitoring
Quantitative Measures:
●Independent Reading Level Assessment (IRLA) which is part
of the ARC Core curriculum for grades K-5 (see following
slides)
●DIBELS - Early Literacy Screening for grades K-3
Conclusions: We see promising growth in IRLA levels for grades
3-5 by grade level and by cohort year-over-year. DIBELS showed
strong overall performance and growth from beginning-of-year to
the end-of-year screening for K-3 students.
Elementary
Literacy
Monitoring
IRLA Levels - for Grades 3-4 for 22/23 and 23/24
Grade Date Emergency At-Risk
Proficient or
Above
3 May 17, 2023 17.9%17.3%63.5%
3 May 17, 2024 9%13.3%76.9%
4 May 17, 2023 12.9%15.8%70.7%
4 May 17, 2024 9.4%16.4%72.1%
5 May 17, 2023 5.4%17.7%76.9%
5 May 17, 2024 8.7%10%80.6%
IRLA Levels Organized by Cohort for Grades 4 and 5
Grade Date Emergency At-Risk
Proficient
or Above
Current Grade 4
(as 3rd graders)May 17, 2023 17.9%17.3%63.5%
Current Grade 4 May 17, 2024 9.4%16.4%72.1%
Current Grade 5
(as 4th graders)May 17, 2023 12.9%15.8%70.7%
Current Grade 5 May 17, 2024 8.7%10.0%80.6%
DIBELS growth from BOY to EOY
Next Steps (as of May 20, 2024)
●Continue to closely monitor and support teachers in
implementation of ARC Core framework materials
●Support use of IRLA as a formative assessment system
●Introduce new ARC Core components (Decodable anthologies in
grades K & 1 and the K Letter Study Notebook)
●Utilize summer workshop time and implementation teams in
24/25 to incorporate learning from Hill for Literacy course. For
example:
○Add additional routines for vocabulary instruction
○Implement a teacher-created scope and sequences for grammar instruction
○Layer in support for the writing component of ARC Core
●Gather exemplars systematically in each unit to support staff and
students for grade level expectations.
Elementary
Literacy
Curriculum Reviews:
●Middle School Literacy
●Secondary Science
●World Language
●Social-Emotional Learning
●Multilingual Learner
Curriculum
Reviews
Overview
Implementation Teams:
●K-6 - Illustrative Math
●Elem. - ARC Core
2023-24
Middle School Literacy Year 2 - Investigate and Select
●PD for all team members in adolescent literacy
●Exploring and evaluating high-quality literacy curriculum
options for grades 6-8
○Meetings with publishers
○Review of print and digital resources
○Piloting of materials (all ELA teachers were eligible to pilot)
○Connecting with districts utilizing the materials
Curriculum
Review
Middle School Literacy Quantitative Measures:
●MS i-Ready Reading Assessment - Gathering baseline data
Conclusions: In comparing i-Ready reading results from 22/23
and 23/24 there is incremental improvement in students reaching
grade level benchmarks. In general, we are looking to increase
the number of students meeting grade level benchmarks.
Curriculum
Review
Monitoring
i-Ready Mid-Year Assessment Reading Results (Grades 6-8)
22-23 vs. 23-24
Key
Tier 1: On or above
grade level
Tier 2: One grade
level below
Tier 3: Two or more
grade levels below
MS Literacy Next Steps
●Selection of MS Literacy program/approach anticipated in
late May/early June 2024 (SC presentation - June 2024)
●Development of an implementation plan for new literacy
program/approach, including materials and professional
development
Curriculum
Review
MS Literacy Leadership Team Members
Amy Bettencourt, Andrew Spinali, Carolyn Caffrey, Donna
Martinson, Erin Burchill, Jessica Lozzi, Julianne Mitrano, Michael
Maday, Molly Steevens, Suzanne Carroll, Tammy Jones, Paul
Simpson, Pauline Tsoutsis, Rochelle Rubino
Curriculum
Review
Secondary Science - Supported by DESE HQIM Grant ($15,000)
●Learn & Prepare
○Review of Current Research & RPS Data
○Book Study - Shifts in Science Pedagogy
○Established Vision
○Set Parameters and Priorities
●Investigate and Select
○Reviewing HQIMs
●Next Steps
○Wade Institute Professional Learning, June 2024
○Pilot Curricula in Fall 2024
Curriculum
Review
Secondary Science Curriculum Review Team Members
Beth Dalby, Dan Cody, Fiona Schuette, Frank Buono, Grace
Theriault, Kent Hatton, Kim Peterson, Mary Anne Lynn, Megan
Howie, Mia Joyce, Mollie Pelletier, Rafael Cabanas, Ray Albright,
Robyn Cotta, Sarah Hardy, Sarah Marchant
Curriculum
Review
World Language - Launch and Implementation
●Established document outlining the pedagogical and assessment
approaches to be used in language learning in RPS
●Expanded Proficiency Assessments at RMHS with 15 graduating seniors
receiving the MA Seal of Biliteracy in languages including French, Latin,
Portuguese, Spanish, and Swedish. Over 20 grades 9-11 RMHS students
have already qualified to earn the MA Seal, pending completion of all
district graduation requirements
Next Steps
The WL Curriculum Review will move into the Implementation and Monitor
Phase in the 24/25 school year.
Curriculum
Review
World Language Curriculum Review Team Members
Danja Mahoney, Leah Cristi, Laurie Donahue, Beatriz Murphy,
Derrick Ryan, Victoria Lemaitre, Eduardo Montero, Julie Wall,
Jennifer GrayCurriculum
Review
Social-Emotional Learning: Learn and Prepare
The SEL District Committee conducted a needs assessment, utilizing a process provided by DESE
and the May Institute, on the SEL status of our district. We focused on the following areas:
●Identify all school/district priorities and initiatives that have social, emotional, and behavioral
development as part or all of their focus. We documented the corresponding initiatives aligned
with those priorities.
●Identify all existing teams, working groups, committees, etc. that have social, emotional, and
behavioral development as part or all of their purpose.
●Discuss any initiatives that have promise for scaling up. Review potential improvements to
practices and district wide programming.
Next steps:
1.The committee chairs will meet with Principals to share what we have learned and gather
feedback.
2.Compile a presentation for District Leaders on what we have learned and recommendations
for next year.
Curriculum
Review
Social Emotional Curriculum Review Team Members
Jillian Gateley, Erica McNamara, Sarah Marchant, Jerika Santiago,
Lynna Williams, Lisa Johnson, Cindy Marte, Katie Fiorello,
Stephanie Hughes, Adam Woods, Paige Guerra, Tammy Murzycki,
Kelly Dicato, Carly Cohen, Stephanie Boudreau, Jessica Swindle,
Meredith Flanagan, Adam Blaustein, Camilla Brett, Kate Tiglaar,
Lilly Queenan, Lauren, Iannacci, Delaney Yule, Vanessa Kaddaras,
Tonia McGuire, Jackie Pelusi, Mary Guiliana, Victoria Ryan, Brie
Karrow, Kendra Stinson
Curriculum
Review
Multilingual Learner (MLL): Learn and Prepare
The MLL Curriculum Review Committee intends to update or establish a high quality ESL curriculum
for K-12 aligned to the 2020 WIDA Standards by the 2025-26 school year. This year we:
●Established goals, a project timeline, and an instructional vision statement
●Completed the DESE ESL Curriculum Modules relevant to our review
●Evaluated our current materials using DESE’s Features of High Quality ESL Instructional
Materials Rubric and determined the need for a new curriculum or significant supplementation
●Began a review of the ESL curriculum market landscape
Next steps:
1.Decide which curriculum programs to investigate and pilot in ESL classes
2.Compile a presentation for District Leaders on what we have learned and recommendations.
Curriculum
Review
Multilingual Learner (MLL) Curriculum Review Team Members
Patrice Duggan, Melissa Henri, Karen HallCurriculum
Review
Implement and Monitor
We continue to monitor implementation of the Illustrative Math (IM) and ARC Core
Curricula with the support of implementation teams.
IM
Ava Rice, Sarah Lanzo, Katherine Breen, Liz McGevna, Arielle Mucha, Miriam Lewis, Helen
Palmieri, Ellen Committo, Denise Conry, Charlie Smith, Kristina Smith, Sean Keough, Patricia
Piacentini, Melissa Henri, Heather Murphy, Alyssa Nelson, Lana Montero, Mary Anne Lynn
ARC Core
Erin Gibson, Tonia McGuire, Keri Dinapoli, Mary Johnston, Colleen DeRosa, Emily Smith, Danielle
Piazza, Katherine Breen, Bethany Nazzaro, Kelley McQuillin, Jessica Cornetta, Elena Raffa,
Jessica Hester, Lisa Azzarito, Erin Burchill
Curriculum
Review
23/24 Highlights
●Launched Advanced Manufacturing (Engineering) and Information (Computer
Science and Digital Media) Pathways with 80 enrolled students in the 23/24
school year
●Received designation for Clean Energy and Healthcare and Social Assistance
Pathways in 2024-25 school year
●Enrollment for 2024-25 school year is 193 students across all pathways
●189 Seniors participated in internships providing employable skill development,
on the job work experience and opportunity to learn about a field or job type (up
from 80 in 23/24)
●Added a dual-enrollment course through Middlesex Community College in Social
Studies Dept., and developed dual-enrollment partnership with UMass Lowell set
to launch in 2024-2025
●Began partnership with TEALS providing students with access to industry
experts
RMHS
Innovation
Career
Pathways
Overview
Digital Nord Keyboard through Digital
Music Pathway
UMASS Lowell Advanced Manufacturing
Immersion Program
Funding Related to Innovation Career Pathways
●FY23 MyCAP Grant $4,500
●FY24 MyCAP Grant $21,000
●FY24 Skills Capital Grant $75,000
●FY25 Skills Capital Grant $75,000 - anticipated
●FY 23 and 24 ICP Planning Grants both $25,000
●FY 24 Implementation Grant $75,000 (should renew in FY25;
potential for up to $50,000 a year for four years)
●FY23/24 MassHire Internship grant $186,000
●Work-based Learning Alliance Internships $25,000
●State Earmark for $25,000 for Digital Nord Keyboards
RMHS
Innovation
Career
Pathways
Who’s enrolled in Innovation Career Pathways at RMHS?
(23-24 School Year)
% in Innovation Career
Pathways
% in RPS
Female 21%46%
Male 79%54%
African American 4.2%4.5%
Asian 2.7%4.6%
Hispanic/Latino 2.8%3.8%
Students with Disabilities 14%18%
Next Steps
●Continue to build dual enrollment both related and unrelated to
innovation career pathways with addition of courses with UMass
Lowell and UMass Boston
●Strength pathways to ensure students receive the best possible
experience, such as improving field trips and site visits
●Increase options for internships/capstones to align with student
interest
●Ensure programming meets the needs of all students
●Leverage flex block for counselors to build work-based learning
and employability skills
RMHS
Innovation
Career
Pathways
Secondary
Math
Pathways
Overview
●Secondary Math Pathways Advisory Committee met in fall 2023 to
examine RMHS math data, current research about math instruction,
college and career readiness needs and various models of math
course pathways
●A variety of projects were initiated to support and enhance on-grade
level mathematics and to improve student access to advanced
coursework in math in RPS
●In June, a detailed presentation will be provided at a school meeting
outlining the process to date and next steps.
Learn more:
Math Pathways Advisory Committee Website
Math Pathways School Committee Presentation from 11/30/23
Secondary
Math
Pathways
Monitoring
Quantitative Measures Employed to gather baseline data:
●MS i-Ready Math Assessment
●RMHS Math Course Enrollment
Conclusions: In comparing i-Ready math results from 22/23 and
23/24 there is incremental improvement in students reaching
grade level benchmarks. In general, we are looking to increase
the number of students meeting grade level benchmarks.
At RMHS, student enrollment in advance courses does not yet
match school demographic percentages.
i-Ready Mid-Year Assessment Math Results (Grades 6-8)
22-23 vs. 23-24
Key
Tier 1: On or above
grade level
Tier 2: One grade
level below
Tier 3: Two or more
grade levels below
Math Courses Taken by Current Grade 12 Students
(23-24 School Year)
Who’s Taking AP Math Courses at RMHS?
Data for Current Grade 12 students*
AP Calculus /
Statistics courses
Overall Grade 12
demographics
African American/Black 1.4%4.5%
Hispanic/Latino 1.4%3.1%
Asian 14.3%6.6%
White 80.0%84.8%
Students with disabilities 1.4%16.9%
*Data includes current grade 12 students who are currently or previously enrolled in an AP Math Course at RMHS.
Job Embedded
Professional
Development
Choice
Professional
Development
Content Specific
Professional
Development
Job-
Embedded
PD
●K-8 Math Coaches
●Special Education Literacy Coach
●Inclusion Specialist
●Coaching with MLL Director
Job-
Embedded
PD
K-8 Math Coaches - Lana Montero and Alyssa Nelson
The job responsibilities of the math coaches during year
1 of the position were:
●Support targeted training and lead professional
learning, including onboarding for new teachers
●Collaborate with teacher groups to support data
analysis, lesson planning and reflection
●1:1 coaching and support, as requested by teachers
What Types of Support are Math Coaches Providing K-8 Teachers?
Where are K-8 Math Coaches? Coaching by School (23-24)
Job-
Embedded
PD
Special Education Literacy Coach - Renee Limauro
The Special Education Literacy Coach position continued to
make an impact in the 23/24 school year through
job-embedded PD such as:
●Coaching for teachers resulting in stronger matching of IEP
reading services to student profiles
●Training for building leaders resulting in increased support to
special education teachers in the implementation of
specially-designed reading instruction
●Reviewing IEPs containing reading services with building-based
teams resulting in better alignment of services with
research-based instruction
Job-
Embedded
PD
Inclusion Specialist - Jacquelyn Pelusi
The job responsibilities of the inclusion specialist during year 1 of
the position were:
●Provide consult and modeling for teachers leading to
meaningful inclusion for students
●Build systems collaboratively with school-based teams
increasing capacity to support all learners in the general
education classroom
●Develop and run professional development, adding to
teacher strategies and mindset shifts in trauma-sensitive
classroom management
Teacher Feedback about Job-Embedded PD
Teacher Feedback about Job-Embedded PD
Job-
Embedded
PD
Coaching with MLL Director - Karen Hall
In the 23/24 school year, teacher coaching was added to the
MLL Director’s role. This shift was made to support teachers
of MLL students in providing Sheltered English Instruction in
the classroom. The MLL Director continued to support
professional learning by running school-based or
department-based trainings for staff.
Meeting-MLL Success Plan
What Types of Support is the MLL Coach Providing K-12 Teachers?
Job-
Embedded
PD
Mentoring and Induction
●55 staff in Year 1
●22 staff in Year 2
Mentors Included:
Kassie Boilard, Linda Boyages, Frank Buono, Jenn Cambra, Eric Castriano, Christina
Clawson, Leah Cristi, Christine Crocker, Laurette Cullen, Maggie Cullen, Melissa Deblois,
Ashley Dennis, Jessica Duffy, Katie Fiorello, Jillian Gateley, Mary Giuliana, Colleen
Griffin-Roland, Sharon Grottkau, Karen Hall, Megan Howie, Stephanie Hughes, Maura
Keefe, Julie LaCasse, Sarah Lanzo, Jessica Lozzi, Rachel Markowsky, Liz McGevna,
JoEllen McGinnity, Annmarie McGrath, Tonia McGuire, Kasey McKay, Tanya McSorley,
Olivia Morris, Tammy Murzycki, Ashley Nagle, Lauren Nawrocki, Helen Palmieri, Jackie
Pelusi, Kim Peterson, Danielle Piazza, Jaime Quinn, Jan Rhein, Catherine Rice, Derrick
Ryan, Alison Sanchez, Ann Sweeney-White, Lindsey Tainsh, Pauline Tsoutsis, Audra
Williams, Keriann Zahoruiko
Job-
Embedded
PD
Next Steps
●Continue to calibrate roles based on teacher/school needs
●Provide professional development for coaches in their
content areas and coaching practices
●Continued participation in statewide leadership networks to
learn and stay current on best practices and state initiatives
●Leverage Inclusive Leaders Academy this spring to enrich the
inclusive practices of the team
●Further develop coaching cycles and observation and
feedback techniques
●Solidify coach tracking systems
Content
Specific
Professional
Development
●Hill for Literacy Science of Reading
○Offered to K-2 teachers
○8 enrolled
●Hill for Literacy Adolescent Literacy
○MS Curriculum Review Team and most ELA Teachers
○24 enrolled
●ARC Leadership and Building PD
●MS and HS Department Meetings
○Curriculum leads/dept. heads created yearlong PD goals
with projects or tasks to demonstrate learning
Content
Specific
Professional
Development
Professional Development for Paraprofessionals
The Inclusion Specialist also led professional development for
paraprofessionals. This was done in collaboration with high school
team chair, Victoria Ryan. The PD was focused on effectively
implementing IEP accommodations and collecting data.
Feedback on Paraprofessional PD
“It is always helpful to learn new strategies and to be reminded of ones that we’ve
forgotten! It is nice to be reminded that we are valued”
“Thank you for all of your hard work in putting together the PD for us. In all honesty,
the PD’s were great and, in my opinion, what we needed.”
Choice
Professional
Development
●High School PD Tracks
○Yearlong PD tracks focused on topics such as student engagement,
assessment and literacy
○Delivered on early release days and in-service days by RMHS leaders
and teachers
○Five options for HS staff
●MS Choice PD Workshops
○Four workshops offered on early release days on topics related to
strategies and tools for supporting the learning of all students
○Staff participated in 2 different workshops of their choosing during
23/24 school year
Feedback from RMHS Staff about PD Tracks
# of responses
Feedback from RMHS Staff about PD Tracks
MS Choice PD Teacher Survey
Feedback from MS Staff about Choice PD
(December 2023 and May 2024)
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Sarah McLaughlin
Carla Nazzaro
Charles Robinson
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Thomas Wise, Reading School Committee Chair
DATE: May 20, 2024
TOPIC: Formative Review Process
As a reminder, during our August 10, 2023 meeting, we agreed to execute a two-year review cycle for Dr. Milaschewski.
As a result, the formative review will commence now and conclude during our last meeting on June 20, 2024. The
suggested key milestones of the process will be:
Milestone Date
Benchmark Update vs. District Strategic Plan Presentation: Pillars I and III May 23, 2024
Mid-Cycle Formative Review Evidence Presentation May 23, 2024
Benchmark Update vs. District Strategic Plan Distribution to Committee: Pillars II
and IV
May 31, 2024
Benchmark Update vs. District Strategic Plan Public Presentation: Pillars II and IV May 31, 2024
Math Pathways Public Presentation June 6, 20024
Individual Draft Formative Review to Dr. Milaschewski June 9, 2024
Individual Draft Formative Review Discussions with Dr. Milaschewski June 10, 2024 – June 13, 2024
Individual Final Formative Review to Dr. Milaschewski, Mr. Wise, and Ms. Lejeune June 14, 2024
Group Draft Formative Review in Public Packet June 18, 2024
Formative Review Presentation, Discussion, Finalization, & Vote June 20, 2024
As a reminder, the Formative Review process and suggested evidence can be reviewed in the DESE guidelines for
reviewing superintendents. In particular, please review Step 4 which commences on page 15 of the PDF (labeled as Page
12 in the document). Additionally, the official goals will be included in the Mid-Cycle Formative Review Presentation to
guide your review writing and focus.
We can discuss the above during our meeting and amend as mutually agreed, if necessary.
Thank you.
To: Reading School Committee
From: Dr. Thomas Milaschewski, Superintendent
Date: May 21, 2024
Re: Benchmark Update vs. District Strategic Plan
Over the next two School Committee meetings (May 23rd and June 6th) our district leadership team will present
a benchmark update vs. the 2023-2026 RPS District Strategic Plan. During the May 23rd meeting, we will
present on Strategic Objectives 2 (Coherent Instructional Systems) and 3 (School Operations). During the June
6th meeting, we will present on Strategic Objectives 1 (Supportive, Equitable, and Safe Learning Environments)
and 4 (Family and Community Engagement).
In this packet we have included a document to track progress on the District Strategic Plan. The document
includes three columns – 1) Activities 2) Short and Long Term Outcomes 3) 2023-2024 End of School Year
Updates. A finalized version of this document will be completed by May 31st and will be shared in the June 6th
School Committee packet.
We are encouraged by the progress our district continues to make towards the goals/outcomes listed in the
plan and appreciate the support, collaboration, and effort by so many in our RPS community in moving these
critical initiatives and activities forward.
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 -DISTRICT STRATEGIC PLAN 2023-2026
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.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.
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.
Reading Public Schools 2023-2026 Strategic Objectives
Strategic Objective 1:Supportive,Equitable,and Safe Learning Environment (Leads:Jen Stys,Sarah
Marchant,Allison Wright,Emma Costigan,Lynna Williams,Mary Giuliana,Ally Sarno,Ann Ozanian)
Strategic Objective 2:Coherent Instructional Systems (Leads:Sarah Hardy,Caitlin Shelburne,Mary Anne
Lynn,Erin Burchill,Jess Callanan,Liam Loscalzo)
Strategic Objective 3:School Operations (Leads:Derek Pinto)
Strategic Objective 4:Family and Community Engagement (Leads:Alissa Gallegos,Theresa Wiggins,
Barbara Best,Erica McNamara,Jessica Callanan,Karen Hall,Lisa Egan,Lynna Williams,Sarah Hardy)
Strategic Initiatives
Supportive,Equitable
and Safe Learning
Environments
Coherent Instructional
Systems
School Operations Family and Community
Engagement
1.1.Build a shared
understanding about
sense of belonging and
identify common
indicators to measure
progress
2.1.Enact Special
Education Multi-Year
Improvement Plan
3.1.Review key
operational procedures
and processes
4.1.Strengthen
family/school
partnerships
1.2 Build valid data
collection systems and
analysis procedures
2.2.Ensure high quality
curriculum
(standards-aligned,
pacing,instructional
methodology;materials
and resources;
assessment;rigorous
instructional practices)
3.2.Leverage and
optimize all resources
including staffing roles
and schedules,and
funding
4.2.Strengthen
equitable family
engagement:supports
and connections for
Multilingual Learners,
Black and Brown,and
Economically
Disadvantaged Students
and Families
1.3.Create,refine and
align safety centered
process and protocols
2.3.Ensure variety of
college and career
pathways for secondary
students (Math
Pathways;Innovation
Pathways,Dual
Enrollment)
3.3.Refine human
resources systems of
recruitment,retention,
and attendance
4.3.Create a Children’s
Cabinet to bring
together key leaders
that serve children and
youth
1.4 Build coherence
within METCO Program
2.4.Utilize and refine a
comprehensive
3.4.Collaborate with
MSBA and the Reading
assessment framework
district-wide that
defines the goals and
objectives of
assessments;the
intended use;analysis
protocols;and
communication with
families
community to enable
the build of new Killam
Elementary School
building
1.5 Build coherence in
MLL Programming
2.5 Design a
high-quality system of
professional learning
for RPS
2.6 Define a vision for
district’s educational/
administrative
technology and
opportunities to braid
current district
resources (Tech Plan)
Reading Public Schools Logic Model
Strategic Objective 1:Supportive,Equitable and Safe Learning Environments
School Committee Liaison -Tom Wise
Strategic Initiative 1.1:Build a shared understanding about sense of belonging and identify common indicators to measure progress
Given a shared understanding of a sense of belonging,we will improve our systems to quantify impact on student outcomes.
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
The district will support buildings to create and support
data teams which will include implementing interventions
and refining student supports.Given the fall Panorama
survey data,small groups of staff will meet to identify
trends and direct student centered interventions to
improve attendance,engagement,and sense of
belonging.These meetings will happen at the school
based level no more than 4 weeks after the data is
released with at least two check-ins to monitor progress
and adjust support. (ie SST or ILT)
Individual school communities will continue to engage in
work which focuses on embracing students for who they
are and ensuring that students are physically,emotionally,
and intellectually safe and able to engage in rigorous
instruction.For example:
●High School:Staff Book Club “Culturally
Responsive Teaching and the Brain”by Zaretta
Hammond.
●Middle Schools:Staff Book Club “School Talk”by
Mica Pollack and “Culturally and Linguistically
Responsive Teaching and Learning”by Sharroky
Hollie,piloting schoolwide SEL such as Positive
Behavior Interventions and Supports (PBIS)and
Given direct interventions at the school level and
district base line data from the 2022-2023 school
year,the district data team will review results from
the Panorama survey data,focus group feedback,
and participation in after school activities (ie prom,
after school clubs and sports)to find positive
growth in the data,including scoring above the
national norms on Panorama survey data. The
specific focus areas of growth will be,“Overall,how
much do you feel like you belong at your school?”
and,“How connected do you feel to the adults at
your school?” The effective strategies will then be
shared at the school level.
Based on the school improvement plans,each
school will identify 2-3 priority focus areas for
students to enhance their sense of belonging
based on data created at the school and district
level.Highlight on-going success in these areas at
the district and school level.
Update on Strategic Objective 1 will be provided at
the June 6,2024 School Committee meeting.
Collaborative Problem Solving,student advisory
council,professional learning communities.
●Elementary Schools:Schoolwide assemblies
monthly focused on school values as well as
celebrating diversity,piloting Second Step SEL
curriculum,speakers who support DEI
conversations,student-centered multiculturalism
day,staff review of practices to ensure
representation in classroom materials/lessons.
Based on student focus group feedback:During the
2023-2024 school year focusing on sense of belonging,
the district will include the following during professional
development opportunities or staff meetings:model and
name options of how students can have increased
autonomy over their learning experiences (i.e.,learning
choices and partners,flexible grouping,student book
selections,etc.)
Based on student focus group feedback:The district will
continue to ensure we celebrate diversity and different
perspectives by continued implementation of ARC Core in
kindergarten to grade 5,which meets the English and
Spanish literacy needs of all students in any learning
environment.Through extensive reading,writing,
research,and analysis,students develop agency and
expertise in a wide variety of disciplines,preparing them
to lead in a changing world.Additionally,the Middle
School Literacy team will utilize the curriculum review
process to review and select culturally responsive,
engaging materials.
To ensure that all students and family members are
supported within the community,the district will create
and publish a community resource list,which includes
doctors,access to food etc.
The district will continue to partner with the Community
Resources Group in order to ensure all students and
families have access to all community activities,including
working with the town to secure transportation options.
In order to support some of our most vulnerable learners,
the district will meet with DCF on a monthly basis to
review resources and supports available.
Strategic Objective 1:Supportive,Equitable and Safe Learning Environments
Strategic Initiative 1.2:Build valid data collection systems and analysis procedures to improve holistic supports for youth that strengthen
student achievement,health,and wellness.
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
The district will update the dashboard to include chronic
absenteeism and average daily attendance and will review this
information monthly and reach out to the schools to support.
Each school will review their attendance data based on a district
created dashboard at least bi-monthly (i.e.,at SST).During
these meetings,specific student/family interventions will be
created and reviewed.Teams will discuss strategies to re
engage students and review barriers impacting students ability
to attend and engage in their school day i.e.school phobia,
refusal,family challenges,mental health,etc.
The district will update the attendance procedures and provide
scripts,letters and suggestions to assist schools in re-engaging
students.
Beginning in the 2023-2024 school year,the district will have a
proactive attendance campaign to ensure all stakeholders
understand the importance of attendance.
The district will have an Attendance Liaison to provide stipend
support and will examine the need to make this a full time
position the following school year.
Each school will have a Daily Average
Attendance rate of 97%.
The district will build consistent general
education tier 1 and 2 systems,interventions
and data driven processes as evidenced by a
decrease in special education referrals resulting
in a finding of no special needs by %.
Based on Panorama survey data and focus
group data,the district will create a vertical map
to track sense of belonging supports across
grade levels.
By the end of the 2023-2024 school year,the
district will have an aligned process for running
SST across grade levels,which includes a data
review cycle to measure effectiveness of the
process and student growth.
By the end of the 2023-2024 school year,the
district will reduce out of school and in school
suspensions by 5%as evidenced by an
Update on Strategic Objective 1 will be
provided at the June 6,2024 School Committee
meeting.
At the district and school-based level,look at current special
education IEPs for trends related to disability categories and the
level of need,focusing on providing the right amount of services
in the least-restrictive environment.
Each school-based Special Education Team will review
students’reading performance at least monthly to ensure
effective progress and/or make adjustments to
instruction/programming.
Conduct a survey (Panorama)of sense of belonging three times
a year of all students in grades 3-12.Consider the following
variables in the survey in order to analyze and consider a root
cause analysis,if necessary:
●race/ethnicity
●school history
●special education/504 status
●high needs status
●location of residence
Conduct focus groups of students,staff and families to
determine additional context for the sense of belonging data to
then debrief and action plan based on results.These focus
groups will be completed with at least 12-15 middle school and
12-15 high school students twice during the school year.
●race/ethnicity
●school history
●special education/504 status
●high needs status
●location of residence
Based on survey and focus group data,specific action steps will
be developed to support individuals and cohorts in need of
supports,themes that appear will be addressed appropriately.
Over the 2023 summer,create a district-wide outline for SST
meetings,including sample forms and progress data.Train
school-based leaders to effectively run SST meetings,
communicate with stakeholders,and reviewing student
outcomes.
increase in interim alternative measures and
reengagement activities when students are
returning to their educational settings.
The district will conduct a curriculum review
cycle to examine approaches to
social-emotional learning,learning materials
and Tier 1 supports. A plan for implementation
of SEL and required professional development
in 2024-2025 will be created as a result of the
curriculum review cycle.
Reading will maintain a drop out rate of below 1
percent.
During the 2023-2024 school year,the district will review SST
implementation practices and information across schools at
least every other month with building leaders to align processes
and check for additional supports/interventions. As part of the
SST alignment process,the district will update the DCAP and
create a resource guide of strong Tier 1 interventions and
supports.
During the summer of 2023,train all the building leaders in
interim alternative measures for discipline and the discipline
process.
With attention to special populations,the district will review the
discipline data on a bi-monthly basis and provide intervention
where needed. Based on focus group feedback,school-based
teams will review disciplinary processes including in-classroom
procedures (i.e.,time outs,trips to the main office,etc.)and
implement procedures which prioritize repairing relationships
and limiting lost learning time for students.
Given the monthly meeting of SEL supports,the district will
partner with the Coalition to ensure availability of Coalition
mental health support as well as appropriate referrals to
community-based therapeutic care through William James
Interface service.Reading Coalition staff will continue to teach
Teen Mental Health First Aid class to RMHS grade 11 students
within Health Classes during the 2023-2024 school year.
Reading Coalition staff will offer Youth Mental Health First Aid
training for school staff 1-2x per year.Public Safety Clinician via
Coalition conducting trauma training for RPS staff with multiple
offerings during the school year.
Partner with the Town of Reading and SEPAC to increase
inclusive opportunities for all students.
In school year 2024-2025,evaluate use of Youth Risk Behavior
Survey (YRBS)
Strategic Objective 1:Supportive,Equitable and Safe Learning Environments
Strategic Initiative 1.3:Create,refine and align safety centered processes and protocols
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
During the summer of 2023,the district will create a safety
response protocol that includes resources and contact
information.
During the 2023-2024 school year,the district will meet
bi-monthly with our community safety partners to review the
safety response protocol and make any necessary changes.
During the 2023-2024 school year,each school building will
identify a campus crisis team which will convene at least
monthly to review school-specific practices and supports and
make necessary changes.
During the 2023-2024 school year,all new building leaders,
nurses,social workers,and school psychologists will be trained
in the CSTAG model.
The district will hold two CSTAG refresher/case study trainings
during the 2023-2024 school year.
Medical and Behavioral Emergency Response Plans (new
template to come from DESE)will be completed according to
regulations prior to the start of the 2023-2024 school year,and
then reviewed during building-based crisis team meetings.
Each school crisis team will create a flowchart to describe staff
response to crisis events on campus.This should include staff
school phone extensions and cell phone numbers to facilitate
timely response.
Aligned systems and supports to ensure
consistent responses and supports,so that
when there is an unsafe situation or threat to
safety there is an appropriate response 100%
of the time.
Update on Strategic Objective 1 will be
provided at the June 6,2024 School Committee
meeting.
After every critical incident,the school (and possibly the district
crisis team)will debrief the incident and ensure that appropriate
documentation has been collected and submitted.
All building leaders will be trained in Reunification,QBS,CPR,
and First Aid prior to the start of the 2023-2024 school year.
During the summer of 2023,the district Handbook will be
updated to include all of the appropriate regulations and policies.
Each school will then create a revised welcome/handbook to
include their specific school information.
During the summer of 2023,the district will begin to implement
the student sports and coaches handbooks,which will include a
kickoff meeting at the start of every season with all players,
coaches,and families to review expectations.
During the summer of 2023,the district will create a Handbook
for all non-athletic extracurricular activities.These clubs and
organizations will hold kickoff meetings at the start of
programming with all students,club leaders,and families to
review expectations.
Given the data collected based on the implementation of the
new Field Trip Forms during the 2022-2023 school year,the
district will examine trends and inequities across grade levels,
schools,and special populations.Action planning will then take
place to ensure safe and equitable experiences for all learners.
Strategic Objective 1:Supportive,Equitable and Safe Learning Environments
Strategic Initiative 1.4:Build coherence within METCO Program
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
●Parent and student focus groups
●District METCO Coordinator/SAJ focus group -to define/
align roles &responsibilities.
●By September 2023,the district will define a district-wide
METCO goal based upon review of quantitative and
qualitative data.
●By October 2023,all METCO Site Coordinators/School
Adjustment Counselors will create a professional goal
alongside building principals and the METCO Director.
Goals should:
o Align to the district-wide METCO goal
o Have measurable impact
●During the 23-24 school year,school principals and the
METCO director will engage in ongoing
observation/feedback cycles to support METCO Site
Coordinators/School Adjustment counselors with their
individualized goals.This will include quarterly triad
meetings involving the METCO Director,Principal,and
METCO Site Coordinator/School Adjustment Counselor
●During the 23-24 school year,the METCO Guiding Coalition
will lead rotating site visits to develop district-wide
coherence using best practices aligned to the district-wide
METCO goal.
●During the 23-24 school year,the METCO Director will
engage in monthly principal meetings and bi-weekly METCO
Site Coordinator meetings to engage in collective problem
solving and district-wide coherence making.
All schools will implement consistent METCO
programming and best practices that improve
student academic,social and emotional
excellence in accordance with the greater
vision of METCO.This will be demonstrated by:
●Positive participant responses to
METCO rotating site visits
demonstrating that the meetings
supported their learning and they were
able to apply something from today’s
meeting in their practice.
●Improved data indicators aligned to the
district-wide METCO goal established
in September.
Update on Strategic Objective 1 will be
provided at the June 6,2024 School Committee
meeting.
Strategic Objective 1:Supportive,Equitable and Safe Learning Environments
Strategic Initiative 1.5:Build coherence in MLL Programming
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
Create,refine and align process and protocols to include:
●Research and create a list of bilingual evaluators in the
primary language of our students.
●Interpreters at meetings where parents can feel included
but not judged by language status
●Parent and student focus groups
Liaise with school adjustment counselors to use community
resources and build relationships with MLL families to provide
continued outreach and supports.
Update protocols for translations and interpretation,train all staff
and monitor implementation of protocols.
Teachers will have access to strategies and supports to ensure
MLL students are active and engaged participants in all
classroom lessons and activities and equal members of the
classroom community. Additionally,supports will be provided to
ensure MLL families are connected to the school community and
their child’s academic progress.
Begin implementation (year 2 and beyond):
●Common tier 1 curriculum that is vertically aligned
●Continue to build community partnerships that are
proactive not reactive to support all learners;which
focus areas to include:
o scholarships for extended day
o staff who speak the home language of students
o mentorship opportunities
o access to easy and effective two way translation
services
The building leader website will include
translation and interpretation protocols and
resources. Building leaders and administrative
assistants,and other staff will be trained in how
to use the protocols.
MLL families have a “go-to”within their
student’s school to contact with questions,
concerns or requests for assistance. Build on
the community resources website to connect
school and town resources and service
providers.
Expand Reading Community Supports Fair to
ensure town to school community support.
During the 23/24 school year,job-embedded
coaching will be available to teachers of MLL
students to support implementation of SEI
strategies and equitable and culturally
responsive practices in the general education
setting.
During the 23/24 school year,the MLL
department will begin the process of vertically
aligning the ESL curriculum.
Update on Strategic Objective 1 will be
provided at the June 6,2024 School Committee
meeting.
Strategic Objective 1:Safe,Equitable and Supportive Learning Environment:General Resource and
Outcomes
RESOURCES
In order to accomplish our set of activities we will need the following:
Professional Resources to Support Learning:
Gholdy Muhammad wrote a book,Cultivating Genius
Dena Simmons
Bettina Love
Culturally Responsive Teaching &the Brain (Hammond)
Sense of Belonging:Harvard EdCast
Sense of Belonging:DESE Resources
Attendance intervention:The BARR model
Reading Public Schools Logic Model
Strategic Objective 2:Coherent Instructional Systems
School Committee Liaison -Sarah McLaughlin
Strategic Initiative 2.1:Enact Special Education Multi-Year Improvement Plan
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
Continue to implement the recommendations of the
special education program reviews,including changes
and improvements to program structure and alignment,
staffing designs,staff training,and least restrictive
environment guidance.
Meet every 8 weeks with SEPAC subcommittee to
review implementation of the recommendations of
program reviews.
Strategic initiatives based on the special education
program reviews are reflected in the FY24 and
FY25 budget book
Important updates related to progress of strategic
initiatives related to special education program
reviews are made publicly available via the district
website
The Professional Learning Plan outlines
professional development aligned with the initiatives
of the special education program review
A comprehensive program review update will be
provided through a presentation during the June 6th
School Committee meeting.
Strategic Objective 2:Coherent Instructional Systems
Strategic Initiative 2.2:Ensure high quality curriculum (standards-aligned,pacing,instructional methodology;materials and resources;assessment;
rigorous instructional practices)in all grade levels and content areas.
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
During the 2023-24 school year:
●Utilize the curriculum review process in the
following areas:
o Science (Secondary)
o World Language
o MS ELA
o Social-emotional learning
●Determine which areas to initiate curriculum
reviews for 24/25.
Draft Curriculum Review
A consistent,articulated curriculum review process
is used to review instructional materials,practices
and assessments in identified content areas.By the
end of the 23/24 school year,each curriculum
review processes underway will result in a written
document outlining the findings of the curriculum
review process and the recommended next steps in
the areas of adoption of high-quality core
instructional materials,training to support
implementation of research-based instructional
practices and/or utilization of new or updated
assessments.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
In the 23/24 school year,the Office of Learning and
Teaching will create an inventory of recent,current and
upcoming curriculum reviews. Working with curriculum
leaders and department heads,the inventory will also
catalog curricular resources in use from preschool to
grade 12 with adoption dates and license renewal
information,where applicable.
Principals,curriculum leaders and department heads
will receive ongoing training in the Curriculum Review
Process with a particular focus on reasons for initiating
a Curriculum Review (see 2.5)
The curriculum review process is leveraged to build
curricular coherence leading to learning experiences
for students that are aligned vertically,cross-subject
and across tiers of instruction as documented by
district inventories and curriculum review plans.
Public-facing curriculum maps are created or
updated to reflect the changes implemented through
Curriculum Review Processes.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
References:
DESE (2018).Quick Reference Guide:Assessing your curriculum landscape.Retrieved on 3/27/2023.
https://www.doe.mass.edu/instruction/impd/qrg-assessing-curriculum.pdf
DESE (2020).Quick Reference Guide:Evaluating and selecting high-quality instructional materials process.Retrieved on 3/27/2023.
https://www.doe.mass.edu/instruction/impd/qrg-eval-select.docx
DESE (2018).Quick Reference Guide:The Case for Curricular Coherence.Retrieved on 3/27/2023.
https://www.doe.mass.edu/instruction/impd/qrg-ensuring-coherence.pdf
Riley,J.C.(2021).FY22 Evidence-Based Program Areas:Descriptions of program areas identified by DESE to support the creation of three-year,evidence-based
plans required by the Student Opportunity Act. Retrieved on 3/27/2023.
https://www.doe.mass.edu/soa/evidence-based-program-area.docx
Strategic Objective 2:Coherent Instructional Systems
Strategic Initiative 2.3:Ensure variety of college and career pathways for secondary students (Math Pathways,Innovation Pathways,Dual Enrollment,
Career and Technical Education (CTE)Programming)
Ensure a variety of college and career pathways for secondary students to increase student access to post secondary pursuits through enhanced
understanding of options and by being better prepared to take on post secondary pursuits in college and career. Ensure students in Reading continue to
remain competitive with students in neighboring communities in their quest for college and career opportunities after high school.
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
Implement year 1 of Innovation Career Pathways
courses in Advanced Manufacturing (Engineering)and
Information (Computer Science and Digital Media).
Solidify Innovation Career Pathway courses for year 3
and 4 of each content area,specifically in the area of
Dual Enrollment. Continue to broaden recruitment and
promote the innovative curriculum and work-based
learning opportunities inherent to each Pathway.
Explore additional pathways opportunities,such as
Environmental and/or Life Science and Business or
Finance and make recommendations to the central
office leadership team by December of 2023 through
the "RMHS Instructional Leadership Team and IP
Advisory Board."
Explore and apply for grant opportunities to
supplement costs of infrastructure/supplies and
program development.
As documented in the RMHS Program of Studies,
multiple Innovation Career Pathways are in place,
allowing at least 50 students per year to explore
college and career pathways beginning in the
2023-24 school year.
By December 2023,the RHMS Instructional
Leadership Team and the IP Advisory board will
make recommendations for expanding the
Innovation Career Pathways for the 2024-25 school
year.
The demographics of students enrolled in Innovation
Pathways is reflective of the RMHS student body.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
RMHS 23/24 Student Enrollment by
Demographic
%in Innovation
Career Pathway
Female 21%
Male 79%
African American 4.2%
Asian 2.7%
Hispanic/Latino 2.8%
Students w/Disabilities 14%
23/24 School Year:80 Students
24/25 School Year:193 Students
Received DESE approval for adoption of two new
pathways in 2024-2025 -Clean Energy;Healthcare
&Social Assistance
Partner with institutions of higher education,like
Middlesex Community College and University of
Massachusetts,to offer dual enrollment courses in
multiple departments beginning in earnest in 2023-24
with at least one course and expanding to meet the
needs of IP and the school in 2024-25.
Leverage the annual inventory of the program of
studies to create new high interest course offerings and
programmatic planning that aligns with dual enrollment
courses.
As documented in the RMHS program of studies for
the 2024-25 school year dual enrollment courses
are available in each academic department for
students to earn college credits;students have the
ability to graduate from RMHS with up to 20 credits
by the 2025-26 school year.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Please find more information in the RMHS Program
of Studies for 2024-2025.
Create a catalog of internship and capstone project
opportunities by building strong relationships with
outside agencies in higher education,industry and
community to ensure adopted programming aligns with
industry and community needs and /or the skills for
specific areas of study in the postsecondary world
(college,career,trades,military).
Continue to adapt and expand the current Innovation
Career Pathways Advisory Board,and create
additional boards to support the development of the
Skills Capital areas of focus.
Building on lessons learned from spring 2023,design
expanded Work-Based Learning Opportunities and
Career and Technical Education (CTE)options for the
2024-25 school year.
100%of RMHS seniors that are academically
eligible participate in an internship or capstone
project by 2025-26 academic year.
Please find more information in the RMHS Program
of Studies for 2024-2025.
2022-23 School Year:80 seniors participated
2023-24 School Year:189 seniors participated
An update will be provided at the end of the
2025-2026 school year.
Utilize the Project Wayfinder,college and career
readiness and student development curriculum with
At the culmination of grade 12,students will be able
to make informed decisions about their
An update will be provided at the end of the
2025-2026 school year.
students in grades 9-12 to teach and practice social
skills and competencies focused on proactively building
belonging and defining personal success,as well as
explore career interests and carry out the college,
trades or military application process.
Implement elements of MyCap,a DESE supported
work-based learning curriculum and plan,with students
participating in Innovation Career Pathways.In
addition,use with students outside of the ICPs that
would benefit from this more specific work-based
learning plan and potentially experiences while at
RMHS.
post-secondary plans as a result of increased
exposure to college and career options throughout
their time at RMHS as demonstrated by student
surveys and focus group data.
Use stakeholder/community collaborative group to
identify,examine,and make recommendations for
Secondary Math Pathways (SY23-24). The team will
identify targets for percentage of students in advanced
courses and expected increase of students of color,
multilingual students,and economically disadvantaged
students in advanced courses.Create an
implementation plan based upon the recommendations
with clear benchmarks and timelines. The
implementation plan will include structures and
supports aimed at increasing participation in advanced
math courses by students traditionally not
represented.
An expanded secondary math pathway offers
students more opportunities and choices in math
courses,as well as increased access to advanced
math courses.The expanded secondary math
pathway eliminates barriers for students who have
traditionally not been given access to advanced
math courses. The secondary math pathways plan
is available on the RPS website and high school
courses are detailed in the RMHS program of
studies.
A comprehensive presentation will be provided
during the June 6th School Committee meeting.
Identify resources and spaces needed to support
programming for students aged 18 to 22 enrolled in the
EMBARC program.
Create a program of study with accompanying
internship opportunities in order to launch the program
for the 24/25 school year
Beginning in the 24/25 school year,RPS will
develop post secondary programming for students
who have aged out of the EMBARC program. The
post secondary program will support transition from
school to community by age 23 as demonstrated by
a program description posted on the RMHS website
and enrollment of students who have completed
high school level services at RMHS.
The RPS LIFT Program is expected to launch at the
start of the 2024-2025 school year.More information
will be provided during the program review update
during the June 6th School Committee meeting.
Strategic Objective 2:Coherent Instructional Systems
Strategic Initiative 2.4:Utilize and refine a comprehensive assessment framework district-wide that defines the goals and objectives of assessments;the
intended use;analysis protocols;and communication with families
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
The district data team will finalize and review an
inventory of district-wide assessments and data sets in
order to analyze the inventory for strengths and
effective systems which can be duplicated,while also
noting gaps and outstanding needs for assessment
data. This information will be used to inform ongoing
curriculum review processes and central office
planning.
The district data team will use a regular system of data
review and analysis to support central office tasks,
such as budget development,professional learning
planning and allocation of resources. During the 23/24
school year,the team will continue to refine the data
review and analysis process.
A document outlining the district’s overarching
assessment plan will be created and feedback will be
gathered from stakeholders in order to refine the
document before posting to the district website.
Common,district-wide assessments and data sets
are in place that allow for the monitoring of student
achievement and growth and the review of
educational gaps that may exist for particular groups
of students. Data is gathered and analyzed to
inform and guide district planning and to share
information with stakeholders.A district-wide
assessment plan is outlined in an overview
document and published on the district website.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
The district data team will support building-based
teams in identifying data analysis cycles and support
robust routines for data analysis and action planning at
the school-level,including how staff monitor,
understand and use data.
Assessment results and data sets will be used by
school-based Instructional Leadership Teams to
monitor school goals and to created action steps to
impact educational gaps revealed through analysis
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
At the elementary level,schools will continue to
implement literacy universal screeners in kindergarten
to grade 3. During the 23/24 school year,the Office of
Learning and Teaching will partner with building
leaders and literacy specialists to implement a new
universal screening tool that is fully approved by
DESE. This team will also develop a robust system for
communicating with families and monitoring and
providing intervention supports for students who are
significantly below benchmarks.This system will also
articulate the system for transitioning students from
general education monitoring to special education
referral.
At the middle school level,training for common literacy
and math benchmark assessments will continue in the
23/24 school and will include support for each schools’
Instructional Leadership Team to utilize this data
source in action planning.
Strategic Objective 2:Coherent Instructional Systems
Strategic Initiative 2.5:Design a high-quality system of professional learning for RPS;RPS will be defined by a Professional Learning Culture with a
shared understanding of the meaning and methods of professional learning required to improve outcomes for all students and a commitment to
continuous learning.
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
The Office of Learning and Teaching,working with the
Professional Development Committee,will develop a
vision statement for professional learning in RPS that
reflects a strong professional learning culture.
The Offices of Learning and Teaching and Student
Services will conduct focus groups with a variety of
staff stakeholder groups to learn about professional
learning beliefs,expectations and needs in the
district.
RPS will publish an annual Professional Learning
Plan that outlines the district-provided,job-embedded
and self-selected options for professional learning.
The initial PD plan will be posted to the Professional
Learning Website in August 2023 and will be updated
regularly as new PD is scheduled or made available.
RPS will be defined by a Professional Learning
Culture in which staff demonstrate a shared
understanding of the meaning and methods of
professional learning required to improve outcomes
for all students and a commitment to continuous
learning.As such,the annual Professional Learning
Plan will reflect the following:
●High-quality professional development
options available to all staff roles that
provide ample opportunity for adult
continuous learning and growth (both
district-provided and staff selected)
●Job-embedded professional learning
opportunities driven by staff and student
need and customizable to address staff
experience and skill level,such as
instructional coaching
●Collaborative professional learning
opportunities that build consistent
experiences,allowing staff to learn from
others and to share experience and
expertise (both district-provided and staff
selected)
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Please find more information in the RPS
Professional Learning Plan
A team will be formed to establish a Professional
Development Evaluation System.The team will
identify a variety of data sources and data types to
analyze the role of PD in supporting and developing
staff knowledge,practices and beliefs/attitudes,and,
where possible,the impact on student growth and
achievement.
During the first half of the 23/24 school year,the team
will identify and develop inputs to be used to evaluate
the supports and barriers to professional learning due
to organizational systems and structures.
During the second half of the 23/24 school year,the
team will pilot the identified inputs to the evaluation
system,assess the ability of the inputs to inform the
evaluation of professional development and create
recommendations for the 24/25 school year to refine
the evaluation system.
A Professional Development Evaluation System for
monitoring the effectiveness of professional learning
opportunities is used to analyze district-wide and
building-based PD offerings. In the 23/24 school
year,the inputs to the evaluation system will be
identified,piloted and documented and the basic
structure of the evaluation system will be shared on
the Professional Learning Website.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Please find more information in the RPS
Professional Learning Plan
The Office of Learning and Teaching,working in
collaboration with administrators and department
heads,will support the implementation of new
curricular resources,instructional methodology and/or
assessment,etc.by researching,planning and
implementing robust,high-quality PD.For example,
during the 23/24 the following professional learning
activities will be delivered to staff:
●RISE Early Literacy and Math PD
●ARC Core implementation training for K-5
through ARC Core building-based coaching
and leadership coaching
●Illustrative Math Year 2 and 3 Implementation
Support
●MS Literacy Leadership Team training
●MS Department i-Ready assessment training
●HS staff are trained and supported to deliver
new industry aligned,college and career
pathway programming and courses at RMHS.
The Professional Learning Plan will outline the
district-provided professional learning activities by
level and content area and will be available to staff on
the Professional Learning Website.
The Office of Learning and Teaching will work in
collaboration with the coordinators,department heads
and/or curriculum leads overseeing curriculum review
processes to ensure staff and leaders participating in
a curriculum review process engage in deep study of
current field research,state standards,internal and
external data sources,curriculum review processes
and implementation planning. Curriculum review
leadership teams will make recommendations for
professional learning for staff to support any new
curricular materials,instructional practice or
assessments.
The district will provide all staff with high-quality
professional learning linked to adopted curricular
resources,instructional practices and assessment
systems as demonstrated by the list of offerings
outlined in the Professional Learning Plan.
Professional learning will occur through a variety of
formats based on the topic and the learning needs of
staff.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Please find more information in the RPS
Professional Learning Plan
During the District Leadership Summer Retreat in the
summer of 2023,leaders will use the district strategic
plan to identify school-based goals that include
meaningful indicators and measures to monitor
progress.
During district leadership team meetings in the 23/24
school year,collaborative routines will be used to
create data-driven professional learning communities
that monitor and support administrators in the
implementation of their identified goals and grow the
leadership capacity of participants while moving the
entire district towards consistent implementation of
district-wide goals.
The central office leadership team will facilitate
professional learning and collaborative time for RPS
administrators focused on improving and extending
capacity to provide high-quality,professional
development linked to strategic objectives that
support the needs of students and staff within their
schools and departments and guided by their
identified school-based goals,including the utilization
of staff meeting time and in-service days.
During the 23/24 school year,building administrators
will receive individualized professional learning
through mentorship to support daily operations and
ongoing leadership dilemmas.
The existing Building-Based Leadership Resource
Website will be further developed to support the
training of administrators in important protocols and
procedures and operational expectations.
During the 23/24 school year,RMHS department
heads will continue to receive professional
development and coaching in staff observations and
providing feedback. In addition,the role of the
department head in supporting learning and teaching
RPS effectively builds leadership capacity in
administrators and teacher leaders to support the
objectives of the district strategic plan,school
improvement plans,and the individual goals of
leaders through professional learning and growth as
measured by progress towards the goals and
outcomes of school improvement plans.
RPS develops the capacity of staff to act as leaders
in their current roles and to be prepared to step into
new leadership roles as demonstrated by increased
staff participation in leadership opportunities,such
as leadership teams and committees.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Please find more information in the RPS
Professional Learning Plan
within their departments will be clearly defined and
articulated.For example,department heads will
receive support as they design and implement
professional learning for their departments aimed at
accomplishing district and school goals.
An Educator Leadership Academy will be piloted
during the 23/24 school year. The Educator
Leadership Academy will provide professional
learning opportunities to support and enhance the
leadership capacity of teachers and staff currently in
leadership positions (Such as:curriculum leads,
department heads,implementation teams,
instructional coaches,etc)and of staff seeking to
develop their leadership capacity in order to pursue
leadership roles.
The district team will work with administrators,
department heads and teacher leaders to examine
current practices and routines utilized during
collaborative meeting time (such as team planning
and common planning time)and determine required
supports or changes needed to ensure collaborative
time supports implementation of new learning,allows
for staff to incorporate meaningful opportunities for
reflection and collaboration with colleagues,and
supports a culture of learning leading to positive
student outcomes.Artifacts,such as collaborative
meeting agendas and meeting minutes/notes,will be
gathered to support recommendations for updates to
collaborative meeting time for the 24/25 school year
and to document professional learning needs and
opportunities.
In the fall of 2023,communicate with RPS staff about
the options for job-embedded professional learning
available via the following roles:
●K-8 Math Instructional Coaches
●Inclusion Specialist
●Multilingual Learner (MLL)Coordinator
●Special Education Literacy Coach
During the 23/24 school year,establish and enact a
robust training and mentoring program for
job-embedded coaching and consultation positions in
RPS to ensure consistency in approaches. Establish
a professional learning community for the coaches
aimed at developing their individual and collective
ability to support educator professional learning
through job-embedded consult and coaching.
In the fall of 2023,establish systems and procedures
for staff to access coaching cycles and job-embedded
consultation and provide feedback on their
experiences.Throughout the 23/24 school year,enact
and monitor coaching/consult requests and feedback
systems and make necessary adjustments.
As part of the Professional Development Evaluation
System the following inputs related to job-embedded
professional learning will be gathered:
●Year 1:collect baseline data of coaching
engagement and educators opt-in
●Year 2:continually analyze coaching cycles:
type,frequency,novel collaborations
●Year 2-3:make adjustments to coaching
structure,availability and methods based on
teacher feedback and participation
During the 23/24 school year,the K-8 math
instructional coaches will develop and provide
embedded professional learning for K-8 staff who
teach math in the following ways:
Instructional coaching provides a job-embedded,
authentic,integrated method for professional
learning for staff. Success of job-embedded
professional learning will be indicated through
measures of increasing staff participation in
progressive levels of coaching cycles.
During the 23/24 school year,RPS will introduce
math instructional coaches as an integral part of
professional learning and development for
kindergarten to grade 8 staff that teach mathematics.
During the 23/24 school year,RPS will introduce the
role of an inclusion specialist to provide
job-embedded support for educators in inclusive
practices to ensure we are supporting our students
in their Least Restrictive Environment (LRE).
During the 23/24 school year,job-embedded
coaching will be available to teachers of MLL
students to support implementation of SEI strategies
and equitable and culturally responsive practices in
the general education setting.
During the 23/24 school year,job-embedded
coaching will occur in the area of progress
monitoring of IEP reading goals and generalizing
reading skills by the special education literacy
coach.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Please find more information in the RPS
Professional Learning Plan
●Provide professional development to groups
of teachers and new staff
●Support small group and collaborative
planning and data meetings
●Provide one-on-one coaching for staff who
request support
Train and support an inclusion specialist position to
work with classroom,content and special education
teachers to support instruction,data collection,and
paraprofessional educator training
Train and support the MLL Coordinator to work with
teachers of MLL students to support implementation
of SEI strategies and equitable and culturally
responsive practices.
Support the special education literacy coach to
provide job-embedded coaching for teachers in the
area of progress monitoring of IEP reading goals and
generalizing reading skills.
The Office of Learning and Teaching will research and
gather a variety of professional learning opportunities
for staff. Options will be explored for all job types
within the district. A variety of learning formats will be
included.
The Office of Learning and Teaching will seek out
proposals from staff members to organize and
implement book study groups for which participants
receive PDPs.
The Professional Learning Website will be enhanced
to allow staff to review and learn about options for
self-selected,high-quality professional learning
options.
All RPS staff have access to self-selected,
high-quality professional learning options that occur
in a variety of formats,such as:asynchronous
workshops,book groups,teacher learning networks
and committees.These options will provide staff with
choice in their professional learning.These options
will be demonstrated through the Professional
Learning Plan.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Please find more information in the RPS
Professional Learning Plan
A team will evaluate the needs of mentoring for new
staff in Years 1,2,and 3 of employment in RPS and
develop expectations for the mentoring program.
A mentor training program will be created for staff
who are interested in becoming mentors and to
support the learning of current mentors.
New DESE licensed staff will have access to 50
hours of high-quality mentoring in years 2 and 3 of
employment in RPS to support their professional
learning and their progress towards a DESE
Professional License as demonstrated by an
updated Mentor and Induction Overview document.
District and school administrators will support staff to
create SMART goals that focus learning on
meaningful areas aligned with their career goals,
school improvement plans,and the district strategic
plan.
In collaboration with administration,RTA leadership,
teachers and teacher leaders,the Office of Learning
and Teaching will gather feedback about evaluator
and educator experiences with the educator
evaluation system in RPS.
The Office of Learning and Teaching will further
develop the Evaluations+platform and the evaluation
supporting documents to streamline evaluation
procedures and routines.
Educator Evaluation supports the professional
learning of staff through meaningful goal setting as
evidenced by feedback from leaders and staff.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on
May 23,2024.
Strategic Objective 2:Coherent Instructional Systems
Strategic Initiative 2.6:Define a vision for district’s educational/administrative technology and opportunities to braid current district resources (Tech Plan)
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
A team will be developed to review instructional
technology in RPS and create a plan for next steps.
During the 2023-2024 school year,the team will
A plan for educational and administrative technology
will be developed that outlines goals for the 24/25
An educational and administrative technology plan is
in the process of being developed and anticipated to
be launched by the 2025-2026 school year.
utilize the SCRIPT process to engage in a strategic
planning process focused on digital literacy and
computer science education implementation.
SCRIPT:Strategic Planning Tool for School
Districts
school year and long-term goals in subsequent
school years.
The Office of Learning and Teaching working with the
technology department will develop routines for the
use of data producing platforms that include plans for
staff and student access,through single-sign on
where possible,and a robust set-up process that
includes application of all needed demographic
identifiers.
Within RPS,stakeholders will have easy and
consistent access to data,including but not limited to
academic;SEL and demographic data.All data is
accessible and usable in both aggregate and
disaggregated by demographic and other relevant
group identifiers.
Progress is reflected through the End-of-Year
Teaching &Learning Curriculum presentation on May
23,2024.
Reading Public Schools Logic Model
Strategic Objective 3:School Operations
Strategic Initiative 3.1 -Review key operational procedures and processes.
Primary Focus -Student Information Management System;Human Resources Workflow System;Device Renewal Program -“Lease vs.Buy”.
School Committee Liaison -Carla Nazzaro
Possible Categories of Team Members - Human Resources,School Secretaries,CO Staff,Network Manager,Tech Integration Specialists,SIS Tech
support,and Data Specialist. Students,Parents/Guardians will be solicited for feedback related to the family/student portal.
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
Student Information Management System
Team members will:
●Define district needs from all stakeholders.
●Define functionality of Student information
System to meet District needs.
●Identify potential vendors who could meet
needs,including the current system.
●Evaluate and decide on a system.
●Create a timeline for communication and
implementation.
●Define department responsible for overseeing
SIS.
●Refer to:
o DESE EdTech Systems Guidelines:
SIS
o DESE SIS approved vendors
Student Information Management System
FY24 Outcome:
●Identify a responsive,easy to use,effective
and efficient Student Information System to
monitor and track student enrollment at the
school and district levels,use to schedule
staff,organize student groupings,analyze
class sizes,and communicate with students
and families.
●Additionally,the system will maintain
accurate data to communicate with families
and comply with DESE reporting
requirements.
FY25 and FY26 Outcome:
●Develop a training and communication plan
and timeline.
●Solicit feedback from parents and students.
●Implement,assess,and refine the system.
While we have had internal discussions on a
potential shift in student information management
systems,the timelines for this process have been
pushed back one year.
Human Resource WorkFlow
Team members will:
●In collaboration with the Town:
o Identify and evaluate current capacity
and systems of HR Hiring,
Onboarding,Off Boarding Process
Systems WorkFlow.
o Identify efficiency/effectiveness
improvements.
o Explore new products/systems or an
expansion of existing licensed
systems.
Human Resources WorkFlow
FY24 Outcome:
●In collaboration with the Town:
o Develop a fully integrated and
streamlined electronic system for
onboarding and offboarding staff.
o Mitigate gaps and build capacity in
technology systems to shift from
manual to automated inputs for
onboarding and offboarding staff.
3.1.b.FY25 and FY26 Outcome:
●Implement,assess,and refine the system.
An update will be provided through an End-of-Year
HR presentation during the June 6th School
Committee meeting.
Device Renewal Program -“Lease vs.Buy”
Team members will:
●Conduct analysis of annual devices needed
each year to sustain one-to-one operations
and 5-year life-cycle.
●Once device quantities and capacity of
devices are defined,conduct analysis of
lease versus buy.
●Identify potential sustainable sources of
funding.
●Explore opportunities for reimbursement
through E-Rate:Universal Service Program
for Schools and Libraries |Federal
Communications Commission
Device Renewal Program -“Lease vs.Buy”
FY24 Outcome:
●Determine pros,cons,costs implications,
and sustainability of lease versus purchase
of devices on a five-year renewal plan.
While the district has had internal conversations with
our district team and town around leasing vs.buying,
a more comprehensive plan outlining the pros,cons,
and cost implications will be provided at the end of
the 2025-2026 school year.
Strategic Initiative 3.2 - Leverage and optimize all resources (including staffing roles,schedules,and funding)to increase student outcomes K-12.
School Committee Liaison - Carla Nazzaro
Primary Focus -Academic Return On Investment for Co-Teaching model;System of Assignment of PreK-12 Paraprofessionals;Findings of Special
Education Program Assessments;Universal Free Full-day Kindergarten.
Possible Categories of Team Members - Special Education Director,Elementary Team Chairs,Principals
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
Academic Return On Investment for
Co-Teaching model
Team members will:
●Identify student groupings and staff
schedules.
●Calculate incremental cost of program
(salaries,services,supplies).
●Measure impact on student outcomes using
co-teaching models.
Academic Return On Investment for Co-Teaching
model
FY24 Outcome:
●Measure the impact of Co-Teaching Model on
student outcomes and assess if the model is
an effective investment of resources.
FY25 and FY26 Outcome:
●If the model is successful and cost effective,
identify ways and timelines to replicate.
More information will be presented through the
End-of-Year Student Services update during the June
6th School Committee meeting.
System of Assignment of PreK-12
Paraprofessionals
Team members will:
●Gather staffing list and assignments for all
paraprofessionals.
●Identify one-to-one paras.
●Thoughtfully create student groupings and
staffing schedules to optimize staff time
and improve student performance.
●Calculate non-one to one para and adult to
student ratios.
System of Assignment of PreK-12
Paraprofessionals
FY24 Outcome:
●Determine the “sweet spot”ratios by creating
thoughtful student groupings and staffing
schedules,to optimize paraprofessional
support and improve student outcomes.
●Creation of staffing schedule and means to
execute.
More information will be presented through the
End-of-Year Student Services update during the June
6th School Committee meeting.
●Compile student performance/outcome in
rooms with and without paras assigned.
●Refer to research:
o Improving Budget Fairness
o Staffing Studies
Findings of Special Education Program
Assessments
Team members will:
●Review Special Education Program
Assessments and identity recommendation
related to staffing.
●Collaborate with the work of Strategic
Initiative 2.1:Enact Special Education
Multi-Year Improvement Plan
Findings of Special Education Program
Assessments
FY24 Outcome:
●Define recommendation for adoption of a
three-year staffing structure for in-district
programs.
●Collaborate with the Strategic Initiative 2.1
team:Enact Special Education Multi-Year
Improvement Plan on Special Education
Program design relative to staffing
requirements.
Findings on the Special Education Program will be
provided through a comprehensive presentation
provided during the June 6th School Committee
meeting.
Universal Free Full-day Kindergarten
Team members will:
●Continue to leverage funding in Full-day
Kindergarten special revenue account to
bridge operating budget Offset reduction
and reduce tuition fees to families
●Continue collaboration with Town on
community priorities
●Work with School Committee to execute
Full-day Kindergarten financial model
created in FY22
Universal Free Full-day Kindergarten
FY24 Outcome:
●Continue to execute the plan to provide
Universal Free Full-day Kindergarten to
Reading residents in FY26.
Please find a progress update in the FY25 Budget
Book.
Strategic Initiative 3.3 -Refine human resources systems of recruitment,retention,and attendance.
Primary Focus -Effective process for recruiting and retaining staff of color and multilingual speakers;Increase employee satisfaction overall to increase
leadership retention and staff attendance.
School Committee Liaison -Carla Nazzaro
Possible Categories of Team Members - Human Resources,Assistant Principal,Principal,Students Services/Special Education,METCO,and MLL
Representatives,RTA and Paraprofessional Union representatives
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
Effective process for recruiting and retaining a
diverse workforce
Team members will:
●Gather data on the demographics and
retention of Reading Staff.
●Define the current process for recruitment.
●Research other districts’strategies,
approaches,processes for recruiting and
retaining staff of color (MIAA and urban
districts).
●Determine opportunities for RPS staff to
engage in cultural proficiency/equity work.
●Discern potential barriers to entry.
●Define pathway and pipeline for recruiting
staff of color and multilingual speakers.
●Refer to:
o Diverse Workforce
o MA Teacher Diversification
Guidebook
o Increasing Educator Diversity
Effective process for recruiting and retaining a
diverse workforce
FY24 Outcome:
●Articulate a well-defined,and effective
process for recruiting staff of color and
multilingual speakers that reflects the
demographics of students enrolled.
●Articulate action plan to reduce barriers to
entry.
●Continue our work with higher education
institutions to expand and formalize
pathways.
Update will be provided through end-of year Human
Resource update presentation during June 6 School
Committee meeting.
Employee satisfaction
Team members will:
●Gather data on the demographics,tenure,
and absenteeism of RPS staff.
●Identify best practices for staff and leader
satisfaction,attendance,and retention.
●Identify and use tools for measuring
satisfaction throughout the school year.
●Collaborate with the work of Strategic
Initiative 2.5:Coherent Instructional
Systems
Employee satisfaction
FY24 Outcome:
●Increase and sustain high levels of employee
satisfaction.
●Validate and/or update district job
descriptions to ensure accurately reflects
responsibilities.
●Review,reflect,and take action on data
collected from staff satisfaction surveys and
exit interviews.
Strategic Initiative 3.4 -Collaborate with MSBA and the Reading community to enable the build of new Killam Elementary School building
School Committee Liaison -Carla Nazzaro
Possible Categories of Team Members - Killam Building Project Committee,Town Offices,MSBA,OPM/Designer,MSBA,Town Manager
ACTIVITIES SHORT-&LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23,2024 School
Committee Meeting.
Collaborate with MSBA and the Reading
community to enable the build of new Killam
Elementary School building
Team members will:
●Follow timeline and tasks established by
MSBA through Phases 2 and 3.
Collaborate with MSBA and the Reading
community to enable the build of new Killam
Elementary School building
FY24 Outcome:
●Results in new Killam School Building
construction project.
The Killam School Building Project is on time and
under budget as reflected through documentation
found on the killamschool.com website.
Reading Public Schools Logic Model
Strategic Initiative 4.1:Strengthening Family-School Partnerships
From March 31,2023 Strategic Conversation (RPS Family and Community Engagement Strategic Planning Process)Updated as of 6/7/2023
RESOURCES ACTIVITIES OUTPUTS SHORT-&LONG-TERM OUTCOMES IMPACT 2023-2024
End of
School Year
Update
In order to
accomplish our set of
activities we will need
the following:
In order to address our
problem or asset we will
accomplish the following
activities:
We expect that once
accomplished these
activities will produce
the following evidence
or service delivery:
We expect that if accomplished these
activities will lead to the following changes in
1–3 then 4–6 years
We expect that
if accomplished
these activities
will lead to the
following
changes in
7–10 years:
Identify staff for
beginning of the year
family phone calls
Teachers,
parents/guardians,
school staff and
administrators to
participate in
assessment process
on family-school
partnerships
Sufficient staff with
expertise and
leadership skills to
implement the
program district-wide
Trainers for
professional
development on
1.Create a detailed work
plan and timeline with
resource allocation.
2.In year one,design and
pilot beginning of the year
family phone calls.
3.Define RPS philosophy on
family-school engagement
and cultural competency so
that there is shared
understanding of the need,
benefits,and role of family and
community engagement.
4.Ensure alignment /
coherence throughout RPS
and coordination with other
district-wide initiatives.
5.Cultivate psychological
Clear understanding
of RPS philosophy on
family-school
engagement and
cultural competency.
Professional
development and
mentorship in place to
build capacity for
school-family
partnerships
●Ensure that
mentoring and
coaching supports
are aligned with
philosophy on
family-school
engagement and
cultural
competency.(For
example:“What will
help you get to the
Outcomes grounded in research compiled by
Flamboyan Foundation on impact of effective
family engagement
●Reduced Drop Out Rates and Higher
Graduation Rates
●Increased Student Achievement
●Reduced Absenteeism and Increased
Engagement
●Improved Learning Experiences for
Students
●Improved Social and Emotional Health
and Wellness for Students
●Higher Expectations from Teachers
●Improved Student Teacher Relationships
●Increased Trust Between Teachers and
Parents
●Increased Cultural Competence
Improved
trust
Strong
family-commu
nity-school
partnerships
Holistic
supports for
youth that
strengthen
student
achievement,
health,and
wellness
Update on
Strategic
Objective 4 will
be provided at
the June 6,
2024 School
Committee
meeting.
family-school
partnerships
The district is
required to report to
the Department of
Elementary and
Secondary Education
on family
engagement for the
following subgroups:
●Black and Brown
students
●Multilingual
Learners and
Former
Multilingual
Learners
●Economically
Disadvantaged
Intentionally
strengthen family and
community
engagement among
these communities,
as well as students
with disabilities.
safety and intentionally
build trust and relationships
for parents /caregivers and
teachers /staff to engage as
partners in student learning.
6.Conduct an assessment of
family-school partnerships
including teachers,staff,
administrators,physical space,
building capacity,parents /
caregivers.Identify specific
indicators including the
following:
●What is being done?
●What is working well?
●What is not serving RPS?
●Willingness to revisit what
is not working
Assessment would be
conducted across the district,
ensuring consistency and
standardized practices.
7.Conduct assessment of
teacher,staff,leadership
bandwidth and capacity.
Develop clear rationale for
what to add /let go of in
teacher /staff workloads to
make room for strengthening
school-family partnerships.
7a)Determine what is
possible with teachers /
staff capacity:Assess
teacher and staff
workloads (low,medium,
high intensity
responsibilities)to ensure
sufficient staff capacity for
place so you can
do this work?”)
Clear understanding
of process conditions
for effective
school-family
partnerships among
all stakeholders:
●Relational
●Collaborative
●Linked to Learning
●Developmental
●Interactive
Stronger
relationships and
transparent,
consistent process
for communication
with parents /
caregivers and
teachers /staff.
●Common policy /
protocol for
communication
both ways
(between home
and school)
Feedback loops that
incorporate parent /
caregiver perspectives
into the development
and implementation of
engagement strategies.
Differentiated
engagement
strategies for specific
student groups and
subgroups (race /
ethnicity,
socioeconomic status,
https://flamboyanfoundation.org/resource/fa
mily-engagement-matters/
●Publish aggregate data so stakeholders
can see change /impact long-term and
over time.
family-school partnerships
and trust-building.
7b)Solicit teacher /staff
input on inclusive and
accessible engagement
strategies
7c)Determine how to
motivate teachers /staff
to engage in this work
8.Lay the foundation for
professional development to
build staff capacity for
family-school partnerships and
trust building.
8a)Identify and be
intentional about who
delivers professional
development in the
district.
9.Convene listening
sessions with parents /
guardians to learn about the
needs of parents /guardians
and promising strategies to
strengthen family and
community engagement.
10.Identify promising
engagement strategies for
parents and guardians to be
active partners in their
children’s learning and for
different grade levels.
(Strategies may include phone
calls to parents /guardians at
the start of the school year for
relationship building,home
gender,disability,
Multilingual Learners.)
Family Engagement
Action Plans in place
throughout district (at
district and school
levels with input /
feedback from school
councils.Guidance for
teachers to be
grounded in best
practice.)
visits,multilingual outreach
materials,intentional outreach
with locations and timing
convenient for families.)
10a)Develop
differentiated strategies
for specific populations
including:Black and
Brown students,
Multilingual learners and
former Multilingual
Learners,Economically
Disadvantaged students,
students with disabilities,
and Boston resident
families.
11.Identify clear
family-community
engagement goals,metrics,
and timeline for
implementation.(Pilot
professional development and
create systems /structures in
year one;begin
implementation in year 2,work
towards scale in year 3).
11a)Begin
implementation (year 2
and beyond):
●Identify 2 –3 priority
focus areas for
implementation to
strengthen school-family
partnerships
12.Lay foundation for
process conditions needed
to build effective
school-family
partnerships:*
●Relational:A major focus
of the initiative is on
building respectful and
trusting relationships
between home and
school
●Collaborative:Learning is
conducted in group versus
individual settings and is
focused on building
networks and learning
communities.
●Linked to learning:
Initiatives are aligned with
school and district
achievement goals,and
connect families to the
teaching and learning
goals for the students.
●Developmental:The
initiatives focus on building
the intellectual,social,and
human capital of
stakeholders engaged in
the program.
●Interactive:Participants
are given opportunities to
test out and apply new
skills.Skill mastery
requires coaching and
practice.
*Source:Dr.Karen Mapp,
Harvard Graduate School of
Education,Dual Capacity
Building Framework for
Family-School Partnerships
Strategic Initiative 4.2 -Equitable Family Engagement:Strengthening Supports and Connections for Multilingual Learners,Black and Brown,and
Economically Disadvantaged Students and Families
From May 12,2023 Strategic Conversation (RPS Family and Community Engagement Strategic Planning Process)
Updated 6/7/2023
RESOURCES ACTIVITIES OUTPUTS SHORT-&
LONG-TERM
OUTCOMES
IMPACT 2023-2024 End
of School Year
Update
In order to accomplish our set of activities
we will need the following:
In order to address our problem or
asset we will accomplish the
following activities:
We expect that
once
accomplished
these activities will
produce the
following evidence
or service delivery:
We expect that if
accomplished these
activities will lead to
the following changes
in 1–3 then 4–6 years
We expect that if
accomplished
these activities
will lead to the
following
changes in 7–10
years:
●Assessment of strengths and areas
of need
●Resources to address areas of need
identified and to provide training
(including training materials)
●Intentional Outreach /Removing
Access Barriers
●Staff and community
buy-in and awareness;
Representatives /voice from
diverse groups
●Phone calls and surveys
for micro-changes to
identify entry points to
remove access barriers,
strengthen inclusion
●Qualitative survey from
each identified group.
Identify needs /barriers
●Accessibility for meetings
and events with scholarship
opportunities
●Create detailed workplan
and timeline with resource
allocation.
●Seek out grants and financial
support to conduct
assessment –“DEI Needs
Assessment,”including
policies,programs,
organizational culture.
●Identify and begin
micro-changes to remove
access barriers,strengthen
inclusion
●Create surveys
●Analyze /interpret
data
●Identify who had
direct certification for
Mass Health (SNAP)
●Transition of all new
students into school
onboarding
Trust
●Interconnecte
d and
bidirectional
trust between
and among
families and
schools
(teachers,
staff,etc.)
●Students
connected to
home -school
More inclusive
programs,
policies,and
organizational
culture
●Transition to
new school
protocols
●Improved student
outcome and
DESE data /
Improved
academic and
SEL data
●Inequities
identified
would be
addressed
and
remediate
d (shown
by follow
up
surveys)
●Increased
school
attendanc
e
(increased
●Supports and
connections
for all
students
●Sense of
belonging
●Use data for
growth and
continuous
improvement
●Improved
performance
●Better
post-graduati
on
opportunities
●All staff have
capacity,
knowledge,
and
Update on
Strategic
Objective 4 will
be provided at
the June 6,2024
School
Committee
meeting.
●Union contracts –
schedules to support all
families
●Parent information center –to
provide an overview of RPS and
Reading systems (reporting school
absences,expectations etc.)and
welcome and orient families
●Social workers to meet with new
students and give them a tour,show
them how to order food in the
cafeteria,how to set up their cafeteria
account,where the bathroom is,etc.
●Ambassadors to help orient and
welcome families
●Resources to strengthen supports,
connections,and communications
for Multilingual Learners:
multilingual staff (especially Spanish,
Portuguese,Arabic),translation
services,transportation,before and
after school care,and adaptive sports
programs for children with special
needs
●Supports for families to include:
Childcare,Transportation,Dedicated
staff,time for staff,funding for
programs
●District-wide data tracking building
on Panorama data (sense of
belonging)
●Engagement of key stakeholders.
(This engagement requires
partnership between Town and
School leaders.)
●Faith community leaders
●Students
●Metco Leadership
●Metco Director
●DEI –Reading Director of
Social Justice
●Training and Community
Outreach –staff trainings and
community outreach on
equitable family engagement
and a more diverse and
inclusive community for all.
●Community outreach
to include listening
sessions and
general education to
increase common
understanding of
equitable family
engagement
●Intentional
Outreach:More
changing up of times,
spaces,and locations
●Consideration for
where families live,
work schedules,
finances,languages
spoken,connection or
lack of
●Provide community
education
Example:Fishbowl
conversations to draw out the
perspectives of parents.(A
small group of parents is
seated in the middle of the
room –while other
participants are in a broader
circle listening intently and
writing down key themes to
remove access barriers and
strengthen equitable family
engagement).
●School-Community
Connection Events
●Revised
programs,
policies,
organizational
culture
●More
stakeholders
at the “new
inclusive
table”
●Staff have a
deeper
understanding
and wider
practice of
equitable
family
engagement
●Support for
DEI work from
staff,families,
community
Increased
participation and
involvement
●More families
involved
●Outreach is
the norm
●Services
provided for
economically
disadvantaged
families
Creating Urgency
and Action
Planning
●Create a
sense of
urgency to
take action
health
services)
●Families report a
greater sense of
belonging and
ownership in the
community
●Increased
inclusion and
awareness;
Inclusion is the
norm
●Culturally
responsive
systems and
practices
●Providing support
services for basic
needs allows
families to move
focus to
academics /SEL
●Greater
diversity
with family
supports
●Families from
marginalized
backgrounds feel
confident to
engage schools /
community
resources to
do the work.
●Engagement
is successful!
●Reading Coalition for
Prevention and Support
●Special Education Director
●Families
●Staff closest to families
●Teachers
●School leaders –all levels,
including preschool
●District leaders
● Youth
●Support services /recreation
organizers
●Multilingual Learners
Coordinator and team
●Boston residents –
parents/guardians/students
●Multilingual Learner families
●Community resources to
support families in identifying
services
●Reading residents that
identify with these groups
●Boston families and students
●BIPOC families and students
●METCO “found families”
●Town leaders –especially
with funding opportunities
●Supports and Connections
in Place for Families
●Regular social media /
phone calls /texts /
emails to families
based on preference
●Provide translation /
interpretation
consistently in
schools /community
●Adult support
●Legal
●Education
●Social Work
●Home Visits and
Family Mentors
●Provide credit /
funding for families /
older students to do
the work
●Coordination and
cross-pollination with
Children’s Cabinet.
●School –community –
family connections to
Children’s Cabinet
●Proactively share progress
and updates with
community and
stakeholders
●Action steps
put into place
to carry out
plan
Strategic Initiative 4.3:Creating a Children’s Cabinet
From April 14,2023 Strategic Conversation (RPS Family and Community Engagement Strategic Planning Process)
Updated 6/7/2023
RESOURCES ACTIVITIES OUTPUTS SHORT-&
LONG-TERM
OUTCOMES
IMPACT 2023-2024 End
of School Year
Update
In order to accomplish our set
of activities we will need the
following:
In order to address our
problem or asset we will
accomplish the following
activities:
We expect that once
accomplished these activities
will produce the following
evidence or service delivery:
We expect that if
accomplished these
activities will lead to the
following changes in 1–3
then 4–6 years
We expect that if
accomplished
these activities
will lead to the
following changes
in 7–10 years:
Healthy Communities
framework is a resource for
guidance on composition –
includes 12 sectors to engage
for healthy communities
(youth,parents,business,
media,schools,youth serving
organizations,civic volunteer
organizations (formal and
informal,i.e.sports and scouts),
religious /fraternal,health
professional,pediatrics,state /
local /tribal government,other
organizations that serve youth
Engage key stakeholders:
●Town /School District
Leadership:
1.Create detailed
workplan and timeline
with resource
allocation.
2.Conduct Assessment
–to identify what is
already happening to
support the healthy
development of young
people and where are
the gaps.
3.Coordinate listening
sessions,data
collection,surveys,
and focus groups (with
young people,families
teachers).Determine
and define:
●Is everyone at the
table?
●Frequency
More awareness about the
Children’s Cabinet and need
for coordinated youth
services
Better understanding and
access to resources
●Website /online resources
●Resource guides for
teachers
●Resource center for
parents (at school?
Library?)
●Registrations
●Information,
communications,
Special Education,
Extra curricular
Positive youth
development and
involvement in healthy
activities (including
financial literacy and life
skills as well as
connectedness)
●Improved youth
outcomes,
individually as well
as systemically
●Youth leadership
pipeline developed
–to cultivate youth
leadership in civic
engagement
Improved coordination
on policies and
services to break down
Community
Wellness
Increased
fulfillment and
connection to
community
Increased youth
leadership and
youth voice
Increased
academic
achievement
●Decreased
transiency
Advance Equity:
improved and
Update on
Strategic
Objective 4 will be
provided at the
June 6,2024
School
Committee
meeting.
Superintendent,Town
Manager,Town Select
Board representative,
School Committee
representative,
●Parents,young people,
teachers:Parents,young
people,teachers
●Youth Advocacy and
Services:SEPAC (Special
Education),early childhood
(could include
representative of early
childhood program –RISE
director could provide
insight on point person),
early childhood
●Reading Community
Services:Reading
Coalition for Prevention and
Support,YMCA,Head of
Recreation,Transportation,
Community Services (Food
Pantry and RPS Food
Services,Housing),
Reading Public Library,
Athletic Director /Youth
Sports,Extended Day and
After School Programs
●Innovation Pathways /
Economic Development:
Reading-North Reading
Chamber of Commerce,
Reading Public Schools
Innovative Pathways
program (dual enrollment /
internships),community
businesses that support
young people,Mass Tier,
Labor Workforce Board
●Who shows up?
●Who facilitates /
rotation?
●Build online
presence
●Build foundation
knowledge for
community
●Begin leveraging
resources to
improve outcomes
0.Define
mission,goals,
objectives,and
metrics of Children’s
Cabinet
Examples of Children’s
Cabinet Activities (promising
practices)
●Develop shared,
community-wide goals
for children,youth,and
families.
●Collaborate on new
initiatives to improve
opportunity and access.
●Improve coordination of
policies and services to
break down silos,
reduce duplication,and
enhance impact within
government and with
external partners.
●Share and compare
data to create a more
accurate picture of child,
youth,and family
wellbeing.
testing,home /
school resources
●Reporting out to
Superintendent
Annual Report
Clear priorities and action
plan for School-Town wide
collaboration to improve
youth outcomes (2 –3
actionable priorities identified -
with annual goal setting and
action steps)
More youth involved in
School and Town leadership
Development of dashboard
to measure key indicators to
improve youth outcomes
Shared understanding of
metrics and access to data
on youth outcomes –to
identify gaps and opportunities
for improvement
Collaboration on new
initiatives to improve
opportunity and access
Stronger relationships and
sense of belonging
Feedback loops and
development of
subcomittees for continuous
improvement and to widen
engagement and deepen
commitment
silos,reduce duplication,
and enhance impact
within School /Town
government and with
external partners
●Improved
efficiency for
problem solving on
behalf of children
and youth by having
established
resources and
protocols
●Data monitoring for
continuous
improvement
●Well defined
pathways to
ensure equity,
services
●Increased
efficiency
●Flow chart
●Marketing of
coordinated
services;regular
community services
fairs
Build understanding of
interconnectedness
●Increase in
participation in
school,library,and
community events
equitable access
to services
●Improved
outcomes for
marginalized
groups
●New
celebrations
and events to
deepen
cultural
understandin
g
Increased
economic
outcomes for
Reading
●Diversity,Equity,
Inclusion,and Justice:
Director of Social Justice
for Reading,Metco
Director,Multilingual
Learners (MLL)leaders at
all levels (parents,young
people,teachers,staff)
●Health /Mental Health:
Director of Nursing (RPS),
Director of Health
Department (Town),School
Counseling expertise at
RPS,local pediatrician,
Board of Health /School
Director /Health Director;
Dental services
●Law Enforcement:
Reading Police
Department,District
Attorney (for court-involved
youth),Department of
Children and Families
●Media,Community
Networks:RCTV,
information networks (i.e.
Connect the Tots,
Neighbors and
Newcomers),
●Intergenerational
Networks:elders /seniors
(for intergenerational
leadership development
and work),Senior Center
●Interfaith Networks –
clergy /religious leaders
**Ensure depth,variety,and
diversity of participants
Examine,align,and
leverage resources so
that investments have
the most powerful
impact possible and
funding opportunities
are maximized.
●Advance equity by
cultivating a shared
understanding of what
equity means and
fostering conversation
between local
government and
community voices.
●Increase demand for
improved and expanded
opportunities for all
children and youth.
-Children’s Cabinet Toolkit:
A Roadmap for Getting
Started in Your Community
Based on this guidance,
identify goals and outcome
measures for Reading
Children’s Cabinet
0.Coordination
and Dissemination of
Resources
0.Create and
foster programming /
connections
Define ways to connect
families:
Secure Funding /Grants to
Launch and Sustain
Children’s Cabinet
Space to Convene
Data for tracking Children’s
Cabinet Indictors
●Keeping in mind
barriers /cultural
differences
●Creating shared
experiences to build
upon
●Incentivize
engagement
0.Identify 2 –3
actionable priorities –
with annual goal
setting
a.Coordin
ate new
initiatives
a.Identify
gaps and
improve youth
engagement in
existing
programs
(remove access
barriers)
0.Cultivate a
shared understanding
of equity –so that
every young person has
what they need
0.Build
leadership and
opportunity for youth
–center youth voice
and focus on positive
youth development
a.Hold listening
sessions with youth to
understand what they want /
need
a.Create mechanisms
to train and support young
people to be part of the
process and to train adults
on “adultism”and create
space for youth leadership
0.Community
Awareness Campaign on
the need for a Children’s
Cabinet and coordinated
youth services
To: Reading School Committee
From: Dr. Thomas Milaschewski, Superintendent
Date: May 21, 2024
Re: Mid-Cycle Formative Review Process Discussion
In the May 23rd School Committee packet I have included a presentation that outlines the five Superintendent
goals and the corresponding key actions and benchmarks. During the meeting, I will provide an overview of
the evidence aligning to these goals that I plan to provide as part of the mid-cycle formative review process.
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
Superintendent Mid-Cycle Formative
Assessment - Goals
May 23, 2024 School Committee Meeting
Superintendent Goals - Overview
●Goal 1 (Student Learning): Improve evidence of student learning,
engagement and achievement
●Goal 2 (District Improvement Goal): Secondary Math Pathways
●Goal 3 (District Improvement Goal): Data
●Goal 4 (District Improvement Goal): Coaching, Developing, and
Supporting Principals
●Goal 5 (Professional Practice Goal): New Superintendent Induction
Program
Over the next two years, improve evidence of student learning, engagement, and achievement as
follows:
●By the end of the 2023-2024 school year, with data provided to the district in September
of 2024, meet 80% of DESE-determined MCAS achievement and growth targets at school
and district levels.
●By the end of 2024-2025, using registration data for 2025-2026, increase the planned
participation rate in advanced coursework (AP and Dual-Enrollment) at RMHS by 10% for
all students and 15% for each DESE-identified subgroup.
●By the end of 2024-2025, using registration data for 2025-2026, increase enrollment in
Innovation Pathways to 150 students with 80% continued engagement from students
initially enrolled.
Goal 1 (Student Learning): Improve evidence of student learning,
engagement and achievement
Goal 1: Improve evidence of student learning, engagement and
achievement
Key Actions
1.Key actions/activities towards this goal are outlined within the district
strategic plan.
Benchmarks
1.Analysis of progress toward MCAS (2023-2024) and advanced
coursework (2024-2025) targets
Goal 1: Improve evidence of student learning, engagement and
achievement
Goal 2 (District Improvement Goal): Secondary Math Pathways
Design and publish new secondary math pathways by January 1, 2024.
Goal 2: Innovations
Key Actions
1.Launch the Community Math Pathways Committee by September 15, 2023
through an initial kickoff meeting.
2.Create a Committee of 15-20 members with representation from staff and
community by September 20, 2023
3.Coordinate/facilitate a series of Math Pathways Committee meetings during
September-November
4.Identify and provide opportunities for community input/feedback throughout
the process
5.Finalize and publish a plan for future math pathways, based on
recommendations from the Math Pathways Committee, by November 30, 2023
6.Ensure budget and staffing implications are addressed to enable the
implementation of pathway recommendations
Goal 2: Innovations
Benchmarks
1.Present Math Pathways Committee recommendations and district
pathways implementation plan to the School Committee during the
November 30, 2023 meeting
2.Publish formal pathways updates to the district website, RPS
budget book, RMHS Program of Studies, and all secondary
handbooks by January 15, 2023
Develop data systems and practices to assess progress towards targets in the district
strategic plan and drive district/school interventions and supports.
Goal 3: Data
Goal 3: Data
Key Actions
1.Develop a central location for storing key student-level data (academic,
social-emotional, discipline, attendance, student demographics) that enables flow
in from various sources and organizes data for easy access and analysis by district
and school leaders
2.Facilitate bi-weekly district data team (comprised of central office leadership,
directors, and coordinators) that analyzes district and school data (academic,
social-emotional, discipline, attendance) and develops district and school level
interventions/supports
3.Facilitate bi-weekly District Leadership Team (comprised of central office
leadership, directors, coordinator, principals, and team chairs) meetings that center
around data analysis and action planning
Goal 3: Data
Key Actions
4.Prioritize, empower, and support the creation of a centralized, documented,
repeatable, and executed process for conducting Early Literacy screenings,
including the post-screening data-driven analysis, best-practice research for
instructional supports, and family communication for students that register as “At
Risk” on the screener in alignment with newly enacted regulation 603 CMR
28.03(f)
5.Calibrate central office leaders on the process for collaborating and progress
monitoring of activities and goals outlined in action plans (data cycles)
6.Create structure for school leader/central office collaboration and progress
monitoring of school-level activities and goals outlined in action plans (data
cycles)
7.Begin a process of developing a system to capture research and promising practice
with the goal of institutionalizing district, school, and classroom-level action plans,
interventions, and supports
Benchmarks
1.Presentation of the Early Literacy process, documentation, and communication
plan to the School Committee at the December 14, 2023 meeting (outcome)
2.Development of a first iteration of a central location for storing key student-level
data by June 1, 2024 and refined version (based on feedback from school/district
leaders) by June 1, 2025 (outcome)
3.Analysis of agendas, protocols, and resources with a focus on the connection to
student learning (process)
4.Analysis of statewide student growth measures, common assessment data, student
work samples, and teacher instructional practice (outcome)
5.Development of a first iteration of a system to capture research and best practice by
June 1, 2024 and an expanded version by June 1, 2025
Goal 3: Data
Continue implementation of a district strategy for coaching, supporting, and
developing principal talent, including a clear focus on data-drive improvement.
Goal 4 (Professional Practice): Coaching, Developing, and
Supporting Principals
Goal 4: Coaching, Developing, and Supporting Principals
Key Actions
1.Implement structures that reflect best practices for coaching, supporting, and
developing principals that align with the Reading context.
2.Onboard school leaders with goals, rationale, and structures for district
approach in coaching, supporting, and developing principal talent
3.Select focus area(s) for principal leadership (data-driven improvement) and
align professional development, resources, and support to that focus area.
4.Develop and facilitate bi-weekly district data team meetings to support school
leader improvements, interventions, and action plans
5.Consistently monitor progress and effectiveness to drive adjustments in
strategy or approach
6.Pilot structure to provide coaching, support, and development for new district
assistant principals
Goal 4: Coaching, Developing, and Supporting Principals
Benchmarks
1.Analysis of agendas, protocols, and resources with a focus on the connection
to student learning (process)
2.Formative feedback through ongoing principal surveys addressing the
impact of strategy on student learning (process)
3.Interviews with principals addressing the impact of strategy on student
learning (process)
4.Analysis of statewide student growth measures, common assessment data,
student work samples, and teacher instructional practice (outcome)
Develop skills in strategy development, data analysis, equity, and instructional
leadership by actively engaging in the third year of the New Superintendent
Induction Program.
Goal 5 (Professional Practice): New Superintendent Induction
Goal 5: New Superintendent Induction Program
Key Actions
1.Attend all required sessions.
2.Complete all NSIP assignments.
3.Meet with the assigned coach as assigned.
Goal 5: New Superintendent Induction Program
Benchmarks
1.Calendar documents attendance and contact with coach (process).
2.Verification from NSIP that the Superintendent actively engaged in the third
year of the program (process and outcome).
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
May 23, 2024
From:Milaschewski, Thomas
To:kfmulveylaw@comcast.net; DG School Committee
Subject:RE: Charlie Hardy Renaming Submission to School Committee
Date:Thursday, May 16, 2024 3:10:38 PM
Hi Kevin,
I hope you are well! Thanks for reaching out to share the written nomination and also the attached
spreadsheet with electronic signatures. We will likely made this the first item on our agenda for the
May 23rd School Committee meeting at 7pm. You (and the nominating parties) will have 10 minutes
to present your nomination to the School Committee. As outlined in Policy FF, the School Committee
will only ask clarifying questions, not engage in discussion or make decisions. Also, in the
subsequent School Committee meeting (Jume 6), the School Committee will discuss and vote on
whether to accept this nomination. If the nomination is accepted, it will move over to a
subcommittee for further study and to ultimately made recommendations to the School Committee.
Feel free to reach out if you have any questions in advance of next Thursday. We look forward to the
presentation!
Best,
Tom
From: kfmulveylaw@comcast.net <kfmulveylaw@comcast.net>
Sent: Wednesday, May 15, 2024 11:00 PM
To: Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>; DG School Committee
<SchoolCommittee@reading.k12.ma.us>
Subject: Charlie Hardy Renaming Submission to School Committee
Importance: High
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.
Good evening Superintendent Milaschewski and Reading School Committee
Members,
In advance of next week’s School Committee meeting and as a follow up to my
April 23 email, please find the formal petition to rename Turf 2 to Charlie
Hardy Field.
I am also attaching a spreadsheet that contains the names of more than 500
individuals who support the accompanying petition.
Once again, thank you for your consideration for this request.
Sincerely,
Kevin Mulvey
67 Whittier Road
Petition for the Naming of RMHS Turf 2 -Charlie Hardy Field
File:FF
NAMING OF FACILITIES OR PLACES WITHIN OR ON SCHOOL PROPERTY
Naming a school or places within a school or on school property is an important matter that
deserves thoughtful attention.A name associated with educational significance or inspiration
should be chosen.The Committee also feels that it is appropriate to name a school,or a section
of a school,for physical locations;geographical areas;distinguished local,state,and national
leaders whose names will lend dignity and stature to the school;outstanding educators associated
with the school,or significant or pertinent events.
The Committee also feels that in appropriate circumstances,naming rights to school buildings,
fields,rooms,or structures thereof might be licensed to a corporation or other entity in return for
a fee.Two such examples could be the Reading Memorial High School Fine and Performing
Arts Center or the Reading Memorial High School Football Stadium.In these cases,the
Committee recognizes that the nature and reputation of any such entity seeking to license these
naming rights must be consistent with the educational mission of the Reading Public School
District.
The Superintendent will prepare for the approval of the Committee a transparent,orderly and
public process to follow in recommending names for school buildings,fields,rooms,or
structures of an existing school campus.
The Committee encourages and supports community participation and involvement in this
process.The Committee believes that members of the community should have the opportunity
to present suggestions for names of public school facilities and/or dedication of rooms or areas
within a school facility.Personal prejudice or favoritism,political pressure,or temporary
popularity should not be an influence in choosing a name.In the naming of public school
facilities or dedication of a room or area within a school facility,if the name of a person is to be
used,the following criteria will be applied in the selection of a person(s)to be so honored:
A.A person,living or deceased,for whom a public school may be named or a room or area
of a school campus dedicated,must have made significant contributions to education in
the Reading Public Schools.Evidences of such contributions may include,but are not
limited to,the following:
a.Extraordinarily effective and dedicated service to and/or on behalf of the youth in
the Reading Public Schools.
b.Persistent efforts to sustain a quality system of public education for all youth and
to improve programs and services for them.
c.Demonstrated understanding of the essential nature of public education in the
perpetuation of our democratic form of government.
B.The nominee must otherwise be worthy of the honor of having a school named for
him/her or a room or area dedicated to him/her.Evidence of such attributes should
include,but are not limited to,the following:
a.Superior levels of performance in strengthening and supporting the public schools.
b.Effective citizenship
c.Community service
d.Excellent character and general reputation
e.High standards of ethics
C.The following procedure shall be followed when there is a formal request to have a
building,field,structure,room or other such edifice or area dedicated to an individual:
1.Buildings,fields,rooms,or structures that already have a commonly accepted name will not be
eligible for nominations.However,there may be times when buildings,fields,rooms or
structures already having a commonly accepted name may be reconsidered to have said name
removed.The process used to remove a name from an edifice should be consistent with the
process used to recommend a name as outlined in sections C5-C10 listed below.When the
Committee is reconsidering an existing name,they should follow the guidelines as stated in
sections A and B of this policy to determine if the existing name is still appropriate for the current
situation and conditions.Once an existing name is removed by the Committee,then the edifice is
eligible again for nomination.
2.Only buildings,fields,structures,rooms or other such edifices on school department property can
be considered for nomination.
3.Nominations for naming of buildings,fields,structures,rooms or other such edifices will appear
once annually on the school committee’s agenda,usually during the first quarter of the school
year.
4.At least thirty (30)days prior to the scheduled School Committee meeting,a public notice will be
sent out through a variety of media and electronic means soliciting nominations.
5.All parties who are interested in submitting nominations should send a written explanation
outlining the specific reasons why the area should be dedicated to a particular individual
to the chairman of the School Committee and the Superintendent of Schools,who will
meet with the individual or individuals making the request and following that discussion
place the request on a School Committee agenda.
6.At the scheduled School Committee meeting,nominating parties will be allowed 10
minutes to present their nomination to the School Committee.The Committee will only
ask clarifying questions,not engage in discussion or make decisions.
7.At a subsequent School Committee meeting,nominations will be discussed and voted on as to
whether or not to be considered,at which time the chair will call for a vote to either accept the
nominations on the table or not.Accepted nominations will be handed over to a subcommittee to be
named by the chair for further study and to make recommendations to the School Committee.
8.This subcommittee should include,but is not limited to,one member of the School Committee,the
building principal of the school,one member of the Board of Selectmen,one local business
leader,one student representative from the appropriate school building under consideration and
one member of the historical commission.
9.All subcommittee meetings are public meetings and are subject to the regulations of the Open
Meeting Law.Regular updates on the progress of the subcommittee will be given at School
Committee meetings.
10.Upon having had time to reach a recommendation,the subcommittee will be scheduled to present
to the entire School Committee,at which time the board will enter into discussion and a motion
will be made regarding the subcommittee’s recommendations.During this meeting any other
interested parties will be given an opportunity to voice support or opposition to the nominations,
and the School Committee will vote on whether or not to accept the nomination and as a result,
name whatever building,field,room or structure that is being considered.
Adopted by the Reading School Committee on September 28,2006
Revised by the Reading School Committee on September 13,2010
Petition for the Naming of RMHS Turf 2 -Charlie Hardy Field
May 15,2024
Dear Dr.Milaschewski and Esteemed School Committee Members,
We are privileged to advocate for the naming of RMHS Turf 2 in honor of Charlie Hardy.Coach
Hardy embodies the qualities outlined in the by-laws,serving as a distinguished leader both
locally and statewide,and his name adds dignity and prestige to the Reading community.
Charlie's journey as a teacher and Athletic Director in his early career laid the foundation of his
character.He views himself not just as a coach,but as a teacher of the game of lacrosse,with a
deep appreciation for the public school system where he was raised.
Since relocating to Reading in 1982 with his wife Ann,Charlie has been an integral part of the
community for over four decades.Raising four children in Reading,all of whom participated in
Reading sports from youth to varsity level,Charlie also coached many of their youth teams.
Recognizing the need for a lacrosse program in Reading,Charlie played a pivotal role as one of
the founders for both boys'and girls'lacrosse.
Charlie's dedication to the program was unparalleled.In 2002,he was the first Director of Youth
lacrosse for boys and girls.He also was the first RMHS boys’coach.In its early years,he
selflessly contributed his time and resources,even personally funding equipment for players who
couldn't afford it.For the first two years,the boys’and girls’programs were self-funded.
Enduring a year as a club status,the boys’and girls’programs turned varsity in 2002 and quickly
transformed into successful programs.In just its third year in existence,RMHS boys qualified
for the tournament and managed to win a tournament game.They have won a tournament game
every year since then.Through his vision and perseverance,the boys’and girls’lacrosse
programs have become the most respected and successful in Massachusetts.
Beyond coaching,Charlie established the Just Laxin Summer Lacrosse Camp,now known as
RMHS Summer Lacrosse Camps,providing a platform for kids (grades 1-8)to develop their
skills during the summer months.Proceeds from the camp were reinvested into the program,
demonstrating Charlie's commitment to the players'development.He personally provided
several donations to youth players who could not afford to participate in the camp or purchase
the necessary equipment.This camp also allowed RMHS boys and girls student athletes to
acquire the necessary hours for the National Honors Society,a very important aspect of their
academic growth.
Charlie's dedication to the lacrosse program has transformed it from its modest beginnings with
under 50 players to an impressive registration of 477 players for spring 2024 youth lacrosse.
Since 2011,the program has consistently attracted over 350 players each spring,reaching its
highest registration numbers this year.Charlie's efforts have not only expanded the program but
have also fostered a sense of continuity,with former players now coaching their own children.
This thriving network of players,spanning generations,is a testament to Charlie's enduring
impact.
During his 22-year tenure as the Boys Varsity lacrosse coach,Charlie achieved an impressive
record,403-103,with 50 of those losses in the first 5 years of the program.He led his teams to
14 Middlesex Freedom League titles and 2 Division 2 State Championships.Through his
mentorship and guidance,Charlie has positively influenced the development of over 620 varsity
players and more than 1500 students within the boys'program,fostering not only their skills as
lacrosse players but also instilling values of sportsmanship,teamwork,and camaraderie both on
and off the field.His coaching has produced at least a dozen All-Americans.Over 70 RMHS
players are playing college lacrosse at the varsity or club level.
At the heart of Charlie's coaching philosophy lies a commitment to advocating for his students.
He leverages his extensive lacrosse network to promote his players,going above and beyond by
writing numerous college recommendation letters and engaging in countless phone calls,emails,
and visits with college coaches to facilitate recruitment.Charlie has cultivated a community of
players sought after by college coaches not just for their athletic prowess,but also for their
embodiment of teamwork and respect for the game.
Charlie's dedication extends beyond the lacrosse field,as evidenced by his teams'involvement in
community service initiatives such as Samantha’s Harvest and volunteering to shovel for the
elderly during the winter months.
Charlie's contributions have earned him numerous accolades,including Coach of the Year
awards (Spring Coach of the year,MIAA Coach of the year and 3-time MA Coach of the Year)
and inductions into various Hall of Fames (East Meadow High School Hall of Fame,NASSAU
Community College Hall of Fame,the National Junior College Athletic Association Hall of
Fame).The success of the RMHS boys’and girls’lacrosse teams strongly contributed to RMHS
twice receiving the Larry Ames Award presented by the Boston Globe for Overall Excellence.
He is highly esteemed within the lacrosse community,admired not only for his coaching talent
but also for his character and integrity.His influence extends beyond Reading,earning respect
from coaches across Massachusetts.The St.John’s Prep head coach said,“Charlie has been my
role model for not only what he does with his players on the field but also how he presents
himself off the field”.Tom Dalicandro the Concord-Carlisle coach said “Charlie is a great guy
and a great friend.He’s very knowledgeable about lacrosse,but he also has an ability to get his
kids to play hard all the time and play the right way.You can tell the kids like him and respond
to him.”
His proudest legacy is the community he has fostered in Reading lacrosse,as evidenced by the
overwhelming support for naming Turf 2 after him.With hundreds of signatures on our petition
and heartfelt testimonials from alumni,families,and fellow coaches,we believe there is no one
more deserving of this honor than Coach Charlie Hardy.
“Great coach but even better role model to the youth of Reading.”A.Ward
“In his 20+years of coaching Reading High he brought two State championships and countless
Middlesex league titles to a program he helped start.To this day I have cherished those moments
on the field being coached by coach Hardy and naming the field after him seems very fitting of a
Man who has given so much to the program,school,and town.”L.Dwyer
“I’ve been in the town of Reading since 2001 and Charlie encouraged me to get my sons into the
Youth Lax program in 1st grade and later coached them in High School to a State
Championship.The culture he created and instilled will impact my boys as well as many others
for the rest of their lives.Nobody more deserving than coach Hardy.”J.Haggerty
“After all Charlie has done for the youth,the community,and the town of Reading,it would only
be right to name Turf 2 after him.Charlie has made an incredible impact on the lives of Reading
lacrosse families for over two decades.As a coach,I would be honored to tell the legacy of
Charlie Hardy to high school and youth student athletes for years to come.”T.Grace
“The Reading lacrosse program was started by Coach Hardy and is a powerhouse program in
the state because of his hard work over twenty years.Even in retirement he continues to give
back to the program.He is currently helping coach at the youth program and is still pushing the
program to the next level.Naming Turf 2 “Charlie Hardy”field is an absolute no-brainer.”M.
Koster
“No Charlie Hardy,no Lax in Reading,no 403 wins,no State Championships,No 50+players
playing at the next level,no Reading Youth Lacrosse and no thousands of relationships that were
created through teammates and families.He retires with an incredible legacy that needs to be
honored.”B.Tobin
“Charlie Hardy’s commitment to Reading as a town and boys lacrosse commitment is
unparalleled.He went above and beyond to display his enthusiasm for creating and consistently
sustaining a competitive high school boys lacrosse programs,while his selflessness to support
the end of the year banquets with flowers and decorations or buy trophies on his own.He was
always looking to recognize his players for their sacrifice and commitment to high standards.
Charlie has easily committed himself to a passion and cause that build legacy for generations of
players in Reading and was undeniably the heart and soul of the Reading Boys Lacrosse
Program for more than two decades.Please give him the grace and recognition he deserves in
displaying his name for many more of the coaches,players,and community he positively
influenced for so long in Reading,MA.”R.Parkin
“Because of Charlie Hardy’s enthusiasm &passion for his dream of bringing the game of
lacrosse to Reading,our children’s lives were forever changed…&in an incredibly positive way!
All three played lacrosse at RMHS &in college.I am eternally grateful to this good man for his
dedication to the youth of Reading &for his perseverance in establishing a lacrosse program
that has impacted hundreds of students…&has had such incredible success!”C.DeBenedetto
Please let us know if you require any further information.Thank you for your consideration.
Submission Date First Name Last Name
May 15, 2024 Jeffrey Jadul
May 15, 2024 Heather Wicken
May 15, 2024 Joanna Martino
May 15, 2024 Kathryn McLeod
May 15, 2024 Donald A Gourley
May 15, 2024 April Stein
May 15, 2024 Rachel Gordon
May 15, 2024 Beth Hudson
May 15, 2024 Kristen Brousseau
May 15, 2024 William Lynch
May 15, 2024 Ted Carlman
May 15, 2024 Kathryn Curtin
May 15, 2024 Dennis Curran
May 15, 2024 Tim Cavanaugh
May 15, 2024 Ryan Fraine
May 15, 2024 Xuemei Li
May 15, 2024 MEGHAN BARDEN
May 15, 2024 Kim Torra
May 15, 2024 Alexandra Wittmann
May 15, 2024 Alison Martin
May 15, 2024 Kristin Goodfellow
May 15, 2024 Marianne Connelly
May 14, 2024 Scott Carlman
May 14, 2024 Jamie Severance
May 14, 2024 Rebecca Libitz
May 14, 2024 Andrew Kerr
May 14, 2024 Margie Carlman
May 14, 2024 Liz Degel
May 14, 2024 Candice Reid
May 14, 2024 Clary Clish
May 14, 2024 Sean Boudreau
May 14, 2024 Hilary Quinn
May 14, 2024 Lauren Silva
May 14, 2024 Christopher Wilmer
May 14, 2024 Stephen Brown
May 14, 2024 April Spignese
May 14, 2024 Erin Brown
May 14, 2024 Michael Spignese
May 14, 2024 Sally Edmonds
May 14, 2024 Lara Veilleux
May 14, 2024 Michael Caloccia
May 14, 2024 Michelle Caloccia
May 14, 2024 Corey Mathison
May 14, 2024 Mike Leonard
May 14, 2024 Kristin Simmons
May 14, 2024 Ray Sorrentini
May 14, 2024 Brad Williams
May 14, 2024 Krystle Rose
May 14, 2024 Carrie Williams
May 14, 2024 Daniel Charest
May 14, 2024 Phil Conley
May 14, 2024 Kendra Stinson
May 14, 2024 Jeff Westover
May 14, 2024 Emily Ball
May 14, 2024 Liam Donaghey
May 14, 2024 Joseph Donaghey
May 14, 2024 Mark Boyle
May 14, 2024 Owen Leahy
May 14, 2024 Barbara Mulvey
May 14, 2024 Marilyn COLLI
May 14, 2024 Jack Donnelly
May 14, 2024 Max Carcione
May 14, 2024 Lauren Levesque
May 14, 2024 James Dudley
May 14, 2024 Shaun Garvey
May 14, 2024 Lori Marcotte
May 14, 2024 Sarah DeSimone
May 14, 2024 Pat Queeney
May 14, 2024 Abdifitah Abdi
May 14, 2024 Cheryl Becker
May 14, 2024 Jim Dwyer
May 14, 2024 John Gump
May 14, 2024 Kerry Sullivan
May 14, 2024
May 14, 2024 Kristina Darcangelo
May 14, 2024 Kanichada Morency
May 14, 2024 John O’Keefe
May 14, 2024 Lauren Nault
May 14, 2024 David Savio
May 14, 2024 Robert Savio
May 14, 2024 Karen Bartley
May 14, 2024 Kristin Brown
May 13, 2024
May 13, 2024 Marcia Kirkpatrick
May 13, 2024 David Bryant
May 13, 2024 Sharon Marrama
May 13, 2024 Patricia Cahill
May 13, 2024 Mary Jacey
May 13, 2024 Jenn Zerfas
May 13, 2024 Lee Ann Hatch
May 13, 2024 Kevin Flaherty
May 13, 2024 Daniel Rafuse
May 13, 2024 Nancy Crampton
May 13, 2024 Mike Golden
May 13, 2024 James Marcucella
May 13, 2024 Lillian Doherty
May 13, 2024 Lucretia Zerfas
May 13, 2024 Lynn Strazzere
May 13, 2024 Michael Masucci
May 13, 2024 John Giuliotti
May 13, 2024 Lili Maltais
May 13, 2024 Francis Garahan
May 13, 2024 Nick Face
May 13, 2024 Dirk Slagmolen
May 13, 2024 Sloane Smith
May 13, 2024 Bridget Kent
May 13, 2024 Bowen Smith
May 13, 2024 Colin Doherty
May 13, 2024 Mary sheila Marshall
May 13, 2024 Charlie Giuliotti
May 13, 2024 John Nee
May 13, 2024 Brandy Lunn
May 13, 2024 Kelly Curran
May 13, 2024 Michael Leone
May 13, 2024 JO-ANN POWELL
May 13, 2024 Stephanie Tarpy
May 13, 2024 Kelly Feeney
May 13, 2024 Deborah.Foley
May 13, 2024 Taylor Carpenter
May 13, 2024 Emily Jaimes
May 13, 2024 rich crosby
May 13, 2024 Nancy Cresta
May 13, 2024 AnnMarie Caldwell
May 13, 2024 Carol Erven
May 13, 2024 Evelyn Diorio
May 13, 2024 Susan Ginivan
May 13, 2024 Laura Plummer
May 13, 2024 Brian O'Mara
May 13, 2024 Kate Melanson
May 13, 2024 Jamie Higgins
May 13, 2024 Denise Green
May 13, 2024 Kevin Flaherty
May 13, 2024 Susan Slagmolen
May 13, 2024 Janis Callan
May 13, 2024 Jana DiNapoli
May 13, 2024 Kathryn Melly
May 13, 2024 Audrey Tobin
May 13, 2024 Meaghan Smith
May 13, 2024 Joe Castelli
May 13, 2024 Beth Fiore
May 13, 2024 Michele Pacillo
May 13, 2024 Michael Fitzgerald
May 13, 2024 Andrew Lawrence
May 13, 2024 Joe Castelli
May 13, 2024 Rick Camuso
May 13, 2024 Tim Heaney
May 13, 2024 David Walsh
May 13, 2024 RAYMOND COZZI
May 13, 2024 Steven Diorio
May 13, 2024 Michael Nicholas
May 13, 2024 Robert Weiden
May 13, 2024 Susan Stathoulopoulos
May 13, 2024 John DeMichaelis
May 13, 2024 Josh Streit
May 13, 2024 John Masciarelli
May 13, 2024 Amanda Haley
May 13, 2024 Marilyn Freeman
May 13, 2024 Jeff Muller
May 13, 2024 Susie Muller
May 13, 2024 Kelly Trahan
May 13, 2024 Mary Shanahan
May 13, 2024 Tina Smith
May 13, 2024 Laura Mahony
May 13, 2024 Chris Wicken
May 13, 2024 Julie Deluca
May 12, 2024 Mary Gilligan
May 12, 2024 Julie wilson
May 12, 2024 Alexis O'Mara
May 12, 2024 Katrina Maher
May 12, 2024 William Flaherty
May 12, 2024 Lynda Michel
May 12, 2024 Samuel Rector
May 12, 2024 Mary Houghton
May 12, 2024 Petra Marino
May 11, 2024 Charlie Decker
May 11, 2024 Colleen Carreau
May 11, 2024 Sydney Costello
May 10, 2024 Josh Anthony
May 10, 2024 JoAnn Jack
May 10, 2024 Cassandra Tower
May 10, 2024 judith osborn
May 9, 2024 Diane Alexander
May 9, 2024 Sabataso Nancy
May 9, 2024 Ronald iapicca
May 9, 2024 Amy Conklin
May 9, 2024 Jennifer Coyne
May 9, 2024 Jesse Woods
May 9, 2024 Nicholas Palermo
May 9, 2024 Kimberly Lynch
May 9, 2024 Jessica Damon
May 9, 2024 Sarah Flaherty
May 9, 2024 Salvatore DiSpena
May 9, 2024 Jack Stanton
May 9, 2024 Jeff Carreau
May 9, 2024 Michael Granara
May 9, 2024 Cullen Granara
May 9, 2024 Finn Granara
May 9, 2024 Paul Buckley
May 9, 2024 Mike Luccitelli
May 9, 2024 Michael Storti
May 9, 2024 Mike Torra
May 9, 2024 Ryan Pollock
May 9, 2024 Bob Geiger
May 9, 2024 Doug Gibbs
May 9, 2024 Alyssa Hubbard
May 9, 2024 Karen Derosa
May 9, 2024 Connie DeBenedetto
May 8, 2024 Patrick Cavanaugh
May 8, 2024 Andrea Lindmark
May 8, 2024 Colleen Moody
May 8, 2024 Shawn Rebs
May 8, 2024 Mark Cinelli
May 8, 2024 Zack Sahagian
May 8, 2024 Troy Tully
May 8, 2024 Dylan Mccormick
May 8, 2024 Ryan Tierney
May 8, 2024 Jack Mccarron
May 8, 2024 Dave Ahlquist
May 8, 2024 Elizabeth Tonim
May 8, 2024 Janice O’Brien
May 8, 2024 Stephen Lentell
May 8, 2024 Bob Sheehan
May 8, 2024 Michaela Hardy-Lemire
May 8, 2024 Dave Hunter
May 7, 2024 Dan Bourque
May 7, 2024 Owen Mulvey
May 7, 2024 Ryan Mulvey
May 7, 2024 Kate DeBenedetto
May 7, 2024 Matt Dal Pozzo
May 7, 2024 Jim Queeney
May 7, 2024 Larry Gilligan
May 7, 2024 Patrick DeBenedetto
May 7, 2024 Kevin Leyne
May 6, 2024 Joe Ciccarelli
May 6, 2024 Melissa Anastasiades
May 6, 2024 Jack Storti
May 6, 2024 Rob Parkin
May 5, 2024 Charlie Savio
May 5, 2024 Rob Gibbs
May 5, 2024 Ellen Haggerty
May 5, 2024 Tom Carli
May 4, 2024 Larry Gilligan
May 4, 2024 Lisa Gilligan
May 4, 2024 Jon Bonasera
May 4, 2024 Jaclyn Gargano
May 4, 2024 John Giordani
May 4, 2024 Janelle Bonasera
May 4, 2024 Emily Dixon
May 4, 2024 Patrick McCracken
May 4, 2024 Ed McColgan
May 4, 2024 Joseph Dwyer
May 4, 2024 Paul Wright
May 4, 2024 Andrea Barone
May 3, 2024 Sarah Kelley
May 3, 2024 Jason Furness
May 3, 2024 Dan Cranitch
May 3, 2024 Bernadette Bertone
May 3, 2024 Mike Palermo
May 3, 2024 Bobby Granara
May 3, 2024 Jane Twombly
May 3, 2024 Katherine Jordan
May 3, 2024 Heather Clish
May 3, 2024 michaela boyle
May 3, 2024 Sal Caiazzo
May 3, 2024 William Hanifan
May 3, 2024 Chris McNiel
May 3, 2024 Janice Berardi
May 3, 2024 Laurie Goodwin
May 3, 2024 Kathy Donnelly
May 3, 2024 Jessica Bamberg
May 3, 2024 Kerry McInnis
May 3, 2024 Lynne Berardi
May 3, 2024 Alyssa Bursey
May 3, 2024 Paul McCarthy
May 3, 2024 Rosemary Adams
May 3, 2024 Amy Scally
May 3, 2024 Valerie Loughman
May 3, 2024 Danielle Pandolfo
May 3, 2024 Alicia Curtin
May 3, 2024 Fred Reilly
May 3, 2024 Karen Johnson
May 3, 2024 Shawn Ciotti
May 3, 2024 Troy Merkel
May 3, 2024 Carla D’Agostino
May 3, 2024 John McLaughlin
May 3, 2024 Maureen Martello
May 2, 2024 Errol Flynn
May 2, 2024 Sam Johnson
May 2, 2024 Sarah Lanzo
May 2, 2024 Effie Duplessis
May 2, 2024
May 2, 2024 Carol Scally
May 2, 2024 Jim Scally
May 2, 2024 Jenn Flynn
May 2, 2024 Adam Locklin
May 2, 2024 Michael Dzema
May 2, 2024 David Tzeng
May 2, 2024 Chris Jungmann
May 2, 2024 Debra Murphy
May 2, 2024 Douglas Rogers
May 2, 2024 Victoria Bean
May 2, 2024 Beckie Matheson
May 2, 2024 Doug Johnson
May 2, 2024 KImberly Mahoney
May 2, 2024 Joe Pelusi
May 2, 2024 Matt Burns
May 2, 2024 Tyler Grace
May 2, 2024 Jennifer Donaghey
May 2, 2024 Justin Peledge
May 2, 2024 Amy Medeiros
May 2, 2024 Jenepher Lalicata
May 2, 2024 Jessica Quirk
May 2, 2024 Brenna Westover
May 2, 2024 Kerri Martell
May 2, 2024 Ryan Strout
May 2, 2024 Kelly Haughey
May 2, 2024 Lisa MacPherson
May 2, 2024 Robert Morris
May 2, 2024 Sean Malone
May 2, 2024 Michelle Savio
May 2, 2024 Laura O’Neill
May 2, 2024 Trevor Koster
May 2, 2024 Michael Kostet
May 2, 2024 Brian Skeffington
May 2, 2024 Kara Tucker
May 2, 2024 Nicole Mainey
May 2, 2024 Ryan Furness
May 2, 2024 Tracy Fitzgerald
May 2, 2024 Kate Leone
May 2, 2024 Edward Vicari
May 2, 2024 Kelly Skeffington
May 2, 2024 Angela McColgan
May 2, 2024 Shannon Kerr
May 2, 2024 Steve Meehan
May 2, 2024 Colleen Torell
May 2, 2024 Amy Gualtieri
May 2, 2024 Susan Olson
May 2, 2024 Marjorie Lane
May 2, 2024 Edward Carlman
May 2, 2024 Lindsey Baker
May 2, 2024 Jenna Shaughnessy
May 2, 2024 Andrew Abdella
May 2, 2024 Laurie Abdella
May 2, 2024 Kristin Charest
May 2, 2024 Christine Corley
May 2, 2024 Kyra mcdermott
May 2, 2024 Katie Johnson
May 2, 2024 Megan Hagan
May 2, 2024 Jack Filipski
May 2, 2024 Michele Tarpy
May 2, 2024 Kevin Golden
May 2, 2024 Caitlin McLaughlin
May 2, 2024 Whitney Goodman
May 2, 2024 Luke Duplessis
May 2, 2024 Marianne Tompkins
May 2, 2024 Matt Dabenigno
May 2, 2024 Dave Macpherson
May 2, 2024 Henry Lee
May 2, 2024 Keri Fox
May 2, 2024 JOHN McCracken
May 2, 2024 Jennifer Turner
May 2, 2024 Mike Monagle
May 2, 2024 Michael Dyment
May 2, 2024 Jason Shanahan
May 2, 2024 AJ DiSpena
May 2, 2024 Christine DiRienzo
May 2, 2024 Mark Tucker
May 2, 2024 Eric MacPherson
May 2, 2024 John Sannella
May 2, 2024 Jackson Fritz
May 2, 2024 Helen Politano
May 2, 2024 William McDonough
May 2, 2024 Britt SantaMaria
May 2, 2024 Sean MCCARTHY
May 2, 2024 Kelly Scouler
May 2, 2024 Andrea Jacobs
May 2, 2024 Dave Fox
May 2, 2024 Kelly McCracken
May 2, 2024 Tony Torra
May 2, 2024 Mary Torra
May 2, 2024 Jeff Muller
May 2, 2024 Liz Tufo
May 2, 2024 Pete Torell
May 2, 2024 Kaity Cardosi-Raposo
May 2, 2024 Patrick Healey
May 2, 2024 Tommy Stathoulopoulos
May 2, 2024 Caleb Brown
May 2, 2024 Colleen Forbes
May 2, 2024 Meredith McDonough
May 2, 2024 Karen Karim
May 2, 2024 Jamie McManus
May 2, 2024 Kerrie Donnelly
May 2, 2024 Elizabeth Naughton
May 2, 2024 jeanne singleton
May 2, 2024 Tiffany Lynch
May 2, 2024 Tyler Nicholas
May 2, 2024 Jennifer Boudette
May 2, 2024 Leah Furness
May 2, 2024 Tyler Allen
May 2, 2024 David Wittmann
May 2, 2024 Dan Weinberg
May 2, 2024 Danielle Granara
May 2, 2024 Adam Diemer
May 2, 2024 Jason Silbovitz
May 2, 2024 Chris Diemer
May 2, 2024 Laura Diemer
May 2, 2024 Chris Degel
May 2, 2024 Bob McCarthy
May 2, 2024 Caitlin Annunziata
May 2, 2024 Matthew Blasi
May 2, 2024 Nan OBrien
May 2, 2024 Richard Donohue
May 2, 2024 Terry Reilly
May 2, 2024 Connor Jack
May 2, 2024 Andrew Daley
May 2, 2024 Kim Donohue
May 2, 2024 Jenn Kane
May 2, 2024 Alex Bonasera
May 2, 2024 Suzette Goodchild
May 2, 2024 Jenn Kane
May 2, 2024 Katie Bean
May 2, 2024 Stephanie Filipski
May 2, 2024 Charlene Glynn
May 2, 2024 Katie Vicari
May 2, 2024 Holly Weinberg
May 2, 2024 Tyson Teplitsky
May 2, 2024 Maureen Comeiro
May 2, 2024 Michael Miele
May 2, 2024 Julie Valentino
May 2, 2024 Melissa Golden
May 2, 2024 Cara Hardy
May 2, 2024 Fred Matheson
May 2, 2024 Joe Barletta
May 2, 2024 Gavin Furness
May 2, 2024 Dylan Martello
May 2, 2024 Brian Kelley
May 2, 2024 Ian Leonard
May 2, 2024 Ryan Fox
May 2, 2024 Connor Wicken
May 2, 2024 Craig Wilson
May 2, 2024 Tj Michel
May 2, 2024 erica Kirwan
May 2, 2024 Kevin Ridgley
May 2, 2024 Jimmy Trahan
May 2, 2024 Robert Lundbohm
May 2, 2024 Matt Renzullo
May 2, 2024 Jill SantaMaria
May 2, 2024 Nancy Matheson
May 2, 2024 Brianne Gump
May 2, 2024 Ryan Flaherty
May 2, 2024 Griffin Haggerty
May 2, 2024 Matt Donnelly
May 2, 2024 Aidan Koster
May 2, 2024 Tim Matheson
May 2, 2024 KRISTI FURNESS
May 2, 2024 RJ Saucier
May 2, 2024 Katie Hammond
May 2, 2024 Ryan Musto
May 2, 2024 Clyde Severance
May 2, 2024 Kevin Donahue
May 2, 2024 Katie Matathia
May 2, 2024 Nancy Meehan
May 2, 2024 Jen Sorrentini
May 2, 2024 Kristen Granara
May 2, 2024 Bill Melley
May 2, 2024 Kerin Bakst
May 2, 2024 Mike Connelly
May 2, 2024 William Murray
May 1, 2024 Sami Kourbali
May 1, 2024 Vicki Donovan
May 1, 2024 Dominic Tango
May 1, 2024 Jamie Mcmanus
May 1, 2024 Joseph Bean
May 1, 2024 Jessica Lynch
May 1, 2024 Francis Yung
May 1, 2024 Suzanne Stanton
May 1, 2024 Jon Haggerty
May 1, 2024 Lori Masucci
May 1, 2024 Vinny LoBello
May 1, 2024 John Gillis
May 1, 2024 Sandra Palermo
May 1, 2024 Kristin Hoesly
May 1, 2024 Taylor Perillo
May 1, 2024 Tyler Perillo
May 1, 2024 Richard Perillo
May 1, 2024 Louise Perillo
May 1, 2024 Chuck Webberly
May 1, 2024 Liz Connery
May 1, 2024 Peggy McDermott
May 1, 2024 Carrie Burns
May 1, 2024 Greg Moreira
May 1, 2024 Eamon Centrella
May 1, 2024 Chris Connery
May 1, 2024 Quinn Losse
May 1, 2024 Ben Diemer
May 1, 2024
May 1, 2024 Lisa Blasi
May 1, 2024 Tom Eighmey
May 1, 2024 Michael Merullo
May 1, 2024 Molly Strout
May 1, 2024 Roberta Carnes
May 1, 2024 Kathleen Fitzpatrick
May 1, 2024 Ann Hardy
May 1, 2024 Dave Dewing
May 1, 2024 Mark Dente
May 1, 2024 Kara Webberly
May 1, 2024 Joe Castelli
May 1, 2024 Matt Dente
May 1, 2024 Maria Casarano
May 1, 2024 Jennifer Leonard
May 1, 2024 Kevin Sexton
May 1, 2024 Ryan Dwyer
May 1, 2024 STEVEN SULLIVAN
May 1, 2024 Joe Bean
May 1, 2024 Coltan Tangney
May 1, 2024 Fran Sullivan
May 1, 2024 John Taglilatela
May 1, 2024 Maria Capone
May 1, 2024 Mike Dente
May 1, 2024 Patty Dente
May 1, 2024 Rob Scouler
May 1, 2024 George Brooks
May 1, 2024 Jack Gump
May 1, 2024 Rock D'Errico
May 1, 2024 Evan Pennucci
May 1, 2024 James Blasi
May 1, 2024 Jake Carnes
May 1, 2024 Kevin Tobin
May 1, 2024 David McDermott
May 1, 2024 Michael Tobin
May 1, 2024 Luke Goodemote
May 1, 2024 Ethan Haggerty
May 1, 2024 Peggy Gallagher
May 1, 2024 Karla Goodreau
May 1, 2024 Lisa Gibbs
May 1, 2024 Susan Dwyer
May 1, 2024 Pat Centrella
May 1, 2024 Brendan Donaghey
May 1, 2024 David Hunt
May 1, 2024 Aaron Ward
May 1, 2024 Dan Foley
May 1, 2024 Chris Cuffe
May 1, 2024 Colin Comerford
May 1, 2024 Connor Hardy
May 1, 2024 Julie Centrella
May 1, 2024 Dan Fay
May 1, 2024 Dan Whipple
May 1, 2024 Jack Giuliotti
May 1, 2024 Virginia Giuliotti
May 1, 2024 Tim Matheson
May 1, 2024 Chris Smith
May 1, 2024 Kyle Clements
Apr 30, 2024 Jay Kajander
Apr 30, 2024 Kevin DeBenedetto
Apr 30, 2024 Michael Creamer
Apr 30, 2024 Joseph Merullo
Apr 30, 2024 Liam Dwyer
Apr 30, 2024 Matthew Dente
Apr 30, 2024 Daniel Scouler
Apr 30, 2024 Domenic Masucci
Apr 30, 2024 Doug Gibbs
Apr 30, 2024 Brian Tobin
Appendix
Reading Public Schools
School Committee Meeting Packet
May 23, 2024
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Sarah McLaughlin
Carla Nazzaro
Charles Robinson
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Thomas Wise, Reading School Committee Chair
DATE: May 21, 2024
TOPIC: Future Agenda Items
I wanted to quickly share updates to the future agenda items after our last meeting in case there was anything else you
wanted or expected to see before the end of the fiscal year. The tentative agendas are:
Thursday, June 6, 2024
Staff Member of Year Awards (pre-regular meeting)
Athletics Facility Naming Advisory Committee Formation
End-of-Year Personnel Update
Benchmark Update vs. District Strategic Plan: Pillars I and IV
Math Pathways Final Update
Student Services End of Year Update including Quick Program Review Status
SEPAC End-of-Year Update
Thursday, June 20, 2024
Pre Q4 Financial Update w/ Votes on Budget Transfer(s)
Special Education Reserve Fund Report w/ Vote on Reserve Fund Allocation
Parker School Improvement Plan Update
K-8 Literacy Update (ARC Phase III & Middle School) Update
Mid-Cycle Formative Review
Annual Reorganization
Sometime early FY24-25
LEAD Program Review
Please let me know if there is anything we missed or that you would like to discuss so we can find the appropriate
meeting to slot those requests in.
Thank you.