001You call to order the public school board meeting at 530. I got a roll call. President Bailey here. Doctor Goodwin here. Mr. Lacey here. Mr. Smith present. Mr. Reiner present. Mr. Walker here. Miss garrison present. Miss woods, is she here? The. Flag States of America. Into the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Mission statement is to inspire, educate, and power. To inspire, educate and empower scholars for a lasting impact and a purpose to cultivate is, a supportive and engaging educational experience. Mr. president. Yes, sir. I would like a I would like to make a motion to reopen nominations for vice president. Second. Nominations. Queen. She has to call the roll. Oh. That's right. Okay. So, yeah, it's just the vote is no discussion. We'll be
002just voting. Okay. For the motion. Okay. President. Bailey. Yes. Doctor. Goodwin. Yes. Mr. Lacey. Yes. Mr. Smith. Yes. Yes. Reinert. Yes. Mr. Walker. Yes. Miss garrison. Yes. Nomination. I like I'd like to nominate Lacey. I'll second it. It needs. It doesn't mean it just closes it. No, no. Not really. Any other nominations? No. None taken. Well, we can vote. Okay. President. Bailey? Yes. Oh. So I have to say Lacey's name. So we just know the motion is. No, you still have to say the person's name is name. I'm telling you, when you're voting, you still have to say the person's name. Oh, okay. Come on. Good one. It's the person. Joe. Lacey. I got a position here. Yes. Doctor. Goodwin. Mr. Lacey. Mr.. Lacey. Mr. Smith. Yes. Miss Reinert. Mr.. Lacey. Mr. Walker. Mr.. Lacey.
003Miss garrison. Joe. Lacey. Seven. Mr.. Lacey. Did we get the paper with it? Got it. All right. He's already sworn in. Oh, that is okay. Look, we just got Hewitt off guard. We. Also, I get tell us what they're doing around here. I stay here. I, Joe Lacey, do solemnly affirm, do solemnly affirm that I will support the Constitution, the Constitution, and the laws of the United States of America and the laws of the United States of America and the Constitution and the Constitution and the laws of the State of Ohio. And that and that I will faithfully, I will faithfully, honestly, honestly, and impartially and impartially discharge the duties of the office, will discharge the duties of the office of the Vice President of the Board of Education, of the office of the Vice
004President of the Board of Education of the Dayton City School District of the day school district, Montgomery County, Ohio. Montgomery County, Ohio. to the best of my ability and in a good in accordance with and in accordance with the law. This allows now in effect, now in effect, and here, after and hereafter to be enacted, to be enacted during my continuance in office. Thank you. It was like pulling teeth, wasn't it? Your mouth. Okay. Like Joe was about to go home. And that's part of the reason I sent you to do one thing today. Right? All right, all right. District events, math, Olympics. So this is my third year getting ready to witness Math Olympics as a superintendent. I want to say that, every year, Mrs. Smith tries to take my credit for me. I
005was a math Olympic coach. Champion. He says that year he'll let me win a great team. That's why I was champion. And so I want to let him know my homework. And also, I didn't know that your brother was a mentor, that he's coach. He's my brother. I did not know that. So math benefits of grades four through eight. Dayton Public Schools at Belmont High School. I love the venue. Belmont High School. Wonderful cafeteria. thank you to Amber. So thank you to Amber Sizemore. Increasing services for making sure there is, and, any sponsors making sure there's food for the parents and kids. Opening schedule is 9 to 920. Opening ceremony competition is 930 to 1230. And then the award ceremony is 1230 to 1. And Mr. Smith, I expect to see you there as an
006honorary captain. I'll talk about. That this weekend. Yeah. Oh, yeah. It's coming up. Is so all right. Thank you. Sir. Departments for a mental presentation. Doctor Bailey, I'm going to introduce or bring up that the coats. Miller. And you can introduce your guests. He is going to, or co-presenter. He's going to walk us through a, overview and our collaboration with Sinclair. I know the eye is all the rage everywhere. And so I want to say that we, I think are early adopters getting ahead of this as relates to the highway. Doctor Miller and I have both been to highway to present on the work that we're doing. So he has been working on this for three years. As he stepped in the door, I asked him to take this as one of his projects. And
007so I'm, I'm pleased with, where we are in our process and also our partnership with Sinclai Before I introduced our, special guest, board president, doctor Bailey. Superintendent. Doctor Lawrence. Board of education and treasurer Abraham, district administrators and, Dayton community. Thank you for this opportunity this evening to, share this important update. I'm very honored to be here with Doctor Fritz for, who's the, director of AI Institute of Sinclair Community College. What makes, doctor, really an awesome partner? Is is a former, teacher, technology coach, district administrator, and now director of the AI Institute. So he'll be sharing, some of the awesome work they're doing at Sinclair here in a little bit. And so thank you for joining me in this presentation here tonight. And we'll go ahead and, here's our agenda and overview for this evening. These
008are the major, topic areas, that we'll go cover. Here's the, history of the AI steering committee sometime, summer 2004, the executive cabinet or leadership doctor Laura, directed it AI steering committee to form to help to guide this complex work. And, as I'm sure you're probably aware, many school districts take this approach and have an AI steering committee late summer. The overall purpose, the objectives, as well as the driving questions for the committee were developed early. Fall began to identify members that were crucial, including CTE, OEC operations, I.T, CTE, academics, and so on. And what was really unique about this approach is that it was comprehensive. It didn't leave any major, departments out. I it's something that impacts an entire school district all the way from the academic side to operations in every park. And so
009we're really proud to have, members from all different departments. As part of this committee. In summer of 2025, began a conversation with Doctor Brooks Sinclair Community College about the work that they're doing. And Doctor Progress has been a key, provider of professional development, Armand's professional development days, along with other people, including, including to, fall. We had a members, including building admin, school AI. So we have some external partners. And initially we added the entire alternative school staff. That was very important because, the guidance was given that I should be used to try to help our students at the alternative school, and then we're hoping to continue to add additional stakeholders as we move forward, including and eventually maybe parents of students, because they're they're important in this process. Next slide please. Here's some of the
010key milestones. The steering committee. We as a district began a little bit differently. We began to explore AI and how it's used. First, a lot of districts jumped on to the policy bandwagon very quickly and developed policy. And what they found out was later on, some districts made a very restrictive policy early. And so they backtrack. We explored we started that right away. We piloted school, I, winter 2025 and, myself and Byron attended the asa s RSA super Conference. James, William, myself, doctor Laura Tennyson, which I'll talk public schools. We really explored. They're kind of the leaders in AI and digital citizenship throughout the entire country. And then the AI steering committee made the recommendation to purchase school AI Summer for the following school year, 2025 to 2026 school year. Throughout the entire school year,
011we provided professional. And I'll give you specifics of that professional development here in a little while. Right now we have two doors away. AI pilot is going on. One is at the alternative school. They're testing a school check in board, and it's just completed and is, the post data collection interviews are happening right now. Another one we tested was a claims, evidence and reasoning bot, which is built into the curriculum and the growing science curriculum that was in a biology classroom at the Metro Hotel CTC. So we will be really excited once those results are together. And executive summary to share that with Doctor Lawrence and the entire board. Next slide please. This is actually from our proposed DPS AI policy. I can take many different forms, including the ones you see here on the
012screen. There was a minor addition I'd like to add. It didn't make it onto the slide. We added transcription tools to this list. So this is directly out of the proposed DPS AI policy. Next slide please. Why does AI matter now? Number one AI has a great potential to make education more affordable and effective across the board. If we're proactive and we began addressing what does I look like if we can prevent future problems in the future, including bias? It's built into algorithms and just the unintended consequences of having AI, in schools, the sooner we address it, we can address the challenges that might come out of this. Another thing is, I can actually be used to personalize learning to meet students where they're at based on their lived experiences and things that they know
013and understand. Also, AI is becoming college and workforce readiness issue is actually in the Ohio career tech standards. If our students who are career tech or in are going to be entering the workforce, they have to understand AI and they have to understand the workforce applications. Next slide. Okay. Now these this data shows a little bit data. This is from 2004. But I will give you an updated number here in a second. According to Hanover research, 65% of K to 12 educators use AI technology. And at that time 61% of students used it at the College Board. A recent study 2025 show that 85% of students use it. I would venture it's in the 90s now, right? Moving into 2026, we're talking upwards of 90% of our students are somehow interfacing directly with AI technologies.
014And as you are well aware of, high school districts must have that policy, approved by July 1st. Okay. Next slide please. Here is an outline of the DPS, AI policy. Let me just briefly tell you how this works. I said during committee looked at many different policies and districts and the big A and others, some that were very restrictive and some that were more open. And we provided our feedback based on those policies. We said that and the Ohio School Board Association policy model, policy guidance to our district attorneys, and they helped to craft a, AI policy that came back to the steering committee. And then we provided input and then made some, made some changes from that way. And these are the major, parts of this AI policy. Okay. Early on last year, we
015began to develop an implementation plan. And so we're actually into phase two, moving into phase three, this school year. So we've conducted a lot of teacher training. We have, reached out to all different types of stakeholders. Doctor Brooks was involved in this. He helped to train instructional paraprofessionals with one of our DPS staff members at the last PD day. We've actually collaborative plan between multiple organizations, something like an AI summit, something that is you would see at like Wichita schools. And we're going to share that in a little bit. It's called the T3 and it is planned for June 2nd of this year. And we're excited. This just an added DPS thing. We are the only school district sponsor working with these organizations to sponsor this event. Here's a list of the PD sessions we
016have offered by this school year. So you can see early on, there wasn't a lot there. In fact, August of last school year, we had zero AI trends for educators. By October we had one. This is offered by the IT department. This is just a general introduction. I by March we had two courses. We had AI certification courses for school AI. Next slide please. And by this school year by August we had four different AI courses. And a lot of these were selected based on the input from the AI steering committee. And in September there were five courses. I included one that was mass math specific year. And then by January, the most recent district PD day, we had four different AI courses. Okay. Current and future needs. AI is more than just teachers. We
017realized this year, we realized we have to involve parents, we have to build community. We also have to involve students and our four English partners. Right now we're working with hand over research. They have helped us to develop a survey to, better understand how staff members at other schools are using that. And this information can help us further offer professional development to help them. And, also to provide feedback on any possible, future needs to change policy. There's some concerns that, AI is going to cause students, to not think critically, but I would actually argue if we approach AI with our values in mind, in our portrait of graduate in mind, we can actually use our leverage AI in the right circumstances to teach the skills, like critical thinking that we want students to have. Critical
018thinking is a part of our DPS portrait of a graduate. Another challenge will be keeping up with the changes in that that community. Probably twice a week I get an email from a new vendor or a new company who wants to sell something. It's amazing how many AI vendors are out there and how AI is is almost in every type of platform. So we have to keep up with these changes. Let's see. Yep. And then, how to teaching students how to ethically use AI and right now are in moving into phase three, we realize that students need to understand AI, how it works and also how to use it ethically. So, this coming spring, we're testing piloting some AI and digital citizenship lessons in our library media centers. Okay. In the two places where we're
019pulling from this common sense media, the other one is called, a day of AI. And so we're going to get that feedback and help making some decisions about how, we're going to develop or use a preexisting scope. And sequence, to help students at all grade levels to understand AI. Next slide please. Success stories and challenges. Something that has really, make it happen. This year we developed an AI policy for science Fair, and we share that with science fair coordinator's eyes. And the International Science fair has an AI policy. The State Science Day has an app also. So we thought we need our own here at the local level, we allow students to use AI to help brainstorm ideas or generate graphics for their science fair. We did it. Allow them to use it to do
020the thinking part right. That's an important component of science fair. So we had a number of, teachers of science record industry use for AI to help students brainstorm and tweak their, their questions or scientific questions. In fact, last Saturday, we presented some of our findings at the Wright State Law Local conference myself, Mister Malicious from River's Edge in this role from president. And we're really proud that we were able to share that with the broader community. We've seen some, strong usage of AI and OEC and school psychology. Some of our top users have been school psychologists. Last summer we had one student attend the a. Yes. I can't right say we'd like to send more in the future. And I think this is probably getting to a point where we'd like to share the, T3,
021the AI powered, conference with you. And I'm going to go ahead and switch out, and I want to let doctor props, talk about the, T3 conference. Sinclair is, Is one of the major sponsors of this, and they're helping us to make this possible from a physical pamphlet. Good. Doctor Miller, good afternoon, ladies and gentlemen. It's a pleasure to be here today. And I have thoroughly cherished each moment I've been able to spend with Doctor Miller, Doctor Lawrence and you. Fine. Fabulous educators here in DPS. Each time we've been in the buildings working on professional development, I'm constantly amazed at the talent and the dedication of those who work with the children of this community. Each and every day, and I am in no doubt having the confidence that they will continue to prosper, even with
022a tool like AI that's coming in, that's massively disrupting things. As Doctor Miller mentioned, the AI Excellence Institute Sinclair was launched last year. It is a three year effort which was fully funded, fortunately through our board of trustees, which means we have significant dollars available for programing and opportunities in the community. We are at schools, businesses and other organizations daily. In fact, today I was with three organizations, two of which were other K-12 districts. And I'm pleased to inform you that DPS is still leading the pack in many, many ways with this I adoption. Two of these districts have not yet even begun. The conversations about their policy as required by OD by the end of the year. So please accept my biggest sense of gratitude and thank you to you for spearheading and supporting
023this effort. One of the goals of the Institute is community based focus, and that is inclusive of not only working with our partners, but educating the broader community in different sectors. The T3 conference, which stands for Teachers Teaching Teachers, we will be hearing directly from those who have had success in the classroom, including students who can shape the future of how AI works in education in this region. It will also feature a number of Sinclair faculty as attendees and some students who are presenters. The lines across different levels of education have gotten significantly blurred in the last 10 or 15 years. I've watched it firsthand, having spent more than 20 years in the education space, and by having events like this and sharing the information that's working for our students and working for us as
024educators, we can only further expand on those skills. Literacy opportunities, and professional development. We'll also soon be launching a micro credential program for the community that includes a student component that with Doctor Lawrence's, agreement to be a partner, we will be launching for DPS students. It is completely no cost to the district and is structured and leveled for students at various grades all the way, including down to the early levels, as well as faculty, paraprofessionals and others who are in those positions. There is a four cost translatable, micro credential that can be earned, but the general version of this training courses will be free to the community and available with a certificate for also, translatable CTE used for professional licensure renewal that should be launching in the next couple of weeks. We are fortunate that
025the program was largely funded by a grant from the Ohio Department of Higher Education. Five other community colleges were awarded grants. And I will say, fortunately, with some clear the community what they're doing combined, the other four is not even to the level of this type of a partnership. So again, thank you for being such wonderful partners here in the community. I would just like to add another challenge moving forward is I is not intended to replace the curriculum. It's not intended. To write your own curriculum. It's intended to enhance and extend the curriculum to meet all students personalized learning. Next slide please. So I think I already mentioned the Survey Hanover Research Survey, which will be rolling out here in the next couple of weeks. We've been fiber. We want to continue to engage
026multiple stakeholders, parents as well as students. We are in the process. One of the powerful things about the survey, it will help us review how our staff currently using AI, we have some data, but, this will help to augment it even more. Can we continue to have to update our professional development and policy as things begin to evolve? And we're looking forward to getting data based on the testing of these pilot student lasting lessons, both in the elementary schools but also the middle and high schools. Next slide please. Here's some great news story. We're hoping we're trying to share our work with the High School Board Association, the great things that we're doing here at public schools. So, we have an article, the sitting in their queue to hopefully get published. We've been waiting a
027number of months, for that, we hub school. So as I mentioned on, national speakers, Mike Pence's blog post, and that's linked here on your PowerPoint as being a great example of an organization who's using data to make decisions about how to use AI in organization. I'll be presenting and sharing AI. The national science teachers Association meeting, which is funded through due Stem, in April. And again, I'm really excited to be partnering that. We're partnering with folks in the Sinclair community College AI Institute. This is an awesome opportunity for our educators and staff. Next slide please. Here's, two students from Riverside Montessori School. They use school a I, science fair bot to help them, fine tune their testable question for their science fair project. And they received, superior rating at the DPS on District Science Fair.
028Okay, so this, is the point of the presentation. I'd like to open it up. If you have questions on any input you'd like to make and the questions. Yeah. Thank you. Would. So I, I mean, a lot of when I think of AI and this might be very limited use of it, but, would it, would we be using or would it, would we be using AI to analyze, like the results of students, the results of their tests and stuff like that? It's a great question. In the sense of like a principal or somebody working on accountability or the school district. It could be used to analyze data, but you have to be very careful. You know, we do have to be compliant with state federal law in terms of putting student information into the AI
029platform. School AI, has an exceptionally high rating, by organizations for student safety. In fact, the way the students access the bot is not by creating an account, they go to school. I enter a code. Okay, so it's very safe. Educators. And this is part of the training, the ongoing training in partnering with Sinclair Community College and Doctor Pros is helping educators how to properly analyze student data by removing the things that are protected by law. And. To help you understand how a school I bought works is when the students go in and they have a conversation with the bot, the educators can see a dashboard, and the dashboard actually gives them information that's actionable information on their students. And so if you're launching a class with a question, the students go in the bot in
030a secure way, and the teacher has the capability to check on the student conversation and have an understanding about what the student is doing and what they're understanding. So AI has a is a it's really a powerful tool for a lot of things, including forward, formative assessment and provides actionable data for teachers so students could talk to like a virtually correct. Okay. It's just like when you go to the DPS home page and there's a little bot there, and you ask the DPS home page, you know something you're looking for something you want to know. There's a response. That's the bot that's responding. I mean, I guess I maybe this is just take in mind and maybe this isn't the use, but I can see scanning like the student's paper and, and so that would
031that be a, you can train a bot to, look at a writing sample and, you can train it based on how you graded to actually great writing samples. And so, yes, that is one just telling us, like, I don't know how we can help, but we are scanning with the, the ability to scan a lot of stuff. I don't know. Well, in the sense of like Google Classroom students, sometimes might upload their written work, some may be handwritten, some may be typed. So, if there is a, piece of writing sample that is a Google classroom, it certainly makes it easier to do that type of thing for. But yeah, that is one, use that's actually being used in higher education. Could you talk about that? You might be able to talk more about that. I
032know that a number of professors, we have tools that will use their own learning management system, similar to Google Classroom, where a student could upload their work directly through an agent that could scan it for a number of things. One of the most common ones it will have is we can have the rubric available. The student can upload their work and say, you grade me, tell me what I'm missing. Tell me what did no different than if you were to do that. A paper pencil situation. Those agents are designed to remove any identifying information, because a lot of times those systems are secure to the district's servers. They're not going out to the broader, you know, I world. For example, a good comparison of that is if you've ever done a zoom call with AI
033companion, if you're within a an environment, you know, the URL would say something like Sinclair dot zoom that us that stays within that environment doesn't go to the broader world. So obviously we wouldn't want to put anything in there that's protected information under for, about or have or anything else. But should that occur, it does not leave the confines of the infrastructure of the district. So if a student were to put a Google assignment in there, it would strip out some of that identifying information. And even though IT folks may be able to find that in the back end, it would not be available generally to the to the AI system. So I guess and also in general, I guess I'm wondering, do we have any IP facilities to take advantage of online? To fully
034take advantage of the data we do. If you'd like a more detailed presentation, I could actually come in today. Probably it would be better to, we could probably come in with the school I, school, I, member who's on our steering committee, and we could actually demonstrate some of the functionality. Some of the more simple things would be like rubric generation or writing a bit, writing IEP goals. Within school, there are some specific assistance that are used. I think that would probably, if you're okay with that. Mr. Lacy of maybe we can come in and demonstrate some specific functionality, that we have with school AI on the enterprise system. They have some new features that are being released to, that we're really excited. I know I, Mr. Williams and Doctor Jones has been working with them
035on these new features that they've released. And, we we'd be excited to share if you would like to have us back and then come back and share some of those specific features. Yeah, I'd like to see your feature sometime future and I, and I would suspect parents would like to see. Sure. Especially like parents that have no clue what their kids are doing during the day. But that might be a great idea for a parent workshop or working with, somewhere for some or any other questions. Mr. Walker okay, so I, I may be confused here. You started this in fall 2024. We are now in March of 2026. Is there any data to show what students are actually doing at Jackson, whether that is students or teachers? And I guess I'm curious on with the
036PD offerings, like what actually is happening in the classroom now setting with the AI piece, if that is the chat that you would just referring to with the writing prompts and things like that, how are teachers digesting that and and interpreting that better to the students? It's a great question. I can speak in broad terms, of some specific way that teachers are using it. One of the purposes of the survey is to help us to dig deeper and know specifics, including what platforms or what applications. So students, teachers often use, class starters or bell ringers or use a bot as a bell ringer, that they can use that as a formative check. Also using it and projects for, different applications within projects. As a, as a district, we can see who the top users are.
037I can access that information. I can tell who the top users are. In fact, I've called them and ask them, how they're how they're using it. But, to dig deeper into the data, we are going to have to we would have to have a response for probably Mr. Williams looking at that more. I don't know if Mr. Wizard. So yes, we could actually we've been working with school I and a few other ones where we can pull analytics on whether they're creating spaces, whether they're using it to create assignments or syllabuses. It just depends what type of data you're looking for. And we can see how often they're using it over the past year and a half. So what exactly are you using it for at Jackson since that was reference. And I'm like, if
038this is the first year that they're using that Jackson what exactly. So there is specifically that's to chat us. Right. What were they created for? Again, there was and SQL check and bot. So the idea was proposed. Okay. Whether a thought could monitor students well-being and, monitor whether they need support throughout the day. So, as you know, there's a counselor, there's a therapist, and there's a social worker who's program and, they have their own caseload of students, one that they see on a regular basis. But there's also times where they may need to pull a student for immediate support within the school. So the question it's almost a research question that was posed was, could that bot that's being used in the classroom just for the first five minutes to check on their well-being and
039almost act as like a signal flare, like, oh my gosh, this student needs to pull in and I need to meet with them as a counselor therapist. And so one bot, the students are actually giving advice to the bot. So the bot was acting like a person who is going through a different, difficult situation. And so students gave advice to the bot and then a later bot, students had to, explain how they're feeling and then provide, different strategies that they could use to help deal with their, feelings or situation. So right now we're programmatic evaluators looking at all the data. We're, we're excited because our the first hypothesis basically been supported is that, the counselor and the counselor, the therapist confirmed, basically that the data in the chat can help them monitor students throughout the
040day. Okay. I'm going to be seeing as they have groups at the alternative school where they learn different strategies that they hope that they would use to self-monitor, hopefully different situations. And something that showed up in the bot conversations is actually the strategies that the students are learning in the room. That's confirming to us that they're that they're they're able to learn and use the strategies that they're learning. That's perfect. I would say not to Lawrence. I would be, interested to see this at OSB for capital. I know you presented my first year. It's going to Miss Burr like I did my second year. So third year, you know, it's a level up thing. Not to say you all wasn't like there but but appreciates Miss Price. We have three proposals being sent to OSB.
041So so one is I, it's a proposal you see here. The other one is around, operations and the, other one is around Welcome Stadium and our, and what the board did with the two superintendents to build Welcome Stadium and also in honor of Karen with that. Yeah, we can hold a debate with another school district. We have on some things in debate right now gets us next year that we appreciate. That's almost a good one. Yes. Thank you for the presentation. A couple questions for me as well. The sample size. How many teachers are actually using this for a question? It's relatively small. We selected Miss Rainey, who is, certified Ela teacher at alternative school. So the number of students is relatively small, but it doesn't prevent us from drawing some important conclusions. What's the
042small number? Approximately 1010 at I. How many teachers that we have in the district. So he's specifically talking for this teacher across the district. Are you saying that we watch it? Roughly 200 teachers have been using it here and there. Okay. Of the 200, how many teachers in the entire district? And I'm trying to understand the sample size here. Yeah, for the pilot. The pilot study is just one classroom, one set of students. The second pilot, there's about 20 students that met her down during the pilot. Okay, so there's parts of the actual entire school district. There are somewhere it's more than 200. That's more students. So it's greater than three. Okay, let's zero in on the question, guys. And I need exactly teachers here. First question how many teachers in the district have access
043to school at all? All of whom do it's enterprise okay. Of all the teachers in the district, that means how many teachers do we have in the district? Of about 900 teachers, out of 900 teachers. What number of teachers utilize the platform? Going to try to pull that number up right now. And is this the number you're pulling up? Is that okay? I signed in one time or is that active use? We can actually see acronyms okay. We used it in the last 90 days okay. Let me just get that. And I'm just trying to see where the body. Because one thing we have as a district is we have a ton of products that are great ideas that people don't use, and then they find another product that they're used to and that piece
044of it. So this may be a great platform, but if of out of the 900 people who have access today, only 200 are utilizing it, maybe actively, I don't know. We're going to find out and say, okay, that's a bigger concern to where is the gap between this product and the individuals that we need to utilize it? Yeah. If I could just add that's why we're serving the district. So in terms of adjacent school districts, Magic School is very popular. Major school I we're very private. We partnered with school way. I part of it is because they have personnel who can work directly with us. They've been out free of charge and given up TV and so that's one of the purposes of the survey. So we can identify what other platforms teachers are using
045so we can continue to help teachers learn how they should be using school. I that's paid by the name of school district. They should be of course using school. So as of right now, in the last 90 days, there 98 spaces lost. And so he copies it. Yeah, 398 spaces launch. That's chat box for a second. There have been out of those 90 days that is 218 users. So we have 218 staff members, 900 Mr. Likes. And what percentage is it? You notice that? Yeah. You know, you use to call out your capital. And active users, since we've started this has been 7 to 9, 25, 25 to 1700. Since we have started school. It's about 25. And this is the first year. Correct. This is the first full year. Full first. Yes. This is
046the first full purchase. This this year we purchased the pilot and we piloted in a number of classrooms. And then that extended the summer. And so what's the 1700 that is so far that have logged in the sky and use it over the past year. So we don't last 90 days to 18? I'll say 1700 individual logins because I got my individual use. That would include paraprofessionals that would include, people in operations, business, HR, that would include our parents, the entire school district. Remember, we're approaching this as a school district. Everybody okay. All right. Everybody needs to understand how to use the 1750 is all work with me. So I'm going to give you guys direct question and just give me directing back. None of the fluff because I got to move through my questions.
047We on time. So we have more than just teachers based on what you said, can you send us a breakdown of who has access and who is actually utilizing this piece of it? That's one from a staff perspective. The second question, students first perspective. You said we only have ten students utilizing it right now. Note how of those schools, it's all students he is talking about to highlight okay, highlight two questions. One, how many students in the district of the 12,900 and some things the staff have actually utilized. This is I can pull that that I just want to I want you to send it to. All right. Like we just don't broke down by grade. Yes, actually by location of school. And then I want to know if they've logged in one time or
048if they have continuous use. Okay. That's a that's the next question our, our student is actually utilizing. I don't remember the it was mine something I don't remember. Oh this whole thing, Mr. Lacey. Okay, I'll get him going. He gave a whole speech that one time was a couple words, but I do I do recall the amount of dissatisfaction with children on the platform itself. So again, investment doesn't make sense to me if the intended user doesn't enjoy it. Okay, so we got those two requests. Then the second request are the next part for me. And I don't know if this is you guys or someone else or whomever in the audience. How does this help students with basic skills of reading and writing? And I ask that question because I've seen how adults in
049our district and outside of our district utilize I. If you don't have a good foundation of how you write the I does not cover that up. So I've seen our reading scores and that piece of it. We have some gaps when it comes to the basic skill of reading and individuals being at grade level. How is this platform or any other platform you're looking at assisting in those two basic skills of reading and writing for the financial industry? Is this okay? I got the system set up and I can see how it takes to standards. And that's okay. It's not you. It's somebody about. So it's either either our individual from curriculum, the superintendent or someone else. That is that is the biggest question for me because I need to know how this translates to
050improved scores, improved performance and not just completing tasks for. I've got to. I'm going to need more than two minutes to. You only got one exam. Give me give. You got to give us something like you're selling us on the idea. This is a good piece right here. And those are basic matrix for us. Well, I can give you examples that let me clearly state that in no way, shape or form has I. Steering committee never said that, as I said earlier, that the I should be the case, the curriculum. Okay the I school I it's meant to augment and helps support the curriculum. So for example school way I will translate the work. We have students with however many languages in eight schools or something like 40 to 60 different languages. So teachers have
051the ability to translate documents for students. That gives access to students. Okay. Number two, if you think about a science classroom, okay, our science curriculum has phenomenal based learning knowledge aligned to the next generation science centers. So teachers have a capability to find ways to personalize the curriculum in areas where the curriculum does not fit. It does not replace the curriculum at all. It helps to augment and support every single student for Doctor Lawrence. And so what he said all these all. And I apologize if my response is not specific enough for you, but I makes it possible for all students to be able to access the curriculum if student if the teachers know how to leverage it to help to personalize the curriculum in certain students things. So the biggest issue, our complaint that
052I hear from teachers was we'll go down the curriculum rabbit hole for a second here. Is it is not that the curriculum is insufficient, it is that the skill set of our students don't match necessarily with the curriculum. Give the assumption that they're right. So we have curriculum that is adequate. If all the other things were true, meaning the child was at grade level, the child had all these other places at the grade level was the biggest part that I hear. So from what you're telling me right now, it doesn't sound like this will work as great for students if the foundational piece of them already not being able to keep up on pace with curriculum isn't there, but if they are able to it, then this does work and that piece of it. But
053the curriculum conversation is definitely another one to go down because again, from, I can say, probably about 300 teachers that I've spoken with regarding the curriculum. The problem with it has been we make an assumption of where children are and they aren't there, so we can't adequately utilize it in that. I, I respect that response. But I also challenge you to the same time. So what I hear is that there's frustration with the curriculum. I hear and say at the same time, but we also must respond in a way that doesn't assume that students don't have the ability to access it. So, our curriculum is pretty incredible. An example is amplify science. I urge school districts, you've asked me, how do you afford that? And I said, we have a great board of education. I
054heights right up top. I said that our tech had some strings and she was able to purchase what Ed what Ed report said the same Ed reports rates amplify science is green. Not every school district can afford that. So it is so good that there are strategies in there are things that if they're used properly with fidelity, if they're used as intended, and if they're used without a deficit mindset of thinking, I believe the students can access it. And I think if it's properly augmented with I use properly and thoughtfully, I believe I can be used to help students. So what we'll do with that? I'm sorry if my examples are not specific enough. But I've seen a lot of the times at different levels. We battle, we battle mindsets, and that's one of the
055most challenging things to overcome is mindsets. So what we'll do here, because one of the great things we have are these committees. Because I never want to take people's assumptions, I will invite multiple teachers to come to talk to you specifically about amplify, because that is the most complaints that I receive. And I think they should give them directly to the individuals in a safe form where you guys can have these conversations, where you have the people on the ground who are utilizing the tools and the people are putting in in the same way that you want to show us. I mean, I've seen it because I've been to several of the meetings. They here and I don't have any issues with the product. Nothing when individuals utilize it is a really good tool when
056you are at grade level in that piece. So we'll bring that together in the school curriculum committee, and we'll have that conversation to see again where these pain points are. Because if we're going to invest, you continue to invest. It needs to make sense for the utilize the users of the products here. And that's both the staff who have to implement it and the students who are going to utilize it. I will follow up with you with one more thing, because I would like to know how those students at Jackson, the ten that are in that pilot, how they perform well, tests coming because this is the only group that are actively, actively using something in this. Is that correct? Are there other groups? Right now let's focus on that one specific space because there,
057there was a directive that I should be to use of alternative schools. So we selected, that one classroom because of the nature of the teacher. The teacher was a veteran teacher who was willing to take on this challenge. And, I will just add that, the students at first and I trust the math, they didn't understand what they were doing. And our friends at school, I had a very creative and, novel approach to help the students understand. And that was a, they'll be in a red light, yellow light and green light into the math so that, students, had to understand, they had to have to converse with the bot and not to build the trust to make it go green. And it worked wonders. It really worked. Okay. So I would like to see and this
058is more for you, Doctor North, to bring back to us how those individuals perform when they're testing. Compared to another class at Jackson that didn't utilize the. I just want to see if there's any progress whatsoever with another class at Jackson or in general in the district. I mean, you said it was on the right. Well, let's if we 70 so they're not another class of students. Are there only ten students at Jackson at the moment? This is ten at Jackson. But I'm saying that no, no, no, I'm talking about because I want you to use the I am tool and that they did at Jackson. Are you saying they're only ten students in the entire building in doctor? Good one. If I could add something that the purpose. And I realize that our ultimate
059purpose is to increase fitness, learning and their test scores. But if I could just if I may add one thing, is that the purpose of that one specific pilot was testing a concept of monitoring students socio emotional learning and acting as a signal flare for that situation, to help provide the interventions that they so badly does that not improve their ability to to do better in school? Yes, yes, the purpose is to regulate. And I'm afraid if we just look specifically at their test scores, that's not going to tell us something about I need to just know or the strategies that I need a data point. So there are 45 kids listed right now that I'm trying to distill. According to our, Robert, are there actually 45? Are there because I need this question answered
060before I'm going to you. So are there only ten schools? There's ten students in that 10th grade Ela class. Okay. Outside of that, are there is there other students that are not in separate class? Yes. I want to know how those other students compared to this group of students, because this group, you said, has had some benefit that enhanced their learning in some type of way. Interested to see if it does correlate. If they do better, they do the same or they do worse. I don't. I don't know these. He's really said it's enhancing or not. He told me he didn't say, I said I want okay, okay. He didn't say anything about that whatsoever. I'm asking you guys. I want to know if there has been any difference in those ten students. There is
061no noticeable for us to invest in a product that help them. You said it's done to fund their social and emotional learning. That's great. It made some people eat breakfast and they morning had nothing to do with yourself, but you fed them and it came in a different way. I just want to know if there are some things that changed from these ten students, compared it to the other. Thank you. We will we will make sure doctor Guy, we will make sure that said doctor see here. Give it a thumbs up. I'm gonna go ahead and pop up. I need to send you guys stuff from. Right. Easy. Yeah. I think you're awesome. Yes. I wanted to find out. With the AI tool, there's the AI tool. Supplement. Additional information. I know you talked a
062little bit about how it can adjust to the different students that we serve culturally. And I was thinking more so, in the, at the cultural level, if we're in American history, and I know you guys are only right now in L.A, and let's say the topic is, you know, American history. And, you know, we know a lot of information has been taken out of our history books. But if a student of African American descent wanted to some additional information that's not in the book. Will the system kind of supplement that information for them and make it relevant to that particular student, whether they're Hispanic, or whatever their nationality is? And in addition to that, how is it helpful and useful for individuals and students on IEPs 504 plans? How does it, is used as a
063tool for those, avenues as well? Thank you. It's a great question. I think your question, if I make it more broadly, is the personalized learning which was mentioned in the presentation. It was it all depends on how you prompt the space. You could program space in a way so that a, a person of color perspective is represented during a particular, for example, period of time. So if you prompt and you say, now imagine, this is the character in this in the situation, it was this specific point in time. You can simulate that through the conversation with the bot. The students could simulate, what was life was like for some of the challenges that they had during that period of time. So, and we have history teachers who are using that, right now and in public
064schools. And so, again, that's part of the personalization or the powers of the actually, Lisa has become since as simple as they ask these set of questions and then customize the learning based on that. And to answer your question about students with disabilities, it can help break a, a much more complex topic, that much more, complex, learning standards, break it into smaller pieces or help a student, who has a disability. Understanding some is more complex in their own language. Again, it comes down to how do you set that motor space up? And so, Doctor Lawrence, if you are able to maybe set up, opportunity, maybe I would love to kind of be the student and kind of go through it and see what it produces. You know, for myself, I think that would be a
065great follow up presentation is actually model it on the potential of how these spaces work and allow everybody here to experience. I'm like, you were a student. Yep. Thank you. Would love to do that. That's all I have. Doctor. I really so I let Mr. Walker do a follow up. So you talk about critical thinking in, it would not stop our students from being able to learn how to critically think. How do we monitor that? Thought you said you could monitor that. How how would that work? So that I was not giving them everything and that they're able to think for themselves? It's a great question. Again, it comes down to the prompting. If you prompt on the space of the bot that you set up, you tell them, do not provide this, do not
066provide this. Instead, ask questions that helps them arrive to where you want them to be. And our advice is always you have to test it out yourself first before you roll it out to students. And we, we we always do that. So this is us and that specific question as well. It also depends on what I tool you're using. So if you're using something like tabs you go to your gym. And I it is not made to teach students first thing. It is made to give you the answers you're wanting. Something like square Khan Academy. There's schools that do magic, that's all. There's a large amount it's made to teach students. So if you watch some of the interactive news with them, it's asking questions as they're going through it. Let's try it to see
067if you prompted to set it up right in. You limit what information are actually providing the student in. Instead have to ask the questions the students are actually doing the thinking. It's very different than, as Mr. Williams just said, as you know, chat. You need to open it. You determine as the writer of that's what space or bond you determine what thinking the students are getting. Okay. Thank you. Then we can probably get some examples of that and some conversations happening well, in the future as well. You're just as well part of the literacy piece in the product we provide is evaluating the outputs. So it's not just, you know, copy and paste and assume it's fragments evaluating critically. So there's opportunity to build on some of those critical thinking skills. We saw that a
068lot of places that had put a tool out 2 or 3 years ago and now are having buyer's remorse that they didn't have the chance to teach students the literacy, how to critically evaluate if we even see in our own workforce at the college where we're trying to get people not to just say, make a table of this and assume it's automatically correct, accessible, etc.. Thank you so often. So since we went down the curriculum rabbit hole, I just want to just for clarification on on my end, can I just have, like, information around what grade band is using, what curriculum and my request more so is based upon what I see on our website. And like, if I'm looking at first grade math, first grade students build on their foundational math skills by learning
069to add or subtract within 20. That doesn't tell me exactly what is happening with curriculum compared to me. Just searching the other Ohio state schools and I have an actual breakdown of place values and place guides and everything like that is one part. The second part of that would be is social studies not being taught in middle school, social studies as part of the middle school. Again, going off what the website is saying and it does not have one of those on here. So if we can just clarify that and that is just my my request, I leave everything else so that we will, have a response. Appreciate you, Mr. Minor. Thank you, Mr. President. Thank you for this presentation, I appreciate it. I am not a Luddite, but I have concerns about AI. And
070I'm grateful for what you shared with me. With us about what some of the guidelines are. My concern is the very high level of need that it sounds like for humans, for the teachers to put in guardrails as they're using this tool with the students. Can you. So it sounds like we're getting the follow up presentation. So I'm going to ask you questions. You don't have to provide answers now since we've already talked about this. But I would like to know more about what are the guardrails we're putting up to make sure that the teachers and the administrators or the whoever guides the students through this are using it in a way to make sure that students are learning and using and thinking critically. How will students, you know, I have concerns about, ChatGPT. I
071think that's the AI tool that is the most well known, as well as the most rife with possibilities of, keeping kids from actually understanding how to think about the world around them. Could you just bring us some more examples? Not just this chat, but that sounds really helpful. And again, I think that AI is a very helpful tool for teachers. Our job in this entire district is to teach students how to think, think about the world around them, think about things that they're hearing from teachers. And I would like to have more specific examples of how we are still maintaining that fundamental teaching kids how to think and not removing not giving them any shortcuts that could actually undercut our ability to provide what we are to be doing here. Parents. Thank you. Thank you,
072Mr. President. I just would like to add the chat you is is not approved for, district electricity usage and Gemini is not approved. And there's a very short list of, AI platforms in the room for students, including school I in Cambodia. Do we have check to be blocked on our school that works and on the laptops and devices? Okay. So we still allow staff to use, but we do have a voluntary process. I've talked to a number of teachers not in this district, but in other places. I just had a conversation with the English teacher from Bellbrook, and they are using, Blue Books again. Did anybody. I use Blue Books in college? Yeah. Yep. They're using that again to make sure that kids are actually writing and learning the skills that we learned that we
073are still trying to teach them. I don't know if that's okay a consideration, but it's anyway just very sure that. Thank you. Do you remember Blue Book, blue books? Did you ever. All the time, Mr. Smith? All right. So, first, timeline wise, is there what's the next cost that will come to the district for school? I terms of square is probably that if renewal, it will be the rule which I think is in August. Okay. Cool. So just wanted to get that baseline of understanding where we are, because I think a lot of the conversation is couched in different pieces where I do want to say, I want us to not, to not be stuck in a deficit mindset. I think that the more tools we have, I think we have to figure out how
074to use the tools correctly. I think we have to figure out how to do the other pieces, but I wouldn't want us to. Be stuck behind because I think that's where public education, especially urban education, got put in a rut for so many years. But we look and we took a look at some of the things that we're doing now around the district and preparing our students a lot of ways, because urban education for years was pretty much preparing students just to go to work in a factory somewhere. And I want us to let our children be aware of what's out there. If they get out there and they can't use the tools that are out there, they're going to be left behind. No matter what kind of education we give them. So I do
075think that part I do also want to I want to see what are we doing to help the students. If we're looking at that socio emotional education piece, how are we creating that bridge? Because some students may not be in a space where they can come in and talk to about just yet, like, how are we? How are we walking that bridge with somebody to get them? You know, you have some kids that are just aren't ready to talk to anyone at all. Then if you have to talk to somebody, how do I know that the what they're going to say is a true reflection of how they feel? Because sometimes it takes that human connection and how like, how do we work that whole piece, like how do we triangulate that from the student?
076The staff member and the technology? And I think that is a real question for just us as a district. How do we really co-mingle all those things? Because we want our students to be able to do these things. We also know the technology is moving daily, like whatever we have right now, like whatever we're coming up with in August by next August, it's going to be a whole new package. It's going to be all new things, and we have to keep moving and getting. And I think that is also working with our staff, working with that. I think that's what we were talking about with the, technology steering committee and looking at the even the AI policy, like the fact that it created a real conversation, because we have to really be forward thinking on
077these things. So I want us to not only look at the current things that are happening, but what are the long term effects and how do we how do we see what that will do for us, for some of these things? Quite frankly, we won't see some tangible effects for a while. And we have to understand that. If not, we'll look at things and say, we're not moving the needle when we start doing things before we get to the point that goes beneath. So I would want to see what are what are some of the things and working with not only but curriculum working with our school therapist. What are some of the signs that we want to see? You know, a student may not have a higher reading score, but they may have lower
078referrals. They may have fewer suspensions. They may be causing fewer distractions that then can get them to a different place, like seeing how all of these things work together. So I think because AI is so integrated in everything that's going on, then the work has to integrate with all the different pieces that we have. We have to have our therapists of all. We have to have our teachers involved. We have to have principals involved. We have to have parents involved to see how do we do this thing. So I think getting everybody in there coming to the technology and curriculum committees and seeing how we can really make a real mesh of all of this. So, I appreciate the work, I really do. And I just want to see, like, what? What are we trying
079to do with how we move this forward? What do we what are some of the metrics? What are some of the benchmarks that we want to see? Because it's not for me. It's not going to be a we're going to move the needle from here to here. But how is it how are we moving in the building to our students after they leave Jackson and going back to the building? Is it is it making some students go back and have a better experience in their school? Is it making them stay there with the change that we're making? Is it making them want to go from Jackson to Dayton? Digital like tracking all these pathways of the work we're going to do? For me, it's going to really give me a bigger framework of how we
080move this thing. But I just want to say I appreciate all the work and that we really do have to get our students prepared for everything that's going to be coming at, like we do a lot when we talk about curriculum and job job readiness. But, I mean, they have to be ready for the world. And so I think for us, we have to be ready for everything that they have right now, because they do have so many other barriers going on right now. So that would be the first thing I'll probably reach out about is how do we how do we move that socio emotional piece, like how do we really get that there? And I would love to get some more therapists in there and some of the people to see them day
081to day and see how that works, how it moves. But I appreciate it and that's all I got. thank you. Good. You're good. Just wanted to do, Yeah. Thank you, Miss Sheehy. Thank you. Sorry. Thank you. Chief. Doctor Sheehy. Thank you for the presentation. Thank you. Regularly. Looking forward to coming back. Thank you for coming out. Thank you, Doctor Miller. Well, we're going to have a special presentation. And the sisterhood all in. Brittany. Okay. Good evening. Doctor Lawrence. Doctor Bailey, board president, board members, it's my pleasure to introduce Brittany Appleby, who is one of our group home providers. And today we're going to give you background about the group homes, the services that are provided and how the schools work in partnership. We have our transition coordinators who work directly with all of our students
082that are living in foster care. So we'll I'll start off and then it be my pleasure to let Miss Appleby share a day in the life of some of our children. And so, we know that Montgomery County, city of Dayton, has the largest number of group homes in the state of Ohio, and many of them are clustered around certain schools. We know Dunbar, Westwood, Thurgood, Belhaven, E.J. Brown and so with so many in the city, one of the things the state and federal department did was hire transition coordinators. Our goal is all means also, we need to provide support to all of our children, regardless of where they come from or some of the challenges. So next slide. These are the numbers that we have. Some of our students experiencing homelessness, 358 and our foster
083and Group home, 582. And we'll go to the next slide. We know, fortunately, there was a moratorium, where it's maxed out, meaning they can't open anymore in certain neighborhoods that are high numbers. And this brings stability to the community and obviously helps with the support services between the schools and the city. And so now, the next slide will, Apple Berry will share with us a day in the life of students that are living in group homes. And immediately after Miss Apple Berry, our transition coordinators will come and share how they support all of the students as well. Good afternoon, ladies and gentlemen. My name is Brittany. Appeared on a clinical directory and sisterhood located here in Dayton, Ohio. This is my business partner. Her name is Ivory Levin. She's the program director. And then over
084there to the right, I have our administrator. Her name is Sharonda Smith. So a day in life and a A and B sisterhood, a typical day. A and B sisterhood begins early in the morning. Youths in the homes are woken up around 6 a.m. to start their day. Most of the girls prefer to take their showers in the evening to help reduce congestions and commotions in the morning, however, youths are permitted to take showers in the morning if needed, especially if they're if they have participated in activities that can that cause them to sweat or if they have personal comfort or trauma related needs. Breakfast is provided each morning at their home, and some you choose to eat breakfast at the group home, while others prefer to eat breakfast at school while the others are
085at school. Staff remain on site 24 hours a day to ensure our supervision readiness. In case of any concerns or emergency arise at the school. If the school contacts the home regarding a situation, steps are able to respond and assess immediately. During the daytime hours. Staff also prepare for the evening by beginning dinner preparations, assuring that youth will have a lot have a hot meal when they return home. Staff schedules may also include transporting youth to various appointments such as doctor's visits, therapy sessions, dental appointments, eye exams or John service. Activities are a good way out after school. Many of the use of skin loving care therapy camp, where they are picked up directly from school. At the program, youth works on life skills, coping strategies and behavior support. Once youths return home in the
086evening, they transition transitions and to their nightly routines. That includes dinner, completing homework, taking showers if needed, taking prescribed medications, and completing assigned household chores. The evening routine helps prepare you for a structure and calm, and so that to the day use are typically in the bed by 9 p.m. during the overnight hours. Starship staffs are present in the home to conduct routine safety checks and assure that all youths are safe, comfortable at resting throughout the night, and sisterhood. The daily schedule is designed to provide structure, support and a safe environment that promotes capability, responsibility and personal growth for every youth in the home. So I would like to, share one of our success stories and we got plenty more. But I know we're on a fine line, so we're just going to do one.
087On November the 21st, 2024, and be welcome at you from Montgomery County Teachers and Services, who had recently completed a residential treatment. When she first arrived, she was very nervous and struggling with depression, anxiety, mild developmental delays and a history of self-harm. She had also experienced abuse and neglect in her home environment and family support had been inconsistent. Our staff worked to create a safe, supportive and compassionate environment from her. From the moment she walked through our doors, we provided therapy support, positive group interactions and extra emotional support during difficult times such as holidays, anniversary dates related to the loss of the grandparents, which had previo Within six months of services, she successfully stopped using self-harm as a coping skill. She she became involved in service to our program and and chose to be baptized,
088which became a meaningful part of her personal growth. Through strong collaborations with medical high school staff and school personnel to communicate directly to support her during challenging school days. Over time, she has grown tremendously. She has gained confidence, improve our emotional aspirations, and has become actively involved in school activities, including joining the arts as we are or I'm sorry, our ROTC with plans to pursue the Army. She has also receive honor recognitions each quarter this year. She is now three years sober from substance use and continue working towards employment as she prepares to transition into adulthood. Watching her grow, refining and determination has been truly phenomenal as she approaches aging out of care. At 18, we are hopeful that our upcoming second location will provide transitional housing opportunities to support her to continue a path
089towards independent living. Good evening, I'm Gabrielle Durant. I am one of the transition coordinators here for the district. One of my specialty roles here for the district is I'm also the juvenile justice liaison here. So when our students are coming in, we just wanted to highlight some of the challenges they face already. They come into us with, trauma. They are transitioning to a new environment, the academic challenges, some of our students, a lot of our students are credit deficient when they come here. The behavior challenges and the social emotional challenges, the system involvement. Some of our students have been involved in foster care for a long period of time. And then just building trust and relationships. They struggle with that. So I'm going to have Miss Charlotte kind of speak about, how we help address
090those challenges when they come into our district. Hello, I'm Charlotte Sadler. I'm also a transition co-ordinator with Dayton Public Schools. And, with the academic, intervention support we provide, we offer tutoring programs in our district. Study tables. We access the educational resources through our books and supplies that we have within our district. We for IEP or Oasis schools, we have IEP plans, direct instruction and computer support for the behavioral health. We offer counseling, intervention plans or behavior, social emotional learning programs, anger management, crisis intervention and mentorship programs for the health and wellness. We have our school nurse, our mental health therapist, and our our nutrition folks in. That's in the cafeteria. For support and, social support services, we have peer groups at some of our buildings. We also have extracurricular activities that we have. Our students
091can participate in. Our school counselor again, can assist there. And, Gabrielle and I, we also, assist with club supply and school supplies and some hygiene products that they may need so that we can help them, visit stairs. We also offer career and post-secondary planning, and counseling through Career Pathways. And we also, talk to them about work. So we may connect them with, jobs. Who's hiring? Let them know who's hiring. And we also may do my interviews as well. Okay, so we were asked to, present some of our success stories that we have. So I have two students that I want to talk about that are still here in our district. So my first student, she is a freshman, a freshman, and I'm calling her my bounce back student. She is a female. She's out of
092county. She's not from here. When she came into the district, her caregivers were saying that she was very aggressive. She was defiant. And this was stemming from the negative influences that her mother had. You know, demonstrated her, you know, growing up and trying to raise her. But she was also breaking a lot of rules, purposely associating herself with, negative peers, that are having risky behaviors. When I first met this student, she told me that, there was no way that she, could go throughout the day without using some type of substance. She just told me that, you know, when I met her, so when we hold transition meetings with our students, the caregivers are there, the student is there, the guardian is there in this particular student, their caregiver asking them, is there, and I need
093you to place her at the Jackson Center. And because of the behaviors, this is how she needs to be had. You know, since she's been here with us for two weeks. So, of course, the student is sitting there. She was just like, you want to know why I have so many issues with that diet? Nobody listens to me. Nobody believes in me. Nobody wants to give me a chance. So she was like, can you give me a chance? Like, let's work together? So I said, right then and there, I tried. I started her, success plan, her transition plan, and I was talking to her about all of the schools that we have, our pathway opportunities. And, I was thinking, a school is culture. What culture? What this student fit in, you know, as far as
094the best place for her. So when we're talking, we're talking about her strengths, her areas of growth that she needs to work on, her goals, her desires, and then her triggers. So I asked this particular student, do you work better with males or females? And she said, I do not get along with male staff. I don't get along with me authority, the police, a principal or a teacher or whatever. So I was thinking that we have a building that has a unique and missing that has all female staff. So when she was talking to me about her goal, she said, I just want to be a normal high school student. I knew that in the spring that we were having girls flag football, so that was our plan. So, moving forward, I was there with
095her on her first day of school. I gave her a tour of the building. She was able to meet her principals. We did the locker check. I made her, Well, I didn't make her, but I connected her with her guidance counselor. And then moving forward, The check ins were, I was committed to meet with her every week, so I told her, I'm going to make myself available because we service, the whole district so that now we have pre-K through 12th grade. So I can't be at her school every single day. So she has my student. And for a couple of weeks, she was calling me every other day from, you know, her lunch period. So that was our check in. And, she had told me, I asked her about, reunifying with our family, and she
096said, sometimes it is better to leave the past in the past. And she said, third is helping me, get my future together. So hopefully I can stay here for the next three years because she's a freshman. So my second thought and I want to talk about is my pushed through student. She is a senior, so she is on track to graduate here with this, this year she's also a out of county student. She's been at foster care for 12 years. And at the time of her removal, she asked to be removed from her foster family, and they adopted her. So that was our family. And she had been suspended at so many schools. Expelled? There's so many schools. On paper, she was saying she was disrespectful. She was out of control. So with her, one
097of her goals was she wanted to be in a medical field. So, I asked, baffled, bothered me, and she said I would love to do that. I would love to do that. So, her first day of school, I connected her with one of our live coaches in one of our, in her counselor. And they have been close throughout this whole time. I also did check in with her, but the way I did with her is she ended up getting the job. So I would meet with her on her break at work. She also was calling me, or emailing me, when she figured out how to use our school email. And she has been successful. So the one thing about this student, she was accepted to Wright State University. So she is going to be emancipated
098out of foster care here in Dayton, and she could have went back home if she wanted to, but she'll be here. This year. She was a recipient of the McDonald's Black History Makers of Tomorrow scholarship. Yeah. And when I'm asking her what made this school different, what made this experience different, she said, my Dunbar counselor on a first day when you introduced me to her, me and her talk every day, she said that that made a big, impact on her. So. And she's also in a national honor society over the years. So. And my student that I want to speak to, I called him grow his go when he came here at West to get his behavior together and his academics so that he can play football when he gets high school. So he came
099to us in eighth grade, and he came from an outside county. He was what I would consider one of our highly mobile students because we moved from place to place to place to place. He has a history of trauma, abuse, family instability, involvement with the courts. He has bad attendance, academic issues as well as social skill problems. So when he came, we meet with him, and, we asked, what do you want your school year to be like? And how can we help? Because you're the you're the driver of the bus, and we just pass at the bus, and we're trying to get you to where you want to be. So he said that he wants to get his behavior together because he's tired. Everybody looking at him and making assumptions of who he is based
100on the things he's done. So he began to work on that. So we got together, the counselor, the school staff, myself and, we tailored a plan together for him that meet his needs. And in the process that we created a, a check in, check out process with two of his favorite people that he he made a connection with. And in the building. So this would be a person that he could use. Even when he's having behavior issues, he can go to that person. He's not feeling like he's alone because we wanted him to feel like he belonged a part of Dayton Public Schools. And then we also monitored his attendance. So he didn't miss it. He didn't make it to school. We called. We was on the phone call in the group home. Where is
101he? Why are we missing? Okay, he's at a point. Thank you. So we followed up with that also. We, had and checked in some outside tutoring, and we we monitor his progress, through his teachers. So we would email the teachers or go up to the school and talk to the teachers to see how things are going. Talk to the to the group home staff as well to see what is seeing, how things are going at home so we can have a balance. And he also was a part of some form of mental health service. So again, his goal was to join the math, ball team at high school. So this year he is a he was a freshman. He did get to participate in the workout with the high school football team and became an
102active member of the football team at the Marshall. So he succeeded his goal. And I am proud of him because he changed that behavior. Where and his his attendance improved his attendance. So that's my growth. And questions and questions. Sure. Okay. Oh, I don't know. We you just all over place. Excellent presentation. Thank you all for coming out. This is, I appreciate the relationship that you guys are building, with the children at every level, because, I don't think a lot of people are really overstating how important it is to make those connections. And I love the nicknames that you that you assign to to them as well, because, again, it helps to build that relationship and bridge that gap. So thank you, ladies for sharing the success stories that the ones I had to request
103for information. If you could send, the list of group homes that we work with, the number of students that they serve and, I'm also interested in kind of understanding the, metrics around the success that we're having with them as a whole. I see you guys have that identified here, but it sounds like, they didn't necessarily come from the sisterhood, you know, group home. But I'm also I'm just interested in learning and kind of. How are we, ensuring, I guess, that a lot of the group homes are staying up to date with their, requirements as well, just to ensure that we are aligning ourselves with, you know, continuing to align ourselves with reputable, group homes. And I also wanted to get a list of all of our, transition coordinators as well. And I want to kind
104of see how they're spread out throughout the district, if you don't mind, and that that's all I had. I didn't have that. Thank you for the question. The questions for you guys thinking, thank thank you. I do appreciate the presentation. The first question is for you. That is, you know, you stand in the background and sort of come back to the current program, you know, that they have made the trip. They said, oh, why don't you at least ask questions? And, and I just kind of wanted to know with your organization, how many students do you guys have? It's that are in our enrolling day public schools. Right now we have a total for, the several of us out of the public schools. So our group almost five, but I have one and sort of
105like a behavior school. I think it's called NCS, if I'm not mistaken. It's a Emory. And then the other four. Yeah, I wanted it. I have to go ahead and, one met at a high school, and then I move on from Dunmore. So she was struggling, getting bullied. So I folder, in a small environment. So I moved to the Liberty High School. Liberty? Yeah. We got we got online school over here and more. So, all my school, this was struggling where it was more so with the kids inside of there. And every time she went to school, we received a phone call. It went on for almost a year. So. No. Okay. There's no way, I'm sure you guys thinking that is downtown, but it's a great school. They went down there. They're building a
106they're building a new school right now. Okay. Yeah, it's a trade school. So what happens is she was, behind a lot of kids are behind, like, on the side of her home. And our job was to try to get them on track. So what I do is reach out to the school or something like that. With Stephanie. She's the IEP specialist as well. We are able to we kind of like communicate. And I try to find was that for our kids have done since I, I can't pay attention. Well, we have to pay attention to like their needs and stuff, but once we receive, like certain phone calls to schools and the kids complaining, I just wish they're my miracle. So I moved here from Denver and we were celebrating with. She's back home for,
107with the grades. Also, she has a is not far from her, classes as well. So, she has been very successful for us. And up there and we are receiving about five minutes for student before. Okay. So let me just dive a little bit deeper. One, I'm really happy to hear that one of your your students did really well, especially with the ROTC program in middle there. That is something that the board actively invested in. Make sure that that program was over there at that place. How has your experience been working with us as a district? The best time for us to get feedback, all seven of us together. Right? So I would say with método has been terrific. But what we struggle, certain schools is PJ Brown. I have a lot of kids that were
108there. I, for instance, I had a kid that didn't have it. She's a behavior kid, and every time she went to school, they called us. They had no control. So I was like, you know, why doesn't this kid have a K or, you know, plan? Why doesn't she has IEP? You know, what's going on like her grace? Is that so? I reached out to a specialist, at the high school, and currently our my son was originally going there, so he had ADHD. And so she taught me a lot for hours and from him about the school project. And so I brought her here, and then she helped me with questions that I had the eggs. And then I reached out to a psychiatrist, AJ Brown, and then we set up an appointment to get hurt.
109I waited for her to get I need for her, so she was able to get the IEP plan placed inside of her. And then that's when I met and Adriana and as she came into place as well. So that's what just happened with that still in there. Another one there we've been dealing with is Belhaven. And now Belhaven staff is tremendously good there. It's no, it's not it don't have anything to do with the staff. There's more so of the kids and the generation that were coming, you know, going through, a lot of our girls or like I said, get Big Boss or what I do is they come inside the house or like, fortunately, when they come inside the house. So we provide them with the majority of things that the new generation has,
110which is shoes. Clothing, you know, hair, hairstyles. Just make sure that they're clean and have a nice approach. When I do come to the school, sometimes they help and sometimes it does not help. What I do kind of struggle for, and I work with, AJ Brown was by these kids and IEPs and behaviors. I know when I was in school, we had like ISIS and school suspension. We was way to work, you know, with these students. We was not receiving that formal there with those kids. It was just, hey, this kid's having a hammer. She needs to be picked up right away. So it was, you know, like, help fast. And I'll support their, you know, at their school. So now, when I do bring the girls down here, I kind of eliminate that school
111and say, hey, Brown, I want to go for enough for these schools right here. And, and I have my certain teachers that I do like, online school with that I know that I'm connected with. And we build a relation. So I choose those teachers for my students to go to. And it kind of helps. And sometimes it doesn't have a majority of the time with those. Okay. And my final question for you, if there was some feedback that you can give our district because all the people who do most of the stuff are in this room right now, how we could better word not just a specific thing to just tell us about your group home, but the other ones that are in our district as well. What type of feedback in and don't don't
112feel like you got to stay in the back where you park right here. We we want I mean, this is a great time for us to learn how we can how we can serve the students who are in our district better, as well as work with the individuals who are providing them. The basic care that they need. Compassion. You have to have patience, open, you know, to concerns, what? The kids are coming out of there. A lot of them struggles because they are in survival mode. A lot of our kids pick up a lot of behaviors from different group homes. They learn from the girls inside of the group as well, too. And it's different from us raising them from an infant to a toddler, you know, to pre-teens and teenagers. These kids are coming
113in inside of our homes with behaviors at the age of 11. So you have to start everything completely over. So we have to have structure, be firm with the kids as well too. When they come inside of the doors. And another thing, do not label come as group home kids. I do not like it, you know. So label them as kids. You know, you, when they see us, I kind of hide my name tag so they, you know, I won't think that they're in a group home because I do get picked on. I let the kids call me mom. They call us, grandmother. And it helps them, as far as, you know, feel more at home. So we do allow that for hours, you know, for our girls when they come outside at home and
114then also to just building connection as far as, you know, with the girls as well, too, or the boys. But I'm not sure about the boys because we don't have any boys. We only work with the girls. But this is what I'm seeing inside of here. Like for instance, I did have a girl that came, to us before, recently. And when I got her, I received a phone call, like, at 230 inside in the morning, and the kid had got an altercation inside of an another group home. And the group home refused to pick her up. However, she was at the hospital and they didn't have any where. It's a place to sleep. So I listened to, her background. I kind of get like history of their medication. They try to see where they, you
115know, passively. And then when I did want to go pick up the youth, she was there alone. No one was there with her. And I can, you know, relate personal to that because how would you feel if you're 11 years old, inside of a hospital when no one's there? You know, for you you don't have any mom support. Your caseworker is not there. No one is, you know, there. So the kids are, you know, scared, you know? So she got in the car. We built our connection in the car, you know. So now she has, like, a real strong, like, respect connection for us. Not with me. She still struggles with behaviors, but I'm teaching her for hours. Know how to respect elders. Saying yes, ma'am. Yes. No. She is, you know, disrespectful. So, I
116am redirecting her, not being disrespectful and how to communicate, but this is stuff that she was not taught. So, you know, you just have to be patient. You know, some group of us. They might, you know, don't show that far as, compassion. But I know when they walk through our doors, it's open. We treat them like family. I don't treat them like kids. And they're welcome to anything that we have inside of a home to provide for them. They, however successful I feel is good to hear. Thank you. Okay, transition coordinators. Now I want to give them a full go on these. I hate for them because we feel like I didn't have any questions for them. So for you guys, can you just tell me how big is the transition coordinator thing? I'm sorry,
117how big is your thing? It's just us and we have the entire initiative right now as well. But how many students are you guys service. All right, you probably up to two. And your last name. So and if you've got. Okay, I'm gonna ask you guys a similar question that I asked them. What feedback would you have for us as a board of education, of how we can better support this team? I would say, one, I'm happy that we're here to be able to present to you all and just talk to your, so maybe just I don't know if y'all want to understand more, but hopefully under one understand more about, you know, what we are doing, and things like that. So can, you know, understand. And I think that, Well, no, just just be
118aware. Just just be aware. And I would say as a district, we need to remove the silence because you can't they come in and it's just like, I feel this way. This group may feel that way. And I always say this little hard check in the door so they know if you want to be bothered with them or not. And so you just want to treat us like we feel we belong here. We want this new team that we're joined in, this family. So this new dynamic and and learn just learn how to, to understand each other. Because a lot of times we, we punish the community to understand and we need to understand that these, these students that we're dealing with have tremendous amount of trauma in their life. And some of us want
119need to be able to endure that because they are. And to say they're resilient, they survive and they survive in the way they know and so when you get that acting out behavior, it's not because they just want to and it's it's a protective it's a protective mode. After school, at the end of the day, it why do you go are you thinking the yelling and putting them both. What do you think that is? You said I hate myself because I want to get them before they get, So we have to really look at what we're dealing with here. So a lot of issues, and we need more support for the students. We need more support, more staff to be able to deal with it. And then on down, we need to be a come
120together and have more conversations because these conversations should be normal. It should be uncomfortable. Okay, okay. So I got to dig deeper because you gave me two things as to more questions, which I think, you know, you want a safe ish space. So when you say remove silos, I need you to give me more, like tell me what you're speaking of. And then the follow up is you're thinking about this and your team or to the staff support. What does that look like? Well, the silos I'm looking at taking, for instance, pops in my little paragraph pages in school. And that's the that principal may weaponize that that child, that information that they. So now I'm actually not want to share that information to tell them something. You feel me. Because I don't want this
121to be affected by the information I'm trying to tell you so that you can set things in place for the student who is not able to identify the school and label another one, the silo, the component who they don't have a problem saying, group home, kids. Wherever you go, the teachers say will say that the school starts the end is their student like everybody else. Their whereabouts and where they live should not have the students. You need to label them as students. Okay, parts a little question. You say staff support. What's that look like? I mean, you can just give us ideas. I'm not going to say with Gabrielle. I have it together with counselor. And the counselors are really good, and they'll come in and they'll always be, routine with the students. And so
122any questions of what their needs are, we also name the writers, those administrators that's available. We'll share that information with them. Some may not be available sometimes, and they're up to our assistance. We also met with the nurse to let them. Now I'm going to say a building something that way. Whatever the nursing you can get done, they're able to do it, the office day so they can group them to what's coming in and then, you know, say, can you help us welcome such a special you, them or whatever their thing is for their really? Except for that's to be, an option to help with, the life. Life coaches. So they are included in the conversation. So we try to fill that space. So we have that wraparound service when they come. Right. My answer
123is simple. I need the teachers to respond to emails. I think that that would help. That would help a lot. So have we go here? Hop on my mind. So when the kids come in with the idea, the teachers are not really so they are not knowing what the kids triggers or behaviors are. And I think that's a big concerns. For one, I have kids that have safety plans, not being around sharp objects. Well, these kids will go to art and then they come back home with scissors. And that's a problem for us and for me, because now we have to do the safety checks, you know, inside of our home when they come to some kind of sign because they're receiving sharp scissors from our. And I feel like they should be replaced with
124an extra curriculum type music or, you know, gym twice, you know, instead of the same for the student or if she's going to self-harm. Another thing is like I provide pencils for certain students as well too. These are flexi pencils that we can give kids back to and back, and for, well, we give them to the students when they students and come back with the running pencils. These pencils are being broken. They're using them for self-harm. You don't object. So you kind of contribute to what we're doing outside of group home. Then when they go inside of the school, they're not reading exactly what's going on with the kids. And then when we have a problem with is there are comments about issues that's going on. And I'm like, read. I think, you know, if
125you read, I think you can eliminate these problems. I think these kids are in, classes and we have more. I specialists inside of the school. I wish I mean, I know there's a lot of kids that is I mean, and it might be hard to accommodate these, but what's happening inside of classrooms? We have other cases. Not on this. IEP. And then they are going through the traumas, will still have distractions with the kids and it's not complying. And and now you have kids that's not learning the proper way. But we have the kids. So I feel like we can place these kids in certain classrooms or get the proper staff in here to help prepare for these kids. We probably might have, like more of our kids doing better inside of the school environment.
126Well, thank you guys. I think you gave our team and Doctor Lawrence and go ahead and add that to your list of tasks. I seen you start doing some stuff over there. There are some very actionable things that our team could look in, especially the welcoming part. The following up with the administrator to ensure that our teachers are responding to staff members. I mean, that's the basic customer service right there. Just be safe to say see or yeah, either help you out. That's a good one. I would like to say the those are all things I knew. In fact, they're here because I was at their home. I was at the group home. I go to visit one group home per month. So it's not a mystery to me. I wanted you out of here.
127And so sometimes it's best for the public to hear. Because when I respond, sometimes, let's just say when I respond, sometimes, this is it. I'm glad. I'm glad folks get a chance. And thank you. Thank you guys for coming out. Thank you. Doctor. By the way, I would like to invite all you all to come in and be a part of our, our, group Home Coalition, that we have once a, so you can be a part and understand what's going on. There's a group of, coalition, if you will have a live send studio email and you be a part and also invite you all to our community conversation where we talk, but you don't have our email. Everybody else seem to grab right. But thank you. Thank you for that. Thank you so much. Thanks,
128Brittany. Thank you. So you come on I appreciate you. Oh, I'm so glad we got us. Yeah. That was that was just empty. That's okay. Mr. Smith, I will start with Miss Appleby. Some of y'all really. You know, there's a lot of very, very handsome a and there's a lot of, And, so what does that process look like for when you get, a youngster in your home and you then put them into a school, what does that process look like for you? And if you could, how do you think it could be improved from what you're going through now? And just that whole intake process. So the caseworkers usually the one is the process. I became the first one. But the fact that, I like it, I feel active with our kids. It's almost out
129of there. So I will come down, once I receive the kid, I get all of this information. Now that we've been open for three years now, I have all the documentation that you guys have here. So I just get the information over to the caseworker to fill out the last time the kid comes. And, and so from our program, we can just say action. We come down here for it. All the information that it does, the first two years, documentation, reports, documentations. And then we have set up, you know, once we get enrolled inside of the school. Now, what the I think is it takes a little bit longer, because they have to find certain schools accommodations. I try to take my daughter by my rules and get a new high school, just because of
130their programs. But sometimes it does not work. You know, in bars, in grade schools. Yeah. So we do a lot of our high schoolers there. Get. Okay. Thurgood Marshall's, and like I said, I do have a couple incidents there at the school. One of them was they like what I'm doing here. And when I did do that with the government, you know, what happened was that kid became very angry. I was out there, and it was like she brought me a group home here, and I was like, okay, you know? So I had to redirect that kid inside of there. And then another thing I do is I will reach out to Stephanie because she doesn't have the authority to, And then I let her know about what did I have coming in. And issue
131three. Well, redirecting. And so which person I mean? Need contact with. And she will, She's never. You know, I don't really have a really bad, issue with the kids inside of the school. It's just about what my kids are. And, I think that I kind of struggle part of it. And that's just because of they're not reading their paperwork when we receive, when they receive the kids. And that's the biggest issue, because if you've read the paperwork and you heard yourself or what, you know what you're dealing with in my. Home. And then I know you talked about the student that was in ROTC really? What does that look like for you and even some of the the other people in the same field as you that you talk to or un same coalitions. How
132do you guys manage the young ones that try to get into extracurricular activities? And so it's usually based on the kids, you know, most of all of our school. What are you guys trying to offer here? Usually signing stuff up. And what they do is they bring the information, they come to the group, we'll look over it. And then we have a lot of paperwork and is submitted to the school. So that's how they're usually inside the programs. And then also also we have a lot of kids are with a high rise. So that's more of a support group. So they will pay for like extra activities welcome for the kids to participate as well. And I provided for the school for us. Oh I appreciate that. I appreciate that. I just want to say
133thank you, for the work you did. And, I mean, it's it's not it's not, thing that's for the faint of heart. And it really is a labor of love. You're going to do it, right? Yeah. You really going to do it right? And we can do a whole other conversation another day about that. But, so for our teams, what what things do you see that could also be, what can I put in use to help you with your case load as well? So just recently, even though me and Miss Charlotte are the only transition coordinators for the district, I know OVC has a transition coordinator, but, the work that I believe that they do is different than me and Charlotte. However, we have a district leadership transition team, and we meet once a week and
134we're able to talk about, our students that are freshly enrolling into the district. So we do have extra support now, there's nothing new that we're doing. And they can come from a principal perspective because some of the people on the district leadership team have been principals on the team. Teachers. I'm sorry, who's on that team? Miss minor is on the team. Chief Dooley is on the team. Mr. Simmons is on a team, and and we have a representative from OAC. Miss Nikki Taylor is on the same, and Doctor Densmore is on the team, so we now we have some, like, extra support. It's not just me and Miss Charlotte. We do the footwork, but we weren't things past them when there might be, a specialty kid that is coming in, maybe a kid that's coming
135from residential that we kind of need to look a little bit deeper. I have some more eyes and a different lens and a different perspective about this student before we place them in the building. Okay. So then the follow up with that, is there any what is the contact look like. Because you talked about who's on that team. And I get those are good names to have in there. Who are you speaking to directly in the building. So do you mean like in the buildings that they're in? The buildings. They're like, so if you're talking to a student and they're in mental health, if you have a situation, who do you talk to? A member? I would try to talk to the counselor in the principal. So there's that, right? Yeah. And if it's with
136the teacher, connect with the teacher. And the reason I say it's not for you because, like, I said, I really appreciate what you guys are doing. I think for me, Doctor Lawrence, what this really is highlighting more than anything is what Miss Out On was saying is that the silo piece, like, we can look at this and say, these are kids who are from this kind of situation. These are kids who are in group homes. And I look at it in two ways. One, I do think labeling people, we have to if we're going to label people, we have to label the situation's not the child. Because one of the things that I do see happening, and I'm glad I got my chief of athletics here, is that some students who are not in spaces
137that are as attentive as you are, you do find kids who say, you know, I want to be involved in basketball. I want to be involved in football, I want to be involved in cheerleading. But then they don't get their final form, or they don't get their paperwork in because it still takes someone from there. And so then it creates a situation where coaches or somebody in there goes, we got 15 kids to sign up. We've got seven of them. They don't have paperwork yet. And then they'll say we're ready. And it's like, well, six of them are from RuPaul. So now it's not we have to work to not label the child, but label the situation there. And and then I also think for me, it's highlighting that there needs to be a real
138emphasis on trauma informed care just across the district and not just with the students that are on you guys caseload. Because even if you look at like what you would you put down is the challenges trauma, transitioning, academic behavioral system, social, emotional and building trust. That's thousands and thousands and thousands of kids who were born and raised here in Dayton, Ohio, and still do that. And so now you get into situations where you have children that are in a love situation, dealing with students who may not come from a situation where they're getting that same love and now they're clashing and that creates a separate silo. And so my question then, for our team and like Doctor Lawrence, why we have this amazing group that is working with this segment of students, how do we
139how do we spread that. Because that same attentiveness needs to be placed on students no matter where they come from, because that's what we're seeing no matter what. Because that's what life in Dayton, Ohio is just like, period right now. So that is my request, I think, for us is to really look at how do we and I love to sit down with you guys to see like, what are some of the things you're doing and how do we really extrapolate that? How do we really move that into a space where we're dealing with the fact that a lot of our children have that, and if we're not looking at it in the right way, we do create these silos and we create these negative impacts and you create these things where then it goes
140out to the community and then you have people I don't want to send my kids to Thurgood because that's what a group of kids go, I don't want to send my kids to welcoming of you, Gabriel, because that's what a group of kids go to. Instead of realizing that we're a city that has kids that are going through traumatic situations every day. So that is my request is like, how do we formulate that across the district? How is that baked in? Because I think some of the things you guys are talking about that you're doing creating relationships, even the conversation around we talked about with AI, around social emotional learning like that should be baked in for what we do from a pre-K. Love, like teaching children how to regulate themselves, is a huge thing
141that if we can do it when they are first, second grade, it's a lot easier to do it than than when they're 1617 years old. So I just want to say I appreciate what you guys are doing, and I want to turn that over to Doctor Morris and his team to see how can we really look at what is going on there and create that same kind of support system for all of our students. And I definitely will be in attendance. I will definitely come out to a roundtable, because I think that's another piece is that we just have to change the narrative. We have to get more people in the room talking and seeing how do we help each other out. But I think there are some things that that happen, like other things
142that happen near gaps that we have. But if we don't put names to it, and if we don't put eyes on the situation, it'll just be something that we walk around and come to work every day ticked off about thing, and nobody listens to that. So I'm glad you're here, and I want you to always speak truth to the power of what you're trying to do. Appreciate it. And before. Oh, okay. Hey, good to see you. Thanks for coming out. So few questions. So I will say healing home students and a group of students. So with that, I'm just curious. One, the situation at Dunbar, how long did that go on? A year and a half. Wow. Okay. Yeah, because these were two and a half years. So this is our long before she confessed.
143She has to for on for long. So this is our longest. And was there meetings where admin team and district team regarding the situation that was reported. I'm just curious. What? No. No meetings. However, we did receive my calls. We had the nurse. Those days, we did, Well, I can't say it's unfair to like my own kids. I will receive calls. You know, when I hear from the other people, you know how they're, Why in the school of the grades, we don't get that group home. It's, Sometimes I want to know even what happens inside of the school. Unless I had the report cards were not given, mailed out to us. And, you know, we don't know sometimes, you know, where our room, where our girls stand inside of my education. So I will reach
144out to the principal or, teachers. And somehow this is, you know, one side of your classroom. And then that's how we get the information, some of the, information when I get suspended from school. Well, here's the information regarding the policies that students know. And so what I do is you have some homework somewhere inside of here that we give kids to, to give our students. And I will go, absolutely. Right. So our Home Depot, that was first and pick up my curricular activities or parking a lot of stuff on the internet and turn it out for you to address why they are because, you just never miss Brittany's kids. You know, there's Brittany. Do you have this many? Do you have access to hack home access Center? You know. Okay, I do want you to
145know that apparently now we assign homework at all levels in addition. So it was a it was a video recording. There was a video and a recording that went out that we now assign homework at all levels of the district. So they should always have those to go to school with us. We'll have homework. I always have homework. We got the message to get that message because that email you didn't get that call. Oh, dang that. Make sure you say what I say. They can take my number off and put yours on. In fact, there's somebody you should call. They don't. I do have another question about the the, the Dunbar, situation. Did that ever escalate past the building to the superintendent's office that, you know, no. Engaging. I guess, like I said, I don't
146actually care about the school board. I support around them. You and I talked about that when I was there. You know, next time went up the ladder. So. And then I'm curious on on even that piece how does like this team work on like the first day for a student going into the building? Basically do it's like the kids when they get transitioned inside of our work or residential or the space inside there, we will receive a phone call or either one of them, and then they will meet with our students. And, so now they lay eyes on the news, and then the next day they will be there with the student, want the transition inside of the school, which I feel like there's no because the kids a lot, you know, they're scared new
147of our new school and not from the area. And I chose to get my kids from out of the county because we want to get the kids from, like, Fermi families. It's a lot of family members that's inside of the area and the kids it stands for. Right. So you're not able to for us and, give them that support that you can give other kids from the other county. And I feel like, you know, it does work, but it kind of, you know, that they help offer them a lot. I, for instance, I have a kid right now she is struggling for like suicidal ideations. And every time she goes to see the self-harm or she come up with a, exactly, she knows, hey, I need to be able to move from the schools to
148the hospital. So right now we've been working with, with Preston County almost every week, they try to deal, funds for every school for town from this year, with less students, you know, so that's when they come in and say, hey, this is school. Look at this, Lurcio. This is private schools in this last week. And think about that. And then we discuss a rule for if we feel like it's possible for us to get you in that, as well, Mark, what's what's the, like, timeframe of you, like, getting a student and then them getting enrolled in DPS? And I'm actually starting school. It off again. I mean, it has been some times of the year I signed up before school had ended. And she had, one month at the school or with my friend school.
149And I totally forgot I had never contacted us. And so the school was over home. Let's move over. You know, what is the plan for on your paperwork? I was like I said, we call and check and make sure that the paperwork is there. You have all the appropriate documents, and then whatever we got, we we get from a face like this, we're almost out of business. Or so they told us. Make sure it would be okay. And then last question for you and I jump over to the team, when a student, like when you get a new student to your healing home, what was like the, I guess, the general request for them with regards to, you know, the district is now a CTE thing. Is it are they more interested in CTE or
150Thurgood? Is that really the only place that they can go? Is Thurgood or Dunbar, or will they come give us, about, elementary school? I needed a choice. Okay. But with the high school, I never really get a choice. I kind of just on the that because that area that they're located and and they get it right from Thurgood and they put them in what was established as a sign that it wasn't signed to some other. Major and, and Jackson or Mount, Nelson, I think it's not Belmopan them. Okay. Thank you, I appreciate it. And then to our team, when since there's only two of you in the in the timeframe of actually giving a student to their first day, how does that work with you? All schedule. Is it more delay because of, like, what
151your timeframe looks like with the rest of your case low, or is has that actually take place? Okay, so we have 72 hours to get our students, in the building. So when they are in a row, like today was today with two of them. So when a student, a student might have been a row today, right. Or day one starts tomorrow. So we have 72 hours in a row. That student, meet with them. They'll see them connect with the caseworker, review information. So it's three days. And then as far as our schedule, we just have to figure it out, you know? So if I have sometimes me and Miss Charlotte and I, we split, our caseload. So. Miss out there. This is one of in Charlotte, group homes that she work with. And, a couple
152of months ago, maybe a month ago. Mission. They had six kids enrolling kind of on the same day at the same group. And so sometimes I say, hey, Miss Charlotte, you want to split it up, but because she has a rapport and a relationship with that group home, they know how they work and they know how she works. So she she does have to figure it out. And sometimes the kids are spread out. So on the first day, if we do have six kids that are starting on the first day, we will pick the kid that we feel like needs the most support because all of our buildings start at the same time. However, we may tell the kids, after I leave me, I'm coming over there or, you know, I'm coming to Valerie. Things
153like that. Somehow, someway, we are still doing that check in with our kid on that first day. We just have to figure it out. Okay? And then since you're up here, I do have a question for you specifically. You said you were the juvenile justice liaison. You elaborate on it. Okay. So any student that is being released from our facilities here in Montgomery County, because it's easier for me to track them here in Montgomery County. So that's cast Nicholas daycare, the detention center. And when I say the detention center, those are the long term students. So the students that have been there for, 30 day plus, sometimes it's hard to keep track of the students that are a revolving door. They go in every five days and things like that. So when they are in
154a placement, doing a program such as daycare, the court has transition coordinators as well. So we communicate, on a release date and before they, are released, I go meet with them. And if they are already an active student and they, let's just say they're an active Dunbar student, if it's okay for them to go back to Dunbar if they're not credit deficient, if, I contact the principal over there, say, hey, what was this kid like before they left? Then they can go back to Dunbar. If nine. The parent says I don't want them to go back to Dunbar. We just have to have a different plan. So I meet with them before the day before their release. So is that the end, then? How does it work on the elementary and middle school level outside
155of the high school with regards to like a student transitioning into a building that may be at one of those facilities or something like that. So if I suggested the vast or the elementary or middle school, it works the same way. Okay. And then, you two are housed under the Office of Federal Programs. Okay. Let's see. Oh, the how does this the transition team or district transition team, how does that actually work with the other entities in the district as far as truancy? Oh, we see, life coaches, success coaches, that whole piece there. So when we are talking about students, that comes up in, how we can support the student, we have a student transition in their history of showing that they have in attendance issue. All of our buildings are different. Some of the
156life coaches have different tasks. As in the success classes have different. And so that comes up in support on how who do we need to get involved while we're about to place this student because we can foresee a situation coming up. So. Okay. I appreciate you all coming out. Thank you. So I got this so I can understand this, so, like, like with you to, And you're working as a liaison. Is that really over? Well, I mean, because you said something about 200 students a piece that you're dealing with, how often are you dealing with how many students are you dealing with on an average in a day. And so it's not 200 a piece is is 200 plus together? But we we split it up. It can't get overwhelming. But I think because we
157have been, we started July of 2024. So now we have a, our, our families, our column families, our families, our understanding. Now, okay, we have to meet with the transition coordinator. So it's becoming easier when they are enrolled in their students, even when the transition for, the justice of our stories is it starts to become easier because we are being consistent. So, we just communicate. If there's a family that neither one of us have, work with me and Machar that we're in the office. Oh, you want to get them? You want to get them. So, you know, we just split them up like that. Okay. And and for you, like, how many people do you have on your staff that works in the house? And so tell us, Okay. For us, it's it's, it's, and,
158and sometimes and how many of that work specifically? So. Right now we have so many days on the line. So if one of our students is playing sports and stuff like that, how does that work with the other? I guess we're in the home we play. I play at home and and what's watch television. How do you guys work that with the staff? With the the staff. And from there we support each other. So we don't have any issues like calling, you know, one of them and say, hey, can you come here for about two hours, take this person's, to an activity or take them to the way that from our work and if they have a game that's not where we work is, I want to thank you. Did anybody was there some. Yeah.
159I just had a question for Doctor Lawrence. What role does, Miss McEwen play in this? Because I vaguely remember when she was hired that I thought she was working at. We're going to be working with someone. Oh, I know she's here. I'm asking, doctor, what's the capacity in which she's helping to support this effort? Because I vaguely remember when it was introduced, that I thought she would also be assisting in some capacity with, our group home. Her her role is to establish mentors for the 800 plus students that she saw that are, in foster care, that are in group homes or they're experiencing homelessness. So that's her role to provide a mentor for each one of them. There happens to be some crossover. I don't know if they've met her talk yet. I know she's
160still getting her office squared away because she just got here, but absolutely, I would I would imagine that there will be okay, so then she'll be working with the coordinators. Okay. Just trying to see the whole picture. So absolutely. And hopefully we'll get that, email invite through this kid for the coalition as well as the community conversations. Thank you guys. Thank you. You guys. I'm just curious, do you know how many group homes there are in Dayton that have students in Dayton public? And then the Saturday night? Yeah. And it all depends on, like, the kids inside the home. But I had, a year before, and she just wants to the school, and I was where we had, I don't have, 100. Oh. Okay. Yeah. So, some work is as well as a lot of
161it is based on their behaviors. So once they come inside of a club that they don't do well with me, it is all come over to me. And then with the case management and, and we try to find a school to help with the, the kid based on how he or he had. Yeah. Okay. Thank you. I appreciate. Thank you so much to the team. Instructional insight. Is a bit of a technicality. And I just. Well, good evening everyone. I'm. We're here to do our elementary, and secondary, educational updates. We're going to be brief. I do have about three pages, but I'm going to kind of run through those, I, Belhaven and Valerie had, author Isaiah Miller, author of The King and Me come to their buildings to read through to their students. That book
162is about a father and son meeting historical and current figures that inspired people around the world to reach their full potentials through determination, leadership and confidence. And he's going to be speaking at a few other schools to Cleveland, Fairview, Horace Mann and Stivers School for the Arts all had student enter artwork into the gem Art competition, and each of these schools did have winners at the Gem Arts ceremony. So we want to celebrate our students. From that competition, we've been talking about the sixth grade murals that two artists, Tiffany Clark and Chris Rowland, are doing at all of our elementaries. We are happy to say that Camp and River's Edge are going to be the latest murals to be unveiled. Camp is featuring, their slogan of Joy, happiness, Mark, success. And River's Edge is the
163eagle flying high above their theme. And Montessori, they're going to be beautiful pieces. Currently we have Ruskin, Belle Haven, and Horace Mann grow, students growing the lettuce in their hydroponic gardens that will soon be ready to serve in the cafeteria for lunch. We're very excited about that. And DPS has 14 students that are going to be in the 2026, cohort 13 for college promise and they're going to be represented at the following, both elementary and secondary schools. These are current eighth graders from Belmont, Charity Adams, E.J. Brown International, Stivers, Waterman and Wright Brothers. So let's give a round of applause to those students that are going to be in college. Promise. Next month I am going to kind of highlight, because we did have guaranteed experiences, through the Dayton Performing Arts. Alliance for every single
164grade level, in PK through sixth grade. And I'm going to talk about those next month. Good evening. Just like my counterpart. Three pages. But I'm going to be brief as well. And we'll roll through our secondary instructional insights at Thurgood Thurgood Marshall, 100% of the band seniors receive a third band scholarship offer from Wilberforce University, after already receiving offers from Simon Simmons College in Kentucky and Stillman College in Atlanta. And two Stem ambassadors, senior Chris Cruz and Mariah Lawrence helped lead professional development. Presented at the Wright State Learn Local conference. Opponents are celebrating major student success. Bonus is also sending three students from the business pathway to the BPA National Competition in Nashville this May. Their project is ranked sixth out of 200 entries at Dunbar. Freshman will visit Central State University tomorrow as part
165of a college exposure experience, and also, the debate team is off to a strong start when, in the first two debates of the season at student the Edwin Joe Brown Middle School recently earned their Stop the Bleed certification, and through this training, students learn how to recognize life threatening bleeding and respond quickly in an emergency, including three techniques used to control severe bleeding until a professional help arrives. It's an example of a strong student. It's an example of students gaining practical, life saving experience beyond the classroom. And at Metal Day, all 17 students qualify for the Health Occupations Students of America competition. Several students placed in the in this event for the first time in school history. These competitions are often, dominated by programs from Miami Valley, Centerville, and, Greene County. So their program also
166swept the surgical technology category as well. So Goliath's students and their accounts getting better. Thank you. If I this basis, we we put in our debate record security. Adams middle school was also to win a sports out of nowhere. Who's the coach or doctor visiting you know. Oh. All right. Thank you. Hearing from the bargaining units. Oh, no. So, no one here. Wait on. This is from. You got four people. Joe got the paper. Okay. So four people, and me read the first name. Doctor Chad Slaughter. Thank you, Mr.. I do not see him going twice. All right. Next. Rochelle. Correct. Khalid. What's one? Twice. Bradley. Davis. What's going twice to, tomorrow? What? Tensor. See? Before you start, Mr. Watson, to let me just go back there. Oh, I. Oh. All right. The public is
167invited to attend board meetings, and, No, wait a minute. They're just number seven. Seven. Please limit your remarks to three minutes. The president has the discretion to extend the time when your time is up. You are to stop speaking. It is inappropriate to address any matter involving pending disputes, grievances under a labor agreement, disciplinary actions involving an employee or a student, ongoing labor negotiations, concerns or matters that have already been settled, and or any matter which, because of its nature, is deemed inappropriate. I mean appropriate, appropriate to be discussed in executive session. The purpose of the public hearing portion of the meeting is for members of the public to express viewpoints and public concerns. You have three minutes or so. Yes, sir. Okay. Kim, our work turns. I'm a retired teacher, and, when I was
168teaching at Kaiser, we had changed classes, and one of the girls in my homeroom came back from body quarters class, and two was crying tears. So I asked her, what was wrong, and she told me she had been, sexually molested in the sports class. And, so I asked her, what the sport or do, and she said in sports, said she didn't see it. So, I asked her, well, go to almost Valor because James fellow was the basketball, and she said, I already told him. And he said that, he was going to investigate it. So I asked her then did you tell your mother she said yes. I told my mother. She called Mr. Fowler. He said he was going to investigate it. And, so, She told me that Mr. Fowler had called her mother and
169told her mother that nothing had happened. And the girl had made it up. So, I called out four students in. Excuse me, five students in that class, one at a time. And I asked them what had happened, and every one of them told me the same story. A girl had been molested in the class, and they told me what the boy had done to her, and they all saw it. So, I call the girl's mother. Her name is Fuller, and I only mentioned her name because of old. And I've written about this publicly before, but before I, mentioned her name publicly, I called her and asked her, you have one minute? And she said, yes, I could mention her name. So, Okay. So, I called her mother, told her mother, called the police, and, she
170did call the police. The police came to Kaiser, investigated the incident, and arrested the boy on the spot. He was found. He was tried and found responsible. He did six months in juvenile detention. They, But when he came back, when he got out of juvenile detention, whoever in Dayton public school sent that boy back to Kaiser. And Turco was still there. Thank you, sir. That moved you all that? Since I was the superintendent. Thank you Bailey. I would ask the board to take my recommendation for a vote. B3G. So moved. Second. Thank you. It's just a. Bedroom. I've been moved by that to go on second. Yeah. Come on. I'll keep. Oh. I'm sorry. Moved by doctor. Good. One second. By myself. Miss Carter second. Smith had questions and questions. It's just going to have
171to go on. Was first. I think I'll now go ahead. That's a good one. Okay. I just this a couple I want to pull because I have some budgetary questions looking at the budget. See these are over I think we're over budget on bus payers, bus drivers. And I mean, my question is kind of how does this affect us if we if we approve these items and if we're, why haven't we adjusted the budget to match the new needs versus continuing the same like so that were over? So that Treasury or the someone from the Vision Service Division. So D 11, 12, 14, 15, 16, 17 and 18 are over budget. So for the we moved roughly 500,000 from our sub line to, our actual actual FTE for drivers. And so, before prior to that,
172the classification of subs is like different from substitute teachers. So all we did was again, move, the sub funds, substitute drivers, and their natural progression has become permanent so that that, chunk of, funding got moved over. So I think let me let me clarify the budget though. Here it says we're budgeting for 68 drivers. And we have 60, 60 drivers and we're 68 field and 6970 is set or 69. This jumps us up to 69. So low. Sorry 130 and 134 bus. Paras Perez is the first number. Yeah. 60. And then we're going up to 71 bus fare drivers that were budgeted for 130. And this jumps us to 134. And my question is just if you guys have adjusted your budget, why haven't we adjusted like the actual budget. So have no, it doesn't
173show that we're approving something over what you guys pay. So can I just say Mr. Riley like, explain this somewhat to me. And, Andrew, I think that with this report, it shows budget it. And feel. But I think it's another part that classifies like those that are out on leave or something like that. David. Is that right? Or. Okay. So it's like it shows a budgeted number, but it does not take in the report that's ran does not take in those ones that are on medical leave or some other leave or something like that. Yeah. You can literally just come to explain it. Right. We still have a budget for those that hangs in the middle of their on some type of leave. Are they not paid? I mean, again, I just wonder why we
174have to adjust the number itself. Yeah. No. See. So like the year today, the year show was 1.9 but then the mountain budget it shows 2.5. I'm just looking at positions and I'm just asking why won't they just adjust? Okay, Mr. Riley, come up. So I think this is the question I had last month. So that's like just just. Yeah, I think you're talking about two separate issues, though. The report that, the did not at the time taken into consideration, leaves or people, people on leave. But, as far as your concern, I think, what doctor Jones just just tried to explain is that, they were budgeted for a specific amount of FTE, but because I guess they need to hire some more individuals, they had to move some money around. So, the budget is there,
175but at the beginning of the year, they just didn't budget for that many positions. At the time. Does that make sense? My question is, why don't we request because we make adjustments to the permitted by the like. Why wouldn't we just make an adjustment? Oh, I'm sorry, I don't I'm not exactly sure that that that's my question. Okay. Yeah I can find that out for you. Right. Okay. Let's make that adjustment to make that happen. And this is where we are now versus us. So when I look at the I can find that out of our budget. All right. So that's that one. And then E5 and E6 it shows. No not available budget for positions. And Doctor Lawrence I know we briefly talked about this, but I can't find these positions in our system.
176And I just kind of want to know if these are new positions, because if they're new positions, and I just wanted to go to the proper create the position and add the person. If they're not in a position to have the new name, something else, just kind of want to know where it is. Thank you for your question. They're not new positions. They were held by long term subs last year. In this year, we just have hired some folks who have experience in that in that area. And they're from April to until the, April to July. August. Okay. So I want to pull e5 e6. I just want you guys to find them for me. I haven't been able even under our new system, I typed in the same exact name and I couldn't find
177them. No problem at all. And if they were long. Or is this a the budget? A question for me because this is not available. This is not something that you want their grant fund. Okay. Grant money. All right. So that is all I had. And then also can can I vote on A separately or B separately? So, Mr. Smith, for I guess it's under B, but it's A2. Typically when we put these up there's a number there as well for transparency. Can we put that on there right now. It doesn't have anything. It just says up to 15 transition days. And previously every other time we've done that in this space can you put pin you. Can you add this Mickey in this you, can you add the number of eight A2. We've only done
178this one other time right. No, no we've done it. We did it just twice just last fiscal year to start the two principal components. Okay. If a doctor Davis when she came, she came as well. That's right. Okay. And then also, So in that role we will be still then paying somebody to be in that role while paying the new person to come in, to get ready to be in that role. Correct. There's no one in that role of chief, is there? So we're so we're paying someone to essentially be doing that job. So what does that what does that transition plan look like for? Well, right now she's in the process of gathering data. We send data to her. So she's in contact with Connor. She's having one on one meetings with principals. He's
179had a morning meeting with the athletic director, Victoria Jones. 101. Meeting with the new, DEA president, Neil Mahoney. One on one meeting with several principals already. So she's already racking up the hours in a day. She's also flown up here to complete her paperwork. She'll be back in April, the second in April, back in May, and then at the Retreat in June. Right. We're going to get some technology. The, the the the the though Miss Garcia can go because I lost. I lost my up with. You. So I know really, if you don't mind, could we, Vote separately on C6? Let's see this. She's in a nursing home. Ending of life care. That is correct. So you know what? It's up to her resignation. Yeah, well, we moved me in that same. We get to
180the point of saying no, no, that's something different. Something different? Yeah. Okay. Yeah, but they're never mind C6. Never mind. So, I. Okay, so I do, there's a resignation on here, which, which which one you would suggest? C5 here. That was spear. I says July 20th, 25. So. Thank you. And then the other one was, where did it go on the supplementals? Those say August and July dates 2025 as well. And the December date. So I think they're going to be pro-rated because they're replacing the three. So my question would be has these positions been filled already? Has anything been paid out. And now we have to go. There's a lot of things going on with the Supplementals this week. So we have some switches happening. Miss Arts is going to be switching. As you
181can see that's she's doing the club advisor. So she'll be switching with Miss Hudson who did not do any of the previous work. Okay. And then we'll skip Laurie for just a minute. Chase McKenzie is switching. He's doing what? The math. Olympics. He's switching with Marcus Smith. Marcus Smith didn't complete the work. He had a location transfer, so we're just replacing that one. And then the cluster leader for Miss Roton. She is, she's doing half the second half of the school year. Mr. Bailey did the first two semesters, so she's tapping and doing the second two semesters. He resigned out of that supplemental for Miss Lori. That was a true error. That was something that, we missed. It was brought to our attention that we missed back, when they did the summer supplemental stuff. So
182we did her summer one, but we missed her one for the school year. So we're trying to make that right now on this personnel agenda. I appreciate the explanation. Miss making. Before you go. Hey, I should have left you alone. So with those supplementals, was any of the work done before the changes? The only one that was is for Willie Bailey, who did half of the supplemental. So then with that, are we putting doo doo doo doo doo? And I did clarify that. I mean, I did clarify that with the building principal, the people that were already in place of the ones that were onboarding have been completing the work all year. Okay. Yeah, I appreciate it. Yeah. From. You know, it's possible. Possible. Okay. Okay. This is the first one was vote on the
183president. Bailey. One second was like because I ask for one to be separate. Important is this the vote with the first two for the partners, but with the first two for. Okay. So it's a it's effort. That's is everything. But the first two the first everything is set for A1, A2 five, the E6. All right okay. So we got it's all right. It says a1 a2. But is the under B. It's been okay. It's been. Yeah B and e5 said okay. President Bailey yes. Doctor Goodwin. Yes. Mr.. Lacy. Yes. Mr. Smith abstain. So we should. Miss Reiner yes. You, Mr. Walker. Yes, Miss Garrison. Yes. Six yeses, one abstain. No voting on B one and two. Yes. Both instances. You can say that. Thank. Okay. President Bailey. Yes, doctor. Goodwin, let's stay. Mr. Smith, abstain.
184Miss Reinhardt. Yes. Mr. Walker. Yes. Miss garrison. Yes, miss. Mr. Lacy. Yes. Two abstain. Five yeses. And then we have. What was FE5 easier? I'm just asking if we can wait until we get. Yeah. Yeah, we had no problem. We can wait. Okay. Yeah. So hopefully if we get it tonight in the methods, and then I can just tell you what to do next. All right? That's okay. Having said that, since we're doing next week, I would ask the board to vote on each day after July 10th for a vote. So moved. Second. President Bailey. Yes. No. Doctor. Goodwin. No. Mr. Lacy. No. Yes. Mr.. Smith. Yes. What is right? No, no. Okay. Doctor Bailey, is it. No. Is what it is. I. Bailey? No. Yes. Thank you. I was going to come back after
185I finished. Okay? Okay. Miss Reinhardt, no. Mr. Walker. Yes. Miss garrison. Abstain, abstain. Okay. Five. Nos. One. Yes. One. Abstain. Yeah. Budget information. Please take a look at budget information. There's concerns. I already addressed them. Thank you. Anybody else? You need more time? I'm good. I'm, not very honest. The board to review, my recommendations, attachments, contract services and staff travel all at the same time. We'll take questions. You got anything? Consulting services. I'm sorry. That is nothing. I know, because there wasn't anything, or nothing there. Consultants come back to the members. That's what I have to say. That's a lot easier to. Any questions and concerns on, they. And see these are all for review, correct? Yep. That's. Negative. Just go on. Doctor one, thank you for your staff travel. Is this already included in
186your budget? We have a title two budget. And so that's delegated for the entire district. So it's a budget for everyone, not just mine. And then just me. So it is included in the budget or. No. Yes. No answer for me. Yes. Okay. About that. Yes. And can I just get a and for the entire board just to know where these individuals are with their travel for the year. Invest it. Absolutely. I think we talked about it earlier. We I'm sorry. So my email got it. So since I some follow up question is on the prom rentals, are we complete for all the schools as we are now in March? Mr. Simmons, can you answer that? I am I'm not sure where we are with the prom rentals. That would be, for all the prom
187rentals, taking care of, complexes. Yeah. For those who can't hear them in the back, correct? Yes. No, he he's going to check on the prom rental venues. And stuff. Is there no. He you do. In the future, the, consultants. You only have one. Right? Okay. Any questions or concerns? What is said? If I may, Mr. President, this bill. It. I'm glad to see that we are doing act prep programing for Dunbar. I want to make sure that we are doing it for all the schools. Is there a reason why just Dunbar is listed on here? Okay, so. Each of the high schools have funding that they use in the manner that they see fit based on their, the needs of their students. And so part of they are one plan that they create for the
188state was that they were going to use their funding for A.C.T. based upon their previous data. Don't we do a blanket act prep for the entire district? We started that a few years ago. It's, based on the needs of the building and their. Yes, is based on the bill building needs and their funding every building has its own funding. Okay. Is there can you give us an update? Doesn't have to be right now on, which schools are providing Act prep for their students? Absolutely. Thank you. Anyone else? Mr. Smith, thank you. With this paraphrase, the subscription services custom translation service retain users for ten users due to VAT. What is different with this than what is already in a lot of these AI services? We have to give today just so I can get some
189information on what separates this from what would naturally be in in our services, like in the AI services. We want to do that. And then. And then for the travel, you said like a lot of you use the title two funding, correct title to a title to it. Okay. And then who, is who else in the district is authorized to use the title two funds? Okay, I'll do it now. Okay. Kind of where we are appreciated. That is. All right. No one else. Went off on that. Was it for review, right? Yeah. Treasury. Okay. All minor for review. I have, appropriation, increasing general fund by 2.1 million. This is 1.29 million is for OEC and 170 170,000 is for West services contract. Another one is $38,000 is for building Supplementals total 2.1 million increase. In
190general fund. Do you have any question on this? I do, why are we increasing building supplementals? What changed in the building? And they don't have budget and they asked us to increase. So what? What's the need for the increase? I'm just curious for extra duties. What's what do you know? Okay. We have a particular building that when Supplementals were submitted, they did not submit all of their supplementals. They were new to the building. It's a very large building, so it was kind of overwhelming. Everything wasn't submitted. Then when there were submissions, there were things that needed to be corrected when we submitted them. You guys had already voted to shut down the budget. We did not, find funding for it. And so now we've been working with Treasury to try to figure this out. And
191so now we're asking for a budget increase to pay those supplementals until we have the money. Treasury and DEA. Yes it is. Yes de issue. So so what what's the amount. 38,000. Okay. It's under extra duty okay. Yeah. Have they been working. Probably for. Oh okay. Can we confirm if they've been working okay. All right. Because I mean you guys are asking us to increase the budget after the fact due to human errors, and we don't know if they've been working that well. I mean, I can, I can, but I've seen team leaders working. I've seen book from supervisors. I've seen the tech coordinators working in the gym. So we'll get the principal, we'll do what we do and ask them to get the principal to sign off on it. And I'm sorry, Mr. Walker.
192I mean, know you're good. Can I just do one more time? So where did the money come from? The money that they're requesting. So what do we take it from you to put here? You know, I might call out places. What are we giving up? I think they sent out a general fund. Yeah, that's. That's what the stamp on it. They have an immediate risk that they won't be back to. Yeah. Okay. They're asking, oh, where's this money coming from? From my, from our, advance. From Treasury. So, Madame treasurer, from memory Treasury is the holder of advances. Advances and then it advances is out to those departments. And then when the money is paid back, it goes back into general fund, or it goes back into the advance out. Fine. Here's the pay back control.
193It comes at. This one is not. This is it doesn't come back okay. Yeah. Yes. So from the reserves and this is this from our reserves. Yes. Yes. These are for advance. Look, she she's put the advances in ahead of them. But institutions. So yeah, if we advance to grant funds, they can be when they receive the money, they pay us. But this one is they cannot pay. They don't have the budget. So that is within our reserves. The reserve is 18. So are you looking out for education? Yes. But yeah. So there so with this press okay. So yours I'm not really I don't want to I'm not really interested in New York as much. I'm really interested in the 1.9 million. An OAC increase like that is what you ask me first. But
194I thought you said was it. Yeah. You know, you asked that. Yeah. So my my question then it can be an email back the increase. And I think it's really this steppingstone contracts which I thought we had a discussion about before or what the plan is for that moving forward. Doctor Jones increased by 170,000 for waste services. Where's that coming from? So it's it says increase facilities by 170,000 for waste services contract. This is really for the new engine. What's the reason for the increase on the utility. That's mostly especially so when the budgets were created last year. There were some cuts that were, that were made, of course. And, we didn't have enough budgeted to actually pay for waste removal. Okay. So this is. So where where's that 170 coming from? It's that general
195fund. Fund reserve. Yeah. Okay. Okay. That's appreciate it. Oh, one more follow up question. Good. Got to go on. Okay. Madam Treasurer or Mr. Assistant Treasurer on our budget is she up under superintendent for the supplemental? This is I just want to know this this year to date has been is incorrect because the amount budgeted is 1.8 million. But the year to date. But it is only 835,000. And we're in March and we've been making payments on staff. So I'm just trying to see kind of what we've already committed to, where that number is, because I'm trying to understand what you guys are, not you guys. The why 37,000 more is being asked for when there's such a range between those two numbers. And it's okay if you get to me another time. Just as
196a question that we have to go back on the superintendent recommendation F11. Right. It's in that general supplemental part. Oh, the academic side, she's an excellent. Yeah. We can send that information. That's for listening to us as a board. Just kind of what that where that gap is. So question is there a way to move money from positive school climate to this fund to cover that, instead of it coming out of reserves, since that fund is not touched on the January financials, we can take from one department to the other department. If it the same department, yes, we can move it so from one department to the other one, we cannot. So can we move money from that back to general fund from one department. Yes. So can we as a board to in. So
197if I'm looking at if I'm looking at positive school climate and I went back to the January financials, it says $280,847 as the budgeted expenditures are zero and converts are zero. So it hasn't been spent. So my question would be can we move money from that back to general fund to then cover this, instead of it coming out of our reserves? Not compounds your question. Yes. Because, Madam Chair, as I said, we can't move unless they in the same department. So my first question would be is positive school climate out of general? This budget is approved by the board to move from one department to the other one. The board has to approve it. Yes. The board can move it within the general fund. Okay. So pilot climate is in general. Yes, in supplemental, I
198don't know. Whereas in that's where the supplemental is looking to see what it's all made of. But that's the biggest and goes up to the board's. So I would say the request because when I voted on this tonight will be if there are items to that Mr. Walker's point, if there are some new line items that's not out of the reserve that you guys haven't used and you don't plan to use in March, why don't we transfer that in there? If it is general fund? I do understand if it's not. But yeah, putting that request in front of items, especially because you guys keep telling us about our finances. Yes. No other way to walk to the house behind that. I just go that way. You go or you hit a lot of people didn't
199notice it's a door back there. So yeah. Okay. Okay. That's all I have. Thank you. All right. That's all you're looking at that. Yeah. Yeah. So we have to discuss with the department and the board. You can move it. Can you guys get together with the board approval? I can not move it myself without the board approval. But, with the board's approval, I can. Yes. Okay, so my request is for Doctor Lawrence and his team to look at those funds and see where else can money be put from to not allocated this year that we could then allocate to this instead of it coming out of our reserve and then with that recommendation come from the treasurer or the superintendent, if they've identified that for us to vote on, I think it's appropriate for them
200to collaborate. Sounds great. Okay. Thank you. Okay. Let's move on to. Okay. The next one I have is advances. We are advancing from okay. From general fund to the grant fund, which is 524, $106,000. And it's going to get paid when we receive the money. That's a grant fund. Do you have any question on that? Yeah, we'll go to the resolutions. Okay. This one is a summary of the amounts required from General Fund for Property Tax approved by the Budget Commission. And the county auditors estimated the tax rate is this one is the estimated tax revenue we're going to get for next year. General fund. No amount approved by budget Commission inside the ten mil we plan it with. The estimated revenue is 8.8 million for, 4.48 mill general fund, 70.8 million for 63.07 mills.
201Bond retirement fund 12.28 million. The mill is 5.86 classroom facilities and the permanent improvement 761,800 each 4.5 mill each. That's the total amount estimated. That amount is going to be 94, point 0 million. That's what this limited revenue from taxes is. Do you have any question on this? If you don't have any question on this one, we will go to. Tax valuation complaints. This resolution is I can read one, but all the resolutions are the same. But different, purposes. So one I can. Read for this one is a resolution authorizing filing of general complaint against tax valuation pursuant to to RC 57 15.19. Whereas on July 21st, 2022, the Ohio General Assembly amended RC 57 15.9 19 to require board, Board of Education to pass a resolution authorizing the filing of original complaints against valuation
202under the statutes. Whereas the board intended to file to file in general original complaint against the valuation pursuant to RC 57 1519 against the following property seven Toler Avenue, Montgomery County Auditor. Parcel numbers E 2024 304.00 4142 and E 2024 30400 40, whereas the property is owned by Burns Construction Enterprise, Inc. and the Burns Construction Enterprise, Inc. has been sent a notice of this resolution via certified mail at least seven days prior to the passage, where as a basis for this original complaint for each parcel identified as part of the property is RC 57 1519, whereas the original complaint authorized by Z by this resolution is for the tax year 2025. And now there for the. It resolved is that the Board of Education in accordance with Ohio Revised Code 5715, that 19 authorizing the
203filing of the above described original complaints. So since all of them are the same but different, properties, I don't think I need to read it. Oh good one. Yes, I have two requests. One can we have a follow up? What happened with last year's complaint? If any of them change anything, we do get money. Just can we get a follow up on what happened to the last ones? That's all I'm asking for. Five. Oh, can you throw in the second? Can we invite former board member Curran? Treasurer McMahon is out and claims he tells us how much he loves us. But just to talk a little bit about kind of what's going on and what we can expect, I know, I know, Mr. Joe, I see, but I, I want our staff to reach out
204that we don't believe in press. Okay. I with yeah. Just to come out and talk to us kind of about this process, what we were expecting with the election, how collections everyone this year and anything that benefits our district. Really this one is not a collection issue. This is a place of issue. So is this some more of. I'm asking the general for this one. I just want to see what we got last. But I would like the president to talk to us. Okay. Thank you. Is this more of treasurer or auditor or auditor? This is auditor, so come on, invite both. No. Invite was okay with. All right. Okay. The next one is, monthly financial. It is a space older. The next one is donations. Thank you. Donors. I have several of them. What?
205Mr. Smith, that was something Mr. Smith. Oh, no. Sorry. I'm immature. Okay. Do you have any questions on donations in the mail? Okay, I did okay. Want the donation? If Chief Jones would like to elaborate on the Cincinnati Bengals. You know, since you're still here with us at 830 at night. I'm not a Bengals fan, but I did wear color today. That kind of signifies that I was also hurt. Wishful thinking. So the Bengals so all of our teams, our high school teams, we have, flag football. So the Bengals, they've been doing it for a while, with assisting other schools. And we have the opportunity of they basically donated some uniforms and we have to play at least ten games which were on track for that. And at the end we get to participate in
206a tournament and we actually get to play on the Cincinnati Bengals field. So our coaches and our students are very excited about that. And, hopefully we can make some noise. But, that's where those donations came from. So appreciate it. I don't believe hopefully like those that your mic is not on sir. Get him to get a move on okay. Next one is approval of the minutes. February 3rd February Athens. February 17th. February 18th. February 21st. February 23rd 20 February 20th. Fields. I don't think you'll have a question on this one. I'll move to purchase requisitions. This purchase requisition is from different departments. Let's look together and if you have any question, will ask sir. He has hidden everybody on here for $3 million a year. The other thing, you know, I think so. Refresh, refresh.
207I did I losing. Walker. Not the one on the charter. The charter busses. How about how many students from each of these schools went to these events? For the how many charter busses in the charter events that we have charters that the underfitting. Yes. This is under 15. Thank you. That's fine. Yeah. We like to use the fan. What? I mean, my place, it wasn't filled up. That's what happens if you're going to use it. I wanted to the maximum. Like Dunbar. I went to visit university to Nashville. They did for the bus. There was other opportunity for some other people to hop on there and do some money down there to high school. So, yeah, that's that's really my question. And if not, has this one taken place yet or this a. Why even
208the CTC stuff, if they're, if their kids are competing then are other kids who can come watch them to the. Yeah, let's go see if you pay for the whole bus. One of them I don't remember them leaving, but I find them okay. Yeah, I don't, I don't recall I it's not the principal down on them. I think this is more of spring break. That's when they're looking to do this trip to the. Okay, okay. There's some seats. This just gets people in the seats. Well, that's all I'm asking. Yeah. All right. My questions more. So is. The increase for Frost Brown Todd Gibbons. Yeah. But they're last night. I'll put that on there. Yes. Sorry if, Doctor Lawrence, I know your team is looking at the other various places and potentially poor from a
209set of it all coming out, as you know. Fine. So I know we're discussing finance, but if we can just discuss that, probably this week, see what that looks like. No problem at all. Doctor Jones sitting out. And is this an increase? What is that? No, sir, that is not, that is not an increase. In three. No, that is roughly half the renewal for the year with the way it was originally created, the contract and where it falls on the budget cycle. So that's six months. And here after I think it's that be probably July, August you might see another six months which will be the final portion of their three year contracts for this year. So this take that final won't take it until December, would take it until roughly March. Once it's all
210sudden and the way they bills March of next year. Yes, the march of next year is when the last the three years is okay. And there was another one that I had. Okay. Not for me, not for you all. I don't think mine is more so. Actually, no, it was for Doctor Jones. Yeah. The Karen Wick welcome. Stadium press box one, and it's coming out of maintenance. Is that the only fund that it can come out of, or is there other funds or where? We we we looked everywhere, for funding. And that's pretty much the best, line to pull it from. Okay. All righty. Appreciate it. And then the last one under under 15,000. Doctor Lawrence this key at Billboard. What where would these be placed at or what does that look like a design
211piece I see the innovative academies is reference innovative academies. We don't have those. I'm pretty sure that Billboard doesn't say that. I think we just want to build the, the billboard does not say that. And I have to ask. Oh, come on, Adrian, I was look around, I forget, actually tell me where they going. I know it's not say that we are not the charter schools, the microphone. But here I am. So we originally were going to use the billboards to promote obviously the new logo unveiling, but that will not happen. We went met with the guy today to talk about what we're going to promote, and it's all the new pathways at the high schools that we had our team, pick which ones they want to promote. So not all specifically just high school
212to we are obviously going to include middle school and elementary school children as well. So can I ask how the last school year billboards went with advertising? I think that was for McKinley Vento or things like that. Did that draw more students that were not involved in that? So I do not have the answer to that for you. Okay. Yeah. Sorry. All right. No, I appreciate you taking my questions. Mr. president, can I just add can I just ask that you guys update the under 15,000 to remove innovative academies? I don't I don't ever want us to believe that we're supporting that model because we are not a charter school. So, like, I can always get stuff to, you know. Yeah. Okay. All right. It's you. Okay. Next one. I have one contract, for going,
213bread, vendor agency. That is for an annual fee for our brokerage, for the insurance, employee benefits, insurances. Okay. Any questions? That's a good one. So I know this has been discussed in over the last year. Have we would have been like, hey, we haven't looked or shopped around for insurance at all. Can I just ask why we have it put out at least a request for proposal information just to see what's out there? And this is pretty good. Pretty good at one of the, conferences that I went to for cancer, better schools. One of the things I wanted to speak there talked about how even if you've been with a company so long, it's still important for you to shout it, see, to make sure what you're getting is still competitive in the market. So
214go ahead and then for this one is not for insurance. This is a brokerage. They look for insurances. Correct. That's what I'm looking for. The broker brokerage. We work with the superintendent's office. And we decided to, of this year to go with the, mo going, can, can I make a request that you guys do some more work on this? Because in October. What you guys, what we were told in October that it was too late. You had open enrollment season for us to do that piece of it. So I get it. They're the best broker for us. But I just want to know what you guys look in that piece to make sure that we were still getting, again, a competitive thing. So that's just my request. This came back to make sure I do
215talk to someone else too. And that piece and colleagues, if you got any thoughts on it, I mean, if I get complaints all the time about our insurance ultimately. And these are these are the individuals who get it for us. So I just want to make sure that we're doing our due diligence. And it's the best. Mr. Bryan didn't, in a review session, I thought you said that you had looked around, and also that you chose this one because they gave you, no, I, I didn't say that. I said me and the superintendent, negotiated with Morgan Broadband for the next five years. So they gave us the same amount, and we told that price is good with no increase. Okay, so I'm glad you said his name, so yeah, I don't I don't have a
216problem going out and doing that exploration piece. As you mentioned, we have explored health care providers other than the one we have. But in terms of brokers, we can we can certainly check around. I would just say that, this has been an almost 30 year relationship, and they locked in these rates, at no increase for five years. And I heard you say you've had a lot of, a lot of complaints. And so Will will investigate that too, and see how, how folks are feeling about their given. I appreciate it. I just if you end up with them because ultimately this is what's best for you guys. I just want you to do I just want to make sure that you look in is this stick with someone because this will be always there that you.
217But if they're if they're good for us, they're good for us, right? No, no. Okay. Yeah. We have one person in. Okay. Let's look at it. And, this is three. Yes. This is from several departments. So if you have any question of, we will answer. Questions concerning. That's it for me. Thank you. That's good. When you. Motion in I that was just a question for them to this day. Gotcha. This has been. Thank you. Board president. We have two contracts for review. One with the city of Kettering and the other with, triple J snack services. Why? Why are we paying taxes? And why are we paying Kettering to use Enfield? Because. Are there, for baseball? Stivers service baseball. So Stivers in the city of Dayton to Kettering, between schools means close. I mean you closer
218to an availability. Does this, does the city not have any fields that we can. So there's. Yeah, the city is somewhat limited to, to a few fields. I know that right now Thurgood will be using, persons, persons in the process of getting, having the field dragged in every day. But, yeah, there's, the limited is limited space based on the Kettering softball. Okay. So you don't have baseball fields? No, no, they don't, but. Okay. Can I offer a if your team could reach out to maybe the Cincinnati Reds and see if they're still doing community grants for baseball fields and things like that? I do know that that is something that the Reds typically do every year. And the gentleman there, I think I was contact details I forwarded over Charlie and see if that can
219be something that you all can look at for some field space. And, most definitely yes, sir. What about the field over the UTSA? It's beautiful. Yeah. Chief Jones checked that. Yeah, they said they used that for college baseball. Yeah, the Udy field. I got my answer. Thank you. So, Yes. Listen. First reading. You want to upgrade the. Resolution to adopt board policy? First reading, insomuch as the Board of Education is committed to the continuing updating of its policies, rules and regulations, Mayo and the committee, which was appointed has been working towards that goal. The following are brought at this time for first reading in compliance with where file BFC policy adoption. Now therefore, be it resolved before the education of the Dayton City School District, Montgomery County, Ohio hereby accepts and adopts the following policies
220that have been called by for inclusion in the Handbook of Policies, Rules and Regulations D j h credit cards DJI district credit card use in travel for board appointed employees EBD employee electronic mail. Jebb entrance age, mandatory kindergarten J MBA early entrance to kindergarten. These policies are being read for the first time and such a motion or second is not required. The policies will be available in the superintendent's office for review and comment prior to their second reading, and the adoption by the Board of Education. Furthermore, the policies will be reviewed by the Superintendent's office, the Board Office and the legal department of the Dayton Public Schools prior to Secretary. Thank you. All right. Joe Lacy. Thank you for electing me. I think. Yeah. And that's about all I have. Thank you. All right. That's
221why I have nothing tonight. Thank you. All right. Mr. Walker, I have nothing. All right. Miss Garrison, I don't have anything. Thanks, everyone, for your presentations and for coming out and still being here. Okay, Mr. Smith. Let me get it together. So. I'm on it. Now. I just want to say I appreciate everybody for sticking it with us. Sticking it out with us because. See what I got to work with? But I appreciate all of you guys. A lot of good questions, a lot of good conversations, a lot of good homework for us as a board as well with our teams and things to take back to our committees. I will say I love the work that's been going on. And our committees, want to shout out the operations? Oh man, a whole bunch of
222em. I can't even name who I was there, but recently I was able to join them on a walk through on an event that they've been working on. And just want to say I appreciate them coming out and coming together as a team to try to bring, enterprise situations, things that can come back to our district and go back into our pockets and help our help our kids out here in the district. So I just want to say I appreciate having that time with them. It's always good to walk around with them and and see what's going on. I want to say, happy belated International Women's Day to all of the awesome people that do so many wonderful things across this district, and knowing that this is women's History Month, please get out here and
223educate yourself, not on the history of what is going on, not only in education but in our community, but meet somebody who is making history every day and that is all I have. Keep the main thing. The main thing is, can I can I clarify real quick? You said it's not our pockets, it's the district pockets. When I say or I say to district, we are this. I live here, but I don't want you know, those are my coffers. I want I want to remind everyone to mark out the 19th next week, 5 p.m., from 5 p.m. to 6 p.m. it is the final regular season debate, and only so you can pop in and out of rooms. I'm going to remind you again next week. The curriculum team, led by Doctor Sheehy, is doing
224an amazing job. The kids, I mean, the turnouts have been really great. We actually have crowd. So we're kind of we're kind of big stuff out here. I would encourage you if you do want to see them, because after this week, after next week, then we're going into our finals, maybe pop up next week. So you don't scare them when they make it to the finals in that piece in this like way too many people to talk in front of. So definitely 5:00 is only one hour 5 to 6. It will be over probably 545. So you're going to blink and miss it if you try to come like the 19th come out. Support this process in these teams because they've been doing a lot of great work. That's all I have. Thank you, Doctor
225Brown. I have nothing tonight. Sarah. She's excited for. This I am so excited. I think that first of all thank you, board president Bailey. Also, Joe, it's nice to see an order Committee member step to the plate. So I'm grateful. And now I'm excited that you, we're able to actually, you know, get the vice president role. I do want to give a quick shout out to the Treasury Department for working tirelessly on the DJI and DDH, policies that you see before you. I know that it took a lot of effort to review those policies, and that was a collaborative effort that our department was able to assist with as well. And I'm really excited about that. And I'm excited that the policies reflecting, some of the best practices we were seeing across districts, and it's
226really a big deal. So I'm very thankful for that. And I also want to just say that, I wasn't familiar with as or as familiar with the second, presentation today. However, I do want to give a shout out to Kurtz and the team or the I committee. I've been able to sit in on a couple of those committee meetings, and they are incredibly informative. He's he's very structured and he's very clear about, making sure to tie in policy, regulation and best practices and, and research that he's done. And so I'm really grateful for them, as well. And, I think the only other thing I had on my list today was, a congratulations to Miss Reinhart, who received some rewards, awards recently. So that's it. Thank you. Joan. Thank you, board president. Doctor Bailey, I want
227to thank, Representative Desiree Toombs. She invited us to, the state of the state address today. I had a chance to go up and spend, about an hour and a half with her. Met a lot of really interesting people. Also, our transportation team is, dawning green, to, represent, or support, another one of our transportation staff members who's dealing with, kidney disease. And so keep that individual in your thoughts and, prayers. Also, I want to give a huge shout out to, the IT team and Amy Andrews and Doctor Sheehy and Doctor Dooley. Judy Spurlock. Chief Spurlock, I think is one of those, really good collaborative sessions we had in cabinet a couple of weeks ago that we would discuss testing, and, they they had me riled up, but it was good. It was a good riled up,
228and it was, I mean, we asked testing went on without, any major hiccups at all. So, I want to thank the team. Also, we had a number of, students who advanced, student athletes who advanced in wrestling and, track and field. The state track and field meet was this past weekend in Geneva, and we had a number of state champions. So, you know, when you see those students congratulated, was a Jones one of those champions? You know what I was hoping somebody had. Yeah. She was. This is just what I need for you to go back and I'll tell us about that job. So she's, she's a freshman, and she won the, Division three 16 meter hurdle. Championship? Yeah. What school gets from her daddy? She plays sports. She runs from metal. Do you get it
229right? Oh, yes, I did everything track, football, basketball. Here's the Patterson win. One on one between you and Doctor Bailey. I'm just. Oh, I got to get him back for real. I'll just walk away from the my back will be no competition. I'm. But to boom doctor Lawrence. That's that you guys. No comments from me today. And, just to put a period on it is first and then there's last. Pursuant to section 121. 22G2 of the Ohio Revised Code, a move I move that this board go into executive session. This meeting is being held to consider the appointment, employment, dismissal and or compensation of a public employee. So who seconded it? Okay. Mr. Walker, second, for a new president. Bailey. Yes, doctor. Goodwin. Yes. Mr.. Lacey. Yes, Mr.. Smith. Yes, miss. Reinert. Yes. Mr.. Walker.
230Yes, Miss. Garrison? Yes. Seven yeses. And the record show that the Board of Education of the then City School District has just completed an executive session during which it, considered. Wait a minute. I got a but we have a building program. Yeah, we can do it right after that. Okay. All right. Which is, considered, appointment, employment, discipline and or compensation of a public employee. We'd like to make a motion to make, if Walker, the treasurer pro tem, just been appointed an appointment. Okay. Appointment. Roll call. Shambhu. Chair, this is on. So exiting. Exiting Z. Yes. You've been appointed. So motion was by Doctor Baby who's second? Yeah. We go back to go on. So Doctor Bailey. Yes. Doctor. Good one. Yes. Mr. Lacy. Yes, miss Reiner? Yes. Mr. Smith? Yeah. Walker. Votes yes, miss garrison.
231Yes. Seven zero. A motion to adjourn. Oh, no. Thank you. I was drawing that we make a motion that we approve the March travel for of, Let's see the 5,002nd call for any questions. Concerns. All right. Doctor. Bailey. Yes, doctor. Go on. Yes, Mr. Lacey? Yes, Mr. Smith? Yes, Miss. Reiner. Yes. Mr. Walker votes. Yes, Miss garrison. Yes. 707. Right. Doctor. Bailey. Doctor. Good. Why, miss Reiner, Mr. Smith, Mr.. Lacey, miss garrison, Mr. Ward seven zero.