IT'S 2:45 PM THIS IS THE DALLAS COLLEGE BOARD MEETING AND WE ARE BEGINNING WITH
[1. Roll Call - Announcement of a Quorum Roll Call - Announcement of a Quorum]
[00:00:09]
THE EDUCATION WORKFORCE MEETING.I WILL BEGIN WITH A ROLE CALLED.
THE COMMITTEE CHAIR RITTER ARE YOU PRESENT?
>> TRUSTEE BOYD, ARE YOU PRESENT?
>> TRUSTEE (NAME? ) ARE YOU PRESENT?
>> TRUSTEE ZIMMERMAN ARE YOU PRESENT?
>> TRUSTEE (NAME? ) WILL BE IN SHORTLY, SHE STEPPED AWAY FOR A MINUTE BUT SHE WILL BE IN SHORTLY AND TRUSTEE (NAME? ) WILL NOT BE PRESENT FOR THIS MEETING.
YOU CAN BEGIN THE MEETING SIR.
I JUST FIGURED OUT WHY ALL THE MEETINGS ARE ENDING ON TIME OR EARLY IT'S BECAUSE ROBERT SHORTENED THE SCRIPT FOR THE COMMITTEE MEETINGS.
>> THAT WAS MY GIFT TO YOU AND THE OTHER BOARD CHAIRS AND VICE CHAIR RITTER.
>> OKAY, THAT'S A WORK IN PROGRESS YOU DON'T REALLY HAVE TO STOP NOW.
IN ACCORDANCE WITH CHAPTER 551 WITH THE TEXAS MEETING ACT I CALLED THE AND ORDER THE EDUCATION WORKFORCE MEETING AND BOARD OF TRUSTEES FOR MAY 4 AT 2:46 PM.
PURSUANT TO SUSPEND RULES THE COMMITTEE IS MEETING VIA VIDEO COVERS THE MEMBERS OF
[2. Certification of Notice Posted for the Meeting Certification of Notice Posted for the Meeting]
THE NOT GATHERED AT.THE BOARD OF TRUSTEES DEREGISTERED TO SPEAK DURING PORTION WILL BE UNMUTE IT FOR FIVE MINUTES TO SPEAK.
THIS COMMITTEE MEETING IS BEING BROADCAST OVER THE INTERNET AND AN AUDIO RECORDING AND TRANSCRIPT OF THIS MEETING ARE BEING MADE AND WILL BE OF ABLE TO THE PUBLIC AT A LATER DATE ON THE WEBSITE.
CHANCELLOR MAY CAN YOU CONFIRM THIS MEETING HAS BEEN POSTED.
>> I CERTIFY THAT THIS MEETING WAS POSTED ACCORDING TO SECTION 551.054 OF THE TEXAS CODE.
>> THANK YOU, SIR, I APPRECIATE THAT.
PERLA, DO WE HAVE ANY CITIZENS DESIRING TO DIGEST THE BOARD?
>> NO ONE HAS WANTED TO SPEAK.
>> SOMEDAY YOU'RE GOING TO SURPRISE ME, PERLA.
ALL RIGHT, BEFORE WE BEGIN THE PRESENTATIONS WE ONLY HAVE ONE PRESENTATION TODAY
[4.1. Transforming the Educational Experience to Increase College Completion and Career Readiness Completion and Career Readiness Presenters: Shawnda Floyd, Beatriz Joseph, Pyeper Wilkins ]
IT'S ON TRANSFORMING THE EDUCATIONAL EXPERIENCE TO ASK COLLEGE COMPLETELY AND CAREER READINESS.DOCTOR FLOYD, JUDGE OR JOSEPH AND DOCTOR WILKINS ARE GOING TO PRESENT ALONG WITH MEMBERS OF THEIR TEAM AND I JUST WANT TO TAKE A MINUTE AND THINK THOSE THREE FOR THE TIME THEY SPENT WITH ME THE PAST COUPLE OF WEEKS HELPING ME GET BETTER ACQUAINTED WITH THEIR AREAS OF RESPONSIBILITY.
THE TEAM MEMBERS IN THE ORGANIZATIONS THAT THEY ARE BUILDING AND I AM JUST A MAGE AMAZED AT THE SCOPE THAT WE ARE UNDERTAKING AND THE VISION THAT THESE LEADERS HAVE FOR THIS AREA.
I JUST WANTED TO SAY, THINK ALL THREE OF YOU.
I THINK I AM TURNING IT OVER AND I'M LOOKING AT THE NAMES OF THE PRESENTERS AND THEY ARE ALL FAMILIAR CHARACTERS TO US BUT YOU MIGHT GIVE IT A LITTLE BIT OF COLOR OR WHAT THEY WERE DOING BEFORE AND WHAT THEY'RE DOING NOW BUT IT'S GREAT TO SEE ANNA AND CARA AND GLORY AND GREG AND WE WELCOME THEM ALL AND THIS IS GOING TO BE REALLY GOOD PRESENTATION.
>> THANK YOU, TRUSTEE RITTER AND GOOD AFTERNOON TO ALL OF OUR BOARD OF TRUSTEES.
WE ARE REALLY EXCITED ABOUT THE PRESENTATION TODAY BECAUSE IN PREPARING FOR THIS DOCTOR WILKINS AND DOCTOR JOSEPH AND I WE REALLY GAVE A LOT OF THOUGHT TO HOW EACH MONTH WE COME BEFORE THE BOARD AS THE EDUCATION AND WORKFORCE COMMITTEE AND WE SHARE UPDATES ABOUT WHAT IS NEW, ABOUT WHAT IS ONGOING, ABOUT OUR CONTINUED EDUCATIONAL EFFORTS AT DALLAS COLLEGE.
TO APPOINT THAT TRUSTEE RITTER JUST MADE ABOUT THE SCOPE OF WORK, RARELY DO WE REALLY TAKE TIME TO REFLECT OR CELEBRATE THE SUCCESSES THAT WE EXPERIENCED DURING OUR ENGAGEMENT WITH A HUGE TASK THAT WE HAVE UNDERTAKEN TO BECOME A ONE TO COLLEGE, TO FORM A SEVEN SCHOOLS.
SO TODAY WE REALLY WANT TO TAKE TIME TO REFLECT.
WE WANT TO TAKE TIME TO CELEBRATE.
IF YOU ARE DOWN HERE AT 60 NO ONE WITH ANY OF US YOU KNOW THERE IS NOT A DAY OR WEEK THAT GOES BY THAT OUR CHANCELLOR DOES NOT RECEIVE A CALL OR ANOTHER EXECUTIVE LEADER ABOUT THE WORK THAT WE ARE DOING.
HOW ARE YOU DOING THIS? HOW DID YOU BRING THIS INITIATIVE TO SCALE SO QUICKLY? CAN YOU HELP US? WHAT IS YOUR SECRET? SO TODAY WERE GONNA CELEBRATE OUR SUCCESS.
[00:05:01]
I AM JOINED BY FOUR OUTSTANDING COLLEAGUES FROM ACADEMIC AFFAIRS, STUDENT SUCCESS, WORKFORCE AND ADVANCEMENT.LIKE TRUSTEE RITTER SAID YOU WILL NOTE THE, DOCTOR GREG MORRIS IS OUR SENIOR VICE PROVOST FOR ACADEMIC SERVICES.
KAREN INSTILLS IS THE ASSOCIATE VICE CHANCELLOR UNDER STUDENT SUCCESS AND SHE WILL BE IN CHARGE OF OUR ACADEMIC ADVISING UNIT.
THEN WE HAVE GLORIA SMITH WHO IS FROM OUR WORKFORCE ADVANCEMENT TEAM AND SHE IS AN ASSOCIATE VICE CHANCELLOR IN THAT AREA.
WITH PRIMARY RESPONSE BUILDINGS AND CONTINUING EDUCATION AND ADVANCING WORKFORCE SKILLS.
SO AS WE ARE CELEBRATING OUR SUCCESS WE WILL BEGIN WITH ANNA MAYS WHO WILL TALK TO US ABOUT SUCCESS WE HAVE EXPERIENCED ACROSS DALLAS COLLEGE AND EARLY COLLEGE HIGH SCHOOL AND JEWEL CREDIT.
WE'LL TALK ABOUT HOW WE ARE TURNING POCKETS OF EXCELLENCE THAT WE HAVE HAD ACROSS DALLAS COLLEGE INTO SUCCESS FOR OUR ENTIRE STUDENT POPULATION.
WE ARE REALLY ENGAGING IN CREATING SYSTEMATIC SUCCESS THAT WILL IMPACT OUR COUNTY AND OUR LOCAL WORKFORCE.
SO AS ANNA MAYS STARTS TO US ABOUT SOME OF THE TECH AND EARLY HIGH SCHOOL AND COLLEGE SUCCESSES WE WILL DISCUSS THAT WORK AND TALK ABOUT HOW IT'S REALLY HELPED US.
IT'S INFORMED WHAT WE ARE DOING TO REALLY BUILD A CONCIERGE STYLE STUDENT SUCCESS MODEL.
LATER IN OUR PRESENTATION, DOCTOR MORRIS AND GLORIA WILL PIVOT AND TALK ABOUT SOME INNOVATIVE WORK THAT WE ARE DOING WITH OUR ADULT LEARNERS.
CURRENTLY, OUR ADULT LEARNERS MAKE UP ABOUT 50,000 STUDENTS AT DALLAS COLLEGE, OUR LATEST EFFORT CALLED TRUE PATHWAYS IS DESIGNED SPECIFICALLY TO HELP THEM.
AT THIS POINT, I TURNED IT OVER TO ANNA MAYS OUR VICE PROVOST AND SHE IS GOING TO TALK TO US MORE ABOUT OUR P TECH AND EARLY HIGH SCHOOL COLLEGE SUCCESSES.
>> GOOD AFTERNOON TRUSTEES, I WANT TO START TODAY BY TAKING US BACK SIX YEARS AGO WHEN WE MADE THE DELIBERATE AND URGENT DECISION TO DRASTICALLY EXPAND OUR DUAL CREDIT AND EARLY HIGH SCHOOL, COLLEGE HIGH SCHOOL PROGRAMMING.
AT THE TIME, DALLAS HAD ONLY FIVE EARLY HEIGHT GOAL.
AS WE HAD SUCCESS WITH THE STUDENTS COMPLETING ASSOCIATE DEGREES AT RECORD RATES, WE DIDN'T HAVE A MECHANISM TO SCALE THIS SUCCESS AND MAKE REAL CHANGE.
HISTORICALLY, COLLEGES WAS OUT OF REACH FOR MANY DALLAS COUNTY STUDENTS.
DALLAS COLLEGE PARTNERED WITH DALLAS ISD TO EXAMINE THE DATA AND EXPLORE COLLEGE AND CAREER READINESS HIGH SCHOOL MODELS THAT SIGNIFICANTLY INCREASE COLLEGE COMPLETION.
BEFORE, DALLAS COLLEGE BEGAN AT TWO IS SIGNIFICANTLY EXPANDED DUAL CREDIT PERSIST PATIENT IN 2015 BY IMPLANTING COLLEGIATE ACADEMIES.
AS YOU CAN SEE THE AVERAGE COLLEGE COMPLETION RATE OF THESE 8D ISD HIGH SCHOOLS WAS ONLY 13 PERCENT.
THAT WAS SIX YEARS AFTER GRADUATION FROM HIGH SCHOOL.
CHANCELLOR MAY ALSO KNEW THAT STUDENTS AT THE FIVE EXISTING EARLY COLLEGE HIGH SCHOOLS, GARZA, GILLIAM, LASSITER, (NAME? ) AND SPRUCE, WERE COMPLETING ASSOCIATE DEGREES AT RECORD RATES WHILE STILL IN HIGH SCHOOL.
NATIONAL AND STATE RESEARCH ALSO REINFORCES THAT STUDENTS WHO PARTICIPATED IN A DUAL CREDIT AND EARLY CREDIT COLLEGE HIGH SCHOOLS WERE MUCH MORE LIKELY TO COMPLETE COLLEGE CREDENTIAL.
AS A RESULT, DALLAS COLLEGE AND DALLAS ISD AGAIN PLANNING FOR 18 COLLEGIATE ACADEMIES FOLLOWING THE P TECH MODEL.
AS YOU CAN SEE THAT WAS IN 2016.
STUDENT CHOSE A HIGH DEMAND CAREER PATHWAY AND TAKE COURSES THAT PROVIDE ACADEMIC AND WORKPLACE SKILLS THAT ARE REINFORCED THROUGH INDUSTRY PARTNERS AND PARTNER INVOLVEMENTS.
OTHER DALLAS COUNTY SCHOOL DISTRICTS ALSO PARTNERED WITH US RESULTING IN OVER DOUBLE THE NUMBER OF DUAL CREDIT STUDENTS AND CURRENTLY 77 HIGH SCHOOLS WITH EARLY COLLEGE HIGH SCHOOLS P TEXT AND PATHWAYS TO STUDENTS TO ASSOCIATE DEGREES.
BY 2020, DALLAS COLLEGE HAD THE GREATEST NUMBER OF P TECH, AND OVER 29,000 DUAL CREDIT STUDENTS.
THE GROWTH OF PTECH'S AS HAD A MENACE IMPACT ON THE COLLEGE COMPLETION RATES OF THE HIGHEST POVERTY I SCHOOLS.
FOR THE INITIAL 8D ISD HIGH SCHOOLS, STUDENTS WHO GRADUATED IN 2009, AND HAVE
[00:10:03]
AN AVERAGE GRADUATION RATE OF 13 PERCENT.THE 2020 STUDENT GRADUATES FROM 13 DISD HIGH SCHOOLS HAVE A GRADUATION RATE OF 72 PERCENT.
PARTICULARLY SINCE 35 PERCENT OF THESE STUDENTS WERE NOT ONLY THE FIRST TO GRADUATE FROM COLLEGE WITH AN ASSOCIATE DEGREE BUT ALSO THE FIRST IN THEIR FAMILY TO GRADUATE FROM HIGH SCHOOL.
>> 72 PERCENT, WHAT IS THAT IN NUMBERS?
>> YOU WILL SEE THAT IN A COMING SLIDE.
>> AND THIS IS REALLY TO BE A PHENOMENAL, PHENOMENAL IMPROVEMENT IN THE COMPLETION RATE ESPECIALLY GIVEN THE SITUATION OF THESE STUDENTS.
ONE HAS TO ASSUME THEY ARE EITHER POVERTY OR LOW INCOME AND WHAT THE STATISTICS SAY ABOUT STUDENTS IN THOSE SITUATIONS BEING ABLE TO TRANSITION ON TO COMPLETE A COLLEGE EDUCATION.
IT REALLY, REALLY GOOD WORK ON BEHALF OF EVERYBODY OUR DALLAS COLLEGE STAFF, PEOPLE WHO WORK WITH AT DALLAS DISD AND THE STRENGTH OF THE PARTNERSHIP, THANK YOU ALL SO MUCH FOR THE WORK YOU ARE DOING IN THIS AREA.
>> THANK YOU TRUSTEE FLOREZ, IT WAS DEFINITELY A TEAM EFFORT.
>> DITTO ON WHAT DEANNA JUST SAID, THE INDUSTRY PARTNERSHIPS, I KNOW YOU'RE GOING TO GET TO THOSE, THESE NUMBERS, THESE 72 PERCENT COMPLETION RATE.
THIS IS FOR ALL KIDS, IS THAT RIGHT?
>> THE 72 PERCENT IS FOR THE STUDENTS WHO STARTED IN THE EIGHT PTECH IN 2015.
WE WERE PLANNING THAT BY 2016 OR 17 THEY WERE STARTING THEIR COLLEGE COURSES.
LAST YEAR WAS A FIRST GRADUATING CLASS OF THAT COHORT.
SO THIS IS THE FIRST COHORT OF THE PTECH AND THE EARLY COLLEGE HIGH SCHOOLS THAT GRADUATED LAST YEAR.
SO 72 PERCENT OF THOSE STUDENTS AND THERE WAS I BELIEVE WE WILL GET TO A SLIDE, THERE WAS 628 OR 629 STUDENTS WHO GRADUATED LAST YEAR.
>> AT THESE HIGH SCHOOL CAMPUSES WHERE THESE PTECH PROGRAMS, HOW MUCH OF THE STUDENT BODY PARTICIPATED?
>> RIGHT NOW, ONE OUT OF FOUR STUDENTS IN DISD IS INVOLVED IN HER EARLY COLLEGE HIGH SCHOOL OR PTECH.
WE WILL GET TO THIS A LITTLE BIT LATER BUT THERE ARE OVER 8000 DISD STUDENTS IN PTECH IN EARLY COLLEGE HIGH SCHOOLS.
>> IF YOU PUT IN PERSPECTIVE THERE ARE ABOUT 10,000 STUDENTS IN DISD IN EVERY CLASS.
10,000 FRESHMEN, 10,000 SOPHOMORES AND SO FORTH.
SO WHEN WE SAID THAT OFF WE EVENTUALLY DID THE FIRST YEAR AND 11 HIGH SCHOOLS AND THEN ULTIMATELY WE COVERED THE DISTRICT AND NOW IT'S EXPANDED THAT OUT AND WE WILL TOUCH ON.
WE DID TAKE ABOUT 25 PERCENT SO ONE OUT OF EVERY FOUR.
OPEN THAT UP WE HAD HALF THE STUDENTS OF THE RISING NINTH GRADERS APPLY FOR THOSE WHAT HE FIVE PERCENT OF THE SEATS.
WHAT WE MADE A DECISION ON IN THE FIRST YEAR THAT WE STUCK WITH IS THAT WE WOULD SELECT BASICALLY DEMOGRAPHICS.
EACH CLASS WOULD MATCH THE DEMOGRAPHICS OF THE IMPACT SCHOOL, ENTIRE SCHOOL.
WHEN YOU SEE THE 72 PERCENT UP THERE THAT TELLS US THAT WE CAN SCALE THAT AND GROW THAT OUT.
YOU'RE ASKING AN IMPORTANT QUESTION, TOO.
THERE WAS AN OVERALL IMPACT ON THE ENTIRE SCHOOL.
THERE WAS A (WORD? ) WHICH IS WHY THIS IS NOT ABOUT THE DALLAS COUNTY PROMISE THAT I AM SURE YOU WE WILL TOUCH ON THAT, WE TOOK A LOT OF PRESSURE OFF AND THE PARENTS WERE GOING ABOUT WHAT ABOUT THE REST OF THESE KIDS THAT ARE THERE? WE REALLY CREATED A COMPREHENSIVE MODEL BETWEEN EARLY COLLEGE HIGH SCHOOL, DISD, PTECH, TO PROVIDING OPPORTUNITY FOR ALL.
THE DATA IS EXCELLENT MORE ROBUST BUT I THINK WE GO BACK TO THE REAL CATALYST, THE REAL DRIVER FOR PTECH IN EARLY COLLEGE HIGH SCHOOL.
[00:15:02]
THE OUTCOMES OF THE RAPID EXPANSIONS OF DUAL CREDIT EARLY COLLEGE HIGH SCHOOLS AND PTECH'S HAVE BEEN INTENTIONALLY AND STRATEGICALLY PLANNED.TO INCREASE STUDENT ACCESS TO DUAL CREDIT AND OVER 2000 COLLEGE CREDENTIALS FOR LOW INCOME, UNDERREPRESENTED STUDENTS WHO ARE NOW PREPARED FOR EMPLOYMENT AND CAREER LADDERS.
OUR LARGE SCALE AND IMPRESSIVE OUTCOMES HAVE RECEIVED UNPRECEDENTED STATE AND NATIONAL ATTENTION.
WE ARE LEVERAGING OUR EXPERIENCE TO IMPACT OVER 2000 REGIONAL HIGH SCHOOLS WITH DUAL CREDIT PATHWAYS TO INCREASE THEIR PERFORMANCE BASED ACCOUNTABILITY FUNDING.
AS A DOCTOR MAY MENTIONED, IS IMPACTING THE WHOLE HIGH SCHOOL BECAUSE AS THESE CREDENTIALS ARE AWARDED AND STUDENTS ARE GRADUATED, THE HIGH SCHOOLS AT WHICH THESE STUDENTS ARE ATTENDING ARE RECEIVING ADDITIONAL PERFORMANCE-BASED FUNDING FROM THE STATE OF TEXAS THROUGH THE TEXAS EDUCATION AGENCY.
THAT IMPROVES THEIR ABILITY TO SERVE OTHER STUDENTS, AS WELL.
WITH INTERVENTIONS AND SUPPORT SERVICES.
SO WE ARE HAVING AN IMPACT NOT ONLY ON THE STUDENTS WHO ARE ENROLLED IN THE EARLY COLLEGE HIGH SCHOOLS AND PTECH BUT ALL OF THE STUDENTS AND THAT HIGH SCHOOL OR IN THAT DISTRICT.
AS WE APPROACH THE JUNE GRADUATION, WE HAVE 1969 DUAL CREDIT STUDENTS ELIGIBLE TO PARTICIPATE, THAT MEANS A 21 PERCENT INCREASE IN CREDENTIALS THAT ARE GOING TO BE AWARDED, STUDENTS THAT ARE GOING TO BE AWARDED DEGREES OVER LAST YEAR.
WE ARE SUBSTANTIALLY INCREASING EVERY YEAR.
I BELIEVE TRUSTEE FLOREZ ASKED ABOUT NUMBERS OF STUDENTS.
SO HERE IS THE NUMBERS OF STUDENTS IN THE DIFFERENT PTECH'S AND EARLY COLLEGE HIGH SCHOOLS WHO GRADUATED LAST YEAR IN 2020.
THE EIGHT FIRST HIGH SCHOOLS ARE IN THAT GROUP.
THESE EARLY COLLEGE HIGH SCHOOL PATHWAYS ARE IMPACTING STUDENTS, FAMILIES AND COMMUNITIES WHO NEED IT MOST.
DALLAS COUNTY IS NOW THROUGH DALLAS COLLEGE PROVIDING PATHWAYS TO LIVING WAGE CAREERS AND CLOSING THE EQUITY GAP IN EDUCATIONAL ATTAINMENT OF LOW INCOME, LATINO AND AFRICAN-AMERICAN STUDENTS.
THE FIRST TWO COHORTS, THE SECOND ONE WILL BE GRADUATING THIS YEAR.
THE FIRST TWO COHORTS OF THE PTECH WHERE PURPOSELY LOCATED ACROSS DALLAS COLLEGE HIGH SCHOOLS.
AS YOU CAN SEE BY THIS MAP THE FIRST TWO COHORTS WERE REFLECTING DIFFERENT AREAS OF OUR COMMUNITY AS WELL AS DOCTOR MAY MENTIONED THE DIVERSITY IN THE SCHOOL DISTRICTS.
OF THE 8175 STUDENTS CURRENTLY ENROLLED IN DALLAS DISD AND PTECH AND EARLY COLLEGE HIGH SCHOOL, 70 PERCENT OF OUR LATINO AND 22 ARE AFRICAN AMERICAN.
IN ADDITION TO THESE SCHOOLS, WE ARE PARTNERED WITH A TOTAL OF 77 HIGH SCHOOLS ACROSS DALLAS COUNTY.
OVER 11,000 STUDENTS INVOLVED DUAL CREDIT EARLY COLLEGE HIGH SCHOOL PATHWAYS OR PTECH PATHWAYS.
THE BOARD HAS ADOPTED AND WE ARE ALL PURSUING THE STRATEGIC GOAL OF 60 BY 30 THAT THE BOARD TO SET I THINK WE HAVE THE BEST DATA ANALYSIS CAPABILITY OF ANY HIGHER EDUCATION INSTITUTION I'VE EVER SEEN.
HAVE YOU PLOTTED WHAT IS PROGRESS THAT YOU HAVE DESCRIBED IN THE LAST SLIDE WILL ENABLE US TO ACHIEVE THAT GOAL COUNTYWIDE OR DO WE NEED TO DOUBLE DOWN EVEN FURTHER ON THIS STRATEGY? 70 PERCENT, WE ARE HITTING 70 PERCENT NOW WITH THESE KIDS WE ARE GOING TO HIT THAT OVERALL GOAL AT SOME POINT.
SOONER, QUICKER, FASTER IS ALWAYS BETTER.
WHAT ARE YOUR THOUGHTS ON THAT?
>> I WELCOME COMMENTS FROM DOCTOR MAY AND OTHERS BUT I DO BELIEVE THIS IS THE MOST STRATEGIC INITIATIVE TO ACHIEVE THAT GOAL THAT WE HAVE CURRENTLY BUT OTHERS ARE GOING TO BE TALKING ABOUT HOW WERE GOING TO IMPACT ADULTS WITH SIMILAR
[00:20:06]
TYPES OF STRATEGIES TO IMPROVE OUR GRADUATION RATES.WE HAVE NOT YET PLOTTED WHAT YOU ARE TALKING ABOUT, THE ACTUAL RESEARCH OF HOW THIS OVER TIME WILL IMPACT OUR ABILITY TO ACHIEVE 60 BY 30.
WE HAVE HAD CONVERSATIONS ACROSS THE STATE THAT DUAL CREDIT AND EARLY COLLEGE HIGH SCHOOLS AND PTECH'S ARE ONE OF THE BEST RESULTING STRATEGIES WITH THE BEST OUTCOMES SO FAR.
THAT IS WHY WE HAVE SCALED THESE AND FRANKLY, NOT ONLY STATEWIDE BUT NATIONALLY WE ARE BEING RECOGNIZED.
DOCTOR MAY I KNOW WAS RECENTLY MEETING WITH THE GATES FOUNDATION BECAUSE THEY HAVE USED OUR DATA TO SHARE ACROSS THE NATION HOW THIS HAS IMPACTED GRADUATION RATES AND WE HAVE BEEN ASKED BY MULTIPLE SCHOOL DISTRICTS ACROSS OUR STATE AND OUR NATION ON HOW DID WE DO IT AS SHANDA HAS INDICATED.
>> THAT MAYBE JUST KIND OF A BROADER REFLECTION OF THAT, THANKS ANNA, A COUPLE OF THINGS 60 BY 30 TEXAS THAT'S REALLY THE POPULATION REALLY FOCUSED ON THAT 25 TO 30 TO 40-YEAR-OLD POPULATION.
THIS CREATES THE PIPELINE FOR WHAT WE ARE LOOKING AT THERE.
A PART OF YOUR ANSWER IS THAT NORTH TEXANS AND PRIMARILY DALLAS COUNTY IS THE ONLY PART OF THE STATE THAT HAS INCREASED IN COLLEGE COMPLETION RATES OVER THE LAST THREE YEARS.
EVERY OTHER REGION OF THE STATE HAS ACTUALLY DECLINED.
SO THAT'S ANOTHER REASON WHY PEOPLE ARE LOOKING AT THE WHAT'S HAPPENING HERE AND WHY DALLAS COUNTY WAS REALLY THE IMPETUS FOR HOUSE BILL THREE FOR THE RESTRUCTURING LAW FOR THE K-12 FUNDING.
ALSO, YOU'RE GOING TO HEAR ABOUT TRUE PATHWAYS IN TEXAS WHICH IS RELATED TO A BILL THAT WE ARE PUTTING FORWARD.
I HAVE TO REMIND, IN FACT I WILL BE TALKING AS I DO ALMOST ON A WEEKLY BASIS WITH HIGHER COMMISSIONER KELLER ABOUT THE FACT THAT THESE CERTIFICATIONS DON'T COUNT FOR 60 BY 30 TEXAN, THE STATE OF TEXAS DOES NOT TRACK BUT A FRACTION OF THE CREDENTIALS THAT OTHER STATES TRACK.
AS A RELATES TO WHAT NEEDS TO BE COUNTED IN THAT AREA.
SO COMMISSIONER KELLER IS WORKING WITH US AND YOU MENTIONED ANNA THAT THE GATES FOUNDATION AND I WAS HONORED TO HAVE THE CHANCE TO MEET WITH BILL GATES A WEEK AGO FRIDAY TO TALK ABOUT THIS BECAUSE THEY ARE ALSO HAD MET JUST PRIOR TO THIS WITH COMMISSIONER KELLER TO TALK ABOUT THE DATA SYSTEM FOR HOW WE TRACK SOME OF THESE.
IN FACT, I THINK I HAVE A MEETING COMING UP IN A WEEK OR SO WITH THE GATES FOUNDATION TO GO IN TWO FAIRLY GRANULAR DETAIL ABOUT WHAT WE NEED TO BE TRACKING AS A STATE AND HOW WE CAN BE EARLY JUST LIKE WE ARE WITH TRUE PATHWAYS.
WERE GONNA BE THE FIRST TO BE TRACKING THAT.
WE ARE THE FIRST ENGAGED TO WITH PTECH.
FIRST TO PUT TOGETHER A PROMISE PROGRAM AND ALL OF THESE ARE NOW EITHER REFLECTED IN LEGISLATION THAT IS PASSED STATEWIDE OR IS IN THE PROCESS NOW OF BEING CONSIDERED FOR LEGISLATION FOR MORE BROADLY.
AS WE LOOK AT THAT WAY IT IS WERE ACTUALLY ACHIEVING RESULTS AT LEVELS THAT OTHERS ARE RECOGNIZING AS IMPORTANT.
>> SO THE NETWORK APPROACH HAS TRANSFORMED THE DUAL CREDIT STUDENT EXPERIENCE IN COLLABORATION WITH OUR SCHOOL AND COMMUNITY PARTNERS.
WITH NEW DALLAS COLLEGE ORGANIZATIONS EMERGING IN THE FOCUS ON GUIDED PATHWAYS TO LIVING WAGE CAREERS, NEW APPROACHES ARE ALSO BEING DEVELOPED.
BUT BEFORE I INTRODUCE DOCTOR KAREN INSTILLS, I'M SORRY SHE'S IN THE FINAL STAGES OF HER DISSERTATION I WANTED TO SHARE WITH YOU THAT THE STRATEGIC FOCUS OF PTECH NOT ONLY INCREASE OUR PARTNERSHIPS WITH THE SCHOOL DISTRICTS BUT ALSO INDUSTRY PARTNERS.
IN DALLAS ALONE 84 EMPLOYERS PROVIDED DALLAS COLLEGE PTECH STUDENTS WITH CAREER
[00:25:02]
EXPOSURE, INTERNSHIPS, PREPARATIONS FOR EMPLOYMENT AND PAID WORK EXPERIENCE.INDUSTRY PARTNERS ALSO BENEFIT BECAUSE THEY HAVE EARLY ENGAGED, HIGH SKILLED, DIVERSE RESPECTIVE EMPLOYEES.
THROUGH OUR COLLECTIVE WORK WITH THESE INDUSTRY PARTNERS, SCHOOL DISTRICTS, CHARTER AND PRIVATE SCHOOLS IN DALLAS COUNTY, WE ARE DIRECTLY IMPACTING THE QUALITY OF LIFE FOR TENS OF THOUSANDS OF STUDENTS AND THE ECONOMIC VITALITY OF OUR COMMUNITY.
I WOULD LIKE NOW TO INTRODUCE DOCTOR KAREN STILL WHO IS THE ASSOCIATE VICE CHANCELLOR OF STUDENT SUCCESS.
I WILL TAKE THOSE POSITIVE VIBES.
IT'S A PLEASURE TO HAVE THE CHANCE TO SPEND SOME TIME WITH YOU THIS AFTERNOON.
THE EXCITING AND RAPID EXPANSION OF DALLAS COLLEGE DUAL CREDIT EARLY HIGH SCHOOL COLLEGE, PTECH.
IT'S A SUCCESS WE WANT FOR EVERY STUDENT.
VICE PROVOST MAY THE INTENTIONALITY OF BRINGING ALL THOSE VARIOUS TOGETHER FROM DIFFERENT SECTORS, OUR COLLEGE, THE ISD PARTNERS, INDUSTRY PROFESSIONALS, THAT WAS KEY TO FINDING THOSE COMMON GOALS WITH OUR HIGH SCHOOLS, UNDERSTANDING THE SKILLS THAT WERE NEEDED WITHIN THE WORKFORCE.
UNDERSTANDING OF WHO OUR DUAL CREDIT STUDENTS ARE AND THEN IT RESPONDING TO ALL OF THOSE NEEDS.
NOW, AND OUR TRANSFORMATION TO DALLAS COLLEGE WE ARE BUILDING ON THOSE SUCCESSES AND LESSONS LEARNED TO COMPLETELY REIMAGINE AND OVERHAUL THE WRAPAROUND SUPPORTS THAT WE PROVIDE, NOT ONLY WITH DUAL CREDIT EARLY COLLEGE AND PTECH STUDENTS BUT FOR ALL DALLAS COLLEGE STUDENTS.
THE SLIDE THAT IS BEFORE YOU IS A VISUALIZATION OF THAT REIMAGINED EXPERIENCE.
IT'S ONE OF THAT INTEGRATES FULL SPECTRUM OF PARTNERS BOTH INTERNAL AND EXTERNAL TO THE COLLEGE.
THAT MUST COLLABORATE WITH INTENTIONALITY TO SUPPORT STUDENTS HOLISTIC NEEDS.
WE ACKNOWLEDGE AND KNOW THAT OUR STUDENT NEEDS VARY.
WHILE MANY NEED ACADEMIC SUPPORT, MANY MORE ALSO NEED HELP IN NAVIGATING THE EVERYDAY CHALLENGES OF LIFE.
THIS REIMAGINED MODEL BEGINS WITH THE END IN MIND.
BUILDING AND SUPPORTING A STUDENT TALENT PIPELINE THAT MEETS THE NEEDS OF THE WORKFORCE AND HELPS FAMILIES ERADICATE GENERATIONAL POVERTY WITHIN OUR COMMUNITIES.
IT HELPS OUR STUDENTS CHOOSE THE TYPE OF LIFE THEY WANT TO LEAD NOT THE ONE THAT THEY FEEL THEY ARE FORCED TO LIVE BECAUSE OF LIMITED OPPORTUNITIES OR RESOURCES.
WHETHER A STUDENT NEEDS HELP SELECTING THE RIGHT CAREER PATHWAY OR THEY MIGHT NEED TUTORING TO HELP THEM WITH MATH OR WRITING CLASS, MAYBE THEY WANT SOME HELP IN SECURING AN INTERNSHIP TO HELP THEM GET WORKPLACE -RELATED SKILLS OR THEY NEED TO GET CONNECTED TO A FOOD BANK, EMERGENCY HOUSING OR COUNSELING SERVICES TO HELP THEM GET THROUGH A TOUGH TIME.
THE DALLAS COLLEGE LEARNER CARE MODEL PROVIDES A COMPREHENSIVE NETWORK OF SUPPORT.
THE STUDENT SUCCESS CHAIN HAS COINED THIS AS A LEARNER CARE MODEL BECAUSE OUR STUDENTS ARE LEARNERS ARE AT THE CENTER OF EVERYTHING WE DO.
THE DESIGN OF THE LEARNER CARE MODEL INCLUDES REDESIGNED ROLES THAT ALIGN WITH OUR NEW DALLAS COLLEGE STRUCTURE.
TO ENGAGE STUDENTS AS EARLY AS THE EIGHTH GRADE AND CONNECTED THEM WITH OUR DALLAS COUNTY PROMISE, DUAL CREDIT EARLY COLLEGE AND PTECH PROGRAMS. THE IDEA IS TO FORGE RELATIONSHIPS AND INTRODUCE PATHWAYS EARLY SO THAT WHEN STUDENTS GRADUATE FROM HIGH SCHOOL DATE TRUST AND KNOW THAT DALLAS COLLEGE CAN HELP THEM GET ONE STEP CLOSER TO THEIR ACADEMIC AND CAREER GOALS.
OUR TRANSITION TO DALLAS COLLEGE IS ALSO CREATED A NEW OPPORTUNITY FOR US TO STREAMLINE OUR PROCESSES AND STRENGTHEN OUR SUPPORTS TO GUIDE STUDENTS ON A PATHWAY THAT LEADS THEM TO A CAREER.
OUR TEAMS ARE LEVERAGING TECHNOLOGIES LIKE FAIL SOURCE, GREENLIGHT AND OTHERS TO HELP US IN MONITORING, TRACKING AND PROVIDING TIMELY INTERVENTIONS TO ENSURE THAT STUDENTS SUCCESS IS NOT LEFT TO CHANCE BUT INSTEAD SUPPORTED BY A SYSTEM OF SUPPORT INTENTIONALLY DESIGNED FOR THEIR SUCCESS.
>> CHAIR HAS JOINED OUR MEETING.
[00:30:01]
WELCOME MONICA.>> SO YOU ARE CALLING THIS, THE PREVIOUS SLIDE, PLEASE.
>> EITHER FRONTLINE OR BEHIND-THE-SCENES EVERY STUDENT EVERY PLACE EVERY TIME THERE GET THE OPTIMUM CUSTOMER SERVICE THAT THEY NEED SO THAT IT ENCOURAGES THEM TO MOVE FORWARD VERSUS DISCOURAGING THEM BECAUSE THEY HAD A NEGATIVE EXPERIENCE.
SO WHAT IS BEING DONE TO BEGIN TRAINING? STAFF AND CUSTOMER SERVICE.
>> STUDENTS ARE RESPONSIBLE FOR TRACKING AND HAVING A DEDICATED CURRICULUM AND WHAT IT MEANS TO ACTUALLY PROVIDE THAT ONGOING AND CONTINUING SERVICE.
THE OTHER NEW COMPONENT THAT WE HAVE ADDED TO OUR STRUCTURE INCLUDES A DEDICATED DIRECTOR FOR PROFESSIONAL DEVELOPMENT.
THAT IS ACTUALLY ALIGNED WITH THE STUDENT SUCCESS TEAM.
SO WE ACTUALLY HAVE, DEDICATED RESOURCES IN A POSITION TO FOCUS ON SUCCESS THINGS THAT ARE RELEVANT TO THE STUDENT SUCCESS TEAM.
WHEN THEY START ENGAGE IN PROFESSIONAL DEVELOPER AND ITS BROAD AND NOT SPECIFIC TO THE VERY INTENTIONAL THINGS THAT THEY NEED TO BE TRAINED ON AS IT RELATES TO THE EXPERIENCE THAT WE ARE TRYING TO CREATE FOR STUDENTS.
SO THROUGH THAT ROLE WE WILL BE PROVIDING AND CREATING AN ANNUAL CALENDAR FOR PROFESSIONAL DEVELOPMENT.
WE JUST SECURED AND HIRED THAT TEAM MEMBER JUST THIS PAST WEEK AND WE WILL INCORPORATE THEM INTO OUR STRATEGIC INITIATIVES TO IMPROVE OUR SERVICES.
>> SO THAT'S IN PROCESS THE CUSTOMER SERVICE TRAINING, IT'S NOT OCCURRING YET?
>> WE PROVIDE CUSTOMER SERVICE TRAINING, WE HAVE DONE THAT THROUGH WEBEX VIRTUALLY WE HAVE PROVIDED TRAINING ON WHAT IT MEANS TO BE AND REMIND THE STUDENT.
WE TALKED ABOUT SOME BASELINE STANDARDS OF WHAT IT MEANS TO PROVIDE EXCELLENT SERVICE BUT AS OUR STRUCTURE HAS SOLIDIFIED HERE RECENTLY WE ARE DEDICATED ROLES THAT COULD CONTINUE TO BUILD UPON THAT AND REALLY SYSTEMIZED WHAT CUSTOMER SERVICE LOOKS LIKE FROM THE ONBOARDING OF EMPLOYEES THROUGHOUT THEIR GROWTH AND TIME IN SERVICE.
>> CHANCELLOR, I KNOW I HAVE ALSO DISCUSSED THAT WE HAVE A WAY TO BE ABLE TO GET INSTANT FEEDBACK FROM STUDENTS WHENEVER THEY INTERFACE WITH US, ARE THERE PLANS TO DO THAT, TO GET A SOFTWARE THAT ALLOWS STUDENTS TO GIVE INSTANT FEEDBACK?
>> I HAVE SHARED THIS WITH THE TEAM CERTAINLY BEEN ABLE TO DO THAT AND I WILL BE SHORTLY NAMING A CHIEF STUDENT, CHIEF ENGAGEMENT OFFICER THAT WILL BE PART OF THAT ROLE TO HELP US MANAGE THAT ENGAGEMENT NOT ONLY JUST FOR STUDENTS BUT EMPLOYERS, COMMUNITY MEMBERS AND EMPLOYEES.
HISTORICALLY, WE HAVE AND USE TECHNOLOGY FOR THAT.
THE OTHER IS WE ARE NOT THERE YET IN THE REMOTE ENVIRONMENT HAVING THE ABILITY OF FOLKS TO LISTEN IN ON CONVERSATIONS.
THAT'S GOING TO BE AN IMPORTANT PART OF THAT, AS WELL.
SO THAT WE HAVE A SET OF STANDARDS AND WOULD LIKE TO INFORM THAT THEIR CALLS ARE GOING TO BE MONITORED BECAUSE ULTIMATELY NOW THAT'S THE PRIMARY WAY IN
[00:35:20]
WHICH WE ARE ENGAGING INDIVIDUALS AND WERE FINDING PEOPLE FOR THAT.I EXPECT A LOT OF THAT TO CONTINUE BUT WE WILL BE PUTTING ALL THAT IN PLACE.
IT'S NOT THERE YET AT THAT SCALE.
>> GOOD TO HEAR THAT THAT IS IN PROCESS BECAUSE THERE IS A LOT OF WORK THAT IS BEING DONE AS WE CAN TELL JUST BY THIS ONE IS SLIDE.
A LOT OF MOVING PIECES BUT WE DON'T REALLY TRAIN STAFF TO BE THE BEST THEY CAN BE WHENEVER THEY ARE INTERFACING.
THANK YOU FOR EXPANDING THAT TO COMMUNITY AND BUSINESS ETC. I KNOW AS A TRUSTEE AND I'M SURE OTHER TRUSTEES WILL GIVE FEEDBACK EITHER PEOPLE FROM THE PUBLIC AND STUDENTS WHERE THEY HAVE INTERFACED WITH ONE OF OUR STAFF AND JUST WALKED AWAY DISCOURAGED AND DIDN'T GET WHAT THEY NEEDED FROM US.
WE NEED TO BRING THAT TO ALMOST 0 TO THE EXTENT POSSIBLE.
>> I REALLY APPRECIATE THAT AND ONE OF THE PERCENT AGREE AND WE WILL CONTINUE TO WORK HARD TO IMPROVE THE CUSTOMER SERVICE AND WE WILL DELIVER TO OUR STUDENTS IN A WAY THAT THEY DESERVE.
>> KAREN, THIS IS TRUSTEE BOYD.
I'VE GOT A QUESTION ON SOMETHING AND I KNOW SO MANY TIMES WE DON'T KNOW WHERE OUR JOB BEGINS IN OTHER PEOPLE'S JOB ENDS AND I THINK THAT IS SOME PROBLEM WE HAVE IN SOCIETY IS THAT WE THINK SOMEBODY IS DOING IT SO WE DON'T HAVE TO DO IT.
I THINK IN PRE-COLLEGIATE EXPERIENCE, IT GOES BACK TO MY HEALTHCARE DAYS, HOW WE WERE TREATING PEOPLE AHEAD OF TIME BEFORE THEY EVEN KNEW WE WERE GOING TO SEE THEM.
THAT'S KIND OF THE WAY I FEEL ABOUT THE CIRCLE THERE.
I'M INVESTING WITH SOME OF THE HIGH SCHOOL LEADERSHIP IN MY DISTRICT AND THEY HAVE BEEN WITH SOME PROGRAMS THAT HAVE PROVED VERY SUCCESSFUL FOR THEM.
THAT IS SOCIAL WORKERS AND IT KINDA GOES BACK TO MY STATEMENT, YOU DON'T KNOW WHAT YOU DON'T KNOW THAT YOU DON'T KNOW.
IT'S THAT YOU DON'T KNOW, IF YOU DID KNOW YOU WOULD DO SOMETHING ABOUT IT.
I'M FINDING THAT THERE IS A REAL STRONG BELIEF THAT WE TALK ABOUT ALL THE KIDS THAT COME AND GO TO COLLEGE, THE GRADUATE, THEY ARE EXCITED ABOUT THE PERCENTAGE BUT SOCIETY IS GOING TO HAVE TO DEAL WITH THOSE 20 PERCENT THAT NEVER EVEN WANTED TO GO TO COLLEGE, DIDN'T KNOW THEY SHOULD GO TO COLLEGE AND NO WAY OF EVEN MENTALLY THINKING ABOUT GOING TO COLLEGE.
SO I GUESS MY QUESTION IS, ARE WE REALLY MEDDLING IN SOMEBODY ELSE'S WORLD OR SHOULD WE BE MEDDLING IN THAT WORLD SINCE WE ARE KIND OF APPROACHING HIGH SCHOOL STUDENTS, CAN YOU ADDRESS THAT A LITTLE BIT BECAUSE I NOTE THAT WE HAVE ACCESS TO CERTAINLY THE GRANDSON OF FUNDS AND STUFF LIKE THAT MAY BE DUE EXPERIMENTAL OR DO MORE REACHING THINGS THAT WE CAN PARTNER WITH SOME OF THESE IST'S TO ENHANCE THEIR DEALING WITH THE SOCIAL PART OF WHY PEOPLE DON'T THINK ABOUT GOING TO COLLEGE, IS THAT SOMETHING WE NEED TO BE THINKING ABOUT OR AM I OFF-BASE?
I THINK WE ARE AT A GREAT PLACE IN DALLAS COUNTY RIGHT NOW WHERE PEOPLE ARE OPEN TO COLLABORATING AND WORKING TOGETHER TO SOLVE THESE COMMON PROBLEMS WHERE INDIVIDUALS HAVE NOT BEEN GOING TO COLLEGE.
I KNOW YOU ARE WORRIED ABOUT 20 PERCENT TRY 80 PERCENT WERE PARTICIPATING OUT THERE.
IT'S BEEN A HUGE ISSUE THAT IS THERE.
I THINK ONE OF THE THINGS NOW THAT WE HAVE 88 HIGH SCHOOLS WITH PTECH, EARLY COLLEGE PROGRAMS, START LEADING THE NATION IN THAT REGARD.
WE ARE READY TO EXPAND THOSE, I WAS TURNED DOWN BY EVERY STUDENT, EVERY PRINCIPAL, I WAS TURNED DOWN 16 TIMES FOR THE OFFER TO WORK ACROSS THAT BECAUSE IT'S NOT NATURAL COLLABORATING AND WORKING TOGETHER.
I THINK THERE IS WE CAN CONTINUE TO APPROVE Â" Â" I THINK PART OF THAT IS
[00:40:01]
UNDERSTANDING THAT WE DEVELOP A TRUST AND CONFIDENCE IN EACH OTHER THAT WE ARE REALLY ALL WORKING TOWARDS THE SAME GOALS SO I AM REALLY OPTIMISTIC AND WHERE WE SIT TODAY.I KNOW THOSE CONVERSATIONS ARE GOING ON AND WAS ENCOURAGING TO ME IS HEARING FROM YOU THAT SCHOOL DISTRICTS ARE NOT ONLY WILLING BUT EAGER TO HAVE SOME OF THAT HAPPEN.
THAT'S REALLY MONUMENTAL MOVE IN A RELATIVELY SHORT TIME.
>> I WILL THANK YOU DOCTOR MAY WE HAVE HAD SOME INITIAL CONVERSATIONS WITH SOME OF OUR HIGH SCHOOL PARTNERS ABOUT THIS MODEL THAT WE ARE IMPLANTING IN AT THIS TIME AND THERE IS A LOT OF EXCITEMENT IMPLEMENTING AT THIS TIME AND THERE IS A LOT OF EXCITEMENT IN LOOKING AT THE APPROACH, THE EXPERTISE ACROSS OUR COMMUNITY TO REALLY GETTING THE SUPPORTS THAT ARE NEEDED FOR OUR STUDENTS WHEREVER THEY ARE IN THE JOURNEY.
SO THAT PRE-COLLEGIATE EXPERIENCE WE ARE LOOKING FORWARD TO REALLY ENGAGE IN OUR HIGH SCHOOLS IN A NEW AND MEANINGFUL WAY AND LOOK FORWARD TO HAVING MORE DIALOGUE TO MAKE SURE WE ARE UNDERSTANDING WHAT THEY NEED SO THAT WE ARE BEING RESPONSIVE AND NOT JUST PROVIDING A SERVICE THAT WE THINK THEY SHOULD HAVE.
SO AS WE ZOOM IN A LITTLE BIT CLOSER WITHIN THE LEARNER CARE MODEL I WOULD LIKE YOU TO MEET JAMAAL.
JAMAAL IS THE STUDENT THERE IN THE CENTER.
JAMAAL AND OTHER STUDENTS LIKE HIM HELP TO GET THE CREDENTIALS TO BE ABLE TO TRANSFER.
WITHIN THE CIRCLE OF SUPPORT THERE YOU CAN SEE JAMAAL'S SUCCESS COACH I NAMED HER CLAUDETTE.
SHE IS STANDING RIGHT THERE NEXT TO JAMAAL BY HIS SIDE.
THE SUCCESS COACH ROLE WAS CREATED TO HELP OUR STUDENTS TO MEET THEIR GOALS AND TO HELP STUDENTS CONVERT THEIR ASPIRATIONS INTO REALITY.
IN THE OLD STRUCTURE THE SUCCESS COACH WAS FORMALLY KNOWN AS THE ACADEMIC ADVISOR.
IN THE NEW DALLAS COLLEGE STRUCTURE THE SUCCESS COACH STILL ADVISED THAT THEY WILL PROVIDE SO MUCH MORE.
AS A JAMAAL SUCCESS COACH CLAUDETTE WILL START AS HIS PRIMARY CARE PROVIDER, HIS SINGLE POINT OF CONTACT PROVIDING CONCIERGE STYLE SUPPORT FROM THE MOMENT HE ENROLLS TO THE TIME THAT HE GRADUATES, TRANSFERS OR SECURES HIS CAREER.
JUST LIKE IN HEALTHCARE, A PRIMARY CARE PROVIDER IS SOMEONE THAT YOU CHAMP, CHECK IN WITH REGULARLY.
THEY GET TO KNOW YOUR UNIQUE HEALTH CARE NEEDS.
THEY MAY FUSS AT YOU A LITTLE BIT IF YOU GET OFF TRACK AND YOU DON'T DO THE THINGS THAT YOU ARE SUPPOSED TO DO.
THEY FOLLOW UP WITH YOU AND BUILD A PLAN TO HELP YOU GET BACK ON TRACK WHEN YOU FALLEN OFF COURSE.
YOU BUILD TRUST WITH THE PRIMARY CARE PROVIDER.
IF YOU CARE ABOUT YOUR HEALTH, YOU LISTEN TO THEIR ADVICE.
AND IN THE EVENT THAT YOU NEED A SPECIALIST FOR SOME SORT OF SPECIALIZED CARE, THE PRIMARY CARE PHYSICIAN REACHES OUT INTO THEIR NETWORK AND THEY CONNECT YOU WITH SOMEONE WHO CAN ASSIST YOU WITH YOUR SPECIALIZED NEEDS.
>> IF I MIGHT ASK A QUESTION, PLEASE.
>> THE PATHWAY SPECIALIST AT THIS POINT, ARE THEY GIVEN, ARE THEY ALLOTTED TO THE STUDENTS WHO ARE IN THE EARLY COLLEGE HIGH SCHOOL?
>> SO, RIGHT NOW, THE SUCCESS COACHES WILL HAVE 40 DEDICATED SUCCESS COACHES THAT WILL BE COMMITTED TO OUR EARLY COLLEGE PTECH AND DUAL CREDIT STUDENTS.
THE PATHWAY SPECIALIST THAT ROLE WHICH I WILL TALK ABOUT IN JUST A MOMENT WILL HAVE, THERE IS A NUMBER OF SPECIALISTS THAT PROVIDE VERY CONCENTRATED CARE LIKE THEY WILL BE FOLKS THAT PROVIDE ACCOMMODATION ASSISTANCE.
THERE WILL BE ADVOCACY, SUPPORT SPECIALIST TO CONNECT STUDENTS TO
[00:45:04]
COMMUNITY RESOURCES.THE THOUGHT IS IN THE CURRENT STATE OF THINGS WE EXPECT STUDENTS TO NAVIGATE THE SYSTEM THEMSELVES.
WE LIKE TO SAY, WE HAVE A SHARED THE RESOURCES WITH YOU WE TELL YOU AT STUDENT ORIENTATION ABOUT EVERYTHING THAT'S AVAILABLE AND THEN WE REALLY HOPE THAT THEY WILL FIND US.
THIS IS A SHIFT AND THAT NOW THROUGH THE SUCCESS COACH ROLE WHICH AGAIN YES WE WILL HAVE DEDICATED TO EARLY COLLEGE STUDENTS AND PTECH, THEY WILL HAVE A DEDICATED PERSON WHO IS RESPONSIBLE FOR HELPING THAT STUDENT TO NAVIGATE THROUGH THE NETWORK SO THAT AS THEY GET TO KNOW THEIR PERSONALIZED NEEDS THEY CAN CONNECT THEM INTO WHAT OTHER SPECIALIST IS APPROPRIATE TO HELP.
>> THAT ANSWERS THE QUESTION BECAUSE MS. PERLA WOULD BE ABLE TO HELP ANYONE BECAUSE I KNOW SHE HELPED THE STUDENT THAT WAS SUFFERING THAT I KNEW THE FAMILY.
IT IS AT THIS POINT, YES, PERLA CAN GIVE ALSO AS OF EXAMPLES OF WHO ALL DIDN'T ANSWER THE PHONE, DIDN'T GET THE MESSAGE, SO YES, AGAIN, I HAVE TO THINK MS. PERLA ONE MORE TIME FOR THE HELP FOR THE STUDENT THAT I KNOW AND YES.
WE DID NOT HAVE QUITE A SUCCESS COACH I AM AFRAID.
>> THANK YOU, I WANT TO ACKNOWLEDGE THAT (NAME? ) AND HER TEAM WERE THE ONES THAT HELPED THAT STUDENT.
THEY IMMEDIATELY OFFERED THEIR HELP AND ASSISTANCE.
I WILL I DON'T WANT TO TAKE ALL THE CREDIT HERE.
THE POINT THAT WE DON'T HAVE THE COACHES JUST FOR EVERYONE YET IT TOOK US A WHILE TO FIND THE SUCCESS COACH.
>> ART THESE LIKE THE REGISTRATIONS, SINGLE POINT OF CONTACT, THAT'S THE SUCCESS COACHES?
>> IN OTHER WORDS, WHAT THEY ARE GOING TO DO INSTEAD OF THE STUDENT NAVIGATING THE BUREAUCRACY TO GET WHAT THEY NEED WHETHER IT BE FINANCIALLY, REGISTRATION, WHATEVER IT IS UNDER STUDENT SUCCESS, THAT SUCCESS COACH WILL HELP THEM MAKE THAT CONNECTION OR INTERVENE FOR THEM TO GET WHAT THEY NEED?
>> WE HAVE TWO DIFFERENT ROLES AND IT GOES BACK MAYBE IF WE GO BACK ONE MORE SLIDE SO I CAN VISUALIZE WHAT I'M GOING TO EXPLAIN.
THE COLLEGE COACH AND THAT PRE-COLLEGIATE EXPERIENCE, WE WILL HAVE A COLLEGE COACH BOTH THAT SERVE IN KIND OF THIS RECRUITMENT CAPACITY THAT ARE GOING TO WORK WITH STUDENTS ALL THE WAY UP THROUGH THE POINT THAT THEY COMPLETE ALL OF THE APPLICATIONS COMPONENTS.
SO HELPING OUR STUDENTS WITH FINANCIAL AID, COMPLETE THE APPLIED APPLICATION, HELP THEM WITH TSI REQUIREMENTS, GETTING THEM CONNECTED TO MENINGITIS RESOURCES IF THEY NEED THAT.
AND THEN WHAT HAPPENS IS ONCE THE STUDENT HAS COMPLETED ALL THOSE COMPONENTS, THE WE KNOW THAT REQUIRES VERY INTENTIONAL FOLLOW-THROUGH AND MAKING SURE THAT WE CONNECT WITH THOSE STUDENTS STUDENT GET THE APPLICATION FEES, THEY THEN GET ASSIGNED TO A SUCCESS COACH WHO REMAINS WITH THEM THROUGHOUT THE DURATION OF THEIR TIME WITH DALLAS COLLEGE.
AND YES, THEY WOULD CONNECT THEM TO ALL OF THE VARIOUS RESOURCES WITHIN OUR NETWORK.
>> OKAY, SO THE COLLEGE COACH, WHAT WILL THE STUDENT TO COACH RATIO BE?
I AM SUPER EXCITED BECAUSE WE HAVE INVESTED WHERE WE ARE CURRENTLY IN THE PROCESS OF HIRING MORE THAN 240 SUCCESS COACHES SO WE COULD HAVE A MANAGEABLE CASELOAD BETWEEN 300 AND 350 STUDENTS PER SUCCESS COACH.
THAT NUMBER IS ON PAR WITH NATIONAL STANDARDS FOR WHAT IS CONSIDERED TO BE A REASONABLE CASELOAD FOR A SUCCESS COACH TO BE ABLE TO SUCCESSFULLY TRACK AND MONITOR STUDENTS SUCCESS.
>> OKAY AGAIN, FOR THE COLLEGE COACH WHAT IS THE STUDENT TO COACH RATIO, FOR THE COLLEGE COACH, THE PRE-COLLEGIATE EXPERIENCE TO HELP THEM NAVIGATE ALL OF THAT IN THAT CIRCLE?
>> THAT COMPONENT IF YOU MIGHT ALLOW ME TO GET BACK WITH YOU ON THE SPECIFIC NUMBER ON THE RATIO FOR THE COLLEGE COACH, I DON'T WANT TO MISQUOTE THAT COMPONENT.
THE SUCCESS COACH IS THE PART THAT I PERSONALLY HAVE BUILT OUT BUT I CAN FOLLOW UP WITH YOU TO GET YOU THE EXACT RATIO.
THE NEXT SLIDE WHERE YOU ARE TALK ABOUT THE SUCCESS COACHES, THAT IS WHERE YOU ARE REFERRING TO BETWEEN THAT 300 AND 350 STUDENT TO SUCCESS COACH RATIO?
[00:50:02]
>> THE SAME QUESTIONS APPLY AND I WOULD IMAGINE THE SAME ANSWERS IN TERMS OF THE TRAINING AND KNOWING WHAT THE EXPECTATIONS ARE ETC., ETC. IN TERMS OF STUDENT CUSTOMER SERVICE?
>> YES, IT'S A FULL INTEGRATED APPROACH SO THAT THE LEADERSHIP TEAM IS WORKING WITH ONE ANOTHER SO THAT WE HAVE HIRED 18 OF SUCCESS COACHING AND 12 ASSOCIATE DEANS FOR SUCCESS COACHING.
BY DESIGN THE WAY THAT THIS WILL WORK IS THAT ONE ASSOCIATE DEAN WILL BE RESPONSIBLE FOR 20 SUCCESS COACHES.
AND THAT WAY WE REALLY TRIED TO MAKE THIS MANAGEABLE TO ENSURE THAT THERE IS ACCOUNTABILITY AND THAT WE REALLY ARE ABLE TO LOOK ACROSS THE COLLEGE AND IT REALLY MONITOR WHERE OUR STUDENTS ARE FARING WELL, WHERE WE MIGHT NEED TO PROVIDE ADDITIONAL SUPPORT AND TRAINING FOR COACHES OR ASSOCIATE DEANS THAT OUR RESPONSE BEFORE THE TEAMS. THAT IS ALL BEING DONE IN PARTNERSHIP WITH THAT DIRECTOR OF PROFESSIONAL DEVELOPMENT WILL BE WORKING WITH THOSE TEAMS TO PROVIDE CUSTOMER SERVICE TRAINING.
>> AND THIS IS IN PROCESS, THIS IS NOT FULLY STAFFED OR ANYTHING YET? THIS IS THE MODEL THAT YOU WILL BE USING?
WE ARE CURRENTLY IN THE PROCESS OF INTERVIEWING SUCCESS COACHES NOW.
>> WHAT IS YOUR TIMELINE TO HAVE THIS MODEL FULLY FUNCTIONAL AND FULLY STAFFED? MORE OR LESS.
>> JUNE 1 IS WHEN WE INTEND TO BEGIN PROVIDING SERVICES UNDER THIS MODEL.
>> IN THAT, FOR EXAMPLE, THE SUCCESS COACHES WOULD ALSO SERVE AS A PATHWAY SPECIALIST OR PATHWAY SPECIALISTS ARE GOING TO BE DIFFERENT STAFFING?
>> PATHWAY SPECIALISTS ARE DIFFERENT STAFF.
>> UNDER EACH BUTTON THAT YOU HAVE THERE, HOW MANY AND THE STUDENT TO STAFF RATIO IN EACH OF THOSE AREAS, PLEASE.
>> TRUSTEE FLOOR IS IT JUST KIND OF A COMMENT THIS IS ONE OF THE AREAS AS YOU RECALL BACK WHEN WE MADE THE TRANSITION IN DALLAS COLLEGE AND WE SAID WE BE MAKING ADDITIONAL INVESTMENTS AND ALSO SET HIRING TWO OR 300 PEOPLE WHICH IS NOT THE POPULATION TO GET ALL THE QUALITY FOLKS THAT WE WANT TO THAT'S WHEN IT'S GOING TO HAVE TO BE SPACED OUT A LITTLE BIT OVER TIME AND JUST ACKNOWLEDGING THAT WE WILL HAVE TO PROBABLY GO THROUGH SEVERAL ITERATIONS OF HIRING PEOPLE TO POTENTIALLY GET UP TO THE LEVEL THAT WE ARE GOING TO NEED JUST BECAUSE Â" Â".
>> WHAT YOUR OPTIMAL TIMELINE? WHEN YOU HOPE THAT IT CAN ALL BE IN PLACE? GIVEN THE REALITY OF WHAT DOCTOR MAY JUST SAID.
>> INITIALLY, WE BUDGETED AND ACCOUNTED FOR TO HIRE ABOUT 190 SUCCESS COACHES BY JUNE 1.
AGAIN, GOING TO THE SEARCH PROCESS AND DOING THE EVALUATION OF CANDIDATES.
AFTER THE NEXT ACADEMIC YEAR IS WHEN WE ANTICIPATE GETTING UP TO THE FULL 240.
>> FIRST OFF, I WOULD LOVE TO SEE A JOB DESCRIPTION OF A SUCCESS COACH BECAUSE I BET YOU CAN HAVE A WHOLE BUNCH OF APPLICANTS AND IT'S GONNA BE REALLY COOL JOB FOR A LOT OF PEOPLE.
I AM ONE OF THE PERCENT SUPPORTIVE OF THIS GIVEN THE GOAL WHICH IS TO IMPROVE BUT HOW DO YOU BALANCE THE SORT OF STUDENT ECOSYSTEM WITH THE NEED TO ALSO IMPRESS UPON STUDENTS THE NEED FOR THEIR OWN PERSONAL RESPONSIBILITY FOR THESE AREAS, THEIR OWN SELF INITIATIVE, THEIR OWN PERSONAL ACCOUNTABILITY.
WE ARE NOT TALKING ABOUT THAT HERE, WERE TECHNET WHAT KIND OF SYSTEM WERE DESIGNING BUT IS THAT AN ESSENTIAL ELEMENT AS WELL OF WHAT YOU'RE TRYING?
>> IT ACTUALLY IS, THAT'S A GOOD QUESTION.
THE IDEA IS THAT THE STRUCTURE THAT WE ARE BUILDING IS ONE TO REALLY FUNCTION AS A SAFETY NET FOR THOSE STUDENTS WHO NEED EXTRA HELP.
IT DOESN'T PREVENT A STUDENT FROM ACCESSING THESE SERVICES ON THEIR OWN.
SOME STUDENTS ARE PROFICIENT ENOUGH TO LOOK AT THE WEBSITE AND NOTE WHERE THEY NEED TO GO.
NOTHING WILL PREVENT THEM FROM BEING ABLE TO DO THAT.
BUT MANY OF OUR STUDENTS WE KNOW DO NOT FIND THEIR WAY OR THEY DO NOT TRAVERSE HOURS SYSTEMS INTUITIVELY SO WE HAVE BUILT THE ROLE OF A SUCCESS COACH TO ENSURE THAT
[00:55:04]
THERE IS A TOUCH POINT AND THAT THROUGH USE OF TECHNOLOGY TO HELP US TRACK AND MONITOR STUDENT PROGRESS THAT WE ARE ACTUALLY FOLLOWING AND ATTRACTING VARIOUS MILESTONES THAT WE ARE WANTING OUR STUDENTS TO COMPLETE SO THAT WHEN THEY MEET WITH A SUCCESS COACH OR IF THEY DON'T MEET WITH THE SUBJECT'S COACH THAT TEAM MEMBER WILL KNOW BECAUSE IT'S A DEDICATED TEAM OF STUDENTS OR SET OF STUDENTS THAT THEY ARE TASKED TO FOLLOW AND MONITOR.WE WANT TO PROMOTE STUDENT AGENCY AND ENCOURAGES STUDENTS THAT AS THEY LEARN ABOUT THE RESOURCES MAYBE THEY LEARN ABOUT THEM IT THROUGH THE SUCCESS COACH AND NOW MAYBE THEY DON'T NEED THE SUCCESS COACH AS MUCH OVERTIME BUT IF THEY EVER DO WE HAVE A SYSTEM IN PLACE WHERE THEY CAN ALWAYS KNOW WHO THEY SHOULD COME BACK TO.
>> I THINK THAT IS A VERY HELPFUL WAY TO THINK ABOUT IT.
YOU USE THE WORD SAFETY NET, I WOULD IMAGINE AND I HAVE NO IDEA, I AM GUESSING, I WOULD IMAGINE THAT A MAJORITY OF OUR STUDENTS GIVEN JUST THE FACT THAT THEY ARE HERE AND THEY GOT TO GET UP AND GO AND THE DESIRE TO GET A DEGREE, THEY CAN NAVIGATE THE SYSTEM.
WE ARE NOT TRYING TO BUILD A SYSTEM FOR ALL 80,000 STUDENTS, WERE TRYING TO BUILD A SYSTEM FOR A CERTAIN NUMBER OF STUDENTS WHO ARE PERHAPS AT RISK OR PERHAPS DON'T HAVE THOSE NAVIGATION SKILLS I NEED TO DEVELOP THEM.
THAT'S IMPORTANT TO THINK ABOUT THAT IN TERMS OF THINKING ABOUT COACH TO STUDENT RATIO IS IT NOT?
EVEN WITH THE SUCCESS COACH WE DID FACTOR IN THE 80,000 STUDENTS THAT WE SERVED JUST TO REALLY TRIED TO BE INTENTIONAL ON THE FRONT AND FOR THAT PARTICULAR ROLE BECAUSE THE IDEA IS THAT THE SUCCESS COACH NO MATTER EVEN IF THERE ARE SPECIALISTS THE IDEA IS THAT THE SUCCESS COACH IS RESOURCEFUL ENOUGH TO CONNECT WITH THIS NETWORK AND ON BEHALF OF THE STUDENT IF NECESSARY.
IT DOESN'T MATTER IF WE HAVE 240 SPECIALISTS, WE HAVE THE DEDICATED SUCCESS COACH TO REALLY CONNECT AND TAP INTO THAT RESOURCE TO ENSURE THE STUDENT GETS WHAT THEY NEED AND THAT WAS OUR WAY OF TRYING TO BUILD SOMETHING THAT WAS SUSTAINABLE AND A GOOD USE OF RESOURCES TO TRY AND IMPACT THE STUDENT EXPERIENCE IN A POSITIVE WAY.
>> THANK YOU, PLEASE CONTINUE.
I THINK WERE ADVANCING TO THE NEXT SLIDE.
SO OUR NETWORK INCLUDES MANY SPECIALIZED SERVICES WITH TEAM MEMBERS TRAINED TO BE EXPERTS IN THEIR AREAS.
WE WILL EVEN HAVE A ROLE CALLED A PATHWAY SPECIALIST.
IN THAT ROLE THAT POSITION WILL ALIGN AND PARTNER WITH OUR SEVEN SCHOOLS TO SERVE AS A PATHWAY EXPERTS PROVIDING SPECIALIZED KNOWLEDGE OF THE SPECTRUM OF PATHWAY OPTIONS WHETHER IT IS A FAST TRACK MICRO CREDENTIAL ALL THE WAY TO TRANSFER AND CAREER OPPORTUNITIES.
SO IT WHILE YOU HAVE THE SUCCESS COACHES CONNECTING WITH THOSE PATHWAY SPECIALISTS, THE SIX COACH WILL PROVIDE THAT WARM AND PERSONALIZED CONNECTION, MAKE THOSE REFERRALS AND ELIMINATE THE RISK OF STUDENTS GETTING LOST OR BEING UNSURE ABOUT THE NEXT STEP.
AND LIKE I HAVE MENTIONED BEFORE LIKE GOING BACK TO THE ANALOGY OF THE PRIMARY CARE PROVIDER, THE SUCCESS COACH WILL FOLLOW UP WITH THEIR ASSIGNED STUDENTS AND LEVERAGE TECHNOLOGY TO TRACK, MONITOR AND NUDGE STUDENTS TO ENCOURAGE ACTIONS THAT WILL MOVE THEM CLOSER TO ACHIEVING THEIR ACADEMIC AND CAREER GOALS.
I KNOW WE TALKED ABOUT THE 240 SUCCESS COACHES THAT WE AIM TO HAVE THAT WILL TAKE US THROUGH THE NEXT ACADEMIC YEAR TO FULLY GET UP TO THAT NUMBER BUT ONCE WE DO THAT WE ARE ESSENTIALLY DOUBLING OUR CAPACITY TO PROVIDE HOLISTIC STUDENT SUPPORT COMPARED TO THE NUMBER OF ACADEMIC ADVISORS THAT WE HAVE RIGHT NOW WHICH IS REALLY AROUND HUNDRED 45.
SO WHILE TODAY'S PRESENTATION STARTED OUT RECOGNIZING THE EXCELLENT PROGRESS THAT WE HAVE MADE WITH OUR DUAL CREDIT AND PTECH STUDENTS, THE INTENTIONAL DESIGN OF THE LEARNER CARE MODEL ANCHORED WITH THE SUCCESS COACH ROLE IS ONE OF THE MOST SIGNIFICANT WAYS THAT DALLAS COLLEGE IS TRANSFORMING THE WAY THAT WE SUPPORT ALL OF OUR STUDENTS.
NEXT, DOCTOR GREG MORRIS WILL SHARE HOW WE AIM TO GROW AND SCALE MORE EFFORTS TO SUPPORT THE LEARNING AND SUCCESS OF OUR STUDENT POPULATION.
TRUSTEE RITTER AND MEMBERS OF THE BOARD, IF WE COULD GO TO THE NEXT SLIDE PLEASE.
WHAT YOU HAVE HEARD TO DATE FROM BOTH ANNA AND KAREN I THINK REALLY THIS CONCERTED AND REALLY DELIBERATE EFFORT THAT WE ARE TAKING AS A COLLEGE ACROSS MULTIPLE
[01:00:01]
SPACES AND ACROSS ULTIMA POPULATIONS TO REALLY BE FOCUSED ON HOW WE CAN TRANSFORM NOT ONLY THE STUDENT EXPERIENCE BUT ALSO FOR TARGETED POPULATIONS LIKE PTECH AND EC HS.I'M GOING TO DO A LITTLE PIVOT TODAY AT THIS POINT IN THE PRESENTATION AND I WANT TO SPEAK A FEW MOMENTS TO THE BOARD ABOUT SOME OF THE WORK THAT WE HAVE BEEN DOING TO REALLY MAKE A CASE FOR HOW WE NOW TAKE THESE SUCCESSES AND LOOK AT EITHER OTHER POPULATIONS OR OTHER AREAS OF THE ORGANIZATION WHERE WE NEED TO APPLY THE SAME CONCERTED AND DELIBERATE EFFORT THAT WE DID SIX YEARS AGO WITH THE EC HS MODEL AND THEN ALSO THE CONCERTED EFFORT AROUND THE DALLAS COLLEGE RESTRUCTURING.
I WANT TO FOCUS SPECIFICALLY ON THIS ADULT LEARNER POPULATION THAT WE MENTIONED EARLIER AS SHE SAID WE HAVE OVER 50,000 ADULT LEARNERS AND SO WE WANT TO BE ABLE TO AS A LEADERSHIP TO BE ABLE TO COMMIT AN EQUIVALENT LEVEL OF RESOURCE AND FOCUS ON THAT POPULATION.
BUT I WANT TO START WITH KIND OF FRAMING OUT WHERE WE CURRENTLY AREN'T.
ANNA TOUCHED ON SOME AMAZING STATISTICS THAT WE HAVE SEEN AS A RESULT OF OUR DELIBERATE EFFORTS FOR EARLY COLLEGE HIGH SCHOOL.
UNFORTUNATELY, YOU CAN SEE THE NUMBERS HERE, WE DON'T HAVE THE SAME SUCCESS ACROSS OUR ADULT LEARNERS POPULATION.
ANNA TALKED SPECIFICALLY ABOUT HER CREDENTIAL ATTAINMENT RATES BUT YOU CAN SEE ACROSS ALMOST EVERY INDICATOR OUR ADULT LEARNERS ARE FALLING WEIGHT BEHIND ON OUR EFFORTS RELATIVE TO OUR DELIBERATE EFFORTS AROUND EARLY COLLEGE HIGH SCHOOL AND PTECH STUDENTS.
>> TO MAKE SURE I AM UNDERSTANDING THIS CORRECTLY.
FOR THE ADULT LEARNERS, THEY HAVE 817 PERCENT CREDENTIAL ATTAINMENT RATE? DOES THE STUDENT SUCCESS RATE CORRELATE TO THE 17 PERCENT CREDENTIAL ATTAINMENT RATE?
I THINK IT HAS A LOT TO DO WITH ONGOING PERSISTENCE.
IN GENERAL, OUR STUDENTS DO FAIRLY WELL IN THE CLASS EVEN OUR ADULT LEARNERS AND I THINK IT SPEAKS TO THEIR APTITUDE.
IT IS NOT THAT STUDENTS ARE DOING WELL IN CLASS WITH HER EITHER NOT PERSISTING TERM TO TERM OR YEAR-TO-YEAR WHICH IS LEADING TO KIND OF THEIR LOW CREDENTIAL ATTAINMENT RATES.
OVER A FOUR YEAR OR SIX YEAR TIME PERIOD TRUSTEE FLORAS, THEY ARE JUST NOT COMPLETING AT THE SAME RATE.
I THINK IF YOU LOOK AT THE SMALLER DISPARITY BETWEEN STUDENT SUCCESS RATES YOU SEE THAT OUR ADULT LEARNERS ARE JUST AS CAPABLE BUT THEY ARE NOT PERSISTING AND THEY'RE NOT FINISHING OUT.
SO ONE OF THE THINGS I MAKE ON THE SLIDE, THE NEXT SLIDE I WANT TO SHOW YOU IS WE REALLY THINK WE KNOW WHAT THE Â" Â".
>> JUST A MOMENT IF YOU COULD GO BACK TO THE PREVIOUS SLIDE.
SO COULD YOU DEFINE FOR US STUDENT SUCCESS RATE IN THIS APPLICATION?
FOR STUDENT SUCCESS RATES WE LOOK AT GRADES OF A B AND C IN A GIVEN TERM.
SO IT EXCLUDES STUDENTS WHO WITHDRAW WITH A GRADE OF W OR A D OR F.
>> SO THAT IS WHAT THAT MEANS? THANK YOU VERY MUCH.
>> YES, IF YOU GO TO THE NEXT SLIDE.
>>> TO YOUR POINT IN THE ACADEMIC INCUBATOR THAT'S IN THE ACADEMIC SERVICES AREA WE'VE STOOD UP FACULTY AND RESIDENCES.
TO WORK ON DEVELOPING CUSTOMIZED INDUSTRY RESPONSIVE CREDENTIALS AND INDUSTRY CERTIFICATIONS, SO THIS FACULTY ALMOST HAS THIS SAFE SPACE TO COME IN AND REALLY DEVELOP NOT ONLY THEIR OWN TALENT OR CERTIFICATION IN THAT SPACE, BUT ALSO HELP US MEET A SPECIFIC WORKFORCE NEED.
[01:05:10]
BUT THOSE ARE SOME OF THE THINGS THAT WE'VE REALLY BEEN HONING IN ON THE LAST YEAR OR SO.>> I THINK IT WOULD BE HELPFUL FOR THE BOARD TO PROVIDE A PRESENTATION BECAUSE WE FOCUS A LOT ON STUDENT SUCCESS AS WE SHOULD BUT WE NEED TO MAKE SURE OUR FACULTY ARE STAYING CURRENT AND AHEAD OF THE CURVE.
THAT'S JUST AS IMPORTANT IF NOT MORE.
>> YEAH, THAT'S A GREAT POINT.
IF WE COULD JUMP TO THE NEXT SLIDE.
SO I WANT TO ASK MY COLLEAGUE TO TALK ABOUT SOMETHING PRETTY EXCITING THAT HAS REACHED THE STATE LEVEL, IT'S REACHED THE NOTICE OF THE STATE AND WAS BURST OUT OF THE TRUE INITIATIVE.
AND BEFORE I TURN IT OVER TO HER, I WANT TO MENTION ABOUT A STRATEGY WE'RE DOING NOT ONLY IN THE INSTRUCTIONAL SPACE BUT IN WORKFORCE ADVANCEMENT AND
[01:10:33]
STUDENT SUCCESS ABOUT BEING VERY DELIBERATE IN OUR EFFORTS MOVING FORWARD.WE DON'T WANT TO GO SMALL WITH ANYTHING.
WE KNOW THAT WHATEVER WE'RE GOING TO DO, WHETHER THAT'S NEW ACADEMIC PROGRAMS, WHETHER THAT'S STANDING UP EXPANDED ONLINE LEARNING.
WE'VE GOT TO GO BIG AND WE'VE GOT TO GO QUICK TO STAND UP THESE EFFORTS.
AND SO I THINK YOU'RE GOING TO BE PLEASED TO HEAR ABOUT THIS NEW INITIATIVE THAT WE ARE STANDING UP QUICKLY AND LAUNCHING THIS FALL.
GLORIA, WITHOUT FURTHER ADO, I'D LIKE TO TURN IT OVER TO YOU FOR THE NEW INITIATIVES.
THANK YOU FOR THE OPPORTUNITY FOR ME TO SHARE THIS WONDERFUL INITIATIVE WITH YOU THAT WE HAVE BEEN LEADING HERE IN THE STATE OF TEXAS AND HAVE THE OPPORTUNITY TO TRULY CHANGE THE WAY WE DO WORKFORCE TRAINING HERE IN THE DALLAS REGION.
FOR THE TEXAS RESCALING AND UPSCALING THROUGH EDUCATION MODEL WHICH IS THE TRUE INITIATIVE, IT'S A STATEWIDE INITIATIVE DESIGNED TO PREPARE STUDENTS FOR IN DEMAND CAREERS THAT WILL ACCELERATE THEIR TRANSITION TO WORK ALSO ALSO BUILDING
[01:15:01]
INFRASTRUCTURE TO SUPPORT THE TEXAS ECONOMY.THIS SELECTIVE IMPACT PARTNERSHIP BETWEEN COLLEGES AND THE BUSINESS INDUSTRY SEEKS TO DEVELOP A TALENT PIPELINE THAT WILL MEET THE NEEDS OF THE DIVERSE WORKFORCE REGIONS THROUGHOUT THE STATE BY CAPITALIZING ON THE WORK THAT YOU SEE IN THIS SLIDE AND THE SUCCESS THEY'VE HAD ON THE ACADEMIC SIDE TO CREATE NAVIGABLE TRAINING PATHWAYS FOR STUDENTS, INDUSTRY BUY IN, CREATING CUSTOMIZABLE TRAINING SOLUTIONS FOR THE LEARNER AND ALSO CONNECTING THE LEARNER WITH AN EXPERIENCE THAT LEADS TO A CAREER.
IT SEEKS TO SERVE DISPLACED WORKERS IMPACTED BY THE PANDEMIC BY CONNECTING THEM WITH COMMUNITY COLLEGES THAT HAVE THE ABILITY TO PROVIDE SHORT TERM TRAINING THAT LEADS TO INDUSTRY RECOGNIZED CREDENTIALS AND CAREER PATHWAYS NEEDED BY TEXAS EMPLOYERS.
CAREER PATHWAY COMPLETION AND CREDENTIAL ATTAINMENT ALLOW COLLEGES TO FOCUS ON BUILDING THE CRITICAL SKILLS STUDENTS NEED TO ADVANCE IN GROWING SECTORS OF THE ECONOMY, LEADING TO GREATER SUCCESS OF THE 60 B 30 TEXAS INITIATIVE AND A STRONGER TEXAS ECONOMY.
THE STATE-WIDE INITIATIVE CONSISTS OF 12 COMMUNITY COLLEGES AND 19 BUSINESS INDUSTRY PARTNERS SERVING URBAN AND RURAL AREAS WITH A DIVERSE REGIONAL WORKFORCE NEEDS AND A BUSINESS ADVISORY COUNCIL CONSISTING OF LEADERS FROM ACROSS THE STATE REPRESENTING EDUCATION, ECONOMIC AND WORKFORCE AS WELL AS BUSINESS AND INDUSTRY.
SO SUCCESS OF THE PROJECT WILL BE MEASURED BY THE NUMBER OF TEXANS WE ARE ABLE TO PLACE IN JOBS.
THE PANDEMIC SAW WITH IT AN UNPRECEDENTED NUMBER OF INDIVIDUALS HAVING TO FILE FOR UNEMPLOYMENT CLAIMS WHEREAS LAST YEAR THE AVERAGE UNEMPLOYMENT PERCENTAGE RATE WAS 3.5 WE SAW IT RISE AS HIGH AS 8.3%.
SO RESEARCH CONDUCTED SHOWS A LARGE MAJORITY OF NEW JOBS DURING THE GREAT RECESSION WERE CREATED AFTER THE RECESSION ENDED.
AND WITH THOSE NEW JOBS, INDIVIDUALS WITH POST SECONDARY CREDENTIALS WERE ABLE TO BENEFIT FROM THOSE OPPORTUNITIES.
SO TO ACCOMPLISH DALLAS COLLEGE'S MODEL, WE WILL DEVELOP PATHWAYS THAT HAVE SOMETHING TO OFFER FOR EVERY POTENTIAL STUDENTS.
WE WILL MOVE AWAY FROM TRADITIONAL WORK FORCE AND CLEAR AND TECHNICAL EDUCATION MODELS TO A MORE CUSTOMIZED TRAINING EXPERIENCE THAT WILL ATTRACT DIVERSE POPULATIONS RANGING FROM HIGH SCHOOL STUDENTS, RECENT HIGH SCHOOL GRADUATES, UNEMPLOYED AND UNDEREMPLOYED INDIVIDUALS, AND EVEN THOSE WHO ARE SEEKING A CAREER CHANGE.
THE EASE OF FLEXIBILITY WILL ALLOW STUDENTS TO CONNECT WITH THE SUPPORT AND RESOURCES THEY NEED PRIOR TO ENROLLING IN TRAINING, PROVIDE MULTIPLE ENTRY AND EXIT LEVEL, PROVIDE ONGOING SUPPORT TO ENSURE PROGRESS AND SUCCESS, CREATE MEANINGFUL AND RELEVANT WORK-BASED LEARNING OPTIONS FOR PARTICIPANTS, AND RESULTS IN EDUCATIONAL ATTAINMENT, CREDENTIALS, AND WORK EXPERIENCE THAT CONNECTS THEM WITH A GOOD CAREER.
IN PHASE ONE OF THIS PROJECT, DALLAS COLLEGE'S DIVISION OF ECONOMIC OPPORTUNITY WILL HELP US IDENTIFY POTENTIAL DEMAND AND EXISTING RELATIONSHIPS
[01:20:03]
THAT WE CURRENTLY HAVE WITH BUSINESS AND INDUSTRY PARTNERS SUCH AS THE DALLAS COUNTY LOCAL WORKFORCE BOARD, THE DALLAS REGIONAL CHAMBER, UT SOUTHWESTERN, PEPSI, AND AMAZON THAT WE MAY USE TO LEVERAGE OUR EXISTING CERTIFICATES, PROGRAMS, AND DEGREES TO HELP US IDENTIFY FOUNDATIONAL AND CAREER SPECIFIC SKILLS THE INDUSTRY NEEDS, DESIGN AND REDESIGN SHORT TERM AND MICRO CREDENTIALS THAT ALIGN WITH WORKFORCE DEMAND IN THE DALLAS REGION, EMBED THOSE CREDENTIALS INTO THE STUDENT EXPERIENCE, AND THEN CREATE MAPS FROM CONTINUING ED THROUGH DEGREE COMPLETION THAT DEPICT THE ALIGNMENT OF TRAINING WITH CLEARLY MARKED EXIT AND ENTRY POINTS, POTENTIAL ATTAINMENT, LEARNING OPPORTUNITIES AS WELL AS CAREER PATHWAY OPTIONS AVAILABLE TO THE PARTICIPANT ONCE THEY COMPLETE.WE WILL ALSO IDENTIFY OPPORTUNITIES AND RESOURCES NEEDED TO CREATE NEW PATHWAYS IN ORDER TO PREPARE INDIVIDUALS TO COMPETE FOR FUTURE WORKFORCE OPPORTUNITIES THAT MAY BE COMING TO THE DALLAS REGION.
SO PHASE ONE OF THE DALLAS COLLEGE INITIATIVE WILL LAUNCH THIS FALL WITH A FOCUS ON CAREER PATHWAY OPTIONS FROM FOUR OF THE SCHOOLS THAT YOU SEE LISTED HERE WHERE WE HAVE IDENTIFIED TEN MICRO CREDENTIALS AND THREE LEVEL ONE CERTIFICATES THAT CURRENTLY HAVE BEEN ENDORSED BY BUSINESS AND INDUSTRY HERE IN THE DALLAS REGION AND THEY ARE IN DEMAND.
ENTRY LEVEL WAGES FOR THESE CREDENTIALS BEGIN AT ABOUT $15 AN HOUR WITH THE POTENTIAL FOR HIGHER WAGES WITH MULTIPLE CREDENTIAL ATTAINMENT.
SO OUR WORK HAS ALLOWED US TO TAKE A DEEPER DIVE INTO OUR WORKFORCE TRAINING AND CAREER AND TECHNICAL PROCESSES, PROGRAMS, AND CERTIFICATES.
WE WILL SEIZE THIS OPPORTUNITY TO ALIGN BUSINESS AND INDUSTRY PARTNERS WITH DALLAS COLLEGE RESOURCES INCLUDING STUDEN SERVICES, ACADEMIC, WORKFORCE AND ADVANCEMENT TO STRENGTHEN THE DALLAS REGIONAL WORKFORCE CHANNEL PIPELINE AND TO INTEGRATE IN DEMAND MICRO CREDENTIALS THAT ALIGN WITH CREDIT COURSE OFFERINGS, GIVING MILITARY CREDIT AND INTEGRATING COMPETENCE BASED LEARNING THAT ALIGNS WITH SKILLS AND CREDENTIALS EMPLOYERS ARE SEEKING.
WE'LL ALSO INTEGRATE WORK-BASED LEARNING EARLY INTO THE STUDENT EXPERIENCE TO MAKE SURE THAT THEY ARE BETTER PREPARED TO COMPETE FOR EMPLOYMENT OPPORTUNITIES AND WE WILL DEVELOP AND DESIGN PROGRAMS WITH INCREASED FLEXIBILITY
[01:25:06]
TO MEET THE NEEDS OF EVERY POTENTIAL TRAINEE.DO YOU HAVE A SENSE OF WHETHER THE EMPLOYERS WHO ARE ENGAGED IN A HIGHLY INTENTIONAL WAY PICKING UP STUDENTS FROM HIGH SCHOOL AND THROUGH OUR PROGRAMS, ARE THEY WILLING TO DO THE SAME THING WITH OUR ADULT LEARNER POPULATION?
>> SO THOSE ARE QUESTIONS, THOSE ARE OPPORTUNITIES WE PRESENTED TO EMPLOYERS.
AND SOME OF THEM ARE DEPENDING ON THE TYPES OF JOBS THAT YOU'RE REFERRING TO.
MANY OF THE ONES THAT ARE LOOKING FOR ADULT LEARNERS THAT HAVE EXTENSIVE WORK EXPERIENCE, SOME ADVANCED CREDENTIALS.
SO IT IS A CHALLENGE TO FIND THOSE EMPLOYERS THAT ARE WILLING TO ENGAGE OUR LOCAL LEVEL ADULT LEARNERS WITH MINIMAL EXPERIENCE AND THE FOCUS IS PTEC IS THE NUMBERS THEY'RE PRODUCING ARE PHENOMENAL AND THEY JUST GIVE THE EMPLOYER THE OPPORTUNITY TO TRAIN AN INDIVIDUAL EARLY IN THEIR CAREER AND HELP GROW THEM AND DEVELOP THEM AND SO THAT IS TYPICALLY MORE APPEALING TO THEM.
BUT IT IS A HURDLE THAT WE ARE ATTEMPTING TO OVERCOME.
SOME OF THE PARTNERS THAT I NAMED IN THE PRESENTATION PEPSI AND AMAZON, THEY ARE LOOKING AT UPSCALING A VETERAN WORKFORCE, AND THEY ARE INTERESTED IN HOW THEY CAN DO A BETTER JOB OF HIRING INDIVIDUALS IN UNDERSERVED COMMUNITIES THAT TYPICALLY HAVE NOT TAKEN THE OPPORTUNITY TO APPLY WITH THEM.
SO COULD YOU PLEASE TALK ABOUT THIS IS AN INITIATIVE OF DALLAS COLLEGE, BUT IT'S GOTTEN THE ATTENTION AT THE STATE LEVEL.
AND IS THAT, CHANCELLOR, WHAT YOU WERE TALKING ABOUT EARLIER, TALKING TO THE HIGHER EDUCATION COMMISSIONER?
>> YES, WE REALLY FELT LIKE REALLY RIGHT AT THE BEGINNING OF THE PANDEMIC, WE THANKS TO GLORIA WORKED ON A MODEL THAT I TOOK TO THE STATE OF TEXAS TO SAY WHY DON'T WE LOOK AT DOING SOMETHING LIKE THIS STATEWIDE.
AT THAT PARTICULAR TIME LAST APRIL WHEN I TOOK IT FORWARD WE WERE AT 13.2% UNEMPLOYMENT, BUT IF YOU WERE WITHOUT A HIGH SCHOOL DIPLOMA OR CREDENTIAL YOU WERE AT 19.2% UNEMPLOYMENT AT THAT TIME.
AND AT THE SAME TIME EMPLOYERS WERE EXPANDING IN MANY AREAS AS YOU SAW THERE FROM CERTAIN AREAS OF HEALTH CARE TO TECH TO OTHERS.
SO IT WAS A PROPOSAL OF HOW DO WE REALLY SHIFT THESE INDIVIDUALS WHO AREN'T PREPARED FOR TODAY'S ECONOMY AND AT THE SAME TIME ADDRESS THE SHORTAGE OF EMPLOYERS WORKFORCES WERE EXPERIENCING.
AND FRANKLY IT RESONATED THROUGHOUT THE LEGISLATURE AND OTHERS, AS A RESULT THE CHAIR OF SENATE HIGHER ED BRANDON CRAYTON PUT FORTH A BILL, THE TRUE INITIATIVE THAT IT IS THIS MODEL TO BE ROLLED OUT STATEWIDE ON A REGIONAL BASIS REQUESTING 50 MILLION.
TO WHICH PART OF WHAT I'M TALKING TO THE COMMISSIONER ABOUT, HE'S TENTATIVELY AGREED TO ADD ANOTHER 50 MILLION TO THAT TO EXPAND THAT ACROSS THE STATE.
AND QUITE HONESTLY THEY'RE GOING TO BE LOOKING TO US TO HELP DEVELOP THE CURRICULUM AND ROLL THIS OUT.
SO SEVERAL OF THE ITEMS THAT WERE ON THAT, GLORIA, I WANT TO ASK YOU TO PUT IT BACK UP.
BUT WHERE WE GOT INTO THE CLOUD COMPUTING, WE DIDN'T DEVELOP ALL OF THOSE, BUT WE DEVELOPED SEVERAL OF THEM IN PARTNERSHIP WITH AMAZON WEB SERVICES AND
[01:30:02]
OTHERS IN ABOUT 30 INSTITUTIONS.THE GOAL IS TO ROLL THIS OUT EVEN FURTHER AND PARTNER WITH ORGANIZATIONS LIKE THAT ON THE TRAINING.
THAT'S THE OTHER PROBLEM COLLEGE ESÂ -- COLLEGES HAVE, THEY DON'T HAVE THE ABILITY TO TRAIN FACULTY.
WE HAVE ABOUT TEN AND WE'RE TRAINING 13 MORE IN PROCESS TO GO THROUGH THAT.
BUT THE SAME THING IN HEALTH CARE, GREG.
YOU AND YOUR FOLKS WORK WITH THE FOLKS AT UT SOUTHWESTERN TO DEVELOP THE TECHNICIAN PROGRAM.
WE DID THAT JOINTLY GROWING THAT OUT AND WE'RE SHARING THAT WITH OTHERS ACROSS THE STATE.
AND THAT'S REALLY PART OF WHAT WE'RE LOOKING TO DO IS WE SEE THIS AS A COLLABORATIVE MODEL BOTH WITH EMPLOYERS AS WELL AS THOSE THAT THEIR JOBS ARE THERE TO MEET THOSE SKILLS.
WE ALSO SEE PART OF THIS PATHWAY APPROACH PUSHING DOWN INTO K-12 WITH THE PARTNERS AS WELL.
SO PILE WE'RE FOCUSED HERE ON DEVELOPING A WORKFORCE BECAUSE WE'RE AT A SHORTAGE IN ALL OF THESE AREAS RIGHT NOW WITH JOBS, WE'RE ALSO SEEING THIS AS A BROADER AREA.
BUT WE ARE DEVELOPING CURRICULUM IN MANY CASES THAT OTHERS ARE ADOPTING, MAINLY BECAUSE FOLKS LIKE AMAZON WEB SERVICES AND OTHERS LIKE WHAT WE'VE PUT TOGETHER.
>> YOU SAID LEGISLATION HAS BEEN INTRODUCED?
>> YEAH AND PASSED IN THE SENATE.
SO THE HOUSE VERSION IS WORKING ITS WAY UP.
THERE'S SLIGHT DIFFERENCES WITH THAT.
BUT THE GOVERNOR HAS INDICATED THAT HE WILL SIGN THE BILL.
SO THAT'S WHY WE'RE FEELING VERY CONFIDENT ABOUT IT.
OBVIOUSLY WE'RE NOT WAITING ON THAT TO HAPPEN AND WE'RE PUTTING THE EFFORT IN PLACE.
BUT PART OF WHAT WE WILL BE REQUESTING FUNDING INTO AREAS BEYOND WHAT WE'RE DOING NOW.
>> IT CERTAINLY HAS TREMENDOUS POSSIBILITIES ESPECIALLY FOR THOSE LOW WAGE EARNERS TO RESKILL AND UP SKILL AND REALLY IN TERMS OF RE-SKILL THEY DIDN'T HAVE MARKETABLE SKILLS TO BEGIN WITH OTHERWISE THEY WOULDN'T BE IN THAT LOW WAGE AREA.
I SEE WHERE THERE'S THE PURPOSE THERE.
BASICALLY THE SAME QUESTION AS THE STUDENT SUCCESS AND THE ACADEMIC PRESENTATION.
ARE WE GOING TO BUILD IN, I IMAGINE YOU HAVE TO BUILD IN A LOT OF TRAINING AND DEVELOPMENT FOR THE STAFF THAT WILL BE WORKING THE TRUE INITIATIVE PLUS THE CUSTOMER SERVICE ASPECT OF IT?
>> YEAH, THAT'S REALLY BECAUSE THESE ARE FAST CHANGING AREAS THAT ARE OUT THERE.
GREG AND GLORIA MIGHT BE ABLE TO TALK TO THAT.
IN SOME WAYS THAT'S PROBABLY THE ONE THING THAT'S HELD US BACK IN MOVING FORWARD IS THAT WE HAD TO HELP OUR FACULTY GET UP TO SPEED IN A LOT OF THESE AREAS BECAUSE AS THIS IS GOING TO BE A FOREVER CHALLENGE IN THAT THE NEW SKILLS REQUIRED IN THESE AREAS IS NOT JUST NEW SKILLS FOR STUDENTS AND EMPLOYEES, IT'S NEW SKILLS FOR OUR FACULTY AS WELL.
>> SO AGAIN THEY'RE ALSO GOING TO HAVE THE CONCIERGE SERVICES, ET CETERA, THAT WE SAW ON THE ACADEMIC SIDE AND I THINK IT'S SLIDE 14 THAT'S FOR THE TRUE PATHWAYS?
>> YEAH, IN SOME WAYS, Y'ALL CAN TALK ABOUT THAT.
BUT BECAUSE IN MANY WAYS THESE END UP BEING A LITTLE TIGHTER INTEGRATED WITH THE EMPLOYERS.
SO THERE ARE SOME BUILT IN INCENTIVES JUST BY THE MODEL ITSELF BECAUSE IT BRINGS THE STUDENT AND THE EMPLOYER MUCH CLOSER TOGETHER THAN ANYTHING WE'RE DOING.
GLORIA, THAT'S SOMETHING YOU'VE WORKED WITH THROUGHOUT SEVERAL OF THESE EFFORTS IS ALSO TO PROVIDE THAT ADDITIONAL SUPPORT THAT FOLKS NEED.
AND WE ASKED FOR RESOURCES TO MAKE THAT AVAILABLE TO SOME OF THESE POPULATIONS.
>> JUST LIKE THE EARLY COLLEGE HIGH SCHOOLS BACK IN WHAT, 2006, THE VERY FIRST ONE, NOW THE COLLEGIATE ACADEMY, THE DALLAS PROMISE, THIS TRUE PATHWAYS CAN BE A REAL GAME CHANGER FOR THOSE THAT REALLY NEED LIVING WAGES AND ABOVE.
THANK Y'ALL FOR YOUR WORK ON THIS AND FOR CONCEIVING OF IT AND TRYING TO TAKE IT STATEWIDE.
HOPEFULLY IT WILL TAKE IT TO BE A STATEWIDE PROGRAM.
[01:35:03]
THIS IS GREAT.>> I WAS THINKING AND REMEMBERING THE LAST TIME GLORIA WAS BEFORE THE BOARD, I THINK IT WAS A COUPLE OF YEARS AGO AND SHE LAID OUT SOME OF THE FOUNDATIONAL VISION FOR ALL OF THIS.
I'M LOOKING AT ALL OF THE FACES ON THE SCREEN AND I KNOW THERE'S DOZENS AND DOZENS OF OTHER PEOPLE WHOSE FACES WE CAN'T SEE IN SUPPORTING THIS WORK.
ITTED JUST OBSERVE, THIS IS THE MOST IMPORTANT SOCIAL JUSTICE WORK GOING ON IN OUR COMMUNITY.
A LOT OF PEOPLE ARE TRYING TO FIGURE OUT WHAT TO DO.
BUT THIS IS WHAT TO DO, IT'S THE WORK YOU GUYS ARE DOING.
ON BEHALF OF OUR COMMUNITY, THANK YOU, ALL OF YOU, FOR THE DESIGN AND EXECUTION THAT YOU'RE BRINGING TO THE ISSUE WITH EDUCATION.
AND IT'S TRULY REMARKABLE AND I THINK IF YOU SENSED THE BOARD WANTS TO STAY ABREAST AND KNOW MORE ABOUT IT AND SUPPORT YOU, I THINK YOU'D BE SENSING THE RIGHT THING.
I HOPE WE CAN HEAR MORE ABOUT THIS IN THE FUTURE SO REALLY, REALLY APPRECIATE IT ALL.
ANYTHING ELSE? ANY OTHER QUESTIONS FROM TRUSTEES OR DR. FLOYD, DO YOU WANT TO TAKE US HOME? THERE WE GO.
JUST REALLY APPRECIATING THE SUPPORT OF THE BOARD BECAUSE WE REALLY FEEL THAT SUPPORT.
WE REALLY APPRECIATE AND RESPECT THE VISION THAT WE HAVE FROM DR. MAY AND TO JUST PUT THINGS FORWARD.
AND WE APPRECIATE JUST BEING EMBRACED WHEN WE BRING IDEAS FORWARD.
WE CAN'T STRESS ENOUGH HOW THIS WAS BIRTHED FROM DR. WILLIAMS AND GLORIA SITTING RIGHT HERE IN DALLAS COLLEGE.
WE'RE CELEBRATING THE GREAT WORK THAT WE DO BECAUSE WE DON'T DO IT OFTEN ENOUGH.
OTHERS ARE RECOGNIZING IT, BUT WE'RE TAKING TIME TODAY TO RELISH IN IT OURSELVES, TO CONTINUE TO DO GREAT WORK AND BE SUPPORTED BY YOU, TO CONTINUE TO TRUST AND FOLLOW OUR LEADERSHIP.
SO JUST VERY GRATEFUL FOR THIS MOMENT.
>>> IS THERE ANY OTHER TRUSTEE THAT WOULD LIKE TO MAKE A COMMENT OR ARE YOU GOOD? WE'RE A LITTLE OVER, BUT THAT'S OKAY.
AND WE WILL ADJOURN THE EDUCATION AND WORKFORCE COMMITTEE AT THIS TIME
* This transcript was compiled from uncorrected Closed Captioning.