HomeMy WebLinkAbout2025-06-05 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
June 5, 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: 2025-06-05 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda: Revised
Purpose: Open Session
Meeting Called By: Thomas Wise, Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding
Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of
operation and make necessary arrangements to be sure your posting is made in an adequate
amount of time. A listing of topics that the chair reasonably anticipates will be discussed at
the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
7:00 p.m. A. Call to Order
7:00 p.m. B. Public Comment
Focus on Excellence – Elementary Student Writing Published in ARC
Consent Agenda
1. Minutes (05-29-2025)
2. Request to Surplus Property – Coolidge
3. Reading Lacrosse Donation
4. Acceptance of 2025 Summer Eats Grant Award
Accounts Payable Warrant Reports
1. 05-27-2025
Payroll Warrant Reports
1. 04-11-2025
2. 04-25-2025
3. 05-09-2025
4. 05-23-2025
Reports
1. Student
2. Superintendent
3. Liaison/Sub-Committee
7:20 p.m. E. New Business
1. FY25 End-of-Year Personnel Update
2. Review of Reading Paraeducators Association Memorandum of
Understanding
3. End-of-Year Learning & Teaching Curriculum Update
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
4. Special Education Reserve Fund Report w/ Vote on Reserve Fund
Allocation (A)
D. Old Business
1. Joshua Eaton Name Removal Deliberation and Potential
Advisory Committee Formation
2. Policy Updates – Review, edit, and Vote to Adopt (A) Amended
Policies:
a. GCBB – Employment of Principals (formerly known as
Employment of Administrators and Directors)
3. Second Reading, edit (if necessary), and Vote to Adopt (A)
Policies:
a. GBEBD – Online Fundraising and Solicitations – Crowdfunding
b. GCBC – Professional Staff Supplementary Pay Plans
4. Post Summative Review – Discussions and Vote (A)
E. New Business
5. Annual Reorganization of School Committee
9:30 p.m. Adjourn
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Consent Agenda
Reading Public Schools
School Committee Meeting Packet
June 5, 2025
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 3, 2025
RE: Focus on Excellence – Elementary Student Writing Published in ARC
Students were recently recognized by the American Reading Company (ARC) CORE for their historical
fiction stories, which will be published by ARC CORE. These students received special recognition and
certificates of achievement, and ARC CORE has purchased their stories for publication.
During the School Committee meeting on June 5th, Evan Glasson from ARC CORE will join to present the
students with their certificates of achievement and awards of excellence. We look forward to
celebrating these students and hearing more about their historical fiction stories!
A sample of the student work can be found in the meeting 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
Town of Reading
Meeting Minutes
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2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-05-29 Time: 9:00 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:
Assistant Superintendent for Student Services 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
Focus on Excellence
Project 351 Ambassadors – Dr. Milaschewski introduced Project 351 Ambassadors Esme
Moss (Coolidge) and Lucas Dorfman (Parker), who spoke about their work as ambassadors
and shared their service projects.
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
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Brandt.
The vote passed 6-0.
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New Roles
1. 1.0 FTE Middle School METCO Site Coordinator/SAC – Dr. Milaschewski highlighted the
addition of a new role in the consent agenda, in accordance with School Committee policy.
Per this policy, any time a new role is added in the district, the job description must be
shared publicly with the committee. The new position is a 1.0 METCO Student Activity
Coordinator (SAC), made possible by the fact that an additional kindergarten teacher will
not be needed for the upcoming school year. Dr. Milaschewski also reviewed the METCO
staffing model; with this addition, the team will consist of nine full-time staff members. As
outlined in the policy, this role requires approval by the School Committee.
Mrs. Gaffen motioned to approve the creation of a 1.0 FTE Middle School METCO Site
Coordinator/School Adjustment Counselor, seconded by Mr. Brandt.
The vote passed 6-0.
Reports
1. Assistant Superintendent for Student Services – Dr. Stys shared information about
the upcoming Unified Sports Day, which will take place on June 6th. Families and
community members are welcome to attend. This district-wide event is a wonderful
opportunity to bring everyone together in celebration and support. The event will
begin at 9:30 a.m. on the turf field at RMHS.
2. Superintendent – Dr. Milaschewski noted that we are currently in the state
tournament season, with four teams ranked in the top 10. He encouraged everyone
to get out and support the teams.
3. He also shared that next Thursday will be the Distinguished Staff and Teacher
Ceremony, with the names of those being honored to be shared over the next few
weeks. In addition, next week’s focus on excellence will highlight nine students who
have reached agreements with ARC Core for the rights to publish their original
writings. These students will receive compensation ranging from $200 to $1,000 for
their work. Representatives from ARC Core will attend the meeting, and writing
samples of the published work will be shared.
4. Liaison/Sub-Committee
a. Ms. McLaughlin – The Coalition met yesterday and celebrated four seniors
who served as Rocket Ambassadors this year. In recognition of Mental
Health Awareness Month, several workshops and trainings are being held
throughout May to support student well-being. The Youth Risk Behavior
Survey (YRBS) will be administered next month in June. Additionally, funds
from the opioid settlement will provide for an additional 0.4 full-time
equivalent health teacher, as well as a part-time clinician to support
student mental health through the Coalition.
b. Mrs. Gaffen – No Report
c. Mr. Brandt – The Audit Committee meeting has been rescheduled.
d. Mrs. Durgavich – No Report
e. Mrs. Nazzaro – The Killam Project is in full swing, with monthly meetings
resuming. Contract negotiations are currently underway and are scheduled
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to be voted on next Monday. Meetings are being scheduled strategically to
avoid conflicts with the other building project.
f. Mr. Wise – Congratulations to Timia Jones for being selected as this year’s
School Committee Book Club winner!
E. New Business
1. Reading Education Foundation Grant Update
Mr. Wise welcomed the Reading Education Foundation (REF) board members, who
presented their formal update to the committee on this year’s grant recipients. Each board
member introduced themselves and provided a brief overview of the foundation’s mission
and work. This year, five grant recipients were awarded a total of $29,334. A heartfelt thank
you was extended to the Reading teachers and the broader community for their continued
support of REF.
2. Joshua Eaton Name Removal Request Submission
Mr. Wise explained the logistics of the naming policy, noting that this is an unnamed
request. If the request is successful, a formal naming process will follow. Tonight, the
justification for the request will be presented. The committee asked clarifying questions,
but did not deliberate during this session. At the next meeting, there will be an opportunity
for questions, deliberations, and possibly the formation of a committee to further consider
the matter.
The group Students of Color and Allies for Equity, Justice, and Inclusion (SOC4EJI) shared
their proposal to rename Joshua Eaton Elementary School. They noted that the association
between Joshua Eaton Jr. and Joshua Eaton Sr. is unclear, as Mr. Eaton Sr. did not leave a
will, and it is uncertain which family member owned Cato after his passing. The proposal
recommends renaming the school to Cato Eaton Elementary School to more accurately
reflect the full historical narrative.
3. SEPAC FY25 End-of-Year Update
SEPAC board members presented an end-of-year update to the committee. A full copy of
the presentation is included in the meeting packet. The update covered a review of the
SEPAC mission statement, a year in review highlighting events and workshops, annual
survey results, outreach efforts, and upcoming plans for the next year. The presentation
concluded with a question-and-answer session.
4. Student Services End-of-Year Update
Dr. Stys provided a Student Services end-of-year update, highlighting key successes aligned
with three pillars from the district strategic plan: 1) Safe Learning Environments, 2)
Instructional Systems, and 3) Family & Community Engagement. A full copy of the
presentation is included in the meeting packet. While centered around the strategic plan,
the presentation specifically addressed initiatives that were high priorities, important to the
community, and had measurable impact.
Page | 4
Dr. Stys reviewed the results of the district-wide safety survey, discussing key themes that
emerged and outlining next steps to implement changes based on the findings. She also
shared updates from the Special Education Literacy Implementation Team, focusing on the
development of lead literacy teachers to support assessments, data interpretation,
matching student skill needs to targeted instructional practices, and progress monitoring.
Finally, she described ongoing efforts to build and understand a sense of belonging in the
community through youth listening sessions.
5. District Strategic Plan Update
Dr. Milaschewski oriented the committee to the document included in the packet, providing
an update on the district strategic plan and highlighting some high-level progress. The
column on the right offers a comparison between last year’s information and this year’s
updates. The committee will have additional time to review and reflect on the document
before discussing it further this summer.
6. Director of Finance and Operations Interim Role Update
Dr. Milaschewski shared an update regarding the interim Director of Finance and
Operations position, noting that Mr. Phil Littlehale has held the role since October, with his
current contract ending in July 2025. The recommendation is to extend his contract for one
additional year. Since Mr. Littlehale has been in the position for only seven months, the
one-year extension is preferred over offering a permanent role at this time, allowing him
more time to fully learn and adapt to the responsibilities of the position.
Mr. Wise motioned to accept Dr. Milaschewski’s recommendation to renew Phil
Littlehale’s contract as Director of Finance and Operations for one year, seconded by Mrs.
Gaffen.
The vote passed 6-0.
Motion to adjourn, seconded by Mrs. Nazzaro. The vote passed 6-0.
https://www.youtube.com/watch?v=6SAskmWj1rA
Meeting Adjourned from regular session at approximately 9:02 pm.
The Reading Public Schools does not discriminate on the basis of race, color, sex, religion, national origin, gender identity, sexual orientation, age or disability.
Memo Coolidge Middle School
To: Reading School Committee
From: Sarah Marchant
Date: 5/30/2025
Re: Surplus
Dear Members of the School Committee,
Coolidge would like to ask that the following items be approved as surplus. They have served us well, but have seen
better days! (Pardon the room locations, which are here for our reference.)
These items include:
Wooden Chairs - 7 (5 from the boiler room; 2 were put on the stage last year when staff members left the building
and no one else wanted them)
Plastic Tables - 1 (has a hole in it and a leg support that is missing)
Office Chairs - 2 (older and stained)
White Board - 1 (it's been on the stage for at least a year and has ink stains and scratches in it)
Wooden Folding Tables - 7 (haven’t been used in years)
Rectangular wooden table with metal legs - 1 (Cafeteria)
Student Desk - 6 (broken/ old) (Cafeteria)
Trapezoid tables - 2 (MPR)
Rectangular wooden table - 1 (old) (MPR)
4-Drawer Filing Cabinets - 3 (old/ rusty) (Cafeteria)
Round table (Cafeteria) - (old)
Swivel chair - 1 (old) (Cafeteria)
Round folding tables - 3 (these may have been on a former surplus list; but just in case, we are putting them here
again) (MPR)
Green chair with cushion - 1 (old) (Cafeteria)
Metal Bench - 1 (falling apart) (by gym)
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 3, 2025
RE: Vote to Accept Reading Lacrosse Donation
Please vote to accept a donation of $12,000 from the Reading Lacrosse Association. This donation is in
support of three assistant boy coaches and two assistant girl coaches.
Please find attached the donation letter from Troy Merkel, President.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Interim Director of Finance and Operations
DATE: May 28, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of 2025 Summer Eats Grant Award
Project Bread has awarded Reading Public Schools with a 2025 Summer Eats Grant Award in the amount of
$3,000.
This funding will support the expansion of our Summer Meal program to include two additional meal sites this
summer, helping us reach more students in need. Project Bread, whose mission is to close the gap in food access
during the summer months, approached us after the strong success of our program in the Woburn area last year.
The grant will be used to cover the cost of additional staff and supplies (both food and paper goods) needed to
operate these new sites and ensure that more children have access to nutritious meals when school is out.
Thank you for your support and your vote to accept the 2025 Summer Eats Grant Award.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
New Business
Reading Public Schools
School Committee Meeting Packet
June 5, 2025
To: Reading School Committee
From: Michelle Roach, Human Resources Director
Date: June 3, 2025
Re: Human Resources End of Year Update
During the School Committee meeting on June 5th, we will review the Human Resources End of Year Update
presentation. I will provide an overview of our strategic HR initiatives for FY25, with a particular focus on
Strategic Goals 3.1 and 3.3. This will include a review of the outcomes from our FY24 investments and how
they have informed and shaped our work in FY25. Key areas of emphasis will include improvements in HR
workflows, enhancements in employee satisfaction, and progress in recruiting and retaining a diverse
workforce.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Human Resource Workflow
Strategic Goal 3.1
•Identify and evaluate current
capacity and systems of HR
Hiring, Onboarding, Off
Boarding Process Systems,
Workflow
•Identify
efficiency/effectiveness
improvements
•Explore new products/systems
or an expansion of existing
licensed systems
FY25 Outcomes
•Red Rover absence management platform implemented, improving efficiency
is absence tracking, communication, and payroll processing.
•ArxEd implemented, automating the tracking, dissemination and upkeep of
mandated staff trainings throughout the district
•14 School Policies reviewed and revised in collaboration with the Policy
Subcommittee
•Contracts with all 5 bargaining units have been implemented including new
provisions
FY26 Plans
•Exploring additional opportunities for improving efficiencies within the district
such as Scribe platform which allows for the creation of guided videos through
screen capture and audio recordings
Employee Satisfaction
Strategic Goal 3.3
•Gather data on demographics, tenure,
absenteeism of RPS staff
•Identify best practices for staff and
leader satisfaction, attendance, and
retention
•Identify and use tools for measuring
satisfaction throughout the school
year
FY25 Outcomes
•Milestone Reception and Recognition
•Distinguished Teaching and Staff Awards
•Staff Appreciation Lunch (May 22, 2025, in collaboration with
Town Hall and MIIA)
FY26 Plans
•Employee satisfaction survey to address areas of need and find
opportunities for growth within the District.
Teaching & Staff Awards
This year, we again expanded the staff recognition and awards night. In addition
to acknowledging those who have achieved Professional Teacher Status,
reached service milestones, and retired, we also honored 18 teachers and staff
members who were nominated by their colleagues across the district with
distinguished teaching and staff awards.
Number of Individuals Recognized by Category:
Professional Teacher Status: 18
10 Years of Service: 21
20 Years of Service: 16
30 Years of Service: 3
Retirements: 5
Distinguished Teaching Awards: 12
Distinguished Staff Awards: 7
Recruiting & Retaining a Diverse Workforce
Strategic Goal 3.3
Team members will Gather
data on the demographics and
retention of Reading Staff
While this is listed as an HR
responsibility on the strategic
plan, the work of recruiting and
retaining a diverse workforce is
the responsibility of all District
departments and schools
FY25 Outcomes
•Added METCO Coordinator at Parker Middle School
•Adding additional METCO School Adjustment Counselor at the middle school level
for the 2025 -2026 School Year
•Partnered with YCM Solutions to broaden our outreach to highly qualified
international candidates.
•Partnership with BloomBoard to provide educator preparation resources
•Registered Teacher Apprenticeship Program (RTAP) Grant in partnership with Shore
Collaborative
FY26 Plans
•Leverage Boston Parent network and existing staff network
•Review current job descriptions
•Disseminating recruitment materials
•Explore partnerships with local organizations
Race and Ethnicity by Number of Staff
Race/Ethnicity 2021-2022 2022-2023 2023-2024 2024-2025
African American 6 12 11 9
Asian 9 7 8 9
Caucasian 689 683 660 678
Hispanic 4 4 10 14
Native American/Alaskan Native 3 2 1 2
Multi-Race, Non-Hispanic 0 0 1 1
Based on current employee population as of 6/5/2025
To: Reading School Committee
From: Michelle Roach, Human Resources Director
Date: June 3, 2025
Re: Article 22-03: Paraeducator Compensation Discussion and Proposed MOA
I am writing to inform you of a provision in the current collective bargaining agreement with the Paraeducator
Association, specifically Article 22-03, which states:
“The parties agree to revisit the provisions regarding consecutive 45 -minute intervals up to one
hour and consecutive 30-minute intervals up to one hour' within the compensation structure
during the 2025–2026 school year, with the intention of considering a n increase to $20 per hour.”
In alignment with the contractual language, we have proactively engaged the leadership of the Paraeducator
Association to discuss this provision. In collaboration with Association leadership, the Administration
recommends proceeding with a Memorandum of Agreement (MOA) to implement the proposed hourly rate
increase of $20 per hour for this specific provision.
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: Dr. Thomas Milaschewski, Superintendent
Date: June 3, 2025
Re: End-of-Year Teaching & Learning Curriculum Update
During the June 5th School Committee Meeting, we will provide an End-of-Year Learning and Teaching 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
2024-2025
Staff Milestones
2024-2025
Professional Teacher
Status
Professional Teacher Status
Jessica Ayer Reading Memorial High School
Camilla Brett Barrows Elementary School
Suzanne Carroll Coolidge Middle School
Erin Das Barrows Elementary School
Patrice Duggan Reading Public Schools
Douglas Gibbs Parker Middle School
Stephanie Hughes Coolidge Middle School
Ian Jefferson Reading Memorial High School
Corey Ladderbush Reading Memorial High School
Professional Teacher Status
Victoria Lemaitre Coolidge Middle School
Lynda Moylan Reading Memorial High School
Karly Paone Parker Middle School
Casey Porcello Wood End Elementary School
Marissa Rossi Birch Meadow Elementary School
Allison Sarno Reading Memorial High School
Hillary Sullivan Joshua Eaton Elementary School
Katherine Tigelaar Parker Middle School
Caitlin Whited Birch Meadow Elementary School
2024-2025
10 Years of Service
10 Year Milestone
Christopher Bauer Wood End Elementary School
Kimberly Bernazzani Parker Middle School
Adam Blaustein Reading Public Schools
Karen Bryant Food Services
Eric Castriano Coolidge Middle School
Heidi Cates Barrows Elementary School
Christina Clawson Reading Memorial High School
Daniel Cody Coolidge Middle School
Adam DeRosier Joshua Eaton Elementary School
Julie Gilchrist Barrows Elementary School
10 Year Milestone
Colleen Griffin-Roland Reading Memorial High School
Megan Howie Reading Memorial High School
Bristol Leiper Reading Memorial High School
Alexandra Lynch-DiSorbo Reading Memorial High School
Janelle Mattingly Coolidge Middle School
Kimberly Moreau Parker Middle School
Beatriz Murphy Reading Memorial High School
Lisa Studer Reading Public Schools
Donna Testa Parker Middle School
Allison Wright Reading Public Schools
Keriann Zahoruiko Birch Meadow Elementary School
2024-2025
20 Years of Service
20 Year Milestone
Sarah Atwood Barrows Elementary School
Elisabeth Bean Parker Middle School
Katrina Cole Killam Elementary School
Michael Donahue Technology
Christina Erb Wood End Elementary School
Maureen Habeeb Wood End Elementary School
Amy Kasprzak Coolidge Middle School
Anne Korwan Barrows Elementary School
20 Year Milestone
Stephanie Malone Coolidge Middle School
Sarah Marchant Coolidge Middle School
Nancy Matheson Coolidge Middle School
Tonia McGuire Killam Elementary School
Roberta McRae Wood End Elementary School
Andrea Mooney Reading Memorial High School
Maria Morais Food Services
Ann Sweeney-White Killam Elementary School
30 Years of Service
2024-2025
30 Year Milestone
Mary Anne Lynn Reading Public Schools
Pamela Nadeau Coolidge Middle School
Amy Ropple Parker Middle School
2024-2025
Retirements
Retirements
Joanne Fuccione Food Services
Karen Ghirardi Joshua Eaton Elementary School
Florence Johnson Reading Public Schools
Anne Nelson Reading Memorial High School
Kathleen Santilli Reading Public Schools
2024-2025
Distinguished Teaching
Award
Distinguished Teaching Award
Linda Boyages RISE Preschool
Camilla Brett Barrows Elementary School
Suzanne Carroll Coolidge Middle School
Katrina Cole Killam Elementary School
Ashley Dennis Birch Meadow Elementary School
Stephanie Leccese Reading Memorial High School
Julian Lind Wood End Elementary School
Kasey McKay Parker Middle School
Kerry Mullen Joshua Eaton Elementary School
Lisa Norcross Wood End Elementary School
Nicole Pelley Reading Public Schools
Jane Stewart-Cunningham Reading Memorial High School
2024-2025
Distinguished Staff
Awards
Distinguished Staff Award
Jessica Galindo Joshua Eaton Elementary School
Brenda Hobart Food Services
Brie Karow Coolidge Middle School
Dina Kenney Coolidge Middle School
Kathleen Kinney Reading Memorial High School
James Morley Facilities
Andy Strutt Technology
Early Literacy Screening and Intervention
●Strong development of early literacy skills is foundational for student success.
●Consistent processes ensure students in all schools and classrooms will
receive systematic literacy screening and robust interventions when needed.
●Better communication with parents/guardians allows for partnerships that truly
support student growth.
Early Literacy Screening and Intervention
Building on the 2023-24 school year implementation of our early literacy screener,
DIBELS 8th Edition, this year we focused on the following:
●Centralized and Repeatable Process -Improved documentation of data-
driven decision making process and centralized data tracking for
interventions.
●Professional Learning and Collaboration -Strengthened collaborative
practices and consultation relating to intervention methods for literacy
specialists.
●Family Communication -Provided all families with DIBELS results after each
assessment, exceeding the notification requirements.
Early Literacy Screening and Intervention
Early Literacy Screening and Intervention
●Continuing to assess intervention methods and materials to better align with
student areas of need.
●Leveraging new data management system to streamline early literacy data
collection and analysis and to explore new reporting options.
●Developing a Response to Intervention process for students who require
specially designed reading instruction via an IEP.
Curriculum Review
RMHS Social Studies
●Focus was on researching the
historical thinking instruction
approach and compiling resources
for the dept.
●Council also created a the vision
statement for social studies
instruction at RMHS which kept
cohesion among the group and its
goals for the year
English as a Second Language (ESL)
●Focus was on selecting a curriculum
●The features of a high-quality ESL
program were used to evaluate current
materials and new programs
●ESL teachers in Reading piloted two
potential programs
●National Geographic was selected and
will be purchased with funds received
from a DESE grant
●A detailed presentation was given to
the school committee in spring 2025
Curriculum Review
Staff participating in curriculum councils engaged in robust professional development to
deepen their instructional knowledge and improve student learning.
●Middle school science teachers participated in high-quality professional development through the
Institute, applying inquiry-based instructional methods in their classrooms.
●RMHS Social Studies Curriculum Council read Developing Historical Thinkers: Supporting Historical Inquiry
for All Students by Bruce A. Lesh and created templates and resources to support historical inquiry.
Curriculum reviews are driving stronger vertical alignment, ensuring instructional coherence and
continuity for students across grade levels.
●Secondary science teachers are collaboratively establishing consistent instructional practices in grades 6–12
to strengthen students’ scientific inquiry and reasoning over time.
Teachers are leveraging access to high-quality materials and expert support to better meet the needs of
diverse learners.
●Middle school science teachers are now better prepared to guide students in successfully completing inquiry-
based tasks on the new science MCAS.
●The RMHS Social Studies department is implementing a shared historical thinking resource developed by the
Curriculum Council, with all teachers trained in its use.
●All ML students will benefit from the implementation of a high-quality curriculum beginning in the 2025–26
school year.
Curriculum Review
Continuing Curriculum Reviews in 25/26
●Secondary Science and ESL move into the implementation phase -continuing to
receive professional development while collaboratively working on scope and
sequence and unit development; work will begin this summer.
●RMHS Social Studies continues with focus on implementation of historical thinking
practices and looking at scope and sequence of content across grades 9-11.
NEW Curriculum Reviews in 25/26
●MS Social Studies
●Grades 7 and 8 Math
●Elementary Science
RMHS Social Studies Curriculum Council
Led by: Caroline Allison and Megan
Howie
Members: Jessica Bailey, James
DeBenedictis, John Fiore, Sarah Hardy,
Ian Jefferson, Lynda Moylan, Stephanie
Lecesse and Audra William
Secondary Science Curriculum Council
Led by: Kim Peterson and Ray Albright
Members: Kim Peterson, Dan Cody,
Ashley Cocchiaro, Robyn Cotta, Jerry
Coyne, Jessica Doherty, Paul Gaudette,
Stephanie Malone, Molly Pelletier,
Melissa Scarpatte, Matt Williams
ESL Curriculum Council
Led by: Karen Hall
Members: Patrice Duggan
and Melissa Henri
ARC Core
High-Quality Curriculum Implementation-ARC Core
A Lit Lab structure was launched to build teacher leadership, a collaborative
structure for teacher support, and better monitor implementation.
Teachers of grades 3-5 were introduced to the Writing Revolution process as a
support for writing instruction.
All grades K-2 teachers participated in a science of reading course through the
HILL for Literacy.
High-Quality Curriculum Implementation -ARC Core
●For teachers of grades K-2, we will focus on integrating teacher learning from
the Hill’s science of reading course with updated ARC Core framework.
●For teachers of grades 3-5, we will continued development of Writing
Revolution materials and provide support for pairing with the ARC Core
framework.
●Lit Labs will continue to grow as a space for collaborative teacher support and
monitoring.
Amplify ELA
High-Quality Curriculum Implementation -Amplify ELA
●Teachers used the Amplify ELA 100 Lesson Pathway for ELA instruction and
unit assessments.
●Teachers and administrators received training in Amplify ELA print and digital
materials, scope and sequence, lesson structure and assessments.
●Teachers and administrators received professional development and support
connecting Amplify ELA with content from the HILL for Literacy Adolescent
Literacy course (many ELA teachers took the course in the 23/24 school
year).
●School and district administrators monitored implementation, adjusting
professional learning and support based on challenges teachers identified.
High-Quality Curriculum Implementation -Amplify ELA
●Implementation of a consistent and aligned program across all Grade 6-8
classrooms in both middle schools.
●Implementation of the shared resource resulted in impactful professional
learning sessions focused on reviewing student work samples.
●Some of the instructional shifts this year include: complex texts and academic
language, writing to sources using text evidence, building knowledge, explicit
and systematic comprehension instruction, integration of reading, writing,
listening and speaking
High-Quality Curriculum Implementation -Amplify ELA
●Continued work on unit and lesson internalization as a department.
●Determine pacing and criteria for lessons and units outside the Amplify ELA
program.
●Continued professional learning with Amplify around resources within the
program.
●Development of MS Lit Labs as a collaborative learning space for teachers at
the same grade level to work on unit and lesson internalization.
Illustrative
Math
(IM)
High-Quality Curriculum Implementation -IM
Successfully ran Learning Labs with all K-6 teachers. This Professional Development focused on:
●Using math language routines (MLRs) to support teachers in making student thinking visible, deepen
student understanding of mathematical concepts and provide access points for ALL students to
master grade level standards.
●Developing lesson internalization to strengthen the use of embedded universal design for learning
(UDL) instructional tools and routines.
Launched math coaching cycles as a new job-embedded professional learning opportunity (K-8).
Reviewed options for common assessment for grades 2-5 and planned for implementation of a new
assessment in the 25/26 school year.
Provided elementary and middle school principals with professional development in giving teachers
feedback related to math instruction/look fors in math classroom observations.
Used walk through data to inform foci of supportive coaching by K-8 Math Instructional Coaches as part of
our Job-Embedded Professional Learning plan.
High-Quality Curriculum Implementation -IM
●Monitor implementation of learning objectives from 24/25 to measure
growth in meeting goals.
●Implement updated common assessment for Grades 2-5 including
administration and scoring protocols and data analysis routines.
●Improve systems and structures for aligning Tier 1 instruction with Tiers 2 and
3 in math.
●Continued participation in math learning labs for K-8 teachers.
ARC Lit Labs
●3-5 Lit Leaders : Keri DiNapoli, Ann
Sweeney-White, Liz McGevna, Adam
Derosier, Kara Duff, Jaclyn Gargano,
Heather Murphy, Emily Smith, Julie
Gilchrist, Vittoria Penna, Tammy
Murzycki
●K-2 Lit Leaders :Nancy Walcott, Mary
McGrath, Lori Hill, Lauren Fusco,
Kristina Sateliere, Christie Proctor,
Danielle Carroll, Melissa Cannata, Elena
Raffa
IM Implementation Team
Ava Rice, Sarah Lanzo, Arielle Mucha,
Christie Proctor, Helen Palmieri, Ellen
Committo, Denise Conry, Charlie Smith,
Sean Keough, Kayla Mead, Lindsey Tainsh,
Caitlin Flaherty Melissa Henri, Alyssa
Skinner, Lana Montero
Updates to ESL programming
●The number of ML students in RPS has been steadily increasing. More of our
new ML students are classified as newcomer students.
●Updates to ESL programming have been in response to the changing and
unique needs of ML students and families and to ensure administrators and
staff have the resources to meet the needs of ML students.
●ML students are a group identified in our Student Opportunity Act plan as a
focus for gap closing initiatives.
Updates to ESL Programming
●Continued work by ML Coordinator to provide job-embedded coaching for teachers of ML students,
including coaching cycles around DESE’s ML Look-For Tool
●We updated our translation and interpretation protocols, provided staff-wide training, and are now
monitoring implementation to ensure all families receive timely and accurate information in their home
language and access to interpretation at all school events and meetings.
●Teachers have been given access to instructional strategies that support full participation of ML students in
classroom learning, emphasizing practices that affirm students’ identities and promote language
development across content areas.
●Family engagement efforts now include more proactive outreach, helping ML families connect with their
child’s academic progress and the school community. The ML Coordinator and Family Liaison are holding
monthly office hours and are initiating an ML Family Council.
●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.
Updates to ESL programming
●Year 1 Implementation of new curriculum, National Geographic,
alignment to WIDA 2020 standards and differentiation to student
needs.
●Professional development for ESL teachers in evidence-based
practices for teaching ML students, including development of
foundational literacy skills.
●Introduction of ML Lab at middle and high school levels to support MLs
and former MLs with completing assignments in their core classes.
●Integration of ESL into middle school schedule, avoiding missed
classes
Conclusion
1 | Page
To: Reading School Committee
From: Philip A. Littlehale, Interim Director of Finance & Operations
Date: June 3, 2025
Re: Special Education Reserve Fund FY25 Year End Transfer
Based on the current forecast, I recommend that the School Committee approve the transfer to the Special
Education Reserve Fund of an amount not to exceed $225,000.
The current balance in the fund is $397,961 comprised of $375,000 of prior transfers and $22,961 of interest.
The maximum balance per School Committee policy of 1% of Net School Spending (NSS) is $642,971 based on
actual FY24 Net School Spending. The FY25 maximum transfer would be $245,010:
The recommendation of no more than $225,00 is to account for additional FY25 interest income as well as
interest to be earned in FY26. This assumes $350,000 for technology refresh, $1,200,000 for special education
prepayment, and $75,000 to be returned to the town.
Thank You.
FY24
Actual FY24 NSS per EOYR 64,297,076
1% of Actual NSS 642,971
Less Current Balance (397,961)
FY25 Maximum Transfer 245,010
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
Old Business
Reading Public Schools
School Committee Meeting Packet
June 5, 2025
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Lara Durgavich
Sarah McLaughlin
Carla Nazzaro
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Thomas Wise, Reading School Committee Chair
DATE: June 3, 2025
TOPIC: Joshua Eaton Name Removal Request
At our meeting last week, we heard the request to remove the name Joshua Eaton from the Joshua Eaton Elementary
School. At our meeting this coming Thursday, we will move forward with the next steps in that process. As discussed last
week, since the request came in before we adopted the changes to Policy FF, we are grandfathering the request into the
old Policy FF structure. We will continue to align our next steps with the process laid out in Policy FF – Naming of
Facilities or Places within or on School Property. In particular, the relevant next steps are Section C.7. and C.8. of the
Policy, which are:
C.7. At a subsequent School Committee meeting, nominations will be discussed and voted on as to
whether or not to be considered, at which time the chair will call for a vote to either accept the
nominations on the table or not. Accepted nominations will be handed over to a subcommittee to be
named by the chair for further study and to make recommendations to the School Committee.
C.8. This subcommittee should include, but is not limited to, one member of the School Committee, the
building principal of the school, one member of the Board of Selectmen, one local business leader, one
student representative from the appropriate school building under consideration and one member of the
historical commission.
The first step in our process on Thursday will be to discuss the nomination and choose whether to accept it or not. If we
do not accept the nomination, the process will end there.
If we do accept the nomination, we are to put together a subcommittee to further study the nomination and make a
recommendation to the School Committee as a whole. However, while the language above calls for the creation of a
subcommittee, by nature of the constituents (specifically including people who are not members of the School
Committee), it cannot be a regular subcommittee and must be an advisory committee instead. Therefore, we will follow
the Policy BDF – Advisory Committees to the School Committee and the Reading Home Rule Charter.
There are two provisions of the Charter that apply to this advisory committee:
4.14 Other Boards or Committees
Any of the elected boards or committees authorized by Article 3 may establish and appoint or dissolve
boards or committees from time to time for a specific purpose. Members of such boards or committees
shall reside in the Town of Reading at the time of their appointment and during their term of office.
A. A person, living or deceased, for whom a public school may be named or a room or area of a
school campus dedicated, must have made significant contributions to education in the
Reading Public Schools. Evidence of such contributions may include, but are not limited to,
the following:
a. Extraordinarily effective and dedicated service to and/or on behalf of the youth in
the Reading Public Schools.
b. Persistent efforts to sustain a quality system of public education for all youth and to
improve programs and services for them.
c. Demonstrated understanding of the essential nature of public education in the
perpetuation of our democratic form of government.
B. The nominee must otherwise be worthy of the honor of having a school named for him/her or a
room or area dedicated to him/her. Evidence of such attributes should include, but are not
limited to, the following:
a. Superior levels of performance in strengthening and supporting the public schools.
b. Effective citizenship
c. Community service
d. Excellent character and general reputation
e. High standards of ethics
C. The following procedure shall be followed when there is a formal request to have a building,
field, structure, room or other such edifice or area dedicated to an individual:
1. Buildings, fields, rooms, or structures that already have a commonly accepted name
will not be eligible for nominations. However, there may be times when buildings,
fields, rooms, or structures already having a commonly accepted name may be
reconsidered to have said name removed. The process used to remove a name from
an edifice should be consistent with the process used to recommend a name, as
outlined in sections C5-C10 listed below. When the Committee is reconsidering an
existing name, it should follow the guidelines as stated in sections A and B of this
policy to determine if the existing name is still appropriate for the current situation
and conditions. Once an existing name is removed by the Committee, the edifice is
eligible again for nomination
As part of the consideration, execute appropriate research and gather necessary public feedback
and input to form a recommendation for the School Committee for this topic.
Resources: The School Committee, through its work with the Administration, shall aid with meeting
notices and meeting locations. Additionally, the School Committee will provide all letters of support
or other such materials it receives, which will enable the advisory committee to assess community
support and alignment with Sections A and B of Policy FF.
Dates for Major Reports: The Committee wishes to receive the final recommendation by the end of
November 2025 at a yet-to-be-scheduled regular School Committee meeting.
Governing Policies: It is recommended that the advisory committee leverage the following policies
throughout their process:
Policy BEDH – Public Comment at School Committee Meetings
Policy JIB – Student Involvement in Decision Making
Policy KDB – Community Involvement in Decision Making
Additionally, it is required that the advisory committee operate in compliance with MGL 30A:18-25
(Open Meeting Law).
Press Releases: The advisory committee shall not provide a press release and defer all press
inquiries to the School Committee via the School Committee Chair.
Finally, as the above is a draft, please feel free to come prepared with improvements or adjustments to the
above for our incorporation into the definitive version of the charge for the advisory committee. Once the
charge is finalized and the committee constituents are known, I will work with the next Chair to reach out to
the Town Clerk, the Select Board, and the Historical Commission to start the process of building the
committee constituency.
Thank you.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 3, 2025
RE: Policy Updates – Review and Vote on Amended Policies (A)
During the May 22 School Committee meeting, the committee reviewed and discussed Policy GCBB –
Employment of Principals (formerly titled Employment of Administrators and Directors). The policy was
tabled for further discussion. At the June 5 School Committee meeting, the committee will review and
vote on the amended policy.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
File: GCBB
Reading Public Services Page 1 of 1
EMPLOYMENT OF PRINCIPALS
The employment of principals within the Reading Public Schools shall be governed by the
following provisions:
1. Appointment and Compensation
The Superintendent shall appoint a principal for each school in the district. Such
appointments shall be at compensation levels determined in accordance with policies
established by the School Committee.
2. Contract Terms
Each principal shall be employed under a written individual contract in alignment with
MGL Chapter 71, Section 41. The Superintendent may renew or renegotiate these
contracts, or reappoint a principal under the same terms and conditions of a previous
contract.
3. Duties and Responsibilities
Each principal shall serve as the administrator of their assigned school, responsible for
implementing School Committee policies, advancing school council goals, and carrying
out Superintendent directives. They shall oversee the day-to-day operations of the school,
including the supervision and evaluation of all staff. Principals are expected to comply
with all applicable laws, regulations, School Committee policies, and district-level
directives.
4. Licensure Requirement
As a condition of employment, all principals must hold and maintain valid licensure
appropriate to their role as required by DESE.
Adopted by Reading School Committee on August 24, 2006
Reviewed, Revised, and Adopted by the Reading School Committee on _____________.
LEGAL REF.: M.G.L. 71:41; 71:59B
MGL 71:38G (Licensure Requirement)
CROSS REF.: GCBA, Professional Staff Salary Schedules
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: June 3, 2025
RE: Second Read and Vote for Adoption of New Policy
During the June 5 School Committee meeting, the committee will be asked to approve the second
reading and adoption of Policies GBEBD – Online Fundraising and Solicitations – Crowdfunding and GCBC
– Professional Staff Supplementary Pay Plans. A copy of the policy can be found in the packet.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
File: GBEBD
ONLINE FUNDRAISING AND SOLICITATIONS - CROWDFUNDING
School District employees shall comply with all of the following provisions relating to online solicitations
and the use of crowdfunding services for school-related purposes as well as all applicable laws, regulations
and district policies. No online fundraising may occur except as provided below.
The Superintendent shall have final authority to approve any online fundraising activities by school district
employees and shall determine and communicate to Principals the circumstances under which online
fundraising proposals shall require Superintendent or School Committee approval in accordance with law
and school district policy. The Principal of each school shall approve all online fundraising activities
within their buildings prior to any employee posting any such fundraising solicitation.
Any solicitation shall be for educational purposes only (field trips, supplies, supplemental materials,
books, etc.). The solicitation of personal items (coats, nutritional snacks, etc.) shall only be to benefit
students directly. To the extent an employee solicits any technology or software, the employee shall secure
the prior written approval of the Director of Technology or designee prior to any such solicitation. Any
employee seeking to display or post a photograph of a student in conjunction with a fundraising solicitation
must first secure the written consent of the student’s parent or guardian.
Employees shall not use a crowdfunding source, or set up their appeal in such a way, that they are asking
for donations directly from people over whom the employee making the request has authority, or with
whom the public employee is having official dealings (such as parents/guardians of student’s in a teacher’s
classroom - the solicitation can say “Classroom X needs tissues and crayons,” but it shouldn’t be directed
to parents/guardians who have shared email addresses with the teacher for purposes of communicating
about their student).
Employees using crowdfunding services shall periodically disclose in writing to the Superintendent the
names of all individuals whom the employee has directly solicited in any manner including but not limited
to oral, written, or electronic solicitation. The Superintendent shall maintain these disclosures as public
records available for public review.
Employees may only use crowdfunding services that send the items or proceeds solicited by the employee
directly to the employee’s school or to the school district. Employees must verify under the crowdfunding
service’s terms and conditions that they meet all requirements for such solicitation. Items or proceeds
directly sent to employees are considered gifts to the employee and may result in violation of state ethics
laws.
If an employee’s proposal is approved by the crowdfunding service, the employee agrees to use the
donated materials solely as stated in the employee’s proposal.
If a solicitation is not fully funded within the time period required by the crowdfunding service, or the
solicitation cannot be concluded for any reason, every attempt will be made to return donations to the
donors. Donations unable to be returned shall only be used as account credits for future solicitations.
1 of 2
MASC Standard Policy
File: GBEBD
Unless otherwise approved by the Superintendent in writing, all goods and/or proceeds solicited and
received through any online solicitation shall become the property of the School Committee, and not of
the individual employee who solicited the item(s) or funds. The employee is prohibited from taking any
such item(s) or funds to another school or location, without the Superintendent’s written approval.
LEGAL REFS: MGL 44:53A; 71:37A; 268A:3; 268A:23;
Ethics Commission Advisory Opinion EC-COI-12-1;
CROSS REFS: GBEA, Staff Ethics/Conflict of Interest;
GBEBC, Gifts To and Solicitations by Staff;
KCD, Public Gifts to Schools
SOURCE: MASC - Updated 2022
NOTE: Crowdfunding services are defined as any online service used for the solicitation of goods,
services, or money from a large number of people via the internet or other electronic network.
Examples include GoFundme, Kickstarter, Indiegogo, YouCaring, and DonorsChoose.
2 of 2
File: GCBC
Reading Public Schools Page 1 of 1
File: GCBC
PROFESSIONAL STAFF SUPPLEMENTARY PAY PLANS
Certain assignments require extra responsibility or extra time over and above that required of other
staff members who are on the same position on the basic salary schedule. When such supplemental
assignments require extra time and responsibility beyond that regularly expected of teachers, they
may be rewarded with extra compensation.
Assignments that are to be accorded extra compensation will be designated by the Committee.
Appointments to these positions will be made by the Superintendent for District-wide positions or
by the Principal with the approval of the Superintendent for building based personnel. The amount
of compensation for the position will be established by the Committee at the time the position is
created.
A teacher who is offered and undertakes a supplementary pay assignment will receive a
supplementary contract specifying the pay, duration and terms of the assignment. If a teacher will
not be extended the assignment for the following school year but will remain on the teaching staff,
he or she will be so notified in writing prior to the expiration of the contract. Upon termination of
the assignment, the supplementary pay will cease.
SOURCE: MASC Updated 2022
LEGAL REF.: Collective Bargaining Agreement
MASC Standard Policy
File: GCBC
Reading Public Schools Page 2 of 2
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski
Evaluator: Composite School Committee 06-02-2025
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership X
Standard II: Management and Operations X
Standard III: Family and Community Engagement X
Standard IV: Professional Culture X
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient X Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
In keeping with the way our year started, an examination of the use of AI in education, the following is a ChatGPT summary of the
commentary from the five individual reviews.
Overall Leadership and Strategic Vision
Dr. Milaschewski is widely recognized by the committee for his transformative leadership, commitment to excellence, and student-
centered decision-making. Tom Wise, after a rigorous review of the DESE rubric, found himself “flabbergasted at the scores,”
ultimately rating Dr. Milaschewski as Exemplary overall. Wise notes, “Key words jump off the pages of that rubric – supports,
empowers, leads, models, sets high expectations… these all align with Dr. Milaschewski.” Carla Nazzaro adds that he is a “thoughtful
leader who collaborates with stakeholders, gathers and synthesizes data, and then implements processes that improve outcomes.”
Shawn Brandt praises the Superintendent’s clear vision and strong direction, describing his leadership as “exceptional,” with Dr.
Milaschewski “continuing to improve the district’s systems, curricular and instructional excellence, and outcomes.” Erin Gaffen echoes
this, stating that “there’s clear evidence of thoughtful planning, follow-through, and a strong alignment between goals and results.”
Instructional and Academic Progress
Significant gains in academic performance under Dr. Milaschewski’s leadership were consistently noted. Tom Wise highlighted
multiple MCAS successes: “Our 3rd graders were in the top 5% in the state in Literacy… our 4th graders were 4th in the entire state
for literacy growth.” He also cited Reading’s overall achievement of “80% of our DESE MCAS Achievement and Growth targets.”
Sarah McLaughlin pointed to the district’s “record-high accountability rankings for eight of nine schools,” and expansion of “college
and career readiness pathways.” Gaffen noted that “from meeting DESE targets to expanding math pathways and supporting early
literacy, he’s helped position the district for both short-term success and long-term sustainability.”
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 3 of 7
Culture, Collaboration, and Staff Development
Dr. Milaschewski is credited for fostering a professional culture rooted in high expectations, trust, and reflective practice. “He builds
trust with staff, students, and parents,” Nazzaro wrote, and “welcomes and appreciates differing points of view.” McLaughlin
commended his “inclusive, transparent communication” and commitment to “staff development and professional learning.”
Wise emphasized staff retention, noting: “Assistant Principals are staying and growing in place, rather than leaving the district,” and
added that “all union negotiations concluded before contract expirations—an enormous achievement.” Gaffen also emphasized his
investment in people: “He fosters trust, models reflective practice, and creates space for others to grow and lead.”
Community Engagement and Communication
Dr. Milaschewski’s strength as a communicator was repeatedly praised. “He is a phenomenally gifted communicator across a variety
of settings,” Brandt said, “and incredibly thoughtful about finding new and engaging ways to be transparent.” Wise emphasized that
“presentations like the District Strategic Plan and Town Meeting are just a few examples of his communication strength,” and also
credited him for the 80–20 town-wide vote approving the Killam School project, saying it “speaks both to the need and to the overall
support for the schools.”
Gaffen wrote that he “approaches complex issues with a problem-solving mindset,” and Nazzaro observed that he consistently
demonstrates “thoughtful, collaborative leadership.”
Operational and Data-Driven Improvement
While performance in Management and Operations was viewed as generally strong, several members noted it as an area for
continued development. Brandt stated that “we have some ongoing opportunities… particularly the continued maturity of our data
systems and practices,” though he acknowledged clear progress with “advances in HR and food services” and the rollout of full-day
K.
Wise saw future promise in this area with the implementation of EduClimber, expressing hope that “data gathering, aggregation, and
analysis will align better with instructional practices.” He also noted that “the speed and collaboration” behind opening Math Pathways
was “simply amazing,” and that improvements at Parker Middle School—recognized as a “School of Recognition”—show that “direct
engagement leads to growth.”
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 4 of 7
Final Reflections
The School Committee is united in its praise for Dr. Milaschewski as a transformative, strategic, and deeply values-driven leader.
Wise summed up the sentiment best: “We have a phenomenal, yet exceedingly humble leader… a servant leader who empowers,
lifts, leads, and supports so many across the district. That servant leader mindset has set Reading on a path from good to great and
will help us go from great to excellent.”
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 5 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
I-A, I-B, I-C, I-E, I-F Improve evidence of student learning, engagement, and achievement X
Professional Practice
Goal
II-B, IV-A, IV-C, IV-
D
New Superintendent Induction Program X
District Improvement
Goal 1
I-A, I-E, II-C, III-D,
IV-E
Secondary Math Pathways X
District Improvement
Goal 2
I-C, I-E, II-C, III-C Data X
District Improvement
Goal 3
I-D, II-A, II-B, II-D,
IV-A, IV-E
Coaching, Developing, and Supporting Principals X
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 6 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
Focus Indicator (check if yes)
X
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
Focus Indicator (check if yes)
X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
Focus Indicator (check if yes)
X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
X
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
X
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
The below was generated using ChatGPT from each individual response in a summarized and attributed recursive process.
Under Dr. Milaschewski’s leadership, the district has demonstrated exceptional instructional improvement, with measurable progress in student achievement,
staff development, and system-wide coherence. As Shawn Brandt noted, the district has shown “strong performance on growth and achievement targets,” with
standout developments in Special Education, Innovation Pathways, and expanded course offerings at the high school. He also recognized continued
development in data systems as an area of emerging strength.
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 7 of 7
Erin Gaffen highlighted that “his leadership continues to raise the bar for both student learning and staff growth,” citing Parker’s transformation, strong MCAS
performance in Grades 3–8, and expansion of advanced and career readiness pathways. She emphasized the strategic focus on systems, from professional
development to curriculum evaluation.
Sarah McLaughlin acknowledged a “shared vision centered on powerful teaching and learning,” which resulted in 80% of DESE growth targets met and record-
breaking ELA and Math results for Grades 3–8. She also noted that despite many gains, continued attention is needed on achievement gaps and root cause
analysis for high-needs groups.
Carla Nazzaro praised the dramatic increases in AP and Dual Enrollment access, calling attention to the internship program’s success and the LEAD program’s
recognition in the 95th percentile statewide. She emphasized that “this is a district that’s not just setting ambitious goals but achieving them,” and applauded
improvements in evaluation practices and professional learning.
Tom Wise reinforced Dr. Milaschewski’s strengths in empowering leaders and driving alignment across key instructional pillars—curriculum, assessment, and
evaluation. He credited the Superintendent with “setting high expectations for teaching and learning,” evidenced through MCAS performance and walk-through
calibration work. He also commended the Superintendent’s role in supporting authentic assessment tools like IRLA, DIBELS, and iReady, which directly inform
instruction and student supports. Wise further emphasized Dr. Milaschewski’s balanced approach to staff evaluation—willing to have hard conversations and
celebrate growth—while building data-informed cultures at the school level.
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
Focus Indicator (check if yes)
X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
Focus Indicator (check if yes)
X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
Focus Indicator (check if yes)
X
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
X
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard II: Management & Operations X
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 8 of 7
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
The below was generated using ChatGPT from each individual response in a summarized and attributed recursive process.
Dr. Milaschewski has demonstrated strong and often exemplary performance in managing district operations, with a clear focus on aligning resources to meet
student and staff needs, improving organizational systems, and maintaining a safe and inclusive environment.
Shawn Brandt rated the standard Proficient, citing progress in staffing and HR practices while noting ongoing challenges around scheduling and budget
flexibility. He praised Dr. Milaschewski’s intentional approach to career development and role structuring.
Erin Gaffen commended the creation of 35+ new roles, strategic budgeting, and major accomplishments like tuition-free full-day kindergarten and increased
instructional time. She highlighted improvements in food services, inclusive programs, and labor relations, noting his “student-first mindset” and operational
strength.
Sarah McLaughlin emphasized safety upgrades, expanded METCO programming, national recognition in food service, and successful, inclusive schedule
changes. She credited Dr. Milaschewski with aligning investments to support academic and social-emotional needs.
Carla Nazzaro highlighted on-time, successful union negotiations, growth in Unified Sports, improved food service, and additional revenue streams. She credited
his “business mindset” and leadership during a time when neighboring districts faced instability.
Tom Wise praised Dr. Milaschewski’s leadership across all operational sub-areas, including empowering staff, improving training systems, guiding successful
schedule rollouts, fostering a strong legal and ethical culture, and leading a collaborative and strategic budget process.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
X
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
X
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
Focus Indicator (check if yes)
X
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 9 of 7
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes) X
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
The below was generated using ChatGPT from each individual response in a summarized and attributed recursive process.
Dr. Milaschewski’s leadership in family and community engagement is widely recognized as a core strength across the School Committee. His ability to
communicate with clarity, empathy, and transparency has built trust across all stakeholder groups. Shawn Brandt noted that “virtually all stakeholders have faith
and trust in his leadership,” attributing this to his frequent and authentic communication style and willingness to engage in difficult conversations.
This trust has been translated into tangible community outcomes. Erin Gaffen cited the overwhelmingly successful 80% town-wide approval of the Killam School
Building Project as a direct reflection of the “clear, consistent communication and collaborative leadership” demonstrated by Dr. Milaschewski. She praised his
foresight and transparency, even in challenging contexts, and emphasized his inclusive and empathetic problem-solving approach.
Tom Wise echoed these observations, highlighting the Superintendent’s engagement efforts as both strategic and personal. He pointed to examples like the
CodeSwitching community event in partnership with the Friends of Reading METCO and Dr. Milaschewski’s presence at a Birch Meadow PTO meeting to discuss
inclusive practices. Wise described this as a model of leadership that “empowers others to engage” by setting the tone himself and delegating responsibility with
confidence—such as through the work of Dr. Hardy and Erin Burchill on early literacy family engagement.
Carla Nazzaro reinforced the message of community trust, noting that families across the district express confidence in the direction of the schools. “Whether
they are simply listening to the state of the schools at Town Meeting or having a private discussion about their child, people are comfortable with the district’s
leadership,” she observed. She also pointed to the thoughtful use of feedback tools like staff and family exit surveys as an example of the district’s forward-
thinking and reflective culture.
Sarah McLaughlin underscored the Superintendent’s success in forging meaningful partnerships, citing outcomes such as financial support for counseling and
health roles, and the expansion of programs like Innovation Pathways and adaptive sports. She also emphasized the Superintendent’s work in establishing cross-
sector collaboration, particularly through the Children’s Cabinet and the hiring of a Multilingual Learner Family Liaison. These steps have strengthened ties with
traditionally underrepresented families and demonstrate a sustained focus on inclusion.
Taken together, this feedback illustrates a superintendent who not only communicates clearly and consistently but has also embedded structures for partnership,
responsiveness, and shared responsibility throughout the district. His work in cultivating relationships, modeling engagement, and empowering others has been
instrumental in creating a school culture that is transparent, inclusive, and highly respected.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 10 of 7
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
Focus Indicator (check if yes)
X
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
X
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes) X
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
X
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
Focus Indicator (check if yes)
X
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
The below was generated using ChatGPT from each individual response in a summarized and attributed recursive process.
Dr. Milaschewski sets and sustains a professional culture grounded in excellence, shared vision, and continuous learning. As Shawn Brandt noted, his
authenticity and passion for high standards resonate throughout the district. Erin Gaffen highlighted his strategic development of leadership and alignment
through coaching and system-level planning. Carla Nazzaro emphasized his consistent and effective communication, citing his ability to bring people together as
key to the unanimous Killam feasibility vote.
Tom Wise further reinforced that excellence is now the norm in Reading, with Dr. Milaschewski both modeling and empowering others to lead with high
expectations. His contributions to cultural proficiency are also notable, from district-level initiatives to statewide and national representation. Across all feedback,
Dr. Milaschewski is seen as a consensus-builder, communicator, and leader who elevates others while maintaining a clear, student-centered vision: "All means
all."
July 2023 - June 2025 Summative Review
Wise, ThomasGaffen, ErinBrandt, ShawnMcLaughlin, SarahNazzaro, CarlaAverageRounded AverageStep 1 Professional Practice Goal(s)5 5 5 5 5 5 5
Step 1 Student Learning Goal(s)5 5 5 4 5 4.8 5
Step 1 District Improvement Goal(s)4 4 4 4 5 4.2 4
Step 2 Standard I: Instructional Leadership 4 4 4 3 4 3.8 4
Step 2 Standard II: Management and Operations 4 4 3 4 3 3.6 4
Step 2 Standard III: Family and Community Engagement 4 4 4 4 4 4 4
Step 2 Standard IV: Professional Culture 4 3 4 3 4 3.6 4
Step 3 Overall Rating 4 4 4 3 4 3.8 4
Goal Student Learning Goal: Improve evidence of student learning, engagement, and achievement 5 5 5 4 5 4.8 5
Goal Professional Practice Goal: New Superintendent Induction Program 5 5 5 5 4 4.8 5
Goal District Improvement Goal: Secondary Math Pathways 5 5 4 4 5 4.6 5
Goal District Improvement Goal: Data 3 3 4 3 5 3.6 4
Goal District Improvement Goal: Coachin, Developing, and Supporting Principals 4 5 4 5 5 4.6 5
Standard I Curriculum 4 4 4 3 4 3.8 4
Standard I Instruction 4 3 4 3 4 3.6 4
Standard I Assessment 4 4 3 4 4 3.8 4
Standard I Evaluation 4 3 4 4 4 3.8 4
Standard I Data-Informed Decision Making 4 4 3 3 3 3.4 3
Standard I Student Learning
Standard I Overall Rating 4 4 4 3 4 3.8 4
Standard II Environment 4 4 4 4 4 4 4
Standard II Human Resources Management and Development 4 4 4 4 4 4 4
Standard II Scheduling and Management Information Systems 4 3 3 3 3 3.2 3
Standard II Law, Ethics, and Policies 4 4 3 4 4 3.8 4
Standard II Fiscal Systems 4 4 3 4 4 3.8 4
Standard II Overall Rating 4 4 3 4 4 3.8 4
Standard III Engagement 4 4 4 4 4 4 4
Standard III Sharing Responsibility 4 4 4 4 3 3.8 4
Standard III Communication 4 4 4 4 4 4 4
Standard III Family Concerns 4 4 4 4 4 4 4
Standard III Overall Rating 4 4 4 4 4 4 4
Standard IV Commitment to High Standards 4 3 4 4 4 3.8 4
Standard IV Cultural Proficiency 4 3 4 3 4 3.6 4
Standard IV Communication 4 4 4 4 4 4 4
Standard IV Continuous Learning 4 3 3 3 3 3.2 3
Standard IV Shared Vision 4 4 4 3 4 3.8 4
Standard IV Managing Conflict 4 3 4 4 4 3.8 4
Standard IV Overall Rating 4 3 4 3 4 3.6 4
Dr. Thomas Milaschewski Reading School Committee
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski
Evaluator: Carla Nazzaro May 28, 2025
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met x Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met x Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress Met x Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership x
Standard II: Management and Operations x
Standard III: Family and Community Engagement x
Standard IV: Professional Culture x
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient X Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
It is my pleasure to provide this evaluation for Dr. Milaschewski. I am thrilled with the progress that the district has made since his
tenure began and am looking forward to the continued success of the district.
Dr. Milaschewski has taken a deliberate and strategic approach to district improvement—allocating resources wisely through targeted
funding, hiring and supporting staff effectively, implementing coaching and professional development initiatives, and selecting
curriculum thoughtfully. These efforts have laid a strong foundation that is already yielding positive results, as evidenced by student
growth and rising test scores.
Dr. Milaschewski is a thoughtful leader who collaborates with stakeholders, gathers and synthesizes data and then implements
processes that improve outcomes. He has a talented staff working beside him, and their collective goal is to give our students quality
educational instruction. He builds trust with staff, students, parents, and welcomes and appreciates differing points of view. He is
consistently thoughtful with his approach.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
I-A, I-B, I-C, I-E, I-F Improve evidence of student learning, engagement, and achievement X
Professional Practice
Goal
II-B, IV-A, IV-C, IV-
D
New Superintendent Induction Program X
District Improvement
Goal 1
I-A, I-E, II-C, III-D,
IV-E
Secondary Math Pathways X
District Improvement
Goal 2
I-C, I-E, II-C, III-C Data X
District Improvement
Goal 3
I-D, II-A, II-B, II-D,
IV-A, IV-E
Coaching, Developing, and Supporting Principals X
District Improvement
Goal 4
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decision making
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measurable outcomes.
X Focus Indicator (check if yes)
X
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
X Focus Indicator (check if yes)
X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
X Focus Indicator (check if yes)
X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
X Focus Indicator (check if yes)
X
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
X Focus Indicator (check if yes)
X
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
X Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milascheski has done an impressive job leading instructional work across the district. There are so many things to celebrate. The
growth in AP classes, Dual Enrollment (going from 1 program to 9 in three years), and Innovation Pathways reflects a clear
commitment to high expectations and student engagement. I will add increased enrollment for the spring internship program to that list
as well. The internship showcase at the high school a couple of weeks ago was very well attended and an opportunity that was not
available just a few years ago. Though I am thrilled to see AP participation rates increase across the board I wholeheartedly agree
with Dr. Milascheski that the district’s next steps should be to further focus on closing achievement gaps for various demographic sub-
groups.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
The district has been focused on offering targeted and high-quality professional development in addition to focusing on Principals and
Assistant Principals as instructional leaders. This targeted focus has been successful as evident in MCAS scores and other
benchmarks. I love seeing that all required 2024 teacher evaluations were completed. This did not happen in our district just a few
years ago.
The investments made in staffing and training in our LEAD program is noteworthy. The program, which was once sub-par, has now
been recognized by MGH as a program in the 95th percentile. This statistic along with a greater focus on early literacy screening will
give students what they need earlier rather than later. Early detection of children with dyslexia will provide overall cost savings to the
district.
This is a district that's not just setting ambitious goals but achieving them.
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
X Focus Indicator (check if yes)
X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
X Focus Indicator (check if yes)
X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
X Focus Indicator (check if yes)
X
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
X Focus Indicator (check if yes)
X
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
X Focus Indicator (check if yes)
X
OVERALL Rating for Standard II: Management & Operations X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milascheski has done an impressive job creating a school environment that is student-centered — all while managing resources
wisely and supporting staff success.
The district has hired, retained and developed staff including over 35 new FTE positions. All 5 bargaining units were successfully
negotiated on time and with good outcomes for all parties. The best part was that our units seemed genuinely satisfied. Dr.
Milaschewski’s collaborative nature and genuine caring attitude helped make the negotiations successful. Success was happening in
our district while surrounding districts were striking and experiencing budget, override and layoff issues. We have to walk into the next
school year celebrating the rollout of free full-day kindergarten. Something that has been in the works for several years. Dr.
Milaschewski has brought funding sources into our district - school choice, the deaf and hard of hearing program and outside students
for special ed services. This business mindset will allow us to maintain a high level of service for our students.
I would also like to highlight the launching and increased offerings of the Unified Sports program and the increase in the quality of food
and quantity of served meals in our food services department. We have increased time on learning by redesigning schedules at both
the high school and middle schools.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
x
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
x
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
X Focus Indicator (check if yes)
x
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
X Focus Indicator (check if yes) x
OVERALL Rating for Standard III: Family & Community Engagement x
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski’s contextual statement and supporting evidence together tell a powerful story of leadership that values partnership
with families and the community. The statement highlights a thoughtful, proactive approach—one that focuses on building trust,
listening closely, and addressing concerns before they escalate.
I consistently hear feedback from families and community members that they feel that the school district is in a good place, and they
are confident that we are going in a positive direction. Whether they are simply listening to the state of the school’s presentation at
Town Meeting or having a private discussion about their child, people are comfortable with the district’s leadership.
Communication is open and ongoing. And when it comes to addressing concerns, the district’s approach stands out for being
thoughtful, fair, and forward-thinking. I am thrilled that the district uses tools like exit surveys for staff and students. It is so important to
ask for feedback on areas of improvement. These learning opportunities are captured and addressed to improve the district.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
X Focus Indicator (check if yes)
x
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
x
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
X Focus Indicator (check if yes) x
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
x
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
Focus Indicator (check if yes)
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
X Focus Indicator (check if yes)
x
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
x
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
x
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski’s leadership clearly reflects a strong, student-focused culture grounded in collaboration with a continuous growth
mindset. Throughout his work, there is a clear commitment to high standards. He has successfully engaged a wide range of
stakeholders to move the district forward with a unified vision and a clear direction.
One of Dr. Milaschewski’s standout strengths is his exceptional communication. Whether addressing the community at town meetings,
providing updates through district reports, or representing the district at other events, he ensures stakeholders are consistently
informed, involved, and valued. I keep going back to the Killam feasibility vote at Town Meeting a couple of years ago. He took the
lead in compiling that presentation. There was not one question, and we got a unanimous vote. It was priceless.
The shared vision that has been fostered is clearly reflected in the district’s strategic plan and district priorities. It is evident that Dr.
Milaschewski brings people together around common goals and creates momentum for lasting improvement.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski
Evaluator: Sarah McLaughlin 5/27/2025
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) ☐ Did Not Meet ☐ Some Progress ☐ Significant Progress ☐ Met X Exceeded
Student Learning Goal(s) ☐ Did Not Meet ☐ Some Progress ☐ Significant Progress X Met ☐ Exceeded
District Improvement Goal(s) ☐ Did Not Meet ☐ Some Progress ☐ Significant Progress X Met ☐ Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide.
Unsa
tisfac
tory
Need
s
Impr
ovem
ent
Profi
cient
Exe
mpla
ry
Standard I: Instructional Leadership ☐ ☐ X ☐
Standard II: Management and Operations ☐ ☐ ☐ X
Standard III: Family and Community Engagement ☐ ☐ ☐ X
Standard IV: Professional Culture ☐ ☐ X ☐
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
☐ Unsatisfactory ☐ Needs Improvement X Proficient ☐ Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
Under Dr. M’s leadership, the district has made significant strides in student achievement, staff development, and community engagement through a shared
vision of reflective practice, high expectations, and continuous learning for all students and staff. Highlights include record-high accountability rankings for
eight of nine schools, state-recognized academic growth, expanded college and career readiness pathways, and increased support for staff through leadership
development and professional learning. Strategic investments added over 35 staff positions and launched initiatives such as tuition-free full-day kindergarten,
enhanced food services, METCO programming, and facility improvements. While progress is evident, ongoing challenges persist in addressing achievement
gaps and supporting high-needs students. Dr. M has also excelled in building strong community partnerships, securing additional resources, and fostering
inclusive, transparent communication, positioning the district for continued success and growth in the years ahead.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership.
Did
Not
Meet
Some
Progr
ess
Signif
icant
Progr
ess
Met Exceed
ed
Goals Focus Indicator(s) Description
Student Learning Goal
I-A, I-B, I-C, I-E, I-F Improve evidence of student learning, engagement, and achievement ☐ ☐ ☐ X ☐
Professional Practice
Goal
II-B, IV-A, IV-C, IV-
D
New Superintendent Induction Program ☐ ☐ ☐ ☐ X
District Improvement
Goal 1
I-A, I-E, II-C, III-D,
IV-E
Secondary Math Pathways ☐ ☐ ☐ X ☐
District Improvement
Goal 2
I-C, I-E, II-C, III-C Data ☐ ☐ X ☐ ☐
District Improvement
Goal 3
I-D, II-A, II-B, II-D,
IV-A, IV-E
Coaching, Developing, and Supporting Principals ☐ ☐ ☐ ☐ X
District Improvement
Goal 4
☐ ☐ ☐ ☐ ☐
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measurable outcomes.
□ Focus Indicator (check if yes)
☐ ☐ X
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
□ Focus Indicator (check if yes)
☐ ☐ X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
□ Focus Indicator (check if yes)
☐ ☐ X ☐
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
□ Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
☐ ☐ X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Through a shared vision centered on powerful teaching and learning, under Dr. M’s leadership, the district has significantly advanced student achievement and
staff success. Eight of nine schools reached record-high accountability rankings, with the district meeting 80% of DESE growth targets in 2024. Parker Middle
School was named a “School of Recognition,” helping close long-standing equity gaps. Notable gains include record-setting 3-8 ELA and Math scores, with Grade
3 learners achieving in the 95th and 98th percentiles statewide. The district also expanded college and career readiness through Innovation Pathways, dual
enrollment, and senior internships, while supporting staff with leadership coaching, instructional roles, and embedded professional development.
While we did see improvement in some key areas of growth, there were also notable declines in some areas and ongoing underperformance among high-needs
groups. Moving into the 2025/2026 school year, it’s clear that we need to deepen our understanding of root causes and identify strategies for growth.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
□ Focus Indicator (check if yes)
☐ ☐ X ☐
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
☐ ☐ ☐ X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. M has demonstrated exemplary performance in creating a safe, efficient, and effective learning environment by strategically aligning resources to meet
student and staff needs. Over 35 FTE positions were added in three years to support academic, special education, and social-emotional growth, while securing
new revenue streams to sustain investments. Key accomplishments include the successful rollout of tuition-free full-day kindergarten, significant improvements
in food services recognized at the state and national levels, and strengthened METCO programming. Facility upgrades, including the RMHS Field House
renovation, and safety enhancements, reflect a strong commitment to student well-being. Additionally, the district implemented inclusive, research-based
schedule changes, streamlined training systems, and maintained strong labor relations, completing all union contracts ahead of expiration.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
□ Focus Indicator (check if yes)
☐ ☐ ☐ X
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
□ Focus Indicator (check if yes) ☐ ☐ ☐ X
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools. ☐ ☐ ☐ X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Family and community engagement, communication, and relationship building continues to be an area of true strength for Dr. M. The district has made strong
strides in promoting student learning and staff success through partnerships with families, community organizations, and key stakeholders. Community
collaboration has yielded tangible results, including funding for health and counseling positions, support for universal kindergarten, and financial contributions
for Innovation Pathways and adaptive programming. The launch of the Children’s Cabinet has fostered cross-sector coordination to meet student needs, while
the creation of a Multilingual Learner Family Liaison and MLL family council has strengthened engagement with families. Ongoing efforts to foster an
environment of trust (such as regular parent meetings, professional development on conflict resolution, and initiatives like the Family Exit Survey) demonstrate
a proactive, responsive approach to partnership and shared responsibility in advancing the district’s mission.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all. ◻ Focus Indicator (check if yes)
☐ ☐ ☐ X
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. ◻ Focus Indicator (check if yes)
☐ ☐ X ☐
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills. ◻ Focus Indicator (check if yes) ☐ ☐ ☐ X
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice. ◻ Focus Indicator (check if yes)
☐ ☐ X ☐
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. ◻ Focus Indicator (check if yes)
☐ ☐ X ☐
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community. ◻ Focus Indicator (check if yes)
☐ ☐ ☐ X
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff. ☐ ☐ X ☐
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski
Evaluator: Shawn Brandt 6/1/2025
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership X
Standard II: Management and Operations X
Standard III: Family and Community Engagement X
Standard IV: Professional Culture X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient X Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
Dr. Milaschewski has had an exceptional two years in the district, building on the incredible momentum he built early in his tenure and
continuing to improve the district’s systems, curricular and instructional excellence, and outcomes. He is a phenomenally gifted
communicator across a variety of settings (1:1, in front of groups, via School Committee and other town meetings, etc.) but also
incredibly thoughtful about finding new and engaging ways to be transparent with stakeholders. He’s equally talented when talking to
friendly audiences or those who are coming from a more hostile position.
Dr. Milaschewski’s commitment to instructional and curricular excellence has resulted in clear favorable outcomes for the students in
our district, including strong performance on key MCAS targets and significantly out-performing some of our goals to drive better
engagement and outcomes for students at the high school. Strong results at nearly all schools, with particular success in closing the
performance gap between our middle schools, are indicative of a well-socialized and bought-in cultural shift led by Dr. Milaschewski.
We have some ongoing opportunities in the Management & Operations space, in particular the continued maturity of our data
systems and practices, addressing some of the lingering scheduling deficiencies, and the budget creativity required to fund the next
phase of priorities (e.g., elementary half days). That being said, Dr. Milaschewski’s performance in this category certainly meets
expectations at the least, as we’ve been able to add key supports, move to universal full-day K, and seen significant advances in
operational areas including HR practices / policies and food services.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
I-A, I-B, I-C, I-E, I-F Improve evidence of student learning, engagement, and achievement X
Professional Practice
Goal
II-B, IV-A, IV-C, IV-
D
New Superintendent Induction Program X
District Improvement
Goal 1
I-A, I-E, II-C, III-D,
IV-E
Secondary Math Pathways X
District Improvement
Goal 2
I-C, I-E, II-C, III-C Data X
District Improvement
Goal 3
I-D, II-A, II-B, II-D,
IV-A, IV-E
Coaching, Developing, and Supporting Principals X
District Improvement
Goal 4
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
Focus Indicator (check if yes)
X
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
Focus Indicator (check if yes)
X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
Focus Indicator (check if yes)
X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
X
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
X
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Overall I rate this standard as Exemplary because of the strong performance on growth and achievement targets across the district,
which are indications of curricular and instructional excellence. The instruction indicator in particular is an exceptional area of growth
for the district – examples include the improvements in our Special Education programs, the highly engaging Innovation Pathways, and
the dramatic increase in new course offerings at the High School. Our data systems and processes continue to be a work in progress,
as acknowledged by Dr. Milaschewski, but we have seen progress and the beginnings of a future state of truly data-informed decision
making take root.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
Focus Indicator (check if yes)
X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
Focus Indicator (check if yes)
X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
Focus Indicator (check if yes)
X
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
X
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
There are areas of exceptional performance within this indicator, but overall I rate it as proficient as we still have many opportunities related to scheduling and
finding the budget flexibility to support those priorities that have not yet risen to the top, many of which precede Dr. Milaschewski’s time in Reading. While I
applaud the progress that has been made, including the ability to permanently fund many roles that were necessary to meet the emerging needs of students in a
post-COVID world, there is still work to do and we will need to be creative with our staffing models and other budget inputs.
One area where Dr. Milaschewski (and Michelle Roach) deserve particular credit is in how far we’ve come with HR practices. In addition to day-to-day
improvements, Dr. Milaschewski is very thoughtful and intentional about career development, succession planning, how to structure roles to leverage the talents
of our staff, etc.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
X
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
X
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
Focus Indicator (check if yes)
X
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes) X
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 8 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
This is the indicator where I think Dr. Milaschewski shines the most. Virtually all stakeholders have faith and trust in his leadership, which is an indication of someone
that communicates frequently, authentically and transparently. He is collaborative with a variety of groups within and outside of the district, makes everyone feel
heard, and is willing to have the hard conversations.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
Focus Indicator (check if yes)
X
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
X
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes) X
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
X
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. X
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 9 of 7
Focus Indicator (check if yes)
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
This is another particularly strong standard for Dr. Milaschewski. You rarely see him speak for more than a few minutes without talking about excellence and high
standards. It is a genuine passion and focus, and is something he exudes in all settings. This passion and authenticity contributes greatly to his ability to build and
evangelize a shared vision.
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski 06-01-2025
Evaluator: Thomas Wise 06-01-2025
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met X Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress X Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership X
Standard II: Management and Operations X
Standard III: Family and Community Engagement X
Standard IV: Professional Culture X
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient X Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
As I started to write this review, after going through each section to provide my score/grade, I was flabbergasted at the scores I provided using the DESE Rubric
for Superintendents. Key words jump off the pages of that rubric – supports, empowers, leads, models, sets high expectations, ensures, and develops. These
are all key words that align with the Exemplary category of the Standards by which we are supposed to review Dr. Milaschewski. Historically, I have been a
stringent and/or difficult assessor of Superintendent performance. Frankly, I did so as I firmly believed it was necessary to raise the bar at the top of the district
to raise the bar across the district. Now, I am a bit embarrassed by the sheer volume of Exemplary ratings in this review, but I cannot justify lower ratings when
looking at the rubric. With so many individual Exemplary ratings across the Standards, two Exceeded Goal Categories, and one Met Goal Category, the overall
rating for Dr. Milaschewski had to be Exemplary.
As I was going through the evidence provided by Dr. Milaschewski, I was overwhelmed by the volume. The evidence, across both the Goals and the Standards,
seemed to be never-ending. Yes, this is the first two-year review we have done as a Committee, so the evidence should be greater as there are two years to
compile it, vs. the historically standard one. However, the evidence wouldn’t be so strong if there weren’t many accomplishments across the period. Some key
examples:
(1) Student Learning –
a. We have seen some of the highest relative performance across many of our schools and grades vs. the State in a long time. Our 3rd-grade
students were the top 5% in the state in Literacy, with our 4th-grade students 4th in the entire state for literacy growth on the 2024 MCAS. Our 3rd
through 8th-grade students scored in the 88th percentile statewide in mathematics on the 2024 MCAS. Finally, we achieved 80% of our DESE
MCAS Achievement and Growth targets, including 12 measures that Exceeded the Target for Achievement and six that Exceeded the Typical
Growth.
b. We have seen an explosion in the Innovation Pathways, including multiple key subgroups (8% growth for females, 10% growth for African
American students, and 10% growth for Students with Disabilities), and we are retaining kids in those programs. We have 195 students enrolled
for the 2025-2026 school year, with an 86% retention rate from the prior years.
c. We have tremendous growth (694 students in 2023-2024 to 1067 requests for 2025-2026) in our Advanced Placement options and the number
of students enrolled in Advanced Placement classes.
d. We are seeing period-over-period improvement in all our IRLA and DIBELS measures for Early / Elementary Literacy.
e. Our LEAD Program was recently ranked in the 95th percentile of similar (Dyslexia and/or Language-Learning Based) programs across the state.
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 3 of 7
(2) Math Pathways – The speed at which the team was able to analyze, plan, and execute the change to open up the Math Pathways for our 7th through
12th graders was simply amazing. The work was collaborative. The results are still to fully come in and will need long-term support to achieve, but the
path has been established, and we are already seeing success and greater access to higher-level Math classes for our 7th, 8th, and 9th-grade students.
(3) Parker Growth – For too long, Parker consistently underperformed Coolidge. Data demonstrated that students entered Parker with higher or equivalent
achievement than those at Coolidge and left significantly underperforming Coolidge. For the first time in about 11 or 12 years, Parker outperformed
Coolidge across many of the MCAS measures. This took a great deal of focus and leadership from Dr. Milaschewski, and there is evidence that his
direct engagement leads to growth for both the teachers and the students. In the end, Parker was recognized as a “School of Recognition” for its growth
from 2023 to 2024.
Additionally, we continue to see “softer” improvements across the district as well. Some examples include:
(a) Union Negotiations – Every single one of our union negotiations concluded prior to the expiration of the previous contract. Considering the numerous
strikes we saw across the state of Massachusetts and especially on the North Shore of Boston, that speaks VOLUMES about the relationship between
our Administration and our Union leadership. Knowing where the relationship was about five years ago, this is a monumental achievement.
(b) Staff Retention – Across the district and in Central Office, we are seeing greatly improved staff retention, especially in key and critical leadership roles.
Our two Assistant Superintendents have been here for four and six years, respectively. Many of our principals are in or going into their second
contracts. Assistant Principals are staying and growing in place, rather than leaving the district.
(c) Community Support for Killam – At the recent election, the Killam School Building Project passed the town-wide vote by an 80% to 20% split. That
speaks both to the need and to the overall support for the schools that many across the town feel. If there were other “bubbling” issues, this vote would
not have passed by such a large margin.
With all that said, we still haven’t “arrived” yet as a district, and we cannot afford to “take our eyes off the ball.” To that end, Dr. Milaschewski knows this. As I
said back on February 11, 2021, I was picking the candidate who could take a district “from good to great and great to excellent.” I am confident we are on our
way, and Dr. Milaschewski continues to be the leader Reading needs to take steps toward excellence. Some key steps we will need to take along that path
include:
(I) Continuing to Improve our Processes around Data and Practices: Under Dr. Milaschewski’s leadership, we have made significant progress over the
last two years. Now, with the recent purchase of EduClimber, I am hopeful we can take a leap forward in data gathering, data aggregation, data
analysis, and alignment of data to teaching and learning practices. The hope and expectation is that when we do that, we are more likely to succeed in
reproducing positive results across the entire system by scaling pockets of greatness aligned with strong, scientifically-backed practices.
(II) Close the Achievement Gaps (by lifting our Subgroups): I expect (I) will support (II), but it must be a goal that we continue to support and help the
growth and achievement of our subgroups. We are seeing significant improvements in absentee rates (via reduction) and MLL achievement. We need
to see more and more of our subgroup students Meeting and Exceeding Expectations. Excellent districts are excellent for ALL students, not some of
them.
Long story short, we have a phenomenal, yet exceedingly humble leader. A servant leader who empowers, lifts, leads, and supports so many across the district
to achieve their best, either as teachers, principals, administrators, cafeteria workers, custodians, paraprofessionals, secretaries, students, and everybody in
between. That servant leader mindset has set Reading on a path from good to great and will help us go from great to excellent.
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 4 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
I-A, I-B, I-C, I-E, I-F Improve evidence of student learning, engagement, and achievement X
Professional Practice
Goal
II-B, IV-A, IV-C, IV-
D
New Superintendent Induction Program X
District Improvement
Goal 1
I-A, I-E, II-C, III-D,
IV-E
Secondary Math Pathways X
District Improvement
Goal 2
I-C, I-E, II-C, III-C Data X
District Improvement
Goal 3
I-D, II-A, II-B, II-D,
IV-A, IV-E
Coaching, Developing, and Supporting Principals X
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decisionmaking
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 5 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
Focus Indicator (check if yes)
X
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
Focus Indicator (check if yes)
X
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
Focus Indicator (check if yes)
X
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
X
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
X
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Curriculum: Dr. Milaschewski empowered Dr. Hardy and her staff in multiple areas over the last two years – Math Pathways, ARC Curriculum Rollout, and Early
Literacy Screening, to name a few.
Instruction: Dr. Milaschewski continues to set high expectations for teaching and learning. Last year, he conducted multiple walk-throughs with administration
and staff as they calibrated on what high-quality instruction looked like. The evidence of the high expectations and calibration came through loud and clear in
many of our MCAS scores and school accountability scores.
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 6 of 7
Assessment: Once again, Dr. Milaschewski empowers his team in this space and helps to ensure alignment. The IRLA and DIBELS rollouts for Early Literacy
are prime examples. iReady at the Middle School is another one. These assessments help inform instruction and aren’t just random. The IRLA and DIBELS ones,
for example, lead to small group instruction and Student Support Teams.
Evaluation: Dr. Milaschewki has demonstrated the ability to lift up staff through evaluation and move along staff as well. He is not afraid to have hard
conversations or encourage growth. He is equally willing and able to applaud performance and give appropriate praise to the staff.
Data-Informed Decision Making: Dr. Milaschewski has led the Administration and Principals in conducting data reviews to normalize the process, coach, and
lead their understanding while facilitating individual growth so those leaders can lead data teams in their own schools. Examples have been given across the
years of absentee data, sharing best practices to connect with families, and, of course, the more standard data like MCAS.
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
Focus Indicator (check if yes)
X
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
Focus Indicator (check if yes)
X
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
Focus Indicator (check if yes)
X
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
X
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
X
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 7 of 7
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Environment: Dr. Milaschewski has very clearly empowered Dr. Stys to help create the environment that makes all our students and staff feel safe and welcome.
Further, the work Dr. Best did throughout the district to gather feedback from students will help us to continue to improve. Finally, the continued investment in key
staff to help students acclimate, feel safe, be heard, get good meals, and be ready to learn is amazing to see with our METCO SAC / Adjustment Counselors, our
School Lunches, and other key Social/Emotional support staff.
Human Resources Management and Development: Dr. Milaschewski continues to ensure the systems, processes, training, and career management
processes are in place across the district. Whether it is the implementation of ArxEd for mandated training or Hill for Literacy for Early Literacy training, the district
leadership team is frequently focused on making sure our staff get what they need. Further, Dr. Milaschewski’s personal focus and mentorship on our Principals
and Assistant Principals fosters the needed career growth, both in their current role and preparing them for their following roles, that many in the School
Committee expected when we hired him.
Scheduling and Management Information Systems: The rollout of the schedule changes at Parker and the High School were executed very well. At the High
School, Dr. Milaschewski empowered Principal Callanan to execute pilot schedules, gather feedback, and then implement the new model. At Parker, the focus
was on adjusting the schedule for more time on learning, especially for math. Both have gone off exceedingly well. Additionally, all schools have Data teams and
Student Support Teams to examine data and help our struggling learners effectively and efficiently.
Law, Ethics, and Policies: Dr. Milaschewski has been exceptional here and has encouraged and supported many in the Administrative team to lead here as
well, including Dr. Stys with the District-wide Student Handbook and the District-wide Safety Handbook, and the Director of Human Resources with the Union
Contracts, and many Personnel Policies. The execution of the “little things” continues to prove that these things matter in the culture of the organization, and his
empowering leadership style seems to only encourage people to do more and raise the bar in doing so.
Fiscal Systems: Dr. Milaschewski leads an extremely collaborative budget process, both with the School Committee and across the Administration. Additionally,
he has very high standards for his Director of Finance and Operations while supporting the internal growth of staff. Over the last two years, we were able to
successfully negotiate all of our union contracts thanks to a multi-year forecast that was developed collaboratively across the administrative team.
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
X
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
X
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 8 of 7
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
Focus Indicator (check if yes)
X
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes) X
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Engagement: One of Dr. Milaschewski’s core strengths is the way he engages people in the process of educating our students and building this district from
good to excellent. At his core is engagement, executing it himself and modeling it for others to do. A few examples include his involvement in the Children’s
Cabinet, partnership with the Friends of Reading METCO for the Codeswitching viewing, and his support of the decision to hire a Multilingual Learner Family
Liaison role.
Sharing Responsibility: Dr. Milaschewki definitely empowers his leadership team to work with families and share the responsibility of managing the district. One
example would be the work done by Dr. Hardy and Erin Burchill on the Early Literacy family engagement. Additionally, he regularly models this for staff via his
direct engagement with parents in some of the most complex situations while doing so in a collaborative and illustrative fashion.
Communication: Dr. Milaschewski absolutely supports and empowers his leadership team in communicating with family and district-wide stakeholders. He does
so while leading from the front as well, as he did when he attended a Birch Meadow PTO meeting to discuss Inclusive Practices. Of course, a prime example of
his engagement with community stakeholders would be the Killam School Building project and the resultant MSBA vote that passed by an 80%-20% margin.
Family Concerns: Dr. Milaschewski is proactive in family communication and manages tricky subjects well while gaining consensus among the Administrative
and Principal leadership team. The most recent and highly successful example of this is the rollout of the adjusted YRBS survey this year. Other districts made
big news by rolling out the standard survey. Dr. Milaschewski had already adjusted the survey last year and further adjusted it this year to ensure we could get the
necessary data and grants from the survey while also not crossing lines that many parents saw with the survey and the survey process in other districts.
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
Focus Indicator (check if yes)
X
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. X
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 9 of 7
Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes) X
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
X
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
Focus Indicator (check if yes)
X
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
X
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
X
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Commitment to High Standards: At this point, the district-wide standard is set and understood. Excellence is the goal. All means All. Dr. Milaschewski has been
instrumental in setting that standard and “walking the walk” while bringing people along for the ride. Excellence used to be a bad word. We now regularly
celebrate it in all its forms – Academic, Athletic, Performing Arts, Kindness, etc. He also empowers his leaders to embody it and bring their staff along as well.
Perhaps the best example of that is the work Principal Callanan has done at the High School with the Innovation Pathways and Advanced Placement class
options.
Cultural Proficiency: Dr. Milaschewski is a leader here, in the district, across the state, and growing into a national leader. He is the Superintendent
representative on the METCO Executive Director Search panel. He was a speaker at the 2025 METCO Advocacy Day. He was a speaker at the RTM National
Superintendent Summit.
Communication: Dr. Milaschewski is an excellent written and verbal speaker. He presents extraordinarily well. The annual community report, the District
Strategic Plan, and his presentations at Town Meeting are just a few examples of his skills.
Continuous Learning: Dr. Milaschewski fosters a culture of continuous learning and continuous improvement. Whether it is small, breakout administrative teams
trying to tackle complex issues or his annual focus on attending Superintendent conferences to strengthen his personal skills and grow his knowledge base, he is
living it and supporting the concept of continuous learning.
Shared Vision: Write the vision, make it clear. We did that and we haven’t wavered from it. All means all. Achieve excellence in everything we do. Dr.
Milaschewski has been the leader and he is fostered other leaders across the district in furthering that shared vision.
End-of-Cycle Summative Evaluation Report: Superintendent July 2023 – June 2025 Page 10 of 7
Managing Conflict: Dr. Milaschewski is a consensus builder and truly skilled leader who navigates difficult situations very well. He is adept at navigating the
School Committee and even more adept at working with principals, unions, and parents. The simple fact that there isn’t much conflict demonstrates how well Dr.
Milaschewski is at navigating it.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 1 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent: Dr. Thomas Milaschewski
Evaluator: Erin Gaffen 6/1/2025
Name Signature Date
Step 1: Assess Progress Toward Goals (Reference performance goals; check one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Step 2: Assess Performance on Standards (Reference Performance Ratings per Standard; check one box for each Standard.)
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently
below the requirements of a standard or overall and is considered inadequate, or both.
Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected.
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance.
Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide. Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership
Standard II: Management and Operations
Standard III: Family and Community Engagement
Standard IV: Professional Culture
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 2 of 7
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory Needs Improvement Proficient Exemplary
Step 4: Add Evaluator Comments
Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory.
Comments:
Dr. Milaschewski leads our district with focus, consistency, and a strong commitment to students, staff, and families. His work these
past two years reflects meaningful progress across multiple areas—academic outcomes, system improvements, leadership
development, and community engagement. From meeting DESE targets to expanding math pathways and supporting early literacy,
he’s helped position the district for both short-term success and long-term sustainability. There’s clear evidence of thoughtful
planning, follow-through, and a strong alignment between goals and results.
What stands out most is his ability to lead with both clarity and care. Dr. Milaschewski takes time to listen, brings people into the
process, and approaches complex issues with a problem-solving mindset. Whether it’s instructional decisions, operational
challenges, or community concerns, he remains student-centered and grounded in values. The Superintendent continually
demonstrates his commitment to equity, academic excellence, and staff development. He fosters trust, models reflective practice, and
creates space for others to grow and lead. It’s clear that he’s deeply invested in the success of Reading Public Schools, and the
district continues to move forward under his steady, innovative leadership.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 3 of 7
Superintendent’s Performance Goals
Superintendents must identify at least one student learning goal, one professional practice goal, and two to four district
improvement goals. Goals should be SMART and aligned to at least one focus Indicator from the Standards for Effective
Administrative Leadership. Did Not Meet Some Progress Significant Progress Met Exceeded Goals Focus Indicator(s) Description
Student Learning Goal
I-A, I-B, I-C, I-E, I-F Improve evidence of student learning, engagement, and achievement
Professional Practice
Goal
II-B, IV-A, IV-C, IV-
D
New Superintendent Induction Program
District Improvement
Goal 1
I-A, I-E, II-C, III-D,
IV-E
Secondary Math Pathways
District Improvement
Goal 2
I-C, I-E, II-C, III-C Data
District Improvement
Goal 3
I-D, II-A, II-B, II-D,
IV-A, IV-E
Coaching, Developing, and Supporting Principals
District Improvement
Goal 4
Standards and Indicators for Effective Administrative Leadership
Superintendents should identify 1-2 focus Indicators per Standard aligned to their goals.
I. Instructional Leadership II. Management & Operations III. Family & Community Engagement IV. Professional Culture
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation
I-E. Data-Informed Decision-making
I-F. Student Learning
II-A. Environment
II-B. HR Management and Development
II-C. Scheduling & Management Information
Systems
II-D. Law, Ethics and Policies
II-E. Fiscal Systems
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
IV-A. Commitment to High Standards
IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 4 of 7
Superintendent’s Performance Rating for Standard I: Instructional Leadership
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measureable outcomes.
Focus Indicator (check if yes)
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work,
engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
Focus Indicator (check if yes)
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and
informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to
their practice when students are not learning.
Focus Indicator (check if yes)
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract
provisions.
Focus Indicator (check if yes)
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and
school assessment results and growth data—to inform school and district goals and improve organizational performance,
educator effectiveness, and student learning.
Focus Indicator (check if yes)
I-F. Student Learning: Demonstrates expected impact on student learning based on multiple measures of student learning, growth,
and achievement, including student progress on common assessments and statewide student growth measures where available.
Focus Indicator (check if yes)
The Student Learning Indicator does not have corresponding
descriptions of practice. Evidence of impact on student
learning based on multiple measures of student learning,
growth, and achievement must be taken into account when
determining a performance rating for this Standard.
OVERALL Rating for Standard I: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that
makes powerful teaching and learning the central focus of schooling.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski continues to provide strong instructional leadership for Reading schools, with clear and measurable gains across the district. This year, the
district impressively met 80% of DESE’s growth and achievement targets, and 8 of 9 schools reached their highest accountability rankings (with the current
MCAS). Parker’s recognition by the state and its notable gains compared to Coolidge reflect meaningful progress, and this was the result of significant attention
and support from the Superintendent and his team as well as strong collaboration with the Parker teachers and leaders.
Student achievement is trending upward, especially in Grades 3–8, with standout results in early literacy and math. The district is also expanding access to
advanced coursework and career pathways, especially at RMHS. The five Innovation Pathways are now projected to enroll 195 students, well ahead of target.
The Superintendent also continues to prioritize strong systems: a clearer curriculum review process, job-embedded PD, and consistent support for principals.
Evaluation and assessment practices are used not just to meet compliance, but to drive real improvement.
Overall, his leadership continues to raise the bar for both student learning and staff growth.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 5 of 7
Superintendent’s Performance Rating for Standard II: Management & Operations
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, emotional, and social needs.
Focus Indicator (check if yes)
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction,
development, and career growth that promotes high-quality and effective practice.
Focus Indicator (check if yes)
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching,
learning, and collaboration, minimizing disruptions and distractions for school-level staff.
Focus Indicator (check if yes)
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies,
collective bargaining agreements, and ethical guidelines.
Focus Indicator (check if yes)
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures
consistent with district- and school-level goals and available resources.
Focus Indicator (check if yes)
OVERALL Rating for Standard II: Management & Operations
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and
effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski has shown exceptional leadership in managing district operations with both vision and practicality. Over the past three years, the RPS has
added more than 35 new roles, prioritizing student needs in special education, academics, and social-emotional support. At the same time, the Central
Administrative team has navigated increasing budget pressures through creative revenue generation and cost control.
Major operational milestones include the successful, long-overdue shift to tuition-free, full-day kindergarten, as well as schedule adjustments at RMHS and Parker
that have increased instructional time. These changes were thoughtfully rolled out with staff and community input.
Reading also continues to make strides in inclusive programming, from the expansion of Unified Sports to a growing METCO program recognized at the state
level. Food services have also seen significant improvements with a 41% increase in meals served---including breakfast at all levels, national recognition for
excellence in summer offerings, and the expansion of composting at all schools.
It is particularly noteworthy that the Superintendent completed all union negotiations and contracts before expiration last year. Strong partnerships with union
leadership have helped build a foundation of trust.
Overall, this work from Dr. Milaschewski reflects a steady hand, a student-first mindset, and the operational strength to turn goals into lasting improvements.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 6 of 7
Superintendent’s Performance Rating for Standard III: Family and Community
Engagement
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute
to the effectiveness of the classroom, school, district, and community.
Focus Indicator (check if yes)
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and
development at home, school, and in the community.
Focus Indicator (check if yes)
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders
about student learning and performance.
Focus Indicator (check if yes)
III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Focus Indicator (check if yes)
OVERALL Rating for Standard III: Family & Community Engagement
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with
families, community organizations, and other stakeholders that support the mission of the district and its schools.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski continues to prioritize meaningful, two-way partnerships with families, staff, and the broader community. Proactive communication and building
strong relationships have been the foundation of the Superintendent’s leadership. He regularly meets with parent/guardian groups, staff groups, administrators,
and community leaders. The current administration continually demonstrates a clear focus on listening, learning, and responding effectively.
The success of the Killam School Building project town-wide vote (80%) is one of the best examples of stakeholder engagement and trust built through clear,
consistent communication and collaborative leadership.
Even in challenging spaces, Dr. Milaschewski has modeled foresight, transparency, and an inclusive approach to problem-solving. He also demonstrates skill in
managing conflict with empathy and clarity, and this often helps to defuse situations and prevent escalation. The Superintendent is overall exceptionally well-
respected and well-liked within the community.
End-of-Cycle Summative Evaluation Report: Superintendent 2019 Page 7 of 7
Superintendent’s Performance Rating for Standard IV: Professional Culture
Rate each focus Indicator and indicate the overall Standard rating below. (*Focus Indicators are those aligned to
superintendent goal(s).) U NI P E
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high
expectations for achievement for all.
Focus Indicator (check if yes)
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally
diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Focus Indicator (check if yes)
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
Focus Indicator (check if yes)
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student
data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these
behaviors in his or her own practice.
Focus Indicator (check if yes)
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which
every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
Focus Indicator (check if yes)
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building
consensus throughout a district or school community.
Focus Indicator (check if yes)
OVERALL Rating for Standard IV: Professional Culture
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a
districtwide culture of reflective practice, high expectations, and continuous learning for staff.
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Dr. Milaschewski fosters a strong professional culture grounded in high expectations, shared vision, and continuous learning. This is evident in both day-to-day
leadership and broader system-level work. Through annual retreats with the School Committee and the district leadership team, the Superintendent has built
alignment around priorities and a collaborative, student-centered vision for RPS.
The Superintendent has also prioritized leadership development, including coaching supports and use of evaluations to inform key staffing decisions. Principals
are supported through one-on-one meetings, teaching & learning sessions, and DLT work focused on outcomes. This reflects Dr. Milaschewski’s core belief that a
focus on sustainable leadership leads to instructional impact and better academic outcomes.
Overall, the Superintendent sets the tone for excellence, growth, and inclusive leadership across the district.
New Business
Reading Public Schools
School Committee Meeting Packet
June 5, 2025
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Lara Durgavich
Sarah McLaughlin
Carla Nazzaro
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Thomas Wise, Reading School Committee Chair
DATE: June 3, 2025
TOPIC: Executive Session Minutes Release
In alignment with Massachusetts General Law Chapter 30A, Section 22, Subsection (g)(1), I am hereby declaring the
following Executive Sessions minutes no longer warrant non-disclosure:
January 10, 2011 January 8, 2014 May 8, 2017
January 13, 2011 April 7, 2014 June 5, 2017
January 24, 2011 June 2, 2014 June 19, 2017
June 6, 2011 June 12, 2014 July 31, 2017
June 20, 2011 June 19, 2014 August 28, 2017
June 4, 2012 June 30, 2014 September 11, 2017
November 26, 2012 October 6, 2014 November 20, 2017
March 30, 2013 June 1, 2015 February 26, 2018
April 8, 2013 October 5, 2015 March 28, 2018
June 3, 2013 April 2, 2016 June 4, 2018
July 22, 2013 September 26, 2016 @ 9:28 p.m. June 13, 2018
September 23, 2013 September 26, 2016 @ 6:30 p.m. June 18, 2018
September 23, 2013 @ 9:46 p.m. November 7, 2016 June 22, 2018
October 7, 2013 January 5, 2017 August 8, 2018
October 21, 2013 January 9, 2017 August 22, 2018
November 4, 2013 February 6, 2017 August 30, 2018
December 9, 2013 @ 8:54 p.m. March 22, 2017 September 20, 2018
December 9, 2013 @ 7:06 p.m. April 3, 2017 October 18, 2018 @ 6:11 p.m.
October 18, 2018 @ 9:56 p.m. September 21, 2019 June 25, 2020
November 1, 2018 October 23, 2019 August 20, 2020
November 15, 2018 November 7, 2019 August 27, 2020
December 6, 2018 December 19, 2019 November 5, 2020
March 11, 2019 January 27, 2020 November 19, 2020
June 20, 2019 May 14, 2020
Appendix
Reading Public Schools
School Committee Meeting Packet
June 5, 2025
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Lara Durgavich
Sarah McLaughlin
Carla Nazzaro
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Thomas Wise, Reading School Committee Chair
DATE: June 3, 2025
TOPIC: 2025-2026 Proposed Meeting Calendar
The following are proposed dates for the 2025 – 2026 Meeting Calendar after reviewing our 2025 – 2026 School
Calendar and known or expected Town Meeting dates:
July 10th
July 24th (if necessary)
August 8th (retreat)
August 21st
September 4th
September 16th (Monday, as 11th and 18th are Elementary and Middle School Back to School Nights)
October 2nd
October 16th
October 30th
Town Meeting – November 10th, 13th, 17th, and 20th
December 4th
December 18th
January 8th
January 15th (if necessary)
January 22nd (Budget Hearing)
January 29th (Budget Vote)
February 12th
February 25th (Finance Committee Budget Meeting)
February 26th
March 12th
March 26th
April 9th or April 16th
Town Meeting – April 27th and 30th, May 4th and 7th
May 11th (Monday, as 14th and 21st are Elementary and Middle School Open Houses)
May 28th
June 11th
June 25th (if necessary)
In addition to the dates above, we should expect at least one and maybe two Financial Forum meetings during
September and/or October.
Of course, all of these are up for discussion. Unless otherwise noted, they are all on Thursday evenings.
Thank you.