2025-26 Annual Report for the Acton-Boxborough Regional School District
1 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Acton-Boxborough Regional School District 2025–2026 ANNUAL REPORT
2 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026 2 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
Acton-Boxborough Regional School Committee (2025–2026)
Lisa Adil (ACTON) Ben Bloomenthal (ACTON) Tori Campbell (ACTON, CHAIR) Glen Cote (ACTON) Leela Ramachandran (ACTON, VICE CHAIR) Yanxin Schmidt (ACTON) Andrew Schwartz (ACTON) Liz Fowlks (BOXBOROUGH) Lakshmi Kaja (BOXBOROUGH) Adam Klein (BOXBOROUGH, VICE CHAIR) 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 OF ACCESS AND ENGAGEMENT) Natalia Kierul (DIRECTOR OF SPECIAL EDUCATION) Sheri-Lynne Matthews (DIRECTOR OF FINANCE & OPERATIONS) Erin Bettez (DIRECTOR OF COMMUNITY EDUCATION) Amy Bisiewicz (DIRECTOR OF EDUCATIONAL TECHNOLOGY)
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 2025–2026
SUPERINTENDENT’S WELCOME
DEAR ACTON AND BOXBOROUGH COMMUNITY,
I’m proud to share highlights from the 2025–2026 school year. This was a year unlike any other in our district’s recent history, and our students, staff, and families met it with remarkable strength. Reimagining Our Elementary Schools In one of the most significant decisions our community has faced in a generation, the School Committee voted this year to reorganize our elementary model of education. For 50 years, open enrollment was a hallmark of the Acton- Boxborough schools, giving families the ability to
choose the elementary school that best fit their child. This year, we transitioned to a geographic enrollment model based on where students live, ending an era that helped define our district’s identity. Alongside that change, we said goodbye to the five Acton elementary schools that have educated our children for more than five decades: Conant, Douglas, Gates, McCarthy-Towne, and Merriam. In their place, four new schools open this fall: Boardwalk Lower and Upper Elementary, and Parker Damon Lower and Upper Elementary. Blanchard Memorial School, Boxborough’s only elementary school, will continue in its K-6 format, but the Blanchard community was not untouched by this change. All of our elementary schools said goodbye to students, staff, and families who will move to other buildings, and it will welcome new members of its community this fall. Change of this magnitude touches every corner of a community. Our schools held final art shows, community celebrations, and reunions that drew back alumni, retired educators, and families spanning generations, including a teacher who served on the original Conant staff in 1971. These celebrations honored what these schools meant to Acton while our educators simultaneously pre- pared students for what comes next. Throughout the transition, we prioritized student well-being with dedicated counseling support, peer cohort planning,
family webinars, and clinical partnerships to help every child navigate the change. I encourage anyone who wants to learn more about the process to visit abschools.org/read-the-plan . This reorganization is also the first step in launching AB Forward, our new strategic plan for 2026–2031. Grounded in our Vision of a Graduate, the plan is built around four priorities: Welcoming & Inclusive School Communities, Student Academic Outcomes & Social-Emotional Wellbeing, Responsive Support for Staff , and Sustainable District Systems & Operations . The reorganization delivers directly on that final priority, setting us on a path to more sustainable schools. With elementary enrollment declining and costs rising faster than our revenues, consolidating our buildings is projected to save $16 to $17 million over the next ten years while avoiding an estimated $50 to $100 million in future costs to renovate or replace an aging building. The new geographic model also allows us to balance class sizes and enrollment across all of our schools for years to come.
4 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
District-wide, we also: • ABRHS received accreditation and commendation from NEASC following the high school’s 10-year visit. • Developed our Phase 1 Generative AI Guidelines & Guardrails through a working group of adminis- trators, educators, students, and community advisors. • Reached full K-6 facilitation of Second Step for social-emotional learning and bullying prevention , and strengthened mental health access through our Cartwheel and Care Solace partnerships. • Expanded support for multilingual learners and achieved our highest rate yet of students successfully exiting the Multilingual Learner program. • Continued growth in advanced coursework, with the number of AP exams taken up 56% over five years and average scores holding strong, and approved new courses including AP African American History and Robotics.
• Put three electric buses into service through $1.6 million in state and federal clean energy grants. • Launched an allergen-safe meal option free from the top nine allergens, ensuring every student can access school meals with confidence. • Sent a student to the Scripps National Spelling Bee following RJ Grey’s first school-wide spelling bee in many years. This is a lot for one year, and I encourage you to read the full annual report for school-specific highlights from every one of our buildings. Finally, a personal note. The 2026–27 school year will be my last as your superintendent. Serving this district has been the privilege of my career, and I want to thank the people who make it what it is: our students, who inspire me every day with their curiosity and character; our educators and staff, whose dedication carried us through a year of extraordinary change; our families, whose partnership makes our work possible; and the resi-
dents of Acton and Boxborough, whose belief in public educa- tion sustains these schools. Thank you for
the trust you have placed in me over nearly a decade serving this remarkable com- munity. I look forward to a wonderful final year together. Sincerely, Peter Light SUPERINTENDENT, ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
5 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
School Committee MESSAGE FROM THE CHAIRPERSON
TORI CAMPBELL, SCHOOL COMMITTEE CHAIRPERSON 2025–2026 LOOKING BACK AND LOOKING AHEAD
This year, our community came together to confront some of the greatest challenges our schools have faced in recent memory. Extensive engagement, careful analysis, and many difficult conversations enabled the School Committee to make informed decisions to protect what matters most: our students and the quality of their education, now and in the future. The adoption of the AB Forward strategic plan advances our Vision of a Graduate while making the structural changes necessary to sustain our district. This work has not been without cost. Families and staff are navigating uncertainty and change, and our educators have carried a tremendous burden while continuing to serve students with dedication and care. At this point, our community has pushed local solutions close to their limits. Continued advocacy for strong public schools and sustainable funding will be essential. As we implement AB Forward, prepare for Superintendent Peter Light’s final year of leadership, and begin the search for our next superintendent, we do so with confidence in our community’s demonstrated deep commitment to public education and willingness to come together in service of our students. The work ahead will require continued partnership, resilience, and advocacy to build an even stronger future for every student.
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School Committee WELCOME TO NEW MEMBERS
ANDREW BONCODDO School Committee Member/Boxborough Andrew was elected to the Acton- Boxborough School Committee (ABSC) in 2026. He and his family have lived in the district since 2015. He has two children who attend school in the district. Andrew has over 20 years of experience in finance, leading efforts in project, contract, and vendor management. He currently works at the Federal Reserve Bank, overseeing vendor-related budgets, risk portfolios, contract negotiations, and relationship management. In his free time, Andrew enjoys cooking, spending time with family and friends, date nights with his wife, traveling, NYT crosswords, and entertain- ing his endlessly energetic children. TERM EXPIRES: MAY 2029
HILARY GREVEN School Committee Member/Boxborough Since 2010, Hilary has resided in Boxborough with her husband and two kids. An avid volunteer in local govern- ment, she has served on the Boxborough Recreation Commission as Vice Chair and Chair and led multiple Community Preservation Act-funded projects. When her son entered Blanchard, she jumped right into volunteering in the district. She served on the Blanchard PTF Board as Vice Chair and has volunteered with Project Graduation and RJG student events. She truly loves walking into the schools and getting to know the students, teachers, and staff. Hilary earned her BS from the University of South Carolina and MS from Northeastern, and currently works in the pharmaceutical industry in Regulatory Affairs. TERM EXPIRES: MAY 2029
DENNIS BURIANEK School Committee Member/Acton Dennis and his family moved to Acton in 2008. His children have attended the Carol Huebner Early Childhood Program, McCarthy-Towne, RJ Grey, and ABRHS. He has been involved in the community as a youth sports coach and a Scouting America leader. Dennis holds a PhD in Aeronautics and Astronautics and an MBA from MIT. He has spent his career in R&D as a systems engineer and project manager. In his free time, Dennis enjoys cooking, baking, board games, and being outdoors. In 2025 he served on the AB Forward Steering Committee and looks forward to bringing his experiences to
JAKE FAY School Committee Member/Acton Jake is a former middle school history teacher who holds a doctorate from the Harvard Graduate School of Education. Currently, he works at the Constructive Dialogue Institute, a nonpartisan nonprofit that helps colleges and universities create environments where people can bridge divides and work together effectively— strengthening communities, workplaces, and democracy itself. Jake moved to Acton in 2019. He has two children in the A-B school system, coaches AB youth sports, and has served as President of the Patriots Hill Recreation Club. TERM EXPIRES: APRIL 2029
the A-B School Committee. TERM EXPIRES: APRIL 2029
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AB Forward OUR STRATEGIC PLAN, 2026–2031
These commitments are grounded in our Vision of a Graduate , a K-12 continuum of skills we want to cultivate in every ABRSD student. These were developed with students, educators, families, and community members and include: Adaptability, Communication, Collaboration, Intellectual Curiosity, and Integrity . This vision anchors the instructional and programmatic decisions across the plan. FOUR PRIORITY AREAS Welcoming & Inclusive School Communities: Intentional, inclusive school communities that welcome students, families, and educators from all backgrounds and create a sense of belonging for each member of the school community. Student Academic Outcomes & Social-Emotional Wellbeing: High-quality instruction and districtwide systems of support driven by our Vision of a Graduate and designed to maximize learning for each student, responding to their unique learning and development needs. Responsive Support for Staff: Support for staff, includ- ing opportunities for collaboration and professional
During the 2025–26 school year, we engaged in a deliberate, community-driven process to shape AB Forward, our five-year strategic plan . Families, educators, staff, students, and community members contributed input through surveys, focus groups, and public forums, helping to define the priorities that will guide our district’s work through 2031. That engagement continues to inform how we translate the plan into action. MISSION: Our mission is to provide high-quality, inclusive educational opportunities that inspire a community of learners.
learning, that is specific to the evolving needs of students and fosters a culture of continuous learning. Sustainable District Systems & Operations: Educationally effective and financially sustainable district operations and systems that invest resources in areas that will deliver the strongest outcomes for students and the community. WHAT’S NEXT This fall and winter, district and building leaders will build on this foundation by developing metrics to track our progress in each priority area over time, along with a set of potential initiatives to advance the work. This phase will translate AB Forward’s priorities into concrete, measurable action, ensuring the plan remains a living document that guides decision-making and resource allocation across the district in the years ahead.
VISION: Our vision is to be engaged, well-balanced learners through collaborative, caring relationships.
VALUES: Wellness, Equity, Engagement
8 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Demographics at a Glance
Student Population by Race, 1996–2026
Enrollment—Actual & Projected, 2013–2034
100%
6000
■ Past School Years ■ Current School Year ■ Future School Years
80%
5500
■ White ■ Asian ■ Multi-Race ■ Hispanic
60%
5000
40%
■ African American ■ Native American
4500
20%
4000
0%
1996 1998 2000 2002 2024 2006 2008 2010 2012 2014 2016 2018 2020 2022 2024 2026
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 2025-2026 school year. Where help- ful, 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.
9 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
2025–2026 Enrollment by School
6,000
5,007
4,000
1,613
2,000
820
458 399 429 397 420 360
111
0
Student Sub-Group Populations 2019–2026
20%
17.2%
16.8%
15.7%
15.5%
15.0%
14.7%
16.2%
15%
14.7%
15.8%
13.6%
13.6%
10.9%
10%
8.5%
7.5%
8.1%
8.0%
7.5%
5%
6.2%
5.2%
5.2%
4.9%
0
2021–2022 2024–2025 — Special Education — English Language Learners — Economically Disadvantaged 2022–2023 2023–2024
2025–2026
2019–2020
2020–2021
10 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Teaching and Learning
AB FORWARD: A NEW STRATEGIC PLAN TAKES SHAPE
full facilitation K–6 for social-emotional learning and bullying prevention. In Grades 5–7, Investigating History completed its second year, including a Grade 5 pilot and full Grade 6 rollout, with a training plan mapped out for Grade 7. At the secondary level, department leaders focused on the development of course outlines as a first effort in their curriculum mapping, and plan- ning is underway to launch new AP African Studies and Robotics courses. We also successfully onboarded our first Coordinator of Elementary Education, a role that will evolve into two positions for 2026–27: a K–8 Humanities Coordinator and a K–8 Science, Technology, Engineering, and Mathematics Coordinator which will help to strengthen instructional coherence across grade spans.
in district-wide training on World-Class Instructional Design and Assessment (WIDA) 2020 and a multi- session series on the WIDA English Language Develop- ment Standards Framework, alongside WIDA-focused professional learning. Elementary English language development teachers and reading specialists came together to strengthen collaborative practice, second- ary teachers received subject-specific support for meeting the needs of diverse learners, and we expanded a second professional learning pathway to broaden staff access to professional growth.
This year marked the launch of Acton-Boxborough Regional School District’s 2026–2031 strategic plan, AB Forward, grounded in our Vision of a Graduate and organized around four strategic priorities: Welcoming & Inclusive School Communities, Student Academic Outcomes & Social-Emotional Wellbeing, Responsive Support for Staff, and Sustainable District Systems & Operations. As part of our K-6 reorganization process, throughout the spring, district and school leaders shared this vision directly with K-6 educators and families, walking through core curriculum resourc- es, the structure of the school day, consistent instruc- tional approaches, and how we assess student learning, so that every community member understands both what is staying strong and what is evolving. MULTILINGUAL LEARNER SUPPORT Our Multilingual Learner program continued to grow in both scope and sophistication. Educators engaged
HIGH-QUALITY INSTRUCTIONAL MATERIALS & CURRICULUM
Significant progress continued in deepening the integrity of curriculum implementation across grade spans. At K–6, coaches continued efforts to support grade-level lesson internalization which is a process unique to these new comprehensive, core, curriculum materials. OpenSci Ed pilots launched in several elementary classrooms, and Second Step reached
PROFESSIONAL LEARNING AND COLLABORATIVE PRACTICE
This year’s professional learning centered on specialized instruction, leadership, and data use. Roughly 35 edu- cators engaged in a comprehensive Self-Regulated
11 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Strategy Development (SRSD) writing series, with literacy leaders embedding those strategies directly into the EL Education curriculum. The Junior High introduced a Content Agnostic Observation Tool to strengthen Tier 1 instruction and the high school sponsored specific professional learning and collabora- tion sessions anchored in Organization and Routines, Relationship Building/Behavior Strategies, Instruction, and Assessment. Our Wellness and Arts educators participated in deep reflection and future planning for continuous improvement of their programs. DATA-INFORMED INSTRUCTION & MTSS The district deepened its use of real-time data to guide Tier 1 instruction. Coaches and principals conducted three district-wide “Data Dives” this year, drawing on a comprehensive suite of measures and worked to build data visualization tools to provide leaders clear, actionable information. We also deepened our ACCESS data analysis for multilingual learners and saw the greatest rate of students exiting from our Multilingual program yet. RESPONSIBLE AI INTEGRATION: PHASE 1 GUIDELINES & GUARDRAILS A defining initiative this year was the work of the ABRSD AI Working Group which included a cross-section of administrators, educators, students,
keep technology in service of our mission, values, and Vision of a Graduate. Phase 1 also assessed digital literacy access across K–12 and prepared for a respon- sible, permissioned launch of Google Gemini at the high school, guided by a “traffic light” system that assumes AI is off-limits for student assignments unless a teacher explicitly permits its use. LOOKING AHEAD TO 2026–27 Next year’s priorities build directly on this momentum: enhancing our strategy for supporting collaborative planning time, launching the new K–8 Humanities and STEAM Coordinator roles, expanding Investigating His- tory into Grades 3–4, continuing our OpenSci Ed pilot, drafting a coherent interim progress-reporting frame- work for families, deepening support for our special- ized learning communities, and advancing into Phase 2 of our AI journey for all staff. Our curriculum mapping efforts at the secondary level will move into the next stage. We are also excited to share our new, student inspired Vision of a Graduate visual with all staff and continue conversations about the integration of these competencies in our ongoing work to support future success for all students.
and community advisors who developed our Phase 1 Generative AI Guidelines & Guardrails. The guidebook is anchored in five guiding principles: Humans First, Adaptive Literacy, Responsible Stewardship, Rigorous Governance, and Intentional Use, each designed to
Gabrielle Abrams ASSISTANT SUPERINTENDENT FOR TEACHING AND LEARNING
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Social-Emotional Learning and Mental-Behavioral Health Update
integrating clinical partnerships, staff training, and proactive monitoring to miti- gate transition-related
DATA-BASED DECISION MAKING ABRSD uses data to support student mental and behavioral health. We use the DESSA-2 Rating Scale (grades K-6) to track student progress. For older students, we use feedback surveys, SOS screenings, and the Youth Risk Behavior Survey (grades 6, 8, 9-12). By combining this data with daily records—such as attendance, nurse visits, and behavioral reports—our teams can identify which students need extra support and assign resources effectively. The 2026 Youth Risk Behavior Survey results will be available in late summer or early fall. MENTAL HEALTH PARTNERSHIPS We have strengthened our mental health infrastructure by expanding community partnerships: • Cartwheel: Provides rapid access to telehealth, including therapy, psychiatry, and parent guidance. Staff short-term therapy is also available. A new family self-referral pathway streamlines access this year. • Care Solace: Offers 24/7/365 multilingual support for mental health and substance treatment with “warm handoffs” to providers. This service is avail- able to all students, staff, and their families via a self-referral platform. AB FORWARD TRANSITION (K-6) The elementary leadership and mental health teams implemented a data-driven, risk-stratified framework to support student well-being during district reorgani- zation. This initiative centered on psychological safety,
stressors. Additionally, the district formed an advisory committee with community mental and medical part- ners to provide specialized guidance and developed new resources for families and staff to ensure transpar- ent communication, stability, and continuity of care. CONCLUSION We are focused on proactively cultivating a culture of care that supports all students. Our goal remains providing equitable, high-quality mental health support, ensuring every student has the tools to thrive. This commitment ensures our schools remain spaces where every child feels seen, supported, and empowered to succeed.
Building on the momentum of the 2024-2025 school year, ABRSD prioritizes student well-being through data-driven systems and comprehensive support.
TIER ONE: SOCIAL-EMOTIONAL LEARNING FOR ALL
ABRSD uses the Second Step curriculum for Tier 1 SEL instruction. This work is anchored by the CASEL frame- work, our Vision of a Graduate, and elementary SEL “Can Do” Statements. These concepts are integrated into daily school practices and core academic instruction. For grades K-6, we also use the Responsive Classroom approach. Additionally, grant funding is supporting new K-8 work with Dr. Alex Hirshberg. This initiative focuses on evidence-based classroom supports for self-regulation and collaborative problem-solving, including the development of student break spaces.
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Access and Engagement
ACTON-BOXBOROUGH RESOURCE CENTER Now in its third year of operation, the Acton-Boxborough Resource Center (ABRC) in partnership with the Acton- Boxborough Community Compass has grown into a cornerstone of support for students, staff, and families across our communities.This year, ABRC welcomed 1,988 visitors, distributing over 1,950 bags of essen- tial items, including 650+ winter coats . We processed over 4,700 bags of clothing donations , ensuring quality items made it back to our community and ex- cess to partners across the state, made possible by the tireless work of our volunteers including students! The ABRC has also become a meaningful hub for commu- nity engagement, serving a wide range of constituents from retired volunteers and scouts to professionals, ABRHS seniors seeking internships, and students in the Occupational Development and PACE programs, for whom the ABRC serves as a real-world training site. We are deeply grateful to our volunteers, donors, and community partners whose generosity and dedication make it possible for us to provide every
visitor with compassionate care tailored to their individual needs.
based approach centered on curriculum integration, professional learning for educators, student voice, and community engagement. Looking ahead, priorities for the upcoming school year include launching a High School Leadership Coalition, targeted professional learning forJunior High and High School staff, and an optional educator-led Book Study Group, all aimed at building a school community where every member feels safe, respected, and empowered. HATE CRIMES PREVENTION GRANT ABRSD was awarded $38,956 from the Massachusetts DESE Hate Crimes Prevention Grant , a competitive state-funded grant providing support to districts in combating bias and preventing hate crimes. This grant will enable ABRSD to expand its efforts through professional learning for educators, and directly sup- porting the ongoing work of the Antisemitism Task Force and the district’s broader commitment to foster- ing safe, inclusive, and equitable school communities for all students and staff.
The ABRC hosted several successful community events: • Holiday Gift Drive provided gifts to 208 local children. • English Language Conversation Practice: This daily drop-in program offers a welcoming space for community members working to build confidence and fluency and fostering connection while strengthening communication skills. Friend- ships were formed, and food was often shared from a variety of cultures. ANTISEMITISM TASKFORCE In response to a documented rise in antisemitic incidents, ABRSD established an Antisemitism Task Force in Fall 2025 , bringing together students, educators, administrators, and community members. The Task Force developed a multi-tiered, education-
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District Finances at a Glance
FY26 Financial Highlights • Chapter 70 (Minimum) Education Aid is $150 per pupil increase, matching our budgeted amount. • Regional Transportation final numbers came in $200,453 over anticipated. • Interest rates on invested funds remained higher than expected and our investment income is projected to exceed over $900K for FY26. • Charter School reimbursement final numbers were $19,960 over anticipated. • Details of yearend budget-to-actual results will be presented in the preliminary FY26 financial report to the School Committee (August 2026). FY27 Budget • Both towns have voted for approval of the District’s FY27 operating and capital budget ($122.6M), an increase of 4.75% over FY26. • The District is using a one-time use of Excess & Deficiency (E&D) for moving costs associated with closing the Conant School. • Boxborough’s FY27 assessment increase (5.57%) is greater than Acton’s (3.75%), due to Boxborough’s relative proportion of K-12 enrollment.
8% 7% 6% 5% 4% 3% 2% 1% 0% Annual Operating Budget Growth (%) FY25, note operational override in Acton
As the chart below shows, the FY27 budget is voted with a 4.75% overall increase. The Operating Budget represents the appropriated budget for all years except FY21, where the incremental impact of the first year of new twin schools’ debt service has been excluded.
7.7%
3.5% 2.5% 2.7% 2.9% 3.2% 3.2% 7.7% 2.3%
4.8%
AVG. FY20 FY21* FY22 FY23 FY24 FY25
FY26 FY27
■ 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 FY22, and projected to continue for years beyond FY27, Boxborough’s assess- ment % 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%
Boxborough Assessment Increase
10%
Annual Budget (Appropriation) Increase
Acton Assessment Increase
8%
6%
4%
2%
0%
AVG.
FY22
FY23
FY24
FY25
FY26
FY27
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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 inclusive environment where play is the foundation of learn- ing. Children who are developing typically and those with identified special education needs learn side by side. CHECP staff work together to provide integrated therapies and individualized support, ensuring that every child has the opportunity to learn, grow, and succeed at their own pace. Families are encouraged to partner with us, as parent involvement is an essential part of our caring and collaborative community. One hundred thirty five students were enrolled in the program by the end of the school year. This included students who were supported with drop- in related services for speech-language therapy, physical therapy, and occupational therapy.
• COLLABORATION —Throughout the year CHECP staff worked in collaboration with early intervention, parents, pediatricians, and area childcare programs to provide 56 special edu- cation evaluations and over 45 observations, screenings and consultations to support students and families in the community. • UNIFIED ARTS —CHECP students participated in specials (art, music, physical education, library) provided by Gates Elementary School specialists throughout the school year. • CELEBRATE THE ARTS —In collaboration with Gates Elementary School, CHECP participated in Celebrate the Arts Exhibition and had student artwork displayed in the show. • ALADDIN —The Douglas Elementary School grade 6 classes invited the preschool to attend their performance of “Aladdin.”
Some of the highlights of the year have been: • OUTDOOR LEARNING TIME —CHECP continued to prioritize Outdoor Learning Time. This included outside play on the playground, exploring nature and wildlife around the campus and participating in yoga on the boardwalk. • PARENT AND COMMUNITY ENGAGEMENT —CHECP host- ed our 4th annual family potluck in October. This event has become a perennial favorite and provided an opportunity for CHECP families and staff to share a meal, get to know each other better and build a sense of community. • MOTOR MONDAY —Students participated in weekly fine motor and gross motor activities/explorations led by CHECP’s physical therapist and occupational therapists. • EARLY LITERACY —CHECP continued to use 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.
Joseph Gibowicz EARLY CHILDHOOD COORDINATOR
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The 2025–2026 school year at Blanchard Memorial School was defined by a strong sense of community, joyful learning, and meaningful collaboration among students, staff, and families. Throughout a year of continued growth and transition, our school community remained committed to creating an inclusive environment where every student was known, supported, and challenged to thrive. COMMUNITY • We continued to foster school pride and connection through monthly school-wide assemblies that celebrated student learning, leadership, and our STARR values. • Our annual Festival of Cultures brought together families, students, and staff to celebrate the many cultures represented within our school community through food, music, traditions, and shared experiences. • The PTF once again organized several highly successful community events, including Music Bingo , the Blanchard Fun Run , and Field Day , providing meaningful opportunities for students and families to connect while support- ing our school. • Student leadership expanded opportu- nities for school-wide theme days and community-building activities, helping strengthen a positive and welcoming school climate for all.
Mike Votto PRINCIPAL Julie Babson ASSISTANT PRINCIPAL Blanchard’s STARR values • Support • Teamwork • Attitude • Responsibility • Respect
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Blanchard
FOCUS ON TEACHING AND LEARNING • Teachers continued to strengthen Tier 1 instruction through collaborative planning, data analysis, and the implementation of high-quality instructional practices to meet the needs of all learners. • Grade-level teams worked closely with instructional coaches, specialists, and intervention staff to refine assessment practices, monitor student progress, and provide targeted instructional support through our MTSS framework. • Professional learning throughout the year emphasized collaboration, instructional consistency, and equitable access to rigorous learning experiences for every student. SOCIAL-EMOTIONAL LEARNING (SEL) • Responsive Classroom practices, Second Step lessons, and daily community-building routines remained central to supporting students’ social-emotional growth and creating safe, inclusive classrooms. • Students continued to develop self-awareness, self- management, relationship skills, and responsible decision- making through intentional classroom instruction and school-wide expectations aligned with our STARR values. • Targeted SEL supports and collaborative problem-solving ensured students received the individualized support they needed to be successful both academically and socially. Blanchard Memorial School remains deeply grateful for the partnership of our families, the dedication of our staff, and the enthusiasm of our students. Together, we continue to build a school community where every child is supported, celebrated, and inspired to learn.
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During the 2025-2026 school year, students in Luther Conant Elementary School grew, learned, and celebrated their accomplishments. Kindergarten through Sixth Grade teachers continued to implement the EL Education Program (Literacy) and the Second Step Program (Social-Emotional Learning), two programs introduced in the last couple years. Throughout the school 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. Positive student outcomes resulted from this focus.
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 leader- ship groups, contributed to the school and wider community through supply drives, public service
announcements, and local service projects. Monthly All School Meetings and seasonal All School Sing Alongs contributed to the strong sense of community in the building. A video of the school song sung in dozens of languages represented by the Conant School community was a highlight showcased at one of these community gatherings.
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.
19 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Conant
There was also a great deal of fun at Conant School this year. The fourth annual Fall Fest was a favorite of students and staff, the PTO- sponsored Conant Carnival was attended by many families, the Fine Arts Night featured visual art and live music, and every-
one’s favorite Conant tradition, Polar Pride, was an event that did not disappoint!
Having learned in October 2025 of the probable (now actual) closure of Conant School in June 2026, members of the community chose to cherish the day to day activi- ties and savor all the aspects of the special community. In June, there was a celebration of the Conant Community which was attended by alumni staff, students and families who recalled their time at Conant with fondness. One former teacher attended who was a member of the first Conant staff in 1971.
20 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
OUR MISSION 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 worked across the school to improve our Tier 1 instruction, focusing on consistent implementation of Universal Design for Learning and ensuring that all of our students could access the curriculum. We discussed the intersection of UDL and Culturally Responsive Teaching to support all students. • We worked to improve writing across the school, col- laborating with Think SRSD for schoolwide professional learning. Several grade levels held “writing boot camps” to support these efforts. • We continued implementing our EL literacy curriculum, with staff collaborating closely with our literacy coach and participating in district-wide professional learning. • Our Instructional Leadership Team brainstormed how best to support initiatives across the building, including writing and, eventually, the reorganization of the schools/district with AB Forward. • We continued to use the Second Step social-emotional curriculum, establishing a shared language for students to discuss challenges. Additionally, we used the DESSA screener to monitor and support students’ social- emotional skills three times a year.
Larry Wolpe PRINCIPAL Nelia Patrick ASSISTANT PRINCIPAL
Our SOAR Values: S Show Perseverance O Offer Compassion A Act Responsibly R Respect Others and Self
21 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Douglas
• Our SOAR values—Show Perseverance, Offer Compassion, Accept Responsi- bility, and Respect Others, Self, and Property—took center stage as we consistently used schoolwide recog- nition systems. Staff continued to use restorative justice practices to help build a culture focused on restoring and repairing relationships. SCHOOL COMMUNITY AND TRADITIONS C.T. Douglas Elementary School remained a vibrant hub of learning and joy. We proudly continued beloved traditions, including: • The 24th Commemorative Peace Walk • National Unity Day • Veterans Day Celebration • Students showcased their talents in band and orchestra concerts, the annual art show, and the sixth-grade musical, “Aladdin” • Physical education, teamwork, 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.
22 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
As Gates Elementary School concludes its final year, we look back with immense pride, gratitude, and joy at the vibrant community we have built together. This past school year has been an extra- ordinary celebration of our history, our achievements, and the enduring spirit of the Gates Panthers. While this chapter marks the closing of our school, the energy and enthusiasm within our halls never wavered. This year we continued to create new memories with our traditions that our students, staff, and families will cherish forever. True to the Panther spirit, we success- fully hosted many events that define the Gates experience. From the Fall Picnic to the Fun Run, Walk, and Roll, our community showed up with incredible enthusiasm. Our annual Robotics Fair gave students a chance to showcase their creativity by programming and designing their own robots. Moments of connection were also shared during our final Ice Cream Social, where current and former families and students were all invited to celebrate together. These events, along- side many other gatherings throughout the year, reminded us of the strong bond that unites our school community.
Allison Warren PRINCIPAL Kate Worth ASSISTANT PRINCIPAL
Gates Core Values • Generosity • Acceptance • Trust & Respect
• Enthusiasm • Scholarship
23 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Gates
To honor the closing of Gates, the PTO hosted an amazing event: the Panther Party . This special evening brought together students, staff, and families for a grand celebration of our school. Guests enjoyed a wonderful sit-down dinner accom- panied by entertainment and a variety of activities that spanned the entire night. It was a beautiful evening of reflection, laughter, and gratitude. Adding to the sentiment of the year, our amazing PTO created a Gates memory book for all current families. Filled with both present- day snapshots and historical photo- graphs, this keepsake perfectly honors our past and celebrates the generations of Panthers who made Gates a second home. Though the physical doors of Gates Elementary are closing, the essence of who we are remains. We are profoundly proud of the unique community we have created here. As our students and staff transition into new school communities across the district, we take our deeply rooted core values with us. Kindness, respect, and inclu- sivity will continue to guide our paths this coming school year.
24 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
HIGHLIGHTS The 2025-2026 academic year at McCarthy-Towne was defined by our vibrant community of learners, where children, educators, and families collaborated to foster individual growth and success. Our community, along with the entire A-B community, navigated: Community • Monthly assemblies provided a platform for each grade level to showcase their academic and artistic achievements. • Our 5th graders piloted a trip to Hale Education, focusing on team-building, community, and personal independence. • The PTSO hosted our second annual McT Fun Day, featuring outdoor games facilitated by 100 dedicated family volunteers. • Thanks to a grant secured by Peter Knowles, we hosted a “Be Fit” assembly in collaboration with the Boston Bruins. Additionally, the school was awarded a significant grant for new fitness equipment. • We proudly hosted McCarthy-Towne’s final art show to celebrate the closing of our beloved school. It was an honor to share this occasion with former staff, students, and leaders, reflecting on the profound impact the school has had over the past 50 years.
Christy Nealon PRINCIPAL Jennifer Giusto ASSISTANT PRINCIPAL
McCarthy-Towne Core Values • Community • Risk taking • Collaboration • Persistence • Flexibility • Trust
25 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
McCarthy-Towne Focus on Assessment Practices • Classroom teachers and special educators collaborated with instructional coaches to refine our assessment practices. Key initiatives included developing com- prehensive writing rubrics, aligning program-based assessments, and creating data visualizations for better insights. • Our Kindergarten team collaborated with the District Management Group and our literacy coach to refine flex block practices, resulting in significant growth in literacy outcomes. Social-Emotional Learning (SEL) • We implemented classroom-based regulation stations in every room, helping students learn effective strategies for taking quick, calming breaks before returning to their academic work. • Our educators continued to implement the Second Step social-emotional learning and anti-bullying curriculum, strengthening our SEL framework across all grade levels. • We maintained tier-two SEL support groups to provide targeted assistance to students, focusing on the CASEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Art Integration • Students and teachers successfully embedded art into performance tasks directly aligned with the new EL curriculum. We are proud of the collaboration, innovation, and growth our community demonstrated this year. We extend our sincere appreciation to our students, families, and staff for their contributions to our learning community.
26 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
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. CURRICULUM HIGHLIGHTS: • Literacy: Continued implementation of the EL Education literacy curriculum was supported through collaborative planning, instructional coaching, and professional learning. • Science: This year, Merriam teachers partnered with the STEAM coach to implement OpenSciEd units of study. This year-long focus included professional learning, collaborative co-teaching, and hands-on lessons promoting scientific inquiry, critical thinking, and student engagement. • Flex Blocks: Daily Flex Blocks across grade levels provided targeted literacy and mathematics instruction based on ongoing cycles of student data and individual learning needs. • Project-Based Learning: Project-based learning experiences enrich the curriculum by encouraging students to investigate authentic questions, collaborate with peers, and share their learning with real audiences through projects, presentations, and exhibitions. As part of their science and social studies work, fourth-grade students designed National Park Visitor Centers featuring biome murals and interactive exhibits highlighting an animal they researched. Third-grade students investigated endangered species, created digital books, and partnered with ABRHS students to explore biodiversity and factors affecting endangered animals. • Social Emotional Learning: Merriam’s Instructional Leadership Team continued to strengthen schoolwide social-emotional learning by deepening Responsive Classroom practices and classroom behavior supports. Students participated in weekly Second Step lessons, develop- ing a shared language and skills for self-awareness, perspective-taking, relationship building, and problem-solving.
Christina Gavin PRINCIPAL Kaitlyn Angulo ASSISTANT PRINCIPAL
Merriam Core Values • Respect • Risk taking • Persistence in one’s own learning
27 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Merriam
• All School Meetings: Held twice each month and led by students, these assemblies celebrate student voice and creativity through performances, presentations, plays, and visual art. • Art Showcase: During this PTO-sponsored event, students exhibited their visual artwork, celebrating creativity across every grade level. Interactive Maker Space stations invited students and families to create together, explore a variety of artistic materials, and experience the creative process firsthand. • PTO: The Merriam Parent Teacher Organization continued to strengthen our school community through enrichment opportunities, volunteer support, and family events. Beloved community traditions included the Fall Picnic, the Fun Run, Community Day, the Winter Fair, and the Arts Showcase. • Community Celebration: This year marked the closing of Merriam School after more than five decades of serving the Acton-Boxborough community. During our Merriam Celebration, current and former students, families, faculty, and community members gathered to honor the school’s rich history, cherished traditions, and progressive educational philosophy that have shaped generations of learners and students. As we close this chapter, we extend our gratitude to our students, staff, and families whose partnership and commitment made Merriam such an extraordinary place to learn and grow.
• Culturally Sustaining Pedagogy: Teachers continued to integrate culturally responsive instructional practices that foster inclusion, belong- ing, and meaningful access to learning for every student. • Student-Led Conferences: Annual student-led conferences remained a hallmark of the Merriam experience for all K–6 students. During these conferences, students independently shared their academic progress, accomplishments, and reflections on learning goals with their families. This practice promotes student ownership of learning while strength- ening confidence, communication, and leadership skills. COMMUNITY Merriam’s vibrant school culture is strengthened by longstanding traditions, community events, and strong partnerships with families and the PTO. • Community: Twice a year, Community Days bring mixed-grade student groups together for activities centered on a shared theme. This year’s theme, Belonging, encouraged students to explore what it means to be part of a supportive school community, understand similarities and differences, and connect through interactive games and activities.
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