ASD Community Update

Now that the 2024–25 school year is officially behind us and summer is underway, I want to take a moment to extend my deepest gratitude to all of you—students, families, and community members—for your resilience, support, and ongoing partnership.

This past year brought with it both change and challenge, and through it all, you remained engaged, compassionate, and committed to one another and to the success of our students. For that, I am truly thankful.

We recognize that this year also came with considerable uncertainty. As we ended the school year, many of you experienced or learned about staffing changes and the likelihood of further shifts in how we organize our schools and classrooms. These changes have not been easy, and we understand the emotional and practical impacts they have had on our community. Please know that none of these decisions were made lightly. Each one was part of a broader effort to bring long-term financial stability and sustainability to the Ashland School District.

Our 2025–26 budget has now been approved by the Budget Committee, and we are moving forward with our stabilization strategy that we believe strikes a necessary balance between urgency and thoughtful planning. The interventions implemented this past year, while difficult, were essential in aligning our budget with current enrollment rather than historical trends. For the first time in years, our 2025–26 budget reflects that alignment, and this marks a significant step forward.

It’s important to note that these changes (increased class sizes and blended classrooms primarily) may not be permanent. We will continue to evaluate their impact—both financially and instructionally—as we refine our approach. Whether stabilization is achieved in three years or five, our goal remains unchanged: to ensure Ashland School District can reliably support excellent staff and meaningful programs which produce outstanding outcomes and opportunities for students for years to come.

Looking ahead, schools will once again have discretionary budgets—though slightly reduced—and field trips will return, supported by clearer guidelines and procedures. These are encouraging signs of our commitment to restoring a sense of normalcy while maintaining responsible stewardship of our resources.

It’s also important to share that next year, not every school will look or operate the same. Implementation strategies are being tailored to meet the unique needs of each site. This intentional variation reflects our belief that every school community is different—and deserves solutions that reflect its specific context.

We know that change is hard. This year has been dedicated to identifying system-wide challenges and developing solutions that, by necessity, involve transformation. We do not pretend to have all the answers—and we’re aware that more questions will arise as we move forward. That’s why your voice, your feedback, and your collaboration will be essential. Please stay connected with your school principal and engage with us in open, solution-oriented dialogue. Your perspective truly matters.

We remain committed to closely monitoring class sizes and working alongside you to address challenges as they emerge. If this past year has shown us anything, it’s that our community is strong, capable, and ready to rise to the occasion. With collaboration, open-mindedness, and shared purpose, we can meet any challenge—and move toward a future we can all be proud of.

Thank you again for your partnership, trust, and care throughout this remarkable school year. I hope this summer brings you time to spend with family while you get excited for the exciting school year that’s around the corner.

Your partner in Education,

Joseph Hattrick, Ed.D
Superintendent
Ashland School District

With each new school year comes change, and the 2025-26 school year is no exception.

As many of you know, Ashland High School will begin the year under new leadership. In June, we launched a recruitment effort in anticipation of a leadership transition. While a search process was initiated, we have since determined that there is not sufficient time to conduct a comprehensive and inclusive search before the school year begins. To ensure strong and stable leadership during this critical time, we have made the decision to appoint a one-year Interim Principal for Ashland High School while we prepare for a nationwide search for a permanent leader.

Given the immediate need for leadership—and the fact that we have a highly qualified, experienced administrator already serving at AHS—we are pleased to announce that Dr. Francisco Atanes has been appointed as the 2025-26 Interim Principal of Ashland High School.

Francisco has been part of the AHS community since 2020 and brings with him deep knowledge of the school, a steadfast commitment to our students, and a passion for transformative change. His student-centered leadership and dedication to holistic education make him well-suited to guide AHS through the coming year. While his interim appointment begins officially on August 1, Francisco will be actively involved throughout July—supporting enrollment and campus tours, finalizing staffing, planning Fresh Start, and coordinating summer construction projects and school operations.

Dr. Atanes will be invited to apply for the permanent position when the full search launches later this school year should he choose. We look forward to involving our staff, students, families, and community in a thoughtful, inclusive, and robust selection process for our permanent high school principal.

“It is with hope and excitement that I have accepted the position of Interim Principal of AHS. I am looking forward to continuing my service to the Ashland High School community in this role, being certain that TOGETHER (students, parents, faculty and staff) we can build a true community of learners rooted in authentic and genuine relationships. Looking forward to seeing you all in August. GO GRIZZLIES!” – F. Atanes

Please join me in welcoming and congratulating Dr. Francisco Atanes as Interim Principal of Ashland High School.

We also have a leadership update at Helman Elementary School. Principal Corrine McGinnis has made the difficult decision not to return for the 2025-26 school year due to personal reasons. We are grateful for her time and leadership at Helman and wish her continued success and happiness in her future endeavors.

Corrine asked that we share the following message with the Helman Community:

It’s been a true privilege to serve as Principal of Helman Elementary and to be part of a school community so deeply rooted in supporting the growth and success of our students. I’m especially grateful for the memories made with the incredible teachers and staff at Helman — they are an inspiring team of committed educators, and I am honored to have worked alongside them.

As I make the decision to step away from my administrative role, it’s with the intention to prioritize my family and be more present for my daughters during these important years. Both will continue their journeys as students in Ashland and I look forward to staying connected as a district parent and peer.

I remain deeply loyal to the Ashland School District and hopeful that we’ll continue to partner in support of our shared goals, vision, and mission that make our schools such special places to grow and learn.

Due to the timing of Principal McGinnis’s departure, we will also appoint an interim leader for the coming year while we conduct a full search for Helman’s next principal. I’m pleased to share that Susan Hollandsworth will return as Interim Principal of Helman Elementary School for the 2025-26 school year. Susan closed out last school year with the Helman team and brings steady leadership, experience, and strong relationships with staff and families.

Please join me in extending a warm welcome to Susan Hollandsworth as she returns to lead the Helman community this year.

As always, thank you for your ongoing support of our schools and your partnership as we prepare for the year ahead.

Our top priority throughout the budget reduction process has been to protect the quality of education and services our students receive. Below you will find the key changes we have made for the upcoming year at each level.

Aligning Staffing with Enrollment

As we continue to adjust our staffing levels to match our current enrollment, we have implemented a consistent staffing model across all schools. Earlier this spring, each principal worked to create a school-based staffing plan that meets the following districtwide standards:

• An average class size of 25 students

• Educational assistant staffing determined by a per-student ratio

• Administrative support aligned with student enrollment

These standards allow us to align resources more equitably across schools while continuing to support students effectively in the classroom.

Our Commitment to Students

Throughout our budget planning process, we have remained focused on preserving a high level of programs and services for students. While this next year will look different, we are confident in our educators and staff to continue delivering a rich, engaging learning experience for all students.

We deeply appreciate your partnership, your trust, and your ongoing support as we navigate these necessary changes. Thank you for being part of the Ashland School District community.

You have likely heard that we will see a marked increase in the number of multiage classrooms across our elementary schools next year.

Multi-age classrooms, also referred to as mixed age, mixed grade, or blended classrooms, are classrooms where students work and learn together across more than one grade level. Next year, our multiage classrooms will be K/1, 2/3, and/or 4/5 depending on the school and the enrollment at each grade.

When class sizes are small or uneven across grades, combining them allows schools to maintain viable class sizes without adding staff—supporting both educational goals and budget sustainability. Though not traditionally widespread, multiage classrooms can offer strategic benefits to both students and schools when thoughtfully implemented.

We’ve seen a steady decline in districtwide enrollment, particularly at the elementary level. Prior to 2020, neighborhood elementary schools averaged around 300 students; today, that number is closer to 250. To meet our average class size goal of 25 and use staff efficiently, multiage classrooms have become more common.

Academically, children usually perform better or equivalently in multi-age classrooms than in traditional classrooms (Anderson & Pavan, 1993). Miller (1990, 6) writes, “In terms of academic achievement, the data clearly support the multigrade classroom as a viable and equally effective organizational alternative to single-grade instruction.” Miller also notes that academically gifted children seem to especially benefit from multi-age instruction.

Carol Ann Tomlinson, one of today’s leading authorities on differentiated instruction, sees all classrooms as multi-age in that all children have different needs and are at varying points in their learning. It is the work of the teacher to meet students where they are. She believes that a mixed-grade classroom provides students with more even entry points for their learning. (2017)

Each school has the flexibility to organize its staff in ways that best support student learning in their multiage classrooms. As a result, classroom structures may look a little different from one school to another.

At some schools, teachers will specialize in specific subject areas—for example, one teacher might focus on math while another teaches reading and writing. In this model, all students within a grade band (such as 2nd and 3rd grade) will rotate between teachers for their core subjects, while still being part of a consistent homeroom class for the rest of the school day.

At other schools, students may stay with their homeroom teacher for all subjects, with additional staff coming into the classroom to provide small group instruction and support learning at different levels.

No matter the approach, all schools are committed to providing high-quality instruction and creating rich learning experiences for every student in a multiage setting.

Staffing changes at Ashland High School have been determined based on average class size targets of 25. While some shifts and reductions in staffing have occurred, they have been made based on student enrollment and student interest as indicated through the forecasting process. This process includes student course requests and interests. AHS will continue its long tradition of academic excellence and support of all students.

As part of the district-wide response to budget reductions and ongoing enrollment declines, Ashland Middle School is restructuring its 7th and 8th grade academic teams for the upcoming school year.

AMS will now operate with two larger 7/8 teams, each serving approximately 145 students and staffed with dedicated teachers in Language Arts, Math, Science, Social Studies, and Spanish. A third, smaller team will serve a focused group of students, providing integrated instruction across core subjects along with additional academic support.

This restructuring will also affect elective offerings. The number of Encore class periods will be reduced, and Leadership will no longer be offered as an Encore class.

Despite these changes, AMS will continue its two-year looping model, allowing teachers to remain with students across both grade levels. This structure supports stronger relationships, greater academic continuity, and provides students the chance to build new peer connections as they prepare for the transition to high school.

Importantly, this restructuring plan also allows us to maintain our longstanding 6th grade team model. Sixth grade will continue to operate with two academic teams, each staffed with a Language Arts teacher, a Math teacher, and a third teacher who provides instruction in both Science and Social Studies—ensuring continuity in our approach and a strong foundation for middle school success.

We continue to offer robust extra-curricular activities for students. We have prioritized ensuring consistent programs for students throughout restructuring and addressing our budget crisis.