Board discusses remote "learning recovery" days, equity and end-of-semester timing amid extreme cold

Dayton City School Board members on Jan. 21 heard a district presentation on a new remote learning and recovery plan designed to preserve instructional hours after recent inclement-weather closures and to avoid adding summer school days.

The plan matters because state-mandated minimum instructional hours drive whether the district must make up days; district staff told the board the district has about 15 days left before it would be forced to start making up time in the summer for secondary grades.

District academic staff told the board the remote learning days will use existing high-quality instructional materials with home-connection activities so students receive academic review when schools close for weather. Chief Academic Officer Sheehy (presenting with curriculum staff including Mindy) said the plan emphasizes clear staff instructions, equitable access and support for teachers and families. "We want to make sure that we have supports in place for students, students understand the expectations," Sheehy said.

The presentation laid out the state-hour figures the district used in planning: 910 hours for kindergarten through sixth grade, 455 hours for half-day kindergarten and 1,001 hours for grades 7–12, which the district cited as the calculation that gives the district roughly 15 days before summer makeup would be required.

Parent and public commenters pressed the board about how the remote days would be graded and whether the district had accounted for students in unstable living situations. Jamie Ryan of 2137 East 5th Street, Dayton, urged a related change to the academic calendar: "For the good of the students and teachers, please end the 1st semester of the academic year before winter break," she told the board, saying teachers and parents she had spoken with preferred exams before the holiday instead of after.

Student testimony underscored communication problems. A student identified as Scott said the remote day model is "going pretty well" but described a recent remote assignment that did not reach him: "…we were supposed to write an essay or something, and that was never communicated to me through my school email, and it wasn't sent to my mother in any way. So I came to school the next day not knowing that I was supposed to write a whole, like, paragraph on something." He told the board that printed packets helped when online materials were not received.

Board members repeatedly raised equity concerns. Board Member Smith cited district data on students experiencing homelessness — he said about 400 students had been identified as homeless — and noted many group homes are located in Montgomery County; he asked district leaders to track and protect those students from being disadvantaged by remote work expectations. Board Member Witt and others emphasized that some families depend on school buildings for lunch and warmth and supported keeping buildings open during remote days for food service and staff outreach. Vice President Bailey pressed for clarity about how remote assignments count toward attendance and grading; administrators said attendance would be recorded based on returning assigned work and that the weight of that work for grades was at the teacher's discretion.

Administrators said equity measures discussed in planning include providing printed materials or building access for families without reliable internet or devices, giving students two extra days to hand in missed work in some cases, and asking building administrators to communicate written plans to families about how teachers will provide support. The district intends to collect and share data after remote days to identify students who need additional follow-up.

Board members also asked about operational details: which staff report to work on remote days, bus-driver training or assignments, and whether some schools could stay open while others close. Superintendent Dr. Lawrence said the district has a weather committee examining hybrid options and that operations staff, nutrition services and drivers would continue to have tasks on remote days, including training and food-service operations. He said the district payroll outlay is large — district staff cited an approximate payroll outlay figure for context — and emphasized the district's intent to use the work day productively for staff.

Board members asked the administration to improve timeliness of family notifications about remote days and assignments and to produce clearer, consistent written plans teachers will share with families. Several trustees urged a "playbook" so staff, parents and caregivers know in advance how the district will operate when weather forces remote-learning days.

The presentation and discussion did not produce a binding policy change at the meeting; the board received the plan and asked for follow-up reports on participation, attendance, equity measures and communications.

District speakers and presenters during the item included Superintendent Dr. Lawrence; Chief Academic Officer Sheehy and curriculum staff including Mindy; Associate Superintendent Minor; and student speaker Scott. Board members participating in the discussion included President Goodwine, Vice President Bailey and board members Smith, Walker, Witt and others.