001This is the next generation language access. And basically this program is made for the bilingual and multilingual students at DPS. And [music] what we do really they they would receive a very high quality of interpreting uh services. is I mean they're going to learn how to become certified uh interpreters. Most of these students [music] uh they are bilingual as I said multilingual and they are already helping their family [music] members when they go to the hospitals when they have any other needs you know in the community but right now they are becoming professional in doing so and they can make money they can start their own business. I think our goal as educators and as a district is to really really [music] uh use the assets that we have in our hands and right now
002it's our ELLL [music] students with the multiple languages and cultures that they can you know um just contribute to the [music] community. I took the same program training before them. So uh this program have a many benefits. So among them we can tell they they can work as contract interpreters for any any agency and that they can also work for DPS because they are lost few interpreters out there on the field and our students speak many languages. They know the culture. They have been DPS so they can help us in the community as a out person outreach person for the district. I am called to many schools and I cannot do it by myself. Basically, I was pushing this to have student to do the things I do so they can be able we're going
003to rely on them in the coming days and coming months. I just want to tell you know how wonderful how excited [music] I I am because I work as an interpreter in the community. I [music] know the need. We are now [music] the innovativeies of the Dayton public schools are in phase three of the Ford next generation [music] learning academy program. And what that means is we are actually meeting with eight [music] tactic teams that are writing the master plan. And so that was so important and so valuable that we now can take it back and actually implement [music] it to make sure our students are prepared for college and careers and can really support this workforce. [music] We are equipping our students with the necessary tools [music] that they need to be successful. It's
004not just about um the data that goes on in high school. We're talking about reaching our kids outside of four walls to obtain [music] uh a career for themselves later down the road. Okay. Uh I feel like it was really good to be in this room. I got to meet people that I never been in a room [music] with before, different principles, people behind the scenes that I don't even know about and really like get to see what goes on outside of just what I see inside my classroom. I think overall it was good to collaborate, you know, bring us all together. We got industry [music] partners here. You have teachers, you have directors, our chiefs, principles are all coming together and we're all sharing [music] our different experiences and expertise along with our students
005giving our students [music] a voice to be able to share and speak on their experiences and the things that they want because it's not just about what we see, but also want to see it through their lens as well. cuz sometimes we get so far disconnected, [music] you know, from being a student and I think that's huge to have all parties all on deck to collaborate. So, this is awesome. Well, I first [music] would like to thank the hundreds, literally hundreds of partners that have come now to over 10 meetings with us to put all of this together. [music] And from the bottom of our hearts, we thank them. For any community partners that haven't been engaged, we would like you [music] contact us. We have job shadowing, mentorships, internships, all types of things that
006they could provide. All [music] of that helps. But the biggest thing is when you hear about the innovativeies of the Dayton public schools, be [music] sure to spread the good news that there's plenty of about what it means to support a district that's on the move and making [music] transformations that not only helps our kids, it's helping the entire [music] region. [music] you don't you [music] Heat. Hey, heat. Hey, heat. Heat. [music] Hey, heat. Hey, heat. I'm a part of share governance and we are talking about a snare [music] committee. We're talking about how to put people into successful roles and how we can all communicate through different [music] teams so then we're all on the same page for the actual goal. It feels [music] good. It feels really really good honestly. And it only
007feels good because at the beginning I was confused. Didn't know why I was here. Just know my life coach brought me. [music] Now it's like I know exactly why I'm here. I know what we want the end goal to be. And I'm really happy to see that [music] what I'm saying in my opinion, my comments are building into that final presentation. I'm really excited to see how it'll all come out. Honestly, like being here in the process is [music] totally different than seeing the final outcome and not knowing the conversations we had, the different meetings, any of that. So, [music] I'm really excited to see how the work will actually come out and turn out. My group is working on establishing a framework for [music] partners. Work on how do we create a database of
008all the partners at all the schools in [music] the district so we can create some standard operating procedures on how partners interact with the district and with various [music] schools. Who are the contact points at those partners? What areas or what [music] buckets do they interact with? Is it an attendance situation? Is it an academic situation? Is it college and career readiness? The way we're [music] approaching it at Ruskin, the way we're approaching the Innovativeies of Dayton public schools work [music] is through two paths. We have an experiential path. We are [music] getting kids out into the world and we are bringing experts into Ruskin to try to raise kids awareness of what is out in the world, what careers are out there when they graduate, when they're adults. [music] The other path is the
009academic path. It's one thing to try to create a high school cla high school classes [music] that will help kids once they graduate. It's another thing [music] to be able to prepare kids for those classes. That starts with us. [music] That starts with us making sure that our academic program at the elementary level is tight. [music] That we are making sure that kids are meeting benchmarks and are able to work at grade [music] level so they are successful in middle school and in high school. I received a grant for $500. It allowed me to purchase something called Make Do 30 yoga balls to start a contemporary music program. These kids have been asking for a dunk tank. I applied for a chess up 2, which is an electronic chess board that has multiple settings. It
010also can actually explain effectively why this is a wrong move, why this is a bad move. We have Come on. What? I entire school district all the way from academic side operations in park and so we're really proud to have um members from all different departments um a part of this um in summer 2025 we began a conversation with Dr. Brooks St. Clair Community College about the work that they're doing and Dr. Brooks has been a key provider professional development on our GPS professional development days along with other people including um soil fall we added members including building admin uh school AI so we had some external partners and initially we had added the entire alternative school staff that was very important because um the guidance was given that AI should be used to try
011to help our students at the alternative school and then we're hoping to continue to add additional stakeholders as we move forward including eventually new parents and students um because they're very important to this process. Next slide. Here are some of the key milestones of the AI steering committee. Um we as a district began a little bit different. We began to explore AI and how it's used first. A lot of districts jumped onto the policy bandwagon very quick and developed policy. And what they found out was later on um some districts made a very restrictive policy early and so they backed up. We explored we started that right away. We piloted school AI uh winter 2025 and um myself and um Byron attended the as a super conference. James William Dr. Warren said it's a witchoff
012public schools. We have 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. Uh throughout the entire um school year, we provide a professional development. I'll give you the specifics of that professional development here in right now. We have two dual school AI pilot going on. One is at the alternative school. We're testing a SEAL check-in bot and it's just completed and those um the post data collection interviews are happening right now. Another one we tested was claims evidence and reasoning bot which is built into the curriculum in the neuros science curriculum. I was in a biology classroom at the mdale CTC. So we will
013be really excited once those results are together and executive summary to share that with Dr. Lawrence and the entire next. Um, this is actually from our proposed EPS AI policy. AI can take many different forms, including the ones you see here on this screen. There was a minor addition. I'd like to add it. Then I make it onto the slide. We added transcription tools to this list. So this is directly out of the proposed EPS. Next slide, please. Why does AI matter now? [snorts] Number one, AI has great potential to make education more affordable and effective across the board. Um, if we're proactive, when we begin addressing what does AI look like in education, we can prevent future problems in the future, including biases built into algorithms and just the unintended consequences of having AI
014in schools. um the sooner we address it, we can address the challenges uh that might come out of this. Another thing is AI can actually be used uh to personalize learning to meet students where they're at based on their lived experiences and things that they know and understand. Also, AI has become a college and workforce readiness issue. It's actually in the Ohio career tech standards. of our students who are in career tech and 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 is just a little bit dated. This is from 2004 but I will give you an updated number here in a second. According to handover research, 65% of K to2 educators use AI technology and at
015that time 61% of students used it. Of the college board, a recent study 2025 has shown 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. And as you are well aware, high school districts must have that policy um approved by July 1st. Okay, next slide. Here is an outline of the DPS um AI policy. Let me just briefly tell you how this work. The AI student committee looked at many different policies and districts in 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 sent that and the Ohio School Board Association policy model policy and OE
016guidance to our district attorneys and they helped to craft a um AI policy. They came back to the steering committee and then we provided input and then made some made some changes from these are the major parts of the state analysis. Okay. Um early on last year um we began to develop an implementation plan and so we're actually into phase two moving into phase three of this school year. So we've conducted a lot of teacher training. We have um reached out to all different types of stakeholders. Dr. Coach was involved in this. He helped to train instructional care professionals with one of our DPS staff members at the last PD day. Um we've actually collaboratively planned between multiple organizations uh something like an AI summit. that you would see it like all schools and we're
017going 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. Uh this just a 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've offered by school year. So you can see early on um There wasn't a lot there. In fact, August of last school year, we had zero AI train for educators. By October, we had one. This is offered by the IT department. This is just a general introduction to AI. By March, we had two courses. We had AI certification courses to AI. Next slide. And by this school year, by August, we had four different AI courses. And a lot of these were selected based
018on the input from the AI steering committee. September there were five courses. I included one that was mass mass specific. And then by January the most recent district meeting day we had four different. Okay. Uh current and future needs. Um AI is more than teachers. Um we realize we realize we have to involve parents. We have to involve community. We also have to involve students and our four NGL partners. Right now we're working with Hover Research. They have helped us to develop a survey to um better understand how staff members at Dayton public schools are using. And this information can help us further offer professional development to help them. and um also to provide feedback on any possible uh future needs to change policy. Uh there's some concerns that uh AI is going to cause
019students uh to not think critically, but I would actually argue if we approach AI with our values in mind and our portrait of graduate mind, we can actually use AI, leverage AI in the right circumstances to teach the skills like critical thinking that we want students to have. critical thinking is a part of our DPS port for graduate. Another challenge will be keeping up with the changes of 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. Um Yep. And then um how to teaching students how to ethically use AI And uh right now are
020moving into phase three. We realize that students need to understand AI, how it works and also how to use it ethically. So um this coming spring we are testing piloting some AI and digital citizenship lessons in our library media centers. Okay. Um and the two places where we're pulling from is common sense media. The other one is called um a day of AI. And so we're going to get that feedback and help making some decisions about how um we're going to develop or use a pre-existing scope and sequence um to help students of all grade levels understand AI. Next slide, please. Success stories and challenges. Um something that has really uh make it happen this year, we developed an AI policy for science fair. We shared that with science fair coordinators. ISDF, the international science
021fair has an AI policy. Um the state science day has an AI policy. 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 didn't allow them to use it to do thinking, right? That's an important component of science fair. So we have a number of teachers and science fair coordinators who use school AI to help students brainstorm and tweet their their questions their scientific questions. In fact um last Saturday we presented some of our findings at the right floor local conference myself Mr. Lucius from River's Edge and Miss from Roosevelt. We're really proud that we were able to share that with the broad community. Uh we've seen some um strong usage of AI and OBC
022and school psychology. Uh some of our top users have been school psychologists. Uh last summer we had one DPS student attend the a AES AI camp right state. We would like to send more in the future. And I think this is probably a given point where we would like to share the uh T3 AI powered uh conference. And I'm going to go ahead switch out and let Dr. Pops um talk about the T3 conference. St. is um is one of the major sponsors of this and they're helping us to make this possible from a fiscal standpoint. Dr. Miller, good afternoon ladies and gentlemen. It's a pleasure to be here today. I've thoroughly cherished each moment I've been able to spend with Dr. Miller, Dr. and find fabulous educators here. Each time we've been in the
023buildings working on professional development, I'm constantly amazed at the talent and dedication of those who work with the children of this community each and every day. And I'm no doubt having the confidence that they will continue to prosper even with a tool like AI that's coming that's massively disrupting things. As Dr. Miller mentioned, the AI excellences institute was launched last year. effort which was fully funded fortunately through our board of trustees which means we have significant dollars available for programming opportunities in the community we are at schools businesses and other organizations daily in fact today I was with three organizations two of which districts and I'm pleased to inform you that DPS is still in many many ways with this AI adoption two of these districts have not even begun conversations about their policcept My
024biggest sense of gratitude and thank you to you for spearheading and supporting this effort. One of the goals of the institute is community based focus [snorts] and that is inclusive of not only working with our partners but educating the broader community in different sectors. The T3 conference which teachers teaching teachers we will be hearing directly from those who have had success in the classroom including students to shape the future of how AI works in education in this region. will also feature a number of Sinclair faculty as attendees and some students who are presenters. The lines across different levels of education has gotten significantly blurred in the last 10 to 15 years and watched it firsthand having spent more than 20 years in the education space and by having events like this and sharing the information
025that's working for our students and working for us as educators further expand on those skills, literacy opportunities and professional development. We'll also soon be launching a micro credential program for the includes a student component that with Dr. agreement to be a partner. We will be launching for DPS students. It is completely no cost to the district at structured and level for students at various grades all the way including to levels as well as faculty, pair professionals and others who are in those positions. There is a four cost translation that can be earned with the general version of this training course will be free to the community and available with a certificate for also translate that program was largely funded by a grant from the Ohio Department of Higher Education. Five other community colleges were awarded
026grants and I will say fortunately incredible community what they're doing combined the other four is not even the level of this type of partnership. So again thank you for being such wonderful partners here at I would just like to add another challenge moving forward is AI is not intended to replace a curriculum. It's not intended um to retro curriculum. is intended to enhance and extend to meet all students personalized. Excellent. So I think I'd already mentioned the survey over a research survey which will be rolling out here in the next couple weeks. Moving forward, we want to continue to engage multiple stakeholders, parents uh as well as students. Um 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
027some data but um this will help to augment it even more. We'll continue 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 lessons both in the elementary schools but also middle school. Next slide please. Here's a great news story. Um, we're hoping, we're trying to share our work with the Ohio School Board Association, the great things that we're doing here at D public schools. So, uh, we have an article the city in their queue to hopefully get published. We've been waiting a number of months. Um uh for that uh we David public schools was mentioned on uh national speakers Mike K's blog post and that's linked here on your PowerPoint has been a great [clears throat]
028example of an organization who's using data to make decisions about how to use AI in an organization. Uh I'll be presenting and sharing AI at the National Science Teachers Association meeting which is funded through do STEM um in April and Again, I'm really excited to be partnering that we're partnering with Dr. Folks in the Sinclair Community College AI Institute. This is an awesome opportunity for our educators and staff. Next slide, please. Here's um two students from Riverside Monastery School. They use school AI uh science fair bot to help them um fine-tune their testable question for their science fair project and they received a superior rating at the DPS district science. Okay. So, this um the point of the presentation I'd like to open it up if you have questions any you'd like to make questions.
029Um would so a I mean a lot of when I think of AI and this might be very limited use of it but um would it would we be using or would it would we be using AI to analyze like the results of students or the results of their tests and stuff like It's a great question. Uh, in the sense of like a principal or somebody working accountability or the school district, it could be used to analyze data, but you have to be very careful. Um, you know, we do have to be compliant with state federal law in terms of putting student information into the ad platform. School AI uh has an exceptionally high rating um by certain organizations for student safety. In fact, the way the students access the bot is not by creating
030an account. They notice the way enter a code. Okay. Okay. So, it's very safe educators. Um, and this is part of the training, the ongoing training and partnering with Sinclair Community College and Dr. 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 bot works is when the students go in and they have a conversation with the bot, the educators [clears throat] can see a dashboard. And the dashboard actually gives them information that's actionable information on their students. And so if you're launching class with a question, the students go in the bot in a secure way and the teacher has a capability to check on the student conversation and have an understanding about what the student is doing,
031what they understand. AI has a is a it's really a powerful tool for a lot of things including for an assessment and provides action. So students could talk to like a virtual correct. Okay. It's just like when you go to the DPS homepage and there's a little bot there and you ask the DPS homepage, 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 just came to mind and I maybe this isn't a a use, but I I could see scanning like a student's paper and and so that would that be a you can train a bot to uh look at a writing sample and um you can train it based on how you grade it to actually grade
032writing samples and so um yes that is but we don't have But I don't know how we how equipped we are with scanning with the the ability to scan a lot of stuff. I don't know in a sense like Google Classroom students um sometimes might upload their written work. Some may be handwritten, some may be typed. So um if there's a um piece a writing sample that is a Google classroom, that certainly makes it easier. Okay. To do that type of thing. Yeah, that is one um use that's actually being used in higher education. Could you talk about that? Sure. You might be able to talk more about that. I know that a number of professors we have tools that we'll use through management system classroom where a student can upload their work directly through
033scan for other things. One of the most common ones we'll have is we can have a rubric available student upload their work and say great tell me what I'm missing. Tell me no different than if you were to do that paper [snorts] pencil situation. Those agents are designed to remove any identifying information because a lot of times those are [clears throat] secure to the district servers and not going out to the broader you know AI world for example. A good comparison to that is if you've ever done a Zoom call with AI command if you're within a environment you know the URL would say something like Sinclair. Zoom us that stays within that environment doesn't go to the broader world. Obviously we wouldn't want to put anything in there that's protected information or anything else
034but should that 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 though it folks may be able to find that would not be available genally to the system. So I guess in also in general I'm I guess I'm wondering do we have the IT facilities to take advantage of a lot of to fully take advantage of the of of AI? We we do um if you'd like a more detailed presentation, I could actually come in and today probably it would be better to um probably come in with the school AI um school AI member who's on our steering committee and we could actually demonstrate some of the functionality. Um some of the
035more simple things would be like rubric generation or writing a BIP um writing IP goals. um within SU there there's some specific assistants that are used um I think that will probably if you're okay with that um Mr. Lacy maybe we can come in and demonstrate some specific functionality um that we have with school AI on the enterprise system um they have some new features that are being released too uh that we're really excited I know Mr. Williams and Dr. drugs has been working with them on these new features that they've released and um we'd be excited to share if you'd like to have back share some of those specific features. Yeah, I'd like to see specific features sometime in the future and I and I would suspect parents would like to see parent especially
036like parents that have no clue what their kids are doing during the day. But thank you. Might be a great idea for a parent workshop and working with Thank you. 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 PD offerings like what actually is happening in the classroom now setting with the AI piece if that is the chat that you were just referring to with the writing prompts and things like that. How are teachers digesting that and then interpreting that better to the students? It's a great question. Um I can speak
037in broad broad terms um of some specific way the teachers are using it. Um, one of the purposes of the survey is to help us to dig deeper and and know specifics, including what platforms and what applications. So, students, uh, teachers will often use class starters or bell ringers. Use a bot as a a bell ringer. They can use that as a formative check. Um, also using it in in projects for uh different applications within projects. Uh, as a as a district, we can see who [snorts] the top users are. Uh, I can access that information. I can tell who the top users, in fact, I've called them and asked them uh how they're how they're using it. But um to dig deeper into the data, we were going to have to have a response
038from probably Mr. Williams looking at that more. So yes, we can actually we've been working with school AI and a few other ones where we can pull analytics on whether the whether they're using it to create assignments or syllabuses. It just depends what type of data we're looking for and we can see how often they're using it over the past year and a half. So what exactly are they using it for at Jackson since that was referenced and I'm like if this is the first year that they're using it at Jackson, what exactly? So there is specifically it's two chat bots, right? Um what were they created for again? There was um an SEAL checkin bot. So the idea was proposed, okay, whether a bot could monitor students well-being and uh monitor whether they needed
039support throughout the day. So as you know, there's a counselor, there's a therapist, and there's a social worker who's turned down and um they have their case load of students, ones that they see on a regular basis. Um but there's also times where they may need to pull a student in 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 check on their well-being and almost act as like a signal flare. Oh my gosh, this student needs to be pulled in and I need to meet with him as a counselor or a therapist. And so one bot the students were actually giving advice to the bot. So the bot was acting like
040a person who's who's going through a difficult situation. And so students gave advice to the bot and then a later bot uh students had to um explain how they're feeling and then provide um different strategies they could use to help deal with their uh feelings for situation. So right now our program evaluator is looking at all the data. We're we're excited because our the first hypothesis basically been supported is that um the counselor and the social the counselor and the therapist have confirmed basically that the data in the chats can help them monitor students throughout the day. Okay. The other thing they've seen is they have groups of where they learn different strategies that they hope that they will use to self monitor hopefully different situations and thing that showed up in the bot conversations
041is actually the strategies that the students are learning in their group. That's confirming to us that they're that they're they're able to learn and use the strategies. Perfect. I would say Dr. Lawrence, I would be um interested to see this at OSBA for capital. I know you presented my first year, Miss Gins and Miss Spurlock 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 [laughter] but appreciate you Mr. President. We have three proposals being sent to OSBA. Um so so one is AI this AI uh proposal you see here. Uh the other one is around um operations and the um other one is around Welcome Stadium and and our um and what the board did with the two superintendents to build
042Welcome Stadium and also in honor of Karen with Danielle. We can hold a a debate with another school district. We got we working on some things in debate right now. [laughter] Catch us next year. That boy. Appreciate all. Dr. 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? Great question. Um, both are relatively small. Um, we selected Miss Rainey, who's a certified ELA teacher, self. So, the the number of students is relatively small, but it doesn't prevent us from drawing some important conclusions. What's the small number? Um, approximately 10. 10 out of how many teachers do we have in the district? So he's specifically talking for this teachers across the district are using it. We watch it. Roughly 200
043teachers have been using it here and there. Okay. Of the 200, how many teachers in the entire district? I'm 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, um there's about 20 students at Meale who are in the pilot. Okay. In terms of the actual entire school district, there are somewhere it's more than 200. It's greater than. Okay, let's zero in on the question, guys, because I need exact answers here. First question, how many teachers in the district have access to school AI? All of them are. Okay. Of all the teachers in the district, Dr. Lawrence, how many teachers do we have in the district? Have about 900 teachers. Out of 900 teachers, what number of teachers utilize
044the platform? I'm gonna try to pull that number up right now. And is this the number you're pulling up? Is that a I signed in one time or is that a active use? We can actually see active use. Okay. Used it in the last 90 days. Okay. Let me just get that. I'm just trying to see where the buy in 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 in that piece of it. So this may be a great platform but if of out of the 900 people who have access today only 200 [clears throat] are utilizing it maybe actively I don't know we're going to find out in a second
045that's a bigger concern of where is the gap between this product and the individuals that we need to utilize that. Yeah if I could just add that's why we're surveying the district. So in terms of adjacent school districts, imagine part of it is because they have personnel who can work directly with us. They've been out free of charge and give them a PD. And so um that's one of the purposes of the survey so we can identify what other platforms teachers are using so we can continue to help teachers learn how they should be using school AI. That's paid by the public school district. They should be excuse me. So, as of right now, the last 90 days, there have been 398 spaces launched. I'm sorry, he coughed. Can you say it again? 398 spaces
046launched. That's chat bots per se. There have been out of those 90 days, that is 28 users. So, we have 200 218 staff members out of 900. Mr. Lacy, what percentage is that? Come on, man. Come [laughter] on, Mr. Lacy. You notice it's you have a you know you usually pull out your car. You have a 10 key [laughter] started this has been how many% 1700 since we have started school about 25% and this is the first year correct this is the first full year. Yes this is the first full purchase year. So this is the this year we purchased a pilot and we piloted in a number of classrooms and then that extended the summer until what's the 1700 that is so far they have logged in the school AI and used it over
047the past. So we don't have 1700 1700 just individual login because I got individual users that would include par profofessionals that would include um people in operations business HR that would include all parts that's the entire school district remember we're approaching this as a school district everybody okay everybody needs to understand so 1750 is all work with me here so I'm gonna give you guys direct questions and just give me direct things back none of the fluff because I I got to move through my questions. We 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 has actually utilized this piece of it? That's one from a staff perspective. The second question, students pers perspective. You said we only
048have 10 students utilizing it right now. No, those schools it's all students. He is talking about the high two questions. one, how many students in the district of the 12,900 and some change that we [clears throat] have have actually utilized this system? I can pull that that I just want you to I want you to send it to me. All right. Like we we're just going to send this down by grade. Yes. Actually, by location of school and then I want to know if they've logged in one time or if they have continues. Okay. Because that's the that's the next question. Are are students actually utilizing this? I don't remember the um it was mind something. I don't remember what it was. Oh, it was a whole thing. Mr. Lacy mind play. There it [laughter]
049is. Don't get him going. There you go. He gave a whole speech that one time. It was the quickest couple words. But I do I do recall the amount of dissatisfaction with children on the platform itself. So again, an investment doesn't make sense to me if the intended user doesn't enjoy it. Okay. So we got those two requests. The second request or the next part for me and I don't know if this is you guys or someone else. So, whomever in the audience, how does this help students with basic skills of reading and writing? And I asked that question because I've seen how adults in our district and outside of our district utilize AI. If you don't have a good foundation of how you write, the AI does not cover that up. So, I've seen
050our reading scores in 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 we are looking at assisting in those two basic skills of reading and writing? That's probably not you, Mr. Williams. It's okay. I see you looking at the system set up and I can say how it takes the standards and that's okay. It's not you. It's somebody else. 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 improved scores, improved performance and not just completing tasks. Floor is yours. I've been waiting more than two minutes. You only got give me [clears
051throat] got to give us something like you're selling us on the idea of this is a good piece right here. And those are basic matrix for us. Well, I I I can give you examples that let me clearly state that in no way, shape or form as AI steering said that as I said earlier that the AI should replace the curriculum. Okay, the AI school AI is meant to augment and help support the curriculum. So for example, school AI will translate the work. We have students with however many languages in the schools or something like 40 to 60 different languages. So teachers have the ability to translate documents for students that gives access to students. Okay. Number two, you're thinking about a science classroom. Okay. Um our science curriculum has phenomena based learning built into
052it. the next generation science makers. So teachers have the capability to find ways to personalize their curriculum in areas where the curriculum does not does not replace the curriculum at all. It helps augment and support every single student. Dr. Lawrence has always said all means all. And I apologize if my response is not specific enough for you, but AI makes it possible for all students to be able to access the curriculum if student the teachers know how to leverage it to help to personalize the curriculum they need to serve the students. So the biggest issue or complaint that I hear from teachers, which we'll go down the curriculum rabbit hole for a second here, is it is not that the curriculum is insufficient. is that the skill set of our students don't match necessarily where
053the curriculum gives the assumption that they're at. 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 that 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 in that piece of it. But the 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
054where children are and they aren't there so we can't adequately utilize it in that way. I I respect that response uh but I also challenge it at the same time. So what I hear is that there's frustration with the curriculum. Um I hear him say the same thing. Um but we also must respond in a way that doesn't assume that students don't have the ability to access it. So um our curriculum is pretty incredible. An example is amplify science school districts you've asked me how do you afford that and I said we have a great board of education. [laughter] Don't put that on art. [laughter] What Edgar Ward said, listen great amplify science as green. Not every school district can afford that. So it is so good that there are strategies and there are things
055that if they're used properly with fidelity, [clears throat] 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 AI, used properly and thoughtfully, um I believe AI can be used to help students. So what we'll do with that, I'm sorry if my examples are not specific enough. Um but I think a a lot of the times at different levels, uh we battle we battle mindsets and that's one of the most 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 I never want to take people's assumptions. I I will invite multiple teachers to come to talk to you specifically about amplify
056because 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 there the same way that you want to show us. I mean, I've seen it because I've been to several of the meetings in here and I I don't have any issues with the product and I think when individuals utilize it is a really good tool when you are at grade level in that piece of it. 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 and continue to
057invest, it needs to make sense for the utili 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 10 that are in that pilot, how they perform on tests coming because this is the only group that is actively actively using something in this. Is that correct? Are are there other groups? Um right now let's focus on that one specific space because there um there was a directive that AI should be should use alternative schools. So we selected uh that one classroom because of the uh nature of the teacher. The teacher was a veteran teacher who was willing to
058take on this challenge. And um I would just add that um the students at first didn't trust the bot. They didn't understand what they were doing. And our friends at school AI had a very creative and novel approach to help the students understand and that was a building a red light uh yellow light and green light into the model. So that um students um had to understand they had to have to converse with the bot enough to build the trust to make it go great and it worked one. So it's really worked. Okay. So I would like to see and this is more for you Dr. Lawrence to bring back to us how those individuals perform on their testing compared to another class at Jackson that didn't utilize the AI tool. Just want to see
059if there's any progress whatsoever with another class at Jackson or in general in the district. How many? You said it was only 10 students. 70. So is there not another class of students? Are there only 10 students at Jackson at the moment? It's just 10 at Jackson, but I'm saying that No, no, no, no. I'm talking about because I want groups that use the AI tool and that at Jackson. Are you saying there are only 10 students in the entire building? If Dr. Dr. If I could add something that the purpose and and I realize [clears throat] that our ultimate purpose is to increase students 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
060monitoring [snorts] students socioeotional learning and acting as a signal player for that situation to help provide interventions that they so badly need. Does that not improve their ability to to do better in school? Yes. Regulate. Yes. The purpose is to to regulate. And I'm afraid if we just look specifically at their test scores, that's not going to tell us something about the strategies. I need a data point. So there are 45 kids listed right now at the alternative school according to our enrollment. Are there actually 45 or there 10? Because I need this question answered before I can go on to you. So are there only 10 students at alternative? There's 10 students in that 10th grade ELA class. Okay. Outside of that, are there is there other students that are not in the 10th
061grade 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 enhance 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. [clears throat and cough] I don't I don't know. I don't know. He said it's enhancing their learning. He talked about he said 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 10 students that is not noticeable for us to invest in a product that helped them. You said it's something that's going with their social and emotional learning. That's great. It may some people
062eat breakfast and they score better. Had nothing to do with what y'all taught, 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 10 students comparative to the other. Thank you, Chief. We will make sure Dr. will make sure that's Dr. Shei has given me the thumbs up. I'm going to go ahead and hop off because I need to send you guys stuff and write Nissa. Yeah, I think it's Yes. Um I wanted to find out with the AI tool, does the AI tool uh supplement additional information? I know you talked a little bit about how it can adjust to the different students that we serve culturally. Um, and I was thinking more so uh in the at the cultural
063level if we're in American history and I know you guys are only right now in ELA 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 um 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 um is used as a tool for those uh avenues as well? Thank you. It's a great question. Um I think your question if I make it more broadly is personalized
064learning which is mentioned in the presentation. It was it all depends on how you prompt the space. You could prompt the space in a way so that a um a person perspective is represented during particular for example period of time. So if you prompt that you say now imagine um this is the character and this is the situation it was this specific point in time you can simulate that through the conversation about the students can simulate um what was life was like or some of the challenges that they had during that period of time. So um and we have history teachers who are using that um right now public schools and so um again that's part of the personalization of [clears throat] Lisa's problems it's as simple as hey ask these set of questions and
065then customize the learning based on that to answer your question it can help break a a much more complex topic much more complex um learning standard break it into smaller pieces or helping student um who has a disability understand that the more complex than their own language. Again, it comes down to how you set that space up. And so, uh Dr. Lawrence, if you are able to maybe set up a 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 from that. I think that would be a great followup presentation is actually model Yep. um the the potential of how these spaces work and allow everybody here to experience them like you were a student. Yep. Thank you. That's
066all I have. Dr. uh Bailey, so before [clears throat] I let Mr. Walker do his followup, um [laughter] so you talked about critical thinking and our it would not stop our students from being able to learn how to critically think. How would how do you monitor that? Because you said you could monitor that. How how would that work? uh so that the AI is just not giving them everything and that they're able to think for themselves as well. It's a great question. Again, it comes down to the prompting. Um if you prompt the space for the bot that you set up, you tell them do not provide this, do not provide this. Instead, ask questions that helps them arrive to where you want them to be. And our advice is always you have to test
067it out yourself first before you roll it out to students and we we we always do that. So this is in that specific question as well. It also depends on what AI tool you're using. So if you're using something like chat GBT or Gemini, it is not made to teach students per se. It is made to give you the answers you're wanting. something like school AI con academy there's school what was it magic school there's a large amount it's made to teach students so if you watch some of the interactiveness with them it's asking them questions as they're going through okay I can't wait to see so if you prompted to set it up right and [clears throat] you limit what information you'll actually provide to the student and instead have it ask the questions
068the students are actually doing the thinking it's it's very different than as Mr. Williams just said as you know chat even open you determine as the the writer of that spot space or you determine what thinking the students are doing. Okay. Thank you. We can probably get some examples of that with some conversation. Yeah, I'd like to see that. Part of the literacy piece that we provide is evaluating the output. So it's not just copy and past. We saw that a lot of places that had put it through a lot two or three years ago and now are having buyers remorse that they didn't have the chance to teach students the literacy piece how to evalu Mr. Walker. So since we went down the curriculum rabbit hole I thought we didn't go ahead. I just
069want 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 to add and subtract within 20. that doesn't tell me exactly what is happening with curriculum compared to me just searching the other Ohio 8 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 is again going off what the website is saying and it does not have one of those on here. So if we
070can just clarify that and that is just my my request. I'll leave everything else alone. Yes, sir. will respond. Appreciate you, M. Ryder. Thank you, Mr. President. Thank you for this presentation. I appreciate it. Um, I am not a lite, but I have concerns about AI. Um, and I'm grateful for what you've shared with me with us about what some of the guidelines are. Um, 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. Um, can you So, it sounds like we're getting a follow-up presentation. Um, so I'm going to ask you questions. You don't have to provide answers now since we've already talked about this. Um, but I would like to know more about
071what are the guard rails 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. Um, how will students um, you know, I have concerns about uh, chat GBT. I think that's the AI tool that is the most wellknown as well as the most rife with possibilities of um keeping kids from actually understanding how to think about the world around them. Um could you just bring us some more examples on not just this chatbot? That sounds really helpful. Um 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
072around them. Think about the things that they're hearing from teachers. Um, 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. 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 that are living in foster care. So, I'll start off and then it' be my pleasure to let Miss Appleberry share a day in the life of some of our children. And so um we know that McGomery 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 Dumbar,
073Westwood, Thood, Bell Haven, EJ 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 all. So we need to provide support to all of our children regardless of where they come from or some of the challenges. So next slide. Um these are the numbers that we have. Uh some of our students experiencing homelessness 358 and our foster and group home 582. And we'll go to the next slide. We know uh fortunately there was a moratorum uh 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 uh the next
074slide will [cough] uh Appleberry will share with us the day in the life of students that are living in group homes. And immediately after Miss Appleberry, our transition coordinators will come and share how they support all of the students as well. Good afternoon ladies and gentlemen. My name is Britney Appleberry. I'm a clinical director at AMD Sisterhood located here in Dayton, Ohio. Um, this is my business partner. Her name is Andrea Love. She's the program director. And then over there to the right, I have our administrator. Her name is Shironda Smith. Um, so a day in life in a at Sisterhood. A typical day at AM Sisterhood begins early in the morning. Youth in the homes are woken up around 6:00 a.m. to start their day. Most of the girls prefer to take their showers
075in 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 the home and some youth choose to eat breakfast at the group home while others prefer to eat breakfast at school. While the others are at school, staff remain on site 24 hours a day to ensure supervision readiness in case of any concerns or emergency arise at the school. If the school contacts the home regarding a situation, staffs are able to respond and assess assess immediately. During the daytime hours, staff also prepare for the evening by beginning dinner preparations, ensuring that
076youths 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, exams, or job search activities through Goodwill. After school, many of the youth attend loving care therapy camp where they are picked up directly from school. At the program, youth works on life skills, coping strategies, and behavioral supports. Once youths return home in the evening, they transitions transitions into 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 youth for a structure and calm end to the to the day. Youths are typically in the bed by 9:00 p.m. During the overnight hours, third shift staffs are present in the home to
077conduct routine safety checks and ensure that all youths are safe, comfortable, and resting throughout the night. At A&B Sisterhood, the daily schedule is designed to provide structure, support, and a safe environment that promotes stability, responsibility, and personal growth for every youth in the home. Um, so I would like to um share one of our success stories and we have plenty more, but I know we're on a time limit, so we're just going to do one. Um, on November the 21st, 2024, A&B Sisterhood welcome a youth from McGomery County Children Services who had recently completed a residential treatment. When she first arrived, she was very nervous and struggling with depression, anxiety, mildevelopmental delays, and a history of self harm. She had also experienced abuse and neglect in her home environment and family support had been inconsistent.
078Our 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 loss of the grandparents which have pre previously triggered selfharm behaviors. Within six months of services, she successfully stopped using self harm as a coping skill. She be she became involved in church through our program and and chose to be baptized, which became a meaningful part of her personal growth through strong collaborations with me high schools. Staff and school personnel communi communicated regularly to support her during challenging school days. Over time, she has grown tremendously. She has gained confidence, improved her emotional expressions, and has become actively involved in school activities, including joining the O2C
079R or I'm sorry, ROC with plans to pursue the Army. She has also received 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 resignless and determination has been truly phenomenal as she approaches agent out of care at 18. We are hopeful that our upcoming second location will provide transition housing opportunities to support her to continue path towards independent living. Thank you. Uh, good evening. I'm Gabrielle Duran. I am one of the transition coordinators here for the district. Um, one of my specialty roles here for the district is I'm also the juvenile justice liaison here. Um so when our students are coming in um we just wanted to highlight some of the challenges they face
080already. Um they come in to us with um 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. Um the behavior challenges and the social emotional challenges, the system involvement. Um some of our students have been involved in foster care for a long period of time. Um and then just building trust and relationships. They struggle with that. Um, so I'm going to have Miss Charlotte kind of speak about um how we help address those challenges when they come into our district. Hello, I'm Charlotte Sadler. I'm also a transition coordinator with Dayton public schools and um with the academic um intervention support we provide. We offer tutoring programs within our district. Uh study tables. We access the educational resources
081through our books and supplies that we have within our district. We for IEP or OEC students, we have IEP plans, um direct instruction and computer support. For the behavior health, we offer counseling, um intervention plans or behavior, social emotionally 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. And that's in the cafeteria for support and um social support services. We have peer groups in some of our buildings. We also have extracurricular activities that we have our students can participate in. Our school counselor again has been can assist there. And um Gabrielle and I, we also um assist with supplying school supplies and some hygiene products that they may need so that it can help them be
082successful. We also offer career and postsecary planning uh through counseling through career pathways um and we also um talk to them about work. So we may connect them with uh jobs, who's hiring, let them know who's hiring. We also may do mock interviews as well. Okay. So, we were asked to um 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 fresh a freshman and I'm calling her my bounceback student. Um she is a female. Um she's out of county. She's not from here. um when she came into the district um her caregivers were saying that she was very aggressive, she was defiant. Um and this was stemming from the negative
083influences that her mother had. Um,