[1. Certification of Notice Posted for the Meeting]
[00:00:02]
THE ESSENCE OF A THOUGHT AND WHO OFFERED IT AND WHAT WAS DECIDED AS A GROUP.
>> I THINK THAT'S A POINT WELL TAKEN.
WE HAVE FOLKS CAPABLE AND DEDICATED TO TAKING NOTES.
THEY ON'T GET EVERYTHING THAT IS SAID AND IT'S NOT INTENDED TO BE.
[A. 2019 Fall Enrollment Update Presenters: Justin Lonon, Giles Hawkins]
THAT'S SHARE.>> THIS OPEN MEETING OF THE BOARD OF TRUSTEES IS AUTHORIZED IN ACCORDANCE WITH TEXAS GOVERNMENT CODE 551.001 THROUGH 551.146.
VERIFICATION OF NOTICE OF MEETING AND AGENDA ARE ON FILE IN THE OFFICE OF THE CHANCELLOR PER TEXAS GOVERNMENT CODE 551.1282, THIS MEETING IS BEING BROADCAST OVER THE INTERNET IN THE MANNER PRESCRIBED BY TEXAS GOVERNMENT CODE 551.128.
>> I CERTIFY THAT THE NOTICE FOR THIS MEETING WAS POSTED ACCORDING TO TEXAS GOVERNMENT CODE 551.054.
THE COMMITTEE PRESENTATION ON THE UPDATES.
THIS IS HE TIME OF YEAR WE TYPICALLY SPEND TIME TOGETHER LOOKING AT ENROLLMENT AND ENROLLMENT TRENDS.
AND THEY CHANGED THE LANGUAGE.
>> WE DON'T HAVE TO DO THAT NOW.
>> M. BRAVO: I DON'T KNOW WHO CHANGED IT.
THE NEW LANGUAGE SAYS I HAVE CONFIRMED THAT VERIFICATION OF THE MEETING --
>> D. ZIMMERMANN: THE AGENDA NEEDS TO BE UPDATED.
>> CHAIR D. FLORES: WHEN WAS THAT CHANGE MADE AND WHY?
>> M. BRAVO: IT WAS A TIME IT WAS --
>> CHAIR D. FLORES: ARE WE GOING TO GO THAT WAY FOR NOW ON?
>> M. BRAVO: THAT'S WHY I PAUSED.
>> I CERTIFY THERE ARE THREE EXCITING CONVERSATIONS AND PRESENTATIONS IN THIS COMMITTEE.
WE TYPICALLY LOOKING AT FALL ENROLLMENT AND TREND.
WE'RE STILL ANALYZING THOSE AND WILL CONTINUE WITH THE OLLEGES.
AND ADDING A SLICE OF SUCCESS IN TERMS OF LOOKING AT THE SUCCESS POINTS AND HOW THE STATE JUDGES US.
AND THEN SOME OF THE THIS PRESENTATION WILL GET INTO DUAL CREDIT, WHICH LEADS TO THE SECOND PRESENTATION AND THE SPECIFIC EXAMPLE AND THE THIRD ONE WE'RE DOING TODAY.
STARTING WITH ENROLLMENT, YOU WILL SEE THE TREND OVER THE LAST SEVERAL YEARS AND ENROLLMENT CONTINUES TO GROW.
ENROLLMENT IS UP ABOUT NEARLY 3.5% OVER LAST FALL AND NEARLY 13.5% OVER THE LAST FIVE YEARS OR SO.
SO I THINK THIS KIND OF SEEMS TS TO THE WORK AND FOCUS WE'VE CONTINUED TO BE INTENTIONAL ABOUT OUTREACH AND THE PROGRAMS THAT WE'RE OFFERING.
>> CHAIR D. FLORES: WOULD YOU ATTRIBUTE THE INCREASE TO THE [INDISCERNIBLE] OR NEW STUDENTS OTHER THAN THOSE TYPES OF COMING IN?
>> YOU WILL SEE IN A MINUTE THERE IS A PORTION THAT COMES FROM EARLY GROWTH COLLEGE HIGH SCHOOLS AND DUAL CREDIT.
AS WE LOOK AT SPECIFIC COLLEGES AND THE REGIONS, WE'LL SEE AS NEW COLLEGES HAVE COME ONLINE THAT HAS CONTRIBUTED TO THE SUPPORT OF THE GROWTH.
SEVERAL THOUSAND STUDENTS THERE.
>> SO ON THIS SLIDE, IT GIVES A SNAPSHOT BY COLLEGE WHERE THERE HAS BEEN SHIFT AND GROWTH.
AS YOU CAN SEE, CERTAINLY WITH EL CENTRO, DOUBLE DIGIT GROWTH.
MOUNTAIN VIEW AND CEDAR HILL, SIGNIFICANT GROWTH.
RICHLAND ALSO IS UP AND SHOWS POSITIVE AND SO THAT BULLET POINT TO THE LEFT SHOULD REFLECT POSITIVE GROWTH OF RICHFIELD.
NORTH LAKE SHOWS A SLIGHT DECLINE.
THE OTHER THING, BY THE TIME THE SEMESTER IS OVER, WE ANTICIPATE
[00:05:01]
THAT WE'LL SEE POSITIVE GROWTH ACROSS-THE-BOARD BECAUSE OF THE FLEX TERMS GOING ON.WE EXPECT THERE WILL BE POSITIVE GROWTH THERE.
THEN WHEN WE LOOK AT RETENTION, THIS SHOWS THAT WHERE WE'VE HAD A DROP IN OUR RETENTION EFFORTS, AND AS GILES, FALL ETENTION HAS DROPPED ACROSS-THE-BOARD.
IT SHOWS IT'S A TREND WE'RE ALL HAVING TO ADDRESS AND FACE.
>> CHAIR D. FLORES: WE DON'T KNOW HY?
>> I THINK YOU CAN SPECULATE MORE PEOPLE ARE WORKING CURRENTLY.
SO THEY MAY NOT BE GOING TO SCHOOL RIGHT NOW.
THE NEXT SLIDE LOOKS AT DEMOGRAPHICS AND CONTINUING TRENDS WITH THE DRAMATIC GROWTH IN THE HISPANIC POPULATION AND SOME DECLINES IN OTHER POPULATIONS.
>> CHAIR D. FLORES: NOW THE NATIVE HAWAIIAN/PACIFIC ISLANDER, NOT A MISTAKE? DROPPED BY 41%?
>> D. ZIMMERMANN: IT'S LIKE FOUR PEOPLE.
>> I CAN GET YOU THE EXACT NUMBER BUT IT'S SMALL.
>> ARE WE CLASSIFYING INTERNALITIES STUDENTS?
NOT JUST SOMEBODY WHO HAPPENS TO BE BORN IN A FOREIGN COUNTRY AND MOVED HERE.
>> CHANCELLOR MAY: THERE IS A COUPLE OF DIFFERENT WAYS WITH THE I-20.
THERE ARE CASES WE WOULD NOT NECESSARILY K KNOW.
THEN THEY WOULD HAVE TO SELF-REPORT.
THIS IS INDICATING THERE HAS BEEN A DROP IN EVERYTHING BUT HISPANIC AND ASIAN/PACIFIC ISLANDERS.
AND ASIAN PACIFIC ISLANDERS, THAT'S A PRETTY SMALL TOO, ISN'T IT?
>> C. COMPTON: ANY INDICATION WHY?
>> I THINK WHAT WE'RE DOING IS MORE ACCURATELY REFLECTING THE STUDENTS COMING OUT OF K-12 WITH THE DISTRICT.
>> C. COMPTON: WHEN YOU SAY WIN WITHIN THE DISTRICT?
>> CHANCELLOR MAY: DALLAS COUNTY.
BECAUSE WE'VE ALSO AT THE SAME TIME SEEN THE AVERAGE AGE DROP.
>> VICE CHAIR W. JAMESON: IT'S MORE ALIGNED.
THE DALLAS COUNTIES PROMISE ALMOST PERFECTLY MIRRORS THE SCHOOL DISTRICTS THEY SERVE.
>> WHEN WE LOOK ACROSS THE COUNTY AND THE AREAS GEOGRAPHICALLY WHERE THERE HAS BEEN SHIFTS, YOU CAN SEE THAT THE LARGEST IS THE ZIP CODES IN THE SOUTHERN SECTOR.
WHERE THERE IS ORE OF A DECLINE IS IN THE MESQUITE AREA, THAT SHOWS HERE WE'RE DRAWING FROM.
>> DECLINING POPULATIONS AND ZIP CODES AROUND SOME OF OUR SCHOOLS.
>> THERE IS ZIP CODES MISSING IN THE DISTRICT.
THIS DOESN'T SHOW ALL F OUR ZIP CODES.
>> KIND OF THE HIGHLIGHTS AND BIG MOVEMENTS.
AND THEN AGAIN LOOKING AT MORE DETAIL, LOOKING BY AGE.
KIND OF THE CONVERSATION WE WERE SPEAKING TO A MINUTE AGO.
AREAS OF GROWTH, DOUBLE-DIGIT GROWTH WITH THE OLDER POPULATION OF STUDENTS AS WELL.
>> THAT SOMEWHATS EXPLAINS RELATIVELY SLOW GROWTH IN THE COLLEGE-AGED FOLKS.
THAT POPULATION ISN'T GROWING FAST.
>> NEXT SLIDE LOOKS AT SUBJECT AREAS.
AND WHERE WE CAN SEE THAT THERE
[00:10:02]
HAS BEEN SOME DRAMATIC GROWTH IN ENROLLMENT.SOME ARE AREAS WE'VE TALKED ABOUT BEFORE IN PREVIOUS PRESENTATIONS.
CERTAINLY THE GROWTH IN ALLIED HEALTH AND SOME OF THE MORE BUSINESS-FOCUSED AREAS.
[B. Network Approach to Dual Credit and Early College High School Expansion Presenters: Anna May, Justin Lonon, LaQuesha Foster]
WE'VE SEEN IN LIKE DEVELOPMENTAL MATH AND READING, WE'VE SPENT TIME TALKING PREVIOUSLY ABOUT THOSE DEPARTMENTS.>> A LOT OF THESE ARE CHANGES WITHIN HOW WE'RE DOING THINGS.
WE'VE MOVED DEVELOPMENTAL MATH AROUND SLIGHTLY.
BUT WE'LL SEE IT PICKED UP OTHER PLACES.
THE ENROLLMENT ISN'T JUST GOING AWAY.
>> M. BRAVO: WHAT IS OFFICE OCCUPATION, 131% INCREASE THERE.
THAT IS LIKE WORD, EXCEL, AND COMPUTERS AND THAT SORT OF THING.
>> ILES WILL TALK ABOUT DUAL CREDIT AND THE NEXT PRESENTATION GETS INTO MORE SPECIFIC DETAILS.
GOES ALONG WITH OUR EARLIER CONVERSATION WHERE WE'VE SEEN GROWTH AND DUAL CREDIT.
>> JUST INCREDIBLE GROWTH IN DUAL CREDIT.
WHEN YOU SEE IT ON THIS CHART, OBVIOUSLY, THE NUMBER HAS DOUBLED OVER THE LAST FIVE YEARS.
A LOT OF THAT IS IN PART DUE TO THE ECH STUFF AND P TAX AND ALL SORTS OF NEW FORMULAS FOR CREDIT.
>> THAT SHOWS THE POSITIVE IMPACT OF THE BOARD'S INVESTMENT IN THESE AREAS.
>> AND THEN DUAL CREDIT BY TYPES.
THE ONE IN THE CENTER IS REGULAR HIGH SCHOOL STUDENTS.
AND THE RICHLAND CHARTER SCHOOL.
>> CHAIR D. FLORES: HOW MANY SCHOOLS ARE WE IN DUAL CREDIT VERSE EARLY COLLEGE AND P-TECH? DUAL CREDIT.
>> JUST DUAL CREDIT? MAY BE IN THE NEXT PRESENTATION.
WE'LL ANSWER WHEN SHE GETS UP HERE.
THIS THOSE A PORTION OF EACH COLLEGE'S ENROLLMENT THAT IS THE DUAL CREDIT STUDENTS.
>> CHANCELLOR MAY: THE DUAL CREDIT PIECE, THE LIGHT GREEN INCLUDES FOR THE COLLEGE HIGH SCHOOL, P-TECH, EVERYTHING.
WHEN WE GO TO PAGE 10, YOU ARE SEPARATING THE EARLY COLLEGE --
WHAT PERCENTAGE OF THE TOTAL ENROLLMENT S DUAL CREDIT.
>> VICE CHAIR W. JAMESON: WE'RE GOING TO TALK ABOUT DUAL CREDIT AND OTHER THINGS LATER.
THERE IS A REAL INCENTIVE FOR K-12 TO BE IN THIS SPACE.
THEY GET EXTRA FUNDING FOR THIS.
>> CHAIR D. FLORES: WHICH IS AN INCENTIVE FOR THEM TO HAVE MORE STUDENTS AND DUAL CREDIT WHICH WILL IMPACT US FOR THOSE IN ACCOUNTING.
>> VICE CHAIR W. JAMESON: WE PASSED $1.1 BILLION BONDS --
>> CHAIR D. FLORES: WE HAD SOME VISION THERE, HUH?
>> SO PROMISE, WE'VE GOT ONE COHORT ALL THE WAY THROUGH THE FIRST ACADEMIC.
IT'S SUBSTANTIALLY LARGER THAN COHORT ONE.
THE VERY GOOD THING IN THIS, WE SAW A RETENTION RATE OF 60% FROM FALL TO FALL WITHIN COHORT ONE.
>> CHANCELLOR MAY: I THINK THIS IS THE CORRECT.
THE STUDENTS STUDENTS ARE DIFFERENT FROM THE EARLY COLLEGE AND -TECH.
THESE ARE MUCH LESS LIKELY TO HAVE ANY DUAL CREDIT WHEN THEY COME WITH A PROMISE.
THEY PROBABLY HAVE A [INDISCERNIBLE] THAT TRACKS.
THE SUCCESS WITH THIS GROUP IS REMARKABLE IN THAT THEY DIDN'T TAKE ADVANTAGE OF SOME OF THE OTHER OPPORTUNITIES.
>> I THINK THAT'S FAIR AND REPRESENTS TO A SUCCESS WITH SOME WRAP-AROUND ERVICES LIKE SOME OF THE CASE MANAGEMENT ADVISING AND THINGS.
>> CHANCELLOR MAY: WE'RE REACHING MUCH DEEPER INTO THE POPULATION, PARTICULARLY THE DALLAS COUNTY PROMISE.
CHANGING THEIR MINDS AND GETTING THEM IN COLLEGE AND THEY WEREN'T HEADED THIS WAY.
>> CHAIR D. FLORES: FOR THE PROMISE STUDENTS YOU SAID THEY HAD 60% RETENTION ON AVERAGE.
WHAT IS THE RETENTION OF THE REGULAR POPULATION?
AND THEN THE NATIONAL BENCHMARK WAS AT 52 I THINK IT WAS.
[00:15:01]
>> CHANCELLOR MAY: IT'S WORKING AT ALL LEVELS AND WE CONTINUE TO REFINE THAT.
>> IS THE VARABILITY A FUNCTION OF THE SCHOOL DISTRICT PARTNERSHIPS?
>> CHANCELLOR MAY: IT'S A GEOGRAPHY ISSUE.
BECAUSE CERTAIN PROGRAMS ARE ONLY OFFERED AT CERTAIN LOCATIONS.
IT DOESN'T MATTER WHERE DO YOU LIVE IF YOU WEREN'T -- LIKE DENTAL HYGIENE OR ALLIED HEALTH, YOU HAVE TO GO TO THE PLACE WE HAVE IT.
OTHERS, AND THIS IS PARTLY WHY WE'RE MAKING THE CHANGE.
IF THEY DOING THAT, THEY STILL WANT TO TAKE AS MANY COURSES AS CLOSE TO HOME AS THEY CAN.
I THINK THAT'S PART OF WHY WE SEE STUDENTS GOING TO DIFFERENT INSTITUTIONS AT THE SAME TIME.
>> ROLL IT OUT FROM THE SOUTHERN SECTORS FIRST.
>> CHANCELLOR MAY: WE STARTED IN THE POOREST PERFORMING SCHOOLS IN DALLAS COUNTY.
AND THAT TENDED TO BE MORE SOUTH.
AND WE HAVE ARE WORK ARE WAY NORTH.
>> WHY IS MOUNTAIN VIEW SO SUCCESSFUL? THEY ARE ARE RUN OF THE SMALLEST CAMPS?
>> CHANCELLOR MAY: I WILL SAY THE ONE THING THAT MOUNTAIN VIEW DID EARLY ON WAS TO GO INTO THE HHHHIGH SCHOOLS AND REGISTER ON SITE.
>> C. COMPTON: A LOT OF THE THINGS THAT HAPPENED WITH MOUNTAIN VIEW WAS THAT THEY WERE ONLY WORKING WITH CERTAIN HIGH SCHOOLS.
THEY WERE NOT SERVICING ALL OF THE HIGH SCHOOLS IN THE AREA.
NOT EVEN THE SERVICE AREA, WHICH BASICALLY CAUSED SOME OF THE THAT IMBALANCE.
AND THAT'S WHY I WAS ASKING ABOUT SOME OF THESE OTHER NUMBERS.
BECAUSE I HOPE THIS IS NOT HAPPENING ONCE AGAIN.
WHERE OUR RECRUITMENT AND MARKETING DOLLARS ARE NOT BEING FAIRLY OR EVENLY APPLIED ACROSS-THE-BOARD TO REACH ALL STUDENTS IN DALLAS COUNTY, REGARDLESS OF WHERE THEY ARE LOCATED.
I MEAN, THAT IS CERTAINLY GOOD CONSIDERATION TO BE MINDFUL OF.
AS IT RELATES TO THE PROMISE, REALLY, MOUNTAIN VIEW IS A GREAT EXAMPLE OF THE HUSTLE AND THE OUTREACH THE SIDEWALK-LEVEL OUTREACH THAT HAS GONE ON IN THE COMMUNITY AND SCHOOLS.
YOU MENTIONED GRAND PRAIRIE, THE GEOGRAPHIC ASPECT AND EARLY SUPPORT OF GRAND PRAIRIE DIVING IN HEAD FIRST ALL THE WAY.
HAVING GOOD PARTNERS HAVE MADE A BIG DIFFERENCE.
>> VICE CHAIR W. JAMESON: DUNCAS GOT TO BE ONE OF THE LARGEST HIGH SCHOOLS.
>> THE SUPERINTENDENT IS A GREAT GUY AND WORKS CLOSELY WITH US.
JUMPING OFF INTO SUCCESS POINT CATEGORIES.
>> AS A REFRESHER, THESE ARE THE CATEGORIES THAT WE'RE AWARDED BY THE STATE AND THESE REPRESENT MOMENTUM POINTS FOR STUDENTS.
WHEN THEY PASS ONE OF THESE MARKERS, WE PICK UP A SUCCESS POINT.
THIS TELLS YOU THE CHANGE FROM 2017 TO 2018.
EVERYTHING IS UP EXCEPT FOR THE TSI WRITING.
THERE ARE REASONS IN THE WAY WE TEACH.
WE ALIGNED READING AND WRITING, DO THE COREQUISITE STUFF.
IT DOESN'T REPRESENT A CONCERN.
>> POINT AND THE VALUES AND [INDISCERNIBLE] PERIODICALLY.
IF YOU LOOK AT THIS CHANGE, THE PERCENTAGE ACROSS ALL 50 DISTRICTS IN THE STATE OF TEXAS 7% INCREASE.
IF YOU LOOK AT THIS, CLEARLY, WE'RE OUTPACING WHAT'S HAPPENING ELSEWHERE.
>> CHAIR D. FLORES: GO BACK TO SLIDE 13.
WE'RE WORKING WITH OTHER SECTOR HIGH SCHOOLS, IS THAT CORRECT? THE DALLAS PROMISE IS ROLLED OUT.
[00:20:01]
GROUP.>> THEY ARE PRESSING FOR 00% OF THOSE KIDS TO SIGN UP.
>> CHAIR D. FLORES: NOT NEGLECTING ANYBODY.
>> WE'VE LOOKED AT A VERSION OF THIS BEFORE.
IF WE TAKE THE NUMBER OF SUCCESS POINTS AND DIVIDE IT BY THE ANNUALIZED FTE, WE LOOKED AT THE EASTFIELD PRESENTATION, THEY MOVED UP TO 3.7.
>> POSITIVE SHIFTS AS IT RELATES TO EASTFIELD AND MEASURES THAT THEY HAVE WORKED ON, BOTH AROUND SCHEDULING AND AROUND CASE MANAGEMENT APPROACHES.
AND RICHLAND, MOUNTAIN VIEW AND NORTH LAKE HAVE SEEN POSITIVE MOVEMENT IN THIS VIEW AS WELL.
>> CHANCELLOR MAY: I MENTIONED THE BALANCING OF THE POINTS AS THERE STATE, THE CRITICAL FIELDS AREA AS WELL.
WE'LL SEE WHAT THEY DO GOING FORWARD.
>> CHAIR D. FLORES: WHAT YOU MEAN BY THAT FOR EXAMPLE, IF EL CENTRO OFFERS PROGRAMS IN CRITICAL FIELDS.
>> CHANCELLOR MAY: DESIGNATED BY THE COORDINATING BOARD.
YOU GET MORE POINT IN A CRITICAL FIELD THAN A GRADUATE IN A GENERAL.
>> D. ZIMMERMANN: THAT'S ONLY FAIR.
AT THE POINT YOU HAVE LIMITED ACCESS FOR THE STUDENTS BECAUSE YOU CAN ONLY HAVE SO MANY STUDENTS IN A CRITICAL PARTICULAR, WE CAN GO TO DENTAL OR NURSING.
YOU CAN'T HAVE AS MANY STUDENTS IN --
>> CHANCELLOR MAY: IT COULD BE SOME OF THE SCIENCES, NATURA-
IT'S REALLY WHAT IS IT MARKET BASE.
WHERE ARE THE GAPS THAT EXIST IN THE LOCAL LABOR MARKET.
>> WE'LL TAKE ANOTHER VIEW HERE IN A MINUTE.
>> CHAIR D. FLORES: IT'S GOOD TO SEE WE'VE HAD SOME MOVEMENT UPWARD.
>> VICE CHAIR W. JAMESON: THE ABOVE 12 PERFORMING DISTRICTS --
>> THIS IS WHY WE'RE MAKING THE CHANGES WE'RE MAKING.
>> IF YOU LOOK AT IT THROUGH THAT LENS, THERE ARE OTHER FACTORS WE WANT TO CONSIDER WHEN WE EVALUATE THESE THINGS.
IN TERMS OF SUCCESS POINT DOLLAR VALUE, CONSIDERABLY POINT ARE INCREASES AT 7.5% ANNUALLY.
WE HAVE YEAR OVER YEAR, 17 TO 18 INCREASED 9.5%.
SIGNIFICANT GROWTH IN HE NUMBER OF SUCCESS POINTS AND NUMBER OF DOLLARS ASSOCIATED WITH THEM.
>> CHAIR D. FLORES: SO EXPLAIN THAT A LITTLE BETTER.
BECAUSE WE'RE PERFORMING BETTER THAN THE AVERAGE, YET SOME OF OUR COLLEGES ARE NOT BETTER THAN THE AVERAGE AS COMPARED TO THE 50.
>> CHANCELLOR MAY: WE'RE MAKING UP IN OTHER AREAS.
>> ALL COLLEGES ARE MOVING AT 7.5% AVERAGE.
SO YOU HAVE TO BEAT THAT AVERAGE.
>> CHANCELLOR MAY: IN ORDER TO DO THAT.
AND I WOULD SAY, OUT OF FAIRNESS, WE ONLY STARTED LOOKING AT THE SUCCESS POINTS ABOUT FOUR YEARS AGO. EVEN THOUGH THEY HAVE BEEN IN EXISTENCE SINCE 2012 OR ALONG THAT LINE, WE DIDN'T BREAK IT OUT.
AND WE FUNDED THE COLLEGES BASED ON A DIFFERENT MODEL ALTOGETHER WITHOUT CONSIDERATION OF THIS.
THIS HAS BEEN ABOUT FOUR YEARS WORTH OF LEARNING.
A LOT OF THE WORK THAT'S GONE ON, HILE WE'VE DONE GOOD WORK, THE FOCUS HAS BEEN OVER THE LAST FOUR YEARS.
>> JUST THE INCREASE IN THE 86 LEGISLATURE WENT FROM $171.56 TO 20 3.$03 IF YOU TOOK THE NUMBER OF POINTS AWARDED THIS LAST FISCAL YEAR, AND DID THE MATHS, YOU HAD BE AT 3.$7 MILLION WITHOUT INCREASING THE NUMBER OF OINT.
THIS IS A SIGNIFICANT PEG FOR US ECONOMICALLY.
TO DRILL DOWN A LITTLE FURTHER OF THE CONVERSATION ABOUT WHAT WE DO HERE OCALLY AND THE DECISION AND THE INVESTMENT THAT THIS BOARD HAS MADE IN TAKING
[00:25:03]
THE STATE'S PERFORMANCE POINTS, AND REGIONALIZING THOSE,SE LOOKG AT THE AREAS OF FOCUS AND NEED USING OUR OWN INTERNAL FUNDING ALLOCATION TO AWARD ACTIVITY BEYOND THE STATE PIECE OF THIS.THIS YOU LOOK AT WHERE EL CENTRO AND CEDA CEDAR VALLEY WERE ON TE PREVIOUS SLIDE.
THIS SHOWS WE INVEST IN SOME OF THOSE AREAS AND SOME OF THOSE PROGRAMS THAT MAYBE THE STATE DOESN'T THINK OF AS A HIGH DEMAND.
THAT IS IMPORTANT REGIONALLY SO WE ON THIS BOARD HAVE MADE A DECISION THAT WOULD BE AN AREA THAT WOULD BE HIGH DEMAND.
SO THIS SHOWS T THE REWARD FROMA FINANCIAL STANDPOINT. THAT'S PART OF THE ALLOCATION MODEL.
>> CHANCELLOR MAY: RIGHTLY SO.
LET'S ACKNOWLEDGE THE STATE'S SUCCESS POINTS ARE IMPERFECT IN TERMS OF DRIVING US IN THE DIRECTION.
FOR EXAMPLE WE HAVE IDENTIFIED CRITICAL FIELDS THAT HERE LOCALLY THAT THE STATE DOESN'T RECOGNIZE AND Y YET ARE ESSENTIL TO OUR ECONOMY.
WE WANT TO ENCOURAGE EXPANSION AND GROWTH.
SOME OF THOSE BEING SHORT-TERM CERTIFICATES.
IF YOUR CERTIFICATION IS LESS THAN 30 HOURS IN LENGTH, YOU WILL NEVER TO GET TO 30 HOURS SUCCESS POINT, YOU WON'T HIT THE BENCHMARK.
AND JOHN, I DON'T RECALL HOW MUCH ADDITIONAL DOLLARS, HOW MANY MILLIONS, 30 -- $50 MILLIO.
I THINK WE GET ABOUT 7 MILLION OR SO FROM THE STATE.
AND SO WE ADD THEM ANOTHER $50 MILLION TO THAT POT.
SO THIS IS WHAT YOU ARE SEEING HERE.
>> SEVERAL OF US HAD THE OPPORTUNITY TO HEAR THE COMMISSIONER YESTERDAY DESCRIBING THE CHANGES IN THE STATE PUBLIC EDUCATION ACCOUNTABILITY SYSTEM FROM THE LAST LEGISLATIVE SESSION.
AND ALSO POINTING TO DALLAS AND THINGS THAT HAVE BEEN HAPPENING IN NORTH TEXAS OF WHAT SHALL HAPPEN ELSEWHERE AS AN EXAMPLE.
THIS DISCUSSION ABOUT SUCCESS POINTS AND HOW THEY ARE EARNED AND THAT TYPE OF THING, IT SOUNDS IKE WE'RE A WHERE THE STATE ACCOUNTABILITY SYSTEM WAS 10 YEARS AGO.
IN TERMS OF STUDENT SUCCESS, FLAT FOR THAT HOLE PERIOD OF TIME.
WHEN THE STATE DECIDED THEY WERE GOING TO GOING TO CREATE ACCOUNTABILITY AND FOCUS ON TEACHERS.
AND THEIR PERFORMANCE IN THE CLASSROOM.
HAVE WE STARTED TO SEE THE GAINS IN OUR PUBLIC EDUCATION SYSTEM IN TEXAS THAT WE'RE SEEING NOW? DO WE NEED TO BE-- REALLY THINK WE CAN IMPROVE OUR SUCCESS POINT AND LIFT 4 OF OUR SEVEN CAMPUSES THAT ARE IN THE -- LOWEST PERFORMING WITHOUT CHANGING THE WAY THAT WE COMPENSATE OR REWARD EXCELLENCE IN TEACHING AND MAYBE STAFF SUPPORT.
>> VICE CHAIR W. JAMESON: I THINK THEY ARE ALL RELATED.
AND I THINK IT'S A WHOLE MATRIX.
AND A LOT OF THE WORK IS NOT -- THE CHALLENGES ARE NOT IN THE CLASSROOM.
THE CHALLENGES MANY TIMES ARE -- WITH TRANSPORTATION, WRAP-AROUND SERVICES AND OTHER THINGS TO MEET THE NEEDS.
BUT YOU ARE CORRECT WE'RE LOOKING AT THE -- WHAT CAN WE DO TO REALLY HELP AS WE HIRE AND BRING ON BOARD NEW FACULTY, PARTICULARLY, MAKE SURE THEY ARE OF THE QUALITY WE NEED IN THE CLASSROOM.
WE'RE TALKING RIGHT NOW ABOUT THE -- WE GIVE OUR NEWLY-HIRED FACULTY 20% RELEASE TIME FOR PROFESSIONAL DEVELOPMENT.
WE'RE LOOKING AT HOW DO WE USE THAT YOUR QUESTION?
>> P. RITTER: IT DOESN'T GET TO THE POINT OF REWARDING PEOPLE WITH DOLLARS FOR EXCELLENCE RESULTS.
THIS IS -- THEY DON'T SEE COLLEGE'S BENEFIT OF POINTS GOING UP AND DOWN.
>> D. ZIMMERMANN: I'M ALWAYS CONCERNED WITH KEEPING THINGS -- I DON'T WANT AN INSTRUCTOR TO TEACH TO THE TEST BECAUSE THAT IS SO LIMITED AND DOES NOT HELP THE STUDENT.
THAT MIGHT NOT BE A QUESTION THEY EVER HAVE TO ANSWER.
BUT THAT'S THE ONE THEY NEEDED FOR THAT TEST TO GET THE PERFECT
[00:30:03]
SCORE.IF WE'RE EDUCATING, IT SHOULD BE AN ENTIRE COMPLETE LOOK AT THE TOPIC INSTEAD OF WHAT ARE WE GOING TO HAVE ON THE TEST BECAUSE THERE IS 14 QUESTIONS THAT HAVE TO BE ANSWERED CORRECTLY.
SO THERE HAS GOT TO BE A BALANCE BECAUSE TEACHING TO A TEST SO YOU CAN GET A SUCCESS POINT MIGHT NOT BE WHAT BENEFITS THE STUDENT FOR THEIR NEXT JOB OR MAYBE EVEN A QUALITY OF LIFE QUESTION.
>> CHAIR D. FLORES: WE DON'T HAVE STANDARDIZED TESTING.
>> D. ZIMMERMANN: WELL, AS FAR AS SUCCESS POINT THERE'S GOT TO BE SOMETHING THAT DETERMINES.
>> VICE CHAIR W. JAMESON: THERE IS A VARIETY OF VARIABLES.
>> CHANCELLOR MAY: SOME BASED O.
AT THE STATE LEVEL, IT ALWAYS IS A COMPROMISE IN THIS AREA BECAUSE THE 50 COMMUNITY COLLEGE DISTRICTS ARE DIFFERENT.
THERE ARE SIX DISTINCT BUSINESS MODELS.
THEY GET THEIR MONEY DIFFERENT WAYS.
ULTIMATELY, IT'S NEGOTIATED OUT, WHAT THE VALUES ARE TO SOMEHOW BENEFIT THE MAJORITY IN SOME WAY.
THAT'S WHY I LIKE THE FACT THAT WE GO BACK IN AND LOOK AT IT FOR OURSELVES AND WITH THE BOARD'S INPUT AND WE ALIGN THEM.
YOU SEE IT WHEN I GET THIS READY TO BETTER REFLECT WHAT WE BELIEVE OUR COMMUNITY NEEDS GOING FORWARD.
JUSTIN, THIS SHEET YOU PASSED DOWN, WHAT'S THE DIFFERENCE BETWEEN REEN AND BLUE?
THAT>> THAT IS TO HIGHLIGHT A CE OF THE COLLEGES ON THE FAR LEFT AND HOW FAR THEY EXCEED THE REST WHEN WE LOOK AT THIS VIEW.
>> C. COMPTON: BACK TO THOSE ENROLLMENT DEMOGRAPHICS, SLIDE 5.
ARE WE LOOSING STUDENTS AND YOU MAY NOT KNOW THE ANSWER, BECAUSE THEY LEFT THE AREA? OR ARE WE LOOSING STUDENTS BECAUSE THEY LOSING STUDENTS BECAUSE THEY SELECTED ANOTHER EDUCATIONAL INSTITUTION IN DALLAS COUNTY?
AGAIN, WHEN WE LOOK AT THOSE ZIP CODE CHANGES, THERE ARE, YOU KNOW, FOLKS THAT HAVE MOVED OUT OF THOSE AREAS AND THOSE ZIP CODES THAT MAY IMPACT THAT.
BUT FOR MANY OF THOSE AREAS, WE TYPICALLY ARE THE COLLEGE OF CHOICE.
WHETHER THAT HAS SHIFTED, IT'S A FAIR QUESTION.
>> CHANCELLOR MAY: WE PROBABLY HAVE TO DO THIS ON AN ANNUAL BASE, GILES.
TO GET THE CLEARING HOUSE DATA AND COMPARE IT AGAINST OUR STUDENTS AND LOOK AT HOW MANY SHOWED UP IN A DIFFERENT INSTITUTION.
IF THEY DON'T SHOW UP, WE PROBABLY DON'T KNOW WHAT HAPPENED.
>> C. COMPTON: IT MAKES ME WONDER.
IF WE'RE LOSING STUDENTS, WHO ARE WE LOSING THEM TO AND WHY ARE WE LOSING THEM TO OTHER EDUCATIONAL --
>> OVER 10, 15 YEARS, IT WOULD BE REASONABLE TO THINK TO TRINITY VALLEY AND NORTH EXAS COLLEGE.
THEY CAN COME MUCH CLOSER THAN THEY USED TO BE.
>> NORTH CENTRAL TEXAS PUT A CAMPUS IN CORINTH.
>> THEY HAVE GOTTEN CLOSE TO THE COUNTY LINE.
>> CHANCELLOR MAY: SOUTH, EAST, NORTH.
WE'VE SEEN IT MPACT ENROLLMENT DIRECTLY IN THE PAST WHEN THAT HAPPENED.
>> THIS HANDOUT IS THE LOCAL COMPONENT OF OUR FUNDING.
AND CEDAR VALLEY AND EL CENTRO ARE THE TOP PERFORMERS ON THE LOCAL FUNDING BUT THE BOTTOM TWO ON THE STATE SUCCESS POINT FTE.
WHAT IS THE DIFFERENCE BETWEEN THE TWO SYSTEMS?
>> PART OF THAT IS THE DECISIONS WE'VE MADE ABOUT RESPONDING TO LOCAL DEMANDS.
AGAIN, CULINARY IS AN OBVIOUS EXAMPLE THAT WE HAVE MADE THE DECISION THAT IS IMPORTANT TO THIS REGION.
[00:35:06]
FIELD.WHEREAS THE STATE DOES NOT IDENTIFY THAT AS A HIGH-DEMAND FIELD ACROSS THE STATE.
>> M. BRAVO: BASICALLY THEY HAVE DIFFERENT METRICS?
>> WE HAVE ADDED TO THE BASE STATE VERSIONS.
WE HAVE IMPROVED THAT TO BE RESPONSIVE TO LOCAL DEMANDS.
>> WE CONTEND WE -- TO LOCAL NEED.
>> BECAUSE IT'S A SUCCESS POINT DOESN'T MEAN THAT'S WHAT OUR LOCAL COMMUNITIES REQUIRE IN TERMS OF THE --
>> AGAIN, WHEN YOU LOOK AT THAT SLIDE OF ALL OF THE COLLEGES ACROSS THE STATE AS DR. MAY SAID, IT TOOK US A LITTLE WHILE TO BEGIN TO FOCUS ON THAT.
ONCE WE DID, WE'VE GONE FURTHER THAN MOST IN TRYING TO
[C. Texas Can Partnership with Richland College Presenters: Shawntae Minyard, Richard Marquez, President and CEO, Texas Can Academies]
REGIONALIZE THAT WITH AN ALLOCATION APPROACH TO OUR COLLEGES THAT MAKE SENSE.>> CHANCELLOR MAY: FRANKLY, WE'RE LOOKING AT THE STATE LEVEL ON THIS AS WELL.
OUR LABOR MARKET INTELLIGENCE CENTER HAS BEEN SELECTED TO PROVIDE THE LABOR MARKET DATA FOR THE ENTIRE STATE.
WE'VE ENTERED INTO THAT RELATIONSHIP WITH THEM.
WE'RE TRYING TO NUDGE THEM TO LOOK AT WHAT REGIONAL DATA AS THEY BUILD THIS OUT.
>> M. BRAVO: NEXT PRESENTATION.
THE NETWORK APPROACH TO DUAL CREDIT EARLY COLLEGE HIGH SCHOOL EXPANSION.
>> THIS WILL BEGIN TO DRILL DOWN A LITTLE BIT DEEPER THAN OUR PREVIOUS CONVERSATION ABOUT THE GROWTH IN DUAL CREDIT AND EARLY COLLEGE HIGH SCHOOL.
AN AREA THAT ANNA AND HER TEAM SPENT A LOT OF TIME ON.
AND LAQUESHA FOSTER, WHO IS OUR EXPERT ON ALL THINGS DUAL CREDIT AND EARLY COLLEGE HIGH SCHOOL.
>> YOU ALL KNOW THE STATE AND LOCAL REALITIES REGARDING 60 BY 30 TEXAS.
THE EMPHASIS ON EARNING CREDENTIALS INDICATED IN THE SUCCESS POINTS.
AND INCREASINGLY THE EMPHASIS ON TECHNICAL CREDIT AND DEGREES IS KEY IN TERMS OF WHAT THE STATE DEFINES AS HIGH-DEMAND FIELDS.
WE RECENTLY RECEIVED THIS INFORMATION FROM MIKE MORAC.
SOME OF THE TRUS TRUSTEES, TRUSE FLORES, RITTER AND BRAVO WERE THERE WITH THE REGIONAL CHAMBER OF COMMERCE.
STRIKENINGLY, THERE HAVE BEEN DECREASES IN EARLY READINESS FOR EDUCATION BUT THERE HAS EEN INCREASE IN HIGH SCHOOL COMPLETION AS INDICATED IN THE CHART.
AS WELL AS 8TH GRADE MATH, AND OF COURSE, STAR RESULTS.
WITH COLLEGE ENROLLMENT, STATEWIDE IT HAS GONE DOWN.
DR. MAY SHARED WITH YOU PREVIOUSLY THAT ORTH TEXAS AND PARTICULARLY DCCCD IS BASICALLY NOT ALIGNED WITH THAT TREND.
>> CHANCELLOR MAY: THE AVERAGE DROPPING BY 4% HERE, THAT'S THE [INDISCERNIBLE] AND WE'RE THE DRIVING BASICALLY.
>> AS OF THE 2010 COHORT OF INDIVIDUALS WHO GRADUATED FROM HIGH SCHOOL, THERE WAS O CHANGE IN ATTAINMENT OF HIGHER EDUCATION AWARDS OVER THE SIX-YEAR PERIOD.
IT'S ONE OF THE REASONS WE'RE LOOKING AT OTHER ALTERNATIVES TO IMPROVING COLLEGE COMPLETION THROUGH DUAL CREDIT, EARLY COLLEGE HIGH SCHOOLS, AS WELL AS A PROMISE PROGRAM.
>> CHANCELLOR MAY: IT'S TWO, IF I COULD.
WHY I THINK IT WAS GOOD TO PUT EMPHASIS ON INCREASING HIGH SCHOOL GRADUATION.
BUT IF Y YOU DON'T GO THE NEXT STEP, ALL THEY DO IS GRADUATE AND DON'T GO ANYWHERE.
HOUSE BILL 3 WAS CONSTRUCTED SPECIFICALLY TO LOOK PAST THE GRADUATION POINT.
AND REWARDS THE SCHOOLS NOW FOR WHAT HAPPENS NEXT.
[00:40:02]
>> TEA IS GOING TO BENEFIT AND THE HIGH SCHOOLS AND DISTRICTERIZE GOING TO BENEFIT FROM HOUSE BILL 3.
THESE ARE THE COLLEGE, CAREER, AND MILITARY READINESS OUTCOMES BONUSES THAT WILL BE AWARDED NEXT YEAR BASED UPON THE DATA THAT'S PROVIDED THIS YEAR FROM THE PUBLIC SCHOOL DISTRICTS.
IT'S FOCUSED ON ACHIEVING MORE EQUITY, AS WELL AS REWARDING FOR PERFORMANCE.
THE SCORES RE BASED ON COMPLETION OF TSI, INDICATORS, AS WELL AS COLLEGE ENROLLMENT.
AND FOR THE VARIOUS CATEGORIES, THERE IS MORE REWARD FOR ECONOMICALLY DISADVANTAGED STUDENTS AS WELL AS SPECIAL EDUCATION STUDENTS THEN THOSE WHO ARE NON-ECONOMICALLY DISADVANTAGED.
>> CHAIR D. FLORES: THOSE FUNDS GO TO THE HIGH SCHOOL, NOT THE COLLEGE?
>> CHANCELLOR MAY: DI SD ALONE IS ELIGIBLE, IF THEY HIT 43 MILLION IN ADDITIONAL DOLLARS.
>> D. ZIMMERMANN: MILITARY IS ONE OF THOSE THINGS THAT ARE JUST THROWN IN? BECAUSE T THE POINT THEY HAVE ALREADY PROVEN THAT ON WHAT, 9% OF THE GRADUATES FROM HIGH SCHOOL HAVE THE FITNESS REQUIREMENTS TO BE IN THE MILITARY.
>> CHANCELLOR MAY: I KNOW A LITTLE BIT ABOUT HAT'S GOING ON.
THAT WAS PUT IN THE LAST TIME THEY REDID THE SCHOOL FUNDING.
THERE IS A GROUP OF TDA WORKING RIGHT NOW ON THIS.
BECAUSE IT WAS COMING UP MIXED.
SOME HIGH SCHOOLS REQUIRING THE PASSING OF THE ASFAB TO BE CONSIDERED.
WHILE OTHERS WERE USING DIFFERENT CRITERIA.
OTHERS SCHOOLS HAVEN'T DONE THAT.
I'M AWARE OF THE GROUP WORKING IN THIS SPACE.
>> D. ZIMMERMANN: IT WILL PHYSICAL FITNESS, DRUG ARRESTS AND DRUG USURP THE THREE THINGS THAT DISQUALIFIED ALMOST ALL OF HIGH SCHOOL STU STUDENTS FROM MILITARY.
BECAUSE THAT'S JUST WHERE WE WERE.
>> CHAIR D. FLORES: THE LEGISLATURE DESIGNATED WHAT THEY WOULD FUND.
THIS IS SOMETHING WE DECIDED ON.
>> YEAH, THEY DEFINE IT AS PASSING THE ASFAB AND ENLISTING IN THE ARMED FORCES.
AND ALSO DEFINE CAREER READINESS AS COLLEGE READY STANDARDS ON ACT, SAT, AND TSIA, INDUSTRY CERTIFICATE.
COLLEGE READY STANDARDS ON ACT, SAT OR TSIA AND ENROLLING IN A POST-SECONDARY EDUCATIONAL INSTITUTION.
THE 100% IS NOT ATTAINABLE BUT IT'S AN ASPIRATIONAL GOAL IN TERMS OF INCREASING COLLEGE READINESS.
THE NEXT SLIDE IT ACTUALLY CAME FROM DR. PEREZ BEFORE HE RETIRED.
HE AND OTHERS WITH THE LEGISLATURE, ADVOCATED FOR DUAL CREDIT STUDENTS FILING A DEGREE PLAN.
THE RESEARCH THAT'S REFERENCED TALKS ABOUT HOW STUDENTS WHO HAVE A DEFINED PATHWAY TAKE COURSES THAT TRANSFER TO A COLLEGE OR A PART OF A PROGRAM OF STUDY DON'T LOSE CREDITS WHEN THEY TRANSFER.
AND THEY ALSO ARE MORE SUCCESSFUL.
SO THERE IS NEW LEGISLATION THAT REQUIRES ALL DUAL CREDIT STUDENTS TO FILE A DEGREE PLAN NO LATER THAN THE SECOND SEMESTER AN COMPLETING 15 HOURS.
IT ALLOWS A MORE EXPANDED DEFINITION OF DUAL CREDIT TO INCLUDE FIELDS OF STUDY, WHICH ARE DEGREES, AS WELL AS PROGRAMS OF STUDY.
AND THAT'S BEYOND THE CORE CURRICULUM COURSES AND CTE COURSES THAT WERE TRADITIONALLY FUNDED.
BEGIN, A LOT OF THIS IS DRIVING DUAL CREDIT XPANSION, EARLY COLLEGE HIGH SCHOOL EXPANSION AND WE ARE ALREADY EXPERIENCING THAT GROWTH.
>> P. RITTER: HELP ME UNDERSTAND THE DIFFERENCE BETWEEN FIELDS OF STUDY, AREAS OF STUDY -- MIC]
THERE IS A LOT OF TERMINOLOGY GOING AROUND.
AND YOU KNOW, EVEN STAFF AMONG THE COLLEGES HAVE THE SAME KINDS
[00:45:04]
OF QUESTIONS.A PROGRAM OF STUDY IS A DEGREE THAT A STUDENT HAS DECLARED THEY ARE GOING TO FOLLOW AND COMPLETE.
IT COULD BE A CERTIFICATE OR DEGREE.
OUR GUIDED PATHWAYS ARE TRYING TO DEFINE WHAT COURSES THEY SHOULD TAKE IN WHAT SEQUENCE.
AND THEN ALSO, WHICH OF THOSE IF THEY ARE THINKING ABOUT TRANSFER WILL APPLY TO A PROGRAM AT A UNIVERSITY? FOR FIELDS OF STUDY, WHAT THE STATE HAS DONE IS WITH ADVISORY COMMITTEES OF FACULTY AND ADMINISTRATORS FROM COLLEGES AND UNIVERSITIES, THEY HAVE DEFINED WHAT COURSES WITHIN THE ASSOCIATIVE ARTS OR ASSOCIATIVE SCIENCE DEGREE, WHICH ARE TRANSFER DEGREES, WILL TRANSFER.
AND THEY HAVE SET ASIDE THOSE COURSE AND SAID, NO MATTER WHERE DID YOU GO IN THE PUBLIC UNIVERSITY ACROSS THE STATE, THAT UNIVERSITY HAS TO ACCEPT THOSE COURSES.
THERE IS NOW, WE HAVE A REPRESENTATIVE ON A RULE-MAKING COMMITTEE.
WHAT THEY ARE GOING TO HAVE TO DO IS DEFINE HOW THE OURSES ARE MARKED ON THE AT THIS POINTS, ACROSS THE STATE -- TRANSCRIPTS.
SO AN ADMINISTRATOR CAN'T SAY THAT IS NOT THE SAME COURSE AS OURS.
AND SB25, WHICH DR. MAY AND A NUMBER OF REPRESENTATIVES FROM DCCCD ADVOCATED FOR, INCLUDES THAT FIELD OF STUDY LANGUAGE.
AND THEY WILL ACTUALLY HAVE TO NOTATE COURSES THAT DON'T GET ACCEPTED FOR TRANSFER.
AND SO THAT'S THE FIELD OF STUDY.
THERE ARE ABOUT 30 DIFFERENT FIELDS OF STUDY, SOME OF WHICH WE'RE JUST DEVELOPING NOW BECAUSE THEY ARE RECENTLY RELEASED.
>> CHANCELLOR MAY: PART OF THE REASON WE WANTED THE LANGUAGE IN THE BILL WAS BECAUSE EVEN THOUGH TECHNICALLY IT HAD BEEN REQUIRED BY THE COORDINATING BOARD, THERE IS NO ENFORCEMENT OF THAT.
AND WE COULD DOCUMENT MANY IF NOT MOST CASES, THEY WEREN'T ACCEPTED EVEN THOUGH THE STUDENTS WERE TOLD THEY WOULD BE.
PART OF THIS IS TO CREATE GREATER TRANSPARENCY AROUND WHAT IS HAPPENING TO THE STUDENT AND THE TRANSFER PROCESS.
>> CHAIR D. FLORES: IS THIS TO TAKE CARE OF WHAT WE THOUGHT WAS TAKEN CARE OF UNDER CORE CURRICULUM?
>> CHAIR D. FLORES: THEY TOOK THE CORE CURRICULUM COURSES WHEN THEY WENT TO TRANSFER, THE UNIVERSITY WOULD SAY IT DOESN'T EQUATE TO OUR --
BOTH THE FIELDS OF STUDY AND GUIDED PATHWAYS ARE TRYING TO ADDRESS THAT ISSUE WITH TRANSFERABILITY OF COURSES, SO THEY ARE AWARE WHETHER OR NOT IT'S IN THE FIELD OF STUDY OR IF IT'S IN A PROGRAM THAT HAS THAT COURSE THAT WILL TRANSFER.
>> THE LEGISLATION GET TO THE HEART OF THE SLIDE WE'VE TALKED ABOUT IN SEVERAL DIFFERENT WAYS ABOUT OWNING THE TRANSITION FROM ONE INSTITUTION TO ANOTHER.
FROM HIGH SCHOOL TO US TO UNIVERSITIES AND HEN THE SUPPORT ELEMENTS ALL AROUND THE STUDENT IN THAT.
AND SO SOME OF HIS LEGISLATION SEEKS TO STREAMLINE THAT HAND OFF AND INCENTIVIZE IT IN A WAY IN NORTH TEXAS HAVE BEEN DOING THAT.
AND SO LIKE HB3 PROVIDES INCENTIVES FOR OTHERS TO DO THAT IN DEEPER SORT OF WAYS.
BUT THIS, YOU KNOW, THIS SLIDE REALLY SPEAKS TO THE WORK WE HAVE BEEN OING OVER THE LAST FEW YEARS TO FOCUS ON A WHOLE STUDENT.
AND TO OWN THOSE TRANSITIONS THROUGHOUT THE PIPELINE.
ONE OF THE GREAT THINGS ABOUT THE WORK WITH DUAL CREDIT AND EARLY COLLEGE HIGH SCHOOLS AND THE PROMISE, IT HAS FORCED US TO WORK WITH OUR INSTITUTIONAL PARTNERS AND VICE VERSA AND UNDERSTAND EACH OTHER IN NEW SORT OF WAYS.
OUR TEAMS ARE WORKING ON A REGULAR BASIS WITH OUR ISD PARTNERS, UNIVERSITY PARTNERS AND UNDERSTANDING THE CHALLENGES AND BARRIERS EACH OTHER FACE TO BENEFIT THE STUDENT ALL ALONG THE WAY.
THE CHANCELLOR SAID EARLIER, IT'S NOT GOOD ENOUGH FOR ISD TO FOCUS ON GETTING THEM TO CROSS THE STATE AND GET THEIR HIGH SCHOOL DIPLOMA AND SAY SEE YOU LATER.
SAME S IT RELATES TO US AND TRANSFER.
IT IS ABOUT ASSISTING AND WHAT WE HAD BEEN DOING THE LAST FEW YEARS.
>> CHANCELLOR MAY: ARE THERE DETRACTORS OR OPPONENTS OF HB3 THAT WILL CAUSE ROAD BLOCKS IN THE WAY OF GETTING THIS PASSED?
I MEAN, I THINK IT'S -- THERE IS BROAD CONSENSUS AND
[00:50:02]
UNDERSTANDING OF WHY THE NEED.AND EVEN YESTERDAY WITH THE COMMISSIONER OF T.E.A., THERE WERE LEGISLATURES THAT WERE TALKING IN A MEETING BEFOREHAND THINKING OF WAYS TO ENHANCE HB3, QUITE FRANKLY.
>> CHANCELLOR MAY: THE WAY IT'S BEEN HANDLED POST SECONDARY LEVEL WITH US, IS WHAT THEY CALL THE TRICOMMISSIONERS OR THE -- HAVING THE WORKFORCE COMMITTEE, THE HEAD OF COORDINATING BOARD AND T.E.A. WORKING TO COMBINE.
WE'VE ASKED OUR FOLK TODAY TAKE A LOOK AT HOUSE BILL 3 AND LOOK AT EVEN LIKE THE UCCESS POINTS OR INCENTIVES TO BETTER ALIGN THOSE SO THAT WE'RE IN FACT IN SYNC SO WE IMPROVE THE HAND OFF AND DO IT IN A WAY THAT'S BENEFICIAL TO THE STUDENTS.
>> IN SEPTEMBER WE RECEIVED A LIST OF THE TEXAS AGENCY APPROVED INSTITUTION OF HIGHER EDUCATION PARTNERS.
THESE ARE EITHER PUBLIC, ISD'S OR CHARTER SCHOOLS THAT HAVE LISTED US IN THEIR M.O.U.'S.
WE HAVE 14ISD CHARTER, 14 EARLY HIGH SCHOOL, 22 P-TECHS, THAT IS THE MOST IN THE ENTIRE NATION.
FOR ONE INSTITUTION OF HIGHER EDUCATION.
AND 17 OTHER COLLEGES AND CAREER READINESS MODELS WHICH HAVE T-STEM.
IN ADDITION TO THOSE, THOSE THAR RECOGNIZED BY T.E. AT THAT AP APPLY, WENT THREA PROCESS AND M.O.U.'S, WE HAVE HUNDREDS OF OTHER COLLEGIATE ACADEMIES, CAREER INSTITUTES, PATHWAYS, WE HAVE LAQUESHA TOLD ME, 212 HIGH SCHOOLS THAT HAVE DUAL CREDIT COURSES THROUGH DCCCD COLLEGES.
THESE ARE THE T.E.A. ONES BUT THERE ARE MANY OTHERS THAT ARE PART OF OUR NETWORK.
AND MANY ARE ALSO IN PLANNING FOR NEXT YEAR FOR DESIGNATION, PROBABLY T.E.A., WE HAVE EIGHT WE KNOW OF, MORE COMING UP IN PLANNING STAGES WE WORK THIS ACADEMIC YEAR.
>> CHAIR D. FLORES: IN TERMS OF THE -- INDISCERNIBLE] THEY ARE NOT NUMBERED.
ARE THESE FOR EXAMPLE, THE 14ISD'S, THE COLLEGE AND CAREER READINESS PARTNERSHIPS, ARE THESE IDS'S AND OTHERS IN THE NORTH TEXAS AREA?
>> CHAIR D. FLORES: DALLAS COUNTY ONLY?
>> WE HAVE SOME WITH OUT OF COUNTY DISTRICTS AS WELL.
AND THEY HAVE -- THERE THE NO SERVICE AREA ANYMORE FOR DUAL CREDIT IN THE STATE OF TEXAS.
WE'RE NOT DEFINED WITH A SERVICE AREA.
AN IDS SD FROM ANOTHER COUNTY CN APPROACH US.
THEY DON'T GET THE TUITION SCHOLARSHIP.
THEY ARE CHARGED $59 PER CREDIT HOUR FOR THEIR STUDENTS.
AND THEN THE ISD NORMALLY HAS TO PAY THAT.
>> CHAIR D. FLORES: BUT THE INTENTION IS THAT FOR EACH COMMUNITY COLLEGE TO FORM THESE TYPES OF PARTNERSHIPS FOR THIS PURPOSE.
AND THAT'S THE INCENTIVES HAVE BEEN PUT WITHIN THE SCHOOL DISTRICT TO ENCOURAGE MORE.
THIS CHANGE BECAUSE THERE IS A P-TECH.NG PROCESS TO BECOME A THEY MAY START AS A COLLEGIATE ACADEMY.
YOU WILL SEE IT ONE WAY ONE YEAR AND NEXT YEAR A DIFFERENT WAY AS THEY PROGRESS.
>> CHAIR D. FLORES: ANY POSSIBILITY OF THE COMMUNITY COLLEGES GETTING ADDITIONAL FUNDING LIKE THE ISD UNDER THE HB3?
>> CHANCELLOR MAY: I DON'T SEE IT COMING.
>> I WOULD HAVE TO BE NEW LEGISLATION.
HB3 IS PRIMARILY FOCUSED ON ISD PUBLIC SCHOOLS.
>> CHAIR D. FLORES: UPCOMING LEGISLATURE.
>> CHANCELLOR MAY: QUITE HONESTLY I WOULD BET MORE ON GETTING REDUCED THAN GETTING AN INCREASE.
I THINK THAT'S WHAT WE'VE SAID BEFORE.
10-18%, WHERE EARS AGO IT WAS 80.
I CAN PLOT THAT EVENTUALLY TO 0.
[00:55:02]
WHERE T SOME POINT IN TIME, THE STATE WILL END UP.IT'S INEVITABLE BUT IT'S SO SLOW, NOBODY NOTICES.
>> CHAIR D. FLORES: THEY ARE SO EXCITED ABOUT THE SUCCESS OF THE EARLY COLLEGE HIGH SCHOOLS WITH DUAL CREDIT, EARTH, MAYBE SOMEONE CAN INTRODUCE LEGISLATIVE.
>> CHANCELLOR MAY: TASK FORCE HAVE BEEN WORKING ON IT EVER SINCE I'VE BEEN IN THE STATE.
THE COMMUNITY COLLEGES CAN'T AGREE AMONG THEMSELVES WHAT THIS NEEDS TO LOOK LIKE.
AND SO IT'S BECAUSE AGAIN, SIX DIFFERENT BUSINESS MODELS WHAT WORKS FOR US WILL NOT WORK FOR MAY PARIS.
>> IS THERE ANY REVENUE SHARING OPPORTUNITY BETWEEN US AND THE ISD'S? WE'RE TAKING THIS ON.
FOR ALL THE RIGHT REASONS, THEY ARE GETTING THE MONEY.
BUT [INDISCERNIBLE] DEDICATED TOWARD ADVANCING OUR SHARED GOALS.
>> CHANCELLOR MAY: I THINK THOSE ARE GOING TO HAVE DISCUSSIONS.
I THINK THIS WAS ONLY FUNDED FOR TWO YEARS.
SO THE CHALLENGE WILL THE STATE IN FACT PROVIDE A LONG-TERM FUNDING STREAM TO THE FUND.
THEY TOOK AWAY THE ABILITY TO INCREASE TAXES AT THE LOCAL LEVEL FOR THE I.S.D.
THEY DIDN'T CREATE A PERMANENT FUNDING STREAM.
YOU WILL RECALL THE DEBATE WAS COMING, THE AMOUNT COMING OUT OF THE RAINY DAY FUND.
AND WHAT PIECE OF HAT WOULD BE USED TO PAY DOWN THE TAX BASE AND WHAT PIECE WOULD GO INTO THE BIANNUAL BUDGET FOR THE SCHOOL.
IT'S A GOOD WIN BUT THERE NEEDS TO BE FUTURE ACTION TO RETAIN THIS.
THE SCHOOL DISTRICTS ARE CONCERNED BECAUSE IT'S BUILT AN INCENTIVE, AS YOU MENTIONED EARLIER, FOR TEACHER PERFORMANCE WHERE THEY CAN GET AN ADDITIONAL UP TO 32,000-DOLLAR A YEAR FOR IMPROVING THE QUALITIES AND OUTOUTCOMES IN THEIR CLASSES.
IT'S HARD TO PUT IT IT IN AND TAKE IT AWAY.
>> THE QUESTION OF STABILITY IS ON EVERYONE'S MIND IN TERMS OF FUNDING MODEL.
FOR US, IT'S OBVIOUSLY ENROLLMENT.
THIS GROUP OF STUDENTS IS 27 OF 6% OF OUR FALL ENROLLMENT.
IT IS ALWAYS THE PERFORMANCE BASED SUCCESS POINTS.
WE HAD 980 DUAL CREDIT STUDENTS COMPLETE A CERTIFICATE OR DEGREE IN 18-19.
WE ANTICIPATE AN ADDITIONAL 800 MINIMAL FROM THE EARLY COLLEGE HHIGH SCHOOLS AND P-TECHS IN THS COMING ACADEMIC YEAR.
THAT WILL PROBABLY BE THE FUNDING OURCE UNTIL FURTHER NOTICE.
I WANT TO INDICATE, THESE ARE NOT INEXPENSIVE NOT ONLY FOR OUR OWN COLLEGES BUT ISD'S.
IT COSTS ABOUT A MILLION DOLLARS A YEAR PER HIGH SCHOOL.
THAT IS AN EARLY COLLEGE HIGH SCHOOL FROM THE ISD BECAUSE THEY HAVE FACILITIES, STAFFING.
THEY HAVE TO UY THE TEXTBOOKS.
AND OTHER COSTS ASSOCIATED WITH EQUIPMENT. ON BOTH OF OUR END AND THEIR END, THERE IS AN INVESTMENT.
WE WANT TO TELL YOU THE INVESTMENT HAS PROVEN TO BE WORTHWHILE.
WE HAD INTERNET NOT ONLY THE ENROLLMENT INCREASE, BUT WE HAVE SUBSTANTIAL INCREASES IN REPRESENTATION OF UNDERSERVED STUDENTS.
THERE IS A 41% INCREASE IN HISPANIC DUAL CREDIT STUDENTS AND.
I DIDN'T PUT THIS IN BUT A 19% INCREASE IN AFRICAN AMERICA STUDENTS.
MORE STUDENTS REPRESENTING OUR COUNTY.
ARE PARTICIPATING IN DUAL CREDIT.
THOSE WHO ARE PARTICIPATING, GRADUATED HIGH SCHOOL AND THEN IMMEDIATELY ENROLLED IN HIGHER EDUCATION, 69% OF THOSE ABOUT.
WITH PROMISE, WE WERE GOING TO SEE EVEN MORE BECAUSE THEY NOW HAVE FUNDING TO SUPPORT THAT IN ADDITION TO FINANCIAL AID.
BUT ALSO THOSE WHO PARTICIPATING
[01:00:02]
IN DUAL CREDIT FROM A RECENT RESEARCH STUDY FROM THE TEXAS HIGHER EDUCATION REPORTING BOARD ON DCCCD SHOW REALLY GREAT INDICATORS FOR THOSE WHO GO DIRECTLY FROM HIGH SCHOOL TO UNIVERSITIES AS WELL.THE FIRST TIME IN COLLEGE UNIVERSITY STUDENTS WITH ANY DUAL CREDIT FROM DCCCD HAD A 92.1% PERSISTENCE RATE AND THE HIGHEST AMONG THE COMPARISON GROUP.
AND AGAIN, THE COMPARISON GROUP IS OUR PEERS IN THE STATE OF TEXAS.
THEY GRADUATED WITH A 49.8%, FOUR-YEAR GRADUATION RATE.
HIGHEST AMONG ALL OF OUR PEERS IN THE STATE OF TEXAS.
FOR STUDENTS WHO ATTENDED UNT, THEY HAD THE HIGHEST FIRST-YEAR PERSISTENCE RATE.
THEY HAD THE HIGHEST FIRST-YEAR PERSISTENCE RATE OF ANY STU STUDENTS.
SO WHAT WE'RE DOING IS PREPARING STUDENTS TO COMPLETE DEGREES AND CERTIFICATES THROUGH US, BUT WE'RE PREPARING THEM FOR TRANSFER AND ACHIEVEMENT OF BACCALAUREATE DEGREES AT GREATER PERCENTAGES THAN ANY OTHER COMMUNITY COLLEGE IN OUR STATE.
AND THAT'S REALLY GREAT NEWS FOR THOSE OF US WHO HAVE BEEN WORKING ON THIS INITIATIVE.
>> D. ZIMMERMANN: AT THIS POINT IN TIME IT SPEAKS TO THE RIGOR OF THE CLASSES?
THEY ARE OUTPERFORMING FIRST TIME IN COLLEGE STUDENTS WHO ARL CREDIT PERHAPS OR ARE COMING FROM OTHER COMMUNITY COLLEGES AND HAD A DUAL CREDIT.
>> D. ZIMMERMANN: RIGOR WAS ONE OF THE QUESTIONS WE HAD IN THE EARLY COLLEGE HIGH SCHOOLS.
YOU ALSO HAVE -- THEY HAVE THE HIGHEST FOUR-YEAR GRADUATION RATE AT TEXAS A&M AND UT.
THE DATA CAME FROM THE COORDINATING BOARD.
AN OBJECTIVE ASSESSMENT OF OUR GRADUATES.
>> CHANCELLOR MAY: PART OF IT IS THE MODEL WE CHOSE TO USE.
IT TAKES SIX BUSES PER ACH EARLY COLLEGE HIGH SCHOOL.
THEY ARE HAVING TO MAKE TO MAKE THIS WORK.
IT'S ALL THE THINGS COMING TOGETHER.
IT'S NOT INEXPENSIVE TO DO THIS.
CERTAINLY, THEY PUT IN ABOUT TWICE AS MUCH AS WE INVEST IN THE PROCESS.
>> S. WILLIAMS: ABOUT OTHER COLLEGES.
>> WE HAVE VISITORS ALL THE TIME.
I KNOW THE COLLEGES DO AS WELL.
OF HOW ARE WE MODELING THIS AND HOW ARE WE ACCOMPLISHING IT.
GIVEN IT WAS A VERY FAST PROCESS IN TERMS OF THE GROWTH.
BUT I WANT TO CREDIT THE FACULTY AND THE FACULTY ASSOCIATION AND MEMBERS IN THE AUDIENCE.
>> THE FACULTY WANT TO STANDUP?
>> THE FACULTY FOR THE MOST PART, OUR FACULTY TAUGHT THOSE CLASSES.
THE GREATEST PERCENTAGE WERE TAUGHT BY OUR FACULTY OR CREDENTIALED ADJUNCT FACULTY.
AND THEY HAVE DONE A GREAT JOB OF ENSURING THE SUCCESS OF THOSE STUDENTS.
IT'S A TESTIMONY FROM THE RESEARCH THAT WE HAVE SHARED.
WE'RE GOING TO MOVE FROM DUAL CRET TO THE EARLY COLLEGE HIGH SCHOOL.
IT'S A COST SAVINGS TO THE FAMILIES OF THOSE STUDENTS.
THEY CAN ACHIEVE AN ASSOCIATE DEGREE OR A 60-CREDIT HOURS AND SAVE ABOUT $6,000 IN TERMS OF TUITION AND BOOKS.
THEY CANNOT PAY ANYTHING PER T.E.A. GUIDANCE DURING THE TIME THEY ARE IN ARLY COLLEGE HIGH SCHOOLS OR P-TECHS.
THE INFORMATION YOU HAVE HERE YOU'VE SEEN SOMEWHAT BEFORE.
ABOUT THE NUMBER OF POTENTIAL CREDITS THEY CAN EARN.
THE FACT THE STUDENTS ARE GOING TO BE MORE COMPETITIVE AND HAVE THE POST-SECONDARY EDUCATION REQUIRED IN THE MARKET PLACE, A HIGHER COLLEGE DEGREE ATTAINMENT.
MOST OF THEM ARE FIRST IN THEIR FAMILY TO GRADUATE FROM COLLEGE.
[01:05:02]
APPROXIMATELY 40% OF THE STUDENTS HAD PARENTS WHO NEVER GRADUATED FROM HIGH SCHOOL.NOT ONLY ARE THEY THE FIRST IN THEIR FAMILY TO GRADUATE FROM HIGH SCHOOL, BUT THEY ARE ALSO THE FIRST IN THEIR FAMILY TO GRADUATE FROM COLLEGE. THIS IS ADDITIONAL RESEARCH WE JUST RECEIVED IN SEPTEMBER.
THIS IS NATIONAL RETURNS ON EARLY COLLEGE HIGH SCHOOLS THAT CAME FROM THE AMERICAN INSTITUTE OF RESEARCH STUDY.
IT WAS THE RESEARCH WAS SHARED BY THE COMMUNITY COLLEGE AND RESEARCH CENTER NATIONALLY.
IT SHOWS THAT EARLY COLLEGE HIGH SCHOOL STUDENTS ARE MORE LIKELY TO COMPLETE ANY DEGREE, AN ASSOCIATE DEGREE AND A BACHELOR'S DEGREE THAN THOSE WHO HAVE NOT PARTICIPATED IN AN EARLY COLLEGE HIGH CHOOL.
SO YOU HAVE THE PERCENTAGES THERE ON THE CHART.
BUT YOU CAN SEE THAT THEY ARE SUCCESSFUL IN A NUMBER OF AREAS.
>> M. BRAVO: CAN YOU WRAP UP IN THE NEXT FIVE MINUTES? I HAVE ANOTHER PRESENTATION.
WE BEGAN TO LOOK AT OUR EARLY HIGH SCHOOL AND P-TECH STUDENTS, THE INTERNATIONAL SNAPSHOT, AVERAGING BETWEEN 12 TO 15 CREDIT HOURS AND THEY MAINTAIN 3.1GPA.
WHEN WE LOOKED AT OUR P-TECH MODEL, ONE OF THE THINGS THAT WAS IMPORTANT BECAUSE IT IS STILL PARTS OF AN EARLY COLLEGE HIGH SCHOOL.
WHAT ENHANCES IS THE INDUSTRY PARTNER MODEL OR THE INDUSTRY MODEL COMPONENT.
STUDENTS ARE ABLE TO NTERACT WITH PARTNERS THROUGHOUT THE COUNTY USING EXAMPLES THAT WE'VE BEEN ABLE TO ATTEND, SOUTH OAKLAND.
THEY HAVE BEEN ABLE TO HAVE, THEY WOULD HAVE MICROSOFT AND FRITO-LAY COME TO CAMPUS.
HAVE THE EXPERIENCE TO TAKE WHAT THEY LEARNED IN THE CLASSROOM AND CONNECT WITH THEIR INDUSTRY PARTNERS, AS WELL AS ADAMSON WITH IBM AND AMERICAN AIRLINES.
STARTING TO SEE THOSE CONNECTIONS THROUGH THOSE.
BUT ALLOWING OUR STUDENTS AS EARLY AS THE SUMMER OF THE 9TH GRADE TO START CAREER EXPLORATION AND THINK ABOUT WHAT I WANT TO GROW UP TO BE EARLIER THAN WHAT THEY WOULD HAVE DONE PREVIOUSLY.
WHAT WE'VE TRIED TO DO IN THE NETWORK APPROACH IS HEAVY LIFTS WE NEEDED TO FOCUS ON THIS YEAR.
TO HIGHLIGHT TWO THINGS THAT WE'RE WORKING ON IS DEFINITELY THE BECOMING MORE SYSTEMATIC IN THE TEXTBOOK PROCESS.
WE'RE COLLABORATING TO CREATE A PROCESS THAT IS BENEFICIAL TO S AS WELL AS THE ISD'S.
THEY WOULD LIKE TO HAVE BOOKS ON THE FIRST DAY OF CLASSES.
WE'RE WORKING TO MAKE SURE WE CAN DO THAT.
ALSO DISTRICTWIDE RECRUITMENT WITH FACULTY AND STAFF.
ANOTHER COMPONENT WE'VE BEEN ABLE TO ADD TO THE CREDENTIALING PROCESS IS PAGE UP.
SO THAT IT'S SOMETHING THAT IS VERY CONSISTENT ACROSS THE COLLEGES THAT INDIVIDUALS ARE ABLE TO DO AND NOT JUST GIVING US A PIECE OF PAPER TO BEGIN THE CREDENTIALING PROCESS.
THE LAST PIECE OF WHAT WE'RE VERY MUCH FOCUSED ON RIGHT NOW IS THE REDESIGN OF THE PROCESS OF GETTING STUDENTS INTO CLASS, GETTING THEM ENROLLED, AS WELL AS HAVING A TEXTBOOK.
NOT ONLY COLLABORATED WITH DALLAS TO ENSURE COMMON PERFORMANCE BUT DS I.T. TO MAKE SURE WE HAVE EVERYTHING ALIGNED TO BEGIN THE PROCESS.
AS OU KNOW, DALLAS ISD HAS 76 INDUSTRY PARTNERS.
WE'RE CONSTANTLY ADDING BUT TAKEN THIS MODEL AND INTRODUCING IT TO OUR OTHER PARTNERS.
PROBABLY WITHIN THE NEXT 60 DAYS, RICHARDSON, DUNCANVILLE, AS WELL AS GARLA WILL BE GO THROUGH THESE COMPRESSION SESSION PLANNING SESSIONS SO THEY ARE ADD ON GARLAND ISL WE HAVE FIVE TO SIX NEW DEGREE PARTNERS WE'RE PREPARING THAT HAVE GONE THROUGH THE COMPRESSION SESSIONS.
AN EXAMPLE FOR DALLAS ISD IS CONNECTED TO IBM, MICROSOFT, STEM LI, AS WELL AS AMERICAN AIRLINES, SOUTHWEST AIRLINES.
GARLAND IS WORKING WITH MICROSOFT BUT ALSO ADDED ON GOOGLE TO NAME TWO THEY ARE WORKING WITH.
AS WELL AS, THERE IS ONE ANOTHER THAT WE JUST -- AS WELL AS WELLS
[01:10:01]
FARGO.ACROSS-THE-BOARD, EVERYONE IS CONNECTING WITH SOMEONE.
WE HAVE SOME SHARED PARTNERSHIPS BETWEEN GARLAND AND DALLAS.
BUT FOR THE MOST PART, EVERYONE IS ABLE TO MAKE IT WORK.
>> D. ZIMMERMANN: ISN'T THIS WHAT WE MEAN BY COMMUNITY?
THE LAST SLIDE IS WE CREATED A PLAN SO STUDENTS COULD SEE WHAT IT WOULD LOOK LIKE TO START THE FIRST DAY OF HIGH SCHOOL AND MOVE THROUGH THEIR PROGRAMS RIGHT UNTIL THEY FINISH THEIR ASSOCIATES DEGREE OR DOUBLE AS AND WORK WITH NT CC TO CREATE THAT PLAN TO GO BACK TO THE FOUR-YEAR INSTITUTION IF DESIRED.
THAT IS IT IN MY FIVE MINUTES.
>> M. BRAVO: THANK YOU SO MUCH.
>> DR. FOSTER IS THE MANAGER DIRECTOR OF EDUCATIONAL PARTNERSHIPS FOR OUR DISTRICT AND WORKS WITH ALL THE COLLEGES.
>> M. BRAVO: OUR NEXT PRESENTATION, THERE IS NO POWERPOINT TO IT, WILL BE THE TEXAS PARTNERSHIP WITH RICHLAND COLLEGE.
>> WE THOUGHT WE WOULD HIGHLIGHT ONE OUR OUR PARTNERSHIPS.
WE HAVE RICHARD MARQUEZ JOINING US.
THE BEST WAY TO TELL THE STORY, IS TO HAVE SHAWNTAE MINYARD, WHO HAS A CONNECTION TO US AND THE TEXAS CAN, WORKS AT RICHLAND IS A PROUD THUNDER DUCK AND HAS A VERY COMPELLING PERSONAL STORY.
WITH THAT, I'LL LET THEM TELL THE STORY.
STARTED IN A VERY INTERESTING PLACE IN 1998.
1988 AT A SUNSET HIGH SCHOOL A COLLABORATION BETWEEN MOUNTAIN VIEW COLLEGE, THE VICE PRESIDENT AND MYSELF HAD A CONVERSATION ABOUT WHY Y KIDS WERE FAILING.
WHEN THEY WENT OFF TO COLLEGE AND WHAT WE COULD DO TO STOP IT.
SO IT STARTED WITH AN ENGLISH 101 CLASS TAUGHT BY ONE OF THE TEACHERS OUT OF MOUNTAIN VIEW AT SUNSET HIGH SCHOOL.
THAT'S THE -- THAT'S THE HISTORY.
I FORGET THE GENTLEMAN'S NAME.
BUT ANYWAY -- THAT'S WHERE IT ALL BEGAN.
AND IT WAS JUST AN IDEA AND JUST BEING ENTREPRENEURIAL AND TRYING TO SOLVE IS PROBLEM.
THAT'S OUR HISTORY AT THE CAN ACADEMIES.
WE'RE PROBABLY ONE OF THE MOST UNIQUE PLACES BECAUSE WE MAKE DECISIONS ON A DIME.
WE CAN TURN THAT SHIP ALMOST IMMEDIATELY AND WE HAVE NOT ONLY THE ABILITY, THE WHEREWITHAL AND THE TALENT THAT GOES HAND IN HAPPENED.
WE HAVE SOME OF THE FINEST INDIVIDUALS.
THIS WHOLE P-TECH THING, WE HAVE THE INDIVIDUAL WORKING FOR US WHO BASICALLY HAS FOSTERED THAT WORK ACROSS THIS CITY.
WE'RE ON THE CUTTING EDGE OF MOVING INTO THAT REALM.
ALONG WITH THAT, WE'VE BEGUN THE PROCESS OF LOOKING AT OUR STUDENTS IN A DIFFERENT WAY.
WE ARE NO LONGER LOOKING AT OURSELVES AS THE INDIVIDUALS WORK WITH THE FRENCH IN TERMS OF KIDS WHO HAVE FAILED.
WE'RE LOOKING AT AS A VALUE ENTITY.
ASIDE FROM MATH, WE CAN TURN NEGATIVES INTO POSITIVES.
AND THAT'S BASICALLY WHAT WE DO.
AND WE TAKE THAT WHICH IS BROKEN, PUT IT BACK TOGETHER, PUT IT BACK INTO THE SYSTEM TO BECOME AN ECONOMIC FORCE.
SO OUR LITTLE HASHTAG NOW ON TWITTER IS, ECONOMIC ENGINE TEXAN CAN ACADEMIES.
THREE YEARS AGO, WE UNDERTOOK THE ENTIRE MISSION OF FINDING A SOFT LANDING OR OUR STUDENTS.
NO LONGER JUST GRADUATING THEM FROM HIGH SCHOOL BUT TAKING THE RESPONSIBILITY FOR FINDING A SOFT PLACE FOR THEM TO LAND WHERE THEY CAN BEGIN THEIR LIFE ANEW.
WITH THAT, DR. JAMES, THE SUPERINTENDENT JOINED US.
AND SINCE THEN WE'VE HAD MAJOR CHANGES AND HE'S BROUGHT ABOUT A TEAM OF HIGHLY-CREATIVE AND VERY POWERFUL BUNCH OF THINKERS WE HAVE IN THE ROOM NOW.
LIKE ANY CEO, I GET ALL THE CREDIT AND TO A LARGE EXTENT.
[01:15:01]
10,000-FOOT.BUT THE INDIVIDUALS WORKING ON THE GROUND LEVEL SHAWNTAE WHO HAPPENS TO BE ONE OF OUR STUDENTS FROM THE CAN.
I THINK IT'S ONLY IMPORTANT THAT SHAWNTAE BE THE INDIVIDUAL HO HAS BEEN WORKING WITH US TO TAKE US TO THE HIGHER LEVEL IN TERMS OF THIS WHOLE INITIATIVE.
ABOUT, I AM A TEXAS CAN GRADUATE FROM GARLAND, TEXAS.
DUE TO A CHAOTIC HOME LIFE, I DROPPED OUT OF HIGH SCHOOL.
SOMEONE TOLD ME ABOUT DALLAS CAN.
AT THAT TIME, THERE WAS NOT A GARLAND LOCATION, IT WAS MANY YEARS AGO.
SO OCLIFF WAS THE ONLY LOCATION THAT ACCEPTED ME.
AND I DROVE FROM GARLAND TO OCLIFF UNTIL I GRADUATED HIGH SCHOOL.
WHEN I GRADUATED I CLOSED THAT CHAPTER.
I WASN'T GOING TO COLLEGE, THAT WAS A TRAUMATIC EXPERIENCE.
I DID NOT WANT TO REVISIT THAT TIME OF MY LIFE.
FAST FORWARD 13 YEARS LATER, WORKING IN DUAL CREDIT.
WE RECEIVE A PHONE CALL ONE DAY FROM A GENTLEMAN IN THEIR ADMINISTRATION OFFICE ANTING MORE INFORMATION REGARDING DUAL CREDIT.
I HAD NO IDEA THAT PHONE CALL WOULD TURN INTO A STATEWIDE PARTNERSHIP.
I SHARED THE GENERIC INFORMATION.
AS WE'RE HANGING UP THE PHONE, I SAID BY THE WAY, I GRADUATED FROM THERE.
AND OF COURSE, HE WANTED TO COME OUT AND MEET ME.
HE CAME OUT AND MET ME AND ASKED MY MY STORY.
HOW COME I ENDED UP AT A CAN SCHOOL.
DOCTOR PONCA AND HIM WERE JOINING A CITY COUNCIL MEETING IN GARLAND TO TRY TO GET A GARLAND LOCATION.
AND ASKED IF I WOULD ATTEND AND TELL MY STORY.
YOU DON'T SHARE A STORY LIKE THAT WITH PEOPLE.
MISS MINYARD, WHEN YOU HAVE A STORY LIKE THAT, YOU NEVER KNOW THE IMPACT OF THE LIVES YOU CHANGE.
I MET THEM AT THE CITY COUNCIL MEETING AND SHARED MY STORY THERE AND AT OTHER OMMUNITY EVENTS WITH AGITATED MEMBERS OF THE COMMUNITY.
BY AUGUST OF 2016, THE FIRST GARLAND LOCATION OPENED THEIR DOORS.
SO I ANT TODAY START A DUAL CREDIT PROGRAM WITH GARLAND CAN.
WHAT WE QUICKLY REALIZED DUAL CREDIT WAS NOT DESIGNED TO WORK WITH STUDENTS LIKE ME OR SCHOOL SYSTEMS LIKE TEXANS CAN.
IT TOOK A YEAR WITH MY EXECUTIVE DEAN, THE PRINCIPAL OF GARLAND TO SIT DOWN AND MAKE A PROGRAM THAT WOULD WORK FOR THE STUDENTS.
TEXAS CAN STUDENTS WERE SIMILAR TO ME.
FIRST COLLEGE GENERATION STUDENTS HAVE NO IDEA ABOUT COLLEGE.
YOU TAKE THEM TO THE COLLEGE, YOU DROP THEM OFF, THEY ARE GOING TO LEAVE.
THEY ARE INTIMIDATED BY COLLEGE.
THEY DON'T BELIEVE THEY ARE GOING TO BE SUCCESSFUL OR WANTED.
WE WANTED TO OFFER COLLEGE CREDIT TO THEM AT THEIR HIGH SCHOOL.
WE FOUND A LEVEL 1 CERTIFICATE OFFERED THROUGH BUSINESS OFFICE SYSTEMS AND SUPPORT AT RICHLAND COLLEGE THAT NOT ONLY GIVES THEM WORKFORCE TRAINING SKILLS THAT THEY DESPERATELY NEED BUT THEY ALSO EARN THE COLLEGE CREDIT FOR BUILDING CONFIDENCE THEY CAN COMPLETE A COURSE.
THESE ARE CLASSES SUCH AS KEYBOARDING, BUSINESS ENGLISH, MICROSOFT WORD AND EXCEL.
WE CREDENTIALED TEXANS CAN USIB COURSES TO TEACH THEM AT THE CAN HIGH SCHOOLS.
GARLAND WE STARTED IN OCTOBER OF 2017 WITH FIVE STU STUDENTS.
ALL FIVE SUCCESSFULLY OMPLETED BY OCTOBER 2018, WE LAUNCHED DUAL CREDIT AT FIVE OF THE CAN HIGH SCHOOLS IN DALLAS COUNTY, SERVING 196 STUDENTS.
AND THEN BY JANUARY OF 2019, WE LAUNCHED DUAL CREDIT AT 13 OUT OF THE 14 TEXAN CAN HIGH SCHOOLS IN FORT WORTH, AUSTIN, S SAN ANTONIO AND HOUSTON SERVING OVER 800 STUDENTS.
THIS OCTOBER, OCTOBERS IS A VERY SPECIAL MONTH, WE'RE LAUNCHING DUAL CREDIT AT ALL 14 OF THE TEXANS CAN HIGH SCHOOLS.
NOW THAT WE'VE BUILT THE FOUNDATION WE'RE GROWING INTO ANOTHER CERTIFICATE PROGRAMS, OFFERING CORE CLASSES AS WELL.
THAT'S A REALLY ALONG 33 YEAR YEAR STORY IN FIVE MINUTES.
[01:20:05]
>> S. WILLIAMS: WHAT ONE OR TWO HURDLES YOU LOOK BACK ON, WOW.
>> THERE WERE QUITE A FEW HURDLES.
I THINK THE BIGGEST PIECE IS THE STUDENTS.
THE STUDENTS, TEXAN CAN STUDENTS FACE SO MANY OBSTACLES AND LIFE CHALLENGES A LOT OF PEOPLE COULD WOULDNOT RELATE TO.
I VISIT LL THE SCHOOLS AND TALK TO THE STUDENTS AND SHARE MY STORE IF I COMPLETED COLLEGE THROUGH EL CENTRO AND TEXAS A&M, YOU CAN TOO.
THAT IS SIGNIFICANT TO THE SUCCESS OF WHAT THEY ARE CAPABLE OF.
THEY NEED A CHAMPION, SOMEONE TO SHOW THEM THE WAY STEP BY STEP.
AND SO TIME, FINDING TIME IS CRITICAL.
TEXANS CAN HAS INVESTED A HUGE AMOUNT OF SUPPORT AND PARTNERSHIP INTO THIS.
I HAVE A TEAM THAT WILL WORK CLOSELY WITH TEXANS CAN.
WE TALK ON THE PHONE I DON'T KNOW HOW MANY TIMES A DAY.
AND WHEN YOU HAVE LIKE THE LEAD FACULTY OF RICHLAND COLLEGE, THE EXECUTIVE DEAN OF THE BUSINESS OFFICE SYSTEMS SUPPORT, MY EXECUTIVE DEAN, MY COLLEGE PRESIDENT, IT'S A VILLAGE THAT MAKES THIS PARTNERSHIP WORK.
WE FIND THE OBSTACLES OVERCOME THEM.
>> SHAWNTAE HAS BEEN A LEADER AT RICHLAND AND DCCCD AND WORKING WITH TEXAN CAN.
A FORMER PRESIDENT HERE IN THE DISTRICT.
SHE'S LED ON A NUMBER OF INITIATIVES BEYOND THIS ONE.
>> P. RITTER: I HAD THE PRIVILEGE OF HEARING HER SPEAK AT A TEXAN CAN EVENT.
SHE OFFERED HER PERSONAL STORY TO THE AUDIENCE.
IT MUST BE BEEN 250 PEOPLE IN THE ROOM.
AND UP UNTIL THE BEGINNING OF THAT, WE WERE INTRODUCED.
YOU TOLD THE STORY OF WHAT YOU AND HE TEAM T RICHLAND ACCOMPLISHED, NOT JUST FOR THE DALLAS OR [INDISCERNIBLE] ACROSS THE STATE.
AND THE CHALLENGES ARE AMAZING.
BUT WHEN YOU LOOK AT THE NUMBERS WE JUST SAW FROM THE PRIOR PRESENTATION ON THE UPTAKE AND D THE PULL THAT DUAL CREDIT HAS FOR ALL STUDENTS AND HINKING ABOUT THE LOCOMOTIVE OF SUCCESS BEING ATTACHED TO THE TEXAS CAN ACADEMY, OU MADE THAT HAPPEN BUT IT WAS YOUR LEADERSHIP AND INITIATIVE AND YOUR INSPIRATION.
I CALL IT CHANCELLOR, WHAT HAPPENED? JOE, YOU WON'T BELIEVE IT.
HE WOULD BECAUSE HE SEES 2 ALL L TIME.
[INDISCERNIBLE] THE WAY YOU DO IT AND PARTNERSHIPS.
SO GRATEFUL TO YOU AND THE TEXAS CAN ASK YOUR PARTNERSHIP.
WE'RE GRATEFUL YOU'VE COME TODAY.
>> IT'S AMAZING IN THE SHORT AMOUNT OF TIME.
WE REALIZE AND KNOW AND YOU'VE BEEN IN THE BUSINESS A LONG TIME.
YOU GO WAY BACK WITH THE STUDENTS WE SERVE.
WHAT A COLLEGE HOUR WILL DO FOR YOUR OUTLOOK IN LIFE.
A LOT OF TIMES PEOPLE ASK, THE STUDENTS, DOESN'T MATTER, YOU DON'T HAVE TO CHOOSE NOW.
THEY HAVE TO KNOW YOU HAVE TWO TRANSCRIPTS AND NOW YOU ASK, WHAT ARE YOU GOING TO DO? AND THAT CHANGES A WHOLE -- NOT JUST THE UTLOOK FOR THEMES BUT THE TRAJECTORY OF THE FAMILY GOING FORWARD.
A LOT OF TIMES WE APPLY FIRST IN HOPE.
ONCE YOU GET THE HOPE, YOU CAN BEGIN TO DREAM ABOUT ANYTHING YOU WANT TO ACCOMPLISH.
IT'S THE WHOLE TEAM, WHEN WE SAT DOWN, I MET WITH EVERYONE EXCEPT ONE OF THE PRESIDENTS IN THE DCCCD AND AID, LOOK, WE'RE OPEN AND READY TO TRY AND EXPLORE AND TO DO WHATEVER WE WOULD TAKE TO HAVE OUR STUDENTS ATTEND COLLEGE.
YOU DON'T HAVE TO WORRY ABOUT SOMETHING ELSE.
I KNOW REGGIE AND THE TEAM MADE IT WORK.
WE'RE LOOKING FORWARD TO ANYTHING ELSE WE KNOW OUR STUDENTS ARE CAPABLE OF.
>> ON THE OTHER NOTE, WE HAVE PROGRAMS WITH EVERY ONE OF YOUR COLLEGES, M.O.U. WITH EVERYONE OF THEM.
WE'RE ENGAGED WITH EVERY ONE OF THEM.
[01:25:01]
WE'RE EVEN ENGAGED AT MOUNTAIN VIEW, WE JUST SPOKE TO DR. JOSEPH, WE'RE PARTNERING ON THE ALTERNATIVE CERTIFICATION PROGRAM.WE WANTED TO START OUR OWN BUT IT WAS BETTER TO PARTNER AND WE HAVE A GOOD PARTNER WITH MOUNTAIN VIEW.
WE CAN TURN THAT PROGRAM INTO A JUGGERNAUT, NOT ONLY FOR YOU BUT FOR US.
THE TECHNOLOGY I THINK IS GOING TO SHOW A LOT FROM THAT WORK.
WE HAVE ONE OF THE MOST ROBUST TECHNOLOGY PLATFORMS YOU WOULD FIND ANYWHERE, I WOULD DARE TO SAY IF YOU COME TO OUR PLACE, YOU ARE GOING TO AVE A WOW MOVEMENT WHEN YOU SEE THE TOYS WE HAVE.
BECAUSE WE HAVE THAT ABILITY, WE'RE ALSO ABLE TO PARTNER AND ASSIST AND HELP.
IT WAS OUR PLATFORMS IN TECHNOLOGY THAT ALLOWS US TO DO THE DUAL CREDIT ACROSS THE STATE.
AND SO I THINK OURS IS THE MODEL THAT EVENTUALLY YOU ARE GOING TO LOOK AT ECAUSE IF WE CAN PULL IT OFF ACROSS THE STATE, THEN OTHER PLACES CAN TOO.
BUT IT'S GOING TO BE-- THEY ARE GOING TO HAVE TO COME AT LEAST ONE STEP HIGHER IN TERMS OF TECHNOLOGY.
BUT ANYWAY, WE APPRECIATE SHAWNTAE.
AND YOU ARE GOING TO SEE MORE AND MORE OF OUR STUDENTS.
>> CHAIR D. FLORES: SHAWNTAE, IT'S REALLY INSPIRING TO HEAR FROM PEOPLE THAT HAVE OVERCOME CHALLENGES AND NOW GIVING BACK.
I OFTEN ELL WHEN I SPEAK TO STUDENTS AND ADULTS, THE ONLY BARRIER YOU HAVE TO SUCCEED, ESPECIALLY IN EDUCATION IS YOURSELF.
YOU ARE SETTING THE GROUND WORK FOR STUDENTS TO BELIEVE IN THEMSELVES.
WERE YOU PRESIDENT AT SUNSET, WAS IT A TRUCK OR CAR YOU DROVER AROUND THE NEIGHBORHOOD TO GET YOUR KIDS BACK TO SCHOOL?
>> DRIVING AROUND THE NEIGHBORHOOD AND MAKE THEM GET INTO TRUCK.
DR., I DON'T REMEMBER THE FIRST TIME I MET YOU, YOU WERE A WRONG TEACHER AT [INDISCERNIBLE] ASKING ME FOR HELP TO GET
[A. Committee Notes]
PARENTS INVOLVED AND THE PRINCIPAL TO REALIZE THE VALUES THE PARENTS WOULD BRING AND LOOK HOW FAR YOU'VE OME.>> DAN AND I HAVE KNOWN EACH OTHER FOR A LONG TIME.
IT'S
* This transcript was compiled from uncorrected Closed Captioning.