The meeting commenced with the introduction of Barbara Best, who will be completing her doctoral residency in the district as part of a joint program with Harvard. Barbara, who has extensive experience in education and leadership roles, expressed her gratitude for the opportunity and highlighted her commitment to enhancing school connectedness through a community-wide strategy. She mentioned her excitement about building the Children’s Cabinet and working closely with the leadership team to further district initiatives.

Jill Story, the interim principal at Parker, joined the meeting via Zoom and discussed the positive experiences of the past year and the anticipation for the upcoming school year. She detailed changes in the schedule for sixth graders, who will now have an exploratory World Language program, and highlighted modifications in the eighth-grade curriculum, which will include courses such as computer science, financial literacy, and digital leadership.

Beth Simpson was introduced as the new interim assistant principal at Parker. Beth, who has a rich background in education and teacher preparation, expressed her enthusiasm for her new role and acknowledged the challenges ahead. She shared a personal anecdote about a restorative practices workshop she attended, humorously describing herself as “on foot carrying a backpack that’s getting heavier,” indicating the challenges she anticipates but framing them positively.

The meeting also highlighted the return of Alana Mileski to the Reading Public Schools after a brief absence. Alana, who has prior experience as a special education director and an educational advocate, expressed her excitement about reconnecting with families and staff. The committee welcomed her back warmly, noting her strong commitment to student well-being.

A significant portion of the meeting was dedicated to discussing the superintendent’s goals, particularly the goal of cataloging and capturing research-based practices. The board considered amending the term “system” to “process” to clarify the focus on creating a repeatable method for accountability. This adjustment aimed to align the goals with ongoing efforts to document and propagate successful practices throughout the district.

The dialogue then shifted to the need for a central location for storing key student-level data, with references to a “data warehouse” concept. Early literacy initiatives and the need to create a sense of belonging within the student population were also examined.

As the meeting progressed to new business, a concern was staffing for the upcoming school year. It was reported that there were four open teaching positions, including a speech-language pathologist, two special education teachers, a Spanish teacher, and a one-year math teacher. Candidates were already in the interview process, with optimism expressed about filling these roles soon. Other open positions due to late resignations were also discussed, but it was noted that all other bargaining unit and non-unit positions were fully staffed.

Commendations were given to the facilities team for their efforts in preparing the buildings for the return of students. Upcoming enhancements to the food service were mentioned, including breakfast offerings in all schools and plans to introduce protein smoothies to add nutritional value.

The board reviewed updates to the RMHS student handbook, which included changes to language for legal clarity and alignment with other school documents. Members expressed appreciation for the hard work put into the document and recognized that it had undergone significant improvements but would always be a work in progress. The motion to approve the RMHS student handbook passed unanimously.

Following this, the districtwide student handbook was reviewed. The updates mirrored those made to the RMHS handbook, focusing on legal alignment and functionality as a living document. Feedback highlighted the positive impact of links within the handbook, making it more accessible and easier to navigate.

The meeting then addressed a proposal for a Metco coordinator position. This one-year role is intended to provide additional support at the middle school level, addressing a recognized gap in support for the larger Metco population at Parker, a Title One school. The budget for this role included a total of $225,000 from the Metco budget and operating funds. Support for this position was expressed, with strong agreement on its necessity and potential impact on fostering a sense of belonging and improving student experiences.