Xenia Community City Schools
Tip received 4/11/26 LINK:>
Xenia is all in with POG!
Permission Slip:
Hello! I am the Student Engagement Specialist at XHS. We are excited to share a new approach we're using at XHS to support your youth's growth and learning. To support these goals, we are using Ripple Effects for Teens , an evidence-based program that provides students with the practice and tools they need to succeed both in and out of school focusing on developing key skills and attitudes to improve their decision making processes Here are a few examples of topics your student may be learning about: ● Problem-solving Skills: Curiosity drives deeper learning, critical thinking, and adaptability, while strong decision-making skills help youth with accountability, predicting consequences, and making healthy choices. ● Positive Learning Mindsets: A growth mindset contributes to a strong sense of self-efficacy, or the belief in one's ability to succeed. Adolescents with high self-efficacy are more confident in their abilities, deal with setbacks better, are more motivated, and pursue challenging goals. ● Healthy Well-Being & Social Connections: The skill to express ideas clearly, participate in discussions, and collaborate with peers and teachers helps youth gain the self-confidence to take on leadership roles, try new things, and contribute positively to their communities. ● Communication Skills: The skill to express ideas clearly, participate in discussions, and collaborate with peers and teachers helps youth gain the self-confidence to take on leadership roles, try new things, and contribute positively to their communities. The Ripple Effect also has a short survey called the Screen for Strengths to identify possible barriers to learning, such as self-efficacy, self-control, managing feelings, assertiveness, empathy, connectedness, and problem solving. Your student’s results can provide our staff with helpful information to be able to select a lesson/lessons that best align with your student’s needs to provide the appropriate interventions to positively impact student well-being and academic achievement. Your student’s participation with Ripple Effects can provide support with strengthening skills, identify motivating factors with behavior, and offer opportunities to learn alternative behavioral choices. Please see the permission slip provided. If you have any questions, concerns, or wish to further discuss this opportunity, please see my contact information below. Thank you for your continued support in helping your student grow and thrive. Best Regards, Kristin Neff Student Engagement Specialist- Xenia High School 937-372-6983 ext. 8238 kneff@xeniaschools.org - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Parent/Guardian Permission for Student to Take the Ripple Effects Screener for Strengths and Ripple Effects Lessons: Please choose one of the following options and sign below. Yes, I give my permission for my student, _________________________ (name) to complete the Renaissance Fundamentals pre-survey and post-survey (later in the school year) to measure student growth. No, I decline the opportunity for my student, _________________________ (name) to complete the Renaissance Fundamentals pre-survey and post-survey (later in the school year) to measure student growth. ______________________________ ________________________ __________ Parent/Guardian Name (please print) Parent/Guardian Signature Date
REFLECTION SHEET:
The goal is for you to learn something about yourself that will help you be a more successful learner here at Xenia High School. It is time to reflect on the work you have done today and make a plan for improvement. 1. Thinking about the work you did today with Ripple Effects, were you able to problem-solve the reason behind your behavior? YES / NO / MAYBE 2. In the future if you are in a similar situation (to the one that led to ISI), what is one thing you can do that will help you to have a more positive outcome? 3. Name ONE trusted adult, other than you, who can SUPPORT you in your plan for improvement. 4. How are you connected to that person and why did you choose them? 5. In what ways was Ripple Effects helpful for you? ☐ Knowing and understanding yourself ☐ Controlling myself ☐ Making decisions ☐ Predicting consequences ☐ Improving my relationships ☐ Communicating ☐ Solving problems ☐ Other ways ☐ It was not helpful 6. After using the Ripple Effects program, are you interested in getting connected with a school-based therapist? YES / NO / MAYBE/ ALREADY CONNECTED Take a moment to think about what you accomplished today. Way to take ownership of your learning and be willing to grow in your decision making skills. We believe in you and are here for you. Thank you for being a part of our learning community.
LESSONS: RIPPLE EFFECTS Topics Name absent accepting responsibility active listening addicted adhd aggression alternatives-evaluating arguing arson asking for help attendance attention authority-dealing with back-talk bad decisions bad grades being responsible blurting out boundaries brush it off can’t handle feelings cause and effect change change-unplanned character choices choosing friends confidence-self consequences-predicting controlling impulses coping criticism cursing cutting class dealing with authority decisions disagreeing respectfully discouraged disrupting class distracted dropping out drugs drugs/alcohol-addiction evaluating alternatives excuses expressing feelings failure failure-school fear of failing feedback feelings-expressing feelings-handling feelings-owning them feelings-predicting fighting fire setting following instructions friends-choice of frustration getting help getting organized getting support giving up goals goals-none grades graffiti growth mindset habits-quitting hate school help-getting it homework honesty hyperactive identifying the problem ignoring impulsive instructions-following integrity interrupting class late learning success letting go limits-setting listening making decisions managing aggression managing change managing feelings managing stress mindset missing school mistakes-owning up motivation name-calling naming problems needs-stating negative criticism no goals not motivated options-evaluating organized outbursts owning up paying attention predicting consequences predicting feelings pressure problem-naming procrastination profanity property damage putting off questioning authority quitting quitting habits quitting-school reactions-stopping really listening reflexes resentment respectful to authority respectfully disagreeing responsibility responsibility-accepting responsibility-for feelings saying what you need school failure school-dropping out school-grades school-habits school-hate it self-advocacy self-confidence self-control self-esteem setting goals setting limits showing up skipping school solutions-evaluating solutions-trying spacing out stopping reactions stress study habits study hall success at learning support-getting swearing tagging talking back tardy time management transitions trashing thin
LESSONS: RIPPLE EFFECTS Topics Name absent accepting responsibility active listening addicted adhd aggression alternatives-evaluating arguing arson asking for help attendance attention authority-dealing with back-talk bad decisions bad grades being responsible blurting out boundaries brush it off can’t handle feelings cause and effect change change-unplanned character choices choosing friends confidence-self consequences-predicting controlling impulses coping criticism cursing cutting class dealing with authority decisions disagreeing respectfully discouraged disrupting class distracted dropping out drugs drugs/alcohol-addiction evaluating alternatives excuses expressing feelings failure failure-school fear of failing feedback feelings-expressing feelings-handling feelings-owning them feelings-predicting fighting fire setting following instructions friends-choice of frustration getting help getting organized getting support giving up goals goals-none grades graffiti growth mindset habits-quitting hate school help-getting it homework honesty hyperactive identifying the problem ignoring impulsive instructions-following integrity interrupting class late learning success letting go limits-setting listening making decisions managing aggression managing change managing feelings managing stress mindset missing school mistakes-owning up motivation name-calling naming problems needs-stating negative criticism no goals not motivated options-evaluating organized outbursts owning up paying attention predicting consequences predicting feelings pressure problem-naming procrastination profanity property damage putting off questioning authority quitting quitting habits quitting-school reactions-stopping really listening reflexes resentment respectful to authority respectfully disagreeing responsibility responsibility-accepting responsibility-for feelings saying what you need school failure school-dropping out school-grades school-habits school-hate it self-advocacy self-confidence self-control self-esteem setting goals setting limits showing up skipping school solutions-evaluating solutions-trying spacing out stopping reactions stress study habits study hall success at learning support-getting swearing tagging talking back tardy time management transitions trashing thin
Invoice paid dated 1/23/26 $1567,50
Invoice paid dated
8/19/25 $5550.
__________
04-17-25 Tip
Child's Rights assignment in Xenia through SAVVAS
https://archive.crin.org/en/library/legal-database/un-declaration-rights-child-1959.html
https://www.unicef.org/child-rights-convention/convention-text-childrens-version
Tip received 10-24-24: CRT IN XENIA
Link:
Tip received 10-15-24 Newsela being used as a family resource 6th to 8th.
LINK>
__________________
Tip received 10/22/24:
Subject: Fwd: Jeremy Cox Email
A fellow school board member needs your help. This scathing, emotional, unprofessional, and insubordinate letter was sent out to all district personnel and community members, parents by the Xenia Superintendent. This is blatent bullying and is factually untrue statements. Jeremy is being told he is asking too many questions????? At least he is trying to get the information and not being a bobblehead. He needs your support. Please go to this board meeting to support Jeremy Cox. speak if possible.Xenia Community School Board Meeting Date: October 14th, 2024 - Time: 6:30pm - Location: 819 Colorado Dr. Xenia Ohio 45385. Please come speak in favor of Xenia Community School Board Member Jeremy Cox. If you plan to speak, please fill out a speaking card and give it to the Xenia SD Treasurer Tom Massie who sits to the left of the board table. Please get there early if you plan to speak. (Speaking time is 5 minutes per person). Letter to the XCS Community
Dear Xenia Families,
Over the past year, I have had ongoing conversations with one Board Member, Mr. Jeremy Cox, about his concerns that Critical Race Theory is being taught in Xenia Community Schools.
First and foremost, I would like to once again state that Xenia Community Schools solely utilizes curriculum that is age appropriate and is in alignment with Ohio State Standards, and that Critical Race Theory is not taught in our classrooms. To be entirely clear, Critical Race Theory is not being taught now, and has not been taught in the past.
Given his ongoing and persistent inquiry around this issue over many months, including his questions about the professionalism and integrity of our teaching staff, I understand that Mr. Cox is not convinced of the truth of that statement. This is in spite of the fact that there have been no student or parent complaints that CRT is being taught in our schools, or any evidence whatsoever that this is the case. It is also regardless of the fact that we successfully completed a curriculum audit with a respected company earlier this year.
In addition, the district has provided Mr. Cox with access to every textbook and digital resource, along with thousands of curriculum documents used in our classrooms for his review. We have answered numerous questions about the curriculum through presentations and email requests, offered to have him talk to teachers, provided him with tours through every school and classroom in the district, and offered additional support for him through the Ohio School Boards Association. Quite frankly, at this point, I am at a loss as to what would convince Mr. Cox that CRT is not being taught in Xenia Community Schools or what to do next.
Considering the amount of positive change and momentum we have worked hard to build and maintain, I am saddened by this persistent and unwarranted focus on an issue that is not relevant to our district. This is a distraction that siphons limited time, energy, and valuable resources away from critical areas where we could work to see real change for our students.
As our families are well aware, over the past several years we have focused intensely on moving the district forward, making progress on multiple fronts. We have made very real gains in student learning, as evidenced by improved scores on our most recent Report Card, as well as four of our schools making the 2024 U.S. News & World Report “Best Schools” list. We are working hard to improve our physical buildings and increase our focus on the safety and security of students and staff by checking off some big items on our infrastructure list, such as the completion of Warner Middle School and Phase II of the Doug Adams Stadium Project – both of which are nearing completion this fall. Last, but certainly not least, we are in the process of creating a Portrait of a Graduate with the input of community members, parents, teachers, and staff that will guide us in the creation of a new strategic plan that will help guide us in the years to come.
Unfortunately, this topic has once again come to the forefront. It has been placed on the agenda for the October 14 Board of Education meeting, where Mr. Cox has indicated he intends to submit a proposal for an additional curriculum audit, to be performed by an unvetted vendor.
At that meeting, it is my sincere hope that we will be able to have a forthright and honest discussion about the needs of Xenia students. After a robust discussion of Mr. Cox’s concerns and proposal, I truly hope that our Board of Education will collectively be able to move us past this issue once and for all, so that we can focus our energy and attention on areas of real concern that will benefit our students in the short- and long-term futures.
We are fortunate to live in a community rich with diverse talents, resources, and experiences. Each of us brings unique strengths to the table, whether it’s through mentoring, volunteering, or simply offering words of encouragement. When we collaborate, we create a tapestry of support that not only enriches our students’ educational experiences, but also fosters a sense of belonging and unity.
I urge each of you to consider how you can contribute to this collective mission. Whether it’s by volunteering your time, sharing your expertise, advocating for our schools, or even a daily prayer – every act of kindness and support matters. Go Bucs!
Sincerely, Dr. Gabriel E. Lofton, Superintendent
A fellow school board member needs your help. This scathing, emotional, unprofessional, and insubordinate letter was sent out to all district personnel and community members, parents by the Xenia Superintendent. This is blatent bullying and is factually untrue statements. Jeremy is being told he is asking too many questions????? At least he is trying to get the information and not being a bobblehead. He needs your support. Please go to this board meeting to support Jeremy Cox. speak if possible.Xenia Community School Board Meeting Date: October 14th, 2024 - Time: 6:30pm - Location: 819 Colorado Dr. Xenia Ohio 45385. Please come speak in favor of Xenia Community School Board Member Jeremy Cox. If you plan to speak, please fill out a speaking card and give it to the Xenia SD Treasurer Tom Massie who sits to the left of the board table. Please get there early if you plan to speak. (Speaking time is 5 minutes per person). Letter to the XCS Community
Dear Xenia Families,
Over the past year, I have had ongoing conversations with one Board Member, Mr. Jeremy Cox, about his concerns that Critical Race Theory is being taught in Xenia Community Schools.
First and foremost, I would like to once again state that Xenia Community Schools solely utilizes curriculum that is age appropriate and is in alignment with Ohio State Standards, and that Critical Race Theory is not taught in our classrooms. To be entirely clear, Critical Race Theory is not being taught now, and has not been taught in the past.
Given his ongoing and persistent inquiry around this issue over many months, including his questions about the professionalism and integrity of our teaching staff, I understand that Mr. Cox is not convinced of the truth of that statement. This is in spite of the fact that there have been no student or parent complaints that CRT is being taught in our schools, or any evidence whatsoever that this is the case. It is also regardless of the fact that we successfully completed a curriculum audit with a respected company earlier this year.
In addition, the district has provided Mr. Cox with access to every textbook and digital resource, along with thousands of curriculum documents used in our classrooms for his review. We have answered numerous questions about the curriculum through presentations and email requests, offered to have him talk to teachers, provided him with tours through every school and classroom in the district, and offered additional support for him through the Ohio School Boards Association. Quite frankly, at this point, I am at a loss as to what would convince Mr. Cox that CRT is not being taught in Xenia Community Schools or what to do next.
Considering the amount of positive change and momentum we have worked hard to build and maintain, I am saddened by this persistent and unwarranted focus on an issue that is not relevant to our district. This is a distraction that siphons limited time, energy, and valuable resources away from critical areas where we could work to see real change for our students.
As our families are well aware, over the past several years we have focused intensely on moving the district forward, making progress on multiple fronts. We have made very real gains in student learning, as evidenced by improved scores on our most recent Report Card, as well as four of our schools making the 2024 U.S. News & World Report “Best Schools” list. We are working hard to improve our physical buildings and increase our focus on the safety and security of students and staff by checking off some big items on our infrastructure list, such as the completion of Warner Middle School and Phase II of the Doug Adams Stadium Project – both of which are nearing completion this fall. Last, but certainly not least, we are in the process of creating a Portrait of a Graduate with the input of community members, parents, teachers, and staff that will guide us in the creation of a new strategic plan that will help guide us in the years to come.
Unfortunately, this topic has once again come to the forefront. It has been placed on the agenda for the October 14 Board of Education meeting, where Mr. Cox has indicated he intends to submit a proposal for an additional curriculum audit, to be performed by an unvetted vendor.
At that meeting, it is my sincere hope that we will be able to have a forthright and honest discussion about the needs of Xenia students. After a robust discussion of Mr. Cox’s concerns and proposal, I truly hope that our Board of Education will collectively be able to move us past this issue once and for all, so that we can focus our energy and attention on areas of real concern that will benefit our students in the short- and long-term futures.
We are fortunate to live in a community rich with diverse talents, resources, and experiences. Each of us brings unique strengths to the table, whether it’s through mentoring, volunteering, or simply offering words of encouragement. When we collaborate, we create a tapestry of support that not only enriches our students’ educational experiences, but also fosters a sense of belonging and unity.
I urge each of you to consider how you can contribute to this collective mission. Whether it’s by volunteering your time, sharing your expertise, advocating for our schools, or even a daily prayer – every act of kindness and support matters. Go Bucs!
Sincerely, Dr. Gabriel E. Lofton, Superintendent
A citizens group has formed and is monitoring and watching for Critical Race Theory.
These are lessons for a 9th grade health class. Xenia uses Edgenuity curriculum.
