The Annual Report for the Acton-Boxborough Regional School District for the 2024-25 School Year (FY2025). The report contains highlights and information from across the district and the individual schools.
1 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Acton-Boxborough Regional School District 2024–2025 ANNUAL REPORT
2 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025 2 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT ANNUAL REPORT 2024–2025
Acton-Boxborough Regional School Committee (2024–2025)
Ben Bloomenthal (ACTON) Tori Campbell (ACTON) Ginny Kremer (ACTON) Leela Ramachandran (ACTON) Yanxin Schmidt (ACTON) Andrew Schwartz (ACTON)
Rebeccah Wilson (ACTON, VICE CHAIRPERSON) Liz Fowlks (BOXBOROUGH, VICE CHAIRPERSON) Lakshmi Kaja (BOXBOROUGH) Adam Klein (BOXBOROUGH, CHAIRPERSON) Vikram Parikh (BOXBOROUGH) Contact Us: abrsc@abschools.org
Central Administration
Peter Light (SUPERINTENDENT) Andrew Shen (DEPUTY SUPERINTENDENT) Gabrielle Abrams, Ed.D. (ASSISTANT SUPERINTENDENT FOR TEACHING & LEARNING)
Jennifer Faber (DIRECTOR FOR DIVERSITY, EQUITY, & INCLUSION) Mary Emmons (INTERIM DIRECTOR OF SPECIAL EDUCATION) Amy Bisiewicz (DIRECTOR OF EDUCATIONAL TECHNOLOGY) Sheri-Lynne Matthews (DIRECTOR OF FINANCE & OPERATIONS) Erin Bettez (DIRECTOR OF COMMUNITY EDUCATION)
To sign up for future electronic newsletters: http://bit.ly/47rYtML
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 & Production : David Gerratt/NonprofitDesign.com
3 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025 ANNUAL REPORT 2024–2025 ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
SUPERINTENDENT’S WELCOME
DEAR ACTON AND BOXBOROUGH COMMUNITY,
I’m proud to share highlights from the 2024–2025 school year. Our students and staff achieved so much despite funding constraints . Thanks to our amazing community, here’s what we accomplished: District-wide, we:
• Completed our Vision of a Graduate , focusing on Adaptability , Communication , Collaboration , Intellectual Curiosity , and Integrity . • Improved student outcomes with “Forefront,” a tool for using data for literacy and math support via MTSS . • Introduced Tiered Systems of Support at the Junior High and piloted a schedule to add support time into students’ days. • Expanded access to advanced coursework at the high school. • Improved student attendance district-wide. • Implemented the first pre-K-12 Social Emotional Learning and Bullying Prevention curriculum , Second Step . • Trained all grades 4-12 students on identifying and interrupting hate and bias speech . • Made special education processes clearer for families with new IEP forms. • Successfully supported a growing number of diverse students and families . • Strengthened cybersecurity and began planning for responsible AI use.
• Completed final borrowing for the Boardwalk Campus at a favorable 3% interest rate. • Rebuilt financial reserves and restored several key staff positions through successful community advocacy for increased state funding. This is a lot for one year and I encourage you to read the full annual report for more school-specific highlights! This year showcased the incredible strength of our Acton-Boxborough community. My deepest thanks go to all our dedicated educators, staff, and families for an amazing year. To the residents of Acton and Boxborough, thank you for your continued support. We look forward to what’s next! Peter Light SUPERINTENDENT, ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
4 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Demographics at a Glance
Student Population by Race, 1996–2025
Enrollment—Actual & Projected, 2013–2032
100%
5,800
5,600
■ Past School Years ■ Current School Year ■ Future School Years
80%
■ White ■ Asian ■ Multi-Race ■ Hispanic
5,400
60%
5,200
5,000
40%
■ African American ■ Native American
4,800
20%
4,600
4,400
0%
1996 1998 2000 2002 2024 2006 2008 2010 2012 2014 2016 2018 2020 2022 2024 2026
2024–2025 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 2024–2025 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 2025 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 3.3%
Latinx 7.7%
Multi-Race 7.3% Native American 0.1%
White 49.0%
Asian-American 32.6%
5 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
2024–2025 Enrollment by School
6,000
5,055
4,000
2,000
1,622
824
469 410 408 380 431 404
116
0
Student Sub-Group Populations 2019–2025
20%
16.8%
15.7%
15.5%
15.0%
14.7%
15%
14.7%
15.8%
13.6%
13.6%
10.9%
10%
8.5%
7.5%
8.1%
7.5%
5%
6.2%
5.2%
5.2%
4.9%
0
2024–2025
2021–2022 — Special Education — English Language Learners — Economically Disadvantaged 2022–2023 2023–2024 2020–2021
2019–2020
6 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
District Finances at a Glance
FY25 Financial Highlights • Chapter 70 (Minimum) Education Aid increased by $70 per pupil (versus $30 pp budgeted); represents $367K revenue variance. • Regional Transportation final numbers are estimated $42,933 over anticipated. • Interest rates on invested funds remained higher than expected and our projected investment income is over $750K for FY25. • Charter School reimbursement final numbers were $8,644 under anticipated. • Details of yearend budget-to-actual results will be presented in the pre- liminary FY2025 financial report to School Committee (August, 2025). FY26 Budget • Both towns have voted approval of the District’s FY2026 operating and capital budget ($117M), an increase of 2.32% over FY2025. • The District was able to amend and
8% 7% 6% 5% 4% 3% 2% 1% 0% Annual Operating Budget Growth (%) FY25, note operational override in Acton
As this chart shows, the FY2026 budget is voted with a lower than 3% overall increase. This is partly from a completion of debt payments for the Junior High and High School construction debt. The other key factor is an increase in state revenue projections. The Operating Budget represents the appropriated budget for all years except FY2021, where the incremental impact of the first year of new twin school debt service has been excluded.
3.5% 2.5% 2.7% 2.9% 3.2% 3.2% 7.7% 2.3%
AVG. FY20 FY21* FY22 FY23 FY24 FY25
FY26
■ Average Budget Increase (3.5%)
■ Amount Below 3.0% Increase
■ Operating Budget Increase
Budget/Assessment Trends
16%
Due to its significantly greater relative enrollment, Acton’s assessments track closely with the District’s annual budget increases. Prior to FY22, Boxborough benefitted from the “cost shift” during the first seven years of full regionalization. Since FY2022, and projected to continue for years beyond FY2026, Boxborough’s assessment % increase exceeds the annual operating budget. Assessments are calculated based on the most recent three-year average of total enrollment for both towns.
14%
12%
Acton Assessment Increase
10%
Boxborough Assessment Increase
8%
increase the FY2026 budget while reducing the assessments to each member town by using additional stateaid.
6%
4%
Annual Budget (Appropriation) Increase
• Boxborough’s FY26 assessment increase (5.25%) is greater than Acton’s (0.97%), due to Boxborough’s relative proportion of K-12 enrollment.
2%
0%
AVG.
FY20
FY21*
FY20
FY21
FY22
FY25
FY26
7 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Teaching and Learning
SPECIAL EDUCATION This year marked continued growth and success for the Special Education Department in supporting students with disabilities and their families. We focused on pro- fessional learning for the new DESE-mandated Individual Education Program (IEP) form, creating model IEPs and team meeting templates with grant funding to support implementation by September 2024. We rolled out new IEPs with collaborative goals, provided training on evaluation protocols, and developed a therapeutic program at the high school for students requiring more specialized instruction. Planning began for expanding our Pathways programming to the high school, and we continued our strong partnership with SEPAC and families. Additional accomplishments included hosting Dr. Stuart Ablon on Collaborative Problem Solving, holding Unified Games, hiring a new Special Education Director, and offering Safety Care Basics training to elementary staff. We look forward to continuing this work in the 2025–2026 school year. STUDENT LEARNING AT RJ GREY AND ABRHS Both the Junior High and High School continue to prioritize the needs of diverse learners. At the high school, the second year of course releveling aimed to increase access to advanced coursework and promote broader learning and social opportunities. Additionally, the teams explored the topic of grading practices and launched their work to enhance departmental curriculum maps. At the Junior High, the focus was on expanding intervention opportunities during the school day. Their trials allowed for important learning and will help inform next steps. These efforts will continue into 2025–26, with a focus on instructional practices that meet the needs of all learners.
MULTI-TIERED SYSTEM OF SUPPORTS (MTSS) MTSS is a proactive, data-driven framework designed to ensure all students receive high-quality instruction and timely support in literacy, mathematics, and social- emotional learning. It organizes instruction into tiers that increase in intensity based on student need: • Tier 1: Evidence-based core instruction for all students • Tier 2: Targeted small-group interventions • Tier 3: Intensive, individualized interventions MTSS promotes equitable access to content, addresses learning gaps early, supports data-informed instruction, and encourages collaboration among educators and
8 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025 2025
Forefront Implementation Forefront, launched this year as part of our MTSS work, is a data visualization tool that makes student data clear, accessible, and actionable. It helps educators identify needs, monitor progress, adjust instruction, and ensure targeted, equitable supports. It also improves collaboration and data-driven decision-making. MULTILINGUAL EDUCATION In 2024–2025, the number of multilingual learners (MLs) in Acton-Boxborough increased from 359 to 451. Many students arrived from Brazil, Central and South America, and Russia—representing a shift in population trends. Most were at beginning English proficiency levels. Acton- Boxborough continued to exit ML students successfully within two to three years; 92 exited this year. STUDENT OPPORTUNITY ACT In the first year of our three-year plan to reduce chronic absenteeism, we made strong progress. A key step was forming the Chronic Absenteeism Task Force, bringing together caregivers, administrators, and staff. We engaged stakeholders through focus groups and surveys to identify barriers to attendance. This committee is now developing a support system for students with high absences and recommending updates to district attendance policies. EDUCATIONAL TECHNOLOGY EDTech advanced secure, innovative, and equitable tech- nology use in support of teaching, learning, and operations. We rolled out ParentSquare, strengthened cybersecurity with multi-factor authentication and firewall upgrades, and provided staff cybersecurity training. We also began developing district-wide guidelines for responsible AI use and continued supporting apps aligned with student data privacy laws. In partnership with curriculum leaders, we began reshaping our digital literacy and library media pro- gram and deepened technology integration across schools.
families. It aligns academic, behavioral, and social-emotional supports to improve student outcomes. Our MTSS enhance- ments during the 2024–25 school year included identifying criteria for intervention decisions and solidifying content area learning time parameters. Literacy This year marked the second year of a five-year rollout of the EL Education literacy program in grades K–6. Designed to help students read complex, grade-level texts and meet standards, EL Education integrates language arts with meaningful themes. In 2025–26, educators in grades K–5 will implement an updated version while grade 6 educators will continue to deepen their work with the prior edition. Literacy assessments and tools built into EL Education help guide instruction. Students needing more support may receive Tier 2 interventions in the classroom or Tier 3 support from specialists. Mathematics Our core mathematics Tier 1 curriculum, Illustrative Mathematics , supports students as sense-makers through problem-based instruction that builds conceptual under- standing. As with literacy, assessment data informs when students need additional intervention.
9 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
ABRSD Vision of a Graduate SUMMARY OF TIMELINE, PROCESS, ENGAGEMENT, RESULTS, AND NEXT STEPS
ABRSD created a Vision of a Graduate (VoG) to define the skills and experiences students need for future success. This community-led effort, part of the district’s 2021 Strategic Plan, aims to connect what students learn from pre-kindergarten through 12th grade with the demands of college, careers, and civic life. The VoG was shaped by input from students, teachers, families, and community members. VISION OF A GRADUATE TIMELINE AND PROCESS Launched in May 2024, the Vision of a Graduate (VoG) process involved a diverse Steering Committee of educators, administrators, students, and commu- nity members. This group guided the visioning work, analyzing data and synthesizing insights. Key milestones included a ThoughtExchange in October 2024 to crowd- source ideas, followed by committee work to draft
competencies (December 2024–February 2025). Community Workshops in March 2025 refined the framework, leading to final revisions and presentation to the School Committee on June 5, 2025. COMMUNITY ENGAGEMENT METRICS Community engagement was central to the VoG development process and yielded strong participation: • 2,425 participants contributed through the ThoughtExchange platform • 2,766 unique ideas were generated • 58,388 ratings helped prioritize the most important themes • 50 stakeholders participated in in-person workshops These metrics reflect a wide cross-section of the ABRSD community and ensured that the final vision was grounded in shared values and aspirations.
10 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
VISION OF A GRADUATE COMPETENCIES The resulting Vision of a Graduate is organized around five key competencies, each defined by a set of student-centered “I can” statements:
2. Communication I can . . . • Listen actively to build understanding • Engage in conversations with others about a broad range of topics • Convey ideas in multiple ways for a variety of audiences and purposes 3. Collaboration I can . . . • Seek diverse perspectives to broaden and deepen my understanding • Demonstrate empathy by respecting the feelings and experiences of others • Work with others to contribute to collective goals 4. Intellectual Curiosity I can . . . • Reflect on and question my own ideas and think critically about information • Identify effective strategies to expand ideas and navigate obstacles
• Develop work through creative synthesis and ethical use of resources
5. Integrity I can . . .
1. Adaptability I can . . .
• Take ownership of my actions and decisions • Demonstrate respect for others, myself, and my environment • Understand my role in and actively contribute to my communities • These competencies aim to prepare all ABRSD graduates not only for academic success but also for fulfilling, engaged lives beyond school. NEXT STEPS ABRSD will visualize , communicate , and integrate the VoG into strategic planning. Key actions include mapping current practices , establishing equitable pathways for diverse learners , and developing metrics to measure student growth. The district will also celebrate progress to ensure continuous improvement in bringing the Vision of a Graduate to life.
• Demonstrate physical and mental wellness by developing my self-confidence and self-awareness through understanding my strengths, passions, emotions, and needs • Take healthy risks and use setbacks as opportunities for growth • Show resilience by adjusting to changing circum- stances and persevering toward goals despite challenges.
11 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Diversity, Equity, and Inclusion
ACTON-BOXBOROUGH RESOURCE CENTER Acton-Boxborough Resource Center (ABRC) is in its second year of operation and continues a partnership with the Acton-Boxborough Community Compass (formerly known as the Acton-Boxborough United Way). The ABRC welcomed 1,106 visitors, providing helpful information as well as access to local resources, including food security, transportation, and volunteer opportunities. The A-B Exchange, located within the ABRC offers essential items such as backpacks, clothes, hygiene products and more. We have pro- cessed over 3250 bags of donated clothing, ensuring quality items made it back to our community and excess to partners across the state, made possible by the tireless work of our volunteers including our very own ABRSD students. ABRC has become a real-world training site for students in the Acton-
Boxborough Regional High School’s ODP (Occupational Development Program) and PACE (Practical Academics and Community Education) programs. The ABRC hosted several successful community events: • Holiday Gift Drive provided 80 families with 200 gifts. • Operation Warm Shoe Giveaway in partnership with McGovern Subaru provided 42 families matching over 100 children with shoes. • Coat Drive provided 913 coats throughout the seasons. • Drop-in English Language Conversation Practice program offered a welcoming space for community members working to build confidence and fluency in English while fostering connection, inclusion and strengthening their communication skills.
12 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
INTERRUPTING HATE AND BIAS IN OUR SCHOOLS Throughout this school year, students in grades 3–12 participated in age- appropriate learning focused on recog- nizing and interrupting hate and bias messages. For grades 3–6, educators provided students with classroom-based lessons and read-alouds that introduced inclusive language, respectful behavior, and simple strategies for standing up for themselves and others. For grades 7–12, students participated in grade level assemblies to explore real-world exam- ples of bias and hate, reflect on their role in fostering inclusive environments, and learn practical strategies for safely interrupting harmful behavior when they see it. These guided conversations helped our students understand the impact of harmful language and actions, provided them with tools for speaking up against hate, and encouraged respect- ful, inclusive discussions. Through these lessons, reflection, and scenario-based learning, students gained skills to foster safer and more welcoming school communities.
BULLYING PREVENTION CURRICULUM
This was the first year of implementa- tion for the Second Step’s Bullying Prevention curriculum for grades K-8. This research-based program aims to create a positive school climate by teaching students how to recognize, report, and refuse bullying.
13 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Social-Emotional Learning (SEL)
DATA-BASED DECISION MAKING • DESSA-2 Rating Scale (K-6)
This teacher survey assesses how students manage emotions and build relationships. The results help identify student strengths, areas for growth, and track progress over time. • Student Surveys (3-12) Students and families give feedback on school climate and culture. Schools use this input to identify strengths, address needs, and improve programs and practices. • Tiered Intervention Structure (K-6) The mental health and administrative teams worked to create a consistent, tiered system of SEL and mental-behavioral health supports to ensure a cohesive approach across the district. MENTAL HEALTH SERVICES ABRSD partners with Cartwheel Care, a mental telehealth company. This provides students and families quick access to therapy, psychiatric evaluations, and family guidance, with no waitlists and support in over ten languages. Some highlights from 2024-2025: • Student Referrals: 175+ students and families referred.
• Staff Therapy: Mental health services are now offered and accessed by ABRSD staff. • Student Sessions: On average, students who enter the program have 14 sessions with a therapist. • Webinars: Free workshops for families and staff on various topics (e.g., ADHD, social media, resilience, trauma, school refusal). WHY THIS MATTERS ABRSD’s programs and supports help students: • Build empathy, manage emotions, and solve daily problems. • Prevent and stop bullying. • Access interventions early when they are struggling —academically, socially, or emotionally. • Track improvement, so support can be adjusted as needed. • Access community-based mental telehealth services easily, with no long waits. These examples represent just a few of the many ways in which our schools and educators support students’ social-emotional development and mental well-being. Using evidence-based programs and data collection and analysis, ABRSD works to make sure every student is supported and has the skills needed to grow, both in and out of school.
HOW ABRSD SUPPORTS STUDENT WELL-BEING
The Acton-Boxborough Regional School District (ABRSD) prioritizes student well-being by fostering a safe and supportive environment. This year, efforts focused on enhancing universal supports and programs and introducing progress monitoring tools to inform data-driven decisions.
NEW PROGRAMMING • Second Step SEL Program (PK-12)
The 2024–2025 school year marked the first year of broad implementation for Second Step, with social emotional learning (SEL) lessons taught in elementary general education classrooms and, at the secondary level, through health, wellness, and physical education courses. Second Step, a leading social-emotional learning program for preschool through grade twelve, helps students build essential life skills. The program teaches emotional manage- ment, empathy, positive relationship-building, and responsible decision-making.
14 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Carol Huebner Early Childhood Program (CHECP)
The Carol Huebner Early Childhood Program (CHECP) is A-B’s specialized preschool program that provides educational programming and mandated special education services in an in- clusive learning environment. CHECP staff help students with identified special education needs and those who are developing typically learn and grow at his or her own pace. One hundred forty eight students were enrolled in the program by the end of the school year. This included students who were supported with drive-in related services for speech-language therapy, physical therapy and occupational therapy. Throughout the year CHECP staff also worked in collaboration with early intervention, parents, pediatricians, area preschools and childcare programs. CHECP provided 49 special education evaluations and over 50 observations, screenings and consultations to support students and families in the community.
• MOTOR MONDAY —Students participated in weekly fine motor and gross motor activities/explorations led by CHECP’s physical therapist and occupational therapists. • COLLABORATION —CHECP collaborated with staff and students from A-B’s Occupational Development Program (ODP) & Practical Academics and Community Education (PACE) to provide volunteer/intern experiences at CHECP to students from ODP & PACE. • CAPS FOR CONSISTENCY —The Douglas School grade 6 classes invited the preschool classes to attend their performance of The Lion King . • CELEBRATE THE ARTS —In collaboration with the Gates School, CHECP participated in Celebrate the Arts Exhibition and had student artwork displayed in the show. • PRESCHOOLERS —They continued to participate in specials (art, music, physical education, library) provided by the Gates Elementary School Specialists during the school year.
Some of the highlights of the year have been: • GUEST READERS —Classrooms invited parent volunteers to come read and/or share a special family event or tradition with the class. • PARENT/COMMUNITY ENGAGEMENT —CHECP hosted a family potluck in October. This provided an opportunity for CHECP families and staff to share a meal, get to know each other better and build a sense of community. This was the third consecutive year holding this event and has become a perennial favorite! • EARLY LITERACY —CHECP implemented Heggerty’s structured Early Literacy curriculum to help build children’s foundational literacy skills. The curriculum focuses primarily on phonemic awareness and other early literacy skills. • NEW IEP IMPLEMENTATION — Licensed staff engaged in ongoing training and professional learning to effectively implement the new IEP documents that were rolled out this fall as part of the IEP Improvement Project from DESE.
Joseph Gibowicz EARLY CHILDHOOD COORDINATOR
15 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
During the 2024–2025 school year, Blanchard Elementary focused on enhancing literacy work with implementing our EL Education program, implementing evidence- based strategies, including Second Step curriculum integration, the DESSA screener, and monitoring students’ growth and development and fostering a strong sense of belonging among students and staff by improving our school culture and climate. Our professional development for staff emphasized familiarization with program protocols, literacy block components, and EL’s instructional design. Staff participated in building and district instructional teams, which included peer observations. We regularly integrated Responsive Classroom Practices into morning meetings and embedded Social-Emotional Learning into curriculum maps across all disciplines. All teachers implemented the Second Step Bullying Program while also completing their designated, grade-level lessons. We sustained daily morning meetings, monthly student-led community meetings, and cross-grade buddy partnerships. Monthly Community Coffee sessions with families and support from our active Parent, Teachers, Friends (PTF) board provided connections, enrichment, and learning opportunities. Events such as the PTF Fun Run, Hygge Day, and Kindergarten and New Student Socials, along with activities in yoga, nature, science, and archaeology, enriched our community. The school council conducted a student survey to identify trusted adults, and the Leadership Team revamped student placement for more equitable and supportive classrooms.
Mike Votto PRINCIPAL Lynne Newman ASSISTANT PRINCIPAL Blanchard’s STARR values • Support • Teamwork • Attitude • Responsibility • Respect
16 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Blanchard
BLANCHARD HIGHLIGHTS • Staff engaged in data collection and analysis throughout the year, collab- orative time with service providers, and personal professional develop- ment in the areas of trauma informed practices, the science of reading/ learning, and math instruction. • The Blanchard Concert Band earned its 15th consecutive gold medal at the Massachusetts Instrumental and Choral Conductors (MICCA) Concert. • Blanchard, supported by families, the district, and the Town of Boxborough, opened a new inclusive and acces- sible playground! • Ten Blanchard artists were highlighted in the MAEA’S YAM Student Art Show. • The Festival of Cultures featured over 22 family-hosted tables and 10 student performances. The PTF provided free access to events such as the Fall Festival, Bingo Night, and the Fun Run. • PTF coordinated community events for Scoops & Stories, Worcester Red Sox, and the Worcester Railers. • The third annual STEAM + Literacy Multi-Disciplinary Night attracted over 220 families for reading, playing, exploring, experimenting, and creating together.
17 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
During the 2024–2025 school year, students in Luther Conant Elementary School continued to grow, learn, recognize and celebrate their accomplishments. Kindergarten through Sixth Grade teachers invested many hours continuing to implement the EL Education Program and students continued to be inspired by it. New to students and teachers this year was the implementation of the Second Step Program. A Social Emotional Learning program, Second Step focuses on teaching children human skills such as responsible decision-making, working together to solve problems, managing strong emotions, and getting along with others. These skills are essential to academic and social success, and the students enjoyed mastering them. Throughout the year, Conant specialists, classroom teachers, English language development teachers, instructional coaches and special educators collaborated to refine the expectations, protocols and expected outcomes within an MTSS (Multi- Tiered Systems of Support) model based on shared responsibility for students and an effective use of universally collected data. Additional collaboration time was added this year with the implementation of PLC (professional learning community) meetings, where colleagues focused on Tier I instruction and specific student needs. The Conant Student Council and Green Team members were a positive school community presence throughout the school year. Conant students, who were elected or chosen to be a part of these important leadership groups, contributed to the school and wider community through supply drives, public education announcements and local service projects. The year ended with the Green Team being recognized by the Massachusetts Department of Environmental Protection for their contribution to a cleaner, healthier environment. Their work on textile recycling (blanket and towel drive) was specifically recognized by the department. There was also a great deal of community building and fun at Conant School this year. The third annual Fall Fest was again a favorite of students and staff, the PTO sponsored Conant Carnival was attended by many families, and everyone’s favorite Conant tradition, Polar Pride, was an event that did not disappoint. We were even visited by an eight foot polar bear!
Dr. Tricia O’Reilly PRINCIPAL Allison Leahy ASSISTANT 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.
18 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Conant
19 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
At Douglas Elementary School, we foster curiosity and a love of learning in a joyful, inclusive community. We are committed to providing a quality, equitable education that empowers all students to become brave, compassionate global citizens. CURRICULUM HIGHLIGHTS • We continued implementing our EL literacy curriculum, with staff collaborating closely with our literacy coach and participating in district-wide professional learning. • Our first K-2 Literacy and STEAM Night was a great success, engaging families in our academic journey. • Our Instructional Leadership Team worked to create an equitable schoolwide schedule and discussed effective interventions to support both academic and social- emotional growth. • We launched the Second Step social-emotional curriculum, establishing a shared language for students to discuss challenges. Additionally, we began using the DESSA screener to monitor and support students’ social-emotional skills. • To reinforce our SOAR values—Show Perseverance, Offer Compassion, Accept Responsibility, and Respect Others, Self, and Property—we introduced new recognition systems. Staff also began learning restorative justice practices to help build a culture focused on restoring and repairing relationships. • Culturally responsive teaching was a priority, with teacher leaders and administration guiding classroom practices. Teachers conducted diversity book audits and learned strategies to help students become more independent learners.
Larry Wolpe PRINCIPAL Nelia Patrick ASSISTANT PRINCIPAL
Our SOAR Values: S Show Perseverance O Offer Compassion A Act Responsibly R Respect Others and Self
20 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Douglas
SCHOOL COMMUNITY AND TRADITIONS C.T. Douglas Elementary School remained a vibrant hub of learning and joy. We proudly continued beloved traditions, including: • The 23rd Commemorative Peace Walk • National Unity Day • Veterans Day Celebration. • Students showcased their talents in band and orches- tra concerts, the annual art show, and the sixth-grade musical, “The Lion King!” • Physical education, team- work, and wellness were celebrated on Douglas Day • The PTO brought the community together with events such as the Douglas Carnival, Trunk or Treat, and Douglas Day at the Woo Sox
21 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
As we close another successful school year at Gates, we are proud to share the many accomplishments and highlights that have contributed to a vibrant, supportive, and engaging learning community. SOCIAL-EMOTIONAL LEARNING AND RESPONSIVE CLASSROOM PRACTICES • Responsive Classroom Routines: We continued our focus on responsive classroom routines, fostering a positive and inclusive environment where all students feel valued and ready to learn. • Quiet Time Integration: This year, we incor- porated quiet time into our daily schedule to support students as they transitioned back to the classroom after recess. This practice has helped students refocus and prepare for learning. • Second Step Curriculum: In our second year of implementing the Second Step social-emotional curriculum across all grade levels, we delivered targeted lessons on a range of topics, including bullying prevention, helping students build empathy, resilience, and positive relationships. • School-wide Social Emotional Screener: For the second year, we utilized a social- emotional screener school-wide. The data collected informed our focus on relationship- building, which was woven into all-school assemblies, classroom activities, and unified arts lessons.
Allison Warren PRINCIPAL Kate Worth ASSISTANT PRINCIPAL
Gates Core Values • Generosity • Acceptance • Trust & Respect
• Enthusiasm • Scholarship
22 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Gates
DEFINING AND CELEBRATING OUR VALUES • New School Values: This year, students, staff, and families collaborated to define new core values for Gates: Kindness, Respect, and Inclusivity. These values now serve as the foundation for our school culture. • Community Art Project: Every student and staff member created an art piece representing one of our values. These pieces will be displayed throughout the school, serving as a daily reminder of our shared commitments. PTO & SCHOOL EVENTS PTO and staff coordinated a variety of events that brought our community together and enriched our students’ experiences: • Robotics Fair: Students interacted with robots and showcased their innovative work. • Culture Fair: Students and families shared their stories through displays and performances, celebrating the diversity of our community. • Ice Cream Social: Families enjoyed a fun-filled evening with games and, of course, plenty of ice cream! • Celebrate the Arts Night: Over 1,000 pieces of student artwork were displayed for families to enjoy. • Literacy and STEAM Night: Our first-ever event of its kind, where students and families engaged in interdisciplinary activities that combined literacy and STEAM (Science, Technology, Engineering, Arts, and Mathematics). We are grateful to our students, staff, and families for their ongoing support and enthusiasm. We look forward to another great year ahead, as we continue to nurture a school culture rooted in kindness, respect, and inclusivity.
23 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
At McCarthy-Towne, we are a vibrant community of learners where children, teachers, and families collaborate to support individual growth and success. Our focus on art integration helps students understand themselves as learners, and we deeply value the active involvement of families and staff in school decisions. 2024–2025 HIGHLIGHTS Community • Each grade level shared academic and artistic work at monthly assemblies. • Our 5th graders enjoyed an overnight trip to Merrowvista, building community and independence. • The PTSO hosted our first McT Fun Day, where students enjoyed outdoor games led by 78 family volunteers! Multi-Tiered Systems of Support (MTSS) • Grades K–6 implemented the EL Education literacy program, improving student literacy outcomes. • Staff enhanced data meeting practices, focusing on strengthening Tier 1 instruction. • Flex blocks were refined to provide more targeted support for each student.
Christy Nealon PRINCIPAL Matt McDowell ASSISTANT PRINCIPAL
McCarthy-Towne Core Values • Community • Risk taking • Collaboration • Persistence • Flexibility • Trust
24 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
McCarthy-Towne Culturally Responsive Practices • All staff completed the Interrupting Hate and Bias in Our Schools training, and our third, fourth, fifth, and sixth-grade students also participated in the Say Something training. • Classrooms introduced UN-TEASE-ABLES to build student awareness about the power of words. • A PTSO subcommittee developed an event
planning guide to ensure all events reflect the diversity of our school community.
Social Emotional Learning (SEL) • Staff participated in professional learning on trauma-informed education, learning about how the autonomic nervous system impacts learning. • Teachers implemented the Second Step SEL and anti-bullying curriculum, strengthening social-emotional learning across all grades. • Piloted tier two SEL groups for students who needed more support with the CASEL com- petencies of Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Art Integration • Students and teachers embedded art into performance tasks tied to the new EL curriculum. • Two teachers piloted the integration of art into the Second Step curriculum, bringing hands-on elements into SEL instruction. We’re proud of the collaboration, innovation, and growth our community demonstrated this year. We appreciate our students, families, and staff contributing to our learning community!
25 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Merriam Elementary School nurtures curiosity and creativity through hands-on, project-based learning in a supportive, inclusive community, helping students grow as confident, compassionate learners and community members. PTO AND COMMUNITY EVENTS Merriam’s vibrant school culture is strengthened by traditions, community events, and strong PTO support. • Community Days: Held throughout the year, Community Days bring mixed- age groups together for activities centered on a shared theme. This year’s theme, Flexibility, encouraged students to collaborate, problem-solve, and take on new perspectives through STEAM challenges and group projects. • All School Meetings: Led by students twice a month, these assemblies celebrate student voice and creativity through performances, presentations, plays, and visual art. • Art Showcase: Students exhibited their written and visual artwork at this first annual PTO sponsored event, highlighting creativity across the grades. • Guest Assemblies: With PTO support, students experienced dynamic performances and interactive learning opportunities, including Li Liu, the acrobat, the Bamidele Dancers and Drummers, and a visit from author Nathan Hale. CULTURALLY RESPONSIVE PRACTICES T his year, Merriam deepened its commitment to culturally responsive teaching and inclusive school culture. Our Culturally Responsive Teacher Leaders and Administrators led professional learning on restorative practices, trauma-informed approaches, and Culturally Responsive Teaching and the Brain by Zaretta Hammond. Merriam launched the Elevate Working Group , bringing together staff and families to review school climate data and set goals focused on inclusion and belonging.
Christina Gavin PRINCIPAL Kaitlyn Angulo ASSISTANT PRINCIPAL
Merriam Core Values • Respect • Risk taking • Persistence in one’s own learning
26 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
Merriam
CURRICULUM HIGHLIGHTS • Project-Based Learning: In second grade, students explored the role of pollinators, presented their research through digital slides and Book Creator, and planted pollinator gardens outside the school building. Sixth graders designed energy-efficient, sustainable Green Cities for an island off the coast of Massachusetts, creating detailed 3D models using only recycled materials. • Student-Led Conferences: All students participate in student-led conferences, independently sharing their learning, progress, and reflections with parents and caregivers. This annual practice strengthens student voice and leadership skills. • Social-Emotional Learning: All class- rooms implemented weekly Second Step lessons to build skills in empathy, emotional regulation, positive relation- ships, and decision-making. • Multi-Tiered Systems of Support (MTSS): Merriam continued its implementation of the core Literacy curriculum, Expeditionary Learning (EL), in grades K–6, resulting in improved student outcomes. Across all grades, daily Flex Blocks provided targeted support in Math and Literacy.
27 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
we’ve fostered plays a vital role in keeping students focused and enthusiastic about attending school each day. A significant focus this year was empowering students to confidently address hate and bias. We equipped them with a common language and practical strategies, teaching them to Interrupt, Question, Educate, and Echo when encountering such instances. This shared vocabulary strengthens our inclusive environ- ment. We were also honored to host Janet Singer Applefield, who returned to RJ Grey to share her powerful experiences as a child of the Holocaust with our 7th-grade students. RJ Grey experienced countless joyful moments throughout the year! Our diverse range of clubs and activities provided students with abundant opportunities to connect with trusted adults and peers in fun and energizing ways.
The Advisory program continued to be a cor- nerstone of our school, fostering camaraderie through regular competitions where groups vied for the coveted Advisory trophy. Hundreds of students participated in our after-school programs, including popular options like Chess Club, Art Club, and Dungeons and Dragons. The new Animation Club was a huge success. Our annual musical, Frozen, Jr. , was a hit with audiences, selling out multiple performances. In November, RJ Grey hosted a mock presidential election, and students furthered their civic understand- ing through the annual Civics Project Presen- tations in June. Our athletic teams consistently demonstrated exceptional sportsmanship and skill in their contests against neighboring schools.
The 827 students and more than 80 staff members of RJ Grey Junior High School had another highly productive year. Together, we continued to cultivate a Joyful, Inclusive Community of Engaged Learners . This year, our concentrated efforts on engaged learning allowed us to delve deeper into understanding and addressing our students’ individual learning needs. Our committed teachers demonstrated remarkable creativity and diligence in their instructional approaches. Through the effective implementation of data teams, we identified areas where students required additional support, upholding RJ Grey’s commitment to prioritizing strong daily instruc- tion. We also emphasized the critical importance of regular school attendance, engaging in conversations with both students and families. We firmly believe that the inclusive community
At RJ Grey Junior High School, our vision is to create a community of thinkers, learners, and responsible citizens.
James Marcotte PRINCIPAL Kelly Doherty
ASSISTANT PRINCIPAL Elizabeth Broadwater ASSISTANT PRINCIPAL Jun Wei (Anthony) Zhang ASSISTANT PRINCIPAL
28 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
RJ Grey
29 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
The high school celebrated our community through the first-ever Student Spotlight Events, the Community Building Flex Block, Senior Clap Out, Step Up Celebration, and many more events and grade-level assemblies. In its third year, our Advisory program continued to build connections across the building with weekly meetings, a successful schoolwide airplane competition, and numerous trivia contests. We continued our course re-leveling shifts that increased access to advanced-level courses and provided more diverse learning opportunities. Culturally responsive practices were prioritized in instruction and responses to incidents. In April, students and staff engaged in Interrupt- ing Hate and Bias Assemblies Grade Level Assemblies. Finally, we are proud of the creation of the districtwide Vision of a Graduate, and look forward to it guiding our students, staff, and community going forward. HIGHLIGHTS • Nearly 400 seniors participated in 54 service projects during the 30th Annual Senior Community Service Day. Seniors enjoyed Senior Dress Up Day, Prom at the Danversport Yacht Club, and an afternoon at Kimball Farm. We are very proud of the 392 graduates of the Class of 2025! • The 25th annual Community Service Awards Night honored 625 students for their 66,000 volunteer hours in 2024. • Through the generosity of our community, we awarded over 150 local scholarships totaling $150,000 at the 33rd annual Scholarship Night. • National Honor Society members hosted the 12th Annual Veterans Day Breakfast, volunteered at A-B Family Network events, and assisted with preparations for Project Graduation and Graduation.
Joanie Dean PRINCIPAL Colby Baker ASSOCIATE PRINCIPAL Jen Hagopian ASSISTANT PRINCIPAL Emily Mullin ASSOCIATE PRINCIPAL Tina Vanasse ASSISTANT PRINCIPAL
30 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
High School • Over 700 students participated in 70 clubs and activities. Affinity groups hosted community events, such as the Lunar New Year Celebration and the Jewish Student Union’s Potato Latke Making. Speech and Debate, Science Team, Math Team, Academic Decathlon, Quiz Bowl, Invest in Girls, and Ocean Bowl participated in local and national competitions, earning numerous awards and honors. • Staff and A-B Students for Equity and Justice (ABSEJ) hosted the second annual Community Building Flex Block. Fifty-one workshops were led by teachers, students, and community members. Examples included: Cards for the Elderly, Color of India, Identity Mural, Jazz Jam Session, Therapy Animals, Origami , and Tufts University Prison Initiative. • ABSEJ students founded Student Spotlight, a series high- lighting A-B student identities and perspectives. Students from both the Black Student Union and the Muslim Student Association shared their experiences during two well- attended, successful events. • Student Council organized many events, including the ever- popular Homecoming Dance and Seniors vs. Staff Basketball Game. They raised $4385 in mini-grants given to 19 clubs and organizations. • Proscenium Circus (PC) performed Annie and joined with A-B Choruses to perform student-directed plays during the Spring Arts Fest. PC’s competition play, Blithe Spirit earned a state finalist honor as one of the top 15 schools in the state from the Massachusetts Educational Theater Guild. • More than 250 student musicians performed the “A Spring in Our Step” Concert at Groton Hill Music Center in May. ABRHS Choruses presented our 30th Annual Cabaret Night, and the Orchestra presented its second Masquerade Concert. There were districtwide Spring Concerts with more than 3000 people in attendance. The ABRHS Band earned at gold medal at the MICCA festival, and the Marching Band was named Div 5A State Champions.
31 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2024–2025
High School • ABRSD Athletics fielded 66 teams across 34 sports in all three seasons, with a total of 1600 participating athletes. We won numerous DCL titles and close to 100 league and regional all-star recognitions. This was our 16th straight year of a state championship. Congratulations to the Girls Swim & Dive Team for their State Championship and our Individual All-State Champion Pole Vaulter. We celebrated 22 athletes committing to competing in Collegiate Programs. We are proud of our Unified Basketball and Track & Field teams, and we were recognized as a Unified Champion School. • For the 6th year, we hosted Special Olympics Game Day in the Spring. Students from other districts joined us in this Track and Field event. • Students participated in Early College opportunities through dual and concurrent enrollment. We offered Introduction to Macroeconomics in partnership with Middlesex Community College and summer study of PreCalculus through the approved area colleges. • We hosted three Fullbright Teachers visiting from Georgia, Nicaragua, and Costa Rica. Our Annual World Cultures Week featured a panel on the power of multilingualism, Carnaval celebrations, dance performances, games and activities, language immersion, and a Student Stories panel. • In May, the Annual Senior Art Show featuring student artwork was on display at the Village Works. Opening Night was a huge success, packed with families, staff, community members, and administrators. A-B student artists were well represented and received numerous recognitions in art competitions including the Scholastic Art Awards and the MAEA Recognitional Juried Exhibit. • English and Studio Art classes created the traveling Broadside exhibition featuring visual representations of poems. Industrial Design & Fabrication returned, and students created projects with the 3D printers, laser cutter, and computer numerical control.
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 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38Made with FlippingBook Digital Publishing Software