>> NOW YOU GO TO THE DISTRICT EDUCATION & WORKFORCE COMMITTEE
[1. Roll Call - Announcement of a Quorum]
[00:00:04]
MEETING.>> I BELIEVE WE HAVE A QUORUM PRESENT AND OF COURSE, CHAPTER 551 OF THE TEXAS OPEN MEETINGS ACTS, I CALL THE BOARD OF THE EDUCATION WORKFORCE COMMITTEE MEETING OF THE BOARD OF TRUSTEES OF DALLAS COLLEGE FOR SEPTEMBERÂ 14TH, 2021, AT 1:39Â P.M.
MEMBERS OF THE PUBLIC WHO FOLLOWED THE INSTRUCTIONS ON THE DALLAS COLLEGE BOARD OF TRUSTEES WEBSITE REGISTERED SPEAK WILL HAVE FIVE MINUTES TO SPEAK.
THIS MEETING IS BROADCAST OVER THE INTERNET AND AN AUDIO AND TRANSCRIPT OF THIS MEETING WILL BE MADE AT A LATERER DATE ON THE BOARDS WEBSITE.
[2. Certification of Notice Posted for the Meeting]
CHANCELLOR CAN YOU CONFIRM THAT THIS MEETING HAS BEEN POSTED ACCORDING TO THE LAW.>> I CAN R THIS MEETS WAS POSTED ACCORDING TO TEXAS GOVERNMENT CODE.
>> THANK YOU, SIR, DO WE HAVE ANY CITIZENS DESIRING TO ADDRESS THE BOARD?
>> WELL, WE HAVE THREE COMMITTEE PRESENTATIONS TODAY.
[4.1. Meeting Community Needs through Higher Education: Update on Dallas College’s First Baccalaureate Degree Presenter: Rob Dehaas]
AND ROB IS WITH US, THANK YOU FOR COMING.I CAN TELL YOU THERE'S A LOT OF INTEREST AND EXCITEMENT IN YOUR TOPIC.
>> I THINK EVERYBODY'S AWARE THAT WE PASSED LEGISLATION A COUPLE OF YEARS AGO TO CREATE OUR EARLY CHILDHOOD EDUCATION AND THE LEGISLATION ALLOWS OTHER COMMUNITY COLLEGES TO CREATE THIS, TO DATE, NO ONE HAS BECAUSE I CHECKED YESTERDAY.
AND, TO SEE, SO, WE'RE I THINK THE NEWS THAT DR. DAHASS HAS TO SHARE WITH YOU I THINK IS BOTH IMPORTANT FOR YOUR COMMUNITY AND EXCITING FOR DALLAS COLLEGE.
>> THANK YOU, FOR THE OPPORTUNITY TO PRESENT.
I HAD TO WRITE MY NAME DOWN IN CASE I GOT NERVOUS AND FORGOT.
BUT, AGAIN, I'M THE VICE PROVOST FOR THE SCHOOL OF EDUCATION, AND I DO APPRECIATE THE OPPORTUNITY TO PRESENT TO YOU ALL THI AFTERNOON.
JUST QUICKLY BECAUSE THIS IS THE FIRST TIME I'VE HAD THE PLEASURE OF MEETING MANY OF YOU, I WANTED TO INTRODUCE MYSELF.
ALWAYS FIRST AND FOREMOST INTRODUCE MYSELF AS AN EDUCATOR AT HEART.
I'M A PRODUCT OF THE K-12 SCHOOL SYSTEM, I'VE BEEN A K-12 TEACHER AND K-12 SCHOOL LEADER NON-PROFIT LEADER AND NOW FIND MYSELF IN THE HIGHER EDUCATION SPACE.
I'VE BEEN WITH, AT THE TIME, DCCCD SINCE 2019.
I WAS BROUGHT ONTO BEGIN AND LAUNCH THE PROGRAM, BUT NOW, OBVIOUSLY IN THIS POSITION HAVE THE OPPORTUNITY TO LEAD THE SCHOOL OF EDUCATION.
SO, AS DOCTOR MAY MENTION TODAY I'M GOING TO SHARE UPDATES ABOUT THE LAUNCH OF OUR NEW PROGRAM IN EARLY CHILDHOOD EDUCATION AND TEACHING AND JUST TO FRAME THE PRESENTATION FOR YOU ALL TRUSTEES.
2017 WAS A BIT AGO AND WE HAVE NEW BOARD MEMBERS HERE SO I'M GOING TO SPEND A LITTLE TIME TALKING ABOUT THE WHY AND REALLY TELL THE STORY ABOUT WHY OUR INSTITUTION CHOSE TO TO PURSUE THIS AND SECOND I'LL UPDATE THE BOARD ON OUR PROJECT TIMELINE AND THIRD I'LL GIVE YOU AN UPDATE TODAY, OUR CURRENT STATE, LAUNCHED THE PROGRAM.
I'LL TALK ABOUT WHAT THIS PROGRAM MEANS IN THE BROADER IMPLICATIONS AND FINALLY I'LL CLOSE WITH LESSONS LEARNED AND HOPEFULLY WE'LL USE THESE IN PURSUIT OF POSSIBLE OTHER BACHELOR PROGRAMS.
>> I'LL START BY SHARING CONTEXT FOR THE BOARD SO THAT Y'ALL HAVE THE FULL PICTURE.
NO KNOW THAT WHILE WE HAVE DEVELOPED AND NOW LAUNCHED A NEW BACHELOR'S DEDEGREE PROGRAM WE'RE REALLY HELPING OUR REGION SOLVE MAJOR PROBLEMS THAT EXIST IN THE HIGHER EDUCATION LANDSCAPE.
WE'VE OFTEN HEARD DR. MAY AND OTHER LEADERS TALK ABOUT REALLY, THE NEED IN OUR JOB MARKET TODAY TO INCREASE THE NUMBER OF INDIVIDUALS IN OUR REGION THAT HAVE ACCESS TO POST-SECONDARY CREDENTIALS AND THIS IS ESPECIALLY TRUE IN OUR REGION AND PARTICULARLY TRUE IN THE FIELD OF EARLY CHILDHOOD EDUCATION AND TEACHING.
SO, BY OFFERING THIS DEGREE AND THIS PROGRAM, WE ARE REALLY SOLVING FOUR MAJOR PROBLEMS IN THE HIGHER EDUCATION LANDSCAPE.
WE'RE PRODUCING QUALIFIED CANDIDATES FOR A FIELD THAT INCREASINGLY NEEDS DEGREED EDUCATORS.
AND THESE ADDITIONAL CREDENTIALS ARE HELPING THESE DEGREED EDUCATORS
[00:05:05]
MOVE UPWARDS TOWARDS ECONOMIC MOBILITY.SPECIFICALLY, JUST TO GIVE YOU AN EXAMPLE A NON-DEGREED EDUCATORS HAS THE OPPORTUNITY TO LET'S SAY EARN BETWEEN, $20,000 TO $30,000, A DEGREED EDUCATORS HAS THE OPPORTUNITY TO DOUBLE THAT SALARY AS AN EDUCATED TEACHER.
MOST OF OUR ISD'S ARE OFFERING STARTING SALARIES OF $50,000.
SO, WE'RE REALLY PRODUCING OPPORTUNITY FOR INDIVIDUALS FOR MOVE UP THAT ECONOMIC LADDER.
THE CHALLENGE IS THAT INCREASED CREDENTIALS COSTS MONEY AND WE KNOW THAT TRADITIONAL HIGHER ED INDICATION IS EXPENSIVE.
WE'RE DIRECTLY AADDRESSING THERE HERE AT DALLAS COLLEGE AND I'LL SPEAK MORE TO THAT.
AND FINALLY BECAUSE HIGHER EDUCATION HAS BECOME SO DIFFICULT TO ACCESS, WE YOU KNOW, WE OURSELVES HAVE INCREASED THE INCOME AND EQUALITY BETWEEN THE HAVES AND HAVE NOTES, SO THIS DEGREE AND PROGRAM ADDRESSES THAT ISSUE AS WELL.
>>> JUST TO GIVE YOU HIGH LEVEL ABOUT THE CURRENT EDUCATION LANDSCAPE, PARTICULARLY TO EARLY CHILDHOOD IN DALLAS, YOU KNOW, WE REALLY FACE TWO CHALLENGES.
WE FACE QUALITY CHALLENGE AND A QUANTITY CHALLENGE.
YOUNG LEARNERS HAVING ACCESS TO HIGH QUALITY EARLY CHILDHOOD EDUCATION.
WITH 90% OF BRAIN DEVELOPMENT TAKING PLACE BEFORE THE AGE OF 5, HIGH QUALITY EARLY CHILDHOOD EDUCATION HAS HUGE RAMIFICAITONS FOR A CHILD'S ACADEMIC PROGRESS.
THERE'S SO MUCH RESEARCH TO SUPPORT ACCESS TO EARLY CHILDHOOD EDUCATION HAS IMPLICATIONS FOR KINDERGARTEN READINESS AND READING READINESS AND COLLEGE READINESS.
JUST TO REITERATE, THIS IS A DEGREE THAT TRULY MEETS A NEED AND AN IMPORTANT NEED IN OUR COMMUNITY.
>> WELL, WE'LL GET THAT THERE.
I WILL SAY THAT IS THIS ONE PIECE WHERE THE COMMUNITY CAME TO US, AND MET WITH 12 SUPERINTENDENTS AND THEY SAID, LOOK, YOU NEED TO KNOW, WE HAVE AND THEY GAVE ME A NUMBER THAT WAS A STAGGERING HIGH NUMBER IT WAS 450 TEACHERS IN THE CLASSROOM THAT DAY TEACHING THIS AGE GROUP THAT THEY FELT WERE NOT QUALIFIED AND SHOULDN'T BE IN THE CLASSROOM BUT THAT'S ALL THEY HAD TO PUT IN THERE, IT'S NOT JUST EMPTY SEATS IT'S THAT THERE WAS A LACK OF PEOPLE WITH THE SKILL SET NEEDED TO TEACH THIS PARTICULAR POPULATION THAT'S THERE.
AND WORKING WITH THE SCHOOLS AND OTHERS TO MAKE SURE THAT WE WERE PRODUCING THIS.
WE EVEN, I DON'T THINK YOU GOT INTO THIS BUT WE EVEN HAD THE LAW CHANGED SO THAT WE WERE REALLY FOCUSSING ON THOSE EARLY YEARS BECAUSE EVERYONE ELSE WAS FOCUSSING ON THE FOURTH, 5TH, 6TH GRADE, WE WERE FOCUSSING ON THE EC THROUGH GRADE 3.
THIS WAS THE CHALLENGE THAT THE SUPERINTENDENTS SAID THEY DIDN'T HAVE THE WORKFORCE, EVEN THE ONES IN THE CLASSROOM, WITH THE KNOWLEDGE THAT THEY NEEDED.
>> AND JUST TO HIGHLIGHT THAT POINT FROM THE WORKFORCE PERSPECTIVE, BACK IN 2017, THE NUMBER WAS 2400.
WE DID A LANDSCAPE ANALYSIS IN NORTH TEXAS AND IT CAME BACK TO SAY FROM THE AGES OF BIRTH TO THIRD GRADE OUR REGION WAS SHORT 2300 EDUCATORS, THEY JUST WEREN'T THERE.
AND THEY ALSO SAID THAT IN ORDER TO KEEP UP WITH THE INCREASED DEMAND, AND THE INCREASED ENROLLMENT IN PRE-KINDERGARTEN AND PRE-K 4 THAT THE REGION WOULD NEED TO PRODUCE AN ADDITIONAL 450 EARLY SCHILDHOOD EDUCATORS EACH HERE TO KEEP
[00:10:02]
UP WITH DEMAND.AND JUST TO PUT THAT NUMBER IN CONTEXT, TO DR. MAY'S POINT, WE ALSO LOOKED AT WHAT THE REGION WAS ALREADY PRODUCING IN TERMS OF OUR EXISTS HIGHER EDUCATION PARTNERS AND WE FOUND THAT OUR HIGHER EDUCATION PARTNERS COLLECTIVELY WERE ONLY PRODUCING ABOUT 1-2% OF THAT 4500 NUMBER.
>> >> HOW MUCH OF A DIFFERENCE DOES IT MAKE TO HAVE A FOUR-YEAR DEGREED PERSON WORKING WITH TEASE KIDS COMPARED TO SOMEBODY WHO HAS 2 YEARS OF EDUCATION? DOES IT REALLY MAKE A HUGE IMPACT?
>> I DON'T SEE ANY SPECIFIC THAT SAY, THAT'S HOW I COME TO TERMS OF IT.
>> THERE'S REALLY TWO QUESTIONS PACKED INTO THAT, THERE ARE TWO SPACES WE'RE TALKING ABOUT.
WE'RE TALKING ABOUT THE CHILD CARE SPACE WHICH IS REALLY FOCUSED ON CHILDREN FROM 0-3 YEARS-OLD.
AND THEN WE'RE TALKING ABOUT THE TRADITIONAL ISD SPACE.
SO, IF WE'RE LOOKING AT THE TRADITIONAL ISD SPACE, TO ANSWER YOUR QUESTION, IS IT DOES MAKE A DIFFERENCE BECAUSE YOU CAN'T BE A LEAD TEACHER IN AN ISD WITHOUT THE BACHELOR'S DEGREE.
SO, WE HAVE TREMENDOUS RESEARCH TO SHOW THAT ONE OF THE GREATEST, OR THE GREATEST INDICATOR OF A STUDENT'S ACADEMIC SUCCESS IN THE CLASSROOM IS THE CLASSROOM TEACHER MEANING THAT WE DO KNOW THAT THEY NEED TO HAVE ACCESS TO THAT BACHELOR'S DEGREE TO GET INTO THE ISD SPACE.
NOW, THE SECOND PART OF YOUR QUESTION FROM THE EARLY YEARS PERSPECTIVE, IS WE ARE GAINING GETTING ADDITIONAL RESEARCH TO SEE WHAT THE VALUE WOULD ADD TO THAT DEGREE, WHAT WE DO KNOW IS THERE ARE COMPETENCY BASED SKILLS NOT TAUGHT IN A LOT OF THE TRAINING PROGRAMS THAT NON-DEGREED EDUCATORS ARE GOING INTO.
SO, I THINK WE'RE SAFE TO SAY THAT WE NEED IT ADDITIONAL HIGH QUALITY EDUCATORS DEGREED EDUCATORS TO ENTER THE WORKFORCE.
AND THE OTHER PIECE AND LAST THING I'LL SAY IS IN THE EDUCATION FIELD, YOU KNOW, THE INDUSTRY CREDENTIAL THAT LEADS TO A LIVING WAGE IS THAT BACHELOR'S DEGREE.
WE HAVE EXAMPLES OF OTHER INDUSTRIES THAT DON'T REQUIRE A BOTCH LAIR'S DEGREE THAT YOU COULD GET A 2-YEAR DEGREE OR ASSERT FIC INDICATION AND GO OUT AND MAKE 60-$70,000.
RIGHT NOW, THE MARKET PLACE JUST DOESN'T EXIST FOR THAT IN THE EDUCATION SPACE.
SO, IT'S SORT OF A TWO-FOLD PROBLEM THAT WE'RE SOLVING IN THAT ARE REGARDS.
JUST QUICKLY, AGAIN, CONTINUING TO PAINT THIS PICTURE OF WHERE WE ARE, IT'S HARD TO TALK ABOUT THE ECE LANDSCAPE WITHOUT TALKING ABOUT COVID.
COVID HAS HIT THE INDUSTRY PARTICULARLY HARD AT A LOCAL, STATE, AND NATIONAL LEVEL WHERE WE'VE SEEN, YOU KNOW, CLOSURE ABOUT 25-30% OF CHILDCARE CENTERS ACROSS THE COUNTRY CLOSE.
IN TEXAS ALONE, HAS INCREASED THE NUMBER OF CHILDCARE DESERTS THAT WE HAVE BY 50%.
THE DEFINITION OF A CHILDCARE DESERT IS ANY ZIP CODE WITH CHILDREN THAT DON'T HAVE ACCESS TO A HIGH QUALITY CENTER.
>> DO THESE CANDIDATES FOR THE BACHELOR DEGREE, CAN THEY ACCOMPLISH IN THE EARLY COLLEGE, THE FIRST TWO YEARS SO THEY ONLY END UP WITH TWO YEARS TO FINISH IT UP?
>> SO, THE SHORT ANSWER, SIR, IS YES.
>> SO, WE HAVE A FEW EARLY PARTNERSHIPS WITH SEVERAL OF OUR ISD PARTNERS IN WHICH WE'VE EMBEDDED THE TWO-YEAR PROGRAM INTO THE EARLY COLLEGE PATHWAYS, ONE OF THE CONVERSATIONS THAT WE'RE ENGAGING IN NOW IS TO SEE IF WE COULD ACTUALLY EMBED THE FOUR-YEAR DEGREE AS PART OF AN EARLY COLLEGE HIGH SCHOOL PATHWAY.
>> THAT'S REALLY ALWAYS BEEN PART OF THE THINKING THERE, IT'S JUST WORKING OUT HONESTLY, YOU KNOW, SUPERINTENDENTS WE PITCHED THIS TO, I THINK ALL AGREED WAY BACK IN 2014-2015, NONE OF THEM ARE HERE NOW.
SO, YOU KNOW, IT'S LIKE, A CONSTANT WORKING TO KEEP THEM HERE.
[00:15:05]
>> IF YOU COULD GO TO THE NEXT SLIDE, PLEASE.
>> I DON'T KNOW IF Y'ALL HAVE THE UPDATED PRESENTATION.
>> CREATED IT JUST FOR YOU, TOO.
>> YES, THE ONE ON YOUR SCREEN IS THE NEW ONE.
THIS IS JUST SPECIFIC TO, YOU KNOW, THE PREVIOUS SLIDE SHOWED TEXAS, I WANTED TO FOCUS IN ON DALLAS, JUST TO GIVE YOU ALL A SNAP SHOT WITHIN OUR COMMUNITIES AND WITHIN YOUR AREAS, WHERE WE SEE THE GREATEST NEGATIVE IMPACT OF THE PANDEMIC.
I'M GOING TO TOUCH ON THIS A LITTLE MORE, AND I KNOW I'VE PAINTED SORT OF A DIRE PICTURE AROUND COVID, BUT, AGAIN, I THINK THIS GOES BACK TO THE OPPORTUNITY THAT WE HAVE REALLY AS ONE TO UPSCALE OUR EDUCATORS THAT MAY HAVE BEEN DISPLACED NOW, AND THE OTHER OPPORTUNITY THIS BRINGS IS IT REALLY ALLOWS US TO, YOU KNOW, I THINK RETHINK AN INDUSTRY.
SO, TALKING WITH STAKEHOLDERS TO SEE HOW WE COME OUT OF THE OTHER SIDE OF THE PANDEMIC TO RESHAPE AN INDUSTRY.
AND WE'VE STARTED CONVERSATIONS ACROSS THE AISLE WITH OTHER AREAS WITHIN THE INSTITUTION TO SEE HOW WE MAY BE ABLE TO DO THAT.
>> YOU COULD SKIP SLIDE SIX FOR RIGHT NOW.
AND IF YOU JUST GO TO SLIDE 7.
>> SO, I MENTIONED AT THE BEGINNING I WANTED TO TOUCH A LITTLE BIT ON THE PROJECT TIMELINE.
AS I MENTIONED, I CAME ON BOARD BACK IN 2019 IN WHICH WE SORT OF INFORMALLY LAUNCHED THE FORMAL EFFORTS TO NAVIGATE THROUGH THE WATERS OF WHERE WE ARE TODAY.
WE SHOW FOUR KEY HURDLES WE'VE BEEN ABLE TO NAVIGATE STARTING WITH THE APPROVAL FROM THE COORDINATING BOARD BACK IN 2019.
WE HAD TO NAVIGATE THE CONSOLIDATION TO DALLAS COLLEGE IN ADDITION TO OUR LEVEL CHANGE APPLICATION WHICH WAS APPROVED BY SACSCOC AND THE LAST HURDLE WE NEED TO KNAVE GATE IS WITH THE TEXAS BOARD OF EDUCATOR WITH ONE LICENSURE.
THE ONE PIECE I DID LEAVE OFF HERE WHICH I WILL SHARE WITH THE BOARD, WE DO HAVE, JUST AS Y'ALL WAS MADE AWARE OF OUR SACSCOC SITE VISIT FOR OUR DALLAS COLLEGE CONSOLIDATION, WE HAVE A SITE VISIT UPCOMING FOR I'M HOPING WE GET THE LAST THUMB'S UP FROM SACSCOC.
>> A LOT OF PRESSURE FOR ROB ON OUR EDUCATION PROGRAM BUT THAT EFFECTS OUR ENTIRE INSTITUTION FOR THE AUTHORITY TO GRANT BACHELORETTE.
>> AND WHAT ARE THE AREAS THAT THE LEGISLATURE HAVE APPROVED FOR US TO OFFER?
>> THEY'VE APPROVED NOW FIVE, SO THIS ONE WAS SPECIFIED IN THE STATUTE AS WAS THE BACHELOR OF SCIENCE AND NURSING AND THE OTHER THREE ARE UNSPECIFIED AS BEING EITHER THE BACHELOR OF APPLIED TECHNOLOGY OR BACHELOR OF APPLIED SCIENCE, WHICH GENERALLY, THE INTENT OF THE LEGISLATURE WAS CLEAR, THESE WERE ALL TO BE WORKFORCE RELATED DEGREES PUTTING PEOPLE UNTIL JOBS WHERE VACANCIES EXISTED WITHIN DALLAS COUNTY.
>> THE AUTHORIZATION IS FROM THE LEGISLATURE TO GIVE A FOUR-YEAR PROGRAM ARE THEY SPECIFIC TO DALLAS COLLEGE OR ARE THEY TO ALL COMMUNITY COLLEGES?
>> I WANT TO SAY THERE ARE ABOUT 12 THAT FALL UNDER THE WAY THE LEGISLATURE WAS WRITTEN, IT WAS BASED UPON THE CATCH VALUATION OF THE DISTRICT, SO IT HAD TO BE OF CERTAIN VALUE IN ORDER TO BE ELIGIBLE TO OFFER.
>> $6Â BILLION IS THE ANSWER TO THAT, THE TAX VALUATION NEEDS TO BE OVER $6Â BILLION.
[00:20:04]
THAT'S ACTUALLY THE SLIDE I SKIPPED OVER.>> BUT, ESPECIALLY THE URBAN AREAS AND A FEW SUBURBAN LIKE COLLIN MET THE THRESHHOLD, BUT MOSTLY URBAN AND LARGE SUBURB BAN.
>> BECAUSE COLLIN IS MOVING INTO BIG WAYS TOO, AREN'T THEY?
>> THEY WERE APPROVED FOR THE SAME ONES WE WERE.
WE'RE THE ONLY ONES THAT HAVE EXECUTED ON THE EARLY CHILDHOOD DEGREE.
AND I THINK THEY'VE DONE A CYBER SECURITY AND NURSING.
>> SO, NOW LET'S -- >> TARRANT WAS GIVEN AUTHORITY BUT THEY HAVE ELECTED SO FAR NOT TO IMPLEMENT ANY.
>> SO, REALLY THERE'S FOUR, TO TALK A LITTLE ABOUT THE PROGRAM NOW, THERE'S REALLY FOUR ATTRIBUTES OF THE PROGRAM I WOULD LIKE TO HIGHLIGHT FOR Y'ALL THAT I THINK MAKE THE PROGRAM A GAME CHANGER.
THE FIRST IS IT ADDRESSES ACCESS.
THIS IS AT $79 A CREDIT, THIS IS THE MOST AFFORDABLE BACHELOR'S DEGREE IN THE STATE IF NOT THE COUNTRY.
AND I'M STILL LOOKING AT THAT, BUT, I'M NOT GOING TO GO ON RECORD OF CONFIRMING THAT, BUT I HAVE NOT YET SEEN A BACHELOR'S DEGREE THAT CHEAP.
SO, IF YOU REALLY THINK ABOUT THAT, IF WE'RE THINKING ABOUT A STUDENT THAT COMES TO US AS A TRADITIONAL FRESHMAN, WE'RE TALKING ABOUT A FOUR-YEAR DEGREE THAT LEADS TO AN INDUSTRY CREDENTIAL FOR LESS THAN $10,000.
IF WE ARE THEN TALKING ABOUT CERTAIN SUBPOPULATIONS THAT WE ALREADY WORK WITH, EARLY COLLEGE HIGH SCHOOL STUDENTS, DALLAS COUNTY PROMISE STUDENTS, WE'RE CUTTING THAT DOLLAR AMOUNT SIGNIFICANTLY, IN IF WE'RE TALKING ABOUT DALLAS COUNTY, OBVIOUSLY, THERE'S A PATHWAY, WHERE NOTHING IS COMPLETELY FREE, BUT IT IS VERY CLOSE TO BEING FREE.
>> DO WE HAVE ANY ACTIVITY RELATIONSHIPS WITH THE ISD FOUNDATIONS WITH SCHOLARSHIP, NECESSARILY STUDENTS, I'LL TAKE THE DUNNCANVILLE I SEE, WHERE THAT FOUNDATION MIGHT COMMIT TO THAT SECOND $10,000.
DO WE HAVE ANY KIND OF EFFORT UNDERWAY WITH THAT TYPE OF RELATIONSHIP OR ACTIVITY?
>> SO, SHORT ANSWER IS WITH SOME ISDS YES.
WE HAVE A VERY GOOD RELATIONSHIP WITH THE DALLES EDUCATION FOUNDATION.
I WOULD CERTAINLY ENTERTAIN AND APPRECIATE INTRODUCTIONS TO SOME OF THE OTHER FOUNDATIONS BECAUSE I THINK YOU ARE RIGHT ON THERE.
>> I THINK THAT WOULD BE, WE TALKED EARLIER TODAY ABOUT OUR JOBS AS CONTROLLING OUR OUTCOME AND SO, IT'S NOT LIKE WE HAVE A SHORTAGE OF APPLICANTS FOR HERE, BUT AT SOME POINT IN TIME, I THINK THAT WOULD BE A GREAT MARKETING ARM TO REACH INTO THOSE FOUNDATIONS AND SHOW SUCH VALUE FOR WHAT DALLAS COLLEGE BRINGS TO THE PLAYING FIELD.
I WOULD ENCOURAGE US, WHOEVER THAT IS, WHETHER IT BE IN MARKETING OR WHOEVER, AND I WOULD BE GLAD TO HELP BROKER THAT WITH DUNCANVILLE I SEE, THEIR FOUNDATION BECAUSE I KNOW THE BOARD THAT SITS ON THAT, AND THEY'RE LOOKING FOR WAYS TO BEST SPEND THEIR DOLLAR AND WHAT BETTER WAY OF SPENDING THEIR DOLLAR?
>> AND I WILL SAY FROM THE GENESIS OF THE IDEA, THIS WAS ALWAYS WITH THE SUPERINTENDENTS THAT INITIALLY WERE INVOLVED AN THE DISCUSSION FOR THE NEED THEY ALWAYS SAW THIS AS SOLVING A SPECIFIC PROBLEM THAT THEY FACE.
AND THAT'S FINDING THIS PRETTY WELL, I MEAN, THERE ARE A FEW OTHER AREAS THAT ARE HARD TO FIND HIGHLY QUALIFIED TEACHERS, BUT THIS WAS ONE OF THE HARDEST.
SO THIS WAS PRETTY MUCH AN INTEREST OF THEIR'S.
>> PRETTY MUCH A GROW YOUR OWN.
>> IT SHOWS WHAT'S HAPPENING, REALLY, THAT'S REALLY WHAT WE'RE SEEING Z IS OUR FOUNDATION PURSUING SCHOLARSHIP DOLLARS SPECIFICALLY EAR-MARKED FOR THIS DEGREE.
BUT, OF COURSE, THESE STUDENTS ARE ALSO ELIGIBLE FOR THE DALLES COUNTY PROMISE.
>> NO, I'M TALKING ABOUT WHEN THEY GET TO NOW, THE JUNIOR AND SENIOR YEARS?
[00:25:02]
>> BECAUSE THE DALLAS PROMISE IS JUST FOR THE FIRST 60 HOURS OR NO?
>> ANY STUDENT THAT GOES FOR THE FIRST TWO YEARS AND IS ENROLLED WITH US OR ONE OF OUR PARTNERS GETS THAT BACHELORATE.
>> SO, WHEN YOU SAY $10,000, YOU MEAN WITHOUT SOMEBODY THAT DOESN'T HAVE FINANCIAL AID?
>> YES, $79 A CREDIT TIMES 120 IS AROUND $10,000.
>> THAT'S GOING TO BE A PRETTY SMALL GROUP THAT DOES IT AND PROBABLY UNLIT THOSE GOING PART TIME WOULD END UP IN THAT SITUATION.
AND THE OTHER PIECE THAT I WAS GOING TO, Y'ALL STOLE MY THUNDER, BUT TUITION IS OBVIOUSLY A HUGE BARRIER.
BUT ONE OF THE THINGS WE THOUGHT ABOUT IN THE PARTICULAR DESIGN OF THIS DEGREE IS, REALLY, CREATING A NEW MODEL FOR HIGHER EDUCATION TO REALLY CENTER IT AROUND WORK-BASED EXPERIENCES.
SO, IF WE'RE ABLE TO DEVELOP A PROGRAM THAT ALLOW IT IS STUDENTS TO BE EMPLOYED WHILE THEY LEARN.
HISTORICALLY IN EDUCATION, IT'S BEEN A TRADE OFF, I CAN'T TEACH AND GO TO SCHOOL AT THE SAME TIME OR IT'S INCONVENIENT THEREFORE I HAVE TO CHOOSE ONE OR THE OTHER.
SO, WE HAVE STARTED TO STAND UP YOU KNOW, WORK-BASED LEARNING EXPERIENCES WITH THESE BACHELOR STUDENTS WHICH ONE, THE MAJORITY OF OUR STUDENTS ARE ALREADY EMPLOYED AS LET'S SAY TEACHER'S ASSISTANCE OR WORKING IN EDUCATION FIELDS THEMSELVES.
SO, MY CHARGE HAS BEEN LET'S FIGURE OUT HOW TO BRING HIGHER EDUCATION TO THEM SO THAT THEY CAN STILL WORK AND EARN WHILE ALSO GETTING ACCESS TO VERY LOW-COST TUITION.
AND THE LAST POINT I'LL MAKE ON THE SLIDE IS TO YOUR POINT, TRUSTEE FLORES IS GROW YOUR OWN.
WE KNOW THE RESEARCH THAT SAYS, TO JUST SAY FRANKLY, STUDENTS PERFORM BETTER WHEN THEY HAVE TEACHERS THAT LOOK LIKE THEM.
AND SO, IF WE KNOW THAT OUR STUDENTS AT DALLAS COLLEGE ARE, YOU KNOW, VERY MUCH NEAR THE DEMOGRAPHICS OF A LOT OF OUR ISDS, THOSE ARE THE KINDS OF STUDENTS THAT WE'RE CULTIVATING INTO OUR OWN PROGRAM.
>> THE TEACHER ASSISTANT SITUATION AND WHAT YOU SAID ABOUT BEING ABLE TO WORK WHILE ALSO EARNING A DEGREE AND THE TA CERTIFICATE PROGRAM WE HAD AT PLEASANT GROVE CAMPUS, IS THERE A WAY THAT THE STUDENTS IN THIS EARLY CHILDHOOD EDUCATION TRACK COULD BE WORKING AS TAS, BECAUSE THEY'RE CRYING FOR TAS.
>> THE SHORT ANSWER IS YES, MA'AM.
AND THAT'S A CONVERSATION WE'VE STARTED.
>> SO, THIS IS ONE OF MY NAIFRT SLIDES, BECAUSE THIS YOU KNOW, I'VE SPENT A FEW MINUTES TALKING ABOUT WHAT SORT OF THE WHY AND THE TRAJECTORY HERE.
THESE ARE THE EARLY RESULTS IN TERMS OF WHAT WE'VE BEEN ABLE TO PRODUCE.
SO, A FEW NUMBERS THAT I WANT TO JUST HIGHLIGHT.
WE WERE GOING TO IDENTIFY 100 TO 125 STUDENTS ACROSS THE ENTIRE YEAR, THIS FALL WE HAVE OVER 200 UNIQUE STUDENTS IN OUR FIST COHORT, WE ANTICIPATE IN OUR WAITING LIST TO ENROLL A SECOND 200 STUDENTS IN THE SPRING.
AND YOU KNOW, AT SCALE, THIS SORT OF TRAJECTORY ALLOWS US TO BUILD AN UPPER LEVEL SEQUENCE OF COURSES WHERE WE BELIEVE WE WILL BE ABLE TO PRODUCE AT SCALE ABOUT 500 GRADUATES EACH HERE.
THAT'S WHAT WE'RE BUILDING FOR.
IS IT YOU KNOW, THE OTHER THING THAT I'LL ELUDE TO HERE, IS THE REASON WHY THAT NUMBER IS SIGNIFICANT, AND I MENTIONED THIS IN AN EARLIER SLIDE IS BECAUSE OF WHAT THE REGION HAS HISTORICALLY PRODUCED.
WHICH IS A VERY SMALL NUMBER OF GRADUATE FROM THESE PROGRAMS. WHEN WE LOOKED AT THE DATA AMONGST OUR REGIONAL PARTNERS, INSTITUTIONS OF HIGHER ED WERE POWSING LESS THAN 200 GRADUATES IN THI SPECIFIC FIELD Z AND THAT'S WITH 12 UNIVERSITIES OFFERING DEGREES IN THIS AREA?
>> ALL OF OUR UPPER COURSES OFFERED JUST IN BROOK HAVEN OR ARE WE EXPANDING THAT OUT TO OTHER CAMPUSES?
>> THEY'RE OFFERED AT MULTIPLE CAMPUSES TO START OUT WITH, AND THAT WAS A SHIFT FROM OUR INITIAL PROJECTIONS AND WE WERE ABLE TO MAKE THAT SHIFT BECAUSE WE HAD SUCH SIGNIFICANT DEMAND.
THIS FALL WE HAVE FACE-TO-FACE COURSES AT THE BROOK HAVEN AND EASTFIELD CAMPUS AND WE'VE CREATED APP STOOD UP A HYBRID MODEL IN WHICH THE LECTURE PART
[00:30:24]
OF THE COURSES WE PUT ONLINE SO STUDENTS CAN ACCESS THEM AT ALL SEVEN CAMPUSES.>> THAT WAS TO OUR SPECIFIC PROGRAM?
>> BUT THEN THE ONES WHO ACTUALLY DID EVERYTHING TO GET CONSIDERED FOR ENROLLMENT CAME DOWN TO WHAT?
THAT DESIGNATES THAT THERE ARE OVER 215 STUDENTS TAKING UPPER LEVEL COURSES.
TAE OF THAT 2500, THERE COULD BE STUDENTS TAKING LOWER LEVEL COURSES THAT WE ALSO ATTRACTED.
FOR A BACHELOR'S DEGREE PROGRAM THAT WE HAD TO DO THAT'S NEW TO US, WE HAD TO CREATE ADMISSIONS REQUIREMENTS.
SO, OUR TWO BASIC ADMISSIONS REQUIREMENTS FOR THE BACHELOR'S DEGREE PROGRAM FROM TO TAKE UPPER LEVEL COURSES WERE THAT THE A STUDENT HAD TO BE CORE COMPLETE AND A STUDENT HAD TO HAVE A MINIMUM OF A 2.5 GPA.
>> BUT, THAT REALLY STACKS THE DECK IN FAVOR OF THE GRADUATION NUMBERS THAT WE'RE TALKING ABOUT.
SO, WE'RE GOING TO BE ABLE TO PRODUCE A REAL OUT COME FROM THAT.
>> WHAT DOES THAT MEAN, THE SECOND, TOTAL HEAD COUNT OF 720 SEATS?
>> SO, THAT'S AN INTERESTING FIGURE AND SPEAKS TO DR. MAY'S POINT ABOUT GRADUATION RATES.
TRADITIONALLY, STUDENTS IN OUR ASSOCIATE-LEVEL DEGREE PROGRAMS AND EDUCATION, THEY ENROLLED IN 6 SEMESTER CREDIT HOURS, SO THEY WERE PRIMARILY PART-TIME STUDENTS.
THIS SHOWED WE SHOWED ON AVERAGE OUR BACCALAUREATE STUDENTS ARE ENROLLING IN 11 SEMESTER CREDIT HOURS WHICH MEANS THAT THEY ARE CLOSER TO BEING FULL-TIME STUDENTS.
MEANING THAT EVERY STUDENT, EACH ONE IS ENROLLED IN AN AVERAGE OF FOUR COURSES.
AND YOU SAID, YOU'RE EXPECTING TO GRADUATE EVENTUALLY 500 PER YEAR?
>> SO, THAT SAYS YOU'RE GOING TO BE ABOUT 250, 250, RIGHT? IS INTEREST AN ANTICIPATION OF BUILDING CAPACITY IF THERE WERE MORE STUDENTS?
>> IF WE GRADUATED 500 A YEAR, WE'RE THINKING ABOUT, I THINK THE SHORT ANSWER IS YES.
SO, WHEN WE'VE THOUGHT ABOUT OUR BROADER ORGANIZATIONAL STRUCTURE AS THE SCHOOL OF EDUCATION, WE HAVE CREATED CAPACITY AND HAVE PROJECTED OUT NEW POSITIONS OVER THE COURSE OF THE NEXT FEW YEARS AS WELL TO SUPPORT THAT GROWTH.
>> SO WHAT AMOUNT OF STUDENTS?
>> WE REALLY KIND OF STAYED AWAY FROM THAT BECAUSE OF THE ACCREDITATION UNTIL WE GET THROUGH SOME OF THAT, BECAUSE THESE ARE THE RANGE OF WHICH WE TALKED ABOUT.
>> TO BE DETERMINED, IN OTHER WORDS?
>> I THINK THE AMOUNT ALSO DEPENDS ON WHAT THE NEED OF OUR PARTNERS IS.
>> AND I'M JUST CURIOUS IF WE'RE ABLE TO SCALE.
IF THE STUDENT IS THERE, INSTITUTIONALLY ARE WE ABLE TO SCALE?
>> I WOULD SAY THIS IS SCALE COMPARED TO WHAT'S GOING ON EVERYWHERE ELSE.
>> I UNDERSTAND THAT, APPARENTLY, THERE'S A HUGE NEED ON THE STUDENTS' SIDE, THEY WANT TO COME TO US.
ARE WE ABLE TO SCALE, SAY, EVERY YEAR WE HAVE 1,000 STUDENT THAT IS WANT TO COME IN AND ARE ABLE TO BE ADMITTED BECAUSE WE MEET THE REQUIREMENTS, ARE WE INSTITUTIONALLY ABLE TO RESPOND TO THAT NEED?
IT'S THE ABILITY TO GET THE FACULTY IN THE CLASSROOMS.
>> BECAUSE WITH THE NURSING PROGRAM, WE CAN'T SCALE BECAUSE THE CLINICAL SIDE
[00:35:04]
OF IT AND THE LABS.>> AND THERE'S PROBABLY, I GUESSING.
THEY HAVE TAS, WORKING IN THE SCHOOLS, THAT THEY WERE JUST BEGGING THEM TO GO ON.
THOSE FOLKS ARE SAYING IT'S TOO HARD, I CAN'T AFFORD IT OR DRIVE TO DENTON OR ELSEWHERE.
>> CAN WE CONSIDER FOR EXAMPLE, WE TALKED ABOUT THE TEACHERS LIKE THE TEACHERS ASSISTANTS THAT ARE WORKING.
CAN WE NOT BUILD OUR PROGRAM SO THAT THAT TEACHER ASSISTANT CAN STAY IN THAT SAME PHYSICAL FACILITY AND AT NIGHT TAKE THOSE COURSES AND FULFILL BOTH OBLIGATIONS AND MOVE UP TO BECOMING THAT ACCREDITED TEACHER?
>> THAT'S EXACTLY THE LINES THAT WE ARE THINKING ABOUT.
BUT, THAT IS, I THINK THAT'S THE OPPORTUNITY.
>> SOME OF THESE SCHOOLS DON'T REALLY LEND THEMSELVES, BUT OTHERS DO, SO IT DEPENDS ON THE LOCATION I THINK.
>> AGAIN, I'LL GO BACK AND SAY, BECAUSE I KNOW IT'S MORE ABOUT THE DUCANVILLE TO ME WOULD BE A PRIME EXAMPLE BECAUSE OF THE FACILITIES, MOST OF THE TEACHERS LIVE IN THE GENERAL AREA, SO THEY'RE NOT TRAVELING A LOT AT NIGHT.
IT JUST LENDS ITSELF TO LOT OF 12 SQUARE MILES, IT'S JUST A DIFFERENT ENVIRONMENT.
BUT, IT WOULD BE INTERESTING TO KNOW AND I'LL ASK MARK SMITH HOW MANY TEACHERS THEY'RE IN NEED OF.
AND THEN IF WE COULD GET THE FOUNDATION TO FUND THOSE SCHOLARSHIPS TO GROW YOUR OWN, AGAIN, TO TAKE THAT TYPE OF ATTITUDE, I THINK THAT WOULD BE A GREAT MODEL TO PLACE TO BUILD THAT MODEL IF THEY WERE BE WILLING DO THAT.
>> AND WE'VE DONE EXPLORATORY WORK IN SOME DISTRICTS, A SMALLER DISTRICT LIKE A CARLTON FARMER'S BRANCH WE ASK HOW MANY NONDEGREED TAS THEY HAVE, THE NUMBER IS 500.
HOW DO WE UPSCALE AN EXISTING WORKFORCE ALREADY.
IN DALLAS ISD THAT NUMBER IS 6,000.
>> AND I THINK UNLIKE THE NURSING, IT'S NEVER A FACILITY ISSUE, OR CLINICAL OR NONE OF THAT, IT'S INSTRUCTORS, BECAUSE OR NURSE CAN MAKE IN A WEEKEND SHIFT MORE THAN SHE CAN MAKE IN A FULL-TIME TEACHING JOB.
SO, WE DON'T HAVE THAT SAME CHALLENGE.
AND SO, I APPLAUD YOU FOR SEEING THE OPPORTUNITY AND TAKING THE PATH THAT'S A GREAT NEED AND A GREAT OPPORTUNITY TO FILL.
A LOT OF TIMES WE WANT TO DO THESE THINGS BUT THERE'S TOO MUCH IMPEDEMENT AND WE END UP SPINNING OUR WHEELS AND NOTHING GETS DONE.
YOU TOOK SOMETHING ACROSS THE GOAL LINE AND I APPLAUD YOU FOR THAT.
>> JUST TO SHARE A FEW THOUGHTS, TRUSTEE FLORES, IN TERMS OF SCALE, ONE OF THE LESSONS IS YES WE ARE BUILDING A BACCALAUREATE PROGRAM, BUT WHAT DOES THAT MEAN TO BECOME A BACHELOR DEGREE SERVING INSTITUTION.
WE HAVE HAD TO WORK ACROSS THE AISLE TO BUILD NEW WITH STUDENT SERVICES AND DR. JOSEPH'S TEAM TO BUILD NEW ADMISSIONS PROCESSES.
WE'VE HAD TO WORK WITH ACADEMICS AND JUST THINK ABOUT WHAT IS REVERSE TRANSFER LOOK LIKE? WE HAVE STUDENTS NOW COMING TO US FROM OUR REGIONAL JUNIORS AND SENIORS FROM OUR REGIONAL INSTITUTIONS SAYING I WANT TO COME BACK TO DALLAS COLLEGE BECAUSE YOUR PRICE POINT IS SO GOOD.
>> AND THEY DIDN'T NECESSARILY FINISH AT THE FOUR-YEAR?
>> AND THEY HAVE NOT YET FINISHED.
WE'VE WORKED WITH DR. IT WILLGINS TEAM.
AND I THINK MOVING FORWARD SOME OF THESE LESSONS ARE REALLY GOING TO HELP US THINK THROUGH TO HOW WE SUPPORT POTENTIALLY OTHER BACHELOR'S DEGREE PROGRAMS BUT ALSO MORE SO TO SUPPORT OUR STUDENTS AND GETTING OUR STUDENTS TO THE COMPLETION LINE IS DIFFICULT.
FOUR YEARS HAVE A CHALLENGE, WELL, WHAT'S THE NUMBER, 60% OF AROUND 60% OF STUDENTS ARE GRADUATING ON TIME AT FOUR-YEAR UNIVERSITIES.
[00:40:02]
AND SO, WE AS AN INSTITUTION HAVE TO RETHINK ABOUT WHAT ARE THE STRUCTURES WE NEED TO PUT IN PLACE TO MAKE SURE OUR STUDENTS ARE SUCCESSFUL.AND THAT REALLY IS, WE'RE STARTING NEW WITH THIS AND SO WE WANT TO THINK VERY MUCH ALONG THE LINES HOW DO WE GET NOT JUST STUDENTS ENROLLED BUT HOW DO WE ENSURE THAT THEY'RE GRADUATING AND THAT'S AN IMPORTANT BAR THAT NEEDS TO BE VERY HIGH AND AS WE BUILD OUT OTHER BACCALAUREATE PROGRAMS THAT NEEDS TO BE THE FOCUS OF EVERYTHING WE DO.
IT'S NOT JUST ABOUT ACCESS BUT IT'S ABOUT GETTING FOLKS ACROSS THAT LINE BECAUSE I MEAN, THAT LAST COURSE IS WORTH DOUBLE THEIR SALARY, ONCE THEY ESSENTIALLY GET THAT.
SO, GETTING THEM THERE IS INCREDIBLY IMPORTANT.
AND SO, IT'S INTERESTING, AND LOOK AT THIS, WE MADE A LIST OF THINGS THAT WE KNEW THAT WE HAD TO DO FROM NATIONAL RESEARCH AND OTHE THINGS, AS YOU BECOME A BACCALAUREATE GRANTING INSTITUTION.
AND ONE OF THEM WE KNEW THE NAME WAS A PROBLEM.
WE WEREN'T THINKING ABOUT THAT WHEN WE CONSOLIDATED THAT, THAT SOLVED A BIG PROBLEM THAT WE KNEW WE WOULD HAVE TO ADDRESS AT SOME POINT.
>> SO, WILL 2023 BE THE FIRST?
>> SPRING OF 2023, YES, MA'AM.
>> I WOULD LIKE TO ASK YOU A QUESTION ABOUT OTHER PROGRAMS, BUT AS I SAID, I KNOW THE REASON THAT WE HAVE A HARD TIME DEVELOPING OUT THE NURSING PROGRAM BUT IN THIS WORLD OF HIGHER EDUCATION CAN WE BRING SALARIES ATTRACTING FOLKS NOT TO BE NURSES ON THE WEEKENDS CAN WE PAY A DIFFERENTIATED PAY TO AN INSTRUCT ARE IN THE NURSING PROGRAM UNLIKE WHAT WE HAD PAY AN INSTRUCTOR IN THE EDUCATION OF EARLY CHILDHOOD?
>> WE HAVE BOARD POLICY AND WE LIST OUT THE AREAS AND WE'RE OVERDUE FOR REVIEW.
WE'VE TALKED ABOUT THAT, THAT THAT'S SOMETHING WE NEED TO TAKE UP WITH THE BOARD.
>> YOU'RE TALKING ABOUT A HOME RUN, I MEAN IF YOU REALLY STOP TO THINK ABOUT THIS U AND THINK ABOUT THIS, THE INSTITUTIONS WOULD PAY FOR JUST A STIPEND PROBABLY, WE COULD HAVE THEM HELP UNDERWRITE, THEY JUST DON'T HAVE THE CAPACITY TO PRODUCE A NURSE.
AND IF WE HAD THE ABILITY TO DO IT, AND IT'S BECAUSE WE CAN'T, AND IF WE GOT TO RAISE THE SALARIES OF THE STRUCTURES TO THE POINT THAT WE'LL PULL THEM OUT OF THE NURSING INDUSTRY TO TEACH AT OUR SCHOOL, WE COULD PUT TOGETHER A PROGRAM LIKE THAT THAT COULD SOLVE THE NURSING PROBLEM.
>> I THINK WE DO PAY A PREMIUM NOW.
>> WE PAY AN $8,000 STIPEND TO THE HEALTH CARE ENTITY AND THERE'S A $35,000 FOR OTHERS.
BUT WE CAN DEFINITELY LOOK AT THAT.
>> BECAUSE THEY'RE PAYING SIGNING BONUSES AVENUE $10,000 OR 20 THOUGHT, GIVE US THAT BONUS AND LET US PAY THE INSTRUCTOR AND WE'LL BUILD A MILL TO PRODUCE.
SO, A CLOSE FAMILY FRIEND TEAM MOM GOT HER GED AND RECEIVED HER ASSOCIATE'S THIS SPRING ONE OF THE FIRST ENROLLEES.
>> IT USED TO BE THE CASE, WHEN LOOKING AT EMPLOYMENT MARKET FOR CHILDCARE PROVIDERS, IF YOU LOOKED AT HEAD START AND ALL THE ISDS WHICH IS WHERE THIS IS TARGETED.
THESE FOUR YEAR GRADUATES, EVEN IF YOU GOT ALL THAT DOWN, IT'S STILL ROUGHLY HALF THE KIDS, 3, 4, 5 YEARS-OLD AND PRE-K KIDS WOULD BE IN THE CARE OF SOMEBODY ELSE, MOM AND POP PROVIDERS, SOMEBODY THERE A OPPORTUNITY KIND OF GOING INTO THE OTHER DIRECTION IN THE COLLEGE AND OFFER CERTIFICATES, DEGREES, COMPETENCY BASED EDUCATION FOR THE MOM AND POP SHOPS TO IMPROVE THE QUALITY OF WHAT THEIR KIDS ARE EXPERIENCING OR DO WE WANT TO GET INTO THAT BUSINESS?
>> SHORT ANSWER IS YES, WE'VE STARTED CONVERSATIONS ACROSS THE HE AISLE WITH PIPER SHOP AND BEN MIGUEL TO SEE HOW WE MIGHT ACCESS, LET'S SAY, SMALL BUSINESS FUNDING TO SUPPORT THAT GROWTH AND SO, YES.
[00:45:04]
>> AND I WILL SAY THERE'S A NERVOUSNESS OUT THERE IN THAT COMMUNITY SO, WE HAVE TO BE REALLY ENGAGING WITH THEM IN THE CONVERSATIONS, THEY'VE BEEN A LITTLE FEARFUL OF THIS ALL ALONG THAT THEIR FOLKS WOULD GET BACCALAUREATES FROM US AND GO INTO THE SCHOOL DISTRICTS AND SOME OF THEM MAY HAVE WORKED THERE 15-20 YEARS AND THEY WOULD THEN LOSE THEM.
SO, WE'RE GOING TO HAVE TO PARTNER IN SOME WAY WITH THOSE PROVIDERS AS WELL.
AND IF WE HAD ANY OFFICIAL CONCERN THE RAISED IN THE COMMUNITY, THAT WAS REALLY IT.
THAT, THEY CAN FIND THEMSELVES WITH A SHORTEN OPPORTUNITIES.
I MEAN, WHEN YOU GO TO CERTAIN CIRCLES, YOU TALK ABOUT WHAT, 4300 SHORT.
>> BY THE TIME HE GET THE AUSTIN IT'S 22,000 SHORT WHEN YOU START RUNNING THE CIRCLES OUT, IT ACTUALLY GETS GREATER THE FURTHER YOU GET FROM DALLAS.
AND THE GOOD THING IS MR. RITTER, THIS EFFORT HAS HELPED POSITIONED US AS DALLAS COLLEGE TO BE AT THE TABLE FOR THOSE CONVERSATIONS.
>> YOU ARE DEFINITELY AT THE TABLE.
AND A TREMENDOUS PRESENTATION.
AND I WANT TO THANK PIPER AND THE FOUNDATION TOO, BECAUSE THEY'VE BEEN WORKING ON THIS ISSUE FOR DECADES, REALLY.
AND [INDISCERNIBLE] >> AND, WE LOOK FORWARD TO HAVING YOU BACK AND KEEP UP THE GOOD WORK AND GOOD JOB.
>> >> GRADUATING 500 A YEAR WITHIN EIGHT TO NINE YEARS IF WE WERE TO KEEP UP THAT RATE AND EVEN IF WE INCREASED IT BETWEEN EIGHT AND NINE YEARS, MAYBE LESS, WE WILL HAVE FULFILLED THE SHORTAGE.
>> AT LEAST BEGIN TO ADDRESS IT, BUT MY POINT ABOUT THERE AS YOU GET OUTSIDE OF THE AREA, THERE'S YOU KNOW, WE'RE -- WE'LL BECOME A SUPPLY FOR OTHER AREAS AS WELL.
>> SO, PATTY, WE'VE BEEN SEEING A LOT OF YOUR WORK AND NOW WE GET TO SEE YOU.
[4.2. The Power of One: Dallas College Marketing and Communications Presenter: Patty Arellano-Tolotta]
THIS IS GREAT.AGAIN, I THINK PATTY'S PRESENTATION REALLY COVERS A LOT OF THE DEALING WITH THE TRANSITION FROM THE SEVEN COLLEGES INTO DALLAS COLLEGE.
WHAT THAT'S PROVIDED US AS AN OPPORTUNITY TO TELL OUR STORY IN A CONSISTENT COHERENT WAY AND I THINK A MARKETING EVOLUTION IS REALLY THE RIGHT PHRASE HERE AS WE DO THAT.
BUT THAT'S NOT THE ONLY DRIVER OF THE CHANGE AND SO, SHE'LL KIND OF UPDATE YOU ON WHERE WE ARE BECAUSE, I KNOW THERE'S ALWAYS INTEREST IN HOW WE'RE COMMUNICATING AND EVOLVING.
>> WHEN DID YOU START IN THIS ROLE WITH US?
>> I STARTED IN DECEMBER OF 2019.
I GOT HERE >> AND THEN HANDLED.
SORRY, SO IT'S ALMOST THREE YEARS.
AND YEAH, RIGHT INTO THE TRANSITION.
>> BUT AT LEAST YOU HAD A YEAR WITH US BEFORE IT ALL HIT.
>> I'M VERY GRATEFUL FOR THAT, THAT FIRST YEAR WAS REALLY GOOD TO KIND OF UNDERSTAND THE CULTURE, BECAUSE THIS IS A VERY STRONG CULTURE, THERE ARE A LOT OF PEOPLE WHO HAVE BEEN HERE FOR A LONG TIME AND IT'S A VERY STRONG DEEPLY EMBEDDED CULTURE WHICH IS NOT A BAD THING, IT'S A GREAT THING, BUT WHEN YOU'RE COMING IN FROM THE OUTSIDE, IT TAKES TIME TO GET ADJUSTED.
BUT I FEEL LIKE IT'S BEEN GREAT.
IT FEELS LIKE I'VE BEEN HERE A LOT LONGER THAN THREE YEARS BUT IT'S BEEN PROBABLY ONE OF THE MOST CHALLENGING TIMES OF MY CAREER BUT ALSO ONE OF THE MOST REWARDING.
COMING HERE AND KNOWING THE MISSION AND WHO WE'RE SERVING, MAKES ALL THE DIFFERENCE.
I KNOW THAT'S WHERE YOU'RE HERE AS WELL.
>> AND WHAT HIGH SCHOOL DID YOU GO TO?
I'M A PRODUCT OF DALLAS COLLEGE.
THE TITLE OF OUR PRESENTATION IS CALLED THE POWER OF ONE.
YOU'LL SEE AS I TALK THROUGH THE PRESENTATION HOW THE CONSOLIDATION, WHILE IT HASN'T BEEN EASY, BECAUSE IT'S A LOT, IT HAS REALLY FORCED US TO LOOK AT THE WAY WE DO THINGS AND IT'S ALLOWED US TO GET MORE STREAM LINED IN HOW WE
[00:50:02]
OPERATE.SO, WE HAD, PREVIOUSLY WE HAD DISTRICT, QUOTE UNQUOTE, DISTRICT MARKETING, AND THEN WE HAD COLLEGE MARKETING.
SO WE HAD THE SEVEN COLLEGES HAD THEIR OWN MARKETING TEAMS, THEY WERE NOT CENTRALIZED AND THE COLLEGE MARKETING TEAMS REPORTED INTO A PRESIDENT OR TO SOMEONE ON THE PRESIDENT'S CABINET.
AND, WHILE THERE WAS SOME COORDINATION ACROSS THE TEAMS, EVERYTHING WASN'T DONE IN A UNIFORMED FASHION FROM PROCESSES TO BRANDING AND ADVERTISING.
SO, THERE WERE TIMES IN WHICH YOU WOULD SEE ADVERTISING IN ONE PLACE THAT WOULD LOOK AND FEEL TELEPHONE DIFFERENT MESSAGING BUT THREE REPRESENTATIONS OF DCCCD IN SOME FORM.
AND THAT WASN'T EFFECTIVE BECAUSE WE WEREN'T PULLING OUR RESOURCES WE MIGHT HAVE THREE MAULER ADS INSTEAD OF ONE POWERFUL AD.
AS WE MOVED TO ONE, WE'VE BEEN ABLE TO FOCUS THE TEAMS AND CREATE ONE, CENTRAL CAMPAIGN THAT'S FOCUSED ON DALLAS COLLEGE THAT HAS REALLY HELPED US REALLY GET MORE BANG FOR THE BUCK.
WE'VE ALSO STREAM LINED ALL OF OUR PROCESSES.
WE ARE MUCH MORE EFFICIENT IN THE WAY WE OPERATE AND HOW WE OPERATE.
AND THE WAY WE DID IT BEFORE, BECAUSE WE WERE BY CAMPUS, THERE WASN'T ALWAYS AND I'LL TALK ABOUT SOCIAL MEDIA HERE IN A BIT AND KIND OF THAT CUSTOMER SERVICE.
THE CUSTOMER SERVICE TO STUDENTS WAS HANDLED [INDISCERNIBLE] >> AND OFTEN TIMES THEY WOULD COME TO US THROUGH SOCIAL MEDIA TO GET QUESTIONS ANSWERED AND IT WASN'T ALWAYS EASY TO GET THEM AN ANSWER BECAUSE WE HAD TO GO TO DIFFERENT PLACES.
SO NOW THAT'S ALSO BEEN HELPED A LOT BY THE WAY WE'RE STRUCTURES AND THE WAY WE'RE WORKING THE DIVISIONS.
>> EXPLAIN WHAT FACULTY MARKETING IS?
>> FACULTY OFTEN WANT TO MARKET THEIR PROGRAMS, SO, IF THEY HAVE A SPECIFIC CLASS OR PROGRAM, THEY WOULD OFTEN GO TO THE MARKETING TEAMS AT THE CAMPUSES AND ASK FOR HELP.
DEPENDING ON WHICH CAMPUS IT WAS, SOME OFFERED HELP AND SOME DIDN'T HAVE THE RESOURCE TOSS DO THAT.
AND THAT COULD BE A SOCIAL MEDIA POST, THAT COULD BE A FLIER, OR SOME KIND OF MONITOR ON CAMPUS AND THAT SORT OF THING.
IT WAS INCONSISTENT ACROSS ALL THE CAMPUSES, SO WHAT WE'RE DOING AND ROLLING OUT NEXT MONTH IN A PILOT, BUT WE FINALLY HAVE A TOOL THAT FACULTY CAN ACTUALLY MAKE THEIR OWN FLIERS AND CREATE POSTERS, CREATE TEMP PLATES FOR EMAILS, WE HAVE A BRAND NEW TEMPLATE, A SHELL THAT'S APPROVED AND HAS OUR BRANDING AND FACULTY WOULD JUST DROP IN THEIR IMAGINE AND WORDS AND IT GETS SPUN OUT TO THEM SO THEY COULD HAVE MORE SELF-SERVICE.
THAT EMPOWERS THEM TO GET SOMETHING NICE TO PUT OUT ON CAMPUS OR HAND OUT TO STUDENTS, BUT IT'S SOMETHING THAT WE DON'T HAVE TO SPEND RESOURCES BECAUSE WE HAVE SO MANY FACULTIES, SO WE'RE PILOTING THAT NEXT MONTH AND ARE HOPING TO ROLL IT OUT AT THE BEGINNING OF NEXT YEAR FOR ALL FACULTY.
SO, AS WE TALK ABOUT THE WAY WE'RE SERVING NOW IN CONTRAST TO WHAT I DESCRIBED, WE REALLY TRIED TO LOOK AT EVERYTHING STRATEGICALLY.
IT SO, ACADEMIC STUDENT SUCCESS, WORKFORCE ADVANCEMENT AND ALL THE OPERATIONAL AREAS SO THAT WE ARE WORKING WITH THEM, WE'VE ASSIGNED CONTACTS FOR EACH OF THOSE AREAS SO THAT THEY WORK DIRECTLY WITH THEM TO SERVE THEIR STRATEGIES.
SO, EACH OF THOSE DIVISIONAL AREAS OR OPERATIONAL AREAS HAS THEIR AGENT WHICH YOU ALL SEE WHEN YOU ARE IN THESE MEETINGS, EVERY MONTH.
WE WORK HAND IN HAND WITH THEM TO SUPPORT THOSE BY CREATING MARKETING PLANS OR CAMPAIGNS THAT HELP THEM ACHIEVE WHAT THEY'RE GOING FOR.
AND THEN WE HAVE FUNCTIONAL EXPERTS, WE HAVE TEAMS THAT ARE AND YOU'LL SEE THAT HERE? JUST A MINUTE, I'LL GO THERE NOW, WE GOT ALL THE TEAMS AROUND THAT, THAT'S EVENTS AND OPERATIONS, TEXTING, MEDIA RELATIONS, ADVERTISING BRAND AND DESIGN, EMPLOYEE COMMUNICATIONS, DIGITAL EXPERIENCE AND WEB.
ALL OF THOSE THINGS THAT ARE SURROUNDING THAT SO THAT WHEN THERE IS A CAMPAIGN THEN THEY USE THOSE FUNCTIONAL EXPERTS T GET THAT CAMPAIGN AND BRING IT TO LIFE AND THOSE THAT HAVE THE DEEP KNOWLEDGE ARE STAYING UP-TO-DATE WHAT'S CURRENT AND NEW AND MAKING SURE THEY KNOW BEST PRACTICES IN THOSE FUNCTIONS AREAS.
AND I'LL SHOW YOU EXAMPLES OF HOW WE'RE PARTNERING WITH THE DIVISIONS.
[00:55:41]
IF YOU'VE EVER WORKED FOR A MARKETING OR AD AGENCY, THIS IS AN AGENCY MODEL WHERE YOU HAVE ONE ACCOUNT MANAGER THAT IS THAT POINT OF CONTACT TO HELP THE CLIENTS, WHAT WE CALL THE CLIENTS AND THE DIVISIONS LEAP THEM KNOW WHO TO GO TO AND THEY HAVE SOMEBODY THEY KNOW IS OWNING THEIR PROGRAM SO IT'S EASY FOR THEM TO GET THINGS DONE AND THEY'RE NOT HAVING TO GO T MULTIPLE PEOPLE TO BE SURE THAT THE WORK'S HAPPENING.>>> AS WE CAME TOGETHER AS AN ORGANIZATION, WE DEFINED WHAT OUR VISION WAS.
AND WE SEE OUR VISION AS THE AMPLIFIER, SO, WE'RE AMPLIFYING THE VALUE PROPOSITION OF DALLAS COLLEGE AS THE AREA'S MOST ACCESSIBLE, ENGAGING AND HIGH QUALITY INSTITUTION AND WE DO THAT THROUGH COMPELLING STORY TELLING AND DATA DRIVEN PROGRAMS THAT HELP US TRANSFORM LIVES AND COMMUNITIES THROUGH HIGHER EDUCATION.
OUR JOB IS TO AMPLIFY WHAT'S HAPPENING AT DALLAS COLLEGE SO THAT THE WORLD KNOWS ABOUT IT.
OUR GOALS FOR THE YEAR ARE TO GROW DALLAS COLLEGE BRAND AWARENESS AND EVANGELISM.
WE WANT TO INFORM AND ENGAGE, LIFE LONG ENGAGE FROM INDICATE THROUGH ALUM R WE WANT TO ENGAGE AND WORK WITH OUR COUNTERPARTS TO ENGAGE WITH THOSE STUDENTS.
AND WE WANT TO INFORM AND ENGAGE EMPLOYEES.
WHEN YOU TALK ABOUT THEY CAN TALK ABOUT IT WITH A PASSION, LIKE ME, EVERYBODY'S HERE BECAUSE THEY BELIEVE IN THIS AND OUR MISSION AND OUR PURPOSE.
WE WANT TO MAKE SURE OUR EMPLOYEES ARE OUT THERE AND THEY FEEL GOOD AND ARMED TO TELL THE STORY.
AND UNDERLYING ALL OF THAT IS DATA.
AND WE WANT TO USE DATA TO LEARN AND IMPROVE CONTINUOUSLY AND WE HAVEN'T ALWAYS HAD THE METHODS OF COLLECTING THE DATA IN A CONSISTENT WAY.
WE'VE BEEN TURNING IN THAT DIRECTION AND SETTING THE TOOLS IN PLACE.
THERE'S A TOOL THERE'S COMING THAT WILL BE ABLE TO HELP US AND WE'RE USING ALL THE OTHER CHANNEL DATA TO AGGREGATE AND REPORT OUT IN A LESS MANUAL FASHION.
THAT'S COMING MORE IMPORTANT AS WE MOVE FORWARD.
SO I'M GOING TO TOUCH ON THESE THREE AREAS AS WE GO THROUGH THE PRESENTATION AND GIVE YOU'VE EXAMPLES OF WHAT WE'VE DONE OVER THE LAST YEAR IN THESE AREAS AND I'LL START WITH BRAND EVANGELISM.
THE LAST TIME I HAD THE OPPORTUNITY TO TALK TO Y'ALL IN-PERSON WAS FEBRUARYÂ 2020.
AND IT WAS ABOUT THE DALLAS COLLEGE BRAND AND THE NAME.
SO, I REMEMBER SITTING HERE TALKING ABOUT, YOU KNOW, WE WERE DECIDING ON WHAT THE NAME WAS GOING TO BE.
AND WE LANDED ON DALLAS COLLEGE.
JUST PRIOR TO THAT, WE HAD DONE A BRAND SURVEY, SO, BETWEEN DECEMBER-FEBRUARY OF 2019, WE DID A BRAND STUDY ACROSS THE COMMUNITY WITH STUDENTS, WITH COMMUNITY MEMBERS AND EVEN EMPLOYEES.
AND WHAT THOSE RESULTS TOLD US WAS THAT THE BRANDS WERE REALLY CONFUSING, BACK TO THE EIGHT DIFFERENT BRANDS AND NOT KNOWING WHO WE WERE, THEY FELT LIKE THE LOGOS WERE DATED AND OUR MESSAGES WERE FRAGMENTED.
SO WE HAD THE OPPORTUNITY TO CREATE A BRAND NEW LOOK AND FEEL AND THE NAME OF COURSE IS VERY IMPORTANT.
THAT'S BEEN REALLY A FUN EXPERIENCE TO KIND OF YOU KNOW, SHIFT INTO THAT DIRECTION AND SEE YOU KNOW, THE MASKSES AND THE SHIRTS AND ALL THE COOL STUFF AND OUR STUDENTS ARE STARTING TO LOVE IT AND THEY'RE ASKING FOR THE SWAG AS WELL.
AND SO, WE DID THAT AND CREATE ADD CAMPAIGN.
AND I'LL SHOW YOU SOME OF THAT.
OUR TARGET AUDIENCE ARE CURRENT STUDENTS, PERSPECTIVE STUDENTS, STOP-OUTS ADULT LEARNERS AND OPPORTUNITY GEOGRAPHIES.
>> OUR OVERALL GOALS WERE TO INCREASE BRAND AWARENESS.
AND THE HARD PART ABOUT LAST YEAR WAS THAT WE ARE INTRODUCING THE BRAND NEW DALLAS COLLEGE RIGHT IN THE MIDDLE OF A SHUTDOWN.
[01:00:04]
WE RELY A LOT ON BILLBOARDS AND THE DART BUSES AND ALL OF THAT.>> AND NOBODY WAS GETTING OUT.
AND COMMERCIALS, TV COMMERCIALS, RADIO ADS, DIGITAL ADS, THOSE WERE A LOT MORE EXPENSIVE.
SO WE DIDN'T HAVE THE BUDGET TO REALLY BLOW IT OUT OF THE WATER.
I FEEL LIKE WE DID IT, BUT I FEEL LIKE THIS YEAR WE'RE REALLY SEEING A LOT MORE BECAUSE WE'RE OUT AND ABOUT, AND PEOPLE ARE TALKING ABOUT IT AND WE'RE SEEING MORE OF THE BENEFITS OF THE BRAND AND I THINK IT'S BUILT ON WHAT WE HAD LAST YEAR.
SO, IT'S BEEN REALLY EXCITING TO HEAR PEOPLE TELLING US, YOU KNOW, I SAW YOUR COMMERCIAL OR BILLBOARD OR THAT SORT OF THING.
>> I LOVE THE GUY IN THE CHICKEN SUIT.
>> YEAH, THE CHANCELLOR CONFESSED TO US IN CLOSED SESSION, HE SAID HE'S UP LATE AT NIGHT AND WATCHES THE DALLAS COLLEGE ADVERTISEMENTS ON YOUTUBE.
>> HE ALSO SAID HE PUT ON THAT CHICKEN SUIT ONCE.
>> THAT CHICKEN SUIT, I LOVE THAT.
>> I NEVER WORE THE CHICKEN SUIT.
>> YOU NEED DO THAT ONCE, DR. MAY.
>> SO, OF COURSE, BRANDING WAS YOUR PRIMARY GOAL BUT WE ALSO WANTED TO RECRUIT NEW STUDENTS AND RETAIN OUR CURRENT STUDENTS.
WE'RE DOING A LOT MORE AROUND RETENTION AND WORKING WITH STUDENT SERVICES STUDENTS SUCCESS FOR RETENTION.
BECAUSE IT'S A LOT CHEAPER TO RETAIN A STUDENT THAN IT IS TO RECRUIT A NEW STUDENT.
SO, ACROSS THE BOARD YOU'RE GOING TO HEAR US ALL TALK ABOUT THAT MORE BECAUSE IT JUST MAKES SENSE.
AS WE GO TO THE RESULTS OF THE CAMPAIGN.
THERE ARE SOME RATHER LARGE NUMBERS.
IT >> IT'S A LITTLE HARD TO COMPARE FROM PRE-DALLAS COLLEGE, BUT IT'S FLAT, SO I WILL SAY THAT THE BUDGET WAS FLAT, AND WE'VE DONE ALL OF THIS BY COMBINING ALL OF THE FORMER COLLEGE BUDGETS WITH OUR EXISTING DCCCD BUDGET AND TRIED TO PUT IT IN THE PLACES WE FELT LIKE IT WOULD BE THE MOST EFFECTIVE TO PUSH THE DALLAS COLLEGE BRAND.
BUT OVERALL OUR BUDGET WAS FLAT FOR ADVERTISING.
I THINK THE REASON WE'RE SEEING IT MORE IS BECAUSE WE'VE BEEN MORE EFFECTIVE IN PULLING IT AND INSTEAD OF COMPETING WITH EACH OTHER, WE'RE GETTING FOCUSED AND TORE GETTED.
THAT EQUALS LESS THAN 2% OF IMPRESSION WHICH IS IT REALLY, REALLY, COOL.
WE HAVE DRIVEN FOLKS TO THE WEBSITE.
SO WE HAD OVER 700,000 WEBSITE USE OF LANDING PAGES, WE GOT 75,000 LANDING TO THE APPLICATION PAGE.
RIGHT NOW WE CAN'T MAKE A DIRECT CORRELATION TO WETHER OR NOT THEY ACTUALLY APPLIED BUT WE'RE HOPING TO BE ABLE TO MAKE THAT DIRECT CORRELATION.
>> THESE TWO NUMBERS ON THE BOTTOM IS THAT IN A YEAR OR A MONTH?
>> THAT'S FOR THE SUMMER/FALL.
NO, ACTUALLY, YOU ARE RIGHT, THAT IS FOR THE YEAR.
SORRY, THAT'S SPRING, 2020-2021.
>> NO, IT'S THE ACADEMIC YEAR.
>> AND THEN, THE NUMBER ON THE BOTTOM RIGHT, THE 3,226, THAT'S AN E-MAIL CAMPAIGN, IT'S BASICALLY WHERE SOMEONE CAN COME IN AND THROUGH THE ADVERTISEMENT ON GOOGLE, ON SEARCH, THEY'RE SEARCHING FOR AUTOMOTIVE TECH, AND THEY CAN LOOK FOR THAT AND GET A SEARCH RESULT THAT SAYS TELL ME MORE ABOUT THIS CAMPAIGN AT DALLAS COLLEGE, THEY COME TO OUR SITE AND SUBSCRIBE TO EMAILS AND THEY GET AUTOMATED EMAILS TO TELL THEM ABOUT THE PROGRAM OVER TIME AND PUSH THEM ALONG TO GET THEM TO REGISTER.
SO, WE'VE HAD NEARLY 8,000 NEW SUBSCRIPTIONS TO THAT SINCE MARCHÂ 1ST OF THIS YEAR.
AND THERE'S 40 DIFFERENT PROGRAM THAT IS WE ADVERTISE THROUGH THERE.
SO, IT'S A RELATIVELY CHEAP WAY TO GET REALLY SPECIFIC PROGRAM-SPECIFIC INFORMATION TO PERSPECTIVE STUDENTS.
>> SO IF WE LOOK AT THAT 163 MILLION, IT BREAKS DOWN TO 51 MILLION IMPRESSIONS OF TV, RADIO, AND DIGITAL.
[01:05:02]
WE HAD $2.8Â MILLION IMPRESSIONS THROUGH THE DART ADVERTISING CAMPAIGN.AND WE'VE HAD 102 MILLION ON THE BILLBOARDS AND 6.8Â MILLION ON SEARCH AND DISPLAY.
THAT'S DISPLAY ADVERTISING AND SEARCH, WHEN YOU ARE SEARCHING AND WHAT I JUST TALKED ABOUT.
>> HOW DO YOU KNOW THE IMPRESSIONS ON THE BILLBOARDS?
>> THEY BASE IT ON TRAFFIC, ACTUAL TRAFFIC THAT PASSES THROUGH AN INTERSECTION OR WHERE EVER THE BILLBOARD IS.
WHEN YOU BUY THE PROGRAMS, YOU BASE IT ON THE NUMBER OF IMPRESSIONS.
IT COSTS MORE THE MORE EYEBALLS WILL PASS THERE.
>> AND THESE ARE IN MBS FOR THE ACADEMIC YEAR?
>> WHEN WE LOOK AT OUR ADVERTISING STRATEGY, WE LOOK AT THE COUNTIES, BY ZIP CODE.
THE LIGHTER COLORS ARE WHERE WE HAVE FEWER STUDENTS ENROLLED IN THOSE.
WE CALL THOSE OPPORTUNITY GEOGRAPHIES, SO WE HAVE TAKEN THOSE PARTICULAR AREAS AND ZIP CODES AND WE ARE TARGETING SPECIFIC MESSAGING TO THOSE FOLKS TO PEOPLE IN THERE.
SO, USING, AND THE GREAT THING AS ADVERTISING HAS EVOLVED INTO THE 21ST CENTURY, THERE'S A LOT TO BE DONE DIGITALLY WHERE THAT'S HYPERTARGETED TO A SPECIFIC ZIP CODE WHETHER ON YOUR WEBSITE OR HULU STREAMING ADS, IF YOU EVER WATCH HULU OR SOME OF THE OTHER APPS THAT HAVE COMMERCIALS, WE TARGET THOSE BY ZIP CODE AND THEY CAN SERVE IT UP TO PEOPLE IN THOSE ZIP CODES.
WE ALSO USE THE SDRP PACKS IN ENGLISH AND SPAIN ISSUE.
SO, WE HAVE THE UNIVERSITY FIRST AND THAT'S KIND OF MORE MID CENTRAL AREA ZIP CODES AND THAT'S WHERE WE SEE STUDENTS WHO MAY HAVE CONSIDERED GOING TO UNIVERSITY, INSTEAD OF COMMUNITY COLLEGE BUT, ESPECIALLY THROUGH THE PANDEMIC WE SAW THAT AS AN OPPORTUNITY TO LOOK AT TARGETING THEM BECAUSE SO MANY OF THEM ARE GOING TO ONLINE ANYWAY, SO WHY NOT CONSIDER US? AND TRY TO TAP INTO THAT MARKET THAT WE MAY NOT BE GETTING AS MANY STUDENTS FROM.
SO, THAT IS ONE AREA WHERE WE'VE BEEN LOOKING AT.
>> COULD YOU GO BACK TO 12? I DON'T UNDERSTAND THAT LEGEND.
SO YOU'RE SAYING THAT THE DARKER BLUE IS WHERE WE HAVE DECLINING ENROLLMENT?
>> NO, THE DARKER BLUE IS WHERE WE ARE THE MOST ENROLLMENT.
THE LIGHTER BLUE AND THE WHITE, THE WHITE IS THAT WE HAVE 1-150 STUDENTS IN ENROLLMENT.
>> SO, IT'S LIKE I THOUGHT, BUT THEN ON THE NEXT SIDE, SO MOUNTAIN VIEW IS THE 75211 AREA CODE, WHY IS THAT TARGETED?
>> BECAUSE IT'S A GOOD AREA FOR US ANYWAY, EVEN THOUGH WE HAVE IT'S THE DARKER BLUE ON THE EARLIER SIDE, IT'S STILL A GOOD OPPORTUNITY FOR US TO EXPAND THERE BECAUSE WE DON'T HAVE AS MANY AS WE COULD HAVE.
>> SO, THEN AS WE GO INTO WHAT WE CALL HYPER-TARGETING WE TAKE THAT FURTHER WHERE THERE'S A SPECIFIC ZIP CODE WHERE W IDENTIFIED THE TOP TEN DECLINING ZIP CODES AND WE SHIFTED BUDGET INTO THAT AREA AND WE WORK WITH STUDENT SERVICES, THEY'RE HELPING US AND THAT'S WHY THE COORDINATION WITH THEM HAS BEEN EFFECTIVE BECAUSE THEY'RE GETTING DATA IN AND THEY'RE FEEDING IT TO US AND WE SAY OKAY, WHAT CAN WE DO TO HELP MOVE THIS NEEDLE.
SO IN THIS PARTICULAR EXAMPLE WE IDENTIFIED 10 DECLINING ZIP CODES AND SHIFTED OUR AD BUDGET TO THOSE ZIP CODES AND WE'RE ABLE TO SEE THE IMPROVEMENT WITHIN A WOKE.
SO, THOSE ARE THE TYPES OF THINGS THAT WE'RE TRYING TO DO WITH HOW WE SPEND OUR DOLLARS AND TARGETING MARKETING.
>> YES, AND WE CONTINUE TO WORK WITH THEM CLOSELY AND WE'RE TRYING TO GET AHEAD OF IT FOR SPRING NOW.
BECAUSE A LOT OF THIS WAS DONE OPPORTUNISTICALLY, AND WE'RE TRYING TO PLAN FURTHER
[01:10:03]
OUT.>> SO, THE NEXT SLIDE IS REALLY INTERESTING BECAUSE IF WE PULL BACK AND LOOK AT THE COUNTIES IN BLUE.
>> SO, THE DARK BLUE IS WHERE WE HAVE THOSE ARE COUNTIES WITHIN THE STATE OF TEXAS THAT ACTUALLY HAVE DALLAS COLLEGE STUDENTS.
AND THE WHITE IS WHERE WE DON'T.
SO, IT'S PRETTY AMAZING THAT WE HAVE STUDENTS ALL OVER THE PLACE.
AND SO, THAT'S JUST REALLY FOR Y'ALL TO KNOW, SO BECAUSE THIS IS MAY BE A FUTURE OPPORTUNITY FOR US TO REALLY TALK ABOUT OUR ONLINE PROGRAMS AND, FURTHER MARKET.
>> THIS WAS FROM OUR LMI GROUP.
BEN MIGUEL AND HIS TEAM PULLED THIS DATA.
>> WE'RE TALKING ABOUT ONLINE, AND THEN TALKING ABOUT SOMETHING I'VE ASKED ABOUT A COUPLE OF TIMES IN TERMS OF OUR POLICY OF OUT-OF-COUNTY TUITION IS HIGHER THAN IN-COUNTY.
YOU KNOW, IS THAT AN OUT MODED MODEL?
>> THERE'S SOME STATE LAW AROUND THAT, BUT I CAN'T RECALL, JON, IT'S BEEN AWHILE SINCE I'VE REVIEWED THAT.
SFL STATE LAW MADE RECOMMENDATIONS ON THE DISTRICTS AND WHAT IT SHOULD BE.
LAST TIME I WAS THERE, IT' BEEN AWHILE, >> THERE USED TO BE A TIME WHERE THEY PRESCRIBED MORE OR LESS, KIND OF WHAT NEEDED TO BE THERE.
AND THERE'S PROBABLY SOME CARRYOVER.
>> THERE'S ZIP CODE ANALYSIS OF THAT AND MOST OF THE STUDENTS THAT WERE IN THAT DISTRICT TUITION PAYMENTS HAD A DALLAS COUNTY ZIP CODE.
IT JUST HASN'T SATISFIED THE ONE-YEAR RESIDENCY, NOW THAT IS STATE LAW.
YOU HAVE TO SATISFY THE RESIDENCY OF BEING IN THE COUNTY FOR A YEAR.
>> WE MAY CHANGE THAT >> IF WE'RE ACCESSIBLE TO THE RURAL STUDENTS THROUGH ONLINE, DO WE CHARGE THEM OUT OF COUNTY?
>> THEY ARE, BUT WE WOULD WE'RE ACTUALLY SUPPORTING THOSE OTHER COLLEGES LIKE NORTH CENTRAL TEXAS, TYLER, AND OTHERS.
>> YEAH, BUT IF THEY DON'T HAVE SOME OF THE PROGRAMS WE HAVE AND SOME OF THE STUDENTS WANT THOSE.
>> WE DO, AND I THINK THAT'S ALSO PART OF WHY WE SEE THIS, THERE ARE ONLY A COUPLE THAT DEAL WITH HYGIENE PROGRAMS IN THE STATE.
THERE ARE OTHER THINGS THAT JUST NOT MANY PLACES OFFER.
>> BUT, AGAIN, FOR ONLINE STUDENTS THAT DO NOT RESIDE IN DALLAS COUNTY WE CHARGE THEM OUT OF COUNTY TUITION RATES?
>> THE OUT IT HAVE STATE STUDENTS WERE BEING CHARGED AN ADDITIONAL FEE.
>> I THINK WE SHOULD LOOK AT THAT IN-STATE, BECAUSE EVERYBODY NEEDS A MORE SKILLED, EDUCATED WORKFORCE AND THAT MIGHT NOT BE AVAILABLE IN THEIR LOCAL COMMUNITY AND IT'S AVAILABLE THROUGH US ONLINE.
>> I DON'T HAVE A PHILOSOPHICAL OPINION AT ALL.
>> IT'S ABOUT [INDISCERNIBLE] >> IT IS A SIGNIFICANT AMOUNT.
BUT, I THINK THAT AND I HAVEN'T DONE THIS WITH BEN LATELY OR POOLED FROM ANY
PLACE >> CAN WE GET PROJECTIONS BECAUSE IF WE WERE TO GET THAT MANY MORE STUDENT THE, OF COURSE IT WOULD COST MORE INSTRUCTOR AND OPERATIONAL COSTS BUT.
>> WE DID GET A LITTLE BIT, IF WE HAD AN AGREEMENT WITH A DISTRICT OUT OF DISTRICT, THEN WE CAN DO THE IN-DISTRICT RATE WHICH WE HAVE DONE.
>> THE BOARD HAS DONE THAT AS WELL.
>> SO, THE BOARD HAS TOLD US IF WE ENTERED INTO A PARTNERSHIP WITH A SCHOOL DISTRICT ELSEWHERE, THEY WOULD ALLOW THAT.
>> WHEN YOU LOOK APT MARKETING, YOU LOOK AT COMPETITION AS WELL.
DO YOU HAVE THE DATA THAT SHOWS FOR THE PROGRAMS THAT WE DO CERTIFICATION FOR, OUR SHORT-PROGRAMS OTHER THAN THE ASSOCIATE'S DEGREE, DO WE KNOW WHAT OUR
[01:15:02]
COMPETITION CHARGES FOR WHAT OUR COMPETITOR SCHOOLS ARE CHARGES FOR HVAC, OR ANY OF THE OTHER PROGRAMS THAT WE HAVE? DO WE HAVE THAT INFORMATION?>> I DON'T HAVE IT READILY, BUT WE COULD CERTAINLY LOOK INTO IT.
I MEAN, TO ME, WHEN YOU START DOING AN AD.
WHEN YOU START LOOKING AT, EVEN AND THAT WOULD BE WHERE I THINK YOU WOULD HAVE TO BE, A LITTLE.
IF YOU LIVED OUT OF THE COUNTY BUT YOU COULD GO TO CONCORD OR ANOTHER COMMERCIAL SCHOOL DOES OUR OUT OF COUNTY PUT US OUT O COMPETITION WITH MAKING THAT PRICE ADVANTAGE TOO A STUDENT.
FOR ME FROM THE MARKETING POINT OF VIEW I WOULD LIKE TO KNOW THAT.
BECAUSE WE REALLY NEED TO KNOW WHY WE MIGHT DO SOMETHING AND IT MIGHT GIVE US THAT ADVANTAGE.
AND, I HAVE NO PROBLEM WITH YOUR COMMERCIALS AND OUR ADVERTISING TO CONTRAST US
TO A $20,000 NURSING PROGRAM VERSUS WHAT OUR'S IS: >> EXCUSE ME, ARE THESE COMPUTERS NOT CONNECTED TO THE INTERNET?
>> YES, I WAS ABLE TO GET A CONNECTION.
>> AS WE LOOK AT BRANDING, I WANT TO TALK BEYOND PAID MEDIA TO TALK ABOUT TRADITIONAL MEDIA AND SOCIAL MEDIA.
SO, TRADITIONAL MEDIA IS REALLY WHEN WE THINK ABOUT DALLAS COLLEGE IN THE NEWS, AND THEY DID A VERY IMPORTANT CHANNEL BECAUSE WE KNOW THAT'S GETTING OUT TO THE COMMUNITIES.
GETTING ON THE NEWS AND OUR SUCCESS STORIES OUT INTO THE COMMUNITY THROUGH VARIOUS MEDIA OUTLETS, BOTH PRINT AND BROADCAST.
SINCE JAN 1 OF THIS YEAR WE'VE ISSUED 46 NEWS RELEASES BASED ON DIFFERENT SUCCESS STORIES AND TALKING ABOUT THE GREAT THINGS WE'RE DOING FOR OUTREACH TO STUDENTS FOR COVID SUPPORT.
OUT OF THOSE 46 NEWS RELEASES, 39 OF THOSE HAVE RESULTED IN ONE MEDIA HIT AND A SIGNIFICANT OUTLET LOCALLY.
SO, WE'VE BEEN SEEING REALLY GOOD COVERAGE THIS YEAR.
WE ALSO, TO KEEP OUR STORIES FRONT AND CENTER, WE ACTUALLY CULTIVATE RELATIONSHIPS WITH OUR MEDIA PARTNERS AND WE PITCH STORIES TO THEM.
SO, WE TRY AND SET THEM UP, WE GOT AN EXPERT MEDIA GUY THAT WE'RE PUTTING TOGETHER THAT WE'RE GIVING TO OUR MEDIA OUTWILL LETS WITH AL THE SUBJECT MATTER EXPERTS ACROSS VARIOUS TOPICS SO THEY KNOW WHO THEY CAN CONTACT WHEN THEY GOT A STORY ABOUT SOMETHING SPECIFIC.
SO, WE'VE REBOOTED THE DALLES MORNING NEWS EDITORIAL BOARD.
DR. MAY PARTICIPATED IN THOSE SO THEY CAN SEE WHAT WE'RE WORKING ON AND WHAT'S IMPORTANT TO US AND TO THE COMMUNITY AND THEN WHEN THEY'RE WRITING THEIR STORIES THEY CAN KEEP US TOP OF MIND.
>> SO, AS I LOOK AT SOCIAL MEDIA, WE ARE AS I MENTIONED EARLIER, WE USE SOCIAL MEDIA AS A CUSTOMER SERVICE TOOL.
ONE OF THE BIG DIFFERENCES THAT WE'VE DONE OVER THE LAST YEAR SINCE THE CONSOLIDATION IS WE HAVE FOUR PEOPLE NOW DEDICATED TO SOCIAL MEDIA.
IN THE PREVIOUS WORLD WE HAD PEOPLE DOING IT PART-TIME.
SO THERE MIGHT BE, YOU KNOW, SOMEBODY WHOSE JOB WAS BIGGER, THEY MIGHT DO 20% OF TIME ON SOCIAL MEDIA.
THAT MADE IT HARDER TO BE AS RESPONSIVE.
THE OTHER THING WE'VE DONE FROM A CUSTOMER SERVICE SIDE IS WORKING DIRECTLY WITH STUDENT SUCCESS AND WITH THE OTHER DIVISIONS TO FIND OUT WHO ARE THE CONTACTS AND THE REGISTRAR'S OFFICE IN FINANCIAL AID AN ADMISSIONS THAT WHEN THERE'S AN ISSUE THAT A STUDENT RACES THROUGH A DM OR A DIRECT MESSAGE, OFTEN WHAT WILL HAPPEN IS THEY WILL DM US THROUGH A SOCIAL MEDIA CHANNEL AND ASK FOR HELP THEN WE KNOW EXACTLY WHO TO GO TO AND WORK DIRECTLY WITH THEM TO GET A QUICK RESOLUTION FOR THE ISSUE TO THE STUDENT WHO IS THE CUSTOMER.
THE OTHER PIECE IS THAT WE ARE ABLE TO GET AHEAD OF THINGS REALLY QUICKLY, SO, IF, FOR INSTANCE, WE EXTENDED THE PAYMENT DEADLINE RECENTLY, WE WERE
[01:20:04]
ABLE TO POST THAT ON SOCIAL MEDIA AND ON TEXT AND ABLE TO GET THAT OUT TO STUDENTS QUICKLY.BUT YARE ALL LIKES, SHARES OR COMMENTS ON FACEBOOK.
WE'VE GOT 4 X HIGHER ON TWITTER AND 1.3 X HIGHER ON INSTAGRAM.
SO OUR STUDENTS ARE ENGAGING WITH US AND IT'S WORKING.
WE'VE SEEN AN INCREASE OF 20% IN THE NUMBER OF FANS OR PEOPLE THAT FOLLOW US, IT WAS AT 24,000, AND NOW WE'RE AT 301,000.
>> AND IN CASE YOU HAVEN'T SEEN IT, WE ACTUALLY DID HAVE A TIKTOK.
WE NOW HAVE A TIKTOK CHANNEL AND WE ACTUALLY WENT VIRAL, WE WERE TRENDING ONE DAY WHEN WE DID A POST ABOUT ENDING THE COMMUNITY COLLEGE STIGMA.
SO, WE'VE GOTTEN REALLY GOOD TRACTION ON TIKTOK AS WELL.
SO, IF YOU ARE ON TIKTOK PLEASE FOLLOW US.
>> LET THE BOARD MEMBERS BE ON TIKTOK.
>> HEY, I WAS THE FIRST BOARD MEMBER DO THE ICE BUCKET CHALLENGE BACK IN THE DAY.
AND THEN AS WE'RE ENGAGING WITH THE COMMUNITY AND THE BOARD, I KNOW THAT YOU GUYS ALL SAW THE NEWS LETTER THAT WE PUT OUT LATE LAST YEAR.
IN THE SPRING, ACADEMIC YEAR, WE HAVE THE NEXT ISSUE COMING UP IN OCTOBER, SO YOU GUYS WILL GET A DRAFT OF THAT IF YOU WANT TO PERSONALIZE IT AND SEND IT OUT.
BUT WE HAVE 7,654 PEOPLE SUBSCRIBED TO THE LETTERS ON BOARD.
THIS WAS INTENDED TO BE AN EPIC FOR THE COMMUNITY OF THINGS HAPPENING AT DALLAS COLLEGE AND TAXPAYERS SO THEY UNDERSTAND THE VALUE THAT THEY'RE GETTING WITH AN INVESTMENT IN DALLAS COLLEGE.
I'M GOING TO TALK ABOUT OUR SECOND GOAL AROUND SUPPORTING ENROLLMENT RETENTION AND ENGAGEMENT.
STOP ME IF YOU HAVE QUESTIONS.
BUT WE'VE BEEN WORKING REALLY CLOSELY WITH STUDENT SUCCESS AND ONE EXAMPLE HERE, THAT WAS RELATED TO HER FUNDS AND WHEN WE FIRST OFFER IT HAD STUDENTS A $260 CREDIT TO GO TOWARDS UNPAID BALANCES.
WE TARGETED 6600 STUDENTS WITH AN UNPAID BALANCE AND WE SENT THEM IN ONE WEEK IT WENT FROM $6,600 TO $360.
WORKING CLOSELY AND TARGETING STUDENTS SPECIFICALLY.
>> SO, THEIR UNPAID BALANCE WAS AS SMALL AS $260 OR BELOW?
>> I THINK IT WAS ENOUGH TO PUSH THEM OVER, THE BALANCE COULD HAVE BEEN MORE, BUT IT WAS ENOUGH TO GET THEM PASSED THE FINISH LINE.
THE NEXT ONE WE CALLED IT OUR EMPATHY CAMPAIGN.
AND THIS WAS TARGETED TO FEMALE STUDENTS WHO WERE ENROLLED IN FALL 2020 BUT NOT YET ENROLLED IN SPRING OF 2021.
AND WE WANTED TO OFFER THEM SUPPORT IN A SOFTER WAY.
IN A MORE SUBTLE WAY, NOT A HARDEN ROLLMENT PUSH SO WE TALKED TO THEM ABOUT CHILDCARE, RESOURCES, HOUSING, MENTAL HEALTH RESOURCES, AND THAT SORT OF THING.
SO THEY KNEW WE WERE HERE FOR THEM.
ONE QUICK NOTE, LET ME TELL YOU THE RESULTS WE HAD MORE THAN 25,000 STUDENTS WITH TEXT, 13% ENDED UP ENROLLING FOR THE FALL.
SO, THAT'S OVER 3,000 WOMEN THAT RESPONDED TO THAT.
THE TEXTING HAS BEEN AN EFFECTIVE TOOL FOR US AND WE STARTED USING IT MORE BROADLY DURING COVID, AND THEN, WE SHIFTED FROM JUST KIND OF THOSE EMERGENCY MESSAGING TO MARKETING LIKE THIS.
AND IN THE PAST ACADEMIC YEAR WE HAD OVER ONE.6Â MILLION TEXT EXCHANGES WITH STUDENTS.
SO, IT'S INCREDIBLE HOW MUCH THAT IS BEING USED.
BUT IT PROVES IT, WHEN YOU GO WHERE THE STUDENTS ARE, THEY'RE GOING TO RESPOND.
[01:25:01]
AND THEY'RE ON THEIR PHONES, RIGHT? WE ALL ARE.>> DO YOU HAVE A COMMITTED STAFF THAT'S DEDICATED JUST TO TEXTING OR FACEBOOK OR?
>> YES, WE DO, IT'S CALLED OUR INTERACTIVE MARKETING BECAUSE THAT'S VERY MUCH INTERACTING.
THEY'RE GOING BACK AND FORTH WITH STUDENTS, BOTH THE SOCIAL TEAM AND THE TEXTING TEAM EVEN WHEN THAT'S NOT OFFICE HOURS, LET'S SAY AFTER 5:00Â P.M., WE HAVE PEOPLE WORKING IN SHIFTS COVERING EVENINGS, THERE'S SOMEBODY COVERING THE LINES AND THEY TAKE TURNS OVER THE WEEKENDS AND HOLIDAYS.
MUCH LIKE STUDENT SUCCESS, WE TRY AND SUPPORT STUDENTS AND MAKE SURE SOMEONE'S AVAILABLE.
>> DO YOU HAVE SOMEBODY MONITORING OUR FACEBOOK FOR ANY NEGATIVE COMMENTS AND IMMEDIATELY WRITE 10 POSITIVES?
>> WELL, WE TRY TO ADDRESS THE ISSUES.
>> SO, ON THE TEXTING, FOR ME, IT'S LABORIOUS LIKE THIS, AND DO YOU HAVE A TOOL?
IT'S ON OUR FLAT FORM, THEY CAN USE A KEYBOARD TO DO IT.
>> I BOUT A NEW KEYBOARD, YOU PUSH ONE BUTTON AND FOR THE KEYBOARD AND ANOTHER ONE TO TEXT.
>> THAT'S COOL, I HAVEN'T HEARD OF THAT.
>> THE OTHER THING ON THE RIGHT-HAND SIDE HERE JUST QUICKLY, THE WELCOME KIT THAT WE PUT TOGETHER FOR STUDENTS SUCCESS WHEN THEY CAME ON PREVIEW DAY SO THEY GOT A SWAG BAG WITH A PENNANT, A SHIRT AND COOL GEAR THAT THEY COULD USE AND THEY ACTUALLY POSTED ON SOCIAL MEDIA, SO THAT WAS A WAY TO WELCOME THE NEW STUDENTS WITH THE DALLAS COLLEGE BRAND.
>> DID WE EVER THINK ABOUT DISTRIBUTING DALLAS COLLEGE T-SHIRTS TO DAYCARE CENTERS TO SEND THE KIDS HOME.
>> I WAS LOOKING LIKE, WEARING THE BAYLOR SHIRT.
>> SO, RIGHT BEFORE THE MEETING STARTED, YOU KNOW, SCHOOLS HAVE COLLEGE DAYS, I SHOWED HIM MY DAUGHTER WEARING A COLLEGE SHIRT.
>> I THOUGHT, THE DAYCARE CENTERS IT WOULD BE A NEAT WAY TO SEND THE MESSAGE HOME.
>> PATTY, YOU'RE GETTING LOTS OF HELP HERE.
>> ALL THIS GOOD PRODUCTIVE STUFF, I WILL RELINQUISH PART OF JOHN'S TIME LATER ON.
>> I WANT TO SHOW THE SCHOOL OF EDUCATION, YOU GUYS HEARD ABOUT THAT, THAT GREAT PROGRAM AND WE PARTNERED DIRECTLY WITH DOCTOR'S TEAM TO WELCOME THAT.
THE POINT OF THIS SLIDE IS TO SHOW YOU THAT WE'RE REALLY LOOKING AT PROGRAM THE THAT HAVE BEEN IDENTIFIED AS HIGH GROWTH, HIGH DEMAND BY EMPLOYERS, THAT THEN WE WILL MARKET.
BECAUSE WE DON'T HAVE ENOUGH BUDGET TO MARKET TO EVERYTHING BUT WHERE WE HAVE BEEN PUTTING FOCUS, WE'VE BEEN ABLE TO SEE RESULTS.
AND THIS AUTO BODY TECH, WE FOCUSED ON THE LATINO COMMUNITY, DID THINGS IN SPANISH AND IN SOME LATIN PUBLICATIONS AND WE WERE ABLE TO SEE GREAT RESULTS.
AND WE LOOKED AT THE DATA TO MAKE SURE THAT IT DID MAKE SENSE FROM A DEMAND PERSPECTIVE AND POTENTIAL JOB GROWTH AND THEY SAW 23.5% ENROLLMENT GROWTH THROUGH THE YEAR.
AND FINALLY, THIS ONE HERE IS THE TOOL KIT THAT YOU GUYS WILL GET.
IT'S A FOLDER THAT WE PUT TOGETHER WORKING WITH THE PRESIDENTS AND WITH THE COMMUNITY DEVELOPMENT TEAMS IN THE WORKFORCE AND ADVANCEMENT SIDE TO ARM PEOPLE IN THE COMMUNITY OR ARM OUR DALLAS COLLEGE ARMY WITH THE GOODS THAT THEY NEED TO GO INTO A LOCAL BUSINESS OR GO INTO A COMMUNITY PARTNER OR CHURCHES OR GO INTO THE DIFFERENT AREAS AND BE ABLE TO TALK TO THEM, AS AN ENTRY POINT TO TALK TO THEM ABOUT THIS.
AND THEN WE HAVE FLYERS IN ENGLISH AND SPANISH THAT THEY CAN ALSO DELIVER TO THEM SO THEY COULD HAND OUT TO THEIR CONSTITUENTS IN THOSE AREAS.
AND QUICKLY, I'LL GO THROUGH A COUPLE THINGS WE'RE DOING IN EMPLOYEE COMMUNE CASE INDICATIONS.
WE REALLY HAD TO SHIFT EMPLOYEES TO VIRTUAL BECAUSE OF THE SITUATION WE'VE BEEN IN.
AND WE'VE SEEN A LOT OF TRACTION IN THERE WITH VIRTUAL EMPLOYEE TOWN HALLS,
[01:30:03]
WITH VIRTUAL CONFERENCE DAY.THANK YOU, CHAIR BRAVO FOR PARTICIPATING IN THAT.
AND WE WILL CONTINUE TO LOOK AT THOSE AND OTHER PLACES TO REACH EMPLOYEES ON SESSIONS DOING MORE HYBRID EVENTS WHERE WE COULD DO SOME LIVE AND STREAM OUT TO THE REST OF THE CAMPUSES SO THAT EVERYBODY'S HEARING THE SAME INFORMATION AT THE SAME TIME AND HAVE EQUAL ACCESS TO IT.
AND OF COURSE, CONTINUE TO USE EMAILS AND THOSE HAVE BEEN EFFECTIVE THROUGH THE
PANDEMIC [INDISCERNIBLE] >> UPDATES AND SHARE POINTS AS WELL.
>> THAT IS ALL I HAVE FOR YOU.
>> I LIKE HOW YOU ARE GATHERING ALL THE DATA.
IS THAT THE BACKGROUND Y'ALL USED?
>> AND TO DO ALL THAT WITHOUT A BUDGET INCREASE, I THOUGHT I DETECTED A SMILE BEHIND THE MASKS THERE OF JOHN.
[4.3. Richland Collegiate & Richardson ISD: Proposed Partnership Overview & Benefits Presenter: Anna Mays]
THANK YOU ALL.>> I'M GOING TO SHARE WITH YOU ABOUT A PROPOSED PARTNERSHIP BETWEEN DALLAS COLLEGE AND RICHARDSON ISD TO OFFER OPPORTUNITY FOR STUDENTS IN THE WELL DEVELOPED AND HIGHLY ACCOMPLISHED IT RICHLAND COLLEGIATE HIGH SCHOOL AS WELL AS TO OFFER MORE OPPORTUNITIES FOR STUDENTS TO PARTICIPATE IN DALLAS COLLEGE.
I'M GOING TO START WITH AN OVERVIEW OF THE PRESENTATION.
SO, WHEN YOU WERE MAKING YOUR PRESENTATION, THE SLIDES WERE NUMBERED, WHICH MAKE IT IS EASY FOR ME TO DO IT THE WAY I DO.
ANYBODY THAT'S MAKING A PRESENTATION, CAN WE MAKE IT STANDARD, ANYBODY WHO'LL DO A PRESENTATION PLEASE INCLUDE PAGE NUMBERS.
>> THE PAGES ARE NUMBERED IF YOU LOOK AT THE LEFT-HAND SIDE OF YOUR SCREEN.
>> YEAH, IT'S RUNNING VERTICAL.
FOR FUTURE REFERENCE ANYBODY THAT MAKES A PRESENTATION, AND REALLY DATE THEM.
BECAUSE WHEN I WAS DOING MY RESEARCH IN THE MASTER'S PROGRAM I DIDN'T HAVE DATES OF WHEN THE PRESENTATIONS WERE MADE.
>> WE'LL DO OUR BEST TO RELATE THAT TO PERLA.
SO, THAT'S A TWO-STEP PROCESS HERE.
>> SO, I THINK YOU ALL KNOW ME, I'M ANNA AND I'M VICE PROVOST OF THE EDUCATION AND I'VE BEEN WORKING WITH EARLY COLLEGE HIGH SCHOOLS FOR DALLAS COLLEGE.
AND, THROUGH THIS PRESENTATION, I'M GOING TO SHARE WITH YOU A LITTLE BIT ABOUT THE PARTNERSHIP AND HOW IT WILL BUILD UPON THE ACCOMPLISHMENTS OF RICHLAND COLLEGIATE HIGH SCHOOL AND SHARE WITH YOU POTENTIAL BENEFITS FOR THIS, FOR BOTH DALLAS COLLEGE AND RICHARDSON ISD.
AND A LITTLE ABOUT THE FINANCIAL FEASIBILITY AS WELL AS A PARTNERSHIP PROCESS.
>> AND I KNOW ONE ALL OF YOU SHARE WITH ME THE PRIDE THAT WE'VE HAD IN RICHLAND COLLEGIATE HIGH SCHOOL'S GREAT RESULTS THAT THAT'S PRODUCED.
ONE OF THE BEST SCHOOLS IN THE STATE OF TEXAS.
AND CERTAINLY, I THINK WHILE STATE LAW DIDN'T DO THIS, SO THAT WE CAN EXPAND AND TAKE ADVANTAGE OF THE LAW, BUT, A NEW LAW THAT'S FROM THE LAST LEGISLATIVE SESSION PROVIDES US THE OPPORTUNITY TO EXPAND THIS AND ADD ADDITIONAL RESOURCES TO CREATE A GREATER OPPORTUNITY THAN WE'VE HAD IN THE PAST.
IT DOESN'T SUBTRACT OVERALL IN ANY WAY FROM OUR COMMITMENT TO THE PROGRAM, BUT I JUST REICH WE DO WITH COMMUNITY, WE CONTINUE TO HOUSE IT ON THE CAMPUS AT RICHLAND COLLEGE, I WANT TO SAY THAT UP FRONT.
AS WE LOOK THROUGH THIS, THAT'S NOT A QUESTION OF PULLING BACK BUT HOW TO COLLABORATE AND DEGREE THE PROGRAM AND PROVIDE GREATER ACCESS AND OPPORTUNITY.
>> SO, IF YOU COULD GO AHEAD AND ADVANCE THE SLIDE.
[01:35:01]
DR. MAY WAS SHARING ABOUT THE ACCOMPLISHMENTS OF RICHLAND COLLEGIATE HIGH SCHOOL.AND THEY'RE RATED A BY THE TEXAS EDUCATION AGENCY IN TERMS OF ACCOUNTABILITY RATINGS.
THEY HAVE OVER A 7% ASSOCIATE DEGREE GRADUATION RATE.
THEY REPRESENT 10% OF THE GRADUATES IN PREVIOUS YEARS AT RICHLAND COLLEGE AND THEY ARE ANNUALLY AWARDED OVER 15-$16Â MILLION IN SCHOLARSHIPS.
SO THIS REPRESENTATION IS STELLAR, AND WE WANT TO BUILD UPON THAT BY OFFERING SOME OPTIONS FOR EXPANDING THE STUDENT BODY AND ALSO ALIGNING THE ACADEMIC CALENDAR TO A MORE FINANCIALLY BENEFICIAL MODEL.
RIGHT NOW THERE ARE 337 STUDENTS AT RICHLAND COLLEGIATE HIGH SCHOOL, THEY ACCEPT JUNIORS AND SENIORS.
AND THE MODEL GENERALLY IS THAT THEY COME AS JUNIORS AND SENIORS, TAKE 15 CREDIT HOURS OF DUEL CREDIT COURSES AND THEY'RE EARNING 60 OR MORE DEGREED CREDITED
TOWARDS [INDISCERNIBLE] >> AND THEN ARE ABLE TO TRANSFER.
IT'S MORE LIKE AN EARLY COLLEGE HIGH SCHOOL MODEL WITH THAT TYPE OF CONFIGURATION.
MANY OF THE STUDENT HAVE GRADUATED AND EXCEL RATING IN THE COMMUNITY.
YOU HAVE TESTIMONY FROM SOME OF THE GRADUATES THAT HAVE BECOME PROFESSIONALS IN HEALTH CARE.
IN VARIOUS PROFESSIONS AND GRADUATE THE COME BACK AND TELL HOW THEY'VE BEEN INFLUENCED POSITIVELY.
I'VE SEEN PARENTS CONTRIBUTE INFORMATION ABOUT THEIR GRADUATES ON HOW THEY EARNED THEIR MASTER'S OR DOCTORATE DEGREES.
SO THEY'RE VERY WELL ACCOMPLISHED.
AND BECAUSE OF THIS, WHEN DALLAS COLLEGE BECAME ONE, WE BEGAN TO LOOK AT HOW CAN WE LEARN HOW TO EXPAND THIS THROUGH LEGISLATION THAT MIGHT BENEFIT BOTH DALLAS COLLEGE AND THE OPPORTUNITIES.
AND CAME ACROSS LEGISLATION MADE IN 2017 THAT ALLOWED PARTNERSHIPWISE SCHOOL DISTRICTS TO HAVE BOTH AN OPERATING PARTNER WHICH WOULD BE OUR CHARTER SCHOOL AS WELL AS A SCHOOL DISTRICT INVOLVED TO CREATE A PIPELINE OF STUDENTS.
RIGHT NOW, RICHARDSON ISD PROVIDES MOST OF THE STUDENTS, THE MAJORITY OF THE STUDENTS, AS WELL AS OTHER SCHOOL DISTRICTS LIKE GARLAND ISD.
BUT WE HAVE NO SECURE PIPELINE.
WHAT HAS TO HAPPEN IS EITHER BY WORD OF MOUTH OR THROUGH MARKETING, WE COMPETE WITH OTHER SCHOOL DISTRICTS.
AND IN SOME CASES IN MOST CASES WE'RE COMPETING WITH THE SCHOOL DISTRICTS WHO ALREADY PARTNER WITH US FOR EARLY COLLEGE HIGH SCHOOLS AND TECT BECAUSE THAT'S A MODEL WHERE THEY'RE EARNING A DUEL CREDIT TO GET TO AN ASSOCIATE'S DEGREE OR COLLEGE CREDITED.
IN ORDER TO NOT BE IN SUCH A COMPETITIVE MARKET WHICH IT IS RIGHT NOW GIVEN WE HAVE 174 SCHOOL PARTNERS THAT ARE OFFERING DUEL CREDIT, WE LOOKED AT THE TEXAS PARTNERSHIPS WHICH IS SB 1882.
SO IF YOU COULD ADVANCE THE SLIDE.
>> SO THE STUDENT IT IS ARE NOT IN THAT AREA? THEY'RE FROM ALL OVER?
>> IT'S A PUBLIC CHARTER SCHOOL WHICH MEANS IT'S OPEN TO STUDENTS FROM MULTIPLE HIGH SCHOOLS.
>> AND WHAT THE TEA APPROVAL SAID WE COULD RECRUIT IN FIVE COUNTIES.
>> SO, THE INTENT IS TO CONTINUE AS A TEXAS IT PUBLIC CHARTER SCHOOL, BUT TO LOOK AT PERHAPS BENEFITTING FROM THE FINANCIAL ADVANTAGES OF THE AB 1882 PARTNERSHIP AS WELL AS A PIPELINE OF MORE STUDENTS.
SO, ONE THING THAT WE'RE LOOKING AT IN TERMS OF THE EXPANSION IS TO EXPAND WHAT'S WORKING.
AS I MENTIONED, EXPAND THE BENEFITS OF WHAT WE'VE LEARNED SINCE 2006 WHICH
[01:40:07]
RICHLAND COLLEGIATE HIGH SCHOOL AS AN INSTITUTION, BRING INCREASED ACCESS TO THE COMMUNITY.HAVE A MORE DIVERSE STUDENT BODY AND ONE WAY TO DO THAT IS TO ADD EITHER 9TH AND 10TH GRADERS, BECAUSE RIGHT NOW WE'RE ONLY SERVING 11TH AND 12TH GRADERS, AND OR TO EXPAND THE NUMBER OF SCHOOL DAYS.
RIGHT NOW, WE ARE BEING REIMBURSED FOR ABOUT 150 SCHOOL DAYS.
RICHARDSON ISD IS BEING REIMBURSED FOR 174 SCHOOL DAYS BECAUSE THEIR ACADEMIC CALENDAR ALIGNS WITH THE HIGH SCHOOL OR K-12 CALENDAR.
OUR CALENDAR NOW ALIGNS WITH THE DALLAS COLLEGE CALENDAR WHICH HAS LESS SCHOOL DAYS.
SO THERE'S FINANCIAL BENEFITS AND YOU'LL SEE A CHART LATER TO INDICATE THAT.
THIS WOULD BE AN INNOVATIVE PARTNERSHIP.
IT'S NOT BECAUSE ANYTHING IS BROKEN.
IT'S TO BUILD UPON THE EXCITEMENT AND OPPORTUNITIES THAT ARE PART OF RICHLAND COLLEGIATE HIGH SCHOOL.
IT ALSO WILL WHEN FIT FROM THE RESOURCES CAN ADD TO WHAT WE OFFER.
FOR EXAMPLE, RIGHT NOW WE DON'T OFFER TRANSPORTATION OR FOOD SERVICE OR AS EXTENSIVE STUDENT SUPPORT THROUGH SPECIAL EDUCATORS AND OTHER SUPPORT THAT A SCHOOL DISTRICT INTENDED TO DO THAT COULD PROVIDE IN PARTNERSHIP.
>> WHICH WE COULD DO WITH OUR EARLY COLLEGE HIGH SCHOOLS THAT WE HOUSE AND OTHERS.
SO, IT DOES CREATES, NOT THAT NECESSARILY, THEY WILL CHOOSE TO DO THAT BUT THE OPPORTUNITY'S THERE TO DO THESE AND ADD TO IT.
>> AND SO, THIS PARTNERSHIP ALSO HAS SOME OTHER BENEFITS.
>> SOME OF THE BENEFITS I HIGHLIGHTED, THE INCREASED ENROLLMENT, POSSIBILITY OF INCREASED RESOURCES AND CAPACITY.
BUT ANOTHER OPPORTUNITY WOULD BE TO OFFER SOME DIFFERENT PATHWAYS.
RIGHT NOW, IT'S PRIMARILY, AN ASSOCIATE'S DEGREE, CORE COURSES AND COURSES TOWARD AN ASSOCIATE'S DEGREE OF ARTS.
WE COULD HAVE A PATHWAY DEVELOPED MORE SPECIFIC TO CAREER AND TECHNICAL EDUCATION PROGRAMS. WE COULD HAVE A PATHWAY TO OUR BACHELOR'S AND EDUCATION PROGRAM.
AND DEVELOP THAT SO WE HAVE A TEACHER PIPELINE FOR RICHARDSON ISD FOR EARLY CHILDHOOD EDUCATION PROGRAM THERE.
SO, THERE ARE OPPORTUNITIES FOR OFFERING DIFFERENT TYPES OF COURSES, AND DUEL CREDIT AS WELL AS AN OPPORTUNITY FOR LEVERAGING THE RESOURCES BOTH FROM DALLAS COLLEGE AND RICHARDSON ISD.
SO, A LITTLE BIT ABOUT THE PIPELINE.
WE WOULD RECRUIT ADDITIONAL DIVERSE STUDENTS FROM RICHARDSON ISD THROUGH THIS PARTNERSHIP.
WE WOULD ALSO TRY TO MAKE SURE THAT WE HAVE AN ACCESS TO BACHELOR DEGREE PROGRAMS FOR THESE STUDENTS DEVELOPING PATHWAYS THAT TRANSFER WELL.
IN ADDITION, WE COULD MAKE SURE THAT THE FOCUS IS ON COMMUNITY COLLABORATION WITH THE RICHARDSON COMMUNITY AND DALLAS COLLEGE.
SO, I'M GOING TO GET INTO A LITTLE BIT ABOUT THE PARTNERSHIP OF HIGH-LEVEL OVERVIEW, SO A LITTLE ABOUT THE LEGISLATION, AS I MENTIONED, IT WAS INITIATED IN 2017.
IT IS SOMETHING THAT A SCHOOL DISTRICT WOULD APPLY FOR, AND ON SEPTEMBERÂ 20TH, THE SAME PRESENTATION WILL BE SHARED WITH THE RICHARDSON ISD BOARD AND BY OCTOBERÂ 4TH, IF THEIR BOARD APPROVES THEY WILL BEGIN THE APPLICATION PROCESS FOR THIS SB 1882 THROUGH THEIR BOARD.
WE IN THIS PARTNERSHIP ENTER INTO A PERFORMANCE CONTRACT, THERE'S A PROCESS FOR THAT THAT WOULD START IN JANUARY.
[01:45:01]
IF YOU COULD GO TO THE NEXT SLIDE, PLEASE.>> SO, RIGHT NOW, WE'RE GOING TO, AS I SAID, JUST HAVE BOTH BOARDS REVIEW THIS, AND THAT'S THREW SEPTEMBER AND OCTOBER.
IN OCTOBER AND NOVEMBER, WE WOULD DRAFT APPROVE AND SUBMIT A RESPONSE TO A CALL FOR APPLICANTS.
THEIR BOARD MEETING IN SEPTEMBER-OCTOBER WOULD AUTHORIZE THEM TO ESTABLISH A PARTNERSHIP WITH AN ENTITY AND WE WOULD BE APPLYING TO BE THE OPERATING PARTNER FOR THAT PARTNERSHIP.
IN NOVEMBER AND DECEMBER, WE WOULD BE DRAFTING THE RESPONSES TO THE APPLICATION HAVING INTERVIEWS, SITE VISITS, AND THEN THE DISTRICT WHICH IS RICHARDSON ISD, WOULD RECOMMEND TO THEIR SUPERINTENDENT THAT WE BECOME A PARTNER.
AT THE SAME TIME, WE WOULD BE INITIATING IN JANUARY THE PERFORMANCE CONTRACT.
THIS IS A NEGOTIATED PERFORMANCE CONTRACT AND WOULD SPECIFY STAFFING, SUPPORT SERVICES, FINANCIAL ARRANGEMENTS, AND WOULD B SUBJECT THEN TO YOUR VOTE FOR APPROVAL.
THE COMPLETED APPLICATION FOR THE SB 1882 BENEFITS IS DUE MY MARCHÂ 30TH, THIS IS A YEAR-LONG PROCESS THAT WE'RE BEGINNING TO EXPLORE AT THIS POINT.
>> THE FINANCIAL BENEFITS ARE ON THE NEXT PAGE.
THERE ARE SOME FINANCIAL INCENTIVES TO THE DISTRICTS THAT INTERINTO THESE APPROVED PARTNERSHIP IT IS AND THEY GO THEN TO THE CHARTER THE 1882 BENEFIT OF AROUND $1,200 PER PUPIL WOULD ALLOW RICHARDSON ISD TO PARTNER WITH DALLAS COLLEGE AND SUSTAIN THE LEVEL OF FUNDING.
>> AND THAT'S ON TOP OF THE EXISTING FUNDING?
>> AND SO, HOW WOULD THIS BE PUT OUT? WHAT WOULD RICHARDSON ISD KEEP AND WHAT WOULD COME TO US?
>> THAT'S IN THE PERFORMANCE CONTRACT.
>> THAT WOULDN'T BE NEGOTIATED UNTIL JANUARY BUT WE'VE INVOLVED FOLKS TO BEGIN THE EXPLORATION OF THIS.
AND WE HAD A WEBINAR THAT WE ATTENDED THAT WAS SPONSORED BY THE TEXAS EDUCATION AGENCY THAT PLAINS A LITTLE BIT OF THE.
WE DON'T NEGOTIATE UNTIL THAT PROCESS IS DUE AND THEN THE NEGOTIATION BEGINS AFTER THAT.
SO, LATER THIS YEAR INTO THE BEGINNING OF NEXT YEAR.
>> SO, THIS WAS APPROVED IN THIS LEGISLATION WAS PASSED IN 2017, IS IT RETRO ACTIVE BY CHANCE BECAUSE WE'VE GOT ALL OF THIS SET UP WITH DALLAS ISD.
>> YOU PROBABLY DON'T RECALL BUT ACTUALLY, DALLAS ISD CAME TO US WITH A PROPOSAL THAT THEY WANTED TO DO THIS AND THEIR BOARD DIDN'T SUPPORT IT.
SO, AND YOU GET INTO THE ONE HANG UP FOR THE SCHOOLS, THEY ACTUALLY, WELL, I'LL SAY, OTHER SCHOOL DISTRICTS HAVE REACHED OUT TO US ABOUT RICHLAND COLLEGIATE HIGH SCHOOL BECAUSE IT'S IN THE PERFECT POSITION TO PARTNER ON THIS FOR A SPECIFIC REASON WITH THE REQUIREMENTS AND THAT'S THAT A SEPARATE BOARD HAS TO BE CREATED.
AND THAT HANGS UP SCHOOL BOARDS WHEN THERE HAS TO BE A SEPARATE BOARD CREATED FOR THIS PURPOSE.
>> BUT IF WE DO THIS PARTNERSHIP, MY UNDERSTANDING IS THAT WE WOULD NO LONGER ACT AS A SCHOOL BOARD?
>> BUT WE WILL HELP APPOINT MEMBERS OF THE BOARD.
AT LEAST THREE BOARD MEMBERS WOULD BE APPOINTED BY BOTH INSTITUTIONS.
THEY WOULDN'T BE ELECTED BUT THEY WOULD BE APPOINTED Z BUT WE WOULDN'T HAVE THE RESPONSIBILITY TO THE TVA FOR ALL THE REPORTS AND ALL?
[01:50:04]
>> THAT -- >> THE FUNDING GOES THROUGH RICHARDSON ISD AND AGAIN WITH THE PERFORMANCE CONTRACT WE WOULD NEGOTIATE ALL THE REPORTING THAT WOULD NEED TO BE DONE WITH RICHARDSON ISD.
>> AND WE'RE SPENDING $5Â MILLION A YEAR ON THE COLLEGIATE ACADEMY?
>> [INDISCERNIBLE] >> WELL, YOU KNOW, WE STILL HAVE OBLIGATIONS THERE.
IT'S JUST THE REVENUE COMES A SLIGHTLY DIFFERENT ROUTE.
AND YOU KNOW, IT CHANGES HOW IT FLOWS BUT IT DOESN'T CHANGE WHAT WE NEED TO BE DOING AS IT RELATES TO IT SPECIFICALLY.
>> AS AN OPERATING PARTNER, WE STILL HAVE ACCOUNTABILITY BUT WE HAVE TO DEFINE WHOSE GOING TO DO WHAT REGARDING THE ACCOUNTABILITY.
THE STAFFING, THE BUDGET, THE SUPPORT SERVICES ALL THAT'S REQUIRED FOR THE CHARTER SCHOOL TO BE.
SO BASICALLY YOU'RE STARTING WITH A BLANK SLATE?
>> PART OF THE ATTRACTIVENESS IS THE HISTORY AND THE SUCCESS MODEL THAT'S THERE.
>> SO, BEYOND THAT, I WANTED TO SHARE A LITTLE BIT ABOUT THE FINANCIAL FEASIBILITY AND AGAIN, WE ARE NOT IN THE STAGE WHERE WE'RE DISCUSSING ALL THE DETAILS, BUT, THE PLANS THAT WE DISCUSSED PRELIMINARILY IS THAT THE INTENT IS TO INCREASE THE TOTAL PER PUPIL BASE FUNDING.
INSTEAD OF JUST SERVING 11TH AND 12TH GRADERS, RICHARDSON ISD CAN PLAN TO SERVE 9TH AND 10TH GRADE STUDENTS AS PART OF THE CHARTER AT THEIR HIGH SCHOOLS AND THEN THEY WOULD COME TO THE RICHLAND COLLEGIATE HIGH SCHOOL CAMPUS FOR THE 11TH AND 12TH GRADE CLASSES.
SO THAT WOULD INCREASE THE REVENUE BECAUSE OF THE NUMBER OF STUDENTS.
>> NOW, THE RICHLAND COLLEGIATE HIGH SCHOOL IS AUTHORIZED FOR HOW MANY STUDENTS?
>> RIGHT NOW THEY COULD BE AUTHORIZED UP TO 900 BUT THEY'RE SERVING 337.
AND THE ENROLLMENT HAS SLIGHTLY BEEN DECLINING, NOT ONLY BECAUSE OF COVID BUT BECAUSE OF THE COMPETITION FROM OTHER SCHOOLS WHO HAVE SIMILAR MODELS FOR EARLY COLLEGE HIGH SCHOOLS.
>> I SUSPECT WITH OUR MODELS AND OTHER THINGS, THAT'S KIND OF EATING INTO IT.
>> SO, THE OTHER THING THAT WILL BENEFIT US -- >> YOU'RE TALKING ABOUT THE
PTECHS WE HAVE IN CLOSE PROXIMITY TO RICHARDSON IN >> YES, AND WITH DALLAS ISD.
>> RICHARD SON HAS THREE PTECHS AND AT RICHLAND WE HAVE P-TECHS AND EARLY COLLEGE HIGH SCHOOLS THAT ARE NOT SAME LOCATION AS RICHLAND COLLEGIATE HIGH SCHOOL.
>> THAT'S WHAT'S IMPACTS THE ENROLLMENT?
>> YES, AGAIN BECAUSE THERE ARE A LOT OF OPPORTUNITIES WITH DUEL CREDIT.
>> WE'RE SEEING MORE STUDENTS OVERALL AND I DIDN'T THINK TO LOOK AT IT FOR RICHLAND CAMPUS IN THAT REGARD, MY GUESS IS EVERYTHING HAS KIND OF RISEN IN THAT POPULATION, WHEN WE LOOKED AT, I SHARED WITH YOU EARLIER, THE YEARLY PROGRESS THAT WE'VE SEEN OVERALL.
>> AS YOU KNOW THE GRADUATES OF THESE SCHOOLS BRING US PERFORMANCE-BASED FUNDING BECAUSE WE'RE INCREASING THE NUMBER OF GRADUATES FROM OUR COLLEGE.
>> SO, THE NEXT SLIDE GIVES YOU A LITTLE PROJECTION IF WE WERE TO INCREASE ENROLLMENT.
SO, WE'RE AT 337, OUR TARGET FOR THIS YEAR BY ADDING ADDITIONAL STUDENTS IN THE SPRING SEMESTER IS 391 TO MAKE IT A BREAK-EVE TYPE OF BUDGET.
BUT AS WE WOULD GROW BY ATTRACTING MORE STUDENTS, THE REVENUE THEN GROWS AND THEY WILL ENABLE US TO SERVE MORE STUDENTS.
>> THAT MONEY GOES FROM STATE TO RSD BUT IF IT GROWS, WE WILL MAKE THE CONTRACT SO WE CAN ENJOY THAT BENEFIT?
>> THE NEXT SLIDE IS JUST THE PER-PUPIL INCREASE THAT CAN BE SEEN.
[01:55:02]
>> SO THOSE WOULD BE THE STUDENTS WE WOULD NEED TO SERVE?
>> NO, NO, YOUR THINKING AMERICAN'S WITH DISABILITY.
>> NO, THAT'S AVERAGE DAILY ATTENDANCE.
IT'S HOW HIGH SCHOOLS AND PUBLIC SCHOOLS ARE RECEIVING REVENUE.
>> SO, THEN THE NEXT SLIDE PLEASE.
IN TERMS OF THE PERFORMANCE CONTRACT, I MENTIONED BOTH SIDES WOULD MUTUALLY AGREE ON THE TERMS AND IT'S A CORD NATION OF ROLES, RESPONSIBILITIES AND COLLABORATION THAT WILL NEED TO BE NEGOTIATED.
AND IT WILL START IN JANUARY AND SCHEMATAED BY MARCHÂ 30TH TO TEA AND THE BOARD WOULD HAVE TO APPROVE ALL OF THIS.
>> THAT WOULD INCLUDE A BUDGET OF REVENUES AND EXPENDITURES?
>> I WOULD LIKE TO MAKE AN OBSERVATION.
YOU ALMOST GOT ME TALKED INTO THIS, BUT, YOU KNOW, THIS HAS BEEN A SUCCESSFUL PARTNERSHIP.
IN MY MIND, IT RAISES THE QUESTION OF ARE WE GOING TO BE IN THIS BUSINESS NOT JUST WITH RISD BUT OTHER DISTRICTS IN THE COUNTY THAT WANT TO PARTICIPATE IN THIS.
BECAUSE, I HEARD THE COMMENTS ABOUT THIS IS REALLY A FIVE-COUNTY CHARTER SCHOOL BUT I GOT TO BELIEVE THE OVERWHELMING MAJORITY OF STUDENT ARE COMING IN PROXIMITY TO RICHARDSON AND THAT'S GOING TO BE MORE THE CASE IF WE PUT THIS PARTNERSHIP IN PLACE WITH THE RSID WHAT ABOUT WITH OTHER GEOGRAPHIES IN THE COUNTIES, BECAUSE I THINK IT MAKES SENSE.
MAY BE IS THIS REPLICABLE? WANTS GOING TO BE THE POLICY APPROACH FOR THE DISTRICT FOR THIS INNOVATIVE TYPE OF PROGRAM OFFER.
>> WELL, IN SOME WAYS THAT'S GOING TO BE UP TO THE ISD.
NOW, I WILL SAY ISD'S REALLY NO LONGER HAVE GEOGRAPHIC BOUNDARIES, FOR EXAMPLE, THE ISD OPENED UP A P-TECH IN IRVING.
THEY ARE NOT RESTRICTED TO WITHIN THEIR OWN SCHOOL DISTRICTS ANYMORE TO OPEN OFF SITE.
FRANKLY THAT'S WHY SCHOOLS OUT OF RICHARDSON ISD WERE INTERESTED IN THIS PARTICULAR SCHOOL DISTRICTS THEMSELVES RIGHT NOW ARE LOOKING TO DRAW FROM OTHER AREAS AND THEY DON'T SEE THE SAME BOUNDARIES AS YOU WOULD THINK ABOUT TODAY.
THIS IS PART OF THE REASON WHY IT MIGHT BE OF INTEREST TO THE FOLKS AT RICHARDSON AS WELL.
SO, BUT, THAT ULTIMATELY GETS DOWN TO THE AGREEMENT THAT'S THERE AND I APPRECIATE WHERE YOU COME FROM ON THAT.
WE ARE COMMITTED TO SERVING CERTAINLY, THE PEOPLE AND THE CITIZENS OF DALLAS COUNTY BUT ALSO IF WE COULD IMPACT IN A POSITIVE WAY, EDUCATIONAL RETAINMENT TO FOLKS THAT DON'T HAVE THAT OPPORTUNITY WE WANT TO BE SURE THAT WE'RE ABLE TO
[02:00:02]
HELP AND SUPPORT THAT.>> THE BOARD FROM THAT SCHOOL DISTRICT WOULD HAVE TO BE SUPPORTIVE OF ESTABLISHING A CHARTER SCHOOL.
>> THAT'S BEEN A BARRIER WITH 1882 BECAUSE DESPITE THE FACT THAT THEY'RE GIVEN THE REVENUE, THEY'RE GIVING UP DIRECT OVERSIGHT OF THAT.
SOME ARE GIVING UP A LOT DIRECT OVERSIGHT.
>> THEY HAVE AN INFORMAL BOARD MEETING.
THE SUPERINTENDENT AND THE DEPUTY SUPERINTENDENT ARE REVIEWING THIS PRESENTATION NOW AND THEY WILL BE MAKING THE EXACT PRESENTATION TO THE BOARD.
>> CAN WE PUT OUT AN RFP THAT SAID WE'RE WILLING TO BE AN PARTNERSHIP WITH ANY SCHOOL DISTRICT WOULD RISD WOULD BE THE ONLY ONE THAT WOULD APPLY?
>> ACTUALLY THEY SEND TO US THE APPLICATION.
>> UNDER 1882, THEY HAVE TO ISSUE THE RFP.
>> THIS IS, INFORMATION TO THE NEXT THING WE'LL SEE WILL BE THE PERFORMANCE CONTRACT? THAT WILL BE LATER, EARLY NEXT YEAR?
>> THAT CONCLUDES OUR COMMITTEE PRESENTATIONS.
ANY COMMENTS ON THE COMMITTEE NOTES? TAKE A LOOK AT MAKE THEM TONIGHT AND IF YOU WOULD LIKE WE'LL ADDRESS THEM ON THE BOARD MEETING.
IF THERE'S NO OTHER BUSINESS FOR THE AUDIT COMMITTEE MEETING 2 WE'RE ADJOURNED.
>> WHAT TIME DO YOU WANT US BACK?
* This transcript was compiled from uncorrected Closed Captioning.