[00:00:01]
YEAH.SO WE NEED TO DO A ROLL CALL FOR THE EDUCATION [INAUDIBLE] OR ARE WE GOOD?
[1. Roll Call - Announcement of a Quorum]
BECAUSE WE DID ONE ROLL CALL AT THE BEGINNING SO I THINK WE'RE.THAT ROLL CALL WILL SUFFICE? OK, SO IN ACCORDANCE WITH CHAPTER 551 OF THE TEXAS OPEN MEETINGS ACT, I CALL THE EDUCATION AND WORKFORCE COMMITTEE MEETING OF THE BOARD OF TRUSTEES OF DALLAS COLLEGE FOR AUGUST 3RD 2021 AT 1:45 P.M.
THE BOARD MEETING IN PERSON OR VIA VIDEO CONFERENCE WITH SOME MEMBERS OF THE BOARD GATHERED IN THE PHYSICAL CENTRAL LOCATION AND OTHERS ATTENDING VIRTUALLY.
MEMBERS OF THE PUBLIC WHO FOLLOW THE INSTRUCTIONS ON THE DALLAS COLLEGE BOARD OF TRUSTEES WEBSITE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION WILL HAVE FIVE MINUTES TO SPEAK VIRTUALLY OR IN PERSON.
THIS BOARD MEETING IS BEING BROADCAST OVER THE INTERNET AS AN AUDIO RECORDING AND A TRANSCRIPT OF THE MEETING ARE BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE ON THE BOARD'S WEBSITE.
CAN YOU PLEASE CONFIRM THIS MEETING HAS BEEN POSTED IN ACCORDANCE WITH LAW?
[2. Certification of Notice Posted for the Meeting]
I CAN MR. CHAIR, I CERTIFY THAT THIS MEETING WAS POSTED ACCORDING TO TEXAS GOVERNMENT CODE 551.054.PERLA, DO WE HAVE ANY CITIZEN'S DESIRING TO ADDRESS THIS COMMITTEE? NO, SIR.
NO CITIZENS SIGNED UP TO SPEAK AT THIS MEETING.
[4. Committee Presentations]
WELL, WE'VE GOT A REALLY INTERESTING AND IMPORTANT PRESENTATION HERE TODAY ON STUDENT SUCCESS AND THE STUDENT CARE NETWORK.AND DR. JOSEPH WE'LL TURN OVER YOU.
THANK YOU, MADAM CHAIR, BOARD MEMBERS.
CHANCELLOR MAY, WE'RE DELIGHTED TO HAVE THE OPPORTUNITY TO TALK TO YOU TODAY ABOUT THE STUDENT WELLNESS, A SUPPORT AREA, BOTH STUDENT SUCCESS.
AS YOU MIGHT RECALL, DURING OUR JUNE MEETING, WE TALKED ABOUT REINVESTING IN STUDENT SUCCESS AND WE TALKED ABOUT THE FACT THAT DUE TO YOUR LEADERSHIP AND SUPPORT, WE HAVE BEEN ABLE TO FUND TWO HUNDRED AND FIFTY SUCCESS COACHING POSITIONS.
WE HAVE BEEN ABLE TO DOUBLE THE NUMBER OF COLLEGE COACHES, DOUBLE THE NUMBER OF LICENSED PROFESSIONAL COUNSELORS.
WE ARE ALSO FUNDING 30 [INAUDIBLE] SPECIALISTS AND ENHANCING OUR ABILITY AND THE STRATEGIC ANALYTICS SPACE.
ONE OF THE THINGS THAT WE ALSO TALKED ABOUT WAS THE FACT THAT THE STUDENT WELLNESS AND SUPPORT AREA WAS ONE OF THE AREAS THAT WAS THE LEAST STRUCTURED AND OUR STUDENTS HAD HAD THE LARGEST DIFFICULTY IN ACCESSING RESOURCES IN AN EQUITABLE MANNER.
TRACY JOHNSON, WHO IS OUR ASSOCIATE VICE CHANCELLOR RESPONSIBLE FOR THIS AREA, WE'LL TALK WITH YOU ABOUT THE STRUCTURE OF STUDENT WELLNESS AND SUPPORT AND SPEND A LITTLE BIT MORE TIME ON THE BASIC NEEDS AND STUDENT CARE NETWORK.
BEFORE YOU START TELL US A LITTLE ABOUT YOURSELF AND YOUR BACKGROUND AND HOW YOU GOT INTO THIS ROLE.
I'M BORN AND RAISED IN BUFFALO, NEW YORK.
I ALWAYS LIKE TO GIVE CREDIT TO MY FATHER'S SIDE PART [INAUDIBLE] AND HAVE SOUTHERN ROOTS.
IN EDUCATIONAL LEADERSHIP AND POLICY.
AND SO MY EXPERIENCE PREVIOUS IS AT THE UNIVERSITY OF BUFFALO, WHERE I WAS THE ASSISTANT VICE PROVOST FOR [INAUDIBLE] COLLEGE IN EDUCATIONAL AFFAIRS THERE.
I HAVE A BACKGROUND IN HEALTH CARE.
I ALSO HAVE I WAS A CLASSROOM TEACHER.
SO EVERYTHING THAT I DO, ALL OF MY PAST EXPERIENCES HAVE CULMINATED TO THIS TIME, THIS PLACE.
THIS IS MY EIGHTH RESTRUCTURE START UP.
AND EVERYTHING THAT I DO, I DO FOR STUDENTS.
VERY MISSION DRIVEN, PURPOSE DRIVEN INDIVIDUAL.
GLAD YOU'RE HERE FOR YOUR PRESENTATION.
THANK YOU SO MUCH FOR ALLOWING ME TO BE HERE.
AND ONCE AGAIN, THANK YOU, DR.
JOSEPH, FOR THIS OPPORTUNITY TO SHARE WITH YOU ALL ABOUT THE STUDENT WELLNESS AND SUPPORT AREA.
JOSEPH SAID, THE STUDENT WELLNESS, THE STUDENTS SUPPORT AND WELLNESS AREAS COMPRISE OF 15 DIFFERENT DEPARTMENTS, BROKEN INTO FOUR DIFFERENT AREAS.
THE FIRST AREAS ARE STUDENT AND STUDENT ENGAGEMENT, WHICH CONSIST OF OUR STUDENT LIFE, STUDENT ENGAGEMENT, FITNESS CENTERS, ADVOCACY, AS WELL AS OUR MULTICULTURAL AFFAIRS, WHICH FOCUSES ON OUR DATA, INTERNATIONAL AND DREAMER STUDENTS.
WE ALSO HAVE THE THRIVING LEARNING COMMUNITIES WHICH CREATE THOSE SAFE SPACES FOR ALL OF OUR STUDENTS.
THAT'S WHERE OUR ACCESSIBILITY SERVICES LIVE, ALL OF OUR GRANTS LIVE, AND
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WE HAVE SPECIALIZED SAFE SPACES FOR OUR [INAUDIBLE] FOSTER CARE STUDENTS AND OTHER LEARNING COMMUNITIES FOR OUR STUDENTS TO GO TO AND TO THRIVE AND LEARN WITH WRAPAROUND SERVICES.WE ALSO HAVE OUR TITLE NINE AREA, WHICH IS IN PARTNERSHIP WITH H.R.
AND THEN WE HAVE THE STUDENT CARE NETWORK AND BASIC NEEDS, WHICH CONSIST OF OUR STUDENT CARE COORDINATION OFFICE AS WELL AS MENTAL HEALTH, OUR HEALTH SERVICES.
AND WE ALSO HAVE OUR BASIC AND COMMUNITY RESOURCES WHICH WILL GO INTO IN DEPTH THROUGHOUT THIS PARTICULAR PRESENTATION.
THE GOAL OF STUDENT SUCCESS IS TO HELP OUR STUDENTS ACTUALIZE THEIR DREAMS, THEIR GOALS, THEIR ASPIRATIONS.
AND WE'RE ALSO ENDEAVORING TO ERADICATE GENERATIONAL POVERTY THROUGH THIS PARTICULAR MODEL, WHICH IS INTERCONNECTED THROUGHOUT ALL OF DALLAS COLLEGE.
WE SERVE ALL STUDENTS AND WE'RE THERE FOR OUR STUDENTS, WHICH WILL SEE IF WE COULD NOT DO THIS WITHOUT THE PARTNERSHIP OF OUR FOUNDATION, DR.
FREEMAN AND HER TEAM, AS WELL AS THE SAMPLE OF EXTERNAL PARTNERS TO HELP BUILD OUT THE CAPACITY OF THIS AREA.
OK, SO WE'VE INVESTED IN THAT [INAUDIBLE] FOR A FEW YEARS NOW.
DO WE HAVE ANY DATA SHOWING IF STUDENTS ARE ACCESSING THIS AND SOME OF THESE PARTNERSHIPS, ESPECIALLY WHERE DALLAS COLLEGE, IS EXPENDING PUBLIC FUNDS, IF WE COULD GET SOME DATA ON USAGE, IS IT PROVIDING GOOD ROI FOR US, BUT MORE IMPORTANTLY, ARE STUDENTS TAKING ADVANTAGE OF IT? AND IF NOT, THEN WHAT DO WE NEED TO DO TO BE SURE THEY DO, BECAUSE IT IS A GOOD SERVICE FROM THE PRESENTATION THAT WAS MADE TO US A FEW YEARS AGO.
ANDERSON, ARE DO THEY HAVE A LOCAL LOCAL OPERATION HERE?
I KNOW THAT WE MEET WITH THEM VIRTUALLY ON A CONSISTENT BASIS.
SO, I CAN PUT THE INFORMATION AND PUT BACK WITH YOU.
I WILL PROVIDE THAT INFORMATION FOR YOU.
AND THAT IS FOR OUR SMOKE-FREE CAMPUSES.
AND CAMPAIGN, WHICH WILL BE ROLLING OUT.
>> AND THEN WHAT IS OKAY TO SAY?
>> OKAY TO SAY IS OUR MENTAL HEALTH AND WELLNESS CAMPAIGN.
AND WHAT THAT DOES IS DESTIGMATIZE THE HALF.
WERE WE OF THE CAMPAIGN HEXES.
WERE WE ARE EDUCATING NOT ONLY OUR STUDENTS, BUT ALSO OUR EMPLOYEES TO COME FORWARD IF THEY NEED HELP AND SERVICES WILL HELP.
>> THAT IS PARTICULAR TO DELL'S CAUSE.
THAT WOULDN'T BE THE EXTERNAL PARTNER.
>> I'M SORRY, IT IS AN EXTERNAL PARTNER, BUT THEY WORK WITH DOLLS COLLEGE SPECIFICALLY SO THAT WE CAN CRAFT THE CAMPAIGN FOR OUR COLLEGE.
>> I WILL GIVE YOU SOME CONTEXT.
OKAY TO SAY IS A PROGRAM THAT WAS DEVELOPED BY THE MENTAL-HEALTH POLICY INSTITUTE TO ADDRESS STIGMA AS A BARRIER TO CARE.
THEY'VE DEVELOPED A ROBUST SET OF MARKETING TOOLS AND MESSAGING SO THAT COLLEGE CAN USE THAT BARRIER STIGMA WAY.
DALLAS COLLEGE TOOK THAT LOOK AT THE PILOT AND A COUPLE PLACES AND SCALING IT.
DEFINITELY A PARTNERSHIP PROGRAM IN THEIR OTHER INSTITUTIONS THAT ARE USING IT AS WELL.
>> IT WOULD BE HELPFUL FOR EACH OF OUR PARTNERS TO LET US KNOW SPECIFICALLY WHAT IT IS THEY ARE BRINGING TO THE TABLE AND VICE VERSA.
WHAT WE ARE GETTING AT IS WHAT PROBLEMS ARE THEY HELPING US SOLVE?
PLUS HOW MUCH IS IT BEING ACCESSED BY STUDENTS AND ARE THEY GIVING US ANY FEEDBACK ON IF IT'S BE HELPFUL TO THEM OR NOT?
I HAVE A QUESTION IN TAKING A TOUR OF THE CAMPUSES, I RECENTLY WAS AT IN FARMERS BRANCH.
USING THE CAMPUS AND I SAW THE VETERANS FACILITY THAT WAS PUT THERE BY THE ROTARY CLUB.
TO ME, THAT IS THE KIND OF CONNECTIVITY THAT WILL BE A REACH, BECAUSE THEY HAVE THOSE LECTURE ROOMS AND SO, THESE PARTNERS COULD COME IN AND THINGS THAT ARE ESPECIALLY IN THE MENTAL CHALLENGES WITHIN THE VETERAN COMMUNITY AND ALL.
AND SO, I SPOKE WITH THE DISTRICT GOVERNOR OF ROTARY.
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BECAUSE I THINK EVERY CAMPUS SHOULD HAVE THAT PRESENCE.IT'S A PLACE FOR THEM TO GO AND RECEIVE ALL OF THIS PARTNERSHIP.
SUMMARY TIMES, WE HAVE SO MUCH STUFF OUT THERE THAT A STUDENT JUST DOESN'T KNOW WHERE TO REACH AND GRAB THAT BALLOON.
WHEN YOU CAN PUT IT UNDER A FUNNEL AND CHANNEL THE TRAFFIC AND UNIQUENESS, IT CAN BE ATHLETICS, IT CAN BE IN VETERANS.
IT CAN BE IN SCIENCE CLUBS, IF YOU DON'T CHANNEL IT, THERE'S GOING TO BE A LOT OF PEOPLE BUSY.
I WAS SO IMPRESSED WITH THAT AND THE BENEFITS AND THE THINGS THAT THEY CAN GO AND DO.
AND SO, THAT'S A PARTNERSHIP THAT I'M GOING TO PUSH THAT WE SEE.
I THINK THAT PRESENCE OF VETERAN ATTENTION SHOULD BE ON EVERY ONE OF OUR CAMPUSES.
>> NOT OUR ROTARY CLUBS NICKEL.
>> WE DO HAVE IS INTERVAL LOCATIONS.
>> THEY ARE ALL PRETTY SIMILAR.
>> THERE IS A FIRST ONE THAT THEY WERE PROUD OF.
OKAY? [LAUGHTER] THE FIRST ONE THAT THEY MADE SURE THAT WE WENT BY AND SAW IT.
IT'S KIND OF LIKE IN THE PANTRIES.
EACH SCHOOL HAD A LITTLE BIT DIFFERENT.
ONE HAD A MAMMOTH OPPORTUNITY AND WE NEED TO HAVE THAT SAME ACCESS AT EVERY CAMPUS.
SO, ONLY HAVE ONE GOOD ONE, WE NEED TO FIND THAT MODEL AND I THINK IT WAS JUST PHENOMENAL.
>> TRUSTEE BOY WILL GET INTO THAT FURTHER INTO THAT PRESENTATION.
[LAUGHTER] >> THAT'S A GOOD ONE.
ALL NEEDS TO BE AN ALL AND WE'VE BEEN UNEVEN BY LOCATION IS INCLUDED IN CERTAIN AREAS.
AND ALSO, WHAT WE ARE GOING TO SEE IN THE PRESENTATION LATER IS WITH THEIR FOOD PANTRY.
WE HAVE SEVERAL FOOD PANTRIES AT OUR LOCATIONS.
WE HAVE SERVICES Â" Â" THE SERVICES THAT ARE AT ONE LOCATION ARE AT ALL LOCATIONS AND THAT WAS DUE TO THE REINVESTMENT OF THE INNER REACHED STRUCTURE OF THE DALLAS COLLEGE, WHERE WE ARE ABLE TO BRING EQUITY TO ALL CAMPUSES.
AND SO, HOW DO WE CREATE THESE MORE HANDOFFS? WE USE SALESFORCE AND TECHNOLOGY.
SALESFORCE ALLOWS US TO KEEP TRACK OF OUR STUDENTS SUCCESS.
NO STUDENT FALLS BETWEEN THE GAPS, AS YOU WORK IN REFERENCING AND TRUSTING.
SO THAT STUDENTS KNOW ABOUT ALL THE SERVICES ON ALL OF THE CAMPUSES.
WE HAVE OUR COLLEGE COACHES THAT WORK WITH OUR STUDENTS FROM THE EIGHTH GRADE ALL THE WAY UNTIL THEY BECOME ADMITTED TO THAT DALLAS COLLEGE.
ONCE THAT HAPPENS, THERE IS A HANDOFF VIA SALESFORCE.
THERE'S A COMMUNICATION SENT WITH THE WELCOME PACKET.
THEY ARE ASSIGNED AUTOMATICALLY A SUCCESS COACH.
AND THAT SUCCESS COACH MEETS WITH THOSE STUDENTS.
AND ACTS AS A CONCIERGE THROUGH THEIR JOURNEY AS THEY ARE AT DALLAS COLLEGE.
FOR EXAMPLE, MARTHA COMES TO A SPIRIT SHE IS IN AN ADULT STUDENT.
SHE'S MARRIED AND HAS CHILDREN.
HER DREAMS WERE TO BECOME A NURSING STUDENT HERE AT DALLAS COLLEGE.
OUR SUCCESS COACHES WORK WITH OUR TO ACHIEVE THAT DREAM.
SHE IS ACCEPTED INTO THE NURSING PROGRAM.
MARTHA THEN MEETS WITH HER SUCCESS COACH, WHO SHE THEN BEGINS TO DEVELOP THAT RELATIONSHIP AND THAT PARTNERSHIP THROUGHOUT HER JOURNEY HERE AT DALLAS COLLEGE.
AND IN DEVELOPING THAT RELATIONSHIP, MARTHA DISCLOSES THAT SHE IS IN MENTAL DISTRESS.
THAT SUCCESS COACH THEN USES CELLS FORCE TO GET INTO THE STUDENT CARE COORDINATORS, WHO ARE LICENSED SOCIAL WORKERS AND TRAINED NOT ONLY TO PROVIDE SERVICES, BUT ARE CLINICAL IN NATURE.
SO, THEY HAVE A DUAL ROLE IN A DUAL PURPOSE.
AND ONCE THEY BRING MARTHA TO THAT STUDENT CARE COORDINATOR, THAT STUDENT CARE COORDINATOR HAS ALREADY PUT A CARE PLAN IN PLACE.
NOT TO ONLY SEE THE MENTAL HEALTH DISTRESS, BUT TO BEGIN TO UNDER EARTH EVERYTHING THAT'S GOING ON WITH MARTHA SO THAT WE CAN MEET HER NEEDS AND NOT JUST MEET THE IMMEDIATE NEEDS.
BUT CREATE A PLAN FOR HER SO THAT SHE DOESN'T HAVE TO WORRY ABOUT FOOD AND SECURITIES.
AND ALL THOSE DIFFERENT THINGS THAT WILL NOT ALLOW THOSE THINGS THAT HAPPEN WITH OUR STUDENTS.
>> YOU JUST DESCRIBED A SCENARIO WHERE A STUDENT USED THE WORD TEST HAS HAD
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A CLINICAL ISSUE THAT WAS AN IMPEDIMENT TO THE EDUCATIONAL SUCCESS.AND I THINK AGAIN WHEN YOU LOOK AT THE SLIDES, IT'S POSSIBLE THAT THAT CIRCUMSTANCE COULD BE NOTED IN SALESFORCE.
WHICH IS AN ACADEMIC RECORD ELECTRONIC RECORD THAT WE MAINTAINED.
ARE THERE ANY ISSUES? DO WE HAVE WAIVERS FROM STUDENTS? TO GET PERMISSION TO COLLECT THE TYPE OF INFORMATION AND THAT STUFF AND SO FORTH?
>> THAT'S A GREAT QUESTION TRUSTEE.
WE WOULD NOT PUT THAT INFORMATION IN SALESFORCE.
WE HAVE TITANIUM, WHICH IS A MEDICAL, AS WELL AS A HEALTH PROFESSIONAL HEALTH RECORD SYSTEM.
WHICH COVERS THE INSTITUTION FOR THE CONFIDENTIAL INFORMATION WOULD GO.
ALL OF OUR LICENSED PROFESSIONAL COUNSELORS USED TITANIUM FOR THAT TYPE OF INFORMATION.
WE ARE NOT GOING TO SALESFORCE.
WHAT WE'RE GOING TO SALESFORCE IS THE REFERRAL.
THE SUCCESS COACH FOR TRACKING PURPOSES WILL SAY YOU JUST AS WE ARE CONNECTING YOU TO THE STUDENT CARE COORDINATOR.
THE CONFIDENTIAL INFORMATION THAT YOU ARE TALKING ABOUT Â" Â" THE STUDENT CARE COORDINATOR WILL ENTER INTO TITANIUM, BECAUSE THAT'S WHERE THE ABOVE PROTECTIONS AND ALL THOSE DIFFERENT THINGS, THEY ARE REFERRED TO THAT PARTICULAR SOFTWARE.
IT'S DESIGNED FOR THOSE TYPES OF INFORMATION.
I WANT TO ADD THAT WE ARE NOT SUBJECT TO HIPAA BY AND LARGE THE RESTRICTIONS DON'T APPLY TO US BECAUSE WE DON'T HAVE HEALTHCARE PROVIDERS AND THOSE DON'T EXTEND TO US.
WHEN WE GET INTO THAT, IF WE WERE IN THAT AREA, THE TITANIUM SOFTWARE TO BE COMPLIANT.
WE CAREFULLY USE THAT AND TREAT THOSE RECORDS AS IF THEY ARE HIPAA PROTECTED.
IT DOESN'T STRICTLY APPLY TO DALLAS COLLEGE BECAUSE OF THE ACTIVITIES AND ENGAGEMENTS.
>> CERTAINLY TO THE EXTENT THAT RECORDS ARE CREATED THE EDUCATIONAL RECORDS OF THE STUDENTS THAT WE ARE OBLIGATED TO KEEP THOSE CONFIDENTIAL.
WE GET CONSENT FROM STUDENTS TO THE EXTENT THAT WE ARE SHARING INFORMATION BEFORE WE SHARE THAT INFORMATION.
THE STUDENT WOULD BE ROBERTO STUDENT CARE COORDINATOR IF THEY HAD POSSIBLY A MENTAL HEALTH ISSUE? FOR WHAT OTHER REASONS WOULD STUDENTS BE REFERRED TO A STUDENT CARE COORDINATOR?
THEY COULD REFER TO THE STUDENT CARE COORDINATOR IF THEY HAD ANY BASIC NEEDS, HOUSING AND SECURITIES.
>> AND OTHER, AND QUESTION, SO, I LIKE THE TERM WARM.
WORN, BUT AN ORGANIZATION Â" Â" YOU KNOW, BUT ANECDOTAL INFORMATION IS NOT WARM.
WE KNOW THAT BECAUSE OF THE TRANSITION ETC. ETC.
AND HOW THAT'S AFFECTED THE ORGANIZATION AND ANXIETY AND ALL THIS.
SO, WHAT ARE YOU DOING TO ENSURE THAT IT GETS TO THE WARM POINT FOR EMPLOYEES FIELD MAXIMIZE THAT THEY FEEL ACTUALIZED AND THEY FEEL THEY CAN BE AUTHENTIC AND ETC. ETC.
SO, WHEN THEY ARE WORKING WITH STUDENTS, THEY ARE GIVEN THE BEST SERVICE POSSIBLE FOR STUDENTS AND ARE REALLY MAKING TRUE THA THERE ARE WARM STUDENT HANDOFFS AND STUDENTS FEEL WARM AND WELCOME BEEN SERVED ETC. ETC.
THAT'S WHERE OUR PROFESSIONAL DEVELOPMENT DIRECTOR COMES IN.
AND WE JUST WENT THROUGH TRAINING WITH ALL OF OUR STAFF.
AN REGARDS TO CUSTOMER SERVICE AND CREATING A CULTURE OF CARE.
WE ARE ADDRESSING THIS MATTER THROUGH THAT PARTICULAR AVENUE.
ENTER EXTENSIVE TRAINING OF OUR STAFF.
>> HOPEFULLY IT WILL TAKE HOLD BECAUSE ARE YOU DOING ANYTHING TO SURVEY THESE STAFF DEVELOPMENTS SETTINGS OR RETREATS Â" Â" OR ISSUES.
NOT A MICRO, WHERE THERE ARE COMMON THREADS AND POSSIBLY THERE'S STILL SOME ALMOND REST.
EVERYTHING COMES UNDER JOSEPH LINDER SHIP.
WE HAVE TURNED TO THAT FOCUS TO MAKE SURE THAT WE ARE NOT JUST READING DATA TO READ DATA.
WE ARE DOING THINGS JUST TO DO THINGS.
EVERYTHING WE DO COMES WITH A SURVEY THAT ROLLS ALONG WITH THE PROFESSIONAL DEVELOPMENT.
>> HAVE THE SESSIONS, COLLECT FEEDBACK FOR THOSE WHO HAVE PARTICIPATED TO SEE OKAY, IS THIS ACHIEVING THE OBJECTIVES OF THE SESSION? AND IF IT DIDN'T, WHAT CAN WE DO DIFFERENTLY?
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SO, WE ARE UTILIZING THOSE RESULTS TO CONTINUOUSLY IMPROVE WILL BE OFFERED A STAFF.>> AT THE TRUSTEE LEVEL, A STRATEGIC PRIORITY EMPLOYEE SUCCESS ETC. NOT TO GET OPERATIONAL, BUT THE TRUSTEE LEVEL, WHEN WE GET REPORTS, WE NOTES DATABASE AND THIS IS WHEN EMPLOYEES ARE TELLING YOU.
THE STAFF DEVELOPER IS TELLING YOU TO TAKE HOLD.
HOPEFULLY IN PLACES WHERE ORGANIZATIONAL CULTURE AND CLIMATE IS TO CHANGE.
VERSUS WHAT WAS IT I THINK? DOCTOR BRUMBACK SAID OLD WINE INTO NEW SKINS.
YOU'VE GOT NEW POSITIONS, YOU'VE GOT NEW TERMS. THE SOFTWARE ETC. PEOPLE REALLY BASICALLY STILL OPERATING HOW THEY USED TO OPERATE.
I'M JUST CONCERNED THAT IT WILL REALLY TAKE HOLD AND DATE IS THE BEST WAY TO TELL US THAT.
>> IS THIS OPERATION NOW OR WILL START AT THE NEW SCHOOL YEAR?
>> IS THIS OPERATION WHAT YOU JUST DESCRIBED.
>> WE ARE IN THE PROCESS OF GETTING OURSELVES SALESFORCE OPERATING.
IT WILL BE TAKING PLACE IN THE UPCOMING SCHOOL FALL Â" Â" PART OF IT IS ALREADY WORKING.
>> ONE OF THE THINGS THAT I BELIEVE AND OMISSIONS BACK WHEN WE HAD OUR DISCUSSIONS WITH THE ERP AND HOW WE WOULD HAVE AN OPPORTUNITY TO HAVE INPUT BECAUSE THE STUFF THAT JUSTIN FLOORS IS ALWAYS ASKING AND LEARNING DATA ABOUT ALL THAT.
AS WE ARE BUILDING THE SYSTEM, WE AS THE TRUSTEES NEED TO HAVE A OPPORTUNITY TO TELL YOU THE REPORTS THAT USES THE DATA THAT WE ARE GOING TO HAVE AND HAVE NOT HAD IN THE PAST.
SO, WE REALLY SHOULD BE A PART OF THAT TEAM THAT'S BUILDING REPORTS FOR JOHN OR ANYBODY ELSE.
WE NEED TO BE TELLING YOU UPFRONT SO THAT THOSE AUTOMATICALLY JIM KNIGHT OUT OF EVERY MONTH.
AND THEN THE TRUSTEES HAVE A WAY OF CODING AND ACCESSING THE REPORTS.
NO MORE OF THESE QUESTION AFTER QUESTION.
THE IDEA BEING WHAT IS THE INFORMATION DASHBOARD THE TRUSTEES WANT TO SEE? I DON'T KNOW IF WE ARE PART OF THE TEAM, BUT THE AUDIENCE FOR THAT INFORMATION.
[INDISCERNIBLE] ON A REGULAR BASIS AND IN HIRING AND CONTRACTING.
STUDENT SERVICES AND ACADEMIC PROGRESSION.
AND ALL THE THINGS THAT WE ARE ACCOUNTABLE FOR.
INTO THE ERP SO THAT WE CAN GET ANYTIME WE WANT.
WE HAVE APPROPRIATE ELECTRONIC ACCESS TO [INDISCERNIBLE] >> GIVE US ACCESS PERMISSION COULD HAVE THE CANDIDATES READ ALL THE WAY.
>> I'M SORRY IF THIS SOUNDS TO BLUNT OR WHATEVER, BECAUSE I DON'T MEAN TO TURN ANYBODY OFF HERE, BUT IN TERMS OF FOR ME, I'M NO PLAYING AROUND ANYMORE.
WE SPENT A LOT OF TIME AND MONEY AND HUMAN CAPITOL AND EMOTION ON THIS TRANSITION ALL TO SERVE STUDENTS BETTER.
IF WE ARE NOT GOING TO DO ANY BETTER IN STAFF, REALLY GETTING A PICTURE, REALLY GETTING CHANGING FROM LEADERSHIP ON DOWN TO THE FACILITIES.
THEN, I AS AN INDIVIDUAL BOARD MEMBER ARE GOING TO BE.
REALLY BRING THESE THINGS UP UNTIL WE GET THERE.
THE WAY WE KNOW WE ARE GETTING THERE IS BY DATA.
AND SOME OF YOU TELL THE BOARD MEMBERS TO RECEIVE ANECDOTAL INFORMATION.
BUT THAT'S ALSO A WAY WE CAN DETERMINE.
I WE GETTING THERE? DOES THE DATA BACK THAT UP? RIGHT NOW, THE ANSWER IS NO.
AND WE ARE JUST NOT WORKING ON IT TO THE DEGREE THAT WE NEED TO.
WE ARE STILL NOT FULLY THROUGH WITH THE TRANSITION IN TERMS OF PERSONAL HIRING
ETC. >> OR IS IT BECAUSE THE LEADERSHIP IS TALKING THE TALK AND NOT WALKING THE WALK? ANYWAY, THAT'S WHY BRING UP THESE ISSUES AND AGAIN, I DON'T MEAN TO INSULT ANYONE.
I DON'T WANT TO BE OFFPUTTING ETC. PLAYTIME IS ALMOST OVER WITH.
WE NEED TO GET THERE FOR OUR STUDENTS.
[00:25:02]
>> LET'S COME BACK TO THE STUDENT SERVICE PRESENTATION.
YOU WILL NOTE THAT WE HAVE THE DASHBOARD INFORMATION.
>> SO, ARTHUR COMES IN WITH BASIC NEEDS.
AS YOU CAN SEE IN THE SIDE, THIS IS AN INTEGRATED APPROACH TO BECAUSE AS I WANT TO SAY, NOTHING EXISTS IN A SILO.
AND NOTHING CAN EXIST BY ITSELF.
AND SO, WHAT WE HAVE DONE IN THIS PARTICULAR AREA, TO MAKE SURE THAT OUR STUDENTS NEEDS ARE MET AND THEIR WELL-BEING IS TAKEN CARE OF WE HAVE DOUBLED THE NUMBER OF LICENSED PROFESSIONAL COUNSELORS.
WE ALSO HAVE DOUBLED THE NUMBER OF NURSES, WE'VE CREATED A 24 HOUR CALL LINE, WHERE THERE IS A LOT OF PEOPLE THAT WILL ANSWER THE NEEDS OF OUR STUDENTS.
AN EXAMPLE OF THAT IS WHEN THE WINTER STORM TOOK PLACE.
OUR STAFF, EVEN THOUGH THEY DID NOT HAVE ELECTRICITY OR RUNNING WATER THEMSELVES.
ON THE PHONE LINES, ANSWERING THOSE TELEPHONE CALLS 24 HOURS A DAY.
IT WAS AN ALL HANDS ON DECK AND THE SUCCESS STORY THAT COMES FROM THAT IS ONE OF OUR STUDENTS IS TRAPPED.
HE WAS TRYING TO GET BACK TO DALLAS.
ONE OF OUR STAFF MEMBERS ASSISTED HIM BECAUSE HE HAD NO PLACE TO GO.
AND HE COULD NOT STAY IN HIS CAR.
SHE UTILIZED HER NETWORK INSIDE OF AUSTIN TO SECURE HOUSING FOR HIM.
SHE ALSO UTILIZED HER NETWORK TO GET HIM FOOD.
HE CALLED BACK AND SAID THANK YOU SO MUCH.
BECAUSE THE PAY WAS Â" Â" IF IT WAS NOT FOR OUR STAFF MEMBERS THAT SACRIFICED IN THE MIDST OF THEIR SITUATIONS TO BE ON THESE 24 HOUR LINES, THAT STUDENT, WE DON'T KNOW WHAT WOULD'VE HAPPENED.
BUT, HE SENT US A THANK YOU NOTE TO SAY THANK YOU.
SO, WE HAVE THAT 24 HOUR LINE.
WE ARE THERE FOR OUR STUDENTS.
WE ARE THERE AND HAVE CASE MANAGERS FOR THEM.
WE'VE DOUBLED THE NUMBER OF BASIC NEEDS COMMUNITY CASE MANAGERS WITH THIS PARTICULAR PROGRAM.
AS YOU CAN SEE, THE STUDENT CARE COORDINATOR ASKED ACTS AS A LINCHPIN.
ONCE AGAIN, THIS IS A LICENSED SOCIAL WORKER, WHO IS CLINICALLY TRAINED AS WELL AS AS A SOCIAL SERVICE BACKGROUND.
THEY THEN WORK WITH STUDENTS LIKE MARTHA, STUDENTS LIKE WHO WERE TRAPPED IN AUSTIN.
THEY ALSO CREATE THAT IMMEDIATE STUDENT CARE PROGRAM FOR THE STUDENTS LIKE MARTHA, WHO MAY BE HAVING MENTAL HEALTH STRESS.
YOU MIGHT ALSO NEED FOOD AND HOUSING AND SECURITY.
BECAUSE WITH MARTHA'S SITUATION AND HER STORY, HER HUSBAND BEGAN TO BECOME VIOLENT TOWARDS HER.
SHE HIT AND HER CHILDREN HAD TO EVACUATE THE HOME IMMEDIATELY.
ALL WHILE SHE WAS ATTENDING DALLAS COLLEGE.
AND IT WAS IN THAT INSTANCE WHEN SHE SHARED HER STORY.
OUR STUDENT CARE COORDINATOR Â" Â" SHE IMMEDIATELY SECURED FOOD FOR MARTHA.
MARTHA WAS MOVED OUT OF THE SHELTER AND TO A HOTEL FOR TEMPORARY HOUSING ASSISTANCE.
TO CREATE SOME TYPE OF STABILITY FOR HER.
AND THEN, ALSO WHAT HAPPENED WAS WE WERE ABLE TO ACCESS ONE OF THE BOUTIQUES ON CLOTHING BOUTIQUES ON CAMPUS TO GET MARTHA AND HER CHILDREN SOME CLOTHING.
AND WHAT HAPPENED IS THAT CASE MANAGER, THAT BASIC CASE MANAGER CONTINUED WITH MARTHA TO ENSURE THAT SHE WOULD MOVE INTO A RENTAL APARTMENT.
SO THAT SHE COULD SETTLE DOWN AND SHE CAN CONTINUE HER STUDIES HERE AT DALLAS COLLEGE.
WITHOUT THE BURDEN AND WORRY OF HAVING TO PAY RENT.
HAVING TO PROVIDE FOOD AND CLOTHING AND STARTING ALL OVER AGAIN.
BECAUSE NOW, ALL OF THE BILLS AND ALL OF THE BURDENS OF LIFE HAVE FALLEN ON MARTHA'S SHOULDERS.
SHE WAS ALSO CONNECTED WITH A COMMUNITY LEGAL AID IN THIS PROCESS.
AND THEN, TO FURTHER THAT, SHE HAS A LICENSED MENTAL HEALTH COUNSELOR WHO WORKS WITH HER TO HELP MAKE SURE THAT SHE IS MENTALLY AND PHYSICALLY AND EMOTIONALLY STABLE.
NEXT SLIDE PLEASE? WE WOULD NOT BE ABLE TO DO A LOT OF WHAT WE HAVE DONE WITHOUT THE TEMPORARY EMERGENCY AID FUND.
AND AS YOU CAN SEE ON THIS SLIDE, HOUSING AND RENTAL ASSISTANCE STILL REMAINED A HIGH PRIORITY WITH $4.9 MILLION GOING TO THAT.
WE ALSO HAD THREE POINT MILLION AND SUPPLIES AND COMPUTER INTERNET USAGE THAT OUR STUDENTS HAVE ACCESS IN THE EMERGENCY FUNDS FOR.
AND THEN OF COURSE FOOD BEING ANOTHER MAJOR NEED FOR OUR STUDENTS.
[00:30:04]
ALTHOUGH, THIS IS TEMPORARY AID, THE NEEDS OF OUR STUDENTS DO NOT GO AWAY.>> THE NEEDS LIKE MARTHA DO NOT GO AWAY.
MARTHA IS JUST AN EXAMPLE OF THE STUDENTS THAT WE ARE DEALING WITH, BUT SHE'S NOT THE ONLY ONE AS YOU CAN SEE ON THE SCREEN.
>> STARTING FROM THE SLIDE WITH THE WARM HANDOFFS AND UP TO NOW, ALL THESE SERVICES ARE AVAILABLE, NOT ONLY TO THE CREDIT SIDE, BUT THE CONTINUING ED AND WORKFORCE SIDE?
AND I FORGOT ONE OF THE REASONS I TALKED ABOUT ONE WARM HANDOFFS IS BECAUSE THEY PREFERRED IN THE PAST COUPLE OF MONTHS, 3 TO 4 TO 5 STUDENTS DID NOT GET WARM HANDOFFS.
IT TOOK ME HAVING TO GO BACK TO BED THREE OR FOUR TIMES TO GET STUDENTS WHAT THEY FINALLY NEEDED.
OUR STANDOFF WAS NOT WARM AND [INDISCERNIBLE] REALLY HELPED.
JUST TO PUT SOME CONTEXT IN PLACE.
>> YOU MADE AN IMPORTANT OBSERVATION ABOUT THIS BEING ONE-TIME AID OR SHORT-TERM IN SUCH AS THAT FOR A COUPLE OF YEARS THAT WE'VE HAD THESE RESOURCES AVAILABLE.
AND WE'RE GOING TO FIGURE OUT HOW TO ADDRESS THESE NEEDS, BUT IT'S NOT NECESSARILY GOING TO BE BY US PAYING FOR THEM.
AND THE COLLABORATION WITH EXTERNAL STAKEHOLDERS IS PROBABLY GONNA GET MORE IMPORTANT AND YOU CAN BE OUT THERE AND CREATED HOW TO LEVERAGE OTHER AGENCIES AND WHAT THEIR PRIMARY MISSION IS INTO OUR STUDENT POPULATION.
BUT I KNOW IT'S SOMETHING THAT WE TALKED ABOUT AND PUTTING THE BUDGET TOGETHER.
THESE ARE NOT SUSTAINABLE COSTS LONG-TERM FOR US AND OUR STRUCTURE.
WE GOT TO FIGURE OUT HOW TO ADDRESS THESE NEEDS.
>> WILL BE TALKING MORE ABOUT THE LATER DISCUSSION.
THE STATE LEGISLATURE DECIDED TO USE CARES ACTIVE MONEY INSTEAD OF STATE DOLLARS FOR OUR BUDGET.
AND THEREFORE, WHILE THEY DID NOT SHOW UP THIS YEAR, THERE WOULD BE A CLIP WITH A CUP, BECAUSE THEY DID NOT PUT STATE DOLLARS IN.
BECAUSE OF THE FEDERAL DOLLARS.
SO, IT'S GOING TO BE AN ISSUE THAT WE WILL BE DEALING WITH.
ONCE AGAIN TO CONTINUE THE LOSS OF STATE FUNDING OVER TIME.
EVEN WHEN IT DIDN'T OVERALL STATE RELATIVELY POSITIVE.
SO, THAT'S TRUE AND A LOT OF DIFFERENT AREAS.
>> IC Â" Â" AND I SEE FROM THE COLLEGE AND THE COUNTY.
I SEE FOR THE STUDENT THAT WE ARE THE QUARTERBACK AND THERE ARE DIFFERENT PLAYERS THAT TACKLE TIED INTO WIDE RECEIVERS AND SO FORTH.
LIKE YOU SAID, WE'RE GOING TO BE PAYING THEIR SALARY IN THESE INAUGURAL GAMES.
IN THE FUTURE, WE ARE GOING TO NEED FIND SUPPORT TO PAY FOR OUR TITANS AND GUARDS AND TACKLES.
BECAUSE WE CAN'T Â" Â" IF WE DON'T HAVE A GUARD, THE QUARTERBACK GETS KILLED RIGHT? [LAUGHTER] SO THE WHOLE PROGRAM DIES.
WE NEED TO HAVE THESE INTEGRAL PARTS AND IT IS SOMETHING THAT WE REALLY NEED TO PUT INTO OUR STRATEGIC PLAN.
BECAUSE WE ALL LIVE IN THIS WORLD.
WE ALL KNOW WHAT IT TAKES TO GET THESE KIDS EDUCATED AND SO MANY OF OUR POLICYMAKERS AND WASHINGTON Â" Â" THEY DON'T CARE.
THEY ARE FAR AWAY FROM WHERE RIVER MEETS THE ROAD.
IT'S OUR JOB AS TRUSTEES WE HAVE TO GET GET THIS UNDERSTANDING AND CARRY THAT MESSAGE TO THE NEXT LEVEL AND CONTINUALLY FUNDING TO SUPPORT WHAT WE KNOW IS THE RIGHT ANSWER.
>> IN LOOKING AT THE ONE WITH THE EMERGENCY FUND AND THE PROZAC.
CHILDCARE, FOOD, MATERIALS, ISSUES Â" Â" I THINK YOU ARE SPOT ON.
THEY ONLY LOOK AT THE DOLLARS.
AND WE REALLY HAVE TO LOOK AT THE SERVICES.
THE SCHOOL DISTRICTS RECOGNIZE WHAT YOU WILL RECOGNIZE FOR THAT FOR TIME OF STUDENTS WHO DON'T GO TO CLASSES AND DROP OUT OF SCHOOL.
THEY HAVE ARE THE SOCIAL WORKERS AND PUT THEM ON THEIR ROLL CALL.
[00:35:03]
ANOTHER NOT PAYING FOR THE PICTOGRAPH TO FIND A WAY AS WELL.BY HAVING IT THERE, THAT SUPPORTS WHAT THEIR TELLING US WHAT THE NEXT LEVEL IS.
>> I'VE GOT A COMMENT RELATED TO WHAT TRUSTEE RITTER AND BOYD WERE DISCUSSING ABOUT COMING UP WITH THE MONEY ONCE THE CARES ACT FUNDING IS GONE AND ETC. THIS IS WHY IT'S SO IMPORTANT FOR US AS TRUSTEES TO HAVE EXPECTATIONS OF COST EFFICIENCIES.
AND THEN REINVESTING THOSE SAVINGS INTO OTHER NEEDS.
SO, AND THE FINANCE COMMITTEE, WE HAVE A GOOD TWO SLIDES RELATED TO THAT.
AND SO, WE HAVE TO BE MINDFUL THAT AS STAFF AND BOARD MEMBERS AND WHERE WE CAN REALIZE SOME SAVINGS AND SOME OF OUR OPERATIONAL AREAS.
SO THAT WE CAN REINVEST INTO THESE ARE OTHER AREAS THAT ARE VERY IMPORTANT FOR STUDENTS.
ONE OF THE TRUSTEES MENTIONED, THANKS SO MUCH.
COMMUNITY PARTNERSHIPS AND A NETWORK IS IMPORTANT AND CRITICAL TO HELP SUSTAIN THIS AREA.
AND AS YOU CAN SEE, THIS YEAR, WE WERE ABLE TO GARNER $2 MILLION IN PARTNERSHIP WITH UNITED WAY HOUSING AND RENTAL AND UTILITIES ASSISTANCE PROGRAM.
>> WE RESTOCKED AND REFURBISHED ALL OF OUR FOOD PANTRIES AND ALL SEVEN CAMPUSES.
THANK YOU SO MUCH TRUSTEE BOYD.
TRUSTEE BOYD HELPED FACILITATE A $30,000 DONATION IN CLOTHES AND SHOES FOR OUR STUDENTS AS WELL AS THEIR CHILDREN.
OUR CLOTHING ANTIQUES ON ALL SEVEN CAMPUSES HAVE BEEN RESTOCKED AND WE ARE IN THE PROCESS OF ADDING THOSE NEW ITEMS. IN PARTNERSHIP WITH NORTH TEXAS FOOD BANK.
ALL OF OUR CAMPUSES, WE OFFER MOBILE FOOD PANTRIES.
AND WE ARE ABLE TO FEED OUR STUDENTS OVER 51,000 888 STUDENTS, COMMUNITY MEMBERS AND THEIR FAMILIES.
AND WE HAVE GIVEN AWAY OVER 2.8 POUNDS OF FOOD.
TRUSTEE FLORIDA ASKED TO ANSWER YOUR QUESTION, WE HAVE BEEN TRACKING DATA.
WE HAVE BEEN DOING TRAINING EXTENSIVE TRAINING THROUGHOUT DALLAS COLLEGE.
WITH OUR EMPLOYEES AS WELL AS OUR STUDENTS AND HOW TO USE BERTHA.
AFTER THAT TRAINING, WE SAW AN UPTICK IN THE USE OF BERTHA.
WE CONTINUE TO SEE AN UPTICK IN THE AREA.
ALL OF OUR CASE MANAGERS FOR BASIC NEEDS ARE CERTIFIED FOR APPLICATIONS AND AS WE ADD NEW EMPLOYEES, THOSE EMPLOYEES WILL ALSO GO THROUGH AND BECOME CERTIFIED.
NOT JUST TO COME TO THE FOOD PANTRIES, BUT IF THEY NEED ADDITIONAL ASSISTANCE, THEY CAN DO THE SNAP APPLICATION WITH THEM.
CHILDCARE ALSO REMAINS HIGH PRIORITY, BUT THE WORKING WONDERS PROGRAM WILL BE ABLE TO HELP THE STUDENTS WHO QUALIFY FOR THAT WITH CHILDCARE.
AS WELL AS Â" Â" I'M LEARNING HOW TO ROLL MY EYES.
>> WE ARE WORKING WITH JUDGE CLAY INCAN'S OFFICE.
JUDGE CLAY AIKEN'S OFFICE TO DO OUR MEDICAL INSURANCE WITH OUR STUDENTS AND EDUCATION ABOUT THAT PROCESS.
NEXT SLIDE PLEASE? IN OUR BENCHMARK YEAR, YOU WILL SEE OUR LICENSED PROFESSIONAL MENTAL HEALTH COUNSELORS.
THEY HAD OVER 10,000 APPOINTMENTS.
FACE-TO-FACE, VIRTUAL ONE-ON-ONE'S GROUPS.
WE HAVE SERVICE AND OUR STUDENTS AND CONTINUE TO SERVICE THEM.
WE SEE THIS AREA AS HOLISTIC AND INTERCONNECTED ONCE AGAIN.
WITH OVER 3000 IN PERSON VISITS TO OUR HEALTHCARE CLINICS.
AND ALL OF OUR NURSES ARE CERTIFIED TO OFFER TELEHEALTH.
BECAUSE WE HAVE SERVICED OVER 7000 STUDENTS.
VIA TELEHEALTH AND WITH THE HELP OF THE CARES ACT FUNDING, WE ARE ALSO ABLE TO OFFER MENINGITIS VACCINATIONS WITH OVER 600 AND ALL OF OUR NURSES HAVE BEEN ADMINISTERING THEM.
WE HAVE BEEN BUSY WITH OUR CRISIS LINE AS I STATED WITH STUDENTS.
IF MARTHA COMES WE CAN'T MEET THE CAPACITY INSIDE.
SO THAT WE CAN REFER MARTHA PARKLAND AND DOCTOR SPOT THAT WILL HELP US IF THERE IS NEED WITH ADMINISTERING THE MENINGITIS VACCINATIONS.
IF WE NEED TO FURTHER VENTURE INTO THE HEALTH SERVICES AREA.
[00:40:04]
AND THEN ALSO WITH OUR BASIC NEEDS, WE HAVE THE PARTNERSHIP WITH NORTH TEXAS FOOD BANK, WHICH IS VERY CRITICAL.AND THAT HOMELESSNESS AND HOUSING CITY SQUARES AND ANOTHER PARTNER THAT WE WORKED WITH IN THE COMMUNITY AS WELL AS METRO PRESS.
WHAT HAPPENED TO MARTHA? MARTHA WAS ABLE, AS I SAID TO MOVE INTO HER OWN APARTMENT.
SHE CONTINUES HER STUDIES WITH DALLAS COLLEGE TO THIS VERY PRESENT DAY.
SHE WILL BE SLATED TO GRADUATE IN THIS UPCOMING MAY.
MARTHA IS A REAL STORY AND SHE SAYS KUDOS TO DALLAS COLLEGE FOR ALL OF THE WORK AND ALL OF THE EFFORT AND ALL THE CARE THAT WE GIVE OUR STUDENTS HERE.
YOU'VE INHERITED A ROBUST SET OF PROGRAMS AND COUNSELING AND HEALTH SERVICES AND COMMUNITIES.
WHICH IS GREAT BECAUSE WE BEEN PAYING ATTENTION TO THIS STUFF AND WE HAVE TO TO BE SUCCESSFUL.
I WOULD ENCOURAGE YOU TO DESIGN AND ACCOUNTABILITY WITH THE BOARD SOME POPULATION LEVEL AS OPPOSED TO PROGRAM METRICS.
HEALTHCARE IS MOVING FROM A PAPER SERVICE TO A QUALITY MODEL.
HOW ARE WE IMPROVING HEALTHCARE AND HOW DO WE MEASURE IT? IT ALL DEPENDS PER THERE WILL BE CERTAIN PROGRAMS THAT AFFECT THAT POPULATION LEVEL.
CONSIDER WHETHER WE SHOULD HAVE SOME DEEPER PARTNERSHIPS WITH HEALTHCARE INSTITUTIONS THAT CAN HELP BILL FOR SERVICES.
AND DALLAS INDEPENDENT SCHOOL DISTRICTS ARE GREAT EXAMPLE.
SCHOOL-BASED CLINICS WITH THE CLINICS AND STUDENTS NOT ONLY THE FAMILY, BUT PRIMARY CARE AND MENTAL HEALTH CARE.
SHOULD WE BE LOOKING AT THAT TYPE OF PARTNERSHIP WITH THE SCALE HEALTH PROVIDER WITH ONE TRUSTEE.
THOSE A LOT ON HOW THIS WORKS.
SO, I THINK WE OUGHT TO CONSIDER THIS AS A STRATEGIC DESIGN FOR PROGRAMS. THANK YOU FOR THE PRESENTATION.
[LAUGHTER] >> I REALLY APPRECIATE YOUR COMPASSION.
THE ONE THING ABOUT DALLAS IS AND JUST TAKE THE CLOTHING SITUATION.
WE'VE HAD MULTIPLE MULTITUDES OF CLOTHING FACTORS.
HAVING BEEN IN THE FINANCING INDUSTRY FOR YEARS, THEY ALL HAVE END OF YOUR STUFF.
AND THEY TYPICALLY SELL THAT STUFF FOR ONE AND TWO AND THREE DOLLARS APIECE.
THEY GET A BETTER DEAL IF THEY GAVE IT TO US AND TOOK A TAX CREDIT.
SO, WE NEED TO FIND A WAY WITHIN YOUR ORGANIZATION THAT YOU HIRE SORCERERS.
YOU HIRE SOMEBODY WHERE THEIR ONLY JOB IS TO FULFILL THE NEEDS OF WHAT YOU ARE GIVING AWAY.
AND MY EXAMPLE WAS JUST A SMALL ONE THAT WORKS.
AND WE HAVE ALL KINDS OF STUFF LIKE THAT.
WE HAVE ENOUGH APARTMENT OWNERS IN HERE THAT HAVE BIG HEARTS.
I GUARANTEE YOU THAT IF WE HAD A SORCERER THEY CAN GO TO THE APARTMENT OWNERS IT AND SAID WOULD YOU GIVE ME FIVE OR TWO? WOULD YOU GIVE ME THREE? PLACES WHERE WE CAN ASSIGN PEOPLE TO LIVE IN EMERGENCIES.
I GUARANTEE YOU THAT THEY WILL DO IT FOR FREE.
WE'VE GOT TO GET OUR STORY TO THOSE PEOPLE, WHO HAVE BEEN SUCCESSFUL AND ARE WILLING TO GIVE BACK.
VOLUNTEERISM IS WHAT IT IS BECAUSE PEOPLE DON'T KNOW HOW TO VOLUNTEER.
>> LET'S FIND A WAY AND CREATE THESE HAND HOLDERS AND ALL THE STUFF.
LET'S FIND SOMEBODY WHOSE FULL-TIME JOB IS SOURCING WHAT YOU NEED TO RUN YOUR PROGRAM.
[APPLAUSE] >> DO YOU WANT TO COME UP ON THIS NEXT ITEM?
[5.1. TASB Cumulative Update - BBF, BD, BDB, DIAB, EFCD, GCB, GDA and GE]
[00:45:02]
WE'VE GOT THE BUDGET, BUT ONE A MONTH.>> I GUESS WE ARE SETTING UP A BANG BANG DISCUSSION.
TWO MEETINGS AND AUGUST WITH THESE POLICY MEETINGS BUT I THINK OUR GOAL TODAY WOULD NOT TO BE GOING OVER LINE ITEM ON THESE CHANGES.
MAYBE A LITTLE BIT OF AN OVERVIEW ON WHAT AREA THAT WE ARE AFFECTING AND
SO, AS THEY SAID, WE WILL BE COVERING THE COVERING THE POLICIES IN THIS MEETING OVER THREE MEETINGS PER TODAY WILL BE A HIGH-LEVEL OVERVIEW.
WE WILL DO THE FIRST READING ON AUGUST 19 AND THEN THE SECOND READING ON AUGUST 22 OR PREFERABLE.
SO, WE ARE AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU HAVE TODAY AND THEN ALSO ON THE DATES IN BETWEEN.
I WILL FOLLOW THE AGENDA AS IT'S LAID OUT IN TERMS OF COVERING THE POLICIES AND AT THE END, YOU CAN ASK ANY QUESTIONS THAT YOU HAVE.
IT WAS CERTAIN THE TAS BE UPDATE.
IN MAY, WE COVERED CHAPTER NUMBER C, B FOR GOVERNANCE, E, AFFECT THE POLICIES ARE LISTED IN THE EXPLANATORY NOTES THAT THE COMPANY PACKETS.
YOU ALL RECEIVED A TAS BE MEMO THAT OUTLINES THE SIGNIFICANT CHANGES.
THIS PACKET WAS LESS SIGNIFICANT THAN THE LAST.
SO, I WILL OPEN IT NOW FOR ANY QUESTIONS THAT YOU MIGHT HAVE ON THAT SPECIFIC PORTION.
>> I JUST HAVE A QUESTION ABOUT Â" Â" AS I LOOK AT AND I WILL PICK ONE.
THERE'S A BLUE ONE THAT SAYS THERE'S A NEW POLICY AND THERE'S ANOTHER ONE IN THE RED ONE THAT SAYS IT'S TAKING IT OUT, RIGHT?
ARE YOU REFERRING TO THE POLICY CODE AND PAGE THAT YOU REFERRING TO?
>> WHILE SHE'S LOOKING FOR THAT, WE CONTRACT OUT WITH THE TEXAS ASSOCIATION OF SCHOOL BOARDS THAT MAINTAINS THIS FOR US.
AND UNFORTUNATELY, SOMETIMES THEY DO THAT FOR US.
THEY DECIDE TO MOVE THE SAME PHRASE FROM ONE PLACE TO ANOTHER.
SO, THEY WILL STRIKE AT ONE PLACE AND ALL THEY ARE DOING IS RE-WATERING THE EXACT SAME POLICY.
>> IT'S FOR FORMATTING POLICIES.
>> THIS IS IN EXACTLY THE SAME ORDER.
>> IT'S FOR THEIR FORMATTING PURPOSES.
ONCE WE SUBMIT OUR CHANGES, IT GOES INTO THEIR DATABASE.
THEY UPLOADED AND THEN IT GOES INTO THE POLICY MANUAL, WHICH IS A WEB BASE.
>> MY QUESTION IS FIRST AT 4 PM.
IT'S THE FIRST OF EACH MONTH AT 4 PM.
WHY DID YOU NEED TO READ, BECAUSE IN THE BLUE IT SAYS THE SAME THING IN THE SAME POSITION.
>> AGAIN, IT'S DONE FOR FORMATTING PURPOSES ON THEIR END.
BUT IT STILL NEEDS TO BE SUBMITTED THROUGH.
>> IT'S MAKING IT TO APPEARED TO BE A LOT OF CHANGES.
>> THAT'S WHY WE HAVE SO MANY EVERY MONTH.
>> IS JUST MORE TO LOOK THROUGH.
>> THESE POLICIES ARE OUR OWN.
THEY ARE LIKE A MODEL CODE, RIGHT? EXCEPT IF WE DON'T ADOPT THEM, THEN WE JUST ABANDON TAS BE.
BECAUSE THEY NO LONGER UPKEEP OUR POLICIES FOR US.
>> ONE IS THE CASE THAT TRUSTEE BOYD IS TALKING ABOUT.
FOR EXAMPLE, THE SAME THING ON PAGE 18, IT'S STRUCK AND HAD A CHANCE REPORT AND CHANCELLOR, RIGHT? IS THAT NOT THE SITUATION, IS IT POSSIBLE FOR LEGAL STAFF TO JUST GET RID OF THAT, BECAUSE IT'S NOT REPLACING ANYTHING.
I DON'T KNOW HOW THE FORMATTING IS DIFFERENT.
CAN YOU JUST BRING IT TO US CLEANER OR IN OTHER WORDS WHEN IT'S THAT TYPE OF SITUATION?
>> WHOEVER WE ARE PAYING TO DO THIS, THEN DON'T PAY THEM.
IT'S CRAZY TO PAY SOMEBODY THAT MARKS SOMETHING OUT AND PUT THE SAME WORD RIGHT AND EVEN IF IT IS FORMATTING.
>> IT WAS A VERY VALUABLE ROLE IN KEEPING UP WITH THE CHANGES.
IN STATE LAW, FEDERAL LAW, THE STUFF CAN BE USING A LITTLE BIT.
NO, THIS IS THE FIRST TIME THESE POLICIES Â" Â" THE POLICY AND ADVISORY DOLLARS
[00:50:02]
COLLEGE, RIGHT? SO, WE'VE GOT LIKE THREE PARAGRAPHS THAT ARE OUTLINED IN RED ON PAGE 34 WITH THE MEETING.I'M SURE WE ARE NOT DELETING ALL THESE.
YOU KNOW, USE THESE AS BEST AS YOU CAN, BUT IF YOU GUYS CAN RECONCILE THE CONFUSION FOR FORMATTING ERRORS OF SOFTWARE THAT CAUSES MATERIALS Â" Â" LORD HAVE MERCY.
IN THE QUANTUM HEARING THE BOARD SAYING AND CORRECT ME FROM WRONG, DON SUBJECT TO CHANGES THAT ARE MERELY FORMATTING CHANGES OR ROUG CHANGES, THAT WE NEED TO BRING TO THE BOARD.
ADMINISTRATIVELY AND EITHER HAVE THE CHANCE OR THE ADOPTION OF THOSE OR NOT.
>> WE WILL REALLY SPEND TIME FOCUSING.
>> WE ARE HAPPY TO DO THAT AS SUCH.
WE JUST WANT TO BE Â" JUST THE BOARD FEELING LIKE THAT SOMETHING IS BEING ON THE BOARD.
>> WE NEED AUTHORITY FROM THIS BOARD TO THE CHANCELLOR TO MAKE THIS ADMINISTRATIVE NINE Â" Â" IT'S THE BOARD POLICY.
WE ARE OBLIGATED TO BRING IT TO YOU ONLY MAKE CHANGES AS THEY PRESENTLY EXIST.
SOME CONSTRAINT IS THEIR FORMATTING TO THAT WHICH WE WOULD FIND TO BE MORE ACCEPTABLE OR EASY TO USE.
>> SUMMARY OF COMMON SENSE OVER THERE.
I LOOKED AT THIS AND SAYS WHY DID WE GET THAT TO THIS BOOK.
THEY PROVIDE POLICY FOR NOT JUST DOLLARS COLLEGE, BUT THIS IS A MECHANICAL ISSUE.
AND I THINK WHAT WE ARE TRYING TO ADDRESS, IF WE BRING THOSE CHANGES COME UP WITH THE AUTHORITY DELEGATED Â" DESPERATE.
>> I DECIDED TO QUIT READING AFTER THE FIRST HOUR.
I DON'T KNOW WHAT THE POINT OF THIS IS.
>> I WILL SAY THAT TYPICALLY WE WILL SEPARATE NON- SUBSTANTIVE.
REASON IS NOT IN THIS PACKET IS BECAUSE IT'S A VERY SMALL UPDATE.
AND MOST OF THEM WERE NOT SUBSTANCE.
WE TYPICALLY WOULD NOT BRING IT FORWARD IN THIS.
>> THE SUBSTANTIVE VERSUS NON-SUBSTANTIVE.
BECAUSE THERE IS STUFF IN HERE THAT IS AN UPDATE.
>> REPLACES THE SAME WORD WITH THE SAME WORD, THIS MAY CHANGE.
>> SO DO WE NEED TO MAKE A MOTION? OR RIGHT ANOTHER Â" Â".
>> I THINK HE FOR THE RECORD, REFLECTIVE MESSAGE AND THE COMMITTEE AND THE BOARD OR AUTHORIZING.
IN SCRIPTURE IT SAID, WE REALLY DON'T BRING NON-SUBSTANTIVE CHANGES TO THE BOARD.
A NUMBER OF WE CHANGES THAT WE GET FROM TAS BE, FRANKLY, WE ARE BEHIND IN TERMS OF THE UPDATE BY VIRTUE OF THE PANDEMIC IN THE FACT THAT WE BEEN MEETING VIRTUALLY FOR 18 MONTHS.
THESE WERE CONSIDERED TO BE LESS SIGNIFICANT THAN MANY OF THE CHANGES THAT HAVE OCCURRED ON AN ANNUAL OR SEMI REGULAR BASIS.
WILL BRING AHEAD THIS CHANGES THAT WE NEED TO AND Â" Â".
[LAUGHTER] >> ARE THERE ANY QUESTIONS REGARDING THE UPDATES?
>> I'VE GOT NOTES AND SUCH AND IT'S TWO PAGES.
THERE ARE SOME THINGS IN HERE.
AUDIENCE PARTICIPATION AND A BOARD MEETING?
>> WHEN THAT BE PUBLIC? PARTICIPATION INSTEAD OF AUDIENCE?
>> I THINK YOU COULD CHANGE THE WORDS.
SO, IT'S A LANGUAGE THAT TAS BE AS USED FOR THIS POLICY.
>> IN AUDIENCE TO ME SEEMS LIKE THAT THEY ARE HERE FOR ENTERTAINMENT IT'S OUR PUBLIC TO COME TO THE MEETINGS.
WHICH MAYBE IS NOT NECESSARILY AN AUDIENCE.
THEY ARE NOT THERE TO SEE US DO THE JOB.
THEY ARE THERE TO PARTICIPATE.
SO, THEY WOULD BE THE PUBLIC PARTICIPATION.
>> YES, IT'S THEIR TERMINOLOGY.
I'VE GOT PAGES OF THAT KIND OF STUFF.
[LAUGHTER] >> WE GET THREE BITES OF THE APPLE.
AND THEN WE GET TUMOR READINGS.
AND I'VE ALWAYS FOUND THE THINK THAT WE ALL HAVE THEM.
ROB AND PATRICIA, OUR BEST FEEDBACK, IT WILL CONTEMPLATE THAT AND SUBSEQUENT ITERATIONS.
AND WE WILL YOU KNOW, WE WANT TO READINGS ON THIS ONE.
EVEN FOR EXAMPLE, ON PAGE 3890.
THEY SCRATCHED THE COLLEGES AND PUT IN RED THAT THE DALLAS COLLEGE UNDERLINED.
[00:55:02]
>> I GOT CAUGHT ON A LOT OF THE DALLAS COLLEGE DISTRICT COLLEGE DISTRICT DALLAS COLLEGE AND SEE IF WE WERE CONSISTENT, WE WOULD CALL OURSELVES DALLAS COLLEGE.
BECAUSE IN SO MANY PLACES, DISTRICT IS STRICKEN.
COLLEGE DISTRICT DISTRICT IT IS STRICKEN.
AND THEN, WE GO BACK TO DALLAS COLLEGE.
WELL, IF WE ARE DALLAS COLLEGE AND WE ARE TALKING ABOUT DALLAS COLLEGE, OH GOSH.
MAY BE SEVEN OR NINE DIFFERENT REFERENCES.
EVEN ON BETWEEN PAGE 31 AND THE BOTTOM OF PAGE 31 AND ON THROUGH PAGE 33.
I THINK THERE'S SEVEN DIFFERENT DALLAS COLLEGE COLLEGE DISTRICT DISTRICT COLLEGE PLAYS BACK AND FORTH.
>> WOULD THEY STILL CONSIDER SAID DISTRICT.
>> WE ARE CONSIDERED A COLLEGE DISTRICT ENTITY.
AND SO, REFERENCES TO DALLAS COLLEGE IS WHEN WE ARE SPEAKING OF OURSELVES IN OUR ORGANIZATIONAL SENSE.
THE EXAMPLE THAT YOU GAVE ON PAGE 31 OF 90, WE CHANGED IN COLLEGE DISTRICT COLLEGES TO DALLAS COLLEGE.
AND THE REASON IS BECAUSE WE DON'T HAVE COLLEGES ANYMORE.
WE HAVE ONE CALLED FOR THE REFERENCES TO DALLAS COLLEGE.
IT'S REALLY DEPENDING ON THE CONTEXT.
THE LANGUAGE THAT IS BEING USED.
AND WHEN WE'RE GOING TO REFER TO THE DALLAS COLLEGE.
COLLEGE DISTRICT OR THE COLLEGE.
AND I UNDERSTAND THAT IT'S CONFUSING.
IT'S GOING TO BE A PROCESS WORKING THROUGH THE MANUAL AND UPDATING IT ACCORDINGLY.
>> IS COLLEGE DISTRICT, IF IF IT IS NOT US, WHY IS IT CAPITALIZED?
>> BUT WE COULD BE DALLAS COLLEGE AS EASILY AS WE CAN BE COLLEGE DISTRICT.
>> THE ENTIRE COLLEGE DISTRICT.
IF WE WERE TO MAKE THAT CHANGE, WE HAVE TO GO IN AND MAKE IT FOR EVERY SINGLE PAGE OF THE POLICY.
IN ADDITION, TAZ B RECOGNIZES US IN TERMS OF OUR LEGAL NAME IS A COLLEGE DISTRICT.
THEY USE THAT REFERENCE FOR ALL COLLEGES.
>> WHY WERE WE TEST US FROM WHAT I REMEMBER, ONLY CHANGE THEIR NAME, WE WERE NOT ALLOWED TO USE THE WORD COMMUNITY OR DISTRICT.
>> WE ARE NOT USING THE WORD COMMUNITY COLLEGE DISTRICT.
BUT WE ARE STILL LEGALLY COLLEGE DISTRICT.
IN THE TEXAS EDUCATION CODE, HERE THE DALLAS COUNTY COMMUNITY COLLEGE DISTRICT.
THERE IS NO SUCH THING AS A COLLEGE OTHER THAN THE TEXAS EDUCATION CODE.
EVERY SINGLE DISTRICT IS LISTED AS A COLLEGE DISTRICT.
WITHIN THAT, THE BOARD OF TRUSTEES NAMED IN THAT CODE THEN CREATES A COLLEGE.
SO YOU CREATED A DALLAS COLLEGE JUST LIKE YOU CREATED A SPIEL TO THE STATE OF TEXAS.
EASTFIELD COLLEGE ALREADY EXISTED AS AN ENTITY.
IT ONLY EXISTS BECAUSE THE DALLAS COUNTY COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES SAID IT EXISTS.
WHEN WE TALK ABOUT THE DISTRICT, WE ARE TALKING ABOUT THE LEGAL ENTITY TAXING AUTHORITY DISTRICT THAT'S RECOGNIZED BY THE CODE.
WHEN WE ARE TALKING ABOUT THE COLLEGE, WERE TORN BUT THE INSTITUTION THAT YOU CREATED AS THE BOARD OF TRUSTEES OF THIS DISTRICT.
EXITS COUNSELOR THAT CONSOLIDATED.
REFER TO DALLAS COLLEGE IN TERMS OF AN INSTITUTION.
>> ANY COMMENTS BETWEEN NOW AND THE NEXT MEETING?
ANYONE ELSE WANT TO COVER IT FOR TODAY?
[LAUGHTER] >> SO, THE NEXT POLICY, IS EGA LOCAL AND IT CONCERNS ACADEMIC
[5.2. Approval of Amendments to Policies Concerning Academic Achievement – EGA (LOCAL)]
ACHIEVEMENT.SO, ONCE WE DECIDED TO OFFER BACHELOR DEGREES, OUR CLASSIFICATIONS NEED TO BE UPDATED.
CURRENT POLICY ONLY REFERS TO FRESHMAN AND SOPHOMORES.
SO, THE UPDATE ADDS SENIOR JUNIORS AND SENIORS TO THE APPLICATION.
[01:00:03]
ANY QUESTIONS ABOUT THAT?>> SAME COMMENTS THAT I HAD BEFORE.
>> ARE THESE ONES THAT WE CAN SUBMIT?
THIS ONE'S GOING TO TAKE FOREVER.
>> THE CHIEF AND THEN THE NEXT ONE?
>> GK LOCAL AND THAT ONE RELATES TO THE SUBSTANTIVE CHANGE POLICY, WHICH IS
[5.3. Approval of Amendment to Policy Concerning Relations with Educational Accreditation Agencies – GK (LOCAL)]
REQUIRED BY COC AND ANYTIME YOU MAKE A CHANGE TO THE INSTITUTION, PROGRAMS OR IN LOCATIONS, WE NEED TO DEFER TO THIS POLICY.IT OUTLINES THE PROCEDURE AND THE BASIS FOR THE CHANGE.
>> AND THEN FINALLY, FINALLY I'M GETTING AHEAD OF MYSELF, TIAA AND FFD A LOCAL.
[5.4. Approval of Amendments to Policies Concerning Sexual Misconduct – DIAA & FFDA (LOCAL)]
AND THOSE ARE SEXUAL MISCONDUCT POLICIES.AS YOU RECALL, WE CAME UP LAST OCTOBER WITH UPDATES TO THAT.
STATE LAW REQUIRES BY ANNUAL REVIEW.
THE AMENDMENT INTERNALLY AND SUBMITTING FOR YOU APPROVAL CERTIFICATION.
FINALLY WE ARE AT POLICY CONCERNING STUDENT RIGHTS AND POLICIES.
[5.5. Approval of Amendment to Policy Concerning Student Rights and Responsibilities - FLB, FLD, FLDB, FM and FMA]
YOU COULD Â" Â" UPDATE TO THE STUDENT CONDUCT POLICY IN 2016 OUR TRANSITION TO ONE COLLEGE CHANGES IN STATE LAW THE LAW AND THE REQUIREMENTS SUBSEQUENT REVIEW WAS NECESSITATED.SO THE REVIEW COVERS AND AN FFA THAT RELATES TO THE DISCIPLINE PROCEDURE.
IN ADDITION, YOU'VE GOT FOR YOU THE GREAT DISPUTE POLICY AND THE STUDENT GRIEVANCE POLICY.
THE PROPOSED AMENDMENTS ARE INCLUDED DETAIL AND THE EXPLANATORY NOTES.
AND THAT BEGINS ON PAGE 38 OF 90.
AND THEN WE HAVE PREPARED A SHORT PRESENTATION THAT ADDRESSES THE CONDUCT DISCIPLINE PROCEDURE.
DOCTOR JOHNSON WILL WALK US THROUGH AND I WILL ASSIST YOU.
AGAIN, WE ARE AVAILABLE FOR QUESTIONS AS NECESSARY.
>> SO, THIS IS A VERY HIGH LEVEL OVERVIEW AS TRICIA EXPLAINED BECAUSE OF THE SACKS.
THE VIEW OR REVIEW, WE USE THAT OPPORTUNITY TO ALIGN ALL OF OUR STUDENT CONDUCT POLICIES AND BASICALLY MADE SIGNIFICANT CHANGES TO THOSE POLICIES.
OUR CURRENT POLICIES ARE MORE PUNITIVE IN NATURE.
AND SO, WITH THAT, WE ALSO HAVE MULTIPLE PROCESSING APPLICATIONS AND COLLEGES FORMER COLLEGES NOW CAMPUSES.
IT ALSO DISPROPORTIONATELY IMPACTS Â" Â".
EACH COLLEGE HAD THEIR OWN SEPARATE SET OF POLICIES THAT WE HAVE ONE EVERYBODY'S.
AND ALSO, THERE WAS A LACK OF TRAINING ACROSS ALL OF OUR SEVEN CAMPUSES.
WITH THE NEW PROPOSED AMENDMENTS, WE ARE COMING FROM A RESTORATIVE JUSTICE LENS, WHICH IS MOVING US AWAY FROM THE ADMINISTRATIVE LINES TO A MORE RESTORATIVE EDUCATIONAL TEACHING CREATES CULTURE AS WE HAVE BEEN DISCUSSING.
AND ALSO ALLOWS US TO PROVIDE WRAPAROUND TO OUR STUDENTS.
THE STUDENT ADVOCACY OFFICE AND WE ALSO HAD DEDICATED STAFF, WHO GO THROUGH RIGOROUS TRAINING IN ORDER TO MAKE SURE THAT THERE ARE NO BIASES WHEN WE ARE DOING SANCTIONS AND REVIEWING ACT CASES OF THAT NATURE.
IT IS MORE EQUITABLE AND INCLUSIVE.
>> IN INTRODUCING THE SANCTIONS, WE HAVE CREATED A METRIC ONCE AGAIN.
[01:05:03]
THIS METRIC IS THROOP RESTORATIVE JUSTICE LENS.NOT A CUMULATIVE LENS, BECAUSE WE SEE OUR STUDENTS AS A WHOLE.
THROUGH THAT LENS, THERE ARE THREE LEVELS OF SANCTIONS.
THE FIRST ONE BEING A REFLECTIVE ACTIVITY.
WHICH WOULD ENCOMPASS HAVING THE STUDENT REFLECT UPON WHAT THEY HAVE DONE AND ASSIGNING THE RESEARCH PAPER OR MODULE TO THEM SO THAT THEY CAN LEARN FROM THE EXPERIENCE.
LEVEL II SANCTION WOULD BE WORKSHOP WHICH INCLUDES COACHING AND ASSIGNED A MENTOR TO HELP GUIDE THEM THROUGH THAT PARTICULAR PROCESS.
SO THAT THEY CAN GROW AND THEN THE THIRD LEVEL OF RESTORATIVE JUSTICE IS THE RESTORATIVE GUIDE THE STUDENT ENGAGED IN MEDIATION TRAINING, RESTORATIVE JUSTICE, IMPACT CIRCLES, COACHING LEADERSHIP, AND THEY WOULD WORK WITH AN ASSIGNED MENTOR IN THIS CASE AS WELL.
HAD WE DETERMINED THE LEVEL OF SANCTION THAT WERE THE TRAINING AND HAVING A CENTRALIZED OFFICE COMES INTO PLAY? WHEN A SANCTION IS LEVEL, OUR STAFF AND STUDENT ADVOCATES TAKING CONSIDERATION IN THE NATURE OF THE VIOLATION, THE MOTIVATION FOR THE BEHAVIOR THAT THE STUDENT HAS EXHIBITED, IF THERE WERE Â" Â" IF THERE WERE VIOLATIONS THAT THE STUDENT MIGHT HAVE, AS A HISTORY, AND ELIGIBILITY AND GOOD STANDING.
ALSO DEVELOP EDUCATIONAL PLANS TO MAKE SURE THAT THERE IS NO NEGATIVE IMPACT OR HARM TO THE COMMUNITY AS A WHOLE.
AND THEN, WE ALSO LOOK AT MITIGATING CIRCUMSTANCES TO LEVYING WHICH LEVEL OF SANCTIONS WILL BE RENDERED FOR THE STUDENT.
WE DO EVERYTHING POSSIBLE BEFORE GETTING THESE SANCTIONS MOVING THE STUDENT THROUGH THESE CONDUCT PROCESS.
WITH THE RESTORATIVE WHIMS, WE WANT ONCE AGAIN Â" Â" THE PROCESS TO BE MORE EDUCATIONAL AND RESTORATIVE.
>> SOME PEOPLE WILL HEAR THAT AND I SUPPORT THIS APPROACH.
I THINK IT'S THE SAME IN WHAT'S GOING ON.
THE EXCLUSIONARY DISCIPLINE, BECAUSE WE CAN RECOVER A LOT OF THESE KIDS, BUT AT SOME POINT IN A POLICY PROCESS, THE SHOULD BE PUNITIVE LIST, THE END OF THE ROAD, WHEN ALL FAILS, AND PLUS, AND WE ARE TALKIN ABOUT EDUCATIONAL SANCTIONS HERE.
CLASSROOM AND ACADEMIC BEHAVIOR AS OPPOSED TO OTHER TYPES OF INAPPROPRIATE CONDUCT THAT WE BE TALKING ABOUT IN A MINUTE, RIGHT?
THIS IS BOTH ACADEMIC AS WELL AS EDUCATIONAL.
THESE ARE JUST EXAMPLES THAT WERE PULLED FROM POLICY TO SHOW THE VARIOUS LEVELS OF THE SANCTION.
AND ONCE WE GET FURTHER INTO THE SLIDE PRESENTATION, IF THERE IS AN ESCALATION OF THE RELATION, THERE'S AN ENTIRE PROCESS THAT CAPTURES TALKING ABOUT.
>> YOUR REFERRING TO ADMINISTRATIVE SECTIONS.
EDUCATION SECTIONS ARE OFTEN AS WELL IS THE COURT TRADITIONALLY PUNITIVE IF YOU WILL ADMINISTRATIVE SANCTIONS EXAMPLE, LOSS OF PRIVILEGES OR EXPULSION.
>> BACK ON THE SIDE OF THIS ACADEMIC Â" Â".
>> PLAGIARISM, IS THERE Â" Â" THE FACULTY, IN THIS PART OF THE PROCESS, THEY KNOW THAT THERE'S NO REFERENCE IN THE POLICIES T FACULTY PARTICIPATION.
NORMALLY, THEY ARE THE ONES THAT CAN COME AND GIVE A GREAT UNIT, OR SEVERAL Â" FACULTY FIT INTO THIS?
>> WHEN IT CROSSES THAT MINE INTO THE PURE ACADEMIC REALM, THE FACULTY HAVE THEIR OWN PROCEDURES IN POLICIES THAT THEY WOULD FOLLOW.
*CUSTOM* EVERYONE OF THESE IS PREACADEMIC.
NO, PLAGIARISM, COLLUSION, SABOTAGE, CHEATING ON A TEST.
>> YOU SAID, THERE'S AN ENTIRE MATRIX.
SO, IF YOUR ACADEMIC COMPONENTS.
WE'RE ON THAT PARTICULAR PROCESS SIDE OF THESE, THERE IS A ENTIRE PROCESS THAT ROLLS ALONG WITH THAT AND WE ALSO HAVE OUR STUDENT CONDUCT AND
[01:10:03]
BEHAVIOR.WE SHOULD'VE PUT THOSE UP AS OPPOSED TO THESE.
BUT, IT WAS JUST TO SHOW THE PROCESS THAT WE WOULD TAKE.
IN ORDER TO LEVY THE PROPER SANCTIONS FOR THE STUDENT AND TO SHOW HOW THE PROCESS WORKS.
>> LAST SLIDE PLEASE WILL WALK US THROUGH THE STUDENT CONDUCT.
THIS PROCESS EXISTS IN PART ALREADY IN POLICY.
AS THE CHANCELLOR REFERRED TO, THERE HAS BEEN INCONSISTENT APPLICATION ACROSS THE SEVEN COLLEGES.
THE INTENTION HERE IS TO CLARIFY THE POLICY TO ALLOW FOR MORE CONSISTENT APPLICATION.
THE PROCESS STARTS WITH NOTICE COMPLAINT OR AN ALLOCATION OF A VIOLATION OF THE STUDENT CODE OF CONDUCT, WHICH IS AN FLV LOCAL IT THEN PROCEEDS TO THE CONDUCT ADVOCATE, WHO PROVIDES NOTICE TO THE STUDENTS OF THE ALLEGED COMIC VIOLATION.
THE POLICY ESTABLISHES THE CHIEF DISCIPLINARY OFFICER FOR THE COLLEGE.
THE INVESTIGATION BEGINS WHICH WILL INCLUDE VIEWS GATHERING UP DOCUMENTATION AND WITNESS DISCUSSIONS.
AS WELL AS ADMINISTRATIVE CONFERENCE.
ADMINISTRATIVE CONFERENCES WITH THE STUDENT WHO IS SUBJECT OF THE ALLEGED ALLEGATION.
AND IT INCLUDES THE DISPOSITION AND THE WHICH IS THE FINDING IN THE SANCTION ATTACHED TO VIOLATION.
THE STUDENT CONDUCT, THAT IS THE ONE REPRESENTING THE COLLEGE? TO DETERMINE OR WHAT HAPPENED WHEN LIBYA INVESTIGATION PROCESS.
BECAUSE USE OF THE TERM ADVOCATE TO ME IMPLIES THAT THERE ARE REPRESENTING THE STUDENT.
>> UNDER THE POLICY, YES, THEY ARE REPRESENTING THE COLLEGE.
>> WOULD THERE BE A TERM POSSIBLY FOR MORE CLEARLY COMMUNICATING THAT IT'S FOR THE COLLEGE AND NOT THE STUDENT.
>> THANK YOU FOR THE SUGGESTION.
THIS IS JUST THE FIRST READING, RIGHT?
THE FIRST READING WILL BE ON THE 19TH.
>> SO I CAN HELP WITH STUDENT SUCCESS AND SEE HOW THEY WANT TO ADJUST TO THAT CHANGE.
THE ADMINISTRATIVE CONFERENCE, THE DISPOSITION WILL BE DELIVERED.
THE STUDENT CAN ACCEPT THIS POSITION.
WHICH CASE THE MATTER IS RESOLVED AND THE RESOLUTION IS DOCUMENTED.
OR THE STUDENT CAN DISPUTE AND THERE ARE TWO CASES OF DISPUTE.
DISPUTE FOR A SANCTION THAT IS LESS THAN SUSPENSION OR EXPULSION.
IF IN SUCH A CASE, THEN, HE WOULD APPEAL UNDER POLICY FM LOCAL.
IF THE SANCTION IS SUSPENSION OR EXPULSION, THEN IT PROCEEDS TO HEARING.
BECAUSE UNDER LAW WE HAVE TO PROVIDE HEARING.
A CASE THAT RESULTS IN SUSPENSION OR EXPULSION.
ONCE THAT'S DONE, BECAUSE TO THE APPEAL PROCESS IT WILL GO TO THE ASSOCIATE FIVE CHANCELLOR STUDENT SUCCESS.
TO BE HEARD, AND THAT IF NOT, IT'LL MOVE TO THE HEARING PROCESS, WHICH IS ON THE NEXT ONE.
THERE ARE THREE ASSOCIATE VICE CHANCELLOR'S, CORRECT?
>> SO GOING TO THE ONE UNDER WHOSE AREA OF THIS SITUATION HAPPENED OR COMPLAINT HAPPENED?
IT WOULD COME DIRECTLY TO MY AREA.
>> NOT ONE OF THE OTHER TWO CHANCES?
NO MATTER WHAT THE ISSUE IS ARE RELATED TO IT ALL, ONE PARTICULAR OR ONE SPECIFIC ASSOCIATE VICE CHANCELLOR.
*CUSTOM* I JUST WANTED TO ADD THAT AS A TRUSTEE, ISSUE OF THE ACADEMIC PROCESS AND
[01:15:01]
THE FACULTY INVOLVED IN I'M LISTENING AND FOLLOWING THROUGH.IT'S WANT TO BE CLEAR THIS IS THAT THE LEVEL.
WE STILL OF THE INTERNAL PROCESSES IN ACADEMIC AFFAIRS WITH COMPLAINTS STARTING WITH THE FACULTY MEMBER.
AND WORK THROUGH THE DEPARTMENT PROCESS THAT NOW SHARES THE VICE PROVOST AND THIS IS THAT THE LEVEL IF THE STUDENT HAS A CONTINUE COMPLAINT AND WOULD LIKE TO WORK THROUGH EITHER A DECISION.
THAT WAS MADE AT THAT LEVEL FOR AN UPPER LEVEL REVIEW.
I WANT TO BE CLEAR THAT THERE IS ACADEMIC INVOLVEMENT.
IT IS STILL AT THE FACULTY LEVEL PAID WE HAVE NOT CHANGED THAT.
THE FACULTY ARE OVER THAT AREA OVER THE CURRICULUM AND THEY HAVE THE FIRST LEVEL TO DETERMINE WHETHER OR NOT STUDENTS ARE MEETING THE ACTUAL OBJECTIVES AT THE
COURSE ETC. >> YOU THINK IT'S NECESSARY TO DEFINE A FACULTY ROLE IN THE DISCIPLINARY PROCESS?
WE ARE ALL GOING THROUGH THIS PROCESS TOGETHER.
I AM LOOKING AT IT AND I THINK WE WILL HAVE SEPARATE CONVERSATIONS WITH ABC JOHNSON TO MAKE SURE WE REVIEW THIS IN ENTIRETY AND VICE PROVOST ARE AWARE OF THE PROCESSES.
AND THAT IT'S APPROPRIATELY THROUGH THE SCHOOL SO THAT WE HAVE A COMPLETE UNDERSTANDING OF THE ACADEMIC ENTERPRISE OF THE HERBS IMPLEMENTED.
>> I WOULD ADD THAT THIS IS THE STUDENT PROCESS PRINT THE GREAT DISPUTE PROCESS, WHICH IS ALSO YOUR PACKET AND THE OTHER PROCESS, WHICH IS IMPLEMENTED AMONG THIS AS WELL.
>> OKAY NEXT SLIDE PLEASE? SO, ONCE IT'S DETERMINED THAT A HEARING WILL OCCUR AS A RESULT OF SUSPENSION OR EXPULSION, IT MOVES FORWARD TO A THREE-PERSON COMMITTEE.
WHICH IS MADE UP OF MEMBERS OF THE STUDENT BODY.
NOTICING ISSUE TO THE STUDENT WITH PERTINENT INFORMATION.
MOSTLY NOTICE OF RIGHTS AND RESPONSE ABILITIES IN THE HEARING PROCESS.
THE HEARING IS HELD ACCORDING TO THE PROCEDURE OUTLINED IN THE POLICY WHERE THE STUDENT IS ALLOWED TO PROVIDE THEIR ACCOUNT OF THE SITUATION.
AND HAVE AN OPPORTUNITY TO QUESTION WITNESSES AS DOES THE SEI, WHO REPRESENTS THE COLLEGE.
STUDENT ALSO HAS A RIGHT TO HAVE COUNSEL IN LIMITED CAPACITY.
AND REPRESENTS A MINOR GUARDIAN WILL NEED TO BE PRESENT AS WELL.
MOVING TO STEP FIVE, THE COMMITTEE, AFTER THE HEARING AND LISTENING TO ALL PARTIES ACCOUNTS, THEY REVIEW THE EVIDENCE AND DETERMINES Â" THIS RENDERS A DETERMINATION RESPONSIBILITY ACCORDING TO THE PONDERINGS OF THE EVIDENCE AND NOTICE IS SENT TO THE STUDENT WITH THE FINAL DECISION AND THEN THEY CAN APPEAL.
WHEN YOU SAID THAT STUDENT HAS A RIGHT TO COUNSEL, DOES THAT INCLUDE LEGAL COUNSEL IF THEY SO CHOOSE?
THE ROLE OF THE COUNCIL IS LIMITED BY THE POLICY.
IT'S NOT IN THE TRADITIONAL LEGAL SENSE.
IN THAT SENSE, SOME PROVIDED WITH THE POLICY, BUT THEY ARE PERMITTED TO BE PRESENT FOR THE PURPOSES OF ADVISING COUNSEL.
NOT TO SPEAK ON BEHALF OF PRESENT THE STUDENT IN A FORMAL CAPACITY.
>> THE THREE-PERSON COMMITTEE, THERE SAYING STUDENT FACULTY AND Â" Â" AND STAFF.
>> HOW IS THE STUDENT IN THE FACULTY, HOW ARE THOSE PEOPLE SELECTED? DO YOU GET THEM?
>> SO, THEY ARE SELECTED ON A ROTATING BASIS.
IT SHOULD BE FROM A POOL PEOPLE THAT HAVE BEEN TRAINED FOR THIS PURPOSE.
AND THEN THEY ARE SELECTED BY THE CHAIR.
>> YES, THE STUDENTS ARE GENERALLY STUDENTS THAT ARE PART OF THOSE ROOMS. WHICH WOULD BE PULLED FROM OUR LEADERSHIP LIKE OUR SGA PRESIDENT.
THOSE TYPES OF STUDENTS THAT ARE INVOLVED WITH THOSE ORGANIZATIONS.
SO, THIS IS A VOLUNTARY TYPE THING.
MANY STUDENT WHO PREPARED FOR THIS PARTICULAR ROLE WILL ALSO GO THROUGH TRAINING TO GO THROUGH TRAINING ON HOW TO CONDUCT PROPER HEARING.
AND HOW TO CHECK THEIR OWN BIASES.
BECAUSE ONE OF THE THINGS FOR RESTORATIVE JUSTICE IS THAT THERE ARE NO BIASES.
SO, IT'S INVOLUNTARILY AS WELL AS APPOINTED BY THE DEAN OF STUDENTS.
>> SO, I GUESS FROM GETTING IS THAT WE HAVE THIS DISPUTE TO THE STUDENTS.
I DO YOU GET THAT EMISSION POOL? CAN A STUDENT JUST I MEAN, ARE THEY MADE AWARE OF THESE OPPORTUNITIES? WERE THEY CAN VOLUNTEER THAT WAY.
THEY ARE MADE AWARE OF IT BECAUSE PARTICULAR OFFICE IS WITH THE STUDENT AND
[01:20:03]
STUDENT ENGAGEMENT.AND SO, ALL STUDENTS ON ALL CAMPUSES HAVE THE OPPORTUNITY TO VOLUNTEER AND ARE MADE AWARE OF THESE OPPORTUNITIES.
THROUGH THE STUDENT COORDINATORS, WHO ARE IN THIS PARTICULAR OFFICES.
>> THE POLICY DOESN'T ALLOW FOR BIAS IMPARTIALITY.
THE STUDENT CAN Â" Â" RESPONDENT CAN OBJECT TO THE APPOINTMENT OF A MEMBER OF THE COMMITTEE.
>> AND THAT PRETTY MUCH WRAPS UP THE PROCESS.
>> A QUESTION ABOUT A LETTER? NOT TO SAY THAT WE ARE MOVING SOCIETY, BUT SHOULD NOT BE THE COMMUNICATION THAT WE ARE USED TO SENDING WHERE IT HAS TO BE IN A LEGAL SENSE? LEGAL LETTER OF AUTHENTICATION.
>> WHATEVER THE ISSUE OF CONTACT IS.
AS LONG AS IT GOES TO THE DESIGNATED RECIPIENT OF SERVICE.
ANY OTHER QUESTIONS FROM TRUSTEES? TWO MORE BITES AT THE APPLE.
WOULD IT BE POSSIBLE TO SEND US ALL THE SLIDES THAT THE REPRESENTATIVE Â" Â" [INDISCERNIBLE] .
>> THANK YOU FOR THE PRESENTATION.
>> WE WILL WORK ON MAKING THE NON-SUBSTANCE CHANGES AND PERHAPS EXCLUDING IT FROM THE NEXT PACKET FOR SUBMISSION FOR THE 19TH.
>> BRING MY NOTES IF YOU WOULD.
>> 'S FOR THE EDUCATION COMMUNITY.
WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.