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THIS OPEN MEETING OF THE BOARD OF TRUSTEES IS AUTHORIZED IN ACCORDANCE WITH THE TEXAS GOVERNMENT CODE, SECTION 551.001 THROUGH 551.146. VERIFICATION OF NOTICE OF MEETING AND AGENDA ARE ON FILE IN THE OFFICE OF THE CHANCELLOR. PER TEXAS GOVERNMENT CODE SECTION 551.1282 THIS MEETING IS BEING BROADCAST OVER THE INTERNET IN THE MANNER PRESCRIBED BY TEXAS GOVERNMENT CODE SECTION 551.128
[1. Certification of Notice Posted for the Meeting]
I, JOE D.MAY, SECRETARY OF THE BOARD OF TRUSTEES OF THE DALLAS COUNTY COMMUNITY COLLEGE DISTRICT, DO CERTIFY THAT A COPY OF THIS NOTICE WAS POSTED ON THE 28TH DAY OF BUILDING, ALL AS REQUIRED BY THE TEXAS GOVERNMENT CODE ♪551.054.
[A. DCCCD Career & Technical Program Review Presenters: Justin Lonon, Christa Slejko, Anna Mays, Mark Hays]
>> WHAT THIS REPRESENTS IS THE REVIEW OVER THE BOARD, THE CHARGE TAKING A LOOK AT WHAT OUR PROGRAM REVIEW PROCESS LOOKS LIKE AND TO IDENTIFY MECHANISMS TO HAVE A MORE COMPREHENSIVE PROGRAM REVIEW AND NOT IN ISOLATION.
PREVIOUSLY, THESE WERE DONE WITH THE LOCALIZED LEVEL AT EACH COLLEGE.
SO WHAT YOU ARE GOING TO HEAR ABOUT TODAY IS AN UPDATE ON THAT WORK OVER THE LAST YEAR OR SO.
WE WERE HAVING TECHNICAL DIFFICULTIES BUT IT REPRESENTS THE WORK OVER THE LAST YEAR.
THE BREADTH OF WORK THIS TEAM HAS DONE [COUGHING] ABOUT 50 PEOPLE THROUGHOUT THE DISTRICT HAVE BEEN INVOLVED IN THIS, WHEN YOU THINK OF THE DEANS AND FACULTY AND OTHERS AT EACH LOCATION, EACH CAMPUS THAT HAVE BEEN PART OF THIS WORK.
THAT'S WHAT WE ARE GOING TO BE TALKING ABOUT TODAY AND WHAT THAT REPRESENTS.
SO WITH THAT I WILL TURN IT OVER TO CRYSTAL.
>> CRYSTAL: WE ARE GOING TO GO WITHOUT OUR OVERHEAD?
>> DO YOU WANT TO JUST WORK FROM THE PAPER FOR RIGHT NOW?
WE RECEIVED THIS CHARGE FROM CHANCELLOR MAY AND ALL OF YOU, WE WANT A SYSTEM-WIDE LOOK AT ALL THE PROGRAMS.
>> D. FLORES: TYPICALLY WOULD THE FIVE POINTS BE UP ON THE SLIDES.
>> WE CAN WAIT UNTIL THAT IS UP.
>> IS THERE ANYTHING YOU CAN TALK ABOUT BEFORE THE SLIDES ARE UP?
>> CRYSTAL: I WILL START WITH THE PROGRAM SUMMARY.
>> CAIR D. FLORES: YOU ALL ENGAGED PRETTY MUCH IN GETTING A LARGE NUMBER OF EMPLOYEES INVOLVED IN THIS PROCESS, IS THAT CORRECT? IN TERMS OF OTHER LARGE INITIATIVES ARE YOU DOING THIS IN SIMILAR FASHION GETTING LARGE NUMBERS OF EMPLOYEES INVOLVED IN THE REVIEW WE ARE PLANNING OR WHATEVER TO BRING FINAL RECOMMENDATIONS? THE REASON I'M ASKING THAT I I DON'T SEEM TO HEAR AS MUCH CHATTER AS I USED TO, IN TERMS OF UNEASE.
SO THIS MIGHT BE SOMETHING THAT'S WORKING IN TERMS OF MRE
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EMPLOYEES AT ALL LEVELS KNOWING WHAT'S GOING ON AND MAYBE HELPING WITH THAT UNEASE ABOUT SOME OF THE CHANGES THAT WE ARE WORKING ON.>> THE INTENT I TO ENGAGE AS WIDE AND DEEP AS WE CAN.
CLEARLY WE ARE ENGAGING IN SEVERAL MAJOR INITIATIVES.
EVEN ONES THAT JOHN WILL TALK ABOUT LATER AS RELATED TO WHAT WE ARE DOING WITH BOOKS, TEXTBOOKS.
AND WHAT THE CHANCELLOR'S PRESENTATION FROM LAST MONTH, YOU KNOW, THERE'S A NUMBER OF PEOPLE TO ENGAGE IN THAT DIALOGUE WITH.
AS WE TAKE TIME TO TRY TO WORK THROUGH SOME OF THESE ISSUES.
AGAIN, THIS ONE, SINCE THERE WERE SEPARATE PROCESSES AT EACH LOCATION OF CAMPUS AND THIS WAS DONE A LITTLE BIT DIFFERENTLY.
THIS WAS A PRETTY BIG UNDERTAKING TO TRY TO GET EVERYBODY ON THE SAME PAGE BUT TO THAT POINT CERTAINLY THE EFFORT, TRY TO ENGAGE EVERYBODY.
THERE'S NOT GOING TO BE CONSENSUS AND AGREEMENT EVERY TIME BUT WE WILL DO THE BEST WE CAN TO ENGAGE THE FOLKS WE NEED TO.
>> CRYSTAL: THIS IS KIND OF A FIRST-LOOK PROJECT.
WE LEARNED A LOT IN THE PROCESS OF JUST TRYING TO GET STARTED AND YOU WILL HEAR SOME OF THAT.
THIS WILL BE A PROGRESSION OF IMPROVEMENT.
>> CHAIR D. FLORES: DIDN'T YOU ALL PRESENT SOMETHING TO US A YEAR OR TWO AGO?
THERE WAS A TIME AND THEY STILL DO A KIND OF A LIST OF PROGRAMS AND THAT SORT OF THING BUT -- EACH COLLEGE HAD TEIR OWN PROCESS IN PLACE BUT TERE WEREN'T ALWAYS LOOKING AT THE SAME THINGS [COUGHING]
>> PROGRAM REVIEW HAS ALWAYS EXISTED, JUST AT THE LOCAL LEVEL.
GENERALLY REVIEWED ON A THREE-YEAR CYCLE.
EACH COLLEGE HD THEIR OWN TOOLS, THEIR OWN PROCESSES, ALTHOUGH VERY SIMILAR, THEY WEREN'T ON A COMMON TIME LINE, WITH COMMON FORMS, TOOLS AND METRICS, SO THAT'S WHAT WE WERE TRYING TO DO HERE.
>> CRYSTAL: THESE WERE THE GOALS WE WERE TRYING TO MEET WITH THIS PROJECT WAS TO MAKE SURE FROM A SYSTEM-WIDE PERSPECTIVE WE WERE ALIGNING OUR PROGRAMS WITH THE NEEDS AND REQUIREMENTS OF BUSINESS AND INDUSTRY.
WE ALSO WANT TO BE ABLE TO DO A BETTER JOB AT DEVELOPING NEW BUSINESS PROGRAMS, EXPANDING OR RELOCATING PROGRAMS, BEING ABLE TO QUICKLY RESPOND TO NEW NEEDS THAT MAY EMERGE IN THE WORKFORCE.
AND THEN ONE OF THE THINGS WE SORT OF FOUND OUT ALONG THE WAY IS AS WE DO A BETTER JOB AT THE SYSTEM LEVEL WE CAN IMPROVE TE STUDENT EXPERIENCE AND PROBABLY IMPACT COMPLETION AND GRADUATION RATE.
-- SWIRL STUDENTS COME INTO THIS CONVERSATION.
JUST A LANDSCAPE WHEN YOU LOOK AT ALL THE PROGRAMS ACROSS THE SYSTEM.
WE HAVE 78 A.A.S. DEGREES ACROSS ALL THE COLLEGES.
THE NUMBER OF PROGRAMS AT EACH COLLEGE VARIES DEPENDING ON THE EDUCATIONAL PLAN OF THAT COLLEGE.
AND THEY DON'T NECESSARILY FOLLOW THE NORMAL SIZE.
SO THAT'S NOT NECESSARILY CEDAR VALLEY RCHLAND YOU ARE SEEING.
MANY PROGRAMS OCCUR AT MULTIPLE CAMPUSES.
THERE ARE A FEW PROGRAMS THAT EXIST AT ALL SEVEN BUT NOT THAT MANY AT ALL SEVEN.
MANY OF THE PROGRAMS HAVE CERTIFICATES STUDENTS CAN ACHIEVE ALONG THE WAY TO THE ASSOCIATE DEGREE.
AND SOME PROGRAMS HAVE THEIR OWN ACCREDITATION JUST FOR THAT DISCIPLINE THAT'S SEPARATE FROM THE COLLEGE ACCREDITATION.
BECAUSE WE REALIZE THROUGH THIS PROCESS WE KNEW REVIEWS WERE HAPPENING AND PROGRAMS WERE OPENED AND CLOSED BUT WE REALIZED YOU DIDN'T KNOW WHEN WE DID THIS ANALYSIS, IN THE PAST FIVE YEARS WE COLLECTIVELY HAVE CLOSED 16 ASSOCIATE DEGREE PROGRAMS AND 49 CERTIFICATE PROGRAMS.
>> IF I MIGHT, WHAT KIND OF PROGRAMS DID YOU CLOSE?
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YOU HAVE IT IN YOUR PRESENTATION.>> CRYSTAL: WE HAD INTENDED FOR YOU TO HAVE THAT.
>> THEY RNGE FROM SOME COMPUTER TECHNOLOGY CERTIFICATES WHICH WERE COMBINED -- IF YOU CAN PASS THAT ALONG.
OTHERS, LIKE REAL ESTATE, CERTIFICATES THAT WERE COMBINED.
A LOT OF THEM ARE CMBINATIONS OF CERTIFICATES THAT WERE LATER COMBINED BY THE COLLEGES AND THEY WERE LOW PRODUCING.
>> WERE SOME OF THOSE COURSES OBSOLETE?
>> YES, IF YOU LOOK AT THE LIST, YOU WILL SEE A LOT OF THEM ARE OBSOLETE.
A LOT OF THE PROGRAM CHANGES ANNUALLY.
I THOUGHT YOU WOULD HAVE THEM IN FRONT OF YOU.
NOW THERE ARE ANOTHER THREE THAT ARE SCHEDULED FOR CLOSURE.
YOU HAVE TO SAY SO MANY YEARS OUT YOU ARE GOING TO CLOSE IT.
THEN HOW MANY HAVE YOU ADDED IN THE LAST FIVE YEARS? WE HAVE ABOUT SIX WE HAVE ADDED.
SO THERE IS A PROCESS THAT'S OCCURRING, AGAIN, AT THE LOCAL LEVEL.
WHAT WE ARE TRYING TO DO IS GET A BETTER PICTURE OVERALL.
>> CHAIR D. FLORES: THE ASSOCIATES PROGRAM AUTOMATIC OR CERTIFICATE PROGRAMS?
>> CRYSTAL: THEY ARE AT THE END.
>> C. COMPTON: IT APPEARS WE HAVE THE START AND END DATE.
LOOKING AT MARKETING CAREERS, RETAIL MANAGEMENT.
>> C. COMPTON: IT SAYS START 1/1/17 AND ENDED 1/1/2015
>> I'M NOT SURE, IT WAS POSTED BY A LIST THE BOARD POSTED.
>> CRYSTAL: WE MAINLY WANTED TO ILLUSTRATE THAT PROCESS IS HAPPENING, THERE ARE REVIEWS AND CLOSURES AS NEEDED HAPPENING.
>> CHAIR D. FLORES: ANY PROGRAMS THAT WE ETABLISH OR TERMINATE HAVE TO BE REPORTED TO THE COORDINATING BOARD? THAT'S HOW YOU GOT THAT LIST OUT OF THAT?
>> CRYSTAL: THERE'S A STRUCTURED PROCESS OF THAT.
IN ADDITION, I THINK DR. MAY WAS REFERRING TO, THEY PUT OUT A LIST THAT SAYS IF YOU HAVE HAD LESS THAN 25 GRADUATES OVER A PERIOD OF TIME.
THEY WILL COME AND SAY HEY, WHAT ARE YOU DOING ABOUT THIS?
>> IS IT GRADUATES? HEAD COUNTS, OR BOTH?
>> IT'S GRADUATES AND IT'S 25 GRADUATES WITHIN A FIVE-YEAR PERIOD.
IF YOU APPEAR ON THAT LST FOR THREE YEARS, THEN THE COORDINATING BOARD BEGINS TO ASSESS WITH THE COLLEGE.
>> AS YOU WILL SEE, OUR PROCESS GOES FURTHER THAN BASELINE COORDINATING BOARD.
YOU TERMINATED A LOT THAT HAS TO DO WITH TECHNOLOGY.
BUT ARE YOU ALL ADDING AS MANY AS YOU ARE CLOSING? BECAUSE THERE'S BEEN SO MUCH GROWTH IN TECHNOLOGY
>> I THINK IT'S RETOOLING SOME OF THOSE.
ESPECIALLY IN TECHNOLOGY THAT MAY HAVE BEEN ANTIQUATED.
I DON'T KNOW ABOUT THE RATE, IF IT'S AT THE SAME RATE WE WOULD BE STARTING UP NEW PROGRAMS.
>> CHAIR D. FLORES: BECAUSE FOR EXAMPLE, YOU ARE DOING THE VISUAL STUDIO, PROFESSIONAL DEVELOPMENT -- CERTIFICATE ALSO VISUAL STUDIO, ETC., ETC.
SO WHAT HAS REPLACED THAT? HAVE W REPLACED IT WITH ANYTHING?
>> CRYSTAL: I MEAN, EVERY COLLEGE WOULD HAVE TO SAY -- ALTHOUGH YOU WILL SEE WHEN WE GET TO TALKING ABOUT EACH
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CLUSTER AND SOME OF THE FINDINGS, THERE'S A LOT WE CAN DO IN I.T. AS FAR AS -->> CHAIR D. FLORES: YOU WILL GET TO THAT?
IT MAY NOT BE AT THAT LEVEL, BUT YOU WILL HEAR SOMEWHAT ABOUT THAT.
>> CHAIR D. FLORES: THANK YOU.
>> CRYSTAL: OKAY, SO THE NEXT TWO SLIDES TALK ABOUT PROCESS.
I WILL TELL YOU ABOUT THAT QUICKLY.
BASICALLY THERE WERE TWO PIECES.
THE SELF ASSESSMENT AT THE COLLEGE LEVEL AND THEN A PEER-REVIEW PROCESS ALL TOGETHER.
SO THE SELF-ASSESSMENT IS KIND OF THE SAME THING WE HAVE BEEN SAYING EVERYBODY WAS DOING.
BUT WHAT WAS DIFFERENT IS EVERYONE AGREED ON A COMMON SET OF METRICS, WE HAVE A COMMON SET OF DATA FROM THE DISTRICT SUPPORT OFFICE AND WE USED THE EXACT SAME FORMS AND WE HAD A TIME LINE.
THAT WAS COMPLETELY DIFFERENT FOR EVERYBODY TO AGREE TO ALL OF THAT AND GO ALONG TOGETHER.
THERE WAS THE SELF-ASSESSMENT AND ALL OF THAT WAS TURNED INTO US AS THE STEERING COMMITTEE.
AND THEN WE BROUGHT A GROUP TOGETHER TO DO A PEER REVIEW.
WHAT WE DID IS WE GROUPED LIKE PROGRAMS TOGETHER.
ALL THE ACCOUNTING, ALL THE MANAGEMENT, ALL THE LOGISTICS, ALL THE CONSTRUCTION.
AND WE LOOKED AT ALL OF THOSE TOGETHER ACROSS-THE-BOARD.
IN THE PEER-REVIEW PROCESS, WE HAD THIS GROUP OF ABOUT 20 PEOPLE FROM ALL LOCATIONS.
WE DIVIDED THEM BY THE CLUSTER.
SO LIKE A BUSINESS CLUSTER, STEM CLUSTER, MANUFACTURING CLUSTER.
AND THEY GOT ALL THE PROGRAMS THAT FIT IN THERE.
SO IF YOU WERE IN THE BUSINESS CLUSTER TABLE YOU GOT ALL THE PROGRAMS THAT FELL UNDER THAT.
ALL THE MANAGEMENT TOGETHER, YOU SORT OF GET THE IDEA.
THEY SPENT THE ENTIRE DAY, THEY SPENT THE MORNING LOOKING ACROSS ALL OF THE COMMON PROGRAM AND DOING AN ASSESSMENT OF STRENGTHS AND CHALLENGES FOR THAT ACROSS THE DISTRICT.
AND THEN AFTER THEY WORKED THROUGH ALL THE PROGRAMS, EACH CLUSTER HAD ANYWHERE FROM 10-15 PROGRAMS THEY WERE REVIEWING.
THEN THEY MADE A COMMENTARY ABOUT THE CLUSTER.
WHEN YOU LOOK AT THE STEM CLUSTER.
WHAT ARE THE STRENGTHS AND CHALLENGES OF THAT CLUSTER? THAT'S THE PEER REVIEW PROCESS AND IT NETTED THE FINDINGS WE ARE GOING TO TELL YOU ABOUT.
[B. Fall 2018 Enrollment Analysis Presenters: Justin Lonon, Giles Hawkins]
>> MARK, DO YOU WANT TO START?
WE HAVE SEVEN MAJOR FINDINGS WE WILL GO OVER.
TITLES CURRICULUM MIXES, IT'S CONFUSING TO STUDENTS.
COMPLICATES THE DEGREE COMPLETION FOR SWIRL STUDENTS.
WE HVE PROGRAMS THAT ARE NAMED DIFFERENT THINGS THAT ARE BASICALLY THE SAME THINGS ON DIFFERENT CAMPUSES AND IT'S VERY CONFUSING.
SO THE RECOMMENDATION THAT WE HAVE IS IDENTIFY THE CURRICULUM THAT HAS SIMILAR TITLES AND COURSES.
COLLAPSE THEM IF YOU WILL, AND CREATE LESS CONFUSION FOR OUR STUDENTS, AS WELL AS FACULTY AND STAFF.
THIS ONE IS A LITTLE BIT MORE SPECIFIC WHEN WE LOOK AT THE I.T. AREA.
ONE OF THE THINGS WE ARE LOOKING AT WHEN WE ARE COMING UP WITH COMMON COURSE CATALOG, AND I SUZE THIS EXAMPLE QUITE A BIT, WE HAD THREE BEGINNING P.C. PROGRAMS. BEGINNING P.C.'S.
ONE WAS INTRO TO P.C.'S AND THE OTHER WAS P.C. ESSENTIALS.
THEY WERE ALL THE SAME THING BUT THE COLLEGE DIDN'T WANT TO MESS WITH THAT PARTICULAR OFFERING THEY HAD.
ONE THING WE WANTED TO DO, WE HAVE ONE INTRO TO P.C. COURSE, DISTRICT WIDE.
INSTEAD OF CALLING THEM DIFFERENT THINGS.
THE POWERPOINT EXAMPLE IS ANOTHER ONE THAT IS CLASSIC THAT WE LOOK AT.
SO HOW DO WE LOOK AT THESE I.T.
SKILLS AND SAY THIS IS A MOVING TARGET.
THIS AREA IS CONSTANTLY CHANGING AS YOU ARE ALL AWARE.
WE START A NEW COURSE TODAY AND IT COULD BE COMPLETELY OFF THE CHARTS, IRRELEVANT IN 6 MONTHS TO A YEAR.
HOW DO WE KEEP TRACK AND HOW DO WE UPDATE THE I.T. PROGRAMS. A LOT OF IT IS LISTING THE INDUSTRY.
WHAT DO THEY SAY THEY NEED? WHO ARE THEY HIRING.
>> MARK: LABOR MARKET INTELLIGENCE.
IT'S BOOTS ON THE GROUND AS WELL.
[COUGHING] L.M.I. CAN GIVE US A BROAD PICTURE.
THE BOOTS ON THE GROUND ARE TELLING US THIS IS WHAT WE NEED.
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A LOT OF TIMES THE DATA WON'T SHOW THAT.>> CHRISTA: TO CHAIR FLORES'S REMARK, WE MAY NOT HAVE BROUGHT PROGRAMS QUICKLY ENOUGH.
L.M.I. SAY WE NEED THIS BUT DON'T HAVE IT, WE HAVE TOO MANY OF THESE.
IT WASN'T THAT WE HAD PROGRAMS NOT NECESSARILY NEEDED BUT WE HAD THEM CALLED DIFFERENT THINGS.
SO THERE'S A LITTLE BIT OF A CLEAN-UP THERE.
>> MARK: THE INCUMBENT TRAINER PROGRAM, YOU CAN GET THEM OUT WITH A CERTIFICATE OR DEGREE THEY CAN GO TO WORK ALMOST AS SOON AS THEY START.
HOW DO WE AS A SYSTEM RESPOND TO THOSE NEEDS? YOU HAVE HEARD THIS STORY BEFORE.
RETAINING AND DEVELOPING QUALITY C.T.E. FACULTY IN HIGH-DEMAND FIELDS IS DIFFICULT.
WE CANNOT PAY WHAT A LOT OF THESE FOLKS IN THE INDUSTRY MAKE.
SO IT REQUIRES INDIVIDUALS WHO MAY WANT A DIFFERENT CAREER PATH, DO SOMETHING DIFFERENT WITH THEIR LIFE.
GIVE BACK AS FAR AS TEACHING BUT THEY STILL HAVE TO PAY THE BILLS.
NOT JUST THIS SYSTEM BUT HIGHER EDUCATION IN GENERAL.
VERY LAX WHEN IT COMES TO PAYING INDUSTRY PAY RATES THESE INDIVIDUALS ARE USED TO MAKING.
I WAS TALKING WITH AN INDIVIDUAL THAT HAD LEFT A MAJOR MANUFACTURING FIRM AND WAS MAKING CLOSE TO A QUARTER MILLION DOLLARS A YEAR BUT HAD TUCKED IT AWAY AND HAD THE RESOURCES TO WHERE HE WENT AND TAUGHT AND WAS MAKING $60,000.
THERE'S NOT A LOT OF PEOPLE THAT WILL DO THAT.
>> OUR FACULTY COMPENSATION SCHEDULES, HOWEVER WE ADMINISTER THAT, ALOW US TO DIFFERENTIATE TO PAY MORE?
THE $5,000 ADJUSTMENT AND SOME OF THE HIGHER DEMAND AIR -- AREAS.
>> CHRISTA: THAT'S ONE OF THE RECOMMENDATIONS IS WE GO BACK AND UPDATE IN THIS AREA, TO SEE IF THERE'S MORE WE NEED TO DO MORE OF DIFFERENTLY.
>> D. ZIMMERMANN: MY QUESTION IS WHAT DOES EMPLOYEE SUCCESS LOOK LIKE? IF YOU HAVE A CHANCE TO STICK WITH US AND LEARN AND BE BASICALLY ACCREDITED AND YOU GET TO MOVE UP THE LADDER, LOTS OF TIMES, IF YOU'VE GOT A CHANCE TO KEEP CURRENT, IF WE KEEP UP THE EDUCATION, IF THAT IS SOMETHING THEY CAN DO AND THEN THEY CAN MOVE UP IN THE ORGANIZATION, EMPLOYEE SUCCESS IS SOMETHING WE SHOULD BE BENDING OVER BACKWARDS FOR.
>> CHRISTA: THAT LOOKS DIFFERENT FOR FACULTY.
WE HAVE HAD CONVERSATIONS ABOUT THAT.
>> LAST WEEK I WAS TALKING WITH AN INDIVIDUAL, HE SAID THE BIGGEST PROBLEM WITH HIGHER ED IS THERE'S NO INNOVATION.
A VERY PROFOUND STATEMENT, IF YOU WANT INNOVATION, YOU INCENTIVIZE THE INNOVATORS.
SO WE DO A POOR JOB OF THAT AND HOW DO WE ATTRACT PEOPLE THAT ARE MAKING THAT KIND OF MONEY AND PYING WHAT WE CAN PAY.
A LOT OF TIMES IT HAS TO BE INDIVIDUALS WHO DO HAVE THAT WHOLISTIC PART WHO SAY I WANT TO GIVE BACK AND I WANT TO TEACH AND THAT WORKS SOMETIMES.
MORE OFTEN THAN NOT IT DOESN'T.
>> INDUSTRY ADVISORY COMMITTEES.
ONE COLLEGE WILL HAVE AN INDUSTRY ADVISORY COMMITTEE IN ONE FIELD AND THERE'S ANOTHER.
THAT CREATES CONFUSION NOT ONLY AMONG THE STUDENTS BUT THE INDUSTRY.
WHAT ARE WE GETTING AT HERE? DO YOU MEET TWICE A YEAR AND WE HAVE LUNCH AND YOU PAT U ON THE BACK AND TELL US HOW GREAT WE ARE.
OR IS IT DOING A DEEP DIVE AND LOOKING AT HERE IS WHAT YOU NEED TO BE TEACHING STUDENTS.
THIS IS WHAT STUDENTS NEED TO KNOW WHEN THEY COME OUT AND INDUSTRY HAS TO BE WILLING TO MAKE THAT COMMITMENT AND SACRIFICE SO THEY ARE SAYING THIS IS WHAT THEY NEED TO BE TAUGHT, THESE ARE THE COMPETENCIES THEY NEED TO LEARN.
IT'S NOT JUST COME AND HAVE LUNCH FOR A COUPLE HOURS AND WE WILL SEE YOU AGAIN IN SIX MONTHS.
HOW DO WE ENGAGE INDUSTRY ADVISORY COMMITTEES MORE.
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DUPLICATION THERE AND BRING FOR EXAMPLE, H.V.A.C., YOU HAVE ONE INDUSTRY ADVISORY COMMITTEE INSTEAD OF MULTIPLE ONES.SO THAT WAY YOU GET CLEAR MESSAGING TO ALL THE COLLEGES WHAT THEY ARE OFFERING AND WHAT THE TRAINING PROGRAMS SHOULD CONSIST OF.
>> CHRISTA: THIS IS AN EXAMPLE, EACH COLLEGE TO A CERTAIN EXTEND ENGAGE THEIR ADVISORY COMMITTEES DIFFERENTLY.
MOST TECHNICAL PROGRAMS WORK WITH AN ADVISORY COMMITTEE BUT THEY MAY BE MORE LOCAL.
AND AGAIN WHAT THE GOALS AND PURPOSE FOR TAT COMMITTEE VARY AMONGST LOCATIONS.
THE COMPOSITION AT WHAT LEVEL ARE YOU BRINGING H.R. PEOPLE IN, C.E.O. LEVEL.
>> IT WOULD APPEAR PARTICULARLY THE I.T. AREA, IT'S CRUCIAL TO HAVE AN EMPLOYEE TO TRACK WHERE PEOPLE MOVE.
WE DON'T NEED THESE TYPE OF PEOPLE ANY MORE, WE NEED CLOUD-BASED GUYS.
WHAT DO YOU DO WITH THEM IF THAT'S WHAT THEY KNOW.
UNLESS THEY COME TO LEARNING MORE THINGS APPLICABLE TO TODAY? MAYBE CONTINUING EDUCATION IS ONE OF THE TRACKS FOR EMPLOYEE SUCCESS.
BECAUSE IT APPEARS TO ME JUST LOOKING AT IT IN GENERAL, PARTICULARLY WHAT THE LIST OF COURSES THAT ARE COMING OFF THERE'S A LOT OF DUPLICATION AND THINGS THAT WE DON'T NEED.
IF THAT'S THE CASE, SOMEBODY IS TEACHING, WHAT ARE YOU GOING TO DO WITH THEM.
WE JUST REALIZED WE NEVER HAD A CONVERSATION ACROSS ALL THE COLLEGES OF THE COMPOSITION AND WOULD THERE BE VALUE IN SOME HAVING A -- ADVISORY COMMITTEE.
MAYBE I HAVE LOCAL PEOPLE I WORK WITH IN MY FIELD BUT WE HAVE A SYSTEM-WIDE LARGER ADVISORY GROUP.
SO THIS FINDING IS ABOUT DIGGING INTO THAT.
>> THERE ARE SOME DISCIPLINE GROUPS THAT HAVE DONE THAT BUT NOT ACROSS-THE-BOARD.
>> CHAIR D. FLORES: THESE PROBLEMS EXPOSED, THE I.T.
PROGRAMS ARE ALREADY OUTDATED.
THE FCULTY TEACHING THOSE PROGRAMS ARE THEY BEING REPURPOSED? OR ARE WE PROVIDING OPPORTUNITIES FOR THEM TO TRAIN ON THE LATEST SOFTWARE OR APPS OR WHATEVER IS OUT THERE? SINCE THEY ALREADY HAVE INDICATED INTEREST IN WORKING IN I.T. INSTITUTION.
INSTEAD OF LOSING THEM IS THERE A WAY OF RETRAINING THEM TO THE LATEST APPLICATION?
>> YES, THAT'S THE WAY IT WORKS, A LOT OF TIMES RECERTIFYING IN A DIFFERENT AREA.
I'M SPEAKING FOR ALL OF MY COLLEAGUES BUT GENERALLY THAT'S THE CASE.
>> FOR PEOPLE IN THE FIELD, THE COMPANIES, TE SOFTWARE PROVIDERS, OTHERS WILL HAVE BADGES AND OTHER TYPES OF TRAINING.
SO THERE'S METHODS IN PLACE SO THEY CAN KEEP UP CHANGE AND RETOOL SINCE THIS CHANGE.
IT IS, I MEAN, LITERALLY YOU WILL START A CASS WITH ONE PIECE OF SOFTWARE AD IT'S OBSOLETE B THE TIME CLASS IS OVER.
>> CHRISTA: I WOULD GUESS IN SOME OF THESE CASES WE WOULD RELY MORE ON ADJUNCTS TO BRING PEOPLE IN.
IF YOU STOP TEACHING THAT COURSE YOU AREN'T IM
>> IT'S CRITICAL, AS THE CHANCELLOR SAYS, WE HAVE INDIVIDUALS ON THE CUTTING EDGE OF THIS TECHNOLOGY, NO MORE SO THAN I.T.
THEY CAN GET BEHIND IN A HURRY, THAT'S A DISSERVICE FOR STUDENTS BEING TAUGHT SKILLS NO LONGER RELEVANT IN THE MARKETPLACE.
AND WHERE TRADITIONAL LABOR MARKET INFORMATION DOESN'T HELP US MUCH.
WE CAN LOOK TO SEE BUT IT'S THE FEDERAL GOVERNMENT FR THE MOST PART AND IT LAGS BEHIND.
THIS IS WHERE THE BOOTS ON THE GROUND, THE CONTACTS WITH THE COMPANIES IS CRITICAL AND ADVISORY COMMITTEES, I'M NOT A FAN OF HAVING H.R. PEOPLE, ALL THEY ARE HEARING IS WE NEED TO FILL THESE SPOTS.
WE NEED TO HIRE THESE PEOPLE AND MAY NOT NECESSARILY KNOW THE SKILLS THOSE STUDENTS NEED TO HAVE IN ORDER TO GO TO WORK FOR THE COMPANY IN ORDER TO ADVANCE.
>> THERE ARE SOME AREAS IN I.T.
WE ARE DECLINING IN ENROLLMENT, IT MEANS WE AREN'T TEACHING WHAT THE INDUSTRY NEEDS DIRECTLY.
>> AND THIS KIND OF LEADS US INTO THE FIFTH FINDING HERE.
SOMETIMES IT COULD B A CAPACITY ISSUE.
THIS IS TRUE A LOT IN THE HEALTHCARE SECTOR.
WE ARE SEEING THAT QUITE A BIT.
FOR EXAMPLE WITH CLINICAL SPACE IS A CONCERN.
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IT WILL GO TO THE HIGHEST BIDDER.WE AREN'T MEETING THE TREND LINE PARTICULARLY IN HEALTHCARE.
>> THE PROGRAMMATIC GAPS, BETWEEN THE C.T.E. PROGRAMS OFFERED AND THE LABOR MARKET NEEDS, THIS IS A PRETTY EASY ONE TO SEE WHEN YOU CAN LOOK TO SEE, WHEN YOU HAVE INDUSTRY COMING TO US.
THE DATA WE HAVE SAYS YEAH, THAT'S WHAT IT IS SHOWING.
THOSE ARE PRETTY MUCH NO-BRAINERS.
WE DON'T MOVE AT MARKET SPEED.
WE HAVE TO BE ABLE TO MOVE QUICKER TO GET POGRAMS IN PLACE THAT INDUSTRY IS DEMANDING AND ESPECIALLY AS TECHNOLOGY CHANGES, THEY HAVE TO HAVE UPDATED SKILLS FOR THE PEOPLE COMING TO WORK FOR THEM.
IF WE ARE TURNING OUT PEOPLE AND THEY HAVE TO RETRAIN THEM, WHAT ARE THEY DOING? WHAT USE ARE WE IF WE ARE TURNING OUT PEOPLE AND THEY HAVE TO GO TO THE COMPANY AND IMMEDIATELY GO TO ANOTHER TRAINING PROGRAM.
I UNDERSTAND THERE ARE SOME THINGS THERE, YOU HAVE TO LEARN THE COMPANY'S CULTURE AND THAT SORT OF THING BUT THE BASIC FOUNDATIONAL SKILLS ARE SOMETHING WE SHOULD BE ON TOP OF AND BE READY TO CLOSE PROGRAMS DOWN THAT AREN'T MEETING THOSE, EPAND PROGRAMS AND START NEW ONES THAT AREN'T MEETING THE NEEDS OF THE LABOR MARKET.
>> ANOTHER ISSUE IS JUST MAKING SURE THE COMMUNITY AND STUDENTS ARE AWARE OF THE OPPORTUNITIES, WHICH IS JUST AS IMPORTANT.
FOR EXAMPLE, WHEN WE INTRODUCE NEW PROGRAMS LIKE MEGA-TRONICS, MULTIDISCIPLINARY PROGRAM AND THE STUDENT DOESN'T EVEN KNOW THAT'S AN OPPORTUNITY OR THEY HAVE TO RETHINK, FOR EXAMPLE, CONSTRUCTION, AS AN OPPORTUNITY.
IT'S IMPORTANT HOW WE SHARE THAT AND THAT'S WHAT WE ARE DOING WITH CAREER ASSESSMENT AND CAREER PLANNING WE ARE TRYING TO DO WITH STUDENTS.
>> MARK: WE SEE A CLASSIC EXAMPLE.
TALKING TO OUR FRIENDS IN POWER PLANT TRAINING PROGRAMS. YOU HAVE LEGACY SYSTEMS OUT THERE THAT ARE BASED ON AIRCRAFT, THE NEW AIRCRAFT ARE COMPOSITES AND THEY NEED BOTH.
THEY NEED BOTH WORKERS TRAINED ON BOTH TO WORK ON LEGACY SYSTEMS WHICH EVENTUALLY WILL GO AWAY BUT THEN YOU ALSO NEED WORKERS FOR THE GENERATION OF AIRCRAFT THAT ARE CARBON COMPOSITES.
OUR UNMANNED AERIAL APPRENTICESHIP, WE HAVE SOME THAT NEED LEGACY SYSTEM DRAWN IN THE UNITED STATES, THAT'S WHAT WE HAVE, THAT'S WHAT WE ARE USED TO AND THERE'S A NEW GENERATION OF DRONES, ANOTHER GROUP SAYS WE NEED TO KNOW HOW TO FLY THOSE AND THEY ARE DIFFERENT SKILLS.
YOU TRY TO TRAIN THEM ON THOSE THINGS.
>> THE THREE RING LEADERS ON THE PATHWAY PRESENTATION? DO YOU ALL HAVE A WAY TO INJECT THIS REAL-TIME MARKET DATA NEEDS INTO THAT PROGRAM.
THE EARLY COLLEGE HIGH SCHOOL, ARE YU ABLE TO GET THESE OPPORTUNITIES DOWN, NOT JUST INTO STUDENTS WHO SUPPLY A.A.
PROGRAMS BUT ALSO IN HIGH SCHOOL PROGRAMS SO THEY ARE COGNIZANT.
>> HOW ARE WE GOING TO GET THIS INFORMATION TO STUDENTS.
WE HAVE BEEN LOOKING AT TECHNOLOGY TO ASSIST STUDENTS IN TRACKING THEIR PROGRAMS. AND MANY VENDORS WE JUST
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REVIEWED A FEW WEEKS AGO BEING FINALLY SELECTED HAVE CAREER ASSESSMENTS BLENDED WITH THE TRACKING SYSTEM THAT STUDENTS CAN TAKE COURSES AND TRACK THEIR PROGRESS SO WE ARE INCORPORATING CAREER ASSESSMENT AND LABOR MARKET INFORMATION FROM THE BEGINNING.HOW DOES A STUDENT KNOW WHAT PROGRAM OF STUDY THEY WANT TO PURSUE, NOT JUST FOR PURPOSES OF SELECTING A CAREER BUT ALSO USING THEIR FINANCIAL AID FOR THAT.
BECAUSE NOW WE ARE REQUIRED TO MONITOR OUR SUDENTS TAKING APPROPRIATE COURSES THAT PERTAIN TO THEIR PROGRAM OF STUDY IN ORDER TO RECEIVE FEDERAL FINANCIAL AID.
SO IT'S BECOMING INCREASINGLY IMPORTANT.
IF A STUDENT IS LOOKING AT A DEGREE PROGRAM FOUR YEARS FROM NOW, WHAT IS THE LABOR MARKET PROJECTION FOUR YEARS FROM NOW IN THAT CAREER AREA.
HERE ARE ALL THESE CAREER AND TECHNICAL EDUCATION PROGRAMS YOU CAN CHOOSE FROM.
THEY HAVE HIGHER WAGES AND LABOR MARKET AND LOOK AT THOSE AS WELL.
>> I THINK ONE THING WE HAVE DONE IS THE LIVING WAGE CALCULATOR.
I WANT TO BE A WIDGET MAKER, THEY CAN GO IN AND SEE WHAT THAT JOB PAYS AND THEY CAN CHANGE THEIR MIND IN A HURRY.
THIS IS WHAT IT WILL TAKE FR YOU TO SUPPORT YOUR FAMILY IN DALLAS COUNTY.
IF THEY GO AND LOOK AT SOMETHING THAT'S NOT, THAT DOESN'T GET THEM THERE, ALL O THE SUDDEN THEY CAN, OKAY, LET'S START EXPLORING OTHER THINGS.
WHAT CAN WE LOOK AT THAT WILL GET ME TO A LIVING WAGE.
>> THEY CAN SEE REAL-TIME JOB OPENINGS IN THOSE AREAS AS WELL.
IT'S YOUR POINT TO DEMONSTRATE WHAT THE LIGHT LOOKS LIKE AT THE END OF THE TUNNEL.
THE LIVING WAGE CALCULATOR HELPS INFORM THEM ON THE FRONT END OF WHAT SOME POSSIBILITIES COULD BE, WHAT'S AVAILABLE.
>> M. BRAVO: DO YOU KNOW HOW MANY STUDENTS ARE USING THAT?
>> PRESENTER: WE CAN GET THAT FOR YOU.
>> PRESENTER: FACULTIES TRY TO MAKE SURE STUDENTS KNOW OF CAREER OPPORTUNITIES.
THEY HAVE INTERNSHIPS AND APPRENTICESHIPS EMBEDDED IN THE PROGRAMS. THEY TRY TO CONNECT THEM WITH THE ADVISORY COMMITTEE MEMBERS.
THAT'S ANOTHER SOURCE OF INFORMATION FOR THE STUDENTS TO MAKE SURE THEY ARE ON TRACK AND THAT THEY ARE CLEAR ABOUT THEIR GOALS AND THE PATHWAY TO THAT.
BASICALLY WHAT I WAS SHARING IS A LOT OF OUR STUDENTS HAVE AN INCORRECT PROGRAM OF STUDY.
ONE THING WE FOUND OUT THROUGH THE FIRST YEAR OF THIS PILOT IS THE ENROLLMENT DATA DIDN'T REFLECT THE STUDENTS TAKING THE COURSES THAT LEAD TO THAT DEGREE.
BECAUSE THEY HADN'T DECLARED THEIR CORRECT PROGRAM OF STUDY.
AND THEY ARE TAKING THE RIGHT COURSES BUT THEY HAVEN'T CHANGED IN OR SYSTEM THAT THEY ARE AN ACCOUNTING MAJOR.
IT CORRESPONDS TO ALIGN COURSE TAKING PATTERNS THAT WAY WE WILL GET DATA FOR WHO IS AN ACCOUNTING STUDENT.
THE ORIGINAL DATA WE RECEIVED WASN'T REFLECTIVE OF THE ENROLLMENT PATTERNS IN THE COURSES.
THAT'S WHY WE REALLY FELT WE NEEDED TO HELP STUDENTS DECLARE A PROGRAM OF STUDY, A CAREER PATH AND THEN FOLLOW IT.
>> IF IT'S NOT MANDATORY TO UPDATE THAT, THEY'RE NOT GOING TO DO IT.
>> IT IS FOR FINANCIAL AID STUDENTS AND WE ARE REQUIRING IT FOR OTHER STUDENTS AS WELL.
EVERY SEMESTER THEY ARE GOING TO GET INQUIRIES ABOUT THAT.
SO WE CAN MAKE SURE THAT THEY DO THAT.
[00:40:01]
ABOUT THE PROGRAM.>> M. BRAVO: IT'S 1:10, CAN WE PICK UP THE SPEED?
THE NEXT IS THE STRENGTH AND CHALLENGES OF EACH CLUSTER.
IF YOU WANT TO JUST LOOK AT THAT AND YOU CAN JUMP AHEAD.
>> ANNA: WHAT WE WANT TO SHARE IS THESE COME FROM THE CAREER PATH, THE CLUSTERS HIGHLIGHTED FOR EACH.
IF YOU WOULD PREFER THAT WE SKIP OVER THESE?
>> M. BRAVO: MAYBE JUST HIGHLIGHT ONE?
>> ANNA: I WILL HIGHLIGHT THE ONES THAT ARE IN HIGH DEMAND, OR SOME OF THE PROGRAMS THAT ARE IN THE TOP LABOR MARKET INFORMATION.
BUSINESS CLUSTER IS ONE OF THEM.
IT HAS GOOD GROWING PROGRAMS, ACCOUNTING, MANAGEMENT, AND CHALLENGES WOULD BE LOOKING AT SPACE UTILIZATION BECAUSE IT DOESN'T ALWAYS REQUIRE DEDICATED SPACE.
AND AGAIN THE PROFESSIONAL DEVELOPMENT FOR FACULTY TO KEEP THEM CURRENT.
EDUCATION YOU KNOW WE ARE PURSUING A BACHELOR'S DEGREE TO MEET THE HIGH DEMAND FOR CHILD DEVELOPMENT EARLY CHILDHOOD EDUCATION PROGRAMS. HEALTH SCIENCES IS OE OF THE STRONGEST POGRAMS IN DEMAND.
WE ARE ONLY MEETING ABOUT 10% OF THE DEMAND IN OUR COMMUNITY.
SO WE ARE GOING TO TRY TO LOOK AT THAT AS A PROGRAM AREA OR CLUSTER AREA WE WANT TO GROW.
FOR INDUSTRY IN MANUFACTURING AND CONSTRUCTION CLUSTER, ANOTHER AREA THAT IS GROWING HIGH DEMAND, SPACE IS AN ISSUE.
YOU SAW IN THE MASTER FACILITIES PLANNING, SOME COLLEGES THAT WERE INTERESTED IN GROWING THAT PROGRAM.
STEM IS ONE OF THE AREAS THAT IS ALSO, IN ADDITION TO THE HEALTH CAREERS AN AREA WE GET ADDITIONAL SUCCESS POINTS SO IT'S FINANCIALLY BENEFICIAL FOR US TO GROW TE TECHNOLOGY AND ENGINEERING PROGRAMS, AS WELL AS HAVING THE DEMAND FOR THEM.
>> CHAIR D. FLORES: QUESTION ON THE HEALTH SCIENCES CLUSTER.
ARE YOU LOOKING TO START OFFERING SOME OF THESE PROGRAMS AT COLLEGES OTHER THAN CENTRAL OR INCREASING SPACE AND WHATEVER ELSE IS NEEDED AT EL CENTRO TO BE ABLE TO ACCEPT MORE SUDENTS IN THE CERTIFICATE PROGRAM?
>> ANNA: I KNOW EL CENTRO HAS IDENTIFIED THAT SPACE IS AN ISSUE AND FOR PROGRAMS TO GROW THEY WOULD NEED TO IDENTIFY ADDITIONAL SPACE.
WHETHER OR NOT PROGRAMS ARE OFFERED AT MULTIPLE COLLEGES, IS PART OF WHAT WE ARE GOING TO BE DOING WITH THE EDUCATIONAL PLAN.
AS YOU KNOW, YOU APPROVED THE DISTRICT TO TOLOOK AT A COMPREHENSIVE MASTER AND EDUCATIONAL PLAN THAT WOULD ANALYZE WHAT SHOULD GROW, AT WHICH COLLEGES, WHAT SHOULD BE EITHER CONSOLIDATED OR NO LONGER OFFERED.
AND THAT'S PART OF WHAT THE CONSULTANT WILL BE DOING.
AND THE GOOD THING ABOUT WHAT WE DID WITH THE PILOT, THEY ARE GOING TO BE USING ALL OF THIS DATA WE COLLECTED.
WE COLLECTED DATA ON ENROLLMENT, ON CREDENTIALS, ON TRANSFERS.
WE COLLECTED INFORMATION FROM THE FACULTY AS FAR AS THEIR SELF-ASSESSMENT.
THAT'S BEING SHARED ACROSS COLLEGES WITH ALL DISCIPLINE FACULTIES.
SO THEY CAN SEE HOW EACH OTHER RATED THEIR PARTICULAR PROGRAM AND WE ARE FINDING OUT ALREADY THERE WAS SOME WIDE DISCREPANCIES IN RATING.
BECAUSE PERHAPS THE SCORING BIAS.
IT'S BEEN VERY EDUCATIONAL FOR ALL OF US, VERY ENLIGHTENING, BUT WE TEND TO USE THE RESULTS.
THE CONSULTANTS WHO COME IN WILL BE STARTING FROM A GOOD POINT.
BECAUSE WE HAVE DONE A LOT OF RESEARCH ALREADY THAT THEY CAN USE TO BUILD UPON WITH AN EDUCATIONAL PLAN FOR OUR NETWORK.
>> MARK: TO FURTHER ANSWER YOUR
[00:45:02]
QUESTION, CHAIR FLORES, THE TRUSTEES WERE ABLE TO JOIN ON THE TOUR AS WE WERE LOOKING AT THE E.M.S. PARAMEDIC PROGRAM AND THEY LOOKED AT WHAT WE COULD REPLICATE AT BROOKHAVEN AND OFFER IN DIFFERENT PARTS OF THE COUNTY.THAT'S PART OF THE ONGOING CONVERSATION.
>> CHRISTA: THE GOOD NEWS IS WE GOT A YEAR'S HEAD START AND WE WILL BE ABLE TO HAND ALL OF THIS OVER TO PEOPLE WHO HAVE A LOT OF TIME AND EXPERTISE IN DIGGING INTO THIS TO ADVISE US.
WE ARE GOING TO CONTINUE TO LOOK AT ALIGNING THE DATA METRICS, WE FOUND ISSUES IN OUR DATA, THE WAY WE COLLECT IT AND SCORE AND THOSE OTHER THINGS.
>> CHAIR D. FLORES: ANY QUESTIONS?
>> C. COMPTON: SOMETHING I'VE BEEN MEANING TO ASK, WITH ALL THESE POWERPOINT PRESENTATIONS.
WE HAVE A DIFFERENT ONE IN OUR PACKET AND ANOTHER THE DAY OF, WOULD YOU PUT THE DATE AND TIME AT THE BOTTOM OF EACH PAGE SO WE KNOW?
[C. Dallas Promise Update Presenters: Justin Lonon, Chemene Crawford, Eric Ban]
>> CHRISTA: THANK YOU SO MUCH.
>> CHAIR D. FLORES: THANK YOU.
>> M. BRAVO: WE WILL DO TE DALLAS PROMISE UPDATE NEXT.
>> C. COMPTON: ENROLLMENT ANALYSIS, IT SAYS OCTOBER 1ST, I THOUGHT TODAY WAS OCTOBER 7TH.
>> M. BRAVO: WE WILL STIP OVER ENROLLMENT ANALYSIS AND DO THAT AFTER.
TO MAKE SURE WE HAVE ENOUGH TIME TO HEAR ABOUT.
>> PRESENTER: THIS IS ONE WHERE THERE IS A NEW VERSION.
AND SO WE WILL MENTION A COUPLE THINGS AND THEN WE ARE GOING TO WATCH A SHORT VIDEO.
WE WILL LISTEN TO A SHORT VIDEO.
>> ERIC: IF YOU COULD HOLD THAT.
I WANTED TO DO A COUPLE QUICK INTRODUCTIONS, DR. CHEMENE CRAWFORD HAS BEEN WITH US A COUPLE MONTHS BUT PREVIOUSLY V.P. AT EL CENTRO.
SO SHE WAS ACTIVELY ENGAGED IN THE POMISE EFFORT OVER THE LAST MONTH, SORRY, OVER THE LAST YEAR OR SO.
BUT THROUGH HER WORK AT EL CENTRO.
AND DR. ERIC BAN, WHOM MANY OF YOU HAVE SEEN AND INTERACTED WITH AND WHO IS THE DIRECTOR OF PROMISE AND REALLY, IT'S REALLY THESE TWO AND A HUGE TEAM OF FOLKS THAT HAVE REALLY MADE THIS THING HAPPEN OVER THE LAST YEAR OR SO.
CHEMENE REALLY FOCUSING ON THE DAY-TO-DAY OPERATIONAL ASPECTS.
AND CERTAINLY WORKED WITH ANNA AND OTHERS AND THAT TEAM.
THE I.T. AND DATA TEAM HAVE DONE A TRE END -- TREMENDOUS AMOUNT OF WORK.
AND ERIC BEING THE BRAIN CHILD BEHIND ALL OF THIS TO KEEP US ALL ON TRACK AND REALLY DIVING DEEP INTO THE DATA, AS YOU WILL SEE AS WE GET INTO THE PRESENTATION AND HEAR A LITTLE MORE DETAIL.
AND PIPER, WHO WAS OUT OF TOWN, NOT WITH US TODAY, OBVIOUSLY THE FOUNDATION COMPONENT OF THIS IS REALLY WHAT KICKED THIS OFF AND GOT THIS MOVING.
YOU GOT TO KEEP IN MIND, WE ARE ABOUT TWO YEARS FOM WHEN THE CHANCELLOR CAME IN AND SAID, HEY, I'VE GOT AN IDEA.
TAKING A TEAM OF COMMUNITY SUPPORTERS, WHAT THE TENNESSEE PROMISE LOOKED LIKE.
WHAT WORKED, WHAT DIDN'T WORK AND REALLY BUILDING THIS AS WE HAVE GONE.
YOU WILL SEE OUTSTANDING TREMENDOUS RESULTS THAT HVE COME OUT OF THIS.
AND RICHARD, IF YOU CAN, WE WILL WATCH A SHORT LITTLE VIDEO.
SOME OF YOU MAY HAVE SEEN IT BEFORE.
>> ONE OUT OF FOUR HIGH SCHOOL SENIORS IN DALLAS COUNTY -- 2 OR 4 YEAR DEGREE.
[00:50:02]
[INTERFERENCE] YOU HAVE ENOUGH -- COLLEGE EDUCATION WITH SOMEBODY ELSE PAYING FOR IT, YOU CAN ALMOST BE ANYTHING YOU WANT TO BE.>> I AM CONVINCED THERE'S A LOT OF PEOPLE OUT THERE DOING GOD'S WORK.
BUT IT'S JUST, WE DON'T NEED 1,000 POINTS WE NEED LIKE A BIG SHOCK AND AWE FOCUS.
I THINK BUSINESS IS TAPPING IN TO PROVEN PROGRAMS LIKE THIS, IS WHAT WE NEED.
>> THE REASON WE DECIDED TO TAKE THIS EFFORT ON, WE LOOKED AT SOME TROUBLING STATISTICS.
IT SAID IN TODAY'S ECONOMY WE NEED TO HAVE 60-65% OF OUR KIDS GETTING APOSTSECONDARY EDUCATION.
WITH OUR OWN PIPELINE, OUR OWN 15 SCHOOL DISTRICTS WE ARE ONLY AT 27%.
AND THAT NUMBER HAS BEEN GOING DOWN, NOT UP.
>> BOB MONG: WE SERVE STUDENTS IN THE BOTTOM ECONOMIC THIRD.
WE ALL KNOW THE EDUCATION OUT COMES FOR KIDS IN THAT STRATA ARE FAR BELOW KIDS IN THE UPPER THIRD.
WE HAVE A DIVIDED CITY, WE HAVE A DIVIDED COUNTRY, ECONOMICALLY.
SO WE NEED RADICAL ACTION LIKE THIS.
>> JAMIE DIMON: 150 MILLION PEOPLE WORK IN ENTERPRISE.
A LOT OF THOSE JOBS PAY $15-25 AN HOUR.
YOU NEED WELDING, NURSING, CODING, YOU NEED FINANCIAL SKILLS OR SALES SKILLS.
THESE KIDS, THEY ARE GRADUATING HIGH SCHOOL, GOING TO COMMUNITY COLLEGE AND MAKING $50,000-60,000 A YEAR WITH MEDICAL.
THEY NEED TO TAKE CARE OF THEIR PARENTS.
>> THESE KIDS HAVE THE DESIRE, MOTIVATION AND THE APTITUDE FOR IT.
THERE JUST WASN'T A CLEAR PATH FORWARD.
AND TO ME, IT TOLD ME THESE PARENTS AND THESE KIDS WANTED SOMETHING BETTER THAN WHAT THEY HAD CURRENTLY.
>> THERE WAS ALWAYS THE MEANS OF STUDENTS TO ATTEND SCHOOL.
THEY HAD AN EXPECTATION DEFICIT.
NO ONE HAD CONNECTED THE DOTS.
I THINK THE DALLAS PROMISE IS AMAZING.
BUT I THINK THE GENIUS OF IT IS, IT'S NOW TURNING ITS ATTENTION TO THE HOPE GAP.
AND MAKING SURE PEOPLE UNDERSTAND THAT CULTURALLY, THIS IS A NECESSITY.
>> WE HAVE EDUCATIONAL LEADERS WHO DO THE OPPOSITE OF HOARDING.
THEY ENGAGE AND SHARE WITH EACH OTHER SO WE CAN MAKE LIFE BETTER FOR OUR COMMUNITY, FOR OUR EMPLOYERS AND IMPROVE THE QUALITY OF LIFE FOR EVERYBODY IN DALLAS COUNTY.
>> AS A TEACHER, I'M JUST SO EXCITED TO CELEBRATE TODAY, SOMETHING THAT IS SO AMAZING.
SOMETHING, YOU KNOW, COURAGEOUS.
SOMETHING THAT'S GOING TO CHANGE DALLAS, THE STATE OF TEXAS AND MAYBE, EVEN THE WORLD.
YOU ARE OUR FUTURE DOCTORS, TECH INOVATORS, CITY PLANNERS AND LAW ENFORCEMENT.
BECAUSE YU HAVE WORKED HARD AND YOU HAVE MADE THE CHOICE TO KEEP GOING ON YOUR EDUCATION, YOU COULD SAVE LIVES, YOU WILL RETHINK HOW WE CONNECT WITH ONE ANOTHER.
AND YOU, YOU WILL MAKE OUR LIVES BETTER.
>> PRESENTER: THAT VIDEO PROVIDES A GOOD IDEA WHY WE HAVE UNDERTAKEN THIS EFFORT.
AND FRAMES THE FOCUS AND THE OUTCOME WE ARE LOOKING AT.
SO AS WE GT INTO THE PRESENTATION, ON THE FIRST SLIDE, THIS REALLY IS A BIG AUDACIOUS GOAL.
AND WHEN YOU LOOK AT DALLAS, YOU LOOK AT THE SCOPE OF THE PROMISE PROGRAM, THERE'S NO REASON THAT DALLAS CAN'T BE THIS AMERICAN CITY THAT SOLVES THE TALENT GAP AND EQUITY AND COLLEGE SOLUTION AND BE THE FIRST ONE TO DO IT.
THIS NEXT SLIDE YOU HAVE SEEN MANY TIMES IN DIFFERENT PRESENTATIONS.
DIFFERENT VARIATIONS AS WE TALK ABOUT 60 X 30.
THE CENTER ASPECT OF IT IS THE PROMISE AND THE WORK OF TE PROMISE OF REACHING DOWN FURTHER TO GET STUDENTS IN HIGH
[00:55:03]
SCHOOL, EXPAND THE PIPELINE TO GET THEM IN, AND AS YOU SEE, AS WE WILL GET INTO THIS A LTTLE MORE DETAIL, IT'S NOT JUST GETTING -- TO WORK, IT'S THE SUPPORT AND NTWORK TO MAKE SURE THEY ARE SUCCESSFUL WHILE THEY ARE HERE WITH US.SO, WHAT'S DIFFERENT ABOUT OUR STRATEGY? AGAIN, I REFERENCE TENNESSEE.
WE WENT AND LOOKED AT WHAT WAS WORKING WITH THEIR MODEL.
AND WE HAVE SUCCESSFULLY BUILT ON THAT AND ONE OF THOSE ASPECTS IS WHAT I JUST MENTIONED.
ADDING COACHING, MENTORING AND A FOUNDATION OF SUPPORT AROUND THE STUDENTS WHILE THEY ARE HERE AND WTH US AND INCORPORATING THE PROFESSIONAL PATHWAYS AS A PART OF IT.
AND REALLY FOCUSING ON THE LOW INCOME AND EONOMICALLY DISADVANTAGED COMMUNITIES.
AGAIN, 31 HIGH SCHOOLS WHERE WE STARTED THIS, ARE THE MOST ECONOMICALLY DISADVANTAGED IN THE COUNTY.
SO AS YOU WILL SEE WHEN WE GET INTO RESULTS, WHAT A DIFFERENCE THAT BEGINS TO MAKE WITHIN THOSE COMMUNITIES.
AND AGAIN, PART OF WHAT IS UNIQUE ABOUT THIS EFFORT IS THERE ARE A NUMBER OF PROMISE PROGRAMS ACROSS THE COUNTRY.
BUT WE ARE REALLY THE ONLY ONE THAT IT COMES OUT OF A COMMUNITY COLLEGE.
NOT OUT OF THE MAYOR'S OFFICE, NOT OUT OF OTHER GROUPS BUT REALLY AN EFFORT THAT STARTED HERE AND BRINGING IN OUR PARTNERS, DR. HINOJOSA FROM I.S.D. AND BOB MONG FROM I.N.T.
TO HAVE THAT FOUNDATION OF NETWORK, K-12, COMMUNITY COLLEGES AND UNIVERSITIES PARTNERING ON THIS TOGETHER.
YOU HAVE SEEN SOME OF THIS BEFORE WHEN WE KICKED THIS OFF, I HAVE REFERENCED A COUPLE ASPECTS OF THE STRATEGIES THIS IS BUILT ON.
CERTAINLY THE FINANCIAL ASPECT.
BUT IT'S PROVIDING THE INFRASTRUCTURE AND GUIDANCE ALONG THE WAY AND THEN THE DATA PIECE, WHICH ERIC WILL GET INTO, IN EVEN GREATER DETAIL THAT W AREN'T LOOKING AT OUR DATA IN ISOLATION ANY MORE.
EACH SECTOR, WE ARE SHARING DATA, WE ARE ENGAGED IN IT.
ERIC IS LIMITED EVERYDAY IN HELPING ALL THREE OF THE SYSTEMS AND NETWORKS LOOK TO SEE WHERE STUDENTS ARE ON THE PATH AND IN THE JOURNEY.
I MENTIONED OUR UNIVERSITY PARTNERS.
BOB MONG REALLY HAD THE COURAGE TO STEP OUT THERE AND SAY WE WANT TO BE A PART OF THIS AND DO THIS.
THESE ARE THE STUDENTS THAT WE SERVE AS WELL SO WE WANT TO PROVIDE THEM THAT PATH OF OPPORTUNITY AND REALLY TOOK THE BARRIERS OFF AND SAY WE WILL DO THIS AND PROVIDE FREE TUITION TO THOSE WHO WANT TO COME TO U.N.T. DALLAS.
AND OUR OTHER UNIVERSITY PARTNERS, TO VARYING DEGREES HAVE SET ASIDE SLOTS FOR PROMISE STUDENTS THAT CAN MOVE -- YES MA'AM?
>> CHAIR D. FLORES: I DIDN'T REALIZE WE GOT ADDITIONAL UNIVERSITY PARTNERS.
OF COURSE THEY AREN'T DOING WHAT U.N.T. DALLAS IS DOING, AND PROMISING TO ALL WHO COME THERE BUT THEY HAVE CERTAIN NUMBERS.
>> CHAIR D. FLORES: THAT'S GREAT.
AND WE ARE WORKING ON GETTING MORE UIVERSITY PARTNERS ON BOARD?
BOB MONG IS REALLY ENCOURAGING HIS COLLEAGUES IN THE UNIVERSITY SECTOR TO FOLLOW THE LEAD OF U.N.T. DALLAS.
THOSE UNIVERSITIES ON THE RIGHT, ARE THEY HOLDING A CERTAIN AMOUNT OF SLOTS OR --
>> PRESENTER: IT VARIES A LITTLE BIT.
MIDWESTERN STATE IS RESERVED FOR FAMILIES MAKING UNDER $50,000.
THEY ARE ENSURING LESS DOLLAR SCHOLARSHIPS FOR TUITION AND FEES.
THEY WILL COME THE LAST TWO YEARS TUITION AND FEE-FREE THROUGH THE PROMISE.
PRAIRIE VIEW HAS SET ASIDE 15 FULL TUITION SCHOLARSHIPS FOR EACH COHORT, FOR EXAMPLE.
THEY ARE DOING, YOU KNOW, THIS IS RELATIVELY NEW, AND THEY ARE TRYING TO FIGURE OUT WHAT THEY CAN DO TO PARTICIPATE AND HELP AND WE ARE KIND OF WORKING ON THAT TOGETHER.
>> U.N.T. DALLAS UNDERTAKING WHAT PERCENTAGE, DO YOU THINK? HOW MUCH ARE THESE OTHER UNIVERSITIES?
>> PRESENTER: THE STUDENTS HAVE SENT US SIGNALS ABOUT THEIR
[01:00:01]
TRANSFER PREFERENCE, SO WE HAVE SOME OF THAT DATA IN OUR SYSTEM.WE ASKED STUDENTS WHO ARE ENTERING -- CD
>> THEY ACTUALLY AWARD THEIRS UP FRONT BUT IT'S AFTER THEY COMPLETE THE FIRST TWO YEARS.
>> PRESENTER: THEY AWARDED FIVE STUDENTS PROMISE FULL TUITION SCHOLARSHIPS THROUGH S.M.U.
I KNOW WE HAD A COUPLE OF THEM AT THE EVENT.
AND I KNOW THEY ARE GOING TO EL CENTRO FIRST.
BUT EL CENTRO AND S.M.U. ARE KIND OF PARTNERS IN THAT PATHWAY TOGETHER.
>> CHAIR D. FLORES: WHEN THEY TRANSFER TO ONE OF THESE UNIVERSITIES, ARE THEY ACCEPTING ALL OF OUR COURSES, OR MAKE THEM TAKE ENGLISH AGAIN OR HISTORY AGAIN?
>> PRESENTER: WELL, PART OF THE INTENT IS TO GET MORE ALIGNED, THE ARTICULATION AGREEMENT AND THAT WORK IS HAPPENING HERE.
SO FROM A PROMISE STANDPOINT, WE ARE REFERENCING THAT WORK AND I KNOW THIS ARTICULATION AGREEMENT, THE PATHWAYS ARE GETTING TIGHTER AND MORE ALIGNED.
-- THE DCCCD TO HELP FACILITATE THOSE CONVERSATIONS AS WELL.
>> PRESENTER: THIS NEXT SLIDE SORT OF MAPS WHAT THIS LOOKS LIKE FROM A TRUE NETWORK APPROACH OF THE STUDENTS JOURNEY ALONG THE WAY FROM THESE HIGH SCHOOLS, AND AS THEY MOVE THROUGH WITH THE PROMISE TEAM, THE WORK THAT GOES ON, CHEMENE WILL GET INTO A LITTLE MORE DETAIL LATER OF THE PROCESS OF WHAT THAT WORK LOOKS LIKE.
AND YOU KNOW, EITHER COMING DIRECTLY TO US, OR TAKING THE UNIVERSITY PATH.
THE PART ON THE LEFT HAND PART OF THE SLIDE REALLY FOCUSES ON THE INFRASTRUCTURE BEHIND THAT.
AS I REFERENCED EARLIER, A LOT OF TECHNOLOGY AND DATA ATTENTION AND CLEAN UP AND FOCUS THAT WE HAVE HAD TO WORK AND BUILD TOGETHER AMONGST INSTITUTIONS TO GET US ON THE SAME PAGE AND COMMON PLATFORMS HOW WE LOOK, ANALYZE AND DO THIS DATA.
AND AGAIN, THE STUDENTS PATH CONTINUING THROUGH OUR ALL THOSE IN FAVOUR SIGNIFY BY -- GUIDED THROUGH OUR PATHWAYS.
>> CHAIR D. FLORES: STUDENTS CAN GO TO THE PARTNER UNIVERSITY?
>> PRESENTER: YES, MA'AM, THAT'S CORRECT.
>> PRESENTER: THAT'S WHY WE SET IT UP THIS WAY, WE BELIEVE A STUDENT IS BETTER OF IN COLLEGE THAN NOT IN COLLEGE AND IN THEY TAKE THE VASPA AND WANT TO GO TO ANOTHER INSTITUTION, THAT'S GREAT.
>> DO THEY GET FOUR YEARS OF TUITION?
>> PRESENTER: THEY GET THE FIRST TWO YEAR FREE, THEY MAY NOT NEED THAT.
THEY MAY HAVE ENOUGH IN THEIR AID.
SIMPLY COMPLETING THE VASPA FOR MANY, IT OPENS DOORS THAT WITH OTHERS MIGHT BE LIMITED.
>> PRESENTER: EVEN IF I WERE HELPING STUDENTS GO TO THE HIGH SCHOOLS AND THEY ARE WEARING THEIR OCTAGON EL CENTRO T-SHIRT AND A STUDENT MAY SAY, I HADN'T PLANNED TO GO TO EL CENTRO, BUT THE SAME INDIVIDUALS SHOW UP IN A DALLAS COUNTY PROMISE T-SHIRT IT CHANGES THE DYNAMIC.
TO YOUR POINT, WHETHER IT'S US THEY COME TO OUR ONE OF OUR UNIVERSITY PARTNERS.
>> PRESENTER: GOING BACK TO WHAT THE CHANCELLOR SAID, IT'S SHARING THAT, AND EVERYBODY BENEFITS, OUR STUDENTS DO, I THINK DCCCD IN TERMS OF SERVING THIS POPULATION HAS BEEN POWERFUL.
SO TO DR. LONON'S POINT, THE COLLEGE SETTINGS, 9300 SENIORS, 80% ECONOMICALLY DISADVANTAGED, 90% STUDENTS OF COLOR AND LOW HISTORICAL COMPLETION RATE.
BUT WITH THE PROMISE THERE'S A
[01:05:02]
LOT OF GOOD INDICATORS COMING OUT OF THIS POPULATION QUICKLY.96% OF THE KIDS HAVE RAISED THEIR HAND FOR TE PLEDGE LAST YEAR.
WE HAD ABOUT 67% COMPLETE FINANCIAL AID, WHICH WAS UP BY YEAR'S END ABOUT 7 WHICH EQUALS ABOUT $3 MILLION NEW PELL DOLLARS FOR THIS COHORT OF STUDENTS WHICH IS REALLY SIGNIFICANT.
AND OBVIOUSLY THE ENROLLMENT GAIN, I'VE SPENT TEN YEARS IN HIGHER ED MARKETING AND RECRUITING AND HAVING A ONE-YEAR ENROLLMENT GAIN OF 40% IS KIND OF UNHEARD OF.
I JUST WANT TO APPLAUD THE EFFORTS OF THE COLLEGES AND THE LEADERSHIP HERE AT THE DISTRICT.
THEY HAD TO DO THINGS DIFFERENTLY TO GET THAT RESULT, AND IT WAS IN COORDINATION WITH YOUR LEADERS HERE.
>> WHEN YOU THINK OF THOSE ENROLLMENT INCREASES, MANY OF THOSE STUDENTS MAY NOT HAVE GOTTEN THROUGH THE PIPELINE AT ALL IF NOT FOR THIS EFFORT.
IT'S GREAT WE CAN SHOW ENROLLMENT INCREASES, UNT, REALLY ABOUT THE INDIVIDUAL WHO MAY NOT HAVE GOTTEN INTO THE PIPELINE.
WHAT HAPPENED THAT WAS IMPACTFUL.
HOW DO WE INSTITUTIONALIZE SO WE GET THEM IN A MORE BROADER WAY THE SECOND YEAR.
YOU COULD SEE DALLAS CNTINUES TO DO VERY STAGGERING THINGS IN A POSITIVE WAY FOR LARGE POPULATIONS OF STUDENTS.
SO TO MOVE A SYSTEM THAT BIG, 15 PERCENTAGE POINTS IS IMPRESSIVE.
AND THEN YOU SEE OUR DISTRICTS REALLY STRONG ENROLLMENT GROWTH.
IF WE LOOK AT THE NUMBERS TO INCLUDE U.N.T. DALLAS BY COLLEGE, REALLY IMPRESSIVE RESULTS AGAIN.
JUST A TESTAMENT TO THE LEADERSHIP ON YOUR CAMPUSES AND THE TEAM WORK THAT WE SAW ACROSS THE DISTRICT.
>> CREDIT THE HIGH SCHOOL LEADERSHIP TOO, THAT MATTERS AND YOU SEE THAT IN SOME OF THE RESPONSES HERE.
IF WE COULD PUT THE SAME EFFORT THE LEADERSHIP ISN'T WORKING THIS CLOSELY.
>> CHAIR D. FLORES: THEY JUST DIDN'T HAVE THE RESULTS?
>> PRESENTER: THEY ARE PART OF THE PROMISE ALREADY.
WE WILL GET ENROLLMENT IN OCTOBER, OUR HOPE TO CHANCELLOR MAY'S POINT, IS OVERALL ENROLLMENT GREW.
THEY HAPPENED TO BE KIND O FLAT LINED THIS PAST YEAR.
>> AND THERE'S A LOT THAT GOES SOUTH TO NAVARRO, DOWN THAT WAY.
>> PRESENTER: U.N.T. DALLAS IS ON SLIDE 16, IF THEY GO TO -- THEY CAN GO TO
>> PRESENTER: YES, THIS IS THEIR ENROLLMENT THIS YEAR.
A LOT OF THESE STUDENTS ARE PROMISE STUDENTS THAT GRADUATED EARLY COLLEGE HERE.
THE EARLY COLLEGE COMPLETERS HAD THAT PROMISE BUT FROM U.N.T. DALLAS AS PART OF A PARTNER OF YOURS HERE.
>> YEAH, THEY BASICALLY, IF THEY COMPLETE WITH US, THEN U.N.T. DALLAS HONORS THE PROMISE.
IF THEY GO DIRECTLY TO THEM, THAT'S NOT QUITE THE SAME ARRANGEMENT.
>> PRESENTER: WE AREN'T UNDER WRITING THAT LATTER.
>> CHAIR D. FLORES: ENROLLMENT GROWTH OF 10% OR MORE IS OUT OF THE PROMISE HIGH SCHOOLS?
WE ARE ONLY LOOKING AT THAT ONE SUBJECT OF 31 SCHOOLS.
>> PRESENTER: GIVE A COUPLE VIEWS OF THE HIGH SCHOOLS.
MANY SCHOOLS AT THE END ARE EARLY COLLEGE HIGH SCHOOLS.
YOU ALREADY HAVE THEIR ENROLLMENTS AND THEY ARE COMPLETING WITH YOU.
THOSE STUDENTS ARE GOING OTHER HIGHER ED PLACES BECAUSE THEY HAVE ALREADY COMPLETED AN ASSOCIATES DEGREE WITH YOU.
I DIDN'T WANT TO LOOK AND SEE THE EARLY COLLEGES AND SAY HEY, WHAT'S GOING ON THERE.
BUT YOU DO SEE THERE'S A NUMBER OF VERY HIGH PERFORMING.
ABOUT FIVE OF THESE SCHOOLS EQUAL WILL 83% OF GROWTH.
[01:10:01]
GRANT PRAIRIE.PAST MOLINA THERE'S A NUMBER OF STRONG D.I.S.D. SCHOOLS, SPRUCE, T.J., KIMBELL.
WHAT WE ARE DOING IS WE ARE GOING TO THOSE SCHOOLS.
WE ALREADY HAD INTERVIEWS WITH THE PRINCIPLES AND -- PRINCIPALS AND STARTING TO DOCUMENT WHAT HAPPENED THAT LEAD TO DRAMATIC GROWTH.
AS YOU WOULD ANTICIPATE, IT'S LEADERSHIP AND LEADERSHIP-BUILDING CULTURE AND ENGAGING THEIR COMMUNITIS TO DRIVE THESE RESULTS.
>> DID THEY HAVE A HIGHER PASS FOR COMPLETION THAN 67%?
>> PRESENTER: GRANDE PRAIRIE IT WAS A FULL DISTRICT INITIATIVE.
>> I WOULD SAY THEY HAD THE MOST ENGAGED SUPERINTENDENT BY FAR WHO ENGAGED THE PRINCIPALS, THE TEACHERS, THE COUNSELORS.
SUSAN HERSELF WAS OUT MEETING WITH STUDENTS.
>> M. BRAVO: EVERYBODY BOUGHT IN.
>> OTHER SCHOOLS ARE PICKING UP THOSE STRATEGIES.
>> AS MENTIONED PREVIOUSLY, WE ENHANCED OUR PROMISE SUPPORT PROGRAMS ACROSS THE COUNTRY TO ENSURE ACCESS, TRYING TO TAKE IT A STEP FORWARD.
WE ARE HOLISTICALLY SUPPORTING THE STUDENTS.
SO THIS NEXT SLIDE ILLUSTRATES WHAT WE ARE DOING.
THE STUDENT IS AT THE CENTER OF ALL THIS, THE PATHWAY ADVISORS ARE MAKING SURE THE STUDENT IS ON THE PATHWAY AND THEY ARE TAKING THE RIGHT CLASSES.
YOU SEE HOW G.P.S. IS TIED INTO THIS AS WELL.
WE HAVE THE NAVIGATORS OF THE SUCCESS COACHES SERVING AS SUCCESS COACHES FOR THE DALLAS PROMISE STUDENTS.
FOR ALL THINGS THEY ARE VERY AGNOSTIC.
THEY RECENTLY, I RECEIVED A KUDOS FOR A NAVIGATOR WHO ASSISTED ONE O THE STUDENTS WHO HAD A HOME FIRE.
THE STUDENT, OF COURSE, WAS THINKING I HAVE TO DROP OUT.
SO THIS NAVIGATOR ASSISTED THIS STUDENT IN NOT ONLY STAYING IN SCHOOL BUT NAVIGATING ALL OF THE OUTSIDE RESOURCE THAT'S COULD ASSIST THE FAMILY.
THAT'S PART OF THE SUCCESS COACH NETWORK.
WE ARE BUILDING THE CAREER MENTOR PIECE WITH THE CAREER RESOURCE CENTER AND KEEP IN MIND EVERYTHING WE DO HERE WE ARE TRYING TO B VERY EFFICIENT AND MAKE IT SCALABLE.
SO AGAIN, THE NAVIGATORS AND SUCCESS COACHES, CLLEGE AGNOSTIC.
THEY REACH OUT TO THE STUDENTS, PHONE CALLS, TEXTS, EMAILS.
THEY INTERACT WITH THE STUDENTS VERY ACTIVELY.
GIVE THEM TIPS ON WHAT TO DO LIKE WITH THE FIRES O, YOU KNOW, I'M NOT DOING WELL IN CLASSES, THOSE KINDS OF THINGS.
SENIOR ACADEMIC ADVISORS, THE PATHWAY ADVISORS FUNDED LAST CYCLE ARE AT EACH COLLEGE AND THEY ARE ASSISTING THE STUDENTS AGAIN ON OUR ACADEMIC PATHWAYS.
REALLY DIVING IN WITH THOSE PROMISE STUDENTS AND MAKING SURE THEY ARE BEING EFFECTIVE AND EFFICIENT WITH THE PROMISE SCHOLARSHIP AND THAT THEY ARE ALSO RECEIVING APPROPRIATE ACADEMIC SUPPORT SERVICES ON THE CAMPUSES.
>> CHAIR D. FLORES: ON THAT SLIDE 14, THE WRAPAROUND SERVICES THAT ARE BEING PROVIDED, FOR THE PROMISE STUDENTS, NOT NECESSARILY AS MUCH FOR OUR REGULAR STUDENTS?
>> PRESENTER: THE PATHWAY PROVIDER SERVE THE REGULAR STUDENTS AS WELL.
BUT KEEP IN MIND THE PROMISE STUDENTS ABSOLUTELY HAVE TO HAVE A MAJOR AND HAVE SOME PATHWAY.
>> PRESENTER: WE WILL ADD MORE, THIS IS THE FIRST YEAR WE MADE IT AVAILABLE, W WANTED TO PILOT.
>> PRESENTER: AND THE NAVIGATORS ASSIST OTHER STUDENTS AS WELL.
SO THEY ARE COACHING AND NAVIGATING.
ON THE CAMPUSES WE HAVE CAREER PLACEMENT OFFICES THAT KIND OF CONNECT STUDENTS GRADUATING WITH THE WORKFORCE.
YOU HAVE ADVISORS WHO COUNSEL ON ENROLLMENT AND WHAT COURSES TO TAKE.
THIS SOUNDS LIKE A WHOLE SEPARATE PARALLEL OVERLAY TO EXISTING STUDENT SERVICES.
>> PRESENTER: MOST OF THIS ISN'T BEING DONE IN THE WAY IT'S BEING HANDLED HERE.
SO THE REALLY, KIND OF MAKING SURE THESE STUDENTS WORK ALL THE WAY THROUGH THE PROCESS, WE
[01:15:03]
LOOK PRETTY CLOSELY AT THE DATA TO SEE WHERE WE WERE LOSING THEM.AND WE REALLY LOSE PEOPLE IN TRANSITION POINTS THROUGHOUT THE PROCESS.
STUDENTS GOING TO MULTIPLE COLLEGES AT THE SAME TIME SO THEY WERE GETTING CONFLICTING ADVISE, BECAUSE ONE COLLEGE WOULD DO IT SLIGHTLY DIFFERENT THAN THE OTHER COLLEGE.
MAKING SURE WE ARE LOOKING THAT THE STUDENTS ARE GETTING THE CORRECT ADVICE.
>> CHAIR D. FLORES: WOULD IT MAKE ANY SENSE TO THE CAREER SERVICES PEOPLE AND THE ADVISORS TO KIND OF MAKE THEM ALL NAVIGATORS? GIVE THEM THE SKILL SET WHERE THEY COULD WEAR MANY DIFFERENT HATS, OR IS THAT JUST TOO MUCH TO EXPECT? BECAUSE THE NAVIGATORS ARE ALREADY DOING IT.
DO THEY ADVISE THEM ON THE DEGREE PLAN?
>> PRESENTER: THEY REALLY DON'T.
THEY WOULD PREFER THE CAREER COACH WOULD DO THAT.
UNDER THE GUISE OF G.P.S. WE ARE TRAINING PEOPLE AND ADVISING PEOPLE AND THE NAVIGATORS AS WELL, SO THEY ARE ALL WELL-VERSED.
THAT'S THE BEAUTY OF EVERYTHING HAPPENING HERE, WE ARE COMMUNICATING MORE NOW AND THE CAMPUSES ARE GIVING US FEEDBACK AND WE ARE ADAPTING ACCORDINGLY.
ALONG THE LINES OF THE CAREER MENTOR PIECE, WE TALK ABOUT WHAT HAPPENS AT THE END FOR THE STUDENT BUT WE ARE PROVIDING SOMETHING THAT OCCURS THROUGHOUT THEIR TIME WITH US, IF YOU WILL.
HIGH SCHOOLS ARE GOOD AT ASSESSING STUDENTS BUT THERE'S A GAP.
WE TALK ABOUT CAREERS WHEN THEY ARE ON THEIR WAY OUT THE DOOR, BUT WHAT HAPPENS WHEN THEY ARE IN PLAY A FAR AS THEIR COURSES ARE CONCERNED? WE ARE TRYING TO CREATE A CAREER RESOURCE CENTER, NOT JUST FOR STUDENTS BUT FOR THE ENTIRE DISTRICT WHERE YOU CAN ACTUALLY EXPLORE YOUR CAREER.
IF YOU WANT TO BE A HEALTHCARE PROFESSIONAL WHAT DOES THAT MEAN? STUDENTS NEED TO BE ABLE TO TOUCH IT AND NAVIGATE IT, IF YOU WILL.
WHAT DOES THAT LOOK LIKE FOR ME? IS THIS REALLY WHAT I WANT.
THEY CAN MOVE ON AND BE MORE SECURE IN THE CHOICES THEY HAVE MADE.
>> SO THERE'S NOT A SEPARATE GROUP OF NAVIGATORS OR ADVISORS OR MENTORS FOR PROMISE STUDENTS ONLY? IT'S ONE GROUP OF PEOPLE WHO ARE GOING TO DO THE SAME SERVICE FOR ALL STUDENTS?
>> PRESENTER: WELL THE PATHWAY ALIGNERS SERVE ALL STUDENTS AS WELL AS PROMISE STUDENTS.
THE COACHES ARE ALSO NAVIGATING FOR ANY OF THE DCCCD STUDENT THAT NEEDS HELP.
>> BUT THAT WAS PART OF THE PROMISE WE MADE?
SO THEY HAVE BEEN TRAINED TO NOT ONLY NAVIGATE BUT TO BE COACHES AND IN THE CAREER MENTOR PIECE, WE ARE PUTTING THE CAREER RESOURCE CENTER TOGETHER WTH THIS PROMISE COHORT BUT IT WLL BE SOMETHING SCALABLE AND EVENTUALLY DISTRICT-WIDE AND ANY STUDENT, COMMUNITY CAN PARTICIPATE.
>> D. ZIMMERMANN: DID WE OFFER ANYTHING LIKE A WORK STUDY PROGRAM?
>> PRESENTER: WE HAVE FEDERAL WORK STUDY, UH-HUH.
>> D. ZIMMERMANN: AT THAT POINT, INSTEAD OF GO NOOG A ROOM AND SEEING WHAT YOUR CAREER WILL B, IT'S DIFFERENT WHEN YOU ARE WEARING A UIFORM, PUNCHING THE CLOCK AND BEING THERE FOR THOSE HOURS.
>> PRESENTER: THAT'S THE TOUCH WE WERE TALKING ABOUT.
MANY ARE DRAWN TO HEALTHCARE, BUT AS SOON AS THEY SEE A BABY BEING BORN OR BLOOD, THEY ARE DONE.
[LAUGHTER] WE WANT TO GIVE THEM AN OPPORTUNITY TO EXPLORE WHAT THAT MEANS.
YOU MAY NOT BE THAT PERSON DELIVERING BABIES OR DOING SURGERIES BUT YOU COULD STILL BE A HEALTHCARE PROFESSIONAL.
>> PRESENTER: PROGRAM GETTING GOOD RESULTS, IT'S A GOOD INVESTMENT, WHAT ARE WE PUTTING INTO THIS IN TERMS OF ADDITIONAL F.T.E.'S? ALSO WHAT'S THE BUDGET IMPACT IN MAKING INVESTMENT IN STUDENT SUPPORTS? HOW MUCH ARE WE SPENDING AND HOW MANY ARE WE ADDING TO ACCOMPLISH THESE RESULTS?
>> PRESENTER: I DON'T KNOW THE EXACT FIGURE, JOHN MAY HAVE THAT.
WE RTOOLED SOME OF OUR EFFORTS.
WE HAVE PUSHED SOME PEOPLE TO THEIR LIMITS TO RETRAIN, RETOOL, TO BE ABLE TO DO SOME OF THAT, SO WE HAVE BEEN ABLE TO DO THIS WORK WITH THAT EXISTING STAFF ON THAT INFRASTRUCTURE SIDE AND LEVERAGING SOME TALENT FROM
[01:20:01]
OUTSIDE, SOME TALENT THAT THE PROMISE TEAM HAVE BROUGHT INTO THIS.NAVIGATOR WAS UNDER WAY BEFORE PROMISE WAS.
THIS HAS BEEN AN ADD-ON LAYER FUNCTION TO THE WORK THEY DO.
SO WE ALREADY HAD PLANS TO EXPAND THE NAVIGATOR COMPONENT AND SO WE HAVE DONE THAT.
NOW SOME THINGS LIKE, AND WE WILL BE TALKING MORE LATER DURING THE REGULAR AGENDA ITEM.
THERE'S ONE RELATED TO THE TEXTING PLATFORM.
THAT'S AN AREA WE ARE SPENDING ADDITIONAL DOLLARS TO EXPAND THE NUMBER OF STUDENTS IN WHICH WE INTERACT WITH AND NAVIGATORS INTERACT WITH, WITH OUR TEXTING PLATFORM.
WOULD HAVE TO LEAN ON JOHN TO - IDENTIFY WHAT THAT LOOKS LIKE.
>> JOHN: WE DID SOME REPURPOSING OF INDIVIDUALS.
WE HAD FOLKS DOING SIMILAR ROLES BUT RETRAIN THEM.
WE HAVE REALIZED FOR SEVERAL -- THAT FOCUSING, THAT FOR STUDENTS COMING IN, THEY WANT TO UNDERSTAND EVERYTHING THAT'S AVAILABLE TO THEM, NOT JUST WHAT'S AVAILABLE WITH ONE COLLEGE.
SO WE INADVERTENTLY SHUT THEM DOWN OR THEY DON'T LEARN ABOUT THINGS THAT COULD MEET THEIR NEEDS WITH THIS.
WE WERE ALREADY GOING THAT DIRECTION.
BUT WHEN WE ARE LOOKING AT THESE STUDENTS WHO QUITE HONESTLY HAD NO PLANS TO GO TO COLLEGE, THEY HAVE BEEN TOLD ALL THEIR LIVES BY THEIR PARENTS AND OTHERS THEY HAD NO MONEY, THEY COULDN'T AFFORD IT, IT WASN'T GOING TO HAPPEN.
AND I TALKED TO SOME OF THOSE STUDENTS.
WE ARE TALKING CLASS PRESIDENTS, WE ARE TALKING STUDENTS THAT HAVE THE ABILITY, THEY JUST HAD NO HOPE, NO VISION.
THEY SAID BECAUSE THEY DON'T HAVE PARENTS AT HOME TO HELP THEM WITH THIS, THEY NEED SOMEONE TO COACH THEM THROUGH THE PROCESS AND WE HEARD THAT DIRECTLY FROM THE STUDENTS AS THEY WERE NOW TRANSITIONING IN THE MIDDLE OF THEIR SENIOR YAR FROM NOT GOING TO COLLEGE TO GOING TO COLLEGE.
THAT 40% INCREASE REPRESENTS PEOPLE NOT GOING TO COLLEGE.
SO THE ASSISTANCE WE ARE PROVIDING IS NECESSARY TO KEEP PEOPLE WHO HAD NO INTENTION OF BEING HERE AND SUCCESSFUL.
>> MAYBE TO GIVE A SENSE WHAT COHORT WE ARE LOOKING AT, WE PROVIDED THE KEY DATES IN YOUR PACKETS FOR WHEN THINGS ARE DUE.
WE ARE JUST EMPHASIZES THE STATE'S PRIORITY DEADLINES.
TO CHANCELLOR MAY'S POINT W ARE HERE TO HELP KIDS TO GET THE BEST COLLEGE MATCH BASED ON ACADEMIC, CAREER, SOCIAL MATCH.
IF THEY FOLLOW THESE DEADLINES NOT ONLY DO THEY SET THEMSELVES UP FOR RECEIVING THE PROMISE BUT FOR SUCCESS IN ANY OTHER HIGHER ED INSTITUTION THEY WANT TO PURSUE.
>> AND THAT PAST COMPLETION DEADLINE IS IMPORTANT.
BECAUSE IF THEY DO IT THAT EARLY THEN THEY ARE ELIGIBLE TO BE CONSIDERED BY OTHER INSTITUTIONS.
WE HAVE SO MANY WHO DON'T DO IT UNTIL THEY SHOW UP IN THE SUMMER.
>> ALSO GIVING A LIST OF THE PARTICIPATING HIGH SCHOOLS.
AND THEN, YOU KNOW, TO THE POINT OF WORKING WITH OTHER INSTITUTIONS, PROMISES HAS PROVIDED US AN OPPORTUNITY TO WORK WITH HIGH SCHOOL PARTNERS FOR HIGH SCHOOL IMPROVEMENT.
WE HAVE REQUIRED THESE HIGH SCHOOLS TO COMMIT TO PRODUCING NEW OUTCOMES TO HELP SET STUDENTS UP FOR SUCCESS.
INCREASING VASPA, TO SET MORE AND MORE STUDENTS UP FOR SUCCESS AS THEY TRANSITION.
WE ARE DOING A LOT OF DATA WORK WITH OUR HIGH SCHOOLS.
WE ARE RUNNING A LOT OF REPORTS.
WE CONVENE THOSE LEADERSHIP TEAMS QUARTERLY AND WE HAVE A BIG SUMMER LEADERSHIP INSTITUTE.
SO IT'S NOT AOUT A SCHOLARSHIP, IT'S ABOUT HELPING EVERYONE GET BETTER TOGETHER.
SO I JUST WANT TO GIVE YOU A SENSE OF HOW WE ARE LOOKING AT THINGS.
THE PLEDGE STARTED YESTERDAY AND WE ALREADY HAD 2500 THAT COMPLETED THE PLEDGE IN TWO DAYS.
I THINK THE ENERGY AND CULTURES ARE BEING BUILT.
[01:25:02]
THIS IS YEAR TWO.I THINK PEOPLE UNDERSTAND WHAT THE OFFER IS AND THEY ARE GETTING EXCITED ABOUT IT.
WE HAVE STARTED THIS IN JANUARY IS WHEN WE ARE MAKING THE PUSH.
A LOT OF SKEPTICISM OUT THERE.
A LOT OF THIS IS TOO GOOD TO BE TRUE.
NOW, I THINK WE ARE OVER THAT HUMP.
I THINK FOLKS HAVE EXPERIENCED IT.
>> I THINK SOME O YOU HAVE EXPERIENCED THAT.
>> M. BRAVO: AT THE END OF THE MONTH, MYSELF FIGURED OUT HOW TO PAY FOR COLLEGE FARE, WE HAD ABOUT 400 PEOPLE [INAUDIBLE] WE HAD SOMEBODY FROM PROMISE SPEAK ABOUT THE PROGRAM AND THEY WERE SO EXCITED AND WHEN THE LIST OF SCHOOLS CAME OUT THAT WERE PART OF IT, I.S.D. IS NOT A PART OF IT AND THEIR FACES ALL DROPPED AND THE QUESTION IS HOW DO WE SIGN UP AND HOW DO WE GET IN.
AND WHAT IF THERE ARE SENIORS AND THEY ARE GOING TO COLLEGE.
THE ANSWER IS YOUR SCHOOL DISTRICT HAS TO BUY INTO IT.
SO THEY WERE JUST SO DISAPPOINTED THAT THEY WEREN'T A PART OF IT.
I TOLD THEM THERE'S RISING STAR.
THEY SAID I KNOW BUT WE WANT PROMISE.
>> WE ARE REALLY HOPEFUL, AND I'M NOT GOING TO NAME NAMES HERE.
BUT THERE ARE SCHOOL DISTRICTS THAT HAVE DECLINED TO WORK WITH US IN EFFORTS THAT WOULD IMPROVE THAT AND HISTORICALLY, WE HAVE ALREADY SEEN SOME OF THEM FLIP NOW THAT THE PROMISE IS HERE AND COME ON BOARD AND AGREE TO BE A PART OF IT.
AND FRANKLY, IT'S JUST ABOUT DOING THE RIGHT THING FOR THEIR STUDENTS.
SO WE HAVE REALIZED THIS NOT ONLY HELPS STUDENTS JUST MAKE THAT TRANSITION FROM HIGH SCHOOL TO COLLEGE.
IT CAN CAUSE THE SCHOOL TO CHANGE AND DO THINGS DIFFERENTLY THAN THEY HAVE DONE BEFORE.
THAT'S THE IMPORTANT PIECE OF THIS.
WE WANT EVERY SCHOOL TO WANT TO BE IN BUT THERE ARE THOSE THAT HAVE POLITELY DECLINED.
>> WELL, THERE ARE REQUIREMENTS, WE PUT PRETTY RIGOROUS REQUIREMENTS.
YOU NEED EITHER JOIN IN WITH EARLY COLLEGE PARTNERSHIP WITH THE CMMUNITY COLLEGE DISTRICT, AND/OR WE HAVE SET SOME REALLY HIGH BARS FOR ACTIVITIES WE NEED TO SEE IN THE HIGH SCHOOLS AND RESULTS WE NEED TO SEE THEM COMMITTING TO.
>> ALTHOUGH I WILL TELL YOU THE REAL REASON, IT'S A BATTLE IN SOME SCHOOLS BETWEEN ADVANCED PLACEMENT, A.P. AND DUAL CRED.
THERE'S NO GUARANTY IF YOU TAKE THE A.P. COURSES YOU WILL GET COLLEGE CREDIT BUT THERE IS IF YOU DO DUAL CREDIT, BUT MANY DON'T WANT TO OFFER THE DUAL CREDIT OPPORTUNITY.
>> C. COMPTON: WHICH REMINDS ME, I HAD THE RADIO ON IN MY CAR, AND SOME STATE REPRESENTATIVE OR WHATEVER WERE TALKING ABOUT A.P. VERSUS DUAL CREDIT.
AND IGATHERED DISCUSSION THAT W HAPPENING ON THE STATE LEVEL.
I HAVE BEEN MEANING TO ASK YOU WHAT THAT DISCUSSION WAS ABOUT.
>> ONE, THERE'S BEEN TREMENDOUS GROWTH AD SUPPORT OF DUAL CREDIT, PTHWAYS, LIEUTENANT GOVERNOR HAS PUSHED THAT VERY STRONGLY TO ROLL THAT OUT ACROSS THE STATE.
SO THERE'S A LOT OF INTEREST IN IT.
SECONDLY, THERE'S SOME CONTROVERSY, HAS ALWAYS BEEN, AROUND A.P.
BECAUSE IT'S UP TO THE INSTITUTION AS TO WHETHER OR NOT THEY -- SO PART OF THE DISCUSSION AT THE LEGISLATURE LEVEL, CAN THE STATE OR COORDINATING BOARD MAKE A STANDARD CUT-OFF.
SO WHEN A STUDENT TAKES THE COURSE AND THEY GET A SCORE ON THE EXAM THAT THEY KNOW WHETHER OR NOT IT'S GOING TO BE ACCEPTED.
NOW THEY KIND OF HAVE TO SHOP IT.
AND IT COULD EVEN VARY WITHIN PROGRAMS OF THE UNIVERSITY.
ONE MAY ACCEPT A THREE AND ANOTHER ONLY A FOUR ON THE SCORE.
SO THAT CREATES ISSUES, WHY MY SON OR DAUGHTER DIDN'T GET CREDIT WHEN ANOTHER STUDENT DID.
>> HAS OUR DISTRICT MADE A DECISION WE WILL ACCEPT ANY A.P. CLASS IN TERMS OF COMPLETION REQUIREMENTS?
[01:30:01]
THERE'S A CUT OFF ON THAT.>> I'M NOT EVEN SURE WHO WAS TALKING, OR WHAT STATION.
I CAME IN ON THE TAIL-END OF IT AND DIDN'T KNOW WHO WAS SPEAKING AND WHAT THE ISSUE WAS.
>> I KNOW SENATOR BETANCOURT HAS BEEN SUPPORTIVE OF WHAT WE ARE DOING AND INTERESTED IN THAT AS WELL AS LARRY TAYLOR.
SO THERE ARE OTHER PEOPLE FROM AROUND THE STATE WHO HAVE PAID A LOT OF ATTENTION TO WHAT WE ARE DOING HERE.
>> THERE WAS A HEARING ON THIS LAST WEEK OR TWO.
THIS WILL BE AN ISSUE BEFORE THE LEGISLATURE NEXT SESSION.
>> C. COMPTON: THERE WAS A DISCUSSION THAT I CAME IN ON.
>> I WAS GOING TO MENTION A LITTLE IN MY REPORT BUT THE COORDINATING BOARD COMMISSION REPORT BY GROUP AMERICAN INSTITUTE OF RESEARCH, A.I.R., IF YOU HEAR THEM REFER TO THAT, THE REPORT KIND OF CHERRY PICKS SOME DATA AND SOME OTHERS CHERRY PICKED IT MORE TO TRY TO PAINT A NEGATIVE PICTURE OF WHAT WAS GOING ON.
THAT UPSET THE SENATE GREATLY.
SENATOR WES AND OTHERS WHO WERE VERY DIRECT WITH THEIR OPINION OF HOW THAT HAD BEEN EVALUATED, HOW IT HAD BEEN COMMUNICATED WHICH HAS ELEVATED THE DISCUSSION AND THE IMPORTANCE.
I THINK THOUGH TOO, THERE IS MORE THAN A LITTLE BUZZ ABOUT WHAT'S GOING ON IN DALLAS.
THIS IS GOING AGAINST CLEARLY WHAT WAS IN THE REPORT.
FOR EXAMPLE, THE REPORT LEFT OUT ALL SCHOOLS THAT HAD EARLY COLLEGE HIGH SCHOOLS.
THEY DIDN'T INCLUDE THAT INFORMATION IN THE REPORT.
CHERRY-PICKING ASPECT OF WHAT WAS GOING ON.
ALL OUR SCHOOLS, EARLY HIGH SCHOOLS WERE LEFT OFF.
>> DUAL CREDIT DOESN'T IMPACT ECONOMICALLY DISADVANTAGED COMMUNITIES AND WE ARE SITTING HERE GOING, WHOA?
YEAH, IT WAS, AT BEST IT WAS MISLEADING IN TERMS OF THAT.
AND FRANKLY, THAT'S THE SORT OF THING THAT DOES DAMAGE, PARTICULARLY FOR ECONOMICALLY DISADVANTAGED INDIVIDUALS --
>> THERE'S ALSO AN IMPACT ON -- IF YOU ARE CONCERNED BEING IN THE TOP 7% OF U.N.T., DUAL CREDIT GETS LESS FACTOR THAN A.P.
THERE'S BEEN A GROUP, I KNOW I HAVE SPOKEN TO COMMISSIONER -- ON THIS.
I GET THE IDEA THEY WILL DO SOMETHING ABOUT THAT.
>> A.P. HAS BEEN SUCH A HUGE SUCCESS IN TEXAS.
TEXAS OVER THE PAST 15 YEARS THAN ANY OTHER STATE.
ARE THERE DESIGN COMPONENTS OF DALLAS COUNTY PROMISE THAT CAN BUILD ON THE MOMENTUM OF A.P., MAKE SURE IT'S ACCEPTED AS BROADLY AND WIDELY AS POSSIBLE? A.P. ISN'T A FORM OF DUAL CREDIT.
WE NEED TO BUILD ON THAT AND NOT SEE IT AS A SEPARATE TRACT.
I WILL SAY THE BULK OF THE STUDENTS WE ARE BRINGING IN THAT WOULDN'T HAVE ATTENDED, THEY AREN'T THE ONES TAKING A.P.
THEY ARE THE ONES BEING LEFT OUT ALL TOGETHER AD BECAUSE THE SCHOOLS DON'T BRING DUAL CREDIT IN, THEY DON'T GET TO TAKE ADVANTAGE.
BECAUSE THE AP., THEY CRAVE FOR THAT IN MANY CASES.
IF YOU GO A.P. AND SERVE A GROUP PROBABLY GOING TO COLLEGE ANYWAY WITH THOSE A.P. CLASSES, YOU AREN'T PROVIDING EQUAL OPPORTUNITY FOR OTHERS.
BEING A PRINCIPAL, YOU DEALT WITH THAT.
[01:35:02]
>> IDEALLY ALL VOTES RISE AND YOU HAVE OFFERINGS FOR KIDS.
AS A HIGH SCHOOL PRINCIPAL, WE DID, OUR A.P. NUMBERS AND DUAL CREDIT NUMBERS ROSE TOGETHER BECAUSE WE EXPANDED IT ACROSS ALL PROGRAM OFFERINGS.
>> ONE AT THE EXPENSE OF THE OTHER.
ALL VOTES RISING WHEN YOU CREATE AN ICLUSIVE COLLEGE CULTURE AND BRING PROGRAMMING TO KIDS.
>> THAT HASN'T BEEN A PROBLEM FOR SOME SCHOOLS AND SCHOOL DISTRICTS.
THEY HAVE BEEN ON BOARD BUT WE HAVE OTHERS WHETHER PRESSURE FROM TEACHERS OR OTHERS THEY SEE A CONFLICT.
>> M. BRAVO: THANK YOU SO MUCH FOR YOUR PRESENTATION.
OUR LAST PRESENTATION WILL BE THE FALL 2018 ENROLLMENT ANALYSIS.
WE WILL HAVE A BREAK BETWEEN THE TWO MEETINGS.
YOU WANT TO GO THROUGH QUICKLY?
>> PRESENTER: YEAH, WE WILL GO THROUGH THIS FAIRLY QUICKLY.
THE SHORT VERSION IS THIS FALL, ENROLLMENT IS UP.
SO, YOU KNOW, THAT RUNS COUNTER TO TRADITIONAL THINKING WHEN THE ECONOMY IS GOING WELL, COMMUNITY COLLEGE -- [COUGHING] THE GOOD NEWS IS WE DO HAVE AN OPPORTUNITY FOR -- ECONOMY AND FOR PEOPLE TO RETOOL, RETRAIN AND REFOCUS ON EDUCATION.
AND SO WE ARE HOPEFUL CERTAINLY THIS TREND CONTINUES BACK TO OUR FIRST PRESENTATION.
THIS TREND CONTINUES AS WE MAKE SURE WE ARE ALIGNING AND RIGHT-SIZING OUR PROGRAMS WITH COMMUNITY AND INDUSTRY DEMAND THAT DRIVES PEOPLE INTO THESE PROGRAMS.
>> C. COMPTON: I NEVER BOUGHT INTO THAT MIND SET ABOUT WHEN THE ECONOMY IS BETTER WE HAVE LESS POPLE COMING BECAUSE THERE AE STILL SO MANY MORE PEOPLE THAT NEED THE SKILLS OR EDUCATION TO HAVE A BETTER JOB.
>> TO A GREAT EXTENT OVER THE YEARS WE HAVE SHOWN HERE AND ELSEWHERE, IT'S AN ALIGNMENT PIECE.
WHEN THE ECONOMY IS GROWING, THERE ARE SPECIFIC AREAS WHERE THERE'S OPPORTUNITIES IN JOBS AND IF PROGRAMS AREN'T OFFERED IN THOSE AREAS THEY WON'T ENROLL.
THEY WILL GO SOMEWHERE ELSE THAT DOES THAT.
>> PRESENTER: THE SECOND SLIDE THERE SHOWS CONTACT HOURS AS WELL.
WE HAD MORE STUDENTS TAKING MORE CLASSES WHILE THEY ARE HERE.
THIS SHOWS A LITTLE OF WHAT ARE FACE-TO-FACE AND DISTANCE LOOKS LIKE.
CEDAR VALLEY IS THE HIGHEST AT 39% OF JUST ONLINE.
>> C. COMPTON: WHAT ARE THE NUMBERS IN THE BRACKETS?
>> THAT'S THE ACTUAL HEAD-COUNT GROWTH.
>> THERE'S HEAD-COUNT GROWTH AND PERCENTAGE CHANGE.
>> C. COMPTON: OH, JUST THE INCREASE.
>> PRESENTER: AS I MENTIONED, INCREASE IN CONTACT HOURS.
STUDENTS TAKING MORE WHILE THEY ARE HERE.
WE HAVE BEEN TALKING ABOUT MORE IN DUAL CREDIT, GROWTH IN DUAL CREDIT.
AS YOU SEE THERE ON THE RIGHT IT WAS 22% LAST YEAR.
SO A SIGNIFICANT PORTION OF OUR OVERALL ENROLLMENT GROWTH IS RELATED TO THE GROWTH IN DUAL CREDIT.
>> C. COMPTON: HOW ARE WE COMPARING TO OTHER DISTRICTS IN TERMS OF GROWTH?
>> PRESENTER: WELL I DON'T KNOW AVERAGE ACROSS THE STATE BUT IT IS A LITTLE EARLY TO TELL.
BUT BECAUSE OF OUR ROBUST ACTIVITY WITH OUR EXPANSION OF EARLY COLLEGE HIGH SCHOOLS AND OUR EXPANSION OF PROMISE, OUR GROWTH HAS BEEN LEADING OTHER DISTRICTS AND SYSTEMS.
>> WE ARE DOING BETTER THAN OTHERS BECAUSE OF PROMISE AND THESE OTHER THINGS BUT I WS TALKING TO SOMEONE IN THE BACK OF THE ROOM IN COLIN COUNTY, MY COUNTERPART THERE, THEY ARE EXPERIENCING CONSIDERABLE GROWTH TOO.
>> ON PRELIMINARY ENROLLMENT THIS SEMESTER, -- SOMEWHERE
[01:40:01]
73,000 UP TO 80,000.I'M JUST LOOKING AT THIS SLIDE.
WE DIDN'T -- IS THAT NOT TRUE? I'M HAVING DISSONANCE RECONCILING.
THERE'S SOME LEVELING OFF THAT OCCURS WHICH IS WHAT THIS SNAPSHOT WOULD REPRESENT.
>> I MEAN IN TERMS OF DUAL CREDIT AND REGULAR ENROLLMENT, IT'S DOWN.
>> WITHOUT THE GROWTH IN DUAL CREDIT.
>> PRESENTER: YEAH, WE ARE UP.
>> IF YOU WERE TO ADD, I HAD TO DO THE MATH, JUST RIGHT AT 5,000 UP?
>> IT'S NOT QUITE THAT MUCH BUT IF YOU LOOK AT THE COLLEGE, THEY WOULD DUPLICATE --
>> DO YOU HAVE A SLIDE THAT SHOWS THAT?
>> WE HAVE A SLIDE THAT SHOWS HOW DUAL CREDIT.
>> WE HAVE THIS DUAL CREDIT VERSUS REGULAR ENROLLMENT OVER THE PAST FIVE YEARS.
63,000 LAST YEAR, 62,000 THIS YEAR.
DUAL CREDIT IS UP SLIGHTLY BUT NOT ENOUGH.
>> I WOULD CALL THAT REGULAR ENROLLMENTS ARE FLAT.
I KNOW IT'S DROPPED A LITTLE BUT NOT A GREAT DEAL.
>> THAT'S UNDERSTANDABLE, WE HAVE OTHER STUDENTS WITH ASSOCIATIVE DEGREES IN HIGH SCHOOLS AND ELSEWHERE.
>> C. COMPTON: WHEN DO WE EXPECT TO RECEIVE -- AND I WOULD LIKE TO SEE WHAT THE ONLINE CLASSES IS, HOW THEY AFFECT THE ENROLLMENT NUMBERS OF STUDENTS WHO ACTUALLY COME TO CAMPUS.
I HAD MENTIONED THEM, I WAS WONDERING IF [INTERFERENCE]
>> THE SLIDE THAT SHOWS YOU FACE-TO-FACE, VERSUS DISTANCE? THOSE DISTANCE STUDENTS ARE NOT COMING TO CAMPUS AT ALL.
BUT ACCORDING TO WHEN I ASKED THIS QUESTION, WHICH YOU TOLD ME, THEY WERE ALL LUMPED INTO THAT ONE NUMBER.
>> PRESENTER: YEAH, I'M SORRY, I HAVE TO GO BACK WHICH PRESENTATION THAT WAS.
>> C. COMPTON: I DN'T KNOW, I ASKED, IN THE LAST MONTH OR TWO, BUT YOU SHOW IT AS AN ENROLLMENT NUMBER.
AND I AK, DOES THAT INCLUDE EVERYTHING, INCLUDING THE DISTANCE LEARNING PEOPLE THAT NEVER COME TO CAMPUS.
[3. Overview of Regular Agenda Items]
>> PRESENTER: OKAY, SO DISTANCE, VERSUS FACE-TO-FACE.
>> C. COMPTON: THE REASON I WAS CURIOUS ABOUT THAT, IS WHEN YOU TALK ABOUT FACILITIES, UTILIZATION, EVEN THOUGH THE TOTAL ENROLLMENT IS SHOWING ONE THING, IF THEY NEVER COME TO CAMPUS, THEN THAT TAKES THE UTILIZATION OF THE FACILITIES, YOU KNOW, OF EACH CAMPUS OR WHATEVER, SO.
>> PRESENTER: THIS WAS PUT IN HERE IN RESPONSE TO YOUR QUESTION.
>> C. COMPTON: I WANTED TO SEE A SEPARATE ANALYSIS OF THIS.
AS I SAID, THAT WAS ONE OF THE THINGS I WAS WONDERING ABOUT, ESPECIALLY WHEN WE WRE TALKING ABOUT UTILIZATION OF FACILITIES, WHAT THE EFFECT WOULD BE.
IF YOU JUST GIVE US THE TOTAL ENROLLMENT NUMBER, THAT IS DECEIVING.
BECAUSE NOT OF ALL THOSE PEOPLE ARE COMING TO THE CAMPUS.
>> BUT NOW DUAL CREDIT DO COME TO THE CAMPUS.
SO IT WOULD ONLY BE THE ONLINE THAT GO.
>> D. ZIMMERMANN: I HAVE A QUESTION ABOUT THE NUMBERS ON PAGE 7, TO THE PROMISE STUDENTS.
>> D. ZIMMERMANN: IF WE DO THE 277, CEDAR VALLEY, THAT NUMBER COMES UP TO 2,269.
[01:45:02]
>> D. ZIMMERMANN: THE WAY TESE NUMBERS, THE 879, 150, 272 THAT ADDS UP TO $2,269.
IN THE 25-27 IS THAT THE REAL NUMBER?
>> PRESENTER: THE COLUMN COUNTS WILL BE RIGHT.
>> DO THAT IN YOUR HEAD DOROTHY?
>> D. ZIMMERMANN: WELL I STARTED IT OFF.
I WAS LIKE WAIT A MINUTE, THAT'S WRONG.
AS I GOT MY CALCULATOR OUT, SECOND TRY, I MADE SURE.
>> IF WE COULD SKIP TO THIS SLIDE -- [LAUGHTER]
>> D. ZIMMERMANN: I MAY HAVE, I DON'T KNOW.
>> PRESENTER: WE WILL TALK A LITTLE ABOUT IN THE PROMISE PRESENTATION OF THE STUDENTS THIS IS IMPACTING AND SO THIS SLIDE GIVES A PRETTY GOOD INDICATOR O ETHNICITY -- PROMISE.
>> WE GOT OURSELVES INVOLVED IN THE NATIONAL BENCHMARKING PROCESS.
400 PEER INSTITUTIONS OVERALL OF UNITED STATES.
AND WE SUBMIT COMMON DATA SENSE WE CAN BENCHMARK AGAINST EACH OTHER.
SO WE HAVE ALWAYS LOOKED AT THE RETENTION NUMBERS WITHOUT ANY REAL GAUGE WHETHER OR NOT THAT WAS GOOD OR BAD.
SO WHAT WE CAN SEE IS FIVE YEARS OF OUR RETENTION, WHICH IS PRETTY STANDARD PRACTICE AND THEN THE NATIONAL BEST PRACTICE BENCHMARK ABOUT 56%.
SO A LITTLE BIT OF WORK TO DO THERE.
>> C. COMPTON: HAVE YOU ALL TACKLED THAT ISSUE YET? I KNOW YOU ARE TACKLING SEVERAL?
>> YOU JUST HEARD EARLIER THAT PART OF WHAT WE ARE DOING WITH THE NAVIGATORS ARE ALL ABOUT THAT.
WE HAVE SEEN AND PART WILL BE AS IT RELATES TO THE LEARNING MATERIALS AND TEXTBOOKS, THE BOARD APPROVED A POLICY RELATIVE TO PROVIDING FEEDBACK FROM INSTRUCTORS TO STUDENTS.
ALL THIS MATTERS IN TERMS OF GETTING THERE AS WE REALLY WORK MORE CLOSELY WITH THE STUDENTS.
SO WE WERE SEEING 18% OF OUR STUDENTS NOT FINISH THEIR FIRST CLASS.
NOW THAT'S PART OF WHAT WE ARE LOOKING AT HOW TO ADDRESS THAT.
THIS EARLY INTERVENTION ENGAGEMENT OUT OF HIGH SCHOOL, COLLEGE, TOO SOON TO SEE THE RESULTS BUT I'M PRETTY COMFORTABLE IT WILL HAVE AN IMPACT.
>> SCHEDULING MATTERS A LOT THERE.
>> C. COMPTON: THESE DIFFERENT EFFORTS THAT ARE GOING ON.
>> TIME AND EFFORT SPENT TO GET PEOPLE THERE.
>> PRESENTER: THESE LAST COUPLE SLIDES JUST QUICKLY LOOK AT THE ENROLLMENT SHIFTS IN TERMS OF DEMOGRAPHICKS.
CERTAINLY CONTINUING THE TREND WITHIN THE GROWTH, WITH THE HISPANIC COMMUNITY.
>> CHAIR D. FLORES: DO WE KNOW WHY THE DECREASE THAT WE DON'T HAVE AS MANY LIVING IN THE COUNTY NOW? HAVE YOU LOOKED AT WHY THERE'S A DECREASE BETWEEN THE WHITE AND ASIAN STUDENTS.
>> I HAVEN'T REALLY LOOKED AT THIS CENSUS DATA, IT'S ALWAYS USUALLY A LITTLE BEHIND THE FACTOR US.
PART IS THAT POPULATION IS GROWING.
BUT THESE NUMBERS ARE RELATIVELY SMALL WHEN YOU GET THEM AGAINST THE CENSUS AND SEE THESE THINGS.
I WOULD THINK, I COULD GIVE YOU A CERTAIN ANSWER IN A YEAR WHEN I GET CENSUS DATA THAT MATCHES THIS.
>> M. BRAVO: IS IT INTERNATIONAL? IS IT CERTAIN COUNTRIES THAT HISTORICALLY HAVE MORE STUDENTS THAT COME, OR NOT? OR DO WE NOAA NOT?
SURPRISINGLY OUR LARGEST POPULATION IS NEPOLESE STUDENTS FOLLOWED BY MEXICO.
RIGHT NOW IS DISCOURAGING A LOT OF PEOPLE FROM COMING TO OUR SCHOOLS.
>> M. BRAVO: JUST WONDERING IF IT WAS ACROSS COUNTRIES OR SOMETHING ELSE.
BUT IT SOUNDS LIKE IT'S SOMETHING ELSE.
THE TRAVEL BAN COUNTRIES, WE HAVE ALWAYS HAD SOME.
SAUDI ARABIA HAS ALWAYS BEEN --
>> PRESENTER: VERY TINY NUMBERS.
>> PRESENTER: OUR LAST SLIDE WE COULD SEE SOME DEMOGRAPHIC CHANGE.
THERE'S BEEN SOME CHANGE AROUND.
[01:50:23]
COLLIN COUNTY HAS SEEN A PICK UP IN THAT BUT NT ONE PROGRAM.THEY CAN'T IDENTIFY THERE WAS ONE PARTICULAR THING THAT ATTRACTED STUDENTS.
75038 THEY PLANNED BECAUSE OF SOME POPULATION AGE SHIFT.
>> C. COMPTON: FRISCO ISN'T IN DALLAS COUNTY, IS IT?
>> PRESENTER: NO, IT'S NOT BUT WE LOOK FOR CHANGES.
>> AND I SUSPECT TRAFFIC PATTERNS HAVE CHANGED.
AND MORE OPPORTUNITIES IN FRISCO.
>> DALLAS UNIVERSITY AND SOME OTHERS.
>> PRESENTER: SO MADAM CHAIR, THAT'S THE QUICK SNAPSHOT.
THE ONLY THING WE HAVE LEFT ON OUR AGENDA IS PURCHASING ITEM, DOES ANYBODY HAVE QUESTIONS ON THAT?
IT'S RENEWAL AND IT'S TEXT MESSAGING.
I KNOW WE HAVE TALKED ABOUT WHY IT'S IN HERE AND WHAT IT'S ABOUT.
BUT WE GOT NO BACKGROUND INFORMATION OTHER THAN IT WAS A RENEWAL AND INCREASE IN FUNDING.
>> SIGNAL MIND IS THE NAME OF THE COMPANY.
WE USE IT AS PART OF OUTREACH.
IT ALLOWS US TO TAKE DATA FROM OUR SYSTEMS AND USE IT TO DEFINE A TEXT MESSAGE.
SO OUR STAFF CAN SEND OUT TEXT MESSAGES TO STUDENTS AT ONE TIME.
THIS PAST YEAR WE USED IT TO COMMUNICATE WITH THE PROMISE STUDENTS.
AND THAT ADDED A WHOLE NEW COHORT OF STUDENTS WE WERE COMMUNICATING WITH.
GOING FORWARD, WE ARE USING THE SAME TECHNOLOGY TO COMMUNICATE WITH MORE STUDENTS BUT ALSO MORE PROMISE STUDENTS.
SO THE NUMBER OF PROMISE STUDENTS IS ALMOST DOUBLING.
SO IT'S A RENEWAL BECAUSE WE WERE UP FOR CONTRACT RENEWAL WITH THIS COMPANY ANYWAY AND NOW WE ARE ADDING MORE.
BASICALLY YOU PAY ON A PER MESSAGE BASIS AND PER USER.
AND OUR USERS ARE THE OUTREACH DEPARTMENT, THE STAFF.
WE HAVE A GREATER NUMBER OF USERS AND MESSAGES.
THE STUDENTS REACT MUCH MORE TO TEXT MESSAGES, AND THEIR PARENTS TOO, THAN WE DO EMAILS.
WE ARE TAKING ADVANTAGE OF THAT CHANGE IN BEHAVIOR TO ADDRESS THIS.
>> D. ZIMMERMANN: TEXT IS HERE.
AND THE EMAIL IS SOMEPLACE ELSE?
WE WERE STILL DOING THINGS THAT DEPENDED ON LETTER NOTIFICATION.
THE THING YOU DN'T SEE IS THE DECREASE IN SOME OF OUR PRINTING COSTS AND MAILING COSTS BECAUSE THIS IS GOING UP, BUT IT'S A LOT CHEAPER.
>> D. ZIMMERMANN: WAS THERE SOMEBODY ELSE TO TALK TO ABOUT THIS? OR SINCE WE LIKE THEM WE DECIDED TO KEEP THEM?
>> PRESENTER: THERE'S A NUMBER OF PLAYERS IN THIS MARKET BUT WE HAVE CONDITIONED OUR SYSTEM TO USE THIS SOFTWARE, IT'S ALREADY BUILT IN WHEN WE FIRST BOUGHT THE SOFTWARE.
TO GO TO ANOTHER VENDOR WE WOULD HAVE TO SPEND THIS MUCH MONEY AND AGAIN ANOTHER $35,000 TO DO ANOTHER PROGRAMMING INTERFACE.
>> D. ZIMMERMANN: SO THEY HAVE TRAPPED US?
THEY ARE ALL PRETTY MUCH THE SAME PRICE ACROSS-THE-BOARD.
WHEN YOU HAVE A COMBINATION OF DIFFERENT APPLICATIONS LIKE WE DO.
E.R.P. SYSTEM AND GUIDED PATHWAY AND SALESFORCE SYSTEM, YOU WANT TO PICK A PROVIDER OF TEXTING THAT'S ROBUST ENOUGH THAT CAN INTERFACE WITH ALL OF THOSE OTHER SYSTEMS.
>> AND WE ARE ONLY PAYING FOR WHAT WE USE, ESSENTIALLY?
WE DON'T BUILD THE A.P.I. EVERY YEAR.
IT'S BUILT ONCE AND YOU KEEP USING IT.
BUT EVERY VENDOR YOU WOULD HAVE TO DO THAT IF YOU REPLACE THE VENDOR.
>> AND IT'S WORKED VERY EFFECTIVELY FOR US.
>> IT WAS ABOUT 60,000 INBOUND TEXTS.
THAT'S STUDENTS ASKING QUESTIONS.
AND WE HAD NEARLY 340 OT BOUND TEXTS.
US ANSWERING AND RESPONDING AND ALSO FOLLOWING UP, REMINDING STUDENTS, PROMISE STUDENTS AND OTHERS, HAVE YOU COMPLETED THIS, HAVE YOU COMPLETED THAT,
[01:55:01]
DON'T FORGET THIS.YOU THINK ABOUT THE VOLUME OF THAT AND WHAT THAT DOES IN TERMS OF FACE-TO-FACE, WHAT THAT DOES IN TERMS OF OUR CALL CENTERS AND FOLKS ON THE GROUND.
IT'S JUST ANOTHER EFFORT TO MAKE THIS EASIER FOR STUDENTS.
>> IF YOU THINK ABOUT IT, WHEN YOU GO BACK AND LOOK AT YOUR TEXTS YOU COULD HAVE 15-20 AND YOU DON'T EVEN REALIZE YOU HAVE DONE IT.
>> LATER ON IN THE YEAR YOU WILL GET ANOTHER REQUEST FOR A LINE ITEM WE PUT IN THE BUDGET FOR ADDING ARTIFICIAL INTELLIGENCE TO THIS PROCESS.
WHERE WE WON'T NEED TO HAVE INDIVIDUALS ANSWERING EVERY TEXT, IF THE TEXT HAS A CERTAIN PATTERN OF WORDS OR COMBINATION OF CHARACTERS, AN ARTIFICIAL CHAT BOT, THEY CALL IT, WILL REPLY AND WE WILL BE ABLE TO TURNOVER, NOW WE HAVE TO WAIT FOR THEM TO REPLY TO US AND WE HAVE TO WAIT FOR THEM TO REPLY TO US.
EVEN TOUGH IT'S A GREAT TECHNOLOGY IT'S STILL DEPENDING ON MANUAL INTERVENTION.
WE HAVE LOOKED AT IT THE LAST YEAR AND NOW THERE'S ENOUGH MATURITY IN THE EVOLUTION IN THE TECHNOLOGY WE WILL BE GOING FORWARD.
>> M. BRAVO: ANY MORE QUESTIONS? THANK YOU.
>> M. BRAVO: AND I BELIEVE WE ARE DONE.
I WILL GO AHEAD AND ADJOURN IT.
AT THE SUGGESTION OF OUR CHAIR STAR
* This transcript was compiled from uncorrected Closed Captioning.