Nov 01, 2022 Education Workforce Committee Meeting

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I AM CONFIRMING THAT WE HAVE A QUORUM PRESENT IN ACCORDANCE WITH CHAPTER 551 OF THE TEXAS THAT'S TEXAS OPEN MEETINGS ACT, I CALL

[1. Roll Call - Announcement of a Quorum]

THE EDUCATION WORKFORCE COMMITTEE IS BEING BROADCAST OVER THE INTERNET AND AUDIO RECORDING AND TRANSCRIPT OF THIS MEETING ARE BEING MADE AVAILABLE.

WILL BE MADE AVAILABLE TO THE PUBLIC ON THE BOARD'S WEBSITE ABOUT THE MEETING AT A LATER DATE.

[2. Certification of Notice Posted for the Meeting]

0:00 FOR TEXAS DEMOCRATIC CITIZENS BOARD.

NO, NO, NO.

THANK YOU. THANK YOU.

TRUSTEES AND AND AUDIENCE AND MEMBERS OF THE COMMITTEE.

WE HAVE A FULL AGENDA THIS MORNING AND WE HAVE VERY SPECIFIC TIMELINE.

SO I WANT TO WORK HARD TO KEEP US ON THESE TIMELINES.

MY FIRST OPPORTUNITY IS TO REDUCE E-LEARNING AND TECHNOLOGY.

[4.1. E-Learning & Technology Update]

GOOD MORNING. GOOD MORNING, CHANCELLOR BROWN AND TRUSTEES CHAIR MAYER.

I'M VERY EXCITED TO HAVE THIS PRESENTATION BEING GIVEN THIS MORNING.

WE HAVE DEAN SHAWNEE SUBER FROM OUR OFFICE OF E-LEARNING, WHO WILL BE OUR PRIMARY PRESENTER ALONG WITH DR.

LUCKETT AND OF COURSE JAMES PARKER, AND THEY WILL BE REPRESENTING TECHNOLOGY INTEGRATION FOR THE COLLEGE AS WELL AS THE TECHNOLOGY INTEGRATION OF THIS SOFTWARE FOR STUDENTS.

SENSE OF SHOPPING. THANK YOU.

THANK YOU. DR. FLOYD CHAIR, MAYOR, CHANCELLOR AND TRUSTEES.

OKAY. FIRST, I'D LIKE TO WELCOME EVERYONE TO THE BEGINNING OF THEIR DAY WITH THE UPDATE FROM THE OFFICE OF LENDING.

STARTING WITH LIFE OUTSIDE THE CLASSROOM HAS THE LARGEST INFLUENCE OF EXPECTATIONS AND SUCCESS.

IN THIS IMAGE, WE SEE THREE YOUNG PEOPLE.

THEY'RE PROBABLY YOUNGER THAN MOST OF OUR CURRENT STUDENTS, BUT THEY REPRESENT THE MODERN EXPERIENCE OF YOUNG PEOPLE.

ANYONE BORN AFTER 2000 HAS BEEN RAISED WITH WI FI AND TECHNOLOGY RIGHT AT THEIR FINGERTIPS.

MODERN LIFE IS INTIMATELY CONNECTED TO MOBILE DEVICES AND THE DIGITAL WORLD.

AND AT DALLAS COLLEGE, WE MUST PLAN TO MEET THE NEEDS NOT ONLY OF OUR CURRENT STUDENTS, BUT OUR FUTURE STUDENTS.

SO WHAT DOES ONLINE LEARNING LOOK LIKE AT DALLAS COLLEGE? WE HAVE 40% ONLY TAKE FACE TO FACE CLASSES.

30% ONLY TAKE ONLINE CLASSES AND 30% STUDY A COMBINATION OF FACE TO FACE AND ONLINE.

EXCUSE ME, DO YOU HAVE ANY IS THERE ANY INDICATION THAT THAT WILL CHANGE AS THESE YOUNGER GENERATIONS BEGIN TO HIT OUR CLASSROOMS THAT ARE ALREADY USED TO DIGITAL DEVICES IN TERMS OF THE PERCENTAGE? YEAH, I WOULD IMAGINE POTENTIALLY, I THINK DEPENDING ON THE COMBINATION OF OUR DUAL CREDIT AND A LITTLE BIT AND IT'S ALREADY SHIFTED.

TRUSTEE FLORES IT USED TO BE MORE OF A 7030 SPLIT OF OUR OF FACE TO FACE AND ONLINE LEARNING, AND NOW IT'S AT A 64.

SO IT'S HARD TO SHIFT. YES.

SO FACE TO FACE IS PROBABLY THE ONE THAT REQUIRES THE LEAST EXPLANATION.

STUDENTS ATTEND A PHYSICAL CLASS OR TEACHING SPACE ON A REGULAR SCHEDULE, AND THEY MEET IN PERSON WITH THEIR INSTRUCTOR.

A HYBRID CLASS HAS THE STUDENTS MEET WITH THEIR INSTRUCTOR FACE TO FACE IN THE CLASSROOM WITH A PORTION OF THEIR CLASS.

WITH THE REMAINDER OF THE WEEK OF THE STUDENTS EXPECTED TO STUDY ONLINE, TAKING PART IN ONLINE GROUP DISCUSSIONS AND COMPLETING ONLINE ASSIGNMENTS AND AN ONLINE CLASS, STUDENTS HAVE AN ASSIGNED INSTRUCTOR WHO SETS THE SCHEDULE, AND THE STUDENTS ARE EXPECTED TO FOLLOW EACH WEEK.

THERE ARE NO SCHEDULED MEETING TIMES FOR THE GROUP, AND ALL ENGAGEMENTS BETWEEN THE STUDENTS AND THE INSTRUCTOR OCCUR ASYNCHRONOUSLY AS SCHEDULED ONLINE.

THIS APPROACH ALLOWS THE STUDENT TO STUDY ONLINE AT A DISTANCE AND ATTEND SCHEDULED ONLINE CLASSES WITH THE REST OF THEIR CLASS LED BY THEIR INSTRUCTOR.

AS THIS PRESENTATION CONTINUES, THERE ARE ESSENTIALLY TWO TERMS THAT ARE REALLY IMPORTANT FOR US TO UNDERSTAND.

THE LEARNING MANAGEMENT SYSTEM, OR LMS IS A BROAD TERM USED IN HIGHER EDUCATION AND IS A SYSTEM THAT DELIVERS ONLINE LEARNING.

AT DALLAS COLLEGE, WE REFERRED TO OUR LMS AS E CAMPUS.

WE PARTNER WITH BLACKBOARD FOR APPROXIMATELY TWO DECADES TO PROVIDE OUR CURRENT EA CAMPUS SYSTEM, AND AT THE END OF THIS ACADEMIC YEAR, AUGUST OF

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LET'S TAKE A LOOK AT OUR CURRENT EA CAMPUS SYSTEM BEFORE WE MOVE ON TO TALK ABOUT OUR NEW E CAMPUS SYSTEM.

SO THERE ARE FOUR MAIN WAYS IN WHICH OUR STUDENTS AND DALLAS COLLEGE USE CAMPUS TO REVIEW THEIR COURSE SYLLABUS AND REVIEW THEIR GRADES TO ACCESS THEIR COURSE CONTENT AND COMPLETE ASSIGNMENTS.

AND STUDENTS ALSO UTILIZE E CAMPUS TO CONNECT WITH OTHER STUDENTS AS WELL AS THEIR INSTRUCTOR.

INCREASINGLY, STUDENTS ALSO USE E CAMPUS TO CONNECT WITH THEIR STUDENT SUCCESS COACHES AND ADDITIONAL COLLEGE SOURCES, SUCH AS OUR STUDENT HERE NETWORK, WHICH INCLUDES COUNSELING BASIC NEEDS AS WELL AS COMMUNITY CONNECTIONS AND HEALTH SERVICE, ALSO INCLUDING OUR LIBRARIES AND TUTORING AS WELL.

SO THERE ARE SOME CURRENT SOME CHALLENGES WITH OUR CURRENT CAMPUS SYSTEM, WHICH HAS BEEN HEIGHTENED DURING THE PANDEMIC AS MORE STUDENTS ARE USERS ACROSS THE COLLEGE AND USE THE SYSTEM.

OUR CURRENT CAMPUS SYSTEM APPROXIMATELY, IS TWO DECADES OLD, AND DESIGN REALLY HAS STAND OUT WITH OUR NEWEST STUDENTS AND BOTH OUR NEWER FACULTY.

FOR MORE, I'M SORRY.

FOR MANY OF OUR STUDENTS COMING TO DALLAS COLLEGE, THEIR EXPERIENCES ARE WITH NEWER PLATFORMS WHICH CREATE LARGER LEARNING IN TERMS OF ENGAGEMENT WITH THEIR COURSES AND INSTRUCTORS.

AND WE WANT TO MAKE SURE THAT IT'S EASIER FOR OUR STUDENTS AND OUR EMPLOYEES TO USE OUR SYSTEM.

SO IN TERMS OF ANALYTICS INSIGHTS, WE WANT TO USE DATA TO IMPROVE OUR STUDENTS SUCCESS.

AND WHILE OUR CURRENT SYSTEM PROVIDES SOME INSIGHTS, THEY ARE LIMITED.

AT THE HEART OF THESE ISSUES IS A NEED FOR US TO UPDATE DIGITAL LEARNING EXPERIENCE.

AND THIS HAS REALLY COME INTO LIGHT FOR US IN TERMS OF FOCUS WITH OUR FACULTY FOLLOWING THE PANDEMIC AND INCREASE ONLINE COLLEGE ENROLLMENT.

SO WHAT ARE THE NEEDS WITH OUR NEW LMS SYSTEM OR A E CAMPUS SYSTEM? WE NEED A SYSTEM THAT IS ACCESSIBLE AND EASY TO USE.

YOU KNOW YOURSELF AND ADOPTING NEW TECHNOLOGY, YOU DON'T WANT TO SPEND HOURS LEARNING THAT TECHNOLOGY.

WE NEED A SYSTEM THAT HAS MODERN DESIGN AND WORKS ACROSS DEVICES, COMPUTERS AND MOBILE.

AND WE NEED A SYSTEM THAT DELIVERS SUCCESS THROUGH DATA AND ANALYTICS AND NOTIFICATIONS FOR OUR USERS.

MOST IMPORTANTLY, WE NEED A COMPREHENSIVE TOOL AND SOLUTION FOR CAMPUS, WHICH HAS HISTORICALLY BEEN VIEWED AS A TEACHING TOOL.

AND THE PANDEMIC HAS ACTUALLY CHANGED.

E CAMPUS, WHICH HAS BECOME A SYSTEM USED NOT ONLY BY OUR FACULTY BUT ACROSS DALLAS COLLEGE, INCLUDING STUDENT SUCCESS AND WORKFORCE TEAMS, COUNSELORS AND TUTORING.

WHY? BECAUSE WE NOT ONLY NEED TO CONNECT WITH OUR STUDENTS ON CAMPUS, BUT WE DO NEED TO CONNECT ALSO VIRTUALLY.

SO THE OFFICE OF E-LEARNING HAS WORKED CLOSELY WITH TECHNOLOGY AND DIGITAL ENGAGEMENT ON THE SEARCH FOR A NEW SYSTEM INVOLVING STAKEHOLDERS ACROSS THE COLLEGE.

NEWS ABOUT THE TRANSITION TO THE NEW SYSTEM HAS BEEN SHARED BY DR.

DEPAULO AND COMMUNICATIONS TO ACADEMICS AND THE COLLEGE FOR OVER A YEAR.

AS PART OF OUR TWO YEAR ROADMAP OF ENHANCEMENTS TO ONLINE LEARNING AND TEACHING AT DALLAS COLLEGE.

OTHER ASPECTS OF THIS ROADMAP INCLUDES PRIORITIES IN WHICH I AM PERSONALLY HONORED TO HAVE LED, WHICH INCLUDES A NEW FRAMEWORK FOR THE QUALITY OF ONLINE TEACHING STANDARD NAVIGATION OF ALL OF OUR ONLINE COURSES AND THE CREDENTIALING OF ALL OF OUR FACULTY TO TEACH ONLINE.

AT THE CORE OF THESE PRIORITIES HAS BEEN PREPARATION, PARTICULARLY FOR OUR FACULTY, FOR A NEW CAMPUS SYSTEM THAT BETTER SERVE STUDENTS AND EMPLOYEES ACROSS THE COLLEGE. SO THIS SLIDE ACTUALLY PROVIDES AN OVERVIEW OF THE MILESTONES THAT HAVE LED US TO RECENTLY SELECTING OUR E CAMPUS SYSTEM. EXCUSE ME.

YES, I'VE GOT A QUESTION ON THE PREVIOUS SLIDE ABOUT FACULTY BEING REQUIRED TO SUCCESSFULLY COMPLETE TRAINING TO TEACH ONLINE SO THEY CAN BE, I WOULD IMAGINE, HAVE SOME LEVEL OF PROFICIENCY.

SO THIS IS JUST FOR FACULTY THAT'LL BE TEACHING ONLINE OR IS IT FOR FACULTY ACROSS THE BOARD? BECAUSE WE NEVER KNOW WHEN WE MIGHT HAVE TO REVERT TO FULL ONLINE TEACHING.

SO WE HAVE THE OPPORTUNITY TO PROVIDE FOR ALL 900 FULL TIME FACULTY TO ATTEND THE AQ ONLINE TRAINING.

AND THEN WE ALSO HAVE THE TRAINING AVAILABLE THAT WAS DESIGNED BY OUR CENTER FOR EXCELLENCE IN TEACHING AND LEARNING FOR OUR ADJUNCTS AS WELL.

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YES. TOOLS THAT WE HAVE.

YES. YES, MA'AM.

BUT THE CERTIFICATION IS REALLY FOR THE FACULTY WHAT WE TEACH ONLINE.

SO THERE IS A NUMBER OF COURSES THAT'S IN THE SUITE OF COURSES FOR OUR FACULTY.

AND SO IF THEY'RE TEACHING ONLINE, THEY COMPLETE A GREATER NUMBER RATHER THAN MOST FACULTY CAN JUST COMPLETE THE INTRODUCTORY COURSE AND WE CAN GET THOSE NUMBERS FOR YOU.

BUT I BELIEVE IT'S ROUGHLY A LITTLE BIT OVER 430 THAT HAVE GONE THROUGH THAT TRAINING AND COMPLETED THE SUITE OF CLASSES THAT'S REQUIRED ALMOST HALF.

YES. AND THIS IS A BIG SEA CHANGE.

I MEAN, CLEARLY, WHEN WHEN MARCH 2020 HITS, SOME OF OUR FACULTY, YOU KNOW, DIDN'T DIDN'T MISS A BEAT.

OTHERS NEEDED SOME ADDITIONAL SUPPORT.

AND THAT'S WHAT THIS ULTIMATELY PROVIDES, IS TO ENSURE THAT THEY DO HAVE THAT PROFICIENCY AND HAVE THAT LEVEL OF SUPPORT.

THEY NEED TO BE ABLE TO DO THIS.

WELL, WE WERE REQUIRING ONLINE CERTIFICATION IN RENEW RENEWAL OF FACULTY CONTRACTS.

SOME OF YOU WON'T SPEAK THAT.

THAT'S NOT A PART OF THE CONTRACT CURRENTLY.

ROB, CAN YOU GET INTO SPECIFICS OF THE FACULTY CONTRACT? YES. OUR CURRENT CONTRACTS DO NOT REQUIRE CERTIFICATION IN ONLINE SUFFICIENCY OR CAPABILITIES, BUT CERTAINLY IT'S SOMETHING THAT WE COULD WE COULD BUILD INTO THE FACT THAT BACK OF THE CONTRACT WAS DESIRABLE TO DO SO.

I THINK IT'S DRIVEN BY THE DEMAND FOR ONLINE COURSES.

HOW MANY, HOW MANY FACULTY WE NEED TEACHING IN THAT MODALITY, BUT WE CAN CERTAINLY HAVE THAT DISCUSSION IF, IF THERE WAS A THERE WAS A DESIRE TO GO THAT DIRECTION.

RIGHT. BECAUSE CURRENTLY WE DON'T REALLY HAVE DIFFERENT FACULTY DESIGNATIONS OR CATEGORIES, SO WE DON'T HIRE FACULTY TO EXPLICITLY TEACH JUST ONLINE OR TO JUST TEACH FACE AND FACE TO FACE, WHICH IS OFTEN WHEN WE SEE THOSE NUANCES AND CONTRACT, IT DEPENDS ON THE DESIGNATION OF THAT FACULTY MEMBER.

BUT ALL OF OUR FACULTY MEMBERS ARE HIRED WITH THE IDEA THAT THEY'RE ABLE TO TEACH IN ANY MODALITY GIVEN THEY FOLLOW THROUGH WITH WHATEVER REQUIREMENTS WE PUT ON THE BOOKS FOR THEM TO DO SO. ARE YOU EVALUATING ONLINE TEACHING COMPETENCY IN THE REVISED FACULTY EVALUATION SYSTEM? IS THAT A SPECIFIC VARIABLE THAT YOU'RE JUDGING? HOW DO YOU JUDGE IT? WELL, WE'RE LOOKING AT BOTH ONLINE TEACHING AS WELL AS FACE TO FACE TEACHING.

AND THIS IS THE FIRST TIME THAT AN INDIVIDUAL IS SLATED TO TEACH BOTH LIKE IN THEIR CURRENT SCHEDULE.

WE'RE NOT JUST OBSERVING THEM IN THE FACE TO FACE FORMAT, WHICH WOULD BE TRADITIONALLY WHAT WE DID.

BUT WE'RE ALSO OBSERVING THEIR ONLINE TEACHING STAFF TO LOOK AT WHAT THEY'RE DOING WITHIN THE CLASSROOM IN TERMS OF THE TEACHING COMPONENTS, BUT ALSO THE STUDENT ENGAGEMENT.

THANK YOU. SO ARE WE PAST THE POINT OF RESISTANCE BY SOME FACULTY TO USE TOOLS TO TEACH ONLINE, OR IS THERE STILL A GROUP THAT JUST REALLY DOES NOT WANT TO DO THIS AND WILL NOT DO IT? WELL, YEAH. I DON'T KNOW IF I WOULD TERM IT AS RESISTANCE.

THERE ARE STILL INDIVIDUALS WHO HAVE AN AFFINITY TO THE CLASSROOM.

I REALLY PREFER THAT IS THEIR MODALITY.

AND WE'RE BLESSED ENOUGH TO SERVE OVER 120,000 STUDENTS THAT WE CAN PRETTY MUCH ACCOMMODATE ANY SCHEDULE THAT A FACULTY MEMBER REQUESTS.

SO I LIKE TO SAY RESISTANCE.

SOME PEOPLE JUST KNOW WHAT THEY KNOW AND THEY'RE COMFORTABLE WITH THAT.

AND I THINK IT'S OKAY.

SO WE DON'T FORCE IT UPON ANYONE, BUT WE DEFINITELY HAVE A BREADTH OF INFORMATION TO OFFER.

THOSE WHO ARE EVEN CURIOUS OR SLIGHTLY INTERESTED TO SEE IF THEY WOULD BE MORE WILLING TO ENTERTAIN THAT ENVIRONMENT.

BUT IT'S NOT SOMETHING WE FORCE.

AND I WOULD SUGGEST PROBABLY THE PANDEMIC WHETTED THE APPETITE OF SOME FOLKS THAT MAYBE DIDN'T HAVE THAT AREA OF INTEREST BEFORE, BUT HAVING TO MOVE SO QUICKLY INTO THAT, THAT THAT THEY HAVE APPRECIATED WHAT CAN BE DONE IN THIS FORUM, WHO DECIDES WHETHER A CLASS WAS OFFERED ONLINE OR IN PERSON AT THE FACULTY'S DECISION, OR IS THAT THE.

WELL, THE FACULTY CAN SELECT WHETHER OR NOT THEY WANT TO TEACH ONLINE OR IN PERSON, LIKE IN THEIR OF COURSE, SELECTIONS THEY DO THEIR PREFERENCE FORM TO SAY WHICH CLASSES THEY WANT TO TEACH AND KIND OF PUT IN THEIR SCHEDULE REQUEST.

BUT ALMOST ALL OF OUR COURSES ARE CAPABLE OF BEING OFFERED ONLINE AND WE FOLLOW THE STUDENT ENROLLMENT DEMANDS AND TRENDS TO SEE HOW MANY CLASSES TO OFFER FACE TO FACE FORMAT VERSUS AN ONLINE FORMAT, WHICH IS WHY WE SHIFTED TO 6040 VERSUS 7030.

IF WE WOULD JUST STICK WITH OUR STAGGERED SCHEDULE SAYING, NO, WE CAN'T OFFER ANY MORE, WE WOULD BE THERE.

BUT THE STUDENT DEMAND HAS SHIFTED AS SUCH THAT WE'RE AT 60 AND YOU YOU KNOW THAT, RIGHT? I MEAN, I MEAN, STUDENTS, WHEN THEY REGISTER FOR A CLASS, CAN INDICATE A PREFERENCE FOR ONLINE OR IN-PERSON, AND THEN YOU ALIGN FACULTY TO THE STUDENT PREFERENCE.

THAT WASN'T GOING ON BEFORE. IT WAS BEFORE.

AND IT GOES ON IN A MORE EFFICIENT MANNER, I'LL SAY NOW, BECAUSE WE'RE ACTUALLY SERVICING MORE STUDENTS WITH FEWER COURSE SECTIONS AS A RESULT OF HOW WE SCHEDULE THE CLASSES AND A RESULT OF JUST ACCOMMODATING FACULTY REQUESTS AS WELL AS STUDENT REQUESTS.

SO IT'S A GREAT SYSTEM THAT WE HAVE.

DO YOU THINK THAT'S CONTRIBUTING TO IMPROVEMENTS IN ENROLLMENT AND PROGRESSION THAT WE'RE DOING THAT? I THINK IT'S AN IMPROVEMENT IN HOW WE ORGANIZE OURSELVES IN TERMS OF EFFICIENCY USING SPACE, BUT ALSO ONLINE RESOURCES.

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SO BUT YOU WILL NOW THAT YOU MENTIONED THAT WHAT INVOLVEMENT HAS.

FACULTY HAD IN MAKING THESE DECISIONS FOR ONLINE AND THE WELL, THEY CONTROL THEIR ONLINE CLASSROOM.

IN TERMS OF THE COURSE CONTENT AND DEVELOPMENT.

WE HAVE A WONDERFUL GROUP OF FACULTY THERE CALLED FACULTY FELLOWS THAT WORK IN OUR CENTER FOR EXCELLENCE IN TEACHING AND LEARNING.

WE HAVE THEM ALSO ASSIGNED BY SCHOOL SO THEY CAN WORK WITH THEIR FACULTY WITHIN THE SCHOOLS TO HELP DEVELOP COURSES AT DIFFERENT COURSE STRATEGIES.

STUDENT ENGAGEMENT.

BUT THE FACULTY IS THE DRIVER OF THE COURSE, WHICH IS LARGELY WHAT WE'RE SPEAKING TO HERE IN TERMS OF THE NEED FOR A NEW LMS OH ONE VERY CLUNKY, LACKS A LOT OF MOBILE RESOURCES THAT BOTH STUDENTS AND FACULTY WOULD LIKE TO SEE.

AND SO IT'S VERY MUCH BEEN DRIVEN BY WHAT THEY DESIRE TO HAVE IN THEIR CLASSROOM, BUT THEY'RE THE OWNER OF THEIR COURSE CONTENT.

IN OTHER WORDS, THEY HAVE NOT BEEN SHUT OUT OF THE PROCESS.

NOW THAT WE HAVE NOT EXCLUDED THEM FROM THESE DISCUSSIONS AND THESE DECISIONS, THEY'VE GOTTEN THEIR INPUT.

YES, THEY'RE CONSISTENTLY WITH THAT CENTER FOR EXCELLENCE IN TEACHING AND LEARNING.

AND THAT'S WHY YOU HAVE FACULTY FELLOWS WITHIN THAT OFFICE THAT ALSO WORK WITH THE SCHOOLS DIRECTLY.

AND YOU'LL SEE A LITTLE BIT OF WHEN WE GET TO THE TIMELINE, TALK A LITTLE BIT HOW WE GOT TO WHERE WE ARE NOW.

SO OVER THE PAST TWO YEARS, FACULTY ACTUALLY HAVE PARTICIPATED IN A TECHNOLOGY SURVEY, AN ANNOUNCEMENT TO FACULTY DETAIL.

THE FALL 2023 CHANGES AND AN RFP GROUP WAS ALSO FORMED BY FACULTY, STAFF AND ADMINISTRATORS ACROSS THE COLLEGE, AND THREE FINALISTS HAVE GIVEN A VIRTUAL PRESENTATIONS TO THE RFP GROUP, AND THOSE PRESENTATIONS WERE ALSO LIVE STREAMED FOR ALL OF THE COLLEGE EMPLOYEES AND ALSO THE OPPORTUNITY FOR INPUT AND FEEDBACK.

SO WE RECENTLY ANNOUNCED TO THE COLLEGE THAT THE NEW DALLAS COLLEGE CAMPUS WILL BE BRIGHT SPACE BY D2L SO WIDE BRIGHT SPACE BECAUSE IT'S ACCESSIBLE AND EASY TO USE.

IT HAS A MODERN DESIGN, FOCUSES ON OUR STUDENT SUCCESS AND ANALYTICS AND ALSO A COMPREHENSIVE SOLUTION THAT SUPPORTS OUR STUDENTS NOT ONLY FOR OUR FACULTY BUT ACROSS ALL EMPLOYEES ACROSS DALLAS COLLEGE.

SO OUR IMPLEMENTATION, THE OFFICE OF E LEARNING, WILL BE LEADING THE ACADEMICS, THE ACADEMIC ROLLOUT, WORKING WITH OUR SCHOOLS, THE CENTER FOR EXCELLENCE IN TEACHING AND LEARNING AND SUPPORTING FACULTY THROUGH IMPLEMENTATION OF THE NEW SYSTEM BEGINNING FALL 2023.

HOWEVER, THIS PROJECT IS BEING LED IN CONJUNCTION WITH TECHNOLOGY AND DIGITAL ENGAGEMENT, SO OUR COLLEAGUES AND TECHNOLOGY WILL LEAD THE OVERALL PROJECT MANAGEMENT OF THE SYSTEM, IMPLEMENTATION AND INTEGRATION.

AND DR. LOVE, HIS TEAM, WILL LEAD THE STUDENT EXPERIENCE USING THIS SYSTEM.

SO I'LL TURN IT OVER TO DR.

PARKER LEGATE TO SPEAK MORE ABOUT THEIR AREAS AND MEETING.

SO, I MEAN, WE'RE JUST GOING TO HELP THE BUSINESS IS THE REASON WHY THE PROCESS OF THE SYSTEM EXISTS.

AND SO WE'RE GOING TO HELP THE INSTITUTION ROLL OUT THIS PLATFORM.

IT'S A SAAS BASED SOLUTION.

IT'S FAIRLY STRAIGHTFORWARD.

I FEEL VERY CONFIDENT IN PLAN AS WELL AS IN THE ENGAGEMENT BY THE FACULTY AND STAFF THAT THIS WILL BE A SUCCESSFUL PROJECT.

THERE'S A LOT OF STAKEHOLDER ENGAGEMENT AND VERY CONFIDENT OR FAIRLY CONFIDENT AT THIS POINT.

WE SHOULD BE ABLE TO ROLL THIS OUT AT THE TIME SO THAT IT WILL START BEING USED FOR NEXT YEAR.

AND WHAT STUDENTS. QUESTION EXPLAIN HOW BRIGHT SPACE RELATES TO OUR OTHER ENTERPRISE SYSTEMS. I MEAN, IS THIS LIKE A LIKE A THIRD PARTY APP FOR E-LEARNING, IF YOU WILL, THAT RUNS ON ENTERPRISES? SO I WOULD PRESUME THEY'RE TOTALLY INTEROPERABLE IN TERMS OF DATA SHARING AND AND SO FORTH.

IT REQUIRES A LOT OF CONFIGURATION UPFRONT, I WOULD IMAGINE, TO MAKE THIS WORK IN OUR ENTERPRISE SYSTEM.

JUST SPEAK TO THE INTEGRATION.

SO THE THE IMPLEMENTATION OF CONFIGURATION IS PRIMARILY SO THAT THE STUDENTS AND THE FACULTY CAN LEVERAGE THE TOOL.

AND THEN ON THE INTEGRATION SIDE, IT'S REALLY A BACK END PROCESS THAT ALLOWS FOR DATA TO BE TRANSFERRED FROM ONE PLATFORM TO THE OTHER.

SO FOR EXAMPLE, THE ERP PLATFORM, AND THOSE ARE DECISIONS THAT WILL BE MADE BY THE FACULTY AND STAFF.

BUT A GOOD EXAMPLE OF THAT MIGHT BE GRACE, WHERE DO YOU KEEP GRACE AND WHERE DO THEY GET STORED AND WHAT IS THE SOURCE OF RECORD FOR THOSE GRADES? SO THOSE ARE THE KINDS OF DECISIONS THAT JUST HAVE TO BE MADE IN THE PROCESS OF IMPLEMENTING THE PLATFORM.

IF I HOPEFULLY ANSWERED YOUR QUESTION AND THIS IS A WIDELY USED TOOL BY OTHER ACADEMIC INSTITUTIONS, OUR SIZE AND SCALE, CORRECT, THIS PARTICULAR PLATFORM, I'M ACTUALLY A FAN OF IT, AND IT'S BEEN IN PLACE FOR ABOUT 20 YEARS.

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AND IN FACT, THE UNIVERSITY OF MINNESOTA SYSTEM SYSTEM WIDE EMPLOYS THIS THIS PARTICULAR PLATFORM TO SUPPORT THE ENTIRE SYSTEM.

SO IT'S SCALABLE IN ENTERPRISE CAPABLE.

HOW LONG IS OUR LICENSING AGREEMENT WITH BRIGHT SPACE AND DO WE HAVE OTHER CHOICES IF WE WANTED TO MAKE A TRANSITION DOWN THE ROAD? I BELIEVE, JOHN, WE LOOKED AT, I CAN'T REMEMBER.

FIVE. YEP, WE WENT WITH A FIVE YEAR IMPLEMENTATION.

THANK YOU. SO YOU SAID THAT THEY'VE BEEN IN BUSINESS, THEY'VE BEEN OPERATING FOR 20 YEARS AND THAT WAS AN ISSUE WITH THE ONE WE'RE CURRENTLY USING THAT IT WAS AN OLD SYSTEM, BUT IT DIDN'T SOUND LIKE THEY REALLY KEPT UP WITH WHAT THEY NEEDED TO ACROSS THE DIGITAL DEVICES THAT WE HAVE NOW.

SO THAT'S NOT AN ISSUE WITH PRIVATE SPACE.

YES, MAN, THAT'S A GREAT QUESTION, BECAUSE WHAT IT'S KIND OF A SIMILAR POINT WITH WHAT WE HAVE WITH OUR CURRENT ERP SYSTEM AS WELL.

IT'S THE DESIGN ARCHITECTURE THAT WENT INTO THE ORIGINAL BUILD.

SO ONE OF THE DIFFERENCES ARE THE KEY DIFFERENCE BETWEEN, IN MY VIEW, BLACKBOARD AND BRIGHT SPACE IS THAT BLACKBOARD WAS ORIGINALLY BUILT AS AN ON PREMISE SUPPORT PROVIDED THROUGH A LICENSE AND IT WAS DESIGNED TO MEET THAT ARCHITECTURE BY SPACE IS A SAAS BASED PLATFORM AND SO IT IS CONSTANTLY REMAINING CURRENT.

THANK YOU. OKAY.

ALL RIGHT. BUT WHAT STUDENTS BEING AT THE CENTER OF ALL THAT WE DO, THE OFFICE OF DIGITAL ENGAGEMENT, REALLY FOCUSES ON SPENDING A LOT OF TIME WITH THE CUSTOMERS, THE STUDENTS, THE EMPLOYEES WORKING WITH THE VARIOUS TEAMS THROUGHOUT DALLAS COLLEGE TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF RIGHT NOW.

WHAT WE'RE DOING IS WE'RE FOCUSING ON THE COMMUNICATION PLAN FOR THE ROLL OUT OF RD TWO L, WHICH IS DESIRE TO LEARN.

AND SO WE'RE WORKING WITH MARKETING.

MARKETING WILL COLLABORATE AND PUT TOGETHER THE COMMUNICATION PLAN THAT WILL GO OUT TO STUDENTS IN EARLY SPRING AND THEN LATER.

IN SPRING, WE WILL START TO INTEGRATE VIDEOS TO SHOW STUDENTS HOW TO ACCESS, HOW TO SUBMIT ASSIGNMENTS, JUST LITTLE TIDBITS SO THAT THEY ARE MORE ENGAGED WHEN WE ROLL OUT IN FALL.

WE WILL CONTINUE TO DO THAT AND TO COLLABORATE ALSO WITH THE E-LEARNING TEAM SO THAT THEY CAN ALSO POST THE MESSAGE FOR STUDENTS AS WELL.

I THINK A LOT OF THIS IS REALLY ABOUT ENGAGEMENT AND MAKING SURE THAT THE STUDENTS ARE AWARE.

IN ADDITION, WE WILL ALSO BE PILOTING WITH SOME OF OUR STUDENTS TO MAKE SURE WE'RE NOT MISSING ANYTHING, TO MAKE SURE THAT WE'RE MEETING THEIR NEEDS AND MAKING ADJUSTMENTS TO THE LEARNING PLATFORM AS IT RELATES TO TRAINING AND HOW THEY WILL ACCESS AND MAINTAIN AND BE COMFORTABLE WITH UTILIZING THE SYSTEM.

IN ADDITION TO THE STUDENTS.

WE'RE ALSO WORKING WITH THE DR.

JOSEPH'S TEAM BECAUSE HER TEAM HAS AN ASPECT OF THIS WHERE THEY ACTUALLY MEET WITH STUDENTS VIRTUALLY.

SO WE'RE GOING TO BE MEETING AND MAKING SURE THAT HER TEAM IS FULLY ACCLIMATED TO UTILIZING THE NEW SYSTEM TO MAKE SURE THAT THERE IS NOT ANY DISRUPTION IN SERVING OUR STUDENTS REMOTELY.

YES, MA'AM. WELL, IT BRINGS TO SHIFT TO, IN A SENSE, TEST THE SYSTEM TO BE STUDENT FRIENDLY.

WHERE DO WE GET THOSE STUDENTS? WHAT KIND OF CROSS SECTION AND ARE THEY PAID? THEY ARE NOT PAID.

WE ACTUALLY WORK WITH MARKETING.

AND MARKETING HAS A LIST OF STUDENTS THAT HAVE VOLUNTEERED TO ACTUALLY TEST WHATEVER SOLUTIONS THAT WE'RE BRINGING ABOUT TO MAKE SURE THAT IT'S MEETING THEIR NEEDS. SO WHAT WE DO IS WE SEND AN EMAIL OUT TO THEM AND ASK IF THERE ARE ANY VOLUNTEERS, AND WE ACTUALLY DISPATCH THE QUALITY ASSURANCE TEAMS OUT TO THE CAMPUSES AS WELL SO THAT THERE'S A BOOTH IN THE STUDENT CENTER AND THEY COME BY AND THEY LOOK AT THE TOOL AND SAY, OH, HAVE YOU THOUGHT ABOUT ADDING THIS? OR THIS MAY BE CONFUSING.

SO THEN WE GO IN AND WE TWEAK THAT VERBIAGE.

AND JUST SO YOU'RE ALL AWARE, MARKETING HAS A STUDENT EXPERIENCE TEAM THAT THEY WORK WITH REGULARLY, SO THEY HAVE A CROSS SECTION OF STUDENTS THAT THEY GO THROUGH PROPER VETTING AND IT BECOMES THEIR TEAM THAT THEY WORK WITH FOR THAT ACADEMIC YEAR TO TEST A VARIETY OF THINGS, NOT JUST THIS VERY GOOD.

HOW DO WE RECRUIT THOSE STUDENTS? THAT IS FROM THE MARKETING TEAM.

RIGHT, RIGHT, RIGHT, RIGHT, RIGHT.

SO THAT'S BY DESIGN? YEAH. YEAH. THE CUSTOMER EXPERIENCE TEAM.

EXACTLY. REACH OUT TO STUDENT GROUPS ACROSS CAMPUS.

THIS IS DIFFERENT LANGUAGES, DIFFERENT MINORITY POPULATIONS, AND THAT'S ALSO THE GROUP THAT HELPS US CONSTRUCT LANDING PAGES FOR SPECIFIC CAMPAIGNS THAT WE DO.

SO IT'S TRYING TO GET THE STUDENT VOICE ON THE WEBSITE, THE STUDENT VOICE INSIDE THESE SYSTEM TRANSFORMATIONS.

AND, YOU KNOW, ONE THING WE LOOK AT, TOO, IS THAT WHEN WE SHIFTED COMPLETELY ONLINE DURING COVID, THAT DEMONSTRATED THE RESILIENCE OF OUR STUDENT POPULATION AND KIND OF

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AND SO WE LEARNED FROM THAT ON WHERE WE NEEDED TO BE, WHETHER IT'S TUTORIALS VIA VIDEO OR ADDITIONAL HELP, THE OUR SUCCESS COACHES.

AND SO IT'S A MULTI-PRONGED APPROACH TO MAKE SURE THAT WE'RE CONSTANTLY TESTING WHO DOESN'T SEEM TO BE GETTING IT, AND THEN HOW DO WE RESOLVE THAT? WE HAVE 5 MINUTES TO GO OVER, BUT THEN WE DO GO OVER IT.

OKAY, WELL, LAST TIME, BECAUSE WE THESE FOLKS ARE A MONTH LATER.

SO I'M OVERLY SENSITIVE, BUT MY LEADERSHIP ARE VERY WISE TO PUT THEM FIRST.

YES. SO DOES THIS DO ANYTHING WITH THE ACTUAL REGISTRATION PROCESS OR THAT STILL YET TO COME? NO, THE PIECE THAT WE UTILIZE FROM THIS IS FOR OUR VIRTUAL SERVICES.

SO WHEN STUDENTS, FOR EXAMPLE, OUR EVENING TEAM WORKS TILL MIDNIGHT, THOSE ARE THE VIRTUAL ROOMS THAT THEY UTILIZE.

AND THAT'S WHAT THE COLLECTIVE WAS TALKING ABOUT.

THAT'S THE PIECE OF THE SYSTEM THAT WE USE AND THE NEW REGISTRATION SYSTEM WILL BE IN PLACE WITH.

JIM WELL, THE STUDENT PLATFORM WILL BE IN PLACE ALL 25 IF I CAN MAKE IT HAPPEN EARLIER.

BUT I THINK THIS. OKAY, THANK YOU.

I THINK THE REAL KEY IN THE TRANSITION IS TALKING A LOT WITH THE RELY ON A BLACKBOARD SPECIFIC PLATFORM TO COLLABORATE.

AND SO THEY'RE GOING TO HAVE TO EVALUATE WHETHER OR NOT WE NEED TO TAKE THAT FORWARD OR WHETHER OR NOT WE USE SOME OTHER TOOLS THAT THEY ALREADY HAVE.

OKAY. THANK YOU.

THANK YOU. THANK YOU.

THANK YOU. THANK YOU.

YEAH. I'M COOPERATING.

I. I KNOW. I APPRECIATE THAT.

HE'S STILL THINKING ABOUT THIS.

YEAH. YEAH. STILL.

NEXT UP. FREEMAN SPONSORED PROGRAM STRATEGY FOR STUDENT SUCCESS PART ONE.

[4.2. Sponsored Program Strategy for Student Sucess Part I]

FREEMAN TALKED A LITTLE BIT ABOUT THE STRATEGY WE HAVE ON SOME OF THE GRANTS INITIATIVES AND SOME OF THE ADVANCEMENT WORK THAT WE DO.

AND SO THIS IS THIS IS THE NEXT PART IN THE SERIES, IN THAT CONVERSATION SERIES.

IT IS. GOOD MORNING.

THANK YOU, GUYS FOR ANOTHER OPPORTUNITY TO CONTINUE OUR CONVERSATION ON ADVANCEMENT AND DEVELOPMENT.

BUT I BROUGHT A FEW FRIENDS WITH ME THIS TIME.

I'LL REFRESH YOUR MEMORIES.

I'M IRIS FREEMAN, THE ASSOCIATE VICE CHANCELLOR OF ADVANCEMENT AND DEVELOPMENT, AND I'LL ASK THEM TO INTRODUCE THEMSELVES.

GOOD MORNING. I'M ROBIN DONOVAN, SENIOR DIRECTOR FOR BRYAN MORGAN.

GOOD MORNING. I'M STEPHANIE HILL, ASSOCIATE VICE CHANCELLOR FOR STUDENT ENGAGEMENT.

GOOD MORNING. I'M DENA SOSA HAGGERTY, DEAN OF DRIVING LEARNING COMMUNITIES.

SO THIS ONE, THIS SLIDE SHOULD BE A LITTLE FAMILIAR BECAUSE THIS IS WHERE WE ENDED OUR CONVERSATION THE LAST TIME THAT I WAS BEFORE YOU TO TALK ABOUT ADVANCEMENT AND DEVELOPMENT.

AND SO AS I CHANNEL MY INNER WILLIE NELSON, WE'RE ON THE ROAD AGAIN.

AND SO OUR FIRST STOP IS SPONSORED PROGRAMS, WHICH WE ARE GOING TO SHARE IN TWO PARTS, BECAUSE THERE'S A LOT TO DIVE INTO THAT WORK WHEN WE TALK ABOUT SPONSORED PROGRAMS. AND THERE'S A LOT OF STRATEGY AROUND THAT.

SO WHAT WE WANT TO DO IS KIND OF HAVE PART ONE THIS TIME.

AND AS WE MOVE ON DOWN THE ROAD NEXT STOP, WE'LL STOP HERE AGAIN AND DO PART TWO AND THEN CONTINUE AS WE PLAN TO HAVE A DISCUSSION AROUND THE OTHER COMPONENTS OF ADVANCEMENT AND DEVELOPMENT. SO FOR TODAY'S PURPOSE, WE'RE GOING TO RECAP, REFRESH YOUR MEMORIES A LITTLE BIT ON WHAT ADVANCEMENT AND DEVELOPMENT LOOKS LIKE AT DALLAS COLLEGE. NOW DELVE DEEPER INTO THE ASPECT OF SPONSORED PROGRAMS IN ADVANCEMENT AND DEVELOPMENT, WHAT THEY ARE, WHY THEY MATTER, AND TALK ABOUT THE FIRST PART OF THE START TO FINISH, IF YOU WOULD, STRATEGY AROUND THAT WORD, AND THAT WILL BE PRE AWARD STRATEGY.

AND THEN WE'LL DELVE INTO A LITTLE BIT OF DISCUSSION AROUND THE PARTNERSHIP MODEL.

BECAUSE THIS WORK ISN'T DONE IN A SILO.

IT HAS TO BE VERY INTERCONNECTED FOR IT TO BE SUCCESSFUL.

AND THEN WE'LL USE A REAL LIFE CASE STUDY OF WHAT THAT LOOKS LIKE.

WE'LL TALK ABOUT THE STRATEGY, WE'LL TALK ABOUT THE WORD.

BUT HOW DOES THAT LOOK IN REAL LIFE SO THAT YOU CAN HAVE THAT THAT RELATABLE CONTEXT OF THE WORK AND THEN WE'LL MOVE INTO WHERE OUR OPPORTUNITIES LIE AS IT RELATES TO ADVANCEMENT AND DEVELOPMENT.

SO YOU'LL SEE ON THE SIDE OF THE SCREEN WHERE IT SAYS ADVANCEMENT AND DEVELOPMENT IS HOW WE ARE STRUCTURED.

AND I JUST WANTED TO SHOW THIS AGAIN, TO GIVE YOU A LITTLE BIT OF INSIGHT INTO REMINDING YOU ABOUT THE COMPONENTS OF ADVANCEMENT AND DEVELOPMENT,

[00:30:09]

WE HAVE OUR DEPARTMENT INCLUDES ADVANCEMENT AND STRENGTH AND EXCUSE ME, ADVANCEMENT STRATEGY, WHERE WE'LL HAVE A PRESENTATION ON THAT AS WELL, BECAUSE I KNOW THAT DOESN'T MEAN ANYTHING AT THIS MOMENT.

AND THEN TODAY WE'RE TALKING PART ONE ON SPONSORED PROGRAMS. AND THE KEY HERE WITH THIS SLIDE IS THAT WE'RE PART OF THE WORKFORCE AND ADVANCEMENT BRANCH OF THE COLLEGE IN WHICH EVERYTHING WE DO IS ALIGN WITH MOVING FORWARD THE BROADER STRATEGIC PLAN OF THIS INSTITUTION AND KEEPING IN MIND THE BOARD'S STRATEGIC PRIORITIES.

AND IF NOTHING ELSE STANDS OUT, EVERYTHING THAT WE DO IS INTENTIONALLY DESIGNED TO BE STRATEGIC TO MOVE THOSE EFFORTS FORWARD.

AND THAT'S THE CHARGE THAT WE BELIEVE THE CHANCELLOR HAS GIVEN US.

AND WE WANT TO MAKE SURE WE'RE ALWAYS HAVING THAT AS A FOCAL POINT, ALONG WITH THE BOARD'S CHARGE OF THIS INSTITUTION AND CARRYING OUT ITS WORK.

ULTIMATELY, THE DEFINITION FOR ADVANCEMENT TODAY, THIS IS A REMINDER AS WELL TODAY AT DALLAS COLLEGE IS ADVANCEMENT AND DEVELOPMENT WORK ENSURES FUNDING FUNDING, WHETHER THAT'S GRANTS WHICH PEOPLE ARE REALLY COMMON TERMED WITH THAT, WHETHER THOSE ARE PRIVATE OR PUBLIC LEVERAGING RESOURCES, WHETHER THOSE ARE PARTNERSHIPS AND RELATIONSHIPS.

AND A GOOD EXAMPLE OF THAT WOULD BE WHEN YOU GUYS SAW THE PEPSICO TEAM COME TO UNCLE JOE'S COOKOUT AND WHEN THEY CAME TO THE BOARD MEETING TO TALK ABOUT HOW OUR PARTNERSHIPS CREATE OPPORTUNITIES, SOMETIMES THEY'RE NOT DIRECT DOLLARS THAT COME TO US, BUT THEY ARE RELATIONSHIPS AND RESOURCES. WE ALSO HAVE THE SOME OF THE INNOVATION CENTERS.

WE HAVE EQUIPMENT THAT COMES TO US SO WE DON'T HAVE TO PURCHASE THAT.

WE NEED THAT EQUIPMENT SO THAT OUR STUDENTS CAN BE WELL TRAINED AND READY FOR THE WORKFORCE.

BUT WE HAVE STUDENTS, WE HAVE BUILDINGS AND THEY HAVE THE EQUIPMENT.

SO THAT PARTNERSHIP BRINGS US A RESOURCE THAT WE CAN LEVERAGE.

THAT ALSO IS A SPONSORED PROGRAM.

WHERE WE SIT NOW IN THE WORK IS WE ARE STEWARDING OVER $300 MILLION IN PRIVATE AND PUBLIC GRANTS, AND THAT REALLY DOESN'T INCLUDE THE VALUE.

AND HOPEFULLY WHEN WE COME BACK WITH TALKING ABOUT ADVANCEMENT STRATEGY, WE'LL GIVE YOU A MORE IN-DEPTH LOOK AT THE REAL RETURN OF INVESTMENT, OF THE VALUE OF SPONSORED PROGRAMS. BUT WHEN WE'RE TALKING JUST DOLLARS, WE'RE TALKING OVER $300 MILLION RIGHT NOW, WHICH IS A MONUMENTAL ACCOMPLISHMENT FOR A COMMUNITY COLLEGE. AND I THINK I HAVE A CHEERLEADER BACK THERE WITH DR.

TRAN, WHO'S ALWAYS AMAZED, WHO'S HAD SOME UNIVERSITY EXPERIENCE THAT KNOWS SHE ALWAYS ATTEST TO.

THAT'S HUGE FOR US.

AND IT REALLY POSITIONS US TO MAKE SOME MASSIVE CHANGES TO THIS COMMUNITY.

AND SO WE LIKE TO SAY THAT'S OVER $300 MILLION IN GROWING AND IT HELPS OUR WORK TO REMOVE THOSE BARRIERS TO STUDENT SUCCESS AND SOLVE SOME OF THE WORKFORCE CHALLENGES THAT NOT ONLY OCCUR IN THIS COMMUNITY, BUT I'LL SHARE A LITTLE BIT MORE HOW THAT GOES BEYOND JUST OUR COMMUNITY.

OF COURSE, THERE'S 300 LEADERS THAT OVER 54 YEARS OF THE COLLEGE'S HISTORY OR WHAT TIMEFRAME ARE WE TALKING ABOUT? WE ARE TALKING ABOUT CURRENTLY.

THAT'S HOW MUCH MONEY WE HAVE RIGHT NOW AVAILABLE IN OUR RESOURCES OUTSIDE OF THE DALLAS COLLEGE BUDGET.

SO IN THIS CURRENT BUDGET YEAR, WE HAVE A $300 MILLION OF REVENUE COMING INTO THIS COLLEGE AND SPONSORED PROGRAMS. SO I LIKE TO CALL IT REVENUE, BUT WE DO CALL IT ACCESS TO RESOURCES, DIRECT DOLLARS TO FUNDING PROGRAMING, CREATING NEW PROGRAMS, INNOVATIONS.

I'LL GET INTO THAT A LITTLE BIT HERE ON THIS SLIDE.

ANOTHER QUESTION FOR ME.

WELL, YEAH, I'M TRYING TO UNDERSTAND $38 MILLION AWARDED, BUT WE'VE GOT $300 MILLION COMING IN A YEAR.

I GUESS SOME OF THE BULK OF THESE ARE MULTIYEAR GRANTS OR SOME OF THEM ARE MULTI YEAR GRANTS, SOME OF THEM ARE SINGLE YEAR GRANTS.

SO IT'S A MIX.

AND THAT'S A GOOD QUESTION.

THERE'S A MIX OF THOSE WHETHER THEY'RE MULTI YEAR OR WHETHER THEY'RE A SINGLE YEAR, WHETHER THEY'RE EVEN SHORT, SHORTER TERM.

OKAY. LAST QUESTION.

THE PRIOR SLIDE SLIDE RECORD DESCRIBING THE STRUCTURE.

YOU'VE GOT TO SPONSOR PROGRAMS. YOU'VE GOT TWO SECTIONS ARE PRE AND POST AWARD AND ALSO SPONSORSHIPS.

WHAT'S THE DIFFERENCE? HOW MANY, HOW MANY PEOPLE WORK THERE? WHAT'S WHAT DOES IT LOOK LIKE FROM A STRUCTURAL POINT OF VIEW, FROM A STRUCTURAL POINT OF VIEW? I'LL BE HONEST WITH YOU, THAT'S A BIG CHUNK OF WHAT WE COVER.

WE ARE ACTUALLY ADJUSTING AS WE LEARN.

YOU KNOW, I THINK CONCEPTUALLY WE ESTABLISHED ALL OF THE DIVISIONS IN DALLAS COLLEGE AND SPONSORED

[00:35:07]

AND THEN POST AWARD IS HOW DO WE MAINTAIN HIGH LEVEL STEWARDSHIP SO THAT WE MAINTAIN A REPUTATION THAT WE ARE THE GO TO INSTITUTION FOR THAT YOU CAN TRUST US WITH THESE DOLLARS TO DO WHAT WE SAY WE'RE GOING TO DO AND TO HAVE THE OUTCOMES THAT ARE GOING TO CHANGE LIVES HERE IN THIS COMMUNITY. SPONSORSHIPS ARE SOME OF THOSE PARTNERSHIPS, LIKE WITH PEPSICO OR WITH ADRIAN.

WHAT'S THE TOOL COMPANY? GUILTY, GUILTY, GUILTY WITH GUILTY, THOSE ARE THE SAME.

WE GOVERN THOSE SIMILARLY BECAUSE OF THE IMPACT AND THE VALUE THAT IT BRINGS.

AND WE THOSE RELATIONSHIPS ARE DIFFERENT, THOUGH.

WE'VE GOT FORD MOTOR COMPANY DELIVERING NEW FORD CARS.

WE HOPE TO GET THERE AND GET WITH YOU AND SEE IF WE CAN MAKE THAT HAPPEN.

WHAT DO YOU SEE? YEAH, AND BROOKHAVEN FORD JUST DELIVERED ONE OF THEIR ELECTRIC CARS FOR FOR FOR STUDENTS TO LEARN HOW TO WORK THEM. SO WE NEED MORE OF THAT.

AND WE HAVE AUTONOMOUS VEHICLE PARTNERSHIPS AS WELL.

SO THERE ARE MULTIPLE WAYS THAT SPONSORSHIPS, SPONSORSHIPS WORKS.

AND SO WE KIND OF SEGMENT THAT OUT TO MAKE THE CONVERSATION A LITTLE BIT MORE CLEAR, AND WE'LL DO THAT IN PART TWO.

DOES THIS GO AHEAD BEFORE YOU HEAD YOURSELF, DOES THIS 300 MILLION INCLUDE A SCHOLARSHIP DOLLARS? IT'S TOTALLY GRANT. TOTALLY GRANT DOLLARS.

THAT'S EVEN MORE IMPRESSIVE.

WHAT I WANTED TO ASK REALLY HAD TO DO WITH WHAT ARE THE GUIDELINES WE USE TO RUN WHAT YOU'RE DOING? I MEAN, WHERE ARE YOU? WHERE THEY MADE UP BY YOU ALL IN PLACE THAT HOW DID YOU COME ABOUT THE GUIDELINES THAT YOU WERE USING TO RUN THIS PROGRAM? I'D LIKE TO USE A DIFFERENT TERM THAN MADE UP OF.

WE ACTUALLY ALIGN WITH NO, I'M JUST JOKING WITH YOU.

WE ALIGNED THEM.

WE'RE ALIGNING THEM WITH THE POLICY ESTABLISHED BY THE BOARD ALONG WITH OUR INTERNAL PROCEDURES, ALONG WITH GOVERNMENT GUIDELINES.

SO THOSE ARE ALL OF OUR GUIDES THAT WE USE TO ESTABLISH HOW DO WE BEST DO RELEASE DOLLARS TO THE HIGHEST QUALITY AND KEEPING OURSELVES AND OUR ROB AND JOHN COULD ATTEST TO HOW WE MAKE SURE THAT WE DO THAT WORK IN ALIGNMENT WITH ALL OF THOSE IN MIND.

GREAT COMPLIANCE.

YES. SO I KIND OF GIVE YOU A LITTLE BIT OF INSIGHT OF WHAT SPONSOR PROGRAMS IS INCLUSIVE OF DIRECT DOLLARS.

THERE'S OTHER RESOURCES AND OPPORTUNITIES, PARTNERSHIPS.

WHAT THAT DOES FOR US IS IT CREATES A GATEWAY FOR INNOVATION AND CREATIVITY ALONG WITH SOME FORECASTING.

AND I'D LIKE WE'LL TALK ABOUT IT PROBABLY ON OUR IN PART TWO DISCUSSION.

THE EDA GRANT BIOTECH IS A GREAT EXAMPLE, BUT FORECASTING THOSE JOBS AREN'T QUITE HERE YET.

SO THERE'S ENOUGH DATA THAT SAYS, BUT WE NEED TO BE THERE.

AND WHO IS THE INSTITUTION THAT'S GOING TO PREPARE THIS COMMUNITY TO BE ABLE TO DO THAT? IT'S DALLAS COLLEGE AND WE HAVE THE TRUST AND THE REPUTATION, ALONG WITH THE WILLINGNESS OF LEADERS IN THIS COMMUNITY, TO SAY, LET'S MAKE THIS COLLEGE THE LEADER OF THIS SO THAT DOWN THE ROAD WILL BE PREPARED.

THOSE THINGS COME THROUGH THE DOOR, THOSE OPPORTUNITIES COME THROUGH THE DOOR OF SPONSORED PROGRAMS. AND I LIKE TO SAY IT'S OUR HIGHER EDUCATION TEST LAB RESEARCH PLACE, OUR ACTION LAB TO FIGURE OUT REALLY WHAT WORKS ON SOMEONE ELSE'S DOLLAR.

SOMEONE ELSE IS GOING TO FIGURE IT OUT.

WE GET TO FAIL FAST, AND THEN WE GET TO PROVE WHAT STRATEGIES ARE WORTH INSTITUTIONALIZING AFTER THOSE DOLLARS ARE GONE.

AND THAT'S A GREAT WAY FOR US TO HAVE A STRATEGIC APPROACH TO FINDING THOSE THOSE BARRIERS, GROUNDBREAKING OPPORTUNITIES FOR STUDENTS, AND EXPAND ACCESS TO POPULATIONS THAT OTHERWISE HAVE NOT YET BEEN REACHED OR HAVE ACCESS TO SAFE EXPERIENTIAL LEARNING TO GET SOME JOB EXPERIENCE AND SOME TRAINING SO THAT THEY HAVE THEIR SELVES ON THE PATHWAY TO SUCCESS THAT THEY HAVE NOT HAD AN OPPORTUNITY TO DO BEFORE.

THESE ARE ALL THE WAYS THAT SPONSORSHIP HELPS US IN THAT.

YES, I MEAN, LOTS OF PROGRAMS. YOU KNOW, I THINK THAT THE OVERALL GOAL AND OBJECTIVE THAT WE HAVE IN DALLAS COLLEGE IS THAT WE AS AN INSTITUTION OWE IT

[00:40:10]

AND AND THAT'S WHAT I'VE ALWAYS BEEN A LITTLE CONCERNED THAT WE'RE WE'VE BEEN A REACTIONARY INSTITUTION AND WE NEED TO BE AT A PROACTIVE AND ONLY THROUGH. AND AS I SPOKE WITH ONE OF THE MAJOR AIR CONDITIONING VENDORS IN NEW YORK THIS LAST WEEK, WE NEED TO BE IN YOUR R&D ROOM. OUR STUDENTS NEED TO BE WORKING MENTORSHIPS, WORKING IN THE EXCHANGE, IN YOUR R&D ROOM.

WE NEED TO BE THERE WHILE YOU'RE DEVELOPING IT SO THAT WE'RE DEVELOPING THE MINDS TO SUPPORT IT ONCE IT BECOMES REALITY.

SO TO ME, OUR GOAL IN INNOVATION IS TO ENSURE OUR STUDENT BODY HAS ACCESS TO THE FUTURE.

AND THE ONLY WAY YOU DO THAT IS GETTING AHEAD OF THE CURVE.

AND THAT'S WHY WE HAVE TO BE IN THOSE EARLY STAGES AND THAT'S WHY WE HAVE TO HAVE THE NEWEST CARDS THAT AREN'T EVEN ON THE MARKET IN OUR LAB, TEACH THEM HOW TO REPAIR AND DO THE WARRANTY WORK THAT WILL OCCUR THE FIRST MONTH WHEN IT HITS THE MARKET.

SO THAT'S THAT'S WHAT I'M EXCITED ABOUT, INNOVATION.

NO, I AGREE WITH YOU.

AND WHEN ROBYN HAS A CHANCE TO SHARE THAT STRATEGY, THAT IS THE ROAD THAT WE'RE HEADING ON.

WE HAVE DONE SOME GREAT WORK IN THE PAST.

WE'VE BUILT THIS MODEL ON THE FOUNDATION OF RESOURCE AND DEVELOPMENT.

IN THE OLD VERSION OF OURSELVES.

WE HAVE A FIRM FOUNDATION AND WE ARE BUILDING FOR THE FUTURE AND MOST OF OUR PAST WAS VERY REACTIONARY, BUT WE ARE LOOKING TO BE IN THE IN THE WAY OF SPONSOR PROGRAMS BEING AHEAD OF THE CURVE LIKE TRUSTEE BOY IS TALKING ABOUT TO PREPARE FOR THE FUTURE AND BE THE LEADERS THAT START AND IGNITE THOSE CONVERSATIONS AND BE READY FOR THOSE OPPORTUNITIES BEFORE THEY EVEN OCCUR.

AND THEN LASTLY, I THINK WE'VE ALREADY SPOKEN TO DALLAS COLLEGE BEING AN ANCHOR INSTITUTION IN MANY OF THESE OPPORTUNITIES.

AND THE THING I WANTED TO SHARE HERE IS LIKE THE BIOTECH EFFORT, WE ARE LEADING THE COMMUNITY IN THAT WE ARE LEADING THE REGION IN THAT WE ALSO LEAD IN OPPORTUNITIES ACROSS THE STATE AND NATIONALLY AS WELL.

WHAT KIND OF INITIATIVES DO YOU FORESEE IN THE FUTURE, THE NEXT 3 TO 5 YEARS, SIMILAR TO BIOTECH? WHAT'S ON YOUR RADAR SCREEN? WHAT SHOULD WE WHAT WHAT ELSE SHOULD WE BE LEADING? I'LL BE HONEST WITH YOU.

WE ARE. AND ROBERT MAY BE ABLE TO SPEAK TO THIS A LITTLE BIT MORE.

WE ARE ACTUALLY IN THIS DISCOVERY PHASE ON THAT.

WE ARE HAVING CONVERSATIONS TO DO JUST WHAT YOU'RE TALKING ABOUT, TO FIGURE OUT WHAT THAT LOOKS LIKE.

HOW DO WE POSITION OURSELVES TO BE READY FOR PREPARING THAT PREPARING OURSELVES WITH.

WE HAVE CONVERSATIONS INTERNALLY AS WELL WITH OUR ALLIES, THOSE WHO ARE OUT THERE DOING THE RESEARCH, TALKING TO THEIR COLLEAGUES AND THE EXPERTS IN THEIR FIELD.

AND WE'RE WORKING WITH FACULTY AS WELL IN PREPARATION AND THEN TALKING TO OUR PARTNERS IN OUR LOCAL COMMUNITY ON A NATIONAL LEVEL, WORKING WITH DEPARTMENT OF LABOR AND JOBS FOR THE FUTURE, TO HAVE ACCESS TO ALL OF THAT DATA AND FIGURE OUT WHAT THAT LOOKS LIKE.

AND THEN OUR OWN LABOR MARKET INTELLIGENCE IS HELPING TO INFORM US AND GETTING IT TO THAT POSITION THAT YOU'RE TALKING ABOUT.

I THINK BLOCKCHAIN IS A GREAT EXAMPLE IF YOU WANT A SPECIFIC INDUSTRY.

I HAD A CHANCE TO MEET WITH ONE OF THEIR LEADERS IN THE INDUSTRY AND HE SAYS THEY HAVE A NEW ERA OF COLD, GRAY JOBS.

THEY'RE NOT BLUE COLLAR, WHITE COLLAR.

THEY'RE CALLED GRAY, COLD AND DARK.

GRAY COLLARED ARE PEOPLE THAT ARE NEEDED RIGHT TODAY THAT WE COULD BE TRAINING FOR THAT 60 TO 80000 JOB, NOT NOT THE 40 OR 50 OR NOT THE 150.

BUT IT'S AN IMMEDIATE NEED.

AND I THINK IT'S SOMETHING WE COULD STEP INTO AND USE IT AS ONE OF THE EXAMPLES.

WELL, THE THING THAT SO REMARKABLE ABOUT WHAT COLLEGE DID IN THE BIOTECH WORKFORCE WAS IT AGGREGATED SUCH A FRAGMENTED SET OF STAKEHOLDERS AROUND A COMMON STRATEGY.

AND I WOULD ENCOURAGE YOU TO REALLY TAKE A LOOK AT THE MENTAL HEALTH WORKFORCE, BECAUSE THAT'S ANOTHER AREA WHERE WE REALLY HAVE A HIGH DEMAND AND A NEED AMONGST OUR STAKEHOLDERS FOR DIFFERENT TYPE OF WORKER.

AND THE COLLEGE IS IDEALLY SITUATED TO BRING THE STAKEHOLDERS TOGETHER AND SOMETHING LIKE THAT.

THANK YOU. GOOD DEAL.

YOU KNOW, IT'S QUITE REMARKABLE THAT WE ARE THE LEADER IN CERTAIN INDUSTRY SECTORS IN NORTH TEXAS.

AND I THINK EVEN STATED IN THE NATION, GIVEN THAT WE HAVE SO MANY UNIVERSITIES IN THE NORTH TEXAS REGION, BUT WE'RE THE ONES THAT ARE ABLE TO BE MORE FLEXIBLE AND TURN ON A DIME.

NOW, I THINK WE'VE POSITIONED OURSELVES THAT WAY BECAUSE WE DIDN'T USED TO BE WE USED TO BE QUITE WIELDY AS WELL.

[00:45:04]

WE DON'T NEED THAT ANYMORE.

THERE'S NO MORE LAURELS BECAUSE THAT CAME SO FAST, YOU KNOW, IN A NUMBER OF SESSIONS AND I SAT IN THIS LAST WEEK, THE THING THAT BECAME SO APPARENT OF WHY WE ARE WHERE WE ALL ARE IS AS PRIOR TO ME OR INVOLVEMENT IS OUR 100 PLUS BUSINESS PARTNER WE HAVE.

THAT IS A SECRET.

THAT'S WHY WE HAVE THE ABILITY TO DELIVER WHAT WE DELIVER, BECAUSE IT'S AMAZING WHEN YOU START TALKING TO OTHER TRUSTEES AND OTHER COLLEGES AND YOU TELL THEM YOU GOT OVER 100 BUSINESS PARTNERS AND THEY'RE PROUD THEY'VE GOT TEN.

AND SO THAT THAT GROUP OF PEOPLE ARE PUSHING US TO HELP THEM WITH THEIR ISSUES.

AND WE'RE SAYING WE'RE RAISING OUR HAND AND SAYING WE WILL, WE WILL.

WE CAN DO THAT. WE DON'T KNOW HOW, BUT WE CAN DO IT, YOU KNOW? AND SO I THINK I JUST WANT TO COMMEND THE INSTITUTION COLLEGE OF THE PAST YEARS TO REALIZE THE VALUE OF BUILDING THOSE PARTNERSHIPS BECAUSE THEY ARE THE ONES THAT DRIVE THE FUTURE.

WELL, I APPRECIATE BOTH OF YOU MENTIONING THAT, BECAUSE IT IS AN INTENTIONALITY OVER A PERIOD OF TIME.

AGAIN, WE WERE ONE OF THE FIRST COLLEGES IN THE COUNTRY TO ESTABLISH OUR LABOR MARKET INTELLIGENCE CENTER SO WE CAN MAKE SURE THAT WE'RE TRYING TO FIGURE OUT WHAT WE DON'T KNOW, WHAT WE DON'T KNOW ABOUT WE DON'T KNOW TRUSTEE AND AND SO THAT PROVIDES THE FOUNDATION OF WHERE ARE THE GAPS AND WHAT WE DO, WHAT WE PROVIDE.

AND THEN THOSE CONNECTIONS WITH WITH INDUSTRY PARTNERS THAT WILL CERTAINLY TELL US AND HELP GUIDE AND DIRECT US.

AND SO AGAIN, THE BIOTECH IS A PERFECT EXAMPLE OF WHAT TRUSTEE FLORES WAS TALKING ABOUT, THAT HERE WE'RE LEVERAGING OUR TALENT, OUR DATA, OUR INFORMATION, AND THEN BRINGING IN OTHER PARTNERS WITH LITERATE COLLEGE, WITH COLLIN COLLEGE, AND A UNIVERSITY PARTNER WITH YOU TO COMING INTO THAT WITH EXPERTISE THAT THEY HAVE TO BE ABLE TO SOLVE A COMMUNITY PROBLEM THAT NO ONE ELSE WAS.

AND THAT'S WHY WE EXIST LEADS US TO SOLVE THOSE PROBLEMS. BUT IT TAKES THAT INTENTIONALITY THAT WE BOTH WROTE.

BUT WE'LL GET INTO A LITTLE BIT MORE ABOUT THAT STRATEGY.

OKAY. IF YOU WERE TRYING TO MOVE US ON AND I'LL HAND IT OVER TO ROBYN, WHO WILL ACTUALLY SHARE SOME INSIGHT ABOUT THE STRATEGY BEFORE WE EVEN EVER GET THE AWARDS OR THE RESOURCES OR THE PARTNERSHIPS, WHAT THAT LOOKS LIKE AND WHAT THE THINKING IS AROUND, THAT SHE'LL MOVE US THROUGH SOME OF THAT CONVERSATION. ABSOLUTELY.

SO THE PRE AWARD TEAM WORKS WITH DALLAS COLLEGE STAKEHOLDERS TO DEVELOP GRANT PROPOSALS FROM THE POINT OF WE HAVE A GENERAL IDEA THROUGH THE POINT OF WHICH WE'VE GOT A SUCCESSFUL GRANT AWARD. SO WE'RE THE PARTNERS IN DEVELOPING THOSE AND WE APPROACH THAT THROUGH REALLY THREE DIFFERENT STRATEGIES.

WE PUT THINGS INTO THREE DIFFERENT BUCKETS.

THE FIRST IS A RESPONSE.

IN THOSE SITUATIONS, WE'RE REPLYING TO AN OPEN GRANT OPPORTUNITY.

MAYBE SOMETHING UNEXPECTED POPPED UP AND WE'RE READY TO MOBILIZE.

THAT TIMELINE IS TYPICALLY PRETTY SHORT.

A LOT OF TIMES THAT'S 30 TO 90 DAYS, WHICH IS NOT A TIME THAT A LOT OF TIME TO PUT TOGETHER REALLY COMPREHENSIVE PROPOSALS.

BUT WE DO IT BECAUSE WE HAVE WONDERFUL PEOPLE WITH GREAT IDEAS AND GREAT AND GREAT RESOURCES.

AND WHAT WE LOOK FOR IS SYNERGY WITH OUR EXISTING ACTIVITIES.

AND WE UTILIZE A COLLABORATIVE APPROACH WHERE WE'RE BRINGING IN THE OTHER DALLAS COLLEGE STAKEHOLDERS THAT MIGHT BE IMPACTED OR BE EXPERTS IN THOSE AREAS.

WE LOOK AT OUR EXTERNAL PARTNERS AND WE BRING EVERYONE TOGETHER, USE DATA TO MAKE QUICK DECISIONS.

A GREAT EXAMPLE OF THIS IS THE DEPARTMENT OF LABOR APPRENTICESHIP APPRENTICESHIP BUILDING AMERICA GRANT.

SO WE WERE AWARDED THIS SUMMER.

SO THAT WAS THE 60 DAY TIMELINE.

IT ALIGNED REALLY, REALLY CLOSELY WITH EXISTING EFFORTS AND CAREER CONNECTED LEARNING.

WE ALREADY HAD THE PARTNERSHIPS IN PLACE, BUT IT WAS A NATURAL NEXT STEP IN THOSE PROGRAMS. WE WERE ABLE TO TO MOBILIZE QUICKLY OR PARTNERS TOGETHER AND GET A SUCCESSFUL GRANT AWARD.

SO THAT'S A GREAT EXAMPLE OF HOW WE CAN DO THAT.

WORKING WITHIN THE EXISTING FRAMEWORK AND OUR EXISTING EFFORTS.

WE ALSO ARE LOOKING AT ANTICIPATING, AND THAT'S WHERE WE'RE WORKING WITH OUR STAKEHOLDERS TO DO SOME MORE LONG RANGE PLANNING.

WE'RE LOOKING AT STRATEGIC PLANNING ABOUT THEIR NEEDS, THEIR CURRENT NEEDS, EMERGING NEEDS, FUTURE NEEDS, AND WE'RE TALKING ABOUT SOLUTIONS.

AND THEN OUR OFFICE WILL WORK WITH THEM TO HELP PROSPECT AND MATCH THOSE NEEDS IN THAT PROJECT.

WITH EXISTING GRANT FUNDS.

WE DO THAT THROUGH STRATEGIC PLANNING AND WE USE A DATA INFORMED APPROACH TO LOOK WHERE WE CAN BE MOST IMPACTFUL.

AND THEN WE LOOK AT SUSTAINING THOSE ARE EXISTING GRANTS WE HAVE THAT HAVE A RENEWABLE CYCLE.

PERKINS BASIC GRANT IS ON AN ANNUAL CYCLE.

[00:50:03]

IT'S A FIVE YEAR CYCLE.

AND WHAT WE WANT TO DO WITH THOSE IS MAKE SURE THAT WE'RE ADVANCED PLANNING SO WE'RE NOT JUST PUTTING TOGETHER SOMETHING AT THE LAST MINUTE, BUT WE'RE ENGAGING OUR ALL OF OUR STAKEHOLDERS IN AN ADVANCED WAY.

WE'RE USING CONTINUOUS IMPROVEMENT, WE'RE APPLYING LESSONS LEARNED, WE'RE LOOKING AT ISSUES WE MIGHT OF ADDRESS AND BEST PRACTICES SO THAT EVERY PROPOSAL WE SUBMIT IS AN IMPROVEMENT ON LAST.

PARTICULARLY, THOUGH, THAT I DON'T ANTICIPATE SCHOOL LEVEL DIVISIONS.

WHAT DOES THAT MEAN IN SCHOOL IN TERMS OF WHAT THE CAUSE OF GRANT FUNDING COULD ALIGN WITH? THAT'S A GREAT QUESTION. SO WE WORK WITH OUR VICE PROVOST AND OUR ASSOCIATE VICE CHANCELLORS AND ALL OF THE DIFFERENT AREAS AND ENGAGE WITH THEM IN ANNUAL PLANNING TO LEARN ABOUT THEIR NEEDS, THEIR ANTICIPATED PROGRAMS, OTHER AREAS OF GROWTH WE'RE INVOLVED IN WITH STUDENT SUCCESS IN SOME EXTENSIVE COMPRESSION PLANNING THIS FALL, WE HAVE EIGHT SESSIONS THAT WERE RIGHT IN THE MIDDLE OF OR WE'RE TRYING TO LOOK AT THEIR THEIR EMERGING NEEDS SO WE CAN PUT TOGETHER STRATEGIES SO WE CAN MAXIMIZE OUR IMPACT.

INSTEAD OF HAVING ISOLATED PROJECTS THAT MAYBE DON'T CONNECT, WE'RE LOOKING AT.

TOGETHER A STRATEGY AND SEEKING FUNDING THAT ALIGNS WITH THOSE NEEDS.

VERY GOOD. THANK YOU. YOU'RE PROBABLY THINKING ABOUT GOING CHASING THESE BRANDS.

IT SEEMS LIKE ACADEMIC INSTITUTIONS HAVE THE MOST SUCCESS WHERE YOU HAVE HEAVY INVOLVEMENT FROM ACADEMIC LEADERS, DEANS, PROMOTERS, PEOPLE, PEOPLE LIKE OVER THERE.

HOW DO YOU TRACK DATA WITHIN EACH ACADEMIC DEPARTMENT? THE COLLEGE IS HALF WAY ABOUT HOW THEY'RE DOING ON BRAND ACQUISITION, WHO THE FUNDERS ARE, BECAUSE I MEAN, THE FUNDERS ARE GOING TO BE VERY DIFFERENT IN HEALTH CARE THAN THEY WOULD BE IN CONSTRUCTION MANAGEMENT.

AND AND, YOU KNOW, IS THERE AN INTERDISCIPLINARY TEAM IN PLACE TO RESPOND TO THESE TYPE DEADLINES? AND THE, YOU KNOW, PUT THE ENERGY IN BECAUSE, YOU KNOW, SOMETIMES GETTING EVERYBODY TO OFFER THAT INFORMATION AT THE TIME, THE MATTER IS A CHALLENGE.

BUT IS IT IS YOUR PROCESS INTEGRATED INTO THE ACADEMY AND WHAT GOES ON? SO MUCH IS SO AND THAT WOULD BE A PART OF OUR PART TO CONVERSATION.

WE HAVE A DASHBOARD THAT HAS ALL OF THAT KIND OF INFORMATION THAT YOU'RE SPEAKING OF THAT TRACKS THE DOLLARS AS THEY RELATE TO EACH OF THE SCHOOLS OF THE DIFFERENT DEPARTMENTS. WHO THOSE FUNDERS ARE, HOW WELL THEY'RE DOING, HOW WELL THEY'RE ON PROGRESS WITH THEIR TIMELINES, HOW MUCH THE DOLLARS ARE WHERE.

AND THAT DATA ALSO HELPS US ALSO IDENTIFY WHICH SCHOOLS HAVE NOT GOTTEN A GOOD PIECE OF THE PIE YET TO HELP MOVE THEIR AGENDAS FORWARD AS WELL.

AND THEN WE WORK THOSE TEAMS VERY INTERCONNECTED, THESE MULTIFUNCTION TEAMS THAT GOVERN THESE GRANTS AND ENSURE THAT NOT ONLY EXPERTISE IS AT THE TABLE FROM STEWARDING THE GRANTS, BUT EXPERTISE FROM THE DIFFERENT AREAS IN WHICH THE GRANTS ARE SERVING, ALONG WITH THE AREAS THAT MAY BE INDIRECTLY IMPACTED OR WILL BE ULTIMATELY IMPACTED AS WELL.

WE DEFINITELY WORK ACROSS ALL THE AGENCIES.

A QUICK COMMENT I WOULD OFFER.

WE'VE BEEN HAVING AN ONGOING DISCUSSION HERE AT THE BOARD ABOUT CREATING PERFORMANCE MANAGEMENT STRUCTURES AND REWARDS FOR PERFORMANCE, AND IT'S KIND OF TAKEN PLACE AT THE HIGH LEVEL WITH THE CHANCELLOR IN HIS CONTRACT.

AND THEN LAST MONTH OR SO WE BEGAN THE DISCUSSION IN TERMS OF FACULTY, BUT HOW DO WE JUDGE THAT INTERMEDIATE LAYER OF MANAGEMENT AND FACULTY LEADERSHIP? AND I THINK ONE OF THE KEY VARIABLES THAT WE'VE BUILT IN THAT PERFORMANCE MANAGEMENT SYSTEM IS GRANT ACQUISITION AND BRINGING THESE DOLLARS IN SO THAT WE CAN SUSTAIN THESE KINDS OF PROGRAMS. THANK YOU.

SO WHEN WE'RE EVALUATING A NEW GREAT IDEA OR OPPORTUNITY TO UTILIZE THE DECISION MAKING FRAMEWORK AND THIS ADOPTION IS BUILT ON THE FOUNDATION OF HISTORIC GRAND SUCCESS, WE HAVE A DALLAS COLLEGE, BUT WE'RE ADAPTING IT TO THE NEEDS OF A ONE COLLEGE MODEL.

IT'S SLIGHTLY DIFFERENT.

THE FRAMEWORK APPLIES MULTIPLE FACTORS, BUT SOME OF THOSE INCLUDE IMPACT IN ALIGNMENT WITH STRATEGIC PRIORITIES.

WE LOOK AT STUDENT COMMUNITY AND INSTITUTIONAL NEED OUR CAPACITY TO DEVELOP AND IMPLEMENT SUCCESSFUL GRANT PROJECTS, RESOURCES REQUIRED TO IMPLEMENT AND SUSTAIN THAT MIGHT BE BEYOND THE GRANT FUNDING AND THEN ANY SPECIFIC RISK FACTORS ASSOCIATED WITH THAT GRANT OPPORTUNITY.

WE'RE CURRENTLY IN THE PROCESS OF REVISING, REVISING THAT FRAMEWORK TO ALIGN WITH THE OVERARCHING DECISION MAKING FRAMEWORK AT THE INSTITUTIONAL LEVEL.

SO WE'LL BE WORKING IN PARALLEL WITH THIS.

SO WE'RE PUTTING MORE OR LESS PERSON POWER ON GRAND ACQUISITION OF ONE COLLEGE MODEL COMPARED TO WHAT WE WERE DOING BEFORE.

I MEAN, WHAT I HEAR WHAT I UNDERSTAND IS THAT EACH COLLEGE CHASE THEIR OWN GRANTS IN SEVEN SEPARATE WAYS.

IN THE GOOD OLD DAYS, RIGHT.

WELL, AND THERE WERE PEOPLE AT EACH CAMPUS THAT WERE INVOLVED WITH THAT.

WHAT DOES THAT ORGANIZATION LOOK LIKE NOW? HOW DO THEY PLAN? HOW DO THEY RELATE TOGETHER? HOW MANY PEOPLE ARE INVOLVED?

[00:55:01]

BUT WE ARE WORKING WITH OUR STAKEHOLDERS AND CO-DEVELOPING PROPOSALS.

WE WE'VE BLOWN UP THE MODEL OF A GRANT WRITER AND CORNER OFFICE, A QUARTER WORKING BY THEMSELVES AND DEVELOPING PROPOSALS THAT ARE MAYBE DISCONNECTED.

SO INSTEAD, WE'RE EMBEDDED IN AND WORKING WITH ALL OF THE TEAMS IN OUR SCHOOLS OF AND OUR DIFFERENT AREAS.

THEY'RE PROBABLY SICK OF SEEING US, BUT WE ARE WE ARE DEFINITELY PART OF THEIR PLANNING AND THEIR PROCESS SO THAT THAT WAY WE CAN MAXIMIZE THEIR KNOWLEDGE, OUR KNOWLEDGE AND OUR EXPERTISE AND PUT IT ALL TOGETHER.

SO IS IT FAIR TO SAY UNDER THE OLD MODEL, I MEAN, YOU HAD A GRANT ACQUISITION SPECIALIST ON EACH CAMPUS THAT WERE SERVING ALL PROGRAMS ON THE CAMPUS, AND NOW YOU'RE TRYING TO DEVELOP MORE SPECIALTY EXPERTISE ALIGNED TO THE VARIOUS SCHOOLS WITHIN DALLAS COLLEGE.

IS THAT WHAT'S EVOLVING? THAT'S THE GOAL WE'RE WORKING WITH.

WE'VE DIVIDED OUR TEAM INTO AREAS OF RESPONSIBILITY SO THAT NO MATTER WHAT THE TYPE OF GRANT DR.

TRAN KNOWS, SHE CAN CALL ME AND I'LL BE HER PERSON.

SO TO WORK WITH HER ON THOSE PROJECTS AND THAT WAY WE ARE WE ARE UNDERSTANDING BETTER WHAT THEIR NEEDS ARE AND IF THEIR PROGRAMS OR THEIR PORTFOLIO OF EXISTING GRANTS. IT ALLOWS US TO BE A LOT MORE STRATEGIC IN HOW WE USE OUR RESOURCES.

THANK YOU. SO THIS LAST YEAR WAS A BASELINE YEAR FOR OUR AWARD TEAM.

IT WAS THE FIRST TIME WE WERE INTACT AND READY TO GO, BUT IT WAS A REALLY SUCCESSFUL YEAR.

WE RECEIVED OVER $38 MILLION IN NEW GRANTS.

THERE WAS A 57% INCREASE OVER THE LAST FIVE YEARS AVERAGES.

THOSE GRANT DOLLARS WILL IMPACT DIRECTLY, IMPACT OVER 8000 STUDENTS AND INDIRECTLY IMPACT OVER AN ADDITIONAL 50,000 STUDENTS THROUGH SERVICE IMPROVEMENTS.

WE EXPANDED OUR PARTNERSHIPS AND THOSE GRANTS THAT WERE AWARDED REPRESENT 119 UNIQUE PARTNERSHIP ENGAGEMENTS WITH OUR PARTNERS.

SO WE WERE REALLY ACTIVE IN SHOWING SHOWCASING DALLAS COLLEGE AS AN ANCHOR INSTITUTION AND SHOWING THAT WE ARE COLLABORATIVE.

WE AREN'T HOGGING THOSE RESOURCES FOR OURSELVES.

INSTEAD WE'RE SHARING, WE'RE WORKING TOGETHER.

A GREAT EXAMPLE OF THAT IS THE BIOTECHNOLOGY GRANT, RIGHT? WE HAD FIVE SUB RECIPIENTS THERE ACTIVE IN EQUAL ENGAGEMENT PARTNERS AT THE TABLE, AND THEN WE HAD OVER 20 ORGANIZATIONS SUPPORTED THAT PROPOSAL.

SO THERE WAS A WIDE OUTREACH AND THAT'S THE TYPE OF WORK WE'RE NOW POSITIONED TO DO IN OUR GREAT OUTREACH AND REALLY SHOWCASE THINGS.

DALLAS COLLEGE IS AN ANCHOR FOR THE REGION, NOT JUST AS, YOU KNOW, ONE OF THE THINGS THAT I THINK WOULD BE VERY, VERY EFFECTIVE IF AT SOME POINT IN TIME DOWN THE ROAD YOU COME BACK TO US WITH SPECIFIC ACCOMPLISHMENTS THAT CAME FROM A GRANT.

IN OTHER WORDS, IF WE GOT 10 MILLION OR 15 MILLION, WHAT WE DID WITH THAT, WHAT WE PRODUCED WITH THAT, NOT THAT WE TOUCHED 8000 OR 50,000, BUT SPECIFICALLY THIS PROGRAM CAME INTO BEING THAT NEVER EXISTED.

WHATEVER. I'D REALLY LIKE TO SEE THAT COME BACK, BECAUSE WE ALL KNOW FROM THE FINANCE COMMITTEE IN THE STATES WE'RE GOING TO BE TALKING ABOUT FUNDING THAT RELATES TO OUTCOMES.

SO THIS IS JUST ANOTHER WAY FOR US SAYING BE ALL WE WANT TO SEE OUTCOMES OF MONEY AS YOU GET.

AND I THINK IT'S VERY IMPORTANT TO BUILD A PROGRAM TO QUARTERLY OR WHATEVER.

GIVE US JUST AN UPDATE ON SOMETHING LIKE THAT.

WELL, I REALLY APPRECIATE YOU SAYING THAT.

OH, WELL, I WOULD IMAGINE THAT ALL OF THE GRANTS HAVE OUTCOMES TIED TO THEM AND WE TRACK, SO WE JUST HAVEN'T GOTTEN IT TO US BEFORE. I DON'T THINK OTHER THAN STUDENT SERVICES, WE HAVEN'T GOTTEN OUT REPORTS TO THE BOARD ON OUTCOMES OF OUR DIFFERENT GRANTS, ETC.

SO THAT WOULD BE GREAT.

I WANT TO COMMEND YOU ALL THE TEAM FOR THIS 57% INCREASE.

I'M CURIOUS HOW MUCH OF IT HOW MUCH OF IT HAS TO DO WITH MORE MONEY AVAILABLE FROM THE GOVERNMENT BECAUSE OF THE RESPONSE TO THE PANDEMIC? AND YEAH, I WOULD SAY THAT WE HAVE SEEN A SLIGHT INCREASE RELATED AND THE EDA GRANT IS A PERFECT EXAMPLE IF THAT WAS DIRECTLY RELATED TO RESPONSE TO THE PANDEMIC.

BUT THE GRANTS WERE GOING THROUGH ARE INCREASINGLY COMPETITIVE.

SO E-BAY, FOR INSTANCE, THEY FUNDED 6% OF PROPOSALS.

SO EVEN THOUGH THERE MIGHT BE MORE MONEY OUT THERE THAT THAT PARTICULAR GRANT OPPORTUNITY WAS OPEN TO A WIDE, WIDE SELECTION OF ORGANIZATIONS, COMMUNITY COLLEGES, UNIVERSITIES, CITIES, COUNTIES, NONPROFIT ORGANIZATIONS.

SO WE WERE COMPETING ON A SCALE THAT WE REALLY HAVEN'T SEEN BEFORE.

AND RIGHT NOW OUR TEAM IS IS ENJOYING AN OVER A 50% WIN RATE ON OUR PROPOSALS.

AND AND REALLY, WHEN YOU LOOK AT NATIONAL AVERAGES, REPORTED WINS RATE WIN RATES ARE TYPICALLY AROUND 30% IS A REALLY.

[01:00:03]

BUT I THINK IT SPEAKS TO TO OUR DALLAS COLLEGE STRUCTURE AND THE WAY WE'RE ENGAGING OUR PARTNERS IN THE WAY WE'RE PLANNING IN ORDER TO BUILD THOSE SUCCESSES.

I THINK ABOUT THE QUESTION, AS I UNDERSTAND THAT A LOT OF THE COVID RELIEF ARP TYPE MONEY, I MEAN THAT FLOW TO THE COLLEGE INFLOW TO THE STUDENTS, RIGHT? AND THAT WOULDN'T BE INCLUDED IN THIS $38 BILLION.

RIGHT. SO AND SO WE DON'T HAVE A FISCAL CLIFF IN FRONT AS A BOARD BECAUSE OF THIS MONEY.

THIS IS THESE WERE COMPETITIVE FRAMEWORKS FOR APPLICATIONS THAT MATTER.

COMPETITIVE BRAND AWARDS, I THINK IS ONE OF THE MOST VALUABLE METRICS OF ANY EDUCATIONAL INSTITUTION OUT THERE.

HOW DO OTHER PEOPLE JUDGE YOU OR YOU'RE IN THE RING COMPETING FOR MONEY.

SO KEEP GOING WITH THAT.

AND THEN LASTLY THING YOU SAID THAT HELPS ME DESCRIBE THE ROLE OF THE COLLEGE AND THINGS LIKE THE BIOTECH BRAND IS WE'RE NOT ONLY LEVERAGING OUR ABILITY TO CONVENE AND IMAGINE COLLABORATIVE PROPOSALS, BUT ARE ACTUALLY BEING CLOSER TO, SAY, THE FISCAL AGENT FOR THE ADMINISTRATION IN THE PAST, THROUGH THOSE DOLLARS, WE INVEST A LOT AS A BOARD IN CONTRACT FOR GRANTS ADMINISTRATION. WE'VE GOT A GREAT TEAM DOING THAT AND THEY'RE NOT JUST DOING IT FOR US OR DOING IT FOR THE BENEFIT OF A LARGER SET OF COMMUNITY STAKEHOLDERS.

I THINK THAT'S WHAT MATTERS.

SO WE CAN'T DO THIS ALONE.

GRANTS ARE DEVELOPED IN ISOLATION, AND WE UTILIZE A PARTNERSHIP MODEL TO DEVELOP A NETWORK OF INTERNAL AND EXTERNAL STAKEHOLDERS.

YOU'VE HEARD ME TALK ABOUT. WE'RE EMBEDDED IN OUR STAKEHOLDER TEAMS. SOME OF THE STRATEGIES WE USE TO DEVELOP THIS PARTNERSHIP MODELS AND COMPRESSION PLANNING SESSIONS.

SO WE'VE BEEN WORKING WITH THIS STUDENT SUCCESS DIVISION.

WE HAVE EIGHT SESSIONS OVER OVER THIS FALL.

WE'VE DONE FIVE SO FAR.

WE'VE GOT ONE COMING UP NEXT WEEK.

WE DO. WE DO. SO WE HAVE ONE NEXT WEEK AND WE'LL CONTINUE THAT TYPE OF WORK.

WE'RE CONVENING INTERNAL AND EXTERNAL COLLABORATORS TO KEEP EXPERTISE AND INTEREST IN THOSE KINDS OF PROGRAMS, BRINGING THEM TOGETHER.

AND WE'RE FACILITATING CONVERSATIONS TO DESIGN SOLUTIONS.

WE HAVE A LOT OF EXPERTISE IN THE COLLEGE AND IN THE COMMUNITY, AND LET'S BRING IT TOGETHER SO WE CAN WE CAN BUILD ON EVERYBODY'S STRENGTHS TO TAKE THE MOST COMPETITIVE PROPOSALS WE CAN. AND WITH THAT SAID, I JUST WANT TO MAKE SURE THAT WE ARE CLEAR THAT THIS WORK ISN'T DONE ALONE.

AND JUST LIKE THOSE SKYDIVERS AND PARACHUTES, WE'RE OFTEN JUMPING OUT ON FAITH AND LEAPING INTO SPACES AND GOING BEYOND WHERE NO OTHER COLLEGE HAS GONE BEFORE.

AND THAT TAKES MORE THAN JUST THE FOUR OF US HERE.

WE'RE JUST BEING THE MOUTHPIECES TODAY.

SO WE WANT TO TAKE AN OPPORTUNITY TO SHARE OUR LET YOU GUYS SEE THE OTHER BARRIER BUSTERS WHO ARE IN THE ROOM.

AND SO WE HAVE THE PRE WAR TEAM FIRSTHAND.

AND THEN DR. HILL HAS SOME OF HER STUFF STAND SO PEOPLE WOULD STAND IN THE ROOM PRE AWARD.

THE AWARD TEAM.

AND THEN WE HAVE SOME TRIAL TEAMS AND REAL TEAM BECAUSE THE ATHLETES.

AND LASTLY, IF YOU HAVE HAD ANY ENGAGEMENT CROSS-FUNCTIONALLY WITH PRE AWARD IS STRATEGICALLY COMING UP WITH IDEAS AND WORKING ON BRINGING THESE INITIATIVES TO THE COLLEGE, STAND REAL QUICK AND SIT DOWN BEFORE PAUL.

OUR COLLEAGUES STAND UP BECAUSE WE REALLY DO WORK ACROSS THE LINES WITH EVERYBODY.

SOME PEOPLE NEED TO STAND UP.

ROB KNOWS GOOD AND DARN WELL THEY CAN BE NICE.

BUT I DID WANT TO JUST SHARE THAT BECAUSE THERE'S A LOT OF US WHO ARE ALL ABOUT BARRIER BUSTING.

YES, MA'AM. WELL, I'M CURIOUS, WHY DID WE EVER COME UP WITH THAT TERM? SO I THINK IT WAS OUR.

SOMETIMES I JUST APPRECIATE THAT YOU DIDN'T, LIKE, SUPERIMPOSING MY FACE ON.

YEAH. HAVE YOU THE GHOSTBUSTERS KIND OF THEME MUSIC.

BUT. BUT NO, SERIOUSLY, WE ARE ALL ABOUT THIS AND WE'RE ALL OVER IT.

AND WE WANTED TO HAVE CONTINUE THE CONVERSATION.

BUT BY WHAT DO THOSE STRATEGIES LOOK LIKE IN REAL LIFE? WE TALKED A LOT ABOUT LANGUAGE AROUND PRE AWARD AND COMPETITIVE GRANT ACQUISITION, BUT WHAT DOES THAT REALLY LOOK LIKE WHEN WE'RE LIVING IT? AND SO I'M GOING TO PASS IT OFF TO MY COLLEAGUE DR.

HILL TO TALK ABOUT ONE OF THOSE GREAT EXAMPLES, TRIO, WHICH IS A GRANT THAT WE HAD IN OUR FORMER VERSION OF OURSELVES, BUT NOW WE'RE ABLE TO MAXIMIZE IT AND CONTINUE THOSE DOLLARS AS A DALLAS COLLEGE.

THANK YOU. AND SO I'M GOING TO PROVIDE A LITTLE BIT A LITTLE BIT OF BACKGROUND ON TRIO PROGRAMS. TRIOS STARTED AS PART OF THE WAR ON POVERTY UNDER PRESIDENT LYNDON JOHNSON IN 1964.

[01:05:02]

THESE PROGRAMS ARE ADMINISTERED, FUNDED AND IMPLEMENTED BY THE UNITED STATES DEPARTMENT OF EDUCATION.

TRIO IS NOT AN ACRONYM A LOT OF PEOPLE THINK THAT IT IS.

IT ACTUALLY WAS GIVEN ITS NAME AFTER THE FIRST THREE FLAGSHIP PROGRAMS WERE IMPLEMENTED UPWARD BOUND, FOLLOWED BY RESEARCH AND THEN STUDENT SUPPORT SERVICES.

FIVE OTHER TRIAL PROGRAMS HAVE BEEN WERE ACTUALLY ESTABLISHED BETWEEN THE YEARS OF 1972 AND 1990.

AND TODAY, TRIO ACTUALLY CONSISTS OF EIGHT PROGRAMS WITH EACH PROGRAM LIVING WITH EACH PROGRAM HAVING A DIFFERENT PURPOSE.

THE INFRASTRUCTURE. DALLAS COLLEGE CURRENTLY ADMINISTERS SEVEN GRANT PROJECTS ACROSS THREE TRIAL PROGRAMS, SPECIFICALLY UPPER BOUND AND TALENT SEARCH ARE TWO PROGRAMS FOCUSED ON PROVIDING SUPPORT SERVICES TO MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS.

AND STUDENT SUPPORT SERVICES IS FOCUSED ON PROVIDING SUPPORT TO COLLEGE TO OUR COLLEGE STUDENTS.

TALENT SEARCH IS DESIGNED TO MOTIVATE THE SUPPORT OF MIDDLE AND HIGH SCHOOL STUDENTS FROM DISADVANTAGED BACKGROUNDS TO GRADUATE HIGH SCHOOL, TRANSITION TO COLLEGE AND COMPLETE THEIR COLLEGE DEGREE.

SERVICES INCLUDE BUT ARE NOT LIMITED TO CAREER EXPLORATION, MENTORING, TUTORING, TEST PREPARATION, FINANCIAL AND ECONOMIC LITERACY.

EDUCATION ASSISTANCE WITH FINANCIAL AID, ASSISTANCE WITH FINANCIAL AID, SCHOLARSHIP AND COLLEGE APPLICATIONS, AS WELL AS COLLEGE SUCCESS STRATEGIES.

OUR UPPER BOUND PROGRAM FOCUSES ON INCREASING THE RATE AT WHICH LOW INCOME FIRST GENERATION STUDENTS COMPLETE SECONDARY EDUCATION AND ENROLL IN AND GRADUATE FROM COLLEGE. STUDENTS ARE GIVEN SUPPORT IN THEIR PREPARATION FOR COLLEGE ENTRANCE, WHICH INCLUDES TUTORING, CAREER EXPLORATION, TESTING, MENTORING, FINANCIAL AND ECONOMIC LITERACY. EDUCATION.

WHILE THEY ARE STILL IN HIGH SCHOOL, STUDENTS IN UPPER BOUND MUST HAVE COMPLETED AT LEAST THE EIGHTH GRADE AND BEYOND THE AGE OF 1319.

STUDENT SUPPORT SERVICES PROGRAMING PROVIDES SUPPORT TO INCREASE RETENTION AND GRADUATION RATES OF OUR CURRENTLY ENROLLED COLLEGE STUDENTS BY PROVIDING SUPPORT FOR ACADEMIC DEVELOPMENT, ASSISTING STUDENTS WITH BASIC COLLEGE REQUIREMENTS AND MOTIVATING STUDENTS TOWARDS THE SUCCESSFUL COMPLETION OF THEIR DEGREE AND OR TRANSFER TO THE UNIVERSITY AND COMPLETION OF A FOUR YEAR DEGREE.

THESE SERVICES INCLUDE TUTORING, CAREER EXPLORATION, ADVICE AND ASSISTANCE WITH POST-SECONDARY COURSE SELECTION.

FINANCIAL AND ECONOMIC LITERACY.

EDUCATION. INFORMATION ON THE FULL RANGE OF FINANCIAL AID PROGRAMS AND RESOURCES AND ASSISTANCE WITH APPLYING FOR FINANCIAL AID AND SCHOLARSHIPS, AS WELL AS ASSISTANCE TO ASSISTANCE WITH APPLYING TO FOUR UNIVERSITIES.

TRANSFERRING AND EDUCATIONAL CULTURAL EXPLORATION OPPORTUNITIES.

FUNDING FOR OUR PORTFOLIO OF TRIO PROGRAMS HERE AT DALLAS COLLEGE, TOTALING MORE THAN $10 MILLION OVER A FIVE YEAR GRANT LIFECYCLE.

DALLAS COLLEGE CURRENTLY HAS ONE TALENT SEARCH PROGRAM AT THE E! SKILL CAMPUS, TWO UPPER BOUND PROGRAMS, ONE AT EASTFIELD AND ONE AT NORTHLAKE.

AND FOR STUDENT SUPPORT SERVICES PROGRAMS LOCATED AT MOUNTAIN VIEW, EASTVILLE, NORTH LAKE AND THE RICHMOND CAMPUS.

ALL TRAIL PROGRAMS COLLECTIVELY ARE GUIDED BY OBJECTIVES AIMED AT INCREASING THE NUMBER OF UNDERREPRESENTED, UNDERSERVED STUDENTS WHO ARE GRADUATING FROM HIGH SCHOOL, ENROLLING IN COLLEGE AND COMPLETING POSTSECONDARY EDUCATION.

AND WE AT DALLAS COLLEGE CONSISTENTLY MEET THESE OBJECTIVES IN BIG, IMPACTFUL WAYS.

FOR EXAMPLE, 76% OF OUR TALENT SEARCH STUDENTS ENROLLED IN POST-SECONDARY EDUCATION IN COMPARISON TO 49% OF NON TALENT SEARCH PARTICIPANTS AT THE HIGH SCHOOLS THAT WE SERVE.

83% OF OUR UPPER BOUND STUDENTS ENROLLED IN POST-SECONDARY EDUCATION IN COMPARISON TO 40% OF THE NON UPPER BOUND PARTICIPANTS AT THE HIGH SCHOOLS THAT WE SERVE IN OUR STUDENT SUPPORT SERVICES PROGRAM.

ACHIEVING AN AVERAGE OF 47% GRADUATION RATES IN COMPARISON TO 19% OF GRADUATION OF 19% GRADUATION RATE OF NON SCS PARTICIPANTS AT THE COLLEGE.

THE FUNDING AND DATA ARE IMPORTANT, BUT THE GREATEST IMPACT OF THESE STRATEGIES AND PARTNERSHIPS IS TO THE STUDENT.

SO I'M GOING TO SHARE A LITTLE BIT ABOUT GRACE, IF I MAY.

I'M SORRY. WE'RE GOING TO HEAR A SECOND.

I HAVE A QUESTION FOR YOU, BECAUSE THE COMMUNITY COLLEGE FINANCE COMMISSION, THEY'VE ISSUED A VERY, VERY BROAD SET OF RECOMMENDATIONS.

AND MY IMPRESSION IS, IS THEY LACK SPECIFICITY IN TERMS OF HOW TO FINDING A STUDENT SERVICES INDUSTRY OF THE SORTS OF OBJECTIVES THAT DR.

[01:10:06]

I MEAN, DO YOU SEE IS THERE AN OPPORTUNITY TO LEVERAGE THIS TRIO FRAMEWORK AND SUGGEST TO THE LEGISLATURE NEXT SESSION WE CAN FIGURE OUT PEOPLE COMING IN LATER THAT THEY USE THIS BECAUSE THIS IS THIS IS PERFORMANCE BASED.

IT IS. IT IS.

AND YEAH, THERE ARE STILL A LOT OF DETAILS TO BE WORKED OUT IN THAT.

BUT BUT TRIO IS A GREAT EXAMPLE THAT THERE'S A LOT OF HISTORY, A LOT OF EXPERIENCE THAT ALL THE COMMUNITY COLLEGES AROUND THE STATE HAVE THAT FRAMEWORK IN PLACE. SO IT DOES PROVIDE A GOOD FOUNDATION AND JUMPING OFF POINT FOR THOSE CONVERSATIONS.

THANK YOU. DR.. TALK TO YOU ALL.

BUT BASED ON WHAT WE'RE TALKING ABOUT AND I'VE NEVER HAD AN IN-DEPTH UNDERSTANDING OF TREO, I MOVE THERE, WHATEVER YOU GO OUT TO THE DIFFERENT HIGH SCHOOLS OR I MEAN, HOW DOES THAT WORK? YES. AND AND PLEASE CORRECT ME IF I'M WRONG, TEAM, BUT OUR TREO TEAM IS ACTUALLY SPECIFICALLY FOR TALENT SEARCH IN UPPER BOUND PROGRAMS, BECAUSE THOSE ARE THE PROGRAMS FOCUSED ON THE HIGH SCHOOLS.

RIGHT. OUR TEAMS ARE ACTIVELY ENGAGED IN THOSE HIGH SCHOOLS, REGULARLY ENGAGING WITH THOSE STUDENTS BECAUSE THE GOAL IS TO ASSIST THEM WITH COMPLETING THAT DEGREE FIRST AND THEN TRANSITIONING HERE, PREFERABLY A COMPLETE WITH US.

THEY TELL YOU SPECIFIC AREAS OF THE DIFFERENT HIGH SCHOOLS OR I MEAN, YOU CAN EXPLAIN A LITTLE BIT MORE HOW THAT RELATIONSHIP WORKS. IT'S ALL IN PART BECAUSE AND CORRECT ME IF I'M WRONG, WE ARE THE HOLDERS OF THE TREO BRAND.

YES. CORRECT. NOT THE HIGH SCHOOL.

RIGHT. OKAY.

SO WE BASICALLY ARE IN THE LANGUAGE OF PARTNERSHIP WITH THOSE HIGH SCHOOLS.

SO TELL ME A LITTLE BIT MORE.

THAT'S EXACTLY WHAT HAPPENS.

SO OUR TRIO DIRECTORS, IF YOU WILL, WILL GO INTO THE HIGH SCHOOLS IN THE MIDDLE SCHOOL IN REGARDS TO THE CAMPUS FOR PLEASANT GROVE, BECAUSE THAT SERVICE IS ALSO MIDDLE SCHOOL AGE STUDENTS.

SO THEY PARTNER WITH THE HIGH SCHOOL COUNSELOR, SOMETIMES THE ADMINISTRATION, TO GO IN AND SHARE THE BENEFITS OF THIS PROGRAM SO THAT THEY CAN RECRUIT, SO THAT THEY CAN JOIN THE TRAIL PROGRAMS. SO IT'S IT'S TRULY A COLLABORATIVE PARTNERSHIP.

AND LIKE YOU SAID, YOU GO INTO THE MIDDLE SCHOOL.

SO WE HAVE LAKEISHA JACKSON HERE FROM OUR EATS, OUR EDUCATION TALENT SEARCH PROGRAM, AND THEY DO SERVICE YOUNGER STUDENTS.

AND AS DR. HILL WAS SAYING, WE WORK WITH THAT AGE GROUP TO COME IN AND LEARN ABOUT THE ADVANTAGES OF ATTENDING COLLEGE, AND WE'RE GIVING THEM THAT ACCESS. AND WE'RE ALSO WORKING WITH PARENTS.

WE'VE SERVED OUR PARENTS EVEN BILINGUALLY.

THIS IS LAKEISHA JACKSON, AND SHE'S ASKING OUR AGE GROUP FOR OUR EDUCATIONAL TALENTS AND HOW WE GO WITH.

NO MEDALS. SO THEY HAVE TO BE AT LEAST 11 YEARS OLD, BUT COMPLETE THE FIFTH GRADE SO WE CAN ACTUALLY RECRUIT THEM THAT SOME OF THEM, THEY FINISHED FIFTH GRADE AS LONG AS THEY'RE 11 AND WE CALL THEM RISING SIXTH GRADERS SO THEY CAN ACTUALLY PARTICIPATE AS EARLY AS THAT SUMMER BEFORE THEIR SIXTH GRADE YEAR.

THEY DO OUR SUMMER TUTORING PROGRAM.

THEY CAN GO ON FIELD TRIPS, THE COLLEGE TOURS, THEY CAN DO THE WORKSHOPS THAT WE PUT ON IN THE SUMMERTIME.

AND THEN WHEN THEY GET INTO SIXTH GRADE, WE ACTUALLY HAVE MIDDLE SCHOOL VISITS THREE TIMES A WEEK.

HIGH SCHOOL VISITS THREE TIMES A WEEK.

SOMETIMES THE STAFF ARE IN TWO SCHOOLS AT ONE DAY AND TIMES THEY GO ONCE.

SOMETIMES THEY GO FOR DAYS.

IT JUST DEPENDS. WE DO COFFEE WITH PRINCIPALS.

WE DO PASTA NIGHTS AT THE SCHOOL, WHATEVER THEY LET US DO.

WE'RE GOING. WE GO TO PICK UP AND PASS OUT FOR SURE.

SO WE RECRUIT AND WE SERVE.

AND WE HAVE A NON TARGET GROUP BECAUSE WE SERVE THREE ZIP CODES AS WELL.

YEAH. WITNESS THE BALLOTS COUNTING.

WE'VE ONLY COUCH THAT BASICALLY HAVE A TRAIL OF GRANTS.

OR ARE THERE OTHER EDUCATIONAL.

HIGHER EDUCATION IN REGARDS TO HIGHER EDUCATION.

OH, THERE ARE OTHER INSTITUTIONS WITHIN THE DALLAS METROPLEX THAT HAVE TRIAL PROGRAMS AND THERE ARE UNIVERSITIES, AND WE'LL TALK A LITTLE BIT ABOUT THAT BECAUSE IT MAKES IT REALLY A GREAT TRANSITION WHEN THEY'VE BEEN A TRIO WITH US AND THEN THEY GO AND TRANSFER, COMPLETE WITH US AND TRANSFER TO THE UNIVERSITY.

THEY CAN CONTINUE THAT INTENSE INTERVENTION AT THE UNIVERSITY AS WELL.

AND NOW THEY'RE FAMILIAR WITH IT, NOW THEY'RE COMFORTABLE WITH IT, AND THEY HAVE THAT SUPPORT THROUGH THE UNIVERSITY AS WELL.

SO THAT'S WHAT I WAS GOING TO DESCRIBE A LITTLE BIT WHEN WE SPEAK TO OUR STUDENT.

SO ONE LAST QUESTION.

DID YOU DO ANYTHING WITH THE FOSTER CARE SYSTEM?

[01:15:05]

SO LET ME KIND OF SHARE WITH YOU.

GRACE. GRACE IS OUR STUDENT PARENT.

SHE IS A MOTHER OF TWO YOUNG CHILDREN.

THIS IS A LIFE YOU MADE.

LET ME SHARE WITH YOU. THIS IS WHERE I'M GOING TO GET VERY SERIOUS.

I HAVE TAUGHT AND HAD GRACE IN MY LIFE PRETTY MUCH IN THE TENURE OF MY HIGHER EDUCATION CAREER.

I'VE WORKED WITH THREE DISTINCT POPULATIONS, STATE INSTITUTIONS.

MY ALMA MATER WAS A PRIVATE INSTITUTION IN SAN ANTONIO AND THEN WORKING HERE AT DALLAS COLLEGE.

GRACE HAS BEEN AT EACH OF THOSE INSTITUTIONS.

SHE HAS BEEN A WORKING MOTHER.

SHE IS TRYING TO BETTER HERSELF BY GOING TO SCHOOL.

SHE IS TRYING TO KEEP HER CHILDREN ENGAGED IN A VERY FAMILY ORIENTED SCENARIO OR ENVIRONMENT.

BUT SHE WORRIES ABOUT EMOTIONAL AND ACADEMIC SUPPORT.

AND TRIO GIVES YOU A SENSE OF BELONGING.

AND RIGHT NOW, THAT IS SO IMPORTANT TO OUR STUDENTS AS WE'RE STILL RECOVERING THROUGH THIS PANDEMIC.

GRACE IS A PERSON THAT NEEDS A SPACE WHERE SHE'S WELL HEARD.

MY COLLEAGUES THAT ARE HERE FROM TRIO KNOW THEIR STUDENTS.

WE ARE DOING EVERYTHING AND ANYTHING THAT'S DESCRIBED IN THE DELIVERABLES THAT ARE WITHIN THE MODEL OF TRIO, AND THAT'S WHY IT'S SO POPULAR.

AND TRUSTEE IS SAYING WE SHOULD ALL BE MEASURED AGAINST HAVING GOOD ACADEMIC ADVISING, MENTORING AND THE FINANCIAL LITERACY.

P ALL OF IT CULMINATES TO A PLACE WHERE A STUDENT CAN TRULY HAVE A SENSE OF BELONGING.

AND I'M A SCHOLAR AND I LIKE TO READ.

AND SO CARTER AND HURTADO IN 1996 COINED THE SENSE OF BELONGING AND HOW IT'S THE PIVOTAL POINT FOR OUR STUDENTS SO THAT THEY CAN STAY ENGAGED. SO GRACE COMING TO US QUICKLY SENSES THEY'RE GOING TO PAY ATTENTION TO MY NEEDS.

AND WE ARE SO BLESSED HERE AT DALLAS COLLEGE BECAUSE DR.

CRUZ HAS CREATED AND JUST ENTERPRISE THIS CARE MODEL.

AND NOW SHE'S NOT WORRIED ABOUT A FOOD INSECURITY.

SHE'S NOT WORRIED ABOUT HAVING ONE CLOTHING FOR HERSELF OR HER CHILDREN.

WE'VE GOT THE ABILITY TO SAFETY NET THIS STUDENT, SO SHE'S NOT BOTHERED WITH THE BARRIERS THAT ARE IMPEDING HER TO BE A SUCCESS. SO AS YOU LOOK AT GRACE'S PERSONA HERE, SHE IS WANTING TO PUT TO TO PROCEED THROUGH THIS EXPERIENCE WITH US AT STUDENT TRAILS, STUDENT SUCCESS SERVICES.

SHE'S VERY GOOD WITH NUMBERS.

SHE KNOWS THAT A SUSTAINABLE CAREER WOULD BE AN ACCOUNTING AND SHE CAN START THERE, AND WE'RE TEACHING HER TO DREAM BIG.

SO I HAD AN OPPORTUNITY THIS SUMMER TO TRAVEL WITH UPWARD BOUND STUDENTS.

THOSE ARE PRE COLLEGIATE STUDENTS.

AND I TRAVELED WITH THEM, PACKED MY BAGS, WENT WITH THEM FOR A THREE NIGHT STAY TO OKLAHOMA.

I WAS ABLE TO GET THEM INTRODUCED TO THE PRESIDENT AND OKLAHOMA UNIVERSITY.

WE SPEND TIME AT OSU.

WE VISITED MUSEUMS. WE WENT TO THIS WILDLIFE PARK.

SOME OF THE STUDENTS HAD NEVER PACKED A BAG TO GO ON A TRIP AND IT WAS SO VALUABLE BECAUSE THEY SAID, I FINALLY GET TO TAKE A VACATION.

AND I SAID, TELL ME MORE.

HOW WHAT ARE YOU SAYING? SHE SAYS, I'M CONSTANTLY HAVING TO TAKE CARE OF MY SIBLINGS OR WORRY ABOUT MY PARENTS, AND THEY KNEW THAT TRIO WAS GOING TO AFFORD THEM THAT SO A SINGLE MOTHER WAS ABLE TO HAVE SOMEBODY WORK WITH WITH WITH HER FAMILY TO WATCH HER CHILDREN SO SHE CAN ALSO ENJOY THIS EXPERIENCE. SO SHE'S VERY REAL.

AND JUST TO KIND OF SUM UP THE SLIDES, WE SPEAK TO THE ACADEMIC AND EMOTIONAL SUPPORT WE WE HAVE THAT WE HAVE EXCELLENT PROGRAMS FOR THAT, THE FOOD INSECURITY AND THE ACCESS TO LEARNING RESOURCES.

SO HERE'S ANOTHER ONE.

THE FACT THAT WE HAVE INCLUDED IS SO GREAT, THE FACT THAT SHE CAN GO AND GET A LAPTOP IN OUR HOTSPOT, THAT IS PRIMO BRAVO TO US, BECAUSE SHE DOESN'T HAVE TO WORRY ABOUT THAT.

AND THEN SHE CAN THEN FOCUS ON HER STUDIES.

SHE HAS A PLACE TO GO AND BE COMMUNAL.

ALL OF THE THINGS THAT WE TALK ABOUT THERE, IT'S A ONE STOP SHOP.

I COULD LOOK AT EACH AND EVERY ONE OF THESE TRAINED PROFESSIONALS SAY, DO YOU KNOW THEIR FIRST NAMES?

[01:20:02]

ALL THE OTHER THINGS, THE TUTORING AND THE MENTORING JUST COMES NATURALLY BECAUSE WE ACTUALLY DO KNOW OUR STUDENTS.

AND NOW THAT WE HAVE OUR STUDENTS SUCCESS COACHES, THEY ARE IN ALLIANCE WITH US.

WE'RE ALIGNING ALL THE STRATEGIC GOALS.

OUR TRIO OF STUDENTS, THERE'S A REASON WHY WE'RE AT 83%, BECAUSE WHEN WE SAY, HEY, WE'RE GOING TO ROLL YOU TO A&M COMMERCE, OR WE'RE GOING TO ROLL YOU THE TAB, YOU ARE OVERSATURATED MARKET OF HIGHER EDUCATION.

THEY LOVE IT BECAUSE THEY CAN SAVE A LITTLE GAS, BUT THEY'RE STILL GOING WITH THEIR BUDDIES WHO ARE TRIO PEOPLE.

AND THAT'S WHERE IT COUNTS, IS THAT WE ARE A TRANSFER STATION.

THEY'RE MOVING TO THEIR NEXT.

WE'RE AFFIRMING FOR THEM THAT PARTNERSHIPS WITH OUR FOLKS THAT WILL GIVE US INTERNSHIP OPPORTUNITIES OR PRACTICUM EXPERIENCES WHERE THEY'RE GUYS. BUT WE'RE BUILDING TRUST WITH OUR STUDENTS AND THAT IS SO IMPORTANT AS WE'RE REBRANDING DALLAS COLLEGE, WE CARE.

THEY SEE IT.

THEY DON'T HAVE THE WORRIES.

SO KIND OF SUM IT UP WHERE THEY'RE COMMUNITY.

IT'S KIND OF LIKE WHAT YOU SAID, WHERE THEIR ACCESS TO THE FUTURE, WHERE THEIR ACCESS TO WORKS.

ONE OF THE AREAS OF GREAT CONCERN.

YES, MA'AM. AND IT'S ALL OVER THE COUNTRY.

GRACE IS A FEMALE.

COULD BE A MALE AS WELL.

OKAY. THAT'S WHAT I WAS GOING TO ASK IS.

ARE WE ADDRESSING THE NEEDS OF A MALE STUDENT? YES, MA'AM. SO ASSUMING THAT AGE GROUP STARTS, YOU SAID YOU KNOW HOW THEY SAY, DON'T GET ME STARTED? I HATE TO START WITH MALES AS WELL.

WE HAVE OUR MALE INITIATIVE PROGRAM.

OUR MALE ACHIEVEMENT PROGRAM GAVE RANDALL AND HIS PROGRAM LEADS.

WE ARE SO INTERCONNECTED WITH THIS.

COMPRESSION PLANNING LEADS TO IDEAS AND INNOVATION, BUT WE'RE WORKING TOGETHER.

WE SIGNAL EACH OTHER.

I CAN LOOK AT JEFF RIGHT NOW.

JEFF IS THE DIRECTOR FOR OUR GRANT PROGRAMS FOR STUDENT SUCCESS.

HE HAS LIVED AND BREATHED THROUGH IN HIS TENURE.

JEFF CAN SPEAK TO YOU ABOUT HOW HE HAS DRIVEN YOUNG MEN TO UT AUSTIN, SO THEY TOO WILL HAVE THEIR OPPORTUNITIES.

AND SOME HAVE BEEN SINGLE PARENTS.

OH, YEAH. THE JUVENILE JUSTICES.

ARE WE BREACHING THAT APPELLATION OR WE ARE JUST IT KIND OF DEPENDS ON WHAT THEY'RE IN THE JUSTICE SYSTEM FOR.

BUT A LOT OF TIMES A LOT OF OUR STUDENTS DO FIT THAT ROLE MODEL.

SO SOMETIMES IT MAY NOT BE UNTIL WE GET THEM INTO COLLEGE OR WHEN THEY GET TO COLLEGE, BUT OR IT COULD BE WHEN WE DO HAVE THEM IN HIGH SCHOOL.

THAT'S WHERE OUR RELATIONSHIPS COME INTO PLAY A LOT WITH OUR DIFFERENT HIGH SCHOOLS AND OUR DIFFERENT ORGANIZATIONS, AS WELL AS WITH OUR OTHER PROFESSIONALS WHO ARE TRAINED PROFESSIONALS IN THAT AREA.

BECAUSE, FOR INSTANCE, THERE'S A LOT OF NONPROFITS THAT WE WORK WITH BECAUSE THEY HAVE ACCESS TO THOSE STUDENTS THAT MAYBE WE DON'T SEE IN A SCHOOL SYSTEM ALL THE TIME, BUT THEY DO LIVE IN THAT DIFFICULT AREA.

SO THAT IS ONE OF THOSE THINGS.

BUT, YOU KNOW, MALES IS ALWAYS I WOULD SAY I THINK A LOT OF OUR COLLEAGUES WOULD SAY THAT MALES ARE PROBABLY ONE OF OUR TOP PRIORITIES BECAUSE WE WANT TO MAKE SURE WE GET WE'RE TRYING TO BE EQUAL AND FAIR.

BUT A LOT OF TIMES MALES ARE ONE OF THE HARDEST ONES TO REACH BECAUSE IT IS EASIER FOR YOU TO GO TO WORK OR DO WHATEVER.

SO SOMETIMES IT'S JUST A MATTER OF WHAT WE'RE LOOKING FOR.

BUT WE DEFINITELY DO TRY TO PRIORITIZE OUR STUDENTS ON ON THE ONES THAT NEED THE MOST HELP AND NEED THE MOST ASSISTANCE AS FAR AS GETTING INTO COLLEGE AND THEN JUMPING THROUGH THOSE HOOPS, YOU MIGHT SAY, TO GO ON TO THE NEXT LEVEL.

YOU KNOW, ONE OF THE THINGS THAT I KNOW THAT PUSHES ON DOWN THE ROAD, BUT ONE OF THE THINGS THAT THAT I'VE TALKED SAID BEFORE, BUT IT'S SO, SO APPROPRIATE RIGHT NOW IS IS THAT I HAVE ASKED I WOULD LIKE TO SEE US TAKE ARTIFICIAL INTELLIGENCE AND I WOULD LIKE TO SEE US FOR THOSE 11.

ROLLS AND 12.

I'D LIKE TO SEE US TAKE SOME GRANT MONEY THAT WE GET FOR SOMETHING AND GO TO A COMPANY.

AND I'LL USE A NAME.

IAN. IAN IS AN ARTIFICIAL INTELLIGENCE THAT'S GOT THE LARGEST INVENTORY OF SOFTWARE.

AND IF YOU IF WE COULD DEVELOP A GAME AROUND DALLAS COLLEGE A GAME ABOUT HOW DO I GET TO COLLEGE, A GAME ABOUT WHAT HAPPENS IF I GET TO COLLEGE BECAUSE ARTIFICIAL INTELLIGENCE WILL TAKE EVERY ONE OF THOSE STUDENTS AND WE CAN'T GET TO ALL OF THEM.

BUT IF WE PASS A GAME OUT TO THEM AND THEY GET ON THEIR PHONE AND THEY'RE PLAYING THIS GAME, ARTIFICIAL INTELLIGENCE WILL LET THEM SEE THEMSELVES AS GOING TO HIGH SCHOOL, GRADUATING FROM HIGH SCHOOL, GETTING A CERTIFICATE, GOING TO COLLEGE.

[01:25:05]

BUT IT ALSO LETS THEM SEE THE DARK SIDE.

WHAT IF YOU DON'T DO THAT? WHERE DO YOU END UP? YOU END UP IN INCARCERATION.

AND SO I REALLY WOULD LIKE TO SEE US BE THE LEADER IN THAT.

I DON'T KNOW ANYBODY BECAUSE YOU CAN REACH HUNDREDS AND THOUSANDS OF KIDS INSTEAD OF 50 TO 100 KIDS.

AND THAT'S WHAT I'D LIKE TO SEE, IS TAKE SOME GRANT MONEY AND TAKE THE LEADERSHIP AS DALLAS COLLEGE BUILDING A GAME PROGRAMING THAT IS TO DO WHAT ALL THESE PEOPLE ARE DOING WITH A SMALL GROUP.

LET'S DO IT IN THE BIG POND.

3938. THANK YOU.

YOU TWO SLIDES TO THE END THERE, MR. CHAIRMAN, PLEASE.

IN TERMS OF PARTICIPATION.

ALL RIGHT. IT'S PERCENTAGE HIGHER THAN IT IS COMPARED TO.

SO, YES. YES, I THINK THAT.

MATT, PLEASE. JUST ONE QUESTION.

HOW DO WE TAKE THE SCHOOLS THAT WE PUT THESE IN THE SERVICE? THE SERVICE SCHOOLS? HOW ARE THEY SELECTED WHEN THE GRANTS WERE WRITTEN? AND I WANT TO MAKE SURE I'M CLEAR ON THIS, IS THAT WE ARE LOOKING AT THE ENVIRONMENT THAT WE'RE WANTING TO IMPACT.

SO THEY ARE ALIGNED.

WHEN WE WERE AT SEVEN DIFFERENT COLLEGES, WHICH WAS MY EXPERIENCE AT EASTFIELD, WE HAD SERVICE HIGH SCHOOLS WE WORKED WITH.

SO THE GRANTS ARE WRITTEN TO HELP THAT WITHIN THAT COMMUNITY.

SO THAT'S HOW I WOULD ANSWER IN MY CORRECT ON THAT.

YEAH, THERE ARE VERY SPECIFIC ELIGIBILITY CRITERIA, THE TRIO PROGRAMS AND A LOT OF THOSE FACTORS ARE THINGS OUTSIDE OF OUR CONTROL, THINGS LIKE GRADUATION RATES, POVERTY RATES AT THOSE PARTICULAR SCHOOLS, THE STUDENT HEALTH STUDENT COUNSELOR RATIO, THINGS LIKE THAT THAT TRIO EVALUATE.

SO WHEN WE GO THROUGH A CYCLE, WE LOOK AT ALL OF THOSE FACTORS.

THAT'S WHAT I WANT TO MAKE SURE THE GUIDELINES SO EVERY SCHOOL IN THE SENSE WAS TREATED EQUALLY.

YOU DON'T MEET THE GUIDELINES AND YOU DON'T MEET LIKE YOU SAY.

OKAY, WELL, WE CAN CUT INTO OUR LUNCH TIME, BUT I DON'T THINK YOU'RE KEEPING US SO WELL ON TRACK.

I DON'T THINK WE'LL CUT INTO OUR LUNCH TIME OR LUNCH BREAKS OR ANYTHING ELSE.

I MEAN, GREAT JOB. SO THAT'S REALLY EXCITING.

NOW, THE NEW DALLAS ACTING SUPERINTENDENT, I THINK BECAUSE SHE DID A LISTENING TOUR AND TALKED TO DIFFERENT PEOPLE WHAT THE DALLAS MIGHT BE NEED TO BE DOING, ETC., ETC.. SO MY INPUT TO HER INCLUDED, DON'T WAIT TILL MIDDLE SCHOOL TO TALK TO STUDENTS ABOUT GOING TO COLLEGE OR GETTING EDUCATION BEYOND HIGH SCHOOL.

TALK TO THEM BEGINNING THIRD GRADE, NOT JUST THEM, BUT ALSO THE PARENTS.

SO I THINK A VIDEO GAME, AN APP WOULD BE A PERFECT WAY TO REACH THE MASSES.

YOU KNOW, WE WERE ABLE TO REACH TARGETED GROUPS THROUGH THE TRIO PROGRAMS AND OTHER PROGRAMS, BUT WE WOULD NEED TO REACH THE LARGER NUMBERS.

SO POSSIBLY YOU CAN HAVE THAT CONVERSATION WITH DR.

EVERY SATURDAY. IN TERMS OF ONE, DOES SHE PLAN TO GO THAT ROUTE AND TO HOW CAN DALLAS COLLEGE BE HELPFUL? SURE. I'LL CERTAINLY FOLLOW UP WITH HER.

AND TO THE TO THE POINT ABOUT HOW DO WE GET TO STUDENTS EARLIER.

SOME OF YOU WILL REMEMBER YEARS AGO WE PUT TOGETHER A COLORING BOOK, THEN A DIGITAL CD COLORING BOOK THAT WE WOULD TAKE IN TO TO ELEMENTARY SCHOOLS TO THAT THEY COULD TAKE HOME.

THEY COULD COLOR, PUT THAT ON THE REFRIGERATOR, AND MAYBE IT STAYS THERE FOR A FEW YEARS UNTIL IT'S TIME TO THINK ABOUT COLLEGE OR THE BROTHER OR SISTER OR WHATEVER.

BUT THAT IS THAT IS AN ONGOING STRUGGLE AND CHALLENGE TO GET THEM GET TO THEM EARLY.

AND HOW DO WE GET TO THEM AS THEY CHANGE AND THEY EVOLVE HOW THEY SPEND THEIR TIME.

SO I APPRECIATE THOSE SUGGESTIONS AND AND I'LL SAY, MR. TERRELL, I'LL HAVE THEM LOOK LIKE THAT.

WHAT DINA DESCRIBED, YOU KNOW, TALKING ABOUT THAT, TALKING ABOUT GRADES AND THAT LEVEL OF SUPPORT AND CARE REALLY DOES EXTEND TO WHAT WE NOW CALL OUR LEARNING CARE MODEL, LEARNING MODEL THAT SHE MENTIONED.

OUR STUDENT SUCCESS COACHES, ALL THE INVESTMENTS THAT WE HAVE MADE IN FOCUSING ON STUDENT SUCCESS IS LEVERAGING THAT TYPE OF ATTENTION TO TO EVERY STUDENT WHERE, AGAIN, I'M SORRY IF I STEPPED ON THAT.

I'M SORRY ABOUT THAT. OKAY.

SO HE SAID IT ALL.

NO, THAT WAS REALLY DID I AS A CONVERSATION.

SO WHAT DOES THIS ALL MEAN FOR DALLAS COLLEGE? IN ADDITION TO TRIO PROGRAMS AIMING TO INCREASE THE NUMBER OF UNDERREPRESENTED, UNDERSERVED STUDENTS WHO ARE GRADUATING FROM HIGH SCHOOL, ENROLLING IN COLLEGE AND COMPLETING POST-SECONDARY EDUCATION, TRIAL PROGRAMS ALSO ASSIST THE COLLEGE IN STRENGTHENING SYSTEMS THROUGH THE INTEGRATION OF PROVEN STUDENT SUCCESS STRATEGIES AND

[01:30:07]

WE HAVE DONE A GREAT JOB AT DALLAS COLLEGE IN DOING SO, AND THIS IS A VERY BIG DEAL.

PROVEN SUCCESS STRATEGIES AND PRACTICES FROM OUR TRIAL PROGRAMS INFORM THE LEARNER CARE MODEL, WHICH IS OUR ECOSYSTEM OF INTEGRATED STUDENT SUPPORT AND CARE.

THE LEARNER CARE MODEL HAS IN TURN INFORMED BOTH THE DESIGN AND SPACE OF THE NEW STUDENT SERVICES BUILDING AT THE EASTFIELD CAMPUS.

AND THIS SERVICE MODEL OF CARE AND SUPPORT WITHIN THIS SPACE IS WHAT WILL EXIST THAT REALLY AT THE CORE OF TRIAL BRANDS IS TO DO THAT.

SO YOU TALK ABOUT SOMETHING COMING FULL CIRCLE.

NOW YOU'RE SEEING PRESENTATIONS, PRESENTATION.

OF COURSE, IT'S PROVOCATIVE.

YOU'VE DESCRIBED THE TRIO AS A SUBPOPULATION OF STUDENTS.

IT'S OUT OF ALL OF OUR STUDENTS.

IT'S A SUBPOPULATION. YOU'VE DESCRIBED TRIO COUNSELORS AS A SUBPOPULATION OF STUDENT SERVICES.

THIS SLIDE SORT OF SUGGESTS THE TRIO IS INFORMING OUR BROADER STUDENT SERVICES DELIVERY DALLAS COLLEGE, WHICH I THINK IS AWESOME GIVEN THE RESULTS YOU'RE GETTING.

BUT HAVE WE MADE THE INVESTMENT AS A BOARD TO SCALE TRIO? AND PARTICULARLY WHEN YOU LOOK AT THESE TYPES OF THINGS, YOU HAVE THE, THE, THE RATIO OF STUDENTS TO COUNSELOR SERVED.

I MEAN, WE WENT FROM SEVEN 800 DOWN TO IN 330, 5350 DURING THE ONE COLLEGE TRANSITION.

BUT IS TRIO RATIOS LOWER? I MEAN, I'M TOLD IF THE KIDS IN FOSTER CARE, YOU GOT TO GET THAT RATIO DOWN TO LIKE 70 OR 80 TO 1.

SO WHAT IS THE RATIO AT TRIO? HOW MANY STUDENTS ARE SERVED? AND WE MADE THE INVESTMENT TO SCALE IN THE WAY THAT YOU'RE SUGGESTING.

WELL, I THINK THE OPPORTUNITY STILL EXISTS FOR THE INVESTMENT TO SCALE MUCH, MUCH GREATER ACROSS THE INSTITUTION, AS OPPOSED TO GIVE YOU AN IDEA, FOR EXAMPLE, OUR TRIO OF STUDENT SUPPORT SERVICES PROGRAM AT MOUNTAINVIEW CURRENTLY SERVES 230 STUDENTS ANNUALLY.

RIGHT? BUT THERE ARE 230 STUDENTS WHO ARE MOST WHO HAVE THE HIGHEST PROBABILITY OF NOT COMPLETING RIGHT.

AND SO WHEN YOU TAKE THAT AND YOU LOOK ACROSS THE FOUR TRAIL PROGRAMS, ON AVERAGE, IT'S ABOUT 232 TO 80 3 TO 70 AND ONE PROGRAM SERVES 185.

SO IT IS REALLY JUST A SLICE OF IT, BUT IT'S A SLICE OF IT'S A SLICE OF OUR STUDENT POPULATION THAT IS MOST THAT HAS THE MOST NEED OF SUPPORT, SUPPORT AND THE HIGHEST RISK OF NOT COMPLETING.

AND SO IF IF WE CAN ACHIEVE THOSE TYPE OF OUTCOMES WITH THIS TYPE OF SUPPORT FOR STUDENTS WITH THE HIGHEST NEED, IF WE'RE ABLE TO SCALE IT STRATEGICALLY AND INTEGRATE THIS ACROSS OUR PRACTICES, NOT JUST OUTSIDE OF THE CLASSROOM BUT ALSO INSIDE THE CLASSROOM, THEN WE SHOULD START TO SEE SOME SIMILAR OUTCOMES.

AND NO, I WAS GOING TO SAY THAT JUST BRINGS US TO WHERE OUR OPPORTUNITIES LIE AND THE CONVERSATIONS THAT YOU SPEAK OF TRUSTEE RIDDER THAT I'VE HEARD TRUSTEE FLORES AND TRUSTEE BOYD SPEAK OF IS HAVING THE INFORMATION ABOUT THESE GRANTS AND THEIR IMPACT AND WHERE WE NEED TO SCALE IT, WHERE DO WE NEED TO EXPAND THESE KINDS OF SERVICES SO THAT OUR MALE POPULATION IS THRIVING JUST AS MUCH AS OUR FEMALE POPULATION, THAT SOME OF THE PEOPLE WHO DON'T MEET THE CRITERIA BUT STILL HAVE A LOT OF VARIABLES THAT WOULD IMPEDE THEM FROM BEING SUCCESSFUL.

HOW DO WE SCALE THAT AND TO WHAT COMMITMENT IS THE INSTITUTION WILLING TO DO THAT? AND WE HAVE TO HAVE YOU HAVE THE INFORMATION TO BE ABLE TO MAKE THAT INFORMED DECISION AND PART OF THAT DECISION MAKING FRAMEWORK.

AND THAT'S WHY EARLIER WITH TRUSTEE BOYD SAID HE WOULD LIKE TO SEE WHAT THE OUTCOMES LOOK LIKE.

SOME OF THESE GRANTS.

THAT'S THE VERY THING THAT I WANTED TO KIND OF CLOSE THIS CONVERSATION WITH IS WE WOULD LIKE THE OPPORTUNITY TO SHARE WITH THE BOARD MAJOR PROVEN STRATEGIES THAT WOULD BENEFIT THE ENTIRE STUDENT POPULATION AND WHAT THE NEEDS, BUDGETARY AND POLICY WISE NEED TO BE CHANGED OR NEED TO BE IMPLEMENTED FOR US TO BE ABLE TO CARRY OUT THAT KIND OF WORK AT SCALE.

AND THOSE ARE THE KINDS OF DISCUSSIONS THAT WE LOOK FORWARD TO THE FUTURE WITH THE BOARD.

TO HELP INFORM YOUR DECISION ON HOW FAR DO WE GO, WHERE DO WE GO, AND WHAT DOES THAT LOOK LIKE FOR THIS COMMUNITY TO BE ABLE TO DO THE THE MASSIVE WORK THAT THEY SO DESPERATELY DESERVE? BUT LET'S CLOSE THE CONVERSATION ON THIS COURSE.

BUT WHAT DO YOU FORESEE? I KNOW YOU SAY IT WAS 1964 THAT BEGAN.

WHAT IS THE LONG TERM PICTURE FOR THESE GRANT FUNDS? AND SO THEY WENT AWAY TOMORROW.

[01:35:02]

BUT WHAT HAPPENS IF THOSE FUNDS GO AWAY? NO, YOU'RE ABSOLUTELY RIGHT.

AND THAT IS REALLY THE INTENT OF HAVING THESE SERIES OF CONVERSATIONS IS WE'VE HAD NOT HAD THAT COMPREHENSIVE CONVERSATION BEFORE.

WE WERE DALLAS COLLEGE TO THE DEPTH THAT WE NEED TO IS TO SAY, WHAT DO WE WANT TO DO? WHAT HERE WE HAVE INFORMATION, HERE'S WHAT'S WORKING, WHAT KIND OF STRUCTURE? WHEN WE COME TO THE BUDGET CONVERSATIONS IN THE FUTURE DO WE WANT TO CONSIDER WITH THESE KINDS OF CONTEXTS IN OUR MIND, WHAT ARE WE GOING TO DO IF THESE POWERFUL, PROVEN STRATEGIES WORK AND THAT MONEY IS CUT OFF? IS DALLAS COLLEGE? YES, MA'AM. IS DALLAS COLLEGE GOING TO INSTITUTIONALIZE THAT? DO WE HAVE THE CAPACITY TO DO THAT? AND WE NEED TO HAVE CONVERSATIONS NOW BEFORE WE GET TO THAT SPACE.

I MEAN, SO I REALLY LIKE THE QUESTION THAT TRUSTEE RITTER POSED, AND I THINK THAT WOULD BE A GOOD AGENDA ITEM FOR OUR NEXT STRATEGIC PLANNING SESSION OR RETREAT OR WHATEVER WE'RE GOING TO HAVE BECAUSE WE CAN GET AHEAD OF THIS BEFORE GOING INTO THE 2023 24 BUDGET CYCLE.

DO WE PUT MORE MONEY AND CAN WE PUT MORE MONEY INTO THESE TYPES OF PROGRAMS? AND FOSTER CARE WASN'T SPECIFICALLY ADDRESSED, BUT WE KNOW THAT'S A VERY HIGH NEED STUDENT POPULATION.

SO WHAT CAN WE DO IN THAT AREA? DR. HAGGERTY, I APPRECIATE YOUR INJECTING SOME OF YOUR PERSONAL EXPERIENCE WITH OUR STUDENTS BECAUSE IT'S WHEN WE GIVE OF OURSELVES TO THAT LEVEL THAT WE CAN REALLY MAKE AN IMPACT. AND THANK YOU ALL FOR YOU, FOR WHAT YOU DO EVERY DAY FOR OUR STUDENTS.

THERE'S COMPTON. I WANT TO SAY I AM SO GLAD YOU ASKED ABOUT WHAT ARE WE GOING TO DO WHEN IT'S NOT HERE? BECAUSE JOHN AND I AND THE FINANCE COMMITTEE ARE REALLY, REALLY PROVIDING A SERIOUS STRUCTURE TO DO JUST THAT, BECAUSE THE WORST THING YOU CAN DO IS IS NOT PREPARED WHEN YOU GET SOMETHING THAT'S SO VIABLE AND SO VIBRANT AND MOVING ALONG AND THEN ALL OF A SUDDEN RUGS PULLED OUT FROM UNDER YOU.

AND WE KNOW THAT WE KNOW WHO HAS A HOPE OF THE RUG.

SO BASICALLY, WE'VE TALKED TODAY AROUND IT AND WE'RE NOT GOING TO GET INTO IT NOW.

BUT WE'VE TALKED AROUND SUCCESS OF PROGRAMS WITHIN OUR COLLEGE THAT MANY, MANY PEOPLE ARE BENEFITING FINANCIALLY, BUT WE'RE NOT WE HAVE TO NOT DO THAT IN THE FUTURE.

WE HAVE TO FIND A MECHANISM AND A STRUCTURE THAT ALLOWS US TO PARTICIPATE FOR ONE REASON, AND THAT'S THE VIABILITY OF ALL OF THESE PROGRAMS. SO I WON'T SAY ANY MORE OTHER THAN THERE'S MORE TO COME FROM THE FINANCE COMMITTEE ABOUT HOW WE'RE GOING TO PROVIDE FUTURE FINANCIAL SECURITY UNDER OUR CONTROL AND NOT EXTERNALLY.

SO THAT'S FINE.

THANK YOU FOR ASKING.

I THINK THAT WAS.

THANK YOU. THANK YOU.

THANK YOU. WE'RE A LITTLE BIT BEHIND WITH THE TRUSTEES.

APPRECIATE A BREAK FOR ABOUT 5 MINUTES.

WE'RE GOING TO BREAK IN 5 MINUTES.

MY FELLOW TRUSTEES FOR SOME INDULGENCE.

WE HAVE SOME FOLKS UP HERE WITH SOME TIME CONSTRAINTS.

[4.3. Dallas College Promise]

I'LL BE INSTRUMENTAL.

HAVE TO START BY SAYING THAT THIS CONVERSATION AROUND THE PROMISE.

SOME OF YOU ARE AT THE ACT CONFERENCE LAST WEEK WHERE WHERE WE PRESENTED AND TALKED A LITTLE BIT ABOUT THE PROMISE AND HOW REALLY OUR PROMISE HAS BECOME THE MODEL, QUITE FRANKLY, FOR OTHERS AROUND THE STATE AND AROUND THE COUNTRY.

SO OBVIOUSLY WE'RE VERY PROUD OF THE WORK OF THE PROMISE AND OF THIS TEAM THAT HAVE CERTAINLY DIFFERENT RESPONSIBILITIES WITHIN THAT.

THANK YOU. BILLY, THIS IS JUST GREAT.

HE STUFF OFF JUST WITH SOME INTRODUCTIONS, AND THEN KATRINA IS GOING TO JUMP INTO THE POWERPOINT.

JOSH SKOLNIK, EXECUTIVE DIRECTOR OF THE DALLAS COLLEGE FOUNDATION.

GOOD MORNING. I'M KATRINA JAMES, AND I AM MANAGING DIRECTOR OF THE DALLAS COUNTY PROMISE AT THE COMMIT PARTNERSHIP.

[01:40:04]

COMMIT IS 11 YEARS OLD AND IT IS A BACKBONE ORGANIZATION THAT SUPPORTS PARTNERSHIPS THROUGHOUT THE REGION AND NOW SOME STATEWIDE AS WELL.

AND WE REALLY LOOK ACROSS VARIOUS MILESTONES IN A YOUNG PERSON'S LIFE, STARTING WITH PRE-K THREE ENROLLMENT AND GOING ALL THE WAY THROUGH ATTAINING A LIVABLE WAGE.

SO DALLAS COUNTY PROMISE IS ONE OF OUR THREE COALITIONS.

WE FOCUS ON POST-SECONDARY ACCESS AND COMPLETION AGAIN IN DRIVING TOWARDS OUR NORTH STAR GOAL, WHICH IS BY 2040, WE WANT TO DOUBLE LIVING WAGE ATTAINMENT HERE IN DALLAS COUNTY.

SO MY FABULOUS CEO, TODD WILLIAMS, WOULD SCOLD ME IF I DIDN'T START WITH SOME GROUNDING IN SOME DATA.

AND SO IF YOU LOOK AT THE 60 BY 30 INITIATIVE, WHICH WHICH CAME ABOUT IN 2015, AND REALLY WHAT WAS THE IMPETUS AROUND THE CONVERSATIONS FOR STARTING PROMISE, WHEN WE LOOK AT THE HIGH DEMAND JOBS THAT LEAD TO LIVABLE WAGE INCOME, AT LEAST 60% OF THOSE WILL REQUIRE SOME LEVEL OF COLLEGE EDUCATION.

SO SOME SORT OF CREDENTIAL AND 67% OF THE IN-DEMAND JOBS IN THE REGION DO REQUIRE A CREDENTIAL.

AND WHEN YOU LOOK AT DALLAS COUNTY, EVEN COMPARED TO SOME OF THE COUNTIES IN THE REGION, BUT CERTAINLY COMPARED TO OTHER LARGE CITIES IN THE COUNTRY, WE SORT OF FALL TOWARDS THE LOWER END OF THE SPECTRUM ON BOTH CREDENTIAL ATTAINMENT AND WAGE ATTAINMENT.

UNDERLYING THIS PROBLEM AND THE MAIN REASON FOR THE IMPETUS AROUND PROMISE, IF YOU LOOK AT THE LIFELINE OF A STUDENT AND HOW THEY OBTAIN THEIR EDUCATION, IF YOU START WITH THE EIGHTH GRADE COHORT, SO YOU HAVE THIS GROUP OF 100% OF STUDENTS, BY THE TIME YOU GET TO SIX YEARS, POST THE TIME WHEN THEY WOULD HAVE ENROLLED IN COLLEGE, THE EIGHTH GRADE COHORT FROM 2009 IN DALLAS COUNTY, ONLY 18% OF THOSE STUDENTS OBTAINED A CREDENTIAL SIX YEARS AFTER GRADUATING FROM HIGH SCHOOL.

AND YOU SEE DROPS THAT SORT OF EVERY POINT IN THE TIMELINE HIGH SCHOOL ENROLLMENT, HIGH SCHOOL GRADUATION, COLLEGE ENROLLMENT, ETC..

BUT WHEN YOU HAVE SUCH A SMALL PORTION OF A LARGE COHORT OF STUDENTS WHO ARE PAYING THAT CREDENTIAL THEIR INCOMES, THE REASON AND THE MAIN REASON WHY WE HAVE A PROMISE.

SO MY PREDECESSOR, ERIC VANN, WHO SOME OF YOU KNOW CHANCELLOR EMERITUS MAY PRESIDENT BOB LONG FROM UNT DALLAS, AND OUR CEO TODD WILLIAMS, REALLY GOT TOGETHER AND HAD A CONVERSATION ABOUT WHAT CAN WE DO TO HELP ENSURE THAT MORE STUDENTS ARE ACCESSING AN AFFORDABLE PATHWAY TO A CREDENTIAL.

AND THEY STUDIED SOME OF THE OTHER PROGRAMS IN THE COUNTRY, TENNESSEE PROMISE SOME OF THE WORK BEING DONE IN ATLANTA AND DALLAS COUNTY PROMISE LAUNCHED IN 2017, OUR FIRST COHORT HAD 31 CAMPUSES.

TODAY WE HAVE 69 CAMPUSES.

WE SERVE MORE THAN 25,000 SENIORS ACROSS CAMPUSES IN DALLAS COUNTY AMONG 11 OF THE 14 DISTRICTS THAT WE HAVE IN THE COUNTY.

AND SO THIS IS THE STRATEGIC FRAMEWORK FOR OUR WORK.

IF YOU LOOK AT THE FIRST TWO COLUMNS, THE DREAM AND THE PREPARED PIECE, SOME OF IT GOES TO SOME OF THE PRESENTATIONS THAT YOU'VE HEARD EARLIER TODAY ABOUT WHEN YOU START HAVING CONVERSATIONS WITH YOUNG PEOPLE ABOUT THINKING ABOUT COLLEGE AND WE ALSO INCLUDE CAREERS THERE, HOW DO YOU MAKE MEANINGFUL DECISIONS ABOUT THE ENDORSEMENT THAT YOU CHOOSE, WHETHER YOU ENROLL IN A P-TECH OR AN EARLY COLLEGE HIGH SCHOOL? HOW ARE YOU DREAMING ABOUT CAREERS? AND THEN HOW ARE THESE STUDENTS BEING PREPARED FOR IT? SO WE ACTUALLY DO TECHNICAL ASSISTANCE AND CAPACITY BUILDING IN THE DISTRICTS TO INCREASE THE LIKELIHOOD THAT STUDENTS ARE GRADUATING COLLEGE AND CAREER READY.

AND WITH THE PASSAGE OF HB THREE AND WITH THE ENROLLMENT SUPPORTS THAT WE OFFER, THAT ALSO BRINGS OUTCOMES BONUS FUNDING TO THE DISTRICTS TO BE ABLE TO INVEST MORE.

YOU TALK ABOUT THAT COUNSELOR TO STUDENT RATIO AND IT CAN BE AS HIGH AS OR 50 TO 1 WHEN YOU'RE LOOKING AT THE WORK.

AND SO WE'VE TALKED TO DISTRICTS ABOUT HOW TO STRATEGICALLY INVEST THE FUNDS TO INCREASE THE LIKELIHOOD THAT STUDENTS ARE READY.

AND WE HAVE REALLY, REALLY FRUITFUL CONVERSATIONS WITH DISTRICTS.

OUR LEAD DISTRICT HAS QUADRUPLED THEIR FUNDING AND THEIR INVESTMENT IN CMR EFFORTS IN AN EFFORT TO MAKE SURE THAT THERE IS HIGH QUALITY ADVISING, LOW ADVISOR STUDENT RATIOS AND ACCESS TO DUAL CREDIT AND OTHER THINGS WHICH WE DO KNOW HELP LEAD TO STUDENT SUCCESS.

ON THIS THIRD PILLAR, THE ENROLL PIECE.

THAT IS WHERE A LOT OF THE WORK OF PROMISE COMES IN.

WE HAVE A SMALL BUT MIGHTY TEAM.

I KNOW YOU'VE HEARD THAT TERM BEFORE TODAY, BUT WE WORK IN CONJUNCTION WITH THE ADVISORS AND THE COUNSELORS IN THE HIGH SCHOOLS, ONE TO HAVE THE STUDENTS ENROLL IN PROMISE. SO WE HAVE WHAT WE NOW CALL A PATH FORM.

[01:45:01]

AND THAT'S WHERE STUDENTS BASICALLY JUST SAY WE'RE EMBARKING ON THIS JOURNEY TO THINK ABOUT WHAT'S NEXT.

WE OFFER A LOT OF SUPPORTS FOR STUDENTS.

THE DISTRICTS OFFER SUPPORTS FOR STUDENTS ARE HIGHER ED OFFER OUR HIGHER ED PARTNERS OFFER SUPPORTS FOR STUDENTS.

SO OUR TWO FOUNDING PARTNERS, UNTAPPD AND DALLAS COLLEGE, HAVE BEEN JOINED BY SIX ADDITIONAL FOUR YEAR PARTNERS WHERE STUDENTS CAN ENROLL FIRST TIME IN COLLEGE, EITHER AS FRESHMEN OR, AS WE'LL CALL THEM, FOR LACK OF A BETTER TERM, TRANSFER STUDENTS IF THEY HAVE COMPLETED P-TECH IN EARLY COLLEGE HIGH SCHOOL.

WE ALSO DO HAVE THREE PARTNERS THAT ACCEPT TRANSFER STUDENTS FROM DALLAS COLLEGE, AND SO WE WILL OFFER TEXTING AND EMAIL SUPPORT OFFICE HOURS.

THE ADVISORS OFFER SUPPORT TO ENSURE THAT THE STUDENTS ARE BEING SUCCESSFUL THROUGHOUT THAT JOURNEY.

WE DO ALSO HAVE CONVENIENCE WITH OUR DISTRICT PARTNERS WHERE WE SHARE BEST PRACTICES AND TALK ABOUT THE WAY TO DO THEIR WORK.

AND I THINK ONE GREAT EXAMPLE OF THAT IS LAST YEAR, WITH THE FIRST YEAR OF THE FINANCIAL AID GRADUATION REQUIREMENT, WHERE STUDENTS EITHER HAD TO COMPLETE THAT FINANCIAL AID FORM OR SUBMIT AN OPT OUT IN ORDER TO BE ABLE TO GRADUATE.

WE TALKED ABOUT THAT A LOT WITH OUR PARTNERS AND WE GOT TO AN 81% FINANCIAL AID SUBMISSION RATE, WHICH IS 20% HIGHER THAN WE WERE THE YEAR BEFORE, AND OUR FASTEST SUBMISSION RATE WAS 72%, WHICH ACTUALLY WOULD HAVE RANKED US ABOVE ANY OTHER STATE IN THE COUNTRY.

AND SO WHEN WE TALK ABOUT CAPACITY BUILDING AND TECHNICAL ASSISTANCE WITH OUR PARTNERS, WE ARE LOOKING FOR OUTCOMES LIKE THAT.

SO STUDENTS ARE ON THE RIGHT JOURNEY.

WE ARE VERY, VERY GRATEFUL TO ONE OF OUR FOUNDING PARTNERS, DALLAS COLLEGE, FOR ALL OF THE FAITH AND INVESTMENT IN THOMAS WHEN WE FIRST WERE FOUNDED AND ONE OF THE WAYS THAT THEY SUPPORTED THAT WAS OUR PROMISE CASE MANAGEMENT INFRASTRUCTURE.

WE HAVE A STATE OF THE ART PROMISE CCM TOOL THAT IS AVAILABLE TO ALL OF OUR DISTRICT PARTNERS.

SO IN REAL TIME THEY CAN SEE WHETHER SOMEONE HAS SUBMITTED THE FORM WHERE THEY SUBMITTED ONE OR MORE COLLEGE APPLICATIONS, WHETHER OR NOT THEY'VE SUBMITTED A FINANCIAL AID FORM.

THEY CAN ALSO SEE IF THERE ARE ANY DATA MISMATCHES AS WE EVOLVE.

SAT ACT TEST SCORES ARE THERE SO WE CAN SEE COLLEGE READINESS.

SO INSTEAD OF ADVISORS CARRYING AROUND BIG STACKS OF SPREADSHEETS TO BE ABLE TO WORK WITH STUDENTS, THEY HAVE THIS REAL TIME UPDATED IN ORDER TO BE ABLE TO SEE THE STUDENTS WHO THEY MOST CRITICALLY NEED TO FOCUS ON.

WE ALSO DO SUPPORT DISTRICTS THROUGH THE SUMMER IN CONJUNCTION WITH OUR HIGHER ED PARTNERS IN THAT VERY CRITICAL STAGE WHERE STUDENTS OFTEN HAVE SUBMITTED AN APPLICATION BEING ADMITTED AND THEY DON'T COMPLETE THOSE FINAL STEPS TO ENROLL.

SO HERE IN DALLAS, THAT MIGHT BE YOUR PROOF OF RESIDENCY, IT MIGHT BE MENINGITIS, IT MIGHT BE SOMETHING AS SIMPLE AS NOT OBTAINING YOUR FINAL TRANSCRIPT TO SEND TO AN INSTITUTION. SO WE WILL SUPPORT STUDENTS THROUGH THAT TYPE OF ENROLLMENT.

AND THEN IF YOU LOOK AT THE TWO LAST COLUMNS, THEY'RE THE COMPLETE AND THE EARN.

THAT IS WHERE SUCCESS COACHES COME IN.

ALL OF OUR PROMISE PARTNERS DO AGREE TO PROVIDE SUCCESS COACHING TO STUDENTS TO HELP ENSURE THAT THEY PERSIST AND COMPLETE IN COLLEGE.

WE ARE WORKING IN THE DALLAS PRIZE COALITION TO TALK ABOUT INTERNSHIPS, APPRENTICESHIPS, ACCESSING I.T AND HEALTH CARE CAREERS SO THAT PEOPLE DO HAVE ACCESS TO EXPOSURE AND BEING ABLE TO OBTAIN THOSE CAREERS.

AND WE THINK THAT ALL OF THESE TOGETHER REALLY DO PROVIDE A COMPREHENSIVE PORTFOLIO OF SUPPORTS AND OFFERINGS TO THE STUDENTS.

THE SCHOLARSHIP PIECE IS A STYLE OF SCHOLARSHIP THAT'S OFFERED TO ELIGIBLE STUDENTS AND IT COMES THE DOLLARS COME FROM THE INSTITUTION THEMSELVES.

EACH INSTITUTION SETS THEIR OWN ELIGIBILITY REQUIREMENTS AND DETERMINES THAT ELIGIBILITY.

BUT IF YOU HAVE OUTSTANDING TUITION AFTER PELL AND ANY STATE GRANT DOLLARS ARE APPLIED, THEN THE INSTITUTION WILL FUND THE REMAINDER OF THAT TUITION AS LONG AS YOU REMAIN ELIGIBLE. THIS IS JUST A LIST OF THE VARIOUS RESOURCES THAT WE OFFER TO STUDENTS AND FAMILIES.

AND I'VE TALKED ABOUT SOME OF THEM, OUR OFFICE HOURS.

ALL OF THE TEXTING AND EMAILING SUPPORTS.

WE DO OFFER THOSE SAME SUPPORTS TO FAMILIES.

SO IF FAMILIES HAVE QUESTIONS ABOUT THE PROCESS, WE HAVE THAT AVAILABLE.

WHEN STUDENTS SUBMIT THEIR PATH FORM, THERE'S A CONSENT FOR US TO BE ABLE TO REACH THEM.

WHEN THE TIME COMES FOR US TO LAUNCH PARENT ENGAGEMENT, WE ASK FOR THEIR CONSENT AS WELL.

CONSENT AND SECURITY ARE REALLY IMPORTANT TO US, SO THAT CONSENT ALLOWS US TO REACH OUT TO PARENTS IF THEY HAVE GENERAL QUESTIONS ABOUT PROMISE.

WE ARE VERY, VERY AWARE OF PURPOSES.

CERTAINLY WE DON'T SHARE ANY STUDENT SPECIFIC INFORMATION THAT WE WOULDN'T BE ALLOWED TO.

BUT PARENTS HAVE A LOT OF ANXIETY ABOUT THE PROCESS.

SOME OF THEM DON'T UNDERSTAND FINANCIAL AID AND THE FORMS OR EVEN WHAT IT MEANS, WHAT PROMISE NEEDS AND WHAT THE PROGRAM IS.

SO WE OFFER THOSE AND WE WILL CONTINUE TO REACH OUT TO PARENTS AND STUDENTS THROUGH THE TIME THAT THEY ENROLL IN COLLEGE.

[01:50:11]

WE'RE REALLY, REALLY PROUD OF THE FACT THAT OUR ENROLLMENT HAS EXCEEDED THE STATE LIKE EVERY PROGRAM IN THE COUNTRY DURING THE PANDEMIC.

WE SAW A DIP LAST YEAR.

WE SAW ENROLLMENT START TO INCREASE AGAIN, WHICH WE'RE EXCITED ABOUT, AND WE'RE VERY, VERY EXCITED FOR WHAT ENROLLMENT WILL LOOK LIKE WHEN WE GET OUR NATIONAL STUDENT CLEARINGHOUSE NUMBERS A LITTLE BIT LATER THIS MONTH.

WE STAYED AT 57 CAMPUSES THROUGHOUT THE PANDEMIC AND IT MADE SENSE TO STAY THERE.

WE HAD A NUMBER OF CAMPUSES, PARTICULARLY FROM SOME OF OUR SMALLER DISTRICTS, WHERE YOU NEEDED ONE HIGH SCHOOL TO BE ABLE TO SAY THAT THE ENTIRE DISTRICT WAS INVOLVED IN PROMISE.

AND SO WE'RE VERY, VERY GRATEFUL TO THE FOUNDATION FOR APPROVING THE FIRST PHASE OF THE EXPANSION SO THAT WE WERE ABLE TO EXPAND FROM 57 TO 69 CAMPUSES BETWEEN COHORT FIVE AND COHORT SIX.

I HAVE A QUESTION. YES, IN TERMS OF THE FAST.

SO THAT'S A REQUIREMENT, RIGHT? ONCE THEY TAKE THE PLEDGE TO COMPLETE THE FAFSA.

ABSOLUTELY. FOR THE TASK.

BUT DEFINITELY THE TAXES WERE INCORRECT.

SO FOR THOSE STUDENTS THAT ARE UNDOCUMENTED STATUS AND LET'S SAY THAT THEY THEY WERE BORN HERE AND THEIR PARENTS ARE NOT DOCUMENTED, WHAT KIND OF HELP DO YOU GIVE? BECAUSE A LOT OF THEM HAVE ISSUES BECAUSE EITHER THE PARENTS ARE NOT REPORTING THEIR FILING INCOME TAX RETURNS OR BECAUSE THEY ARE UNDOCUMENTED, ARE HESITANT TO COME FORWARD AND PROVIDE THAT INFORMATION, ETC..

DO YOU ALL PROVIDE ANY TYPE OF SUPPORT SERVICES OR ADVISING IN THAT AREA? WE DO. WE DO.

SO WE PARTNER WITH AN AMAZING ORGANIZATION CALLED IN SCHOOLS THAT WAS ACTUALLY FOUNDED BY A WOMAN WHO WAS AN UNDOCUMENTED.

YES. SO WE WE PROVIDE IN SCHOOLS TRAINING TO OUR PARTNERS SO THAT THEY UNDERSTAND SORT OF THE PARTICULAR NEEDS AND THE NUANCES AROUND WORKING WITH UNDOCUMENTED STUDENTS AND FAMILIES.

DURING OUR OFFICE HOURS, WE WILL OFFER SPECIFIC SUPPORT TO FAMILIES IF THEY HAVE QUESTIONS IN THAT AREA.

ALSO, ONE OF THE THINGS THAT WE'RE EMBARKING ON AND THAT WE'RE WORKING ON NOW IS A LARGER FINANCIAL AID CAMPAIGN TO HELP FAMILIES SORT OF UNDERSTAND WHAT FINANCIAL AID IS BEFORE SOMEONE IS PRESENTING THEM WITH A FAFSA OR A TAX REFORM IN OCTOBER OF THEIR SENIOR YEAR.

AND PART OF THAT IS HELPING STUDENTS AND FAMILIES ACROSS ALL KINDS OF DEMOGRAPHICS UNDERSTAND WHAT KIND OF AID IS AVAILABLE FOR THEM, WHAT THOSE ELIGIBILITY REQUIREMENTS ARE, AND HOW TO ACCESS THEM.

THAT WAS GOING TO BE THE NEXT QUESTION.

ARE YOU HELPING THEM BEFORE THEY GET TO APPLY FOR IT? ABSOLUTELY. AND THAT'S ONE OF THE ONE OF THE GOALS THAT WE HAVE AS A PROGRAM IS TO ENSURE THAT STUDENTS ACROSS DALLAS COUNTY RECEIVE HIGH QUALITY ADVISING.

MANY OF OUR DISTRICT PARTNERS FOCUS THOSE EFFORTS ON SENIORS, UNDERSTANDABLY SO, AND HAVE LIMITED RESOURCES POTENTIALLY TO ASSIST NINTH 10TH GRADE STUDENTS.

SO PART OF THE CAPACITY BUILDING IN THE WORK WE DO IS HELPING THEM TO SEE WHAT DOES IT LOOK LIKE TO SUPPORT STUDENTS AS EARLY AS GRADE SIX SO THAT YOU CAN BEGIN THAT JOURNEY? SO ABSOLUTELY, IT IS A WORK IN PROCESS AND WE ARE MAKING PROGRESS THERE.

BUT FIRSTLY, ENSURING THAT THE SENIORS RECEIVE GREAT SUPPORT AND THEN WORKING OUR WAY BACK.

THANK YOU. ARE YOU SAYING IN SCHOOL? IN SCHOOLS? I AM SCHOOLS.

IN SCHOOLS SHORT FOR IMMIGRANTS TO SCHOOLS.

I AM SCHOOLS.

I AM SCHOOLS.

YES, MA'AM. WHY? ENGLISH? I SERVE AS THE SENIOR DIRECTOR FOR THE DALLAS COLLEGE PROMISE PROGRAM HERE WITH OUR INSTITUTION.

SO WE'RE TRYING TO TALK A GREAT DEAL IN DEPTH ABOUT THE OVERALL PROMISE PROGRAMS. ALL KIND OF SHARE FROM THE DALLAS COLLEGE PERSPECTIVE.

SOME THINGS THAT WE HAVE SOME DATA AND SUPPORT PROGRAMS THAT WE PUT IN PLACE.

SO AS KATRINA MENTIONED, THE PROMISE PROGRAM CONSISTS OF A VARIETY OF DIFFERENT STAKEHOLDERS.

FOR US, PROMISE ALSO OFFERS A LAST DOLLAR SCHOLARSHIP, SO IT COVERS THE PART OF THE TUITION IF THEY DOES NOT COVER FEDERAL AND STATE GRANTS. KATRINA TO TALK ABOUT OUR NEW SCHOOLS FOR THIS UPCOMING SCHOOL YEAR, A LOT OF OUR HIGH SCHOOL STUDENTS, SHE TALKED IN GREAT DEPTH ABOUT THE ELEMENTS OF THE STUDENTS NEEDS TO COMPLETE IN ORDER TO BE ELIGIBLE AS A PRIVATE STUDENT COMING INTO DALLAS COLLEGE.

SO, FOR INSTANCE, THE PROMISE PATH FOR FINANCIAL AID FORM THE ADMISSIONS FORM AND THEN REGISTERING.

[01:55:03]

AND THEN WITH OUR INSTITUTION, THERE IS NO GPA OR THE CITIZENSHIP OR FAMILY INCOME REQUIREMENT AT THE MOMENT.

WE ALSO TALKED ABOUT THE OTHER FOUR YEAR INSTITUTION PARTNERS.

AND SO ONE THING THAT WE HAVE AN EYE ON AND THEN I'LL SPEAK TO AS WE MOVE FORWARD THROUGH THE SLIDES IS HOW WE SUPPORT OUR STUDENTS AS THEY LOOK AT TRANSFER AND PARTICULARLY AS IT RELATES TO TRANSFER INTO OTHER PRIVATE SCHOOLS SO THAT THEY CAN HOPEFULLY KEEP THE SAME TUITION BENEFITS MOVING FORWARD.

WE WANT TO LOOK AT COHORTS ONE THROUGH FOUR, THE DEMOGRAPHICS THERE.

SO COHORT ONE WILL BE THE GROUP THAT STARTED IN THE FALL OF 2018.

SO PROMISE LOSS, THEY WERE ABLE TO DO THEIR PLEDGE FORM AT THE TIME OF 2017.

THEY GRADUATED HIGH SCHOOL AND IN THE MAY OR JUNE OF 2018 AND BECAME DALLAS COLLEGE STUDENTS IN THE FALL OF 2018.

AND COHORTS ONE AND TWO ARE THOSE STUDENTS WHO WOULD BE THOSE WHO CURRENTLY DON'T HAVE ANY FURTHER ELIGIBILITY IN THE PROGRAM DUE TO THEM SURPASSING THEIR THREE YEARS TO TO ACHIEVE AN ASSOCIATE DEGREE.

SO JUST WANTED TO PUT THAT INFORMATION OUT THERE.

BUT YOU SEE THE DEMOGRAPHIC INFORMATION, AND THIS IS INFORMATION THAT STUDENTS SELF-REPORT BY WAY OF THEIR ADMISSIONS APPLICATION.

SO FOR THIS PARTICULAR GROUP, THE MAJORITY OF THOSE STUDENTS ACTUALLY WOULD NOT.

FIRST IN THE MAJORITY WERE FEMALES.

WE HAD THE BULK OF OUR STUDENTS IDENTIFY AS HISPANIC AND ALSO AS IT RELATES TO THE HOUSEHOLD INCOME, ALTHOUGH THAT'S NOT A REQUIREMENT FOR THE PROGRAM. WE WANTED TO PROVIDE THAT DATA JUST TO GIVE A SNAPSHOT OF WHERE OUR STUDENTS ARE.

SO 48% OF THOSE STUDENTS HAD A HOUSEHOLD INCOME OF 50,000 OR LESS.

QUESTION YES.

SO IN TERMS OF THE STUDENT, THE PROMISE STUDENTS THE [INAUDIBLE] BLACK OR HISPANIC WITH THE NUMBER, THE DEMOGRAPHY, BUT THE BLACK AND AFRICAN-AMERICAN STUDENTS DON'T. ANY IDEA WHY? I MISSED THE FIRST PART OF THE QUESTION? EXCUSE ME. SO IN TERMS OF HISPANIC STUDENTS, THEY PRETTY MUCH TRACK WITH THE DEMOGRAPHY IN DALLAS COUNTY.

BUT THE BLACK AND AFRICAN AMERICAN STUDENTS DON'T.

ANY IDEAS WHY? SO THAT'S A VALID POINT.

AND YOU'LL SEE WHEN I GO TO THE NEXT SLIDE, IT WOULD BE EVEN LOWER.

SO THAT THAT NUMBER CURRENTLY IS IT JUST SITS WHERE IT IS.

BUT WE'LL TALK ABOUT SOME OTHER SUPPORT THINGS THAT WE HAVE IN PLACE SINCE WE'VE IDENTIFIED THAT TO BE ABLE TO CONTINUE TO LOOK AT SUPPORTING, I GUESS, ENROLLING MORE BLACK AND AFRICAN-AMERICAN STUDENTS.

AND THEN IN TERMS OF EMPLOYING DEMOGRAPHY, IT PRETTY MUCH IS FLIPPED.

THE EMPLOYMENT IN OUR PROGRAMS DO NOT TRACK WITH OUR STUDENT DEMOGRAPHY.

SO I'M JUST PUTTING IT OUT THERE AS AN ISSUE.

SO THIS IS INTERESTING ON THE STUDENT ISSUE, BUT ON THE EMPLOYEE ISSUE, IT'S FLIPPED UPON.

THIS IS THE QUESTION OF WHY THE CHANCELLOR AS WELL, WHAT PROGRESS THAT WE MADE WITH DALLAS PROMISE IN TERMS OF THE CHARTER SCHOOLS.

GREAT QUESTION. THAT HAS COME UP A LOT AS WE TALK ABOUT THE MORE WE EXPANDED TO 69 SCHOOLS.

AND IT'S ALSO AN ELEMENT OF SOMETHING THAT THE DR.

ENGLISH REFERENCED ON THE PREVIOUS SLIDE ABOUT WHAT ARE OUR CURRENT REQUIREMENTS.

WE'RE HAVING CONVERSATIONS WITH OUR PARTNERS ABOUT LOOKING AT PERHAPS HAVING SOME SORT OF FINANCIAL ELIGIBILITY PLACED IN THERE, WHICH WOULD ALLOW US TO EXPAND EVEN QUICKER TO SOME OTHER AREAS.

BUT BUT CHARTER SCHOOLS ARE DEFINITELY A PART OF THE CONVERSATION.

AND I MEAN, I KNOW WE'VE TALKED ABOUT BEFORE.

SO ANY ANYTHING YOU WANT TO ADD THERE, BUT YOU'RE SAYING THAT AS OF NOW, WE STILL HAVE NOT EXTENDED.

THE PROMISE TO CHANGE.

WE'VE ADDED TO THAT.

AND THE REASON I'M ASKING IS THE REASON WHY I KEEP BRINGING THIS UP IS THAT I ALWAYS LOOK AT THOSE AFRICAN AMERICAN NUMBERS AND THEY ARE SO LOW.

AND I THINK THE FACT THAT WE ARE NOT IN CHARTER SCHOOLS IS ONE OF THE THINGS THAT CONTRIBUTES TO THAT.

AND WE'RE NOT REACHING AS MANY POPULATIONS AS WE COULD IF WE EXTENDED IT TO CHARTERS. YEAH, WE KNOW THAT THERE ARE FAMILIES THAT ARE MAKING CHOICES IN AFRICAN-AMERICAN FAMILIES THAT ARE MAKING CHOICES FOR THEIR KIDS TO BE ON THOSE CHARTER SCHOOLS. THAT THAT'S GOING TO BE PART OF THE CONVERSATION ABOUT HOW DO WE EXPAND WITHIN OUR OUR PUBLIC SCHOOLS TO REACH A LARGER NUMBER

[02:00:10]

IT IS. IT IS AGAIN GIVEN.

AND THEN YOU MAY WANT TO SPEAK TO THAT GIVEN GIVEN THE THE FUNDING AND THE INVESTMENT THAT WE MAKE, THAT THE FOUNDATION MAKES, WE REALLY DO LOOK TO THE FOUNDATION BOARD TO HELP US MAKE THAT DETERMINATION.

AND THAT IS SOMETHING I'LL BE COVERING AT THE END OF THE PRESENTATION.

BUT WE ARE TALKING ALL THE TIME WITH KATRINA AND HER TEAM ABOUT HOW TO EXPAND AND HOW TO EXPAND THAT RESPONSIBLY.

AND CHARTER SCHOOLS ARE PART OF THAT BROADER VISION.

THE BROAD VISION IS TO BE IN EVERY HIGH SCHOOL IN DALLAS COUNTY EVENTUALLY, AND THERE'S SORT OF A STAGED PROCESS FOR THAT.

AND PART OF THAT IS CONSIDERING SOME OF THOSE FINANCIAL ELIGIBILITY CAPS THAT OTHER IOCS HAVE CONSIDERED ALONG THE WAY, WHICH WOULD ALIGN US WITH THEM, BUT ALSO MAKE IT A LITTLE BIT MORE EQUITABLE AND ALLOW US TO GET THOSE KINDS OF STUDENTS IN THOSE KINDS OF SCHOOLS INTO THE PROGRAM FOUNDATION.

NOT WE WANT GOVERNMENT.

WELL, THE FOUNDATION FUNDS OUR TEL'S OUR PORTION OF THE SCHOLARSHIPS.

AS KATRINA MENTIONED, OTHER INSTITUTIONS ARE FUNDING THEIR PORTION OF THE SCHOLARSHIPS.

AND THEN THERE'S PRIVATE DOLLARS AND GRANT DOLLARS THAT ARE SUPPORTING THE OPERATION.

SO. SO PRIVATE PARTNERSHIP RUNS DALLAS COUNTY PROMISE.

SO WE HAVE OUR OWN BUDGET, THAT IS, THAT WE FUND THROUGH OUR OWN SOURCES.

SO THE SCHOLARSHIP PIECES ARE FUNDED BY THE INSTITUTIONS, BUT THE INFRASTRUCTURE OF THE PROGRAM IS FUNDED THROUGH PERMITS BUDGET.

SO I WANTED TO PROVIDE A SNAPSHOT FOR COHORTS ONE THROUGH FOUR IN TERMS OF THE TOP FEEDER HIGH SCHOOLS.

AND I'LL JUST HIGHLIGHT FIRSTLY, SOUTH SOUTH RANK, VERY HIGH SCHOOL SKYLINE, HIGH SCHOOL, MACARTHUR HIGH SCHOOL AND DUNCANVILLE HIGH SCHOOL.

SO THESE ARE OUR FEEDERS THAT TOP TEN SCHOOLS THAT PROVIDE THE BULK OF THE STUDENTS AT DALLAS COLLEGE AND ALSO WANT TO LOOK AT FOUR COHORTS. I'M LOOKING FOR THE TRANSFER AND GRADUATION DATA.

SO YOU'LL SEE HERE THE DIFFERENT NUMBERS IN TERMS OF OUR STUDENTS WHO TRANSFER EXTERNALLY TO A FOUR YEAR INSTITUTION.

THEY'LL BE TRANSFERRED TO OUR TWO AND FOUR YEAR, FOUR YEAR INSTITUTIONS.

THEN BEGINNING ON THAT THIRD PIECE DOWN, OUR DALLAS COLLEGE GRADUATES WHO WILL COME OUR DALLAS PROMISE TO ACTUALLY GRADUATE FROM OUR INSTITUTION, THOSE WHO RECEIVED ASSOCIATE'S DEGREES, THOSE WHO RECEIVE CERTIFICATES.

AND THEN THE LAST FIGURE IS THOSE STUDENTS WHO ARE CURRENTLY STILL ENROLLED IN OUR PROGRAM.

AND AGAIN, WITH COHORTS ONE AND TWO, MANY OF THEM HAVE GONE ON AND COMPLETED.

SO THE BULK OF OUR STUDENTS CURRENTLY WOULD BE FROM COHORTS TWO, THREE AND FIVE WILL BE OUR STUDENTS WHO RECENTLY GRADUATED FROM HIGH SCHOOL AND THEN JUST STARTED THEIR FIRST SEMESTER IN COLLEGE WITH DALLAS COLLEGE.

SO DO WE HAVE A GOAL OF THE NUMBER? WHAT WE'D LIKE TO SEE UP HERE IN TERMS OF EITHER TRANSFERRING OR GRADUATING, GET AN ASSOCIATE'S OR A CERTIFICATE BECAUSE THESE NUMBERS ARE KIND OF LOW, CORRECT? SO DO WE HAVE GOALS? OR YOU CAN DISCUSS THAT SLIDE SO WE DON'T DISCUSS THE SPECIFIC GOALS IN A SUBSEQUENT SLIDE.

BUT WHAT WE WILL DISCUSS IS SOME OF THE SUPPORT PROGRAMS THAT WE'VE PUT IN PLACE NOW.

SO ONE THING TO TAKE NOTE OF IS PROMISE WAS LARGELY KNOWN AS A SCHOLARSHIP COMPONENT.

AND OF COURSE THE PANDEMIC HAPPENED IN THE MERGER HAPPENED.

SO WE BEGAN THE PROCESS OF BRINGING RESOURCES TOGETHER, TEAMS TOGETHER.

SO WE JUST RECENTLY SOLIDIFIED A TEAM TO SPECIFICALLY FOCUS ON PROMISE.

AND SO WE'RE BUILDING THOSE ELEMENTS NOW, AND I'LL SPEAK TO THOSE IN A IN A FEW.

BUT WE DO WANT TO FOCUS MORE LARGELY ON THAT, PARTICULARLY WITH OUR GRADUATION AND TRANSFER RATES.

BUT WE HAVE NOT IDENTIFIED A TARGET NUMBER THAT WE'RE SEEKING FOR IN TERMS OF GRADUATION AND TRANSFER.

IS THE DALLAS COLLEGE TEAM EQUITABLE IN TERMS OF TRACKING WHAT THE STUDENT DEMOGRAPHY IS? PROMISE? STUDENTS YES.

IF YOU COULD SHARE THAT WITH US.

WELL, I DON'T I DON'T HAVE THAT NOW.

OKAY. YOU CAN SHARE THAT WITH A LITTLE BIT, IF I CAN YOU EXPLAIN THE PERCENTAGES HERE, BECAUSE I'M NOT SURE I UNDERSTAND.

SO SO FOR COHORTS ONE THROUGH FOUR, THERE WERE 16,163 STUDENTS THAT BEGAN THEIR TENURE AT DALLAS COLLEGE AS A PRIVATE STUDENT.

SO THESE PERCENTAGES ARE A PERCENTAGE OF THOSE 16,163.

BUT AGAIN, COHORTS THREE AND FOUR ARE LARGELY STILL ENROLLED IN OUR INSTITUTION.

SO A GOOD PORTION OF THOSE NUMBERS WOULD COME FROM COHORTS ONE OR TWO.

[02:05:03]

SO THIS WOULD BE FOCUSED ON COHORTS ONE AND FOUR.

THIS IS A SNAPSHOT OF A COHORT OF OUR STUDENTS WHO RECENTLY BEGAN.

SO THEY IN THEIR FIRST SEMESTER WITH DALLAS COLLEGE.

SO KATRINA MENTIONED IN THE PAST THE PROCESS WAS CALLED THE CLASS PROCESS PLAY PLACE.

FOR NOW IT'S CALLED FESTIVAL.

SO IN TOTAL, ACROSS THE COUNTY, THERE WERE 21,422 STUDENTS WHO PLEDGED A GOOD PORTION OF THOSE STUDENTS, ALTHOUGH THEY PLACED THEY DID NOT SUBMIT A DALLAS COLLEGE APPLICATION OR SUBMIT A FINANCIAL AID APPLICATION BY LISTING DALLAS COLLEGE ON THEIR APPLICATION.

HOWEVER, WE HAD 8484 FROM THE CLASS AND APPLY TO DALLAS COLLEGE.

AND SO YOU'LL SEE HOW IT KIND OF FALLS DOWN INTO THE 4046 STUDENTS WHO WERE FULLY ELIGIBLE FOR PROM.

SO THAT MEANS THAT THEY SUBMITTED A PLEDGE FORM.

THEY COMPLETED THE DALLAS COLLEGE APPLICATION.

THEY COMPLETED THE FINANCIAL AID APPLICATION AND LISTED DALLAS COLLEGE AS A AS A RECIPIENT OF THEIR FINANCIAL AID APPLICATION.

AND SO THEY WERE ELIGIBLE TO ENROLL AS A PRIMARY STUDENT AT DALLAS COLLEGE.

SO THOSE STUDENTS WHO COMPLETED EVERYTHING IN THAT PROCESS, WE ENROLLED 75% OF THOSE STUDENTS AND 3024 STUDENTS.

AND SO THOSE ARE THOSE ARE THE STUDENTS WHO CURRENTLY HAVE ACTIVE IN OUR PROGRAM FROM COHORT FIVE, THOSE FIRST TIME IN COLLEGE, FIRST SEMESTER WITH COLLEGE STUDENTS WITH DALLAS COLLEGE.

THEN THIS IS THE DEMOGRAPHICS, SIMILAR TO A PREVIOUS SLIDE OF THOSE STUDENTS WHO ARE IN COHORT FIVE.

SO OUR FIRST GEN NOT FIRST GEN NUMBER IS THE NUMBER OF FIRST GENERATION STUDENTS ACTUALLY INCREASED FROM THAT FIRST GROUP OF COHORTS ONE AND FOUR.

THE GENDER BREAKDOWN PRETTY MUCH STAY IN ALIGNMENT WITH WHERE WE WERE BEFORE, BEFORE AND TO THE POINT WHERE WE TALKED ABOUT LAST TIME ABOUT THE AFRICAN-AMERICAN STUDENTS, IT ACTUALLY WENT DOWN.

SO PREVIOUSLY IN COHORTS ONE AND FOUR, IT WAS AT 16% AND NOW IT'S AT 10%.

SO TO YOUR POINT, TRUSTEE COMPTON, I THINK LOOKING AT THE DEMOGRAPHICS OF THE SCHOOLS IS ONE THING TO CONSIDER AND ALSO LOOKING AT HOW WE'RE LOOKING TO TO EXPAND.

BUT THE WORK THAT COMMIT DOES ALSO WE HAVE A TEAM WITH DALLAS COLLEGE IN TERMS OF OUR COLLEGE COACHES AND I'LL SPEAK TO THAT IN A SECOND IS EXCUSE ME TO SPEAK TO THAT IN A SECOND AS WELL ABOUT THE WORK THAT THEY'RE DOING EVERY WEEK ON COLLEGE CAMPUSES IN TERMS OF EDUCATING OUR STUDENTS ABOUT NOT JUST DALLAS COLLEGE, BUT ALSO ABOUT PROMISING ABOUT THE TUITION BENEFIT AND ALSO THE SUPPORT COMPONENTS THAT ARE IN PLACE FOR OUR STUDENTS FROM A VARIETY OF DIFFERENT BACKGROUNDS.

SO YOU LOOK AT THOSE DEMOGRAPHICS AND WE KNOW A LITTLE BIT MORE ABOUT WASATCH, BUT IF YOU WOULD JUST JUMP ON YOUR COVERAGE AND YOU LOOK AT THOSE DEMOGRAPHICS, IT REALLY TELLS A STORY AND IT PAINTS A CERTAIN PICTURE THAT ONE COMMUNITY.

THEY'RE IN FAVOR OF OTHER COMMUNITIES AND THAT THE FAIR IS IN DALLAS COUNTY.

THE PROGRAM IS NOT BEING FAIRLY.

ANONYMOUS SPEAKER I WOULDN'T AGREE WITH THAT BECAUSE THE NUMBERS FOR THE HISPANIC STUDENTS TRACK WITH OUR DEMOGRAPHY IN THE HIGH SCHOOLS. YEAH, BUT YOU'RE ONLY LOOKING AT PUBLIC HIGH SCHOOLS.

AND THOSE ARE NOT THE ONLY HIGH SCHOOLS IN DALLAS COUNTY.

BUT WHAT I'M SAYING, AND I WILL SAY IT AGAIN, UNLESS YOU UNDERSTAND OUR PARTICULARS AND WHY SOME OF THIS IS HAPPENING, IF YOU JUST LOOK AT THOSE DEMOGRAPHICS, IT PAINTS A SOME PICTURE.

AND TO ME, NOT A VERY FLATTERING PICTURE OF THAT PROGRAM.

IF YOU JUST LOOK AT THOSE DEMOGRAPHICS, THE QUESTION IS, OKAY, WHAT'S HAPPENING AND WHY ARE THE NUMBERS LOOKING LIKE THAT? WELL, YOU HAVE ONE COMMUNITY THAT'S 75% OF THESE FUNDS ARE GONE TO.

SOMETHING IS WRONG WITH THAT PICTURE OF ME.

IF I JUST LOOK AT THOSE NUMBERS, I DON'T KNOW, BECAUSE IT'S JUST DALLAS.

I SEE. THIS INCLUDES DUNCANVILLE.

ABLE TO BLAME PERRY.

I CAN'T REMEMBER IF LANCASTER.

I'M SAYING SEVERAL STATES.

AND WE'RE TALKING ABOUT ISD.

AND I AM CORRECT.

THAT'S WHAT WE'RE FUNDED OR I AS THESE AND CHARTER SCHOOLS, THEY DON'T CHARGE TUITION.

[02:10:02]

THOSE STUDENTS ARE BASICALLY PUBLIC STUDENTS.

THERE ARE TOO MANY COMMONALITIES AMONG THE DIFFERENT SCHOOLS WITHIN.

NOW IT'S DOWN UNTIL WE HAVE DATA IN FRONT OF US.

I WOULD NOT MAKE A SWEEPING STATEMENT LIKE THAT.

AND THEN WITH THAT POSH CHARTER SCHOOL.

THAT WAS A CHARTER SCHOOL.

THANK YOU. I THINK THE THE PIECE THAT THAT WE NEED TO RECOGNIZE IS THAT NOT ALL HIGH SCHOOLS ARE PROMISED HIGH SCHOOLS.

RIGHT. SO I THINK THAT'S THE PIECE THAT TO YOUR POINT AND I THINK THAT'S SOMETHING THAT JOSH IS GOING TO ADDRESS LATER ON IN THIS PRESENTATION ABOUT HOW DO WE MAKE THIS PROGRAM AVAILABLE TO ALL PUBLIC SCHOOLS IN DALLAS COUNTY.

AND I THINK THAT'S THE PIECE THAT IS MISSING ABOUT HOW IS IT POSSIBLE TO GET THE DATA OF CHARTER SCHOOLS? ABSOLUTELY. IF WE COULD GET THAT, PLEASE.

SO THEN WE HAVE APPLES TO APPLES, NOT APPLES TO ORANGES.

SURE. THANK YOU.

ALSO, LISTEN, IF YOU DON'T INCLUDE CHARTER SCHOOLS, YOU'RE ALSO MISSING A SUBSTANTIAL HISPANIC POPULATION BECAUSE THEY'RE HISPANIC KIDS AND GO TO THE CHARTER SCHOOLS ALSO.

BUT I THINK THE ACTRESS PUT IT BEST IS THAT IT NEEDS TO BE FAIRLY ADMINISTERED ACROSS SCHOOLS IN DALLAS COUNTY, BUT IT'S MORE ABOUT ETHNICITIES MAKING IT AVAILABLE FOR EVERYBODY.

WE HAVE A LOT OF ISD'S THAT AREN'T CHARTER SCHOOLS THAT AREN'T MEMBERS, TOO.

SO IN SUNNYVALE, COPPELL AND HIGHLAND PARK ARE THE DISTRICTS THAT ARE THAT HAVE NO CAMPUSES.

BUT EVERYBODY ELSE IN DALLAS COUNTY IS THAT IS THE OTHER 11 DISTRICTS ARE, BUT NOT ALL OF THEIR CAMPUSES CHOOSE WHICH CAMPUSES.

WELL, WE ACTUALLY START WITH THE CAMPUSES THAT HAVE THE HIGHEST POPULATION, AND THAT'S HOW WE GREW THE COHORT.

50% ECHO DISC WAS THE THRESHOLD TO BE CONSIDERED TO BE INCLUDED IN THE COHORT.

AND SO AS WE'VE EXPANDED, DISTRICTS HAVE TO MAKE THE ARGUMENT AS TO WHY A CAMPUS SHOULD BE INCLUDED IF THEY ARE BELOW 50% ECHO, JUST THEN THEIR FEET OR MIDDLE SCHOOLS HAVE TO BE 50%.

AND SO THIS BUT THAT IS BEEN THE FOCUS.

WE WANT TO FOCUS ON THE MOST VULNERABLE STUDENTS AND WE IDENTIFIED THEM BY FOCUSING ON THE CAMPUSES THAT HAD THE HIGHEST CONCENTRATION OF ECODYST STUDENTS.

MEANING DISADVANTAGED.

MEANING YES, DESIGNATION, WHICH IS A TERM THAT I DON'T LOVE, BUT THAT'S THE TERM THAT THEY USE IN EDUCATION.

EASY. PLEASE KEEP MOVING BECAUSE I KNOW JOSH HAS SOME REALLY GOOD SLIDES THAT WILL KIND OF HELP WITH THIS CONVERSATION AS WELL.

THIS IS JUST A SIMILAR SNAPSHOT OF THE TOP TEN SCHOOLS WHERE OUR COHORT, FIVE STUDENTS CAME FROM.

AND I JUST HIGHLIGHTED THOSE STUDENTS, THOSE SCHOOLS THAT WERE THE SAME AS THE PREVIOUS ONES IN FOUR COHORTS.

AND THEN NOW I WANT TO TALK JUST QUICKLY ABOUT THE JOURNEY OF A PRIVATE STUDENT.

SO WE USE CURRENTLY USE SALESFORCE.

I THINK WE WERE AMONG ONE OF THE FIRST GROUP TO BEGIN USING SALESFORCE FOR OUR STUDENTS.

SO IT ALLOWS US THE BEGINNING PHASES.

EVEN AS KATRINA WAS TALKING ABOUT OUR STUDENTS AS THEY BEGIN THE PROCESS OF SUBMITTING THE PROMISE PLATFORM AND THAT WE BEGIN TO GET INFORMATION ABOUT THEIR ADMISSIONS AS I FINALIZE LATE APPLICATION, IT GIVES US A GREAT FOUNDATION TO BE ABLE TO BEGIN TO COMMUNICATE WITH THOSE STUDENTS ALL THE WAY PRIOR TO THEM BECOMING A DALLAS COLLEGE STUDENT ALL THE WAY TO THE POINT OF COMPLETION.

I MENTIONED MY COLLEGE COACHES, WHICH IS OUR TEAM OF RECRUITERS.

THEY ARE ACTUALLY ON ALL OF THESE CAMPUSES OF LLOYDS EVERY WEEK.

AND SO THEY ARE WE ARE ALSO AS A PROMISE TEAM THAT'S FAIRLY NEW, BEGINNING TO COMMUNICATE WITH OUR COLLEGE COACHES SO THEY'RE MORE KNOWLEDGEABLE ABOUT THE STUDENTS AND BENEFITS THAT TAKE PLACE. AND NOW THE SUPPORT ELEMENTS THAT WE ARE WRAPPING AROUND FOR OUR STUDENTS.

SO WE JUST TRY TO ENGAGE THEM ABOUT DALLAS COLLEGE, BUT ALSO THE OPPORTUNITY THAT THEY HAVE TO ENGAGE WITH THE DALLAS PROMISE PROGRAM.

WITH DALLAS COLLEGE, WE TALK ABOUT THE LEARNER CARE MODEL OF THE SUCCESS COACHES AND HOW OUR SUCCESS COACHES ARE THE FOUNDATIONAL PIECE OF THE KEY LIAISON OF OUR STUDENTS TO EVERY OTHER COMPONENT STUDENT RESOURCES THAT WE HAVE AND THEN OUR PROMISE TEAM.

SO OUR PROMISE CASE MANAGERS ARE VERY CRUCIAL AS IT RELATES TO OUR CURRENT COLLEGE STUDENTS THAT ARE IN THE PROMISE PROGRAM.

AND SO WHAT THEY FOCUS ON VERY EARLY ON IS ENGAGING WITH OUR PROMISE STUDENTS, GIVING THEM A SENSE OF BELONGING AND HELPING THEM UNDERSTAND THE IMPORTANT ELEMENTS THAT THEY NEED TO ENGAGE IN IN ORDER TO MAINTAIN THE ELIGIBILITY OF THE PROGRAM AND THEN PROVIDING THEM JUST AN ADDITIONAL ELEMENT OF SUPPORT THAT COMPLEMENTS THE WORK THAT THE SUCCESS COACH IS DOING.

SO SPECIAL FINANCIAL AID TRAINING.

BECAUSE WHAT WE FIND IS THAT'S A LARGE BARRIER FOR OUR STUDENTS IS JUST ALL THE PRESSURE OF COMPLETING FINANCIAL AID.

AND THEN WE ARE ONE PIECE THAT WE'RE TRYING TO ALSO WORK ON IS CONNECTING OUR STUDENTS WITH OUR FOUR YEAR PARTNERS.

[02:15:06]

SORRY. YES. CAN YOU BACK THE PRIOR SLIDE, THE TOP FIVE COHORT FOR YOUR PARENTS? YES. THERE'S ONLY, I THINK ONE DALLAS ISD SCHOOL ON THAT SLIDE.

RIGHT. SKYLAR ONE AND THAT SURPRISES ME BECAUSE I IMAGINE THIS PROGRAM BEING MOST WIDELY DEPLOYED INSIDE OUR LARGEST DISTRICT AND COMING DOWN TO MY TRUSTEE OR WHAT'S GOING ON, WHY IS THAT? WHY AREN'T DOWNSIZED SCHOOLS THAT ARE REPRESENTED? JUST LOOKING AT THIS LIST ALONG SKYLINE IS A FAIRLY LARGE, FAIRLY LARGE SIZE OF NUMBER OF STUDENTS IN TERMS OF ENROLLMENT, ESPECIALLY AS IT RELATES TO THEIR SENIOR CLASS.

SO ONE THING THAT JUMPS OUT AT ME, I MEAN, I MEAN, SOME SAID T.J.

RYAN ADAMS SAID THE IVY HAS AS AN AGGREGATE, YOU PROBABLY HAS THE MOST STUDENTS.

RIGHT. BUT WHEN YOU'RE TALKING ABOUT THE SIZE FOR HIGH SCHOOL.

BUT I MEAN D HONESTLY IS THAT SOME OF THE LARGEST HIGH SCHOOL RIGHT NOW, IT'S IT'S A DISCONNECT FOR ME.

I DON'T UNDERSTAND WHY THERE ARE MORE DALLAS CITY SCHOOLS IN OUR TOP FIVE WAS GIVEN THE DEMOGRAPHICS AND GIVEN THE COMMITMENT THE DISTRICT HAS GOT TO THIS. JUST TO REITERATE, WE CAN PULL THE DESTINATION INSTITUTIONS FOR DALLAS ISD FOR YOU.

WE CAN GET THAT INFORMATION FOR YOU SO THAT YOU CAN SEE WHAT OTHER INSTITUTIONS THE DALLAS ISD STUDENTS ARE GOING IN TO.

THINGS. SO PRETTY MUCH IN ALL OF THE DALLAS ISD HIGH SCHOOLS, WE DO HAVE A PEAK OR IN COLLEGE, CORRECT.

BUT IT'S POSSIBLE THAT THEY'RE ACTUALLY FINISHING ASSOCIATE'S DEGREE AND THEN GOING ON SOMEWHERE ELSE.

I DON'T KNOW. HOW MUCH IS THAT A FACTOR? THAT VERY WELL COULD BE THAT WE'RE WE'RE SERVING THEM THROUGH ONE OF THOSE OTHER MODELS.

AND THE SECOND QUESTION, SO WE HAVE A 69 SCHOOLS CURRENTLY IN THE PROMISE PROGRAM.

CORRECT? SO THE DALLAS COLLEGE TEAM, IF YOU'RE IN THE HIGH SCHOOLS, HOW LARGE IS YOUR TEAM? AND SO THAT THAT WOULD BE OUR COLLEGE COACHES TO SERVE ON.

I THINK WE HAVE 43, WE HAVE 40 COLLEGE COACHES AND THEY ARE DIVIDED BY ZONE NORTH, CENTRAL AND SOUTH.

I CAN I CAN I DON'T HAVE THE INFORMATION TO TELL YOU EXACTLY.

THEY ARE EACH EACH A COLLEGE COACH IS ASSIGNED PARTICULAR HIGH SCHOOL SO THEY HAVE ALL THAT I CAN I CAN PROVIDE THAT INFORMATION.

SO HOW MANY SUCCESS COACHES DO WE HAVE TOTAL, SUCH AS COACHES IS 240 AND 246 AS COACHES AND 40 COLLEGE COACHES, WHICH ARE RECRUITERS.

AND OF THE 240, YOU'RE SAYING 43 ARE ASSIGNED TO THE PROMISED STUDENTS.

DO I UNDERSTAND THAT CORRECTLY? THEY WORK ACROSS ALL OF THE HIGH SCHOOLS IN THE COUNTY.

OKAY, GOOD. THANK YOU.

UM, SO IN TERMS OF WE TALKED ABOUT THE PRIME EARLIER, THIS IS KIND OF ON THE FRONT END IN TERMS OF WHERE WE BEGIN THE PROCESS OF ENGAGING WITH OUR STUDENT PLAYERS AFTER THEY PARTICIPATE SUBMITTED THEIR FINANCIAL AID APPLICATION.

ONE OF THE THINGS, ANOTHER BARRIER FOR OUR INCOMING STUDENTS IS JUST BE ABLE TO HAVE ACCESS TO THE TSR TESTING.

SO WE SET OUT IN CONJUNCTION WITH OUR TESTING TEAM, PROVINCE SPECIFIC TEST GROUP DATES.

AND SO WE WERE ABLE TO TEST 1200 OF THOSE STUDENTS THIS PAST SUMMER.

OUR CASE MANAGER TEAM ALSO BEGINS THE PROCESS OF WELCOMING AND OUR PROMISE STUDENTS AND AGAIN, TO PROVIDE THAT EXTRA LAYER OF SUPPORT, TO PROVIDE THE SENSE OF BELONGING TO WELCOME OUR STUDENTS. AND SO WE SERVE OVER 800 STUDENTS BETWEEN THE SUMMER AND EARLY FALL OF 2022.

ANOTHER KEY ELEMENT THAT WE'RE PUTTING IN PLACE WHERE WE REALLY WANT TO CAPTURE A GOOD PORTION OF OUR STUDENTS, ESPECIALLY CONSIDERING THE.

GROUPS THAT WE REALLY WANT TO TARGET.

WE'RE BUILDING OUT A PROMISE PREVIEW DAY.

SO AGAIN, THE PROCESS, THAT PROCESS WOULD BE TO GET OFF POINT AND GET OUR STUDENTS WHO COMPLETED EVERY DAY TO BE PROMISE ELIGIBLE TO HELP GET THEM TO THE POINT OF BEING REGISTRATION READY. SO ALL OF THOSE ELEMENTS OF THE MENINGITIS SHOTS, THE TSA TESTING, WE WANT TO BE ABLE TO CAPTURE THEM TO GETTING THE SENSE OF WELCOMING AND BELONGING, BUT ALSO GET THEM TO THE POINT OF BEING REGISTRATION READY BY COMPLETING ALL THOSE STEPS THAT NEEDED TO BE AN ENROLLED STUDENT AT DALLAS COLLEGE.

AND ANOTHER ELEMENT TO THAT, AGAIN, FOR OUR INCOMING STUDENTS THAT WE'RE BUILDING OUT, THERE'S A PROMISED SUMMER GRACE PROGRAM, SO WE WANT TO GET OUR STUDENTS REGISTRATION READY. THEN, OF COURSE, THE NEXT STEP IS TO HELPING THEM BE ABLE TO ENROLL IN OUR OUR CAMPUSES AT OUR INSTITUTION.

SO WE'RE TRYING TO MAKE SURE THAT WE PUT SOME THINGS IN PLACE TO REALLY DO A BETTER JOB OF CAPTURING ALL OF THE STUDENTS THAT WE'RE WE'RE SEEKING TO ATTRACT FROM A, YOU KNOW, THE VARYING ETHNICITY GROUPS, THE VARIOUS HIGH SCHOOLS.

[02:20:05]

FOR OUR CURRENT PRIVATE STUDENTS.

ONE OF THE THINGS THAT WE FOUND TO BE VERY HIGH SENSE OF ENGAGEMENT WILL BE WE'RE DOING A PARTNER PROMISE PARTNER FOR YOUR CAMPUS VISIT.

SO IN IN SEPTEMBER, WE TOOK A VISIT TO UT ARLINGTON.

SO THE KEY THING IS THAT COMING OUT OF THE PANDEMIC, STUDENTS WERE SLOW TO KIND OF COME BACK AND ENGAGE WITH US IN PERSON.

SO WE FOUND THESE CAMPUS VISITS TO BE HIGHLY ENGAGING FOR THEM.

SO IT'S AN ENGAGEMENT PIECE WHERE ALL OF OUR PRIMARY STUDENTS FROM ALL OF OUR CAMPUSES GET TO SEE EACH OTHER TO INTERACT WITH ONE ANOTHER.

BUT THEN THEY ALSO GET TO TAKE A LOOK AT THE NEXT STEP, AT THE NEXT LEVEL.

WE KNOW NOT ALL OF OUR STUDENTS WILL GO TO A FOUR YEAR INSTITUTION, BUT FOR THOSE WHO ARE INTERESTED, WE PROVIDE THESE OPPORTUNITIES FOR THEM TO TAKE A VISIT AT A CAMPUS LATER ON THIS MONTH, THEY'RE GOING TO VISIT THE UNIVERSITY OF NORTH TEXAS AT DALLAS.

SO WE'RE ALREADY GETTING SOME GOOD TRACTION THERE.

SO WE WANT TO HELP THEM BEGIN WITH THE END IN MIND.

WE'RE ALSO, IN ADDITION TO THE CAMPUS VISIT, WE'RE LOOKING AT OUR PROVOST SPECIFIC TRANSFER SESSIONS.

SO WE'VE PARTNERED VERY CLOSELY WITH OUR CAREER AND TRANSFER SKILLS TEAMS TO BEGIN NOT ONLY LOOKING AT OUR PROMISE FOR OUR INSTITUTIONS, BUT FOR THE INSTITUTION THAT OUR STUDENTS ARE INTERESTED IN.

SO AGAIN, BEGINNING WITH THE END IN MIND, AND IT SERVES AS A TREMENDOUS ENGAGEMENT POINT.

FINANCIAL AID WORKSHOPS, AS ALWAYS.

FINANCIAL AID CAN BE A CHALLENGE FOR MANY FAMILIES JUST TO BE ABLE TO GET TO THE POINT OF GETTING EVERYTHING LINED UP AND TURNING IT IN AND OVERCOMING ANY ISSUES OR BARRIERS THAT THEY FACE. SO WE'VE PARTNERED WITH OUR FINANCIAL AID DEPARTMENT AGAIN FOR SOME ADDITIONAL SUPPORT.

AND THEN WITH OUR CASE MANAGERS, THEY PROVIDE A CONTINUOUS LEVEL OF ONE ON ONE ADVISING, HOLISTIC ADVISING, NOT ADVISING FROM THE SENSE OF ACADEMIC ADVISING, BUT ADVISING IN TERMS OF HOW TO NAVIGATE THEIR WAY THROUGH COLLEGE.

WHAT DOES IT MEAN TO BE A SCHOLAR AND WHAT DOES IT MEAN TO LOOK FORWARD TO THE NEXT OPPORTUNITIES? SO WE DO THIS THROUGH INDIVIDUAL AND GROUP SESSIONS AS WELL AS ONLINE SESSIONS.

GREAT. SO THIS TAKES US BACK TO THAT CONVERSATION ABOUT HOW WE ENSURE EQUITY AND HOW WE ENSURE THAT WE'RE SERVING EVERY STUDENT WHO IS IN NEED THROUGH DALLAS COUNTY PROMISE.

SO THERE ARE STILL STUDENTS WHO ARE FROM LOW INCOME FAMILIES WHO ARE IN THAT ECONOMICALLY DISTRESSED CATEGORY OR IN HIGH SCHOOLS THAT ARE NOT YET PART OF THE PROMISE.

AND AS KATRINA MENTIONED, WHEN THIS STARTED, WE BOTH HAVE A VISION TO EXPAND TO ALL OF DALLAS COUNTY.

BUT WE FOCUSED FIRST ON THOSE HIGH SCHOOLS THAT HAD A GREATER PERCENTAGE OF STUDENTS WHO ARE IN THAT SO-CALLED ECONOMICALLY DISTRESSED CATEGORY.

REALLY QUICK THROUGH HIGH SCHOOLS OR HIGH SCHOOLS HAVE BEEN BROUGHT TO SCHOOL, TO OUR SCHOOL DISTRICTS HAVE IN INDIVIDUAL CAMPUSES.

SO NOT EVERY CAMPUS OF DISD IS NECESSARILY CORRECT.

AND SO ACTUALLY, AS WE'VE YOU KNOW, WE STARTED WITH THOSE CAMPUSES THAT WERE MORE ECONOMICALLY DISTRESSED AS WE'VE CONTINUED TO EXPAND AND TRIED TO MEET EVERY CAMPUS IN DALLAS COUNTY.

WHAT WE'VE SEEN HAPPEN IS A CHALLENGE THAT WE'RE TRYING TO ADDRESS.

SO THE AVERAGE INCOME OF THE STUDENTS WHO ARE BEING SERVED BY DALLAS COUNTY PROMISE IS ACTUALLY GOING UP EACH YEAR, WHICH POSES TWO PROBLEMS. ONE IS IT MAKES IT LESS EQUITABLE.

SO WE DO WANT THIS TO BE FOCUSED ON THOSE STUDENTS WHO ARE MOST IN NEED.

SECOND, ACTUALLY, THE WAY IT WORKS, BECAUSE IT'S A LAST DOLLAR SCHOLARSHIP, SOMETIMES THOSE STUDENTS WHO ARE HIGHER INCOME END UP GETTING MORE OF THE SCHOLARSHIP DOLLARS BECAUSE THE STUDENTS WHO ARE QUITE LOW INCOME CAN QUALIFY FOR PELL, EITHER PARTIAL OR FULL PELL GRANT.

AND SO PELL ACTUALLY TAKES CARE OF THE VAST MAJORITY OF THEIR TUITION OR ALL OF THEIR TUITION.

AND SO THEY WOULDN'T THEN BE ONE OF THE FOLKS WHO GETS THE DALLAS COUNTY PROMISE SCHOLARSHIP DOLLARS.

AND SO WHAT WE'RE LOOKING TO DO JUST GO TO THE NEXT SLIDE IS START TO EXPAND.

AND AND THIS IS KIND OF AT A HIGH LEVEL, BUT EXPAND TO ALL OF THE INTERESTED HIGH SCHOOL CAMPUSES THAT WE'RE CAPABLE OF SERVING STARTING IN THE FALL OF 2024.

BUT ALONG WITH THAT INSTITUTE, AN INCOME CAP, BECAUSE WITHOUT AN INCOME CAP, WHAT YOU WOULD HAVE IS A FURTHER EXACERBATION OF THE FACT THAT THERE ARE MORE HIGH INCOME STUDENTS WHO ARE COMING INTO PROMISE AND THEREFORE MORE OF OUR SCHOLARSHIP DOLLARS WOULD ACTUALLY PARADOXICALLY BE GOING TO THOSE HIGHER INCOME STUDENTS.

AND THE INCOME CAPS IS THAT'S A SOLUTION THAT A LOT OF THE OTHER PARTICIPATING IOCS HAVE GONE WITH.

YOU CAN SEE HERE THESE ARE ALL OF THE PARTNERS WHO ARE PART OF DALLAS COUNTY PROMISE AND DALLAS COLLEGE CURRENTLY IS THE ONLY ONE THAT DOES NOT HAVE A FAMILY INCOME

[02:25:09]

AGAIN, ALL OF THIS IS STILL UNDER CONSIDERATION WHERE WE'RE LOOKING AT THE PROBLEM AND CONSIDERING THIS AS A POTENTIAL SOLUTION TO THE PROBLEM.

AND WE WOULD PROBABLY LOOK AT SOME OF OUR SISTER AND BROTHER SCHOOLS AROUND THE COUNTY TO SEE WHAT THEY'VE DONE, WHAT'S BEEN SUCCESSFUL FOR THEM AND MODEL THAT AND ALIGN WITH THEM. JOSH A LOT OF THE RESOURCES THAT THE FOUNDATION HOLDS THAT ARE COMMITTED TO DALLAS COLLEGE ARE LEGACY, IF YOU WILL, TO THE DALLAS COUNTY PROBLEMS OR THE RISING STAR SCHOLARSHIP PROGRAM.

OVER $25 MILLION, WHICH WAS RAISED BY THE FOUNDATION AT THAT TIME.

I MEAN, THE DONOR INTENT AROUND THAT PROGRAM WAS ALWAYS LOWER INCOME.

THAT'S RIGHT. YOU KNOW, ECONOMICALLY DISADVANTAGED STUDENTS.

SO THIS KNOW A CAP, BUT LIKE THE ONE THAT'S UNDER DISCUSSION IS COMPLETELY CONSISTENT WITH THE DIRECTION OF THIS PROGRAM SINCE IT WAS STARTED FOR THE FAIR. THAT IS CORRECT AND FAIR.

AND THAT IS WE'VE HAD CONVERSATIONS WITH SOME OF THE BOARD MEMBERS AND SOME OF THE FOLKS WHO HAVE HELPED TO SET THAT UP, AND THEY'RE IN FULL ALIGNMENT WITH THAT AS WELL, ESPECIALLY THROUGH ALL OF THESE PRESENTATIONS.

I HAVE LOOKED FOR SCHOLASTIC STANDARDS.

THEY WILL HAVE HIGH GRADES.

HOW ARE THESE PEOPLE PRODUCING ON THEIR OWN AND THEIR STUDY? AND SO DO WE NOT HAVE STANDARDS LIKE THAT WHEN WE TAKE A C STUDENTS, ARE WE TAKING THESE STUDENTS AND EACH WHAT? HOW IS THAT DECIDED? YEAH. SO THERE ARE SOME SCHOLARSHIPS CERTAINLY AT THE FOUNDATION THAT HAVE MORE THAT ARE MORE GEARED TOWARD THOSE STUDENTS WHO ARE SUPER HIGH POTENTIAL STUDENTS WHO WOULD WANT TO MAKE SURE COME TO DALLAS COLLEGE, HAVE ALL OF THOSE KINDS OF OPPORTUNITIES.

DALLAS COUNTY PROMISE IS REALLY MEANT TO BE SOMETHING THAT IS AVAILABLE TO ALL STUDENTS WHO MEET THOSE CRITERIA THAT KATRINA LAID OUT IN TERMS OF FILLING OUT THOSE FORMS, SHOWING AN INTENT TO COME TO COLLEGE.

AND THEN, YOU KNOW, THE GOAL WOULD BE YOU GET ALL OF THOSE SUPPORTS, YOU GET THAT ADVISING YOU.

YOU KNOW, SOME STUDENTS MAY NOT HAVE WHAT THEY NEEDED IN HIGH SCHOOL TO BE THAT A STUDENT.

THE IDEA IS THEY CAN COME HERE, THRIVE IN DALLAS COLLEGE, GET THE SUPPORTS THEY NEED, AND THEN ACHIEVE THEIR FULLEST POTENTIAL.

YEAH, IT REALLY IS AN EFFORT TO TO INCREASE THE COLLEGE ATTAINMENT RATE, THE COLLEGE GOING RATES IN OUR COMMUNITY.

AND SO CERTAINLY THERE ARE STUDENTS THAT HAVE HAVE NOT DONE WELL ACADEMICALLY IN HIGH SCHOOL, DON'T SEE COLLEGE AS A PATH FOR THEM.

THIS PROVIDES AN OPPORTUNITY TO GET INTO THE EDUCATIONAL PIPELINE.

AND THEN, AS JOSH SAID, THE HOPE AND INTENT IS, IS THAT WE'RE PROVIDING THOSE SERVICES TO TO SUPPORT THEM, TO PUT THEM ON A BETTER ACADEMIC JOURNEY.

AND WE CAN CERTAINLY TALK ABOUT SOME OF THE SUCCESS RATES.

THE PROMISE STUDENTS HAVE AFTER THEY'RE ON THE PROGRAM.

THERE ARE SOME ELIGIBILITY REQUIREMENTS.

I'M SORRY. THERE ARE CERTAIN ELIGIBILITY REQUIREMENTS TO KEEP A PROMISE.

SO YOU MIGHT WANT TO SPEAK TO THAT BECAUSE THAT SPEAKS TO SOME REQUIREMENTS.

IT'S NOT LIKE YOU COME IN AND YOU JUST HAVE A GREAT TIME AND DO NOTHING.

AND WE KEEP SAYING, GO TO HIGH SCHOOL FIRST.

O IN HIGH SCHOOL FIRST.

SO THAT'S I MEAN, THIS IS TO TO MAINTAIN THE PROMISE SCHOLARSHIP, YOU HAVE TO MEET CERTAIN REQUIREMENTS TO COME INTO THE PROGRAM.

YOU DON'T. THERE ARE NO GPA REQUIREMENTS TO COME INTO THE PROGRAM, BUT TO KEEP THE SCHOLARSHIP, THERE ARE CERTAIN REQUIREMENTS THAT THEY MUST MEET.

BUT THIS IS PRIMARILY TO FUND A EDUCATION AT THE COLLEGE LEVEL.

IT INCLUDES TRAINING PROGRAMS TO GET PROGRAMS AND SO FORTH.

SO YOU DON'T HAVE TO BE AN ACTIVE SCHOLAR OR A STUDENT BECAUSE EVERYBODY'S NOT A.

SO I WAS WORRIED ABOUT THE LOWER ACHIEVING STUDENTS.

I WAS WONDERING IF WE WERE ONLY TAKING, YOU KNOW, A'S AND B'S STUDENTS.

WHAT ABOUT THE SCENES WAS TARGETING.

THAT'S RIGHT. THIS IS TARGETING C STUDENTS.

THESE ARE LOW PROPENSITY STUDENTS WHO WE DON'T THINK WILL GO TO COLLEGE IF THEY DON'T GET HELP.

THAT'S WHAT'S TARGETING. I WASN'T PICKING UP ON THAT.

I WAS. THERE'S BEEN SO MUCH TALK ABOUT THE FINANCES THAT I WAS STUCK ON THAT.

SO WE SO WE FOCUS HEAVILY ON MATCHING FIT IN OUR WORK.

SO IT'S ABOUT FINDING THE BEST ACADEMIC, FINANCIAL AND SOCIAL EMOTIONAL FIT FOR STUDENTS.

AND SO THROUGHOUT THE COURSE OF THE ADVISING DURING THEIR SENIOR YEAR, THE CONVERSATIONS WITH ADVISORS ARE WHICH WHICH INSTITUTION IS

[02:30:09]

AND SO WE BELIEVE THAT THERE IS A THERE IS A GOOD DESTINATION FOR EVERY STUDENT, AND HIGH QUALITY ADVISING WILL HELP THEM FIND THEM.

I JUST DIDN'T WANT TO PROMISE TO GET SOMETHING AND THEN THEY FAIL AT IT AND THAT DOESN'T HELP MUCH.

OKAY. THANK YOU. THANK YOU.

ANYTHING ELSE? I'M JUST SAYING.

THANK OUR PANEL. TIME.

FOR ME. AS WE BRING UP OUR PRESENTATION THIS MORNING, I WILL FIVE POINTS.

[4.4. Accreditation: Opportunities & Options]

I'VE NEVER HEARD OF THE LODGE, IS IT? SO DON'T WORRY ABOUT THE. THANK YOU FOR HELPING ME SELL MY DIET.

WE ARE REDUCING OUR TIME FOR LUNCH, SO JUST.

OH, NO, NO, NO, NO, NO.

THE PRESSURE'S ON US. I MEAN.

OH, YEAH. WELL, WE RECENTLY HAD A REASON TO HAVE MEMBER FROM SACHSE COC COME AND BOARD ABOUT ACCREDITATION. AND SO THERE'S BEEN SOME THIS WHOLE DIALOG AROUND ACCREDITATION.

WHAT DOES THAT LOOK LIKE AS WE ARE DALLAS COLLEGE CLEARLY WE HAVE GONE THROUGH TWO SIGNIFICANT SAX REVIEWS OVER THE LAST COUPLE OF YEARS BETWEEN OUR CONSOLIDATION, BETWEEN OUR LEVEL CHANGE TO OFFER A FOUR YEAR DEGREE.

SO I'LL START THIS CONVERSATION BY SAYING WE HAVE A GREAT RELATIONSHIP WITH COSI, BUT THE QUESTIONS HAVE COME UP AS DALLAS COLLEGE IS DO WE HAVE THE RIGHT PARTNER TO BE AGILE AND INNOVATIVE WITH EVERYTHING THAT WE'RE DOING NOW AND EVERYTHING THAT WE INTEND TO DO? FOUR. SO THAT'S KIND OF WHAT DANIEL IS GOING TO TALK THROUGH A LITTLE BIT, YOU KNOW, GIVE A LITTLE BACKGROUND ABOUT SOME OF SOME OF THE OTHER PARAMETERS.

THANK YOU. YES.

SO WE ARE GOING TO PICK UP FROM THAT CONVERSATION.

AND ONE OF THE THINGS THAT THAT YOU HEARD DURING THAT PRESENTATION WAS THE CHANGE THAT THE DEPARTMENT OF ED HAS MADE A COUPLE OF YEARS AGO TO WHAT THE DESIGNATIONS THAT HISTORICALLY HAVE BEEN CALLED REGIONAL ACCREDITING BODIES.

HISTORICALLY, THOSE ACCREDITING BODIES WERE RESTRICTED TO THE STATES ASSIGNED TO THEM.

AND RECENTLY, THE DEPARTMENT OF EDUCATION, IN RECOGNITION OF THE FACT THAT AS AS TIME HAS GONE ON AND AS EXPANSION WITH ONLINE LEARNING, THIS HAPPENED AND WITH BRANCH CAMPUSES, WE HAD MANY EXAMPLES IN WHICH INSTITUTIONS THAT MIGHT BE ACCREDITED BY A REGIONAL ACCREDITOR HAD BREACHED CAMPUSES, FOR EXAMPLE, IN ANOTHER STATE OR ANOTHER AREAS REGION.

AND SO IN THE LONG AND SHORT OF IT IS THE DEPARTMENT OF EDUCATION RECOGNIZED THAT IF YOU HAVE INSTITUTIONS THAT HAVE BRANCH CAMPUSES IN STATES OUTSIDE THEIR REGION, MAYBE THE REGIONS AREN'T THAT CRITICAL TO TO MAINTAIN.

SO THEY NOW JUST RECOGNIZE THERE THEY ARE ACCREDITING BODIES AND THE ACCREDITATION BODY, AS YOU ALLUDED TO WITH WITH THE PRESENTATION, THAT'S HOW DALLAS COLLEGE HAS ACCESS TO TITLE TITLE FOR FEDERAL FUNDING.

SO EACH INSTITUTION OF HIGHER EDUCATION IN ORDER TO HAVE ACCESS FOR THEIR STUDENTS, TO HAVE ACCESS TO FEDERAL GRANTS AND FEDERAL FINANCIAL AID HAVE TO BE ACCREDITED BY A RECOGNIZED BODY.

HISTORICALLY, WE DIDN'T HAVE A CHOICE.

WE WERE IN TEXAS. SO S.C.

WAS OUR ACCREDITATION AGENCY.

AS DR. LONNIE MENTIONED, WE'VE HAD A VERY SUCCESSFUL AND LONG HISTORY WITH EOC, MAINTAINING OUR APPROPRIATE STANDARDS AND BEING IN GOOD STANDING WITH THEM IS ACTUALLY A REQUIREMENT FOR ANY INSTITUTION CONSIDERING MAKING A CHANGE.

SO HISTORICALLY, WE DIDN'T HAVE A CHOICE.

NOW WE DO HAVE THE OPTION.

SO IT WAS ON, WE FELT DUE DILIGENCE OF OUR OFFICE TO LOOK AT THE DIFFERENT ACCREDITATION AGENCIES AND SEE IF THERE WAS IF IF THE BEST THING FOR DALLAS COLLEGE IS TO REMAIN THE SACS EOC OR TO CONSIDER MOVING TO A DIFFERENT AGENCY, THAT MIGHT BE A BETTER FIT.

AND WE WANT TO BE CLEAR WHERE WE'RE THINKING ABOUT THESE DIFFERENT AGENCIES TO UNDERSTAND THAT ALL OF THE REQUIREMENTS AND THEIR STANDARDS, WHILE THEY MIGHT HAVE SOME DIFFERENT LANGUAGE AND THE WAY THEY ARTICULATE THOSE STANDARDS, ARE THE SAME BECAUSE THEY COME FROM THE DEPARTMENT OF ED.

SO ALL OF THE ACCREDITATION AGENCIES WILL HAVE STANDARDS AROUND FINANCIAL STABILITY OF GOVERNING BODIES, SHARED GOVERNANCE,

[02:35:04]

ALL OF THEM HAVE TENURE CYCLES WITH THE MID CYCLE REVIEW FOR ACCREDITATION AND REAFFIRMATION, AND THEY HAVE THE SAME LEVEL OF RIGOR AND EXPECTATIONS.

THAT'S HOW THEY MAINTAIN THEIR RECOGNITION FROM THE DEPARTMENT OF ED.

SO THE MAIN DIFFERENCE REALLY IS IN THE PROCESS IS IN TIMELINES AND THE WAY THAT THEY THAT THEY DO BUSINESS FOR MOST PROBABLY MANY INSTITUTIONS NOW THAT THEY HAVE THIS OPTION TO CONSIDER, THEY MAY LOOK AT THE DIFFERENT ACCREDITATION AGENCIES AND DECIDE THAT THERE'S NOT A BIG DIFFERENCE THAT WOULD MOTIVATE THEM TO MAKE A CHANGE. AND IN FACT, SINCE THE DEPARTMENT OF EDUCATION HAS MADE THIS AVAILABLE TO INSTITUTIONS, VERY FEW HAVE ACTUALLY MADE THAT SWITCH BECAUSE THERE'S THE ONLY REASON TO DO THAT IS IF THERE IS SOME SIGNIFICANT BENEFIT TO THE INSTITUTION IN TERMS OF PROCESSES AND TIMELINES.

DALLAS COLLEGE IS A STANDOUT.

WE ARE FOR SURE AN OUTLIER, AN OUTLIER IN TERMS OF THE AMOUNT OF SUBSTANTIVE CHANGE THAT WE DO.

WE DEVELOP NEW PROGRAMS, WE EXPAND REGULARLY TO DIFFERENT SITES, PRIMARILY WITH OUR HIGH SCHOOLS, AND ALL OF THOSE PROCESSES TAKE TIME AND REQUIRE APPROVALS.

SO IT REALLY IS THAT'S THAT'S THE PRIMARY THING THAT WHEN WE'RE LOOKING AT THESE DIFFERENT AGENCIES, WE'RE CONSIDERING IF THERE'S A BETTER FIT FOR DALLAS COLLEGE.

SO WE'RE GOING TO GO THROUGH A VERY BRIEF INTRODUCTION TO EACH OF THESE WAS JUST SOME SOME FOUNDATIONAL INFORMATION TO LET YOU KNOW THAT ALL OF THESE AGENCIES HAVE BEEN AROUND FOR QUITE SOME TIME, MANY OF THEM WELL OVER 100 YEARS.

EACH OF THEM HAVE THEIR OWN ASSIGNED STATE REGENTS, SOME OF THOSE SOME ALSO OUTSIDE OF THE UNITED STATES OR WITH THE UNITED STATES TERRITORIES.

ALL OF THEM ACCREDIT, VERY WELL KNOWN, RESPECTED, SUBSTANTIVE.

INSTITUTIONS, UNIT COLLEGES AND UNIVERSITIES AND COMMUNITY COLLEGES, OF COURSE.

SO WHEN WE ARE LOOKING THROUGH THE DIFFERENT AGENCIES AND THE DIFFERENT REGIONS, IF YOU THINK OF ALL OF THE THE STATE COLLEGES THAT ARE WITHIN THOSE REGIONS, THE COMMUNITY COLLEGES, WITHIN THOSE REGIONS, THEY ARE GOING TO BE ACCREDITED BY THEIR RESPECTIVE REGIONAL ACCREDITATION AGENCY.

SO SORRY, NORTHWEST COMMISSION ON COLLEGES AND UNIVERSITIES.

THOSE ARE OBVIOUSLY THE NORTHWEST OF THE UNITED STATES.

MIDDLE STATES IS KIND OF NOT ALL THE WAY INTO ITS NEW ENGLAND, KIND OF THE NEW YORK, PENNSYLVANIA, NEW JERSEY AREA.

NEW ENGLAND IS MASSACHUSETTS.

RHODE ISLAND. VERMONT.

MAINE. CONNECTICUT WESTERN ASSOCIATION IS A LITTLE BIT DIFFERENT.

THEY SPLIT INTO SO THEY HAVE THE WESTERN ASSOCIATION THAT ACTUALLY HAS TWO PARTS.

SO THEY HAVE THE WESTERN ASSOCIATION OF COLLEGES AND SCHOOLS, SENIOR COLLEGE AND UNIVERSITY COMMISSION, AND THEN A SPECIFIC COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES.

AND THEN THE HIGHER LEARNING COMMISSION IS THE ONE THAT WHEN WE LOOKED AT THE DIFFERENT OPPORTUNITIES AND THE DIFFERENT STYLES AND PROCESSES ACROSS THE DIFFERENT COLLEGES, THIS IS THE ONE THAT IS THE STANDOUT IN TERMS OF A POSSIBILITY OF BEING A BETTER FIT FOR DALLAS COLLEGE FOR A COUPLE OF REASONS.

THEY ARE THE THE ONE THAT HAS A CLEARLY DEFINED PROCESS FOR MAKING A TRANSITION.

SO BECAUSE THIS IS A RELATIVELY NEW OPPORTUNITY, SOME OF THE OTHER ACCREDITING BODIES DON'T ACTUALLY HAVE A PROCESS FOR INSTITUTIONS TO FOLLOW TO MAKE A CHANGE. BUT THE HIGHER LEARNING COMMISSION DOES, AND THEY ARE MUCH MORE FLEXIBLE AND RESPONSIVE IN TERMS OF HOW THEY PROCESS ALL KINDS OF CHANGES AND REPORTS.

SO WHEREAS A TIMELINE FOR A NEW PROGRAM AT DALLAS COLLEGE WILL TAKE 12 TO 18 MONTHS, THEY'RE JUST WITH THE SEC CAC PROCESS.

THERE IS THERE ARE TIMELINES WHEN THAT ARE HALF OF THAT START TO FINISH WITH WITH HLC.

SO WHEN WE THINK OF OUR THE POSSIBILITY OF THE TIME TO MARKET FOR A NEW PROGRAM, HLC IS IT IS ABLE TO PROCESS THOSE KINDS OF CHANGES MUCH MORE QUICKLY.

AND THEN IN TERMS OF KIND OF ORGANIZATIONAL CULTURE AND ATTITUDE AND HOW HOW THEY DO BUSINESS LOOKING NOT

[02:40:01]

SO COMPLIANCE IS A GIVEN THAT THAT'S WHAT WE'RE GOING TO DO.

BUT HOW THEY DO BUSINESS IS ONE OF REALLY TRYING TO RESPOND TO THE NEEDS OF INSTITUTIONS AT THEIR PACE OF CHANGE SO THAT THE ACCREDITATION PROCESSES AREN'T THE THING THAT ARE THAT'S HOLDING ANY INSTITUTION BACK FROM BEING ABLE TO SERVE THEIR THEIR COMMUNITY.

SO AGAIN, WE THERE'S NOT A REQUIREMENT BY ANY MEANS THAT WE CHANGE OUR ACCREDITATION AGENCY.

IT'S JUST A NEW OPPORTUNITY TO CONSIDER THAT WASN'T AVAILABLE TO US.

HISTORICALLY, WE HAVE AGAIN HAD A A LONG HISTORY OF SUCCESS WITH CSC.

IF WE DETERMINED THAT WE WERE GOING TO STAY WITH CSC, WE WOULD CONTINUE TO HAVE A GOOD RELATIONSHIP THERE AND MAINTAIN AND MAINTAIN THOSE STANDARDS. AND OUR ACCREDITATION WITH KNOW WITH NO ISSUES.

THE QUESTION FOR US TO CONSIDER AS WE AS WE LOOK AT THIS NEW OPPORTUNITY IS, IS THERE A LONG TERM BENEFIT FOR DALLAS COLLEGE POTENTIALLY TO MAKE THIS KIND OF CHANGE SO THAT WE CAN MATCH OUR PACE OF CHANGE TO OUR ACCREDITATION AGENCIES? I THINK IT'S JUST, YOU KNOW, IT'S WE OWE IT TO OURSELVES AS AS DALLAS COLLEGE THROUGH THIS CONSOLIDATION, THROUGH THIS NEW FUNDING STRUCTURE TO TO HAVE THIS CONVERSATION, TO SEE IF WE ARE BEST ALIGNED, TO BE AS INNOVATIVE AND AGILE AS WE CAN BE.

CERTAINLY, WE'VE GOT AMAZING FACULTY AND STAFF THAT WE WANT TO ENCOURAGE TO BE INNOVATIVE AND.

TRY NEW THINGS AND TO PUSH THE ENVELOPE.

AND SO.

SO JUST TRYING TO DETERMINE, IS THERE AN ACCREDITING PARTNER THAT IS BEST SUITED TO ALL OF THEM? BECAUSE, YOU KNOW, FORTUNATELY, WE HAD A PANEL OF THESE CEOS AND LEADERSHIPS AT OUR NATIONAL CONVENTION LAST WEEK.

WE HEARD FROM EACH OF THE LEADING GROUPS AND IT WAS VERY INFORMATIVE.

WHAT WAS REALLY ENCOURAGING TO ME, I KNOW YOU'LL GET TIRED OF THIS, BUT THEY REALLY ARE SAYING WE HAVE TO OPEN OURSELF UP TO INNOVATION AND CHANGE.

THAT'S ONE OF THE THINGS WE HAVE TO WE'VE BEEN BAD ABOUT THAT AND THEY ADMITTED IT AND THEY OPENLY SAID WE NEED TO BE ENCOURAGING OUR COLLEGE MEMBERS TO DO THINGS NEW AND DIFFERENT IN A WAY SO THAT THAT THAT WAS VERY TIMELY FOR OUR DISCUSSION AND OUR PREVIOUS MEETING WHERE WE HAD THAT. SO I JUST WANT TO SHARE THAT WITH YOU ON THE LINES OF SUMMARY.

QUESTION SO IF YOU'VE GOT THE INTRIGUING QUESTIONS OUT, IT'S A PRETTY INDELICATE QUESTION, BUT I WANT TO HEAR FOR SURE.

ARE THERE ANY PENDING INVESTIGATIONS OR COMPLAINTS FOR US WITH SACHSE? THERE ARE NOT. AND THAT'S ACTUALLY A PREREQUISITE FROM THE DEPARTMENT OF ED TO BE ABLE TO EVEN CONSIDER.

I HEARD YOU SAY THAT. BUT YES, I'M A BIT AND BELT AND SUSPENDERS PERSON SO YES YES SO YEAH THAT THAT IT WOULD ACTUALLY ANY INSTITUTION THAT IS ON MORNING PROBATION HAS ANY PENDING ISSUES WITH THEIR CURRENT ACCREDITATION AGENCY DOESN'T HAVE THE OPTION TO CONSIDER MAKING A CHANGE FOR THE DEPARTMENT OF ED THEY HAVE THE SAME ALL OF THESE HAVE THE SAME DUAL GOVERNANCE STANDARDS IN TERMS OF INVOLVEMENT OF THE FACULTY SHARE. YES. SHARED GOVERNANCE.

YES, ABSOLUTELY.

I THINK I HEARD IT THROUGHOUT YOUR PRESENTATION.

BUT BASED ON YOUR RESEARCH, IS THERE ONE BODY THAT SEEMS TO BE MORE ALIGNED WITH OUR DIRECTION? YES. WHEN WE THINK LOOK AT THE OTHERS.

I DO WANT TO MAKE IT CLEAR THAT THERE'S NOT A THESE THIS ACCREDITATION AGENCY IS GOOD AND THIS ONE IS BAD.

IT IS.

ARE THERE ANY THAT ARE IS THERE ONE OR MORE THAN ONE THAT WE SHOULD CONSIDER AS A BETTER FIT? AND SO THE OTHERS THAT WE'VE THAT WE LOOKED AT AND CONSIDERED ARE SIMILAR ENOUGH TO SEC COC IN TERMS OF THEIR PROCESSES THAT THERE'S NOT ANY SIGNIFICANT ADVANTAGE.

REALLY. THE ONE STANDOUT IS HLC, THAT'S THE ONE THAT I THAT I BELIEVE IS WARRANT SOME ADDITIONAL REVIEW, ADDITIONAL CONSIDERATION AND IS A POTENTIAL FIT FOR DALLAS COLLEGE.

THE OTHERS ARE JUST COMPARABLE ENOUGH TO SACHSE EOC THAT THERE'S NOT A SIGNIFICANT ADVANTAGE TO MAKING THAT CHANGE.

[02:45:02]

WHY? WHAT DO YOU SAY? SO ONE OF THE THE BIGGEST AREA OF DIFFERENCE IS IN THE THE SPEED AT WHICH THEY CAN PROCESS.

CHANGES. SO, FOR EXAMPLE, WE'RE RIGHT NOW WE ARE WORKING ON SEVEN PROSPECTUSES.

ONE IS FOR THE NEW BSN PROGRAM AND THEN SEVEN ARE FOR DIFFERENT HIGH SCHOOL LOCATIONS THAT WE WANT TO EXPAND OUR OFFERINGS IN IN THE COMING FALL.

ALL OF THOSE DEADLINES WITH SACHSE YOU SEE ARE VERY EARLY IN DECEMBER.

SO IF OUR FOLKS IN EDUCATIONAL PARTNERSHIP IN THE SPRING FIND THAT THERE ARE OTHER HIGH SCHOOLS THAT HAVE INTEREST THAT WE WEREN'T ANTICIPATING, WE WILL, WE WE CAN'T EXPAND FOR THEM IN THE COMING FALL.

WE'LL HAVE TO WAIT A WHOLE OTHER YEAR.

AND SO WE'LL BE TELLING THEM THAT THEIR EARLIEST EXPANSION OPPORTUNITY WILL BE FALL OF 2024.

WHEREAS HLC, IF THERE WERE THE TIME THAT THEY TAKE TO PROCESS THINGS, WE COULD IDENTIFY NEW LOCATIONS AS LATE AS MAY FOR AN IMPLEMENTATION IN THE FALL BECAUSE THEY JUST, THEY, THEY, SO THEY COLLECT ALL THE SAME INFORMATION.

THEY HAVE ALL THE SAME EXPECTATIONS OF ACCOUNTABILITY.

THEY JUST PROCESS THOSE CHANGES FASTER.

TWO QUESTIONS FOR YOU. NUMBER ONE, IS IT POSSIBLE FOR AN INSTITUTION LIKE DALLAS COLLEGE TO HOLD ACCREDITATION FOR MORE THAN ONE ACCREDITOR? AND IS THAT SOMETHING THAT WE SHOULD CONSIDER? IT'S PROBABLY TWICE THE PAPERWORK FOR YOU PERSONALLY.

BUT SETTING THAT ASIDE, THIS QUESTION OF ONE, THE QUESTION OF THE TWO IS UP.

YEAH, I KIND OF THINK ABOUT THIS ACCREDITATION DEAL AS ONE OF THE FACTORS OF PRODUCTION IN TERMS OF DALLAS COLLEGE MISSION.

AND THE GOOD NEWS HERE IS THAT WE'VE GOT COMPETITION AMONGST A SUPPLIER OF ONE OF OUR KEY FACTORS OF PRODUCTION, WHICH IS ACCREDITATION.

ARE WE CONVINCED OR PART OF YOUR FURTHER ANALYSIS, ASSESS WHETHER SAXON CAN CHANGE AND WHETHER THEY SHOULD CHANGE IT? BECAUSE IF I'M LISTENING TO THIS AND I'M SAXON, I'M SEEING AN EXISTENTIAL THREAT TO MY EXISTENCE AND I BETTER FIGURE OUT HOW TO RESPOND.

AND WE'RE NOT LEADING.

WE'RE NOT ON THE VANGUARD OF THIS.

WE'RE KNOW OTHER INSTITUTIONS HAVE GONE THROUGH THIS ANALYSIS AND MADE THIS DECISION.

RIGHT. SO THOSE ARE THOSE ARE TWO SEPARATE QUESTIONS, BUT I'D BE INTERESTED IN YOUR THOUGHTS ON IT, AND YOU'VE GOT MORE TO BRING BACK TO US.

SURE. SO AS TO THE FIRST QUESTION OF WHAT IS THERE A REASON OR AN ADVANTAGE FOR AN INSTITUTION TO HOLD TO ACCREDITATION.

SO AT THE SAME TIME, THERE REALLY ISN'T AN ADVANTAGE TO THAT BECAUSE YOU HAVE TO HAVE ONE DESIGNATED AT WITH THE DEPARTMENT OF ED, AS THEY LITERALLY CALL IT, A GATEKEEPER TO YOUR FEDERAL FINANCIAL AID.

SO IN MAKING THE TRANSITION, IF THAT'S THE IF THAT'S THE DIRECTION THAT WE END UP GOING, WHAT THE PROCESS WOULD BE SECURING THE ACCREDITATION WITH THE OTHER AGENCY AND THEN VOLUNTARILY RELINQUISHING THE CURRENT ACCREDITATION SO THAT WE WOULD JUST MAINTAIN ONE AT A TIME.

THEY'RE THERE. YOU IF YOU DID ATTEMPT TO MAINTAIN BOTH, YOU WOULD HAVE TO MAINTAIN BOTH OF ALL THE PAPERWORK AND EVERYTHING AND THERE WOULD BE NO ADVANTAGE BECAUSE YOU ONLY NEED ONE IDENTIFIED WITH THE DEPARTMENT OF ED TO ACCESS THE FEDERAL FINANCIAL AID.

AS FAR AS THE LIKELIHOOD OR THE THAT THAT YOU'LL SEE IS GOING TO CHANGE DRAMATICALLY IN TERMS OF HOW THEY PROCESS INFORMATION IS.

IN MY MY PERSONAL VIEW, MY ASSESSMENT IS THAT THAT'S NOT VERY LIKELY.

AND I'VE HAD CONVERSATIONS WITH THEIR DIRECTOR OF SUBSTANTIVE CHANGE AND THEY THEY THEY FEEL COMFORTABLE WITH THE A LOT OF THE PROCESSES THAT THEY HAVE IN PLACE.

AND FOR MANY INSTITUTIONS, IT'S NOT A PROBLEM.

THEIR TIMELINES DON'T PUT A LOT OF INSTITUTIONS IN A JAM BECAUSE THEY ARE A THEY'RE NOT AS QUICK MOVING OR DON'T HAVE THE VOLUME OF SUBSTANTIVE CHANGE THAT DALLAS COLLEGE DOES.

SO I WOULD SAY WE'RE KIND OF WE'RE REALLY ARE AN OUTLIER FOR THEM IN TERMS OF THEIR CONSTITUENCY.

I THINK IF I THINK IF THE MAJORITY OF INSTITUTIONS WERE AS DYNAMIC AS DALLAS COLLEGE WAS, THERE MIGHT BE MORE PRESSURE ON THEM TO MAKE SOME OF THOSE CHANGES.

BUT I THINK FOR A LOT OF INSTITUTIONS, I THINK THE THINGS THAT ARE CHALLENGES FOR US WITH THOSE PROCESSES AND POTENTIAL ADVANTAGES WITH WITH MAKING A CHANGE TO HLC ARE NOT THAT SIGNIFICANT FOR THE OTHER INSTITUTIONS.

JUST HOW MUCH DOES ACCREDITATION COST US?

[02:50:01]

SO I'M WANTING TO SAY THAT OUR DUES ARE SOMEWHERE IN THE NEIGHBORHOOD OF $17,000 A YEAR.

WE PAY FEES FOR SUBSTANTIVE CHANGES TO BE READ.

SO BASICALLY EVERY SUBMISSION IS $500.

IF THERE'S A VISIT, WE PAY FOR THOSE TRAVELING EXPENSES.

SO THAT'S AND THAT AS FAR AS THE EXPENSE GOES, AGENCY TO AGENCY IS PRETTY COMPARABLE.

THEY HAVE THOSE THE STANDARD WAYS THAT THEY ASSESS FEES, YOU HAVE DUES AND YOU PAY FOR VIEWS OF OF DOCUMENTS AND VISITS. AND SO HISTORICALLY HAVE WE WHERE BECAUSE OF GEOGRAPHY, CORRECT.

IS THAT A YES? AND I SAW YOUR MAP AT THE BEGINNING.

WE ARE ALSO GEOGRAPHICALLY NEAR HLC, RIGHT? I SAW NEW MEXICO.

YES. SO, YEAH, YEAH.

ALL ARE BORDERING STATES TO THE TO THE NORTH AND WEST.

START WITH HLC.

SO YEAH. SO IN TERMS OF GEOGRAPHY, WE ARE CLOSE.

IT'S NOT LIKE NEW ENGLAND OR SOMETHING LIKE THAT THOUGH, THAT TECHNICALLY FROM THE DEPARTMENT OF ED PERSPECTIVE, THAT WOULD BE AN OPTION FOR US.

BUT YES, GEOGRAPHICALLY WE ARE CLOSE.

THE ANNUAL MEETINGS ARE ALWAYS IN CHICAGO.

THAT'S WHERE THE HEAD OFFICES ARE FOR MY NEXT QUESTION.

I REMEMBER SACHS IS BASED IN ATLANTA, AND I REMEMBER WHEN THE GENTLEMAN FROM SYOSSET CAME TO PRESENT A FEW MONTHS BACK, HE MENTIONED THE SITE VISITS, AND THAT'S WHY PEOPLE WOULDN'T WANT TO CHANGE BECAUSE IT COSTS MORE TO TRAVEL.

BUT IT ACTUALLY IT MIGHT EVEN BE CHEAPER FROM CHICAGO.

THE DIFFERENCES WOULD BE NEGLIGIBLE.

CERTAINLY WE SHOULD BASE A DECISION ON WHAT IS IT? IS IT MORE VIRTUAL VISIT WITH HLC OR IS IT THE.

IT'S ABOUT THAT. IT'S ABOUT THE SAME REALLY IN TERMS BECAUSE AGAIN, THE REQUIREMENTS ARE COMING FROM THE DEPARTMENT OF EDUCATION, NOT THE AGENCIES THEMSELVES.

SO ANYTHING THAT THE DEPARTMENT OF ED SAYS A SITE VISIT SHOULD HAPPEN.

THOSE ALL THE ACCREDITATION AGENCIES WOULD SAY THAT NEEDS TO HAPPEN.

BUT YET IN TERMS OF GEOGRAPHY AND THE DIFFERENCE IN A PLANE TICKET FROM CHICAGO OR ATLANTA IS PROBABLY NEGLIGIBLE.

AND SO COST WISE, THAT'S THAT'S NOT REALLY ENOUGH OF A DIFFERENCE FOR US TO TO CONSIDER IN TERMS OF A DECISION MAKING FACTOR.

YES, MA'AM. IN TERMS OF THE LOCAL FOUR YEAR COLLEGES, DO WE FORESEE ANY PROBLEM WITH OUR CHANGING ACCREDITING AND HOW THEY WOULD BE AFFECTED BY ACCEPTING OUR TRANSFERS? SO THE DEPARTMENT OF ED IS CLEAR THAT ALL OF THE HISTORICALLY REGIONAL ACCREDITATION AGENCIES ARE ARE VIEWED THE SAME.

SO IT'S THE SAME TIER, THE SAME TYPE OF ACCREDITATION.

SO JUST LIKE ANY OF OUR STUDENTS FROM DALLAS COLLEGE MIGHT GRADUATE WITH THEIR ASSOCIATE'S DEGREE AND TRANSFER TO AN INSTITUTION IN OKLAHOMA. AND THAT'S NOT A PROBLEM BECAUSE THE THE DIFFERENT RATE, THE DIFFERENT REGIONAL ACCREDITATIONS ARE RECOGNIZED THE SAME.

SO ANY INSTITUTION THAT WOULD ACCEPT CREDIT FROM SACS, EOC SHOULD ACCEPT THEM FROM HLC OR NEW ENGLAND OR MIDDLE STATES OR WESTERN. IT'S THE SAME TIER OR TYPE OF ACCREDITATION.

BUT WE DON'T KNOW THAT. I HEARD YOU SAY SHOULD.

YEAH, BECAUSE THERE IS NOTHING THAT WOULD MAKE AN INSTITUTION ALL INSTITUTIONS THAT I AM AWARE OF, EXCEPT IF THEY ACCEPT ANY REGIONAL ACCREDITOR, IT'S ANY OF THEM THEY DON'T SPECIFY.

OKAY, WE ACCEPT SACHS U.S.

CREDIT. THEY SAY WE ACCEPT REGIONAL ACCREDITATION CREDIT.

WE HAVEN'T HAD THIS CONVERSATION WITH THEM.

IS THAT CORRECT? WHAT I'M SAYING IS ANY OF OUR INSTITUTIONS IN TEXAS, ANY INSTITUTION ACROSS THE STATE, JUST LIKE THEY WOULD ACCEPT A STUDENT FROM OKLAHOMA OR NEW YORK OR TRANSFER CREDIT FROM CALIFORNIA, THERE'S THERE'S NOT A DISTINCTION THAT INSTITUTIONS MAKE.

THEY EITHER ACCEPT TRANSFER CREDIT OR THEY DON'T.

AND THE VAST MAJORITY OF INSTITUTIONS THAT'S IN THERE, THEY ACCEPT TRANSFER CREDIT.

SO ANY OF OUR INSTITUTIONS IN TEXAS THAT ACCEPT CREDIT FROM SAC S.O.S.

WOULD ALSO ACCEPT CREDIT FROM HLC OR NORTHWESTERN OR DO NOT DISCUSS THIS WITH THEM.

CORRECT? WE'VE NOT HAD THIS CONVERSATION WITH ANY UNIVERSITY PARTNER, SO WE HAVE.

NO, THAT'S WHAT I'M ASKING.

YEAH, NO, BUT AS DANIEL SAID, THERE'S NOTHING ABOUT THE ACCREDITATION THAT WOULD EXCLUDE TRANSFERRING TO TO THOSE INSTITUTIONS.

[02:55:01]

I KNOW THAT.

BUT THIS IS A BIG CHANGE AND THAT'S WHY I'M ASKING.

IT'S A MOOT POINT. YEAH.

DO WE HAVE A CONSENSUS TO DIRECT OUR LEADERSHIP TO COME BACK WITH US AT A SUBSEQUENT MEETING FOR A YAY OR NAY CONSENSUS TO INSTRUCT OUR COUNSELOR TO COME BACK AN APPROPRIATE TIME WITH THIS SPECIFIC RECOMMENDATION? THAT'S BEEN OUR EXPECTATION FOR A WHILE NOW.

YES, YES, YES, YES, YES, YES.

WE'LL CONTINUE OUR REVIEW, CONTINUE OUR DIALOG.

I WILL SAY THIS CONVERSATION YESTERDAY WITH WITH MEL WHEELER FROM FROM SACHS.

I APPRECIATE THE MENTION THAT ALL THE ACCREDITATION, THE LEADERSHIP OR AT THAT CONFERENCE LAST WEEK THAT IT IS IMPORTANT TOPIC CLEARLY I APPRECIATE THAT ACT SAW THE IMPORTANCE OF IT TO HAVE A DIALOG ABOUT WHAT IS THE FUTURE OF ACCREDITATION AND SO THAT IS THE QUESTION FOR US.

WHAT IS THE FUTURE FOR US IN TERMS OF OUR ACCREDITATION PARTNER? AND SO I HAD A GOOD DIALOG WITH DR.

WIELAND YESTERDAY AND WE'LL CONTINUE TO HAVE A DIALOG WITH OUR REGARDLESS.

OF WHERE WHERE THIS CONVERSATION GOES.

CAN THEY JUST DROP THEIR CHART WHERE THEY'RE SIDE BY SIDE? THAT'S RIGHT. WE'RE HEARING NO FURTHER DISCUSSION.

WE'RE GOING TO ADJOURN INTO AN EXECUTIVE SESSION FOR ONE OF THE FOLLOWING REASONS CONSULTATION WITH ATTORNEY REGARDING LEGAL MATTERS OR PENDING OR CONTEMPLATED LITIGATION

[6. Executive Session]

SINCE OPEN DELIBERATIONS HAVE A DETRIMENTAL EFFECT UPON NEGOTIATION WITH THE THIRD PERSON DELIBERATE REGARDING THE SECURITY DEVICES OR SECURITY SERVICES, AND WE WILL ADJOURN TO AN EXECUTIVE SESSION AT 12:10, RETURNING AFTER THIS.

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.