[00:00:04]
>> MS. COMPTON ARE YOU ONLINE.
I THINK I LOST MS. COMPTON, BUT WE DO HAVE A QUORUM AND WE CAN BEGIN.
[1. Roll Call - Announcement of a Quorum]
IF YOU COULD DO A ROLL CALL PLEASE.
THE EDUCATION WORKFORCE COMMITTEE IS BEGINNING AT 1:51 P.M.
AND I WILL BEGIN WITH A ROLL CALL.
>> TRUSTEE JAMESON ARE YOU PRESENT.
>> TRUSTEE ZIMMERMAN MAN, ARE YOU PRESENT.
>> MS. COMPTON, ARE YOU PRESENT? MS. COMPTON, ARE YOU PRESENT? OKAY.
TRUSTEE WILLIAMS AND TRUSTEE BRAVO ARE NOT PRESENT FOR THIS MEETING, BUT WE HAVE A QUORUM.
CHAIR FLORES, YOU MAY BEGIN THE MEETING.
IN HAS BEEN POSTED ONLINE FOR AT LEAST SEVENTY-TWO HOURS.
[2. Certification of Notice posted for the meeting]
ALTHOUGH MEMBERS OF THE BOARD ARE NOT GATHERS IN A CENTRAL PHYSICAL LOCATION WE HAVE A QUORUM IN ATTENDANCE AT THIS MEETING BY VIDEO CONFERENCE AND TELEPHONE CALL AND WE ARE USING WEBEX SOFTWARE APPLICATION WHICH ALLOWS TWO WAY COMMUNICATION BETWEEN PARTICIPANTS AS WE WOULD AT ANY IN PERSON MEETING MEMBERS OF THE PUBLIC WHO HAVE FOLLOWED THE INSTRUCTIONS ON THE DALLAS BOARD OF TRUSTEE WEBSITE WILL BE UNMUTED FOR FIVE MINUTES TO SPEAK.IF THE SPEAKER SUBMITTED WRITTEN COMMENTS IN ADVANCE THE BOARD LIAISON WILL READ THE COMMENTS INTO THE RECORD.
IF YOU WOULD LIKE TO PROVIDE -- PLEASE FOLLOW INSTRUCTIONS ON THE BOARD'S WEBSITE AT THE -- EXCUSE ME.
THIS COMMITTEE MEETING IS BEING BROADCAST OVER THE INTERNET AND A TRANSCRIPT WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE ON THE BOARD'S WEBSITE AND THIS APPLICATION ALLOWS FOR ONE THOUSAND PEOPLE TO PARTICIPATE AND OVER -- SO VIEW IT -- CHANCELLOR.
CAN YOU CON FIRM THIS MEETING HAS BEEN POSTED.
>> I CAN MADAM SHARE THE I CERTIFICATE THAT THIS MEETING WAS POSTED A IN ACCORDANCE WITH THE TEXAS GOVERNMENT CODE.
>> CHAIR FLORES, THERE ARE NO COMMUNITY PEOPLE WANTING TO SPEAK AT THIS MEETING, AND I'M ABOUT TO SHARE THE AGENDA.
>> WITH THAT MS. EN RIGHT WILL MAKE THE PRESENTATION ON FACULTY COMPENSATION AND
[4.A. Faculty Compensation Presenter: Sherri Enright]
THIS WAS REQUESTED ON THE TOP TWENTY-FIVE SALARY EARNERS AMONGST THE FACULTY RANK.>> IT'S OUR PLEASURE TO BE WITH YOU THIS AFTERNOON.
PEARLA CAN YOU PULL UP THE PRESENTATION, PLEASE.
SO THE FIRST PART OF THIS PRESENTATION TODAY IS GOING TO WALK YOU THROUGH A LOT OF THE HISTORICAL ASPECTS OF FACULTY COMPENSATION AND THEN DR. SHONDA FORD WILL TAKE OVER FROM THERE AND TALK ABOUT SOME PROPOSED REVISIONS AND SOLUTIONS FOR SOME OF THE ISSUES THAT HAVE COME ABOUT.
PEARLA I'M NOT SEEING THE SLIDE UP.
AM I MISSING THAT OR IS IT UP.
[00:05:02]
I APOLOGIZE I'M NOT SHING THAT ON MY SCREEN.
I WILL WALK THROUGH WITH THE HOPE THAT YOU'RE SEEING THE SAME THING AS I I'M.
THERE ARE TWO ESSENTIAL TYPES OF PAY AND THE FIRST OBVIOUSLY IS BASE PAY.
FACULTY WHEN THEY ARE HIRED THEY ARE PLACED MANY A RANGE OF F ONE THREE F FOUR AND THOSE ARE BASED UPON THEIR LEVEL OF ATTAINMENT OF EDUCATIONAL ACHIEVEMENT AND THEN ALSO EXPERIENCE IS FACTORED IN.
GENERALLY WE HIRE IN AT THE MINIMUM OR FIRST QUARTILE OR DEFINITELY BELOW MID-POINT AND FACULTY CAN ALSO OBTAIN SUPPLEMENTAL PAY THROUGH SOME DIFFERENT MEASURES AND THESE ARE PAY CODES THAT HAVE BEEN AMENDED THROUGHOUT THE YEARS TO ADJUST TO THE SITUATION.
BUT THE TWO WE WILL BE TALKING ABOUT THE MOST ARE THE HOUR RATE AND THE EXTRA SERVICE.
AND WHILE EXTRA SERVICE IS JUST ONE CATEGORY IT INCLUDES SEVERAL DIFFERENT PIECES OF POTENTIAL INCOME TO A FACULTY MEMBER.
SO PEARLA, SLIDE THREE, PLEASE IF YOU'RE NOT ALREADY THERE.
THIS IS THE TOP TWENTY-FIVE REPORT THE BOARD HAS SEEN THIS PREVIOUSLY.
YOU SAW IT FOR 2019 SEVENTEEN AND EIGHTEEN AND FOR PURPOSES OF THIS PRESENTATION WE ARE ONLY PRESENTING 2019 AND A LOT OF DATA DIDN'T CHANGE A LOT AND AS YOU CAN SEE BESIDES BUYS PAY THE BULK OF THE COMPENSATION THAT OUR TOP TWENTY FIVE FACULTY ARE RECEIVING COME FROM THAT EXTRA SERVICE AND THE HOURLY PORTION MAKES UP SEVERAL OF THAT AND THE HOURLY FOR INSTANCE IS IF THE FACULTY IS SERVING AS A FACULTY ADVISOR OR A FACULTY SUPPORT FOR THEIR PARTICULAR COLLEGE THEY ARE PAID ON A HOURLY RATE BASED UPON A MAX NEWSPAPER NUMBER OF HOURS.
SO ON THE BASE ONE THE -- AND THE HOURLY RATE IS SAYS SIX THOUSAND -- >> KNOW THAT'S PROBABLY SOMEONE WHO WAS ON THE FACULTY ADVISORY FOR THEIR OWN COLLEGE AND AS WELL AS THE OVERALL DISTRICT AND THEY ARE PAID AN HOURLY RAID FOR THE WORK THAT THEY DO ON THOSE COUNSELS AND SO THAT PERSON WAS DOING A LOT OF WORK IN THAT YEAR ON THAT COUNSEL.
>> NO THAT WOULD BE THE TOTAL PAY FOR THE HOURLY RATE.
>> OH, MY GOD I WAS ABOUT TO HAVE A HEART ATTACK.
NO, THAT WAS NOT THE HOURLY RATE.
THAT WAS THE TOTAL PAID IN THAT ACADEMIC YEAR FISCAL YEAR FOR THOSE TYPES OF SERVICES.
SO AS YOU CAN SEE OBVIOUSLY THE EXTRA SERVICE MAKES UP A VERY LARGE PORTION OF THESE -- THE TOTAL COMPENSATION FOR OUR FACULTY.
SO PEARLA IF YOU WANT TO MOVE TO SLIDE FOUR.
>> I'VE GOT SOME MORE QUESTIONS ON SLIDE THREE.
>> SO YOU MIGHT NOT HAVE THIS NUMBER BUT IF YOU COULD GIVE IT US TO.
FOR ALL OUR OF FACULTY CLASS THE AMOUNT OF EXTRA SERVICE THAT THEY GET PAID AND THEN HOW MANY OF OUR FACULTY ARE ABLE TO PARTICIPATE IN EXTRA SERVICE?
>> I'LL ANSWER YOUR SECOND QUESTION FIRST AND THAT GETS INTO THAT NEXT SLIDE.
ALL OF OUR FACULTY ARE ESSENTIALLY ELIGIBLE BUT THERE HAS BEEN A VERY INCONSISTENT DISTRIBUTION OF EXTRA SERVICE THROUGHOUT THE EXTRA CAMPUS LOCATIONS WHICH HAS LED TO SOME THIS DISPARITY.
I DO NOT HAVE THE MEDIAN OF JUST THE EXTRA SERVICE CONTRACTS, I THOUGHT I HAD, AND I CANNOT FIND IT NOW.
I THOUGHT I HAD THE MEDIUM OF ALL AVERAGE FACULTY THAT I WAS GOING TO BE ABLE TO PROVIDE TO YOU BUT I CAN GET THE MEDIAN OF THAT EXTRA SERVICE BREAKOUT FOR YOU.
[00:10:06]
AND THEN THERE IS SOME -- MOST OF THESE TOP TWENTY-FIVE THEY'RE MAKING -- WELL, A GOOD NUMBER OF THEM ARE MAKING MORE IN THEIR EXTRA SERVICE THAN THEY ARE IN THEIR BASE PAY.
MOVING FORWARD IS THIS GOING TO BE THE SAME.
I'M ASSUMING THAT THE DISTRIBUTION IN EXTRA OPPORTUNITIES IS NOT EQUITABLE IS THAT A CORRECT A ASSUMPTION.
>> AND THAT'S WHY I WAS GOING TO LEAD THE NEXT DISCUSSIONS ON THE NEXT COUPLE OF SLIDES OF HOW WE GOT THERE AND DR. FLOYD IS GOING TO ADDRESS HOW WE'RE CHANGING THAT AND MAKING THAT EQUITABLE.
SO DO YOU HAVE ANY MORE QUESTIONS ON THESE NUMBERS OR CAN WE MOVE THE SLIDE FORWARD.
>> LET ME JUST COMMENT TO CHAIR FLORES QUESTION AND THAT'S WHAT WE'RE GOING TO BE GETTING INTO AND AS YOU RECALL BACK IN TWO THOUSAND NINE END WE BROUGHT BACK SOME POLICY RECOMMENDATIONS AND WE'RE READY TO DO THAT TO BREAKOUT BECAUSE THERE -- AND WE JUST SPENT QUITE A BIT OF TIME AND SOME OF THEM IS A COURSE BY THE AVAILABLE OF THE COURSE OFFERS AND THE PARTICULAR AREA AND SOME OF IT IS IF YOU'RE A MAJOR IN THE FIELD.
OTHERS ARE LIMITED BECAUSE THEY HAVE HAD A BIG PORTION OF THEIR DAY EATEN UP FOR LAB TIME FOR WHICH THEY WEREN'T COMPENSATED AT THE SAME RATE AS OTHER INDIVIDUALS THERE.
SOME HAS HISTORICALLY TAKEN ON CERTAIN ROLES WITHOUT THE ABILITY TO ROTATE THOSE ROLES FRANKLY ANOTHER BIG PIECE OF THAT WAS THAT WE ALLOWED ADMINISTRATORS TO TEACH IN THE DAYTIME AND THAT ALSO HAS HAD A FACTOR IN ALL OF THESE CALCULATIONS.
THERE IS ACTUALLY ABOUT A DOZEN WAYS THAT DRIVE THIS WHICH IS WHY WE'RE BRINGING FORWARD THE POLICIES TO ADDRESS THEM.
YOU MAY RECALL WHEN WE FIRST BROUGHT THAT BACK NOT THE MOST RECENT VERSION OF THIS TOP TWENTY-FIVE OF HOW THERE WAS A BIG CLUSTER IF YOU WERE TO PUT THEM ON A PLOT OF FOLKS OPERATING WITHIN AN AVERAGE WINDOW AND THAT IS BY FOR THE MAJORITY THAT ARE NOT TAKING ADVANTAGE OF THESE.
AND THERE ARE THE ONES WHO HAVE NOT BEGUN ABLE IT MAKE THEY'RE LOAD IN THE PAST AND THERE IS A GROUP OF INDIVIDUALS REPRESENTS HERE THAT ARE ON THE OTHER SIDE OF THAT FAR AWAY FROM THE GROUPING TOWARD THE CENTER.
NOW, YOU KNOW, THERE IS TECHNICALLY NOTHING WRONG WITH FOLKS EARNING COMPENSATION, BUT IT IS AB EQUITY ISSUE THAT WE TALK ABOUT BEFORE IN THAT THIS HAS NOT BEEN AVAILABLE TO PEOPLE FOR A VARIETY OF REASONS AND THAT'S PART OF WHAT WE WANT TO ADDRESS.
SO THE ULTIMATE GOAL FRANKLY WILL END UP LIMITED SOME OF THE ACCESS FOR SOME PEOPLE WHILE INCREASING THAT OPPORTUNITY FOR OTHERS AS WE GO FORWARD.
SO YOU MIGHT WANT TO KEEP THAT IN MIND AS DR. FLOYD GETS INTO OR PRESENTATION.
>> WELL, ANOTHER CONCERN FOR ME IS CERTAINLY THE EQUITY ISSUE THAT YOU REFERENCED DR. MAY BECAUSE THE QUALITY ISSUES FOR STUDENTS AND THESE ARE JUST ASSUMPTIONS THAT I'M MAKING.
BECAUSE IF YOU'VE GOT FACULTY MEMBERS WHO ARE MAKING MORE IN EXTRA SERVICE THAN THEY ARE IN BASE PAY THAT SAYS TO ME THAT THERE ARE QUITE A FEW EXTRA CLASSES AND WHAT DOES THAT SAY TO THE QUALITY OF INSTRUCTION FOR STUDENTS BECAUSE SPEAKER FOR MYSELF THERE IS ON THE SO MUCH I CAN DO AND STILL BE A TOP PERFORMER.
SO IF YOU'RE TEACHING DOUBLE THE CLASSES OF WHAT YOU TYPICALLY DO WHAT DOES THAT SAY ABOUT THE QUALITY TO THE STUDENTS.
MY SYSTEM SAYS THE WEBEX IS NOT RESPONDING.
AND SO I WILL PLOW FOLDER AND HOPEFULLY AND LONG AS CAN YOU HEAR ME WE'LL BE IN
[00:15:07]
A GOOD POSITION.I DID WANT TO TOUCH BASE TO THE DISCUSSIONS THAT WE WERE JUST HAVING IS HOW DID SOME OF THESE INEQUITIES OCCUR AND CHAIR FLORES AS YOU POINTED OUT FOR A LARGE NUMBER IN THE TOP TWENTY-FIVE EXTRA SERVICE PAY ACTUALLY DOES EXCEED BASE SALARY.
AND THIS RESULTS AS DR. MAY WAS MENTIONING FROM INCONSISTENT APPLICATION FROM EXISTING POLICIES AND PRACTICES AND INCONSISTENT ASSIGNMENT OF EXTRA SERVICE COURSES THROUGHOUT THE SEPARATE COLLEGES.
YOU KNOW, WE HAVE FOUND AS DR. FLOYD WILL TOUCH BASE ON THAT AS WE WERE GOING THROUGH AND LOOKING AT THE CAMPUSES THAT WE WERE CONSIDERING THINGS, EXTRA SERVICE IN DIFFERENT WAYS, DEPENDING ON NOT HOW IT WAS PROCESSED IN THE ACADEMIC SIDE BUT -- THINGS WERE BEING DONE DIFFERENTLY AT THE VARIOUS COLLEGES.
AND CHAIR FLORES, I WAS ABLE TO FIND, I APOLOGIZE.
THE MEDIAN OF ALL FACULTY COMPENSATION.
AND IT DOES NOT BREAKOUT THE EXTRA SERVICE.
SO THAT'S THE MEDIAN OF ALL FACULTY COMPENSATION AND I WILL GET THE MEDIAN OF EXTRA SERVICE AS WELL.
SO AS WE WERE DISCUSSING WHAT IS CHANGING.
SO OF MOVING FORWARD YOU WILL SEE A MUCH MORE CONSISTENT APPLICATION SO THAT THE EXTRA SERVICE WILL BE DISTRIBUTED IN A MUCH MORE EQUITABLE AND FAIR WAY.
WITHIN THAT AS YOU KNOW, I'VE BEEN WORKING VERY HARD TO RESTRUCTURE THE HR SHOP.
WE ARE COMMITTED TO PROVIDING DEDICATED STAFF SUPPORT TO THE PROVOST AND THE VICE PROVOST TO MEET THE NEEDS OF FACULTY COMPENSATION BUT THAT ALSO ALIGN WITH THE VISION AND MISSION OF THE DISTRICT AND MOVE THOSE PROGRAMS FORWARD.
AND REALLY WHAT'S -- WHAT WILL BE MOST IMPORTANT IN ALL OF THIS IS REALLY APPLICATION OF STANDARD DEFINITIONS CALCULATIONS TO ENSURE THAT WE DO HAVE THAT SINGLE SOURCE METHODOLOGY FOR FACULTY COMPENSATION.
SO I WOULD BE HAPPY TO ANSWER ANY QUESTIONS, BUT REALLY, I THINK IT'S APPROPRIATE FOR ME TO TURN OVER TO DR. FLOYD TO TALK ABOUT THOSE THINGS THAT WE ARE MOVING FORWARD WITH IN TERMS OF CHANGING AND SOME NEW PROGRAMS.
>> DO ANY TRUSTEES HAVE ANY QUESTIONS AT THAT POINT OR COMMENTS? IF NOT, DR. FLOYD.
>> GOOD AFTERNOON EVERYONE AND I KNOW SOME OF MY COMMENTS HAVE GOTTEN PREEMPTED A LITTLE BIT BUT I THINK IT'S IMPORTANT TO TAKE A LITTLE BIT TO -- TO BECOME A STUDENT CENTRIC PROCESS THAT'S TRANSPARENT AND ULTIMATELY IT WILL PROVIDE GREATER EQUITY IN THE FACULTY LOAD AND SCHEDULE BUILD PROCESS.
SO PEARLA, IF WE CAN CHANGE TO MY PRESENTATION?
>> BRINGING IT UP, BEFORE FLOYD U.
IF YOU CAN MOVE TO THE SECOND SLIDE.
SO A LOT OF WORK THAT WE'RE DOING IN THIS AREA IS CHANGING THE WORK THROUGH STRUCTURE CULTURE AND POLICIES.
SO WE HAVE LOTS OF INCONSISTENT ANSWERS AND IT WAS DIFFERENT BY THE FACT
[4.B. Faculty Load and Scheduling Presenters: Shawnda Floyd]
THAT SEVEN COLLEGES WERE IN PRESENTING POLICY AND THEN ATTEMPTING TO IMPLEMENT THEM OR OPERATIONALIZE THOSE INTERPRETATIONS.NO TWO COLLEGES DID ANYTHING SEEMINGLY THE SAME WHAT IT CAME TO PUTTING FACULTY LOAD EXTRA SERVICES OR RELEASE TIME TOGETHER.
AND BEYOND THAT OUR POLICIES WERE VERY BROAD AND THEY LEFT OPEN TO MULTIPLE INTERPRETATIONS.
SO WE LOOKED -- WHICH FURTHER MEANT THAT PEOPLE KEPT DOING WHAT THEY INTERPRETED AND HOW THEY WANT TODAY DO IT.
SO SINCE WE DIDN'T HAVE ROBUST ENOUGH POLICIES, WE ENDED UP WITH A LOT OF
[00:20:01]
UNINTENDED POLICIES.IT CAME IN INTERPRETED DIFFERENTLY AND WE HAD DEEP ROOTED PROBLEM THAT'S HAD TAKEN HOLD AT THE COLLEGE LEVEL.
BY MOVING TO ONE COLLEGE WE'RE CHANGING THAT CULTURE BECAUSE WE HAVE VERY STREAM LINE REPORTING PA.
ACADEMIC DECISIONS COME UP TO EMPLOYEE AS THE PROVOST.
THE STUDENT SUCCESS DECISIONS COME UP THROUGH OUR VICE CHANCELLOR -- WHY THAT'S IMPORTANT IN THIS EQUATION BECAUSE MANY OF THOSE IN THAT COLUMN THAT YOU SAW FOR DIFFERENT WAYS THAT FACULTY COULD BE COMPENSATED CAME FROM MULTIPLE AREAS.
SO FACULTY WEREN'T JUST COMPENSATES FOR TEACHING.
THEY MIGHT HAVE BEEN COMPENSATED THROUGH A STUDENT -- THEY MIGHT HAVE BEEN COMPENSATED BY PROVIDING SUPPORT DO A GRANT.
SO NOW WE'RE AWARE OF ALL THE WORK THAT ALL FACULTY ARE DOING AND WE HAVE ALSO TAKEN A CLOSER LOOK OR MORE IN DEPTH LOOK OF OUR POLICIES AS WELL AS THE POLICY INITIATIVE TEAM WE TOOK A LOOK AT SOME OF OUR POLICIES AN THEY WERE APPROVED IN 2019.
THESE ARE THE NINE POLICIES THAT THIS SLIDE RECAPS THE NINE POLICIES A THAT THE PORED BOARD APPROVED AND THESE POLICIES PROVIDED A LOT OF GREAT DIRECTION BUT WE STILL HAD WORK TO DO AS ONE COLLEGE TO OPERATIONALIZE THESE POLICIES.
SOLE POLICY INITIATIVE TEAM WAS PUT TOGETHER IN ORDER TO PROVIDE RECOMMENDATIONS ON EACH ONE OF THESE POLICIES AND HOW TO PUT THEM INTO PRACTICE.
SINCE BECOMING ONE COLLEGE WE'VE MOVED FORWARD TO REFINE OUR ORGANIZATIONAL STRUCTURE AND OUR CULTURE.
WE'RE NOW AT THE POINT WHERE WE ARE READY TO TAKE STEPS TO OPERATIONALIZE THESE POLICIES INTO PRACTICE FOR DALLAS COLLEGE.
THE SCHEDULE PILOT THAT WILL GO LIVE IN THE SPRING AND IT'S IN THREE OF OUR SCHOOLS ARE LAW AND PUBLIC SERVICE, ENGINEERING MATHEMATICS TECHNOLOGY AND SCIENCE IT VERY IMPORTANT BECAUSE IT WILL ALLOW US TO BE STUDENT CENTRIC FIRST WHILE ALLOWING FACULTY TO A PREFERENCE IN THEIR COURSE ASSIGNMENTS.
THE SCHEDULE PILOT IS GOING TO BE CLEAR, CONSISTENT AND EQUITY AND IT HAS BEEN PROVIDED BY OUR POLICY INITIATIVE TEAM.
THE POLICY SECTIONS LAB EQUAL LECTURE IN STANDARDIZED CLASS SIZES AS WELL AS PLACING EXTRA SERVICE LIMITATIONS WILL BE INCORPORATED IN TO THIS NEW SCHEDULE POLICY.
AND THIS WILL BE PROVIDED UNDER A ONE COLLEGE MODEL BUT MOST IMPORTANTLY IT'S FINALLY GOING TO TREAT A CLASS AS A CLASS.
A LOT OF INEQUITY THAT WE SAW IN PIE CAME IN WHEN FACULTY TAUGHT LAB VERSUS A LECTURE COURSE.
UNDER THIS MODEL AND WITH THIS POLICY IMPLEMENTATION.
SO THOSE FACULTY WON'T RECEIVE THAT DECEMBER PARITY TREATMENT GOING FORWARD.
IF YOU COULD GO TO THE NEXT SLIDE.
>> AND THIS WAS -- THESE ARE AS A RESULT OF THE BCG RECOMMENDATIONS CORRECT IN TERMS OF INEQUITY THAT THEY FOUND.
>> RIGHT THEY FOUND IT BUT THEY -- ONE GROUP WORKED ON CONTRACTS AND ANOTHER GROUP WORKED ON THIS.
SO THERE WERE DIFFERENT SUBGROUPS.
SO OUR EMPLOYEES MADE THESE DECISIONS, BUT IT WAS MADE BASE ON INFORMATION THAT BGC DID FOR US.
>> AND IT WAS FORMULATING THESE POLICIES AND THE WORK THAT THEY'VE BEEN DONE WAS
[00:25:05]
WITH FACULTY INPUT CORRECT.THERE WERE FACULTY ON EACH OF THE SUBCOMMITTEE.
SO WE DID NOT SHUT OUT FACULTY FROM THIS PROCESS.
I'M VERY SPECIFIC BECAUSE I'VE BEEN INVOLVED FROM THE BEGINNING AND THIS GOES BACK FIVE YEARS AGO.
AND MULTIPLE LAYERS OF FACULTY THAT HAVE WORKED ON THIS SINCE 2015 AND WE NOW ARE ONE COLLEGE AND WE ARE READY TO WORK IN THE NEXT STEMS.
I'M GLAD THAT THEY'VE BEEN INVOLVED IN EVERY STEP OF THE WAY.
>> SO NOW WHAT THIS SLIDE DEMONSTRATES AS A RESULT OF THE POLICY BEING IMPLEMENT WE WILL HAVE MORE EQUITY IN WORKLOAD BUT MORE IMPORTANTLY 74 PERCENT OF OUR FACULTY WILL SEE AN INCREASE IN THEIR ANNUAL EXTRA SERVICE COMPENSATION.
74 PERCENT IS CRITICAL BECAUSE THIS IS A BIG INVESTMENT BECAUSE WE'RE MAKING IN IMPROVING EQUITY ACROSS THE BOARD FOR OUR FACULTY IN LOAD AND IN TEACHING ASSIGNMENT AND IT'S THE COLLECTIVE SUCCESS OF NOT ONLY OUR STUDENTS THROUGH THIS STUDENT CENTRIC PROCESS BUT OUR EMPLOYEES THAT WE'RE MAKING OUR INVESTMENT AND I KNOW DR. MAY WILL SPEAK MORE TO THE COSTS ASSOCIATED WITH THIS BUT WE'RE REALLY AT A POINT OF IMPLEMENTATION AFTER FIVE YEARS OF COLLABORATION AND PLANNING AND HARD WORK.
SO IT'S A BIG DAY TO CELEBRATE IN MY OPINION.
I'M REALLY, REALLY HAPPY ABOUT THAT.
>> YEAH AND LET ME SAY THIS IS REALLY THE RESULT OF THE POLICY.
WE DIDN'T START THIS THE OTHER WAY AROUND WITH THAT.
WHAT WE WERE REALLY LOOKING AT IS DEVELOP POLICIES THAT WERE FAIR, EQUITABLE, CREATED AS MUCH AS POSSIBLE EQUAL OPPORTUNITY WHILE ENSURING THAT FOLKS HAD A CHANCE.
SO OUR WORK TRYING TO IN ANY WAY NEGATIVE IMPACT FOLKS, WE DEFINITELY WANT TO ENCOURAGE CERTAIN TYPES OF ENGAGEMENT SO WHAT YOU'RE SEEING HERE IS THIS SLIDE DOES EXACTLY THAT.
NOW THE BIGGEST PART IS RECOGNIZING A HISTORIC INEQUITY GOING BACK FIFTY YEARS OF US NOT COMPENSATING INDIVIDUALS THAT ENGAGED IN LABORATORY WORK AT THE SAME LEVEL.
AS BOARD MEMBERS, YOU HAVE BEEN IN SOME OF THESE LABS WHETHER THEY BE WELDING OR NURSING OR SOME OF THE OTHER AND WHAT YOU SEE ARE FACULTY ENGAGED.
IN SOME INDICATIONS THERE ARE HEALTH AND SAFETY RISKS.
IT'S A MAJOR PART OF THE LEARNING PROCESS.
SO THAT'S THE PRIMARY DRIVER OF WHAT YOU'RE SEEING HERE AND WHILE THIS ALSO MEANS THOUGH, I NEED TO EXPLAIN THIS COMES WITH ANOTHER CAVEAT THAT YES WE'RE FAIRLY COMPENSATING THESE INDIVIDUALS THAT WILL RESULT IN AN INCREASES PAYCHECK BUT IT ALSO MEANS THAT WE WILL NEED TO HIRE ADDITIONAL FULL TIME FACULTY TO ASSIST IN THESE AREAS IN ORDER TO BE ABLE TO MAKE THE SAME AMOUNT OF COVERAGE.
SO I WANT TO BE CLEAR THAT IN ALL CASES THERE IS A TRADEOFF BUT CLEARLY THIS IS THE EXACTLY RIGHT THING THAT WE NEED TO BE DOING.
>> AND PEARLA IF YOU'LL JUST MOVE TO THAT LAST SLIDE BECAUSE IT WILL SPEAK TO THOSE NUMBERS BUT JUST A LITTLE DIFFERENTLY.
>> AND WHILE IT'S COMING UP REALLY JUST BASED ON LARGELY FROM OUR ANECDOTAL AND THEM REALLY BEING A PART OF THAT EQUATION BECAUSE OF THE QUALITY OF THE LECTURE LAB AND THIS SCATTER PLOT SHOWS THE SAME INFORMATION THAT WE SAW IN THE LAST SLIDE.
>> CAN YOU GO BACK TO THE SLIDE FIVE.
SO THE 74 PERCENT THAT SAW AN INCREASE THAT BECAUSE WE HAVE AN OPPORTUNITY AT THE EXTRA SERVICE COURSES.
[00:30:01]
>> YES THAT'S EXACTLY THE CASE.
WITH A WE HAD WAS AGAIN, SEVEN COLLEGES DOING IT SEVEN DIFFERENT WAYS.
SO EVEN THING IS LIKE WHEN CAPS CAN BE RAISED THE PEOPLE WHO ARE AFFORDING TO TEACH EXTRA SERVICE.
THERE ARE SO MANY DIFFERENT STORIES ABOUT IT.
WE HAVE PEOPLE IN THE DISTRICT WHO HAVE NEVER HAD AN OPPORTUNITY TO TEACH AND CLASS AT ALL AND THEY'VE BEEN HERE TEN YEARS.
BUT THIS IS A MORE EQUITABLE PROCESS AND IT'S APPLIED EQUALLY ACROSS THE BOARD FOR ALL FACULTY AND AS WE MOVE INTO ASSIGNING CORPORATIONS AND ADDRESSING CAPS ET CETERA.
>> AND I WOULD IMAGINE THAT YOU HAD NO FACULTY THAT HAVE NO INTEREST IN EXTRA SERVICE, THEY JUST WANT TO TEACH THEIR BASE.
>> VERY FEW, BUT THERE ARE SOME.
>> DOES ANYONE ELSE HAVE QUESTIONS.
THAT BRINGS US TO THE CONCLUSION OF THIS PRESENTATION.
>> ANY QUESTIONS OR COMMENTS ON THE PART OF ANY BOARD MEMBERS.
>> DR. MAY, YOU WERE REFERENCING POLICY THAT'S THE BOARD DID APPROVE IN TWENTY-NINE OF LAST YEAR.
>> YOU'RE MUTED, YOU'RE MUTED.
WE REALLY WANTED THE INPUT FROM THE FACULTY GROUPS BEFORE WE MOVE FORWARD WITH THE IMPLEMENTATION.
WE'RE READY TO MOVE ON THAT AND WE'RE ASKING FOR THAT TO BE INCLUDED IN THE FY TWENTY BUDGET AND WE NEED AN AGREEMENT ON THAT NOW IN ORDER TO MOVE FORWARD WITH THAT AND THAT'S THE DIRECTION THAT WE WILL GO SO THAT IN THE FALL OF 2021 WE WILL IMPLEMENT THE POLICIES RELATED LAB LECTURE RATIOS.
THAT WILL BE IN FULL EFFECT AT THAT TIME.
SO THAT AT -- WE'LL EVEN THAT OUT AND WE'LL ALSO IMPLEMENT THE POLICIES RELATIVE TO THE MAXIMUM AMOUNT OF EXTRA SERVICE DURING VARIOUS TIMES DURING THE YEAR.
I DON'T KNOW IF YOU WANT TO MENTION ANYTHING ELSE OP THAT DR. FLOYD.
BUT THAT'S WHERE WE'RE RIGHT NOW.
SO WE'RE AT A POINT WHERE WE NEED AN AGREEMENT ON THIS IN ORDER TO MOVE FORWARD BECAUSE THIS IS NOT SOMETHING WE IMPLEMENT RETROACTIVELY AND WE HAVE TO IMPLEMENT IT AND PUT THE SYSTEMS IN PLACE GOING FORWARD.
>> AND MY CONCERN IS YOU'RE TALKING ABOUT THE BOARD.
>> SO COULD YOU, AGAIN, RESTATE WHAT CONSENSUS THAT YOU'RE LOOKING FOR FROM THE BOARD.
>> AS WE GET INTO IT, THERE WILL BE AN OPPORTUNITY WHEN WE PREPARE NEXT YEAR'S BUDGET.
I GUESS MAYBE I OUGHT TO ASK SHONDA, I DON'T KNOW IF THERE ARE ANY DETAILS THERE BRAKING THIS OUT AS IT RELATES TO IT OR MAYBE JUSTIN TO JUMP IN AND CLARIFY THERE, BUT THE INTENT IS TO IMPLEMENT -- PUT INTO ACTION.
GO BACK TO THE PREVIOUS SLIGHT.
SO WE'RE NOW AT THE POINT WHERE WE HAVE DEFINES LOAD BASED ON ALL THE CONTACT OURS AS IT RELATES TO THAT.
WE'VE RECOMMEND PUTTING INTO PLACE THE ONE LAB CONTACT OUR EQUALS A LECTURE.
THE BOARD HAS ALREADY APPROVED IT.
WE HAVEN'T DEFINED THE EVERYBODY'S IS MAXIMUMS. THE INSTITUTIONAL SERVICE.
THESE ARE NOW THAT WE HAVE PROCEDURES TO GO FORWARD WITH THIS.
THE MAIN THING WE NEED FROM THE BOARD IS THE BUDGETARY -- SO WE'RE INFORMING THE BOARD AT THIS TIME THAT EACH OF THESE NINE AREAS THAT WE NOW HAVE THE INTENT TO MOVE FORWARD WITH THE FULL IMPLEMENTATION OF THE BOARD'S POLICY.
>> AND YOU SAID WE'RE GOING TO NEED TO HAVE MORE FULL-TIME FACULTY IS THAT CORRECT.
LOOK AT WHEN WE GET TO THE LAB CONTACT HOUR WHAT THAT MEANS IS THAT INDIVIDUAL SAY WERE ONLY GETTING HALF COMPENSATION AND THAT'S GENEROUS SOMETIMES FOR THEIR
[00:35:03]
LAB WORK THAT WILL NOW BE FULLY COMPENSATES FOR THAT PERIOD BASED ON EVERYONE ELSE.WHAT THAT MEANS IS THAT THEY WILL -- IN FACT REACH FULL LOAD NOW SOONER THAN THEY WOULD HAVE OTHERWISE.
SO IN ORDER -- IT SIMPLY MEANS THAT THEY'RE GOING TO BE -- WE HAVE TO HAVE ADDITIONAL FACULTY MEMBERS TO TEACH WHAT NOW THEY'RE DOING BECAUSE OF THE COMPENSATION THAT THEY'RE RECEIVING IF THAT MAKES SENSE.
SO BASICALLY IF WE'RE EXPECTING A PERSON TO WORK ONE AND HALF TIMES FOR THE PAY THAT THEIR COLLEAGUES ARE JUST DOING ONE DAY'S WORK FOR AS WE EVEN THAT UP WE WILL HAVE TO MAKE SOME ADDITIONAL HIRES EITHER FULL TIME OR ADJUNCT SO MEET THOSE NEEDS.
>> AND LET'S SAY YOU'RE GOING TO HIRE FULL TIME, WHAT'S THE PROJECTED NUMBER?
>> I DON'T HAVE THAT HERE WITH ME.
WE HAVE ALL THOSE NUMBERS, I JUST DON'T HAVE IT AT MY FINGERTIPS CHAIR FLORES.
I JUST WANTED TO INFORM THE BOARD TODAY THAT WE WERE MOVING FORWARD WITH IT.
>> I GUESS WHEN WE GET TO MORE IN DEPTH CONVERSATIONS ON THIS AND I IMAGINE CHAIR RITTER YOU WOULD GIVE THOSE NUMBERS TO US AND FUNDING TIED TO IT.
YES, TRUSTEE RITTER YOU'RE ON MUTE.
I WAS GOING TO ASK JOE, YOU KNOW, HE MENTIONED THE FISCAL IMPACT AND I WAS WONDERING IF A THAT'S IN THE CURRENT BUDGET CYCLE AND THE MAGNITUDE AND THE TIMING.
NO IT'S NOT IN THE CURRENT BUDGET CYCLE IT'S IN FOR FY TWENTY-ONE AND WE WILL BILL THAT OUT ACCORDINGLY AND THERE IS OBVIOUSLY SOME GIVE AND TAKE IN HERE WITH THE SCHEDULING.
RATHER THAN GIVE YOU A SOLID NUMBER TODAY I CAN GIVE YOU A PIECE OF IS IT AND I CAN SHARE THAT WITH YOU IN MORE DETAIL, I'M AFRAID IF I USE ONE NUMBER WITHOUT SHOWING THE OTHER NUMBER IT SHOWS THAT IT AT A DIFFERENT LEVEL.
OBVIOUSLY THERE IS A LOT OF MOVING PARTS TO THIS AND SOME INDIVIDUALS ARE GOING TO A REDUCTION IN THEIR MAXIMUM SALARY AND OTHER ARE GOING TO SEE AN INCREASE AND AS WE STANDARDIZE THE EXTRA SERVICE MAXIMUMS AND EXTRA INSTITUTIONAL SERVICE ALL HAVE AN IMPACT.
SO AS WE'RE HAPPY TO SHARE THAT YOU OUR MODELS ON THAT.
WE WERE REALLY JUST INFORMING THE PORED THAT WE WERE READY TO MOVE FORWARD WITH THAT AND IMPLEMENT THE BOARD POLICY THAT'S ALREADY BEEN APPROVED KNOWING THAT WE REALLY COULDN'T GO FORWARD AND REALLY TALK THROUGH ALL OF THE IMPLICATIONS OF THIS.
>> [INAUDIBLE] ARE THE SYSTEMS TO BE ABLE TO DO THIS SCHEDULING IF THE BOARD APPROVES MOVING FORWARD WITH THIS NOT NECESSARILY THE IMPLEMENTATION.
BUT IS THE DEVELOPMENT OF THE SOFTWARE READY TO DO THIS [INAUDIBLE].
>> YEAH, LET ME -- AND I'LL USE SOME WORDS THAT TIM MARSHAL TOLD ME MANY YEARS AGO WHEN WE ARE FIRST TALKING ABOUT GOING OUT FOR BID FOR A NEW ERP OUR STUDENT SYSTEM AND EVERYTHING INVOLVES AND SAYING RIGHT NOW OUR SYSTEM CAN'T AUTOMATICALLY CALCULATE SALARY BECAUSE OF THE INCONSISTENCIES AND THE MULTIPLE VARIABLES AND THE WAY THINGS ARE TREATED THE DIFFERENT DEFINITIONS THEY'RE ALL BEING DONE MANUALLY AT THIS POINT.
IF YOU SAW THE NUMBER OF SHEETS OF PAPER THAT IT TOOK TO CALCULATE AN INDIVIDUAL'S SALARY, YOU'D BE STUNNED.
SO PART OF THIS IS STANDARDIZING IT IN A WAY THAT WE NOW HAVE THE BIDS IN FOR OUR NEW ERP AND WE'LL BE IMPLEMENTING THAT GOES FORWARD AND THIS SIMPLIFIES IT IN SO MANY WAYS BECAUSE IN SEVEN DIFFERENT WAYS AND SEVEN DIFFERENCES WAYS
[00:40:07]
DIDN'T COME CLOSE AND WE IDENTIFIED TWENTY-TWO DIFFERENT WAYS BECAUSE OF THE MULTIPLE DIFFERENCES ON THE SAME VARIABLES AT DIFFERENT LOCATIONS.SO THIS IS GOING TO HELP A GREAT DEAL BOTH IN THE IMMEDIATE SHORT RUN BUT IN THE INTERMEDIATE RUN AS WE AUTOMATE THESE SYSTEMS THAT WE HAVE NOT BEEN ABLE TO DO IN THE PAST.
>> AND THAT'S WHY WE WANTED TO COME TODAY BECAUSE WE WANTED TO GET INTO THE QUEUE WITH THE IT DEPARTMENT SO THAT WE ARE IN LINE TO MAKE SURE OUR SCHEDULE PILOT IS UPLOADS AS WELL SO ALL THESE POLICY COULD BE IMPLEMENTED.
>> I BELIEVE TRUSTEE ZIMMERMAN MAN HAS A QUESTION OR COMMENT.
I'M, KIND OF, CONCERNED AT THIS POINT WHEN WE TALKED ABOUT CHANGING THE CULTURE.
AND IT BOTHERS ME ABOUT CHANGING THE CULTURE BECAUSE I REMEMBER EAST FIELD BEING A VERY NURTURING AND ATTENDING PLACE WHEN I ATTENDED AND I'M HOPING THAT THE PAY SCHEDULE DOESN'T NECESSARILY CHANGE THAT CULTURE OF THE CARING AND NURTURING, AND ALSO IF THESE CHANGES CHANGE THE CULTURE, I DON'T KNOW IF WE WANT TO GO THERE.
IT BOTHERS ME WHEN I SAW THAT.
IF WE MAKE IT BETTER FOR THE STUDENT ALONG WITH THE INSTRUCTOR, THEN YES, THAT'S A GOOD CHANGE, BUT IF WE DON'T BENEFIT THE STUDENT AT THE SAME TIME AS WE ARE EQUALING OUT ALL THE FACULTY, THEN I DON'T KNOW THAT THIS IS, AGAIN, AN ADEQUATE CHANGE.
>> WELL, I DON'T WANT TO CONFUSE THE STUDENT CULTURE WITH A WAS THE ASSIGNMENT OF CLASSES.
AND WE HAD A WINNER TAKE ATTITUDE.
AND WE SAW A SMALL GROUP OF INDIVIDUALS TAKING THE BULK OF THEM AND OTHERS NOT HAVING THAT OPPORTUNITY.
SO THE SENSE OF UNFAIRNESS AND THE LACK OF EQUITY IS THE REAL ISSUE THERE.
THAT DOES NOT IN MY WAY SPEAK TO THE FACT THAT ALL OF OUR FACULTY AND I'VE GOT EMAILS REALLY BACKING UP THE SUPPORT THERE NOT ONLY FOR THE DIRECTION THAT WE'RE GOING, BUT ALSO FOR THE REALIZATION THAT IT IS ABOUT MEETING THE NEEDS OF OUR STUDENTS SUPPORTING THEIR NEEDS GOING FORWARD AND ENSURING THAT WE HAVE HIGH QUALITY FACULTY IN THE CLASSROOMS AT ALL TIMES AND WE'RE PROVIDING THAT OPPORTUNITY FOR OUR OUTSTANDING FACULTY TO BE ABLE TO TEACH IN FRONT OF THE CLASSES.
SO, YOU KNOW, WHEN WE SPEAK OF CULTURES OR MULTIPLE CULTURES BUT I HAVE SPOKEN PREVIOUSLY THAT WE ALL WANT TO MAKE SURE THAT WE'RE -- THAT WE REALIZE THAT ALL OF US HAVE A RESPONSIBILITY TO ACT IN A MANNER THAT'S RESPECTFUL OF OUR COLLEAGUES, THAT TREATS OTHERS WITH DIFFERING OPINION AND FRANKLY THIS WAS NOT THE TYPE OF CULTURE THAT WE WANT TO SEE.
INDIVIDUALS AGGRESSIVELY ATTACKING MEMBERS OF THEIR OWN FACULTY AND SOMETIMES OF THEIR OWN COLLEGE IN WAYS THAT I HAVE BEEN INDICATED WE'RE NOT ONLY UNCIVIL, BUT IN MANY CASES UNPROFESSIONAL IN THAT REGARD.
SO THAT IS NOT A CULTURE THAT WE WANT TO SEE AT DALLAS COLLEGE.
WE WANT THIS A PLACE WHERE EVERYONE FEELS VALUED AS AN IMPORTANT PLACE TO WORK AND THAT'S REALLY THE INTENT OF WHAT WE'RE CREATING.
SO THAT NO MATTER WHERE YOU ARE WHICH HOW LONG YOU'VE BEEN HERE THAT THERE IS GOING TO BE AN OPPORTUNITY FOR YOU TO TAKE ADVANTAGE OF THE BENEFIT THAT'S WE PROVIDE BECAUSE WE PROVIDE THEM FOR ALL, NOT FOR A FEW.
>> THAT'S WELL STATED CHANCELLOR.
[00:45:01]
I DON'T THINK THAT'S THE INTENT FOR ANY BOARD MEMBER FOR THERE TO BE ANY BROADWAY TO BE ANY DISADVANTAGE AND THAT RELATES TO STUDENTS TOO.WE JUST WANT THEM TO HAVE THE BEST STUDENT EXPERIENCE BUT WE ALSO NEED TO TAKE CARE OF OUR EMPLOYEES TO MAKE SURE THAT THEY'RE BEING CONSIDERED EQUITABLY WHICH MIGHT HELP THEM MONETARILY.
ANY OTHER TRUSTEE HAVE A QUESTION OR COMMENT? SO THE CHANCELLOR JUST TO MAKE SURE I UNDERSTAND YOU, NOW YOU'RE READY -- YOU'VE DONE THE GROUPED WORK NOW YOU'RE ALL READY TO IMPLEMENT THESE POLICIES THE NINE THAT YOU HAVE UP THERE BUT THEY HAVE A FUNDING IMPACT, A BUDGET IMPACT; CORRECT.
NOT ALL IN THIS CASE, BUT CLEARLY THE ONE RELATED TO THE LAB LECTURE HOURS DOES HAVE AN IMPACT.
OTHERS WILL IMPACT INDIVIDUALS FROM THAT POINT OF VIEW NOT AN OVERALL BUDGET IMPACT, BUT A DISTRIBUTION WITHIN THE ORGANIZATION AS WE DEFINE APPLIED CONSISTENCY AND WE CONTINUE TO WORK WITH OUR FACULTY LEADERSHIP AS REGARDS TO PEDAGOGICAL RECOMMENDATIONS AND MAKING SURE THAT WE'RE DOING THIS RIGHT GOING FORWARD.
WE WANT TO BE SURE THAT WE'RE THE SAME AND THEN STANDARDIZING SOME OF THE COMPENSATION FOR INDIVIDUALS IN AREAS SUCH AS UNDER ENROLLED.
WHILE THERE MAY BE A FEW DOLLARS MORE THERE, WHAT WE NEED TO BE SURE THAT WHEN A STUDENT NEEDS THAT CLASS AND WE PLANNED THAT OUT FOR THREE YEARS AND WE KNOW WHAT THAT CLASS IS GOING TO BE OFFERED AND FOR WHATEVER REASON THAT THERE IS FEWER STUDENTS AT THAT POINT AND THEN WE'LL NEED TO MAKE THOSE CLASSES MEET AND MAKE SURE THAT WE'RE PLANNING IN A WAY THAT ALLOWS THAT TO HAPPEN.
AN CERTAINLY WHEN WE LOOK AT DEALING WITH LARGE GROUPS, LARGE CLASSES THAT WE UNDERSTAND ALL THE IMPLICATIONS OF WHY WE WOULD DO THAT FOR PEDAGOGICAL REASONS TO BENEFIT THE NEEDS OF STUDENTS AND THAT'S GOING TO BE OUR PRIMARY DRIVER.
>> VERY GOOD AND YOU HAD ASKED FOR CONSENSUS FROM THE BOARD.
THIS IS MORE INFORMING ITS BOARD AND WE'VE TAKEN THE TIME AND WE'VE WORKED WITH THE GROUPS AND WE'VE DEVELOPED THE POLICIES PRACTICES AND RECOMMENDATIONS AND WE'RE NOW READY TO GO FORWARD AND IMPLEMENT THESE.
NOW, WITH CERTAIN ASPECTS OF THESE THE BOARD WILL GET A SHOT TO -- FROM A PROCEDURE STANDPOINT, WE'LL IMPLEMENT THOSE AS PART OF OUR ONGOING ACADEMIC POLICIES OF THE DISTRICT.
THOSE DON'T WE COMING BACK TO THE BOARD BUT WANTED THE BOARD TO BE AWARE THAT THAT'S WHERE WE'RE ON IT.
AND TO UNDERSTAND THAT THIS IS WHERE WE'RE AND WE'RE AT A POINT TO MOVE FORWARD.
>> AND UNDERSTAND THAT THIS WILL COME BACK --
>> AND APOLOGIZE FOR USING THE WORD CONSENSUS.
THANK YOU FOR THAT CLARIFICATION.
BOARD MEMBERS AGAIN, ANY QUESTIONS OR COMMENTER.
I BROUGHT THIS UP BEFORE AND I WANT TO BRING IT UP AGAIN.
AND WE HAVE A PRETTY BIG SCHEDULE TODAY AND I KNOW IT CAN'T BE PUT ON THE AGENDA.
WE REALLY NEED TO LOOK AT OUR EMPLOYEE COUNSEL STRUCTURES ESPECIALLY SINCE WE HAVE THREE THAT I'M AWARE OF IN TERMS OF FACULTY, A ADMINISTRATIVE COUNCIL AND PROFESSIONAL SUPPORT STAFF COUNSEL, BUT I DON'T THINK WE HAVE ANY FORMALIZED ARRANGEMENT.
I KNOW WE HAVE -- THAT INVOLVE FACULTY AND I THINK WE'VE DONE A GOOD JOB THROUGHOUT THE YEARS AND ESPECIALLY IN THIS NEW ITERATION THAT'S DR. FLOYD DESCRIBED FOR US A FEW MOMENTS AGO BUT WE REALLY NEED TO LOOK AT FORMALIZING
[00:50:05]
OUR RELATIONSHIPS WITH OUR EMPLOYEE COUNCILS.AND THE WAY THAT THEY WERE SET UP IS NOW THE BEST SET UP GIVEN THAT WE'VE GONE TO ONE COLLEGE AND IF WE COULD MAYBE WITHIN THE NEXT TWO OR THREE MONTHS PUT THAT AS AN AGENDA ITEM FOR US TO LOOK AT.
>> AND THANKS CHAIR FLORES FOR BRINGING THAT UP AND I DO KNOW THAT THEY HAVE TALKED AMONGST THEMSELVES AND THAT'S A CONVERSATION I WANT TO HAVE WITH THEM AND GET THEIR THOUGHTS AS WELL, AND I DO THINK AS WE GO THROUGH SOME OF THE CONTINUED -- OUR IMPLEMENTATION OF DALLAS COLLEGE AND WE'RE NOT THERE YET.
YOU MENTIONED THE ADMINISTRATIVE AND PROFESSIONAL SUPPORT STAFF AND THAT AREA AND I THINK AS WE GET THOSE IN PLACE IT'S GOING TO CREATE A GREATER CLARITY AROUND WHAT THE SOURCING NEEDS TO LOOK LIKE GOING FORWARD.
I'M HAPPY TO SHARE THOSE THOUGHTS OFFLINE OR WHATEVER AT THIS POINT, BUT I WANT TO BE CLEAR THAT THOSE ARE ONLY MY IDEAS AT THIS POINT AND I DO THINK THERE NEEDS TO BE A BROADER DISCUSSION AMONG THE GROUPS EFFECTED.
BECAUSE FOR EACH ONE OF THOSE WE WANT TO BE SURE THAT WE'RE CREATED AN AVENUE FOR INPUT.
I VALUE THE ABILITY TO MEET WITH EACH OF THOSE GROUPS AND GET THEIR PERSPECTIVE.
EACH OF THEM TOUCH OUR STUDENTS IN A VERY DIFFERENT WAY AND THESE ARE VERY IMPORTANT TO US BUT AS DALLAS COLLEGE AND WE NOW HAVE SOME DIFFERENT POSITIONS WITH FOLKS REPORTING UP THROUGH DIFFERENT STRUCTURES WITH PROVOST AND VICE CHANCELLORS IN PLACE, IT MAKES SENSE THAT WE MAY WANT TO AT LEAST BE INTENTIONAL ABOUT WORKING THROUGH THESE AND THINKING ABOUT THEM AND WHAT'S THE RIGHT STRUCTURE THAT EVEN THOUGH IT'S SERVED US WELL SO DID SEVEN COLLEGES SO DID OTHER SERVICE WELL THAT THIS IS NO LONGER THE CASE WHERE WE ARE TODAY AND IT ONLY MAKES SENSE TO TAKE A LOOK AT THAT.
LAST CALL ANY QUESTIONS OR COMMENTS FROM BOARD MEMBER IT'S ON THIS TOPIC.
WITH THAT WE WILL END THE EDUCATION AND WORKFORCE COMMITTEE MEETING AND WE WILL MOVE TO THE UNIVERSITY --
[4.C. Overview of Title IX Presenters: Tricia Horatio, LaShawn Grant]
SO LAST MONTH THE BOARD APPROVED A PACKAGE OF POLICIES RELATING TO TITLE 9 AND ASKED TO RETURN TODAY FOR AN OVERVIEW OF THOSE REVISIONS.
LA SEAN GRANT IS HERE NEXT SLIDE PLEASE.
SO THE POLICY CHANGES WERE BASED ON NEW LEGISLATION AT THE STATE AND AT THE FEDERAL LEVEL.
NEXT SLIDE STARTING AT THE STATE LEVEL.
WE HAVE HP SEVENTEEN THIRTY-FIVE WHICH ESTABLISHED NEW POLICY REQUIREMENTS PRIOR LEGISLATION REQUIRED THE INSTITUTIONS TO FOCUS ON SEXUAL ASSAULT ONLY.
SEVENTEEN THIRTY-FIVE EXPANDED THAT SCOPE TO INCLUDE SEXUAL HARASSMENT STOCKING AND DATING VIOLENCE AND DEVELOP PREVENTION AND OUTREACH PROGRAMMED AND PROVIDE TRAINING TO LAW ENFORCEMENT.
SB TWO TWELVE REQUIRES REPORTING REQUIREMENTS FOR THOSE INSTITUTIONS.
EMPLOYEES ARE NOW MANDATORY REPORTERS WHICH MEANS EMPLOYEES MUST REPORT ANY INCIDENTS OF SEXUAL HARASSMENT STALKING TO THE TITLE 9 COORDINATOR AND IT'S SUBJECT TO ADMINISTRATIVE PENALTY AND CRIMINAL PENALTY.
IN OUR CASE THE CHANCELLOR AND THE CHANCELLOR IS REQUIRED TO REPORT THAT HAVE
[00:55:06]
BEEN RECEIVED NEXT SLIDE PLEASE.AT THE FEDERAL LEVEL WE'VE GOT THE TITLE 9 REGULATIONS THAT WHICH WERE RELEASED IN MAY AND THESE FOR THE FIRST TIME ADDRESSED SEXUAL HARASSMENT AND PREYUSLY IT WAS ONLY ADDRESSED HARASSMENT.
IN ADDITION IT REQUIRES SCHOOL TO RESPOND TO REPORTS OF SEXUAL HARASSMENT AND INVESTIGATE ANY FORMAL COMPLAINT FILES AND FINALLY ADJUDICATE USING AN ELABORATE PROCEDURE AND IT EFFECTIVE ALL FOURTEEN IN TIME FOR OUR ADOPTION NEXT MONTH.
>> SO WHAT DOES THIS MEAN FOR DALLAS COLLEGE.
SO WITH THESE -- WELL, LET ME BACKUP.
SINCE 2016 WE HAD A ROBUST TITLE 9 POLICY AND PROCEDURE HOWEVER WITH THE NEW REQUIREMENTS THEY HAVE SIGNIFICANTLY ADDED MUCH TO THE COLLEGES OBLIGATIONS.
AS TRICIA MENTIONS EARLIER EMPLOYEE ARE MANDATORY REPORTERS AND THEN WE HAVE WHAT IS THE REPORT VERSUS THE FORMAL COMPLAINT.
SO WITH THE REPORT, ANYONE THAT IS AWARE OF SEXUAL MISCONDUCT CAN FILE AN INCIDENT REPORT AND THE DIFFERENCES WITH THAT WITH THE FORMAL COMPLAINT THAT THE FORMAL COMPLAINT IS ACTUALLY COMPLETED BY THE PERSON THAT HAS BEEN SUBJECTED TO THE OFFENSIVE BEHAVIOR.
AND SO THAT REPORT MUST BE INVESTIGATED WHICH GOOD TO THE NEXT BULLET WHICH IS AN INVESTIGATION AND LIVE HEARING REQUIREMENTS APPLY TO STUDENTS AND EMPLOYEES.
AND THIS LIVE HEARING MUCH LIKE A COURT PROCEEDING.
THE PARTIES WILL HAVE A RIGHT TO BE ACCOMPANIED BY AN ADVISOR AND THEY PRETTY MUCH ALWAYS HAVE HOWEVER AT THIS TIME, IF THEY DO NOT HAVE AN ADVISOR WE ARE MANDATED TO PROVIDE AN ADVISOR TO THE PARTY AND WE HAVE DECISION MAKES WHO MUST MAKE DETERMINATION OF REVEL AND REGARDING TESTIMONY AND EVIDENCE AND WE WANT TO MAKE SURE THAT THE EVIDENCE AND THE TESTIMONY THAT BEING REVIEWED IS RELATE TODAY THE ACTUAL CASE AND NOT SOMETHING PREVIOUS TO THE CASE AT HAND.
AND SO WITH THESE NEW STATE AND FEDERAL REGULATIONS EXTENSIVE TRAINING REQUIREMENTS ARE INVOLVED FOR THE ENTIRE TITLE 9 STRUCTURE.
SO WE'RE TALKING FROM THE TITLE 9 -- AS WELL AS THE ADVISORS WHICH IS SOMETHING THAT IS NEW AND ALSO TO THE INVESTIGATORS AS WELL.
SO WHAT HAS CHANGED IN POLICY.
SO THE POLICY AMENDMENTS HAVE BEEN TAILORS TO MEET FEDERAL AND STATE LAW AND IT HAS BEEN REVISED TO INCLUDE THE OFFENSES LISTED AT THE STATE AND FEDERAL LEVEL AND TO COMPLY WITH TITLE SEVEN AND THE STRUCTURE HAS CHANGED SOMEWHAT.
SO PREVIOUSLY IT FOCUSED ON AN INVESTIGATION ONLY AND NOW IT FOCUSES ON CORRECTIVE ACTION AND -- PER THE FEDERAL REGULATIONS COMPLAINANT REFERRING TO THE -- IT OUTLINES ACCESSING TO REPORTING WHICH THERE ARE FOUR AND IT SPEAK TO THE PROVISIONS THAT WE SPOKE ABOUT EARLIER IN THE PRESENTATION THE RIGHT TO AN ADVISOR THAT FACILITATOR AND THE POLICY PROVIDES FOR INFORMAL RESOLUTION HOWEVER THAT CAN ONLY OCCUR IF A FORMAL COMPLAINT HAS BEEN FILED AND AFTER IT HAS BEEN FILED AND WITH THE CONSENT OF THE PARTIES AND THEN IT FINALLY PROVIDES STEPS AND
[01:00:09]
TIMELINE FOR CONDUCTING THE INVESTIGATION AND THE REQUIREMENTS FOR MANDATORY DISMISSAL.AND SINCE THERE ARE SEVERAL DIFFERENT OFFENSES THAT FALL WITHIN SEXUAL HARASSMENT WE HAVE SEXUAL -- SO WE'RE HAPPY TO TAKE QUESTIONS.
>> HAS THE GRIEVANCE PROCESS BEEN PUT IN PLACE OR DO YOU HAVE IT.
SO THE POLICY IS ACCOMPANIED BY REGULATIONS.
SO THE REGULATIONS DON'T COME DO THE BOARD WHICH IS WHY IT'S NOT INCLUDED IN THE PACKET.
BUT YES WE HAVE ESTABLISHED REGULATIONS WHICH ARE EXTENSIVE AND THEY ARE BEING READY TO BE PUT ON THE LINE ONCE THE POLICY IS FULLY IMPLEMENTED.
HOW WILL YOU DECIDE -- ARE YOU GOING TO KEEP A LIST OR SOME, KIND OF, ROSTER OF PEOPLE WHO MEET THE CRITERIA TO SERVE AS ADVISORS.
SO WE ARE DISCUSSION RIGHT NOW REGARDING THE STRUCTURE GIVEN THE TRANSITION TO ONE COLLEGE.
WE'RE EVALUATING ALL OTHERS OF THE EXISTING YOU ARE STRUCTURES.
IN TERMS OF OUR PROCEDURES THEY WILL BE PUT INTO A POOL AND THEY WILL BE SELECTED BASED ON THEIR TRAINING REQUIREMENTS.
THERE ARE NO SPECIFIC REQUIREMENTS WITHIN THE REGULATIONS OR FOR THE ADVISORS OTHER THAN THEY BE FAMILIAR WITH THE TITLE 9 POLICIES.
SO YES, WE WILL HAVE A POOL AND THEY WILL BE TRAINED BUT TRAINED ON OUR PROCESS AND OUR POLICIES.
WILL THE POOL BE MADE OF EMPLOYEES FROM THE DISTRICT.
THAT IS OUR PLAN FOR THE INITIAL FUTURE.
>> ANY OTHER QUESTIONS OR COMMENTS.
WHAT YOU DESCRIBED IS INTERESTING AND WE'RE SETTING UP INTERNAL ADMINISTRATE IRRELEVANT QUASI-JUDICIAL PROCESS IS THE WAY I WOULD LABEL WHAT I'M HEARING.
CAN YOU TAKE A LITTLE BIT ABOUT THE ADJUDICATORS AND WHETHER THERE IS THOUGHT THAT THEY SHOULD COME FROM THE OUTSIDE THE EMPLOYEE POOL THE DISTRICT PR PERHAPS.
>> SO THERE HAS BEEN DISCUSSION WHETHER THEY SHOULD BE FROM OUTSIDE THE DISTRICT AND THE CONSENSUS IS THAT WE WILL HAVE EMPLOYEES SERVING IN THAT CAPACITY AND OUR CURRENT STRUCTURE HAS AN ADMINISTRATIVE HEARING PANEL WHO HAVE BEEN TRAINED IN THIS PROCESS AND WHO MAKE DECISIONS RELATED TO TITLE 9 AND WE WILL MOVE FORWARD BECAUSE AS MENTIONED THIS WILL REQUIRE MORE ROBUST TRAINING.
WE HAVE NOT DETERMINED WHETHER WE WILL MOVE OUTSIDE OF THE DISTRICT AS OF YET TO FILL THAT SPECIFIC ROLE.
THERE ARE BENEFITS TO IT, BUT THEN THERE ARE ALSO I THINK SOME OF CONCERNS PRESENTED WITH IT IN TERMS OF EQUITY ET CETERA.
SO WE'RE REALLY TRYING TO NAVIGATE THAT WITHIN OUR CURRENT STRUCTURE THE WAY IT IS RIGHT NOW.
>> I WOULD JUST ENCOURAGE US TO, YOU KNOW, CONSIDER, YOU KNOW, DRILLS IN THAT DECISION MAKER POOL WHO HAVE SOME ELEMENT OF JUDICIAL OR QUASI-JUDICIAL EXPERIENCE.
MEDIATION TRAINING ARBITRATION TRAINING, LIKE YOU SAID STANDARDS OF EVIDENCE.
I MEAN THERE IS GOING TO BE A RECORD CREATES I WOULD IMAGINE THAT WOULD BE SUBJECT TO JUDICIAL REVIEW.
SO HAVING FOLKS WITH THAT KIND OF BACKGROUND AND INCLUDING PEOPLE WITH LEGAL
[01:05:01]
TRAINING OR PARA LEGAL TRAINING AND LOOKING AT FOLKS WHO HAVE NOT EMPLOYEES OF THE DISTRICT AND THERE MAY BE SOME COMPARATIVE ANALYSIS WITH THE CITY OF DALLAS AND OTHERS IN TERM IT'S OF HOW THEY HANDLE WORKPLACE GRIEVANCES OF THIS NATURE AND I BELIEVE THERE ARE OUTSIDE PANELIST OF THAT NATURE AND IT MAY BE SOMETHING THAT WE HAVE TO PAY FOR AND I DON'T KNOW THE VOLUME OR THE FREQUENCIES OF CASES.BUT FOLKS WHO ARE TASKED WITH THESE KINDS OF ISSUES.
>> THE ONLY THING I WOULD SAY ABOUT THAT IS THERE IS, YOU KNOW, HUNDREDS OF YEARS OF HISTORY OF EDUCATION HANDLING STUDENT DISCIPLINARY HEARINGS AND THEY ARE A VARIETY OF TYPE OF THINGS AND THE COURTS HAVE GENERALLY STAYED OUT OF ISSUES INVOLVING ACADEMICS AT ALL.
AND NOW WE'RE GETTING INTO HERE WITH IN SOME LEGAL ISSUES WHICH HAVE YET TO BE PHYSICAL FULLY CHALLENGED BY THE COURTS AS WELL INTO THE ROLE OF HIGHER EDUCATION IN THIS BUT IT DOESN'T CHANGE OUR PROCESS THAT WE'VE HAD IN PLACE SINCE THE BEGINNING OF THE DISTRICT IN SOME FORM OR ANOTHER TO DEAL WITH STUDENT DISCIPLINARY ISSUES THAT OCCUR ON A REGULAR BASIS.
AND THAT THESE ARE NORMALLY HANDLES IN A VARIETY OF DIFFERENT WAYS.
SOME INSTITUTIONS HAVE HANDLED THOSE WITH STUDENT JURISTS IF YOU WOULD MAKING THOSE DECISIONS.
OTHER HAVE INVOLVED ADVISORS IN THAT ROLE.
SO THE FIRST REALTIME THAT WE'VE HAD FEDERAL AND STATE INTRUSION INTO A SPECIFIC NARROW PIECE OF THIS PROCESS BECAUSE WE STILL HAVE ALL THE OTHER THINGS THAT WE HAVE TO DO AND DEAL WITH ON A REGULAR BASIS AND SOME OF THOSE WE'VE GIVEN AUTHORITY TO COACHES FOR EXAMPLE AS TO HOW THEY DEAL WITH THEIR ATHLETIC TEAMS AND OTHER THINGS THAT ARE OUT THERE AND SO THERE IS A FULL SPECTRUM OF INVOLVEMENT THAT'S OUT THERE AND THESE ARE STUDENTS AS OPPOSED TO EMPLOYEES AND WE'RE NOT RESIDENTIAL AND MAYBE WE HAVE SOME OF THE THAT RESPONSIBILITY THAT TENDS TO BE WHERE THE BULK OF THE ROLE OCCURS, BUT STUDENTS, AGAIN, ENGAGED IN OUT OF CLASS BEHAVIOR COULD DRAW US INTO IT AT THIS POINT.
SO THERE IS A NUMBER OF THINGS THAT WE'VE GOT TO THINK ABOUT AS TO HOW WE SET THIS UP SINCE IT'S ALL PART OF A COMPLETE SPECTRUM IN WHICH WE'RE ENGAGED.
AND CERTAINLY IN THE CONTEXT OF VIOLENCE AND STUDENT CODES OF CONDUCT AND ADJUDICATION AND LIKEWISE WITH FACULTY THOSE ARE TWO THINGS WHERE THERE IS A LONG HISTORY OF INTERNAL ADJUDICATION AND THIS IS BEING DRIVEN BY FEDERAL AND WE'RE CREATING A RECORD THAT WILL BE SUBJECT TO JUDICIAL REVIEW AND I THINK WE NEED TO APPROACH IT FROM A RISK MANAGEMENT POINT OF VIEW AND I THINK INCLUDING THE PROCESS OF HAVING A PERSON FROM OUTSIDE THE DISTRICT ACTING AS ADJUDICATOR -- THANK YOU.
ANY OTHER QUESTIONS OR COMMENTS FROM BOARD MEMBERS.
>> JUST A BRIEF CLARIFICATION.
CAN YOU TELL US WHO GROUPS OF PEOPLE [INAUDIBLE] CATEGORIES.
IS IT EMPLOYEE TO STUDENT, EMPLOYEE TO EMPLOYEE.
>> IT COVERS EMPLOYEES AND STUDENTS AND PREVIOUSLY MOST OF THE COMPLAINTS WERE HANDLES UNDER TITLE SEVEN.
THIS NEW CHANGE IN FEDERAL LAW REQUIRES EMPLOYEES TO GO THROUGH THE SAME GRIEVANCE PROCEDURE AS STUDENTS WHICH IS WHY YOU RECEIVE A DIEA AND FDA WHICH APPLIED TO STUDENTS.
>> NO TITLE SEVEN IS STILL IN PLACE AND THE DEFINITION OF HARASSMENT HAS BEEN
[01:10:04]
REVISED TO INCORPORATE THAT AND WE DO HAVE TO GO THROUGH THE TITLE 9 PROCESS IN ORDER TO ADJUDICATE A MATTER THAT COMES UP.SO THE QUESTION IS HOW DO WE NAVIGATE THAT WITHIN TITLE SEVEN AND TITLE 9 AND NOT ALLOW TWO BITES OF THE APPLE [INAUDIBLE].
>> MADAM CHAIR, ONE MORE QUICK QUESTION.
>> TRICIA I'M TRYING TO GET AN UNDERSTANDING OF THE VOLUME OF CASES THAT WE DEAL WITH BOTH TITLE SEVEN AND TITLE 9.
DO YOU HAVE A ROUGH INDICATION BALLPARK, YOU KNOW, WHAT THE ARE AVERAGE NUMBER OF TITLE SEVEN AND NINE CASES THAT THE DISTRICT IS INVOLVED IN OVER THE PAST YEARS.
HOW MANY A YEAR ARE COMING IN.
>> WE CAN'T ANSWER THE TITLE SEVEN CASES, BUT WE CAN GIVE YOU A SENSE OF THE NUMBER OR THE TOTAL FOR THE TOTAL COMPLAINTS THAT TITLE 9 HAS RECEIVED AND WE SOMETIMES PUSH THOSE OUT TO TITLE SEVEN.
SO GO THOUSAND SEVENTEEN THROUGH EIGHTEEN WE HAVE TWELVE CASES AND IN 2018 THROUGH NINETEEN WE HAVE FORTY-THREE AND IN NINETEEN THROUGH TWENTY WE HAD ONE HUNDRED TEN AND WE ANTICIPATE THAT THESE NUMBERS WILL INCREASE.
>> AND THE NUMBERS CORRELATE WITH THE DIFFERENT LEGISLATION THAT HAS COME OUT OVER THE YEARS AND WE CREATED THE -- THAT CAME OUT AT THE STATE LEVEL IN 2015.
THEY HAVE SUBSEQUENTLY PASSED LEGISLATION IN THIS AREA EVERY OTHER LEGISLATIVE SESSION AND THAT INCREASES THE AWARENESS AND IT INCREASES OUR FOCUS ON TITLE
9 AND AS THESE FEDERAL REGULATIONS HAVE COME OUT IT -- >> WELL, ONE MEANING OF THAT WOULD BE PEOPLE ARE HE CAN SPEAKING UP.
THEY'RE NOT PUTTING UP WITH THAT STUFF AND THEY'RE HAVING COMPLAINTS ADDRESSED.
SO I TAKE THAT AS A VERY POSITIVE SIGN.
ARE THERE ANY OTHER QUESTIONS OR COMMENTS FROM BOARD MEMBERS.
IF NOT, MS. RACHEL AND, MS. GRANT, WE APPRECIATE THE UPDATES.
WITH THAT WE HAVE THE COMMITTEE NOTES FROM SEPTEMBER 8, 2020 FOR
[5.A. 1) Education Workforce Committee Notes for September 8, 2020]
REVIEW.ANY QUESTIONS OR COMMENTS FROM BOARD MEMBERS REGARDING THE COMMITTEE NOTES.
THEN LET ME MAKE SURE I'VE COVERED EVERYTHING ANYTHING THERE IS NO NEED FOR THE NEED FOR -- EDUCATION WORKFORCE COMMITTEE MEETING IS ADJOURNED.
>> THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.