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And so we need it. Gone are the days of build it and they will come. I grew up in Arizona in the Kyne school district and I went to a Kyne district school. Gone are those days. And so we we need to work together the school board, the district, the school sites to help them utilize those coyote days. And so whether that's getting this senior and saying, "Hey, what did you do? How can we implement that with all of our clubs, with all of our sports?" Because these aren't broken programs. And I know the girls that are currently on that soccer team. and I know their families and I know the coaches. And so I would venture to say that there's some fat that could be cut elsewhere instead of doing anything that would take away from these students. >> And so a couple things I'll go ahead and I'll respond to that because um my wife's sitting in the stand in the audience and she'll laugh because I've been told throughout my career he doesn't care about sports.
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We're going to move on to our information item, which is our classroom spotlight with the Maricopa Virtual Academy. Principal Mitchell. [applause] So, good evening, President Catray, members of the governing board, and Dr. Lman. Um, I'm excited to be here to brag a little bit about MBA and some of the things that we're doing around increasing math proficiency, um, and just learning throughout a digital platform. Of course, it aligns to our our district's strategic plan. Goal one, every student graduates, and goal two, access and equity. Sorry. [laughter] >> It also aligns with our portrait of a graduate specifically critical actually all of them but tonight we're going to highlight more of the critical thinking aspect of portrait of a graduate. And so before I talk about the improving the mathematical practices just kind of the thinking behind what led to this. So, after reviewing our AA aasa data from last school year, we had to figure out ways to continuously improve and reimagine what online learning looks like.
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First semester, Kathy came to me and requested that every student receive a tier one TBRI lesson each week. Students have continued to do that through the form of a skills-based nurture group. Three times a year, we have had consultations with Katie Brennan, one of our TBRI practitioner partners, and we have focused with teachers and students on balancing their structure and their nurture in their procedures in the classroom. Um, we utilize a student behavior process document. So students who might need a little more attention, this allows us to play detective and identify the need behind the behavior. And once we've done that, we can put a plan in place to help that student gain skills to be more successful in the classroom that is specifically based on their needs. In addition, our wonderful social worker, Sherry Moore, meets daily and weekly with students during small lunch groups.
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So. Well, thank you for again allowing me to be a co-host on conversation two and I I would again encourage anyone to join and talk about issues you care about in town. And it's fun. It's fun. It's fun, folks. This is really, really fun. >> TV. Yeah. Yes, thank you Rock on TV. And we will see you in a couple weeks for conversation number three.
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His oversight of the field management transition, capital projects, and operational efficiencies reflected strong strategic thinking and a commitment to maximizing the impact of every district resource. These efforts not only improved organizational effectiveness, but also helped stabilize and strengthen district operations during an exceptionally demanding year. Equally important has been Mr. Adams' ability to cultivate a positive and supportive district culture. He consistently sets high expectations while fostering collaboration, mutual respect, accountability, and professional growth among staff. His leadership empowers administrators, educators, and support staff to innovate, collaborate, and continuously improve while maintaining a strong sense of shared purpose. The district's ongoing work to strengthen educator evaluation systems through collaborative and equitable practices further reflects his commitment to professional excellence and organizational coherence. Mr. Adams has also continued to prioritize meaningful family and community engagement through inclusive outreach efforts, multilingual family programming, interactive school events, and consistent communication. He strengthened the partnership between schools and families and reinforced a welcoming environment for all students.
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Okay. I see Yeah, I We just got Did you see that, too? Okay. Oh, man. He's like running. Did you get all that on tape? I did get it. Hi, Julia. Wait. Is that That's Julia. That is Julia. Okay. How do you know her? She's in the game. Oh, I see. That's your mom. >> She's short. Me? No. >> [screaming] [cheering] >> Yes. Yes. >> Yes. Keep it steady. Yeah, my actions should be steady. Trying to go less up and down, more out and in. Oh, look. It looks like they're about to score. It's close. That's a close one. That's a close one. I like camera two. You like camera two? >> Yeah. Okay, see, I knew you'd like camera two. That's why I brought you to that. Would you want to try camera two at some point? Okay. Okay. Order Order three. Order three?
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Drake nails him. And Whitesman scooping it up. Passing it to Abscess. Abstoss. Nostrum. Nostrum back to the keeper, over to Whitesman. Goes across to Nostra. And that pass gets away from Chuck. It's going to be Mustang ball. Who has got the ball? The coach has it. Oh. The coach gives it off to Nathaniel Dorr. The Medway coach, I should probably say his name. That's Shane Jackson. This is his third season coaching. Cam Barucci stop centering pass up to Bahan. Bahan pass Kind of a tough pass to reel in. It's anyone's And Bahan gets it back. So, he technically passed it to himself. All right. Olney are on him. Bahan, nice pass to Pollard. Pollard Kid can bury. You know, you got to give him credit. He just got a hat trick. And I don't know, he might have hurt himself on the celebration. No, he's good.
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Um again that location is tight and with the mass evip grant uh requirement is an ADA compliant parking spot which we did um which is within the proposal we designed within that. Um, but for something like the high school where it does have a lot of power, that's the foot in the door. You already have the infrastructure built for the EV chargers um, as you go on. So, it would be a lot easier in some of the newer buildings, but um, having one charger is better than having no chargers to continue for future proofing. >> You're welcome. Um, in a a bit of a related but slightly different vein, um, I can imagine that there might be parents who watch this now or later who would be concerned about folks coming onto our school campuses. Yes. Are there ways that we could limit available hours for these machines so that they're not happening when when kids are there?
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Um again that location is tight and with the mass evip grant uh requirement is an ADA compliant parking spot which we did um which is within the proposal we designed within that. Um but for something like the high school where it does have a lot of power that's the foot in the door. You already have the infrastructure built for the EV chargers um as you go on. So, it would be a lot easier in some of the newer buildings, but um having one charger is better than having no chargers to continue for future proofing. You're welcome. >> Um in a a bit of a related but slightly different vein, um I can imagine that there might be parents who watch this now or later who would be concerned about folks coming onto our school campuses. Are there ways that we could limit available hours for these machines so that they're not happening when when kids are there?
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Uh we transitioned a veteran teacher into that program. Um and then we hired a new teacher and they've made a really really nice partnership and the AIS faculty has really embraced the programming for those students. Um, Pen Brook is still continuing very strong. Um, but we've recognized that they are at their capacity as far as specialized programming in that building. Um, so that is what we are doing with the renovations over there. Pause for questions. Okay. Um, and Granville. So, um, prior to CO, we had uh renovated Granville uh to house all of our special education preschool programs and we outgrew the space before we cut the ribbon. Uh so we currently have um 10 classes at Granville along with multiple related services spaces. Uh there are four SLPs and occupational therapists, a physical therapist that all work out of that building along with several other related services staff on a full and part-time basis.
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>> Yes. >> What is the cost for full replacement of HVAC? Because then that means uh removing projects that are currently on priority list one if the board's desire is to um move more quickly on complete HVAC renovation, which is one of that and roofing are the two most expensive projects that we look at for our schools. And so that'll be a special meeting that we'll have with the or it'll be part of a another another future meeting to be able to decide from your feedback where you want to do. So, we're doing the analysis of which projects we would recommend to remove from priority one to replace HVAC systems if that's in fact what you'd like to do because you need that information as well in terms of which existing projects would we be delaying and whether or not that's the best course of action.
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Miss Rediger, thank you so much for all of your time and help. John Breeding >> [cheering] >> CR, thank you for keeping me on track and always being there for me. Thank you to my family and friends for your support along the way. Thank you also to my aunts, Miss Lindsey, for playing a vital role in the Village and the community around it. >> [cheering] >> Kayla Sky Bryant >> [cheering] >> I have an endless amount of gratitude and love for my mentor Krista and teacher Catherine and best friend Arden. Thank you for all the nostalgic memories. Your impact means more than you know. Sophia Budge Thank you to my parents [cheering] and teachers for always helping me grow. Fiona Sky Campbell I would like to thank my family, my best friend, and my amazing mentor Amy Rediger for supporting me through high school. I plan on attending Pikes Peak State College to get my degree in business.
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He's a jock. He's not a jock. But that probably the most apt opposite description of who I am. That's what my whole life's been. same point at the very beginning of this conversation I said by law you have to have a balanced budget and so when you talk about fat we've cut 25% of this budget in the last three years 25% of the budget I would guarantee and ask you to go to your business and ask your business to cut 25% off of their business or go to your business and ask that they cut 25%. So when we have these hard decisions, I don't come here with great glee in doing this. What we've tried to do, and the reason I put these next couple slides up is you'll see up here, we added flag football in 2025, which is for girls. We added badminton in 2020, which is for girls.
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Um, and so part of that was just making sure students felt connected to the content, had access to interact with their teachers within the platforms. And so part of that through the use of um project momentum and our vision budget, we were able to send our math and ELA teachers to a singleton PLC's. So singleton just means that they're the only ones that teach their content area at our school. So one math teacher, one ELA teacher, one science teacher. Um and the uniqueness of that is that they don't necessarily have people to collaborate with. And so part of that process was sending them to the statewide PLC's where they met with other teachers that were also singleton. So not just virtual, just if you had a school, a smaller school and you only had one math teacher, one science teacher, it brought them all together to collaborate um and work on.
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And I believe the last I heard Sherry is meeting with 18 small groups which is incredible. One of my passions as well as Kathy is one of our goals is staff well-being. We were excited to see that none of our staff at Deputy identify as being disregulated the majority of the time. In this work, we often say that a disregulated adult is not able to co-regulate with a child. So, keeping our teachers in a regulated state is highly beneficial. You'll notice 0% are chronically disregulated. I think that's amazing. 56% are showing regulation during times, but 44% nearly half are regulated the majority of the time. And those are great improvements that we have seen over the past two years. We've identified staff supports and also barriers. Excited to say that 56% of our staff members say there are no major barriers to their implementation of our programming.
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His leadership has ensured that families feel informed, valued, and connected to the work of the district. Throughout his tenure, and especially during his extraordinarily difficult year, Mr. Adams has led Ashland Public Schools with exceptional vision, integrity, compassion, and resilience. While many accomplishments reflect the dedicated efforts of administration, faculty, and staff across the district, the success of these teams is a direct reflection of the culture, leadership, and trust he has cultivated. His ability to guide the district through both periods of growth and moments of significant challenge has earned the deep respect of colleagues, staff, families, and the community alike. Jim Adams is an outstanding educational leader whose professionalism, fiscal expertise, collaborative spirit, and steadfast communication to students have had a profound impact on the Ashland Public Schools community. The district is fortunate to benefit from his leadership, and the School Committee extends its sincere appreciation for his tireless service, extraordinary dedication, and exemplary performance throughout the 2025-2026 school year.
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I'll be on camera two. >> Or yeah. No, one Oh, it is? Oh, do you want to try? Camera two? Yeah, I'll just do it. >> going to do it right now. Get in there. Oh. Eight versus eight. Whoa. What a day. Nine versus seven. He sucks. I'm going Lift that, Parker. Yeah. Okay. So, me and Harry [snorts] were laughing about it earlier. Where are we? Where do you want me? Hey, we should send a picture. Harry, did you get the camera? Yeah, you didn't get my face in cuz the mic was in the way. How's the shot? I feel like roughing would be fun. That'd be fun. It would be kind of scary, but How was that pan? I used the rocker cuz I like this slow zoom. Huh? I like I used the rocker cuz I like this slow zoom. Okay, so this is versus the three back.
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So, Medway now taking the lead five to four. 10:46 left to go in the third quarter. Plenty of lacrosse to be played right now. And once again, follow us on Instagram, DS cable TV. One word. Follow us. We'll follow you back. And you can text us on there. That's how I found out that I was calling him Cam Fowler for like two games or whatever straight. I was like, "Oh my gosh, really?" So, It's kind of funny. But, hey, it was good that It's good that they finally let me know. It's what So, anyways, here we go. Henry with it. Speaking of him. Passing it off to Olson. Bobby Olson goes behind the net to Atwood. Atwood trying to bring it up. Atwood with some pressure on him. Passes it to Cavaliero. Right up to Hartnett. The big man Hartnett bringing it around. Wow. Okay.
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Um, >> yes, that is that is correct. Yes, within the software program itself, um, whoever manages that will be able to, uh, kind of turn it on and off. It never really goes off, but it becomes, um, inaccessible toward to, uh, within those certain hours for specifically school hours. We get that a lot, specifically with school districts, which is a concern, I can imagine. Um, I wouldn't want that for my own children. So, um, but there those are manageable. They're all customizable within within the networking software. >> Yeah. Other questions? >> Question. >> Yes. >> I kind of want to just piggy back off what Ann said. Can we do some schools with the grant and not all of the schools and then later on down the road in five years we say, "Hey, this is really working out good for us. We'd now like to add a charging station at AEL.
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Um >> that is that is correct. Yes, within the software program itself um whoever manages that will be able to uh kind of turn it on and off. It never really goes off but it becomes um inaccessible toward to uh within those certain hours for specifically school hours. We get that a lot specifically with school districts which is a concern I can imagine. um I wouldn't want that for my own children. So um but there those are manageable. They're all customizable within within the networking software. >> Other questions? >> Yes. I kind of want to just piggy back off of what Ann said. Can we do some schools with the grant and not all of the schools and then later on down the road in five years we say, "Hey, this is really working out good for us. We'd now like had a charging station at Can we reapply for that grant or is this like a one and done like >> Yeah.
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