Dec 06, 2022 Education Workforce Committee Meeting

[00:00:01]

IN ACCORDANCE WITH CHAPTER FIVE FIVE, ONE OF THE TEXAS OPEN MEETINGS ACT.

I CALL IT ORDER OF THE EDUCATION WORKFORCE COMMITTEE OF BOARD TRUSTEES DALLAS COLLEGE ON DECEMBER THE SIXTH, AND TO 18 MEMBERS OF THE PUBLIC WHO FOLLOW THE INSTRUCTIONS OF THE DALLAS COLLEGE BOARD OF TRUSTEES WEBSITE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT COURSE BEGINNING TO BE GIVEN BY THE SPEAKER. THE EDUCATION WORKFORCE COMMITTEE MEETING IS BEING BROADCAST OVER THE AIRWAVES AND AUDIO RECORDING AND TRANSCRIPTS ARE BEING MADE AVAILABLE AND WILL BE MADE AVAILABLE TO THE PUBLIC ON THE BOARD'S WEBSITE AFTER MEETING AT A LATER DATE.

[2. Certification of Notice Posted for the Meeting]

SO NO. WE HAVE TWO PRESENTATIONS AND I REALLY APPRECIATE THE FLEXIBILITY.

LOTS GOING ON TODAY.

BUT WE DO HAVE TWO PRESENTATIONS.

FOR YOUR EDIFICATION, I'VE BEEN APPRIZED OF BOTH VERY IMPORTANT TOPIC.

SO DR. JOSEPH, CAN YOU GET US STARTED WITH YOUR PRESENTATION?

[4.1. Student Well-Being & Social Support]

SWAN AND BOARD MEMBERS.

WE'RE DELIGHTED, DELIGHTED TO BE HERE TODAY WITH OUR ASSOCIATE VICE CHANCELLOR OF STUDENT WELLBEING AND SOCIAL SUPPORT.

TO SPEND A LITTLE BIT OF TIME WITH YOU TODAY SHARING THE GREAT WORK THAT HIM AND HIS TEAM DO TO MAKE SURE THAT OUR STUDENTS ARE ABLE TO ACHIEVE SOME POSITIVE OUTCOMES.

AS YOU RECALL EARLIER TODAY, WHEN YOU WERE ALL DISCUSSING THE CHANCELLOR'S PERFORMANCE REVIEW, THE ENTIRE CONVERSATION WAS ABOUT OUTCOMES AND HOW WE CAN SUPPORT OUR STUDENTS IN ACHIEVING THOSE.

SO THE CONVERSATION TODAY WILL BE ALL AROUND HOW DR.

COLLINS AND HIS TEAM PROVIDE SUPPORT FOR THE ACHIEVEMENT OF THOSE OUTCOMES.

WHAT DO YOU HAVE ON THE SCREEN? TODAY IS AN ILLUSTRATION FOR THE LEARNER OF CARE MODEL.

AND I JUST WANTED TO GO BACK AND REFRESH EVERYBODY'S MEMORY.

YOU'VE SEEN THIS SLIDE BEFORE SEVERAL TIMES.

WHAT IS DEPICTED ON THE ON THE SCREEN IS THE MODEL THAT WE USE TO ARRANGE ALL THE SUPPORTS AND CONNECTIONS OUR STUDENTS ARE PROVIDING WHILE THEY ARE WITH US AS AS A STUDENT AT DALLAS COLLEGE.

I ALSO WANTED TO REMIND EVERYBODY THE ROLE OF THE SUCCESS COACH, BECAUSE SOMETIMES THERE IS THERE ARE CONVERSATIONS ABOUT WHO DOES WHAT.

THE SUCCESS COACH.

ONCE AGAIN, AS I'VE MENTIONED BEFORE, AND IF YOU GO FOR SKILLS HAS MADE REFERENCE TO THIS IN PRIOR PRESENTATIONS, THE SUCCESS COACH IS LIKE YOUR PRIMARY HEALTH DOCTOR. SO WE ALL HAVE A PRIMARY HEALTH DOCTOR WHERE WE GO AND VISIT WITH ANY OF OUR CONCERNS WHEN THE CONCERNS ARE WAY BEYOND WHAT THE OUR PRIMARY HEALTH DOCTOR CAN ASSISTANCE WITH, THEY CONNECT US WITH SPECIALISTS.

SO THAT'S EXACTLY THE SAME WAY OUR SYSTEM WORKS.

OUR STUDENTS GO TO THEIR SUCCESS COACH FOR THEIR THEIR NEEDS.

AND WHEN THE NEEDS GO BEYOND WHAT SUCCESS COACH CAN PROVIDE ASSISTANCE WITH, THEY CONNECT THE STUDENTS TO A VARIETY OF DIFFERENT SPECIALISTS IN THE LEARNER CARE MODEL THAT YOU HAVE HERE TODAY.

WE'RE GOING TO BE TALKING ABOUT ONE OF THOSE SUPPORT SERVICES AND IS ON THE RIGHT HAND BOTTOM OF THE THE LEARNER CARE MODEL, AND IT'S CALLED THE STUDENT CARE NETWORK AND BASIC NEEDS.

SO THAT'S THE AREA THAT DR.

CRUSE IS RESPONSIBLE FOR.

AND I WILL LET HIM CONTINUE WITH WITH THIS PRESENTATION OF THE GROUP.

THANK YOU, DR. JOSEPH AND MUCH APPRECIATED.

I KNOW MADAM CHAIR IS NOT HERE FOR JUST INVOLVING ESTEEMED GUESTS.

THANK YOU FOR ALLOWING ME TO TALK ABOUT ALL THE GOOD WORK THAT OUR TEAM HAS DONE.

SO WAS THE TRANSITION TO THE ONE A COLLEGE MODEL? WE'VE REALLY BEEN INTENTIONAL IN FOCUSING ON STUDENT WELLBEING AND SOCIAL SUPPORT FOR OUR STUDENTS, NOT ONLY TO ALLOW US TO BUILD AND MODEL THE STUDENT CARE NETWORK THAT BRIEFLY DR. JOSEPH WAS TALKING ABOUT.

IT REALLY ALLOWS US TO BE INTENTIONAL WITH BUILDING EXTERNAL COMMUNITY PARTNERSHIPS TO REALLY BUILD CAPACITY WITHIN THE INSTITUTION TO MEET THE NEEDS OF OUR STUDENTS.

AND ACROSS THE LINE OF HAS TALKED ABOUT BEING IN THE BARRIER BUSTING BUSINESS.

THIS IS ALL ABOUT BEING IN THE BARRIER BUSTING BUSINESS, BUT WE CAN'T DO IT ALONE AND BE WILLING TO BUILD THOSE RELATIONSHIPS, NOT JUST INTERNALLY BUT EXTERNALLY, ALSO ENSURING THAT WE HAVE LEARNING OPPORTUNITIES FOR OUR STUDENTS OUTSIDE OF THE CLASSROOM.

SO LEARNING OPPORTUNITIES AND ENGAGING THEM IN A VARIETY OF DIFFERENT CAPACITIES TO ENSURE THAT THEY HAVE THE CAPACITY TO REALLY MEET THEIR EDUCATIONAL ATTAINMENT AND GOALS WHEN IT COMES TO THEIR PARTICULAR CREDENTIAL.

AND THEN I KNOW WE TALKED ABOUT EARLIER HAVING DATA INFORMED DECISION MAKING THAT'S REALLY KEY.

SO THESE PROGRAMS, THESE INITIATIVES AFFORD US THE OPPORTUNITY TO ASSESS AND GATHER DATA OF OUR STUDENTS AND WHERE WE NEED TO PIVOT AND OR BE INTENTIONAL WITH CERTAIN

[00:05:04]

WELL, WITH THE INTENTIONAL STRATEGIC FUNDING THAT WE HAD IN THIS ONE COLLEGE MODEL AND THE INSTITUTIONAL FUNDING, WE END WITH THE SUPPORT OF THE BOARD AND LEADERSHIP, WE ARE ABLE TO DOUBLE THE AMOUNT OF PROFESSIONAL LICENSED COUNSELORS THAT WE HAVE VIA OUR COUNSELING AND PSYCHOLOGICAL SERVICES DEPARTMENT.

WE'RE ABLE TO CREATE THE OFFICE OF STUDENT CARE COORDINATION THAT FOCUSES ON CAN YOU SEE TRUSTEE CONTENT SO I CAN MOVE A LITTLE BIT LIKE, OKAY, SO ENSURING THAT WE HAVE THE STUDENT CARE COORDINATION, WHICH IS OUR STUDENT CARE COORDINATORS, BEING THE GATEKEEPERS OF STUDENTS IN CRISIS, TRIAGING AND ENSURING THAT THESE LICENSED SOCIAL WORKERS CAN PROVIDE ALL OF THE SUPPORT TO THESE STUDENTS WHEN AN ISSUE ARISES.

WE WERE ABLE TO INCREASE OUR CASE MANAGERS IN OUR BASIC NEEDS AND COMMUNITY RESOURCE DEPARTMENT, ENSURING THAT STUDENTS HAVE THAT CASE MANAGEMENT APPROACH FOR THEIR SUCCESS, AND THEN DOUBLING THE AMOUNT OF NURSES THAT WE HAVE AT EACH OF OUR SEVEN CAMPUSES.

FROM 7 TO 14.

SO WITH THAT INVESTMENT THAT WE'VE MADE IN THIS ONE COLLEGE MODEL, WE'VE BEEN ABLE TO DO THAT TO AFFORD OUR STUDENTS THESE RESOURCES AT CAPACITY.

THEN REALLY LOOKING AT OUR GOAL, I THINK KIND OF TAKING IT BACK AND UNDERSTANDING THAT WE EMPOWER OUR STUDENTS TO REACH SELF-ACTUALIZATION.

AND I'LL TALK LATER IN THE PRESENTATION ABOUT OUR GUIDANCE FRAMEWORK, BUT REALLY BREAKING THE CYCLE OF GENERATIONAL POVERTY.

WE'RE EMPOWERING OUR STUDENTS TO BE THEIR BEST SELF.

SO WE WOULD MOVE OUT OF THESE BARRIERS SO THEY CAN FOCUS ON THEIR EDUCATIONAL JOURNEY.

THEN THAT GIVES THEM THE CAPACITY TO KNOW THAT THEY CAN BE THEIR BEST SELVES AND REALLY LEARN TO HAVE A BRIGHTER FUTURE.

SO WE EMPOWER THEM FOR THAT AND THAT IS A GOAL OF OUR DEPARTMENT IN OUR DIVISION TO ENSURE THAT STUDENTS REACH SELF-ACTUALIZATION.

WHICH BRINGS US TO OUR GUIDING FRAMEWORK.

OUR GUIDING FRAMEWORK WAS ROOTED IN RESEARCH AND REALLY IT WAS FOCUSED ON MASLOW'S HIERARCHY OF NEEDS.

WE KNOW THAT THERE ARE VARIOUS LEVELS OF THIS HIERARCHY OF NEEDS, BUT REALLY AT THE CRUX OF IT IS BASIC NEEDS.

ONE OF THE PARTICULAR DEPARTMENTS THAT WE HAVE, BUT IT GOES BEYOND THAT.

WE HAVE FOOD PANTRIES, WE HAVE CLOTHES CLOSETS, WE PROVIDE RENTAL ASSISTANCE AND SHELTER ASSISTANCE WHEN STUDENTS ARE HOUSING INSECURE.

BUT WHAT THE OFFICE OF STUDENT CARE COORDINATION AND OUR STUDENT CARE COORDINATORS, WE PROVIDE A SAFETY NET.

WE ARE WORKING WITH OUR CARE TEAMS TO ENSURE THAT VARIOUS STAKEHOLDERS ACROSS THE CAMPUS HAVE THE ABILITY TO BUILD A SAFETY ENVIRONMENT, A SAFE ENVIRONMENT FOR OUR STUDENTS WHO MAY BE A THREAT TO THEMSELVES OR A THREAT TO OTHERS.

AND WITH OUR HOLISTIC CASE MANAGEMENT APPROACH, WE REALLY LOOK AT THE LOVE AND BELONGING, RIGHT? SO DR. JOSEPH WAS TALKING ABOUT THE SUCCESS.

COACH WAS TALKING ABOUT ALL OF THE DIFFERENT STAFF MEMBERS AND STUDENT SUCCESS.

WE ALL HAVE THAT SENSE OF LOVE AND BELONGING FOR OUR STUDENTS BECAUSE WE'RE WORKING TOGETHER TO ENSURE THAT THEY HAVE THE ABILITY TO BE SUCCESSFUL, THUS BUILDING THEIR SELF ESTEEM, BRINGING THEM TO SELF-ACTUALIZATION.

SO THIS MODEL NOT ONLY HAS PUT US ON THE NATIONAL LANDSCAPE, WE'VE BEEN ABLE TO PRESENT THIS WORK ACROSS THE BOARD BECAUSE THIS HASN'T BEEN DONE TRADITIONALLY IN INSTITUTIONS OF HIGHER EDUCATION AND MORE SPECIFICALLY THE SOCIAL SUPPORT.

THIS IS NEW, BUT WE KNOW THAT THIS IS WORK THAT NEEDS TO BE DONE IN ORDER FOR OUR STUDENTS TO BE SUCCESSFUL AND TO COMPLETE.

AS YOU LOOK HERE, THIS IS REALLY GOING TO GIVE YOU A MORE COMPREHENSIVE LOOK OF OUR PORTFOLIO OF SERVICES.

NOW, THIS DOESN'T ENCOMPASS EVERYTHING, BUT REALLY THE MAJOR COMPREHENSIVE PORTFOLIO OF SERVICES THAT WE HAVE.

AND YOU CAN SEE ON TOP HERE THIS SLIDE.

THE CASE MANAGEMENT PIECE IS REALLY AT THE FOREFRONT OF HOW WE APPROACH AND HAVE CRITICAL CONVERSATIONS WITH OUR STUDENTS.

AND WE KNOW THAT WE'VE TALKED ABOUT A SUCCESS PLAN, THAT THIS IS THE SUCCESS COACHES HAVE, BUT WE ALSO HAVE ACTION PLANS WHEN IT COMES TO STUDENTS IN CRISIS.

THERE IS A VARIETY OF DIFFERENT NUANCES THAT GO ALONG WITH ENSURING STUDENTS HAVE CRITICAL TOUCHPOINTS IN WHICH OUR CASE MANAGERS CAN SPEAK WITH THE STUDENTS TO ENSURE THAT THEY'RE MAKING PROGRESS IN THE RIGHT DIRECTION.

WHAT MAKES DALLAS COLLEGE VERY UNIQUE IN THIS SENSE IS THAT WE NOT ONLY PROVIDE THESE SERVICES TO STUDENTS, BUT WE ALSO HAVE TAKEN IT A STEP FURTHER AND PROVIDING THESE SERVICES TO OUR COMMUNITY MEMBERS.

AND I KNOW THAT YOU CAN SEE THOSE RED ICONS THERE, WHICH ARE BOTH FOR STUDENTS AND COMMUNITY MEMBERS, WHICH MEANS OUR CLOSE QUARTERS ARE OPEN TO OUR COMMUNITY MEMBERS, OUR FOOD PANTRIES ARE OPEN TO COMMUNITY MEMBERS.

WE PROVIDE SNAP ASSISTANCE.

ALL OF OUR CASE MANAGERS ARE SNAP CERTIFIED TO THE NORTH TEXAS FOOD BANK, ONE OF OUR MAJOR PARTNERS IN THIS WORK.

AND THEN REALLY LOOKING AT THE FAMILY FRIENDLY SERVICES, WE HAVE COMMUNITY MEMBERS WHO HAVE CHILDREN AND THAT ARE NEEDING DIAPERS OR FEMININE HYGIENE PRODUCTS.

[00:10:01]

YES, MA'AM. WHEN YOU HAVE A STUDENT THAT YOU ENGAGE WITH, HOW DO YOU DETERMINE WHAT SERVICES THEY NEED? RIGHT. SO WE HAVE A RUBRIC AND AN ASSESSMENT THAT WE DO WITH EACH OF OUR STUDENTS THAT TELLS THE LEVEL OF THEIR NEED.

SO THROUGH OUR STUDENT CARE NETWORK REFERRAL FORM, THEY KIND OF GIVE US A BASIS AND AN ASSESSMENT OF WHAT THEY NEED.

BUT WE ASK PARTICULAR QUESTIONS IF THEY ARE HOUSING INSECURE, FOOD INSECURE, THEY NEED A VARIETY OF OTHER DIFFERENT RESOURCES.

SO THAT GIVES US A PLATFORM TO REALLY LOOK AT DO WE HAVE INSTITUTIONAL RESOURCES TO AFFORD THEM THIS? OR IF NOT, HOW CAN WE CONNECT THEM TO AN OUTSIDE AGENCY THAT WE'VE CONNECTED WITH? SO WHO ADMINISTERS THIS ASSESSMENT? OUR CARE COORDINATORS AND OUR CASE MANAGERS IN THE THE OFFICE DIDN'T CARE COORDINATION.

OKAY. SO AT THIS POINT IS IT ISN'T THE SUCCESS COACH IS THIS.

NO, NO, THIS IS THIS IS OUTSIDE OF THE SUCCESS COACH.

BUT THE SUCCESS COACH IS REFERRING TO THE OFFICE OF STUDENT CARE COORDINATION TO ENSURE THAT THEY'RE CONNECTING THAT STUDENT.

SO ALL THE STUDENTS GO THROUGH THIS MODEL OR JUST SELECT ONCE ALL STUDENTS GO THROUGH THIS MODEL.

SO HOW MANY CASE MANAGERS DO YOU HAVE AND HOW MANY CARE COORDINATORS DO YOU HAVE? RIGHT. SO IN THE MODEL, WE HAVE 16 CASE MANAGERS AND WE HAVE SEVEN CARE COORDINATORS.

THEY WORK TOGETHER IN TANDEM AT EACH OF THE CAMPUSES TO ENSURE THE STUDENT IS PROVIDED AND AFFORDED THESE RESOURCES FOR EVERY STUDENT.

YES, MA'AM. SO ISN'T THAT A SMALL NUMBER FOR THE AMOUNT OF STUDENTS THAT WE HAVE? IT COULD IT COULD PRESENT TO BE A SMALL NUMBER AND WE'RE LOOKING AT CAPACITY.

BUT AS WE EVOLVE INTO THE ONE COLLEGE MODEL, THAT'S PART OF THE ASSESSMENT AND LOOKING AT DO WE HAVE THE RIGHT AMOUNT OF STAFF TO ENSURE THAT WE ARE MEETING THE NEEDS OF THE STUDENT. SO I GUESS HELP ME UNDERSTAND THIS A LITTLE BIT BETTER.

IS IT AN IS IT AN APP, AN ONLINE APP, AN APPLICATION THAT YOU DO THE ASSESSMENT AND THEN YOU DO AN ANALYSIS AND THEN YOU KNOW WHO TO TAP INTO WHAT SERVICE? IT'S A FORM THAT WE HAVE ON OUR WEB PAGE AND IT'S LINKED TO ALL OF OUR DIFFERENT DEPARTMENT WEB PAGES.

SO THERE'S A STUDENT CARE FORM.

THEY CLICK ON IT. IT'S THROUGH A SOFTWARE CLUB.

MAXINE SO IT COLLECTS THE DATA, AND THEN WE'VE CREATED THAT ASSESSMENT IN-HOUSE TO ENSURE THAT IT HAS ALL OF THE DIFFERENT NUANCES AND QUESTIONS THAT IN PARTICULAR THAT WE'RE TAKING KIND OF LIKE THAT AGENT FOR THE STUDENT TO KNOW WHAT THE ISSUES ARE.

BUT IT'S A SOFTWARE THAT WE USE.

SO HOW DO THE STUDENTS BECOME AWARE OF THIS INTAKE FORM AND FILL IT OUT? SO THANK YOU TO OUR MARKETING PARTNERS AND OMEROS HERE, BUT WE'VE DONE A REALLY GOOD JOB OF WORKING WITH MARKETING TO ENSURE THAT WE HAVE VARIOUS WRAP CARDS.

WE HAVE DIFFERENT CAMPAIGNS THAT TALK ABOUT THE DIFFERENT RESOURCES THAT WE HAVE IN ALL OF THESE DIFFERENT DEPARTMENTS.

SO WE DO THAT ON A MONTHLY BASIS.

SO IT'S INCUMBENT UPON THE STUDENT TO TAKE THE INITIATIVE TO FILL OUT THAT APPLICATION.

THERE'S NOT IN OTHER WORDS, THERE'S NOT SOMEONE THAT SAYS, WE NEED YOU TO FILL THIS OUT.

WELL, YOU KNOW, IN TALKING WITH OUR STUDENTS AND OUR STAKEHOLDERS AND YOU REALLY WITH OUR FACULTY, THEY KNOW ABOUT THE STUDENTS CARE FOR.

SO IF ONE OR TWO THINGS COULD HAPPEN, A FACULTY OR ANY STAFF MEMBER CAN REFER A STUDENT FOR THESE PARTICULAR RESOURCES OR THE STUDENT CAN REFER THEMSELVES, BUT WE ARE TALKING ABOUT IT AND INTENTIONAL WITH WORKING WITH OUR FACULTY, WORKING WITH ALL OF OUR COLLEAGUES TO ENSURE THAT THEY KNOW OF THESE RESOURCES SO THAT THE STUDENT IS IN NEED.

THEY CAN APPLY AND GO TO THE FORM.

SO ALL IS NOT NECESSARILY ALL.

THE STUDENT HAS TO TAKE THE INITIATIVE TO FILL OUT THE FORM.

IN MOST CASES, YES, THE STUDENT WILL HAVE TO INITIATE THE FORM.

BUT IN TALKING, LIKE WE SAID WITH THE SUCCESS COACH, THEY'RE HAVING THAT CONVERSATION.

SO. IN DIALOG WITH THE SUCCESSFUL TALKING TO BEATRICE, YOU AT LEAST TELLS ME WHAT I'VE BEEN SLEEPING IN MY CAR.

WELL, I UNDERSTAND THAT.

LET'S MAKE SURE WE GET YOU THE RIGHT SUPPORT SO WE AS A SUCCESS COACH INTENTIONALLY WILL SUBMIT THE REFERRAL ON BEHALF OF THAT STUDENT SO THEY CAN GET CONNECTED TO OUR OUR TEAM.

SO COULD YOU LET US KNOW HOW MANY STUDENTS ACTUALLY HAVE FILLED OUT THAT APP? WELL, I'M GOING TO PROVIDE THAT DATA RIGHT NOW IN THE NEXT 5 SECONDS.

IN TERMS OF TOTAL NUMBER, THE TOTAL NUMBERS ON THERE FOR THE LAST ACADEMIC YEAR.

YES, MA'AM. THANK YOU. MAY I ASK YOU A QUESTION? YES. AND HOW DOES THE COMMUNITY YOU WERE VERY PROUD THAT THE COMMUNITY ALSO GOT THESE SERVICES.

HOW DOES THE COMMUNITY KNOW? RIGHT. SO, I MEAN, HE KNOWS BY OUR PARTNERSHIP WITH THE NORTH TEXAS FOOD BANK AND OTHER AGENCIES THAT WE HAVE.

SO THEY'RE ABLE TO HELP PROMOTE WHAT WE'RE DOING IN REGARDS TO OUR MOBILE FOOD DRIVES THAT WE HAVE, BUT ALSO WITH OUR MARKETING CAMPAIGN STRATEGIES, PARTICULARLY FOR OUR COMMUNITY PANTRY DAYS, WE'VE BEEN ABLE TO LEND THAT TO OUR AGENCIES WITHIN OUR SERVICE AREA SO THEY KNOW THAT.

AND THEN WE'VE ALSO UPDATED THAT TO OUR WEB PAGES AS WELL.

ONE OF THE PROBLEMS THAT I'VE ENCOUNTERED BEING HOW PEOPLE LEARN TO ACCESS OUR SYSTEM FOR HELP, AND I TRIED TO FIND A NURSE ONCE JUST TO CHECK THIS OUT AND WHATEVER CONNECTION I WAS PUSHING AND CHOOSING WASN'T BRINGING ME ANY ANSWERS.

AND SO I FIGURE I MUST NOT UNDERSTAND WHAT THE THE ENTRANCES TO ALL THIS CARE HELP.

[00:15:06]

SO THEY ALL KNOW FROM THE BEGINNING HOW CAN THEY ACCESS AID, RIGHT? SO AS PART OF OUR STRATEGY FOR NEW STUDENT ORIENTATION, THAT'S A BIG PART OF HOW WE INFORM OUR STUDENTS AND HOW WE CAN REITERATE THAT IN VARIOUS TOUCH POINTS ALONG THEIR EDUCATIONAL JOURNEY.

RIGHT? SO WE WANT TO BE PREVENTATIVE IN NATURE, RIGHT, FOR THE ACTUALLY IN TROUBLE.

BUT THE MAIN PIECE FOR STUDENTS ARE TRYING TO LOOK FOR IT ON OUR WEB PAGE IS KNOWING WHAT WE HAVE THE STUDENT CARE NETWORK.

RIGHT. AND THAT STUDENT CARE NETWORK REALLY ENCOMPASSES ALL OF THESE DEPARTMENTS AND THEN WE CAN GET THEM CONNECTED.

IF YOU WERE LOOKING FOR A NURSE.

RIGHT. BUT THOSE ARE SOME STRATEGIES THAT WE'VE DONE TO IMPLEMENT THAT FOR OUR STUDENTS AND INFORMING THEM OF WHAT WE HAVE.

WELL. ANY OTHER QUESTIONS.

BUT ALL RIGHT.

SO HERE TALKING ABOUT OUR IMPACT.

SO YOU CAN SEE HERE, THIS IS A PICTURE REALLY OF WHAT HAPPENS AT OUR MOBILE FOOD DRIVES, RIGHT.

SO THIS IS NOT JUST FOR OUR STUDENTS, BUT FOR OUR COMMUNITY MEMBERS.

BUT IF YOU LOOK AT HERE IN TRUSTEE PHOTOS, YOU WILL SEE THAT WE IMPLEMENTED OUR VACCINATION PROGRAM A YEAR AGO.

SO ONE OF THE INITIATIVES THAT WE HAVE WAS WE KNOW THAT TALKING ABOUT ENROLLMENT, ONE OF THE KEY COMPONENTS OF ENROLLMENT IS HAVING A MENINGITIS VACCINATION.

SO WE IMPLEMENTED A MENINGITIS VACCINATION PROGRAM AND HAVE BEEN ABLE TO AFFORD A VACCINES TO OUR STUDENTS AND HAVE OVER 6400 STUDENTS COME IN THROUGH OUR HEALTH CENTERS AND RECEIVE THAT VACCINE.

WE HAVE OVER 12,000 STUDENTS COME INTO OUR HEALTH CENTERS AND CREATE STUDENT APPOINTMENTS.

RIGHT. AND ABLE TO DO HEALTH CONSULTATIONS, WORK WITH THEM.

AND OUR MENTAL HEALTH COUNSELING DEPARTMENT.

WE'VE DONE OVER 10,000 THERAPY SESSIONS WE HAVE FOR EACH OF OUR STUDENTS EIGHT COUNSELING SESSIONS PER TERM AND FIVE DURING THE SUMMER.

AND THEN HERE IN THE FOOD PANTRIES ARE BROKEN UP INTO TWO.

SO YOU CAN KIND OF SEE THE COMMUNITY IMPACT AND HOW MANY STUDENT VISITS WE HAVE SO FAR.

COMMUNITY, WE'VE BEEN ABLE TO AFFORD OVER £403,000 OF FOOD IMPACTING OVER 10,000 PEOPLE AND PROVIDING OVER 336,000 MEALS.

JUST IN THE LAST YEAR ALONE.

THOSE NUMBERS WERE HIGHER THAN WE WERE IN THE PANDEMIC, BUT WE WERE ABLE TO DO THAT THROUGH OUR MOBILE FOOD PANTRY SYSTEM.

AND ALL OF THE MOBILE FOOD PANTRIES ARE IN PARTNERSHIP WITH THE NORTH TEXAS FOOD.

THAT IS CORRECT. AND THEY HAVE SUCH A GOOD SYSTEM SET UP TO AT THE END OF THE DRIVE, THEY TELL YOU HOW MANY, HOW MANY, HOW MANY MEALS OUT OF KINDS OF FOOD AND ETC..

SO YEAH, WE DO THAT EVERY DAY AT ALL OF OUR MOBILE FOOD PANTRIES.

IT'S OUR RESPONSIBILITY TO ENSURE THAT WE PROVIDE THAT TO THEM.

AND THEN WE REPORT THAT AS PART OF OUR NUMBERS.

AND WE WE'RE REALLY TRUSTED PARTNER WITH THE NORTH TEXAS FOOD BANK AND WE'VE DONE SOME GRANTS THAT WE'LL KIND OF TALK ABOUT HERE LATER ON IN THE PRESENTATION.

BUT REALLY, IT'S BEEN IT'S BEEN WONDERFUL FOR NOT JUST THE STUDENTS, FOR THE COMMUNITY AND THE OVER 30.

OH, YES. SO THE VACCINES AND THERAPY SESSIONS AND STUDENT APPOINTMENTS, I MEAN, THESE ARE CLINICAL VISITS FOR CLINICAL ENCOUNTER, BUT RE BILLING, MEDICAID CHIP AND COMMERCIAL INSURANCE.

NO, WE DON'T BUILD FOR ANY OF OUR RESOURCES OR ANY OF THOSE SUPPORT SERVICES THAT WE HAVE FOR OUR STUDENTS.

EVERYTHING THAT WE HAVE CURRENTLY IS FREE OF CHARGE TO OUR STUDENTS, NOT PUTTING ANY FINANCIAL HURDLES FREE OF CHARGE TO THEM, BUT IT'S REIMBURSED US.

AND I GUESS MY QUESTION IS, WHY ARE WE BUILDING CAPACITY IN THIS WAY AS OPPOSED TO PARTNERING WITH A HEALTH SYSTEM LIKE PARKLAND OR METHODIST OR CHILDREN'S SO THAT THEY CAN PROVIDE THAT SERVICE ON OUR CAMPUS, BUT THEN THEY REIMBURSE WAS AND SO OUR COSTS ARE LOWER.

WE WE'RE PROVIDING SOMETHING THAT'S AVAILABLE FOR FREE TO OTHER COMMUNITY PARTNERS AND JUST WELL IN THEORY THAT THAT THAT WORKS RIGHT.

WHAT WE'VE SEEN THOUGH, IT'S REALLY HARD TO GET A THERAPY APPOINTMENT.

IT IS IT IS EXTREMELY HARD TO BE ABLE TO GET AN APPOINTMENT.

AND WE DO PARTNER WITH A VARIETY OF DIFFERENT ORGANIZATIONS THAT YOU MENTIONED FOR CARE THAT WE MIGHT NOT BE ABLE TO PROVIDE.

OUR OUR COUNSELORS CAN PROVIDE ONLY CERTAIN TYPE OF CARE TO A CERTAIN EXTENT, AND THEN THEY REFER THOSE MORE COMPLICATED CASES OR CASES THAT REQUIRE EXTENSIVE ASSISTANCE BEYOND THE EIGHT SESSIONS THAT WE'RE ABLE TO PROVIDE OUR STUDENTS.

BUT IT'S NOT VERY EASY TO GET AN APPOINTMENT.

AND I KNOW THAT THEY SPEND A LOT OF THEIR TIME HAVING THOSE CONVERSATIONS WITH A VARIETY OF PARTNERS TO MAKE SURE THAT THERE'S CONTINUITY OF CARE FOR OUR STUDENTS.

SO WHILE I SEE YOUR POINT AND THE WHAT WE'VE SEEN IS OUR STUDENTS ARE COMING TO US WITH VERY SIGNIFICANT

[00:20:05]

I TOTALLY AGREE WITH YOU AND THE GOAL OF MEETING STUDENT NEEDS.

WHAT I'M CONCERNED ABOUT IS THAT WHETHER WE ARE BACKING INTO A SYSTEM AND CREATING AN INTERNAL SYSTEM THAT IS NOT SUSTAINABLE BECAUSE AND THAT COULD BE CREATED IN PARTNERSHIP IN A SUSTAINABLE MANNER WITH A HEALTH INSTITUTION.

I MEAN, THAT INDEPENDENT SCHOOL DISTRICT HAS OVER 200 MENTAL HEALTH COUNSELORS SERVING 150,000 STUDENTS, BUT THEY HAVE DECIDED TO CREATE THAT CAPACITY BECAUSE THEY DETERMINED THAT THEY'RE GOING TO BILL FOR IT AND GET REIMBURSED BY MEDICAID, CHIP AND COMMERCIAL INSURANCE.

WE'RE NOT DOING THAT. BUT YET WE'RE ADDING A LOT OF PEOPLE AND DELIVERING UNREIMBURSED SERVICES.

AND I JUST. IT'S A STRATEGIC PROGRAM DESIGN ISSUE THAT YOU GUYS OUGHT TO THINK ABOUT AND BRING BACK TO THIS BOARD.

I MEAN, SHOULD WE HAVE ELECTRONIC MEDICAL RECORDS HERE THAT ALLOW US TO DO BILLING? DO WE HAVE THAT? ARE WE SET UP FOR HIPA COMPLIANCE? I MEAN, YOU KNOW, SO I SUPPORT THE GOAL OF SUPPORTING OUR STUDENTS.

I HEAR WHAT YOU'RE SAYING, BUT I THINK THERE'S A PROGRAM DESIGN ISSUE THAT YOU GUYS NEED TO THINK ABOUT AND MAYBE BRING BACK TO US.

OKAY. CAN EVALUATE THAT.

I THINK HE'S RIGHT.

AND IT TOOK.

IT TOOK. SHE'S.

I'M SORRY. GO AHEAD. OH, I WANT TO ASK ABOUT THE MENTAL HEALTH COUNSELOR, THE THERAPY SESSION.

MM HMM. DO YOU ALL WORK WITH AN AGENCY TO PROVIDE THOSE SERVICES? AND WHAT WOULD A THERAPY SESSION ENTAIL? SO OUR OUR OUR THERAPY SESSIONS ARE FOR A SHORT TERM THERAPY, A REHABILITATION FOR OUR STUDENTS.

RIGHT. SO THOSE ARE SOME EXAMPLES.

AND I KNOW THAT WE HAVE CAITLIN HERE IN THE BACK, SO I KNOW SHE CAN PROBABLY PROVIDE SOME OF THAT CONTEXT BECAUSE SHE IS OUR GROUP.

BUT CAITLIN AND I'M HAPPY TO PROVIDE THAT.

SO WHERE WOULD YOU LIKE ME FIRST TIME? WELL, THERE YOU GO. SO THIS IS CAITLIN HILL.

SHE IS OUR ASSOCIATE DEAN FOR COUNSELING, NEWLY MINTED IN THIS POSITION.

I AM A LICENSED PROFESSIONAL COUNSELOR, SUPERVISOR AND NATIONAL CERTIFIED COUNSELOR WITH ABOUT TEN YEARS OF SERVICE DELIVERY IN THE FIELD.

AND SO WHEN WE FOLLOW THIS SPECIFIC SOLUTION, FOCUS, BRIEF MODEL, WHAT WE ARE ORIENTED AROUND IS RESTORING OUR STUDENTS FUNCTIONING AS QUICKLY AS POSSIBLE BACK TO A LEVEL WHERE THEY ARE ABLE TO MEET THE DEMANDS OF THEIR DAILY LIFE AND IN THE SPACE OF AN EDUCATIONAL SYSTEM THAT WOULD BE IN CLASS MEETING THE RIGORS OF THEIR JOB, THEIR WORK ENVIRONMENT.

AND SO TYPICALLY WHAT WE FOLLOW IS AN IDENTIFICATION OF SPECIFIC GOALS THAT ARE BARRIERS TO THAT FUNCTIONING AND WORKING, VERY FOCUSED WITH THAT STUDENT TO IDENTIFY THOSE BARRIERS, IDENTIFY AS THERE, IDENTIFY THEIR CURRENT PROBLEMS WITH FUNCTIONING, AND WORK WITH THE STUDENT TO DEVELOP GOALS AROUND THAT PROCESS.

ON WHAT WOULD IT MEAN LIKE FOR WHAT THEY NEED FOR THEIR LIFE, FOR THOSE ISSUES, THOSE CONCERNS TO BE BETTER? I WOULD SAY ANECDOTALLY SPEAKING, THE MAJORITY OF OUR STUDENTS ARE DEALING WITH PROBLEMS WITH DEPRESSION, ANXIETY, MANIFESTATIONS OF TRAUMA THAT COULD GO WAY, WAY, WAY BACK. AND SO WE FUNCTION IN THAT SOLUTION FOCUSED BRIEF AREA TO RESTORE STUDENTS TO A PLACE WHERE THEY CAN ATTEND TO THE MATTERS OF THEIR DAY TO DAY LIFE.

BUT WHAT WE WOULD CONSIDER OUTSIDE THE SCOPE IS SEVERE MENTAL ILLNESS, MEDICATION MANAGEMENT CONCERNS.

AND THAT'S WHERE WE HAVE GOOD PARTNERSHIPS WITH AGENCIES LIKE METRO CARE TO HELP WITH THAT REFERRAL OUT TO AREA CLINICIANS AND PRACTITIONERS THAT CAN WORK WITH US TO GET THOSE STUDENTS CONNECTED TO SERVICES THAT ARE A BETTER FIT FOR LONGER TERM CARE MANAGEMENT.

SO I BELIEVE THAT AS A AS A DEPARTMENT, AS A UNIT, WE DO THAT REALLY WELL AND ALSO HAVE THERAPISTS THAT ARE DEEPLY ROOTED IN THEIR LOCAL COMMUNITY AROUND THEIR CAMPUSES, WHERE THEY HAVE EVEN FURTHER CONNECTIONS TO AREA CLINICIANS THAT ARE ABLE TO TAKE ON OUR STUDENTS WHO MIGHT NOT BE A GREAT FIT FOR US IN TERMS OF LONG TERM TREATMENT, VERY INTENSE, SEVERE MENTAL ILLNESS REALLY FOR MEDICATION MANAGEMENT.

SO THAT'S SOMETHING WE'RE DOING VERY WELL.

BUT THIS THERAPY SESSION, YOU'RE PRIMARILY DEALING WITH ISSUES THAT IMPACT THE STUDENT'S ABILITY TO PERFORM AND CONTINUE YOU AS A STUDENT.

AS A STUDENT, CORRECT? CORRECT. THE MAJORITY OF OUR STUDENTS ARE SELF REFERRED AS WELL.

SO THEY'RE PRESENTING WITH CONCERNS THAT HAVE DIRECTLY AND VERY ACUTELY IMPACTED THEIR ABILITY TO ATTEND SCHOOL, TO COMPLETE THEIR ASSIGNMENTS, TO INTERFACE WITH THEIR STUDENTS, PEERS, THEIR INSTRUCTORS.

AND SO WE WORK WITH THEM TO HELP MANAGE THOSE CONCERNS AS QUICKLY AS POSSIBLE.

[00:25:03]

YEAH, THAT'S WHAT IT IS.

AND THAT WAS, IF I MAY SPEAK ON BEHALF OF MY TEAM, THAT WAS WITH 15 COUNSELORS.

WE JUST ADDED TWO MORE COUNSELORS WITHIN THE LAST MONTH.

SO OUR OUR TEAM HAS STAYED VERY BUSY, VERY BUSY FOR THE LAST POINT, I THINK AND I AGREE WITH WHAT YOU ARE, I THINK IT'S THE SAME SAME ISSUE THAT SAPOL IS FACED WITH, WITH THE IMMEDIATE NEED OF CERTAIN THINGS THAT THAT THE PARAMEDICS CANNOT TAKE CARE OF, BUT AND THEY DON'T GET PAID FOR IT.

AND SO THEY DON'T DO A LOT OF A LOT OF THE ISSUES.

BUT I THINK THE WHAT OUR MODEL IS, IS MORE SET UP LIKE AN URGENT CARE CENTER IS AS IT RELATES TO A DOCTOR OR HOSPITAL.

IT'S A TRIAGE EVALUATION AND AND BASICALLY IN MENTAL STRESS OR WHATEVER IT MIGHT BE.

AND SO THAT AT LEAST THERE'S A TOUCH OCCURRING WITH THAT STUDENT IN A REAL TIME BASIS AND THEN A REFERRAL OUT.

BUT I DO THINK THERE'S A TREMENDOUS PROGRAM FOR US TO BE INVOLVED IN ON THE LONG TERM BASIS WHERE BECAUSE ONE OF THE PROBLEMS, ONE OF THE CHALLENGES IN IN COUNSELING IS IT CORRECT ME IF I'M NOT WRONG, I THINK IT TAKES OVER 3000 HOURS TO BECOME A LICENSED COUNSELOR.

CORRECT. SO WHICH MEANS, AS WE TALKED ABOUT EARLIER, THE OPPORTUNITY TO HAVE CLINICAL ENVIRONMENTS ON OUR CAMPUS, WHICH WOULD THEN LET OUR STUDENTS WHO ARE PURSUING THE CAREER PLACE TO.

CLINICAL TRIAL, CLINICAL WORK.

AND IF I'M ALSO NOT CORRECT, YOU DON'T GET TO BUILD FOR THOSE THOSE 3000 HOURS THAT ARE NOT THERE ON.

BUT THEY'RE 10000 HOURS AWAY FROM BEING A BILLABLE COUNSELOR, SO THEY'RE GETTING GOOD CARE.

SO I REALLY THINK PHIL IS RIGHT THAT AND I THINK THAT THAT OUR REAL QUESTION OR A REAL ENCOURAGEMENT IS THAT WE TAKE THIS FERTILE PROGRAM THAT WE HAVE AND MAKE IT EVEN MORE FERTILE.

BUT I REALLY COMMEND YOU ALL FOR MEETING THOSE IMMEDIATE URGENT CARE NEEDS, BECAUSE A LOT OF THOSE KIDS WOULD DROP OUT OUT OF DEPRESSION.

THEY'LL JUST DROP OUT AND GO INTO INTO HIBERNATION.

AND IF YOU GIVE THEM SOMEBODY TO TALK TO IT, IT'S NOT FIXING THE PROBLEM FOR THEIR GUITAR.

SOMEBODY ELSE GOT TO FIX THE FLAT.

SO I THINK THAT'S A GOOD PROGRAM.

AND I THINK WE JUST RECENTLY HAD IN ANOTHER SESSION ABOUT HOW OUR INVOLVEMENT IN AREAS OF THEIR LIVES IS OTHER THAN JUST EDUCATION.

THE DETERMINANTS OF EDUCATION IS NOT WHAT IT WAS TEN YEARS AGO, 20 YEARS AGO.

AND WE HAVE TO ADJUST WHAT WE DELIVER WHEN WE DELIVER IT.

TO AVOID THAT.

AND SO I APPRECIATE YOU.

YES. TAKERS. THANK YOU.

MY QUESTION REFERS TO YOUR PREVIOUS SLIDE.

YES, I SEE. THE LAST NUMBER IS THAT WE HAVE HELPED 6888 STUDENTS.

WHAT PERCENTAGE IS THAT OF THE STUDENTS THAT WERE ENROLLED AT THE TIME? SO, YOU KNOW, ON AVERAGE, YOU HAVE ABOUT 70,000 STUDENTS ENROLLED AT THE INSTITUTION.

SO WE WOULD SAY MAYBE THAT'S ABOUT 10% OF THE STUDENT BODY.

RIGHT. SO THESE AND THESE ARE THE REFERRALS THAT COME THROUGH FOR THE STUDENT CARE COORDINATORS, RIGHT.

TO TRY TO SUPPORT AND REALLY FIGURE OUT WHERE DO THESE STUDENTS NEED TO BE CONNECTED WITH OR WHO NEED TO BE CONNECTED WITH SO THEY HAVE THE APPROPRIATE RESOURCE.

AND SO AS YOU LOOK AT ALL OF THESE STUDENTS, RIGHT, YOU'RE TALKING ABOUT 10% OF THE STUDENT BODY WHO EITHER SELF REFERRED OR REFERRED TO OUR OFFICES FOR SOME IMMEDIATE ASSISTANCE AND CRISIS.

NOW, THAT'S FINE. THAT'S WHAT I WANTED TO KNOW, WHAT PERCENTAGE.

SO AS YOU LOOK HERE, RIGHT, WE WERE TALKING ABOUT EARLIER AND LOOKING AT ENROLLMENT RECOVERY AND SOME OF THE KEY PERFORMANCE INDICATORS WHEN IT COMES TO PERSISTENCE.

RIGHT. YOU LOOK AT HERE, THE STUDENTS WHO RECEIVE SERVICES IN THE SPRING SEMESTER, SPRING OF 22 AND WHO ACTUALLY RE ENROLLED IN THE FALL TERM.

RIGHT. SO 61% OF THOSE STUDENTS WHO WERE REFERRED TO OUR OFFICE OF STUDENT CARE COORDINATION, WE ENROLLED AT THE INSTITUTION 73% OF THOSE STUDENTS WHO RECEIVED A VACCINE, 74% OF THEM WHO SAW ABOUT COUNSELING AND PSYCHOLOGICAL SERVICES RETURNED BACK AT THE INSTITUTION.

BUT WHAT REALLY IS A VERY, VERY GOOD NUMBER IS THAT THE STUDENTS WHO UTILIZED OUR BASIC NEEDS AND COMMUNITY CONNECTION SERVICES RETURNED AT 82% AT THE INSTITUTION.

SO NOT ONLY ARE WE FOCUSED AND LOOKING AT THE FULL PRIORITY OF RE ENROLLING OR KEEPING OUR STUDENTS ENGAGED IS THAT WE ARE HELPING THEM SEEK THEIR EDUCATIONAL ATTAINMENT IN WHATEVER PATHWAY THAT THEY HAVE.

[00:30:02]

SO I DON'T HAVE ANY WAY OF COMPARING THIS TO THE STUDENTS THAT DIDN'T UTILIZE THE SERVICES, AND WE HAVEN'T KEPT TRACK OF HOW MANY OF THEM CAME BACK YET.

YEAH, AND WE'RE ASSESSING THAT DATA NOW.

SO AS SOON AS WE CAN REALLY FLESH THAT OUT, WE CAN BRING THAT BACK TO THE BOARD SO YOU CAN SEE WHAT THOSE PERCENTAGES LOOK LIKE.

WHAT IS THAT? WHAT IS OUR AVERAGE WHAT IS OUR RETENTION RATE OR PERSISTENCE RATE? SPRING TO FALL OF JUST THE REGULAR STUDENT POPULATION TO FOLLOW US AROUND IN OFFICE IN THE FIFTIES AND SO.

RIGHT. 57%.

56 OR SO. YES.

SO THOSE NUMBERS ARE PRETTY STRONG IN COMPARISON IF YOU COMPARE IT TO THE ENTIRE POPULATION.

GOOD, GOOD. VERY GOOD.

ALL RIGHT. AND HERE, LOOKING AT OUR FUTURE.

SO I KNOW DR.

FREEMAN SPOKE ABOUT GRANTS AND BUILDING CAPACITY WITH EXTERNAL FUNDING SOURCES LAST MONTH'S BOARD MEETING.

SO WHAT WE'RE GOING TO TALK ABOUT TODAY ARE SOME WINS THAT WE'VE BEEN ABLE TO BUILD CAPACITY AND SOME OF THE GRANTS AND AWARDS THAT WE RECEIVED TO HELP OUR STUDENTS.

SO WE'RE EXCITED TO ANNOUNCE THAT WE RECEIVED $100,000 FROM THE DALLAS FOUNDATION TO REALLY LAUNCH OUR DALLAS COLLEGE YOUNG SCHOLARS PROGRAM.

AND THIS IS GOING TO BE JUST IN TIME DROP IN CHILD CARE IN A PARTNERSHIP WITH THE YMCA AND THEIR SECOND LOCATION FOR OUR EL CENTRO STUDENTS.

SO THIS IS GOING TO PROVIDE US AN OPPORTUNITY TO MEET THAT NEED FOR DROP IN CHILD CARE, BUT ALSO ASSESS REALLY HOW MUCH OF THAT NEED IS WITHIN OUR COLLEGE SYSTEM.

RIGHT. SO THAT ONCE WE CAN MAKE AN INFORMED DECISION, BRING THAT TO SCALE AND SEEK OTHER OPPORTUNITIES TO BRING IT TO ALL SEVEN CAMPUSES AND KNOW THAT WE WILL HAVE THE BEST US ACADEMY COMING ON BOARD AS WELL.

BUT THIS IS REALLY GOING TO BE AN IMPORTANT ASPECT OF HOW WE CAN DO.

JUST IN TIME. DROP IN CHILD CARE FOR STUDENTS TO REMAIN ENGAGED, GO TO THEIR APPOINTMENTS AND NOT WORRY ABOUT THE FINANCIAL BARRIER THAT IS POSED THROUGH CHILD CARE. YOU KNOW, WE'VE BEEN TRYING TO DO THIS FOR MANY YEARS, FIND A WAY TO DO IT.

SO IT'S GOOD TO HAVE THIS GRANT.

YES. TO ACTUALLY PILOT IT.

AND THEN HOW DO WE SCALE IT? YES. IF I'M SURE IT'S GOING TO BE SUCCESSFUL IN TERMS OF HOW IT IMPACTS THE STUDENT AND THE CHILD, IT IS ONE OF THE BIGGEST BARRIERS IN OUR VERY WESTERN BUSINESSES. AND CERTAINLY, AGAIN, AS WE'VE TALKED ABOUT BEFORE, THE PANDEMIC DID MAKE IT WORSE.

SO MANY NEIGHBORHOOD COMMUNITY CHILD CARE CENTERS CLOSED DOWN.

THEY'RE NOT REOPENING.

THERE AREN'T GOOD OPTIONS.

SO WE'RE TRYING TO GET CREATIVE BETWEEN WHAT WE'RE DOING WITH THE BUSINESS ACADEMY FOLKS AND WHAT WE'RE DOING ONLINE AND THEN TAKE A CHANCE ON IT.

AND ADDITIONALLY, WE JUST RECEIVED ANOTHER GRANT IN THE AMOUNT OF 247,000 TO REALLY KICK OFF OUR FAMILY CARE INITIATIVE.

AND THIS IS GOING TO COMPLEMENT ALL OF THE WORK THAT WE'RE DOING CURRENTLY IN THE STUDENT CARE NETWORK.

BUT TAKE IT A STEP FURTHER AND IT'S GOING TO BOTH PROVIDE ENGLISH AND SPANISH SERVICES FOR OUR PARENTS, OUR STUDENT PARENTS, OR FOR EXPECTANT PARENTS, AND IT'S GOING TO BE AGREED TO AN APPROACH.

WE'RE GOING TO PROVIDE THE BASIC SERVICES THAT WE'VE TALKED ABOUT IN THE STUDENT CARE NETWORK AND THE BASIC NEEDS WHERE WE'RE GOING TO TAKE IT A STEP FURTHER IN PROVIDING FAMILY RESOURCE, FAMILY RESOURCES SUCH AS CRIBS, HIGHCHAIRS, CAR SEATS SO THAT THE STUDENT AND THE FAMILY ARE PROTECTED AND HAVE THAT SAFE ENVIRONMENT. ADDITIONALLY, PROVIDING FINANCIAL LITERACY AND NUTRITIONAL EDUCATION SUPPORT SO THAT WE CAN PROVIDE THE STUDENT PARENT AND OUR STUDENTS THE EDUCATIONAL MEANS TO MAKE THEIR FAMILY HOME.

RIGHT. HOW ARE YOU LOOKING AT WHAT ARE WE FEEDING OURSELVES? RIGHT. HOW ARE WE GOING TO THE DOCTORS? ALL OF THOSE ASPECTS OF THAT SECOND TIER IS GOING TO HELP THE STUDENT BUILD A STRONG FOUNDATION NOT JUST FOR THEMSELVES, BUT FOR THEIR FAMILY.

AND THEN, OF COURSE, FOCUSING ON THE ACADEMIC AND STUDENT SUPPORT SERVICES THAT THEY MAY NEED IN ORDER FOR THEM TO EARN THEIR CREDENTIAL.

SO THAT'S WORKING WITH OUR FACULTY, WORKING WITH OUR SUCCESS COACHES, AND ENSURING THAT THEY HAVE ALL OF THOSE WRAPAROUND IN ORDER FOR THEM TO BE SUCCESSFUL.

THE NUTRITIONAL EDUCATION SUPPORT.

WHO ARE YOU USING TO PROVIDE THAT? WE'RE GOING TO BE WORKING WITH THE NORTH TEXAS FOOD BANK.

THEY PROVIDE A VARIETY OF DIFFERENT VARIETY OF DIFFERENT SERVICES, AND THEY DO NUTRITIONAL FOOD CLASSES THAT WE WILL BE HAVING THEM COME ON TO CAMPUS TO AFFORD THAT FOR OUR STUDENTS. SO THERE'S ANOTHER ONE.

IF OUR CAPACITY IS MORE THAN WHAT THEY CAN FILL, WHICH IS THE DALLAS COUNTY TEXAS A&M AGRICULTURAL EXTENSION CENTER, THEY RECENTLY BECAME A MEMBER OF THE CHAMBER AND THEY PROVIDE THESE SERVICES AS WELL.

AND THEY'RE ALWAYS LOOKING FOR CLIENTS AND PROVIDE SERVICES IN ENGLISH AND SPANISH AND POSSIBLY OTHER LANGUAGES THAT OUR STUDENTS MAY SEEK IN THE SYSTEM.

THEY REACHED OUT TO ME LAST WEEK, SAID WE HAVE A MEETING ON THE BOOKS HERE TO KIND OF TALK ABOUT WHAT THE REPRESENTATIVE OF THEM WAS AT THE PARTY.

[00:35:03]

BUT WE WERE GETTING CONNECTED AND WE'LL HAVE A MEETING IN A WEEK OR TWO.

IT'S BEEN. YES.

AND THEN SO WE'RE TALKING ABOUT A FAMILY CARE INITIATIVE.

ONE OF THE OTHER THINGS THAT WE RECEIVE AND I WANT TO THANK JOSH AND HIS TEAM AND THE FOUNDATION AND THE JOSEPHINE LEEPER MEMORIAL SCHOLARSHIP.

THIS WAS AN AWARD THAT WE RECEIVED LAST YEAR TO PROVIDE FREE TUITION FOR STUDENT PARENTS AT DALLAS COLLEGE.

AND WITH THIS INITIAL AWARD AND WE JUST RECEIVED WORD THAT WE GOT AN ADDITIONAL AWARD BRINGING THE AWARD AMOUNT TO $950,000 TO COVER ALL OF THE TUITION FOR ANY STUDENTS. HER IMPACT WAS TO REMOVE THE BARRIER OF SEEKING A HIGHER EDUCATION.

SO WE WERE REALLY EXCITED TO RECEIVE THESE DOLLARS AND THESE FUNDS TO ENSURE THAT WE CAN PROVIDE OUR STUDENT PARENTS THE ABILITY TO NOT WORRY ABOUT PAYING FOR THEIR COLLEGE EDUCATION. SO THIS GIVES US THE ABILITY TO REALLY BRING TO SCALE SOME THINGS WITH SOME EXTERNAL FUNDING AND LOOKING AT SUSTAINABILITY SO THAT WE ENSURE THAT WE ARE GIVING OUR STUDENTS THE BEST SUPPORT SERVICES.

AND, YOU KNOW, AFTER SUBMITTING THIS PRESENTATION, WE ALSO RECEIVED WORD THAT WE RECEIVED ANOTHER 200,000 FOR OUR EMERGENCY AID FUND AS WELL.

SO THAT'S HELPING US TO PROVIDE MORE SERVICES FOR OUR STUDENTS WHO ARE IN CRISIS.

SO WHERE DO YOU GET THIS MONEY? HOW SOON ARE YOU ABLE TO PUT IT TO WORK, ACTUALLY USE IT TO HAND IT OUT THERE? FOR THOSE HORRIFIED, I LEFT SOME MONEY TO A COLLEGE AND I CALLED A YEAR LATER AND THEY STILL HADN'T USED THE MONEY AND IT WAS VERY DISTURBING TO ME.

SO WHEN YOU RECEIVE SOMETHING LIKE THIS, HOW QUICKLY CAN YOU GET IT IN THE PIPELINE AND OUT TO THE STUDENTS? SO, FOR EXAMPLE, THE SCHOLARSHIPS IS IS PRETTY PRETTY QUICKLY.

THIS SCHOLARSHIP WOULD GO THROUGH OUR FOUNDATION.

SO AS SOON AS THEY RECEIVE THE FUNDS, WE SHARE THE INFORMATION WITH THE STUDENTS, THOSE WHO FOLLOW.

FINE. THERE'S AN APPLICATION FORM AND THEN THE MONEY NEEDS TO BE RELEASED.

IN TERMS OF THE GRANTS.

SOMETIMES THERE'S A LITTLE BIT OF TIME LAG BETWEEN THE TIME THAT THEY TELL YOU YOU'RE AWARDED AND WE CAN DRAW ON THE FUNDS.

BUT IT'S ABOUT A YEAR.

OH, NO, NO, NO.

WE'RE TALKING ABOUT A MONTH OR TWO.

YES. SO EVERYTHING SHOULD BE IMPLEMENTED WHEN WE KICK OFF THE SPRING SEMESTER AND WE SHOULD BE ABLE TO UTILIZE THOSE FUNDS AS WISELY.

NO. FIVE FOR THAT SCHOLARSHIP.

YES, MA'AM. YES.

OH, NO.

WHAT CAN WE GIVE YOU FROM THE FOUNDATION? A RECAP BY.

I LOVE HOW MANY STUDENTS WATCH THEIR PROGRAMS AND PLENTY OF TIMES.

I TALKED TO JOSH AND TEAM UP AT THE BEST OF THE LEAGUE.

YES. AND ON THIS SCHOLARSHIP, IT'S NOT CREATING AN ENDOWMENT.

YOU'RE ACTUALLY GIVING OUT DOLLAR FOR DOLLAR? I BELIEVE SO. I THINK JOSH DOES.

IS AN ENDOWMENT. IT IS AN ENDOWMENT.

PREFERENCE OF THE DONOR IS THAT IT IS AN ENDOWMENT SO THAT YOU CAN PRETTY MUCH LAST FOREVER IN PERPETUITY AND PROVIDE THE NUMBER OF STUDENTS WHO ARE SINGLE PARENTS WITH THIS.

SO THE ACTUAL AMOUNT THAT WILL BE AWARDED BY YEAR WILL BE A SMALLER, SMALLER AMOUNT.

OF COURSE. THE INTEREST.

YEP. IS THIS THE SCHOLARSHIP? IS IT A LAST DOLLAR SCHOLARSHIP AFTER FINANCIAL AID KICKS IN OR IT'S A CERTAIN AMOUNT PER SEMESTER? I BELIEVE IT COVERS THE TUITION UPFRONT FOR THE STUDENT PARENTS.

SO THAT'S WHERE THE SCHOLARSHIP? YEAH. JUST SEE, THIS IS GREAT IN TERMS OF WE'RE LEVERAGING OUR OWN INTERNAL RESOURCES, GOVERNMENTAL GRANTS AND PHILANTHROPY. AND IT KIND OF AN ILLUSTRATION OF THE PRESENTATION THAT DR..

WHILE BACK TO WHERE TO GO ON THAT.

WHAT IS THE TOTAL INVESTMENT THAT'S BEING MADE IN STUDENT WELLBEING AND SOCIAL SUPPORT? HOW HOW MANY DOLLARS IS THE COLLEGE PUTTING INTO THIS AREA AND WHAT'S YOUR HEADCOUNT? THAT'S WHAT THAT'S THAT'S DEPLOYED ON THIS DESIGNATION.

YEAH, WE WE WILL GET THAT FOR YOU.

WE CAN DEFINITELY WORK WITH JESSICA AND HER TEAM TO MAKE SURE WE CAN PULL THAT NUMBER AND GET THAT FOR YOU TO WITH IT.

YES, I THINK WE'RE I THINK WE'RE.

THANK YOU, JUSTIN. STUDENTS AND DO WE BASICALLY READ THEM OR TELL THEM THAT WE HAVE A FOUNDATION AND THIS IS WHAT THEY DO AND THE MATERIALS THAT WE HAVE.

AND WHEN WE DO ORIENTATION AND JUST YOUR SPEECH ORIENTATION TO HELP INFORM STUDENTS ABOUT SCHOLARSHIPS AND WHAT'S AVAILABLE ON THE WEBSITE.

SO DURING STUDENT ORIENTATION, STUDENTS ARE INFORMED OF RIDE WITH DIFFERENT WAYS IN WHICH THEY CAN PAY FOR COLLEGE.

[00:40:02]

SO THAT WAS SOMETHING THAT WE ROUTINELY DID FOR OUR STUDENTS THAT IN THE DALLAS COLLEGE ARE THINKING ABOUT IT, TO LET THEM KNOW THAT WE EVEN HAVE.

BUT SO OFTEN PEOPLE STILL DON'T EVEN KNOW THAT WAS AN ISSUE.

BUT AGAIN, SERVICES, YOU KNOW, AND EVEN THE FOLKS THAT MIGHT WANT TO CONTRIBUTE THAT MAY NOT KNOW WE GOT A FOUNDATION, BUT WE NEED TO LET PEOPLE KNOW THAT IF INSTEAD OF MAKING CONTRIBUTIONS IN THE PAST.

YEAH, AND I APPRECIATE THAT.

AND ONE THING I WANTED TO SAY ON THIS SLIDE, THIS SCHOLARSHIP, YOU KNOW, THIS IS AN INDIVIDUAL THAT TOOK SOME CLASSES.

IT WAS A ONE CLASS PRICE AVERAGE, AN AVERAGE ONE.

AND SO YOU SEE WHAT SORT OF IMPACT THAT THAT EXPERIENCE OBVIOUSLY HAD.

THE LASTING IMPACT FROM WHEN SHE TOOK THIS CLASS IN 1996 TO TO TO DO THE SCHOLARSHIP.

SO SO WE IMPACT STUDENTS IN A LOT OF DIFFERENT WAYS THAT THAT MAY NOT BE IMMEDIATELY OBVIOUS, BUT IT'S CERTAINLY NICE TO SEE WHAT THIS SORT OF IMPACT LOOKS LIKE A LOT LATER.

AND ALL OF THESE RESOURCES WOULDN'T BE POSSIBLE.

ONCE AGAIN, JOSH AND YOUR TEAM, THANK YOU, DR.

FREEMAN. I KNOW THE PRE AWARD TEAM HAS BEEN VERY INTENTIONAL WITH WORKING WITH OUR TEAM AND GETTING THESE GRANTS.

SO THIS WORK DOESN'T GET DONE ALONE, BUT IT'S DONE WITH A COLLABORATIVE EFFORT AND I THINK YOU JUST KIND OF TIES INTO ALL OF THE DIFFERENT THINGS THAT WE'RE DOING HERE AT THE INSTITUTION. AND AS WE GET READY TO WRAP UP THE GOOD STUFF HERE, YOU KNOW, I THINK LAST BUT CERTAINLY NOT LEAST, IS REALLY HAVING THE ABILITY TO HEAR FROM OUR STUDENTS WHO HAVE ACTUALLY BEEN IMPACTED BY THESE DIFFERENT DEPARTMENTS AND RESOURCES.

SO WE HAVE MS..

BLANCA HERNANDEZ, WHO IS ASSISTED AT OUR EASTFIELD CAMPUS AND THE FOOD PANTRY, AND MR. ROY VICTOR GREEN, WHO HAS ACTUALLY ASSISTED AND HIGHLIGHTED BEEN CHANCELLOR SPOTLIGHT A COUPLE OF WEEKS AGO AT THE RICHMOND CAMPUS.

AND THEY'RE GOING TO JUST KIND OF TALK ABOUT THEIR STORY AND THEIR EXPERIENCE HERE.

SO I'LL GET ANOTHER ONE AND IT'S ALL YOURS.

WELCOME. OKAY.

GOOD AFTERNOON, EVERYBODY.

OR CHAIR BRAVO EXCUSE ME, CHANCELLOR LEWIN AND MEMBERS OF THE BOARD.

I APPRECIATE THE OPPORTUNITY THAT YOU'RE GIVING US TO COME AND SIT IN FRONT OF YOU AND SHARE THIS AMAZING STORY THAT WE HAD WITH THE TEAM AT EAST FIELD.

I JUST TO PLAY A LITTLE BIT ABOUT ME.

I AM A SINGLE MOTHER.

I HAVE A DAUGHTER AND I HAVE BEEN WORKING FULL TIME WHILE GOING TO SCHOOL.

IT'S BEEN SUCH A DIFFICULT JOURNEY FOR ME.

AND THROUGH THE WEBSITE I FOUND THE PANTRY, WHICH I WENT AHEAD AND SUBMITTED MY APPLICATION.

VERY QUICK AND EASY.

I GOT IN TOUCH WITH MS.. WENDY.

SHE CONTACTED ME AND SHE HELPED ME THROUGH THE PANTRY.

I'VE GOT TO TELL YOU, IF IT WASN'T FOR THE PANTRY, I WOULD HAVE TO CUT BACK A LOT OF MY CLASSES.

A LOT, BECAUSE THERE'S BEEN TIME.

WHERE I HAVEN'T HAD FOOD, I HAVEN'T HAD MILK POWDER.

AND THAT'S YOU KNOW, THERE'S NO CEREAL AND THERE'S NO MILK AT HOME.

IT'S LIKE THE APOCALYPSE IS COMING.

YOU KNOW, FOR KIDS. AND I KNEW THAT EVERY TIME I WOULD GO TO THE PANTRY, I ALWAYS HAVE A PERMIT ORDER.

AND THAT'S ME. AS WITH EVERYTHING, IT MEANS A LOT.

MY MOTHER PASSED AWAY IN 2020.

I'VE BEEN A STUDENT SINCE 2018.

DALLAS COLLEGE IN 2020.

SHE PASSED AWAY AND I LOST TOUCH WITH HER.

SHE WAS MY MAIN SOURCE.

AND THE REASON WHY I'VE BEEN IN SCHOOL TO SUPPORT MY DAUGHTER.

AND WHEN SHE PASSED AWAY, I DIDN'T HAVE ANYBODY TO TAKE CARE OF MY DAUGHTER.

I HAD TO CHANGE JOBS.

I'M NOW WORKING AT AT THE HOSPITAL AND WORKING NIGHT SHIFTS TO BE ABLE TO TAKE CARE OF MY DAUGHTER DURING THE DAY, TAKE HER TO PICK HER UP FROM SCHOOL.

DURING THAT TIME, THAT'S WHEN I MISS WHEN SHE OFFERED SO MANY RESOURCES FOR COUNSELING BECAUSE MY DAUGHTER AND I NEEDED COUNSELING FOR THAT, FOR THE GRIEVING.

I NEVER STOPPED TAKING CLASSES THROUGHOUT THE WHOLE TIME.

I STRUGGLED THROUGH BATTLE THROUGH.

I'M SORRY. WE FELL THROUGH THE WHOLE PROCESS.

IT'S BEEN VERY DIFFICULT.

I APPLIED THROUGH THE GOVERNMENT SYSTEM FOR HELP.

I APPLIED FOR THE CHILD CARE SYSTEM AT THE SCHOOL, WHICH I BELIEVE IT'S A SEPARATE ENTITY.

I GOT REJECTED EVERY TIME BECAUSE ACCORDING TO THE SYSTEM, I GET ENOUGH TO SUPPORT SIX CHILDREN.

[00:45:04]

AND SO MY ONLY RESOURCE THAT I'VE BEEN HELPLESS, THE ONLY RESOURCE I HAVE WAS FROM THE DALLAS COLLEGE, WHICH IS THE SCHOOL.

THEY HAVE PROVIDED ME WITH HELP WITH COUNSELING THE RESOURCES FOR MEDICAL ATTENTION TO IF I NEEDED A SHOT.

ALL THAT. AND I APPRECIATE EVERYBODY'S HELP.

MISS WENDY HAS BEEN AN ANGEL.

THEY MISS WENDY.

THE WHOLE VOLUNTEER TEAM THROUGH THE RESCUE PROGRAM IS.

SHE'S BEEN AWESOME, TOO.

EVERYBODY'S BEEN SO GREAT FOR THE SYSTEM.

I HAVE NOTHING BUT GREAT THINGS AND BE GRATEFUL FOR THEM FOREVER.

THEY HAVE HELPED US MEET OUR GOALS BECAUSE WITHOUT THEM I WOULD HAVE HAD TO EITHER STOP SCHOOL OR CUT BACK HOURS AND WORK MORE TO BE ABLE TO PROVIDE FOOD ON THE TABLE FOR MY DAUGHTER. THIS THANKSGIVING, WE DIDN'T HAVE MUCH TO EAT AND BASICALLY I SUBMITTED THE FORM.

I GOT APPROVED TO GET THE MEAL FOR THANKSGIVING, SO WE WERE ABLE TO GET A MEAL AND GIFT CARD FOR $50.

I WASN'T EXPECTING THAT.

AND THAT REALLY HELPED US TO HAVE THANKSGIVING AT HOME.

IT WAS REALLY NICE, SOMETHING THAT I DID NOT EXPECT FROM THEM.

THE FOOD TRUCKS WERE AWESOME.

WE GOT VEGETABLES, MEATS, WHICH WAS JUST GREAT.

MY DAUGHTER IS A CARNIVORE, SO IT'S HARD TO HAVE TO KILL A COW TO BE ABLE TO FEED IT HERE.

AND SO IT'S BEEN IT'S BEEN REALLY, REALLY DIFFICULT.

BUT I THINK THEY'VE BEEN ABLE TO PROVIDE US WITH THE RESOURCES THAT WE NEED.

THEY'VE BEEN ABLE TO PROVIDE US WITH THE RESOURCES THAT WE NEED.

I KNOW MANY OF YOU ARE SINGLE PARENTS OR HAVE BEEN THROUGH THAT STAGE, AND IT'S HARD.

IT'S VERY HARD.

AND I THINK THEY'VE BEEN HELPING US BE ABLE TO MEET THOSE GOALS.

I JUST GOT ACCEPTED TO THE NURSING PROGRAM, WHICH IS.

IT'S IT'S AN AMAZING JOURNEY.

AND I FEEL BAD LEAVING THIS WEDDING.

BUT SHE'S BEEN. NO SING.

SINCE MY DAUGHTER LOVES HER, WE'VE CREATED A BOND TO MORE THAN JUST THE THE THE THE STUDENT CARE COORDINATOR. SHE'S MY FRIEND.

SHE'S MY DAUGHTER'S FRIEND.

AND, YOU KNOW, THOSE CARTONS OF MILK HAVE HELPED US TREMENDOUSLY.

IT'S LIKE IF IT WASN'T FOR HER WITH THOSE PARTIES AND WE WOULDN'T BE HERE.

AND HONESTLY, IT MAKES A HUGE DIFFERENCE WITH EVERYBODY WORKING TOGETHER AND THE TEAM IN, I THINK, ALL THE RESOURCES THAT THEY'VE BEEN TALKING ABOUT.

NOW I GOT. STUDENT.

IT WORKS. IT WORKS FOR US.

IT HELPED ME, AND I KNOW THERE'S THOUSANDS OF PEOPLE OUT THERE, SINGLE PARENTS, MEN AND WOMEN THAT ARE IN NEED OF HELP.

AND THIS WHOLE PROGRAM HAS HELPED ME A LOT AND GOT ME TO WHERE I'M AT NOW.

AND BECAUSE OF THAT, I'M GOING TO CONTINUE THIS JOURNEY AND BE ABLE TO GRADUATE AND SUPPORT MY CHILD AND EVERYBODY ELSE IS SUPPRESSING US.

WELL, YOU GUYS HAVE HELPED US BE ABLE TO SUCCEED IN LIFE AS A SINGLE PARENT.

AND I REALLY, REALLY THANK YOU SO MUCH FOR THOSE FOR THOSE RESOURCES.

AND THAT'S WHY I WANT TO VISIT THIS WINDY.

THANK YOU FOR BEING HERE AND SHARING THAT.

ALL RIGHT. BUT I GOT TO TELL YOU, IF YOU FEEL THAT YOU HAVE THE COURAGE, IT'S WRITTEN ALL OVER THIS.

THIS IS JUST A REMINDER.

I HAVE. I HAVE.

SO I COMMEND YOU FOR YOUR PERSISTENCE.

JUST KNOW THAT THERE'S AN END IN SIGHT.

I TOO, WAS A SINGLE MOTHER WHO FINISHED SCHOOL, ETC., ETC..

AT THE AGE OF 42, I GOT MY BACHELOR'S DEGREE, SO IT'S NEVER TOO LATE.

BUT ONCE YOU GO OFF THE STAGE WITH YOUR NURSING DEGREE AND PASS THE EXAM, YOU'RE GOING TO OPEN UP A WHOLE NEW WORLD FOR YOU AND YOUR DAUGHTER, OR THAT WILL NEVER BE AN ISSUE AGAIN.

SO YOU REALLY DESERVE A LOT OF ACKNOWLEDGMENT FOR NOT LETTING ANYTHING THAT YOU OR SEEKING OUT THE HELP AND THE RESOURCES THAT ARE THERE FOR YOU.

THANKS TO THE GENEROSITY OF MANY, MANY PEOPLE.

AND I GOT GRANTS FOR YOU GUYS.

I GOT A GRANT WHICH HELPED ME PAY MY BILLS MY WAY.

AND I SUPPOSE COUNSELING, ALL THAT WORKS, EVERYTHING THAT I'M LISTENING TO NOW, IT'S LIKE IT'S TRUE.

THIS IS TRUE LIFE RIGHT HERE.

IT HELPS. IT MAKES A DIFFERENCE IN THE STUDENTS.

IT REALLY DOES.

IT CAN EITHER MAKE YOU OR BREAK YOU.

AND YOU GUYS HAVE BEEN TO WHERE I'M AT NOW AND THAT I FEEL GOOD.

GOOD FOR YOU, YOU COULD SAY.

AND I'LL GO, WELL, HOW ARE YOU GOING TO MISS A CHANCE TO SEE?

[00:50:04]

I'M ALWAYS FROM THE VIRGIN ISLANDS ORIGINALLY, ST THOMAS, TO BE EXACT.

GROWING UP IN THE VIRGIN ISLANDS WAS PRETTY HARD FROM BIRTH TO A SINGLE MOM.

SO I UNDERSTAND YOUR STRUGGLE WITH ALL YOUR CHILDREN.

I SEE MY MOM SHED SOME TEARS JUST WORKING TWO THREE JOBS THAT ARE PAYING 270 A MONTH FOR CHILD SUPPORT, THINKING THAT'S RAISING MONEY AND DOING NOTHING.

BUT I'M LEAVING MY MOTHER HOUSE AND HOME KNOW.

I MEAN, MY GRANDMOTHER ALWAYS SAID I WAS I WAS A GROWN BOY AT SCHOOL.

BUT IN 2000.

I WAS GOING TO SCHOOL AND IN THE VIRGIN ISLANDS, I WAS, YOU KNOW, A HARD HIT.

NEVER. LISTEN. I ALWAYS GIVE MY MUM A HARD TIME.

BEHIND. IT WAS AN EXPORTER.

THE BEST OPPORTUNITY FOR ME.

I CHANGED MY LIFE A LITTLE BIT.

WHEN I STARTED WORKING FOR NASA, I WAS WORKING AT THE NATIONAL SECURITY AGENCY.

I HAD A TOP SECRET CLEARANCE AS SOME TWO YEARS OLD AND THEN WORKING UNTIL I WAS 21.

BUT AS I WAS WORKING THERE, I FELT LIKE THE MONEY I WAS GETTING PAID WASN'T ENOUGH.

I DIDN'T HAVE A SENSE OF DIRECTION.

I DIDN'T KNOW ANY OF THAT WAS GOING ON.

AND I GOT TO A POINT LIKE, I STARTED TO THINK ABOUT EVERYTHING THAT I'VE ENDURED IN LIFE, AND THAT'S A BREAKING POINT.

SO I'M GOING THROUGH MY BREAKING POINT AT THIS TIME.

I'M STARTING TO TAKE DRUGS.

I WAS A BAD ADDICT.

I TAKE EVERY OPIOID KNOWN TO MAN ANY AMOUNT I COULD PROMETHAZINE CODEINE, SMOKING MARIJUANA EVERY DAY.

AND I'M NOT PROUD TO SAY THAT BECAUSE IT'S NEVER WHERE YOU START IS WHERE YOU END.

AND ALL THAT JOURNEY HAPPENED.

KNOW I WAS IN AND OUT OF JAIL, INCARCERATED.

I DIDN'T HAVE A SENSE OF DIRECTION.

MY MOM WAS MY ROCK WAS, YOU KNOW, ENDS WITH, YOU KNOW, EVERYBODY.

THAT THING THAT'S ALWAYS THERE FOR YOU.

IT'S GOING IN YOUR LIFE, YOU KNOW? SO I HAD NO BODY AND I WAS HOMELESS AT THE TIME, GOING THROUGH A WHOLE ROLLER COASTER OF THINGS.

AND AT THE TIME MY GIRLFRIEND WAS PREGNANT, I DIDN'T KNOW WHAT TO DO.

AND I WAS I WAS A DRUG ADDICT.

SHE WAS A DRUG ADDICT. I KNOW MY MOM.

AND THEY'RE RAISING ME AS A SINGLE BOY.

GROWING UP IN SECTION EIGHT HOUSING IN THE ISLANDS THEY CALL THE ISLANDS A THIRD WORLD COUNTRY, WHICH IS NOT A BEAUTIFUL PLACE IN THE WORLD AND COME FROM THERE.

YOU LEARN A LOT OF VALUES AND A LOT OF TRADITIONS THAT YOU'RE NOT ABLE TO LEARN IN AMERICANS.

BUT COMING HERE, DEALING WITH ALL OF THAT.

I CAME TO TEXAS BECAUSE, LIKE I SAID, IT WAS ALL AROUND THE WORLD, FROM THE VIRGIN ISLANDS TO NEW YORK.

I WAS TRYING EVERY OPPORTUNITY, BUT I NEVER DEALT WITH MY DEMONS, AS WE CALL THEM.

BUT MY PROBLEMS THINK THAT I'VE BEEN BURIED, THAT I SWALLOWED AND I LET HARDENED ME.

SO IN 2019, I CAME FROM THE VIRGIN ISLANDS, CAME TO HOUSTON, TEXAS, TO GO TO UTAH.

I BROUGHT A FRIEND WITH ME THINKING, HEY, I'M GONNA BRING THIS UP TOGETHER.

I'M CARRYING HER ON MY SHOULDER, LET'S DO THIS TOGETHER.

HE WAS MORE OF A JUNKIE THAN ME.

YOU DIDN'T WANT TO WORK? NOTHING.

SO I ENDED UP LEAVING.

BUT I CAME HERE TO DENVER.

WHAT TO DO? AND I WAS INVOLVED IN THE TEXAS WORKFORCE COMMISSION AND HAD THIS PROGRAM CALLED THE YOUNG ADULT PROGRAM FOR YOUNG ADULTS FROM 18 TO 24.

THEY KNOW WHAT IT WAS ABOUT, BUT THEY ASKED ME IF I EVER BEEN IN THE SYSTEM OR ANYTHING LIKE THAT.

I WAS LIKE, OH, YEAH, YOU KNOW, I'VE BEEN GETTING INTO TROUBLE SINCE I'M A LITTLE BOY, YOU KNOW? AND I QUALIFIED, RIGHT? AND HE WAS LIKE, YEAH, HE'S LIKE.

YOU EVER BEEN IN A FOSTER CARE? AND I WAS LIKE, NO, I HAVE LEGAL GUARDIANSHIP OVER ME.

SO LONG STORY SHORT, I GOT INTO THAT PROGRAM AND THE TRANSITION, TRYING TO LEAVE THE STREETS WAS VERY HARD BECAUSE, YOU KNOW, THIS IS ALL THAT I KNOW.

THEY'RE MONEY FAST OR THIS IS THE END.

YOU KNOW WHAT I MEAN? LIKE, BILL IS A BILL OF CREDIT.

AND IN MY HEAD I WAS LIKE, WHAT IS IT GOING TO DO FOR ME? BECAUSE EVERY TIME I GET ARRESTED WHEN I GO TO THE JUDGE, YOU DON'T KNOW WHO I AM.

NOBODY CARES ABOUT YOU.

AND ALL THEY SEE IS EVERYTHING THAT I'VE DONE.

BUT THAT'S NOT WHO I AM AS A PERSON AND LIKE, BASICALLY WHAT I'M TRYING TO BUILD A LIFE.

SO I END UP COMING TO DALLAS COLLEGE.

I WAS DEALING WITH A CASE AT THE TIME, SO I COULDN'T REALLY START, BUT I STARTED BACK IN JULY 2021, AND I DON'T KNOW IF YOU GUYS READ MY STORY, BUT IT'S TWO GENTLEMEN, KEVIN HARRIS AND CHRIS CHRISTOPHER THAT BASICALLY MOTIVATED ME TO SAY WHAT I WAS GOING TO COLLEGE AND GROW AND ALL THAT.

I COULDN'T READ MY MOM.

I WAS CALLED A DUMMY FOR MY FATHER.

MY MOM GRADUATED HIGH SCHOOL AT 21 YEARS OLD, AND SHE SHE WENT THROUGH A LOT.

MY MOM GOT BEAT UP A LOT FROM HER MOM, AND MY MOM WAS ALCOHOLIC.

SHE DID THE SAME THING TO ME.

SO WE HAVE LIKE A I DON'T KNOW, LIKE A CURSE OR SOMETHING.

BUT ANYWAYS, GOING THROUGH THAT, I WAS LIKE, HEY, I REALLY WANT TO GO TO SCHOOL.

BUT I FELT REALLY DUMB.

I FELT LIKE I COULDN'T READ.

MY TEACHERS IS ASKING ME TO READ AND I'M GETTING OBVIOUSLY I'M WALKING OFF TO CLASS.

NOT MIND YOU, THIS IS COLLEGE.

I'M GETTING TO THIS POINT.

I'M FEELING VERY EMBARRASSED.

I'M LIKE, WHAT AM I DOING HERE? SO THEY STAY ON ME.

[00:55:02]

SO OVER AND OVER WE SAT DOWN.

I CRIED SOME TIME BECAUSE IT WAS VERY HARD.

I WAS LIKE, MAN, THIS AIN'T FOR ME, YOU SCHOOL FOR ME.

AND I'VE KEPT SAYING THAT SINCE 2014 WHEN I GRADUATED HIGH SCHOOL.

SO FINALLY I WAS LIKE, OKAY, LET ME DO THIS THING.

THEY, LIKE I SAID, THEY MOTIVATE ME, NOT FORCE MY CAME.

THIS IS MY CAREER WAS RAPID, SO THEY JUST STARTED I END UP GETTING COVID.

THEY KNOW WHAT IT WAS AT THE TIME.

ALL I KNEW IS LIKE I'M HAVING FEVERS.

I COULDN'T BREATHE BETWEEN ME AND MY GIRL.

SHE HAD TO CALL FOR.

THINGS ARE GETTING HARD, CAN'T PAY THE RENT.

MY CAR HAD CAR ISSUES AND I'M LOSING MY CAR.

AT THE TIME I WAS GOING THROUGH IT.

AND AT THIS POINT I'M LIKE, WHY AM I IN SCHOOL? I KNOW THERE'S A FASTER WAY TO GET MONEY AND THIS IS FOR THE SAME FOR ME.

AND AT THAT POINT I HAD TO DIG LIKE DEEP WITHIN AND ASK MYSELF, IS THIS MY ANGLE? MY FATHER, MY MOM SAID TO ME, I'M TRYING TO GET MY FATHER AND HIS FAMILY BECAUSE MY FATHER FAMILY ALL DONE.

PRISON TIME, 30 YEARS OF LIFE, 27 YEARS OF LIFE, 24 YEARS TO SAY, OKAY, IF THIS IS GOING TO BE MY STORY OR MY GOING TO CHANGE THAT.

SO AT THAT POINT, I WAS GOING THROUGH A MENTAL BREAK AND I HAD JUST GOT INTO METHODIST HOSPITAL AND A THREE DAY LIKE A WEEKEND VISIT WHERE I WENT INPATIENT AND THEY HELP ME ASSESS ME AND TELL ME WHAT WAS GOING ON.

I FIGURED OUT THAT I HAD DEPRESSION, ANXIETY, POST STRESS TRAUMA DISORDER, AND I HAVE ADHD, SO IT'S KIND OF HARD FOR ME TO STAY FOCUSED. BUT AS I'M LEARNING THIS ABOUT MYSELF, I'M LIKE, OKAY, THIS IS A LOT OF PRESSURE.

YOU KNOW, WHAT DO I DO? I'M LIKE, I DON'T KNOW WHERE TO GO.

THE NEXT THING I KNOW TO DO IS GO BACK TO THE STREETS.

I DON'T WANT TO DO THAT BECAUSE THAT'S GOING TO CAUSE PROBLEMS. AS I'M SAYING THAT I MET MY STEPHANIE RIGHT BEHIND HER AND MY STEPHANIE IS THE ONE THAT PUT ME IN AND INVOLVED WITH LAKEISHA WHITE AND. SO IT'S INDICATION, WAS ALREADY IN COUNSEL FOR THE SCHOOL BECAUSE AT THE TIME I WAS GOING THROUGH INSURANCE ISSUES AND DIFFERENT THINGS LIKE THAT.

SO BY GETTING INTO ALL OF THIS.

THE PERSON THAT ACTUALLY DID MY INTAKE.

THE REASON WHY I SAY SHE KIND OF SAVED MY LIFE AT A CERTAIN POINT IS BECAUSE OF WHAT WAS IT FOR HER.

I THINK I WOULDN'T HAVE BEEN HERE TO BE ABLE TO SPEAK, TO JUST BE HONEST.

IT WAS VERY BAD BECAUSE A LOT OF PEOPLE, WE BRUSH OUR PROBLEMS AWAY.

I JUST SAY SWEEP IT UNDER THE RUG.

BUT AT THE POINT IN TIME THAT MOPPING THE DUST AND ALL THAT DIRTY PUT ON THEIR HAIR, LET'S GO.

COME ON. I LOVE BREEZE AND MY TRIP OVER IT ONE DAY, BUT IT'S GOING TO COME UP.

AND I DIDN'T WHEN I WHEN MY TREES CAME OUT, I DIDN'T WANT TO DEAL WITH IT AND NO ONE TO TALK TO.

IT WAS ONE OF THE HARDEST EXPERIENCES OF MY LIFE.

I WANT TO SAY GOING TO JAIL OR ANYTHING LIKE THAT, FINDING MYSELF.

BECAUSE GOING THROUGH HER ENDEAVORS IN LIFE AND BEING BACK AGAINST THE WALL WITH EVERYTHING THAT I'VE ENDURED FROM MY MOM GOING TO JAIL FROM THIRD GRADE, IT'S JUST BEEN A LOT.

SO I GO TO COUNSELING.

I END UP FINDING OUT MYSELF.

YOU KNOW, I REALIZE I HAVE TO BE ON MEDICATION.

AND AT THE TIME, I MET MISS KIM, KIMBERLY.

SHE'S THE ONE THAT HELPED ME TREMENDOUSLY FROM THE START OF WITH CLOTHES, BECAUSE, LIKE I SAID, I LOST MY JOB AND EVERYTHING, SO I HAVE NO JOB.

THANK YOU, DALLAS COLLEGE.

BECAUSE Y'ALL HIRED ME AND FINANCIAL LABORERS ON CAMPUS.

MY BOSS HAS BEEN GREAT, LEWIS.

WONDERFUL GUY. HE HIRED ME.

AND FOR ME, THIS WAS THE JOB.

MISS KIM AND THE CARES GROUP ACTUALLY GAVE ME MY FIRST NIGHT CLOTHES TO WEAR FOR THE FIRST WEEK.

AND AFTER THAT, IT WAS LIKE LOVE.

YOU KNOW, I GO THERE BECAUSE I DIDN'T HAVE ANY CLOTHES.

I MISS HOW MY LITTLE STREET CLOTHES WORK CLOTHES, YOU KNOW.

I WAS LIKE, HOW AM I GOING TO FIT IN THE OFFICE? AND I GOT SWEATS, YOU KNOW? SO IT WAS CRAZY.

BUT, YOU KNOW, THEY HELPED ME ALONG.

AND, YOU KNOW, BECAUSE I HAD SURGERY WHEN I WAS 19, I HAVE TWO FEET REMOVED.

I HAVE SOMETHING CALLED CELIAC DISEASE NOW, BUT I HAVE DIVERTICULITIS.

AND GOING THROUGH THAT TRIBULATION, I REALIZED THAT I COULDN'T EAT MEAT, YOU KNOW, SO I'M A PESCATARIAN BECAUSE OF MY RELIGION RESTRICTIONS.

IT'S HARD TO FIND FOODS.

SO THE PANTRY HAVE BEEN A WAY FOR ME TO FIND THE FOODS, HELP ME TO APPLY THE SNAP.

AND BECAUSE OF LIKE I WAS HOMELESS RECENTLY AND MY SKIN FOUND THAT OUT, I WAS LIVING OUT OF A PUBLIC STORAGE AND SHE HELPED ME WITH THE EMERGENCY FUND TO GET A ROOM FOR THE WEEK UNTIL I GOT MY, YOU KNOW, FINALIZED MY ROOMMATE SITUATION.

RIGHT NOW, THAT ROOMMATE SITUATION AND I HERE, LIKE WITH MY RELIGIOUS RESTRICTIONS, I CAN EAT PORK AND DO ALL THAT.

[01:00:01]

WHEN I FEEL LIKE GIVING UP, I FEEL LIKE THINGS ARE TOO HARD AND IT'S VERY OVERWHELMING.

I ALWAYS TALK TO MY SKIN.

YOU'RE ALWAYS TALKING TO STEPHANIE AND EXPRESSION TO MY CUSTOMERS.

LOOK, Y'ALL REALLY HELPED US AND TREMENDOUS WAY BECAUSE SHE SAID FROM THE THANKSGIVING MEALS, YOU KNOW, GIFT FOR EVERYBODY AND TRULY IN PRACTICE LIKE REALLY NURTURING THAT I'M NOT A BIG ACQUIRER KNOW I MEAN, I DO CRY A LOT AND I'M NOT GOING TO LIE, BUT I CAN SHOW YOU ALL.

DON'T CRY. AND, YOU KNOW, MY BIGGEST THING AND I ONLY GREW UP WITH THIS MAN WHEN I STARTED, I DIDN'T HAVE NO SENSE OF DIRECTION.

I WAS A JUNKIE. ALL I WANTED TO DO WAS GET OUT BECAUSE IT NUMB THE PAIN.

BUT SOMEBODY TOLD ME, THIS IS NEVER WHERE YOU START IS WHERE YOU END.

AND WHEN I WHEN I HEARD THAT I WAS OKAY, I RAN WITH IT.

AND I CHOSE MY MY NICKNAME.

YOU KNOW, ON THE STREETS AND ON MY SOCIAL MEDIA, AS PEOPLE WOULD SAY, OH, WHY YOU CHOSE A NO, YOU'RE CRAZY.

YOU JUST GO JAIL. I'M LIKE, NO.

THE REASON I CHOSE THE METHOD, NEVER UNDERESTIMATE.

TIME TO TIME. I BROKE IT DOWN TO THAT BECAUSE IN THIS WORLD I COULD SEE SOMEBODY ON THE SIDE OF THE STREET TODAY.

AND, YOU KNOW, HE'S NOBODY ON MY STREET.

HE'S STRUGGLING, TRYING TO GET HIMSELF TOGETHER.

BUT TOMORROW HE COULD BE THE NEXT PRESIDENT OF THE UNITED STATES.

SO YOU NEVER KICK A DOG WHEN IT'S DOWN AND YOU NEVER STOP GOING NO MATTER THE BATTLES IT TAKES.

BECAUSE MY MAMA ALWAYS SAID IT TAKES A VILLAGE TO RAISE A CHILD.

IT TAKES YOU A VILLAGE TO HELP THE WORLD ROLL AROUND, BABY, YOU KNOW.

THAT'S ALL GOOD OFFICIATING.

BUT THAT'S MY STORY AND THAT'S MY LITTLE BIT OF WHAT I'VE BEEN DOING.

SO THE QUESTION IS, WILL THIS RESPONSIBILITY THAT REALLY RATCHET UP THE BORDER WORK AND HOW WE ALL COME TOGETHER TO PROVIDE SERVICES TO OUR STUDENTS? SO WHAT I THINK YOU CAN IN TIME CHAIR TRUSTEES CAN TRY TO MAKE AN OBSERVATION.

THIS WAS WONDERFUL THAT WE DID THIS.

I WANT YOU TO REALIZE THAT THOSE TWO PEOPLE ARE GOING TO PAY US BACK BECAUSE THEY'RE GOING TO BE EMPLOYED.

THEY'RE GOING TO BE PAYING INTO A SYSTEM, A DEMOCRACY THAT WE CAN CONTINUE.

SO TO ME, THAT IS THE BIGGEST THING THAT WE'RE DOING AT THIS COMMUNITY COLLEGE, PRODUCING TOMORROW'S TAXPAYING CITIZENS.

WE'LL KEEP THE COUNTRY GOING.

THANK YOU VERY MUCH. APPRECIATE IT.

THANK YOU. THANK YOU. NEXT, WE HAVE ENGLISH LANGUAGE LEARNING AT DALLAS COLLEGE.

MARIA.

BASED ON MAYBE FIVE MORE.

I DON'T KNOW IF YOU CAN GET. FOR.

YOU KNOW, IT MADE ME A.

ANYBODY A. EVERYBODY NEEDS TO KNOW THAT.

ONE. I'M NOT LOOKING AT IT.

AND HE SAYS.

ALL I KNOW.

[01:05:38]

LET'S CONCENTRATE ON GETTING THROUGH THE PRESENTATION.

WE'RE GOING TO HAVE A BOARD MEETING ON TIME.

SO. GOOD AFTERNOON, TRUSTEE CONVERSE CHANCELLOR, WANT TO THANK YOU FOR THE OPPORTUNITY TO PRESENT TO YOU TODAY.

[4.2. English Language Learning at Dallas College]

MY NAME'S. GOOD AFTERNOON.

THE ST CHANCELLOR OF BOARD TRUSTEES.

MY NAME IS DIANA. YEAH.

I'M DEAN OF ACADEMIC AFFAIRS AND COMMUNICATIONS WITH SCHOOL.

OKAY. AND I'M GOING TO SMITH, ASSOCIATE VICE CHANCELLOR OF CAREER CONNECTED LEARNING HERE AT THE COLLEGE.

AND TODAY WE WILL BE TALKING TO YOU ABOUT OUR ENGLISH LANGUAGE LEARNER MODEL AND HOW YOU'RE COLLABORATING FOR WORKFORCE.

THROUGH THE ACADEMIC SIDE TO ENSURE THAT YOU'RE ABLE TO SERVE ALL STUDENTS AND MEET THE NEEDS.

TO SERVE YOUR ENGLISH LANGUAGE LEARNER NEEDS.

SO FIRST WE HAVE WHAT READY YOU, WHICH IS OUR FREE TUITION MODEL.

WE SERVE STUDENTS WHO ARE NON PROFESSIONALS AND AND PROFESSIONAL ENGLISH LANGUAGE LEARNERS WHO ARE LOOKING TO IMPROVE THEIR ENGLISH LANGUAGE COMPREHENSIVE SKILL BY INTEGRATING TECHNICAL TRAINING WITH BASIC ENGLISH LANGUAGE THAT ALIGNS WITH THAT PARTICULAR CAREER PATHWAY. WE ALSO SERVE ENTRY LEVEL LEARNERS THAT ARE FROM BASIC LEVEL ENGLISH LANGUAGE COMPREHENSION TO ADVANCED LEVELS.

TRANSITIONING THEM TO COLLEGE CREDIT.

AND WE ALSO OFFER HIGH SCHOOL EQUIVALENCY AND IN ENGLISH AND IN SPANISH FOR ENGLISH AS A SECOND LANGUAGE LEARNERS FOR THE CONTINUED EDUCATION ESL WORKFORCE PROGRAM.

THE STUDENTS THAT ARE TAKING THESE COURSES SOMETIMES ARE LOOKING FOR ENRICHMENT AND THAT SENSE OF JUST IMPROVING THEIR LANGUAGE LEARNING, BUT ALSO THEY'RE LOOKING ALSO TO TAKE COURSES IN ORDER TO ENTER THE ESL PROGRAM.

PLEASE KNOW THAT THAT DOES NOT MEAN THEY HAVE TO COMPLETE ALL THE LEVELS OF THE VILLA SO WELL OF CONTINUED EDUCATION IN ORDER TO ENTER THE CREDIT PROGRAM.

THEY WOULD ENTER THE PROGRAM AS THEIR LANGUAGE SKILLS ARE IMPROVING.

THEY WOULD DO THAT. THEY ALSO SIMPLY WITH THE ENGLISH LANGUAGE LEARNING, THEY WANT TO KNOW MORE ABOUT THE COMPREHENSION AND THE ATTENTIVENESS.

AND SO THE PROGRAM OFFERS FOR THE WORKING PARENTS AND SORT SO THAT IT'S NOT STRUCTURED SO THAT THEY CAN TAKE EVENING COURSES, WEEKEND COURSES, SHORT TERM, WHICH WOULD BE THREE WEEKS AND SO FORTH.

AND THEN ONCE THEY'RE DONE FOR THE CREDIT PROGRAM, THAT IS WHERE OUR ACADEMIC BALANCE STUDENTS IN THE SENSE THAT THEY'RE SEEKING ACADEMIC STUDY, THEY WANT TO TRANSFER TO UNIVERSITY, THEY ALSO WANT TO PURSUE A CREDENTIAL IN THE SENSE OF OBTAINING A CERTIFICATE PROGRAM WITH THE CAREER TECHNICAL PROGRAMS, BUT THEN ALSO THAT ALSO SERVES OUR FAN BASE, THE STUDENT POPULATION.

I HAVE ONE STUDENT VISA POPULATION HAS TO BE IN AN ACADEMIC BOUND PROGRAM TO BE A PART TO HAVE THEIR I-20 OR THEIR VISA ON.

SO ONCE THE INVESTMENT AND IT'S SIGNIFICANT AND WHAT THIS SLIDE DEPICTS IS THE INVESTMENT ACROSS DALLAS COLLEGE AS WELL AS HIGH LEVERAGE GRANTS AND PRIVATE DONATIONS AND BUSINESS INDUSTRY AND COMMUNITY.

AND THIS IS A OVERVIEW OF THE INVESTMENT FOR DIRECT SERVICES.

THIS IN NO WAY PROVIDES WHAT THE INDIRECT SERVICES THAT WE PROVIDE TO ENGLISH SECOND LANGUAGE LEARNERS COSTS.

AND IT IS A HIGH LEVEL INVESTMENT.

SO UNDER DALLAS COLLEGE, THESE ARE DOLLARS THAT ARE DIRECTLY INVESTED FROM THE DALLAS COLLEGE BUDGET.

SO $2.2 MILLION IN INSTRUCTION AND THEN 900,000 ADDITIONAL DOLLARS IN DEDICATED STAFF TO PROVIDE ONBOARDING, ASSESSMENT, PROCESSING, ENROLLMENT AND THINGS OF THAT NATURE INTO ENGLISH AND SECOND LANGUAGE OFFERINGS.

AND AS FAR AS $40, WE AVERAGE ABOUT $4.5 MILLION OF ADULT EDUCATION AND LITERACY FUNDS BY WAY OF OUR

[01:10:07]

AND OF THAT $5 OF THAT THIS PAST YEAR WAS DEDICATED TO INSTRUCTION.

NOW PRE-PANDEMIC, THAT NUMBER WAS MUCH HIGHER BECAUSE WE SERVED A LARGER NUMBER OF STUDENTS AND THEN WE HAVE $826,000 OF SALARIES AND FRINGE DEDICATED TO INDIVIDUALS THAT SERVE ENGLISH AS A SECOND LANGUAGE POPULATIONS AND ANOTHER $208,000 FOR OUTREACH STAFF.

THE WAY WE LEVERAGE BUSINESS AND INDUSTRY AND COMMUNITY PARTNERS IS WE SEEK TO ALIGN OURSELVES AND DEVELOP PARTNERSHIP AGREEMENTS WITH ORGANIZATIONS THAT SERVE ENGLISH, A SECOND LANGUAGE LEARNERS.

AND LATER ON IN THE PRESENTATION, WE'LL GO INTO MORE DETAIL ABOUT WHO SOME OF THOSE PARTNERS ARE.

BUT ALSO WE WORK WITH EMPLOYERS WHO HAVE LARGE INCUMBENT WORKFORCES THAT ARE ABLE TO SECOND LANGUAGE LEARNERS, AND WE'RE ABLE TO PARTNER WITH THEM TO DELIVER ONSITE CUSTOMIZED TRAINING OR WEB BASED TRAINING TO MEET THEIR EMPLOYEES NEEDS.

EXCUSE ME, BEFORE WE GO TOO MUCH FURTHER, BECAUSE THIS IS A QUESTION ON THE FIRST SLIDE.

OKAY. WHAT ARE YOU TELLING US ABOUT THE THREE DIFFERENT DIVISIONS? COULD YOU TELL US ABOUT WHAT PROPORTION OF THE STUDENTS THAT YOU ARE SERVING ARE IN EACH COLUMN? SO IT'S ABOUT A THIRD, A THIRD OR THIRD, OR HOW DOES THIS WORK? SO THAT IS NOT A QUESTION I CAN ASK.

SO FOR YOU AT THIS MOMENT, BUT WE CAN LOOK UP THAT INFORMATION AND GET YOU A MORE ACCURATE PICTURE.

I CAN TELL YOU FOR THE WORK WHERE YOU PERCENTAGE ABOUT 70% OF THE STUDENT POPULATIONS THAT WE SERVE BECAUSE WE TRACK THEM THROUGH A DIFFERENT DATABASE OR WE WILL SHIP SECOND LANGUAGE LEARNERS BEFORE CONTINUING IN WHEN WE'RE TALKING PERCENTAGES AS COMPARED TO THE OVERALL POPULATION AS WELL AS CREDIT IS. WELL, I WOULD LIKE TO RESEARCH THAT AND GET A MORE ACCURATE PERCENTAGE.

BACK TO YOU. THANK YOU.

SORRY TO INTERRUPT YOU.

NO, YOU'RE. YOU'RE OKAY.

AND SO THIS LAD, OF COURSE, YOU'VE SEEN IT BEFORE IN THE PREVIOUS PRESENTATION AND MANY OTHERS.

BUT WE WE INCLUDED THIS SLIDE BECAUSE THIS WORK WOULD NOT BE POSSIBLE WITHOUT US COLLABORATING WITH THE LEARNER CARE MODEL.

IN ADDITION TO ENROLLING STUDENTS IN ENGLISH AS A SECOND LANGUAGE COURSEWORK.

WE ALSO REALIZE THAT THESE STUDENTS HAVE ADDITIONAL BARRIERS THAT WOULD PROHIBIT THEM FROM BEING SUCCESSFUL.

AND THE WAY THAT WE ARE ABLE TO LEVERAGE THIS MODEL MOST EFFECTIVELY IS THROUGH OUR SUCCESS COACHES ON THE CONTINUING EDUCATION SIDE OF THE HOUSE, THEY ARE EMBEDDED ACROSS THE SEVEN CAMPUSES AND THEY WORK DIRECTLY WITH OUR ENGLISH AS A SECOND LANGUAGE LEARNER POPULATION TO HELP ENROLL THEM IN CLASSES, TO HELP THEM CONNECT THEM WITH RESOURCES IF THEY NEED TO TAKE ADVANTAGE OF THOSE OFFERED THROUGH THE LEARNER CARE MODEL.

SO THE STUDENT SUCCESS AT ADVISEMENT PROCESS AND WE'RE JUST GOING TO GIVE YOU A BASIC OVERVIEW OF THE THREE DIFFERENT PATHWAYS THAT WE WE SERVE.

ONCE AGAIN, THE WORK READY REVIEW COMPONENT.

IT IS OUR TUITION FREE OPTION FOR ENGLISH SECOND LANGUAGE LEARNERS.

AS FAR AS ADVISEMENT GOES, WE HAVE A TEAM THAT SUPPORTS THESE INDIVIDUALS, AND THAT TEAM CONSISTS OF A PROJECT LEAD THAT OVERSEES THREE DEDICATED CONTINUING EDUCATION SUCCESS COACHES AT EACH CAMPUS.

AS I MENTIONED PREVIOUSLY, THAT FOCUS ON CONTINUING IN ENGLISH AS A SECOND LANGUAGE ENROLLMENT AND HIGH SCHOOL EQUIVALENCY ENROLLMENT IN GED AND SPANISH IF THE STUDENTS SO DESIRES.

WE ALSO HAVE SIX CAREER CONNECTED LEARNING SUCCESS COACHES WHO ARE DEDICATED TO CONNECTING THOSE POPULATIONS THAT WISH TO OBTAIN INDUSTRY RECOGNIZED CREDENTIALS OR COMPETE FOR PROMOTIONAL OPPORTUNITIES BY OBTAINING A CREDENTIAL.

THE SUCCESS COACHES ACROSS CAREER CONNECTED LEARNING ASSIST THAT POPULATION IN ENROLLING IN CONTEXTUALIZE, WHICH MEANS IT'S INTEGRATED ENGLISH AS A SECOND LANGUAGE, BASIC SKILLS WITH THE TECHNICAL TRAINING EXPERIENCE AND THE CONTINUED EDUCATION ESL PROGRAM.

WE HAVE AN ASSOCIATE DEAN THAT OVERSEES THE SUCCESS COACHES.

AT THIS TIME. WE HAVE THREE KEY SUCCESS COACHES THAT THEN SERVE THE STUDENTS IN ORDER TO SYSTEM WITH THE REGISTRATION, BUT ALSO IN COLLABORATION WITH WORK OF YOU, AND THEN TO DETERMINE HIGH SCHOOL EQUIVALENCY ENROLLMENT IN MOVING TO THESE TYPE OF PROGRAMS THAT WE GO INTO THE ESOL CREDIT.

[01:15:03]

THE ASSOCIATE DEAN ALSO, THERE'S ONE AVAILABLE IN THAT IS THERE.

THE CREDIT IS THAT OVERSEES 23 SPECIAL POPULATION SUCCESS COACHES, AND THEY FOCUS ON CASE MANAGEMENT.

AND IN THAT PARTICULAR ONE, THEY'RE PLACED AT EVERY CAMPUS HERE IN THE DALLAS COLLEGE AND THEY REALLY STRESS THE WRAPAROUND SERVICES AND ALSO THE STUDENT EXPERIENCE FOR THE STUDENTS.

SO THE CRUISE LINE WAS A LEARNER STAFFING MODEL, AND WE WANTED TO GIVE YOU A SNAPSHOT OF THE THE PROGRAM.

UNDER EACH PROGRAM MODEL, THE DEDICATED STAFF THAT IS ASSIGNED TO SERVING THIS POPULATION.

SO TO WORK WITH YOU, WE HAVE FIVE FULL TIME INSTRUCTIONAL SPECIALISTS THAT ARE DEDICATED TO SERVING ENGLISH AND SECOND LANGUAGE LEARNERS.

WE ALSO HAVE SOME FULL TIME INSTRUCTIONAL DESIGNERS THAT WORK WITH THE ENGLISH AS A SECOND LANGUAGE INSTRUCTIONAL SUPPORT SPECIALIST, AS WELL AS ADJUNCT FACULTY TO DESIGN THE CURRICULUM AND CUSTOMIZE IT TO MEET THE NEEDS OF THE STUDENTS.

AND THEN WE HAVE A FULL TIME INSTRUCTIONAL DESIGNER THAT IS DEDICATED TO INTEGRATING THE WORKFORCE TRAINING COMPONENTS.

AS FAR AS IT BEING PATHWAY SPECIFIC, SPECIFIC TO SUPPORT ENGLISH AS A SECOND LANGUAGE LEARNERS, AND WE HIRE ON AVERAGE PER SEMESTER ABOUT 30 ADJUNCT FACULTY MEMBERS FOR THE CONTENT EDUCATION PORTION.

WE HAVE ONE CONTENT EDUCATION COORDINATOR THAT IS IN THE SCHOOL OF KATE AND ALSO THEN SCHEDULES ALL THE COURSES AND MEETS WITH THE SUCCESS COACHES. THEY HAVE A PARTNERSHIP THERE THAT THEY DO COLLABORATE TOGETHER AT THIS TIME.

ON AVERAGE, 44 ADJUNCT FACULTY ARE TEACHING OUR COURSES THAT ARE OFFERED ACROSS THE DALLAS COLLEGE AND THROUGH THE ESMO CREDIT PROGRAM.

WE HAVE ONE DEPARTMENT CHAIR WHO OVERSEES THE SCHEDULING PROCESS AS WELL, AND THEN ALSO HAS THE FACULTY THAT REPORT TO THEM, THE FULL TIME FACULTY THAT ARE LISTED HERE.

I DO WANT TO STRESS OUR FULL TIME FACULTY CREDENTIALED, AND THEY ALSO ARE THE INDIVIDUALS THAT HAVE TAUGHT ABROAD.

SO THEY HAVE THE EXPERIENCE AND ALSO HAVE EVEN LEARNED A SECOND LANGUAGE THEMSELVES.

AND SO THEY HAVE THAT EXPERIENCE OF BEING A SECOND LANGUAGE LEARNER.

WE HAVE, ON AVERAGE 22 ADJUNCT FACULTY, BUT WE ALSO HIRE AS NEEDED WHEN THE DEMAND ENTAILS.

WE HAVE ONE LAB MANAGER IN THE LANGUAGE CENTER THAT OVERSEES THE SEVEN CAMPUSES.

AT THIS POINT, WE ARE EXPANDING OUR OPPORTUNITIES WITH THE LANGUAGE CENTERS THAT ARE AVAILABLE IN THE DALLAS COLLEGE.

AND THEN WE HAVE TWO LEFT SPECIALISTS THAT ARE HOUSED ON TWO DIFFERENT CAMPUSES, BUT THEN THEY ALSO ARE AVAILABLE FOR THE SEVEN CAMPUSES AS WE START INCREASING THAT PRESENCE IN THE LANGUAGE CENTERS TO SUPPORT OUR STUDENTS WITH THEIR LANGUAGE LEARNING.

SO WE WANT TO GIVE YOU A VISUAL OF THE ORGANIZATIONAL CHARTS AND.

SUPPORT STRUCTURE LOOKS LIKE FOR ENGLISH A SECOND LANGUAGE LEARNERS.

THIS FIRST ONE IS A VISUAL OF THE OPERATIONS TEAM, AND THIS IS THE TEAM OF INDIVIDUALS THAT ONBOARD, STUDENTS THAT OUTREACHES TO THIS POPULATION, BUT ALSO WORKS IN COLLABORATION WITH COMMUNITY BASED PARTNERS IN BUSINESS AND INDUSTRY TO PROVIDE INFORMATION ABOUT THE SERVICES THAT WE OFFER, AS WELL AS GOING OFFSITE AND OFFERING CLASSES AT THE OFFSITE LOCATION. IF IT IS MORE FEASIBLE FOR THE STUDENTS TO ATTEND CLASS OTHER THAN AT A DALLAS COLLEGE CAMPUS.

THE NEXT ONE IS THE STUDENT INSTRUCTIONAL EXPERIENCE TEAM, WHICH IS THE TEAM THAT GAVE YOU THE OVERVIEW OF THE DEDICATED FIVE INSTRUCTIONAL SUPPORT SPECIALISTS AS WELL AS THE INSTRUCTIONAL DESIGNERS.

AND THE ZONES.

THEN THE CONTINUED EDUCATION IS SELLING THE CREDIT IN HIS HOUSE IN THE SCHOOL OF CASE.

SO WE HAVE ONE ORGANIZATIONAL CHARGE SYSTEM STAYED WITH THE VICE PROVOST, THEN THE DEAN OF ACADEMIC AFFAIRS, THE C COORDINATOR AND THE SCHOOL OF JAY REPORTS DIRECTLY TO THE VICE PROVOST. UNDER MY LEADERSHIP, WE HAVE THE DEPARTMENT CHAIR AND THEN ALSO THE LANGUAGE MANAGER THAT'S IN THE LANGUAGE CENTER.

AND THEN IT JUST FOLLOWS THROUGH.

AND AS YOU CAN SEE, THE DIFFERENT ADJUNCT FACULTY THERE, AS WE MENTIONED, THOSE WE HIRED.

BUT THIS IS ON AVERAGE COMPANY.

WE HAVE SCHOOL APPOINTED.

THE SCHOOL OF CREATIVE ARTS.

ENTERTAINMENT DESIGN IS A SCHOOL OF.

BIG QUESTION.

YOU HAVE VICE PROVOST AT THE TIME, MR. VICE ROSE.

OH, PLEASE. OUR VICE PROVOST IS HERE.

OUR VICE PROVOST IS A HARVARD SOPHIE JONES.

[01:20:04]

I. SO THE PROGRAM MODEL AND THIS IS JUST TO GIVE YOU A HIGH LEVEL OVERVIEW OF WHAT SERVICES EACH MODEL OFFERS UNDER THE WORK WORTHY NEW MODELS.

BUT ONCE AGAIN, IT IS TUITION FREE.

WE DON'T CHARGE STUDENTS FOR ANY SERVICE THAT THEY GET UNDER THIS MODEL.

AND TO QUALIFY FOR THIS MODEL, IT IS NOT INCOME BASED.

THEY JUST SIMPLY NEED TO FILL OUT THE PAPERWORK, BE ABLE TO SET THE LANGUAGE LEARNER, AND THEY CAN TAKE ADVANTAGE OF THESE SERVICES.

SO WE SERVE INDIVIDUALS FROM BEGINNING LEVELS TO ADVANCED LEVELS.

OUR GOAL IS TO HELP THAT INDIVIDUAL BRIDGE TO EITHER CONTINUE AN EDUCATION OR CREDIT.

SO WE ALSO OFFER INTEGRATED TECHNICAL AND SUPPORTIVE RESOURCES.

THOSE RESOURCES CONSIST OF WE USE TWO WEB BASED PLATFORMS TO INTEGRATE CAREER PATHWAY SPECIFIC ENGLISH AS A SECOND LANGUAGE CONTENT TO THE TECHNICAL TRADING EXPERIENCE.

WE ALSO USE THAT TO OFFER STUDENTS A DISTANCE LEARNING OPTION.

SO IF STUDENTS ARE UNABLE TO ATTEND CLASS FACE TO FACE ON A REGULAR BASIS, THEY CAN TAKE IT AT HOME AND WE ARE STILL ABLE TO COUNT THEIR ATTENDANCE USING THIS. THE WORKFORCE PATHWAY SPECIFIC ESL CONTENT IS ALSO A PART OF THOSE WEB BASED MODULES THAT WE USE.

SO IN ADDITION TO JUST IMPROVING ENGLISH AS A SECOND LANGUAGE, THEY'RE ALSO LEARNING VALUABLE ENGLISH LANGUAGE THAT IS RELEVANT TO THE FIELD OF STUDY THEY'RE PARTICIPATING IN.

AND OF COURSE WE WORK IN COLLABORATION WITH THE SCHOOL OF CAID TO MAKE SURE THAT OUR EFFORTS BETTER ALIGN WITH THE TRANSITION FROM WORK READY YOUTH TO CONTINUE WITH ED THROUGH SOCIAL, OR IF THE STUDENT ACCELERATES AT A FASTER LEVEL, THEY ARE ABLE TO ADVANCE LEVELS AND SKIP IN SOME CASES DEPENDING ON HOW THEY PERFORM.

ALSO, OUR NEW STUDENT SUCCESS PREP COURSES ARE EMBEDDED IN EVERY STUDENT EXPERIENCE, SO WHEN THEY COME AND ENROLL AS A WORK WRITING STUDENT, THE FIRST THING WE PUT THEM IN IS A SUCCESS PREP COURSE, AND THIS IS DESIGNED TO INTRODUCE THEM TO DIGITAL TECHNOLOGY AND BETTER PREPARE THEM FOR THEIR TRANSITION INTO THE TRADITIONAL WORK WHERE THEY USE ENGLISH, A SECOND LANGUAGE COURSES, AND THE CONTINUING EDUCATION WORKFORCE ESL PROGRAM THAT WE HAVE BASIC TO ADVANCE AS WELL.

THE CUSTOMIZED COURSE SCHEDULING WILL VARY DEPENDING UPON ON THE CAMPUS.

AS I MENTIONED BEFORE, STUDENT DEMAND ON THE CAMPUSES VARIES SO THAT IT'S NOT JUST THE SAME ON EACH CAMPUSES BECAUSE WE HAVE MORE DAYTIME AND MORE EVENING ON CERTAIN CAMPUSES, AND THEN I CAN ELABORATE LATER ON THOSE.

BUT IN DOING SO, WE ALSO HAVE THE OPPORTUNITY FOR COMMUNITY MEMBERS AND INDUSTRY INDIVIDUALS WHO WANT TO OFFER LANGUAGE LEARNING FOR THEIR EMPLOYEES, AND SO THAT WE CAN ALSO USE THIS PARTICULAR PROGRAM IN ORDER TO ADJUST AND OFFER THOSE PROGRAMS TO THAT TO THE INDUSTRY, THE INTEGRATED LANGUAGE SUPPORT RESOURCES THAT WE HAVE.

WE DO ALSO WITH THE CREDIT, WE HAVE THE LANGUAGE CENTERS AND THAT THE STUDENTS ARE ABLE TO THEN GO TO THE LANGUAGE CENTERS THAT SERVE THE CREDIT PROGRAM AS WELL.

BUT NOW UNDER THE DALLAS COLLEGE, THEY SERVE ALL OF OUR SECOND LANGUAGE LEARNERS, AND THAT INCLUDES THE WORK AHEAD OF YOU AS WELL.

SO IN THE CREDIT PROGRAM, WE HAVE THE BEGINNING TO ADVANCE.

WE HAVE FOUR LEVELS OF STUDY THERE, AND I'LL ELABORATE MORE AS WE TALK ABOUT ENROLLMENT IN A LITTLE WHILE, BUT ALSO CUSTOMIZE.

AND I JUST WANT TO GIVE YOU A HEADS UP.

WE HAVE ABOUT TEN MORE MINUTES.

OKAY. GREAT. FOR THE WOMEN AND I APOLOGIZE THAT WE HAVE A LOT GOING ON.

OKAY. SO REALLY QUICKLY HAVE IN THERE AND THEN YOU HAVE THE LANGUAGE CENTER, AS I MENTIONED BEFORE, AND THEN THE BRIDGE PROGRAM.

THAT'S OUR ESOL ZERO 315 COURSE.

THAT IS OUR CORE REQUISITE THAT I JUST WANTED TO SHARE WITH YOU.

SO WE WANT TO SHARE WITH YOU THE ONBOARDING PROCESS AND HOW WE ENROLL STUDENTS IN ENGLISH AS A SECOND LANGUAGE OFFERINGS THAT WE HAVE WAS VERY CRUCIAL IN THE WORK WHERE YOU SAW WE CONDUCT INFORMATION SESSIONS JUST TO TELL STUDENTS A LITTLE BIT ABOUT THE PROGRAM, BECAUSE WE DO COLLECT INFORMATION FROM STUDENTS ON THE FRONT END AND SOMETIMES FOR ENGLISH TO SECOND LANGUAGE POPULATIONS, THAT CAN BE VERY UNCOMFORTABLE.

THE REASON WE MUST DO THIS, THOUGH, IS BECAUSE WE ARE LEVERAGING THE ADULT EDUCATION AND LITERACY DOLLARS TO FUND A LARGE PORTION OF THIS WORK.

[01:25:02]

THEY ARE ENROLLED BY A SUCCESS COACH IN THE LEVEL THAT ALIGNS WITH THEIR ASSESSMENT SCORES.

AND JUST TO HIGHLIGHT TWO THINGS OF THE ESL PROGRAM HERE, THEY DO HAVE A C APPLICATION, THEN THEY HAVE TO COMPLETE AS PART OF THE PROCESS. THEY FOLLOW THE SAME THINGS.

AND ON THE CREDIT SIDE, WE ALSO HAVE SPECIAL POPULATIONS.

COACHES FOR THE INTERNATIONAL STUDENT STUDENTS MEET WITH THE DESIGNATED SCHOOL OFFICIAL.

THAT'S A DSO. SO THAT'S ANOTHER PART OF THE COMPONENT OF THE INTAKE PROCESS.

SO THE PRE ASSESSMENT WE USE IS CALLED THE COURSES.

IT IS THE COMPREHENSIVE ADULT STUDENT ASSESSMENT SYSTEM AND IT BASICALLY TELLS US WHETHER THAT STUDENT IS BASIC, INTERMEDIATE OR ADVANCED. IN ADDITION TO THE PRE ASSESSMENT, AFTER STUDENTS RECEIVE 60 TO 90 HOURS OF INSTRUCTION AT THOSE INTERVALS, THEY ARE POST ASSESSED WITH THAT SAME INSTRUMENT TO MEASURE A SKILLS GAME.

OKAY. SORRY FOR THE CONTENT EDUCATION.

WE HAVE THE FEATURE SERIES, THAT'S THE TEXTBOOK AND THAT TEXTBOOK IS USED FOR THE SESSIONS THAT ARE OFFERED SO THAT THAT IS MINIMAL COST TO THE STUDENTS.

BUT WE ALSO USE THE UNIT TEST.

SO IT'S A COLLABORATIVE PROCESS AMONG THE INSTRUCTORS SO THAT THEY WILL ASSESS THE STUDENTS AND THEY HAVE A CP IS COMPLETED OR AN ENTITY IS NOT COMPLETELY COMPLETE, ABOUT 70% OR HIGHER SET TO THE NEXT SESSION.

IN THE CREDIT WE HAVE AQ, PLACER, ESL, AND THEN ALSO THE COURSE ASSESSMENTS ARE SIMILAR TO ANY OTHER COURSE THAT A STUDENT WOULD TAKE WITH EXAMS AND SO FORTH, AND THEY ALSO HAVE TO EARN 70% OR HIGHER TO EXIT TO THE NEXT LEVEL OF INSTRUCTION.

AND SO THE NEXT TWO SLIDES ARE BASICALLY INFORMATIONAL SLIDES TO SHOW YOU ENROLLMENT TRENDS FOR FALL FROM.

WE ALL NEED TO USE POST PANDEMIC TIMEFRAMES BECAUSE OUR ESL ENROLLMENT WAS VERY HIGH PRIOR TO THE PANDEMIC AND UNFORTUNATELY IT JUST CAME TO A SCREECHING HALT BECAUSE MANY OF THESE STUDENTS WERE NOT ABLE TO TRANSITION TO.

BUT IN AN EFFORT TO MAKE SURE THAT THAT DOES NOT HAPPEN AGAIN.

THAT IS WHY WE WERE USING THE SOFTWARE PLATFORMS AND DESIGNING CUSTOMIZED HYBRID MODELS.

SO IF STUDENTS DO NEED TO GO TO ONLINE LEARNING, THEY'RE ABLE TO PIVOT IMMEDIATELY.

AND SO THIS IS JUST FALL AND SPRING ENROLLMENTS.

TONY EVANS. ELABORATE ON THE LANGUAGE LEARNING SUPPORT THAT'S INFUSED AS A COLLABORATIVE LANGUAGE LEARNING SUPPORT.

AS I MENTIONED BEFORE, THE SPECIAL POPULATION COACHES MEET WITH THE DEPARTMENT CHAIR FROM THE SCHOOL OF CREATIVE ARTS AND DESIGN.

AND THEN TO TALK ABOUT REGISTRATION AND, OF COURSE, OFFERINGS.

AND IF WE DO NEED TO OPEN NEW SECTIONS, WE DO.

WE TRY OUR VERY BEST NOT TO TURN ANY STUDENT AWAY, OF COURSE.

AND THAT'S THE PURPOSE. THAT'S WHY WE OPEN NEW COURSES AND ALSO WHERE WE OPEN NEW COURSES THAT ALLOW STUDENTS THEN TO CONTINUE THEIR STUDY.

WE ALSO HAVE THE COLLABORATION BETWEEN THE SEED COACHES AND THE SPECIAL POPULATIONS.

AND NOW THAT WE HAVE THAT, OUR CURRICULUM COMMITTEE ALSO IS A PART OF THAT AS THEY MAKE SOME CHANGES TO THE CURRICULUM, PREREQUISITES AND THE COURSES AND THEY MEET CLOSELY WITH ALSO THE SUCCESS COACHES IN ORDER TO PROVIDE THEM UP TO DATE INFORMATION.

WE HAVE THE LANGUAGE CENTERS THAT I MENTIONED BEFORE THERE AND THEN ALSO THE LANGUAGE EXCHANGE PROGRAM.

WE HAVE AN ONLINE COMPONENT OF THAT SO THAT ALL SEVEN CAMPUSES CAN BE SERVED ON AN ONLINE ENVIRONMENT FOR THE STUDENTS TO PRACTICE THEIR ENGLISH SKILLS, BUT ALSO FACE TO FACE FORMAT FOR THOSE WHO WOULD PREFER THAT.

AND THEN CONVERSATION PARTNERS, STUDENT ORGANIZATION THAT IS OFFERED AND IT'S OPEN TO ALL THE STUDENTS AND ALL THE STUDENTS THAT WE HAVE DISCUSSED.

AND SO THIS IS JUST CONTACT INFORMATION THAT SHOWS WHAT WE PUBLISH ON OUR WEBSITE FOR STUDENTS TO ACCESS EITHER OF THE DIFFERENT PROGRAMS TO GET INFORMATION ABOUT IT.

SO FOR THE WORK READY YOU COMPONENT, WE HAVE A WORK READY EMAIL ADDRESS, BUT WE ALSO HAVE TWO HOTLINES THAT THE STUDENTS CAN CALL, AND ONE OF THE HOTLINES IS FOR SPANISH SPEAKERS AS WELL AS OUR WEBSITE.

AND JUST TO ADD AND CONTINUE EDUCATION AND ALSO THOSE WE NOW HAVE IN THE DALLAS COLLEGE AND A RESOURCE THAT'S AVAILABLE TO DIFFERENT LANGUAGES THAT ARE SPOKEN THAT SUCCESS COACHES CAN UTILIZE IN ORDER TO SUPPORT ALL THE STUDENTS AND THE LANGUAGES THAT WE SUPPORT IN THE DALLAS COLLEGE.

WHAT IS THAT RESOURCE? IT'S A PROGRAM THAT'S CALLED ONLINE SOURCES, SO IT'S ONE THAT WAS THERE WITH OUR EDUCATION PROGRAM AND SO IT IS AVAILABLE TO THEM.

[01:30:06]

SO IF YOU NEED IT, YOU CAN ACCESS AND GET THAT 1 TO 1 PERSON THAT CAN HELP AND ASSIST WITH THAT TRANSLATION OR THAT'S NEEDED.

SO WE'RE ALMOST DONE.

JUST WANTED TO GIVE YOU A SNAPSHOT OF OUR COMMUNITY OUTREACH AND ENGAGEMENT EFFORTS.

WE ACTUALLY ATTEND LARGE SCALE EVENTS THAT ARE THAT THAT ARE DESIGNED TO ATTRACT ENGLISH TO SECOND LANGUAGE LEARNERS WE PARTICIPATE IN. WE ALSO WORK WITH THE MEDIA NEWSPAPERS THAT ARE THAT TARGET ENGLISH TO SECOND LANGUAGE LEARNERS AS WELL AS TELEVISION AND RADIO.

AND THEN WE WORK WITH OUR MARKETING TEAM VERY CLOSELY TO MAKE SURE THAT WE CUSTOMIZE MATERIAL, ESPECIALLY FOR SPANISH SPEAKERS, SINCE THAT IS THE LARGER ENGLISH AS A SECOND LANGUAGE POPULATION THAT WE SERVE TO MAKE SURE THAT THE MARKETING MATERIAL WE AND USE IS IN ENGLISH AND SPANISH.

WE ALSO HAVE COMMUNITY AND INDUSTRY PARTNERS.

WE WORK WITH ASSOCIATIONS THE HISPANIC CONTRACTORS ASSOCIATION, GREATER DALLAS HISPANIC CHAMBER, GATEWAY OF GRACE, AS WELL AS. OUR UNIVERSITY PARTNERS TO MAKE SURE THAT STUDENTS HAVE THE ABILITY TO TRANSITION FROM AS BASIC LEVEL TO ADVANCED AND GET A BACHELOR'S DEGREE, IF THAT'S WHAT THEY'D LIKE TO DO.

THE COMPLETE NAME IS REGIONAL HISPANIC CONTRACTORS ASSOCIATION.

YES, MA'AM. I'M.

AND SO I'LL ALLOW DIANA TO CLOSE THIS OUT WITH NEXT STEPS.

THE NEXT STEPS THAT WE HAVE BEEN VERY FORTUNATE TO COLLABORATE.

WE DO HAVE A SOCIAL ALIGNMENT LANGUAGE LEARNING INITIATIVE.

AND IN THAT WE ARE LOOKING AT THE CURRICULUM AND ALIGNING THE CURRICULUM.

WE'RE HAVING CONVERSATIONS ALSO ABOUT ASSESSMENTS.

AND ALSO WE HAVE INDIVIDUALS WHO ARE DOING RESEARCH AND BENCHMARKING OF OTHER SOCIAL PROGRAMS. WE'LL CONTINUE THE WORK WE HAVE DONE, AND WE'RE DOING CROSSWALKS IN ORDER TO ENSURE EVENTS.

AS I MENTIONED BEFORE, FOR THE STUDENTS NOT TO HAVE TO RETEST BUT ACTUALLY MOVE FROM ONE PROGRAM TO ENTER THE OTHER OR HOWEVER TIME IT IS FOR ENTRY POINTS.

AND THAT'S WHAT WE'RE IDENTIFYING AT THIS POINT, THAT THERE IS A COMMITTEE MEMBERS AND THESE COMMITTEE MEMBERS ARE COMPRISED OF ALSO STUDENT SUCCESS.

ALSO, ART, WE HAVE FACULTY SERVING ON THIS COMMITTEE AND THEN ALSO WE HAVE PARTNERS WITH WORK GRADING YOU AND ALSO OUR ESL PROGRAM.

THANK YOU BOTH.

I APPRECIATE THE VOLUME AND THE IMPACT OF THE PROGRAMS. THANK YOU FOR THE TIME FRAME WORK.

DO YOU HAVE TIME FOR A COUPLE OF LITTLE QUESTIONS? SURE. SURE. WHAT IS THE NUMBER OF STUDENTS THAT IS INVOLVED IN ALL OF THESE PROGRAMS THAT HAVE TO DO WITH THE LANGUAGE? WHAT IS THE NUMBER FOR THE FALL? I WOULD SAY TO YOU THAT THOSE ARE THE ONES THAT WE'RE GOING TO GET INTO THE AREAS.

I CAN TELL YOU FOR THE CONTINUING EDUCATION PROGRAM AT THIS POINT SO THAT I CAN SEE THOSE THE DIFFERENT SECTIONS IN THE AMOUNT THROUGH THE CONTENT EDUCATION PROGRAM. WE HAVE 19 1927 STUDENTS FOR THE ESL CREDIT PROGRAM.

WE HAVE AT THIS TIME 2246 STUDENTS.

OKAY. AND THAT'S THERE'S A THIRD CATEGORY.

THAT'S IT. SO THE WORK FOR THE WORK READY? IT'S ON THE REAL. IT'S ON ME.

IT'S ON THE SLIDE FOR FALL 2022.

AND THIS IS NOT A COMPLETE NUMBER BECAUSE WE HAVE WE ENROLL STUDENTS LATER IN THE SEMESTER, BUT RIGHT NOW WE HAVE 1000 HUNDRED FOUR FOR FALL 2022. OKAY.

I JUST WANTED TO PAY A SCENARIO.

I WAS AT A CONFERENCE.

I WAS TALKING ABOUT COMMUNICATING IN ENGLISH.

I TALKED TO AN HR PERSON FROM T.I WHO SAYS THEY'RE HAVING DIFFICULTY GETTING PEOPLE WHO ARE TECHNOLOGICALLY VERY WELL TRAINED.

BUT WHEN THEY'RE TRYING TO EXPLAIN EQUIPMENT TO OTHER PLACES WHO BOUGHT THEIR EQUIPMENT, THESE PEOPLE, ALTHOUGH THEY'RE ENGLISH SPEAKERS, ARE UNABLE TO HELP TRAIN THE OTHER PEOPLE BECAUSE THEIR COMMUNICATION SKILLS ARE SO BAD, THEY'RE USING VIRTUAL CLASSES.

SO THE OTHER PERSON IS SEEING THE SAME THING THEY'RE SEEING AND THEY'RE TRAINING THEM ON THESE MACHINES OR EQUIPMENT.

BUT OUR STUDENTS ON THIS SIDE ARE UNABLE TO ACTUALLY TEACH WELL BECAUSE THEY DON'T HAVE THOSE COMMUNICATION SKILLS.

AND I SEE THAT AS SOMETHING IN THE FUTURE THAT WE'VE GOT TO ADDRESS.

AND IT ISN'T HAVING TO DO WITH ANOTHER LANGUAGE.

IT'S ACTUALLY JUST ENGLISH.

[01:35:02]

THANK YOU. OH, THANK YOU.

AND NOW I HAVE A REQUEST FOR SOME INFORMATION.

OKAY. KNOW.

TOTAL ENROLLMENT NUMBERS FOR THE CAREER CONNECTED ONE AND.

SURE I'D LIKE TO.

TEACH. HOW MANY OF THEM? OH, I GOT YOU THERE.

SHE'S SURE? I'M SURE IT IS.

THREE 5540 MY WATCH AND ESCAPE REPORTS COMMITTEE.

TRUSTEE IS NOW THE GERMAN.

* This transcript was compiled from uncorrected Closed Captioning.