All right, please I didn't have to go with that more.

It's in this minor.

Thank you.

Hey, thanks a lot.

Hey, I we are really honored to be here today.

I didn't know these work sessions occurred.

You know, this is like a whole mystic thing.

Yeah.

What do they do over there?

Yes.

Yes, now I know what they do over here.

No personal abuse, most traffic.

Well, uh, I'm just gonna ask my team really quickly, except for Miss Minor, who's turning out to be like Michael Jordan, just one word, Lisa to introduce themselves and all of our support stuff.

I'm sorry to break, I am the assistant for Dr.

Lawrence and Ms.

Minor.

Yeah.

Laura Collins, our associate director of education technology.

Okay.

Hello, Lisa Oletsky.

For next generation.

And Aaron to a lady chamber college and career readiness in both sense.

Uh I just want to say that this work is transformational.

And actually, this is a good plug for me.

That's a transformational thing coming up for me.

The mayor is going to marry me on Friday.

So I don't know if Friday at noon.

So I won't be single anymore.

That's a transformation.

Congratulations.

Yeah, all right.

Um, hey, I wanna say that um we um we we believe in system wide work.

Um, and what that means is we do wanna don't get me wrong, we want to be in these positions for as long as possible to get working.

So I'm not asking to be kicked out of the seat of superintendent and ignores my team when I leave.

But we want to put a system together that's a legacy system, one that moves past just our careers here.

Uh I'm gonna say briefly, we mentioned Akron yesterday.

I think it's important to know uh that they had four superintendents.

There were two elections, so two board turnovers, uh, two treasurers, um, and the system kept moving forward.

You look at ACW's graduation rate, all the schools are above 90.

You look at their career pathways, they're all connected, all those experiences are guaranteed.

So I think for us, because we are getting close to retirement, we want our legacy to be a system so that the next superintendent, next assistant superintendent, the next group of young people to come in.

It's not tear up, destroy, and start over, it's continue to build you and the rest of the communities around the region who have helped us put this work together.

So continue to build, not tear down.

And so I just wanted to say that as an opening to a foundation to the work that we're trying to do.

And Miss Minor, I'm gonna turn it over to you.

Okay, thank you, Dr.

Lawrence, and thank you everyone for allowing us to come.

And Mayor Turner Schloss and all the commissioners and your support last night.

We're just overwhelmed with gratitude.

And so we'll go on to the first slide.

Thanks, Matthew, for helping us.

Um, many of you have seen this, uh, and you can see this is our goal, our vision.

And we're very serious about 100% of our students earning these credentials and having these opportunities when they graduate a year after graduation and beyond, they're successfully contributing to their community in multiple ways from the systems we put in place to ensure that all of our students who graduate receive these opportunities and credentials, and our systems that were putting in place will allow that to happen.

So we'll go into the next slide.

One of the things we did when Dr.

Lawrence put the team together uh in 22-23, we had to assess where are we and where are opportunities happening and where are they not?

And so looking at this, we could see a pattern.

The higher achievement, the higher graduation rates, the data attendance, even behaviors, where there were halfways and magnet programs like the arts, those students were performing better.

They had a purpose for coming to school, engagement.

It was a trend.

We said, well, how can we bring these opportunities to every school?

And we don't want any child left out.

Or as Matt, our career tech director would say, when he would get the applications, it would break his heart to tell certain people no.

You get it, but you don't.

So how do we make it so everyone can get it?

We'll go to the next slide.

And so reflecting, we thought about improving the slide.

Trying to figure out why Dunbar and Marshall Arts Court is low, but Meadowdale is sport is high.

That's what Lisa said.

She said that when yeah, the pathway, schools with pathways were the ones that were higher.

So she said, why not have pathways in all the schools so we can all move in that French number?

I think it's really about the growth.

Yeah.

Because of the 21 school years when we added career tech pathways to Meadowdale.

And so we're starting to see that data trend up with added pathways.

Right.

At 55% all the way to 61.

So that's 23 and 24 and 25, I'm sure.

Yeah.

We should put the question, we should put the rest of those.

Rest of them up there.

We'll adjust this.

Thank you for that.

Thank you.

And so then what does it cost a community if people don't the cost of dropping out and they don't get the high school diploma?

And you can see we started thinking about the workforce and the economic impact of people not graduating and being prepared, and you can see what the data says about the federal prison 75% of the incarcerated men did not complete high school.

What systems can we set in place to increase and ensure everyone graduates?

So that was our goal as we're looking at the research.

We can go into the next slide, and then a deeper look.

This is what we were talking about, uh, Commissioner Pair child.

Three higher performing high schools had art or CT Art Magnet, and actually Stivers has both CTE and Arts or CTE programs.

The graduation rates, there was disparity.

You can see, although some of the schools were higher than Middle Dale, but they were growing when we provided those opportunities.

When we started, and that that's one that really stuck out to me.

I really couldn't believe it.

Only one high school in the Dayton Public Schools offered AP.

That's an equity issue.

And so we can we looked at this data and said that's got to change immediately.

So we can go on to the next slide.

And so under new leadership with Dr.

Lawrence, we created, and this was created with the community as well, our academic action plan.

We had the NAACP learned to earn gate and several committees CDC.

They helped us.

We said, well, what can we do to really make a difference?

They helped us with our academic action plan.

We created priorities.

We knew we needed to be equitable with access to pathways and programmings for everyone, increase academic access to more advanced courses.

We hired a consultant, Able audit, conducted an audit of our curriculum because we said if we're serious about all of our students being able to go to college and have opportunities, what's our curriculum look like?

And are we providing the right curriculum to do that?

So the audit told us we needed to increase that we had a strong CTE program, but it wasn't equitable.

We knew that that it wasn't everywhere, and everyone didn't have AP college credit access and things like that.

So we started to do that, and then Dr.

Lawrence working with friends, I think with the superintendent at Akron, invited us to one of their um, it's called Akron and Actions like a conference.

So that was the first time we were exposed to Ford Next Generation Learning.

Now our goal was already to expand opportunities, but when we visited Akron, they had pathways in 100% of our high schools.

So we saw it, and then from there we contracted with Ford Next Generation Learning, and that's when we started the process to make sure we are able to bring this to date so we can go into the next slide.

And so we talked about the curriculum audit, the ABLE audit, and this is these were the results we needed to provide all students with a strong academic core.

Uh, and the pathways should keep student options open to ensure that students are prepared for post-secondary education and higher than entry-level jobs, living livable wage, you know, high-income jobs, focus on depth and breadth, and build-in secondary, post-secondary credit.

So you'll see a slide later that talks about how we've increased the number of college credit plus courses and opportunities for our students in all high schools.

Thank you.

We go to the next one, Maddie.

So part of our research was studying, and our coaches here, one of them worked with Hampton City Schools, and we started to examine well, what are some districts similar to Dayton?

Hampton City Schools is a little larger, like 18,000 students, and they've gone through the all the phases.

We're in phase four, and they're completely up and running.

We said, Well, what does their data look like?

So let's look at the next slide.

You can see their graduation rate, how it went up.

So we're looking forward to that, how it goes up through the years, they're all the way up tonight, and it's probably higher than that now.

The next slide talks about degrees.

How many students earn their high school diploma with their associate degree?

In 2018, about when they started, only two.

I think last year we had only one.

So we're kind of equal there.

In 2024, 58 degrees.

58 students earn their associates with their diploma.

Those are the kind of things we're looking forward to with these systems we're putting in place.

Let's go on to the next slide.

And this is the video, we'll skip it because I think some of you have seen it for the sake of time.

Um, and then these are our buckets of our strands that we must meet, transforming teaching and learning and teaching so it connects to real world based world world learning and inquiry base that's more engaging, transforming our culture, systems, and structures, literally looking at policy, looking at how we do things, our partnerships, transforming partnerships is going extremely well.

Those of you who were with us last night, all of those people are the partners that have kind of signed on, including our city city uh employees as county employees.

It's been amazing.

And today we spent uh full day, and we had partners working on helping us create a partners handbook, a partnership handbook.

Many people say, Oh, I'm trying to get in with Dayton to try to do this.

There's going to be a formalized handbook, and that will always be there and updated.

So 10 years from now, people don't have to worry about how do I help or how do I do this?

So there are partners are helping us with that, helping us with recruiting the right teachers for these pathways, helping us with spreading the message to build the strength in our programming.

So that's been amazing.

Let's go on to the next.

Where these are the phases, every district, and there's about I think 300 uh in uh districts that have gone through the process, must go through the phases.

We're now in phase four, meaning we're implementing uh implementing our plan.

Let's go on to the next slide.

And this is one that's we worked on today as well.

The portrait of a graduate was so was created, it's directly community community connected, over a hundred people.

We asked our business partners, our government leaders, politicians, what are the essential skills our students need to have to be a success in the workforce at college?

And through multiple meetings, these are the critical skills that the community and the district together came came up with.

And today we started writing indicators and how you measure.

When Dr.

Lawrence and I presented this to the chamber, this is the slide they were most interested in.

They said they know our kids can come.

We got a 4.5 on the report card for preparing for college and career, but these are the skills they need everybody to have.

This is gonna make or break you in the workforce, and they wanted to know how we're measuring it.

So we're literally writing many lessons from preschool all the way to 12th grade.

Our children will get taught these skills every year.

So by the time in about five to six years when our high schoolers start, they'll be different freshmen.

And the and we've we've got it all mapped out and we're still working on it.

People ask, well, how do you do this preschool through high school?

And this is where it is at elementary.

Those children, instead of just knowing about a few careers, they're gonna be given guaranteed experiences to learn about all of our pathway careers, by the way, which were selected from our community, telling us what are the jobs we need in this region, what are the future jobs we need most in this region?

So our students will get exposed to those types of careers.

So they know more about you know the health care, the IT, the advanced manufacturing, all of those fields that we need the most to keep the market going.

Middle school will explore high school, they're getting the job shadowing, internship experiences in addition to earning the credentials, and then we'll make us college and career ready with our portrait of a graduate.

Our partners are even helping us write that, like we have.

If you have some youth works kids here at the city, we'll ask you, how is Lisa doing with work ethic or integrity?

So that it's all the whole community is helping us with this.

And that was through the multiple 14 meetings with about close to 50 to 100 people at each meeting.

This is what is represented in our high schools as pathways.

And so we can go into the next slide.

And so some signs of growth.

What have we done so far for 25-26 for this school year?

Classes are built for all 10th grade students for next year.

So we're building it up for those pathways, building lasting partnerships with industry and higher education.

Um, all high schools now, and I think our chief of college career readiness have AP courses, nobody's left out, have honors courses, no one's left out.

All high schools have access to college credit plus, and 41% last year, 41% of students participated in work-based learning opportunities.

And I think so far this year, Matt, is it 60%?

We're already at 60% this year, so that's significant.

We'll see what it is by the end of the year.

So we're excited.

Um the next slide, other signs of growth.

So we as I said, everyone has AP courses now.

You can see in 23, 24, that first line, it was zeros all the way down except for cycles.

Now, all the way down, courses are offered, students are enrolled, and we've grown each year with all schools, but one will make sure that goes up for next year.

So that's just an example of what we've done.

Let's go on to the next slide.

And here's some more signs of growth.

And so remember we showed the 55% from Metaldale.

They moved all the way up to 67%.

And that's just yeah, that's just with those pathways.

You could see the difference.

So as we're adding pathways to the other schools, this is what we expect to see.

And it's just we're our systems are gonna be much better.

This is without us even knowing all the systems because we're learning it from our coaches, it'll be even more better.

So we're excited about that.

Uh, let's go on to the next slide.

Uh, as I said, we you can see where we have enrolled, how many students are enrolled, college credit funds, and then credits earned.

And then next year we expect it to be up even more because we expand it every year.

And let's see, the next, oh, this year.

Oh, actually, I want to go back one slide.

Yeah, just want to I want to we were we'll be doing the next four or five minutes.

We can have about 15 minutes for questions, but I'm gonna go back look forward there right here.

I want to breast in that space right there for a moment.

Um again, 22 23.

We came in the next year as we came is 23-24.

Unless Lisa said, we're just trying to figure it out.

We're learning.

So you see from 1774 to 1823, and then we created this college and career readiness, and Aaron is the chief of that, and once she could focus all of her energies on that, she used to supervise schools and do all this, right?

Once she could just focus on college and career readiness, you see that enormous jump in credit hours going from about 1800 to about 2200.

So now that we have a dedicated person who um she walked in, but let us say my favorite principal.

My favorite principal.

Uh and Miss Dooley is amazing at what she does.

And so now that she can focus on that, we expect to see this exponential growth uh continue in this space.

And then the next slide, uh, which I think is the next last one.

You see 2223.

We were all somewhere else.

Um we came and gotten together here in 2324, and you can see us go from three stars to four stars.

It is very hard in the state of Ohio to need an entire star.

I mean, very difficult.

Um, and so we go well from three to four, and then you see us in 2324, we go from three, four stars to four and a half in 2425.

We are really shooting of to be a five-star district.

Um, and I think the report cards matter, uh, the early grades matter, they're uber important.

Pre-K through three is the foundation of our academic action plan, let's be clear, and ninth rate transition and making sure it gives me tripulate.

But this right here gets business folks on the edge of the season, wait, they're coming to us ready to work.

And that's what's really important to them.

And I think we have one more slide.

Uh kind of captures all the things that I should say.

So we have time to watch the video.

Yeah.

We're you know what I mean.

I saw jump ahead of the mayor.

I'm sorry.

Listen, I I saw that Eric kind of shake your head when I said yes.

We do it was it's an amazing video.

Yes, we have it.

Back to the video.

We wanted to get through first, and then yes, we have maybe she did not.

We got our ideas.

Yeah, it's not a two.

I don't need readers where it was produced by our public information office.

Uh they are award-winning.

Uh they they have some they're all over the place, these awards, we can count them.

Yeah, um, and then they just produced an amazing documentary that was uh shown Saturday at Cyprus uh about the challenger center and just and so our challenges that are the challenges center flight and how our challenges center came to be um at Kaiser.

So I you know, our academic team is amazing, uh, and our PIO team is next level as well.

Challenger Center is put in the originals, and that's why they did the big documentary.

So wait, wait, I do have one question.

Um Dr.

Mono, you said for next generation learning, you guys have done this process for 300 schools already.

Correct districts for 300 districts across the country school districts district.

27 50 plus 50 districts, yes, 50 districts in the nation, 50 districts.

So okay, I got from in Scotland.

And then given that obviously you guys have done this so many times, I'm just curious what type of because Dr.

Lawrence spoke to the sustainability of it.

When you guys have designated a school district uh as a poor next generation learning district, what type of support is provided ongoing?

You know, is it uh is it the same level of kind of being in lockstep, or do you all step away and kind of let the system just be adopted?

Well, you're helping to build the system, right?

But then also that's what's important, and this is a long-term relationship that is part of the board NGL process in the designation last night.

You they become part of this network.

So that only do they have a support of us.

And I think if we asked a few of them, we can say we could be relentless and push them.

I think we're the words that were used.

Um, they also have the support of a network across the country.

Okay.

And so there's also professional learning opportunities where they have access to all of the other communities who believe in this, who it's working, and that can problem solve together, right?

Because it is about building those systems so that it's being a problem.

But our support continues.

Thank you.

For generations, Dayton has been a city shaped by innovation, resilience, and the belief that education can transform lives.

And over the past several years, Dayton public schools have embraced that belief with renewed purpose.

In 2024, the district began a bold journey, partnering with Ford Next Generation Learning to redesign what education could look like for every student.

What started with listening and exploration quickly grew into one of the most collaborative efforts in district history.

Over two years, hundreds of voices came together.

Students, teachers, principals, parents, business and industry partners, higher education, faith-based leaders, government officials, community organizations, all working side by side to imagine a stronger future for our students and our city.

Through phase one, we examined our data, our strengths, and the needs of the region.

In phase two, we gathered to create a shared portrait of a graduate that reflects the skills and dispositions all Dayton scholars will acquire.

And in phase three, we plannedly and relentlessly building the systems, structures, and partnerships required to bring real transformation to life.

Together, we identified high-demand regional careers, aligned new pathways, created a freshman academy, and designed a pre-K-12 model that connects learning to real-world opportunities.

We built a framework grounded in inquiry leadership, community voice, and equitable access for all students.

And now, after years of collaboration, planning, and unwavering commitment, Dayton Public Schools proudly unveils the next chapter.

The innovative academies of Dayton Public Schools.

A district of wall-to-wall academies where every student is known, supported, and prepared for college, career, and life.

A model built with the community, by the community, and for the community.

This is more than a redesign or restructure.

It is a promise, one that ensures every graduate leaves Dayton public schools with purpose, preparation, and pathways to success.

And the future starts now.

I think I asked the question that I had that I also got to pleasure to it's in last night.

So I'm just eager to see the and uh mere support.

So thank you all.

Now this is impressive.

I don't think I could have asked or anything more than this.

This across the board, the connectivity, the collaboration.

Yeah, the new preach doesn't business community and conversation together and put the apprenticeship programs, and it's the connectivity, but more so than that, it's the marketing effort.

This is something that we can push out for economic development partners across the region to tell a different story about data schools and the workforce pipeline that is available to us.

That means this is impressive.

I saw this in the presentation at the workforce investment board maybe that much better.

And I thought to myself, well, this is right on point.

But then I also saw the kind of connectivity with uh MCESC uh their business advisory council annual meeting last week, and this is aligned with that.

Just across the board.

I mean, this is kind of what data public schools used to look like when I attended DPS and Aaron, this is now the third time I've heard someone refer to you as the best principal.

And Aaron, this is now the third time I've heard someone refer to you as the best principal of the investment.

Some of these are folks that you know have traditionally had negative opinions on dating public schools.

Um so this is really impressive.

I'm all in.

Uh if I can be helpful, I won't you reach out, but this is something we need to be talking about far and wide.

Thank you so much, Commissioner Schumer.

What we ask our partners is just to advocate, advise us, and assist.

That's it.

We're all together.

Well, it's it's about talking up the collaboration and connectivity because that's what is moving moving the wheel.

Um, and to just kind of everyone has to be all in on this to not only the conversation about the in focus schools, but the city of Dayton as well, right?

And it's the same conversation, right?

The different way that we talked about uh our asset.

This is this is going to help a long way.

That's worth it in the fact so much.

We appreciate it.

Shelley came to our early steering committee meetings to each floor.

She was amazing.

And then David Lawrence, the real David Lawrence.

He came to all those sessions that you saw.

In fact, he was in the background and one of those pictures.

So we had your staff is been is has been integral in our work as well.

And uh one of the first people we reached out to um was I called Joe Shavica and said, Hey, I need your help.

Uh and he came right over and running the entire team from the Dayton Foundation.

Uh and Mike Parks called me, he was on some far-off ski getaway.

And he said, I promise you, if I could have been there, I would have.

And so we are in we our goal is to touch every sphere of this region and say we have it is a reasonable conversation.

I'll be speaking next week with uh AirCamp at uh you know I I will pass that along to him.

But I mean, just think of the possibilities.

That's what I'm thinking about.

Not just this, but it's what it's changing, it's changing the story.

And I can't say that enough, and that that's what we needed.

It's right.

Well, here are the pathways.

Uh you can see what's at each school or building them and getting wonderful um responses from the community from the region on how they can help and donate.

What is it?

Aaron Someone, the funny story we have is Elgo Marshall these animal science.

A gentleman called and wanted to donate 62 courses.

True story.

But it's like they're coming out of the woodwork.

It's it's a good thing.

We're just going to be in measure.

It would be made, but it's been great.

And the city has been helpful.

The water department, uh, David Lawrence, there, there's some that did not miss a meeting.

They were there doing the work with us alongside us.

This is the best initiative I've ever worked with.

And David and I were together as chiefs, where the community true partnership.

You know, our coaches there, they would count.

Did you have the community there?

What enough people?

How do you do whatever you the community needs?

Their voices, their voices, and it's just it's been so valuable.

It's been extremely valuable.

So that's samples of examples of what we have, and we could go to the next slide.

And before we go, I'm sorry, I'm gonna make sure we get um commissioner just have an opportunity.

Excuse me, this might be.

Sometimes it's not good enough to have the writers the timing has strikes me that I think that's I I get to feel that the time is remembered change, change their hair almost together.

Good job.

Thank you.

This is it.

We could see Dunbar, Steigers, and our Mound Street alternative, which that's gonna be combined to one school, but the same services.

Uh and that you can see we're even students in our alternative program, we want to make sure that they're having opportunities, so it'll just go from care.

One quick question.

So I know this is probably very difficult, but I was thinking about AirCamp, and I'm on their board and we're we're trying to track uh what happens to young people that go through the program.

So five years later, is there I know it's probably really they scatter and they're off into the wind after they leave your own.

Well, your question was a good question.

Actually, uh Richard Melson, Dr.

Mitchell Nelson has a question at the legislative uh brunch that Board Member Walker held.

And the question is the uh the Lumina Foundation, which is at Indianapolis, they help us track our graduates six years out.

Actually, not just ours, all 16 districts in Montgomery County, they help track all of them.

So we get a report that says, hey, these are the number of kids who graduated in six years, where they what they majored in and where they got.

And so we're looking forward to beginning to track that after as we go through this process.

That's a great question, Commissioner Shaw.

I don't think that's it.

And one thing we have is one of our requirements under this model is a steering committee, a steering committee of high-level partners in the region, and that's our accountability piece.

There'll be an annual report and metrics that are aligned to make it sure 100%.

So that report will come out every year, and the community, then the steering committee will communicate to the community where we are, and it'll be metrics and things that we come up with that are aligned to the goals, and part of that will be after high school, where our graduates, how many stayed in the community to help us with the workforce, all of those kind of things.

So are more members on the comments.

Oh, I I mean, I'm I'll just say, you know, I'm excited about this.

I was excited when I saw it.

Uh we we worked early in the earlier years on some of the career tech pathways with the business advisory group to get the public safety and our water department pathways stood up, and I think this is amazing.

And I love the fact that it the way it's structured so that all of those community stakeholders can come alongside you with lift because it's it should be a community effort.

And you know, anything that we can do to be helpful, you know, as well.

You know, I saw the public service at Belmont, right?

I know that we've had some conversations or we've had some initiatives in the past where we've helped expose students to opportunities, you know, in government public service.

So if there's anything that we can be helpful, you've got my number, Dr.

Lawrence, and we're happy happy to continue to help um where we can too in um showing these paths or illustrating these pathways.

Thank you.

I would just like to add, um, this is really exciting for me.

Um, in my role here at the city, I supervise all of our WS Macintosh scholars.

And um, that's a 40-year, well, all the 40 years next year that the city of Dayton and University has had that partnership.

And the students that have come out of DPS that apply for this scholarship, you've addressed what I think the committee um the selection committee has seen over the years in terms of that um um children regression.

Yes, and making sure that they are the students are ready and they're prepared for not just college, but because of the duality of that program, it's a four-year scholarship to the university, but it's a four-year internship here.

And so getting students prepared to be able to come into the workplace in a professional environment, um, and you know, have the work ethic, the trust and reliability, those are all the things that I helped the students do over the four years.

Um, and it's been impressive, but having that skill set comes in is what distinguishes usually who gets that award and who doesn't.

And so I'm really excited, especially as a 1987 Meadowdale graduate.

So that transformation is possible and expect to see more of our DPS students competing and winning that scholarship award, hopefully for the next 40 years after this.

Thank you.

That's right.

First of all, thank you for letting us um collaborate with you.

We are incredibly grateful to know that we count on City Hall to believe in our students to believe in our schools.

Like everybody in this room, I believe in data public schools for a long time.

And I have put all four of my kids in public schools.

I am grateful that with this we are growing with the needs of the community around us.

Really grateful for all of the work, nursing pretending.

So thank you.

Uh as a student deacon.

First of all, what's that guy?

And I think you then I'll say that this was not a plan that we can't wake was actually going to have to support.

And seeing this work now that the team has done, I think that's really great.

Stop talking about what's going on in Denver and start looking at what's funny.

Thank you.

I was curious.

But it would be the um it's no longer called food science.

It's going to be called environmental biotech.

And she it's she's working at it.

I'm in from Ponents.

It's the biotech program there.

Um it's a heavy act.

And I was part of the group that wrote a grant to try and do some funding with the water department and that particular program.

So it is moving to third marshall because we have to move some pathways and out of ponens.

But that will be an environmental biotech program that we'll be working with the city water.

Oh I'll add um looking at the city and works for them, you all have some things like that.

This address is their marsh and don't work because those two that's able to build those buildings, but now they get to come to the city of Dayton, get career-based learning to take back with them to use that they go to moving forward, or if they remain city of data, things like that.

So it's all around all these minutes.

Any other comments, Python?

And as already mentioned, uh my colleagues and administration, we're happy to support.

So congratulations.

Thank you.

The mayor isn't one of the committee.

Yeah, you're steering him in July.

So we thank you.

Yeah, thank you.

Yeah.