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Home My WebLink About2024-11-07 School Committee PacketOpen Session 7:00p.m. Reading Memorial High School Library Reading, MA Reading Public Schools School Committee Meeting Packet November 7, 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: 2024-11-07 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 Consent Agenda 1. Minutes (10-10-2024) 2. Reading Girls Soccer Parents Association Donation 3. Reading Volleyball Parents Organization Donation 4. New England Patriots Charitable Foundation Donation 5. RMHS Arts Enrichment Field Trip Request 6. RMHS Ski Club Field Trip Request 7. RMHS Science Olympiad Field Trip Request Accounts Payable Warrant Reports 1. 10-10-2024 2. 10-17-2024 3. 10-24-2024 4. 10-31-2024 Reports 1. Assistant Superintendent for Teaching and Learning 2. Assistant Superintendent for Student Services 3. Superintendent 4. Liaison/Sub-Committee 7:10 p.m. E. New Business 1. MASBO Presentation, Donation & Vote to Accept (A) 7:20 p.m. D. Old Business 1. Athletics Facility Naming Advisory Committee Presentation, Recommendation, & Vote to Accept (A) Town of Reading Meeting Posting with Agenda This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting. Page | 2 7:40 p.m. E. New Business 2. School Improvement Plan Presentations & Vote to Accept (A) 3. LEAD Program Review 4. October Enrollment F. Information / Correspondence 1. “RE: Proposal Reading Office of Equity and Social Justice and Reading Public Schools” – Albert Pless 2. “RE: Accommodating Religious Holidays” – Linda Snow Dockser 3. “RE: Support of Naming to honor Phil Vaccarro” – Linda Snow Dockser 4. “RE: Committee Application” – London Stith-Nichols 9:00 p.m. Adjourn Join Zoom Meeting https://readingpsma.zoom.us/j/82805644115 Meeting ID: 828 0564 4115 Find your local number: https://readingpsma.zoom.us/u/kevtzj5din Consent Agenda Reading Public Schools School Committee Meeting Packet November 7, 2024 Town of Reading Meeting Minutes Page | 1 2016-09-22 LAG Board - Committee - Commission - Council: School Committee Date: 2024-10-10 Time: 6:30 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, Sarah McLaughlin, Erin Gaffen and Carla Nazzaro Members - Not Present: Charles Robinson and Shawn Brandt Others Present: Student Sachi Selvakumar, Assistant Superintendent Dr. Sarah Hardy, Superintendent Dr. Thomas Milaschewski Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson. Topics of Discussion: A. Call to Order – Mr. Wise called the meeting to order at 7:00 p.m. to review the agenda. Roll Call Attendance – Ms. McLaughlin – here, Mrs. Gaffen – here, Mrs. Nazzaro – here, Mr. Wise – here B. Public Comment – None Focus on Excellence 1. Recognition of Class of 2025 National Merit Scholars – Dr. Milaschewski welcomed and recognized the following students who were named National Merit Commended students Vivian Bateman, Leo Diedrich, Kira Hart, Alistair Lyons, Erica Malone, Rose Moran, Eli Schank, Katherine Stepler, Quinn Synnott and Sean Hoffman who was named a National Merit Semifinalist. Consent Agenda 1. Minutes (09-23-2024) 2. Minutes (09-30-2024) 3. Acceptance of FC419 FY25 Innovation Pathways Implementation and Support Grant 4. Acceptance of FY25 DPH Grant Award 5. Acceptance of FC317 FY25 METCO Grant Award 6. Acceptance of FC309 FY25 Title IV Grant Award 7. Acceptance of FC305 FY25 Title I Grant Award 8. Acceptance of FC262 FY25 IDEA Grant Award 9. Acceptance of FC240 FY25 IDEA Grant Award Page | 2 10. Acceptance of FC140 FY25 Title II Grant Award 11. Reading Parents Supporting Student Theatre Donation 12. Friends of Reading Soccer Donation 13. Beseler Enlarger Donation 14. Photography Darkroom Donation from Sophie Lane 15. Leo Club Donation 16. Revised Quebec Field Trip Request 17. Pegasus Springs “Sense of Belonging” Donation Accounts Payable Warrant Reports 1. 09-19-2024 2. 09-26-2024 3. 10-03-2024 Payroll Warrant Reports 1. 08-02-2024 2. 08-16-2024 3. 08-27-2024 4. 08-30-2024 5. 09-13-2024 Mrs. Gaffen motioned to approve the consent agenda, seconded by Mrs. Nazzaro. Mr. Wise noted some observations regarding grant funding, specifically that some funding has decreased or remained the same. Roll Call Attendance – Ms. McLaughlin – here, Mrs. Gaffen – here, Mrs. Nazzaro – here, Mr. Wise – here The vote passed 4-0. Reports 1. Student – The PTO was thanked for their donation of tables on Main Street and charging stations. Today, the Counseling Office is hosting Financial Aid Night, and PSAT testing is coming up soon. The National Honor Society Induction Ceremony will be held on the 29th, and term one grades will close on the 31st, with report cards being published on November 8th. A virtual Parent-Teacher Conference is scheduled for November 15th. Spirit Week will take place from November 22nd to 27th. The Student Advisory Council (SAC) recently met to discuss several rising issues, with 20 members this year. A major concern is the challenge of offering AP classes to underclassmen as we work to remain competitive with other high schools. The SAC also discussed the modern classroom approach, where self-paced videos and work packets are provided, but some students have expressed frustration with lenient deadlines. Additionally, a new Henna Club has recently started. 2. Assistant Superintendent – Individual MCAS results have been received and are expected to be mailed out by October 18th. Additionally, one of the professional learning initiatives has been launched, focused on developing literacy leaders at the Page | 3 elementary level. Sixteen teachers from grades K-5 will take on this role, coming together throughout the year for more intensive training. The goal is to deepen their understanding of instructional shifts in teaching literacy. 3. Superintendent – Dr. Milaschewski thanked our IT team for their efforts in navigating the recent email and Microsoft 365 services outage, and expressed appreciation for Julian Carr's leadership during this time. Additionally, the Food Service Team was recognized for their outstanding work, providing free breakfast across all schools. In September alone, they served 14,000 meals and have been doing a great job keeping up with the increasing demand. 4. Liaison/Sub-Committee a. Ms. McLaughlin – No report b. Mrs. Nazzaro – There are several Killam School Building Committee community meetings scheduled for this fall: October 23, November 4, and December 9, all of which will take place at the Reading Public Library. A presentation to the Finance Committee will be made at the next financial forum. By October 30th, the MSBA will decide if we can move forward into the schematic design phase. The project remains on target and on schedule. c. Mrs. Gaffen – No report d. Mr. Wise – October is Dyslexia Awareness Month, and on October 15th, SEPAC, the School Committee, Friends of Reading METCO, and the Reading Cultural Council are sponsoring and supporting the viewing of The Right to Read, followed by a panel discussion. In November, Dr. Hardy and Dr. Stys will lead a discussion on raising awareness about reading across the district. Additionally, the Finance Committee has voted to allocate 3.5% of the free cash to the operating budget for the FY26 budget and has also voted to support the Field House floor project. C. Old Business 1. Vote Town Meeting Guidance on Field House Floor and Bleacher Capital Plan Update (A) Dr. Milaschewski reviewed the Field House Floor project through a presentation, which can be found here. In April, Town Meeting authorized the replacement of the Field House floor and bleachers at RMHS. When the debt authorization was initially presented, several options were considered, with the understanding that if a different option was selected as the best choice, another authorization would be needed. After careful consideration, the wood athletic floor option has been determined to be the best choice. Director of Facilities, Joe Huggins, explained why this option was selected. The presentation has been shared with the Finance Committee and will also be presented to the Select Board before being introduced as an Article at Town Meeting. The Article does not specify a dollar amount, but it is expected that the cost will be $3 million. Mr. Wise motioned to recommend Article 15, the Field House Floor Article, with the updated figure of $3 million to Town Meeting, seconded by Mrs. Nazzaro. Page | 4 Roll Call Vote – Ms. McLaughlin – yes, Mrs. Gaffen – yes, Mrs. Nazzaro – yes, Mr. Wise – yes The vote passed 4-0. E. New Business 1. 2024 MCAS Results, Presentation Dr. Milaschewski and Dr. Hardy presented the 2024 MCAS results, highlighting several key takeaways. They noted that Reading is leading the way in student growth, as one of only 16 districts in the state to have all three school levels with Student Growth Percentiles (SGPs) above 50 in both English Language Arts (ELA) and Math. Additionally, elementary and middle school math achievement is on the rise, and Parker Middle School was one of only four middle schools in the state identified as a school of recognition. Grade 3 students performed in the 95th percentile in ELA and the 98th percentile in math, compared to 320 districts statewide. The presentation also included context, highlights, and areas of focus based on the 2024 MCAS results. The full presentation can be found here. 2. ACE Committee Discussion and Assignment A member of the School Committee can be assigned either as ex officio or as a designee to join the ACE committee. This will be discussed at the next Select Board meeting regarding how Reading residents will be selected. Mrs. Gaffen and Mr. Brandt have expressed interest in joining, though the level of commitment required for the committee is currently unknown. A non-School Committee member could also represent the committee as a designee. Mrs. Gaffen noted that, due to uncertainty around the level of commitment and the amount of work involved with the policy subcommittee, she is not interested in serving. Mr. Wise will follow up with Mr. Brandt to gauge his interest in serving. Mrs. Nazzaro motioned to adjourn, seconded by Mrs. Gaffen. Roll Call Vote – Ms. McLaughlin – yes, Mrs. Gaffen – yes, Mrs. Nazzaro – yes, Mr. Wise – yes The vote passed 4-0. https://www.youtube.com/watch?v=Sc2KZURYlnQ Meeting Adjourned from regular session at approximately 8:52pm. TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: November 5, 2024 RE: Vote to Accept Reading Girls Soccer Parents Association Donation Please vote to accept a donation from the Reading Girls Soccer Parents Association in the amount of $2,949.13 in support of the Girls Varsity Assistant Coach. 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: November 5, 2024 RE: Vote to Accept Reading Volleyball Parents Organization Donation Please vote to accept a donation from the Reading Volleyball Parents Organization in the amount of $2,950.00 in support of the Varsity Volleyball Coaching Assistant. 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: November 5, 2024 RE: Vote to Accept New England Patriots Charitable Foundation Donation Please vote to accept a donation from the New England Patriots Charitable Foundation in the amount of $1,000.00 for the purpose of maintaining and upgrading football equipment such as new helmets, football equipment and video equipment. 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 Z::. PATRIOTSFOUnDA 10n CELEBRATE VOLUNTEER ISM 2024 New England Patriots COTW program Congratulations to head coach John Fiore of Reading Memorial High School on being chosen as this week's New England Patriots High School Coach of the Week winner. Along with the COW award, the New England Patriots Charitable Foundation will provide your high school with financial assistance through a $1,000 grant to maintain and upgrade your football program with the purchase of new helmets, football equipment, also including football video equipment etc. This season marks the 29th year in which the Patriots have joined the National Football League in conducting the High School Coach of the Week program, which recognizes outstanding high school coaches who support and promote player health and safety at the youth and high school football levels throughout New England. Andre Tippett oversees the program as part of the New England Patriots Charitable Foundation's commitment to high school and youth football initiatives. The New England Patriots Charitable Foundation is the non-profit through which the Patriots support charitable and philanthropic organizations throughout New England. This support comes in the form of direct grants, in-kind donations and player appearances. The foundation assists a variety of charitable organizations and programs throughout New England by supporting their educational, family and health initiatives. Grant's use: •Appropriate uses include the purchase of new helmets and equipment, helmet and equipment reconditioning, football field refurbishments, stipends for a certified athletic trainer to assist in theprevention and treatment of injuries during play or practice, football video equipment and all things footballrelated etc. Major criteria: •Holding any health and safety certification, preach the importance of teaching proper fundamentals, activelypromote and integrate concussion awareness and management protocols with their players and parents,proper heat and hydration practices, etc At the conclusion of the season, one high school coach will be named the New England Patriots High School Coach of the Year and will receive an additional $2,000 contribution toward the school's football program. Andre Tippett New England Patriots/NEPCF Executive Director of Community Relations Pro-Football Hall of Fame '08 New England Patriots Hall of Fame '99 College Football Hall of Fame '21 NEW ENGLAND PATRIOTS FOUNDATION• GILLETTE STADIUM • ONE PATRIOT PLACE • FOXBOROUGH, MASSACHUSETTS 02035·1388 [508) 51l3-8200 • PATRIO TS.COM/COMMUNITY TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: November 5, 2024 RE: Vote to Approve RMHS Arts Enrichment Field Trip Request Please vote to approve an out of state field trip request to New York City for RMHS students who have earned a letter in the RMHS Drama Club. The trip will take place starting at 7:00am on May 17, 2025, with an estimated return of 4:00am on May 18, 2025. Students will see the following broadway shows: Death Becomes Her the Musical, Swept Away and Avett Brothers Musical, and Gypsy. Please find attached the field trip approval forms. 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: November 5, 2024 RE: Vote to Approve RMHS Science Olympiad Field Trip Request Please vote to approve an out of state field trip request to Brown University, Providence, RI for RMHS students to compete in the Science Olympiad Competition. The trip will take place on February 8, 2025 from approximately 6:30am-7:00pm. Please find attached the field trip approval forms. 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: November 5, 2024 RE: Vote to Approve RMHS Ski Club Field Trip Request Please vote to approve an out of state field trip request to Pats Peak Henniker, NH for the RMHS Ski Club. The trip will take place on January 26, 2025 from approximately 7:30am – 5:30pm. Please find attached the field trip approval forms. 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 New Business Reading Public Schools School Committee Meeting Packet November 7, 2024 Massachusetts Association of School Business Officials, Inc. Affiliated with the Association of School Business Officials International 11 Grove Street, 3rd Floor Hopkinton, MA 01748 Tel: (774) 278-7118 | E-Mail: mdriscoll@masbo.org November 7, 2024 Superintendent Thomas Milaschewski Reading Public Schools 82 Oakland Road Reading, MA 01867 Dear Superintendent Milaschewski, It’s a great pleasure to share that this year’s President’s Award, one of the most prestigious awards presented by the MA Association of School Business Officials (MASBO), has been conferred on Robert F. O’Donnell, Director of School Finance at the Massachusetts Department of Elementary and Secondary Education. As the Reading Public Schools have had great personal impact on Rob’s life, he has selected your District as this year’s recipient of the $1500 contribution by award sponsor Boston Business Technologies. We are grateful for your dedication to the students of Reading and look forward to the continued joy and success that students experience in your school family. With appreciation and congratulations, Margaret Raymond Driscoll Executive Director Old Business Reading Public Schools School Committee Meeting Packet November 7, 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: Charles Robinson, Reading School Committee Member DATE: November 5, 2024 TOPIC: Athletics Facility Naming Advisory Committee Presentation and Recommendation The AFNAC Committee met over three meetings which included committee discussion and testimony from the proponents. At our meeting on October 16, 2024, following final testimony and public comment, the committee voted 6-0 to recommend to the Reading School Committee that the Fieldhouse Gymnasium be named after Phil Vaccaro and Turf 2 after Charlie Hardy. I would like to thank the committee and the public for their participation and will be available to answer any questions at our November 7th School Committee Meeting. New Business Reading Public Schools School Committee Meeting Packet November 7, 2024 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: November 4, 2024 RE: Elementary & Secondary School Improvement Plan Presentations & Discussion During the November 7th School Committee meeting, school principals and representatives from respective School Councils will present an overview of 2024-2025 School Improvement Plans (SIP). Included in the packet are the SIPs from each school that will be used to introduce the SIPs during the meeting. Due to time limitations, the presentations will only be provided as an overview of the content. In addition to these overview presentations, each principal will present their SIP at an upcoming PTO meeting. All members of our larger RPS community are welcome to attend any/all SIP presentations. These presentations will provide anyone who is interested to hear a detailed plan for that specific school and to ask any relevant questions. These meetings will be offered either in person or remotely and the dates, times, and locations are included below. Barrows – November 20th, 7pm; Barrows Library or Zoom Birch Meadow – January 21st, Birch Mead Library Coolidge – November 12th, 4pm; https://readingpsma.zoom.us/j/86433842079 Joshua Eaton – December 2nd, 7pm; Location TBD Killam – November 19th, 7pm; https://readingpsma.zoom.us/j/83159837140 Parker – November 12th, 7pm; https://readingpsma.zoom.us/j/4164851110 Reading Memorial High School – January 22nd, 7pm; RMHS Library Wood End – November 19th, 8:15am; Wood End Cafeteria 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 Barrows Elementary School School Improvement Plan 2024-2025 Vision of 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. District-Wide Strategic Objectives 2 Strategic Objective 1: Supportive, Equitable and Safe Learning Environments ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming Strategic Objective 2: Coherent Instructional Systems ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Mission of Alice M. Barrows Elementary School Alice M. Barrows Elementary School is a place that educates and challenges, and encourages all students, while serving their unique academic, physical, social, and emotional needs through innovative, collaborative learning experiences that promote critical and creative thinking. Core Values of Alice M. Barrows Elementary School As a school, we focus on building productive and kind individuals through our Barrows Beliefs, which include: Be Safe, Be Respectful, Be Kind, Persevere, & Collaborate Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Outcomes for 2024-25 School Year ● Second Step® Program Implementation: ○ 100% of students will complete all Second Step® lessons focused on empathy, emotional regulation, problem-solving, and learning strategies. Activities Social-Emotional Learning and Community Building ● Implement Second Step®: 3 ○ 90% of students will demonstrate improved emotional awareness, empathy, and problem-solving abilities, as measured by our SSRS & SSBS teacher/student surveys tri-annually and observations. ● Student Attendance: ○ 2% reduction in student chronic absenteeism compared to the previous year for our high needs profile (goal 11.8%). ○ 2% reduction in student tardies for all students as compared to school year 2023/24. ● Support for High-Needs Student Groups: ○ 10% increase in participation of Boston families attending Barrows Community Events over participation rates in the school year 2023/24 (Curriculum Night, Open House, & PTO family events) ○ 100% of Boston resident students will report having peer/friend connections through school activities, as measured by student feedback. ● Safety Protocols and Procedures: ○ 100% of staff will indicate they have knowledge of safety procedures and know how to access support, based on end-of- year survey results. ○ All students will participate in lessons focused on empathy, emotional regulation, problem- solving, and learning strategies. ○ Specialists and support staff will participate in weekly lessons with homerooms to reinforce skills across all settings, using a shared SEL language during class, lunch, and specialist activities. ● Positive Behavior Supports: ○ Staff will use the Shining Star Ticket System to recognize students demonstrating Barrows Beliefs (respect, safety, collaboration, perseverance, and kindness). ○ Create behavioral data collection for referrals related to peer conflict, emotional regulation, and classroom disruptions. ○ The Social-Emotional Support Team will provide Tier 2 interventions, such as lunch groups and mentoring, for students needing additional emotional or behavioral support. ● Community-Building Assemblies: ○ Host monthly student-led assemblies to celebrate achievements, promote core values, and foster unity across the school. Equity and Inclusion for All Students ● Collaborative Planning and Support: ○ General education, special education, and MLL teachers will collaborate during student support meetings to align instructional strategies and address student needs. ○ METCO coordinator, along with Barrows teachers & support staff will support the unique needs of Boston resident students through targeted lunch bunches and scheduled meetings. ○ Increase participation in METCO events and the "Found Family" program to strengthen partnerships and friendships between Boston and Reading families. Safety and School Culture ● Safety Protocols and Procedures: 4 ○ School leaders will evaluate and update safety protocols, create a Crisis Response Plan and Behavior Procedure Flowchart to ensure consistency in safety practices, discipline, instruction, and school culture. ○ Staff will participate in ongoing discussions to refine procedures for behavioral and medical emergencies. Strategic Objective 2: Coherent Instructional Systems Outcomes for 2024-25 School Year Show Measurable Progress Towards MCAS Benchmarks ● In spring 2025, 65% of students will receive a meeting or exceeding expectations rating on the ELA MCAS; 75% of students will receive a meeting or exceeding expectations rating on the Math MCAS; and 75% of students will receive a meeting or exceeding expectations rating on the STE MCAS. ● In spring 2025, students in the high needs group will demonstrate a 3% increase in meeting or exceeding expectations rating on the ELA MCAS as compared to 2024. ● In spring 2025, students in the high needs group will demonstrate a 5% increase in meeting or exceeding expectations rating on the Math MCAS as compared to 2024. ● In spring 2025, MCAS results will demonstrate a 4% increase in students exceeding expectations in ELA and Math. Strengthen Academic Growth by Aligning Tier 1 Practices to Standards-Based Methods ● 98% of students in grades K-3 will show improvement in mClass Amplify after 8-10 weeks of intervention with literacy specialists & reading tutors. Activities Increase Individual Student Growth Percentiles ● Data-Driven Instruction: Implement longer bi- monthly data analysis meetings with teachers, specialists, and support staff to review assessment data (IRLA, Dibels, AMC, district assessments) and identify areas of need for high- needs students (special education, multilingual learners, and economically disadvantaged students). Use this data to adjust instructional strategies. ● Targeted Small-Group Instruction: ○ Provide targeted small-group instruction during Tier 2 and Tier 3 intervention blocks, focused on areas where high-needs student groups are underperforming. These groups will have differentiated lessons based on assessment data to boost their individual growth percentiles. ● Provide Professional Development to staff on the Student Support Team process, best practices for data collection, analysis and collaboration in partnership with students and family. ● Weekly focus on Illustrative Math’s 7 Vital Actions with support from our Learning & Teaching Team and Instructional Leadership Team through weekly communication, peer observations, and reflections. ● Monthly Instructional focus on Crafting Minds best practices for our reading instruction during data team meetings. 5 ● Utilize DESE HIgh Leverage Math Tutoring in Spring 2025 for partially meeting 4th grade students. ● Progress Monitoring Tools: Use frequent progress monitoring tools (e.g., formative assessments, exit tickets) to track individual student growth and make instructional adjustments in real time. ● Curriculum Alignment: Continue aligning instructional materials and daily lessons with Massachusetts Curriculum Frameworks and MCAS standards, ensuring all teachers incorporate MCAS-aligned tasks into their regular teaching during professional development and monthly Data Team Meetings. Other Strategic Objectives/Goal Areas Outcomes for 2024-25 School Year Build stronger family and community connections: ● 75% of families will complete a family survey in order to gather baseline data on various aspects of school community, including communication, partnership, and engagement. Increase students' at-home reading habits to foster stronger engagement, enjoyment and growth as readers. ● 96% of students will read multiple days weekly at home as based on Parent/Guardian Surveys (distributed tri- annually). Activities ● Regular Family Feedback Surveys: Distribute family surveys twice a year to gather input on school programs, communication, and event participation. Use the survey results to refine family engagement strategies and create a feedback loop for continuous improvement. ● Distribute family surveys triannually on at home student reading engagement. ● Engaging and rewarding pop-up, at home reading challenges for students throughout the school year. ● Increased access to books for all students. ● Offering reading workshops and education for families to increase student reading. Birch Meadow Elementary School School Improvement Plan 2024-2025 Vision of 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. District-Wide Strategic Objectives 2 Strategic Objective 1: Supportive, Equitable and Safe Learning Environments ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming Strategic Objective 2: Coherent Instructional Systems ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Mission of Birch Meadow Elementary School Birch Meadow strives to be a community of life-long learners where all members feel safe, accepted, and included. We see differences in experiences and perspectives as a strength and celebrate and learn from the differences in our community. Our mission is: ● To provide meaningful, challenging, academic experiences for all students. ● To have equitable educational outcomes for all students without regard to race, ethnicity, color, sex, gender identity, religion, national origin, sexual orientation, age, or ability. ● To implement structures, curriculum, and resources so that all community members see themselves and their experiences reflected and honored at Birch Meadow. ● To prepare our students to be full citizens in a complex global society. We are committed to engaging in equity, anti-bias, and anti-racist work in order to achieve these goals. Core Values of Birch Meadow Elementary School The Birch Meadow Way This is the Birch Meadow way, Which we live by every day. We are present, safe, and kind. 3 We are responsible and respectful. Learn, Achieve, Believe, Together. Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Outcomes for 2024-25 School Year ● 1-A Last year, Birch Meadow reduced overall chronic absenteeism from 10% to 5%. However, data indicates that non- Reading resident students continued to have overall weaker attendance rates when compared to grade level peers. Additionally, attendance data indicates that while overall attendance increased, the rate of student tardiness to school remained stagnant and did not decrease. This year, Birch Meadow will decrease student tardies to school by 5% and chronic absenteeism for non-Reading resident students by 5%. ● 1-B Last year the Birch Meadow Instructional Leadership Team and School Council partnered together to administer a School Connectedness Survey and student responses indicated that 97% of students had a strong connection to school or teachers. This year, we will increase this percentage throughout all grade levels. Activities ● 1-A Birch Meadow will partner with RPS Food Service to roll out a breakfast program in order to encourage students to report to school on time and remove barriers to families in the morning. ● 1-A The Birch Meadow Attendance Team will meet with families of non-Reading resident students who demonstrate patterns of poor attendance to create attendance improvement plans. ● 1-B The Student/School Connectedness Survey will be administered school-wide twice a year rather than once, giving faculty an ability to identify students who may not feel strongly connected to school, create partnerships with families and create action plans, and measure success. ● 1-B Families and caregivers will be alerted when the Student Connectedness Survey is administered, and families / caregivers with students who answer in ways that might indicate the need for support will be contacted by the school to participate in a collaborative effort to increase the connection to school. Strategic Objective 2: Coherent Instructional Systems Outcomes for 2024-25 School Year ● 2-A Birch Meadow strategically targeted third grade MCAS scores and saw literacy scores increase 17% and math scores increase 28%. This mirrored district-wide improvement in 3rd grade MCAS scores. However, rates of student achievement at the 4th and 5th grade levels did not match this rate of growth. In spring 2024, 58% of all students received a meeting or exceeding expectations rating on the ELA MCAS and 59% of all students received a Activities ● 2-A The principal, assistant principal, Birch Meadow reading specialist, and RPS instructional coaches will meet regularly with third, fourth, and fifth grade teams to review literacy and math data and plan instruction. ● 2-A Birch Meadow will partner with the PTO to provide faculty with professional development geared toward increasing their capacity to provide students with Tier I, Tier II, Curriculum Differentiation and Accommodations. This PD will take place 4 meeting or exceeding expectations rating on the Math MCAS. In spring 2025, 60% of students across all grades will receive a meeting or exceeding expectations rating on both the ELA MCAS and Math MCAS. ● 2-B Last year, the Birch Meadow Instructional Leadership Team and 5th Grade Student Leaders partnered to design a Multi Tiered System of Student Behavioral and SEL Supports centered on the Birch Meadow Core Values and piloted it in the cafeteria setting. This year those groups will again partner to roll this system out school wide, thereby creating a more standardized system of Behavioral and SEL Supports throughout classrooms and increasing our capacity to include students of all ability and readiness levels in the general education classrooms. This will result in a reduction of discipline referrals by 15%. ● 2-C Last year, the Special Education Department, Instructional Leadership Team, and District Wide Leadership Team collaborated to conduct a yearlong study of special education caseload distribution, student scheduling, placement practices, and rates of inclusion for special education students. This year, we will see an increase of student reading levels by one year for all special education students, as well as an increase in special education student attendance in general education classrooms by 15%. during faculty meeting times and other district provided times. ● 2-A The Birch Meadow Instructional Leadership Team will organize and facilitate data team meetings with grade level teams to examine MCAS data, IRLA Scores, DIBELS, and Pear Math Assessments to support Tier I and Tier II classroom based interventions. ● 2-A The Birch Meadow student schedule will include WIN Blocks for teachers, related service providers, and special education staff to provide targeted Tier I and Tier II interventions to students in targeted areas as determined at data team meetings. ● 2-B Fifth Grade Faculty Meeting Ambassadors will meet with the building principal, assistant principal, and instructional leadership team to refine and give input on our MTSS posters and incentive plan. They will present elements of the plan at school assemblies and within classrooms. The MTSS will be rolled out building wide by the end of the 2024-2025 school year. ● 2-C The Special Education Department will meet regularly to review data on service delivery, inclusion supports, and staffing patterns with building leadership. ● 2-C Special Education Case Managers and General Education Staff will collaborate to ensure that all students are assessed with the IRLA and work collaboratively to modify and accommodate ARC lessons appropriately for each student. ● 2-C Special Education Case Managers will work with the Special Education Team Chair and building based leaders to identify opportunities for inclusion of all students throughout the day. Other Strategic Objectives/Goal Areas Outcomes for 2024-25 School Year ● Birch Meadow will continue its work to develop student leaders, especially in the upper grades, as measured by rates of student participation in leadership opportunities. By the end of the 2024- Activities ● Student Council ● Composting Ambassadors ● Faculty Meeting Ambassadors ● Student “circles with the principal” ● Peer Mentoring 5 2025 school year, 100% of 5th grade students will have served in a leadership capacity either as a member of Student Council, the Composting Ambassador Program, as a Faculty Meeting Ambassador, Peer Mentor, or leading a circle with the principal. Joshua Eaton Elementary School School Improvement Plan 2024-2025 Vision of 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. District-Wide Strategic Objectives 2 Strategic Objective 1: Supportive, Equitable and Safe Learning Environments ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming Strategic Objective 2: Coherent Instructional Systems ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Mission of Joshua Eaton Elementary School The Joshua Eaton Elementary School is committed to developing a community of learners that are respectful of each other, our school culture, and our learning abilities, supportive of our social, emotional and physical needs and prepared to make a positive contribution to our school and the Reading Community.The Joshua Eaton Elementary School fosters an environment that provides students with the skills required to work hard every day to achieve individual learning goals and overcome challenges. The Core Values of the Joshua Eaton Elementary School Practice Compassion Act Responsibly Work Toward Success Show Respect Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Outcomes for 2024-25 School Year Activities 3 Sense of Belonging Upon administering our School Sense of Belonging Survey: ● 98% of students will report that they have a strong sense of belonging at JE. ● 100% of neurodiverse students will share that they have peer connections and a staff member they feel safe with. ● 100% of students of color will share that they have peer connections and a staff member that they feel safe with. Positive Behavior Incentive Program (PBIS): ● 95% of students will report that they understand our core values and know how to show them based on a PBIS survey. ● 100% of students will complete at least 10 spot cards. ● 100% of students utilize the PBIS incentive of our school store Student Attendance: ● The daily average attendance rate will be 96.2% ● In the 24-25 school year, there will be a .5% reduction in chronic absenteeism from the 23-24 school year. ● In the 24-25 school year, there will be a .5% increase in high needs attendance from the 23-24 school year. Sense of Belonging ● We will host school-wide assemblies to support sense of belonging. Topics will include launching the sense of belonging survey, areas of cultural immersion and assemblies where students are recognized for implementing our core values. ● We will administer the sense of belonging survey, spend staff meeting time analyzing the data and making a plan for strategic SEL lessons within the classroom, as well as triage needs through lunch groups and mentoring. ● Engage families in a culture board, where every month two cultures are displayed on the board to highlight the diversity within our community. PBIS: ● Engage the student council in leading the School Store every morning from 8:10-8:25 ● Expand the school store to include students in K-5 ● Consistently utilize our Spot Card system by acknowledging and celebrating our students' demonstration of our core values through a positive behavior intervention and support model. Student Attendance: ● Host student attendance meetings after every 5 absences. Make phone calls and educate all families on the importance of attendance during Back to School Night and conferences. ● Specifically support our high needs population in proactive measures - tracking attendance, engaging families in the importance of attendance and discussing attendance within our Student Support Team meetings. Strategic Objective 2: Coherent Instructional Systems Outcomes for 2024-25 School Year Show Measurable Progress Towards MCAS Benchmarks Activities Increase Individual Student Growth Percentiles ● With the goal of building teacher leaders and an aligned culture of teaching and learning, 4 ● In spring 2025, 70% of students will receive a meeting or exceeding expectations rating on the ELA MCAS and 75% of students will receive a meeting or exceeding expectations rating on the Math MCAS. ● The school will have an SPG above 50 in all grade levels in ELA. ● High-needs students will show an average of 5% increase on the ELA MCAS. Strengthen Academic Growth by Aligning Tier 2 Practices to Standards-Based Methods ● 90% of students in grades K-3 will show improvement in mClass Amplify after 8-10 weeks of intervention with literacy specialists & reading tutors. we will build out an instructional leadership team. The ILT’s primary goal is to: ○ Promote alignment to standards and practices ○ Learn about best practices from each other by establishing a peer observation cycle. ● Provide curriculum coaching and 1-1 feedback cycles around the implementation of ARC Core in grades 3-5 and Illustrative Math (IM) in grades K-2. Focus on ARC Core– Prioritized IM observations through formal cycle. ● Reading specialist will lead data cycles aligned with the intervention cycle grounded in MClass progress monitoring. Other Strategic Objectives/Goal Areas Outcomes for 2024-25 School Year Build stronger family and community connections: ● 85% of families share positive feedback from family surveys regarding school communication, engagement, and support. Activities ● Distribute regular Family Feedback Surveys: Distribute family surveys twice a year to gather input on school programs, communication, and event participation. Use the survey results to refine family engagement strategies and create a feedback loop for continuous improvement. ● Make phone calls to share proactive updates on a student's academic progress. ● Engage families in bringing culture into the school by participating in our Culture Board. Killam Elementary School School Improvement Plan 2024-2025 Vision of 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. District-Wide Strategic Objectives Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Strategic Objective 2: Coherent Instructional Systems 2 ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Mission of Killam School The J.W. Killam Elementary School is T.R.R.F.C.C. place where everyone belongs, where everyone achieves their personal best, and where everyone’s accomplishments are celebrated. Our staff will work collaboratively to improve student learning and achievements so that every child will leave the J.W. Killam Elementary School having met or exceeded district and state standards. Killam Core Values To develop Trustworthy, Respectful, Responsible, Fair, and Caring Citizens 2024-2025 School Goals Supportive, Equitable and Safe Learning Environments Outcomes Activities 1.1 Sense of Belonging- Social Emotional Learning: ● 100% of students will participate in weekly SEL lessons that focus on the CASEL competencies including self awareness, self management, relationship skills, responsible decision making, and social awareness. 1.1 Sense of Belonging- Social Emotional Learning: ● Provide teachers with lesson plans and resources that align with the CASEL framework to consistently deliver SEL instruction across all grade levels. 3 ● 100% of students referred through the student support process or SEL referral protocol will receive tiered intervention. ● Develop school-specific sense of belonging survey to establish baseline of student school connectedness. 1.2 Valid Data Collection to Reduce Chronic Absenteeism: ● Decrease the number of chronically absent students from 5.9% (2023-2024) to 5.4% in the 2024-25 school year. 1.5 Enhance Communication with Multilingual Learner (MLL) Families: ● Design and implement a constructive and consistent SEL block for all students and staff to collaboratively participate in on a weekly basis. ● Organize school-wide enrichments and assemblies that promote SEL competencies, such as empathy- building workshops, conflict/resolution challenges, or decision-making role plays. ● Celebrate and recognize students who exemplify strong SEL skills through our TRRFCC ticket PBIS system. ● Create clear referral forms and processes for teachers to easily refer students needing additional SEL supports, such as mentoring, counseling, or psychologist support. ● Utilize the CICO and Tier 2 ILT subgroup teams to assess student SEL needs; pair students up with CICO facilitators or mentors who will help them thrive based on their specific goals. ● Provide parents with strategies for supporting their children’s development in areas like self-awareness, relationship building, and decision-making in the weekly newsletter. 1.2 Valid Data Collection to Reduce Chronic Absenteeism: ● Implement a consistent attendance monitoring protocol by using the attendance dashboard each Friday to flag students with rising absenteeism rates. ● Assign staff to contact families of chronically absent students and understand the root causes. ● Develop individual student attendance plans with input from families and support services, including the school nurse. ● Create attendance recognition programs or incentives (ex.certificates, classroom rewards) to encourage consistent attendance. Enhance Communication with Multilingual Learner (MLL) Families: ● Ensure translators are available for key meetings, phone calls, and school events through the use of Language Line. 4 ● All MLL families will have at least 4 opportunities to connect with Killam staff through modes of two-way communication in their preferred language. ● Translate all PTO newsletters and essential communication into relevant languages for MLL families. ● Establish a communication plan that includes regular touchpoints for MLL families, such as monthly phone calls and multilingual parent meetings in partnership with the MLL social worker. ● Continue cultural competence training to better understand and address the needs of MLL families. ● Coherent Instructional Systems Outcomes Activities 2.4 MCAS Achievement and Growth: ● In spring 2025, 69% of students will receive a meeting or exceeding expectations rating on the ELA MCAS and 70% of students will receive a meeting or exceeding expectations rating on the Math MCAS. ● The school will have an SGP above 50 in all grade levels in ELA and Math MCAS. ● In spring 2025, high-needs students will show an average of 5% increase on the ELA MCAS over spring 2024 results. ● Spring 2025 MCAS results will meet or exceed improvement targets for each accountability indicator and for all student groups, specifically our students with disabilities, students of color and multilingual students. 2.4 MCAS Achievement and Growth: ● Weekly data team meetings will provide time for grade level teams to meet with administration and support staff to analyze assessment data (IRLA, IM, iReady, MCAS) in order to reflect on instructional practices and to design focused interventions. ● Professional development will revolve around essential questions: ○ How can we craft probing questions that encourage deeper thinking and reflection in students? ○ How can ongoing assessment inform instructional strategies to support differentiated learning? ● Regular-education tutors will establish 7 week intervention cycles based on Illustrative Math (IM) unit and iReady assessment data. Week 7 will be used to refine and regroup student needs and to collaborate with general education teachers. ● Informal and formal feedback to educators will focus on enhancing the level of discourse in classroom conversations, specifically focusing on the use of probing questions to extend student thinking. ● Offer tutoring sessions and enrichment opportunities focused on grade 4 and 5 ELA and Math standards. 5 2.4 ACCESS Achievement and Growth: ● Progress towards meeting at least 85% of ACCESS “Progress Targets” in 2025. ● Educators in grades K-5 will collaborate with our ARC Coach to effectively plan upcoming units with a focus on leveraging the high-quality curricular tool to meet the needs of all students. ● New teachers will complete at least one coaching cycle with a math coach focused on IM implementation strategies and objectives. ● Conduct monthly meetings with the literacy specialists to monitor and analyze student progress using the DIBELS assessment and progress monitoring data. 2.4 ACCESS Achievement and Growth: ● Conduct monthly meetings with MLL staff to assess student progress and check in regarding attendance of groups. ● Facilitate professional development and opportunities to enhance speaking and listening standards in all classrooms. ○ Model use of SEI strategies at the school level (ie. school announcements, assemblies, staff meetings, etc.). Other Strategic Objectives/Goal Areas Outcomes Activities 3.4 Killam School Building Project: ● The Killam School Principal will provide weekly updates to the Killam community regarding the school building project. 3.4 Killam School Building Project: ● School officials and applicable educators will participate in educational visioning and schematic design work with Killam School Building Project Managers and Architects. ● The school principal will attend Killam School Building Project meetings to provide relevant information regarding school processes and protocols. ● Community meetings will be offered monthly to share project updates and to gather feedback from local stakeholders on the project. ● Provide regular updates on the project’s progress through newsletters and meetings to keep the community informed and engaged. 6 ● Work with local officials and the district to ensure funding and support for the project. Wood End Elementary School Vision of 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. Nicole Schwartz Principal Jessica Hester Assistant Principal Kaye Simpson Team Chair 2024-2025 Wood End School Council Members Maureen Habeeb Second Grade Teacher Victoria Lydon-Ruelos Special Education Teacher Lindsey Tainsh Fourth Grade Teacher Christina Erb Art Teacher Chris Kowaleski Parent/Guardian Kristine Crowley Parent/Guardian Christine St. Hilaire Parent/Guardian Peyton Daley Parent/Guardian WOOD END ELEMENTARY SCHOOL READING PUBLIC SCHOOLS 85 SUNSET ROCK LANE; READING, MA 01867 82 OAKLAND ROAD, READING, MA 01867 PH: 781-942-5420 PH: 781-944-5800 2 District-Wide Strategic Objectives Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Strategic Objective 2: Coherent Instructional Systems ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Wood End School Mission Statement The Wood End Elementary School seeks to create a safe and supportive learning environment. We will work to achieve this aim through the implementation of a tiered support system that promotes clearly defined and consistent student expectations and accountabilities based on our core values, communication and collaboration within our school community, reliance on data for decision making purposes, and an efficient and effective response to the needs of our students. We will foster an environment that focuses on our students’ success and encourages students to be their authentic selves. Wood End Core Values Our school community connects our work to Wood End’s Core Values: Respect, Engaged, Responsible, Honest, and Safe Respect for ourselves, others and our learning environment. Responsibility for our choices and actions. Fostering a safe learning environment where students are engaged and honest. 3 School Goals for the 2024-2025 School Year Supportive, Equitable and Safe Learning Environments Outcomes Action Steps ● 100% of students will participate in weekly SEL lessons focused on emotional regulation, problem solving, and other learning strategies. ● 97% of students will report having a strong sense of belonging as per the sense of belonging survey administered. ● 95% of students will demonstrate improved indicators as measured on our SSRS/SIBS surveys completed by staff between the first administration and the second administration. ● 100% of Boston Resident students will report having peer/friend connections through school activities, as measured by student feedback. ● 70% of families will engage in a survey designed to establish baseline data on key aspects of the school community, including communication, partnership, and engagement. ● In the 24-25 school year, there will be a 0.75% reduction in chronic absenteeism as compared to the 23-24 school year. ● 1% reduction in student tardies for all students as compared to the 23-24 school year ● 50% of Boston Residents will participate in after school activities. SEEM Collaborative: Deaf and Hard of Hearing Program ● A sign language interpreter will attend all school assemblies ● Provide opportunities for students enrolled in the program to join general education classroom events ● Include SEEM staff in building-based professional development opportunities and all school-wide correspondences. Social Emotional Learning/Sense of Belonging ● All support staff, special education staff, and specialists will engage in the Implementation of both Second Step Curriculum in conjunction with monthly SEL lessons created by the inclusion specialist and school psychologist. ● Student Sense of Belonging Surveys: Administer connectedness survey to all students and complete the SSRS/SIBS. Dedicate team meeting time to a thorough analysis of the data collected. Based on this analysis, we will develop a plan for any necessary strategic social-emotional learning (SEL) lessons in the classroom and address specific needs through lunch groups, check-in/check-out plans, staff-student mentoring, and peer mentoring ● Family Feedback Surveys: Conduct biannual family surveys to solicit insights on school programs, communication, and event participation. Analyze the survey results to refine family engagement strategies and establish a continuous feedback loop for ongoing enhancement. ● Staff Feedback Survey: conduct an annual staff survey aimed at collecting baseline data on key dimensions of their experience, including school leadership, organizational culture, and professional development opportunities. ● Monthly assemblies and all school activities will embrace an Olympic theme to highlight our core school values, facilitate cultural exploration, and 4 provide student leaders with opportunities to develop their leadership skills within the school community. Student Attendance ● Engage current school teams to address chronic absenteeism by leveraging the district dashboard to monitor attendance trends. Implement targeted strategies, including mentorship programs and family outreach, while regularly reviewing student absentee rates to ensure timely interventions are effectively applied. Coherent Instructional Systems Outcomes Action Steps ● The percentage of students in grades 3-5 who meet or exceed expectations on the ELA MCAS will increase by 2% from Spring 2024 to Spring 2025. ● The percentage of students in grades 3-5 who meet or exceed expectations on the Math MCAS will increase by 2% from Spring 2024 to Spring 2025. ● The percentage of students in grade 5 who meet or exceed expectations on the Science MCAS will increase by 2% from Spring 2024 to Spring 2025. ● In spring 2025, students in the high-needs group will demonstrate an average increase of 5% in their scores on the ELA and math MCAS assessments over the spring 2024 scores. ● 98% of students in grades K-3 receiving reading intervention will show improvement in mClass Amplify after 8-10 weeks of intervention with literacy specialists & reading tutors. ● 75% of students will demonstrate growth on the math grade level intervention screener after one cycle of targeted math intervention support. High Expectations for All Students, Data-Driven Decision Making and Differentiated Instruction and Supports ● Teacher-developed lesson plans will be crafted to meet the diverse needs of students by leveraging the District Accommodation Plan to enhance instructional effectiveness. This approach will ensure that both students requiring additional support and those who are advanced are meaningfully engaged and supported in their learning journey. Additionally, staff will be provided with regular opportunities to collaborate with district- wide coaches. ● Implement bi-monthly data analysis meetings involving teachers, specialists, and support staff to examine assessment data (IRLA, DIBELS, AMC, and district assessments). These sessions will focus on identifying specific areas of need for all students, specifically high-needs students, using the insights gained to inform the refinement and adjustment of instructional strategies and use of WIN blocks. ○ Use of real time data- encompassing formative, summative, and progress monitoring assessments—to ensure a precise alignment with student needs. ● Create a coherent system for aligning resources to most efficiently meet the instructional needs for 5 ● 100% of teachers will participate in at least one peer observation cycle as measured by end of year staff survey ● 50% of teaching staff will attend at least one targeted professional development opportunity and report out to the larger staff group. students on IEPs and those receiving Tier 2 academic support. ○ Provide regular collaborative opportunities for staff with the district’s Inclusion Specialist and Special Education Literacy Coach. ● Conduct monthly meetings with reading and math intervention staff to evaluate student progress. ● Continue to implement targeted math intervention groups and develop robust tools for monitoring math progress. Collaborate with district Math Coaches to conduct a thorough analysis of data from math assessments, thereby informing future instructional practices and interventions. Furthermore, enhance Tier 1 differentiation strategies and techniques to effectively address the diverse needs of all students. Professional Development ● Facilitate professional development and workshop opportunities for staff to elevate inclusive practices through an equity lens. These sessions will aim to deepen their understanding of identity, empower them to engage in meaningful discussions about culture and race and furnish strategies to enhance student engagement. Additionally, they will focus on refining instructional skills, promoting executive functioning, implementing restorative practices and sharing best practices to support differentiated instruction. ● Emphasize targeted areas during classroom observations, including the implementation of curriculum, teacher-student interaction, addressing diverse needs and the utilization of support personnel, as well as fostering collaboration among students. ● Create opportunities for observation of exemplar teaching and learning and foster the practice of reflection: by conducting learning walks/peer observations focused on instructional practices for teaching all students (Standard II), by offering cross-school observation opportunities, by building in time for staff to share ideas and expertise, by looking at student work and by analyzing instructional videos. 1 Vision of 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. District-Wide Strategic Objectives 2 Strategic Objective 1: Supportive, Equitable and Safe Learning Environments ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming Strategic Objective 2: Coherent Instructional Systems ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Mission of Coolidge Middle School We strive to provide a challenging, engaging, and supportive learning environment that honors and fosters the culture, individuality, and potential of every student. Core Values of Coolidge Middle School Respect; Responsibility; Kindness; Perseverance Strategic Objective 1: Supportive, Equitable, and Safe Learning Environments The following activities, and the related outcomes, all support our Sense of Belonging focus, which is foundational and instrumental in student well-being and academic success. Outcomes for 2024-25 School Year The following Outcomes are connected to all four of the activities listed: ● As reflected in school and classroom surveys, at least 80% of all students will feel seen, heard, part of a community (academically and personally) (last year’s data: 78%). Activities Student-Centered Learning Environments ● Construct student-centered learning experiences that build on students’ identities, backgrounds, interests, strengths, and aspirations, in order to create genuine connections with each other and the material, and to increase academic investment. 3 ● Students of color will feel an increased sense of belonging relative to 2023-2024 as reflected on District Surveys and Empathy Interviews (goal: 70% vs. 57% last year and 40% in 2022- 2023). Similarly, we hope to maintain high rates of belonging in our Multiple Race (76% last year); Asian (87%); and Hispanic/Latino (70%) populations. ● Efforts in both Sense of Belonging as well as engagement will result in an increase in our attendance rate and a decrease in chronic absenteeism relative to 2023-2024: Goals: 97% attendance rate (up from 95.5%) and 7% chronic absenteeism (down from 8.1%). ● As measured by the post-Challenge Day survey, students participating in Challenge Day (and supporting activities) will feel a greater sense of connectedness, empathy, and “not feeling alone” after Challenge Day compared to prior. ● 100% of staff will complete a staff survey in order to gather baseline data on various aspects of staff experience, including school leadership, culture, and professional learning. ● Utilize our SEL staff, including our new School Adjustment Counselor, in Tier 1 activities with students, both integrated into classrooms and as stand-alone classes and activities (including: pre and post Challenge Day activities, Project Adventure class; Advisory activities; etc.). ● Hold school-day experiences, enrichment opportunities, field trips, and traditions that engage students in alternative learning experiences, that build connections and perspectives, and that provide opportunities for shared fun (for example: Challenge Day; Olympiad Day; Nature’s Classroom; guest speakers; field trips; school assemblies; in- school enrichment). ● Offer a diverse mix of after school activities to promote student engagement and connection in the community. ● Roll out two new programs to support integration and opportunity for students: Middle School Unified Bocce; Best Buddies. ● Provide increased opportunities for 8th graders to be official leaders in the building and in the greater community. ● Utilize high school students (through a National Honor Society group) to provide mentoring support before school in the library (both social as well as academic). Career & Interest-Based Planning: In year two of MyCAP, implement new opportunities for students to participate in real-world areas of interest that potentially could relate to future career pathways. These include: ● New 7th & 8th grade Enrichments (Math Applications to Life Skills; Financial Literacy) ● New 8th grade Electives that align with RMHS Innovation Pathways (Engineering & Coding with Lego Robots; Electronic Music Composition); ● Integration of the 7th and 8th grade “Passion Project” during Team Time. Systems 4 ● Teachers and administrators will have a Student Learning Goal that includes Sense of Belonging. ● Utilize Sense of Belonging data to measure student progress with SEL goals and to help inform planning, including: Advisory Surveys, Classroom Surveys, District Surveys, and Empathy Interviews. ● Leverage existing school teams to support students with chronic absenteeism by developing a process for tracking, utilizing strategies and interventions, and monitoring student absentee rates. ● Build Advisory activities (summer work with a teacher team) which will help students to feel seen, heard, a part of the community, and to build empathy and perspective taking. ● Build staff activities and opportunities that build a sense of community and belonging. ● As a staff, continue to improve systems of support and communication, including: SEL and SST referral processes; responding to attendance; Tier 1 responses to both SEL and academic needs. ● Roll out our new Coolidge Core Values in Advisory; center our restorative practices on our Core Values; integrate into all settings. ● Utilization of high school students (through the National Honor Society) to provide mentoring support before school in the library (both social as well as academic). Culturally-Responsive Practices ● The curriculum, instruction, and school culture will reflect the diverse backgrounds of our students and promote inclusion, equity, and belonging. ● Leverage our Middle Level METCO Coordinator/SAC (year two) with a shared vision of: improving our diversity and equity systems and practices; supporting all students; building relationships within and across our communities; supporting the METCO vision across the entire school and district; supporting our Boston resident students. 5 ● Staff will participate in professional development related to student Sense of Belonging, including: trauma-sensitive practices; restorative practices; Collaborative and Proactive Solutions; unconditional regard. ● Develop a staff toolbox to enhance communication with our MLL families. ● Hold special events for families during after school hours to increase engagement as well as to celebrate various backgrounds, including Family Fun Night (for incoming families) and the Coolidge Cultural Celebration Night (year two). Strategic Objective 2: Coherent Instructional Systems Outcomes for 2024-25 School Year ● Relative to 2023-2024 MCAS data, the “all students” group will demonstrate an increase in achievement as measured by standardized measures with a specific focus on closing the achievement gap between those subgroups that are underachieving (students with disabilities; low-income; high needs) relative to “all”. Targets: ELA: Meeting or Exceeding Expectations: ● All students: 70% (increase from 66%) ● Low income: 43% (39%) ● Students w/disabilities: 28% (242%) ● High needs: 36% (32%) Math: Meeting or Exceeding Expectations ● All students: 66% (increase from 61%) ● Low income: 32% (27%) ● Students w/disabilities: 27% (22%) ● High needs: 34% (29%) Science: Meeting or Exceeding Expectations: ● All students: 70% (increase from 67%) SGP: ● The school will have an SGP above 55 in all grade levels in ELA and Math MCAS. Accountability: Activities High Expectations for All Students: Identify and calibrate on high-quality instruction that places an emphasis on universal design for learning and student engagement. ● Embed student-centered content and activities into learning, with a focus on making connections to experiences and the real world. ● As a district, we will continue to expand opportunities, and improve on processes that allow for students to accelerate in their math pathway when ready. ● Rollout of the “New IEP”, with a focus on student strengths. High Quality Curriculum and Instruction: Students will have access to high quality, district-supported resources, as well as high-quality teaching strategies: ● All teachers will have a department-focused “High-Quality Teaching & Learning” Professional Practice Goal. Administrator goals will tie to these. ● Student Learning Goals will include both Sense of Belonging as well as student achievement. ● ELA teachers will implement instructional practices from the Adolescent Literacy course, utilizing the Amplify ELA program. 6 ● Spring 2025 MCAS results will meet or exceed improvement targets for each accountability indicator with a focus on 90% total accountability (vs. 88%). To achieve this, special attention will be given to our “lowest performing” students with achievement, growth, and chronic absenteeism. ● Benchmark testing results (iReady) will reflect an increase in student achievement and growth over the course of the year. By spring 2025, 80% of grade 6 & 7 students will score on or above grade level on the iReady Reading and Math assessments (both were 74% in 2024). Data-Driven Decision Making: Instructional decisions will be based on comprehensive, real- time data (formative, summative, and progress monitoring) to ensure alignment with student needs. ● Analyze MCAS and iReady data to inform math and reading interventions ● Utilize data results to modify curriculum and instruction to better address student learning gaps ● 8th grade World Language students will participate in the STAMP testing, which provides data on their level of proficiency and also allows for celebration for students who are at various proficiency milestones. Collaborative Professional Development: Teachers, staff, and administrators will engage in ongoing, relevant professional development so as to enhance their skills and instructional strategies. ● Building-based teacher PD will align with building and district goals. Topics include: leveraging AI as a teaching tool; UDL; executive functioning; restorative practices; collaborative problem solving; collaboration and sharing best practices; Amplify; adjusting to the new MCAS assessments (Civics; Science); Differentiated Instruction. ● Early Release and In-Service Meetings will focus on: Departmental Priorities; Professional Learning associated with our district and school goals. ● Paraeducators will participate in professional development with a focus on Executive Functioning. Differentiated Instruction & Support: Lesson plans will be designed to meet the diverse needs of students, ensuring that both struggling and advanced learners are supported and engaged. ● Utilization of the District Accommodation Plan (DCAP) ● Implementation of Tier 1 and Tier 2 math and reading interventions during Enrichment and Team Time. 7 ● Integration of Universal Design for Learning best practices. Additional Strategic Objective: Authentic Family Engagement, Connection and Communication Outcomes for 2024-25 School Year ● 75% of families will complete a family survey in order to gather baseline data on various aspects of the school community, including communication, partnership, and engagement. Survey results will indicate: ● Stronger foundational connections have been built between teachers and parents/ caregivers, including a true team mindset where all parties contribute meaningfully to a shared outcome. ● Parents/ caregivers will feel heard as part of their student’s learning experience. ● Parents will feel informed at the school, team, and classroom level regarding the school perspective of their student’s learning experience and progress. ● Boston resident parents/caregivers will feel a strong sense of community and connection. ● Families of various cultural backgrounds will feel a strong sense of community, connection, and engagement. ● Parent feedback about conferences will indicate that conferences are a benefit to feeling connected to teachers and the school. Activities ● Teachers will make time to connect with families to build authentic relationships with parents/ caregivers. ● Teachers and teams will maintain strong lines of communication with parents, including their “At a Glance” pages, team emails, positive personal emails, phone calls, and parent meetings. ● The middle schools will offer parent/caregiver & teacher conferences as an additional opportunity to build strong relationships. ● When needed, teachers and parents will work collaboratively, productively, and with a problem-solving mindset in the service of student progress and well being. ● Teams, administrators, and the Middle School METCO Coordinator will purposefully increase outreach and connection with Boston resident parents/ caregivers. Parker Middle School School Improvement Plan 2024-2025 Vision of 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. 2 District-Wide Strategic Objectives Strategic Objective 1: Supportive, Equitable and Safe Learning Environments ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming Strategic Objective 2: Coherent Instructional Systems ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Mission of W.S. Parker Middle School Parker Middle School is committed to fostering a positive learning environment, where individuals display kindness, engage in respectful and meaningful interactions with each other as part of the school community, and strive to achieve their personal best, academically and behaviorally. Core Values of W.S. Parker Middle School Kindness, Community, Personal Best Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Outcomes for 2024-25 School Year The following Outcomes are connected to all four of the activities listed: Activities Student-Centered Learning Environments: 3 ● Efforts to foster a sense of belonging will result in fewer students in the hallways during class, with baseline data collection occuring in early November, mid-year data in early February, and end of year data in the middle of May. ● The creation of consistent SST practices will result in team leaders utilizing a common agenda format for once-a-cycle meetings and incorporating specific action steps as follow up. ● The development of student behavior expectations will result in a majority of staff using the tiered response protocol for managing student behaviors. This will be measured using a PBIS inventory survey administered to staff at the beginning, middle, and end of the school year. ● Efforts in both Sense of Belonging, as well as engagement, will result in an increase in our attendance rate and a decrease in chronic absenteeism relative to 2023-2024: Goals: 97% attendance rate (up from 95.6%) and 6% chronic absenteeism (down from 7.2%). ● Interest-based course offerings will result in an increase in pathways exploratory and elective enrollments for 6th and 8th grade students compared to the 2023-2024 school year. ● Efforts to promote positive behaviors will result in a decrease in office behavior referrals and student suspensions relative to 2023-2024: Goals: 50% reduction in student suspensions (based on 24 total suspensions in 2023-2024). ● Pre/post-surveys will be used to gather data on students’ feelings of connectedness and sense of empathy to assess the impact of their participation in Challenge Day. ● Construct student-centered learning experiences that build on students’ identities, backgrounds, interests, strengths, and aspirations, in order to create genuine connections with each other and the material, and to increase academic investment. ● Building off the Social, Emotional, and Behavioral Needs Assessment completed during the 2023-2024 school year, continue to refine practices to align Multi-Tiered Systems of Support. ● Develop consistent Student Support Team (SST) practices across teams with clearly established Multi-Tiered Systems of Support (MTSS) and well-defined staff roles at each tier. ● Participate in Year 2 of the Social, Emotional, and Behavior MTSS Academy, with a focus on Sense of Belonging and Positive Behavior Interventions & Supports (PBIS). ● Develop school wide behavior expectations that will be communicated using a rubric that defines student behavior in various settings in the building (classrooms, hallways/common areas, lunchroom, bathrooms, auditorium). ● Hold school-day experiences, enrichment opportunities, field trips, and traditions that engage students in alternative learning experiences, that build connections and perspectives, and that provide opportunities for shared fun (for example: Challenge Day; Nature’s Classroom; guest speakers; field trips; school assemblies; in-school enrichment). ● Offer a diverse mix of after school activities to promote student engagement and connection in the community. Career & Interest-Based Planning: ● Offer new courses at each grade level based on student interest and vertically aligned with the Innovation Pathways at Reading Memorial High School. 4 ● 100% of staff will complete a staff survey in order to gather baseline data on various aspects of staff experience, including school leadership, culture, and professional learning. ● ● Offer new World Language exploratory courses in 6th grade. ● Offer new Pathways exploratory courses in 8th grade: Civic Action Plan, Clean Energy, Engineering, and Public Health. ● Provide all eighth grade students coursework in Computer Science, Ethics & Digital Leadership, Financial Literacy, & Information Literacy. ● Incorporate MyCAP lessons into the Advisory curriculum to expose students to various careers and industries. Systems: ● Leverage existing school teams to support students with chronic absenteeism by developing a process for communicating with families about student attendance, tracking the use of strategies and interventions to improve attendance, and monitoring student absentee rates. ● Build the capacity of the Parker Instructional Leadership Team (ILT) by including team leaders in school-based decisions and working to establish common practices regarding Student Support Team meetings, family communication, and grade-level routines and expectations. ● Through the work of the Student Behavior Committee, establish a positive behavior expectations rubric to define desired student behaviors in various spaces in the building. ● Utilize a tiered behavior response protocol to respond to student behaviors using progressive discipline. Culturally Responsive Practices: ● The curriculum, instruction, and school culture will reflect the diverse backgrounds of our students and promote inclusion, equity, and belonging. ● Leverage the Middle Level METCO Coordinator/SAC (year two) with a shared vision of: improving our diversity and equity systems and practices; supporting all students; building relationships within and 5 across our communities; supporting the METCO vision across the entire school and district; supporting our Boston resident students. ● Provide staff professional development on PBIS, Behavior is Communication, De- escalation strategies, and Collaborative Problem Solving to provide resources and strategies for responding to diverse student needs. Strategic Objective 2: Coherent Instructional Systems Outcomes for 2024-25 School Year ● Relative to 2023-2024 MCAS data, the “all students” group will demonstrate an increase in achievement as measured by standardized measures with a specific focus on closing the achievement gap between those subgroups that are underachieving (high needs, low- income, students with disabilities) relative to “all”. Targets: ELA: Meeting or Exceeding Expectations: ● Grade 6: 70% (increase from 64%) ○ Low income: 58% (53%) ○ Students w/disabilities: 26% (21%) ○ High needs: 36% (31%) ● Grade 7: 60% (increase from 54%) ○ Low income: 21% (16%) ○ Students w/disabilities: 21% (16%) ○ High needs: 25% (20%) ● Grade 8: 68% (increase from 62%) ○ Low income: 42% (37%) ○ Students w/disabilities: 20% (15%) ○ High needs: 32% (27%) Math: Meeting or Exceeding Expectations ● Grade 6: 75% (increase from 69%) ○ Low income: 46% (41%) ○ Students w/disabilities: 23% (18%) ○ High needs: 21% (26%) ● Grade 7: 66% (increase from 60%) Activities High Expectations for All Students: Identify and calibrate on high-quality instruction that places an emphasis on universal design for learning (UDL). ● Focus on clear entry routines ● Develop common language across teams and disciplines ● Roll out of the “New IEP,” with a focus on student strengths ● Progress monitoring Data-Driven Decision Making: Instructional decisions will be based on comprehensive, real-time data (formative, summative, and progress monitoring) to ensure alignment with student needs. ● Analyze MCAS and iReady data to inform math and reading interventions. ● Utilize data results to modify curriculum and instruction to better address student learning gaps. ● 8th grade World Language students will participate in the STAMP testing, which provides data on their level of proficiency and also allows for celebration for students who are at various proficiency milestones. Collaborative Professional Development: Teachers, staff, and administrators will engage in ongoing, relevant professional development to enhance their skills and instructional strategies. 6 ○ Low income: 36% (31%) ○ Students w/disabilities: 29% (24%) ○ High needs: 37% (32%) ● Grade 8: 68% (increase from 62%) ○ Low income: 51% (46%) ○ Students w/disabilities: 35% (30%) ○ High needs: 45% (40%) Science: Meeting or Exceeding Expectations: 60% (up from 55% in 2024) ● The school will have an SGP above 50 in all grade levels in ELA and Math MCAS. ● Spring 2025 MCAS results will meet or exceed improvement targets for each accountability indicator with a focus on 80% total accountability (vs. 76%). To achieve this, special attention will be given to our “lowest performing” students with achievement, growth, and chronic absenteeism. ● Benchmark testing results (iReady) will reflect an increase in student achievement and growth over the course of the year. By spring 2025, 75% of grade 6 & 7 students will score on or above grade level on the iReady Reading (up from 69% in 23-24 school year) and Math (up from 72% in 23-24 school year) assessments. ● Building-based teacher PD will align with building and district goals. Topics include: Positive Behavior Interventions & Supports; Behavior is Communication; De-escalation strategies; UDL; executive functioning; restorative practices; collaborative problem solving; collaboration and sharing best practices; Amplify; adjusting to the new MCAS assessments (Civics; Science); Differentiated Instruction. ● Early Release and In-Service Meetings will focus on: Departmental Priorities; Professional Learning associated with our district and school goals. Differentiated Instruction: Lesson plans will be designed to meet the diverse needs of students, ensuring that both struggling and advanced learners are supported. ● Utilization of the District Accommodation Plan (DCAP) ● Development of math and reading interventions ● Project block classes to expose students to various career and academic pursuits Additional Strategic Objective: Authentic Family Engagement, Connection and Communication Outcomes for 2024-25 School Year ● At least 50% of families will participate in middle school caregiver conferences. ● 75% of families will complete a family survey in order to gather baseline data on various aspects of the school community, including communication, partnership, and engagement. Activities ● Teachers will make time to connect with families to build authentic relationships with parents/ caregivers. ● Teachers and teams will maintain strong lines of communication with parents, including their “At a Glance” pages, team emails, positive personal emails, phone calls, and parent meetings. ● The middle schools will offer parent/caregiver & teacher conferences as 7 Survey results will indicate: ● Stronger foundational connections have been built between teachers and parents/ caregivers, including a true team mindset where all parties contribute meaningfully to a shared outcome. ● Parents/ caregivers will feel heard as part of their student’s learning experience. ● Parents will feel informed at the school, team, and classroom level regarding the school perspective of their student’s learning experience and progress. ● Boston resident parents/caregivers will feel a strong sense of community and connection. ● Families of various cultural backgrounds will feel a strong sense of community, connection, and engagement. an additional opportunity to build strong relationships. ● When needed, teachers and parents will work collaboratively, productively, and with a problem-solving mindset in the service of student progress and well being. ● Teams, administrators, and the Middle School METCO Coordinator will purposefully increase outreach and connection with Boston resident parents/ caregivers. Reading Memorial High School School Improvement Plan 2024-2025 Vision of 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. District-Wide Strategic Objectives Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Strategic Objective 2: Coherent Instructional Systems 2 ● 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ● 1.2 Build valid data collection systems and analysis procedures ● 1.3. Create, refine and align safety centered process and protocols ● 1.4 Build coherence within METCO Program ● 1.5 Build coherence in MLL Programming ● 2.1. Enact Special Education Multi-Year Improvement Plan ● 2.2. Ensure high quality curriculum (standards- aligned, pacing, instructional methodology; materials and resources; assessment; rigorous instructional practices) ● 2.3. Ensure variety of college and career pathways for secondary students (Math Pathways; Innovation Pathways, Dual Enrollment) ● 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 ● 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) Mission and Core Values of Reading Memorial High School The primary goal of Reading Memorial High School is the preparation of students to be literate, skilled, creative, healthy, competent and informed citizens-appreciative of the arts; capable of critical thinking and problem-solving; and able to function intellectually, emotionally and physically within a complex, interdependent and pluralistic world. The Core Values that guide all members of the RMHS Community and all of our actions and decisions are: ❖ RESPECT ❖ RESPONSIBILITY ❖ PERSEVERANCE ❖ SCHOLARSHIP As educators, we believe our work centers on the pursuit of knowledge and the cultivation of intellectual, emotional and physical well-being. We help our students enhance their ability to think by teaching the symbols and concepts through which thought, and creativity take place, and by developing the skills for using those symbols and concepts. The uses of intelligence with which we are concerned include critical thinking, observing, information gathering, processing and evaluating, listening, logic, computation, oral and written communication, and the application of these skills in decision-making and problem solving. We help our students by imparting knowledge of their bodies and providing opportunities for physical activity. Portrait of a Graduate Reading Memorial High School 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 3 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. Strategic Objective 1: Supportive, Equitable and Safe Learning Environments Outcomes for 2024-25 School Year 1. 1.1. Build a shared understanding about sense of belonging and identify common indicators to measure progress ○ Through the outlined activities in 1.1 students will build a stronger sense of belonging from the start to the end of the school year. Success will be measured using the end of year survey for students and / or the YRBS, as well as focus groups at the midpoint and end of the school year. The measurable goal for the survey will be to see at least 75% participation of the 9th grade class in at least one student activities, clubs and / or athletics during the 2024-25 school year. The 9th grade is being used as an anchor for this data because they are new to the high school and were only recently introduced to these opportunities. Activities 1. 1.1 - Through the following events and initiatives a sense of student belonging will be developed and sustained at RMHS in the 2024-25: ○ Activity Fair (over 50 clubs and activities) - Oct. 7, 2024. ○ Support applications for new clubs. ○ Allow clubs to meet before and after school or during flex to increase eligibility. ○ Reduced or no fee for students on free or reduced lunch status for activities / athletics (families reminded to complete this form in the weekly newsletter throughout the school year). ○ Carry out a career day for students in grade 11 and continue to expand the grade 12 internship program. Ensure internships culminate in presentations in which students demonstrate their learning and development of employability skills. Presentations will be more public in the spring of 2025 and in the fieldhouse so that rising juniors, staff and community 4 2. 1.3. Create, refine and align safety centered process and protocols ○ This will be measured through the end of year staff survey in which 100% of staff will indicate they have knowledge of the safety procedures and know how to access support. members have an opportunity to learn from outgoing seniors. ○ School counselors instruct students on their caseload throughout the school year during flex using SCOIR curriculum, see linked plan, which is strategically scheduled to support students when they most need (ed. Grade 12 meets with counselors at start of the school year when completing college applications or finalizing post graduation plans). ○ Planning and execution of school-wide spirit events to build school spirit like Homecoming, dances, Walk It Like You Rock It 5K, Pep Rallies and UNity Day that involve the whole school and student body. ○ Support affinity groups of our at risk student populations to give them a safe space to discuss challenges they encounter as young people. ○ Promote and grow student voice through organizations like: Student Advisory Committee to the School Committee, Rocket Ambassadors, Peer Mediators, GSA, Student Council, Captaincies of Athletic Teams and participation in MIAA leadership and sportsmanship opportunities. 2. 1.3 - Refine safety protocols and align said protocols with RPS expectations through the following steps: ○ Principal leads the school-based crisis team that meets quarterly and has participation from key stakeholders to include RPD SROs, teachers, administrators and department leaders, RISE administration, IT, facilities departments. ○ Carry out 2-ALiCE / emergency drills in the 2024-25 academic year the first of which will be done before Oct. 15, 2024. Prior to each ALiCE / emergency drill, flex teachers review safety protocols with students in flex blocks. ○ Carry out at least 4-fire drills in collaboration with the RFD. Ensure that RMHS staff overseeing each evacuation point have clear protocols in place to maintain staff and student accountability 5 3. Continue action items related to improving overall attendance in 2023-24 and continue the goal of 97% daily attendance rate; in addition, reduce chronic absenteeism of the following student groups by 5% when compared to the chronic absenteeism rates in 2024: Lowest Performing, Low Income, SWD and High Needs. within the first 5-min of building evacuation. ○ Principal will replace or add to previous high school staff on the District Crisis / Safety Team and ensure that RMHS is following RPS protocols for building and school emergencies. ○ Ensure that necessary staff are trained and recertified in QBS, threat assessment and CPR training annually. 3. Previous and continued action steps: ○ RMHS will review attendance data monthly (using the Student Information System and district created dashboard bi- monthly) during administrative / CASEL meetings. During these meetings, specific proactive, student/family interventions will be created and reviewed for individual students with a focus on students that were chronically absent in the 2023-24 academic year. Teams will implement 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. ○ Attendance letters will be sent per the RPS policy when students reach a set number of absences. ○ Meetings will be set with parents / caregivers of students that accumulate a substantial number of absences, esp. if the number pushes students into the category of chronically absent. ○ Proactive credit recovery plans will be implemented at the mid-point of each term, if not before, to promote consistent student attendance to school and class. ○ If absenteeism continues for students with historic chronic absenteeism students will be put on an attendance plan to avoid loss of credit in courses due to 6 or more unexcused absences per quarter. Strategic Objective 2: Coherent Instructional Systems Outcomes for 2024-25 School Year 1. Ensure variety of college and career pathways for secondary students (College and Career Readiness, Work-Based Activities 1. Addition of two new Advanced Placement (AP) and Dual Enrollment (DE) courses for the 2025-26 academic year (AP Psychology and 6 Learning Opportunities, Innovation Career Pathways, Dual Enrollment and expanded Advanced Placement offerings). Each year the goal is to increase the number of students in ICP by the following: ○ Student enrollment in the Manufacturing and Information pathways will increase to at least 40 students per pathway for the 2025-26 school year. ○ Student enrollment in the Clean Energy and Healthcare and Social Assistance Pathways will increase to at least 25 students per pathway for the 2025-26 school year. ○ At least 50% of the senior class will participate in an internship that assists in building employability skills. ○ The number of students taking Advanced Coursework, as defined by DESE, will increase from 67.2% in 2024 to 70% in 2025. 2. Design a high-quality system of professional learning for RMHS. 3. ELA & Math MCAS: Improve the average scaled score of the following student groups to 500 or better: SWDs, Lowest Performing, Low Income and High Needs. AP Economics, DE Computer Science 1 and DE Cyber Security) and continuation of the new DE courses established in 2024-25 (DE Audio Production, DE Social Media Management and DE Latin 1 and 2); Working in concert with the Department Leaders determine AP and DE courses that can be opened up and offered to grade 10 students beginning in the 2025-26 academic year; The addition of DE and AP courses will positively impact the DESE Accountability Statistic of students in grade 11 and 12 in “Advanced Coursework.” 2. Ensure all staff are engaged in a Professional Learning Track offered at the school level during the Friday early release days. In March, each group will present their discoveries and findings during a school-wide staff meeting with a goal of disseminating best practices to those in other PD tracks and promoting professional discourse. PD leaders will submit a PD plan to the Assistant Superintendent of Teaching and Learning at the start of the 2024-25 academic year outlining specific learning objectives of their PD track. All PD tracks were reviewed and approved prior to the start of the school year by the building principal. 3. Share data with grade 10 ELA and Math teachers around prior MCAS performance and foster Common Planning Time (CPT) between grade 9 and 10 teachers with a specific focus on discussing engagement strategies for students in the identified student groups in ELA, math and test taking strategies. CPT will 7 4. Increase participation in Advanced Coursework, as defined by DESE, by 10% in each of the following student groups: High Needs, Low Income, SWD. take place during flex 3-4x per month, and is organized by department and overseen by department heads. Accessible Data: Open Architects (need current grade 9 MCAS performance data from gr. 8, EDWIN, ELA 9 and Alg. 1 assessment data). 4. Increase offerings of advanced courses, and during course selection for the 205-26 school year, specifically target students in the identified student groups to enroll in advanced courses (course list for DESE 2024: https://maicp.org/resources/dese-advanced- courses-list/ ) ○ Administration will share this list with both school counselors and teachers and encourage these stakeholders to promote student recommendations for these courses in areas of interest and / or in subject areas where the student previously experienced success. TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: November 5, 2024 RE: LEAD Program Review During the November 7th School Committee meeting, the team from MGH Institute of Health Professions, led by Tiffany P. Hogan, Norma Hancock, Trish Kelley-Nazzaro, and Tim DeLuca, will present the findings of the LEAD Program Review. Following the meeting, we will share the needs assessment. 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 DATE: November 1, 2024 FR: Olivia Lejeune, Executive Assistant to the Superintendent RE: October 1, 2024, Enrollment Please find below the official October 1st total student enrollment for Reading Public Schools by grade and school as reported to DESE: October 1st enrollment represented an increase of 10 students over projected enrollment. Please note that historically, RISE enrollment has not been calculated into the total enrollment. In this report and going forward, we will include RISE enrollment in the total enrollment calculation. Enrollment figures are being compared to FY24 numbers reported to the School Committee on November 30, 2023. At that time, RISE numbers were not included 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 in the total enrollment calculation, but RISE enrollment has been included in the total FY24 enrollment for the purposes of comparing FY24 numbers to FY25 numbers. With this updated FY24 calculation, the FY25 Actual vs. FY24 Actual shows a decrease of 27 students. The schools with the largest increases in enrollment over projections are RISE (+15%, 16 students), Barrows Elementary School (+2%, 8 students), Birch Meadow Elementary School (+1%, 2 students), and Coolidge Middle School (+2%, 6 students). While our kindergarten enrollment was lower than projected, we did see increases in the following grades: preschool, first grade, second grade, third grade, fourth grade, seventh grade, eighth grade, eleventh grade, and twelfth grade. The category with the largest increase was students enrolled through School Choice, which rose from 26 students last year to 51 this year (+25 students). Another category reflecting an increase in enrollment was Multi-Lingual Learners. Reading Public Schools’ Multi-Lingual Learner population grew from 72 students last year to 86 this year, with Portuguese continuing to be the predominant language spoken, followed by Spanish. Boston resident student enrollment remained the same, with a total of 100 students enrolled across various grade levels. The FY25 special education enrollment increased by 10 students compared to FY24. The FY25 total includes students in the 18-22 year-old program, which was not included in the FY24 report. The tables below note our official October 1st student enrollments by grade for Special Education, School Choice, Multi-Lingual Learners and Boston Residents: Information/Correspondence Reading Public Schools School Committee Meeting Packet November 7, 2024 From:Pless, Albert To:DG School Committee Cc:Milaschewski, Thomas; Best, Barbara; McNamara, Erica Subject:Proposal Reading Office of Equity and Social Justice and Reading Public Schools Date:Wednesday, October 9, 2024 2:13:39 PM Attachments:Proposal Reading Office of Equity and Social Justice and Reading Public Schools.docx (2).pdf Opportunity Consulting DEI Audit Technical Proposal 030123.pdf Dear members of the School Committee, Please see the attached proposal to partner with the Reading Office of Equity and Social Justice and the Reading Public Schools to elevate youth voices in Reading. This proposal was a collaborative effort with the Office of Equity and Social Justice Erica McNamara from the Reading Coalition for Prevention and Support and Barbara Best from the Reading Children’s Cabinet/Reading Public Schools. The premise for this work comes from the lack of youth voice in the Diversity, Equity, and Inclusion Audit (see attached) the town conducted 11 months ago. Feel free to reach out to me if you have any questions. Best, Albert Albert W. Pless., MS He/him/his (why this matters) Director, Diversity, Equity, and Inclusion Office of Equity and Social Justice Co-Chair MA DEI Coalition Book an appointment Town of Reading Office: 781-942-6752 Cell: 781-970-2535 apless@ci.reading.ma.us “Rule-following, legal precedence, and political consistency are not more important than right, justice, and plain common sense.” – W.E.B. Du Bois Please note: The Commonwealth of Massachusetts considers most electronic communications to and from public employees to be public records and disclosable under the Massachusetts Public Records Law and its regulations. *Please consider the environment before printing this email.* Elevating Youth Voice and Agency in Reading Public Schools and Reading – to strengthen inclusion and belonging Overview: The Reading Office of Equity and Social Justice proposes a partnership with Reading Public Schools and the Reading Coalition for Prevention and Support to elevate youth voice in exploring how Reading can be a more inclusive and welcoming community and ways that RPS and Reading can increase connectedness and a sense of belonging. The partnership would include both short and long-term priorities. Immediate priorities (for the 2024 –2025 school year)include the following activities: ●Hold listening sessions with young people to share findings of the Town of Reading Equity Audit.Listening sessions would include the following components: o Share priorities that have been identified through the Reading Equity Audit o Ask young people how findings resonate o Ask students for recommendations about how Reading can be a more inclusive and welcoming community,and how RPS and Reading can build a sense of community and belonging. ●Listening sessions would focus on affinity groups –and outreach to student groups at Reading Memorial High School,including the following: o A World of Difference o Gender and Sexuality Alliance o Newspaper -The Orbit o Rocket Leaders in Action o Student Council o Students of Color for Equity,Justice,and Inclusion o Us Against Bullying ●From listening sessions,the Reading Office of Equity and Social Justice would recruit a leadership team of students,who are interested in partnership to develop strategies to address priorities identified in listening sessions.The leadership team could also help to plan a Town Hall meeting,potentially in a World Café format,in Spring 2025. ●Findings from Listening Sessions will be shared at a Youth-led Town Hall meeting in Spring,2025 to elevate youth voice and engage the broader community in cultivating inclusion and belonging. ●Listening sessions and the Town Hall meeting would be coordinated with surveys on protective factors identified by the Reading Youth Health Survey –to build capacity and understanding of supports and connections that youth need to thrive. ●The Reading Office of Equity and Social Justice would also partner with METCO staff leaders and School Adjustment Counselors –sharing strategies to center youth voice,and findings of the Reading Equity Audit. Long-term priorities ●Through this first year,we hope to identify strategies to “turn the curve”and make incremental gains in building a more inclusive and welcoming community. ●The Reading Office of Equity and Social Justice can facilitate connections with Town departments working on equity priorities,for students to engage in partnership with Town departments of Planning,Health,and Community Services on shared priorities. ●The partnership would empower young people with strategies to tap into sources of power,agency,courage,and motivation to address current and future challenges. Next steps: ●Share proposal with RPS Superintendent Dr.Tom Milaschewski and Assistant Superintendent Dr.Jen Stys for review and approval ●Reach out to select student clubs /affinity groups –to set up listening sessions; target date:end of October,2024 ●Set meeting with METCO School Adjustment Counselors to share the project and invite partnership in centering youth voice From:Linda Snow Dockser To:Matthew Kraunelis; Jayne Wellman; albert Pless; Christopher Kowaleski; John Feudo; Reading Recreation; Sheila Clarke; John Douglass; Lieutenant Patrick Silva; Ed Ross; Jacquelyn LaVerde; Gemme, Laura (Town); Laura Wilson; Caitlin Nocella Saunders; info@rnrchamber.com; carlo bacci; Select Board; Alan Foulds; DG School Committee; Wise, Thomas; Milaschewski, Thomas; Hardy, Sarah; Coalition Cato; Amy Lannon; Fulton, Lindsey; Marchant, Sarah; Nelson, Chris; Irwin, Mackenzie; Liz Whitelam; Rev Emelia Attridge; Rev Laura Solomon; Allison Sillers; Erica McNamara Maillet; David Clark; Kristen O’Shaughnessy Cc:linda Snow Dockser Subject:Accommodating Religious Holidays Date:Monday, October 14, 2024 2:25:11 PM Attachments:apple-touch-icon.png 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. Hello Friends and Colleagues, I know that I have shared this ‘Guide to the Jewish Holidays’ in print with many Reading Departments and Organizations. I have discovered that it has a link you can access too. I am sending this link to you in the hopes that you will share it with your staff and organizers so that mandatory and all-community meetings and events will be planned on dates that do not exclude specific groups within our population. I am hoping that other religious groups in town can also share their calendars and explanations of their major holidays so that no group is singularly excluded. For instance, it is important that town gatherings are not planned on major holidays such as Rosh Hashanah, Yom Kippur, Passover Seder nights, or Ramadan. I am sure there are other high holy days that I do not know about, which is why it is important for us to educate ourselves. Planning mandatory meetings or town forums on these dates leaves out specific groups within Reading’s population. It would be wonderful for the town to follow up on the Town Meeting endorsement of the Instructional Motion to create a Town Religious Accommodation Policy. This link is to a guide created by a committee from my Temple Shir Tikvah congregation in Winchester, MA. Please feel free to share it! https://images.shulcloud.com/1202/uploads/Documents/GuidetoJewishHolidays.pdf Because the Jewish and Moslem Calendars follow a different calendar than that followed by the general population, our holidays do not happen on the same dates every year. We realize that makes it difficult for people to keep track and to plan around our holy days. This link gives the dates of the Jewish Holidays for future years which could be inserted in our town calendar so that anyone scheduling an event can be aware. Please note that the Jewish holidays start at sundown, the night before the holiday and like with other religions, end with a family or community gathering on the night of the last day. Jewish Holidays 5784-5789 hebcal.com The Moslem Calendar is also based on the lunar calendar and varies year to year. As I am not an authority on that calendar, I recommend that you contact clergy from the local Mosque for a reliable calendar and hopefully a link to an explanation of the Moslem holidays. This will also send the message that we care enough to try to plan around their holy days as well. Thank you for your attention and all you do to make Reading Inclusive and Welcoming. With Appreciation, Linda Linda Snow Dockser 110 Beaver Road Reading, MA 01867 C: (781) 910-0165 https://pages.lls.org/ltn/ma/BostonL24/lsnowdocks Acknowledgment cards available. We continue to collect CLEAN redeemable bottles and cans for the Leukemia Lymphoma Society. Thank you for your donations! Outlook Suppor t of naming to honor Phil Vaccarro From Linda Snow Dockser <lindasnowdockser@gmail.com> Date Thu 10/24/2024 12:27 PM To DG School Committee <SchoolCommittee@reading.k12.ma.us> 3 attachments (318 KB) art 10 readerquestVaccaroDohertyResponse Nov09.doc; ART 31-39 FEB07.doc; Art 60 - 64 mar05.doc; 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 School Committee and Facilities Naming Committee, This is just a quick note to commend Phil Vaccarro. It would be inspiring to name a space in the Reading Public Schools after Phil and all that he accomplished with our students and faculty. His advocacy of good sportsmanship and the health of his athletes and students was vital for student’s lifelong success. This balance was not always easy to achieve. I have attached a couple of School Notes Articles that I wrote after interviewing Phil. As Student Activities and Athletic Director he had deal with and balance many pressures from coaches, competitions, students and parents as evident in attached articles 33 & 34 February 07 and article 61 March 05. More articles can be provided upon request. With Appreciation for the Service you provide our community and of the years of dedication of Phil Vaccaro , Linda Linda Snow Dockser, Ph.D. 110 Beaver Road Reading, MA 01867 C: (781) 910-0165 11/5/24, 12:12 PM Support of naming to honor Phil Vaccarro - Lejeune, Olivia - Outlook about:blank 1/2 https://pages.lls.org/ltn/ma/BostonL24/lsnowdocks Acknowledgment cards available. We continue to collect CLEAN redeemable bottles and cans for the Leukemia Lymphoma Society. Thank you for your donations! 11/5/24, 12:12 PM Support of naming to honor Phil Vaccarro - Lejeune, Olivia - Outlook about:blank 2/2 Outlook Committee Application From Stith-Nichols, London <London.Stith-Nichols@rdgstudent.com> Date Sun 11/3/2024 7:47 PM To DG School Committee <SchoolCommittee@reading.k12.ma.us> Cc Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>; londonskates10@gmail.com <londonskates10@gmail.com> 1 attachments (117 KB) London Volunteer Application (PDF) (1).pdf; Dear Reading School CommiƩee Members, My name is London SƟth-Nichols and I am applying to be your representaƟve for the Ad Hoc CommemoraƟon Establishment CommiƩee. I am a 9th grader at Reading Memorial High School. Please review the aƩached applicaƟon. I look forward to hearing from you regarding my applicaƟon. Sincerely, London 11/5/24, 12:12 PM Committee Application - Lejeune, Olivia - Outlook about:blank 1/1