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Home My WebLink About2025-08-21 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 August 21, 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: 2025-08-21 Time: 7:00 PM Building: School - Memorial High Location: School Library Address: 62 Oakland Road Agenda: 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 Consent Agenda 1. Minutes (07-10-2025) 2. Request to Surplus Property – Joshua Eaton 3. Request to Surplus Property – Killam 4. Request to Surplus Property – Wood End 5. Parker Nature’s Classroom Field Trip Request 6. Coolidge Science Olympiad Donation 7. Acceptance of FY26 Genocide Education Grant Accounts Payable Warrant Reports 1. 06-30-2025 2. 07-17-2025 3. 07-31-2025 4. 08-07-2025 5. 08-14-2025 Payroll Warrant Reports 1. 06-06-2025 2. 06-16-2025 3. 06-20-2025 4. 07-03-2025 5. 07-18-2025 Reports 1. Superintendent 2. Liaison/Sub-Committee 7:10 p.m. E. New Business 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 1.Discuss and potential vote to approve Forest Montessori Micro- School (A) 2.Review and vote to approve updated School Medication Guidelines (A) 3.Review and vote to approve updated Rental Policy Agreement (A) 4.Review and approve updated Acceptable Use Policy (A) 5.Extended Day Program Update 6.Beginning of 2025-2026 School Year Updates 7.Introduction of Full-Time Harvard Resident 8.Review of Superintendent Goals 9.Review and vote to approve Superintendent review timeline (A) 8:45 p.m. D. Old Business 1.District-Wide Student Handbook Revision – Review & Approve (A) 9:00 p.m. G. Executive Session To conduct strategy in preparation for contract negotiations and to conduct contract negotiations with the superintendent. 9:20 p.m. E. New Business 10.Potential Vote to Executive Contract with Superintendent (A) F. Information / Correspondence 1.“Re: Thank you!” – Snow Dockser, Linda 2.“RE: SEPAC and Parent Public Comments Response 07/15/2025” – Morgan, Ryan 3.“RE: Please sponsor a proposal to adopt MGL ch. 40 § 8J” – Morgan, Maria 4.“RE: Thank you for Today’s Retreat” – Franzetti, Catherine 9:30 p.m. Adjourn Join Zoom Meeting https://readingpsma.zoom.us/j/82037030262 Meeting ID: 820 3703 0262 Find your local number: https://readingpsma.zoom.us/u/kfxn1VshO Consent Agenda Reading Public Schools School Committee Meeting Packet August 21, 2025 Town of Reading Meeting Minutes Page | 1 2016-09-22 LAG Board - Committee - Commission - Council: School Committee Date: 2025-07-10 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, Erin Gaffen, Tom Wise, Sarah McLaughlin and Lara Durgavich Members - Not Present: Others Present: Director of Finance and Operations Mr. Phil Littlehale and Superintendent Dr. Thomas Milaschewski Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson. Topics of Discussion: A. Call to Order – Mr. Brandt called the meeting to order at 7:04pm and reviewed the agenda for the meeting. B. Public Comment – None Focus on Excellence The Show Must Go On – Documentary by Ben Goldlust: Dr. Milaschewski introduced RMHS student Ben Goldlust, who recently created a documentary highlighting the impact of the arts on both current students and alumni. The committee viewed a shortened version of the film. Consent Agenda 1. Minutes (06-05-2025) 2. Request to Surplus Property – Parker 3. Request to Surplus Property – Coolidge 4. Request to Surplus Property – RISE 5. Request to Surplus Property – RMHS 6. RMHS Track Meet Field Trip Request 7. Quebec Field Trip Request 8. Boys Lacrosse Donation 9. Marching Band Donation 10. Science Olympiad Donation 11. Request to Surplus Property – Wood End Page | 2 Accounts Payable Warrant Reports 1. 06-05-2025 2. 06-10-2025 3. 06-18-2025 4. 06-26-2025 5. 06-30-2025 Mrs. Nazzaro motioned to approve the consent agenda, seconded by Mrs. Durgavich. It was noted in the June 5 minutes that Mrs. Nazzaro’s last name was not fully spelled out during the nomination for the vice chair. This will be corrected in the final minutes. The vote passed 6-0. Reports 1. Superintendent – Dr. Milaschewski thanked local state legislators—Senator Jason Lewis and Representatives Bradley Jones and Rich Haggerty—who helped secure $225,000 in state earmarks. These funds will go toward a van for the LIFT program, with the remainder allocated to capital improvements pending the release of funds. 2. Liaison/Sub-Committee a. Mrs. Durgavich – No report b. Ms. McLaughlin – No report c. Mr. Wise – No report d. Mrs. Nazzaro – The Killam School Building Committee will meet on Monday, and over the next few weeks geothermal testing will take place. e. Mrs. Gaffen – No report f. Mr. Brandt – No report E. New Business 1. ACE Update ACE Committee representatives Ryan Johnstone and London Nichols shared an update about Friends and Family Day and Juneteenth. Themes included low community awareness of Bill Russell’s legacy and strong interest in programming and outreach going forward. The committee is seeking standing funding for long-term programming and will be making recommendations to the Select Board for a sustained program. 2. SY 25-26 Calendar Update (A) Dr. Milaschewski discussed the vote to amend the SY 2025–2026 calendar to include an early dismissal at the high school on Friday, September 26, 2025. On that day, the high school will dismiss at 12:30 p.m. instead of 1:05 p.m. to accommodate a joint professional development event for middle and high school staff. Mrs. Nazzaro motioned to amend the school year 2025-2026 calendar to reflect an early release time change on Friday, September 26, seconded by Mr. Wise. Page | 3 The vote passed 6-0. Mrs. Nazzaro motioned to take item E5 and E6 out of order, seconded by Mr. Wise. The vote passed 6-0. 3. Review & Approve Increase of Adult Meal Prices (A) Mr. Littlehale discussed a recommendation to increase adult meal prices from $5.00 to $5.25 effective September 1, 2025, to ensure compliance with USDA requirements. Mrs. Nazzaro motioned to increase the adult meal price from $5.00 to $5.25, seconded by Mr. Wise. The vote passed 6-0. 4. Pre Q4 Financial Update (A) Mr. Littlehale reviewed the preliminary Q4 finances. Current highlights include the ability to prepay $1.2 million in special education tuition, set aside $350,000 for the IT refresh, transfer $225,000 to the special education reserve, and return approximately $75,000 to the town. 5. RMHS Student Handbook Review & Approval (A) Dr. Milaschewski noted that the RMHS and District-Wide Student Handbooks were included in the packets and thanked Principal Callanan for prioritizing the role of the school council in updating the handbook and for partnering with the council. Principal Callanan shared highlights of the updates, which include a fully reformatted handbook, added policy links to reduce redundancy, clarified language, and a full review by legal counsel. The committee discussed edits and clarifications to the handbook. Mrs. Nazzaro motioned to approve the 2025-2026 RMHS student handbook as discussed and amended, seconded by Mr. Wise. The vote passed 6-0. 6. District-Wide Student Handbook Review & Approval (A) Dr. Milaschewski discussed updates to the District-Wide Student Handbook, which include the correct definition of sexual harassment, general formatting clean-up, and updated links to the revised Title IX grievance procedures. Mrs. Nazzaro motioned to approve the 2025-2026 District-Wide Student Handbook, seconded by Ms. McLaughlin. The vote passed 6-0. Page | 4 7. Vote on Appointment of Superintendent to Collaborative Boards (A) a. SEEM Collaborative Mrs. Nazzaro motioned to appoint the Superintendent to the SEEM Collaborative Board, seconded by Mr. Wise. The vote passed 6-0. b. Northshore Education Consortium Mrs. Nazzaro motioned to appoint the Superintendent to the Northshore Education Consortium Board, seconded by Mr. Wise. The vote passed 6-0. 8. Review and Adjust Liaison and Subcommittee Appointments The committee reviewed liaison and subcommittee appointments and made the following updates: • Ms. Durgavich was appointed to the Recreation Committee and PAIR • Mr. Wise was appointed to SEPAC • Mrs. Gaffen was appointed to the Student Advisory Committee • Ms. McLaughlin was appointed to the Celebration Committee • Mr. Brandt was appointed to the Charter Review Committee and will also serve as backup to the Policy Subcommittee 9. Letter to Select Board re: PEG Services to RPS (A) The committee discussed endorsing a letter to the Select Board regarding the PEG services that the Reading Public Schools receive from RCTV. These services provide ongoing educational media support from RCTV, and the committee feels it is important to advocate for their continuation. Mrs. Nazzaro motioned to approve sending the proposed letter regarding PEG services to RPS to the Select Board, seconded by Mrs. Gaffen. The committee made minor edits to the letter. It will be printed, signed by each committee member, and then sent to the Select Board. The vote passed 6-0. 10. Discuss Continued MASC Membership The committee discussed the continuation of MASC membership. While there were reservations about the cost, the committee agreed on the value this membership provides and ultimately decided to continue with it. Mrs. Nazzaro motioned to adjourn to executive session in preparation for negotiations with non-unit personnel, or to conduct collective bargaining sessions or contract negotiations with non-unit personnel with the Superintendent, and to not return to open session, seconded by Ms. McLaughlin Page | 5 Roll Call Vote –Ms. McLaughlin – yes, Mrs. Gaffen – yes, Mr. Wise – yes, Mr. Brandt – yes, Mrs. Nazzaro – yes, Mrs. Durgavich – yes Motion to adjourn, seconded by Mrs. Durgavich. The vote passed 6-0. https://www.youtube.com/watch?v=JL35chnYEvk Meeting Adjourned from regular session at approximately 8:23 pm. TO: Reading School Committee FROM: Caitlin Shelburne DATE: 7-1-25 RE: Request to Surplus Property In compliance with the surplus disposition requirements of Massachusetts procurement law MGL Chapter 30B, I ask that the School Committee declare the items outlined below as surplus property: SCHOOL NAME Joshua Eaton Item Number Age Reason Conference Table 1 20+ years Very worn and too big for new space Once declared, the school department will take the required steps to offer these items to Town departments , or resold, or disposed of in accordance with the laws and regulations of the Commonwealth of Massachusetts . Please feel free to contact me with questions about this request. Thank you. 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: Lindsey Fulton DATE: July 9, 2025 RE: Request to Surplus Property In compliance with the surplus disposition requirements of Massachusetts procurement law MGL Chapter 30B, I ask that the School Committee declare the items outlined below as surplus property: J. W. Killam Elementary Item Number Age Reason Brother Intellifax 2820 fax machine 25 years No longer being used Once declared, the school department will take the required steps to offer these items to Town departments, or resold, or disposed of in accordance with the laws and regulations of the Commonwealth of Massachusetts. Please feel free to contact me with questions about this request. Thank you. 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 TO: FROM: DATE: RE: In compliance with the surplus disposition requirements of Massachusetts procurement law MGL Chapter 30B, I ask that the School Committee declare the items outlined below as surplus property: Item Number Age Reason Developing Number Concepts Books 4 Copyright 1999 outdated Math in Focus books 4 Copyright 2009 Curriculum no longer used Student desks 5 unknown Broken beyond repair Teacher Chair 1 unknown Broken beyond repair Fountas and Pinnell Assessment manual and forms 2 Copyright 2008 Curriculum no longer used Kathy Richardson Understanding Numbers Set 1 Copyright 2004 No longer used Old Library books Weeded out by the Library/Media specialist as being outdated in content Once declared, the school department will take the required steps to offer these items to Town departments, or resold, or disposed of in accordance with the laws and regulations of the Commonwealth of Massachusetts. Please feel free to contact me with questions about this request. Thank you. Reading School Committee Nicole Schwartz August 2025 Request to Surplus Property Wood End School TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: August 19, 2025 RE: Vote to Approve Parker Nature’s Classroom Field Trip Request Please vote to approve an overnight field trip request for Parker 7th grade students to attend Nature’s Classroom, Camp Wingate Kirland, Yarmouth Port, MA from October 22 – October 24, 2025. Please find attached the field trip approval form. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: August 19, 2025 RE: Vote to Accept Coolidge Science Olympiad Donation Please vote to accept a donation of $300 from the Young Women’s League of Reading. This donation is in support of the Coolidge Science Olympiad club to support their development in the upcoming school year. Please find attached the donation letter from Parker Principal Sarah Marchant. 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 A.W. Coolidge Middle School Perseverance, Accountability, Respect, Teamwork 89 Birch Meadow Drive• Reading, MA 01867 • 781-942-9158 Dear Reading School Committee, Sarah Marchant, Principal Brienne Karow, Assistant Principal July 9, 2025 The Women's League of Reading, PO Box 895, Reading, MA, has donated $300.00 to the Science Oly mpiad at Coolidge Middle School. Please accept this donation. Sincerely, Sarah Marchant The Reading Public Schools does not discriminate on the basis of race, color, sex, religion, national origin, sexual orientation, gender identity, age or disability. TO: Reading School Committee CC: Dr. Thomas Milaschewski, Superintendent of Schools Philip Littlehale, Director of Finance and Operations DATE: August 14, 2025 FR: Katelyn Finnegan, Assistant Business Manager RE: Acceptance of FY26 Genocide Education Grant The Department of Elementary and Secondary Education has awarded Reading Public Schools with a FY26 Genocide Education grant in the amount of $40,000. These grant funds will be used for a comprehensive genocide education initiative at Reading Memorial High School (RMHS). The initiatives outlined in the grant aim to establish a consistent, research-based approach to genocide education within the context of the social studies scope and sequence, equip students with critical thinking skills to combat prejudice, and align with Chapter 98 of the Acts of 2021 concerning genocide education. The funds are allocated to compensate a team of teachers for 30 hours of work, focusing on reviewing and updating the social studies curriculum to integrate explicit genocide education, developing new lessons, identifying resources, and planning professional development. Additional grant funding will be used to contract with a professional development provider for teachers on instructional practices and content related to genocide education, potentially involving external partners with expertise in the field. Finally, funding will be used to purchase necessary materials and resources that support the new scope and sequence of genocide education. Thank you for your support and your vote to accept the FY26 Genocide Education 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 MAURA T. HEALEY KIMBERLEY DRISCOLL GOVERNOR LIEUTENANT GOVERNOR OFFICE OF THE GOVERNOR COMMONWEALTH OF MASSACHUSETTS STATE HOUSE BOSTON, MA 02133 (617) 725-4000 07/30/2025     To whom it may concern,     Congratulations! We are pleased to notify you that Reading has been awarded a FC215: Genocide Education Grant of $40,000. Through this funding and your important work, we hope to expand access to meaningful genocide education opportunities for all students in the Commonwealth. By engaging with challenging histories and critically analyzing the lessons of the past, students will build the skills they need to recognize and challenge injustice in the future. We are grateful for your efforts and commitment to this work.   You will be receiving further instructions from the Department of Elementary and Secondary Education on next steps, and please feel free to contact Miesha Keita at miesha.keita@mass.gov if you have any questions. Sincerely, GOVERNOR MAURA T. HEALEY LT. GOVERNOR KIMBERLEY DRISCOLL New Business Reading Public Schools School Committee Meeting Packet August 21, 2025 Mary Jirmanus Saba, PhD & Aimee B. Fraulo, PhD Heads of School Introducing Mulberry Forest Montessori Mission By centering our core principles of accessibility, land stewardship, and community care, we provide children with a high-quality education that nurtures the mind, body, and spirit through engagement with nature and the outdoor world. We foster care and stewardship for the land, our community, and each other while ensuring that the chance to convene with nature is accessible to all. Vision We are all interconnected - people, plants, land, animals, and other beings. Understanding our interconnectedness and direct connection to the land grounds children’s inherent curiosity and commitment to making a positive impact on the place we live, while fostering deep commitment to caring for the land, themselves, each other, and our broader community. Guiding Principles We are guided by the principles of accessibility, land stewardship, and community care. Through outdoor, place-based education, centered in these principles, we foster critical thinking alongside important practical life skills, a love for learning, and a deep connection to ourselves, our histories, and one another. A Research Based Approach Abundant research shows that learning outdoors not only supports diverse learners such as those with attention and focus difficulties, but that establishing a strong relationship to nature encourages resiliency, focus, and regulation among people of all ages. As importantly, we believe that developing a relationship to the forest, becoming stewards of the land, from a young age, is an essential response to our rapidly changing climate and world. As young conservationists and land stewards, children in our program learn to read, write, and think critically, to tackle math and science in hands-on and practical applications in the forest, making those skill sets both more enjoyable and less intimidating. Movement is naturally built into the day. And while the Forest offers distinct challenges from a traditional classroom, persisting in our learning amid challenges builds resilience, cognitive vibrancy and collaborative problem solving. Following our school’s principles of land stewardship, community care and accessibility allows for the unique opportunity for children to learn civic responsibility, reciprocity, respect for all beings, and the understanding of a broader ecosocial contract. Instructional Philosophy & Focus Montessori Education - Montessori is an educational philosophy and practice that fosters rigorous, self-motivated growth for children and adolescents in all areas of their development, with a goal of nurturing each child's natural desire for knowledge, understanding, and respect. It is a very individualized approach to learning. Most lessons are given one-on-one and in small groups, and this enables each child to progress at their own pace and level of ability. Each child has an individual learning plan, allowing the teacher, and child, to assess and adjust progress throughout the year. Montessori materials incorporate the child’s senses in the learning process. We believe children learn best by doing. Thus, materials in the classroom are for manipulating. This nurtures the direct hand-to-brain connection in the young child. Many Montessori materials also incorporate a control of error, which enables students to correct their own mistakes without adult intervention, encouraging confidence and problem solving. Children in a Montessori classroom gain independence and develop responsibility toward themselves and their environment. A Montessori child is a well-rounded individual whose social skills are nurtured along with their academic skills. Children in a Montessori school enjoy the freedom to learn in a friendly, peaceful environment. Forest School - For millenia, children have learned naturally outdoors. Friedrich Frobel, a German educator, formalized this approach, opening the world's first kindergartens ("children's gardens") more than 150 years ago. He believed that young children should spend their time playing in nature, with less emphasis on learning letters and numbers. While forest schools have long been popular across Europe, they have only become popular throughout the United States in recent years. Based primarily outdoors year-round, forest schools encourage children’s connection to nature and land stewardship from a young age, foster problem-solving skills, and encourage children to take supported risks. Forest schools connect curriculum to children’s experience in the forest with broader experiences at home and in the community, scaffolding learning within a holistic connection to the world. Opportunities for collaborative problem solving and leadership skills development are integral to the forest setting, which offers a range of environmental contexts for exploration. The forest environment is intrinsically beautiful, quiet, and peaceful – with innumerable sensory opportunities that are not available in an indoor classroom setting. Learning outside has been shown to naturally encourage regulation and focus, improve mental health, and intrinsically build physical movement into the child’s and adult leader’s days. Centering play, beauty, peacefulness, and context-based problem-solving, forest schools are deeply compatible with the Montessori approach. Accessibility-First Pedagogy As a school committed to accessibility, and with the expertise of our seasoned Board member-experts in special education and Universal Design for Learning, we bring the best of evidence-based research about accessible learning methods to a Montessori-Forest Classroom. We understand that every person has access needs and distinct ways of best processing and mastering skills and information. In order to meet each individual child’s learning needs, we incorporate a combination of educational approaches for all children, including: 1) Diagnostic assessments in Math and literacy skills for each child at the start of the school year, and quarterly. 2) Individualized learning plans for each child 3) Multisensory instruction 4) Direct instruction and skill remediation, as needed, based on student performance data Observation and portfolio based assessment methods for evaluating student skill level and progress and direct connection to the land will ground children’s inherent curiosity and commitment to making a positive impact on the place we live, while fostering deep commitment to caring for the land, themselves, each other, and our broader community. A Hands-on Education aligned with the Massachusetts Curriculum Frameworks While our classrooms and location are very different from a traditional school environment, our educators design their units and lesson plans across content areas in alignment with learning standards from the Massachusetts Curriculum Frameworks. This ensures that students are acquiring skills that the Massachusetts Department of Elementary and Secondary Education (DESE) has designated as grade-level appropriate. This approach also ensures vertical alignment of the curriculum, or that skill acquisition will build sequentially as students advance from grade to grade. In other words, educators from MFM use the same guiding document to design and implement instruction that is used in public schools across Massachusetts. The outdoors offers an array of opportunities for students to explore mathematical and literacy skills. Children will apply traditional classroom learning to real world applications, enabling them to add relevance and personal meaning to their learning. For example, they will be able to understand measurements and algebraic equations by quantifying distances on walking trails and calculating heights of trees and rock formations. They will learn the fundamental skills needed for mathematical thinking by learning to recognize patterns that they observe. By creating nature journals to document their learning and observations, they will practice their writing skills, in a range of genres, from poetry to scientific observation to non-fiction essay and they will learn to read and understand academic and literary texts as they research information to answer questions that arise as they explore the flora and fauna they discover in their exploration in the woods. Program of Study and Curriculum: Montessori Focus Montessori education does not utilize traditional textbook learning. Rather, students work with concrete manipulative materials to gain fundamental understanding of each subject, leading to a strong foundation that allows them to build and engage in complex, abstract understanding as they progress through the curriculum. Montessori pedagogy emphasizes a prepared environment, which corresponds to both the set up of the physical classroom (well organized, well-ordered, well-lit, with a variety of seating and work areas), as well as to the preparation and presentation of manipulative materials. That is, the concrete manipulative materials correspond to areas of instruction and learning goals, depending on children’s learning levels and skill sets they are acquiring and are presented by the guide or teacher to be worked on independently, and with support, by the students, either alone or in small groups. A prepared environment directs the child’s focus and encourages spontaneous learning. Aesthetically designed, intentionally placed materials invite exploration, freedom within limits and a sense of order. The child-centered design of the environment, such as furniture scaled to the students’ size and physical capabilities, allows for a sense of control and predictability and encourages a sense of autonomy and independence. Placement and use of natural objects provide connection to their immediate environment and encourage curiosity and interconnection. Montessori manipulative materials are designed in such a way as to have internal control of error, that is children can physically perceive with their hands and their eyes how they are completing a task, and what they might need to correct. Internal control of error, example: in a primary (ages 3-6) classroom, a common tool is a pink block tower, of graduated sized blocks. In the classic Montessori three-phrase model, the teacher begins by demonstrating the activity for the children, stacking the blocks in order of size, largest at the bottom, smallest at the top. As the children practice stacking the blocks in graduated order, they can see whether or not they have gotten the task right. This is the internal control of error. Emphasizing independence and self-management, Montessori lessons are given in three-period lessons by instructors: In the first First Period: The guide teaches the learner a concept or orients them to a new learning material. In the Second Period: The learner practices the concept with the support of the guide, their peers, and then independently. This stage can last minutes, days, weeks, or even months. In the Third Period: The learner demonstrates proficiency or advanced understanding of the concept. The guide observes the learner’s work and asks questions to determine if they have reached proficiency. The learner is able to teach the concept to other learners, particularly those in their own First and Second periods. This structure encourages children to select meaningful, challenging work that sparks their interest, curiosity, and intrinsic motivation. Students select and complete tasks independently, building concentration and a sense of autonomy. Each work cycle involves choosing an activity, engaging with it, cleaning up, and selecting a new task. Teachers support and monitor students, providing individual and small-group lessons as students progress through the curriculum. Each material is intentionally designed to focus on a single skill or concept following a logical sequence to aid children in developing a deep, abstract understanding of each subject. Subject Areas Below, we offer specific examples of lessons and materials in the Montessori framework. Age bands are offered below as general guidelines. Students all learn at different paces. Lessons and materials will be paired with each child according to their individual strengths and areas that need extra support. Each child is continuously assessed to ensure that they are challenged and engaged in their learning. Mathematics*: Rather than simply memorizing facts, formulas, and procedures, Montessori students are encouraged to explore math through games and activities that allow children to develop a deep understanding of mathematical concepts, and to learn to make connections and to see patterns. Adapted from: https://www.trilliummontessori.org/montessori-math/ Numeration and Linear Counting Students begin their mathematics journey with an exploration of numeration and linear counting. They learn to count and represent numbers, small to large, using a variety of materials, including beads, rods, and cubes. This hands-on approach helps students develop a deep understanding of the base ten system and prepares them for more advanced mathematical concepts. Numeration and Linear Counting Lessons Teens Board – Explores numbers 11–19 by creating quantities from the 10 bars and colored bead stair. Ages 5-6 Tens Board – Explores numbers 11–99 by creating quantities from the 10 bars and colored bead stair. Ages 5-6 Hundred Board – Teaches number sequence from 1 to 100. The material consists of a wooden board printed with 100 squares and chips printed with the numbers 1–100. Ages 5-6 Bead Chains – Used in the exercises of linear and skip-counting, the quantities of the squares and cubes of the numbers 1-10. It prepares the child for later activities in multiplication, squaring and cubing, as well as base number work. Ages 5-6 The Decimal System Once students have a solid grasp of numeration and linear counting, they move on to the decimal system. Using the golden bead materials, they learn to represent numbers using place value and explore the relationships between numbers. A thorough understanding of place value sets the stage for the rest of the mathematics curriculum. Each new introduction of an operation begins again with the golden beads. Decimal System Lessons Golden Beads – The Golden Bead Material introduces children to the decimal system and explores quantity and place value through addition, subtraction, multiplication, and division activities. Ages: 5 – 6 Hierarchy of Numbers – This material represents the hierarchy of numbers for: 1, 10, 100, 1000, 10,000, 100,000 and 1,000,000. It is used to compare by size the concept of decimal value and the families of numbers. Ages: 7 – 8 Small Bead Frame – The Small Bead Frame forms the bridge to abstraction for the decimal system exercises of arithmetic. Ages 6-7 Large Bead Frame – The Large Bead Frame forms the bridge to abstraction for the decimal system exercises of arithmetic. Ages 7-8 Flat Bead Frame – The Flat Bead Frame activities are the final step in the passage to abstraction with arithmetic. Ages 7-8 Arithmetic Arithmetic is a central component of the Montessori Elementary Math curriculum. Students learn to perform calculations using a variety of materials, including the bead frame, stamp game, and golden beads. Through repetition with the materials, students gain mastery of math facts and build confidence in their ability to be mathematical thinkers. Addition: Addition Strip Board – Used for the exercises of addition combinations 1–9. This begins the process of memorization of the addition tables. The material is composed of a hardboard chart 12 squares by 18 squares with the numbers 1–18 printed across the top. Strips are used for the exercise, 9 red strips divided into squares and 9 solid blue strips, printed with the numerals 1–9. Ages 5-6 Addition Charts – Aids the child in the practice and memorization of the unit addition combinations. This includes 2 control charts, 4 working charts and 1 box of wooden answer chips. Ages 5-6 Golden Beads – Introduces children to the decimal system and explores quantity and place value through addition, subtraction, multiplication, and division activities. Ages: 5-6 Stamp Game – Provides individual practice in the operations of addition, subtraction, multiplication and division. The quantity and symbols of the decimal system are combined and are represented by each small square. Ages 6-7 Bead Frame – The Small Bead Frame forms the bridge to understanding abstraction for the decimal system exercises of arithmetic. Multiplication: Multiplication Bead Board – used for practice with the multiplication tables 1 x 1 through 10 x 10. Ages 5-6 Multiplication Charts – Aids the child in practice and memorization of the multiplication tables 1 x 1 through 10 x 10. Includes 2 control charts, 3 working charts and a box of wooden product chips. Ages 6-7 Bead Chains – Used to teach linear and skip-counting, the quantities of the squares and cubes of the numbers 1-10. It prepares the child for later activities in multiplication, squaring and cubing, as well as base number work. Ages 5-6 Golden Beads – The Golden Bead Material introduces children to the decimal system and explores quantity and place value through addition, subtraction, multiplication, and division activities. Ages: 5 – 6 Stamp Game – Provides individual practice in the operations of addition, subtraction, multiplication and division. The quantity and symbols of the decimal system are combined and are represented by each small square, or stamp. Ages 6-7 Decanomial Beads – Provides practice with multiplication. Tables from 1-10 may be constructed in geometric form using the beads. Includes colored bead bars from 1-10. Ages 7-8 Small Bead Frame – The Small Bead Frame builds the understanding of abstraction for the decimal system exercises of arithmetic. Ages 6-7 Large Bead Frame – The Large Bead Frame builds the understanding of abstraction for the decimal system exercises of arithmetic. Ages 7-8 Flat Bead Frame – The Flat Bead Frame activities are the final step in understanding abstraction with arithmetic. Ages 7-8 Checkerboard – Provides practice with short and long multiplication with the hierarchies in the decimal system up to 100,000,000. Ages 7-8 Bank Game – Reinforces the concept of long multiplication as the children play different roles as they perform the game exercises. Includes plastic number cards and role designator cards. Ages 8-9 Subtraction: Subtraction Strip Board – Practice for the equations of the subtraction tables 1–18. Natural wooden strips corresponding in length to the squares 1–18 are used to indicate the number to subtract from (minuend) and 1 set of blue strips used to subtract with (subtrahend). A set of red strips is included to extend their learning. Ages 5-6 Subtraction Charts – Aids the child in practice and memorization of the subtraction combinations. Includes a control chart, 2 working charts and a box of wooden answer chips. Ages 6-7 Subtraction Snake Game – Introduces the child to the unit combinations of subtraction. Includes one box containing 5 sets of Negative Bead Stairs, one box containing 5 sets of Colored Bead Stairs, one box containing 23 Golden Bars Of 10, and one box containing 1 Black And White Bead Stair. Ages 6-7 Golden Beads – The Golden Bead Material introduces children to the decimal system and explores quantity and place value through addition, subtraction, multiplication, and division activities. Ages: 5 – 6 Stamp Game – Provides individual practice in the operations of addition, subtraction, multiplication and division. The quantity and symbols of the decimal system are combined and are represented by each small square stamp. Ages 6-7 Small Bead Frame – The Small Bead Frame forms the understanding of abstraction for the decimal system exercises of arithmetic. Ages 6-7 Large Bead Frame – The Large Bead Frame forms the understanding of abstraction for the decimal system exercises of arithmetic. Ages 7-8 Division: Unit Division Board – Used for the practice of the tables of division with the dividends 1–81 and divisors 1–9. The material consists of a unit division working board, a box containing 9 green unit skittles, a green bead cup and a box of 81 wooden green beads. Ages 6-7 Division Charts – Aids the child in practice and memorization of the division combinations. Includes 2 working charts, 1 control chart and a box of wooden answer chips. Ages 7-8 Golden Beads – The Golden Bead Material introduces children to the decimal system and explores quantity and place value through addition, subtraction, multiplication, and division activities. Ages: 5 – 6 Stamp Game – Provides individual practice in the operations of addition, subtraction, multiplication and division. The quantity and symbols of the decimal system are combined and are represented by each small square stamp. Ages 6-7 Racks and Tubes Division – Teaches abstraction for the decimal system exercises of division. The set consists of 4 color-coded division boards and a wooden tray that holds the 7 racks of tubes with beads, 7 cups and 36 skittles. Ages 7-8 Geometry Students explore geometric concepts using a variety of materials, including the geometric solids, plane figures, and construction materials. Through multisensory learning experiences, students develop a foundational understanding for basic geometric principles and are prepared for more advanced lessons, such as trigonometry and calculus. Geometry Lessons Geometric Solids – Introduction to solid geometry with ten Geometric Solids. Ages 5-6 Constructive Triangles – Concrete experiences with plane geometry. The set consists of: two rectangular boxes, one triangular box, one small hexagonal box, and one large hexagonal box, each containing triangles of differing size, shape and color. Ages – 6-7 Geometric Stick Material – Used for the study of lines, the measurement of angles, and the construction of plane geometric shapes. Consists of a series of color-coded sticks, plastic curves, a plastic measuring angle, a plumb line, tacks and brad fasteners. Ages 7-8 Nail Board – Used to study geometric shapes, angles, fractions and other patterns. Consists of a box with lid (lid serves as the nail board), elastic bands, a mirror, and a protractor. Ages 9-10 Equivalence Insets – Provides experience in studying the relationship of equivalent figures that leads to the discovery of area and theorems. The material consists of 13 green metal frames with bottoms and red insets. Ages 9-10 Yellow Triangles for Area – An introduction to the concept of area. The material contains 20 yellow, square ruled figures. Ages 9-10 Volume Cubes – Used for calculation of volume and with the Cubing Material. The wooden box has a hinged side and contains 1000 wooden, 1 cm cubes. Ages 9-10 Yellow Prisms – Used in calculating the volume of a rectangular prism. The material consists of 5 wooden rectangular prisms painted yellow and ruled in lines and squares. Ages 9-10 Measurement Students learn to measure length, volume, weight, and time using several materials, including rulers, scales, and clocks. Students are guided to apply these lessons in practical situations in order to see how measurement will serve them in life. Pre – Algebra Algebra is introduced to students after they have a solid foundation in arithmetic and fractions. Students learn to represent algebraic equations using a variety of materials, such as algebraic tiles, algebraic pegboards, and cubes. Students build upon the mathematical knowledge they have gained to make connections and to see patterns. Materials Algebraic Pegboard – Used for demonstrating the mechanism of finding the square root, the lowest common multiple and the factors. Ages 8-9 Patterns for Square Roots – Patterns guide when extracting the square root on the Algebraic Pegboard. Ages 9-10 Binomial Cube – Focuses on patterning and ordering, and making connections as to the relationships between the different cubes. Ages 9-10 Trinomial Cube – Focuses on patterning and ordering, and making connections among the relationships between the different cubes and prisms. Ages 9-10 Cubing Material – These exercises prepare the child for abstract analysis of the binomial and trinomial cubes along with cube roots. The material consists of 1 cube and 27 squares for each of the numbers from 1–9. Ages 9-10 Base Number Material – Hierarchical and geometric representation of numbers in bases 2 and 3 for counting forwards and backwards, and for converting numbers from base 10 into these bases. Ages 10-11 Science and Technology: The Montessori Elementary Science curriculum is based on the core principles of Cosmic Education, which includes the belief that everything in the universe is interconnected. This approach to Science education encourages children to explore the world around them and to see the relationships between different subjects. Adapted from: https://www.trilliummontessori.org/elementary-science/ The Impressionistic Charts The Montessori Impressionistic Charts play a pivotal role in the Montessori Science Curriculum. These charts serve as visually engaging tools to introduce young learners to abstract concepts and facilitate the development of their understanding. Typically featuring detailed illustrations, these charts offer a concrete representation of various subjects, such as the size of the sun, the work of leaves, or the water cycle. By integrating art with the content, Montessori charts provide a multisensory approach to learning and a deep and holistic understanding of the world around them. The Scientific Method When it comes to the Montessori Elementary Science Curriculum, the scientific method is a crucial component. It is a systematic approach to investigating phenomena, acquiring new knowledge, and testing hypotheses. Three essential components of the scientific method are: Observation Skills In Montessori education, children are encouraged to develop their observation skills from an early age. They are taught to pay attention to details, notice patterns, and make connections. Hypothesis and Testing Once you have made observations, you can develop a hypothesis, which is a possible explanation for the observed phenomena. In Montessori education, children are taught how to formulate hypotheses and design experiments to test them. They learn about controlling variables, collect data, and analyze results. Science Experiments and Practical Life Skills Science experiments are an essential part of the Montessori Elementary Science Curriculum. Children are taught how to conduct experiments safely and how to use scientific equipment, such as microscopes and balances. They learn how to record data accurately and how to interpret results. Children also learn practical life skills, such as measuring, pouring, and cutting, which are essential for conducting experiments and for everyday life. The scientific method is a fundamental part of the Montessori Elementary Science Curriculum. By developing observation skills, formulating hypotheses, and conducting experiments, children learn how to think critically and develop Practical Life skills that will serve them well in the future. Earth and Space Sciences Geology and Geography Students learn about the Earth’s structure and the processes that shape it by exploring different types of rocks and minerals, including their physical properties and uses. Students also learn about plate tectonics and how they cause earthquakes, volcanoes, and the different mountain formations. In addition, they study the Earth’s water cycle, including the different types of bodies of water and their characteristics. Meteorology Students learn about the Earth’s atmosphere and weather patterns by exploring different types of clouds, their formation, and the weather they indicate. They also learn about the different types of severe weather, such as hurricanes, tornadoes, and thunderstorms. Other topics include the Earth’s climate and the factors that influence it, such as the sun’s energy, the Earth’s tilt, and the greenhouse effect. They engage in hands-on experiences such as creating a rain gauge with an empty bottle and marking rainfall totals. Graphing the results for each month of the school year could develop into a community project for the classroom. Astronomy Students also study the universe beyond Earth. They explore the different types of celestial bodies, including stars, planets, moons, comets, and asteroids, as well as the Earth’s place in the solar system and in the galaxy. The history of space exploration and the technology used to study the universe can also be units of study. Biology and Life Sciences Students are introduced to Life Sciences by the telling of The Second Great Lesson, also known as “The Coming of Life.” This lesson is designed to spark children’s curiosity about the origins and development of life on Earth. It typically involves a narrative that takes children on a journey through the geological timeline, exploring the formation of the Earth and the emergence of living organisms. The purpose of this lesson is to instill a sense of wonder and respect for the interconnectedness of all living things, fostering a deep appreciation for the diversity and beauty of life. Through “The Coming of Life,” Montessori’s intention was to inspire a sense of responsibility towards the environment. Zoology Zoology, or the study of animals, is also included in the curriculum. Students learn about different types of animals, their habitats, and their characteristics. They learn about the different classifications of animals. They also learn about the different parts of an animal and their functions. Classrooms will have the Animal Kingdom charts, the Characteristics of Vertebrates chart, and the Animal Nomenclature charts. Botany Students learn about the parts of a plant, the process of photosynthesis, and how plants reproduce. Students also learn about different types of plants, such as flowering and non-flowering plants. They explore the different parts of a flower and the role of each part in reproduction. Health Sciences Students learn about the human body in Health Sciences. Topics include the different systems of the body, the importance of exercise and the nutritional value of different foods, and personal hygiene and how to prevent the spread of germs. An example of a hands-on activity might be a taste bud mapping experience where the class uses cotton swabs, and a diagram of the tongue, to apply different flavors (sour, sweet, bitter, etc) to different areas of the tongue. A group discussion of how taste buds are responsible for detecting different flavors and how taste plays a role in our dietary choices conclude the activity. Physical Sciences and Chemistry Energy Students explore different types of energy, such as kinetic and potential energy, and how energy is transferred from one object to another through hands-on activities. They learn about different sources of energy, including the difference between renewable and non-renewable sources, and the impact those resources have on our Earth. States of Matter Students in Montessori Elementary learn about the states of matter and they explore the properties of each state and how they can be changed through heating or cooling. Students also learn about the water cycle and how it relates to the states of matter. These lessons are always presented in a way that allows for the students to have a practical experience. Chemical Reactions Students are introduced to the basics of Chemistry and Chemical Reactions. Students learn about atoms, molecules, and compounds, and how they interact with each other. They also explore the different types of chemical reactions, such as synthesis, decomposition, and combustion. Physics The study of Physics is an important part of the Elementary Science Curriculum. Students learn about the fundamental principles of Physics, such as motion, force, and energy. They also explore the different types of waves, such as sound and light waves, and how they interact with the world around us. Technology and Machines The study of machines and technology is an important part of the Montessori Elementary Science Curriculum. Students learn about simple machines, such as pulleys and levers, and how they are used to make work easier. They also explore more complex machines, such as engines and computers, and how they are used in the modern world. Environmental Awareness Ecology The Montessori Elementary Science Curriculum emphasizes the importance of Ecology and environmental awareness. Students learn about the interconnectedness of living and nonliving things in the environment, and how each component plays a vital role in maintaining balance. They learn about the different biomes on Earth, including their unique characteristics and the plants and animals that inhabit them. Through hands-on activities and experiments, students gain a deeper understanding of the delicate balance of nature and the impact that human actions can have on the environment. An example of hands-on experience in Ecology could be a water pollution simulation. Students could create a model water system in a clear container, and then introduce pollutants using food coloring, and place small objects representing aquatic life. They would observe the effects of pollution and can design a filtration method. They could record their observations and write a report about the importance of keeping water sources clean and the impact of pollution on aquatic ecosystems. Conservation Students learn about Conservation and the importance of protecting the environment and the steps they can take to reduce their impact on the planet. They learn about the three R’s: reduce, reuse, and recycle, and how they can apply these principles to their daily lives. In addition, students learn about the importance of conserving natural resources such as water, energy, and forests. They learn about the impact of deforestation, climate change, and other environmental issues on the planet, and how they can take action to make a positive difference. By learning about ecology and conservation, students gain a deeper appreciation for the natural world and develop a sense of responsibility for protecting it. Integration with Math and Technology The Montessori Elementary Science Curriculum integrates math concepts such as measurement, geometry, and data analysis into science lessons. For example, when studying the properties of matter, you will measure and compare the mass, volume, and density of different materials. You will also learn about geometric shapes and how they relate to the structure of molecules. Technology is also integrated throughout as students will use various technological tools such as microscopes, thermometers, and pH meters to conduct experiments and collect data. Older students will also learn how to use computer programs to analyze data, create graphs, and present findings. The Montessori Method emphasizes the importance of problem-solving skills and critical thinking. Students are encouraged to use math and technology to solve real-world problems and make connections between different scientific concepts. English and Language Ar ts: In the Montessori language curriculum, the development of oral language is the foundation for reading and writing. As soon as children enter the Montessori Primary classroom at the age of 2.5 to 3 years old, they are surrounded by rich, dynamic language. Children are encouraged to speak and listen in a supportive and nurturing environment, which helps to build their confidence and self-esteem. In the Montessori classroom, children engage in a wide range of activities that promote the development of oral language skills. Adapted from: https://www.trilliummontessori.org/montessori-language/ Sound Games Sound games in the Montessori classroom are interactive activities designed to help young children develop phonemic awareness and auditory discrimination skills. These games involve the exploration and recognition of different sounds in spoken language. Children listen attentively to identify and isolate sounds within words, enhancing their ability to distinguish phonetic elements. Sound games lay the foundation for reading and writing, fostering an early understanding of the connection between sounds and letters, which is crucial for literacy development in the Montessori approach. Songs, Poems and Books Songs, poems, and books foster a rich language environment and stimulate a love for literature and writing. Through songs and poems, children experience the rhythm and cadence of language, enhancing their phonological awareness and memory. Books encourage a passion for reading and storytelling. They provide opportunities for exploration, vocabulary expansion, and comprehension skills. Oral Storytelling Oral storytelling fosters imaginative thinking and language development as children engage with rich narratives and vivid descriptions. Telling real stories to children helps them develop their understanding of the world around them and exposing them to stories with a beginning, middle and end. Vocabulary Activities Vocabulary activities like naming objects in the environment, identifying qualities in the environment, and playing response games, children gain the vocabulary to talk about their observations and experiences in the classroom environment. Writing Montessori education places a strong emphasis on the preparation of the hand for writing. From the moment they enter the classroom, children are introduced to a range of activities that help to develop their fine motor skills and hand-eye coordination, from the button frame and pouring to sewing and pin-punching. Activities in the Practical Life and Sensorial areas help children develop control of movement, a sense of order, and the hand strength essential for writing. Practical Life activities Practical Life activities such as pouring, polishing, scrubbing, and threading help develop fine motor skills and hand-eye coordination, laying a solid foundation for handwriting. By engaging in these purposeful tasks, children strengthen the muscles in their hands and fingers, enhancing their dexterity and control, which supports their ability to hold a pencil and write. Sensorial activities Sensorial activities like tracing shapes from the Geometry Cabinet and pairing and grading Tactile Tablets refine children’s tactile perception and hand movements, which are essential for writing. Through these experiences, children develop a heightened awareness of shapes, textures, and spatial relationships, facilitating their ability to form and recognize letters with precision and confidence. Metal Insets The first time a child holds a pencil in the Primary classroom is in the Metal Inset work. This activity helps the child to develop hand strength and control, left-to-right tracking, and fine motor skills that include a tripod pencil grip, lightness of touch, evenness of pressure, continuity of line, and control of line. Writing Writing is taught before reading because it allows children to express themselves and develop their language skills in a natural way. Writing requires children to know the sounds of the letters and put them together to form a word. Reading requires the knowledge of the sounds of letters, string them together to form a word, and attach meaning to that word, in order to understand an author’s intent. Writing also helps children develop an understanding of the relationship between sounds and letters. By teaching writing first, children can begin to associate sounds with specific letters and learn to form letters correctly. The Sandpaper Letters Phonological awareness and phonemic awareness are about the sounds in spoken language Learning Letters The sandpaper letters are wooden boards with sandpaper letters on the surface. Children trace the letters with their fingers, feeling the texture of the sandpaper as they learn to form the letters correctly. This tactile experience helps children develop muscle memory of the letter. They also absorb the visual form of the letter, as well as the sound of the letter, so they receive sensory input about the letter through three senses. The Moveable Alphabet The moveable alphabet is a set of wooden letters that children can use to create words and sentences. Children can move the letters around to create words, which helps them develop an understanding of the relationship between letters and sounds. They can begin working with this material before they’re able to read words, and before their hand is able to form the letters using a pencil. Writing Stages Children progress through several stages of writing in the Primary classroom, building on the skills and hand strength they have developed in other areas of the classroom. Writing Sandpaper Letters on a chalkboard Children begin by feeling and writing sandpaper letters on a plain chalkboard. This gives them a large surface on which to practice creating the shapes of the letters, and the impermanence of chalk allows them to feel comfortable with error. Placement of letters on a line Once children are comfortable writing letters, they receive a lesson on the placement of letters on a line. They learn to group lowercase letters based on whether they are “short” letters (such as a, e, o), whether they extend below the line (such as p, y, q), or extend above the line (such as f, l, d). Writing letters on lined paper After children have received a lesson on the placement of letters on a line, they begin to practice writing letters on lined paper. At first they use paper with wide lines, and then advance to paper with more narrow lines as their hand strength and control increases. Capitals and Punctuation Once children have experience with writing words and sentences on paper, they learn about capitals and punctuation. Children learn about the different types of punctuation and how to use them correctly. They also learn about capital letters and when to use them. This helps children develop their writing skills and prepares them for more advanced language work. Reading The Montessori approach to reading is unique in that it focuses on the development of a child’s total reading ability. Children do not only learn how to read words, but also how to understand and appreciate what they are reading. The progression of “total reading” in Montessori language education is divided into three stages: mechanical, interpretation, and appreciation. Phonetic Reading (Mechanical) The mechanical, or “decoding,” strand of Total Reading begins with oral language, even before children learn to read. Activities that support this include sound games, and eventually the sandpaper letters and the moveable alphabet. This stage also includes phonetic reading, as it teaches children how to read words by sounding out each letter and blending them together. When they first begin to read, children sound out words phonetically. Children work with a variety of materials, such as phonogram reading folders, and decodable books to learn phonetic sounds and recognize graphemes, to help them to decode past phonetic reading. Object boxes The first phonetic reading materials that children work with are the object boxes. Object Box 1 contains small objects that have simple consonant-vowel-consonant (CVC) names, such as a cow, pin, and net. Object Box 2 contains objects whose names include phonograms, such as fish, boat, and broom. Children practice matching the labels to the objects and experience reading for the first time. Action cards Action cards are another early learning activity in which children read one-word verbs, or “action” words, and then act them out. These verbs have simple constructions, such as jump, run, skip, and hop. By integrating reading with movement, children get a multi-sensory, embodied experience of reading. Beyond Phonetic Reading (Interpretation) Once children have mastered mechanical reading, they move on to the second stage of total reading in Montessori language education: interpretation. This stage teaches children how to read for meaning, rather than just reading words. In this stage, children learn to recognize patterns in language, such as sentence structure and word order. They also learn to use context clues to understand the meaning of unfamiliar words. They read for information and for meaning, working with materials that include classified reading cards, action cards, and definition stages cards. Puzzle words Puzzle words are commonly encountered words that do not follow typical phonetic patterns and therefore cannot be easily decoded by sounding out individual phonemes. These words are often taught as whole units rather than through phonetic reading. Examples of puzzle words include high-frequency sight words like “the,” “was,” and “are. Classified cards Classified cards are sets of cards that represent a specific subject or theme. These cards feature pictures or illustrations along with corresponding labels or descriptions. Children learn the vocabulary for these card sets as an oral language activity then revisit this activity when they have learned to read, matching labels to the picture cards. Phonogram reading folders Phonogram reading folders offer children the keys to non-phonetic reading. Through this material, children learn that one phonogram can make multiple sounds – and the same sound can be created by different letter combinations. For example, the sound “ai” as in “rain” can also be spelled “ei” (vein), “ay” (play), and “a_e” (bake). This material allows children to progress from phonetic reading to non-phonetic reading. Labeling the environment Children read labels of materials and objects in the Montessori environment and place them around the classroom. Like action cards, this activity integrates reading with movement as they walk around the room. Application of Reading (Appreciation) In the Montessori environment, reading is not just a skill to be learned; it is a tool to be enjoyed. Children learn to appreciate the beauty and complexity of language. In addition to reading for meaning, children develop the ability to interpret the tone, style and intention of what they read, so that language becomes a tool for personal expression as well as communication. They read literature from a variety of genres and cultures, and learn to analyze and interpret what they read. Function of Words These activities focus on helping students understand the roles and functions of different parts of speech within sentences. These activities involve exercises that teach children to identify and categorize words based on their grammatical functions, such as nouns, verbs, adjectives, adverbs, prepositions, and conjunctions. Children attach a color and a shape to each word based on its function: for example, a verb is represented by a large red circle, and a noun is represented by a large black triangle. Word Study Word Study cards help children understand various constructions and patterns in their language. They learn about different ways of forming plurals, different ways of forming masculine and feminine endings, compound words, word families, suffixes, and prefixes. Reading Analysis Reading analysis activities help the child to think about how all of the functions of words work together to form meaning in a sentence. Like the function of words activities, they attach a color and shape to each word in a sentence, based on how it relates to the verb. They learn to diagram a sentence in an interactive way to deepen their understanding of language and the parts of speech. History and Social Studies: History in Montessori starts with a sense of time, introduced through daily rhythms and seasons. These early experiences prepare children to understand broader historical concepts as they grow. Adapted from: https://www.genevamontessori.org/exploring-montessori-history-social-studies-curriculum s In the toddler and preschool years, time is introduced through consistent routines and natural markers like seasons, birthdays, and holidays. Children begin to notice patterns and changes, forming a basic understanding of past, present, and future. Montessori classrooms support this development with tools like linear calendars, daily schedules, and simple timelines. These visuals help children connect abstract concepts of time to their own experiences in a clear, relatable way. Using Timelines and Storytelling Timelines are a key part of the Montessori history curriculum. Children use them to explore the passage of time, from the development of life on Earth to early human civilizations. These materials are simple, visual, and hands-on, making abstract ideas easier to understand. Storytelling brings these lessons to life. Guides share vivid narratives, like the story of the first humans or the origin of life to spark imagination and create personal connections. Through these stories children begin to see history as a complex journey. Personal History and Identity Montessori history begins with the child’s own story. Children create personal timelines with photos or drawings to mark milestones like their first steps or birthdays. This helps them connect time to meaningful events and begin to understand sequence and change.As they share their stories, children also learn about family traditions, cultural backgrounds, and the uniqueness of others. These early reflections build self-awareness and encourage respect for the lives of people around them. Montessori social studies focuses on people, communities, and how we live together. Children start by learning about themselves and their surroundings, then gradually explore broader social and cultural concepts. Montessori geography starts with physical, tangible materials. Children work with puzzle maps, land and water forms, globes, and continent boxes to learn the names, shapes, and features of different places. Through matching, sorting, and labeling activities, children begin to understand spatial relationships and the diversity of our planet. The work is sensory-based, engaging, and designed to grow with the child over time. Children are naturally curious about how people live. Montessori classrooms nurture this curiosity through cultural materials that introduce food, clothing, homes, music, and traditions from around the world. These lessons help children appreciate differences while recognizing that all humans have shared experiences. Understanding other communities helps them see themselves as part of a diverse and interconnected world. Global awareness in Montessori grows through exposure and connection. Children learn about continents, countries, and customs while also discovering the ways people around the world solve problems, celebrate, and care for one another. This broader view nurtures empathy and a sense of responsibility. As children become more aware of global issues and perspectives, they begin to see themselves as capable of contributing to a more peaceful and compassionate world. Introducing culture and history in the early years helps children develop empathy, perspective, and a sense of belonging. It shapes how they see themselves and others, laying the groundwork for respectful relationships and open-minded thinking. Foreign Language: Language is best acquired through immersive, contextual experiences with native speakers. Segments of the day will be dedicated to short, practical activities guided by a native or proficient speaker of Spanish or Arabic to help children connect vocabulary with objects and actions demonstrated. This way, students begin to associate these times of the day with language immersion. This will include preparing snack, cleaning up after an activity, or an art project where instructions are provided in the foreign language. Students will learn comprehension and speaking skills through this interactive experience where they must both understand and generate language for communication to complete the tasks. Physical Education: Physical activity is integrated into each of the activities throughout the day. While exploring science and history topics students will be going on hikes, building small machines structures to apply their classroom learning. They will be engaged in walking, developing fine and gross motor skills, and coordination as they navigate through the woods and natural landscapes. Art, Music, and Dance: Science observation and learning is often taught through art. Students learn form and function through drawing organisms they find in nature. They will build musical instruments from natural objects and will learn local native and cultural dances as part of the history curriculum. Students' arts and crafts will be collected throughout the school and displayed in an “art gallery” at the end of each unit and through an end-of-year portfolio that students will develop through the year to document and record their learning. They will illustrate or create performances through multiple media to present their learning as a form of assessment to demonstrate to their peers and community members. Primary Classroom (ages 3-6) The early childhood classroom generally has five major curriculum areas: Practical Life, Sensorial, Math, Language, and Cultural which is taught through science and geography. Art and Music & Movement, and outdoor exploration are also curriculum areas. Practical Life Children acquire the basic skills needed for daily living. The curriculum in practical Life incorporates fine and gross motor skills, self-care, care of the environment, grace and courtesy and food preparation. The materials are simple with few steps and become more complex as the children progress through the curriculum Examples of Practical life include: Year 1 (age 3) Year 2 (age 4) Year 3 (age 5) Able to spoon, tong, pour, and tweeze Able to squeeze a sponge Able to fold cloth Able to handwash Able to dishwash Able to snap, zip, buckle, and button Able to open and close containers Able to sweep and dust Able to funnel and baste Able to sew a button Able to wash, peel and chop carrots Able to peel and slice an apple Able to do advanced sewing Able to tie and braid Able to lace The Montessori pushpinning or pin punching activity is a practical life exercise designed to develop fine motor skills and concentration in young children. In this activity, a child uses a small pushpin or punch tool to create holes along the outline of a shape or pattern on a piece of paper. Sensorial These activities help children acquire the ability to make logical conclusions and judgments, compare and discriminate on the basis of size, shape, color, weight, texture, temperature, and their senses of smell, taste and hearing. These materials are designed to prepare the child for future learning in more advanced curricular areas such as art, science, language, and math. Year 1 (age 3) Year 2 (age 4) Year 3 (age 5) Categorizes objects according to size, color, and form Sorts like objects Uses pincher grasp to hold materials Uses fingers to trace Pairs primary colors and names Names basic geometric shapes Constructs and names complex shapes using simple shapes Pairs like textures and sounds Names tertiary colors and shades Names irregular shapes and complex geometric solids Grades textures from roughest to smoothest Identifies basic tastes and smells Grades sounds (loudest to softest) Discriminates stereognostically: After feeling, but not looking at an object, names and describes the object Grades bell tones C-G Begins to understand musical notes and sounds The Pink Tower is one of the most iconic Montessori materials used in the Early Childhood classroom. It is a set of ten wooden cubes, ranging in size from 1 cm to 10 cm, all painted pink. The cubes are designed to help children develop their visual and spatial perception skills. Math The goal of the Montessori math curriculum is the acquisition of numerical concepts and mathematical literacy. The math materials help establish a concept of numbers, logical thought processes, and problem solving skills through the use of organized, systematic, sequential exercises with concrete manipulatives. Year 1 (age 3) Year 2 (age 4) Year 3 (age 5) Sorts and arranges concrete materials according to incremental lengths 1-10 Practices counting 1-10 with concrete materials Traces the 1-10 sandpaper numerals Sorts and arranges numerals 1-10 in order Associates numbers with quantities 1-10 Introduced to the decimal system materials, 1000, 100,10,1 Adds and subtracts sensorially with numbers 1-10 and records the operations Explores the concepts of sets, zero, odd and even numbers, equivalencies, greater and" less than, and combinations of 10 Counts, recognizes and constructs numbers 11-19 Practices writing numerals 1-19 Recognizes and orders the decimals Adds and subtracts sensorially with numbers 11 and up and records operations Writes numbers 1-100 Multiplies and divides sensorially Practices counting, labeling, and recording with linear counting Uses sensorial materials that teach the square and cube of numbers 1-10 (skip counting) Recognizes constructs numbers with the decimal system materials Performs static and dynamic operations with the decimal system (borrowing and carrying) Familiar with names and values of a penny, nickel, and a dime Familiar with telling time The math materials include the number rods, spindle boxes and other 0-10 work. The Bead Stair consists of colored bead bars that concretely represent the numbers from 1-9. Bead bars with their characteristic colors are used to learn countless math concepts from basic counting, to skip counting, to addition, to multiplication, and even to the squaring and cubing of numbers. Language The language materials enable children to build oral and written language skills. The children learn phonics with visual,tactile, and auditory experiences. After they have built their understanding of sounds, they learn sight words, phonograms and grammar. Year 1 (age 3) Year 2 (age 4) Year 3 (age 5) Oral language is encouraged with emphasis on learning nomenclature, speaking in sentences with correct enunciation Short oral presentation in a group setting Learning to sequence and match pictures Use of materials that develop fine motor skills Introduction to sounds and symbols for letters: tracing symbols Isolating beginning sounds in words Continued vocabulary work Oral presentation to a group Matching pictures and labels Sequencing pictures and story telling Continued work with materials that develop fine motor skills Continued work with sounds and symbols Writing letters, names, and words Continued work with isolating beginning sounds Construction of short vowels, 3-letter phonetic words with manipulatives Reading phonetic and rhyming words Reading sight words, books with visual clues and phonetic books Isolating middle and end sounds in words Learning advanced nomenclature Participating in group discussions and reading to a group Practicing handwriting skills and writing sentences Continuing word construction with mixed short vowels, plurals, phonograms and long vowels Reading more complex phonetic words; plural, phonograms and long vowels Continued work with sight words Reading books with long vowels and blends Writing words Learning the functions of words Letter naming and alphabetizing Example materials are: Sandpaper letters (lowercase, capitals and phonograms) Culture Studies Geography Year 1 (age 3) Year 2 (age 4) Year 3 (age 5) Distinguishes differences between land, air and water Distinguishes between continents and oceans Names continents Names land and water forms Matches flags of countries Name and distinguishes differences between countries, states, and territories Define and identify land and water forms Names flags of countries Knowledge of culture and the needs of humans Botany and Zoology Year 1 (age 3) Year 2 (age 4) Year 3 (age 5) Knowledge of living vs. non-living Identifies similarities and differences between plants and animals Identifies similarities and differences between vertebrate and invertebrate Matches parts of fish, amphibians, reptiles, birds and mammals Matches parts of tree, leaf, and flowers Matches different leaf shapes Names parts of fish, amphibians, reptiles, and mammals Names parts of the tree, leaf, and flower Names parts of the human body Defines the parts and distinguishes the differences of fish, amphibians, reptiles, birds and mammals Defines the parts of tree, leaf, and flower Names leaf shapes Example activities: Globe of Land, Water Puzzle Maps, Land and Water Forms, food preparation, botany shelf, nature observation tray or table, caring for plants. How does Mulberry Forest Montessori use these materials? Mulberry Forest Montessori’s course of study was developed around the Massachusetts Curriculum Framework with a whole-child approach drawing from the Montessori method and Forest school philosophy. This approach to learning allows students to learn content in the state standards independently, speaking to their individual interests and talents though concrete materials. Utilizing Montessori materials supports their understanding of the logic and natural progression of the subject lessons. Both Montessori and Forest school approaches encourage interactive exploration and discovery, allowing students to apply academic concepts in a place-based natural environment. What does this look like at MFM? To address the 3rd grade standard in Math for Number and Operations—Fractions 3.NF (Develop understanding of fractions as numbers for fractions with denominators, explain equivalence of fractions in special cases, and compare fractions by reasoning about their size…and recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <) the students would be introduced to the concepts using the Montessori materials during their classroom instructional time. They learn fractions using concrete materials such as fraction circles, insets, and fraction strips. Students continue to use these same manipulatives to add, subtract, multiply, and divide fractions so they can see how each part of the whole relates to each other. In the afternoons, during the project-based outdoor Forest instructional period, the students will be guided along the nature trails surrounding the cabin to observe and collect nuts, leaves, or whatever is blooming at the moment that they gravitate towards. We will come together and share what we found, count each pile, combine them to find the total using basic arithmetic and rounding to nearest 10s to understand amounts and quantities. We can find different ways to combine them as proportions and fractions (e.g., “half of the nuts we collected are acorns from oak trees. How could we represent that in writing?” ). To practice with and compare fractions and proportions of each kind in relation to the whole (all of the collected berries) we might use various sizes of measuring cups to grind the nuts and make acorn butter or make berry juice. This mathematical lesson could be connected with local ecology as part of the science curriculum as well (LS2. Ecosystems: Interactions, Energy, and Dynamics, 3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive), “why do you think there are more acorns here than the other kinds?” The students can also engage in reading as we read aloud a story about being in the woods, they might write a story of their own. The activity of interacting with their environment by collecting and cooking with the local resources may be used as a writing prompt for the students to compose an original narrative. In doing so, we address the curriculum framework addressing sentences of various types, precise word choice, and appropriate figures of speech to explain a clear picture of the narrator’s spirited response to a problem posed (Massachusetts Writing Standards in Action. (W.3.3,W.3.4, L.3.1, L.3.2, L.3.3) and writing narratives in prose or poem form that recount a well-elaborated event or experience, use temporal words to signal order where appropriate; and provide a sense of closure. (Grade 2 Reading Literature Standard 4 and Massachusetts Writing Standards in Action. (W.2.3, W.2.10, L.2.1, L.2.2, L.2.5) Assessing student performance From the teacher's perspective, assessments are the foundation for planning individualized learning goals and adjusting instruction based on specific needs. An education model without grades provides a more human, personalized, and holistic assessment of children, creating space for mistakes, learning, and support. In addition to ongoing, formative assessment in the classroom environment through ongoing teacher observation, students are assessed using the following: 1) Quarterly diagnostic assessments in reading, writing, and math to assess core skills in these curriculum areas. Educators then analyze the results to identify strengths and areas for growth in skills such as reading comprehension, decoding, reading fluency, written expression, writing fluency, mathematical reasoning and mathematical problem solving. 2) A compiled portfolio of student’s projects, written assessments and other artifacts reflecting context-specific strengths and weaknesses through the Montessori platform Transparent Classroom. The portfolio is a compilation of the quarterly assessments, the Montessori Guide's written observations, students' projects, writing samples, artwork, written daily goals, and self-reflections. The portfolio allows for individualized, holistic evaluation, and context-based assessment respecting the child’s learning processes. 3) Ongoing, formative assessment. In the Montessori method, as a core practice, Guides write daily observations of the classroom and each child. Mulberry’s educators will actively observe how children engage with materials, express ideas, and solve problems. These written observations will complement the quarterly diagnostics and student's portfolio. The portfolio is a compilation of the quarterly assessments, the Montessori Guide's written observations, students' projects, writing samples, artwork, written daily goals, and self-reflections. The portfolio allows for individualized, holistic evaluation, and context-based assessment respecting the child’s learning processes. During the last week of classes, each child will present on a subject of their interest that brings together at least three disciplines, such as science, math, technology, social studies, arts, and writing. For instance, a student might explore fungi at Bare Meadow by examining their ecological role, identifying geometric patterns in their forms, and sharing a short story where fungi are the main characters. The goal is to develop communication skills and transdisciplinary thinking in early childhood. Families are invited to join us for this end-of-year celebration to see and hear their children’s work. On the last day of classes, parents will receive the student’s year-long portfolio. The final evaluations will summarize the student's portfolio, outlining the learning process throughout the year. School day and school year schedules Mulberry Forest Montessori Day: 8:30 am - Arrival 8:30 - 9:00 am - Morning Meeting (instructional time) time to check in, ground themselves, and establish goals for the day. This is an important time for socioemotional learning and executive function, teaching children the planning skills that they will need to succeed academically and in life. Morning and afternoon meetings allow children time to learn and practice important social emotional skills, build community, communication skills, listening, drawing communication based on what they hear, and interacting in ways that are respectful and challenging. 9:00 - 11:45 am - Instructional periods and project-based work focusing on Mathematics and English and Language Arts (instructional time) 11:45 - 12:15 pm - Lunch 12:15 - 2:30 pm - Instructional periods and project-based work focusing on Science and Technology and Social Studies (3 days per week) and Art, Music, and Movement (2 days per week) (instructional time) 2:30 - 3:00 pm - Afternoon Meeting (instructional time). Children will reflect on what was accomplished that day, have the opportunity to share successes and challenges, their new learnings, and set goals for the following day. Again, this reflection time builds in important practical and socioemotional skills, emphasizing taking stock of the day and learning achievements, as well as planning for the next day. Before leaving for the day we will have a moment of gratitude for the Forest and each other. The total instructional time for all students will be 6.0 hours per day, 30 hours per week. School Year: Mulberry Forest Montessori will be in session for the months of September - June. Mulberry Forest Montessori will open Wednesday September 10 2025 and continue through the 10th weekday in June of the following year (June 12, 2026). This schedule provides 174 days of instruction per school year. With a school year of 174 days and 6.0 hours of instructional time per day, students receive a total of 1044 hours of instruction. Mulberry Forest Montessori will be closed on the following federal and state holidays: ● Columbus Day/Indigenous People’s Day ● Veteran’s Day ● Thanksgiving and the day after Thanksgiving ● Christmas Eve and Christmas Day (part of planned Winter break) ● New Year’s Eve and New Year’s Day (part of planned Winter break) ● Martin Luther King, Jr. Day ● President’s Day (part of planned February break) ● Patriot’s Day (part of planned April break) ● Memorial Day Planned school breaks: Thanksgiving break: November 27 - 28 2025 Winter break: December 24 2025 - January 2 2026 February break: February 16 - 20 2026 April break: April 20 - 24 2026 Mulberry Forest Montessori will close on days that Reading Public Schools are closed due to snow. The school will add instructional days to the end of the school year (June 2026) if needed to account for snow days and to meet or exceed 900 hours of instruction. Staff qualifications Our experienced teaching and pedagogical team brings decades of experience and hold multiple degrees in ecology, education, environmental studies, geography and other related fields. Teachers will be referred to as “guides” to better describe their role of guiding the children’s development. Our classroom guides hold or are in progress of obtaining, certificates from MACTE-accredited Montessori training institutes, one of the central accreditation boards for Montessori internationally. Mulberry Forest will maintain lower than average child:adult ratios (9:1) and practice a teacher/assistant model. Curriculum Design and Pedagogy Team James McGovern, Educator (Pro-Bono Consultant) James McGovern recently retired after more than 25 years as an educator. While he spent most of his career as an upper elementary school teacher, he also worked as a behavior support specialist, an after-school program leader, and a paraprofessional. As a founding member of a democratically-run progressive public school in the Boston Public School district, James’s classroom design and student-centered pedagogy has been featured in various film and print media. As a trained artist, one of James’s passions is creating unique classroom spaces that encourage democratic process, social-emotional wellness and ongoing inquiry. James has supervised and recruited scores of student teachers and has appeared as a guest lecturer at the university level at Schools of Education throughout the Boston area. Lindsey McGovern, Educator and School Administrator (Pro-Bono Consultant) Lindsey McGovern is a dedicated, creative and hands-on teacher and educational leader with a background in curriculum, instruction, and assessment for diverse student needs. A lifelong learner, she holds a Masters degree in secondary curriculum and instruction from Boston College and a CAES (certificate of advanced educational specialization) in educational leadership and policy, also from Boston College and has completed extensive additional training. She is licensed as a special education administrator, superintendent, English teacher, history teacher and special education teacher. She has worked as a teacher, special education administrator, and education director in public and private school settings, and has served as a Section 504 Coordinator, Civil Rights Coordinator, and Title IX Coordinator. At the university level, she supervised student teachers, assisted in educational research, and co-taught graduate courses in education with an emphasis on universal design for learning (UDL). Lindsey has also worked at the state level, providing complaint resolution to parents and monitoring school systems across the Commonwealth for compliance with federal program areas. Lindsey currently teaches English at one of Massachusetts’s two public virtual schools. She is a fierce advocate for equity in education and is actively involved in disability and mental health advocacy work. In her free time, she enjoys spending time with her husband and rescue dogs, walking on the beach and reading fiction. She has never turned down a cup of strong coffee. Aimee Fraulo, PhD, Educator, Ecologist and Research Scientist, Co-head of School Aimee Fraulo has over 20 years of experience developing outdoor, nature-based educational programming grounded in neuroscience and sociocultural learning theories. Her background in environmental sociology, ecological systems theory, and learning sciences has informed her collaborative, interdisciplinary, nature-based, and child-centered approach to teaching. She has created educational materials and outdoor learning activities for elementary students and homeschool groups aligned with North American Association for Environmental Education’s (NAAEE) Guidelines for Excellence, developed and presented professional development programs for classroom teachers in the US and internationally in Naples, Italy and Cape Town, South Africa. She holds certifications in Montessori elementary education through the American Montessori Society and in Environmental Education through the North Carolina department of Environmental Quality. She also holds certifications in Mindfulness Based Stress Reduction from Duke University and Nature Education through the Civic Ecology Lab at Cornell University. Mary Jirmanus Saba, PhD Geographer, Co-head of School Mary Jirmanus Saba is a geographer, filmmaker and educator whose artistic practice bridges community organizing, land stewardship and household labor. Her multidisciplinary works have shown and been awarded widely at festivals, galleries and community spaces, from the Berlinale in Germany, to the ICA in London, the Busan International Film Festival in Korea and Anthology Film Archives in New York. She holds a PhD in Geography from UC Berkeley, and is currently a University of California Presidential Postdoctoral Fellow at the University of California, Santa Cruz. A lifelong educator, who has taught from preschool to the graduate level, she is currently pursuing a Montessori teaching credential from the Authentic Institute of Montessori. Staffing Aimee Fraulo, PhD, Lead Guide Elementary holds a PhD in Teacher Education and Learning Sciences from North Carolina State University, Raleigh, an MS in Interdisciplinary Ecology from University of Florida, Gainesville, and an American Montessori Society Montessori Teaching credential. Aimee Fraulo has over 20 years of experience developing outdoor, nature-based educational programming grounded in neuroscience and sociocultural learning theories. Her background in environmental sociology, ecological systems theory, and learning sciences has informed her collaborative, interdisciplinary, nature-based, and child-centered approach to teaching. She has created educational materials and outdoor learning activities for elementary students and homeschool groups aligned with North American Association for Environmental Education’s (NAAEE) Guidelines for Excellence, developed and presented professional development programs for classroom teachers in the US and internationally in Naples, Italy and Cape Town, South Africa. She holds certifications in Montessori elementary education through the American Montessori Society and in Environmental Education through the North Carolina department of Environmental Quality. She also holds certifications in Mindfulness Based Stress Reduction from Duke University and Nature Education through the Civic Ecology Lab at Cornell University. Mary Jirmanus Saba, Elementary Guide holds a PhD in Geography from UC Berkeley, and is currently a University of California Presidential Postdoctoral Fellow at the University of California, Santa Cruz. A lifelong educator, who has taught from preschool to the graduate level, she is currently pursuing a Montessori teaching credential from the Authentic Institute of Montessori. Annapurna Xochiestentli, Lead Guide Primary holds a BA in Environmental Studies and Women, Gender, and Sexuality Studies, Latinx Studies from Williams College, and an Association Montessori International Assistant Credential for the primary level. She is trilingual in Spanish, Portuguese, and English, and is currently pursuing a Montessori Teaching Credential from Authentic Montessori Institute. Annapurrna grew up in the margins of Mexico City and the mountains beyond the capital. Her pedagogy is grounded in the belief that teaching is a dialectical process, involving as much learning from children as teaching them. She brings experience in climate education, environmental research, and multilingual storytelling. Through Montessori nature-based education, she seeks to nurture care practices for land and water that cross generations and borders. Note: An Assistant Teacher will support our Lead Guides. Staff Competency and Evaluation Instead of supervisor-driven evaluation, teacher evaluations rely on peer observation, outside expert/mentor observation, and self-reflection to improve and develop practice. Teacher Evaluation: Staff at Mulberry Forest use a peer observation model for teacher observation. Staff observe one another, assessing strengths, areas for improvement, and general takeaways/feedback. These are conducted in the form of Teacher Evaluations, which are then discussed with the teacher directly in a process seeking continual improvement and with the Heads of School. Expert/Mentor Observation: Mulberry Forest invites outside Montessori experts to observe teachers periodically and share takeaways/feedback. We draw on our rich network of Montessori schools within the Wildflower network, a well-respected and nation-wide consortium of Montessori microschools. Reflective Practice: All teachers should engage in ongoing reflection of their practice. Background Record Check Policy All staff and volunteers will complete the appropriate CORI and DCF Background Record Check request form. After Mulberry Forest Montessori makes a preliminary decision to hire or accept the services of an individual, the completed CORI and DCF Background Record Check request form or electronic equivalent shall be forwarded to the Department of Early Education and Care. After conducting the review, a copy of their findings will be given to the employer who has been given the title of “Applicant Reviewer for Hiring Authority” who have been screened and approved by EEC to do so. After reviewing these checks, the licensee will determine whether the prospective employee is suitable for the position. If there is a finding on the prospective employee’s record Mulberry Forest may choose to approve the employee on a discretionary approval and completion of required forms. BRC information is highly confidential, and only those very few people who are necessary participants in the hiring process and decision are permitted access to BRC information. CORI/DCF information must never be discussed or shared with any person not approved as a reviewer. All Background Record Checks will be reviewed by the appropriate reviewer and will be kept in a safe locked file for confidentiality. Snowdrop Montessori reserves the right to process Background Record Checks, CORI & DCF checks periodically as needed, and at least once yearly. Confidentiality Policy Members of the Mulberry Forest community commit themselves to maintaining appropriate professional tact and discretion with regard to confidential information they receive. However confidential information may be disclosed to the Head of School, appropriate administrators, outside professionals, law enforcement officers, parent/guardians or others when there is a compelling reason for doing so, including, without limitation, in cases of health and safety emergencies (when students or others are in imminent danger of harm); when there is concern about an individual’s ability to function academically, emotionally, physically, and/or mentally within the school environment; or when legal requirements demand that confidential information be revealed Anticipated enrollment Our anticipated enrollment for 2025-2026 will be 10-15 full time students, split among the Primary and Elementary classrooms. We anticipate our enrollment to grow by 5-10 students per year in subsequent five years, for a maximum enrollment of 54 students across two location sites that can adequately and safely accommodate a student population of 54 students. Textbooks, technology and other instructional materials Montessori Education: an Emergent Hands-on Approach Montessori education does not utilize traditional textbook learning. Students work with concrete manipulative materials to gain fundamental understanding of each subject, leading to a strong foundation that allows students to build and engage in complex, abstract understanding as they progress through the curriculum. Children in Elementary programs (between the ages of 6 – 12) learn academic subjects through working through subject-based concrete manipulatives in the classroom followed by interactive outdoor nature-based activities that integrate the studies of language arts, chemistry, mathematics, biology, geography, and history. For example, in learning writing, students will practice with a moveable alphabet to create words and trace sandpaper letters to practice fine and gross motor skills. As they develop the skills, they will apply their learning by going outside and labeling the tree and plant species they encounter around the school. Each material is intentionally designed to focus on a single skill or concept following a logical sequence to aid children in developing a deep, abstract understanding of each subject. Rather than simply memorizing facts, formulas, and procedures, Montessori students are encouraged to explore subjects through hands-on activities, games and activities that allow children to develop a deep understanding of the concepts and to learn to make connections and to see patterns. Research in embodied learning demonstrates that integrating motor neurons and interpersonal interactions with cognitive tasks such as language acquisition and STEM concepts improves learning and academic performance (Jusslin, 2022; Rathunde, 2009) “There is no description, no image in any book that is capable of replacing the sight of real trees . . . in a real forest. Something emanates from those trees which speaks to the soul, something no book, no museum is capable of giving (pp. 35-6).” (Montessori, 1973) Several recent international studies have measured the cognitive outcomes of students when exposed to plants and green spaces. In Spain, Dadvand et al. (2015) investigated the positive influence of green spaces and cognitive development in primary schoolchildren using satellite imagery, normalized difference vegetational index (NDVI), and cognitive development assessments and found that higher levels of exposure to greenspaces increased academic performance in school. A Danish study comparing students who were exposed to natural environments or classrooms containing plants with students who had no exposure to plants found that students exposed to green spaces and natural learning environments demonstrated reduced stress and enhanced performance on cognitive assessment (Mygind et al., 2018). Studies of horticultural therapy programs found that the affective relationship that children can develop with living plants can create a sense of group belonging and cohesion leading to increased academic performance (Berger, 2006; Ferrini, 2003). Montessori Education in the Forest Traditional fragmented classroom curricula that disembody students from their learning and lack emotional, social, and physical connection undermines authentic learning and healthy development. Outdoor education research has demonstrated that outdoor learning provides benefits in each domain of Bloom’s taxonomy of learning: cognitive, affective, and psychomotor (Beery & Lekies, 2021; Bento & Dias, 2017; Spiteri, 2020). Cognitive Domain. The cognitive domain encompasses learning skills related to mental, or thinking processes related to constructing understanding and making sense of information. Learning in natural spaces elicits the problem solving, critical thinking, and intellectual creativity that have been deemed necessary for the 21st century learning paradigm (Egger et al., 2017; Rinke et al., 2016). The outdoors can provide a context for connecting abstract concepts presented in the classroom to relevant real-world phenomena and opportunities for active participations Affective Domain. Affective processes are fundamental to students’ cognition (Hinton et al., 2008; Noddings, 2005a; Pierre & Oughton, 2007). Neuroscience has demonstrated that feelings of emotional safety and connection initiate access to neurological pathways within an affective-cognitive network. The amygdala in the limbic system regulates the functioning of cortical areas that are fundamental to cognitive processing and learning (Hinton et al., 2008; Tyng et al., 2017). The affective network can be accessed through spending time in natural, green spaces (Engemann et al., 2019; Kahn, 1997; Wilson, 1984). Kellert and Wilson (1993) describe the sociobiological concept of biophilia, suggesting that due to human’s innate connection with the natural environment, interacting with natural communities and interacting with plants and nonhuman animals in the outdoors can promote agency and relatedness that are central to self-determination (Ryan &Deci, 2000) leading to motivation, attitude of worth, and emotional engagement in learning (Heerwagen & Hase, 2001; Skinner & Chi, 2012). Psychomotor Domain. Studies have shown that the kinesthetic experiences in which learners engage while physically participating in outdoor activities employ sensory-motor neural pathways that can strengthen synaptic connections and deepen classroom learning (Anderson, 2005; Glenberg et al., 2013; Hinton et al., 2008; Ionescu & Vasc, 2014). According to embodied learning theories, human cognition is grounded in perceptual and physical interactions of the body with the environment. Exposure to full-bodied experiences is an essential pre-cognitive process that allows for future meaning making and abstract thought (Rathunde, 2008). Participating in hands-on activities that engage learners in discovery, observation, and movement during investigations in the outdoors leads to both cognitive and physical development (Becker et al., 2017; Kubat, 2017; van Dijk-Wesselius et al., 2020). As learners touch and feel objects and manipulate tools, they gain cognitive awareness while refining their motor skills and enhancing their proprioception, the body's ability to sense movement and location (Hoque, 2017; Murakami et al., 2018). Integration of Domains. Learning is an integrated, socioecological process. Conceptual knowledge begins with the gestalt of external sensory experiences. Outdoor learning is uniquely situated to support and integrate each of these neural processes among all the learning domains and enhance authentic learning and concept integration. Education research suggests that students must be exposed to multi-modal learning to engage multiple sensory pathways and learning should extend beyond the walls of the school building (Avraamidou, 2015; NRC, 2012; Smetana, et al., 2017). Technology Technology will be utilized as a tool for nature investigation. Several apps such as iNaturalist, Seek, and others will be used to help identify organisms that we encounter in our local environment during our afternoon project work. The students will learn to use technology as a learning tool as well as technology etiquette (netiquette) and to be responsible users by thinking critically about and cross-referencing content. Sources: Jusslin, S., Korpinen, K., Lilja, N., Martin, R., Lehtinen-Schnabel, J., & Anttila, E. (2022). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37, 100480. Montessori, M. (1973). From childhood to adolescence. Madras: Kalakshetra Publications. Rathunde, K. (2009). Nature and embodied education. The journal of developmental processes, 4(1), 70-80. Procedures for maintaining student records and compliance with all applicable laws Mulberry Forest Montessori plans to use Transparent Classroom, an industry standard online platform for tracking observations and student progress in Montessori schools, as well as securely maintaining student records. Student records will be accessible only by the relevant school staff and available to parents upon request. Teacher administrators of Mulberry Forest Montessori will report the name, age, and residence of any child enrolled at Mulberry Forest Montessori to the superintendent of the school for the town where the child resides within the first 30 days of enrollment. Under M.G.L. ch. 72, section 2, notification of any child that has withdrawn from Mulberry Forest Montessori will be made to the superintendent of the applicable school district within 10 days of withdrawal from Mulberry Forest Montessori. Additionally, where a justice or agent of the court makes a request for the attendance, conduct, or standing of a pupil that is enrolled in Mulberry Forest Montessori and that student is awaiting examination or trial by a court or is under court supervision, Mulberry Forest Montessori will furnish information or reports as requested. Transcripts of current or former students will be timely furnished by Mulberry Forest Montessori upon request. A fee of no greater than $5.00 will be charged for this service. Additionally, upon cessation of operations, Mulberry Forest Montessori is prepared to transfer transcripts of all students and former students to the Massachusetts Department of Elementary and Secondary Education or other schools, as noted in M.G.L. c.71, section 34G. Mulberry Forest Montessori will satisfactorily demonstrate financial solvency, e.g., profit and loss, balance sheets, budgetary provisions, and means of sustaining educational programs. Applicable evidence of tax-exempt status or articles of incorporation will be available upon request. Procedures for admission We plan to offer open enrollment. We are advertising enrollment through a wide range of platforms: community networks, outdoor supply stores, social media, relationships with other similar programs, including nature-based and farm education programs. We have a three step admissions process. First, parents or caregivers fill out an enrollment inquiry / application form. Second, we schedule a phone call with a member of the school’s administration to determine interest and fit with the program. We assess socioemotional readiness to learn outdoors prioritizing in order to create a proactively vibrant community. Third, we admit students based on space and fit. We have a graduated tuition model, and we work with families to create accessible tuition models. Families then fill out liability releases, medical forms, and information cards, including a clause that specifies the school’s right to ask a student to withdraw for being unduly disruptive. Families also agree to our community standards and our public health policy. Current status of required inspections or approvals from the town We are developing our program in Reading in collaboration with the Reading Conservation Commission, who voted unanimously to proceed with a pilot year at Mattera Cabin. The Town of Reading Select Board also endorsed the project on July 15. With the support of the Conservation Commission, which governs Mattera Cabin, we are in the process of coordinating with the Building, Fire, Police and other departments to secure all necessary inspections, permits and approvals. In our planning, we are relying on regulations from the Department of Early Education and Care (EEC) regulations for Small Group and School Age and Large Group and School Age Child Care Programs; EEC’s regulations on nature-based programs (for programs that are outside more than 50% of the time, as ourselves); and the Massachusetts Fire Safety Commission; Town of Reading Zoning Regulations and other applicable Building Codes. Pertinent documents will be maintained in a filing cabinet inside the Cabin including: ● Certificate of Fire Inspection ● Certificate of Occupancy ● Safety Inspection from Department of Public Safety ● Department of Public Health Certificates ● Copy of Public Health safety policy ● EEC approval documents Fire: The building is outfitted with smoke and carbon monoxide detectors in every room, two exits and fire extinguishers (see map below). Fire inspection is already conducted annually by the Fire Department, and we plan to communicate quarterly with the Fire Department. There is no sprinkler system. However, this is not required by law as per the Massachusetts Fire Safety Commission. Fire Loss – The fire marshal will be notified within 48 hours (excluding Sundays and holidays) in writing of any fire or explosion which resulted in a loss. The report should contain a statement of facts addressing cause and origin of the fire/explosion, scope of damage, insurance on the property, and other information as necessary. Kitchen: The Kitchen area of the Cabin will be secured in compliance with all safety measures as laid out by EEC, including child safety covers on all stove controls, as well as on cabinets. We will implement kitchen safety measures to demonstrate safety and security of equipment used in the making and storage of food. When children engage in food preparation, the kitchen area will be cleaned immediately after, and regularly maintained to ensure the sanitary condition of the area. Bathrooms: The Department of Early Education and Care outlines the requirement for one well ventilated bathroom for every twenty children. EEC’s nature-based regulations allow for the use of a portable toilet with changeable liners between each child. Mattera Cabin has one well-ventilated bathroom. We will use a combination of these two - the indoor bathroom and an outdoor camping bathroom tent with disposable liners and a hand-washing station - to make sure we have more than adequate access to well-ventilated bathrooms for each child and staff member. The water temperature will be set at 120 degrees fahrenheit maximum and toiletries and paper will be readily accessible within the bathroom, including toilet paper, soap and paper towels, disinfecting material and menstrual napkins. Furniture Our program is primarily outdoors more than 50% of the time. We will largely use already existing picnic tables as well as mats for the children to sit on the ground and work on, as per Montessori methods. Any relevant furniture in the indoor space will be vetted to be in correspondence with EEC regulations. Classroom and General Space Requirements As a primarily outdoor program, EEC regulations on space per child do not apply to us, as we will be outdoors more than 50% of the time, except in emergency situations and inclement weather. Nonetheless, the space indoors at nearly 936 square feet (see map below) exceeds the EEC regulation of 35 square feet per child with our cap for this year of 20 students. Abuse & Neglect Policy: Schools are required by law to report suspected abuse or neglect if they have evidence or reasonable suspicions. Failure to report child abuse and neglect can result in fines and criminal charges against the facility. Child abuse is generally defined as the maltreatment of a child that results in non-accidental harm or injury, or creates the risk of such harm. Child abuse can include neglect, physical abuse, sexual abuse, and emotional abuse. If a child is not in immediate danger or if we are in doubt of findings, we will contact our local children’s service agency and discuss the situation. If the child is in immediate danger we will call 911 or our local police department to report them. If neglect or abuse is suspected we will make written notes of our findings including child’s name, age, address, the person believed to be responsible for the abuse or neglect (if known), the nature and extent of the abuse or neglect, where the child can be found, name and address of the reporter (optional but strongly suggested). This complies with policy M.G.L. chapter 119, section 51A Hazing Policy Hazing is not tolerated in our school, and this is mentioned within our family handbook. We plan to file an annual report to the board of education certifying notification of students hazing prohibition and corresponding plans for engaging in deescalation and addressing any hazing directly, as per under M.G.L. ch. 269, section 19. Pesticide Use We are coordinating with the Reading Conservation Commission on pest control and pesticide use inside and around the cabin. Our policy will reflect that the private school is subject to the Massachusetts Pesticide Control Act, and note any necessary requirements of that Act. Compliance with Federal and State Health and Safety Standards The Mattera Cabin is ADA Accessible, with ramps at the front entrance. We are currently coordinating with the Conservation Commission around asbestos inspections, PCB, and Lead. The local school committee or board of health may provide for sight, hearing, and other physical defect screening with request by a parent or guardian, where the private school has included language that it does not discriminate in entrance requirements on the basis of race or color. M.G.L. Ch. 71, section 57. Our family handbook includes our emergency and medical care policy and procedure. Student services are adequate and include our health care policy and procedures, referral information for guidance and counseling programs, and a disciplinary policy of students and employees/volunteers. Other Safety Considerations We keep important information about the health and well-being of every student in our program in blue and red binders on site. The red binder contains a copy of EEC regulations, state mandated labor law notifications, and workplace safety postings. The blue binder contains facesheets: photographs and a list of all of the enrolled children and the days they attend, along with their emergency contact information, notifications of their food and insect allergies and any critical medical information. Staff are required to memorize who has life-threatening allergies or other medical needs. Substitute teachers are asked to review binders at the start of each day. Allergies, Medical Notes, and EpiPens All staff have knowledge of children’s allergies and medical notes. This information is kept in our binders, and life-threatening allergies are noted on our rosters and class lists (particularly for the homeschool program, where attendance may be less consistent). Children with medication requirements or EpiPens check in with the Teacher Leader at the start of the day to make sure that they are carrying their medication for the day. These must be carried in children’s packs with them so that they are available in the field. Cooking and Allergies We do not cook with ingredients that children have documented allergies to. Our menu is always safe for all children in the program. We also are able to accommodate gluten free sensitivities and other requirements from families. Incident Reporting Clear open records help us to track unexpected incidents and create a safe environment. When any person in our program is injured, falls ill, or is in danger, a staff member creates an Incident Report by the end of the school day. We use incident reports through Transparent Classrooms and also keep them physically onsite. The reports are filled out by the staff person who was supervising the child at the time of the incident. If care is administered including a band aid applied (unless there was no blood and the bandaid was applied for emotional support), an incident report must be filled out by end of the day. Incidents will be communicated to child’s caregivers by phone or at pickup. Families may request a copy of the incident report. Any larger incidents are immediately communicated to caregivers by phone and email to the entire Mulberry Forest Montessori Community (enrolled families, staff, board), pending permission from the families involved. Examples of larger incidents include: ● a fire that endangered children ● a significant medical emergency where we have to call 911 ● If children witness or experience a natural hazard (such as an earthquake) or ● other disturbing event ● a child gets lost ● any incident that causes us to create a new safety policy (Incident list adapted from Wonderwoods Family Safety Handbook) Mulberry Forest Montessori Emergency Plan A. TABLE OF CONTENTS 1.0 Introduction 1.10 Facility Organization 1.11 Emergency Notification 1.12 Staff Call Down Telephone List 2.0 NATURAL HAZARDS 2.10 Severe Weather 2.11 Snow and Ice Storms 2.12 Tornado 2.13 Hurricane 2.14 Earthquake 2.15 Flooding 2.16 TECHNOLOGICAL HAZARDS 2.17 Utility Disruption 2.18 Power Outage 2.19 Water Loss 2.20 Heat Loss 2.21 Fire 2.22 Hazardous Materials 2.23 Bomb Threat or Suspicious Article/Message 2.24 PERSONAL SAFETY 2.25 Medical Emergency 2.26 Missing Child 2.27 Unauthorized or Suspicious Person 3.0 Protective Actions 3.10 Evacuation 3.11 Shelter in Place 4.0 Recovery and Restoration of Operations 4.10 Recovery 4.20 Restoration of Operations A. LIST OF FIGURES 1. Facility floor plan with evacuation routes and shelter areas, fire alarms, fire suppression equipment and extinguishers. B. LIST OF ATTACHMENTS 5-1 Evacuation Checklist 5-1A Evacuation Requirements Sheet 5-1B Parent/Guardian Emergency Evacuation Plan Information 5-2 Bomb Threat Checklist 5-3 National Weather Service Criteria for Advisories and Warning Sources: Emergency Management Guide for Business and Industry, ARC 5025, November 1993. Coping With Children’s Reactions to Hurricanes and Other Disaster, FEMA 184, October 1989. Helping Children Cope With Disaster, FEMA L-196, ARC 4499, February 1993. 1.0 Introduction Mulberry Forest Montessori could be subject to an emergency situation affecting the facility or as part of a larger scale event. The Head of School and Assistant Head of School are responsible for the safety of children, and will coordinate actions and/or requirements with community public safety officials and parents/guardians. The impact of an emergency on children can have lasting effects on their well-being. Caregivers and families must manage the response to the emergency as well as helping children cope with their feelings, fear and needs during and after the emergency. Respecting the child’s feelings, and involving them where possible in recovery activities can reduce stress and anxiety. The intent of this plan is to assist the staff in responding to emergency situations, provide information to family members concerning emergency planning, and provide a basis for restoration of services. This plan contains emergency response information for the following situations: NATURAL HAZARDS: Severe Weather Snow and Ice Storms Tornado Hurricane Earthquake Flooding TECHNOLOGICAL HAZARDS: Fire Utility Disruption (Heat, water, power) Hazardous Materials Bomb threat or threatening telephone call PERSONAL SAFETY: Medical Emergency Missing Child Unauthorized/Suspicious Person The plan will also address protective actions such as: - Evacuation - Shelter-in-Place - Recovery and Restoration of Operations 1.10 FACILITY ORGANIZATION: Organization chart: As a nature-first school, Mulberry Forest Montessori is located around Mattera Cabin and Bear Meadow Conservation area off of Main St. in Reading, MA. The students and teachers are organized into two age-based classrooms, with a maximum of 20 students and two full-time teachers across both classrooms. Mattera Cabin is equipped with combined smoke and carbon monoxide detectors on two floors. The fire alarm is wired to the city fire department, and children practice fire drills monthly as specified in the emergency preparedness manual. The classroom is equipped with a fire extinguisher on the back right wall nearest the office. The basement level has a fire extinguisher outside of the bathroom. All staff are trained yearly in First Aid and CPR, and a first aid box is clearly marked in the first aid cabinet inside the cabin. When in the forest, a smaller first aid box is carried at all times by teachers. Evacuation procedures are posted at all exits (see diagram below). Figure 1 Mattera Cabin facility floor plan with evacuation routes, shelter areas, fire alarms, fire suppression equipment and extinguishers. 1.11 EMERGENCY NOTIFICATION Emergency: Medical Emergency 911 Police 911 Fire 911 Rescue 911 Lahey Hospital and Medical Center 781-744-5100 Poison Control 1-800-222-1222 Mass Emergency Management Agency 1-800-982-6846 Mass Licensing Agency Office of Early Education & Care Northeast Office 360 Merrimack Street, Entrance G, 3rd Floor, Suite 315, Lawrence, MA 01843 978-826-1300 Massachusetts Department of Children and Families (DCF) - Metro North Office 781-388-7100 Department of Social Services 617-626-2000 800-792-5200 Utilities will be coordinated with the Reading Conservation Commission: Electric N Star: 800-592-2000 Gas N Star: 800-592-2000 Water 617-349-4770 STAFF CALLDOWN/TELEPHONE ROSTER Mary Jirmanus Saba ______ Aimee Fraulo ______ Annapurna Garza ______ 2.0 NATURAL HAZARDS Natural hazard emergencies relate to conditions caused by weather, weather related effects, and geological events such as earthquakes. 2.10 Severe Weather Severe weather may be predicted over several days in advance in the case of hurricanes and winter storms or within a few hours or less for tornado and other wind, rain, or ice storms. Listening to weather forecasts and storm watch or warnings is critical to being prepared. The National Weather Service issues storm watch and warnings through commercial television, radio, cable (Weather Channel) and NOAA weather alert radios. Such announcements are carried over the Emergency Alert System (formerly EBS) on TV, radio, and NOAA radio. In general: A. Severe Weather Watch means that conditions are present that could cause a weather emergency in the areas mentioned. B. Severe Weather Warning means that severe weather is expected and that precautions should be taken in the affected areas. Attachment 5-3 National Weather Service Criteria describes various weather advisories and warnings. 2.11 Snow and Ice Storms Severe snow and ice storms can result in the shutdown of facilities, closed roads, and damage to power lines and structures. ● Monitor winter storm watch, warnings, blizzard warning or travel advisories. Consider pre-storm closing (night before) or early closing depending on conditions. ● In coordination with the Reading DPW, we will arrange for snow and ice removal as well as possible debris removal such as fallen trees and utility lines. Check status of battery powered radios, flash lights, and back-up lighting, power, and heat. 2.12 Tornado Tornadoes do occur in Massachusetts, with late spring and summer presenting conditions where tornadoes can form. Weather fronts that can produce tornadoes may also generate severe rain, wind and hail that can cause serious damage. A Tornado Watch means that a tornado is likely over a large area, A Tornado Warning means that a Tornado has been sighted, or is indicated on weather radar in a specific area. ● Monitor Tornado Watch, Warnings or Severe Thunderstorm Watch/Warnings. ● Direct students and staff to pre-identified shelter space preferably in an underground area of the facility, or an interior area away from windows, if appropriate. Bring a cordless telephone to the shelter area. Refer to figure 1 for shelter locations. If there is no basement available, move to an interior hallway on the lowest level of the building. Seek protection under a desk or table. If outdoors, seek shelter in a low lying area, culvert. ● Report any injuries, and damage to the facility or utilities. Use caution when entering a damaged building. 2.13 Hurricane Hurricane season lasts from June through November, but the period of August-September has seen the most hurricanes with an impact on New England. Hurricanes generate winds from 74 to 160 miles per hour. Heavy rainfall may produce flooding inland, and tidal surge can damage coastal areas. Hurricanes may also trigger tornadoes. ● Monitor Hurricane Watch and Warnings. Secure outside equipment. ● Check status of battery powered radio, and alternate light sources. ● Remain indoors until storm passage is confirmed. Hurricanes often have a lull as the eye of the storm passes. ● Prepare to evacuate if necessary. Move records, computers and other equipment to safer areas within the facility or move to another location. See attachment 5-1 Evacuation Checklist. ● If necessary, evacuate students and staff to a more secure facility. Consider road and safety conditions before doing so. ● Provide information on where you have evacuated to for parents. This information should be provided in an annual notice to parents. See attachment 5-1B, Parent/Guardian Emergency Evacuation Plan Information. 2.14 Earthquake Minor earthquakes are common throughout New England. There is some potential for more serious earthquakes. Damage to structures, and utilities and injury to people from falling debris can be expected. ● Assess your facility to reduce the potential for shelving, fixtures, or heavy equipment to cause injury if shifted suddenly. ● Ensure that building and safety codes are followed during construction or renovations. Know where and how to shut off electricity, gas, and water service. ● Locate the safest locations in each room away from windows and potential falling objects. During an earthquake, take cover to protect from falling objects indoors and outside. ● Afterwards, when leaving the building, use stairways and avoid windows, skylights, and damaged utility lines. 2.15 Flooding Flooding may result from heavy precipitation and build over several days or occur rapidly in the form of flash floods. Dam failure can inundate downstream areas. ● Monitor announcements of Flood Watch or Warnings. ● Review community Flood Insurance Rate Maps to determine if your facility, travel routes or host facility are in flood inundation areas. ● Inspect facility for area prone to flooding, and what records or other equipment can be moved higher in facility. This includes utilities such as heat, etc. ● Close or evacuate facility if needed. Heed evacuation order from public safety officials. ● Determine if your facility is in the dam failure inundation area for dams nearby or in other communities. 2.16 TECHNOLOGICAL HAZARDS Technological hazards concern emergency situations that may arise from man made or technological factors, materials or processes. 2.17 Utility Disruption (water, heat, electricity, other) Utilities may be disrupted during a storm or a more localized incident. Facility operators must be able to meet regulations and requirements for water use, heat and power to remain open in such circumstances. General information: ● Maintain an up to date listing of utility telephone contacts to report disruption and schedule repair or restoration. See Emergency Notification Section of this plan. ● Identify alternative back-up sources such as bottled water distributors, portable electric generators, etc. Identify facilities that would permit short term and longer term relocation of operations until utilities are restored. Document with a letter of agreement. 2.18 Power Outage The following should be considered when assessing continued operations during a loss or disruption of electrical power: ● Report loss of electrical power immediately. ● Check circuit breakers or fuses at service panel. ● Safe movement of staff and children to areas with natural light or emergency lighting. ● Consider impact on special needs students such as signaling devices and other equipment. ● Refrigeration of food materials and ability to prepare meals. ● Operation of security smoke/fire detectors, sprinklers, ventilation, and telephone systems. Impact on overall learning environment. ● Safety and comfort of the students and staff. ● Ensure that if an emergency generator is used that it is operated safely and that exhaust products are properly vented. 2.19 Water Loss ● Report disruption of supply or failure of pipes etc. ● Inspect water supply and equipment on a regular basis. Make improvements as necessary to ensure adequate and reliable supply. ● Determine feasibility of operating with alternative water sources such as bottled water (toilet flushing, drinking and sanitation). Identify sources to meet needs. ● Develop procedures for alternative heating, storage and use of hot water for handwashing and sanitation. 2.20 Heat Loss ● Inspect heating plant and perform maintenance on a regular basis. Report loss of heat immediately. ● If possible move to unaffected areas of facility. ● Use safe heating alternatives if possible to meet minimum required room temperatures. Alternative heating sources such as portable electric should be in good condition and operated in accordance to manufacturer's instructions, and fire code. Check with local fire or building department for guidance. ● Move to a predesignated facility and make notifications to parents and family. 2.21 Fire Fire is perhaps the most common hazard. Fire can occur for many reasons, including as a result of damage from an earthquake, damaging wind or water damage to electrical equipment, etc. Each facility should have a fire emergency plan including an evacuation procedure, marked exits, fire/smoke detectors, fire extinguishers, safe storage and use of flammable materials, and fire safety training and fire drills. The fire plan should specify when and how to evacuate in case of fire, and under which conditions staff should attempt to control a fire using extinguishers. ● Check with fire officials to remain current on fire safety such as regular inspection of fire extinguishers, detectors and alternate heating sources. ● Do not overload electrical outlets or extension cords. Use UL-rated portable outlets or extension cords with built-in circuit breakers. ● Inspect heating plants and chimneys. Conduct periodic fire safety training. ● Establish preventative procedure for handling and storage of flammable materials. ● Conduct fire drills and instruct students and staff on their roles in a fire emergency in accordance with regulations. ● Designate an emergency assembly area(s) outside of the facility where children and staff should go to in a fire. Refer to figure 1 for evacuation routes, fire suppression equipment locations, and emergency assembly area. ● Ensure emergency information pertaining to all children in care is readily available should an evacuation be needed. 2.22 Hazardous Materials Hazardous materials are substances that are either flammable, combustible, explosive, toxic, noxious, corrosive, oxidizable, an irritant or radioactive. A hazardous materials accident could occur at your facility such as a natural gas leak, spilling of a solvent, or on a roadway or factory or processor in the immediate area. ● Identify hazardous materials in your facility. ● Identify facilities in your area that use hazardous materials, including materials transported on roadways near your facility. ● If a hazardous materials accident occurs, notify your fire department, and follow safety directions. Be prepared to isolate the immediate area, evacuate, or shelter-in-place. Shelter-in-place involves sealing windows, doorways, shutting off air intake systems to provide protection from airborne hazardous materials. This could be directed in the event of suspicious mail or a hazardous materials spill near your facility. 2.23 Bomb Threat, suspicious article or threatening call or message. Calls of a threatening nature should be recorded as accurately as possible and recorded to the police. Depending on the nature of the call, immediate action should be taken to protect lives and property, including evacuation. A threat to personal safety should never be discounted as a hoax. ● Record threatening message carefully. If caller ID is operational, record telephone number. ● Notify the police immediately. ● Take prudent response actions with safety in mind. Designate an assembly area nearby for evacuation purposes. ● Do not attempt to move a suspicious article, package, or letter. ● Report suspicious articles or communications to the manager and authorities. 2.24 Personal Safety Personal safety involves responding to events such as a medical emergency or security. 2.25 Medical Emergency Staff should be prepared to initially respond to medical problems based on training. ● Before beginning care, ensure all uninjured students are safe and calm. Proceed with caution and assess risks to avoid becoming injured yourself. ● Ask the student/staff/person for consent and tell them what you plan to do. ● Always wear gloves when dealing with bodily fluids. ● Wash your hands before and after every first-aid procedure. Use hand sanitizer when out on the trail. ● Contain all contaminated material in a zip-lock bag for disposal. ● Know your student’s medical, emotional and sensory needs. Be aware of medications, allergies, or physical limitations that have been identified in the notes section of your group list ● Prompt notification of emergency medical/rescue is vital. ● Maintain first aid and emergency medical training such as CPR. ● Maintain a current telephone list for medical emergencies. ● Maintain a first aid kit. Large Plastic Bins Outdoor Classroom Kits Adventure Kits Medications: Children’s Tylenol Aspirin (Adults only) Benadryl (Adult and Child) Antibiotic Cream Benadryl Cream Bandages: Vet Wrap Elastic bandage Triangular bandage Mix regular/large-size bandages Butterfly bandages Gauze Pads & Wrap Other: Ice Packs CPR Mask Plastic gloves Q-tips/Cotton Balls Rubbing Alcohol Scissors Thermometer 1 bottle of soapy water 1 bag of cotton balls 1 empty bag for trash 10 reg Bandaids 4 Butterfly Bandages 1 Lg Bandaid 2 Gauze pads 1 Gauze wrap or tape 2 wet wipes 1 After Bite 1 set of plastic gloves 1 tick tape stick 1 lighter 1 tweezer 2 chewable Benadryl 1 pack of tissues 2 poison ivy wipes Menstrual napkin Instant Ice Pack Hand Sanitizer Trash Bags Sunscreen Bug spray Syringes for flushing cuts Whistle Vet Wrap Duct tape Foam Flip Flops Triangle Bandage Red Counselor Kit Trash bag Tick Tape First Response to Accidents 1. I’m #1. Survey Scene for hazards. 2. What happened to you? Determine Mechanism of Injury (MOI). 3. Not on me. Establish Body Substance Isolation (BSI). 4. Any more? Determine the number of affected individuals. 5. What’s the vibe? Form a general impression of the affected individual. Evaluate the seriousness of the injury. (ABCDs) 1. Airway: is anything blocking their ability to breathe? 2. Breathing: are they breathing? 3. Circulation: how much are they bleeding? 4. Decision on Disability: is any movement impaired? 5. Exposure: what environment are they in? 2.26 Missing Child We use the following protocol, repeated in our staff orientation and our staff handbook, to keep track of all children in our program. All staff carry walkie talkies in addition to cell phones. Our school orientation in the first six weeks also includes establishing a culture of looking after, and out for, each other, and this ethos is emphasized among the children regularly and throughout our program. ● To avoid losing a child, staff perform frequent headcounts - before, during, and after every transition ● Determine when and where the child was last seen ● Contact staff over the radio as soon as you realize the child is missing: ● Ask who saw the child last, what they were doing, where they were hiding etc. ● Share the information you’ve collected over the radio ● Include the first name of the missing child when and where they were last seen, description of the child including age, hair, eyes, weight, height, clothing and medical needs ● One teacher will stay with the group while the others search the immediate area ● Prompt notification of the police should be made once initial search of the facility is made, or attempts to confirm location such as confirmed pick up by family, etc. ● Conduct search of all areas of the facility and immediate surrounding area. ● Notify police so that a perimeter can be established for search. ● Make all other required notifications. 2.27 Unauthorized or suspicious person Because our program is in a public place, we have regular fleeting contact with the public. In our experience, these interactions have been by and large friendly, short and uninvolved. However, we recognize that proactive vigilance in such interactions is essential to put children’s safety as our utmost priority. To keep children safe, we make sure to do regular head counts at all transitions, and an ethos of thoroughly looking out for one another is regularly emphasized in our morning meetings and throughout the program. However, in the event that we might encounter a member of the public that is overly interested in the children or . ● If a person is acting suspiciously, move the students away and radio the teachers and staff to investigate ● Examples of suspicious behavior include approaching the children directly, watching from behind an obstacle, staring at specific children, and irregularly-shaped bags. ● If you witness someone with a gun quickly and safely move the students out of eyesight and earshot and call 911. ● Share Sexual Offenders Record of Information (SORI) circulars with staff members. 3.0 PROTECTIVE ACTIONS (Evacuation and Shelter-in-place) 3.10 Evacuation In the event of an emergency requiring an evacuation, the child care provider shall coordinate necessary provisions for the transportation and continued care until the children are picked up by parents or an authorized individual. The child care provider should make arrangements with transportation providers, and suitable facilities for hosting child care operations until children are picked up or until the end of the regular operating day. The local emergency management agency will assist with emergency support as needed. In a large scale emergency, the Massachusetts Emergency Management Agency will coordinate support efforts with community and State agencies to assist where needed. The caregiver shall take with or perform the following in an evacuation: ● An accurate attendance list ● Account for all children and staff ● Bring necessary medications/supplies and records Evacuation Planning: See the Evacuation Checklist attachment 5-1 and Evacuation Requirements Sheet attachment 5-1A. These attachments include the name, address, contact person and telephone number of a facility that agrees to serve as a short-term host facility until children are picked up. A facility within walking distance and a facility some distance away would provide flexibility depending upon the extent of the situation. These attachments also include the number and type of vehicles needed to evacuate children and staff. They note if private autos are to be used. They include the name, address, contact person, and telephone number of the transportation provider. 3.11 Shelter-in-Place Shelter in place may be ordered to provide emergency protection in the event of a hazardous materials accident or other airborne threat. The public would be advised to remain indoors. Information from public safety officials at the scene or over the Emergency Alerting System (EAS) would advise the public concerning seeking shelter and for how long to stay in place. 4.1 RECOVERY AND RESTORATION OPERATIONS 4.2 Recovery How quickly recovery and restoration of operations occurs following an emergency or disaster has much to do with pre-emergency planning and establishment of support agreements and mitigation efforts to lessen vulnerability. Consideration should be given to the following areas: ● Identifying key equipment for repairing or replacing to support safe operations. ● Moving to an alternate location until home facility is returned to operation. ● Offering to assist parents in temporary placement of students in other facilities until home facility is returned to operations. An agreement with a suitable alternate facility should be obtained to serve as a temporary site or accept students into another program on a temporary basis. This would assist parents in making day care choices until home facility is restored. ● Taking measures to mitigate impact on the physical plant such as flood-proofing. 4.3 Restoration of Operations A damage assessment process should begin as soon as possible with care given to safety and security. ● Prioritize repairs according to restoration needs. ● Maintain records of all damage related expenses. ● Notify insurance carriers, and contact emergency management agency. Compile damage estimates and list of damaged goods and equipment. ● Major repair or restoration efforts should be coordinated with insurance and appropriate government agencies such as the Office of Child Care Services for permits and licensing. ● Inform families of enrollees of progress and time frame for restoration of operations, and alternative site information if applicable. If possible, assist families with temporary day care options to ease strain on families. ● Involve children and families in restoration activities where possible to provide closure to disruptive event and return to normal routine. 5.0 ATTACHMENTS 5-1 Evacuation Checklist 5-1A Evacuation Requirements Sheet 5-1B Parent/Guardian Emergency Evacuation Plan Information 5-2 Bomb Threat Checklist 5-3 National Weather Service criteria for weather advisories and warnings Attachment 5-1 Evacuation Checklist Evacuation may be ordered by public safety officials or by facility operators. Prior to evacuation, the following measures should be taken: ● Check attendance and compile an accurate attendance list. Use this list during evacuation and take along during transport to the host facility. ● Account for all children, staff and visitors during the evacuation process. ● Transport all necessary medications, supplies, and records. ● Coordinate all actions with community public safety and/or emergency management officials. Confirm required transportation resources and arrival time. ● Determine host facility based on situation (Refer to Evacuation Requirements Sheet, attachment 5-1A): ● Pre-determined assembly area nearby requiring short walk or transportation. ● Transportation to the host facility some distance away. Contact host facility with ETA for arrival of children and staff. Notify families of evacuation and host facility information. ● Make arrangements for support of children at the host facility until reunited with families or return to the evacuated facility. ● Maintain a record of expenses and log of actions taken by staff during evacuation such as names of contacts, times of calls, departure/arrival times, etc. to document evacuation process. Attachment 5-1A EVACUATION REQUIREMENTS SHEET *(to be updated on first day of school with final number of children and cars). FACILITY NAME / ADDRESS: Mulberry Forest Montessori; 1481 Main St., Reading MA CONTACT PERSON AND PHONE NUMBER: Mary Jirmanus, ______ NUMBER OF CHILDREN: _____10_____________ STAFF VEHICLES REQUIRED TO TRANSPORT: _______4____________________________________ TEMPORARY HOST FACILITY*: ______Christ the King Church, 184 Woburn St, Reading, MA 01867, United States (To be confirmed) ___ TRANSPORTATION PROVIDER**: _______________________________________________ VEHICLE DISPATCHED TO FACILITY**: NAME OF DRIVER AND STAFF MEMBER**: ________________________________________________ DEPARTURE TIME: _________________________ CHILDREN TRANSPORTED (NAMES): (Individual sheets for each group transported) NOTES: *24-hr facility, handicapped accessibility, generator, etc. **To be completed when calling to confirm vehicle availability during emergency Attachment 5-1B PARENTS AND GUARDIAN EMERGENCY EVACUATION PLAN INFORMATION In the event of an emergency situation that requires an evacuation of Mulberry Forest Montessori, 1481 Main St., Reading MA 01867, Teacher Leader phone number: 781-724-0752 one of the following plans shall be implemented. In all situations, the caregiver in charge when evacuating shall: ● Take an accurate attendance list; ● Account for all children and staff as they board/depart vehicles or walk from facility; ● Bring any necessary medications/supplies and emergency records; ● Bring a cellular telephone if available for emergency notifications. If the emergency is confined to the IMMEDIATE AREA of the school (e.g., fire or hazardous materials release) and the children cannot remain on the premises, the children will be relocated to: Temporary Host Facility #1 Pearl Street Mattera Cabin Parking Lot (1200 feet from the cabin) Street Address: 721 Pearl Street, Reading MA 1. By Walking: They will remain at this location accompanied by caregivers while parents or emergency contacts are notified and arrangements are made to either transport home or care take for the remainder of the day. The above evacuation place of safety in the instance of an emergency confined to the care giving facility should ideally be nearby or within walking distance if practical. 2. In the event that a physical examination is recommended due to the nature of the emergency, children will be transported to: Lahey Hospital and Medical Center 41 Wall St. Burlington, MA 01805 781-744-5100 Here, children will be provided appropriate medical treatment. Parents/emergency contacts will be informed of this location or other facility if required. 3. In a more widespread emergency, such as flood or hazardous materials accident requiring evacuation away from the care giving facility and surrounding area, the children will be brought to: Temporary Host Facility #2 TBD (farther away than facility #1) Christ the King Church 184 Woburn St, Reading, MA 01867 781.944.0490 (To be confirmed) By staff vehicle or emergency vehicle where they will remain accompanied by caregivers while parents/emergency contacts are notified, arrangements for transportation home are made, or continuation of care is arranged. 4. In the event of a major emergency that necessitates a large-scale evacuation involving the places of safety listed above, evacuation arrangements may be coordinated with community public safety/emergency management officials to locate places of safety that can safely accommodate the children and caregiving staff. This information will be provided to parents and/or emergency contacts so that they may make arrangements for transportation home or continued care. 5. Child care programs within the ten mile Emergency Planning Zones for commercial nuclear power stations should follow information provided by the Massachusetts Emergency Management Agency. This information should be shared with all parents of children enrolled. Attachment 5-2 Bomb Threat Checklist 1. Person receiving the call or message __________________________________________ Time received _________ Time ended _________ 2. Exact words of the caller or written message ____________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Ask these questions if you can: Where is the bomb located? ________________________________________________ When will the bomb go off? _________________________________________________ What type of bomb or explosives? ___________________________________________ What does it look like? ____________________________________________________ Who is responsible for the bomb? ___________________________________________ Why was the bomb placed? ________________________________________________ What is the name of the caller? _____________________________________________ How old are you? ________________________________________________________ 4. Describe the caller’s voice: Male ________ Female ________ Adult ________ Teenage ________ Child ________ Estimated Age ________ Accent ________ Speech Impediment ________ Slow ________ Fast ________ Drug-alcohol ________ Affected ________ Normal ________ Excited Loud ________ Soft ________ Disguised ________ Other ________ Is the voice familiar? ________ Who does it sound like? ________ 5. Background sounds that can be heard: Music ________ Conversations ________ Typing ________ Children ________ Cars ________ Mechanical or machinery ________ Other ________ The following are National Weather Service criteria for issuing Advisories and Warnings for various weather events. Watches are generally issued with longer lead times in expectation of meeting Warning criteria. TYPE OF ISSUANCE WHEN ISSUED FOR SOUTHERN NEW ENGLAND Winter Weather Advisory 4”, 5” or 6” of snow mentioned in 24 hours; OR any accretion of freezing drizzle on road surfaces; OR a mix of snow/sleet totaling 4”, 5” or 6”; OR blowing/drifting snow occasionally reducing visibility to < 1/4 mile Winter Storm Warning >7” of snow or snow/sleet combination mentioned in next 24 hours; OR > 1/2” accretion of freezing rain Blizzard Warning For at least 3 hours, falling and/or blowing snow frequently reduces visibility to < 1/4 mile AND sustained winds or frequent gusts > 35 mph. Wind Chill Advisory Wind chill index between -25°F and -39°F for at least 3 hours using only the sustained wind Wind Chill Warning Wind chill index < -40°F for at least 3 hours using only the sustained wind. Wind Advisory Sustained winds 31-39 mph for at least 1 hour; OR any gusts to 46-57 mph. High Wind Warning Sustained winds 40-73 mph for at least 1 hour; OR any gusts > 58 mph. Inland High Wind Warning Sustained winds > 74 mph For Hurricane Force Winds Dense Fog Advisory Widespread visibility < mile for at least 3 hours Small Craft Advisory Sustained wind 25-33 knots AND/OR seas > 7 feet within 12 hours Gale Warning Sustained wind 34-47 knots within 24 hours from a non- tropical system Storm Warning Sustained wind > 48 knots within 24 hours from a non- tropical system Tropical Storm Warning Sustained winds of 39-73 mph (34-63 knots) within 24 hours Hurricane Warning Sustained winds > 74 mph (64 knots) within 24 hours; implies dangerous storm surge Special Marine Warning Brief/sudden occurrence of sustained wind or frequent gusts > 34 knots, usually associated with thunderstorms; also issued for water spouts Severe Thunderstorm Warnings Thunderstorms with wind gusts > 58 mph AND/OR hail > 3/4” in diameter Tornado Warning Likelihood of a tornado within the given area based on radar or actual sighting; usually accompanied by conditions indicated above for “Severe Thunderstorm Warning” Flash Flood Warning A flood that occurs within a few hours of heavy rainfall, a dam or levee failure, or water released from an ice jam Flood Warning Expected inundation of a normally dry area near a stream or other watercourse; OR unusually severe ponding of water expected River Flood Warning Expected flooding of main stem rivers (such as the Merrimack, Charles, Connecticut, etc.) Coastal Flood Warning Widespread coastal flooding expected within 12 hours; more than just typical overwash THE ESCAPE ROUTE Upon meeting with the Fire Department on August 4, we intend to take their advice on improving this plan, ways out, and ways to shelter in place. Our escape route plan takes into consideration the following questions. ● Where the children will be. ● What they have to pass by as they leave the building (especially important if the room is smoky or dark). ● Are there any potential hazards such as large furniture, dividers, etc.? Remember in the dark benign things become hazards. ● Are there places a frightened child might want to hide in? Doors, closets, other rooms, etc. ● Do you have to get children out of a bigger building, i.e., a school age program within a school building? ● Use professional help…talk to local Fire Department. Can they offer advice on best ways out, where and how to shelter-in-place? Shelter-in-place refers to staying in the building on the advice of emergency personnel…Only used under certain conditions, e.g. a minor toxic hazard, some storms, and in fires that involve FIRE CONDITIONED BUILDINGS THE ORGANIZATIONAL CHART: ROLES & RESPONSIBILITIES Mary Jirmanus Saba Cohead of School +1 (617) 702-2971 ; Aimee Fraulo Cohead of School Annapurna Xochiestentli Lead Guide Primary First Aid provision: Aimee Fraulo Transporting Medications in emergency : Mary Jirmanus First Aid kit will travel with: any teacher in the field Attendance lists travel with: Mary Jirmanus; Backup Aimee Fraulo Emergency information travels with: Mary Jirmanus Call 911 in emergency: Aimee Fraulo Carry Cellular Phone and Walkytalky : All Staff Children will be leave the building with their respective classroom guide. Final check of building: Mary Jirmanus; Backup Aimee Fraulo This list will be shared with Staff, and discussed in staff orientation. The goal is to have no surprises during an emergency. This list will be updated if any additional staff are hired. ATTENDANCE LISTS Attendance lists will be maintained at all times. We will do regular headcounts at transition times. See previous section above for emergency planning and special situations. EMERGENCY EVACUATION PLAN In the event of an emergency situation that requires an evacuation of Mulberry Forest Montessori, one of the following plans shall be implemented. In all situations the caregiver in charge when evacuating shall take: ● An accurate attendance list; ● Account for all children and staff as they board/depart vehicles; ● Bring any necessary medications/supplies and emergency records; ● A cellular phone if available, to be used for emergency notifications. 1) If the environmental emergency is confined to the immediate area of the child care facility, e.g. fire, or toxic fumes, and the children will be brought to the Pearl St. Mattera Cabin Parking lot, 721 Pearl St., Reading MA 01867 by Aimee Fraulo or Mary Jirmanus where they will remain accompanied by caregivers while parents or emergency contacts are notified of the situation and arrangements are made for either the transporting home or care taking for the remainder of the day. The place of safety when the emergency is confined to the care taking premises ideally should be close by and within walking distance. 1a) In the event of exposure to toxic materials or gases and a physical examination is recommended, children will be transported by Aimee Fraulo or Mary Jirmanus to Lahey Hospital and Medical Center in Burlington MA, where they will be examined and parents or emergency contacts will be notified. 2) If the environmental emergency is more widespread and encompasses a larger area such as a neighborhood or several homes, due to a non-confined environmental threat, e.g. toxic fumes from a spill, floodwaters, brush fires, etc. and the children cannot remain in the area, the children will be brought to Christ the King Church, Reading (TBC) by Mary Jirmanus or Aimee Fraulo, where they will remain accompanied by caregivers while parents / emergency contacts are notified and arrangements for either transportation home or a continuation of care are made. 3) In the event of a major environmental hazard that necessitates a large area evacuation such as several neighborhoods, a city / town, or geographical area, due to a large non- confined hazard, e.g. a nuclear accident, earthquake, hurricane, etc., children will be transported to a Red Cross designated mass shelter by where they will remain accompanied by caregivers while parents or emergency contacts are notified and arrangements are made for their pick-up. •Those child care programs in Nuclear Power Plant Evacuation Areas should follow the procedures established by the Massachusetts Emergency Management Agency. This information should be shared with all parents of children enrolled. EVACUATION PROCEDURE In the event of an emergency evacuation, whoever first understands the emergency will communicate with all staff via walkytalky. We will then: 1) Calmly alert the children that we need to leave 2) Line children up and do an attendance check in 3) In case not all children are present, one staff member will find the unaccounted for children 4) Gather first aid kits and emergency information as per above division of labor 5) Exit the building 6) Double check for anyone still inside 7) Take attendance at each transition in the evacuation process (e.g. in line, at the door, outside, on the way to gathering area). Match children names to the day’s attendance list. 8) Transport children if needed to evacuation location 9) Notify parents or other emergency contacts. 10) Give all parents an up to date Emergency Information Sheet. DISASTER KITS We will maintain Two Types of Kits: 1. Non-Evacuation Kits To be used during Shelter-in-Place situations (e.g. unusual or frightening situations, hurricanes, snowstorms, power outage, etc.) ● We rely on the Red Cross lists of emergency supplies for suggestions on type and amount of supplies to have on hand. ● Many providers maintain an “extra” toy chest full of games, books, drawing materials, etc., for those unusual circumstances when children need to be kept calm. 2. Evacuation Kits To be used when evacuating the building. ● We rely on the Red Cross lists of emergency supplies for suggestions on type and amount of supplies to have on hand. ● Extra materials to keep children calm (games, books, drawing materials, etc.). ● Some put these supplies into “Emergency Backpacks.” EMERGENCY INFORMATION SHEET FOR PARENTS Child Care Facility Name: Mulberry Forest Montessori Child Care Facility Address: Mattera Cabin, 1481 Main St., Reading MA 01867 Emergency Contact Person: Mary Jirmanus Phone: +1 (617) 702-2971 Cellular Phone (if available): +1 (617) 702-2971 In the event of a Confined Environmental Emergency, (e.g. fire, chemical spill, etc.) during which this child care facility must be evacuated, in accordance with Public Safety officials, staff and children will leave the building and gather in the Immediate Area at: Mattera Cabin Pearl St. Parking lot 721 Pearl St. Reading MA 01867 +1 (617) 702-2971 (Mary Jirmanus cell phone) In the event staff and children are required to leave the immediate area due to a non-confined Environmental Emergency, (e.g. chemical spills, flood waters, etc.) both children and staff will be transported by staff vehicles or emergency vehicles to the following Non-Immediate Area: Christ the King Church 184 Woburn St, Reading, MA 01867 781.944.0490 (To be confirmed) If necessary, children will be transported to the following Health Care Facility: Lahey Hospital and Medical Center 41 Mall Rd. Burlington, MA 01805 781-744-5100 In the event of a Major Environmental Non-Confined Emergency that necessitates the evacuation of a large area, children will be transported by staff vehicles to the nearest Red Cross designated mass shelter. There they will be cared for while parents / emergency contacts are notified and arrangements made for their pick-up. At all times during the crisis staff will remain with and care for all children in care. Staff will check attendance whenever children are moved. Staff will maintain accurate attendance lists and bring any necessary medications / supplies and emergency records. All parents will be notified of the situation and where to pick up children as soon as possible. Please save this form in a safe place for reference. Thank you! ESSENTIAL INFORMATION* *To be filled out in conversation with the Conservation Commission and Fire Department after our August 4 meeting. Location of Electricity Shut-Off: How to shut off Electricity: Location of Gas Shut-Off: How to shut off gas: Location of Electricity Shut-Off: How to shut off Electricity: Location of Water Shut-Off: How to shut off water: Location of Air Vent Shut-Off (if applicable): How to shut off air circulation system: Location of Emergency Kit: Location of additional emergency supplies: Location of cell phone: Additional information: RESPONSIBILITIES DURING AN EMERGENCY List all staff persons and their responsibilities during an emergency. Be specific on what is expected. List who will take attendance, get emergency kits, get first aid kits, get child-specific medications, etc. Staff Member Duty Training Drill Date Mary Jirmanus Take attendance Aimee Fraulo Gather emergency kits Annapurna Xochiesentli Gather first aid kids Aimee Fraulo Provide First Aid Mary Jirmanus Gather emergency information Aimee Fraulo Call 911 Mary Jirmanus Saba Double check building All staff Take attendance of class Mulberry Forest Montessori: Responses to Reading School Committee Questions August 17, 2025 Enrollment Projections and Site Details: Question: Enrollment projections mention two location sites to accommodate up to 54 students. Where is the potential second site, and how would the student populations be split across the sites? Answer: We are beginning our pilot year in collaboration with the Reading Conservation Commission. We project enrollment for the 2025-2026 school year to be 10-15 full-time and part-time students. We intend to cap enrollment for the 2025-2026 and 2026-2027 school years at Mattera Cabin’s capacity of around 24 students. We are happy to return to the School Committee after two years to approve our second building before expanding our school beyond the Cabin’s capacity. We are exploring options for expanding in future years, such as placing a yurt on Reading Land Trust land adjacent to the Mattera Cabin Conservation Area, joined by a trail over the wetlands. The use of yurts for nature-based programs is increasingly popular and practical, and are used by our sister school, the Montessori Field School in Indiana, the founder of which sits on our board. This would allow the school population to grow in proximity to the original site. Alternatively, we are exploring other Conservation Area sites that are close to restrooms, to place yurts as inclement weather classrooms and storage. Should we expand to a non-adjacent area, our intention would be to keep the entire school population at the same site. 1 Enrollment Fall 2025 as of August 15, 2025 ● Please provide additional enrollment information for Fall 2025, including the ages of students and the number of students in each age group. Answer: Primary Classroom Full time students attending 5 days a week: 1 three year old Students attending 2 days a week: 2 three year olds Students attending 1 day a week: 1 three year old Total: 4 Elementary Classroom Full time students: 3 six year olds 2 nine year olds 1 ten year old Total: 6 Documentation Requests: ● Please provide the following certificates and approvals: ○ Certificate of Occupancy ○ Fire Inspection and Approval ○ Building Inspection and Approval ○ Safety and Health Inspection Certificates ○ EEC Approval Certificate of occupancy and all relevant certificates are pending the Reading DRT approval. We attended a DRT on August 4 2025 and anticipate a response soon. As a private school with more than 50% of our enrolled children who will be 6 years of age or older by December 31, 2025, we are license exempt from EEC. Please see the relevant documentation on EEC licensing exemptions here. 2 Still, we are intending to follow through with the process of EEC accreditation during Winter 2025 to allow us to accept EEC preschool vouchers and to open an afterschool program. Program of Study: ● Please provide the same level of detail for the Elementary Classroom as is provided for the Primary Classroom (starting on page 28 of the document). Answer: Extensive documentation of the Elementary Program of Study will be shared as a separate document with the School board. Staffing Information: Question: Please provide additional information on staffing, including the number of staff and the age ranges of students in each classroom group. Answer: As an emerging Wildflower network school, our Teachers also take on administrative work. This practice is based on the belief that teachers who are closest to the children' s needs, know best the administrative needs of the school. Anticipated Staffing Primary Classroom (3-6) 1 full-time teacher: 2 part-time teacher: Elementary Classroom (6-12) 1 full-time teacher 2 part-time teachers: 1 school director / administrator Future Staffing Plan: As we grow, we will maintain a lower than average student to teacher ratio. In our primary classroom, we will have a maximum ratio of 9:1 children:teacher, and more likely 6:1 children:teacher. In our elementary classroom, we will have a maximum ratio of 9:1 children:teacher. 3 To: Reading School Committee From: Mary Giuliana, Director of Health Services Date: August 13, 2025 Re: Review and vote to approve updated School Medication Guidelines (A) Dear Members of the Reading School Committee, Massachusetts recently passed updates to 105 CMR 210, Regulations for Administration of Medications in Schools. The updates involve the following: •Definition of “regular school activities” •Guidance for self-carry and self-administration of medications by students (special circumstances only) •Guidance for training school personnel on administration of emergency rescue opioid antagonist •Guidance for delegation for Field Trips •Guidance for training unlicensed school staff in administering emergency rescue medications to individual students As the Medication Program Manager for Reading Public Schools, I have updated our Reading Public Schools Medication Guidelines to reflect these changes, and request your approval of the updated guidelines. Please see the attached copy of the regulations, updated Medication Guidelines, with the changes highlighted, as well as slides which explain the new regulations and provide resources. Please feel free to reach out with any questions or concerns. Take care, Mary 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 Guidelines for Administration of Medications in Reading Public Schools Goal: To assure continued school attendance for children who must use medication in the treatment of disabilities or illness. To assure the safe storage and administration of medications in the school setting. **Note: Medications are expected to be given by the parent/guardian, whenever possible, outside of school hours. Nurses will develop, plan, implement, monitor, revise and administer a medication plan to all students requiring the administration of medications during regular school activities. *Regular school activities means all instructional/academic activities, as well as all activities organized by the school, including but not limited to school provided transportation, interscholastic sporting events, after school or extracurricular clubs or organizations, and proms or other social events organized as part of the instructional/academic portion of school, including overnight field trips. 1.Prescription Medication Procedures All students requiring the administration of medications during regular school activities must comply with the following regulations and procedures: a.A written physician’s order including the students’ name, name of medication, dosage and time of administration(s). b.The parent must submit the physician’s order form and parental consent form to the nurse. c.All medications must be in a properly labeled medication container from the pharmacy with the students’ name printed on the label, along with the above medication information d.For short-term medication administration, such as for a course of antibiotics, a labeled medication container from the pharmacy is all that is needed, along with written parental permission for administration during school hours. e.Students requiring long-term administration should have a medication administration plan on file. f.A responsible adult must deliver a supply of medication to the school nurse. g.Students are not allowed to carry medications of any kind in school at any grade level (with the exceptions for self-carried rescue inhalers and Epi Pens, insulin and pancreatic enzymes with signed physician and parent consent on file). h.Consistent with school policy, the nurse may permit self-administration of medication by a student provided that: 1. The student, school nurse and caregiver, where appropriate, enter into an agreement which specifies the conditions under which a student may self-carry medication or whether the medication being self-administered is being taken or applied by the student themselves or administered by an FDA approved medical device. 2. The school nurse evaluates the student’s health status and abilities and deems self-administration safe and appropriate. 3. There is a written order from a licensed prescriber for self- administration as well as written authorization from the student’s caregiver that the student may self-administer medication. 4. The school nurse, in consultation with the student, caregiver and teacher if appropriate, establishes a plan for the safe storage of self-administered medication. This may include self-carry of the medication. In the case of an inhaler or other preventative or emergency medication, whenever possible a back up supply of the medication shall be kept in the health office or a second readily available location. 5. The school nurse develops and implements a plan to monitor the student’s self-administration, based on the student’s abilities and health status. Monitoring may include teaching the student the correct way of taking the medication, and notifying caregiver and prescriber of any side effects, variation from the plan, or the student’s refusal or failure to properly take the medication. i. The school nurse will document the quantity of medication brought to the school in the presence of the adult who brings it to school. No more than a one-month supply of medication may be brought to school at any one time j. School nurses will document all medications in the student’s electronic health record including the students’ name, the date of the medication administration, time the medication is given, the signature of the nurse giving the medication and any comments the nurse feels is pertinent to the administration of the medication. k. A medication error form will be filled out and kept on file for any missed medications or other errors that may occur. A copy will be sent to the nursing supervisor who will review the error form and meet with the nurse to discuss the incident l. Any change in a medication order will necessitate steps a-f above m. All medications are stored in a securely locked cabinet in the nurses’ office. All cabinets are securely attached to the wall in compliance with Massachusetts Department of Public Health regulations. Keys are kept in a secure place in the nurses’ office. n. Any Asthma inhalers and/or anaphylaxis rescue medications such as Epi Pens are kept in an unlocked cabinet in the nurses’ office and in an unlocked cabinet in the school cafeteria. Staff are trained by the nurse at the beginning of the school year in the use of epinephrine for students known to have food allergies and/or history of allergic reactions o. All medications will be disposed of at the end of the school year after parent notification. Parents will be given every opportunity to pick up any medications left at school prior to the nurse disposing of the medication. p. The nurse has the right and the obligation to verify the validity of any medication order and to refuse to give medication that he/she feels does not meet the criteria established by the Board of Health for giving medication Non-Prescription Drug Procedures a. A doctor’s order and written permission from the parent/guardian must be provided and include the name of the drug, frequency and indications for administration. b. Middle School and High School students may receive tylenol and/or ibuprofen with signed parental permission. c. Medications must be brought to school by an adult in the original package from the pharmacy. d. Medications will be entered into the computer and recorded in the students’ EHR 1. Communication of Medication Efficacy a. The school nurse will discuss potential benefits and side effects of medications pertaining to specific students with the classroom teacher, provided parental permission has been obtained beforehand. b. The school nurse will document any untoward effects of medications or behavioral changes seen while a student is on medication at school and notify the parent and/or physician of those changes. Delegation and Training of Medication Administration in Reading Public Schools The Reading Public School nurses have applied for and received the necessary registration and permission from the State Department of Public Health for delegation and training for administration of medications throughout the school district. Delegation is limited to the following instances: a. Administration of epinephrine for the limited purpose of permitting unlicensed, properly trained school personnel to administer epinephrine (by autoinjector) to students with a diagnosed life-threatening allergic condition when a school nurse (RN) is not immediately available, provided that the conditions defined in 105 CMR 210.100 are met; and b. For field trips. Field trips include unique, one-time events which are not part of the regular school schedule and involve travel from the school site. Registration is for the limited purpose of permitting the delegation of prescription medications to unlicensed, properly trained, responsible adults for students on field trips and short-term special school events, when a nurse (RN) is not available and provided that the conditions defined in 105 CMR 210.100 are met, and that a nurse is available for consultation during the time of the field trip. c. For the limited purpose of permitting properly trained unlicensed school personnel to administer any available, FDA-approved, pre-dosed form of an emergency rescue opioid antagonist (hereafter, any available, FDA-approved, pre-dosed form of an emergency rescue opioid antagonist will be referred to solely as an emergency rescue opioid antagonist for the purposes of 105 CMR 210.011) in a life-threatening situation during regular school activities when a school nurse is not immediately available, including field trips. d. For the purpose of administering emergency rescue medication to an individual student, including parenteral administration of medication pursuant to 105 CMR 210.004, the school nurse may identify individual unlicensed school personnel who may be trained. Said unlicensed school personnel shall be listed on the medication administration plan in accordance with 105 CMR 210 and receive training in the administration of emergency medication to the specific student. Medication Error Reporting and Documentation A medication error includes any failure to administer prescription medication as prescribed for a particular student, including failure to administer the medication: 1. Within appropriate time frames 2. According to the physician’s orders as specified 3. In the correct dosage 4. To the correct student The school nurse is responsible for the administration of all medications in the school. The nurse is aware of and follows the guidelines for safe medication administration: ● Right medication ● Right patient (student) ● Right dose ● Right time ● Right route Procedure: 1. Call 911 or Poison Control as needed 2. Call Nursing Supervisor who will then notify Health Department Director 3. Notify parent who should notify primary care provider 4. Notify school physician 5. Fill out medication error form and send completed copy to local Health Department Medication errors are reported to the Nursing Supervisor and a Medication Error Form is filled out by the nurse, documented in the student’s health record and kept on file in the health office. The Nursing Supervisor and the nurse who has made the error will meet to discuss the incident and make changes to any medication plan or time of administration so as to prevent the incident from reoccurring. Periodic review of all medication errors and procedures will take place between the Nursing Supervisor and all staff. Medication Regulation 105 CMR 210 School Nurses are responsible for providing care to students so that they can be successful, healthy, and safe in school. Nurses will develop, plan, implement, monitor, revise and administer a medication plan to all students requiring the administration of medications during regular school activities* Definition: Regular school activities *Regular school activities means all instructional/academic activities, as well as all activities organized by the school, including but not limited to school provided transportation, interscholastic sporting events, after school or extracurricular clubs or organizations, and proms or other social events organized as part of the instructional/academic portion of school, including overnight field trips. Self carry and self administration Students may not carry medications in school with the exception of asthma rescue inhalers, epinephrine, insulin, and pancreatic enzymes with an order from the provider and signed permission from the parent. Self carry and Self medication •The student, school nurse and caregiver, where appropriate, enter into an agreement which specifies the conditions under which a student may self-carry medication •The school nurse evaluates the student’s health status and abilities and deems self-administration safe and appropriate. There is a written order from a licensed prescriber and from the student’s caregiver that the student may self-administer medication. •The school nurse, in consultation with the student, caregiver and teacher if appropriate, establishes a plan for the safe storage of self- administered medication. •The school nurse develops and implements a plan to monitor the student’s self-administration, which may include teaching the student the correct way of taking the medication, and notifying caregiver and prescriber of any side effects, variation from the plan, or the student’s refusal or failure to properly take the medication. Registration for Delegation and Training Delegation for field trips Field trips include unique, one-time events which are not part of the regular school schedule and involve travel from the school site. Registration is for the limited purpose of permitting the delegation of prescription medications to unlicensed, properly trained, responsible adults for students on field trips and short-term special school events, when a nurse (RN) is not available and provided that the conditions defined in 105 CMR 210.100 are met. A school nurse must be available for consultation during the time of the field trip Narcan training For the limited purpose of permitting properly trained unlicensed school personnel to administer any available, FDA-approved, pre-dosed form of an emergency rescue opioid antagonist in a life-threatening situation during regular school activities when a school nurse is not immediately available. Staff training for emergency rescue medications •For the purpose of administering emergency rescue medication to an individual student, including parenteral administration of medication pursuant to 105 CMR 210.004, the school nurse may identify individual unlicensed school personnel who may be trained. •Said unlicensed school personnel shall be listed on the medication administration plan in accordance with 105 CMR 210 and receive training in the administration of emergency medication to the specific student. Medication Plans Should include: 1.Any details about administration of medication 2.Identify UAPs who have been delegated or trained 3.Plan for field trip delegation or 4.Plan for Self administration, including training Resources 105 CMR 210 RPS medication policy (updated) medication plan template To: Reading School Committee From: Olivia Lejeune, Executive Assistant to the Superintendent Date: August 19, 2025 Re: Review and vote to approve updated Rental Policy Agreement (A) Attached is an updated draft of “Exhibit A – Facilities Use Rental and Regulations” (falling under Policy KF) that will be presented for your discussion and approval during the August 21st School Committee meeting. The most significant change in this proposed draft is shifting up the dates of facility rental requests, in response to feedback from several rental groups. We will be able to accommodate these shifts without any negative impact and believe that it will create a more organized and timely rental process for all involved. 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 | Page Exhibit A Reading Public Schools Facility Use Rules and Regulations All authorized persons or organizations must comply with the following rules and regulations for use of school buildings in the Town of Reading, as approved by the Reading School Department January 2014. The School Committee and/or the Superintendent of Schools reserve the right to make changes and/or additions to these rules and regulations if deemed appropriate for the safe use of the school buildings. Under School Committee Policy KF, it is the desire of the School Committee that maximum use of school property be enjoyed by the townspeople. It is the Committee’s intent that such use will maintain safe conditions and preserve the property for school program use. Use of school buildings and other facilities by organizations will be permitted only when a worthy educational, civic, or charitable purpose will be served; or a substantial group of citizens from the community will be benefited. School facilities shall be used in accordance with the regulations and rental fee schedules established herein. School Facilities will be available for the following: 1. Public school activities 2. Parent-teacher activities 3. Official town public hearings and political activities 4. Meetings and activities sponsored by the School Committee and school personnel 5. Local nonprofit and noncommercial organization activities 6. Civic, educational, social, and religious organization activities if a substantial portion of the members are residents of the town 7. The activities of other organizations when approved by the School Committee or Superintendent Priority shall be given to request for use of school facilities as follows: 1. School activities. 2. Town meetings and elections. 3. Community activities. A. AUTHORIZATION 1. The Reading School Committee authorizes the School Department to process appropriate permit requests for use of school buildings and parking lots, and to collect the designated fees. 2 | Page 2. The Director of Finance and Operations or their his/her designee will make the determination on the specific space available that is appropriate for the individual request. 3. In the event of a request that is non-routine in nature, the Director of Finance and Operations will refer the request to the Superintendent of Schools for further action. 4. Requests for use of athletic fields, other than the RMHS Stadium and Practice Fields, and other outdoor areas, except parking lots, are made to the Reading Recreation Department, Reading Town Hall, 16 Lowell Street. B. PERMIT PROCESS 1. Applicant must be at least 21 years of age, a Reading resident, or representative of a legally organized and incorporated legally organized and incorporated organization. 2. Requests for permits must be submitted through Reading Public Schools’ on-line scheduling system which can be accessed through our website at www.reading.k12.ma.us by clicking first on “Resources” then, “Rental Opportunities” and then the “Reserve Space Here” hyperlink. If you are unable to access the website, contact the Facility Rental Coordinator for assistance between the hours of 9:00am and 3:00pm by calling (781) 942-5492. Requests must be submitted at least 10 working days in advance of the requested event. Requests may not be made through custodians or other school personnel. The Facility Rental Coordinator may waive this requirement if he/she deems the request to be an extraordinary event. Rental minimum times will be outlined in the rental fee schedule. 3. Scheduling priority will be given to groups in the following order: 1) Reading Public Schools, including its Community Education Programs, Parent-Teacher Organizations, and other school-related clubs and organizations the School Committee recognizes; 2) Reading Recreation Department and other Town government departments/boards/committees; 3) Reading non-profit organizations; 4) all other groups that comply with Reading School Committee policies. 4. In consultation with School Administration, the Facility Rental Coordinator will determine locations in buildings that are not available for permits, and time frames not available for permits. 5. In order to be given priority, school requests for September through December events must be received by June 15 and requests for January through June events must be received by September October 15. Permit requests from all non-school organizations all non-school organizations will not be considered until after July 31st. In the event that a late request from a priority group is received, the Facility Rentals Coordinator will make the determination for use, in consultation with the Director of Finance and Operations, if needed. In certain circumstances, non-school groups may be bumped for school activities. 6. Groups requesting multiple uses should submit full schedule requests by July 15 for fall events; by October 1 for winter and spring events (January 1 – June 30). by November 15 for winter events; and by January 15 for spring events. Changes to the original requests must be submitted on-line and received at the Facility Rental office at least 10 days in advance of the change. The Facility Rental Coordinator may waive this requirement if he/she deems the request to be an extraordinary event. 7. Elections (local, state, federal) held in school buildings will take precedence over other activities and events for scheduling purposes. Special or unforeseen elections may supersede supercede or “bump” previously scheduled permitted events. 8. Summer requests involving building use involving building use are infrequently granted so that all schools can be cleaned and repaired for fall use. Exceptions are provided for 3 | Page Community Education programs; teacher training, Reading Public Schools workshops and/or meetings; and the Recreation programs. 9. In some instances a police detail and/or fire detail may be required. Ordinarily, if an event is expected to draw 200 or more attendees, event organizers must contact the Police and Fire Departments to determine if such details are required. 10. The person submitting the permit request will be the primary contact for the program to be held under that permit. That person’s electronic signature on the online submission on-line submission will signify understanding and acceptance of all rules and regulations, responsibility for payment of all designated fees, and the responsibility for all rules being followed by the participants in the program. Failure to follow regulations and/or make appropriate payments will affect permit requests by this individual’s organization in the future. 11. A written notice of cancellation via email to the Facility Rental Coordinator at rentals@reading.k12.ma.us or via fax at 781-942-5436 is due at least fourteen days prior to the scheduled use for weekday events, the failure to provide written cancellation notice will require full payment of any fees required by the approved permit. Cancellation made within 72 hours of the event will result in forfeiture of the rental fee deposit. 12. Permits may not be shared with other groups, without written permission of the Facility Rental Coordinator. The “subletting” of permits is strictly prohibited and will result in revocation of future building rental rights. A Certificate of Liability Insurance in the amount of $1,000,000 single and $3,000,000 aggregate is required. The certificate must be submitted to the Facility Rental Coordinator prior to the final permit being issued. 13. Any unchartered, unincorporated, and informal group or individual using school facilities without a Certificate of Liability Insurance must submit a letter to the Facility Rental Coordinator stating the lack of insurance and requesting further information. Those groups may be required to sign a statement releasing and forever discharging the Town of Reading and all their offices, agents, employees from liability. C. RENTAL and CUSTODIAL FEES 1. No custodial fee will be charged when there is a regularly scheduled custodian at the requested building and no services are requested. A fee will be charged when a custodian must come on duty for the permit or provide services beyond opening and closing the facility. When required, custodial fees will include a minimum of one-half hour before the activity commences and one half-hour following the conclusion of the activity to secure the facility. The custodial fee may be split between groups if more than one group holds a permit at the same building during the same time span, with approval of the Facility Rental Coordinator. 2. Custodial fees are charged for the time necessary to prepare the facility for use, cleanup, and secure the facility after use. Under no circumstances shall a custodian be responsible for the supervision of participants before, during, or after an activity. 3. There will be a three-hour two-hour minimum on weekdays and three-hour minimum for custodial services on weekends, with at least 30 minutes reserved at the conclusion of the event for clean-up services. 4. The permit holder must sign the overtime sheet at the conclusion of the event, if a custodian was on duty or was required to stay later than the originally scheduled hours. 5. The current custodial fees are listed in Appendix B. 4 | Page 6. A rental fee will be charged to all groups, except Reading Public Schools and their events/programs, including athletics, Community Education, music, drama; Reading Public School Parent-Teacher organizations and their events/programs; Town of Reading municipal departments, boards, committees, and their events/programs. There is no automatic exemption provided to individuals or organizations that are raising funds for any of the above noted exempted groups. The rental fee is set for individual schools and individual spaces, and can be seen in Appendix B. 7. A permitted group must pay the rental fee for each and every space used for each individual occurrence used in an individual day. 8. All rental and custodial and/or technician fees are payable to the ‘Town of Reading’ in a manner set forth below. Fees payable to the police and fire department must be made directly to those departments in a separate check. 9. A rental fee deposit is due at the time of the signing of the rental agreement. All remaining balances are due 30 after the event. A final invoice will be sent to the group after the event has taken place. Failure to make timely payment may result in revocation of future rental rights. 10. Rates and fees are subject to change without prior notice. D. USE OF BUILDINGS 1. Persons and organizations renting school facilities are restricted to the specific area(s) approved and the nearest restroom facilities. 2. The rental of school facilities shall not be allowed while school is in session. 3. Alcoholic beverages of any kind are prohibited on school property 4. Smoking is prohibited everywhere inside school facilities, on school grounds, and within 1000 feet of school grounds, and within 1000 feet of school grounds. 5. Reading School Facilities are latex free facilities. No balloons of any kind, latex tubing, gloves, or other latex containing products are to be brought into school facilities. 6. Refreshments of any kind except water are prohibited inside all classrooms, gymnasiums, and auditoriums. 7. Established capacities shall not be exceeded under any circumstances. 8. All decorations used, including sets, scenery, costumes, and furnishings must be flame retardant and adhere to local and state fire codes. 9. Outside of school hours, school program use of building space will be scheduled through the Facility Rental Department to avoid conflicts with other groups, and to ensure custodial coverage and enforcement of the rules and regulations. “Outside School Hours” shall include after 4:00pm 5:00 PM on school days, all weekends, all holidays and all school vacations, including summer. 10. Weekday rentals (Monday through Thursday) shall not extend beyond 11:00 PM without the written permission of the Director of Finance and Operations or their his/her designee. 11. As listed in Section B, priority for use of school buildings is given to school programs. No non-school event will be scheduled before 4:00pm 5:00 PM when school is in session without written approval of that individual school’s principal. No tours of facilities during school hours, for potential permit holders, will be conducted without approval of the school’s principal. 12. All requests prior to 4:00pm 5:00 PM will be scheduled by the building principal. All such requests that extend beyond 4:00pm 5:00 PM must be scheduled in collaboration with the 5 | Page Facilities Department to avoid conflicts after 4:00pm 5:00 PM. 13. The High School Athletic Director will submit schedules and be provided space for games and practice sessions at the High School, and other school buildings, as needed. All use of space must conform to the most current Massachusetts Interscholastic Athletic Association’s (MIAA) rules and regulations. Individual coaches may not submit requests for practice space in addition to that requested by the Athletic Director. Programs not conducted under the auspices of the Athletic Director may not request facility space through the Athletic Director. 14. In the event of inclement weather, post-season participation, or emergency, the High School Athletic Director may reschedule a game within MIAA rules, superseding previously scheduled permits. The Athletic Director will will inform the Facility Rental Coordinator Department about all cancellations and make-up games at the earliest possible time, so that groups holding permits can be contacted and be given the opportunity to make alternate plans. 15. No school employee will hold fundraising events without written permission of the building Principal, who will insure that all legal requirements have been met, including but not limited to the School Committee Policy on Public Solicitations; IRS rules; MIAA regulations; and state law. 16. If a school building is closed due to unforeseen circumstances, i.e. weather, or electrical/heating problems, permits will automatically be cancelled. The Facilities Department office will attempt to alert primary contact, if time allows, prior to permit time. 17. The Reading School Committee or its designee reserves the right to cancel any performance or other activity involving a School Facility whenever, in it sole discretion, such cancellation is deemed to be in the best interest of the Reading Public Schools or the Town of Reading. 18. Failure to comply with these rules and regulations may result in the forfeiture of the future right to rent any Reading School facilities. E. CUSTODIANS 1. A custodian on regular duty will not be available for service during the time of the rental, except in cases of emergency. The responsibility of a regularly scheduled custodian will be limited to opening/closing the facility. In the event that extra duties are needed, the group holding the permit will be charged for the custodian’s time needed for the activity or to clean up the facility. 2. Under no circumstances shall a custodian, either on regular duty or assigned for a specific program, be responsible for supervision of participants before, during, or after an activity. Adequate and responsible adult (ages 21+) supervision shall be provided at all activities involving youth, and said supervision must be present throughout the program. Entry into the facility will not be permitted until the responsible supervision is present, and at the conclusion, the supervisor must remain until the last youth has safely left school property. 3. The custodian will only provide spaces/equipment that are approved on the permit, and will not authorize any other space/equipment without approval of the Director of Facilities or their his/her designee. 4. In the event that the services of a custodian are needed, a custodian will be assigned by the Director of Facilities or their his/her designee, and may not be chosen by the permit holder. 6 | Page F. FIRE SAFETY REGULATIONS 1. Open flames/smoke are not permitted in any school location without a permit from the Reading Fire Department. Use of matches, candles, incense, and pyrotechnics are strictly prohibited. 2. Depending on the nature of the event, certain Depending upon the nature of the event, certain permits may be reviewed by the Reading Fire Department for compliance with the Massachusetts Board of Fire Prevention Regulations (527 CMR) other local bylaws and regulations to determine whether a Firefighter must be hired through the Reading Fire Department. The Firefighter’s role will be to insure that occupancy limits have not been exceeded; to monitor that all egress areas remain available for use and are marked; to check that all fire protection devices are working; to insure that all fire codes are followed; to respond to any immediate fire emergency and evacuation; and to perform as first responder to any medical emergency. 3. In the event that a Firefighter must be hired, there is a four-hour minimum payment requirement for their services. 4. The fire official may require an inspection of decorative materials or installation of additional electric equipment prior to use. If additional electrical work is deemed necessary to provide alternative stage or theatre lights and sound, a request for such work must be submitted to the Director of Facilities and shall only be performed by the Reading School Department’s approved electrical contractor or licensed personnel. 5. The Reading Fire Department must provide a permit for use of a smoke machine. In the event it is approved, a Firefighter must be hired during the use, as he/she will temporarily disconnect the fire protection system in the area in which the smoke machine is being used. 6. In accordance with Massachusetts Board of Fire Prevention Regulations (527 CMR,) the room or facility occupancy capacity cannot be exceeded. Occupancy capacity is posted in each major area of assembly. 7. Emergency egress areas should be identified to all attendees at the beginning of each program or activity. G. POLICE SAFETY REGULATIONS 1. Depending on the nature of the event, certain Depending upon the nature of the event, certain permits may be reviewed by the Reading Police Department for compliance with Massachusetts General Law and local regulations to determine whether a Police Detail must be hired through the Reading Police Department. The Police Detail’s role will be to provide security to the facility; insure that vehicles are parked legally; and insure that emergency vehicles have access to the facility. If a Firefighter is not present on site, the Police Detail will provide first responder first aid in the event of an accident or injury. 2. In the event that a Police Detail must be hired, there is a four-hour minimum payment requirement for their services. 3. In accordance with MGL, Chapter 138, Section 1, no person shall possess or consume an alcoholic beverage within the limits of any park, playground, public land or public building owned or under the control of the Town of Reading, except with written permission of the appropriate controlling Town tribunal. 4. In accordance with MGL, Chapter 272, Section 40A, any person who gives, sells, delivers or has in his possession any alcoholic beverage in any public school or any premises used 7 | Page for public school purposes is subject to imprisonment or fine. MGL Chapter 272, Section 40A also authorizes the School Committee to grant permission to a public or non-profit organization using a public school building during non-school hours to possess and sell alcoholic beverages, provided such organization is properly licensed under the provisions of MGL Chapter 138, Section 14. 5. In accordance with MGL, Chapter 101, Section 22, no person, including licensed hawkers and peddlers, shall sell or offer to sell items within 1,000 feet of any school during hours that school is in session until one hour after closing of the schools. No person shall sell or offer to sell items within 1,000 feet of any recreational area in organized use, including school grounds. 6. Parking regulations will be strictly enforced at all times, regardless of time of day, day of week, or time of year. H. BOARD OF HEALTH REGULATIONS 1. Smoking is not permitted in any school building or on any school grounds, in accordance with MGL Chapter 71, Section 37H of the Education Reform Act of 1993 and Article 1 of the Reading Board of Health regulations. 2. A temporary food permit and license fee may be may be required for any event that involves the sale or distribution of food, in accordance with the Reading Board of Health regulations. If food will be sold or served, please contact the Board of Health Department at Reading Town Hall, 16 Lowell Street, Reading or call (781) 942-6653. It is important to contact the Board of Health well in advance of your event to give sufficient time for processing permits. I. TOWN CLERK REGULATIONS 1. A request for a raffle permit must be submitted to the Reading Town Clerk’s Office in order to hold a raffle or bazaar, according to MGL, Chapter 271. A raffle is defined as “an arrangement for raising money by the sale of tickets, certain among which, as determined by chance after the sale, entitle the holders to prizes.” A bazaar is defined as “a place maintained by the sponsoring organization for disposal by means of chance of one or both of the following types of prizes: (1) merchandise, of any value, (2) cash awards, not to exceed twenty-five dollars each.” An example of a bazaar is a Las Vegas Night. There is a permit fee charged at time of application. 2. Any person wishing to hold an auction must apply for a permit through the Reading Town Clerk’s Office, according to MGL, Chapter 100. A copy of the application will be reviewed by the Reading Police Chief and returned to the Town Clerk with a recommendation. There is a permit fee charged at time of application. J. USE OF GYMNASIUMS 1. Hardball sports are not permitted in gymnasiums, for the protection of walls, lighting fixtures, and floor surfaces. 2. Food and beverages are not permitted in gymnasiums. 3. No tape may be added to the gymnasium floors or walls without the approval of the building Principal or their his/her designee. 8 | Page 4. Custodians may change the height of an adjustable basketball backboard, with the approval of the building Principal and/or Director of Athletics. Permit holders may not change the backboard heights themselves. If the desired height is other than the standard height for that particular gym, the permit applicant must submit the desired heights in writing on the permit application. There is no guarantee that the request will be honored. 5. Appropriate athletic footwear is required on gymnasium floors. Black soled shoes, cleats, certain “street or dress shoes” and spiked heals can damage the floor surfaces. Care should be taken to remove sand and grit from the soles of shoes to lessen damage to floor surfaces. 6. The posted occupancy limit may not be exceeded. K. USE OF RMHS STADIUM FIELD, TRACK, OR PRACTICE FIELD 1. Events Sunday through Thursday shall end by 9:00pm Events on Friday and Saturday shall end by 10:00pm. 2. Such events shall be limited to sporting events only (e.g. football, soccer, field hockey, lacrosse and track). 3. Outdoor band rehearsals/events Saturdays, Sundays and holidays shall not extend beyond 8:15pm when using outdoor fields. 4. The stadium shall not be used for organized games/events prior to 9:00am on Saturday, Sunday and holidays. 5. Practice shall begin no earlier than 8:00am on Saturday, Sunday and holidays; however, there shall be no cheering or use of whistles, PA systems, or musical instruments prior to 9:00am. 6. The School District shall implement a traffic management control program to ensure that traffic associated with the events has dispersed as soon as possible. This plan should request that participant busses access and exit the Stadium via Birch Meadow Drive and Main Street (Rt. 28) 7. To aid in dispersing fans quickly after the game ends as a means of reducing noise levels, the stadium lights shall be turned off 20 minutes after the event. 8. Prior to the start of each school year, the School District will notify the RMHS neighborhood of known nighttime activities that will occur on the RMHS Stadium field. This will include the schedule for sporting events, band events/practice, and potential dates for playoff games. 9. For student spectators, all school rules will apply at all school events in the stadium. 10. For all spectators, in accordance with applicable laws, alcohol or illegal substances are not allowed on the school premises. In addition, in accordance with law, smoking on school premises is not allowed. 11. In rare circumstances the Superintendent of Schools (for school activities) or the Town Manager (for town activities) may make exceptions to the above guidelines. 12. These guidelines shall be reviewed by the administration at the close of each season. L. USE OF AUDITORIUMS/PERFORMANCE CENTERS 1. Food and beverages are not permitted in Auditoriums or Performance Centers. 2. Refreshments may be served/sold in the lobby area outside of the Auditorium or Performance Centers with the prior permission of the Director of Finance and Operations, and/or the School Principal and only with an approved temporary food permit from the Reading Health Department. Use of the school cafeteria or kitchen is not included and must 9 | Page be rented for an additional fee. If both the Performance Center and other school facilities are rented, additional custodian(s) will be assigned and the renter will be charged in accordance with the Schedule of Rental and Custodial Fees. 3. Permit holders, at conclusion of event, should pick up performance programs and other handouts. 4. The posted occupancy limit may not be exceeded. 5. School equipment located in the auditorium, including lighting systems, sound systems, and pianos or other musical instruments, cannot be used without prior written approval. Reading Public Schools reserves the right to require the employment of RPS approved technicians for operating its lighting and sound systems. Any expenses related to the employment of such technicians shall be at the sole expense of the renter or renting organization. 6. Rental fees do not include parking lot attendants, use of free standing spot-lights, ticket printing or sales, ushers, additional stage lighting, additional sound equipment, concession sales, or special effects. 7. Stage curtains shall not be altered or removed. 8. Tape used to mark the stage state floor shall be plastic and easily removable. Masking or duct tape are not permitted. At the conclusion of the activity, all tape and other alterations to the stage must be removed. 9. At the conclusion of the rental, the stage shall be returned to its original condition. 10. No alterations or changes shall be made to the stage counterweight systems or the cables on the stage fly bar units. 11. Rehearsals shall not begin before 4:00pm on weekdays, except when classes were not held that day and the school does not otherwise need use of the stage and/or auditorium before 4:00pm. 12. The permit request should include a request for length of time allowed to keep sets or scenery in place for performance, and this request will be reviewed by the building principal and Facility Rental Coordinator. The final determination will be based on other known uses and needs for the space. M. USE OF KITCHENS 1. If the permit request requires use of kitchen facilities or equipment, the permit must be reviewed by the Director of School Food Services/designee to determine whether a member of the Food Services staff must be present during use. The School Food Services staff person would be responsible for insuring adherence to all health and safety regulations, supervision of proper use of the equipment; and supervision of clean-up. A fee will be charged in the event a School Food Services staff member must be on duty, to cover the cost of their his/her time. For additional information about catering and food service opportunities, please click here. N. USE OF TECHNOLOGY AND AUDIO VISUAL EQUIPMENT 1. If a permit request includes the use of display monitors, televisions, microphones, VCR or DVD players, computers, sound systems, lighting, computers, projection equipment, sound systems, lighting, or any other type of technology and/or audiovisual equipment, the Performing Arts Department Head, or school Principal must approve the permit. A determination will be made on the availability of the equipment and on the need for a 10 | Page Technology staff member and/or Event Technician to be present during use. In the event a Technology staff person and/or Event Technician must be on duty, a fee will be charged to cover the cost of their his/her time. The hourly fee is listed in Appendix A. 2. The permit holder is responsible for the cost of repairs needed for damage occurring during their his/her use. Failure to pay will lead to denial of future permits for that individual and organization. O. ACCIDENTS AND DAMAGE TO BUILDINGS 1. In the event of an accident during the time of the permit renters should immediately contact the Facility Rental Coordinator or their his/her designee to file a formal accident report. The permit holder is responsible for the cost of repairs needed for damage occurring during their his/her use. Failure to pay will lead to denial of future permits for that individual and organization. 2. Additional charges for property damage must be paid within 30 days of receipt of notice and shall be payable to the Town of Reading. 3. The permit holder is responsible for surveying the room(s) provided by the permit prior to use, and notifying the custodian immediately if there are any problems that could jeopardize the safety of any individual. 4. In the event that damage to the facility or equipment occurs, the custodian must be notified immediately. Permit holders may not make any repairs without the approval of the Director of Facilities or their his/her designee. To: Reading School Committee From: Dr. Sarah Hardy, Assistant Superintendent for Learning & Teaching Date: August 19, 2025 Re: Review and approve updated Acceptable Use Policy (A) Presented in the packet are updated versions of the following documents: •Computer Network and Internet Acceptable Use Policy For Students - for Grades K-5 •Computer Network and Internet Acceptable Use Policy For Students - for Grades 6-12 •Staff Computer/Network/Internet/Telephone User Agreement Language has been added to each of these documents to reflect recent changes in technology related to artificial intelligence. The updated language was provided by our legal counsel. 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 Computer Network and Internet Acceptable Use Policy For Students I. DISTRICT’S EXPECTATIONS OF STUDENTS AND FAMILIES FOR APPROPRIATE VIRTUAL TECHNOLOGY USE The Reading Public Schools is dedicated to providing engaging and effective remote learning opportunities for our students. As part of our remote learning opportunities, the District is offering these opportunities via a virtual platform. Prior to engaging in these virtual opportunities, the District seeks to clarify expectations around appropriate use of virtual technologies for educational opportunities. 1. The District strictly prohibits screenshots, pictures, downloading, audio/video recording and distribution of any virtual educational experience by students in order to protect student privacy, proactively prevent potential cyberbullying, prevent the distribution of copyrighted materials and comply with Massachusetts law. Please note that in Massachusetts, it is illegal to audio record another person through any medium without his or her knowledge. 2. Teachers will record themselves when they are using Zoom or Microsoft Teams for synchronous teaching and learning. Recorded instruction will be maintained by the teacher and will be available for viewing by the Parent or Student upon request. Teachers may occasionally determine that some lessons will not be made available to students and will not provide access. 3. The District has made good faith efforts to ensure virtual platforms used comply with child Internet protection and confidentiality laws and do not sell, use or disclose any personally identifiable information or data for commercial purposes or to third parties. There are potential risks for Internet interruptions, unauthorized interruption by third party and technical difficulties. You can minimize the risk of breaches in confidentiality by not sharing any links, user name and passwords provided used for virtual opportunities access. 4. Students, and where appropriate parents/guardians, agree to engage in virtual educational experiences dressed appropriately, in a quiet, private area to the extent practicable given the circumstances, in order to minimize background noise and distractions and to protect the integrity of student engagement as well as student confidentiality. Students should use appropriate backgrounds for their virtual calls. 5. The laws that protect the privacy and confidentiality of your child’s personally identifiable information apply to virtual educational opportunities just as they do during an in-person services. Parents/guardians and other household members who normally are not privy to day-to-day classroom and group service discussions agree to respect and keep confidential any personal or private information (e.g. disability status) inadvertently discovered about other students due to proximity of virtual education. 6. Parents and guardians agree that attendance in virtual education is necessary and required. Parents will make best efforts for the student(s) to be present during live lessons. Attendance will be taken each class period at the middle and high school level and once in the morning and once in the afternoon at the elementary school level. For questions regarding school policies and procedures, please contact your child’s building principal. II. In Person and Remote Computer Network and Internet Use The Internet is a worldwide network of computers that provides an opportunity for users to communicate with each other, no matter how far apart they are geographically. The Internet provides an almost limitless amount of information that can be used for educational purposes, but the potentially limitless amount of information available on the Internet creates the potential for the posting or retrieval, intentionally or unintentionally, of inappropriate or harmful material. It is the purpose of these guidelines to assist all users of the Reading Public Schools Computer Network to use this resource safely and appropriately. The Reading Public Schools Computer Network, which includes World Wide Web access and electronic mail capability, exists solely for educational purposes, which are defined as classroom activities, research projects directly related to class assignments, career and professional development, and high quality self-discovery activities of an educational nature. The Reading Public Schools computer network is not intended for use as a public forum or for any purpose that is not directly related to the delivery of educational services. Members of the Reading Public Schools community are responsible for good behavior on school computer networks just as they are in a classroom or school hallway. Communications on the network may reach larger audiences than face to face conversations or telephone discussions. General school rules for behavior and communication apply. Access to network services will be provided to those who act in a considerate and responsible manner. The Reading Public Schools believes that the benefits to students from access to information resources and opportunity for collaboration available through the Internet exceed the potential disadvantages. However, the parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the Reading Public Schools respects each family’s right to decide whether or not their child will have independent access to the World Wide Web and an individual email account at school. In making this decision, families should be aware that the Reading Public Schools intends to incorporate network use, Web access, remote learning and email in schools according to grade level as follows: a. Grades kindergarten through four: Students at these grade levels will not have individual computer network passwords or email accounts unless they are issued a Reading Public School computer for home and school use. During school time, teachers of students in grades kindergarten through two will guide them toward appropriate materials. Web access at these grade levels will be limited to teacher-directed and teacher demonstrated use. Students will not be conducting independent research on the world wide web, nor will they be sending or receiving electronic mail independently. b. Grades five through twelve: Students in grades five through twelve may be given individual access passwords and receive individual Reading Public School student email accounts. They may have the opportunity to access the Web and conduct independent, self-directed research, both during classroom instruction and outside of classroom instruction, under the supervision of a teacher or other staff member. For students to be permitted to gain independent access to the web or individual email accounts, they must agree to and abide by the rules set out below. For students under 18, parents must provide written permission forms before students will be permitted to gain independent access to the web or individual email accounts. If the Reading Public Schools does not receive a signed user agreement and, if applicable, a signed parental permission form, students will not gain independent access to the web or individual email accounts, but they may still have exposure to the Internet during classroom instruction or library research exercises. Artificial Intelligence (AI) can be a powerful tool, but can also have several applications that do not fall under Reading Public School's acceptable use policy. AI should not be used as a substitute for a student’s original work and research unless explicitly permitted by the teacher. Any unapproved use of AI in lieu of original student work, in whole or in part, is not acceptable and may constitute academic dishonesty subject to consequences. Students and families understand that all personally identifiable information of students and staff, as well as any internal or confidential information regarding Reading Public Schools, is not to be entered into any digital platform unless explicitly allowed to do so. Students agree not to use any AI tools unless they have been instructed by staff that it is an approved tool. Students understand that they will be held responsible for any materials created, kept, distributed, or submitted under their login credentials, over the Reading Public Schools network, or on a district-issued device. The Reading Public Schools will make every reasonable effort to minimize the risk that users will encounter objectionable material on the Internet. However, there is no absolute guarantee that this will not happen. The Reading Public Schools intends to utilize any blocking or filtering safeguards required by law. With these measures, in addition to user education, implementation of this policy and grade-appropriate supervision, the Reading Public Schools believes that the Internet can be used safely to enhance the delivery of educational services. Rules: 1. Network access is a privilege, not a right. The use of the network must be consistent with, and directly related to, the educational objectives of the Reading Public Schools. A violation of the terms of this Acceptable Use Policy may result in suspension or termination of network access privileges (other than directly supervised access during classroom instruction) and may also result in other disciplinary action consistent with the disciplinary policies of the Reading Public Schools and could also result in criminal prosecution where applicable. The Reading Public Schools will cooperate fully with law enforcement officials in any investigation relating to misuse of the Reading Public Schools computer network. 2. Violations of this Acceptable Use Policy include, but are not limited to, the following conduct: a. Cyberbullying, which is the repeated use by one or more students of an electronic expression (including transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including but not limited to, the electronic mail, the internet communications, instant messages or facsimile communications, creation of web pages or blogs in which the creator assumes the identity of another person, the knowing impersonation of another person as the author of posted content or messages, or the distribution of communications to more than one person or the posting of material on an electronic medium that be me accessed by one or more persons), alone or in combination with any written or verbal expressions or physical acts or gestures, directed at a victim that: (i) causes physical or emotional harm to the victim or damage to the victim’s property; (2) places the victim in reasonable fear of harm to himself or damage to his property, (iii) creates a hostile environment at school for the victim; (iv) infringes on the rights of the victim at school; or (v) materially and substantially disrupts the education process or the orderly operation of the school. See Massachusetts General Laws, Chapter 71, Section 37O. b. Using profane, vulgar, threatening, defamatory, abusive, discriminatory, harassing or otherwise objectionable or criminal language in a public or private message. c. Sending messages or posting information that would likely result in the loss of a recipient’s work or system. d. Sending “chain letters” or “broadcast” messages to lists or individuals, subscribing to “listserves” or “newsgroups” without prior permission, or using the Internet access for any other personal use, without prior permission. e. Participating in other types of use which would cause congestion of the network or interfere with the work of others. f. Using the network in a manner that would violate any U.S. or state law. This includes, but is not limited to, copyrighted material, threatening material and spreading of computer viruses. g. Accessing or transmitting materials that are obscene, sexually explicit, or without redeeming educational value. h. Accessing any prohibited sites on the Internet. i. Revealing the personal address or telephone number or oneself or another person. j. Revealing one’s password to anyone else, using anyone else’s password, or pretending to be someone else when sending information over the computer network. k. Attempting to gain unauthorized access to system programs or computer equipment, including attempts to override, or to encourage others to override, any firewalls established on the network. l. Attempting to harm, modify or destroy data of another user. m. Exhibiting any other action, whatsoever which would in any way subject the user or the Reading Public Schools to any civil or criminal action. n. Discussing highly sensitive or confidential school department information in e-mail communications. o. Using the Reading Public Schools technology network to buy, sell or advertise anything. p. Using social networking sites, discussion groups, chat rooms, instant messaging, or other forms of online conversation unless authorized in advance by the teacher and directly tied to a school assignment or classroom project. q. Using the Reading Public Schools technology network for gambling. r. Using the Reading Public Schools technology network for political campaigning purposes, including attempts to influence ballot questions or to promote or oppose a candidate for public office. s. Failing to log off the computer network at the conclusion of a work session or at the request of system administrators. t. Using the computer network for recreational purposes or activities relating to personal hobbies. 3. The Reading Public Schools assumes no responsibility for: a. Any unauthorized charges or fees, including telephone charges, long distance charges, per minute surcharges and/or equipment or line costs. b. Any financial obligations arising out of unauthorized use of the system for the purchase of products or services. c. Any cost, liability or damages caused by a user’s violation of these guidelines. d. Any information or materials that are transferred through the network. 4. The Reading Public Schools makes no guarantee, implied or otherwise, regarding the reliability of the data connection. The Reading Public Schools shall not be liable for any loss or corruption of data resulting while using the network. 5. All messages and information created, sent or retrieved on the network are the property of the Reading Public Schools. Electronic mail messages and other use of electronic resources by students and staff, including accessing web pages, should not be considered confidential. Copies of all information created, sent or retrieved, including but not limited to web sites visited (cache files), are stored on the computer network’s back-up files. While the Reading Public Schools does not plan to review cache files or back-up files on a regular basis, it reserves the right to access and monitor all messages and files on the computer system, including web pages accessed, as it deems necessary and appropriate in the ordinary course of its business for purposes including, but not limited to, ensuring proper use of resources, investigating allegations of improper use and conducing routine network maintenance. By participating in the school district’s computer network, users are indicating their consent to such monitoring and access. Where appropriate, communications including text and images may be disclosed to law enforcement or other third parties without prior consent of the sender or receiver. 6. Any users caught illegally obtaining software or transferring such software through the network, and any whose accounts are found to contain such illegal files, shall immediately have their accounts permanently revoked. In such event, the user’s network access will be limited to directly supervised use during classroom instruction. In addition, all users should be aware that software piracy is a federal offense and is punishable by fine or imprisonment. 7. Because of size, many kinds of materials eventually find their way to the network. If a user finds materials that are inappropriate while using the Reading Public Schools technology network, s/he shall refrain from downloading this material and shall not identify or share the material. It should be understood that the transfer of certain kinds of materials is illegal and punishable by fine or imprisonment. 8. Should a user, while using the Reading Public Schools Technology Network, encounter any material that s/he feels may constitute a threat against the safety of fellow students, staff members or the property of the Reading Public Schools, that user is obligated to report his/her discovery of such material to a teacher or to his/her principal. 9. Cyberbullying that either (a) is committed through the use of technology or devices that are owned, leased or used by the school district or (b)(i) is committed using technology or devices not owned leased or used by the school, and (ii) creates a hostile environment at school for the victim, infringes on the rights of the victim at school, or materially and substantially disrupts the education process or orderly operation of the school, should be reported by following the school district’s Bullying Prevention and Intervention Plan and Procedures. See Massachusetts General Laws, Chapter 71, Section 37O. 10. The Reading Public Schools administration reserves the right to amend this policy at any time without prior notice. 11. The Reading Public Schools reserves the right to seek restitution from any user for costs incurred by the district, including legal fees, due to such user’s inappropriate use of electronic resources. Reading Public Schools Computer Network, Internet, and E-Mail Acceptable Use Policy for Students (Grades 6-12) To all students: Please read this agreement carefully and sign the Contract for Use of Technology. • I will follow the District’s Expectations of students and families for appropriate virtual technology use. • I will respect and protect the personal information (which includes but is not limited to login IDs, passwords, social networking account information, email account information, grades, phone numbers, addresses) belonging to myself or others. • I will not access accounts belonging to other students, faculty, staff or others related to Reading Public Schools. • I understand that school resources and equipment include, but are not limited to, computers, audiovisual recording and distribution devices, all peripherals, and wireless and local networks. • I will not use school resources to participate in criminal acts. • I will respect the integrity, availability and security of all electronic school equipment. • I will not try to access unauthorized data or networks. • I will report security risks or violations to my teacher or administrator. • I will comply with all copyright and intellectual property laws. • I will follow the school policy regarding plagiarism as described in the student handbook. • I will not harass anyone. Harassment is repeated unwelcomed interaction despite being asked to stop. • I will not cyberbully anyone. Cyberbullying is repeated bullying through the use of technology or any electronic communication technology that causes someone to feel unsafe or negatively affects his/her ability to participate in the school community. • I will not access, transmit, copy, or create material that violates the Reading School Committee’s Policy on Harassment and Discrimination (such as messages that are pornographic, harassing, threatening, or discriminatory). • I will not send spam, chain letters, or other unrequested messages. • I will not buy, sell, advertise, or conduct business without explicit permission from the school administration. • I understand that I must follow all established Internet Safety Guidelines as outlined in the RPS AUP and Internet Safety Agreement for Students. I understand that I may be subject to disciplinary action if I fail to follow the Acceptable Use Policy. I understand that my Parent/Guardian and or local authorities may be notified to support the school in enforcing these guidelines. Contract for Use of Technology I have reviewed the student agreement and agree to follow it. __________________________________________________________________________________________ Student Name (Print Name) Student Signature Date I have reviewed the student agreement and will work with my child to help him/her understand the Acceptable Use Policy. __________________________________________________________________________________________ Parent/Guardian Name (Print Name) Parent/Guardian Signature Date Please sign and return to your homeroom teacher. Failure to return this form indicates that you do not have permission to use technology at school. Reading Public Schools Computer Network and Internet Acceptable Use Policy For Students I. DISTRICT’S EXPECTATIONS OF STUDENTS AND FAMILIES FOR APPROPRIATE VIRTUAL TECHNOLOGY USE The Reading Public Schools is dedicated to providing engaging and effective remote learning opportunities for our students. As part of our remote learning opportunities, the District is offering these opportunities via a virtual platform. Prior to engaging in these virtual opportunities, the District seeks to clarify expectations around appropriate use of virtual technologies for educational opportunities. 1. The District strictly prohibits screenshots, pictures, downloading, audio/video recording and distribution of any virtual educational experience by students in order to protect student privacy, proactively prevent potential cyberbullying, prevent the distribution of copyrighted materials and comply with Massachusetts law. Please note that in Massachusetts, it is illegal to audio record another person through any medium without his or her knowledge. 2. Teachers will record themselves when they are using Zoom or Microsoft Teams for synchronous teaching and learning. Recorded instruction will be maintained by the teacher and will be available for viewing by the Parent or Student upon request. Teachers may occasionally determine that some lessons will not be made available to students and will not provide access. 3. The District has made good faith efforts to ensure virtual platforms used comply with child Internet protection and confidentiality laws and do not sell, use or disclose any personally identifiable information or data for commercial purposes or to third parties. There are potential risks for Internet interruptions, unauthorized interruption by third party and technical difficulties. You can minimize the risk of breaches in confidentiality by not sharing any links, user name and passwords provided used for virtual opportunities access. 4. Students, and where appropriate parents/guardians, agree to engage in virtual educational experiences dressed appropriately, in a quiet, private area to the extent practicable given the circumstances, in order to minimize background noise and distractions and to protect the integrity of student engagement as well as student confidentiality. Students will use appropriate backgrounds for their virtual calls. 5. The laws that protect the privacy and confidentiality of your child’s personally identifiable information apply to virtual educational opportunities just as they do during an in-person services. Parents/guardians and other household members who normally are not privy to day-to-day classroom and group service discussions agree to respect and keep confidential any personal or private information (e.g. disability status) inadvertently discovered about other students due to proximity of virtual education. 6. Parents and guardians agree that attendance in virtual education is necessary and required. Parents will make best efforts for the student(s) to be present during live lessons. Attendance will be taken each class period at the middle and high school level and once in the morning and once in the afternoon at the elementary school level. As a reminder, the District’s Student Handbook and Acceptable Use Policy applies to virtual learning, including school-issued devices and networks. See: [provide link to policies] For questions regarding school policies and procedures, the District directs parties to your child’s building principal. II. Computer network and Internet Use for In Person and Remote Learning The Internet is a worldwide network of computers that provides an opportunity for users to communicate with each other, regardless of their geographical location. The Internet provides an almost limitless amount of information that can be used for educational purposes, but the potentially limitless amount of information available on the Internet creates the potential for the posting or retrieval, intentionally or unintentionally, of inappropriate or harmful material. It is the purpose of these guidelines to assist all users of the Reading Public Schools Computer Network to use this resource safely and appropriately. The Reading Public Schools Computer Network, which includes World Wide Web access and electronic mail capability, exists solely for educational purposes, which are defined as classroom activities, research projects directly related to class assignments, career and professional development, and high quality self-discovery activities of an educational nature. The Reading Public Schools computer network is not intended for use as a public forum or for any purpose that is not directly related to the delivery of educational services. Members of the Reading Public Schools community are responsible for good behavior on school computer networks just as they are in a classroom or school hallway. Communications on the network may reach larger audiences than face to face conversations or telephone discussions. General school rules for behavior and communication apply. Access to network services will be provided to those who act in a considerate and responsible manner. The Reading Public Schools believes that the benefits to students from access to information resources and opportunity for collaboration available through the Internet exceed the potential disadvantages. However, the parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the Reading Public Schools respects each family’s right to decide whether or not their child will have independent access to the World Wide Web and an individual email account at school. In making this decision, families should be aware that the Reading Public Schools intends to incorporate network use, Web access, and email in schools according to grade level as follows: a. Grades Pre-kindergarten through four: Students at these grade levels will not have individual computer network passwords or email accounts. During school time, teachers of students in grades kindergarten through two will guide them toward appropriate materials. Web access at these grade levels will be limited to teacher-directed and teacher demonstrated use. Students will not be conducting independent research on the world wide web, nor will they be sending or receiving electronic mail independently. b. Grades five through twelve: Students in grades five through twelve may be given individual access passwords and receive individual Reading Public School student email accounts. They may have the opportunity to access the Web and conduct independent, self-directed research, both during classroom instruction and outside of classroom instruction, under the supervision of a teacher or other staff member. For students to be permitted to gain independent access to the web or individual email accounts, they must agree to and abide by the rules set out below. For students under 18, parents must provide written permission forms before students will be permitted to gain independent access to the web or individual email accounts. If the Reading Public Schools does not receive a signed user agreement and, if applicable, a signed parental permission form, students will not gain independent access to the web or individual email accounts, but they may still have exposure to the Internet during classroom instruction or library research exercises. Artificial Intelligence (AI) can be a powerful tool, but can also have several applications that do not fall under Reading Public School's acceptable use policy. AI should not be used as a substitute for a student’s original work and research unless explicitly permitted by the teacher. Any unapproved use of AI in lieu of original student work, in whole or in part, is not acceptable and may constitute academic dishonesty subject to consequences. Students and families understand that all personally identifiable information of students and staff, as well as any internal or confidential information regarding Reading Public Schools, is not to be entered into any digital platform unless explicitly allowed to do so. Students agree not to use any AI tools unless they have been instructed by staff that it is an approved tool. Students understand that they will be held responsible for any materials created, kept, distributed, or submitted under their login credentials, over the Reading Public Schools network, or on a district-issued device. The Reading Public Schools will make every reasonable effort to minimize the risk that users will encounter objectionable material on the Internet. However, there is no absolute guarantee that this will not happen. The Reading Public Schools intends to utilize any blocking or filtering safeguards required by law. With these measures, in addition to user education, implementation of this policy and grade-appropriate supervision, the Reading Public Schools believes that the Internet can be used safely to enhance the delivery of educational services. Rules: 1. Network access is a privilege, not a right. The use of the network must be consistent with, and directly related to, the educational objectives of the Reading Public Schools. A violation of the terms of this Acceptable Use Policy may result in suspension or termination of network access privileges (other than directly supervised access during classroom instruction) and may also result in other disciplinary action consistent with the disciplinary policies of the Reading Public Schools and could also result in criminal prosecution where applicable. The Reading Public Schools will cooperate fully with law enforcement officials in any investigation relating to misuse of the Reading Public Schools computer network. 2. Violations of this Acceptable Use Policy include, but are not limited to, the following conduct: a. Cyberbullying, which is the repeated use by one or more students of an electronic expression (including transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including but not limited to, the electronic mail, the internet communications, instant messages or facsimile communications, creation of web pages or blogs in which the creator assumes the identity of another person, the knowing impersonation of another person as the author of posted content or messages, or the distribution of communications to more than one person or the posting of material on an electronic medium that be me accessed by one or more persons), alone or in combination with any written or verbal expressions or physical acts or gestures, directed at a victim that: (i) causes physical or emotional harm to the victim or damage to the victim’s property; (2) places the victim in reasonable fear of harm to himself or damage to his property, (iii) creates a hostile environment at school for the victim; (iv) infringes on the rights of the victim at school; or (v) materially and substantially disrupts the education process or the orderly operation of the school. See Massachusetts General Laws, Chapter 71, Section 37O. b. Using profane, vulgar, threatening, defamatory, abusive, discriminatory, harassing or otherwise objectionable or criminal language in a public or private message. c. Sending messages or posting information that would likely result in the loss of a recipient’s work or system. d. Sending “chain letters” or “broadcast” messages to lists or individuals, subscribing to “listserves” or “newsgroups” without prior permission, or using the Internet access for any other personal use, without prior permission. e. Participating in other types of use which would cause congestion of the network or interfere with the work of others. f. Using the network in a manner that would violate any U.S. or state law. This includes, but is not limited to, copyrighted material, threatening material and spreading of computer viruses. g. Accessing or transmitting materials that are obscene, sexually explicit, or without redeeming educational value. h. Accessing any prohibited sites on the Internet. i. Revealing the personal address or telephone number or oneself or another person. j. Revealing one’s password to anyone else, using anyone else’s password, or pretending to be someone else when sending information over the computer network. k. Attempting to gain unauthorized access to system programs or computer equipment, including attempts to override, or to encourage others to override, any firewalls established on the network. l. Attempting to harm, modify or destroy data of another user. m. Exhibiting any other action, whatsoever which would in any way subject the user or the Reading Public Schools to any civil or criminal action. n. Discussing highly sensitive or confidential school department information in e-mail communications. o. Using the Reading Public Schools technology network to buy, sell or advertise anything. p. Using social networking sites, discussion groups, chat rooms, instant messaging, or other forms of online conversation unless authorized in advance by the teacher and directly tied to a school assignment or classroom project. q. Using the Reading Public Schools technology network for gambling. r. Using the Reading Public Schools technology network for political campaigning purposes, including attempts to influence ballot questions or to promote or oppose a candidate for public office. s. Failing to log off the computer network at the conclusion of a work session or at the request of system administrators. t. Using the computer network for recreational purposes or activities relating to personal hobbies. 3. The Reading Public Schools assumes no responsibility for: a. Any unauthorized charges or fees, including telephone charges, long distance charges, per minute surcharges and/or equipment or line costs. b. Any financial obligations arising out of unauthorized use of the system for the purchase of products or services. c. Any cost, liability or damages caused by a user’s violation of these guidelines. d. Any information or materials that are transferred through the network. 4. The Reading Public Schools makes no guarantee, implied or otherwise, regarding the reliability of the data connection. The Reading Public Schools shall not be liable for any loss or corruption of data resulting while using the network. 5. All messages and information created, sent or retrieved on the network are the property of the Reading Public Schools. Electronic mail messages and other use of electronic resources by students and staff, including accessing web pages, should not be considered confidential. Copies of all information created, sent or retrieved, including but not limited to web sites visited (cache files), are stored on the computer network’s back-up files. While the Reading Public Schools does not plan to review cache files or back-up files on a regular basis, it reserves the right to access and monitor all messages and files on the computer system, including web pages accessed, as it deems necessary and appropriate in the ordinary course of its business for purposes including, but not limited to, ensuring proper use of resources, investigating allegations of improper use and conducing routine network maintenance. By participating in the school district’s computer network, users are indicating their consent to such monitoring and access. Where appropriate, communications including text and images may be disclosed to law enforcement or other third parties without prior consent of the sender or receiver. 6. Any users caught illegally obtaining software or transferring such software through the network, and any whose accounts are found to contain such illegal files, shall immediately have their accounts permanently revoked. In such event, the user’s network access will be limited to directly supervised use during classroom instruction. In addition, all users should be aware that software piracy is a federal offense and is punishable by fine or imprisonment. 7. Because of size, many kinds of materials eventually find their way to the network. If a user finds materials that are inappropriate while using the Reading Public Schools technology network, s/he shall refrain from downloading this material and shall not identify or share the material. It should be understood that the transfer of certain kinds of materials is illegal and punishable by fine or imprisonment. 8. Should a user, while using the Reading Public Schools Technology Network, encounter any material that s/he feels may constitute a threat against the safety of fellow students, staff members or the property of the Reading Public Schools, that user is obligated to report his/her discovery of such material to a teacher or to his/her principal. 9. Cyberbullying that either (a) is committed through the use of technology or devices that are owned, leased or used by the school district or (b)(i) is committed using technology or devices not owned leased or used by the school, and (ii) creates a hostile environment at school for the victim, infringes on the rights of the victim at school, or materially and substantially disrupts the education process or orderly operation of the school, should be reported by following the school district’s Bullying Prevention and Intervention Plan and Procedures. See Massachusetts General Laws, Chapter 71, Section 37O. 10. The Reading Public Schools administration reserves the right to amend this policy at any time without prior notice. 11. The Reading Public Schools reserves the right to seek restitution from any user for costs incurred by the district, including legal fees, due to such user’s inappropriate use of electronic resources. Reading Public Schools Computer Network, Internet and E-Mail Acceptable Use Policy for Students User Contract for Grades K-5 All technology use at the elementary level in the Reading Public Schools is under the supervision of a teacher, staff member and/or other designated adult. In order for a student to use the Reading Public Schools technology, a student and his/her parent/guardian must be aware that its use is for educational purposes only. The student must read and agree to the following rules, or, if needed, have them read and explained to him/her by a parent/guardian. Rules for Technology Use: • I will follow the District’s Expectations of students and families for appropriate virtual technology use. • I will use the computer as instructed by my teachers. • I may use the Internet and World Wide Web only when a teacher, staff member or other designated adult is present and I have permission to do so. • I will never give out personal information about others or myself over the Internet. • I will not use my full name if I am doing project work over the internet. • I will inform my teacher immediately if I find materials or sites that are inappropriate and have no educational value. • I will be polite and only use language that is acceptable in my school when I am working on the computer. • I will not harass or bully other students through the use of the computer. Check statements below before signing this contract. I, and my parent/guardian, have reviewed the rules above, understand them, and agree to follow them. I, and my parent/guardian, understand that I am subject to school-based discipline if I do not follow the rules. I, and my parent/guardian, understand that my parent/guardian will be notified if I do not follow rules. The student does not have permission to use technology in school unless this contract is signed by the student and parent/guardian. Please return signed page to your classroom teacher. _______________________________________________________________________ School (Print Name) Grade of Student _______________________________________________________________________ Student Name (Print Name) Student Signature Date _______________________________________________________________________ Parent/Guardian Name (Print Name) Parent/Guardian Signature Date Reading Public Schools Staff Computer/Network/Internet/Telephone User Agreement Introduction We are pleased to offer the staff of the Reading Public Schools access to the district computer network resources, electronic mail, telephone, voice mail and the Internet. These Acceptable Use Guidelines serve as a written agreement between the Reading Public Schools and its staff. It outlines the appropriate uses for technology, phone, email, internet, intranet and voice mail in the district as well as the consequences for failure to adhere to those guidelines. Please note that this Acceptable Use Policy is also in effect for any staff member who brings their own device to connect to the district network. To use these resources, all staff must sign this form and return it to their building principal. Any questions or concerns about this permission form or any aspect of the computer network should be referred to your school’s Building Principal. General Network and Technology Use Technology in the Reading Public Schools will be used in collaboration with curriculum. Computers and other technology equipment are tools used to support the teaching and learning process. The network is provided to staff for educational purposes only that will enhance the teaching and learning process. Each staff member is expected to take individual responsibility for his or her appropriate use of the Internet and follow all conditions and rules of technology use as presented by the Reading Public Schools. Any violation of the conditions and rules may result in possible legal and/or disciplinary action. Network storage areas may be treated like school lockers. Network administrators and administration may review files and communications to maintain system integrity and insure that users are using the system responsibly. Users should assume that files stored on the district servers will always be public and available for anyone. User’s Privileges and Responsibilities Users of Reading Public Schools equipment may: 1. Use all authorized hardware and software, when available, for which they have received training to facilitate learning and enhance educational information exchange. 2. Access information from outside resources which facilitate learning and enhance educational information exchange. 3. Access district networks and the Internet to retrieve information, facilitate learning and enhance educational information exchange. 4. Use their reading.k12.ma.us electronic mail in lieu of other personal email accounts and for purposes directly related to work-related activities. Users are responsible for: 1. Utilizing technology in the school only for facilitating learning and enhancing educational information exchange consistent with the educational mission of the Reading Public Schools. 2. Maintaining the privacy of passwords and are prohibited from publishing or discussing passwords. 3. Keeping all inappropriate materials, inappropriate text files, or files dangerous to the integrity of the school's network, equipment, and software from entering the school via the Internet. 4. Keeping hardware and software from being removed from school premises without prior consent. 5. Using only personal computers with the district network system that has been approved by the network manager. 5. Maintaining the integrity of the e-mail system and making only those e-mail contacts, which facilitate learning and enhance information exchange. 6. Keeping all food and drink away from computers, printers, etc. 7. Adhering to all copyright guidelines and avoiding plagiarism. 8. Adhering to the rules established for the use of hardware, software, labs, and networks in the school and through remote access. 9. Engaging in no harassment, bullying, hazing, or cyberbullying. The Reading Public Schools Bullying, Harassment and Discrimination Policy, which is distributed to all school employees, is applicable to Internet conduct. 10. The security of his/her own password. 11. Returning all Reading Public School owned hardware and software when their employment in the Reading Public Schools has ended. Staff who bring their own personal technology device to school: 1. May only use their devices at schools that have an updated wireless network system. Currently, this is at Coolidge, Killam, Parker, and RMHS. 2. Devices are to be used for educational/teaching purposes only. 3. Staff devices will have to be checked and registered by IT Staff prior to being connected to the network. This may require the user giving IT Staff administrative access (i.e. passwords) to the device. 4. Only Internet access will be available for the device there will be no access to files, printers, or other network resources. 5. Because the network is the property of the Reading Public Schools, the use of the device is subject to the same Acceptable Use Policy and social networking guidelines. 6. The teacher is responsible for all use of the device on the network, whether they are the actual user at the time of an incident or not. Internet / World Wide Web / E-mail Access Access to the Internet and district (reading.k12.ma.us) e-mail will enable staff to use thousands of libraries and databases. Within reason, freedom of speech and access to information will be honored. Staff should be warned that some material accessible via the Internet might contain items that are illegal, defamatory, inaccurate or potentially offensive to some people. Filtering software is in use, but no filtering system is capable of blocking 100% of the inappropriate material available on the Internet. We believe that the benefits to students and staff from access to the Internet, in the form of information resources and opportunities for collaboration, exceed any disadvantages. Ultimately, Staff, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. AI can be a powerful tool but can also have several applications that do not fall under Reading Public School's acceptable use policy. AI should never be used as a substitute for human judgment, and it is not acceptable to use AI for major decisions such as grading, promotion, retention, or student tracking. Staff understands that all personally identifiable information about students and staff, as well as any internal or confidential information regarding Reading Public Schools, is not to be entered into any digital platform unless explicitly allowed to do so. Staff agree not to use any AI tools unless they have been approved by Reading Public Schools administration. Staff understand that they will be held responsible for any materials created, kept, or distributed in their class, under their login credentials, or on a district-issued device. Staff agree to clearly communicate to students and families their expectations around acceptable AI use in their class or program. The activities listed below are not permitted: • Using a code, accessing a file, or retrieving any stored communication unless they have been given authorization to do so • Sending or displaying offensive messages or pictures • Using obscene language • Harassing, bullying, cyberbullying, insulting or attacking others. The Reading Public Schools Bullying, Harassment, and Discrimination Policy is applicable to internet use. • Using social networking websites that do not support teaching and learning. Please refer to the Reading Public Schools Social Networking Guidelines which are attached to this AUP. • Participating in any communications that facilitate any illegal activities or violate any other laws • Transferring, copying, or downloading any non-educational material that does not support teaching and learning such as music or inappropriate images • Damaging or modifying computers, computer systems or computer networks • Removing hardware and/or software from school premises without prior consent • Eating food and drink near computers • Violating copyright laws and committing plagiarism • Using others' passwords • Trespassing in others’ folders, work or files • Intentionally wasting limited resources • Employing the network for commercial purposes, financial gain, or fraud • Utilizing district resources to establish electronic mail accounts through third-party providers or any other nonstandard electronic mail system • Using non-Reading Public School email accounts for educational purposes or purposes related to their profession. • Staff may only access their personal email accounts or private Facebook accounts using school district computer resources during non-teaching times. Audit of Use The Superintendent or designee shall establish a process to determine whether the district’s education technology is being used for purposes prohibited by law or for accessing sexually explicit materials. The process shall include, but not be limited to: 1. Utilizing technology that blocks or filters Internet access for both minors and adults to certain visual depictions that are obscene, child pornography, or, with respect to computers with Internet access by minors, harmful to minors. 2. Maintaining and securing a usage log. 3. Monitoring online activities. Consequences Failure to adhere to the technology conditions and rules of the Reading Public Schools will result in disciplinary action, which could include but not be limited to the following: • Revocation of access to any Reading Public Schools computers in the building • Revocation of network privileges and/or access • Possible legal and/or disciplinary action The ultimate consequences are at the discretion of the Superintendent of Schools. Disclaimer The Reading Public Schools make no warranties of any kind for the technology services provided. The school system will not be responsible for repair or replacement of equipment maliciously damaged by an individual. Protection of data is the responsibility of the user. The district will not be responsible for any loss in service or data. Use of all technology and networks is at one's own risk. The school system is not responsible for verifying accuracy of any information obtained through the technology or network. Changes in the Acceptable Use Guidelines for Computer and Internet Use The Reading Public Schools reserve the right to change these Guidelines at any time. To use computers, networked resources or to bring in their own device, individual staff must sign this agreement below and return it to their building principal. I understand that by signing this form that I acknowledge that I have read and will abide by the above Acceptable Use Guidelines. User (print):_____________________________________________________ School:___________________ Signature:_______________________________________________________ Date:_____________________ To: Reading School Committee From: Olivia Lejeune, Executive Assistant to the Superintendent Date: August 19, 2025 Re: Extended Day Program Update At the August 21st School Committee meeting, Director of Community Education Mr. Chris Nelson will share updates on the Extended Day Program. A presentation will be provided during the meeting, and the packet will be updated afterward to include the presentation. 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: August 19, 2025 Re: Beginning of 2025-2026 School Year Updates At the August 21st School Committee meeting, we will share updates for the start of the 2025–2026 school year, including staffing, construction projects, and instructional/operational items. We look forward to discussing these updates with you then. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 To: Reading School Committee From: Dr. Thomas Milaschewski, Superintendent Date: August 13, 2025 Re: Introduction of Full-Time Harvard Resident I am excited to share that Ramsey Merritt has officially started his doctoral residency in RPS. Ramsey will be working as a member of our Central Office Leadership Team for the upcoming year as he completes the final year of his doctorate in the EdLD Program at Harvard, a joint program between the Harvard Graduate School of Education, the Harvard Kennedy School, and the Harvard Business School. For the second year in a row, Harvard is funding a doctoral resident in RPS. Ramsey comes to us with a strong background in school/district leadership, particularly in the area of teaching and learning, and has been working in RPS over the past two years through a doctoral fellowship and various support/consulting projects. While Ramsey will be leading and working collaboratively on a variety of projects and initiatives during his residency, his role will be titled “Director of Leadership Development” as his main priorities will center on leadership growth, support, and development for both current and aspiring RPS leaders. We are fortunate to add a leader of his skill to our team and are confident that he will make a significant impact during the year. You can learn more about his background through his resume included in the packet. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 RAMSEY MERRITT Cambridge, MA | 617-798-0838 | ramsey@gse.harvard.edu Teacher and principal developer, specializing in the creation of custom frameworks with school leaders to drive rigorous, adaptive, and engaging instruction that is centered on ensuring the success of ALL students. EXPERIENCE – SCHOOLS Director of Leadership Development, Reading Public Schools (MA) 2025–present Previously: Instructional Consultant (2024) and Superintendent’s Fellow (2023) ➢Creating programming for a new cohort of aspiring principals; overseeing leadership skills-building for principals, assistant principals, and special education team chairs; developing new pipelines for teacher leadership; analyzing and improving current systems, ranging from student information storage to data team protocols to organizational accountability. Founder & Principal Consultant, Instructional Success Partners, LLC 2024–present ➢Partner with districts, national non-profits, and state departments to create strategic plans for administrators, coaches, and teacher leaders to drive forward rigorous, coherent, and equitable instructional visions Middle School Principal, Cambridge-Harvard Summer Academy (Harvard GSE) 2024–2025 ➢Developed from scratch and led the first-ever middle school component for HGSE’s master’s in teaching induction program, which also provided free academic enrichment to Cambridge Public Schools’ students Director of Curriculum & Instruction; Math Specialist, Oakwood School (CA) 2021–2023 ➢Responsible for: Oversight of a faculty of 24 teachers & 20 TAs; instructional coaching; scheduling; report card approvals; professional development plan; speaking at all admissions events ➢Led a team in rewriting/re-aligning the school’s K-6 curriculum in all subjects ➢Introduced NWEA MAP testing, a new math curriculum, and a new student support team protocol 6th & 8th Grade Math Teacher; 3rd/4th/5th Grade Math Enrichment Teacher, LREI (NYC) 2019–2021 ➢Admissions Faculty Liaison; Joint Advisory Comm. member; GSA advisor; and assistant HS volleyball coach Math Leader, Founding 6th Grade Math Teacher – M.S. 297 (NYC DOE) 2017–2019 ➢Provided coaching/mentoring to faculty members of all subject areas; created teacher and student schedules; served as lead member of hiring, building & operations, and steering committees in a teacher-led school 6th Grade Math Teacher – Dual-Language Program (Spanish) – I.S. 204, Queens (NYC DOE) 2016–2017 ESL Teacher (ages 4-17), Connecting Schools – Instituto HEI (Argentina) 2009 EXPERIENCE – EDUCATOR PREPARATION Lecturer in Education, Brandeis University 2025–present ➢Redesigned math methodology course (ED104a) to focus on the historical context under which math has been traditionally taught, examine evidence-based practices now used, and to reimagine future math instruction. CAP Program Supervisor, Harvard Graduate School of Education 2024–2025 ➢ Conducted site visits, facilitated planning meetings, & coached math teacher candidates Teaching Fellow, Math Methodology & Special Education, Harvard Graduate School of Education 2024–2025 EDUCATION & LICENSURE Doctor of Education Leadership, Harvard Graduate School of Education expected 2026 M.A.T. in Middle Childhood Mathematics, Relay Graduate School of Education 2018 B.A. in Journalism, with distinction, UNC–Chapel Hill 2008 MA Provisional Superintendent’s License 2025 PUBLICATIONS RESEARCH IN PROGRESS “A Meta-Analysis of the Experimental Evidence Linking ➤Working paper: Teacher Perspectives Mathematics and Science Professional Development on Excellence in Teaching Interventions to Teacher Knowledge, Classroom Instruction, ➤Working paper: Special Education and Student Achievement” AERA (23-0458.R1) Parent Conference Simulations “Diving Deeper with Upper Elementary Math” (Book) Research Lab Member, Prof. Jon R. Star Taylor & Francis (Spring 2026) SELECT CONFERENCE PRESENTATIONS ➤Re-Energizing Your Tun & Talks, NCTE-NCTM Joint Conference – 2025, Chicago, IL. ➤Supporting Teachers in Inquiry-Based Math Instruction (for site admin), NCTE-NCTM Joint Conference – 2025, Chicago, IL. ➤Making Inquiry-Based Instruction Work for Every Student, CMC-North Conference – 2022, Asilomar, CA. ➤Turning the Tide on Math at Your Elementary School (for site admin), CMC-North Conference – 2022, Asilomar, CA. TRAININGS & PROFESSIONAL DEVELOPMENT PROFESSIONAL MEMBERSHIPS MASS Seminars for Aspiring Superintendents Association of Mathematics Teacher Educators CATDC Leadership Fellows National Council of Supervisors of Mathematics NYC DOE District 2 Math Leadership Team National Council of Teachers of Mathematics RULER (SEL) Training National Council of Teachers of English Teacher’s College Reading & Writing Project Training Anti-Racism & DEIB Training (A. Michael & M. Marshall) SKILLS & LANGUAGES Google Workspace, Microsoft 365 & Office, R, Tableau, budgeting, scheduling, volleyball coaching, graphic design Spanish (Bilingual), French (Basic proficiency), Italian (Learning in progress), ASL (Learning in progress) OTHER EXPERIENCE International Operations Manager; Researcher; Designer, The New York Times 2012–2024 ➢As London-based OM, oversaw the functioning and finances of newsrooms in countries throughout Europe and Asia, working with a variety of departments across multiple time zones. Contributed research to Polk Award-winning investigative journalism. (Staff from 2012–2016. Freelance designer from 2016–2024). Field Audit Investigator, Medco Health Solutions (now Express Scripts) 2010–2012 VOLUNTEER WORK Home Visit Coordinator & Adoption Event Volunteer, Great Dog Rescue New England (503c) 2023–present Founding Board Member & Treasurer, Educate. Radiate. Elevate. (503c) 2021–2023 ➢E.R.E. works to close the opportunity gap by providing free tutoring to low-income students in Chicago & Houston. Strategic Planning & Finance Committee Member, Gotham Volleyball (503c) 2019 To: From: Date: Re: Reading School Committee Dr. Thomas Milaschewski, Superintendent August 13, 2025 Review of Superintendent Goals During the August 22nd School Committee meeting, I will present draft Superintendent goals (2025-2027) for your feedback and review. These goals are intended to build on the goals from 2023-2025 and incorporate feedback from the recent Summative Evaluation. Below are a few notes on each goal to frame the conversation on Thursday. 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: o MCAS district targets for the following demographic groups: high needs, MLL, students with disabilities, and students of color o Annual AP AP Exams taken, 3+ scores, and 4+ scores o 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: August 19, 2025 TOPIC: Review and vote to approve Superintendent review timeline At our meeting on August 21, 2025, we will briefly discuss our timeline options for the next Superintendent review cycle. At the conclusion of our discussion, we will vote to accept a timeline option. The two primary options we will discuss as a committee are: (1) A one-year review cycle with the formative review in January/February 2026 and the summative review in May/June 2026 (2) (2) Continuing with the two-year review cycle we recently completed. This would result in a formative review in May/June 2026 and a summative review in May / June 2027. Old Business Reading Public Schools School Committee Meeting Packet August 21, 2025 To: Reading School Committee From: Olivia Lejeune, Executive Assistant to the Superintendent Date: August 19, 2025 Re: District-Wide Student Handbook Revision – Review & Approval (A) At the August 21st School Committee meeting, we will seek approval of the revised District-Wide Student Handbook. The sole revision reflects language added in response to the Supreme Court ruling in the Mahmoud case. This language can be found under section C. Non-Discrimination/Harassment. Legal counsel has reviewed and approved this language and recommended its inclusion in the handbooks for the upcoming school year. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 1 READING PUBLIC SCHOOLS 2025 -2026 STUDENT HANDBOOK 2 Table of Contents A. RIGHTS & RESPONSIBILITIES OF STUDENTS B. RIGHT TO AN EQUAL EDUCATION C. NON-DISCRIMINATION/HARASSMENT D. RESIDENCY REQUIREMENT E. EIGHTEEN YEARS OLD (AGE OF MAJORITY) F. STUDENTS PERMANENTLY LEAVING SCHOOL G. TITLE IX OF THE EDUCATION AMENDMENTS OF 1972 H. BULLYING PREVENTION AND INTERVENTION PLAN I. CHEMICAL HEALTH POLICY J. HELP FOR DEPENDENCY K. CONSEQUENCES FOR BEHAVIORS INVOLVING BANNED SUBSTANCES/CHEMICAL HEALTH ON SCHOOL GROUNDS OR AT SCHOOL SPONSORED OR SCHOOL RELATED EVENTS L. SPECIFIC PENALTIES FOR VIOLATION OF ILLEGAL DRUGS, ALCOHOL AND TOBACCO POLICY ON SCHOOL GROUNDS OR AT SCHOOL SPONSORED OR SCHOOL RELATED EVENTS M. CONSEQUENCES FOR STUDENT ATHLETES AND EXTRA-CURRICULAR PARTICIPANTS UNDER ILLEGAL DRUGS, ALCOHOL, AND TOBACCO/NICOTINE POLICY IN THE COMMUNITY N. SPECIFIC PENALTIES FOR VIOLATIONS OCCURRING IN THE COMMUNITY O. SEARCH AND SEIZURE P. ARTICLES PROHIBITED FOR POSSESSION/USE BY STUDENTS-CONTRABAND Q. DISCIPLINARY DUE PROCESS R. OPPORTUNITY TO MAKE ACADEMIC PROGRESS S. STUDENT RECORDS T. NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) U. DRESS CODE V. ATTENDANCE W. STUDENTS WITH DISABILITIES X. OBSERVATIONS OF EDUCATION PROGRAMS 3 Y. STUDENTS WHO ARE MULTILINGUAL LEARNERS (MLL) Z. HOMELESS STUDENTS: ENROLLMENT RIGHTS AND SERVICES AA. STUDENTS IN FOSTER CARE BB. EDUCATIONAL OPPORTUNITIES FOR MILITARY CHILDREN CC. VEHICLES ON SCHOOL GROUNDS DD. SCHOOL MEDICAL POLICIES EE. MANDATORY REPORTING FF. PHYSICAL RESTRAINT POLICIES AND PROCEDURES GG. TECHNOLOGY ACCEPTABLE USE AND INTERNET SAFETY POLICIES HH. EXTRACURRICULAR ACTIVITIES AND ATHLETICS II. HAZING JJ. READING METCO PROGRAM 4 Reading Public Schools Student Rights & Responsibilities Handbook RIGHTS & RESPONSIBILITIES OF STUDENTS Students have rights by virtue of guarantees offered under the federal and state constitutions and statutes. As a student, you have the right to know the standards of behavior that are expected of you, and the consequences of misbehavior. In connection with rights, there are responsibilities that must be assumed by students. Among these rights and responsibilities are the following: 1. Civil rights --including the right to equal educational opportunity and freedom from discrimination; the responsibility not to discriminate against others. 2. The right to attend free public schools; the responsibility to attend school regularly and to observe school rules essential for permitting others to learn at school. 3. The right to due process of law with respect to suspension, expulsion, and decisions the student believes injure his rights. 4. The right to free inquiry and expression; responsibility to observe reasonable rules regarding these rights. 5. The right to privacy, which includes privacy with respect to the student's school records. Exceptions to the right to privacy are included in this handbook. RIGHT TO AN EQUAL EDUCATION Every person shall have a right to attend the public schools of the town where she/he actually resides, subject to the following section. No school committee is required to enroll a person who does not actually reside in the town unless said enrollment is authorized by law or by the school committee. “Any person who violates or assists in the violation of this provision may be required to remit full restitution to the town of the improperly attended public schools. No person shall be excluded from or discriminated against in admission to a public schoo l of any town, or in obtaining the advantages, privileges and courses of study of such public school on account of race, color, sex, gender identity, religion, national origin, sexual orientation or pregnancy or pregnancy related conditions.” 1 1 Massachusetts General Laws, Chapter 76, Section 5 5 NON-DISCRIMINATION/HARASSMENT The Reading Public Schools does not tolerate discrimination against students, parents, employees or the general public on the basis of race, color, national origin, sex, sexual orientation, gender identity, pregnancy or parenting status, disability, homelessness, religion, age, immigration status, or any other legally protected class status as applicable pursuant to federal and state laws and regulations. The Reading Public Schools are also committed to maintaining a school environment free of harassment b ased on race, color, religion, national origin, gender, sexual orientation, gender identity, pregnancy or pregnancy status, age, disability, or any other legally protected class status as applicable pursuant to federal and state laws and regulations. In ad dition, the district provides equal access to all designated youth groups. Consistent with the requirements of the McKinney-Vento Act, the District also does not discriminate against students on the basis of homelessness. Every student will be given equal opportunity in school admission, admissions to courses, course content, support services, and extracurricular and athletic activities. The Reading Public Schools is also an equal opportunity employer. Consistent with Massachusetts regulations, 603 CMR 26.05(1), the Reading Public Schools, through its curricula and materials, encourages respect for the human and civil rights of all individuals, regardless of race, color, sex, gender identity, religion, n ational origin or sexual orientation. In accordance with district guidelines, families may request information from the building principal on available accommodations related to curriculum content. A complete copy of the District’s Civil Rights Grievance Procedures and a complete copy of the District’s Title IX Sexual Harassment Grievance Procedures are available here. To file a complaint alleging discrimination or harassment by Reading Public Schools on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, homelessness, religion, age or immigration status or to make inquiry concerning the application of Title II, Title VI, Title IX, Section 504, the ADA, the Age Discrimination Act, Age Discrimination in Employment Act or applicable state laws and their respective implementing regulations, please contact: Civil Rights Grievances for Student Issues: Dr. Jennifer Stys Email: Jennifer.Stys@reading.k12.ma.us. Phone: 781-942 -9129 Address: 82 Oakland Road, Reading, MA 01867 Civil Rights Grievances for Staff Issues: Michelle Roach Email: Michelle.Roach@reading.k12.ma.us. Phone: 781-670 -2882 Address: 82 Oakland Road, Reading, MA 01867 RESIDENCY REQUIREMENT The schools of Reading are open to those students who qualify as residents under the laws of the 6 State of Massachusetts and in accordance with the prevailing common rule. A pupil who lives within the system permanently, or with no present intention of removal, whether with a guardian, one who stands in loco parentis, or an emancipated minor is entitled to all school privileges as a resident of the system. Reading also participates in the School Choice program, authorized by the School Committee annually. Please see the following School Committee Policies 2 : ● Sections JF (School Admissions), ● JFA-E (Re side ncy) ● JFBB (School Choice) ● JIE (Pregnant Students) ● JFABC (Admission of Transfer Students from charter Schools) ● JFABD (Homeless Students: Enrollment Rights and Services) ● JFABE (Educational Opportunities for Military Children) ● JFABF (Educational Opportunities for Children in Foster Care) ● JFHD (Exclusions and Exemptions from School Attendance – Denial of Admission) The Reading Public Schools complies with all requirements of the McKinney -Vento Homeless Assistance Act 3 EIGHTEEN YEARS OLD (AGE OF MAJORITY) Students who have reached the age of 18 have full legal capacity, pursuant to M.G.L c. 231, § 85P4, to make educational decisions and access rights relative to any transactions and decisions with the Reading Public Schools. This means that each student who is 18 or older is an adult with the independent rights and privileges to make educational decisio ns. Adult students will be solely responsible for all school -related matters, including but not limited to, educational decisions, compliance with attendance policies, and disciplinary actions. Under Massachusetts state regulations, parents/guardians of a student who has reached the age of 18 continue to maintain rights related to student records, unless expressly limited in writing, by the adult student. Even if the adult student expressly limits the parent/guardian’s rights in writing, the parents/guardians still maintain the authority to inspect the student’s record upon request. Unless the school district receives written notice of a limitation of parent/guardian rights, parents/guardians will also continue to receive school-related correspondence and notifications regarding the adult student. STUDENTS PERMANENTLY LEAVING SCHOOL (MGL c.76, §185) No student who has not graduated from high school shall be considered to have permanently left public school unless an administrator of the school which the student last attended has sent notice within a period of five (5) days from the student's tenth (10th) consecutive absence to the student and the parent/guardian of that student in both the primary language of the parent/guardian, to the extent practicable, and English. The notice shall initially offer at least two (2) dates and times for an exit interview between the superintendent, or a designee, and the student and the parent/guardian of the student to occur prior to the student permanently leaving school and shall include contact information for scheduling the exit interview. The notice shall indicat e that the parties shall agree upon a date and time for the exit interview, and that interview shall occur within ten (10) days after 2 School Committee Policies 3 McKinney-Vento Homeless Education Assistance Act 4 M.G.L c. 231, § 85P 5 MGL c.76, §18 7 the sending of the notice. The time for the exit interview may be extended at the request of the parent/guardian and no extension shall be for longer than fourteen (14) days. The superintendent, or a designee, may proceed with any such interview without a parent/guardian if the superintendent, or a designee, makes a good faith effort to include the parent/guardian. The exit interview shall be for the purpose of discussing the reasons for the student permanently leaving school and to consider alternative education or other placements. The superintendent or a designee shall convene a team of school personnel, such as the principal, guidance counselor, teachers, attendance officer and other relevant school staff, to participate in the exit interview with the student and the parent/guardian of the student. During the exit interview, the student shall be given information about the detrimental effects of early withdrawal from school, the benefits of earning a high school diploma and the alternative education programs and services available to the student. TITLE IX OF THE EDUCATION AMENDMENTS OF 1972 The Reading Public Schools does not tolerate discrimination against students, parents/guardians, employees or the general public on the basis of sex. The Reading Public Schools is also committed to maintaining a school environment free of harassment based on sex, including harassment based on gender, sexual orientation, gender identity, pregnancy or pregnancy status. The Reading Public Schools’ policy of nondiscrimination extends to students, staff, the general public, and individuals with whom it does bus iness; no person shall be excluded from or discriminated against in employment, admission to a public school of Reading or in obtaining the advantages, privileges, and courses of study of such public school on account of sex. Sexual Harassment means conduct on the basis of sex that satisfies one or more of the following: (1) an employee of the District conditioning the provision of an aid, benefit, or service of the school district on an individual’s participation in unwelcome sexual conduct; (2) unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the recipient’s education program or activity; or (3) “sexual assault” “dating violence,” “domestic violence” or “stalking,” all as defined by federal laws. The District has jurisdiction over such harassment, when the accused’s conduct has taken place in “locations, events, or circumstances which the school exercised substantial control. How to Report Sexual Harassment: Individuals are encouraged to report allegations of sexual harassment to the Title IX Coordinator(s) identified below or the Principal. Any report of sexual harassment, as defined under Title IX of the Education Amendments of 1972, will be responded to promptly in accordance with the District’s Title IX Sexual Harassment Grievance Procedures, available at: https://www.reading.k12.ma.us/district-information/title -ix-information/. Reports of discriminatory harassment not constituting sexual harassment as defined under Title IX of the Education Amendments of 1972, will be initially addressed through the District’s Title IX Sexual Harassment Grievance Procedure and may, if dismissed under that procedure, be investigated in accordance with the District’s Civil Rights Grievance Procedures. Upon receipt of a report of sexual harassment, the Title IX Coordinator will: (1) promptly and confidentially contact the complainant to discuss the availability of supportive measures; (2) inform the complainant of the availability of supportive measures with or without the filing of a Title IX Formal Complaint; (3) consider the complainant’s wishes with respect to supportive measures; (4) if the school district does not provide the complainant with supportive measures, document the 8 reasons why such response was reasonable; and (5) explain to the complainant the process for filing a Title IX Formal Complaint. Inquiries about the application of Title IX may be directed to the District’s Title IX Coordinator and/or the Assistant Secretary of the U.S. Department of Education, Office for Civil Rights 6 . The District’s Title IX Coordinator is: Dr. Jennifer A. Stys Phone: 781-942 -9129 Email: jennifer.stys@reading.k12.ma.us Address: 82 Oakland Road, Reading, MA 01867 BULLYING PREVENTION AND INTERVENTION PLAN The Reading Public Schools are committed to providing all students with a safe learning environment that is free from bullying or harassment. This commitment is an integral part of our comprehensive efforts to promote learning, and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process. We understand that members of certain student groups, such as students with disabilities, LGBTQ students, students of varying races and ethnic backgrounds, and homeless students may be more vulnerable to becoming targets of bullying, harassment, or teasing. The school and/or district will take specific steps to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying or harassment. We will not tolerate any unlawful or disruptive behavior, including any form of bullying, harassment, or retaliation, in our school buildings, on school grounds, or in school -related activities. We will promptly investigate all reports and complaints of bu llying, harassment or retaliation, and take prompt action to end that behavior and restore the target’s sense of safety. We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent/guardian involvement. The Bullying Prevention and Intervention Plan is a comprehensive approach to addressing bullying and harassment, and the school or district is committed to working with students, staff, families, law enforcement agencies, and the community. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, harassment, and retaliation. The school or district expects students, parents or guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents or guardians, and others may request assistance from a staff member to complete a written report. Students will be provided practical, safe, private and age -appropriate ways to report and discuss an incident of bullying with a staff member, or with the principal or designee. Reports may be made through the RPS online form, available here or by making a report verbally or in writing to the student’s principal 6 U.S. Department of Education, Office for Civil Rights 9 or designee. The full text of the Bullying Prevention and Intervention Plan is here and can be found in the Reading School Committee Policy Manual, Section JICFB. CHEMICAL HEALTH POLICY Concern for the health and well -being of students of the Reading Public Schools has led to the prohibition of illegal drugs, alcohol and tobacco/nicotine/vape (hereinafter referred to as 'banned substances'). In addition to the fact that the possession and use of drugs and alcohol is illegal, research shows that students who use banned substances are less successful in the classroom and the likelihood of addiction is increased. Through these guidelines, we hope to assist students in making decisions that wi ll enhance their ability to grow and thrive in both the academic and extracurricular realms of their school experience. Reading School Committee Policy Manual , Section JICH and JICH-R. These guidelines are general in nature, and the principal and/or their designee may impose disciplinary consequences appropriate in scope to the merit and nature of the infraction, including short-term suspension, long -term suspension, and expulsion in acc ordance with M.G.L. c. 71, §§ 37H 7, 3 7H1/2 8 , and 37H3/4 9 . HELP FOR DEPENDENCY Students who feel they have a dependency on banned substances are encouraged to seek help by communicating with a member of the Reading Public Schools community. This may include, but is not limited to, teachers, guidance counselors, school psychologists, the school nurse, staff, or administrators. All arrangements made on this basis are confidential, except in situations where a staff member is required to notify the student’s parent/guardian or maintain their obligations as a mandated reporter under M.G.L. c . 119 § 5 1A 10 . When a student voluntarily confides in a staff member, the staff member will encourage the student to seek assistance through community-based counseling services or school support services and refer the student to Guidance Counselor or School Administration for follow-up services. All 10th graders will be screened in accordance with Chapter 52 of the Acts of 2016 11 for substance abuse prevention purposes, commonly referred to as SBIRT training. Parents/guardians may choose to have their student not participate in this mandated, verbal screening process by written notice to the Principal at the start of the student’s 10 th grade school year. CONSEQUENCES FOR BEHAVIORS INVOLVING BANNED SUBSTANCES/CHEMICAL HEALTH ON SCHOOL GROUNDS OR AT SCHOOL SPONSORED OR SCHOOL RELATED EVENTS Students are prohibited from the possession, use or distribution, or the attempted possession, use or distribution of banned substances. Any student who is found to have assisted or conspired with 7 M.G.L. c. 71, §§ 37H 8 3 7H1/2 9 37H3/4 10 M.G.L. c . 119 § 5 1A 11 Chapter 52 of the Acts of 2016 10 one or more others in the possession, use, or distribution of banned substances may be deemed guilty of such possession, use, or distribution. Any student removed from a school -sponsored activity or school grounds because of banned substance-related behavior may be excluded from all other school activities for the remainder of that school year. There will be no refund of user fees or ticket purchases to students removed for these reasons. Representing Reading Public Schools, through team, club, or other extra-curricular association, is a privilege that carries with it a high standard of behavioral choices. The Massachusetts Interscholastic Athletic Association (MIAA)12 has set standards and guidelines for penalties for student athletes during the season of practice and play. Reading applies this standard to all extra- curricular participants. The Reading Public Schools standard for the application of consequences for extracurricular activities and athletics related to this policy covers the full calendar year from July 1 to June 30. SPECIFIC PENALTIES FOR VIOLATION OF ILLEGAL DRUGS, ALCOHOL AND TOBACCO POLICY ON SCHOOL GROUNDS OR AT SCHOOL SPONSORED OR SCHOOL RELATED EVENTS If a student is found to be in possession of or using banned substances or is attempting or conspiring with others to possess or use banned substances: FIRST OFFENSE Faculty/Staff member will: ● refer student to administrator Administrator will: ● refer student to nurse ● notify student’s parent/guardian ● conduct search which may include possessions, clothing, locker, and/or automobile ● confiscate all contraband ● notify police ● follow the disciplinary due process procedures in this handbook, and at their discretion based on the individual circumstances and nature of the offense impose a short-term suspension, long term suspension, or expulsion, as applicable in accordance with in accordance with M.G.L. c. 71, §§ 37H 13 , 3 7H1/2 14 , and 37H3/4 15 and/or contract with student for Alcohol & Substance Use Diversion Program ● release to parent, guardian, or make other arrangements with parental input 12 Massachusetts Interscholastic Athletic Association 13 M.G.L. c. 71, §§ 37H 14 3 7H1/2 15 37H3/4 11 ● refer to police for protective custody when appropriate ● direct student to submit to a Breathalyzer if there is reasonable suspicion of alcohol use. Refusal to submit to the use of the breathalyzer will result in consequences which may include a five -day out-of-school suspension, short-term suspension, or long-term suspension after disciplinary due process in accordance with M.G.L. c. 71 37H3/4 16 . School Nurse will: ● assess impairment ● refer for medical follow up, as needed Students enrolled in extracurricular activities will: ● be ineligible for interscholastic competition for 25% of the season, in accordance with MIAA guidelines ● be ineligible for all extra-curricular competition and performance activities for 25% of the club year as determined by the administration ● be relieved from all leadership positions for the school year in which the violation occurred. ● abide by requirements of the Diversion Program contract which refers to the building leader’s ability to develop a plan that works best for the student and family which support from local resources. If the student agrees to attend an Alcohol and Use Diversion program, the disciplinary consequences may be reduced. Failure to complete the program will result in the original consequence(s) being instituted. SECOND OFFENSE AND SUBSEQUENT OFFENSES Faculty/Staff member will: ● refer student to administrator Administrator will: ● refer student to nurse ● notify student’s parent/guardian ● conduct search which may include possessions, clothing, locker and/or automobile ● confiscate all contraband ● notify police ● follow the disciplinary due process procedures in this handbook, and at their discretion based on the individual circumstances and nature of the offense impose a short-term suspension, long term suspension, or expulsion, as applicable in accordance with in 16 M.G.L. c. 71 37H3/4 12 accordance with M.G.L. c. 71, §§ 37H 17 , 3 7H1/2 18 , and 37H3/4 19 and/or contract with student for Alcohol & Substance Use Diversion Program ● release to parent, guardian or make other arrangements with parental input ● refer to police for protective custody when appropriate ● direct student to submit to a Breathalyzer if there is reasonable suspicion of alcohol use. Refusal to submit to the use of the breathalyzer will result in consequences which may include a five -day out-of-school suspension, short-term suspension, or long-term suspension after disciplinary due process in accordance with M.G.L. c. 71 37H3/4 20. School Nurse will: ● assess impairment ● refer for medical follow up, as needed Student will: ● be ineligible for all athletic or extra -curricular competition and performance activities for 60% of the season or club year, in accordance with MIAA guidelines (The district follows MIAA guidelines Plus. This means that the guidelines are applied to all extracurricular activities) ● be relieved from all leadership positions for the school year in which the violation occurred. Leadership positions include, but are not limited to any position elected, appointed, or selected. POSSESSION WITH INTENT TO DISTRIBUTE BANNED SUBSTANCES: FIRST OFFENSE AND SUBSEQUENT OFFENSES Faculty/Staff member will: ● refer student to administrator Administrator will: ● notify student’s parent/guardian ● conduct search which may include possessions, clothing, locker, and/or automobile ● confiscate all contraband ● notify police ● follow the disciplinary due process procedures in this handbook, and at their discretion based on the individual circumstances and nature of offense impose a short-term suspension, long term suspension, or expulsion as applicable in accordance with M.G.L. c. 17 M.G.L. c. 71, §§ 37H 18 3 7H1/2 19 37H3/4 20 M.G.L. c. 71 37H3/4 13 71, §§ 37H 21, 3 7H1/2 22, and 37H3/4 23 and/or contract with student for Alcohol & Substance Use Diversion Program ● Refer to police for protective custody when appropriate Student will: ● serve the imposed consequence (e.g. suspension, expulsion, participation in Diversion Program, etc.) ● be ineligible for all athletic or extra -curricular activities including competitions and performances for up to one (1) calendar year and relieved from all leadership positions for the school year in which the violation occurred. Leadership positions inclu de, but are not limited to any position elected, appointed, or selected. CONSEQUENCES FOR STUDENT ATHLETES AND EXTRA -CURRICULAR PARTICIPANTS UNDER ILLEGAL DRUGS, ALCOHOL, AND TOBACCO/NICOTINE POLICY IN THE COMMUNITY Student actions in the community reported to the school by the Reading Police Department, may be subject to the following consequences. In all cases, parents/guardians will be informed of such a report and have the opportunity to be present prior to the application of disciplinary consequences by the school administration. Students suspended from participation may request the opportunity to continue to practice through the principal and the Director of Athletics and Student Activities. School administrators may also contact parents to conference about concerns relative to student safety based upon reports to the school by the police of students being in the presence of illegal drug, alcohol, or tobacco activity. The district follows MIAA guidelines Plus. This means that the guidelines are applied to all extracurricular activities. SPECIFIC PENALTIES FOR VIOLATIONS OCCURRING IN THE COMMUNITY Using or assisting or conspiring with one or more others in the possession, use, or distribution of banned substances: FIRST OFFENSE ● Following an opportunity for the student to be heard, students determined by the high school administration to be using, in possession of, or selling drugs or alcohol in the community may be immediately ineligible to participate in athletics or any extra -curricular activity for 25% of an activity season in accordance with MIAA guidelines. Students will lose all leadership positions for the school year in which violation occurred. Leadership positions include, but are not limited to any position elected, appointed, or selected. SECOND AND SUBSEQUENT OFFENSES 21 M.G.L. c. 71, §§ 37H 22 37H1/2 23 37H3/4 14 ● For each subsequent offense, the student may be ineligible for all extracurricular activities, clubs, athletics for 60% of the next consecutive interscholastic events in accordance with MIAA guidelines. The penalty shall carry over to the student’s next se ason of participation. The student may not hold leadership positions during the school year in which violation occurred from the date of the determination. Leadership positions include, but are not limited to any position elected, appointed, or selected. Possession with intent to distribute and/or being in possession of banned substances in the community ● Following an opportunity for the student to be heard, a student determined by the school administration to be in possession of with intent to distribute any banned substance in the community may be ineligible for all athletics and extra -curricular activiti es including competitions and performances for the school year, and be relieved from all leadership positions for the school year in which violation occurred. Leadership positions include, but are not limited to any position elected, appointed, or selected. In addition to the application of immediate disciplinary consequences as set forth in this Handbook, the student may be subject to discipline, including short term suspension, long term suspension, and/or expulsion, in accordance with M.G.L. c. 71 §37H1/2. SEARCH AND SEIZURE ● Students are hereby given notice that they have no expectation of privacy in their school issued accounts, technology, Internet services and/or school lockers, desks and other school issued tools and storage. School issued technology, accounts, services and physical items may be searched by school administration at any time with or without reasonable grounds. Students and families are advised that school administrators may engage in periodic searches of student issued accounts, technology, services and phys ical items without notice or cause. ● For search of student’s personal items not issued or controlled by school, searches may be conducted by authorized school personnel when, under ordinary circumstances, there are reasonable grounds for suspecting that a search will turn up evidence that a s tudent has violated either the rules of the school or the law. All measures adopted in conducting searches of students, their possessions, their vehicles on school property, while under school supervision or in attendance at a school function will be limit ed in scope by the objectives of the search in light of the age and sex of the student and the nature of the infraction being investigated. As required by law, authorized personnel will adhere to the protection of the 4th Amendment of the United States Constitution. ● The principal, assistant principals, and faculty chaperones are the only persons authorized to conduct searches of students, their possessions (including backpacks, gym bags, handbags, etc.), or their vehicles parked on school property or at school functio ns. In the case of physical search of students, a teacher, administrator, or the school nurse of the same gender identity will conduct the search when possible. ● "Reasonable grounds" for search is defined as inferences drawn from circumstances, patterns of behavior, suspicious acts, moving around and about the school without proper authority, unauthorized absence from class or school, being present where unauthoriz ed or illegal activities are known to occur with some regularity, any number of events which suggest violations of school rules or illegal activities; third party information which identifies a student(s) as participant(s) in rule violations or illegal activity; and violation of rules listed in the student handbook. ● Contraband is defined as any material of an unauthorized or illegal nature (such as tobacco products, vaping products and paraphernalia; drug paraphernalia; drugs, illicit and 15 prescribed; alcohol; weapons; explosives and such similar items) not authorized to be brought to or kept in school on a person, in a locker, or vehicle or any other place on school grounds. ● Personal possessions such as fireworks, stink bombs, disguises, water pistols, or dangerous items of attire, which could cause potential disruption or injury to students, faculty or school staff, their possessions, or the school facility or grounds, are contraband. As a condition of entry into any school event, for student safety, all belongings and vehicles are subject to search for contraband. ● Contraband seized as a result of routine locker or backpack/bag inspection will be turned over to the police if the material seized is of an illegal or dangerous nature. Parents will be notified of the seizure as soon as possible after the seizure. VEHICLES PARKED ON SCHOOL GROUNDS OR AT SCHOOL FUNCTIONS ARE SUBJECT TO SEARCH. ARTICLES PROHIBITED FOR POSSESSION/USE BY STUDENTS-CONTRABAND ● At no time and under no circumstances may students have weapons, dangerous instruments, laser pointers, fireworks, explosives, stink bombs, water pistols, tools, disguises, or wear dangerous items of attire to school or school-sponsored events except as authorized by the administration. ● Contraband materials, which may potentially cause injury to students, faculty or staff, are prohibited in the building or school grounds and at school-sponsored or supervised events. ● All contraband will be removed from students. Illegal material will be turned over to the police. ● Any unauthorized use of cell phones will result in the cell phone being confiscated. Students are forbidden to use their phones as cameras or recording devices during the school day without permission from school staff for educational purposes. Any use during the school day that has not been approved will result in confiscation by any faculty/staff member and given to the administration. The confiscated articles will be returned to the student or the parent/legal guardian at administrator’s discretion. ● Use of any vehicles in the school building is prohibited. Skateboards, roller skates and roller blades, bicycles, mopeds, scooters, motor vehicles and other such equipment will be confiscated. ● Items not listed here which are not normally utilized specifically for school purposes are subject to confiscation until a determination has been made by the school administration that the items are appropriate for a specific school purpose. DISCIPLINARY DUE PROCESS Due Process Under M.G.L. c. 71, § 37H ¾ For ALL offenses except for possession of a dangerous weapon, possession of a controlled substance, assault on staff, and felony offenses. For due process for offenses under M.G.L. c. 71, §§ 37H, 37H1/2, see the appropriate section below. Definitions Under M.G.L. c. 71, § 37H 3/4 Superintendent – the superintendent or designee for disciplinary purposes. Expulsion: the removal of a student from the school premises, regular classroom activities, and school activities for more than ninety (90) consecutive school days. Expulsion is prohibited for M.G.L. c. 71, § 37H 3/4 offenses. 16 In-School Suspension: the removal of a student from regular classroom activities, but not from the school premises, for no more than ten (10) consecutive school days, or no more than ten (10) school days cumulatively for multiple infractions during the school year. Removal solely from participation in extracurricular activities or school -sponsored events, or both, shall not count as removal in calculating school days. Short-Term Suspension: the removal of a student from the school premises and regular classroom activities for ten (10) consecutive school days or less. A principal may, in their discretion, allow a student to serve a short -term suspension in school. Removal solely from partici pation in extracurricular activities or school -sponsored events, or both, shall not count as removal in calculating school days. Long-Term Suspension: the removal of a student from the school premises and regular classroom activities for more than ten (10) consecutive school days, or for more than ten (10) school days cumulatively for multiple disciplinary offenses in any school year. Removal solely from participation in extracurricular activities or school -sponsored events, or both, shall not count as removal in calculating school days. Except for students who are charged with a disciplinary offense set forth in M.G.L. c. 71, § 37H(a) or (b), or M.G.L. c. 71, § 37H ½ no student may be placed on long -term suspension for one or more disciplinary offenses for more than 90 school days in a school year beginning with the first day that the student is removed from school. No long-term suspension shall extend beyond the end of the school year in which such suspension is imposed. Principal: the primary administrator of the school or the principal’s designee for disciplinary purposes. Written Notice : Written correspondence sent by hand -delivery, certified mail, first -class mail, or email to an address provided by the parent/guardian for school communications, or any other method of delivery agreed to by the principal and the parent. Please note: these due process procedures apply to M.G.L. c. 71, § 37H ¾ only. For due process procedures for offenses under M.G.L. c. 71, §§ 37H and 37H 1/2 please see the appropriate sections below. In every case of student misconduct under M.G.L. c. 71, § 37H 3/4 for which suspension may be imposed, a principal shall exercise discretion in deciding the consequence for the offense; consider ways to re-engage the student in learning; and shall not use long -term suspension from school as a consequence until alternatives have been tried shall not suspend or expel a student until alternative remedies have been employed and their use and results documented and, following and in direct response to a specific incident or incidents, unless specific reasons are documented as to why such alternative remedies are unsuitable or counter-productive, and in cases where the student’s continued presence in school would pose a specific, documentable concern about the infliction of serious bodily injury or other serious harm upon another person while in school. Alternatives may include the use of evidence -based strategies and programs such as mediation, conflict resolution, restorative justice, and positive behavioral inte rventions and supports. The principal, headmaster, superintendent or person acting as a decision-maker shall also implement school- or district -wide models to re -engage students in the learning process which shall include but not be limited to: (i) positiv e behavioral interventions and supports models and (ii) trauma sensitive learning models; provided, however, that school - or district -wide models shall not be considered a direct response to a specific incident. 17 Emergency Removals; M.G.L c. 71, § 37H ¾ - A principal may remove a student from school temporarily when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the sc hool, and, in the principal's judgment, there is no alternative available to alleviate the danger or disruption. In such a case, the principal shall immediately notify the superintendent in writing of the removal, the reason for it, and describe the danger presented by the student. The temporary removal shall not exceed two (2) school days following the day of the emergency removal, during which time the principal shall make immediate and reasonable efforts to orally notify the student and the student's parent of: (1) the emergency removal; (2) the reason for the need for emergency removal; (3) the disciplinary offense; (4) the basis for the charge; (5) the potential consequences, including the potential length of the student's suspension; (6) the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges, present the student's explanation of the alleged incident, and for the parent to attend the hearing; (7) the date, time, and location of the hearing; and (8) the right of the student and the student's parent/guardian to interpreter services at the hearing if needed to participate. Before the expiration of the two (2) school days, unless an extension of time for hearing is otherwise agreed to by the principal, student, and parent, the principal must provide the student an opportunity for a hearing with the principal that complies with either the short-term due process or long-term due process set forth below, as applicable, and the parent an opportunity to attend the hearing. Additionally, the principal is required to render a decision orally on the same day as the hearing, and in writing no later than the following school day, which meets the requirements of notice of the decision for short-term suspension or long-term suspension as set forth below, whichever is applicable. A principal may not remove a student from school on an emergency basis for a disciplinary offense until adequate provisions have been made for the student's safety and transportation. Due Process for In-School Suspension; M.G.L c. 71, § 37H 3/4: Prior to the imposition of an In-School Suspension, the student will be informed of the disciplinary offense and provided with an opportunity to respond. If the principal determines that the student committed the disciplinary offense, the principal will provide oral notice to the student and parent of the length of the In - School Suspension and will make reasonable efforts to meet with the parent. Principal’s Decision – In-School Suspension; M.G.L c. 71, § 37H ¾: – On or before the day of suspension, the principal shall send written notice to the student and parent about the In -School Suspension, including the reason and the length of the In -School Suspension, and inviting the parent to a meeting with the principal for the purpose set forth in 603 C.M.R. 53.10(4)24, if such a meeting has not already occurred. The principal shall deliver such notice on the day of the suspension by hand-delivery, certified mail, first -class mail, or email to an address provided by the parent for school communications, or by other method of delivery agreed to by the principal and the parent. Students have the right to appeal an In -School Suspension that will result in their In- School Suspension for more than ten (10) school days in a school year. Due Process for Short-Term Suspension; M.G.L c. 71, § 37H 3/4 : In the case of disciplinary offenses not involving: a) possession of a dangerous weapon; b) possession of a controlled substance; c) assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, the student and parents will be given oral and written notice of the disciplinary offense with which the student is charged and the opportunity to participate in a hearing prior to the imposition of an out-of-school suspension. 24 603 C.M.R. 53.10(4) 18 Notice – Short-Term Suspension; M.G.L c. 71, § 37H 3/4: Except as provided in cases of In-School Suspension or Emergency Removal, a principal may not impose a suspension as a consequence for a disciplinary offense without first providing the student and the parent oral and written notice, and providing the student an opportunity for a hearing on the charge and the parent an opportunity to participate in such hearing. The principal shall provide oral and written notice to the student and the parent in English and in the primary language of the home if other than English, or other means of communication where appropriate. The notice shall set forth in plain language: the disciplinary offense; the basis for the charge; the potential consequences, including the potential length of the student's suspension; the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges and to present the student's explanation of the alleged incident, and for the parent to attend the hearing; the date, time, and location of the hearing; the right of the student and the student's parent to interpreter services at the hearing if needed to participate. The principal shall make reasonable efforts to notify the parent orally of the opportunity to attend the hearing. To conduct a hearing without the parent present, the principal must be able to document reasonable efforts to include the parent. The principa l is presumed to have made reasonable efforts if the principal has sent written notice and has documented at least two (2) attempts to contact the parent in the manner specified by the parent for emergency notification. Principal’s Hearing - Short-Term Suspension; M.G.L c. 71, § 37H 3/4: At the principal’s hearing, the student and parents (if participating) may dispute the charge(s) against the student and present information, including mitigating facts, for the principal’s consideration in determining consequences for the student. Principal’s Decision – Short-Term Suspension; M.G.L c. 71, § 37H 3/4: The principal shall notify the student and parent of the determination and the reasons for it, and, if the student is suspended, the type and duration of suspension and the opportunity to make up assignments and such other school work as needed to make a cademic progress during the period of removal, as provided in M.G.L. c. 76, 21. The determination shall be in writing and may be in the form of an update to the original written notice. The principal’s decision shall be final with no opportunity for appeal . If the student is in a public preschool program or in grades K through 3, the principal shall send a copy of the written determination to the superintendent and explain the reasons for imposing an out-of - school suspension, before the short-term suspension takes effect. Due Process for Long-Term Suspension; M.G.L c. 71, § 37H 3/4: In the case of disciplinary offenses not involving: a) possession of a dangerous weapon; b) possession of a controlled substance; c) assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, the s tudent and parents will be given oral and written notice of the disciplinary offense with which the student is charged and the opportunity to participate in a hearing prior to the imposition of an out-of -school suspension. Notice - Long-Term Suspension; M.G.L c. 71, § 37H 3/4: Written notice of the date and time for the hearing will be provided in English and in the primary language of the Student’s home and will identify the disciplinary offense with which the student has been charged, the basis for the charge, the potential length of the student’s suspension, and inform the parent and student of the right to interpreter services if necessary to participate in the hearing. Where a student may be subject to a Long -Term Suspension, the principal will also notify the student and parent of the following rights: (1) in advance of the hearing, the opportunity to review the student's record and the documents upon which the principa l may rely in making a 19 determination to suspend the student or not; (2) the right to be represented by counsel or a lay person of the student's choice, at the student's/parent's expense; (3) the right to produce witnesses on their behalf and to present the student's explanation of the alleged incident, but the student may not be compelled to do so; (4) the right to cross-examine witnesses presented by the school; and (5) the right to request that the hearing be recorded by the principal, and to receive a copy of the audio recordi ng upon request. If the student or parent requests an audio recording, the principal shall inform all participants before the hearing that an audio record will be made, and a copy will be provided to the student and parent upon request. Principal’s Hearing - Long-Term Suspension; M.G.L c. 71, § 37H 3/4: The student will have the rights identified in the written notice and the principal shall provide the parent, if present, an opportunity to discuss the student's conduct and offer information, including mitigating circumstances, that the principal should consider in determining consequences for the student. Principal’s Decision – Long-Term Suspension: M.G.L c. 71, § 37H ¾: Based on the evidence, the principal shall determine whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension, what remedy or consequence will be imposed, in place of or in addition to a Long-Term Suspension. The principal shall send the written determination to the student and parent by hand-delivery, certified mail, first- class mail, or email to an address provided by the parent for school communications, or any other method of delivery agreed to by the principal and the parent. If the principal decides to suspend the student, the written determination shall: (1) identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing; (2) set out the key facts and conclusions reached by the principal; (3) identify the length and effective date of the suspension, as well as a date of return to school; (4) include notice of the student's opportunity to receive education services to make academic progress during the period of removal from school as provided in M.G.L. c. 76, § 21; (5) inform the student of the right to appeal the principal's decision to the superintendent or designee, but only if the principal has imposed a long-term suspension. Notice of the right of appeal shall be in English and the primary language of the home if other than English, or other means of communication where appropriate, and shall include th e following information stated in plain language: (a) the process for appealing the decision, including that the student or parent must file a written notice of appeal with the superintendent within five (5) calendar days of the effective date of the Long-Term Suspension; provided that within the five (5) calendar days, the student or parent may request and receive from the superintendent an extension of time for filing the written notice for up to seven (7) additional calendar days; and that (b) the Long-Term Suspension will remain in effect unless and until the superintendent decides to reverse the principal's determination on appeal. Superintendent Appeals – Long-Term Suspension; M.G.L c. 71, § 37H 3/4: A student who is placed on a Short-Term suspension under M.G.L. c. 71, § 37H ¾ following a hearing with the principal does not have appeal rights. The principal’s decision is final. A student who is placed on Long -Term Suspension under M.G.L c. 71, § 37H ¾ following a hearing with the principal shall have the right to appeal the principal's decision to the superintendent. The student or parent shall file a notice of appeal with the superintendent within five (5) calendar days of the effective date of the Long-Term Suspension; provided that within the five (5) calendar days, the student or parent may request and receive from the superintendent an extension of time for filing the written notice for up to seven (7) additional calendar. If the appeal is not timely filed, the superintendent may deny the appeal, or may allow the appeal in their discretion, for good cause. Superintendent Appeal Hearing; M.G.L c. 71, § 37H 3/4: The superintendent shall hold the hearing within three (3) school days of the student's request, unless the student or parent requests an 20 extension of up to seven (7) additional calendar days, in which case the superintendent shall grant the extension. The superintendent shall make a good faith effort to include the parent in the hearing. The superintendent shall be presumed to have made a good faith effort if he or she has made efforts to find a day and time for the hearing that would allow the parent and superintendent to participate. The superintendent shall send written notice to the parent of the date, time, and location of the hearing. The superintendent shall conduct a hearing to determine whether the student committed the disciplinary offense of which the student is accused, and if so, what the consequence shall be. The superintendent shall arrange for an audio recording of the hearing , a copy of which shall be provided to the student or parent upon request. The superintendent shall inform all participants before the hearing that an audio record will be made of the hearing and a copy will be provided to the student and parent upon request. The student shall have all the rights afforded the student at the principal's hearing for long-term suspension as identified above. Superintendent’s Decision; M.G.L c. 71, § 37H 3/4: The superintendent shall issue a written decision within five (5) calendar days of the hearing which: (1) identifies the disciplinary offense and the date on which the hearing took place, and the participants at the hearing; (2) sets out the key facts and conclusions reached by the superintendent; (3) identifies the length and effective date of the suspension, as well as a date of return to school; (4) includes notice of the student's opportunity to receive education services to make academic progress during the period of removal from school as provided in M.G.L. c. 76, § 21; and (5) notice of the right of appeal shall be in English and the primary language of the home if other than English, or other means o f communication where appropriate. If the superintendent determines that the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than the principal but shall not impose a suspension greater than that i mposed by the principal's decision. The decision of the superintendent shall be the final decision of the Reading Public Schools with regard to the long - term suspension. Due Process Under M.G.L. 71, §§ 37H and 37H1/2 Offenses (For offenses involving dangerous weapons, drugs, assaults on staff, and felony offenses) Removal Pending HearingM.G.L. c. 71, §§ 37H and 37H 1/2–- For disciplinary offenses involving: a) possession of a dangerous weapon; b) possession of a controlled substance; c) assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, the Principal may remove the student pending a hearing scheduled within ten (10) school days, if the Principal determines that due to the nature of the offense and information available, the student poses a continuing danger to persons or property or is an ongoing threat to disrupt the academic process. The student will be given oral notice of the violation with which the student is charged and an opportunity to respond thereto, prior to the principal’s imposition of any removal pending hearing. Upon imposition of a removal pending hearing of (10) consecutive days or less pending further disciplinary proceedings, the student and parents will be provided with written notice of the removal pending hearing, rationale for th e interim removal pending hearing and the date and time of the formal disciplinary hearing scheduled within ten (10) school days of the removal as well as all other due process rights relative to the hearing as outlined below. Long-Term Suspension/Expulsion; M.G.L. c. 71, §§ 37H and 37H 1/2 - Unlike M.G.L. c. 71, § 37H 3/4, for offenses that fall within M.G.L. c. 71, §§ 37H and 37H 1/2, a principal may long-term suspend a student for more than ninety (90) days or permanently expel a student. Long term suspension/expulsion means the removal of a student from the school premises, regular classroom activities, and school activities for (1) possession of a dangerous weapon; (2) possession of a controlled substance; (3) assault on a member of the educational staff; or (4) a felony charge or 21 felony delinquency complaint (suspension only) or conviction (suspension or expulsion), or adjudication or admission of guilt with respect to such felony, if a principal determines that the student's continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in G.L. c. 71, §§37H or 37H½. The principal’s Hearing and appeals process identified below apply to suspensions under M.G.L. c. 71 §§ 37H and 37H 1/2. Dangerous Weapons, Drugs and Assaults on Staff - M.G.L. c. 71, §37H 1. Any student who is found on school premises or at school -sponsored or school -related events, including athletic games, in possession of a dangerous weapon, including, but not limited to, a gun or a knife; or a controlled substance as defined in chapter nin ety-four C, including, but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the Reading Public Schools by the principal. 2. Any student who assaults a principal, assistant principal, teacher, teacher's aide, or other educational staff on school premises or at school -sponsored events, including athletic games, may be subject to expulsion from the Reading Public Schools by the principal. Principal’s Hearing, Long-Term Exclusion – M.G.L. c. 71, §37H - Any student who is charged with a violation of either paragraphs 1 or 2 shall be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation at their own expense, along with the opportunity to present evidence and witnesses at said hearing before the principal. After said hearing, the principal may, in their discretion, decide to suspend rather than expel a student who has been determined by the principal to have violated either paragraphs 1 or 2 above. Appeal to the Superintendent – Long-Term Exclusion – M.G.L. c. 71, §37H - A Principal’s decision to suspend rather than expel a student pursuant to M.G.L. c. 71, s. 37H is final and not appealable. Any student who has been expelled from the Reading Public Schools pursuant to these provisions shall have the right to appeal to the superintendent. The expelled student shall have ten (10) days from the date of the expulsion in which to notify the superintendent of their appeal. The student has the right to counsel (at their own expense) at a hearing before the superintendent. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section. Suspensions or expulsions are decisions that must consider a student’s due process rights. The principal or their designees are required to report to the police department the presence of any weapon on school premises. Felony Complaints - M.G.L. c. 71, § 37H ½ Issuance of a Felony Criminal Complaint Upon the issuance of a criminal complaint charging a student with a felony or upon the issuance of a felony delinquency complaint against a student, the principal of a school in which the student is enrolled may suspend such student for a period of time determined appropriate by said principal if said principal determines that the student's continued presence in school would have a substantial detrimental effect on the general welfare of the school. Notice of Principal’s Hearing/Decision – Long-Term Exclusion – M.G.L. c. 71, § 37H1/2 - The student shall receive written notification of the charges and the opportunity for a hearing; provided, however, that the student may have representation (at their own expense), along with the opportunity to present evidence and witnesses at said hea ring before the principal. After the hearing, the principal shall issue a written decision. The student shall also receive written notification of their right to appeal an d the process for appealing such suspension; provided, 22 however, that such suspension shall remain in effect prior to any appeal hearing conducted by the superintendent. Appeal to the Superintendent- Long-Term Exclusion - M.G.L. c. 71, § 37H1/2 - The student shall have the right to appeal the suspension to the superintendent in writing and must notify the superintendent of their request for an appeal no later than five (5) calendar days following the effective date of the suspension. The superintendent shall hold a hearing with the student and the student's parent or guardian within three (3) calendar days of the student's request for an appeal. At the hearing, the student shall have the right to present oral and written testimony on their behalf and shall have the right to be represented by counsel at student’s own expense. The superintendent shall have the authority to overturn or alter the decision of the principal, in cluding recommending an alternate educational program for the student. The superintendent shall render a decision on the appeal within five (5) calendar days of the hearing. Such decision shall be the final decision of the Reading Public Schools with regard to the suspension. Adjudication of Delinquency, Admission of Guilt or Conviction Upon a student being convicted of a felony or felony delinquency charge or upon an adjudication or admission in court of guilt with respect to such a felony or felony delinquency, the principal of a school in which the student is enrolled may expel said student if such principal determines that the student's continued presence in school would have a substantial detrimental effect on the general welfare of the school. Notice of Principal’s Hearing/Decision – Long-Term Exclusion/Expulsion - M.G.L. c. 71, § 37H1/2 - The student shall receive written notification of the charges and be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation (at their own expense), along with the opportunity to present evidence and witnesses at said hearing before the principal. After the hearing, the principal shall issue a written decision, which will include reasons for the expulsion. The student shall also receive written notification of their right to appeal and the process for appealing such expulsion; provided, however, that the expulsion shall remain in effect prior to any appeal hearing conducted by the superintendent. Superintendent’s Appeal/Decision – Long-Term Exclusion/Expulsion - M.G.L. c. 71, § 37H 1/2 - The student shall have the right to appeal the long -term suspension/expulsion to the superintendent. The student shall notify the superintendent, in writing, of their request for an appeal no later than five (5) calendar days following the effective date of the expulsion. The superintendent shall hold a hearing with the student and the student's parent or guardian within three (3) calendar days of the expulsion. At the hearing, the student shall have the right to present oral and written testimony on their behalf and shall have the right to be represented by counsel at student’s own expense. The superintendent shall have the authority to overturn or alter the dec ision of the principal, including recommending an alternate educational program for the student. The superintendent shall render a decision on the appeal within five (5) calendar days of the hearing. Such decision shall be the final decision of the Readi ng Public Schools with regard to the long -term suspension/expulsion. OPPORTUNITY TO MAKE ACADEMIC PROGRESS The Reading Public Schools shall continue to provide educational services to the student during the period of suspension or expulsion in a manner consistent with M.G.L. c. 76, § 2125. If the student 25 M.G.L. c. 76, § 21 23 moves to another school district during the period of suspension or expulsion, the new school district shall either admit the student to its schools or provide educational services to the student in an education service plan under M.G.L. c. 76, § 21. For all suspensions, students will be entitled to the following in terms of the opportunity to make academic progress: Less Than 10 Consecutive Days - Any student who is serving an in-school suspension, short-term suspension, long -term suspension, or expulsion shall have the opportunity to earn credits, as applicable, make up assignments, tests, papers, and other school wo rk as needed to make academic progress during the period of his or her removal from the classroom or school. More than 10 Consecutive Days - Any student who is expelled or suspended from school for more than ten (10) consecutive days, whether in school or out of school, shall have an opportunity to receive education services, earn credits, as applicable, make up assignments, tests, papers, and other school work and make academic progress toward meeting state and local requirements, in accordance with the school’s education service plan. The school-wide education service plan will be provided to the parent and student at the time the student is expelled or placed on long-term suspension. Discipline and students with disabilities All students are expected to meet the Reading Public Schools’ requirements for behavior in school and abide by the rules set forth in this handbook, the handbook of the student’s school, and the policies and procedures of the Reading Public Schools. In addition to the due process protections afforded to all students in disciplinary matters, the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the regulations promulgated pursuant to these statutes provide additio nal procedural protections for students with disabilities. These procedural protections also apply for students who do not currently have an IEP or Section 504 Plan, but whom the district knows, or has reason to know, that the student may have a disability, prior to the conduct for which the student is subject to discipline. Students with disabilities may be excluded from their programs for up to ten (10) school days to the extent that such sanctions would be applied to all students. Before a student with a disability can be excluded from their program for more than ten (10) consecutive days in a given school year, or is subjected to a series of short -term removals that constitute a pattern of removal that exceeds ten (10) school days, and are considered to constitute a disciplinary change in placement, building administrators, relevant members of the Student’s IEP or 504 Team, and the parent(s)/guardian(s) will meet to conduct a Manifestation Determination Review. At the Manifestation Determination Review, the Team will consider whether the violation for which the student is subject to discipline is directly and substantially related to the student’s disability or was the direct result of a failure to implement the student’s IEP or Section 504 Plan. If the Team determines that the behavior is NOT a manifestation of the student’s disability, the student may be disciplined in accordance with the policies and procedures applicable to all students, except that students eligible for special education servi ces shall be entitled to a free appropriate public education as of the eleventh (11th) day of disciplinary exclusion in the school year. Such services are not available to students under Section 504. The student’s IEP Team will identify the services necessary to provide a free appropriate public education during the period of 24 exclusion, and may, as appropriate, review any existing behavior intervention plan, or, where appropriate, conduct a functional behavioral assessment. If the Team determines that the behavior giving rise to disciplinary action IS a manifestation of the student’s disability, then the district will conduct a functional behavior assessment or review any existing behavior intervention plan and takes steps (with the consent of the parent(s)/guardian(s)) to modify the IEP/504 Plan, the placement, or the behavior intervention plan as appropriate and the student will not be suspended for more than 10 days (either consecutive or constituting a pattern of removal) for the violation found to be a manifestation of their disability. Regardless of the result of the Manifestation Determination, if a student possesses, uses, sells or solicits illegal drugs or a controlled substance on school grounds or at a school-sponsored event; possesses a weapon on school grounds or at a school-sponsored event; or inflicts serious bodily injury upon another person at school or a school -sponsored event, the school district may place the student in an interim alternative educational setting (IAES) for up to forty-five (45) school days. The interim alternative setting must enable the student to participate in the general curriculum and progress toward the goals in the IEP.. The interim alternative educational setting must also provide services and modifications designed to address the behavior giving ri se to the removal and to prevent the behavior from reoccurring. If a student has been placed in an interim alternative education setting because of disciplinary action, the student may remain in the interim setting for a period not to exceed forty -five (45 ) school days. Thereafter, the student will return to the previously agreed-upon educational placement unless the parent(s)/guardian(s) (or student if 18+) consents to an extension of the IAES, or the parent(s)/guardian(s) and the school agree to another placement, or the parent(s)/guardian(s) or the district has initiated a hearing on the disciplinary action that the district took and a hearing officer orders another placement. The parent(s)/guardian(s) shall have the right to appeal the Team's manifestation determination, the imposition of a disciplinary change in placement, and the student’s placement in an interim alternative educational setting to the Bureau of Special Education Appeals. The student will remain in the disciplinary placement imposed by school authorities pending a decision on the appeal or until the expiration of the disciplinary sanction, whichever comes first. STUDENT RECORDS The Reading Public Schools complies with applicable federal and state laws and regulations pertaining to Student Records. Those laws and regulations are designed to ensure a parent’s or guardian’s and eligible student’s rights to access, inspect, and to request amendment of the child’s student record. The Massachusetts Student Record regulations and the Family Educational Rights and Privacy Act (FERPA) apply to educational records maintained by a school on a student in a manner such that he or she may be individually identified. The regulations divide t he record into the transcript and the temporary record. The transcript includes only the minimum information necessary to reflect the student's educational progress. This information includes name, address, course titles, grades, credits, and grade level c ompleted. The transcript is kept by the school system for at least sixty (60) years after the student leaves the system. The temporary record contains the majority of the information maintained by the school system about the student. This may include such things as standardized test results, class rank, school sponsored extracurricular activities, and evaluations and comments by teachers, counselors, and 25 other persons. The temporary record is destroyed no later than seven (7) years after the student leaves the school system. The following is a summary of major parent and student rights regarding their student records: Inspection of Record - A parent/guardian, or a student who has entered the ninth grade or is at least fourteen (14) years old, has the right to inspect all portions of the student record upon request. The record must be made available to the parent/guardian or eligible studen t within ten (10) days of the request, unless the parent/guardian or student consents to a delay. In the event the parent/guardian or student requests copies of a student record, the district may charge the parent/guardian or student fo r said copies at the district rate. The eligible student or parent/guardian shall have the right upon request to meet with professional qualified school personnel to have any of the contents of the student record interpreted. Confidentiality of Record - With a few exceptions, no individuals or organizations but the parent/guardian, student, and authorized school personnel are allowed to have access to information in the student record without specific, informed, written consent of the parent/guardian or the student. Amendment of Record - The parent/guardian and student have the right to add relevant comments, information, or other written materials to the student record. In addition, with limited exceptions under state and federal law, the parent/guardian and student have the right to r equest that information of the record be amended or deleted. The parent/guardian and student have a right to a conference with the school principal to make their objections known. Within a week after the conference, the principal must render a decision in writing. If the parent/guardian and student are not satisfied with the decision, the regulations contain provisions through which the decision may be appealed to higher authorities in the school system. Directory Information - Federal law requires that the district release the names, addresses and telephone listings of students to military recruiters and institutions of higher education upon request for recruitment and scholarship purposes without prior consent. In addition, the District may release the following directory information about a student without prior consent: a student’s name, address, telephone listing, date and place of birth, major fields of study, dates of attendance, weight and height of members of athletic teams, class participation in officially recognized activities and sports, degrees, honors and awards, post-high school plans and directory information such as homeroom assignments. However, in all instances, parents/guardians may requ est that such directory information not be released without prior consent by notifying their school building office in writing by the end of September of each school year. Destruction of Records - The regulations require that certain parts of the student record, such as the temporary record, be destroyed a certain period of time after the student leaves the school system. School authorities are also allowed to destroy misleading, outdated, or irr elevant information in the record from time to time while the student is enrolled in the school system. Before any such information may be destroyed, the parent/guardian and student must be notified, and have an opportunity to receive a copy of any of the information before its destruction. Transfer of Records – In accordance with 603 CMR 23.07(4)(g)26, it is the practice of the Reading Public Schools to forward the student record of any student who seeks or intends to enroll, or already has enrolled in another public school district, if the disclosure is for purposes of the 26 603 CMR 23.07(4)(g) 26 student’s enrollment or transfer. The parent/guardian or eligible student has the right to receive a copy of the school record that is forwarded to the new school. Non-Custodial Parents - Unless there is a court order to the contrary, a non-custodial parent (parent without physical custody of the student) of any public -school student has the right, subject to certain procedures, to receive information regarding the student’s achievements , involvement, behavior, etc. A non -custodial parent who wishes to have this information shall submit a written request annually to the child’s school principal. Upon receipt of such a request, the principal shall send written notification to the custodial parent by certified and first-class mail that the records and information will be provided to the non -custodial parent in twenty -one (21) calendar days unless the custodial parent provides documentation of the non -custodial parent’s i neligibility to access such information. In all cases where school records are provided to a non -custodial parent, the electronic and postal address and other contact information for the custodial parent shall be removed from the records provided. Any such records provided to the non -custodial parent shall be marked to indicate that they may not be used to enroll the student in another school. Upon receipt of a court order that prohibits the distribution of information pursuant to M.G.L. c. 71, §34H27, the school will notify the non -custodial parent that it shall cease to provide access to the student record to the non-custodial parent. M.G.L. c.71, §34H, 603 CMR 23.07 28. Third Party Access - Authorized school personnel to include: (a) school administrators, teachers, counselors and other professionals who are employed by the school committee or who are providing services to the student under an agreement between the school committee and a service provider, and who are working directly with the student in an administrative, teaching, counseling, and/or diagnostic capacity; (b) administrative office staff and clerical personnel, employed by the school committee or under a school committee service contract, and whose duties require them to have access to student records for purposes of processing information for the student record; and (c) the evaluation team which evaluates a student, shall have access to the student record of students to whom they are providing services, when such access is required in the performance of their official duties. The consent of the parent or eligible student shall not be necessary. Complaints - A parent or eligible student has a right to file a complaint with the Student Privacy Policy Office, U.S. Department of Education, 400 Maryland Avenue SW, Washington, D.C. 20202 - 5901, (202) 260-3887 or with the Massachusetts Department of Education, 350 Main Street, Malden, MA 02148, (781) 338-3300. If you have any questions regarding this notice or would like more information and/or a copy of the Massachusetts Department of Education Student Record Regulations, please contact the building principal. NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) PPRA affords parents/guardians certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to: ● Consent before students are required to submit to a survey that concerns one or more of the following protected areas ("protected information survey") if the survey is funded in whole or in part by a program of the U.S. Department of Education (DOE): political affiliations or beliefs of the student or student's parent/guardian; Mental or psychological problems of the student or student's family; sex behavior or attitudes; illegal, anti-social, self- 27 M.G.L. c. 71, §34H 28 603 CMR 23.07 27 incriminating, or demeaning behavior; critical appraisals of others with whom respondents have close family relationships; legally recognized privileged relationships, such as with lawyers, doctors, or ministers; religious practices, affiliations, or belie fs of the student or parents/guardians; or income, other than as required by law to determine program eligibility. ● Receive notice and an opportunity to opt a student out of the following: any other protected information survey, regardless of funding; any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and activities involving collection, dis closure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others. ● Inspect, upon request and before administration or use: protected information surveys of students; instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and instructional material used as part of the educational curriculum. ● These rights transfer from the parents/guardians to a student who is 18 years old or an emancipated minor under State law. Specific activities and surveys covered under this requirement include: the collection, disclosure, or use of personal information fo r marketing, sales or other distribution; the administration of any protected information survey not funded in whole or in part by DOE; and any non-emergency, invasive physical examination or screening as described above. The district will provide parents/guardians, within a reasonable period of time prior to the administration of the surveys and activities, a notification of the surveys and activities and provide an opportunity to opt their child out, as well as an opportunity to review the surveys. Parents/guardians who believe their rights have been violated may file a complaint with: Student Privacy Policy Office 29, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, D.C. 20202-5901 DRESS CODE We support the importance of the expression of identity through various forms, including clothing. The Reading Public Schools does not seek to abridge that expression, provided that it does not cause any disruption or disorder within the school. The school district and individual schools are responsible for seeing that student attire does not interfere with the health or safety of any student, and that student attire does not contribute to a hostile or intimidating atmosphere for any student. ● Clothing should be school appropriate by covering undergarments and private parts of the body fully for health and safety purposes and should reflect our core values by not contributing to a hostile or intimidating atmosphere for any student or cause any disruption or disorder in school. ● No wearing of clothing or other articles that advertise/depict illegal, offensive, or obscene language, messages, or symbols (i.e., drugs, alcohol, tobacco). ● While hats and head coverings are allowed, a staff member may expect removal in certain circumstances, such as (but not limited to): during an assessment, if the student’s face is 29 Student Privacy Policy Office 28 obscured, or if the head covering is being used to obscure earbuds or other items. Head coverings are permitted for religious observance or medical purposes. ● Specialized clothing may be required for specialized courses (e.g., safety glasses, closed toe shoes in laboratories, physical education uniforms). We understand that there may be unique exceptions to these guidelines and will work with students and families to accommodate personal circumstances. ATTENDANCE Whenever a child is going to be absent or late to school, parents/guardians are required to call the students' school to report the absence or tardiness. The absentee line is available 24 hours a day. This is an important way to assure school personnel tha t parents/guardians are aware of their child’s absence or tardiness. If we do not hear from a parent/guardian, an automatic phone call will be sent home. For more information about Attendance Policies, please refer to the School Committee Policy Manual Section J. Parents/guardians must notify the school of an absence, tardy or dismissal by phone, or email. ● RISE (78 1)-942 -9 179 o r RISEabsences@reading.k12.ma.us ● Ba rro ws (78 1)-942-9166 or AMBabsences@reading.k12.ma.us ● Joshua Eaton (781)-942 -9 16 1 o r JEEabsences@reading.k12.ma.us ● Birc h (78 1) 9 4 4 -2335 or BMeabsences@reading.k12.ma.us ● Killam (781)-944-7831 or JWKabsences@reading.k12.ma.us ● Wood End (781)-942 -5420 or WEEabsences@reading.k12.ma.us ● Coolidge (781)-942 -9 15 8 o r AWCabsences@reading.k12.ma.us ● Parker (781)-944-12 3 6 o r WSPabsences@reading.k12.ma.us ● RMHS (78 1)-670 -2819 or RMHSattendance@reading.k12.ma.us The Reading Public Schools, pursuant to M.G.L. c. 76, § 1B 30, will notify the parent or guardian of a student who has at least 5 days in which the student has missed 2 or more periods unexcused in a school year or who has missed 5 or more school days unexcused in a school year. This policy requires that the school principal, or a designee, make a reasonable effort to meet with the parent or guardian of a student who has 5 or more unexcused absences to develop action steps for student attendance. The action steps shall be developed jointly and agreed upon by the school principal, or a designee, the student and the student’s parent or guardian and with input from other relevant school personnel and officials from relevant public safety, health and human service, housing and nonprofit agencies. Here is a link to our Reading Public Schools’ attendance policy and quick guide. Here is a link to our district attendance guidance and monitoring plan. STUDENTS WITH DISABILITIES Both our State and Federal governments have passed important legislation affecting students, parents, and schools. This legislation is designed to provide equal educational opportunities and to inform parents and students of their rights. Each act of legislation is quite lengthy, so only brief summaries are included in this Handbook. Anyone wishing additional information may contact the Special Education Office. 30 M.G.L. c. 76, § 1B 29 Section 504 of the Rehabilitation Act of 1973 (“Section 504”) provides: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the b enefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” Pursuant to Section 504, any qualified student with a disability is entitled to a free appropriate public education (FAPE). Section 504 F APE is the provision of regular or special education and related aids and services designed to meet a student’s individual educational needs as adequately as the needs of nondisabled students are met. The 504 Compliance Officer is: Dr. Jennifer A. Stys Phone: 781-942 -9129 Email: jennifer.stys@reading.k12.ma.us Address: 82 Oakland Road, Reading, MA 01867 School 504 Coordinators School Contact Email Barrows Elementary Anne Marie Ring annemarie.ring@reading.k12.ma.us Birch Meadow Elementary Lisa Azzarito lisa.azzarito@reading.k12.ma.us Joshua Eaton Elementary Jessica Swindell jessica.swindell@reading.k12.ma.us Killam Elementary Talia Hallett talia.hallett@reading.k12.ma.us Wood End Elementary Jessica Hester jessica.hester@reading.k12.ma.us Coolidge Middle School Brienne Karow brienne.karow@reading.k12.ma.us Parker Middle School Beth Simpson Beth.Simpson@reading.k12.ma.us Reading Memorial High School James Flynn James.flynn@reading.k12.ma.us R.I.S.E Preschool Alanna Shone Alanna.Shone@reading.k12.ma.us 30 Under the Individuals with Disabilities Education Act (“IDEA”) and M.G.L. c. 71B 31, some students with disabilities may be eligible for services if they require specialized instruction and/or supportive services to help them make effective progress in school. These services can include, but are not limited to speech therapy, physical therapy, occupational therapy, specialized instruction, or placement in a special classroom. Students may be referred to the Special Education Department for an evaluation of eligibility for special education services. Within five (5) school days of such a referral, a consent form authorizing an evaluation of the student will be forwarded to the parent(s/guardian(s)). Within forty-five (45) school days of receipt of the parent(s)’/guardian(s)’ consent, an evaluation will be conducted, and a Team meeting will be held to determine if the student is eligible for special education services. If the student is found eligible for special education services, the Team will develop an Individualized Education Program (IEP) identifying the necessary services. Be sure to visit the SEPAC Website LINK for information regarding the Special Education Parent Advisory Council. For more information regarding the services available to students with disabilities, please contact the principal or special education administrator at your child’s school or the Office of the Director of Special Education and Student Services. Please also see Civil Rights Grievance Procedures, which the district follows for complaints of discrimination, harassment or retaliation on the basis of a person’s real or perceived disability status in compliance with state and federal law. OBSERVATIONS OF EDUCATION PROGRAMS Observations of a student’s current and/or proposed special education program may be conducted by a parent/guardian or his/her designee in accordance with M.G.L. c. 71B § 332. Parents/guardians must request an observation five (5) days in advance and can submit the request to the building Special Education Administrator and building principal. Observers may be required to sign a non- disclosure form to protect student confidentiality. STUDENTS WHO ARE MULTILINGUAL LEARNERS (MLL) All students, as they enroll in Reading Public Schools, are required to submit a Home Language Survey. If a language in addition to English is spoken at home, or if a student’s first language is not English, the student will be assessed for English langua ge proficiency. Students who are not proficient in English will be recommended for MLL services. MLL services include pull-out English as Second Language (ESL) instruction and Sheltered English Immersion (SEI) in all content classes. If parents elect to exclude their child from MLL services, they must contact the district contact person listed on the Notification of Services form or the principal in person, via telephone or email. Students receiving MLL support are required to participate in state -wide assessments. Students will exit the MLL Program after passing statewide MLL testing, and based on the results of standardized testing, classroom performance and teacher recommendation. 31 M.G.L. c. 71B 32 M.G.L. c. 71B § 3 31 HOMELESS STUDENTS: ENROLLMENT RIGHTS AND SERVICES To the extent practical and as required by law, the district will work with homeless students and their families to provide stability in school attendance and other services. Special attention will be given to ensuring the enrollment and attendance of homeless students not currently attending school. Homeless students will be provided district services for which they are eligible, including Head Start and comparable preschool programs, Title I, similar state programs, special education, bilingual education, vocational and technical education programs, gifted and talented programs and school nutrition programs. A child who is homeless or an unaccompanied youth and attending any school served by the local educational agency is eligible for Title I services and the Free and Reduced Lunch program. The goal of the McKinney-Vento Homeless Education Assistance Act is: (1) To ensure that each child or youth experiencing homelessness has equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths; (2) In any State that has a compulsory residency requirement as a component of the State's compulsory school attendance laws or other laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youths, the State will review and undertake steps to revise such laws, regulations, practices, or policies to ensure that homeless children and youths are afforded the same free, appropriate public education as provided to other children and youths; (3) Homelessness alone is not sufficient reason to separate students from the mainstream school environment; (4) Homeless children and youths should have access to the education and other services that such children and youths need to ensure that such children and youths have an opportunity to meet the same challenging student academic achievement standards to which all students are held. Definition of Homeless Children and Youth The term "unaccompanied youth" includes a homeless child or youth not in the physical custody of a parent or guardian. Homeless children and youth are defined as individuals who lack a fixed, regular, and adequate nighttime residence and includes children and youth living in the following situations: (i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals. (ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for humans. (iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and (iv) migratory children who qualify as homeless for the purposes of this part because the children are living in circumstances described in clauses (i) through (iii). Homeless Education Liaison Reading provides various types of support for students and their families experiencing homelessness in order to help them attend school consistently. Eligible families may be living in shelters or may not have their own lease because they are temporarily staying with family members or acquaintances due to economic hardship or similar reasons. Contact the district’s 32 Homeless Education Coordinator, Jennifer Stys, Homeless Education Coordinator at 781-942 - 9129 for more details. Enrollment and Dispute Resolution Students identified as experiencing homelessness have a right to remain in their school of origin or to attend the school where they are temporarily residing. Students who choose to remain in their school of origin have the right to remain there until the end of the school year in which they become permanently housed, with transportation if needed through the end of the school year (June). The Reading Public Schools will immediately enroll students experiencing homelessness in school, even if they do not have the documents usually required for enrollment − such as school records, medical records or proof of residency. Emergency contact infor mation is required at the time of enrollment consistent with district policies, including compliance with the state's address confidentiality program when necessary. The district’s liaison for homelessness will assist students who arrive without records by contacting the previously attended school system to obtain the required records. Should a parent/guardian or unaccompanied youth disagree with the school placement decision of the liaison for homelessness, the parent/guardian or unaccompanied youth has the right to appeal. The parent/guardian or unaccompanied youth will be provided wit h written notification in the language of the home of the placement decision and the paperwork to complete the appeal process. While the placement decision is under appeal, the student will be allowed to attend the school of the parent/guardian’s or unacco mpanied youth’s choice and receive transportation, according to the District transportation policy, School Committee Policy Manual Section EEA Student Transportation Policy, while the dispute is under review by the Department of Elementary and Secondary Education. STUDENTS IN FOSTER CARE The district will ensure the educational stability of students in foster care. Educational stability has a lasting impact on students' academic achievement and wellbeing, and the School Committee is committed to supporting district and community efforts to ensure that students in foster care have access to high-quality, stable educational experiences from preschool (if offered) through high school graduation. Irrespective of the location of a foster care placement, students in foster care will continue to attend their school of origin, unless after a collaborative decision -making process it is determined to be in the student's best interest to enroll in and attend school in the district in which the student resides in foster care. Enrollment of students in the district where they reside in foster care will take place immediately upon such a determination. The district has designated a point of contact for students in foster care. The district and the point of contact will collaborate with DCF to ensure that students can access transportation and the other services to which they may be entitled. Best Interest Determination Decisions about whether a student in foster care should continue to attend the school of origin should be made collaboratively by DCF, the student (as appropriate), the student's family and/or foster family (and if different, the person authorized to make educational decisions on behalf of the 33 student), the school and district of origin, and (when different) the local district where the student is placed. Best interest determinations should focus on the needs of each individual student and take into account a variety of factors. Every effort should be made to reach agreement regarding the appropriate school placement of a student in foster care. However, if there is disagreement regarding school placement for a student in foster care, DCF will finalize the best interest determination. The district can seek review of DCF's decision by utilizing a Foster Care School Selection Dispute Resolution Process established by DESE and DCF. Decisions made through this process are not subject to review. To the extent feasible and appropriate, the district will ensure that a child remains in his or her school of origin while the disputes are being resolved to minimize disruptions and reduce the number of moves between schools. Transportation The district of origin must collaborate with DCF on how transportation will be provided and arranged to ensure that students in foster care who need transportation to remain in their school of origin will receive such transportation while they are in foster care. Transportation options may include using Title I funds, establishing regional collaborations among districts, coordinating with existing routes for transportation, seeking help from foster parent(s), etc. Absent other agreements between the district and DC F, the district of origin is responsible for providing transportation to and from the school of origin. Immediate Enrollment If it is in the best interest of a student in foster care to leave the school of origin, the student must be immediately enrolled in the district in which he or she resides in foster care. During enrollment of students in foster care, DCF representatives w ill present the district with a form that indicates that the student is in foster care, along with their state-agency identification badge. If the student does not have immediate access to immunization records, the student shall be permitted to enroll under a personal exception. Students and families should be encouraged to obtain current immunization records or immunizations as soon as possible, and the district liaison is directed to assist. Emergency contact information is required at the time of enrollment consistent with district policies, including compliance with the state's address confidentiality program when necessary. After enrollmen t, the district will immediately request available records from the student's previous school. EDUCATIONAL OPPORTUNITIES FOR MILITARY CHILDREN To facilitate the placement, enrollment, graduation, data collection, and provision of special services for students transferring into or out of the district because of their parents or guardians being on active duty in the U.S. Armed Services, the District supports and will implement its responsibilities as outlined in the Interstate Compact on Educational Opportunity for Military Children. The district believes it is appropriate to remove barriers to educational success imposed on children of military families resulting from frequent moves required by parents' or guardians' military deployment. 34 VEHICLES ON SCHOOL GROUNDS Prolonged idling of motor vehicles is prohibited by Massachusetts law on school grounds or within 100 feet of school property. M.G.L. c. 90, § 16B33. SCHOOL MEDICAL POLICIES Students are not permitted to carry medication in school except with authorization from the school nurse in accordance with 105 C.M.R. 210.000 34. All other medications needed during school hours, including any prescription and over the counter medication and supplements must be administered under the supervision of the school nurse. Please find here a link to the School Medical Guidelines . First Aid/Dismissal - Treatment will be administered for minor injuries during the school day. When a student becomes ill or is seriously injured the parent/guardian is notified immediately. If a parent/guardian cannot be reached in an emergency, the child will be transported by emergency personnel to the appropriate medical facility. The nurse will dismiss any child who is considered to be contagious and/or is not fully immunized or exempted by law from required vaccines. Medications - Whenever possible, medication administration should be scheduled at times other than during the school day. If it is necessary that your child receive medicine during the school day, the school nurse is responsible for the administration of all medications. All medication must be delivered to the nurse by a parent, guardian or another designated adult. Medication must be in a pharmacy-labeled container and be accompanied by a doctor’s order and written parental approval prior to administration. Students are not allowed to carry medicine on their person, with the exception of inhalers and EpiPens in accordance with the requirements of 105 CMR 210.000 35. Students found in possession of unauthorized medications on school grounds or at school sponsored events may be subject to discipline. The entire medication policy is available in the Nurse’s Office and on the Reading Public Schools website here . IMPORTANT – If it is necessary that your child receive medicine during the day, the school nurse will dispense that medication. Students found in possession of unauthorized medications on school grounds or at school sponsored events may be subject to disci pline. Special Medical Considerations - Parents of a student with any medical condition which might require special attention or planning should contact the school nurse as soon as possible. This includes, but is not limited to, conditions such as asthma, severe allergies, seizure disorder or diabetes. MANDATORY REPORTING All professional staff are informed annually of their obligations to report cases of suspected child abuse and neglect as specified in M.G.L. c. 119, § 51A-5 1F 36 and M.G.L. c. 71, § 37L37. PHYSICAL RESTRAINT POLICIES AND PROCEDURES The Reading Public Schools recognizes that on occasion physical restraint is required to protect the safety of school community members from serious, imminent physical harm. Physical restraint 33 M.G.L. c. 90, § 16B 34 105 C.M.R. 210.000 35 105 CMR 210.000 36 M.G.L. c. 119, § 51A-5 1F 37 M.G.L. c. 71, § 37L 35 may be used only as an emergency procedure of last resort and shall be prohibited in public education programs except when a student’s behavior poses a threat of assault, or imminent, serious, physical harm to self or others and the student is not responsi ve to verbal directives or other lawful and less intrusive behavior interventions, or such interventions are deemed in appropriate under the circumstances. Physical restraint shall mean direct physical contact that prevents or significantly restricts a stu dent’s freedom of movement. Physical restraint does not include brief physical contact to promote student safety, providing physical guidance or prompting when teaching a skill, redirecting attention, providing comfort, or a physical escort. Physical restraint shall not be used: (a) as a means of discipline or punishment; (b) when the student cannot be safely restrained because it is medically contraindicated for reasons including, but not limited to, asthma, seizures, a cardiac condition, obe sity, bronchitis, communication -related disabilities, or risk of vomiting; (c) as a response to property destruction, disruption of school order, a student's refusal to comply with a public education program rule or staff directive, or verbal threats when those actions do not constitute a threat of assault, or imminent, serious, physical harm; or (d) as a standard response for any individual student. No written individual behavior plan or individualized education program (IEP) may include the use of physical restraint as a standard response to any behavior. Physical restraint is an emergency procedure of last resort. Physical restraint in a public education program shall be limited to the use of such reasonable force as is necessary to protect a student or another member of the school community from assault or imminent, serious, physical harm. Nothing in Reading Public Schools policy, or the applicable regulations, prohibits: (a) the right of any individual to report to appropriate authorities a crime committed by a student or other individual; (b) law enforcement, judicial authorities or school security personnel from exercising their responsibilities, including the physical detainment of a student or other person alleged to have committed a crime or posing a security risk; or (c) the exercise of an individual's responsibilities as a mandated re porter pursuant to M.G.L. c. 119, § 51A38. The Reading Public Schools complies with the requirements of Massachusetts regulations governing the use and reporting of physical restraint in schools, 603 CMR 46.00 39. TECHNOLOGY ACCEPTABLE USE AND INTERNET SAFETY POLICIES The Reading Public Schools Technology Acceptable Use and Internet Safety Policy, linked here outline acceptable use of the Reading Public Schools network, technology devices, digital resources, and network infrastructure, including email and online class resources. All students and staff must agree to abide by the Technology Acceptable Use and Internet Safety Policy. The Reading Public Schools monitors the use of the school District’s network. There is no expectation of privacy related to information stored and transmitted over the Reading Public Schools network. Search of particular files of a user shall be conducted if there is a reasonable suspicion that a user has violated the law, school rules of the code of conduct, or Reading School Committee policies. The investigation will be reasonable and in the context of the nature of the alleged policy violation. Use of the computer network and Internet is an integral part of research and class work, but abuse of this technology can result in loss of privileges. Students who use technology devices, digital resources, and network infrastructure, along with information technology inappropriately may lose 38 M.G.L. c. 119, § 51A 39 603 CMR 46.00 36 their access privileges and may face additional disciplinary or legal action in accordance with the disciplinary due process procedures in this handbook. Unacceptable Uses of Technology Resources Inappropriate technology use includes but is not limited to the following: ● Interfering with the normal functioning of devices, computer systems, or computer networks. ● Illegal or criminal activities. ● Damaging or theft of devices, computer systems, or computer networks. ● Accessing, modifying, or deleting files/data that do not belong to you. ● Sending or publishing offensive, bullying or harassing messages and content. ● Accessing dangerous information that, if acted upon, could cause damage or danger to others. ● Giving your username or password to any other student or using the username or password of someone else to access any part of the system. ● Sharing and/or distribution of passwords or using another student or faculty member’s password. ● Intentional viewing, downloading or distribution of inappropriate and/or offensive materials. ● Gaining unauthorized access to computer and or telecommunications networks and resources. ● Viewing, transmitting or downloading pornographic, obscene, vulgar and/or indecent materials. ● Using obscene language, harassing, insulting or bullying others, posting of private or personal information about another person, spamming of the school email system, violating any federal or state law, local regulation or school committee policy. ● Cyber-bullying (bullying through the use of technology or any electronic communication) which shall include, but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by: wire, radio, electromagnetic, photo-electronic or photo-optical system, including, but not limited to, electronic mail, internet communications, instant message, text message or facsimile communications. Cyber-bullying shall also include the crea tion of a web page or blog in which the creator assumes the identity of another person or knowingly impersonates another person as author of posted content or messages, if the creation or impersonation is a violation under law. Cyber -bullying shall also in clude the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting is a violation under law. Cyber -bullying ma y occur in and out of school, during and after school hours, at home and in locations outside of the home. When cyber-bullying is alleged, the full cooperation and assistance of parents and families is expected. ● Violating copyright laws and/or the district policy on plagiarism. ● Copying software or applications from Reading Public School devices through any electronic means unless the particular licensing agreement in place for the software allows user distribution. ● Intentionally wasting limited network or bandwidth resources. ● Destruction/vandalism of system software, applications, files, or other network resources. ● Employing the network for commercial or political purposes. Using the network internet to buy or sell products. ● “Hacking” and other illegal activities in an attempt to gain unauthorized access to restricted files, other devices, or computer systems. 37 ● Uploading any harmful form of programming, bypassing filters; installing any type of server, aliasing / spoofing, peer-to -peer networking or remote -control software. ● Possession of and/or distribution of any software tools designed to facilitate any of the above actions will also be considered an offense. ● Saving inappropriate files to any part of the system, including but not limited to: ○ Music files ○ Movies ○ Video games of all types, including ROMs and emulators ○ Offensive images or files ○ Programs which can be used for malicious purposes ○ Any files for which you do not have a legal license ○ Any file which is not needed for school purposes or a class assignment ● Uses that contribute to the violation of any other student conduct code including but not limited to cheating, plagiarism, hazing or harassment, theft, falsification of records, possession of banned substances/items, etc. NOTE: If a student needs a file for a class project that you think may be considered inappropriate, then he/she needs to have teacher and school administration permission prior to the class project. EXTRACURRICULAR ACTIVITIES AND ATHLETICS The Reading Public Schools provides nonacademic and extracurricular services and activities in such a manner as is necessary to afford students with disabilities an equal opportunity for participation. Reading is, however, generally permitted to establish and utilize skill-based eligibility criteria for participation in extracurricular programs and activities (e.g., school-sponsored athletics) so long as the criteria are rationally related to the purposes and goals of the specific program or activity. Reading administrators, in their discretion, may deny or limit a student’s access to co - curricular activities as a disciplinary sanction. Participation in extracurricular activities and athletics is a privilege, not a right. Administrators may, in their discretion, limit student participation in extracurricular activities or athletics as a disciplinary consequence. All student athletes are e xpected to follow the MIAA rules and guidelines for athletics eligibility and participation. HAZING40 Massachusetts law requires that all secondary students be provided a copy of the state laws concerning hazing. M.G.L. c. 269 § 17 41: Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or both such fine and imprisonment. The term ''hazing'' as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or 40 M.G.L. c. 269 §§ 17-19 41 M.G.L. c. 269 § 17 38 safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action. M.G.L. c. 269 § 18 42: Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars. M.G.L. c. 269 § 19 43: Each institution of secondary education and each public and private institution of post-secondary education shall issue to every student group, student team or student organization which is part of such institution or is recognized by the institution or permitted by the institution to use its name or facilities or is known by the institution to exist as an unaffiliated student group, student team or student organization, a copy of this section and sections seventeen and eighteen; provided, however, that an institution's compliance with this section's requirements that an institution issue copies of this section and sections seventeen and eighteen to unaffiliated student groups, teams or organizations shall not constitute evidence of the institution's recog nition or endorsement of said unaffiliated student groups, teams or organizations. Each such group, team or organization shall distribute a copy of this section and sections seventeen and eighteen to each of its members, plebes, pledges or applicants for membership. It shall be the duty of each such group, team or organization, acting through its designated officer, to deliver annually, to the institution an attested acknowledgement stating that such group, team or organization has received a copy of this section and said sections seventeen and eighteen, that each of its members, plebes, pledges, or applicants has received a copy of sections seventeen and eighteen, and that such group, team or organization understands and agrees to comply with the provisions of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post-secondary education shall, at least annually, before or at the start of enrollment, deliver to each person who enrolls as a full-time student in such institution a copy of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post-secondary education shall file, at least annually, a report with the board of higher education and in the case of secondary institutions, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams or organizations and to notify each full time student enrolled by it of the provisions of this section and sections seventeen and eighteen and also certifying th at said institution has adopted a disciplinary policy with regard to the organizers and participants of hazing, and that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution's policies to its students. The board of higher education and, in the case of secondary institutions, the board of education shall promulgate regulations governing the content and frequency of such reports and shall forthwith report to the attorney general any such institution which fails to make such report. Please refer to the Reading School Committee Policy Manual, Se ction JICFA and JICFA -E. 42 M.G.L. c. 269 § 18 43 M.G.L. c. 269 § 19 39 READING METCO PROGRAM In 1966, Massachusetts General Law Chapter section 12A gave cities, towns, school committees and districts the right to "alleviate racial isolation and "racial imbalance.“ The METCO program (Metropolitan Council for Educational Opportunity) is a grant funded program by the Commonwealth of Massachusetts. It is a voluntary program intended to expand educational opportunities, increase diversity, and reduce racial isolation, by permitting students from Boston and Springfield to attend public schools in other communities that have agreed to participate. The METCO Program has been part of the Reading Public Schools since 1972. We are a proud METCO district, and all students and staff in our district are considered to be METCO students and staff as all benefit from this rich, cultural diversity program. Placement of students The METCO Program is a marginal seating program. This means students from Boston are placed in open seats in the district. Boston resident students cannot take any seats that would require the district to create new programs, hire more teachers, or build new buildings. Each year, seats are filled in the district by the Reading Public Schools METCO Director based on available open seats in the district. Rights and Responsibilities Boston resident students and parents are subject to the same rights and responsibilities as Reading resident students and parents. All participating METCO school districts are expected to provide all of the ordinary services and benefits to its Boston and Springfield resident students that are provided to town resident students and parents. Reading METCO Found Family Program The Found Family Program seeks to create friendships and forge relationships between families from Boston and Reading. The Found Family program will feature scheduled social events that include families from Boston and Reading. The goal is also to ensure that our Boston resident students and their families genuinely feel connected to Reading Public Schools and the town of Reading. Found Family - A group of people who find themselves united in a family-bond based on shared experiences, mutual understanding, and interpersonal connection. Found Family is not biological but found when placed in a new place. For more information on the Found Family program please click the link - Reading METCO Found Family Program. For more information on Found Family and how to sign up please reach out to your school principal. Afternoon Transportation The afternoon bus departs Parker Monday-Thursday at 3:15 p.m. and on Fridays at 2:30 p.m. Monday-Thursday students participate in afterschool programs. The METCO program provides 40 late buses Monday-Thursday for all middle school and high school students with a pick-up time of 6:10 p.m. at Parker, 6:20 p.m. at Coolidge, and 6:30 p.m. pick up time at RMHS. FORMETCO (Friends of Reading METCO) Friends of Reading METCO (FORMETCO) is an independent organization dedicated to bringing together Boston and Reading families from all 8 schools in the Reading Public School District. It is a diverse, all-volunteer group of parents/guardians and educators from the Reading and Boston communities. FORMETCO is committed to making connections and fostering authentic lifelong relationships between Boston and Reading families. We are one community! To learn more, email friends.reading.metco@gmail.com. If you would like more information about the Reading METCO Program, please email Cindy.Marte@reading.k12.ma.us or Jerika.Santiago@reading.k12.ma.us. Correspondence Reading Public Schools School Committee Meeting Packet August 21, 2025 Outlook Re: Thank You for Today’s Retreat From Brandt, Shawn <Shawn.Brandt@reading.k12.ma.us> Date Mon 8/11/2025 12:37 PM To Franzetti, Catherine <Catherine.Franzetti@reading.k12.ma.us>; Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us> Hi Catherine, Thank you so much for your note. I really appreciate your observations about how what we have is not the norm. Plenty of work for us all to do, but it means so much that everyone approaches it with those common values you describe. Thanks for all of the amazing work that you have done to contribute to the growth of our district, for your engagement on Friday, and to you and your team for the fantastic lunch! Have a great week, Shawn From: Franzetti, Catherine <Catherine.Franzetti@reading.k12.ma.us> Sent: Friday, August 8, 2025 5:55 PM To: DG School Committee <SchoolCommittee@reading.k12.ma.us> Cc: Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>; Lejeune, Olivia <Olivia.Lejeune@reading.k12.ma.us> Subject: Thank You for Today’s Retreat Dear School Committee Members and RPS Leadership, I wanted to take a moment to extend my heartfelt gratitude for the invitation to today’s retreat. I feel truly fortunate to be part of such an exceptional community. Setting aside time to come together as a united team was both inspiring and energizing. What I value most about Reading is that, at our core, we all share the same focus: building a student- centered district and striving each day to be just a little better than we were yesterday. That commitment was evident throughout today’s discussions and interactions, and it reinforces my pride in being part of this team. Having colleagues in other districts across the Commonwealth, I can say with confidence that what we have here in Reading is rare. I often hear stories that remind me how unique and special it is to work in a district where collaboration, mutual respect, and a shared purpose truly drive our success. I believe the key ingredient in our “recipe” is our collective dedication to working together for the benefit of our students. Thank you for including me in today’s event—it was not only motivating but also an important opportunity for connection. I am deeply grateful for your leadership, inclusivity, and the example you set in fostering such a supportive and unified working environment. Hope you all have a beautiful weekend and enjoy these last days of summer! With appreciation and gratitude, Catherine Franzetti Food Services Director Reading Public Schools 82 Oakland Road Reading, MA 01867 (O) 781-670-2822 (M) 646-752-2317 Outlook Thank you! From Linda Snow Dockser <lindasnowdockser@gmail.com> Date Fri 7/11/2025 10:39 AM To DG School Committee <SchoolCommittee@reading.k12.ma.us>; Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us>; Hardy, Sarah <Sarah.Hardy@reading.k12.ma.us> Cc Erin Gaffen <eringaffen@gmail.com>; Wise, Thomas <Thomas.Wise@reading.k12.ma.us>; Shawn Brandt <shawn.brandt@gmail.com>; Lara Durgavich <DurgavichForSC@gmail.com>; McLaughlin, Sarah <Sarah.McLaughlin@reading.k12.ma.us> 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, Thank you all for your letter to the select board explaining the vital services that RCTV provides the schools as well as the town. RCTV goes above and beyond their contract in so many ways- supporting, teaching, and hiring students while connecting them and the community with important learning, information and events that otherwise would not be accessible. While also opening up future possibilities and opportunities for students, as illustrated so well by Ben Goldlust at last night’s meeting. I wish that the SB realized that some leadership happens quietly and is implemented by a team. Their hyperfocus on one person on that team is jeopardizing a vital provider to our town that will not be replaced by a ‘lowest bidder.’ I have personally worked with both Phil and RCTV and appreciate all they provide to our town far above and beyond their contract. I wonder given the importance of the PEG to the schools and town of the contract in the future should be controlled by both the schools and the town… perhaps this change could be made if there is another extension to their contract beyond the inadequate 3 summer months that was allotted. Thank you again for your support of the services that RCTV provides to our students, community and beyond. With Appreciation, Linda Linda Snow Dockser Sent from my iPhone Outlook Please sponsor a proposal to adopt MGL ch. 40 § 8J From Maria Morgan <maria.c.morgan@gmail.com> Date Thu 7/24/2025 10:05 AM To selectboard@ci.reading.ma.us <selectboard@ci.reading.ma.us>; morganr1@me.com <morganr1@me.com> Cc Kraunelis, Matthew <mkraunelis@readingma.gov>; DG School Committee <SchoolCommittee@reading.k12.ma.us>; SEPAC READING <sepacreading@gmail.com> CAUTION: This email originated from outside of Reading Public Schools. Do not click links or open attachments unless you recognize the sender email address and know the content is safe. Dear Members of the Select Board: My husband, Ryan Morgan, and I request that you to sponsor a proposal to adopt MGL Chapter 40, Section 8J, in order to begin the process of establishing a Commission on Disability in Reading “to cause the full integration and participation of people with disabilities (Mass. Gen. Laws ch. 40 § 8J).” For your convenience, below my signature, please find a link to information about Commissions on Disabilities, as well as copied text, from the same link, which lists the step by step instructions for establishing a COD. Ryan and I would be happy to attend an upcoming meeting to participate in any discussion you’d like to have about this topic. We volunteer to do whatever we have the capacity to do in order to secure the establishment of a COD in Reading. Thank you for your attention to this matter and we look forward to your response. Sincerely, Maria (and Ryan) Morgan https://www.mass.gov/info-details/commissions-on- disability#:~:text=How%20to%20start,is%20formally%20established! How to start a Commission on Disability: Step-by-step instructions 1. Identify a sponsor to propose the adoption of MGL Chapter 40, Section 8J. The sponsor may be the Selectboard or the City Council, as determined by your local bylaws. 2. The Town Meeting or City Council votes to adopt MGL Chapter 40, Section 8J. Typical language adopted may be: “Ordered: That the City/Town of [City or Town Name] accept the provisions of Massachusetts General laws Chapter 40, Section 8J relative to the establishment of the municipal Commission on Disability.” 3. a. In cities: If the vote is approved, the measure goes to your mayor for approval. b. In towns: If the vote is approved, then your COD is created. 4. Get members. In cities, members are typically appointed by the Mayor. In towns, the members are typically selected by the Selectboard or Town Manager. MGL Chapter 40, Section 8J provides additional guidance on who appoints members based on government structure. Learn more about COD membership requirements. 5. Develop goals and operating guidelines for your COD. Once you complete these steps, your COD is formally established! Outlook Re: SEPAC and Parent Public Comments Response 07/15/2025 From Brandt, Shawn <Shawn.Brandt@reading.k12.ma.us> Date Fri 7/18/2025 9:42 PM To Ryan Morgan <morganr1@me.com> Cc mariacmorgan@yahoo.com <mariacmorgan@yahoo.com>; Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us> Ryan, Thanks again for your note. My understanding of the situation and concern is as follows: The playground outside of the RISE classrooms at the high school is currently out of service while contractors replace the surface and install a more appropriate play structure. Though RISE is out of session during the summer, ESY students would normally be utilizing that space, and it's not available. My understanding is that ESY teachers are using the space that is available and not fenced off, and creating outdoor play opportunities, but recognize that's not the same as having access to a playground. The nature and duration of the project inevitably would have disrupted some programming, which I think you recognize, but the greater concern is that this seems to have come as a surprise to ESY families because SEPAC didn't feel in the loop on the planning in this case. While it's no excuse if the ball was dropped somewhere along the way on communication, I think things progressed quickly due to feeling compelled by the availability of contractors to get the work underway. This comment you wrote resonates with me: "The request was to better coordinate and communicate." We can always do better in those areas, and I won't argue with you. Based on everything I know as we sit here, I think we would have landed on the same outcome, but suboptimal outcomes are always better when those impacted feel involved or at least informed, no question. I also hear your points that there's a broader concern about the town not considering students with disabilities proactively enough, and hope that your note was a healthy reminder for all who were on copy. That said, I think the replacement of the RISE playground is ironically an outstanding example of the town investing in our special education students. We will only have students in that facility for a few more years before the new Killam opens, and yet the town overwhelmingly supported a significant investment to replace the playground, which will be unnecessary long before its useful life has come to an end. As a solution-oriented person, I've been thinking through models that could have helped to avoid this project catching families off guard. I know that in my seat, sometimes I hear "we didn't know this was going to happen" and frankly get a little bit frustrated because there are so many public meetings where these things are discussed. But I also know that families with multiple kids, let alone families with kids who may have elevated needs, can't always keep up with everything going on and it's incumbent on us to be more proactive. Message received. I think one path forward may be establishing liaison roles between the SEPAC and a handful of critical boards and committees. Recreation Committee is the one that comes to mind in this case, but there may be others that should be considered as well. It would be up to the individual committees to identify members to serve in that capacity, or SEPAC could identify its own members who could keep an eye on a given committee's agendas and raise a flag when there's something of interest to the SEPAC community. I'm happy to discuss any of this further when I'm back in town. Again, thank you for your note. Your frustration at the goings on in Tuesday's SB meeting is palpable and a great conscience check. I can only hope that the others who received it feel the same way. -Shawn From: Brandt, Shawn <Shawn.Brandt@reading.k12.ma.us> Sent: Thursday, July 17, 2025 3:45 PM To: Ryan Morgan <morganr1@me.com> Cc: mariacmorgan@yahoo.com <mariacmorgan@yahoo.com>; Milaschewski, Thomas <Thomas.Milaschewski@reading.k12.ma.us> Subject: Re: SEPAC and Parent Public Comments Response 07/15/2025 Hi Ryan, I just wanted to let you know that I'm not ignoring your message. I appreciate you reaching out and also appreciate, even without all of the context, the reminder about the critical role SEPAC can and should play as we plan and execute these projects. But I do want to understand the situation a little bit better (and watch the relevant portion of the Select Board meeting) before responding in full. I'm headed out on vacation this evening but plan to get caught up on this on the plane. I'll be back in touch soon. Thanks, Shawn From: Ryan Morgan <morganr1@me.com> Sent: Wednesday, July 16, 2025 10:56 AM To: selectboard@ci.reading.ma.us <selectboard@ci.reading.ma.us>; DG School Committee <SchoolCommittee@reading.k12.ma.us> Cc: mariacmorgan@yahoo.com <mariacmorgan@yahoo.com> Subject: SEPAC and Parent Public Comments Response 07/15/2025 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. All My wife Maria Morgan and SEPAC members provided direct, concise, and constructive feedback. Town Manager and School Committee Member Carla Nazzaro responded with the following sentiments that I am paraphrasing: We were fortunate to get the contractor to respond timely and get prompt quotes and scheduling. We were in communication with school leadership the entire time, and agreed on timing of delivery of these projects. RISE Preschool playground has been and still is a safety hazard, we are fortunate to be getting this work done. The Killam project is going to be a great success. These projects may well be successful, on time, and in the long run benefit the entire Reading School Community. All of this can be true, and at the same time it can also be true that ESY is disproportionately impacted by these projects. The public comments stated they are impacting safety and the ability of the staff to deliver IEP stated goals, accommodations, and services. The request was to better coordinate and communicate. I find the responses to be dismissive. There was no acknowledgement of the impact of these projects and acceptance of the feedback. If you decide to take the time in the meeting to respond, there should be literally no challenge in doing this, the goal of providing feedback and addressing it is to improve outcomes. It is clear, ESY was not at the front of mind when making these decisions and planning these projects. I want to point out some themes from the meeting agenda on other topics that I witnessed until 8:00 pm or so. Celebration of Teamwork Coordination and collaboration of multiples teams with varying disciplines in response to the fire on Summer Ave. Coordination of multiple municipalities in response to the fire on Summer Ave. Communication Challenges Dr. Hickey (Austin Prep) hearing from Town Manager and Select Board members, but not getting the message that his presence was needed at Town meetings to directly speak to impacted residents on parking. Multiple town leaders having sidebar conversations with Austin Prep, but no clear message being received nor most likely delivered. Ownership Select Board expressing frustration with Austin Prep and Dr. Hickey lack of ownership of a resolution and urgency to do so. Select Board expressing frustration with the disproportion of Town resources dedicated to try and partner with Austin Prep for a resolution to no avail. I share the above because they are all relevant here. Teamwork: It is not solely on the Town Manager, DPW, Jennifer Stys, Tom Milaschewski, Principals of Schools, or School Committee to ensure the Town is compliant with the law for school infrastructure projects. Teamwork ensures that happens. Communication: SEPAC should be included in planning stages of projects that impact Special Education delivery. Ownership: The Team should be able to own the responsibility here and accept the feedback, not respond defensively and dismissively. Sincerely, Ryan Morgan 26 Lee St. Appendix Reading Public Schools School Committee Meeting Packet August 21, 2025 2025-2026 School Committee Meeting Dates: Thursday, July 10th Friday, August 8th (Retreat) Thursday, August 21st Thursday, September 4th Monday, September 15th 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.