DCS Board Work Session - 7/27/2026

001All right. >> Call to order the July 27, 2026 board work session. We'll have a moment of prayer led by um Miss Tasa Walton. Please bow your heads. Dear heavenly father, Lord, we just come to you today before we ask you for anything. We just want to thank you, Lord God. We thank you for waking us up this morning, Lord. We ask that you give us guidance today in this board meeting. Help us to do things decently and in order, Lord God. Lord, help us to keep our children as our primary focus in all that we do. Above all, we ask that you be glorified. In your precious son, Jesus name we pray. Amen. Please stand for the pledge. >> I aliance >> to the flag of the United States of America and to the

002republic for which it stands. One nation under God, indivisible, with liberty and justice for all. So, we're here today to discuss alternate education programs, past academy. And with that, I'll give it over to Dr. Corbert and um Mrs. Weatherington. >> All right. Good afternoon. Um, Madame Chair, members of the board, Dr. ask you superintendent, other district leadership, our guests and our supporters pass academy. I am Leticia Weatherington, the principal of Pass Academy. Um, I want to thank you for this opportunity to present this evening. Um, and for the attention that you're given and time that you're given a past academy to discuss the opportunities we may have, the weaknesses we may have, and the strengths that we have and considering expanding past academy because we do want it to be a better place to serve

003all students of Do City Schools. Um, in alignment with the Dothan City School strategic plan for 2026 through 2030, it is proposed if the pro proposed expansion of pass academy is successful, it should directly support the vision and mission of Dothan City Schools 2026 through 2030 strategic plan by ensuring that every learner is equipped with the skills confident idence and support needed to thrive in school and beyond. As discussions continue, decisions must align with each of the district's four strategic pillars by strengthening collaboration with families and community partners. expanding mental health and behavior supports, increasing academic achievement through individualized instruction and tiered interventions, and preparing students for successful transitions to graduation, college careers, and productive citizenship. Expanding Pass Academy represents a strategic investment in the whole child and advances the district's commitment to providing equitable

004opportunities for every student to succeed. And again, the the pillars that have been approved um and adopted by DOA City Schools collaborate leadership and connected community, mental health and social emotional learning, academic excellence for lifelong success, and pathways to purpose and career readiness. The purpose of today's presentation, every student deserves an opportunity to succeed even when a traditional school setting is not the right fit. The purpose of this presentation is to provide an overview of Dothan City Schools current alternative school program. Provide researchbased information regarding the types of alternative programs offered locally, regionally, and nationally. and consider how expanding services, staffing, and programming would strengthen student outcomes, increase district capacity, and provide a more comprehensive alternative education model that supports student success. Simply put, how can we better meet the academic, behavioral, and social social

005emotional needs of every student while supporting our district's mission and strategic goals. in Alabama. Um I'm not going to read the entire slide, but basically in Alabama, each school district um comes up with their own alternative programming, whether it's a school or whether it's a program. There's not a whole lot of state guidelines. Um but they have certain laws that we have to follow. But the alum an alternative behavior school or program is specialized education setting for students who consistently exhibit disruptive behaviors or violate zero toler tolerance policies. These programs aim to modify behavior and teach self-control, anger management, and personal responsibility while keeping students on track with their basic academic skills. Um some of the key indicators um would be anger recognition and management, recognizing triggers and developing healthy emotional responses, alternatives to aggression,

006um strategies to deescalate verbal and physical assault, self-control and responsibility, building accountability and impulse control, life and workplace skills, developing social skills for getting along with others, and preparing for the workforce. While traditional K through 12 education meets the needs of most students, according to Handover Research, 64% of school districts across the nation offer at least one alternative school or program designed to address the needs of students that typically cannot be met in the regular schools. Alternative education encompasses any non-traditional educational activity and most commonly serves middle and high school students. Alternative education delivery can occur within a traditional school or se in separate sites. So um doing the research and some of the schools in the area like Ozark um EUALA they have alternative programs actually on the school site and those like pass

007academy Houston um county we have our own separate sites where we're not necessarily on a school campus um right now pass is currently located in three at 323 West Silman Street inside the Delta City Schools virtual school building along with the ARC program pass currently serves general and special education students in grades 6 through 12 who have committed specific disciplinary student code of conduct offenses. Students may be referred for a maximum of 15 days by building administrators. Students who commit serious class three offense offenses may be assigned to pass for an additional time frame via tribunal, the superintendent or the school board. The additional time may range from 16 days to the remainder of the school year. Students who enroll in the district from a previous alternative school setting may be enrolled in past academy

008as we honor the previous district's assignment. Um, for example, say if we get a student enrolled from Panama City and they were going to be assigned to alternative school in Panama City and they moved to Dothan, then we honor that and they have to finish that time with us before they go to their base school. Students are who are readmitted to the school district after being released from a behavior facility or program may be assigned to pass academy for a maximum of 15 days. The ultimate goal of alternative behavior placement is corrective and temporary. The environment is designed to be highly structured, often featuring smaller class sizes and focus on behavior contracts so the student can eventually return to a traditional mainstream classroom setting once they have successfully completed their assigned days. Academically, students remain

009on the academic course schedule provided by their base school. Students receive individual counseling services provided by a certified mental health counselor if agreed upon by the student parent and they receive this at least twice a week while they're at PASS. Procedures for placement at pass academy. Um, school administrators determine if a student offense warrants placement at pass academy based on a specific code of conduct violation. Students are assigned via tribunal. Um, Dr. Corbett is the liaison over tribunals for the district. Students are also assigned via the superintendent decision. students are assigned via schoolboard decision in lie of expulsion or long-term suspension. So sometime if a student um they might appeal the tribunals decision to the board and the board may decide um yes this child may be placed at pass for how many long the

010school board decides. Students are assigned honoring previous districts alternative school placements. students are assigned after being released from a residential behavior facility or program via readmit hearing. And it's important that you understand that um it's a behavioral residential facility. Um there are some students that have been assigned to a mental health residential facility and they're not punished for their mental health things. So they do get to go back to their regular school. It's only if it's a behavior facility. Reubmit hearings. So any student returning or coming from a Alabama Department of Youth residential facility, a boot camp, group home, etc. must attend a readmit hearing at their base school. The readmit hearing committee will determine the assignment a maximum of 15 days at pass academy. If assigned a pass academy, the student must successfully complete

011the assigned days before attending their base school. So with the readmit hearing, um this committee is formed at the bay school by the principal and a lot of times it's a counselor and and possibly a behavior specialist that sits on this committee. Um the parent and student um they're also involved in this decision. Um it says a maximum of up to 15 days because it depends on why the student was at a facility. Sometimes it's a parent request that they be put at a facility. Sometime it could be because you know they were a runaway or something of that nature. So each child is individual and it's really a case by case and some principles may do a transition of 10 days. So they will come to pass for 10 days as a transition and

012then go back to their base school or sometimes they might just wave it and said well this child really this is something that happened outside of school. It wasn't anything illegal something that happened in the home. So it's up to the principal and that committee. They might get them a fresh start where they start at the base school and don't have to come to pass at all. But it's really left up to that principles and their readmit committee pass academy. So once a student has been assigned to pass um by the ways that I've explained in the previous slides um they have to do an intake meeting. Intakes are held Monday through Thursdays at 9:30 at pass academy. The student and the parent a guardian or an adult designate because families sometime people work and

013they can't make it. So as long as it's an adult designate, they must attend the intake meeting before the student can start their past academy assignment. And it's very important for intake so that parents and students can come in and know what the expectations are. Um, the base school must upload all documents to the past academy share drive by 3 pm the day before the student's intake. Required documents from the base school is a completed intake form, discipline referrals, the student's course schedule. If a special education student or student who has a 504 is being referred to pass academy and has been suspended for more than 10 calendar days for the current school year, the Bay School must um contact the district exceptional student services office to request a manifestation determination hearing before the child

014comes to pass. So, if we have a special education student that has an IEP or 504, the school just can't say, "Hey, we're sending them to pass, they have to go um through the MDR process before they are referred to pass. If an ELELLL student is being referred to pass academy, um they have to contact the district ELLL coordinator because it's certain parameters that they have to follow as well with an ELLL student. The base school's nurse must be notified immediately upon placement of the student at Pass Academy to ensure all medical needs are addressed. because we don't have our own nurse. We share a nurse with um DPA. So, they have to contact the nurse at DPA if there's any medications, health plans, diabetes, um things of that nature that have to be monitor.

015So, the nurse is contacted before the child comes to pass to make sure we have everything they need before they actually start their first day. Um, and this is just a flowchart that kind of makes it a little bit simpler um, for bay school administrators. Um, especially if we have new administrators um, kind of easy for them to follow what to do. Um, the base school administrator contacts by phone, text or email, the past academy administrator prior to assigning days. So if the child commits an infraction and the B and administrator decides that they're sending them to pass academy, they need to contact me by phone, text or email. And one of the reasons that is so is kind of like a checks and balances so that um number one can make sure we have

016available space. Um I have to verify if the student has actually had an MDR before they come. um make sure that the referrals are uploaded into powers school. If it's a child that's coming from a facility, try to ensure that they have actually had a readmit hearing and and a lot, you know, the so that I would know what the student is coming for. Um we like I like to debrief and kind of know exactly what students I'm getting. That helps me decide what classrooms they're going in, what are the services we might need to provide that student. Um, see, let me go back. The base school administrator must notify the students parent guardian of the number of assigned days. Um, the base school does all of this. I don't do this part. So, when

017the child is in there with them and they've told them, hey, we're referring you to pass academy. At that time, they should notify the parent or guardian and let them know why they're being referred and do all the things on their end. Make sure the referrals are signed and contact the parent to let them know about they're being referred to pass. Then the base school administrator schedules the mandatory intake meeting to be held at pass on the design um designated date and the time confirmed by pass academy. The base school will upload all required documents to the past academy shared Google Drive which includes the completed intake form, distance referral and student course schedule. The base school administrator must contact the exception student services personnel to determine if a NDR is needed. Notify the nurse

018to ensure all students medical needs will be met while append attending pass academy. So once the students are and the parents come to intake, all students at pass academy and their parent or guardian do sign a behavior contract. Um respect all teacher, staff, and students at all times. There is no bus transportation to pass academy for general education students. It's the guardian's responsibility to provide all transportation for his or her child while the student is assigned to pass academy. Students are not allowed on campus before 8:15 a.m. School begins at 8:30 for students in grades 6 through 12. School ends at 3:00 p.m. daily for all students. Breakfast is offered beginning at 8:25. Lunch at 11:55. Students are permitted to bring a plain clear water bottle. No sodas, juices, or thermos is allowed. Water bottles

019are permitted to be refilled during lunch only. Students must be present for the entire school day in order to receive credit for the day. Students will not be permitted to class after 8:45 unless checked in by a parent or guardian. If a student is absent, that day must be made up before a student is dismissed from pass. Students are expected to follow all district, school, and classroom expectations, rules, policies, and procedures. No book bags, money, candy, drinking tumblers, cell phones, brushes, hair picss, bandanas, large purses, electronic devices, um makeup or jewelry allowed. And when we say makeup, we mean lip glosses, eyeliners, and all those type of things. If they come and they're in full glam, then [snorts] I mean that's fine when they walk through the door, but we just don't need to bring

020those um extra prepping items with you to school. Um pens, pencil and a Chromebook will be provided for students. We provide everything the student needs. Um they we have all pens, pencils, papers, I mean any supplies that they need, we provide those things for them. Students are not allowed on their school campus or allowed to attend any Doa City School sponsored activities until they have been released from pass academy. dress code, no plain white TE's, holes and jeans. Um the district updated their um holes and jeans policy last school year. So is no holes if it's knee down. That's the best way I explain it to them in intake. If it's knee down, no holes. No leggings, slides, flip flops, bubble slides, hats, head coverings, grills, or bedroom shoes allowed. No pajama clothing, no bonnets,

021do-aggs, any of those things. Um, I see Tuskegee finally got on board. They're doing the no bonnets. We never did bonnets at past. Um, the students may wear Crocs. Um, we had to evolve a little bit cuz every child in America has a pair of Crocs. So, they can wear Crocs to pass. And the parent also has to sign whether the student has permission to walk to and from pass. Um the current faculty and staff, we have one principal, one certified English teacher, one certified secondary science teacher, one part-time certified special education teacher. Um she works with past students on Mondays, Wednesdays, and Fridays. She works with the ARC students on Tuesdays and she works with um through central office on Thursdays with some of the homebound special education children. We have one certified PE

022teacher and I would like to thank the board um for approving. We have a behavior specialist now. So that is going to be awesome. That's a new position and we have one school resource officer. Um, I ask you to remember these stats when we view the past enrollment data. Kind of keep in mind what we're actually what we have working with. Um, the master schedule at Pass Academy due to safety concerns and sharing car poolool with DPA's bus loading area. Um, if you've never been back there that bus loading area, please drive by. It's a it's an experience to witness. Um, DPA does a great job, but it is a lot going on. It's a lot of students. So, we kind of do our timing around DPA's bus loading in the mornings and in the

023afternoon. Um, students are not allowed on campus again before 8:15. Class starts at 8:30. All students must enter through the past entrance of the building and be checked using a metal detector. All students complete core academic um assignments in English, math, science, and social studies in grades 6 through 12 utilizing a learning management system. Elective courses are completed you utilizing Google classroom, a learning management system or pen and paper assignments. Um with Dothan technology center, that's why another learning management system is used. We started last year which was great. So children that are in DTC courses and come to pass um they still can get on through ICV um so some of their classes are still online so they won't miss information. Um students participate in weekly ad advisory courses including but are not limited

024to anger management, time management, character development and social skills. Um this is just a preview of our daily um master schedule. what the teachers do, where they're at every time of the day, and what age groups they're working with, and when they have their planning and lunch. Um, the past academy 10 is just the our schoolwide classroom expectations and consequences. Respect all teacher, staff, and students at all times. Remain quiet in the hallway and classroom. Maximize learning time by staying on task and following directions. Complete all class assignments on time. Raise your hand before speaking or getting out of your seat. Keep your hands, feet, and objects to yourself. Be polite to everyone. Profanity, teasing, and bullying will not be tolerated. Eating, drinking, gum chewing, grooming, or sleeping is not permitted in class. Always try

025to perform better than you did yesterday. follow all school and district policies which includes Do City School student code of conduct and dress code. So what happens if a student breaks a pass academy 10? Um discipline is progressive. It should be very progressive. There are still kids they're not perfect. Just because they walk through that metal detector that does not mean that the behavior changes automatically. So we still believe in progressive discipline. Um, first offense, verbal warning, corrective correction, reminder, redirection. Second offense, verbal warning, and parental conference by phone or in person. Third offense, conference with behavior specialists. Now that we have a behavior specialist, they will get a conference with them. Um, but they will only be referred to the behavior specialist by administration, which is me. So teachers want will not be allowed

026to um refer them to the behavior specialist. Um I will do that. Now if a teacher requests if they're seeing something that I do not see then of course they will be allowed to talk to me and I will explain that to them and um they can be referred. The fourth offense office referral attach a copy of the students class one discipline law. So at pass academy again discipline is um progressive. So before they write a referral on a child they have to go through steps um and these steps include contacting a parent and they have to document and it's submitted onto their referral. So like if a child is sleeping in class, no they're not going to get a referral the first time. They're going to go that's going to be their first offense.

027So we will refer back to verbal warning, correction, reminder, redirection. Now, if the offense is a class two or three offense, it can result in an immediate office referral. Um, see Doa City Schools code of conduct policy. So, we do still try to follow the code of conduct with serious offenses. But I I can tell you um since I've been back at past academy, I think this is starting my seventh year as principal, um I think we only had one fight and it really was a push match. Um, we really don't have a a lot of serious behaviors at pass academy. Additional services, students receive any health related services, medication, diabetes, monitoring, unexpected illnesses from the nurse assigned DPA. Students receive mental health related services through spectral care, a private and a private contracted mental

028health counselor during school hours if needed. Students who have an ELP, these are your ELELLL students, receive continued services via their base schools teacher while they are assigned a pass transportation. Um, currently parents are responsible for transporting their students to and from pass academy. If the student has an IEP or 504, desperate transportation may be provided. Parents whose students have an IEP or 504 are given the opportunity to request transportation during the students manifestation determination hearing which is held well I just found out today that moving forward um MDRs will be held at central office so they're no longer going to be held at Bay schools so they will be be held at central office um we have students who carpool we have students who Uber we have students who use waggress transit we have

029students who walk, who ride bikes. Um, transportation has not always been a major barrier for students attending past. And if there is a situation where transportation um is an issue, then I try to work with the parents. I try to give them suggestions. Um, and even sometimes if it's a serious issue, I refer them back to the Bay School and the Bay School may come up with an alternate um alternative placement for that student. So if it's a a real burden and it's nothing that I suggest that can help them, then I refer them back to the base school and sometimes they come up with different alternatives. It depends on why the child is there. Um exit criteria, students must success successfully complete all assigned days. Students must maintain a passing grade in all core

030subjects. Um I've been in alternative education I think 15 of my 24 years in doton and one of the myths is that children um just get a grade and go back they all come back with hundreds. Well that that is just a myth. Um they must maintain a passing grade in all core subjects during intake. If um when I read in the behavior contract I do not signs. Parents and students know I will not sign a dismissal form if you have a F. I'll sign a D, but I'm not signing a F. They have to stay and get caught up on their work until they are passing. Um, students must successfully complete any additional days added for behavior infractions. So, if a student gets the pass and let's just say we went through all the

031steps, we went through call the parent conference, behavior specialist, referral, and the behavior is still um showing itself, then they can get extra days. I will assign them extra days and they cannot leave until the behavior has changed and they have completed those days. Students will receive a dismissal form once all exit criteria have been met. Dismissal forms are emailed to the base school design the day of dismissal. Um I want to talk about early releases here. pass does not release students early unless we are filled to capacity and bay schools need to send more students and this is a collaboration with bay school administrators on who those students will be so let's just say um Mr. Williams calls me and he needs to send two or three students but we are full to capacity.

032So we will take into consideration if he wants to take someone back early um their grades, how much time they have actually completed, why they were sent to pass and their behavior since they've been at pass. And really I let the principles make that decision on who they want to allow to come back to their campus. But um sometimes it doesn't happen a lot but every now and then and that's the procedure that's the only way a student um will be released early. Disproportionality and diversity. Although past academy student population is not racially diverse, it is highly diverse in student needs. Students represent multiple grades levels, grades 6 through 12, a wide range of behavior and disciplinary challenges, varying academic achievement levels, special education eligibility, and diverse social and emotional needs. The next slides will

033provide the board with pastmies disproportionality and student enrollment data for the past three school terms. Okay, so we're looking at the total enrollment by demographics for the 2526 school year. And all of this data came from the AIM portal. That's the Alabama State Department of Education identity management system. So if you're looking and this again is 2526 um and we're just looking at enrollment data for Dothan city schools, not pass academy. We're going to get to that. For Dothan City Schools, for Dothan High, the total enrollment was 1716. Total black students was 151, white 464, Hispanic 14, multi-race 153. For Carver 9, the total enrollment was 584, black 388, white 134, Hispanic 7, multi-race 48. For Dothan prep, total enrollment, 191, black 682, white 239, Hispanic 4, multi-race 140, and for doan 6506, black 341,

034white 87, Hispanic 3, multira 64. Um 2425 data for Dothan High total enrollment 1771 black 152 white 634 um for some reason and I really tried to figure it out but Hispanic for 2024 is not it was not pulling up. So I was like I don't I don't know what was going on. I don't know if it was a was ICE really going on during that. I just couldn't figure it out. But the Hispanic was not being reported. Carbon 9 total enrollment 658, black 432, white 193, multira 21. Um, for Dothan prep, total enrollment 1151, black 800, white 367, multra 29. And for Dokan six total enrollment 492 black 341 white 124 and Hispanic again not reported total enrollment 1600 for Dothan High black 948 white 572 multira 25 carver 9 total enrollment 666 black

035419 white 218 multi-race 15 dothan prep 1147 total enrollment black 754 white 343 multira 27 um there's no information for dolphin 6 during that time because the data it was under Gerard intermediate during that year so if we look at past academy data and it's a summary for 2023 through 2026. So if we look at the summary, the total number of students served for pass academy for the last three years from Dothan High is 289 students. The total number of black students served for the three-year period is 255. Total number of white is 27. Total number number of Hispanic is nine. Total number of special education was 27. Total number of males 219. Total number of females 60. Total number that repeated that mean they came to pass academy more than once that year 32.

036Um a summary remember this is a three-year span 2023 through 26. Total number of students served for carbon 9 114. Total number of black 103. Total number of white seven. Total number of Hispanic three. Special education 20. Total number of males 72. Total number of females 42. And repeaters came more than one time in a year six. Dothan prep. Total number served in a threeear span 209. Total number of blacks 190. Total number of whites 16, Hispanic 2. Special education 79, males 107, females 102, repeaters 15. Dothan six threeear span. Total number of students 47. Total number of blacks 45. Total number of white students two. Total number of Hispanics zero. Special education 14. Total number of males 32. Total number of females 25 repeaters four and in the threeear span we did serve one

037student from um Doa city virtual school. So if you look at the totals at the end for three years the total number of students that held a seat at pass academy at one point in time for three years 660. Total number of black students served in a threeear span 594. Total number of white students served in a threeear span 52. Total number of Hispanics 14. Total number of special education 140. Total number of males 430. Total number of females 230. And total number who repeated in a threeear span was 60. Remember I told you to keep in mind the staff the staff that we have. Um, I think that's very, you know, we we've did a great job for the number of students that have come through pass academy. Now, if you wanted it broken

038down by school um, by secondary schools and the secondary schools, the schools that feed in the pass academy are Dothan 6th grade, DPA, Dothan Preparatory Academy, Carbon, and Dothan High School. So in for Dothan High School, we served, this was last school year, 91 students, 83 were black, five were white, three were Hispanic, 16 special education, two had a 504, three were ELLL, 63 males, 28 females, seven repeated last year, so seven came to pass more than one time last year from Dothan High. For 10th grade, um, we serve 56, 11th grade, 28, 12th, grade, 7. For 2024 25 data for Dothan High, um, we served a total of 64 students, black 58, white 4, Hispanic 4, special education 13, 5040, ELELLL3, males 46, females 10. We had one that repeated had to come back

03910th grade 32 11th grade 20 12th grade 11th now 20 23 24 and and as you can see the numbers have went down which is good um we've gotten some things in place Dr. Corvette will discuss those more. But for 2023 24 from Dothan High, we had 134 students. We had 114 black, 18 white, two Hispanic, 27 special education. 504s we had four ELLL2 males 110 females 24 repeat ones that came back more than one time that school year 17 10th grade total 77 11th grade 38 12th grade 19 but um when I was doing this data one thing you would notice there's always at the high school we do serve more 10th graders than any other grade level um so 10th grade that's the most we serve. Um, coming from the high school, Carver

0409th grade academy for 2025, we serve 46, 41, black, three, white, Hispanic, 2, special education, six, 504,5, ELLL4, male, 28, female, 18, repeaters, ones that came back more than one year this past school year, was five. For 2024, for Carver 9th grade, we served a total 35 black, 33, two white, Hispanic, zero, special education 85040, ELLL0, males, 21, females 14, repeater zero. For 20 23 24 we serve a total of 32 black 29 white 2 Hispanic one special education 65040 EL1 males 23 females 9 we had one repeater that year dothan prep last year 2025 through 26 total number of students served 44 black 41 white three Hispanic zero special education 16 5041 ELLL0 males 26 females 18 repeats four we had four that came back last year 7th grade total 21 eighth grade total

04123 24 25 total number of students served 76 black 64 white nine Hispanic 2 special education 28 5043 ELLL2 male 42 females 32 repeat seven, seventh grade total 35, 8th grade total 41. And if you'll notice that number um we'll go back, that number was almost cut in half. So DPA um you know they're doing more with the students at the base school and um so the number did go down. It's been going down for the last three years. So for um 23 24 we served 89 black 83 white four Hispanic zero other two special education five 504 is one elelll zero males 37 females 52 repeat seventh grade total 49 eighth grade total 40 do sixth grade last year we served 22 all 22 were black White zero, Hispanic zero, special education 7, 5041,

042ELLL, zero, males, 16, females, six repeaters. We had one repeat comeback last year. Um, Dothan City Virtual School. Last year we just had one student, one black female. She was in the 10th grade. So dolan six for 2024 we had a total of 25 23 black two white Hispanic zero special education 75040 ELL0 male 16 female 19 repeaters we had three and um there's no data for the previous year because it was under Gerard intermediate now um why do children come to pass like the referral uh trends and offenses, fighting, um, alcohol possession, cell phone refusal, THC, THC pin possession or use, drug use or possession, readmit from a facility, assault, profanity toward school board employees, smelled like marijuana, verbal altercation, um, restrained by SRO, multiple class two refer referrals or class one referrals. They've

043been in a previous alternative school placement, threats to shoot students, major school disruption, threats to hit school board employee theft, and it's broken down by each school. Um, board members, you do have a copy of this, sir. I won't read exactly every school, but those are the trends of why, and it is broken down by each school. um what offense they committed. Let's just say for 25 26 we had Dothan High had 42 for fighting, one for alcohol possession, seven cell phone refusal, 10 TAC PN possession or use drug possession or use nine read from a facility. Four assault, one profanity towards a schoolboard employee, seven smelled like marijuana. four verbal altercation restrained by SRO2 multiple referrals one previous alternative placement two threats to shoot a student one major school disruption um and that's how

044they code you I don't code these I go by the referral and what they called empower school so major school disruption zero was coded that I could see and threats to his school board employee zero and so all the data is there for you guys for 2025 26, 2024 25 and 2023 24. Um so those are all the referral trends and the offenses of why students are sent to pass. The most common referrals that I see um fighting, TAC vape possession or use, multiple class 2 referrals, readmit from a facility, cell phone refusal. Standard placements um range from 10 to 15 days for the above offenses. Spikes of enrollments occur during October, November, and February and March. That's when we really see big increases in enrollment at pass recetivism rates. That means how many children

045return to pass academy? How many come more than one time during the same academic school year? So for 25 26 we had 17 repeaters. 24 25 10 23 24 we had 25. Um I'm proud of this next slide and Dan High should be as well. graduation vera verification report rate. So we use um the seniors as an indicator for 2023 2024 number of 12th grade students assigned a pass academy was 19 percentage that actually graduated once they were released from pass 95% and we had one student we would have had 100 but that one student withdrew and he was homeschooled so there was no way to track if he actually graduated for 2425 we had 11 seniors [music] we had 100% graduation Once they returned to their base schools, they did graduate. For 25 26,

046we had seven seniors. Once they were released from past and turn back to the return back to their base school, 100% they did graduate. So, we do our best to keep them on track while they are with us to make sure um that they are doing their work so that when they go back to their base school, they're not behind and they're on track to graduate. What are the strengths of Pass Academy? Um we focus on the whole child and restorative practices for student behavioral growth. Students remain academically on track while receiving behavior supports is very highly structured. Low studentto staff ratio mandatory parental involvement um through the intakes that parents and guardians have to attend. Utilization of district aligned learning management platforms ensuring students keep pace with their school coursework. So we do use

047egeneuity as our learning management system, but it is aligned with the Alabama course of studies and state standards. Positive relationship building between staff and students. Um that's some of the whole child initiative things. You know, giving your warm welcomes and warm goodbyes. And those are things that, you know, we we really were doing anyway. We greet every student in the morning um with a positive mind frame and mindset because you honestly don't know what they've been through before they come to you. So that is the culture and climate of past. We greet every student peacefully, calmly and with a smile in the mornings. Um [snorts] in emphasis on accountability, self-regulation and decision decision making skills. Districtwide behaviors resources for students in grades 6 through 12 and Dr. Corbett will explain more of that part on

048the district aspect. [music] Provides a safe learning environment for students who commit specific behavior infractions. Supports traditional schools by reducing classroom and school disruptions. Highly committed educators experienced in alternative education. Um we do get we are having a um we're getting a behavior specialist as I mentioned but he is not new to being a behavior specialist. He's just returning to that position. Um so he does have experience but I have 15 years of alternative education experience. Um and all of my teachers have been there for well over 10 years. So they they stay with me. Um and and they do a great job. strong collaboration with families, traditional school administrators and community agencies. Um we do get a lot of support from different agencies. We get a lot of support from those community church. Um

049so we do have a strong collaboration with community agencies. Um Spectra Care um Matt Herd, he's our private counselor. Staff consistenc consistently adapts to meet students academic and behavior needs. You have to adapt at pass academy because um parents are not just keeping the good children at home. You know, they're whatever we get that comes through the door, we have to adapt. It's not like they say, "Hey, we just sending you the worst we have." So, whatever comes, we we have to adapt and we have to be flexible um to support their behavior needs and their emotional needs. Provide students with a second opportunity to succeed. um they're not just put out on the streets. They do have a second opportunity to get it right. They have a second opportunity to correct the behavior. They

050have a second opportunity if they come with an F, they can push it up to uh D, C, D. So they get a lot of second opportunities. And that's what um the climate and culture is of past. Promotes improved attendance, behavior, and academic management. And some are like, well, how do you promote attendance if they didn't go to the base school and their attendance was, you know, poor? How does it improve when they get the pass? It's a motivator when you know you can't leave until you finish these days. You you going to come to school like if you if you're not there, your day doesn't count. So, they do come to school. Um, it's a motivator to get those days done so they can get back to their base school. Capacity limitations of the

051current model. Um we share a facility with DOA city virtual school and the ARC program is in that building as well. Maximum seat capacity is 60 desks for students in grades 6 through 12. Provide alternative educational services for five traditional schools. um two general education classrooms, one special education classroom, one shared classroom where I held intake meetings. And since we have a behavior specialist, um he will also be using that space for individual and group sessions with students. We have one area that we actually made office is it's really a forer, but we made an office for the SRO. We have one storage area. Breakfast and lunch is provided by Dothan Prep Academy. Students eat breakfast and lunch at their desk. We have a shared nurse with DPA as needed. Shared restrooms with Dotha City

052Virtual School and the art students. So, this is just the floor floor plan of the building. So, you can see um the past classes are B 2011, B203 down at the bottom left. Then the B12, that's where we do intakes and the behavior specialist will um also do sessions in there. So on that left side, that's the pass entrance. So students and parents and they always enter at the pass door. Um my office is right there by B201, the B10, that's where our special education services are held. Um the virtual school also when needed we make arrangements they use that room B110 for testing. They have to have small group testing. So we only have those those three spaces for um shared with the virtual. The rest of the building is the virtual school. Um

053so we have those three spaces for pass academy to serve our students. And the ark is right beside pass and B 109. So that's a art classroom which is under student services. It's no longer under pass academy. In previous years it has been the reality of the current model. The current pass academy model. [clears throat] The majority of students assigned to pass academy have very complex needs. No current staff can meet all of those needs. As an individual, including general education and special education teachers, student success depends on a multi-disiplinary multiple disciplinary team working together. that may also include the following um behavior specialist which we have transition coordinator, academic interventionist, counselor, career tech coordinator, mental health coordinator. These are all if we want to be successful and we're talking about expansion. Those are other

054positions as well as more general education and special education and administrative staff that may need to be considered. Um the current general fund school allocation summary. Um I'll just skip down to the total. The total allocation for pass academy is $62,286.32. This allocation includes utilities and also includes um substitute allocation. Um salaries are not included. Additional instructional support funds become available via Miss Jacob's office throughout the year. So, different title funds do come available for instructional support and um Miss Jacobs, she's always generous and she includes us and I appreciate her for that. Now, we've discussed the past academy model. Um what other models are out there? We're considering expansion. um what are we actually considering? So, there are several different types of um alternative education models and you will read different research and different

055descriptions, but they're basically they're known as type one, type two, and type three. Um these three models um are really based in Alabama. I try to keep it um statewide Alabama alternative school types. So when you're looking at type one, type one is really like disciplinary alternative school. That's what pass academy is right now. It's really more punitive than anything. Now we do do a lot of other things with the students when we have them, but the reason they come to us is strictly punitive. They've had to do something whether they broke the code of conduct, whether they were at a previous alternative school, whether they're coming from a facility. So it's really a disciplinary alternative school model. Um we provide structured secure environment that addresses behavior teaches responsibility and prepares students to return to

056their zone or what we call base school successfully. Um we have behavior intervention and correction that will be highly um increased now that we have a behavior specialist academic instruction aligned to the standards via egeneuity. Um, one question that comes up is how again how do students complete their elective work? Okay, what if you get a a student that is in band or drama or art? Um, they can complete those assignments via Google Classroom. So, the teachers at the bay school will put their assignments in Google Classroom and they can complete their elective work. Again remember that um Dothan Technology has a new program ICB so they can keep a breast with their DTC courses as well. Um type one disciplinary counseling services we use spectra care and a private counselor. We don't have our

057own school-based counselor. Um behavior education programs we do the seven habits of an effective student once a week. We call it wellness wind Wednesdays. Um also in the process of getting third millennium back um which is a behavior um prevention and intervention online program that is was very good. Um we secured funding. We're just going through the technology phase to make sure everything is well and the contract and everything is good. So hopefully we should have that back soon. Transition planning back to the home school. So that's one part that has changed over the years and different schools um base schools they do their own transition. We don't have anything consistent and that's something that we need. Okay, they they finished their time at Pass Academy. Now what? And they're going back to their base

058school. Now what? So that's something that um is going to have to be improved upon. And that will help us keep that recidivism rate even lower and may keep kids from coming back year after year after year if we have some type of transition plan for them when they get back to their base school. Um the goal is behavior change and successful return back to their base school. So, the type two alternative education programs that you will see in Alabama um may be like your credit recovery type schools or programs. The ARC Dothan does have the ARC which is a credit um recovery program. The ARC it seeks but it's not under pass academy but it is an alternative education model. So the ARC um supports 30 students in the morning and well it has

059a capability to support 30 students in the morning session and 30 students in the afternoon session and it's really um a credit recovery base students have to be behind so many credits before they can attend the art. That is the way it was designed. Then a type three that we will see in Alabama is your more specialized alternative education schools. Um for special education um you have like the Allen Scott school for autism, Spring Valley for dyslexia and ADHD. So those for Alabama, those are like really the three type that you will see. Um remember the state allows each district to structure and organize or form their alternative school programs and centers based on what that district needs. Um sometimes it's a hybrid. Sometimes in one location you have a hybrid and we've done that

060in the past at um pass academy in the earlier years when I was still a school teacher. Um at PAS we had a more hybrid form where we provided a overage program for students in grades 6 through 8. Um we provided a teen pregnancy program. We provided um workforce development. So over the years, the district has supported alternative education in different ways, but for the most part, what we're seeing now for Dothan, Henry County, Houston County, um, and Ozark, the surrounding areas, they're more punitive types. Now, keep in mind that anytime something is not traditional, it is alternative. So, do we have some other alternative things going on in Dothan? Yes, we have the art. Yes, we have the virtual school. Um, even DTC can be considered an alternative learning center. But what we have

061to focus on and remain focused on is what do we want to do when we're talking about expanding pass academy? What kind of services do we want to provide and what will be the criteria for the students that attend? So the next slide is an alternative education continuum from discipline placement to comprehensive student student support and you have to remember comprehensive I mean we're taking on a lot of different things if we're if we're really considering expansion expansion um not just discipline. So there are a lot of different pathways. Again, you have your type one, which could be your virtual, your credit recovery. Um, again referenced in the ARC, flexible instruction, individualized pacing, credit recovery options, non-traditional schedules. Um, again, students come half a day. Um, you may encourage them and incorporate workforce development where

062they come to school half a day and they have co-op and have a job the remainder of the day. Have uh a career coordinator where they help and assist them with finding jobs. And we focus on graduation success. You will see a lot of this statewide through Alabama Connections Academy and the Alabama Virtual Academy. Um, type two disciplinary alternative programs. They're more structured environment, behavior accountability, academic instruction. You can have shortterm placements focus on returning to the tradition traditional school. And that's more past academy. And you have Ruben Yansy Alternative School and St. Clair County and Asheville, Alabama. Again, Henry County, um, Houston County. We're more focused on the disciplinary alternative programs at [snorts] this time. Type three, your therapeutic or behavior support programs, um counseling, therapy service, behavior intervention plans, social emotional learning, individualized

063supports, family and community partnerships. So then the next one um like an expanded pass academy the vision a more comprehensive behavior intervention academy um multidisciplinary support team what is included in that team it would be your behavior specialist transition specialist more general education and special ed teachers mental health coordinator um assistant principal a schoolbased counselor and things of that nature Sure. That helps makes up your multidisciplinary support team which a lot of these children need because they have multi- behaviors. They have more than one behavior. Um behaviors and mental health services, academic recovery and acceleration, restorative practices, transition and reentry supports, prevention and intervention success. And that really could be the future of Pass Academy if funded correctly. Um, we can't be in a mind frame of adding classrooms just to be able to get

064children out of the base school who are disruptive. Um, because they're coming back. So if we're going to expand past, we need to do some things to help them to be better not just students but better children, better people so that they can be productive. Um look, because when I say they're coming back, even if we expand it and say they come to me eighth grade year, then ninth grade year they're going back to carbon nine. Um, but what have we done while they were at PAS to help fix what the root problem is? Or even what have we done at the base school to help fix what the root problem is? Um, local, state, and national models. Locally, Enterprise, Houston County, Henry County, most alternative education models are punitive with a small staff and

065student population. Statewide alternative education models vary from district to district. Many Alabama programs have expanded student support service services beyond punitive like credit recovery. Twilight schools, other age middle school programs, workforce development. At one point in time, um, pass academy did have what we called, we didn't call it twilight, we called it PM school, but we had students that only came to school in the afternoon. Um so things of that nature is something that can be considered for a comprehensive model based on the criteria for a student to be accepted. Nationally leading programs combine academics, behavioral interventions, counseling, career preparation and family engagement and a comprehensive support model. The growing need for alternative education, post-pandemic behavior trends, widespread increase and trauma impacted students, social emot social emotional gaps, and disregulated classroom behavior. District capacity, traditional

066schools require dedicated external placement options to preserve safety and instructional focus for the broader student body. Dropout prevention alternative programming serves as a crucial safety net to keep off track or multi-suspended students engaged in school. Um Dr. Corbin is going to give me a much needed break and he will present the next few slides for a more indepth view from the district perspective. You deserve a round of applause for that. [laughter] Good evening, Dr. Turner, members of the board. We're going to tag team you guys tonight. Researchbased practices in alternative schools. Um, Dolphin City Schools. We have committed to supporting the academic, physical, social, and emotional and behavioral growth of every student. Our goal is to create learning environments where students are equipped to succeed while in an alternative setting or in a regular setting,

067ensuring that discipline practices are equitable, restorative, and supportive. To accomplish this, the district is strengthening its multi-tered system of supports, that's MTSS, by layering academic, behavioral, and social, emotional interventions based on validated student needs through RTI, I know we kill you all with acronyms, but RTI, response to instruction, u problem solving teams, and MTSS, uh, framework, school teams proactively identify students requiring additional support and develop individualized intervention plans before behaviors escalate. Can we do a better job of that? Of course. And that's what the plan is. As a as a part of this work, the district is partnering with Dr. Benner to provide professional learning focused on creating trauma informed schools. Um, this initiative will equip administrators, counselors, behavioral specialists, and teachers and MTSS teams with practical strategies to better understand the root causes of

068student behavior. Implement implement effective deescalation techniques and respond with interventions rather than relying solely on punitive consequences. Our school counselor behavior specialists will work collaboratively with schoolbased problem solving teams to identify student needing students needing additional behavior and social emotional supports. develop individualized behavior intervention plans, monitor student progress, and connect students with appropriate services. By using a tiered system of support, schools will can provide increasingly intensive interventions while maintaining a restorative approach to discipline. Um, when students require placement in an alternative setting, maintaining low teacher student ratios, typically from between 1 to 8 or 1 to 12, allow staff to build meaningful relationships, provide individualized instruction, closely monitor student progress, and deliver targeted behavioral interventions that prepare prepare students for successful reintegration into the into their students. The whole child initiative core philosophy which I

069just mentioned is to uh support academics, physical, social, emotional, behavioral growth for every student. In order to do that, you have to establish uh relationships with each and every student. And that's where the uh the cultural diversity training and those supports come into play through Dr. Here you will see again you see those acronyms response to instruction uh problem solving team multi-tered support system approach and if you look you'll see to your left it's response to instruction which all students should receive u that response to instruction. In a perfect world, everybody would be tier one and you're looking to see how you can improve your instruction and it's kind of compartmentalized and the focus is on academics along with behavior but the behavior is not severe enough to where um you can move into tier

070two on the right side where you see the pyramid in the middle and right now with Dr. Benn we're moving from a tier one approach to a tier two approach where we're going to target students and that are challenging and to get them the support they need. And so on the right side you see the multi-ter system supports and that's that's taking a more of a proactive approach problem solving teams approach focus on the whole child the social emotional physical mental health u everything that's going on with that student. um anything that's going on with that student as a educator, we should know about it so so we can give them a better opportunity to learn and grow. Board members feedback. Try to summarize this best I can. We uh do both city schools is

071committed to supporting the academic and physical and social emotional and behavioral growth of every student like I mentioned earlier through a proactive trauma in informed framework. Professional development by provided by Dr. Benner which I want to thank the board for approving him to be a consultant. This Wednesday we will have our kickoff uh with the uh PST and MTSS teams from all over the district. Um at the multi-purpose room at uh PTC. And so we're we're excited about that. Uh kicking that off where um he can kind of support us in in making sure that we have a firm foundation for early identification and intervention. school counselors, behavior specialists, and the PTS teams will collaborate to develop uh individualized plans like I mentioned using tier tier system support that emphasizes prevention, restoration, positive student outcomes.

072This comprehensive, you're hearing that word again, this comprehensive approach is designed to build staff capacity, improve student behavior, and create safe, supportive learning environments across the district. disproportionality which is a concern. To address disproportionality, DOA city schools will use a datadriven approach by disagregating discipline data across student subgroups including race, ethnicity, disability status to identify trends and target interventions. Research supports conducting systematic reviews of schoolbased practices to reduce racial disparities and discipline prevention science 2025. The district will continue implementing equitable discipline through consistent application of the code of conduct, classroom and schoolwide discipline management plans, progressive discipline practices, and regular reviews of behavioral data to ensure fairness and consistency. Additionally, DCS provides implicit bias and cultural diversity training to help educators recognize and reduce Unconscious biases strengthen positive relationships with students and promote equitable outcomes

073for all learners. Do City Schools implementing a comprehensive researchbased framework to strengthen student behavioral and mental health supports through the multi-tered system of supports with the uh partnership of Dr. Benner, the uh professional development to help elementary and secondary schools become more trauma informed. Okay. Do City Schools also leverages a strong network of mental health supports through district staff, spectral care, private licensed counselors, and a district crisis response team. Um research highlights the importance of collaboration among school psychologists, mental health professionals and educators in delivering effective supportbased interventions. Behavioral specialists will collaborate which we thank you for your support in providing additional behavior specialists throughout our district. They will collaborate with the school pest teams to develop individualized behavior plans like I mentioned um with a tiered approach. um they will train uh Dr. Benner

074does a really great job of providing practical how to how to do things and u so we're looking forward to u leaving away on leaving Wednesday afternoon with practical things that we can actually put into action right away as it relates to uh restorative practices. Additionally, in school suspension, that was another question. It was uh staff have been strategically placed across schools to provide tier 2 and tier three behavioral supports. Um actually, I believe this school suspension probably should be called something else. if we're changing our mindset and and trying to be more u restorative and and and uh proactive in what we're doing as a as a district. But those tier tier two and tier three behavior supports, these efforts align with the district's goal of implementing a comprehensive positive behavioral intervention and support

075framework that emphasizes prevention, early intervention, and restorative practices while reducing rel on exclusionary discipline as practic. Overall, the initiative reflects the dope city school's commitment to creating safe, supportive, and inclusive learning environments by integrating trauma informed care, mental health services, restorative practices, and evidence, behavioral supports into a unified districtwide system. Our work our work is also informed by lessons learned from past discipline data. During the 2015 2016 school year, although black students represented approximately 55% of the district enrollment, they accounted for 100% of expulsions, 90% referrals to pass academy 87% of out of school suspensions and 85% in school suspensions. This these disparities were cited in a civil rights complaint filed with us with the US Department of Education Office for Civil Rights in 2016. Today, city is committed to ensuring that discipline decisions are

076fair, consistent, data informed, and align with district policy and the student code of conduct through the implementation of MTSS, trauma-informed crisis, restorative approaches, behavioral supports, ongoing professional development, and continuous monitoring of discipline data. The district seeks to reduce disproportionality while improving outcomes for all students. Our focus is not simply reducing disciplinary consequences, but strengthening prevention, promoting positive student behavior, and creating safe, supportive learning environments where every student has the opportunity to succeed. And here's some discipline data on disproportionality. Over the past three years, do city has continued to monitor discipline discipline disproportionality to better understand trends and guide intervention efforts. For black students, the percentage of the overall student population has remained relatively stable, decreasing slightly from 65% in 2023 24 and 2024 25 school year. 64% in 2526. However, black students accounted for 88%

077of discipline offenses in 2023 24 school year, 86% in 2425 school year, and 85% in 2526. While this represents a gradual decline in the percentage of offenses, disparity remain relative consistent at 22% in 2023 and 21% in both school year 2024, 2025 and 2025, 2026. This indicates modest improvement but almost demonstrates that this proportionality continues to be an area requiring focused attention. White students representation in the student population remain stable at 21 to 22% across the three years. Uh their share of discipline offenses increased slightly from 7% in 2023 2024 to 9% in both 2024 2025 and 2526 school year. As a result, disparity narrowed from a 15% to 12% before ending at 133% in 2025 26 reflecting relative consistent representation compared to overall enrollment. For multi-racial students, enrollment remains steady at approximately 10% of

078the student population each year. The percentage of discipline offenses remain between 4% and 5% with disparity improving slightly from a negative 6% both in 23 2425 to negative 5% in 2526. Overall, the data shows gradual movement towards reducing disproportionality, particularly among black students whose share of discipline offenses has decreased by 3% 3 percentage points over the three-year period. Although the trend is is encouraging, the data has also highlighted the continued need for intentional data driven strategies that emphasize prevention, early intervention, culturally responsive practices, trauma-informed supports, and consistent implementation of behavioral interventions to further reduce disparities while maintaining safe and supportive learning environments for all students. And this next slide is um overall discipline actions increased by 49% from 3,142 to in 202425 school year to 4,686 and 2526 school year. In school suspension remains the

079most frequent frequently used disciplinary consequences accounting for 6,132 38 actions over the 4-year period. Out of school suspensions have declined over compar overall compared to 2022 2023 suggesting the district continues to reduce reliance on exclusionary discipline despite this year's increase. Alternative placements have have steadily increased over the past two years, indicating greater use of structure intervention settings for students with significant behavioral needs. Exposions remain extremely low, reflecting in continued emphasis on providing educational services and intervention rather than permanently removing students from school. The sharp increase in local use actions in 526 warrants further review to determine whether the increase reflects changes in reporting practices, coding procedures, or student behavior trends. >> Dr. Corbett, yes, >> excuse me. Could you explain um what exactly alternative placement is? My mic is really loud, I think. I'm sorry.

080Um there are two listed on here. One says alternative placement, one says alternative placement SP. and also what local use means. >> Okay. Okay. Good question. Alternative placement. The first one is for regular ed students and that could be it could be alternative school or it could be virtual alternative placement at home. Now the second one is alternative SP that's special students only. And then local use that could be your equity class one offenses. It could be detention. It could be uh where they contacted their parents. So, it could be they use that local use for like minor incidents. Um and so it could be it could be in suspension as well. >> Excuse me. >> On the way. >> Okay. Um, I mean, you all are presenting us with so much and I've had

081questions in between a lot of this, but I don't want I didn't want to interrupt. >> But, um, I do want to ask this question since it came up about um, uh, the uh, suspensions and so forth. If a child has a four 504 plan and gets in trouble, is it determined that the me that this is a manifestation? and it is determined that it's the manifestation of his disability. Is he a candidate for past academy? >> Uh no ma'am. >> Okay. So, so if if you have a situation where a student has a 504, which is a legal document >> and we can show that we have been following that 504 plan. Um, and then you have a manifestation per hearing and they decide that it is that the child's behavior is a manifestation.

082Whatever they did is a manifestation of their disability, >> then you cannot treat that child like you would treat any other child. >> So, he would therefore not be a candidate for passing. It's possible that they could receive a a consequence, but it may not be the same consequence as a regular >> if that makes sense. >> And that's all because of you know they are protected under that 504. But that doesn't mean they don't get they don't receive any consequence. >> And so whatever as a committee as a committee 504 committee they make a determination they decide on what type of consequence that child receive. if they believe that it was a manifestation of their disability. Sometimes if it's a manifestation of your disability and the system and the uh and it reports I

083mean the 50 plan 504 plan supports what what you're discussing um you still I mean depending on what they've done there still may be some consequences. So for instance, maybe if a child has a 504, a lot of times a 504 is for medical. So if a child has a 504 because they're a diabetic and they have to have their insulin monitored and have their shot. Okay? Say if that child gets in a fight. Um is the is him having diabetes the reason that he fought? No. So could that child end up at pass academy? Um, yes. Okay. Say you have a child that has ADHD and that's the reason they have a 504 and they use profanity towards a school board employee. Um, that's where it gets kind of tricky because some some symptoms

084of a ADHD could be impulse. Mhm. >> Um did they use profanity towards the schoolboard employee because of their impulse >> or they could have Tourett syndrome? >> Yes. And so that's when the manifestation team has to look and make sure that number one, the IEP has been followed. >> Make sure that that child's IEP has been followed. And there should be other things in place in that IEP um that can help with that. pass should be the last resort and that's what I try to get principal to understand and that's why I remember when I said they have to call or email me prior so there's kind of some safeguards and those are the type of questions that um that that I've asked um this year manifestations are going back to coming back to

085district office and I think that's a great move to help put more focus and see what's going on when child has a IEP or and a 504 when it comes to discipline and not just placing them at pass. Have I been in situations where the committee said um no this was not due to the child's disability and I have disagreed? Yes, I have. Um sometimes decisions can be reversed. Um do have the right um to reach out to Dr. Corbett if they do not agree or reach out to the um special education department if they do not agree. So, a lot of our special education numbers over the past three years have went down >> because there are some different things that are in place. Um, has a child been sent to pass academy when

086when the committee said yes, this is a part of his disability. Maybe in the past, yes. But I'm hoping that since the decisions and in um district office is getting more involved that even that would change as well. So, I hope that clears it up. And I'm sorry. Is there any other um questions you may remember that you have from my portion? >> Yes, I have a couple. >> Yes, ma'am. >> So, first of all, I just wanted to thank you, Mrs. Weatherington, and Dr. Corbett for putting the presentation together. It's a lot of data here, and I completely understand that it probably took you an enormous amount of time. So, thank you. And one thing you have said that I definitely and it's kind of my mantra not just for this topic but everything

087is identifying root causes. So um we just kind of touched on the disproportionality where roughly um GCS and if we're looking at the stats that um were relevant to the schools that feed into pass. So basically our middle school and high school um roughly about 65% African-Americans but at PAS is about 90% African-Ameans. So we know there's a problem there but I haven't quite heard exactly what the solutions would be to prevent that. Um because from my perspective, the last thing I would want to do is expand past academy or anything knowing that we already kind of have like a flawed baseline. So um and I don't know Dr. Asia this may be something that you can help address. So just trying to >> we'll get to it. >> Okay. As you say you earlier

088when I talked to you that we are in the beginning stages >> and this is what you're presenting to us and I you know that is very important. We don't want that disparity to continue. >> So is expanding past the academy because that's what we're talking about. Will that be a problematic thing for us when it comes to addressing those issues >> and disproportionality? >> Yeah. Um, in my humble opinion, if if it's not going to be done correctly, it's and when I say correctly, I mean funding. I mean resources. I mean human capital. Um, we just can't say, "Oh, we'll move them back to Wilson Street. We'll give her a couple more teachers and we can put more kids over there." That's that's not going to work. if you're not going to do a

089true multidisiplinary team where you have workforce development um where you have transition specialists like I said to help them transition back to their base school where you have more academic services because a lot of times when I get them yes they are failing yes they are behind credits and and the staff that I have and we're so dedicated present staff and past staff because I see some past staff members here um work very hard with what we have. So if if you're going to just do not expand past academy to have be a reason for kids to come that others do not want to deal with other behaviors that they do not want to deal with. Um I I've seen it. I've been at Dothan a long time. I've been at past academy a total

090of 15 years as a teacher and administrator. I've seen the this model change. Um I've seen the model work. I've seen the model be mediocre. Um I've seen the model be stable. If I was asking what do I think the model is right now? We are stable. We are doing what we need to do to keep kids um in line. We are providing a space when um they you know violate a code of conduct violation. Could we do more? Yes, but it takes more human capital. Um, I'm the principal. I'm the secretary. I'm the receptionist. I am the SRO. I am the counselor. I am the academic advisor. I do the scheduling. Um, and and I and I do it because not only am I a do city schools employee, I'm an advocate for alternative

091education students. Um, I have grand students now. So, students that I taught, I have their children [snorts] and so the relationships are there because I've worked with this demographic of people for so long. But I did tell them I will not have any great grand students. When I get some great grand students, it's time for me to go do something else. Yeah. >> Um but um I'm very very passionate about the alternative school and again as we discussed this is just the beginning. I don't have all the answers. I have some of the answers. I don't have all the answers. Um I have been in in Bay schools. I've been at Honeysuckle. I've been at the old Dothan High. I was there the first year DPA. Um, so I have a variety of of experiences

092and thoughts and and things, but I do not have all the answers. It's going to be a team effort. It's not a Leticia Weatherington effort. It's not a Dr. Corbett effort. It [snorts] may not even be a board effort. It's going to be everyone's effort. Um, I often look at your belief statement. All decisions will be made with the best interest of students first. That's all students. That's not just the straight A student. That's not the AP student. That's not the star football player. That's not the best basketball player. Because if you look at the data and you look at the numbers, that is not the majority of students that do is serving right now. It's just not. It's not. Um, people don't want to realize that we are urban school district and and we

093have to do urban school district things to help the majority of students that we are serving and and that's just the honest truth about it. >> Um, I have a question for you. First of all, you do a good job with the relationships. I've seen it and kids will not they don't care what you know until you know that you care. So, you do a good job of that. >> Thank Um I'm interested know um your N and D funds. No. >> Okay. Um >> okay. All right. Um I noticed also that you are actually missing just if we were to go forward today like we are now, you are actually missing a math and a social studies surround. Okay. Um and then transportation. Have we looked for a way to get because I'll tell

094you something. If my parents knew that they had to be late for work to get me to an alternative school, that would be punishment enough to get me straight. Um but I do know that, you know, there's some parents that work >> six to I did talk to Dr. Neil about um transportation. Now the thing is with our lo our current location and transportation has been done different ways at past academy um but right now so at our current location it would be very easy for doton 6 and dpa because the buses come there anyway um the issue would come with carbon in the high school um would you do bus stops at certain locations for these students um would these students be allowed to go back on their campus a lot of times depending

095on the infraction the principles don't want them back on their campus. Um, how would they monitor that? That would be up to them. So, for Dothan 6 and DPA, it it would be a simple fix. The um you have we would have to put our heads together when it comes to carbon in the high school as far as transportation. Um, how would they get there? Now, in the earlier days, um, two buses were provided. It's almost like they split the city in in half. So, one bus went to like the west side and the north side of different bus stops and picked up students. The other bus went to the east and south side and picked up students and um they had the certain bus stops. But during um past students had to get out

096early or come late because those bus drivers still had to run regular routes. But we did do transportation that way at one point in time. But when you're doing that as well, you also have to consider, do you want an 11 or 12 year old on the same bus as a 18, 19 year old? So those are all the things that you have to consider when you're talking about transportation. But um Dr. Hall has, you know, been wonderful with transportation. So for now, um, any child in grades 6 through 12 that has a 504 IEP, if they need transportation, it is provided and we make that work for any student in grades 6 through 12 that has an IEP or a 504. Um, what I have found is high school students that have a 504

097IEP, they do not like riding the bus with doth and sixth grade center and DPA students. So they they get their parents or somebody to come pick them up. >> So that's why I said like we do have certain transportation barriers, but it's it hasn't been that bad where we could not work it out and just let's say at the high school we get a student and their parent does not have a way to get them there. Um the high school has been very gracious and they figure out you see those different AP and all those different type of things. They figure out another way to get that child you know, depending on what that infraction was. Some now they can do their um alternative placement at home. So, they may say, "Well, for this

098child, you know, we tried they're going parent could be in the hospital. It could be anything. >> Um, we're going to switch it and let them do their time at home." >> Okay. >> I also have a question, and this is just the infraction of smells like marijuana. That's somebody's going to have to explain that to me because we went to a restaurant Friday night and we walked through and I would have been in pass academy. >> Exactly. >> I mean, smells like marijuana. >> Felt the same way when I um when I got the referral, but that is what the referral said and that's why the child was sent. Smelled like marijuana. >> Wow. Okay. >> Um >> that's something we need to look at. >> Um You know, you you I've gotten hit

099teacher with paper ball and it was written up as assault. So, there are some things that can be done even at the base school with okay, how are these referrals written? How are these situations investigated? Past the way it's set up now as punitive should be the last resort. It should be drugs, weapons, alcohol, profanity towards um school board employee. Some fights could be actually pushing matches, but I'm it's for and I'm only one [snorts] and I have to keep a good working relationship. Now, if it's something that where I'm not I'm not breaking the law or going to jail for anybody. So, it's something where if if they have not followed the MDR process or if it's something like that, Yes, I will challenge it. Um, but yeah, so maybe do a better job

100at the base school level, maybe some training, professional development. I'm not saying anything is intentional, >> right? >> But or get to a climate as to where everyone if we're not going to expand, everyone understands that pass is the last resort. Um, it's not the first and pass is definitely not the cure. We are not the cure as the model stands now. >> Madam chair, I had a couple additional questions as well. So, um to that point, um I had a question regarding it said that, you know, the school administrator is one of the ways that students come, you know, tribunal, superintendent, different ways. So, and I don't know if this is you or Dr. Corbett, but is there a central office review of those referrals before placement is done? because I'm kind of thinking

101it may be helpful to have like a district level review um to ensure that the referrals are applied consistently across all schools and I think potentially that could help with that disproportionality. So I don't know who Dr. is that question for you >> from a tribunal standpoint those type of referrals and then and then we go through the hearing process and make a decision on whether they should be placed at And so that is a safe way of trying to monitor disproportionality as it relates to that. But then from the school level um it's possible that they could be they still should contact MS. So when they have a a student to commit an infraction and they write it up and they decide they follow the code class two class one two class two offense

102then they should be contacting M to see if it's if they can pass. And so from my perspective, just kind of my initial thoughts on it, and I know we're probably step one of however many 50 steps on this, but I think it may potentially be helpful, Dr. Ask you to have some kind of district level review from um the base school administrators just to kind of have consistency and that may be an eye into, you know, ensuring that everything is standard across schools. So um one additional question right now for um you Mrs. Weatherington the academics I think you mentioned you use ingenuity um so I'm trying to understand the percentage of instruction that is teacherbased versus like self-paced online learning. Okay. So, keep in mind that we are 6 through 12 >> and

103I only have a a English teacher and I have a science teacher. So, in grades 6 through 12, just let's say sixth grade, we have English, math, social studies, science, seventh grade, English, math, social studies, science, eighth grade, English. So, the learning management system is the the most um consistent way. There is no way that my English teacher can teach English grades, sixth grade, seventh grade, not the traditional way. >> Um if if someone can teach me or show me how that will work, I I am more than interested to learn. But that is the best way. So the only like we do more um traditional teaching when it comes to the behavior management when we're doing the seven habits of a healthy student or and there a lot of different book series or we

104do wellness Wednesdays where it's more activities on behavior and we will be incorporating some other things since we have a behavior specialist but it's it's really it's almost impossible um It's really not fair for me to ask, let's just say, my science teacher to prepare preps for sixth grade, seventh grade, eighth grade, ninth grade, 10th grade, 11th grade, 12th grade. Um, I could have a 12th grader that that has chemistry. Um, there's no using this way is the best. And also, you know, I'm I'm kind of I'm proud of where we are with this because when I was a teacher at Academy, we didn't even have books. We didn't have anything. We had to come up with our own devices on what to teach the children. And then when they did give us books, it

105was the books that the other schools were not using anymore. So where and we fought hard to get where we are and to be consistent. Um if we've done it where the teachers send work, well that doesn't happen. That doesn't work at all. A child could be almost ready to go before we would get to work. So, the learning management system, Egeneuity. Now, there's a there's a ton of different types of learning management systems. Um, this is just the one that the district supports and pays for. So, this is the one that we use. But, um, it's almost it's almost impossible for them to do what you would consider to traditional face-to-face teaching. And then I don't even have a math or social studies teacher. >> Okay. I I mean I there are so many

106questions I can ask and I'm sure everybody else have uh the same some of the same uh problem questions that I have but you know we have been faced with u parents uh appealing after the tribunal and this might be you Mr. Corby but we're still using the tribunal right and they strictly they go strictly by the book um and when they go by the book and then parent wants to appeal that decision, they come to the board. And that's what we have had in the past. >> Yes, ma'am. And actually, uh, this past year, we had zero appeals. >> I know. And we owe credit to the, uh, principles at the school level. >> Okay. >> You know, because due process starts at the school level and, you know, I kind of nag them

107a little bit. You know, we check, you know, make sure things are done properly and things are being investigated properly. >> So, by the time it gets to the district level, you know, we're starting due process all over, which makes it a lot easier. >> And and parents were they understood and they they were willing to accept the consequences for what their ch for what their children had done. And so, uh, so we we had zero, we're still doing tribunals, >> okay? >> And we had zero, we actually had 68 tribunals this past year >> and and zero appeals. Okay. So those uh when you have your tribunals um the parent is also told that if they do not agree then they could appeal to the board. During the hearing we actually before the letter

108goes out it talks about an appeal >> and then during the hearing we talk we talk about the appeal >> um and them having the u by law they can appeal days >> after the hearing is done and so yes they then once once we uh render the decision and call them with the decision they also know that there's a process as well. Okay. Now, M this is goes to Miss Weatherton, but um I've had parents that uh what say I want my kid to stay and pass. >> They are comfortable. So, what is that all about? >> Um just let's say you went to Dothan High and and you were there with 1700 people. Some kids like the smaller setting. They like the um the one to one. They like the structure. They rise

109to the occasion. Um it's small. They like it's quiet. They get the individualized help. Um I've had a lot of parents ask me, can the child stay? Um I'm be honest with you, they don't get a 100 calls from me saying, hey, your child did this, did this, did this. We handle [snorts] it. Um work with a child. So, it's a lot of various reasons why parents want their children to stay um or why children want to stay. Um and it's been like that for years. I get a lot of parent requests. Um their grades improve, they do the work. Um like I said, sometimes they have so many other things coming on going on in their lives at home and outside of school to when they come to has it is their safe place.

110Um there's not a lot of transition. Um I tell them we're not here for a fashion show. You come as you are as long as you're in in in dress code and decent and in order. Um so they're not competing in especially middle school, ninth grade. Those are just tough years for children period. >> And so they like being in a smaller setting. >> Okay. So, uh, initially they are given 15 days. Did you say that? >> Yes, that's the majority assignment. Um, some students, depending on the administrator and what was done, sometimes if they're waiting, say, let's say we have a child waiting on a manifestation hearing >> because they don't happen every day. So, if that child is sent home, let's just say 4 days, they're waiting on their manifestation, their MDR. Well,

111when it finally happens and they're assigned to pass, the the um principal will take those four days off. So, they may not be at pass the whole 15 days. So, sometimes if if the principal suspends them for five at home and then they'll come to pass and they'll just serve 10. So, it's not always um the 15. That's just that's the maximum. They can send them without taking them to tribunal. Um But keep in mind numbers have went down over the last three years. So principles are doing a better job at screening those referrals they get from teachers and screening the um the recommendations they want to take before the tribunal. The numbers for behaviors punitive is going down and in and I've fought hard. A lot of it is through the code of conduct

112as well. they have to follow the student code of conduct. So, we did work to get it actually in the code of conduct the maximum amount of days a child can come to pass. >> And if uh if they're if if they're given extra days, it would be assigned by you. >> Yes. >> Based on >> teachers do not give extra days. um based on if it's multiple because like I said just because they walk through those doors. Sometimes it may be a a couple day adjustment period for some. Not all of them want to be there or want to stay. Um the biggest infraction honestly is sleeping. I mean that's really the biggest infraction if they come and think they're going to sleep. Okay, you're warned. Okay, we've called your parent. Okay, you've talked

113to the behavior specialist. Okay, fourth time you're getting a referral because then it kind of turns into defiance. We're not going to wake you up every day all day. So those that would be an instance where um they might get an extra day or two um and that wakes them up pretty quick. We do have some that try to sneak cell phones in metal detector keeps going off and off and off and I'm like you got something that keeps going off. We've had them put them in the bottom of their shoes. We've had put them in the crotch of their pants. So if they are caught with a cell phone or something like that, they can get an extra day. >> Was it Does it work in the bottom of the shoes? >> Does the

114phone work? >> Does it work? No. Does it work? You can't tell it when they come through the metal. >> We can tell where it's at. >> Okay. >> So, so that doesn't work. And I just >> I just have one more question. >> Yes, ma'am. >> Uh, how many behavioral specialists do we have at DPA? >> We're getting there. >> Huh? >> We're getting there. >> Oh, you Oh, y'all didn't finish. >> Yeah, you got two. >> We have two. Okay. >> All right. All right. Okay. >> Um, but we will. >> Okay. So, Wait, before we go on, can you Who serves on the tribunals? >> Who's first? >> Who serves on the tribunals? >> District principles. >> Principles and assist. Okay. >> All right, we're gonna um try to Let me see

115where we are. Skip a few. >> I wrong button. >> Okay. Now um we did have some questions or some board member um wanted to know about ISS and as you can see from the demographics um that's for 25 26 24 25 23 24 um the demographics for ISS from unified sites African-American are placed in ISS the most in city schools The expulsion data um this came [snorts] from Dr. Corvette for 23 24. Four students were expelled. Four black zero white. 20 24 25 spelled nine black one white. 25 26 this current past school year. Six is spelled five black one white. Um Dr. Cora he kind of went over the disproportionality. Um In order to address it within our district, we must disagregate the data based on subgroups and the number of students per

116subgroup. A systematic and comprehensive review of school-based interventions in the public schools are conducted to identify interventions remedy racial disparities and school discipline. um to ensure we have equitable discipline practices, we must follow the code of conduct. And and that's very important for all administrators, follow the code of conduct because we've worked very hard over the years to get it more equitable and it's board approved and um do schoolwide and classroom discipline management plans. We use a progressive discipline approach and that progressive discipline is outlined in the student code of conduct um first time offense, second time offense, third time offense. Um we just have to get everyone to follow it and I think we'll be in a in a better place. What are other school districts doing? Many secondary schools are shifting from exclusionary

117disciplines such as suspension and expulsion to prevention and intervention strategies. Research suggest that no single strategy eliminates disproportionality. So there's not one fix it um one just program that's going to eliminate every bit of it. But districts often see major improvement when they combine several evidence-based approaches and monitor discipline data regularly. That's like Miss Walton was saying um figure out a way where we can moni monitor this not just the past academy but across the district. Um the question was brought up what are some strategies? Um Dr. The court talked about the MTSS, multi-ter systems of support, positive behavior intervention supports. I think we're we're working and we're doing those two things. One thing we could improve on because there's nothing consistent. Um, principles are left up to their own devices when it comes to

118restorative practices. Um, it needs to be something more consistent and something more outlined and maybe some more training to take place on really how to implement it. um behavior intervention specialists. Again, thank you guys so much. We are improving. We have more throughout the district and we'll go over the actual numbers in a minute. Um mental health services, school counselors, therapists, and social workers. Some school districts actually have social workers that address trauma, anxiety, depression, and other underlying factors. Um and these are just strategies to help with the disproportionality. you want, you know, different ideas. Trauma-informed practices help staff recognize how adverse experiences may affect behavior and respond with appropriate intervention. We're seeing more trauma informed students, but um a lot of the teachers and especially since we have a lot of people on emergency

119certificates and that's just across the nation, not those city schools, but um we have to make sure that they are trauma informed and know how to recognize and identify and have different strategies and practice. >> Can I interrupt for one second? Mhm. >> So earlier you mentioned that we're an urban school [snorts] district and I'll just point out for the board for your edification. So in many urban school districts, a lot of these practices that you're talking about, these are positions that exist within the district. You have traumainformed counselors, you have mental health coordinators, we've got the behavior intervention specialists, you have directors over restorative practices. These are positions that exist. Now, of course, we have to exist within our means, but I just want to make that evident to the board that these are

120actual positions within your offices [snorts] of behavior support and student services, etc. to help support kids in urban districts. >> Yes. Um, what are some other strategies? Early warning systems. Um, Dr. Corbett does do that with truency and attendance. Um, professional learning, that's so important. ongoing training and classroom management. Very, very important. Culturally responsive teaching, deescalation, implicit bias. Um, things that we've mentioned, student support teams, teams of administrators, counselors, teachers, and specialists that develop individualized intervention plans for students with repeated referrals. Um, and I'm not saying it doesn't happen because I don't work at these schools, but do the students have, and it's not just for special education students. I think it needs to be for general education students as well. Do they have an individualized intervention plan that is being implemented for those that

121have repeated referrals because, you know, we know who they are. Um, you can see it. I can go in and see some of some of the students I have. I will go in and look up their discipline ever since they were in first grade. And we'll sit down and talk about that. If you're still doing the same thing you did in first grade and you're doing it in the 10th grade, there's a problem. So, what can we do to to get you not to be doing these things anymore? Family engagement, alternative to suspension programs, reflection rooms, restorative centers, mentoring, behavior coaching, and inschool intervention programs. Reduce time away from instruction. Um the different district examples again as Dr. as you said, um you know, more urban school districts maybe, but this is what they're doing

122and and we're seeing the same type of um things issues that they're seeing. Back county public schools, Gwynette, Jefferson County, several Alabama districts have strengthened PBI as implementation, expanded student supports teams, and increased mental health services through schoolbased counselors and regional mental health partnerships. um researchbased recommendations for pass and do city school. Again, as Miss Walton um mentioned, review discipline data monthly by race, gender, disability status, grade level, school, and infractions. Those are things that we can do. Expand behavior intervention and mental health staffing. That alludes more back to what um Dr. Ascu mentioned, the staffing of these positions in some cases. increase restorative practices, implement transition coordinator to support students returning to their base schools, strengthen PBIS, MTS, um provide annual professional training on deescalation, culturally responsive practices and traumainformed instruction, develop individualized individual

123plans, intervention plans for students with repeated referrals. monitor outcomes such as repeat referrals, attendance, academic progress, and successful transitions, not just suspensions. Um, and in along with what Dr. As you mentioned, um, in some districts the size of Dothan, you do have an alternative education coordinator, alternative education director. And those are the things that that person would be responsible for the monitoring, the implementation of all things discipline and behavior to look for equitable solutions and help with those things. So, thank you. Thank you. Thank you again. um behavior specialist what we had and what we will have for 2627 you see that we have six new um fain her Gerard do six dothan prep will have two this year and past academy we're getting one so that is all thanks to the board's approval um

124Dr. as his recommendation. So, we are getting more behavior specialists. Um, six new this year for schools to help with some of the issues we've described. Um, in school suspension board, we wanted to know who had inschool suspension. Herd has an ISS aid. Hidden Lake ISS aid. Fain a ISS aid. Kelly Springs ISS aid. Beverly through Kelly services has ISS. Sling has an ISS teacher. Dothan 6 ISS aid. Dothan High ISS teacher. Carbon and Dothan Prep ISS teachers. Um these schools do not have an ISS in in 202526 and they will not have one this coming up school year 2627 Highlands Carver Math and Science Selma or Gerard. Um this is just more board member feedback. You had several questions. Um what infractions would qualify a student for pass academy? I think we've went over

125that pretty well. Um does placement require documented progressive interventions first? Placement does not require documented in um progressive interventions. Um it should take place if the code of conduct is being followed. Will principles have discretion regarding placement recommendations? Um it really will be based on the code of conduct. They should follow the code of conduct. who will make the final decisions. It depends on if if it's the principal, if they go to my tribunal, the board. Um these are the beginning conversations. All suggestions and all thoughts should be considered. Um if it's in the best interest of of the students will there be an appeal process for parents and students? Um Dr. Corbett already expressed when they go to tribunal there is an appeal process. Now I am not sure um if there's an appeal

126process a process for when they are being assigned a pass academy by the by the base school principal. >> Yeah. >> Say if a principal say you going to pass is there an appeal process with the district where a parent could appeal being assigned a pass academy? Okay. So, they contact your office. >> Okay. What will the re-enter process look like for students transitioning back to their base school? Um, I think now that we have these um, behavior specialists, maybe they can get more involved with their base school principles and set up a um, re-entry type transition back. Um, will there be a cap on the number of placements or days? Cap on the number of students would depend on the staffing and space. It depends on our location. If we're stuck um, I shouldn't

127say stuck. If we are at the um Dothan virtual school in our little happy corner, um there will have to be a cap because we only have 60 desks. Um and that's so it would have to be a cap because of sta um staffing and space, but students have access to extracurricular activities, electives, and advanced coursework. So the extracurricular activities now per code of conduct students are not allowed back on their base school campus until they have completed their time at pass electives. I think I covered we use Google classrooms, pen and paper. We have ICE for DTC. Um and we work and communicate very well with their elected teachers. some elective courses like English um I mean Spanish they're on egeneuity health is on egeneuity even PE is on egenuity but we do have

128a PE teacher so we only use that when it's raining and they can't go outside advanced coursework is really continued through Google classrooms the teachers have been very great about your um advanced students um we do get one or two every now and then that have advanced coursework while they're assigned to has mainly for THC vapor, something like that possession. Um, we pretty much discussed transportation. Um, will there be a maximum studenttoteer ratio? Research states that limited studenttoteer ratios have the best student outcomes. Short-term placements is structured, operated, and funded correctly. An expanded program could support both options as it has in the past. So in the past we have had shortterm placements and long-term placements but it has to be structured operated and funded correctly and um and and [snorts] it could be something

129that is discussed and and actually um we could do board members requested principles demographics. So, um, for Dothan High 26 27 white male, Carver 9 26 27 white male, Dothan Prep, black male, Dothan 6, black female, pass academy black female, um 25 26, the demographics is is still the same. For the past three years, the demographics um and gender has remained the same. White male dothan high. White male carbon. Black male dothan prep. Black female dothan six. Black female pass academy. What does the research say regarding elementary alternative education programming? Um research on elementary students in alternative schools is rare. There's not a lot of research especially in Alabama um on alternative education that I mean it's very very outdated but only 10% to 21% of districts offer an elementary school option according to US

130government accountability office 2019 smaller class sizes can help with classroom management but removal from traditional classroom settings can worsen behaviors rather than fix the root cause. Um, elementary is a foundational year. Yes, I am against elementary students coming to pass academy. Um, elementary is foundational. Um, traditionally, what those students need has not been provided. Um, they may they may need a reading specialist. They may need a math coach. if those things are not going to be provided. Um I do not I've never been for and then if they're in the same building um you know you could have a an 8-year-old going to school with again a 17 18 year old. It's just I don't I don't agree with that. Um and then that's the foundational years. they miss a lot of foundational learning and

131you could be setting them up for for failure for the rest of their educational career. Um, what does the research say regarding elementary alternative education program? What can we do? Well, if we don't send them the pass, what do we do? Early intervention priority research strongly cautions against traditional isolated disciplinary placements for elementary students in district behavior labs. You were saying you think ISS you wanted to change the name. Um some districts call them behavior labs some call them TMI like timeout rooms or something. recommend self-contained short-term behavior stabilization labs within base elementary schools over separate disciplinary campuses. Um, and now they you know all the elementary pretty much have an ISS. So if it's structured correctly um then they they have they can go to ISS now instead of you know thinking about coming

132to pass focus areas heavy emphasis on emotional regulation developmental screening family therapy and foundational literacy and numeracy retention. Those are the focus areas and a lot of times at elementary school it is something emotional, developmental or even medical. Um what does the research say regarding secondary alternative education? Um high school models succeed when tied to clear career pathways, hands-on learning and credit recovery, structured reentry. That's what we're going to work on with the behavior specialists. According to Dr. Corbett and Dr. Banner unplanned returns to traditional schools correlate with a 50% reoffense rate. Structured transition plans are vital. Um my reoffense rate them coming back to pass academy is very very low. Um it really is um there's different scenarios as to why but they it's going to be structured and you're going to do what

133you're supposed to do. But I also encourage them when I meet with them before they leave to go back and do the right thing. Go back and and and make yourself proud. Not just your parents at certain ages. It's all on the students. So I do have a a um counseling session with them and you know try to get them to not come back and do the right thing and follow the code of conduct. mentorship. Long-term adult mentorship significantly boosts graduation rates for displaced youth. And you see it says long-term. No, I don't do mentoring where I get a group to come in there and talk to them for 30 minutes once a week. No, I do not do that because I do not see the true um longterm value in that. For me, mentorship

134is my long-term adult mentorship is if you're doing things with them consistently. That may even include the weekend or things of that nature. Um, that's the type of mentorship, something that when they are assigned a teacher um that will mentor them for maybe hours, not just a group coming in 30 minutes doing a speech. Um, I don't see that as effective. So, we don't do that. re what does the research say intervention for interventions and improving student behavior and outcomes? Cognitive behavior interventions um are proven most effective in modifying aggressive behaviors and teaching and post control. Restorative practices versus zero tolerance. Zero tolerance policies increase dropout rates without improving safety. Restorative frameworks build accountability, prevent engagement. We all know the more the parents are involved um the better the results will be consistent parent involvement

135and behavior contracting directly correlates with assignment success. So that's one of the reasons I do get the parents to come in and we go with the behavior contract and the student and the parent have to sign and agree. Um handover research we're going to go through this. Um it's a a research company that me and Dr. Corbett did two zooms with. they have a lot of research. So if what I have presented and Dr. Corvett have presented is not enough and you need more handover research. Um they have a lot of different project base and it's not free I would tell you that but their descriptions and what they can offer um the different research models they can go through they will come in and do a more intensive district research and actually a proposal

136on how we can the best practices and alternative education program structures um interventions and general education Uh they have a whole we met with them and it's very interesting what they offer alternative education capstone reports and this is things that they would do like over a year because this process should not be rushed if we really truly want to make a a difference in our alternative education services. Um so finally and board you will you should have access to a Google form that will have these questions and very excited for you to respond because it will shape kind of help us shape where do we go from here but what timeline do you believe is realistic for expanding pass while ensuring quality implementation and long-term success what is your vision what what is your vision

137for PASS based on the data you have been presented is Is an expansion of past academy needed? Why or why not? What characteristics should we prioritize in a facility that best supports the academic behavior or social emotional needs of past academy students? Do we stay where we are or do we see what it would take to revitalize Wilson Street? Um, one of the reasons I was told that we had to move is because a roof would cost $500,000. Now it's what? It's two million now. Oh, that was what, six years ago, I think. So, it's two million now. Two million to revitalize Wilson Street. Oh, okay. Well, so that is also something to consider. Um, the location and facility. How many students do you want pass academy um to have the capacity to serve? Please

138provide a numerical answer. Increase staffing. What additional staffing positions would have the greatest impact on improving student outcomes and supporting teachers career and tech? What career and technical education opportunities would most benefit pass? What if any expanded vocational and alternative student programs should pass? Include transportation considerations. What transportation solutions would improve student access, attendance, and participation if pass academy were expanded? Credit recovery services. How can we strengthen credit recovery opportunities to more students remain on track for graduation? And and like I said, we do have the ARC, but at one point in time, the ARC was um under pass academy, but credit recovery services, we're thinking, you know, districtwide. Sometimes with credit recovery, it's not just a child that has a behavior problem. It could be a child that has been out for a medical

139issue. It could be a a teen mother. It it could be someone just just dropped out and then decided, hey, I made a mistake. I want to come back. What type of services can we offer those students? Not always because they've broken a code of conduct and have to come to pass. mental health services. What mental health supports should be available to meet the diverse needs of past academy students, mental health coordinator? Um, do we continue with spectra care? Do we continue with private services that are really part-time or do we need something full-time disproportionality concerns? How can we ensure the student placement practices are equitable, data informed, and free from unnecessary disproportionality? So, those will be questions that um I hope that you take the time to fill out so that we can, you

140know, start gathering the data on what you think and um how you feel about things. >> And if I can interrupt for the board members um information in addition to the questionnaire that you guys will fill out as board members, there'll be a separate one for the community. So they'll have access to the presentation and they'll have a QR code and then we'll crunch the data from both sides. So you'll get the board's responses and then you'll get the community's responses by question and analysis and perhaps recommended models. So that's the next step. >> Yes. Um program model versus school model. Should Pass Academy continue to operate primarily as a disciplinary program or should it evolve into a comprehensive alternative school model and why? Um, handover research. How could research findings from handover help guide

141our decisions and ensure past academy reflects evidencebased best practices? um more on career tech, transportation, um safety and security, credit recovery services just for secondary students, um mental health services, disproportionality, trauma informed, what role should trauma informed practices play? Should the district consider alternative education services for elementary students? If so, what should that model look like? So there are a list of questions that have already been prepared for board members um student equity expand or strengthen the current model. Um if you had to choose would you prioritize expand and pass into a more comprehensive school or strengthening the current model? How could we do that in the space and with the um staff that we have? Um would you add more staff? Will we figure out a way to get us a few more rooms

142in the virtual school building? What factors would influence your thinking? All of those things. So, this is what Dr. Ecu was talking about. Um, but it has this is a QR code, but you've already um he's already emailed this to you guys, so you don't have to do the QR code, but one for the community, and their questions are a little different. Um, like we're not asking them how would they fund it and stuff like that. Those are questions we ask the board. So, that will be posted as well. And finally, um I could talk this much. I don't really talk this much. If you guys if you know me, this is the most you will ever hear me talk. Okay. Um as a veteran employee with 24 years of experience in DCS 15 and

143alternative education, these are my definite closing thoughts. Expanding Pass Academy is not simply adding classrooms. It needs to be informed by the data and based on what evidence and research says work. It will require creating a comprehensive behavior support system that improves student achievement, enhances school safety, strengthen graduation outcomes, and equips our district to meet the increasingly complex needs of students across Dothan city schools. Now, is there any final questions? Where do your teacher units come from? >> My teacher units where they come from um >> local. >> So we have how many teachers over there right now? >> I have one math teacher, one P teacher, one science teacher, um and one part-time bed teacher. And now I have a behavior specialist and me. And they're all paid with local funds. Okay, thank you.

144>> Anything else? >> Matthew, >> thank you so much. You've done a really great job with the presentation. Um, you said you had 60 desks in your tiny little corner of the virtual school. Are those ever totally filled? Um, no. That's They're not It wasn't last year. Keep in mind, principles are getting better and numbers are going down now. Like two years ago. Yes. Yes. Yes. Yes. Um, but now it's getting a little bit better. And it also helps that they're there for 15 days. Like if they were there for 30 days or more, they're there. And it takes longer for them to leave. been on that 15-day rotation, if they're coming and doing everything they're supposed to do, that helps a lot with keeping, you know, them coming in and coming out. So, when

145we adjusted things like the code of conduct, cuz at one point in time, if a child fought, they came to pass for 90 days, that was outrageous. And and they never, you know, we couldn't take children because we didn't have any seats cuz they were there so long. So, I think this year we probably um we had 60 deaths. I probably say the most we got be like 50 at one time. At one time. >> Is that it? >> Anyone else? >> Um and feel free to contact me if you have any more questions. Um my email and everything is is available. um just reach out to me. I'll be more than happy to answer any follow-up questions and fill out those Google um Google forms to let us know what you think. Thank you

146guys. >> Thank you. >> You did a great job. Yes. >> Right. And we are joured.