Dayton Public Schools leaders defend and refine Jackson Center alternative program amid questions on enrollment, in-lieu suspensions and supports
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Summary
District staff described Jackson Center as an expanding alternative program that combines academic instruction with mental-health and restorative supports, outlined intake and return procedures for students placed "in lieu of" suspension, and said transportation, staffing and follow-up services are being phased in as enrollment grows.
Dayton Public Schools officials described progress and remaining work on the district's Jackson Center alternative program during a board meeting where staff answered questions about enrollment, staffing, transportation and the district's use of "in lieu of" suspensions.
The district presented enrollment and staffing data and outlined the intake and return process for students assigned to the center. Shara Simmons, representing secondary schools, said the program currently serves 15 enrolled middle school students and 22 enrolled high school students; daily non-enrolled attendance fluctuates and was described as "anywhere from 20 students to 50 students a day." Simmons said the program currently has seven teachers, one intervention specialist, one school counselor, a full-time therapist from South Community and one OEC academic coordinator, and that the district is seeking a replacement social worker.
District staff described the Jackson Center as split into two academies: Inspire (enrolled students) and RISE (non-enrolled students placed at the center in lieu of suspension or expulsion). Principal Christian said enrolled high-school students follow a five-period day with four core classes (English, math, science and social studies), credit recovery using Apex and a creative writing class, and that each student receives 75 minutes of daily support from an MTSS instructor or therapist.
"Every young person deserves an education, custom to their unique circumstances and potential," Simmons told the board when introducing the presentation. Simmons and Principal Christian repeatedly emphasized the center's focus on mental-health supports and credit recovery. Staff said the district partners with Dayton Metro Library for monthly enrichment, UMADOP (drug and alcohol assessment partner) for substance-related supports, and other community providers for arts and vocational programming.
Board members pressed staff for details about how "in lieu of" placements work, how coursework is handled and how students transition back to their home schools. Principal Christian described an intake procedure: intake conversation with parent and student; scheduling to fit whether the student is enrolled or non-enrolled; assignment to classes and teacher introductions; and a return process that includes coordinating with the home school to deliver completed work or scan assignments to a principal. Staff said they are working to systematize follow-up so mental-health and other services received at Jackson Center will continue at the home school when students return.
Superintendent Dr. Lawrence said the district intends to scale the center gradually and to refine regulations rather than immediately change district policy. "We want to keep it stable while we incrementally get larger and then think about phase 2 for next year," Lawrence said. Staff added that the intake forms and referral process are being reviewed with principals and curriculum staff to reduce confusion and improve consistency.
Transportation and staffing were recurring topics. The district said transportation currently has two buses dedicated to the alternative program to speed routing once referrals are received; staff said routing typically takes two to three days and that they try to expedite transports while routes are being finalized. Board members asked whether students placed "in lieu of" suspension remain eligible for extracurricular activities; a former high-school principal on the dais said participation should be allowed because "in lieu of" is not the same as a suspension. The board and staff also discussed how expulsions remain distinct and may carry different consequences.
District leaders described ongoing work to align Apex coursework and district curriculum so students can re-enter their home classes on track. Chief Sheehy and curriculum staff were reported to visit the center frequently to align pacing and course content. Staff said they are tracking the first cohort of students who have returned to their home schools to measure recidivism and service continuity.
Board members asked for more outreach to families and home schools to explain the program and the intake/return process; board member Walker suggested sending Jackson Center staff to high schools to brief parents and principals. Staff agreed to provide additional communications and to collect and report more data on post-placement outcomes.
The board did not take a formal vote related to Jackson Center during the discussion; members directed staff to continue refining intake forms, regulations and inter-school coordination.
Staff and community presenters asked the board to monitor implementation closely as the program expands, and several board members thanked Jackson Center staff for the work they described and asked for ongoing reporting to the board.
