001I like that. You can sit up here. I know you are. Call to order. Dayton public school board. I make a motion that we make Eric Walker our treasurer pro tip. Second. Call for vote. Oh, Mr. Lacy. Yes. Mr. Reiner. Yes. Uh, Dr. Bailey, yes. Dr. Goodwin, yes. Mr. Smith, yes. Miss Garrison, yes. And Walker votes yes. All right, guess we go for roll call again. Uh, Mr. Lacy here. Miss Reiner present. Uh, Walker is here. Dr. Bailey here. Dr. Goodwin here. Mr. Smith here. Miss Garrison present. Pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Mr. Mission statement is our mission is to inspire, educate, empower. Our vision is
002to inspire, educate, and empower scholars for a lasting impact. And our purpose to cultivate a supportive and engaged uh educational experience, direct district events. Thank you so much, Dr. Bailey. I'd like to encourage everyone to come out to Read Across America Monday, March 2nd. Uh not just come out, but participate as well. Um it's a really fun time in all of our elementary buildings. actually 17 buildings. We do it in preschool as well. Uh that might be one of the most fun places to do it. So I would encourage the viewing public to come out Monday, March 2nd and see your children read across America. And we have staff from central services, central office and even from operations historically who have come out to read with students. So it's a team effort. Oh, and Treasury.
003David, I think you've been out before. All right. So, we've got a uh special recognition for DPS grounds and operations team. We've got a certificate. I'll read it. Uh after I read it, then the board is going to come down front along with the superintendent. We read your name and then we will take a picture after you get your certificate. Certificate of appreciation in honor of uh remarkable perseverance and service. We recognize the operations leadership, ground operations, district fleet mechanics, and custodial staff. These certificates are proudly presented to you in recognition of your exceptional dedication and unwavering work ethic and sacrifice during challenging times. your spirit of teamwork and your selflessness commit commitment to uh prioritizing the safety of DPS students, staff and community members above your own are truly commended. Signed by uh Dr.
004William E Bailey, David Lawrence. All right. over operation guys. Come join us. Somebody need some help. Lenny Allen. Thank you. Thank you. Thank you. So for clarity because 12 hour days out and really getting back up and going. I was going to say that later. Also, this this brainstorm came from Brandon Thomas. Robert Hunter. 23. 23. Oh, Martin. Test one, two more Braford. Earl Sanders. You already know. Thank you. Triple X. And last one, Kina Taylor. You guys stand and the custodial certificates will be delivered to them. Come on. We'll make sure we can see one of these show. Three, two, one. Perfect. Chappelle show. He didn't send his email. It's I thought it was in the email. Okay. Was it for you? No, it should have been a place. Oh, I got you. All
005right. We'll have now a special presentation. All right. Thank you so much. uh operations uh just amazing 24/7 uh work 12 off 12 um people uh on the outside we don't always see we think it magically happens operations uh the drivers are up as early as 3:30 the team is there by 5 uh it's just a lot of work that goes on over there and I've seen it and I really appreciate the work uh so kudos again congratulations all right special presentation U Miss Miner, our associate superintendent, who I I don't think there's anybody who knows more about the organization than her. I couldn't be more pleased to introduce her um as the um purveyor of our DPS transformation and reconfiguration. I think it's important to note uh that we've been discussing this, not just
006talking about it, but it's been on paper, it's been in committees, it's been in subcommittees, it's been with um individual board members 2 by two, 3x3, it's been sent via email updates. Um and so now is the time to present it writ large um to the entire community and get feedback. Uh Miss Miner, I so appreciate you. Let's take it from here. Okay. Thank you, Dr. Lawrence. Um, and I'd like to thank the entire board for the opportunity to share this information. Thank you, board president, Dr. Bailey, board members, our visiting audience and viewing audience. It's my pleasure on behalf of the whole superintendent team to share with you our uh proposals and configurations for the 2627 school year. And what you see it's just a one page or really two pages of detailed information.
007The top form top of the form which outlines the building configurations for consideration uh outlines that we'll have one preschool center at Rosa Parks. K6 buildings that will be nine. There will be K7 buildings that are four that will transition up to K8, but for next year it will be K7. Uh we will keep the K8 buildings we have and also have an additional one that will support additional space needed for our office of exceptional children students and college and career programming. You'll notice that we will have instead of 78 buildings, we'll have three 678 buildings. Uh 712 districtwide will stay the same and we'll have five 912 buildings and our combined alternative program. So what I'd like to do now is really explain in details each configuration. The first one we're going to begin
008is preschool. And there's been a lot of discussion on preschool and how we're going to maintain it and have a quality program. And one thing we want to do is continue to serve our community. So it will be at Rosa Parks Early Learning Center where we will serve four year olds for a full day and three year olds for a half day. uh the financial sustainability because of the funding. We will have it as a publicly funded daycare center and we will be partnering with Preschool Promise to help parents with tuition and that's something that's in the works now. We'll also still support and apply for the early childhood grants and voucher programs. That way our families get support. Uh having the one center at Rosa Parks will allow and having part of it half
009day will allow us to service more students than if everything were full day. And a lot of people may think well what happens to families who are maybe on the east side. What we intend to do is increase our presence with our feeder daycare centers. Um, that means we're communicating and collaborating with the private and public preschool centers throughout the city because they're actually our feeders for our K6 and K8 buildings. And we do have the capacity to do that. We have done it in the past and we're going to reestablish those relationships so families wherever they are have a connection with Dayton public schools. And we're also collaborating with preschool teachers, whether they're with our DPS certified staff or some of the other uh preschool teachers throughout the city. So that's um the consideration
010for our preschool education. Our goal is to have a premier uh preschool center that is a model for the community. Some strategic advantages as you can see high ensures high quality specialized support and transportation excellence. Transportation department will support the single site more reliable and efficient for those preschoolers that do need that transportation support. And we've been working in partnership for these configurations with our transportation team. So I'll kind of hesitate. I don't know if you would want me to keep going. You may have questions about preschool specifically. Yes. Do we offer transportation for preschool right now? The ones that it's required through their IEP. Yes. Okay. Okay. I have several more questions since we've been talking about this in committee. But I can wait till the end to you go through the whole thing
011or I can go. You let me know. It's totally up to you. Can we go to the end? I do have preschool questions. school. Before you move to K6 on preschool, how many students currently does a district serve and how much funding is with those students currently? So, our preschool about 700 students we're serving. Uh we're not getting full funding for all of them and I'd have to give you all the details. It is on a report. we get, you know, there's we will have preschool at River's Edge because we do get funding for that because they're in a classroom with kindergarten. So, that's a difference. So, um we do also have some projections on possible um increase in funding through being a publicly funded child care center. We've got some projections on what we
012may bring in as a profit for some of the preschool centers as we charge. And then with with current preschool, which funds um is it's basically pulling from it's pulling from our title one funds which is really cleaning it out and that hurts our K6 initiative. So that's a good point. Something where we know we need to reconsider how we're doing it. Right. Thank you. Thank you. All right. Thank you for the question. Yeah, I got something. So, you said that since it's only going to be at Rosa Parks then and you are talking about partnering with other centers. Have you already started that talk? Yeah. Uh, so part of the kindergarten readiness is transitioning to kindergarten. We are required to partner with our local Miami Valley Child Development Centers, the Head Start programs, and
013we also have data to show who are the feeder daycarees around each elementary school. The plan is to make sure our kindergarten teachers have opportunities to kind of form relationships with those daycare centers so those families that are at the private daycare center or the mom and pop down the street know that this is where I want to send my kid to kindergarten. Not only do we intend to work with those preschool teachers to say this is what they need to be ready for kindergarten, we can also invite them to train right alongside our highly skilled certified preschool staff and provide support that way. Um that has been done in the past and was effective and we need to bring that back but be intentional. So, since we don't have it in writing right now,
014do you guys also have a plan for, god forbid, everybody just says no, then we don't want to work with you all, but if they say if everybody said no, do you have a plan to go forward? As far as our partner preschool center saying no, um, we would have to work with families that are in the community. We have some really strong parent engagement people that are having meetings all the time. We could simply add that as an agenda item. How do you get your kids ready for preschool or kindergarten and these are the skills and just make sure it's out there. One thing um as all many of the preschool centers are part of preschool promise and that's part of the agreement for kindergarten readiness. So they kind of have to work with
015us in in order to adhere to that. Okay. So that brings that coalition that's already in place. We just need to make sure we're doing our part and really being strategic about reaching out. Okay. Thank you, Chris. Yes. Thank you. We've had several conversations about this in the school curriculum. I don't remember the name. What's the name of it? School curriculum program that committee Mhm. Couple questions that now that we're here in front of the school board. Uh just catching them up. One of the data points that we asked were about individuals in preschool who actually enter into our kindergarten. During our meetings, we were it was represented to us that twothirds of individuals in our preschoolers don't actually go on to be in school with us. And we've put some requests in for you
016all for us to kind of figure out that gap where you gave us three different scenarios of what the investment of preschool would be here. And from today's presentation, it is looks like we're going with option two, which is private pay and us doing what is what's actually required by law. Correct. So my question for you here is if we continue down this model, what are we doing to shift to try to increase because right now we're only and again at the meeting it was represented that mainly the children with IEPs are the ones who go on to our kindergarten and those without IEPs. We don't know why they're leaving us but they're not taking that next step forward with us. How will this model here of centralizing because this isn't a new idea for
017us. I believe three years ago we got to the point where we wanted to make Rosa Parks just ours because we were partnered with someone else at that time. How like what is our plan to take them from those individuals that we don't aren't required to give service to to get them to start now coming staying with us. Correct. So what is that retention strategy and what have we found on that? with the configuration of everybody in one center. We'll have staff members that are assigned to that transition to kindergarten. So that we can have, say, you have regions throughout the city and within our preschool center that are assigned to form those relationships and guarantee those enrollments straight into our our kindergarten programs. That's working collaboratively with all of the elementary schools and touching
018base with the kindergarten teachers and making sure our families are comfortable with it. Several uh kindergarten transition events so that parents by the end of the year if we do four to five or maybe even four to six if we do a couple a quarter that no we want parents to think there's no other option but DPS because of the relationship we build. There's ways that we can send. We have itinerant teachers that are in all of our Head Start programs right now and they're working with some of our students. And what if we collaborated in a way that they felt comfortable inviting them to the local school way before it's time to register for kindergarten? So, they feel comfortable in that environment in any of those elementary schools. Those are the intentional efforts that
019we have to make because we don't want a a a family. We want them by the end of the year and it's time to enroll that they don't that they know I'm going to this school because I have a relationship with these teachers and I feel comfortable there. And that's our administrators and our teachers. Okay. So, I hear great ideas. I'm looking more for the planning right now because this is the proposal for 26 27. We're in Is this quarter three that we're in? So, we're in quarter three right now and we have we have preschool at I think just about every elementary. So what what is your plan today to implement again that strategy? Because these children are currently in our district and if if they go to school right now at a building
020and they ain't they aren't taking that next step to stay there for kindergarten, how is centralizing them at one location and then them coming back to somewhere else like how is that more plausible? I'm trying to figure out what is the value prop. I think I think obviously those students that are at Rosa Parks, those families are going to have we're going to make sure they're connected based on their address where they live with the local elementary school and have a relationship. That's Can can I interrupt you cuz I'm asking what are you going to do now for our existing preschoolers based on the plan that you're telling us is next year's plan? cuz it doesn't sound like we have to wait a year to see if Well, that's making the connection with them now
021as well to make sure they intend to come to our kindergarten. That's those kindergarten transition events that should be happening right now and we can make sure that they're happening. Can you tell me one of those events right now? Um, they have they have events at every I'll use Fairview as an example. Fair View does a signing day for all of their preschoolers to sign up officially kind of like we do high school signing day to say I'm going to be a bulldog. So that's one example of it and there are examples like that at at the elementary schools. So are these new examples that you giving me or this No, that's something that's happened in the past. That's something they do transition to kindergarten events all the time. So, I'm going to just ask
022your team because again, the representation from the data is we're losing twothirds of the preschoolers. And if what we're doing isn't maintaining them or attracting them, I'm trying to understand what we're going to do differently to at least get another third back with us because whatever we're doing right now, well, I can tell you one one idea that has been done that has worked. Every elementary school has preschool centers within a 10mi radius. Whether it's head start or private daycare, that staff, that team that's welcoming them for kindergarten needs to reach out to those preschool centers to touch base with those families so they know about the Dayton public school in their neighborhood that's ready to welcome them for kindergarten. And we can do that at all of our elementary, all 16 of our elementary
023schools. That can happen right now. And that's part of the plan to make sure it happens at all those schools. That is the plan. My request to you guys would not just be kind of what you're asking us for for next year, but also what you can do this year cuz like some of these things even this touch point of Yeah. to affect this year. um the what are they the preschool teachers the versus the kindergarten teachers that piece of it again if you are able to see some success now cuz we're still investing in something that isn't yielding a reward for us ultimately because again we're losing again based on the data that you guys showed us we're losing twothirds of the population before they go to kindergarten so that would just be my
024request for you guys to bring us and what we'll do is bring more detailed of the plans on Saturday to really map it out to show how that can work. We'll bring that. All right. Thank you. Thank you, Mr. President. Yes. Um, yes. So, you said for preschool across the district, we're currently serving 700 students in preschool. Yes, approximately. So, so if this gets centralized, how are we fitting 700 preschoolers in Rosa Parks? Well, we I'm not sure the exact numbers that'll fit. will have a half-day program for the three-year-olds which will double that number. It looks like 179 students, 136 to 179 currently fit in Boa Parks, right? But we'll do a half day program. So, you can have double that. So, it won't be the 700. We know that. But then aren't we
025doing ourselves a disservice to the the funding what this model is saying it's going to generate because we're going to be serving less students if we centralize it. Well, we're going to bring in even with the smaller numbers, we'll bring in income that we're not getting now servicing them throughout the city and have because we're not charging right now. So, we're taking a loss. And then the transportation plan. Um I mean because I'm I'm know we we're going to move on, but have the current um families uh been surveyed or the community have you guys done anything out in the community to get feedback um as we look to generate interest in this type of model? Um if that's going to serve all sides of of Dayton, east, west, south, north, to have their children
026come on on a certain side of town for preschool. I'm not sure if we've surveyed the preschool families uh because this was generated based on a lot of the funding gaps, but I can check with the preschool team to see and not necessarily just the community as a whole because I know when we did restructuring in the past when the district did it back I think in 2017 2018 there were a lot of meetings at various uh elementary schools where we had a lot of community engagement. Yeah. And so those are the types of inputs because in essence we're trying to also attract people to the district and we've done a lot for the K8 model. There's been a lot of meetings, a lot of surveys and a lot of conversations with families. the preschool
027model. This focus is to make sure we increase the quality of our preschool program and that we can continue to service it at all because throughout the state of Ohio, many districts are taking huge losses because of the preschool funding. And this is a plan where we can balance and reduce the loss, maybe make an income but still service and increase the collaboration throughout the city with the goal of increasing quality programming throughout even our partners because we're getting their kids. They're we're getting those students whether they're in our preschool or not. So we need to make sure we're touching all bases. So that's where we are. Okay. Thank you. I I just want to clarify. We have 700 kids in preschool right now, but they're not going to be in preschool next year. They
028move on to kindergarten, right? So, the number starts over, right? It's Yes. Okay. You're right. I was just Okay. I was make sure I was following later, but we want to keep those that are rolling up, right? 5year-olds that get into our kindergarten. in that that 700 number of 700 now potentially kindergarten potentially public schools and now preschool it creates one specific location one tuition based focus and I can say this on the record city of Dayton has a levy for a preschool that we get no funding for. Yeah. All right. Thank you Mr. Smith. So trying to think where I start on this one. Okay. If we're talking about the funding, I get that. And I think for us as we look at these funding gaps or trying to uh rightsize things, trying to
029prepare for the future, I think one of the things that we cannot do is make and I don't want to say totally shortsighted things, but make proposals or make changes that then affect us on the back end that we weren't always ready for. For instance, if I am say a parent at a horse man or am I a parent at camp and I have a third grader at camp, a fifth grader and next year I have a preschooler coming in. Now, if my preschooler can't go to Horus man, which is the school in my neighborhood, I am then thinking about having my preschooler go to a school 20 25 minutes away. And if I'm a parent, then what happens if you know I say I'm not going to do that. I'll put my child here,
030but to make that work for me, my third and fifth grader that were a horse man, now I'mma move them over to a charter school. And now by trying to fix one funding thing, we're losing money in another space. And I think that is important for me to look at because if we know that just in Dayton in general, not just the DPS issue, transportation is a huge thing. We also know that we're looking at possible cuts down the road if we don't um you know if things don't happen the way we needed to at different levels. So we really don't know these full pictures of what it looks like fully to then do transportation for preschool because we currently don't do it now. Then if we're we're saying we're going to partner with other
031preschool providers, to me that lessens the ability for us to get in there and direct children to Dayton public schools because if I'm working with a outside provider, they they don't have to just have us in there. when they have their kindergarten preview, they can have ADCA, they can have Horizon, they can have Dayton leadership because those places are in there now. And so I don't see how we have that wraparound with those folk if we saying we're not getting it done now. And if we're saying we could do these things at Rosa Parks, then I don't see how we're not putting our minds to how do we currently right now, like if we have preschool in every building, that is an opportunity to be talking to parents every day who are learning about Dayton
032public schools. My child was in preschool. His favorite person in the building was the principal at that school. That's how we learned about what was going on in Dayton public schools. I'm not going to learn the same if I'm at MVCDC where I have everybody coming at me. And that's not a knock on anyone. It's just the nature of what's going on. Um and so for me that is different. And then uh when we look at kindergarten readiness, if we saying right now that we are trying to improve kindergarten readiness, the numbers that we currently have for kindergarten readiness are reflected by some of the students that we get that come from outside of our current preschool. our numbers are low and students are not adequately prepared for kindergarten right now, then I do not
033see how we're going to improve that if we're taking away spots in what is one of the highest rated preschools in the area. Like Dayton public schools does preschool better than other people do preschool. So for me, we're looking at trading off a funding gap to lower our preschool readiness and preschool services if we know that we do preschool better than other people and we know that kind uh kindergarten readiness is huge. That K through three piece is huge. And if they're not coming in already ready, then we're trying to help out and work with people, which that to me because that creates a couple another jobs because that is heavy to get out to all of these other providers. And lastly for me right now on this piece is what does it look like
034if we do not fully know because we we can take these numbers, but we just don't know how many people are going to come over. I like there are people who are in preschool right now because they go to preschool and it's in their neighborhood. They walk down the street. Their their big brother and sisters walk them to preschool every day. This wouldn't happen now. Um and so if you do not have that piece happening, then I think we're we're we're trying to just move [ __ ] move seats around on the ship and it's sinking if we're not really figuring out what this truly looks like. Like, so I just don't know if I'm ready to say for me that I will be wanting to move everything to one centralized location when there's so many other
035things that we could be really trying to figure out like how are we like moving it and working with people, it increases the workload for our engagement teams because now they have to go out and make new relationships whereas we have our spaces. Um, and then when lastly when we talk about this for-profit model, which I totally understand and I do think we should be partnering and finding way to get access and get funds from these things that have gone through the voters. But if I'm being honest as a person who has been in that space, if I'm talking a half day versus being able to take my 3-year-old or a four-year-old now to somewhere where I can drop them off at 6:30 in the morning and pick them up at 6:00 p.m. I'm taking
036that option. I'm not because if I drop off a kid for a half day, I have to be able to be in a living situation where I then pick up my child in the middle of the day and I have them somewhere. If I'm going to do that, I might as well take that same voucher and put them in a program where they're going to be somewhere from 7:00 a.m. to 6:00 p.m. And so, if we're not looking at what does that look like? Now, if you say Rosa Parks is going to be open and we're going to have this as a center from 6:00 to 6, that is a different value proposition to a family than saying you can come here for half a day, then you come pick up your child and if
037you have to work or if you're in a situation where you have other things to deal with, then you need to find another provider to take them to. And that creates another hardship for families if we're saying, "I'm going to now go 20 minutes across the city to take my child to Rosa Parks for a couple hours, pick them up, and then take them somewhere else. Now I got to pick up my other child and then get back over here and pick them up from this provider." So, I think there's so many pieces that just the funding aspect of it for me isn't enough if I don't know the ramifications for saving that money. We could get some income. I don't see us getting income off of like the 700 we have now because if
038people have to go from yes I have free preschool across the street high quality it helps me out because it's free and I may have to use this voucher to do a evening program or or after school care but it is different now if I'm using my voucher for DPS and then trying to split that voucher money off with somewhere else to do after school like those are the pieces that I want to see what does it look like for Yes. Yeah. And uh we we'll take that into consideration. One thing I do agree that right now those preschool that are in all of our buildings, yes, we need to recruit and retain every last one of them to stay and go to and enroll in our kindergarten. We definitely do. Um I would just
039say as you as you mentioned we do have the top quality program and we'll work in part you there may be a collaboration we can do with the local preschool center so there's an extended day program um and we definitely need to work with the local daycare centers so all the quality improves. So thank you for your comments. Appreciate you Mr. Walker. Again, the clarification thing, the preschool that is operated at, for instance, a DECA or Dean Leadership is actually Miami Valley Child Development Center that is operating a preschool inside of those facilities, right? I can't speak for what theirs are. I'm just going off of I know for sure. Okay. So, that could be Okay. Um, one thing you all may or may not know, we have a something called itinerate teachers and they're
040in all the local Head Start centers right now. They're servicing just a small group of kids, but there may be a collaboration where we're touching more and forming relationships with more families than what's there to recruit into our kindergarten programs. So, those are things that are in the works. And another clarifying piece for me when it comes to preschool actual funding, the public school district is supposed to get priority funding versus or over the privatized locations or mom and pops and things like that. Okay. So, we're working off that that agreement so our parents can be compensated. All right. Thank you. Yeah. Two more or three more requests for you guys. one, can you find out our charter schools? So, Mr. Smith made a comment about charter schools and I kind of wanted to know
041our competitors, how many of them like and where they're located have preschool and what is that like again they charge? My second one for you guys is I've heard repeatedly that we have high quality preschool, but I'm not hearing the same thing about kindergarten. And our gap our gap is that we're not converting to the kindergarten where we actually do get funding. So, I would like you guys to I know you told us that you surveyed families and all that as well, but can you give us some data too on our kindergarten teachers and kind of what that relationship is right now between the preschool teachers and the kindergarten teachers? And my third one for you guys, even with this proposed model here, cuz right now preschool, I believe it's two ages. Is it three,
042three and a half that you can start at? Three. And kindergarten starts at what age? Five. five. Are we going to continue to maintain the two years of preschool that kids are eligible for? And kind of how does how does that actually play into this model here? Yeah, there's some three-year-olds uh that are identified through the community through our partners that need additional supports that we must accept through the help me grow program. That's where our three-year-olds go. And then our fouryear-olds would be our typical ones that come and they would get full day. The three-year-olds would get half day. Okay. And I'll just wrap up with the again, we made this statement to you guys, which I want to echo Mr. Smith here, too. It's going to be very difficult to for a parent
043that pays to choose our preschool over a full day at daycare that offers that piece. And I still haven't seen how we are planning to overcome that hurdle. And I kind of would like to see more tangibles and not just the theoretical like we have high quality. We may have high quality but needs if I need if I need child care for the full day. I'm going to choose a need base versus a high quality based on what you're saying in that piece. which would bring us back to this conversation a year from now of we're reducing again because we we no longer have those individuals because they did select daycare due to the hours of operation and other services that it was able to provide that we could not provide. So really want to
044see kind of who you guys are polling on this piece. And I mean this is again these are all conversations that we've told you guys in committee which in the future when you guys do a presentation please resolve the questions that we've already asked you because I feel like we're having the same conversation that we've had for three weeks now and we don't have the answers or we don't have satisfactory answers to questions that have already been posed and yet we're here again. you guys are asking us to consider moving forward and we still have so many questions and we're only at the first part of this presentation but had use the committee time so when you get here you kind of you don't have to have the same conversation again because everything that's been
045said out here you guys have already been asked and we still have very vague answers to those questions. Thank you, Mr. President. All right. Uh my last thing is um I would just like you guys to think about possibly having Rosa Park and possibly someone another school on the other side of the river as well. Uh so we would have two different locations instead of just one. Just a thought. All right. Thank you for the feedback. Uh the next part of the so we also have you next on the list you'll see the K6 buildings and these configurations are not changing we have Eastmon Edison Fairview Camp Kaiser Luis Troy Ruskin Roosevelt and Westwood will maintain their current structures for consistency for the families K7 which will transition addition to K8. But for the next
046year, those that will add roll up the seventh graders are Bell Haven, Cleveland, Horus man, and Valerie. Uh that's driven by the parent choice. Uh this expansion is in direct response to families that are requesting that K8 K8 option and we know between sixth grade and seventh grade is a risk where we've lost students. So we want to keep that and increase the retention and that's based on the feedback from families. Yes. Question. What is parent I'm sorry Mr. President. Sorry. What is parent driven choice where parents asked us for it? They said, "I wish we could have not a committee or a group. It's just Well, we've had we've had a committee working for close to a year now and the parent driven choice is a parent group. Yes. Well, not a parent group
047for choice. parents have given us feedback, stood in line saying, you know, we've been out at the open houses and all the events asking who'd be interested in the K8 and these families at these schools in particular definitely want the K8 and and you So that's just word of mouth, not like a actual survey. No, it is an actual survey. Yeah, we link the data in to it's been a been a survey. It's been face to face. Okay. been online multiple ways for these schools. Okay. And so that's to increase the retention because we have lost um stu students at that grade going to other other options within that are you taking questions on are you still well I'm going to finish just this part within that configuration at Cleveland it'll be an in lie
048of program for grades four through eight as you know we have alternative programming at Jackson Center, but we currently don't have a formalized programming for those grades and we know we have a need for that. Um, and then we'll also have it another option at the at the international school for that. So, it's one on the east side and the west side. So, questions would you like? And then the K8 buildings will keep Charity K8, River's Edge will remain the same. Those are our district-wide. Um, River's Edge will keep preschool. As I explained, there's funding that comes with those. So, that'll be preK classrooms. Um, international school students will remain. It'll be a K8 building. And it we have a extreme need on the north side of the city of the of the northwest for
049more classrooms for the early grades. So it'll be an overflow. We also will use international building to support our students with disabilities for their project life programming to maybe the coffee shop and things for that community as well as some college and career programming that'll extend the STEM opportunities down to from third good because we're we're we've got a space issue and adding the in lie of so that would be the K8 models the first group of schools will be K7 at first then roll up to K8 and then these others will be K8 and any and we also well I'll talk about that next the 68 buildings but any questions about the K8 yes okay so we are adding now seventh and eighth grade next year to some schools well seventh seventh this year
050and eighth grade next year and then we're adding sixth grade to some buildings My my major question for you, I know one solution that it appears that we are resolving is that we're retaining students, which that's great. New issue that we're creating because we we're not at 90% staff at all at this moment, right? I don't I don't I actually don't know the percentage of teachers that we have staffed at this m moment, but I don't even believe we're at 80%. So, if we're adding these new grades here, it it sounds as if we're going to be straining our already strained resources when it comes to teachers for these individuals. What you guys plan? How are we going to get teachers not only at the schools that are still below which our middle schools across
051the board are low, but then adding is it six more middle schools and a couple more sixth grades two middle schools. How are you go what what's the plan here and how how realistic are we to getting actual teachers for these buildings? Well, I think working in collaboration with our human resources department, there's some things that have already started this year that we didn't have last year. For example, expanding the relationships with our universities to increase the number of teacher trainees, student teachers in our buildings. Uh Sharon Goens has worked on that and has increase those opportunities. Another is looking at our internal uh f teacher reserve teachers to provide them opportunities to obtain certification and working on that and then having weekly human capital meetings to stay on top of it to make sure
052we're pushing it and promoting coming to the Dayton public schools more. We know we have a shortage and we're going to have to fill these needs. We recognize that which is why we've taken these additional steps. Okay. So, as a team, at what point do you guys make a decision if this makes sense for us right now? If yes, parents may have asked for this, but if we don't have staff, where where does that piece come of does this make sense this year or is this something we need to delay farther? Because again, we have existing buildings that will be here next year that don't have staff. And for me personally, it's concerning based on other reports that I'm looking at when it comes to what people are actually learning in our district. I retention
053and retaining kids is great, but in my opinion, it should not sacrifice what people will have if we don't have a actual plan and we're seeing some actual results. Because again, we're in the third quarter at this point here. You just told me that there's some programs that are happening right now. What is the projection of? And again, please let me know what and so that I I hear you and that's why we're meeting now with human resources every week to see where we are. These are recommendations and proposals, but if there's something that comes out and there's a shortage and we may need to come back and revise this, we're more than willing to. But right now, our intentions is to make sure that we're filling our buildings with highquality teachers. We are we're
054currently right now we concluded teacher organizational plans to plans and we found that at the secondary level we are uh over staff which means that we have classrooms with 7 9 11 15 kids. That means we don't need as many long-term subs that we have and we should be we will be able to take those certified teachers and push them down into those grades that are 72. Um, and the licenses are changing as well. And so we have teachers that are licensed that can teach more students and and we are going to do that. We're actually doing that now. So when you guys bring this plan back to us, like when you formally want us to take action on it, I'm requesting to see again the number of teachers that are required to make this
055possible and if that is something realistically that's going to happen cuz it doesn't make sense to shoot ourselves in the foot if we don't have the bodies and we don't have a workable plan to get the bodies for this to happen. We'll be just stretched even thinner. And we don't disagree. Thank you, Dr. Lawrence, for that. I completely forgot but the tenative organizations are showing us where there are teachers that we can shift to make sure that we have certified teachers in every and we'll bring that information. We'll bring it. All right. Thank you. So, Mr. Smith, you can go Miss Miner. I didn't mean to cut you off. Go ahead. I didn't I was going to do 68 next. I don't know if you guys had different You can go with that 68 and
056then I can cuz most of my questions kind of combined anyway. Okay. Before that, Miss Garrison had something. Yeah, I'll I'll wait as well. You'll wait. All right. Thank you. Thank you. Go ahead. So, we have our standalone middle schools will be sixth, seventh, and eighth. Provides families more choices, diverse options. Some families may want their child to move on to that middle school earlier. Uh it's a way that we can provide some you know there's some kids that may be advanced that'll take higher level the advanced math uh some because of sports may want them in the six through eight uh climates three three years window will allow for relationships and develop stronger school identity um student achievement because they're there a little longer than just the two two years and smoother transitions. And
057so, uh, one of the things that this will do is provide, uh, middle school hubs for sports. So, those schools that are K8 that are close to those schools will transition to those middle schools for their sporting. So, it should strengthen our sports program as well. Question time. Can I go after? Um, yes. I I wanted to find out and and let me just preface this. When I ask questions, I I ask questions because they they usually come from individuals that have said they haven't been surveyed. So with the principles, do the principles have the how do the principles feel about these changes? Cuz my understanding is that we don't have everybody's buy in. I um I know I know that I can't say I did talk to the middle school principles and actually the
058ones I did talk to actually support the 68 because I just said some. I didn't say all. I just said some. Okay. I just was saying that some cuz I wanted to find out like the data cuz I I cuz I just wanted to find out the data cuz we do a lot of Yeah. We having conversations like the standalone principles how they feel about it and I'm just used to seeing actual survey data. So not word of mouth, not hearsay, not we've had so principal survey data on principal. We can bring that please. We can provide that principal survey data. Yes. For all the all the configurations. Yes ma'am. cuz I want to make sure the principles stay engaged cuz we just had a retreat in December and we heard a lot of complaints
059that we really haven't addressed since December and I just want to make sure that we are truly taking into consideration what the principal the visions they have for their schools as these plans are being laid out as well. They can do that. Thank you. Thank you, Mr. Smith. Yes. Um appreciate that. Starting with the K through well starting period I think all of these tie in because we have to figure out what we're doing at each level to be able to have capacity to do the other things. So if we don't have like the prek thing figured out then we're in flux of knowing do we have an extra maybe three to four classrooms in schools. So, I think that's where all of this has to get flushed out really, really quickly because I'm also
060looking at someone who works down the hall from here who's going to have people coming in to enroll for school in two weeks, three weeks, maybe they're ready enrollment, unless we adjust the time. Yeah. So, we got we got we're getting that going. So my thing is here's that piece one um and I will echo kind of where I went earlier like for the K through seven then moving to K through eight. I understand that there are parents who say hey I would love to have my parent here my child here but I think that's also a space to talk to them about the why because one of those things is the familiarity. I've been here. Um, so then it makes me go, okay, if if you're wanting to stay here because of the familiarity
061or you are comfortable here or you're not ready for your child to go here or you might have heard something that you didn't want to hear about another option like I think that is a opportunity for us to look at how do we stand up our standalone middle schools as well because if we're not addressing that issue, we're going to continue to try to appease people until we cannot please like we're never going to be able to please everyone all the time. So, you're going to have some parents that say, "Yes, I would want my sixth grader to stay here at say Bell Haven, but then you might have a room full of first and second grade parents to go, but I don't want my kid at school with seventh and eighth graders." And so
062then what if they go, you know what, I'm pulling my first grader and putting them somewhere else. I'm putting them at this school that is K through four because I didn't want this. And so I think that's how for me it's how are we talking to everybody and getting the full picture. What is the real impact? Um I do think with the K through 7 there is a space and a need like I like the idea on paper of putting at at Valerie because it creates the opportunity to have a campus where I can have a child there from kindergarten through 12th grade and they can just go right across the yard to Meadowdale. I like the the fact that if we're moving um middle school out of Belmont, then we do need an extra
063middle school option in that side of town, but the capacity that we would be able to serve really is dictated upon if we are moving prek out, which is then dictated upon the whole piece. So, I think getting that is going to be huge. um 6 through 8. I just want us to figure out how are we how are we changing the issue that we started with. So I think when we look at the two, it's like this paradox where we're saying we're parents wanted to stay where they were because they weren't going to the middle schools that we had and they were choosing other options. Then adding sixth grade to that other option, it doesn't change a parent. Like if I'm a parent and I didn't want to go to this middle school when
064it was seventh and 8th, what about it is going to make me want to send my kid there in sixth grade? If we're saying we needed to add seventh grade to other schools because those parents didn't want to go there in the first place. So it's like we're sending out a mixed message. If we're saying we need to create seventh grade at Cleveland, Horus man, Bell Haven, and Valerie because as we stand they're not going to Waggamin, EJ Brown, and Wright brothers. Then on the other hand, we're saying we're creating another choice by adding sixth grade to the schools that we're saying parents didn't want to send their kids to. And so like instead of figuring out what grades we're putting in like that standalone middle school, what are the supports that we're giving them?
065Because how are we changing the narrative? Because if we're if we're saying we want to create parent choice, it doesn't help the narrative that the schools that we have people aren't trying to send their children to. And if you keep that going, then eventually they're going to go, well, next year we're going to have to have seventh grade at Louise Troy. We're going to have to have seventh grade at Kaiser. Um parents say they don't want to leave Edison. They don't want to leave camp. Then what happens when they get to eighth grade at Kemp or when they get to 8th grade at Cleveland or they get to eighth grade at Horseman? What data do we have to show that keeping them in this building K through 8 helps them come to our high schools?
066Because once again, we will be keeping them in a building like right now, we still don't know what the benefit of keeping children at River's Edge until 8th grade does for them going to high school outside some saying, "Hey, will I still be able to audition for Styver?" And so it pushes the quote unquote undesirable. And for all these other schools, please do not think I think that because I love all our buildings, but we have to address that because if we're saying we created a situation where you can have a different option, but we do not know that once you've exhausted all the years that the option you prefer, will you stay in Dayton public? Because what is the use if you stay at River's Edge for a till 8th grade and just go
067to Carol next? What is the use if you stay at Valerie till 8th grade and then you go to Horizon? we'd like to share is because we have opened up our enrollment for our high schools through the innovativemies and we can bring that data to show the board how are we doing with that because th those eighth graders have already designated where they want to go and we have some schools with the programming that already have a waiting list and guess what it's not the three it's not ponets divers and metal per se, but it's some of the traditional high schools because of the opportunities, they actually have some weight lists for their freshmen. So, that's showing us those eighth coming to 9th, we're keeping more of those and we plan to as we build
068and expose families to what we're actually offering. For example, our middle schools. One thing we want to make sure our families know is there are no other middle schools with the number of career tech programs in this whole region. They don't have the IT, the business, the agriculture, and the allied health opportunities. They don't have that. That's only with Dayton public. So, the more we get that message out there, the more they're going to be selecting and feeling comfortable as we improve all the way around our middle schools. I think and those leaving middle school they are going people are trying there's a wait list we haven't opened up the doors of those coming from charter trying to get in because we put we give preference to our families that choose Dayton public first but
069there is a list of people waiting to enroll right now and I think you you're making my point in a way because if we have these programs in the middle schools that are nowhere else in the area Mhm. We're not showing that if we're saying we're opening up seventh grade in these buildings because parents want a different choice. Like we're we're defeating our message by saying that we have great programs in middle school, but by the way, if you don't want to go, we're going to give you like it's it's it's competing. We what we wanted to do is be the district that gives multiple choices cuz our families are diverse and different and they deserve to be able to have choices and so so parents that want to keep them in that building because
070that's where they are and they're comfortable and there may be some families that want to have the choice to do the six seven and eight. Um I think it's all in how we market it and present it to and we want to bring people in from the outside. We've got a whole lot of competition with KA charters right now that could come to us and choose us. And I think that's where I think we we are embracing we aren't embracing the thoughts of the people who want like it's almost like we look at some of them as I know there's a segment of our population that will be here. They're not going to Carol. They're not going to Alter. They're not about to go to the STEM school. They're not going to Miami Valley. But
071that is not the segment of people that drove us to put seventh grade into River's Edge. Like we have to be honest with ourselves and say the reason we have seventh grade at River's Edge is because those parents said we're either going to stay at seventh grade at River's Edge Styvers or we're not coming here. Yeah. Like that is a real thing. Like people said they weren't coming here. And I've talked to some of those parents that are excited about that. And when I ask them about, okay, after 8th grade, because that's what we're talking about, right? Where are you going? And they're saying, wow, you all have provided so many opportunities. I'm not sure which high school my kids going to pick now. So that's choices. So I will, Miss I will uh next.
072Yeah, he ain't next. I thought I was next. I was I've been waiting too, so don't think I was coming back then you. Oh, okay. Thank you. That's a good one. Thank you. Okay, a couple things here with the 68 which I support the I am happy to see that option here because I do it has been something not only with this administration but the prior administration of seeing if children are in the building longer, how does that report how does it? My question for you guys is if we're adding six through 8th, then why aren't we also capping at least three elementaryaries at fifth grade? Because where do the kids come from in that point of it? It would just make sense that if we're going to we discussed that, too. We discussed that.
073Again, we're on that teacher piece of it. So, that one I would I would like you guys to consider capping like a K5 and then a 68. We did discuss that like yeah like Louise Troy is right there. I know. I mean somewhere the class has to go somewhere. So there's that one. Um, second, even though we barely touched the surface of the athletic piece of it in our committee work, I I don't want to lie to people and tell them that we're going to have this robust program of athletics in middle school with all these additions because athletics at the in the seventh and eighth grade, it is the wildest place that you can actually you don't have to play for the school. You can play for inter murals, you can play for someone
074else, you do this other stuff. So, it wouldn't be a great investment for us as a district to put these things in place knowing that kids have significantly more choices when it when they're in middle school than they do at the high school level. I mean, essentially, they have the same choices that they have in elementary. The only new choice is you may be able to play for us as a district. So, I don't I don't want us to give a narrative to individuals that if a school has seventh and eighth grade, it will automatically have traditional sports in that one because that's just not true where you can play for any of our established teams as well as teams that are outside of the district. So that piece right there, I just don't want
075us to I don't want us to and we are working in collaboration with Chief Jones and her team to make sure uh we're able to fill the need of that middle school sports. Well, I'm saying I don't see us investing more is what I'm saying at this point because if there's any investment that needs to come, it would be at the elementary level in that piece because there there just is established programs right now in middle school that if he got the mic back, he would take you through the whole history of how we how we got all these other places when we changed our model years ago when I'm pretty sure Joe Lacy was on the board. So, I blame Joe for that. But uh just all those pieces there. So just that piece
076just is it's not an area that we should invest heavily in because it won't yield us success versus us putting more capital into physical education or into something at the younger level in that piece. So that's all just really that cap at fifth grade just finding three schools. Mr. Walker, I'll let Chief Spurlock go and then I'll go. I'll let Chief Spurlock go and then I can go. Miss Spurlock was gonna talk to she was standing behind you. Oh, why did you tell me? That's so I just wanted to address a couple different things that we had um that were brought up. Uh we have been doing tenative organization charts with all of our schools. And what we're doing is we're looking at enrollment and we're looking at staffing to make sure that we rightsize
077and make sure that we have enough staff for the students that we need. In some areas we look at enrollment and we close classrooms and open classrooms. So any of the configurations that we select, we will make sure that we um staff according to students and not to be overstaffed. So that's always a concern. So when we look at these things, that's how we can move staff based on lure to different locations. We are already looking at multiple places where we can reduce staff and then relocate them to places that need them. So I just want to you are we've worked many many hours on that. So, I want to make sure you're very clear that we we want to make sure that we're we're staffed correctly, we are working in conjunction with all of
078the departments um to ensure that we do that. The second thing is that when we look at the number of students that are in our preschools and moving over to kindergarten, uh what we have is we have three-year-olds in preschool and we have four year olds in preschool. When we look at the data just on those students that are eligible for our preschool, we can look that just three years ago, we were in the 60s for those that move over from preschool over into um our into our kindergartens. And over the past two years, we worked very diligently. So we were in the 60s in the from the 23 to 24 school year. from the 25 to 26 it was 70%. Last year um this year it's 74%. What we're doing is we're making sure
079that to retain students and we have plans in place. Last year we asked and we had every single one of our elementarymentaries create preschool to kindergarten nights, kindergarten transition nights for families also have meetings. We also worked in a plan for our preschool parents to know what do you need to do in order to prepare your students for kindergartens. We had those a little too late last year. So in our planning for this school year, we've moved those meetings from fourth quarter into third quarter so they would be ready for enrollment. So those are some of the things that we've done. We're also working in conjunction with Miami Valley C um Miami Valley Child Care Centers to be a very collaborative place. Um we've had multiple meetings um every month with them to make sure
080that we're in conjunction and we have worked like when we have a place that's that um we don't have spots we we transfer them to them. When they have don't have spots we transfer them to us. We've also worked very collaboratively in our principles. We gave them the number of all of their locations throughout so that we would invite all of those students these transition lights to kindergarten and we are going to do that but we moved it up from fourth quarter to third quarter to ensure that we can make sure to retain students and also get students into our kindergarten programs. Thank you Mr. W. Thank you. So for me I appreciate the data that you all sent with the survey that you did do. I appreciate the parents actually saying that they um
081want their kids to remain in those buildings. I appreciate even more that looking at middle school being 68. When you look at the suburban districts here in the city, all of them are 6 to8. When you look at standalone middle schools that are charter schools, they are 68 6 to8. When you look at DECA, DECA is 6 to8. Triwood is 6 to8. So to look at this now and athletics absolutely for middle school, but we have to be clear here. Our high school coaches don't even go and recruit our middle school kids on a regular basis. Let's be totally honest here. It's it's not a real thing. Nobody enforces them to go and do it because they play everywhere. So, they don't even recruit with inside of our actual district before making these high school
082chomps and actually seeing what they want to do. Um, for me, I appreciate talking to principles as well because everyone knows that I'm around just like Dr. Lawrence. And I appreciate principles saying that for 6th to 8th, they would actually welcome it because they need at least a year to get a student acclimated to middle school. So that becomes challenging when a student is just in seventh grade and going to eighth grade because now you're leaving all over again to go to a high school. Um even with again your survey results, parents said the same thing in here that I'm saying now. So I appreciate the work that your team has done with this. I think for me um the question I had before was about a preschool on the other side. Um the question
083for me was those feeder schools of international and Westwood and things like that. So appreciate the work that you all did on this. Miss Minor Floor is yours. Okay. Thank you. We got another question. Oh, you have another question? Yes. Well, just a comment um for me and and I'm I'm only speaking for myself. um when when and I don't know like the team members may agree when when anybody comes for a presentation it would be helpful to have like all the exhibits as an attachment with that presentation because a lot of the not all of us sit on the committee where you guys have been doing a lot of this work and so it's important when you when you come to you know get buy in from all the board members that we have
084all that information to look at in advance so that we don't, you know, necessarily spend an hour, hour and a half on this particular topic because we would have looked at it, you know, ahead of time. Um, and and I'm just used to, like I said, when on my job, you know, we have an acquisition control board, we have to have references to everything that we mention so people know the history, the funding, the statistics, the surveys, all the data. And it would just be helpful to have that so that we're not, you know, looking at this and and you know, having you guys stay here longer than you necessarily need to because you have done a lot of this work in the committees, but I'm not on that committee. You know, I haven't been
085in those meetings and not everyone, you know, has. So, just for future reference, if you guys could do that for me, that would be great. Everything that they've mentioned that they said that you guys have, if you could email that to all of us so that we can also take a look at it. Yes. Thank you. I'm just going to say one of the things that I do when I see this stuff, when I have questions, I go ahead and I'll just call you guys and ask the questions so I don't have to ask a lot of questions when I get up here as well. So board members can also, just so you know, you can call when you see this stuff on board docs. Um, you can call Dr. Lawrence, Miss Miner, or whoever
086uh to ask your questions before we get on the podium as well. Absolutely. Can I be emailed? Thank you. I wasn't It wasn't a good one. I will say I'm very excited to see you guys' homework at tomorrow's committee meeting because that's what we all the stuff that Miss Gar Garrison has just stated is where we would get it tomorrow. That's a committee meeting tomorrow. It's not for you guys if you're not on that committee. But this has been really great to email. The meeting the meeting should be so much swifter since we're having the same conversation right now that we're going to have tomorrow and you've gotten so much more feedback now. All right. Okay, that's that's it. Yep. Thank you. Thank you. We got a whole lot of stuff on here for 30
087total. Thank you. Any other questions? Yes. Thank you, Mr. President. Um I have a question. Can you talk more about the unifying bell times for schools? Um yes. Um I would like to know a lot more about that. Thank you. Um that is to help our routes better service our families. Right now, I'll give you an example. In the Dumbar area with Louise, Troy, and Wagaman, they're on the same bell, so those families can share the same buses and the same routes. So, it's more efficient. We'd like to do that throughout the city. So that would make sure that certain schools that are close to those middle schools like a Kemp and a Wright brothers would be on the same tier and the routers can better manage that and provide better services to our families.
088So that's what that would mean the same that's the feedback we got from transportation. Okay. Could we get a map of that um with the schools and Yes. Um so you guys can show how you're grouping the schools. Um, that makes sense. Um, I was I thought I thought we were going to go to a two bell schedule. That's right. Maybe next time. Right. I know. I wish. Yeah. Can I just say it? You can. Okay. We We That's being a part of the the meeting of that day. We did look at a two-tier bell schedule. The issue is we have charter schools that don't want to come to the table and say they would be interested in doing it. Yeah. Mr. Smith. Um, no. I was seeing if we were going over the rest
089of what's on here. We still got like Mound Street. That's it. Oh, the alternative programming. Thank you. With uh combining having Mound Street at Jackson Center. And so Mound Street, as it says here, there's a lot of repairs, $8 million worth in pending repairs. uh unifying the staff. We'll consolidate our programs and provide uh more certified teachers for our student special populations. And so it's operational way more efficient uh providing a higher quality instruction because we'll have more certified staff and be able to build on serving that population at a at a better level. So we're excited about that. Uh, we've talked to the Mound Street team and Jackson, so we're putting it all together now. Looking forward to that. Thank you. Okay. My major concern, not necessarily, like I do support you guys sending
090them the Jackson Center. That's great. What I don't want to happen to another one of our buildings is what happened to Low One when they decommissioned it and Oh, yeah. It went from a whatever the number was at that time to significantly larger because the building has just sat there unused. So although I see that savings, I do believe we have to figure out how we can utilize this building and that piece of it. I have on my desk to put a proposal to Dr. Jones for us to create some type of teen center or something like that. But if there are other ideas out there, we can't let a building just go to waste and that piece of it because then we'll have another property on our portfolio that we could have that had
091a small problem and then it got larger by neglect and not putting into it. So I I would like to know too what are other options for the Mound Street location whether it is to serve as an administrative function whether it is something for our students to do something in just something that gets us going so we don't have we don't go two to three years and 8 million pro $8 million pro problem turns into a $24 million project. Dr. a good one. All the things you mentioned uh and a few more that we talked about including storage, we're um going to bring those to the school facilities committee uh to hash that out there. Sounds great. That that was the plan all along. Is that the building operations committee? Yes. Yes. All right, Mr.
092Smith. Yeah, I'm glad Dr. Gilwan mentioned that. Um not only that, like we saw we had to do something with high insurance skyrocketed for not using those buildings. Um my concern there is as we move groups together that we aren't losing what made those things different. Like Mound Street, I remember very vividly when we first talked about the alternative school. Mound Street showed up in Mass to say, "Hey, one of these options was to put the alternative school in Mound Street and kind of mesh the two together." And it's a different space. You have one group of children that are there because of behavioral incidents at their school. Some are there for just a short stay. Some end up staying longer. Another group are students who have self- selected to be in this alternative type
093of education due to life situations, things that have happened. And so I would want to see what does that look like for the building. Does it look like we're meshing everybody together in the same classes and trying to hash that out? Are we creating um some of the same spaces that we talked about having for the students that are in there in lie of like what does that fully look like? because I do understand the need to move them into the space because of you know finances and the work that we would have to do but I don't want us to lose what um what made the students stay at Mound Street because that is also one of the reasons we got Mountain Street and there are other people in in that space. If we
094look down right up the road they're building a a alternative high school. There's multiple alternative credit recovery spaces and I wouldn't want to lose that relationship aspect that the students have had there. And then once again to save money, we would be losing money because for every student that says, you know what, Mound Street does not serve me. Let me go to Liberty. Let me go to Dayton Business Tech. Let me go to Rivercape. That's money on the back end that then we would be losing. So, I would want us to like with all of these things really look at the impact. Um, and I think this is one where I I don't think it's a wrestling around on the if because I think we need to consolidate the students in that building. For me,
095it's more so how do we do it with that one? Um, some of the other ones I do think having those different pieces I thought I talked to Dr. Lawrence about that like I think creating pockets of communities will be important. Like I look at if we're saying Waggleman 6 through8, it makes sense then if Louise Troy is a preK or a K through five. Um because now we're we're we're we're moving people along and there that's the only community here outside of now if we did it with Valerie and Meale where a family could have their child in the same environment from kindergarten to 12th grade. And so I think that piece is important because we have to look at like just what's going on and seeing how do we move that. Um I
096talked to Dr. Lawrence and I I did like what we talked about of getting some time to see what does it look like for the future. You know, we look in our suburban partners and and neighbors where you have some buildings just have a 45, some have like a K3, then a 45, then a 68. What does that look like for us as we move forward? because everybody's doing it different. If you in Oakwood, you might just have seven eight. Springboro is seven and eight. Um, Vanelia was one of the first early ones that I saw that it went younger with the middle schools. So, I just think it's a for me wanting to scale up with capacity, wanting to be able to scale up in a way that we can look at the data
097and say, "Hey, this is what it's looking like here. This is where we're seeing needs here." because we have a lot of talented staff and they love these kids. But I don't want to put them in a position where they're burnt. And that's one of the reasons when we look back at when we moved away from K through 8, there were parents, there were teachers, there were principles at the time saying we have issues with the seventh and eighth graders in our buildings. And I think we're better equipped to deal with that. But I don't want us to ignore that that was a a reason when some of those same people are in our buildings now. So I think I appreciate all of these things and I appreciate more so the conversation in front of
098people. So it really puts the onus on us to really buckle down and figure out this out because I think we we want to be in a space where parents can make informed decisions and trust us because that's what it's really going to come down to is do they trust us to have the best interest of their children? And that's really what parents are making. They're they're they're they're selecting where they feel their children have the best chance of success at. And so I think that there's so many things going on. Miss Garrison mentioned it last week about putting out the good that's going on. Talking about what's really going on out here, being super transparent about where we're trying to fix things, letting us know, hey, what does it look like for teachers? Some
099buildings are in a better shape right now than others when it comes to having certified teachers in there. Moving these things around and doing it early enough where people can make decisions about where they want to transfer, if they're going to be here, on top of understanding the fiscal situation that we're facing. So, I look forward to getting all of these things. I'm excited about tomorrow. Um, just appreciate the conversation and appreciate you for standing here and taking a lot of questions. You're welcome. Thank you for your comments. Thank you. So on on Mound Street, a few things for me. Um, one would be um I think Mound Street being on that side of Dayton would be really good. I think for me I would be curious on the work that Dr. Lawrence and your
100team do to really push the 22 plus program. Oh yeah. Um to get those family members over there involved. The second piece for me would be um we do know that Mal Street has a lot of students who do use the RTA. So if there's a way to get with them to survey that area to look at a stop being closer over there. I do know that the city has the city has a shuttle program um with the library connecting to the job center and things like that. So I don't know if that could be something there. Um, and then, uh, another piece with me is Mound Street moving to Jackson gives access to funding that they do not have access to while being at Mound Street. Um, for the Mound Street location, I know
101we voted on a lease agreement for another storage facility, but maybe an idea here. I do know that here in the district, there is no place for professional development spaces or meeting spaces. So, not sure if that can be looked at for that area. And then last thing for me with Jackson is can we figure out what the name is going to be. Oh yeah. Yeah. Miss is already doing that. Yeah. She's there's a board policy and she's already following the guidelines of that policy. Oh, we don't usually follow that for name recognition. Name change. So, go ahead. As a staff, I'm just telling you we're going by board policy. Appreciate it. Comments. Anything else? Thank you for your presentation. Thank you, Miss Minor. All right. Now, we are going to have hearing of any
102of the bargaining units. Two. I see two here. Good evening, board president Bailey, Dr. Lawrence, board members, parents, and families at home. Uh, my name is Neil Mahoney, and I am the president of the largest labor union in the district, the DEA. Um, it was very refreshing to hear the types of questionings being asked, um, to see the board delve into areas that we need these questions answered. My members are concerned about what the future of this district is. We're making decisions right now on whether we're staying, we're moving, whether we're being forced to move. Things along those lines go a long way. That open communication. However, there's some frustration within my teachers. I'm not always aware of what the board knows and what the board doesn't know. So, I'd like to bring your attention
103to some issues that I'm hoping we can get some of the same types of questioning. You know me. You know that I'm very transparent in everything I do. I'm very available anytime you have a question or concern. I would appreciate you letting me know. I'm here tonight to be the voice of the almost 900 members of the DEA who are feeling disrespected, undervalued, and not treated as the professionals that they are. Recently, the district announced the need for a levy. And with that, there is the understanding that the support of the DEA and its members will be needed. We should be striving for a partnership with the district. We should not feel an attack on my membership and lack of communication and clarity by the district. Recently, the district implemented a homework policy without any
104clear communication from the district to my members conversations. I know it might be a board policy. It would have been nice to have received it earlier. I'm not even sure the board received any of the information concerning this earlier than what my members did. Walking into a PD day today with the expectation is possibly implementing said homework policy tomorrow. But yet the district could include in that statement, "If your students are not receiving homework after implementation begins, please contact the parent on budsman office." Whether this is intended or not, it can be perceived as a veiled threat to my members. A 1800 hotline for gotcha. This is not how you attract and retain professionals. The union was not notified recently when one of our members was placed on paid administrative leave, which hampers our efforts
105to be able to give a fair representation and due process. simple communication. When an email can be put in the member's file, but the union president does not receive notification which allows me to implement the legal defense for my teacher. Simply due process is all we're asking. Several of my members have been harassed by administrators for asking that the union get involved in protecting their rights at their building. This will be considered retaliation for union activity and is currently in the hands of our council. As in my experience with this district over 30 years, as well as every other union president, to have a retaliatory action for union activity because my members simply asked for a visit by the union president to their building, that's unheard of. Lastly, there was a recent email from our
106superintendent concerning teacher attendance which resulted in the following email that I just recently sent to my members which states, "As you are aware, the district recently issued an email to the building principles regarding staff attendance. This district in the communication stated that they are shifting our primary focus to teacher and paraprofessional attendance. The superintendent seems to want to be solely blame you for undermining instructional goals as quoted because you may use a sick leave day here and there as allowed under the contract. In fact, he called it the real issue. We all know that because of this district's failure to staff our buildings from day one, my teachers have given up their planning time on a consistent basis. Our teachers are burned out from all the asks that have been made of them and requested
107of them. And now with less than three months left in the school year, our professionalism because we're taking a sick time, whether it's for our member, their family, or even their family member, seems to be the focus of a school district. At no time was this brought to my attention in a way that which we could work these things out. But yet we send out a very cold email with the expectation from my members that there will be bullying and harassment by the building administrators wanting to know why are you using your sick day. Are you sure you can maybe do something on a different day? I already have people out. We don't staff the buildings. Our HR department staffs the buildings. Last year we had a need for almost 350 teachers and we hired
10875. And we wonder why our teachers are burned out right now. At tonight's meeting, I heard multiple mentions of buildings not staffed properly. And yet, we're not going to realize that that has a consequence on the humans that work in these buildings. My members, I'm disappointed in this. In conclusion, from a district that prides itself on the five Cs, particularly communication, we're not seeing that. What we are seeing is a sense of panic, not confidence, erraticism, not consistency, punitive, not coaching and mentoring. We're about to make some serious decisions in the next three months which will shape the direction that this district is going to go in. I believe that the DEA should be a part of the conversations. We need to attract and retain educators. We know that the mention of a levy will
109at the bare minimum result in some of our younger teachers leaving because of their fear of job security. I don't need to remind the board that under 500 of our members have four years or less. They're very employable. They're filling out the applications because they're not feeling wanted in this district because they're being retaliated for using their union. They're being put on paid to leave without the union being made aware of it. Our curriculum team is going into buildings and spreading a me a message that our teachers are not hearing because of the method and the vehicle that which they're using to present the message. This is at a time when I just sat and listened to district plans and at no time has the union been made aware of any of this. We've asked.
110We're not saying that our voice is the most overwhelming voice, but we would like a voice at the table because right now we are experiencing a high turnover rate of our teachers. And now we're talking about moving them around like we're widgets that can easily be shifted to building to building. We're professionals. We demand to be treated as such. This is not the path to attract and retain teachers. And as a district, we should strive to be better than this. And I know we are. We have great relationships, but the communication is not funneling down to where the rubber meets the road. I hope that in the future my members can be heard, that the board members are in the buildings that are listening, that these surveys are not only going to parents that are
111stakeholders, but teachers that are stakeholders because change of time affects my membership's life outside of work. We have families, too. We're taking care of parents, too. A simple adjustment of a time may not seem like a big deal, but it does to the person that has to find child care and parental help. So, all I'm asking is as we move forward, because we know that that levy is going to be very important come November, we have three months for the rest of this school year. To be rolling out plans today shows me that maybe we have not done our due diligence. My union was aware of the financial shortfalls. We settled our contract early because I did my homework and understood what was coming down the path and now we seem to be a little
112flustered or nervous that we may not have the funding. We knew this a year ago. This is leading to a frustration level not just amongst my teachers, amongst my paras that are out there, amongst the bus drivers, amongst the SRO's. There's a lot of concern. All we're asking is for a voice at the table, communication that the district prides itself on. We are here and we have always been here. Our teachers come to Dayton public schools not for money, not for sick time, because they want to make differences. And we have that opportunity in our buildings to make a difference in a child's life that changes the trajectory of what that child and that family will go to. And by actions recently, we're pushing those people away. I'm hoping that we can be better than
113this. Thank you. Thank you. any other bargaining units. All right. Hearing from the public, uh, it is in inappropriate to, uh, I'm sorry, limit remarks to 3 minutes. The president has a 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 action involving an employee or student, ongoing labor negotiations, concerns, or matters that have already been settled and or any matter which because of its nature is deemed appropriate to be discussed in executive session. The purpose of the public hearing a portion of the meeting is for members of the public to express viewpoints and public concerns. Do we have anyone? Yes. Uh Mr. Jacob uh Berdick and then is Haley coming up too. So
114Haley Reed as well. Yeah. Who's taking your time? I'm doing two jobs right now. Yeah. He's always the time keeper. Have three minutes. Welcome. Thank you. Um we're very grateful to be here today to share a little bit about our senior capstone project for the University of Dayton's Dayton Civic Scholars. Perfect. Uh so we're we're both members of the Dayton Civic Scholars. Uh it's through the University of Dayton's FIT Center. Uh so it's a three-year program focused on civic engagement in the Dayton region. Uh we are currently uh two of nine members working on our capstone project with the victory project. So over the past two years our cohort has had the opportunity to view various community assets throughout the greater Dayton area. And one that stood out to us was the Victory Project, a
115nonprofit located in Dayton that empowers young men through the three E: education, entrepreneurship, and enlightenment. Currently, the Victory Project boys division has two campuses, Residents Park and Old North Dayton. Um, the rest of our cohort was uh serving a meal ministry at the Residence Park location tonight. And it was recently announced that 2026, later in 2026, a girls division of the Victory Project will open um serving 12 girls, girls ages 12 to 14. Yeah. So our capstone is helping Victory Project create that curriculum for these female students that will participate in their programming. Uh so we are currently working with uh the University of Dayton's IRB board. Um and then you know a big reason why we're here tonight is to try and find the best ways to uh distribute a survey that we have
116uh made uh for these students uh to to take so that we can take this data and give it to Victory Project uh so that they can create a curriculum that best represents what these students want. Um, Victory Project, you know, prides itself in those three E, but obviously without student input, it doesn't get very far. Exactly. So, for our next steps, we are receiving feedback from you on how we can support um the distribution of the survey across five middle school campuses, which are listed on the screen. Um, the guidance that we are in need of is how we can distribute this survey so that we can get as much input from middle school students as possible, particularly middle school girls. And then also, we're seeking your approval of a donut party incentive, which
117will hopefully allow us to get more survey responses. Um, and then that donut party incentive will be funded by the Fit Center for Community and Leadership at the University of Dayton. So, I um I did email the um the survey to all of you, but I do have paper copies. Is there someone who I should hand this to? Our treasure pro. Can I ask a quick question? Go ahead. What's you guys' major? I'm a political science major. Okay. Public relations and political science. I was hoping you were in education. Get down. Thank you. Uh Dr. Dr. Shihi, would you be getting with him for that? Would you be the person get getting with them on that surveys? Yeah, it's Dr. Shei cuz Connor who's research and uh research and assessment works for her. Okay. Thank
118you. So, can I I'll give these back to you to then just get to Chief Dr. Shei right there. Thank you very much for your time. Thank you. Thank you. Um Dr. Lawrence, if I may, would you also make sure that you work with them? We try to uh see how we can help with the students at Charity Adams and River's Edge as well since we have middle school age young ladies there as well. Hey, absolutely. No problem. All more members. Appreciate. Thank you. Uh Ebony Hastings. Ebony Hastings. Airaa Montes. Noah Euromantes and then uh Dr. Chad Sloths. Hey, greetings. How's everybody doing? Pretty good. How are you? Good. Going well. Happy Marty, bro. Ah, yeah. You're not going to get to go this year. So, a whole lot of what I had come to
119really present on was discussed earlier. So, I kind of chopped it down into what I'm hoping to be something as comprehensive, but I really wanted to uh kind of put the um the attention on the culture of these transitions if we do what is being suggested. Um, placing early adolescence into elementary school environments, especially in high poverty districts, creates cultural, developmental, and equity harms that outweigh any logistical benefits. First, early adolescence is a distinct developmental age requiring increased autonomy, identity exploration, and specialized academic supports. Scholars such as Eckles and Rosier 2011 note that adolescence thrive when they experience developmentally appropriate environments uh that offer choice, peer affiliation and subject specific instruction. Elementary schools, however, are designed around tight adult control, limited independence, and child- centered routines, conditions that research by Simmons and Ble 1987 identifies
120as harmful mismatches for emerging adolescents. Thus, placing seventh graders in a K6 culture creates a structural developmental misalignment that can depress motivation and belonging. Secondly, in high poverty districts like Dayton, these mis these mit matches are in intensify high poverty environments already generate elevated stress, mobility, and trauma exposure. Johnson 2012, Sharky 2018. Adolescence experiencing these stressors require specialized counseling, trauma-informed support, and peer appropriate spaces, resources that K6 schools rarely have at scale. Research on or urban school transitions shows that when adolescence are placed in environments lacking these supports, schools experience higher behavior incidents, low attendance, um, and more disengagement. Uh, weigh it at L 2007. Thirdly, combining 12 and and 13 year olds with six year olds generates cultural and safety concerns. Peer cultural research Costco and McNeely 2008 shows early adolescence naturally experiment with
121identity through language, humor, dress, and peer affiliation. These behaviors are developmentally normal, yet they can be misread as defiance or deviant or threat in elementary cultures. By placing older kids in a system not designed for them, the district risked increasing disciplinary disproportionality, particularly for black boys, a long-standing concern in Dayton and similar urban districts. Fourthly, K6 schools lack the structural features that protect adolescent dignity, such as the departmentalization, flexible schedules, electives, and privacy appropriate spaces. Studies comparing K through 8 and K6 plus 7 configurations show that adolescence placed in elementary settings report lower school connectedness, lower sense of status, and diminished academic identity. Is that my time? Yeah, but I should have gave you a 30 second notice so I keep that. It's cool. Um, if anyone wants any of this like in a full
122report, um, I'm willing to generate it. I would be interested. So, all right. Thank you. Thank you. Appreciate you. Yeah, that was it. That's it. All right. Superintendent, personal agenda. Uh, I'd like to recommend for approval items B through G. So moved. Second. Second. You can give it to Jill. Okay. Great. Uh, Mr. Lacy. Mr. Riley. It was a motion by Dr. Goodwine and second by Mr. Lacy. You got the form. You're looking at like why you telling me that again? Uh Dr. Goodwine with the motion and Mr. Lacy with the second discussion. Any questions or concern? All right. Call for vote. Dr. Bailey, yes. Mr. Lacy, yes. Miss Reiner, yes. Walker, vote yes. Dr. Gilwine, yes. Mr. Smith. Yes. Miss Garrison, yes. Seven yeses. Dr. Bailey, I recommend superintendent's personnel agenda H recommend recommendation
123to approve the following resignations after July 10th. Second. Call for a vote. Oh, moved by Mr. Lacy, second by Dr. Goodwin. Dr. Bailey, no. Uh, Mr. Lacy, no. Miss Reiner, yes. Uh, Walker votes yes. Dr. Goodwin, no. Mr. Smith, no. And Miss Garrison, yes. Five. Three yes, four no. Three yes, four no. Yeah. Three yes, four no. Uh, I'd like the board to take a look at the budget information and if they have any questions to David Riley and or myself. Okay, I do have a question. Yes. And I don't know if this is a Mr. Riley thing. I just really would this actual field number for teachers on which which number is right because every report it's different. So like last week's report it said 887 and now this report says 8.98. So the
124one before that said like 918 or something. So if we can just figure out what the actual number is or what Andrew is calculating for me. Can you hop on the mic, Mr. Ryder? Yeah. We can't hear you. Can you come up? Don't flip your bag. You're the assistant treasurer, sir. Get up here so I can get back down. Um, I'll bring you up here. Yeah. So, it it it may depend on when he ran the report. So you might be looking at numbers from from last week. That means he just ran a report last week. But uh things may have changed in between that time. People may have uh uh become inactive since that time or people may have become active since that time. So um right he has a note at the bottom
125of this that says he ran that report as of today. Yes. And these are the numbers as of today. So I I I guess I'm confused on so if he's if he's running the report and if last week the report said 8.87 but we're only like the number the number that okay so last week it was 8.88. This week the same report now says 8.98 but there's only one person on the agenda. So where did the other nine where is that at? Yeah. So um information may be pending at the time also. So when he ran it uh information may have been pending or not just readily available at the time and now as of today this is the information that he has that is uh that is that is finalized for him to put
126onto the agenda. Okay. I'll follow up because I I think I'm just confused on Okay. what's filled and then what's budgeted and Yeah. All right. Appreciate you. Yep. Any other questions? All right. Oh, you might as well stay up there. Aren't you next? No, it's superintendent. Dr. Bailey, I'd like to ask uh that you take A, B, and C together. I have no new uh information or contracts from from last week to this week. All right. So move second. Second. You'll take the second. Dr. Goodwin with the motion and Mr. Walker with the second. Questions or concerns? All right. Dr. Bailey, I think you uh Oh, say what? I thought we was doing the vote. My bad. Does this This sound up for vote, is it? Yes, it is. Today's usually adds on there. All
127right. Call for vote. Dr. Bailey, yes. Dr. Goodwin, yes. Uh, Mr. Lacy, yes. Miss Reiner, yes. Uh, Walker votes yes. Uh, Mr. Smith, yes. Miss Garrison, yes. 7. Dr. Bailey, that concludes my recommendations for today. Thank you, Mr. Superintend Dr. Superintendent. Uh, treasurer recommendations. Uh, I recommend the approval of the following A through I. So moved. Second. Go ahead and give it to Jill. Moved by Dr. Goodwine, second by Mr. Lacy. Any comments or concerns? Well, there are. He wanted to sit down. Somebody get that assistant treasur. Oh, okay. He doing you know make him sit up here. That's what All right. Call for vote. Dr. Bailey, yes. Dr. Goodwin, yes. Mr. Lacy, yes. Miss Reiner, yes. Walker votes yes. Uh, Mr. Smith, Smith votes yes. Miss Garrison, yes. 70. All right. Thank you, sir,
128for sitting down quickly. Uh, business manager recommendations. Thank you, board president. Uh, I recommend ratification of the following contract with the perfection group and support for Armada Recovery Center on Hy Street. I make a motion for business managers A and B. Second. Moved by Mr. Walker, second by Dr. Goodwin. Any comments, questions. All right, call the vote. Dr. Bailey, yes. Dr. Goodwine, yes. Mr. Lacy, yes. Miss Reiner, yes. Walker votes yes. Mr. Smith, yes. Miss Garrison, yes. 70. Thank you, sir. Uh, comments, Mr. Walker? None. None. Thank you, Mr. Smith. Uh, yes. Just want to say thank you for um everybody who has played a part in these recent events. And like I said last week, please check your calendar for other events. Um, Dr. Lawrence brought up ReadAcross America. Please get out. It's really
129awesome to get out into these buildings. I want to say thank you to all of our staff members that have just really been going through it. Um, and please take care of yourselves. A lot of illnesses have been going around, a lot of people getting sick. So, while we're doing this work, uh, please practice self-preservation as well. Um, looking forward to our committees work. Um, like Dr. Goodwan said, we have a a curriculum committee. It's been cool talking about some of the ways that we move in different um, avenues to better prepare our children. not only just be competitive in athletics, but really how do you get the benefits of being involved? So, how do we get more kids involved in extracurricular activities at young ages? How do we partner with some of the groups
130that are out here? But I think one of the things that gets misconstrued in our district is that the district has to be the invest the investor and supporter of all youth programming when in other districts it is more aligned with a lot of parent work a lot of community work and they partner with the district in ways um I don't want us to go into a space where we're just transactional partners for people because they need something. You know, I think we have there's things that we have to do to look at what are the processes. For instance, getting using a space, using a gym rental, making sure that that process is fair and equitable and easy to access. But I don't want people to just come to us in a transactional way. I
131think us as a district, we should be looking at how we create innovative partnerships. How do we help out some of the programs that are already out here? I've talked to Dr. Lawrence and Dr. zones about um looking at some of the deals andus that we have in place um mirroring some of the things that we've been doing with the Croc Center. How do we improve that? because there are a lot of groups that do the work. And over time, it's morphed from having, you know, the Dayton Mohawks and Parkside and the uh Dayton Flames and things to people wanting DPS to pay and kind of carry the load and do all the heavy lifting where we have resources, but I think we're better served if we're partnering with people in ways that are productive
132for us as well. So, I'm glad that we're having those conversations and I look forward to having more of those. Um, and that is all I have on updates. I did um want to bring something up and put out a motion for the board and that would be I would want to entertain a motion at the current juncture to kind of put a pause on the logo survey creation rebranding district conversation at the current juncture. Um, that would be my motion to stop that and then to kind of pause any even extra funding that we will put into that. I just think there's so many other things looking at the presentation that we had today, looking at some of the things that we have to get ready for. I just think it's energy better served
133and less confusion for the district. Thank you. Second, third question or comments. Yes, I'm confused on the motion. Okay, go ahead, Mr. W. I just want clarification on what is the actual motion to stop putting out any kind of logo surveying at the time to entertaining changing anything at the time and to stop sending things out and I want us to just focus on Dayton public schools. I know we have been working with that Ford NGL stuff and the say whatif please. No logo, no name change, no more money, consideration funding. There you go. That's why you my girl, Miss K. You know, that's my answer. And I'm looking at Mr. Riley over here trying to write it and I'm Mr. Riley got his short hand going. It's already gone. We got a first and
134second. First and a second. So the motion was by Doc Mr. Smith. Mr. and second by Dr. Good. Mr. Smith, don't call me a wheel. Any other questions or concerns? Yeah, I just clarify, what are we actually doing? We're voting. You're voting. But the motion though has funding atti tied to it. So, are we voting to stop spending money on logo? Yes. Or what's all included in that? That's what I'm asking. What is exploration? Anything any activity, anything. New new logo, right? Yes. Okay. Any other questions or concerns? Call a vote. Oh, my bad. Dr. Bailey, yes. Dr. Goodwine, yes. Uh, Mr. Lacy, yes. Miss Reiner, yes. Uh, Walker votes yes. Mr. Smith, yes. Mr. Garrison, yes. 70. All right, that is all. But I do want to say I appreciate all of the work
135for our PIO team. I never want people to think that a vote means I think down of the work. I just think there's a lot of things that we have to button down and in this season I do not want to have people thinking different things. Appreciate everybody. Happy Black History Month. Thank you, sir. I do have one. Miss Reiner. You ain't got nothing. Thank you, Mr. President. Um there are two things that I wanted to discuss today. The first is we got an email a few weeks ago from a student at the environmental club at Styver asking some questions about our recycling. Um, and I would like to uh ask uh our business manager, Dr. Jones, to come up. Um, I wanted to have some of those questions answered publicly. Is now a good
136time for you, Dr. Jones? Oh, tomorrow's Oh, okay. Um, okay. Are we I thought we were I didn't I didn't I don't remember getting an email. I don't know what they Oh, I'm happy to forward that to you. Question. Yes. Is that okay? Yeah. Do you have the email in front of you? Uh I have it too and I can go over there's a couple questions and I actually want to share it with the public. Um, we get this asked uh every couple years and I really appreciate the um activism that we see in our students and how much they care about the world around them. Um uh so this is the email. Uh firstly, we would like So you you did see it. Okay. January 8th. Firstly, we would like to know if it's
137the city or a private company providing us with our trash recepticles. Secondly, who organizes the trash on a school or even district level? Thirdly, do any other schools do their own composting or recycling? and how as it would greatly improve our initial efficiency and lastly if there's a cost required would the school board be able to help fund the project for recycling bins? Okay, so firstly uh we do have a private company uh that provides us with the trash recepticles uh who organizes the trash on a school or even district level. Uh that would be our uh building custodial staff. Mhm. Um and then thirdly, do any other schools do their own composting or recycling and how? As it would greatly improve our initial efficiency. Um I am not familiar with any schools uh that
138are uh composting or recycling. Uh however, I know that when I was in third, uh there was a an effort to do so. Uh and so I'd have to circle back to the principal there to uh see if you know that that work is continued. Um but I I doubt it. Okay. Yeah. Um and do you know about any potential costs? Do So do we do recycling at all? Currently we should we should be recycling more aggressively. Um basically there on occasion um in our recycling bins there's actually trash um placed in those recycling bins and so we get charged extra for that. Uh and so I think across the district we could do a better job of uh and not our custodial staff but um staff outside of the custodial staff making sure that
139only paper products go into our recycling bins. Okay. So, we currently pay for trash and recycling services separately. So, we should have those available to us, right? Yes. And it sounds like we need to look at what we're doing at our school level to facilitate recycling and trash. Yes. I think it'd be a wonderful opportunity uh for our students to uh engage in uh recycling. you know, I think that um there's some tremendous opportunities from a job standpoint around the area uh that our students otherwise wouldn't be uh exposed to. Uh and so and of course it's it's good for the environment. I'm a biology science guy, you know, so um anything that's good for the environment, I'm 100% for. Okay. Is there any additional information about this that you'd like to share with the
140student and the public right now? Uh you know what? I would like to sit down and have a conversation with that student face to face. Okay? And so, um, student, if you're listening, uh, M A R J O N E S at Dayton Public is my, uh, email address. And Mr. Walker, you She emailed you. Just email her back. I'm just giving it, you know, out there. Um, yes. And also, uh, yeah, I'll be coming by. I'll be coming by to talk to you. Thank you. Appreciate it. Before you move, um, on those trash cans, is there, uh, like a list of what can go in the trash cans in case the students really don't know what should go in the trash can? Uh, there's um, all of our recycling bins are typically labeled recycle,
141right? Um, I mean it's so particular like let's say a student inadvertently throws like um they let's say they have a fourth of milk still in the carton. Um that that recycling bin is now tarnished. We can't do anything with it. Uh it has to be totally empty and dry. Uh and so I think we could probably do a better job of communicating that to our students uh throughout the school district in general. Okay. I think you might want to put some kind of plaque of what goes in what because I think a lot of the times kids just see a trash can and they just throw trash. Exactly. Think about paper or plastic or metal or anything like this. That's exactly what happens. Yes, sir. Adults don't. Any other questions? Thank you. Thank you.
142I appreciate it. The second thing I want to discuss is the external organizations committee met. uh there was some illness so we had to delay it and I made sure it happened yesterday so we could talk about at the meeting today because I know that there are some things that um were up for a vote previously that we have paused on and the the information that I wanted to bring to the board is first of all we we talked about we talked about three different things we talked about the past conferences that have been attended this year and the future conferences less left until the um end of the the school year um the the July 1 date um and what that schedule looked like um we talked about the conference reports um and organization
143assignments. Um we looked over the the conferences that have happened this year and then the future ones and um a couple of us have adjusted the conferences that we'll be attending. Schedules just change um and I know board member Garrison has requested to go to one that's coming up as well too. Um so those have changed a little bit and we've pulled back a little bit on that. um the funding initially as um approved at the organizational meeting and I want to thank Miss Kidd for this information. Um we approved um 30K at the organizational meeting. Um the service fund is based on enrollment at $2 per student up to 60K. It's not a blanket 60k and I don't think we need to go up to to that limit at all either. But there is
144more room for us to attend conferences. We also discussed um you know I I feel very deeply about the opportunities that are in front of the board for professional development um for networking for um finding out more about um the things that we're responsible for and there are some really really great opportunities at different conferences. Some conferences have different areas of focus than others. Um I find a great deal of benefit personally when I'm there. I I take notes and uh last year when um we had this same meeting happen at the beginning of the year uh I put together a template for a conference report. Um, it is not mandated that board members fill out a conference report when they go and we do want to encourage board members to attend and we hope
145that that's not a barrier, but it's much easier to organize that information and bring it back in front of the board to report after we attend a conference and then we can have it easily accessible to share. Um I've shared several things in front of the um at meetings for with the board about um conferences that I found particularly uh helpful and educational and enlightening. Um there are a couple things that I've uh been champion championing from finding about at conferences. Um and I wanted to thank board member Walker for his past uh conference report that he submitted as well too. Um and then we talked about the different organizations, external organizations that we have and uh I um touched base with you about this Mr. President. Uh but it would be helpful uh to
146have a representative for each organization. Uh if there is travel, the person who represents that organization can be prioritized, but they are not the only one that can attend that conference. It just makes it a little bit easier in terms of dividing out the assignments. Um, I will represent the National School Board Association. Board member Walker will represent the Consortium of State School Board Association. Uh, Dr. Goodwine will represent the Council of Great City Schools. Um, Dr. Bailey, you will represent the National Association of Black School Educators. Um, I will uh represent the Ohio School Board Association. Under that, there are five different um uh committees that fall under OSBA. legislative liaison which has already been decided the southwest and and that's me and board member Walker is the alternate the southwest regional executive committee
147of which I'm appointed to through OSBA um the student assignment uh um team uh Dr. Goodwine will head that up. Um the urban network, I have been going to that for um six, seven years. And then the black caucus, both board member Walker and I are assigned to that caucus through OSBA, but board member Walker will um head that team up as well, too. We also have the OMBbudsman. Um and this is not these are these two things do not require travel, but I still think it's important to have a representative assigned. Um the OMBbudsman's office um we have three board members on the committee that is relevant to the OMBbudsman's office but the OMBbudsman's office only needs two board members assigned to the board from the board and Dr. Goodwine and board member Walker
148will be those uh representatives and um board member Garrison. I neglected to ask you this beforehand but this is relevant to your work with the downtown or the business advisory committee and that's the downtown Dayton partnership. Would you be interested in being the representative for that organization? Yes, ma'am. So, all that being said, um there are a couple things that need to now have approval for some conference travel, including um a conference, an OSBA conference next next month. Um and I'm grateful for board member Walker and Dr. Goodwine for meeting with me and having these conversations. All right. Thank you. And I believe Miss Kid, should we refresh our screens? Is that under my name or is that lower below? It's lower below. Okay. All right. That is all I have. All right. Thank you.
149Um, Mr. Walker has now done a Will Smith. Said he didn't have anything but now does. So, go ahead, Mr. Walker. Actually, that was Miss Garrison. I was about to say Miss Garrison did it. The first meeting, the first meeting of the year, but I just wanted to say that I recognize that many of our families are starting tomorrow observing Ramadan. So, we honor this sacred time of reflection and faith and wish you peace and strength throughout the month. So that's all I have. Mr. Lacy. Uh yeah, the finance committee met last Thursday and went over the financial statements and they were in good order. Um I also um I'm going to sound old for a minute. I was a member of the Rainbow Coalition and um um it wasn't the first campaign that I
150worked on, but I worked on Jesse Jackson's campaign um in 1988 and I got to hear him speak and um and I won the the Jesse Jackson five mile race. Of course you did. But uh yeah, I I wanted to mark his passing today and um in his in his words, I I hope that we can keep hope alive. Thank you. Thank you, Mr. Lacy. Dr. Goodwin, it's good to be back with you guys. It's significantly different when you watch this at home. Y'all talk a lot on these mics and I want y'all to know that. I feel like every board member should at least watch this live one time so you can see how we kind of look to the public. It's a little different. Let's see. With my committee's customer service, we did
151not meet because I was out ill. We'll get back to you guys. Mr. Smith gave an update on athletics at the last meeting. We have a lot of work going on. I missed my out of committed committee, but I heard you guys had a great time and Sarah said how great it was. I wasn't there so I didn't really love that but that's okay you know think we're making connections and now I know I'm easily replaced so it is what it is school programming committee we have a lot of work going on today we we saw some of that work and we it's a reminder that there's still much to go beyond that piece I will I would like to note too just so anyone who is watching this knows every board member committee is
152open to the public. It is not a you get a wait for an invite. Anytime we meet, whether it's virtual or in public, anyone can come to any of those meetings and hear any of the information that is held at those meetings. Some things sometimes the things in those meetings are an infasy stage. Other times they're almost to full maturity and then they come to the board in that piece. Take advantage of that if you want to know what's going on. It is not a fair assess to say that you didn't know when every meeting is open to the public. And if you want to know when the meetings occur, I believe they're online. You can also reach in with the board clerk to get on the list to get notified when they come out
153and things like that. So, I definitely want to see more people take advantage of that. I will say I did see the notice that went out last week about homework. I never knew that we stopped doing homework. So that was a shocker to me cuz my child just graduated last year and he had homework. So I'm not really sure what the disconnect is in that piece of it, what the intent behind it was. I do think that homework is important for students to learn about life beyond their time in Dayton public schools because we give a lot of chances here and we give a lot of safeguards that if we don't help them for those who decide to go on further with their education, it's a disservice to them in that piece if they don't
154learn those skills or how to work outside of the classroom to prepare for the classroom in that piece. So, I don't know what's going on with the homework conversation. Maybe other people didn't know that it wasn't happening. I'm excited that it is if actually I don't know any teacher that doesn't do it already. So I I'm excited that people are helping out in those type of ways. I will say so this is Black History Month and this is our second meeting and I always wear something of my grandfathers when I come to these places which he was a a pillar in this community. And I think when I look at where we are today in education, I I continue to be amazed about how far we have come as black individuals. Like when my mother
155was my age, there weren't people necessarily in all the leadership roles that we see here today. There was a time when there was only one black administrator, which who was Mr. McFarland? Was that our first one? Mr. McFarland was the first principal at Dumbar. Correct. That is correct. That is correct. So there was a time where there was only one black administrator in an entire city where the numbers did not equate to what the ratios were. But you look at us today and the majority of our administrators are not only black men, they're women as well. We have people in all spaces from there was a time where you didn't see anyone in the cabinet level who was of any color. You look at us today, we have three black district leaders that are running
156the organization. It's just a a big a testament to how far in a couple of years this place has come. If you look at the decades of what changed here, there was a time where the school board that had a predominantly black population did not have one black person on it. You look up here today, five out of seven members are elected to this body and we represent this place. So to see how far we've come is always amazing when you think about man just 20 years ago we weren't in these spaces. We didn't have these opportunities. We didn't we didn't do these type of things. Like we are black history every day. You see I think the part that disappoints me is knowing how much black excellence that we have and that we know
157about and that we lived experience. But we don't necessarily put it out ourselves in where we are today. I expect us to be so much farther than where we are. I expect us to do so much more than what we're currently doing. I expect us to be our ancestors wildest dreams. So, I hope that not only today and the remainder of this month that you only not only that you reflect on the stories that you know about those who came before you, but you also reflect on what it means for us to carry as we continue to move forward with this district. We have a ton of talented individuals of all races who work for us. We have a ton of talented people who are going to take our places one day. I just hope
158that not only do we achieve what those who came before us achieve, but that we go on to do better, to be better to each other, to not constantly tear each other down, to lift each other up, to respect our work, and just go a little bit farther than what we thought we would have gone or those before us could have gone. So, with that, those are my comments. Thank you guys. I hope you do something this month. There is actually I have one more. I think it's tomorrow. There's a uh door competition at Kaiser for Black History Month. There actually a ton of different events throughout the rest of the month at schools. If you only go to one, that's one more that you got to see something occur with our kids. So do
159something this month to show up and not only listen to them tell you information as it is as if it is your first time learning it, but just being able to pour back into our students as well to hear their excitement about what they've learned this month. So thank you guys and happy rest of the month to you guys. Miss Garrison. Yes. Um I just wanted to say that thank everyone who came up to present today and those who who spoke. um the business advisory committee um is kind of uh reigniting. So, more information to come on those meeting dates and times as I send invites out uh later in this week to um restaff that uh committee. And outside of that, um I don't have anything else. Happy Black History Month. U but I'm
160Black 365. So, thank you guys. Miss Sarah, do you have anything? Hey, Sarah. Sarah replaced me. I want to keep telling y'all that. You know what? I'm I'm glad you mentioned it cuz when I walked away from the podium last week, I was like, "Ah, darn. I should have should have made a mention." Uh, but no, you were missed. You were. Uh, but good afternoon everybody. Uh, I just have a couple of quick updates from our department. Uh, the first is that we are in risk assessment season. So that means that we are doing uh 15-minute informal meetings with um director levels and above throughout different departments, foremen and union presidents so that we can uh hear from different bodies of the organization that make up the whole and better understand different processes and in
161different parts of the organization how they function together. Uh it serves a great it's a very uh important step for us when it comes to developing the audit plan in future uh for the next future years. Uh and then there will be eventually a risk assessment questionnaire that goes out to many of those groups um come March. So we're looking forward to that and we've been able to meet with quite a few groups already and look forward to the rest of the groups that are signing up currently. And then um I was able to me and my team were able to participate in the poverty simulation today at the PD event uh at many locations but specifically at Horus man. It was uh I think I went last year and it was very impactful. But
162being able to volunteer on the other side and being able to be a a fake vendor was really impactful and uh created some insights as well for not only our team as we continue to serve the district and in the maybe behind the scenes way but then also understanding a little bit more about what our students or some of our staff even even experienced as well. Um so shout out to Lean's department for heading that and uh just the great work that she does. It was actually really fun because I got to see some of the treasury department there too. Um, shout out to Sandy who was a great um, buddy uh, where we sat next to each other and she was part of the vendors as well as well. Um, and then I am
163really looking forward to the legislative brunch next week. Um, it's going to be really exciting just to be able to see so many collaborators in the room who have such a great voice not only for our community but also for our district. So, I'm looking forward to seeing you all there as well and whoever from the community joins. Um, yeah, and those are my updates for me. Thank you. Thank you. Thank you, Mr. Riley. Dr. Jones, I'll be extremely brief. Um, I want to thank the board uh for recognizing the operations team. It's not often that um that group of um staff members are recognized publicly and it meant so much to me and I know it meant a lot to them uh to be recognized for their hard work. So, thank you Dr. Lawrence.
164Dr. Bailey, thank you. Um this is my third year. I typically don't say much and I don't respond to things that are said out there. It's the one of the most difficult parts of this job because people say lots of things. But today, I'm going to depart from that. I'm going to start by welcoming Dr. Vernon S. Lowry, who's going to be coming to us from Fedville, North Carolina, as the new chief of secondary schools. I'm excited. Uh Dr. Lowry earned her bachelor's degree in microbiology and a minor in chemistry. She earned her master's from SEC in secondary biology. She earned another masters in school administration and earned her doctor of education from Fairyville State University in 2015. uh she comes to us with u almost 15 years of principal experience and I flew down
165there to watch her in action. I also went to several other high schools while I was there. Um and we are bringing on um I think one of the best principles in the country to lead in that secondary space. So I'm excited um to have another rock star as a team member. Now, I want to say that um I am the only person in this district um I don't know many other that have been an elementary school principal, middle school principal, and high school principal. I've been a principal at every single level. Um and during those principal ships, I never missed a day at work, never spent any time in my office, and spent my time in classrooms. and I looked in book bags every day and if you didn't have a book or homework
166there, I walked through that class to find out why. Now, we don't have a chief of secondary. So, I've been kind of quasi filling in on that role the last two or three weeks going really deep. And when I'm in buildings checking bags, looking at books, in the lunchroom, uh in breakfast, and I don't see homework in a poor urban workingclass community, it's a problem. we're already behind and the rigor that it takes at the next level in college, that's a whole another story. In fact, the Luminina Foundation suggests that in Dayton public schools, less than 10% of our students earn their degree after six years. And part of that is because of the rigor, the stamina that it takes at the next level to become a college graduate. I also have a PhD. I
167know about stamina. And I am not going to lay down and let kids not go home and have homework. And yes, some people have it. Some, but it's not everywhere. It's not pervasive. And by the way, when I'm in school buildings in 9 and 10 and 11, teachers are out. There's not homework there or some other places either. This is my hometown. Born and raised here, Dumbar grad, and teachers came to work every day and gave us homework. Thank you, cuz it got me through UC, two other masters, and a PhD. I want our kids to have the same chance I had. That That concludes my comments. Thank you, sir. I don't have any comments. Motion to adjourn. Second. I have a quick question, sir. Dr. Jones has something else first before you go on
168your 30 minutes. Okay. Oh, it's a question. I can ask a question for you. Just real quick. Um Styver Cheer uh stayed on Friday. Uh so the cheer championship and then um also uh I want to give a huge shout out to our bus drivers. We had 69 buses uh to get uh students to uh UD game uh last week. So big shout out to them as well. Thank you. Thank you Dr. Jones in that motion it included logo and naming changes of the district. Correct. Yes. Stick with public schools instead of innovative at Dayton public schools. All right. Well, wait. Wait. Go ahead. Commentary. Go ahead. Terry, that that has to be I mean Yeah. So, uh, who had the motion to adjourn? You did. I suck it. No. Walk again. That was me.
169So, you got to pull it back. I pulled that back. All right. I'd like to make a motion to amend Dr. I mean Mr. Smith's uh motion to include amended. What did you say? The name change. Yes. You got it down, Miss K. All right. Is there a second? Second. So, Mr. Smith is asking that the district not be called anything other than the former name. So, taking off the innovative, right? Is that correct? Let me make sure cuz it show I'm just trying to get up out of here. The motion has already passed. So I make it a second to add to that. This is a new motion. I was saying so this is a new motion. That's what I'm saying. Okay. Right. So it's not necessarily adding to his. It's adding a new
170motion. On top of that. Yeah. Okay. So that's on you vote. Well, it was a motion by Dr. Goodwin and second by Mr. Smith. Yes. You caught us, I guess. Okay. All right. Dr. Bailey, yes. Dr. Goodwin, yes. Miss Reiner, yes. Mr. Lacy, yes. Mr. Smith, yes. Miss Garrison, yes. Walker, abstain. Motion to adjurnn. So move. There'll be a second. Couple. I said to Dr. Goodwin made the motion. Mr. Smith is second. A motion to adjurnn. All right. Call vote. Dr. Bailey. Yes. Dr. Goodwin. Yes. Oh, no. Actually, there is something else that we need to vote. There was something else. We didn't refresh our screen. We can do it tomorrow, can we? Yeah, we can do it tomorrow. Yep. Thank you. We're not here for that. I have no idea if that's present. It's
171not my meeting. Dr. Perfect. Dr. Bailey. Yes. Dr. Goodwine. Dr. Goodwine. Yes. Mr. Smith. Yes. Miss Reiner. Yes. Mr. Lacy. Yes. Miss Garrison. Yes. Walker votes yes. 70. Bye. Good luck. Look at this.