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HomeMy WebLinkAbout2025-01-23 School Committee PacketOpen Session 7:00p.m. Reading Memorial High School Library Reading, MA Reading Public Schools School Committee Meeting Packet January 23, 2025 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: 2025-01-23 Time: 7:00 PM Building: School - Memorial High Location: School Library Address: 62 Oakland Road Agenda: Purpose: Open Session Meeting Called By: Thomas Wise, Chair Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted. Topics of Discussion: 7:00 p.m. A. Call to Order 7:00 p.m. Public Hearing: FY26 Budget Hearing 7:20 p.m. B. Public Comment Focus on Excellence Consent Agenda 1. Minutes (01-16-2025) 2. Acceptance of FY25 Safe and Supportive Schools Grant Award Accounts Payable Warrant Reports 1. 01-16-2025 Reports 1. Interim Director of Finance and Operations 2. Superintendent 3. Student 4. Liaison/Sub-Committee 7:30 p.m. E. New Business 1. Review of Elected and Appointed Officials Advocacy Rights for Ballot Initiatives 7:45 p.m. D. Old Business 1. FY26 Budget Discussion 8:00 p.m. Adjourn Join Zoom Meeting https://readingpsma.zoom.us/j/87608952250 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 Meeting ID: 876 0895 2250 Find your local number: https://readingpsma.zoom.us/u/kevtzj5din Consent Agenda Reading Public Schools School Committee Meeting Packet January 23, 2025 Town of Reading Meeting Minutes Page | 1 2016-09-22 LAG Board - Committee - Commission - Council: School Committee Date: 2025-01-16 Time: 7:00 PM Building: School - Memorial High Location: School Library Address: 62 Oakland Road Session: Open Session Purpose: Open Session Version: Draft Attendees: Members - Present: Tom Wise, Erin Gaffen, Sarah McLaughlin (remote), Charles Robinson, Shawn Brandt and Carla Nazzaro Members - Not Present: Others Present: Assistant Superintendent for Student Services Dr. Jennifer Stys, Assistant Superintendent for Learning and Teaching Dr. Sarah Hardy, Interim Director of Finance and Operations Phil Littlehale and Superintendent Dr. Thomas Milaschewski Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson. Topics of Discussion: A.Call to Order – Mr. Wise called the meeting to order at approximately 7:01 p.m. to review the agenda. Roll Call Attendance – Mr. Robinson – here, Mrs. Nazzaro – here, Mr. Brandt – here, Mrs. Gaffen – here, Ms. McLaughlin – here, Mr. Wise – here B.Public Comment – None Focus on Excellence – None Consent Agenda 1. Minutes (12-19-2024) 2. Parents Supporting Student Theatre Donation (2) 3. Parker Instruments Donations 4. Friends of Reading Field Hockey Donation 5. Friends of RMHS Cheer Donation 6. RMHS DECA Field Trip Request 7. RMHS Ski Club Field Trip Request (2) 8. RMHS Habitat for Humanity Field Trip Request 9. Acceptance of FY25 METCO Boston Bridges Initiative Grant Award 10. SEEM Collaborative Annual Report, 2023-2024 Page | 2 Payroll Warrant Reports 1. 12-06-2024 2. 12-20-2024 3. 01-03-2025 Accounts Payable Warrant Reports 1. 12-19-2024 2. 12-26-2024 3. 01-02-2025 4. 01-09-2025 Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Brandt. Roll Call Vote – Ms. McLaughlin – yes, Mr. Robinson – yes, Mrs. Nazzaro – yes, Mr. Brandt – yes, Mrs. Gaffen – yes, Mr. Wise – yes The vote passed 6-0. Reports 1.Interim Director of Finance and Operations – No report 2.Assistant Superintendent for Student Services – Dr. Stys shared two upcoming SEPAC events. On January 22nd, there will be an Understanding the IEP Workshop. On February 26th, Dr. Hardy, Renee Limauro, and Erin Burchill will present on screeners and reading, including how they are implemented in Reading. 3.Assistant Superintendent for Learning and Teaching – Dr. Hardy shared a reminder that preschool registration is now open. Additionally, kindergarten registration is open, and we are encouraging families to register by January 31st to ensure priority placement at neighborhood schools, as part of efforts to plan and be proactive. Dr. Hardy and Dr. Milaschewski recently had the opportunity to visit a classroom at Killam for the Young Authors Celebration. 4.Superintendent – Dr. Milaschewski shared that the 2024 RPS Community Report will be distributed within the next week or two. This will mark the release of our third annual report. 5.Liaison/Sub-Committee a.Ms. McLaughlin – No report b.Mr. Robinson – No report c.Mrs. Nazzaro – The Killam School Building Committee has scheduled a vote at the April/May Town Meeting, with the timeline moved up from June. The project is under budget and on target for submission to the MSBA on February 10th. A cost estimate discussion will take place at the January 22nd meeting. If the vote does not pass, the district will lose MSBA funding. d.Mr. Brandt – No report e.Mrs. Gaffen – Mrs. Gaffen shared on behalf of PAIR, the MLK Jr. Day Celebration will take place on Monday at the PAC and will feature multiple performances. Page | 3 f.Mr. Wise – No report E.New Business 1.FY26 Budget FAQ Process Dr. Milaschewski reviewed the FY26 Budget FAQ process. Budget-related questions should be submitted to Olivia.lejeune@reading.k12.ma.us by January 23rd at 11:50 p.m. An updated budget publication, including FAQs, will be included in the School Committee packet on January 28th in preparation for the School Committee vote on January 30th. 2.FY26 Budget Presentation & Discussion Dr. Milaschewski introduced the FY26 budget, highlighting that it is generally a level-service budget. He reviewed the budget additions made over the last several fiscal years and outlined two additions for FY26: 1.A 1.0 FTE Kindergarten Teacher: Based on kindergarten projections for the 2025–2026 school year, an additional kindergarten teacher is anticipated to accommodate the increased enrollment. Current projections suggest a higher number of students, though actual enrollment may fall short of these estimates. Assumptions are based on census data and delayed enrollments from the previous year. 2.Universal, Tuition-Free Kindergarten: The move to tuition-free, full-day kindergarten represents a significant achievement for the committee. Thanks to strategic planning, this initiative is now becoming a reality in Reading. Currently, 230 kindergarten students are registered, which is higher than the same period last year. While no vote is needed at this time, if the additional teacher is not required, the committee will decide how to strategically reallocate the funding. Dr. Milaschewski also discussed items for future consideration, emphasizing the importance of ongoing conversations about additional priorities. Mr. Littlehale provided a review of the budget by cost centers, starting with the Finance Committee guidance, followed by the recommended budget by cost center, the capital plan, and a review of other funding sources. Some key points include: •This is a transitional budget book with some adjustments made to improve clarity. Charts from previous years continue to be used, and FTE numbers have been corrected where errors were identified in the original presentation shared with the community. These corrections did not impact the budgeted dollar amounts, only the FTE figures. •Regular Day Budget: Up 1.6%, driven by turnover savings and the use of offsets. These offsets have increased, making year-over-year comparisons challenging. •Special Education: Adjustments were made to correctly allocate items previously misclassified under regular day. Nine paraprofessional positions funded by the IDEA grant were moved to the general fund. Page | 4 •Capital Plan: Mr. Littlehale reviewed the capital plan, which aligns with the Town’s plan. A copy of the full presentation can be found here as well as a link to the FY26 budget book. Mr. Wise motioned to adjourn, seconded by Mr. Robinson. Roll Call Vote – Ms. McLaughlin – yes, Mr. Robinson – yes, Mrs. Nazzaro – yes, Mr. Brandt – yes, Mrs. Gaffen – yes, Mr. Wise – yes The vote passed 6-0. https://www.youtube.com/watch?v=FYiXzHb2rvg Meeting Adjourned from regular session at approximately 8:31pm. TO: Reading School Committee CC: Dr. Thomas Milaschewski, Superintendent of Schools Philip Littlehale, Interim Director of Finance and Operations DATE: January 16, 2025 FR: Katelyn Finnegan, Assistant Business Manager RE: Acceptance of FY25 Safe and Supportive Schools Grant Award The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY25 Safe and Supportive Schools Grant in the amount of $10,000. The purpose of this state-funded competitive grant program is to provide financial support to school districts in organizing, integrating, and sustaining school and district-wide efforts to create safe and supportive school environments. Additionally, this grant is designed to coordinate and align student support initiatives based on the findings from completing the Safe and Supportive Schools Framework and Self-Reflection Tool. The primary priorities of this grant are: 1. Ensuring that each participating school creates an equitable, safe, positive, healthy, culturally competent, and inclusive whole-school learning environment for all students. 2. Promoting the effective use of systems for integrating services and aligning initiatives that support students' behavioral health and wellness. This funding will play a vital role in advancing our district's commitment to fostering environments that support the academic, emotional, and social well-being of all our students. The grant will enable us to build upon our current initiatives and strategically implement improvements identified through the framework's self-reflection process. Thank you for your support with your vote to accept the FY25 Safe and Supportive Schools Grant Award. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 New Business Reading Public Schools School Committee Meeting Packet January 23, 2025 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: January 21, 2025 RE: Review of Elected and Appointed Officials Advocacy Rights for Ballot Initiatives During the January 23rd School Committee meeting, the school district's legal counsel (Stoneman, Chandler & Miller, LLP) will join the meeting to provide a review of elected and appointed officials advocacy rights for ballot initiatives. Please see the attached memo provided by town legal counsel on this agenda item. 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 February 7, 2024 Via email only Matthew Kraunelis Town Manager 16 Lowell Street Reading, MA 01867 Re: Public Employee Political Activity Dear Matt, I am writing to provide you with guidance regarding the ability of municipal employees to engage in political activity, as well as the limitations imposed on the Town and public employees under the Campaign Finance Law, M.G.L. c.55. Attached is a chart summarizing the ability of elected and appointed officials to participate in certain political matters.1 This letter expands on the key issues and important distinctions set forth in the chart. This letter is not a substitute for legal advice and if you have questions about a specific issue, please do not hesitate to reach out with any additional questions. Tips for Reading and Using the Chart Section 23(b)(2)(ii) of c.268a, the Conflict of Interest Law, limits how public employees engage in political activity in their public roles or while using public resources. Ethics Commission Advisory 11-1 is an important guidepost for understanding these limits.2 First, the Advisory draws distinctions between three categories of public employees: (1) elected; (2) appointed policy making official; and (3) appointed non-policy making official. A policymaking position is one in which the public employee actively participates in determining the agency’s policies or plans. Executives, department heads, board members and elected public employees are presumed to be policymakers. A non-policymaking position is one in which the public employee carries out policies or plans determined by others. A public employee may hold both an elected and appointed position. In that case, the public employee may be restricted, depending on the capacity in which they are acting. Second, the Advisory distinguishes between election-related and non-election-related political activities. Election related political activities involve actions designed to influence people to vote for or against candidates or ballot questions. Non-election-related political activity is activity directed at influencing governmental decision-makers which does not involve an election. Non-election-related political activities include, for example, supporting or opposing: town meeting warrant articles, municipal bylaw changes, user fees for public services or school activities, changes to funding for public services, the renovation or construction of public 1 Attached as Attachment A. 2 Attached as Attachment B. buildings, roads, bridges, and other public infrastructure, closure of public libraries, schools or fire stations, and changes to state and local tax rates, laws, regulations, and budgets. The extent to which a public employee may engage in political activity will be determined by both the position they hold, and the nature of the activity they intend to do. Thus, before using the chart it is critical to understand the classification of the employee and the nature of the political activity involved. Political Activities without Public Resources Other than political fundraising, public employees are generally not restricted in the political activities that they can engage in on their own time, provided they do not use any public resources in connection with the activity. For example, a public school teacher may support a local ballot question, if she does so on her own time, and without the use of public resources, including use of her title and town email address. She could attend meetings and speak on her own behalf. She may even serve on a ballot question committee, so long as she does so without pay and does not fundraise or act as the agent for the campaign in any matter involving her town. She may distribute campaign literature, make get-out-the vote telephone calls, conduct campaign polls and research, drive voters to the polls, and display or hold signs (provided no Town provided uniform/clothing is worn). Political Activities with Public Resources Subject to very limited exceptions (discussed below and in the attached chart), a public employee may not engage in political activity on his public work time; while acting in his official capacity or while in his official uniform; in a public building (except where equal access for such political activity is allowed to all similarly situated persons); or with the use of other public resources, such as staff time, public office space and facilities, public office equipment such as computers, copiers, and communications equipment, public websites and links to public websites, or public office supplies such as official stationery. Elected and appointed policy making officials have greater leeway when it comes to political activity. The reason for this is that part of the role of elected public employees and policymakers is to inform and guide public debate on public issues. A.Town Meeting Vote Elected officials can engage in advocacy related to a Town Meeting Vote, without restriction. However, if an elected official has paid work hours, she may only engage in such activity as it relates to matters within the purview of their agency. Appointed policy makers may also engage in advocacy related to a Town Meeting vote in their official capacity and during work hours provided the activities concern matters within the purview of their agency. For example, a member of the Conservation Commission could not use her title when advocating in support of a funding a new school project because the matter is outside the purview of her agency. In contrast, the School Superintendent may take such action. Appointed non-policy making public employees cannot engage in political activity related to a Town Meeting vote in their official capacity during their work hours. The only exception is that they may engage in non-election related political activities if they are authorized and directed to do so by an elected or appointed policymaking official concerning maters within the purview of their agency. For example, a DPW administrative assistant may print and distribute flyers in support of a Town Meeting article to fund a new DPW building, if the DPW Director authorizes her to do so. It is important to note that the Campaign Finance Law does not restrict expenditures made to influence Town Meeting, and a town may use public resources to inform residents about a warrant article, as long as the material is primarily directed to influence the Town Meeting. However, such materials shall not advocate a position on a ballot question, if one is necessary. Regulators caution that municipal officials should avoid mention of an election in any such material, to avoid any inference that purpose of the document is to influence the election. In the event the election precedes Town Meeting, information about the warrant article should not be distributed to the voters until after the election. Example 1: Warrant Article There is a warrant article before Town Meeting that would authorize a study to inform future school construction projects. Support for or opposition to a warrant article is classified as non-election related political activity. This means that it is not subject to campaign finance law, only conflict of interest law. Outside of work hours and without using public resources, a non-policymaking public employee, such as a classroom teacher is free to take a position on the article and engage in advocacy related to the article. A policymaking public employee, such as the Superintendent of Schools, may engage in activities related to the article during work hours, as the article is within the purview of their agency, and it is reasonable to expect that they are able to provide valuable perspective on the condition of the schools. The Superintendent may produce an analysis of the school facilities, and the School Department could use public resources to distribute this analysis to Town Meeting to build support for the article. Additionally, the Superintendent may authorize and direct subordinates to engage in non- election-related political activities in favor of a new school in furtherance of the Superintendent's own lawful advocacy for the new school as an appointed policy-maker acting within the purview of their own agency. The School Committee may also vote to support the article and members may use their titles to advocate for passage. B.Ballot Question Elected officials may take positions on ballot questions. Similarly, appointed policy makers may take positions on ballot questions within the purview of or affecting their respective agencies. Public bodies may also vote in favor or against a particular ballot question. Public bodies may use any means by which official actions are usually reported (such as posting on real and virtual bulletin boards and on websites, and broadcasting public meetings via local public access cable television) to distribute information about the body’s position. However, elected and appointed policy makers may only use public resources to inform the public of matters related to the ballot question or a body’s position. Public resources cannot be used for advocacy. Thus, neither an individual appointed policy-maker nor a board comprised of such employees may use their individual titles or their board name in a political advertisement in favor of or against a ballot question. No public employee may use public resources to send out a mass mailing, place an advertisement in a newspaper, or distribute to voters, directly or through others, such as school children, a flyer concerning the substance of a ballot question. By contrast, while elected officials may not use their board or agency name in an advertisement in support or opposition of a ballot question, they may use their individual titles in such advertisement. Policy-making officials are permitted to speak on or act related to ballot questions during work hours if they are doing so as part of their official responsibilities. This may include generating an analysis of the impacts of a ballot question, or offering the agency’s position on the question as long as it does not expressly advocate for a particular vote. Any such materials would be a public record, and any private group would be entitled to distribute the materials at its own expense, but the use of public resources to distribute such materials would be prohibited under most circumstances. Public resources may also be used to create and distribute materials for a public meeting or hearing, as long as the primary purpose of the materials are to foster discussion at the meeting. Public resources may also be used to distribute content neutral notice to voters announcing the times, and dates of meetings or elections. However, public resources may not be used to inform only a particular subset of voters about an upcoming election, as it would not be neutral in effect. A public building used for governmental purposes cannot be used for political fundraising. But, if “equal access” is provided, there are circumstances under which groups supporting or opposing a ballot question may use public resources for political activities. Equal access means that groups supporting or opposing ballot questions are allowed to use government buildings as long as any other group is given the opportunity to have a similar meeting on the same terms and conditions. Equal access does not mean that a town is required to offer access to any group, as long as it applies the policy equally. Equal access does not provide a right to be placed on a particular meeting agenda. Equal access is triggered by the use of public resources primarily for political purposes. In addition to the use of government buildings, if access is provided to other public resources for political purposes, then equal access must be provided to all groups. Examples include access to a public park for a rally, use of mailing labels or access to distribute flyers in school mailboxes. Example 2: Ballot question The warrant article passes, and in a future year, a debt exclusion is placed on the ballot to finance a particular school construction project. As this relates to a question on the ballot before the voters it is an election related political activity subject to both the campaign finance law and the conflict-of-interest law. A non-policymaking public employee, such as a classroom teacher, cannot engage in any political activities during the school day or while using school resources. A policymaking public employee may take a position on the ballot question if it is within their agency’s purview. For example, the Superintendent may speak to the press in support of the question. Elected officials may identify themselves by their official titles while campaigning in support of the question. By contrast, a classroom teacher or the Superintendent are prohibited from identifying themselves by title to endorse the question in any advocacy materials. If a campaign committee is created to support the question, any public employee may contribute personal funds or engage in volunteer work during personal time to support the committee's activities. However, only an elected public employee may engage in fundraising activities for the committee. The Town cannot send out material to residents, even material designed to be facially neutral, unless it complies with M.G.L. c. 53, §18B, or another authorizing statute. The Superintendent cannot use school email to send out an email to all school parents informing them of the time and place of the election, because by sending to a subset of the electorate, a communication can lose its neutrality. If a ballot committee wants to hold a rally to “Save Our Schools” at a public school auditorium, they may be permitted to do so, as long as the opposing side is afforded the same opportunity to do so on the same terms. The Superintendent may direct subordinates to create a report projecting the impact of a yes or no vote on student achievement. The materials cannot support a position, but can be used to inform the public about the impacts of the vote. A campaign committee can then, with private funds, send a copy of the report to every household in town. The Superintendent cannot use school resources to make photocopies of the report to send home with each student. *** As evidenced from the above, navigating the landscape of permitted political activities can be difficult for public employees. I strongly encourage anyone with questions to reach out to my office for additional guidance. Sincerely, Ivria Fried Attachment A Public Employee Political Activity Appointed Non Policy-Making Appointed Policy-Making Elected Serve on a private ballot question committee or on a campaign committee. Outside of work hours only. Outside of work hours only. Yes. Contribute to a political committee or expend personal funds to support or oppose a ballot question or political candidate Yes. Yes. Yes. Advocate or engage in political activities during work hours No. With respect to ballot questions, only if the ballot question is related to the official’s responsibilities. Otherwise, no. Yes. Advocate or engage in political activities while acting in an official capacity or wearing an official uniform No. With respect to ballot questions, only if the ballot question is related to the official’s responsibilities. Otherwise, no. Yes. Discuss a ballot question at public or private meetings Outside of work hours only. Outside of work hours only unless the ballot question is related to the official’s responsibilities. Yes. Take a position on a warrant article Outside of work hours, provided that staff may engage in related activities concerning matters within the purview of their agency at the direction of a superior. Outside of work hours only unless the matter is related to the official’s responsibilities. Yes, provided that elected officials with set work- hours may only engage in activities related to their official responsibilities during work hours. Appointed Non Policy-Making Appointed Policy-Making Elected Take a position on a ballot question Yes. Yes. Yes. Analyze the impact of a ballot question Yes. Yes. Yes. Provide copies of an analysis or position statement related to a ballot question Yes. Yes. Yes. Hold an informational forum related to a ballot question Outside of work hours only. Outside of work hours only unless the ballot question is related to the official’s responsibilities. Yes. Speak to the press about a ballot question Outside of work hours only, except that staff may respond to inquiries from the press if directed to do so. Outside of work hours only unless the ballot question is related to the official’s responsibilities. Yes. Appear on cable television Outside of work hours only. Outside of work hours only unless the ballot question is related to the official’s responsibilities. Yes. Use an official title in endorsing or opposing ballot question No. Only if the ballot question is related to the official’s responsibilities. Yes. Use an official title in endorsing or opposing a political candidate No. No. Yes, however, elected boards or other governmental bodies may not as a body endorse or oppose candidate for an elected office. Appointed Non Policy-Making Appointed Policy-Making Elected Use a public building for advocacy Only outside of work hours; must be a building to which equal access is provided. With respect to ballot questions, only outside of work hours unless the ballot question is related to the official’s responsibilities; must be a building to which equal access is provided. Otherwise, no. Must be a building to which equal access is provided. Attend a political committee’s campaign function Outside of work hours only. Outside of work hours only. Yes. Host a political committee’s campaign function. Outside of work hours only, provided that no fundraising may be done. Outside of work hours only, provided that no fundraising may be done. Yes, unless the official is also an appointed official. Post information on a government bulletin board or website Only if the information is prepared as part of the official’s responsibilities. Yes. Yes. Distribute information or advocacy to voters using public resources (email, computers, printers or anything paid for with public money) No. No. No. Distribute information or advocacy to voters using private resources Outside of work hours only. Outside of work hours only. Yes. Accept donations or payments for fundraising purposes No. No. Yes, unless the official is also an appointed official. Sign a fundraising letter on behalf of a candidate No. No. Yes, unless the official is also an appointed official. Attachment B Old Business Reading Public Schools School Committee Meeting Packet January 23, 2025 Reading Public Schools Superintendent’s FY26 Recommended Budget Superintendent’s FY26 Recommended Budget -Review of FY23, FY24, and FY25 Budget Additions -FY26 Budget Additions -1.0 FTE Kindergarten Teacher -Universal, Tuition-Free Kindergarten -Considerations for Future Budget Years -Finance Committee Budget Guidance -FY26 Recommended Budget -FY26 Recommended Budget by Cost Center -Capital Plan Review -FY26 Budget Timeline Review of FY23, FY24, and FY25 Budget Additions 3 Years of Strategic Investments: FY23 Budget Year 5.0 FTE School Adjustment Counselor/METCO Coordinator at each elementary school Prior to the implementation of the FY23 budget, the elementary schools did not have school counselors. We know that a student’s sense of connectedness to their school community is one of the largest factors in determining academic success, and one of our primary strategies in improving student connectedness and belonging has been to increase student access to school counselors. Our counselors play a pivotal role in supporting students through academic, personal, and social challenges, such as navigating peer relationships, balancing academic priorities and demands, and deepening self-confidence. These roles also serve as direct liaisons and supports for our Boston resident students and families. As schools continue to see an increase in social-emotional and academic need following the pandemic, our school counselors have become increasingly critical in the educational experience of our students. Through this addition, each elementary school has a full-time School Counselor/METCO Coordinator. The funding for these roles is split between the district operating budget and the METCO grant. 3 Years of Strategic Investments: FY23 Budget Year 1.0 FTE Director of Academic Achievement at the high school This role has been instrumental in moving several key initiatives forward at RMHS, including: -Developing five new Innovation Pathways, with significant funding from DESE (Department of Elementary and Secondary Education) and partnerships with our community, aimed at developing employable skills in high-demand occupations, connecting learning to authentic and real-world settings, and aligning school-based opportunities to the ever-expanding interests of our students. -Scaling our paid senior internship program to include close to 200 students and 60 community partners, enabling seniors to experience career exploration through a wide range of work-based learning opportunities. -Developing partnerships with several local universities to expand dual-enrollment opportunities, enabling students to gain college credits while taking courses at RMHS. -Restructuring our school-based Instructional Leadership Team to empower and support our Department Heads, leading to significant improvements in teaching and learning in classrooms across the school. -Ms. Callanan was originally hired into this role in 2022, but shifted to the interim principal role in 2023. As she moved to the interim principal role, Ms. Callanan maintained the job responsibilities associated with the Director of Academic Achievement position. The Director of Academic Achievement position was reallocated to an additional Assistant Principal position, which has been maintained in the FY26 budget. 3 Years of Strategic Investments: FY23 Budget Year 1.0 FTE teacher in the English Language Learner department and translation services .2 FTE increase to English Language Coordinator We have seen a significant increase of multilingual learners (MLL) in our district over the past several years, growing from 42 in October 2018 to 74 in October 2023. As the MLL population continues to grow in the district, the 1.0 FTE teacher in the ELL department and .20 FTE increase to the EL Coordinator are crucial in ensuring appropriate group ratios, services, and instruction for our English Language Learners. .20 FTE staff in the Stepping Stones Program This position continues to provide five full days of academic support to high school students’ returning to school from hospital and out-of-school settings. This can be a challenging transition for students and the additional support has been instrumental in building out this program. 3 Years of Strategic Investments: FY23 Budget Year 1.0 FTE increase in School Counselors at the middle school level 1.0 FTE Social Worker increase for the REACH program at the middle school level The REACH (Resiliency, Executive Functioning, Academics, Coping Strategies, Habits of Mind) program moved from Coolidge Middle School to Parker Middle School during the 2022-2023 school year, creating a need at the high school and middle school level for increased support. The investment in these resources has increased access for social emotional support to students, equalized social emotional support available to students across both Coolidge and Parker Middle Schools. Investing in the 1.0 FTE increase in School Counselors at the middle school and 1.0 FTE social worker for the REACH program contribute valuable resources that enhance students' access to social and emotional support at the secondary level. 3 Years of Strategic Investments: FY23 Budget Year 1.0 FTE Nurse The addition of this position has expanded support to students and positions the Director of K-12 Health Services to oversee the district wide health services and be available to provide direct services to students as needed. Students now have more access to district wide health programming through the actionable work of the Director of Health Services. .40 FTE District Data Specialist As the district continues to expand analysis of student performance and targeted interventions, increasing the District Data Specialist role from 0.6 to 1.0 FTE provided for oversight of curriculum applications, adoption of assessments and benchmarking data diagnostics. The data specialist is charged with compiling student data from a variety of sources and creating data displays for district and school leaders to ensure the accurate use of data in decision making, analysis of trends and reporting of progress. For example, the data specialist created and monitors a data dashboard for each school to track student attendance based on a need to reduce the number of students who are chronically absent. Additionally, the data specialist manages assessment platforms and compiles data required for state reporting. The data specialist supports the district's data-driven approach through statistical analysis of data from student assessments supporting an environment of continuous improvement. 3 Years of Strategic Investments: FY24 Budget Year 1.5 FTEs of ESL (English as a Second Language) teacher positions With a high number of MLL students assessing as beginner-level English proficiency in 2022, the district saw a need for additional teachers. We continue to see an increase in our MLL population with this addition being utilized to provide weekly recommended instructional hours to students. Supporting the language development of MLL students is essential to their academic and social progress in school. 2.0 FTE K-8 Math Coaches These roles were developed to improve math outcomes in our district by providing teachers with access to consistent, job-embedded coaching and support. K-8 math coaches are integrating externally provided training into our district while working within our existing frameworks alongside our educators. They support increased implementation of high-quality curriculum materials, improve instructional practices, and foster deeper opportunities for rigorous math learning. This includes ensuring vertical and horizontal alignment, embedding educator professional learning into daily teaching cycles, and offering targeted training opportunities, collaborative sessions with teacher groups, and personalized 1:1 coaching. Furthermore, they play a crucial role in onboarding new staff, ensuring sustained implementation of our curriculum materials beyond the initial adoption phase. We are seeing increased utilization and impact of the K-8 Math Coaches, as outlined in the 2024 RPS Annual Community Report. 3 Years of Strategic Investments: FY24 Budget Year 5.0 FTE Elementary Assistant Principals All 5 of our elementary schools now have a full-time Assistant Principal. Prior to the FY24 budget, our elementary schools each had a full-time teacher who received a stipend to serve as a part-time Assistant Principal. Investing in building leadership is at the core of improving academic outcomes. A 2012 study of the impact of principals noted that “highly effective principals raise the achievement of a typical student in their schools by between two and seven months of learning in a single school year; ineffective principals lower achievement by the same amount.” Given this impact, a recent research analysis by the Wallace Foundation noted “it is difficult to envision an investment in K-12 education with a higher ceiling on its potential return than improving school leadership.” While our district continues to invest in professional development and individualized coaching for principals, our administrative structure at the elementary level posed a barrier to leveraging the impact of principals on student outcomes. With the significant changes in the field of education, especially within the last 5 years, the roles of building leaders have become exponentially more challenging. Within Reading, our adoption of high-quality curriculum materials, our increased enrollment of diverse populations, and our increases in student social- emotional and academic needs have all added significant responsibilities and expectations to those leading our buildings. These shifts also highlight the need for principals to act as instructional leaders in their schools. To do so, it was necessary to provide the staffing required to ensure the responsibilities and management of our buildings was done efficiently and effectively to create structures for success in our schools. To support all our students, families, educators, and principals, elementary assistant principals share building-level responsibilities including (but not limited to) teacher evaluations, programmatic support, family and community engagement, and responding to day-to-day needs, allowing our principals to enhance their own capacity as leaders of learning communities. Overall, these new roles provide our elementary schools with the administrative leadership structure necessary to harness the impact of principal leadership on students. This new structure also creates an internal pipeline of leadership talent to fill principal vacancies as they arise in this district. 3 Years of Strategic Investments: FY24 Budget Year 1.0 FTE Middle School Adjustment Counselor/METCO (Metropolitan Council for Educational Opportunity) Coordinator With an increased need to support the social-emotional and behavioral health of our students, this shared Middle School Adjustment Counselor/METCO Coordinator position supports the social-emotional and behavioral health of students and the goals of the METCO program at Coolidge and Parker Middle Schools. This role mirrors the School Adjustment Counselor/METCO Coordinator roles in our five elementary schools. This new role has received positive feedback from our students, staff, and families in the impact it is having on students academically, socially, and emotionally. The funding for this role is split between the district operating budget and the METCO grant. 1.0 FTE 1 to 1 Nurse This 1 to 1 nurse is required to meet an individual student’s medical need for the student to access the school setting. 3 Years of Strategic Investments: FY24 Budget Year 1.0 FTE RMHS METCO Coordinator This role helps to support all students, specially Boston resident students as we see an increase in enrollment. This role has been pivotal in serving as a liaison with students, families, and staff regarding the academic and social-emotional progress of students. This role is funded fully through the METCO grant. 1.0 FTE Elementary Special Education Teacher This position continues to be a requirement to ensure compliance with IEP (Individualized Education Plan) services. This position at Joshua Eaton provides inclusion and direct instruction to students who require special education literacy and math instruction. 1.0 FTE Middle School Special Education Teacher The addition of this position at Coolidge ensures compliance with IEP services. This position at Coolidge provides inclusion and direct instruction to students who require special education literacy and math instruction. 3 Years of Strategic Investments: FY24 Budget Year 3.0 FTE High School Counselors In the last two budget cycles, 3.0 FTE counselors were added at RMHS in the following capacities: 1.0 FTE allocated full-time to the Stepping Stones program 1.0 FTE allocated to school-wide counseling and social-emotional support for all student 1.0 FTE allocated to the RMHS Guidance Department 2.6 FTE Special Education Team Chairs To ensure consistency with practice and compliance, the additional team chair positions allow each school to have at least one full-time special education administrator. This allows the team chairs to have a direct role in instructional support within special education classrooms. Additionally, they are responsible for implementing the reading protocol, as needed, during the evaluation process to ensure all students have access to appropriate instruction and data collection methods. 3 Years of Strategic Investments: FY24 Budget Year 1.0 Board Certified Behavior Analyst (BCBA) In alignment with the special education program review recommendations, this additional BCBA provides support for students enrolled in the SOAR (Social Skills Organizational Skills Academics in Real World Situations)/EMBARC (Education Meaningful Inclusion, Becoming Independent, Advocacy, Relaxation, and Leisure Activities 2, Community Integration) programs. This position serves students in Preschool to grade 12. The primary role of the BCBA is to provide consultative support to teams and families regarding evaluations, behavioral interventions, and data collection. 1.0 Secondary Transition Specialist In alignment with the special education program review recommendations, this position provides direct evaluation and transition planning support for students ages 14-22. This position supports teams and students to identify the skills needed to further their post schooling endeavors. As part of the IEP process for all students there must be a transition plan beginning at age 14. The transition specialist helps develop an evaluation protocol and education support to make sure all students who receive special education services are prepared for their post-secondary transition. Additionally, for students who need more specific job, leisure and life skills this position helps support community-based learning activities. 3 Years of Strategic Investments: FY25 Budget Year Speech Language Pathologist from 0.4 FTE to 1.0 FTE Due to growing caseloads, the need for program expansion, and the demands of IEPs, we increased one Speech Language Pathologist from 0.4 FTE to 1.0 FTE. An increase to this position was critical to meet the needs of students and provide improved outcomes outlined in Individualized Education Plans (IEPs). Elementary LEAD Program Teacher (1.0 FTE) To meet the needs of students in the LEAD program at Joshua Eaton Elementary School, we added an additional 1.0 teaching position. Originally a 1-year, .5 role, this investment aimed to ensure consistency in providing effective instruction aligned with the goals and objectives outlined in student IEPs and specifically provide direct structured multisensory reading instruction by certified staff.. High School Administrative Assistant (1.0 FTE) Increasing staffing in the high school main office has provided more support to students, staff, and families and created more equity in office staffing ratios with other schools in the district. 3 Years of Strategic Investments: FY25 Budget Year ESSER Funded Positions: 2.0 FTE Secondary Guidance Counselors and 1.0 FTE Middle School Special Education Teacher. Positions that were funded through the ESSER grant through FY24 were evaluated to determine sustaining these roles long term. The FY25 budget included these three positions which were previously funded by the ESSER grant. The incorporation of these positions into the operating budget ensures compliance with IEPs and supports the behavioral health of our students 1 Year 1.0 FTE Parker METCO Coordinator This role helps to support all students, specially Boston resident students as we see an increase in enrollment. This role has been pivotal in serving as a liaison with students, families, and staff regarding the academic and social-emotional progress of students. This role is funded fully through the METCO grant and was a 1-year position. FY26 Additions Tuition-Free Full-Day Kindergarten -RPS History Year Tuition Cost Notes 2020-2021 $4,450 One of 23 communities across the state to charge for full day K, RPS was second highest. 2021-2022 $4,450 One of 24 communities across the state to charge for full day K, RPS was the highest. 2022-2023 $3,600 One of 18 communities across the state to charge for full day K, RPS was the 9th highest. 2023-2024 $2,650 State-wide data not yet available 2024-2025 $1,450 State-wide data not yet available Additional 1.0 FTE Kindergarten Teacher School Name Projected Total Barrows 77 Birch Meadow 59 Joshua Eaton 76 Killam 91 Wood End 37 Total Projected Enrollment 340 -Projections are primarily based on census data. -Students who delayed registration last year have been included in this year’s projections. -Given the higher enrollment, we project needing an additional 4 kindergarten classrooms. -However, due to a larger graduating Grade 5 cohort, the impact is offset, requiring only 1.0 additional Kindergarten teacher. Considerations for Future Budget Years Considerations for Future Funding: Preschool & Elementary Level Priorities Social Emotional Learning (SEL) Curriculum The elementary SEL Curriculum, Open Circle, has been in place for many years, but in recent years, teachers have reported the content of the program does not provide adequate instruction in social- emotional competencies. A curriculum review in the area of SEL is underway to examine district-wide SEL practices and supports. Several elementary schools are piloting a new SEL curriculum with the goal of identifying a curriculum to utilize for SEL instruction. A new SEL curriculum would improve student access to developmentally appropriate, explicit instruction in SEL and allows schools to build consistent vocabulary and expectations that support positive school environments. Additional Tier II Interventionists (math and literacy) Tier II Interventionists play an important role in ensuring students receive required academic interventions. In addition to the core, grade-level classroom instruction, some students benefit from additional instruction, often in small groups to reinforce, practice and reteach material. We are continuously looking for ways to improve and expand our Tier II model. Considerations for Future Funding: Secondary Level Priorities Health Teacher (Middle Level) Currently at Coolidge Middle School, the health curriculum is delivered as part of students’ physical education classes by the two PE teachers. While not required, it is recommended that health classes be taught by a licensed health teacher, and only one of the Coolidge PE teachers holds that educator license. Adding a health teacher would improve the quality of instruction in health-related skills, which are essential to the development of middle school students. This additional teacher would also allow alignment in the model for health instruction between the two middle schools. SEL Programming It is important to foster a robust SEL curriculum and programming in order to meet the social, emotional needs of our current study population. Partnering with outside organizations builds the capacity of our students, teachers, and families and caregivers to see outside of themselves. Programming such as Challenge Day or Urban Improv Rehearsal for Life are great partners who can help build this aspect for students. Considerations for Future Funding: Secondary Level Priorities RMHS ASL Teacher RMHS offered ASL as a language course for the first time in 2024-2025. RMHS is already seeing an increase in interest in ASL and will need to add and adjust staffing in the future to align to student interest. RMHS Tier 2 Teacher RMHS continues to explore various models to provide stronger and more timely Tier 2 interventions for students. For example, in the past, this has included the development and pilot of the academic lab within the RMHS library. In the future, this model could include a designated staff member to oversee and facilitate a space for Tier 2 interventions. More conversations on this topic will continue in the years to come. Considerations for Future Funding: District Level Priorities Additional METCO Coordinator/School Adjustment Counselor (SAC) The middle school METCO Coordinator/SAC is split between two buildings. Moving to a model where each of our middle schools had a full-time METCO Coordinator/SAC would provide each of our middle school students with more access to social-emotional and academic support. Additional Instructional Coaches In FY24, we added 2 full-time math instructional coaches. With the addition of two K-8 math instructional coaches, our educators now have the opportunity to work side-by-side with content experts, tackle real- time classroom challenges, and continuously sharpen their teaching strategies. This investment has already started to positively impact student achievement outcomes. It would be ideal to have similar coaching in other critical content areas and also to expand our math coaching model. Considerations for Future Funding: District Level Priorities Curriculum Materials/Resources In recent years, RPS has transitioned to implementing high-quality curriculum materials in our schools to support student learning and teacher effectiveness. Unlike traditional curriculum models, where costs were largely incurred upfront and focused on print materials, these modern programs include digital components that require ongoing funding. Digital licenses provide students access to interactive learning platforms, equip teachers with continually updated digital guides, and offer teaching aids such as lesson presentations and assessments. To ensure the sustainability of these high-quality programs and maintain their benefits for students and educators, it is essential to allocate additional funds each year for digital licenses and related resources. This investment will enable us to uphold the rigor and relevance of our instructional materials in the years ahead. Additional Special Education Staff Updating our special education staffing models is critical as we respond to growing caseloads and meet student needs in both sub separate and learning centers. Considerations for Future Funding: District Level Priorities Additional Multilingual Learner (MLL) Staff RPS continues to see an increase in our MLL population. In the years to come, it is critical that we continue to update our MLL staffing model to provide our students with high-quality instruction and meet state-required time on learning requirements. Building Substitute Providing schools with access to a full-time building substitute would be helpful in effectively covering staff absences, meetings, and peer observations. RMHS Lift Van The 18-22-year-old program serves students in a critical stage of transition, focusing on equipping them with essential life skills, job readiness, and community engagement experiences. Access to consistent, reliable transportation is integral to achieving the program’s goals, as it allows students to participate in community-based learning opportunities that are vital for their personal and professional growth. Currently, the program relies on shared access to a van during the school day. However, this arrangement has proven to be highly challenging. A dedicated van for the 18-22-year-old program would resolve these challenges by: -Ensuring Consistency: Students could participate in planned activities without disruptions caused by competing demands. -Reducing Logistical Barriers: Staff would no longer need to coordinate key exchanges or manage scheduling conflicts. -Maximizing Opportunities: The program could fully implement its community-based learning plans, aligning with best practices for transition programming. Considerations for Future Funding: School Committee Investment Priorities ●Support for High-Need Groups: Build on METCO grant and summer reading opportunities; focus on high-need groups such as MLL, students with IEPs, etc. to address learning gaps. ●Program Evaluations: Continue evaluating existing programs to ensure effectiveness and efficiency. ●Executive Functioning Tools: Investment in tools to support executive functioning skills. ●Busing Needs: Address the need for bussing in general education. ●HVAC Upgrades: Consider HVAC review and upgrades in the capital plan. ●Math Coaches: The addition of these positions has had a clear impact; explore the possibility of expanding as funds allow. ●Support for Behavioral Needs: Additional support or programming to address behavioral challenges in the lower grades. ●Half-Day Fridays: Evaluate the impact of half-day Fridays at the elementary level, with a focus on maximizing time for learning. Finance Committee Budget Guidance Finance Committee Budget Guidance ●October 2024: Finance Committee, operating budget +3.5% for FY26 ●Operating Funds $52,029,875 ●Special Education Accommodated Costs +4.6% ●Total: $58,491,591 FY26 Recommended Budget FY26 Recommended Budget ●Operating Funds ($52,029,875): ○An increase of $1,754,392 over FY25 has been allocated to meet the increased costs of all contractual obligations,mandated services,and investments aligned to the district’s strategic plan. ○The district is committed to meeting all contractual obligations outlined in contracts with all 5 district bargaining units.All five bargaining units (cafeteria staff,custodians,paraprofessionals,secretaries and teachers)agreed to new contracts spanning three years,starting in FY25. ●Special Education Accommodated Costs ($6,311,716): ○An increase of $276,388 over FY25 is allocated to Accommodated Costs,which includes out-of-district special education placement tuition and transportation costs. ●Town of Reading’s Community Priorities ($150,000): ○Monies have been allocated for use toward reducing the FDK tuition fee. FY26 Budget by Cost Centers FY26 Recommend Budget by Cost Center ●Separation by Cost Center ●Dollar amounts compared with prior fiscal years ●% Change year-over-year Summary of FY26 Recommended Budget by Cost Center Compared with Prior Fiscal Years: FY26 Recommended Budget by Cost Center ●Expenditures attributed to Cost Center as a portion of overall budget ●Historical expenditure table FY26 Recommended Budget: Administration FY25 Appropriated Budget:$1,374,689 FY26 School Committee’s Recommended Budget:$1,447,959 %Change over FY25:5.33% FY26 Recommended Budget: Special Education FY25 Appropriated Budget:$17,635,574 FY26 School Committee’s Recommended Budget:$19,191,229 %Change:8.82% FY26 Recommended Budget: Regular Day FY25 Appropriated Budget:$33,077,097 FY26 School Committee’s Recommended Budget:$33,615,467 %Change:1.63% FY26 Recommended Budget: Athletics FY25 Appropriated Budget:$789,018 FY26 School Committee’s Recommended Budget: $811,079 % Change: 2.80% FY26 Recommended Budget: Extra Curricular FY25 Appropriated Budget:$81,186 FY26 School Committee’s Recommended Budget:$85,801 %Change:5.68% FY26 Recommended Budget: Health Services FY25 Appropriated Budget:$969,558 FY26 School Committee’s Recommended Budget:$1,042,252 %Change:7.50% FY26 Recommended Budget: Technology FY25 Appropriated Budget:$686,736 FY26 School Committee’s Recommended Budget:$712,344 %Change:3.72% FY26 Recommended Budget: Facilities FY25 Appropriated Budget:$1,696,953 FY26 School Committee’s Recommended Budget:$1,585,460 %Change:-6.57% Capital Plan Review Five-Year Capital Plan Provided below is a five-year capital project plan for the school district: FY26 Budget Timeline FY26 Budget Timeline At School Committee Meetings: FY 26 Superintendent's Budget Presentation and Budget Publication Jan. 14 FY 26 Budget Overview: Cost Centers Jan. 16 FY 26 Public Budget Hearing Jan. 23 Updated FY26 Budget Publication, with FAQ, released in SC packet Jan. 28 FY 26 School Committee Discussion/Vote on Recommended Budget Jan. 30 In Conversation with the Community: Finance Committee Feb. 26 Town Meeting begins READING PUBLIC SCHOOLS The Superintendent ’s FY26 Recommended Budget July 1, 2025 - June 30, 2026 “Ball” by Katherine Dougherty, RMHS Class of ’24 student in Ms. Kathleen M. Dailey’s AP Photography class Contact Information Copies of the budget document are available at the Office of the Superintendent and on the Reading Public School’s website at www.reading.k12.ma.us. For additional information or clarification on the Superintendent ’s FY26 Recommended Budget, please feel free to contact the Central Office Administration for assistance at 781-944-5800. Also, please reach out directly to the Superintendent or Director of Finance and Operations: Thomas Milaschewski, Ed.D. Phillip Littlehale Superintendent of Schools Interim Director of Finance and Operations 781-944-5800 781-670-2880 Thomas.Milaschewski@reading.k12.ma.us Philip.Littlehale@reading.k12.ma.us School Committee Members Thomas Wise, Chairperson Erin Gaffen, Vice Chairperson Shawn Brandt, School Committee Member Sarah McLaughlin, School Committee Member Carla Nazzaro, School Committee Member Charles Robinson, School Committee Member Superintendent of Schools Thomas Milaschewski, Ed.D. Reading Public Schools 82 Oakland Road Reading, Massachusetts Website: http://reading.k12.ma.us The Superintendent ’s FY26 Recommended Budget 2 District Leadership Team Central Office Administrators Sarah Hardy, Ed.D., Assistant Superintendent for Learning & Teaching Phillip Littlehale., Interim Director of Finance and Operations Michelle Roach, Human Resources Director Jennifer Stys, Ed.D., Assistant Superintendent of Student Services Other District Administrators Erin Burchill, Humanities Curriculum Coordinator Julian Carr, Network Manager Catherine Franzetti, Director of School Nutrition Kevin Gerstner, Facilities Manager Mary Giuliana, Director of Health Services Karen Hall, Multilingual Learner (MLL) Department Coordinator Joseph Huggins, Director of Facilities for Town and School Buildings Mary Anne Lynn, Interim STEM Curriculum Coordinator Cindy Marte, Co - Interim METCO Director Jerika Santiago, Co - Interim METCO Director Christopher Nelson, Director of Extended Day, Drivers Education, and Adult and Community Education Alanna Shone, R.I.S.E. Preschool Director Allison Wright, Special Education Director The Superintendent ’s FY26 Recommended Budget 3 School Administrators Reading Memorial High School Jessica Callanan, Principal Kadi Buckley, Assistant Principal Meredith Flanagan, Assistant Principal Jessica Theriault, Assistant Principal Thomas Zaya, Assistant Principal, Athletics & Extra-curricular Activities A.W. Coolidge Middle School Sarah Marchant, Principal Brienne Karow, Assistant Principal W.S. Parker Middle School Jill Story, Principal Beth Simpson, Assistant Principal Alice Barrows Elementary School Alissa Gallegos, Principal Annemarie Ring, Assistant Principal Birch Meadow Elementary School Stephen Burnham, Principal Lisa Azzarito, Assistant Principal Joshua Eaton Elementary School Caitlin Shelburne, Principal Jessica Swindell, Assistant Principal J.W. Killam Elementary School Lindsey Fulton, Principal Talia Hallett, Assistant Principal Wood End Elementary School Nicole Schwartz, Principal Jessica Hester, Assistant Principal RISE Preschool Alanna Shone, Director The Superintendent ’s FY26 Recommended Budget 4 Table of Contents INTRODUCTORY SECTION 7 Superintendent ’s Message 8 Finance Committee’s Budget Guidelines 9 School Committee’s Budget Guidance & Investment Priorities 9 Mission, Vision, Statement of Equity, and Portrait of a Graduate 10 Budget Development Process and Timeline 11 Budget Review: FY23, FY24, and FY25 Investments 13 FY26 Recommended Budget Investments 19 Major Focus Areas with No Impact to FY25 Recommended Budget 19 Funding Considerations for the Future 20 FINANCIAL SECTION 23 The Superintendent’s FY26 Recommended Budget by Cost Center 25 Administration Cost Center Summary 27 Regular Day Cost Center Summary 29 Special Education Cost Center Summary 32 School Facilities Cost Center Summary 34 District Wide Programs Summaries (Athletics, Extra Curricular, Health Services, Technology) 36 OTHER FUNDING SOURCES 45 Offset Summary 46 Special Revenue Funds 47 Federal and State Grants 49 Five-Year Capital Plan 52 The Superintendent ’s FY26 Recommended Budget 5 APPENDICES 53 APPENDIX A: Student Enrollment 54 The Superintendent ’s FY26 Recommended Budget 6 INTRODUCTORY SECTION Light Painting, RMHS Photography Club The Superintendent ’s FY26 Recommended Budget 7 Superintendent’s Message Dear Reading Community, As we present the recommended budget for FY26, we want to express our heartfelt gratitude to every member of our community for your steadfast support of our schools. Your financial contributions, combined with the time, energy, and advocacy you dedicate, are essential in fostering the success of our students. The pride and commitment that our Reading community demonstrates toward public education are truly remarkable, and on behalf of our district, I extend sincere appreciation for your ongoing partnership. The FY26 budget primarily represents a “level-service” approach, but we are thrilled to highlight an exciting milestone: the transition to universal, tuition-free kindergarten for all students in the district. Just four years ago, Reading was among the few districts in Massachusetts still charging tuition for full-day kindergarten and had the second highest tuition fee in the state. We are incredibly grateful for the leadership, advocacy, and foresight of our Reading School Committee and town leadership in implementing a multi-year plan that has made this possible. Eliminating tuition not only eases the financial burden on families but also ensures access to a high-quality kindergarten experience for every student. Alongside this transition, the only new addition in the FY26 budget is a 1.0 FTE Kindergarten teacher to address projected class sizes. As we look ahead to FY26, our focus remains on building upon the roles, programs, and initiatives implemented over the past several fiscal years to enhance student outcomes. Within this budget book, you will find updates on the impact of these investments from FY23, FY24, and FY25, which are already yielding positive results across our schools. These enhancements are particularly evident in the quality of classroom instruction and the strengthened sense of belonging and connection among our students. In a few weeks, all Reading community members will receive the 2024 RPS Annual Community Report that highlights the impact of many of these recent investments on our students. Our district remains steadfast in maximizing the impact of every dollar to support the success of our students. With your continued partnership, we are confident that these investments will further nurture an environment of academic achievement and personal growth across the district. In partnership for our students, Dr. Thomas Milaschewski Superintendent The Superintendent ’s FY26 Recommended Budget 8 Finance Committee’s Budget Guidelines In October 2024, the Finance Committee voted for a FY26 School Department budget guideline of 3.5%, over the FY25 Appropriated Budget. The increase amounted to $1,904,392. This number takes into account the prior year ’s community priority for Full-Day Kindergarten. It was added to increase the school base, and so as not to lose it as a “one-time” increase. Special Education Accommodated Costs were increased by 4.6%, or $276,388. Through the Town’s Community Priority allocation, an additional $150,000 was earmarked for the purpose of reducing the Full-Day Kindergarten (FDK) tuition fee Offset, bringing the community one step closer to providing Universal Free FDK, and moving the cumulative School Department budget totals from $56,310,311 in FY25, to $58,491,591 in FY26; an increase of 3.9%. School Committee’s Budget Guidance & Investment Priorities While presenting a level service budget, we also aim to consider investment priorities for the future. Developing a school district budget that aligns resources with the initiatives outlined in the district ’s strategic plan requires collaborative discussions on fund allocation. The Reading School Committee provided the following guidance to support the District ’s Leadership Team in shaping the FY26 Recommended Budget and identifying investment priorities moving forward: ● Support for High-Need Groups: Build on METCO grant and summer reading opportunities; focus on high-need groups such as MLL, students with IEPs, etc. to address learning gaps. ● Program Evaluations: Continue evaluating existing programs to ensure effectiveness and efficiency. ● Executive Functioning Tools: Investment in tools to support executive functioning skills. ● Busing Needs: Address the need for bussing in general education. ● HVAC Upgrades: Consider HVAC review and upgrades in the capital plan. ● Math Coaches: The addition of these positions has had a clear impact; explore the possibility of expanding as funds allow. ● Support for Behavioral Needs: Additional support or programming to address behavioral challenges in the lower grades. ● Half-Day Fridays: Evaluate the impact of half-day Fridays at the elementary level, with a focus on maximizing time for learning. The Superintendent ’s FY26 Recommended Budget 9 Mission, Vision, Statement of Equity, and Portrait of a Graduate Mission of the Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow. Vision of the Reading Public Schools It is the vision of the Reading Public Schools to instill a joy of learning by inspiring, engaging and supporting our youth to become the innovative leaders of tomorrow. We will accomplish our vision by focusing on a few key strategic initiatives that lead to a meaningful and relevant curriculum, innovative instructional practices, strong analysis and thoughtful dialogue about evidence, a collaborative and team approach to learning and teaching, and a safe and nurturing learning environment. The overall physical and behavioral well-being of our children will be our top priority, as students will not learn if they are not physically and psychologically safe. Education will truly be the shared responsibility of both the schools and the community, with families playing active roles in the schools and being full partners in ensuring the success of their children. In the interest of the entire Reading community, the school district and town government shall work cooperatively and collaboratively. As educators and members of our community, we believe that implementing this vision is our ethical responsibility to the children of the Town of Reading. Reading Public Schools’ Statement of Equity The Reading School Committee, Central Office, Directors, Principals and Leadership of the Teachers’ Association celebrate the diversity of the Reading Community and beyond by embracing differences to empower every student, staff member and family of the Reading Public Schools (RPS). We embrace all members of the community no matter where we live, what we look like, what we believe, what language we speak, who we love, or how we learn, consistent with the human dignity of all. When we are unwavering in our commitment to equity, we support every student and staff member in maximizing individual potential. This requires us to identify, analyze, and confront gaps in opportunities and outcomes for all students. Reading Memorial High School Portrait of a Graduate RPS Graduates are leaders of their own learning journey who demonstrate kindness and empathy towards others and a commitment to wellness. They persevere through challenges, embrace multiple perspectives, and aspire to be their best selves in the service of others to better our community and our world. Learn - Grow - Teach - RPS Graduates are critical thinkers and creative problem solvers. They take ownership of their learning journey and are open to struggle to foster personal growth. They are confident in their beliefs and consider the thoughts and ideas of others. They embrace collaboration to help teach others and remain curious life-long learners. Empathize - Consider Perspectives - Practice Communal Care - RPS Graduates show kindness and empathy towards others and a commitment to personal wellness and communal care. They are able to persevere through challenges and demonstrate resilience. They authentically reflect through hearing and understanding the experiences, perspectives, and needs of people around them. To navigate relationships with generosity and patience, they listen actively and compassionately. Engage - Serve - Thrive - RPS Graduates responsibly shape our world through collaboration with their community. The Superintendent ’s FY26 Recommended Budget 10 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. Budget Development Process Within the context of the Budget Guidelines established by the Finance Committee and School Committee, the District’s Mission, Vision, Statement of Equity, and 2023-2026 District Strategic Plan, the Central Office Leadership Team committed to conduct a productive and effective FY26 Budget Development Process. The approach taken by the district leaders was foundational to a successful budget process, outlined below: ● Endeavored to create a fiscally responsible budget responsive to stakeholder needs. ● Strove for alignment with the 2023-2026 District Strategic Plan Objectives: a. Supportive, Equitable and Safe Learning Environments b. Coherent instructional Systems c. School Operations d. Family and Community Engagement ● Sought to optimize funding and heighten efficiency with expense-related items. ● Engaged stakeholders, including: district and site leadership, School Committee and the town. ● Ensured that the budget development process was open, collaborative and transparent. Baseline costs were calculated for personnel and non-personnel accounts to ensure compliance with contractual and legal mandates. Projected enrollment, class sizes, student needs, and known/anticipated spending trends guided the process. The process taken to build the baseline budget involved the following: ● Aligned budgets with employment contracts and negotiated bargaining agreements. ● Calculated costs based on historical spending trends, known service/material rate changes, and anticipated requirements. ● Evaluated staffing schedules, student groupings, and caseloads based on student enrollment, class size and student needs. ● Redeployed existing resources, Grants, and Revolving Accounts to support changes in baseline operating expense and fund investment priorities. Personnel and non-personnel resources were maximized to make progress toward addressing strategic objectives include, but were not limited to the following: Personnel Non-personnel ● Utilized METCO, Department of Public Health, Special Education and other Grant funding. ● Accounted for savings generated between outgoing /budget salaries and new incoming staff. ● Allocate lunchtime/para wages and 30% of daytime custodial wages to Food Services special revenue fund. ● Considered a multi-year review of past, present, pending, and projected out of district tuition rates and changes in placements. ● Reduced/reallocated existing budgets based on historical spending patterns and anticipated future needs ● Applied School Choice funding. In summary, the Leadership Team’s approach to the FY26 budget development process was designed to: ● Engage stakeholders in a collaborative process. ● Ensure all contractual and legal obligations will be met. ● Identify spending priorities to support teaching and learning. ● Maximize existing resources through redeployment of existing resources and leveraging all funds. The Superintendent ’s FY26 Recommended Budget 11 ● Consider enrollment projections, class sizes and teacher to student ratios, and learners’ needs. Budget Timeline The budget cycle is formulated around key dates and touchpoints to have a fully approved budget in place by the start of the fiscal year. Date Task Date Task July-October November ● Craft enrollment projections ○ FY26 class sizes, groupings, staffing ratios ● Work on financial forecasts ○ Examine FY24, FY25 expenditures ○ Anticipated FY26 needs, investments, sustainability of request ● Build budgets ○ Personnel & non personnel - person by person, item by item ● Collaborate on budget priorities ○ Contract negotiations/settlements ○ Meeting student anticipated needs ○ Maximizing revenues across program/level ● Evaluate budget requests ○ Solicit feedback on necessary FY26 investments ○ Prioritize, align with district strategic objectives, determine cost and rationale for request ● Examine budget data, site/district ○ Personnel: person, position, step, degree, stipend, retirement, vacancy ○ Scheduling: teachers/paraprofessionals evaluated on effectiveness, student need ○ Non-personnel: data examined by line item, description, expenditure trend, projected use December January February April-May ● Finalize budget priorities and requests ● Finalize/publish Superintendent’s Recommended FY26 Budget Book ● January 16, 2025 ○ School Committee Budget Night ○ Q&A on Cost Center Presentations ● January 23, 2025 ○ FY26 Public Hearing ○ Questions and Responses published ● January 30, 2025 ○ School Committee vote on the Superintendent ’s Recommended FY26 Budget ● January 31, 2025 ○ Publish School Committee’s Recommended FY26 Budget Book ○ School Committee’s FY26 Budget submitted to the Town Manager ● February 26, 2025 (tentative) ○ School Committee FY26 Budget Presentation to Finance Committee ● Town Meeting Vote on FY26 Budget ○ April 28, May 1, May 5, & May 8 The Superintendent ’s FY26 Recommended Budget 12 Budget Review: FY23, FY24, and FY25 Investments Over the past three budget cycles, our district has invested heavily in new positions, programs, and supports to improve student outcomes - academically, socially, and emotionally - across our schools. Below, we provide a brief rationale for each of these recent additions and an update of their impact on our students. Collectively, these additions have significantly enhanced the quality of educational programming in all of our schools. Position Budget Year Added Description 5.0 FTE School Adjustment Counselor/METCO Coordinator at each elementary school FY23 Budget Prior to the implementation of the FY23 budget, the elementary schools did not have school counselors. We know that a student ’s sense of connectedness to their school community is one of the largest factors in determining academic success, and one of our primary strategies in improving student connectedness and belonging has been to increase student access to school counselors. Our counselors play a pivotal role in supporting students through academic, personal, and social challenges, such as navigating peer relationships, balancing academic priorities and demands, and deepening self-confidence. These roles also serve as direct liaisons and supports for our Boston resident students and families. As schools continue to see an increase in social-emotional and academic need following the pandemic, our school counselors have become increasingly critical in the educational experience of our students. Through this addition, each elementary school has a full-time School Counselor/METCO Coordinator. The funding for these roles is split between the district operating budget and the METCO grant. 1.0 FTE Director of Academic Achievement at the high school FY23 Budget This role has been instrumental in moving several key initiatives forward at RMHS, including: ● Developing five new Innovation Pathways, with significant funding from DESE (Department of Elementary and Secondary Education) and partnerships with our community, aimed at developing employable skills in high-demand occupations, connecting learning to authentic and real-world settings, and aligning school-based opportunities to the ever-expanding interests of our students. ● Scaling our paid senior internship program to include close to 200 students and 60 community partners, enabling seniors to experience career exploration through a wide range of work-based learning opportunities. The Superintendent ’s FY26 Recommended Budget 13 ● Developing partnerships with several local universities to expand dual-enrollment opportunities, enabling students to gain college credits while taking courses at RMHS. ● Restructuring our school-based Instructional Leadership Team to empower and support our Department Heads, leading to significant improvements in teaching and learning in classrooms across the school. Ms. Callanan was originally hired into this role in 2022, but shifted to the interim principal role in 2023. As she moved to the interim principal role, Ms. Callanan maintained the job responsibilities associated with the Director of Academic Achievement position. The Director of Academic Achievement position was reallocated to an additional Assistant Principal position, which has been maintained in the FY26 budget. 1.0 FTE teacher in the English Language Learner department and translation services .20 FTE increase to English Language Coordinator 1.5 FTEs of ESL (English as a Second Language) teacher positions FY23 Budget FY24 Budget We have seen a significant increase of multilingual learners (MLL) in our district over the past several years, growing from 42 in October 2018 to 74 in October 2023. As the MLL population continues to grow in the district, these positions are crucial in ensuring appropriate group ratios, services, and instruction for our English Language Learners. With a high number of MLL students assessing as beginner-level English proficiency in 2022, the district saw a need for additional teachers. We continue to see an increase in our MLL population with this addition being utilized to provide weekly recommended instructional hours to students. Supporting the language development of MLL students is essential to their academic and social progress in school. .20 FTE staff in the Stepping Stones Program FY23 Budget This position continues to provide five full days of academic support to high school students’ returning to school from hospital and out-of-school settings. This can be a challenging transition for students and the additional support has been instrumental in building out this program. 1.0 FTE increase in School Counselors at the middle school level 1.0 FTE Social Worker increase for the REACH program at the middle school level FY23 Budget The REACH (Resiliency, Executive Functioning, Academics, Coping Strategies, Habits of Mind) program moved from Coolidge Middle School to Parker Middle School during the 2022-2023 school year, creating a need at the high school and middle school level for increased support. The investment in these resources has increased access for social emotional support to students, equalized social emotional support available to students across both Coolidge and Parker Middle Schools. The Superintendent ’s FY26 Recommended Budget 14 Investing in these positions contributes valuable resources that enhance students' access to social and emotional support at the secondary level. 1.0 FTE Nurse FY23 Budget The addition of this position has expanded support to students and positions the Director of K-12 Health Services to oversee the district wide health services and be available to provide direct services to students as needed. Students now have more access to district wide health programming through the actionable work of the Director of Health Services. .40 FTE District Data Specialist FY23 Budget As the district continues to expand analysis of student performance and targeted interventions, increasing the District Data Specialist role from 0.6 to 1.0 FTE provided for oversight of curriculum applications, adoption of assessments and benchmarking data diagnostics. The data specialist is charged with compiling student data from a variety of sources and creating data displays for district and school leaders to ensure the accurate use of data in decision making, analysis of trends and reporting of progress. For example, the data specialist created and monitors a data dashboard for each school to track student attendance based on a need to reduce the number of students who are chronically absent. Additionally, the data specialist manages assessment platforms and compiles data required for state reporting. The data specialist supports the district's data-driven approach through statistical analysis of data from student assessments supporting an environment of continuous improvement. 5.0 FTE Elementary Assistant Principals FY24 Budget All 5 of our elementary schools now have a full-time Assistant Principal. Prior to the FY24 budget, our elementary schools each had a full-time teacher who received a stipend to serve as a part-time Assistant Principal. Investing in building leadership is at the core of improving academic outcomes. A 2012 study of the impact of principals noted that “highly effective principals raise the achievement of a typical student in their schools by between two and seven months of learning in a single school year; ineffective principals lower achievement by the same amount.” Given this impact, a recent research analysis by the Wallace Foundation noted “it is difficult to envision an investment in K-12 education with a higher ceiling on its potential return than improving school leadership.” While our district continues to invest in professional development and individualized coaching for principals, our administrative structure at the elementary level posed a barrier to leveraging the impact of principals on The Superintendent ’s FY26 Recommended Budget 15 student outcomes. With the significant changes in the field of education, especially within the last 5 years, the roles of building leaders have become exponentially more challenging. Within Reading, our adoption of high-quality curriculum materials, our increased enrollment of diverse populations, and our increases in student social-emotional and academic needs have all added significant responsibilities and expectations to those leading our buildings. These shifts also highlight the need for principals to act as instructional leaders in their schools. To do so, it was necessary to provide the staffing required to ensure the responsibilities and management of our buildings was done efficiently and effectively to create structures for success in our schools. To support all our students, families, educators, and principals, elementary assistant principals share building-level responsibilities including (but not limited to) teacher evaluations, programmatic support, family and community engagement, and responding to day-to-day needs, allowing our principals to enhance their own capacity as leaders of learning communities. Overall, these new roles provide our elementary schools with the administrative leadership structure necessary to harness the impact of principal leadership on students. This new structure also creates an internal pipeline of leadership talent to fill principal vacancies as they arise in this district. 2.0 FTE K-8 Math Coaches FY24 Budget These roles were developed to improve math outcomes in our district by providing teachers with access to consistent, job-embedded coaching and support. K-8 math coaches are integrating externally provided training into our district while working within our existing frameworks alongside our educators. They support increased implementation of high-quality curriculum materials, improve instructional practices, and foster deeper opportunities for rigorous math learning. This includes ensuring vertical and horizontal alignment, embedding educator professional learning into daily teaching cycles, and offering targeted training opportunities, collaborative sessions with teacher groups, and personalized 1:1 coaching. Furthermore, they play a crucial role in onboarding new staff, ensuring sustained implementation of our curriculum materials beyond the initial adoption phase. We are seeing increased utilization and impact of the K-8 Math Coaches, as outlined in the 2024 RPS Annual Community Report.. 1.0 FTE Middle School Adjustment Counselor/METCO FY24 Budget With an increased need to support the social-emotional and behavioral health of our students, this shared Middle School The Superintendent ’s FY26 Recommended Budget 16 (Metropolitan Council for Educational Opportunity) Coordinator Adjustment Counselor/METCO Coordinator position supports the social-emotional and behavioral health of students and the goals of the METCO program at Coolidge and Parker Middle Schools. This role mirrors the School Adjustment Counselor/METCO Coordinator roles in our five elementary schools. This new role has received positive feedback from our students, staff, and families in the impact it is having on students academically, socially, and emotionally. The funding for this role is split between the district operating budget and the METCO grant. 1.0 FTE RMHS METCO Coordinator FY24 Budget This role helps to support all students, specially Boston resident students as we see an increase in enrollment. This role has been pivotal in serving as a liaison with students, families, and staff regarding the academic and social-emotional progress of students. This role is funded fully through the METCO grant. 1.0 FTE 1 to 1 Nurse FY24 Budget This 1 to 1 nurse is required to meet an individual student ’s medical need for the student to access the school setting. 3.0 FTE High School Counselors FY24 Budget In the last two budget cycles, 3.0 FTE counselors were added at RMHS in the following capacities: ● 1.0 FTE allocated full-time to the Stepping Stones program ● 1.0 FTE allocated to school-wide counseling and social-emotional support for all student ● 1.0 FTE allocated to the RMHS Guidance Department 1.0 FTE Elementary Special Education Teacher FY24 Budget This position continues to be a requirement to ensure compliance with IEP (Individualized Education Plan) services. This position at Joshua Eaton provides inclusion and direct instruction to students who require special education literacy and math instruction. 1.0 FTE Middle School Special Education Teacher FY24 Budget The addition of this position at Coolidge ensures compliance with IEP services. This position at Coolidge provides inclusion and direct instruction to students who require special education literacy and math instruction. 2.6 FTE Special Education Team Chairs FY24 Budget To ensure consistency with practice and compliance, the additional team chair positions allow each school to have at least one full-time special education administrator. This allows the team chairs to have a direct role in instructional support within special education classrooms. Additionally, they are responsible for implementing the reading protocol, as needed, The Superintendent ’s FY26 Recommended Budget 17 during the evaluation process to ensure all students have access to appropriate instruction and data collection methods. 1.0 Board Certified Behavior Analyst (BCBA) FY24 Budget In alignment with the special education program review recommendations, this additional BCBA provides support for students enrolled in the SOAR (Social Skills Organizational Skills Academics in Real World Situations)/EMBARC (Education Meaningful Inclusion, Becoming Independent, Advocacy, Relaxation, and Leisure Activities, Community Integration) programs. This position serves students in Preschool to grade 12. The primary role of the BCBA is to provide consultative support to teams and families regarding evaluations, behavioral interventions, and data collection. 1.0 Secondary Transition Specialist FY24 Budget In alignment with the special education program review recommendations, this position provides direct evaluation and transition planning support for students ages 14-22. This position supports teams and students to identify the skills needed to further their post schooling endeavors. As part of the IEP process for all students there must be a transition plan beginning at age 14. The transition specialist helps develop an evaluation protocol and education support to make sure all students who receive special education services are prepared for their post-secondary transition. Additionally, for students who need more specific job, leisure and life skills this position helps support community-based learning activities. Speech Language Pathologist from 0.4 FTE to 1.0 FTE FY25 Budget Due to growing caseloads, the need for program expansion, and the demands of IEPs, we increased one Speech Language Pathologist from 0.4 FTE to 1.0 FTE. An increase to this position was critical to meet the needs of students and provide improved outcomes outlined in Individualized Education Plans (IEPs). Elementary LEAD Program Teacher (1.0 FTE) FY25 Budget To meet the needs of students in the LEAD program at Joshua Eaton Elementary School, we added an additional 1.0 teaching position. Originally a 1-year, .5 role, this investment aimed to ensure consistency in providing effective instruction aligned with the goals and objectives outlined in student IEPs and specifically provide direct structured multisensory reading instruction by certified staff.. High School Administrative Assistant (1.0 FTE) FY25 Budget Increasing staffing in the high school main office has provided more support to students, staff, and families and created more equity in office staffing ratios with other schools in the district. The Superintendent ’s FY26 Recommended Budget 18 ESSER Funded Positions: 2.0 FTE Secondary Guidance Counselors and 1.0 FTE Middle School Special Education Teacher. FY25 Budget Positions that were funded through the ESSER grant through FY24 were evaluated to determine sustaining these roles long term. The FY25 budget included these three positions which were previously funded by the ESSER grant. The incorporation of these positions into the operating budget ensures compliance with IEPs and supports the behavioral health of our students 1 Year 1.0 FTE Parker METCO Coordinator FY25 Budget This role helps to support all students, specially Boston resident students as we see an increase in enrollment. This role has been pivotal in serving as a liaison with students, families, and staff regarding the academic and social-emotional progress of students. This role is funded fully through the METCO grant and was a 1-year position. FY26 Recommended Budget Investments The following positions/initiatives have been identified as priorities and are funded in the FY26 budget: Kindergarten Teacher 1.0 FTE: Due to a projected increase in Kindergarten enrollment, we will be adding an additional 1.0 FTE Kindergarten teacher. This will ensure that class sizes remain in optional ranges of size. We will continue to monitor Kindergarten enrollment numbers against projections, and make any necessary adjustments as the registration season moves forward this winter/spring. Transition to Universal, Tuition Free Kindergarten: In 2020-2021, Reading was one of only 23 communities in Massachusetts to charge tuition for full-day kindergarten and had the second highest tuition in the state. In partnership with the School Committee and the Town of Reading, we developed a multi-year plan to move towards universal tuition free kindergarten that included dropping the tuition each year since 2020-2021. We believe in the importance of ensuring that all families have access to a high-quality, accessible early childhood experience and are thrilled that this budget proposes universal, tuition free kindergarten for the start of the 2025-2026 school year. *We are continuing to monitor our METCO leadership structure and will inform the community of any METCO budget related adjustments as we move into the spring of 2025 Major Focus Areas with No Impact to FY25 Recommended Budget Accelerating Futures: RMHS Innovation Career Pathways & Dual Enrollment Expansion Reading Memorial High School was approved by DESE to move forward with two Innovation Career Pathways (ICP) in the 2023-24 academic year. This program immerses students in intensive coursework and real-world training in fields like Computer Science, Engineering, Digital Media, Clean Energy, Healthcare, and Social Assistance. With $625,000 in recent state grants and 175 students enrolled in the 2024–2025 school year, RMHS is opening doors to rewarding career paths and giving students a head start in today’s economy. Offering Dual Enrollment (DE) through partnerships with top institutions like UMass Lowell, RMHS students even have the chance to earn college credits, The Superintendent ’s FY26 Recommended Budget 19 bringing them closer to their career dreams while still in high school. With a focus on both education and practical skills, RMHS is preparing the next generation to thrive in Massachusetts’ vibrant workforce and make meaningful contributions to their communities. This reflects our ongoing commitment to securing grant funding to support critical programming in our district. Funding Considerations for the Future The FY26 recommended budget makes great strides toward moving our district forward and we are grateful for the community’s ongoing support. As demonstrated above by the approach and process we took to develop the FY26 recommended budget, certain items were prioritized to achieve the greatest and most immediate impact on student outcomes. In addition to what’s funded in the FY26 recommended budget, our team continues to explore many other priorities that have emerged throughout the budget process. Those items are outlined below (not in order of importance/priority): Preschool and Elementary Level Priorities: Social Emotional Learning (SEL) Curriculum: The elementary SEL Curriculum, Open Circle, has been in place for many years, but in recent years, teachers have reported the content of the program does not provide adequate instruction in social-emotional competencies. A curriculum review in the area of SEL is underway to examine district-wide SEL practices and supports. Several elementary schools are piloting a new SEL curriculum with the goal of identifying a curriculum to utilize for SEL instruction. A new SEL curriculum would improve student access to developmentally appropriate, explicit instruction in SEL and allows schools to build consistent vocabulary and expectations that support positive school environments. Additional Tier II Interventionists (math and literacy): Tier II Interventionists play an important role in ensuring students receive required academic interventions. In addition to the core, grade-level classroom instruction, some students benefit from additional instruction, often in small groups to reinforce, practice and reteach material. We are continuously looking for ways to improve and expand our Tier II model. Secondary Level Priorities: Health Teacher (Middle Level): Currently at Coolidge Middle School, the health curriculum is delivered as part of students’ physical education classes by the two PE teachers. While not required, it is recommended that health classes be taught by a licensed health teacher, and only one of the Coolidge PE teachers holds that educator license. Adding a health teacher would improve the quality of instruction in health-related skills, which are essential to the development of middle school students. This additional teacher would also allow alignment in the model for health instruction between the two middle schools. SEL Programming: It is important to foster a robust SEL curriculum and programming in order to meet the social, emotional needs of our current study population. Partnering with outside organizations builds the capacity of our students, teachers, and families and caregivers to see outside of themselves. Programming such as Challenge Day or Urban Improv Rehearsal for Life are great partners who can help build this aspect for students. RMHS ASL Teacher: RMHS offered ASL as a language course for the first time in 2024-2025. RMHS is already seeing an increase in interest in ASL and will need to add and adjust staffing in the future to align to student interest. RMHS Tier 2 Teacher: RMHS continues to explore various models to provide stronger and more timely Tier 2 interventions for students. For example, in the past, this has included the development and pilot of the academic The Superintendent ’s FY26 Recommended Budget 20 lab within the RMHS library. In the future, this model could include a designated staff member to oversee and facilitate a space for Tier 2 interventions. More conversations on this topic will continue in the years to come. District Level Priorities: Additional METCO Coordinator/School Adjustment Counselor (SAC): The middle school METCO Coordinator/SAC is split between two buildings. Moving to a model where each of our middle schools had a full-time METCO Coordinator/SAC would provide each of our middle school students with more access to social-emotional and academic support. Additional Instructional Coaches: In FY24, we added 2 full-time math instructional coaches. With the addition of two K-8 math instructional coaches, our educators now have the opportunity to work side-by-side with content experts, tackle real-time classroom challenges, and continuously sharpen their teaching strategies. This investment has already started to positively impact student achievement outcomes. It would be ideal to have similar coaching in other critical content areas and also to expand our math coaching model. Curriculum Materials/Resources: In recent years, RPS has transitioned to implementing high-quality curriculum materials in our schools to support student learning and teacher effectiveness. Unlike traditional curriculum models, where costs were largely incurred upfront and focused on print materials, these modern programs include digital components that require ongoing funding. Digital licenses provide students access to interactive learning platforms, equip teachers with continually updated digital guides, and offer teaching aids such as lesson presentations and assessments. To ensure the sustainability of these high-quality programs and maintain their benefits for students and educators, it is essential to allocate additional funds each year for digital licenses and related resources. This investment will enable us to uphold the rigor and relevance of our instructional materials in the years ahead. Additional Special Education Staff: Updating our special education staffing models is critical as we respond to growing caseloads and meet student needs in both sub separate and learning centers. Additional Multilingual Learner (MLL) Staff: RPS continues to see an increase in our MLL population. In the years to come, it is critical that we continue to update our MLL staffing model to provide our students with high-quality instruction and meet state-required time on learning requirements. Building Substitute: Providing schools with access to a full-time building substitute would be helpful in effectively covering staff absences, meetings, and peer observations. RMHS Lift Van: The 18-22-year-old program serves students in a critical stage of transition, focusing on equipping them with essential life skills, job readiness, and community engagement experiences. Access to consistent, reliable transportation is integral to achieving the program’s goals, as it allows students to participate in community-based learning opportunities that are vital for their personal and professional growth. Currently, the program relies on shared access to a van during the school day. However, this arrangement has proven to be highly challenging. A dedicated van for the 18-22-year-old program would resolve these challenges by: ● Ensuring Consistency: Students could participate in planned activities without disruptions caused by competing demands. ● Reducing Logistical Barriers: Staff would no longer need to coordinate key exchanges or manage scheduling conflicts. The Superintendent ’s FY26 Recommended Budget 21 ● Maximizing Opportunities: The program could fully implement its community-based learning plans, aligning with best practices for transition programming. The Superintendent ’s FY26 Recommended Budget 22 FINANCIAL SECTION Wood End Students with children’s book author, Olympian, and advocate Ibtihaj Muhammad The Superintendent ’s FY26 Recommended Budget 23 FINANCIAL SECTION In summary, the FY26 Budget is defined into the following sections: ● Operating Funds ($52,029,875): ○ An increase of $1,754,392 over FY25 has been allocated to meet the increased costs of all contractual obligations, mandated services, and investments aligned to the district ’s strategic plan. ○ The district is committed to meeting all contractual obligations outlined in contracts with all 5 district bargaining units. All five bargaining units (cafeteria staff, custodians, paraprofessionals, secretaries and teachers) agreed to new contracts spanning three years, starting in FY25. ● Special Education Accommodated Costs ($6,311,716): ○ An increase of $276,388 over FY25 is allocated to Accommodated Costs, which includes out-of-district special education placement tuition and transportation costs. ● Town of Reading ’s Community Priorities ($150,000): ○ Monies have been allocated for use toward reducing the FDK tuition fee. The leadership team used financial, staffing and student outcome data to identify trends, analyze resource allocations, and make strategic decisions. In addition to contractual obligations and mandated services, spending trends and projected student needs were factored into the allocation of funds when developing the FY26 Recommended Budget. In the section to follow, the district’s finances are summarized and detailed by the Cost Center. The following information can be found within each subsection: 1. Summary of FY26 Recommended Budget by Cost Center Compared with Prior Fiscal Years 2. A chart summarizing the Cost Center expenses by category, expressed as a percentage 3. A table summarizing the Cost Center compared with prior fiscal years 4. Detailed information for the FY25 Appropriated and FY26 Recommended Budgets by org and object codes, in comparison with actual expenditures for FY22, FY23 and FY24, for each Cost Center The Superintendent ’s FY26 Recommended Budget 24 The Superintendent’s FY26 Recommended Budget by Cost Center During the current fiscal year, the administration is authorized to transfer funds within any Cost Center. The transfer of funds between Cost Centers occurs when a recommendation is made and substantiated by the District Finance Director at the time of the quarterly financial report presentations. The School Committee must approve the transfer through a majority vote. The table below provides a comparison of the dollar amounts of the recommended budget as compared with prior fiscal years. The actual expended amounts for FY22, FY23, FY24, the Appropriated FY25 Budget and the School Committee’s FY26 Recommended Budget are noted. The totals are separated by eight Cost Centers: Administration, Regular Day, Special Education, School Facilities, Athletics, Extra Curricular, Health Services, and Technology. The table below also provides the percentage change between the FY26 Recommended Budget and the FY25 Appropriated Budget by Cost Center: Summary of FY26 Recommended Budget by Cost Center Compared with Prior Fiscal Years: Proportion of Spending, FY26 Recommended Budget by Cost Center Compared with Prior Fiscal Years: The pie chart below provides a visual representation of expenditures attributed to each Cost Center in the School Committee’s FY26 Recommended Budget. The Superintendent ’s FY26 Recommended Budget 25 Cost Center Percentage to Total Budgets and Expenditures: In the table below, personnel and non-personnel actual expenditures are reflected for FY22 through FY24, the FY25 Appropriated Budget and the FY26 Recommended Budget. Budgets have the following makeup: ● Personnel: professional salaries, clerical salaries, and other salaries (i.e. paraprofessionals and substitutes) ● Non-personnel: contracted services, supplies and materials and other expenses categories (i.e. dues, memberships, professional development, technology and equipment) FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: The Superintendent ’s FY26 Recommended Budget 26 Administration Cost Center Summary FY25 Appropriated Budget: $1,374,689 FY26 School Committee’s Recommended Budget: $1,447,959 % Change over FY25: 5.33% Primary Function: The Administration Cost Center includes the salaries and expenses for Central Office and some District-wide administration which includes the following primary functions: School Committee, Superintendent, Assistant Superintendent, Business and Finance, Human Resources, and District-wide Data and Information Management. The Administration Cost Center currently accounts for 2.48% of the total district budget. The FY26 Recommended Budget for the Administration Cost Center summary follows, with a comparison provided for previous years. A 0% change indicates the budget for that line was “level funded” providing the same funding as in the previous year. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: The pie chart below shows the components of the Administration budget by percentage. Cost Center (Administration) Percentage to Total Budgets and Expenditures: The Superintendent ’s FY26 Recommended Budget 27 Budget Detail, Administration Cost Center: The Superintendent ’s FY26 Recommended Budget 28 Regular Day Cost Center Summary FY25 Appropriated Budget: $33,077,097 FY26 School Committee’s Recommended Budget: $33,615,467 % Change: 1.63% Primary Function: The Regular Day Cost Center encompasses all personnel and non-personnel expenses related to delivering core, general education instructional programs to our students. Personnel costs for school principals, instructional and support staff, as well as non-personnel costs related to curriculum materials; professional development; instructional materials, supplies, and equipment; instructional technology; library materials and technology; and other instructional services are captured in this Cost Center budget. The Regular Day Cost Center budget accounts for 57.47% of the total School Committee’s FY26 Recommended Budget. The FY26 Recommended Budget for the Regular Day Cost Center summary is as follows, with a comparison provided for previous years. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: Cost Center (Regular Day) Percentage to Total Budgets and Expenditures: The Superintendent ’s FY26 Recommended Budget 29 Budget Detail, Regular Day Cost Center: The Superintendent ’s FY26 Recommended Budget 30 Budget Detail, Regular Day Cost Center (continued): The Superintendent ’s FY26 Recommended Budget 31 Special Education Cost Center Summary FY25 Appropriated Budget: $17,635,574 FY26 School Committee’s Recommended Budget: $19,191,229 % Change: 8.82% Primary Function: The Special Education Cost Center encompasses all personnel and non-personnel expenses necessary to deliver special education and related services to students in our school community. As mandated by the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Americans with Disabilities Act, we strive to provide programs and services to allow our students with disabilities to be educated in the least restrictive environment that enables them to make effective progress. In FY26, the Special Education Cost Center makes up 32.81% of the School Committee’s FY26 Recommended Budget. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: Cost Center (Special Education) Percentage to Total Budget and Expenditures The Superintendent ’s FY26 Recommended Budget 32 Budget Detail, Special Education Cost Center: The Superintendent ’s FY26 Recommended Budget 33 Budget Detail, Special Education Cost Center (continued): School Facilities Cost Center Summary FY25 Appropriated Budget: $1,696,953 FY26 School Committee’s Recommended Budget: $1,585,460 % Change: -6.57% Primary Function: The Town of Reading’s Facilities Department supports the Reading Public Schools. The School Building Facilities budget funds the salaries and expenses necessary to clean and maintain our eight school buildings, preschool program, and central office spaces, which makes up 85% of the square feet of all municipal buildings, or a total of 935,000 square feet. The Facilities Department also provides the necessary services to facilitate building use for internal and external users. The School Building Facilities budget accounts for 2.71% of the School Committee’s FY26 Recommended Budget. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: The Superintendent ’s FY26 Recommended Budget 34 Cost Center (School Facilities) Percentage to Total Budget and Expenditures Budget Detail, School Facilities Cost Center: The Superintendent ’s FY26 Recommended Budget 35 Athletics Cost Center Summary FY25 Appropriated Budget: $789,018 FY26 School Committee’s Recommended Budget: $811,079 % Change: 2.80% Primary Function: The Athletics program budget funds the salaries and expenses necessary to operate the High School athletics program. The Athletics budget accounts for 1.39% of the School Committee’s FY26 Recommended Budget. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: Cost Center (Athletics) Percentage to Total Budget and Expenditures The Superintendent ’s FY26 Recommended Budget 36 Budget Detail, Athletics Cost Center: The Superintendent ’s FY26 Recommended Budget 37 Student Participation in Athletics: Note: “*” depicts sports that have not had their season yet. The Superintendent ’s FY26 Recommended Budget 38 Extra Curricular Cost Center Summary FY25 Appropriated Budget: $81,186 FY26 School Committee’s Recommended Budget: $85,801 % Change: 5.68% Primary Function: The Extra-Curricular Activities Program budget funds the salaries, stipends, and a small portion of the expenses necessary to offer extra-curricular activities at the high school. The Extra Curricular budget accounts for 0.15% of the School Committee’s FY26 Recommended Budget. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: Cost Center (Extra Curricular) Percentage to Total Budget and Expenditures The Superintendent ’s FY26 Recommended Budget 39 Budget Detail, Extra Curricular Cost Center: Student Participation in Extracurriculars: The Superintendent ’s FY26 Recommended Budget 40 Health Services Cost Center Summary FY25 Appropriated Budget: $969,558 FY26 School Committee’s Recommended Budget: $1,042,252 % Change: 7.50% Primary Function: The Health Services budget pays for the salaries and expenses for servicing the daily medical needs of the district’s student population. School nurses provide mandated health screenings, illness assessments, first aid, daily medication and treatments, and support of students with chronic health issues including allergies, asthma, diabetes, and gastrointestinal, autoimmune, and neurological disorders. We communicate with families and providers to develop and maintain accommodation plans and individualized student health care plans to support medical needs at school. The Health Services budget accounts for 1.78% of the School Committee’s FY26 Recommended Budget. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: Cost Center (Health Services) Percentage to Total Budget and Expenditures The Superintendent ’s FY26 Recommended Budget 41 Budget Detail, Health Services Cost Center: The Superintendent ’s FY26 Recommended Budget 42 Technology Cost Center Summary FY25 Appropriated Budget: $686,736 FY26 School Committee’s Recommended Budget: $712,344 % Change: 3.72% Primary Function: The Districtwide Networking and Technology Maintenance budget funds the salaries and expenses required to operate and maintain our technology infrastructure including our wide area network, wireless networks, servers, computer hardware and peripheral devices, clocks and bells systems and telecommunications equipment. The Technology budget accounts for 1.22% of the School Committee’s FY26 Recommended Budget. FY26 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years: Cost Center (Technology) Percentage to Total Budget and Expenditures The Superintendent ’s FY26 Recommended Budget 43 Budget Detail, Technology Cost Center: The Superintendent ’s FY26 Recommended Budget 44 OTHER FUNDING SOURCES Elementary and Middle School Students Participating in the 2024 Hour of Code The Superintendent ’s FY26 Recommended Budget 45 Offset Summary Several fee-based Special Revenue Funds and Grants have been allocated to offset direct and indirect costs of the operating budget. In the charts below, the reader will find a summary of current year and FY26 Recommended Budget Offsets by Special Revenue Fund compared with FY25’s Appropriated Budget and the allocation of FY26 Recommended Offsets by Cost Center: The Superintendent ’s FY26 Recommended Budget 46 Special Revenue Funds The district maintains thirty-four separate special revenue funds that were created and are required to be maintained in accordance with Massachusetts General Laws and Department of Revenue Division of Local Service’s guidance for Costing Municipal Services. Special Revenue Funds are established to dedicate a specific source of revenue from fees or charges to pay expenses associated with providing the services for which the payment was made. Special Revenue Funds also consist of donation accounts. The sources of revenue for these funds vary by the nature of the fund and includes sales of meals, participation fees, user fees, ticket sales, donations, and tuition. The type of expenditure for the funds also varies by the nature of the fund and include salaries, supplies and materials, technology, contracted services, software licenses and other expenses. The FY24 and FY25 beginning year balances are provided in the table below with the calculated FY24 Gain/Loss: Special Revenue Funds The Superintendent ’s FY26 Recommended Budget 47 A description of each category of the district ’s special revenue funds is outlined below: ● Athletics: Fees are paid by families for students’ participation in athletics. ● Community Education, Drivers Education, Summer Programs: Fees are paid by families for students to participate in drivers’ education and summer programs. Fees paid by individuals for participation in Community Education events and courses. ● Drama and Band: Fees are paid by families for students’ participation in after school drama and bands programs. ● Extended Day: Fees are paid by families for students to participate in extended day programs before and after-school. ● Extracurricular Activities: Fees are paid by families for students to participate in afterschool band and fine and performing arts activities. ● Full-Day Kindergarten: Fees are paid by families for enrollment in the Full-Day Kindergarten program. ● Guidance: Fees are paid by families for students to take PSAT, SAT and AP tests. ● R.I.S.E. Preschool: Fees are paid by families for enrollment in the R.I.S.E. preschool program. ● Special Education Tuition: Fees paid by another public school district for students to attend special education programs in Reading. ● School Choice: Allows families to enroll their children in schools in communities other than the city or town in which they reside. Tuition is paid by the sending district to the receiving district. ● School Lunch: Revenues are generated through state and federal reimbursements and lunch-time a la carte sales. ● Transportation: Fees are paid by families for students to ride existing bus routes, based on seats available. The Superintendent ’s FY26 Recommended Budget 48 ● Use of School Property: Some community organizations which use school facilities pay a fee for space and/or custodial coverage. ● Lost Books: Fees are collected and used to replace lost or damaged books. ● Gifts/Donations: Restricted donations for specific purposes and unrestricted donations for general use are made to the School Committee for approval and acceptance in accordance with School Committee Policy Federal and State Grants In addition to the Operating and Special Revenue Funds, our district is supported in FY25 by state, federal, and private grants. Grant expenditures are tracked monthly and reviewed periodically with grant coordinators. A list of the grants, descriptions, and award amounts are provided below compared with prior year awards. Grants are approved by the School Committee as funding is awarded. The FY25 Quarter 2 balances for each grant awarded between FY24 and FY25 are provided in the table below: Descriptions and acceptable uses of each State and Federal grant follows below: State Grants: ● METCO: The Metropolitan Council for Educational Opportunity is a state funded, voluntary educational desegregation program designed to eliminate racial imbalance through the busing of children from Boston, MA and Springfield, MA to suburban public schools in thirty-eight communities. These funds pay for program coordination, transportation, instructional services, and community engagement related to Boston resident students attending Reading Public Schools through participation in the METCO program. The Superintendent ’s FY26 Recommended Budget 49 ● METCO BBI: The METCO Boston Bridges Initiative grant was awarded to support two 2024 Reading METCO program activities. The grant will specifically fund our Boston Kite and Bike Festival in May 2024, along with funding our Franklin Park Zoo Lights event in the Fall of 2024. ● METCO REI: Fund the implementation of Racial Equity and Inclusion (REI) initiatives within the METCO program. ● Northeast Food for Schools: This opportunity has been proposed to increase the capacity to procure local unprocessed/minimally processed foods, and foods from local producers (including farmers, food hubs, and fishermen). ● Department of Public Health: Provides for mandated screenings, professional development, and substitute coverage for nurses. ● Innovation Career Pathways Support: Designed to give students coursework and experience in a specific high-demand industry, such as information technology, engineering, healthcare, life sciences and advanced manufacturing. Also, to create strong partnerships with employers in order to expose students to career options and help them develop knowledge and skills related to their chosen field of study before they graduate high school. ● Skills Capital Technology and Equipment: Used to support Innovation Career Pathways in Advanced Manufacturing and Information (Computer Science and Digital Media). Skills Capital funding is for equipment to build out and bolster programming. A majority of the grant will be used to fund approximately half of the digital autopsy table (Anatomage Virtual Cadaver Table) that will bolster programming in science classes by providing students hands-on experiences on a daily basis while in school. ● Special Earmark- Anatomy Table: Fund a portion of the digital autopsy table (Anatomage Virtual Cadaver Table). ● MyCAP: Provide supplementary support to school districts currently engaged in or interested in beginning implementation of My Career and Academic Plan. MyCAP is a student-driven process designed to ensure all students graduate from high school college and career ready. The MyCAP process requires schools to create a scope and sequence to implement MyCAP. And the grant provides planning team members the supplementary support necessary to attend professional development and team meetings outside-of- school hours. ● High-Quality Instructional Materials (HQIM) Professional Development and Purchase Opportunity (PDPO): Provide funding for districts to effectively implement HQIM in alignment with their district's instructional vision and the DESE Educational Vision for deeper learning. Reading Public Schools grant application outlined two professional development opportunities to strengthen our implementation of Illustrative Math (IM) in grades K-6. Federal Grants: ● Title I: Assists schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. These funds are allocated to paraprofessional and extended school year instructional services. ● Title II A: Provides supplemental resources to school districts to support systems of support for excellent teaching and learning. The priorities of Title IIA are to: increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders. These funds are allocated to provide professional development for teachers. The Superintendent ’s FY26 Recommended Budget 50 ● Title IV: Ensures that all students have access to a high-quality educational experience. The priorities of Title IV are to: support well-rounded educational opportunities; support safe and healthy students; and support effective use of technology. These funds pay for technology integration activities and materials for teachers and classrooms. ● IDEA 240: Provides appropriate special education services for eligible students and to maintain state/local effort in special education. These funds pay for special education paras, BCBA, and professional development. ● IDEA 262: Ensures that eligible 3, 4, and 5-year-old children with disabilities receive a free and appropriate public education that includes special education and related services designed to meet their individual needs in the least restrictive environment. These funds pay for early childhood instruction and professional development. ● IDEA IEP (Part B): Support schools and districts to implement the IEP improvement project, with an emphasis on transitioning to the utilization of the newly revised forms and process. ● Chronic Absences: Provide funds to support schools and districts with a goal of reducing chronic absenteeism. The source of this funding was Federal ESSER III State Set-Aside (CFDA 84.425U). ● Implementing Strategies to Reduce or Eliminate Time out Rooms: Support schools and districts as they implement strategies, interventions, and supports to reduce or eliminate the use of time-out rooms and increase the amount of time that students spend learning alongside their peers. Expected outcomes include: improved student emotional and behavioral regulation (self- and/or co-regulation) and overall school climate, as well as increased collaboration and communication among school staff, parents, and the community. The Superintendent ’s FY26 Recommended Budget 51 Five-Year Capital Plan A Capital Project is a project that helps maintain or improve a Town asset. It is a new construction, expansion, renovation, or replacement project for an existing facility or facilities. Typically, the project will have a total cost of at least $10,000 and a life span of five or more years. Provided below is a five-year capital project plan for the school district: The Superintendent ’s FY26 Recommended Budget 52 APPENDICES RMHS Band and Color Guard at the NESBA Finals, earning a Division II Gold Medal The Superintendent ’s FY26 Recommended Budget 53 APPENDIX A: Student Enrollment Student Enrollment On October 1 of each year, Reading Public Schools are required to record, verify, and report the total number of students enrolled by grade to DESE. DESE and the Commonwealth of Massachusetts use October 1 enrollment to calculate Foundation Enrollment and Chapter 70 Funding. October 1 enrollment is also used by the district ’s administration to project class sizes and to identify trends in enrollment for subsequent years, which forms the baseline upon which the district’s personnel and non-personnel operating budget is developed. The reported October 1 enrollment can be found below: 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. 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 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 Superintendent ’s FY26 Recommended Budget 54 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: The Superintendent ’s FY26 Recommended Budget 55 Additional Student Enrollment Data: The Superintendent ’s FY26 Recommended Budget 56 The Superintendent ’s FY26 Recommended Budget 57 The Superintendent ’s FY26 Recommended Budget 58 The Superintendent’s FY26 Recommended Budget 59