HomeMy WebLinkAbout2025-03-13 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
March 13, 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.
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2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-03-13 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda: Revised
Purpose: Open Session
Meeting Called By: Thomas Wise, Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding
Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of
operation and make necessary arrangements to be sure your posting is made in an adequate
amount of time. A listing of topics that the chair reasonably anticipates will be discussed at
the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
7:00 p.m. A. Call to Order
7:00 p.m. B. Public Comment
Focus on Excellence – Lego League
Consent Agenda
1.Minutes (02-27-2025)
2.Gymnastics Field Trip Request
3.Wrestling Field Trip Request
4.Lacrosse Field Trip Request
5.DECA Field Trip Request
6.RMHS Track Donation
7.RMHS Wrestling Donation
Accounts Payable Warrant Reports
1. 02-27-2025
2. 03-06-2025
Reports
1.Student
2.Assistant Superintendent for Leaning and Teaching
3.Assistant Superintendent for Student Services
4.Superintendent
5.Liaison/Sub-Committee
7:15 p.m. E. New Business
1.Vote to Approve Acceptance and Conditions of The David Savio
Law Enforcement Scholarship Fund (A)
2.Announcement of New School Resource Officer
3.High School Counseling Annual Update
4.ESL Curriculum Update (A)
Town of Reading
Meeting Posting with Agenda
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 2
5. Policy Updates – Review and Vote (A) on Amended Policies:
a. GBA – Equal Employment Opportunity
b. GBEA – Staff Ethics / Conflict of Interest
c. GBEB – Staff Conduct
d. GBEC – Drug Free Workplace
e. IKF – Graduation Requirements
6. First Reading of New Policy
a. GBGB – Staff Personal Security and Safety
7. Notification of Upcoming Policy Votes
F. Information / Correspondence
1. “RE: Notes/Resources from ADL Presentation of “The Good Fight”
against hate in K-12 Schools” – Linda Snow Dockser
2. “RE: Urgent Concerns Regarding ARC Literacy Curriculum in Early
Elementary Classrooms” – Kaitlin Camadeco
3. “RE: Please spread the word about this Holocaust survivor’s talk on
March 3” – Rebecca Liberman
4. “RE: Conversation re: core literacy program” – Amanda Rathbun
9:00 p.m. Adjourn
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Consent Agenda
Reading Public Schools
School Committee Meeting Packet
March 13, 2025
Town of Reading
Meeting Minutes
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2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-02-27 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, Shawn Brandt, Sarah McLaughlin (remote) and Carla Nazzaro
Members - Not Present:
Charles Robinson and Erin Gaffen
Others Present:
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 to review the agenda.
Roll Call Attendance – Mrs. Nazzaro – here, Mr. Brandt – here, Ms. McLaughlin – here, Mr.
Wise – here
B. Public Comment – Chris Kowaleski of 14 Browning Terrace spoke about concerns regarding
special education support at Wood End. He highlighted issues with teacher departures due
to limited staffing and resources, leading to short-term solutions and a revolving door of
support for students. He expressed concern that students are being viewed as units rather
than individuals.
Mr. Wise acknowledged these concerns and committed to listening and reviewing further.
Geoffrey Coram of Ridge Road advocated for SOCA4EJI’s request to rename Joshua Eaton.
He noted that their email was included in the packet as correspondence but may not be
discussed during the meeting. He also requested that their email be added to the safe
senders list, as it is currently flagged as spam.
Mr. Wise stated that this is the first request specifically to rename Joshua Eaton; previous
requests focused on reviewing Policy FF, which is currently under review. He also
acknowledged the need to look into the email filtering issues, noting that emails from
anonymous sources present challenges regarding what can and should be responded to.
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Focus on Excellence
1. Unified Bocce
Dr. Milaschewski introduced Ms. Herlihy and the Unified Bocce team, who shared their
enthusiasm for the sport and the opportunities it provides for student inclusion in athletics.
Consent Agenda
1. Minutes (01-30-2025)
2. Acceptance of the Jae S. Lim Foundation Grant Award
3. Acceptance of FY25 IDEA IEP Grant Award
4. RMHS Robotics Competition Field Trip Request (2)
5. Reading Track Donation
6. Pegasus Springs Donation
Accounts Payable Warrant Reports
1. 01-30-2025
2. 02-06-2025
3. 02-11-2025
4. 02-20-2025
Mrs. Nazzaro motioned to approve the consent agenda, seconded by Mr. Brandt.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Brandt – yes, Mrs. Nazzaro – yes, Mr. Wise – yes
The vote passed 4-0.
Reports
1. Students – Student representatives provided updates on the following items:
a. Spanish immersion trip to Costa Rica
b. DECA Competition
c. Winter sports success and spring tryouts
d. New AP courses for 2025-2026
e. Upcoming events; Ramadan support, drama club production, student
council meeting, college fair, METCO Roller World trip, sophomore semi,
MCAS for grade 10, PTO quarterly meeting with speaker Liz Faria, and
junior prom
2. Interim Director of Finance and Operations – No report
3. Superintendent – Dr. Milaschewski gave a shoutout to student Sachi Selvakumar,
whose gymnastics team will be competing in the state championship, and to Coach
Stein for being recognized as the MIAA State Coach of the Year.
4. Liaison/Sub-Committee
a. Ms. McLaughlin – No report
b. Mr. Brandt – No report
c. Mrs. Nazzaro – The Killam project is being shared at various PTO meetings
through presentations and will be presented to the Finance Committee
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next week. On April 2nd, a presentation will be held for all Town Meeting
members on the Killam and RECALC projects.
d. Mr. Wise – At the Finance Committee meeting last night, Dr. Milaschewski
and Mr. Littlehale presented the budget, and a vote is expected in three
weeks. All questions were sufficiently answered. The Policy Subcommittee
is back in action, reviewing policies and making progress.
D. Old Business
1. Discussion and Vote on FY26 School Calendar (A)
Dr. Milaschewski noted that at the previous meeting, a draft calendar was presented,
and several pieces of feedback emerged:
1. Shift the October In-Service Day to October 14 to create an extended weekend
and minimize disruptions for families.
2. Move middle and high school early release days back to Fridays instead of
Wednesdays to reduce scheduling interruptions for families. This change also
aligns with the elementary schools’ existing Friday early release schedule,
benefiting families with students in multiple schools.
3. Consider extending winter break to include December 22-23.
After discussions with the RTA and administration, the feedback regarding the October
In-Service Day and the shift of early release days was incorporated. However, the
extended December break was not included to avoid disruptions for students.
Mr. Wise noted that the high school quarters were not added to the calendar and
requested that they be included.
Mr. Brandt motioned to approve the 2025-2026 school year calendar, seconded by
Mrs. Nazzaro.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Brandt – yes, Mrs. Nazzaro – yes, Mr. Wise –
yes
The vote passed 4-0.
E. New Business
1. FY25 Q2 Financial Report
Mr. Littlehale provided the FY25 Q2 financial report, noting that salary lines have been
reviewed and projections for the rest of the year have been forecasted. Non-personnel lines
were also reviewed. The forecast accounts for typical year-end expenses, such as IT refresh
and a special education placeholder. After factoring in these items, a remaining balance of
$240,000 is projected, indicating strong financial standing. Additionally, less of the
kindergarten fund was needed for offsets, resulting in a minor budget adjustment, but
overall, finances are tracking well.
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A question was raised about the budget book distributed to the Finance Committee which
includes a revolving account for Parker extracurriculars. Initially, there were two separate
revolving accounts—one for Parker after-school programs and another for Parker
extracurriculars—but they have since been merged. The budget book will be revised to
reflect this change in the PDF version.
2. FY26 Kindergarten Enrollment Update
Dr. Milaschewski provided an update on FY26 kindergarten enrollment, reporting that
current enrollment stands at 287 registrants, not including School Choice or METCO
students. The priority registration deadline was February 1. Extensive efforts have been
made to identify families who have not yet enrolled and to track down those eligible for
kindergarten registration. While the initial projection was 340 students—a high-end
estimate—the current number suggests enrollment will likely exceed 287. An additional
teacher was allocated in the budget for Barrows, but with current trends, the hope is that
this position will not be needed, as space constraints at Barrows would have posed a
challenge.
3. Approve the awarding of the David B. Libby Scholarship (A)
Dr. Milaschewski provided background on the David B. Libby Scholarship, outlining the
awarding process. The scholarship distributes a total of $88,000 across awards for 22
students.
Mr. Wise motioned to approve the David B. Libby Scholarship distribution in alignment
with the scholarship intent for qualifying students residing in Reading, MA and graduating
from Reading Memorial High School, seconded by Mrs. Nazzaro. It was noted this approval
is to appropriate the funding. Mr. Brandt asked for an amendment to include the $88,000 in
the motion.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Brandt – yes, Mrs. Nazzaro – yes, Mr. Wise – yes
The vote passed 4-0.
4. Discussion and Potential Vote on a Town Meeting Warrant Article for School Bus
Camera Enforcement Systems per Chapter 399 of the Acts of 2024
Dr. Milaschewski reviewed the bill passed by Governor Healey, which allows bus-monitored
cameras to be used to issue fines for vehicles that pass stopped school buses. This
legislation enables towns and cities to implement such programs, but the provisions of the
law would need to be approved by town meeting. The committee was informed of this
development and will be updated on the costs in the coming weeks.
The committee expressed general support, noting that the cost would be a key factor. With
the town meeting warrant closing soon, action would need to be taken quickly, though it
may still be possible to include this on the November warrant.
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5. Discussion on Cell Phone Policy
Dr. Milaschewski reviewed a recently proposed state legislature bill and a toolkit provided
by the Attorney General regarding a cell phone policy. These conversations have been
raised before, and many voices are needed to move forward due to differing opinions,
emphasizing the need for community engagement.
The committee agreed that extensive community input is necessary on this issue, and a
survey or forum process was proposed. There may be different policies at various grade
levels. The Policy Subcommittee will not address this unless there is a hearing or
presentation format.
6. Notification of Upcoming Policy Votes
Mr. Wise provided notification of six policies that will be brought to the committee on
March 13th for review and adoption:
• Policy IKF – Graduation Requirements
• Policy GBA – Equal Employment Opportunity
• Policy GBEA – Staff Ethics Conflict of Interest
• Policy GBEB – Staff Conduct
• Policy GBEC – Drug-Free Workplace
• Policy GBGB – Staff Personal Security and Safety
Mrs. Nazzaro motioned to adjourn, seconded by Mr. Brandt.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Brandt – yes, Mrs. Nazzaro – yes, Mr. Wise – yes
The vote passed 4-0.
https://www.youtube.com/watch?v=yrBzCy-RXWo
Meeting Adjourned from regular session at approximately 8:24 pm.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: Vote to Approve Gymnastics Field Trip Request
Please vote to approve an out-of-state field trip request for the RMHS Gymnastics Team to attend the
gymnastics championship in Milford, Connecticut. The trip took place on March 8, 2025.
We are requesting retroactive approval, as the team submitted the request after the February 27th
meeting, following the students' participation in the state competition the weekend of March 1st, where
they qualified to compete in the championship.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: Vote to Approve Wrestling Field Trip Request
Please vote to approve an out-of-state field trip request for the RMHS Wrestling Team to attend a
wrestling tournament in Providence, Rhode Island. The trip took place over two days, March 8-9, 2025.
We are requesting retroactive approval, as the team submitted the request after the February 27th
meeting, following the students' participation in a tournament the weekend of March 1st, where they
qualified to compete in the tournament.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: Vote to Approve RMHS Lacrosse Field Trip Request
Please vote to approve an out-of-state field trip request for the RMHS Lacrosse Team to compete in a
game in Bedford, New Hampshire. The trip will take place on May 8, 2025 with a departure of 3:05pm
and returning immediately after the game.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: Vote to Approve DECA Field Trip Request
Please vote to approve an out-of-state, overnight field trip request for the RMHS DECA Team to
compete in the DECA International Career Development Conference in Orlando, Florida. The trip will
take place from April 26-30, 2025.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: Vote to Accept RMHS Track Donation
Please vote to accept a donation of $150 from the Poet's Corner neighborhood. This donation supports
the RMHS track team in memory of Irene Fearnside and is for use at the discretion of the Athletic
Director.
Please find attached the donation letter from Edward P. Hackett, Treasurer.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Courtney Simmons
47 Whittier Road, Reading MA
c26simmons@gmail.com
978-490-4506
March 1, 2025
Chairperson: Thomas Wise
Reading School Committee
82 Oakland Road, Reading, MA
Dear Chairperson Wise,
I am writing to the school committee on behalf of my Poet's corner neighborhood. This fall, our neighbor, Irene
Fearnside of 51 Whittier Road passed away at 95 years of age. Irene was a 59-year resident of Reading.
Irene and her husband, Eric, raised two children that both attended the Reading Public Schools. She enjoyed
watching both her son and daughter compete on the RMHS track teams and started assisting the coaches with
stopwatch timing at practices and meets. She was thrilled to be included with the 1982 Girls Indoor Track Team
when they were inducted into the RMHS Athletic Hall of Fame in 2001.
Given Irene's fondness and contributions to the Reading Memorial Track team, we would like to make a donation
of $150 to the Reading Memorial High School Track Team in her memory to be used as the Athletic Director sees
fit.
This letter represents our formal request for the committee's approval to make the donation to RMHS Track
Team in Irene Fearnside's memory.
Thank you for your consideration of this memorial donation.
Sincerely,
� v}J.8�
Courtney Simmons
47 Whittier Road, Reading, MA
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: Vote to Accept RMHS Wrestling Donation
Please vote to accept a donation of $2,949.13 from the Friends of Reading Wrestling. This donation is in
support of the assistant coach for the 2024-2025 wrestling season.
Please find attached the donation letter from Edward P. Hackett, Treasurer.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
New Business
Reading Public Schools
School Committee Meeting Packet
March 13, 2025
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: March 13, 2025
Re: Vote to Approve Acceptance and Conditions of The David Savio Law Enforcement Scholarship
Fund (A)
During the March 13 School Committee meeting, the committee will review and approve the acceptance and
conditions of the David Savio Law Enforcement Scholarship Fund. According to the gift agreement, the School
Committee or its designee will select an awardee based on the conditions outlined in the agreement. Please
find a document in the packet outlining the conditions and restrictions of the scholarship fund.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: March 13, 2025
Re: Announcement of New School Resource Officer
During the March 13 School Committee meeting, Chief Clark will announce the new School Resource Officer
and review the transition plan as discussed during the January 30 meeting.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: High School Counseling Annual Update
During the March 13 School Committee meeting, the High School Counseling Annual Update will be
presented by Principal Callanan and Director of School Counseling Ms. Lynna Williams. A copy of the
presentation will be submitted in the packet after the meeting.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: ESL Curriculum Update (A)
During the March 13 School Committee meeting, Multilingual Learner Program Coordinator Ms. Karen
Hall will provide and ESL Curriculum update. A copy of the presentation can be found in the packet.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: Policy Updates – Review and Vote on Amended Policies (A)
During the March 13 School Committee meeting, the committee will review and vote on the following
amended policies as recommended by the Policy Subcommittee:
GBA – Equal Employment Opportunity
GBEA – Staff Ethics/Conflict of Interest
GBEB – Staff Conduct
GBEC – Drug Free Workplace
IKF – Graduation Requirements
Two versions of each policy can be found in the packet distinguishing between the current policy and
subcommittee approved.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
File: GBA
EQUAL EMPLOYMENT OPPORTUNITY
The Reading School Committee subscribes to the fullest extent to the principle of the dignity of
all people and of their labors and will take action to ensure that any individual within the district
who is responsible for hiring and/or personnel supervision understands that applicants are
employed, assigned, and promoted without regard to their race, creed, color, age, sex, gender
identity, national origin or sexual orientation. Every available opportunity will be taken in order
to assure that each applicant for a position is selected on the basis of qualifications, merit and
ability.
Adopted by Reading School Committee on August 24, 2006
Revised and Adopted by the Reading School Committee on April 8, 2013
LEGAL REF.: 603 CMR 26:08
CROSS REF: AC, Nondiscrimination
Current Policy
File: GBA
Reading Public Schools Page 2 of 2
Additionally, reasonable accommodations will be provided as required by law to qualified
individuals with disabilities and for religious practices, ensuring equal access to employment
opportunities.
Reading Public Schools Page 1 of 1
File: GBEA
STAFF ETHICS / CONFLICT OF INTEREST
The Reading School Committee expects members of its professional staff to be familiar with the
code of ethics that applies to their profession and to adhere to it in their relationships with
students, parents, coworkers, and officials of the school system.
No employee of the committee will engage in or have a financial interest in, directly or
indirectly, any activity that conflicts or raises a reasonable question of conflict with his/her duties
and responsibilities in the school system. Nor will any staff member engage in any type of
private business during school time or on school property.
Employees will not engage in work of any type where information concerning customer, client,
or employer originates from any information available to them through school sources.
Moreover, as there should be no conflict of interest in the supervision and evaluation of
employees, at no time may any administrator responsible for the supervision and/or evaluation of
an employee be directly related to him/her.
In order to avoid the appearance of any possible conflict, it is the policy of the Reading School
Committee that no employee should be hired who is related to any member of the Reading
School Committee or who is related to any administrator of the school district without proper
disclosure as prescribed by law. This provision will not affect anyone currently employed in the
district may be related to either a Reading School Committee member or an administrator but no
promotions or hiring in the future will be exempt from this provision. Moreover, as there should
be no conflict of interest in the supervision and evaluation of employees, at no time will any
administrator responsible for the supervision and/or evaluation of any employee, be directly
related to him/her.
Adopted by Reading School Committee on August 24, 2006
LEGAL REFS: M.G.L. 71:52; 268A:1 et seq.
Current Policy
Reading Public Schools Page 2 of 4
MR Recommendation:
The Reading School Committee expects all employees of the district to be familiar with the code
of ethics that applies to their profession and to adhere to it in their relationships with students,
parents/guardians, coworkers, and officials of the school district. This policy outlines the
expectations related to conflicts of interest and aims to promote transparency, fairness, and
ethical conduct among all employees.
1. Conflict of Interest and Financial Interests
No employee of the School Committee school district shall engage in or have a financial
interest in any activity that conflicts or raises a reasonable question of conflict with their
duties and responsibilities within the school district, as defined under Massachusetts Conflict
of Interest Law (M.G.L. Chapter 268A). A financial interest may include but is not limited to:
• Providing paid services to students or families of the district in a private capacity
where such services could create a conflict of interest or the appearance of undue
influence on district-related decisions, including but not limited to referrals,
evaluations, or recommendations for services.
• Receiving payments, gifts, or benefits from any entity that has a contract or financial
relationship with the district.
• Ownership of stock, direct investments, or other financial interests in a company that
does business with the district.
• Receiving compensation for services related to the district from outside sources,
except as permitted under the law.
Employees are prohibited from engaging in any business or financial activity that could
influence or appear to influence their duties, responsibilities, or decision-making within the
school district.
2. Outside Employment and School Time
Employees shall not engage in any type of outside employment or private business during or
outside of school time or on school property that could interfere with their duties to the
school district or create the appearance of a conflict of interest. For the purposes of this
policy, outside employment includes but is not limited to:
• Running a private business, consulting work, or freelance employment that directly
competes with or is in conflict with the district’s work.
• Engaging in any activities during school hours that take away from an employee’s
responsibilities to students, staff, or the district.
• Employees must seek prior written approval from the Superintendent or their
designee if there is any doubt about whether their outside employment may create a
conflict.
3. Use of School Information
Reading Public Schools Page 3 of 4
Employees are prohibited from using confidential school information for personal or
financial gain. Information obtained through school sources, including but not limited to
student data, financial records, or personnel matters, shall not be used in any personal,
outside business, or employment capacity.
4. Supervision and Evaluation of Relatives
In accordance with Massachusetts Conflict of Interest Law, employees who supervise or
evaluate others must not supervise or evaluate any immediate family members. Immediate
family members are defined as: spouse, parent, child, sibling, or any relative with whom the
employee has a personal relationship that may create a conflict of interest.
5. Hiring and Promotion of Family Members
In order to avoid the appearance of a conflict of interest when hiring or promoting family
members of School Committee members or district administrators, the following procedure
shall be followed:
• The Superintendent must file a public notice with the School Committee and the
Municipal or District Clerk at least two weeks prior to executing the hiring or
promotion of a family member, in accordance with M.G.L. Chapter 268A, Section 19.
• The hiring process for such positions must be transparent and equitable, ensuring a
fair and open opportunity for all candidates, including the posting of the position and
involvement of a hiring committee.
6. Ethics Training
All employees, including School Committee members, must complete the State Ethics
Commission’s online training every two years. New employees must complete this training
within 30 days of beginning employment and every two years thereafter. Employees should
print out the completion certificate and retain a copy for themselves. Additionally, employees
must provide a copy of the completion certificate to the Municipal or District Clerk through
the Superintendent’s office.
7. Reporting Conflicts of Interest
Employees are responsible for reporting any potential or perceived conflicts of interest to
their supervisor, the Superintendent, or the School Committee. If an employee is unsure
whether a situation creates a conflict, they should consult with the Superintendent or their
designee for guidance.
8. Consequences of Violations
Employees found to be in violation of this policy may be subject to disciplinary action, up to
and including termination, in accordance with district policies, collective bargaining
Reading Public Schools Page 4 of 4
agreement, and Massachusetts law. Any violation of Massachusetts Conflict of Interest Law
may also result in civil penalties or criminal prosecution.
File: GBEB
Reading Public Schools Page 1 of 1
STAFF CONDUCT
All staff members have a responsibility to familiarize themselves with and abide by the laws of
the State as these affect their work, the policies of the Reading School Committee, and the
regulations designed to implement them.
In the area of personal conduct, the committee expects that teachers and others will conduct
themselves in a manner that not only reflects credit to the school system but also sets forth a
model worthy of emulation by students.
All staff members will be expected to carry out their assigned responsibilities with conscientious
concern.
Essential to the success of ongoing school operations and the instructional program are the
following specific responsibilities, which will be required of all personnel:
1. Concern for and attention to their own and the school system's legal responsibility for
the safety and welfare of students.
2. Faithfulness and promptness in attendance at work.
3. Support and enforcement of all policies of the committee and their implementing
regulations and school rules in regard to students.
4. Diligence in submitting required reports promptly at the times specified.
5. Diligence in providing students with appropriate, prompt, regular, and ongoing
assessments of their conduct and learning.
6. Care and protection of school property.
Adopted by Reading School Committee on August 24, 2006
Reviewed, Revised, and Adopted by the Reading School Committee on ________
LEGAL REFS: M.G.L. 71:37H; 264:11; 264:14
Current Policy
File: GBEB
Reading Public Schools Page 2 of 2
All staff members will be expected to carry out their assigned responsibilities with
conscientious concern and professionalism. This includes performing duties in a timely and
effective manner, contributing to a positive and productive school environment, and acting with
integrity in all professional interactions. Non-compliance with this policy and any referenced
regulations, laws, policies or procedures may result in disciplinary action, including but not
limited to warnings, performance evaluations, or other actions as outlined in and in accordance
to the employee handbook or collective bargaining agreements.
The Reading School Committee is committed to maintaining a workplace that values diversity
and inclusivity. All staff members must engage with others in ways that respect and promote
these principles. Failure to comply with these expectations may result in corrective actions as
per district procedures.
File: IKF
Reading Public Schools Page 1 of 2
GRADUATION REQUIREMENTS
As students progress through high school, they should become both educated and well-rounded.
They are not best served by planning narrowly focused four-year courses of study. This is true
for college-bound and non-college-bound students alike. College admissions officers stress the
importance of a student with a balanced program and an interest in extra-curricular activities as
well as a solid academic record. Employers prefer an employee with transferable skills and broad
interests who can see an integrated whole.
Business, music, fine arts, and technology courses offered at RMHS help students to better
understand the greater world around them and equip them to be better preferred as total persons
for whatever they choose to do upon graduation from high school and in future endeavors. All
RMHS students should take courses in these subject areas to balance their courses and broaden
their experiences.
RMHS students are required to schedule six classes plus Physical Education. Of the six classes,
at least four classes should be chosen from the departments of English, Mathematics, Social
Studies, Science, and World Language.
It is the Reading School Committee's policy that the following be the course requirements for
graduation from Reading Memorial High School.
1. Basic Requirements for Promotion
a. For a freshman to be promoted to sophomore year, the student must have earned at
least 18 credits.
b. For a sophomore to be promoted to junior year, the student must earn at least 40
credits.
c. For a junior to be promoted to senior year, the student must earn at least 65 credits.
If a student is lacking credits at any time, it is their responsibility to make up those credits by
scheduling a full program and/or summer school courses.
2. Reading Memorial High School Graduation Requirements
The curriculum includes a combination of required and elective courses to meet the needs of
all students. RMHS students are ability-grouped in major academic courses based on teacher,
counselor, and parent/guardian recommendations. The precise requirements in effect, when a
class enters RMHS, are in effect for all members of that class until graduation. All required
classes must be passed.
To graduate from Reading Memorial High School, a student must have earned at least 90
credits. Course requirements are the following:
Students must achieve a passing grade in all the following required courses:
4 years of English 2 semesters of Business and Technology
4 years of Mathematics* 2 semesters of Fine and Performing Arts
3 years of Science 4 semesters of Physical Education
3 years Social Studies 1 semester of Intro to Health
Current Policy
File: IKF
Reading Public Schools Page 2 of 2
2 years of World Language 1 semester of Health Issues
*Starting with the class of 2026.
To be eligible for graduation from RMHS, all students must meet Reading Memorial High
School requirements and all state and federal requirements for high school graduation, including
but not limited to meeting state competency determination requirements (e.g., MCAS testing).
Adopted by the Reading School Committee on March 26, 2007.
Reviewed, Revised, and Approved by the Reading School Committee on November 4, 2021.
Reviewed, Revised, and Approved by the Reading School Committee on _______________.
File: IKF
Reading Public Schools Page 1 of 3
GRADUATION REQUIREMENTS
As students progress through high school, they should become both educated and well-rounded.
They are not best served by planning narrowly focused four-year courses of study. This is true
for college-bound and non-college-bound students alike. College admissions officers stress the
importance of a student with a balanced program and an interest in extra-curricular activities as
well as a solid academic record. Employers prefer an employee with transferable skills and broad
interests who can see an integrated whole.
Business, music, fine arts, and technology courses offered at Reading Memorial High School
(RMHS) help students to better understand the greater world around them and equip them to be
better preferred as total persons for whatever they choose to do upon graduation from high
school and in future endeavors. All RMHS students should take courses in these subject areas to
balance their courses and broaden their experiences.
RMHS students are required to schedule six classes plus Physical Education. Of the six classes,
at least four classes should be chosen from the departments of English, Mathematics, Social
Studies, Science, and World Language.
It is the Reading School Committee's policy that the following be the course requirements for
graduation from Reading Memorial High School.
1. Basic Requirements for Promotion
a. For a freshman to be promoted to sophomore year, the student must have earned at
least 18 credits.
b. For a sophomore to be promoted to junior year, the student must earn at least 40
credits.
c. For a junior to be promoted to senior year, the student must earn at least 65 credits.
If a student is lacking credits at any time, it is their responsibility to make up those credits by
scheduling a full program and/or summer school courses.
Competency Determination
Students at RMHS will meet the Competency Determination by successfully completing
coursework aligned with the Massachusetts Curriculum Frameworks that cover the content of the
following courses or higher:
• English – Grade 9 and 10, or equivalent or higher, as determined by the building
Principal or designee
• Math – Algebra 1 and Geometry, or equivalent or higher, as determined by the building
Principal or designee
• Science – At least one Physical/Applied Science: Biology, Chemistry or Physics Science,
Biology, Chemistry, Physics, or Technology/Engineering
2. Reading Memorial High School Graduation Requirements
Current
PolicySubcommittee
Approved
File: IKF
Reading Public Schools Page 2 of 3
The curriculum includes a combination of required and elective courses to meet the needs of all
students. RMHS students are ability-grouped in major academic courses based on teacher,
counselor, and parent/guardian recommendations. The precise requirements in effect, when a
class enters RMHS, are in effect for all members of that class until graduation. All required
classes must be passed.
To graduate from Reading Memorial High School, a student must have earned at least 90 credits.
Course requirements are the following:
Students must achieve a passing grade in all the following required courses:
4 years of English 2 semesters of Business and Technology
4 years of Mathematics* 2 semesters of Fine and Performing Arts
3 years of ScieneScience 4 semesters of Physical Education
3 years of Social Studies 2 semestersemesters of Health (students can
also take nutrition or child development to
fulfill the health requirement2 semesters of a
Health)
2 years of World Language
4 years of English 2 semesters of Business and Technology
4 years of Mathematics* 2 semesters of Fine and Performing Arts
3 years of Science 4 semesters of Physical Education
3 years Social Studies 1 semester of Intro to Health
2 years of World Language 1 semester of Health Issues
*Starting with the class of 2026.
To be eligible for graduation from RMHS, all students must meet Reading Memorial High
School RMHS requirements and all state and federal requirements for high school graduation,
including but not limited to meeting state competency determination requirements (e.g., MCAS
testing)evidence of earning a Competency Determination.
Considerations for Transfer Students
For transfer students, weRMHS will accept equivalent coursework completed at prior schools,
following RMHS practices for credit transfer and course alignment.
Considerations for Out-of-District Placed Students
For students who are placed in an out-of-district school by the school district, we will accept
equivalent coursework completed at the out-of-district schools, following RMHS practices for
credit transfer and course alignment.
Adopted by the Reading School Committee on March 26, 2007.
File: IKF
Reading Public Schools Page 3 of 3
Reviewed, Revised, and Approved by the Reading School Committee on November 4, 2021.
Reviewed, Revised, and Approved by the Reading School Committee on _______________.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: March 13, 2025
RE: First Reading of New Policy
During the March 13 School Committee meeting, the committee will be asked to approve the first
reading of a new policy, GBGB – Staff Personal Security and Safety. A copy of the policy can be found in
the packet.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Sarah McLaughlin
Carla Nazzaro
Charles Robinson
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Thomas Wise, Reading School Committee Chair
DATE: March 11, 2025
TOPIC: Policy Subcommittee Update and Policy Amendment Notification
In alignment with Policy BGB – Policy Adoption, we will provide notice of multiple policies to be reviewed for adoption at
our next meeting in March. The Policy Subcommittee met on March 4th and March 11th of this year. During those
meetings, we reviewed and approved to suggest the adoption of the following policies:
Policy FF – Naming of Facilities or Places within or on School Property
Policy GBEBC – Gifts to and Solicitations by Staff
Policy GBI – Staff Participation in Political Activities
Additionally, we reviewed Policy GBGE – Domestic Violence Leave and voted to recommend it for adoption by the entire
School Committee. This policy is new; thus, we will need to go through a First and Second reading before potential
adoption.
Policy GBEBC and GBI were updated in alignment with MASC changes from March 2023. They were reviewed by legal
counsel and our HR Director, Michelle Roach. Policy FF has been through numerous discussions and updates over the
last few years and is finally ready for full School Committee review and potential adoption.
Thank you.
Correspondence
Reading Public Schools
School Committee Meeting Packet
March 13, 2025
Please include this email in your School Committee and Select Board packets to share
this information and resources with town residents and families.
A link to the Good Fight Tool Kit is here: https://newengland.adl.org/ iles/2023/10/ADL The-
Good-Fight-2023 New-England-092223 v2 Optimized.pdf and the ADL Antisemitism Legal
Helpline K-12 Schools is below.
I have also included again, the 'Guide to the Jewish Holidays' for your information and to share
with the community:
https://images.shulcloud.com/1202/uploads/Documents/GuidetoJewishHolidays.pdf . It is
important that we all learn about and respect each other and our cultures. I have attached a copy
of the letter that explains this Guide, its evolution and how to keep abreast of the changing lunar
calendar dates of Jewish Holidays.
My letter summarizing the points of the Evening’s Panel is below:
Dear Colleagues,
Thursday night, I was pleased to be able to attend “The Good Fight” ADL Forum on
“Confronting Antisemitism Today & Tomorrow.” A number of you asked me to report
back so I picked up a bag for each of you. The bag has information on the “Antisemitism
Legal Helpline: K-12 Schools” launched in 2024. They provide “pro bono legal assistance
to combat antisemitism …” Please check out this helpline and the services they provide.
The bag also has “The Good Fight Toolkit”. The irst point made by the speakers was that
the strategies used to combat antisemitism in the schools are the same strategies that
can be used to combat bias, harassment and marginalization of other groups of
people. We are living in a time where we need to be civil, set a good example for our
youth, and we need to protect the rights of all people – all students, their families, and
staff – in our schools and in our communities. Our schools need to create policies that
enable everyone to be a mandated reporter and provide a centralized way to report
problems that are experienced or witnessed. Every instance whether it is a crime, an
incident, or even repeated micro-aggressions is an important “data point” to investigate,
report, and record in order to educate and protect all of our students, staff and
community. Responses need to be in proportion to the incident/ crime, but there needs
to be education to address the problem as well as communication beyond the schools to
ensure that everyone feels safe and that the problems do not repeat.
This Tool Kit includes facts and de initions including a de inition of Antisemitism and
how it subtly manifests. Please take a look at the Table of Contents to see the richness of
the information and strategies elucidated within, including the resources that are
available to the schools when harassment, bias, and hate emerge.
The “Good Fight Toolkit” also describes “why people of all ages should be ighting hate”
and how. As the panelists discussed, it is important to respond, report, and investigate
hate in all of its forms quickly and to offer support for the targets.
3/11/25, 3:32 PM RE: Notes/ Resources from ADL Presentation of "The Good Fight" against hate in K-12 Schools - Lejeune, Olivia - Outlook
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The panelists were very experienced in their ields and in education and had a lot of
sound advice:
Becky Schuster is an expert on School Bias coming from a background in Civil Rights
work, MCAD and working for equity in the Boston Public Schools – it hit home when she
emphasized that in the Boston Public Schools, they instituted a policy that any one in a
staff role is a mandatory reporter as well as a “24/7 Respect Program”
https://www.bostonpublicschools.org/bps-departments/247-respect/247-respect-
program. These efforts resulted in positive change. They also created a centralized
reporting mechanism with the goal of encouraging and facilitating reports without
stigma.
Mary Murrane is a Councilor with the US Attorney’s Of ice in the Dept of Justice for the
District of MA second in charge of the Civil Rights Division
(https://www.justice.gov/usao-ma/civil-rights). Her of ice enforces laws and protects
the US when sued. The Civil Rights Division also provides training and also handles the
cases brought by families against the schools when hate has been experienced and
ignored. Her of ice intersects with K-12 education through civil enforcement, criminal
cases, reporting and offering training programs. I believe the training programs are free.
Andrea Campbell is the Attorney General whose of ice has accessible staff and tools to
take on hate and support the communities who are experiencing it. AG Campbell began
her career with the Education Law Project, helping families navigate confusing
systems. She majored in college in Sociology and Judaic Studies. She outlined that if
there is an incident (it doesn’t have to be a crime!) that the irst step if it is dangerous –
is to call 911. The next steps are to notify students and the family; initiate an
investigation by trained staff; and send out an informative notice to the community that
respects privacy but is sent out in “real time.” It is important to report, and she
emphasized that there is not a danger of “overreporting.” Depending upon the nature of
the incident/ crime reports can go to the police as well as multiple agencies including
the Mass Bay Threat Assessment Team, FBI Field Of ice; Civil Rights Division of the Dept
of Justice; the ADL. There is a staffed hotline at the Dept of Justice: 617-963-2917.
It is important that victims/ targets/ witnesses are taken seriously and get support AND
it is important that the community knows that hate is not tolerated. Therefore,
incidences should be reported. Student handbooks and information to families should
include explanations of ‘what are my rights’ and a ‘code of conduct.’ It is also important
that there are real actions that take into account all involved, including the perpetrator
who might have problems going on in their own life. The responses could be through
Restorative Practices, education, providing resources – but there must be a response,
and the hate should be reported and recorded. That is how patterns and trends will
emerge; how marginalized communities can be helped to feel safe; and how a school can
determine where resources should be invested and programs planned.
When I asked about the risk of copycatting, the response was that the message of the
community must be a consistent and constant one that communicates no tolerance for
3/11/25, 3:32 PM RE: Notes/ Resources from ADL Presentation of "The Good Fight" against hate in K-12 Schools - Lejeune, Olivia - Outlook
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hate. Sweeping it under the rug does not send that message. Therefore, the fear of
‘copycatting’ should not stop the communications to the schools or the public.
The panelists all emphasized how vulnerable our LGBTQ+ students are feeling now, as
well as our immigrant populations. They emphasized the importance of training and
supporting staff; understanding and prioritizing the work to create inclusive
environments; nurturing partnerships and allyships in communities; and using
whatever resources are available to learn about, follow through, and report hate
incidents. Many of these resources are listed with QR Codes in the Toolkit and on the
AG’s and the Department of Justice websites. In terms of Antisemitism, they emphasized
that “DEI often leave it out because of the delusion that Antisemitism disappeared after
the camps were liberated. This, however, is not the case – it is cyclical and on the
rise.” Because of this, they emphasized not to wait for incidents, but rather do outreach
proactively, sharing cultural competencies with others.
The question was asked about protecting our children on-line. They were very clear that
schools need to investigate and respond if the incident impacts a child at the school. It
does NOT have to happen at the school, especially because students have their cell
phones at school. They talked about the DOJ “Project Safe
Childhood” https://www.justice.gov/psc which trains parents and children about safety
on the internet. They have lawsuits against TikTok and Meta because they consider it
the company’s responsibility to keep children safe i.e. preventing the impact of negative
imagery.
They said that because Lawsuits take too long to make a difference in the immediate
safety of children, they also do legislative advocacy. They are promoting “The Study Act”
which will prevent cell phone use in schools. They realize that teachers and parents
cannot protect the children alone.
They are also working on the “Youth Advisory Council” to give young people a real
voice. It is from the youth on this council that the idea of “the Study Act” came
from. https://www.mass.gov/orgs/governors-youth-advisory-council . “We need to
learn from our youth.”
At the panel, I also met Molly Kazen who works with the Center for Combating
Antisemitism at Combined Jewish Philanthropies (CJP). They have grants and build
partnerships to ight hate. You can read more on their
website: https://ma.cjp.org/center-for-combating-antisemitism and a summary of their
program here: https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:88253bed-5fdb-4def-
8813-91c020f46eec. They also have a WhatsApp Channel for updates and bulletins. If
you are interested in learning more, here is a link:
https://forms.of ice.com/pages/responsepage.aspx?
id=KwRHhQ1tMEqmZG3DJTBhkamVX9J0UdZLuCrys1kq2GRUODVCUURRMk5LSkw0VV
ZTVEhMUUUxVlYyRS4u&route=shorturl
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FYI, I have also included a Guide to Jewish Holidays created by a committee from my
temple. Some of you might already have a copy. The link to this book is in the
accompanying letter. If desired, more of these books are available.
Thank you for your interest and with appreciation for your service to our community!
Linda
Linda Snow Dockser, (She)
110 Beaver Road
Reading, MA 01867
We continue to collect CLEAN redeemable bottles and cans for the Leukemia Lymphoma
Society. Thank you for your donations!
3/11/25, 3:32 PM RE: Notes/ Resources from ADL Presentation of "The Good Fight" against hate in K-12 Schools - Lejeune, Olivia - Outlook
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From:Hardy, Sarah
To:DG School Committee; Kaitlin Camadeco
Cc:Milaschewski, Thomas; Lejeune, Olivia; Burchill, Erin
Subject:Re: Urgent Concerns Regarding ARC Literacy Curriculum in Early Elementary Classrooms
Date:Wednesday, March 12, 2025 3:58:32 PM
Attachments:ARC Core FAQ March 2025.pdf
Dear Kaitlin,
Thank you for reaching out to share your concerns and questions about the Reading Public
Schools’ core literacy curriculum for grades kindergarten to 5, ARC Core. We want to applaud
your willingness to engage around this topic with your child’s teacher, principal and our central
office staff. It shows a strong commitment to the learning of your student and the students of
RPS. Similarly, we are committed to the ongoing literacy development of all students in RPS
and are pleased to be well aligned with you on this mission.
We think the questions you raise are important and deserve some detailed consideration. To
address them, we are attaching a new document that we’ve created that answers your
questions, in addition to some other frequently asked questions about literacy instruction at
the elementary level in RPS.
Again, we thank you for your advocacy and support of students in Reading Public Schools. We
look forward to finding a time to discuss this further with you.
Sincerely,
Dr. Sarah Hardy, Assistant Superintendent for Learning and Teaching
Erin Burchill, K-8 Humanities Coordinator
From: Wise, Thomas <Thomas.Wise@reading.k12.ma.us>
Sent: Tuesday, February 25, 2025 9:30 PM
To: Kaitlin Camadeco <kcamadeco@gmail.com>
Cc: Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>; Hardy, Sarah
<Sarah.Hardy@reading.k12.ma.us>; Lejeune, Olivia <Olivia.Lejeune@reading.k12.ma.us>; Burchill,
Erin <Erin.Burchill@reading.k12.ma.us>
Subject: Re: Urgent Concerns Regarding ARC Literacy Curriculum in Early Elementary Classrooms
Kaitlin -
Thank you for reaching out. I am adding Dr. Milaschewski, Dr. Hardy, and Erin Burchill to this
email as they are best positioned to address your concerns.
I will add that the original selection process, back in the Spring of 2022, which led to ARC was
to address many of the concerns you have outlined below. We specifically undertook a search
process to address the known issues with the Teachers College Reading and Writing Project,
the Fountas and Pinnell Benchmark Assessment Process, and the Fountas and Pinell Books.
One of the reasons ARC was selected is they wrote and curated their books aligned with
knowledge topics. However, we have discussed how many of those books, especially in the
earlier grades, are not truly decodable. We have also discussed the scope and sequence of
Phonics instruction and the fact that ARC implements Phonics in an Analytic method instead
of a Synthetic method. As part of those discussions, various curriculum tools and processes
have been added to the overall implementation of the greater ELA curriculum, including Geode
Decodables and UFLI phonics.
I hope you can meet with the administration to review your concerns, gain an understanding of
the greater support we have implemented, and our continual process of providing feedback to
the publisher. Upon completion of that meeting or series of meetings, I will look forward to
hearing back from you.
Thank you.
Tom Wise
Chair, Reading School Committee
617-869-6825
From: Kaitlin Camadeco <kcamadeco@gmail.com>
Sent: Tuesday, February 25, 2025 4:44 PM
To: DG School Committee <SchoolCommittee@reading.k12.ma.us>
Subject: Urgent Concerns Regarding ARC Literacy Curriculum in Early Elementary Classrooms
CAUTION: This email originated from outside of Reading Public Schools. Do not click
links or open attachments unless you recognize the sender email address and know the
content is safe.
Dear Members of the School Committee,
I hope this email finds you well. I am writing to express my deep concerns regarding the ARC
literacy curriculum currently being utilized in Reading Public Schools’ early elementary
classrooms. As both a parent of a first-grade student and a first-grade teacher myself, I have
observed a number of issues with this curriculum that are detrimental to students' literacy
development. Despite my efforts to raise these issues with various teachers, principals, and
administrators over the past year, my concerns have gone unaddressed. As such, I am reaching
out to you in the hopes that you will take these concerns seriously and work to address the
situation before it negatively impacts additional students.
One concern with the ARC curriculum is its inclusion of spelling tests, which research has
shown to be, at best, ineffective, and at worst, harmful to early literacy development. These
tests encourage memorization, a method shown to be problematic for students once texts
become more complex, instead of helping students understand underlying spelling rules
they will need to decode more complicated words and passages as their reading materials
become more difficult.
Additionally, the ARC scope and sequence is extremely problematic. It is not systematic in its
introduction of skills, and it does not follow a progression from simple to more complex skills,
which is widely considered the most effective approach for teaching literacy.
Another troubling aspect of ARC is its encouragement for students to rely on pictures to guess
words as they read. This strategy undermines students' decoding abilities and creates
significant challenges when they transition to books without pictures. This practice is aligned
with "three cueing," a strategy based on guessing words from context rather than an
understanding of phonics rules. Research has shown that this method can be harmful to
students' literacy development, and it is currently the focus of lawsuits by concerned parents in
Massachusetts.
Furthermore, the integration of Fountas & Pinnell books within the ARC curriculum raises
additional concerns. These books are also currently the subject of a lawsuit in Massachusetts
due to the lack of evidence supporting the efficacy of the strategies they promote. This further
highlights the problematic nature of the materials used in the ARC curriculum.
As a first grade teacher myself I work with my daughter at home to attempt to fill the gaps
created in her literacy education by the school's commitment to the ARC program. However,
after having my concerns ignored for over a year, my daughter's reading skills have
regressed and for the first time in her student career, she is now demonstrating skills below
grade level. This is the result I was desperately hoping to avoid by reaching out with my
concerns in the first place but as these concerns have fallen on deaf ears, I am reaching out to
you in the hopes that you will address the above concerns with the ARC curriculum
immediately before my daughter, and other students, fall any further behind.
I implore you to review the issues I have outlined and consider immediate action to address
these concerns with the ARC curriculum. I would greatly appreciate your attention to this
matter and look forward to hearing from you soon.
Thank you for your time and consideration,
Kaitlin Camadeco
Frequently Asked Questions
March 2025
Reading Public Schools
K-5
LITERACY
Table of Contents
4 G e n er a l Q u es t i o n s a b o u t A RC C o re
1 1
S t u d e nt S up po r t & I n te r ve n t i o n i n R PS13
Mon i t o ri n g o f Pr o g r a m I mp l e m e n t a t ion
1 6 C o mm uni c at i o n
17 R e sou rce s
18 A pp en d i ce s
Intr o d u c ti o n3
Introduction
3
RPS adopted ARC Core as our core literacy
program in the 2022-23 school year, beginning
with grades 3-5. Implementation continued in
the 2023-24 school year, expanding to
kindergarten through grade 2.
Before selecting ARC Core, a comprehensive
curriculum review was conducted in the spring
of 2022. The process was led by a Literacy
Leadership Team, a group of administrators and
teachers dedicated to identifying the best
literacy program for our students. You can learn
more about the review process by clicking here.
On May 9, 2022, the Literacy Leadership Team
recommended ARC Core for adoption to the
Reading Public Schools School Committee. The
presentation, linked here, outlined how ARC
Core met the goals identified in the adoption
process by the Literacy Leadership Team.
At Reading Public Schools (RPS), we value strong partnerships between families and
educators to support every child’s literacy journey. This FAQ document is designed to
answer common questions about our literacy curriculum, instructional approaches, and
how we support students in developing strong reading and writing skills.
If you have a question that is not covered here, we encourage you to reach out to your
child’s teacher, school leadership team or central office staff. We appreciate your
partnership and look forward to working together to support all RPS students in becoming
confident and capable readers and writers.
What literacy program
is used in RPS for K-5?
What was the adoption
process?
Phonic s i n s tr uct ion in the A R C Core program is bas ed on the
D evelopm ent al Re ad ing Ta xonom y w h ich a ligns wit h E hr i’s Four
Phases of Deve lo pment a n d provi des teac h ers with a cle ar
s cope and s eq uence f or te aching phonemic a ware ness and
pho n ics skill . Fr om ki n derg ar t en throug h grade 2, teachers
receive a w eekl y pl an for whole cl ass phonemic a ware ness and
pho n ics sk il l instructi on. In additi on to sy s te ma tic p h onics
instruc tion deliver ed to the whole class, stu dents receive small
group i n str uct ion in phonemic aw ar eness and pho nics based
on their individual p rogress. Small g ro up inst ruction inc lude s
explicit instructi on a n d opportu niti es to p ra ctice phonics sk ills
by reading deco da ble texts. Both i n whole class and small
group i n s tr uct ion, stud ent s build on phonic s skills ov er time by
being int ro duced to new skills and p ra ctic ing a n d revisit ing
previously taught skill s . The IRL A, w h ich is t he intern al
formativ e asse s s m ent, allows te acher s to close ly monitor
s t udent progres s along the progre s sion of phoni cs in s tr uction.
General Questions about ARC Core
How does ARC Core
teach foundational
reading skills such as
phonics and phonemic
awareness?
Developmental Reading Taxonomy
4
General Questions about ARC Core
W hile we a pprec i ate AR C Co r e's scope a nd
s e q ue nce f or p ho nics in s t r u ction, we h av e also
r e vie w ed ho w t he fram e wo r k in co r p orates
phoni c s routin e s durin g imp lem ent ation.
Ensurin g s tro ng ph on ics in s tr u ction i s e s s e ntia l
for stud e nt learn i ng. Ad d itiona lly, w e h av e ta lk ed
with RPS teach e r s a b o ut th e ir e xperie nces u s i ng
A RC. O u r kind e r g arten to g r ade 2 tea c hers are i n
thei r s e co nd y e ar of imp lem ent ation an d a r e ab le
to iden tif y progr am st r e ngth s an d a r e as t o be
bo lstered. Thi s p art of t he impl e m e nta tio n
pro cess is no t unex pect e d. In t he ad op t i o n of
an y curricul u m m ateria l, we e xp e ct t o add,
s u btra c t an d customize t he reso u r c e to our
Readin g co ntex t. B e cause a perfect or “u nic orn ”
pro g r am d oes no t e xist, p art o f our
i m plemen tat i on pla n is to id e ntify asp e cts that
need adjustmen t . I n th ose c ases, we det e r m i ne
the b e s t wa y t o sup p ort t eac hers in a ny n e e d ed
changes. Addit i on al ly, w e pro vide ARC feedb ack
ab out wh at is wo r king and w hat w e ’d lik e t o see
i n future up d ate s.
A s an e xamp le, we’ve been part nering w i th Hil l
for Litera cy, an organization th at p r ov ides
curr iculum-agnostic prof e s s i on al le arnin g in t he
s cien c e o f rea d ing. In the 202 3-24 s c ho o l y ear,
we ha d a gro u p of t eac hers an d l ead e r s t ak e a
s y nch r on ous c ourse in the s c ienc e of rea d ing.
U s i ng tha t l earn i ng, w e d e cided we wa nted to
bo lster the blen din g ro u t ines pro vid e d to
teac hers i n ARC Co r e f or phoni cs in s t r u ction.
Dur ing th e 2024-25 sch ool yea r , all kin dergart e n
to gra de 2 tea che r s a r e p artic i pa t ing in t he s ame
co u r s e asyn chronou s ly. As t hey mo ve throu g h t he
co u r s e , we are meet i ng w ith tea chers t o ca pture
i nf o rma tio n a bo ut an y addit i on al t e ac her m o ves
or in s tru ctional ro u tines w e wan t to also
i nc orporat e .
We also share any feedback about gaps or needs
with the publisher, ARC. The benefit of a digitally-
available curriculum is that publishers are
continually improving programs based on the
results and feedback of teachers in the field. In
our time working with ARC, we’ve seen updates
of some key features that we requested. This
includes the decodable anthologies for
kindergarten and grade 1, changes to the scope
and sequence of foundational skills, and for the
2025-26 school year, a word study notebook for
grade 2. A new scope and sequence of
foundation skills (shared in the appendix) will be
included in the updated teacher frameworks
available for kindergarten, grade one and grade
two in June 2025. The new frameworks will also
include more detailed instruction for teachers in
utilizing research-based routines for teaching
blending. We are thrilled with this update
because it aligns with the feedback we gave ARC
about ways to improve the program.
How are we ensuring
strong implementation
of phonics instruction
using ARC Core?
See Appendix A for
additional information
about the 2025-2026
Scope and Sequence
5
General Questions about ARC Core
Does ARC Core use the Three-Cueing
System?
No. ARC Core does not use the
three-cueing system. The three-
cueing system is a discredited
approach that teaches students to
read by looking first at pictures and
by guessing. ARC Core does not use
the three-cueing system. Instead our
teachers, using ARC Core, teach
students to break down unfamiliar
words into smaller, manageable
parts by using phonics patterns,
syllable division, and morphology
(word parts) to decode and
pronounce words. Pictures are only
used to check for understanding and
confirm accurate word reading. This
differs from practices that
encourage students to use pictures
to guess words. Context is important
because it helps students confirm
they have read the word correctly.
We use picture books in the primary
grades because pictures and
illustrations enhance
comprehension of the story and
build student engagement in
reading. Here’s an example of a first-
grade, whole-class lesson focused
on teaching word attack strategies.
6
General Questions about ARC Core
Does ARC use decodable texts?
ARC Core uses passages and books that are controlled to ensure
most of the words align with the letter sounds or power words
young readers have learned so far. In kindergarten and grade 1,
students have a decodable text anthology that aligns with the
grade’s knowledge-building topics. Additionally, decodable texts
and passages are used in the toolkit lessons, and students use
them to practice the skills they have learned through repeated
reading.
7
General Questions about ARC Core
Fou nta s & Pi nne l l le ve le d re ader s ar e s et s of chil d ren’s li te rat ur e and n on f ic ti o n t ex ts
o rg aniz ed b y read ing l ev el . How ev e r, h a vi ng s tu de n ts r ea d s o lel y a t a “ju s t r ig ht”
r ead ing le ve l h as b een di s cr ed it ed as a n inst ru ct iona l s tr a te gy. AR C C o re ’s ph il o s o p h y
and o ne w e s t rongl y s u p po rt , i s th a t a s tu de n t's ac ce s s to b o ok s s h o u ld n ev er be
r estr i cte d by a l ev el . I n f a c t , this is one o f t h e b ig inst ru ct iona l s hi f ts tha t o cc ur red i n
R PS wi th the a dopt ion o f A RC Cor e. Now a ll st u d en t s re a d gr a de -l ev el t ex t eac h d ay as
par t o f t h ei r c or e i n s tr uc ti o n. F o r i n de p en de n t re a di ng , st ud en t s n o w hav e the
o ppor tu ni ty t o read te xt s at a v a ri e t y of l e ve ls - ea s y , m o d e rat e a n d cha ll eng i n g. We
e n cou ra ge st ud ent s t o se le ct te xt s ba s ed on the p ur pose fo r r ead ing a n d the t o p i c.
T he te xts found in the Fo u n tas & Pinnel l l ev ele d book se ts ar e h igh-qu al it y p i ec es of
l it er a tur e a nd non-f ic t i on t h at ca n b e f o u n d in m a ny re a di ng pr o gr am s . The re is
ov er lap with t he s e text s in t he A RC C o re b o o k b i n s a nd t ea che rs’ c lassr o o m l ib rar ie s .
For ex am p le, F r o g and T o ad b y Ar n o ld Lobel is o n e suc h text . ARC C o re ’s a ppr o ac h to
i ns tr u cti o n fu nda me n tall y d i f fer s f ro m F ount a s & P in n el l’s ap p roa ch. In A RC C o re ,
student s e n ga ge wi th te xt s t h rou gh a str u ctur ed fr a me w o rk tha t supp o rts de cod ing ,
c o mpr eh ensio n, and fl u enc y in al ig n ment w i t h ev id enc e-b ase d p rac ti ce s .
Why do some ARC Core book bags contain Fountas &
Pinnell leveled readers?
8
General Questions about ARC Core
What role do spelling
tests play in ARC Core,
and how does the
program ensure students
learn spelling rules
rather than rely on
memorization?
Spelling instruction, or encoding, is an important
component of the ARC Core curriculum. It is essential
that students learn how words work, including the
letters and phonemes that make up words. Each week,
teachers deliver lessons focused on phonics skills
related to a specific progression of letters and word
parts. Teachers are encouraged to monitor student
mastery of these letters and word parts through an
end-of-the-week assessment. Students are not
expected to memorize words solely for a spelling test.
Instead, they receive instruction and practice in the
word parts that are the focus for the week, and the
assessment allows them to demonstrate mastery.
Throughout the week, lessons allow students to sound
out, manipulate, read and write the letters/word parts
for the week's focus.
Is handwriting taught in kindergarten and
grade one in ARC Core?
Students in kindergarten and grade 1 receive daily instruction and practice in
handwriting through the ARC Core word study notebook. RPS teachers also enhance
handwriting instruction through multimodal practice activities and additional explicit
instruction. Through our work with teachers throughout the implementation process, we
identified handwriting instruction as an area to reinforce. We are currently awaiting a
sample of the new kindergarten and grade 1 frameworks, which we will review for any
updates to handwriting instruction. This year, teacher leaders from each school have
collaborated with ARC coaches and district leadership to identify common language for
teaching letter formation, which will be implemented in 2025.
9
General Questions about ARC Core
ARC C or e ha s been eva l ua t e d by sev e ra l resea rch o rga ni z ati on s. Addit i ona l ly,
ARC wo rk s wi th par t ner d ist ricts to an al y z e s tuden t out c o m e s as soci ated w ith
the p rogr am. We ’v e also rev iew e d r e sea rc h s t u d ies o n th e in str u c t io na l
a p pr oa ches u sed in AR C C or e. A sa mple o f rel e va n t stu di e s i s i ncluded belo w.
This m ulti-si te c lu st er-r an do mi ze d cont r ol led t r ial b y Gray et al fo und that “st ude n ts in
ARC C ore Kinde rgarten class r ooms h a d bett er reading com p r ehension, stro n ge r l et ter -
n a mi n g f lu ency, and hi ghe r mot ivation f or r eading t h a n stud ent s in c ontrol c lass r ooms .
[...] Gi rls in tr eat ment c lass r ooms were stat is ticall y s igni f icantly l ess lik ely t ha n gi r ls in
c o n trol clas sro om s to i n di c a te that they pre ferred b ook s wi th t o p ics ide n tified as
st ereot ypi ca lly femal e, red uci ng the likel ihood of “fem a le” boo k to pic sel ect ion by
2 6%.” (p . 3) Cli c k HE RE to re ad m ore .
The IES Efficacy Study for ARC Core
This r ev ie w of dat a gat here d from 13 distri c t utilizing ARC Core fo und, that “in a ll 13
di st r icts stud ie d, a larg e po r tio n of stud ents who b eg an t he schoo l year working at
emerge n c y* mov ed ou t of eme r gency du ring th e school y ear. Ad di tio na lly , the r ese a r c h
found that t h e pe r c ent a ge of s tudents s tarti n g each y ear in eme rgency d ecreas ed yea r
o ve r ye a r i n al l dis tricts st udied .” (p. 11). For more inf orm a tio n, cl ick HERE
*si gnifica ntly b elow g r ad e level
Closing the Gap Research Brief
T h is me ta-ana lys is found , “Sys te ma tic p h onics instruct ion within a b r oad lit era cy
cu r r icu lu m was f o und to have a sta tisti c a lly s igni fic ant positive effe c t on re a ding
accu r ac y . “ an d a lso found , “N o stat is ticall y si gni fi c a n t diff erence in ef fecti ve n ess w a s
fou n d b et wee n s ynt h et ic phoni c s ins tru c tion and anal y tic p ho n ics instructi o n .” (p. 8 )
T o read t h e ful l a r ticle , click HERE
What does research say about the ARC Core literacy
program?
A Systematic Review of the Research Literature on the Use of
Phonics in the Teaching of Reading and Spelling
10
Monitoring of Program Implementation
As with any curriculum implementation in RPS,
we monitor the implementation and impact of
ARC Core in a variety of ways. In spring 2024, we
conducted focus groups with teachers and
administered feedback surveys to learn about
their experiences teaching the program and to
gather qualitative information about the
learning experiences of students. This data was
carefully reviewed in order to plan for
professional development and additional
supports for teachers in years 2 and 3 of
implementation of ARC Core.
We regularly review student progress using
multiple literacy assessments to understand
the impact of instruction and identify
professional learning needs. As with any new
curricular resource, assessment results typically
become more reflective of the program’s impact
after it has been implemented for a few years.
However, even in the early years of
implementation, we closely monitor student
growth through a number of assessments.
Internally, we use an early literacy screener,
DIBELS, in grade K-3. DIBELS screens for the
foundational skills needed to read.
We utilize the IRLA, which is a formative
assessment that allows teachers to plot student
progression along the Developmental Reading
Taxonomy. This assessment tracks student
development of foundational skills and skills
related to comprehension and is utilized with
students in kindergarten to grade 5.
Each year our students in grades 3-5 take the
ELA MCAS, which is a standardized assessment
based on the Massachusetts Curriculum
Frameworks.
How does RPS monitor and
evaluate the effectiveness of
ARC Core?
11
Monitoring of Program Implementation
How does RPS monitor and
evaluate the effectiveness of
ARC Core?
Our review of these sets of literacy data show promising results for student learning in the
past few years, since the adoption of ARC Core. Below, you will find the percent of students
who scored at or above the benchmark.
In reviewing IRLA data, we are noticing year-over-year
improvements. As of January 31, 2025, 69% of students
are identified as proficient or above proficient, which is
up from 57% on January 31, 2024.
Our spring 2024 MCAS results also showed strong growth
for our youngest students. On the assessment our grade 3
students performed in the 95th percentile in ELA
compared to 320 state-wide districts. Students in grades
4 and 5 demonstrated a student growth percentile of
56.4. An SGP greater than 50 indicates that the student’s
growth was greater than the majority of their comparable
peers.
For example, in the 2024-25
school year, we’ve administered
DIBELS twice. In kindergarten,
the middle-of-year assessment
showed 83% of students at or
above benchmark, which is up
from 76% in the beginning-of-
year. In grade 1, on the middle-
of-year assessment 80% of
students scored at or above
benchmark, which is up from
78% in the beginning of the
year. In grade 2, 79% of students
scored at or above benchmark
on the middle-of-year
assessment, up from 77% at the
beginning of the year. In grade
3, the middle-of-year
assessment showed a consistent
79% of students at or above
benchmark.
12
Student Support & Intervention in RPS
How does RPS identify students who may have reading
challenges in the early grades and what supports are
available?
In RPS, we are proud of the recent work to ensure
our multi-tiered systems of support (MTSS) for
literacy are robust and aligned across schools. In
addition to high-quality Tier 1 instruction through
ARC Core, we have made significant updates to our
Tier 2 literacy systems. Our Tier 2 interventions are
provided by literacy specialists, tutors and
classroom teachers. These interventions support
learners who need additional practice or require
differentiated instruction to strengthen their early
literacy skills. In line with best MTSS practices,
public school districts should ensure Tier 2
supports are in place to provide up to 20% of
students at any given grade. We have leveraged our
resources in RPS to ensure we can meet that need.
An important part of our Tier 2 system is the use of DIBELS, a universal screener, to
monitor the progress of all kindergarten to grade 3 students in their development
of early literacy skills. DIBELS is an efficient screener, which takes about 3 minutes
to administer and includes a number of subtests that probe for understanding in
phonemic awareness, letter naming, letter sounds, decoding and fluency (subtests
vary by grade level and time of year). A composite score, which is a weighted
combined score of the subtests, is then determined. According to DIBELS, “The
new composite score used in DIBELS 8th Edition is the most robust predictor of
risk that DIBELS has ever offered. It is superior to any one subtest in its reliability
and in the accuracy of its predictors. As a result, we advise that schools use the
composite score in determining overall risk in reading” Understanding DIBELS® 8th
Edition Composite and Measure Scores, p. 1. DIBELS composite scores are used to
identify students who require a Tier 2 literacy intervention. Once the Tier 2
intervention is determined, literacy specialists work to identify student-specific
needs, looking at individual subtest scores and answers along with other data to
determine the specific intervention a student requires.
13
Student Support & Intervention in RPS
When receiving intervention, students participate in eight-week
intervention cycles, receiving progress monitoring throughout the eight
weeks. At the end of the eight weeks, interventions are updated based on
the student’s progress. Families receive communication from their child’s
school each step along the way. See the table below for detailed
information about our literacy intervention plans in Reading.
How does RPS identify students who may have reading
challenges in the early grades and what supports are
available?
14
Student Support & Intervention in RPS
How does RPS identify students who may have reading challenges
in the early grades and what supports are available?
Cycle 1
(8 Weeks)
Cycle 2
(8 Weeks)
Cycle 2
(8 Weeks)
Cycle 1
(8 Weeks)
Intervention Plan Next Steps
Intervention Plan Next Steps
100 minutes a week pull outintervention with literacyspecialist
Progress Monitoring every 2weeks
After 8 weeks without effective progress
Change intervention
After 8 weeks with effective progress
Continue intervention
For students without effectiveprogress: Modified interventionplan implemented, such asadding/switching intervention,reducing group size, shifting toone-to-one, increasing time
For students making effectiveprogress: Intervention continues;Progress Monitoring every 2weeks
After 8 weeks without effective progress
Mandatory referral to SST
After 8 weeks with effective progress
Could continue in same intervention
Could shift to intervention with tutor
Interventions for students scoring Well Below Benchmark on DIBELS
At least 50 minutes a weektutor support
Progress Monitoring every 4weeks
After 8 weeks without effective progress
Change intervention
Could shift
After 8 weeks with effective progress
Continue with intervention
For students not makingeffective progress: Modifiedintervention plan implemented,such as adding/switchingintervention, increasing time,adding pull out intervention
For students making effectiveprogress: Intervention continues,Progress Monitoring every 4weeks
After 8 weeks without effective progress
Switch to intervention with literacy
specialist
After 8 weeks with effective progress
Could continue in same intervention
Could end intervention and just
monitor
Interventions for students scoring Below Benchmark on DIBELS
15
Communication
RPS val u e s fa m i ly inp u t an d s tr iv e s t o p artn e r w i th
p arent s /gua r d ian s in s u pportin g studen t succ e s s .
F amil i e s have m an y av e nues to l e arn more ab out
l i terac y in s t r u ction i n Readin g and t o ha ve thei r
questions answ e r e d. T he p r im ary au thority on yo u r
c hild ’s l e arn i ng is thei r c l assro om teach e r . The
t e ach e r can wal k y ou th r ough h ow y our ch ild is
p r ogressin g , wh at s t r e ngth s a r e bei ng d e m on s t r ated ,
a nd whi c h skil ls w i ll be t he fo cus fo r new lea r nin g .
Ad d i tio na lly, fo r studen ts rece i vin g lit e r acy
in terv e ntions, your sch ool’s literacy sp e cia list i s a key
resou r ce for i nf o rma tio n ab out yo u r st ud e nt’s
p r ogress.
So m e t im e s it ca n be help ful t o rea ch out to buil ding
or distric t s t aff w hen fo r add i t io nal deta i ls ab out
in terv e ntions, curric ul u m d e cisions, o r d i s trict -wide
l i terac y init i ati ves. The b u i ldi ng prin cipal a nd
a s s i s tan t pr inc i pal c an a lso a s s i s t you i n lea r ning
a bo u t l i terac y in s t r u ction i n y our chil d’s sc ho ol .
Simila r ly, sta ff in t he ce ntra l o ff ice a r e al ways
a va ila ble to a nswer y our q ue s t i on s rega r ding o u r
di s t r i ct-wide wo r k to ensure all studen ts be c ome
a m az i ng r e ad e r s. Y ou ca n reac h o ut t o Eri n Burc hill ,
K-8 Human i ties C oor din ato r or D r. S ara h Ha rd y ,
Assistant Superin tend e nt f or Lea r ning a nd Tea c hin g ,
a t a ny ti me .
Where can parents
direct questions about
the literacy curriculum
in RPS or raise concerns
they have about their
student’s progress?
DIBELS Information for Families
Members of the Wakefield and Reading teams recorded an informational video to
share about early literacy screening and how to interpret the DIBELS Home Report that
is sent home to families. You can find the recording using this link and password:
Recording: DIBELS Information for Families
Passcode: QxDK8E$Y
Below are some links to resources for families if you want to explore further:
Supporting Your Child’s Reading At Home, Reading Public Schools
RPS Special Education and Student Services Family Resources for Literacy
16
Resources
Tit l e Li n k
Developmental Reading Taxonomy
P A G E 3
The IES Efficacy Study for ARC Core
P A G E 7
https://collateral.americanreading.com/wp-
content/uploads/2020/03/IES-Study-Summary_V2.pdf
Closing the Gap Research Brief
P A G E 7
https://drive.google.com/file/d/1bwZq5MPFBAW
tfv2qJvWm44-5wCdS07Tv/view
A Systematic Review of the
Research Literature on the Use of
Phonics in the Teaching of
Reading and Spelling
P A G E 7
https://drive.google.com/file/d/1eMLgFCn5vQ
DmgDQqDRIugonD8j9APN6q/view
Building Literacy Success for
Every Student With a Systematic
Approach to Screening and
Intervention
https://docs.google.com/presentation/d/1TMy
ap8vbcl4aZO5pwFJs49dA-
Phza13T9Z1Ih8elr6Y/edit
Early Literacy Screening https://docs.google.com/presentation/d/1XX83Gz93-
A_zcdglZJ0uh8qKxIrcJ8zwZZYjdePVJe8/edit#slide=id.p
Massachusetts Dyslexia Guidelines https://www.doe.mass.edu/sped/dyslexia-
guidelines.pdf
Multi-Tiered System of Support https://www.doe.mass.edu/sfss/mtss/blueprint
.pdf
https://drive.google.com/file/d/1p0hoT7ojhS
coxGBEkoe4G6rf_nEeuRlZ/view
MTSS Interventions eBook https://www.illuminateed.com/wp-
content/uploads/2023/10/MTSS_Interventions_eBook.pdf
Supporting Your Child's Reading
at Home
RPS Special Education and Student
Services Family Resources for
Literacy
https://drive.google.com/file/d/1VRRFTEC47Ai
FJjiZfGLb1zp9jc0pAS7r/view
https://www.reading.k12.ma.us/en-US/student-
services-6c4af96a/reading-resources-
2c671f6b
17
Appendices
Appendix A: ARC Core Foundational Skills Scope and Sequences for the
2025 - 2026 School Year
Appendices
Appendix A: ARC Core Foundational Skills Scope and Sequences for the
2025 - 2026 School Year
Appendices
Appendix A: ARC Core Foundational Skills Scope and Sequences for the
2025 - 2026 School Year
Appendices
Appendix B: ARC Core Sample from Teacher Framework
2025 - 2026 School Year
Appendices
Appendix C: Sample Decodable Texts
to develop as proficient readers and writers are too critical to let more time pass without careful
review.
Thank you for your time and consideration. I look forward to continuing this important conversation.
Sincerely,
Amanda Rathbun
3/11/25, 3:30 PM Re: Conversation re: core literacy program - Lejeune, Olivia - Outlook
about:blank 2/2