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
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