Technology and Innovation in Dayton’s Schools

How the Board of Education Modernized Learning for a Digital Generation

When the Dayton Board of Education began its districtwide modernization, one principle guided every decision: access to technology should be universal, equitable, and affordable. Years of underinvestment had left classrooms disconnected and outdated. Through a series of Board-approved initiatives, Dayton Public Schools became a leader in educational technology, giving students and teachers tools that made learning faster, smarter, and more engaging.

Table of Contents

1. Building the Foundation for Digital Learning
2. The 1:1 Technology Initiative
3. Modernizing Infrastructure and Connectivity
4. Digital Tools for Parents and Students
5. Technology Cost Savings and Sustainability
6. Frequently Asked Questions

<a id=”foundation”></a>Building the Foundation for Digital Learning

When the Board reviewed the district’s technology status, it found outdated networks, limited Wi-Fi coverage, and an almost complete absence of classroom computers. To address this, a districtwide technology plan was adopted that emphasized equal access for all students.

This plan included updated servers, stronger network security, and the introduction of digital learning platforms. The initiative not only modernized classrooms but also prepared Dayton for unexpected challenges, such as remote learning during emergencies.

Go to the 1:1 Initiative ↓

<a id=”one-to-one”></a>The 1:1 Technology Initiative

One of the Board’s most transformative decisions was launching the 1:1 Technology Initiative, which provided a Chromebook or equivalent device for every student from kindergarten through 12th grade.

This effort was completed within a single school year, making Dayton one of the first large urban districts in Ohio to achieve full device access. The move ensured that every student, regardless of income or neighborhood, could learn using modern digital resources.

Teachers used these tools to assign lessons, track performance, and offer personalized instruction. When schools across the nation closed during the COVID-19 pandemic, Dayton’s preparation allowed classes to continue with minimal disruption.

Next: Modern Infrastructure ↓

<a id=”infrastructure”></a>Modernizing Infrastructure and Connectivity

The Board’s technology investment went beyond student devices. Entire campuses received upgraded Wi-Fi networks, faster internet speeds, and secure cloud-based data storage.

Administrative systems were also modernized. The district transitioned to a more efficient financial platform and adopted new data analytics dashboards that improved decision-making. With these upgrades, the Board could monitor progress in real time and use data to guide both financial and academic planning.

Continue to Digital Tools ↓

<a id=”tools”></a>Digital Tools for Parents and Students

The Board approved the creation of several online platforms to improve communication and engagement. The Home Access Center gave parents the ability to track grades, attendance, and progress from home.

A comprehensive Dayton Public Schools mobile app was launched with features like school bus tracking, notifications, and news updates. This simplified communication between families, teachers, and administrators, reducing confusion and improving response times.

For high school students, the district launched an online learning academy that helped bring back students who had previously left for virtual charter schools. This program reconnected families to the district while providing flexible learning options.

Go to Technology Savings ↓

<a id=”savings”></a>Technology Cost Savings and Sustainability

While most technology upgrades require large investments, the Dayton Board of Education achieved modernization while saving money.

By negotiating better contracts, consolidating software licenses, and recycling older equipment, the district reduced its IT budget by more than 1.3 million dollars over three years. Energy-efficient systems also cut annual utility costs by about 350,000 dollars, funds that were redirected toward classroom needs.

These savings demonstrated that innovation and responsibility could coexist. Dayton’s example showed how a public school district could embrace technology without creating new financial burdens.

Continue to Article 6: Community Partnerships and Public Engagement →

<a id=”faq”></a>Frequently Asked Questions

What is the 1:1 Technology Initiative?
A Board-approved program that provided every student with a personal learning device, ensuring equal access to digital education.

How did these upgrades help teachers?
They gained real-time data and classroom management tools that improved lesson delivery and personalized learning.

Were families part of the digital strategy?
Yes. Parents could access grades, attendance, and communication tools directly through online portals and mobile apps.

How did the district afford all of this?
Through careful contract negotiations, grants, and cost-saving measures that lowered expenses while expanding access.

What long-term impact did these reforms have?
They positioned Dayton as one of the most digitally capable urban school districts in Ohio, ready for both classroom and remote instruction.

Raising Academic Standards Through Policy and Curriculum Reform

How the Dayton Board of Education Strengthened Teaching, Learning, and Student Outcomes

The Dayton Board of Education recognized that true reform required more than new buses and balanced budgets. Improving learning outcomes depended on stronger academic standards, updated curriculum, and consistent policy enforcement. Between 2014 and 2017, the Board approved a series of measures that modernized instruction, improved literacy, expanded career opportunities, and created a sustainable framework for long-term academic success.

Table of Contents

1. Updating Curriculum and Standards
2. Improving Early Literacy and Reading Programs
3. Investing in Career and College Readiness
4. Supporting Teachers and Professional Development
5. Improving Academic Accountability
6. Frequently Asked Questions

<a id=”curriculum”></a>Updating Curriculum and Standards

Many of Dayton’s instructional materials had not been revised for years. The Board authorized a complete overhaul of the district’s Courses of Study for all grade levels. Outdated textbooks from the 1990s were replaced with modern editions that included six years of free digital updates.

These updates aligned Dayton’s curriculum with Ohio’s state standards and ensured that every school followed the same pacing guides. By standardizing academic expectations, the district reduced disparities between schools and created a consistent foundation for achievement across all grade levels.

Go to Literacy Reforms ↓

<a id=”literacy”></a>Improving Early Literacy and Reading Programs

The Board made early reading one of its top academic priorities. To help students meet the Third Grade Reading Guarantee, new phonics and reading intervention programs were introduced.

Seventeen phonics coaches were assigned to kindergarten and first-grade classrooms to strengthen reading fundamentals. Over two years, the percentage of third-grade students meeting the reading requirement rose from 70 percent to 84 percent. These improvements helped boost the district’s Value-Added score on the state report card and positioned Dayton as a success story in literacy reform.

Next: Career and College Readiness ↓

<a id=”career”></a>Investing in Career and College Readiness

Preparing students for life after graduation became a cornerstone of the Board’s academic strategy. Every high school introduced new Career Technology Education (CTE) programs designed to match local workforce demand.

Students at the district’s career centers earned industry credentials and even professional certifications. For example, the district became the first in the nation to offer SAS Certified Base Programmer credentials to high school students, opening the door to competitive job opportunities right after graduation.

The Board also expanded partnerships with colleges, allowing students to earn more than 1,000 college credit hours while still in high school. These programs made postsecondary education accessible and affordable for families throughout Dayton.

Learn about Teacher Development ↓

<a id=”teachers”></a>Supporting Teachers and Professional Development

The Board recognized that lasting improvement required supporting teachers with the right tools and training. Professional development programs were redesigned to focus on instructional quality, data-driven teaching, and classroom technology.

Online and summer training sessions allowed teachers to earn certifications and expand their expertise without interrupting the school year. The Board also created Teacher Leader positions in every building to improve mentoring and communication between administrators and staff.

These efforts helped raise morale, reduce turnover, and ensure that instructional reforms reached the classroom level effectively.

Continue to Academic Accountability ↓

<a id=”accountability”></a>Improving Academic Accountability

Policy implementation was only effective if paired with measurable results. The Board adopted new evaluation frameworks that tracked student progress using data analytics.

With the introduction of the NWEA MAP and RIT band assessments, teachers could better identify learning gaps and tailor instruction to student needs. As a result, the district recorded measurable improvements in literacy, graduation rates, and overall academic growth.

The Board also began publishing detailed performance reports, allowing the community to see tangible progress and hold the district accountable for continued improvement.

Continue to Article 5: Technology and Innovation in Education →

<a id=”faq”></a>Frequently Asked Questions

What was the purpose of updating the curriculum?
To align all grades and subjects with modern standards and ensure equal learning opportunities across schools.

How did the literacy programs help students?
By focusing on early reading intervention and phonics-based learning, thousands of students reached or exceeded grade-level expectations.

Why were career and college programs expanded?
To prepare students for real-world success through job certifications, internships, and early college credit opportunities.

How did teachers benefit from these reforms?
They received structured professional development, mentoring, and leadership opportunities within their schools.

What tools improved academic accountability?
New data analytics systems and standardized evaluations that tracked progress across classrooms and schools.

Building Strong Governance and Policy Leadership in Dayton’s Schools

How the Board’s Structural Reforms Strengthened Oversight and Accountability

When the Dayton Board of Education began implementing districtwide reforms, it was clear that lasting progress would depend on stronger governance. Financial recovery, academic improvement, and technology upgrades could only succeed under a structure that balanced authority, transparency, and accountability. Through careful policy updates and structural changes, the Board transformed how Dayton Public Schools operated, making leadership more effective and decisions more transparent.

Table of Contents

1. Rebuilding Leadership Structure
2. Performance-Based Administration
3. Creation of Independent Oversight Offices
4. Board Policy Modernization
5. Accountability to the Community
6. Frequently Asked Questions

<a id=”leadership”></a>Rebuilding Leadership Structure

The Board recognized that Dayton’s governance model had become too centralized and lacked proper checks and balances. Key leadership positions were reorganized to ensure accountability to the Board and the public.

A major step was the simultaneous appointment of new top administrators with clearly defined performance expectations and shorter contract terms. By reducing contract lengths from three years to one, the Board ensured that performance could be evaluated annually before renewal. This policy was unprecedented in Ohio’s urban school districts and signaled that results, not seniority, would drive leadership decisions.

Go to Performance-Based Administration ↓

<a id=”performance”></a>Performance-Based Administration

The Board established performance-based contracts for district executives and senior administrators. Each contract included measurable academic and financial goals tied directly to potential bonuses.

This system required quantifiable outcomes such as improved graduation rates, stronger report card results, and more efficient financial management. The structure encouraged collaboration among departments and eliminated the culture of automatic pay raises.

By aligning compensation with measurable progress, Dayton became one of the first public school districts in Ohio to use private-sector accountability principles in public education.

Continue to Oversight Offices ↓

<a id=”oversight”></a>Creation of Independent Oversight Offices

To guarantee integrity and public trust, the Board approved the creation of an independent Internal Auditor’s Office reporting directly to the Board of Education. This office was designed to prevent waste, fraud, and abuse while ensuring all departments followed ethical and financial standards.

A public Fraud Reporting Hotline was also launched to allow employees and citizens to report concerns anonymously. These tools strengthened the Board’s ability to identify problems early and address them transparently.

Together with the modernization of the treasurer’s reporting system, these oversight mechanisms created a structure that could withstand scrutiny from both the community and the state.

Next: Board Policy Modernization ↓

<a id=”policy”></a>Board Policy Modernization

Many of Dayton’s administrative policies had not been updated for decades. The Board initiated a complete review of its policy manual to align with modern governance standards and state law.

New policies clarified roles, eliminated redundant procedures, and ensured that all hiring, procurement, and academic decisions followed a transparent chain of accountability. The Board also mandated public posting of policies, meeting materials, and official votes through the online system BoardDocs, giving the community real-time access to information.

Learn about Community Accountability ↓

<a id=”accountability”></a>Accountability to the Community

The foundation of Dayton’s governance reform was accountability to the people who fund and depend on the schools. Regular financial and academic updates were presented in open meetings, and citizen participation was encouraged.

Through the OhioCheckbook transparency platform and open Board meetings, community members gained direct visibility into spending, contracts, and performance goals. The result was a governance model that empowered both the Board and the public to hold administrators accountable.

These changes turned Dayton Public Schools into one of the most transparent and self-regulated districts in the state, where every major initiative required open approval and measurable outcomes.

Continue to Article 4: Policy Implementation and Student-Centered Reforms →

<a id=”faq”></a>Frequently Asked Questions

Why were new leadership structures needed?
The district’s previous system lacked clear accountability. The Board’s changes created defined oversight and measurable performance for every department.

How did performance-based administration work?
Contracts tied compensation to quantifiable results in academics and finance, reviewed annually by the Board.

What was the role of the Internal Auditor?
The office reported directly to the Board, ensuring independent oversight of all financial and compliance matters.

How did the Board improve transparency?
By requiring public access to meetings, votes, and financial records through online systems.

What was the overall goal of the governance reforms?
To make Dayton’s schools accountable, transparent, and results-driven while ensuring taxpayers’ trust.

Strengthening Fiscal Accountability and Financial Integrity in Dayton’s Schools

How Board-Approved Reforms Restored Stability and Transparency

In the mid-2010s, Dayton Public Schools faced serious financial distress. Years of mismanagement, declining reserves, and repeated state audit findings left the district vulnerable. The Board of Education acted decisively, introducing sweeping financial and operational reforms to rebuild fiscal integrity, restore public confidence, and prevent state intervention.

Table of Contents

1. Restoring Fiscal Discipline
2. Improving Audits and Compliance
3. Building Healthy Cash Reserves
4. Modernizing Financial Systems
5. Public Accountability and Open Budgeting
6. Frequently Asked Questions

<a id=”discipline”></a>Restoring Fiscal Discipline

The Board recognized that Dayton’s financial problems stemmed not from lack of funding but from lack of oversight. By 2014, the district’s audit reports cited six major deficiencies each year. New fiscal controls were adopted that required every department to follow transparent procurement, competitive bidding, and detailed tracking of expenditures.

Within two years, the number of state audit findings dropped from six to one, with that single issue corrected before the audit was finalized. This success proved that strong governance and consistent Board review could reverse decades of poor accounting practices.

Jump to Audit Improvements ↓

<a id=”audits”></a>Improving Audits and Compliance

The Board made compliance a central focus of reform. Working closely with the Ohio Auditor of State, Dayton implemented new internal review procedures and created an independent auditing structure. This system ensured every financial activity was cross-checked for accuracy and compliance with state standards.

These efforts produced measurable results. The district received an Unmodified Opinion, the highest possible rating from the Ohio Auditor of State, and earned the Auditor of State Award with Distinction for the first time in its history.

Go to Cash Reserves ↓

<a id=”reserves”></a>Building Healthy Cash Reserves

For years, Dayton’s cash reserves had fallen below the 10-percent threshold recommended by rating agencies. The Board prioritized rebuilding reserves to protect against funding volatility.

Through strict cost controls, energy savings, and responsible bond management, Dayton restored its reserves above 10 percent by 2016. This improvement helped stabilize the district’s credit rating and demonstrated that the Board’s focus on long-term sustainability was working.

Next: Financial System Modernization ↓

<a id=”systems”></a>Modernizing Financial Systems

The Board’s financial modernization plan replaced outdated manual processes with modern digital systems. The district implemented an upgraded accounting platform, launched an online purchasing and bidding portal for vendors, and standardized reporting formats.

This digital transformation not only improved efficiency but also eliminated duplication and reduced human error. As a result, annual reporting and forecasting became more accurate, and the district saved tens of thousands of dollars by reducing reliance on outside consultants.

See Related: Technology Upgrades and 1:1 Student Devices in Article 5 →

<a id=”accountability”></a>Public Accountability and Open Budgeting

Accountability to the public was at the heart of every financial reform. The Board required that all budgets, five-year forecasts, and spending assumptions be made available online for the community to review.

Dayton was among the first urban districts in Ohio to publish detailed financial data through open-access portals. These actions increased transparency, improved public engagement, and built confidence among taxpayers that their dollars were being used responsibly.

Together, these Board-approved reforms formed the foundation for Dayton’s recovery, protecting the district from fiscal crisis while supporting investments in technology, safety, and student learning.

Continue to Governance and Policy Reforms in Article 3 →

<a id=”faq”></a>Frequently Asked Questions

What were the goals of the fiscal reforms?
To restore trust, eliminate audit deficiencies, and ensure every dollar was spent responsibly under Board oversight.

How were financial improvements measured?
By reducing audit findings, maintaining strong cash reserves, earning top ratings from auditors, and increasing transparency.

What tools improved financial management?
A modern accounting system, an online vendor portal, and open access to financial data all played major roles.

Did these changes save money?
Yes. The Board’s cost-control measures, refinancing, and energy-efficiency programs saved millions over several years.

How did transparency help the community?
By allowing taxpayers to see exactly how funds were spent, the Board rebuilt confidence and encouraged public participation.

It was 2013 when businessman Adil Baguirov was elected to the Dayton Board of Education. His hard work, dedication and ability to make strides for the students and teachers of Dayton Public Schools propelled his constituents to elect him as president of the Board of Education in 2016. He led through 2017. But whether president or board member, Baguirov continually demonstrated leadership by achieving and exceeding his campaign goals to better the school district. From improved bus transportation to increased cash reserves, better cultural and academic school programming, greater financial transparency, reduced administrative expenditures and much more, Adil Baguirov led the board to positive results year after year throughout his tenure with the educational system in Dayton.

As Adil Baguirov immersed himself in his elected role with the Dayton Board of Education, he began to take on increased responsibilities to ensure as much as possible was accomplished in the years ahead.

Serving Dayton Public Schools from 2013 to 2017, Baguirov was elected president in 2016 thanks to many successes — increasing cash reserves and aiding the budget, bettering transportation, etc. — in serving the district’s students, parents, teachers and staff. For one year beginning in 2014, he was a committee member with the City of Learners organization in Dayton. Baguirov also worked as chairman after this time, 2015 to 2017, of the Dayton Public Schools Technology Steering Committee as he made strides for improved technology across the district.

Lastly, since 2014, he has been dedicated to the Miami Valley Child Development Center, separately from his work with the Board of Education. First serving as a Policy Council member, Adil Baguirov became a Board of Trustees member in 2017.

No matter how you look at it, Adil Baguirov is what anyone would call an extremely passionate person when it comes to his community, which just happens to be Dayton, Ohio, although the reality is, it could be whatever community he decided to live in. It is that passion that led him to run for the Dayton Public Schools Board of Education in 2013. He feels an obligation to give back to the good people of Dayton as much as he possibly can. He ran for school board because he firmly believes the areas of education, technology and fiscal accountability are the most important issues in any community. That makes him a great fit for the Dayton Board of Education and vice versa.

During his 2013 campaign for Dayton Public Schools’ Board of Education, Adil Baguirov made three simple campaign promises, but none was more important than to bring to the school system a better cultural and academic curriculum. They simply had to do something different, given that they were among the worst districts in Ohio and they were developing a reputation as one of the worst in the country. Given his background, Adil Baguirov has a lot to offer. He owns one of the best logistics and transportation companies in Dayton and indeed, in all of Ohio. If that’s not impressive enough, he is also a prolific commercial real estate investor of some note, so he has a lot of pull in the region.

Adil Baguirov has also moderated a number of academic conferences and he has audited many university-level classes, he has authored numerous academic books and articles and he also is highly valued for his talents as a public speaker and lecturer. One reason for this is the key research role he has played at a number of think tanks.

Adil Baguirov considers himself to be passionate about his community of Dayton, Ohio, which is why he feels it is important to make sure he helps Dayton’s people as much as possible. He insists on stressing education, technology and fiscal accountability as the keys to building a strong community, which is why he has been serving on the Dayton Board of Education since he was elected to it in 2013.

During his campaign, he made three simple campaign promises. The first was to bring better technology to the Dayton school system, including better computers for students, special software to provide academic support for students and a mobile app to provide parents with more information and control. Adil Baguirov also promised a better cultural and academic curriculum, as well as better transparency and accountability when it came to school district finances. He wanted to make sure more money flows into the classroom.

When it comes to his background, Adil Baguirov has a lot to offer. He serves as owner of a premier logistics and transportation company in north Dayton, but he is also a prolific commercial real estate investor of some note. Adil has so far authored numerous academic books and articles and he is highly valued as a public speaker and lecturer. He has also moderated a number of academic conferences and he has audited many university-level classes. He has also played a key role in research at several think tanks.

Given such a diverse background, it is no wonder that Adil Baguirov was able to fulfill all three promises. In fact, he has largely exceeded all three goals he expressed as a member of the Dayton Board of Education. His record is excellent.