001This is the next generation language access. And basically this program is made for the bilingual and multilingual students at DPS. And what we do really they they would receive a very high quality of interpreting uh services. I mean they're going to learn how to become [music] certified uh interpreters. Most of these students uh they are bilingual as I said multilingual and they are already helping their family members [music] when they go to the hospitals when they have any other needs you know in the community but right now they are becoming professional in doing so and they can make money they can start their own business. I think our goal as educators and as a district is to really really uh use the assets that we have in our hands and right now it's our ELLL
002students with the multiple languages and [music] cultures that they can you know um just contribute to the community. I took the same program training before them. So uh this program have a many benefits. So among them we can tell they they can work as contract interpreters for any any agency and that they can also work for DPS because they are lo few interpreters out there on the field and our students speak many languages. They know the culture. They have been DPS so they can help us in the community as a out person outreach person for the district. I am called [music] to many schools and I cannot do it by myself. Basically, I was pushing this to have student to do the things I do so they can be able we're going to rely on
003them in the coming days and coming months. I just want to tell you know how wonderful how excited I I am because I I worked as an interpreter in the community. I know the need We are [music] now the innovativemies of the Dayton public schools are in phase three of the Ford next [music] generation learning academy program. And what that means is we are actually meeting with eight tactic [music] teams that are writing the master plan. And so that was so important and so valuable that we now can take it back and actually implement it [music] to make sure our students are prepared for college and careers and can really support this workforce. We are equipping our students [music] with the necessary tools that they need to be successful. It's not just about um the
004data that goes on in high school. We're talking about reaching our kids outside of four [music] walls to obtain uh a career for themselves later down the road. Okay. Uh I feel like it was really good to be in this room. I got to meet people that I never been in a room with before, different principles, [music] people behind the scenes that I don't even know about and really like get to see what goes on outside [music] of just what I see inside my classroom. I think overall it was good to collaborate, [music] you know, bring us all together. We got industry partners here. You have teachers, you have directors, our chiefs, [music] principles are all coming together and we're all sharing our different experiences and expertise [music] along with our students. Giving our students
005a voice to be able to share and speak on their experiences and the things that they want because it's not just about what [music] we see, but also want to see it through their lens as well. cuz sometimes we get so far disconnected, you know, from being a student [music] and I think that's huge to have all parties all on deck to collaborate. So, this is awesome. Well, I [music] first would like to thank the hundreds, literally hundreds of partners that have come now to over 10 [music] meetings with us to put all of this together. And from the bottom of our hearts, we thank them. For any community partners that haven't been [music] engaged, we would like you contact us. We have job shadowing, mentorships, [music] internships, all types of things that they could
006provide. All of that helps. [music] But the biggest thing is when you hear about the innovativeies of the Dayton public [music] schools, be sure to spread the good news that there's plenty of about what it means to support [music] a district that's on the move and making transformations that not only helps our kids, [music] it's helping the entire region. [music] You [music] don't you [music] Heat. Hey, [music] hey, hey. I'm a part of share governance [music] and we are talking about a snaring committee. We're talking about how to put people into successful [music] roles and how we can all communicate through different teams so then we're all on the same page for the actual goal. It feels good. It feels really really good honestly. And it only feels good because at the beginning I was
007confused. [music] Didn't know why I was here. Just know my life coach brought me. Now it's like I know exactly why I'm here. I know what we want the end goal to be. And I'm [music] really happy to see that what I'm saying in my opinion, my comments are building into that final presentation. I'm really excited to see how it'll all come out. Honestly, like being here in the process is totally different than [music] seeing the final outcome and not knowing the conversations we had, the different meetings, any of that. So, I'm really excited to see how the work will actually come out and turn out. My group is [music] working on establishing a framework for partners. Work on how do we create a database of all the partners at all the schools in the
008district [music] so we can create some standard operating procedures on how partners interact with the district and with various schools. [music] Who are the contact points at those partners? What areas or what buckets do they interact with? [music] Is it an attendance situation? Is it an academic situation? Is it college and career readiness? The way we're approaching [music] it at Ruskin, the way we're approaching the Innovativeies of Dayton public schools work is through two paths. [music] We have an experiential path. We are getting kids out into the world and we are bringing experts into Ruskin [music] to try to raise kids awareness of what is out in the world, what careers are out there when they graduate, when they're adults. The other path is the academic path. [music] It's one thing to try to create
009a high school cla high school [music] classes that will help kids once they graduate. It's another thing to [music] be able to prepare kids for the those classes. That starts with us. [music] That starts with us making sure that our academic program at the elementary level is tight. [music] That we are making sure that kids are meeting benchmarks and are able to work at grade level so they are successful [music] in middle school and in high school. I'll call to order the March 18th business meeting and I will ask the treasurer to call the role. President Bailey is uh is excused. Dr. Goodwin is on her way. Mr. Lacy here. Mr. Smith present. Miss Reinard present. Mr. Walker here. Miss Garrison present. Miss Woods present. Could we stand for the pledge of allegiance to the
010flag of the United States of America and to the republic for it stands nation. Ms. Woods, could you read for us the the mission? Our mission is to inspire, educate, and empower. Our vision is to inspire, educate, and empower scholars for a lasting impact. And our purpose is to cultivate a supportive and engaging educational experience. [snorts] and sins educia educante. Mr. Superintendent, do we have any district events that we'd like to highlight? Uh, we do, Mr. Lacy. Thank you so much. District reconfiguration community meeting will be on the 23rd, Monday, 6:00 at Ponents. Thank you for all the families, citizens, and even students who have sent responses to PIO uh questions in in advance and ahead of time, but we will be there with um transportation and student enrollment to answer questions and go back
011and do a review of the presentation to discuss the district reconfiguration. So, we're looking forward to seeing families Monday again at 6:00 p.m. at David Hon. Thank you. And do we have any special presentations? We do, we do, we do. We're on a augmented intelligence or artificial intelligence theme this month. Uh so last month we had uh Sinclair and our partnership with Dayton public schools here, Dr. Propes and Dr. Curtis Miller. So today uh we are bringing up the CEO and founder of HC uh Shili Byron Bunwa and the um vice president of partnerships, Lizette Molina Powell. and they're going to come up and talk about their work with us with HC that we're piloting right now. So, come on up, ladies. Thank you so much, Dr. Lawrence, to the board, and uh to everyone
012here at Dayton Public Schools. Thank you so much for having us here. What I'm going to share today, I'm actually going to give you a little bit about my background and then I'm going to share why we built HY. A little bit about my background. As you can see, I have an accent. So, I am from India. My background is I was a forced industrial engineer. I was forced to be an industrial engineer. My heart was in teaching. I got a teaching degree after that and then I got my masters at the University of Michigan. when I come to Ohio, I say, "Please don't hate me for that." Um, and then I have built several companies in the K12 space servicing the school districts always with the mindset of you cannot bring a solution to
013the school district just because you have a solution. No matter what you build, it has to solve for a chronic problem of. So a year back I went to the journey of what is a big problem at the school district right now. How do I change the slide? That is not a problem. That is not a problem. Okay. So when I when I started thinking about the problem constantly after talking to several superintendent and teachers, what I learned was that training and support was likely stuck in 1995. In today's day and age when we all consume content on Tik Tok, on Instagram, on different sources, when was the last time we all actually sat in a workshop for an hour and learned anything, right? The whole concept of doing workshops, it's sit, listen and forget
014which is one workshop and then the employees have to remember everything, go and find the documents, get the source or call someone their principal, their district leaders and get the answer. So when we started thinking about is there a better way to solve for that. So all employees in a district feel supported all the time. And we said how great will it be if we think about that every employee has a mentor someone that they can go to no matter what question they have about HR about lessons about procedures about having a conversation and but having a human mentor is very expensive in this age of budget cuts and that's when AI started slowly and steadily progressing and with the mindset we created the country's first AI mentor specifically for district employees. It is you
015can go to next slide. Thank you. It is it can be used by teachers, by principles, by district leaders, by support staff in some of our Illinois school districts. The board members are on the platform because sometimes even the board members may not have answers to what is the district policy for this thing? What am I supposed to do? What is our PBIS policy? The beauty about the AI mentor is it does not touch the students at all. The students are not on the platform. It has got nothing to do with it. It's only and primarily to support the district employees. Now the other thing about this is and I'll explain that to you. So the way hy works this is actually an AI mentor. It looks like a human but it's an AI mentor.
016She is Dayton public schools AI mentor for every employee. Now what does that mean? She is completely integrated to the district's documents, policies, systems, every single folder. Every employee when they go to hy is only getting answers from Dayton's document. The AI is not going to charge GPT or any generic AI. It's not going outside of Dayton public schools and any data or information from outside of Dayton public schools is not coming to HY. It's completely trained and secure. A big question that I get always is, oh, our employees are using it. It it might be training other AI or those AIs are talking to each other. Nothing with Hy. For me the security of your data of your employees the privacy was very important. The other thing is when your employees come to hasty
017and ask for guidance no one will know who that person was. You'll know user 101 but you don't know who user 101 was unless there is a threatening question asked which very rightly so the district leaders need to know. That's what in the AI world is called guard raise. AI is like.com. When we were all in college, when we were all in school, it was a big deal. But we all shop on Amazon.com. Now, this is the early stage of AI. Our job is that we make sure that it solves for a problem and we make sure that it meets all the requirements of security and as much as possible, I want it to be just supportive for employees. So, what does HY do? And I we'll we'll go to the next one. Okay. Like
018I said, it can be integrated to SharePoint, One Drive, Google Drive, Board Docs, website, Canvas, anything that you want it to and it only pulls the information from that. This is very powerful. We are the only tool in the country today that is built for school districts that is doing that with the mindset of security, privacy, and support. Okay, let's go. Okay, so let's say we take Can you just click this is an anim? Thank you. We take a basic platform of hy on that we load day's document day's policy daten stone daten frameworks and much more to make this Dayton's AI mentor for all employees. Okay, Dayton's AI mentor is going to feel taught very differently from Cincinnati's AI mentor because the more your employees use it, the more it becomes ingrained into who
019you are. Okay, let's go. Okay, so there are three things that HY does and I'm going to explain that to you. I wish I could show you the actual demo but maybe not today. I'm happy to come back at some point of time. The first thing in the center is asky. We have now the districts that are we are in six states right now. The districts that are using Casey today, they have campaigns going around in the districts. Did you ask Hy first? Let's say you guys have a question. You first go and ask hy what is the district policy on so and so and I'll show you what hy does you can ask HR questions compliance questions instruction questions academics even if your teachers are asking how do I make this lesson plan it'll
020go and touch amplify and give them the answer only based on your curriculum so you feel confident that all the investments that you've made it's actually adding true value so that is ask Casey and we have some data on what your employees at Dayton public school are asking and we're going to show it to you because we have been they've been using it for a few weeks. Role play. This is the newest part about AI. It sounds confusing but I'll explain it to you when we get to it. This is where every single employee has an opportunity to practice a conversation with AI because AI let's say I'm a principal. I need to give feedback to a teacher. I go to hy and say I need to give feedback. Hi becomes that teacher and the
021principal can practice giving feedback and they get feedback. Okay, let's say I came to this presentation and I was like okay I'm talking to the board. I practiced it with hy gave me feedback. This is going to be a great use of AI going forward. Teachers can practice it to teach a concept to the class before they actually come to the class. So it clearly supports teachers to be more efficient. Efficient teachers build stronger students and stronger schools. The last thing is tool assist. We heard from districts, we buy all these tools. On an average, every district has 42 tools. They buy all these tools. No one is using it. And we wanted to solve for that. When an employee of the district comes and says, "Hey, I need to put some grades. How do
022I put grades based on the district policy?" Not only will hasty give an answer, HY will also say this is Skyward. If you're using Skyward, click to go there. So now easily every single employee will start using the tools where you you very rightly so have invested in. So Hy becomes the central training development support system for all your employees and everything gets linked to it. Why AI? Because it's specific to your district and it makes it very affordable and scalable. So let's move through it very quickly. Now this is what ask CC is employees come ask a question the immediately the question in full security goes to all the dats will scan all the documents and give one answer which is called rag model and it shows what documents it's pulling it from. It
023doesn't go outside at all. So that's very very unique to that and they get an answer and if you see there it shows the sources that it's coming from. Okay, next one. Okay, this is actual data from Dayton public schools when so we launched with four or five of your schools about just few weeks back just in few weeks we have learned so much about what is the top of mind questions and guidance that your employees need so these are the schools where we see the highest usage of course with meodale career tech center being the highest if it's lower on the other schools that doesn't mean that their usage is lower. It just means they just got started. So we some of the schools are launching next week. So slowly and steadily you'll see
024and then you also get next slide. You also get details on what kinds of questions they're asking. The number one top tracks of themes of questions coming from your employees that they need guidance is district procedures. I can bet if I ask a district procedure question today, many of you may not know the answer and you don't know where to go. Gone are those days. That's the power of AI. You just ask Hy and Hy will scan all the data and documents and tell you the answer. The second most common questions is lessons. Let's say if a teacher is making a lesson plan, the teacher can tell Hy, I want to make a 15minute lesson plan for grade six science based on my district policies and curriculum. how I'll do it. It will only make
025it based on what Dayton wants it to do. So, that's pretty powerful. Next slide. Now, these are the top questions asked by your employees in the last 3 to four weeks. If Hy wasn't there, these questions would likely have gone unanswered. Who is my direct supervisor and superior? I have no idea why that's the top question. I honestly don't. I I don't. Okay. How do I balance being respected and approachable? That's a unique question and this is in sequence of themes of most common questions. What is the difference between EL ELLL ESL? That's a pretty logical question. Is there a curriculum that I'm expected to follow? Bingo. The moment they ask that the my hy already knows, okay, this is a grade six math teacher and they will assume that and say this is the
026grade six math curriculum. Click on it and they go there right away. How do I read an IEP? You'll be shocked how many employees ask that question. How do I know my students are engaged? How can I best advocate for myself? What is our PBIS policy? In a few a few weeks back when there was a lot of snow in Texas, we saw Texas employees asking questions in our district. What do I do if there's a snow day? They don't know that. And guess what? There was no district policy on it. So, we can also identify when the employees are asking a question and it's coming out blank and the district can have data on. We need more professional learning content on that. Okay. So, just a little groundwork there. Let's move on to the
027next one. This is the role play. Role play is going to be one of the most dominant feature of AI going forward. You pick who you want to talk to. You create the scenario. Let's say a teacher says, "I want to have a difficult conversation with a parent." Parent says, "I don't like the grades you gave my child." Very common for a parent to feel like that. You go and you put that prompt on Hy. Hi becomes the parent and you practice like you're having a real conversation. We've also simulated a classroom where a teacher can do that to a classroom. You can also practice how to talk to your husband or wife. There is no limitation to that. So we are seeing people use it for different scenarios. Next, this is the help me
028talk to my husband is probably just one person who did that. But these are the common role plays that we are seeing in your district. Practice a tough parent conversation. Give performance feedback to a teacher used by some principles. Help me practice a teach concept. And then of course that was just one. So I just thought that was funny. Okay. This is the tool assist. Gone are the days where you have to worry that I bought a tool and no one is using it. The teacher can say where do when are the grades due? Hy will say based on the district calendar when the grades are due and will also say let's say if you have Skyward click here and go to Skyward. Okay. So easy. So it all stays within your system. Next. Now
029guess what? Day public schools being such an innovative school district is not only the first one to use HC and bring an AI mentor for every employee in Ohio but also the first one in council of great city school districts. I was aware that this is a very innovative school district. Dr. Lawrence is very innovative. So when we decided that we want to partner with only six to seven school districts to start with, we thought this would be a good opportunity for us to not only do this but also get feedback because feedback helps us improve. So So this is a little brief about what HC is and what it can do for your district employees and leaders. Thank you. Mhm. I really appreciate it. Barnwall, do we have any questions from the board? Sure.
030Um, Mr. Walker, so if this is I guess this is for the team. How many AI tools do we have as a district? And what I guess we heard one last week that was different. We have this one now. And there's at least five or six other ones out there plus we have chat GPT and Gemini. So where what is actually I I I guess I'm just trying to figure out the the rationale for can I give an answer to that? Okay, absolutely. So when you think about chart GPD and Gemini, what is chart GPD? It's completely open. It gets the answers from the web. If any teacher uploads a secure student document on chart GPT that's not the data is going outside on the web right so that is chart GPT is when I
031want to know something I'll just go on the web I'll ask something personal so when it comes to regulated systems and privacy it's not private Gemini if you have Google classroom maybe Gemini can be private but here's the thing if you want Gemini to analyze a document for you you have to go find the document in load it on Gemini and say Gemini can you please analyze it for me in case of hy it's automatically linked to all your system so you don't have to go find a document so it's used for very different purposes and Gemini you have to still go find and it's only for analysis this is for support so for this one is it only linking information from Dayton public schools or is it linking as well I think you just
032started working with Lancaster in Texas as well it's only linking to Dayton public schools, every school district's data and content is only that school districts. Okay. All right. Thank you. Like like I said, Dayton's is not even going to link to other Ohio school district. It is Dayton's secure mentor. I have a I [clears throat] have a question. My question was like what's the crash plan? Because AI messes up occasionally. Sometimes it's not as fast as we may want it to be or how we think. So how can we trust that our business as a student speaking our business won't go out into the real world like chat GBT because at the end it's still AI. So what is the crash plan? Can you explain that question like crash plan since AI will crash or
033like let's say a teacher tries to upload a child's information onto the HC and it crashes like it just goes blank. what what are they supposed to do at that point and what can happen to what are we supposed to do from a student's perspective because we don't know where our business is now we don't know where our personal information has gone okay yeah that's a great question there's something in the AI world called isolated tenant okay what an isolated tenant mean and I've worked with students and you know built for K12 school districts before we have built it on the most secure isolated platform isolated tenant means when data uh your employee when they put a data let's say student information on Hy in Dayton it's staying in Dayton okay it's not going outside
034at all so it's staying within Dayton public schools model and it's only training Dayton public schools when it comes to crash if that means that it didn't do anything if that's what you mean by crash then you just refresh the page and it comes back up here's the second thing we are not relying on any one model. All the models are US- based. That is very important. Very important. They're US-based and they are multimodel. That's what it's called. But again, it is the most secure platform in the country right now. I check the security every week because if it's not secure, like that's that's not even an option anymore in the AI world. Anybody who has it open working with school districts, that is actually not correct. Yeah. But just to if I may clarify,
035I mean if if if if her information as a student is put into the to this, not not anyone in the district can ask HC like what's what's Ms. Woods up to? Yeah. No, because they wouldn't even I don't know that Miss Woods asked that question. So when I was building this, I wanted to make sure again this is a support tool, right? If I asked a question, I'm a teacher. I don't like my principal. No one can know that, right? It's a private question. I I really wanted them to trust Hy. And as a former teacher, I wanted employees to feel supported because supported employees don't quit. You retain employees because they feel that they are supported. You will never know unless it's a threat question. So that in the AI world is called
036guardrails. And we can put these guardrails in collaboration with the district like we do some work in Florida where the guardrails may be different from what it is in Ohio. So we will follow your guardrails and that hits a trigger to go to someone in HR that hey you need to look into this. So we can also protect you from that. No one will know that I as a teacher said I don't like my principal what do I do? Okay. Thank you. And that's the privacy part of it which is very important. Thank you. Welcome Dr. Goodwin. Thank you. Okay. On one of the Thank you for the presentation even though I came in late but I got the gist of it. So we've only launched is it four weeks or when did we actually
037launch? We actually started it around I would say September October but the connection to the data system usually takes some time. So we spent that time we got the schools onboarded. AI is new for like this is purely for employees right it's not students it's not just teachers. So getting the employees onboarded and yes it has been about three to four weeks and we are working with the schools and principles lock step lock step but yes that is accurate. Okay cuz our contract I mean I say this is on our August 19th 2025 contract which was a year contract from September 25 to August 26 and since there based on what you said it took you guys from September to October to get it launched from here. So that means by February based on what
038you said a month ago we've only been utilizing from it being connected to our servers or whatever that piece is. So we've only had a month of usage. So the way AI usage works is when you try to integrate it while you're integrating you're also using but when I think about launch I think about actually adding it to the scores but that doesn't mean that the usage wasn't happening because you have to train the models starting September October to speak your district's content knowledge does that make sense it does it it just leads me to more questions not necessarily for you but it's for the team who on our team is actually the um the user that works with this product, Dr. Lawrence or Dr. Jones or whomever is the holder of this project. Uh
039from a technical standpoint from the district, we share it. So James has been instrumental. Dr. Curts Miller has been instrumental. Um Zakiya uh has been the project has been the project manager. Uh um sh the presentation today for Miss Miner has been in Dr. Shehi's shop. We all have bits and pieces of it. Okay, [clears throat] with the what we approved was for coaching services for professional development to teachers, but what I see today is significantly more than what that is. Can you just tell me a little bit how we deviated from what was on what we approved to what we what's happening today? When you say significantly more than teachers, it's it's more than Well, you also I'm asking. So, is this for just teachers or is this districtwide? Let's start there. Uh this
040is for um teachers of the primary. HC was started out with teachers of the primary but we do have principles who are championing and using it in several buildings. Do we do we have any actual feedback from teachers who actually use this? Uh yes we do. And we spoke to one principal this morning u from camp um Miss Amy Erns. Amy. Yeah that was her name. And when we spoke to her, we we wanted a very honest feedback on what do you think about hy and if you may I can share what she said. So her first answer was my teachers love it. She said they love the fact firstly they love the roleplay fact because now they can practice having a conversation and talking and then the second thing she said was they love
041that it's fully aligned to district. So when they're getting an answer, they're not nervous that it is something that my district doesn't want me to learn or want me to do. Everybody's scared about student information. This is not linked to the students at all and it's also very secure. She said that once it aligns to amplify and we are loading, we're still connecting. It takes time to tune the models in AI. That's why the first year is all about learning. She said that will be groundbreaking for her teachers to then completely get the integration of instruction with it. So that's the feedback that we have but I would highly encourage to talk to some other schools and teachers as well and you will get some feedback and I would love that feedback as well because
042we constantly improve when we get feedback good and bad. Can we actually get numbers on the feedback? Like I I love hearing a specific story, but ratio-wise, I'm interested in how many actual teachers are utilizing this project versus those that aren't. Now, we're talking administrators, so how many administrators are utilizing this project versus aren't utilizing it? I also wonder too, is it not someone's are several people's jobs here to do exactly what this product is doing? Go ahead, Dr. Lawrence. Uh we do have an entire curriculum department that teachers can reach out to. Uh this is just another one of those tools in their toolbox to be able to um ask questions about um Savas um Teachtown Frog Street um Amplify or some of the Carnegie work we're doing. So it we can answer any
043of those questions from a teacher standpoint and then leaders have questions that they ask too around curriculum instruction assessment, data analysis, um portfolio analysis. So it's just it's another tool u for you to be able to be curious and understand the work that we're doing at a deeper visceral level. Can I absolutely question? So what we have seen is a big part about an AI mentor is like an expert in your pocket. It's 10:00 a.m. in the morning on a Saturday. I'm a teacher. I'm working on something. I should not be working, but let's say I'm preparing for something. I have a question. I don't know where to go. Who do I contact? So I wait until it's Monday and I ask the question but maybe by that time my problem is already come and
044gone. This is the power that an AI inventor gives you. They are constantly available 24 by7. So yes a human can answer that question and it's not going to take away but in the moment when I have the question in today's day and age all of our questions about everything shopping we are driving and we are buying things on Amazon. This is just the next phase of technology where we are now giving support to our employees that deserve it a lot. So it's more about in the- moment support rather than can somebody else answer it. So it's about the speed to get the support in the fastest way. Well the my question is surrounding interpersonal communication like even talking to a bot right now we already like public speaking is the number one fear of
045our society at this point. Yeah. How is this helping you push forward of you actually having a conversation with a human when you are literally talking to a bot? Like what data do you guys have that that next step is going beyond just the conversation of absolutely with myself? So as the generation is going younger and younger and as the new generation is coming in, I'm not stopping that, right? It's just people are born and people consume content differently. When I was born, my first phone I got in my hand when I was like probably 18 or 19, it was so big. Today the kids are born and they have an iPad in their hand. So the my belief is AI is never ever going to replace a human. I think by the time that
046happens, I think I'll be gone by then. But as the world is progressing, AI actually helps you improve. So this basically in those moments when I cannot get a human to practice and unfortunately our kids are so active socially that they as it is don't get any support they're consumed with the social pressure in those moments for adults this becomes a tool that provides them some sort of support let's say I'm someone who has extreme fear of going and talking to someone at that time I can at least practice with this with AI before going and having the actual conversation and there may be some people who may not enjoy that at all and that's totally fine but for the ones who find value that's when it really starts adding a ton of value because
047it's also very scalable in that way okay so no actual data data I'm asking about the data I appreciate the narrative it's great and all that actual data of individuals who use this and actually can move forward I'm not saying it has to be here you said there were six places that you guys are utilizing Yeah. Do you have any of those type of things that show? So role play if you're specifically talking about role plays. Yeah. Role plays is something that we as a company just launched 3 weeks back. It's a very latest thing on AI. We probably one of two companies in the country that has created it. So will I have data in a few months? 100%. I'll be happy to come back and show it to you. But it's still being
048developed on how is this helping with communication with practicing for a presentation with having a difficult conversation and once the data comes in I'll be happy to share with you. All right. Thank you. And just my final thought on it. Absolutely. More so for the team than it is for you on that one. I I do have concerns about how this is removing individuals ability to think and know how to do skill sets. And it's not just this product. It's AI in general here. I mean, we I think on our website, you guys told us we had a chat box that does half the stuff that I saw on here about people looking for policies and things like that, but that basic skill set of knowing how to go to the board docs. It's a
049simple search to do that that that my fear for not just the products that we're utilizing today is that we are erasing from our workforce the same way we are doing some things with our students critical thinking. because if I never have to do it and I never had to learn it, then I actually don't know it if the tool isn't there. So, thank you for the presentation. Appreciate it. Yeah, Mr. Smith. Yes. Um, thank you for your presentation. Appreciate that. This is more so for Dr. Lawrence. um in your idea of using this tool and others like it, what do you think is your like feedback loop? Whereas then secondly, we can create the human touch on some of these things. For instance, if we see that we have a plethora of questions around
050a certain subject or if a lot of things are coming in from a certain building, what does that look like on circling back to say is this in something the training that we did? Is this a PD that needs to be held uh with this building? Like what for you? What how do you plan on using these kind of tools to to strengthen the human interaction with our staff? Thank you for the question, Mr. Smith. Uh when I saw the 15 questions from the very initial two or three weeks that we've been piloting in the phases that we wrote it out and then I called the principles, it thought I immediately thought that every Monday morning at 8:30 there's seven eight of us in there. seven the core academic team and we could bring those
051questions there and begin to talk about that feedback loop and what are actionable steps to address some of the questions that we saw like that's what we do every Monday like how do we fix these things or how do we solve problems I also saw that it's a also a list for cabinet as well which is every Tuesday at 8:30 um because this is cross functional um and my ultimate vision is for all 2300 employees to be able to use it to get better to become more efficient um how we use it there to solve district-wide problems. Um like I I think there are some things for instance around human resources that should be automated that we should no longer be manually doing. I see think there's some things that that artificial intelligence can bring
052from a processing standpoint, thematic standpoint. Um even principles being able to say, "Hey, here's the data of my building. Um here are some things that we do in my particular building. Here are some of the testimonies of my particular um school uh in terms of people. and hey, what does this mean for how we recruit and how we move forward? So, ultimately, I I'd like to see those type of things happen. Yeah. Um, I definitely on your second point, I agree on the fact that we do need to look at what are some of the things that can be automated and I think inversely for me, I think there are a lot of things that you cannot move away from the human interaction that is needed. Like, you know, if I'm a teacher and I'm
053a brand new teacher in a brand new urban district, there's I don't I don't think anything is more more valuable than having a seasoned teacher being able to tell me this is what it looks like on a Monday morning for students who have had a rough weekend and come from, you know, an impoverished background where we have a plethora of barriers that we have like like that classroom management, those kind of things. is like I I just think even if we were to practice with AI, if we were a teacher was able to put in, hey, you know, how do I handle this situation? I just I don't see where we get away from needing that piece. Are you I don't think you're I hope we're not saying or you're not processing this as we're
054this is binary. It's either or. Oh, no, no, no. I'm saying we've not gotten away from teacher mentor. That's like that's something we have to do by law. And I think not even the stuff we have to do by law, the things that we should do by practice because it's just best practice. I think listening to to people in our buildings. So, I'm not saying that we get rid of that it's a either or or that we even are planning to get rid of it. I just want to stress the importance of that and lifting our staff up um and finding ways that we we tap into that especially if we have an ability to get data at a quicker rate. I think not only just kicking these things to cabinet, but even looking in
055the buildings and saying, "Hey, you guys have a lot of young teachers that are asking this or you know, we have a lot of people that are looking up this policy." Like there's so many pieces where I think if you're going to use AI, we have to be mindful of the integration of how we use it in the day-to-day relationships as well. That's awesome. I don't think we're moving anything or getting away from anything. Just wanting to lift that. Gotcha. Appreciate it. That's all, Mr. Lacy. Thank you, Mr. Smith. Miss Reinhardt, thank you, Vice President Lacy. Uh, thank you for this uh presentation. I appreciate it. Oh, actually, did we let the record show that Dr. Goodwine is at the meeting? We did not let the record show that Dr. Goodwin did enter the meeting
056about 10 minutes ago. I appreciate it. I did notice a while. All right. Wonderful. Um, I have two questions. Um I share a lot of the same concerns about AI as a lot of other people. Uh the first question I have is about data accuracy and even though it is in a closed system with all of DPS's have we done the testing? So, if you do a Google search for something, and I know this is not the same as a Google search of chatbt, um the AI overview, which I never go by, but you know, you can't help but see it is very very often incorrect. And um my concern is that some a teacher will ask a question about a very specific piece of data or number or information and it could find conflicting
057answers and give an inaccurate answer. Has there been any testing to look at that and correct for it? Tell me about that please. So the way AI works is that's called finetuning. Okay. So AI when you are using a large model like chat GBT they don't have fine tuners like they don't have tuners who are sitting and seeing whether the answers are correct or not. How did AI get built? AI started building 15 years back in Silicon Valley. We started building it. It got better and better and better and then we started hearing about it a year back. With that power, what we can do today is let's say someone asks a question. It's called a rag model. It'll scan all the documents. It'll give an answer. It's really improved a lot over the years.
058And when it is not hitting five million documents from the world and is limited to daten, the accuracy becomes better. So that's number one, right? Because it's only sitting inside your system. Let's say if a teacher asks today what is the policy of how I should be teaching if they are sitting in Ohio it's going to scan all the states policy and give you an answer. So that's the data inaccuracy when it's sitting inside data that a the accuracy power goes up. So that's number one. Number two is we've also built system inside. Let's say if someone got an answer and they know it's not correct and that can happen. I'm not saying it's 100% accurate. We are asking and training the employees to give a thumbs up, thumbs down. So when they give a
059thumbs up, AI learns this is getting better. When they give a thumbs down, our we have human reviewers that go every day and see why there's a thumbs down and then we go back to the model and improve it. So we're also improving the accuracy, but the so the two answers are because it's limited and confined, the accuracy goes up and second, because they're giving us feedback, the accuracy improves. That's why to her question like why did it take us so long? Because we were fixing those models before we brought it in front of the employees. Okay. Second question. My second question is about privacy and we've already touched a little bit on student privacy as in regards to furpa um guidelines. My question is so one of the slides in your presentation has the
060question distribution by themes. Yeah. Um, and you also had in the previous slide question support asked and given by HC per school. Yeah. Are the questions at all tied at any point to a specific employee? Because I want to make sure that our employees know if they're asking a question that's a little bit more sensitive that they don't have to worry about because they are tied to schools. I can see that there is some data that's being connected there and that uh HC can pull and give reports on is it completely 100% um private 100% I will sign any document approve that was very important when I first started building this I remember there was uh there was a superintendent I was talking to from Georgia and he said Shelly if you want this to
061be truly valuable to the employees and as a superintendent I'm saying I want my employees to feel supported because we are constantly asking them to do better and better and better by giving them all of these things. Build something that's supported. So like I said 100% private unless they ask something threatening and that's called a guard ray because that's also important right if someone says something that's a threat to the district that also has to come up and then that goes to HR. So that's something that we work with the district and say what are the 10 things like any of your security tools if you're using go guardian or gaggle or any of that if someone is talking about something that's a guardrail that triggers otherwise completely secure and private and that's important like
062even if you as a board member ask something no one will know that you asked that question okay so you can't even see that an employee asked a question you will know that someone who so you get cohort level analytics, right? So, because to his question, it's great that they're asking these questions, but then what are we doing with the answers and data that we are gathering? It's a great question. It helps you improve. Like Dr. Lauren said, so many teachers in this in this particular school, most of the employees are asking question about how to make lessons. Great. That means they need more help in lessons. And that's when the human goes and gives the lesson. The AI will never replace a human. In fact, frontline jobs according to AI will never be replaced
063by AI. AI only supports them to do better. So your humans who are actually taking care like your AI like your teacher mentors or taking care of your teachers, their time is relieved from answering the basic questions and they can genuinely help those teachers and employees. AI will never do that. It just is not built for that. But it's extremely private. Yes. Okay. So, one more time because I want to make sure that I'm asking the right question and getting the answer that I'm looking for. Can at any point can you see that an employee asked a question if it does if it's not flagging any security concerns? Zero. Zero. No one in the no one in the district. No one from my team can see it. Only I can only see user 101. The
064district only sees analytics. Oh, like I showed you, most of the themes of questions are these. Most of your new teachers have questions on what do I do? How do I apply for a sick day? If I'm applying for a sick day, how many days are my paid leave? Then you know what questions are coming in. That means somewhere in the workshop training if it's missed. Absolutely no. Absolutely no. That is very important. Okay. Thank you. Thank you, Mr. Vice President. Mr. Walker. Um, okay. So, two questions. camp is the looks like percentage-wise the school that is using it the least. I'm just curious so why not data from Meadowdale or Welcome or even administration building. So you're saying why the data from this some schools is lesser usage than the others? No, I was
065asking why what was the rationale for speaking with KMP when they're the lowest one that uses it compared to Meadell that has 190 count. I think it was just it was just random. We just we would eat lunch and like let's call Amy. It was just random. But I would like again these are schools and principles you know we can talk to anyone. Okay. And then my next question is for it to be a top question that's asked or type top guidance asked for how many times it has to be asked? It doesn't matter because we're just doing like let's say it is a fraction of the total. So it's a percentage of the total types of questions will have to be asked, right? So it's just speculative. So, if I take all of those
066questions and divide it by 100, that's the percentage. So, the number one theme of questions asked by Dayton public school employees is who's my direct supervisor? I have no idea why. I was just curious on what that percentage is. I I can get it to you. I can ask her to get it to you. Yeah. Thank you. Yeah. Yes. Thank you, Mr. Vice President. Miss Garrison, uh thank you again for the presentation. Um a statement and a question, I guess, but the first one could be a question as well. Would [clears throat] it be accurate to say that the data that um is being tied to this it this is only going to be as good as the data that's in it? So, for example, if if I'm looking for the policy on tuition reimbursement
067and we don't have one, then you're not going to it's not going to be able to give me an answer, right? But here's the thing, you will get data also on these questions were asked and you didn't have an answer. Okay? So then your professional learning team can go back and say, "Oh, our employees are asking these questions, but we don't have those documents." And you can load it. And that's and that's where I was getting to with that with that particular question. So we will al this will also help improve your knowledge base or what is that? I'm not making this up. One district we were working with, they had a document from 1995 that was still in the folder. So when and no one knows that. So this also helps you clean up
068a little bit that oh you have six documents of the same policy and across the last decade they have all been different. So the answer is all over. So yes absolutely actually that's a very big use case [laughter] of that and thank you for highlighting that and so my hope with the leadership team is that we're looking at you know what questions were asked that we were not able to populate an answer for. Um, but in addition to that, and I know for example, and I don't know if we're also putting contracts in here because we have different unions across the district. So if I'm an employee and I ask a question that [cough] excuse me, contractually doesn't apply to me, but it's it's in there um how to differentiate. Yeah. So that's that's different
069user sets, right? So the teachers based on [clears throat] the different types of employees you have they will have access to only certain type of content. So we can differentiate that principles will have access to evaluation frameworks lot many things that teachers don't have access to and vice versa district leaders will have different board members can have different so all like paras if they if you use it for them will have different so documents will be sectioned based on the employer who's asking the question and then based on that we would then be able to know based on the type of question being asked what type of employee asks the question Not the the cohort of employee, not the specific employ. Right. Exactly. But we can narrow it down to if it was an admin
070[clears throat] versus a teacher. Most of your principles are asking these question. Most of your math teachers are asking. Most of your one-year teachers and we can [clears throat] make those cohorts based on what is important to you and the district. Every district wants to see data in different ways. Okay. Thank you. Welcome. Yes, Mr. Smith. Okay. So, that leads to something I was just wanting to know, but gave me something else. first. [clears throat] Well, I'll go to that one since it's connected. So, you said you can create the different cohorts for us based on how you want it to be. Right now, we've created it by school, by content, by grade, and by number of years of experience of the employee because you'll see newer employees have very different types of help that
071they need than veteran employees who've been here. That's how we've created it today and by date like what kind of questions and guidance are people asking for in August versus over spring break versus something else. So it gives you that analysis of how the support is needed in what way. So yes, right now that's how we've built it. But if your district wants it to be in a different way before start of next school year, we can absolutely do that. Okay. So in that vein then in a way I could kind of see who a person was that asked the question. No you can just see the group of right. So I mean so if I have principal group and the years of experience is two and I have two principles in a building and
072one has been there two years and one has been there 20. Now I know who asked this question. So so then we can remove that right and that's the conversation that we need. Oh, no. I think that's a different thing. No, that's actually a great point, right? When your cohort of when your sample size and your denominator of people is very high, then it's a big group. But that's feedback that we want from the district. So, we can customize it to what is important to you. We don't want to bring you something and say, "Hey, take it." And that's where the time is taken to build it and customize it for day. No, no. So for me, I'm not even really against although he's knowing because I think the fear of people wanting to not
073know or be anonymous and things, it comes from a culture that I don't want to be here anyway. Like I don't want that kind of culture to be here. I want somebody I want somebody to be able to walk into a room, ask any question, and feel like I'm okay. I'm going to be safe here. This is just a question I have. So I but I just wanted to think that of because the more I think of breaking things down, I do like the idea of having it to where let me see if teachers who have been here across the district. And maybe that's something the district want to do is like have the the the experience bandwidth not be a building cohort question, but a district cohort of people across the district. That's a
074whole another question for those folks. I think it's a choice that your team will have to make and if that's needed, I could do that. If you feel the privacy needs to be there like her, I could do that. It's just something that we're hearing like anything is possible. So then my second question is and you spoke on it. What are the guard rails or are the guard rails set by the district of things that we want to get flagged? So the guardrails are set in collaboration with the district. Like I said, Florida guardrails are going to be very different from Ohio, very different from California. Within districts, they are very different. So, in collaboration with the district leaders, we sit and ask them what is important so that that guardrail, you know, when it
075comes to guardrails, I'm always on the side of being more cautious than less cautious because we have to learn from what it so sometimes hasty will just hit a guardrail on a basic thing and that's okay because then we learn that hey, this was not a guardrail. That is why the employees can give a thumbs up, thumbs down the leaders who are using it so we can learn what it is and not. But yes, it's done in collaboration with the district leaders. Appreciate that. And then I think this for for my team because you know the team they work here I mean big big people but for us as a board I would I think that's you Dr. Goodwin and technology committee. Yes. I think that would be definitely once something to take back to
076that committee and really look at not only this but some of the other things and we talk about what those guard rails and strayations of people would be. Appreciate you. Absolutely. Promise that's all I got. Mr. Lacy, Dr. Goodwin, I just had I hope that the statement that I hope that the information we pull from here like these type guiding questions after we have more times. I'm not sure what goes into our employee orientation or if we even do refreshers on existing employees, [clears throat] but if this is a reoccurring thing that the team our teams do something with it so that it's not like just out here waiting. So that's it. Just my request to be back. Okay. Thank you very much, Miss Barn. Questions. Thanks a lot. All right. Thank you so much.
077Now, do we have any bargaining units that wish to speak to the board? Seeing none, do we uh Madame Treasur, do we have uh could you uh call out the first person to speak to the public in the hearing of the public? Uh Dr. Slouse. and Dr. Sloth. Do we hear the next person? Rachel uh Carllet. Rachel. Okay, Miss Davis. I thought that was you. I'm about to say Dr. [laughter] Okay, Dr. Davis, you have something you want to say? [laughter] Okay, Jason Balick. She'll ask it on HC now. [laughter] Okay, Jackson Dickerson. Okay. Okay. That one as you're coming. Oh, I lost it. Can you sir, can you speak? Uh, call you about that. Can you speak within in just three minutes? I'll try. And um state of course state your name and your
078address. And what else do you need to do? It's inappropriate to talk about anything, right? to address any matter involving pending disputes, grievances under a labor agreement, disciplinary action of an employee or student, ongoing labor negotiations, concerns, or matters that have already been settled and or any matter which because of its nature deemed inappropriate to be discussed in an executive session. Um, go right ahead. Before you start, I just did you I'm just curious. Did you want to talk publicly or to the board? Um, I just wanted to share a few things so doesn't matter. Okay. Um, uh, so good evening members of Dayton public school district board, the Dayton public school district senior administrators, and the Dayton community. Um, special thanks to Lisa Miner for inviting me to speak today. My name is Jackson
079Dickman, and I work at Wright Brothers Middle School, uh, as a current educator in our district. Um, I would like to take a moment to share a collection of remarkable moments I've noticed in our district. And I would like to call them unnoticed moments. Sometimes these most meaningful moments are the only things that I've seen that have gone unnoticed but are quite remarkable uh from the dedicated educators in our and professionals in our district. Uh the first moment I would like to recognize are the extraordinary staff members from various schools who work in our school district uh that travel far and wide. Um working in this district for just about two years now, I've come to learn that there are uh individuals that travel far from Lima, Ohio, from Indianapolis, uh Indiana or Columbus, Ohio.
080Um so I just wanted to share that it is something remarkable that we got de dedicated educators um to work in our district because they value the mission and the passion for our students here. The second moment I would like to highlight is the remarkable work happening in the classrooms themselves. Uh the work that deserves to celebrate beyond the walls of the building where it takes place. Um I attended a uh training at fresh or at Belmont's uh the freshman academy and I saw great work they did. I also saw great work that uh the science coordinator Kurts Miller has highlighted in his monthly science reports multi-anchor charts. I took those inspirations to bring it to Wright brothers um and ran a PD session for the colleagues that I have at Wright brothers. Um so
081it was really inspiring to see those different things to bring to Wright brothers and enact uh creating a ripple effect for change. The third moment I would like to focus on is the fascinating work led by the CT administrators Matthew Fulberg, Dr. Christina Harsh and Christina Willoughby. Uh particularly at the middle school level. Uh their leadership has opened new doors for the middle school students. Um recently uh the medical detective program at uh Wright brothers uh worked diligently uh and a certification in the medical pathway. Um I am also uh been uh working a little bit on engineering certifications for AutoCAD in my own program. So I thought that was very awesome. Um the last moment I'd like to recognize is the incredible efforts of the Wright brother middle school business teacher Jamie Noak. Um
082she has brought many industry partners to talk to our students uh ranging from pilots to comedians um to talk with our students and engage in meaningful dialogue. One of the best things I like about those is that um it's kind of a presentation style and then the students at the end have a Q&A and it's really interesting and fascinating to see these cool uh students curiosities uh in these different areas that she brings. Oh, that's three minutes. Okay. Uh, thank you for your time. Thank you. I didn't I didn't hear your name. Jackson Dippen. Thank you, Mr. Dippen. Thank you, Madam Treasur. Is that all? Yes. Then I forgot something and I slide something in real quick. Well, you are up, but you have the floor. There it is. I have the floor. Uh, Dr.
083Jones, would you mind coming up? We have a special quick recognition. you break it. You buy it. Uh thank you, uh Vice President, uh Joe Lacy. Uh to other members of the board, uh Dr. Lawrence, thank you. On behalf of the Southwest Ohio Athletic Directors Association, uh SWOTA, it is our honor to announce Mr. Jesse Watts was the recipient of the Middle School Athletic Director of the Year. [applause] Presented to a middle school 78 athletic director in recognition of service, leadership, and involvement with intercolastic athletics at the local and district levels. The recipient of this award must be assigned the leadership of a grade 78 athletic program as their primary responsibility. Ads who serve as high school AD and 78 are not eligible for this award. This is an award that directly reflects the hard
084work Jesse puts into his position representing not only Dayton public schools but also the respect that the athletic directors of the Southwest District of Ohio hold for him. [applause] I just want to say uh thank you for the opportunity, Chief Jones, for giving me this opportunity to uh give back to the community that I grew up in and thank you for the hard work that y'all put in for the board and athletics. Thank you. Thank you. Appreciate you. [applause] [clears throat] Uh, Vice President Lacy, I'd like to make a recommendation that the board take my appointments B through G. So move moved by moved by Mr. Walker. Do we have a second? Second. Second by Dr. Goodwin. Do we have any discussion? Yes. The on Dr. Good one. B4 the it's network engineer. The location
085says from Lello to Lllo. We have positions for IT and LLO. Great question. I did some research [clears throat] and um all of our IT staff is under um Lello. Uh there isn't a like a PCN uh position control number for um for the IT side. Okay. Thank you. Do we have any other questions? Hearing none. President, go ahead with the roll call. Okay. Dr. Goodwin, yes. Mr. Lacy, yes. Mr. Smith, yes. Miss Reinard, yes. Mr. Walker, yes. Miss Garrison, yes. Miss Woods, yes. Six yeses. That motion passes. Next go. My next my next recommendation, I recommend the approval of my HR resources DEA after July 10th. So move. Second. Moved by Dr. Walker, second by uh moved by Mr. Walker, second by Dr. Goodwine. Excuse me. Do we have any discussion? One of these
086days Dr. Goodwin, no. Mr. Lacy, no. Mr. Smith, yes. Miss Reard, no. Mr. Walker, yes. Miss Garrison, yes. Miss Woods, yes. Three. No. three yeses. Motion does not motion fails due to having it needs four board members. Um, go ahead, Dr. Superintendent. I'd like to ask the board to take a look at the budget information. Uh, if there are any questions we can't answer today, we will send them via email. And if not, we can also take those in the budget committee. Uh, that I think is in good standing. Mr. places or finance committee any qu if are there any questions about the budget information hearing none oh is it no go ahead Dr. Lawrence, I would ask that for a vote consultant services and agreements. I would make a note that there's one new
087um consultant agreement, Quiver Ed, for consulting services for K through8 music. This is just an extension of what we agreed to do in our academic action plan in terms of music and arts extensions in all the K through8 elementaryaries. There's no charge. It's title two. And then I think there is on contracts I think there is two Dayton Convention Center rental agreement for the athletic hall of fame and data works uh HR personnel management which we're entering into a two-year contract uh which includes maintenance and support for data and upgrades. I make a motion to accept superintendent A through C. Thank you. I hear a motion. Do I hear a second? Second. Motion by uh Mr. Walker, section or second by Dr. Goodwine. Is there any discussion? Okay. Hearing no discussion, can we have a
088roll call? Dr. Goodwine? Yes. Mr. Lacy? Yes. Mr. Smith? Yes. Miss Reinard? Yes. Mr. Walker? Yes. Miss Garrison? Yes. Miss Woods. [snorts] Yes. Six yeses. Motion passes. Uh I'd like to board to take pay attention to or take notice of uh my recommendation for review uh for the bell schedule for the 2627 school year for review. So it's up for public notice. We have it on the the website for public comment. Um and I also will bring it up at the March 23rd reconfiguration meeting. This is simply for uh for review and we'll bring it back in April for a vote. One question. Can we can we hear if there are any questions? Yes, Dr. Goodwin for individuals to give comments. How do they give them on the website if it's or is it just
089on there? Is there a link or something for them to click on? I would do it. Uh mostly what they do is they send it directly to PIO. But we can make a link though. I was at I couldn't find a chat box when I was on here today. So, I just want to make sure that that and even at the reconfiguration if we could have something written for them to give you guys comments on and people taking notes, that would be just great. That way, if people have something to say, this is your opportunity. Uh, you got it. I think uh yeah, I'll give Alex K. I'll make sure it's forward facing and that you can go straight to that because we're already getting questions. One final. Have we ped or talked to our
090administrators if they had any comments since like they kind of have a better post on the buildings than most of the people who sit in this room? That's why we have it out now for them to take uh take a look at as well. I've called I called five six six six of the seven secondary um administrators to ask them about the times that we have and um that room that we put together was a cross functional cross operational team uh that put this draft schedule together. So, yep. We we we wanted out there to get some feedback from them on the to answer your question. Yes. The primary are there is there any actual flexibility in primary? Uh I would you know I'm going to go to one of my teammates uh Dr. Benson
091Taylor or Dr. Jones. You want to come up and talk about the primary whether it's flexibility? That's where I get the most complaints about about our younger scholars going to school at 7 a.m. So, if people are giving you guys feedback, just [clears throat] want to know if it's actual flexibility in if it's overwhelming or something in that piece for that change to be made at that age level. [cough] So I think the uh the issue good question by the way. Um I think the issue is um numbers and distribution. Um I mean for our elementary students it is uh it is early right. Um but I think what is being presented is a more um equal distribution of routes at each tier. So, is that a yes or no? Um, can you repeat the
092question for me? Is there any flexibility like if individuals who have children in the 7 a.m. bracket, if they come out an overwhelming overwhelming number of individuals to pro provide feedback on it, do we actually even have the ability to make an adjustment based on that? I just don't want people to waste their time for something that we can't do anything about. Right. Right. Uh it it's pretty tough. It's pretty tight. So is that So I would say I would say no. Okay. Okay. So there's actually no feedback on that time. All right. Thank you. I have a question. Is what? Um my question was what's the actual change because I don't maybe I'm just looking at high school cuz I don't remember what time I went to school in middle school. But what's the
093actual time change? Like who's actually changing time? So the tiers are the same, but the PE the schools in the tiers are the same. There have been some changes from the tier first tier schools, a couple that were in the first tier, then in the third and then reversed going from third to first. That second tier is already packed. So it's pretty um pretty tight. So we didn't we didn't make many changes there. And then the high schools, your high school has been changed to 8:15 because there's a bus that gets off right after 8:00 that creates about 50 or 60 tardy people at your school every day. Uh, so we changed the time to 8:15 as well as some other schools so that um they can be at opponents and not be tardy. And
094we're experimenting to see if this 15-minute gap changes the number of students that are downtown at the at the hub uh for next year for the 2627 school year. Thank you. You're welcome. [clears throat] Can I add a little bit to that? [clears throat] uh charter schools uh are required to give us their uh bell schedules uh April 1st. Um also I wanted to shed some light on a a bill uh Desiree Tims House Bill 545 uh which would provide more funding uh to transportation departments. And the the the even powerful component uh of that legislation is that uh we would we would go in good faith and have conversations with the charters uh and the parochials um to determine what their bell schedules were. But if they didn't accommodate us, you know, we would
095we would not be in the position of negotiating. For years, we've had to negotiate with charter schools about start times. And so, if you're watching, um, watch that bill and support that bill. You actually went up to Columbus to talk with her. Correct. Mhm. Mr. Smith. Okay. Um, got like three of them. So, with the high school special opponents at 8:15, what happens then if the RTA just changes their bus routes and bus schedules like they've done in the past? Like, we've had to deal with bus routes moving, bus times changing. Like, we we aren't in control of what they can do. So, I mean, just moving that because they currently have a bus that drops them off late, I don't see anything that stops them from coming back and saying, "Let's move this bus
096and have it come at 8:45 instead." So, I think like us moving things to deal with the situation that we have no control over is just is just guesswork. And I think for me then knowing the way buses move and the way that has gone, I don't know if and I don't know how much flexibility we have in that with you know staff and how they have to be. I don't know how much 15 minutes will actually change the number of people that are downtown because we also do not control those bus routes. And then also the way that the buses move and the time in between like we don't control that piece. So I think I mean that is a small window when there are certain buses that only run every 30 minutes or
097every hour. So stopping creating a 15minute block where it would not have other kids down there does nothing if the bus that they're waiting to transfer from only comes once an hour. So I think if it's it's one of those it just it sounds good but I don't know how good it is in practice because when I was in school we had way more buses so buses ran at a more constant schedule. Some of these buses and some times of the year certain times of the day they really run once an hour or once every 45 minutes. So taking a kid 15 minutes off of that, you're just going to stagger the the the same group being down there. So, I think I would want us to look more into having a conversation with RTA
098and really looking at what that long-term plan looks like for them as well because I wouldn't want us to do something and what'll happen is the news will say DPS plans to do this to stop as many kids from being downtown and then somebody gets downtown and goes, "No, it's the same amount of kids that are downtown." And then it's egg on our face for something that we don't control in the first place. That is my thought on that. Thank you, Dr. Goodwin. Dr. Jones, if you could just explain one more time because I'm going to get this email and these questions why the 7:00 elementaryaries can't be in the 8 a.m. tier and the middle uh the secondary schools can't be the 7 a.m. tier. If you would just explain for the people at
099home why they don't have any option after 7 o'clock, that would be great. So, Dr. Goodwin, are you saying to make all of our schools 8 to three or 9 to 4 and then secondary as a 7 to2? I think she's saying you could swap. I'm I'm saying explain why the secondary, which most of those schools we don't provide transportation to at all, are in the 8:00 one and the 7 a.m. one are the elementary ones. because again the ongoing complaint from many parents has been why did their scholars have to be at school so early in that piece. So I just want I kind of know the reason but I want someone to explain it so those individuals know the rationale or what you guys can and can't do and it's on the record.
100So you're you're talking about a swap between tier one and tier two. Yes. Elementary and high school. Uh historically it's been because of after school activities, athletics uh that plays a a huge um uh a lot of a lot of high schools um started that uh second tier. Okay. And then having transportation available after Okay. Go ahead and explain. I want to hear your logic on that cuz they would have still they would have more time after school if they rent her. I didn't think that was the reason that you was going to give me, but that's the one charter school routes or whatever you said. Sorry. I'm saying like tier two is also uh charter school heavy as well. Explain that part for individuals. Okay. So, uh in tier two uh right now a
101lot of the charter schools um have identified 8 to 3 or 8:15 to 3:15 as their start and end time. and we and tell them what that means for us because people need to know like why would we get bumped from a time just because another school is starting at that time. That's kind of what I want you to explain to the public. So we have to provide by law transportation for uh parochial schools, charter schools and of course our own uh students as well in DPS. Um and what happens is when uh we are late to parochial charters u then we we run the risk of being fined. Uh last year I believe that uh we amassed fines of up to a million dollars. Okay. And how do they get the 8:00 slot over
102us? Like what if we wanted the 8:00 slot? Why can't we have that is kind of my question for you to explain to the public. or can we have the 8:00 slot and we just choose the seven? No, it really it really boils down to what is the most efficient way to get each group of students to their respective schools. So we could have the 8:00 time is what you're saying if it was the most efficient way for us. I mean, I thought it was a different thing, but go ahead. Currently, unless unless Representative Tim's bill gets through and becomes part of the law, we can't have the 8:00 because the charter schools have in quotes first dibs on making their selection. They're sending us their selections right now and we have to abide by
103that. And that's what creates the total log jam because they pick the most preferred slots and then we have to take the leftovers. Okay. I just want people to understand like that's why we can't get that slot for you if that's the thing. But I don't know talking to you kind of sound like it was something different. So I was like, "Oh, well maybe maybe the rules rules have changed in the years." And that's what I was trying to I'm trying to get that on the record. That's what she's trying to change. Okay. Okay. I I misunderstood. Oh yeah. No, that's it. I just want people to know why we don't have the option at 8:00 for our younger individuals. And it's not because we don't want it. It's you got your hands are tied
104a little bit by by state law. By state. Correct. Right. And that's why Yeah. Efficiency is Yeah. The key. So, okay. Thank you. Definitely. Then um [clears throat] the inter the international school at Residents Park K through 8th begins at 7. And are we continuing the international school um 9 through 12? We are not continuing the international school 9 through 12. Okay. And um did was there a was there consideration of um the schools that have um like afterchool programs like like um I don't know I don't know yeah things like that that is that is typically one of the first considerations u ruskin is typically always on the first tier uh because of miracle makers. Uh I want to say Fairview is typically on the first year tier. I have to look again because
105of uh Omega CDC. So that's that's part I wasn't in the room at that during that time, but that is typically part of the conversation. Okay. So you're [clears throat] not aware of any like big changes for those schools that have No. And we sh if we haven't, we're going to share it with our partners too and have a conversation. And I know that Miss Miner has regular conversations with she's shaking her head with Omega CDC about everything from reconfiguration to transportation. Thank you. And after school services, [clears throat] Miss Reinhardt. Thank you, Mr. Vice President. Dr. Lawrence, when is your ask that this be voted on? Is it at the April review meeting or the April business meeting? The April review meeting. Thank you. That is all. All right. That concludes my recommendations. Nope.
106Oh, say staff travel. Oh, you know what? You're wait. Yes, I do have another recommendation. Thank you so much, Dr. Goodwine. Uh, staff travel for a vote. So, move. Second. Moved by Dr. Goodwine, seconded by Miss Reinhardt. Is there any discussion? Mr. Smith. Yes. In looking at this with the travel, one of the people that is on there is would not currently be an employee, but we voted for to pay extra days. Would this be part of those days that we're talking about HR? Oh, Dr. Lowry, I'm sorry. I was looking at something. Dr. Mr. Smith, what' you say? So, you asking me about why Dr. Lowry is on there and what are the parameters of that? Right. Would that be since we voted to pay for Dr. Lowry to do work before the July
1071st date? Is this part of those days? Yes, those are part of her 15 days. All right. Thank you for the question. No other questions. This is not general fund money, but it's ES ESC money. Title title 2. E. I thought last week it was ESC. It was title. It was title two. No, somebody said ESC. That's why I'm confused. Do you know who it was? Your team. That was somebody from my team in the audience spoke and said DSC. You know what? I we can go through it. I I'll go through my notes, but I think that was Yeah, it wasn't me because I know Dr. Excuse me, William Smith asked to follow up immediately about title two. And then I think we responded via email, too. I'll double check. Can we vote on
108what say Mr. Lacy? No, I was going to let Mr. Lacy go. Oh, then c can we vote on this? Dr. Good. I thought you were asking a question. Oh, no, no. Okay, I'm sorry. I had another question. Um, so my question is if we're using title two funding, technically title two funding by definition is to go is really about recruiting, hiring, retaining teachers, supporting school leaders at the building level and professional development. Um, so then why would we be using this for a retreat if there's no people at the building level going? Professional development isn't just for people at the building level. It's for senior level staff as well. So So then that's my response. [clears throat] But that's not what the definition of title two is. Title 2 A like how much are
109we using the title? like if you could provide a breakdown of where we're using that title 2 a funding at the building level because for me then it's also it would make me go then why can't we find somewhere closer to do a retreat if we're talking about how are we spending money then is there a yes that is my my question and I don't have to get it today but I would want to see like what is the plan of how we want to start spending these things because on paper it's it it opens the question of there's ways for us to do this and not spend as much money as well or use the money and spread it out in different ways as well but that is all thank you Mr. Smith are
110there any other discussion. Seeing none, I'll ask for a roll call. President Dr. Goodwin, yes. Mr. Lacy, yes. Mr. Smith, abstain. [cough] Miss Rard, yes. Mr. Walker, yes. Miss Garrison, no. Miss Woods? Yes. Four yeses, one abstain, one no. Motion passes. Miss, do you have any conclude my recommendations? Thank you, Madam Treasurer. I recommend the approval of the following A to I as reviewed last week. So moved. Second. Moved by Dr. Goodwin, second by Mr. Walker. Is there any discussion? Seeing no discussion, I'll ask for a vote. Dr. Goodwine, yes. Mr. Lacy, yes. Mr. Smith, yes. Miss Reard, yes. Mr. Walker, yes. Miss Garrison, yes. Miss Woods, yes. Six yeses. Motion passes. Does that conclude your recommendations? Yes. Mr. Business Manager, do you have any recommendations for the board? Yes, sir. I only have two.
111Um, I recommend ratification of the following two contracts with the city of Ketering and Triple J Snack Services. So move. Second. Moved by Dr. Goodwin, second by Ms. Reinhardt. Do we have any discussion? Seeing none, I'll ask for a roll call. Dr. Goodwin, yes. Mr. Lacy, yes. Mr. Smith, yes. Miss Rhod, yes. Mr. Walker, yes. Miss Garrison, yes. Miss Woods, yes. Six yeses. Motion passes. New business. In so much as the board of education of the Dayton city Oh, actually, you know what? Wrong thing. In so much as board education is committed to the continuing updating of its policy, rules and regulations and manual in the committee which was appointed by the working towards that goal. The following is brought at this time for second reading and compliance with board file. Now therefore be it
112resolved that the board of education of the Dayton City School District, McGomery County, Ohio hereby accepts and adopts the following policies that have been codified for inclusion in the handbook of policies, rules, and regulations. I move that we adopt policy DGH DGI E DD JB JBA. Second. Moved by Dr. Goodwin, seconded by Mr. Walker. Is there any discussion? Miss Reinhardt. Thank you, Vice President Lacy. I just want to point out there are two policies that are up um JB and JBA. I just want to point out this is due to um it's revised to align with legislation and the conversation we had in policy committee was really interesting. Um this uh piece of legislation that was passed um creates a lot of confusion. I think I think the intent of it was to simplify the
113um a entrance age for kindergarten but the way it was written was really really frustrating. And I just want to point out that it's another piece of legislation from the state house that went through without a lot of um thought and input from our administrative and academic leaders. And it's incredibly frustrating to have to deal with and try to figure out how to follow the policy while still um making the process the enrollment process for Dayton public as easy as possible for families to navigate. And it was just a I just want to say it was a really frustrating conversation and we're doing our best to um abide by this new piece of legislation. That is all that I have. [clears throat] Anyone else? Can I just a clarifying question? So Dr. Lawrence, if a
114child is not 5 years old by the first day of school, then they cannot enroll in kindergarten until the very next year. That's correct. Got it. Okay. have any anyone else? Seeing none, may we have a roll call? Dr. Goodwine? Yes. Mr. Lacy? Yes. Mr. Smith? Yes. Miss Reard? Yes. Mr. Walker? Yes. Miss Garrison? Yes. Miss Woods? Yes. Six? Yeses. Motion passes. We um moving on to board member comments. Miss Woods, would you have anything to enlighten us with? I have no comments today. Miss Reinhardt. Thank you, Vice President Lacy. I have a couple things. The first is I would like to thank um the district members who came out to the um spring conference uh and um were there when I received my master board member recognition. It was really nice to have district
115support there. I really appreciate that. That's a personal thank you. Um we've had a number of committees and I have a number of updates for you. The first is we had the community engagement committee. Um, we had a really good conversation and I bounced some of the things that came from that committee conversation to Dr. Lawrence. the um the the biggest one is with this reconfiguration to the district, how are we using this opportunity to gather um input and engagement from families and the opportunity we have um in resetting some of these schools to support and reinvigorate and re-engage um parents in the PTO's um PTO's in our schools. Uh this has been something that I've cared about for a very very long I was a PTO mom before I was ever a board member.
116And it's completely on the backs of parents and volunteers. This is this has to be separate from the district. This is not something we can do. This is something that is um uh parent and volunteer and grandparent and and um guardian driven. Um we support as best we can in the district and um I'm grateful for every single volunteer in every single school that does that. But it means in middle schools, families only have their kids um prior to the reconfiguration in these schools for two years. It's a lot more difficult to build a community and things kind of taper off middle school and high school as well too. Um so I'm grateful for Dr. Lawrence for making sure that we figure out who in the district is responsible for supporting the work of PTO's
117um and the parent volunteers outside that. Um and I'm looking forward to those conversations, Dr. Lawrence and seeing how we can um support the work of parent volunteers and the communities that are built inside each district, each building. Um I today went up to Columbus. We had a vouchers for Ohio steering committee meeting and I'm on the steering committee. This is the lawsuit that is suing the state of Ohio. There's a coalition and Dayton is one of the plaintiffs um over the expansion of Ved choice vouchers. Uh we had a really good steering committee meeting today. Um, last week we had our first um, federal legislative advocacy group meeting to prepare for our visit to DC in September. Um, and I will update the board and the district as we get closer to that on
118some of the legislative platform and the work that we're doing to prepare for that. And um, afterwards um, the I attended a few weeks ago uh, my first black caucus meeting. Um, I have a legislative update for you. So this is a number there are a number of um pieces of legislation that are relevant to public education. I wanted to run through them. It was really great. The the update that I got from OSBA where I um uh the the lobbyist said I I'm really excited because there's some really good pieces of education legislation on the docket right now, which is not something we hear all the time. Um, uh, House Bill 4544 is in the Senate Education Committee as of last week, and it's basically an omnibus education bill. There's a lot of deregulations,
119basically a lot of cleanup that needs to happen to district um, administration is happening here and good clean up, necessary cleanup, and we're grateful for all the legislators that are working on that. There are some graduation requirements um that are being changed for IEP students. Um and they're going to change the way that board vacancies on um school boards happen uh to give us a little bit more time if there's ever a board vacancy. Um Senate Bill 19 is the math instruction bill and this is really interesting. The state house is trying to do something with math instruction to kind of copy what we did with the science of reading a few years ago. uh the science of reading. This is the difference there is science of reading um was a um an established academic
120piece of study that really showed what works best for teaching kids how to read. The math it's not quite the same. Um the desire and the intent there is to really provide highquality math instruction for our students and to um make sure that it is standardized across the state, but it doesn't follow the same research as a science of reading does. Um, but I am on board for anything we can do to improve math achievement. Um, House Bill 661 is an interesting bill. This is the name, image, likeness bill for high school students. Um, I was in the House Education Committee um, meeting for this one and I was not expecting I was not planning on staying in the meeting very long, but the conversation about NIL stayed ma made me stay there. And then
121funnily enough, a few days later, I was in a meeting um and the OSBA president for this year, um Mary Cleveland told of an experience. She is in the Princeton City Schools. Princeton City Schools is one of the schools that actually has a student that could benefit very well financially from name image likeness. Um and I was not in favor. So the this bill would ban name image likeness. um possibilities for high school students and I am in support of this bill but I wanted to share this anecdote that um Mary Cleveland uh shared with this group um and it really illustrates what my concerns about this um there is a student in Princeton City Schools who is a very very good athlete and um brings a lot of attention to the games um the
122district has to have games at Xavier University Because the attendance at the games is so big, logistically, it's very difficult for the for the district to figure out how to accommodate the crowds that watch the students games. But she said that the the way that the other students, not this high achieving athlete acted, but what it did to other kids that were playing, because everybody wants to be the student that did better than this high achieving kid, right? Everybody wants to be the student who um outplayed them even on his own team. She said she had never seen such a hostile game before and it was entirely because of the attention, the spotlight that was on the student and she was appalled at what it did to what should be teaching our kids how to
123it. The goal of athletics, particularly student uh uh K12 athletics, the goal is not always to win. The goal is to teach sportsmanship and cooperation, um to better your your social skills, to understand sometimes that you're working with a group. There's so much more than am I going to win or am I going to lose. It's so much bigger than that. Um, and I am really, really, really worried for what the possibility of name image likeness could be for our high school students. Um, for students who can't even legally sign a contract themselves because they're not even 18. Um, so I'm in support of House Bill 661 um because I don't think this is something that should be opened up to our high school students. That's me personally, just so you know. Um, House Bill
124671 um is uh a bill that would I'm actually I'm not going to talk about that right now. Apologies. I want to um since I'm running short on time, I want to call to attention two Senate bills that were brought to the floor or were brought were presented by our state senate um our state senator Senator Blackshere. Uh and I had a good conversation with him about these as well too. Senate Bill 330, which would establish a mental health day excuse for students. Um, this is something I do as a parent for my kids already, but it would give uh students the ability to have this be an excused absence. And then Senate Bill 333 would establish a student youth youth council across the state. Um, I can, if there's anybody watching who wants more
125information about this, um, these are great bills. Please contact um, Senator Blackshere if you have any more questions or um, let me know if you have any questions about those. Um, but I wanted to thank the senator for those. And that is all I have. Thank you for letting me take the time. Thank you, Mr. Walker. No comments. Thank you, Mr. Walker. Mr. Smith. Um, yes. First, I just want to say thank you once again to everybody in the district. I do want to lift up our maintenance workers because this month, March 6th, was maintenance worker appreciation day. So, I want to just say thank you to everybody that keeps this place going and all the things that they do. Also, yesterday was National Social Worker Day and school national school social worker week is
126in the month of March. So, with that, I just want to also lift up the people that do that work and stand in a great need. Um just seeing the conversation that we had last week with our visitors and about the the different situations our students come to schools with. Um just want to say I really really really appreciate that. Um I am glad that House Bill 661 was brought up because I do want to say that I am strongly against it. Um, Ohio is one of the few states in the nation that does not have NIL for its high school athletes. It also is not a situation where it has corrupted these sports to a level that we have not already seen sports be played in our in our state. And so to me,
127I am against the fact that lawmakers want to ban students from being able to profit off of name, image, and likeness. But state people have not done anything to deal with the inequities that happen in athletics for public schools at all. So for instance, a student can transfer out of here, go to a private school. Student comes from a school public school go to here. The transfer rules are different for students transferring into public schools. the [clears throat] in other charter schools if a charter school does not have a sport they can go play at a public school if a public school does not have a sport. So if we do not have a certain sport at one of our schools that mean our students are just out of luck and they cannot participate whatsoever.
128So, while the state is looking at trying to ban people from benefiting on their god-given talents and abilities, which also one of the things I want to bring up is that young ladies have been one of the biggest beneficiaries of NIL across the nation from getting cross-country sponsorships to uh our runners and swimmers are really benefiting at this level. and it's also been one of the motivators to put um women's athletics at the college levels across the board. So, while our state is doing this, they're lacking the foresight of what it does. Even the the the player who was mentioned that is at Princeton High School, he's only in Ohio because of the fact that the state changed the NIL rules. This was a student who wasn't even in the state of Ohio. So now
129we're talking about people if they're in a border city or be frankly we had a child here who was just in the Dayton area who transferred out of the whole area. And so we're looking at the state finding more ways to penalize children instead of looking at ways to create equity. And I hear my colleague on the anecdote from Princeton, but I'm also a kid who grew up and saw LeBron James playing Ohio before there was any NIL and they had to move all their games. I saw OJ Mayo on Cincinnati. They moved their games. The city of Dayton used to have to have our games at UD Arena because they couldn't fit in our gyms. And some of the times we still are thinking about where do we play games because we can't fit
130them in there. And all of that has nothing to do with name, image, and likeness. We have a district where we've gotten paid because we have Welcome Stadium and our stadium is big enough to take on games that other schools can't play, which brings extra resources and revenue to our district. And that has nothing to do with name, image, and likeness. So my question for people is to really take a look at what people are doing for education and against education because right now the things that come out around athletics in the state of Ohio, one are arcane and backwards because we're really moving it forward where the states all around us are offering something that our states aren't that our state isn't. And so it creates this system where that is that that imbalance.
131Not to mention, like I said before, there is a great and gross inequity with the way we have to do sports. And if you want to talk to Miss Jones at some point, she has to deal with all the time because our our public schools are constantly put behind the eightball where the same state that is trying to push away NIL is the same state that said if Styver doesn't have a football team, nobody can at Styver can play anywhere else. But if a kid goes to Horizon and they don't have a football team, then we have to pay for that child to play football here. If a kid goes to a private school and they do not have it, then they're allowed to go to a public school. Whereas we are not able to
132do those things and sometimes we find ourselves trying to stretch our resources then to provide for children because the state laws and regulations set forth for us are placing our public schools at a disadvantage. Sorry for taking so much time, but appreciate all of you guys and let's keep the main thing the main thing. Thank you, Mr. Lacy. Thank you, Mr. Smith. Dr. Good one. Thank you. So, first I'm going to start with where my closeup on my camera. Here we go. It's got this flyer. I think it's a really cool thing. Taco about literacy cuz reading is a great thing. Everyone should read a book every week and we should always talk about what books we're reading to encourage more people to read because reading and writing are gateways to being really successful as
133scholars. And I say that to tell you right now I am reading book two of A Gathering of Shadows. Be e Schwab. I don't know if I could tell you guys to check it out or not. I just started it. It may or may not be good. I'll come back to you next week. [laughter] But I started the series so I need to see where the story story goes. I want to highlight the math Olympics that happened this weekend. I did get a chance to go there and check it out. It was really great to see our younger scholars just out here excited about it. Shout out to us being able to invite another district in. I think that was awesome. I mean, they came and they took a couple first place and a third
134place, but you know, we going to come back. So, thank you. uh thank you for making that happen that Jefferson Township local school districts did participate in our math Olympics and it was really good to see them be able to be a part of that. Everything from the display from the whole e from the whole afternoon even I think the project life gave out little uh snack bags with fresh fruit and vegetables in it. It was just an allout good event and excited for that to happen. Tomorrow is the final round of the regular season of debate. It is from 5 to 6 pm. If actually you should come, not if you want to come, you should come out and spend one hour. It's really gonna be like 45 minutes and check out some of
135the middle school and high school debate teams. All of them are going tomorrow and this is the last round of regular season. The customer service committee has met and we have finished the customer service standards which we have been working on for two years. We are excited that we are going to be rolling that out to our district leadership in June as they will be the first group to go through that training. The technology and steering committee has a lot going on right now. We are final up are finalizing up some stuff in our AI policy which we saw last week and we have a couple other policies that are coming our way and Mr. Smith just threw something else at us. So good stuff. School and programming and curriculum we are scheduled to meet
136this week. We have been actively moving now that we are through the re recall what's it called? Reconfiguration. The reconfiguration. Now that we are through that, we are now moving on to looking at curriculum and some other things. One of the great things that came out of last week's speaker was [snorts] actually getting feedback from the actual users of the curriculum. So, we will be scheduling a in-person conversation where I invite every teacher, any person in the district who utilizes the curriculum to come and be a part of the discussion so we can hear your feedback on it and we cannot make assumptions of how you feel about it. The date will actually come up with a date, Chief. She weed a date. It's gonna be in April. By the end of this week, we
137will have location. By the end of this week, we will have a date and location confirmed. So, if you are an educator, tell your tell your fellow educators. We want you there. We want your feedback and we want to know what's going on. Let's see. The athletic committee, we as today we did approve a location for our Hall of Fame. We will have more information. We did solidify the first class. We're going to do a really good job of rolling that out. We're excited to bring in what will be the district's first Hall of Fame class. And I think we got some really good candidates, our nominees that are going to move on. So, we're excited that we are almost at the end of doing the first celebration. Let's see. On a personal note, I
138want you guys to know that I am almost done. I am a month away from being done with my classes for my CTC license. And now I have that information to share. and I'm hopeful to get other individuals to go through that program as well. One of the good things about being in the program. The actually my professor was very excited that I I am at Dayton public schools. Although I am not an employee, I didn't realize that I was the only person from an urban institution in in the class. So, we have significantly different experiences. So, I'm excited to connect the College of Rio Grande with Dayton public schools because they do have teachers who we can potentially bring into our organization. Now, I feel good about that. I do want to make a
139note on the NLI just on a different perspective that both of my colleagues shared from a training that I got when I went to the athletic conference for the year and it's kind of on a smaller scale of it. Some of the anecdotal stories that were told were not necessarily about large are like the star athletes, but they were told about local home heroes like the the kid that was able to be the individual or got a NL deal for the local beauty shop or for the local shoe shop or the local sandwich and things like that and how it was a good piece for their organizations because it gave hometown pride in that piece of for individuals to be able to see those pieces. I I do support NLI because I mean the world
140has changed significantly in that in the way we charge people to come watch these children do their sports but NLI isn't just in sports because also it was a story one of the story they were talking about like someone in the engineer club who got a sponsorship because they were now they were doing really big things in the program and that went on and another like a law firm wanted to utilize them to sponsor how great it was working with these students. So, it's not just limited to athletics, although athletics gets the bulk of it. Any student in our district would be able to benefit from that if they have something that someone finds appealing. And again, these contracts we're talking about sometimes like $500. We're we're talking I mean, just enough in that part
141to put actually the law firm wanted they needed a social media ambassador. And I just thought it was a funny story that they they picked a student there and it was their social media ambassador and they gave him $500 for being that individual. So, it's just I don't want us to I mean it's a range of opportunities out here and reality is we got to this point because a parent in Ohio sued they started a lawsuit. So that is usually what happens when people disagree with the law. you you go do something about it and you have a split of it and either the law changes to fit the times we are in or it doesn't. So, I'm excited to see what happens next. I do hope that no matter what comes out of it,
142that our students are able to benefit throughout the district, not just in athletics, because again, I think that was just a really good story that I got to hear about how non-athletic students were also embracing the NLI piece of that. And my final point here, we are in March, which is we're almost done with the third quarter of our time together for the 2526 school year. And I think it's really necessary that as we go into the fourth quarter that we just remember this is we are a district. We have a lot going on. We have a lot of competing interests. And when it comes down to it, the only way that things work here is if you guys trust each other's work. If you figure out how to work together and how we figure
143out how to move forward in everything we do. I'm excited that we're almost I'm hoping I think Friday is the first day of spring. I hope it comes. I mean, I just hope it doesn't keep being winter. This is my least favorite month or time of the year. But I'm going to hope that not only do we continue to progress as a body that the many changes that are coming that you guys are all in on them because they're happening and they are more successful when the individuals who have to make these changes occur accept buy in and move forward and give feedback when it's appropriate. Our run is necessary and when the time is there. So I'm excited to see you guys. [clears throat] We're done this meeting. The sun is still out. So
144thank you vice president. Thank you, Miss Garrison. In the interest of you guys being able to see the sun that is still out, um I will limit my comments. Thank you all for your work. Appreciate everything that you do. Uh be kind. We have a lot going on in the world from the from the top uh leadership on down. So, you never know what folks are going through. So, just give somebody a smile, a word of encouragement, and let's get it. Y'all have a good good evening. Thank you, Vice President Lacy. Thank you, business manager Jones. Just have a really quick announcement. Um, our annual All-Star game is coming up on March the 29th and it'll be held at Belmont. So, be on the lookout for um more information. So, can I can I ask
145a question? Go ahead. If we sign theou with UD to use UD Arena for it, why don't we use theou? I'm sorry. If we signed theou to use it at UDI Arena, why are we not using theou? What was the purpose of negotiating that in theou? Uh, Mr. Walker, I think that was part of the on main agreement and I have to I'll go back and check my notes and check our u I'll get with shares, but during those negotiations, board member Smith and Dr. Goodwine were there too. Welcome stadium. Yeah, w Yeah, welcome stadium. And I think something happened during that negotiations where the the All-Star game option was pulled out. Let me go back and research that and get back with you. Okay. The one that I sent and Mr. Kid has a
146record of actually has it still in there that we signed. Okay. So, I've asked this question every single year, but we don't use it. So, this is now my public ask of that same question. I will work with Dr. Jones to double check that agreement and then ask the University of Dayton um why we don't have access to UD arena. I appreciate it. Okay, no problem. Treasurer Braha. Yeah, I have a good thing. Um this week uh we received um certificate of excellence in financial reporting from association of school business officials international. I would like to say thank you to my team treasury team for their dedication and uh uh contribution to this one. It wouldn't have done it without their dedication. And also, I would like to thank the board for their help. Congratulations.
147Thank you. And Superintendent Lawrence, uh, shout out to the treasures office. We had two two two really good ones today. Time clock plus, thanks for leading that meeting with the principles. Kelly, they're excited about their vacation and being able to roll it over if they don't use it. So, we now have got them in line with all the rest of the administrators. We appreciate working with you for that. Um, also, um, with our 24 pay, we're going to have a conversation with central services tomorrow and, um, also with all of the collective bargaining arenas. We're going to try to wrap that up tomorrow morning at 9:30. So, it's it's been really good working with you through that space. Uh, Louise Troy, shout out to Mr. Ishman, the custodian there. Um he has the I mean
148his floors are just sparkling but also they have the best butter popcorn there. So if you want popcorn you should go there. Um Sarah Hamilton has the flu. Sarah I have all seven pages of notes that you sent but I'm not going to read them tonight. Uh then [laughter] Dumbar Dumbar Bell Haven uh I mentioned Luis Troy already. um really good in um instruction in some of those spaces and and a good spirit there. Uh EJ Brown, Miss Leiden, I just want to read some feedback that I gave her. Um I've been in your room twice this month. I've noticed the following lessons that are well planned and evidenced by the lab preparation. Physically standing engaging in tier one instruction. Uh today I observed extended response writing prompts to engage in critical thinking regarding molecules
149and our district approved science curriculum. And oh, by the way, your desk is really neat and organized and the materials seem to be available. Um, I hope you stay with DPS as a teacher. Um, continue to do the great work. So, we have some really, really good stuff going on out there. Um, Roosevelt, Dr. Samson, great third grade tour the other day. Lots of teaching, lots of small groupoup instruction, lots of tier 2, lots of complex interplay between the kids, and I saw homework packets for everybody. Um, and then Dr. Goodwin, I'm glad you mentioned I've been meaning to do this for months. We're educators. We should be reading. So, thank you for the other West Moore. Um, I'm almost done with that. And also, I'm reading original sins, um, miseducation of black and native
150American students. And thank you, thank you, thank you for all the volunteers, um the students who participated, central office staff, um community folks who came out for Read Across America. Um that was that's just a really fun event where we talk about reading. So that's um Oh, how could I forget? Um shout out to Zelica Trail. I got your text. I'm going to return it. Um Shereice, Mon'nique, and Kim, I'll see you at some point next week. Take care. Thank you. And um as far as my comments, I I want to announce uh we had a finance committee last Thursday and saw everything was in order. I want to tell everybody to enjoy their spring break that's coming up and you can read your book then I guess. Also want to wish to those that
151celebrate a blessed Passover, a happy Easter, a holy id aletur, a ver a nice vernal equinox. Yes. And as a child, I always got candy on St. Joseph's day. So have a good one. Thank you. And according to and pursuant to section 121.22G2 of the Ohio Revised Code, I move that this board go into executive session. This meeting is being held to consider the appointment, employment, dismissal, or compensation of a public employee. I That's a motion. Do I have a second? Second by Dr. Goodwine. We Yeah, that's okay. You had fun. You do it every time. Every time. It never fails. Is there Is there any discussion? Can we have a roll call? Dr. Dwine. Dr. Goodwin Goodwin. Mr. Mr. Lacy. Yes. Mr. Smith. Mr. Smith. Mr. Smith. Miss Reiner. Yes. Mr. Walker. Yes. Miss
152Garrison. Yes. Miss Woods. Yes, ma'am. Six. Yeses. Motion passes. Why was I the only one to stand? They going to say she was ready to go. Right.