ANNUAL REPORT 2021–2022 | 1
2nd Grade students at Conant decorating the school’s sidewalk with rangoli designs during Diwali.
Acton-Boxborough Regional School District 2021–2022 ANNUAL REPORT
2 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
Acton-Boxborough Regional School Committee (2021–2022)
Tessa McKinley (BOXBOROUGH) Ben Bloomenthal (ACTON) Andrew Schwartz (ACTON) John Petersen (ACTON) Adam Klein (BOXBOROUGH, CHAIR) Kyra Wilson-Cook (ACTON, VICE-CHAIR) Evelyn Abayaah-Issah (BOXBOROUGH) Amy Krishnamurthy (ACTON) Ginny Kremer (ACTON) Yebin Wang (ACTON) Nora Shine (BOXBOROUGH) Contact Us: abrsc@abschools.org
Central Administration
Peter Light (SUPERINTENDENT) Marie Altieri (DEPUTY SUPERINTENDENT) Deborah Bookis, Ed.D (ASSISTANT SUPERINTENDENT FOR TEACHING AND LEARNING) Dawn Bentley, Ed.D (ASSISTANT SUPERINTENDENT FOR DIVERSITY, EQUITY AND INCLUSION)
PAMELA FLEMING PHOTOGRAPHY
Andrew Shen (DIRECTOR OF SPECIAL PROJECTS) Jen Truslow (DIRECTOR OF SPECIAL EDUCATION) JD Head (DIRECTOR OF OPERATIONS & FACILITIES) Amy Bisiwiecz (DIRECTOR OF EDUCATIONAL TECHNOLOGY) David Verdolino (DIRECTOR OF FINANCE) Erin Bettez (DIRECTOR OF COMMUNITY EDUCATION)
To sign up for future electronic newsletters: https://tinyurl.com/ABRSDNews
Website: abschools.org
15 Charter Road Acton, MA 01720 978-264-4700
Wellness Equity Engagement
All photos provided by A-B schools unless otherwise indicated.
Design : David Gerratt/NonprofitDesign.com
ANNUAL REPORT 2021–2022 | 3
SUPERINTENDENT’S WELCOME
ACTON AND BOXBOROUGH COMMUNITY,
It is hard to imagine that I am wrapping up my fourth year as Superintendent of Schools here at A-B. In some ways, it feels like I joined the community yesterday, and in pandemic years, possibly a bit longer. At this time last summer all signs pointed to a return to normal schooling. Later that summer the Delta Variant threw us a curve ball and we had to again implement elements of our COVID restrictions. There is good news, however: our students had a full 180 day school year of fully in-person learning! Looking back, I think we can all share a sense of
pride and relief that it is safe for our students to be fully back in school. The 2021–22 school year was not without continuing challenges: we battled bus driver shortages, as well as shortages of assistants, substitute teachers and food services staff. As COVID cases amongst our staff rose during the winter and spring, keeping schools staffed became challenging. There are success stories for the year as well: we worked with our local boards of health to provide vaccination clinics for our students, resumed all of our activities for students and welcomed families back into our schools, resumed field trips and student travel experiences, and were able to be mask-optional for about half of the year. Despite all of these changes and the impact of the pandemic, our educators and families continued to support strong student achievement. In September 2021, ABRHS was named the top high school in the state by Boston Magazine for a second consecutive year. The Department of Education also contacted us to learn about our approach to mathematics during the pandemic because our students had the highest growth rate in the state for mathematics in grades K-8 among schools testing more than a small handful of students. I am incredibly proud of our educators and families, but most importantly, our students. A-B continues to provide one of the best values for education in the Commonwealth.
Looking ahead, I am excited for the 2022–2023 school year. We are expanding our work around social emotional learning, and have plans in place to increase access for students to mental health and behavioral health supports. We are implementing a comprehensive, multi-tiered system of support to ensure that all of our students continue to be successful academically, socially, and emotionally. Finally, we are continuing our work to ensure that the diversity of our students and their families is broadly represented in our curriculum and schools. I cannot express enough how grateful I am to our staff, families, and community for the support they provided to our students throughout these last two challenging years. I am especially grateful to our nurses for their dedication and leadership during the pandemic. Finally, I want to thank the citizens of Acton and Boxborough for your continued support of our excellent schools.
Peter Light SUPERINTENDENT OF SCHOOLS
4 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
Demographics at a Glance
Student Population by Race, 1996–2022
Students Eligible for Free & Reduced Lunch
100%
12.5%
10.86%
12.20%
10.45%
11.09%
80%
10%
8.84%
■ White ■ Asian ■ Multi-Race ■ Hispanic
9.63%
60%
7.5%
6.17%
6.74%
5.07%
40%
5%
3.90%
■ African American ■ Native American
3.72%
20%
2.5%
0%
0%
1996 1998 2000 2002 2024 2006 2008 2010 2012 2014 2016 2018 2020 2022
11–12 12-13 13–14 14–15 15–16 16–17 17–18 18–19 19–20 20–21 21–22
2021–2022 Student Enrollment by Race
The charts and graphs included on this page are intended to provide you with a general overview of our student and family population during the 2021–2022 school year. Where helpful, we have also included data that provides perspective about the change over time that Acton-Boxborough has experienced in terms of the demographics of our continually evolving community. Please note that the graphic that illustrates the shifts in our student population by race between 1996 and 2022 comes from the Cleargov.com website. If you are interested in reviewing the information that is highlighted by Cleargov about our district, please visit: https://cleargov.com/massachusetts/school/ acton-boxborough.
African-American/ Black 3.1%
Latinx 5.7%
Multi-Race Latinx 1.3%
White 51.2%
Multi-Race Non-Latinx 5.2%
Native American 0.1%
Asian-American 33.4%
ANNUAL REPORT 2021–2022 | 5
2021–2022 Performance Overview
2021–2022 Enrollment by School
6,000
5,186
4,000
1,703
2,000
825
496 403 382 368 450 453
106
Students at A-B continue to perform at levels that are at or above those of schools across the Commonwealth. Our District continues to place importance on supporting all students in identifying post- secondary opportunities that meet their interests and aspirations. (SOURCE: CLEARGOV.COM)
0
Student Sub-Group Populations 2016–2021
28.8%
30%
27.8%
27.5%
27.1%
24.9%
20%
16.0%
15.7%
15.6%
15.0%
14.7%
10.9%
8.5%
10%
7.5%
6.0%
6.2%
5.2%
5.2%
4.9%
4.8%
4.1%
0
2017–2018
2018–2019
2019–2020
2020–2021
2021–2022
■ Special Education
■ High Needs
■ English Language Learners
■ Economically Disadvantaged
6 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
District Finance at a Glance
FY22 District Revenue
FY22 District Expenditures
FY22 Financial Highlights • Revenue surpluses in State Transportation and Charter Aid ($250K) and Medicaid reimb. ($150K); deficit in investment income (–$200K). • Personnel ($400K) and SpEd Tuition ($400K) expenditures projected under budget; most other budget categories tracking close to budget. • In the aggregate, District expects a turnback of –$1M (consistent with historical averages), to replenish E&D ($1.5M budgeted use in FY23). • Details of yearend budget-to-actual results will be presented in the preliminary FY2022 financial report to School Committee (August 2022). FY23 Budget • Both towns have voted approval of the district’s FY2023 operating and capital budget ($102.9M), an increase of 3.2% over FY2022. • Revenues (from sources other than the regional assessment) are flat; budgeted use of available district reserves continues to rise. • Boxborough’s FY23 assessment increase (4.6%) is greater than Acton’s (3.2%), due to Boxborough’s proportion of K-12 enrollment.
Use of E&D Reserve
Instruction & Administration Costs Transportation Facilities & Maintenance Debt Service Assessments Capital Outlay
Other
Regional Aid— Transportation
Acton (Assessment)
Personnel
State Aid (Chapter 70)
Boxborough Assessment
Special Education
Employee Benefits
Budget/Assessment Trends
8%
While the data presented here appear to support a positive trend (consistent budget turnbacks and E&D replenishment, reasonable budget increases, minimal “surprises”), challenges— based on limited revenue growth opportunities, over-reliance on reserves and post-Covid educa- tional needs—are on the horizon.
Acton Assessment Increase
6%
4%
2%
Boxborough Assessment Increase
Annual Budget (Appropriation) Increase
0%
-2%
-4%
AVG.
FY16
FY17
FY18
FY19
FY20
FY21
FY22
ANNUAL REPORT 2021–2022 | 7
Annual Operating Budget Growth (%)
Budget History Since Full Regionalization ($/millions)
5%
$100
$8
Operating Budget Total (left scale)
4%
$7
$80
Average since full regionalization
First year of new Twin School debt
3%
$6
$60
$5
2%
$4
1%
$40
FY15 FY16 FY17 FY18 FY19 FY20 FY21 FY22 FY33 Approaching a decade of full regional existence, the District has experienced a moderate expansion during that time relating to its operating budget. After year-over-year budget increases exceeding 4% in the first two years as shown, the last six years of District operating budgets have averaged less than 3%. This compares most favorably with similar trend data of districts comparable to A-B.
Capital and Debt Service (right scale)
$3
$20
$2
$0
$0
FY14
FY15
FY16
FY17
FY18
FY19 FY20 FY21
FY22
FY21
The double-scaled chart above isolates the District’s budgets for capital and debt from operations; the total is the annual appropriation. Capital budgets have been the more volatile. Through FY16, less attention was paid to capital needs; then, through FY19, outlays for capital expenditures increased steadily; a long- term capital improvement plan (CIP) began in FY20. Operating budgets have increased at a moderate pace (2–4% during the period) generally due to the inflationary effect of labor and other contracts, and for instructional materials and supplies. Targeted program initiatives, such as adding special education staff to better provide for in-district student needs, also added to personnel costs, but a by-product appears to be a downward trend in high- cost out-of-district tuitions. The most volatile operating budget cost category has been health insurance premiums for employees and retirees; while premium costs increased an average of 4% during the period, year-to-year budget changes have almost never been “average” (from a 5% decrease to an 11.5% increase).
Financial Outlook—FY2023 and Beyond
E&D–FY16–22 ($/millions)
The District has financially survived Covid (at least so far), but its impact presents lasting educational and mental health challenges, which add to a perceived darkened financial horizon in the form of: • Flat revenues; assessments and state aid = 99% of budget sources • Previous committed initiatives (MTSS, eliminate ADK tuition, etc.) • Enrollment losses (to Minuteman, charters, etc.); class sizes have decreased, but inability to benefit from increased Chapter 70 Aid The District has financial reserves that have been used to fund initiatives (new school feasibility study, establish capital stabilization fund) and significantly reduce each year’s assessment to member towns. Since full regionalization, the District has used and replenished E&D equally, as shown at left. While turnbacks have consistently averaged just over $1m per year, use of E&D (particularly toreduce assessments) have grown to $1.5m since FY20, a level that cannot be reasonably sustained.
$8
$7
$6
$5
$4
$3
■ Budget Turnbacks to E&D ■ E&D to Fund Initiatives ■ E&D to Reduce Assessment
8 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
District Strategy
Engaged Learning
Cognitive, Behavioral, Emotional Engagement
Best Practices for Digital Learning
Acton-Boxborough has a rich and storied tradition of educational excellence and this strategy continues that tradition by ensuring excellence for all students. We recognize that the students we serve today are vastly different from the students we served even just one generation ago. This strategy is committed to our tradition of excellence along with an updated vision where our efforts to serve all students at AB must include particular attention to those students and families who have been historically under- represented and underserved. Our strategy focuses on four primary aspirations: engaged learning, inclusive practices, equitable oppor- tunities and outcomes, and social emotional learning. Engaged Learning: We want our students to think deeply about their learning, be effective problem solvers and remain persistent when faced with challenges. We also want them to be passionate and see their coursework as relatable, relevant and valuable to their lives. Inclusive Practices: Every student and family deserves to feel welcomed and included in our school communi- ties. We want to focus on building strong relationships between and among students and adults within our schools. To provide this for all students, we need to focus on those students and groups we have under- served or who have been underrepresented. We need to ensure that our students see themselves in our cur- riculum. We need an outstanding and diverse group of leaders and educators who are prepared to respond to, and welcome, all of the cultures found within our
Increase Variety and Relevance of Learning Experiences
Acton-Boxborough Regional School District District Strategy 2021–2026
Increased STEAM Learning
Access to Early Education
Shared and Expanded Vision of Success
Stakeholder Engagement
Literacy and Mathematics Outcomes
Equitable Opportunities and Outcomes
Strengthening Relationship, Climate and Culture
Expand the Diversity of the Workforce
Multi-Tiered Systems of Support
Assessment and Grading Practices
Restorative Practices
Inclusive Practices
Equitable Representation in Advanced Courses
Culturally Responsible and Inclusive Professional Learning
Culturally Responsive Curriculum, Instructional Practices and Materials
Evidence-based Screen and Assessment
Academic Integration of SEL
community. Most importantly, we need to engage with and listen to our students and families to understand how they experience our schools and use this information to drive improvement. Equitable Opportunities and Outcomes: As a community, we are all proud of our students’ accom- plishments. Despite our best efforts, we know there continue to be areas where we must expand and im- prove student learning outcomes within and amongst specific cohorts of students. As part of our strategy, we want to make sure our tradition of excellence extends to all of our students. This means we will need to demonstrate fidelity to specific outcomes for every student who passes through our schools and ensure that each student has equitable access to the oppor-tunities our schools provide.
Social-Emotional Competencies
Social Emotional Learning
Social Emotional Learning: A longstanding goal of our schools is to provide appropriate support for student mental health and wellness. The well-being of our educators and families is also an important element of this work. We will continue to be proactive in helping students build important social-emotional skills and ensure that we provide support for all of our students.
ANNUAL REPORT 2021–2022 | 9
Continued Pandemic Response Once vaccines became available for elementary-aged students, we partnered with town agencies to hold vaccine clinics for interested amilies. At our first
The 2021–2022 school year continued to require adjustments and protocols to account for the social and health risks caused by COVID. Our return to full in-person learning was accompanied by important safety measures and ongoing supports for our students, staff and families. FOOD SERVICES The District continued to provide breakfast and lunch meals to all students during the school year, and as part of the universal free lunch program that was continued this year by the federal government. Below are the meal numbers from the last full pre-covid school year as a point of comparison:
was emphasized, and schools ensured that the choice to continue wearing masks would be normalized and supported. After two school years that involved pandemic-related adjustments, we worked closely with families to successfully transition to this shift in practices. We continued to encourage outdoor classes and activities whenever possible, and still had enhanced ventilation and air purifiers throughout our schools.
clinic with the Town of Acton, we provided nearly 600 children with their first COVID vaccine. By January of 2022, 78% of elementary-aged students eligible for the vaccine had been vaccinated. COVID TESTING PROGRAM Through May 2022, our District collected 24,966 samples and distributed 67,520 at-home antigen tests for use by students and staff. Due to the “test and stay” protocol, 2,741 school days were saved. LIFTING OF THE MASK MANDATE In the Spring, the mask mandate was lifted and our schools transitioned to a mask-optional setting. Messaging that wearing a mask is a personal choice
• 33,996 Breakfasts • 391,052 Lunches
Food Services served the following number of meals for students during the 2021–2022 school year.
• 152,021 breakfasts • 548,554 lunches
COVID MITIGATION As part of our COVID mitigation strategies we implemented a vaccine mandate for all employees of the District. By November 2021 our overall staff vaccination rate was just under 99%, with a very low number of exemptions. By mid-year, students at the high school and junior high had vaccination rates of 92% and 88% respectively.
10 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
We’ve Created a Revolution
tation from students, staff, alumni, booster organiza- tions, youth sports, and parents/community members at-large. In parallel, the high school established a Student Working Group to lead the development of a new Mascot. Both groups met throughout the year and solicited considerable feedback from stakeholders. Initially, our Student Working Group sent a survey to our students, staff, alumni, and community to solicit initial ideas for a new mascot. The survey was sent to nearly 20,000 email addresses and posted to social media in multiple forums. There were over 2,200 responses to this initial survey and it generated more than 400 unique suggestions . Our students then worked as a group, with consistent feedback from the Mascot Screening Subcommittee, to analyze the initial data and synthesize a list of finalists from the ideas that were generated. This analysis and the deliberations of the Student Working Group, resulted in four finalists to be recommended to the community for additional feedback. Our students then solicited additional feedback from students, staff and the broader community. This survey was then distributed in a manner similar to the initial survey and resulted in over 1,500 responses from students, almost 500 staff, and over 3,700 community members . Our Student Working Group then met after April Vacation and deliberated over the course of two days on a final recommendation. After vigorous discussion and debate, the Student Working Group came to unanimous consensus to recommend that we be The Acton-Boxborough Revolution or A-B Revolution .
The fight for positive change and equity never ends; it is the voice of the people: a Revolution. It acknowledges our past, but speaks to our future. We are innovators, barrier breakers, and difference makers. A Revolution represents a show of ingenious strength, challenging, outsmarting, and overwhelming the status quo The Acton-Boxborough (A-B) “Revolution” After significant work over the course of the year by our Student Working Group and Mascot Screening Subcommitte, and by a vote in May 2022 by the School Committee, we were pleased to announce that the the new official mascot of the Acton-Boxborough Regional Schools is: In October 2020, the Acton-Boxborough Regional School Committee voted to retire the “Colonials” as the mascot of the Acton-Boxborough Regional Schools. The school committee solicited and heard public com- ment from over 700 individuals through a combination of live and email testimony leading to this decision. After deliberation on the issue, the School Committee ultimately voted to retire the mascot. A subcommittee was composed of 17 members and included represen-
We would like to thank once more the students and staff who served on the Student Working Group, as well as the community members on the Mascot Screen- ing Committee, for their efforts over the course of this past school year. We also appreciate the significant input and feedback from students, families, community, and alumni during the selection process. There are community members and alumni whose experiences have included, and will continue to include, a bond with the Colonial mascot. That bond will always exist and we recognize its place in our school’s history. We now look forward to beginning a new chapter in our community’s story with A-B Revolution as our mascot. As School Committee Vice Chair Kyra Wilson- Cook noted during deliberation, “we are blessed to see our community change, morph, and grow, just as it has from the beginning. Our students have been given the extraordinary gift to feel grounded in our community’s history and to use that foundation to reach, to risk, and to realize their destinies.” As we embark on this next chapter, we will soon begin the process for developing a visual represen- tation to accompany the Revolution mascot and take steps to incorporate the imagery into our schools, fields, and activities.
ANNUAL REPORT 2021–2022 | 11
PHOTOS: PAMELA FLEMING PHOTOGRAPHY
12 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
Diversity, Equity, and Inclusion (DEI)
The success of our DEI work is dependent on every member of our district taking collective ownership for building culturally responsive schools. Responsibility for this work is em- bedded within the roles of every staff member in our District. We reaffirm our commitment to removing barriers and limits that have historically been in place for our underrep- resented and marginalized communities. We strive to expand and improve the school district’s understanding of the equity issues it needs to address to achieve positive experiences and outcomes for all. CULTURALLY RESPONSIVE SCHOOLS To advance our commitment to being a cultur- ally responsive school community, we continue to support our educators’ efforts to broaden and deepen their instructional practices in ways that view the culture and identity of our students and families as assets, and to explicitly address disparities in achievement and opportunities. We have partnered with the Leadership Academy (https://www.leader- shipacademy.org) to develop a framework and plan for our work moving forward. This Spring, we also identified thirty educators who will serve as Culturally Responsive Practice teacher leaders within their respective schools and will serve as resources and facilitators of ongoing professional learning and initiatives with their colleagues.
Meet Our DEI Director
In the Spring of 2022 the District began a search for a Director of Diversity, Equity and Inclusion who would join on July 1, 2022. We are pleased to welcome Jen Faber. Ms. Faber was most recently
an elementary principal in the Weston Public Schools, and is currently a fellow in DESE’s Influence 100 program that provides mentoring to educational leaders in advancing efforts in diversity, equity, and inclusion.
What is “DEI?”
Diversity: the sum of the ways that people are both alike and different. While diversity itself is not a value-laden term, the way that people react to diversity is driven by values, attitudes, beliefs, and experiences. (Adapted from the National Education Association) Equity: securing needed supports, opportunities, and resources for individuals and groups of students who typically haven’t received what they need from schools (Adapted from Mica Pollack’s Schooltalk: Rethinking What We Say About- and to- Students Everyday) Inclusion: is not a strategy to help people fit into the systems and structures that exist; it is about transforming those systems and strategies to make it better for everyone. Inclusion is about creating a better world for everyone. (Diane Richler, Inclusion International)
ANNUAL REPORT 2021–2022 | 13
“We need more people of color at every single level of this school district . . . and it’s not to say that a white teacher cannot be a role model, but [our students] need a diversity of different people to see. White kids need teachers of color, they need to see adults of color in command of a classroom, they need to understand the competence and professionalism of people of color. It’s not just about providing role models for our students of color . . . but our white students who are going to go out into a very diverse world must see professionals of color.” Kyra Wilson-Cook Vice Chair, A-B School Committee
PROFESSIONAL LEARNING We continue to provide SEED workshops (Seeking Education Equity and Diversity) for all certified educators, and sent nine AB teachers to participate in training to become SEED facili- tators. District leadership received coaching for the entire year from the Leadership Academy to expand and improve their practices that advance equity for all students, and develop high-impact action steps within each school and in the District. RECRUITMENT AND RETENTION Our District is committed to increasing the diversity of our certified educators and leaders. We believe that by building a more representa- tive workforce, our students will have better out- comes and be more prepared for an increasingly diverse world. This Spring we launched a more concerted effort to recruit strong candidates for open positions through a recruitment web- site and short videos featuring current staff and students. As of July 1, 2022, AB has hired three new Assistant Principals and four educators who identify as a member of the BIPOPC community. STUDENT ORGANIZATIONS AND EVENTS Our schools continue to support the development of student affinity and interest groups such as Black Student Union, Jewish Student Union, Dear Asian Youth, Common Ground, the Acces- sibility Alliance, and the Latinx Affinity Group .
In March 2022, members of our school community participated in a video intended to provide potential applicants for positions in our District with a preview of our values, goals, and commitment to diversity, equity and inclusion. You can view those videos at: https://sites.google.com/abschools.org/joinactonboxborough/home.
14 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
Teaching and Learning This school year continued to require our leaders and our educators to embrace a mindset of flexibility, agility, and student-centered solutions. Educators, curriculum coordinators and coaches, department and school leaders continued to prioritize key grade- level content, concepts, and skills as well as provide prerequisite learning so that students could access critical standards.
UNDERSTANDING RACE— NEW SOCIAL STUDIES COURSE AT ABRHS The Social Studies Department has been working over the past year to develop the course Understanding Race . It is a semester course open to all sophomores, juniors, and seniors and the department is excited to have two full classes for their pilot year, 2022–2023. The goal of the course is to provide students with the tools and information to be able to talk about race and understand the importance of race in our community, the country, and the world. EARLY LITERACY TEACHING AND LEARNING AND DYSLEXIA REGULATIONS In accordance with the 2020 MA Department of Elementary and Secondary Education (DESE) Dyslexia Guidelines, the District has, since 2019, made some shifts in the teaching and learning of reading. To begin this work, District literacy coordinators partnered with researchers, Drs. Joanna Christodoulou, John Gabrieli, and Tiffany Hogan and attended numerous symposia and seminars. ABRSD educators continue to expand their expertise through professional learning related to bridging cognitive neuroscience and effective literacy practices, literacy pedagogy, reading engagement/
motivation, and inclusive children’s literature. Special educators continue to attend Wilson workshops and Dr. Melissa Orkin has conducted several professional dyslexia workshops for all elementary staff. Next year, she will work with grades K-3 at each elementary school to further advance educator practice and the use of data. Other shifts include the development of Family Literacy Guides (posted on the Elementary Family Resources site). Continued work includes: • The formation of a reading Task Force • Partnering with Hill for Literacy to aid in the review of literacy programs • Continued professional learning opportunities for all staff • Determining classroom-based measures to use alongside universal screening tools and educator observations/notes.
ILLUSTRATIVE MATHEMATICS K-6 IMPLEMENTATION
During the 2021–2022 school year, we began year one of a district-wide implementation of Illustrative Mathematics (IM) in all Kindergarten to Grade 6 class- rooms. Illustrative Mathematics is a problem-based cur- riculum that fosters the development of mathematics learning communities in classrooms, gives students access to the mathematics through a coherent progression, and provides educators the opportunity to deepen their knowledge of mathematics, student thinking, and their own teaching practice. For some classrooms, this was year four of implementa- tion, and for others, this was year one. Our Elementary STEAM coaches were able to provide job-embedded professional learning for teachers by focusing most of their coaching cycles this year on IM implementation.
ANNUAL REPORT 2021–2022 | 15
Multi-Tiered Systems of Support
In August 2021, the entire District Leadership Team attended a workshop facilitated by Dr. Kristan Rodriguez to kickoff the development of our Multi-Tiered System of Support (MTSS) Framework. Creating an MTSS framework for the District builds on our commitment to ensure equitable access and outcomes for our students. It starts with the premise that every student is capable of grade-level learning and reaching their full potential with adequate support and challenge. MTSS is a systematic approach that addresses
What is MTSS? MTSS is not a program but a systemic approach that endeavors to ensure sure all students are getting the instruction needed and are making adequate growth. There are three tiers of instruction, and at various times, students may be in more than one tier. TIER 1: THE GENERAL CURRICULUM These are supports available to all students through a general education program where inclusive practices are embedded into the classroom setting. Every single student receives the core, or Tier 1, instruction that focuses on improving the academic and social emotional outcomes for all students. TIER 2: STUDENTS WHO STRUGGLE GET MORE SUPPORT Tier 2 exists to support students who are struggling to make adequate progress. Tier 2 supports occur in addition to the Tier 1 instruction. These supports are generally done in small groups and include additional oppor- tunities to learn or practice the skills necessary for core instruction as well as strategies for enrichment. As one example, Mathematics or Reading Specialists may work with a group of students for a set period of time to address specific areas of need. TIER 3: INTENSIVE INSTRUCTION When students are getting the core instruction (Tier 1), frequent instruction beyond that (Tier 2), and are still not making gains, Tier 3 provides more intensive support. These are often explicit, focused interventions that occur individually or in very small groups. It is important to note that Tier 3 is not synonymous with special education. Students with disabilities may not need Tier 3 support and students not identified with a disability may in fact need Tier 3 supports. Assessments are given to identify specific areas requiring attention and create a plan for how to intervene.
conditions for creating successful and sustainable system change while also supporting students and staff. It also ensures that schools optimize data-driven decision making, progress moni-
toring, and evidence-based supports and strategies that provide students with a continuum of support to meet their needs.
A 14 member Steering Task Force composed of classroom educators, coaches, service providers and District and school leaders, held 9 meetings from December 2021 to May 2022 to estab- lish priorities and objectives, develop the frame and focus
of an MTSS Playbook, and identify implementation needs.
The ABRSD MTSS Playbook provides common guidance, protocols, and resources that will be utilized within and amongst our schools. A successful shift to an MTSS model will require an arc of time that is mindful of both the technical and adap- tive work and changes that accompany this transition. This transition will be supported by professional learning, review and adjustments of processes that should be refined, and continuous self-reflection on our approach to this work.
* Adapted from “Multi-Tiered System of Support: A Blueprint for Massachusetts Educators,” Novak & Rodriguez, 2019
16 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
ACTON-BOXBOROUGH THE BOARDWALK CAMPUS For the Douglas, Gates and the C. Huebner Early Childhood Program
The Acton-Boxborough Regional School District is very pleased to inform the public that the Douglas/Gates/CHECP School Building Project has been officially named the Boardwalk Campus Building. The project continues to move forward and is currently on budget and on schedule for an August opening. Approximately 24 months ago the District broke ground on the project with our partners Consigli Construction. The first piece of steel went vertical in October 2020 and here in the summer of 2022 we are in the process of moving in new furniture, technology, and our teaching materials from the old Douglas, Gates, and CHECP programs. It has been extremely fast-paced and we are thrilled with where we are to date. The District is very excited about the educational program we will be able to deliver in this new state-of-the-art-facility. The building is designed to perform as a triple net zero facility : net zero waste, net zero water, and net zero energy. This fully electrified building will have no carbon footprint and will perform very highly in metrics related to indoor air quality, energy use intensity, and ambient decibel measurements to suppress background noise. All of these factors should have positive correlations to improved student experiences. Related to the net zero energy aspect of the project, the School Committee authorized the signing of an agreement between the ABRSD and Nexamp. This agreement represents 30 years of energy independence for the Boardwalk campus. It ensures that Nexamp will own and operate rooftop solar panels as well as parking canopy solar in excess of over 1.6 million KwH of solar annually.
ABRSD will be purchasing the energy produced by the system at a much lower rate than they would from the electrical grid or utility company, resulting in savings to the District over this time. Additionally, this system comes with 2 megawatts of battery storage that will support the facility and generate revenue for the District. Despite our plans to move in this summer, the project as a whole will not be com- plete until the following summer. Over the next school year the construction team will complete the demolition of the old Douglas and Gates school buildings. Where the former Gates building currently sits will be the new primary parking lot for the Boardwalk school building. Where the former Douglas school sits will be a replacement youth softball field and overflow parking for the new school building. We will also be rehabilitating the Paul Cartwright Elm Street basketball courts . We appreciate the larger community’s patience as we continue to operate the school amidst this very active construction site over the next year. We expect that in the early fall of 2023 this project will be substantially completed and will serve as a flagship campus for our Acton and Boxborough residents. Thank you to the citizens of Acton and Boxborough for their continued support, the Massachusetts School Building Authority, and the members of the School Building Committee for the countless hours they have contributed to making this a successful school building project. We invite all members of the Acton and Boxborough communities to join us on October 15 at 10:00am for the Boardwalk Campus’ grand opening ceremony, and to tour this wonderful and exciting new addition to our school district.
Follow us for updates!
@_ABSBP
@abschoolbuildingproject
Acton-Boxborough School Building Project
ANNUAL REPORT 2021–2022 | 17
18 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
As we navigated yet another school year through the pandemic, students and staff put their best effort into supporting each other and making it extremely successful. We are grateful that we were able to be together in person in our school building without distancing restrictions. While we started the year with mask requirements, they were lifted at the end of February. Our clubs and activities were almost completely in-person, and it was wonderful that we were able to gather together for almost all of our presentations and celebrations by the end of the year. Finally, we would like to acknowledge the support of the Acton and Boxborough communities for their support throughout this unique school year. Here are some highlights from the year: • Our Student Ambassadors welcomed the Class of 2025 to the high school by providing tours and guidance in August before school started. • In the fall, we resumed in-person activities, athletics, and clubs. Those provided welcome spirit and community-building for the high school this year. • We were able to conduct in-person field trips and competitions for several clubs such as Speech and Debate, Math Team, and the Ocean Bowl. In total, we had nearly 80 clubs at ABRHS this year . Addition- ally, we were able to bring in guest speakers for many club meetings, and some teams and groups were able to attend in-person national tournaments. • In October, our Virtual Back to School Night provided parents with information about classes and activities by faculty and administration through pre-recorded videos. • In December, our Dear Asian Youth group joined with other student affinity groups to hold a forum for students to process hate and bias incidents. Student facilitators guided this discussion. Throughout the year, our numerous student affinity groups, social justice groups and programs, and staff discussed ways to make our school more equitable and inclusive, and we plan to continue this work next year. • This year, despite the ongoing issues with the pandemic, we were able to offer 63 teams , while we only had 33 last year. We had a total of 1,452 students participate in athletics at the district level, and we won four DCL titles. Congratulations to our Boys Tennis Team and our Girls Swim/Dive Team for winning State Championships
Joanie Dean PRINCIPAL Beth Baker ASSOCIATE PRINCIPAL Maurin O’Grady ASSOCIATE PRINCIPAL Michael Csorba DEAN Fred Hohn DEAN
ANNUAL REPORT 2021–2022 | 19
• The ABRHS Marching Band, Band, Jazz Band, Orchestra, and Chorus performed throughout the year. A highlight of the year was our Colors of Spring Concert in April at Mechanics Hall in Worcester. Over 200 students participated in this spectacular event. Our 27th Annual Cabaret Night was presented by ABRHS Choruses in November, and our bands performed in Acton’s Memorial Day Parade. • In January, we held our 22nd annual Community Service Awards Night. This event was virtual, and we recognized 580 students who volunteered over 20 hours for a total of over 54,000 volunteer hours in 2021. What an incredible accomplishment during a pandemic! The event included staff presentations, student speakers, a slide show of volunteer activities, and a tribute to Dr. Martin Luther King, Jr. • The Proscenium Circus proudly presented the fall play, Alice in Wonderland , their award-winning production, The Importance of Being Earnest , in March, and the spring musical, Matilda . These in-person performances brought back the magic of live productions to the high school. • In May, we had our 30th annual Scholarship Night in person. Through the support and generosity of the Acton and Boxborough communities, we awarded over 170 local scholarships that totaled about $168,000 . • Our Visual Arts Department installed impressive student exhibits in Student Center South throughout the school year. Additionally, in May, we were able to host our Senior Art Show again at Village Works in Acton. • The Class of 2022 was able to enjoy many end-of- year events in person. On April 29, over 450 student volunteers participated in over 60 service projects in Acton and Boxborough. Our Senior Prom was held on Friday, May 6, and it was great to be back in person. Finally, our Graduation Ceremony returned to our traditional event on Leary Field. Congratulations to our 444 graduates of the class of 2022!
20 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
COMMUNITY • We surveyed students twice during the year on how connected they feel to their school community. Over 80% of students identified that they had an adult at RJ Grey that they could go to with a problem. • A staff committee worked to create a plan for the implementation of an Advisory program for the fall, with the primary goal of strengthen- ing relationships between students and staff. Each student will be assigned to an advisory group to form strong connections, practice SEL skills and have a space to discuss important issues as they arise throughout the year. • Our Student Council led efforts to support our communities, including a Food Drive for the Acton Food Pantry and a Fundraiser for Ukraine. • Our athletic programs returned to full schedules this year. Our Cross-Country and Spring Track programs drew the largest amounts of participants. ENGAGED LEARNING • All staff was trained in Univeral Design for Learning (UDL) and implemented elements of the framework throughout the year in their classrooms to best meet student needs. • All students completed the iReady screener in ELA and Math three times this year with the goal of measuring and monitoring student learning in those subject areas.
RJ Grey kicked off its year by establishing a year-long motto: Building a joyful, inclusive community of engaged learners. All staff and students worked hard this year to make this motto a reality. We returned to a completely in-person environment with a primary focus on building relationships. We had a really great year by focusing our work on the areas of Joy, Community, and Engaged Learning. JOY • For the first time since 2019, we hosted an in-person Scene Showcase performance and a school musical: Guys and Dolls, Jr. Both productions were well-received, and we were excited to see students up on stage again! • Our 8 teams each planned two Team Community Building Days where students worked together, had fun, and experienced joy with their teachers and classmates. Students participated in fun activities, including obstacle courses, fun games, and scarecrow-building contests! • We brought back our traditional end-of-year dances for the 7th and 8th graders. Each dance attracted more than 300 students.
James Marcotte PRINCIPAL
Elizabeth Broadwater ASSISTANT PRINCIPAL David Lawrence ASSISTANT PRINCIPAL Catherine Boege ASSISTANT PRINCIPAL
At RJ Grey Junior High School, our vision is to create a community of thinkers, learners, and responsible citizens.
ANNUAL REPORT 2021–2022 | 21
STUDENTS • Blanchard percussionists joined percussionists from the junior and senior high as well as MIT students at MIT’s Kresge Auditorium, to perform the premier of John McLellan’s “The Master of Time.” • In May, The Brass Wind Ensemble earned their (13th consecutive) gold medal at the Massachusetts Instrumental and Choral Conductors Association (MICCA) Solo and Ensemble Festival and were invited to perform at the MICCA Honors Concert. • Blanchard hosted Nature’s Classroom on Wheels for all grade 5 and 6 students. Over the course of two consecutive 12 hour days, our campus was transformed into an outdoor learning environment complete with a Bonfire. FAMILIES • 20 families participated in our newly formed Diversity, Equity, and Inclusion (DEI) Family Advisory Committee educating one another and guiding our efforts in equality and inclusion. This work entails providing a safe and welcoming environment that uplifts and enhances the well- being of all and promotes connection and identifies areas where we can better support all the identities represented at Blanchard. • Dozens of community members, families, and contractors worked together over the course of several weekends to complete the Hagar bridge as part of a community build. This boardwalk ensures safe emer- gency evacuation as well as nature access for generations to come! • Our Festival of Cultures included 20 tables hosted by families and highlighting different cultures and over a dozen student performances. Our PTF provides free access to events like this and the Fall Festival, Bingo Night and the School Dance and adds in extra fun like Hygge Day Hot Chocolate, and Kindergarten and New Student Socials.
Blanchard Students, Staff, and Families came back together this fall under our #reunitED theme. Our focus on Social-Emotional Learning (SEL), Literacy, and Multi-tiered systems of support (MTSS), and our shared STARR values continue to guide our inclu- sive and happy school! Reinforced by our relationships through school and town events, monthly community meetings, and cross-grade buddy partnerships, and with the support of our strong Parent, Teachers, Friends (PTF) board, we had a lot of positive opportunities and bright spots to celebrate this year. Some of the highlights from the year at Blanchard: STAFF • Our educators participated in professional development work- shops dedicated to establishing a collaborative culture. Topics included error analysis, unit and lesson planning, interventions, observing each other’s practice, and common assessment. Others participated in a facilitated series focused on student social-emotional needs. Educators in grades K-2 participated in a series that provided strategies that efficiently build literacy skills by targeting instruction. Through guided practice, teachers interpreted students’ assessment results, planned instruction, and practiced evidence-based routines centered in the Science of Reading. • Staff worked together to ensure refreshing teacher classroom libraries was a priority. Teachers were each provided with $500 to purchase a variety of culturally responsive and inclusive picture and chapter books, graphic novels, and more . . . that are culturally responsive.
Dana Labb PRINCIPAL Mike Votto ASSISTANT PRINCIPAL Blanchard’s STARR values • Support • Teamwork • Attitude • Responsibility • Respect
22 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
With excitement and open arms, Conant School welcomed back over fifty percent of its student body who were remote learners last year. Our community has dedicated significant time and energy to growing a school culture which values and uplifts all aspects of our staffs” and students’ identities. Our goal is to support and challenge all students as they grow into their most authentic selves—academically, socially, and emotionally. The collaboration, compassion, and flexibility of our staff, students, and caregivers has allowed us to journey up the hills and down the valleys of yet another unpredictable school year. Some of Conant’s highlights include: • Reconnection —Our school has celebrated opportunities to reconnect with families and caregivers in person includ- ing a Pumpkinfest , a wildly successful Conant Carnival , joyous Polar Pride Field Day , myriad field trips, portfolio breakfasts, and cultural share projects inviting families into our learning spaces. • Community —Student council organized a renaming of our pods to be inspired by mythical creatures. We participated in March Madness book brackets, Read Across America Week with Hygge Day , Storybook Character Dress up Day, Poetry Month read alouds, and a full Spirit Week in June. • Service and Engagement —Conant’s students were actively engaged in service projects throughout the year: a Kitchen Utensil Drive for Household Goods, Green Team collection for the Marker Recycling Program, Kids Pajama Drive, Acton Food Pantry Collection, Pet Supplies Drive, and more! • MTSS —Conant staff is building data literacy using bench- mark assessment tools, progress monitoring, observational data, and more to enhance our universal, targeted, and intensive instruction and intervention. • Reflection —We have dedicated time to consider who we are as a school community amongst the upheaval of the pandemic and its ripple effects. We are committed to deepening our Responsive Classroom practices, as well as our Culturally Responsive and Trauma Sensitive Practices.
Val Gransewicz PRINCIPAL
At Conant School: • We believe that every person should feel valued and respected to enable belonging as well as meaningful teaching and learning. • We believe that every individual is part of our community, and each person must take individual and collective responsibility to contribute to its success.
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32Made with FlippingBook Digital Publishing Software