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Home My WebLink About2024-12-19 School Committee MeetingOpen Session 7:00p.m. Reading Memorial High School Library Reading, MA Reading Public Schools School Committee Meeting Packet December 19, 2024 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: 2024-12-19 Time: 7:00 PM Building: School - Memorial High Location: School Library Address: 62 Oakland Road Agenda: Revised Purpose: Open Session Meeting Called By: Thomas Wise, Chair Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted. Topics of Discussion: 7:00 p.m. A. Call to Order 7:00 p.m. B. Public Comment Focus on Excellence 1. Recognition of RMHS DECA Team Consent Agenda 1. Minutes (12-05-2024) 2. Acceptance of FY25 Educational Improvement Earmark – RMHS Award 3. Acceptance of FY25 HQIM PDPO Grant Award 4. Friends of Reading Rockets Hockey Donation 5. Friends of Reading Football Donation 6. Northshore Education Consortium 2024 Annual Report Accounts Payable Warrant Reports 1. 12-05-2024 2. 12-12-2024 Reports 1. Assistant Superintendent for Learning & Teaching 2. Superintendent 3. Liaison/Sub-Committee 7:10 p.m. E. New Business 1. Q1 – FY25 Human Resources Update 2. RISE Preschool Programming Update 3. Literacy Update – Building Literacy Success for Every Student with a Systematic Approach to Screening & Intervention 4. Parker & RISE Leadership Search Processes 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 8:30 p.m. Adjourn Join Zoom Meeting https://readingpsma.zoom.us/j/82934829207 Meeting ID: 829 3482 9207 Find your local number: https://readingpsma.zoom.us/u/kevtzj5din Consent Agenda Reading Public Schools School Committee Meeting Packet December 19, 2024 Town of Reading Meeting Minutes Page | 1 2016-09-22 LAG Board - Committee - Commission - Council: School Committee Date: 2024-12-05 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: Tom Wise, Charles Robinson, Shawn Brandt (remote), Erin Gaffen, Sarah McLaughlin and Carla Nazzaro Members - Not Present: Others Present: Student Alex Vincent, Interim Director of Finance and Operations Philip Littlehale, and Superintendent Dr. Thomas Milaschewski Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson. Topics of Discussion: A. Call to Order – Mr. Wise called the meeting to order at approximately 7:03 p.m. to review the agenda. Roll Call Attendance – Mr. Robinson – here, Mrs. Nazzaro – here, Mrs. Gaffen – here, Ms. McLaughlin – here, Mr. Brandt – here, Mr. Wise – here B. Public Comment – None Focus on Excellence 1. The committee recognized and celebrated the RMHS Boys Cross Country Team for their first state championship win in 50 years. Consent Agenda 1. Minutes (11-07-2024) 2. Acceptance of FY25 METCO REI Implementation Grant Award 3. Acceptance of FY25 MyCAP Planning and Implementation Grant 4. Request to Surplus Property – Coolidge 5. RMHS Wrestling Tournament Field Trip Request (2) 6. Coolidge Middle School Drama Donation 7. Special Olympics Unified Champion Schools Donation (2) 8. Unified Sports Donation Page | 2 Accounts Payable Warrant Reports 1. 11-07-2024 2. 11-14-2024 3. 11-19-2024 4. 11-27-2024 Payroll Warrant Reports 1. 08-16-2024 2. 08-30-2024 3. 09-13-2024 4. 09-27-2024 5. 10-11-2024 6. 10-25-2024 7. 11-08-2024 8. 11-22-2024 Mrs. Gaffen motioned to approve the consent agenda, seconded by Mr. Robinson. Roll Call Vote – Mr. Robinson – yes, Mrs. Nazzaro – yes, Mrs. Gaffen – yes, Mrs. McLaughlin – yes, Mr. Brandt – yes, Mr. Wise – yes The vote passed 6-0. Reports 1. Interim Director of Finance and Operations – Mr. Littlehale thanked the central office and principals who have been helpful in getting up to speed. He also expressed special gratitude to Assistant Business Manager Kate Finnegan for her support and guidance. 2. Superintendent – Dr. Milaschewski encouraged the community to attend the Festival of the Trees this weekend, as well as the Reading METCO brunch. 3. Liaison/Sub-Committee a. Student representatives shared the following updates: i. Homecoming Week: Students celebrated homecoming week prior to Thanksgiving break. The RMHS football team and students got to experience the Thanksgiving game at Fenway. ii. Innovation Career Pathways: Students in the healthcare pathway recently went on a field trip to meet with the Medford Public Health Office and learn about careers addressing public health issues. iii. Business Students Field Trip: Over 40 business students took a field trip to the Manning School of Business at UMass Lowell for a business immersion experience. iv. Winter Athletics kicked off on December 2nd. v. STEM Talks: A series of talks centered around STEM have been launched during the flex period and will continue throughout the year. Page | 3 b. Mr. Robinson – The recreation committee has met and had a light agenda while the charter review committee was scheduled to meet, but had to reschedule. c. Mrs. Nazzaro – The Killam Open House will take place on Monday with a quick presentation, the next school building meeting is on December 16th, and a sustainability community meeting will be held in January. d. Mrs. Gaffen – Thank you to REF for the concierge tree. Mrs. Gaffen shared that the annual menorah lighting will be on Sunday evening at 5 PM. e. Ms. McLaughlin – The Coalition met and provided some great updates around support for health classes and mental health first aid, though there was nothing school-specific discussed. The Dickens Faire will be on the 14th, featuring arts and crafts. The Select Choir will be caroling around town. f. Mr. Brandt – No Report g. Mr. Wise – The ACE Committee will have a delegate, Ryan Johnstone, who has a strong legal background and experience with public policy, and London Stith Nichols has been nominated for the student delegate position. E. New Business 1. High School Professional Development Principal Callanan and Assistant Principal and Director of Academic Achievement, Ms. Buckley, provided a presentation on the continuous professional learning plan at RMHS. In their presentation, they shared a high-level overview of professional learning at RMHS, explained the expanded role of Department Heads as instructional leaders and leaders of content-focused professional learning, and outlined the types of professional learning structures in place for all staff at RMHS. A full copy of the presentation can be found in the packet. 2. Q1 – FY 25 Financial Update Mr. Littlehale provided a Q1 FY25 financial update for the period ending September 30, 2024. In terms of the general fund, everything is tracking well. He commended the staff for the number of grant applications submitted. Regarding revolving accounts, Mr. Littlehale emphasized the importance of ensuring there are enough funds to offset expenses and projected the full year for all lines. He also mentioned making some adjustments and sharing more graphs in future updates. 3. FY26 School Committee Budget Priorities Discussion While anticipating a level-funded budget, the committee outlined the following priorities for the administration to consider as they formulate the FY26 budget, along with considerations for the future such as: • Support for High-Risk Groups: Build on METCO grant and summer reading opportunities; focus on high-risk groups such as MLL, students with IEPs, etc. to address learning gaps. Page | 4 • Program Evaluations: Continue evaluating existing programs to ensure effectiveness and efficiency. • Executive Functioning Tools: Investment in tools to support executive functioning skills. • Busing Needs: Address the need for bussing in general education. • HVAC Upgrades: Consider HVAC review and upgrades in the capital plan. • Math Coaches: The addition of these positions has had a clear impact; explore the possibility of expanding this program as funds allow. • Support for Behavioral Needs: Additional support or programming to address behavioral challenges in the lower grades. • Half-Day Fridays: Evaluate the impact of half-day Fridays at the elementary level, with a focus on maximizing time for learning. Mrs. Gaffen motioned to adjourn to Executive Session and not return to open session to discuss strategy in preparation for negotiations with non-union personnel (Central Office & Principals) as the chair declares an open meeting will have a detrimental effect on the negotiations, seconded by Mr. Robinson. Roll Call Vote – Mr. Robinson – yes, Mrs. Nazzaro – yes, Mrs. Gaffen – yes, Mrs. McLaughlin – yes, Mr. Brandt – yes, Mr. Wise – yes The vote passed 6-0. https://www.youtube.com/watch?v=fWqYhCrwWg4 Meeting Adjourned from regular session at approximately 8:49pm. TO: Reading School Committee CC: Dr. Thomas Milaschewski, Superintendent of Schools Philip Littlehale, Interim Director of Finance and Operations DATE: December 13, 2024 FR: Katelyn Finnegan, Assistant Business Manager RE: Acceptance of FY25 Educational Improvement Earmark – RMHS award The FY25 state budget has appropriated a special support earmark in the amount of $50,000 for Reading Memorial High School. The money will fund a portion of the digital autopsy table (Anatomage Virtual Cadaver Table) that will bolster programming in science classes by providing students hands on experiences on a daily basis while in school. This will be incredibly valuable to the students in the Healthcare and Social Assistance Innovation Career Pathway, which is in its first year at RMHS. The total cost of the table is $115,590. The remaining funding for the table will be taken from a previously approved Skills Capitol Grant from EOE. Thank you for your support with your vote to accept the FY25 Educational Improvement Earmark – RMHS award. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee CC: Dr. Thomas Milaschewski, Superintendent of Schools Philip Littlehale, Interim Director of Finance and Operations DATE: December 17, 2024 FR: Katelyn Finnegan, Assistant Business Manager RE: Acceptance of FY25 HQIM PDPO Grant Award The Department of Elementary and Secondary Education has awarded Reading Public Schools with a FY25 High- Quality Instructional Materials (HQIM) Professional Development and Purchase Opportunity (PDPO) grant in the amount of $37,383. The purpose of this competitive grant is to provide funding for districts to effectively implement HQIM in alignment with their district's instructional vision and the DESE Educational Vision for deeper learning. Reading Public Schools grant application outlined two professional development opportunities to strengthen our implementation of Illustrative Math (IM) in grades K-6. Those opportunities are: • Professional development for building leaders in conducting IM classroom observations and in support IM implementation through building teams. • Professional development for K-6 teachers and the K-8 math coaches in IM implementation focused on deepening teacher understanding and ability to utilize the IM components to differentiate instructional supports for all learners, and, in particular, for students who historically have struggled with academic growth and achievement. This grant is administered by TNTP, so in addition to the two professional development opportunities, this grant offers access to TNTP’s consultation and planning services. This includes classroom walkthroughs and regular meetings with the leadership team to support IM implementation. Thank you for your support and your vote to accept the FY25 HQIM PDPO grant Award. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: December 17, 2024 RE: Vote to Accept Friends of Reading Rockets Hockey Donation Please vote to accept a donation from the Friends of Reading Rockets Hockey in the amount of $2,000 to benefit the two assistant coaching positions. 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: December 17, 2024 RE: Vote to Accept Friends of Reading Football Donation Please vote to accept a donation from the Friends of Reading Football in the amount of $10,812 to benefit four coaching staff. 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: December 17, 2024 RE: Northshore Education Consortium 2024 Annual Report Please find a copy of the Northshore Education Consortium (NEC) 2024 Annual Report in the packet. This report has been submitted to DESE and publicly disclosed on the NEC website. We are sharing it with the School Committee for disclosure. Please let us know if you have any questions. 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 2023-2024 Northshore Education Consortium 112 Sohier Road, Beverly, MA 01915 Tel: 978-232-9755 | www.nsedu.org NEC Annual Report 20242 Member School Districts: Beverly, Danvers, Gloucester, Hamilton-Wenham Regional, Ipswich, Lynn, Lynnfield, Manchester-Essex Regional, Marblehead, Masconomet Regional, Nahant, North Reading, Peabody, Pentucket Regional, Reading, Rockport, Salem, Swampscott, Triton Regional, Tri-Town School Union (Boxford, Middleton, Topsfield) “Whether they are teaching and caring for students with developmental and cognitive delays, or students working to better their lives through the gift of sobriety, Northshore Education Consortium is an institution that is impacting countless lives in an incredibly positive and inclusive way.” - NEC Parent NEC Annual Report 2024 3 4 MESSAGE FROM THE EXECUTIVE DIRECTOR 5-6 COLLABORATIVE INFORMATION History Governance and Leadership Member Districts / Board of Directors, 2023-2024 Organization Chart Administrative Leadership Team, 2023-2024 7 Mission / Core Values & Beliefs / Vision Mission Core Values Guiding Beliefs Long-Range Vision 8 SCHOOL PROGRAMS 2023-2024 9 DEMOGRAPHICS 2023-2024 10-11 Foundations Program Access Program Reach Program Strive Program Target Program 12-13 NORTHSHORE ACADEMY UPPER SCHOOL 14 NORTHSHORE ACADEMY LOWER SCHOOL 15 TOPSFIELD VOCATIONAL ACADEMY 16 NORTHSHORE RECOVERY HIGH SCHOOL 17-18 TRANSITION PROGRAMS: EMBARK & SOAR Embark Program SOAR Program 19 Consultation, Contract Services & Regional Collaboration 20-21 COST EFFECTIVENESS OF PROGRAMS & SERVICES 22 PROGRESS TOWARD ACHIEVING PURPOSE & OBJECTIVES Strategic Goals 23 FINANCIAL SUMMARY FY 2024 Table of Contents NEC Annual Report 20244 November 2024 Dear Northshore Education Consortium Members and Friends, I am pleased to share this report highlighting the activities and accomplishments of the 2023-2024 school year. Our core mission of providing high quality, cost-effective public programs, supports, and resources to assist member districts in meeting the needs of students who require specialized educational services is more critical, and more challenging, than ever. I am proud of the many ways in which we have mobilized to meet our goals, despite ongoing struggles with staffing shortages, behavioral acuity and the financial stress associated with a major capital project. A significant focus this year has been overseeing the first phase of a major, multi-year, multi-million dollar capital project to upgrade the roof and HVAC systems at our 112 Sohier Road location. In addition, other capital needs, such as flooding at our Peabody site, and the need to upgrade fire panels, took a great deal of administrative attention and impacted our budget and cashflow. It is clear that without safe, functional, and attractive buildings, state-of-the-art technology and business operations, we cannot meet our goals. So, in addition to the major projects above, we also fully implemented new accounting and purchasing systems, improved our overall emergency preparedness, and upgraded our hiring and onboarding procedures. Having a strong infrastructure has enabled our program leaders to focus on quality programming for the 450+ students who were educated in our day schools this year. We continued to use our professional development time to focus on trauma-informed and restorative behavioral support practices, differentiating instruction for diverse learners, and ensuring that all of our schools were safe and welcoming environments where all students, families, and employees could feel seen, respected, and able to thrive. We take great pride in the wide array of vocational, enrichment and community opportunities we provide for our students and families. With support from a variety of public and private grants, NEC students participated in a range of onsite and offsite vocational experiences, enjoyed educational outings and field trips, participated in Special Olympics and intramural sports and engaged with the arts through Express Yourself and Young Audiences. NEC families attended an array of family nights in each of our programs. Although our biggest area of focus remains on our day schools, we also provided services for over 150 students who attended school in member districts through our Vision Services and our Connections Wraparound Program. In addition we provided training and consultation to our member districts, and ran well-attended job-alike groups for special education administrators, out of district coordinators, educational team chairpeople, and school psychologists. I am incredibly proud of the work we have done as a team over the past year. It is a privilege to work with colleagues who care so deeply about our students, and with children, young adults, and families who demonstrate great resilience every day. With thanks for your ongoing support, Francine H. Rosenberg, M.Ed. Executive Director Northshore Education Consortium Message from the Executive Director NEC Annual Report 2024 5 History Founded in 1974, the Northshore Education Consortium was one of the first regional collaboratives in Massachusetts and is one of the largest providers of intensive special education services to children and youth with emotional, behavioral, and developmental disabilities on the North Shore. Governance and LeadersHip Northshore Education Consortium is governed by a 20-member Board of Directors, representing the 22 districts served, (Tri-Town School Union is represented by their shared Superintendent.) All districts are represented by their Superintendent. The full board meets six or seven times per year. Each board member also serves on one of four subcommittees: Finance, Facilities, Policy, and Personnel. Each subcommittee meets as needed throughout the year. The Administrative Leadership Team meets two or three times each month, to oversee the daily operations of the Consortium and its programs. MeMber districts / board of directors, 2023-2024 Beverly Public Schools - Dr. Suzanne Charochak Danvers Public Schools - Mr. Dan Bower Gloucester Public Schools - Mr. Ben Lummis Hamilton-Wenham Regional School District - Mr. Eric Tracy Ipswich Public Schools - Dr. Brian Blake Lynn Public Schools - Dr. Evonne Alvarez Lynnfield Public Schools - Mr. Tom Geary (interim) Manchester-Essex Regional School District - Ms. Pamela Beaudoin Marblehead Public Schools - Dr. Theresa McGuiness (interim) Masconomet Regional School District - Dr. Michael Harvey Nahant Public Schools - Mr. Anthony Pierantozzi North Reading Public Schools - Dr. Patrick Daly Peabody Public Schools - Dr. Joshua Vadala Pentucket Regional School District - Dr. Justin Bartholomew Reading Public Schools - Dr. Thomas Milaschewski Rockport Public Schools - Dr. Mark Branco Salem Public Schools - Dr. Stephen Zrike Swampscott Public Schools - Ms. Pamela Angelakis Triton Regional School District - Mr. Brian Forget Tri-Town School Union - Dr. Scott Morrison Collaborative Information NEC Annual Report 20246 adMinistrative LeadersHip teaM, 2023-2024 Francine Rosenberg, Executive Director Larry Fleming, Director of Finance and Operations Rebecca Rein, Director of Nursing Eric Aldrich, Director of Educational Technology Windi Bowditch, Director of Clinical Training and Consultation Martha Krol, Principal/Director, Kevin O’Grady School David Mercier, Principal/Director, Northshore Academy Upper School Tracy Farraher, Principal/Director, Northshore Academy Lower School Lynsey Page, Principal/Director, Topsfield Vocational Academy Ellen Heald, Principal/Director, Embark & SOAR Programs Michelle Lipinski, Principal/Director, Northshore Recovery High School Monique Bourgault, Director of Facilities Nancy Celli, Director of Human Resources Director of Finance and Operations Director of Nursing Board of Directors Treasurer Executive Director Executive Assistant Director of Facilities Director of Human Resources Custodial, Maintenance and Transportation Staff Human Resources Assistant Business Office Staff Director of Educational Technology Director of Clinical Training & Consultation Principal, Kevin O’Grady School Principal, Northshore Academy Upper School Principal, Northshore Academy Lower School Principal, Topsfield Vocational Academy Principal, Embark and SOAR Programs Principal, Northshore Recovery High School Technology Assistants Outreach Social Workers Development and Grants Vision Services Teachers, Clinicians, Specialists, Instructional Assistants Teachers, Clinicians, Specialists, Instructional Assistants Teachers, Clinicians, Specialists, Instructional Assistants Teachers, Clinicians, Specialists, Instructional Assistants Teachers, Clinicians, Specialists, Instructional Assistants Program Director, Kevin O’Grady School Program Director, Kevin O’Grady School Teachers, Clinicians, Specialists, Instructional Assistants Nursing Staff Collaborative Information orGanization cHart NEC Annual Report 2024 7 Mission The mission of the Northshore Education Consortium is to support member districts by offering high quality, cost-effective school programs, consultation, professional development, support services and resources to ensure that districts can provide successful learning experiences for all students, including those with complex or low-incidence special needs. core vaLues 1. Individualized, Strength-Based Education 2. Compassion and Respect 3. Teamwork and Collaboration 4. Excellence and Lifelong Learning GuidinG beLiefs 1. Communities need a broad continuum of options for children with disabilities and other risk factors. 2. All children deserve an education that allows them to achieve their full human potential, whether that means preparation for college or career, or maximum independent functioning and quality of life. 3. All children deserve an education that is individualized, strength-based, and has high expectations for achievement. 4. People with disabilities and their families deserve to be treated with compassion and respect. 5. Best outcomes are achieved through multi-disciplinary teamwork and collaboration between families, educators, and community partners. 6. Every member of the community, regardless of age, role, or ability should be engaged in a continuous learning process with a commitment to the highest level of excellence. 7. All of our work must be rooted in a commitment to diversity, equity, inclusion, and belonging. LonG-ranGe vision Our vision is to provide a continuum of services for our region, to ensure the best possible outcomes for all students, particularly those with risk factors or disabilities. We will strive to do this by providing outstanding educational programs, but also by becoming the “go to” resource in the region for individuals looking for consultation, training, information or guidance around helping children with special needs. We will achieve this vision by continuously developing the following: 1. High quality, specialized programs for children with complex special needs, addictions, or other unique challenges. This includes, but is not limited to: a. Assuring that our programs utilize the latest evidence- based and culturally proficient practices. b. Assuring that high standards are set for all students, regardless of disability, and that we are continuously measuring our success in meeting those standards. c. Assuring that we have access to current technology, adaptive equipment, and other resources necessary for preparing our students for college, career, citizenship, and maximum independent functioning. d. Providing opportunities for students to experience a rich array of opportunities beyond the core curriculum, including arts, fitness and wellness, community trips and activities, service learning, internships and supported work opportunities. e. Maintaining strong connections to community organizations that provide medical and mental health services. f. Providing supports and services for the families of our students 2. State-of-the-art professional development opportunities for our own staff and those from our districts, enabling them to stay up-to-date on best practices for complex youngsters. 3. Consultation, home, and school-based services that respond to the needs of our districts. 4. Partnerships with other schools and collaboratives, colleges, state and community agencies to advocate for and promote the interests of children and young adults with complex needs and their families. Mission / Core Values & Beliefs / Vision NEC Annual Report 20248 0 10 20 30 40 50 60 113300 1144445511 5511 5566 6666 Kevin O'Grady School Northshore Academy Upper School Northshore Academy Lower School Northshore Recovery High School Topsfield Vocational Academy Embark and SOAR STUDENTS SERVED BY MEMBER DISTRICTS During the 2023-2024 school year, Northshore Education Consortium’s approved day schools served 498 students from 20 member and 46 non-member districts. 169 332299 Non Member Member STUDENTS FROM MEMBER & NON-MEMBER DISTRICTS STUDENTS BY PROGRAM School Programs 2023-2024 NEC Annual Report 2024 9 2200..88 %% 66..66%% 11..66%% 6677..55%% 33..66 %% RACE & ETHNICITY ADDITIONAL DATA The following information is based on the Department of Elementary and Secondary Education School and District Profile Data. 6688..00%% 3311..44 %% 00..55%% First Language not English 7.9% English Learner 1.6% Low-Income 65.3% GENDER Demographics 2023-2024 AsianAfrican AmericanHispanic White Other “I just feel so confident and safe dropping him off every day. You can feel the love flowing out the front door.” - NEC Parent FemaleMale Non-Binary High Needs 98.9% NEC Annual Report 202410 The Kevin O’Grady School (KOG) serves students ages 3-22 with significant developmental disabilities including: • Intellectual impairments • Autism • Multiple disabilities • Physical disabilities • Complex medical needs • Sensory impairments • Visual impairments The staff of the Kevin O’Grady School believes that team collaboration is essential to maximize each student’s level of independence, development of functional life skills, and academic achievement. Various services and therapies are integrated within the classroom setting, offering a more intensive model of support and intervention. The school focuses on developing academic and life skills to maximize students’ educational potential and increase opportunities for meaningful participation in home and community activities. During the 2023-2024 school year, KOG served 130 students from 34 districts. MCAS-Alt portfolios were submitted for all eligible students in grades 3-10. approacH At the Kevin O’Grady School, each student’s program focuses on developing these core skills: • Communication (including augmentative and assistive technology) • Functional academics • Activities of daily living • Social and leisure skills • Pre-vocational and vocational skills • Movement and functional mobility • Adaptive behavioral skills speciaLized services • Vision, orientation and mobility and deafblind services • Support groups and workshops for families • Augmentative and assistive technology assessments • Adaptive equipment and wheelchair clinic proGraMs Foundations Program The Foundations Preschool/Kindergarten classroom provides intensive services for children ages 3-6 with special needs. The program follows the Massachusetts Department of Education Guidelines for Preschool Learning Experiences. Within an integrated classroom with peer models, students acquire the communication, social/emotional, and self-help skills they need to successfully transition back to schools within their community or other specialized programs. All services are provided within the classroom to assure comprehensive integration and carryover of learning objectives. In addition to their bright, cheerful classroom, children enjoy playing on the school’s beautiful, accessible playground for young students. A glider, swings, climbing structure and sensory stations provide outside fun for children of all abilities. Access Program The Access Program provides intensive services for students ages 6-22 with multiple impairments, including students with complex medical needs. Students actively engage in daily routines, activities, and experiences that provide optimal levels of stimulation required to explore their environment and increase quality of life. For some students, complex medical issues require frequent care from qualified personnel. Nursing services and therapies are integrated into the classroom with the emphasis on teaming with classroom staff to meet the objectives of each student’s Individualized Education Plan (IEP). Families are provided with support to complete the guardianship process and transition planning becomes an important focus of the IEP. Behavioral interventions are developed as a team and coordinated by Board Certified Behavior Analysts. Kevin O’Grady School 112 Sohier road | Beverly, Ma NEC Annual Report 2024 11 Reach Program Reach provides intensive services for children ages 6-13 on the Autism Spectrum or who have developmental or intellectual impairments. Students acquire the academic, communication, social/emotional and self-help skills they need to reach their full potential. Teachers use research-based teaching methodologies. The emphasis is on learning through systematic instruction, including structured teaching and applied behavior analysis. Adaptations, including sensory diets, augmentative communication systems, adaptive equipment, and environmental supports, enable students to engage actively in learning. Behavioral interventions are developed as a team and coordinated by Board Certified Behavior Analysts. Strive Program Strive classrooms provide intensive services for students with intellectual and multiple impairments, including students with autism and complex medical needs, 7-22 years of age. Students acquire the ability to access the curriculum through varied targeted developmental communication and/or motor skills. Adaptations include: sensory diets, augmentative communication systems, adaptive equipment, and environmental supports that enable students to actively engage in learning. Families are provided with support to complete the guardianship process and transition planning becomes an important focus of the IEP. Behavioral interventions are developed as a team and coordinated by Board Certified Behavior Analysts. Target Program Target provides intensive services for adolescents and young adults ages 11-22 who are on the Autism Spectrum or have intellectual impairments. Students focus on the academic, communication, social/emotional, self-help, pre-vocational, vocational, and life skills needed for them to become active members of the community. Students begin by practicing skills within our structured, in-house vocational centers including: Training Center, Recycle, Supply & Delivery, Clerical, and Prime Products. Job skills include: recycling paper, cans and bottles, stocking shelves, making items to sell, and preparing mailings. They also work on developing independence and responsibility by participating in community outings and vocational internships. Students undergo a comprehensive vocational assessment to identify their skills, strengths, and vocational interests. Families are provided with support to complete the guardianship process and transition planning becomes an important focus of the IEP. Behavioral interventions are developed as a team and coordinated by Board Certified Behavior Analysts. Kevin O’Grady School NEC Annual Report 202412 Located in Beverly, Northshore Academy Upper School (NSAU) serves students in grades 7-12 who struggle with a variety of social, emotional, and psychological challenges. Students may also have learning disabilities, be diagnosed with Autism Spectrum disorders or be dealing with several of these challenges simultaneously. NSAU served 144 students from 40 districts during the 2023-2024 school year. Fifteen students participated in work opportunities to learn job skills within the school and three students participated in dual enrollment classes through North Shore Community College. Nine students graduated. Four of these students went on to college, one entered the workforce, one took a gap year, and two continued to receive special education or other additional services. At NSAU, social/emotional learning is fully integrated into the students’ day with a multi-tiered system of support enabling them to focus on academic progress while also enhancing the core social/emotional competencies of self-awareness, self- management, social- awareness, relationship skills, and responsible decision making. NSAU’s programs and services have been designed to help students enhance their academic and social skills to prepare them for return to their school district, college, and/or job placement. This is accomplished through assigning each student to a multi- disciplinary team of professionals which includes an academic advisor, clinician, and behavior specialists. This team and the students’ parents/guardians work together to meet the individual student’s needs using innovative educational programming. Core academics take place during the first half of the day along with skill focus strands and vocational opportunities through its Media, Art, Cosmetology, and Culinary programs. Various social/emotional enrichment opportunities are provided in the afternoon in the form of Outdoor Adventure classes, Health and Wellness classes, Leadership groups, and student-interest clubs. All students have an Individual Educational Plan and are referred through the Special Education Department of the student’s sending school district. acadeMics • An integrated curriculum, which includes multi-sensory learning, art, drama, and music education, project-based learning, and opportunities for physical and recreational development, including a dynamic outdoor adventure program • Small classroom size, which provides a more intensive and focused learning environment for students • Enhanced computer and technology programming exposing students to a broader educational experience • Academic testing to accurately assess the educational strengths and needs of each student • Vocational programming and work study opportunities presenting college and/or employment options to students cLinicaL services • Psychosocial assessment to accurately determine social, emotional, and behavioral interventions needed to support student success in the classroom • Case management coordinating school-based services and/ or facilitating referrals to outside agencies for substance abuse treatment, psychiatric assessment, and individual and/or family therapy • Family supports and communication • School-based counseling • Psycho-Social Educational Groups (i.e., life skills, anger management, transition to young adulthood, teen health, social skills, college and career preparation, social thinking curriculum-based groups, etc.) • Art/expressive therapy • Speech and language, occupational therapy, or physical therapy if needed • Positive Behavior Interventions Systems Northshore Academy Upper School 126 Sohier road | Beverly, Ma NEC Annual Report 2024 13 student support services • Social skill development specific to classroom and community interaction (anger management, decision making, critical thinking) • Crisis management • Positive Behavior Intervention plans and emotional support targeted at keeping the student in their classroom • Restorative practices to create a positive culture, develop personal insight, improve social dynamics transition pLanninG and coLLeGe preparation services • Career awareness and exploration activities (job shadows, class sessions, and workshops) • Career center workshop • College planning and preparation throughout the year • Internships • Classes on employment and career development skills • Numerous college and trade school tours and information sessions • Transition Planning Night for parents to provide information about college exploration, career preparation, digital portfolio use, the IEP process and transition planning, and how to use community resources and supports to prepare students for life after high school • Close collaboration with the Massachusetts Rehabilitation Commission • Onsite PSAT and SAT • Dual enrollment enricHMent activities • Intramural basketball and soccer teams • Saturday and school vacation hiking trips • Drivers Education provided on site in collaboration with Triad Driving Academy • After-school “LAN” parties (Local Area Network) which give students an opportunity to come together and develop social skills while engaging in a variety of gaming activities • Electives, including digital media and technology, culinary arts, fine arts, cosmetology, music, drama, and rock climbing Northshore Academy Upper School POST-GRADUATION PLANS 44 11 22 22 College Entered the Workforce Continued to either receive special education services or enroll in a job or vocational skills program Other NSAU served 144 students from 40 districts during the 2023-2024 school year. Nine students graduated. Four of these students went on to college, one entered the workforce, one took a gap year, and two continued to receive special education or other additional services. NEC Annual Report 202414 In-District Program Moved onto Northshore Academy Upper School Other day school placement The Northshore Academy Lower School (NSAL) is located in West Peabody and serves students in grades K-6 who struggle with a variety of social, emotional, and psychological challenges. Students may also have learning disabilities, be diagnosed with Autism Spectrum disorders, or be dealing with several of these challenges simultaneously. NSAL served 51 students from 26 districts during the 2023-2024 school year. NSAL features small self-contained classrooms with a great deal of individual support. Clinical and behavioral support staff work closely with each classroom team, creating a closely connected multi-disciplinary team working with each student and their family. In recent years, Northshore Academy Lower School has worked to embrace a Trauma-Informed approach. Five staff members have completed a certificate program in trauma & learning through Lesley University. All staff have completed Level 1 training through MGH’s THINK:KIDS program, and five program leaders received intensive coaching on the implementation of their Collaborative Problem Solving approach. We are proud that these efforts have resulted in a decreased need for time-out or physical intervention. NSAL has filled a need for districts to provide comprehensive, short-term assessments for young children in crisis. These students receive a comprehensive multi-disciplinary assessment and the district receives concrete recommendations on what the child will need to make educational progress and/or return to a less restrictive placement. Many students who attend Northshore Academy Lower School, whether for a short- or a longer-term placement, are able to return to a less restrictive environment. During the 2023-2024 school year, 10 students “graduated” from NSAL; either because they were ready to return to a less restrictive environment or because they completed 6th grade. Three of these students returned to an in-district setting, while seven moved onto Northshore Academy Upper School. During the 2023-2024 school year, 10 students “graduated” from NSAL; either because they were ready to return to a less restrictive environment or because they completed 6th grade. Three of these students returned to an in-district setting, while seven moved onto Northshore Academy Upper School. SCHOOL PLACEMENT POST GRADUATION Northshore Academy Lower School 83 Pine Street | PeaBody, Ma 33 77 NEC Annual Report 2024 15 Topsfield Vocational Academy (TVA) is located in Topsfield and serves students in grades 9-12 with a range of learning, social-emotional, and behavioral health challenges. During the 2023-2024 school year Topsfield, Vocational Academy educated 56 students from 31 districts. Nine students graduated in 2024 and all of them have an interest in working in the community. One student continued to our SOAR program, two students were offered full time jobs at their vocational placements. Two students were accepted to and plan to attend college. One of those students received a significant scholarship and the Honor’s Award. Two students are currently applying to college after graduation. In addition to academic and clinical programming, TVA features onsite vocational shops in the areas of culinary arts, print design, and carpentry. Students also participate in independent offsite jobs, as well as supervised, small group offsite vocational opportunities. TVA offers a wide variety of community-based vocational internships. TVA maintains a partnership with the Essex Shipbuilding Museum, giving students the opportunity to participate in building boats and learning about the maritime history of the region. TVA supports diverse learners. We educate the whole child and teach them, not only the academic content they need to graduate from high school, but also the life skills, training, and global perspective they need to be successful in a changing world. Last year we integrated community-based trips into our curriculum to expose our students to a variety of environments and to build capacity with social expectations. In addition to fun community-based trips, students also give back to the community through a variety of community service opportunities and service learning projects. TVA embraces connections and we have started planning events with our families and local community members. We started a Spring Festival last year that celebrates the diverse cultures of our community and brings people together for food and celebration. We are hoping to continue this tradition and more. TVA provides a unique learning environment with supportive staff where students are able to build confidence and capacity. Topsfield Vocational Academy 248 BoSton Street | toPSfield, Ma NEC Annual Report 202416 Northshore Recovery High School (NRHS), located in Beverly, is designed to meet the complex needs of high school students who struggle with substance use and co-occurring mental health/academic needs. Since we are aware that this journey is not linear, especially for young people who struggle with substances, we continue to work with students who are still working towards their individual recovery goals. We will continue to provide a harm reduction approach to working with students and their families. Unlike other NEC programs, students can be referred to NRHS by schools, parents, courts/state agencies, mental health providers, and other youth-serving agencies. Funded by the State Department of Education and local school districts, NRHS provides students a trauma-informed high school environment with specialized clinical and intervention support needed by students who are struggling with issues related to substance use, trauma, mental health, and learning challenges. During the 2023-2024 school year, NRHS served 51 students from 20 communities. Eleven students graduated in June 2024. Most of them are gainfully employed and working towards developing strategies to continue to address their substance use and stabilization needs. proGraM detaiLs • NRHS’ competency-based curriculum aligns with Massachusetts Frameworks, MCAS testing protocols, and course requirements of the districts we serve. • While not a special education placement, staff at NRHS are able to meet the needs of students with IEPs who require accommodations and/or specially designed instruction. • Students are eligible for graduation from their sending school district. The NRHS Guidance Director is responsible for coordinating requirements and credits needed for graduation with sending districts. • Guidance staff work closely with districts, treatment providers, and other residential placements to provide an accurate transcript for enrolled students. • NRHS provides wrap around case management for students who have complex histories with court, the Massachusetts Department of Children and Families, and other community adolescent and adult serving agencies. • Recovery Counselors and Social Workers develop wraparound recovery plans for all students. The plan includes academics, substance use, stabilization supports, transitional services, employment, and mental health needs. • Staff works closely with parents/guardians and collaborating partners to provide clinical and behavioral support and find ways to support our students and their families. • All students participate in clinical groups and drug testing as part of the program. • NRHS Counselors will be available for onsite support and referral recommendation and facilitation as needed. Northshore Recovery High School 112 Sohier road | Beverly, Ma NEC Annual Report 2024 17 NEC’s Transition Programs (SOAR & Embark) prepare young adults ages 18-22 with moderate learning, psychiatric or intellectual disabilities for successful independence and employment, and in some cases, continuing education. Nineteen students graduated from Embark and SOAR in 2024. Fourteen received diplomas, and four received certificates of completion. Nine of these students went on to paid employment and college. Three students went on to supported employment. Five went on to adult day programs, although four of these students also had paid employment with varying levels of support. All students completed travel training and learned to use public transportation, and one received their driver’s license. Nine of the students completed certificates in CPR, First Aid, Serve Safe, or OSHA. At the time of graduation, 17 students were receiving ongoing support from DDS and MRC, two from DCF. Embark Program The Embark Program is located at the Enterprise Center at Salem State University and is geared toward students with learning delays and intellectual disabilities. Students use the college campus resources (such as the library, bookstore, wellness center, and food court) to enhance their academic, vocational, and physical education. In 2023-2024, Embark served 29 students. proGraM coMponents The Embark experience has two major components: independent life and occupational development. The components are integrated and together contribute to the successful transition of each student from home and school to independent life. Independent Life The Independent Life component focuses on foundation skills: • Using resources within the community • Public transportation training • Consumer skills • Social skill training and application • Leisure options • Oral and written communication; computer literacy • Current events and issues • Health issues and other issues pertaining to adult sexuality • Occupational Development Occupational Development The Occupational Development component includes foundation skills, vocational/career preparation and placement, occupational assessment and advisement; internship opportunities. Students must attend Embark for a minimum of two years, up to a maximum of four years. The program sequence is individualized and includes the following: • Vocational assessment • Internship and/or job placement • Residential living preparation • Transition-related issues • Maintaining employment Transition Programs SaleM State UniverSity | 121 loring avenUe | SaleM, Ma NEC Annual Report 202418 SOAR Program SOAR is a specially designed transition program for students ages 18-22 with Autism Spectrum disorders, anxiety disorders and related diagnoses. The goal of the program is to assist students in transitioning to college and the world of work and to support students in becoming confident contributing members of society. The SOAR program is located at the Enterprise Center at Salem State University. Students will experience the benefits of campus life while learning life and career skills such as travel training, organization, study skills, and social functioning. The program is geared toward students motivated to prepare for the next level of independence on a college campus or in the work force. During the 2023- 2024 school year, 37 students attended the program. proGraM coMponents • Self advocacy curriculum (self-awareness, self-disclosure) • Time management • Physical education (self-calming, self-regulation, yoga, wellness activities) • Study skills (test preparation) • Class etiquette • Executive functioning supports/skills training • Negotiating • Weekly community trips • Transportation options (travel training, rideshare options) • Leisure activities • Social skills • Vocational training through paid and unpaid community based internships • Use of a variety of technology options Transition Programs NEC Annual Report 2024 19 During the 2023-2024 school year, Northshore Education Consortium provided vision, orientation, and mobility services to 81 students from 20 districts, and mental health consultation or wraparound services to 57 students from 13 districts. connections Wraparound proGraM The Connections Wraparound Program now has three full time licensed clinicians providing outreach and support to high risk students in our member districts. Grant funding enabled us to continue to increase our capacity to new districts. Connections served 57 students from 13 districts, provided wraparound support to students from the regional PASS program, and provided training and consultation to participating districts and community members on topics such as professional boundaries, mental health, community resources, trauma and substance use. district and coMMunity traininG and consuLtation In August of 2023, grant funding further enabled us to host a large free conference on youth and substance use and provide subse- quent substance use training in the fall for our district schools and community partners at no cost. In addition, we provided in-dis- trict clinical supervision to three member districts, as well as behavioral/programmatic consultation to several other districts. We continued to provide grant-subsidized Youth Mental Health First Aid training. reGionaL Job-aLike Groups Northshore Education Consortium continues to host the expanded job-alike groups for Special Education Administrators, team chairpeople, and school psychologists, providing much-needed collegial support. We have over 100 people in the email groups for Team Chairs and Out of District Coordinators, and an average of 33 attendees at each meeting, representing 12 districts. Our School Psychologist Group has 70 members, with an average of 25 attending each meeting. We provide these groups free of cost to our members. reGionaL coLLaboration We are pleased to collaborate with the YMCA of the North Shore and Children’s Friend and Family Services/JRI to run the very successful Positive Alternatives to Student Support Program, providing alternatives to long-term suspension for youth experiencing behavioral health challenges. We also had the privilege of partnering with the Justice Resource Institute and the Massachusetts Partnerships for Youth as part of a grant funded initiative to provide training in the area of youth substance use. In addition, we are proud that several members of our leadership team have presented at the Youth at Risk Conference and through Massachusetts Partnerships for Youth. nortHsHore education consortiuM faMiLy center The Northshore Education Consortium Family Center runs several parent support groups and maintains a comprehensive resource library filled with books, pamphlets, and other materials on a wide range of disabilities and special education, mental health, and substance abuse issues. These resources are available for parents and professionals throughout the region. Consultation, Contract Services & Regional Collaboration “It has been such a pleasure working with your team and I appreciate everything you have done for my district’s students. I appreciate always feeling so welcome at NEC.” - Special Education Team Chairperson NEC Annual Report 202420 Northshore Education Consortium’s approved day programs are both cost effective based on a clear financial analysis of rates, but also enable districts to save on transportation costs by keeping students closer to home, and they are able to provide a higher quality service to students by pooling specialized expertise within one central location. The simplest way to discuss the cost effectiveness of NEC-approved public day programs is to compare them to private special education placements that serve similar populations. (See chart on page 21.) Based on an analysis of private schools serving similar populations, member districts can save over $300 per day (over $50,000 per year, not including transportation costs) by sending a student to an NEC program. NEC tuition rates include all therapy and nursing services. cost effectiveness of nortHsHore recovery HiGH scHooL It is difficult to articulate the cost-effectiveness of Northshore Recovery High School based on financial analysis. There are only five Recovery High Schools in Massachusetts, and there are not a lot of similar programs or schools to compare them to. By providing a regionalized Recovery High School, we are able to offer highly specialized services to a targeted group of high risk teenagers and enable these students to receive the needed supports to earn their diplomas. Most districts would be unable to provide these services within districts, as the cohort of students who need the services would be too small. Districts were charged tuition of $83 to $133 per day depending on special education needs and member status. The full cost of providing clinical and recovery services is subsidized by a Massachusetts Department of Public Health grant for after school, summer, and vacation programming. Many of the students, prior to enrollment at Northshore Recovery High School, were utilizing extensive mental health services within their public schools or were enrolled in public or private day or residential schools with tuitions ranging from $260 (Northshore Academy Upper School) to over $700 per day. cost effectiveness of professionaL deveLopMent We continue to provide a range of job-alike groups for special education and clinical staff from our member districts at no cost. Over 150 professionals participate in these groups. We have been successful in seeking philanthropic grants to offset the cost of most of our training and consultation services. In FY24 we charged member districts $150 per hour for professional consultation whereas, when we have needed to hire consultants to work with our staff, we have paid upwards of $250 per hour. subsidizinG tHrouGH pHiLantHropy and Grants Given our desire to keep tuition rates affordable and to provide the highest quality programs and services for our students, we have expanded our capacity to seek private philanthropic dollars to supplement and enhance what we are able to provide without increasing tuition rates. During the 2023-2024 school year, Friends of Northshore Education Consortium raised approximately $400,000 through grants and private donations. This enabled us to provide low-cost training, purchase new technology and communication devices, as well as to support a wide range of extracurricular and enrichment activities. The Friends of Northshore Education Consortium is an established 501(c)(3) non-profit that exists for the sole purpose of supporting NEC programs through fundraising efforts including events, grant proposals and major gift donations (EIN# 61-1479553). In addition to philanthropic grants, several DESE and DPH grants have helped us to expand what we are able to offer to students in terms of academic and SEL programming. Cost Effectiveness of Programs & Services Friends of NEC’s annual road race, Festivus 5K for Autism, raised over $37,000 in 2023 to support NEC students. Thanks to a Tower Foundation grant in support of our Transition Programs in Salem, students are using a variety of tech devices to design images which are transformed into products with 3D printers. NEC Annual Report 2024 21 CCoosstt EEffffeeccttiivveenneessss ooff PPrrooggrraammss && SSeerrvviicceess updated 11.7.23 SSeevveerree DD iissaabbiilliittiieess SScchhooooll DDaaiill yy RRaattee FFYY 2244 $$447755 $$558888 BC Campus School $577 $583 Melmark $605 Nashoba Learning Group $609 Kennedy Day School $616 NE Center for Children $663 Hopeful Journeys $684 Perkins School for the Blind: Intermediate $1,033 EE mmoottiioonnaall DDiiss aabbiilliittyy ((GG rraaddeess KK --11 22)) SScchhooooll DDaaiill yy RRaattee FFYY 2244 NNEECC -- NNoorr tthhsshhoorr ee AAccaaddeemmyy,, TTooppssffiieelldd VVooccaattiioonnaall:: MMeemmbb eerr $$226633 NNEECC -- NNoorr tthhsshhoorr ee AAccaaddeemmyy,, TTooppssffiieelldd VVooccaattiioonnaall:: NNoonn--MM eemmbbeerr $$332244 $374 New England Academy $403 Arlington School (McLean)$451 Walker $521 Community Therapeutic Day School $542 Dearborn Academy / School for Children $593 Lighthouse School $699 Manville / Judge Baker $730 IInntteelllleeccttuuaa ll DD iissaabbiilliittyy // AAuuttiissmm ((AAggeess 1188--2222)) SScchhooooll DDaaiill yy RRaattee FFYY 2244 NNEECC -- EEmmbbaarrkk//SSOO AARR:: MM eemmbbeerr $$222266 NNEECC -- EEmmbbaarrkk//SSOO AARR:: NNoonn--MMeemmbbeerr $$226633 Riverview School $428 Cost Effectiveness of Programs & Services NEC Annual Report 202422 Strategic Goals Progress toward Achieving Purpose & Objectives We have continued to be guided by our three strategic goals: Goal 1: Continue to Strengthen Quality of Programs and Services Goal 2: Maintain Financial and Leadership Stability for Long-Range Sustainability Goal 3: Expand capacity to meet Regional Needs around Special Education and Youth at Risk and participate in larger scale efforts Specific accomplishments: Goal 1: Educators attended high quality PD sessions with a focus on implementing curriculum and pedagogy that is culturally proficient, brain based, trauma informed, and differentiated to meet the needs of diverse learners. We implemented Dreambox Learning to increase targeted skill development in reading, and began to work with TNTP to implement the Appleseeds early literacy curriculum. Goal 2: A smooth transition to a new CFO took place this year. Under his leadership we continued to update structures and systems in our business office, began a major capital project and several smaller ones, and implemented a new purchasing system. In addition, we upgraded our emergency preparedness by implementing the RAVE Panic Button app. We have been successful in applying for and receiving both state and philanthropic grants to offset expenses. And, we have improved our recruitment, hiring, and onboarding procedures. Goal 3: NEC played an important role throughout the year in supporting our region by offering well-attended job-alike groups, offering training on stress, trauma, and mental health, and providing clinical consultation and wraparound programming. Senior staff continued to be active in state-wide coalitions and committees, and to provide training and consultation to member districts as well as to the broader community. Executive Director Rosenberg served as President of MOEC, helping to coordinate statewide advocacy efforts on behalf of educational collaboratives. The purpose and objectives of Northshore Education Consortium are stated in the Collaborative Agreement as: purpose The Consortium exists to provide education and related services as requested by its member districts, including, but not limited to programs and services for children with low-incidence disabilities and professional development for teachers and other related service professionals. These programs and services will also be available for non-member districts. The collaborative Board of Directors (herein, “the Board”) has the authority to decide that the Consortium should provide services, programs, and/or assistance for its member districts in addition to those outlined in the first paragraph, consistent with applicable laws and regulations related to educational collaboratives. focus The focus of the Consortium is to provide innovative, high quality, cost-effective educational services for students with complex or low-incidence disabilities, to provide resources for member districts, and to serve as a regional center for planning and problem solving for member districts. obJectives The overall objectives of the Consortium are: 1. To play a leading role in defining the future role of collaboratives in the Commonwealth. 2. To strengthen and expand the Consortium programs and services in a cost-effective manner that meets the needs of students and faculty in member districts and the region. 3. To develop new programs for students, particularly those with special needs, allowing them to meet the highest academic, social, and life-skill objectives in accordance with emerging evidence-based practices. 4. To provide high quality, highly relevant professional development for the employees of the Consortium & member districts. In terms of Objective 1, the Executive Director continues to be a regular participant in Massachusetts Organization of Educational Collaborative (MOEC) state-wide and regional meetings, is a regional representative to the MOEC Board, and will become President of the MOEC Board next year. In addition, she convenes regular meetings of regional SPED administrators and maintains connections to the region’s universities and child-serving state agencies. In terms of Objective 1, the Executive Director continues to be a regular participant in Massachusetts Organization of Educational Collaborative (MOEC) state-wide and regional meetings, and is currently serving as President of the Board. In addition, she convenes regular meetings of regional SPED administrators and maintains connections to the region’s universities and child-serving state agencies. Progress toward meeting Objectives 2-4 is generally assessed in an ongoing way by looking at utilization of programs and services, gathering both formal and informal data about student outcomes, and gathering both formal and informal feedback from consumers including school district personnel and parents. Information about utilization, outcomes, and cost effectiveness is contained in each of the program descriptions in earlier sections of this report. NEC Annual Report 2024 23 FY 2024 REVENUE SOURCES FY 2024 EXPENSE CATEGORIES A snapshot of Northshore Education Consortium’s financial performance is included below. For more detailed information, please see the Audited Financial Statements and Uniform Financial Report. Program Payroll, Tax, and Benefits Occupancy Administrative Services Program Expense Depreciation and Amortization Tuition and Fee for Service Commonwealth of MA - Recovery High School Membership Fees and Interest Philanthropy Financial Summary FY 2024 Source Dollars Percentages Tuition and Fee for Service $30,913,073 95.74% Commonwealth of MA - Recovery High School $669,962 2.07% Membership Fees and Interest $285,805 0.89% Philanthropy $420,000 1.30% Total Revenue $32,288,840 100.00% Program Payroll, Tax, and Benefits $23,884,295 80.27% Occupancy $1,491,749 5.01% Administrative Services $2,173,587 7.30% Program Expense $968,695 3.26% Depreciation and Amortization $1,237,172 4.16% Total Expenses $29,755,498 100.00% NEC Annual Report 202424 Executive Director | Fran Rosenberg | frosenberg@nsedu.org 112 Sohier Road, Beverly, MA 01915 Tel: 978-232-9755 | www.nsedu.org New Business Reading Public Schools School Committee Meeting Packet December 19, 2024 To: Reading School Committee From: Michelle Roach, Human Resources Director Date: December 16, 2024 Re: Human Resources Quarterly Update During the School Committee meeting on December 19th, we will review the Human Resources Quarterly Update presentation. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781 -944-5800 Fax: 781 -942-9149 Human Resources Update MICHELLE ROACH HUMAN RESOURCES DIRECTOR DECEMBER 19, 2024 SY24-25 Hiring and Open Positions New Hires Transfer Teacher/Nurse 39 8 One-Year Teacher/Nurse 3 1 Administrators/Non-Union (RISE Director, 3 Team Chairs, METCO Coordinator, Interim Director of Finance, Interim Middle School AP) 7 3 Administrative Secretaries 1 0 Food Services 9 2 Paraeducator 28 9 Facilities 1 0 Long-Term Substitute 6 1 Daily Substitute 38 6 Total Filled: 118* *Not including Substitute and Extended Day Hires Current Open Positions Teacher: 1 Admin/Non -Union: 0 Facilities: 0 Food Services: 1 Paraeducators: 4 Total Open Positions: 6 SY24-25 Leaves and Terminations (All Roles) YTD Departures (23) YTD Resignations: 13 YTD Involuntary Terms: 5 YTD Quick Quits (< 30 days): 5 Upcoming June 30th Teacher Retirements: 1 Leave of Absences (21) In Process: 5 Completed: 6 Anticipated: 7 One-Year: 3 (Non -Transfer) Talent Pipeline: Building Leadership & Career Growth Our district is committed to fostering internal growth and development among staff. Through mentorship, professional development, and opportunities for advancement, we are proud to highlight the following transitions that strengthen ed our schools over the past two school years: Staff Growth and Advancement: •Assistant Principal to Principal: 2 •Teacher to Assistant Principal: 3 •Teacher to Administrator: 2 •Teacher to Team Chair: 1 •Team Chair to Administrator: 1 •Cafeteria Worker to Cafeteria Manager: 4 •Substitute to Cafeteria Worker: 2 Pathways to Teaching: •Para to Teacher: 5 •Substitute to Paraeducator: 7 •Long-Term Substitute to Teacher: 7 •Substitute to Long-Term Substitute: 9 This pipeline demonstrates our dedication to cultivating talent within the district and providing pathways for career growth. By investing in our people, we continue to strengthen our community and ensure the highest quality of education for our students. Mandated Training Automating mandated trainings with ArxEd has enhanced efficiency, ensured compliance with automatic tracking and reminders, and minimized errors while providing real -time progress insights, reducing the risks and workload of manual systems. 1.Compliance Assurance: ArxEd ensures up -to-date, legally compliant content aligned with federal and state mandates. 2.Time & Resource Efficiency: Ready-made modules save admin time; no need to manually create or update content. 3.Tracking & Reporting: Built-in tools for tracking completion and generating compliance reports. 4.Engaging Content: Interactive modules with quizzes and videos enhance learning retention. 5.Scalability & Expertise: Easily scalable and created by education compliance experts, ensuring accuracy. Resignation Data By Bargaining Unit *Note: Retirements are included within resignations for every category excluding RTA 10 3 70 3 32 7 10 3 43 1 31 9 11 7 42 3 29 12 8 4 31 1 28 44 1 6 0 3 3 0 10 20 30 40 50 60 70 Cafeteria Facilities Paraeducator Secretary RTA RTA Retirements SY20-21 SY21-22 SY22-23 SY23-24 SY24-25 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: December 17, 2024 RE: RISE Preschool Programming Update During the December 19th School Committee meeting, we will provide a RISE Preschool Programming update. Please find below an overview prior to the meeting: Program Changes Overview Preschool registration for the 25/26 school year will begin in January 2025. As we prepare for next school year, we have made a small update to preschool classes which allows us to better align our offerings to feedback we’ve heard from families while improving our preschool evaluation procedures. We have heard from families that they prefer the schedule of our 5-day 4-hour morning class to our 4- day 2.5-hour morning class. Additionally, we have a 4-day afternoon class that is consistently under- enrolled (even when there is a wait list). Therefore, we will be closing the afternoon class, extending the 4-day morning class, and leveraging the afternoon time to improve how initial evaluations are accomplished at the preschool level. We believe this change will improve the experience for our students and increase the effectiveness of our teachers. Rationale for the Change Currently, our preschool operates with a four-day half-day afternoon classroom. By removing this class, we will be able to use our current staff to extend our four-day morning class by one day and increase the class to 4 hours a day. This new schedule for the morning class will align with our existing half-day transitional class. By creating this consistent scheduling approach, we can provide a more uniform learning experience for our youngest students, including adding a music specialist class. Additionally, extending the hours of the morning class increases the tuition for those 8 seats, meaning the overall tuition budget is reduced by only $2,800, even with the removal of one class. However, this may not be a true revenue loss, because the 4-day afternoon program is frequently under enrolled. Even when the preschool is maintaining a wait list, many families do not select the class because they prefer morning programming. For example, there are currently two open tuition spots and four open special education spots in the afternoon class. The most significant benefit of this restructuring is the opportunity to optimize our teacher resources for student evaluations and screenings. Instead of rotating evaluation responsibilities among teachers— which currently pulls educators away from their classrooms—one teacher will dedicate afternoons to conducting initial pre-academic and social skills evaluations and holding initial evaluation meetings. This approach will ensure more comprehensive and consistent evaluations. Other classroom teachers will continue to conduct annual and progress meetings for their current students, maintaining continuity in student tracking and development. However, this will significantly reduce the amount of time preschool teachers are pulled from their classrooms. 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 These changes represent our commitment to maximizing educational resources, improving assessment procedures, and ensuring the highest quality of early childhood education. We believe this programmatic shift will provide significant benefits to our students, teachers, and preschool families. Implementation These changes will take effect at the beginning of the 25/26 school year. The preschool registration materials for 25/26 will be released on January 13th and will reflect the shift in classes. All preschool applications received by February 7, 2025 will receive equal consideration (a lottery will be used if there is more interest in a class than seat availability). Families will be notified of placement by March 4, 2025. After February 7, 2025, we will utilize a wait list, if needed, for any seats that become available and rolling admission for any open seats. The preschool director will establish a working group to support the shift in classes and the new evaluator role and responsibilities. This group will support the director in documenting the expected responsibilities of the evaluator, establishing communication channels and outlining important procedures. RISE Preschool Offerings Year-Over-Year Offerings in 23/24 Offerings in 24/25 5 Day Full - 4 classes 5 Day Full - 4 classes 3 Day Full - 2 classes 3 Day Full - 2 classes 4 Day AM (2.5 hrs.) - 1 class 5 Day AM (4 hrs.) - 2 classes 4 Day PM (2.5 hrs.) - 1 class 5 Day AM (4 hrs.) - 1 class RISE Preschool Tuitions for 23/24 Class # of Classes # of Special Ed. Students # of Tuition Students Annual Tuition Tuition per class 5 Day Full 4 28 32 $8,120 $259,840 3 Day Full 2 14 16 $5,250 $84,000 4 Day AM 1 7 8 $3,000 $24,000 4 Day PM 1 7 8 $3,000 $24,000 5 Day AM 1 7 8 $5,650 $45,200 Total 9 63 72 $437,040 RISE Preschool Tuitions for 24/25 Class # of Classes # of Special Ed. Students # of Tuition Students Annual Tuition Tuition per class 5 Day Full 4 28 32 $8,120 $259,840 3 Day Full 2 14 16 $5,250 $84,000 5 Day AM 2 14 16 $5,650 $90,400 Total 8 56 64 $434,240 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: December 17, 2024 RE: Literacy Update During the December 19th School Committee meeting, we will provide a literacy update focused on "Building Literacy Success for Every Student with a Systematic Approach to Screening and Intervention." 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 By Sarah Hardy and Erin Burchill Building Literacy Success for Every Student With A Systematic Approach to Screening & Intervention RăÿĂing PuĀliā Sāhools Sāhool Committăă Măăting DăāămĀăr 19, 2024 2 Contents Presentation Context RPS DIBELS Data RPS Structures for Screening and Intervention in Early Literacy Important Literacy Initiatives in 2024−25 Additional Resources 3 Presentation Context 4 Why is There a Focus on Early Literacy Skill Development? ●TĆă Ăăvălopmănt oĄ ăÿrly lćtărÿāy skćlls ćs ÿ kăy ćnĂćāÿtor oĄ Ąutură ÿāÿĂămćā suāāăss. ●Evăn wćtĆ ĆćąĆ-quÿlćty āoră ćnstruātćon, somă stuĂănts wćll răqućră moră support ćn lćtărÿāy to Āă suāāăssĄul. ●Stroną systăms to monćtor stuĂănt proąrăss ćn ăÿrly lćtărÿāy ÿră āruāćÿl Ąor ćĂăntćĄyćną stuĂănts wĆo răqućră ąănărÿl ăĂuāÿtćon ćntărvăntćon ÿnĂ/or stuĂănts wĆo wćll răqućră spăāćÿlly ĂăsćąnăĂ ćnstruātćon provćĂăĂ Āy spăāćÿl ăĂuāÿtćon. ●A stroną systăm provćĂăs ārćtćāÿl āĆăākpoćnts tĆÿt ănsură ÿll stuĂănts ÿră monćtorăĂ ÿnĂ supportăĂ. TĆăsă ÿră tĆă ÿąrăăĂ upon struāturăs ÿnĂ proāăĂurăs RPS Ćÿs ĂăvălopăĂ ovăr tĆă pÿst săvărÿl yăÿrs. ●A stroną systăm ÿlso provćĂăs flăxćĀćlćty to ănsură ÿĂĂćtćonÿl ćntărvăntćon or ĄurtĆăr ăvÿluÿtćon ćs not ĂălÿyăĂ Ăuă to tĆă systăm ćtsălĄ. RPS Ćÿs ćnvăstăĂ ćn proĄăssćonÿl lăÿrnćną ÿnĂ āollÿĀorÿtćvă struāturăs to Āolstăr tĆă ÿĀćlćty oĄ stÿfĄ monćtor stuĂănt proąrăss. 5 RPS DIBELS Data 6 DIBELS Data Context DIBELS Testing Window Details BOY - Beginning of Year In 23/24, BOY for grades 1-3 was administered in October and for kindergarten was administered in late November/early December. In 24/25, BOY for all grades was administered in September. MOY - Middle of Year In 23/24, MOY for grades 1-3 was administered in January and for kindergarten was administered in March. In 24/25, MOY for all grades will be administered in January. EOY- End of Year In 23/24, EOY for all grades was administered in May. In 24/25, EOY for all grades will be administered in May. 7 DIBELS Data Context ●BănāĆmÿrk sāorăs sĆćĄt ÿāross ÿssăssmănt wćnĂows ÿnĂ ąrÿĂă lăvăls, ćnārăÿsćną ćn Ăćffiāulty. ●SuĀtăsts ÿră wăćąĆtăĂ ĂćfĄărăntly ĀÿsăĂ on tĆă ąrÿĂă ÿnĂ tăstćną wćnĂow, ÿnĂ ăxpăātÿtćons ÿră not stÿąnÿnt tĆrouąĆout tĆă yăÿr. ○For ăxÿmplă, ÿ first ąrÿĂă stuĂănt ćs ÿssăssăĂ on Corrăāt Lăttăr SounĂs tĆrouąĆout tĆă yăÿr. At tĆă BOY, stuĂănts năăĂ to provćĂă ÿt lăÿst 30 sounĂs āorrăāt ćn onă mćnută to Āă āonsćĂărăĂ At BănāĆmÿrk ćn tĆă Nonsănsă WorĂ Fluănāy suĀtăst. In tĆă MOY, tĆăy năăĂ to provćĂă 52 ÿnĂ ÿt EOY tĆăy năăĂ to provćĂă 55 sounĂs āorrăātly ćn onă mćnută. ●TĆă 2024-2025 BOY wćnĂow wÿs movăĂ to tĆă stÿrt ćn tĆă săāonĂ wăăk oĄ sāĆool, wĆćlă ćn 2023-2024 tĆă BOY wćnĂow wÿs ćn ăÿrly OātoĀăr Ąor ąrÿĂăs 1-3 ÿnĂ lÿtă NovămĀăr/ăÿrly DăāămĀăr Ąor kćnĂărąÿrtăn. DIBELS Results - Current Grade 3 Cohort Grade 3 - Students in Well Below Benchmark Students not receiving IEP services continue to receive intervention support and/or applicable services. DIBELS Results - Current Grade 2 Cohort DIBELS Results - Current Grade 1 Cohort (Nov 2023)(Sep 2024) In BOY 24/25, 7 of students scoring in the Well Below Benchmark were new to RPS and/or not tested in 23/24. In 23/24, this cohort was administered the BOY assessment in late Nov/early Dec. at the end of the DIBELS window. In 24/25, the BOY assessment occurred in Sept. at the beginning of the window. DIBELS Results - Current Grade K DIBELS Results - Students with Disabilities DIBELS Results - Black/African American Students DIBELS Results - Low Income Students DIBELS Results - Multilingual Learner Students DIBELS Results - High Needs Students Grade 3 EOY 2023-24 Grade K-3 DIBELS vs IRLA Proficient or Above At-Risk Emergency Above Benchmark 482 81 1 At Benchmark 139 211 15 Below Benchmark 8 76 32 Well Below Benchmark 0 17 53 IRLA Proficiency DIBELS level Purpose and Use of Literacy Assessments IRLA DIBELS Purpose FORMATIVE ASSESSMENT ●Unpacks for teachers and students the skills/knowledge that are newly required by text at each level including word recognition and language comprehension skills/knowledge BENCHMARK ASSESSMENT ●Provide indicators of critical early literacy and reading skills for all students in grades K-3 How assessed?Individualized for each student; given by classroom teacher 1-1; updated regularly based on teacher observations of student work Short measures given 3x per year as benchmark screeners by literacy specialists in 1-1 setting What it assesses? ●Baseline reading proficiency ●What skills are most crucial for each reader to learn next to accelerate growth ●Get a IRLA level on each student ●Measures processing speed, phonological awareness, and alphabetic principle ●Reported in composite and subtest scores What it gives us? ●A plan for strategic instruction in small and whole class lessons ●Ongoing assessments throughout the year based on individual student growth ●Used for tiered instruction purposes, progress monitoring, and benchmarking on grade level 20 RPS Struāturăs Ąor Sārăănćną ÿnĂ Intărvăntćon ćn Eÿrly Lćtărÿāy 21 22 Special Education Evaluation 23 WĆÿt ćs Unćvărsÿl Sārăănćną? 25 Moră AĀout Unćvărsÿl Sārăănărs ●Screening tools are designed to predict the likelihood of reading challenges without the presence of targeted interventions and support. ●If a student is determined to be at risk based on the screening tool, interventions will start right away. ●Universal screening is used in conjunction with other data sources (from core instruction and progress monitoring) to create a plan for each student. ●Universal screening tools include a progress monitoring component. 26 Universal Screening Timeline Beginning of Year (BOY) SeptemĀer 9 - OātoĀer 31 Stÿrt wćtĆ ąrÿĂă 3, ănĂ wćtĆ KćnĂărąÿrtăn (mÿjor sĆćĄt Ąrom lÿst yăÿr) Middle of Year (MOY) Jÿnuÿry 6 - FeĀruÿry 14 Stÿrt wćtĆ KćnĂărąÿrtăn ÿnĂ finćsĆ Āy Jÿnuÿry 27 Work ĀÿākwÿrĂs ąrÿĂăs 3-1 End of Year (EOY) Mÿy 5 - June 6 27 Literacy Intervention Plan for Well Below Benchmark Intervention Plan Next Steps Cycle 1 (8 weeks) 100 minutes a week pull out intervention with literacy specialist Progress Monitoring every 2 weeks After 8 weeks without effective progress ●Change intervention After 8 weeks with effective progress ●Continue intervention Cycle 2 (8 weeks) For students without effective progress Modified intervention plan implemented, such as adding/switching intervention, reducing group size, shifting to one-to-one, increasing time For students making effective progress Intervention continues Progress Monitoring every 2 weeks After 8 weeks without effective progress ●Mandatory referral to SST After 8 weeks with effective progress ●Could continue in same intervention ●Could shift to intervention with tutor Literacy Intervention Plan for Below Benchmark Intervention Plan Next Steps Cycle 1 (8 weeks) At least 50 minutes a week tutor support Progress Monitoring every 4 weeks After 8 weeks without effective progress ●Change intervention ●Could shift After 8 weeks with effective progress ●Continue with intervention Cycle 2 (8 weeks) For students not making effective progress Modified intervention plan implemented, such as adding/switching intervention, increasing time, adding pull out intervention For students making effective progress Intervention continues Progress Monitoring every 4 weeks After 8 weeks without effective progress ●Switch to intervention with literacy specialist After 8 weeks with effective progress ●Could continue in same intervention ●Could end intervention and just monitor Literacy Interventions Well Below Benchmark Below Benchmark Intervention By Group Type ●UFLI ●Fundations (on and off grade level) ●Sight Word Protocol ●ARC+ (Power Words 1G-2R) ●Decodable and Connected Texts ●Amplify resources ●Amplify resources ●Power Words 1G-2R ●IRLA Resource Center ●For students falling in Well Below Benchmark and Below Benchmark on DIBELS, literacy specialists review the subtest to determine the specific areas needing intervention. ●Groupings are formed based on the type of instruction indicated by the screening. ●Literacy specialists then select the intervention to utilize based on the profile suggested by the screening. ●Over the past two year, the literacy specials worked together with the K-8 Humanities Coordinator to establish the interventions and build consistency across the schools. When the team meets, they frequently discuss how students are responding to interventions and which intervention best support particular learning needs. What Happens Once a Student is in Intervention ●Progress monitoring and established end-of-intervention cycle routines ensure students in intervention are closely monitored and follow predictable processes. ●Elementary literacy specialists and the K-8 Humanities Curriculum Coordinator meet monthly to review the intervention tracking document, which contains all progress monitoring data for students receiving intervention. They discuss student progress, analyze intervention strategies and consult on student cases. ●Literacy specialists meet regularly with building leaders to review progress of students in intervention. ●Literacy specialists collaborate with classroom teachers of students receiving intervention to engage in two-way communication about student progress. ●At any point, a student can be referred to SST. Why 8 Week Cycles? Related Resources and Citations: TĆă MA Dyslăxćÿ GućĂălćnăs - CĆÿptăr 7 pą. 33 TĆă IRIS āăntăr Ąrom VÿnĂărĀćlt Unćvărsćty. ÿnĂ Ćără Instćtută oĄ EĂuāÿtćonÿl Sărvćāăs - săă slćĂă 37 33 CASE STUDIES: Intervention adjusted mid-way through a cycle Here are some example from RPS of times that the intervention was adjusted within an 8-week cycle. ●A third grade student had well below ORF scores and had an overall composite falling below benchmark. The literacy specialist brought the child to the intensive, pull-out group after lack of progress in tutor support. The child moved to “at grade level” by the spring. ●A second grade student scoring in well-below this fall who met MOY goals for decoding and moved out of the intensive to tutor support after 1 cycle of 8 weeks. The child’s skills did not match the group and only needs fluency support. The child was above aimline on every single progress check. ●One third grade student moved out of tutor support after meeting all MOY goals after 8-weeks. The child was consistently above aimline in all domains. ●Five students in tutor support in grade 1 met MOY goals. We reduced tutor support to 1x/week to maintain skills. We hesitate removing support completely in first grade and instead chose to decrease intensity. ●One child who was “red” in grade 1 this fall has been above aimline in critical domains for 3 consecutive times. The child has nearly met MOY targets after 8 weeks. We reduced time with the literacy specialist from 4x to 2x to remove the child from the classroom less often and still maintain skills. 34 CASE STUDY: Student brought to SST before end of cycle Here is an example from RPS of a time when a student was brought to SST during an intervention cycle. This example helps to demonstrate the complexity and nuance that exists when we examine individual students. Grade 3 student: Progressing in well-below range, below aimline on progress monitoring ●2023-2024 ○Student enrolled in RPS in fall of 2024 as a grade 2 student ○Student in tier 2 intervention with literacy specialist in grade 2 ○Given extra time in tier 2 intervention without SST in grade 2 because student is a multilingual learner with limited progression in learning English ●2024-2025 ○MLL success plan developed October 2024 based on low ACCESS scores ○After 2 progress monitoring data points in grade 3, literacy specialist worked with classroom teacher to complete SST paperwork and initiate SST process ○SST team met and began focused interdisciplinary plan, will reconvene mid-January 35 CASE STUDY: Student brought to SST before end of cycle StuĂănt răĄărrăĂ to SST Ćără 36 37 Student Study Team (SST) ●SSTs are school-based teams of educators charged with supporting students with academic, behavior and social-emotional needs. ●SSTs are collaborative and problem solving in nature. SSTs are composed of building leaders, general education teachers, behavioral health staff, special education teachers and specialists. ●SST is focused on addressing individual student needs by developing targeted interventions and support strategies intended to maximize student success within the general education setting. ●SSTs create a comprehensive plan to address student needs. The plan might include strategies and accommodations for the teacher or could include interventions provided by another staff member. ●SST teams may conduct one, two or three cycles, creating new goals, additional interventions and new strategies. The process is highly individualized to the student and the presenting concerns. ●Families receive communication throughout the SST process. ●SST is not a special education process, but may lead to special education referral if necessary. 38 Considerations for the Student Study Team (SST) ●The SST looks at all aspects of student’s profile, including performance in other academic areas and social-emotional functioning. ●Additional information and factors are considered such as MLL status, length of time in the school or obstacle to learning unique to the student (ie. housing insecurity, low school attendance, trauma history, recent death in the family) ●SSTs are expected to consider all district assessments available for a student. This includes what additional evidence and data they need, including what data needs to be collected further (i.e. observational data, behavioral data, etc.) and what they already have access to (i.e. writing samples, classroom assessments, etc.) when considering next steps. 39 40 Special Education Evaluation ●A student is recommended for a special education evaluation when a disability is suspected. ●Special education evaluations involve a series of assessments which examine in detail all components of literacy development in order to pinpoint a student’s areas of strength and need. ●Reading Public Schools uses a battery of literacy assessments which is considered the gold standard in evaluating students suspected of a reading disability. ●The special education evaluation process is guided by the special education team, which includes school staff and parents/guardians. Decisions about eligibility for special education services are made by the team following the established special education procedures. ●Students who receive structured reading instruction via an IEP are still screened with DIBELS. 41 K-12 Special Education Initial Evaluations in 23/24 K-5 Special Education Initial Evaluations in 23/24 42 Importÿnt Lćtărÿāy Inćtćÿtćvăs ćn 2024-25 43 Important Literacy Initiatives in 2024−25 How ÿră wă workćną to ćmprovă lćtărÿāy outāomăs Ąor ÿll stuĂănts? ●Implămăntÿtćon oĄ ÿ ĆćąĆ-quÿlćty āurrćāulÿr răsourāă, AmplćĄy ELA ćn ąrÿĂăs 6-8 ●Implămăntÿtćon support ÿnĂ proĄăssćonÿl Ăăvălopmănt Ąor tăÿāĆărs ÿnĂ lăÿĂărs oĄ ąrÿĂăs 6-8 tĆrouąĆ āoÿāĆćną wćtĆ TĆă Hćll Ąor Lćtărÿāy ●ProĄăssćonÿl lăÿrnćną Ąor tăÿāĆărs oĄ ąrÿĂăs 3-5 ćn usă oĄ Wrćtćną Răvolutćon ÿpproÿāĆ to ănĆÿnāă ăxplćāćt ćnstruātćon ćn ARC Coră ●Pÿrtćāćpÿtćon Āy tăÿāĆăr ćn ąrÿĂăs K-2 ćn TĆă Hćll Ąor Lćtărÿāy Sāćănāă oĄ RăÿĂćną āoursă (15 Ćours) ●Crăÿtćon oĄ lćtărÿāy lăÿĂărs ÿt ăvăry ĀućlĂćną tĆrouąĆ răąulÿr “Lćt LÿĀs”, wĆćāĆ ÿră proĄăssćonÿl lăÿrnćną āommunćtćăs ĄoāusăĂ on sĆÿrćną ÿnĂ ćmprovćną ćnstruātćonÿl prÿātćāăs wćtĆćn ÿnĂ ÿāross ălămăntÿry sāĆools ●Usă oĄ strÿtăąćā smÿll ąroup or ćnĂćvćĂuÿl ćnstruātćon Ąor stuĂănts ćn ąrÿĂă K-5 ÿlćąnăĂ wćtĆ tĆăćr profilă ÿs ÿ răÿĂăr ĀÿsăĂ on tĆă IRLA ●Pćlotćną oĄ năw WIDA-ÿlćąnăĂ āurrćāulÿr răsourāă Ąor ćnstruātćon wćtĆ ML stuĂănts 44 Potential Levers for Improvement ComprăĆănsćvă systăm to orąÿnćză ÿnĂ ÿnÿlyză părĄormÿnāă Ăÿtÿ ÿnĂ ćntărvăntćons AĂĂćtćonÿl āollÿĀorÿtćon tćmă Ąor lćtărÿāy spăāćÿlćsts to work wćtĆ tutors ContćnuăĂ ćnvăstmănt ćn ÿĂĂćtćonÿl Tćăr 2 stÿffiną/support Strÿtăąćā răsourāă ÿlloāÿtćon ĀÿsăĂ on stuĂănt năăĂ/părĄormÿnāă Thank You 46 Additional Resources Eÿrly Lćtărÿāy Sārăănćną SāĆool Commćttăă Prăsăntÿtćon Ąrom DăāămĀăr 2023 ARC Coră PĆÿsă 3 SāĆool Commćttăă Prăsăntÿtćon Ąrom Jună 2024 Grades 3-5 IRLA EOY 23/24 compared to ELA MCAS 2024 Proficient or Above At-Risk Emergency Exceeding 82 6 0 Meeting 309 112 3 Partially Meeting 78 158 28 Not Meeting 3 17 30 IRLA Proficiency MCAS ELA performance Grades 3 IRLA EOY 23/24 compared to ELA MCAS 2024 Proficient or Above At-Risk Emergency Exceeding 34 4 0 Meeting 79 45 0 Partially Meeting 8 38 11 Not Meeting 1 3 6 IRLA Proficiency MCAS ELA performance Grades 4 IRLA EOY 23/24 compared to ELA MCAS 2024 Proficient or Above At-Risk Emergency Exceeding 15 0 0 Meeting 124 23 0 Partially Meeting 39 76 12 Not Meeting 2 9 13 IRLA Proficiency MCAS ELA performance Grades 5 IRLA EOY 23/24 compared to ELA MCAS 2024 Proficient or Above At-Risk Emergency Exceeding 33 2 0 Meeting 105 44 3 Partially Meeting 31 44 5 Not Meeting 0 5 11 IRLA Proficiency MCAS ELA performance TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: December 17, 2024 RE: Parker & RISE Leadership Search Processes During the December 19th School Committee meeting, we will provide an update on the Parker and RISE leadership search processes. 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