HomeMy WebLinkAbout2024-06-06 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
June 6, 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: 2024-06-06 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. Shark Tank
Consent Agenda
1. Minutes (05-23-2024)
2. RMHS Band Parents Organization Donation
3. RMHS Volleyball Donation
4. Friends of Reading Wrestling Donation
5. RMHS Track Meet Field Trip Request
6. Acceptance of FY24 METCO Boston Bridges Initiative Grant Award
7. Coolidge School Science Olympiad Donation
Accounts Payable Warrant Reports
1. 05-23-2024
2. 05-30-2024
Reports
1. Student
2. Director of Human Resources
3. Assistant Superintendent for Teaching & Learning
4. Assistant Superintendent for Student Services
5. Superintendent
6. Liaison/Sub-Committee
7:15 p.m. E. New Business
1. Athletics Facility Naming Advisory Committee Formation
a. Review of Options
b. Discussion on Phil Vaccaro Request
Town of Reading
Meeting Posting with Agenda
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 2
c. Discussion on Charlie Hardy Request
d. Vote on Committee or Committees Formation
e. Appointment of School Committee Member(s), if necessary
2. SEPAC FY24 End-of-Year Update
3. Parker Principal Search Process Discussion
4. FY24 End-of-Year Personnel Update
5. Math Pathways Final FY24 Update
6. Student Services End-of-Year Update including quick Program
Review Status Update
7. Benchmark Update vs. District Strategic Plan Evidence
Presentation & Discussion: Pillars I & IV
9:40 p.m. D. Old Business
1. School Committee Vote for SY24-25 Calendar Update (A)
F. Information / Correspondence
1. “Re: Please expand school bus service to reduce emissions and
improve traffic and safety” – Rebecca Liberman
G. Executive Session
1. To conduct strategy in preparations negotiations with nonunion
personnel (Central Office & Principals)
9:45 p.m. Adjourn
Join Zoom Meeting
https://readingpsma.zoom.us/j/82987252761
Meeting ID: 829 8725 2761
Find your local number: https://readingpsma.zoom.us/u/kevtzj5din
Consent Agenda
Reading Public Schools
School Committee Meeting Packet
June 6, 2024
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2024-05-23 Time: 7:30 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Tom Wise, Erin Gaffen, Charles Robinson, Shawn Brandt, and Carla Nazzaro
Members - Not Present:
Sarah McLaughlin
Others Present:
Superintendent Dr. Thomas Milaschewski and Assistant Superintendent for
Learning and Teacher Dr. Sarah Hardy
Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson.
Topics of Discussion:
A. Call to Order – Mr. Wise called the meeting to order at 7:00 p.m. to review the agenda.
B. Public Comment – None
Public Comment – None
Focus on Excellence
1. Senior Recognitions – Valedictorian/Salutatorian
Dr. Milaschewski introduced and acknowledged Valedictorian Hannah Wiggins and
Salutatorian Caroline Gallegos. The second valedictorian, Maureen Manning, will also be
acknowledged during the Class of 2024 graduation. Both students briefly spoke about their
post-graduation plans.
2. David B. Libby Scholarship (A)
Dr. Milaschewski provided background on the David B. Libby Scholarship and noted
students had to apply for this scholarship. Last night, 22 students were awarded the
scholarship of $4,000 each for a total of $88,000. The School Committee is responsible for
approving the distribution of the funds from town hall.
Ms. Gaffen motioned to approve the David B. Libby Scholarship distribution, seconded by
Mr. Robinson. The vote passed 5-0.
Page | 2
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
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Brandt. The vote
passed 5-0.
Reports
1. Assistant Superintendent for Teaching & Learning – Dr. Hardy noted a celebration
which occurred earlier this week with first year staff and their mentors. The
celebration provided an opportunity for the group to reflect on what it is like to be a
first-year educator in Reading and recognize the work of the mentors. This year we
had 55 new staff members and we also mentor in years two and three.
2. Superintendent – Dr. Milaschewski congratulated Killam Principal, Ms. Lindsey
Fulton, on the arrival of her first baby. Dr. Milaschewski recognized the Killam team
for picking up some of the leadership in her absence, specifically thanking Assistant
Principal, Ms. Talia Hallett. With the team in attendance for item E1, Dr.
Milaschewski also gave a shout out to the RMHS Boys Lacrosse Team who are having
a successful season thus far and putting their best foot forward. The community
looks forward to following their continued success.
3. Liaison/Sub-Committee
a. Mr. Robinson – The Recreation Committee met and voted to recommend a
naming opportunity to the Select Board for the trail between Birch Meadow. Mr.
Robinson provided context about the naming opportunity.
b. Mrs. Nazzaro – Mrs. Nazzaro discussed her attendance as well as others at
METCO Advocacy Day. Delegation were present and the group had the
opportunity to discuss the letter the School Committee wrote advocating for
increased funding. Mrs. Nazzaro provided a brief update on the Killam School
Building Project. Please check out the killamschool.com website for more
information. The committee will be coming to the community next spring to ask
for a vote to support or not support building a new school. On Tuesday evening,
there is a financial forum if the community would like to learn more about all of
the projects and initiatives happening in the town.
c. Mr. Brandt – No report
d. Mrs. Gaffen – No report
e. Mr. Wise – No report
Page | 3
E. New Business
1. Facility Naming Request on behalf of Charlie Hardy
Mr. Dennis DeBenedetto and Mr. Kevin Mulvey advocated for the naming of a facility on
behalf of Charlie Hardy.
Mr. Wise noted tonight is for members of the committee to only ask clarifying questions
and during the June 6th meeting, discussion will take place about forming an advisory
committee. Mr. Wise discussed the purpose and expectation of the Advisory Committee.
The committee took a three-minute recess returning at 7:32 PM.
2. End-of-Year Teaching & Learning Curriculum Update
Dr. Hardy along with members of the Teaching and Learning Department, Ms. Erin Burchill
and Ms. Mary Anne Lynn, provided an End-of-Year Teaching and Learning update. The
update is organized into two buckets all coming from Strategic Objective 2: Coherent
Instructional Systems. The focus areas in the 2023-2024 school year were:
- The adoption of high-quality materials and evidence-based instructional practices
- Implementation of high-quality professional learning for staff
A complete copy of the presentation can be found here. The committee had the
opportunity to answer questions and discuss.
3. Mid-Cycle Formative Review Process Discussion
Mr. Wise noted the formal review for Dr. Milaschewski kicks off now and we will publish
results during the June 20th meeting. He walked through the formative review process and
some key dates.
4. Benchmark Update vs. District Strategic Plan
Dr. Milaschewski provided an update on the district strategic plan first orienting the
committee to the document provided in the packet. The left column of the document
provides the activities the district set out to do and tying to short- and long-term outcomes.
The third column is new providing a progress update. There are some goals we confidently
feel we have met and others we have not or are in progress. Dr. Milaschewski pointed out
the links to presentations in the document which help to avoid redundancy. During this
meeting, updates were provided on pillars two and three. During the June 6th meeting, this
document will be updated to provide the updates on pillars one and four.
5. Mid-Cycle Formative Review Evidence Presentation
Dr. Milaschewski presented his mid-cycle formative evidence providing an overview of each
goal, key actions, and benchmarks.
Mr. Brandt motioned to adjourn, seconded by Mrs. Nazzaro. The vote passed 5-0.
https://www.youtube.com/watch?v=C0f0rk2UrQY
Page | 4
Meeting Adjourned from regular session at approximately 8:45pm.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 4, 2024
RE: Vote to Accept RMHS Band Parents Organization Donation
Please vote to accept a donation of $3,900 from RMHS Band Parents Organization. This donation is
in support of three high school marching band staff members for the 2023-2024 season.
Please find attached the donation letter from Melissa Carpenter, Treasurer of RMHS BPO.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 4, 2024
RE: Vote to Accept RMHS Volleyball Donation
Please vote to accept a donation of $100 from Ken D’Arrigo. This donation is in support of the RMHS
volleyball program for the purchase of equipment.
Please find attached the donation letter from Ken D’Arrigo.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 4, 2024
RE: Vote to Accept Friends of Reading Wrestling Donation
Please vote to accept a donation of $2,949.13 from the Friends of Reading Wrestling. This donation is in
support of the assistant coach for the 2023-2024 season.
Please find attached the donation letter from the Friends of Reading Wrestling.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: May 9, 2024
RE: Vote to Approve RMHS Track Meet Field Trip Request
Please vote to approve an out of state field trip request to the University of New Hampshire for RMHS
Track Meet athletes. This trip will take place on June 8th.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Dr. Derek Pinto, Director of Finance and Operations
DATE: May 30, 2024
FR: Katelyn Finnegan, Finance and Business Analyst
RE: Acceptance of FY24 METCO Boston Bridges Initiative Grant Award
The Boston Bridges Initiative has awarded the Reading Public Schools with a FY24 METCO Boston Bridges
Initiative Grant Award in the amount of $5,000.
The METCO Boston Bridges Initiative grant is awarded to support two 2024 Reading METCO program
activities. The grant will specifically fund our Boston Kite and Bike Festival in May 2024, along with funding our
Franklin Park Zoo Lights event in the Fall of 2024.
Thank you for your support with your vote to accept the FY24 METCO Boston Bridges Initiative 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
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 4, 2024
RE: Vote to Accept Coolidge School Science Olympiad Donation
Please vote to accept a donation of $59,273.55 from the Coolidge School Science Olympiad (CSSO). CSSO
will be dissolving and their bylaws state that “upon dissolution of the corporation, assets of the
corporation shall be distributed exclusively to the Town of Reading for public education at the Middle
School level, specifically, Coolidge Middle School for STEM activities.”
This donation from CSSO is intended for Coolidge Middle School STEM activities. Please find attached
the donation letter from the Friends of Reading Track.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
June 6, 2024
Dear Mrs. Marchant, Dr. Milaschewski, and the Reading School Committee:
The Coolidge School Science Olympiad (CSSO) voted to dissolve. Its bylaws state that
“upon dissolution of the corporation, assets of the corporation shall be distributed
exclusively to the Town of Reading for public education at the Middle School level,
specifically, Coolidge Middle School for STEM activities .” Therefore, the CSSO hereby
requests that the Reading Public Schools accept our donation in the amount of
$59,273.55 for public education at the Middle School level, specifically, Coolidge Middle
School for STEM activities.
We hope that our donation will be accepted and remain grateful as always for the support
that you and the Reading Public Schools continue to display for science education.
Yours truly,
Linda Kiene
CSSO Treasurer
cc: Derek Pinto
New Business
Reading Public Schools
School Committee Meeting Packet
June 6, 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: June 6, 2024
TOPIC: Athletics Facilities Naming Requests
At our last two meetings, we heard the requests to name the Gymnasium inside the Hawkes Field House after long-time
teacher, soccer coach, and athletic director Phil Vaccaro and Turf 2 after long-time lacrosse coach Charlie Hardy. At our
meeting this coming Thursday, we will move forward with the next steps in that process. We will continue to align our
next steps with the process laid out in Policy FF – Naming of Facilities or Places within or on School Property. In
particular, the relevant next steps are Section C.7. and C.8. of the Policy which are:
C.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.
C.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.
The first step in our process on Thursday will be two discrete discussions and votes on whether to accept the
nominations. Then, as C.7. clearly documents, if we accept the nominations, we are to put together a subcommittee to
further study the nomination and make a recommendation to the School Committee as a whole. However, while the
language above calls for the creation of a subcommittee, by nature of the constituents (specifically including people who
are not members of the School Committee), it cannot be a regular subcommittee and must be an advisory committee
instead. Therefore, we will follow the Policy BDF – Advisory Committees to the School Committee and the Reading
Home Rule Charter.
There are two provisions of the Charter that apply to this advisory committee:
4.14 Other Boards or Committees
Any of the elected boards or committees authorized by Article 3 may establish and appoint or dissolve
boards or committees from time to time for a specific purpose. Members of such boards or committees
shall reside in the Town of Reading at the time of their appointment and during their term of office.
The appointing authority of any such board or committee shall, in advance of the first meeting of said
board or committee and annually thereafter, report the purpose, membership and contact information
of said board or committee to the Town Clerk.
8.10 Vacancies on Boards or Committees
Whenever a new board or committee is established, or a vacancy occurs on any existing board or
committee, the appointing authority shall forthwith cause notice of the vacancy to be publicly available
for not less than fifteen (15) days. Any person who desires to be considered for appointment to the
position may, prior to the time the position is actually filled, file with the Town Clerk a statement setting
forth his interest in and qualifications for the position.
We have a conflict in terminology between Policy FF and Policy BDF. Policy FF says, “Accepted nominations will be
handed over to a subcommittee to be named by the chair for further …” while Policy BDF says, “Appointments to such
committees will be made by the Committee.” Throughout this process, I expect we will take the more inclusive
Committee approach for the final appointment once the constituent recommendations or ex-officio assignments are
known. Further, since we require 15 days of public posting of the openings, we will not be able to fully establish the
advisory committee at our next meeting on June 20th. Therefore, while we may form the advisory committee during this
meeting, I would suggest we vote on the official appointments during our meeting in early July.
We also have a conflict between the Charter and Policy FF concerning membership. Fortunately, Policy BDF gives us an
avenue to resolve that conflict. Policy FF calls for “the building principal of the school” to be a member of the
Committee. However, the Charter expressly forbids non-residents from being on boards or committees. Fortunately,
Policy BDF allows for “Members of professional staff may be appointed to the committee as members or consultants, as
found desirable.”
Given all the above, the advisory committee makeup, at a minimum, would be:
Committee Constituent Role Recommending Body or
Individual
School Committee Member (ex-officio) Member School Committee Chair
RMHS Principal – Jessica Callanan Consultant School Committee Chair
Select Board Member (ex-officio) Member Select Board
Local Business Leader Member School Committee Chair*
RMHS Student Representative Member RMHS Principal
Historical Commission Member (ex-
officio)
Member Historical Commission
*This recommendation will take place after reviewing applicants received in alignment with Section 8.10 of the Reading
Home Rule Charter.
Since the language in Policy FF says, “but is not limited to,” I would encourage each of you to consider if you believe the
advisory committee requires any further membership to be complete. We can then engage in a discussion on that
before the official formation of the advisory committee. For example, since we may be considering two nominations,
should we have two students or two local business leaders?
Additionally, below is the proposed charge for the advisory committee in alignment with Section 6 of Policy BDF:
Length of Service: Through October 2022.
Assignment: Consider the nomination to name the Gymnasium inside Hawkes Field House after Phil
Vacarro and Turf 2 after Charlie Hardy in alignment with Sections A and B of Policy FF of the Reading
School Committee. Those sections are:
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. Evidence 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
As part of the consideration, execute appropriate research and gather necessary public feedback
and input to form a recommendation for the School Committee for this topic.
Resources: The Committee, through its work with the Administration, shall aid with meeting notices
and meeting locations. Additionally, the Committee will provide all letters of support or other such
materials it receives which will enable the advisory committee to assess community support and
alignment with Sections A and B of Policy FF.
Dates for Major Reports: The Committee wishes to receive the final recommendation by the end of
October 2022 at a yet-to-be-scheduled regular School Committee meeting.
Governing Policies: It is recommended that the advisory committee leverage the following policies
throughout their process:
Policy BEDH – Public Comment at School Committee Meetings
Policy JIB – Student Involvement in Decision Making
Policy KDB – Community Involvement in Decision Making
Additionally, it is required that the advisory committee operate in compliance with MGL 30A:18-25
(Open Meeting Law).
Press Releases: The advisory committee shall not provide a press release and defer all press
inquiries to the School Committee via the School Committee Chair.
Finally, as the above is a draft, please feel free to come prepared with improvements or adjustments to the
above for our incorporation into the definitive version of the charge for the advisory committee. Once the
charge is finalized and the committee constituents are known, I will reach out to the Town Clerk, the Select
Board, and the Historical Commission to start the process of building the committee constituency.
Thank you.
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: June 4, 2024
Re: SEPAC FY24 End-of-Yer Update
During the June 6th School Committee Meeting, SEPAC will provide an End-of-Year 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
Special Education Parent
Advisory Council (SEPAC)
Dilly Wilson, Eunice Kenyon, Jacyln Lee, & Zea Lennard
Executive Board of Reading SEPAC
SEPAC Mission Statement
Our Mission
Work for the
understanding of,
respect for, and
support of, all
children with special
needs in the
community.
Promote a network of parents of
children with special needs, and
provide a forum to share information
Advise the Director of Student
Services, School Committee, and
Superintendent on special education
programs and policies, and parent
and teacher training needs
Promote communication and sharing
of information between SEPAC
members, local, state and national
organizations, councils and groups, as
well as within the community to
encourage understanding, acceptance
and inclusion of students with special
needs
Provide informational workshops to
parents, educators, students and
professionals
Agenda
●Year in Review
●Promote network and provide a forum to share information
●Advise on special education programs, policies, and training needs
●Promote communication and sharing of information
●Provide informational workshops
●Looking Toward the 2024-25 School Year
●Q&A
2023-2024
●4 consistent board members; started the year with a full board (6 members)
●Strong Momentum
○Continuing external relationships
■Informal meet and greet with chairs and administrators
■Continued partnership with Student Services
○Strengthening internal culture
■Parent workshops
■More active involvement from general council members
■Informal parent lunch meetups
●Finding under-reached groups; identifying blind spots and acting accordingly
2023-24 By the numbers
509 Number of Facebook followers
2,411Facebook Reach last May-June
315 Signed Up for Monthly Newsletters
Results from March 2024 Parent Survey
648
Previous
Year
Current
Year
360
Results from Two FaceBook Posts
Website views from June 2023 to June 2024
Some Positive Things Our Members Are Saying
●Love the ESY meeting! New to Reading and such a great
intro!
●The SEPAC has grown so much in the past few years. I
appreciate everyone's hard work and effort. Outstanding
job of making the community more aware of SEPAC and
offering a range of topics.
●This is a very informative organization. This year's
additional presentations by Lynn Lyons and the recent one
on middle school students were so helpful!
●Virtual presentations makes it easier for me to attend
●I love these webinars! So helpful. Wish I had known about
them sooner and before my daughter was starting the
whole process because it is so overwhelming for the non
educator to understand.
Word cloud from parent survey feedback excluding
common words such as IEP and school
●Your work with student services and the district at large
helps us know that special education matters are on their
radar.
Do you think parents who need SEPAC know what it is and
how to access its resources?
●I don't think most parents know SEPAC.
●Yes- this group has done a wonderful job getting the word
out!
●No. Navigating the process early on is not easy and we
wish that the Reading SEPAC could better support those
starting out. There are parents that are aware of SEPAC
but many that could use the support are not aware.
●Nope. The outreach needs to start on the first day of
school. It needs to happen at the open houses, a quick
blurb from everyone. All teachers, all levels, all grades.
especially at RISE.
●All parents with child on IEP’s should be made aware of
SEPAC during their yearly meetings
What SEPAC programs would you like to see in 2023-2024?
●Inclusion, what is it, how do we improve it, and how do we
connect these kids with other kids.
●What Parents need to know about bullying
●Managing aggressive behaviors in autism.
●Transitioning from pre-school to Kindergarten and more information about
integrated classrooms for students on IEPs.
●ADHD, executive functioning, anxiety, math for neurodiverse learners
●ADHD related programs/information/advocacy. How can we help our children with
ADHD. What does the district do to make sure general education teachers support
ALL students with ADHD and related executive functioning challenges?
●Anything to help parents better parent and cope with kids with disabilities (from ADHD to Autism and beyond), especially
through tricky teenage years.
●Recording events whenever it is possible and posting it on the Reading SEPAC website
●Meeting notes - including the Q&A sections that is not recorded
●Option to share resources on the website
●Form to connect anonymously to the Reading SEPAC board
●School newsletter and district updates
●Social Media
●SEPAC’s giving
●Team Chair Meet and Greet
●Unified Athletics and Sports Discussion
●Annual Survey
●Social opportunities
○Family Lunch Meetups, Summer Patio Socials, Popsicles on the Playground, REF Tree creation
(craft night and decorating), connection with Friends of Metco and a table at the Kite Festival,
End of Year Social
Promote a network of parents of children with special
needs, and provide a forum to share information
Advise the Director of Student Services, School Committee, and
Superintendent on special education programs and policies, and
parent and teacher training needs
●Monthly meeting with Student Services
●Communicate parent concerns
●Utilize the open line of communication that we enjoy with
administrators; very strong relationships
●Collaborate together to address concerns
●Sponsorship of speakers
●Grateful that RPS puts importance on the special education
programming
Promote communication and sharing of information
between SEPAC members, local, state & national organizations, councils & groups, as well as within the
community to encourage understanding, acceptance & inclusion of students with special needs
District Visibility:
Collaboration with
Student Services,
Statement in District
Handbook, Flyers,
and Team Chair
Emails
Parent Outreach:
Emails, Meetups,
and Parent Consult
Group for Program
Reviews
Regional Collaboration:
Collaboration with other
SEPACs, Division of
Equity and Social Justice,
and community partners
Regular Communication:
Meetings, Email, District &
School Newsletters,
Facebook, Instagram, Flyers,
District Handbook, Team
Chair Communication, School
Website, The Reading Post,
and Reading Recap
Provide informational workshops to parents, educators,
students and professionals
●Sarah Ward - The 360 Thinking Model
●Lynn Lyons - Helping Your Family’s Emotional Health Need
●Tiered Support for Students
●Basics Right Workshop: Evaluation and Eligibility
●Phillis Fagell - Raising Superpowered Middle Schoolers
●MCAS & Students with Disabilities
●Extended School Year
●School Transition Workshops
●The New IEP Presentation
●Special Education Budget Review
●Four SEPAC Business meetings
Looking Toward the 2024-25 School Year
●Provide new social networking opportunities
●Expand Reading SEPAC workshops
○Additional presentations on dyslexia, literacy
screening, and transition planning
○Additional educational workshops - Lynn
Lyons (reschedule) and Sarah Ward
●Expand Friends of SEPAC
●Explore fundraising
●Expand website
●Repeat Team Chair Meet and Greet
●Expand partnership with community support group
●Continue to develop trusted partnership with
student services and school
Q & A
TO:
FROM:
DATE:
RE:
Reading School Committee
Dr. Thomas Milaschewski, Superintendent
June 4, 2024
Parker Principal Search Process
This week, Parker Principal, Rochelle Rubino, shared with the Parker community that she will be
transitioning away from her role at the end of the 2023-2024 school year. On behalf of our district, we
thank Principal Rubino for her outstanding leadership in our community over the past 2 years and wish
her the best in her next chapter. We know that she has positively impacted so many students, staff,
and families during her tenure at Parker.
During the June 6th School Committee meeting, we will be sharing a draft of the upcoming search
process to fill the Parker Principal position. This presentation will include draft timelines and strategies
to engage our community in the process. Please find here an email sent to incoming and current Parker
families sharing details about the search process.
In the packet, we have provided a draft principal search timeline. I am looking forward to the feedback
from the Committee.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Parker Middle School Principal Search
The Screening Committee will be facilitated by Dr. Tom Milaschewski, Superintendent, and Michelle Roach, Human
Resources Director. To the extent possible, the composition of the committee will represent the many constituencies
that comprise the Parker Middle School community. All information and discussions by screening committee
members are confidential and cannot be shared during the process or after the process is complete.
Screening Committee Members
• District Administrator
• District Principal
• School Committee Member
• 4 Parker Staff Members
• 4 Parker Parents/Caregivers
Date* Time Event
June 4 8:00 AM Full-Time position and Interim position posted
June 4 Community survey and outreach for Screening Committee participation
June 5 2:30 pm Parker staff meeting to discuss search process
June 6 7:00 pm School Committee review of process and timeline
TBD TBD Organizational meeting with Screening Committee (virtual)
June 17 11:59 pm Final date for submission of application
Weeks of
June 17 &
June 24
First round candidate interviews by Screening Committee, finalists recommended
TBD Finalist candidate interviews by Superintendent, Central Office Leadership Team;
Parker site visit; Reference checks conducted
TBD Offer extended to selected final candidate
*Dates are tentative and subject to change based on candidate availability
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: Michelle Roach, Human Resources Director
Date: June 4, 2024
Re: Human Resources End of Year Update
During the School Committee meeting on June 6th, we will review the Human Resources End of Year Update
presentation. I will discuss the progress made towards contract negotiations with our five bargaining units
and our advancements in strategic HR work during FY24, particularly focusing on strategic goals 3.1 and 3.3.
This will include improvements in HR workflow, employee satisfaction, and the recruitment and retention
of a diverse workforce.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Human Resources Update
MICHELLE ROACH
DIRECTOR OF HUMAN RESOURCES
Human Resource Workflow
Strategic Goal 3.1
•Identify and evaluate current capacity and
systems of HR Hiring, Onboarding, Off
Boarding Process Systems, Workflow
•Identify efficiency/effectiveness
improvements
•Explore new products/systems or an
expansion of existing licensed systems
FY24 Outcomes
•Updated contracts with five bargaining units
•Transitioning from the Frontline Absence
and Substitute Management system to Red
Rover
•Implementing ArxEd to streamline, simplify,
and ensure compliance with mandated
training
Union Contracts
•Reading Cafeteria Employees
-Contract fully signed on March 14, 2024
-Elementary Breakfast JLMC in progress
•Reading Facilities School Custodians
-Contract fully signed on March 14, 2024
•Reading Paraeducators Association
-Contract signed by Association on May 31, 2024
-Sick/Leaves JLMC completed and integrated into
contract
•Reading Administrative Secretaries Association
-Contract fully signed on April 4, 2024
•Reading Teachers Association
-MOA signed on November 30, 2023
-Collaborating with Association on non-substantive
changes
All contracts were subject to the following revisions:
1.Incorporated negotiated agreements outlined within
the MOAs
2.Implemented a standard format for uniform contracts
3.Improved the overall format to enhance visual
presentation, ensuring better readability and clarity
4.Implemented gender-neutral pronouns and corrected
any grammar and spelling errors
5.Sunset outdated agreements, removed duplicate
items, aligned items with related content, revised
outdated time/process references, renamed headings
to more intuitive titles, and corrected inaccurate
section references and other miscellaneous errors
Why ?
General Improvements:
•Modern, user-friendly, intuitive interface
•Allows substitutes to be assigned by period, with modified schedules
for teachers working multiple schools or partial days
•Built-in class coverage tracking
•Designed by Frontline’s founders for easy transition for
administration and users
School and Classroom Profiles:
•Schools can customize profiles to share school-specific norms and
procedures with substitutes
•Teachers can load classroom profiles with seating charts, classroom
norms, and links to Google Classroom and other resources
•School/Classroom profiles are automatically shared with substitutes
Substitute Benefits:
•Mobile push and text notifications can be enabled to immediately
share new assignments, increasing fill rates
•The mobile application lets teachers create video messages for
substitutes, providing detailed lesson plan explanations and
demonstrations
•Multi-day absences can be automatically divided into smaller roles
•Through RedRover, all substitutes can take the "Welcome to
Substitute Teaching" course from SubSchool at no additional cost
to the District
School Safety:
•Red Rover allows for profiles pictures to be included with each
substitute, allowing administration to verify who is in the building
Why ?
FY25 Financial Cost:
Frontline Education: $24,342.49
Red Rover: $18,694.20
$ 5,648.29 savings
* Red Rover One-Time Implementation Fee: $2,000.00 paid out of FY24 HR Budget
Why ?
What is ?
•ArxEd offers mandated staff training through videos and
comprehension checks to meet state and federal requirements
•The platform automates and tracks individual progress, ensuring
all staff are properly trained and reducing district risk
•Previously, training relied on self-reported completion of
slideshows and documents
•ArxEd keeps training up to date and automatically stores
completion records, alleviating the administrative burden of
maintaining current website and tracking employee progress
Sample image of bullying prevention training
Employee Satisfaction
Strategic Goal 3.3
•Gather data on demographics, tenure,
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
FY24 Outcomes
•Milestone Reception and Recognition
•Distinguished Teaching and Staff Awards
•Exit Interviews
•Exploring implementation of staff
engagement survey
Teaching & Staff Awards
This year, we again expanded the staff recognition and awards night. In addition
to acknowledging those who have achieved Professional Teacher Status,
reached service milestones, and retired, we also honored 18 teachers and staff
members who were nominated by their colleagues across the district with
distinguished teaching and staff awards.
Number of Individuals Recognized by Category:
Professional Teacher Status: 15
10 Years of Service: 17
20 Years of Service: 13
30 Years of Service: 1
Retirements: 5
Distinguished Teaching Awards: 9
Distinguished Staff Awards: 9
2023-2024 Staff Exit Survey
•66 exit surveys sent to staff who resigned or retired through June 30, 2024
•Response rate of around 32% (21 responses received)
•Example topics:
o Position
o Tenure
o Reason for departure
o Future plans
o Overall experience with RPS
o Like most about job/district
o Suggestions for improvement
2023-2024 Staff Exit Survey
24%
29%14%
9%
24%
Exiting Staff Tenure (21)
< 1 Year
1-3 Years
4-6 Years
7-9 Years
10+ Years
27%
32%
41%
Departure for Similar Positions
Similar/Same Field
Different Field
Retiring/Have No New
Position
2023-2024 Staff Exit Survey
2023-2024 Staff Exit Survey
0
1
2
3
4
5
6
7
8
9
Accepted Teacher
Position (transition
from para role)
Career Change Compensation Personal/Family
Reasons
Relocation Retirement Return to School
Primary Reason for Departure
Recruiting & Retaining a Diverse Workforce
Strategic Goal 3.3
Team members will:
•Gather data on the demographics and retention of
Reading Staff
While this is listed as an HR responsibility on the strategic
plan, the work of recruiting and retaining a diverse workforce
is a responsibility of all district departments and schools
FY24 Outcomes
•MPDE – MTEL & Bachelor’s
reimbursement
•MPDE Career Fair
•The Teacher’s Lounge
•Positions: METCO/SACs, METCO
Coordinators, MLL Family Liaison
Race and Ethnicity by Number of Staff
Race/Ethnicity 2020-2021 2021-2022 2022-2023 2023-2024
African American 2 2 9 11
Asian 6 5 5 8
Hispanic 4 2 3 7
White 565 601 604 598
Native American 0 1 1 0
Multi-Race, Non-Hispanic 1 1 1 1
* Based on active EMPS data reported by DESE as of October 1, 2023
** includes RTA, paras, secretaries, tech, and Central Office
New Multilingual Learner Family Liaison
•Family and Student Support: Welcome and support newcomer families, provide social-emotional support to students, and connect families with essential resources such as housing, food security, and childcare
•Communication and Engagement: Foster open communication between families and school staff, ensuring that school goals and expectations are clearly conveyed and understood by diverse families
•Translation and Interpretation: Develop and manage district-wide translation and interpretation protocols, oversee the translation of formal and legal documents, and ensure accessibility of information
•Coordination and Outreach: Organize informational sessions, community resource nights, and coordinate with school nurses for immunization compliance, while also attending IEP meetings and conferences as a family liaison
Massachusetts Partnership for
Diversity in Education (MPDE)
•Reading is a consortium member of the Massachusetts Partnership for
Diversity in Education (MPDE)
•MPDE is assists districts in facilitating career opportunities for educators and
administrators from diverse backgrounds, and forming collaborative
relationships that will enhance staff diversity within school districts
•In addition to hosting a career fair centered on promoting educator diversity,
MPDE provides a program aimed at providing reimbursement to district
employees for the cost of their MTEL testing fee on a first-come first-serve
basis and/or reimbursement towards Bachelor’s degree credit
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: June 4, 2024
Re: Math Pathways Final FY24 Update
During the June 6th School Committee Meeting, we will provide the final FY24 Math Pathways 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
RPS Math Pathways
End of Year Update
June 6, 2024
Overview of Presentation
●Math Pathways Defined
●Mathematics Vision Statement
●RPS Mathematics Vision Statement
●Secondary Math Pathways Advisory Committee
●Update on Math Pathways projects
●Initial impact of updated pathways
What is a Math Pathway?
A Math Pathway is a series of courses in which courses build upon the
content of previous courses. For example, if a student takes Algebra I, then
Geometry, then Algebra II, that is a sequence that prepares students for a
variety of math courses.
Well-developed mathematics pathways enable students to take different
paths through the math curriculum, making math learning relevant to their
programs of study and careers. Model pathways vary but often focus on
algebra/calculus, statistics or data science/quantitative reasoning.
Mathematics Vision Statement
In Reading Public Schools, students see themselves as problem solvers
who continually grow as mathematicians. Our classrooms foster reasoning,
collaboration, and curiosity within which students hold the ownership of the
work (thinking, talking, and learning by doing) while they take risks,
persevere, and communicate.
Educators foster productive struggle through real-world problems that
engage students of every background and ability. RPS educators know that
all students can achieve in mathematics, and we use ongoing assessments
and inclusive practices to support access for all to set students up to find
success.
Secondary Math Pathways Advisory Committee
An advisory committee was formed in the fall of 2023 consisting of 21 members including,
teachers, administrators, parents/guardians and community members. Over the course of 4
meetings, the committee used current research, relevant data, and MA DESE
recommendations to:
●examine the impact of middle school course placements determining the future ceilings of students
within advanced math courses,
●evaluate the discrepancy between student enrollment in advanced math courses vs. school
demographics,
●explore options for more advanced math course choices and interest-based options for
juniors/seniors,
●and increase opportunities for accessing various math courses.
Details of the committee’s work and recommendations from administration based on that
work, were presented to the school committee on Nov. 30, 2023. We maintained a
webpage with committee materials so anyone could access information.
Resources:
Fall 2023 School Committee Meeting Update
Secondary Math Pathways Advisory Committee Webpage
1.Improve Systems and Structures that Support Student Success in Math
2.Increase Options for Middle School Acceleration in Math
3.Refine Grade 12 Course Selection for On-Grade Pathway
4.Improve Supports for Current Acceleration Points in High School
5.Intentionally Support Students with Disabilities, Students of Color and
Hispanic Students Along the Math Pathway
6.Improve Communication about Math Pathways with Students and Families
The following slides outline steps taken during the 2023-24 school year associated with each strategy.
Additionally, items that will be addressed in the coming school year(s) are noted.
Strategies to Improve Math Pathways - Originally Presented in Nov. 2023
Strategy 1: Improve Systems and Structure that Support Student
Success in Math
Problem(s) this addresses: MS acceleration determines student’s ceiling in math; some student groups are not equally
represented in the most advanced math classes
Suggested Change Update
At the middle school level,
increase the time students
spend in math class or
engaged in math learning and
practice
Parker will pilot a new bell schedule in 2024-25, lengthening math class time for
students by 720 minutes over the course of the year. This year, Coolidge added
math intervention during team time to provide targeted math support and will
continue this practice going forward. Both middle schools are updating electives
to include courses where students use applied math to explore potential career
options.
Initiate a Middle School Math
Curriculum review for grades
7 and 8
Planned for 2024-25 school year.
Re-establish a Math Lab at
RMHS to provide students
with drop in help for math
Math Lab was re-established in February 2024.
Positive feedback from students, but as predicted, library space was not ideal.
Math Lab will continue in 2024-25, but looking at space for next year.
Strategy 2: Increase Options for Middle School Acceleration in
Math
Problem(s) this addresses: MS acceleration determines student’s ceiling in math; some student groups are not equally represented in the most
advanced math classes
Suggested Change Update
As part of the selection process for grade
7 acceleration, establish a score range
below the typical cut off and for those
students talk directly with the students
and families about acceleration
experiences and allow the students and
families to decide
When reviewing grade 6 student data in spring 2024, middle school principals identified
students eligible for grade 7 acceleration. In addition to students who scored at or above
the required score, families of students approaching that score were contacted and given
the option of grade 7 acceleration (22 students in spring 2024). In conversations with
families, math teachers explained the acceleration options, talked about the student’s
disposition to math and interest. To date, 18 students in this group selected acceleration.
Explore an alternative acceleration point
in 8th grade to replace or supplement the
current option (summer work with end of
summer assessment)
A middle school summer math enrichment has been created. Below are some details:
●Available for all rising 7th and 8th graders - all students will be encouraged to
participate over the summer
●7 modules with asynchronous work
●Opportunity for a weekly teacher check in
●A teacher will review work and give feedback weekly
●Modules include review of grade level topics (great for all students)
●Modules also include an extension previewing next grade level topics (great for
students who love math and want a push)
●Rising 8th graders who took grade 7 math and complete the extension modules can
choose to take an assessment in August to move into Algebra I in grade 8
Strategy 3: Refine Grade 12 Course Selection for On-Grade
Pathway
Problem(s) this addresses: HS students need more choices aligned with college and career goals
Suggested Change Update
Change CP Introduction to Calculus to
CP Precalculus
Course title and description was changed in RMHS Program of Studies in
winter 2024
Course syllabus will be updated over the summer
Change CP Functions, Statistics, and
Trigonometry to CP Statistics and
Trigonometry
Course title and description was changed in RMHS Program of Studies in
winter 2024
Course syllabus will be updated over the summer
Strategy 4: Improve Supports for Current Acceleration Points in
High School
Problem(s) this addresses: Some student groups are not equally represented in the most advanced math classes; HS students need
more choices aligned with college and career goals; High school acceleration options are not appealing to students and not
accessible to all students who are interested in accelerating
Suggested Change Update
Offer a Summer Geometry
Course at RMHS for students
who want to accelerate in grade
10
●Created Summer Geometry Course description and job posting
●Hired an RMHS math teacher to develop and teach the course
●Enrolled 9 rising Sophomores
●Enrolled 2 rising Freshmen
Investigate an integrated
approach to math in grades 9-11
●We plan to monitor math pathways work at the state and national level.
●We will continue to participate in DESE Math Leaders Network and learn
about changes in other districts
Strategy 5: Intentionally Support Students with Disabilities,
Black and Hispanic Students Along the Math Pathway
Problem(s) this addresses: Some student groups are not equally represented in the most advanced math classes
Suggested Change Update
At each acceleration point, look
for students in demographic
groups that don’t typically
accelerate who might be able to
be pushed and pair those
students with additional
resources supporting
acceleration
●Launching the METCO Summer Bridge Program, a summer program offered
to Boston resident students (at METCO HQ) via a METCO grant. Program
will serve up to ten rising 6th and 7th grade students who would benefit from
extra support in advancing math skills, potentially leading to a future
acceleration. Click here to learn more.
●Continuing PD that supports teachers in increasing student engagement and
differentiation based on the needs all students, but in particular demographic
groups not proportionally reflected in the accelerated math pathway
Explore a Partnership with the
Calculus Project
●Met with the Calculus project and gathered information about their model and
the structures needed to participate in the partnership
●Continuing to explore components of the Calculus project for application in
Reading
Strategy 6: Improve Communication about Math Pathways
with Students and Families
Problem(s) this addresses: MS acceleration determines student’s ceiling in math; some student groups are not equally
represented in the most advanced math classes; HS students need more choices aligned with college and career goals
Suggested Change Update
At the middle school level, include an evening event
(hybrid and recorded) for families to learn about the
math pathway and the options available to students
throughout their middle school and high school years
Include information about how pathways support varied
college and career paths
Ensure communication outlines the rigor in current high
school math classes, including what students learn in
each class and how students are challenged in classes
Communicate clearly about the ways to accelerate and
change pathways, including the advantages and
drawbacks associated with each choice
●Held a virtual Middle School Parent/Guardian
Information Night on March 19, 2024. You can view a
video from that event by clicking here.
●Held a virtual High School Parent/Guardian Information
Night on February 1, 2024. You can view a video from
that event by clicking here.
●Both presentations included information about the
connection of math pathways to college and career
paths
●Both presentations clearly outlined the ways students
can accelerate their math pathway and presented
information on the impact of acceleration decisions
●The RMHS Program of Studies was updated to make
the shifts in the math pathway. This included the
changes made to the on-grade math courses.
To: Reading School Committee
From: Dr. Jennifer Stys, Assistant Superintendent for Student Services
Date: June 4, 2024
Re: Program Review Update
Dear School Committee Members,
The school district and school committee has invested in evaluating the special education programs within
RPS by third party providers. The district is required to complete one program review a year and it can be
internal or external. By the end of the 2023-204 school year, Reading will have reviewed each of its special
education programs. This highlights the district's belief and urgency that all students feel that one's authentic
self is seen, valued, affirmed, and connected by/to the school and district. The special education department
has an obligation to ensure that students receive the education they need and deserve in the least restrictive
environment with instruction based on evidenced based practices. There have already been transformative
changes resulting from the program reviews, particularly the addition of the Inclusion Specialist and Transition
Specialist, who have significantly enhanced our ability to provide services to students within the Least
Restrictive Environment.
Why: The state requires that special education programs be reviewed. Additionally, RPS will use this
information to build the strongest, research based programs possible to serve our students within the Least
Restrictive Environment.
• The reviews can be completed internally or through a 3rd party
• The state requires one program be reviewed a year
Goals: Develop and calibrate the strengths and weaknesses of our programming from an outside perspective
• Ensure evidence based practices and action steps to inform us of strategies, systems and staffing to
improve student outcomes
• Consistency within and across systems and practices to impact student outcomes
• Create clear, measurable, transparent outcomes
• Provide clear reports on progress and next steps
Evaluation Components:
• Observations
• File/Documentation review
• Interviews with staff and families
• Meetings with administration
• Drafting of Full Report
• Drafting of Executive Summary
Timeline:
• 2019-2020: Internal evaluation of the overall functioning of the special education systems
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
• 2020-2021: Internal evaluation of reading evaluations and instructional systems
• 2021-2022: External evaluation of E.M.B.A.R.C., S.O.A.R., S.A.I.L., and R.E.A.C.H.
• 2022-2023: External evaluation of R.I.S.E. and Learning Center
• 2023-2024: External evaluation of L.E.A.D.
*A refresh cycle of programmatic reviews wills be established and published*
Enclosed within this document, you will find a comprehensive summary of the recommendations resulting
from our recent program reviews. These recommendations are offered as suggestions and will be tailored to
align with the unique context of our Reading community.
The program review process has been thorough, involving input from various stakeholders, including
educators, administrators, parents, and students. Our aim throughout this endeavor has been to ensure that
our educational programs remain dynamic, responsive, and conducive to the holistic development of our
students.
In presenting these recommendations, we acknowledge the diverse needs and aspirations of our student
body. Thus, while some suggestions may require significant adaptation to suit our local context, others may
be implemented with relative ease. Our approach to implementing these recommendations will be
characterized by thoughtful consideration, consultation, and a commitment to continuous improvement.
We recognize the importance of fostering an environment that supports innovation, collaboration, and
excellence. By carefully reviewing and implementing these recommendations, we are confident in our ability
to enhance the educational experience for all students.
Thank you for your attention to this matter, and we look forward to discussing these recommendations further
to ensure the continued success of our school district.
Program Review Update for the School Committee
June 6,2024
SOAR -Social Skills,Organizational Skills,Academic Skills in Real World Situations.
SOAR Program review was conducted in June 2022.
The SOAR program services students from Kindergarten through Grade 12 who present
with needs relative to social skill acquisition and application,as well as,the use of social
language.Students receive services in a general ed classroom or a separate setting as
deemed appropriate by the IEP team.
Schools:Birch,Coolidge,RMHS
Recommendation Status
Revise the definition of
Mission,Vision and Outcome
Levels for the program.
During the 2023-2024 school year,the Mission and Vision of the
Special Education department were updated and are available on
the Student Services website.
Hire a Program Administrator.During the 2022-2023 school year,Team Chairs and the Special
Education Literacy Coach were appointed through a stipend
position to work on the implementation of recommendations.This
work was conducted with the support of outside consultants.
During the 2023-2024 school year,the same Program Coordinators
met with program teachers throughout the school year and
biweekly with the Director of Special Education and Assistant
Superintendent of Student Services to continue to implement the
program recommendations.Currently,the administration is
examining the possibility of having one full time Program
Coordinator for the 2024-2025 school year without adding a FTE.
The Special Education Literacy Coach would continue to be the
Program Coordinator for the LEAD program.
Hire a full-time Inclusion
Specialist.
A full time Inclusion Specialist was hired for the fall of 2023.This
role provides support to students through coaching,modeling,data
collection and consultation with teams to ensure successful
inclusion experiences for students.The Inclusion Specialist works
with special education and general education staff to ensure all
students are supported within the Least Restrictive Environment.
The goal of this additional role is to support students'effective
progress in their home schools if they do not require a program
level of service.
Have a designated BCBA for
SOAR program.
A fourth BCBA (Board Certified Behavior Analyst)was hired in
the fall of the 2023-24 school year.This BCBA has been an
integral part of the SOAR program,helping to develop behavior
1
plans and data collection systems to support student growth.
Have designated SOAR
paraprofessionals who are
aware of student’s needs/goals.
Designated SOAR paraprofessionals received targeted training to
ensure they are well-equipped to work with students on their
specific needs and goals.This training included:
●Understanding Student Goals:Detailed overview of each
student's individual goals and the strategies to achieve
them.
●Behavior Plans:Training on implementing and adhering to
behavior plans designed to support student progress.
●Data Collection:Instruction on how to effectively collect
and record data related to student performance and
behavior.
●Communication Techniques:Strategies for effective
communication with students,including the use of
Augmentative and Alternative Communication (AAC)for
those with diverse communication needs.
●Collaboration:Emphasis on collaborative practices with
teachers and other staff to ensure a cohesive approach to
supporting each student's development.
This training ensures that paraprofessionals are fully prepared to
support students in the SOAR program effectively.There will be
additional training provided during the 2024-2025 school year to
continue this work.
Conduct Staff/Team meetings
on a regular basis to discuss
student progress.
Planning time has been designated on Friday afternoons for SOAR
teachers and paraprofessionals to work collaboratively.This time is
dedicated to reviewing behavior plans and student progress.We
will continue to explore ways to develop consistent collaborative
times throughout the year for all program staff during the
2024-2025 school year.
Provide collaborative planning
time for teachers and
specialists.
Consistent common planning time is available to staff at all levels,
involving both general education and special education teachers.
This dedicated time allows for collaborative planning to address
students'needs effectively.The use of this planning time will be
continually evaluated to ensure it meets the needs of all students
during 2024-2025.
Hire a Transition Specialist to
oversee short and long term
transitions.
A full-time Transition Specialist was hired for the fall of 2023.
This role involves providing evaluation,consultation,and direct
services to students and teams to prepare students for their
post-secondary transition.With the support of the Transition
Specialist,the district has developed an 18-22 Program (LIFT),
which will begin in the fall of the 2024-2025 school year.The
focus of this program is on life skills,vocational development,and
independent living skills,allowing students to remain in their own
2
community.The Transition Special will continue to support the
program during the 2024-2025 school year with a focus on the
middle and high school programs.
Students enrolled in the SOAR program at RMHS are working
with Triangle Pre-ETS through MRC offers programming that
includes Soft-Skills Training,Landing the Job,Job Exploration
Counseling,and Counseling on Post-Secondary Education.
Additionally,there was a transition process established for all
students receiving IEP services.Each student has a transition
planning form completed that will be given to the teacher the
following year.Furthermore,parents were given an opportunity to
complete a transition survey to provide input on their child’s
learning style and preferences.
Provide Transition and
Vocational Curriculum and
Assessments.
The district has purchased additional transition assessments and
curriculum to enhance our support for students preparing for
post-secondary transitions.The new resources include:
●AIR Self-Determination:A tool to assess and promote
students'self-determination skills.
●Transition Planning Inventory (TPI-3):An assessment to
help identify students'strengths,preferences,and needs for
transition planning.
●Career Clusters Interest Survey (CCIS)(Virtual Job
Shadow):A survey to help students explore career interests
and pathways.
●Parent Transition Survey (Revised 2014):A tool for
gathering input from parents about their child's transition
needs and goals.
●Casey Life Skills (Standard Assessment):An assessment
to evaluate life skills necessary for successful adulthood.
●Career Cluster Inventory (CCI)Quick Pic (MassHire):
A quick assessment to help students identify potential
career clusters based on their interests.
These tools will support more comprehensive and individualized
transition planning for our students.
Provide a Social Emotional
Learning Curriculum.
The SOAR program utilizes The Zones of Regulation and the
Circles curriculum to directly teach social skills.The district has
established an SEL (Social and Emotional Learning)committee to
explore various SEL programs for potential district-wide
implementation,which the students will have access to as
appropriate.
Have a designated space for
students to use as a break area
During the summer of 2023,a regulation and relaxation room was
created to provide students with a space to take breaks as needed.
3
when dysregulated.Additionally,the district received a Time Out grant from the state
aimed at reducing the amount of time students spend in the
regulation and relaxation room.This grant will fund materials to
build more “cozy corners”within classrooms,allowing students to
take breaks without leaving the classroom,thus decreasing
transition time.The grant will also enable training for staff on
de-escalation strategies.
Maintain individual student
binders that contain
accommodation and behavior
data.
Binders have been created for students in our SOAR program.
These binders include each goal that a student is working on,as
well as any behavior plans.They are used to centralize the data
collected on each goal.The binders travel with the staff working
with the student during the school day and data is shared with
families through the team meeting process.
Select a cohesive data
collection system to show
student goals and progress.
Data is collected on individual students'goals and objectives
electronically and by hand.The SOAR program has been
exploring a consistent electronic data collection system for the
2024-2025 school year.Formal electronic programs will be
investigated during the 2024-2025.
Build a library of modified and
accommodated curriculum and
assignments.
The SOAR program has been exploring the best options to
organize and centralize a shared location for modified curriculum,
assignments,and assessments that teachers have created,ensuring
that all staff have access to these materials.This centralized
repository will facilitate easier sharing and collaboration among
teachers and support staff.It is expected that a system will be in
place by the end of the 2024-2025 school year.
Create and maintain
communication logs.
Individualized communication logs are in place for SOAR students
who require this type of support.These logs are used to
communicate daily behavior and academic progress.This practice
also contributes to data collection efforts.
Create exit criteria to fade out
supports from sub-separate
classrooms.
During the 2023-2024 school year,the Birch Meadow staff have
been working with the school administration to ensure that student
services are provided within the Least Restrictive Environment.
This includes fading supports when students are able to
demonstrate skills independently.This work will continue during
the 2024-2025 school year across all levels.
4
Provide Teaching Strategies
and Professional Development
for all staff.
During the 2023-2024 school year,the program coordinator
worked with the staff to identify key areas of learning and
professional development.Topics included the importance of
developing independence within the Least Restrictive
Environment,"Creating Strength-Based IEPs for Students with
Diverse Needs"with Dr.Marybeth Yerdone and Dr.Katie Ducett
of Sunne Cortland School and addressing Neurodiversity within
the educational setting with Speech and Language Pathologist
Rachel Dorsey.
In late spring 2024,select staff that support students receiving
services in the SOAR program will attend professional
development on utilizing the Social Thinking curriculum.
During the 2023-204 school year the para educators received very
specific training on accommodations,modifications and data
collection.
Additional professional development activities will be designed for
the 2024-2025 school year.
Provide opportunities and
transportation for activities in
the community.
Programs have access to the school van for community outings.
This year there have been community outings to Boston and
around the Reading community.Some examples of outings
include,trips to local stores and eateries,as well as,Canterbury
Children’s Center to read to the students and the Breakheart
Reservation.Additionally,some of our students participate in cross
community activities,such as,a monthly bowling league as part of
a Regional Transition Group (18-22).
This practice will continue in the 2024-2025 school year.
Host an Open House for
parents to meet prior to the
school year.
In the Spring of 2023,program coordinators held virtual family
meetings to discuss programmatic updates.As a follow up,in
August 2023 the SOAR program coordinator called families to
make individual connections and answer any questions.In
addition the Team Chairs held a meet and greet in collaboration
with SEPAC in October 2023.In October 2024 there will be
another meet and greet event held to foster collaboration.To
continue the communication throughout the school year program
coordinators shared quarterly newsletters with families to explain
programmatic updates and progress towards suggestions in the
program reviews.
Conduct a comprehensive
evaluation of the Learning
Center &LEAD Program
before the 2023-24 school year.
The Learning Center program review was completed at the end of
the 2022-2023 school year and the Executive Summary can be
found on the Student Services website.The LEAD program
review will be completed by the end of the 2023-2024 school year
and will be reviewed with the community upon receipt.
5
REACH -Resiliency,Executive Functioning,Academics,Coping Skills,Habits of Mind.
REACH Program review was conducted in October 2023.
The REACH program services students in Kindergarten through Grade 12 who require
therapeutic strategies integrated throughout their school day.Students within the program
typically present with an emotional disability impacting their ability to access the academic
and social components of the school day.
Recommendations Status
Revise the definition of
Mission,Vision and Outcome
Levels for the program.
During the 2023-2024 school year,the Mission and Vision of the
Special Education department were updated and are available on
the Student Services website.
Hire a Program Administrator.During the 2022-2023 school year,Team Chairs and the Special
Education Literacy Coach were appointed through a stipend
position to work on the implementation of recommendations.This
work was conducted with the support of outside consultants.
During the 2023-2024 school year the same Program Coordinators
met with program teachers throughout the school year and
biweekly with the Director of Special Education and Assistant
Superintendent of Student Services to continue to implement the
program recommendations.Currently,the administration is
examining the possibility of having one full time Program
Coordinator for the 2024-2025 school year without adding a FTE.
The Special Education Literacy Coach would continue to be the
Program Coordinator for the LEAD program.
Higher a full-time Inclusion
Specialist.
A full time Inclusion Specialist was hired for the fall of 2023.This
role provides support to students through coaching,modeling,data
collection and consultation with teams to ensure successful
inclusion experiences for students.The Inclusion Specialist works
with special education and general education staff to ensure all
students are supported within the Least Restrictive Environment.
The goal of this additional role is to support students'effective
progress in their home schools if they do not require a program
level of service.
Define the roles of teachers,
paraprofessionals and
support-related providers.
This school year staff have discussed the roles within the REACH
program.Next steps:
●Carefully outline the differences in intensity of the
SEL/counseling services provided to students within the
REACH program versus other models
●Consider the names and qualifications of the roles
●Provide professional development to staff relative to how
their role supports generalization of skills across settings in
order to increase independence
●Work with counselors and general education teachers to
6
outline SEL strategies that can be posted/utilized with all
students in the general education setting
●This work will continue during the 2024-2025 school year.
Evaluate and revise
paraprofessional salaries and
job descriptions.
A new contract agreement was reached with the paraprofessional
union.This will address the concerns regarding retention of
paraprofessionals working in the REACH program from a district
level.
Implement staff/team meetings
to discuss student progress.
As of the 2021-2022 school year,the REACH elementary team
(professional and paraprofessional staff)meet weekly to consult on
student progress and make programmatic updates.
As of September 2023,the High school REACH professional staff
and administrators meet once a cycle to consult on student
progress.
As of January 2024,Parker professional staff and administration
meet once a cycle to review students’current performance.During
the 2024-2025 school year the teams will continue to meet
regularly to discuss student progress.
Hire a Transition Specialist to
oversee short and long term
transitions.
A full-time Transition Specialist was hired for the fall of 2023.
This role involves providing evaluation,consultation,and direct
services to students and teams to prepare students for their
post-secondary transition.The Transition Special will continue to
support the program during the 2024-2025 school year with a focus
on the middle and high school programs.
Create a documented transition
plan for relevant students.
A documented transition plan was created for students participating
in the REACH program who are moving to a new building the
following school year.This plan includes staff from the next level
observing students.All REACH professional staff were trained in
this plan.Additionally,there was a transition process established
for all students receiving IEP services.Each student has a
transition planning form completed that will be given to the teacher
the following year.Furthermore,parents were given an
opportunity to complete a transition survey to provide input on
their child’s learning style and preferences.
Integrate Social Emotional
Learning initiatives into the
school’s culture.
Barrows classroom teachers utilize the Second Step curriculum
across all grade levels.Students within the REACH program
participate in these lessons in the general education classroom.
REACH was awarded a Reading Educational Foundation Grant
(REF Grant)for funding for the AIM (Accept.Identify.Move.)
curriculum and professional development.This social emotional
curriculum will be implemented across all levels for the start of the
2024-2025 school year.
7
REACH representation was included on the state coordinated
Parker and district SEB (Social Emotional Behavioral)teams.
Students who receive services within the REACH program
participate in all school activities with a focus on social emotional
learning.An example of these activities are whole school
meetings,Challenge Day and elective classes with a social
emotional focus.
Select a cohesive data
collection system to show
student goals and progress.
The Elementary REACH program began using a consistent data
collection system as of the 21-22 school year.Formal electronic
programs were explored but do not match the program’s needs.
As of the fall of 2023,the middle school REACH program at
Parker uses a consistent data collection system which is similar to
the elementary system.This allows for data to be compared across
time.
Staff from both the elementary and middle school programs collect
data relative to behaviors that support learning (ex.transitioning,
task completion)as well as behaviors that may interfere with
learning (ex.elopement,aggression,self injurious
statement/actions).
During the 2024-2025 school year,the high school will work
towards implementing a consistent data collection structure.
Provide relevant professional
development to all staff.
Professional development is an ongoing process and is critical to
ensuring that we are providing the most effective programming for
learners.Educators continuously update their practice as new
research is published and new best practices are recognized.
The following trainings were provided:
●To prepare for the translation of REACH to Parker Middle
School the 6th and 7th grade general education teachers and
REACH staff participated in a training in August 2023.
This training focused on the structures and procedures of
the REACH program as well as the profile of the learners
who receive services within the program.
●Professional and paraprofessional REACH staff from the
elementary,middle and high school levels participated in a
training on Acceptance and Commitment Therapy.This is
an intervention which is utilized within the AIM
curriculum.
●Elementary professional and paraprofessional REACH staff
participated in professional development on trauma
informed care.
●Elementary REACH professional staff and Barrows
8
learning center staff participated in a professional
development about neurodiversity masking.Masking is the
process by which individuals conceal their true personality.
This training allowed staff to start a dialogue about how to
create educational environments that are inclusive.
●Elementary REACH paraprofessionals engaged in
asynchronous professional development throughout the
school year.They were able to choose topics and formats
that were most interesting to them.Topics included mental
health,trauma informed care,acceptance and commitment
therapy (ACT),and compassionate care.
●REACH paraprofessionals hired midyear completed a brief
onboarding training with the program coordinator.
The following training will be provided in the Fall of 2024:
●The REACH program was awarded a REF grant to
implement the AIM program.This is a social emotional
learning curriculum which will be implemented across all
levels.The grant includes professional development for
professional and paraprofessional staff which will be
completed in the fall of 2024.
Additional Information:
●Reading was awarded a Time Out Grant.This funding will
support staff training in social/emotional learning and
deescalation.These trainings will support students being
educated in the least restrictive environment and will
support the use of proactive strategies to decrease the
amount of time students need to spend outside of the
learning environment for the purpose of calming.
Host an Open House for
parents to meet prior to the
school year.
In the Spring of 2023,Program Coordinators held virtual family
meetings to discuss programmatic updates.As a follow up,in
August 2023 the REACH program coordinator called families to
make individual connections and answer any questions.In
addition,the Team Chairs held a Meet and Greet,in collaboration
with SEPAC,in October 2023.In October 2024,there will be
another Meet and Greet event to foster collaboration.To continue
communication throughout the school year,Program Coordinators
shared quarterly newsletters with families to explain programmatic
updates and progress towards the suggestions within the Program
Review.
Conduct a comprehensive
evaluation of the Learning
Center &LEAD Program
before the 2023-24 school year.
The Learning Center program review was completed at the end of
the 2022-2023 school year and the Executive Summary can be
found on the Student Services website.The LEAD program
review will be completed by the end of the 2023-2024 school year
9
and will be reviewed with the community upon receipt.
Learning Centers from K-12 Executive Summaries was conducted in Spring and Fall of 2023.
Learning Center refers to all special education services that are not provided in a
substantially separate program.Schools:All
Recommendations Notes
The Team Chair
workloads vary between
buildings based on the
level of need of students
and the programs
housed within their
school.
Over the past two years Student Services has been examining the
team chair assignments to ensure equity.It is critical that team
chairs have the time to complete the process within all time lines
but also make connections to students,staff and families.There
will be minimal shifts of staff assignments during the 2024-2025
school year.The intent is to build consistency at each building
given stable team chair assignments.
In order to accurately
provide instruction that
is targeted to students'
individual needs,a full
battery of assessments
is completed which has
increased the SLP
evaluation case load.
During the 2023-2024 school year additional support was provided
to the SLPs including an increased .2 FTE,contracted evaluation
support and time sheets for staff who worked extra hours during
times of increased evaluation requests.The district has funded an
additional .4 FTE beginning in the 2024-2025 school year to assist
with the additional evaluation load.Additionally,a Lead SLP was
appointed to provide additional communication and monitoring of
work load needs during the 2023-2024 school year.This position
will continue to support the variations in evaluations.
To be in alignment with
the district’s Child Find
obligations,RPS has
aligned their screening
and evaluation
processes for Speech
and Language.This has
resulted in additional
assessments to ensure
appropriate services.
During the 2024-2025 school year,the district will be releasing a
series of power points for parents regarding the special education
process.
Some IEPs reviewed
could be more strength
based and be more
parent friendly.
In alignment with the Department of Elementary and Secondary
Education’s IEP Improvement Project,the Reading Public School
has used the 2023-2024 school year to train staff with the new
forms and process rolled out by the state which is a strength based,
student centered model.In addition,RPS has provided parents
opportunities,both in person and on ZOOM,to learn about the
New IEP process and forms.The ZOOM meeting was recorded
10
and shared with families and was posted on the SEPAC website.
RPS is prepared to roll out the NEW IEP in September 2024.
Training will continue during the 2024-2025 school year to ensure
a student centered presentation at meetings with a focus on
strengths and student vision.
If Tier 1 and Tier 2
supports are done with
fidelity,there should be
a reduction in referrals
for special education
services.During
interviews,staff
indicated that special
education was often the
only option for
additional support
because of the lack of
Tier 2 supports.
The next step is to focus
on implementing the
DCAP,and
strengthening the SST
and Tier 2 supports.
Special education and general education are working closely to
ensure all students have support in the Least Restrive Environment.
During the 2023-2024 school year a new staff training was offered
on the DCAP.A new early literacy screening tool was
implemented in kindergarten to grade 3.Given a common process
across all the elementary schools,the results of the screening
determined literacy interventions.Students who scored
significantly below on the screener received pull out intervention
and students who scored in the below category received in class
support.All students receiving interventions were regularly
monitored.The k-8 math coaches provided training to middle
school teachers in having conferences with students using iReady
results to identify strengths and next steps in their learning.
The amount of student
services in Grid B and
C varies from school to
school at the elementary
level for students with
the same disability and
similar learning
profiles.
Reading’s data compared with the state day has been analyzed by
the central office and school based teams.This information has
been reviewed at district and school based meetings.Each school
based team has participated in reviewing individual service
delivery grids.In order to focus on consistency and to calibrate
service delivery models this has been a topic at weekly team chair
meetings.This practice will continue next school year to include
individual case study presentations.
Many Learning Center
paraprofessionals are
taking data by hand.
The district should
explore the option of
using an iPad as this
could be more efficient.
During the 2023-2024 school year,the district provided training to
Paraprofessionals on data collection systems.The district is
continuing to explore how technology can support data collection.
Data from pre and post surveys of data collection professional
development indicate that the staff feel significantly more
comfortable taking data.
During data based PDs,the para educators discussed WHY data is
collected.These activities included reviewing data summaries and
the way the information is recorded in the IEPs and progress
reports.Additionally,there was a review of the data taken by para
educators during the school year and there was a discussion as to
11
how that data supported decision making to best support students.
Learning Center
Teachers indicated that
the structure of the
ARC program makes it
difficult to pull students
for specialized reading
programs
(Orton-Gillingham,
Wilson,RAVE-O)as
students need to be
there for the whole
ARC lesson.
Some schools have implemented “WIN blocks”within their daily
schedule which allows students to receive special education
services outside of the core instruction.
During a few
observations,Learning
Center teachers were
struggling with
managing students with
learning and behavioral
needs.
With the addition of the Inclusion Specialist and the 4th BCBA at
the beginning of the 2023-2024 school,the district focused on
providing support through modeling and coaching with individuals
and teams of teachers to build classroom structures.This
additional support will address challenging off task behaviors
within the learning environment.
Interviews indicate that
Learning Center
paraprofessionals would
benefit from additional
time to consult with
teachers,review weekly
data,and plan for the
next week.
Team Chairs and principals are developing schedules for the
2024-2025 school year that include time for special education
teachers and para educators to consult with each other on lessons
and data collection.
Within the middle school paraeducator sessions,we spent one
session in consultation with special education teachers/case
managers.We worked beforehand on forming strong questions that
yield an effective consult session.
Within the high school paraeducator sessions,we brainstormed
more effective ways to consult and to communicate if there are any
changes to a student’s IEP.At the start of the school year all
paraeducators will also have time to meet and review any new
students they have for the school year with the case managers.
Communication from para educators to special education teachers
about important upcoming assessments or assignments has been
streamlined via email or google classroom.
Interviews and
observations indicated
that the learning center's
purpose must be
consistent.There needs
to be a shift from the
The purpose of learning center support is to provide targeted
instruction that focuses on teaching students the specific skills
outlined in their Individualized Education Program (IEP),rather
than simply helping them complete homework or take tests.While
activities such as homework completion or test-taking may
occasionally be used as methods to practice and reinforce these
12
purpose being to
complete homework or
classwork to the intent
of special education
which is to directly
teach a skill so that the
students can access the
general education
curriculum as well as
support around test
taking.
skills,the primary goal is not to improve grades directly.Instead,
learning center support aims to develop the students'abilities in
areas such as reading,writing,mathematics,social skills,or other
identified needs.By concentrating on skill acquisition and mastery,
students can build a strong foundation that will aid their overall
academic and personal growth,ensuring they can apply these skills
independently across various contexts.During the 2023-2024
school year this topic has been reviewed at the district and building
based level as well as at SEPAC meetings.It will continue to be a
focus during the 2024-2025 school year.
Developing the skills to
be independent should
be the priority for all
students.If a student
requires specially
designed instruction in
this area,then the
special education
teachers need access to
a curricular tool such as
the SMARTS
curriculum.
General education
should focus on
teaching executive
functioning to all
students.
Developing executive functioning skills and building independent
learners has been a focus across RPS during the 2023-2024 school
year.In the Fall of 2023,in collaboration with SEPAC,RPS
hosted a training with Sarah Ward from Cognitive Connections
which was open to families and staff.As a follow up to this
training,this information was broken down into executive
functioning tips/tricks for staff which were sent out to all district
staff on a weekly basis for several weeks.The High school
continues to utilize the SMARTS curriculum to directly teach
executive functioning skills.This curriculum was introduced in the
middle school LEAD Program during the 2023-2024 school year.
In addition,Sarah Ward provided a full day workshop for teachers
in the LEAD Program focused on executive functioning.During
the 2024-2025 school year,the district is looking to continue work
with Sarah Ward to further support building independence for
students.
The district should
define and provide
professional
development on best
practices for teaching
skills in the general
education setting.It is
important to remember
the focus is teaching a
specific skill outlined
in the IEP,not assisting
in teaching the general
education lesson and
only providing
prompting for students
receiving IEP direct
instruction.This will
During the 2023-2024 school year meaningful professional
development for the para educators was a high priority.
Middle school and High school paraeducators attended ten PD
sessions throughout the year.Topics covered included new IEP
components such as the new accommodations/modification set up,
providing accommodations,behavioral strategies,equity practices,
and data collection.
Elementary and Pre school Paraeducators &Elementary Tutors
were provided professional development on the two district
inservice days with the Inclusion Specialist.Topics included the
new IEP,specifically the accommodations and modifications
pages,AAC training,math strategies,student profile work,
practical strategies for managing behavior and motivating students,
equity practices and executive functioning.This group was also
offered two additional,optional,paid PD opportunities in response
13
include training
paraprofessionals on
how to efficiently and
effectively collect data.
to feedback.Topics covered were practical strategies to support in
the classroom and data collection.
This will continue to be a focus area for the 2024-2025 school year.
Teachers and students
would benefit from
periodic observations
from a clinical staff
person and direct
principal coaching and
feedback in supporting
students with
behavioral and
academic concerns.
Building leaders regularly support teachers when students
demonstrate behavioral and academic concerns.Principals may
also connect teachers with clinical staff to support the teacher in
classroom management techniques and academic supports.
The district should
consider changing the
name from the
Learning Center to
“Learning Strategies
Center”(LSC).The
goal here is to identify
the purpose of the
Learning Center.We
believe giving students
the skills is the priority
rather than just
assisting with specific
tests or homework.
The Special Education Department will work with the buildings to
redefine the label of Learning Center during the 2024-2025 school
year.This will focus on naming special education supports rather
than categorizing the support as a place such as the learning center.
When students require
pull out services for an
academic area,it is
important to determine
criteria for skill building
to access the general
education curriculum.
During the 2024-2025 school year,the team chairs will work with
building level teams to ensure IEPs are written to teach students
the skills they need in order to access the curriculum in the least
restrictive environment.This includes a strong data collection plan
to ensure the students are making progress towards their goals.
If the students have
mastered the goals in
their IEP and are
independent in the
general educational
classroom,they should
not need the services
from the Learning
Center staff.It is
During the 2024-2025 school year,Team Chairs will continue to
work with teams to utilize data to support or discontinue services
on student’s IEPs.This will ensure that students have access to the
Least Restrictive Environment and to celebrate when students
make progress and no longer need services in particular areas.
14
important that IEPs do
not continue to support
students with test taking
and homework as a
guided study hall.That
is a general education
service.
The district needs to
continue to provide
professional
development on all new
curriculum materials.
In addition to the new
core curricular
materials,supplemental
programs for
specially-designed
instruction should be
explored in the areas of:
Writing programs to
supplement the ARC
program,behavior
management in the
classroom,spiral math
programs to supplement
district math programs
and modify Illustrative
Math and increasing
crafting minds
professional
development.
The district and buildings have made a concerted effort to include
Special Education staff in Professional Development focused on
new core curriculum.In addition,the Student Services Department
has focused on providing targeted training for Special Education
staff in reading,including but not limited to the use of the Crafting
Minds graphic organizer,Wilson Reading,Seeing Stars,
Neurodiversity,Social Thinking,Collaborative Problem Solving,
executive functioning,deescalation,anxiety and school avoidance
and the new IEP process.
The district should
consider adding a
Program Coordinator to
oversee this work,as
they have done with the
other program supports
in Reading.Not only
should the program
description be updated
but the Program
Coordinator should help
to establish consistency
on topics such as the
role of the general
Team Chairs have been included in relevant special education
professional development with the building based leadership teams
during the 2023-2024 school year.This practice will continue next
year.Each building has a special education improvement plan to
focus on alignment of special education services.This is work that
will also continue with the team chairs during the 2024-2025
school year to establish consistency.
15
education teacher,
special educator,and
paraprofessionals,who
is modifying the
curriculum.The
administrator should
look closely at the
workload vs.caseload
of students assigned to
Learning Center
Teachers and related
service providers.In
addition,the building
level Team Chairperson,
Principal and Assistant
Principals should take
an active role in the
oversight of the
Learning Centers.
General Education and
Learning Center staff
indicated that general
education teachers
would benefit from
additional professional
development on
effective
implementation of
accommodations and a
general understanding
of the basic principles
of some of the
structured reading
programs used to
directly teach skills
through an IEP.
All general education staff will have received training on
accommodations and modifications during a training on the new
IEP during the 2023-2024.As appropriate schools will include this
in their Professional Development plan during the 2024-2025
school year.
Although the district is
working on developing
a strong transition plan,
staff and parents appear
to become anxious
when a student is
moving between
buildings to a new
grade level and often
A documented transition plan was created for students participating
in substantially separate programs who are moving to a new
building the following school year.This plan includes staff from
the next level observing students.All professional staff were
trained in this plan.Additionally,there was a transition process
established for all students receiving IEP services.Each student
has a transition planning form completed that will be given to the
teacher the following year.Furthermore,parents were given an
opportunity to complete a transition survey to provide input on
16
request to increase
services.
their child’s learning style and preferences.
Across all levels,
there is an
inconsistent
approach to the
provision of
inclusion services.
There was a very
positive response
from the majority
of the staff
interviewed to
implement a
collaborative model
of instruction.It is
crucial that the
district define and
make concrete
action steps to
define meaningful
inclusion and how
it is measured.In
Reading,it is
important to define
what is the
specially designed
instruction in the
general education
classroom.It is
important to adjust
staffing to meet
students needs not
to accommodate
teaching schedules
or the general
education topic.As
the district
continues to review
and refine
programming for
students on IEPs,a
shift in staffing
across buildings
may be required to
support students
Our district's commitment to providing special education services
in the Least Restrictive Environment (LRE)is underscored by
findings from various evaluations,including the MA Improvement
Project,Tiered Focus Monitoring,External Program Reviews,and
parent feedback.We acknowledge the necessity of ensuring that
students with disabilities can access appropriate services within
their neighborhood schools without being unnecessarily removed.
Key steps we're taking to uphold this commitment include:
●Maintaining Services Within Home Schools:Students who
were previously relocated to Birch Meadow and Wood End
for full or partial inclusion services based solely on their
disability label will now have the opportunity to receive
these services within their home schools.With support from
our Inclusion Specialists and Special Education Literacy
Coach,we're ensuring that students receive necessary
services while remaining in their familiar educational
environments.
●Inclusion Support:Our schools have the autonomy to
assign staff for inclusion support as they find appropriate.
The services are provided by a general education teacher,
special education teacher,special education para-educator
and/or related service providers.The staffing should be
based on the students’IEP needs.
●Preservation of Substantially Separate Programming:While
emphasizing inclusion,we recognize the importance of
maintaining substantially separate programming for
students who require it.We're continuing the EMBARC
program across grades K-12,ensuring that students have
access to inclusion support as determined by their
Individualized Education Program (IEP)teams.This
program will be housed at Birch Meadow for the
elementary level.The EMBARC program would
encompass the students who are receiving substantial
separate services currently at Birch and Wood End.
●Current Services:Current services/locations are not
changing for any students currently placed in programs
outside of their home school unless by parent request/IEP
team decision.
●Professional Development and Compliance:To ensure
compliance with state and federal guidelines and prevent
over-servicing,we're providing professional development
on best practices for teaching skills outlined in IEPs within
the general education setting.This includes training
17
within their Least
Restrictive
Environment within
their home school.
paraprofessionals on data collection and ensuring fidelity in
implementing IEP accommodations and modifications.
Through these initiatives,we're dedicated to creating an inclusive
and equitable learning environment that fosters the academic,
social,and emotional development of all students.
During the 2024-205 school year the district will continue to
provide training on the different models for providing services to
students in the general education setting.In Reading special
education teacher supported instruction is often referred to as
co-teaching.However,the supports students require may not fit
the definition of what co-teaching is.
Inclusion training will include the following topics:
1.Role of Teachers:
●In co-teaching,both teachers share equal
responsibility for all students.
●In inclusion services,the general education teacher
is primarily responsible,with special education staff
providing additional support to make progress on
goals and objectives while working on classroom
assignments.
2.Teaching Dynamics:
●Co-teaching involves various models of shared
instruction.
●Inclusion services focus on integrating support
within the existing classroom structure.
3.Planning and Assessment:
●Co-teaching requires joint planning and assessment
by both teachers.
●Inclusion services involve collaborative planning,
but the general education teacher leads instruction
and assessment,with input from special education
staff.
4.Flexibility:
●Co-teaching provides a flexible approach to
teaching with multiple instructional strategies.
●Inclusion services are more focused on ensuring that
students with disabilities receive appropriate
accommodations and modifications within the
general education environment.
In summary,while both co-teaching and inclusion services aim to
support diverse learners in the general education classroom,
co-teaching is characterized by equal partnership and shared
18
instructional roles,whereas inclusion services focus on integrating
special education support within the general education framework.
As administrators
are completing
observations and
evaluations of staff,
it is important to
ensure that IEP
accommodations,
modifications and
direct instruction
recommendations
are being
implemented with
fidelity and that
data is taken
consistently.
During the 2023-2024 school year the building based teams,
including the principals,assistant principals and team chairs
participated in training regarding providing staff with specific
feedback regarding data collection and implementing the
accommodations and recommendations within the IEPs.This will
continue to be a focus during the district leadership training.
R.I.S.E.-Reading,Integrated,School,Experience.R.I.S.E.program evaluation was conducted
in June/October 2022.
R.I.S.E.offers integrated preschool classrooms that meet the needs of children with and
without disabilities.Students benefit from whole-day,small group,or individual instruction
to meet their social/emotional,behavioral,communication,and pre-academic skills.
Schools:RMHS,Killam and Wood End
Recommendations Notes
Culture,communication and
identity issues in RISE must be
addressed.
The recommendation to make culture,communication and identity
a focus for RISE has been a priority for the program since the
recommendation was made in 2023.Extensive focus on working
as a high functioning team was facilitated by Julia Hendrix with
RISE professional staff that was done that year and the work
continues to be reinforced with staff.Outreach by the new director
has been ongoing including listening sessions with staff and
parents,outreach to Early Intervention,RMHS Child Development
program,our SEPAC building representative and the RISE PTN.
RISE’s core purpose as an inclusive preschool serving the needs of
students with special education needs have been at the forefront
this year in discussions with the RISE community.
Hire an Educational team chair
to have a separate team
chairperson and director for
Fall 2023.
At the beginning of the 2023-2024 school year,a full time Director
was hired and part-time Team Chairperson was assigned to RISE
Pre School to support the recommendation to separate these
positions.This model will continue into the 2024-2025 school
year.
19
Increase parent and staff
communication
●RISE monthly
community newsletter
●Parent and classroom
/program activities and
deadlines should also be
clearly listed.
●Back to school night
and community RISE
social events should be
held consistently every
year.
●Quarterly workshops
and coffee roundtables
for parents should be
offered and facilitated
by the RISE Director.
Increasing communication between RISE administration,staff,
families and the community has been a key focal point this year.
Although we continue to explore additional ways to enhance
communication,at the suggestion of the Program Review,the
following steps have been implemented this year:
●Director ’s Chat held throughout the year to increase two
way communication with RISE administration and
community stakeholders
●RISE director and team chair participate in Welcome
Coffee with Department of Student Services
●RISE Weekly Director’s Newsletter
●RISE Biweekly Classroom Newsletters
●Development of series of “What to Expect”documents for
parents when referred from EI,by parents or once eligible
for special education at RISE
●Parent Workshops around play,behavior and child
development are planned.
Develop and document the
transition process from RISE to
Kindergarten.
In order to streamline the transition from RISE to kindergarten,
meetings between RISE administrative staff and receiving
elementary school administrative staff have been held.In addition,
student specific meetings have been offered to preschool student
families including preschool student teams,and receiving
elementary school teams.Elementary school teams have been
invited to observe in preschool classrooms and consult with the
preschool team to gain student specific information to support the
transition to preschool.Finally,transition documentation forms for
every preschooler who attends with the support of an IEP has been
filled out in order to further communicate key information to next
year ’s school teams.Additionally,there was a transition process
established for all students receiving IEP services.Each student
has a transition planning form completed that will be given to the
teacher the following year.Furthermore,parents were given an
opportunity to complete a transition survey to provide input on
their child’s learning style and preferences.
Improve the RISE application
and screening process for
students without disabilities.
In order to improve the RISE application and registration process
for students without disabilities,the application and district
registration process has been combined to ensure ease of
enrollment once the lottery is complete.The application has been
adjusted to identify individuals in the community through the Child
Find process.The shift from two large community screenings to
monthly screenings has been implemented in order to identify
young children in the community with disabilities in a more timely
fashion.The screening process for enrolled students without
20
disabilities before they arrive at RISE has been challenging based
on the variety of locations and schedule configurations that limits
flexibility to create balanced classrooms of students without
identified disabilities.
Establish behavioral
management systems in the
classrooms.
In order to establish behavioral management systems that are
consistent across classrooms,we are currently exploring researched
based systems such as PBIS as well as assessing the current
practices in each of our classrooms to determine a uniform system
across the program.This work will continue in the 2024-2025
school year.
Update the RISE curriculum to
align with kindergarten and
implement with fidelity in all
classrooms.
The alignment of curriculum across the RISE program and with the
kindergarten curriculum is ongoing.Currently,Heggerty,Second
Step and Learning Without Tears has been implemented in all
RISE classrooms.Literacy libraries were purchased in 2023,and
PD around utilizing these resources is ongoing.Additionally,work
is underway to identify early literacy screening needs and options
that would support the screening process that begins in
kindergarten.
Reconfigure the classrooms,
both full and half day,and
develop a continuum which
meets the needs of students
with moderate-to-severe
disabilities.
In response to the changing needs of both the students and the
families at RISE,an adjustment to the current half day classroom
configuration was made.Both the AM and PM classes will offer a
10 hour per week schedule.Additionally,a transitional classroom
model was created for the 2023-24 school year.The model will be
adjusted for the 2024-25 school year to further streamline
scheduling and meet the needs of all students enrolled in the
classroom.This program was created to create a continuum of
services for preschool students with special education needs that
attend RISE.This continuum ensures that students'learning needs
are met in the least restrictive environment appropriate for each
student.As program configurations become more robust,
professional learning around determining the least restrictive
environment based on specific student needs is ongoing.
21
LEAD -Language,Executive Functioning,Academics,Determination.LEAD Program review
conducted in the Fall 2023.
The LEAD program services students Grades 2 through 12 who require intensive
language-based milieu integrated throughout their school day.The primary considerations
for the LEAD program are the Student Diagnostic Profile and literacy outcomes.Schools:
Joshua Eaton,Parker,RMHS
Recommendations Notes
Assessment
Benchmark &Progress
Monitoring assessments are to
be administered at least 3 times
over the course of a year.
Benchmark &Progress Monitoring practices have been vertically
aligned &targeted to match individual students’reading needs.
Some examples of the assessment tools are:DIBELS 8th Oral
Reading Fluency,Test of Word Reading Efficiency-2,Phonological
Awareness Screening Test,Wilson Assessment of Decoding &
Encoding,and Gray Oral Reading Test-5.
Lead staff participated in Crafting Minds:Making Meaningful
Growth through Progress Monitoring,which was a 5-session
course (December 2023-March 2024)on progress monitoring
practices.
The below link is a template to chart &graph such data:
Graphic.Organizer.Reading.Data.TEMPLATE.THE.BIG.TU…
Assessment
Broaden diagnostic battery to
include measures related to
naming speed/retrieval &single
word reading &decoding
efficiency.
All LEAD staff have participated in the Crafting Minds:Instruction
That’s Targeted 2-day training (2020,2021,8/2023,ongoing
review &support w/LEAD Coordinator)regarding the science of
reading,using sensitive reading assessments to obtain data on all
strands of reading,and,in turn,using that data to individualize
reading instructional practices &curriculum,as well as intensity &
frequency of services.From this training,the district has
established a “gold standard”reading assessment battery that
includes the WIAT-4,CTOPP-2,TOWRE-2,RAN/RAS,GORT-5,
as well as a formal Speech/Language evaluation and Cognitive
Testing.Evaluators look for general patterns plotted on the graphic
organizer.For example,a student who has sound,word,and
connected text reading inaccuracies requires phonological
awareness,decoding,encoding,and connected text reading
instruction that is direct,explicit,systematic,teaches one concept
at a time,is cumulative,and allows for applying explicitly taught
concepts to controlled and uncontrolled text.
The below link provides the Crafting Minds protocol:
Crafting.Minds.RPS.Fall.2023.Literacy.Instruction.That's.Ta…
Data collection system to be A Google Workbook template was created to chart and graph each
22
developed to show goals:How
they are being addressed and
how progress:is being recorded
individual student’s formal reading evaluation graphic organizers
over their entire academic career,as well as track all benchmark,
instructional program,&other progress monitoring data (ex.
WADE,PAST,TOWRE-2,DIBELS 8th).The template for this
data collection can be viewed in the below link:
Graphic.Organizer.Reading.Data.TEMPLATE.THE.BIG.TU…
A student data sample is provided below:
LEAD.Student.Data.2023.2024.pdf
Create a clear (or revise)
definition of Mission,Vision,
and Outcome Levels.
During the 2023-2024 school year,the Mission and Vision of the
Special Education Department was updated and such are available
on the Special Education &Student Services website under District
Wide Programming.
During the 2023-2024 school year,the LEAD program description
was updated and is available on the Special Education &Student
Services website under District Wide Programming.
Provide Professional
Development for all LEAD
staff.
The district has prioritized professional development within the
LEAD program.
●Landmark Outreach course offerings on topics such as
Dyslexia,Writing,Study Skills,&Executive Functioning:
Ongoing,year round (Winter 2021-current date),
foundational information and instructional practices and
strategies provided
●Crafting Minds:Instruction That’s Targeted (2020,2021,
8/2023,ongoing review &support w/LEAD Coordinator)
2-day training regarding on the science of reading,using
sensitive reading assessments to obtain data on all strands
of reading,and,in turn,use that data to individualize
reading instructional practices &curriculum,as well as
intensity &frequency of services
●Seeing Stars,Lindamood Bell (September 2023):
phonological &orthographic processing approach to
support reading &spelling at the word level,priority given
to LEAD teachers,with additional special education
teachers in attendance
●Wilson Reading System 4th edition:3-day Introductory
Course offering for 35 staff members,including LEAD
staff (June 2021)&ongoing Level 1 Certification
practicum:phonological &orthographic processing
approach to support reading &spelling at word,sentence,
&passage levels,priority given to LEAD teachers,with
additional special education teachers in attendance
●Crafting Minds:Making Meaningful Growth through
Progress Monitoring 5 session course (December
23
2023-March 2024):priority given to LEAD teachers,with
additional special education teachers in attendance,
●Executive Functioning with Sarah Ward,MS,CCC-SLP of
Cognitive Connections (May 2024)LEAD teachers &
related service providers to further develop direct,explicit
executive functioning instruction with students (ex.Time
management using analog clock:real or digital)across all
LEAD classrooms
●Language!Live training (May 2022 &February 2023,
training videos available at all times on website)priority
given to LEAD teachers,with additional special education
teachers in attendance,instruction that builds automatic
word and text reading through explicit routines and
practices
●RAVE-O training for all elementary LEAD teachers,with
additional special education teachers in attendance,
(2021-present)instruction that builds automatic word and
text reading through explicit routines and practices
●SMARTS executive functioning curriculum implementation
(RMHS 2022 began &Parker MS 2023 began)
●Key Comprehension Routine training (Keys To Literacy,
Spring 2022):reading comprehension strategies and
instructional practices that addresses the following and
more -critical thinking,main idea,and summarizing across
the curriculum
●Key Vocabulary Routine (Keys To Literacy,Spring 2022)
consistent vocabulary instruction for any and all content
areas,including previewing,identifying words on which to
focus,and using word parts
●Lively Letters (TLC)training (Spring 2022)for LEAD
elementary teachers,as well as other special education
teachers,provides phonological awareness,articulation,and
decoding routines and practices for PK to early elementary
school students.
●Project Read Report Form (Language Circle,Spring 2020)
a systematic process to understand nonfiction text,which
includes graphic organizers,test taking skills,and study
skills
Conduct a comprehensive
evaluation of the LEAD
Program by June 30,2024.
MGH Institute of Health Professions:(November 2023-June 2024)
completed an extensive record review,observations of general
education &small group LEAD classes,and focus groups.The
district is waiting on the final report.
Hire a Program Administrator.During the 2022-2023 school year,Team Chairs and the Special
Education Literacy Coach were appointed through a stipend
position to work on the implementation of recommendations.This
24
work was conducted with the support of outside consultants.
During the 2023-2024 school year,the same Program Coordinators
met with program teachers throughout the school year and
biweekly with the Director of Special Education and Assistant
Superintendent of Student Services to continue to implement the
program recommendations.Currently,the administration is
examining the possibility of having one full time Program
Coordinator for the 2024-2025 school year without adding a FTE.
The Special Education Literacy Coach would continue to be the
Program Coordinator for the LEAD program.
Staff/Team meetings occur on a
regular basis -discuss student
progress,instructional
practices,progress monitoring,
etc.
The LEAD program staff along with the building Team Chairs
have structured reading scope and sequences aligned for students
as they transition year to year and across buildings.
For English Language Arts curriculum there is a gradual shift from
specialized curriculum to modifying grade level content:
Elementary Curriculum includes modified American Reading
Company CORE curriculum along with Project Reading Framing
Your Thoughts and Landmark’s From Talking To Writing for
written expression at the sentence and paragraph levels.
Middle School Curriculum is switching to primarily be Language!
Live with a few modified grade level texts and assignments
throughout the school year using approaches like EmPOWER
graphic organizers.
High School Curriculum is primarily mirroring grade level text
using specialized reading and writing curricula,such as,but not
limited to EmPOWER &Key Comprehension Routine.
Communication with Families
Develop a platform that
students can use to showcase
their work,along with
metacognitive reflections that
describe areas of success,
challenge and anticipated
change in the future can be
highly beneficial in sharing
qualitative academic growth
with families and supporting
students’ownership of the
learning process.
LEAD program videos created:Introducing all staff,explaining
program &building specific supports &practices.LEAD staff
narrate slides introducing themselves &specifying routines &
practices.RMHS LEAD program slides were completed &shared
with families.JE &Parker are almost completed.
Quarterly LEAD program newsletter shared with families by
LEAD Program Coordinator with updated trainings,new alignment
or instructional practices,and sample student work &concepts.
Elementary LEAD staff send home a monthly newsletter with
content specific topics and completed projects.
All LEAD staff are communicating with families about how
students’days went,progress,successes,and more through phone
calls,emails,conferences,and IEP meetings.
Reading Comprehension
Instruction
Instruction can be thought of as
Language!Live,implemented at the middle &high school levels,
has consistent routines for before,during,and after reading text to
activate prior knowledge,analyze the text,set a purpose,and make
25
occurring in three parts:
Before reading -Activate
background knowledge,review
previous learning (if
appropriate)and set a purpose
for reading through guided
questions or a text-level
activity.
During reading,a graphic
organizer is always employed
to keep track of information.
The teacher first models for
students then engages with the
student in the activity,and
finally offers independent
practice.
After reading -Group discusses
activity and outcomes.Plans
for next time.
predictions.
Depending on the theme of ARC Core,these reading
comprehension routines are embedded,but if they are not,the
elementary LEAD teachers are explicitly using before,during,and
after reading strategies to ensure comprehension of text.
Use note-taking scaffolds to
Support skill development.Not
all note-taking methods are
equal.The approach employed
places demands on different
types of cognitive and
linguistic skills.As teachers
select from various note-taking
methods they can consider the
purpose of the task.
●Cornell Notes -Two
column notes are a
simplified method for
keeping track of key
concepts and supporting
information.The
method by which
Cornell notes are used
can vary in complexity.
Providing students with
the key concept/main
idea (often in the
left-hand column)and
District offered Key Comprehension Routine training (spring
2022),virtual &free to all staff,which explicitly teaches strategies
to focus on organizing text &content before,during,&after
reading/presentation of information.The middle and high school
staff have the most updated version of Joan Sedita’s KCR book.
Some of the routines were shared at RMHS’s Special Ed.
Department’s meeting in early spring 2024 by Annemarie Cory
and Renee Limauro.
LEAD staff &Parker MS general education staff participated in
ongoing trainings with Adam Hickey,of Landmark Outreach,on
such strategies stemming from the 2017 program review.Exact
timelines and duration are unavailable.
Both above trainings included Cornell Notes to support note taking
-Key Comprehension calls them 2-column notes.
26
asking them to find
supporting details is an
easier task than
providing them with
details and asking them
to summarize into a key
concept.
●Skeleton Notes -
Provide statements that
are missing a key fact,
and students complete
the blanks as they read.
This notetaking is less
taxing on reading skills
but more taxing on
comprehension and can
be beneficial as a
review/exam
preparation.
Consistent Use of Graphic
Organizers for Comprehension.
A delimited,rotating set of
graphic organizers or mind
maps should be identified and
practiced with extensively
(ideally every reading)to
facilitate the internalization of
strategies.Organizers that align
with the goals of ELA at each
grade level will be most
helpful,these include main idea
and details,character study,
character development over
time,compare and contrast,
sequential,cause and effect,
etc.
Depending on the theme of ARC Core,these reading
comprehension routines may be embedded,but if they are not,the
elementary LEAD teachers are using before,during,and after
reading strategies to ensure comprehension of text.
Story Grammar Marker kits purchased for JE LEAD program
(2023/2024),which uses a set of graphic organizers to comprehend
story elements (ex.Characters,setting,initiating event,etc.).
District offered Key Comprehension Routine training (spring
2022),virtual &free to all staff,which explicitly teaches strategies
to focus on organizing text &content before,during,&after
reading/presentation of information.
Language!Live program training for all middle &high school
staff,including LEAD staff,(May 2022 &February 2023)has a set
of graphic organizers to use with specific text genres.There are
training videos available on the homepage for review.
District offered Project Read Report Form training in spring of
2020,virtual &free,focus is on nonfiction text,which has a set of
just a few graphic organizers to use with nonfiction text,including
Science curriculum
Educator ’s Experience
Grade Level Planning Time to
Joshua Eaton LEAD special education teachers and general
education teachers plan together.At Parker Middle School &at
RMHS,aligning planning time is still being determined,but is not
27
Include all faculty.in place..
The LEAD program coordinator works with Central
Administration,each building’s LEAD Special Education Teachers
&Related Service Providers,Team Chairs,and Administration to
work on instruction,directions,PD,resources,and materials.
Educator ’s Experience
Develop a vertical instruction
plan.
The LEAD program staff along with the building Team Chairs
have structured reading scope and sequences aligned for students
as they transition year to year and across buildings.
For English Language Arts curriculum there is a gradual shift from
specialized curriculum to modifying grade level content:
Elementary Curriculum includes modified American Reading
Company CORE curriculum along with Project Reading Framing
Your Thoughts and Landmark’s From Talking To Writing for
written expression at the sentence and paragraph levels
Middle School Curriculum is switching to primarily be Language!
Live with a few modified grade level texts and assignments
throughout the school year using approaches like EmPower graphic
organizers.
High School Curriculum is primarily mirroring grade level text
using specialized reading and writing curricula,such as,but not
limited to EmPower &Key Comprehension Routine.
Educator ’s Experience
Development of a program
council or leadership team:To
make recommendations to
administrators about
instructional directions of the
program,professional
development support,and
necessary resources,and
materials.
The LEAD program coordinator works with Central
Administration,each building’s LEAD Special Education Teachers
&Related Service Providers,Team Chairs,and Administration to
work on instruction,directions,PD,resources,and materials.This
allows all to have a voice in the initiatives and needs.
Instruction &Professional
Development
Integrate specialized
remediation with English
Language Arts (ELA).
Specialized ELA remediation is designed to be more specialized at
the elementary and middle school levels in order to explicitly teach
the necessary literacy skills to access grade level curriculum at the
high school level with varying levels of supports.
Elementary ELA specialized instructional practices combine ARC
Core text and strategies,reading comprehension strategies from
part 10 of the Wilson Reading System,Project Read Framing Your
Thoughts (sentence ¶graph structures),and Landmark’s From
Talking To Writing (sentence ¶graph routines.This
instruction takes place in a small group setting with a LEAD
special education teacher.
28
Middle ELA specialized instructional practices are currently
mostly mirroring grade level curriculum using routines and
practices,including EmPOWER,with some Language!Live
instruction.Next year,there will be a shift to primarily using
Language!Live for the specialized ELA curriculum and adding a
few general education texts and assignments throughout the year,
with the Language!Live routines and practices.This instruction
takes place in a small group setting with a LEAD special education
teacher.
High School ELA specialized instructional practices shift to
primarily mirror grade level text and assignments using structured
routines and practices,like Key Comprehension Routine,
Language!Live,ad EmPOWER.This instruction may take place
in a small group setting with a LEAD special education teacher.
However,this could also take place in co-taught English.
Instruction &Professional
Development
Written expression instruction
.Integration of literacy,
comprehension and
self-regulation skills,and this
process needs to be taught
explicitly and systematically.
While Framing Your Thoughts
sentence level helps students in
building high-quality sentences
and understanding parts of
speech,systematic,
multi-sensory structured
writing programs that support
the development of passages
are also essential.Examples of
these programs include
EmPOWER and Step Up to
Writing.
Elementary LEAD is implementing Project Read Framing Your
Thoughts sentence structure ¶graph structure,Landmark’s
From Talking To Writing paragraph development routines
depending on the topic,as well as American Reading Company
CORE’s graphic organizers that may better align with the text at
times
Middle LEAD is continuing Framing Your Thoughts sentence
structure and using the writing graphic organizers from EmPower
and Language!Live depending on the writing assignment
Instruction &Professional
Development
Gradual Release
A gradual release of
responsibility model follows
This model is always the goal.It varies depending on the task and
students’understanding of the concepts/content.
29
three systematic steps in which
responsibility for a particular
practice or activity
incrementally shifts from the
teacher ’s domain to the
student’s domain.By in large,
teachers provided students with
some explicit modeling and
many opportunities for
independent practice but
needed to increase the time
spent on the middle step -
guided instruction.
Instruction &Professional
Development
Academic Support time to
build Executive Functioning
The purpose of academic
support is often two-fold,both
to help students complete their
assignments but also to support
the development of critical
strategies that address
weaknesses in executive.
Consider including:
●Time management
●Goal setting &planning
●Checking to reflect on
work
●Strategies for exam
preparation
2022-2023 RMHS implemented the SMARTS Executive
Functioning Curriculum
2023-2024 Parker LEAD program implemented SMARTS
Executive Functioning Curriculum,
The SMARTS curriculum consists of lessons with completed slides
to present and student activities and discussions on topics such as,
but not limited to,metacognition,materials and time,and
self-monitoring and checking.
May 2024 All LEAD staff,including Team Chairs,School
Psychologists,and Speech-Language Pathologists,participated in
an Executive Functioning training with Sarah Ward of Cognitive
Connections,which included strategies on planning,initiation,
persistence,and completion,time management,and being more
efficient learners.
At the middle school and high school levels,students in the LEAD
program have Academic Support as needed to support accessing
general education content and demonstrating their knowledge as
well as explicitly teaching executive functioning skills.
At the elementary level,executive functioning is embedded in the
daily routines and practices within the LEAD program,some of
which are carried over into the general education content classes
with the support of special education teachers and
paraprofessionals.
Instruction &Professional
Development
This routine is typically done in all LEAD small group ELA
classes,but is not part of the fidelity of specialized reading
curriculum.
30
Employ closure routines at the
conclusion of each lesson to
reiterate/revisit important
concepts.
Instruction &Professional
Development
Consider a classroom
management curriculum that
fosters self-regulation.There is
a strong relationship between
academic success and
self-regulation.Students with
language-based learning
disabilities are prone to
weaknesses in regulatory
control and struggle to inhibit
impulsive behaviors like
engaging in inappropriate
behaviors,off topic
discussions,calling out,etc.
At both the middle school and elementary school levels,all LEAD
program staff (i.e.,Team Chair,School Psychologists,
Speech-Language Pathologists,Special Education Teachers,
Paraprofessionals,and Special Education Literacy Coach)
participate in LEAD Advisory.The goals are to support students'
understanding of their learning profile,how their brain functions,
connecting reading in the brain for increased self-advocacy,as well
as helping to create a sense of belonging and shift their
self-narrative around their
learning intellectual abilities to empower them and increase
confidence and academic abilities.Doing this work across grade
levels in a cohort model,empowers students to support each other
and take an active role in their learning.
A curriculum will be looked into next year.
Instruction &Professional
Development
Assistive Technology
Familiarizing themselves with
the tools and finding the best
resource for their needs will be
highly beneficial in the long
run.
All levels have received C-Pens for each student in the LEAD to
use and access text throughout the school day.
All students have access to Google Read &Write on their
Chromebooks,which,in part,allows voice to text and word
prediction.
During the 2023-2024 school year,the district contracted an AT
specialist who consults with LEAD staff regularly and trials AT
and technology options with students in the LEAD program
(previous to this school year,the RPS had an AT specialist in
district who did the same).
Math Instruction
Use the warm-up routines to
support the development of a
specific skill.
Foster Self-Regulated Learning
and Independent Application of
Strategies
Support and/or Minimize
“Shifting”Between Activities
Math instruction varies depending on individual learner needs.
Some students in the LEAD program have small group math and
others participate in general education math with only
accommodations.
The listed strategies for math are implemented as needed for
students across all math settings.
31
Content Area
Instruction
Activate Prior Knowledge
Use Visual Aids &
Multisensory Elements
Frequently
Offer Opportunities for
Analysis &Debate
Follow Gradual Release of
Responsibility Model
Limit Independent Work to 20
Minute Segments
Parker Team Chair &LEAD Program Coordinator met with Gr.8
LEAD team,Special Ed.&General Ed.staff,to review student’s
IEPs and supports surrounding speaking listening,reading,&
writing during the 2023-2024 school year.
Special Education Literacy Coach met with Coolidge general
education staff to present the science of reading,various reading
profiles &supports,and implementing literacy routines and
practices to support content classes.Language!Live allows middle
and high school students to practice analysis &debate within a
small group ELA class that can then be supported &generalized
into the general education classes.Some L!L examples for various
reading skills were shared,including a discussion sentence starter
reference and question/prompt terms along with examples and
ways to begin responding to each.
Coolidge.Reading.Presentation.May.2024
The general education teachers typically structure their 30-56
minute classes in shorter work blocks for various assignments to
allow for natural breaks in learning.
EMBARC-Education,Meaningful Inclusion,Becoming Independent,Advocacy,Relaxation
and Leisure Activities,Community Integration.EMBARC Program review conducted in March
2022.
The EMBARC program is dedicated to empowering students to achieve maximum
independence.It includes functional academics,independent living and community skills,
communication,pre-vocational training,and social and behavioral skills.Schools:
Coolidge,RMHS
SAIL-Strategies to support Academics,Indepence and Life Skills.SAIL Program review
conducted in March 2022.
The SAIL program is dedicated to empowering students to achieve maximum
independence.It includes functional academics,independent living and community skills,
communication,pre-vocational training,and social and behavioral skills.Schools:Wood
End,Coolidge,RMHS
Recommendations Notes
Implement a district classroom
management strategy utilized
by all staff.
All schools implement a positive behavior reinforcement system.
This may include tickets or spotting students for showing expected
behavior and demonstrating individual school core values.
There is a district-wide SEL(social/emotional learning)committee
32
that is exploring appropriate SEL curriculums that can be
implemented across buildings.
Within the program,students have individualized support plans to
meet their unique needs.Support plans are created in collaboration
with the program staff members in addition to the BCBA assigned
to the student’s Team and/or Inclusion Specialist.
Developing consistent classroom management plans will be a focus
during the 2024-2025 school year.
Build a comprehensive
EMBARC Curriculum K-12.
The PCI Reading Program is used vertically and is an educational
tool designed to help individuals with intellectual disabilities or
significant learning differences learn to read.The program is
well-organized and focuses on common sight words and everyday
vocabulary.
●Level One:Starts with basic sight words and simple
vocabulary.
●Level Two:Builds on this by expanding vocabulary and
introducing simple sentence structures.
●Level Three:Advances to reading comprehension and
fluency,helping learners understand and read more
smoothly.
Story Grammar Marker is used at the elementary level to teach
reading comprehension strategies to understand story elements (ex.
Characters,Setting,Initiating Event,Sequence of Actions,
Resolution).
Students are also using the Strategies to Achieve Reading Success
(STARS)to further develop their reading comprehension skills at
the elementary level.
Heggerty Phonological Awareness Curriculum and Dr.David
Kilpatrick’s One Minute Activities are examples of phonological
awareness curricula that students are using to develop their
phonological awareness skills.
To support students’decoding and encoding skills,teachers are
modifying Fundations and Wilson Reading System to explicitly,
directly,and systematically teach sound/letter patterns and syllable
types.
Students practice taught sight words and word patterns by reading
connected text that is controlled and uncontrolled from sources
such as,but not limited to,Reading Milestones,Read Naturally,
and RAVE-O’s Minute Stories..
33
The Unique Learning System (ULS)and News2You are also used
vertically and are educational programs designed for students with
special needs.ULS offers a comprehensive,standards-based
curriculum from preschool to post-secondary levels,with
differentiated lessons in subjects like literacy,math,science,and
social studies.It focuses on interactive content and tracks student
progress.News2You brings current events into the classroom
through weekly,accessible news stories that build literacy and
communication skills.Both programs provide structured,engaging,
and level-appropriate content to support diverse learners
throughout their educational journey.
Other curricula used in the EMBARC program include Circles
Curriculum,Everyday Speech,Zones of Regulation,AAC
Language Lab,Keys to Literacy,Attainment,and Real World
Reading,Writing,and Math.
Develop a data collection
system to demonstrate how
goals are being addressed and
progress is being recorded.
Data is collected on individual students'goals and objectives
electronically and by hand.
The SAIL program has been exploring a consistent electronic data
collection system as of the 2024-2025 school year.Formal
electronic programs will be investigated during the 2024-2025.
EMBARC Program staff have tested the LiftEd data collection and
progress monitoring system,which centralizes IEP,ABA,and
other behavioral data in one place.It was determined that this
program did not meet the needs of the students/program.The
EMBARC staff is currently piloting the AbleSpace program to
determine if it is a better fit for their data collection needs.A
decision will be made during the 2024-2025 school year.
Provide appropriate
professional development for
all staff.
During the 2023-2024 school year the program coordinator
worked with the staff to identify key areas of learning and
professional development.Topics included the importance of
developing independence within the Least Restrictive
Environment,"Creating Strength-Based IEPs for Students with
Diverse Needs"with Dr.Marybeth Yerdone and Dr.Katie Ducett
of Sunne Cortland School and addressing Neurodiversity within
the educational setting with Speech and Language Pathologist
Rachel Dorsey.
In late spring 2024,select staff that support students receiving
services in the SOAR program will attend professional
development on utilizing the Social Thinking curriculum.
During the 2023-204 school year the para educators received very
specific training on accommodations,modifications and data
collection.
34
Additional professional development activities will be designed for
the 2024-2025 school year.
Create an open house for
parents to meet prior school
year.
In the Spring of 2023,Program Coordinators held virtual family
meetings to discuss programmatic updates.As a follow up,in
August 2023 the SAIL/EMBARC Program Coordinators called
families to make individual connections and answer any questions.
In addition,the Team Chairs held a Meet and Greet,in
collaboration with SEPAC,in October 2023.In October 2024,
there will be another Meet and Greet event to foster collaboration.
To continue communication throughout the school year,Program
Coordinators shared quarterly newsletters with families to explain
programmatic updates and progress towards the suggestions within
the Program Review.
Create/revise definition of
Mission,Vision and Outcome
Levels for the program.
During the 2023-2024 school year,the Mission and Vision of the
Special Education department was updated and is available on the
Student Services website.
Hire a Program Administrator.During the 2022-2023 school year Team Chairs and the Special
Education Literacy Coach were appointed through a stipend
position to work on the implementation of recommendations.This
work was conducted with the support of outside consultants.
During the 2023-2024 school year the same Program Coordinators
met with program teachers throughout the school year and
biweekly with the Director of Special Education and Assistant
Superintendent of Student Services to continue to implement the
program recommendations.Currently,the administration is
examining the possibility of having one full time Program
Coordinator for the 2024-2025 school year without adding a FTE.
The Special Education Literacy Coach would continue to be the
Program Coordinator for the LEAD program.
Hire a full time Inclusion
Specialist.
A full time Inclusion Specialist was hired for the fall of 2023.This
role provides support to students through coaching,modeling,data
collection and consultation with teams to ensure successful
inclusion experiences for students.The Inclusion Specialist works
with special education and general education staff to ensure all
students are supported within the Least Restrictive Environment.
The goal of this additional role is to support students'effective
progress in their home schools if they do not require a program
level of service.
Hire a Transition Specialist to
oversee short and long term
transitions.
A full-time Transition Specialist was hired for the fall of 2023.
This role involves providing evaluation,consultation,and direct
services to students and teams to prepare students for their
post-secondary transition.With the support of the Transition
Specialist,the district has developed an 18-22 Program (LIFT),
which will begin in the fall of the 2024-2025 school year.The
35
focus of this program is on life skills,vocational development,and
independent living skills,allowing students to remain in their own
community.The Transition Special will continue to support the
program during the 2024-2025 school year with a focus on the
middle and high school programs.
Students enrolled in the SOAR program at RMHS are working
with Triangle Pre-ETS through MRC offers programming that
includes Soft-Skills Training,Landing the Job,Job Exploration
Counseling,and Counseling on Post-Secondary Education.
Additionally,there was a transition process established for all
students receiving IEP services.Each student has a transition
planning form completed that will be given to the teacher the
following year.Furthermore,parents were given an opportunity to
complete a transition survey to provide input on their child’s
learning style and preferences.
Expand the transition &
vocational curriculum &
assessments.
The district has purchased additional transition assessments and
curriculum to enhance our support for students preparing for
post-secondary transitions.The new resources include:
●AIR Self-Determination:A tool to assess and promote
students'self-determination skills.
●Transition Planning Inventory (TPI-3):An assessment to
help identify students'strengths,preferences,and needs for
transition planning.
●Career Clusters Interest Survey (CCIS)(Virtual Job
Shadow):A survey to help students explore career interests
and pathways.
●Parent Transition Survey (Revised 2014):A tool for
gathering input from parents about their child's transition
needs and goals.
●Casey Life Skills (Standard Assessment):An assessment
to evaluate life skills necessary for successful adulthood.
●Career Cluster Inventory (CCI)Quick Pic (MassHire):
A quick assessment to help students identify potential
career clusters based on their interests.
These tools will support more comprehensive and individualized
transition planning for our students.
Create an in-district 18-22
program.
With the support of the Transition Specialist,the district has
developed an 18-22 Program (LIFT)which will start in the fall of
the 2024-2025 school year.The focus of this program is life skills,
vocational development and independent living skills allowing
students to remain in their own community.
Conduct staff common
planning time meetings on a
Planning time has been designated for SAIL and EMBARC
teachers and paraprofessionals to work collaboratively.This time is
36
regular basis to discuss student
progress.
dedicated to reviewing behavior plans and student progress.We
will continue to explore ways to develop consistent collaborative
times throughout the year for all program staff during the
2024-2025 school year.
The district should phase out
the full and partial inclusion
programs at Wood End and
Coolidge.
Our district's commitment to providing special education services
in the Least Restrictive Environment (LRE)is underscored by
findings from various evaluations,including the MA Improvement
Project,Tiered Focus Monitoring,External Program Reviews,and
parent feedback.We acknowledge the necessity of ensuring that
students with disabilities can access appropriate services within
their neighborhood schools without being unnecessarily removed.
Key steps we're taking to uphold this commitment include:
●Maintaining Services Within Home Schools:Students who
were previously relocated to Birch Meadow and Wood End
for full or partial inclusion services based solely on their
disability label will now have the opportunity to receive
these services within their home schools.With support from
our Inclusion Specialists and Special Education Literacy
Coach,we're ensuring that students receive necessary
services while remaining in their familiar educational
environments.
●Inclusion Support:Our schools have the autonomy to
assign staff for inclusion support as they find appropriate.
The services are provided by a general education teacher,
special education teacher,special education para-educator
and/or related service providers.The staffing should be
based on the students’IEP needs.
●Preservation of Substantially Separate Programming:While
emphasizing inclusion,we recognize the importance of
maintaining substantially separate programming for
students who require it.We're continuing the EMBARC
program across grades K-12,ensuring that students have
access to inclusion support as determined by their
Individualized Education Program (IEP)teams.This
program will be housed at Birch Meadow for the
elementary level.The EMBARC program would
encompass the students who are receiving substantial
separate services currently at Birch and Wood End.
●Current Services:Current services/locations are not
changing for any students currently placed in programs
outside of their home school unless by parent request/IEP
team decision.
●Professional Development and Compliance:To ensure
compliance with state and federal guidelines and prevent
over-servicing,we're providing professional development
on best practices for teaching skills outlined in IEPs within
37
the general education setting.This includes training
paraprofessionals on data collection and ensuring fidelity in
implementing IEP accommodations and modifications.
Through these initiatives,we're dedicated to creating an inclusive
and equitable learning environment that fosters the academic,
social,and emotional development of all students.
During the 2024-2025 school year the district will continue to
provide training on the different models for providing services to
students in the general education setting.In Reading special
education teacher supported instruction is often referred to as
co-teaching.However,the supports students require may not fit
the definition of what co-teaching is.Inclusion training will
include the following topics:
5.Role of Teachers:
●In co-teaching,both teachers share equal
responsibility for all students.
●In inclusion services,the general education teacher
is primarily responsible,with special education staff
providing additional support to make progress on
goals and objectives while working on classroom
assignments.
6.Teaching Dynamics:
●Co-teaching involves various models of shared
instruction.
●Inclusion services focus on integrating support
within the existing classroom structure.
7.Planning and Assessment:
●Co-teaching requires joint planning and assessment
by both teachers.
●Inclusion services involve collaborative planning,
but the general education teacher leads instruction
and assessment,with input from special education
staff.
8.Flexibility:
●Co-teaching provides a flexible approach to
teaching with multiple instructional strategies.
●Inclusion services are more focused on ensuring that
students with disabilities receive appropriate
accommodations and modifications within the
general education environment.
In summary,while both co-teaching and inclusion services aim to
support diverse learners in the general education classroom,
co-teaching is characterized by equal partnership and shared
38
instructional roles,whereas inclusion services focus on integrating
special education support within the general education framework.
Conduct a comprehensive
evaluation of the Learning
Center &LEAD Program
before 2023-2024 school year.
The Learning Center program review was completed at the end of
the 2022-2023 school year and the Executive Summary can be
found on the Student Services website.The LEAD program
review will be completed by the end of the 2023-2024 school year
and will be reviewed with the community upon receipt.
39
To: Reading School Committee
From: Dr. Thomas Milaschewski, Superintendent
Date: June 4, 2024
Re: Benchmark Update vs. District Strategic Plan
During the May 23rd School Committee meeting, our leadership team presented a benchmark update vs. the
2023-2026 RPS District Strategic Plan with a focus 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.
As previously stated, 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
Update provided during the June 6,2024 School
Committee Meeting.
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.
Each school developed a survey plan to gather
sense of belonging data.This was reviewed at
several district leadership meetings during the
school year.The schools shared effective
strategies,including mentoring and individual
student supports.
Each school identified 2-3 priority focus areas for
students to enhance their sense of belonging
based on data in their school improvement plan.
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
Update provided during the June 6,2024
School Committee Meeting.
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
The data from May 3,2024 indicates the
following daily average attendance rate:
●District:95.7%
●RMHS:95.5%
●Coolidge:95.4%
●Parker:95.5%
●Barrows:95.6%
●Birch:95.7%
●Eaton:96.3%
●Killam:95.6%
●Wood End:96.7%
The overall district attendance rate was 95.1%
in the 2022-23 school year.The official figure
through March of this year is 95.6%.This is 0.5%
improvement from last year.Six out of the nine
schools are on-track (as of this data pull)to be
improved from last year (by 0.1 or 0.2
percentage points).PRS also has two schools
above 96%this year,as opposed to only one
school (JE)above 96%last year.According to
the state data from May 16,2024,only 7
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.
districts (excluding the vocational and charter
schools)have a better attendance rate than
Reading’s attendance rate.In 2022-2023 there
were 8 districts ahead of Reading in attendance
rate,which demonstrates we are continuing to
improve at the state level.
Based on May 16,2024 state data.Reading
chronically absent (10%or more)was 8.6%.
We are ranked 22nd in the state for lowest
percentage of chronically absent students.
During the 2023-2024 school year there was a
reduction in initial evaluation requests through
the special education process.In the
2022-2023 school year there were 204 initial
evaluations completed.Of the initials that were
completed 79 (39%)were found ineligible for
services.During the 2023-2024 school year
there were 168 initial evaluations completed.
Of the initials that were completed 77 (45%)
were found not to require special education
services.This is a reduction of 18%in our
initial evaluation rate.
The District Leadership Team has been
reviewing the sense of belonging data across
the schools and interventions provided at the
school level.During the 2024-2025 school
year,the district will continue to create a
support resource for schools to access as
needed.
Each school in the district has developed a
building based attendance team to review data
and modify interventions accordingly given the
support of a district created attendance
dashboard.A tiered response to student
absenteeism was established with the
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)
attendance monitoring guidance and tools all
buildings to use as a resource.A grant was
secured to hire an MLL Liaison with a focus on
family education around attendance.
Additionally,on 12/15/23 the district was
awarded a DESE grant to battle Chronic
Absenteeism.This $10,000 grant will address:
student tracking and monitoring systems;family
engagement and communication;attendance
recovery academies.Given all of the
interventions,it is anticipated that the district
will continue to make progress towards this
goal.
During the 2023-2024 year,school based
leaders and SST teams worked in collaboration
with the Assistant Superintendents and the
Inclusion Specialist to align our district's
understanding of the purpose of SST as well as
common characteristics of SST.Teams
explored the SST processes and documents
utilized at other schools throughout the district
as part of an internal exploration process.The
inclusion specialist began attending SST
meetings across all 5 elementary schools to
begin to gather information on current practices
and structures as well as to provide consistent
support and feedback to all teams.Working on
our SST structures will continue into the
2024-2025 school year.
Based on May 3,2024 data there were 73
suspensions across the district this school year.
During the 2022-2023 year there were 82
suspensions which is a reduction of 11%.
Progress on the SEL curriculum review is
reflected through the End-of-Year Teaching &
Learning Curriculum presentation on May 23,
2024.
Reading is currently on track to maintain a drop
out rate of below 1 percent. Most recent
dropout data reflects 2022-2023 school year:
0.3%.Data reflecting the 2023-2024 school
year will be released toward the end of this
calendar year.
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
Update provided during the June 6,2024
School Committee Meeting.
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.
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.
The district has worked diligently with the
community first responders to create aligned
systems and supports to ensure consistent
responses and supports.Every safety situation
is different and it is difficult to quantify
“appropriate response”.However,it is our
belief having debriefed all situations with the
building leaders that any school based safety
issue was handled appropriately given the
unique set of circumstances.The district has
invested in training the staff in the CSTAG
threat assessment protocol.During the
2023-2024 school year,the buildings have
used this tool efficiently.The CSTAG threat
assessment protocol was administered 20
times.In two instances there was a finding of
no threat,and in 18 instances there was found
to be a transient threat (no sustained intent to
harm).All instances were dealt with
appropriately and within a timely manner.
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.
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
Update provided during the June 6,2024
School Committee Meeting.
●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.
Under the direction of the METCO Coordinator,
there has been a positive response to the
METCO Guiding Coalition rotating site visits.
Please see the presentation provided to School
Committee in May for more information.
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
Update provided during the June 6,2024
School Committee Meeting.
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
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.
The building leader website includes translation
and interpretation protocols and resources.
Building leaders,administrative assistants,and
other staff will be trained in how to use the
protocols.
A Multilingual Learner Family Liaison was hired
through the MADPH Behavioral Health
Workforce grant in January.In this position,the
MLL Family Liaison has connected with families
with services such as the food pantry and
health providers,as well as assisted families to
access resources such as transportation,
extended day and summer camp.She has
increased family engagement by interpreting
information at family events such as open
house and kindergarten screening.The MLL
Family Liaison has identified mental health
needs of MLL students and is now working with
a community mental health provider,Embrace
Pathways,to provide in-school mental health
counseling,also grant funded.
A"Healthy Family Night"is planned for June 4th
at the Reading Public Library,with library staff
reviewing community resources,School
Nurses,health guidelines,School Resource
Officers,helmet safety and Embrace Pathways
mental health supports.We plan to work with
the Children's Cabinet on the Fall Resource
Fair.
o access to easy and effective two way translation
services
Progress related to job-embedded coaching for
teachers of MLL students and the process of
vertically aligning the ESL curriculum is
reflected through the End-of-Year Teaching &
Learning Curriculum presentation on May 23,
2024.
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 will begin running during the
2024-2025 school year.A team of staff,including
teachers,administration and the transition specialist
have visited programs in other districts and planned
high quality programming for next year.A teacher
has been hired,materials are ordered and a space
has been designated within RPS to support the
program.Additionally,community partnerships and
events have been identified.The students have
already started participating in some activities such
as a Middlesex bowling league with their peers from
other communities..The services provided within
the LIFT Program will be closely monitored to
ensure success of the students meeting their goals
and objectives.
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
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.
gathered from stakeholders in order to refine the
document before posting to the district website.
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.
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.
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.
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.
During the 2023-2024 school year the district and
building leadership teams reviewed best practices in
providing special education support within the general
education classrooms.Additionally,school based
staff conducted a series of observations to access
current practices.This work was also supported by a
Harvard Fellow who observed within two school
buildings.The results of this work identified a naming
issue of the special education supports provided.It is
important to note that all students are receiving their
IEP services as individually outlined.However,as
strictly defined the services are more accurately
inclusion services rather than calling the program as a
whole co-teaching.Furthermore,as recommended in
the Program Reviews the district is creating a plan to
support all students receiving full inclusion and partial
inclusion services within their home schools.This
work is directly supported by the Inclusion Specialist,
Transition Specialist and Special Education Literacy
coach.Through these initiatives,we're dedicated to
creating an inclusive and equitable learning
environment that fosters the academic,social,and
emotional development of all students.
During the 2024-2025 school year the district will
continue to provide training on the different models for
providing services to students in the general
education setting.In Reading special education
teacher supported instruction is often referred to as
co-teaching.However,the supports students require
may not fit the definition of what co-teaching is.
Inclusion training will include the following topics:
1.Role of Teachers:
●In co-teaching,both teachers share
equal responsibility for all students.
●In inclusion services,the general
education teacher is primarily
responsible,with special education
staff providing additional support to
make progress on goals and
objectives while working on
classroom assignments.
2.Teaching Dynamics:
●Co-teaching involves various models
of shared instruction.
●Inclusion services focus on
integrating support within the existing
classroom structure.
3.Planning and Assessment:
●Co-teaching requires joint planning
and assessment by both teachers.
●Inclusion services involve
collaborative planning,but the
general education teacher leads
instruction and assessment,with
input from special education staff.
4.Flexibility:
●Co-teaching provides a flexible
approach to teaching with multiple
instructional strategies.
●Inclusion services are more focused
on ensuring that students with
disabilities receive appropriate
accommodations and modifications
within the general education
environment.
In summary,while both co-teaching and inclusion
services aim to support diverse learners in the
general education classroom,co-teaching is
characterized by equal partnership and shared
instructional roles,whereas inclusion services focus
on integrating special education support within the
general education framework.
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.
●Compile student performance/outcome in
rooms with and without paras assigned.
●Refer to research:
o Improving Budget Fairness
o Staffing Studies
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.
The school based teams,including the Team
Chairperson,Principal and Assistant Principal have
been conducting observations noting staffing rather
than programmatic supports during the 2023-2024
school year.This includes the effectiveness of para
educator support.Additionally,the para educators
have received specifically designed professional
development around how to support students and
collect data.The building based teams are
developing schedules for next year to optimize
appropriate student support and staffing ratios.This
work will continue next school year to ensure the
improvements made to schedules are appropriate and
effective.
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).
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.
Update will be provided through end-of year Human
Resource update presentation during June 6 School
Committee meeting.
●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
●Continue our work with higher education
institutions to expand and formalize
pathways.
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:
Update provided during the June 6,
2024 School Committee Meeting.
Identify staff for
beginning of the year
family phone calls
Teachers,
parents/guardians,
school staff and
administrators to
participate in
assessment process
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.
Clear understanding of
RPS philosophy on
family-school
engagement and
cultural competency.
Professional
development and
mentorship in place to
build capacity for
Outcomes grounded
in research compiled
by Flamboyan
Foundation on impact
of effective family
engagement
●Reduced Drop
Out Rates and
Improved trust
Strong
family-community-
school
partnerships
Holistic supports
for youth that
strengthen student
achievement,
The top priority for Strengthening
Family and Community Engagement in
2023 –2024 was building the
Children’s Cabinet.Priorities of
strengthening family-school
partnerships and equitable family
engagement were embedded in
creating the Children’s Cabinet and the
top two priorities that were identified by
the Children’s Cabinet for 2023 –2024.
on family-school
partnerships
Sufficient staff with
expertise and
leadership skills to
implement the
program district-wide
Trainers for
professional
development on
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.
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 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:
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 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.
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
https://flamboyanfoun
dation.org/resource/fa
mily-engagement-matt
ers/
●Publish aggregate
data so
stakeholders can
see change /
impact long-term
and over time.
health,and
wellness ●Accessing Resources (This
includes teens and other youth
accessing resources -both
mental and physical health;
LGBTQIA+Youth,Multilingual
Learners and Black and Brown
youth accessing resources;
having a safe place outside of
school;and a lack of
coordination of resources)
●Addressing Mean Behavior/
Relational Aggression and
Improving School
Connectedness
Updates on both of these priorities are
included in Strategic Initiative 4.3 –
Creating a Children’s Cabinet.
●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
family-school
Differentiated
engagement strategies
for specific student
groups and subgroups
(race /ethnicity,
socioeconomic status,
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.)
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 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:
Update provided during the June 6,
2024 School Committee Meeting.
●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
;
Representa
tives /voice
from
diverse
groups
●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
Trust
●Interconnected 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
●Revised programs,
policies,
organizational
culture
●More stakeholders
at the “new inclusive
table”
●Improved student
outcome and DESE
data /Improved
academic and SEL
data
●Inequities
identified
would be
addressed
and
remediated
(shown by
follow up
surveys)
●Increased
school
attendance
(increased
health
services)
●Families report a
greater sense of
belonging and
●Supports and
connections for
all students
●Sense of
belonging
●Use data for
growth and
continuous
improvement
●Improved
performance
●Better
post-graduation
opportunities
●All staff have
capacity,
knowledge,
and resources
to do the work.
●Engagement is
successful!
The top priority for Strengthening
Family and Community Engagement
in 2023 –2024 was building the
Children’s Cabinet.Priorities of
strengthening family-school
partnerships and equitable family
engagement were embedded in
creating the Children’s Cabinet and
the top two priorities that were
identified by the Children’s Cabinet for
2023 –2024.
●Accessing Resources (This
includes teens and other
youth accessing resources -
both mental and physical
health;LGBTQIA+Youth,
Multilingual Learners and
Black and Brown youth
accessing resources;having
a safe place outside of
school;and a lack of
coordination of resources)
●Phone
calls and
surveys for
micro-chan
ges to
identify
entry points
to remove
access
barriers,
strengthen
inclusion
●Qualitative
survey
from each
identified
group.
Identify
needs /
barriers
●Accessibili
ty for
meetings
and events
with
scholarship
opportunitie
s
●Union
contracts –
schedules
to support
all families
●Parent information
center –to provide
an overview of RPS
and Reading
systems (reporting
school absences,
expectations etc.)
●Create
surveys
●Analyze /
interpret
data
●Identify
who had
direct
certificati
on for
Mass
Health
(SNAP)
●Transition of all
new students
into school
onboarding
●Training and
Community
Outreach –staff
trainings and
community
outreach on
equitable family
engagement and
a more diverse
and inclusive
community for all.
●Communi
ty
outreach
to include
listening
sessions
and
general
educatio
n to
increase
common
understa
●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
●Action steps put into
place to carry out
plan
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
●Addressing Mean Behavior/
Relational Aggression and
Improving School
Connectedness
Updates on both of these priorities
are included in Strategic Initiative 4.3
–Creating a Children’s Cabinet.
To ensure equitable family
engagement,guiding equity questions
were woven into the strategic
planning and solution design
frameworks for the Reading
Children’s Cabinet.
Guiding Equity Questions considering
black and brown students,
multilingual learners,and special
education students include the
following:
Does this [goal/initiative/effort/action]
advance equity and close equity
gaps?
Does this [goal/initiative/effort/action]
address a need identified by the
community?
Will this [goal/initiative/effort/action]
disproportionately impact or burden a
particular group?
Can those impacts be mitigated?
Is this a universal or targeted
approach?If targeted,what is already
being done universally?
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,
nding of
equitable
family
engagem
ent
●Intention
al
Outreac
h:More
changing
up of
times,
spaces,
and
locations
●Consider
ation for
where
families
live,work
schedule
s,
finances,
language
s spoken,
connectio
n 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
A Multilingual Learner Family Liaison
was hired through the MADPH
Behavioral Health Workforce grant in
January.In this position,the MLL
Family Liaison has connected with
families with services such as the
food pantry and health providers,as
well as assisted families to access
resources such as transportation,
extended day and summer camp.
She has increased family
engagement by interpreting
information at family events such as
open house and kindergarten
screening.The MLL Family Liaison
has identified mental health needs of
MLL students and is now working with
a community mental health provider,
Embrace Pathways,to provide
in-school mental health counseling,
also grant funded.
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
●Reading
Coalition for
Prevention
and
Support
●Special
Education
Director
●Families
●Staff
closest to
families
●Teachers
other participants
are in a broader
circle listening
intently and
writing down key
themes to
remove access
barriers and
strengthen
equitable family
engagement).
●School-Commu
nity Connection
Events
●Supports and
Connections in
Place for
Families
●Regular
social
media /
phone
calls /
texts /
emails to
families
based on
preferenc
e
●Provide
translatio
n /
interpreta
tion
consisten
tly in
schools /
communit
y
●Adult
support
●School
leaders –all
levels,
including
preschool
●District
leaders
● Youth
●Support
services /
recreation
organizers
●Multilingual
Learners
Coordinator
and team
●Boston
residents –
parents/gua
rdians/stud
ents
●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
●L
e
g
a
l
●E
d
u
c
a
ti
o
n
●S
o
ci
a
l
W
o
r
k
●Home
Visits and
Family
Mentors
●Provide
credit /
funding
for
families /
older
students
to do the
work
●Coordination
and
cross-pollinatio
n with
Children’s
Cabinet.
●METCO
“found
families”
●Town
leaders –
especially
with funding
opportunitie
s
●School –
communit
y –family
connectio
ns to
Children’
s Cabinet
●Proactively
share progress
and updates
with community
and
stakeholders
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:
Update provided during the June 6,
2024 School Committee Meeting.
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:
Superintendent,Town
Manager,Town Select
Board representative,
School Committee
representative,
●Parents,young
people,teachers:
Parents,young people,
teachers
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
●Who shows up?
●Who facilitates /
rotation?
●Build online
presence
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?)
●Registrati
ons
●Informati
on,
communi
cations,
Special
Educatio
n,Extra
curricular
testing,
home /
school
resources
●Reporting
out to
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 silos,
reduce duplication,
and enhance impact
within School /Town
government and with
external partners
●Improved
efficiency for
problem solving
on behalf of
Community
Wellness
Increased
fulfillment and
connection to
community
Increased youth
leadership and
youth voice
Increased
academic
achievement
●Decreased
transiency
Advance
Equity:
improved and
equitable
access to
services
●Improved
outcomes for
marginalized
groups
●New
celebrations
and events
The Reading Children’s Cabinet was
established in Fall,2023 with a
mission of bringing together key
leaders and community members
that serve children and youth.Our
goals are to strengthen collaboration,
align resources,and help to close
programming gaps.The Reading
Children’s Cabinet builds on the
strong cross-sector leadership
already in place in Reading with
Reading Public Schools,Town
leadership,the Reading Police
Department,community leaders,
business leaders,parents /
guardians,and students all coming
together to empower youth to thrive.
There are currently more than 25
members of the Reading Children’s
Cabinet.
The Children’s Cabinet identified two
priorities for 2023 –2024.
●Accessing Resources (This
includes teens and other
youth accessing resources -
both mental and physical
health;LGBTQIA+Youth,
Multilingual Learners and
Black and Brown youth
accessing resources;having
a safe place outside of
●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
●Diversity,Equity,
Inclusion,and Justice:
Director of Social
●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,
Superinte
ndent
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
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
to deepen
cultural
understandin
g
Increased
economic
outcomes for
Reading
school;and a lack of
coordination of resources)
●Addressing Mean
Behavior/Relational
Aggression and Improving
School Connectedness
Updates on Children’s Cabinet
priorities for 2023 –2024:
Accessing Resources
Long term goals include:
●Supporting a Community
Resource Fair
●Helping compile a master list
of available resources
●Helping people access the
resources in a sustainable
way is also a work in
progress.We are
researching the possible use
of printed materials,app,
website,and/or staff who can
help families navigate the
available resources.
We recognized that these aspirations
are all going to take time and
planning.
That is why,in the meantime,we
have established a protocol for
schools to help meet real-time
concrete needs that come up for
families.The Working Group created
a flow chart of a new system to
streamlining accessing resources.
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
youth,and family
wellbeing.
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.Coordinati
on and
Stronger
relationships and
sense of belonging
Feedback loops and
development of
subcomittees for
continuous
improvement and to
widen engagement
and deepen
commitment
In short,principals and/or counselors
can fill out a google form with an
anonymous need.This form gets
sent to the Children's Cabinet who
then works to fill the need through
various organizations and community
groups that are ready to help.We will
pilot this system and hope to scale it
over time.
Addressing Mean Behavior /
Relational Aggression and
Improving School Connectedness
The Reading Children's Cabinet
sponsored parent listening
sessions to discuss best practices
to support our middle schoolers
so they are empowered to thrive
socially and emotionally.
Community Listening Sessions were
held on Tuesday,April 30,2024 from
9:30am -10:30am and 6pm -7pm at
Reading Public Library.
Participants include parents of
Reading middle school students.18
parents and community members
attended the April 30th sessions.
Outreach Methods:Flyers were
distributed by RPS Superintendent
Dr.Tom Milaschewski,by RPS
middle school principals,and through
the Reading Children’s Cabinet.
A report on the listening sessions will
be provided at the June 5th
Children’s Cabinet meeting.
**Ensure depth,variety,and
diversity of participants
Secure Funding /Grants
to Launch and Sustain
Children’s Cabinet
Space to Convene
Data for tracking
Children’s Cabinet
Indictors
Dissemination of
Resources
0.Create and
foster
programming /
connections
Define ways to
connect families:
●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.Co
ordinate
new
initiatives
a.Ide
ntify gaps
and
improve
youth
engagemen
t in existing
programs
(remove
access
barriers)
Potential areas of focus include:
training on available supports,
strengthening partnerships and
connectedness,and expanding to a
wider audience.
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
Old Business
Reading Public Schools
School Committee Meeting Packet
June 6, 2024
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: June 4, 2024
Re: Approve the SY2024-2025 Calendar Update
Please find in the packet an updated SY2024-2025 Calendar. It has come to our attention that we inadvertently
left off the December professional development day for middle school and high school. Traditionally, these
schools have seven professional development days, and including this date ensures the correct allocation of
professional development time. We recommend that the School Committee votes to approve the updated
SY2024-2025 Calendar.
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 | 2024-2025 CALENDAR
AUGUST ‘24
S M T W Th F S
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 V 31
19-23 New Staff Induction
26-27 Teacher In-Service: No School
28 First day of School (1-12)
28-29 Pre-K & K Orientation
30 No School
Teacher Days: 4 Student Days: 2
JANUARY ‘25
S M T W Th F S
H 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 H 21 22 23 24 25
26 27 28 29 30 31
1 New Year's Day: No School
2 School Resumes
10 MS & HS Early Dismissal
20 M.L.K. Day: No School
Teacher Days: 21 Student Days: 21
SEPTEMBER ‘24
S M T W Th F S
1 H 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
2 Labor Day: No School
3 First day of School PK and K
11 PK-5 Back to School Night**
12 PK & HS Back to School Night (Early
Dismissal)**
19 MS Back to School Night (Early Dismissal)
27 MS & HS Early Dismissal
Teacher Days: 20 Student Days: 20
FEBRUARY ‘25
S M T W Th F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 H V V V V 22
23 24 25 26 27 28
7 MS & HS Early Dismissal
17 Presidents’ Day: No School
18-21 February Vacation: No School
Teacher Days: 15 Student Days: 15
OCTOBER ‘24
S M T W Th F S
1 2 3 4 5
6 7 8 9 10 11 12
13 H 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
14 Columbus Day: No School
25 MS & HS Early Dismissal
Teacher Days: 22 Student Days: 22
MARCH ‘25
S M T W Th F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
10 Teacher In-Service: No School
Teacher Days: 21 Student Days: 20
NOVEMBER ‘24
S M T W Th F S
1 2
3 4 5 6 7 8 9
10 H 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 H H 30
5 Teacher In-Service: No School
11 Veterans Day: No School
14 PK-5 Conferences: Early Release
15 Conferences PK-12: No School
27 Early Release*
28-29 Thanksgiving Recess: No School
Teacher Days: 18 Student Days: 16
APRIL ‘25
S M T W Th F S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 H V V V V 26
27 28 29 30
4 MS & HS Early Dismissal
21 Patriots’ Day: No School
22-25 April Vacation: No School
Teacher Days: 17 Student Days: 17
DECEMBER ‘24
S M T W Th F S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 V V V V V 28
29 V V
6 MS & HS Early Dismissal
23-31 Winter Recess: No School
Teacher Days: 15 Student Days: 15
MAY ‘25
S M T W Th F S
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 H 27 28 29 30 31
9 MS & HS Early Dismissal
15 PK-5 Open House
22 MS Open House (Early Dismissal)
26 Memorial Day: No School
30 High School Graduation
Teacher Days: 21 Student Days: 21
*Note: On 11/27/24 and the last day of school, the below release schedule will
be observed:
District-Wide Early Release Schedule
School: Start: Early Release:
Elementary 8:25 AM 11:00 AM
Middle 7:50 AM 10:45 AM
High School 8:30 AM 11:15 AM
Total Student Days: 180
Total Teacher Days: 185
JUNE ‘25
S M T W Th F S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 H 20 21
22 23 24 25 26 27 28
29 30
16 Last Day of School (Early
Release)*
(No Snow Days)
19 Juneteenth
24 Last Day of School (Early
Release) *
(5 Snow Days)
Teacher Days Without Snow Days:11
Student Days Without Snow Days: 11
School Closed District-Wide Early Release Teacher In-Service Days: No students Early Dismissal for HS/MS
BACK TO SCHOOL AND OPEN HOUSE NIGHTS .
Fall: Back to School Nights
Preschool – 5th Grade – September 11, 2024
Middle School – September 19, 2024
Preschool & High School – September 12, 2024
Spring: Open Houses
PK and Elementary – May 15, 2025
Middle School – May 22, 2025
**Wood End and Killam Pre-K locations will have Back to School the same
night as Elementary. The High School Pre-K location will be the same night
as High School Back to School Night.
PARENT/GUARDIAN – TEACHER CONFERENCES
Preschool – 5th Grade: November 14, 2024
Preschool – 12th Grade: November 15, 2024
Preschool and ELEMENTARY EARLY DISMISSAL DAYS
Elementary will be dismissed at 12:45 every Friday. Exceptions are listed
below and Preschool early dismissals are noted:
November 14, 2024 Pre-K – 5 Conferences 12:45 PM
November 27, 2024 District-Wide Early Release 11:00 AM
June 16/24, 2025 Last Day of School 11:00 AM
SCHOOL START AND RELEASE TIMES .
School Start Time End Time Early
Dismissal
District-Wide
Early Release
Elementary 8:25 AM 2:45 PM 12:45 PM 11:00 AM
Middle 7:50 AM 2:30 PM 12:30 PM 10:45 AM
High 8:30 AM 3:05 PM 1:04 PM 11:15 AM
MIDDLE SCHOOL EARLY DISMISSAL DAYS ..
September 19, 2024
Back to School Night
12:30 PM
September 27, 2024 Professional Development 12:30 PM
October 25, 2024 Professional Development 12:30 PM
November 27, 2024 District-Wide Early Release 10:45 AM
December 6, 2024 Professional Development 12:30 PM
January 10, 2025 Professional Development 12:30 PM
February 7, 2025 Professional Development 12:30 PM
April 4, 2025 Professional Development 12:30 PM
May 9, 2025 Professional Development 12:30 PM
May 22, 2025 MS Open House 12:30 PM
June 16/24, 2025 Last Day of School 10:45 AM
STUDENT ABSENTEE LINES: .
HIGH SCHOOL EARLY DISMISSAL DAYS ..
September 12, 2024
Back to School Night
1:05 PM
September 27, 2024 Professional Development 1:05 PM
October 25, 2024 Professional Development 1:05 PM
November 27, 2024 District-Wide Early Release 11:15 AM
December 6, 2024 Professional Development 1:05 PM
January 10, 2025 Professional Development 1:05 PM
February 7, 2025 Professional Development 1:05 PM
April 4, 2025 Professional Development 1:05 PM
May 9, 2025 Professional Development 1:05 PM
June 16/24, 2025 Last Day of School 11:15 AM
SCHOOL CLOSURE DATES
August 30, 2024 January 1, 2025
September 2, 2024 January 20, 2025
October 14, 2024 February 17 – 21, 2025
November 5, 2024 March 10, 2025
November 11, 2024 April 21 – 25, 2025
November 15, 2024 May 26, 2025
November 28 – 29, 2024
December 23 – 31, 2024
June 19, 2025
EXTENDED SCHOOL YEAR
July 7 – August 7, 2025
Reading Public Schools | 2024-2025 CALENDAR
Barrows ambabsences@reading.k12.ma.us 781-942-9166
Birch Meadow bmeabsences@reading.k12.ma.us 781-944-2335
Joshua Eaton jeeabsences@reading.k12.ma.us 781-942-9161
Killam JWKAbsences@reading.k12.ma.us 781-944--7831
Wood End weeabsences@reading.k12.ma.us 781-942-5420
Parker wspabsences@reading.k12.ma.us 781-944-1236
Coolidge awcabsences@reading.k12.ma.us 781-942-9158
RMHS RMHSAttendance@reading.k12.ma.us 781-670-2819
RISE riseabsences@reading.k12.ma.us 781-942-9179
When sending an email or leaving a voice message, please leave
your child's name, teacher name (if elementary), reason for
absence/tardy and expected date/time of return.
ADDITIONAL MAJOR RELIGIOUS & CULTURAL HOLIDAYS
Oct 3-4* Rosh Hashanah** Jan 7 Orthodox Christmas
Oct 12* Yom Kippur** Jan 29 Lunar New Year
Nov 1 Diwali Begins Mar 1 Ramadan Begins
Dec 25 Christmas April 13 Palm Sunday
Dec 26-Jan 2* Hanukkah April 18 Good Friday**
Dec 26-Jan 1 Kwanzaa March 31 Eid al-Fitr
April 12-20* Passover**
April 20 Easter & Orthodox Easter
*Begins the night before at sundown
**Please follow religious observance accommodations linked above
Revision Date: 6/4/2024
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
June 6, 2024
From:Pinto, Derek
To:Rebecca Liberman; Milaschewski, Thomas
Cc:DG School Committee
Subject:RE: Please expand school bus service to reduce emissions and improve traffic and safety
Date:Monday, June 3, 2024 8:16:06 AM
Hello Rebecca,
Thank you for your communication on these important matters. As RPS transportation is one of
my responsibilities, I'd like to offer some information that will provide context on our efforts to
address these concerns.
We are sensitive to traffic issues around our schools. We maintain regular contact and are
reliant on the Reading Police Department to assist us in mitigating these concerns. This
collaboration helps us address safety and congestion issues effectively, ensuring a safer
environment for everyone. We are also reliant on parents and our community members to
exercise prudence and caution in the school zones. and to balance the need to drive students
versus having them walk/ride bikes.
The Department of Elementary and Secondary Education provides a guide on pupil
transportation (to include eligibility, riding limits, routes and stops) which we currently adhere
to. We do not own our own buses; we must contract out to a third-party. As we strive to be
environmentally responsible, we have been advocating for our current provider to purchase
and use electric buses. We are actively seeking grants to give us the flexibility to make
improvements, such as expanding services as you've suggested, or investing in electric buses.
We are committed to exploring all possible options to make this feasible.
Balancing environmental priorities and educational needs while maintaining fiscal prudence is
crucial to ensuring the sustainability of our transportation program. It’s important to note that
the expansion of the busing program is dependent on ridership. Increasing busing services
requires a viable number of riders to justify the costs involved. The user fees we currently
charge riders does not adequately cover costs for the transportation program – and we’ve
raised fees already for the 24-25 school year. We have also increased fees for virtually all our
fee-based programs. We are sensitive to the need to avoid burdening families with additional
costs. Our goal is to find sustainable funding solutions that support our environmental
objectives without placing extra financial strain on our community. We will continue these
conversations as we move into our initial planning for the FY26 budget.
Thanks and regards,
Derek
From: Rebecca Liberman <rfliberman@gmail.com>
Sent: Monday, May 27, 2024 12:06 PM
To: Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>
Cc: DG School Committee <SchoolCommittee@reading.k12.ma.us>
Subject: Please expand school bus service to reduce emissions and improve traffic and safety
CAUTION: This email originated from outside of Reading Public Schools. Do not click
links or open attachments unless you recognize the sender email address and know
the content is safe.
Dear Supt. Milaschewski and SC Members,
As a member of the Climate Advisory Group tasked with developing a climate plan for
Reading and a public health professional, I urge you to find a way to provide expanded school
bus service using electric buses to reduce our greenhouse gas emissions, improve air quality,
and reduce traffic and improve safety near our schools.
According to the Greenhouse Gas Inventory presented to our group this past winter (slides
attached), Reading has the highest per capita greenhouse gas emissions among 18 nearby
cities and towns, and transportation is the second biggest contributor to that. In addition to
contributing to emissions and poorer air quality, the lack of school buses in Reading also has a
negative impact on quality-of-life and safety in town. It is really inconvenient for parents and
caregivers to have to drive and wait at drop-off and pickup time, especially for those with
children at multiple schools. And there is a lot of illegal parking and idling near our schools,
as well as a lot of traffic in surrounding neighborhoods that can lead to accidents.
In order to reduce all the individual car trips to and from all of our schools, we should expand
bus service and make it free for all elementary and middle school students who live more than
a half mile away, and make the high school bus free for all students who live more than 1 mile
away, as well as encouraging walking or biking to school for those who live nearby. We
should also provide a high school late bus for those who do sports or activities after school. To
help offset the cost, we should require a paid permit to allow drop-off and pickup by car near
our schools and charge a fee for students to park at the high school, as school districts like
Andover do.
I urge you to find a way to provide more bus service using cleaner vehicles for our students to
help us meet our climate goals, improve our air quality, and reduce traffic and improve safety
around our schools.
Please let me know what you will do to expand bus service and reduce individual car trips to
and from school.
Thank you.
Rebecca Liberman, MPH