* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [00:00:01]
          ALL RIGHT. 
          THANK YOU EVERYBODY FOR BEING HERE. 
          UH, THE TIME IS NOW 10:00 AM ON OCTOBER 22ND, 2025, AND WE WILL OFFICIALLY KICK OFF THE FIRST EDUCATIONAL OPPORTUNITIES COMMITTEE HERE AT CITY COUNCIL. 
          CLERK, CAN YOU PLEASE CALL THE RULES COUNCIL MEMBER COR. 
          COUNCIL MEMBER MCKEE RODRIGUEZ. 
          COUNCIL MEMBER UNG HERE. 
          COUNCIL MEMBER CASTILLO. 
          CHAIR GALVAN HERE, SIR. 
          WE HAVE A QUORUM. 
          THANK YOU SO MUCH. 
          AND THANK YOU ALL FOR BEING HERE TODAY AS WELL, FOLKS, UH, IN THE PUBLIC AS WELL AS EVERYBODY WHO'S, UH, HERE FROM THE TEAM AND STAFF. 
          UH, REALLY EXCITED TO GET THIS, UH, WORK KICKED OFF. 
          AND SO, UH, OF COURSE, WITH IT BEING THE FIRST, UH, COMMITTEE FOR THIS, WE DON'T HAVE ANY MINUTES, SO WE DON'T HAVE TO DO THAT ONE. 
          UM, WE KNOW OUR CHARGE IS, UH, A PRETTY LARGE ONE, A PRETTY WIDE ENCOMPASSING ONE THAT AFFECTS A LOT OF OUR CITY DEPARTMENTS AS WELL AS JUST THE GENERAL, UH, QUALITY OF LIFE AND WELLBEING OF OUR CITY. 
          AND SO I'M EXCITED AND I COULDN'T THINK OF A BETTER GROUP OF COUNCIL MEMBERS TO ALSO BE JOINING ON THIS EFFORT, MORE ANYWHERE AMBITIOUS FOLKS AS WELL TO EMBARK ON THIS EFFORT TOGETHER. 
          AND SO WITH THAT, LET'S READY TO GET STARTED. 
          UH, WE'LL GO INTO OUR NUMBER ONE, THE OVERVIEW OF THE COMMITTEE AND STAFF PRESENTATIONS FOR IT. 
          SIR, WE HAVE TWO PUBLIC COMMENT SPEAKERS. 
          OH, SORRY. 
          YES. 
          LET'S 
          [Public Comments
 ]
GO. 
          PUBLIC COMMENT. 
          UH, NUMBER ONE, MOLINA IS SPIRITED TO AS JUST RIGHT OFF THE BAT. 
          RIGHT OFF THE BAT. 
          . 
          ALRIGHT, WELL, AND YOU HAVE THREE MINUTES. 
          THANK YOU. 
          UM, GOOD MORNING, UH, CHAIRMAN AND COUNCILMAN GALVAN AND MEMBERS OF THE COMMITTEE. 
          UH, MY NAME'S MOLINA ESP AND I'M THE PROUD PRESIDENT OF NORTHSIDE, A FT, THE UNION THAT REPRESENTS THE HARDWORKING EDUCATORS, BUS DRIVERS, CAFETERIA WORKERS, CUSTODIANS AND SUPPORT STAFF WHO SERVE THE STUDENTS OF NORTHSIDE ISD, WHICH IS THE LARGEST SCHOOL DISTRICT SERVING FAMILIES ACROSS SAN ANTONIO. 
          HERE, UH, I'M ALSO A PROUD SAN ANTONIO NATIVE, A PUBLIC SCHOOL PARENT, A PUBLIC SCHOOL TEACHER, AND A LIFELONG ADVOCATE FOR OUR CITY'S CHILDREN. 
          AS UNION PRESIDENT AND AS MOTHER OF CHILDREN IN OUR NORTHSIDE PUBLIC SCHOOLS, I AM DEEPLY CONCERNED ABOUT THE FUTURE OF PUBLIC EDUCATION IN SAN ANTONIO. 
          ACROSS OUR CITY, WE SEE THE EFFECTS OF UNDERFUNDING EDUCATE, UH, UNDERFUNDING EDUCATOR SHORTAGES AND GROWING EFFORTS TO PRIVATIZE WHAT SHOULD REMAIN PUBLIC GOOD. 
          THE INTRODUCTION OF STATEWIDE VOUCHER PROGRAM NEXT YEAR WILL ONLY DEEPEN INEQUITIES AND DIVERT PRECIOUS RESOURCES AWAY FROM TRADITIONAL COMMUNITY SCHOOLS THAT SERVE EVERY STUDENT HERE IN OUR CITY. 
          IN NORTHSIDE IS SD ALONE. 
          OVER 15,000 STUDENTS NOW ATTEND CHARTER SCHOOLS LOCATED WITHIN OUR DISTRICT BOUNDARIES. 
          THIS RAPID AND UNCHECKED GROWTH IS A RESHAPING OUR EDUCATION LANDSCAPE, OFTEN AT THE EXPENSE OF STUDENTS WHO NEED THE MOST SUPPORT. 
          MANY OF THESE CHARTERS OPERATE WITHOUT THE SAME TRANSPARENCY OR ACCOUNTABILITY REQUIRED OF TRADITIONAL PUBLIC SCHOOLS. 
          THE RESULT IS A SLOW DRAIN OF OUR FUNDING AND COMMUNITY STRENGTHENING OUR NEIGHBORHOOD CAMPUSES. 
          OUR PUBLIC SCHOOLS ARE NOT JUST PLACES WHERE STUDENTS LEARN, THEY ARE COMMUNITY ANCHORS. 
          THEY HOST NEIGHBORHOOD HOA MEETINGS, HOMECOMING DANCES, ADULT, ESL CLASSES, ART PROGRAMS, GIRL SCOUTS, BOY SCOUT CLUBS AND MEETINGS, AND SO MUCH MORE. 
          THEY BRING PEOPLE TOGETHER AND KEEP NEIGHBORHOODS STRONG. 
          WHEN A PUBLIC SCHOOL STRUGGLES OR CLOSES, THE ENTIRE COMMUNITY FILLS THAT LOSS DEEPLY. 
          THIS IS IS WHAT NORTHSIDE, A FT IS FULLY COMMITTED TO PROTECTING AND STRENGTHENING TRADITIONAL COMMUNITY PUBLIC SCHOOLS ACROSS SAN ANTONIO. 
          WE BELIEVE EVERY CHILD DESERVES ACCESS TO A WELL-FUNDED HIGH QUALITY PUBLIC EDUCATION TAUGHT BY CERTIFIED QUALIFIED EDUCATORS. 
          I WANT TO SINCERELY COMMEND, UM, MAYOR JONES AND HER LEADERSHIP AND FORESIGHT, AND CREATING THIS COMMITTEE FOCUSED ON EDUCATIONAL OPPORTUNITIES ACROSS OUR CITY. 
          THIS WORK IS CRITICAL AND WE ARE EAGER TO COLLABORATE, UM, AND WORK WITH ALL OF YOU AND COUNCILMEN AND CHAIR GALVAN AND ALL THE MEMBERS OF THIS COMMITTEE TO EXPLORE SOLUTIONS THAT ENSURE EVERY CHILD, REGARDLESS OF ZIP CODE, HAS ACCESS TO HIGH QUALITY, FULLY FUNDED PUBLIC EDUCATION DELIVERED BY CERTIFIED EXPERIENCED EDUCATORS. 
          TOGETHER WE CAN ENSURE THAT SAN ANTONIO REMAINS A CITY WHERE PUBLIC EDUCATION THRIVES AND WHERE EVERY CHILD IN EVERY NEIGHBORHOOD HAS THE OPPORTUNITY TO SUCCEED. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          THE NEXT SPEAKER WE HAVE IS ALEJANDRO LOPEZ. 
          AND YOU HAVE THREE MINUTES. 
          GOOD. 
          . 
          GOOD MORNING COUNCIL MEMBERS, MCKEE RODRIGUEZ, GALVAN, ILLA, AND CASTILLO. 
          MY NAME IS ALEJANDRA LOPEZ. 
          I'M A TEACHER AND CURRENTLY SERVE AS THE PRESIDENT OF THE SAN ANTONIO ALLIANCE OF TEACHERS AND SUPPORT PERSONNEL, THE UNION THAT REPRESENTS WORKERS IN SAN ANTONIO, ISD. 
          THANK YOU. 
          WE ARE AFFILIATED WITH BOTH THE AMERICAN FEDERATION OF TEACHERS AND THE NATIONAL EDUCATION ASSOCIATION, THE TWO LARGEST EDUCATION UNIONS IN THE COUNTRY. 
          OUR UNION BELIEVES THAT PUBLIC SCHOOLS PLAY A CENTRAL AND FOUNDATIONAL ROLE IN A DEMOCRATIC SOCIETY, THAT SCHOOLS ARE THE BEATING HEARTS OF OUR NEIGHBORHOODS, AND THAT THEY SHOULD BE AT THE CENTER OF CONVERSATIONS ABOUT THE LIFE OF THE COMMUNITIES THEY SERVE. 
          WE BELIEVE THAT THE ROLE OF PUBLIC SCHOOLS SHOULD BE EXPANDED. 
          THEIR MISSION BROADENED TO INCLUDE SERVICE TO A COMMUNITY THAT EXTENDS FAR BEYOND THE SCHOOL GATES AND WHOSE NEEDS EXTEND FAR BEYOND ACADEMIC ACHIEVEMENT. 
          OUR SCHOOLS SHOULD BOTH PREFIGURE A BETTER WORLD AND PROVIDE SPACES IN WHICH OUR COMMUNITIES CAN WORK TOWARDS ITS REALIZATION. 
          OUR DISTRICT, SAN ANTONIO, ISD, IS AT THE CORE OF OUR CITY. 
          THE BEAUTIFUL LANDMARKS YOU SEE IN SAN ANTONIO ARE BASED IN OUR DISTRICT. 
          OUR DISTRICT IS FULL OF RICH AND VIBRANT COMMUNITIES. 
          WE'RE ALSO MADE UP OF WORKING CLASS COMMUNITIES, COMMUNITIES 
          [00:05:01]
THAT HAVE BORNE THE BRUNT OF HISTORICAL DIVESTMENT AND GENTRIFICATION IN ONE OF THE MOST ECONOMICALLY SEGREGATED CITIES IN THE COUNTRY. 
          A CITY THAT RANKS THIRD HIGHEST IN POVERTY AMONG MAJOR US METRO AREAS. 
          I KNOW YOU KNOW THIS COUNCIL MEMBERS CASTILLO AND MCKEE RODRIGUEZ, BECAUSE YOU REPRESENT THE WORKING PEOPLE OF THESE SAME COMMUNITIES, AND BECAUSE WE'VE ORGANIZED TOGETHER ON KEY ISSUES THAT IMPACT OUR NEIGHBORHOODS AND SCHOOLS. 
          THIS FALL, I'VE BEEN ATTENDING OUR ALLIANCE CAMPUS MEETINGS WHERE WE'RE ASKING TWO FUNDAMENTAL QUESTIONS, ONE, OF COURSE, ABOUT THE WORKING CONDITIONS IN OUR SCHOOLS, BUT THE SECOND ABOUT WHAT ISSUES OUR STUDENTS AND FAMILIES ARE CONCERNED ABOUT. 
          OUR MEMBERS HAVE SHARED THAT OUR STUDENTS AND FAMILIES ARE CONCERNED ABOUT IMMIGRATION AS ICE CONTINUES TO TERRORIZE OUR NEIGHBORHOODS. 
          FOOD INSECURITY AS SNAP BENEFITS ARE CUT BY THE FEDERAL GOVERNMENT AND AFFORDABLE HOUSING AS OUR FAMILIES ARE PRICED OUT OF THEIR HOMES. 
          THESE ARE ALL ISSUES THAT WE AS A SCHOOL DISTRICT CANNOT SOLVE ALONE, NOR SHOULD WE FOR TOO LONG. 
          WE'VE HAD ELECTED OFFICIALS WHO BELIEVE THAT STAYING IN THEIR LANE MEANS THAT THEY CAN'T BE IMAGINATIVE ABOUT HOW WE ADDRESS THESE ISSUES. 
          WE SEE THIS NEWLY CREATED COMMITTEE AS AN OPPORTUNITY TO WORK TOGETHER. 
          OUR UNION IS READY TO CONNECT YOU WITH THOSE WHO TEACH, FEED AND TRANSPORT OUR STUDENTS. 
          SO IN THE WORDS OF SITTING BULL, LET US PUT OUR MINDS TOGETHER AND SEE WHAT LIFE WE CAN MAKE FOR OUR CHILDREN. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          MEMBER CLERK, DID ANYBODY ELSE SIGN UP TO SPEAK? GREAT. 
          THEN WE CAN GET STARTED WITH 
          [Briefing and possible action on the following items
 ]
THE PRESENTATION. 
          ALEX, TAKE IT AWAY. 
          SORRY. 
          I'M THIS SECOND. 
          ALEJANDRA LOPEZ, YOU'RE GONNA HEAR FROM RIGHT NOW. 
          SO, UH, CHAIR AND COMMITTEE MEMBERS, IT'S A PLEASURE TO BE HERE TODAY AND I'M JUST GONNA DO SOME OF THE INTRODUCTORY SLIDES, UM, THAT ARE PART OF THIS VERY, VERY LONG PRESENTATION THIS MORNING. 
          UM, STARTING OFF WITH A, A LITTLE BIT OF AN OVERVIEW OF WHAT WE PLAN TO COVER, HOPEFULLY TODAY. 
          UM, THE CHARGE WAS ALREADY DISCUSSED, UM, BUT WE DO HAVE ANOTHER SLIDE IN CASE ANYBODY NEEDS TO REFERENCE IT OR WANTS TO SEE THAT IN WRITING. 
          UM, WE DO HAVE THAT AVAILABLE AS WELL. 
          WE HAVE DEVELOPED AN OVERALL STRATEGY FOR THE COMMITTEE'S CONSIDERATION, UM, AT LEAST FOR THE PRELIMINARY WORK OF THE COMMITTEE. 
          UM, AND THEN WE'LL SWITCH INTO, UM, SOME PRESENTATIONS WITH DATA, WITH A SIGNIFICANT AMOUNT OF DATA FOLLOWED BY AN OVERVIEW OF SOME OF THE CITY'S EDUCATION RELATED PROGRAMS. UM, AND THEN REALLY UNDERSTANDING WHAT ADDITIONAL DATA, WHAT ADDITIONAL INFORMATION WOULD BE, UM, THE COMMITTEE IS INTERESTED IN HAVING FOR FUTURE MEETINGS. 
          SO AGAIN, HERE'S THE CHARGE, AND I KNOW THAT IT WAS BRIEFLY MENTIONED ALREADY, BUT IN CASE YOU NEED TO REFERENCE IT, YOU WILL ALSO HAVE IT ON THIS SLIDE. 
          UM, AS FAR AS THE THE STRATEGY DEVELOPMENT, UH, AN OPTION THAT WE WOULD PROPOSE TO THE COMMITTEE WOULD BE TO TAKE THIS MEETING AND, AND THE SUBSEQUENT MEETING IN NOVEMBER TO REALLY UNDERSTAND AND FOR, TO HELP US, UM, PRESENT WHATEVER DATA, AS MUCH DATA AS YOU THINK, UH, WOULD BE HELPFUL FOR YOU TO DETERMINE, UM, WHAT KIND OF STRATEGY AND, AND WHERE YOU REALLY WANNA ZERO IN CONSIDERING THE FACT THAT YOU'VE, YOU'VE GOT A, YOU KNOW, FOUR YEAR TERM FOR THIS COMMITTEE. 
          THERE'S A LOT OF OPPORTUNITY, UM, TO REALLY DIG INTO SOME OF THE REALLY IMPORTANT ISSUES THAT ARE WITHIN THE CHARGE OF THE COMMITTEE. 
          SO THE THOUGHT WOULD BE TO TAKE OCTOBER AND NOVEMBER TO DO THAT TYPE OF ANALYSIS AND THEN SPEND THE DECEMBER MEETING, UM, IDENTIFYING THOSE FO FOCUS AREAS THAT THE COMMITTEE WANTS TO, UM, DELVE DEEPER INTO IN THE SUBSEQUENT YEARS, AS SOON OR AS, UM, AS, AS STRETCHED OUT AS WE WANT THAT TIMELINE AS YOU WOULD LIKE THAT TIMELINE TO BE. 
          WITH THAT, I AM GONNA TURN IT OVER TO OUR FIRST PRESENTER, WHICH IS DR. 
          GORE AGHA FROM METRO HEALTH TO COVER SOME OF THE EDUCATIONAL OUTCOMES DATA FOR US. 
          THANK YOU, ALEX. 
          HI EVERYONE. 
          GOOD MORNING COUNSEL. 
          IT'S A PLEASURE TO BE HERE WITH YOU, AND THANK YOU SO MUCH FOR FOLDING US INTO THIS WORK. 
          UM, I AM HERE TO SPEAK ABOUT 10 TO 12 THOUGHTS REGARDING OUR DATA INFORMED STRATEGIES AND THE DATA AT LARGE BEFORE I PASS IT ON TO MY COLLEAGUE REBECCA FLORES, TO SPEAK ABOUT THE PROGRAMS. OKAY, SO WE, AS ALEX SAID, WE ARE PROPOSING A DATA INFORMED STRATEGY THAT IS REALLY, UM, CONSISTS OF THREE SEQUENTIAL TASKS THAT ARE LARGELY INFORMED BY THESE THREE QUESTIONS. 
          ONE, WHICH SAN ANTONIO AND BEXAR COUNTY EDUCATIONAL OUTCOMES ARE MOST IMPORTANT IN WARRANT THE COMMITTEE'S PRIORITY ATTENTION TWO, WHICH CITY PROGRAMS, RESOURCES, OR INITIATIVES CURRENTLY ADDRESS OR COULD ADDRESS THESE OUTCOMES? AND C3, WHAT ARE THE KEY UPSTREAM DETERMINANTS, DRIVERS, OR CORRELATES INFLUENCING THESE EDUCATIONAL OUTCOMES? AND WE ALREADY HEARD A LITTLE BIT ABOUT THOSE IMPORTANT FACTORS LIKE FOOD INSECURITY AND HOUSING AND, AND WHAT THE COMMITTEE'S DESCRIPTION TALKS ABOUT THOSE INDIRECT FACTORS. 
          AND SO WITH THIS DATA INFORMED STRATEGY REQUIRES KEY CONSIDERATIONS. 
          WE WANNA BUILD ON EXISTING MODELS, FRAMEWORKS, AND EVIDENCE BASE, OR BUILD UPON 
          [00:10:01]
THE EXISTING WORK THAT IS ALREADY ON THE GROUND BY THE GREAT SORT OF TEAM AND LEADERS THAT ARE HERE IN THE EDUCATIONAL FIELD. 
          AND WE WANNA INCORPORATE SOCIAL AND COMMUNITY CONTEXT AS, AS HAS BEEN DISCUSSED REGARDING THE UPSTREAM STRUCTURAL SOCIAL FACTORS. 
          SO SPEAKING OF THE EVIDENCE BASE, UH, ONE OF THE MOST ESTABLISHED MODELS TO DRIVE THE WORK ON EDUCATIONAL OUTCOMES IS THE CRADLE TO CAREER FRAMEWORK, WHICH I'M SURE MANY OF THE EDUCATIONAL EXPERTS HERE ARE FAMILIAR WITH. 
          UM, IT IS AN EVIDENCE-BASED NATIONALLY RECOGNIZED FRAMEWORK THAT TAKES A COMMUNITY-DRIVEN APPROACH TO SUPPORTING YOUNG PEOPLE THROUGHOUT EVERY PART OF THEIR LIFE, FROM EARLY LIFE TO ADULTHOOD. 
          AND IT BASICALLY HELPS THEM MEET KEY MILESTONES THAT LEAD TO THE ULTIMATE OUTCOME OF ECONOMIC MOBILITY. 
          THIS IS LARGELY IMPLEMENTED AND MOBILIZED ACROSS THE NATION BY THE STRIVE TOGETHER NONPROFIT ORGANIZATIONS, WHICH BRINGS TOGETHER A LARGE NUMBER OF, UM, KEY PLAYERS IN THE CRATER TO CAREER NETWORK. 
          THE CRADLE TO CAREER NETWORK CURRENTLY INCLUDES 70 COMMUNITIES ACROSS 30 DIFFERENT STATES. 
          AND IN TEXAS, SAN ANTONIO, AUSTIN, HOUSTON, AND DALLAS ARE PART OF THE CRADLE TO CAREER NETWORK. 
          THE FRAMEWORK FOCUSES ON SEVEN CRADLE TO CAREER OUTCOMES THAT YOU SEE ON THE SCREEN HERE, AND THEY CAN ALSO BE REFERRED TO AS KEY MILESTONES FROM KINDERGARTEN READINESS TO SECURING A LIVING WAGE JOB. 
          AND SO WE HAVE SELECTED THESE SEVEN CRADLE TO CAREER OUTCOMES IN ADDITION TO OPPORTUNITY YOUTH. 
          AND HERE WE PRESENT EIGHT, UM, EDUCATIONAL OUTCOMES FOR YOUR CONSIDERATIONS. 
          IN THE FOLLOWING SLIDES, I WILL BE SHOWING SOME DATA TO GET A STA TO GET A SENSE OF WHERE BEXAR COUNTY STANDS WITH RESPECT TO THESE INDICATORS. 
          SO WE'LL START WITH KINDERGARTEN READINESS. 
          WHY DOES THIS MATTER? KINDERGARTEN READINESS IS CLOSELY LINKED TO FUTURE ACADEMIC AND LIFE SUCCESS AND IS A CONSISTENT PREDICTIVE OUR HIGH SCHOOL OUTCOMES, INCLUDING ACADEMIC SUCCESS, GRADUATION, SCHOOL CONNECTEDNESS, AND OF COURSE I'M THE HEALTH DEPARTMENT. 
          SO HEALTH OUTCOMES FOR SURE, IT IS SIMPLY DEFINED AS PERCENTAGE OF STUDENTS THAT QUALIFY AS READY BASED ON THE INDIVIDUAL SCHOOL DISTRICT'S ASSESSMENT AND CUTOFF SCORE. 
          CURRENTLY, INDIVIDUAL DISTRICTS CHOOSE THEIR OWN ASSESSMENT TO DETERMINE KINDERGARTEN READINESS AS LONG AS THE ASSESSMENT IS ON THE TEA COMMISSIONER'S LIST OF APPROVED ASSESSMENTS. 
          SO IN THE INTEREST OF TIME, I'M GONNA HIGHLIGHT JUST CERTAIN THINGS ABOUT EACH OF THE SLIDES, AND I WANNA BRING YOUR ATTENTION TO THE LEFT TOP HERE. 
          WE CAN SEE THAT AS HAS BEEN DISCUSSED WITH WHAT HAPPENS IN SAN ANTONIO AND BEXAR COUNTY. 
          WE'LL DEAL WITH LARGE RACIAL ETHNIC DISPARITIES. 
          UH, WITH REGARD TO KINDERGARTEN READINESS. 
          UH, WITH HISPANICS, WE ARE AT A 47.9%, WHILE WITH NON-HISPANIC WHITES, WE'RE AT ABOUT 60%. 
          HOWEVER, AS YOU CAN SEE WITH THE NUMBERS FOR TEXAS, THESE TRACK AS WELL. 
          NEXT IS THIRD GRADE READING. 
          THIS IS THE NEXT MILESTONE. 
          WHEN STUDENTS HAVE WHAT THEY NEED TO BE PROFICIENT IN READING BY THE END OF THIRD GRADE, RESEARCH SHOWS THAT THEY'RE FOUR TIMES MORE LIKELY TO COMPLETE HIGH SCHOOL, AND THEY'RE ALSO MORE LIKELY TO ENROLL IN COLLEGE. 
          THE SIMPLE DEFINITION FOR THIRD GRADE READING PROFICIENCY IS PERCENTAGE OF STUDENTS WHO ACHIEVE THE MEETS GRADE LEVEL ON THE STAR, WHICH IS THE TEXAS ASSESSMENT OF ACADEMIC READINESS, UM, GRADE READING EXAMS. AND SO, UH, ALL OF THESE DATA COME FROM US FROM THE TEXAS EDUCATION AGENCY AS A STANDARD SOURCE. 
          AND AGAIN, I AM SHOWING DATA BY RACE ETHNICITY. 
          I'M SHOWING DATA BY TRENDS OVER TIME. 
          AND ON THE RIGHT I'M SHOWING DATA BY SCHOOL DISTRICT. 
          AND WHAT I WANNA HIGHLIGHT HERE, AGAIN, IS THE TOP LEFT CORNER, WHICH IS THE PERSISTENT RACIAL ETHNIC DISPARITIES IN THIRD GRADE READING WHEN COMPARING NON-HISPANIC BLACKS AND NON-HISPANIC AND HISPANICS TO NON-HISPANIC WHITES. 
          NEXT COMES EIGHTH GRADE MATH AND MIDDLE GRADE MATH IS A PREDICTOR OF HIGH SCHOOL GRADUATION AND ACHIEVEMENT OF EIGHTH GRADE. 
          MATH IS ASSOCIATED WITH A LOT OF LATER LIFE OUTCOMES SUCH AS INCOME, EDUCATIONAL ATTAINMENT, DECLINES IN TEEN MOTHERHOOD. 
          EVEN THE RESEARCH SHOWS INCARCERATION AND ARREST RATES. 
          AGAIN, THE DEFINITION IS SIMILAR TO THIRD GRADE READING. 
          IT IS THE PERCENTAGE OF STUDENTS WHO ACHIEVE THE MEETS GRADE LEVEL STANDARD ON THE START EIGHTH GRADE MATH EXAM. 
          WHAT'S IMPORTANT TO HIGHLIGHT ABOUT EIGHTH GRADE MATH IS THAT THE PANDEMIC REVEALED THAT THERE'S, THERE'S THE PANDEMIC CAUSED AN INCREASE IN RACIAL DISPARITIES IN EIGHTH GRADE MATH. 
          AND THIS HAS BEEN DOCUMENTED WELL AND ALSO CAPTURED HERE IN SAN ANTONIO. 
          SO WHEN YOU SEE THE PERSISTENT RACIAL ETHNIC DISPARITIES IN THE TOP LEFT CORNER, UM, WE KNOW THAT WE HAD A LOT OF EFFECTS ON STUDENTS DURING THE PANDEMIC, AND IT'S SHOWN IN THE RESULTS OF THE, OF THE MATH AND RATING SCORES AS WELL. 
          THE NEXT MILESTONE IS OF COURSE, HIGH SCHOOL GRADUATION RATES, WHICH IS A MAJOR INDICATOR FOR FUTURE EARNINGS. 
          UM, OVERALL HIGH SCHOOL GRADUATES MAKE AT LEAST 10,000 MORE ANNUALLY THAN INDIVIDUALS WHO DID NOT COMPLETE HIGH SCHOOL. 
          UM, HOUSE HIGH SCHOOL GRADUATION HAS ALSO BEEN SHOWN TO PREDICT HEALTH 
          [00:15:01]
MORTALITY, TEEN CHILDBEARING, MARITAL OUTCOMES, AND EVEN CRIME. 
          UH, THE DEFINITION HERE IS THE PERCENTAGE OF STUDENTS WHO RECEIVE THE HIGH SCHOOL DIPLOMA IN FOUR YEARS OR FEWER WITHIN THEIR HIGH SCHOOL FOUR YEAR LONGITUDINAL COHORT. 
          AND SO WHAT WE DO HERE IS WE SEE THAT WE HAVE PRETTY GOOD HIGH SCHOOL GRADUATION RATES OVER TIME. 
          YOU CAN SEE IN THE MIDDLE GRAPH THERE'S AN OVER LINING BAR OF BLUE AND RED LINE, WHICH MEANS WE KIND OF TRACK EXACTLY WITH TEXAS. 
          UM, BUT WHAT'S IMPORTANT TO POINT OUT, AND MY COLLEAGUE HAS POINTED OUT, IT'S REALLY IMPORTANT TO THINK ABOUT COLLEGE READINESS AS WELL, WHICH IS ADDITIONAL DATA THAT WE CAN SHOW AT A LATER TIME. 
          NEXT IS OPPORTUNITY YOUTH. 
          AND THIS IS A PARTICULARLY IMPORTANT OUTCOME THAT THOSE IN THE FIELD HAVE REALLY BEEN WORKING ON. 
          IN 2018, THE CITY OF SAN ANTONIO IDENTIFIED A NEED TO SERVE APPROXIMATELY 30 TO 35,000 OPPORTUNITY YOUTH. 
          AND IF YOU COULD LOOK AT THE LEFT HAND GRAPH, YOU'LL SEE THAT THE LITTLE BAR, UM, WITH THE NUMBERS IN THE DARKER SECTION SHOWS THAT WE CONSISTENTLY HAVE 35 TO 40,000 OPPORTUNITY YOUTH EVERY YEAR. 
          AND THIS IS DEFINED AS YOUNG PEOPLE BETWEEN THE AGES OF 16 TO 24 YEARS OLD WHO ARE NEITHER WORKING NOR IN SCHOOL. 
          AND SO WHAT'S REALLY IMPORTANT ABOUT THIS OUTCOME IS THAT THE ASPEN INSTITUTE, WHICH LEADS A LOT OF WORK IN THIS AREA, SAYS THAT THEY ARE ACTUALLY ASSOCIATING THAT THE PANDEMIC PUTS US AS MORE THAN CLOSE TO 75,000 IN TERMS OF OPPORTUNITY YOUTH. 
          AND WHAT'S REALLY IMPORTANT ABOUT OPPORTUNITY YOUTH IS THAT DESPITE YOUNG PEOPLE'S ASPIRATION TO ADVANCE IN THEIR EDUCATION AND CAREER, ONCE THEY HAVE THIS EXPERIENCE DISCONNECTION FROM SCHOOL AND WORK, IT'S VERY UNLIKELY THAT THEY'LL BE ABLE TO GO BACK AND MEET THE ASPIRATIONS THAT THEY HAVE. 
          SO NEXT COMES POST-SECONDARY ENROLLMENT. 
          AND THIS REALLY MATTERS BECAUSE IT'S A CRITICAL TRANSITION IN THE CRADLE TO CAREER JOURNEY. 
          IT'S NECESSARY FOR POST-SECONDARY COMPLETION, AND IT IS A STRONG PREDICTOR OF ECONOMIC AND SOCIAL ADVANCEMENT. 
          AND THIS IS AKIN TO SAYING COLLEGE ENROLLMENT. 
          NOW, THIS IS A REALLY IMPORTANT THING TO DEFINE BECAUSE WITH THE DATA THAT WE HAVE, IT IS DEFINED AS THE PERCENTAGE OF TEXAS STUDENTS WHO ENROLLED AND BEGAN INSTRUCTION AT AN INDEPENDENT OR PUBLIC SCHOOL INSTITUTION OF HIGHER EDUCATION IN TEXAS IN THE FALL FOLLOWING HIGH SCHOOL GRADUATION. 
          SO WE'RE NOT CAPTURING, WHEN YOU'RE LOOKING AT THE NUMBERS ON THE TREND LINE AT 50 TO 60%, WE'RE NOT CAPTURING THAT THOSE THAT ENROLL OUT OF STATE. 
          AND WE'RE NOT CAPTURING THINGS LIKE MILITARY AND APPRENTICESHIP AND TRADE SCHOOL AS WELL. 
          AND THIS IS, AGAIN, PUBLIC OR INDEPENDENT, NOT PRIVATE INSTITUTIONS. 
          UM, AND AGAIN, THIS OUTCOME IS REALLY IMPORTANT BECAUSE STUDENTS THAT IMMEDIATELY ENROLL IN POST-SECONDARY INSTITUTIONS ARE MUCH MORE LIKELY TO GRADUATE. 
          AND OF COURSE, AFTER ENROLLMENT COMES COMPLETION. 
          AND, UM, THIS IS USUALLY MEASURED AS EDUCATIONAL ATTAINMENT OF BACHELOR'S DEGREE OR HIGHER. 
          THIS EDUCATIONAL LEVEL IS A DATA DATA POINT THAT WE SHOW IN MANY OF OUR AREAS IN THE CITY IN OUR DIFFERENT REPORTS. 
          UH, AND IT'S, IT'S A NO-BRAINER THAT COLLEGE GRADUATES LIVE ON AVERAGE LONGER LIVES THAN THOSE WHO DO NOT HAVE THE OPPORTUNITY TO COMPLETE A DEGREE. 
          THEY'RE, THEY HAVE MORE, THEY'RE MORE LIKELY TO HAVE ACCESS TO HIGHER PAYING JOBS, HIGHER STATUS JOBS, HEALTH PROMOTING BENEFITS SUCH AS HEALTH INSURANCE, PAID LEAVE, AND RETIREMENT. 
          UM, AND SO WHAT'S REALLY IMPORTANT HERE IS I LOVE THE GRAPH ON THE LEFT BECAUSE THIS IS ONE OF THE MOST CLEAR INDICATORS OF SOCIOECONOMIC DISPARITIES IN SAN ANTONIO. 
          NO OTHER GRAPH REALLY SHOWS SUCH A GRADIENT FROM THE DARKER COLORS IN THE NORTHWEST, WHICH IS A MUCH HIGHER PERCENTAGE OF BACHELOR'S DEGREE OR HIGHER DOWN TO THE SOUTH. 
          UM, SO IT'S REALLY, REALLY TELLING ABOUT THE SOCIOECONOMIC DISPARITIES THAT WE, UH, THAT WE EXPERIENCE HERE IN BEXAR COUNTY IN SAN ANTONIO. 
          I ALSO LOVE THE CORRELATION PLOT ON THE RIGHT, UH, BECAUSE IT'S A REALLY, REALLY TELLING LINK AND ASSOCIATION BETWEEN STUDENT PROFICIENCY IN MATH, WHICH IS THE X AXIS AND HIGHER EDUCATIONAL ATTAINMENT ON THE Y AXIS. 
          EACH DOT ON THAT CORRELATION PLOT IS A ZIP CODE. 
          AND TO SEE SUCH A STRONG CORRELATION BETWEEN TWO DIFFERENT DATA SOURCES THAT ARE NOT RELATED AND ARE MEASURED AT DIFFERENT TIME. 
          POINT EIGHT GRID MATH CORRELATED WITH HIGHER LEVEL EDUCATION AT THE ZIP CODE LEVEL LEVEL IS REALLY TELLING ABOUT WHAT A STRONG INDICATOR MATH PROFICIENCY IS FOR LATER LIFE OUTCOMES. 
          AND FINALLY, UH, THE ULTIMATE GOAL IS EMPLOYMENT. 
          EMPLOYMENT REPRESENTS THE ULTIMATE OUTCOME IN THE CRADLE TO CAREER DRAINAGE, TRANSLATING KNOWLEDGE AND SKILLS INTO CONTRIBUTING TO THE WORKFORCE. 
          UM, USUALLY THE EMPLOYMENT INDICATOR IN MEASURE MEASURES BY THE LABOR FORCE PARTICIPATION RATE. 
          AND YOU CAN SEE THAT ON THE LEFT WE HAVE A LONG TREND LINE COMPARING BEAR COUNTY, WHICH IS THE TOP BLUE RIGHT LINE, TEXAS, WHICH IS THE RED LINE, AND THEN THE US OVERALL, WHICH IS THE BLACK LINE. 
          AND BECAUSE WE ARE AN URBAN CENTER, OF COURSE, UM, WE, YOU SEE THAT WE HAVE A HIGHER LABOR FORCE PARTICIPATION RATE 
          [00:20:01]
CONSISTENTLY OVER TIME. 
          ON THE LEFT IS THE, ON THE RIGHT IS THE LABOR FORCE PARTICIPATION RATE BY ZIP CODE. 
          AND AGAIN, LIKE MANY OTHER OF THE SOCIOECONOMIC ECONOMIC AND HEALTH OUTCOMES, WE SEE THE GRADIENT GOING FROM HIGHER LEVEL OF EMPLOYMENT IN THE NORTHWEST TO LOWER LEVELS IN THE CENTRAL AND SOUTH AREAS OF SAN ANTONIO. 
          AND THAT CONCLUDES MY SECTION. 
          SO I WILL PASS IT OVER TO MY COLLEAGUE REBECCA FLOS, OR DID, UNLESS THE COMMITTEE WANTED TO PAUSE RIGHT NOW AND HAVE ANY QUESTIONS ABOUT THE DATA BEFORE WE REVIEW THE PROGRAMS, WHICHEVER YOU PREFER. 
          JUST KEEP GOING. 
          YEAH. 
          OKAY. 
          SO NEXT UP IS REBECCA FLORES, UM, OUR EDUCATION PROGRAMS ADMINISTRATOR WITH THE DEPARTMENT OF HUMAN SERVICES. 
          YOU STOLE MY INTRODUCTION, . 
          SO GOOD MORNING. 
          I AM, AS ALEX SAID, I'M REBECCA FLORES. 
          I'M IN THE DEPARTMENT OF HUMAN SERVICES, AND I'M PROUD THAT I OVERSEE OUR CHILDREN AND YOUTH SUCCESS TEAM. 
          UM, TODAY I'M GOING TO BE GOING OVER, UM, A LITTLE BIT OF THE DETERMINANTS OF EDUCATIONAL SUCCESS THAT GRE MEANT PRESENTED TODAY, AND ALSO IDENTIFY CSA PROGRAMS THAT ADDRESS EACH ONE. 
          WE DO HAVE A DETAILED INVENTORY WE CAN SHARE WITH YOU, BUT TO SUM IT UP, UM, WE OFFER 29 PROGRAMS THAT SUPPORT IMPROVING EDUCATIONAL OUTCOMES OF SAN ANTONIO'S ADMINISTERED BY SEVEN CITY DEPARTMENTS. 
          AS WITH MANY COMPLEX PROBLEMS, WE CANNOT DO THIS ALONE. 
          AND WE, THANKFULLY, WE ARE PARTNERING WITH COMMUNITY ORGANIZATIONS WILLING TO WORK SIDE BY SIDE WITH US ON THESE PROGRAMS THAT TOTALED 143 MILLION IN THIS YEAR'S BUDGET. 
          SO NOT A SMALL INVESTMENT. 
          IT'S NO SURPRISE THAT WE WILL START WITH KINDERGARTEN READINESS, AND I PROBABLY DO NOT HAVE TO TELL, EXPLAIN WHY THIS IS SUCH AN IMPORTANT BENCHMARK FOR EDUCATIONAL SUCCESS OF OUR STUDENTS. 
          MANY OF YOU ARE PROBABLY FAMILIAR WITH THE STUDY THAT SHOWED THAT BY THE AGE OF FOUR CHILDREN IN LOW FAM INCOME FAMILIES HAVE HEARD 30 MILLION LESS WORDS COMPARED TO STUDENTS FROM HIGHER INCOME FAMILIES. 
          THIS EARLY DIFFERENCE CAN LEAD TO DISPARITIES IN VOCABULARY AND SCHOOL READINESS. 
          UM, AS YOU CAN SEE FROM THIS LIST, SUPPORTING OUR YOUNGEST LEARNERS HAS BEEN A MAJOR PRIORITY FOR CSA. 
          WHILE MANY OF YOU KNOW OUR PRE-K FOUR SA INITIATIVE, I WANT TO CONCENTRATE ON OUR HEAD START PROGRAMS. UM, THE CITY OF SAN ANTONIO HAS BEEN A HEADSTART GRANT RECIPIENT FOR 46 YEARS AND MORE IMPRESSIVELY, WE ARE THE THIRD LARGEST PROGRAM IN THE COUNTRY. 
          WE SERVE 3,330 CHILDREN FROM FIVE WEEKS TO FIVE YEARS OLD, AND 39 SITES THROUGHOUT EDGEWOOD AND SAN ANTONIO ISDS. 
          AND MANY OF Y'ALL ARE FAMILIAR WITH THE DEMOGRAPHICS OF OUR HEAD START KIDDOS. 
          UM, MANY OF THEM ARE THERE BECAUSE OF, UH, ECONOMIC FACTORS. 
          UM, BUT WE'RE ALSO REQUIRED BY LAW TO SERVE AT LEAST 10% OF OUR KIDS THAT, UH, HAVE BEEN IDENTIFIED AS HAVING A DISABILITY. 
          AND I AM PROUD TO SAY THAT WE EXCEED THAT BY, WE'RE AT 16, 18% EVERY YEAR. 
          UM, I ALSO JUST GOT AN UPDATE ON OUR ENROLLMENT. 
          WE ARE NOW BACK TO OUR PRE PANDEMIC ENROLLMENT. 
          UM, EARLY HEAD START IS 100% ENROLLED. 
          AND EVEN IF WE TRIPLED THE SIZE OF OUR PROGRAM, THAT'S HOW LONG OUR WAIT LIST IS. 
          WE COULD STILL HAVE THAT AND OUR HEAD START PROGRAM IN EDGEWOOD AND SAN ANTONIO, WE'RE AT 96%, UM, ENROLLMENT RATE. 
          SO IT'S FANTASTIC THAT WE ARE DOING THAT WELL. 
          AND AGAIN, IT'S WITH THE PARTNERSHIP THAT WE HAVE WITH OUR SCHOOL DISTRICTS AND THE SIX CHILDCARE NONPROFIT CHILDCARE CENTERS THAT WE WORK WITH. 
          EVERY CHILD LEAVES OUR PROGRAM WITH A MEDICAL HOME. 
          THEY HAVE DENTAL, EYE AND EAR SCREENINGS, AND WE EVEN TEST THEM FOR LEAD. 
          AND WE, IF A CHILD COMES BACK WITH A HIGH LEAD LEVEL, WE ACTUALLY REFER THEM TO OUR GREEN HOMES PROGRAM IN OUR NEIGHBORHOOD HOUSING, UM, DEPARTMENT, AND THEY WORK WITH THE FAMILY ON LEAD MEDIATION. 
          UM, ALONGSIDE ALL OF THESE HEALTH BENEFITS THAT I THINK PEOPLE DON'T REALLY RECOGNIZE, YOU THINK OF HEAD START, IT'S JUST CLASSROOMS, BUT WE'RE ALSO WORKING ON THE HEALTH OF THE KIDS. 
          UM, OUR PARENTS AND GUARDIANS OF OUR FAMILIES ALSO RECEIVE ONE-ON-ONE CASE MANAGEMENT. 
          UM, I ALWAYS SAY IT'S A, IT'S AN OLDIE BUT GOODIE. 
          UM, SO WE ARE PROUD THAT WE, UM, HAVE BEEN OFFERING HEAD START TO OUR COMMUNITY FOR SO LONG. 
          THIRD GRADE READING, UM, IS ANOTHER DETERMINANT THAT THE CITY INVESTS IN. 
          UM, PRIOR TO THIRD GRADE READ, THIRD GRADE STUDENTS ARE LEARNING TO READ. 
          AND THEN AROUND THIRD GRADE STUDENTS HAVE TO KNOW TO READ, TO LEARN. 
          YOU START GETTING WORD PROBLEMS, YOU START GETTING LONGER, UM, CHAPTERS IN THE BOOK. 
          UM, SO READING IS A KEY CRITICAL INDICATOR OF FUTURE SUCCESS. 
          AND AS GURE MENTIONED, UM, IT HAS MULTIPLE, THERE'S BEEN MULTIPLE STUDIES 
          [00:25:01]
THAT HAVE JUST TALKED ABOUT THAT THIRD GRADE READING HAS LIFELONG SUCCESS. 
          AND I KNOW MANY OF Y'ALL HAVE PROBABLY HEARD THAT, UH, THE NUMBER OF PRISON BEDS, UM, PLANNED ARE BASED ON THE NUMBER OF STUDENTS READING BELOW GRADE LEVEL. 
          UM, THAT'S ACTUALLY AN URBAN MYTH. 
          UM, BUT WHAT IS NOT IS THAT CHILDREN WHO DON'T READ PROFICIENTLY BY THIRD GRADE ARE FOUR TIMES MORE LIKELY TO DROP OUT OF HIGH SCHOOL. 
          AND AGAIN, THIS IS A HUGE INDICATOR FOR, UH, SUCCESS IN SCHOOL. 
          UM, IT IS NO SURPRISE THAT WE HAVE WONDERFUL LITERACY BASED PROGRAMS OFFERED THROUGH OUR SAN ANTONIO PUBLIC LIBRARIES. 
          BUT I, WHAT I THINK IS ALSO EQUALLY IMPRESSIVE IS THAT OUR PARKS AND RECREATION DEPARTMENT HAS ALSO INFUSED LITERACY IN THEIR PROGRAMS TOO. 
          THEY OFFER READING CLUBS THROUGHOUT ALL OF THEIR CENTERS. 
          UM, THEY HAVE MULTIPLE CLASSES OF LEARNING, KIDS LEARNING HOW TO WRITE. 
          AND SO I JUST LOVE IT THAT THEY'RE IN, THEY'RE, THEY'RE MELDING, UM, PHYSICAL ACTIVITY WITH ALSO READING AND LITERACY. 
          EIGHTH GRADE MATH, UM, IS ANOTHER KEY EDUCATIONAL MILESTONE. 
          AND AS GURE SAID, UM, PLENTY OF RESEARCH THAT TALKS ABOUT LIFELONG SUCCESS. 
          UM, IT HAS BEEN CORRELATED WITH, UH, EIGHTH GRADE MATH ACHIEVEMENT WITH, UM, STRONG COLLEGE GRADUATION. 
          UM, AND THEN FOR THOSE OF YOU WHO HAVE CHILDREN, I THINK IT IS FAIR TO SAY THAT WHEN YOUR CHILDREN START TO GET A LITTLE BIT OLDER, UM, AND THEY ASK FOR HELP WITH HOMEWORK, IT CAN GET A LITTLE BIT DICEY. 
          UM, ESPECIALLY EIGHTH GRADE MATH IS NO JOKE. 
          UM, THANKFULLY THE SAN ANTONIO PUBLIC LIBRARY HAS A SOLUTION. 
          UM, THEY ACTUALLY OFFER FREE LIVE TUTORING AND HOMEWORK HELP THAT STUDENTS CAN ACCESS VIRTUALLY EVERY SINGLE DAY. 
          I DON'T THINK PEOPLE USE THIS SERVICE ENOUGH. 
          AND SO EVERY TIME THAT I GET A CHANCE TO PUBLICIZE IT, I DO. 
          UM, BECAUSE I JUST THINK IT'S A FABULOUS RESOURCE THAT OUR PUBLIC LIBRARY PROVIDES OUR COMMUNITY HIGH SCHOOL GRADUATION. 
          UM, I KNOW I HAVE HEARD SEVERAL OF Y'ALL MENTION THIS, AND WE CONSISTENTLY HERE IN OUR CHILDREN IN YOUTH SUCCESS TEAM, THAT STUDENTS ARE IN GREAT NEED AND MENTAL HEALTH SUPPORTS, AND THE LACK OF ACCESS TO THEM IS A HUGE ISSUE FOR OUR YOUTH THAT NE NEGATIVELY IMPACTS THEIR ACADEMIC SUCCESS. 
          AS SOME OF YOU KNOW, THE SAN ANTONIO YOUTH COMMISSION AND THE PROJECT WHERE TEEN AMBASSADORS STARTED TO CONDUCT THE SAN ANTONIO'S FIRST EVER, UH, CITYWIDE, UH, SURVEY ON TEEN MENTAL HEALTH DURING THE PANDEMIC, IT WAS A SURVEY WRITTEN BY YOUTH FOR YOUTH, UM, AND PARTICIPATING. 
          UM, WE ARE ABOUT TO LAUNCH OUR FOURTH, FOURTH SURVEY THIS SPRING. 
          AND WE HAVE CONSISTENTLY HEARD FROM YOUTH THAT ALTHOUGH SOME DO NEED ACCESS TO CLINICIANS AND MORE INTENSIVE MENTAL HEALTH SUPPORTS, MANY HAVE STATED THAT PARTICIPATING IN THE ARTS, SPORTS AND MUSIC ARE JUST AS IMPORTANT OUTLETS FOR THEM TO HELP THEM WITH THEIR MENTAL HEALTH. 
          UM, SO PARTICIPATING IN THESE EXTRACURRICULAR ACTIVITIES INCREASE THEIR SENSE OF BELONGING IN THE SCHOOL. 
          UM, AND RESEARCH HAS FOUND THAT WHEN KIDS ARE INVOLVED IN EXTRACURRICULAR ACTIVITIES AT SCHOOL, THEY HAVE BETTER ATTENDANCE. 
          UM, THEY'RE THREE TIMES AS LIKELY TO PERFORM IN THE TOP QUARTILE AND MATH AND READING, AND THEY'RE ALSO MORE LIKELY TO ASPIRE TO HIGHER EDUCATION. 
          UH, SO THE PROGRAMS THAT WE OFFER BY OUR DELEGATE AGENCIES ARE SAN ANTONIO PUBLIC LIBRARIES AND OUR PARKS AND REC DEPARTMENT ARE VITALLY IMPORTANT FOR OUR YOUTH'S MENTAL HEALTH ON TOP OF THEIR PHYSICAL HEALTH. 
          UM, I ALSO WANT TO HIGHLIGHT THE TWO MENTAL HEALTH PROGRAMS OFFERED BY METRO HEALTH THAT ARE IN PARTNERSHIP WITH OUR COMMUNITY ORGANIZATIONS. 
          UM, THE PROGRAMS OFFER COUNSELING SESSIONS AND CASE MANAGEMENT TO 175 STUDENTS AND FAMILIES IN EAST CENTRAL, NORTHEAST, NORTH SIDE SAN ANTONIO, SOUTH SAN AND SOUTH SIDE ISDS. 
          OOPS. 
          ANOTHER IMPORTANT AREA FOR OUR COMMUNITY TO FOCUS ON IS THE NUMBER OF OPPORTUNITY YOUTH. 
          AGAIN, TO RECAP THE DEFINITION IS 16 TO 24 YEARS OF AGE WHO ARE DISCONNECTED FROM EDUCATIONAL INSTITUTIONS AND THE WORKFORCE. 
          HOW MANY OF YOU IMAGINE THAT THE AVERAGE OPPORTUNITY YOUTH IS A HIGH SCHOOL DROPOUT? I KNOW I DID. 
          UM, AND I WAS SHOCKED TO FIND OUT THAT 80%, 80% OF OUR OPPORTUNITY YOUTH IN SAN ANTONIO HAVE A HIGH SCHOOL CREDENTIAL. 
          THEY BASICALLY DID EVERYTHING RIGHT. 
          BUT UNFORTUNATELY, AFTER GRADING HIGH SCHOOL, GRADUATING HIGH SCHOOL, THEY DID NOT HAVE THE RESOURCES, CONNECTIONS OR STRONG ENOUGH SKILLS TO TURN THAT HIGH SCHOOL DEGREE INTO MEANINGFUL EMPLOYMENT OR SUCCESS IN COLLEGE. 
          [00:30:01]
UM, AS GURE SAID, UH, WE HAVE AN ESTIMATED 33,000 OPPORTUNITY YOUTH. 
          UM, AND IN 2017, WHEN THE CITY WE FIRST HEARD THIS CONCEPT OF OPPORTUNITY YOUTH, UM, WE CAME TO REALIZE THAT IF WE DIDN'T SUPPORT THEM, NO ONE WILL. 
          THEY DON'T BELONG TO THE SCHOOL DISTRICTS. 
          THEY DON'T BELONG TO HIGHER EDUCATION INSTITUTIONS. 
          THEY DON'T BELONG TO THEIR WORKFORCE, THEY ARE OURS. 
          SO IN 2019, WE OPENED THE NEXT LEVEL YOUTH OPPORTUNITY CENTER IN PARTNERSHIP WITH COMMUNITIES AND SCHOOLS AND GOODWILL INDUSTRIES. 
          UM, AND EVERY PARTICIPANT THAT ENTERS, UH, NEXT LEVEL, THEY GET ASSIGNED A MASTER LEVEL SOCIAL WORKER TO WORKER TO HELP THEM WITH THEIR MENTAL HEALTH LIFE SKILLS. 
          AND THEN THE GOODWILL COACH ALSO HELPS THEM WITH WORKFORCE AND, UM, EDUCATION ENROLLMENT. 
          THE CENTER ALSO RECEIVES PROGRAMMING DOLLARS FROM UNITED WAY. 
          AND BECAUSE OF THEIR SUPPORT, OUR YOUTH HAVE ACCESS TO FREE CLINICIANS, MENTAL HEALTH CLINICIANS, AND EXTRA SUPPORT IN ADDRESSING LIFE BARRIERS. 
          WE HAVEN'T ADVERTISED OUR SERVICES IN OVER A YEAR, UM, AND WE HAVE CONSISTENTLY HAVE HAD A TWO MONTH WAIT LIST EVERY SINGLE MONTH. 
          UM, AND JUST SO YOU KNOW, WE, WE DON'T JUST LEAVE THAT WAIT LIST ALONE. 
          WE DO PRI WHEN WE, WE GET A REFERRAL WHEN THEY, UH, TRY TO APPLY TO NEXT LEVEL. 
          UM, WE DO TRY TO MOVE UP THOSE, UH, YOUTH THAT HAVE, UH, REALLY DIFFICULT LIFE BARRIERS, OUR HOMELESS KIDS, UM, SOME OF OUR JUSTICE INVOLVED, UM, HUMAN TRAFFICKED, THOSE KIND OF RISE UP AND WE MAKE SURE THAT WE PRIORITIZE THEM WHEN A SLOT OPENS UP POST-SECONDARY COMPLETION. 
          UM, AS YOU SAW, SAN ANTONIO'S DOING QUITE WELL IN THIS, UH, ENROLLMENT. 
          BUT WHERE WE CONTINUE TO STRUGGLE, AS GURE SAID, IS WITH COMPLETION, I KNOW THIS IS AN AREA OUR COLLEGES AND UNIVERSITIES ARE WORKING TO ADDRESS, PARTICULARLY SINCE THE STATE CHANGED THE FUNDING FORMULAS IN 2023 FOR HIGHER ED INSTITUTIONS AND THEY'RE PLACING HEAVIER EMPHASIS ON COMPLETION AND FOR COMMUNITY COLLEGES, THE NUMBER OF STUDENTS WHO TRANSFER TO FOUR YEAR PROGRAMS. UM, AND LAST BUT NOT LEAST, UM, AND ONE OF THE MAJOR REASONS THAT MOST OF US GET AN EDUCATION IS EMPLOYMENT. 
          UM, THERE WAS A WALL STREET JOURNAL ARTICLE PUBLISHED LAST YEAR THAT CITED A STUDY THAT'S SHOWED SECURING EVEN ONE PROFESSIONAL INTERNSHIP DURING YOUR COLLEGE SIGNIFICANTLY IMPROVED THE ODDS, FOUR TIMES MORE LIKELY OF LANDING A COLLEGE LEVEL JOB UPON GRADUATION. 
          THIS IS IMPORTANT BECAUSE OF HOW COMPANIES SELECT PEOPLE FOR INTERVIEWS. 
          THE ALGORITHMS BASICALLY PIGEONHOLE SEEKERS BASED ON KEYWORDS ON THEIR RESUMES. 
          AND GETTING THE RIGHT FIRST JOB AFTER GRADUATION IS CRITICAL TO LONG-TERM CAREER PATHS. 
          SO HAVING AN INTERNSHIP ON YOUR RESUME IS OFTEN THIS DECIDING FACTOR. 
          IF A RECENT COLLEGE GRADUATE GETS A PROFESSIONAL JOB IN THEIR COURSE OF STUDY OR BECOMES UNDEREMPLOYED, DHS OVERSEES THE CITY'S AMBASSADOR SUMMER INTERNSHIP PROGRAM. 
          LAST YEAR, WE, WE RECEIVED ALMOST 1200 APPLICATIONS FOR ONLY 200 SLOTS. 
          UM, SO IT'S VERY COMPETITIVE. 
          IT'S ALSO IMPORTANT TO NOTE THAT ALMOST HALF OF OUR AMBASSADOR CLASS ARE STUDENTS WHO GRADUATED FROM A HIGH SCHOOL AREA, SAN ANTONIO AREA HIGH SCHOOL, AND HAVE CHOSEN TO ATTEND COLLEGE OUTSIDE OF OUR CITY. 
          THE AMBASSADOR PROGRAM ADDRESSES THE BRAIN DRAIN AND HIGHLIGHTS THAT SAN ANTONIO IS A GREAT PLACE TO LIVE, WORK, AND PLAY AFTER THEY GRADUATE COLLEGE. 
          UM, I KNOW THAT THAT WAS LIKE A LOT OF INFORMATION. 
          UM, SO I WILL TURN IT BACK TO ALEX AND BE HAPPY TO ANSWER ANY QUESTIONS THAT Y'ALL MAY HAVE. 
          AND SO THIS LAST SLIDE, WE, WE, WE KNOW THAT THIS WAS ALREADY A LOT AND THERE WAS QUITE A BIT MORE DATA THAT WE WERE GONNA ATTEMPT TO SHARE DURING THIS FIRST MEETING, AND WE DECIDED NOT TO DO THAT YET. 
          BUT WE DO WANNA ACKNOWLEDGE THE FACT THAT WE KNOW THAT THERE IS AN, A WHOLE OTHER ENTIRE BODY OF DATA AND ASSOCIATED PROGRAMS AND POLICIES THAT ARE THE UPSTREAM DETERMINANTS OF A LOT OF WHAT YOU HEARD TODAY. 
          UM, SO WE, WE WANT TO ACKNOWLEDGE THAT AND, AND BECAUSE SOME OF THAT DATA AND SOME OF THOSE POLICIES AND PROGRAMS ARE VERY MUCH IN LINE WITH, UM, YOUR CHARGE AS, UM, COUNCIL MEMBERS WITHIN A MUNICIPAL GOVERNMENT. 
          UM, IN, IN SOME OF THE OTHER THINGS THAT YOU HEARD TODAY, THERE'S, THERE'S LOTS OF COMMUNITY PARTNERS, THERE'S SCHOOL DISTRICTS, THERE'S OTHERS INVOLVED IN EXECUTING THAT WORK. 
          BUT SOME OF THESE POLICIES, IT REALLY DOES JUST FALL UPON, UM, THE MUNICIPAL GOVERNMENT TO IMPLEMENT AND TO EXECUTE. 
          SO OUR, OUR GOAL WOULD BE, UM, TO COME BACK TO YOU NEXT WEEK WITH MORE OF THIS UPSTREAM DATA ALONG 
          [00:35:01]
WITH WHATEVER ELSE, UM, YOU FIND, UH, BASED ON TODAY'S BRIEFINGS, UH, WOULD BE RELEVANT FOR YOUR DISCUSSIONS AS WELL. 
          SO THAT SUMS US UP. 
          THANK YOU, SIR. 
          ALRIGHT. 
          THANK YOU ALL. 
          I MEAN, THIS IS AN INCREDIBLE PRESENTATION THAT I WAS EXTREMELY EXCITED, UH, TO SEE PRESENTED TODAY. 
          I KNOW AS SOON AS I HEARD, UH, FOLKS FROM MENTAL HEALTH AND DHS WERE GONNA BE PUTTING THIS WORK TOGETHER, I WAS JUST THRILLED TO SEE WHAT WAS GONNA COME OUT OF IT. 
          AND I'M EXCITED TO SEE THAT ALL THE DIFFERENT POINTS THAT WERE THERE. 
          A LOT OF GOOD DATA POINTS ABOUT, UM, OF COURSE EDUCATION, BUT THE EXTERNAL NEEDS TOO, RIGHT? UNDERSTANDING THAT THIS, UH, WORK THAT WE'RE LOOKING AT IS HOLISTIC. 
          UM, AND SO A LOT OF THE WORK'S GONNA TO BE SHARED INTO OTHER COMMUNITIES OR BLEEDING INTO OTHER COMMUNITIES TOO. 
          UH, WHICH I'M VERY GRATEFUL THAT WE HAVE A LOT OF CHAIRS ON THIS COMMITTEE AS WELL TO HELP TAKE THIS TASK UP. 
          UM, BUT HOPEFULLY, UH, WE CAN WORK TOGETHER ON THOSE PIECES, OF COURSE. 
          UM, SO AGAIN, THANK YOU FOR THE PRESENTATION AND UH, FOR MY COLLEAGUES, WE'LL HAVE OF COURSE TWO ON THE DISCUSSION, UH, WITH NO TIME FOR THE SPEAKERS. 
          AND SO PLEASE SAY WHAT YOU FEEL AND THINK, UM, OF COURSE YOU'RE RESPECTFUL TO EACH OTHER. 
          MAKE SURE WE ALL HAVE TIME TO TALK , BUT I TRUST THAT WE'LL BE OKAY. 
          UM, , YEAH. 
          FIRST MEETING, JUST GO OFF. 
          UM, BUT OKAY. 
          UH, WE'LL START. 
          ANYBODY WANNA START OFF THE CONVERSATION? ALRIGHT, COUNCILOR MUGU, I'LL BE THE BRAVE ONE AND START. 
          UM, NO, IT WAS A REALLY GREAT PRESENTATION. 
          I AGREE THAT THERE'S, UM, A LOT OF GOOD DATA. 
          I THINK SOMETHING I THOUGHT ABOUT WAS, UM, GOING BACK TO THE DATA THAT WE WERE TRACKING IN SA 2020. 
          'CAUSE I KNOW THAT THAT WAS SUPPOSED TO BE AT THE TIME OF THE FUNDING LOSS, I THINK IT WAS KIND OF LIKE WE'RE KIND OF FARMING THIS TYPE OF WORKOUT TO OTHER ORGANIZATIONS. 
          AND SO I THINK IT'S TIME TO REVISIT THE EDUCATION METRICS THAT WERE BEING TRACKED THERE. 
          AND MAYBE THIS COMMITTEE COULD JUST BE THE ONES TO REPORT OUT ON THAT OR HAVE THAT AS BACKUP EVERY SO OFTEN. 
          UM, ESPECIALLY 'CAUSE THAT WAS A VERY COMMUNITY INFORMED, UM, SET OF GOALS AND METRICS. 
          UM, I ALSO THINK WE GOTTA WORK SOMEHOW WITH SOME EXTERNAL FOLKS THAT ARE ALREADY DOING EDUCATION WORK. 
          UH, 'CAUSE I THINK, YOU KNOW, WE'RE NOT PLUGGED INTO THAT WORLD AS MUCH. 
          AND I, YOU KNOW, I'M NOT SURE THERE'S AN ANNUAL REPORT THAT WE COULD PARTNER WITH SOMEBODY ELSE TO DO, WHETHER THAT'S, UH, YOU KNOW, SAN EDUCATION PARTNERSHIP, YOU KNOW, UP PARTNERSHIPS HERE TODAY. 
          UM, COMBINING ALL OF THEIR EFFORTS AND DATA ALONG WITH CITY INFORMATION WOULD BE REALLY IMPORTANT. 
          UM, AND THEN MAYBE, YOU KNOW, WHEN I WAS IN THE SCHOOL BOARD WORLD, I THOUGHT IT WOULD BE REALLY AMAZING TO HAVE AN ANNUAL SUMMIT OF SOME KIND FOR ALL SUPERINTENDENTS IN BEAR COUNTY TO GET TOGETHER FOR SOME SORT OF CONFERENCE THAT'S HERE LOCALLY, RIGHT? SO WE GET PLUGGED INTO STATE FOLKS CITY, WHAT THE CITY'S DOING, UH, AND SO PEOPLE UNDERSTAND THAT THE, THE PROBLEMS OF ONE PARTICULAR DISTRICT ARE OF COURSE THE ENTIRE SYSTEM'S PROBLEMS BECAUSE THE DATA, ALTHOUGH THERE IS SOME DISPARITY IN GEOGRAPHICALLY SPEAKING, I MEAN, ALL THE NUMBERS ARE PRETTY LOW, UM, NO MATTER WHERE YOU ARE. 
          SO I THINK THAT'S SOMETHING THAT WE GOTTA WORK ON. 
          AND ALSO, I WANT US TO, I THINK THE THIRD GRADE READING IS THE, ONE OF THE MOST IMPORTANT DATA POINTS WE CAN TRACK AND WORK ON. 
          UM, I THINK THAT JUST IF, IF YOU'RE NOT AT READING LEVEL BY THIRD GRADE, THE REST OF YOUR EDUCATIONAL CAREER IS JUST CHALLENGING. 
          UM, AND SO I JUST THINK THAT THAT'S REALLY UNFORTUNATE. 
          SO I KNOW WE HAVE SOME RACE DATA ON THAT, OR ETHNICITY. 
          I THINK, UM, ALSO PUTTING THAT DATA IN TERMS OF POVERTY OR INCOME IS VERY IMPORTANT. 
          AND I THINK IF WE'RE TRYING TO TIE, YOU KNOW, THE EDUCATION GOALS INTO THE CITY STUFF AND, AND VICE VERSA, HAVE THAT GOOD BACK AND FORTH, WE SHOULD ALSO IN SOME CASES COLLECT DATA IN THE WAY THAT WE'RE DOING DATA IN OTHER PARTS OF THE CITY. 
          SO FOR EXAMPLE, HOUSING, RIGHT? WE DO MOST OF OUR TRACKING WITH A MI LEVELS AND THAT'S WHAT'S IN THE SHIP. 
          SO WE HAD A READING LEVELS OR MATH LEVELS IN A MI SETTING, WE WOULD GET A FULLER PICTURE, I THINK, ESPECIALLY IF WE'RE FOCUSED ON THE HOUSING ASPECT OF IT. 
          AND I THINK THE OPPORTUNITY YOUTH DATA, I THINK THAT IS A, A REAL PLACE THAT WE COULD GROW AND LEARN AND DO MORE OF. 
          UM, YOU KNOW, NOT, I'M GLAD TO, YOU KNOW, NOT EVERYBODY WHO IS AN OPPORTUNITY. 
          YOUTH IS INVOLVED IN CRIME OBVIOUSLY, BUT WE KNOW THAT WE HAVE A PROBLEM IN THE, IN WITHIN CRIME OF CERTAIN AGES, DEMOGRAPHIC, UH, WHICH ARE YOUNG MALES. 
          AND SO I WONDER IF WE BACKTRACK THAT DATA INTO OPPORTUNITY YOUTH FINDING OUT WHAT THE EDUCATION LEVELS ARE OF SOME OF THE FOLKS THAT ARE, YOU KNOW, COMMITTING CRIMES AND ALSO THE FOLKS THAT ARE IN THE RECIDIVISM WORLD, UM, WHAT THEIR DATA LOOKS LIKE. 
          SO IF THERE'S A COMMONALITY OF SOMETHING THAT CAN BE PREVENTED YEARS BACK OR EARLIER IN THE EDUCATION WORLD, THAT'S REALLY IMPORTANT. 
          SO, UM, THOSE ARE SOME CONNECTIONS I'D LIKE TO MAKE WITH THIS COMMITTEE AND OTHERS. 
          AND I'M GLAD YOU SAID THAT WE DO HAVE CHAIRS AND UM, ACTIVE COUNCIL MEMBERS HERE. 
          SO I THINK, UM, BRINGING SOME OF THAT WORK BACK TO OUR OWN COMMITTEES IS REALLY IMPORTANT, THAT BACK AND FORTH FORTH. 
          SO 
          [00:40:01]
JUST SOME THOUGHTS. 
          THANK YOU. 
          OH, AND REAL QUICK, YEAH, THANK YOU TO THE SPEAKERS WHO CAME. 
          Y'ALL SPOKE VERY WELL AND I APPRECIATE THAT. 
          SO THERE'S A LOT OF FOLKS ALREADY IN THE ROOM THAT WANNA WORK WITH US AND, AND DO WORK, SO I'M VERY EXCITED ABOUT THAT. 
          YEAH, THANK YOU SO MUCH. 
          UH, PROFESSOR CO. 
          THANK YOU CHAIR. 
          UH, THANK Y'ALL SO MUCH FOR THIS PRESENTATION. 
          UH, ALSO VERY EXCITED FOR THIS COMMITTEE AND, UM, HAVING WORKED IN THE PUBLIC K 12 SPACE NOW FOR 15 YEARS, I'M EXCITED THAT WE GET TO BRIDGE THE GAP WITH, UH, WITH CITY COUNCIL BECAUSE AS WAS MENTIONED, IT'S VERY IMPORTANT THAT CITY COUNCIL TAKES A GREATER ROLE IN WHAT'S HAPPENING IN OUR KIDS' KIDS' LIVES. 
          UM, WHEN I WAS BLOCK WALKING A TEACHER, THEY, I HAD A LOT OF FOLKS ASKED ME, SHOULDN'T YOU BE GOING TO SERVE ON A SCHOOL BOARD RATHER THAN CITY COUNCIL? LIKE, THAT'S YOUR BACKGROUND. 
          AND I WAS LIKE, WHAT? ONE TEACHER ACTUALLY TOLD ME, SHE'S LIKE, WELL, WE FOCUS ON EIGHT HOURS A DAY OF A KID'S LIFE AND Y'ALL FOCUS ON THE 24 7. 
          AND SO THE 24 7 MATTERS A LOT TOO. 
          SO I WANTED TO SHOUT OUT DR. 
          GORE. 
          WE ACTUALLY, A COUPLE YEARS AGO STARTED A, A SMALL SUBGROUP OF FOLKS THAT WANTED TO THINK ABOUT HOW COULD WE GET MORE INVOLVED IN WHAT'S HAPPENING AROUND SCHOOLS. 
          AND SO DR. 
          GLORIA, HER EXPERIENCE IN DATA VISUALIZATION AND HOW TO SHOW DATA IS SUPER RICH. 
          AND DR. 
          JACOB, YOU REALLY HAVE A TREASURE WITH HER IN THE DEPARTMENT. 
          AND SO SHE, WE FORMED A, A SMALL GROUP OF FOLKS, INCLUDING, UM, AND SUPPORTED BY JULIA GRIZZARD FROM THE BEXAR COUNTY EDUCATION COALITION TO THINK ABOUT WHAT IS IT THAT WE COULD TRACK AS A CITY, UH, THAT WOULD HELP US BETTER INFORM DECISIONS THAT WE MAKE WITH REGARDS TO CITY FUNDS, RIGHT? WE DON'T NECESSARILY FUND WHAT'S HAPPENING IN SCHOOLS, BUT WE DO FUND A LOT OF THE THINGS THAT MATTER AS LISTED ON THIS SLIDE. 
          SO WE LOOKED AT A COUPLE OF EXAMPLES FROM PEOPLE ACROSS THE STATE, AND DALLAS IS ONE OF THEM. 
          SO DALLAS HAS A COUPLE OF DIFFERENT PARTNERS THAT ARE DOING WORK AROUND DATA FROM A COMMUNITY PERSPECTIVE. 
          AND ONE OF THEM IS A CHILD POVERTY ACTION LAB. 
          AND THEY, UM, HAVE AN ENTIRE RESOURCE AROUND EACH ONE OF THE DALLAS ISD SCHOOLS THAT SHOWS YOU A COMMUNITY RESOURCE INDEX. 
          WHAT IS THE POVERTY RATES AROUND THAT SCHOOL? AND THEY BREAK IT OUT VERY DETAILED OF SPECIFIC INDICATORS THAT WOULD AFFECT, UM, THEY HAVE FOOD INSECURITY ON IT, THEY HAVE HEALTH. 
          SO THERE'S SEVERAL MEASURES THAT ARE INCLUDED, UM, IN THAT. 
          AND I, SO WE TRIED TO SAY, THIS IS LIKE THE GOLD STANDARD. 
          WHAT IS ONE THING THAT WE COULD DO TO START TO SEE IF THERE WAS A PILOT FOR THIS? SO WE'VE BEEN WORKING WITH CI NOW AT, UM, WHO'S ALSO WORKED WITH METRO HEALTH BEFORE TO LOOK AT SAFE PASSAGEWAY TO SCHOOLS. 
          WE FIRST STARTED OFF LOOKING AT TWO MILE RADIUS AROUND SCHOOLS IN DISTRICT ONE. 
          AND THEN WE SHORTENED THAT BECAUSE WE REALIZED IF YOU'RE TRYING TO WALK TO, TO COTTON ACADEMY, TWO MILES IS ACROSS I 10 , NO ELEMENTARY SCHOOL KIDS SHOULD BE, UH, CROSSING A MAJOR HIGHWAY. 
          SO WE SHORTENED THAT TO HALF A MILE, AND THEN WE DECIDED TO LOOK AT SPECIFIC INDICATORS THAT WERE ALREADY PUBLIC. 
          SO STREETLIGHTS, WHAT DID THE STREETLIGHTS LOOK LIKE, HOW FAR ARE THEY CROSSWALKS, UM, BROKEN SIDEWALKS WHERE THE SIDEWALK RATINGS, HOW MANY ACCIDENTS, PEDESTRIAN CAR ACCIDENTS HAD OCCURRED. 
          AND, UM, A COUPLE OF OTHER FACTORS AS WELL TO BE ABLE TO MAP OUT A KID'S ROUTE TO SCHOOL. 
          'CAUSE AGAIN, ONE OF THE THINGS THAT WE KNOW IS IF THERE'S NO SAFE PASSAGEWAY, THEY'RE NOT GONNA GET TO SCHOOL. 
          AND THEN, UH, A DA RATES AFFECT FUNDING. 
          IT'S A WHOLE UN UNRAVELING THING. 
          SO WE'VE BEEN, WE'RE ALMOST, WE HAVE A WIRE FRAME OF THAT FOR ALL THE DISTRICT ONE SCHOOLS. 
          AND YOU CAN ACTUALLY PUT YOUR ADDRESS IN FROM YOUR HOUSE, PUT YOUR SCHOOL, AND IT'LL SHOW YOU HOW TO WALK, WHAT YOUR WALK WOULD LOOK LIKE TO SCHOOL WITH ALL THOSE FACTORS. 
          AND SO I'D LOVE TO, UH, CHAIR, IF YOU'RE OPEN FOR IT, HAVE THE FOLKS THAT ARE BUILDING THAT MAYBE COME PRESENT TO SHOW WHAT THAT LOOKS LIKE, UM, TO SEE IF THERE'S INTEREST OR APPETITE TO REPLICATE FOR THE CITY BECAUSE THE DATA'S ALREADY THERE. 
          IT'S JUST, UM, CREATING THAT. 
          AND THEN DR. 
          GORE, HER SUGGESTION WAS USE IT AS A STORY MAP. 
          SO WE'RE DOING A, UH, STUDENT A AND STUDENT B IN TWO DIFFERENT PARTS OF THE DISTRICT TO SHOW WHAT DO THEIR DIFFERENT EXPERIENCES LOOK LIKE. 
          UM, AND THAT WAY YOU CAN SCROLL AND KIND OF EXPERIENCE THAT. 
          AND WHEN WE PITCH THIS TO THE SCHOOLS, AND OUR GOAL IN THIS IS NOT TO SAY, UM, IT IS TO HIGHLIGHT THAT THERE HAS BEEN UNDER RESOURCING IN CERTAIN PARTS OF THE COMMUNITY. 
          AND NOT NECESSARILY TO SAY LIKE, OH, YOU KNOW, ONE OF THE CONCERNS THAT CAME UP WAS LIKE, WELL, KIDS AREN'T GONNA WANNA COME TO OUR SCHOOLS IF THEY KNOW IT'S, UH, IF THEY CAN'T WALK THERE SAFELY. 
          AND, UH, OUR GOAL IS TO BE MORE, UM, IS TO HIGHLIGHT WHAT'S GOING ON SO THAT WE CAN FOCUS OUR RESOURCING. 
          SO WHETHER OR NOT THAT LOOKS LIKE, UM, AND THE END OF THE STORY MAP HAS LIKE A QUESTION LIKE, WOULD YOU SUPPORT FUNDING FOR, UH, ADDRESSING ALL OF THE ISSUES ONE SCHOOL AT A TIME? 'CAUSE RIGHT NOW OUR SIDEWALK PROGRAM IS KIND OF ALL OVER THE PLACE. 
          IT'S NOT LIKE, OKAY, LET'S GET TOGETHER, PUT A CERTAIN SET OF SET OF FUNDING FOR, UM, FOR COTTON, FOR EXAMPLE. 
          SO, UM, THAT'S JUST ONE THING THAT I WANTED TO OFFER UP. 
          THE SECOND THING IS, UM, THERE'S A CITY, SO I WAS TALKING TO YOU, THERE'S ANOTHER REALLY, REALLY SMART LEADER IN OUR COMMUNITY, LAUREN GARRITY, WHO WORKS 
          [00:45:01]
WITH CIS AND SHE POINTED ME TO A CITY IN UK THAT'S CALLED LEADS AND LEADS CITY COUNCIL HAS AN ENTIRE STRATEGY AROUND KIDS. 
          SO THEY BASICALLY TALK ABOUT LIKE, THESE ARE ALL THE THINGS THAT WE WANNA DO TO MAKE SURE HOW CHILDREN ARE LIVING AND WHAT THEIR EXPERIENCE IS LIKE, AND WHAT ARE OUR STRATEGIES GOING TO BE TO ADDRESS AND SUPPORT THEM. 
          AND THEN THEY HAVE MEASURES THAT THEY'RE TRACKING AS WELL. 
          SO I THOUGHT THAT COULD BE SOMETHING THAT WE COULD LOOK INTO AS WELL TO SAY LIKE, WOULD WE WANNA COME UP WITH A STRATEGIC PLAN FOR WHAT OUR KIDS ARE GOALS ARE FOR OUR KIDS IN COMMUNITY MEN COMMUNITIES, UM, THAT YES, ALIGN TO THE CRADLE TO CAREER. 
          AND I LOVE THAT FRAMEWORK AS A STARTING POINT, BUT I ALSO WANT TO THINK ABOUT WHAT ARE THE INDICATORS THAT AFFECT EIGHTH GRADE MATH, RIGHT? LIKE THESE ONES AND WHICH ONES OF THESE, AND WE'VE TALKED ABOUT THIS, WHICH ONES OF THESE CAN WE MEASURE AND REALLY TARGET IT ON? AND TO YOUR POINT, COUNCIL MEMBER, THAT'S WHAT ESSAY 2020 WAS TRYING TO DO IN TERMS OF LIKE ACTUALLY, UM, PUSHING THESE IN. 
          AND WE TALKED ABOUT DOING IT AS A CITY AND, BUT ALSO LIKE RESOURCING, RIGHT? LIKE, LOVE ALEX. 
          BUT ALEX IS ALSO LEARNING A LOT OF THIS EDUCATIONAL STUFF AS WE'RE MOVING AND SHE'S TAKING ON THE CHALLENGE. 
          BUT WHO DO ELSE DO WE HAVE? UM, I KNOW UP HAS A LOT OF FUN, HAS A LOT OF FUNDING NOT TO THROW THAT OUT THERE AS FOR DATA AND THINGS LIKE THAT, THAT COULD BE A OF HELP AND SUPPORT FOR US. 
          SO, UM, THOSE ARE JUST SOME, UH, INITIAL THOUGHTS AND I IDEAS ON HOW DO WE REALLY MAKE SURE, HOW DO WE FIGURE OUT WHICH OF THESE WE WANNA MEASURE? AND THEN DO WE ALSO WANT, SINCE WE'RE GOING INTO DELEGATE AGENCY FUNDING AGAIN, DO WE WANNA SAY, YOU KNOW, THESE ARE THE THINGS THAT WE ARE TRACKING OUR DELEGATE AGENCIES AS WELL TOO. 
          BECAUSE I THINK THE CONVERSATION WE HEARD FROM SOME OF OUR COLLEAGUES WAS, HOW DO WE KNOW WHAT UH, PEOPLE ARE DOING AND IF THEY'RE SUCCESSFUL AT WHAT THEY'RE DOING? UM, AND SO IF WE WERE ABLE TO CREATE KIND OF A FRAMEWORK THAT OVERSEES ALL OF OUR YOUTH FOCUSED FUNDING, UM, I THINK IT COULD REALLY HELP US MAKE DECISIONS. 
          YEAH. 
          THANKS CHAIR. 
          GREAT. 
          , THANK YOU. 
          UH, CASTILLO. 
          , THANK YOU CHAIR. 
          AND THANK Y'ALL FOR THE PRESENTATION AS WELL AS TO THE MEMBERS OF THE PUBLIC WHO GAVE COMMENT, AND ALSO THE COMMUNITY PARTNERS WHO ARE PRESENT TODAY WHO, UH, HAVE PRIORITIZED, UM, PROVIDING OPPORTUNITY AND STRATEGIES TO ADDRESS THE NEEDS OF OUR YOUTH. 
          UH, IN TERMS OF THE VARIOUS DETERMINANTS, UM, THAT HAVE BEEN LAID OUT, I THINK THERE'S ALSO OPPORTUNITY FOR THIS COMMITTEE TO ESSENTIALLY DEVELOP A ROBUST, UH, LEGISLATIVE AGENDA, STATE LEGISLATIVE AGENDA, AND OF COURSE, IN CONCERT WITH THE TEACHERS UNIONS, THE SUPERINTENDENTS AND THOSE, THOSE COMMUNITY PARTNERS WHO ARE DOING THE RESEARCH, GATHERING THE DATA TO PROVIDE A PRESENTATION FOR US TO GIVE RECOMMENDATIONS TO, TO JEFF AND SALLY. 
          UM, SO THAT WAY WE'RE ENSURING THAT NOT ONLY ARE WE MAKING THE INVE INVESTMENTS AT THE LOCAL LEVEL, UM, BUT OF COURSE SERVING AS PARTNERS WITH OUR SCHOOL DISTRICTS TO ENSURE THAT WE'RE PROVIDING THAT EDUCATION THAT OUR STUDENTS DESERVE. 
          UH, I WOULD BE REMISS IF I DIDN'T EXPRESS THANKS TO RACHEL TUCKER, MY TEAM, WHO IS AN ELEMENTARY SCHOOL TEACHER, UH, AND JUST BRINGS INVALUABLE INSIGHT TO, UH, WHAT WE SHOULD BE PRIORITIZING, NOT JUST IN RELATION TO THIS COMMITTEE, UM, BUT TO OUR CITY COUNCIL WORK AS A WHOLE. 
          UM, AND WITH THAT, RIGHT, WE KNOW, UM, WHAT WE'RE SEEING IN TERMS OF TRENDS, AND IT'S EVIDENT IN THE HEAT MAPS AND DATA THAT WE SEE OVER AND OVER AGAIN. 
          AND I KNOW  PRESENTED US WITH THE PACKET OF, UH, HIGH, UM, ISD DATA THROUGHOUT THE CITY. 
          AND WHAT WE KNOW IN DISTRICT FIVE IN PARTICULAR IS A NEED TO PROVIDE SUPPORT FOR OPPORTUNITY YOUTH. 
          UH, AND ALL THESE PILLARS ARE IMPORTANT AND ARE PRIORITIZED, BUT I DO BELIEVE WE NEED TO PUT AN EMPHASIS, UH, ON OPPORTUNITY YOUTH, PARTICULARLY SEEING THAT BECAUSE OF THE PANDEMIC, UH, IT'S NEARLY DOUBLED THE AMOUNT OF FOLKS THAT ARE GOING TO NEED SUPPORT. 
          UH, AND I'M JUST GRATEFUL FOR THE WORK, UM, THAT THRIVE AND SO MANY OTHER ORGANIZATIONS AND NEXT LEVEL ARE DOING FOR OPPORTUNITY YOUTH. 
          UM, BUT THAT'S WHERE I SEE WE'RE GOING TO NEED TO, TO SCALE UP IN TERMS OF ENSURING THAT WE'RE CONNECTING FOLKS TO OPPORTUNITY, UH, WORKFORCE SERVICES AND SO ON. 
          UH, I ALSO BELIEVE IN TERMS OF THE, THE, THE PILLARS TO ADDRESS, RIGHT? I ALWAYS KEEP IN MIND DISTRICT FIVE HAS, UH, FIVE INDEPENDENT SCHOOL DISTRICTS AND FOUR OF THE FIVE HAVE EXPERIENCED SCHOOL CLOSURES. 
          AND WHAT FOUR OF THE SUPERINTENDENTS HAVE EXPRESSED TO OUR COUNCIL OFFICE, RIGHT, IS WHY SOME OF THOSE SCHOOLS CLOSED. 
          AND KEEPING IN MIND, UH, THAT, UH, AFFORDABLE HOUSING WAS ONE OF THE KEY REASONS THAT WE SAW CLOSURES IN HARLANDALE, ISD AND S-E-I-S-D. 
          SO I THINK, UH, IN TERMS OF COORDINATION WITH NHSD, UH, I KNOW FOR EXAMPLE, WHEN FOLKS ARE APPLYING FOR THE HOME REHAB PROGRAM OR ARE GOING THROUGH OPERATION REBUILD, NHSD IS TRACKING HOW MANY, UM, CHILDREN ARE IN THE HOUSEHOLD. 
          AND I THINK THERE'S VALUE IN LOOKING AT HOW MANY HOUSEHOLDS WITH CHILDREN ARE WE PUTTING THROUGH OPERATION REBUILD, OR WHATEVER THE, THE HOME REHAB PROGRAM MAY BE, TO SEE THAT LARGER IMPACT OF US KEEPING OUR YOUTH AND FAMILIES HOUSED. 
          UH, AND THEN OF COURSE, IN TERMS OF COMMUNITY RESOURCES, UM, WHAT WE CONTINUE TO HEAR AT DISTRICT FIVE BUDGET TOWN HALLS OR OUT IN THE FIELD, IS THE ROLE THAT PARKS AND RECS PLAY IN OUR COMMUNITY AND KEEPING OUR YOUTH OUT OF TROUBLE. 
          UM, WE KNOW THAT HAVING THOSE AFTERSCHOOL PROGRAMS ALLOW OUR PARENTS 
          [00:50:01]
TO WORK, AND THEY'RE ALSO KEEPING OUR KIDS OFF OF THE STREETS. 
          SO I THINK ALSO, UH, PRESENTING TO THIS COMMITTEE IN TERMS OF HOW MANY YOUTH ARE WE SERVING, WHICH PROGRAMS ARE AT CAPACITY, UH, AND WHERE'S THEIR OPPORTUNITY FOR COUNCIL CONSIDER, UH, TO CONSIDER TO EXPAND THOSE PROGRAMS. AND AS A COUNCIL MEMBER, DR. 
          COR MENTIONED, RIGHT? SO THAT WAY WE'RE EQUIPPED WITH THE INFORMATION IN TERMS OF WHICH DELEGATE AGENCIES ARE WE PRIORITIZING. 
          WE KNOW THEY ALL SERVE A VERY IMPORTANT ROLE TO THE SAN ANTONIO ECOSYSTEM, BUT, YOU KNOW, WE KNOW THAT THIS IS A PRIORITY FOR THE CITY. 
          UM, HOW ARE WE, UM, COORDINATING TO ENSURE THAT WE'RE MEETING ALL THE NEEDS WITH OUR LIMITED RESOURCES. 
          UM, BUT ULTIMATELY I'M REALLY EXCITED, UH, TO SERVE ON THIS COMMITTEE. 
          AND I'M LOOKING FORWARD TO THE WORK THAT WE'RE GOING TO DO, UH, OVER THE COURSE OF THE NEXT FOUR YEARS. 
          UH, THOSE ARE ALL MY COMMENTS. 
          THANK YOU, CHAIR. 
          THANK YOU. 
          COUNCIL MAYOR MICKI RODRIGUEZ. 
          THANK YOU, CHAIR. 
          AND THANK YOU FOR THE PRESENTATION. 
          I LOVE THE, UH, THE MAKEUP OF THIS COMMITTEE ALSO. 
          IT FEELS VERY RIGHT. 
          UM, I WANNA START, RIGHT? IT FEELS VERY CORRECT, . 
          UM, I WANNA START OFF BY ANSWERING SOME OF THE QUESTIONS ASKED ON SLIDE SIX, UH, REGARDING OUTCOMES. 
          THERE'S A, A LOT OF ALIGNMENT WITH WHAT YOU'VE ALREADY PRESENTED. 
          , WHY WOULD YOU SAY THAT WE SHOULD BE FOCUSING ON, UH, OUTCOMES THAT REFLECT EDUCATIONAL EQUITY, NOT NECESSARILY AVERAGES, UM, ALL THE TIME. 
          AND SO THAT MEANS LOOKING AT DISPARITIES IN EARLY LITERACY AND NUMERACY RATES, UM, HIGH SCHOOL GRADUATION AND POST-SECONDARY ENROLLMENT, CAREER READINESS AND SOCIAL EMOTIONAL DEVELOPMENT. 
          YOU ALREADY NAMED A LOT OF THESE, RIGHT? UM, PARTICULARLY AMONG STUDENTS OF COLOR, FAMILIES WITH LOWER INCOME, THOSE LEARNING ENGLISH, FOSTER YOUTH, AND STUDENTS WITH DISABILITIES. 
          UM, I THINK ALL OF THOSE ARE, UM, ALSO REALLY IMPORTANT DEMOGRAPHICS THAT I DON'T THINK WE'RE NAMED IN, IN THE PRESENTATION. 
          AND I HOPE THAT WE CAN. 
          BUT I KNOW OUR FOCUS OF, OF THE COUNCIL, WE SHOULD, OF COURSE, AND THIS WAS MENTIONED AS WELL, WE SHOULD BE PAYING CLOSE ATTENTION TO ATTENDANCE. 
          UM, CHRONIC ABSENTEEISM AND DISCIPLINARY DISPARITIES, ESPECIALLY REFERRALS TO LAW ENFORCEMENT OR ALTERNATIVE SCHOOLS, WHICH THEMSELVES REVEAL SYSTEMIC INEQUITIES. 
          A FLAG THAT OUR, UH, MUNICIPAL COURT STAFF HAVE REALLY PRIORITIZED THIS ISSUE. 
          AND WE'VE SEEN A NUMBER OF SUCCESSFUL CAMPAIGNS, BUT THERE MAY BE A GREATER OPPORTUNITY FOR, UH, SOME INTERDEPARTMENTAL COLLABORATION TO ENHANCE THOSE EFFORTS THAT, UH, ARE ALREADY TAKING PLACE. 
          I ALSO THINK WE SHOULD TRACK, UH, TEACHER RETENTION AND WORKFORCE DIVERSITY BECAUSE WE KNOW THAT STABLE REPRESENTATIVE TEACHING STAFFS DIRECTLY IMPROVE, UH, LEARNING OUTCOMES. 
          AND MORE BROADLY, I GUESS THE MOST IMPORTANT EDUCATIONAL OUTCOMES ARE THOSE THAT TELL US WHETHER CHILDREN ACROSS SAN ANTONIO, UM, REGARDLESS OF ZIP CODE, HAVE THE OPPORTUNITY TO THRIVE, TO STAY CURIOUS KIDS, UH, AND TO GRADUATE WITH REAL OPTIONS, UH, FOR THEIR FUTURE. 
          I ALSO HAVE TO ADD THAT WE SHOULD ASK EACH SCHOOL DISTRICT TO, AND THIS IS A SEPARATE THING, GOING BACK TO ATTENDANCE. 
          WE SHOULD ASK EACH SCHOOL DISTRICT, UM, TO SHARE ATTENDANCE TRENDS OR AS MUCH AS WE CAN, RIGHT? LET'S HAVE A CONVERSATION ABOUT ATTENDANCE, TRENDS AND OUTLOOK, AND GET AN IDEA OF, YOU KNOW, WHAT SCHOOLS ARE AT RISK OF CLOSURE AND WHAT ROLE WE CAN PREVENT, WE CAN PLAY IN PREVENTING THOSE THROUGH. 
          UM, ESPECIALLY, ESPECIALLY WITH THINKING ABOUT OPPORTUNITIES LIKE OUR HOUSING BOND. 
          AND THIS GOING BACK TO THE POINT THAT COUNCILMAN CASTILLO HAD MADE, UH, THE SECOND QUESTION, WHICH WAS CITY PROGRAMS, RESOURCES, INITIATIVES. 
          I'M REALLY GLAD THAT WE'RE FINALLY LOOKING AT THE WORK OF OUR GOVERNMENT AS AN OPPORTUNITY TO IMPACT, UM, EDUCATION OUTCOMES IN STUDENTS IN OUR YOUTH. 
          AND THIS WAS ONE OF THE REASONS THAT I FIRST RUN FOR OFFICE, UH, IN 2021, WAS THAT I GOT FRUSTRATED AS A HIGH SCHOOL TEACHER SEEING LEADERS AT ALL LEVELS OF GOVERNMENT REALLY PUSH ISSUES OF OUR STUDENTS AND THEIR FAMILIES TO THE STATE. 
          AND IT'S VERY FRUSTRATING. 
          AND WE KNOW, AND THIS IS VERY, THIS PRESENTATION IS VERY CLEAR EVIDENCE THAT WE HAVE A ROLE TO PLAY AND THAT WE CAN PLAY A MUCH, UH, GREATER ROLE AND WE SHOULD. 
          SO SHOUT OUT TO THE MAYOR AND TO ALL THOSE WHO MAY SHOUT TO THE MAYOR FOR MAKING THE COMMITTEE, RIGHT? BUT ALSO SHOUT OUT TO, UM, ALL OF THOSE WHO MADE THIS AN ISSUE ON THE CAMPAIGN TRAIL BECAUSE EDUCATION AN ISSUE, RIGHT? BECAUSE YOU REMAIN A KEY INFLUENCE IN THESE EFFORTS. 
          AND SO I'LL STICK TO, UH, THOSE LESS OBVIOUS PROGRAMS JUST FOR BREVITY. 
          UM, AFFORDABLE HOUSING AND ANTI DISPLACEMENT EFFORTS. 
          UM, THESE ALSO STABILIZE FAMILIES AND PREVENT SCHOOL MOBILITY THAT DISRUPTS LEARNING. 
          I EXPERIENCED THIS IN EIGHTH GRADE, AND IT'S FUNNY YOU BROUGHT UP EIGHTH GRADE MATH. 
          UM, I WAS IN ALGEBRA AND AS A MILITARY BRAT, WE MOVED IN THE MIDDLE OF, UH, THE SCHOOL YEAR. 
          AND WHEN I GOT TO THE NEW, THE NEW SCHOOL, I WAS DOING SO GOOD. 
          I HAD AN A IN THE CLASS. 
          IT WAS ALGEBRA. 
          I WAS GREAT, LOVED IT. 
          I MOVED AND THERE WAS SOMETHING THAT I MISSED THAT I, AND I DIDN'T KNOW HOW TO ASK WHATEVER QUESTION. 
          I DIDN'T KNOW HOW TO FIGURE OUT WHAT IT WAS THAT I WAS MISSING. 
          BUT I ENDED UP WITH A C AND I DIDN'T LIKE IT BECAUSE I HAD ALWAYS BEEN GOOD AT MATH. 
          AND SO I ENDED UP TAKING SUMMER SCHOOL 'CAUSE I WAS LIKE, I'M NOT GOING CONTINUE ON IN HIGH SCHOOL, MISSING WHATEVER THIS IS THAT I MISSED AND GUESS. 
          AND YEAH, IT WAS SLOPE. 
          IT WAS SLOPE . 
          IT WAS SLOPE. 
          SO I LEARNED IT LIKE THE, THE FIRST WEEK OF SUMMER SCHOOL, AND THEN I ENDED UP WITH LIKE 102 IN THE CLASS AND I WAS FINE. 
          AND SO THE, BECAUSE I DID THAT AND 
          [00:55:01]
BECAUSE THAT WAS A PRIORITY OF MINE AND OF MY FAMILY'S, RIGHT? 'CAUSE I ALSO HAD TO MEET CERTAIN EXPECTATIONS OF THEIRS BECAUSE OF THAT. 
          LIKE I BECAME A HIGH SCHOOL MATH TEACHER, RIGHT? I ENDED UP DOING, I ENDED UP HERE HAD I NOT, WHAT WOULD'VE HAPPENED. 
          AND SO FOR MANY STUDENTS WHO, WHO ARE FORCED TO MOVE, IF THEY DON'T KNOW HOW TO ASK THE QUESTION AND OR THEY DON'T DO SUMMER SCHOOL OR THEY DON'T HAVE ACCESS TO TUTORING AND TO RESOURCES, WHAT HAPPENS? AND SO I THINK THAT TO ME, MAKES ANTI DISPLACEMENT AND STABILIZED FAMILIES, UH, A KEY ISSUE, UH, AS WELL, OF COURSE, TRANSPORTATION ACCESS. 
          HOW DO WE ESTABLISH THE SAFEST ROUTES TO SCHOOL, UH, AND TO AFTER SCHOOL AND TO SUMMER PROGRAMS AS AS POSSIBLE, BOTH PHYSICALLY SAFE, WE THINK ABOUT OUR INFRASTRUCTURE, STREETS, SIDEWALKS, LIGHTING, BUT ALSO THE TYPES OF BUSINESSES, RESOURCES AND THE SORT OF SOCIAL ENVIRONMENT THAT THEY NAVIGATE DAILY. 
          HOW CAN WE TARGET EFFORTS OF ORGANIZATIONS LIKE STANDUP SA, UH, TO REALLY, UH, IMPACT THESE AREAS? AND THAT ALSO COMES DOWN TO ZONING. 
          SORRY, I SLOWED DOWN. 
          I I WAS JUST TELLING, UH, COUNCIL MCCO, I LOVE THE WAY SHE CAN JUST SPEAK OFF THE TOP OF HER MIND, AND SHE STRUCTURES EVERYTHING. 
          AND I'M LIKE, MAN, IF I DON'T HAVE IT WRITTEN DOWN IN MY NOTES, I'M GONNA GO ON A TANGENT. 
          UM, AND THEN THE THIRD ONE, I THINK WAS THE, THE QUESTION ABOUT KEY UPSTREAM DETERMINANTS. 
          SO HOUSING STABILITY, LIKE I MENTIONED, INVESTMENT IN NEIGHBORHOOD, FAMILY INCOME AND JOB SECURITY, ACCESS TO HEALTHCARE AND MENTAL HEALTH SERVICES, UM, ENVIRONMENTAL CONDITIONS, TRANSPORTATION INFRASTRUCTURE, UM, RACIAL AND ECONOMIC SEGREGATION, EDUCATOR PAY AND WORKING CONDITIONS AND AUTONOMY. 
          ALL OF THOSE, I THINK, ARE THE ANSWERS TO THOSE THIRD QUESTIONS. 
          AND WHAT I'LL OFFER AS CHAIR OF TRANSPORTATION, UH, OF CHAIR OF TRANSPORTATION INFRASTRUCTURE IS WHICH COUNCIL MEMBERS, UH, MUNGIA AND CORE ALSO SERVE ON, AS WELL AS THE CHAIR OF MUNICIPAL COURTS ADVISORY COMMITTEE. 
          IF THERE ARE ITEMS OR AREAS OF FOCUS THAT I CAN AGENDIZE AND HAVE THE, UM, HAVE THESE COMMITTEES DISCUSSED TO HELP FACILITATE SOME OF THIS COMMITTEE'S EFFORTS, I'D BE HAPPY TO DO SO. 
          OR EVEN IF THERE'S SOME DATA OR INFORMATION I CAN, I CAN HELP COLLECT, I'D BE HAPPY TO DO THAT. 
          AND I ALSO WANNA POSE A CHALLENGE THAT I HAD. 
          UM, I'D LIKE TO PLAY A GREATER ROLE IN THE REPURPOSING OF CLOSED SCHOOLS. 
          AND ONE OF MY BIG EFFORTS WHILE I WAS ON LEAVE, I WAS MEETING WITH S-A-I-S-D, AND I HAD IDENTIFIED SOME SPECIFIC CAMPUSES IN MY DISTRICT, UH, AND OPPORTUNITIES AS WELL AS POTENTIAL TOURS FUNDING THAT WE COULD USE. 
          HOWEVER, THE CHALLENGE THAT I CAME TO WHEN I TRIED TO MOVE ON IT ONCE I CAME BACK FROM LEAVE IS THAT, FROM MY UNDERSTANDING, WE CANNOT USE CITY DOLLARS FOR OTHER GOVERNMENTAL EN UH, FACIL ENTITIES AND FACILITIES. 
          AND SO I KNOW WE COULD DO OPERATIONS AND SUPPORT INITIATIVES AND PROGRAMS, BUT THERE ARE MAJOR CAPITAL EXPENSES THAT ARE NEEDED. 
          AND SO I'D LIKE US TO, I REALLY WANNA FIND IF WE CAN, I WANNA FIND A LEGAL WORK AROUND. 
          UM, BUT GREATER THAN THAT, I WANNA DISCUSS THE ROLE THAT WE CAN PLAY IN PREVENTING THESE BUILDINGS FROM SITTING DORMANT IN THE MIDDLE OF OUR NEIGHBORHOODS. 
          AND SO, IF THAT COULD BE SOMETHING THAT WE AGENDIZE ONCE WE HAVE, SO I GUESS THE, THE TWO REQUESTS IS STAFF, PLEASE GET ALL THE INFORMATION YOU COULD POSSIBLY GET ABOUT WHAT ROLE WE COULD POSSIBLY PLAY IN, IN, UH, THE REP REPURPOSING OF SCHOOL, UH, BUILDINGS. 
          AND THE SECOND IS TO THE CHAIR. 
          IF YOU COULD AGENDIZE THAT ONCE ALL THAT INFORMATION IS READY. 
          THANK YOU ALL SO MUCH. 
          THANK YOU SO MUCH. 
          YEAH, I THINK WE HEARD A LOT OF, UH, THINGS THAT I WOULD ALSO WANTED TO REPEAT. 
          I KNOW I'M SEEING CONSISTENT TRENDS IN LOOKING AT OPPORTUNITY YOUTH, OF COURSE. 
          UM, A LOT OF THE DATA POINTS I THINK ARE REALLY HELPFUL TO UNDERSTAND INCOME. 
          UH, SOME OF THE WAYS THAT OTHER PROGRAMS IN OUR CITY ARE IDENTIFYING OR TOUCHING THESE SAME FAMILIES THAT, UH, LIKELY NEED OTHER SOCIAL SERVICES, RIGHT? THAT COULD ALSO BE IMPACTING, OF COURSE, THE STUDENT'S WELLBEING AND EDUCATIONAL OUTCOMES. 
          SO I THINK THAT ALL IS WORTHWHILE TO DO AND TO FOCUS IN ON, OF COURSE, THE POINTS ABOUT IZING SOME OF THIS WORK AS IT COMES THROUGH. 
          I'M HAPPY TO DO. 
          UM, I GUESS SOMETHING THAT, WITH THE DATA THAT I, I WAS THINKING ABOUT WAS IF THERE'S A WAY FOR, UM, I, I KNOW I HAD A BRIEF CONVERSATION WITH, UH, CHRISTINA MARTINEZ, UH, FROM SISD AND UP PARTNERSHIP, UH, ABOUT WAYS THAT THE CITY CAN KIND OF BE THAT, UH, THE FACILITATOR IN THIS WORK, RIGHT? WITHIN DATA. 
          I KNOW REGION 20 OF COURSE, IS SOMEONE THAT FOCUSES ON THE K THROUGH 12, AND THEN WE HAVE THE HIGHER EDUCATION WORK AND THE OTHER CHILDHOOD AND PRE-CARE ALL TO KINDA DIFFERENT ASPECTS. 
          SOME OF IT OVERLAPS, SOME OF IT DOESN'T. 
          UH, IF THERE IS A WAY FOR OUR CITY TO BE THAT KIND OF CONDUIT BETWEEN ALL THE ABOVE TO THEN OF COURSE ALIGN OUR OWN CITY PROGRAM, I THINK THAT'S WORTH FIGURING OUT A WAY TO DO THAT, EVEN IF IT'S WITH SOME OF THESE BOARDS AND COMMISSIONS THAT WE DO HAVE ALREADY CURRENTLY, UH, THAT AFFECT EDUCATION. 
          UH, OF COURSE VALUING THE WORK AND THE FOLKS THAT ARE THERE, UH, THAT WE ALSO POINT AS COUNCIL MEMBERS, UH, BUT TRYING TO SEE IF THERE'S WAYS THAT WE CAN DO SOMETHING SIMILAR TO, UH, THE HOUSING COMMISSION THAT HA HAS THESE EXTERNAL PARTNERS AS WELL, TO BE A PART OF THIS GROUP, TO BE A KIND OF LONGER TERM, MORE INSTITUTIONAL, I GUESS, GROUP TO THIS. 
          AGAIN, A PARTNERSHIP I THINK IS DOING A LOT OF THIS WORK, UM, ON THEIR OWN, BECAUSE THERE WAS THAT VACANT, UH, THAT VACANCY IN THIS WORK RIGHT AT THE MOMENT. 
          UM, AND SO I THINK IF THERE'S WAYS 
          [01:00:01]
THAT WE CAN WORK TOGETHER WITH THEM AND OTHER FOLKS WHO ARE DOING THIS DATA WORK, AND OF COURSE THE ACTUAL EDUCATION PROVIDERS INTO, OF COURSE, IT'S ALWAYS BRINGING INTO ONE BIG TABLE, ONE BIG ROOM. 
          UM, BUT I THINK THAT'S WORTHWHILE TO TRY TO FIGURE OUT HOW WE CAN CONTINUE TO DO THAT. 
          THAT WAY THERE IS NOT THOSE GAPS IN COMMUNICATION, UM, OR SOMEONE ELSE HAS TO TAKE IT ON, BUT THAT WE ARE DOING THIS TOGETHER AND WE HAVE ACCESS TO THAT DATA IN SOME FORM, RESPECTING THE BOUNDARIES THAT WE DO HAVE WITH, UH, THE OTHER PARTNERS AND INSTITUTIONS. 
          UM, I THINK SOME OF THE WILL ALSO HELP US KINDA UNDERSTAND TOO, UH, I KNOW, YOU KNOW, THE CITY HAS OVERSEES A LOT OF THE CITY, UH, EARLY HEAD START AND HEAD START PROGRAMS FOR CERTAIN SCHOOL DISTRICTS, BUT OTHERS WE DON'T. 
          RIGHT? AND SO IDENTIFYING WAYS THAT WE CAN, UH, CONTINUE TO COLLABORATE WITH THEM, AND I KNOW THAT WORK'S ALREADY THERE, BUT TO CONTINUE THAT WORK, UH, MORE DIRECTLY AND TO HAVE THAT ACCESS TO THE INFORMATION ABOUT THE, UH, STUDENTS AND FAMILIES THAT ARE THERE AND WHAT THINGS WE CAN DO TO CONTINUE TO SUPPORT THEM, UM, AND OTHER WAYS BEYOND, UH, JUST HEAD START. 
          BUT I THINK, YOU KNOW, HEA DOES A GOOD JOB OF DOING, UH, THE WRAPAROUND SERVICES AS WELL. 
          AND THEN MENTAL HEALTH RESOURCES ON SITE, RIGHT? UNDERSTANDING THE DATA, UM, ABOUT, UM, THE DIFFERENT SCHOOL DISTRICTS AS WELL AS, UH, EVEN HIGHER EDUCATION ABOUT WHAT MENTAL HEALTH RESOURCES ARE AVAILABLE ON SITE. 
          UM, THERE'S ALWAYS DIFFERENT GAPS IN THERE, OF COURSE, RELATED TO FUNDING AND OPPORTUNITIES THERE, UM, FOR DIFFERENT SCHOOL DISTRICTS. 
          I KNOW IT TAKES A WHILE FOR COURSE, FOR SCREENING AS WELL, FOR SPECIAL EDUCATION NEEDS. 
          UM, BUT THAT'S ONLY ONE ASPECT OF IT. 
          COUNSELING IS ANOTHER PIECE. 
          COUNSELING BEYOND, UH, CAREER COLLEGE READINESS, BUT ACTUALLY FOCUSING ON THE SOCIAL EMOTIONAL PART, UM, AT DIFFERENT LEVELS, UH, OR DIFFERENT GRADE LEVELS, I THINK IS IMPORTANT. 
          AND TRYING TO FIGURE OUT AND UNDERSTAND IF THE SCHOOLS ARE NOT ABLE TO PROVIDE THAT WORK OR ARE NOT, UH, DO NOT HAVE THE FUNDING TO HAVE IT IN THE WAY THAT IT MAY BE NEEDED. 
          UH, WHAT WAYS CAN OUR CITY PARTNERING ON THAT SUPPORT, EITHER DIRECTLY OR MAYBE SOMEWHAT INDIRECTLY, UH, WITH OUR NONPROFIT PARTNERS AS WELL? UM, LET'S SEE WHAT ELSE WE GOT HERE FOR KINDER READINESS. 
          UM, I THINK AS ALWAYS, WE ALWAYS TALK ABOUT IT. 
          YOU KNOW, WE WORKED, OF COURSE WITH, UH, TAM TO FIGURE OUT A BIT MORE ABOUT THE GEOGRAPHICAL ACCESS TO, UH, PRE-K, UH, AND EARLY CHILDHOOD EDUCATION. 
          I THINK IT'S WORTH EXPANDING OR SCOPE A LITTLE BIT TO EARLY CHILDHOOD EDUCATION JUST TO KIND OF, UH, SEE WHAT THAT LENS LOOKS LIKE, ESPECIALLY IF WE'RE LOOKING AT THE CRADLE, UH, TO CAREER. 
          UH, UNDERSTANDING THAT THOSE EARLY, EARLY, EARLY YEARS, UM, AND I'M NOT JUST SAYING THIS BECAUSE I WAS RAISED BY SOMEONE WHO TEACHES PRE-K, UM, BUT ARE VERY IMPORTANT, RIGHT? AND SO UNDERSTANDING WHAT THAT ACCESS LOOKS LIKE, NOT ONLY IN TERMS OF, UH, GEOGRAPHICAL LOCATION, BUT EVEN THE NUMBER OF SLOTS, RIGHT? IT'S SOMETHING WE'RE ALREADY KIND OF LOOKING AT. 
          UM, BUT STILL DIVING IN A BIT DEEPER ON WHAT ARE THE EFFORTS THAT OUR CITY COULD MAKE, UM, OUR OTHER, OTHER PARTNERS, OUR COUNTY PARTNERS, ET CETERA, COULD MAKE TO PUSH, UH, THAT ACCESS MORE AVAILABLE. 
          UM, TO THE SAME POINT THAT COUNCIL CASTILLO MENTIONED, UH, IN A DIFFERENT, A LITTLE DIFFERENT LENS, BUT ABOUT CAPACITY, RIGHT? WITHIN OUR PARKS PROGRAM, CAPACITY WITHIN OUR EARLY CHILDHOOD, UH, PROVIDERS, I THINK IS WORTH UNDERSTANDING. 
          UH, IF IT'S ONLY EIGHT SEATS THAT ARE AVAILABLE, WE HAVE A HUNDRED PLUS STUDENTS WAITING FOR, HOW CAN WE MAKE SURE THAT THOSE, UH, STUDENTS ARE SERVED IN SOME WAY? WHAT'S THE LONG TERM GOAL FOR IT? UM, ABSOLUTELY WANNA DEFINITELY SEE HOW WE CAN, UH, CONTINUE WORKING WITH THE PROGRAMS DEPARTMENTS ACROSS THE WAY. 
          I KNOW WE HAVE MULTIPLE DEPARTMENTS WORKING, UH, ON THIS WORK, AND I KNOW WITH OUR BUDGET PROCESS, WE WERE LOOKING AT WAYS TO CONSOLIDATE SOME OF THAT WORK A LITTLE BIT. 
          UM, I THINK THAT'S WORTHWHILE TO JUST BETTER, UH, STREAMLINE THE WORK. 
          BUT I THINK AS LONG AS THERE'S THAT COMMUNICATION THERE, I THINK THAT'LL BE HELPFUL TO MAKE SURE THAT WE'RE DOING THIS, UH, THIS EFFORT. 
          WELL, UM, I KNOW WE MENTIONED, UH, WITH THE, I DON'T KNOW WHAT SLIDE IT WAS ON, UM, BUT ABOUT THE POST-SECONDARY EDUCATION, WHAT WE'RE TRACKING THERE, UM, IT, ARE THERE WAYS THAT WE CAN TRACK NON-TRADITIONAL STUDENTS, UH, EDUCATIONAL PATHWAYS, EVEN IF IT'S AFTER, YOU KNOW, NOT DIRECTLY AFTER HIGH SCHOOL? UM, OR ARE THERE WAYS TO TRACK ALSO, UH, FOLKS WHO ARE ENROLLED IN PRIVATE EDUCATION? I KNOW OF COURSE, EITHER THE LAKE UNIVERS, UH, ST. 
          MARY'S, UIWA LOT OF INSTITUTIONS ARE HERE IN OUR COMMUNITY, RIGHT? AND SO TRYING TO UNDERSTAND THAT, THAT WAY WE'RE NOT GETTING, OR AT LEAST UNDERSTANDING A GENERAL SCOPE OF IT, I THINK WILL BE HELPFUL. 
          SO WE'RE NOT LOOKING AT A NUMBER AND SAYING, WELL, HOW COME WE'RE NOT AT THIS, YOU KNOW, POINT JUST YET? IT'S LIKE, WELL, THERE'S ACTUALLY A LOT OF POINTS THAT AREN'T HERE. 
          UM, I THINK THAT'LL BE HELPFUL AS YOU CONTINUE GOING FORWARD, IF WE CAN. 
          UM, ONE OF THE LAST THINGS I WAS GONNA MENTION TOO WAS THE, I KNOW WE TALKED A BIT ABOUT COMMUNITY SCHOOLS OR KIND OF THE MODEL ABOUT IT, AND I WOULD LIKE TO KIND OF DIVE INTO THAT RESEARCH AS WELL AND SEE WHAT KIND OF CASE STUDIES THERE ARE. 
          UH, NOT ONLY HERE LOCALLY, BUT THROUGHOUT OUR STATE AND THROUGHOUT OUR COUNTRY. 
          UM, AND WHAT KIND OF MADE THOSE EITHER SUCCESSFUL OR UNSUCCESSFUL, ESPECIALLY FOR ADULT OR OPPORTUNITY YOUTH EDUCATION, OR NOT TRADITIONAL STUDENT EDUCATION AS WELL, JUST TO KIND OF SEE HOW WE CAN CONTINUE TO PLAY THAT ROLE. 
          PARTICULARLY I THINK ABOUT WITH THE REPURPOSING OF SCHOOLS, UH, IF THERE'S WAYS THAT WE CAN CONTINUE TO DO THAT WORK IN SOME FORM, UM, IN THAT, IN THAT SAME VEIN, RIGHT, WITH COMMUNITIES, SCHOOL MODELS IN MIND. 
          UH, OH, ACTUAL LAST THING I WANTED TO MENTION WAS, UM, I DON'T REMEMBER WHO MENTIONED, MAYBE IT WAS, NO, I'LL LEAVE IT ALONE. 
          SOMEONE MENTIONED ON THIS COMMUNITY JUST A FEW MINUTES AGO, UM, AND ALL THE MAIN WONDERFUL THINGS THAT THEY SAID, UM, ABOUT KIND OF TRACKING WHERE, UH, OUR SCHOOLS ARE AT IN TERMS OF, UH, EITHER PERFORMANCE OR DIFFERENT KIND OF, UH, GRADE LEVELS, UH, OUTCOMES. 
          IF THERE ARE WAYS THAT WE CAN, IF WE SHARE THAT DATA THAT OUR CITY PROGRAM CAN THEN BE TARGETED TOWARDS CAMPUSES RATHER THAN JUST DIRECT SCHOOL DISTRICTS. 
          I THINK THAT'D BE HELPFUL TO KIND OF REALLY DRILL IN, NOT ONLY ON THE ACADEMIC SUPPORT ON AFTER SCHOOL OR EXTERNAL, BUT THE FAMILY SUPPORT AS WELL AS EVEN THE RECREATIONAL SUPPORT TOO, TO 
          [01:05:01]
KIND OF SEE IF THERE'S WAYS THAT OUR CITY'S LITERAL PROGRAMMING CAN BE THAT EXTRA BOOST FOR THAT CAMPUS TO, UH, OF COURSE THIS, UH, STAR TESTING SYSTEM IS, I HAVE MY OWN THOUGHTS ON IT, BUT UM, AS IT'S CURRENTLY FOREIGN, RIGHT? IF THERE'S WAYS THAT WE CAN CONTINUE TO PUSH THAT NEEDLE FORWARD TO SUPPORT THOSE SCHOOLS FROM BEING AT RISK OF CLOSURE, BEING AT RISK OF TAKEOVER, UM, THAT I THINK IT'S WORTH US MAKING THAT INVESTMENT OR TRYING TO SEE WHAT WE CAN DO TO MAKE THAT MORE WRAPAROUND SUPPORT, UH, AGAIN, FOR THOSE TARGET CAMPUSES. 
          UM, EVEN IF IT'S JUST RECRUITMENT RIGHT INTO SOME OF THESE PROGRAMS. UM, I THINK THOSE ARE ALL MY POINTS. 
          ANY OTHER POINTS FROM YES, COUNCILOR CASTILLO. 
          THANK YOU CHAIR. 
          UM, ONE LAST POINT THAT I WANTED TO EMPHASIZE IN TERMS OF WHERE THERE'S CURRENTLY CITY INITIATIVES THAT I THINK COULD HELP ALLEVIATE, UM, OR HELP TACKLE SOME OF THE PIECES, PARTICULARLY WITH OPPORTUNITY YOUTH. 
          AND THIS IS SOMETHING THAT, UH, I KNOW SEVERAL COUNCIL MEMBERS HAVE BROUGHT UP IN TERMS OF, OF READY TO WORK AND APPRENTICESHIP PROGRAMS WITH OUR HIGH SCHOOLS. 
          AND I KNOW OUR TEAM, UH, JUST FILED A CCR TO HELP TEASE OUT WHAT THAT COULD POTENTIALLY LOOK LIKE. 
          BUT I DO BELIEVE THAT THERE IS VALUE, UH, IN MORE COORDINATION WITH ISDS, WITH APPRENTICESHIP PROGRAMS AND OUR HIGH SCHOOLS. 
          UH, I KNOW IN DISTRICT TWO AT TIME HOUSTON HIGH SCHOOL, THEY JUST RECEIVED, I BELIEVE SECOND IN THE STATE OF TEXAS WHERE THEIR, UH, UH, CONSTRUCTION PROGRAM. 
          UH, SO THERE'S A LOT OF VALUE AND OPPORTUNITY AND THESE ARE HIGH SCHOOL JUNIORS AND SENIORS THAT WILL GRADUATE WITH THEIR OSHA CERTIFICATIONS AND THE QUALIFICATIONS NECESSARY TO ENTER INTO A REALLY, UH, VALUABLE FIELD, UH, WITH BENEFITS AND GOOD PAY. 
          BUT I ALSO KNOW THERE'S OPPORTUNITY AND, AND I WENT THROUGH THE SAN ANTONIO AMBASSADOR PROGRAM THROUGH THE DEPARTMENT OF HUMAN SERVICES AND IT'S JUST A VERY IMPACTFUL PROGRAM. 
          UM, BUT ONE CHANGE THAT I WOULD MAKE TO IT IS ALLOWING OUR OPPORTUNITY YOUTH ACCESS TO THE AMBASSADOR PROGRAM. 
          SO MY UNDERSTANDING IS YOU HAVE TO BE ENROLLED IN COLLEGE. 
          UH, AND I KNOW FOR A LOT OF DISTRICT FIVE, UH, YOUTH, RIGHT, THEY'RE STILL TRYING TO RESEARCH WITH WHICH, UM, HIGHER EDUCATION INSTITUTION TO ENROLL IN. 
          THEY'RE STILL TRYING TO FIGURE OUT HOW TO APPLY FOR FINANCIAL AID, BUT THEY'RE INTERESTED IN TRAINING, THEY'RE INTERESTED IN INTERNING. 
          UM, SO I'M HOPEFUL THAT THERE MAY BE OPPORTUNITY FOR US TO, UH, AMEND AND PROVIDE OPPORTUNITY FOR OPPORTUNITY THROUGH THE AMBASSADOR PROGRAM 'CAUSE IT'S SUCH A IMPACTFUL OPPORTUNITY. 
          UH, AND I THINK, YOU KNOW, OUR OPPORTUNITY YOUTH DESERVE ACCESS TO THAT PROGRAM AS WELL. 
          UM, SO I'M HOPEFUL THAT THIS COMMITTEE COULD POTENTIALLY AGENDIZE THAT TO DISCUSS WHAT THOSE REQUIREMENTS ARE AND IF THERE'S OPPORTUNITY TO CHANGE IT, UH, TO ENSURE THAT, UM, WHETHER YOU'RE ENROLLED IN A, UH, IN A COLLEGE OR NOT, THAT FOLKS HAVE AN OPPORTUNITY TO GET EXPERIENCE AND THEN OF COURSE EARN A DECENT WAGE WHILE DOING IT AS WELL. 
          THANK YOU, CHAIR. 
          THANK YOU. 
          ANY OTHER COMMENTS FROM THE YES, COUNCIL CORE? THANK YOU CHAIR. 
          I JUST WANTED TO ADD A COUPLE THINGS. 
          I KNOW THERE'S A LOT OF CONVERSATION RIGHT NOW ABOUT, UM, SCHOOL SITES, UH, ISD SITES PARTICULARLY THAT HAVE BEEN SHUT DOWN AND WE WERE HAVING A CONVERSATION YESTERDAY WITH THE HOUSING TRUST AND SOME OF THE MEMBERS OF S-C-I-S-D AND A PART OF THE TRICKINESS OF IT IS THAT THE SCHOOL DISTRICTS AS THEY SHOULD WANT TO RETAIN THE OWNERSHIP OF THE LAND. 
          SO WHEN WE THINK ABOUT TRYING TO DO CREATIVE PARTNERSHIPS, WE HAVE TO GET A LITTLE BIT MORE CREATIVE AROUND HOW TO ACTUALLY SUPPORT THEM. 
          UM, I THINK THE HOUSING TRUST IS DOING REALLY GREAT WORK AND AS MENTIONED, WE NEED MORE FAMILY HOUSING. 
          AND SO HOW THE MORE WE CAN FIGURE OUT WAYS TO HELP CREATE SOLUTIONS FOR THAT, I THINK THE MORE THAT OUR COMMUNITIES, PARTICULARLY IN OUR URBAN CORE, WILL THRIVE. 
          SO I KNOW ALL OR FOUR OF THE FIVE OF US  ARE ON THE HOUSING TRUST, SO WE'LL CONTINUE TO, UH, SUPPORT THAT. 
          AND THEN MY LAST BIG PITCH, I'VE BEEN THINKING ABOUT IT A LITTLE BIT MORE ABOUT THIS DATA PIECE. 
          SO LIKE THINKING I'M REFERENCING CPA AGAIN BECAUSE THIS IS WHAT THEY HAVE AND I'M JUST GONNA SHARE IT OUT LOUD SO EVERYONE HAS THE SIMILAR CONTEXT. 
          SO THEY HAVE A COMMUNITY RESOURCE INDEX THAT'S MADE UP OF FIVE, UM, SPECIFIC SUBGROUPS AS RELATED TO THE LAST QUESTION ON WHAT WE SHOULD BE MEASURING. 
          SO THERE'S ECONOMICS, WHICH INCLUDES THINGS LIKE, UM, JOBS EARNING LESS THAN $1,500 A MONTH, CHILD POVERTY RATE, UNEMPLOYMENT RATES, YOUTH UNEMPLOYMENT RATE, UM, AND THEN PRE-DAY LENDING AND CASH ADVANCED BUSINESSES IN THE AREA. 
          AND WHAT THEY DO IS THEY TAKE THE TWO MILE RADIUS AROUND THE SCHOOL AND THEY MEASURE THE POPULATION AND THESE INDICATORS WITHIN THAT, BUT THEN THEY HAVE OTHER THINGS LIKE COMMUNITY, RIGHT? SO WITHIN COMMUNITY, THERE IS A JUVENILE COMMITTED VIOLENT CRIME INCIDENCES PER 10,000 RESIDENTS BETWEEN AGES 16 TO 24. 
          SO WHEN WE THINK ABOUT HOW WE TIE THAT METRIC INTO THE WORK THAT WE'RE DOING, RIGHT, IF WE COULD SAY THESE ARE THE INDICATORS UNDER EACH OF THESE FIVE THINGS THAT WE'RE LOOKING AT. 
          AND THEN SPECIFICALLY IN THIS INDICATOR FOR JUVENILE COMMITTED VIOLENT CRIMES, WE HAVE NXT PROGRAM AND NXTA SUPPORTS, UM, 50 KIDS IN THESE DIFFERENT ZIP CODES. 
          AND THIS IS HOW WE'RE SEEING THE MEASURE THIS MEASURE MOVE OVER YEAR AFTER YEAR IN THIS NEIGHBORHOOD. 
          OR WE HAVE BIG BROTHERS, BIG SISTERS IN THIS COMMUNITY WORKING WITH 10 KIDS HERE, AND THIS IS HOW WE SEE THIS METRIC MOVING. 
          IF WE WERE ABLE TO TIE THAT SPECIFIC METRIC TO THE PROGRAMS THAT WE'RE FUNDING DIRECTLY, I THINK THERE WOULD BE MORE, UM, CONNECTION THERE. 
          AND THERE'S ALSO OBVIOUSLY A HEALTH ONE SINCE DR. 
          JACOB IS HERE AND THINGS LIKE NUMBER OF GROCERY STORES. 
          SO I THINK IT WAS Y'ALL TWO OR YOU GUYS THAT PUSH THE, UM, MICRO FOOD STORES, THE 
          [01:10:01]
CONVENIENCE STORES ONES WHO I REMEMBER THAT. 
          SO LIKE TAKE THAT EXAMPLE, RIGHT, OF HOW DO WE MEASURE HOW MANY CONVENIENT, WHAT IS THE SPECIFIC NAME FOR IT? THE MICRO CONVENIENCE STORES HEALTH FLEET. 
          YEAH. 
          YEAH. 
          , WELL REGARDLESS, LIKE CORNER STORES, THAT'S WHAT IT IS. 
          THANK YOU. 
          CORNER STORES. 
          YEAH. 
          AND MEASURING HOW MANY CORNER STORES WE'RE HELPING TO SUPPORT OR PROVIDE FUNDING FOR FROM EDD, RIGHT? BECAUSE WE PUSHED THAT BIG THING, UH, PUSHED THE BIG, UH, UH, FOCUS WITH EDD ON THAT. 
          SO IF WE COULD FIGURE OUT HOW WE, AND THEN YOU COULD CLICK ON THE INDICATOR AND SAY LIKE, OH, THESE ARE ALL THE THINGS THAT, UH, METROHEALTH. 
          'CAUSE I THINK A LARGE PART OF IT IS LIKE WE'RE DOING ALL THESE THINGS, RIGHT? A LOT OF WHEN YOU LOOK AT THOSE PROGRAMS AND IT WAS MENTIONED, WE'RE DOING A LOT OF THEM, BUT WE DON'T SEE HOW MUCH IMPACT THOSE PROGRAMS ARE MAKING AS IT RELATES TO THESE LARGER INDICATORS. 
          SO, UM, THAT'S MY BIG PUSH. 
          AND IF, I MEAN WE COULD JUST CONTRACT BRIAN DILLARD TO OVER AT VIA, HE WAS, WELL I KNOW HE WAS RUNNING THE INNOVATION DEPARTMENT. 
          WE HAVE AN INNOVATION DEPARTMENT NOW AND IT'S SHIFTED A LITTLE BIT, BUT MAYBE A PUSH FOR US TO BRING BACK SOME KIND OF INNOVATION DEPARTMENT, WHETHER IT'S UNDER ITSD OR SOMEWHERE ELSE TO HELP PUSH METRICS LIKE THIS. 
          YOUR LOOK ON YOUR FACE IS LIKE, UM, ALL THAT'S ALL I HAVE CHAIR. 
          THANK YOU. 
          NO, THANK YOU COUNCILOR. 
          AND I THINK THAT'S REALLY HELPFUL. 
          I, I ALSO THOUGHT ABOUT THAT, ABOUT, YOU KNOW, THE WORK THAT WAS DONE TODAY FOR THIS PRESENTATION ALONE, RIGHT? I KNOW, UH, THE FOLKS WHO PRESENTED, Y'ALL HAVE A LOT OF WORK AHEAD OF YOU ALL IN GENERAL, NOT ONLY FOR THIS, BUT GENERALLY WITHIN YOUR WORK AT DHS METRO HEALTH. 
          AND SO IDENTIFYING WAYS TO MAKE SURE THAT OUR CITY STAFF HAVE THE SUPPORT AND CAPACITY THEY NEED TO CONTINUE TO FOCUS IN ON ALL THE ASK WE'RE MAKING HERE. 
          UM, IF IT'S, YOU KNOW, SOMEWHAT MORE DIRECT FOCUSED SOLELY ON EDUCATION VERSUS THE DHS AND METRO HEALTH TIES THAT I'M ALSO GRATEFUL WE CAN HELP OVERSEE AND HOPEFULLY BRING UP AS WELL IN COMMUNITY HEALTH. 
          UM, BUT I JUST TO THAT POINT, RIGHT, MAKING SURE THAT WE HAVE THE CAPACITY THERE TO DO THAT HEAVY RESEARCH THAT MAY BE A LITTLE DIFFERENT THAN THE FULL SCOPE THAT Y'ALL ARE WORKING ON EVERY SINGLE DAY WITH THE OTHER WORK, RIGHT? UM, ANYWAY, DR. 
          MCGILL, LAST COUPLE OF THOUGHTS. 
          UM, DEFINITELY AGREE WITH THE COUNCILMAN, UH, UR RODRIGUEZ ON THE CLOSED SCHOOLS. 
          AND THERE, THERE IS A WAY, RIGHT? I MEAN WE PARTNERED WITH SCHOOL DISTRICTS, UH, COLLEGE, UM, YOU KNOW, CAMPUSES ON BUILDINGS WITH BOND DOLLARS. 
          SO THERE DEFINITELY IS A WAY AS LONG AS IT HAS COMMUNITY SPACE AND YOU KNOW, IN MY DISTRICT, SOUTH SAN CLOSE CASIN, IT'S RIGHT NEXT TO AN OLD CAMPUS, WHICH THEY HAD AS THEIR ADMIN BUILDING. 
          BUT THOSE CAMPUSES TOGETHER ARE LIKE SIX ACRES OF PROPERTY, YOU KNOW, ON GILLETTE RIGHT NEAR FOUR 10 AND HIGHWAY 16. 
          SO, YOU KNOW, THAT'S A GOOD OPPORTUNITY IN THE NEXT BOND I'VE BEEN LOOKING AT, YOU KNOW, WE DON'T HAVE A REALLY ON THAT SIDE OF TOWN, A TRADITIONAL POOL PARK AREA, RIGHT? LIKE JUST AN, IT'S JUST AN AUDITORIUM. 
          SO HOW DO I, YOU KNOW, LEVERAGE AND WORK WITH THEM TO ALSO THEN MAYBE PUT LIKE AN EDUCATION NON-PROFIT OFFICE OR IF THEY GROW THEIR PRE-K, HAVING IT BACK AT THE BUILDING THAT THEY OWN, UH, BUT ALSO A, YOU KNOW, A PUBLIC PARK THING THAT KIND OF ATTRACTS FAMILIES INTO THAT AREA. 
          UM, SO I THINK THAT'S A REALLY GOOD OPPORTUNITY. 
          AND THEN ALSO I THINK THIS SHOULD INFORM KIND OF WHAT COUNCILWOMAN CORE WAS TALKING ABOUT, THE DATA ON TRAFFIC CALMING AND STRIPING FUNDING OF THE CITY. 
          SO, YOU KNOW, THAT'S KIND OF BROADLY JUST DIVIDED AMONGST 10 OF US, BUT AS WE KNOW, THERE ARE, YOU KNOW, UNFORTUNATE ACCIDENTS AND, AND THINGS THAT ENDANGER CHILDREN'S LIVES AROUND THEIR OWN CAMPUS. 
          SO IF WE KNOW THAT THERE'S CERTAIN AREAS THAT NEED MORE CROSSWALKS OR MORE MID-BLOCK CROSSINGS, WE SHOULD FOCUS OUR FUNDING ON THAT VERSUS JUST SAYING EVERY DISTRICT GETS THE SAME AMOUNT OF MONEY FOR SOMETHING THEY MAY NOT NEED. 
          SO I HOPE THAT INFORMS US ALSO. 
          THANK YOU. 
          THANK YOU. 
          ANY OTHER COMMENTS FROM THE COMMITTEE? QUESTIONS, CONCERNS, THOUGHTS, OPINIONS? ALRIGHT, WELL THANK Y'ALL SO MUCH AND THANK YOU ALL THE TEAM, UH, AT THIS TIME, 11:14 AM UH, THE COMMITTEE MEETING IS ADJOURNED.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.