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Home My WebLink About2026-04-16 School Committee Meeting PacketOpen Session 7:00 p.m. Reading Memorial High School Library Reading, MA Reading Public Schools School Committee Meeting Packet April 16, 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: 2026-04-16 Time: 7:00 PM Building: School - Memorial High Location: School Library Address: 62 Oakland Road Agenda: Purpose: Open Session Meeting Called By: Shawn Brandt, Chair Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted. Topics of Discussion: 7:00 p.m. A. Call to Order 7:00 p.m. B. Public Comment Focus on Excellence – RMHS Winter Guard Consent Agenda 1. Minutes (03-19-2026) 2. Minutes (03-31-2026) 3. Parents Supporting Student Theater Donation 4. Friends of Reading Wrestling Donation (2) 5. Friends of Reading Baseball Donation 6. Reading Youth Field Hockey Donation 7. Coolidge Nature’s Classroom Field Trip Request 8. Parker Nature’s Classroom Field Trip Request 9. NE First New England Robotic Field Trip Request 10. Request to Surplus Property – RMHS (2) 11. Acceptance of the Mass Bankers Donation Accounts Payable Warrant Reports 1. 03-19-2026 2. 03-26-2026 3. 04-02-2026 4. 04-09-2026 Reports 1. Superintendent 2. Assistant Superintendent for Student Services 3. Assistant Superintendent for Learning and Teaching 4. Liaison/Sub-Committee 7:10 p.m. E. New Business Town of Reading Meeting Posting with Agenda This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting. Page | 2 1. Youth Health Survey Results Presentation 2. Presentation and discussion of “Review of Instructional Supports: Executive Functioning” 3. Approve the Last Day of School for SY25-26 (A) 4. Vote to Appoint Vice-Chair of School Committee (A) 5. Discussion on Policy GBD – School Committee-Staff Communications 8:30 p.m. Adjourn Join Zoom Meeting https://readingpsma.zoom.us/j/83750139843?pwd=yTgJzi3OQiKssknP0zerj9LHOqfAFU.1 Meeting ID: 837 5013 9843 Passcode: 3EgM#1 Find your local number: https://readingpsma.zoom.us/u/kfxn1VshO Consent Agenda Reading Public Schools School Committee Meeting Packet April 16, 2026 Town of Reading Meeting Minutes Page | 1 2016-09-22 LAG Board - Committee - Commission - Council: School Committee Date: 2026-03-19 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, Sarah McLaughlin (remote), and Carla Nazzaro (remote) Members - Not Present: Erin Gaffen Others Present: Superintendent Dr. Thomas Milaschewski Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson. Topics of Discussion: A.Call to Order – Mr. Brandt called the meeting to order at 7:02pm. Roll Call Attendance – Mrs. Nazzaro – here, Ms. McLaughlin – here, Mrs. Durgavich – here, Mr. Wise – here, Mr. Brandt – here B.Public Comment – None Focus on Excellence – RMHS Drama Club The School Committee celebrated the RMHS Drama Club as part of the Focus on Excellence who have advanced to the METG State Finals, with 15 of 96 schools remaining, marking its first state finals appearance in 23 years. Students shared details about their adaptation of St. Lucy’s Home for Girls Raised by Wolves and highlighted the collaborative process behind the production. The program also received multiple All-Star awards for both acting and technical achievement. An upcoming benefit performance and the state finals, scheduled for March 28, were noted. Consent Agenda 1.Minutes (02-12-2026) 2.Friends of Reading Basketball Donation 3.Friends of Reading Hockey Donation 4.3D Printer Donation 5.RMHS Wrestling Field Trip Request 6.RMHS Winter Guard Field Trip Request 7.RMHS Spain Field Trip Request Page | 2 8. RMHS Robotics Field Trip Request 9. Acceptance of the Jae S. Lim Foundation Grant Award Accounts Payable Warrant Reports 1. 02-12-2026 2. 02-19-2026 3. 02-26-2026 4. 03-05-2026 5. 03-12-2026 Payroll Warrant Reports 6. 12-19-2025 7. 01-02-2026 8. 01-16-2026 9. 01-30-2026 10. 02-13-2026 11. 02-27-2026 12. 03-13-2026 Mrs. Nazzaro motioned to approve the consent agenda, seconded by Mr. Wise. Roll Call Vote - Ms. McLaughlin – yes, Mrs. Nazzaro – yes, Mrs. Durgavich – yes, Mr. Wise – yes, Mr. Brandt – yes The vote passed 5-0. Reports 1. Student – Student Representative shared the following updates: Senior internships are scheduled to begin on April 8, with approximately two-thirds of the senior class eligible to participate. A French exchange trip is scheduled for March 30, with additional future exchanges planned for Spain, Switzerland, and Japan. Grade 10 students are participating in ELA MCAS testing, with delayed openings implemented to support testing schedules. Students also shared updates recognizing achievements in DECA, Robotics, Winter Guard, and academics. Additionally, the spring athletics season is now underway. 2. Liaison/Sub-Committee a. Mrs. Nazzaro – An MSBA membership update has been submitted. Ongoing items under review include parking and gym flooring. The Committee is also pursuing authorization to access solar and geothermal tax credits through the Inflation Reduction Act. b. Ms. McLaughlin – RCTV is in the final stages of their search for a new Executive Director. c. Mr. Wise – Finance Committee has made the following updates from a recent meeting: the Committee voted to add $25,000 for Unified Sports with a 6–0 vote, voted 6–0 in favor of the Parker turf field project, voted 7– 1 in favor of the Community Preservation Act ballot question, and supported the FY26 budget with an 8–0 vote. A proposed adaptive programming stabilization fund did not pass, following a 4–4 advisory vote. d. Mrs. Durgavich – No report Page | 3 e.Mr. Brandt – No report E.New Business 1.ACE Update ACE Committee representatives London Stith-Nichols and Ryan Johnstone provided an update sharing milestones and key updates of the ACE Committee. Their updates included an extension of the committee’s work through January 2027, updates on town events, the Game Changer Series and Award, and developments within subcommittees. A copy of their presentation can be found here. Mr. Brandt motioned to take items E3 and E4 out of order, seconded by Mr. Wise. Roll Call Vote - Ms. McLaughlin – yes, Mrs. Nazzaro – yes, Mrs. Durgavich – yes, Mr. Wise – yes, Mr. Brandt – yes The vote passed 5-0. 3. Vote to Appoint Director of Finance (A) Dr. Milaschewski made a recommendation to the committee to appoint Mr. Phil Littlehale as permanent Director of Finance. Appointing Mr. Littlehale provides stability and strong fiscal leadership during the interim period, while also addressing anticipated budget challenges ahead. Operational responsibilities will be revisited with a new superintendent. Mrs. Nazzaro motioned to appoint Phil Littlehale as the Director of Finance, seconded by Mr. Wise. Roll Call Vote - Ms. McLaughlin – yes, Mrs. Nazzaro – yes, Mrs. Durgavich – yes, Mr. Wise – yes, Mr. Brandt – yes The vote passed 5-0. 4. School Choice Discussion and Potential Opt Out (A) Mr. Brandt noted if the committee did want to opt out of School Choice, a posted hearing would be necessary so tonight will be a discussion and understanding from the committee if there is any desire to consider opting out. Dr. Milaschewski shared some of the benefits of the program to the district. The district currently has 77 students enrolled through School Choice. Benefits include increased diversity, staffing support, and financial contribution. There was no interest expressed in opting out of the program for FY26, nor was there any concern about the available seats recommended by the district. The Committee also discussed consideration of long-term enrollment caps and noted assurance of full special education cost reimbursement. 2. Announce, Discuss and Vote to Accept Finalist Candidates for Superintendent Search (A) Page | 4 Mr. Wise thanked the Screening Committee and walked through the screening process that led to the selection of finalists shared at the meeting. A total of 24 applicants were reviewed, and 11 were interviewed by the Screening Committee. HR Director Michelle Roach noted that through a rigorous screening process, the Committee identified finalists who reflect the priorities heard from the School Committee and the community. Each candidate brings a different set of experiences and strengths, but all demonstrate a clear commitment to equity, instructional leadership, and building strong school communities. Mr. Roach announced the finalists: Andrew Bott Andrew currently serves as the Head of School at Brighton High School in Boston Public Schools and brings over 25 years of experience as a superintendent, principal, and teacher. He previously served as Superintendent in Brookline, where he led a large and complex district, managed a budget of over $100 million, and worked closely with the School Committee and town leadership on major initiatives. He also has deep experience in school turnaround work, including leading Orchard Gardens from a Level 4 to a Level 1 school. His experience reflects both district-level leadership and a strong track record of leading complex school turnaround efforts. Wendy Crocker-Roberge Wendy is currently the Assistant Superintendent for Schools and Leadership in Lowell Public Schools, where she supports school leaders across a district of approximately 15,000 students. In her role, she has led districtwide efforts to improve literacy outcomes, reduce the number of schools requiring targeted assistance, and strengthen curriculum and instruction. She also brings extensive experience as a PK–8 principal, where she led strong gains in student achievement and school culture. Her work demonstrates strong systems-level leadership and a focus on driving measurable improvement across schools. Heather Galante Heather most recently served as the Principal of Bedford High School and brings over 25 years of experience in public education, including nearly a decade as a high school principal. Page | 5 Her leadership has focused on building strong instructional teams, implementing Multi- Tiered Systems of Support, and advancing work in diversity, equity, inclusion, and belonging. She has led districtwide initiatives in curriculum, restorative practices, and professional learning, and has a strong track record of engaging students, staff, and families. Her work highlights a focus on building inclusive, student-centered systems that support both achievement and well-being. Dr. Henry Turner Henry currently serves as the Principal of Newton North High School, one of the largest and highest-performing high schools in Massachusetts. He brings nearly 20 years of experience in Massachusetts public education and has led significant work focused on expanding access to advanced coursework, strengthening student support systems, and using data to drive decision-making. Under his leadership, participation in rigorous coursework has increased significantly, particularly for students who have been historically underserved. His leadership reflects an ability to operate at scale while expanding access, rigor, and student outcomes. Candidate materials, including resumes, are available to the public. Committee members thanked the Screening Committee as well as district staff who have helped throughout this process. Mr. Brandt motioned to accept the following candidates as finalist for the superintendent position: Andrew Bott, Wendy Crocker-Roberge, Heather Galante, and Henry Turner, seconded by Mrs. Durgavich. Roll Call Vote - Ms. McLaughlin – yes, Mrs. Nazzaro – yes, Mrs. Durgavich – yes, Mr. Wise – yes, Mr. Brandt – yes The vote passed 5-0. D. Old Business 1. Superintendent Search Process Updates including discussion of process for developing interview and site visit questions The Committee discussed the superintendent search process, including planning for finalist interviews, site visits, and public access. Interviews will be split across two nights, with the second night broadcast live and the first night recorded and released during or after the second night begins. Virtual access will not be provided for the interviews. Members Page | 6 discussed this strategy to prevent candidates from accessing interview questions in advance. Mr. Brandt will centrally compile interview questions, with limited member feedback, and the same questions, order, and assignment will be used for all candidates. A scenario-based case study will be sent to candidates on the morning of the interviews. Members agreed that only limited follow-up questions will be permitted during interviews. Additionally, members will submit proposed questions for both interviews and site visits. Mrs. Durgavich motioned to adjourn, seconded by Mrs. Nazzaro. Roll Call Vote - Ms. McLaughlin – yes, Mrs. Nazzaro – yes, Mrs. Durgavich – yes, Mr. Wise – yes, Mr. Brandt – yes The vote passed 5-0. https://www.youtube.com/watch?v=yuMg2kc3TlE Meeting Adjourned from regular session at approximately 8:35pm. Town of Reading Meeting Minutes Page | 1 2016-09-22 LAG Board - Committee - Commission - Council: School Committee Date: 2026-03-31 Time: 6:00 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, Sarah McLaughlin, Lara Durgavich, and Carla Nazzaro Members - Not Present: Others Present: 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 6:00pm. B. Superintendent of Schools Candidate Interview – Dr. Henry Turner Mr. Brandt noted that the School Committee is responsible for three key areas: hiring and supervising the Superintendent, stewardship of the school budget, and setting goals and policies for the district. He emphasized that the opportunity to interview a candidate for Superintendent reflects the first responsibility—and most important—in identifying the next leader of Reading Public Schools. The School Committee had an opportunity to ask twelve questions and provide a scenario- based question. Dr. Turner opened with remarks thanking everyone for joining and shared more about his current role as principal of Newton North High School. He expressed pride in his school and its accomplishments, while also recognizing this as a meaningful leadership opportunity and a natural next step in his career. He emphasized the importance of supporting students and keeping them at the center of all decisions within a school district. The School Committee asked the following questions: Page | 2 1. What appeals to you specifically about coming to work for Reading Public Schools? What are some areas where you see a need for change or that you would like to build upon? Further, how do you see your particular skill sets working effectively for us and why do you feel your skills match our needs at this moment in time? 2. We are facing an operating override within the next few years, and will likely have some difficult budget years ahead. How do you approach budgeting, and when the budget doesn’t support level services, how do you determine what must be sacrificed? 3. Please describe your approach to responding to national events and the variety of political viewpoints present in any town. As Superintendent in Reading, how would you handle issues that come up on the national stage? How would you provide direction to principals and staff as well as communicate to families? 4. Our next question has two parts: a. Tell us about a team that you have built during your career, including why you chose the people on your team and how you built a culture together. b. Tell us about a time when you joined an existing team, how you came to understand the team members, assessed the effectiveness of the team, and carved out a role either supporting or improving the team’s performance. 5. Are you satisfied with your current (school or district) performance? Why or why not? Looking back, is there something you’ve championed in your current role you feel strongly about replicating in your next role, or anything you anticipate doing differently? Please explain. 6. If your current supervisor and peers were asked to identify your greatest development opportunity, what would they say? How do you know they would respond this way? The following scenario-based question was provided: A parent has taken to social media to complain about a specific teacher at their child’s middle school. The parent is asserting that the teacher is not providing the services their child is supposed to receive and that the teacher included misrepresentations on documentation about services provided. The parent noted that they attempted to work with the school's Principal on the issue, but didn’t make progress. The parent has asked a number of other parents for advice and help. The parent used to live in Reading but was recently evicted from their rented house and forced to move in with a friend. That friend lives in an apartment complex on the Wilmington side of the Reading/Wilmington border, and the parent had not informed the district of this move. The teacher, a Reading resident, noticed the post on social media and chose to engage to defend themselves. Throughout the life of the social media post, tensions increased between the original parent, the teacher, and other parents. One commenter heard through the grapevine that the original parent no longer lived in Reading. That parent suggested that the Page | 3 original parent, if they didn’t like the education their child was receiving in Reading, should enroll their child in the Wilmington Public Schools, since they now live in Wilmington anyway. Multiple parents took screenshots of the thread and sent them to School Committee members. Some parents demanded that the Principal or Superintendent fire the teacher, either because of the tone in the thread or because they believed the teacher had misrepresented services provided to the student. Other parents pressed for information on how Wilmington children could attend Reading Public Schools, especially during tight budget times. One School Committee member shared the screenshots and commentary with the Principal, while the other one shared them with you, the Superintendent. Scenario Questions: • What are the key points of information you pull out of this scenario? • How do you approach this situation? • Who do you talk to about the situation and why? • Are there any legal, policy, or other implications embedded in the scenario? If so, what are they? • If there is an ideal resolution, what is it and why? 7. How do you assess the impact and effectiveness of professional development programs across the different levels of the district? 8. In your view, what is the biggest challenge facing elementary schools that we collectively are not talking about enough? 9. How do you anticipate keeping the committee informed? In particular, what will be your strategy around communicating issues that are your responsibility but where the School Committee may have an interest or provide valuable perspective? 10. When our new Superintendent starts in July, we will be entering the final year of our union contracts. How would you propose that we use the bargaining process to promote student achievement as well as control our expenses? 11. Given you may have limited direct experience in special education, how would you ensure the district provides high-quality, legally compliant, and inclusive services for students with disabilities. How would you know if it’s working? 12. Can you describe an initiative you led that expanded access to high-quality learning opportunities for all students, particularly those historically underserved? How did you ensure those opportunities were accessible across grade levels, and what evidence did you use to determine whether they were truly closing gaps? After answering each question, Dr. Turner offered closing remarks, thanking the committee for the opportunity. He expressed appreciation for the representation on the screening committee Page | 4 and the various forums that have taken place. He noted the clear demonstration of passion within the community and the high standards for education—values he shares. https://www.youtube.com/watch?v=9NE-dfSy6IQ Meeting Adjourned from regular session at approximately 7:20pm. TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Accept Parents Supporting Student Theater Donation Please vote to accept a donation in the amount of $649 from the Parents Supporting Student Theater to replace the Dewalt miter saw for the scene shop. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Accept Friends of Reading Wrestling Donation Please vote to accept a donation in the amount of $1,769.48 from the Friends of Reading Wrestling in support of the Wrestling Coach for the 2025-2026 season. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Accept Friends of Reading Wrestling Donation Please vote to accept a donation in the amount of $2,949.13 from the Friends of Reading Wrestling in support of the Wrestling Coach for the 2025-2026 season. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Accept Friends of Reading Baseball Donation Please vote to accept a donation in the amount of $2,949.13 from the Friends of Reading Baseball in support of the two Varsity Assistant Coaches for the 2025-2026 season. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Accept Reading Youth Field Hockey Donation Please vote to accept a donation in the amount of $7,190 from the Reading Youth Field Hockey to support the RMHS field hockey program in purchasing new goals. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Approve Coolidge Nature’s Classroom Field Trip Request Please vote to approve an overnight field trip for Coolidge 7th grade students to attend Nature’s Classroom in Charlton, MA from October 7-9, 2026. The field trip approval form is included in the packet. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Approve Parker Nature’s Classroom Field Trip Request Please vote to approve an overnight, out of state field trip for Parker 7th grade students to attend Nature’s Classroom at Camp Cody in Freedom, NH from September 30 – October 2, 2026. The field trip approval form is included in the packet. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Vote to Approve NE First New England Robotic Field Trip Request Please vote to retroactively approve an out-of-state field trip for RMHS students to participate in the NE First New England Championship Robotics Competition April 16-18 in West Springfield, MA. Because the dates fall before the next School Committee meeting, retroactive approval is requested. The field trip approval form is included in the packet. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Jessica Callanan DATE: March 26, 2026 RE: Request to Surplus Property In compliance with the surplus disposition requirements of Massachusetts procurement law MGL Chapter 30B, I ask that the School Committee declare the items outlined below as surplus property: Reading Memorial High School Item Number Age Reason Spectrophotometers 2 Estimated 20 plus years old Broken Overhead Projectors 2 Estimated 20 plus years This type of projector is no longer used/supported. Once declared, the school department will take the required steps to offer these items to Town departments, or resold, or disposed of in accordance with the laws and regulations of the Commonwealth of Massachusetts. Please feel free to contact me with questions about this request. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee CC: Dr. Thomas Milaschewski, Superintendent of Schools Philip Littlehale, Director of Finance DATE: March 23, 2026 FR: Katelyn Finnegan, Assistant Business Manager RE: Acceptance of the Mass Bankers donation Please vote to accept the Mass Bankers Association donation in the amount of $5,500 awarded to Reading Memorial High School (RMHS). These funds will cover the cost of the Dual Enrollment Personal Finance course through Endicott College that RMHS students are taking this spring. EmpowerEd developed the curriculum for the course and are the instructors of the class. Thank you for your support with your vote to accept the Mass Bankers donation. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 New Business Reading Public Schools School Committee Meeting Packet April 16, 2026 To: Reading School Committee From: Erica Maillet, MPH, Reading Coalition for Prevention and Support Reading Police Department Date: March 9, 2026 Subject: Student Wellbeing Trends I serve as the Survey Coordination Liaison, supporting the District Data Action Team. I look forward to presenting to the committee on March 19, 2026. The presentation can be viewed at https://bit.ly/RMHSStudentWellbeing. The presentation will highlight the 2025 Youth Health Survey findings for RMHS students in grades 9 through 11. The survey was completed in partnership with JSI and funded by the Mystic Valley Public Health Coalition. Data Action Team District leaders, led by the Superintendent, played a central leadership role in the survey process, starting in 2024. Principal Callanan worked closely with the team to review and shape question selection, aligned the survey to school needs, coordinated communication to families, and oversaw school-based survey administration and proctoring. The principal leads ongoing work that uses survey findings to strengthen school climate, deepen health education, and support student voice. Survey Notes The development of the 2025 survey was conducted by the District Data Action Team in concert with JSI (survey consultant, Middlesex League). The Reading survey was refined based on parent feedback and school priorities. Skip patterns and additional language options were added to improve clarity and accessibility. Reading’s final high school questionnaire differed from those used in other communities. Grade 12 was not surveyed due to semester timing. The final sample included 651 students in 2025 compared to 642 in 2023. Regional and state comparisons were not included due to reporting delays and grade level samples. Key Findings Students reported healthier daily routines, stronger connections with trusted adults, and safer behaviors. Reports of bullying, unfair treatment, and unsafe online experiences decreased. Mental health indicators including anxiety, depression, and self-injury also declined. Substance use trends improved significantly, with clear decreases in vaping and marijuana use along with reduced ease of access. Binge drinking increased however, and students continued to overestimate peer substance use which remains a priority for prevention. Additional areas that require attention include food insecurity affecting some students, high screen time, relational aggression and digital safety. Next Steps District and school leadership, together with the Coalition, will use these findings to strengthen protective factors, refine prevention strategies, and maintain safe environments for RMHS students. Principal Callanan and Coalition Staff will soon begin the spring 2026 listening sessions with students to gather additional data. TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: April 14, 2026 RE: Presentation and discussion of “Instructional Supports: Executive Functioning” During the April 16 School Committee meeting, we will present and discuss the “Review of Instructional Supports: Executive Functioning.” A copy of the review is included in the packet. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 Reading Public Schools Review of Instructional Supports: Executive Functioning Spring 2025 - 2026 1 Table of Contents Executive Summary............................................................................................................................................3 Introduction.........................................................................................................................................................3 Introduction to the Program Review................................................................................................................3 Purpose...........................................................................................................................................................4 Evaluators.......................................................................................................................................................4 Executive Functioning Overview.....................................................................................................................5 Methodologies and Data Sources......................................................................................................................5 Staff Survey.....................................................................................................................................................6 Family Learning & Listening Sessions............................................................................................................6 School Observations.......................................................................................................................................6 IEP Review......................................................................................................................................................6 Summary of Findings..........................................................................................................................................6 Staff Survey.....................................................................................................................................................6 Participation...............................................................................................................................................6 Perceptions on Executive Functioning Skills.............................................................................................7 Areas of Focus..........................................................................................................................................8 Areas of Success.......................................................................................................................................9 Staff Training and Supports.....................................................................................................................10 Intentional Instruction of Executive Functioning: District Bright Spots.....................................................11 Middle School Curriculum & Professional Development...................................................................11 High School Curriculum/Programming..............................................................................................11 Family Listening Sessions.............................................................................................................................12 Executive Functioning Awareness and Importance.................................................................................12 Family Responsibilities............................................................................................................................13 Consistency Across Schools...................................................................................................................13 Impact of Technology...............................................................................................................................13 School Observations.....................................................................................................................................14 Early Childhood Classrooms (PreK – Grade 2).......................................................................................14 Upper Elementary Classrooms (Grades 3–5).........................................................................................14 Middle School Classrooms (Grades 6–8)................................................................................................15 High School Classrooms (Grades 9–12).................................................................................................15 Districtwide Trends and Takeaways........................................................................................................16 IEP Review....................................................................................................................................................16 Recommendations for Action..........................................................................................................................17 Summary of Strengths:..................................................................................................................................17 Summary Areas for Improvement:................................................................................................................17 Recommendations........................................................................................................................................18 Conclusion.........................................................................................................................................................19 Appendix............................................................................................................................................................20 References.........................................................................................................................................................20 2 Executive Summary Reading Public Schools (RPS) conducted an extensive PreK–12 program review to assess and improve how executive functioning (EF) skills are taught and supported across the district within both general and special education. Executive functioning—including organization, time management, planning, emotional regulation, and self-monitoring—is foundational to academic and lifelong success. While aligning with state and federal standards for evaluating student services, this review assesses executive functioning supports across both general and special education to ensure equity, consistency, and instructional excellence for all learners. The review employed a three-part methodology: ● A staff survey (348 respondents) identified widespread student struggles with EF skills, particularly in attention control, time management, planning, and self-monitoring. While 86% of staff expressed moderate or high comfort teaching EF, only 61% had received EF-specific training. ● Family listening sessions highlighted a strong desire for EF support and consistency across grade levels. Parents sought clearer roles, tools for home use, and more alignment between school and home practices. ● Classroom observations (45 total) revealed strong early childhood EF supports and bright spots in some schools. However, consistent gaps in explicit EF instruction, visual tool usage, and transition strategies were noted across both upper elementary and secondary settings. Additional findings include that 49% of students with IEPs have EF-related goals, reinforcing the need for system-wide attention to EF development. Recommendations for action focus on: ● Clarifying a districtwide vision for EF instruction, ● Implementing consistent, evidence-based strategies and curricula, ● Expanding professional development, and ● Strengthening family and community partnerships. This report provides a data-informed foundation for targeted action to ensure all students develop the EF skills necessary for academic achievement and personal growth. It is a review of how executive functioning is taught and supported across environments and is not an evaluation of, or a proposal for, a standalone or "substantially separate" special education program. The recommendations build on assets and strengths of the district and community, including its staff, partnerships, and systems. Introduction Introduction to the Program Review Reading Public Schools (RPS) is committed to ensuring that all students receive high-quality instruction and supports that enable them to thrive academically, socially, and emotionally. As part of this commitment, RPS conducted an internal program review of executive functioning (EF) supports across PreK–12 within both general and special education. Executive functioning skills—such as organization, planning, time management, emotional regulation, and working memory—are essential for student success both in school and in life. By conducting this review, RPS seeks to strengthen alignment with best practices and ensure that supports meet the diverse needs of all students. Conducting program reviews is required at both the state and federal levels. ● State Requirements: M.G.L. c. 69, sections 1A and 1I, and M.G.L. c. 71B, section 3, requires districts to evaluate programming, assess effectiveness, and ensure that appropriate services are provided to 3 students with disabilities. SE 56 requires that special education programs and services are regularly evaluated through documentation and interviews. ● Federal Requirements: The Individuals with Disabilities Education Act (IDEA) mandates that children with disabilities receive a free appropriate public education (FAPE) in the least restrictive environment (LRE) tailored to their needs. Through this work, RPS demonstrates and strengthens its commitment to providing a continuum of services aligned with Massachusetts Department of Elementary and Secondary Education (DESE) guidelines. Instruction across content areas—including English Language Arts, Math, and Science—reflects alignment with grade-level standards and is differentiated to address the diverse learning needs of students. Student progress is consistently monitored through valid, reliable assessments, and individualized goals in IEPs are based on strong baseline data. While there are no Massachusetts Curricular Frameworks or Learning Standards dedicated to the instruction of Executive Functioning skills, teaching and supporting executive functioning skills is essential to Reading Public Schools mission of encouraging our students to be the innovative leaders of tomorrow. Purpose The purpose of this program review is to explore the ways that students in Reading Public Schools are supported in their individual development of these important learning and life skills, and to recommend next steps for continued improvement across all grade levels. This review was designed to celebrate current strengths, identify areas for improvement, and ensure that evidence-based practices guide decision-making. Our goals included: ● Recognizing effective practices in executive functioning instruction and celebrating existing assets. ● Evaluating the effectiveness of current programming and identifying areas for growth. ● Ensuring strategies, systems, and staffing are aligned with evidence-based practices. ● Establishing consistency across schools to positively impact student outcomes. ● Creating clear, measurable, and transparent outcomes with progress reporting and next steps. This review was further guided by the following essential questions: ● What are the current strengths and gaps in how EF skills are supported across PreK–12? ● What are our current practices in the area of EF, and what is the baseline capacity of RPS staff members? ● How are we meeting the executive functioning needs of students with disabilities? This program review provides a foundation for strengthening practices, improving consistency across schools, and ensuring that all students develop the executive functioning skills they need to succeed. Evaluators An Executive Functioning Program Review Committee was established in the fall of 2024 in order to carry out this process. The team met six times between November 2024 and June 2025 to coordinate the methodologies detailed in this report. The committee consisted of the following members: Jennifer Stys, Assistant Superintendent for Student Services Sarah Hardy, Assistant Superintendent for Learning and Teaching Allison Wright, Director of Special Education Alanna Shone, RISE Director Jacquelyn Pelusi, Inclusion Specialist Allison Sarno, School Psychologist Stephanie Leccese, Special Education Teacher Ramsey Merritt, Director of Leadership Development, Harvard Doctor of Education Leadership Resident Heather Valentine, 2024-2025 Superintendent/Doctoral Fellow, EdLD Program (Harvard University) Danielle Betancourt, 2025-2026 Superintendent/Doctoral Fellow, EdLD Program (Harvard University) 4 Executive Functioning Overview Executive functioning skills are a collection of both internal cognitive processes and observable strategies which enable humans to manage and complete daily tasks. Researchers often define executive functioning as the ability to engage in “purposeful, goal-directed, and future-oriented behavior” (Kooper-Cahn & Foster, 2013). There are multiple definitions, but the graphic below captures the essential elements of Executive Functioning. Executive functioning is applied in both academic and social domains and develops from infancy through early adulthood. Executive functioning emerges over time as brain development, life experiences, instruction, and opportunities for practice and feedback lead to the skills outlined above (Kooper-Cahn & Foster, 2013). It is essential to remember that there is a great deal of variability in the development of executive functioning skills. Some individuals seem to exercise appropriate strategies naturally while others struggle to identify the best strategies, integrate feedback from their environment, and adjust when they encounter a challenge (Kooper-Cahn & Foster, 2013). Students with executive functioning challenges are often unable to fully articulate their conceptual understanding because their output is hindered by their inability to maintain attention, prioritize, organize, and complete academic tasks (Meltzer, 2010). Helping these students learn and apply appropriate strategies can improve their academic outcomes and also enhance their academic self-concept (Meltzer, 2010). Methodologies and Data Sources The Executive Functioning Program Review Committee took a three-step approach to this evaluation including a staff survey, family listening sessions, and school observations. In addition, key data was gathered to develop an understanding of the current needs of students. Each step is described in more detail below. 5 Staff Survey A survey was developed by the EF Program Review Committee and was shared with staff in March 2025, to which 348 educators responded. The goal of the survey was to gather insight on staff’s general understanding of executive functioning, current strengths and challenges with executive functioning skills, effective training and support, and additional needs or resources. Family Learning & Listening Sessions Two family listening sessions were held on April 9, 2025; one session in person (11 participants) and the other via Zoom (32 participants). The sessions were structured in a learning and listening style so participants learned information and concepts about EF and then provided their own input and perspective. The purpose of these sessions was to inform our understanding and gather qualitative data on how executive functioning skills are seen and/or impacted in students' home environments. School Observations Members of the Committee conducted 45 classroom observations across PreK, Elementary, Middle, and High Schools in both general and special education settings between March - December 2025. These observations were conducted in order to take data on how EF skills are explicitly taught and supported during tier 1 instruction. As a part of these observations, interventions and supports were noted that teachers and paraprofessionals were using to support students in the development of EF skills. IEP Review A review of current IEPs was conducted in April 2025 to gather data and information around executive functioning skills for students with disabilities. Summary of Findings Staff Survey Participation A total of 348 educators responded to the survey, teaching across all grade bands and within both general and special education. 6 Perceptions on Executive Functioning Skills Staff members surveyed reported that Executive Functioning skills are a challenge for students overall, with 96% of respondents choosing ratings of 3, 4, or 5 (Consistently Challenging) on a five-point scale. No respondents reported that EF skills are not a challenge for their students. This underscores the relevance of continued work in this area across all grade levels and student profiles. Most staff members (70% of surveyed staff) reported that 50-75% of their students exhibit difficulty with these skills. Areas of Focus Staff members reported that students demonstrate the greatest degree of difficulty in the area of Attentional Control (lack of focus), with 96% of staff reporting that students are Sometimes or Rarely Successful in this area. Self-Monitoring, Time Management, and Planning and Prioritizing also stood out as highly challenging skills according to staff surveyed, with 94% of staff reporting that students are Sometimes or Rarely Successful in these areas. 7 Attentional Control involves the ability to maintain focus and attention during tasks. Staff mention that students need to build skills to selectively minimize distractions and to increase the time that they can remain on task. Staff reported that 4% of students are Regularly Successful in the area of Attentional Control, while 39% are Rarely Successful. Commonly used strategies to support attention and focus include visual aids, timers, and self-monitoring techniques. Staff reported promoting focus through environmental management (e.g., limiting distractions, promoting seating arrangements which allow students to remain on task). Staff also reported prompting students to evaluate their focus during tasks, and to avoid multitasking during class time. Staff also noted the importance of supporting students to ask questions and ensure that they understand tasks so that confusion about expectations does not contribute to task avoidance. Self-Monitoring involves students assessing their progress and making necessary adjustments to stay on track. Without self-monitoring, students might overlook mistakes and fail to improve. Enhancing self-monitoring skills can promote higher accuracy in completing tasks, encourage continuous improvement, and foster a sense of responsibility, accountability, and self-awareness in students. Self-monitoring also has implications for social interactions, such as the ability to notice how our actions and words are received by peers. Academic self-monitoring encompasses checking one's work, using self-assessment tools like rubrics, and reflecting on task performance. Staff mention currently using strategies such as reflection sheets and regular individual check-ins during class time. Time Management is essential for completing assignments and balancing academic and extracurricular activities. Without it, students may experience procrastination, rushed work, and high levels of stress; or, it may cause students to miss deadlines, impacting grades and continued learning, which in turn can lead to disengagement with school. Time management deficits reflect broader concerns about prioritizing tasks and maintaining discipline. Focusing on time management can help students allocate sufficient time to their tasks, meet deadlines consistently, and achieve a balanced, engaged, and less stressful academic life. Staff reported classroom strategies in use such as using planners, creating schedules, and estimating task completion times. Several responses emphasize breaking down tasks into manageable parts and efficiently allocating time to complete them. 8 Planning and Prioritizing can be understood as a component of effective Time Management. It involves understanding what needs to be accomplished and in what order, and requires accurate time awareness (i.e., the ability to estimate how long a task will take to complete and to keep track of time as it passes while working on a task). Effective Planning and Prioritizing also often involves the physical management of required materials and effective organizational skills (e.g., gathering required materials, eliminating distractions such as phone and social input). Planning and Prioritizing sometimes requires emotional control, such as when a less-preferred task needs to be completed before moving on to a preferred activity. Surveyed staff reported that 80% of students are Regularly or Sometimes Successful in this area. Staff reported supporting Planning and Prioritizing through the use of agendas (both for planning homework and assignments, and also for structuring class time), timers (and reminders of time remaining), checklists (including specific organizers/models and “Get Ready, Do, Done”), and providing examples of final products. Areas of Success Survey results also pointed to several areas of relative strength across the district. Upper Elementary staff reported that around a quarter of students are Regularly Successful in the area of Flexibility. Middle School staff reported that more than a quarter of students are Regularly Successful in the areas of Flexibility, Emotional Control, and Impulse Control. High School staff reported that more than thirty percent of students are Regularly Successful in the area of Flexibility and more than half of students are Regularly successful in the areas of Emotional and Impulse Control. Flexibility involves the ability to shift to a different strategy when our first attempt to solve a problem is not successful. In academic and social settings, flexibility includes having an open mind and considering the ideas, strategies, and perspectives of others. Flexibility is required when students engage in group work, class discussions, and social interactions. Staff surveyed reported that 90% of students are Regularly or Sometimes Successful in the area of Flexibility. Staff continue to provide students with opportunities to practice this skill across settings. For example, staff reported that they offer students choice in the classroom, such as presenting various options for note taking formats and promoting increased independence with selecting preferred strategies. Emotional control, or emotional regulation, is the ability to identify our emotional states and exert some control over our response to big emotions that sometimes overwhelm us. It involves students being able to recognize that they are having an emotion and the ability to name that emotion as well as managing our behavior that occurs in response. Staff reported that 85% of students are Regularly or Sometimes Successful in the area of Emotional Control. Staff reported using clearly stated behavioral expectations for the classrooms, collaborating with support staff who work with students (i.e., utilizing consultation time to connect with service providers on IEPs), checking in with students individually to discuss behavior and redirect, and using incentives to acknowledge and promote positive behaviors. Impulse control involves intervening to interrupt our initial emotional responses to challenges and instead applying a more moderate response. For example, when faced with frustration in the classroom setting, students should choose to seek support from peers or adults or take a moment to review their academic resources, rather than becoming overwhelmed or disrupting the learning of classmates. Impulse control is a required skill within academic and social settings, as it allows for persistence in the face of challenges. Staff reported that 79% of students are Regularly or Sometimes Successful in demonstrating Impulse Control within the school setting. Some staff at the elementary level reported explicitly teaching and modeling social emotional skills and strategies, and providing students with opportunities to practice problem-solving using role-play scenarios and peer coaching. Staff Training and Supports Overall, 179 staff members (61%) report that they have had some level of training in the area of executive functioning while 113 staff members (39%) report that they have not. Staff members mentioned external professional development such as Sarah Ward (Cognitive Connections) and online trainings. Staff members also mention internal professional development such as staff meetings with Michelle Goldner (RPS 9 Occupational Therapist) or Jacquelyn Pelusi (Inclusion Specialist), as well as a PDP course with Jacquelyn Pelusi and Emma Costigan (RPS Inclusion Specialists). Staff Survey: Comfort with Teaching Executive Functioning Skills Survey respondents reported a moderate level of comfort with teaching EF skills, with 86% choosing favorable ratings of 3, 4, or 5 (Extremely Comfortable) on a five-point scale. Only 13% of staff rated their comfort in this area within the low range with a self-report rating of 1 (Not Comfortable at all) or 2. Intentional Instruction of Executive Functioning: District Bright Spots In the open response section of the staff survey, bright spots were highlighted across the district. Below are two examples of practices already occurring in Reading Public Schools. 10 Middle School Curriculum & Professional Development At Coolidge Middle School, the main topic of teacher professional development during staff meetings during the year 2023-2024 was Executive Functioning: what it is, how to teach it, and testing out many different lessons. The resources for this professional development included a training by Sarah Ward (online), a training by Michele Goldner, district OT, and the text “ADHD, Executive Functioning Practices & Behavioral Challenges in the Classroom.” Teachers utilized various strategies and activities from the book as they built their own capacity with teaching the skills. We also created some all-school alignment on: using visuals along with written directions; using visuals to help students organize (such as what they should have when they arrive at class), and visual timers. Teachers were also introduced to Brisk as a differentiation tool. In the year 2024-2025, the expectation was that teams were to align their teaching of some of the skills. By 2025-2026, we have created a plan in 6th grade where there will be one lesson a week spread over two Advisory blocks, where students are explicitly taught and practicing skills. These are also from the “ADHD, Executive Functioning” book mentioned above. In addition, students in grade 6 & 7 are spending six weeks of Advisory, 2x a week, on developing strategies related to attentional control, self-monitoring, and impulse control. These were developed in collaboration with our Inclusion Specialist; the lessons are elementary lessons adapted to middle school. High School Curriculum/Programming As part of our ongoing efforts to support student learning and academic achievement, teacher survey responses highlighted the use of the SMARTS Executive Functioning Curriculum at the high school level. SMARTS is a flexible, research-based program designed to explicitly teach executive functioning strategies that are essential to success in school and beyond. Executive functioning skills, such as goal setting, cognitive flexibility, working memory, organization, and metacognitive awareness, are foundational to academic performance. These skills are critical for all learners and especially important for students with learning and attention differences. As academic demands increase throughout high school, students benefit from targeted instruction that builds their ability to manage time, plan effectively, and approach tasks strategically. These are some of the areas that teachers explicitly teach during academic support at the high school. Academic support classes are composed of students on Individualized Education Plans (IEPs). The expectation is the curriculum is delivered quarterly by special education teachers during academic support. Teachers implement structured lessons and activities that teach executive functioning strategies explicitly, while also helping students apply these skills across other areas of their school day. By integrating these lessons into academic support structures, it helps student development of lifelong skills that will prepare them for future success. Ninth Grade teachers agreed upon a set of classroom expectations to support teaching EF skills, which provides a more structured setting and supports transition from middle school for grade 9 students specifically. These teachers meet quarterly with the grade 9 assistant principal to review the expectations and update them as needed. This initiative has been in place for 3-academic years. In order to ensure students have the ability to implement appropriate EF skills, such as emotional regulation and attentional focus, the high school is invested in teaching work-based learning and durable skills. Also, there is a robust school counseling (SEL) curriculum that students receive each school year from their assigned counselors. The curriculum is based in Project Wayfinder curriculum related to building a sense of belonging. Through the WBL and durable skill development students are developing deeper understanding and ability to carry out skills in real world settings through career connected learning, which supports real-world application of their EF skills. Innovation Career Pathways (ICP) is part of this, which is gr. 9-12, as well as senior internships. In the academic year 2022-23 RMHS also offered EF classes to students during flex blocks. These classes were taught by teachers trained in the SMARTS curriculum and open to all students 9-12. A small number of students signed up and attended these sessions based on interest (or parent interest). It was challenging to 11 get students to consistently attend and as a result it was decided to lean in more with training staff on EF instructional techniques and strategies during PD rather than opt in courses for students. In addition, during the 2025-2026 school year, the high school has introduced a program called BOOST/Academic Lab which is a tier 2 intervention designed to support students experiencing academic challenges. Students receive support in EF skills such as prioritizing work, progress monitoring, and social-emotional skill development through tiered intervention based upon the school counselor noting that a student is failing one or more classes during a given term, or after being identified through referrals at SST by academic teachers. High School Professional Development In 2024-25 there were PD tracks that staff could self-select into on the topics of Neurodivergent Learners, Keys to Literacy and Differentiated Instruction. All of these PD tracks touched upon EF instructional techniques. The point in articulating this is to highlight the ongoing effort to assist staff in developing EF instructional techniques over multiple academic years.This school year, 15 high school staff members are participating in a PD Track entitled, The Hidden Curriculum: Executive Functioning for All Learners on early release days. The focus of our PD is the following: ● Identify, define, and understand the different components of executive function (EF skills) ● Differentiate between “cold” and “hot” EF skills (habits of work vs. habits of mind) ● Learn about & implement targeted strategies to support students in managing EF demands both in the classroom and daily life Family Listening Sessions Common themes that emerged during these sessions are summarized below. Executive Functioning Awareness and Importance ● Parents recognize EF skills as critical for academic and life success. ● Some parents were very familiar with EF concepts; others had to look it up. Only 4 out of 19 responders (21%) rated themselves as being able to define EF relatively well or very well. ● Some parents referenced the district-sponsored speakers such as Sarah Ward and Lynn Lyons, and expressed an appreciation for new strategies that could be applied to the home setting to reinforce EF skill development. ● Parents are eager for EF training for both themselves and teachers, emphasizing that understanding EF should extend to all school staff, not just teachers. 12 Family Responsibilities ● Parents asked about what schools vs. families should be responsible for when supporting EF skills. ● Parents shared examples of challenges experienced at home such as emotional control after school, difficulty with routines, challenges around technology and screen time at home, homework completion, getting dressed independently, and following multi-step directions. ● Parents wanted examples of checklists, roadmaps, and problem-solving strategies tailored to developmental stages. ● There was strong interest in continuing the conversation and building more resources for families. Consistency Across Schools ● Concerns were shared about different EF-related programs and language across elementary schools, making transitions to middle and high school harder. ● Parents requested information about the social-emotional curriculums (e.g., Zones of Regulation, Open Circle) so they can align practices at home. Impact of Technology ● Parents noted a decline in attention spans and attributed part of it to increased screen time. ● Parents expressed difficulty managing children's screen use while trying not to socially isolate them. ● A parent shared a current initiative to “wait until eighth” for cell phone use, which encourages parents to postpone cell phone distribution to their teens until the eighth grade, allowing students to mature before adding the nuance of social communication via devices. This is active in one elementary school currently. Overall, the family listening sessions resulted in the takeaway that families are eager to partner with schools and are interested in more training in the area of executive functioning as it relates to student’s home environments. School Observations In the spring and fall of 2025, forty five instructional observations were conducted across all grade spans in both general education and special education settings to evaluate the current state of executive functioning (EF) instruction and support. This section of the evaluation focused on identifying effective practices, understanding the presence and quality of both social-emotional and organizational EF components, and surfacing opportunities to improve coherence and alignment across the district. 13 This section synthesizes classroom observations utilizing key instructional 'look-fors.' The presence or absence of these indicators highlight both the established practices and the existing gaps in daily EF support, providing a clear assessment of how these skills are integrated across the district. Early Childhood Classrooms (PreK – Grade 2) Across early childhood classrooms, visual supports were consistently present, including feelings charts, breathing strategies, daily schedules, and job charts. However, their effectiveness varied significantly based on placement. In some classrooms, visual tools were placed at child eye-level and incorporated into instruction, maximizing their accessibility. In contrast, some visuals in other classrooms were mounted too high or positioned behind students, limiting their usefulness. Transitions were generally strong across early childhood settings. Most teachers used proactive strategies such as songs, countdowns, and visual cues to support students. Classroom management and emotional regulation were also key themes. Successful classrooms reinforced positive behaviors using games, breathing techniques, and co-regulation strategies. Students were more likely to respond positively to clear but encouraging feedback with a focus on emotional awareness and age appropriate strategies rather than purely corrective language. The tone and affect of the teacher proved influential. Classrooms where teachers used varied, warm, and calm tones saw stronger student engagement and regulation. In the most successful classrooms, non-verbal cues were also used effectively. In contrast, classrooms in which teachers did not use these aforementioned strategies saw reduced student connection and engagement. Notably, in a few classrooms, teachers integrated brain-based language and emotional vocabulary into their instruction—for example, referencing the nervous system during moments of dysregulation. Others redirected behavior more traditionally, missing opportunities to validate students' emotional experiences. Upper Elementary Classrooms (Grades 3–5) In upper elementary classrooms, visual supports were present but at times underutilized. Most rooms featured tools such as emotion charts, schedules, or calming visuals; however, the size, placement, and clarity of these supports sometimes reduced their impact. Transitions between tasks and subjects varied in quality. In the most effective classrooms, teachers provided chunked instructions, verbal cues, and used timers to create clear, predictable transitions. Where fewer strategies were employed, transitions were less clear. A clear correlation emerged between positive behavior and strong teacher-student rapport. Classrooms with strong evidence of an executive functioning focus balanced warmth and structure effectively. Embedding EF supports into the flow of instruction as well as consistent routines and clear expectations resulted in higher levels of student engagement. Conversely, in classrooms with fewer predictable routines, structured processes, and less clarity of expectations, there was reduced student engagement. Middle School Classrooms (Grades 6–8) Middle school classroom observations reflected generally positive learning environments with occasional embedded executive function (EF) supports; however, the use of explicit EF skill instruction varied across classrooms. Relative strengths were observed in the provision of guidance, tools, and modeling within the domains of task initiation, planning, organization, and self-monitoring. In these areas, some teachers implemented structured and consistently reinforced routines, including guided use of planners, posted agendas and warm-up activities, instructional timers, and clearly displayed materials lists. 14 Instructional delivery often incorporated humor and verbal affirmation, contributing to positive teacher-student relationships and a supportive classroom climate. While these practices supported relational engagement, explicit EF-specific coaching was limited. Only a small number of teachers demonstrated intentional instruction or modeling in the domains of impulse control, emotional regulation, and flexibility, and these practices were not consistently observed across classrooms. When present, effective strategies included teacher “think-alouds” that modeled adaptive responses to challenging tasks, such as the use of positive self-talk and deliberate strategy selection. The teacher effect remained a significant factor in shaping classroom tone and student responsiveness. Although relationships were generally positive, greater emphasis on systematic EF instruction presents an opportunity to strengthen student engagement and increase sustained investment in learning. More consistent integration of EF skill development into instructional practice would support improved engagement and learning outcomes across settings. High School Classrooms (Grades 9–12) Observations in high school classrooms revealed a wide range in the implementation of executive function (EF) skill development practices. In most cases, classrooms fell into one of two patterns: either teachers intentionally and explicitly embedded EF strategies, tools, and modeling across multiple domains, or there was minimal evidence of such practices in any domain. Notably, there was no clear correlation between content, course (AP, honors, or CP), or grade level and the presence of these behaviors. In classrooms where teachers employed highly structured routines supported by robust visual and auditory cues, students demonstrated greater independence, engagement, and positive affect. These routines included clear signage for materials and processes, posted and coherently sequenced agendas with explicit goals and objectives, and opportunities for guided student choice. As a result, students showed stronger skills in organizing materials, monitoring their own progress, and sustaining attention. Observed strategies included designated storage for shared calculators, a “parking lot” for personal devices, individualized lesson plans posted on Google Classroom, and the use of timers and calendars with visual signposts for projects and assignments. Across all classrooms, the three EF domains least frequently addressed were impulse control, working memory, and emotional regulation. Although overall student behavior was compliant, this reflects a missed opportunity to intentionally support the development of internal self-regulation skills. Compliance does not equate to commitment or investment. Students are better prepared to navigate complex academic and personal challenges when they are given opportunities to practice regulation skills or observe effective modeling in their daily experiences. Integrating emotional awareness into academic routines—for example, through brief check-ins at the start of class, at the launch of a new unit or concept, or prior to assessments—can support this development. Additionally, environmental print and signage can reinforce well-being and self-care. Teachers can further model emotional regulation by naming their own emotions aloud and visibly using coping strategies and positive self-talk in real time. Districtwide Trends and Takeaways It is notable that there are a number of exemplar classrooms that demonstrated particularly successful and consistent strategies during the observations, which may provide a model of practice to draw from when training and supporting staff across the district. Across the district, several clear trends emerged in relation to EF best practices: ● Visual supports are most effective when accessible, student-centered, and consistently referenced during instruction. 15 ● Smooth transitions are grounded in routines, proactive supports (e.g., timers, songs), and clear expectations. ● Teacher warmth, humor, and responsiveness are strongly linked to student engagement and classroom regulation. ● Explicit EF instruction, particularly related to planning, task initiation, and self-monitoring, correlates with improved student independence and focus. IEP Review All IEPs were reviewed to note the total number of executive functioning goals and goal areas across all IEPs. As a result of this review, we know that, of the 743 students on IEPs in the district, 49% have documented goals related to executive functioning. These students span quite evenly across all grade levels PreK-12, demonstrating that executive functioning continues to be a needed skill development in all grade levels. It is important to note that the EF goals were not written consistently across IEPs. For example, sometimes they were their own goal area with objectives, and other times they were embedded in reading and math. Recommendations for Action Summary of Strengths: Reading Public Schools has a dedicated teaching staff with positive relationships with students. 86% of staff report moderate comfort teaching executive functioning skills. Based on these strengths, we know that there is a strong foundation on which to build capacity and transfer learned skills and strategies immediately to classrooms. At several sites, we have models of practice with examples of training, curriculum, consistent instructional strategies, and intervention programs already taking place. These exemplars can serve as models, supporting professional development by enabling staff to observe effective practices, spark ideas, and 16 replicate these practices in their schools and classrooms. There is also a strong desire from families to partner with our schools to support executive functioning skills at home and to create consistency for students’ learning and development. The district has also created an overview of executive functioning that can provide a framework to align future efforts towards better and more consistent instructional practices and supports. Summary Areas for Improvement: Several clear systemic opportunities for improvement and alignment emerged from the Program Review: ● Consistent Instructional Strategies and Corresponding Professional Development: Educators across grade levels expressed a desire for concrete strategies, common tools, and structured EF support. Secondary educators in particular reported limited training in executive functioning and child development. ● Curriculum: Formal EF curricula (aside from SMARTS) are rarely in place. Teachers frequently report using piecemeal resources or creating their own supports. Consistent Tier 1 EF curriculum is not in place or vertically aligned. ● Collaboration: Collaboration on EF skill development and use of strategies is strongest in early childhood and special education teams. At the secondary level, collaboration is less systematic and often reactive rather than proactive. Because EF skills are embedded in all content areas and facets of learning, it’s important to consider how staff collaborate around EF skills specifically, rather than solely focusing on academic content area collaboration. ● Tools and Monitoring: Rubrics and checklists are not consistently used. High school teachers noted a lack of systemic coordination around workload and EF scaffolding. ● Partnerships with Families and Community: Develop a shared understanding of executive functioning through aligned training, common language, and clear communication about how schools and families can work together to support these skills. Engage families as active partners by providing practical resources, inviting ongoing dialogue, and collaborating with the community on challenges such as transitions, routines, and technology use to ensure consistent support for students across home and school. Recommendations (SY 2026-2027) Provide clarity of vision and goals to both internal and external partners ● Leverage the EF Overview Framework to define executive functioning and promote clarity across internal and external settings. For example, continuing the work begun at some schools to connect the framework to the DCAP and connect to best practices being used in the classroom. ● Define the vision and goals for this work across the district, including what success will look like, monitoring tools, and training/supports for instructional staff and families, which includes providing building administrators with training on EF and monitoring tools. ● Create an EF Developmental Skills document to clarify the expected developmental 17 trajectory of executive functions across grade levels, evaluating existing frameworks and adopting a shared understanding of milestones, and what will be implemented in classrooms in instruction and accommodations, including accommodations provided in 504 plans that allow students with disabilities to access the general education curriculum. ● Ensure district-level systems (including professional learning plans, monitoring routines, and principal training and support) align with the goals and objectives set forth in the vision. ● Create clear classroom observation tools and rubrics to create clarity of vision, goals, and implementation monitoring. Align intentional instructional practices across classrooms and schools ● General Education: ○ Expand Executive Functioning skill teaching into Tier 1 at all levels (early, elementary, middle, and high school) in academics and SEL learning as part of tiered support and Understanding Each Other at the elementary level.. ○ Provide school-level agency, based on specific school and district data, to ensure that strategies selected are the highest-need for that site and aligned with the EF Developmental Skills Document. ○ Task teacher leadership teams with the promotion of school alignment on consistent set up of classroom visuals, routines, and systems (such as anchor charts, planners, hall pass systems, etc) with a lens on student support. ○ Provide professional learning on the selected strategies. Leverage existing job-embedded professional learning (Inclusion Coach, early release days, etc) to provide this training. ○ Create inclusive routines to monitor the quality of implementation. Involve staff in these cycles of continuous improvement. ○ ● Special Education: ○ Outline the difference between developmentally appropriate executive functioning challenges versus disability-based challenges. Consider the creation of qualification criteria for executive functioning IEP goals. ○ Expand interventions by adopting an evidence-based executive functioning curriculum at each level in order to facilitate academic support and to progress monitor individual IEP goals. ○ Create collaborative opportunities for students’ teachers to work together to align on explicit teaching strategies and goal supports. ○ Provide professional development training to support consistent, quarterly delivery of EF curriculum at RMHS by special education teachers during academic support block. ○ Examine how Executive Functioning is addressed in IEPs (i.e. how the goals are written, how services are provided) and consider common language to be used when addressing these skills. Develop and deepen partnerships with families and community ● Facilitate parent education sessions that reinforce classroom instruction and can help to create consistent expectations, language, and strategies for use with students. ● Collaborate with the Reading Children’s Cabinet to expand outreach and partnerships in service of the vision and goals. 18 ● Build connections with local preschools to create reciprocal sharing of teaching strategies, alignment of practices, ultimately to support student entry to Kindergarten. Conclusion The Executive Functioning Program Review marks a significant step forward in Reading Public Schools’ commitment to equitable, evidence-based support for all learners. The findings highlight both the widespread need for executive functioning instruction and the existing strengths that can serve as a foundation for districtwide improvement. From early childhood to high school, educators, families, and administrators recognize that executive functioning skills are essential for students' academic performance, independence, and long-term success. While some schools and classrooms demonstrate strong, embedded EF practices, the review surfaced important opportunities for growth, including the need for clearer districtwide alignment, more explicit instruction, and deeper professional learning. Additionally, families have expressed a strong interest in partnering with schools to support EF development at home and during key transitions between grade levels. Moving forward, RPS is well-positioned to build on this momentum by implementing the recommended actions—defining a clear vision, strengthening instructional consistency, and expanding collaboration with families and the community. Through these efforts, RPS will ensure that all students, including those with disabilities and those navigating typical developmental challenges, are equipped with the skills they need to thrive both in school and beyond. This review serves not as an endpoint, but as the foundation for ongoing, collaborative improvement—anchored in data, aligned with best practices, and responsive to the needs of students, staff, and families. Findings and priority areas will be incorporated into a structured refresh cycle, with initial review and reflection occurring at both the school and district levels to inform adjustments, monitor implementation, and track progress over time. A summary of this work will be presented to the School Committee as part of a Student Services update, and key highlights will also be shared with the Special Education Parent Advisory Council (SEPAC) to support transparency, shared understanding, and continued partnership. Appendix ● Infographic developed to accompany the survey: ● EF Infographic FINAL.pdf ● Observation Rubrics ● Early Childhood EF Rubric_FINAL.pdf ● Upper Elementary EF Rubric_FINAL.pdf ● Middle School EF Rubric_FINAL.pdf ● High School EF Rubric_FINAL.pdf 19 References Cooper-Kahn, J., & Foster, M. (2013). Boosting executive skills in the classroom: A practical guide for educators. Jossey-Bass. Goldrich, C., & Wolf, C. (2019). ADHD, executive function & behavioral challenges in the classroom: Managing the impact on learning, motivation, and stress. PESI Publishing & Media. Izzo, M. V., & Horne, L. R. (2016). Empowering students with hidden disabilities: A path to pride and success. Brookes Publishing. Meltzer, L. (2010). Promoting executive function in the classroom: What works for special-needs learners. The Guilford Press. Strosnider, R. I., & Sharpe, V. S. (2019). The executive function guidebook: Strategies to help all students achieve success. Corwin. Zadina, J. N. (2014). Multiple pathways to the student brain: Energizing and enhancing instruction. Jossey-Bass. 20 TO: FROM: DATE: RE: Reading School Committee Olivia Lejeune, Executive Assistant to the Superintendent April 14, 2026 Approve Last Day of School for SY25-26 During the April 16 School Committee meeting, we will request that the School Committee approve June 22, 2026, as the last day of school for SY25–26. With four snow days this school year (January 26 and 27, and February 23 and 24), the last day should be pushed back four days from June 15 to June 22. Therefore, we believe it is appropriate to move forward with confirming June 22 as the final day of 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 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: April 14, 2026 TOPIC: Vote to Appoint Vice-Chair of School Committee (A) With Mrs. Nazzaro having exited the Committee and the Vice-Chair position now open, we will vote to appoint a Vice- Chair of the School Committee at the April 16 meeting. Administrative Offices 82 Oakland Road Reading, MA 01867 781 944-5800 READING SCHOOL COMMITTEE Shawn Brandt Chair Geoffrey Coram 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: April 15, 2026 TOPIC: Discussion on Policy GBD – School Committee-Staff Communications At Thursday's meeting, we will discuss potentially amending Policy GBD. With Dr. Coram's addition to the School Committee, it has exposed a potential gap in our policy as it relates to School Committee members with ongoing volunteer roles in the district. We will have an initial discussion to understand the Committee's preferences around a potential update to the policy, with the options being to refer to the Policy Subcommittee or to notice our intent to do a one meeting review / revision at an upcoming meeting.