HomeMy WebLinkAbout2025-10-02 School Committee Meeting Packet (PDF)Open Session 7:00 p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
October 2, 2025
Town of Reading
Meeting Posting with Agenda
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 1
2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-10-02 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda: Revised
Purpose: Open Session
Meeting Called By: Shawn Brandt, 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 – National Merit Scholars
Consent Agenda
1. Minutes (09-11-2025)
2. Friends of Reading Soccer Donation
3. Reading Memorial High School PTO Donation (2)
4. Friends of RMHS Cheer Donation
5. Acceptance of FY26 Title IIA Grant
6. Acceptance of FY26 Title III Grant
7. Acceptance of FY26 IDEA 240 Grant
8. Acceptance of FY26 IDEA 262 Grant
9. Acceptance of FY26 Title I Grant
10. Acceptance of FY26 Title IV Grant
11. Acceptance of FY26 METCO Grant
12. Acceptance of FY26 Affiliate School Health Grant
13. RMHS Fitness Center and Training Room Donation
Accounts Payable Warrant Reports
1. 09-11-2025
2. 09-18-2025
3. 09-25-2025
Reports
1. Superintendent
2. Liaison/Sub-Committee
7:10 p.m. E. New Business
1. Introduction of Student Advisory Committee
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
2. High School Counseling Annual Update
3. 2025 MCAS Results Presentation, including;
a. Overall Performance, Growth, & Accountability
Percentiles
b. Comparable District Analysis
c. Areas of Progress or Recognition
d. Areas for Concern and Growth
4. Review and Approve Competency Determination Policy (A)
5. Discuss and Approve Proclamation of Special Education Parent
Advisory Council (SEPAC) Awareness Month (A)
8:15 p.m. D. Old Business
1. Finalize and Approve Superintendent Goals (A)
2. Discuss and Approve Focus Indicators for Superintendent Goals
(A)
3. Forest Montessori School – Follow up Discussion
F. Information / Correspondence
1. “Re: Reading Pop Warner Cheer” – Cail, Kayla
2. “Re: Request for Information – RISE @ RMHS Playground” –
Leahy, Liz
3. “Re: Pop Warner cheer program concern” – Silva, Lauren
4. “Re: Pop Warner cheer” – Silva, Ed
5. “Re: Today’s Morning Arrival” – Gross, Ashley
9:00 p.m. Adjourn
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TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
DATE: October 1, 2025
RE: National Merit Scholars
Congratulations to RMHS students Hans Dankers, Bereket Gebeyaw, Cole Grant, Clara Healy, Samuel
Hillery, Isla Lusk, Charlotte May, William Merkle, Jessica Richter, Jason Walsh, and Angela Wilder who
were recently named National Merit Commended students and to Indigo Boyko who was named as a
National Merit Semifinalist. These awards are presented to students with the most competitive PSAT
scores across the country. During the October 2nd School Committee meeting, we will recognize these
students publicly.
Reading Public
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
F 781 942 9149
Consent Agenda
Reading Public Schools
School Committee Meeting Packet
October 2, 2025
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-09-11 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Shawn Brandt, Carla Nazzaro, Tom Wise, Sarah McLaughlin (remote) and
Lara Durgavich
Members - Not Present:
Erin Gaffen
Others Present:
Superintendent Dr. Thomas Milaschewski
Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson.
Topics of Discussion:
A. Call to Order – Mr. Brandt called the meeting to order at 7:02pm with roll call attendance
anticipating one member joining remotely.
Roll Call Attendance – Mr. Wise – here, Mrs. Durgavich – here, Mrs. Nazzaro – here, Mr.
Brandt – here
Mr. Brandt reviewed the agenda for the meeting.
B. Public Comment – None
Focus on Excellence – RPS Food Services Summer Success
Food Services Director Catherine Franzetti shared that the department earned the USDA
“Turnip the Beet” Silver Award. She also highlighted the summer food program,
partnerships with the YMCA and surrounding camps, staff retention efforts, and the
department’s expansion into catering as another way to partner with other communities.
Consent Agenda
1. Minutes (08-21-2025)
2. Request to Surplus Property – RMHS
3. Request to Surplus Property – District
4. Revised Coolidge Quebec Field Trip Request
5. Reading Police Department Backpack and Supplies Donation
6. RMHS Football Field Trip Request
Page | 2
Accounts Payable Warrant Reports
1. 08-21-2025
2. 08-28-2025
3. 09-04-2025
Payroll Warrant Reports
1. 07-14-2025
2. 07-28-2025
3. 08-11-2025
Mrs. Nazzaro motioned to approve the consent agenda, seconded by Mr. Wise.
Roll Call Vote – Mr. Wise – yes, Mrs. Durgavich – yes, Mrs. Nazzaro – yes, Mr. Brandt – yes
The vote passed 4-0.
Reports
1. Students – Student representatives shared updates on recent and upcoming events,
including:
a. Back-to-School Night
b. Fall sports
c. Auditions for the fall musical
d. Homecoming Week
e. Senior and Freshman Guidance Nights
f. Launch of a new Math Team
g. Innovation Career Pathways field trip to MilliporeSigma
h. Walk It Like a Rock It 5K
i. Upcoming PSATs in October
2. Superintendent – Dr. Milaschewski provided a follow-up on the fieldhouse project in
response to the August 21st public comment. He shared that the project is
essentially complete and students are now accessing the space. The Facilities and
Central Office teams feel that spending for the project aligned with both the project
scope and the handling of past projects. Dr. Milaschewski agreed with feedback
regarding what to do if a project comes in under budget and noted that the district is
working with the Finance Committee to develop a policy to ensure consistency. He
thanked the community for their feedback and ongoing conversations. Dr.
Milaschewski also gave a special acknowledgment to Ms. Kadi Buckley, high school
assistant principal, and Tiffany Williams, a Boston-resident parent, who are
collaborating to host the first-ever METCO Pathways and Job Fair. This event will be
open to Reading Boston residents as well as Boston resident students from all 32
METCO communities.
3. Liaison/Sub-Committee
a. Mr. Wise – SEPAC requested that the Committee consider recognizing
November as SEPAC Awareness Month and asked that this item be added
Page | 3
to the October agenda. SEPAC was also invited to testify at the House and
Senate on the new Right to Read bill, with a focus on advocacy and strong
outcomes.
b. Mrs. Durgavich – No report
c. Mrs. Nazzaro – Killam is undergoing its second round of design
development, and an upcoming abutters meeting is scheduled.
d. Mr. Brandt – No report
E. New Business
Mrs. Nazzaro motioned to take agenda item E3 out of order, seconded by Mr. Wise.
Roll Call Vote – Mr. Wise – yes, Mrs. Durgavich – yes, Mrs. Nazzaro – yes, Mr. Brandt – yes
The vote passed 4-0.
1. Community Preservation Act Presentation
Members of the Ad Hoc CPA Study Committee presented on their charge to “study the
merits of the CPA and the various methods for adoption and present its findings to the
Select Board.” They provided an overview of what the CPA is, the steps the committee is
currently taking, and how the CPA could benefit the Reading community. Next steps include
presenting an informational report at Town Meeting, followed by a report to the Select
Board, with a potential Town Meeting vote next spring on whether to submit the CPA to the
voters.
2. FY25 Q4 Financial Update
Mr. Littlehale joined remotely to present the FY25 Q4 financial update. Highlights included
returning $59,994 to the Town. Year-end expenses and transfers included $350,000 for the
technology refresh, $1.2 million for special education tuition prepays, and a transfer of
$225,000 to the special education reserve fund.
Mrs. Nazzaro motioned to approve the budget transfer between cost centers for the FY25
end-of-year reconciliation as follows:
- Administrative $15,372.28
- Regular Day $392,880.05
- Health Services $15,000.80
- Extra-Curricular $18,896.31
- Athletics $40,046.48
- School Facilities $5,591.61
Going to the following cost centers:
- Special education $400,753.50
- Technology $87,034.03
For a total of $487,787.53, seconded by Mr. Wise.
Page | 4
The committee discussed the need for a second vote to approve the special education
reserve fund transfer for clarity in the motion. Mr. Wise motioned to approve $225,000
from the special education cost center to the special education reserve fund, seconded by
Mrs. Nazzaro.
Roll Call Vote – Mr. Wise – yes, Mrs. Durgavich – yes, Mrs. Nazzaro – yes, Ms. McLaughlin
– yes, Mr. Brandt – yes
The vote passed 5-0.
The Committee returned to the motion on the table and, without further discussion,
proceeded to a roll call vote.
Roll Call Vote – Mr. Wise – yes, Mrs. Durgavich – yes, Mrs. Nazzaro – yes, Ms. McLaughlin
– yes, Mr. Brandt – yes
The vote passed 5-0.
Mr. Littlehale concluded his report by sharing information about grants and carryover into
FY26, and the Committee also discussed concerns regarding METCO funding.
3. FY24 Agreed-Upon Procedures over Compliance Applicable to MA School Districts’ End
of Year Financial Report
Mr. Littlehale noted that the year-end report is included in the packet and that the district
received a clean report with no findings or corrections. He explained that this report is a
requirement of DESE and is not an audit, but rather an agreed-upon procedure of
compliance applicable to the end-of-year financial report.
D. Old Business
1. RMHS Student Handbook Revision – Review & Approve (A)
Dr. Milaschewski noted that the RMHS Student Handbook has been brought back with
revisions based on community feedback. Updates include clarified language for the tie
procedure for valedictorian and salutatorian, addressing the discrepancy regarding how
often grades are updated (three or four times), and grammatical adjustments to the dress
code language. He noted that this feedback has been vetted by legal counsel.
Mrs. Nazzaro motioned to approve the RMHS Student Handbook revisions as presented,
seconded by Mrs. Durgavich.
Roll Call Vote – Mr. Wise – yes, Mrs. Durgavich – yes, Mrs. Nazzaro – yes, Ms. McLaughlin
– yes, Mr. Brandt – yes
The vote passed 5-0.
Page | 5
2. Forest Montessori School – Follow up Discussion
Mr. Brandt provided an update on his most recent outreach to Forest Montessori School
and publicly acknowledged the items Mrs. Nazzaro raised during the last meeting, noting his
agreement with her and that her questions were relevant. The Committee discussed
concerns about being misled and the possibility that the school may be operating at Camp
Rice Moody without approval. Members expressed disappointment that the school has not
responded to the outreach.
Motion to adjourn, seconded by Mrs. Nazzaro.
Roll Call Vote – Mr. Wise – yes, Mrs. Durgavich – yes, Mrs. Nazzaro – yes, Ms. McLaughlin
– yes, Mr. Brandt – yes
The vote passed 5-0.
https://www.youtube.com/watch?v=HOY-FH4OSPY
Meeting Adjourned from regular session at approximately 8:39 pm.
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: September 30, 2025
RE: Vote to Accept Friends of Reading Soccer Donation
Please vote to accept a donation of $3,500 from Anthony J. Frank to benefit the assistant coach and
goalie coach for the Boys Varsity Soccer Team on behalf of the Friends of Reading Soccer.
Please find attached the donation letter from Anthony J. Frank.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: September 30, 2025
RE: Vote to Accept Reading Memorial High School PTO Donation
Please vote to accept a donation of $3,720.95 from the Reading Memorial High School PTO for the
purchase of a water filtration system to be installed in the hallway across from the School Counseling
Office.
Please find attached a memo from Principal Callanan.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: September 30, 2025
RE: Vote to Accept Reading Memorial High School PTO Donation
Please vote to accept a donation of $4,000 from the Reading Memorial High School PTO to support the
ongoing after school coverage in the RMHS library for the 2025-2026 school year.
Please find attached a donation letter from Linda Kiene, Treasurer.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: September 30, 2025
RE: Vote to Accept Friends of RMHS Cheer Donation
Please vote to accept a donation of $9,215.40 from the Friends of RMHS Cheer for the purchase of new
uniforms.
Please find attached a donation letter from Justin Peledge, President and Treasurer.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 23, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 Title IIA Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY26
Title II, Part A, Grant in the amount of $44,196.
This grant program provides supplemental resources to school districts to support systems of support for
excellent teaching and leadership. The priorities of Title IIA are to increase student achievement consistent with
the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and
other school leaders; Increase the number of teachers, principals, and other school leaders who are
effective in improving student academic achievement in schools; and provide low-income and minority students
greater access to effective teachers, principals, and other school leaders. These funds are allocated to provide
professional development for teachers on high-quality instructional routines and practices.
Thank you for your support with your vote to accept the FY26 Title IIA 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
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 23, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 Title III Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY26
Title III, Part A, Grant in the amount of $11,036.
This grant program provides supplemental resources to ensure that Multilingual learners (MLs) attain English
proficiency and meet state academic standards. Title III funds are allocated to support language instruction
programs that strengthen effective teaching and learning, professional development for educators to enhance
instruction for MLs, and family and community engagement initiatives that help parents and guardians
participate more fully in their children’s education.
Thank you for your support with your vote to accept the FY26 Title III 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
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 18, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 IDEA 240 Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY26
IDEA Part B, Grant in the amount of $1,178,869.
This grant program provides appropriate special education services for eligible students and to maintain
state/local effort in special education. These funds pay for the salaries of board-certified behavior analysis
(BCBA), as well as special education paraprofessional educators who work directly with students on IEPs to
implement accommodations and modifications to collect data on IEP goals and objectives after direct instruction
has been provided. Additional funds are allocated to purchase evaluation supplies to ensure appropriate
identification according to child find. Additionally, the materials purchased will focus on enhancing literacy
instruction for students receiving IEP services. Funds will also be used to fund a program review for specialized
reading services provided through special education, as well as consultation and professional development to
teachers and parents to ensure generalization of skills to the areas related to the service delivery plans including
but not limited to executive functioning, reading, anxiety, and inclusion practice.
Thank you for your support with your vote to accept the FY26 IDEA 240 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
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 18, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 IDEA 262 Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY26
IDEA Part C, Grant in the amount of $21,783.
This grant program ensures that eligible 3, 4 and 5-year-old children with disabilities receive a free and
appropriate public education that includes special education and related services designed to meet their
individual needs in the least restrictive environment. These funds pay for early childhood instruction and
professional development.
Thank you for your support with your vote to accept the FY26 IDEA 262 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
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 23, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 Title I Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY26
Title I, Parts A & D, Grant in the amount of $87,333.
This grant program aids schools with high numbers or high percentages of children from low-income families to
help ensure that all children meet challenging state academic standards. These funds are allocated to two
positions that provide direct support to students. Professional development funds are also allocated to support
ongoing and new instructional implementation and improvement efforts at Killam Elementary School and Parker
Middle School as they pertain to tailoring learning for our Title I students, as well as leadership coaching at both
schools. Grant funds are also used to pay for transportation costs for students who are homeless in the district.
Thank you for your support with your vote to accept the FY26 Title I 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
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 23, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 Title IV Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY26
Title IV, Part A, Grant in the amount of $10,000.
This grant program ensures that all students have access to a high-quality educational experience. The priorities
of Title IV are to support well-rounded education opportunities, support safe and healthy students, and support
effective use of technology.
These funds pay for a membership in the Massachusetts Partnership for Youth for the school year 2025-2026.
This membership includes access to conferences and networks of webinars around social emotional learning,
equity and inclusion, school safety and culture. The grant funds will also support the impact of AI (artificial
intelligence) on teaching and learning. Reading Public Schools will contract with Greg Kulowiec, of the Kulowiec
Group, to provide professional development to high school staff.
Thank you for your support with your vote to accept the FY26 Title IV 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
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 18, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 METCO Grant
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY26
METCO Grant in the amount of $824,959.
This grant program, the Metropolitan Council for Educational Opportunity, is a state funded, voluntary
educational desegregation program designed to eliminate racial imbalance through the busing of children from
Boston, MA and Springfield, MA to suburban public schools in thirty-eight communities. These funds pay for
program coordination, transportation, instructional services, and community engagement related to Boston
resident students attending Reading Public Schools through participation in the METCO program.
Thank you for your support with your vote to accept the FY26 METCO 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
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Director of Finance and Operations
DATE: September 26, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY26 Affiliate School Health grant
The Department of Public Health has awarded the Reading Public Schools with a FY26 Affiliate School Health
Grant in the amount of $94,615.
This grant program comprises of two separate funding sources. We are receiving $33,500 of CSHS funding that
will be used to provide mandated screenings, professional development, and substitute coverage for nurses.
We are also receiving $61,115 for the Behavioral Health Expansion Award that will fund a MLL family liaison to
provide additional support for our existing and incoming MLL families, so they can access mental health and
other supports in our community. Funds will also be used to contract with Embrace Pathways to collaborate
with the MLL family liaison to provide in school counseling (group or individual) for high needs students with
barriers to accessing mental health supports.
Thank you for your support with your vote to accept the FY26 Affiliate School Health 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
October 2, 2025
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: September 30, 2025
RE: Introduction of 2025-2026 Student Advisory Committee
During the October 2 School Committee meeting, we will introduce the new members of the Student
Advisory Committee.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: September 30, 2025
RE: High School Counseling Annual Update
During the October 2 School Committee meeting, the High School Counseling Annual Update will be
presented. A copy of the presentation can be found in the packet.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
1
School Counseling
Department
College Admissions
Presentation
October 2025
STATISTICS
2
Class 2021
%
Class 2022
%
Class 2023
%
4 year college 80 83 86.6
2 year college 5.8 4 4.4
Prep/Technical 2.7 1 2.4
Employed/
Other
11.5 12 6.4
Where our students go…….
Class 2025
%
84
5
1
10
Class 2024
%
84.5
3.9
3.9
7.7
Where our Students Go
Class of 2025
89% students attended college
◂26 Different States and 2 Countries Outside of US
◂50% attend Private Colleges/Universities
◂78% Stayed in New England
◂51% of overall class stayed in Massachusetts
◂Of the students staying in Ma, 41% attending
public 4 year college/university
RESOURCES
3
42025 College Acceptances
1590 Applications submitted with over 1093 acceptances reported on SCOIR to 221 Colleges
Amherst College
Arizona State University (Tempe)
Assumption University
Auburn University
Babson College
Bentley University
Berry College
Boston Architectural College
Boston College
Boston University
Bowdoin College
Bowie State University
Brandeis University
Bridgewater State University
Bryant University
Bucknell University
Bunker Hill Community College
Case Western Reserve University
Champlain College
Clark University
Clarkson University
Clemson University
Coastal Carolina University
Colby College
Colby-Sawyer College
Colgate University
College of Charleston
College of the Holy Cross
Colorado State University (Fort Collins)
Connecticut College
Cornell University
Curry College
Dalhousie University
Dartmouth College
Dean College
Delaware State University
Drexel University
East Carolina University
Eastern Connecticut State University
Elon University
Emerson College
Emmanuel College
Endicott College
Fairfield University
Fitchburg State University
Florida Agricultural and Mechanical University
Florida Atlantic University
Florida Gulf Coast University
Florida Institute of Technology
Florida International University
Florida Southern College
Fordham University
Framingham State University
Franklin & Marshall College
52025 College Acceptances
Franklin Cummings Tech
George Washington University
Hamilton College
Hampshire College
Hampton University
Harvard University
High Point University
Hofstra University
Howard University
Indiana University
Ithaca College
James Madison University
Johnson & Wales University
Keene State College
Lafayette College
Lasell University
Lehigh University
Livingstone College
Louisiana State University
Loyola Marymount University
Loyola University Chicago
Loyola University Maryland
Lynn University
Maastricht University
Manhattan University
Manhattanville University
Marist University
Ma College of Art and Design
Ma College of Pharmacy and Health
Sciences
Massachusetts Maritime Academy
Mercer University
Merrimack College
Miami University (Oxford)
Michigan State University
Middlesex Community College
Mount Holyoke College
Muhlenberg College
New England Institute of Technology
New York Institute of Technology
New York University
Nichols College
North Carolina State University
North Shore Community College
Northeastern University
Norwich University
Oakland University
Oberlin College
Pace University (New York City)
Palm Beach Atlantic University
Penn State University (Abington)
Penn State University (Harrisburg)
Penn State University (University Park)
Plymouth State University
Providence College
Purdue University Northwest
Queen's University
Quinnipiac University
Regis College
Rensselaer Polytechnic Institute
62025 College Acceptances
Rivier University
Rochester Institute of Technology
Roger Williams University
Rollins College
Rowan University
Rutgers University (Camden)
Rutgers University (New Brunswick)
Rutgers University (Newark)
Sacred Heart University
Saint Anselm College
Saint Michael's College
Salem State University
Salve Regina University
Siena University
Simmons University
Skidmore College
Southern New Hampshire University
Springfield College
St. John's University
St. Lawrence University
Stetson University
Stonehill College
Stony Brook University
Suffolk University
SUNY College of Agriculture and
Technology at Cobleskill
SUNY University at Buffalo
Syracuse University
Tarleton State University
Temple University
Texas A&M University
The Ohio State University
The University of Alabama
The University of Tampa
The University of Tennessee (Knoxville)
The University of West Florida
Trinity College
Tufts University
Union College
United States Air Force Academy
University at Albany
University of Arizona
University of British Columbia
University of California (Davis)
University of California (Merced)
University of California (Riverside)
University of California (San Diego)
University of California (Santa Barbara)
University of California (Santa Cruz)
University of Central Florida
University of Chicago
University of Colorado Boulder
University of Colorado Denver
University of Connecticut
University of Delaware
University of Hartford
University of Hawaii at Manoa
University of Idaho
University of Kansas
University of Kentucky
72025 College Acceptances
University of Maine
University of Maine at Farmington
University of Maryland (Baltimore County)
University of Maryland (College Park)
University of Massachusetts (Amherst)
University of Massachusetts (Boston)
University of Massachusetts (Dartmouth)
University of Massachusetts (Lowell)
University of Memphis
University of Miami
University of Michigan
University of Minnesota (Twin Cities)
University of Mississippi
University of Missouri (Columbia)
University of New Brunswick
University of New England
University of New Hampshire (Main
Campus)
University of North Carolina at Chapel Hill
University of North Carolina Wilmington
University of Oklahoma
University of Oregon
University of Pittsburgh (Pittsburgh)
University of Rhode Island
University of Rochester
University of South Carolina
University of South Florida (Main
Campus)
University of Southern California
University of Toronto
University of Utah
University of Vermont
University of Virginia (Main Campus)
University of Washington (Seattle
Campus)
University of Wisconsin (Madison)
Vermont State University
Villanova University
Virginia Polytechnic Institute and State
University
Virginia State University
Wake Forest University
Wentworth Institute of Technology
Wesleyan University
West Virginia University
Western New England University
Westfield State University
Wheaton College - MA
William & Mary
Williams College
Worcester Polytechnic Institute
Worcester State University
STATISTICS
8Advanced Placement Scores 2025
●50% of 11th and 12th grade
students took at least one
exam last year
●RMHS students are taking
and passing more AP exams
than ever before
●Success story: advanced
placement math exams,
where 83% of students
scored high enough to earn
college credits (4 or higher),
compared with 34% just two
years ago
STATISTICS
9Advanced Placement Scores 2025
2020 2021 2022 2023 2024 2025
% students taking
exam 36%30%48%51%49%50%
Passing rate (3+)79%74%71%63%78%83%
% exams 4+50%48%43%40%62%61.4%
2020 2021 2022 2023 2024 2025
Percent of exams
3+72%68%66%57%87%93%
Percent of exams
4+55%45%39%34%71%82%
Advanced Placement Scores 2025
Math (as part of Math Pathways
conversations)
1st TERM 3rd TERM
11
Advanced Placement Recognition
2021 2022 2023 2024 2025
Scholars scored 3+ on 3 or
more exams 20 39 50 42 47
Scholars with Honors -
scored 3.25 on all exams
and scored 3+ on 4 or
more exams
18 12 13 22 16
Scholars with Distinction -
scored 3.5 on all exams
and scored 3+ on 5 or
more exams
12 25 21 36 53
New College Readiness Opportunities
Dual Enrollment Course Offerings:
●Audio Production
●Social Media Management
●Civil Engineering
●Nutrition
●Public Health
●Media Arts Production
●Computer Science II
●Cyber Security
●Environmental Politics
New AP Courses:
●Precalculus
●Psychology
●Microeconomics
Importance of SEL balance
STATISTICS
13
Graduating Year
Evidence Based
Reading Writing
(MA State Mean)
Math
(MA State Mean)
2021 595 (591)598 (593)
2022 585 (567) 595 (561)
2023 582 (560)586 (551)
2024 585 (559)574 (550)
2025 579 (566) 568 (548)
Mean SAT Scores By Year of Graduation
MA State Mean data from the College Board.
PSAT Data
Academic Year # of Test Takers
2022-23 276
2023-24 419
2024-25 442
●Increase in test takers is attributed to moving the PSAT to the school day 2-years ago
●Goal in doing so was to break down barriers to access to the test and include both grades
10 and 11
●Data Team is investigating the impact on this change to SATs (#’s and scores)
https://sites.google.com/reading.k12.ma.us/school-counseling/home
School Counseling Post Secondary Resources
TO: Reading School Committee
FROM: Dr. Thomas Milaschewski, Superintendent
Dr. Sarah Hardy, Assistant Superintendent
DATE: October 8, 2024
RE: 2024 MCAS District-Level Data Review
At the School Committee meeting on October 2, 2025, we will provide an overview of the 2025 MCAS
results, offering context, highlighting areas of strength, and outlining continued focus areas for
improvement.
Context
One important piece of context, which we will discuss, is a change to the high school MCAS. Beginning
with the class of 2025, passing the grade 10 MCAS tests is no longer required as a condition to earn a
high school diploma. While students will continue to participate in MCAS testing, the shift marks an
important change in how grade 10 results are used. This change reinforces the importance of examining
grade 10 results as one of multiple measures of student learning as the assessment now serves as an
important benchmark of student learning and readiness, but not as a graduation requirement. This year,
the state saw a significant drop in achievement at the high school level, which is also a trend we saw in
Reading. For more information/context, check out the recent Boston Globe article titled “Mass
Sophomores Fare Worse on MCAS When Test Doesn’t Count for Graduation.”
Headlines
We will also present information and data related to the following headlines.
Headline 1: Reading Public Schools continues to push towards the 90th percentile in statewide
achievement in Math and ELA.
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
F 781 942 9149
Reading Public Schools
Headline 2: RPS continues to sustain high levels of growth at all three levels (elementary, middle, and
high) in both Math and ELA.
Headline 3: Since adoption of ARC Core in the elementary grades, RPS continues to see increased ELA
growth and achievement compared to peers across the state.
Continued Focus Areas for Improvement
Our presentation will also review areas we have identified as focus areas for continued
improvement. They are:
•RPS is committed to consistently achieving in the 90th percentile statewide and we are not
there at all grade levels and schools. In some schools, performance dropped in 2025.
•Overall, 66% of students district-wide are meeting or exceeding expectations in ELA and 65% in
math, indicating that about one-third of students are not reaching proficiency.
•Despite encouraging growth for many demographic subgroups, significant gaps in achievement
persist across various subgroups.
School Accountability Percentiles
School 2012 2013 2014 2015 2016 2017* 2018 2019 2020⁺ 2021⁺ 2022 2023 2024 2025
Alice M
Barrows
71 76 73 74 65 - 74 82 - - 86 89 92 93
Birch
Meadow
64 64 57 65 66 - 75 72 - - 79 87 88 85
J Warren
Killam
76 68 63 54 65 - 78 81 - - 75 81 74 80
Joshua
Eaton
75 69 52 66 67 - 81 86 - - 91 92 90 86
Wood
End
80 77 65 74 74 - 77 75 - - 80 88 89 90
Arthur W
Coolidge
88 85 76 78 78 - 91 92 - - 94 90 88 88
Walter S
Parker
89 82 75 82 85 - 77 67 - - 72 62 76 74
Reading
Memorial
High
School
73 74 70 71 77 76 52 62 - - 82 85 85 83
2025 MCAS District-Level
Data Review
Reading Public Schools
September 2025
Overview of Presentation
1.)Context of Results
2.)District-wide Headlines
3.)Continued Focus Areas
4.)Appendix
2
General MCAS Overview Information
MCAS results provide one important measure to monitor the initiatives outlined in our district strategic
plan.
When reviewing MCAS results, we utilize layers of analysis to extract as much information as possible,
looking at overall results and disaggregated results. We expect to see areas of improvement and areas
needing additional support.
We look closely at groups of students, analyzing their results over time and noticing the impact of
curriculum initiatives on their growth and achievement.
We expect some variation in results each year, although we are always aiming for improved achievement
and higher growth. Each year’s results reflect a different cohort of students in each grade, and they are
measured with a different assessment.
Although we expect to perform higher than the state average, considering how districts across the state
performed is important to negate some of the year-to-year variability of the assessment. Because the
MCAS assessment is different each year, state results help to calibrate the difficulty of the assessment
which can account for some changes in achievement.
3
New High School Context
Beginning with the class of 2025, passing the grade 10 MCAS tests is no longer
required as a condition to earn a high school diploma. While students will continue
to participate in MCAS testing, the shift marks an important change in how grade
10 results are used. This change reinforces the importance of examining grade 10
results as one of multiple measures of student learning, as the assessment now
serves as an important benchmark of student learning and readiness, but not as a
graduation requirement. This year, the state saw a significant drop in achievement
at the high school level, which is also a trend we saw in Reading. For more
information/context, check out the recent Boston Globe article titled “Mass
Sophomores Fare Worse on MCAS When Test Doesn’t Count for Graduation.”
4
Headline 1: Statewide Achievement
Reading Public Schools continues to push towards the 90th percentile in
statewide achievement in Math and ELA.
5
State Ranking for Achievement Grades 3-8
6
State Ranking for Achievement Grades 3-5 and 6-8
7
Reading Public Schools is one of 63 districts statewide
recognized for reaching or exceeding pre-pandemic MCAS
achievement in grades 3–8.
Statewide Rankings Improved
from 2019 to 2025
(Grades 3-8)
ELA MCAS
2019: 82nd percentile
2025: 90th percentile
Math MCAS
2019: 78th percentile
2025: 89th percentile
8
Dear Superintendent Milaschewski,
The Department of Elementary and Secondary Education is preparing to
release 2025 MCAS and accountability data and would like to highlight
the fact that your district has reached or exceeded your pre-pandemic
MCAS results in one or more subjects across grades 3-8.
Congratulations on your district’s progress!
Headline 2: Sustaining High Levels of Growth
RPS continues to sustain high levels of growth at all three levels
(elementary, middle, and high) in both Math and ELA.
9
Highlights of Student Growth Percentiles (SGPs)
ELA Average SGP Math Average SGP
School 2018 2019 2021 2022 2023 2024 2025
Elementary 52.0 50.4 41.1 54.7 62.0 56.4 57.3
Middle School 58.9 54.8 42.2 58.0 48.9 51.9 50.4
High School 33.3 46.5 52.7 53.8 52.7 52.6 50.1
Overall 52.9 52.0 44.1 56.3 54.1 53.7 52.7
School 2018 2019 2021 2022 2023 2024 2025
Elementary 51.2 55.2 43.6 53.6 56.7 58.3 56.7
Middle School 61.0 53.4 28.4 57.4 43.2 59.0 55.7
High School 40.2 50.1 32.9 59.4 64.0 54.0 57.4
Overall 54.8 53.5 32.5 56.5 50.9 58.0 56.3
10
52.7 56.3
Reading is 1 of 8 traditional public school districts in the state with average SGPs of
50 or higher in both ELA and Math at all three levels in both 2024 and 2025.
Headline 3: Literacy Investments Leading to Outcomes
Since adoption of ARC Core in the elementary grades, RPS continues to
see increased ELA growth and achievement compared to peers across
the state.
11
ELA Achievement and Growth Comparisons
RPS scored in the 88th and 87th percentile in elementary ELA
achievement and growth, respectively, in 2025.
12
Rank among 24 FinCom districts
in ELA achievement
Grade 3 5th
Grade 4 1st
Grade 5 11th
Grade 6 1st
Grade 7 10th
Elementary ELA SGP By Group
Population 2018 2019 2021 2022 2023 2024 2025
All students 52.3 50.4 41.4 54.5 62.1 56.3 57.3 (n=599)
IEP 40.7 43.0 31.0 51.0 50.3 51.5 54.2 (n=131)
Low Income 41.8 43.3 38.6 46.4 50.3 50.4 56.1 (n=74)
High Needs 42.3 44.6 36.2 50.1 52.0 52.1 56.4 (n=182)
Black/Afr Amer 47.5 46.3 28.5 33.4 55.8 42.1 43.5 (n=18)
Asian 55.3 62.2 53.0 58.8 58.4 58.5 66.9 (n=38)
Hispanic/Latino 48.7 53.5 30.0 43.7 63.6 59.9 54.0 (n=36)
13
Factors Contributing to Headlines
Implementation of High-Quality Curriculum
In the 2024–25 school year, middle schools launched a new high-quality literacy program. Even in year
one, the program is already showing impact, providing students with consistent instructional resources and
lessons aligned with the full rigor of grade-level standards.
In the 2024-2025 school year, a DESE grant funded support for K–6 teacher in the implementation of
Illustrative Math (IM). Teachers engaged in Learning Labs to deepen lesson internalization, strengthen
math language routines, and collaborate on best practices. Building on the work of the grant, elementary
principals had a yearlong focus on strengthening math language routines which included feedback during
classroom visits and supporting staff in implementation of the routines.
The district continued its focus on improving math pathways, ensuring all students have access to strong
on-grade-level math while also offering opportunities for acceleration, such as summer math modules for
grades 7–8 to reduce regression and extend learning.
14
Factors Contributing to Headlines
Robust Professional Development for Teachers and Leaders
At the elementary level, Literacy Labs were introduced as a new professional learning structure.
Lead teachers from each elementary school and grade collaborated to review implementation of
the high-quality literacy program, bringing forward questions, concerns, and challenges from their
teams. The Literacy Labs supported internalization of science of reading principles while
providing real-time problem-solving and instructional guidance.
K–8 Math Instructional Coaches provided job-embedded coaching, co-planning, modeling, and
facilitation of data meetings to strengthen math instruction across classrooms, supporting
teachers and leaders.
Middle school math professional development in 2024–25 centered on exploring best practices to
maximize student engagement, retention, and comprehension of math concepts.
15
Factors Contributing to ELA SGPs and Achievement
Leveraging Systems and Structures
Early literacy work, including systematic screening and targeted interventions, has been
underway for several years. This focus on foundational skill development in the lower
grades is beginning to show measurable impact in the upper elementary grades, with
students demonstrating stronger readiness for more complex literacy tasks.
A Math Curriculum Implementation Team, with representatives from K–6 general
education, special education, and multilingual learner staff, met to ensure equitable
access and to advance curriculum implementation.
Data team meetings in grades K–8 increased in frequency and focus, using district
common assessments to plan targeted interventions and support instructional
decision-making.
16
Continued Focus Areas for Improvement
17
Continued Focus Areas for Improvement
● RPS is committed to consistently achieving in the 90th percentile statewide
and we are not there at all grade levels and schools. In some schools,
performance dropped in 2025.
● Overall, 66% of students district-wide are meeting or exceeding expectations
in ELA and 65% in math, indicating that about one-third of students are not
reaching proficiency.
● Despite encouraging growth for many demographic subgroups, significant
gaps in achievement persist across various subgroups.
18
School Accountability Percentiles
School 2012 2013 2014 2015 2016 2017*2018 2019 2020⁺2021⁺2022 2023 2024 2025
Alice M Barrows 71 76 73 74 65 -74 82 --86 89 92 93
Birch Meadow 64 64 57 65 66 -75 72 --79 87 88 85
J Warren Killam 76 68 63 54 65 -78 81 --75 81 74 80
Joshua Eaton 75 69 52 66 67 -81 86 --91 92 90 86
Wood End 80 77 65 74 74 -77 75 --80 88 89 90
Arthur W
Coolidge
88 85 76 78 78 -91 92 --94 90 88 88
Walter S Parker 89 82 75 82 85 -77 67 --72 62 76 74
Reading
Memorial High
School
73 74 70 71 77 76 52 62 --82 85 85 83
19
Achievement By Level Over Time
ELA % meeting/exceeding Math % meeting/exceeding
School 2019 2021 2022 2023 2024 2025
Elementary 66%68%60%61%61%63%
Middle School 70%62%63%61%63%68%
High School 71%85%79%77%74%68%
Overall 69%68%64%63%63%66%
School 2019 2021 2022 2023 2024 2025
Elementary 63%54%57%59%66%64%
Middle School 66%45%59%51%62%66%
High School 75%73%70%77%69%62%
Overall 66%53%60%58%65%65%
20
Elementary SGP By Group
Population 2018 2019 2021 2022 2023 2024 2025
All students 52.3 50.4 41.4 54.5 62.1 56.3 57.3 (n=599)
IEP 40.7 43.0 31.0 51.0 50.3 51.5 54.2 (n=131)
Low Income 41.8 43.3 38.6 46.4 50.3 50.4 56.1 (n=74)
High Needs 42.3 44.6 36.2 50.1 52.0 52.1 56.4 (n=182)
Black/Afr Amer 47.5 46.3 28.5 33.4 55.8 42.1 43.5 (n=18)
Asian 55.3 62.2 53.0 58.8 58.4 58.5 66.9 (n=38)
Hispanic/Latino 48.7 53.5 30.0 43.7 63.6 59.9 54.0 (n=36)
Population 2018 2019 2021 2022 2023 2024 2025
All students 51.3 55.2 43.9 53.4 56.7 58.3 56.7 (n=597)
IEP 47.2 47.9 42.1 49.5 52.4 55.2 57.7 (n=130)
Low Income 45.4 47.8 26.4 47.2 53.2 49.2 57.8 (n=74)
High Needs 45.2 49.0 40.8 49.6 54.1 55.0 58.4 (n=184)
Black/Afr Amer 51.8 49.2 21.7 42.4 58.9 48.4 61.2 (n=18)
Asian 53.3 61.2 55.8 63.4 57.8 63.1 58.8 (n=39)
Hispanic/Latino 55.0 53.0 27.8 57.5 57.7 53.0 56.8 (n=37)
Average SGP, ELA Average SGP, Math
21
Elementary Achievement By Group
% Students Proficient, ELA % Students Proficient, Math
Population 2018 2019 2021 2022 2023 2024 2025
All students 66%66%68%60%61%62%63%(n=910)
IEP 25%26%32%27%20%22%27%(n=203)
Low Income 43%43%45%38%35%30%31%(n=102)
High Needs 33%34%40%33%27%28%32%(n=281)
Black/Afr Amer 35%23%25%21%37%23%44%(n=25)
Asian 74%76%78%75%75%63%75%(n=56)
Hispanic/Latino 42%48%47%49%46%54%47%(n=51)
Population 2018 2019 2021 2022 2023 2024 2025
All students 61%63%55%57%60%66%64%(n=911)
IEP 19%22%20%20%21%28%34%(n=202)
Low Income 33%33%18%28%32%33%34%(n=101)
High Needs 26%29%26%26%28%35%38%(n=282)
Black/Afr Amer 19%26%24%13%17%27%36%(n=25)
Asian 82%79%63%75%80%84%82%(n=57)
Hispanic/Latino 47%57%26%38%44%56%47%(n=51)
22
Middle School SGP By Group
Population 2018 2019 2021 2022 2023 2024 2025
All students 59.0 54.9 42.1 57.9 48.9 52.0 50.4 (n=851)
IEP 52.6 55.6 36.9 55.4 47.5 49.3 43.4 (n=166)
Low Income 59.4 49.0 40.3 54.1 44.1 50.3 50.7 (n=104)
High Needs 56.5 53.4 37.8 53.6 47.2 50.9 46.5 (n=246)
Black/Afr Amer 52.1 53.5 44.7 52.7 51.1 53.4 55.7 (n=40)
Multiple races 64.2 69.5 43.1 52.6 46.5 54.6 48.6 (n=24)
Asian 67.0 51.4 54.4 56.1 55.9 62.5 55.3 (n=54)
Hispanic/Latino 69.9 49.8 39.4 45.6 48.3 47.1 44.9 (n=42)
Population 2018 2019 2021 2022 2023 2024 2025
All students 61.0 53.5 28.4 57.5 43.2 59.2 55.7 (n=851)
IEP 59.9 49.8 27.5 56.0 43.8 56.7 49.3 (n=166)
Low Income 56.9 51.0 26.3 51.8 39.1 59.0 52.6 (n=106)
High Needs 58.8 51.4 26.5 55.9 43.6 57.3 51.0 (n=247)
Black/Afr Amer 56.8 55.1 25.9 55.1 35.0 62.4 54.3 (n=40)
Multiple races 62.0 56.3 28.6 60.2 45.3 64.5 43.4 (n=24)
Asian 61.6 58.9 36.8 66.5 51.4 64.6 58.3 (n=55)
Hispanic/Latino 58.6 61.5 17.1 56.1 40.3 55.2 59.4 (n=42)
Average SGP, ELA Average SGP, Math
23
Middle School Achievement By Group
Population 2018 2019 2021 2022 2023 2024 2025
All students 71%70%62%63%62%63%68%(n=865)
IEP 27%32%23%25%24%20%28%(n=166)
Low Income 50%39%32%35%34%33%44%(n=104)
High Needs 39%37%28%29%30%27%37%(n=246)
Black/Afr Amer 46%30%40%21%18%19%35%(n=40)
Multiple races 76%77%65%81%67%69%67%(n=24)
Asian 83%81%88%73%74%74%83%(n=54)
Hispanic/Latino 54%45%36%42%52%38%36%(n=42)
Population 2018 2019 2021 2022 2023 2024 2025
All students 67%65%45%59%52%62%66%(n=866)
IEP 21%21%11%21%19%22%24%(n=166)
Low Income 41%35%14%29%20%33%33%(n=106)
High Needs 31%29%12%25%22%30%31%(n=247)
Black/Afr Amer 33%26%20%16%7%11%23%(n=40)
Multiple races 67%70%53%59%60%63%58%(n=24)
Asian 80%83%69%59%60%88%82%(n=55)
Hispanic/Latino 46%48%20%46%24%38%45%(n=42)
% Students Proficient, ELA % Students Proficient, Math
24
High School SGP By Group
Average SGP, ELA Average SGP, Math
Population 2019 2021 2022 2023 2024 2025
All students 46.7 52.6 53.8 52.5 52.6 50.1 (n=274)
IEP 39.1 52.8 55.5 50.6 37.1 48.4 (n=47)
Low Income 38.9 43.7 54.8 37.5 47.9 44.8 (n=33)
High Needs 39.6 48.4 55.1 45.9 41.6 48.2 (n=75)
Population 2019 2021 2022 2023 2024 2025
All students 50.0 32.8 59.5 64.0 54.1 57.4 (n=276)
IEP 43.2 38.0 55.8 64.8 48.8 48.1 (n=46)
Low Income 46.7 22.5 49.9 69.2 48.3 58.5 (n=33)
High Needs 47.0 30.9 54.9 66.6 48.6 52.7 (n=75)
25
* As of 2025, MCAS is not required to earn a high school diploma.
High School Achievement By Group
% Students Proficient, ELA
Population 2019 2021 2022 2023 2024 2025
All students 70%85%79%77%75%68%(n=284)
IEP 26%45%52%48%20%34%(n=47)
Low Income 36%67%62%40%41%45%(n=33)
High Needs 33%49%56%46%33%39%(n=75)
Population 2019 2021 2022 2023 2024 2025
All students 75%73%70%77%69%62%(n=284)
IEP 21%30%23%39%12%22%(n=46)
Low Income 38%46%51%56%33%33%(n=33)
High Needs 30%33%36%43%26%29%(n=75)
% Students Proficient, Math
26
* As of 2025, MCAS is not required to earn a high school diploma.
Next Steps to address MCAS Achievement
The RPS 2023-2026 Strategic Plan contains strategic objectives aimed at improving achievement and growth for ALL
students. The following areas are aligned with important initiatives in the plan.
Professional Learning that is Coherent, Differentiated, and Aligned to High-Quality
Curriculum
●Literacy Labs will continue for teachers of grades K–5, strengthened by a new partnership
between HILL for Literacy and ARC to deepen evidence-based instructional practices.
●Grades K–2 teachers will embrace ARC framework updates in foundational skills
instruction, positioning students for long-term success in literacy.
●At the middle school level, year two of Amplify ELA implementation will focus on increasing
student engagement, supported by the launch of Literacy Labs for grades 6–8 teachers.
●K–8 Math Instructional Coaches will tailor professional learning by customizing math
Learning Labs to address specific school and grade-level needs.
27
Next Steps to address MCAS Achievement
Improved Systems and Structures
●Grades 2-5 will launch a new common math assessment this fall closely aligned with the
high-quality math curriculum to improve data used for intervention and tracking student
progress towards rigorous grade level standards.
●Middle school math teachers in grade 6 will focus on strengthening coherence between the
two schools and ensuring alignment with the high-quality math curriculum.
●A curriculum review in grades 7 and 8 mathematics will be launched to examine curricular
resources, instructional practices, and use of assessments to identify strengths and areas of
need.
●The district will also explore the future of high school assessment, recognizing a crossroads
created by the shift in MCAS graduation requirements and the need to improve SAT
performance. While this review is underway, the district anticipates that prior curriculum and
instruction work in elementary and middle school will begin to show impact as those cohorts
reach high school.28
Next steps to address achievement gaps
29
The district has launched EduClimber, a data warehouse platform that will
transform how data is used to improve student outcomes. EduClimber enables
educators to triangulate information from multiple sources, gain quicker access to
student group data, and track performance over time more effectively. This will
allow for more precise identification of gaps, more responsive interventions, and
stronger progress monitoring across all student groups.
Next Steps to Address Achievement Gaps for Students with IEPs
30
●Continued implementation of the recommendations of the special education program reviews and review of best
practices.
●Systems and structures supporting general education and special education collaboration will be a focus with the
goal of improving practices that best support students with disabilities in the general education classroom.
●A Program Coordinator position was added for REACH, EMBARC, LIFT, SAIL and SOAR to support vertical
alignment in instructional practices, data collection and curricular resources.
●The Program Coordinator for LEAD will continue to align literacy assessments, curricular materials and
instructional practices vertically and horizontally.
●The Special Education Literacy Coach will support all specialized reading instruction with walkthroughs and
coaching for the staff and administration in best practices including professional development in all strands of
reading
●The Inclusion Specialists will offer supports to teachers in the use of best practices so all students can access high
quality curriculum in least restrictive environments through professional development sessions and in class
coaching. This support is currently provided at RISE, all elementary schools and at the middle school level this
year.
●Special education leaders will utilize consultation with special education teachers to ensure specially designed
instruction is fully aligned with individual student learning profiles.
Next Steps to Address Achievement Gaps for ML Students
31
Building on last year’s progress, the district will expand the use of Student Success Plans for
ML students who are not making adequate progress on ACCESS. This practice directly
contributed to improved outcomes in 2025 and we will continue to grow our process in
2025–26.
Implementation of a new high-quality ESL curricular resource is underway. Teachers are
receiving professional development in both the use of the new materials and instructional
practices aligned with WIDA standards to support language and academic growth.
An optional new course, Scaffolding Language Development, is being offered to educators.
The course explores WIDA Key Language Uses and Language Expectations and provides
practical strategies for integrating them into lessons, enhanced by AI-supported tools.
Next Steps to Address Achievement Gaps for Black/African American Students
32
District leaders, including the METCO Co-Directors, completed a METCO Blueprint
Alignment Assessment this fall, which measures the district’s alignment to 13 commitments
that define strong implementation of the METCO program. Action steps will be developed
and launched this year to strengthen alignment and ensure greater equity and opportunity for
Boston resident students.
A METCO Coordinator/Adjustment Counselor has been added at the middle school level.
This position ensures all middle school students, including Boston resident students, receive
ongoing social-emotional support and academic check-ins to strengthen school
connectedness and achievement.
Appendix
33
District-Level Data
34
RPS rankings among 24 Fincom comparable districts
Achievement
35
FinCom 24 comparable districts: Andover, Bedford, Belmont, Burlington, Canton, Danvers, Dedham, Lynnfield, Mansfield,
Marshfield, Milton, Natick, North Andover, North Reading, Reading, Shrewsbury, Stoneham, Tewksbury, Wakefield, Walpole,
Westborough, Westford, Wilmington, Winchester
2021 2022 2023 2024 2025
Elementary
ELA % meeting/exceeding 14 12 12 8 7
Math % meeting/exceeding 13 17 16 9 9
Middle school
ELA % meeting/exceeding 9 9 9 9 7
Math % meeting/exceeding 15 11 19 10 9
High school
ELA % meeting/exceeding 7 8 11 12 12
Math % meeting/exceeding 9 12 7 14 14
RPS rankings among 24 Fincom comparable districts
Growth
36
FinCom 24 comparable districts: Andover, Bedford, Belmont, Burlington, Canton, Danvers, Dedham, Lynnfield, Mansfield,
Marshfield, Milton, Natick, North Andover, North Reading, Reading, Shrewsbury, Stoneham, Tewksbury, Wakefield, Walpole,
Westborough, Westford, Wilmington, Winchester
2021 2022 2023 2024 2025
Elementary
ELA SGP 12 12 2 7 4
Math SGP 9 12 8 7 7
Middle school
ELA SGP 6 3 11 17 17
Math SGP 16 7 23 2 5
High school
ELA SGP 18 11 12 11 11
Math SGP 19 5 4 9 4
Math Achievement and Growth By Level Over Time
School 2019 2021 2022 2023 2024 2025
Elementary 63%54%57%59%66%64%
Middle School 66%45%59%51%62%66%
High School 75%73%70%77%69%62%
Overall 66%53%60%58%65%65%
37
School 2018 2019 2021 2022 2023 2024 2025
Elementary 51.2 55.2 43.6 53.6 56.7 58.3 56.7
Middle School 61.0 53.4 28.4 57.4 43.2 59.0 55.7
High School 40.2 50.1 32.9 59.4 64.0 54.0 57.4
Overall 54.8 53.5 32.5 56.5 50.9 58.0 56.3
Math % Meeting/Exceeding
65%
Math Average SGP
56.3
ELA Achievement and Growth By Level Over Time
School 2019 2021 2022 2023 2024 2025
Elementary 66%68%60%61%61%63%
Middle School 70%62%63%61%63%68%
High School 71%85%79%77%74%68%
Overall 69%68%64%63%63%66%
38
ELA % meeting/exceeding
66%52.7
ELA Average SGP
School 2018 2019 2021 2022 2023 2024 2025
Elementary 52.0 50.4 41.1 54.7 62.0 56.4 57.3
Middle School 58.9 54.8 42.2 58.0 48.9 51.9 50.4
High School 33.3 46.5 52.7 53.8 52.7 52.6 50.1
Overall 52.9 52.0 44.1 56.3 54.1 53.7 52.7
ACCESS Data from 2025
While our groups of multilingual learners (MLs) are too small to report MCAS data
in many categories, ACCESS results show improvements in MLs making progress
towards learning goals.
39
Science achievement by level
School 2019 2021 2022 2023 2024 2025
Grade 5 70%62%68%63%66%64%
Grade 8 64%58%65%62%61%58%
High School ––67%60%59%53%
40
ELA domains over time (Elementary-level)
Category 2021 2022 2023 2024 2025
Reading 73%72%73%70%70%
Language 62%69%66%70%67%
Essay 37%39%47%52%49%
Writing 32%32%43%46%45%
Category 2021 2022 2023 2024 2025
Reading +10%+8%+10%+10%+11%
Language +10%+10%+11%+13%+11%
Essay +7%+9%+12%+14%+12%
Writing +7%+8%+11%+12%+12%
Percent of possible points Percent of possible points
(difference vs. state average)
41
Exploring Grade 5
Over the last several years, the School Committee has expressed interest in the
performance of the current 6th grade cohort given lower relative levels of
achievement in 2023.
42
Ranking by Achievement
ELA State Ranking 2025 62 Math State Ranking 2025 61
ELA State Ranking 2024 73 Math State Ranking 2024 83
ELA State Ranking 2023 123 Math State Ranking 2023 96
Achievement Data
ELA % Proficient 2025 54%Math % Proficient 2025 58.10%
ELA % Proficient 2024 50.01%Math % Proficient 2024 60%
ELA % Proficient 2023 50%Math % Proficient 2023 50.30%
Growth Data
ELA Average SPG 2025 54.4 Math Average SPG 2025 56.4
ELA Average SPG 2024 55.9 Math Average SPG 2024 59.4
School-Level Data
43
Student Growth Percentiles at Elementary Level Over Time
School 2018 2019 2021 2022 2023 2024 2025
Barrows 43.8 45.3 45.2 59.6 62.9 61.4 62.1
Birch Meadow 49.6 46.2 34.9 53.2 66.6 59.4 58.3
Joshua Eaton 60.7 57.1 51.6 59.5 58.8 54.3 48.8
Killam 52.2 54.2 38.5 45.7 57.4 48.8 58.5
Wood End 51.8 48.4 33.8 57.7 66.6 60.1 60.8
School 2018 2019 2021 2022 2023 2024 2025
Barrows 48.2 60.6 40.1 51.7 56.4 64.3 65.0
Birch Meadow 45.3 45.5 37.8 63.8 66.0 65.2 60.9
Joshua Eaton 58.3 57.3 40.4 51.9 50.5 54.5 47.1
Killam 52.7 58.6 47.7 50.3 52.2 43.6 50.2
Wood End 49.6 54.5 54.5 49.7 61.1 69.2 63.9
ELA Average SGP Elem.
57.3
Math Average SGP Elem.
56.7
44
Elementary Achievement by School
School 2018 2019 2021 2022 2023 2024 2025
Alice M Barrows 67%72%73%62%63%63%63%
Birch Meadow 70%66%64%54%52%57%55%
J Warren Killam 66%64%63%53%56%58%66%
Joshua Eaton 65%68%78%71%72%66%70%
Wood End 63%62%63%60%60%63%56%
ELA % meeting/exceeding
62%
School 2018 2019 2021 2022 2023 2024 2025
Alice M Barrows 62%69%61%59%58%70%67%
Birch Meadow 63%63%41%50%53%59%57%
J Warren Killam 55%58%51%55%58%62%67%
Joshua Eaton 62%67%60%64%68%73%71%
Wood End 63%57%60%60%59%67%58%
Math % meeting/exceeding
64%
45
ELA Achievement and Growth By Level Over Time - Elementary
School 2018 2019 2021 2022 2023 2024 2025
Barrows 43.8 45.3 45.2 59.6 62.9 61.4 62.1
Birch Meadow 49.6 46.2 34.9 53.2 66.6 59.4 58.3
Joshua Eaton 60.7 57.1 51.6 59.5 58.8 54.3 48.8
J Warren Killam 52.2 54.2 38.5 45.7 57.4 48.8 58.5
Wood End 51.8 48.4 33.8 57.7 66.6 60.1 60.8
ELA % meeting/exceeding ELA Average SGP Elem.
46
School 2018 2019 2021 2022 2023 2024 2025
Alice M Barrows 67%72%73%62%63%63%63%
Birch Meadow 70%66%64%54%52%57%55%
Joshua Eaton 65%68%78%71%72%66%70%
J Warren Killam 66%64%63%53%56%58%66%
Wood End 63%62%63%60%60%63%56%
Math Achievement and Growth By Level Over Time - Elementary
School 2018 2019 2021 2022 2023 2024 2025
Barrows 48.2 60.6 40.1 51.7 56.4 64.3 65.0
Birch Meadow 45.3 45.5 37.8 63.8 66.0 65.2 60.9
Joshua Eaton 58.3 57.3 40.4 51.9 50.5 54.5 47.1
Killam 52.7 58.6 47.7 50.3 52.2 43.6 50.2
Wood End 49.6 54.5 54.5 49.7 61.1 69.2 63.9
Math % Meeting/Exceeding
Math Average SGP
47
School 2018 2019 2021 2022 2023 2024 2025
Alice M Barrows 62%69%61%59%58%70%67%
Birch Meadow 63%63%41%50%53%59%57%
J Warren Killam 55%58%51%55%58%62%67%
Joshua Eaton 62%67%60%64%68%73%71%
Wood End 63%57%60%60%59%67%58%
Student Growth Percentiles at Middle School Level Over Time
School 2018 2019 2021 2022 2023 2024 2025
Arthur W
Coolidge
67.3 63.6 44.6 67.6 56.0 52.3 50.4
Walter S Parker 51.9 47.8 40.2 50.2 42.5 51.6 50.3
School 2018 2019 2021 2022 2023 2024 2025
Arthur W
Coolidge
65.1 61.5 32.0 64.7 51.1 56.3 64.1
Walter S Parker 57.5 47.0 25.6 51.5 35.9 61.7 48.4
48
ELA Average SGP MS
50.4
Math Average SGP MS
55.7
Middle School Achievement by School
% Students Proficient (ELA)
68%
School 2018 2019 2021 2022 2023 2024 2025
Arthur W Coolidge 77%77%66%70%71%65%72%
Walter S Parker 67%65%59%58%53%61%65%
% Students Proficient (Math)
66%
School 2018 2019 2021 2022 2023 2024 2025
Arthur W Coolidge 73%73%49%67%61%60%75%
Walter S Parker 62%60%42%52%43%64%59%
49
ELA Achievement and Growth By Level Over Time - Middle School
ELA % meeting/exceeding
68%
School 2018 2019 2021 2022 2023 2024 2025
Arthur W Coolidge 77%77%66%70%71%65%72%
Walter S Parker 67%65%59%58%53%61%65%
50
ELA Average SGP MS
50.4
School 2018 2019 2021 2022 2023 2024 2025
Arthur W Coolidge 67.3 63.6 44.6 67.6 56.0 52.3 50.4
Walter S Parker 51.9 47.8 40.2 50.2 42.5 51.6 50.3
Math Achievement and Growth By Level Over Time - Middle School
51
Math Average SGP
55.7
School 2018 2019 2021 2022 2023 2024 2025
Arthur W Coolidge 73%73%49%67%61%60%75%
Walter S Parker 62%60%42%52%43%64%59%
Math % Meeting/Exceeding
68%
School 2018 2019 2021 2022 2023 2024 2025
Arthur W Coolidge 65.1 61.5 32.0 64.7 51.1 56.3 64.1
Walter S Parker 57.5 47.0 25.6 51.5 35.9 61.7 48.4
Student Growth Percentiles at RMHS Over Time
School 2019 2021 2022 2023 2024 2025
Reading
Memorial High
School
46.7 52.6 53.8 52.5 52.6 50.1 (n=274)
School 2019 2021 2022 2023 2024 2025
Reading
Memorial High
School
50.0 32.8 59.5 64.0 54.1 57.4 (n=276)
52
ELA Average SGP RMHS
50.1
Math Average SGP RMHS
57.4
RMHS Achievement
School 2019 2021 2022 2023 2024 2025
Reading Memorial
High School
71%85%79%77%74%68%
% Students Proficient (ELA)
68%
% Students Proficient (Math)
62%
School 2019 2021 2022 2023 2024 2025
Reading Memorial
High School
75%73%70%77%69%62%
53
State-Level Data
54
Statewide 2025 ELA Results for Grades 3-8
55
2025 % M/E change compared to
% NM % PM % M % E % M/E 2024 2019
Grade 3 19 39 37 6 42 0 -14
Grade 4 19 41 36 4 40 +3 -12
Grade 5 15 47 33 5 38 0 -14
Grade 6 22 36 32 10 42 +2 -11
Grade 7 22 36 34 7 42 +6 -6
Grade 8 22 34 33 11 44 +1 -8
Grades
3-8
20 39 34 7 42 +3 -10
Statewide 2025 ELA Results by Student Group for Grades 3-8
56
2025 % M/E change
compared to
%
NM
%
PM
% M %
E
%
M/E
2024 2019
American Indian or Alaska Native 30 43 25 3 28 +3 -12
Asian 9 26 57 18 64 +2 -8
Black or African American 30 44 23 3 26 +2 -7
Hispanic or Latino 34 43 20 2 22 +2 -11
Multi-Race, Not Hispanic or Latino 15 35 38 11 49 +3 -7
Native Hawaiian or Pacific Islander 25 37 30 7 38 -1 -13
White 13 38 41 9 50 +3 -9
English Learners 59 36 4 0 5 0 -10
Low Income 33 44 21 2 23 +2 N/A
Students with Disabilities 48 40 11 1 12 +1 -4
Statewide 2025 Math Results for Grades 3-8
57
2025 % M/E change compared to
% NM % PM % M % E % M/E 2024 2019
Grade 3 21 36 34 10 44 0 -5
Grade 4 17 40 35 8 43 -3 -7
Grade 5 18 43 33 7 40 0 -8
Grade 6 17 42 34 7 41 +1 -11
Grade 7 20 42 30 9 39 +2 -9
Grade 8 21 41 31 8 38 0 -8
Grades
3-8
19 40 33 8 41 0 -8
Statewide 2025 Math Results by Student Group for Grades 3-8
58
2025 % M/E change
compared to
%
NM
%
PM
% M %
E
%
M/E
2024 2019
American Indian or Alaska Native 28 45 24 3 27 0 -10
Asian 7 22 44 27 71 0 -5
Black or African American 32 46 20 2 22 0 -6
Hispanic or Latino 33 47 18 2 20 0 -9
Multi-Race, Not Hispanic or Latino 16 36 36 12 48 +1 -3
Native Hawaiian or Pacific Islander 23 41 27 9 36 -3 -8
White 12 39 41 8 49 0 -7
English Learners 49 42 9 1 9 -1 -8
Low Income 32 47 19 2 21 0 N/A
Students with Disabilities 46 41 11 1 13 0 -2
Statewide 2025 Math Results by Student Group for Grade 10
59
2025 % M/E change
compared to
%
M/E
2024 2019
All Students 45 -3 -14
American Indian or Alaska Native 38 +5 -6
Asian 78 -1 -4
Black or African American 26 -1 -9
Hispanic or Latino 23 -2 -10
Multi-Race, Not Hispanic or Latino 47 -4 -13
American Indian or Alaska Native 38 +5 -6
Native Hawaiian or Pacific Islander 38 -14 -25
White 53 -5 -14
English Learners 5 0 -4
Low Income 24 -3 N/A
Students with Disabilities 12 -2 -6
Statewide 2025 ELA Results by Student Group for Grade 10
60
2025 % M/E change
compared to
%
M/E
2024 2019
All Students 51 -6 -10
American Indian or Alaska Native 38 -10 -15
Asian 76 -2 -2
Black or African American 35 -7 -3
Hispanic or Latino 31 -5 -6
Multi-Race, Not Hispanic or Latino 56 -5 -9
American Indian or Alaska Native 38 -10 -15
Native Hawaiian or Pacific Islander 43 -15 -9
White 59 -6 -10
English Learners 2 -1 -1
Low Income 31 -7 N/A
Students with Disabilities 17 -4 -5
TO:
FROM:
DATE:
RE:
Reading School Committee
Dr. Sarah Hardy, Assistant Superintendent
Ms. Jessica Callanan, RMHS Principal
September 30, 2025
Review and Approve Competency Determination Policy
(A)
In the summer of 2025 DESE communicated to school districts updated requirements for Competency
Determination policies. In response, Dr. Hardy and I drafted an updated policy that addressed the new
requirements. This differs from the policy requirement passed last year by the School Committee and
submitted to DESE in the following ways: 1. There is now a requirement to also submit graduation
requirements, for which we used the already established / approved RPS requirements. 2. There is now
a requirement to include 1-year of US history as part of the CD. 3. DESE added a more in-depth
requirement in that for each CD content area (ELA, science, math, and US history) schools must outline
how students both demonstrate completion and mastery. In an effort to provide both the best
opportunity for students to demonstrate their learning and for teachers to have flexibility,
demonstrating “mastery” is defined as one of the following: passing the course with a 60% or higher,
passing the final assessment for the course with a 60% or higher, or passing a capstone or portfolio
project for the specified course with a 60% or higher. Completion is defined as finishing the course with
a passing grade (60% or higher). Dr. Hardy and I used the previously approved language to outline which
courses meet CD requirements apart from the addition of US history.
Link to new policy draft: HERE
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
F 781 942 9149
Reading Public Schools
Competency Determination Policy Submission Template
Section 1: Competency Determination Requirements
In this section, you will:
·Explain how a student earns full credit and shows mastery in accordance with your district’s grading policy.
·Describe how a student meets the Competency Determination requirements for each content area: English
Language Arts, Mathematics, Science, and U.S. History.
Submission Questions
General:
·Satisfactorily completing coursework shall mean a student earns full credit in accordance with the district’s
grading policy. Describe how a student earns full credit in accordance with the district’s grading policy (e.g., course
grade above a 70, course grade of meeting or exceeding expectations, etc.).
·Showing mastery shall mean a student successfully completes in accordance with the district’s grading
policy: (1) the final assessment for a course; or (2) a capstone or portfolio project; or (3) an equivalent measure
identified in the district’s Competency Determination policy. Describe how a student shows mastery in accordance
with the district’s grading policy.
●RMHS students will earn full credit in the aforementioned courses by passing the class. Under the RMHS
grading policy a student passes a course by earning a 60% or higher. In some instances a student may be
graded by Pass / Fail. In this case, if a student earns a Pass (or P) in the course the student also earns full
credit in the course. Courses students must complete to demonstrate competency will be full year courses
or equivalent. An approved summer school course taken as a result of a student not passing a required
course during the school year, or an approved accelerated course in the summer, will also count as student
satisfactorily completing required coursework.
●RMHS students will demonstrate mastery through at least one of the following:
○Passing the course with a 60% or higher.
○Passing the final assessment for the course with a 60% or higher.
○Passing a capstone or portfolio project for the specified course with a 60% or higher.
English Language Arts:
·For English Language Arts, the student must: (i) satisfactorily complete coursework in the equivalent of two
years of high school English language arts courses. List the local course offerings that your district will certify as
meeting the Competency Determination coursework requirement in this content area.
·Review the skills, competencies, and knowledge that a student must demonstrate mastery of as identified in
the relevant Massachusetts curriculum frameworks. Describe how a student will show mastery in English Language
Arts.
●Students at RMHS will meet the Competency Determination for English by successfully completing
coursework aligned with the Massachusetts Curriculum Frameworks that cover the content of the following
courses or higher:
○English Grade 9 and English Grade 10, or equivalent or higher, as determined by the building
Principal or designee.
■Courses include, but are not limited to, English 9 and English 10, at the College Preparatory
and Honors levels.
■In addition, English Learners (ELs), a.k.a. Multi-Lingual Learners (MLs), that successfully
complete Beginner ESL, ESL Literacy and / or Intermediate ESL courses will be given
credit for meeting CD requirements in English. These courses are considered equivalent to
English 9 and English 10 offered at RMHS. ESL students may also meet the CD
requirement for English by successfully completing a combination of the aforementioned
ESL courses and either English 9 or 10.
●RMHS students will demonstrate mastery in English 9 and 10, or equivalent or higher, as determined by the
building Principal or designee, through at least one of the following:
○Passing the course with a 60% or higher.
○Passing the final assessment for the course with a 60% or higher.
○Passing a capstone or portfolio project for the specified course with a 60% or higher.
Mathematics:
·For mathematics, the student must: (i) satisfactorily complete coursework in the equivalent of one year of
both Algebra I and Geometry; or (ii) satisfactorily complete coursework in the equivalent of one year of both
Integrated Math I and Integrated Math II. List the local course offerings that your district will certify as meeting the
Competency Determination coursework requirement in this content area.
·Review the skills, competencies, and knowledge that a student must demonstrate mastery of as identified in
the relevant Massachusetts curriculum frameworks. Describe how a student will show mastery in mathematics.
●Students at RMHS will meet the Competency Determination for math by successfully completing
coursework aligned with the Massachusetts Curriculum Frameworks that cover the content of the following
courses or higher:
○ Algebra 1 and Geometry, or equivalent or higher, as determined by the building Principal or
designee.
■Courses include, but are not limited to, Algebra I and Geometry, at the College Preparatory
and Honors levels.
●RMHS students will demonstrate mastery in Algebra 1 and Geometry Algebra 1 and Geometry, or
equivalent or higher, as determined by the building Principal or designee, through at least one of the
following:
○Passing the course with a 60% or higher.
○Passing the final assessment for the course with a 60% or higher.
○Passing a capstone or portfolio project for the specified course with a 60% or higher.
Science:
·For science, the student must: (i) satisfactorily complete coursework in the equivalent of one year of
Biology; or (ii) satisfactorily complete coursework in the equivalent of one year of Physics; or (iii) satisfactorily
complete coursework in the equivalent of one year of Chemistry; or (iv) satisfactorily complete coursework in the
equivalent of one year of a Technology/Engineering course. List the local course offerings that your district will
certify as meeting the Competency Determination coursework requirement in this content area.
·Review the skills, competencies, and knowledge that a student must demonstrate mastery of as identified in
the relevant Massachusetts curriculum frameworks. Describe how a student will show mastery in science.
●Students at RMHS will meet the Competency Determination for science by successfully completing
coursework aligned with the Massachusetts Curriculum Frameworks that cover the content of the following
courses or higher:
○At least one Life/Physical/Applied Science: Biology, Chemistry or Physics, at the College
Preparatory, Honors or Advanced Placement levels. Nomenclature at RMHS for these courses is:
Biology, Chemistry, Conceptual Physics, Introduction to Physics and Physics.
●RMHS students will demonstrate mastery in Biology, Chemistry, Conceptual Physics, Introduction to
Physics or Physics, or equivalent or higher, as determined by the building Principal or designee, through at
least one of the following:
○Passing the course with a 60% or higher.
○Passing the final assessment for the course with a 60% or higher.
○Passing a capstone or portfolio project for the specified course with a 60% or higher.
U.S. History:
· Beginning with the graduating class of 2027, the student must satisfactorily complete coursework in the
equivalent of a one-year U.S. History course. List the local course offerings that your district will certify as meeting
the Competency Determination coursework requirement in this content area.
·Review the skills, competencies, and knowledge that a student must demonstrate mastery of as identified in
the relevant Massachusetts curriculum frameworks. Describe how a student will show mastery in U.S. History
(beginning with the graduating class of 2027).
●Students at RMHS will meet the Competency Determination for U.S. History (social sciences) by
successfully completing coursework aligned with the Massachusetts Curriculum Frameworks that cover the
content of the following courses or higher:
○At least one year, or equivalent to one year, of U.S. History. at the College Preparatory, Honors or
Advanced Placement levels. Nomenclature for these courses are History 9, History 10 at RMHS.
●RMHS students will demonstrate mastery in History 9 or History 10, or equivalent or higher, as determined
by the building Principal or designee, through at least one of the following:
○Passing the course with a 60% or higher.
○Passing the final assessment for the course with a 60% or higher.
○Passing a capstone or portfolio project for the specified course with a 60% or higher.
Section 2: Additional Requirements
In this section, you will:
·List any other requirements of your Competency Determination policy in addition to those outlined in
Section 1.
Submission Questions
In addition to the coursework and mastery requirements outlined in the previous section, please describe any other
requirements of your district's Competency Determination policy (learning experiences, coursework, etc.).
None.
Section 3: Additional Considerations
In this section, you will:
·Provide additional information on the implementation of your Competency Determination policy for specific
student groups including students with disabilities, English learners, and late-enrolling students.
Submission Questions
Students with Disabilities: Describe how your district provides students with disabilities, including Massachusetts
students receiving a publicly funded education in an out-of-district day or residential school, equal opportunity to
meet the CD requirements, including any specialized supports, modifications, or alternative demonstration methods
used as part of the policy.
●Considerations for Out-of-District Placed Students
○For students who are placed in an out-of-district school by the school district, RMHS will accept
equivalent coursework completed at the out-of-district schools, following RMHS practices for credit
transfer and course alignment.
●Considerations for Students With Disabilities (SWD) attending RMHS
○All SWD attending RMHS will be provided supports to meet their specific special education needs,
while taking the aforementioned courses to meet CD requirements in English, math, science and
U.S. History. The expectation is that all SWD that are seeking a high school diploma and therefore
demonstrating competency, will successfully complete the courses required to demonstrate
competency in English, math, science and U.S. History.
English Learners:
·Describe how your district provides English learners equal opportunity to meet the CD requirements,
including any specialized supports or considerations.
·If your district indicated in Section 1 that certain ESL courses meet the ELA coursework requirement of the
CD, describe how you will determine which students this may apply to and how grade-appropriate ELA standards
are integrated into the ESL courses that you certify as meeting the requirement.
●Consideration for students taking English as a Second Language (ESL) courses
○English Learners (ELs), a.k.a. Multi-Lingual Learners (MLs), that successfully complete Beginner
ESL, ESL Literacy and / or Intermediate ESL courses will be given credit for meeting CD
requirements for English. These courses are considered equivalent to English 9 and English 10
offered at RMHS. ESL students may also meet the CD requirement for English by successfully
completing a combination of the aforementioned ESL courses and either English 9 or 10.
Late-Enrolling Students: Describe how your district will evaluate eligibility for the Competency Determination
among late-enrolling students, including the use of transcript reviews, course-taking opportunities, or in limited
cases qualifying MCAS score-exception. In your response, explain how your policy ensures compliance with state
requirements related to equivalent course length, relevant coursework, and demonstration of mastery.
●Considerations for Transfer Students
○RMHS will accept equivalent coursework completed at prior schools, following RMHS practices for
credit transfer and course alignment.
Section 4: Appeals Process
In this section, you will:
·Explain your district’s appeals process.
Submission Questions
Describe the process through which a student or parent/guardian may appeal to the district a district’s determination
that a student has or has not the requirements of the Competency Determination. Include timelines, responsible
personnel, and how decisions are communicated.
●If a student has not met their CD requirements they, or their parent / guardian, may submit an appeal to the
building Principal before February 15 of their senior year.
●To submit an appeal the student and / or parent / guardian must communicate in writing to the building
principal requesting a review of their records to reevaluate if there was an error in determining whether the
student met the CD requirement.
Section 5: Diploma Request Process for Previously Enrolled Students
In this section, you will:
·Explain your district’s process for reviewing requests from previously enrolled students who may be eligible
for a diploma
Submission Questions
Describe the process through which an eligible student (see eligibility requirements in Appendix B) in the classes of
2003 through 2024 who did not earn a diploma as a result of failing to meet the state’s CD requirement has the
opportunity to determine their current eligibility for a diploma pursuant to the district's CD requirements. Include
timelines, responsible personnel, and how decisions are communicated.
●RMHS will review records of non-graduates between the years of 2003 and 2024 and review the transcripts
of those students that were awarded a certificate of completion or attainment, due to not passing one or
more MCAS. If a student meeting this criteria can be awarded a CD, based on the approved RMHS policy,
they will be awarded a diploma for the current graduation year. Every effort will be made to contact the
student and / or parent / caregivers and locate a current address for those students that can be awarded
diplomas using the new CD requirements.
●RMHS will carry out this work between September 2, 2025 and June 30, 2026.
○Records from 2003 to 2024 will be reviewed for students meeting the above description between
September 2, 2025 and October 31, 2025.
○Diplomas for qualifying students will be ordered in November 2025.
○Students awarded diplomas will be contacted and offered to come in to pick up the document or to
have it mailed to their current address.
○Those responsible for carrying out this work will be designated by the building Principal.
Section 6: Certifications
In this section, you will:
·Complete several certifications regarding the approval and posting of your Competency Determination
policy.
Submission Questions
Certify that the policy has been approved by the governing board of the district
Certify that the policy has been shared with all students, families/guardians, and district stakeholders
Certify that the policy has been made publicly available in multiple languages
Provide the URL where your policy is posted on your website
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Shawn Brandt Chair
Carla Nazzaro Vice-Chair
Lara Durgavich
Erin Gaffen
Sarah McLaughlin
Thomas Wise
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Shawn Brandt, Reading School Committee Chair
DATE: September 30, 2025
TOPIC: Discuss and Approve Proclamation of Special Education Parent Advisory Council (SEPAC) Awareness
Month (A)
At our meeting on October 2nd, we will discuss how we may recognize November as SEPAC Awareness Month,
including by issuing a proclamation asking the Select Board to formally adopt the month of awareness on behalf
of the town. A draft proclamation, which we would issue to the Select Board and could then be modified for
them to adopt, follows this memo.
Whether or not the Select Board ultimately accepts our request, we will also discuss opportunities for the
district and the School Committee to use our communication channels, including our social media presence, to
promote SEPAC Awareness Month and help promote the visibility of the Reading SEPAC.
Whereas, the year 2025 marks the 39th anniversary of the Massachusetts Law requiring the
establishment of a Special Education Parent Advisory Council (SEPAC) by school committees
of each city, town, or school district; and
Whereas, the Massachusetts Department of Elementary and Secondary Education advised
Special Education Directors that consultation with SEPAC leadership is an essential element of
developing and improving systems for the provision of services; and
Whereas, the Reading SEPAC is charged with advising the School Committee on the education
and safety of students with disabilities, and regularly meets with school officials to participate in
the planning, development, and evaluation of the school committee’s special education programs
under Massachusetts General Laws, Part I, Title XII, Chapter 71B, Section 3; and
Whereas, the Reading SEPAC is self-governing and parent-led: they established bylaws
regarding officers and operational procedures and govern themselves pursuant to those bylaws;
and
Whereas, in the course of their duties, the Reading SEPAC receives assistance from the School
Committee, without charge and subject to the availability of staff and resources; and
Whereas, the Reading School District conducts, in cooperation with the Reading SEPAC, at least
one workshop annually, on the rights of students and their parents and guardians under state and
federal special education laws; and
Whereas, the Reading SEPAC works toward greater understanding of, respect for, and support of
all children with special needs in the community, promotes a network of parents of children with
special needs, and provides a forum to share information; and
Whereas, a collaborative working relationship exists between the Reading SEPAC and the
Reading School District and Reading School Committee to enhance the quality of special
education services provided to students with disabilities, special education policies, and parent
and teacher training needs; and
Whereas, the Reading SEPAC promotes communication and sharing of information between
SEPAC members, local, state, and national organizations, councils, and groups, as well as within
the community to encourage understanding, acceptance, and inclusion of students with special
needs; and
Whereas, the Reading SEPAC provides informational workshops to parents, educators, students,
and professionals; and
Whereas, the Reading SEPAC is made of parents, guardians, and other volunteers who give of
their already limited time and resources to advocate for their students and individuals in the
community,
Now, therefore, we, the Reading School Committee, implore the Reading Select Board to
proclaim November 2025 to be,
SEPAC AWARENESS MONTH
And urge all residents of Reading to take cognizance of this event and participate fittingly in its
observance.
Old Business
Reading Public Schools
School Committee Meeting Packet
October 2, 2025
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: September 30, 2025
Re: Finalize and Approve Superintendent Goals (A)
During the August 22nd School Committee meeting, the draft Superintendent Goals for 2025–2027 were
presented for review and feedback. We are seeking approval of the Superintendent Goals as outlined below
and included in the packet.
Goal 1: It is important that these goals continue to center around student outcomes. This builds on the Goal
1 from 2023-2025 by incorporating these additional outcomes:
•MCAS district targets for the following demographic groups: high needs, MLL, students with disabilities,
and students of color
•Annual AP AP Exams taken, 3+ scores, and 4+ scores
•Expanded Innovation Pathway student enrollment
Goal 2: This goal is carried over from 2023-2025 as it was not fully met during this time frame yet remains a
top priority for our district improvement efforts.
Goal 3: This goal has been a focus area over the last several years in our district. It is important that this
remains at the center of our improvement efforts as principals, and leaders, are absolutely critical to
improving student outcomes. With a new data platform in place, there is a significant opportunity to expand
on the work that has been done to support leaders over the last few years around instructional leadership.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
READING PUBLIC SCHOOLS - SUPERINTENDENT GOALS JULY 2025 - JUNE 2027
Goal 1 (Student Learning Goal): Over the next two years, improve evidence of student
learning, engagement, and achievement as follows:
●By the end of the 2025-2026 school year, with data provided to the district in
September of 2026, meet 80% of DESE-determined MCAS achievement and growth
targets at school and district levels, including district targets for the following
demographic groups: high needs, MLL, students with disabilities, and students of
color.
●By the end of 2026-2027, using registration data for 2027-2028, increase the
planned participation rate in advanced coursework (AP and Dual-Enrollment) at
RMHS by 10% for all students and 15% for each DESE-identified subgroup.
●By the end of the 2026-2027 school year, improve annual AP Exams taken to 650,
3+ exams scored to 550, and 4+ exams scored to 400.
●By the end of 2026-2027, using registration data for 2027-2028, increase
enrollment in Innovation Pathways to 230 students with 80% continued
engagement from students initially enrolled.
Aligned to Initiatives 1.5, 1.6, 2.2, 2.3, 2.4, 2.5, and 4.1 in RPS District Strategic Plan, Aligned to
MA Superintendent Rubric 1A, 1B, 1C, 1F, 3A, 3D, and 4A
Key Actions
1.Key actions/activities towards this goal are outlined within the district strategic plan.
Benchmarks
2.Analysis of progress toward MCAS (2025-2026) and advanced coursework (2026-2027)
targets
Goal 2 (District Improvement Goal): Data: Develop data systems and practices to assess
progress towards targets in the district strategic plan and drive district/school
interventions and supports. Aligned to Initiatives 1.1, 1.2, 2.2, 2.5 in RPS District Strategic
Plan, Aligned to MA Superintendent Rubric 1C, 1E, 2C, 2D, 4D
Key Actions
1.Develop a central location for storing key student-level data (academic, social-emotional,
discipline, attendance, student demographics) that enables flow in from various sources
and organizes data for easy access and analysis by district and school leaders
2.Oversee bi-weekly district data team (comprised of central office leadership, directors,
and coordinators) that analyzes district and school data (academic, social-emotional,
discipline, attendance) and develops district and school level interventions/supports
3.Oversee bi-weekly District Leadership Team (comprised of central office leadership,
directors, coordinator, principals, and team chairs) meetings that center around data
analysis and action planning
4. Prioritize, empower, and support the creation of a centralized, documented, repeatable,
and executed process for conducting Early Literacy screenings, including the
post-screening data-driven analysis, best-practice research for instructional supports,
and family communication for students that register as “At Risk” on the screener in
alignment with newly enacted regulation 603 CMR 28.03(f)
5. Calibrate central office leaders on the process for collaborating and progress monitoring
of activities and goals outlined in action plans (data cycles)
6. Create structure for school leader/central office collaboration and progress monitoring of
school-level activities and goals outlined in action plans (data cycles)
7. Begin a process of developing a system to capture research and promising practice with
the goal of institutionalizing district, school, and classroom-level action plans,
interventions, and supports
Benchmarks
1. Presentation of the Early Literacy process, documentation, and communication plan to
the School Committee at the end of the 2025-2026 school year
2. Initial implementation of a central location for storing key student-level data by
September 1, 2025 and refined version (based on feedback from school/district leaders)
by June 1, 2026 (outcome)
3. Analysis of agendas, protocols, and resources with a focus on the connection to student
learning (process)
4. Analysis of statewide student growth measures, common assessment data, student work
samples, and teacher instructional practice (outcome)
5. Development of a first iteration of a process to continuously capture research and best
practice by June 1, 2026 and an expanded version by June 1, 2027
Goal 3 (Professional Practice Goal): Coaching, Developing, and Supporting Leaders.
Continue implementation of a district strategy for coaching, supporting, and developing
leadership talent, including a clear focus on data-driven improvement. Aligned to Initiative
2.5 in RPS District Strategic Plan, Aligned to MA Superintendent Rubric 1B, 1E, 2B, and 4D
Key Actions
1. Implement structures that reflect best practices for coaching, supporting, and developing
leaders that align with the Reading context.
2. Onboard school leaders with goals, rationale, and structures for district approach in
coaching, supporting, and developing principal talent
3. Select focus area(s) for principal leadership (data-driven improvement) and align
professional development, resources, and support to that focus area.
4. Develop and oversee bi-weekly district data team meetings to support school leader
improvements, interventions, and action plans
5. Consistently monitor progress and effectiveness to drive adjustments in strategy or
approach
6.Oversee structure to provide coaching, support, and development for district assistant
principals, team chairs, and aspiring school/district leaders/
Benchmarks
1.Analysis of agendas, protocols, and resources with a focus on the connection to student
learning (process)
2.Formative feedback through ongoing principal surveys addressing the impact of strategy
on student learning (process)
3.Interviews with principals addressing the impact of strategy on student learning (process)
4.Analysis of statewide student growth measures, common assessment data, student work
samples, and teacher instructional practice (outcome)
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Shawn Brandt Chair
Carla Nazzaro Vice-Chair
Lara Durgavich
Erin Gaffen
Sarah McLaughlin
Thomas Wise
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Shawn Brandt, Reading School Committee Chair
DATE: September 30, 2025
TOPIC: Discuss and Approve Focus Indicators for Superintendent Goals (A)
At our meeting on October 2nd, in addition to considering and approving Dr. Milaschewski’s goals for the next
review period, we will discuss which focus indicators we will adopt to drive that review process.
The DESE guidance for superintendent evaluations is available here:
https://www.doe.mass.edu/edeval/model/evaluating-superintendents.pdf
On pages 34-37 of that document are the focus indicators. DESE advises that districts adopt 1-2 focus indicators
per standard and a total of 6-8, with an emphasis on those that are most aligned with the superintendent’s
goals. We have opted at times to utilize all focus indicators for evaluation. It is ultimately the Committee’s
decision.
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Shawn Brandt Chair
Carla Nazzaro Vice-Chair
Lara Durgavich
Erin Gaffen
Sarah McLaughlin
Thomas Wise
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Shawn Brandt, Reading School Committee Chair
DATE: September 30, 2025
TOPIC: Forest Montessori School – Follow up Discussion
Following this memo, you will find the latest information provided to me by the Mulberry Forest School. As you
may already know, they are now operating at Camp Rice Moody, and still interested in pursuing the School
Committee’s approval of their program. I am including the latest correspondence so that we may determine
whether Committee members have any additional questions or require clarification of any of the information
they have provided. While I don’t expect a full discussion, it would be helpful to take the pulse of the Committee
so that Carla and I can productively engage with their leadership and determine the appropriate path forward.
3.Mulberry Forest Montessori Board member James McGovern is a respected educator and a retired public
school teacher who served three decades in programs across the state, including 18 years at BPS (two in East
Boston), and subsequently Lexington and Rockport. He was a founding teacher at the BPS lottery school
Mission Hill School in Boston which he joined in 1998, created by renowned education reformer Deborah
Meier, who is also the first educator to receive a MacArthur “genius” Fellowship. Deborah Meier retired in 2004,
and a new leadership team took over. James took a medical leave and quit shortly thereafter in 2015. James
learned about the issues that led to the school’s ultimate closure in 2022 in the newspaper like the rest of us.
He does not know the children involved, nor does he know the details of any allegations against any of his
former colleagues. You can read Dr. Meier’s statement on the closing of Mission Hill, and a 2023 peer reviewed
article in the journal Schools by Meier and her team which details the school’s timeline.
For further reference, The Mission Hill School was widely lauded and featured in multiple documentaries,
books and educational articles about education reform. The school was moved to a controversial new location
in 2012, serving a different demographic in a [http://ann.marie.faust@gmail.com,
lindseymcgovern777@gmail.com, csswmass@gmail.com, garza8543@gmail.com, naila.s.jirmanus@gmail.com,
mary.jirmanus@gmail.com, tareq.rantisi@gmail.com, jamesmcgovern13@gmail.com,
ngevangelatos@gmail.com]building unsuited to its structure despite protests from its community, and was
impacted by the death of prominent allies like Harvard professor Vito Perrone and Ted Sizer. While like other
founding teachers, James persisted after Deborah’s retirement for several years despite the new leadership,
and above mentioned challenges, out of commitment to his students, his love for teaching, and his belief in
the school’s original vision and open and democratic practice. It was a very hard and painful decision which
continues to sadden him because he had given so much of his life to the job, the children and the school
community.
4.As a Forest Montessori program, we blend a variety of pedagogies and approaches. We are doing something
very new and of which there are only a handful of examples in the US, and we are excited to be on the cutting
edge of education. Also, with veteran educators on our board, as an emerging Wildflower Network school, a
rigorous and well-respected network of microschools founded at the MIT Media Lab, we are fully aware of the
importance of teacher training. Wildflower, with their high standards, allows member schools to join as long as
their teacher leaders are trained or in training. We are working with all stakeholders to develop Montessori
specific training for all of our qualified educators. They will also continue to be supported by professional
development from our skilled board members and other outside professional development opportunities within
and beyond the Wildflower network.
As a related reference, many private and charter schools hire teachers right out of College and with no
additional training. Public Schools also may hire teachers while they are pursuing teacher credentialing with a
waiver and certain stipulations around supervision and when they will complete their certification.
5.We are simultaneously concurrently pursuing EEC licensing for our primary (i.e. preschool) classroom, as
previously mentioned.
If the School Committee has further questions, please let us know.
Warm regards,
Mary
On Fri, Aug 29, 2025 at 10:38 AM Brandt, Shawn <Shawn.Brandt@reading.k12.ma.us> wrote:
Mary,
I wanted to follow up from last week's meeting with a note summarizing the concerns that I think are primary for our
members. As I understand it based on our discussion last week, there are at least three key issues that appear to be non-
starters for one or more members of the committee:
The building not currently having an appropriate Certificate of Occupancy that will allow your program to begin
operating. This seems like a foundational requirement and the Committee clearly is concerned about the safety and
appropriateness of the physical plant until that is resolved.
Clarity regarding and confidence in the qualifications of the individuals who will be with the children all day, every day.
We heard a lot about the extensive backgrounds of some of the board members and some of the staff, but there
seemed to be confusion and concern about the appropriateness of certifications / qualifications of other members,
expectations for staff that have not yet been identified, the status of "in-flight" certifications, etc.
A number of cases where there appeared to be confusion about, and potentially misleading statements about issues
including the backgrounds of certain associated individuals, the non-profit structure and status, etc. Publicly available
records and documents appear to contradict what we heard during the meeting.
If the team wants to review the concerns in more detail, I'd encourage you to rewatch the discussion, which is available on
youtube: https://www.youtube.com/watch?v=6jUKQOOhnXg&t=6014s
We don't have a particular set of guidelines to determine when your team should return to the SC, but I'd suggest that a
meeting with Vice Chair Carla Nazzaro and I when you feel you're ready would be a good first step. That would allow us to
ensure that any follow up appearance before the School Committee will be productive and additive.
Please let me know if you have any questions.
Thanks,
Shawn Brandt
Chair, Reading School Committee
Correspondence
Reading Public Schools
School Committee Meeting Packet
October 2, 2025
Our meeting last week was as a step in improving the partnership between RPWC and our
schools and I will be meeting with Giulana and Tara again on Friday to dive deeper into
future planning. I am sure that they will keep you informed as these conversations move
forward. As always, I’d be happy to find a time to meet individually if that would be helpful.
Best,
Tom
Hi Giuliana,
I appreciate you reaching out to loop me in on this.
I know that everyone on this thread – including our School Committee and our Facilities
Department – deeply care about the youth in our community and want them to have an
excellent experience in all programs, teams, and activities. We recognize that a strong
partnership between RPWC and our schools is critically important to make this happen. On
a related note, we have a ton of respect for how RPWC has grown over the last several
years and become one of the most competitive programs in the region. This is incredibly
exciting for our community and most importantly, for our young student athletes.
We would welcome the opportunity for a formal meeting as you request. We are eager to
address the concerns you outline and to ensure we are all on the same page with the plans
for the rest of this season and beyond. Please let me know some upcoming days/times that
could work for you and I will make sure that our Facilities team and I are available.
Thanks in advance,
Tom Milaschewski, RPS Superintendent
From: Lauren Silva <lauren.silva1211@gmail.com>
Sent: Thursday, September 11, 2025 12:55 PM
To: Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>
Cc: DG School Committee <SchoolCommittee@reading.k12.ma.us>; Cheer Director RPW
<rpwcheerdirector@gmail.com>
Subject: Pop Warner cheer program concern
CAUTION: This email originated from outside of Reading Public Schools. Do not
click links or open attachments unless you recognize the sender email address
and know the content is safe.
Hi Tom and staff,
I hope all is well. I am writing with a concern I have regarding our incredible Pop
Warner Cheer organization in Reading. For context, we have a 5th grader who’s on
the Pee Wee team and it’s our third year in the program. From age three, we tried
every sport and activity imaginable and nothing would stick with her. When she was
in second grade she asked to cheer several times so I looked into it and decided to
sign her up in third grade. The moment she stepped on the mat, it sparked a love
and passion for this sport that we never knew she could have. I asked her what she
loves most about it and she told me she loves being part of her team and having a
special role. She loves that her team mates count on her to be there every practice
and work together with their stunt groups and as a whole with their routine. She
knows that if she isn’t there, the stunts don’t happen. This makes her feel important-
she loves the accountability and serving a purpose on her team. Because of this,
we’ve seen her confidence and self esteem grow incredibly through this program
and we can’t imagine a world without it. Her team friendships and the guidance of
her incredible coaches have been nothing short of amazing. Going to competitions
and showing off all her team’s hard work have been some of our happiest moments
as a family. I could go on and on, but cheer is not only everything to Lily, but to our
family as well.
It’s come to our attention that we are having ongoing space restraints and it’s
severely affecting our program. Since August, our amazing Director has been
working around the clock to get us safe practice locations and often times there are
many changes to practice schedules (time, date and lotion) last minute which is
disrupting as the girls are working hard and showing up and doing their part. The
blood, sweat and tears our staff and athletes have put into this program is incredible
and inspiring. With so many of our Reading teams qualifying for Nationals last year it
shows the talent and dedication these young athletes and coaches have within this
sport.
My wish is that securing proper practice space and is easy and fair moving forward
and that we can come up with a solution so that this incredible program can keep
running. I am asking that you kindly keep in mind the many families like mine who
have girls in this program who would be heart broken and devastated if Pop Warner
were to be taken away from them simply due to space restraints. Reading Pop
Warner has changed my daughter’s life and means everything to her. Thank you so
much for taking the time to read my email and we are looking forward to a positive
outcome.
Warmly,
Lauren Silva
<SchoolCommittee@reading.k12.ma.us>; rpwcheerdirector@gmail.com
Subject: Pop Warner cheer
CAUTION: This email originated from outside of Reading Public Schools. Do not click
links or open attachments unless you recognize the sender email address and know the
content is safe.
Good Morning,
I am writing to you because it’s come to my attention that the Reading Pop Warner cheer
program is in jeopardy due to on going space constraints. This program has been meticulously
run since my daughter started three years ago and it would be a shame to us and many families
if we were unable to have this program in our community. Reading Pop Warner is a competitive
sport just like any other in this town and deserves to be treated as such. This program has
made an incredible impact on my daughter and her teammates and has created life long
friendships and a passion for this sport. One of the things we love about our town is its
inclusivity and fairness to all sports but this season our cheerleaders have been forced to
relocate their practices last minute due to the ongoing space restraints and that doesn’t feel
inclusive or fair. They are showing up and doing their part and we hope the town will do their
part in return. We are kindly asking that Pop Warner be treated with the fairness it deserves so
that the program continue to grow and thrive.
Thank you for your time,
Ed Silva
Hi Kayla,
Thanks so much for your email. I am including a note below that I just shared with Giuliana. Our
facilities team and I are planning to meet with her, Tara, and possibly others from the program later this
week to address recent concerns, including what you outline below, and to come up with a plan for
moving forward. I have a great deal of respect and appreciation for the program you’ve built and the
impact you’re making on our community. I am happy to connect individually with you following this group
meeting if you’d like.
We look forward to this meeting as a step in improving the partnership between RPWC and our schools.
Best,
Tom
Hi Giuliana,
I appreciate you reaching out to loop me in on this.
I know that everyone on this thread – including our School Committee and our Facilities Department –
deeply care about the youth in our community and want them to have an excellent experience in all
programs, teams, and activities. We recognize that a strong partnership between RPWC and our
schools is critically important to make this happen. On a related note, we have a ton of respect for how
RPWC has grown over the last several years and become one of the most competitive programs in the
region. This is incredibly exciting for our community and most importantly, for our young student
athletes.
We would welcome the opportunity for a formal meeting as you request. We are eager to address the
concerns you outline and to ensure we are all on the same page with the plans for the rest of this season
and beyond. Please let me know some upcoming days/times that could work for you and I will make
sure that our Facilities team and I are available.
Thanks in advance,
Tom Milaschewski, RPS Superintendent
From: Kayla Cail <Kayla.Cail@aew.com>
Sent: Monday, September 8, 2025 1:36 PM
To: Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>; DG School Committee
<SchoolCommittee@reading.k12.ma.us>
Subject: Reading Pop Warner Cheer
CAUTION: This email originated from outside of Reading Public Schools. Do not click
links or open attachments unless you recognize the sender email address and know the
content is safe.
Good afternoon,
I’m writing as a concerned parent of two Reading Pop Warner cheerleaders regarding the incident
yesterday involving the gym space our team had reserved. It is simply unacceptable that our young
athletes were left waiting outside in the pouring rain for nearly two hours due to a miscommunication
regarding access to the facility. Our team had booked and paid for that space in advance, and the lack of
communication or contingency planning was deeply disappointing.
Reading Pop Warner Cheer is a nationally competitive and winning program — one built entirely through
the dedication of its volunteer staff and coaches. These individuals work tirelessly to support our athletes
and the broader community, often with limited resources and even less recognition. Gym space is
already incredibly difficult to secure, and this incident highlights a broader issue: our program is not
receiving the level of support and coordination it deserves.
The program has grown immensely year after year, and it’s disheartening to feel that the future of this
incredible program may be in jeopardy simply because we do not receive adequate support from the
Town and Reading Public Schools in securing practice space. It’s unimaginable that we are not being
supported in our efforts to provide young athletes with a safe space, a positive environment, team and
relationship building, mentorship, confidence boosting and so many other vital opportunities this program
contributes to our children. Why don’t you as a town and school committee value this?
We strongly urge you to take this matter seriously. There must be a better system in place to prevent this
kind of situation in the future and allow our teams the practice space and support when they need it —
both for the safety and well-being of our athletes, and out of respect for the efforts of the coaches and
families who make this program possible.
Sincerely,
Kayla Cail
Parent, Reading Pop Warner Cheer
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If not, is the resurfacing of the RISE at RMHS playground - completed in August - the full
extent of the planned playground renovation?
Warmly,
Liz
--
Liz Leahy, Esq.
Reading, MA 01867
--
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On Sep 11, 2025, at 09:52, Milaschewski, Thomas
<Thomas.Milaschewski@reading.k12.ma.us> wrote:
Hi Ashley,
Thanks for reaching out. I know that Principal Schwartz sent the message out as soon as
she was made aware about the police cruiser presence stemming from a winning raffle. I
am appreciative that she acted quickly to get this information out before the arrival of most
students and families. Could you share some more context on what additional
messaging/policy modification you think would be appropriate? We weren’t planning to
send any follow up information but we are open to hearing your thoughts or concerns. We
always want to make sure we can get timely and accurate information to the community.
Thanks in advance,
Tom
From: A G <iqsocial@gmail.com>
Sent: Thursday, September 11, 2025 9:37 AM
To: Finigan, Lisa <Lisa.Finigan@reading.k12.ma.us>; Schwartz, Nicole
<Nicole.Schwartz@reading.k12.ma.us>; Milaschewski, Thomas
<Thomas.Milaschewski@reading.k12.ma.us>; DG School Committee
<SchoolCommittee@reading.k12.ma.us>
Subject: Re: Today's Morning Arrival
CAUTION: This email originated from outside of Reading Public Schools. Do not
click links or open attachments unless you recognize the sender email address
and know the content is safe.
Good morning,
Just wanted to pass along that this caused concern from people around Wood End
this morning. Maybe a more public announcement from either the PD or school or
both?
As a moderator for the main town facebook group, it’s not unusual these days for
incomplete information to be published whenever any major incident happens at one
of the schools. Perhaps the policy should be looked at?
Thanks,
Ashley
On Sep 11, 2025, at 07:52, Lisa Finigan <messenger@plusportals.com>
wrote:
We were just informed that a student will be arriving to school in a police
cruiser today for a raffle they won. There is no emergency in the event
you see emergency lights at arrival.
<~WRD0000.jpg>
Appendix
Reading Public Schools
School Committee Meeting Packet
October 2, 2025
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: September 30, 2025
RE: Collaborative Executive Director Reports
Please find in the appendix recent Collaborative Executive Director reports from meetings Dr.
Milaschewski has attended as a board member.
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
NEC Executive Director Report September 2025
My son Lukas attends the Kevin O’Grady School and my oldest son Ryan attended Northshore
Academy Lower and Upper Schools, before returning to a less restrictive placement in
Swampscott. Ryan graduated from Swampscott High last Friday! I have nothing but love for the
programs at the Northshore Education Consortium. They prepared Ryan really well!!
-Amie Erkamp
Programmatic Updates:
326 students were enrolled in ESY programs this summer. It was a very successful program, as evidenced
by a high level of student engagement with a wide range of enrichment, academic, and social-emotional
offerings.
Over the summer, all of our Principals were retrained in best practices for utilizing the Educator
Evaluation system. Attorney Colby Brunt reviewed our contractual obligations, and how to better
enforce high standards for our staff by proper utilization of the tools we are already using. We are
starting the school year with all of our forms updated in Vector Solutions, and a recommitment to using
this important process in the most effective manner.
The school year is off to an excellent start. Our orientation was filled with positive energy, and a true
sense of comradery and accomplishment given the approved collective bargaining agreement. The
newly elected union leaders joined me on stage during our staff orientation for a very positive
presentation about the new contract, and the way in which the entire process exemplified our core
values of teamwork, respect and collaboration.
We also had an excellent and inspiring guest speaker, Maria Milagros, who spoke on the importance of
the work we do in education, and the power that educators have to change lives.
In the first six days of school I visited all programs and many classrooms. I saw consistent example of
positive engagement. I got to see a multi-sensory science experiment in a classroom for students with
severe disabilities, preschoolers playing dress-up, elementary school students writing about goals and
aspirations,and high school students engaged in vocational shops, academics, and clinical groups. I was
greeted by a student using his “talker”, and served coffee by a young adult with developmental
disabilities.
New Curriculum Initiatives and Related Professional Development:
As you may recall, we received a five-year grant of $70,000 per year from the Tower Foundation for
general operating support. This is year two. Although we have committed to keeping some of these
funds in reserve, we are using some of this money to pursue a variety of new curriculum initiatives for
the 2025-2026 school year. At the Kevin O’Grady School, we will be implementing TeachTown, a high
quality curriculum for learners with moderate to severe needs. We have purchased a package that
includes subscriptions for 100 students, comprehensive teacher training, and supporting classroom
materials.
In our Moderate Disabilities/ Therapeutic Programs, educators will be engaging in professional
development on Project Based Learning and on Executive Functioning. This will enable them to continue
to work toward shared goals around engaging diverse learners and modifying/differentiating curriculum.
In addition, the Lower School will be continuing its work with the Appleseeds curriculum for early
literacy (funded through a DESE grant) and the Upper School will be implementing Lexia learning to
better assess and address the needs of high school students who are reading below grade level.
We will continue to use grant funding from a DPH grant and from the Van Otterloo Family Foundation to
send educators for more advanced training in Collaborative Problem Solving and Trauma Informed
Learning.
Finally, we have signed up to participate in the STOP Grant through Sandy Hook Promise and the Office
of the Attorney General. This will provide our high school students with training related to violence
prevention.
Business, Finance, and Infrastructure:
While ESY was in session, a lot of work was taking place behind the scenes in the business office.
As you know, we continued to bargain throughout the summer, reaching an MOA in August which was
ratified and approved prior to our August 25th Opening Day. The process was calm, professional, and
solution-focused, and we succeeded in negotiating a generous contract which is competitive in the
region and will enable NEC to attract and retain the highest quality staff. Thanks to the Board Members
on the bargaining team, as well as to Lynsey Page for representing the Program Leadership, and Larry
Fleming for doing a tremendous amount of preparation and overseeing all of the financials. Larry and
our HR Director worked incredibly hard to implement all of the new provisions before the first payroll!
The final commissioning phase of the HVAC project at 112 Sohier Road continued throughout the
summer with ongoing adjustments to the control systems, and the installation of new electric
transformers in August. This has required more oversight that it should have from our CFO and Director
of Facilities. We are addressing these concerns with the APM and GC before the final payments are
made, but in general, the project is nearly completed and the systems are operational.
In addition to the DESE grants referenced above, and the unrestricted Tower Foundation grant, Friends of
NEC, raised over $400,000 in other grants and other philanthropic donations. This money supported
many technology purchases as well as funding for student enrichment activities and professional
development. A full list of grants, as well as our 50th Anniversary Sponsors is included in your folder.
Regional Initiatives:
In response to requests from member districts, we are implementing a new regional transportation
contract. Nine districts are participating. This is a 10 million dollar contract, involving 227 vehicles, 166
drivers and monitors, and transporting 260 students to 52 different schools. Our contracted vendor has
had some challenges "ramping up" their infrastructure to meet the needs of this contract which has
resulted in some delays and frustrations. Nicks is committed to addressing these issues and continuing
to improve quality, consolidate routes, and lower cost. Larry Fleming and our new Transportation
Manager, Rob Cameron have been working closely with the staff at Nick's, with a clear focus on 1) Safety
and Compliance first, 2) Getting students to school safely and on time, 3) Consolidating routes for cost
savings over time.
In July I lead a half-day seminar for elementary school principals, in collaboration with school leaders
from Salem, Lynn, and Tri-Town. 15 principals from 6 member districts participated and engaged in
thoughtful discussion about the challenges of including all learners and implementing Tier 1
interventions. There will be four zoom-based follow up sessions during which principals will be able to
share their progress toward goals set at the end of the seminar, and provide one another with collegial
support.
In my role as MOEC president I continue to work on statewide issues. Most notably, we were at the table
for public commentary regarding the new time-out legislation. Although the final version approved by
the Board of Education did not include everything that we advocated for, I believe that our voices helped
to modify the legislation and mitigate the potential unintended negative outcomes. Through MOEC, I
have been in a variety of conversations regarding the pipelines for special education staff. This fall, we
are piloting a new masters program through Bridgwater State that will enable collaborative special
educators to remain in their paid positions while pursuing their licensure. Two NEC teachers have
enrolled in this program.
Other:
This year we will be having our six-year DESE Program Review, and have begun preparation for the
document submissions. DESE will be looking at compliance in our approved special education programs.
In addition, we will be undergoing a new DESE Financial and Governance Review. We will review this
process later in our meeting today.
92 Montvale Avenue, Suite 3500, Stoneham, MA 02180 ~ p. 781-279-1361 ~ f. 781-279-0292 www.seemcollaborative.org
Executive Directors Report 9/16/25
1.DESE/MOEC
a.A reminder that all Board members must be appointed annually by respective school committees.
b.See attached checklist for an overview of Board Responsibilities
2.District Based Services
a.This year we will continue to work to support districts efforts to reduce special education referrals and
out of district placements by realigning and strengthening SEEM’s capacity to deliver Tier 1 (universal),
Tier 2 (targeted), and Tier 3 (intensive) professional development, coaching, program assessments,
and specifically support to district based subseparate programs. We are currently reviewing and
conducting needs assessments with district stakeholders and meeting with potential consultants who
specialize in the areas of need. This goal continues to anchor our leadership work this year, ensuring that
professional learning and consultation offered by SEEM remain both responsive to district needs and
aligned with best practices in inclusive education.
b.Curriculum Leaders’ First Meeting Summary: Our first convening of curriculum leaders focused on
collaborative planning and policy development across districts. Key discussion areas included:
●Competency Determination Policy Development
District leaders shared current approaches and began exploring opportunities to coordinate
policies to promote consistency and equity across member districts.
●Planning for Next Year’s NPEN (SY26/27)
The group reviewed priorities for next year’s Northeast Professional Educators Network (NPEN)
gathering, identifying themes and potential contributions from SEEM.
●Title III and Curriculum Review Processes
Leaders examined how Title III resources can support multilingual learners more effectively.
They also discussed the need for structured curriculum review processes and considered
potential consultants to guide this work.
3.SEEM Programs:
MyCAP Rollout : A major programmatic focus this year is the implementation of MyCAP (My Career and
Academic Plan) within SEEM Programs, beginning with SEEM Prep and Campus Academy in year one. The rollout
aims to:
●Provide students with structured opportunities to explore career and academic pathways.
●Foster student voice and agency in goal-setting, planning, and reflection.
●Integrate MyCAP into existing instructional practices so it becomes a seamless part of the
educational experience.
Initial planning has centered on ensuring that MyCAP implementation is inclusive and equitable, with
attention to culturally responsive practices and differentiated support for diverse learners. As the rollout
92 Montvale Avenue, Suite 3500, Stoneham, MA 02180 ~ p. 781-279-1361 ~ f. 781-279-0292 www.seemcollaborative.org
continues, SEEM will gather feedback from educators and students, track implementation fidelity, and
assess its impact on student engagement and readiness for postsecondary pathways.
4. Transition to ICHRA Health Insurance Model
October is our open enrollment and this year, in order to prevent a 28% premium increase, SEEM will transition
from our traditional group health plan to a new Individual Coverage Health Reimbursement Arrangement
(ICHRA) plan, designed to offer greater flexibility and cost control for both employees and the organization.
Key Features of the New ICHRA Plan:
● Individual Coverage Model: Unlike the traditional group health plan, the ICHRA allows employees to
select their own individual health insurance plans from the marketplace, tailored to their specific needs.
● Variable Claims Funding: The plan incorporates variable funding of claims, enabling more efficient cost
management while maintaining quality coverage.
● Premium Rate Maximum Protection: Employees will benefit from a premium rate cap, ensuring
protection against excessive premium costs.
● Employer Contribution: The employer will contribute up to 70% of the total expenses for the plan’s
components, helping to offset costs while maintaining affordability for employees. SEEM Collaborative
will contribute 70% of the cost, up to a limit equal to 70% of the highest-priced benchmark plan available
from SEEM Collaborative for (Family or Individual).
Benefits to SEEM and Staff:
This transition is expected to reduce the projected premium increase from 28% to an estimated range of 2–8%,
creating significant cost savings for the organization while protecting employees from sharp rate hikes.
Employees will also experience a more personalized approach to coverage, with the ability to choose plans that
best meet their family and individual health care needs.
The ICHRA model offers SEEM greater predictability and sustainability in health care costs, while providing staff
with increased choice and stability in their benefits. We are committed to supporting employees throughout this
transition and will provide detailed resources, informational sessions, and enrollment guidance to ensure a
smooth and well-supported rollout.
3. District Grants
a. Title III – we are again coordinating the Title III grant for low-incidence member districts. Participating
districts include North Reading, Lynnfield, Wakefield, Wilmington and Stoneham. For 2025/2026 we
were awarded $60,408.
b. SEL Grant - SEEM Collaborative applied for the SEL grant again this year, which will enable us to continue
to provide additional SEL supports to our staff and students. Areas of focus are staff professional
development and the purchasing of specialized assessments/curriculum.
c. MyCap Grant - SEEM Collaborative applied for the MyCap grant, which will support our work of getting
our students enrolled in MyCap and building programming to support the ongoing work with their
teachers and counselors.
4. Professional Development
a. SEI - SEEM Collaborative will continue to run multiple SEI courses in the fall and spring. There are
currently three teacher courses and one administration course running this fall. Each teacher course also
92 Montvale Avenue, Suite 3500, Stoneham, MA 02180 ~ p. 781-279-1361 ~ f. 781-279-0292 www.seemcollaborative.org
allows participants to get three undergraduate or graduate credits through Fitchburg State University for
a small fee.
b. District PD Days - SEEM Collaborative in-district staff are available to support training and professional
development needs throughout the year and on district-wide PD days. We have the ability to provide
support in the areas of applied behavior analysis, vision, audition, assistive technology, sexuality and
gender, DEI, mental health/trauma, and transition services.
c. Job Alikes - SEEM Collaborative continues to host and facilitate job alikes for our member districts to
support their BCBAs, EL/MLL coordinators, Team Chairs/ETLs, directors of special education, and
curriculum leaders.
2025-2026 School Committee Meeting Dates:
Thursday, July 10th
Friday, August 8th (Retreat)
Thursday, August 21st
Thursday, September 4th CANCELLED
Thursday, September 11th
Monday, September 15th CANCELLED
Thursday, October 2nd
Thursday, October 16th
Thursday, October 30th
Thursday, December 4th
Thursday, December 18th
Thursday, January 8th - Budget Night 1
Thursday, January 15th - Budget Night 2 (if necessary)
Thursday, January 22nd - Public Hearing: FY27 Budget
Thursday, January 29th - FY27 Final Budget Vote
Thursday, February 12th
Wednesday, February 25th - Finance Committee for Budget Approval
Thursday, February 26th
Thursday, March 12th
Thursday, March 26th
Thursday, April 9th or 16th
Monday, May 11th
Thursday, May 28th
Thursday, June 11th
Thursday, June 25th (if necessary)
Other Key Dates:
Subsequent Town Meeting: November 10th, November 13th, November 17th,
November 20th, 2025
Annual Town Meeting: April 27th, April 30th, May 4th, May 7th, 2026
To learn more about the 2025-2026 School Year Calendar, please click here.