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Home My WebLink About2026-06-04 School Committee PacketOpen Session 7:00 p.m. Reading Memorial High School Library Reading, MA Reading Public Schools School Committee Meeting Packet June 4, 2026 Town of Reading Meeting Posting with Agenda This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting. Page | 1 2018-07-16 LAG Board - Committee - Commission - Council: School Committee Date: 2026-06-04 Time: 7:00 PM Building: School - Memorial High Location: School Library Address: 62 Oakland Road Agenda: Purpose: Open Session Meeting Called By: Shawn Brandt, Chair Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted. Topics of Discussion: 7:00 p.m. A. Call to Order 7:00 p.m. B. Public Comment Focus on Excellence Consent Agenda 1. Minutes (05-28-2026) 2. RMHS Marching Band Donation 3. Women’s League of Reading – RMHS Science Team Donation Accounts Payable Warrant Reports 1. 05-21-2026 Reports 1. Superintendent 2. Liaison/Sub-Committee 7:10 p.m. E. New Business 1. Reading Education Foundation Grant Update 2. End-of-Year Learning & Teaching Update 3. Pre Q4 Financial Update 4. FY27 Budget Update (A) 5. Birch Meadow Principal Update 6. Proposed FY27 School Committee Meeting Schedule 7. Approve the charge and membership for Facilities Naming Advisory Committee (A) 8. Annual Reorganization of School Committee (A) 8:45 p.m. Adjourn 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 Join Zoom Meeting https://readingpsma.zoom.us/j/82237342785?pwd=gUf2H6Y24YbMHHW1OIOBTDXDvbbMW O.1 Meeting ID: 822 3734 2785 Passcode: Bb!1zp Find your local number: https://readingpsma.zoom.us/u/kfxn1VshO Consent Agenda Reading Public Schools School Committee Meeting Packet June 4, 2026 Town of Reading Meeting Minutes Page | 1 2016-09-22 LAG Board - Committee - Commission - Council: School Committee Date: 2026-05-28 Time: 7:00 PM Building: School - Memorial High Location: School Library Address: Session: Open Session Purpose: Open Session Version: Draft Attendees: Members - Present: Shawn Brandt (remote), Tom Wise, Sarah McLaughlin, Lara Durgavich, Erin Gaffen (remote) and Geoffrey Coram Members - Not Present: Others Present: Superintendent Dr. Thomas Milaschewski, Assistant Superintednent for Student Services Dr. Jennifer Stys Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson. Topics of Discussion: A. Call to Order – Mr. Brandt called the meeting to order at 7:00pm. Roll Call Attendance – Mrs. Gaffen – here, Dr. Durgavich – here, Ms. McLaughlin – here, Mr. Wise – here, Dr. Coram – here, Mr. Brandt – here B. Public Comment – None Focus on Excellence – RMHS Valedictorian and Salutatorian Dr. Milaschewski introduced Valedictorian Amelia Borawski and Salutatorian Indigo Boyko. The Committee celebrated and recognized their accomplishments, with additional remarks shared on behalf of the RMHS counseling team. Reports 1. Students – Student representatives shared the following updates: a. Expressed appreciation to Dr. Milaschewski for his leadership over the past five years as Superintendent, noting his positive impact and meaningful contributions to the district. They shared that he will be missed and wished him the best in his future endeavors. b. Extended thanks to graduating student representatives to the School Committee, Sachi Selvakumar and Jason Walsh, for their service and contributions. Page | 2 c. Sachi Selvakumar offered additional thanks to the School Committee, Dr. Milaschewski, and fellow student representatives. d. Provided school updates, including: Future Freshman Night II scheduled for Monday evening; the underclassmen awards ceremony taking place next Wednesday; incoming freshman Fly-Up Day, where students will spend time with staff and Rocket Ambassadors to learn about the upcoming school year; upcoming final exams; senior celebrations this week, including graduation scheduled for tomorrow night; Reading Cooperative Bank’s EmpowerED grant supporting funding for a college-level financial literacy course for 25 students; and upcoming athletic tournaments, with well wishes extended to student-athletes. 2. Superintendent – Dr. Milaschewski expressed enthusiasm for the celebration of the Class of 2026 scheduled for tomorrow night. He also shared personnel updates, including the appointment of Michelle Ofilos as RISE Director, and extended thanks to the screening committee members. He noted that she is expected to begin her role on July 1. Additionally, he announced that Dr. Steve Burnham will be transitioning to serve as Principal of Stoneham High School. Further information will be shared at the June 4 meeting. 3. Assistant Superintendent for Student Services – Dr. Stys acknowledged new regulations regarding seclusion and shared that the district is prepared and aligned with the requirements to ensure compliance when they go into effect on August 17. He noted that training is underway with attorneys and building leaders. He also shared updates from the Children’s Cabinet in collaboration with the Reading Coalition, including that two students were awarded mini-grants and 15 students have been recruited to serve as mentors supporting students transitioning from middle school to high school. Consent Agenda 1. Minutes (05-11-2026) 2. RMHS Switzerland Field Trip Request 3. Parker 8th Grade Field Trip/Class Trip Donation 4. Acceptance of 2026 Summer Eats Grant Award 5. Women’s League of Reading – RISE Donation 6. Women’s League of Reading – Coolidge Donation 7. Women’s League of Reading – Parker Donation 8. Women’s League of Reading – Unified Sports Donation Accounts Payable Warrant Reports 1. 04-29-2026 2. 04-30-2026 3. 05-07-2026 4. 05-14-2026 Payroll Warrant Reports 1. 03-19-2026 2. 04-10-2026 Page | 3 3. 04-24-2026 Mr. Brandt motioned to approve items 1, 2 and 4-8 on the consent agenda, seconded by Mr. Wise. Dr. Coram noted that Mrs. Durgavich holds a PhD and requested that the minutes be revised to reflect her title as Dr. Durgavich. Roll Call Vote – Mrs. Gaffen – yes, Dr. Durgavich – yes, Ms. McLaughlin – yes, Mr. Wise – yes, Dr. Coram – yes, Mr. Brandt – yes The vote passed 6-0. Mr. Brandt motioned to approve items 3 on the consent agenda, seconded by Dr. Coram. It was noted that Dr. Durgavich would recuse herself from voting on Item 3, as the donation is from her. Roll Call Vote – Mrs. Gaffen – yes, Ms. McLaughlin – yes, Mr. Wise – yes, Dr. Coram – yes, Mr. Brandt – yes The vote passed 5-0. Reports 4. Liaison/Sub-Committee a. Mrs. Gaffen – The Wellness Committee has reviewed the district wellness policy, which is required to be reviewed every three years. The policy does not need to go through the Policy Subcommittee; however, it is being flagged for the School Committee’s review at an upcoming meeting. b. Ms. McLaughlin – No report c. Dr. Coram – No report d. Dr. Durgavich – Birch Meadow Phase II is complete, and the playground and courts are now open. e. Mr. Wise – No report f. Mr. Brandt – The Audit Committee met last week for the RMLD annual audit, which was accepted with no findings. The Finance Committee also held a financial forum last week, during which the primary topic of discussion was the potential for an override, which may appear on the November ballot. Town Accountant Sharon Angstrom reviewed structural costs, noting that these costs have outpaced the growth allowed under the 2.5% property tax levy limit. She presented a tiered override scenario ranging from $7–$8 million on the low end to approximately $14 million on the high end, along with projections indicating it could support a 3–6 year window of maintaining a level services budget. The discussion also included the potential impact on the average residential tax bill. The committee agreed it would be helpful to include a future agenda item focused on strategies for public education and communication. Page | 4 E. New Business 1. SEPAC FY26 End-of-Year Update SEPAC board members presented an end-of-year update to the Committee. A full copy of the presentation can be found here. The update included a review of the SEPAC mission statement, a year-in-review highlighting events and workshops, annual survey results, outreach efforts, and planned activities for the upcoming year. There was also discussion regarding crossing guards and the prioritization of higher-volume crossing areas, with a suggestion that this be reviewed by the District Safety Committee. Additional discussion focused on ways to further support SEPAC, including maintaining open lines of communication, increasing awareness of programs and meet-ups, and encouraging parents to engage with SEPAC as a first point of contact before escalating concerns. It was also noted that dedicated SEPAC funding of $300 may help support programming and events. 2. Student Services End-of-Year Update Dr. Stys provided a Student Services end-of-year update, highlighting the following: Core Framework & Philosophy • The Student Services Department functions as the "executive functioning" part of the school system, coordinating multiple sub-departments to create a cohesive, seamless, and inclusive educational experience. • The department’s work spans direct student support, districtwide systems, operational compliance, staff capacity building, safety, and wellness. The foundational guiding philosophy is that "all means all." Neurodiversity & Inclusive Practices • Curriculum Takeover: Following the defunding of the nonprofit Understanding Disabilities, the district absorbed this work into its SEL committee. They developed the "Understanding Each Other" curriculum for elementary students, which embeds a wide range of disability categories at all levels. • Staff Training & Coaching: Provided professional development to build an affirming understanding of neurodivergence. This included a staff book study on Meaningful Inclusion for Students with Down Syndrome and a partnership with the 3-21 Foundation. Inclusion Specialists continue to use a job-embedded coaching model to support teachers in real time. • Family & Community Engagement: Hosted neurodiversity training for families at the library and held feedback sessions regarding the new curriculum. • Inclusive Initiatives: Successful pilots included the integration of Playful Learning Institute "Studios" within ARC literacy units, collaboration with SEPAC to provide clear accessibility guidance for field days, and the creation of individualized "Welcome to Kindergarten" social stories to aid the preschool-to-kindergarten transition. Page | 5 Social Emotional Learning (SEL) & Student Behavior • Tier 1 Instructional Blocks: Re-established a weekly SEL instructional block across all five elementary schools, combining social-emotional skills, executive functioning, and play blocks to generalize skills. At the middle school level, Coolidge piloted these executive functioning lessons within 6th and 7th-grade advisory blocks. • Family Partnerships: Launched multiple collaborative events including the first SEL Family Night (attended by over 100 families), caregiver book clubs focusing on The Anxious Generation, a series called Rooted in the Village, and the upcoming Let Grow Summer Challenge to encourage age-appropriate student independence. • Impact Data: Mid-year staff survey results indicate strong Tier 1 success, with 90% of staff feeling confident teaching and applying the SEL language/strategies throughout the day, and 85% of staff reporting meaningful student benefits (aligning with MTSS framework expectations). Leadership & Specialized Personnel • Prioritized leadership development, alignment, and continuous learning to build internal capacity. • Highlighted the impact of unique district-wide special education roles, including Inclusion Specialists, a Literacy Coach, and a Program Coordinator who collaborate directly with team chairs and building leadership. A full copy of the presentation can be found here. Discussion focused on the social-emotional aspects of the work and the increased importance of this area since COVID. The conversation also included connections to the role of play in supporting social-emotional development. 3. Discuss Superintendent Formative Review Process Mr. Brandt proposed that each member provide a brief narrative overview of the past year in preparation for the review of Dr. Milaschewski, with a requested turnaround by Tuesday evening. There was discussion regarding the need to complete the formative review and whether it is required. It was suggested that the language be reviewed to determine if the process may be waived. Mr. Brandt will follow up with the Committee to confirm whether the formative review is necessary. D. Old Business 1. Review and Approve Membership for Facility Naming Advisory Committee (A) Mr. Brandt reviewed the required membership for the Facility Naming Advisory Committee, which includes six roles: a School Committee designee, the principal of the building, a Select Board member, a student representative from the building, a Historical Commission member, and a business leader. Page | 6 He noted the following proposed appointments: Dr. Coram as the School Committee designee; Principal Jess Callanan; Select Board member Chris Haley; and student representative Sophie Karlskind. The Historical Commission member is expected to be appointed next week, and the business leader position is still to be identified. It was noted that the vote will be tabled until the next meeting to finalize membership. Mr. Brandt motioned to table this agenda item until the June 4 meeting, seconded by Mr. Wise. Roll Call Vote – Mrs. Gaffen – yes, Dr. Durgavich – yes, Ms. McLaughlin – yes, Mr. Wise – yes, Dr. Coram – yes, Mr. Brandt – yes The vote passed 6-0. 2. School Choice Update and Next Steps Dr. Milaschewski noted that districts that do not opt out of School Choice must conduct two lotteries. He shared that the first lottery was completed in April, and the district is now planning to open the second lottery, noting that the timing is appropriate prior to the start of summer. He reported that up to 110 students are currently enrolled in the program, including 33 students accepted through the first lottery. He recommended moving forward with 17 potential seats for the second lottery and the likelihood of filling 10 seats, which would bring total enrollment to approximately 121 students in the program. A question was raised regarding the number of available seats, noting that it may instead be 14. An error in the initial calculation was acknowledged. There was also discussion regarding confidence in the district’s ability to absorb additional students in terms of teacher and support capacity. It was noted that class size limits and staffing capacity are considered, and while 17 seats are being proposed, it is not expected that all seats will necessarily be filled. G. Executive Session Mr. Brandt motioned to adjourn to executive session to discuss strategy with respect to collective bargaining (Reading Teachers Association, Reading Paraeducators Association, Reading Administrative Secretaries Association, Reading Cafeteria Employees, and Reading Facilities School Custodians) as an open meeting will have a detrimental effect on the bargaining position of the Reading School Committee and not to return to open session, seconded by Mr. Wise. The vote passed 6-0. https://www.youtube.com/watch?v=E7EuHNWBPWg Page | 7 Meeting Adjourned from regular session at approximately 9:10pm. TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: June 2, 2026 RE: Vote to Accept RMHS Marching Band Donation Please vote to accept a donation in the amount of $4,500 from the RMHS Band Parents Organization in support of the RMHS Marching Band staff for the 2025-2026 season. Thank you. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: June 2, 2026 RE: Vote to Accept Women’s League of Reading – RMHS Science Team Donation Please vote to accept a donation in the amount of $300 from the Women’s League of Reading in support of the RMHS Science Team. 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 New Business Reading Public Schools School Committee Meeting Packet June 4, 2026 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: June 2, 2026 Re: School Committee Vote to Receive Reading Education Foundation Grant Donations The Reading Education Foundation has awarded the following grants to Reading Public Schools: Teacher’s Name School Program Amount Funded Grant Title Vittoria Penna Barrows ELA $999.75 Books to Support Reading Comprehension Lynna Williams RMHS Counseling $2,000.00 Counseling Department Mural Kristopher McCabe Parker ELA $722.49 LEGO Titanic Ship Model Jacquelyn Pelusi District Social Emotional Learning $14,500.00 Lynn Lyons: A Professional Development Track for Special Education Carina Becker Barrows Digital Literacy and Computer Science $3,819.54 Barrows Bolts Beyond Coding Sarah Hardy Coolidge & Parker All Academic Areas $4,752.00 MagicSchool Middle School Pilot Jessica Cornetta Joshua Eaton STEM $4,400.00 Joshua Eaton LEGO Education STEM for Classrooms Lisa Norcross Wood End Science, Library, STEM $5,200.00 Rigamajibs! Engineering Design for Students Amy Hussey All Elementary School Visuals, Arts, STEM $2,023.92 ChompSaws for Elementary Schools REF Board District To be used at the discretion of the REF Board $6,000.00 Revolving Fund $44,417.70 To: Reading School Committee From: Olivia Lejeune, Executive Assistant to the Superintendent Date: June 2, 2026 Re: End-of-Year Teaching & Learning Curriculum Update During the June 4th School Committee Meeting, we will provide an End-of-Year Learning and Teaching Update. A copy of the presentation can be found in the packet. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 Excellence for All End-of-Year Update from the Office of Learning and Teaching School Committee Meeting | June 2026 Instilling a joy of learning & inspiring the leaders of tomorrow Grounding in the District Vision Instilling a joy of learning & inspiring the leaders of tomorrow The work of the Office of Learning and Teaching is grounded in the district vision and our shared focus on Excellence for All. • Meaningful and relevant curriculum • Innovative instructional practices • Thoughtful use of evidence • Collaborative learning and teaching • Safe, supportive learning environments Excellence for All requires both high expectations and the systems needed to help every student meet them. Learning and teaching work is guided by a few core commitments. Scope of Work: Office of Learning and Teaching Why Data Use Matters Spotlight 1 Data helps us make Excellence for All visible and actionable. To meet the needs of all students, RPS is building systems that allow educators and leaders to monitor learning over time, identify patterns, and respond thoughtfully. This is especially important as we look at the experiences and outcomes of particular student groups, including: • Students with disabilities • Economically disadvantaged students • Multilingual learners • Students of color Strong data systems help us ask better questions, identify needs earlier, and align support more effectively. Spotlight 1 Data Use in Action Across Levels Spotlight 1 The goal is not simply to collect more data. The goal is to use evidence to strengthen decisions at every level. District Identify trends across schools, grades, subjects, and student groups to support strategic planning and professional development School Connect data to school improvement priorities and instructional focus areas. Grade-level Use common protocols to identify student needs and plan enrichment and Tier 2 supports. Classroom Adjust instruction, groupings, routines, and interventions based on student data. Student Create individualized learning plans that capitalize on strengths, identify opportunities for growth, and address root causes. Why Professional Development Matters Spotlight 2 Professional Learning as Continuous Improvement Professional learning is essential to improving student learning and moving our practice forward. As research, tools, student needs, and expectations continue to evolve, educators need time and support to learn, reflect, and adjust. In Reading Public Schools, professional learning is grounded in classrooms, connected to current student needs, and responsive to real problems of practice. Through job-embedded coaching, coaches and inclusion specialists partner with educators and teams to analyze data, plan instruction, co-teach, observe, reflect, and refine practice. This work also helps us respond to new and changing areas of education, including emerging tools such as AI. RPS Professional Learning Vision Statement We envision Reading Public Schools as a learning community characterized by innovation, curiosity and reflection. In RPS, continuous, adult-focused learning empowers staff to support the diverse and evolving needs of students, leading to educational excellence for ALL students. Professional Learning Structures for Educators This Year Spotlight 2 Elementary Literacy: HILL for Literacy routines focused on foundational skills, vocabulary, fluency, comprehension, and the use of data to select routines for whole-class, small-group, and individual instruction. Teacher leaders from each school and grade level received intensive training through a unique partnership between HILL for Literacy and ARC Core. Information was disseminated to school-based teams Elementary Math: Fact fluency professional learning for grades 2–5, focused on research-based strategy instruction and fluency development, moving beyond rote memorization toward meaningful routines and low-stakes games. Middle School Science: Literacy strategies professional learning for middle school science teachers, facilitated by the Special Education Literacy Coach & LEAD Program Coordinator, focused on integrating reading, writing, listening, and speaking supports directly into content instruction, moving beyond isolated literacy skills toward consistent, explicit routines applied horizontally and vertically across all classes. Math Coaching: Coaching cycles for K-8 teachers supporting lesson internalization, differentiation and Tier 2 intervention, new staff implementation of Illustrative Mathematics, and effective use of IM routines. SEL Workshop: Jessica Minahan, a national-recognized educator and behavior analyst, visited RPS this year. Her sessions focused on giving educators actionable strategies and important background knowledge for supporting students with anxiety, trauma, and other mental health challenges. Mentoring and Induction: Continued support for new educators, including a new special cohort for elementary special education teachers. Multilingual Learner Support: ML director coaching, SEI accommodations training, and focused support at Parker Middle School in response to increased ML enrollment. Artificial Intelligence: Foundational AI literacy for all staff, secondary training on student conversations about AI, deeper high school PD, administrator training, Technology Impact Committee work, and AI Working Groups Building Pedagogy: Content-specific curriculum councils and implementation teams review updated research on evidence-based practices to inform instruction and create support materials for all classroom teachers. The Role of Job-Embedded Professional Learning Spotlight 2 Job-embedded professional learning is immediately relevant, sustainable, and focused on impact. Over the past several years, RPS has built out strong job-embedded PD. Job-Embedded Professional Learning supports in RPS include: • Collaborative planning • Lesson Internalization • Data analysis • Modeling and co-teaching • Observation and feedback • Reflection on student learning • Support with curriculum implementation • Targeted Tier 1 and Tier 2 instructional practices Job-Embedded Professional Development in RPS is provided by: ●2 Math Coaches ●1 Special Education Literacy Coach ●3 Inclusion Specialists ●1 ML Coordinator ●1 Special Education Program Coordinator ●RPS Harvard Fellows/Residents Coaching strengthens implementation because it supports teachers while they are doing the work, not after the fact. A new special education teacher shared: I appreciate all of the help I received from Jackie and Emma this year, as well as Alanna, Kaye and Melissa. I love that we have an inclusion team in place. I felt very supported and implemented all of their suggestions and feedback. I had a great year; not everyday was easy, but everyday was good! I'm very excited for the fall, and so happy to have acquired my initial license and that I returned to the classroom! Thank you for all of the support and encouragement. Staff feedback from work with the Kaz Hall, ML Coordinator highlights how appreciative they are in providing teachers with immediate, tangible tools they can embed into their lesson planning. They talked specifically about learning how to use AI prompts and supports. Kaz Hall, ML Coordinator facilitated learning walks this year. Here’s what participants said they valued about the experience: Spending time in other teachers' classrooms... Seeing teachers in action, noticing words, phrases, strategies, etc. that they use and how I might incorporate that into my class." "Getting to see my MLs in other classroom settings." "Getting to debrief with colleagues... I wish more of my colleagues would take advantage of things like this!" Feedback from an RPS Teacher: Thank you so much for your help with this case. I feel much more prepared to talk about the prompting and adult support based on the data collection tools you made and helped us to compile. I really appreciate the support with this one Feedback about Job-Embedded Professional Learning Feedback from an RPS teacher: Math Coach Lana is creative and is able compile instructional strategies. Her willingness to reflect on practices and utilize data is commendable. I consider Lana to be a valuable mentor. Her hands on collaboration, and leadership has helped me grow my teaching practice. Her passion, innovative approach, and commitment to excellence make a her highly deserving of this recognition. MCAS State Ranking for Achievement 6-8 16 Middle School MCAS Achievement Population 2018 2019 2021 2022 2023 2024 2025 All students 71%70%62%63%62%63%68%(n=865) Population 2018 2019 2021 2022 2023 2024 2025 All students 67%65%45%59%52%62%66%(n=866) % Students Proficient, ELA % Students Proficient, Math 17 Spotlight 3 Middle School…Shared focus, shared language, shared practice Spotlight 3 Reading Public Schools | 14 • ELA ●Continued implementation of Amplify through a student engagement lens. ● Used professional learning time to discuss, practice, and share engagement strategies. ●Developed common language and expectations through a shared rubric. ●Used the rubric in formal observations to connect PD to classroom evidence. ●Demonstrated strong implementation with aligned pacing and instructional practices. SCIENCE ●Made significant progress updating science units to align outcomes and instructional practices across grade levels and schools. ●Continued developing common assessments to enable collaboration and establish common expectations for student achievement. MATH ●Grade 6 built a coherent scope and sequence with aligned instructional practices and common assessments. ●Grades 7 and 8 completed year one of a two-year curriculum review process. ●Teachers developed an evaluation rubric grounded in student needs and best practices. ●Council reviewed seven programs and narrowed the field to three finalists for Fall 2026 field testing. SOCIAL STUDIES ●Departments worked to align instructional strategies across schools. ●Built a district-wide vision for middle school social studies instruction. ●Teachers built a shared understanding of how social studies practice standards develop from grades 6-8. What We Are Learning Across the spotlight areas, a common pattern is emerging Reading Public Schools | 16 When we invest in coherent systems, we see stronger conditions for improvement: • Better access to data leads to better understanding of student needs and stronger improvement planning. • Focused professional learning leads to educators who feel prepared to support all students. • Job-embedded coaching helps educators translate learning into practice and build educator efficacy. • Curriculum alignment supports stronger collaboration across schools and grade levels and coherence for students. • Shared tools and protocols help teams move from individual practice to meaningful collaboration that positively impacts student learning. Continuing the work toward Excellence for All Reading Public Schools | 17 Next year, the Office of Learning and Teaching will: ●Deepen and strengthen the current initiatives ●Support internalization of new curricular materials and instructional practices ●Continue building EduClimber use and districtwide data routines ●Build SST process and forms in EduClimber. ●Strengthen use of common assessment to inform Tier 2 intervention systems. ●Update elementary workshop to include choice in PD topics ●Field test math curriculum in grades 7&8 and select program for implementation in 27/28 ●Utilize district-wide professional development goals developed in collaboration with student services ●Build AI literacy for students and staff by embedding AI training in all PD opportunities ●Continue ongoing curriculum implementation and review cycles Our goal remains to build the systems, practices, and partnerships that help every student experience a meaningful, challenging, supportive, and joyful education. End of Year Academic Data 2025-2026 DIBELS DIBELS stands for Dynamic Indicators for Basic Early Literacy Skills. Purpose: It is an approved universal early literacy screening tool used to proactively examine all students' early literacy skills. Rather than diagnosing specific disabilities, it is designed to predict the likelihood of future reading difficulties and identify if a student is "at risk" so teachers can intervene as early as possible. Tiered Instructional Support: Depending on a student's DIBELS risk level, specific instructional interventions are deployed: ●At or Above Benchmark: Students receive standard core classroom instruction paired with differentiated skill practice at their level. ●Below Benchmark: Tutors and literacy specialists provide targeted support within the classroom to bridge skill gaps. These students are progress-monitored monthly. ●Well Below Benchmark: Literacy specialists provide targeted, pull-out intervention groups based on specific subtest data. These students are progress-monitored every two weeks. DIBELS 2025-26 DIBELS 2025-26 Grade K DIBELS 2025-26 Grade 1 DIBELS 2025-26 Grade 2 DIBELS 2025-26 Grade 3 National DIBELS Results IRLA IRLA stands for the Independent Reading Level Assessment. It is the formative assessment framework built directly into the district's ARC Core literacy curriculum. Unlike DIBELS, which acts as a high-level "risk screener", the IRLA is a diagnostic and formative tool. It is designed to establish a student's current independent reading level and continuously pinpoint specific reading strengths and identify an instructional path to closing reading gaps. The IRLA is used in kindergarten to grade 5 classrooms to map out a clear pathway for reading growth and to ensure that student progress is aligned directly with state learning standards. It measures foundational skill acquisition, text navigation and mechanics and comprehension skills. IRLA levels over time: current grade cohorts Current Grade cohort Year Emergency At-Risk Proficient or Above K 2026 4%12.5%83.5% 1 2025 3%7%90% 2026 3%6%91% 2 2024 23%8%69% 2025 6%4%90% 2026 4.5%13%82% 3 2024 10%7%82% 2025 18%9%73% 2026 7%14%78% 4 2024 17%12%71% 2025 10%9%81% 2026 8%9%83% 5 2024 13%9%78% 2025 13%6%81% 2026 4%9%86% iReady iReady is an adaptive diagnostic assessment for reading and mathematics that identifies each student’s current strengths and needs. iReady benchmark assessments are given at the beginning, middle and end of year in grades 6 and 7. Grade 8 administers iReady only in the beginning and middle of the year due to the number of MCAS assessments administered in the spring. iReady is an adaptive assessment, which means it adjusts to each student as they work. When a student answers questions correctly, the assessment provides more challenging questions; when a student answers questions incorrectly, it provides less challenging questions. This helps the assessment identify the student’s “just right” level and provide information about both strengths and areas for growth. iReady is one data point, and teachers in RPS use it alongside teacher observations and classroom assessments. For the beginning-of-year benchmark, students are not expected to have already mastered all end-of-year grade-level standards. The assessment may include questions connected to a broad range of skills in order to determine each student’s current instructional level. Beginning-of-year results should be interpreted as a measure of where students are starting the year, what prerequisite skills are secure, and what support may be needed as they work toward grade-level expectations by the end of the year. In reporting iReady scores, Tier 1 results indicate students at or above grade level expectations. Tier 2 results indicate students are below grade level expectations. Tier 3 results indicate students are well-below grade level expectations. Grade 6 iReady 2025/26 Tier 1 Tier 2 Tier 3 BOY 45%27%28% MOY 57%22%21% EOY 62%18%20% BOY= Beginning of Year; MOY= Middle of Year; EOY= End of Year Tier 1 Tier 2 Tier 3 BOY 48%33%19% MOY 62%25%14% EOY 70%18%12% ELA iReady Math iReady Grade 7 iReady 2025/26 Tier 1 Tier 2 Tier 3 BOY 58%20%22% MOY 64%18%18% EOY 70%15%15% BOY= Beginning of Year; MOY= Middle of Year; EOY= End of Year Tier 1 Tier 2 Tier 3 BOY 52%31%17% MOY 60%29%11% EOY 66%22%13% ELA iReady Math iReady Grade 8 iReady 2025-26 Tier 1 Tier 2 Tier 3 BOY 64%20%17% MOY*67%17%16% BOY= Beginning of Year; MOY= Middle of Year *Grade 8 does not take an EOY iReady assessment because they take 4 MCAS tests in the spring. Tier 1 Tier 2 Tier 3 BOY 52%31%17% MOY*55%30%15% ELA iReady Math iReady iReady ELA - From EduClimber Dashboard iReady Math - From EduClimber Dashboard Tier 1 Tier 2 Tier 3 Current Grade 6 2026 EOY 62%18%20% Current Grade 7 2025 EOY 71%16%13% 2026 EOY 70%15%15% Current Grade 8 2025 MOY*64%19%18% 2026 MOY*67%17%16% iReady ELA by Cohort MOY= Middle of Year EOY= End of Year *Grade 8 does not take an EOY iReady assessment because they take 4 MCAS tests in the spring. Tier 1 Tier 2 Tier 3 Current Grade 6 2026 EOY 70%18%12% Current Grade 7 2025 EOY 75%16%9% 2026 EOY 66%21%13% Current Grade 8 2025 MOY*60%29%11% 2026 MOY*55%30%15% iReady Math by Cohort MOY= Middle of Year EOY= End of Year ●Grade 8 does not take an EOY iReady assessment because they take 4 MCAS tests in the spring. Grade 6 iReady Math 2025-26 Sankey Diagram from EduClimber This diagram shows iReady scores for grade 6 students. The left side shows the beginning of year scores. The right side shows the end of year scores. The lines in the middle show student movement from BOY to EOY. In EduClimber, users can hover over any part of the diagram for more detailed information and can click on parts of the diagram to explore the data. Grade 7 iReady Math 2024-25 and 2025-26 Longitudinal Graph from EduClimber Longitudinal data shows student results over time. It shows areas of growth. For example, in the 24/25 and 25/26 school years, the grade 7 cohort had similar growth on Math iReady. It also helps pinpoint areas of need. In fall 2025, the grade 7 cohort’s math iReady scores fell below their fall 2024 (grade 6) scores. This type of data allows us to ask better questions. Avant STAMP STAMP stands for STAndards-based Measurement of Proficiency. It is an internationally recognized, web-based assessment that evaluates a student’s language abilities across reading, listening, writing and speaking. It is a proficiency and performance-based tool used to measure a student’s language ability using authentic, real-world texts, audio clips, and prompts. Instead of traditional letter or percentage grades, STAMP assigns students a Benchmark Level. Over the course of a student’s study of world language, proficiency builds based on the student’s ability to functionally use the language. As students progress through world language courses proficiency builds along the following: ●Novice Range (Low, Mid, High / Levels 1–3) ●Intermediate Range (Low, Mid, High / Levels 4–6) ●Advanced Range (Low, Mid, High / Levels 7–9) Students achieving an Intermediate-Mid level or an Advanced-Low level across all sections satisfy the respective proficiency requirements to receive the Seal of Biliteracy Avant STAMP Benchmark Attainment by Language and Grade Level ACCESS ACCESS is administered in Jan-Feb every year to multilingual learners in grades K-12. It measures students’ English proficiency. Students are assessed across 4 domains: reading, writing, speaking and listening. ACCESS results measure MLs’ annual progress toward English language proficiency in listening, speaking, reading, and writing. Massachusetts uses ACCESS results to determine whether students are on track to attain English proficiency within six years of entering a Massachusetts public school, while recognizing that some students may reach proficiency sooner and others may take longer. Once students reach English proficiency across the 4 domains, they exit the ML program. ML Student ACCESS Outcomes, 2021–2026 1 | P a g e Reading, MA Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Phone: 781-944-5800 Fax: 781-942-9149 To: From: Date: Re: Reading School Committee Philip A. Littlehale, Director of Finance & Operations June 3, 2026 FY26 Pre Q4 Financial Update FY26 Q4: General Fund Expenses continue to trend as expected. The estimated year-end balance is $1,076,063. Of this balance, $200,000 remains planned for the technology refresh, which will be combined with an additional $100,000 from a state earmark. While this technology expense was originally categorized under the technology cost center in the Q3 report, it will now be paid out of the General Education cost center under the "Classroom Computer" account line. The remaining $876,063 is expected to be used toward the prepay of FY27 out-of-district tuitions. The $77,000 increase in this projected balance from the Q3 report is driven by a $50,000 increase in the Extended Day offset alongside unused non-personnel funds. FY26 Q4: Revolving Accounts All funds continue to be monitored for positive year-end results. To support administration costs within the operating budget, the Extended Day offset was increased by $50,000. Additionally, the Use of School Property offset was increased by $25,000 to support non-personnel costs within the School Facilities operating budget. For the School Lunch Program operating category, year-to-date actual revenue currently only reflects reimbursements through April; however, estimated May and June reimbursements have been factored into the FY26 June Forecasted revenue column to provide an accurate year-end outlook. FY26 Q4: General Fund FY26 Q4: General Fund FY26 Q4: Grants FY26 Q4: Grants FY26 Q4: Revolving Accounts FY26 Q4: Revolving Accounts FY26 Q4: Gift/Donation/Reserve FY26 Q4: Gift/Donation/Reserve FY26 Q4: Student Activity Accts FY26 Q4: Student Activity Accts FY26 Q4: Scholarships in Trust FY26 Q4: Scholarships in Trust To: Reading School Committee From: Dr. Thomas Milaschewski, Superintendent Date: June 2, 2026 Re: FY27 Budget Update During the June 4th School Committee Meeting, we will provide an update on two proposed adjustments to the FY27 budget. Per School Committee Policy GCA, we need to notify the School Committee of proposed changes involving professional staff positions, as the School Committee establishes such positions upon the recommendation of the Superintendent, and only the School Committee may formally eliminate a position it has established. These two proposed changes will lead to a savings of approximately $8,000 in the FY27 budget. There are no FTEs being added. 1. Multilingual Learner (ESL) staffing Current FY27 budgeted positions: •0.7 FTE ESL Teacher (Ms. Kaz Hall) •0.5 FTE ESL Teacher (vacant) Proposed FY27 positions: •1.0 FTE ESL Teacher (Ms. Kaz Hall) •Elimination of the vacant 0.5 FTE ESL Teacher position Rationale: •The 0.5 FTE vacancy has historically been difficult to fill due to the part-time, four-day structure. •It has been determined that we can effectively cover all student needs with a total of 0.2 less FTE than originally budgeted. •Increasing Ms. Hall from 0.7 to 1.0 FTE ensures continuity of service through an experienced internal educator and yields an estimated salary savings of more than $8,000. •This shift ensures all ML students are fully serviced by an experienced internal leader, removing the risk of an unfilled vacancy. •She also expressed an interest in taking on the additional 0.3 caseload as a way to support her understanding of new curriculum and improve her ability to model and coach the department. 2. RMHS–Parker staffing shift Current FY27 budgeted position: •1.0 FTE RMHS ELA Teacher Proposed FY27 positions (one-year pilot): •1.0 FTE Parker Student Support Coordinator (position remains in the RTA bargaining unit) •0.0 FTE RMHS ELA Teacher (reallocated for FY27 only) 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 Rationale: •The change is proposed as a one-year pilot, with support from the RTA President and middle school RTA leadership. •RMHS ELA average class sizes are projected to remain below 20. •The Student Support Coordinator role at Parker will focus on coordinating student supports and expanding building capacity for academic outcomes and instructional leadership, particularly given Parker’s projected enrollment of approximately 125 more students than Coolidge in FY27. • In 2023, the district added the Director of Academic Achievement role at RMHS. That investment in targeted instructional leadership has been widely viewed as an important factor in expanding opportunities and improving outcomes for students. We see parallels at Parker, where additional leadership capacity could help strengthen systems of support for students and staff. While Parker made progress in narrowing achievement gaps with Coolidge in 2024, this proposal is intended to build on that momentum and support sustained growth. The district has also made significant investments in curriculum, instructional coaching, and assessment systems, and this pilot would provide additional leadership capacity to maximize the impact of those efforts. • A copy of the job description can be found in the packet. 1.0 FTE Student Support Coordinator Parker Middle School The Student Support Coordinator serves as a member of the school's student support team and works collaboratively with students, families, teachers, counselors, and administrators to promote a positive, safe, and supportive learning environment. The Coordinator provides proactive and responsive support to students experiencing academic, social, emotional, attendance, and school engagement challenges. Through relationship building, problem solving, and coordination of interventions, the Coordinator helps students successfully access their educational program and develop the skills necessary for success in school. This is a licensed teaching position that reports to the Principal. Student Support and Intervention ● Build positive relationships with students and serve as a trusted adult and student advocate. ● Provide direct support to students experiencing school adjustment, engagement, attendance, or behavioral challenges. ● Assist in the development and implementation of individualized student support plans. ● Monitor student progress and collaborate with school personnel to identify and address barriers to student success. ● Facilitate problem-solving and restorative conversations with students and families. ● Support student transitions, re-entry meetings, and other student support processes. Student Support, Collaboration, and School Climate ● Participate as a member of the school's student support team. ● Collaborate with teachers, counselors, administrators, families, and related service providers to identify and address barriers to student success. ● Serve as a liaison between school, home, and community resources to support student engagement and well-being. ● Promote a positive, inclusive, and supportive school culture through relationship-centered practices and proactive student support. ● Support schoolwide initiatives related to attendance, engagement, belonging, and positive school climate. ● Facilitate small groups, mentoring opportunities, check-in/check-out structures, restorative conversations, and other student support programs. ● Assist students in developing self-regulation, problem-solving, conflict resolution, and interpersonal skills. ● Coordinate with community agencies and outside providers, as appropriate, to support student needs and strengthen student outcomes. Data and Documentation ● Maintain accurate records related to student support activities. ● Monitor and analyze attendance, engagement, and other student support data. ● Assist school teams in identifying trends and implementing targeted interventions. ● Prepare reports and documentation as required. Additional Responsibilities ● Participate in faculty meetings, professional development, and school improvement initiatives. ● Perform other duties as assigned by the Principal that are consistent with the responsibilities of the position. Basic Qualifications ● Massachusetts educator licensure as a Teacher, School Counselor, School Adjustment Counselor, or other appropriate DESE license. ● Demonstrated experience working with middle school students. ● Knowledge of adolescent development and effective student support practices. ● Strong interpersonal, communication, and relationship-building skills. ● Ability to collaborate effectively with students, families, and staff. Preferred Qualifications ● Experience supporting student attendance, engagement, and school adjustment initiatives. ● Training or experience in restorative practices, conflict resolution, positive behavioral supports, or social-emotional learning. ● Experience facilitating student groups and interventions. ● Experience working in a diverse school community. TO: Reading School Committee FROM: Olivia Lejeune, Executive Assistant to the Superintendent DATE: June 2, 2026 RE: Birch Meadow Principal Update Birch Meadow Principal Dr. Burnham will be transitioning from Birch Meadow at the end of the school year to become the Principal of Stoneham High School. We are grateful for his leadership and the many ways he has supported our students, staff, and families during his time at Birch Meadow. We are excited to share that current Birch Meadow Assistant Principal, Ms. Lisa Azzarito, has been appointed Interim Principal for the 2026–2027 school year. We believe Lisa will do a tremendous job in the principal role and are excited to see how her leadership positively impacts the Birch community. A copy of the letter shared with the Birch Meadow community can be found in the packet. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 Dear Birch Meadow Families, As you know, Dr. Burnham will be transitioning away from Birch Meadow at the end of this school year to become the Principal of Stoneham High School. We are grateful for his leadership and the many ways he has supported our students, staff, and families during his time at Birch Meadow. We are excited to share that our current Assistant Principal, Ms. Lisa Azzarito, has been appointed Interim Principal of Birch Meadow Elementary School for the 2026–2027 school year. Ms. Azzarito brings more than two decades of experience as an educator and instructional leader in Massachusetts public schools, with a deep focus on literacy, curriculum, and instructional practice. In addition to her work at Birch Meadow, she has served as the Humanities Curriculum Coordinator for Grades K–4 in Wakefield Public Schools, where she led ELA curriculum review, facilitated professional learning, and supported the integration of evidence-based literacy practices across classrooms. Prior to her curriculum and leadership roles, Ms. Azzarito worked as a Literacy Coach, Reading Specialist, and classroom teacher in Grades 3 and 4, as well as Assistant to the Principal at Walton Elementary School, giving her a strong foundation in both classroom instruction and school-based leadership. Throughout her career, Ms. Azzarito has collaborated closely with principals, educators, and families to set schoolwide goals, strengthen multi-tiered systems of support, and prioritize professional learning that directly benefits students. She has facilitated learning walks, led ELA curriculum teams, authored literacy scope and sequence documents, and supported staff in using data to identify student needs and plan targeted instruction. She also holds advanced degrees in Reading and Elementary Education and is licensed in multiple areas, including Principal/Assistant Principal (PreK–6), Reading (all levels), and Elementary Education (grades 1–6), with SEI endorsement. Lisa is already a well-respected member of the Birch Meadow community, and families and staff know her as a thoughtful, collaborative, and student-centered leader. Her appointment as Interim Principal will help ensure continuity in leadership and culture as we transition following Dr. Burnham’s departure, and we are confident that her deep instructional expertise and steady presence will support a smooth start to the school year for students, staff, and families. We firmly believe in her leadership and her commitment to maintaining and building upon the strong foundation that already exists at Birch Meadow. Looking ahead, Dr. Turner, our incoming Superintendent, will share more information early in the 2026-2027 school year about the formal search process for determining the permanent principal at Birch Meadow, which will involve feedback from the school community. In the meantime, please join us in congratulating and warmly welcoming Ms. Lisa Azzarito as Interim Principal for the upcoming school year. We are grateful for your ongoing partnership and look forward to the continued collaboration between families, staff, and school leadership in support of all Birch Meadow students. Best, Tom Milaschewski, Superintendent Sarah Hardy, Assistant Superintendent Jennifer Stys, Assistant Superintendent Administrative Offices 82 Oakland Road Reading, MA 01867 781 944-5800 READING SCHOOL COMMITTEE Shawn Brandt Chair Lara Durgavich Vice-Chair Geoffrey Coram Erin Gaffen Sarah McLaughlin Thomas Wise Thomas Milaschewski, Ed.D. Superintendent of Schools TO: Reading School Committee FROM: Shawn Brandt, Reading School Committee Chair DATE: June 2, 2026 TOPIC: Proposed Meeting Schedule for 26/27 Below are the proposed dates for the Committee’s 26-27 meeting schedule. All meetings fall on a Thursday except for May 10th, as elementary open houses are on Thursday, May 13th. These dates avoid all major religious holidays (though March 25th falls on the 5th night of Passover). Two meetings are positioned as “if necessary” to get a meeting on the calendar in advance of the two Town Meetings. Given the uncertainty about next year’s budget, I am penciling in four nights of budget as we have done historically. We may be able to drop night 2 if conditions allow for it. Please review the proposed dates below and provide any feedback to the new Chairperson. July 9 Aug 14 - Retreat Aug 27 Sept 10 Sept 24 (MS Back to School Night - move to 9/21?) Oct 8 Oct 22 Nov 5 (if necessary) Town Meeting - November 9, 12, 16, 19 Dec 3 Dec 17 Jan 7 - Budget Night 1 Jan 14 - Budget Night 2 Jan 21 - Budget Hearing Jan 28 - Budget Vote Feb 11 Feb 25 Mar 11 Mar 25 (5th night of Passover) Apr 8 Apr 15 (if necessary) Town Meeting - Apr 26, 29; May 3, 6 May 10 (Monday - K-5 Open House on May 13) May 27 Jun 10 Jun 24 (if necessary)