HomeMy WebLinkAbout2025-05-29 School Committee PacketOpen Session 8:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
May 29, 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: 2025-05-29
Building: School - Memorial High
Address: 62 Oakland Road
Time: 7:00 PM
Location: School Library
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 – Project 351 Ambassadors
Consent Agenda
1.Minutes (05-22-2025)
2.Request to Surplus Property – ML Department
3.Women’s League of Reading Donation
Accounts Payable Warrant Reports
1. 05-22-2025
New Roles
1.1.0 FTE Middle School METCO Site Coordinator/SAC
Reports
1.Student
2.Superintendent
3.Liaison/Sub-Committee
7:20 p.m. E. New Business
1.Reading Education Foundation Grant Update
2.Joshua Eaton Name Removal Request Submission
3.SEPAC FY25 End-of-Year Update
4.Student Services End-of-Year Update
5.District Strategic Plan Update
6.Director of Finance and Operations Interim Role Update
9:30 p.m. Adjourn
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
Join Zoom Meeting
https://readingpsma.zoom.us/j/84149232851
Meeting ID: 841 4923 2851
Find your local number: https://readingpsma.zoom.us/u/kcBMeIwQgn
Consent Agenda
Reading Public Schools
School Committee Meeting Packet
May 29, 2025
Town of Reading
Meeting Minutes
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2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-05-22 Time: 8:00 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, Carla Nazzaro, Erin Gaffen, Shawn Brandt, Sarah McLaughlin and
Lara Durgavich
Members - Not Present:
Others Present:
Interim Director of Finance and Operations Mr. 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 7:00pm and reviewed the agenda
for the meeting.
B. Public Comment – None
Consent Agenda
1. Minutes (05-12-2025)
2. Acceptance of FY25 Computer Science Professional Development Grant Award
3. Friends of Reading Track Donation
4. Barrows America’s Stonehenge Field Trip Request
Accounts Payable Warrant Reports
1. 05-08-2025
2. 05-15-2025
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Brandt.
The vote passed 6-0.
Reports
1. Students – Student representatives shared a number of recent highlights and
upcoming events:
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a. The Reading Boys Track Team won the Division 3 State Relays on Saturday
— congratulations to all team members!
b. Freshman Move-Up Day is coming up soon.
c. 160 seniors recently participated in the Senior Internship Showcase,
highlighting their work and experiences.
d. Senior Prom is taking place tonight.
e. Tomorrow is the Second Act Play, made possible by support from the
Coalition.
f. Graduation is scheduled for May 30.
2. Superintendent – Dr. Milaschewski congratulated the high school team —
specifically Ms. Buckley, Ms. Manos, and Mr. Skeffington — for their efforts in
hosting a work-based learning collaboration. The event brought together
representatives from over 28 local school districts, creating an opportunity to share
best practices and transform the high school experience. Feedback from
participating districts has been overwhelmingly positive.
3. Liaison/Sub-Committee
a. Mrs. Nazzaro – There have been many senior activities this week, and Mrs.
Nazzaro was a privileged to present the School Committee Award to
student representative Timia Jones last night at a very meaningful event.
The Killam project passed the town vote on May 13th, with a high voter
turnout. The next steps include negotiating contracts for the designer and
Owner’s Project Manager (OPM). Dr. Milaschewski thanked Mrs. Nazzaro
for her leadership throughout this project and process, recognizing the
tremendous effort and dedication that has gone into it.
b. Mrs. Durgavich – No report
c. Mrs. Gaffen – No report
d. Mr. Brandt – Mr. Brandt provided an update on behalf of the Audit
Committee, which will review the RMLD Annual Report next week.
e. Ms. McLaughlin – No Report
f. Mr. Wise – No Report
E. New Business
1. FY25 Q3 Financial Update
Dr. Milaschewski and Mr. Littlehale provided the FY25 Q3 Financial Update, including an
estimate of where the district is expected to end the year based on third-quarter data.
Overall, the district is in good financial shape heading into FY25.
Mr. Littlehale gave a walkthrough of various accounts, including the general fund, grants,
revolving accounts, the stabilization account, and student activity accounts. The general
fund is on track to fully expend all non-personnel budget lines by the end of the year.
There was also a discussion about policy language related to the reserve fund, which states
that the district should maintain a balance of approximately 1% of annual net school
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spending, with a ceiling of 1.5%. If the reserve exceeds 1.5%, the district is committed to
spending it down to stay within policy guidelines.
Additional conversation focused on Extended Day program changes and whether the
program can be stabilized to ensure confidence in the carryover. The team reviewed current
details and discussed potential adjustments for next year, including the possibility of
incorporating outside programs to meet growing demand. Addressing waitlists and better
meeting community needs were also highlighted.
A future meeting update on the Extended Day program would be helpful to track progress
and further planning.
2. Superintendent Summative Review
a. Timeline Outline and Discussion
Mr. Wise reviewed the timeline for the Superintendent Summative Review. The goal
is to conduct the review publicly on June 5th, so the process is being planned
accordingly. Committee members will receive a strategy update next Thursday,
which will include most of the data aligned with the Learning & Teaching Update.
They will also receive the Student Services Update that same evening. The intent is
that tonight’s presentation, combined with the additional information provided next
week, will offer sufficient evidence for the review. A draft of the summative review
will be completed within the next three to five days, followed by a review with Dr.
Milaschewski next week. The final version will be completed by noon on Sunday,
June 1st, and Mr. Wise will compile it for inclusion in the packet distribution on June
3rd.
b. Evidence Review
Dr. Milaschewski shared a high-level overview of the district’s progress toward
meeting both the standards and the four established goals. An evidence file and
tonight’s presentation will be shared with the committee for review.
If there are any indicators where sufficient evidence has not been provided,
committee members are encouraged to share that feedback so the necessary
information can be supplied.
D. Old Business
1. Second Reading, edit (if necessary), and Vote to Adopt (A) Policy GBGE – Domestic
Violence Leave
Mr. Wise noted that this policy was reviewed during a previous meeting as a first reading,
during which feedback was provided. One point of discussion was whether the timeline
referenced 30 business days or 30 calendar days. It was confirmed by HR Director Ms.
Roach that the correct timeline is 30 calendar days.
Mr. Wise motioned to approve the amended Policy GBGE – Domestica Violence Leave for
adoption, seconded by Mrs. Gaffen. The vote passed 6-0.
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E. New Business
3. First Reading of New Policy GBEBD – Online Fundraising and Solicitations –
Crowdfunding
Mr. Wise noted that this is a brand new policy, which has gone through three meetings of
the Policy Subcommittee. Ms. Roach explained that the policy prohibits direct solicitation.
During the discussion, it was noted that some clauses are written as if there are specific
timelines for fundraising, which may make it difficult to provide advance notice to the
Superintendent, especially when exact start and end dates are not always clear. There was
also a question about whether staff distributing items from PTOs would be considered a
form of solicitation under this policy.
The committee agreed to review the policy language further during the second reading, and
to seek legal input or suggestions for clarifying the language where needed.
Mr. Wise motioned to approve the first reading of Policy GBEBD – Online Fundraising and
Solicitations – Crowdfunding, seconded by Mrs. Nazzaro. The vote passed 6-0.
4. Policy Updates
a. GBJ – Personnel Records
Mr. Wise noted that this policy requires a single approval. It has been updated in
alignment with MASC recommendations and to comply with public records law.
The policy clarifies that while most personnel records are confidential, certain
information is considered public. Additionally, it provides clarification on HIPAA,
including when and how it applies.
Mr. Wise motioned to approve for adoption the amended Policy GBJ – Personnel
Records, seconded by Mrs. Gaffen. The vote passed 6-0.
b. GCA – Professional Staff Positions
Mr. Wise reiterated that the policy has been updated to align with MASC guidelines.
The update specifies that the School Committee establishes positions based on the
Superintendent’s recommendation. The Superintendent is responsible for
developing and presenting job descriptions to the School Committee for review and
approval, rather than requiring formal approval for every modification.
Any position changes must comply with existing bargaining agreements. While this
process is not currently being followed formally, moving forward, these updates
could be handled as a consent agenda item to notify the committee.
Mr. Wise motioned to approve for adoption the amended Policy GCA –
Professional Staff Positions, seconded by Mr. Brandt. The vote passed 6-0.
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c.GCBA – Professional Staff Salary Schedules
Mr. Wise noted that the policy has been updated to align with MASC
recommendations and now includes language stating that the salary schedule is
designed to incentivize retention, ongoing development, and leadership
opportunities. It specifies that principal and administrator salaries will be based on
documented evidence such as performance, achievement of district goals, and
regional market rates. The Superintendent will present evidence supporting salary
increase recommendations to enhance transparency and ensure alignment with
Massachusetts law regarding HR salary wages. The committee also discussed the
addition of the phrase “regional market rates for comparable positions.”
Regarding community feedback, there was discussion about the use of the word
“shall” and its implications as a requirement from the committee. It was noted that
while the term appears in contracts that are typically one year in length, there is
little flexibility in changing it. Since the committee must provide a salary figure
annually anyway, using “shall” does not pose a problem.
Mr. Wise motioned to approve for adoption the amended Policy GCBA –
Professional Staff Salary Schedules, seconded by Mrs. Nazzaro. The vote passed 6-0.
d.GCBB – Employment of Principals (formerly known as Employment of
Administrators and Directors)
Mr. Wise noted that the policy has been updated to align with MASC guidelines. The
Policy Subcommittee discussed adding assistant principals to the policy but decided
against it, since Massachusetts General Laws (MGL) apply specifically to principals
and not assistant principals.
A question was raised about whether it is new that the committee would review and
approve the employment of principals. It was clarified that, as Chair of the
committee, there are opportunities to approve or deny certain decisions
individually, but not typically as a full committee.
When asked if this process could slow down hiring, it was acknowledged that waiting
for an executive session might cause delays. However, there are usually few
adjustments or negotiations involved. Technically, the School Committee is not the
hiring authority but holds financial responsibility. The Superintendent retains the
authority to hire.
There was further discussion about the formality of the policy. The committee
agreed to develop clearer language that reflects these discussions while ensuring
compliance with MGL.
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Mr. Wise motioned to table Policy GCBB – Employment of Principals pending
further review and discussion between the chair, superintendent and HR Director,
seconded by Shawn. The vote passed 6-0.
5.First Reading of New Policy GCBC – Professional Staff Supplementary Pay Plans
Mr. Wise noted that this is a new policy from MASC, updated to improve clarity,
consistency, and readability. There was discussion about adding a reference to the principal
policy, stating that if a principal is appointed to a new position, it requires School
Committee approval.
It was also noted that principal contracts, as well as individual contracts, include a clause
specifying that any supplemental pay or extra assignments must be approved by the
Superintendent.
Mr. Wise motioned to approve the first reading of Policy GCBD – Professional Staff
Supplementary Pays Plans also known as Supplemental Compensation for Extra
Assignments, seconded by Mr. Brandt. The vote passed 6-0.
Before moving into executive session, Mr. Wise provided a rundown of the agenda items for
the remaining meetings. The committee also requested that the upcoming meeting schedule be
included in the appendix of the packet and asked for a preliminary schedule for July through
September to be provided before the committee’s reorganization takes place.
G. Executive Session
Mr. Wise motioned to move into executive session to conduct strategy and preparation for
negotiations with non-union personnel (Central Office & Principals) to not return to open
session, seconded by Mr. Brandt.
Roll Call Vote – Mrs. Nazzaro – yes, Mrs. Durgavich – yes, Mrs. Gaffen – yes, Mr. Brandt – yes,
Ms. McLaughlin – Yes, Mr. Wise – yes
The vote passed 6-0.
https://www.youtube.com/watch?v=VWW3G9TpFbg
Meeting Adjourned from regular session at approximately 9:53 pm.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: May 28, 2025
RE: Vote to Accept Women’s League of Reading Donation
Please vote to accept a donation of $500 from the Women’s League of Reading to the Health Services
Department. This donation is in support of purchasing new “transport” wheelchairs for use of the
middle school health offices.
Please find attached the donation letter from Mary Giuliana.
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
From:Giuliana, Mary
To:Lejeune, Olivia
Subject:donation
Date:Thursday, May 22, 2025 1:36:37 PM
Hi Olivia
Please see the following for school committee:
The Women’s League of Reading’s generous donation of $500 to Health Services will be used
to purchase new “transport” wheelchairs for use of the middle school health offices. These
will allow nurses to transport ill or injured students from classrooms, gym or recess spaces in
a safe and efficient manner.
Thank you!
Mary
TO: Reading School Committee
FROM: Karen Hall, Multilingual Learner Program Coordinator
DATE: May 27, 2025
RE: Request to Surplus Property
In compliance with the surplus disposition requirements of Massachusetts procurement law MGL
Chapter 30B, I ask that the School Committee declare the items outlined below as surplus property,
as we have purchased new materials and no longer require these outdated materials.
Title # of Copies Type Location Purchased
Edge- Fundamentals 2 Student Book RMHS 2017
Edge- Level A 2 Student Book RMHS 2017
Edge- Level B 3 Student Book RMHS 2017
Edge- Level C 2 Student Book RMHS 2017
Edge- Level C 1 Workbook RMHS 2017
In The USA 4 Workbook RMHS 2022
In The USA 6 Student Book RMHS 2022
In The USA 2 Teacher Manual RMHS 2022
In the USA 1 Workbook
Joshua
Eaton 2022
In the USA 1 Student Book Barrows 2022
In the USA 1 Student Book Killam 2022
In the USA 1
Supplementary
Resource Killam 2022
In the USA 3 Student Book
Joshua
Eaton 2022
Inside-
Fundamentals 1 Workbook RMHS 2017
Inside-
Fundamentals 4 Teacher Manual RMHS 2017
Inside-
Fundamentals 1 Workbook RMHS 2017
Inside-
Fundamentals 3 Student Book RMHS 2017
Inside-
Fundamentals 1 Teacher Manual Parker 2017
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
Inside- Level A 7 Student Book RMHS 2017
Inside- Level A 4 Teacher Manual RMHS 2017
Inside- Level A 1 Teacher Manual Parker 2017
Inside- Level B 3 Teacher Manual RMHS 2017
Inside- Level B 4 Student Book RMHS 2017
Inside- Level B 2 Workbook RMHS 2017
Inside- Level C 4 Teacher Manual RMHS 2017
Inside- Level C 2 Workbook RMHS 2017
Inside- Level C 8 Student Book RMHS 2017
Inside- Level D 2 Student Book RMHS 2017
Reach Level B 4 Student Book
Joshua
Eaton 2017
Reach- Level A 1 Workbook RMHS 2017
Reach- Level A 4 Teacher Manual RMHS 2017
Reach- Level B 1 Workbook
Joshua
Eaton 2017
Reach- Level B 1 Workbook
Joshua
Eaton 2017
Reach- Level B 2 Student Book Barrows 2017
Reach- Level B 2 Student Book
Joshua
Eaton 2017
Reach- Level B 2 Student Book Barrows 2017
Reach- Level B 3 Teacher Manual RMHS 2017
Reach- Level B 1 Workbook RMHS 2017
Reach- Level C 3 Student Book RMHS 2017
Reach- Level C 3 Workbook RMHS 2017
Reach- Level C 3 Teacher Manual RMHS 2017
Reach- Level D 5 Student Book
Joshua
Eaton 2017
Reach- Level D 1 Workbook RMHS 2017
Reach- Level D 4 Teacher Manual RMHS 2017
Reach- Level D 1 Student Book RMHS 2017
Reach- Level E 3 Student Book
Joshua
Eaton 2017
Reach- Level E 1 Workbook
Joshua
Eaton 2017
Reach- Level E 1 Workbook
Joshua
Eaton 2017
Reach- Level E 1
Supplementary
Resource
Joshua
Eaton 2017
Reach- Level E 2 Teacher Manual RMHS 2017
Reach- Level F 3 Teacher Manual RMHS 2017
Reach- Level F 1 Workbook RMHS 2017
Reach- Level F 2 Student Book RMHS 2017
Once declared, the school department will take the required steps to offer these items to Town
departments, or resold, or disposed of in accordance with the laws and regulations of the
Commonwealth of Massachusetts. Please feel free to contact me with questions about this
request.
Thank you.
1.0 FTE Middle School METCO Site
Coordinator/School Adjustment Counselor
(Beginning 2025-2026 School Year)
Reading Public Schools
Parker Middle School - Reading , Massachusetts
Job Details
Job ID:5161642
Application Deadline:Posted until filled
Posted:May 13, 2025
Starting Date:Immediately
Job Description
Summary of the Position
The Reading Public Schools is seeking to hire a METCO Site Coordinator/School Adjustment Counselor. The METCO
Site Coordinator/School Adjustment Counselor will:
Support the social-emotional and behavioral development of all students in the school
Promote the METCO vision for family, community, and student engagement within the Reading Public Schools
and in both the Reading and Boston communities
Advance the district vision for breaking down stereotypes by building genuine relationships between all
students, families and staff
Job Responsibilities: The essential functions or duties listed below are illustrations of the type of work that is
performed and is not an exhaustive list of the duties performed by this position. Other duties may be assigned.
Provide short term (6-8 weeks) solution focused school counseling to Boston and Reading resident students in
the general education population who have been referred through SST process or SAC referral process.
Provide short term (6-8 weeks) group counseling to Boston and Reading resident students in the general
education setting on topics generated by collaboration with grade level teams (friendships, social skills, self-
care, anxiety management, etc.)
As a member of the building leadership team, work collaboratively with the building principal to create and
sustain a supportive and affirming school culture and community for all students, particularly those who have
been traditionally marginalized.
Foster racial/cultural awareness and build authentic relationships that allow for cross-cultural understanding
and appreciation for each other. This could include developing METCO social events and partnering with
school PTO.
Develop and/or collaborate on school initiatives around monthly heritage/cultural celebrations.
Arrange/implement support services for Boston and Reading resident students who have difficulties adjusting
to school or other school related concerns.
Provide consultation, coaching and modeling for teachers, paraprofessionals, administration and nurse
around school and classroom climate strategies that support social emotional development.
Use knowledge of culturally proficient practices to appropriately serve as a liaison between the school,
student, families and external agencies.
Act as a case manager for students, coordinate referrals to external agencies and programs in collaboration
with school psychologists.
Prepare and maintain all appropriate documentation and records.
Support individual and whole school crisis intervention in collaboration with the RPS Crisis Team.
Attend meetings for Boston resident parents in Boston and Reading to share relevant data and build
partnerships.
Attend parent leadership organization, community, and neighborhood meetings in both Boston and Reading
to develop a deep understanding of stakeholder needs and concerns, build partnerships and trust.
Actively participate in the METCO leadership team, including regular meetings led by the METCO coordinator.
Qualifications
Valid Massachusetts DESE Social Worker/School Adjustment Counselor certification
Masters Degree in counseling social work, or related degree
3+ years of related experience preferred or an equivalent combination of education and experience
Licensed Independent Clinical Social Worker (LICSW) preferred
Reports to:
The METCO Site Coordinator/School Adjustment Counselor will be supervised by the building principal. Additionally,
this position will meet regularly with the METCO director, who will contribute to the evaluation.
Compensation:
Commensurate with experience and education as defined by the Reading Teachers Association contract.
What is METCO and what does it mean to be a METCO district?
The Metropolitan Council for Educational Opportunity, Inc. (METCO, Inc.) is the longest continuously running
voluntary school desegregation program. METCO provides the opportunity for children from racially segregated
schools in Boston and children from racially isolated schools in the suburbs to learn together in an integrated public
school setting.
Reading Public School and parents/guardians from Boston both voluntarily sign up for the METCO program to take
part in this integrated learning environment while building friendships that will last a lifetime.
Reading and Boston residents mutually benefit from the shared agreement. In Reading we are all METCO.
Position Type:Full-Time
Salary:$58,696.10 to $110,030 Please see our Salary Schedule (Enter website here)
Equal Opportunity Employer
Reading Public Schools is committed to maintaining a work and learning environment free from discrimination on the
basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status,
ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as
defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose
such discrimination and harassment or who participate in an equal opportunity investigation. <br/><br/>It is unlawful in
Massachusetts to require or administer a lie detector test as a condition of employment or continued employment. An
employer who violates this law shall be subject to criminal penalties and civil liability.
New Business
Reading Public Schools
School Committee Meeting Packet
May 29, 2025
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: May 27, 2025
Re: School Committee Vote to Receive Reading Education Foundation Grant Donations
The Reading Education Foundation has awarded the following grants to Reading Public Schools:
Reading Education Foundation Final Grant Awards for 2024
Teacher’s Name School Program Recipients Amount
Funded
Grant Title
Elizabeth
Harrison
Parker Speech
Language
Pathology
6-8 Parker $1,539.00 Voice Amplification
Kim Adamo Killam Literacy K-5 Killam $20,000.00 Audio Books for All
Elementary Students
Talia Hallett Killam SEL & Behavior K-5 Killam $2,000.00 Professional Development
to Support Student
Behavior
Lisa Norcross Wood End Social Studies &
Science
K-5 Wood End $4,500.00 Enhancing Education with
Non-Fiction
Meredith Kimball Barrows Science K-5 Barrows $1,295.00 Generation Genius for
Whole School
TOTAL Grant Award $29,334.00
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: May 27, 2025
Re: SEPAC FY25 End-of-Yer Update
During the May 29th School Committee Meeting, SEPAC will provide an End-of-Year update. The presentation
will be posted after the 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
Special Education Parent
Advisory Council (SEPAC)
Dilly Wilson, Eunice Kenyon, Jacyln Lee, Tricia Kiely, & Zea Lennard
Executive Board of Reading SEPAC
SEPAC Mission Statement
Our Mission
Work for the
understanding of,
respect for, and
support of, all
children with special
needs in the
community.
Promote a network of parents of
children with special needs, and
provide a forum to share information
Advise the Director of Student
Services, School Committee, and
Superintendent on special education
programs and policies, and parent
and teacher training needs
Promote communication and sharing
of information between SEPAC
members, local, state and national
organizations, councils and groups, as
well as within the community to
encourage understanding, acceptance
and inclusion of students with special
needs
Provide informational workshops to
parents, educators, students and
professionals
Agenda
●Year in Review
●Annual Survey Results
●Outreach Efforts
●Workshops
●Next Academic Year
●Q&A
Year in Review
Overview by Dilly Wilson
Overview
●Board membership
○Started the year with a full board (4 renewing + 2 new board members)
○Ending the year with 5 members
●Strong Momentum
○Continuing external relationships
■Informal meet and greet with chairs and administrators
■Continued partnership with Student Services
○Strengthening internal culture
■Parent workshops
■More active involvement from general council members
■More social opportunities
○Improving reach
■Finding under-reached groups
■Identifying blind spots and acting accordingly
Social Media Stats
Facebook :
> Membership = 711 followers
> Events = The number of likes or reactions, saves, comments, shares and replies on content
Instagram :
> 197 followers
Annual Survey Results
Overview by Tricia Kiely
Some Positive Things Our Members Are Saying
●Advocating for students needs very well. More
flexibility in meeting times.
●It was great to connect with SEPAC when I was a
new parent beginning the journey with a child with
an IEP
●We love the webinars! It has been very helpful
●Bringing in guest speakers is great.
●SEPAC has provided a change of speakers for all
members of the school district to benefit from.
●You exist, the board is active, and you have a
communication channel with decision makers. You
also planned great speakers!
Do you think parents who need SEPAC know what it is and
how to access its resources?
●Yes. The programming is very informative and helpful.
●Ye s -this group has done a wonderful job getting the word
out!
●No. I'm not clear how to utilize SEPAC in support of our
child.
●Nope. I'm just not that involved with it yet. The events are
helpful, but I'm not engaged yet. Part of it is the name …
SEPAC. I know it's a state formality, but can there be a more
informal, friendlier name? Maybe SuperPAC? I don't know.
Some re-branding could help.
●All parents with child on IEP’s should be made aware of
SEPAC during their yearly meetings
SEPAC programs families want to see in 2025 -2026
●More topics on dyslexia and structured reading and
evidence based math methodologies.
●How to understand/interpret evaluations done during the school year (those
provided with a report card); how neuropsych evaluations can be helpful,
when to get one, how to know what testing to ask for.
●Topics for middle and high school students and parents
●Educating parents without kids in SEPAC or IEPs how classrooms are
managed with the mixed group.
●Workshops or presentations on comorbid diagnosis, like autism and ADHD, and
how to manage children with physically aggressive behaviors. There doesn't seem
to be enough help out there on how to properly manage these subjects.
●Information about the laws and regulations of IEPs how it applies to both IEP students and non-IEP students. Especially
when it comes to safety in the classroom.
Outreach Efforts
Overview by Jacyln Lee
Collaborating with RPS
●Advise the Director of Student Services, School Committee, and Superintendent on special education programs and policies, and parent and teacher training needs
●Monthly meeting with Student Services
●Communicate parent concerns
●Utilize the open line of communication
that we enjoy with administrators; very
strong relationships
●Sponsorship of speakers
We are grateful that RPS continues to place
importance on special education
programming
Information Share
●Webinars with recordings and meeting minutes posted on the
Reading SEPAC website
●Shared resources posted on our website
●Form to connect anonymously to the Reading SEPAC board
●School newsletter and district updates
●Social Media (Facebook and Instagram)
●Team Chair Meet and Greet
●Annual Survey
Connecting our Community
Connecting our Community
Social Opportunities
●Family Lunch Meetups
●Playdates
●Fall Foliage Nature Walk
●Autumn Moon Festival Table
●Festival of Tree Craft Submission
●Wachusett Mountain Meetup
●Unified Sports Water Station
●Friends of Metco table at the Kite
Festival
●End of Year Social
●Summer Patio Socials
●Popsicles on the Playground
Workshops
Overview by Dilly Wilson
Provide informational workshops and events
for parents, educators, students and professionals
●Lynn Lyons: Tackling the Patterns of Anxiety, Depression and Avoidance -Sept 18
●Team Chair Meet & Greet -Sept 25
●SEPAC Booth at the Mid-Autumn Moon Festival -Location: Reading Public Library -Sept 28
●SEPAC Fall Foliage Walk -Saturday, Reading Town Forest with the Reading Trails Committee -Oct 5
●SEPAC Movie Night “The Right to Read” -Performing Arts Center at RMHS -Oct 2
●Sarah Ward: The 360 Thinking Model -Virtual -Oct 23
●SEPAC Submission for Festival of Trees -Dec 6
●FCSN Workshop: Understanding the IEP -Jan 22
●Building Literacy Success for Every Student -Feb 26
●SEPAC Wachusetts Mountain Meetup -Mar 10
●Special Education Budget Review -Mar 19
●FCSN Workshop: Social Emotional Learning -Mar 26
●Year End SEPAC Social -June 12
Next Academic Year
Overview by Dilly Wilson
Looking Towards the 2025 -26 School Year
●Provide new social networking opportunities
●Screening of “In a Different Key”
●Expand Reading SEPAC workshops
○Additional presentations on inclusion
○Additional educational workshops -Lynn Lyons and
Sarah Ward
●Expand Friends of SEPAC
●Explore fundraising
●Expand website
●Repeat Team Chair Meet and Greet
●Expand partnership with community support group
●Continue to develop trusted partnership with student
services and school
●Create Bylaws committee
Q & A
To: Reading School Committee
From: Dr. Thomas Milaschewski, Superintendent
Date: May 27, 2025
Re: Student Services End-of-Year Update
During the May 29th School Committee Meeting, we will provide a Student Services End-of-Year update. A
copy of the presentation can be found in the packet.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Student Services
Update
5/29/25
Purpose of this Presentation
●To highlight key successes within the Strategic Plan that fall under:
○Safe Learning Environments
○Instructional Systems
○Family & Community Engagement
● These initiatives are:
○High priority
○Important for our community
○Having measurable impact
Safe Learning Environments: District Wide Safety
Survey Results
●467 staff across the district participated in the survey
●Each building had at least 34 staff respond to the survey
●Staff across all grade levels took part in the survey, with at least 9 staff per
grade responding.
District Wide Data
District Wide Data
District Wide Data
What We Noticed: District Wide Themes
Strengths Areas for Continued Work
●Clear training, communication,
and protocols to respond to crisis
●Priority focus on students and
response to their needs
●Visible and supportive teams that
are credible and trustworthy in a
crisis.
●Create common written classroom resources on crisis
response: flow charts, anchor charts, and instructions on
what to do in a crisis.
●Create training cycles and ensure staff are trained annually
and new staff have a way to be trained when hired.
●Consider training or resources to support students after a
crisis occurs.
●Ensure continued improvement on communication loops
within buildings, after-action debrief, and continuous
feedback cycles with staff.
Safe Learning Environments - What’s Ahead
●District Safety Video
○Video explaining the vocabulary of I Love U Guys
○Video explaining bullying and harassment
●Updated trainings
○CSTAG
●Continued committee work to review and update systems
●Each school is creating a plan to support the school given the safety data.
Instructional Systems
●Instructional Teams
●Transition Planning
●SEL/UD Supports
●LEAD Advisory
●AIM Implementation
Inclusion Implementation Team
●Working to create a vision for
inclusion and inclusive
education in RPS as we work to
enact program review
recommendation of ensuring
all students receive their
education in the LRE
●Will use the vision as a driver to
identify action steps and create
a road map to deliver PD and
provide support that all staff
need to do this work well
Special Education Literacy Implementation Team
●Building on the district wide literacy work in Special Education
○Developing lead literacy teachers to support
■Assessment
■Data Interpretation
■Matching skill needs to targeted instructional practices
■Progress Monitoring
●Developing a vision with direct staff involvement
○Identify next steps, a system for feedback, and direct communication with
staff at the building level across all schools
○A practice to ensure instructional practices with fidelity
○Data sharing across reading tiers of instruction (1,2,3)
○Templates for writing targeted IEP baseline information, goals, and objectives
Action Steps
Taken
Rationale
Whether the
practice was
consistent from
previous years,
updated, or new
A focus on inclusion:
The RISE to
Kindergarten transition…
A student’s first step into
RPS
A focus on inclusion:
The RISE to
Kindergarten transition
A focus on inclusion:
Social Emotional Learning Working Group
https://docs.google.com/document/d/1z_3VQWAiZcQS0afGkr-PuFUF
JQ-pDBu02s8Rm8afus0/edit?usp=sharing
LEAD ADVISORY
RMHS students in Zoomed into LEAD
advisory sessions with elementary &
middle school students to discuss their
experiences with reading, available
supports and services, and to explore
similarities and differences. The goal was
to help develop a sense of connection
and belonging across the LEAD program
community.
LEAD ENGLISH LANGUAGE ARTS
Literacy Training
The Story Grammar Marker
April 2025 & continued into fall
2025
Maryellen Rooney Moreau & Linda
LaFontaine are both certified
Speech-Language Pathologists who
created this
cognitive-linguistic-social
methodology to develop academic,
personal, or social narration,
expository, & conversation
discourse skills
AIM Curriculum Implementation
The AIM (Accept. Identify. Move.) Social-Emotional Learning curriculum is a
research-based program designed to help students build emotional awareness,
self-regulation skills, and resilience.
Core Focus Areas of AIM:
●Accept thoughts and feelings without judgment
●Identify values and goals to guide decision-making
●Move toward those values through committed action
Parent Engagement:
●Parents were invited to a training session to learn about the AIM curriculum about
5 elementary and middle school families came and we will do a training for the high
school in the fall
●Training focused on how families can support SEL practices at home
●Provided resources and strategies for reinforcing skills outside of school
“awareness of one’s internal
states and surroundings” *
“A form of clinical behavior analysis, ACT seeks to help individuals learn to
accept physical and psychological experiences in order to participate more fully
in the meaningful parts of life”
“ABA is the use of a science of human
behavior to create socially-significant
behavior changes.”
Mindfulness
Acceptance and Commitment Therapy
Applied Behavior Analysis
Components of AIM
https://www.apa.org/topics/mindfulness
https://www.acceptidentifymove.com/
21
Curriculum Through the Grades
Elementary School High SchoolMiddle School
21
22
Acceptance and Commitment Therapy (ACT)
https://contextualscience.org/act
Hexaflex
-Continue to develop an IEP goal
template in line with ACT and AIM
-Provide training to general
education staff about ACT and AIM
-Develop additional parent
resources for generalization to
home
Next Steps:
REACH SEL Curriculum
Instructional Systems Next Steps
●Develop templates & example Educational Assessment Part A & B for
initial special education evaluations & reevaluations
●Monitor impact of RISE to K transition updates in 25/26 school year and
make adjustments as needed
●Continuation of the Implementation teams and SEL/UD Committee
●The Student Services Department will publish videos for parents and staff
outlining the special education and 504 processes, which includes what to
expect at different parts of the process
●Continued monitoring of the implementation of the new IEP
●Special Education/Civil Rights IMR (Integrated Monitoring Review)
Events
Dr. MaryAnne Wolf - How Multi-component
Intervention Can Connect Science & Story
June 3, 7-9 pm, virtual
Dr. Wolf is a leader in the field of the Science of
Reading. She is the author of The Proust and the
Squid & developer of RAVE-O & the RAN/RAS
A focus on inclusion: The students of 2025
In house professional development led by
Inclusion Specialist, rooted in timely and
relevant research, delivered at all elementary
schools in various formats.
Opportunities for in-depth follow up sessions
with specific presenters such as Jess Minahan
and Sarah Ward.
Executive Functioning Program Review
Family and Community Engagement
●Elevating Youth Voice and Agency to Build a Community of
Belonging
●Strengthening Family and Community Engagement
●Conducted by RPS, the Reading Coalition
for Prevention and Support, and the
Reading Office of Equity and Social Justice
●Gratitude to RMHS Principal Jess Callanan,
Club Advisors, and Students for strong
turnout and contributions!
Youth Listening Sessions with Student Affinity Groups at
RMHS
Elevating Youth Voice to Build a Community of Belonging
Artwork by Ricardo Levins Morales,
inspired by South African disability
rights and youth leaders
●Politics Club (19 youth)
●Rise Against Cancer (26 youth)
●Gender and Sexuality Alliance (6 youth)
●Girl Rising (21 youth)
●Students of Color and Allies (SOCA) for Equity, Justice, and
Inclusion (8 youth)
●Captains of Sports Teams (48 youth)
●DECA Student Entrepreneurs (29 youth)
●Student Advisory Council to the School Committee (10 youth)
8 Listening Sessions in Nov 2024 - March 2025
reaching 167 students
Events
Phyllis Fagell - Empowering our
youth to thrive
–November 14, 2024 - 6pm via zoom
–May 8, 2025 in person at Reading
Public Library
Events
Dr. Jill Walsh: Practical Strategies to
Help our Children Navigate Digital
Technology
May 13, 6pm - 7:15pm, Coolidge
Middle School
Dr. Walsh, a Sociology Professor at
Boston University, will share best
practices around devices, gaming, and
social media.
Next Action Steps
●Leadership Cafe sessions to bring students
together across grade levels
●Mini-grants for youth-led summer projects
●Youth Town Hall Meeting: fall, 2025
●Toolkit on School Connectedness with
resources on positive youth development,
building developmental relationships, policies,
practices, and strategies for connectedness.
Photo by Shane Rounce on Unsplash
To: Reading School Committee
From: Dr. Thomas Milaschewski, Superintendent
Date: May 27, 2025
Re: District Strategic Plan Update
During the May 29th School Committee meeting we will provide an update on the 2023-2026 District Strategic
Plan.
In this packet we have included a document to track progress on the District Strategic Plan. The document
includes three columns – 1) Activities 2) Short and Long Term Outcomes 3) End of School Year Updates which
include items from last year (2023-2024) and this current school year (2024-2025). The items for the current
school year are highlighted in red.
We continue to be encouraged by the progress our district is making toward the goals and outcomes outlined
in the plan and we deeply appreciate the support, collaboration, and effort from so many in our RPS
community in advancing these critical initiatives. There is one year remaining on the plan and will keep the
community informed on our progress towards all of the outcomes listed as we move towards the close of the
2025-2026 school year.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
READING PUBLIC SCHOOLS - DISTRICT STRATEGIC PLAN 2023-2026
Mission of the Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
Vision of the Reading Public Schools
It is the vision of the Reading Public Schools to instill a joy of learning by inspiring, engaging and supporting
our youth to become the innovative leaders of tomorrow. We will accomplish our vision by focusing on a
few key strategic initiatives that lead to a meaningful and relevant curriculum, innovative instructional
practices, strong analysis and thoughtful dialogue about evidence, a collaborative and team approach to
learning and teaching, and a safe and nurturing learning environment. The overall physical and behavioral
well-being of our children will be our top priority as students will not learn if they are not physically and
psychologically safe. Education will truly be the shared responsibility of both the schools and the
community, with families playing active roles in the schools and being full partners in ensuring the success
of their children. In the interest of the entire Reading community, the school district and town government
shall work cooperatively and collaboratively. As educators and members of our community, we believe
that implementing this vision is our ethical responsibility to the children of the Town of Reading.
Reading Public Schools’ Statement of Equity
The Reading School Committee, Central Office, Directors, Principals and Leadership of the Teacher ’s
Association celebrate the diversity of the Reading Community and beyond by embracing differences to
empower every student, staff member and family of the Reading Public Schools. We embrace all members
of the community no matter where we live, what we look like, what we believe, what language we speak,
who we love, or how we learn, consistent with the human dignity of all. When we are unwavering in our
commitment to equity, we support every student and staff member in maximizing individual potential. This
requires us to identify, analyze, and confront gaps in opportunities and outcomes for all students.
Reading Memorial High School Portrait of a Graduate
RPS Graduates are leaders of their own learning journey who demonstrate kindness and empathy towards
others and a commitment to wellness. They persevere through challenges, embrace multiple perspectives,
and aspire to be their best selves in the service of others to better our community and our world.
Learn - Grow - Teach - RPS Graduates are critical thinkers and creative problem solvers. They take ownership
of their learning journey and are open to struggle to foster personal growth. They are confident in their
beliefs and consider the thoughts and ideas of others. They embrace collaboration to help teach others and
remain curious life-long learners.
Empathize - Consider Perspectives - Practice Communal Care - RPS Graduates show kindness and empathy
towards others and a commitment to personal wellness and communal care. They are able to persevere
through challenges and demonstrate resilience. They authentically reflect through hearing and
understanding the experiences, perspectives, and needs of people around them. To navigate relationships
with generosity and patience, they listen actively and compassionately.
Engage - Serve - Thrive - RPS Graduates responsibly shape our world through collaboration with their
community. They engage with and communicate multiple perspectives, aspire to be their best selves in the
service of others in order to thrive, and bring their skills and knowledge to action for the benefit of each
other and our world.
Reading Public Schools 2023-2026 Strategic Objectives
Strategic Objective 1: Supportive, Equitable, and Safe Learning Environment (Leads: Jen Stys, Sarah
Marchant, Allison Wright, Emma Costigan, Lynna Williams, Mary Giuliana, Ally Sarno, Ann Ozanian)
Strategic Objective 2: Coherent Instructional Systems (Leads: Sarah Hardy, Caitlin Shelburne, Mary Anne
Lynn, Erin Burchill, Jess Callanan, Liam Loscalzo)
Strategic Objective 3: School Operations (Leads: Phil Littlehale)
Strategic Objective 4: Family and Community Engagement (Leads: Alissa Gallegos, Theresa Wiggins,
Barbara Best, Erica McNamara, Jessica Callanan, Karen Hall, Lisa Egan, Lynna Williams, Sarah Hardy)
Strategic Initiatives
Supportive, Equitable
and Safe Learning
Environments
Coherent Instructional
Systems
School Operations Family and Community
Engagement
1.1. Build a shared
understanding about
sense of belonging and
identify common
indicators to measure
progress
2.1. Enact Special
Education Multi-Year
Improvement Plan
3.1.Review key
operational procedures
and processes
4.1. Strengthen
family/school
partnerships
1.2 Build valid data
collection systems and
analysis procedures
2.2. Ensure high quality
curriculum
(standards-aligned,
pacing, instructional
methodology; materials
and resources;
assessment; rigorous
instructional practices)
3.2. Leverage and
optimize all resources
including staffing roles
and schedules, and
funding
4.2. Strengthen
equitable family
engagement: supports
and connections for
Multilingual Learners,
Black and Brown, and
Economically
Disadvantaged Students
and Families
1.3. Create, refine and
align safety centered
process and protocols
2.3. Ensure variety of
college and career
pathways for secondary
students (Math
Pathways; Innovation
Pathways, Dual
Enrollment)
3.3. Refine human
resources systems of
recruitment, retention,
and attendance
4.3. Create a Children’s
Cabinet to bring
together key leaders
that serve children and
youth
1.4 Build coherence
within METCO Program
2.4. Utilize and refine a
comprehensive
3.4. Collaborate with
MSBA and the Reading
assessment framework
district-wide that
defines the goals and
objectives of
assessments; the
intended use; analysis
protocols; and
communication with
families
community to enable
the build of new Killam
Elementary School
building
1.5 Build coherence in
MLL Programming
2.5 Design a
high-quality system of
professional learning
for RPS
2.6 Define a vision for
district’s educational/
administrative
technology and
opportunities to braid
current district
resources (Tech Plan)
Reading Public Schools Logic Model
Strategic Objective 1: Supportive, Equitable and Safe Learning Environments
School Committee Liaison - Tom Wise
Strategic Initiative 1.1: Build a shared understanding about sense of belonging and identify common indicators to measure progress
Given a shared understanding of a sense of belonging, we will improve our systems to quantify impact on student outcomes.
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the June 6, 2024 School
Committee Meeting.
The district will support buildings to create and support
data teams which will include implementing interventions
and refining student supports. Given the fall Panorama
survey data, small groups of staff will meet to identify
trends and direct student centered interventions to
improve attendance, engagement, and sense of
belonging. These meetings will happen at the school
based level no more than 4 weeks after the data is
released with at least two check-ins to monitor progress
and adjust support. (ie SST or ILT)
Individual school communities will continue to engage in
work which focuses on embracing students for who they
are and ensuring that students are physically, emotionally,
and intellectually safe and able to engage in rigorous
instruction. For example:
● High School: Staff Book Club “Culturally
Responsive Teaching and the Brain” by Zaretta
Hammond.
● Middle Schools: Staff Book Club “School Talk” by
Mica Pollack and “Culturally and Linguistically
Responsive Teaching and Learning” by Sharroky
Hollie, piloting schoolwide SEL such as Positive
Behavior Interventions and Supports (PBIS) and
Given direct interventions at the school level and
district base line data from the 2022-2023 school
year, the district data team will review results from
the Panorama survey data, focus group feedback,
and participation in after school activities (ie prom,
after school clubs and sports) to find positive
growth in the data, including scoring above the
national norms on Panorama survey data. The
specific focus areas of growth will be, “Overall, how
much do you feel like you belong at your school?”
and, “How connected do you feel to the adults at
your school?” The effective strategies will then be
shared at the school level.
Based on the school improvement plans, each
school will identify 2-3 priority focus areas for
students to enhance their sense of belonging
based on data created at the school and district
level. Highlight on-going success in these areas at
the district and school level.
2023-2024
Each school developed a survey plan to gather
sense of belonging data. This was reviewed at
several district leadership meetings during the
school year. The schools shared effective
strategies, including mentoring and individual
student supports.
Each school identified 2-3 priority focus areas for
students to enhance their sense of belonging
based on data in their school improvement plan.
2024-2025
Data Teams & School-Based Interventions
The district supported buildings in forming and
sustaining school-based data teams focused on
implementing targeted interventions and refining
supports. These teams met within four weeks of
data release (where applicable) and reconvened at
least twice to assess progress. These
teams—often embedded in Student Support
Teams (SSTs) or Instructional Leadership Teams
(ILTs)—are leading the charge in improving:
Collaborative Problem Solving, student advisory
council, professional learning communities.
● Elementary Schools: Schoolwide assemblies
monthly focused on school values as well as
celebrating diversity, piloting Second Step SEL
curriculum, speakers who support DEI
conversations, student-centered multiculturalism
day, staff review of practices to ensure
representation in classroom materials/lessons.
Based on student focus group feedback: During the
2023-2024 school year focusing on sense of belonging,
the district will include the following during professional
development opportunities or staff meetings: model and
name options of how students can have increased
autonomy over their learning experiences (i.e., learning
choices and partners, flexible grouping, student book
selections, etc.)
Based on student focus group feedback: The district will
continue to ensure we celebrate diversity and different
perspectives by continued implementation of ARC Core in
kindergarten to grade 5, which meets the English and
Spanish literacy needs of all students in any learning
environment. Through extensive reading, writing,
research, and analysis, students develop agency and
expertise in a wide variety of disciplines, preparing them
to lead in a changing world. Additionally, the Middle
School Literacy team will utilize the curriculum review
process to review and select culturally responsive,
engaging materials.
To ensure that all students and family members are
supported within the community, the district will create
and publish a community resource list, which includes
doctors, access to food etc.
The district will continue to partner with the Community
Resources Group in order to ensure all students and
families have access to all community activities, including
working with the town to secure transportation options.
● Attendance
● Student engagement
● Sense of belonging
This year, in lieu of spring Panorama survey data,
the district expanded efforts to gather authentic,
locally-driven data sources to guide its work:
● A districtwide family exit survey was
conducted to better understand why
families choose to leave the district and
what supports may be needed.
● The District Leadership Team (DLT)
reviewed attendance data regularly,
identifying patterns and coordinating
individualized supports.
● At the high school level, the district
partnered with the Reading Coalition for
Prevention & Support and the Office of
Equity & Social Justice to conduct
listening sessions. Over 80 students
participated in sessions focused on sense
of belonging and school
connectedness. As a follow-up, there will
be a student town hall and Mini-grants for
youth-led summer projects on school and
community connectedness, funded by the
Reading Coalition for Prevention and
Support.
● All schools have individual sense of
belonging surveys aligned to
school-specific goals/initiatives
School-Based Initiatives for Belonging and
Inclusion
Individual school communities will continue to
focus on student identity, safety, and rigorous
learning environments. Each school will identify
2–3 priority focus areas based on school and
district data to enhance students’ sense of
In order to support some of our most vulnerable learners,
the district will meet with DCF on a monthly basis to
review resources and supports available.
belonging. All school ILTs review school-based
sense of belonging surveys to plan action steps.
Examples Across Levels:
High School
● All RMHS high school staff participated in
choice-based Professional Learning
Tracks, each of which centered around
increasing students’ sense of belonging
and improving instructional practices.
These PD Tracks included: Trauma
Informed Practice and Instruction,
Neurodivergent Learners, Keys to Literacy,
grading for Equity, Differentiating
Instruction, Exploring AI in the Classroom,
Modern Classroom and Emotional
Resilience.
● The RMHS administrative team worked
collaboratively with a Harvard Fellow, Dr.
Barbara Best, and the Reading Coalition to
hold listening sessions with affinity groups
throughout the high school. We worked
collaboratively to develop questions about
student sense of belonging at RMHS and
throughout their time at RPS. Eight
listening sessions were held over the
course of the school year with over 165
students, all of which provided verbal and
written feedback that is helping to inform
practices at RMHS regarding increasing
students’ sense of belonging in the high
school community. Student groups
included: Politics Club, Rise Against
Cancer Club, Gender and Sexuality
Alliance, Girls RIsing, Students of Color for
Equity, Justice and Inclusion, Captains of
all Athletic Teams, DECA and the Student
Advisory Council to the School Committee.
● RMHS also conducted SBIRT screening
with grade 10, and the Youth Health
Survey (formerly Youth Risk Behavior
Survey) for grades 9-12 as a means to
collect more quantitative data around
student sense of belonging and risk
factors.
Middle schools
● Parker convened a Social Emotional and
Behavior (SEB) Committee that
participated in DESE's SEB/PBIS
workshops with the goal of developing
clear expectations for student behavior and
consistent responses for staff. Data (# of
office referrals, PBIS staff inventory survey,
# of students in hallways during class) was
collected at the beginning, mid-point, and
year end to determine effectiveness of
implementation. Additionally, staff took part
in professional learning trainings during
staff meeting time on the following topics:
Positive Behavior Intervention and
Supports, Behavior is Communication,
De-escalation Strategies, and Restorative
Practices. Exit ticket data was collected
following these trainings to and reviewed
by members of the SEB Committee to
inform next steps.
● Coolidge Middle School tracked student
Sense of Belonging and Connectedness
via a survey (modeled after Panorama) as
well as conducted a post- Challenge Day
survey, both of which helped to inform our
work on this goal as well as the success of
our programs and systems.
● Coolidge Middle School Staff took part in
professional learning during staff meeting
time on the following topics: Behavior is
Communication; Executive Functioning;
Restorative Practices.
● Coolidge Middle School Staff formed
working groups to improve systems that
will support student social-emotional
well-being; two groups focused on
Advisory and Team Time.
● Coolidge and Parker Middle Schools
utilized funding from the MyCAP Grant to
help integrate coursework and enrichment
opportunities related to career-based and
interest-based topics.
● Coolidge MIddle School continued to
bolster Tier I SEL practices and systems,
inclusive of all teachers and SEL staff, so
that all students receive foundational SEL
support and guidance.
● Parker Middle School: Continued use of
Professional Learning Communities
(PLCs) and pilot SEL tools such as PBIS
and Collaborative Problem Solving
Elementary Schools
● Beginning an elementary school Social
Emotional Learning (SEL) Curriculum
Working Group. More information about
the purpose and work found here.
○ This group will work to enhance
SEL offerings and also incorporate
Understanding Disabilities so that
this learning feels connected and
authentic.
○ Will finalize selection of group by
May 28th
○ Work begins June 3rd
● Monthly assemblies highlighting core
values and student diversity
● Piloting Second Step SEL curriculum
● Administered surveys and held interviews
with students to understand how they are
feeling at school. Held professional
development with teachers about learning
styles in order to put ourselves in students
shoes.
● Multiculturalism Day, guest speakers, and
inclusive instructional practices
● Reviewing materials to ensure
representation of all student backgrounds
Community Connections & Family Supports
The district continues to foster strong family and
community partnerships:
● A comprehensive Community Resource
List will be published, including information
about food access, healthcare, and social
services.
● We collaborated with the Children’s
Cabinet and the Town of Reading to
expand transportation options and address
the needs of families in accessing school
and community events, as well as
essential elements of daily living.
Additionally, the Cabinet focused on
reducing microaggressions between
students and addressing the impact of
social media on student well-being
● Our Family Engagement Liaison has
supported multilingual families as well as
any families in need in accessing
community resources, including access to
medical care for physicals and
immunizations, eye exams and glasses as
well as assistance with health insurance.
Families have also been connected to the
Reading Food pantry, tutoring and support
at the Reading Public Library, after school
care through extended day and the YMCA,
and programs through Reading Recreation
such as summer camps and soccer
programs. Taiana has become a resource
for all families in need of community
resources. See here for more information
about the family liaison role.
We also continue our monthly DCF meetings to
ensure that our most vulnerable students are
supported with consistency and care.
Strategic Objective 1: Supportive, Equitable and Safe Learning Environments
Strategic Initiative 1.2: Build valid data collection systems and analysis procedures to improve holistic supports for youth that strengthen
student achievement, health, and wellness.
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
Update provided during the June 6, 2024
School Committee Meeting.
The district will update the dashboard to include chronic
absenteeism and average daily attendance and will review this
information monthly and reach out to the schools to support.
Each school will review their attendance data based on a district
created dashboard at least bi-monthly (i.e., at SST). During
these meetings, specific student/family interventions will be
created and reviewed.Teams will discuss strategies to re
engage students and review barriers impacting students ability
to attend and engage in their school day i.e. school phobia,
refusal, family challenges, mental health, etc.
The district will update the attendance procedures and provide
scripts, letters and suggestions to assist schools in re-engaging
students.
Beginning in the 2023-2024 school year, the district will have a
proactive attendance campaign to ensure all stakeholders
understand the importance of attendance.
Each school will have a Daily Average
Attendance rate of 97%.
The district will build consistent general
education tier 1 and 2 systems, interventions
and data driven processes as evidenced by a
decrease in special education referrals resulting
in a finding of no special needs by %.
Based on Panorama survey data and focus
group data, the district will create a vertical map
to track sense of belonging supports across
grade levels.
By the end of the 2023-2024 school year, the
district will have an aligned process for running
SST across grade levels, which includes a data
review cycle to measure effectiveness of the
process and student growth.
2023-2024
The data from May 3, 2024 indicates the
following daily average attendance rate:
● District: 95.7%
● RMHS: 95.5%
● Coolidge: 95.4%
● Parker: 95.5%
● Barrows: 95.6%
● Birch: 95.7%
● Eaton: 96.3%
● Killam: 95.6%
● Wood End: 96.7%
The overall district attendance rate was 95.1%
in the 2022-23 school year. The official figure
through March of this year is 95.6%. This is 0.5%
improvement from last year. Six out of the nine
schools are on-track (as of this data pull) to be
improved from last year (by 0.1 or 0.2
percentage points). PRS also has two schools
above 96% this year, as opposed to only one
The district will have an Attendance Liaison to provide stipend
support and will examine the need to make this a full time
position the following school year.
At the district and school-based level, look at current special
education IEPs for trends related to disability categories and the
level of need, focusing on providing the right amount of services
in the least-restrictive environment.
Each school-based Special Education Team will review
students’ reading performance at least monthly to ensure
effective progress and/or make adjustments to
instruction/programming.
Conduct a survey (Panorama) of sense of belonging three times
a year of all students in grades 3-12. Consider the following
variables in the survey in order to analyze and consider a root
cause analysis, if necessary:
● race/ethnicity
● school history
● special education/504 status
● high needs status
● location of residence
Conduct focus groups of students, staff and families to
determine additional context for the sense of belonging data to
then debrief and action plan based on results. These focus
groups will be completed with at least 12-15 middle school and
12-15 high school students twice during the school year.
● race/ethnicity
● school history
● special education/504 status
● high needs status
● location of residence
Based on survey and focus group data, specific action steps will
be developed to support individuals and cohorts in need of
supports, themes that appear will be addressed appropriately.
Over the 2023 summer, create a district-wide outline for SST
meetings, including sample forms and progress data. Train
school-based leaders to effectively run SST meetings,
By the end of the 2023-2024 school year, the
district will reduce out of school and in school
suspensions by 5% as evidenced by an
increase in interim alternative measures and
reengagement activities when students are
returning to their educational settings.
The district will conduct a curriculum review
cycle to examine approaches to
social-emotional learning, learning materials
and Tier 1 supports. A plan for implementation
of SEL and required professional development
in 2024-2025 will be created as a result of the
curriculum review cycle.
Reading will maintain a drop out rate of below 1
percent.
school (JE) above 96% last year. According to
the state data from May 16, 2024, only 7
districts (excluding the vocational and charter
schools) have a better attendance rate than
Reading’s attendance rate. In 2022-2023 there
were 8 districts ahead of Reading in attendance
rate, which demonstrates we are continuing to
improve at the state level.
Based on May 16, 2024 state data. Reading
chronically absent (10% or more) was 8.6%.
We are ranked 22nd in the state for lowest
percentage of chronically absent students.
During the 2023-2024 school year there was a
reduction in initial evaluation requests through
the special education process. In the
2022-2023 school year there were 204 initial
evaluations completed. Of the initials that were
completed, 79 (39%) were found ineligible for
services. During the 2023-2024 school year
there were 168 initial evaluations completed.
Of the initials that were completed, 77 (45%)
were found not to require special education
services. This is a reduction of 18% in our
initial evaluation rate.
The District Leadership Team has been
reviewing the sense of belonging data across
the schools and interventions provided at the
school level. During the 2024-2025 school
year, the district will continue to create a
support resource for schools to access as
needed.
Each school in the district has developed a
building based attendance team to review data
and modify interventions accordingly given the
support of a district created attendance
dashboard. A tiered response to student
communicate with stakeholders, and reviewing student
outcomes.
During the 2023-2024 school year, the district will review SST
implementation practices and information across schools at
least every other month with building leaders to align processes
and check for additional supports/interventions. As part of the
SST alignment process, the district will update the DCAP and
create a resource guide of strong Tier 1 interventions and
supports.
During the summer of 2023, train all the building leaders in
interim alternative measures for discipline and the discipline
process.
With attention to special populations, the district will review the
discipline data on a bi-monthly basis and provide intervention
where needed. Based on focus group feedback, school-based
teams will review disciplinary processes including in-classroom
procedures (i.e., time outs, trips to the main office, etc.) and
implement procedures which prioritize repairing relationships
and limiting lost learning time for students.
Given the monthly meeting of SEL supports, the district will
partner with the Coalition to ensure availability of Coalition
mental health support as well as appropriate referrals to
community-based therapeutic care through William James
Interface service.Reading Coalition staff will continue to teach
Teen Mental Health First Aid class to RMHS grade 11 students
within Health Classes during the 2023-2024 school year.
Reading Coalition staff will offer Youth Mental Health First Aid
training for school staff 1-2x per year. Public Safety Clinician via
Coalition conducting trauma training for RPS staff with multiple
offerings during the school year.
Partner with the Town of Reading and SEPAC to increase
inclusive opportunities for all students.
In school year 2024-2025, evaluate use of Youth Risk Behavior
Survey (YRBS)
absenteeism was established with the
attendance monitoring guidance and tools all
buildings to use as a resource. A grant was
secured to hire an MLL Liaison with a focus on
family education around attendance.
Additionally, on 12/15/23 the district was
awarded a DESE grant to battle Chronic
Absenteeism. This $10,000 grant will address:
student tracking and monitoring systems; family
engagement and communication; attendance
recovery academies. Given all of the
interventions, it is anticipated that the district
will continue to make progress towards this
goal.
During the 2023-2024 year, school based
leaders and SST teams worked in collaboration
with the Assistant Superintendents and the
Inclusion Specialist to align our district's
understanding of the purpose of SST as well as
common characteristics of SST. Teams
explored the SST processes and documents
utilized at other schools throughout the district
as part of an internal exploration process. The
inclusion specialist began attending SST
meetings across all 5 elementary schools to
begin to gather information on current practices
and structures as well as to provide consistent
support and feedback to all teams. Working on
our SST structures will continue into the
2024-2025 school year.
Based on May 3,2024 data there were 73
suspensions across the district this school year.
During the 2022-2023 year there were 82
suspensions which is a reduction of 11%.
Progress on the SEL curriculum review is
reflected through the End-of-Year Teaching &
Learning Curriculum presentation on May 23,
2024.
Reading is currently on track to maintain a drop
out rate of below 1 percent. Most recent
dropout data reflects 2022-2023 school year:
0.3%. Data reflecting the 2023-2024 school
year will be released toward the end of this
calendar year.
2024-2025
Student Support and MTSS Alignment
● A district-wide review of IEP trends is
underway, focusing on disability
categories and levels of need to ensure
that services are appropriately aligned
and provided in the least restrictive
environment.
● Each school-based special education
team is required to review students’
reading performance monthly to assess
progress and adjust programming as
needed.
● The Humanities Coordinator and
Special Education Literacy Coach are
working together to develop a system
for:
● Sharing Tier 2 reading
intervention progress and
student response to
interventions
● Communicating shifts in
interventions based on
progress monitoring
● Interpreting and explaining Tier
1 and Tier 2 reading data to
Special Education evaluation
teams
● This system is intended to
support more informed
discussions during special
education evaluation meetings
and to ensure that Response to
Intervention (RtI) can be
considered as a method for
determining Specific Learning
Disability (SLD) eligibility when
appropriate.
Behavior, Discipline, and SEL
● The district is continuing to reduce
exclusionary discipline by:
○ Reviewing discipline data
bi-monthly
○ Supporting interim alternative
measures
○ Encouraging
relationship-based practices
and minimizing lost learning
time
● Building-level staff are reviewing
classroom discipline procedures (e.g.,
time-outs, office referrals) to ensure
equitable practices that promote
student re-engagement.
● An SEL curriculum review cycle is
underway, with a focus on:
○ Core SEL materials
Tier 1 supports
○ Required professional
development for
implementation in 2024–2025
Nurses track health office visits via SNAP
software system, and compile data on
frequency, time and reason for visits. Nurses
can then follow up to assess medical or mental
health issues that need more in school
support.
The district updated its data dashboard to
include chronic absenteeism and average daily
attendance (ADA).
● Monthly district-level reviews of
attendance data now trigger direct
outreach and support to individual
schools as needed.
● Each school is expected to review its
attendance data at least bi-monthly,
often during SST (Student Support
Team) meetings. These reviews include
designing and monitoring individual
student and family interventions,
especially for students facing
challenges such as school refusal,
mental health needs, or family
hardship.
● The district revised attendance
procedures and provided schools with
standardized scripts, letters, and
strategies to re-engage students.
● A districtwide proactive attendance
campaign was launched to raise
awareness among all stakeholders
about the importance of consistent
attendance.
● Reading will continue to maintain a
dropout rate below 1% and targets a
97% daily average attendance rate
across all schools
2024-2025
The data from May 15, 2025 indicates the
following daily average attendance rate:
● District: 95.1%
● RMHS: 94.8%
● Coolidge: 95.0%
● Parker: 95.1%
● Barrows: 95.4%
● Birch: 95.1%
● Eaton: 95.8%
● Killam: 95.3%
● Wood End: 95.2%
The overall district attendance rate was 95.7%
in the 2023-24 school year. The official figure
through March of this year is 95.1%.
According to the March attendance report
released by DESE, Reading’s rate of chronic
absenteeism (10% or more of school days
missed) was 9.3%. We are ranked 30th in the
state for lowest percentage of chronically
absent students, among public K-12 districts.
Our Multilingual Learners have faced
challenges with chronic absenteeism, often
influenced by cultural norms around illness and
school attendance, as well as issues related to
immigration and socio-economic status. In
response, we have worked diligently to educate
ML families about attendance expectations and
to reduce barriers to regular school attendance.
As a result, chronic absenteeism rates in this
group have decreased over the past four years.
● 21/22: 38.9%
● 22/23: 30.3%
● 23/24: 29.5%
● 24/25: 18.7% (through May 15)
During the 2024-2025 school year there were
203 initial evaluations completed. Of the initials
that were completed, 81 (43%) were found to
not require special education services. Given
the pattern noted, we are working closely with
the Learning and Teaching Department to
ensure Tier 1 and 2 support with a focus on
MTTS will support the reduction of the number
of initial evaluations resulting in the finding of
no eligibility.
As of May 23, 2025, there have been 32
suspensions across the district this school year.
During the 2023-2024 year there were 73
suspensions.
Progress on the SEL curriculum review is
reflected through the End-of-Year Teaching &
Learning Curriculum presentation on May 23,
2024.
Reading is currently on track to maintain a drop
out rate of below 1 percent. Most recent
dropout data reflects 2023-2024 school year:
0.2%. Data reflecting the 2024-2025 school
year will be released toward the end of this
calendar year.
The District Leadership Team has been
reviewing the sense of belonging data across
the schools and interventions provided at the
school level. During the 2025-2026 school
year, the district will continue to create a
support resource for schools to access as
needed.
Strategic Objective 1: Supportive, Equitable and Safe Learning Environments
Strategic Initiative 1.3: Create, refine and align safety centered processes and protocols
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
Update provided during the June 6, 2024
School Committee Meeting.
During the summer of 2023, the district will create a safety
response protocol that includes resources and contact
information.
During the 2023-2024 school year, the district will meet
bi-monthly with our community safety partners to review the
safety response protocol and make any necessary changes.
During the 2023-2024 school year, each school building will
identify a campus crisis team which will convene at least
monthly to review school-specific practices and supports and
make necessary changes.
During the 2023-2024 school year, all new building leaders,
nurses, social workers, and school psychologists will be trained
in the CSTAG model.
The district will hold two CSTAG refresher/case study trainings
during the 2023-2024 school year.
Medical and Behavioral Emergency Response Plans (new
template to come from DESE) will be completed according to
regulations prior to the start of the 2023-2024 school year, and
then reviewed during building-based crisis team meetings.
Each school crisis team will create a flowchart to describe staff
response to crisis events on campus. This should include staff
school phone extensions and cell phone numbers to facilitate
timely response.
After every critical incident, the school (and possibly the district
crisis team) will debrief the incident and ensure that appropriate
documentation has been collected and submitted.
All building leaders will be trained in Reunification, QBS, CPR,
and First Aid prior to the start of the 2023-2024 school year.
Aligned systems and supports to ensure
consistent responses and supports, so that
when there is an unsafe situation or threat to
safety there is an appropriate response 100%
of the time.
2023-2024
The district has worked diligently with the
community first responders to create aligned
systems and supports to ensure consistent
responses and supports. Every safety situation
is different and it is difficult to quantify
“appropriate response”. However, it is our
belief having debriefed all situations with the
building leaders that any school based safety
issue was handled appropriately given the
unique set of circumstances. The district has
invested in training the staff in the CSTAG
threat assessment protocol. During the
2023-2024 school year, the buildings have
used this tool efficiently. The CSTAG threat
assessment protocol was administered 20
times. In two instances there was a finding of
no threat, and in 18 instances there was found
to be a transient threat (no sustained intent to
harm). All instances were dealt with
appropriately and within a timely manner.
2024-2025
Districtwide Safety Planning and Collaboration
● A district safety response protocol
finalized, including essential resources
and contact information.
● The district met bi-monthly with
community safety partners to review
and refine this protocol.
● Each school identified a Campus Crisis
Team, meeting monthly to review
building-specific safety practices and
make necessary updates.
During the summer of 2023, the district Handbook will be
updated to include all of the appropriate regulations and policies.
Each school will then create a revised welcome/handbook to
include their specific school information.
During the summer of 2023, the district will begin to implement
the student sports and coaches handbooks, which will include a
kickoff meeting at the start of every season with all players,
coaches, and families to review expectations.
During the summer of 2023, the district will create a Handbook
for all non-athletic extracurricular activities. These clubs and
organizations will hold kickoff meetings at the start of
programming with all students, club leaders, and families to
review expectations.
Given the data collected based on the implementation of the
new Field Trip Forms during the 2022-2023 school year, the
district will examine trends and inequities across grade levels,
schools, and special populations. Action planning will then take
place to ensure safe and equitable experiences for all learners.
● A districtwide safety video was created
and shown to all staff.
● A staff safety survey was conducted,
and each school is analyzing its data to
inform building-level action plans.
● A Union/Administration Safety
committee was created this year as
part of the teacher contract the team
helped to format the role out of the
safety video, develop the survey, and
review the survey data. This
committee will continue next year.
● Reading has piloted a food allergy
buddies program where older students
with food allergies mentor elementary
school students.
● This program has been run in
collaboration with Sr Michael Pistiner of
MGH, and will be piloted to other
districts to encourage safety,
self-advocacy and community for
students with allergies and their
families.
Training and Capacity Building
● All new leaders, nurses, social workers,
and school psychologists were trained
in the CSTAG threat assessment
model.
Safety Trainings
● Building leaders were trained in
Reunification protocols, QBS,
CPR/AED and First Aid before the
school year began.
○ 103 staff trained this year in
QBS with 4 trainers
● Free CPR/AED classes are offered on
a monthly basis by school nurses for
all staff.
○ Over 50 district employees
have taken advantage of this
opportunity so far this school
year.
● A new AED device was added to the
High School cafeteria this year.
● Medical and Behavioral Emergency
Response Plans were completed per
DESE regulations by each building
administrator and are reviewed
annually by school crisis teams.
Threat Assessment and Response
● Last year, we had 20 Comprehensive
School Threat Assessments reported,
all of which were classified as transient
threats. So far this year, we have 12
reported transient threats.
● All assessments were managed
appropriately and in a timely manner,
with documentation collected and
reviewed during crisis team debriefs.
● Each elementary school created an
Individual Emergency Response Plan,
and student-specific safety plans are
now recorded consistently.
Communication and Documentation
● Each crisis team developed a
school-specific crisis response
flowchart, including staff extensions
and cell phone contacts to support
timely and coordinated responses.
○ School Safety Resource Guide
■ See “Individual School
Safety” tab
○ This resource guide was
shared out after the safety
video on the March PD day
○ Elementary School Based
Crisis Response Plans
■ These are working
drafts that are
continually updated as
we work through
situations and improve
our practices
● The district handbook was updated
with current regulations and policies;
school-specific handbooks were
revised accordingly.
● Handbooks for sports and
extracurricular activities were
implemented, with kickoff meetings for
each season or program to review
expectations with students, families,
and coaches/club leaders.
Equity in Safety and Access
● Based on data collected from the new
Field Trip Forms (launched in
2022–2023), the district reviewed
trends and identified inequities across
schools, grade levels, and special
populations. We have a total of 136
field trip requests. 39 field trips taken
by our Elementary students, 23 trips
from the Middle School and 74 trips
from our highschool which included
clubs, games and competitions.
● Action planning is underway to ensure
that all students have safe and
equitable access to enrichment and
learning experiences. Listening
sessions were held for families of
students within the LGBTQ and MLL
communities to hear their concerns and
address any safety and equity
concerns.
Strategic Objective 1: Supportive, Equitable and Safe Learning Environments
Strategic Initiative 1.4: Build coherence within METCO Program
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
Update provided during the June 6, 2024
School Committee Meeting.
● Parent and student focus groups
● District METCO Coordinator/ SAJ focus group - to define/
align roles & responsibilities.
● By September 2023, the district will define a district-wide
METCO goal based upon review of quantitative and
qualitative data.
● By October 2023, all METCO Site Coordinators/School
Adjustment Counselors will create a professional goal
alongside building principals and the METCO Director.
Goals should:
o Align to the district-wide METCO goal
o Have measurable impact
● During the 23-24 school year, school principals and the
METCO director will engage in ongoing
observation/feedback cycles to support METCO Site
Coordinators/School Adjustment counselors with their
individualized goals. This will include quarterly triad
meetings involving the METCO Director, Principal, and
METCO Site Coordinator/School Adjustment Counselor
● During the 23-24 school year, the METCO Guiding Coalition
will lead rotating site visits to develop district-wide
coherence using best practices aligned to the district-wide
METCO goal.
● During the 23-24 school year, the METCO Director will
engage in monthly principal meetings and bi-weekly METCO
Site Coordinator meetings to engage in collective problem
solving and district-wide coherence making.
All schools will implement consistent METCO
programming and best practices that improve
student academic, social and emotional
excellence in accordance with the greater
vision of METCO. This will be demonstrated by:
● Positive participant responses to
METCO rotating site visits
demonstrating that the meetings
supported their learning and they were
able to apply something from today’s
meeting in their practice.
● Improved data indicators aligned to the
district-wide METCO goal established
in September.
2023-2024
Under the direction of the METCO Coordinator,
there has been a positive response to the
METCO Guiding Coalition rotating site visits.
Please see the presentation provided to School
Committee in May for more information.
2024-2025
Through the FY26 budget process, we now
have our largest METCO team in place. All 7
of our K-8 schools will have a full-time METCO
School Adjustment Counselor in their buildings,
the HS will continue to have 1 designated
METCO Coordinator, and the district will have 1
METCO Coordinator to float between all K-12
schools depending on student needs. This
staffing model provides a strong foundation for
our program.
Our METCO SACs continue to implement
rotating site visits between schools and
collaborative planning meetings between
school leadership, METCO staff, and district
leadership. This is leading to sharing of best
practices and calibrations/streamlining of key
initiatives. As an example, our schools
continue to collaborate around effective
systems for student-level interventions,
including ensuring consistent implementation of
our foundational reading interventions through
a partnership with Ignite Reading.
With a strong foundational staffing structure
and effective systems of collaboration, the work
in the year ahead will include a focus on
defining key goals for the program. METCO
recently released their “METCO 2.0” vision with
13 commitments for each METCO district. As
required by METCO HQ, our district will choose
2-3 “focus commitments” as our goal areas for
2025-2026. This will allow us to have clear,
transparent, and quantifiable goals in place for
the program.
Strategic Objective 1: Supportive, Equitable and Safe Learning Environments
Strategic Initiative 1.5: Build coherence in MLL Programming
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will accomplish the
following activities:
We expect that if accomplished these activities
will lead to the following changes
Update provided during the June 6, 2024
School Committee Meeting.
Create, refine and align process and protocols to include:
● Research and create a list of bilingual evaluators in the
primary language of our students.
● Interpreters at meetings where parents can feel included
but not judged by language status
● Parent and student focus groups
Liaise with school adjustment counselors to use community
resources and build relationships with MLL families to provide
continued outreach and supports.
Update protocols for translations and interpretation, train all staff
and monitor implementation of protocols.
The building leader website will include
translation and interpretation protocols and
resources. Building leaders and administrative
assistants, and other staff will be trained in how
to use the protocols.
MLL families have a “go-to” within their
student’s school to contact with questions,
concerns or requests for assistance. Build on
the community resources website to connect
school and town resources and service
providers.
Expand Reading Community Supports Fair to
ensure town to school community support.
2023-2024
The building leader website includes translation
and interpretation protocols and resources.
Building leaders, administrative assistants, and
other staff will be trained in how to use the
protocols.
A Multilingual Learner Family Liaison was hired
through the MADPH Behavioral Health
Workforce grant in January. In this position, the
MLL Family Liaison has connected with families
with services such as the food pantry and
health providers, as well as assisted families to
access resources such as transportation,
extended day and summer camp. She has
increased family engagement by interpreting
Teachers will have access to strategies and supports to ensure
MLL students are active and engaged participants in all
classroom lessons and activities and equal members of the
classroom community. Additionally, supports will be provided to
ensure MLL families are connected to the school community and
their child’s academic progress.
Begin implementation (year 2 and beyond):
● Common tier 1 curriculum that is vertically aligned
● Continue to build community partnerships that are
proactive not reactive to support all learners; which
focus areas to include:
o scholarships for extended day
o staff who speak the home language of students
o mentorship opportunities
o access to easy and effective two way translation
services
During the 23/24 school year, job-embedded
coaching will be available to teachers of MLL
students to support implementation of SEI
strategies and equitable and culturally
responsive practices in the general education
setting.
During the 23/24 school year, the MLL
department will begin the process of vertically
aligning the ESL curriculum.
information at family events such as open
house and kindergarten screening. The MLL
Family Liaison has identified mental health
needs of MLL students and is now working with
a community mental health provider, Embrace
Pathways, to provide in-school mental health
counseling, also grant funded.
A"Healthy Family Night" is planned for June 4th
at the Reading Public Library, with library staff
reviewing community resources, School
Nurses, health guidelines, School Resource
Officers, helmet safety and Embrace Pathways
mental health supports. We plan to work with
the Children's Cabinet on the Fall Resource
Fair.
Progress related to job-embedded coaching for
teachers of MLL students and the process of
vertically aligning the ESL curriculum is
reflected through the End-of-Year Teaching &
Learning Curriculum presentation on May 23,
2024.
2024-2025
This year we continued to build on the work
accomplished in 2023-2024. School
adjustment counselors are working in closer
partnership with the MLL department to
leverage community-based supports and foster
deeper, more consistent engagement with
families. To improve communication and
access, we updated our translation and
interpretation protocols, provided staff-wide
training, and are now monitoring
implementation to ensure that all families
receive timely and accurate information in their
home language. Teachers have been given
access to instructional strategies that support
full participation of MLL students in classroom
learning, emphasizing practices that affirm
students’ identities and promote language
development across content areas.
Additionally, family engagement efforts now
include more proactive outreach, helping MLL
families connect with their child’s academic
progress and the school community.
Additionally, this school year, we successfully
completed an ESL curriculum review deciding
upon a common curricular resource for ESL
teachers. We will begin implementation in the
2025/2026 school year.
A complete update on progress in the ML
Department will be provided during the
Learning & Teaching End-of-Year Update.
Strategic Objective 1: Safe, Equitable and Supportive Learning Environment: General Resource and
Outcomes
RESOURCES
In order to accomplish our set of activities we will need the following:
Professional Resources to Support Learning:
Gholdy Muhammad wrote a book, Cultivating Genius
Dena Simmons
Bettina Love
Culturally Responsive Teaching & the Brain (Hammond)
Sense of Belonging: Harvard EdCast
Sense of Belonging: DESE Resources
Attendance intervention: The BARR model
Reading Public Schools Logic Model
Strategic Objective 2: Coherent Instructional Systems
School Committee Liaison - Sarah McLaughlin
Strategic Initiative 2.1: Enact Special Education Multi-Year Improvement Plan
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
Continue to implement the recommendations of the
special education program reviews, including changes
and improvements to program structure and alignment,
staffing designs, staff training, and least restrictive
environment guidance.
Meet every 8 weeks with SEPAC subcommittee to
review implementation of the recommendations of
program reviews.
Strategic initiatives based on the special education
program reviews are reflected in the FY24 and
FY25 budget book
Important updates related to progress of strategic
initiatives related to special education program
reviews are made publicly available via the district
website
The Professional Learning Plan outlines
professional development aligned with the initiatives
of the special education program review
2023-2024
A comprehensive program review update will be
provided through a presentation during the June 6th
School Committee meeting.
2024-2025
Shared Program Structures Presentation with all
principals, assistant principals, team chairs,
psychologists, and the inclusion implementation
team to create a clear, thorough explanation and
understanding of how the program review
recommendations are being implemented.
Created an Inclusion Implementation Team to
gather a diverse group of stakeholder voices with
the goal of creating an inclusion vision for RPS and
to plan action steps surrounding professional
development and implementation of program review
recommendations. Vision is expected to be
completed by May 27, 2025.
The RPS Inclusion Specialist began creating and
delivering in house PD sessions at 6 out of 9 RPS
schools (RISE, Birch, JE, Killam, Wood End, and
Parker) aimed at increasing capacity to teach ALL
students. Topics included learning challenges
commonly seen in 2025, behavior de-escalation
strategies, and data collection.
The RPS Inclusion Specialist, in collaboration with
WE School Psychologist, created a 15-hour PDP
course that is free to any RPS educator, titled
“Strategies for Student Success” that works to
support educators in creating learning environments
that allow all learners to succeed. The course has
been offered three times thus far. Feedback from
the participants has been largely positive and
appreciative.
The SEL Curriculum Working Group is beginning
work to incorporate Understanding Disabilities
lessons into our own RPS scope & sequence to
promote understanding, acceptance, and inclusion
within all schools and classrooms as we work to
enact the program review recommendation of
ensuring all students have access to their LRE
RISE to Kindergarten transition for our youngest IEP
students updated in the student services
presentation.
The Special Education Literacy Coach/LEAD
Program Coordinator:
● Trained new staff & reviewed with veteran
staff the Crafting Minds Literacy Instruction
That’s Targeted that outlines formal
assessment reading batteries, plotting &
interpreting test data, matching needs to
services & curricula, & progress monitoring
practices that drive all IEP reading services.
● Collaborated with the Team Chairs,
Inclusion Specialist, & Program Coordinator
as well as the Humanities Coordinator &
Literacy Specialists to begin to develop a
combined system (i.e., spec ed dept &
teaching & learning dept) for:
○ Sharing Tier 2 reading intervention
progress and student response to
interventions
○ Communicating shifts in
interventions based on progress
monitoring
○ Interpreting and explaining Tier 1
and Tier 2 reading data to Special
Education evaluation teams
● This system is intended to support more
informed discussions during special
education evaluation meetings and to
ensure that Response to Intervention (RtI)
can be considered as a method for
determining Specific Learning Disability
(SLD) eligibility when appropriate.
● Developed a consistent system for
monitoring student reading progress,
starting with initial special education
evaluation data using the Crafting Minds
reading graphic organizer and incorporating
curriculum-based measures, benchmark
assessments, and other relevant data
sources to determine each student’s
response to the targeted literacy instruction.
● Helped building based teams structure
reading groups with students who have like
reading skill needs and who are responding
to the same structured literacy curriculum.
● Formed a Special Education Literacy
Implementation Team which is composed of
special education teachers and
speech-language pathologists with the
intent of having an expert panel of staff in all
buildings to best support student literacy
outcomes and to build the capacity of
special ed and general ed staff in their
collaboration of literacy instruction and
outcomes. In addition, there is a goal of
creating a special education literacy vision
for RPS and to plan action steps
surrounding professional development.
Vision is expected to be completed by June
5, 2025.
● Supported and trained special education
teachers with the implementation of
structured literacy curriculum with fidelity,
such as Wilson Reading System and
Language! Live.
● Provided building administrators with
regards to structured literacy instruction to
guide classroom observations.
● Planned & organized a reading
comprehension training to all elementary &
middle school special education teachers &
all speech-language pathologists using the
Story Grammar Marker approach (this will
continue in September 2025).
● Created example reading skill specific
goals, baseline data & info, objectives &
benchmarks for the new IEP to be used as
a reference by special education teachers
● Observed students, in the general
education classroom and in small group
reading sessions, across the district who
were/are struggling with reading.
● Consulted with various building based
teams throughout the school year to help
interpret reading data, including formal
assessments, progress monitoring tools,
benchmark tests & classroom performance,
in order to develop a plan to improve
individual student’s literacy outcomes.
● Attended IEP meetings across the district to
collaborate with teams on interpreting
reading data, determining eligibility for a
Specific Learning Disability (including
Dyslexia), and developing targeted literacy
instruction when appropriate.
● Observed students in the LEAD program
across general education content classes
and small-group specialized instruction to
assess their response to language-based
methodologies and monitor their progress.
● Structured and implemented LEAD Advisory
with students in LEAD at both the
elementary (JE) and middle (Parker)
schools, designed to build students’
understanding of their learning profiles and
foster a strong sense of belonging within the
LEAD program. Advisory sessions have
included topics such as reading and the
brain and opportunities to connect with
middle and high school LEAD students,
helping to prepare younger students for key
transitions.
● Attended LEAD students’ reevaluation,
progress, and annual review IEP meetings
with families and staff and collaboratively
contributed to data driven discussions and
proposed services moving forward.
● Communicated with families who have
students in the LEAD program to share the
LEAD Program Needs Assessment from
MGH IHP, advisory happenings, and
individual student growth and achievements
throughout the school year.
● Presented to RISE families about
Phonological Awareness: defined &
explained, provided resources, shared
practical strategies for home.
● Generated a vertically aligned small group
English Language Arts curriculum along
with Middle School LEAD special education
teachers that combines Language! Live
curriculum with strategically chosen general
education books, novels, and projects.
● Out of District Placements: Monitored
students who are in out of district
placements, collaboratively interpreted data
outcomes, attended IEP meetings,
developed IEPs based on data, &
completed formal observations as part of
reevaluations
By the end of the school year the following
programs will have special education staff
handbooks, general education handbooks and
family guides: REACH at all levels, LIFT, EMBARC
elementary and middle school.
The REACH program implemented a new SEL
curriculum called AIM at all levels. The professional
staff completed a 12 hour training related to this
curriculum and the paraprofessionals completed a 1
hour overview training. K-8 parents were invited to
an informational session to learn about the
curriculum. The district purchased a transition
curriculum called Next Up to be used in any high
school programming. In June the high school
REACH program special education and general
education staff will participate in a training designed
to support students’ access to instruction from the
general education teacher in moments of
dysregulation. The middle school program
implemented a regular full staff consultation
schedule after school. The team developed a
consistent reentry meeting structure for when
students return from hospitalizations.
The EMBARC program has made updates to the
data collection systems at the elementary level.
This consistent structure will allow data to be
tracked across years. This structure will be rolled
out at the middle school level next school year. This
same structure is also utilized in the LIFT program.
The K-2 program implemented the ACE curriculum
and all staff received formal training on this
program. The elementary program developed a
consistent professional staff consultation
schedule.The elementary program also participated
in professional development with the program
coordinator about the use of AAC devices.
Additionally, the district purchased an additional
device and AAC program to use a model device. All
EMBARC and LIFT paraeducators participated in an
ABA training.
Modifications and accommodations that are
consistent with program level services were
identified and documented consistent with program
descriptions.
Strategic Objective 2: Coherent Instructional Systems
Strategic Initiative 2.2: Ensure high quality curriculum (standards-aligned, pacing, instructional methodology; materials and resources; assessment;
rigorous instructional practices) in all grade levels and content areas.
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
During the 2023-24 school year:
● Utilize the curriculum review process in the
following areas:
o Science (Secondary)
o World Language
o MS ELA
o Social-emotional learning
● Determine which areas to initiate curriculum
reviews for 24/25.
A consistent, articulated curriculum review process
is used to review instructional materials, practices
and assessments in identified content areas. By the
end of the 23/24 school year, each curriculum
review processes underway will result in a written
document outlining the findings of the curriculum
review process and the recommended next steps in
the areas of adoption of high-quality core
instructional materials, training to support
implementation of research-based instructional
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
2024-2025
During the 24/25 school year, RPS engaged in the
following curriculum review processes
Draft Curriculum Review practices and/or utilization of new or updated
assessments.
● Secondary science: The middle school
science teachers engaged in
department-wide professional development
focused on reviewing current programs and
support materials. Although the team
explored and piloted two highly rated
science programs, neither proved to be a
good fit. The plan is to continue PD in
instructional practices while adapting and
supplementing the existing program to align
with updated approaches. At the high
school level, department time was
dedicated to deepening instructional
practices, particularly around anchoring
phenomena, storyboarding, question
boarding, and developing driving questions.
This work is being embedded into units and
lessons and will continue into the 2025–26
school year.
● RMHS Social Studies: The SS Curriculum
worked to establish a vision statement for
instruction at RMHS. Tasks and learning for
the council focused on researching the
historical thinking instruction approach and
compiling resources. This work was also
shared with the entire SS department
● ESL: A comprehensive curriculum review
process of two years culminated in spring
2025 with a recommendation of adoption of
the National Geographic program. Click
here to learn more about the review.
In the 23/24 school year, the Office of Learning and
Teaching will create an inventory of recent, current and
upcoming curriculum reviews. Working with curriculum
leaders and department heads, the inventory will also
catalog curricular resources in use from preschool to
grade 12 with adoption dates and license renewal
information, where applicable.
Principals, curriculum leaders and department heads
will receive ongoing training in the Curriculum Review
Process with a particular focus on reasons for initiating
a Curriculum Review (see 2.5)
The curriculum review process is leveraged to build
curricular coherence leading to learning experiences
for students that are aligned vertically, cross-subject
and across tiers of instruction as documented by
district inventories and curriculum review plans.
Public-facing curriculum maps are created or
updated to reflect the changes implemented through
Curriculum Review Processes.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
2024-2025
The Learning and Teaching team continued to build
and update our inventory of recent, current and
upcoming curriculum reviews.
References:
DESE (2018). Quick Reference Guide: Assessing your curriculum landscape. Retrieved on 3/27/2023.
https://www.doe.mass.edu/instruction/impd/qrg-assessing-curriculum.pdf
DESE (2020). Quick Reference Guide: Evaluating and selecting high-quality instructional materials process. Retrieved on 3/27/2023.
https://www.doe.mass.edu/instruction/impd/qrg-eval-select.docx
DESE (2018). Quick Reference Guide: The Case for Curricular Coherence. Retrieved on 3/27/2023.
https://www.doe.mass.edu/instruction/impd/qrg-ensuring-coherence.pdf
Riley, J. C. (2021). FY22 Evidence-Based Program Areas: Descriptions of program areas identified by DESE to support the creation of three-year, evidence-based
plans required by the Student Opportunity Act. Retrieved on 3/27/2023.
https://www.doe.mass.edu/soa/evidence-based-program-area.docx
Strategic Objective 2: Coherent Instructional Systems
Strategic Initiative 2.3: Ensure variety of college and career pathways for secondary students (Math Pathways, Innovation Pathways, Dual Enrollment,
Career and Technical Education (CTE) Programming)
Ensure a variety of college and career pathways for secondary students to increase student access to post secondary pursuits through enhanced
understanding of options and by being better prepared to take on post secondary pursuits in college and career. Ensure students in Reading continue to
remain competitive with students in neighboring communities in their quest for college and career opportunities after high school.
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
Implement year 1 of Innovation Career Pathways
courses in Advanced Manufacturing (Engineering) and
Information (Computer Science and Digital Media).
Solidify Innovation Career Pathway courses for year 3
and 4 of each content area, specifically in the area of
Dual Enrollment. Continue to broaden recruitment and
promote the innovative curriculum and work-based
learning opportunities inherent to each Pathway.
Explore additional pathways opportunities, such as
Environmental and/or Life Science and Business or
Finance and make recommendations to the central
office leadership team by December of 2023 through
the "RMHS Instructional Leadership Team and IP
Advisory Board."
Explore and apply for grant opportunities to
supplement costs of infrastructure/supplies and
program development.
As documented in the RMHS Program of Studies,
multiple Innovation Career Pathways are in place,
allowing at least 50 students per year to explore
college and career pathways beginning in the
2023-24 school year.
By December 2023, the RHMS Instructional
Leadership Team and the IP Advisory board will
make recommendations for expanding the
Innovation Career Pathways for the 2024-25 school
year.
The demographics of students enrolled in Innovation
Pathways is reflective of the RMHS student body.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
RMHS 23/24 Student Enrollment by Demographic
% in Innovation Career
Pathway
23-24 24-25
Female 21% 29%
Male 79% 71%
African
American
4.2% 14.80%
Asian 2.7% 5.40%
Hispanic/Latino 2.8% 2.70%
Students w/
Disabilities
14% 24.30%
23/24 School Year: 80 Students
Received DESE approval for adoption of two new
pathways in 2024-2025 - Clean Energy; Healthcare
& Social Assistance
2024-2025
With 93 students participating, we have met the
participation and engagement goals regarding
Innovation Pathways. There are 195 students
enrolled in IP for the 25-26 school year, including 51
students from the class of 2029. This year, 14% of
students in the pathways unenrolled.
Partner with institutions of higher education, like
Middlesex Community College and University of
Massachusetts, to offer dual enrollment courses in
multiple departments beginning in earnest in 2023-24
with at least one course and expanding to meet the
needs of IP and the school in 2024-25.
Leverage the annual inventory of the program of
studies to create new high interest course offerings and
programmatic planning that aligns with dual enrollment
courses.
As documented in the RMHS program of studies for
the 2024-25 school year dual enrollment courses
are available in each academic department for
students to earn college credits; students have the
ability to graduate from RMHS with up to 20 credits
by the 2025-26 school year.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
Please find more information in the RMHS Program
of Studies for 2024-2025.
2024-2025
We will be offering 9 dual-enrollment classes in the
2025-2026 school year, a significant increase from
years past. This is due to our growing partnership
with UMass Lowell. Having a strong university
partner has increased dual-enrollment interest from
students and also opened doors for continued
expansion in the years to come.
Create a catalog of internship and capstone project
opportunities by building strong relationships with
outside agencies in higher education, industry and
community to ensure adopted programming aligns with
industry and community needs and / or the skills for
specific areas of study in the postsecondary world
(college, career, trades, military).
Continue to adapt and expand the current Innovation
Career Pathways Advisory Board, and create
additional boards to support the development of the
Skills Capital areas of focus.
Building on lessons learned from spring 2023, design
expanded Work-Based Learning Opportunities and
100% of RMHS seniors that are academically
eligible participate in an internship or capstone
project by 2025-26 academic year.
2023-2024
Please find more information in the RMHS Program
of Studies for 2024-2025.
2022-23 School Year: 80 seniors participated
2023-24 School Year: 189 seniors participated
An update will be provided at the end of the
2025-2026 school year.
2024-2025
This school year brought important updates and
significant success for the RMHS internship
program. A key update was aligning the goals of
Career and Technical Education (CTE) options for the
2024-25 school year.
the internship program with work based skills. Also,
at the start of the program, meetings were held with
school staff, the student intern and the work based
mentor. In these meetings, goals for student
learning were established and job expectations were
reviewed. Additionally, students participated in a
multi-day “bootcamp” prior to starting the internship.
The focus was on learning about work based skills
and how to maximize their internship experiences.
An internship showcase was held in which students
demonstrated their learning through poster board
presentations and short talks about their internship
experience.
161 students participated in internships in spring
2025.
RMHS also hosted a Work Based Learning
Collaboration Day, which was attended by staff from
over 25 districts. The goal of the event was to share
ideas and insights and to collaborate with other high
school leaders who are building internship
programs. The event featured a student pane and a
panel of 10 community partners.
Utilize the Project Wayfinder, college and career
readiness and student development curriculum with
students in grades 9-12 to teach and practice social
skills and competencies focused on proactively building
belonging and defining personal success, as well as
explore career interests and carry out the college,
trades or military application process.
Implement elements of MyCap, a DESE supported
work-based learning curriculum and plan, with students
participating in Innovation Career Pathways. In
addition, use with students outside of the ICPs that
would benefit from this more specific work-based
At the culmination of grade 12, students will be able
to make informed decisions about their
post-secondary plans as a result of increased
exposure to college and career options throughout
their time at RMHS as demonstrated by student
surveys and focus group data.
2023-2024
An update will be provided at the end of the
2025-2026 school year.
2024-2025
An update will be provided at the end of the
2025-2026 school year.
learning plan and potentially experiences while at
RMHS.
Use stakeholder/community collaborative group to
identify, examine, and make recommendations for
Secondary Math Pathways (SY23-24). The team will
identify targets for percentage of students in advanced
courses and expected increase of students of color,
multilingual students, and economically disadvantaged
students in advanced courses. Create an
implementation plan based upon the recommendations
with clear benchmarks and timelines. The
implementation plan will include structures and
supports aimed at increasing participation in advanced
math courses by students traditionally not
represented.
An expanded secondary math pathway offers
students more opportunities and choices in math
courses, as well as increased access to advanced
math courses. The expanded secondary math
pathway eliminates barriers for students who have
traditionally not been given access to advanced
math courses. The secondary math pathways plan
is available on the RPS website and high school
courses are detailed in the RMHS program of
studies.
2023-2024
A comprehensive presentation will be provided
during the June 6th School Committee meeting.
2024-2025
Math Pathway Documents:
Website
MS Math Pathways Information
HS Program of Studies
Math Pathways Updates:
November 2023
June 2024
September 2024
April 2025
We are encouraged by the significant structural
updates made over the last several years on our
math pathways. In the upcoming year, we will set
clear goals/targets for advanced course participation
and achievement as a next step in our work.
Identify resources and spaces needed to support
programming for students aged 18 to 22 enrolled in the
EMBARC program.
Create a program of study with accompanying
internship opportunities in order to launch the program
for the 24/25 school year
Beginning in the 24/25 school year, RPS will
develop post secondary programming for students
who have aged out of the EMBARC program. The
post secondary program will support transition from
school to community by age 23 as demonstrated by
a program description posted on the RMHS website
and enrollment of students who have completed
high school level services at RMHS.
2023-2024
The RPS LIFT Program will begin running during the
2024-2025 school year. A team of staff, including
teachers, administration and the transition specialist
have visited programs in other districts and planned
high quality programming for next year. A teacher
has been hired, materials are ordered and a space
has been designated within RPS to support the
program. Additionally, community partnerships and
events have been identified. The students have
already started participating in some activities such
as a Middlesex bowling league with their peers from
other communities.. The services provided within
the LIFT Program will be closely monitored to
ensure success of the students meeting their goals
and objectives.
2024-2025
During the 2024-2025 school year LIFT participated
in the First Friday Bowling League and The Second
Friday Movie outing with The Regional Transition
Group. LIFT participants continue to access the
Burbank YMCA, RMHS Weight Room, and
participate in art classes at Creative Arts. LIFT has
weekly transition classes with The Northeast
Independent Living Program (NILP). During these
classes participants are working on their
independent living skills, vocational skills, and
transition skills specific to their needs, preferences,
and goals. Participants are able to enhance their
vocational skills by making and selling coffee. They
are then delivering orders to RMHS and Central
Office staff. Participants recently began working in
the RPS Central Office shredding confidential
documents.
The LIFT program is housed at RMHS in a space
with a full kitchen. The program is staffed with a
special education teacher and paraeducators with
consultation from the BCBA, counselor and
transition specialist. Participants engage in learning
related to activities of daily living and prevocational
skills. They participate in community based
activities including grocery shopping, an arts class,
swimming, bowling and the movies. The group
regularly meets with neighboring communities as
part of a transition group. Starting in the end of May
participants from SEEM Collaborative will be joining
the LIFT participants at RMHS and in the community
in order to offer increased social opportunities to
both cohorts.
The LIFT program has a special education staff
handbook and community criteria was developed to
determine when participants are ready to access
community opportunities and for what purposes.
The program developed community partner training
to support community partners’ learning about our
program.
Strategic Objective 2: Coherent Instructional Systems
Strategic Initiative 2.4: Utilize and refine a comprehensive assessment framework district-wide that defines the goals and objectives of assessments; the
intended use; analysis protocols; and communication with families
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
The district data team will finalize and review an
inventory of district-wide assessments and data sets in
order to analyze the inventory for strengths and
effective systems which can be duplicated, while also
noting gaps and outstanding needs for assessment
data. This information will be used to inform ongoing
curriculum review processes and central office
planning.
The district data team will use a regular system of data
review and analysis to support central office tasks,
such as budget development, professional learning
planning and allocation of resources. During the 23/24
Common, district-wide assessments and data sets
are in place that allow for the monitoring of student
achievement and growth and the review of
educational gaps that may exist for particular groups
of students. Data is gathered and analyzed to
inform and guide district planning and to share
information with stakeholders. A district-wide
assessment plan is outlined in an overview
document and published on the district website.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
2024-2025
The district data team continued to build and refine
data practices this school year. Elementary common
assessments for math were reviewed with a plan to
move to an assessment aligned with the
district-adopted curriculum for the next school year.
school year, the team will continue to refine the data
review and analysis process.
A document outlining the district’s overarching
assessment plan will be created and feedback will be
gathered from stakeholders in order to refine the
document before posting to the district website.
Through regular meetings to review academic and
other student data, RPS has determined that adding
a data management system as a tool for the district
is important to leveraging our existing data and
building out additional data. During this school year,
the data team conducted a search for a data
management system, made a selection and began
working with the vendor to ensure the tool will be
operational by September 2025. The data
management tool will allow for cross category data
comparison, use of historical data, ease of tracking
data by student group, grade level and school.
The district data team will support building-based
teams in identifying data analysis cycles and support
robust routines for data analysis and action planning at
the school-level, including how staff monitor,
understand and use data.
At the elementary level, schools will continue to
implement literacy universal screeners in kindergarten
to grade 3. During the 23/24 school year, the Office of
Learning and Teaching will partner with building
leaders and literacy specialists to implement a new
universal screening tool that is fully approved by
DESE. This team will also develop a robust system for
communicating with families and monitoring and
providing intervention supports for students who are
significantly below benchmarks. This system will also
articulate the system for transitioning students from
general education monitoring to special education
referral.
At the middle school level, training for common literacy
and math benchmark assessments will continue in the
23/24 school and will include support for each schools’
Instructional Leadership Team to utilize this data
source in action planning.
Assessment results and data sets will be used by
school-based Instructional Leadership Teams to
monitor school goals and to created action steps to
impact educational gaps revealed through analysis
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
2024-2025
Reading Public Schools has made substantial
progress in operationalizing a centralized,
documented, and repeatable early literacy screening
and intervention process in alignment with state
regulations. The work has resulted in a more
coordinated system of screening, targeted support,
ongoing progress monitoring, and family
communication — all grounded in evidence-based
practices and aligned with a district-wide
instructional vision for literacy.
RPS Early Literacy Data-Driven Decision Maki…
Strategic Objective 2: Coherent Instructional Systems
Strategic Initiative 2.5: Design a high-quality system of professional learning for RPS; RPS will be defined by a Professional Learning Culture with a
shared understanding of the meaning and methods of professional learning required to improve outcomes for all students and a commitment to
continuous learning.
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
The Office of Learning and Teaching, working with the
Professional Development Committee, will develop a
vision statement for professional learning in RPS that
reflects a strong professional learning culture.
The Offices of Learning and Teaching and Student
Services will conduct focus groups with a variety of
staff stakeholder groups to learn about professional
learning beliefs, expectations and needs in the
district.
RPS will publish an annual Professional Learning
Plan that outlines the district-provided, job-embedded
and self-selected options for professional learning.
The initial PD plan will be posted to the Professional
Learning Website in August 2023 and will be updated
regularly as new PD is scheduled or made available.
RPS will be defined by a Professional Learning
Culture in which staff demonstrate a shared
understanding of the meaning and methods of
professional learning required to improve outcomes
for all students and a commitment to continuous
learning. As such, the annual Professional Learning
Plan will reflect the following:
● High-quality professional development
options available to all staff roles that
provide ample opportunity for adult
continuous learning and growth (both
district-provided and staff selected)
● Job-embedded professional learning
opportunities driven by staff and student
need and customizable to address staff
experience and skill level, such as
instructional coaching
● Collaborative professional learning
opportunities that build consistent
experiences, allowing staff to learn from
others and to share experience and
expertise (both district-provided and staff
selected)
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
Please find more information in the RPS
Professional Learning Plan
2024-2025
High-quality professional development was provided
to staff based upon their roles and the work of their
grade level/dept. Professional learning centered on
support for implementation of new curricular
resources and for curriculum councils engaging in
the work of a review. Additionally, professional
development was focused on department specific
goals and initiatives.
For example, all Grades K-2 teachers participated in
a 15-hour course with HILL for Literacy in the
science of reading. Grades K-6 math teachers took
part in learning labs which focused on lesson
internalization of the Illustrative Math program.
Teacher leaders in Grades K-5 met for Literacy
Leadership training and in turn, helped to support
implementation of the ARC Core literacy program.
Professional development in implementing Amplify
ELA was provided to middle school ELA teachers in
partnership with HILL for Literacy. Middle school
science teachers received training in science
instructional methodology as part of the curriculum
review process. Each high school dept. participated
in collaborative professional development planned
and organized by the department head with support
from RMHS and district leadership. Special
education teachers participated in training related to
understanding what executive functioning is, the role
it plays in student learning and strategies to support
and build executive functioning capacity in students.
Middle school paraprofessionals participated in this
PD as well. Program special educators teachers
received program specific training, as did
paraprofessionals who support the programs. Many
individual and small group trainings and workshops
were also offered based upon staff need.
Please find more information in the RPS
Professional Learning Plan
A team will be formed to establish a Professional
Development Evaluation System. The team will
identify a variety of data sources and data types to
analyze the role of PD in supporting and developing
staff knowledge, practices and beliefs/attitudes, and,
where possible, the impact on student growth and
achievement.
During the first half of the 23/24 school year, the team
will identify and develop inputs to be used to evaluate
the supports and barriers to professional learning due
to organizational systems and structures.
During the second half of the 23/24 school year, the
team will pilot the identified inputs to the evaluation
A Professional Development Evaluation System for
monitoring the effectiveness of professional learning
opportunities is used to analyze district-wide and
building-based PD offerings. In the 23/24 school
year, the inputs to the evaluation system will be
identified, piloted and documented and the basic
structure of the evaluation system will be shared on
the Professional Learning Website.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
Please find more information in the RPS
Professional Learning Plan
2024-2025
ThoughtExchange was used to gather information
after professional development was launched this
year. ThoughtExchange is a platform that allows for
detailed surveys and interviews to record information
system, assess the ability of the inputs to inform the
evaluation of professional development and create
recommendations for the 24/25 school year to refine
the evaluation system.
from staff about what they have learned and applied
through professional learning.
The Office of Learning and Teaching, working in
collaboration with administrators and department
heads, will support the implementation of new
curricular resources, instructional methodology and/or
assessment, etc. by researching, planning and
implementing robust, high-quality PD. For example,
during the 23/24 the following professional learning
activities will be delivered to staff:
● RISE Early Literacy and Math PD
● ARC Core implementation training for K-5
through ARC Core building-based coaching
and leadership coaching
● Illustrative Math Year 2 and 3 Implementation
Support
● MS Literacy Leadership Team training
● MS Department i-Ready assessment training
● HS staff are trained and supported to deliver
new industry aligned, college and career
pathway programming and courses at RMHS.
The Professional Learning Plan will outline the
district-provided professional learning activities by
level and content area and will be available to staff on
the Professional Learning Website.
The Office of Learning and Teaching will work in
collaboration with the coordinators, department heads
and/or curriculum leads overseeing curriculum review
processes to ensure staff and leaders participating in
a curriculum review process engage in deep study of
current field research, state standards, internal and
external data sources, curriculum review processes
and implementation planning. Curriculum review
leadership teams will make recommendations for
The district will provide all staff with high-quality
professional learning linked to adopted curricular
resources, instructional practices and assessment
systems as demonstrated by the list of offerings
outlined in the Professional Learning Plan.
Professional learning will occur through a variety of
formats based on the topic and the learning needs of
staff.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
Please find more information in the RPS
Professional Learning Plan
2024-2025
The Office of Learning and Teaching worked closely
with building leaders to support implementation of
high-quality curricular resources adopted by the
district. Regular planning meetings with the Assistant
Superintendent for Learning and Teaching, the K-8
Humanities Curriculum Coordinator, the K-8 STEM
Curriculum Coordinator and the building principals
were held. Meetings focused on creation and/or
updating of implementation plans, monitoring
implementation goals, planning professional
development sessions, reviewing observational data
and teacher feedback and working on needed
adjustments.
professional learning for staff to support any new
curricular materials, instructional practice or
assessments.
During the District Leadership Summer Retreat in the
summer of 2023, leaders will use the district strategic
plan to identify school-based goals that include
meaningful indicators and measures to monitor
progress.
During district leadership team meetings in the 23/24
school year, collaborative routines will be used to
create data-driven professional learning communities
that monitor and support administrators in the
implementation of their identified goals and grow the
leadership capacity of participants while moving the
entire district towards consistent implementation of
district-wide goals.
The central office leadership team will facilitate
professional learning and collaborative time for RPS
administrators focused on improving and extending
capacity to provide high-quality, professional
development linked to strategic objectives that
support the needs of students and staff within their
schools and departments and guided by their
identified school-based goals, including the utilization
of staff meeting time and in-service days.
During the 23/24 school year, building administrators
will receive individualized professional learning
through mentorship to support daily operations and
ongoing leadership dilemmas.
The existing Building-Based Leadership Resource
Website will be further developed to support the
training of administrators in important protocols and
procedures and operational expectations.
RPS effectively builds leadership capacity in
administrators and teacher leaders to support the
objectives of the district strategic plan, school
improvement plans, and the individual goals of
leaders through professional learning and growth as
measured by progress towards the goals and
outcomes of school improvement plans.
RPS develops the capacity of staff to act as leaders
in their current roles and to be prepared to step into
new leadership roles as demonstrated by increased
staff participation in leadership opportunities, such
as leadership teams and committees.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
Please find more information in the RPS
Professional Learning Plan
2024-2025
The District Leadership Team (DLT) is composed of
central office leaders, building leaders and
coordinators and directors. The DLT met regularly in
the 2024-2025 school year. The district leadership
team focused on strengthening the effectiveness of
teams to drive school improvement, using data to
guide efforts and fostering coherence in how schools
are supported. Emphasis was placed on continuous
improvement through staff-led problem-solving and
tracking progress using measurable outcomes and a
district dashboard.
The DLT continues to examine practices related to
collaborative meeting times and building leader
capacity to use meeting time to advance
improvement efforts. During the 2024-2025 school
year, support was provided to elementary principals
by the K-8 math coaches in planning for
collaborative meetings to review data and plan for
math support and intervention. Additionally,
collaborative structures for professional learning
were utilized during the grades 3-5 professional
development workshops.
During the 23/24 school year, RMHS department
heads will continue to receive professional
development and coaching in staff observations and
providing feedback. In addition, the role of the
department head in supporting learning and teaching
within their departments will be clearly defined and
articulated. For example, department heads will
receive support as they design and implement
professional learning for their departments aimed at
accomplishing district and school goals.
An Educator Leadership Academy will be piloted
during the 23/24 school year. The Educator
Leadership Academy will provide professional
learning opportunities to support and enhance the
leadership capacity of teachers and staff currently in
leadership positions (Such as: curriculum leads,
department heads, implementation teams,
instructional coaches, etc) and of staff seeking to
develop their leadership capacity in order to pursue
leadership roles.
The district team will work with administrators,
department heads and teacher leaders to examine
current practices and routines utilized during
collaborative meeting time (such as team planning
and common planning time) and determine required
supports or changes needed to ensure collaborative
time supports implementation of new learning, allows
for staff to incorporate meaningful opportunities for
reflection and collaboration with colleagues, and
supports a culture of learning leading to positive
student outcomes. Artifacts, such as collaborative
meeting agendas and meeting minutes/notes, will be
gathered to support recommendations for updates to
collaborative meeting time for the 24/25 school year
and to document professional learning needs and
opportunities.
In the fall of 2023, communicate with RPS staff about
the options for job-embedded professional learning
available via the following roles:
● K-8 Math Instructional Coaches
● Inclusion Specialist
● Multilingual Learner (MLL) Coordinator
● Special Education Literacy Coach
During the 23/24 school year, establish and enact a
robust training and mentoring program for
job-embedded coaching and consultation positions in
RPS to ensure consistency in approaches. Establish
a professional learning community for the coaches
aimed at developing their individual and collective
ability to support educator professional learning
through job-embedded consult and coaching.
In the fall of 2023, establish systems and procedures
for staff to access coaching cycles and job-embedded
consultation and provide feedback on their
experiences. Throughout the 23/24 school year, enact
and monitor coaching/consult requests and feedback
systems and make necessary adjustments.
As part of the Professional Development Evaluation
System the following inputs related to job-embedded
professional learning will be gathered:
● Year 1: collect baseline data of coaching
engagement and educators opt-in
● Year 2: continually analyze coaching cycles:
type, frequency, novel collaborations
● Year 2-3: make adjustments to coaching
structure, availability and methods based on
teacher feedback and participation
During the 23/24 school year, the K-8 math
instructional coaches will develop and provide
embedded professional learning for K-8 staff who
teach math in the following ways:
Instructional coaching provides a job-embedded,
authentic, integrated method for professional
learning for staff. Success of job-embedded
professional learning will be indicated through
measures of increasing staff participation in
progressive levels of coaching cycles.
During the 23/24 school year, RPS will introduce
math instructional coaches as an integral part of
professional learning and development for
kindergarten to grade 8 staff that teach mathematics.
During the 23/24 school year, RPS will introduce the
role of an inclusion specialist to provide
job-embedded support for educators in inclusive
practices to ensure we are supporting our students
in their Least Restrictive Environment (LRE).
During the 23/24 school year, job-embedded
coaching will be available to teachers of MLL
students to support implementation of SEI strategies
and equitable and culturally responsive practices in
the general education setting.
During the 23/24 school year, job-embedded
coaching will occur in the area of progress
monitoring of IEP reading goals and generalizing
reading skills by the special education literacy
coach.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
Please find more information in the RPS
Professional Learning Plan
2024-2025
RPS continues to offer job-embedded professional
learning for staff through the following roles:
● K-8 Math Instructional Coaches
● Inclusion Specialist
● Multilingual Learner (MLL) Coordinator
● Special Education Literacy Coach
While each role focuses on different tasks, a
common feature of the roles is supporting leaders
and teachers in the review of student data, planning
for continuous improvement and taking part in
problem solving when challenges related to their
scope of work arise. Additionally, these positions
plan for and implement a significant amount of direct
professional learning, small group consultation and
one–to-one coaching as part of their daily work.
These roles have become indispensable in the work
of supporting leaders and teachers.
● Provide professional development to groups
of teachers and new staff
● Support small group and collaborative
planning and data meetings
● Provide one-on-one coaching for staff who
request support
Train and support an inclusion specialist position to
work with classroom, content and special education
teachers to support instruction, data collection, and
paraprofessional educator training
Train and support the MLL Coordinator to work with
teachers of MLL students to support implementation
of SEI strategies and equitable and culturally
responsive practices.
Support the special education literacy coach to
provide job-embedded coaching for teachers in the
area of progress monitoring of IEP reading goals and
generalizing reading skills.
The Office of Learning and Teaching will research and
gather a variety of professional learning opportunities
for staff. Options will be explored for all job types
within the district. A variety of learning formats will be
included.
The Office of Learning and Teaching will seek out
proposals from staff members to organize and
implement book study groups for which participants
receive PDPs.
The Professional Learning Website will be enhanced
to allow staff to review and learn about options for
self-selected, high-quality professional learning
options.
All RPS staff have access to self-selected,
high-quality professional learning options that occur
in a variety of formats, such as: asynchronous
workshops, book groups, teacher learning networks
and committees. These options will provide staff with
choice in their professional learning. These options
will be demonstrated through the Professional
Learning Plan.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024.
Please find more information in the RPS
Professional Learning Plan
2024-2025
The Office of Learning and Teaching works closely
with the Office of Student Services to keep staff
informed about professional development
opportunities including conferences, training and
college programs. In particular, RPS supports
certified staff in accumulating the required
Professional Development Points needed for
relicensure. For example, RPS runs several 15-hour
courses at no cost to staff in the areas of Sheltered
English Immersion (SEI)/English as a Second
Language (ESL) and in strategies for effective
schooling for students with disabilities and the
instruction of students with diverse learning styles.
Staff are required to have at least 15 PDPs in each
area for relicensure.
A team will evaluate the needs of mentoring for new
staff in Years 1, 2, and 3 of employment in RPS and
develop expectations for the mentoring program.
A mentor training program will be created for staff
who are interested in becoming mentors and to
support the learning of current mentors.
New DESE licensed staff will have access to 50
hours of high-quality mentoring in years 2 and 3 of
employment in RPS to support their professional
learning and their progress towards a DESE
Professional License as demonstrated by an
updated Mentor and Induction Overview document.
2024-2025
Over the past two school years, significant
improvements have been made to the RPS
mentoring program for new staff. A new
asynchronous training for mentors allows for more
teachers to be trained while ensuring consistent
information and resources are provided to mentors.
The creation of a google classroom to consolidate
important documents and mentoring tasks has been
a valuable tool to supporting mentors and mentees.
Additionally, mentoring for year 2 staff has been
strengthened by the use of mentoring cohorts. A
new practice in RPS over the past few years,
mentoring cohorts provide year 2 staff the DESE
required mentoring hours, ensure connection and
collaboration among new staff and allow support
from a mentor teacher for continued support.
District and school administrators will support staff to
create SMART goals that focus learning on
meaningful areas aligned with their career goals,
school improvement plans, and the district strategic
plan.
In collaboration with administration, RTA leadership,
teachers and teacher leaders, the Office of Learning
and Teaching will gather feedback about evaluator
and educator experiences with the educator
evaluation system in RPS.
Educator Evaluation supports the professional
learning of staff through meaningful goal setting as
evidenced by feedback from leaders and staff.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on
May 23, 2024
2024-2025
District leaders work closely with Building Leaders to
implement the Educator Evaluation process. One
way this is accomplished is by creating optional
professional learning and student learning goals
based on school improvement goals. Each building
leader creates an annual professional learning plan
The Office of Learning and Teaching will further
develop the Evaluations+ platform and the evaluation
supporting documents to streamline evaluation
procedures and routines.
that guides the focus of building-based professional
development time. As part of those plans, leaders
can create suggested Educator Evaluation goals for
teachers. Many teachers report this practice is
helpful because it helps them align their goals with
important school-based and district-wide initiatives.
Strategic Objective 2: Coherent Instructional Systems
Strategic Initiative 2.6: Define a vision for district’s educational/administrative technology and opportunities to braid current district resources (Tech Plan)
ACTIVITIES SHORT- & LONG-TERM OUTCOMES 2023-2024 End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
A team will be developed to review instructional
technology in RPS and create a plan for next steps.
During the 2023-2024 school year, the team will
utilize the SCRIPT process to engage in a strategic
planning process focused on digital literacy and
computer science education implementation.
SCRIPT: Strategic Planning Tool for School
Districts
A plan for educational and administrative technology
will be developed that outlines goals for the 24/25
school year and long-term goals in subsequent
school years.
An educational and administrative technology plan is
in the process of being developed and anticipated to
be launched by the 2025-2026 school year.
The Office of Learning and Teaching working with the
technology department will develop routines for the
use of data producing platforms that include plans for
staff and student access, through single-sign on
where possible, and a robust set-up process that
includes application of all needed demographic
identifiers.
Within RPS, stakeholders will have easy and
consistent access to data, including but not limited to
academic; SEL and demographic data. All data is
accessible and usable in both aggregate and
disaggregated by demographic and other relevant
group identifiers.
2023-2024
Progress is reflected through the End-of-Year
Teaching & Learning Curriculum presentation on May
23, 2024.
2024-2025
As mentioned previously, RPS has determined that
adding a data management system as a tool for the
district is important to leveraging our existing data
and building out additional data. During this school
year, the data team conducted a search for a data
management system, made a selection and began
working with the vendor to ensure the tool will be
operational by September 2025. The data
management tool will allow for cross category data
comparison, use of historical data, ease of tracking
data by student group, grade level and school.
Reading Public Schools Logic Model
Strategic Objective 3: School Operations
Strategic Initiative 3.1 - Review key operational procedures and processes.
Primary Focus - Student Information Management System; Human Resources Workflow System; Device Renewal Program - “Lease vs. Buy”.
School Committee Liaison - Carla Nazzaro
Possible Categories of Team Members - Human Resources, School Secretaries, CO Staff, Network Manager, Tech Integration Specialists, SIS Tech
support, and Data Specialist. Students, Parents/Guardians will be solicited for feedback related to the family/student portal.
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
Student Information Management System
Team members will:
● Define district needs from all stakeholders.
● Define functionality of Student information
System to meet District needs.
● Identify potential vendors who could meet
needs, including the current system.
● Evaluate and decide on a system.
● Create a timeline for communication and
implementation.
● Define department responsible for overseeing
SIS.
● Refer to:
o DESE EdTech Systems Guidelines:
SIS
o DESE SIS approved vendors
Student Information Management System
FY24 Outcome:
● Identify a responsive, easy to use, effective
and efficient Student Information System to
monitor and track student enrollment at the
school and district levels, use to schedule
staff, organize student groupings,analyze
class sizes, and communicate with students
and families.
● Additionally, the system will maintain
accurate data to communicate with families
and comply with DESE reporting
requirements.
FY25 and FY26 Outcome:
● Develop a training and communication plan
and timeline.
● Solicit feedback from parents and students.
● Implement, assess, and refine the system.
2023-2024
While we have had internal discussions on a
potential shift in student information management
systems, the timelines for this process have been
pushed back one year.
2024-2025
We are in a similar position as we were in
2023-2024. We continue to have internal
conversations about our SIS and will start to take a
deeper look into other possibilities this summer. We
expect to have some initial movement in the direction
of a new SIS by this time next year.
Human Resource WorkFlow
Team members will:
● In collaboration with the Town:
o Identify and evaluate current capacity
and systems of HR Hiring,
Onboarding, Off Boarding Process
Systems WorkFlow.
o Identify efficiency/effectiveness
improvements.
o Explore new products/systems or an
expansion of existing licensed
systems.
Human Resources WorkFlow
FY24 Outcome:
● In collaboration with the Town:
o Develop a fully integrated and
streamlined electronic system for
onboarding and offboarding staff.
o Mitigate gaps and build capacity in
technology systems to shift from
manual to automated inputs for
onboarding and offboarding staff.
3.1.b. FY25 and FY26 Outcome:
● Implement, assess, and refine the system.
2023-2024
An update will be provided through an End-of-Year
HR presentation during the June 6th School
Committee meeting.
2024-2025
An update will be provided through an End-of-Year
HR presentation during the June 5th School
Committee meeting.
As initially previewed in the June 6, 2024 School
Committee meeting presentation, the 2024-2025
School year saw the implementation of the new
absence management system, Red Rover.
Implementation of the new system went smoothly,
with data seamlessly transitioning between
platforms.
Customized absence management process
improves position tracking and fulfillment. A polished
UI and instructional videos simplify platform
navigation for staff and substitutes. Automated
messaging and banners ensure effective
communication of closings and delays.Streamlined,
customizable reporting in RedRover enables faster
payroll reconciliation and real-time verifications.
ArxEd was implemented this year for the completion
of mandated staff training. The distribution and
tracking of training completion is completely
automated and allowed for progress to be monitored
on an individual and bargaining unit basis. Stored
progress and completion certificates allow for greater
accountability and mitigating potential risk for the
district.
The department continues to explore potential
services for applicant tracking, process automation,
and staff resource development.
Device Renewal Program - “Lease vs. Buy”
Team members will:
● Conduct analysis of annual devices needed
each year to sustain one-to-one operations
and 5-year life-cycle.
● Once device quantities and capacity of
devices are defined, conduct analysis of
lease versus buy.
● Identify potential sustainable sources of
funding.
● Explore opportunities for reimbursement
through E-Rate: Universal Service Program
for Schools and Libraries | Federal
Communications Commission
Device Renewal Program - “Lease vs. Buy”
FY24 Outcome:
● Determine pros, cons, costs implications,
and sustainability of lease versus purchase
of devices on a five-year renewal plan.
2023-2024
While the district has had internal conversations with
our district team and town around leasing vs. buying,
a more comprehensive plan outlining the pros, cons,
and cost implications will be provided at the end of
the 2025-2026 school year.
2024-2025
Our team explored a potential lease model and
determined that at this point in time, it is not
financially advantageous to move forward in that
direction. We will continue to assess annually, and in
the meantime will continue with our current model.
Strategic Initiative 3.2 - Leverage and optimize all resources (including staffing roles, schedules, and funding) to increase student outcomes K-12.
School Committee Liaison - Carla Nazzaro
Primary Focus - Academic Return On Investment for Co-Teaching model; System of Assignment of PreK-12 Paraprofessionals; Findings of Special
Education Program Assessments; Universal Free Full-day Kindergarten.
Possible Categories of Team Members - Special Education Director, Elementary Team Chairs, Principals
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
Academic Return On Investment for
Co-Teaching model
Team members will:
● Identify student groupings and staff
schedules.
● Calculate incremental cost of program
(salaries, services, supplies).
● Measure impact on student outcomes using
co-teaching models.
Academic Return On Investment for Co-Teaching
model
FY24 Outcome:
● Measure the impact of Co-Teaching Model on
student outcomes and assess if the model is
an effective investment of resources.
FY25 and FY26 Outcome:
● If the model is successful and cost effective,
identify ways and timelines to replicate.
2023-2024
During the 2023-2024 school year the district and
building leadership teams reviewed best practices in
providing special education support within the general
education classrooms. Additionally, school based
staff conducted a series of observations to access
current practices. This work was also supported by a
Harvard Fellow who observed within two school
buildings. The results of this work identified a naming
issue of the special education supports provided. It is
important to note that all students are receiving their
IEP services as individually outlined. However, as
strictly defined the services are more accurately
inclusion services rather than calling the program as a
whole co-teaching. Furthermore, as recommended in
the Program Reviews the district is creating a plan to
support all students receiving full inclusion and partial
inclusion services within their home schools. This
work is directly supported by the Inclusion Specialist,
Transition Specialist and Special Education Literacy
coach. Through these initiatives, we're dedicated to
creating an inclusive and equitable learning
environment that fosters the academic, social, and
emotional development of all students.
During the 2024-2025 school year the district will
continue to provide training on the different models for
providing services to students in the general
education setting. In Reading special education
teacher supported instruction is often referred to as
co-teaching. However, the supports students require
may not fit the definition of what co-teaching is.
Inclusion training will include the following topics:
1. Role of Teachers:
● In co-teaching, both teachers share
equal responsibility for all students.
● In inclusion services, the general
education teacher is primarily
responsible, with special education
staff providing additional support to
make progress on goals and
objectives while working on
classroom assignments.
2. Teaching Dynamics:
● Co-teaching involves various models
of shared instruction.
● Inclusion services focus on
integrating support within the existing
classroom structure.
3. Planning and Assessment:
● Co-teaching requires joint planning
and assessment by both teachers.
● Inclusion services involve
collaborative planning, but the
general education teacher leads
instruction and assessment, with
input from special education staff.
4. Flexibility:
● Co-teaching provides a flexible
approach to teaching with multiple
instructional strategies.
● Inclusion services are more focused
on ensuring that students with
disabilities receive appropriate
accommodations and modifications
within the general education
environment.
In summary, while both co-teaching and inclusion
services aim to support diverse learners in the
general education classroom, co-teaching is
characterized by equal partnership and shared
instructional roles, whereas inclusion services focus
on integrating special education support within the
general education framework.
2024-2025
We are continuing to evaluate the outcomes -
academics and level of independence given
increased adult support - of the co-teaching model
across the district. At the end of FY26, we will
provide clear direction on what this analysis means
for the future of this model. It is important to note that
all students continue to receive all services outlined in
their IEP.
System of Assignment of PreK-12
Paraprofessionals
Team members will:
● Gather staffing list and assignments for all
paraprofessionals.
● Identify one-to-one paras.
● Thoughtfully create student groupings and
staffing schedules to optimize staff time
and improve student performance.
● Calculate non- one to one para and adult to
student ratios.
● Compile student performance/outcome in
rooms with and without paras assigned.
● Refer to research:
o Improving Budget Fairness
o Staffing Studies
System of Assignment of PreK-12
Paraprofessionals
FY24 Outcome:
● Determine the “sweet spot” ratios by creating
thoughtful student groupings and staffing
schedules, to optimize paraprofessional
support and improve student outcomes.
● Creation of staffing schedule and means to
execute.
2023-2024
The school based teams, including the Team
Chairperson, Principal and Assistant Principal have
been conducting observations noting staffing rather
than programmatic supports during the 2023-2024
school year. This includes the effectiveness of para
educator support. Additionally, the para educators
have received specifically designed professional
development around how to support students and
collect data. The building based teams are
developing schedules for next year to optimize
appropriate student support and staffing ratios. This
work will continue next school year to ensure the
improvements made to schedules are appropriate and
effective.
2024-2025
This year, significant progress was made to ensure
that all students receiving special education services
are supported with appropriate instructional
methodologies, staffing, and service delivery models.
The Special Education Literacy Specialist conducted
a comprehensive review of all student services and
assessments for those receiving reading support to
confirm that the instructional approaches and service
delivery were aligned with student needs.
In alignment with ongoing work around transitions, as
well as the use of observation and planning forms, a
collaborative team—comprising the District Inclusion
Specialist, Special Education Literacy Coach,
Program Coordinator, Special Education Director, and
Assistant Superintendent of Student
Services—engaged in a thorough review of all IEP
service delivery grids and staffing models. This review
ensured coherence and alignment across the district
and that all students receive the services and
supports outlined in their IEPs.
Additionally, a system was established for the
assignment and deployment of PreK-12
paraprofessionals. As part of this work, team
members:
● Gathered current staffing lists and
paraprofessional assignments,
● Identified all one-to-one paraprofessionals,
● Created thoughtful student groupings and
staffing schedules to maximize instructional
time and improve student outcomes,
● Calculated adult-to-student ratios for settings
with non-one-to-one support, and
● Compiled student performance and outcome
data from classrooms with and without
paraprofessional support.
These efforts reflect a proactive, data-informed
approach to ensuring equitable access to high-quality
instruction and services for all students.
Findings of Special Education Program
Assessments
Team members will:
● Review Special Education Program
Assessments and identity recommendation
related to staffing.
● Collaborate with the work of Strategic
Initiative 2.1: Enact Special Education
Multi-Year Improvement Plan
Findings of Special Education Program
Assessments
FY24 Outcome:
● Define recommendation for adoption of a
three-year staffing structure for in-district
programs.
● Collaborate with the Strategic Initiative 2.1
team: Enact Special Education Multi-Year
Improvement Plan on Special Education
Program design relative to staffing
requirements.
2023-2024
Findings on the Special Education Program will be
provided through a comprehensive presentation
provided during the June 6th School Committee
meeting.
2024-2025
Throughout the 2024–2025 school year, the Special
Education Department has made meaningful strides
in improving services, instructional quality, and
alignment with district priorities. Several key actions
were completed to ensure all students have access to
high-quality, evidence-based support and
programming.
● Staffing Enhancements: All recommended
positions were added for the school year.
Feedback from staff and families indicates
these roles have been instrumental in
improving service delivery and student
outcomes.
● Professional Development and Program
Support: Each specialized program, as well
as the Learning Center, now has a clearly
defined strategic plan for professional
development and instructional support. These
plans are rooted in the use of research-based
methodologies and are tailored to meet the
unique needs of each program.
● Instructional Materials: Additional and
updated teaching materials were provided to
enhance instructional delivery and ensure
alignment with evidence-based practices.
● Executive Functioning Review: A
comprehensive review of executive
functioning supports and instruction is
underway this year. In addition, quarterly
reviews of all other special education
programs have been implemented to monitor
progress, ensure fidelity of implementation,
and identify any needed adjustments.
● Program Assessments and Staffing
Review: Special education program
assessments have been reviewed and
analyzed to identify trends and make
informed recommendations related to staffing.
This ongoing work ensures that resources are
aligned with student needs and program
goals.
● Strategic Initiative 2.1 Collaboration: The
department has actively collaborated with the
district’s Strategic Initiative 2.1, which focuses
on enacting the Special Education Multi-Year
Improvement Plan. This alignment reinforces
our commitment to continuous improvement,
inclusive practices, and high expectations for
all learners.
Collectively, these actions reflect a coordinated and
intentional approach to strengthening special
education services districtwide, grounded in data,
feedback, and a focus on student-centered outcomes.
Universal Free Full-day Kindergarten
Team members will:
● Continue to leverage funding in Full-day
Kindergarten special revenue account to
bridge operating budget Offset reduction
and reduce tuition fees to families
● Continue collaboration with Town on
community priorities
● Work with School Committee to execute
Full-day Kindergarten financial model
created in FY22
Universal Free Full-day Kindergarten
FY24 Outcome:
● Continue to execute the plan to provide
Universal Free Full-day Kindergarten to
Reading residents in FY26.
2023-2024
Please find a progress update in the FY25 Budget
Book.
2024-2025
We are excited that we will be offering tuition-free,
full-day Kindergarten to all families in the 2025-2026
school year.
Strategic Initiative 3.3 - Refine human resources systems of recruitment, retention, and attendance.
Primary Focus - Effective process for recruiting and retaining staff of color and multilingual speakers; Increase employee satisfaction overall to increase
leadership retention and staff attendance.
School Committee Liaison - Carla Nazzaro
Possible Categories of Team Members - Human Resources, Assistant Principal, Principal, Students Services/Special Education, METCO, and MLL
Representatives, RTA and Paraprofessional Union representatives
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
Effective process for recruiting and retaining a
diverse workforce
Team members will:
● Gather data on the demographics and
retention of Reading Staff.
● Define the current process for recruitment.
● Research other districts’ strategies,
approaches, processes for recruiting and
retaining staff of color (MIAA and urban
districts).
● Determine opportunities for RPS staff to
engage in cultural proficiency/equity work.
● Discern potential barriers to entry.
● Define pathway and pipeline for recruiting
staff of color and multilingual speakers.
● Refer to:
o Diverse Workforce
o MA Teacher Diversification
Guidebook
o Increasing Educator Diversity
Effective process for recruiting and retaining a
diverse workforce
FY24 Outcome:
● Articulate a well-defined, and effective
process for recruiting staff of color and
multilingual speakers that reflects the
demographics of students enrolled.
● Articulate action plan to reduce barriers to
entry.
● Continue our work with higher education
institutions to expand and formalize
pathways.
2023-2024
Update will be provided through end-of year Human
Resource update presentation during June 6 School
Committee meeting.
2024-2025
Update will be provided through end-of year Human
Resource update presentation during June 5 School
Committee meeting.
Employee satisfaction
Team members will:
● Gather data on the demographics, tenure,
and absenteeism of RPS staff.
● Identify best practices for staff and leader
satisfaction, attendance, and retention.
● Identify and use tools for measuring
satisfaction throughout the school year.
● Collaborate with the work of Strategic
Initiative 2.5: Coherent Instructional
Systems
Employee satisfaction
FY24 Outcome:
● Increase and sustain high levels of employee
satisfaction.
● Validate and/or update district job
descriptions to ensure accurately reflects
responsibilities.
● Review, reflect, and take action on data
collected from staff satisfaction surveys and
exit interviews.
2024-2025
Update will be provided through end-of year Human
Resource update presentation during June 5 School
Committee meeting.
Strategic Initiative 3.4 - Collaborate with MSBA and the Reading community to enable the build of new Killam Elementary School building
School Committee Liaison - Carla Nazzaro
Possible Categories of Team Members - Killam Building Project Committee, Town Offices, MSBA, OPM/Designer, MSBA, Town Manager
ACTIVITIES SHORT- & LONG-TERM OUTCOMES End of School Year Update
In order to address our problem or asset we will
accomplish the following activities:
We expect that if accomplished these activities will
lead to the following changes
Update provided during the May 23, 2024 School
Committee Meeting.
Collaborate with MSBA and the Reading
community to enable the build of new Killam
Elementary School building
Team members will:
● Follow timeline and tasks established by
MSBA through Phases 2 and 3.
Collaborate with MSBA and the Reading
community to enable the build of new Killam
Elementary School building
FY24 Outcome:
● Results in new Killam School Building
construction project.
2023-2024
The Killam School Building Project is on time and
under budget as reflected through documentation
found on the killamschool.com website.
2024-2025
The town voters overwhelmingly approved funding for
the new building. The project is still on time and on
track.
Reading Public Schools Logic Model
Strategic Initiative 4.1: Strengthening Family-School Partnerships
From March 31, 2023 Strategic Conversation (RPS Family and Community Engagement Strategic Planning Process) Updated as of 6/7/2023
RESOURCES
ACTIVITIES
OUTPUTS
SHORT- &
LONG-TERM
OUTCOMES
IMPACT
End of School Year Update
In order to
accomplish our set of
activities we will need
the following:
In order to address our
problem or asset we
will accomplish the
following activities:
We expect that once
accomplished these
activities will produce
the following evidence
or service delivery:
We expect that if
accomplished these
activities will lead to
the following changes
in 1–3 then 4–6 years
We expect that if
accomplished these
activities will lead to
the following
changes in 7–10
years:
Update provided during the June 6,
2024 School Committee Meeting.
Identify staff for
beginning of the year
family phone calls
Teachers,
parents/guardians,
school staff and
administrators to
participate in
assessment process
on family-school
partnerships
Sufficient staff with
expertise and
leadership skills to
implement the
program district-wide
Trainers for
professional
development on
family-school
partnerships
The district is
required to report to
the Department of
Elementary and
Secondary Education
on family
engagement for the
following subgroups:
● Black and Brown
students
● Multilingual
Learners and
Former
Multilingual
Learners
● Economically
Disadvantaged
1. Create a detailed
work plan and
timeline with
resource
allocation.
2. In year one, design
and pilot beginning of
the year family phone
calls.
3. Define RPS
philosophy on
family-school
engagement and
cultural competency
so that there is shared
understanding of the
need, benefits, and role
of family and
community
engagement.
4. Ensure alignment /
coherence
throughout RPS and
coordination with other
district-wide initiatives.
5. Cultivate
psychological safety
and intentionally
build trust and
relationships for
parents / caregivers
and teachers / staff to
engage as partners in
student learning.
6. Conduct an
assessment of
Clear understanding of
RPS philosophy on
family-school
engagement and
cultural competency.
Professional
development and
mentorship in place to
build capacity for
school-family
partnerships
● Ensure that
mentoring and
coaching supports
are aligned with
philosophy on
family-school
engagement and
cultural competency.
(For example: “What
will help you get to
the place so you
can do this work?”)
Clear understanding of
process conditions for
effective school-family
partnerships among
all stakeholders:
● Relational
● Collaborative
● Linked to Learning
● Developmental
● Interactive
Stronger relationships
and transparent,
consistent process for
communication with
parents / caregivers and
teachers / staff.
● Common policy /
protocol for
Outcomes grounded
in research compiled
by Flamboyan
Foundation on impact
of effective family
engagement
● Reduced Drop
Out Rates and
Higher Graduation
Rates
● Increased Student
Achievement
● Reduced
Absenteeism and
Increased
Engagement
● Improved
Learning
Experiences for
Students
● Improved Social
and Emotional
Health and
Wellness for
Students
● Higher
Expectations from
Teachers
● Improved Student
Teacher
Relationships
● Increased Trust
Between
Teachers and
Parents
● Increased Cultural
Competence
Improved trust
Strong
family-community-
school
partnerships
Holistic supports
for youth that
strengthen student
achievement,
health, and
wellness
2023-2024
The top priority for Strengthening
Family and Community Engagement in
2023 – 2024 was building the
Children’s Cabinet. Priorities of
strengthening family-school
partnerships and equitable family
engagement were embedded in
creating the Children’s Cabinet and the
top two priorities that were identified by
the Children’s Cabinet for 2023 – 2024.
● Accessing Resources (This
includes teens and other youth
accessing resources - both
mental and physical health;
LGBTQIA+ Youth, Multilingual
Learners and Black and Brown
youth accessing resources;
having a safe place outside of
school; and a lack of
coordination of resources)
● Addressing Mean Behavior/
Relational Aggression and
Improving School
Connectedness
Updates on both of these priorities are
included in Strategic Initiative 4.3 –
Creating a Children’s Cabinet.
2024-2025
Children's Cabinet Update
Intentionally
strengthen family and
community
engagement among
these communities,
as well as students
with disabilities.
family-school
partnerships including
teachers, staff,
administrators, physical
space, building
capacity, parents /
caregivers. Identify
specific indicators
including the following:
● What is being
done?
● What is working
well?
● What is not serving
RPS?
● Willingness to
revisit what is not
working
Assessment would be
conducted across the
district, ensuring
consistency and
standardized practices.
7. Conduct
assessment of
teacher, staff,
leadership bandwidth
and capacity. Develop
clear rationale for what
to add / let go of in
teacher / staff
workloads to make
room for strengthening
school-family
partnerships.
7a) Determine
what is possible
with teachers /
staff capacity:
communication both
ways (between
home and school)
Feedback loops that
incorporate parent /
caregiver perspectives
into the development
and implementation of
engagement strategies.
Differentiated
engagement strategies
for specific student
groups and subgroups
(race / ethnicity,
socioeconomic status,
gender, disability,
Multilingual Learners.)
Family Engagement
Action Plans in place
throughout district (at
district and school levels
with input / feedback
from school councils.
Guidance for teachers to
be grounded in best
practice.)
https://flamboyanfoun
dation.org/resource/fa
mily-engagement-matt
ers/
● Publish aggregate
data so
stakeholders can
see change /
impact long-term
and over time.
Assess teacher
and staff workloads
(low, medium, high
intensity
responsibilities) to
ensure sufficient
staff capacity for
family-school
partnerships and
trust-building.
7b) Solicit teacher
/ staff input on
inclusive and
accessible
engagement
strategies
7c) Determine
how to motivate
teachers / staff to
engage in this work
8. Lay the foundation
for professional
development to build
staff capacity for
family-school
partnerships and trust
building.
8a) Identify and be
intentional about
who delivers
professional
development in the
district.
9. Convene listening
sessions with parents
/ guardians to learn
about the needs of
parents / guardians and
promising strategies to
strengthen family and
community
engagement.
10. Identify promising
engagement
strategies for parents
and guardians to be
active partners in their
children’s learning and
for different grade
levels. (Strategies may
include phone calls to
parents / guardians at
the start of the school
year for relationship
building, home visits,
multilingual outreach
materials, intentional
outreach with locations
and timing convenient
for families.)
10a) Develop
differentiated
strategies for
specific
populations
including: Black
and Brown
students,
Multilingual
learners and former
Multilingual
Learners,
Economically
Disadvantaged
students, students
with disabilities,
and Boston
resident families.
11. Identify clear
family-community
engagement goals,
metrics, and timeline
for implementation.
(Pilot professional
development and
create systems /
structures in year one;
begin implementation in
year 2, work towards
scale in year 3).
11a) Begin
implementation
(year 2 and
beyond):
● Identify 2 – 3
priority focus
areas for
implementation to
strengthen
school-family
partnerships
12. Lay foundation for
process conditions
needed to build
effective
school-family
partnerships:*
● Relational: A
major focus of the
initiative is on
building respectful
and trusting
relationships
between home and
school
● Collaborative:
Learning is
conducted in group
versus individual
settings and is
focused on building
networks and
learning
communities.
● Linked to
learning: Initiatives
are aligned with
school and district
achievement goals,
and connect
families to the
teaching and
learning goals for
the students.
● Developmental:
The initiatives
focus on building
the intellectual,
social, and human
capital of
stakeholders
engaged in the
program.
● Interactive:
Participants are
given opportunities
to test out and
apply new skills.
Skill mastery
requires coaching
and practice.
*Source: Dr. Karen
Mapp, Harvard
Graduate School of
Education, Dual
Capacity Building
Framework for
Family-School
Partnerships
Strategic Initiative 4.2 - Equitable Family Engagement: Strengthening Supports and Connections for Multilingual Learners, Black and Brown, and
Economically Disadvantaged Students and Families
From May 12, 2023 Strategic Conversation (RPS Family and Community Engagement Strategic Planning Process)
Updated 6/7/2023
RESOURCES
ACTIVITIES
OUTPUTS
SHORT- &
LONG-TERM
OUTCOMES
IMPACT
End of School Year Update
In order to accomplish
our set of activities we
will need the following:
In order to address
our problem or asset
we will accomplish
the following
activities:
We expect that once
accomplished these
activities will produce the
following evidence or
service delivery:
We expect that if
accomplished these
activities will lead to the
following changes in
1–3 then 4–6 years
We expect that if
accomplished
these activities will
lead to the
following changes
in 7–10 years:
Update provided during the June 6,
2024 School Committee Meeting.
● Assessment of
strengths and areas
of need
● Resources to
address areas of
need identified and
to provide training
(including training
materials)
● Intentional
Outreach /
Removing Access
Barriers
● Staff and
community
buy-in and
awareness
;
Representa
tives / voice
from
diverse
groups
● Phone
calls and
surveys for
micro-chan
ges to
identify
entry points
to remove
access
barriers,
strengthen
inclusion
● Qualitative
survey
from each
identified
group.
Identify
● Create detailed
workplan and
timeline with
resource
allocation.
● Seek out grants
and financial
support to
conduct
assessment –
“DEI Needs
Assessment,”
including policies,
programs,
organizational
culture.
● Identify and
begin
micro-changes
to remove access
barriers,
strengthen
inclusion
● Create
surveys
● Analyze /
interpret
data
● Identify
who had
direct
certificati
on for
Mass
Health
(SNAP)
● Transition of all
new students
into school
onboarding
Trust
● Interconnected and
bidirectional trust
between and among
families and schools
(teachers, staff,
etc.)
● Students connected
to home - school
More inclusive
programs, policies,
and organizational
culture
● Transition to new
school protocols
● Revised programs,
policies,
organizational
culture
● More stakeholders
at the “new inclusive
table”
● Staff have a deeper
understanding and
wider practice of
equitable family
engagement
● Support for DEI work
from staff, families,
community
Increased participation
and involvement
● More families
involved
● Outreach is the
norm
● Services provided
for economically
disadvantaged
families
● Improved student
outcome and DESE
data / Improved
academic and SEL
data
● Inequities
identified
would be
addressed
and
remediated
(shown by
follow up
surveys)
● Increased
school
attendance
(increased
health
services)
● Families report a
greater sense of
belonging and
ownership in the
community
● Increased inclusion
and awareness;
Inclusion is the
norm
● Culturally
responsive systems
and practices
● Providing support
services for basic
needs allows
families to move
focus to academics
/ SEL
● Greater
diversity
● Supports and
connections for
all students
● Sense of
belonging
● Use data for
growth and
continuous
improvement
● Improved
performance
● Better
post-graduation
opportunities
● All staff have
capacity,
knowledge,
and resources
to do the work.
● Engagement is
successful!
2023-2024
The top priority for Strengthening
Family and Community Engagement
in 2023 – 2024 was building the
Children’s Cabinet. Priorities of
strengthening family-school
partnerships and equitable family
engagement were embedded in
creating the Children’s Cabinet and
the top two priorities that were
identified by the Children’s Cabinet for
2023 – 2024.
● Accessing Resources (This
includes teens and other
youth accessing resources -
both mental and physical
health; LGBTQIA+ Youth,
Multilingual Learners and
Black and Brown youth
accessing resources; having
a safe place outside of
school; and a lack of
coordination of resources)
● Addressing Mean Behavior/
Relational Aggression and
Improving School
Connectedness
Updates on both of these priorities
are included in Strategic Initiative 4.3
– Creating a Children’s Cabinet.
To ensure equitable family
engagement, guiding equity questions
were woven into the strategic
planning and solution design
frameworks for the Reading
Children’s Cabinet.
needs /
barriers
● Accessibili
ty for
meetings
and events
with
scholarship
opportunitie
s
● Union
contracts –
schedules
to support
all families
● Parent information
center – to provide
an overview of RPS
and Reading
systems (reporting
school absences,
expectations etc.)
and welcome and
orient families
● Social workers to
meet with new
students and give
them a tour, show
them how to order
food in the
cafeteria, how to set
up their cafeteria
account, where the
bathroom is, etc.
● Ambassadors to
help orient and
welcome families
● Resources to
strengthen
supports,
connections, and
● Training and
Community
Outreach – staff
trainings and
community
outreach on
equitable family
engagement and
a more diverse
and inclusive
community for all.
● Communi
ty
outreach
to include
listening
sessions
and
general
educatio
n to
increase
common
understa
nding of
equitable
family
engagem
ent
● Intention
al
Outreac
h: More
changing
up of
times,
spaces,
and
locations
● Consider
ation for
Creating Urgency and
Action Planning
● Create a sense of
urgency to take
action
● Action steps put into
place to carry out
plan
with family
supports
● Families from
marginalized
backgrounds feel
confident to engage
schools /
community
Guiding Equity Questions considering
black and brown students,
multilingual learners, and special
education students include the
following:
Does this [goal/initiative/effort/action]
advance equity and close equity
gaps?
Does this [goal/initiative/effort/action]
address a need identified by the
community?
Will this [goal/initiative/effort/action]
disproportionately impact or burden a
particular group?
Can those impacts be mitigated?
Is this a universal or targeted
approach? If targeted, what is already
being done universally?
A Multilingual Learner Family Liaison
was hired through the MADPH
Behavioral Health Workforce grant in
January. In this position, the MLL
Family Liaison has connected with
families with services such as the
food pantry and health providers, as
well as assisted families to access
resources such as transportation,
extended day and summer camp.
She has increased family
engagement by interpreting
information at family events such as
open house and kindergarten
screening. The MLL Family Liaison
has identified mental health needs of
MLL students and is now working with
communications
for Multilingual
Learners:
multilingual staff
(especially Spanish,
Portuguese,
Arabic), translation
services,
transportation,
before and after
school care, and
adaptive sports
programs for
children with special
needs
● Supports for
families to
include: Childcare,
Transportation,
Dedicated staff,
time for staff,
funding for
programs
● District-wide data
tracking building
on Panorama data
(sense of
belonging)
● Engagement of
key stakeholders.
(This engagement
requires
partnership
between Town and
School leaders.)
● Faith
community
leaders
● Students
● Metco
Leadership
where
families
live, work
schedule
s,
finances,
language
s spoken,
connectio
n or lack
of
● Provide
community
education
Example:
Fishbowl
conversations to
draw out the
perspectives of
parents. (A small
group of parents
is seated in the
middle of the
room – while
other participants
are in a broader
circle listening
intently and
writing down key
themes to
remove access
barriers and
strengthen
equitable family
engagement).
● School-Commu
nity Connection
Events
● Supports and
Connections in
a community mental health provider,
Embrace Pathways, to provide
in-school mental health counseling,
also grant funded.
2024-2025
There have been major
improvements in the
support/connections for our
multilingual learners, particularly
through the role of the Family
Engagement Liaison. One important
way this role supports families is
through an intake interview for new
MLs students and their families. This
interview provides information about
needed supports and allows the
liaison to form an early connection
with the families. The Family
Engagement Liaison helps families
connect with local resources in the
Reading and surrounding community.
The role also works closely with
families as they integrate into the
school community. This includes
setting up communication systems,
providing information about school
and district events and gathering
information from families about the
needs of their students.
We also expanded our METCO team
to better support our families,
particularly our Boston resident
families. Our model now includes a
full time METCO SAC at each K-8
school and 2 full-time counselors.
Boston resident families have
expressed the importance of these
● Metco
Director
● DEI –
Reading
Director of
Social
Justice
● Reading
Coalition for
Prevention
and
Support
● Special
Education
Director
● Families
● Staff
closest to
families
● Teachers
● School
leaders – all
levels,
including
preschool
● District
leaders
● Youth
● Support
services /
recreation
organizers
● Multilingual
Learners
Coordinator
and team
● Boston
residents –
parents/gua
rdians/stud
ents
Place for
Families
● Regular
social
media /
phone
calls /
texts /
emails to
families
based on
preferenc
e
● Provide
translatio
n /
interpreta
tion
consisten
tly in
schools /
communit
y
● Adult
support
● L
e
g
a
l
● E
d
u
c
a
ti
o
n
● S
o
ci
roles in building connection and
belonging.
● Multilingual
Learner
families
● Community
resources
to support
families in
identifying
services
● Reading
residents
that identify
with these
groups
● Boston
families and
students
● BIPOC
families and
students
● METCO
“found
families”
● Town
leaders –
especially
with funding
opportunitie
s
a
l
W
o
r
k
● Home
Visits and
Family
Mentors
● Provide
credit /
funding
for
families /
older
students
to do the
work
● Coordination
and
cross-pollinatio
n with
Children’s
Cabinet.
● School –
communit
y – family
connectio
ns to
Children’
s Cabinet
● Proactively
share progress
and updates
with community
and
stakeholders
Strategic Initiative 4.3: Creating a Children’s Cabinet
From April 14, 2023 Strategic Conversation (RPS Family and Community Engagement Strategic Planning Process)
Updated 6/7/2023
RESOURCES
ACTIVITIES
OUTPUTS
SHORT- &
LONG-TERM
OUTCOMES
IMPACT
End of School Year Update
In order to accomplish our
set of activities we will need
the following:
In order to address our
problem or asset we will
accomplish the
following activities:
We expect that once
accomplished these
activities will produce
the following
evidence or service
delivery:
We expect that if
accomplished these
activities will lead to
the following changes
in 1–3 then 4–6 years
We expect that if
accomplished
these activities
will lead to the
following
changes in 7–10
years:
Update provided during the June 6,
2024 School Committee Meeting.
Healthy Communities
framework is a resource for
guidance on composition –
includes 12 sectors to
engage for healthy
communities (youth,
parents, business, media,
schools, youth serving
organizations, civic
volunteer organizations
(formal and informal, i.e.
sports and scouts), religious
/ fraternal, health
professional, pediatrics,
state / local / tribal
government, other
organizations that serve
youth
Engage key stakeholders:
1. Create detailed
workplan and
timeline with
resource
allocation.
2. Conduct
Assessment – to
identify what is
already happening
to support the
healthy
development of
young people and
where are the
gaps.
3. Coordinate
listening sessions,
data collection,
surveys, and
focus groups (with
young people,
families teachers).
More awareness
about the Children’s
Cabinet and need
for coordinated
youth services
Better
understanding and
access to resources
● Website / online
resources
● Resource guides
for teachers
● Resource center
for parents (at
school? Library?)
● Registrati
ons
● Informati
on,
Positive youth
development and
involvement in
healthy activities
(including financial
literacy and life skills
as well as
connectedness)
● Improved youth
outcomes,
individually as well
as systemically
● Youth leadership
pipeline
developed – to
cultivate youth
leadership in civic
engagement
Improved
coordination on
policies and services
to break down silos,
Community
Wellness
Increased
fulfillment and
connection to
community
Increased youth
leadership and
youth voice
Increased
academic
achievement
● Decreased
transiency
Advance
Equity:
improved and
equitable
2023-2024
The Reading Children’s Cabinet was
established in Fall, 2023 with a
mission of bringing together key
leaders and community members
that serve children and youth. Our
goals are to strengthen collaboration,
align resources, and help to close
programming gaps. The Reading
Children’s Cabinet builds on the
strong cross-sector leadership
already in place in Reading with
Reading Public Schools, Town
leadership, the Reading Police
Department, community leaders,
business leaders, parents /
guardians, and students all coming
together to empower youth to thrive.
There are currently more than 25
members of the Reading Children’s
Cabinet.
● Town / School District
Leadership:
Superintendent, Town
Manager, Town Select
Board representative,
School Committee
representative,
● Parents, young
people, teachers:
Parents, young people,
teachers
● Youth Advocacy and
Services: SEPAC
(Special Education),
early childhood (could
include representative
of early childhood
program – RISE director
could provide insight on
point person), early
childhood
● Reading Community
Services: Reading
Coalition for Prevention
and Support, YMCA,
Head of Recreation,
Transportation,
Community Services
(Food Pantry and RPS
Food Services,
Housing), Reading
Public Library, Athletic
Director / Youth Sports,
Extended Day and After
School Programs
● Innovation Pathways /
Economic
Development:
Reading-North Reading
Chamber of Commerce,
Reading Public Schools
Determine and
define:
● Is everyone at
the table?
● Frequency
● Who shows up?
● Who facilitates /
rotation?
● Build online
presence
● Build foundation
knowledge for
community
● Begin
leveraging
resources to
improve
outcomes
0. Define
mission, goals,
objectives, and
metrics of
Children’s Cabinet
Examples of Children’s
Cabinet Activities
(promising practices)
● Develop shared,
community-wide
goals for children,
youth, and families.
● Collaborate on new
initiatives to
improve opportunity
and access.
● Improve
coordination of
policies and
services to break
communi
cations,
Special
Educatio
n, Extra
curricular
testing,
home /
school
resources
● Reporting
out to
Superinte
ndent
Annual
Report
Clear priorities and
action plan for
School-Town wide
collaboration to
improve youth
outcomes (2 – 3
actionable priorities
identified - with
annual goal setting
and action steps)
More youth involved
in School and Town
leadership
Development of
dashboard to
measure key
indicators to
improve youth
outcomes
Shared
understanding of
reduce duplication,
and enhance impact
within School / Town
government and with
external partners
● Improved
efficiency for
problem solving
on behalf of
children and youth
by having
established
resources and
protocols
● Data monitoring
for continuous
improvement
● Well defined
pathways to
ensure equity,
services
● Increased
efficiency
● Flow chart
● Marketing of
coordinated
services; regular
community
services fairs
Build understanding
of
interconnectedness
● Increase in
participation in
school, library,
access to
services
● Improved
outcomes for
marginalized
groups
● New
celebrations
and events
to deepen
cultural
understandin
g
Increased
economic
outcomes for
Reading
The Children’s Cabinet identified two
priorities for 2023 – 2024.
● Accessing Resources (This
includes teens and other
youth accessing resources -
both mental and physical
health; LGBTQIA+ Youth,
Multilingual Learners and
Black and Brown youth
accessing resources; having
a safe place outside of
school; and a lack of
coordination of resources)
● Addressing Mean
Behavior/ Relational
Aggression and Improving
School Connectedness
Updates on Children’s Cabinet
priorities for 2023 – 2024:
Accessing Resources
Long term goals include:
● Supporting a Community
Resource Fair
● Helping compile a master list
of available resources
● Helping people access the
resources in a sustainable
way is also a work in
progress. We are
researching the possible use
of printed materials, app,
website, and/or staff who can
help families navigate the
available resources.
Innovative Pathways
program (dual
enrollment /
internships), community
businesses that support
young people, Mass
Tier, Labor Workforce
Board
● Diversity, Equity,
Inclusion, and Justice:
Director of Social
Justice for Reading,
Metco Director,
Multilingual Learners
(MLL) leaders at all
levels (parents, young
people, teachers, staff)
● Health / Mental Health:
Director of Nursing
(RPS), Director of
Health Department
(Town), School
Counseling expertise at
RPS, local pediatrician,
Board of Health / School
Director / Health
Director; Dental
services
● Law Enforcement:
Reading Police
Department, District
Attorney (for
court-involved youth),
Department of Children
and Families
● Media, Community
Networks: RCTV,
information networks
(i.e. Connect the Tots,
Neighbors and
Newcomers),
down silos, reduce
duplication, and
enhance impact
within government
and with external
partners.
● Share and compare
data to create a
more accurate
picture of child,
youth, and family
wellbeing.
Examine, align, and
leverage resources
so that investments
have the most
powerful impact
possible and
funding
opportunities are
maximized.
● Advance equity by
cultivating a shared
understanding of
what equity means
and fostering
conversation
between local
government and
community voices.
● Increase demand
for improved and
expanded
opportunities for all
children and youth.
-Children’s Cabinet
Toolkit: A Roadmap for
Getting Started in Your
Community
metrics and access
to data on youth
outcomes – to
identify gaps and
opportunities for
improvement
Collaboration on
new initiatives to
improve opportunity
and access
Stronger
relationships and
sense of belonging
Feedback loops and
development of
subcomittees for
continuous
improvement and to
widen engagement
and deepen
commitment
and community
events
We recognized that these aspirations
are all going to take time and
planning.
That is why, in the meantime, we
have established a protocol for
schools to help meet real-time
concrete needs that come up for
families. The Working Group created
a flow chart of a new system to
streamlining accessing resources.
In short, principals and/or counselors
can fill out a google form with an
anonymous need. This form gets
sent to the Children's Cabinet who
then works to fill the need through
various organizations and community
groups that are ready to help. We will
pilot this system and hope to scale it
over time.
Addressing Mean Behavior /
Relational Aggression and
Improving School Connectedness
The Reading Children's Cabinet
sponsored parent listening
sessions to discuss best practices
to support our middle schoolers
so they are empowered to thrive
socially and emotionally.
Community Listening Sessions were
held on Tuesday, April 30, 2024 from
9:30am - 10:30am and 6pm - 7pm at
Reading Public Library.
Participants include parents of
Reading middle school students. 18
parents and community members
attended the April 30th sessions.
● Intergenerational
Networks: elders /
seniors (for
intergenerational
leadership development
and work), Senior
Center
● Interfaith Networks –
clergy / religious
leaders
**Ensure depth, variety, and
diversity of participants
Secure Funding / Grants
to Launch and Sustain
Children’s Cabinet
Space to Convene
Data for tracking
Children’s Cabinet
Indictors
Based on this guidance,
identify goals and
outcome measures for
Reading Children’s
Cabinet
0. Coordinati
on and
Dissemination of
Resources
0. Create and
foster
programming /
connections
Define ways to
connect families:
● Keeping in mind
barriers /
cultural
differences
● Creating shared
experiences to
build upon
● Incentivize
engagement
0. Identify 2 –
3 actionable
priorities – with
annual goal
setting
a. Co
ordinate
new
initiatives
a. Ide
ntify gaps
Outreach Methods: Flyers were
distributed by RPS Superintendent
Dr. Tom Milaschewski, by RPS
middle school principals, and through
the Reading Children’s Cabinet.
A report on the listening sessions will
be provided at the June 5th
Children’s Cabinet meeting.
Potential areas of focus include:
training on available supports,
strengthening partnerships and
connectedness, and expanding to a
wider audience.
and
improve
youth
engagemen
t in existing
programs
(remove
access
barriers)
0. Cultivate a
shared
understanding of
equity – so that
every young person
has what they need
0. Build
leadership and
opportunity for
youth – center
youth voice and
focus on positive
youth development
a. Hold listening
sessions with youth to
understand what they
want / need
a. Create
mechanisms to train
and support young
people to be part of the
process and to train
adults on “adultism” and
create space for youth
leadership
0. Community
Awareness Campaign
on the need for a
Children’s Cabinet and
coordinated youth
services
To:
From:
Date:
Re:
Reading School Committee
Olivia Lejeune, Executive Assistant to the Superintendent
May 27, 2025
Director of Finance and Operations Interim Role Update
During the May 29th School Committee Meeting, Dr. Milaschewski will provide an update on the Director of
Finance and Operations interim role.
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
Appendix
Reading Public Schools
School Committee Meeting Packet
May 29, 2025
2024-2025 School Committee Meeting Dates:
Thursday, July 11th
Thursday, August 22nd
Thursday, September 12th CANCELED
Monday, September 23rd
Thursday, October 10th
Thursday, October 24th CANCELED
Thursday, November 7th
Thursday, December 5th
Thursday, December 19th
Thursday, January 9th CANCELED
Thursday, January 16th - Budget Night 1 & Public Hearing
Thursday, January 23rd - Public Hearing: FY26 Budget
Thursday, January 30th - FY26 Final Budget Vote
Thursday, February 13th CANCELED
Wednesday, February 26th - Finance Committee for Budget Approval
Thursday, February 27th
Thursday, March 13th
Thursday, March 27th
Thursday, April 10th *8:15pm Start w. CodeSwitching screening event before*
Monday, May 12th *Monday not Thursday meeting; Location is METCO HQ*
Thursday, May 22nd
Thursday, May 29th
Thursday, June 5th *Teaching & Staff Milestones Award Ceremony at 6:00 PM*
Thursday, June 12th CANCELED
Other Key Dates:
Subsequent Town Meeting: November 12th, November 14th, November 18th, November 21st (2024)
Annual Town Meeting: April 28th, May 1st, May 5th, May 8th (2025)
To learn more about the 2024-2025 School Year Calendar, please click here.