One of the key highlights was the presentation by Alana Shon, Director of the Rise Preschool, who unveiled the Preschool Partners training program. This initiative was developed in response to concerns from parents and preschools in the Reading community. It features a blend of virtual and in-person workshops tailored to improve specific developmental skills in young children. Shon emphasized that the program aims to enhance skills in fine motor development, sensory integration, phonological awareness, and environmental awareness. Participants will receive lending bags with tools like tweezer sorting games and noise-cancelling headphones to support children’s developmental needs. Shon expressed enthusiasm for the collaborative nature of the project, noting its importance in fostering community involvement. The board members responded positively, with gratitude expressed for Shon’s leadership and her impact on the Rise community.

In contrast, the meeting’s discussion on the special education needs assessment for the LEAD program presented a more complex picture. Conducted by Tiffany Hogan from Harvard Medical School, the assessment identified gaps between current practices and ideal standards in the program supporting students with language and learning disabilities. Hogan stressed the need for alignment across classrooms within the LEAD program and general education settings to ensure consistent services for students. The assessment also highlighted the challenge of providing timely and effective training for staff, despite significant investments in evidence-based training. Furthermore, the assessment suggested clearer criteria for student entry and exit from the program and called for explicit instructional strategies in both specialized and general education settings.

The meeting also celebrated the achievements of the Reading Public Schools’ programs and discussed ongoing challenges. A notable success was the MASBO President’s Award presented to Reading Public Schools, accompanied by a $1,500 donation. This award recognized the district’s positive impact on Rob O’Donnell, a Reading Memorial High School alumnus, who expressed gratitude for the opportunity to give back to the community.

In addition to these highlights, the Select Board addressed the integration of upper elementary students into programs supporting lower elementary students and the expansion of a successful math intervention program. The board also discussed strategic objectives at the middle school level, particularly focusing on fostering equitable and safe learning environments and integrating project-based learning experiences.

Further topics of interest included the approval of naming facilities in honor of notable community members, with the Fieldhouse gymnasium to be named after Phil Viaros and Turf 2 after Charlie Hardy. The board also reviewed the School Improvement Plans (SIPs) for all eight Reading Public Schools, emphasizing efforts to enhance student attendance and engagement.

The meeting concluded with discussions on enrollment trends, noting a pattern of some students moving from public to private schools and the district’s efforts to understand these dynamics. An enrollment update revealed that certain grades, particularly kindergarten and ninth grade, were below projections. The board expressed a commitment to analyzing these trends further to retain students and adjust programs accordingly.