HomeMy WebLinkAbout2026-01-29 School Committee PacketOpen Session 7:00 p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
January 29, 2026
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: 2026-01-29 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda: Revised
Purpose: Open Session
Meeting Called By: Shawn Brandt, Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding
Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of
operation and make necessary arrangements to be sure your posting is made in an adequate
amount of time. A listing of topics that the chair reasonably anticipates will be discussed at
the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
7:00 p.m. A. Call to Order
7:00 p.m. B. Public Comment
Consent Agenda
1. Minutes (01-22-2026)
2. RMHS Ski Club Field Trip Request
3. RMHS Drama Field Trip Request
Accounts Payable Warrant Reports
1. 01-22-2026
Reports
1. Liaison/Sub-Committee
7:10 p.m. E. New Business
1. Presentation on the Status and Future of the Pleasant Street
Center
2. Approve the awarding of the David B. Libby Scholarships (A)
3. Review and Approve RISE Director Search Process (A)
8:10 p.m. D. Old Business
1. Facility Naming Advisory Committee Formation
a. Discussion on Robert and O. Elizabeth Miksen Request
b. Discussion on Ted Bryson Request
c. Vote on Committee or Committees Formation (A)
d. Appointment of School Committee Member(s), if
necessary
2. FY27 Budget – Final Discussion and Vote (A)
3. FY27 Fee Rates (A)
a. Extended Day Fees Update, Review, & Approval
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
b. Athletics, Drama and Band Fees Update, Review, &
Approval
4. Superintendent Search Process Updates and Approve Job
Posting, Salary Range, and Committee Appointments (A)
F. Information / Correspondence
1. “Re: farewell to RMHS boys swim seniors, Saturday 1:30” –
Houlihan, Michael
8:45 p.m. Adjourn
Join Zoom Meeting
https://readingpsma.zoom.us/j/89188445804
Meeting ID: 891 8844 5804
Find your local number: https://readingpsma.zoom.us/u/kfxn1VshO
Consent Agenda
Reading Public Schools
School Committee Meeting Packet
January 29, 2026
Town of Reading
Meeting Minutes
Page | 1
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2026-01-22 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, Tom Wise, Lara Durgavich and Sarah McLaughlin (remote)
Members - Not Present:
Carla Nazzaro and Erin Gaffen
Others Present:
Assistant Superintendent Dr. Sarah Hardy and Director of Finance and
Operations Mr. Phil Littlehale
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 7:06pm.
Public Hearing: FY27 Budget Hearing
Mr. Wise motioned to open the public hearing on the FY27 budget, seconded by Mrs.
Durgavich.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes, Mr. Brandt –
yes
The vote passed 4-0.
Mr. Brandt noted this is meeting two of three on the budget process and there is another
agenda item this evening for budget discussion. The hearing is open to the public. Mr.
Littlehale shared a reminder that any questions on the budget should be submitted by
tonight, January 22 at 11:59pm, to allow time for preparation of the FAQ document for
inclusion in next week’s packet.
Mr. Wise motioned to close the public hearing on the FY27 budget and return to regular
session, seconded by Mrs. Durgavich.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes, Mr. Brandt –
yes
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The vote passed 4-0.
B. Public Comment – None
Consent Agenda
1. Minutes (01-08-2026)
2. Acceptance of FY26 Special Education Van Earmark Award
3. Acceptance of FY26 METCO Boston Bridges Initiative Grant Award
4. Parker Music Department Donation
5. Parents Supporting Student Theater Donation
Accounts Payable Warrant Reports
1. 01-08-2026
2. 01-21-2026
Mr. Wise motioned to approve the consent agenda, seconded by Mrs. Durgavich.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes, Mr. Brandt –
yes
The vote passed 4-0.
Reports
1. Assistant Superintendent for Learning & Teaching – No Report
2. Director of Finance and Operations – No Report
3. Liaison/Sub-Committee
a. Ms. McLaughlin – No report
b. Mr. Wise – No report
c. Mrs. Durgavich – No report
d. Mr. Brandt – No report
E. New Business
1. Facility Naming Request on behalf of Robert and O. Elizabeth Miksen
Mr. Brandt noted that there are two facility naming requests on the agenda. Policy FF
outlines several steps in the naming process, beginning with hearing the nominations from
the nominating parties. The committee may ask clarifying questions, and at a future
meeting, the committee will discuss each request and vote on whether to refer the
nominations to an advisory committee of the School Committee. If both nominations are
accepted, the intent is to form a single advisory committee. The advisory committee will
meet several times and then make a recommendation to the School Committee.
Ms. Claudia Miksen, an alumna and donor to the RMHS Fitness Center and Training Room,
presented a nomination to name the Fitness Center in honor of her parents, Robert and O.
Elizabeth Miksen, and to name the Training Room in memory of her father, Robert Miksen
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(Coach Robert Miksen). Robert and O. Elizabeth Miksen were residents of Reading, with
Robert giving back to the community as a teacher and coach.
A ribbon-cutting ceremony is planned for February 12 however, a dedication ceremony will
take place at a later date due to the timeline and process required for the naming request.
2. Facility Naming Request on behalf of Ted Bryson
Mr. Pete Moscariello, Ms. Kim Penny, and Mr. Phil Vaccaro presented a nomination to name
the Press Box in honor of Ted “Ace” Bryson as the Ted Bryson Announcing Booth. Ted
Bryson served RMHS for 50 years as a PE teacher, department head, and coach for baseball,
basketball, and golf. Known as “Ace,” he is recognized as the voice of the Rockets, having
announced RMHS football games for 49 consecutive seasons and basketball for 22 seasons.
The nomination has received widespread enthusiasm and support.
3. Learning and Teaching Update
Dr. Sarah Hardy, K–8 Humanities Curriculum Coordinator, Ms. Erin Burchill, and K–8 STEM
Curriculum Coordinator, Ms. Mary Anne Lynn, presented a midyear Learning & Teaching
update. During their presentation, they shared updates on the following projects:
• Elementary Literacy Labs
• Middle School Literacy Implementation
• Middle School Science Implementation
• Middle School Social Studies Curriculum Review
• RMHS Social Studies Curriculum Review
• Elementary Science Curriculum Review
• Grades 2-5 Common Math Assessment
• Grade 7 & 8 Math Curriculum Review
• ML Curriculum Implementation
A copy of the presentation can be found here.
The committee discussed their appreciation for coherence, teacher empowerment, and
evidence-based practice. They expressed caution regarding curriculum-created materials’
alignment to standards, shared interest in integrating AI literacy and future-ready
competencies, and raised the ongoing challenge of insufficient elementary time-on-learning
for science.
4. Approve the awarding of the following scholarships:
a. David B. Libby Scholarship
Mr. Wise raised a question about the $40,000 noted in the memo, noting that
$88,000 had been expended in the past. The committee agreed to verify the
amount before voting.
Mr. Wise motioned to table the David B. Libby Scholarship pending review of
the amount to be dispersed, seconded by Mrs. Durgavich.
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Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes,
Mr. Brandt – yes
The vote passed 4-0.
b. David Savio Law Enforcement Scholarship
Mr. Wise motioned to approve the expenditure of $2,051 from the David Savio
Law Enforcement Scholarship to be provided to one senior in the alignment
with the scholarship criteria, seconded by Mrs. Durgavich.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes,
Mr. Brandt – yes
The vote passed 4-0.
c. Arthur L. Spencer Memorial Scholarship
Mr. Wise motioned to approve the expenditure of $00 from the Arthur L.
Spencer Memorial Scholarship to be provided to one senior in alignment with
the scholarship criteria, seconded by Mrs. Durgavich.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes,
Mr. Brandt – yes
The vote passed 4-0.
D. Old Business
1. FY27 Budget Discussion
Mr. Brandt opened the floor for further discussion on the FY27 budget. A question was
raised about whether the administration had looked into identifying other funding sources
that would avoid using all of the School Choice funding in the first year. The administration
has not identified alternatives to reduce FY27 dependence on School Choice revenue.
2. Discuss Superintendent Search Updates and Approve Revised Timeline (A)
Mr. Brandt noted that a revised timeline is included in the packet. Focus groups are
scheduled for next week, and the committee is working to fill remaining spots on the
screening committee. The next step will be to approve the job posting and salary range.
Mr. Wise motioned to approve the proposed Superintendent search timeline as amended
for the draft role description, seconded by Mrs. Durgavich.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes, Mr. Brandt –
yes
The vote passed 4-0.
Page | 5
Mrs. Durgavich motioned to adjourn, seconded by Mr. Wise.
Roll Call Vote – Ms. McLaughlin – yes, Mr. Wise – yes, Mrs. Durgavich – yes, Mr. Brandt –
yes
The vote passed 4-0.
https://www.youtube.com/watch?v=kLO9bn0zqzU
Meeting Adjourned from regular session at approximately 8:37pm.
TO:
FROM:
DATE:
RE:
Reading School Committee
Olivia Lejeune, Executive Assistant to the Superintendent
January 28, 2026
Vote to Approve RMHS Ski Club Field Trip Requests
Please vote to approve an out of state day field trip request to Killington Ski Resort in Killington, VT for
RMHS students participating in the Ski Club. The field trip will the place on March 1, 2026 from
approximately 6:20 AM – 6:45 PM.
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:
FROM:
DATE:
RE:
Reading School Committee
Olivia Lejeune, Executive Assistant to the Superintendent
January 28, 2026
Vote to Approve RMHS Drama Field Trip Requests
Please vote to approve an out of state field trip request to Times Square/Broadway New York City for
RMHS students in the Drama Club for an arts enrichment trip. The field trip will the place on May 16,
2026 leaving at 7:00 AM and returning on May 17, 2026 at approximately 4:00 AM.
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
Reading Public Schools
Field Trip Approval Form
Trip Coordinator/s & Contact #s: Natalie Cunha
School: RMHS
Grade(s) Attending: Mixed
Destination: Times Square/ Broadway New York City
Type of Trip: (Put all that applies) Day trip
Educational Purpose of Trip: Arts Enrichment
Date(s) of Trip: Saturday May 16th 2026
Time of Departure: 7:00am
Time of Return: 4:00am (est) Sunday May 17th 2026
Cost of Trip: Ticket price (vary)
Bus
Food
Fees
Will there be fundraising? If yes, please attach a no
fundraising plan.
No. of students attending: TBA
No. of teachers attending: 3
No. of other adults attending: 2
No. of Nurses attending: 0
If a nurse is attending, is the nurse licensed to practice
in the state/country of the field trip?
Have all adults had the necessary CORI and/or SAFIS yes
Criminal Background Checks? If not, describe the plan
to ensure this is completed prior to the field trip?
Transportation Required (put all that applies) Bus
Name of Company(ies) providing Transportation: Boston Common Coach
Name of Educational Travel Organization conducting
the trip (*Please attach the 3 quotes for the Travel
Organizations considered if the cost of the trip exceeds
$10,000):
Food will be provided by (if applicable): Johns Pizzeria, New York
1
New Business
Reading Public Schools
School Committee Meeting Packet
January 29, 2026
The Future
of the
Pleasant
Street
Center
Quick Facts
•Built in 1883 as Reading’s first municipal building.
•Finished Living Area is 4,320 square feet.
•Commercial Appraisal at $965,000 (4/16/25)
•Rental Income Potential $72,383 (Net Operating Income)
•Site located in a Multi-Family A40 Zone, but at 22,512 square feet, falls short of the 40,000 square foot minimum lot requirement.
•On the Massachusetts Historic Registry and National Register of Historic Places.
•Preservation Restriction Agreement on the building, controlled by the Mass Historical commission. Limits changes to interior and exterior without approval.
Pleasant Street Center
Commercial
Lease
~$20/sf
~$96,640/yr
Gross
Coffee Shop
Grocer
Food Pantry
RestaurantArt/Exhibit
Space
Training
Programs
Pre-School
Space (e.g.
for Y)
Town
Use
Meeting/Event
Space
Office Space
Storage
Educational
Space
Pleasant Street Center
Potential Uses
•Keep for future Town Use.
•Lease to a for-profit or non-profit.
•Sell the property.
•Gift to Reading Housing Authority (RHA), who could leverage
grants and subsidies to create 3+ affordable units to be
managed by the RHA (RHA may be exempt from Multi-Family
zoning limitations).
INspire Café, Wakefield
•Sponsored by the Boys & Girls Club.
•Provides meaningful employment opportunities for individuals with diverse
abilities.
4
Breaking Grounds Café, Peabody
•Created by Northeast Arc to support local restaurants in need of
employees.
•Provides employment training to people with disabilities or autism.
Pleasant Street Center
Non-Profit Examples in Other Communities
5
The Center for the Arts, Natick
•Performance Venue
•Screenings
•Community Events
•Education
Firehouse Center for the Arts, Newburyport
•Theater
•Music
•Gallery
•Education
Pleasant Street Center
Repurposing Examples in Other Communities
Procurement Considerations
•With the lease or sale of the property, the Town must engage in a competitive
solicitation.
•However, the Town has significant flexibility in how we handle this valuable asset.
Through the structure of an RFP, we’re able to favor proposals that will serve Reading
residents best, whether that be in terms of a highest dollar value for sale or lease, or a
community-centered service, such as sale or lease to a non-profit organization.
•Different disposal/usage requires differing authorities: the Select Board may lease the
Pleasant Street Center building, in whole or in part, provided the lease does not
include use of the land or parking lot on the site. Leasing the building with the adjacent
parking lot, or selling the Pleasant Street Center property, requires both Town Meeting
approval and a vote of the Select Board.
•Initial feel from the Select Board seems to favor a lease and not sale.
Pleasant Street Center
Discussion
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: January 27, 2026
Re: David B. Libby Scholarship
During the January 29 School Committee meeting, we will be seeking a vote to approve the town’s
expenditure of the corrected amount of $88,000 from the David B. Libby Scholarship. These funds will be
awarded to 22 seniors in alignment with the scholarship criteria.
Please note that at the January 22 meeting, approval was sought using an incorrect expenditure amount.
The David B. Libby Scholarship was established to support qualifying students who reside in Reading, MA and
are graduating from Reading Memorial High School.
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:
From:
Date:
Re:
Reading School Committee
Olivia Lejeune, Executive Assistant to the Superintendent
January 27, 2026
Review and Approve R.I.S.E Director Search Process (A)
During the January 29 School Committee meeting we will review and seek approval of the upcoming R.I.S.E
Director search process. As the community knows, Ms. Alanna Shone took on the role of Director two years
ago, at which time she had planned to serve for one year. We were fortunate that she agreed to extend her
service for an additional year however, she informed the administration at the end of the second year that
she would be retiring. We are deeply appreciative of Ms. Shone’s strong leadership within the R.I.S.E. Program
over the past two years and the positive impact she has made on the R.I.S.E. community in a short period of
time.
The timelines and phases of the upcoming search process are outlined in a document within 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
R.I.S.E School Principal Search
The Screening Committee will be facilitated by Dr. Tom Milaschewski, Superintendent, and Allison Wright, Director of
Special Education. To the extent possible, the composition of the committee will represent the many constituencies
that comprise the R.I.S.E Preschool community. All information and discussions by screening committee members are
confidential and cannot be shared during the process or after the process is complete.
Screening Committee Members
●District Administrator
●District Principal
●District Team Chair
●3 R.I.S.E Staff Members
●2 R.I.S.E Parents/Caregivers
●1 SEPAC Representative
Date* Time Event
Feb 23
Position posted on SchoolSpring; Indeed; LinkedIn; Massachusetts
Association of School Superintendents; Massachusetts Partnership for Diversity in
Education; METCO; NESDEC; 19 New England-based colleges/universities
Week of
Feb 23 TBD Staff and community survey and outreach for Screening Committee participation.
March 13 Posting closes; No longer accepting applications
Week of
March 16 TBD Organizational meeting with Screening Committee
Week of
March 16 First round candidate interviews by Screening Committee, finalists recommended.
March 23 Finalist candidates selected
Week of
March
23/30
Finalist candidate interviews by Superintendent, Central Office Leadership Team;
R.I.S.E. Preschool site visit; Reference checks conducted
April 1 Offer extended to selected final candidate
*Dates are tentative and subject to change based on candidate availability
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Old Business
Reading Public Schools
School Committee Meeting Packet
January 29, 2026
TO: Reading School Committee
FROM: Shawn Brandt, Chairperson
DATE: January 27, 2026
RE: Facility Naming Advisory Committee Formation
During the January 22 School Committee meeting, the following naming requests were presented: to
name the press box at John Hollingsworth Field the Ted “Ace” Bryson Press Box, to name the RMHS
Fitness Center as the Robert and O. Elizabeth Miksen Fitness Center, and to name the training room the
Robert Miksen Training Center / Room / Suite, with recognition of Claudia Miksen as the donor.
At the January 29 meeting, the committee will discuss whether to move forward with the next steps in
the facility naming process as outlined in Policy FF – Naming of School Facilities. The first step in the
process at Thursday’s meeting will be to vote on whether to consider the naming requests. If the
Committee chooses to further consider the requests, an advisory subcommittee or subcommittees will
be formed to conduct further study and bring a recommendation back to the School Committee.
Per our policy, any such advisory committee “should include, but is not limited to, one member of the
School Committee, the building principal of the school, one member of the Select Board, one local
business leader, one student representative from the appropriate school facility under consideration,
and one member of the Historical Commission.” Given that the relevant building in all cases would be
the high school, I believe we can choose to form a single committee to consider any or all of the above
requests.
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: January 27, 2026
RE: FY27 Budget – Final Discussion and Vote (A)
During the January 29 School Committee meeting, we will be seeking approval of the FY27
Superintendent’s Recommended budget.
In the packet, you will find an FY27 Superintendent’s Recommended Budget FAQ document with
questions submitted to the administration and answers. The process for collecting questions was as
follows:
•Questions were submitted to olivia.lejeune@reading.k12.ma.us by January 22nd at 11:59 PM.
•The community had the opportunity to ask questions during the January 22nd FY27 Budget
Hearing.
•Throughout the School Committee meetings on January 8th and January 22nd.
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
FY27 Superintendent’s Recommended Budget FAQ
January 27, 2026
1.Provide more detail on the use of two years of School Choice funds.
In order to balance the FY27 budget, we had to use both prior year (FY26) and
current year (FY27) expected school choice funds as an offset. In the past, we
have only budgeted the offset as prior year funds. If FY27 salary savings ends
up being more than the $244k budgeted, then we should be able to use less than
the two years of school choice fund offset budgeted.
2.Why is the overall financial outlook for our town tighter in the coming years?
Primarily Prop 2 ½ limitations. Here are the minutes of the 10/8 and 10/15
Reading Finance Committee meetings in which the town’s financial position is
discussed in depth. I also suggest looking at the 10/8 meeting package for
further information as well as watching the recordings of both meetings.
3.Will you please explain the offsets further at the top of page 37 . I was under the
impression the state pays for school lunch. Based on this definition I believe it's
for kids getting a second helping and paying for that .
a.Special Education Tuition: Fees paid by another public school district for
students to attend special education programs in Reading.
b.School Choice: Allows families to enroll their children in schools in
communities other than the city or town in which they reside. Tuition is
paid by the sending district to the receiving district.
c.School Lunch: Revenues are generated through state and federal
reimbursements and lunch-time a la carte sales.
Explanation of each offset listed on page 37:
a.Athletics and Drama: Student fees, and ticket sales, are used to offset
some of the cost of these programs that are paid for out of the operating
budget, including coaches and stipends, as well as non-personnel
expenses.
b.Extended Day: A small portion of the extended day tuition collected is
used to offset administrative costs of the program, such as payroll,
accounts payable, and accounts receivable.
c.Full Day Kindergarten- This is the final year that collected tuition from
previous years (we now have free full day kindergarten) is used to offset
the cost of regular day kindergarten teachers.
d.RISE Preschool- We use the collected preschool tuition to offset the cost
of the preschool staff that is paid for in the operating budget.
e.Use of School Property- We use collected fee revenue from outside
organizations using our facilities, to offset personnel and non-personnel
costs within our School Facilities operating budget.
f.Special Education Tuition- We charge sending districts tuition for each
student and we use that tuition to offset the cost of our special education
personnel expenses.
g.School Choice- The inter-district school choice program allows families to
enroll their children in schools in communities other than the city or town in
which they reside. Tuition is paid by the sending district to the receiving
district. We use these funds to offset personnel and non-personnel
expenses in our regular day operating budget. We also receive additional
special education revenue based on a special education services
calculator for students we have enrolled in the school choice program that
have IEPs. These funds are used to offset our special education
expenses in the operating budget.
h.School Lunch- This offset was budgeted in FY26 for the first time. We
thought we would have enough additional funds in the School Lunch
revolving account to offset some of the para and custodial expenses that
were related to the school lunch program. We ended up not having
additional funds available in the School Lunch program revolving account
so we did not budget an offset for the operating account in FY27.
4.How much are the fees student families pay a fee for them to participate in
Drama and Sports? Does the special education tuition received from other towns
vary based on the individual student needs? If the need warranted additional staff
would that staff fall under contracted staff? What does school choice mean?
Does that mean that students are coming to the Reading schools from other
towns and those towns are paying us a total offset of ~ $700K
Please see here for the approved fees for 2024-2025, which stayed the same for
FY26.
a.Yes, it is an individual contract between the sending school and Reading
Public Schools, drafted by both the Special Education Director and the
Finance Director.
b.No, the additional staff would not be paid for in the operating budget. It is
paid for out of the Special Education Tuition revolving account. Right now
we have two paras that are being paid for by the sending districts.
c.Yes, that is correct. Currently, for FY26 we are receiving $385,000 in
school choice funds (77 students x $5,000/student), with the potential for
an increase next year, pending School Committee approval.
5.Pg 43. What are vehicle barriers? I'm imagining concrete barriers like along the
highway and my guess they are for safety but wanted to clarify. What are the
current services?
Vehicle barriers are large boulders that will be placed to prevent vehicle access
to the school buildings. They perform the same purpose as the concrete jersey
barriers.
6.I saw that Transportation Fees are paid by families for students to ride existing
bus routes, based on seats available. Was there an offset for these fees listed
somewhere that I may have missed? I saw that they were listed as 0 on pg 38.
How much are we paying for transportation currently?
We do not budget an offset for transportation. Depending on how much we
actually collect in transportation fees (varies every year), we use these funds to
pay for the transportation expenses directly out of the transportation revolving
account, instead of offsetting the operating budget. The total cost of regular day
transportation for FY26 is $177,480 ($493/bus x 2 buses x 180 days). In FY26
we received $53,435 in fee revenue to reduce the over transportation cost.
7.What is the average per pupil expenditure in Reading? It surprised me that with
school choice each student was only $5000.
The $5,000 figure you are referencing reflects the state-set school choice tuition
rate, not Reading’s actual average per pupil expenditure. The School Choice
tuition rate is determined by the Commonwealth and applies uniformly across
districts; it is not calculated or adjusted by Reading Public Schools.
For context, Reading’s average per pupil expenditure is significantly higher than
$5,000 and is publicly reported by the Department of Elementary and Secondary
Education (DESE). That information can be found on DESE’s website under
School and District Profiles, where districts’ per pupil spending is published each
year as part of the End-of-Year Financial Report.
It is also important to note that enrolling one additional school choice student
does not increase the district’s costs by the full average per pupil amount. When
we determine where to offer school choice seats, we do so strategically—placing
students in grades and schools where there is existing capacity. We intentionally
avoid adding school choice seats in situations that would require additional
staffing or new programmatic costs. As a result, the marginal cost of an additional
student is far lower than the district’s average per pupil expenditure.
Reading Public Schools
FY27 Budget
Steady As We Go
January 8, 2026
FY27 BUDGET
FY27 BUDGET
Level Service
•Non -Personnel: Level Funded*
–Adjust budget lines based on actuals
•Personnel: Level Service
* For the most part
FY27 Budget
Finance Committee’s Budget Guidelines
In October 2025, the Finance Committee voted for a FY27 School Department budget
guideline of 3.14%, over the FY26 Appropriated Budget. The increase amounted to
$1,635,896. Special Education Accommodated Costs were decreased by 7.33%, or
$462,888.The total School Department budget increased from $58,491,591 in FY26, to
$59,664,599 in FY27; an overall increase of 2.01%.
4
FY27 Budget
5
•Operating Funds ($53 ,815 ,771 ):
•An increase of $1 ,635 ,896 over FY26 has been allocated to meet the
increased costs of all contractual obligations,mandated services,and
investments aligned to the district’s strategic plan.
•The district is committed to meeting all contractual obligations outlined in
contracts with all 5 district bargaining units .All five bargaining units
(cafeteria staff,custodians,paraprofessionals,secretaries and teachers)
agreed to new contracts spanning three years,starting in FY25 .
•Special Education Accommodated Costs ($5 ,848 ,828 ):
•A decrease of $462 ,888 from FY26 is allocated to Accommodated Costs,
which includes out -of -district special education expenses.
FY27 Budget
6
FY27 Budget
Summary of FY27 Recommended Budget by
Cost Center Compared with Prior Fiscal Years
FY27 Budget
Proportion of Spending, FY27 Recommended Budget by Cost Center Compared with Prior
Fiscal Years
7
FY27 Budget
8
FTE changes from FY26 to FY27
FY27 Budget
9
Cost Center Percentage to Total Budgets and Expenditures:
Reading Public Schools
Other Funding Sources
10
FY27 Budget
11
Offset Summary
FY27 Budget
12
Offset Summary
FY27 Budget
13
Federal and State Grants
Reading Special Education
“The Rest Of the Story”
14
Special Education Direct Expenditure Trends
15
FY27 Budget
16
FY27 Budget
17
Reading Public Schools
Capital Plan
18
FY27 Budget
19
Contact Information
Copies of the budget document are available at the Office of the Superintendent and on the Reading Public School’s
website at www.reading.k12.ma.us. For additional information or clarification on the Superintendent's FY27
Recommended Budget, please feel free to contact the Central Office Administration for assistance at 781-944-5800.
Also, please reach out directly to the Superintendent or Director of Finance and Operations:
Thomas Milaschewski, Ed.D. Philip Littlehale, CPA
Superintendent of Schools Director of Finance and Operations
781-944-5800 781-670-2880
Thomas.Milaschewski@reading.k12.ma.us Philip.Littlehale@reading.k12.ma.us
School Committee Members
Shawn Brandt, Chairperson
Carla Nazzaro, Vice Chairperson
Thomas Wise, School Committee Member
Sarah McLaughlin, School Committee Member
Erin Gaffen, School Committee Member
Lara Durgavich, School Committee Member
Superintendent of Schools
Thomas Milaschewski, Ed.D.
Reading Public Schools
82 Oakland Road
Reading, Massachusetts
Website: http://reading.k12.ma.us
The Superintendent ’s FY27 Recommended Budget 2
District Leadership Team
Central Office Administrators
Sarah Hardy, Ed.D., Assistant Superintendent for Learning & Teaching
Philip Littlehale, CPA, Director of Finance and Operations
Michelle Roach, Human Resources Director
Jennifer Stys, Ed.D., Assistant Superintendent of Student Services
Other District Administrators
Erin Burchill, Humanities Curriculum Coordinator
Julian Carr, Network Manager
Catherine Franzetti, Director of School Nutrition
Kevin Gerstner, Facilities Manager
Mary Giuliana, Director of Health Services
Karen Hall, Multilingual Learner (ML) Department Coordinator
Joseph Huggins, Director of Facilities for Town and School Buildings
Mary Anne Lynn, STEM Curriculum Coordinator
Cindy Marte, METCO Co-Director
Jerika Santiago, METCO Co-Director
Christopher Nelson, Director of Extended Day, Drivers Education, and Adult and Community Education
Alanna Shone, RISE Preschool Director
Allison Wright, Special Education Director
The Superintendent ’s FY27 Recommended Budget 3
School Administrators
Reading Memorial High School
Jessica Callanan, Principal
Kadi Buckley, Assistant Principal
James Flynn, Assistant Principal
Jessica Theriault, Assistant Principal
Thomas Zaya, Assistant Principal, Athletics & Extracurricular Activities
A.W. Coolidge Middle School
Sarah Marchant, Principal
Brienne Karow, Assistant Principal
W.S. Parker Middle School
Jill Story, Principal
Beth Simpson, Assistant Principal
Alice Barrows Elementary School
Alissa Gallegos, Principal
Annemarie Ring, Assistant Principal
Birch Meadow Elementary School
Stephen Burnham, Principal
Lisa Azzarito, Assistant Principal
Joshua Eaton Elementary School
Caitlin Shelburne, Principal
Jessica Swindell, Assistant Principal
J.W. Killam Elementary School
Lindsey Fulton, Principal
Talia Hallett, Assistant Principal
Wood End Elementary School
Nicole Schwartz, Principal
Jessica Hester, Assistant Principal
RISE Preschool
Alanna Shone, Director
The Superintendent ’s FY27 Recommended Budget 4
Table of Contents
INTRODUCTORY SECTION 6
Superintendent's Message 7
Finance Committee’s Budget Guidelines 8
School Committee’s Budget Guidance & Investment Priorities 8
Mission, Vision, Statement of Equity, and Portrait of a Graduate 8
Budget Development Process and Timeline 9
FY27 Recommended Budget Investments 12
FINANCIAL SECTION 13
The Superintendent's FY27 Recommended Budget by Cost Center 14
Administration Cost Center Summary 18
Regular Day Cost Center Summary 20
Special Education Cost Center Summary 23
School Facilities Cost Center Summary 25
District Wide Programs Summaries (Athletics, Extracurricular, Health Services, Technology) 27
OTHER FUNDING SOURCES 36
Offset Summary 37
Special Revenue Funds 38
Federal and State Grants 40
Five-Year Capital Plan 43
APPENDICES 44
APPENDIX A: Student Enrollment 45
APPENDIX B: Acronyms 51
The Superintendent ’s FY27 Recommended Budget 5
INTRODUCTORY SECTION
RMHS DECA students participating in the 2025 State Career Development Conference
The Superintendent ’s FY27 Recommended Budget 6
Superintendent’s Message
Dear Reading Community,
As we share the recommended budget for FY27, I would like to begin by expressing our deep appreciation to every
member of our community for the continued support of our schools. Your financial investment, along with the time,
engagement, and advocacy you provide, remains essential to the success of our students. The collective
commitment to public education in Reading is a true strength of our community and I am grateful for the trust and
partnership you consistently demonstrate in support of our schools.
The FY27 budget reflects a level-service approach, with no recommended additions, as we focus on maintaining the
key programs, services, and personnel that support our students each day. We recognize that the overall financial
outlook for our town is tighter in the coming years and the schools will continue to do our part by serving as strong
financial stewards and strategically allocating resources to best support our students and schools. As financial
pressures increase, we remain committed to thinking creatively, as we have over the past several years, to reduce
costs and identify opportunities to increase revenue without negatively impacting services. Similar to last year,
these strategies will be discussed transparently at upcoming budget presentations at School Committee, the
Finance Committee, and Town Meeting.
We are especially proud of the impact the Town’s funding continues to have on our students, as evidenced by
ongoing gains in student achievement and the incredible academic, personal, extracurricular, and community
successes demonstrated by Reading Public Schools (RPS) students. As we look ahead to FY27, our focus remains on
sustaining and building upon the roles, programs, and initiatives implemented over the past several fiscal years to
support strong student outcomes. In the coming weeks, Reading community members will also receive the 2026
RPS Annual Community Report highlighting the impact of these investments.
As always, we remain committed to using resources responsibly and thoughtfully to best serve our students and
schools. With the continued support of the Reading community, we are confident that Reading Public Schools will
continue to provide an environment where students are challenged, supported, and able to thrive both
academically and personally.
In partnership for our students,
Dr. Thomas Milaschewski
Superintendent
The Superintendent ’s FY27 Recommended Budget 7
Finance Committee’s Budget Guidelines
In October 2025, the Finance Committee voted for a FY27 School Department budget guideline of 3.14%, over the
FY26 Appropriated Budget. The increase amounted to $1,635,896. Special Education Accommodated Costs were
decreased by 7.33%, or $462,888. The total School Department budget increased from $58,491,591 in FY26, to
$59,664,599 in FY27; an overall increase of 2.01%.
School Committee’s Budget Guidance & Investment Priorities
While presenting a level-service budget, we also aim to provide guidance for future resource planning. Developing a
school district budget that aligns resources with the initiatives outlined in the district ’s strategic plan requires
collaborative discussions on fund allocation. The Reading School Committee provided the following guidance to
support the District’s Leadership Team in shaping the FY27 Recommended Budget and in considering potential
priorities for future planning:
● Preserving classroom resources
● Evaluating METCO funding and adjustment counselor roles
● Emphasizing efficiency and alignment
Mission, Vision, Statement of Equity, and Portrait of a
Graduate
Mission of the Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow.
Vision of the Reading Public Schools
It is the vision of the Reading Public Schools to instill a joy of learning by inspiring, engaging and supporting our
youth to become the innovative leaders of tomorrow. We will accomplish our vision by focusing on a few key
strategic initiatives that lead to a meaningful and relevant curriculum, innovative instructional practices, strong
analysis and thoughtful dialogue about evidence, a collaborative and team approach to learning and teaching, and a
safe and nurturing learning environment. The overall physical and behavioral well-being of our children will be our
top priority, as students will not learn if they are not physically and psychologically safe. Education will truly be the
shared responsibility of both the schools and the community, with families playing active roles in the schools and
being full partners in ensuring the success of their children. In the interest of the entire Reading community, the
The Superintendent ’s FY27 Recommended Budget 8
school district and town government shall work cooperatively and collaboratively. As educators and members of our
community, we believe that implementing this vision is our ethical responsibility to the children of the Town of
Reading.
Reading Public Schools’ Statement of Equity
The Reading School Committee, Central Office, Directors, Principals and Leadership of the Teachers’ Association
celebrate the diversity of the Reading Community and beyond by embracing differences to empower every student,
staff member and family of the RPS. We embrace all members of the community no matter where we live, what we
look like, what we believe, what language we speak, who we love, or how we learn, consistent with the human
dignity of all. When we are unwavering in our commitment to equity, we support every student and staff member in
maximizing individual potential. This requires us to identify, analyze, and confront gaps in opportunities and
outcomes for all students.
Reading Memorial High School Portrait of a Graduate
RPS Graduates are leaders of their own learning journey who demonstrate kindness and empathy towards others
and a commitment to wellness. They persevere through challenges, embrace multiple perspectives, and aspire to be
their best selves in the service of others to better our community and our world.
Learn - Grow - Teach - RPS Graduates are critical thinkers and creative problem solvers. They take ownership of their
learning journey and are open to struggle to foster personal growth. They are confident in their beliefs and consider
the thoughts and ideas of others. They embrace collaboration to help teach others and remain curious life-long
learners.
Empathize - Consider Perspectives - Practice Communal Care - RPS Graduates show kindness and empathy towards
others and a commitment to personal wellness and communal care. They are able to persevere through challenges
and demonstrate resilience. They authentically reflect through hearing and understanding the experiences,
perspectives, and needs of people around them. To navigate relationships with generosity and patience, they listen
actively and compassionately.
Engage - Serve - Thrive - RPS Graduates responsibly shape our world through collaboration with their community.
They engage with and communicate multiple perspectives, aspire to be their best selves in the service of others in
order to thrive, and bring their skills and knowledge to action for the benefit of each other and our world.
Budget Development Process
Within the context of the Budget Guidelines established by the Finance Committee and School Committee, the
District’s Mission, Vision, Statement of Equity, and, the Central Office Leadership Team committed to conduct a
productive and effective FY27 Budget Development Process. The approach taken by the district leaders was
foundational to a successful budget process, outlined below:
● Endeavored to create a fiscally responsible budget responsive to stakeholder needs.
● Sought to optimize funding and heighten efficiency with expense-related items.
● Engaged stakeholders, including: district and site leadership, School Committee and the town.
● Ensured that the budget development process was open, collaborative and transparent.
Baseline costs were calculated for personnel and non-personnel accounts to ensure compliance with contractual
and legal mandates. Projected enrollment, class sizes, student needs, and known/anticipated spending trends
The Superintendent ’s FY27 Recommended Budget 9
guided the process. The process taken to build the baseline budget involved the following:
● Aligned budgets with employment contracts and negotiated bargaining agreements.
● Calculated costs based on historical spending trends, known service/material rate changes, and anticipated
requirements.
● Evaluated staffing schedules, student groupings, and caseloads based on student enrollment, class size and
student needs.
● Redeployed existing resources, Grants, and Revolving Accounts to support changes in baseline operating
expense and fund investment priorities.
Personnel and non-personnel resources were maximized to make progress toward addressing strategic objectives
include, but were not limited to the following:
Personnel Non-personnel
● Utilized METCO, Department of Public Health, Special
Education and other Grant funding.
● Accounted for savings generated between outgoing /budget
salaries and new incoming staff.
● Considered a multi-year review of past, present, pending,
and projected out of district tuition rates and changes in
placements.
● Reduced/reallocated existing budgets based on historical
spending patterns and anticipated future needs
● Applied School Choice funding.
In summary, the Leadership Team’s approach to the FY27 budget development process was designed to:
● Engage stakeholders in a collaborative process.
● Ensure all contractual and legal obligations will be met.
● Identify spending priorities to support teaching and learning.
● Maximize existing resources through redeployment of existing resources and leveraging all funds.
● Consider enrollment projections, class sizes and teacher to student ratios, and learners’ needs.
The Superintendent ’s FY27 Recommended Budget 10
Budget Timeline
The budget cycle is formulated around key dates and touchpoints to have a fully approved budget in place by the
start of the fiscal year.
Date Task Date Task
July-
November
Early
December
● Craft enrollment projections
○ FY27 class sizes, groupings,
staffing ratios
● Work on financial forecasts
○ Examine FY25, FY26
expenditures
○ Anticipated FY27 needs,
investments, sustainability
of request
● Build budgets
○ Personnel & non personnel -
person by person, item by
item
● Collaborate on budget priorities
○ Meeting with all Budget
Managers
○ Meeting student anticipated
needs
○ Maximizing revenues across
program/level
● Evaluate budget requests
○ Solicit feedback on
necessary FY27 investments
○ Prioritize, align with district
strategic objectives,
determine cost and
rationale for request
● Examine budget data, site/district
○ Personnel: person, position,
step, degree, stipend,
retirement, vacancy
○ Scheduling:
teachers/paraprofessionals
evaluated on effectiveness,
student need
○ Non-personnel: data
examined by line item,
description, expenditure
trend, projected use
Late
December
January
February
April-May
● Finalize budget priorities and requests
● Finalize/publish Superintendent’s
Recommended FY27 Budget Book
● January 8, 2026
○ School Committee Budget Night
○ Q&A on Cost Center Presentations
● January 22, 2026
○ FY27 Public Hearing
● January 27, 2026
○ Questions and Responses published
● January 29, 2026
○ School Committee vote on the
Superintendent ’s Recommended FY27
Budget
● January 30, 2026
○ Publish School Committee’s
Recommended FY27 Budget Book
○ School Committee’s FY27 Budget
submitted to the Town Manager
● February 25, 2026
○ School Committee FY27 Budget
Presentation to Finance Committee
● Town Meeting Vote on FY27 Budget
○ April 27, April 30, May 4, & May 7
The Superintendent ’s FY27 Recommended Budget 11
FY27 Recommended Budget Investments
At this time, the proposed budget maintains existing programs and services and does not include additional
initiatives or positions.
The Superintendent ’s FY27 Recommended Budget 12
FINANCIAL SECTION
Barrows fourth grader Reagan Reardon’s traditional tale, Henrietta, published by American Reading Company (ARC)
The Superintendent ’s FY27 Recommended Budget 13
FINANCIAL SECTION
In summary, the FY27 Budget is defined into the following sections:
● Operating Funds ($53,815,771):
○ An increase of $1,635,896 over FY26 has been allocated to meet the increased costs of all
contractual obligations, mandated services, and investments aligned to the district ’s strategic plan.
○ The district is committed to meeting all contractual obligations outlined in contracts with all 5
district bargaining units. All five bargaining units (cafeteria staff, custodians, paraprofessionals,
secretaries and teachers) agreed to new contracts spanning three years, starting in FY25.
● Special Education Accommodated Costs ($5,848,828):
○ A decrease of $462,888 from FY26 is allocated to Accommodated Costs, which includes
out-of-district special education expenses.
The leadership team used financial, staffing and student outcome data to identify trends, analyze resource
allocations, and make strategic decisions. In addition to contractual obligations and mandated services, spending
trends and projected student needs were factored into the allocation of funds when developing the FY27
Recommended Budget. In the section to follow, the district’s finances are summarized and detailed by the Cost
Center. The following information can be found within each subsection:
1. Summary of FY27 Recommended Budget by Cost Center Compared with Prior Fiscal Years
2. A chart summarizing the Cost Center expenses by category, expressed as a percentage
3. A table summarizing the Cost Center compared with prior fiscal years
4. Detailed information for the FY26 Appropriated and FY27 Recommended Budgets by org and object codes,
in comparison with actual expenditures for FY23, FY24 and FY25, for each Cost Center
The Superintendent's FY27 Recommended Budget by Cost Center
During the current fiscal year, the administration is authorized to transfer funds within any Cost Center. The transfer
of funds between Cost Centers occurs when a recommendation is made and substantiated by the District Finance
Director at the time of the quarterly financial report presentations. The School Committee must approve the
transfer through a majority vote.
The table below provides a comparison of the dollar amounts of the recommended budget as compared with prior
fiscal years. The actual expended amounts for FY23, FY24, FY25, the Appropriated FY26 Budget and the
Superintendent’s FY27 Recommended Budget are noted. The totals are separated by eight Cost Centers:
The Superintendent ’s FY27 Recommended Budget 14
Administration, Regular Day, Special Education, School Facilities, Athletics, Extracurricular, Health Services, and
Technology. The table below also provides the percentage change between the FY27 Recommended Budget and the
FY26 Appropriated Budget by Cost Center:
Summary of FY27 Recommended Budget by Cost Center Compared with Prior Fiscal Years:
Proportion of Spending, FY27 Recommended Budget by Cost Center Compared with Prior Fiscal Years:
The Superintendent ’s FY27 Recommended Budget 15
The pie chart below provides a visual representation of expenditures attributed to each Cost Center in the
Superintendent’s FY27 Recommended Budget.
Cost Center Percentage to Total Budgets and Expenditures:
In the table below, personnel and non-personnel actual expenditures are reflected for FY23 through FY25, the FY26
Appropriated Budget and the FY27 Recommended Budget. Budgets have the following makeup:
● Personnel: professional salaries, clerical salaries, and other salaries (i.e. paraprofessionals and substitutes)
● Non-personnel: contracted services, supplies and materials and other expenses categories (i.e. dues,
memberships, professional development, technology and equipment)
The Superintendent ’s FY27 Recommended Budget 16
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
FTE changes from FY26 to FY27:
The Superintendent ’s FY27 Recommended Budget 17
Administration Cost Center Summary
FY26 Appropriated Budget: $1,447,959
FY27 Superintendent’s Recommended Budget: $1,503,723
% Change: 3.85%
Primary Function: The Administration Cost Center includes the salaries and expenses for Central Office and some
District-wide administration which includes the following primary functions: School Committee, Superintendent,
Assistant Superintendent, Business and Finance, Human Resources, and District-wide Data and Information
Management. The Administration Cost Center currently accounts for 2.52% of the total district budget. The FY27
Recommended Budget for the Administration Cost Center summary follows, with a comparison provided for
previous years. A 0% change indicates the budget for that line was “level funded” providing the same funding as in
the previous year.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
The pie chart below shows the components of the Administration budget by percentage.
Cost Center (Administration) Percentage to Total Budgets and Expenditures:
The Superintendent ’s FY27 Recommended Budget 18
Budget Detail, Administration Cost Center:
The Superintendent ’s FY27 Recommended Budget 19
Regular Day Cost Center Summary
FY26 Appropriated Budget: $33,615,465
FY27 Superintendent’s Recommended Budget: $34,987,057
% Change: 4.08%
Primary Function: The Regular Day Cost Center encompasses all personnel and non-personnel expenses related to
delivering core, general education instructional programs to our students. Personnel costs for school principals,
instructional and support staff, as well as non-personnel costs related to curriculum materials; professional
development; instructional materials, supplies, and equipment; instructional technology; library materials and
technology; and other instructional services are captured in this Cost Center budget. The Regular Day Cost Center
budget accounts for 58.64% of the total Superintendent's FY27 Recommended Budget. The FY27 Recommended
Budget for the Regular Day Cost Center summary is as follows, with a comparison provided for previous years.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Regular Day) Percentage to Total Budgets and Expenditures:
The Superintendent ’s FY27 Recommended Budget 20
Budget Detail, Regular Day Cost Center:
The Superintendent ’s FY27 Recommended Budget 21
Budget Detail, Regular Day Cost Center (continued):
The Superintendent ’s FY27 Recommended Budget 22
Special Education Cost Center Summary
FY26 Appropriated Budget: $19,191,231
FY27 Superintendent’s Recommended Budget: $18,552,731
% Change: -3.33%
Primary Function: The Special Education Cost Center encompasses all personnel and non-personnel expenses
necessary to deliver special education and related services to students in our school community. As mandated by
the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Americans with Disabilities Act, we
strive to provide programs and services to allow our students with disabilities to be educated in the least restrictive
environment that enables them to make effective progress. The Special Education Cost Center makes up 31.10% of
the Superintendent ’s FY27 Recommended Budget.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Special Education) Percentage to Total Budget and Expenditures:
The Superintendent ’s FY27 Recommended Budget 23
Budget Detail, Special Education Cost Center:
The Superintendent ’s FY27 Recommended Budget 24
Budget Detail, Special Education Cost Center (continued):
School Facilities Cost Center Summary
FY26 Appropriated Budget: $1,585,460
FY27 Superintendent’s Recommended Budget: $1,778,406
% Change: 12.17%
Primary Function: The Town of Reading’s Facilities Department supports the Reading Public Schools. The School
Building Facilities budget funds the salaries and expenses necessary to clean and maintain our eight school
buildings, preschool program, and central office spaces, which makes up 85% of the square feet of all municipal
buildings, or a total of 935,000 square feet. The Facilities Department also provides the necessary services to
facilitate building use for internal and external users. The School Building Facilities budget accounts for 2.98% of the
Superintendent’s FY27 Recommended Budget.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
The Superintendent ’s FY27 Recommended Budget 25
Cost Center (School Facilities) Percentage to Total Budget and Expenditures:
Budget Detail, School Facilities Cost Center:
The Superintendent ’s FY27 Recommended Budget 26
Athletics Cost Center Summary
FY26 Appropriated Budget: $811,079
FY27 Superintendent’s Recommended Budget: $817,590
% Change: 0.80%
Primary Function: The Athletics program budget funds the salaries and expenses necessary to operate the High
School athletics program. The Athletics budget accounts for 1.37% of the Superintendent’s FY27
Recommended Budget.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Athletics) Percentage to Total Budget and Expenditures:
The Superintendent’s FY27 Recommended Budget 27
Budget Detail, Athletics Cost Center:
The Superintendent ’s FY27 Recommended Budget 28
Student Participation in Athletics:
Note: “*” depicts sports that have not had their season yet.
The Superintendent ’s FY27 Recommended Budget 29
Extracurricular Cost Center Summary
FY26 Appropriated Budget: $85,801
FY27 Superintendent’s Recommended Budget: $92,503
% Change: 7.81%
Primary Function: The Extracurricular Activities Program budget funds the salaries, stipends, and a small portion of
the expenses necessary to offer extracurricular activities at the high school. The Extracurricular budget accounts for
0.16% of the Superintendent ’s FY27 Recommended Budget.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Extracurricular) Percentage to Total Budget and Expenditures:
The Superintendent ’s FY27 Recommended Budget 30
Budget Detail, Extracurricular Cost Center:
Student Participation in Extracurriculars:
The Superintendent ’s FY27 Recommended Budget 31
Health Services Cost Center Summary
FY26 Appropriated Budget: $1,042,252
FY27 Superintendent’s Recommended Budget: $1,129,296
% Change: 8.35%
Primary Function: The Health Services budget pays for the salaries and expenses for servicing the daily medical
needs of the district’s student population. School nurses provide mandated health screenings, illness assessments,
first aid, daily medication and treatments, and support of students with chronic health issues including allergies,
asthma, diabetes, and gastrointestinal, autoimmune, and neurological disorders. We communicate with families
and providers to develop and maintain accommodation plans and individualized student health care plans to
support medical needs at school. The Health Services budget accounts for 1.89% of the Superintendent’s FY27
Recommended Budget.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Health Services) Percentage to Total Budget and Expenditures:
The Superintendent ’s FY27 Recommended Budget 32
Budget Detail, Health Services Cost Center:
The Superintendent ’s FY27 Recommended Budget 33
Technology Cost Center Summary
FY26 Appropriated Budget: $712,344
FY27 Superintendent’s Recommended Budget: $803,294
% Change: 12.77%
Primary Function: The Districtwide Networking and Technology Maintenance budget funds the salaries and
expenses required to operate and maintain our technology infrastructure including our wide area network, wireless
networks, servers, computer hardware and peripheral devices, clocks and bells systems and telecommunications
equipment. The Technology budget accounts for 1.35% of the Superintendent’s FY27 Recommended Budget.
FY27 Recommended Budget by Categories of Spending Compared with Prior Fiscal Years:
Cost Center (Technology) Percentage to Total Budget and Expenditures:
The Superintendent ’s FY27 Recommended Budget 34
Budget Detail, Technology Cost Center:
The Superintendent ’s FY27 Recommended Budget 35
OTHER FUNDING SOURCES
RMHS Football takes the field at Fenway Park for the 2024 Thanksgiving Day game
The Superintendent ’s FY27 Recommended Budget 36
Offset Summary
Several fee-based Special Revenue Funds have been allocated to offset direct and indirect costs of the operating
budget. In the charts below, the reader will find a summary of current year and FY27 Recommended Budget Offsets
by Special Revenue Fund compared with FY26’s Appropriated Budget and the allocation of FY27 Recommended
Offsets by Cost Center:
The Superintendent ’s FY27 Recommended Budget 37
Special Revenue Funds
The district maintains thirty-four separate special revenue funds that were created and are required to be
maintained in accordance with Massachusetts General Laws and Department of Revenue Division of Local Service’s
guidance for Costing Municipal Services. Special Revenue Funds are established to dedicate a specific source of
revenue from fees or charges to pay expenses associated with providing the services for which the payment was
made. Special Revenue Funds also consist of donation accounts. The sources of revenue for these funds vary by the
nature of the fund and includes sales of meals, participation fees, user fees, ticket sales, donations, and tuition. The
type of expenditure for the funds also varies by the nature of the fund and include salaries, supplies and materials,
technology, contracted services, software licenses and other expenses. The FY25 and FY26 beginning year balances
are provided in the table below with the calculated FY25 Gain/Loss:
Special Revenue Funds
The Superintendent ’s FY27 Recommended Budget 38
A description of each category of the district ’s special revenue funds is outlined below:
● Athletics: Fees are paid by families for students’ participation in athletics.
● Community Education, Drivers Education, Summer Programs: Fees are paid by families for students to
participate in drivers’ education and summer programs. Fees paid by individuals for participation in
Community Education events and courses.
● Drama and Band: Fees are paid by families for students’ participation in after school drama and bands
programs.
● Extended Day: Fees are paid by families for students to participate in extended day programs before and
after-school.
● Extracurricular Activities: Fees are paid by families for students to participate in afterschool band and fine
and performing arts activities.
● Full-Day Kindergarten: Fees are paid by families for enrollment in the Full-Day Kindergarten program.
● Guidance: Fees are paid by families for students to take PSAT, SAT and AP tests.
● RISE Preschool: Fees are paid by families for enrollment in the RISE preschool program.
● Special Education Tuition: Fees paid by another public school district for students to attend special
education programs in Reading.
● School Choice: Allows families to enroll their children in schools in communities other than the city or town
in which they reside. Tuition is paid by the sending district to the receiving district.
● School Lunch: Revenues are generated through state and federal reimbursements and lunch-time a la carte
sales.
● Transportation: Fees are paid by families for students to ride existing bus routes, based on seats available.
● Use of School Property: Some community organizations which use school facilities pay a fee for space
and/or custodial coverage.
The Superintendent ’s FY27 Recommended Budget 39
● Lost Books/Tech: Fees are collected and used to replace lost or damaged books and technology devices.
● Gifts/Donations: Restricted donations for specific purposes and unrestricted donations for general use are
made to the School Committee for approval and acceptance in accordance with School Committee Policy
● Special Education Reserve Fund: Fund is used for unanticipated or unbudgeted costs of Special Education,
Recovery High School programs, Out-of-district tuition, and Out-of-district transportation
Federal and State Grants
In addition to the Operating and Special Revenue Funds, our district is supported in FY26 by state, federal, and
private grants. Grant expenditures are tracked monthly and reviewed periodically with grant coordinators. A list of
the grants, descriptions, and award amounts are provided below compared with prior year awards. Grants are
approved by the School Committee as funding is awarded. The FY26 Quarter 2 balances for each grant awarded
between FY25 and FY26 are provided in the table below:
Descriptions and acceptable uses of each State and Federal grant follows below:
State Grants:
● METCO: The Metropolitan Council for Educational Opportunity is a state funded, voluntary educational
desegregation program designed to eliminate racial imbalance through the busing of children from Boston,
MA and Springfield, MA to suburban public schools in thirty-eight communities. These funds pay for
The Superintendent ’s FY27 Recommended Budget 40
program coordination, transportation, instructional services, and community engagement related to Boston
resident students attending Reading Public Schools through participation in the METCO program.
● METCO BBI: The METCO Boston Bridges Initiative grant was awarded to support three Reading METCO
program activities. The grant specifically funded our Roller World event in March 2025, along with funding
our Boston Bowling event and Salsa night, both in October 2025.
● Department of Public Health: Provides for mandated screenings, professional development, and substitute
coverage for nurses.
● Financial Education Innovation Fund: Provides for supplies and materials for the Credit for Life Fair for all
RMHS grade 11 students.
● English Learner Education Support: Provides for new curriculum materials and professional development to
meet curricular objectives and ensure alignment with WIDA and content standards.
● Genocide Education: Provides for new curriculum materials and professional development 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.
● Innovation Career Pathways Support: Designed to give students coursework and experience in a specific
high-demand industry, such as information technology, engineering, healthcare, life sciences and advanced
manufacturing. Also, to create strong partnerships with employers in order to expose students to career
options and help them develop knowledge and skills related to their chosen field of study before they
graduate high school.
● Innovation Career Pathways Planning: Provides for additional staff work completed outside of their
traditional job responsibilities in the development and planning of the new pathway, as well as covering
costs for necessary professional development, material creation, and community engagement.
● MyCAP: Provide supplementary support to school districts currently engaged in or interested in beginning
implementation of My Career and Academic Plan. MyCAP is a student-driven process designed to ensure all
students graduate from high school college and career ready. The MyCAP process requires schools to create
a scope and sequence to implement MyCAP. And the grant provides planning team members the
supplementary support necessary to attend professional development and team meetings outside-of-
school hours.
● Fair Share Earmark- DW Technology Equipment: Provides for materials, equipment and capital
improvements for Public Schools in the town of Reading. The funds will be used to refresh our aging
devices (over five years old) with new, individualized computers for our students.
● Skills Capital Technology & Equipment: Provides for instructional materials to enhance hands-on learning
opportunities and upgrade equipment and technology, further developing the Clean Energy Innovation
Career Pathway program at RMHS.
● RMHS Equipment Earmark: Provides for instructional materials that provide direct support to the high
school arts and science departments, both of which are deeply engaged in the DESE Innovation Career
Pathways programs in the areas of Information – Digital Media, Advanced Manufacturing – Engineering,
Healthcare and Social Assistance – Public Health, and Clean Energy.
Federal Grants:
● Title I A&D: Assists schools with high numbers or high percentages of children from low-income families to
help ensure that all children meet challenging state academic standards. These funds are allocated to
paraprofessional and extended school year instructional services.
● Title II A: Provides supplemental resources to school districts to support systems of support for excellent
teaching and learning. The priorities of Title IIA are to: increase student achievement consistent with the
challenging State academic standards; improve the quality and effectiveness of teachers, principals, and
The Superintendent ’s FY27 Recommended Budget 41
other school leaders; Increase the number of teachers, principals, and other school leaders who are
effective in improving student academic achievement in schools; and provide low-income and minority
students greater access to effective teachers, principals, and other school leaders. These funds are allocated
to provide professional development for teachers.
● Title III A: Provides supplemental resources to ensure that Multilingual learners (MLs) attain English
proficiency and meet state academic standards. Title III funds are allocated to support language instruction
programs that strengthen effective teaching and learning, professional development for educators to
enhance instruction for MLs, and family and community engagement initiatives that help parents and
guardians participate more fully in their children’s education.
● Title IV A: Ensures that all students have access to a high-quality educational experience. The priorities of
Title IV are to: support well-rounded educational opportunities; support safe and healthy students; and
support effective use of technology. These funds pay for technology integration activities and materials for
teachers and classrooms.
● IDEA 240: Provides appropriate special education services for eligible students and to maintain state/local
effort in special education. These funds pay for special education paras, BCBA, and professional
development.
● IDEA 262: Ensures that eligible 3, 4, and 5-year-old children with disabilities receive a free and appropriate
public education that includes special education and related services designed to meet their individual
needs in the least restrictive environment. These funds pay for early childhood instruction and professional
development.
● IDEA IEP (Part B): Support schools and districts to implement the IEP improvement project, with an
emphasis on transitioning to the utilization of the newly revised forms and process.
● Project Bread Summer Eats: Supported the expansion of our Summer Meal program to include two
additional meal sites this past summer, helping us reach more students in need. Funds were used to cover
the cost of additional staff and supplies (both food and paper goods) needed to operate these new sites and
ensure that more children have access to nutritious meals when school is out.
● Computer Science Professional Development: Support Massachusetts public school teachers in learning
Computer Science content. Funds were used to attend a summer Professional Learning workshop run by
DESE’s CS professional development provider CSforMA.
● Work-based Learning Implementation: Provides support to build capacity within our Guidance Department
to integrate and utilize the MEFA Pathway portal effectively, thereby supporting our robust internship
program and enhancing student reflection and career planning. Funds will support the creation of a
seamless, data-driven approach to career exploration and Work-Based Learning, significantly increasing the
depth and quality of experiences for our students.
The Superintendent ’s FY27 Recommended Budget 42
Five-Year Capital Plan
A Capital Project is a project that helps maintain or improve a Town asset. It is a new construction, expansion,
renovation, or replacement project for an existing facility or facilities. Typically, the project will have a total cost of at
least $10,000 and a life span of five or more years. Provided below is a five-year capital project plan for the school
district:
The Superintendent ’s FY27 Recommended Budget 43
APPENDICES
RMHS Drama Club’s Winter 2025 presentation of An Unoriginal Original
The Superintendent ’s FY27 Recommended Budget 44
APPENDIX A: Student Enrollment
Student Enrollment
On October 1 of each year, Reading Public Schools are required to record, verify, and report the total number of
students enrolled by grade to DESE. DESE and the Commonwealth of Massachusetts use October 1 enrollment to
calculate Foundation Enrollment and Chapter 70 Funding. October 1 enrollment is also used by the district ’s
administration to project class sizes and to identify trends in enrollment for subsequent years, which forms the
baseline upon which the district’s personnel and non-personnel operating budget is developed. The reported
October 1 enrollment can be found below:
October 1st enrollment represented a decrease of 60 students compared to projected enrollment. These figures are
being compared to FY25 numbers reported to the School Committee on November 7, 2024. Projections are made
by rolling each grade level up to the next school year. For example, actual fifth-grade enrollment of 345 students led
us to project 345 sixth-grade students at Coolidge and Parker.
The Superintendent ’s FY27 Recommended Budget 45
Schools that saw an increase in enrollment over projections include Birch Meadow (+2%, 8 students), Joshua Eaton
(+2%, 8 students), Wood End (+3%, 6 students), Coolidge (+0%, 1 student), and Parker (+1%, 6 students). While
these schools experienced increases, overall projected enrollment is down by 2% (60 students). A few factors
contribute to this:
1. RISE Enrollment – Enrollment in the RISE Preschool program is difficult to project because a specific number
of seats are reserved for students receiving special education services, while the remaining seats are for
tuition-paying students. Currently, all tuition-based spots are filled, and we have seats available for students
enrolling for special education services, which we are required to maintain. We believe the slight drop in
overall enrollment is due to a large group of students who moved on to kindergarten for the 2025–2026
school year. We continue to project 120 students annually, which has remained consistent over the last
several enrollment cycles. We anticipate these numbers will increase as the year moves forward and
students become eligible.
2. Kindergarten Enrollment – The projection for FY26 kindergarten enrollment was higher than recent trends
have supported. Although projections were based on the town census and students who delayed
enrollment from the previous year, actual kindergarten enrollment came in 36 students below projection.
As discussed during the spring School Committee meetings, we prepared for the higher enrollment, but
anticipated it would come in lower than projections.
3. Overall Impact – The enrollment shortfall in RISE and kindergarten accounts for a decrease of
approximately 57 projected students. However, when comparing FY26 actuals to FY25 actuals, the district is
up 20 students overall.
Second and sixth grades continue to have larger cohorts, which we will monitor as student movement occurs
throughout the year.
The category with the largest increase was School Choice enrollment, which rose from 51 students last year to 77
this year (+26 students). We continue to see high interest in the program from staff and surrounding districts, with
15 families already inquiring about the lottery process for the 2026–2027 school year.
Boston resident enrollment decreased by two students, special education enrollment decreased by 106 students,
and Multi-Lingual Learner enrollment decreased by 17 students. The special education decrease is due to a data
cleanup that resolved an issue where systems were not accurately communicating, causing students who were no
longer eligible for services to be included. This cleanup does not impact student services; it simply corrected
previously inflated reporting numbers. The Multi-Lingual Learner decrease is mostly due to 16 students passing the
ACCESS testing meaning they are still enrolled with Reading Public Schools, but have exited the program.
The tables below note our official October 1st student enrollments by grade for Special Education, School Choice,
Multi-Lingual Learners and Boston Residents:
The Superintendent ’s FY27 Recommended Budget 46
The Superintendent’s FY27 Recommended Budget 47
Additional Student Enrollment Data:
The Superintendent ’s FY27 Recommended Budget 48
The Superintendent ’s FY27 Recommended Budget 49
The Superintendent ’s FY27 Recommended Budget 50
APPENDIX B: Acronyms
This section contains some of the acronyms in the Budget Book
●Adj: Adjustment
●ATS: Add to staff
●BCBA: Board Certified Behavioral Analyst
●DESE: Department of Elementary and Secondary Education (MA)
●DPH: Department of Public Health
●DTS: Decrease to staff
●EMBARC: Education Meaningful Inclusion, Becoming Independent, Advocacy, Relaxation, and Leisure
Activities Community Integration
●ESL: English As a Second Language
●FDK: Full Day Kindergarten
●FTE: Full Time Equivalent
●IDEA: Individuals with DIsabilities Education Act
●IEP: Individualized Education Plan
●LEAD: Language, Executive Functioning, Academics, Determination
●LIFT: Living, Independence, Functional, Transition
●METCO: Metropolitan Council for Educational Opportunity
●ML: Multilingual Learners
●OOD: Out Of District - refers to students being placed outside of RPS
●REACH: Resiliency, Executive Functioning, Academics, Coping Strategies, Habits of Mind
●RISE: Reading, Integrated School Experience (Preschool Program)
●RPS: Reading Public Schools
●RMHS: Reading Memorial High School
●SAIL: Strategies to Support Academics, Independence, and Life Skills
●SEL: Social Emotional Learning
●SEPAC: Special Education Parent Advisory Council
●SOAR: Social Skills Organizational Skills Academics in Real World Situations
●WIDA: World-Class Instructional Design & Assessment for Multilingual Learner (ML)
The Superintendent’s FY27 Recommended Budget 51
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: January 29, 2026
RE: Extended Day Fees Update, Review, & Approval
During the January 29 School Committee meeting, we will be seeking approval of the recommended
extended day fees for FY27.
2026-2027 Proposed 3% Rate Increase
Reading Extended Day
2026-2027 Proposed
Rates
*For all Elementary and RISE locations
Monthly Payments 1 Day 2 Days 3 Days 4 Days 5 Days
After School w/o Friday $81.00 $160.00 $240.00 $318.00 N/A
After School w/Friday $138.00 $219.00 $298.00 $378.00 $456.00
Before School $28.00 $56.00 $84.00 $111.00 $138.00
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: January 27, 2026
RE: Athletics, Drama and Band Fees Update, Review, & Approval
During the January 29 School Committee meeting, we will be seeking approval of the recommended
rates for athletics, drama and band fees for FY27, and we are committed to forming a committee to
conduct an in-depth analysis of all activities, their typical and historical itemized expenses over time.
Program Current Fee
FY26
Proposed Fee
FY27 Increase ($)
Approx.
Increase
(%)
Athletics HS $340 $350 $10 3%
Athletics HS Family
Cap
$800/student
$1000/family
$800/student
$1000/family $0 0% Band HS (Marching,
Jazz, Stage,
Percussion, Color
Guard)
$210 $220 $10 5%
Band HS Family Cap $485/student
$760/family
$485/student
$760/family $0 0%
Drama HS Crew $80 $90 $10 12%
Drama HS Cast/Lead
Tech $160 $170 $10 6%
Drama HS Family Cap $385/student
$560/family
$385/student
$560/family $0 0%
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
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: January 29, 2026
TOPIC: Superintendent Search Process Updates and Approve Job Posting, Salary Range, and Committee
Appointments (A)
At our January 29th meeting, we will review some updates in the Superintendent search process, and I'll ask the
committee to vote to approve the Job Description and Salary Range to be included in the posting, as well as the
individuals selected to the screening committee.
Included in the packet are two versions of a draft job description, two versions of the position brochure, and a summary
of feedback gathered from our recent staff and community forums. We have provided two versions of both the job
description and the brochure: one modeled after current MASC postings and materials from our prior search, and
another that is more streamlined with a tighter narrative. During the meeting, we will seek the Committee’s perspective
on preferences.
Superintendent of Schools
Reading Public Schools, Massachusetts
Anticipated Start Date: July 1, 2026
POSITION OVERVIEW
The Reading Public Schools seeks an experienced educational leader to serve as Superintendent of Schools,
with an anticipated start date of July 1, 2026. Reporting to the School Committee, the Superintendent
provides executive leadership for all aspects of district operations, instructional programming, and
community engagement.
Guided by district policies, mission, vision and strategic plan, the Superintendent works collaboratively with
staff, families, and municipal partners to support student success, organizational effectiveness, and
continuous improvement across the district.
DISTRICT CONTEXT
Reading operates with a well-established strategic plan, experienced leadership, and stable governance. The
district benefits from clear priorities, strong internal capacity, and collaborative relationships with employee
groups and municipal partners, providing a solid foundation for continued growth and improvement.
KEY RESPONSIBILITIES
The Superintendent is responsible for providing strategic, instructional, and operational leadership to
advance district priorities and ensure high-quality educational opportunities for all students. Key
responsibilities include:
• Providing instructional and organizational leadership aligned with district goals and improvement
initiatives
• Leading the recruitment, retention, development, evaluation, and support of district staff and
administrators
• Overseeing fiscal planning, budget development, and responsible financial management
• Serving as the district’s primary liaison to families, community members, and external partners
• Building and sustaining strong partnerships with municipal leadership and the School Committee
• Ensuring effective operational, administrative, and compliance systems
• Supporting continuous improvement, innovation, and accountability across all schools and
departments
QUALIFICATIONS
• Licensed or eligible for licensure as Superintendent of Schools in Massachusetts
• Master’s Degree in relevant field required; Ed.D., Ph.D., or similar doctorate preferred
• Minimum 10 years of experience in education, including classroom teaching and progressively
responsible administrative leadership
SELECTION CRITERIA
Successful candidates will demonstrate the following qualities and competencies:
• Demonstrated commitment to equity, inclusion, and ensuring high outcomes for all students
• Outstanding collaboration and communication skills with diverse stakeholder groups
• Ability to establish trust and credibility with staff, families, municipal partners, and the School
Committee members
• Leadership grounded in humility, service, and a commitment to maintaining and strengthening
Reading as a high-performing public school district
• Strong people management and leadership development skills
• Ability to balance innovation and improvement with effective implementation of existing initiatives
• Understanding of Massachusetts school district and municipal finance
• Familiarity with operational and administrative functions, including school building projects
• Knowledge of relevant Mass General Laws and Massachusetts Department of Elementary and
Secondary Education (DESE) policies and procedures
REPORTING RELATIONSHIP
The Superintendent reports directly to the Reading School Committee.
COMPENSATION
Salary Range: $220,000-$240,000 commensurate with experience and qualifications. This position includes
Town of Reading benefits and is subject to contract negotiation.
START DATE
July 1, 2026 (target)
APPLICATION REQUIREMENTS
Applicants must submit the following materials:
• Resume or curriculum vitae
• Cover letter or personal statement describing career accomplishments and interest in the position
• Two to three letters of reference
• Evidence of current Massachusetts Superintendent licensure or eligibility
• Completed application through the SchoolSpring website
All materials must be submitted via SchoolSpring by 3 PM EST on March 1, 2026. No paper submissions will
be accepted.
INQUIRIES
Questions regarding the application process may be directed to:
Email: searchprocess@reading.k12.ma.us
Phone: (781) 944-5800 (Olivia Lejeune)
ABOUT THE OPPORTUNITY
Reading Public Schools is seeking an accomplished, student-centered leader to serve as its next
Superintendent of Schools and invites qualified candidates to apply. This is an exceptional opportunity to lead
a high-performing district that values academic excellence, equity, and innovation.
OUR VISION
Reading Public Schools is committed to creating joyful, engaging, and inclusive learning environments where
every student feels safe, supported, and challenged to reach their full potential. We believe academic
excellence, student well-being, and equity are inseparable. Our work is grounded in strong relationships,
thoughtful use of data, collaborative leadership, and meaningful partnerships with families and the
community.
COMMUNITY PROFILE
Located just 12 miles north of Boston, Reading offers the charm of a close-knit community alongside access
to world-class cultural, educational, and recreational opportunities. Reading is known for strong municipal
services, civic engagement, and sustained investment in public education, including the recent approval of a
$130 million project to build a new Killam Elementary School.
ABOUT THE SCHOOL DISTRICT
Reading Public Schools serves students through a comprehensive system of elementary, middle, and high
schools, as well as early childhood and METCO programs. The district is committed to rigorous academics,
strong arts and athletics, and comprehensive student supports that foster student growth and belonging. Our
culture is built on collaboration, shared leadership, and mutual respect among the School Committee, district
leaders, educators, and families. This collective approach guides our planning, strengthens our practice, and
supports continuous improvement in service of all students.
SCHOOL COMMITTEE MEMBERS
Shawn Brandt, Chair – 6th year
Carla Nazzaro, Vice Chair – 6th year
Lara Durgavich – 1st year
Erin Gaffen – 6th year
Sarah McLaughlin – 5th year
Tom Wise – 7th year
SCHOOL BUILDINGS
Reading Memorial High School (9-12, 1062 students)
Coolidge Middle School (6-8, 417 students)
Parker Middle School (6-8, 533 students)
Barrows Elementary School (K-5, 368 students)
Birch Meadow Elementary School (K-5, 346
students)
Joshua Eaton Elementary School (K-5, 401 students)
Killam Elementary School (K-5, 400 students)
Wood End Elementary School (K-5, 231 students)
RISE Preschool (99 students, hosted at WE and RMHS)
KEY DISTRICT LEADERSHIP ROLES
Superintendent
Assistant Superintendent of Learning &
Teaching Assistant Superintendent of Student
Services Director of Human Resources
Director of Finance & Operations Director of
Special Education Director of School Nutrition
Director of Health Services METCO Co-
Directors (2) Humanities Coordinator
STEM Coordinator
Director of Adult and Community Education
School Principals (8) / Assistant Principals (10)
RISE Preschool Director
Athletic Director
DISTRICT BUDGET: $58.5M in FY26
Superintendent of Schools
Reading Public Schools | Massachusetts
www.reading.k12.ma.us
An Invitation to Apply
OUR COMMITMENT TO EQUITY
We celebrate the diversity of our community and are committed to human dignity, inclusion, and opportunity
for all. We work intentionally to identify and address gaps in access and outcomes so every student and staff
member can thrive.
SELECTION CRITERIA
Successful candidates will demonstrate the following qualities and competencies:
• Demonstrated commitment to equity, inclusion, and ensuring high outcomes for all students
• Outstanding collaboration and communication skills with diverse stakeholder groups
• Ability to establish trust and credibility with staff, families, municipal partners, and the School
Committee members
• Leadership grounded in humility, service, and a commitment to maintaining and strengthening
Reading as a high-performing public school district
• Strong people management and leadership development skills
• Ability to balance innovation and improvement with effective implementation of existing initiatives
• Understanding of Massachusetts school district and municipal finance
• Familiarity with operational and administrative functions, including school building projects
• Knowledge of relevant Mass General Laws and Massachusetts Department of Elementary and
Secondary Education (DESE) policies and procedures
QUALIFICATIONS
• Licensed or eligible for licensure as Superintendent of Schools in Massachusetts
• Master’s Degree in relevant field required; Ed.D., Ph.D., or similar doctorate preferred
• Minimum 10 years of experience in education, including classroom teaching and progressively
responsible administrative leadership
COMPENSATION
Salary Range: $220,000-$240,000 commensurate with experience and qualifications. This position includes
Town of Reading benefits; other benefits negotiable.
TIMELINE
March 1, 3 PM Deadline for applications
March 5 Semifinalists invited to interview
March 9 - 18 Semifinalist interviews
March 19 Finalists approved by School Committee
Weeks of Mar 23 / 30 Finalist interviews / site visits
April 2 or April 6 School Committee vote to appoint
July 1 Preferred start date for new Superintendent
APPLICATION PROCESS
For more information, contact
searchprocess@reading.k12.ma.us
or Olivia Lejeune at (781) 944-5800
Applications must be completed by
March 1 at 3 PM for consideration
Reading Public Schools is an Equal Opportunity Employer
JOB DESCRIPTION – SUPERINTENDENT OF SCHOOLS – READING, MA
POSITION:
The Reading Public Schools are seeking experienced candidates for the position of
Superintendent of Schools, with an anticipated start date of July 1, 2026. The Superintendent
provides overall management and leadership of all aspects of the Reading Public Schools.
Informed by district policies, mission, vision and strategic plan, the Superintendent provides
leadership to faithfully execute the priorities and goals of the district as approved by the
School Committee. The Superintendent is responsible for maximizing the impact of the
district’s budget to ensure optimal outcomes for students, a collaborative and inspiring work
environment for staff, and an open and transparent organization for families and the broader
community. Key duties and responsibilities include, but are not limited to: leading and
overseeing instructional leadership; communication with stakeholders; staffing recruitment,
retention and development; financial management; partnership with town leadership; and
operational and administrative management. Applicants should understand that Reading is
operating from a position of strength. With a strong district strategic plan and priorities that
are well-socialized and highly supported by district leadership, a stable and experienced
School Committee, tenured leaders in key positions throughout the district, and a degree of
labor peace that is unusual in the current climate, this is an exceptional opportunity for the
right candidate.
QUALIFICATIONS:
• Licensed or eligible for licensure as a Superintendent of Schools in Massachusetts
• Master’s Degree in relevant discipline required; Ed.D., Ph.D. or similar preferred
• Minimum 10 years of experience in the field of education, to include classroom
teaching experience AND central office or administrative experience
SELECTION CRITERIA:
• Outstanding collaboration and an innate ability to communicate effectively and
consistently with a wide variety of stakeholder groups
• Servant leadership that models a commitment to the cause of continuing to advance
Reading as a model public school district
• Ability to establish trust and credibility with stakeholders including staff, families, town
staff, School Committee members, and the broader community
• Ability to balance driving change with supporting the execution of existing initiatives
and priorities which are well-supported by district leaders
• Strong people management skills, particularly coaching and developing leaders
• Understanding of school district and municipal finance in Massachusetts
• Familiarity with operational and administrative functions, including school building
projects
• Familiarity with relevant Mass General Laws and Massachusetts Department of
Elementary and Secondary Education (DESE) policies and procedures
REPORTS TO: Reading School Committee
COMPENSATION: $220,000-$240,000 subject to experience and qualifications;
eligible for Town of Reading benefits and other benefits competitive with market for
similar positions subject to negotiation
START DATE: July 1, 2026 (target)
APPLICATION REQUIREMENTS:
• Resume / CV
• Cover letter / personal statement describing key career accomplishments and specific
fit for and interest in this position
• 2 to 3 letters of reference
• Evidence of current state license (or evidence of eligibility for licensure as
Superintendent in MA)
• Completed application on Schoolspring website
• All materials must be submitted via Schoolspring by 3 PM EST on March 1, 2026
FOR ANY QUESTIONS: Email searchprocess@reading.k12.ma.us or call Olivia Lejeune at
(781) 944-5800
SUPERINTENDENT OF SCHOOLS – READING, MA
www.reading.k12.ma.us
OUR VISION
It is the vision of the Reading Public Schools to instill a joy of learning by
inspiring, engaging and supporting our youth to become the innovative
leaders of tomorrow. We will accomplish our vision by focusing on a few key
strategic initiatives that lead to a meaningful and relevant curriculum,
innovative instructional practices, strong analysis and thoughtful dialogue
about evidence, a collaborative and team approach to learning and
teaching, and a safe and nurturing learning environment. The overall
physical and behavioral well-being of our children will be our top priority as
students will not learn if they are not physically and psychologically safe.
Education will truly be the shared responsibility of both the schools and the community, with families
playing active roles in the schools and being full partners in ensuring the success of their children. In the
interest of the entire Reading community, the school district and town government shall work cooperatively
and collaboratively. As educators and members of our community, we believe that implementing this vision
is our ethical responsibility to the children of the Town of Reading.
COMMUNITY PROFILE
Reading is known as a great place to live - just ask anyone who lives here! Noted for its award-winning
schools and outstanding Town services, Reading is a community of excellence. Reading has a safe, small-
town feel with welcoming neighborhoods where people know and care for each other, and the Town offers
its residents many recreational and cultural opportunities, both within the community and as part of the
greater Boston region.
Though we were incorporated in 1644, Reading is a stable and progressive community that thoughtfully
plans for its future. We pride ourselves on outstanding financial management and a history of productive
relationships with labor unions that attract and retain talented and committed staff for both the schools and
town government. The community values and preserves its history and open spaces while actively
supporting smart growth and a vibrant downtown. Reading has a strong sense of community and a long
tradition of civic engagement and volunteerism. Reading is also a town that strongly supports its schools, as
evidenced by the 2025 approval of a $130M project to build a new Killam School. (www.killamschool.com)
AN INVITATION TO AN EXCEPTIONAL OPPORTUNITY
The Reading School Committee (Reading, MA) is
seeking an outstanding leader to continue a tradition
of academic excellence and innovation
And as if that were not enough, Reading is located just 12 miles from the center of Boston with its many
world renowned cultural, recreational, and educational opportunities. New England’s beautiful beaches,
mountains, and historic sites are a short drive from Reading. The center of Boston is a short 25-minute train
ride from Reading’s downtown, and Boston’s Logan International Airport is less than 15 miles away.
ABOUT THE SCHOOL DISTRICT
The crown jewel of the Reading community is our outstanding public school system. Our district is focused
on excellence both inside the classroom and in the many athletic programs, performing arts, and other
extracurriculars in which Reading students excel. We use collaborative processes to develop and execute on
strategic plans at the building and district levels, and are building a data-driven culture to support and
enhance student outcomes. Our work is guided by the district’s statement of equity, drafted jointly by
School Committee members, district and building leaders, and the leadership of our teachers’ union
consistent with the strong collaborative spirit of the Reading Public Schools:
The Reading School Committee, Central Office, Directors, Principals and Leadership of the Teacher’s
Association celebrate the diversity of the Reading Community and beyond by embracing differences
to empower every student, staff member and family of the Reading Public Schools. We embrace all
members of the community no matter where we live, what we look like, what we believe, what
language we speak, who we love, or how we learn, consistent with the human dignity of all. When we
are unwavering in our commitment to equity, we support every student and staff member in
maximizing individual potential. This requires us to identify, analyze, and confront gaps in
opportunities and outcomes for all students.
SCHOOL COMMITTEE MEMBERS KEY DISTRICT LEADERSHIP ROLES
Shawn Brandt, Chair – 6th year Superintendent
Carla Nazzaro, Vice Chair – 6th year Assistant Superintendent of Learning & Teaching
Lara Durgavich – 1st year Assistant Superintendent of Student Services
Erin Gaffen – 6th year Director of Human Resources
Sarah McLaughlin – 5th year Director of Finance & Operations
Tom Wi se – 7th year Director of Special Education
Director of School Nutrition
SCHOOL BUILDINGS Director of Health Services
Reading Memorial High School (9-12, 1062 students) METCO Co-Directors (2)
Coolidge Middle School (6-8, 417 students) Humanities Coordinator
Parker Mid dle School (6-8, 533 students) STEM Coordinator
Barrows Elementary School (K-5, 368 students) Director of Adult and Community Education
Birch Meadow Elementary School (K-5, 346 students) School Principals (8) / Assistant Princi pals (10)
Joshua Eaton Elementary School (K-5, 401 students) RISE Preschool Director
Killam Elementary School (K-5, 400 students) Athletic Director
Wood End Elementary School (K-5, 231 students)
RISE Preschool (99 students, hosted at Wood End and
RMHS)
DISTRICT BUDGET: $58.5M in FY26
SELECTION CRITERIA
The Reading School Committee is seeking an experienced educational leader who demonstrates:
• Outstanding collaboration and an innate ability to communicate effectively and consistently with a
wide variety of stakeholder groups
• Servant leadership that models a commitment to the cause of continuing to advance Reading as a
model public school district
• Ability to establish trust and credibility with stakeholders including staff, families, town staff, School
Committee members, and the broader community
• Ability to balance driving change with supporting the execution of existing initiatives and priorities
which are well-supported by district leaders
• Strong people management skills, particularly coaching and developing leaders
• Understanding of school district and municipal finance in Massachusetts
• Familiar ity with operational and administrative functions, including school building projects
QUALIFICATIONS AND COMPENSATION
• Licensed or eligible for licensure as a Superindent of Schools in Massachusetts
• Master’s Degree in relevant discipline required; Ed.D., Ph.D. or similar preferred
• Minimum 10 years of experience in the field of education, to include classroom teaching experience
AND central office or administrative experience
• Anticipated salary range: $220,000 - $240,000 annually based on experience and qualifications
• Eligible for standard Town of Reading employee benefits; other benefits negotiable
TIMELINE APPLICATION PROCESS
March 1, 3 PM Deadline for applications Application available here
March 5 Semifinalists invited to interview
March 9 - 18 Semifinalist interviews For more information, contact
March 19 Finalists approved by School Committee searchprocess@reading.k12.ma.us
Weeks of Mar 23 / 30 Finalist interviews / site visits or Olivia LeJeune at (781) 944-5800
April 2 or April 6 School Committee vote to appoint
July 1 Preferred start date for new Superin tendent Applications must be completed by
March 1 at 3 PM for consideration
Reading Public Schools is an Equal Opportunity Employer
Community Focus Group Meeting
1/28//2025
7:00-8:30pm
When you think of RPS, what do you feel is working well as a district?
- Successfully handled multiple leadership transitions, particularly with principals. New
leaders are gaining traction quickly and have not been negatively impacted by the
changes. This is a strength to draw on as the district approaches another leadership
transition.
- Strong appreciation for the listening-forward approach, with intentional efforts to seek out
voices that may not have been included in previous leadership groups. This has helped
more people feel heard and part of the community.
- Maintaining strong leadership through the transition is essential, including understanding
what the leadership team needs in order to continue moving forward. Their input and
priorities matter.
- Leader presence has been effective, particularly in the execution and follow-through of
district goals.
Concerns about the district? Challenges?
- The next superintendent will be stepping into large shoes; while past transitions have
been managed well, this is still a significant leadership change.
- Budget timelines present a challenge, particularly with a new leader potentially entering
mid-cycle and needing to make decisions quickly without full historical context.
Challenges for town, public education, etc. that needs to be prioritized in terms of candidate
ability to handle those things?
- Ongoing and upcoming building projects that require sustained leadership and long-term
planning.
- Evolving needs of students across the state, including changes in student behavior and
academic readiness.
- While the town is currently in good shape, Killam is not the only facility that will require
attention; future building needs must also be anticipated and planned for.
Skills or characteristics should be prioritized in this next leader?
- Flexible leadership approach with a “listen-first” philosophy, viewing the role as shifting
between captain and coach rather than solely a subject-matter expert.
- Awareness of and comfort with modern challenges such as social media, cell phones,
and evolving technologies.
- Commitment to ensuring all voices are heard in decision-making processes.
- Willingness to engage the community as partners and part of the solution.
What kind of values?
- Student-centered approach to all decision-making.
- Ability to balance responsiveness with decisiveness, including a willingness to own
trade-offs once a decision is made in order to maintain credibility and trust.
What things does the current leader do really well you want in the next leader?
- Strong visibility and presence across the district.
- Supportive of principal development, serving as both a coach and leader for building
administrators and staff.
- Deep understanding of the complexity and scope of public school leadership, which
differs significantly from private school settings that have more flexibility and fewer
constraints.
- Awareness of key differences between public and private education, including:
- Public schools serve all students unlike private schools that can limit enrollment.
- Public schools operate under different and often tighter financial constraints.
- Importance of respecting educators and staff as professionals, particularly during
contract negotiations.
What things could someone do coming in to build trust, build credibility, build their own brand,
while not stepping on the work of the past?
- Listening closely to the community to understand perspectives, concerns, and priorities.
- Taking the time to learn and honor existing plans before prioritizing change, with a focus
on steadying the district and maintaining continuity through the transition.
Anything else to consider as we go into the selection process?
- Ability to manage difficult and sensitive conversations, especially in a national climate
where complex issues are common, supported by a wide range of experiences to
navigate them effectively.
Staff Focus Group Meeting
1/27/2025
3:15-4:30pm
Priorities for the next superintendent; share this information with the Screening Committee
Follow up focus group meeting next week
Most important role of the superintendent:
- Serves as both a politician and a manager. In many ways, the superintendent is an
unelected politician within the town, managing not only the school system but also
relationships across the broader community.
- Must have strong management skills to lead teams, allocate resources fairly, and carry
out the direction of the School Committee.
- The School Committee is directed by voters, and that direction flows down to the
superintendent.
- Meaningful impact in the role typically requires at least three years.
- Most important skill set:
- Communication is the most critical skill and spans many areas.
- The superintendent must communicate clearly and authentically with a wide variety of
constituencies (parents, students, teachers, staff, and community members).
- Messaging should be consistent across groups, even if the tone or framing differs
depending on the audience.
Leadership qualities most important in the next superintendent:
- Consistency: Messaging should remain consistent regardless of the audience. Clear,
frequent communication is essential—you can’t overcommunicate.
- Continuity and stability: The district is in a good place to move forward. The next
superintendent should pick up where current leadership is leaving off, take the wheel,
and keep progress moving without resetting direction.
- Shared ownership: Maintain momentum and build on existing initiatives rather than
starting from a blank slate.
- Steady, collaborative leadership: Avoid the mindset of needing to “prove” oneself quickly,
which can be disruptive. Instead, respect the work that has already been done and, over
time, add a personal leadership style in a collaborative way.
- Strong labor relationships: With upcoming contract negotiations, it’s important to view
relationships as partnerships, not adversarial, while always promoting the best interests
of Reading’s students.
- Student-centered focus: Consistently center decision-making on students and learning,
and regularly remind all constituents that this is the core purpose of schools.
Collaboration and Decisiveness - how to balance?
- Trust in Reading’s leadership is essential. When challenges arise, leaders should be
empowered to use their judgment, and that trust should cascade down so leaders trust
their teachers in turn.
- The district currently has strong cohesion within the leadership team, with highly
qualified leaders in place.
- A key leadership responsibility is surrounding yourself with a team you trust and
empowering them to make decisions.
- Moving away from micromanagement is critical. When building principals are allowed to
make and own decisions, it supports their growth and demonstrates trust from the top.
- Teachers want to feel heard. Gathering feedback and using it as the foundation for
decision-making helps staff understand why decisions are made, even when the
outcome isn’t what everyone hoped for.
- Effective leaders set the vision and direction, then step back and allow staff to do their
jobs, reinforcing trust and accountability.
Empowering staff while providing support and visibility:
- A good leader empowers people to do their work independently while still checking in
regularly to provide support, guidance, and reassurance.
- Visibility matters. Being present in buildings, classrooms, and meetings builds trust and
connection.
- Digital visibility is also important, including responsiveness to emails and sharing survey
results or feedback so staff know their voices are heard.
- How feedback is acted upon depends on its scope and scale, but leaders should always
communicate what was heard and what actions will follow, even if changes are
incremental.
Handling conflict or disagreement:
- Decisiveness is important, but so is knowing when to pause, reflect, and gather input
before acting.
- Discretion is critical—sensitive issues must be handled thoughtfully and respectfully.
- Consistency matters. Strong leaders do not tell people only what they want to hear or
avoid conflict because it is uncomfortable; they address issues directly and have the
hard conversations when needed.
- Existing structures support this work, including regular one-on-one meetings, biweekly
meetings with Learning & Teaching, and biweekly leadership team meetings. These
provide built-in opportunities for honest dialogue and problem-solving.
How a new superintendent builds trust:
- Be consistent, honest, and visible.
- Listen for a long time before making major, monumental, or controversial changes.
- Be “slow to move fast,” taking time to understand the district before acting.
Instructional and operational capacity:
- Demonstrated skills to support Learning & Teaching, finance, operations, and district
systems.
- Strong self-awareness: knowing what they know and what they don’t know.
- Prior administrative experience, such as principalship or other management roles.
- Political skills to navigate town, school, and community dynamics.
Classroom experience:
- At least three years of classroom teaching experience.
- Ability to remember what it’s like to be a teacher and empathize with the day-to-day
realities of the role.
- Appreciation for the importance of coherent curriculum and instruction, particularly
across the elementary level.
Remaining key challenges facing the district:
- Contract negotiations during a difficult financial climate.
- Upcoming or ongoing building projects.
- Maintaining current programming amid town financial constraints.
- Technology and AI integration.
- Declining public school enrollment.
- Navigating a complex political environment.
- Students entering school less prepared or below grade level.
- Increased social-emotional needs and greater demand on limited resources.
Values and ethical commitments to guide decision-making:
- Commitment to supporting all students—all means all. Every child in Reading has the
right to learn and be supported.
- Transparency in decisions and communication.
- Service-oriented mindset focused on the public good, not personal gain.
- Willingness to “own the credit and take the blame.”
- A belief in serving something bigger than oneself.
- A servant-leadership orientation.
Leadership mindset: The district does not need a turnaround leader, it needs someone who can
continue steady progress and build on existing success rather than initiate disruptive change.
Correspondence
Reading Public Schools
School Committee Meeting Packet
January 29, 2026