Initiatives in Reading Public Schools
Click on the photos below to learn more about each initiative.
Understanding MTSS
The MTSS framework allows the district to support multiple, concurrent initiatives for academics, behavior, or social-emotional learning. This framework allows for efficient and effective initiatives by creating a decision-making process, a system for measuring progress, and a method for building- or district-based implementation.
The Reading Public Schools started MTSS work in the 14-15 school year in response to concerning trends in substance use among students as detailed in two surveys from Reading Coalition Against Substance Abuse (RCASA). Therefore MTSS began with several initiatives in Social-Emotional Learning to address these skills, such as:
- Open Circle training
- Trauma-sensitive classroom work through Lesley
- Youth Mental Health First Aid for all staff
This was made possible when Reading received the federal School Climate Transformation Grant and continue to be expanded upon each year.
In the following years, we have used data to determine our biggest areas of concern and introduced new initiatives to meet the evolving needs, like:
- Landmark Outreach training for staff on teaching Executive Functioning;
- Universal Design of Learning to increase differentiation in the classroom;
- Collaborative and Proactive Solutions for Tier III 1:1 behavior planning;
- And more!
Click through the tabs below to see how MTSS was made possible over the last 5 years.
Have an initiative you would like to see in the Reading Public Schools?
Contact Courtney Fogarty at courtney.fogarty@reading.k12.ma.us
Links and Resources
MTSS Over Time
Click through the tabs below to see how MTSS was made possible over the last 5 years.
The Why: Identifying the Issue
In a 2012 Community forum, residents reported “concern about teens dealing with ‘stress, anxiety, depression, substance abuse, drug-related violence, untreated mental illness’.”
2013 Youth Risk Behavior Survey
“indicated high rates of prevalence involving self-injury, bullying, binge drinking, prescription drug misuse” at Middle school level and
“High school […] rates for underage drinking, illegal drug use and eating disorders were 2-6% higher than state and national averages”
“The district [had] experiences a sharp increase in students hospitalized for mood disorders, personality disorders, self-injury, suicidal ideation, eating disorders, and substance abuse.”
Source — Project AWARE Fact Sheet
The What: Securing a Systemic Approach to Behavioral Health in Our Schools
Grant Quick Facts:
- The School Climate Transformation Grant (SCTG) is a 5 year grant that began in school year 2014-2015. The grant will end in September 2019.
- It is a nation-wide grant with recipients in all 50 states and U.S. Territories.
- Only 2 other Massachusetts districts received it: Newton and Hampden-Wilbraham
- In Reading, we also partner with the town and its SAMSA-based grant Project Advancing Wellness and Resilience Education (AWARE)
The How: Integrating Academics & Behavioral Health
MTSS is a comprehensive, integrated, three-tiered model of prevention.
So that... Students can find success academically, socially, and emotionally.
Post-Secondary Outcomes
Continuing education includes: 4 year colleges, 2 year colleges, apprenticeship programs, career education programs, college prep schools, and other schools.
Also look for the follow-up Youth Risk Behavior Surveys that were presented to School Committee to see some of the successes -- as well as some areas to grow--that students have identified in the past couple of years.
Some highlights from the 2017 survey:
- Substance abuse has been reported to have lessened in some areas, including binge drinking.
- Connection to adults has increased, especially among younger students.
- Students report that negative stressors like busy schedule and work loads remain an increasing problem for them.
- Sleep differs a lot by age -- nearly two-thirds of middle school students get 8+ hours of sleep, while only a quarter of high school students do.
The next YRBS Survey is set for 2019.
Reading Public Schools District Core Values
Learning
Supporting
Growing
CORE VALUES AND BELIEFS
The primary concern of Reading Memorial High School is the preparation of students to be literate, skilled, creative, healthy, competent and informed citizens-appreciative of the arts; capable of critical thinking and problem-solving; and able to function intellectually, emotionally and physically within a complex, interdependent and pluralistic world.
The Core Values that guide all members of the RMHS Community and all of our actions and decisions are:
RESPECT
RESPONSIBILITY
PERSEVERANCE
SCHOLARSHIP
Parker Middle School Core Values
Kindness
Community
Personal Best
Coolidge Middle School Core Values
Perseverance
Accountability
Respect
Teamwork
Barrows Core Values
Be Safe
Be Respectful
Persevere
Collaborate
Birch Meadow Core Values
Present
Kind
Safe
Responsible
Respectful
Joshua Eaton Core Values
Practice Compassion
Act Responsibly
Work Towards Success
Show Respect
Killam Core Values
Trustworthy
Respectful
Responsible
Fair
Caring Citizens
Wood End Core Values
Responsible
Respectful
Engaged
Honest
Safe
RISE Preschool Core Values
Respect
Inclusion
Safety
Effort