NASHOBA REGIONAL
BUDGET BOOK FY26
ACKNOWLEDGEMENTS
NASHOBA REGIONAL SCHOOL COMMITTEE
Amy Cohen, Bolton, Vice Chairperson
Joseph Gleason, Lancaster, Secretary
John McFarland, Stow
Robin Palaima, Bolton
Sharon Poch, Lancaster
Scott Powell, Stow
Jacquelyn Reinert, Lancaster
Shandor Simon, Lancaster
Lindsey Styckiewicz, Stow
Amy Vessels, Bolton
Leah Vivirito, Stow, Chairperson
CENTRAL OFFICE ADMINISTRATION
Kirk Downing, Superintendent
Laura Friend, Assistant Superintendent of Teaching and Learning
Roann Demanche, Director of Student Services
Robert Frieswick, Director of Facilities
Ross Mulkerin, Director of Finance and Operations
Jessica Murdoch, Director of Human Resources
Su Qi, Technology Manager
Myriah Zwicker, Directory of Health, Wellness, and Safety
WITH ASSISTANCE FROM
Renan Assuncao, Assistant Director of Business and Operations
Victoria Chartier, Treasurer
Bridget Hannigan, Communications Specialist
Kylie Harris, Accounts Payable/Accounts Receivable Specialist
Aleta Masterson, Executive Assistant to the Superintendent & Assistant Superintendent
Darci Wardwell, Payroll/HR Specialist
SUPERINTENDENT’S WELCOME
TO THE CITIZENS OF BOLTON, LANCASTER, AND STOW,
On March 12, 2025, the Nashoba Regional School Committee approved the fiscal year 2026 budget. This budget covers the district’s operational costs for the 2025-2026 school year, along with the debt payments for the voter approved construction of the new Nashoba Regional High School and previous site improvements The total approved budget is $76,646,320, with $70,012,144 allocated for operating expenses an increase of 5 25% over last year
While a 5.25% increase is consistent with historical trends, getting to this number required difficult decisions. Of the approximate $3.5 million increase in operating budget from FY25, 96% of these costs are attributed to rising health insurance premiums, mandatory payments to charter school and schoolchoice, and special education non-salary costs of services and transportation. As a result, the district is reducing staff by 22.16 staffing positions. These staffing reductions now put total staffing reductions at 9.2% over four years, while district student enrollment has only decreased 3.2%. Although decisions on staffing reductions are difficult and personal, we relied on our vision, mission, and strategic plan in making student-centered decisions during these tough fiscal times
Budgets are a reflection of a community’s core values by showing where resources are prioritized. This budget reaffirms our commitment to:
Our class size standards of 22 in grades K-2 and 24 in grades 3-12.
The continuation of programs and courses in the arts, physical fitness, performance, health, and engineering
Continuation and refinement of our multi-tiered system of support to reach all learners through assessment and targeted instruction
This budget book includes summaries from our schools and departments, giving you a clear picture of how your dollars support the incredible work happening across our district. Our schools are a reflection of our member communities, and your support sends a strong message that we all value education and learning for our incredible students.
Go Nashoba!
Sincerely,
Kirk Downing Superintendent, Nashoba Regional School District
THESTRATEGICPLAN
Learning Along the Great Road is our 2022-2027 Strategic Plan that anchors and drives the work we do in the Nashoba Regional School District. The strategic process, a collaborative effort between staff, administrators, parents, and elected officials, included a revision and affirmation of our core values, mission, and vision. Please see the link below to the NRSD 20222027 Strategic Plan.
TEACHING & LEARNING UPDATE
WHO WE ARE THE TEACHING AND LEARNING TEAM
The Department of Teaching and Learning works to foster high-quality educational experiences that prepare each and every student for success. Through ongoing curriculum reviews, professional development, and strategic grant-funded initiatives, we continue to support and strengthen a dynamic and inclusive learning environment at Nashoba that reflects the district’s Portrait of a Nashoba Graduate competencies.
Teaching and Learning prioritizes educational excellence across the district, maintaining a systematic cycle of curriculum review to ensure instruction remains current, rigorous, and aligned with state frameworks. Through targeted professional learning, we enhance educators' skills in delivering high-quality instruction We support digital learning strategies in classroom instruction to develop digital literacy skills essential for success Our assessment monitors student progress and informs datadriven instructional decisions Throughout all our work, we remain committed to inspiring and challenging all learners to realize their unique potential in becoming
Laura Friend Assistant Superintendent of Teaching and Learning
Jed Stefanowicz Director of Digital Literacy and Innovation
Laura Pagington Curriculum Director for ELA and SS
Kandice McBrearty Curriculum Director for Math and Science
2024/2025 HIGHLIGHTS
Throughout 2024 and 2025, the Department of Teaching and Learning continued to support educators in developing updated curriculum maps, creating NRSD Front-Facing Curriculum Guides, and revising unit maps to promote deeper learning. High-quality instructional materials are now in place for K-5 ELA and Math, as well as 6-8 Science.
In 2024, a comprehensive K-5 Literacy Curriculum Review led to the adoption of Imagine Learning EL Education as the core literacy resource The district also aligned foundational literacy skills with Wilson Fundations and introduced Heggerty in Pre-K and Kindergarten
Educators in grades 6-12 progressed through key phases of the curriculum review process. High school science teachers received professional development in the Next Generation Science Standards and began revising biology and chemistry units, with physics updates planned for 2025. Middle school math educators analyzed student data, reviewed instructional practices, and developed a vision aligned with K-5 math, with a decision on new curricular materials expected next year.
PAVE YOUR PATH II, GRANT FUNDING
Additionally, a Digital Learning Plan was launched to promote inclusive, student-centered learning in a secure, technology-rich environment. Initiatives included enhancing communication systems, expanding professional learning, forming the NRSD Innovation Team to explore emerging digital practices, and leveraging AI to enhance instruction.
The district also provided professional development to support strategic goals, including the "Pave Your Path II" event, Science of Reading training for K-5 educators, and preparation for the full implementation of the OpenSciEd curriculum in middle school science.
Nashoba successfully acquired several competitive grants supporting this work, including those for instructional materials, career-connected learning, and applied learning initiatives that align with the district’s strategic goals and promote innovative learning experiences.
LOOKING AHEAD TO FY25
As the district enters the fourth year of the Strategic Plan, the Department of Teaching and Learning will remain focused on advancing its objectives to provide high-quality learning experiences for all students. Priorities for the 2025-2026 school year will include the continued implementation of high-quality instructional materials, with the adoption of a new Grades 6-8 math curriculum. The district will also continue to support evidence-based instructional practices for educators, particularly in K-5 literacy and the Grades 6-8 OpenSciEd curriculum. At the high school level, science curricula will be further aligned to integrate the Next Generation Science Standards (NGSS), ensuring all students have access to rigorous and engaging learning opportunities that enable them to reach their highest potential
Work will continue across all grade spans to align curricular and instructional practices within a multitiered system of support (MTSS) model. Instructional coaches will continue to work closely with teachers to i i L r i
The district will also expand its focus on digital learning and innovative technology integration, including the use of artificial intelligence resources to engage students and enrich curriculum content. Additionally, supporting the professional growth of district educators will remain a top priority. A robust professional learning plan including early release professional days, district-wide professional development days, Summer Academy, and contentspecific training will ensure that educators have the knowledge and tools necessary to provide students with a high-quality education.
The Department of Teaching and Learning will continue to strengthen curricular, instructional, and assessment practices to ensure educators are well-equipped to meet student needs and drive meaningful learning outcomes
Together, we inspire and challenge ALL learners to realize their unique potential and become active contributors to their community.
SCAN TO LEARN MORE
Check out the QR codes below for quick access to each of our district schools, the Finance and Operations Center, and our FY26 Budget Development page. We invite you to explore what's happening in real time across our buildings and learn more about our budgeting process!
OurSchools
Our Schools
MARY ROWLANDSON
SCOTT BLANCHARD, PRINCIPAL
STEVE GRANT, ASSISTANT PRINCIPAL
WHO WE ARE
Mary Rowlandson Elementary School (MRE) is a vibrant learning community dedicated to fostering academic excellence, student well-being, and a strong sense of belonging. Our commitment to student success is reflected in our focus on student learning, professional collaboration, and ensuring each student has the support they need to thrive academically and socially.
SCHOOL SNAPSHOT STUDENTS 479
GRADES
2024/2025 HIGHLIGHTS
The 2024-25 school year has been marked by notable academic achievements The 2024 MCAS results showed a significant improvement, with 61% of students meeting or exceeding expectations in Math, a six-point increase from the previous year. The achievement gap in English Language Arts continues to close for multi-language learners, students with Individualized Education Programs, and high-needs students. Our winter 2025 STAR data highlights further success, with 69% of Kindergarten and firstgrade students meeting benchmarks in early literacy and 84% of second- through fifth-graders demonstrating high achievement or growth in reading. Math performance remains strong, with multiple grade levels showing double-digit increases in benchmark scores
Beyond academics, MRE fosters a strong sense of community through engaging events Our inaugural Kindness Week fundraiser and Fall Festival brought students and families together, while Our Heart of a Husky Community Appreciation Event recognized local heroes. Annual events like Family Literacy Night, the PTO Talent Show, and Community Reading Day further strengthen our connections with families and the Lancaster community.
MARY ROWLANDSON
LOOKING AHEAD TO FY26
Looking ahead to the 2025-26 school year, we remain committed to our mission of empowering students through learning and discovery. Our goals align with the Nashoba Regional School District Strategic Plan and focus on family engagement, professional learning communities (PLCs), social-emotional learning (SEL), and school safety.
PLCs will enter their third year, emphasizing student learning, data-driven decision-making, and collaborative culture to enhance student achievement. Socialemotional learning will continue through initiatives like buddy classrooms, the STEM Challenge, and the Heart of a Husky program, which help students build relationships and self-management skills. Our partnership with Dr. Larry Epstein’s Calm Compassionate Teaching approach equips educators with strategies to support student behavior and foster positive student-teacher relationships.
Ensuring student and staff safety remains a top priority. Our school-based safety team will work with the district’s emergency response task force to refine protocols for a secure learning environment. Additionally, we strive to enhance family engagement through clear communication about school expectations, student learning, and progress.
With a focus on academic excellence, student well-being, and community engagement, MRE continues to be a place where students grow, learn, and thrive. We look forward to another year of progress, collaboration, and success.
HELPFUL ENTHUSIASTIC LEARNER ACCEPTING RESPECTFUL TEAM PLAYER
MRE’S HEARTOF AHUSKY
LUTHER BURBANK
SEAN O’SHEA, PRINCIPAL
WHO WE ARE
Luther Burbank Middle School is a welcoming and studentcentered community that continues to prioritize strong relationships, active engagement, and a commitment to helping every student grow both academically and socially. With an enrollment of 249 students, we have maintained steady growth and welcomed 19 new students this year, further enriching our diverse and vibrant school culture.
At the heart of Luther Burbank is a belief that middle school should be both challenging and connected Our students are not only working hard in the classroom they are also forming friendships, taking risks, and finding their voices This sense of belonging and pride is what defines who we are, and it continues to fuel our shared commitment to
SCHOOL SNAPSHOT STUDENTS
students
2024/2025 HIGHLIGHTS
This year, Luther Burbank launched a new Advisory Program that supports students in developing selfawareness, building relationships, and exploring pathways for future success. Using the Wayfinder platform, teachers collaborated to design a school-wide scope and sequence aligned with MEFA and DESE Career Development Education objectives Advisory lessons have helped students reflect on their values, set goals, and make connections between their current experiences and future aspirations
Across academic classes, there has been a renewed focus on clearly articulated Mastery Objectives. Teachers have continued to design purposeful lessons while making learning goals more visible to students. This work has been strengthened through Professional Learning Communities (PLCs), where teachers meet regularly to examine student work, assess progress on common assessments, and use data to guide instructional decisions. Instructional coaches have supported this process by facilitating discussions and helping refine curriculum pacing and strategies.
LUTHER BURBANK
LBMS RECOGNITION;
PRESIDENTAL AWARD FOR EXCELLENCE AND NAMM!
We are also proud to recognize individual and collective achievements within our school community. Luther Burbank teacher Jackie Macharia received the Presidential Award for Excellence in Mathematics and Science Teaching, one of the highest honors for educators in STEM Her recognition highlights the strength of instruction taking place across our classrooms In the arts, our district was named one of the Best Communities for Music Education by the NAMM Foundation, a reflection of the talent and dedication of both our students and staff in the music program.
In Advisory, we will continue to refine the implementation of Wayfinder and MyCAP-aligned lessons. Based on student feedback and instructional reflection, teams will adjust scope and sequence to strengthen the connection between weekly lessons and the development of self-awareness, interpersonal skills, and future planning This work supports our broader goal of preparing students to make informed, confident decisions about their learning and life paths
Supporting all students through a Multi-Tiered System of Supports (MTSS) will remain a key focus. We will expand the use of screening and progress monitoring tools and refine protocols for delivering timely interventions during WINN blocks. These systems will help us respond proactively to student needs and monitor progress consistently across the year.
LOOKING AHEAD TO FY26
As we look to the 2025–2026 school year, Luther Burbank Middle School will continue building on its foundation of academic rigor, inclusive practices, and student-centered learning. Our work will remain tightly aligned with the district’s strategic plan and the goals outlined in our School Improvement Plan.
One of our primary academic priorities will be the continued development of students’ analytical thinking and reasoning across all content areas. Through deeper integration of these skills into lessons and assessments, we aim to help students move beyond surface understanding to justify their thinking and apply knowledge in more complex ways This effort will be supported by collaborative work within PLCs, instructional coaching, and a sustained focus on mastery-based instruction
We are also committed to growing our equity work. In 2025–2026, Luther Burbank will establish a schoolbased Equity Team, building on the district’s existing initiatives and using staff input to identify meaningful areas of focus This work will be informed by professional development, student and staff feedback, and the continued integration of inclusive practices across all areas of school life
Finally, we will use staff and student feedback to examine and refine the school schedule introduced this year. This process will focus on maintaining the structures that support academic growth and socialemotional development while addressing any opportunities for greater efficiency, balance, and student engagement.
Through these efforts, we will continue to challenge and support every learner, foster a strong and
FLORENCE SAWYER
JOEL BATES, PRINCIPAL
KERRYANN COPPINGER, ASSISTANT PRINCIPAL
MARYBETH DONLAN, ASSISTANT PRINCIPAL
WHO WE ARE
As the district's sole PK-8 institution, Florence Sawyer School plays a pivotal role in nurturing Bolton's students, guiding them from their initial school experiences to their transition into high school. This unique structure fosters enduring relationships and strong partnerships with families. Notably, during the past academic year, we have successfully reduced chronic absenteeism to levels below pre-pandemic figures. This achievement reflects our commitment to student well-being and engagement. Furthermore, the implementation of our "Trails Curriculum" across all grade levels, from preschool through 8th grade, has provided a consistent and comprehensive framework for developing students' social-emotional skills
SCHOOL SNAPSHOT
741 GRADES K-8P R E
STUDENTS
2024/2025 HIGHLIGHTS
In 2024, Florence Sawyer School launched the district’s new, highly-regarded literacy curriculum, EL Education from Imagine Learning. This peer-reviewed, DESE-endorsed program, featuring high-quality instructional materials, represents a significant investment in our students' reading and writing development. Building upon the successful implementation of a rigorous elementary mathematics curriculum two years prior, we are already observing promising data from our benchmark assessments, indicating positive student growth.
Furthermore, in 2025, Thea Tully, an 8th-grade social studies teacher at Florence Sawyer School, received the prestigious National Council for the Social Studies Middle-Level Educator of the Year Award Mrs Tully's dedication to fostering a passion for civics and history in her students has
2024/2025 HIGHLIGHTS FLORENCE SAWYER
been exemplary, and we proudly celebrate this welldeserved recognition.
The 2024-2025 school year marked the successful return of the Outdoor Classroom overnight experience for our students. Our 8th-grade activities committee, led be several dedicated parent volunteers, hosted the second annual Sawyer’s Got Talent event, showcasing the diverse talents within our student body. Additionally, the FSS Drama Society captivated audiences with a memorable production of The Addams Family
Florence Sawyer School deeply values its strong partnerships with the PTO and other community organizations. The PTO's dedication was evident in the highly successful Bingo Night, PTO Night at the Woo Sox and Worcester Railers games, and the recently held biennial PTO Auction and Gala. We were also pleased to partner with the Bolton Community Fund to support the annual Bolton 5K. Furthermore, our ongoing collaboration with the Bolton Fire Department and Police Department ensures a continuous dialogue regarding campus safety.
LOOKING AHEAD TO FY26
For the 2025-2026 school year, Florence Sawyer School will prioritize the following strategic goals:
Enhance Communication and Data Accessibility: We will refine our communication systems to ensure families have transparent and accessible information regarding student data and progress. This will include a focus on equitable access for all families.
Advance Curriculum Excellence: Building upon our successful curriculum revision cycle, we will continue to seek and implement the highest quality, engaging instructional materials. This initiative will extend to a comprehensive review and enhancement of our middle-level mathematics curriculum
Strengthen Data-Driven Professional Learning Communities: We will optimize our Professional Learning Communities to utilize student data effectively, driving instructional practices and fostering continuous improvement.
Promote Equity, Inclusion, and Belonging: We will deepen our commitment to equity and inclusion, ensuring every student and their family experiences a strong sense of belonging within our school community.
CENTER
LENORE ZAVALICK, PRINCIPAL
MEAGAN SANKO, ASSISTANT PRINCIPAL
WHO WE ARE
The Center School remains a healthy, safe place for students to grow and learn, and SY25 saw wonderful examples of student engagement and learning The majority of our classrooms form partnerships known as “Buddies”, through which our older-aged students serve as positive role models and mentors for our K-2 students Two pairs of classroom Buddies ran All School Meetings this year, both of which focused on a Center School core value, such as Kindness and Empathy. One of these meetings yielded a canned food drive, in which students across the school participated in order to supply the Stow Food Bank and help their community.
2024/2025 HIGHLIGHTS
Our fourth grade classes partnered with the Bridges program for several weeks this year, connecting senior citizens in Stow to Grade 4 students in order to promote healthy relationships and foster a sense of belonging for everyone, across all stages of life.
The Center School launched a Student Council for Grades 4 and 5 this year, and saw over 40 students volunteer as participants. These students served as leaders in the school, facilitating All School Meetings, assisted with the Spring Art Show, and helped our administration promote school spirit.
40
STUDENTS
VOLUNTEERED FOR THE CENTER SCHOOL STUDENT COUNCIL
SCHOOL SNAPSHOT
486 GRADES K-5P R E
STUDENTS
CENTER
2024/2025 HIGHLIGHTS
Our grade-level teachers implemented the first year of a new literacy curriculum, EL Education from Imagine Learning, a knowledge building curriculum that features culturally diverse texts, opportunities for students to write authentic responses to text, and is engaging and interesting. Students have the opportunity to participate in Performance Tasks at the end of units that feature handson activities to demonstrate learning.
Center launched an Equity Team, made up of teachers and staff and led by the Principal, in order to explore student belonging at our school, and to continue to foster an environment where students feel welcomed and safe in their school Staff continue to grow culturally responsive teaching practices to foster equitable practices and outcomes for every student
THROUGH ALL SCHOOL MEETINGS, SCHOOL COUNCIL, AND SPIRIT DAYS CENTER SCHOOL FOCUS ON SCHOOL SPIRIT!
AT THE END OF EACH EL UNIT, STUDENTS FOCUS ON HANDS-ON ACTIVITES THAT DEMONSTRATE LEARNING
PTO PARTNERSHIP
Center School partnered closely with the PTO this year to sponsor events such as: the Boosterthon Fun Run, the Fall Harvest Fair, STEAM enrichment programs, the Harlem Wizards basketball game, the Annual Center’s Got Talent Show, and the Arts Buffet.
LOOKING AHEAD TO FY26
As we look ahead to SY26, we are excited to continue the implementation of our high quality Math and Literacy curriculum, growing our Student Council to embrace opportunities for community outreach, growing our staff and students’ sense of belonging and culturally responsive practices, and promoting healthy social-emotional learning for every student.
WHO WE ARE
Hale Middle School distinguishes itself through exceptional academic performance, with 96% daily attendance and 90-92% proficiency in reading and math. Our comprehensive approach cultivates student success across academics, athletics, and performing arts. Through leadership programs like Future Leaders Club, Model UN, and Student Council, we create a safe, accepting environment that empowers students to explore their potential. By prioritizing holistic development and providing robust engagement opportunities, we prepare students not just for academic challenges, but for future leadership roles in an increasingly complex world.
SCHOOL SNAPSHOT STUDENTS
246 GRADES
2024/2025 HIGHLIGHTS
Our performing arts program stands out regionally, consistently placing among the top schools in New England at adjudicated musical events We've implemented a comprehensive writing development strategy that transcends traditional subject boundaries, focusing on literacy growth across all grades. Screening and monitoring tools allow us to track students' writing and literacy progression, yielding compelling data that demonstrates significant academic improvement in the area of writing.
PROFICIENCY IN READING AND MATH
Hale showcases a 90-92% rate of proficiency in both reading and math.
HALE
LOOKING AHEAD TO FY26
Our strategic budget allocation directly supports our mission of holistic student development. By investing in comprehensive programs from advanced literacy monitoring tools to inclusive community initiatives and robust performing arts resources we maximize every budgetary dollar to create an exceptional learning environment. These targeted investments enable our toptier academic performance and nationally recognized leadership programs Our budget prioritizes student success by funding innovative educational strategies that prepare students not just academically, but as engaged, empathetic community members
SCHOOL COMMUNITY
Our commitment to creating an inclusive and supportive environment is exemplified by our endorsed status as a "No Place for Hate" school by the Anti-Defamation League of Boston. Through intentional, school-wide events focused on cultivating a sense of belonging, our students and staff actively work to create a safe, welcoming space for every individual. These initiatives go beyond traditional school-speaker programs, embedding inclusivity into the core of our school culture and ensuring that every student feels valued, respected, and supported in their educational journey.
STUDENT LEADERSHIP
HALE’S PERFORMING ARTS PROGRAM STANDS OUT REGIONALLY, PLACING AMONG THE TOP SCHOOLS IN NEW ENGLAND
HALE’S FUTURE LEADERS CLUB, MODEL UN, AND STUDENT COUNCIL EMPOWER STUDENTS TO BE FUTURE LEADERS
Hale was part of the district-wide Jazz Night. Listen here!
NASHOBA REGIONAL HIGH SCHOOL
KATE BOYNTON, PRINCIPAL
JEANINE BOULAY, ASSISTANT PRINCIPAL
DAN WALKER, ASSISTANT PRINCIPAL
WHO WE ARE SCHOOL SNAPSHOT
Nashoba Regional High School is proud to serve the communities of Lancaster, Bolton, and Stow, providing a high-quality education that prepares students for future success Our school is committed to fostering academic excellence, student engagement, and meaningful community involvement
2024/2025 HIGHLIGHTS
LOOKING AHEAD TO FY25
The 2024-2025 academic year brought several innovative programs and initiatives aimed at enhancing student learning and achievement. This year marked the successful launch of the Innovation Pathways programs in Business and Finance as well as Advanced Engineering and Manufacturing. To further expand these opportunities, the school applied for a planning grant to develop an Information Pathway
Academic engagement remains a top priority Nashoba partnered with Kaleidoscope for Deeper Learning, supporting the implementation of researchbased instructional strategies to foster deeper, more meaningful learning experiences. Department heads also continued their professional development through training with Research for Better Teaching, refining their supervision and evaluation practices.
STUDENTS
800 GRADES
9-12
NOTEABLE MILESTONES
Throughout the year, our students have achieved significant milestones across various areas. Nashoba’s DECA program experienced recordbreaking participation in state competitions with a record number qualifying for the Nationals
The Robotics team is headed to Nationals
Students expanded their global connections through the French Exchange Program.
NASHOBA REGIONAL HIGH SCHOOL
2024/2025 HIGHLIGHTS
LOOKING AHEAD TO FY25
Curriculum alignment has been another major focus. Efforts include strengthening writing instruction in English, implementing the Building Thinking Classrooms framework in Math, aligning Science curriculum with the Next Generation Science Standards (NGSS), and refining the proficiency model in World Language courses.
Additionally, the school successfully hosted the National History Day event, providing students with an opportunity to showcase their research skills and creativity
representatives to the school committee students now have a more direct voice in discussing issues alongside the principal and superintendent.
In a commitment to fostering inclusivity and equity, Nashoba launched the Building-Based Equity Team, which works to ensure that all students feel valued and supported Students have also begun creating portfolios aligned with the "Portrait of a Nashoba Graduate" competencies, reflecting their growth and readiness for future endeavors.
LOOKING AHEAD TO FY26
As Nashoba looks ahead to the 2025-2026 school year, we remain committed to continuous improvement and innovation The upcoming NEASC accreditation visit will help shape our future priorities, guiding us in areas such as curriculum alignment, instructional practices, and school culture.
Key initiatives for FY 2026 include:
Curriculum Articulation and Alignment: Continued collaboration with the Teaching and Learning Department to ensure consistency and rigor across all subjects.
Deeper Learning: Maintaining our partnership with Kaleidoscope to incorporate the most effective, research-based instructional strategies.
MTSS Expansion: Further developing Multi-Tiered Systems of Support (MTSS) to strengthen professional learning communities, enhance Tier 1 and Tier 2 instruction, and implement effective intervention strategies
Innovation Pathways Growth: Expanding programming and student participation in Innovation Pathways to provide more students with specialized, career-oriented learning opportunities.
Student Engagement and Belonging: Ongoing efforts to improve student attendance and foster a stronger sense of belonging and connection to the school community.
Preparing for the New School Building: As we anticipate the opening of the new high school in the fall of 2027, Nashoba will focus on ensuring a smooth transition, with thoughtful planning around logistics, programming, and student experience
ATHLETICS
TANIA RICH, ATHLETIC DIRECTOR
WHO WE ARE
Nashoba Regional High School Athletics had an outstanding year, highlighted by remarkable achievements across all sports programs. With over 250 student-athletes participating each season across 26 sports and more than 50 teams, our athletes demonstrated excellence both on the field and in the classroom, with over 70% earning a spot on the honor roll
HIGHLIGHTS FROM 2024
Girls’ Indoor Track - MIAA Division 3 Finalists
Caroline Collins - MIAA D3 Indoor Track State Champion (1-mile and 2-mile)
Girls 4x800 Relay Team - MIAA D3 Indoor Track State Champions
Connor Acierno - MIAA D3 Indoor Track State Champion (600m) captured the state championship in the 600m.
Girls’ Hockey - MIAA D2 Final Four
Girls Outdoor Track - MIAA D4 State Champions
Caroline Collins - MIAA D4 Track State Champion (1-mile and 2-mile)
Lilia Rosadini - MIAA D4 Track State Champion (javelin)
Girls 4x400 and 4x800 Relay Teams - MIAA D4 Track State Champions
Adam Balewicz - MIAA D4 Track State Champion (2-mile state)
Sawyer O’Riorden MIAA D3 Track State Champion & MIAA Meet of Champions (pole vault)
Golf - MIAA Central Sectional Champions and MIAA State Finalists
85% of varsity teams qualified for the state tournament
As
FACILITIES
ROBERT FRIESWICK, DIRECTOR OF FACILITIES AND MAINTENANCE
WHO WE ARE
Our Facilities Department is committed to supporting teaching and learning within our district by providing safe, clean, and welcoming environments for all students, staff, and visitors We continue to evolve our practices to meet those needs while focusing on fiscal responsibility, operational improvements, and energy efficiency
The majority of capital projects each year focus on improvements to the learning environment by upgrading flooring, doors, HVAC systems, and safety measures We are proud to be part of the capital improvements with our town administrators and their dedicated staff.
When upgrading equipment, we look to energyefficient mechanical systems and work with state and local agencies to understand how to upgrade for the future. We have seen significant cost savings in our utilities rates as compared to the residential markets. This is due to our collaborative bidding on heating fuel and work with energy consultants on market timing and contracts that benefit the district to the highest extent possible.
WE ALSO RECOGNIZE
The effort and work of our custodial and grounds staff who are dedicated to not only the work of the day but the long-term projects that keep our district up and running. They are valued members of our district team and within the schools they support.
STUDENT SERVICES
ROANN DEMANCHE, DIRECTOR OF STUDENT SERVICES
WHO WE ARE
The Department of Student Services supports the work of Special Education, the 504 Process, Guidance and Social Work, Early Childhood and Nursing services. Each area of the department manages these aspects through varying structures of support. For Special Education, each school and central office has a team chair that manages the IEP process. This IEP process then drives the level of support and services for each building, consisting of teaching support, related services, and instructional support.
The 504 process is implemented directly in each school in Nashoba through Guidance counselors, Adjustment Counselors, and Social Workers Every school offers direct counseling support, social groups, and SEL support Guidance helps all students envision their future and provides the tools to identify a postsecondary vision
The Director of Early Childhood, supports the beginning years for students in Nashoba. She runs the IEP process for pre-kindergarten and kindergarten, determines the pre-kindergarten programming services, and supports a robust community connection with families and local early childhood providers.
The Director of Health, Wellness, and Safety oversees nursing and care coordination throughout the district. She works closely with the Student Services Department to support students with health concerns impacting their school day and ensuring they have learning access
2024/2025 HIGHLIGHTS
This was the first year for the Director of Student Services, Roann Demanche. In December, she presented her entry plan findings to the community. The department is developing clear structures and guidance to support the work of the IEP process.
This year's highlight was the rollout of the new Massachusetts IEP forms. The Special Education Department staff have diligently worked to learn the new forms and incorporate these into a more comprehensive IEP meeting.
The Special Education Department Team Chairs are also in the process of creating a process manual to clearly outline the IEP process and work to update the programming descriptions for the district's specialized programs.
LOOKING AHEAD TO FY26
The Department of Student Services looks forward to implementing a new data system for the IEP process that aligns with the district’s student management data.
Work in partnership with Teaching and Learning to identify the Tier II supports available to teachers for struggling students and to update Nashoba’s District Curriculum Accommodation Plan (DCAP). Identify meeting times for the multi-sensory reading group, finalize training plans, and roll out the created documents
Create a district team to work towards a multitiered support system for students' social and emotional learning
EARLY CHILDHOOD
KRISTEN RYAN, DIRECTOR OF EARLY CHILDHOOD EDUCATION
WHO WE ARE
The Department of Early Childhood is committed to providing high-quality pre-kindergarten programming across all three district towns, ensuring a strong foundation for our youngest learners. The department fosters collaborative partnerships with local early intervention agencies to facilitate a seamless transition from home-based services to school-based special education for children transitioning at age three Furthermore, we provide comprehensive support for all students transitioning to kindergarten district-wide
The department oversees the Nashoba Community Partnership for Children, a state-funded grant program through Early Education and Care designed to support children and families prior to formal school entry. This includes the provision of free, weekly playgroups and the organization of family engagement and parent education events throughout the year.
OFFERS WEEKLY, FREE PLAYGROUPS AND FAMILY ENGAGEMENT & EDUCATION OPPORUNTITIES
2024/2025 HIGHLIGHTS
In response to the community’s request for consistent full week programming, the district has implemented a five-day pre-kindergarten program across all locations. We offer both half-day and full-day integrated classroom options. This transition has yielded highly positive outcomes for both students and their families
Furthermore, to enhance early literacy development and ensure alignment with kindergarten instruction, prekindergarten educators have adopted the Heggerty Curriculum for the 2024-2025 academic year. This curriculum focuses on the development of five key phonological awareness skills. We are committed to fostering strong, confident learners by providing robust early literacy support.
LOOKING AHEAD TO FY26
The Pre-Kindergarten staff welcomes the district's recent award of the PRISM grant, which presents a valuable opportunity to enhance our early literacy program. This initiative will focus on strengthening early literacy outcomes through the implementation of a culturally and linguistically sustaining multi-tiered system of support (MTSS) for literacy in grades PreK-3. Furthermore, the Pre-Kindergarten program anticipates the enrollment of over 40 new families in the Fall of 2025, complementing our current student population
HEALTH, WELLNESS
MYRIAH ZWICKER, DIRECTOR OF HEALTH, WELLNE
WHO WE ARE
Nashoba Regional’s Health and Wellness team utilizes evidence-based practices to promote individual and population-based student health, provide care coordination, advocate for quality student-centered care, and advance academic success We are leaders who bridge health care, education, and collaborate to help create healthy communities The district’s Health and Wellness Department covers comprehensive services including first aid, emergency care, assessment, planning for the management of chronic conditions (e.g. asthma, diabetes, life threatening allergies), and preventing and responding to communicable disease. Additionally, we provide guidance on medication and health care procedure oversight, ensure the completion of mandated health related screenings, health education and health counseling, as well as ensure a safe and healthy school environment.
2024/2025 HIGHLIGHTS
Health and Wellness’s 2024-2025 School Year focus has been school attendance, chronic absenteeism, and health equity. During the summer and early fall, a large group of student support personnel engaged in a six hour professional development around school avoidance. Once trained, the group gathered to review and provide feedback in support of a creation and implementation of a comprehensive, evidence based attendance process and procedure. A Family University highlighting the importance of school attendance was presented live in November, and was recorded and is available to anyone in the community who may want to view it at a later time School-based groups have gathered regularly throughout the year to review and provide intervention to students who are identified as chronically absent and/or students who are struggling with school avoidance The High School rolled out its attendance processes in the fall of 2024, and the pre-K through 8th grade process is in its final stages of edits and will be rolled out in the fall of 2025.
Professional Development for the District’s Nursing Team was focused on growing our knowledge around providing equitable, inclusive and culturally sensitive nursing care to each and every student we care for in our health offices. We are utilizing and implementing guidance and nursing
safety work Standard Response Protocol (SRP), an expansion of ALICE that educates faculty and staff as to how the building and public safety will respond to an event, will be presented to the faculty and staff and the SRP will move forward as part of the district’s safety protocol responses A full reunification drill with staff will be conducted Threat Assessment will be introduced to ERTF, schools and the community Members of the school based Threat Assessment Teams will be formally trained using CSTAG or B-TAM and teams will be established
TECHNOLOGY
SU QI, DISTRICT TECHNOLOGY MANAGER
WHO WE ARE
The Technology Department’s responsibilities encompass managing technology infrastructure, providing technical support, ensuring data security, and supporting educators and staff in using technology effectively.
2024/2025 HIGHLIGHTS
In 2024/2025, the Technology Department made significant progress by enhancing the network and Wi-Fi for smooth online tests, and integrating cloud applications to streamline processes and data access for administrators and staff.
The team worked on archiving social media content to ensure safe and consistent communications, improving school communication with families and students.
We also took several steps to protect staff and students against increased cybersecurity threats, including training and stronger firewall protection
A new process for student Chromebook repairs was established, reducing learning interruptions.
Finally, digital report cards were introduced for K-5 families, marking an eco-friendly way to share
DIGITAL REPORT CARDS WERE INTRODUCED FOR K-5 FAMILIES, MARKING AN ECO-FRIENDLY WAY TO SHARE STUDENT PROGRESS
THE CHROMEBOOK 1-1 PROGRAM
The Chromebook 1-1 program provides a great opportunity for students to learn anytime, anywhere To deliver a successful program, we continue to monitor and upgrade the network infrastructure in all buildings We have worked diligently to ensure that all our equipment is up-todate and fully functional By taking full advantage of tools like Google Admin Console, Jamf Pro Management Suite and Symantec Ghost suite, the Technology department has gained significant efficiencies in supporting daily teaching and learning activities, managing individual apps, extensions and add-ons, and providing personalized content for individual teachers and classes
LOOKING AHEAD TO FY26
In the coming years, the Technology Department will continue to focus on infrastructure upgrades, including: modernizing networks and ensuring robust infrastructure to support digital learning tools and resources. The technology team will also focus on developing a cybersecurity incident response plan to deal with the increasing cyber threats.
SYSTEM-WIDE AND INSURANCE & BENEFITS
INSURANCE & BENEFITS
The NRSD System-Wide budget encompasses the majority of the work that is done at the central office from an administrative and operational level. The Superintendent’s Office, Human Resources Office, and Finance and Operations Office are all captured within this budget. Also included within this budget are costs for buses, legal services, our copier leases, and our annual contribution to OPEB, which reflects the OPEB Management Advisory Committee’s recommended strategy Lastly, this budget captures the accounts that are used for debt payments For more information regarding debt payments, please go to page 40 and 41
In budget planning for FY26, the district, like many public and private sector organizations, received the highest increase in premium costs that has ever been experienced. This is due to the rapidly escalating costs in health care, including prescription medication. While the district will continue to look at potential levers to reduce the cost burden of a 19.92% increase in premium for FY26, a long-range look at options is underway within the boundaries of our collective bargaining agreements The district has significantly increased its offsets to the cost of health insurance in order to reduce the burden of the premium increase on the towns
FY25 Budget
BUILDING THE BUDGET
The timeline below outlines the work that begins in the late summer with planning for the proposed fiscal year budget A significant amount of communication, collaboration, analysis, and evaluation is done throughout the process as we keep our sights on providing an excellent educational experience for our students.
Action Item Group
Draft FY26 Budget Timeline Reviewed by Budget & Warrant Subcommittee
FY26 Budget Timeline Presented to School Committee
Staffing Analysis Workshop with Principals and Departments
Preliminary Budget Information to Principals and Departments
Personnel Meetings with Principals
Capital Requests Submitted by Principals and Departments to Facilities Director and Director of Finance and Operations
FY26 Site-Based and Department Budget Packages Due
Capital Plans Presented to School Committee
Capital Plans Submitted toTown Administrators
School Committee FY26 Budget Workshop
Budget & Warrant Subcommittee Review of FY26 Proposed Budget
Governor's Proposed Chapter70 State Aid and Required Local Contributions provided to school districts
FY26 Proposed Budget Update #1 to NRSC
Proposed Timeline*
B&W Subcommittee September18, 2024
NRSD Admin/NRSC September 25, 2024
NRSD Admin October10, 2024
NRSD Admin October10, 2024
NRSD Admin October 28-29, 2024
NRSD Admin By November15, 2024
NRSD Admin November 25, 2024
NRSD Admin December18, 2024
NRSD Admin By December 31, 2024
NRSD Admin/NRSC January15, 2025
B&W Subcommittee January 22, 2025
NRSD Admin Anticipated Feb. 1-15, 2025 (rec. 1/22/25)
NRSD Admin/NRSC January 29, 2025
FY26 Proposed Budget Update #2 to NRSC NRSD Admin/NRSC February12, 2025
Budget & Warrant Subcommittee Review of FY26 Proposed Budget
Budget Presentation toTown-Based FinComs/Advisories
FY26 Proposed Budget Update #3 to NRSC
Anticipated Certification of Excess and Deficiency (E&D)
Budget Public Hearing
B&W Subcommittee February13, 2025 (moved to 2/24/25)
NRSD Admin February 25, 2025
NRSD Admin/NRSC February 26, 2025
NRSD Admin By March 1, 2025
NRSD Admin/NRSC March 5, 2025
FY26 Proposed Budget Update #4 to NRSC NRSD Admin/NRSC March 5, 2025
School Committee FY26 Budget Vote
FY26 Budget Vote at Annual Town Meetings
NRSC March 12, 2025
NRSD Admin Set byTowns
FY25 BUDGET DEVELOPMENT SUMMARY
Our FY26 Operating Budget development was impacted most notably by increases in special education services and transportation costs, along with an unprecedented increase in health insurance costs. The district also received the minimum per student state funding increase, which complicated the revenue side of the budget The School Committee approved FY26 Budget includes a reduction of 22 16 positions from the FY25 budget The table below outlines the efforts and steps made to bring forward a budget that is in fiscal partnership with the member towns Each meeting contains a link to the presentations and materials shared at the each School Committee meeting during the development of the FY26 Budget
2/12/25
of new position asks;
and
proposed
Removal of additional specific positions; health insurance increase of 19 92% added; further
and
*assessments to towns continued to reduce due to increasing estimated revenue from investment earnings.
HOW DOES THE DISTRICT BUILD THE BUDGET?
As a learning organization, we are committed to educating the public on our fiscal operations. While we continue building our Finance & Operations Center, please watch our video, How we Build and Finance our Budget, using the QR code provided.
FY26 OPERATING BUDGET
The operating budget is a culmination of the entirety of the budgeting process. Based on necessary expenses, expected revenues, and grants and offsets, the total FY26 Operating Budget is $70,012,144, representing a 5.25% increase over the FY25 budget. Each school and department leader has participated in the building, editing, and finalization of our expected expenses to support the learning of our Nashoba Regional School District students next year.
The table below shows the changes to the voted operating budget over five fiscal years, along with the percentage increase from each previous year. While there are variable educational needs, contract requirements, market conditions, and available aid that impact any one year, this provides a “big picture” understanding of how the operating budget has changed over time
SUMMARY OF SALARY AND NON-SALARY
EXPENSES
The district also presents the budget in terms of salary and non-salary for public understanding of the proportions of the budget in those terms These are also the same major cost centers that are tracked monthly in the Operational Reports and are provided to the School Committee by the Director of Finance and Operations
Salary
Non-Salary
FUNDING SOURCES
The Nashoba Regional School District is primarily funded by the assessment to our member towns which is determined by the NRSD Agreement. The NRSD also receives funding from the state in the form of Chapter 70 Education Aid. The state also provides Regional Transportation reimbursement that is available to regional school districts based on the cost of eligible riders. Another major component to the revenue calculation is the appropriation of Excess and Deficiency (E&D) funds.
assessment.
EXCESS & DEFICIENCY
By state statute, the district is required to maintain an E&D fund so that any deficit or surplus at the end of the fiscal year may be closed to this fund. Per 603 CMR 41.06, a “regional school committee may use all or part of the certified balance in the excess and deficiency fund as a revenue source for its proposed budget” and may not carry more than 5% of its budget in this fund Annually, the district is required to have its E&D certified by the Department of Revenue and may not use this fund as a revenue source for the budget without that certification. Once certified, the E&D fund becomes available for appropriation.
The Nashoba Regional School District’s Excess and Deficiency fund is currently certified at $2,476,520. The FY26 Budget uses $1,400,000 of the E&D fund, or 56%, as an appropriation to the budget as a revenue source. As the school committee discussed, using the E&D fund as a revenue source contains inherent risks, as using one-time funds to support annual budgets can lead to a decrease in the balance available for the future.
Please see the table and graph below to review the annual use of E&D as a revenue source in the operational budget.
Town Assessments
Each year, the total assessments to the towns include the assessment for the operating budget and the debt assessment. Total assessments are comprised of the three following components: Minimum Local Contribution, Variable Assessment, and Debt Assessment.
MINIMUM LOCAL CONTRIBUTION
The minimum amount of money a town must spend on education as determined by the Commonwealth of Massachusetts. The amount is calculated by the state using the Equalized Valuation of the town to determine the town’s ability to pay. This is commonly known as the wealth factor. Below is a table and graph of the FY22-FY26 Minimum Local Contributions:
Bolton Lancaster Stow
$10,000,000 $12,000,000
$2,000,000 $4,000,000 $6,000,000 $8,000,000
$0
FY22 FY23 FY24 FY25 FY26
VARIABLE ASSESSMENT
The variable assessment is the calculated fair share each town pays of the remaining budget balance minus the high school debt As stated in the Regional Agreement, “A member’s share will be calculated on the basis of ‘foundation enrollment’ as defined in M G L c 70, § 2 based upon a five-year rolling average That is, for any fiscal year, a member will pay the same percentage as that member’s foundation enrollment for the preceding five years when the foundation enrollment figures for those five years are averaged.”
Below is a table and graph of the FY22-FY26 Enrollment by town used to calculate the Variable Assessment:
Bolton Lancaster Stow
$0 $2,000,000 $4,000,000 $6,000,000 $8,000,000 $10,000,000
Bolton Lancaster Stow
DEBT ASSESSMENT
Part of the fiscal planning of the school district includes the need to issue debt in order to finance capital projects related to the high school The repayment of debt service per the regional agreement is based on the Nashoba Regional High School enrollment Specific to how the debt assessment is calculated, the regional agreement states, “Each member town’s share shall be determined by computing the ratio which its pupil enrollment in such school on October 1 of the year next preceding the year for which the apportionment is made bears to the total pupil enrollment from all the member towns in such school on that date.”
Please see the table below for the data on high school enrollment for the purposes of debt assessment for FY26:
FY26 CAPITAL DEBT PAYMENTS
TOTAL FY26 TOWN ASSESSMENTS
Executive Summary
On the following pages, you can find the NRSD FY26 Budget in its Executive Summary form The full budget document with department and schoollevel details may be found on the Finance and Operations website The Executive Summary is divided into the major cost centers of the budget and also displays debt service and lease payments (when applicable).
DEBT SERVICES & TOTAL
BUDGET
NRHS BUILDING PROJECT
Construction on the NRHS Building Project is fully underway, with a target completion date of 2027. This project will transform our campus and create new opportunities for students and staff. For more information, visit our dedicated NRHS Building Project website.