Dec 10, 2025 Educational Opportunities Committee

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>> GALVAN: ON WEDNESDAY, DECEMBER 10, 2025. WE'LL NOW CALL THIS MEETING OF THE EDUCATIONAL OPPORTUNITIES COMMITTEE TO ORDER.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL?

[Approval of Minutes  ]

>> SIR, WE HAVE A QUORUM. >> GALVAN: THANK YOU SO MUCH.

FIRST ITEM ON THE AGENDA IS APPROVAL OF THE MINUTES. ARE THERE ANY CORRECTIONS TO THE MINUTES? IF NOT CAN I GET A MOTION AND A SECOND TO APPROVE THE

MINUTE? >> MOTION TO APPROVE. >> GALVAN: ALL THOSE IN FAVOR? ALL OPPOSED? ANY ABSTAIN?

[Public Comments  ]

MARIA ON ITEM 3. YOU HAVE THREE MINUTES TO SPEAK.

>> YOU GO RIGHT INTO IT, COUNCILMAN. GOOD MORNING, CHAIRMAN GALVAN, COUNCIL MEMBERS. I AM THE PROUD PRESIDENT OF NORTHSIDE EFD.

THANK YOU FOR YOUR WILLINGNESS TO SEE HOW THE CITY AND OUR PUBLIC SCHOOLS CAN WORK TOGETHER. I WANT TO ACKNOWLEDGE COUNCILWOMAN CASTILLO AND COUNCILMAN GALVAN FOR MAKING SURE WORKING PEOPLE HAVE A SEAT AT THE TABLE.

AS THE COMMITTEE MEETS TODAY I WANT TO CENTER US ON ITS PURPOSE.

IT IS TRYING TO EXPAND ECONOMIC MOBILITY, STRENGTHEN COMMUNITY SUCCESS AND GIVE ACCESS TO HIGH QUALITY EDUCATION FROM PRE-K THROUGH POSTSECONDARY PATHWAYS. IT IS ALSO THE SPACE WHERE YOU ALL CONFRONT THE ROOT FACTORS THAT SHAPE STUDENT SUCCESS WORKFORCE READINESS. WE TALK ABOUT EDUCATIONAL OPPORTUNITY WHEN WE TALK ABOUT WELL-BEING OF SAN ANTONIO AS A WHOLE, WE SPEAK ABOUT ALL THOSE THINGS. BECAUSE OF THAT IT'S IMPORTANT TO REMEMBER THAT MOST SAN ANTONIO FAMILIES SEND THEIR CHILDREN TO OUR PUBLIC SCHOOLS.

IT IS CRITICAL TO DAILY LIFE AND FOR OUR FAMILIES. THIS IS WHY COLLABORATION WITH PUBLIC SCHOOLS AND DISTRICTS MUST MAINTAIN INTENTIONAL.

WHEN DECISIONS ARE MADE WITHOUT US, THE REAL IMPACT ON STUDENTS AND EDUCATORS CAN EASILY BE MISSED. TODAY YOU WILL HEAR ABOUT THE STRONG WORK HAPPENING THROUGH THE EARLY LEARNING PROGRAMS. I ASK THAT YOU KEEP IN MIND HOW INTERCONNECTED OUR SYSTEMS ARE. EVEN DECISIONS THAT MAY SEEM PROCEDURAL CAN CREATE SIGNIFICANT RIPPLE EFFECTS FOR STUDENTS AND PUBLIC SCHOOLS. THERE IS WITHIN EXAMPLE I WANT TO LIST BRIEFLY BECAUSE IT RELATES TO THAT INTERCONNECTEDNESS. THERE HAS BEEN TALK ABOUT SHIFTING ELECTIONS FROM MAY TO NOVEMBER CYCLES. WHILE I UNDERSTAND THAT, A MOVE FOR THAT WOULD HAVE REAL CONSEQUENCES FOR ISDS. THOSE ARE RESOURCES THAT SHOULD REMAIN FOCUSED ON CLASSROOM. VOTER TURNOUT FOR SCHOOL BOARD ELECTIONS AND THESE ARE WHERE FAMILIES CHOOSE THE LEADERS WHO PROTECT OUR STUDENTS AND ADVOCATE FOR OUR EDUCATION, ESPECIALLY IN THE FACE OF OUR STATE LEADERSHIP. I MENTION THIS NOT TO SHIFT FOCUS OF TODAY'S MEETING, BUT REINFORCE WHY COLLABORATION MATTERS. WHEN THE CITIES AND ISDS MOVE TOGETHER WITH PURPOSE WE STRENGTHEN PATHWAYS AND SUPPORT ECONOMIC MOBILITY AND COMMUNITY STABILITY. WHEN DECISIONS ARE MADE IN ISOLATIONS, CONSEQUENCES ARISE FOR THE SYSTEMS THAT WE RELY ON TO EDUCATE OUR CHILDREN.

AS YOU LISTEN TODAY AND REFLECT ON THE PROGRESS MADE, I URGE YOU TO KEEP OUR PUBLIC SCHOOL DISTRICTS AT THE FOREFRONT OF YOUR DECISIONS.

WE ARE YOUR PARTNERS, PART OF THE FOUNDATION OF SAN ANTONIO'S LONG-TERM SUCCESS, INCLUDING THE ISDS AND THESE CONVERSATIONS ENSURE THAT EVERY DECISION MOVES US CLOSER TO GIVING EVERY CHILD THE OPPORTUNITY THEY DESERVE.

THANK YOU. >> GALVAN: THANK YOU SO MUCH FOR YOUR COMMENTS.

MADAM CLERK, IS ANYBODY ELSE SIGNED UP TO SPEAK? SOUNDS GOOD.

WE CAN MOVE FORWARD. ONE QUICK NOTE I WANTED TO MENTION FOR THE COMMITTEE IS OF COURSE TODAY WE'RE TALKING ABOUT CHILDCARE AND PRE-K.

THERE ARE SOME SLIDES THERE FOR DIFFERENT PROGRAMMING ABOUT K-12 AND FURTHER ON IN EDUCATION. WE WILL HAVE A SESSION ON THOSE PROGRAMS AS WELL, BUT FEEL FREE TO NOTICE THEM. WANT TO BE CLEAR THAT THERE WILL BE MORE TIME.

[Briefing and possible action on the following items  ]

FOR MY COMMITTEE MEMBERS, DO WE WANT TO GO THROUGH ALL OF THEM AT ONCE OR DO WE WANT TO TAKE A PAUSE BETWEEN. I KNOW THEY'RE ALL EARLY CHILDHOOD AND COMMUNITY FOCUSED? ALL AT ONCE? SOUNDS GOOD.

GO AHEAD, MELODY. ALL THE CHILDHOOD ONES OR EARLY CHILDHOOD WE'LL PUT

TOGETHER OR GO BACK TO BACK. >> GREAT. >> GALVAN: SORRY.

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GO AHEAD, MELODY. >> GOOD MORNING CHAIR GALVAN AND COMMITTEE MEMBERS, I'M MELODY WOOSLEY, HUMAN SERVICES DIRECTOR. SO AS BACKGROUND THIS BRIEFING PROVIDES AN OVERVIEW OF THE DEPARTMENT OF HUMAN SERVICES EARLY CHILDHOOD INITIATIVES SERVING CHILDREN AS YOUNG AS SIX WEEKS OLD ALL THE WAY THROUGH THIRD GRADE. THREE HEAD START, EARLY HEAD START GRANTS, THE CHILDCARE QUALITY INITIATIVE CENTERS, EMERGENCY AND READY TO WORK CHILDCARE EFFORTS AND ALSO COVERS THE NON-PROFIT, EARLY EDUCATION AND INTERVENTIONS INCLUDED THROUGH THE CONSOLIDATED FUNDING PROCESS. SO IN FISCAL YEAR '26 THE HUMAN SERVICES BUDGET INCLUDED OVER 50 MILLION IN GRANT AND GENERAL FUND RESOURCES FOCUSED ON EARLY CHILDHOOD. AND WE DO THAT IN ORDER TO IMPROVE KINDERGARTEN READINESS AND PREPARE CHILDREN FOR EDUCATION SUCCESS TO IMPROVE THE QUALITY OF EARLY CARE AND EDUCATION PROVIDERS AS WELL AS ACCESS TO CARE SO THAT PARENTS CAN WORK. AND HEAD START AND QUALITY EARLY EDUCATION AND CARE CENTERS ARE PROTECTIVE. THEY OFFER A SAFE AND HEALTHY LEARNING ENVIRONMENT AND PROVIDE EARLY INTERVENTION OPPORTUNITIES FOR CHILDREN AND FAMILIES IN ADVERSE SITUATIONS. THE MAJORITY OF THE HUMAN SERVICES EARLY CHILDHOOD RESOURCES SUPPORT THREE FEDERAL HEAD START AND EARLY HEAD START GRANTS, TOTALING ABOUT 43.6 MILLION. THESE PROGRAMS ENROLL 3300 CHILDREN AND WE ARE THE THIRD LARGEST HEAD START PROGRAM IN THE COUNTRY.

WE CONTRACT WITH EDGEWOOD AND SAN ANTONIO ISDS AS WELL AS SIX NON-PROFIT EARLY CARE AND EDUCATION CENTERS TO PROVIDE THE EDUCATION AND NUTRITION COMPONENT IN THEIR FACILITIES. HUMAN SERVICES PROVIDES ON-SITE FAMILY SUPPORT WORKERS WHO WORK WITH FAMILIES ON PARENTING SKILLS, ON ADVOCATING FOR THEIR CHILDREN, ESPECIALLY THOSE WITH DISABILITIES, ACCESSING HEALTH SERVICES AND GOAL SETTING TO HELP PARENTS ACHIEVE AND IMPROVE THEIR OWN EDUCATION LEVEL AND FINANCIAL STABILITY. SO THE CITY'S HEAD START AND EARLY HEAD START PROGRAMS ARE LOCATED, ALL SITES ARE LOCATED WITHIN THOSE SAN ANTONIO AND EDGEWOOD ISD GEOGRAPHIC BOUNDARIES. THE SITES ARE LOCATED IN COUNCIL DISTRICTS 1, 2, 3, 5, 6 AND 7 AND YOU CAN SEE THERE THE NUMBER IN EACH DISTRICT.

THERE ARE SEVEN OTHER HEAD START AND EARLY HEAD START PROVIDERS IN BEXAR COUNTY AND THEY OPERATE CENTERS ACROSS THE BALANCE OF THE CITY.

HEAD START IS COMMUNITY INFORMED. WE CONTRACT WITH UTSA TO PROVIDE A FULL COMMUNITY ASSESSMENT EVERY FIVE YEARS AND AN UPDATE ANNUALLY.

WE USE THIS INFORMATION TO MAKE DECISIONS ABOUT THE TYPES AND THE LOCATIONS OF SERVICES. THE ASSESSMENT PROVIDES CONTEXT ON HOW OUR SERVICE AREA IS DOING COMPARED TO THE REST OF THE CITY AND STATE ON POVERTY, HOUSEHOLD MAKEUP AND PUBLIC ASSISTANCE. SO FOR EXAMPLE, THE 2024 ASSESSMENT SHOWED THAT ALMOST 40% OF FAMILIES LIVING IN OUR SERVICE AREA RECEIVE SNAP BENEFITS COMPARED TO 16% CITYWIDE AND 11.5% STATEWIDE.

OUR 360 EARLY HEAD START SLOTS ARE FULLY ENROLLED RIGHT NOW AND WE HAVE A LONG WAITING LIST FOR THOSE INFANT AND TODDLER SEATS. OUR COMMUNITY ASSESSMENT, THOUGH, TELLS US THAT 2600 ELIGIBLE 0-2-YEAR-OLD CHILDREN ARE NOT ACCESSING CHILDCARE IN ANY SETTING IN OUR SERVICE AREA. THE COMMUNITY ASSESSMENT PRIORITIZES HOW WE PRIORITIZE CHILDREN FOR HEAD START ENROLLMENT.

CHILDREN LIVING IN HOUSEHOLDS BELOW 130% OF THE POVERTY LEVEL EXPERIENCING HOMELESSNESS OR RECEIVING PUBLIC ASSISTANCE MEET ELIGIBILITY REQUIREMENTS.

BUT THERE ARE NOT ENOUGH SLOTS FOR ALL PARTICIPANTS AND APPLICANTS -- ALL APPLICANTS WHO ARE ELIGIBLE. AND SO WE USE A POINT SYSTEM TO PRIORITIZE THE MOST VULNERABLE CHILDREN AND THOSE MOST LIKELY TO STRUGGLE IN SCHOOL.

CHILDREN WITH DISABILITIES OF ANY INCOME LEVEL ARE PRIORITIZED HIGHER TO HELP THEM THEM FOR KINDERGARTEN AND BECAUSE FEDERAL REGULATIONS REQUIRE THAT AT LEAST 10% OF OUR ENROLLMENT BE CHILDREN WITH DISABILITIES.

ALTHOUGH WE CAN ENROLL HIGHER CHILDREN WITH DISABILITIES TO REACH THAT 10% THRESHOLD, 20% OF CURRENTLY ENROLLED CHILDREN IN OUR HEAD START PROGRAMS

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PROGRAM YEAR TO MEASURE PROGRESS, THE BEGINNING, MIDDLE AND END OF THE YEAR.

BOTH EDGEWOOD AND SAN ANTONIO ISD USE THE CIRCLE PROGRESS MONITORING TOOL TO ASSESS PREKINDERGARTEN. ASSESSMENTS ARE BASED ON THE AGE OF THE CHILD. A LOW OR NEGATIVE CHANGE FROM BEGINNING OF YEAR TO END OF YEAR MEANS THEY DID NOT REACH THE LEVEL OF PROFICIENCY EXPECTED BASED ON THEIR AGE AT THE TIME OF THE ASSESSMENT. SO WHILE A CHILD'S SOCIAL-EMOTIONAL DEVELOPMENT MAY HAVE IMPROVED TO SOME DEGREE BETWEEN THE BEGINNING AND THE END OF THE YEAR, IT IS BELOW EXPECTED FOR THE CHILD'S AGE.

HEAD START ALSO CLOSELY MONITORS ATTENDANCE AND OFFERS RESOURCES AND GUIDANCE TO PREVENT CHRONIC ABSENTEEISM FROM OCCURRING. OUR ATTENDANCE IMPROVED FROM 92% IN 2024 TO 93% IN 2025. AND WE ALSO SURVEY PARENTS AND GUARDIANS AT THE END OF EVERY YEAR TO GET THEIR OPINION ON HOW WE'RE DOING AND HOW WE CAN IMPROVE, AND WE SAW A GOOD INCREASE IN HOW PARENTS VIEWED THEIR CHILD'S EDUCATIONAL SERVICES AND TEACHERS IN 2025. THE EARLY HEAD START PROGRAMS USE ASSESSMENT TOOLS CALLED THE ELAP AND THE LAP3. ELAP ASSESSES ALL INFANTS AND TODDLERS IN THE PROGRAM THROUGH 36 MONTHS AND LAP3 ASSESSES ONLY THREE-YEAR-OLDS. THESE TOOLS ARE ALSO VERY EFFECTIVE MONITORING TOOL FOR CHILDREN WITH DISABILITIES IN MONITORING THEIR PROGRESS.

FOR ALL CHILDREN THERE ARE A FEW AREAS, LANGUAGE AND SELF-HELP BEING TWO OF THEM, THAT SHOW THE MOST PROGRESS FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR THAN EXPECTED BASED ON THE CHILD'S AGE. AND THIS IS AN AREA THAT -- WHERE THESE TOOLS REALLY HELP US POINTING TO THE AREAS THAT WE NEED TO MAKE IMPROVEMENT. WE DID SEE IMPROVEMENT FROM 2024 TO 2025 AUDIO] BUT WE STILL NEED A LOT OF IMPROVEMENT AND WE ACTIVELY WORK WITH PROVIDERS, TEACHERS AND FAMILIES ON LANGUAGE ACQUISITION AND SELF-HELP GOALS. AN EXAMPLE OF THAT IS HOW A SIX-MONTH OLD MIGHT HOLD A CUP. THEN THE EDUCATION COMPONENT IS OUR HIGHEST PRIORITY, BUT HEAD START WORKS HOLISTICALLY TO HELP THE CHILD.

THAT INCLUDES HEALTH, DENTAL AND WELLNESS SERVICES BASED ON THEIR INDIVIDUAL IDENTIFIED NEEDS. WE IMPLEMENT A DUAL-GENERATION APPROACH TO SUPPORT FAMILIES, WHICH WE KNOW IS CRITICAL TO ENSURING THAT CHILDREN ARE IN HEALTHY HOME ENVIRONMENT, THAT THEY COME TO SCHOOL AND THAT THEY COME TO SCHOOL READY TO LEARN. FAMILY SUPPORT INCLUDES PARENTING EDUCATION AND CASE MANAGEMENT AS WELL, AND THAT HELPS PARENTS DEVELOP AND ACHIEVE THEIR OWN GOALS.

ALMOST 900 PARENTS COMPLETED THEIR HIGH SCHOOL CREDENTIAL OR AN ASSOCIATE'S DEGREE LAST YEAR AND WE'RE PROUD OF HOW MANY OF OUR PARENTS EVERY YEAR CHOOSE TO IMPROVE THEIR OWN EDUCATION LEVEL AND OUR FAMILY SUPPORT TEAMS WORK TO HELP PARENTS ENROLL AND NAVIGATE THROUGH EDUCATION AND TRAINING SYSTEMS. SO I WANT TO NOTE A COUPLE OF IMPORTANT PARTNERSHIPS THAT WE HAVE WITH NEIGHBORHOOD HOUSING AND SERVICES DEPARTMENT AND THE METRO HEALTH DEPARTMENT.

HEAD START FACILITIES LEAD SCREENINGS FOR ALL CHILDREN AND WHEN A CHILD TESTS HIGH FOR LEAD WE HELP THEM APPLY FOR NEIGHBORHOOD HOUSING SERVICES GREEN INITIATIVES.

THEY ARE ABLE TO PROVIDE MUCH NEEDED RENOVATION FAMILIES WITH -- WHOSE CHILDREN HAVE VERIFIED LEAD IN THEIR BLOOD AND IN THEIR HOMES AND THEY MEET INCOME ELIGIBILITY. SINCE WE STARTED THIS PARTNERSHIP, 1.5 MILLION HAS BEEN INVESTED TO IMPROVE THEIR HOMES AND IMPROVE THE SAFETY OF THE HOUSING THAT OUR FAMILIES LIVE IN. WE ALSO WORK WITH METRO HEALTH TO PROVIDE ESSENTIAL VACCINES AND THOUSANDS OF DENTAL EXAMS, VARNISHES AND TREATMENTS FOR CHILDREN EVERY YEAR. SO HUMAN SERVICES HAS BEEN THE RECIPIENT OF THE FEDERAL CHILDCARE QUALITY GRANT SINCE 2021. AND THROUGH WORKFORCE

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WE CURRENTLY WORK WITH ALMOST 600 -- WE CALL THEM CCS, CHILDCARE CENTERS, ACROSS BEXAR AND 12 SURROUNDING COUNTIES TO PROVIDE PROFESSIONAL MENTORING, BUSINESS COACHING AND FINANCIAL INCENTIVES TO ACHIEVE TEXAS RISING STAR CERTIFICATION BY IMPROVEING CENTER OF QUALITY. SINCE 2021 OUR MENTORING AND COACHING TEAMS HAVE ASSISTED HUNDREDS OF CENTERS TO ACHIEVE TRS, TEXAS RISING STAR, CERTIFICATION. THE NUMBER OF CERTIFIED PROVIDERS INCREASED BY 246% SINCE 2021. OUT OF 587CCS CENTERS TODAY, 467, OR 75%, ARE TEXAS RISING STAR CERTIFIED AT SOME LEVEL, WHICH IS THE STATE'S WAY OF RECOGNIZING QUALITY. IN ADDITION TO ENSURING THAT CENTERS ARE TEXAS RISING STAR CERTIFIED, BUSINESS COACHES WORK WITH CENTERS ON RECRUITMENT PLANS, THEY WORK WITH THEM TO HELP ENROLL CHILDREN, APPLICATIONS FOR FOOD REIMBURSEMENT, AND ONGOING IMPROVEMENT TO REACH THE HIGHER THREE AND FOUR STAR RATING, WHICH TRANSLATES TO HIGHER REIMBURSEMENT RATES AND MORE REVENUE TO THE CENTERS.

THE SUPPORT HAS RESULTED IN A CONSIDERABLE INCREASE IN REVENUE, ESPECIALLY THOSE IN THE RURAL COUNTIES, AND THIS IN TURN HELPED THE CENTER EARN MORE REVENUE, INCREASE TEACHER PAY, IMPROVE CURRICULUM AND FACILITIES AS A FEW EXAMPLES.

OUR CITY CARES PROGRAM PROVIDES SHORT-TERM CHILDCARE FOR FAMILIES THAT ARE EXPERIENCING AN EMERGENCY OR EXTENUATING CIRCUMSTANCES.

AND WE PROVIDE -- WELL, WE DON'T PROVIDE IT, BUT WE HELP FACILITATE CHILDCARE FOR READY TO WORK PARTICIPANTS. MOST REFERRALS TO OUR CITY CARES COME FROM METRO HEALTH STAFF WORKING TO SUPPORT FAMILIES WHO ARE EXPERIENCING DOMESTIC VIOLENCE SITUATIONS. AND WE ALSO PARTNER WITH READY TO WORK AND PRE-K 4 SA TO ADMINISTER THE READY TO WORK CHILDCARE INITIATIVE.

THIS INNOVATIVE PARTNERSHIP PROVIDES CHILDCARE TO READY TO WORK PARTICIPANTS, HELPING THEM GET INTO A QUALITY ENVIRONMENT, A QUALITY CENTER, SO THAT THEY CAN COMPLETE THEIR EDUCATION. AND THEN HUMAN SERVICES ALSO CONTRACTS WITH A NUMBER OF NON-PROFIT PROGRAMS AND SCHOOL DISTRICTS TO SUPPORT EARLY EDUCATION INITIATIVES, INCLUDING AFTER SCHOOL PROGRAMMING FOR CHILDREN UP TO AGE -- UP TO THIRD GRADE. KINDER READINESS AND SUMMER STEM PROGRAMS FOR YOUNG CHILDREN SO THEY DON'T LOSE THEIR -- THEY DON'T EXPERIENCE THAT LEARNING GAP. CHILD ABUSE PREVENTION AND INTERVENTION INVESTMENTS SUPPORT EARLY CHILDHOOD SUCCESS TO PREVENT UNSAFE HOME ENVIRONMENTS AND NEGLECT FROM IMPACTING SCHOOL READINESS AND LEARNING.

SO OUR GOALS FOR FISCAL YEAR '26 ARE TO INCREASE THE PERCENTAGE OF FAMILIES MOVING IN TO PERMANENT HOUSING, ESPECIALLY THOSE THAT ARE EXPERIENCING HOMELESSNESS TODAY, INCREASING THE NUMBER OF EARLY HEAD START TEACHERS WHO COMPLETE THEIR CHILD DEVELOPMENT ASSOCIATE CREDENTIAL WITHIN A YEAR OF HIRE, AND INCREASING THE NUMBER OF CCS TEXAS RISING STAR PROVIDERS AND THE NUMBER OF THREE AND FOUR-STAR CENTERS. AND FINALLY, EXPANDING COORDINATION WITH READY TO WORK TO INCREASE PARENT EDUCATION ATTAINMENT IN OUR PROGRAMS. AND SO THAT CONCLUDES MY PRESENTATION AND I'LL TURN

IT OVER TO SARA BRAY, DR. BRAY. >> GOOD MORNING COMMITTEE MEMBERS. IT GREAT TO SEE YOU. I'M SARAH BRAY AND I'M GOING TO SHARE A LITTLE BIT ABOUT PRE-K 4 SA AND PARTICULARLY TALK ABOUT HOW PRE-K 4 SA

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WE ADDED INFANTS AND TODDLERS FOR THE FIRST TIME THIS FALL IN RESPONSE TO THE NEED FOR INFANT AND TODDLER CARE IN OUR COMMUNITY. I'LL TALK A LITTLE BIT MORE ABOUT THAT AT THE END OF MY PREPARATION BECAUSE I'M GOING TO SPEAK ON THE EARLY LEARNING LANDSCAPE STUDY THAT WAS COMMISSIONED BY THE CITY OF SAN ANTONIO.

GARDENDALE EARLY LEARNING PROGRAM WE SERVE 250 CHILDREN IN PRE-K THROUGH SECOND GRADE. THAT'S IN PARTNERSHIP WITH EDGEWOOD ISD.

OUR ENROLLMENT, OUR BREAD AND BUTTER, IS SERVING THOSE CHILDREN WHO ARE LIVING IN LOW INCOME FAMILIES. NOW, ALL FAMILIES IN SAN ANTONIO ARE ELIGIBLE TO APPLY TO PRE-K 4 SA, BUT WE PRIORITIZE CERTAIN GROUPS, INCLUDING LOW INCOME, AND WHILE CHILDREN WHO ARE ELIGIBLE FOR HEAD START ARE ALSO ELIGIBLE FOR PRE-K 4 SA, WE HAVE A MORE EXPANDED DEFINITION OF LOW INCOME. WE ARE TRYING TO SERVE THOSE FAMILIES THAT ARE IN THAT GAP BETWEEN BEING ELIGIBLE FOR PUBLIC PRE-K OR HEAD START AND BEING ABLE TO AFFORD IT IN THE PRIVATE SECTOR.

SO OUR LOW INCOME DEFINITION IS 85% OF STATE MEDIAN INCOME.

WE ALSO PRIORITIZE UNHOUSED INDIVIDUALS, ONE PERCENT OF OUR CURRENT ENROLLMENT ARE UNHOUSED INDIVIDUALS. AND THEN FOSTER CARE CHILDREN WHO ARE EITHER IN OR HAVE BEEN IN FOSTER CARE, AND TWO PERCENT OF OUR CURRENT ENROLLMENT ARE IN THAT CATEGORY. THE OTHER GROUP THAT WE PRIORITIZE THAT IS REALLY IMPORTANT TO OUR COMMUNITY IS MILITARY FAMILIES. THERE ARE NOT ENOUGH MILITARY CHILDCARE SEATS ON THE INSTALLATIONS AND SO WE WANT TO MAKE SURE THAT WE HAVE THOSE AVAILABLE IN OUR COMMUNITY FOR MILITARY PERSONNEL.

AND CURRENTLY ABOUT 18% OF OUR FAMILIES ARE MILITARY AFFILIATED.

WE ALSO HAVE RECENTLY BEGAN PRIORITIZED READY TO WORK. WE STARTED THAT WITH OUR INFANT AND TODDLER ENROLLMENT THIS FALL, AND ABOUT 40% ARE OUR INFANTS AND TODDLERS ARE CURRENTLY CHILDREN OF PARENTS PARTICIPATING IN READY TO.

AS WE GO INTO PRIORITY ENROLLMENT FOR THE COMING YEAR WE WILL PRIORITIZE READY TO WORK PARTICIPANTS WITH OUR PRESCHOOLS AS WELL. WE ALSO OFFER A SLIDING SCALE TUITION OPTION, MEANING THAT PRE-K 4 SA IT OPEN TO ANY FAMILY IN SAN ANTONIO. THAT GOES ALL THE WAY UP TO FULL MARKET RATE ALTHOUGH THOSE SEATS ARE VERY LIMITED. WE OFFER PRIORITIZED ENROLLMENT FOR COSA EMPLOYEES, WHICH IS ABOUT FIVE PERCENT, AND WE SERVE CHILDREN WITH EXCEPTIONAL NEEDS BONDS ABOUT 15% OF OUR CHILDREN QUALIFY FOR SOME KIND OF THERAPY SERVICES OR ADDITIONAL SUPPORTS. NEXT FALL WE WILL BE THE OPERATING PARTNER FOR EDUCARE, WHICH IS ACTUALLY ON THE A&M CAMPUS, AND THERE WILL BE 200 CHILDREN SIX WEEKS TO FIVE YEARS DOWN THERE.

THE RESULTS -- SO PRE-K 4 SA AS PART OF ITS ARCHITECTURE WE HAVE ANNUAL INDEPENDENT EVALUATION AND THOSE HAVE STAYED CONSISTENTLY YEAR OVER YEAR SHOWN THAT PRE-K 4 SA CHILDREN COME IN BELOW THE NATIONAL NORM AND KEY INDICATORS.

THEY ARE BELOW THE NATIONAL NORM MORE THAN KINDER READY, BUT MORE IMPORTANTLY WE ARE STUDYING WHAT HAPPENS AFTER THEY LEAVE THE PRE-K 4 SA PROGRAM AND THE STUDIES SHOW THEY GET BETTER READING, MATH, ATTENDANCE SCORES. WE WILL HAVE ANOTHER STUDY NEXT YEAR THAT LOOKS AT OUR LONG-TERM OUTCOMES FOR CHILDREN BECAUSE OUR FIRST GROUP OF CHILDREN, THEY'RE NOT CHILDREN ANYMORE, THEY ARE YOUTH, THEY ARE IN HIGH SCHOOL THIS YEAR. THE OTHER PART BESIDES OUR EDUCATION CENTERS IS WE OFFER PROFESSIONAL LEARNING AND GRANTS. AND OUR PRIMARY PROGRAM IN THE GRANTS AND PROFESSIONAL LEARNING DIVISION IS OUR SAN ANTONIO SHARED SERVICES ALLIANCE. THE ALLIANCE BRINGS TOGETHER CURRENTLY 90 INDEPENDENT CHILDCARE PROVIDERS INTO A NETWORK WITH THE GOAL OF IMPROVING QUALITY, ATTRACTING AND SUPPORTING AN MAINTAINING HIGH QUALITY STAFF, DEVELOPING A NETWORK OF EARLY CARE THAT IS AVAILABLE TO FAMILIES ACROSS THE CITY, HELPING THEM TO IMPROVE FINANCIAL STABILITY AND SUPPORT ALL CHILDREN, INCLUDING THOSE CHILDREN THAT HAVE EXCEPTIONAL NEEDS, BECAUSE THERE IS A VERY LOW PERCENTAGE OF PROVIDERS CURRENTLY THAT ARE EQUIPPED TO SERVE CHILDREN WITH REPRESENTATIONAL NEEDS.

THESE GOALS ARE ACTUALLY SET BY THE ALLIANCE EXPECTS THEMSELVES.

WE STARTED IN 2019 WITH 17 PROVIDERS AND HAVE GROWN OVER THE LAST FEW YEARS UP

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ONE OF OUR GOALS IS TO ELIMINATE CHILDCARE DESERTS IN SAN ANTONIO SO WE'RE ACTIVELY LOOKING AT THOSE ZIP CODES AND TALKING WITH PROVIDERS ABOUT WHO MIGHT BE READY TO JOIN THE ALLIANCE. ALL OF OUR ALLIANCE MEMBERS BECOME TRS RATED WITHIN -- TYPICALLY WITHIN TWO YEARS THEY ARE THREE OR FOUR-STAR. WE'VE ALSO SEEN THROUGH OUR BUSINESS COACHING THAT WE HAVE HELPED THE PROVIDERS REDUCE DEBT, INCREASE THE QUALITY OF CERTIFICATIONS AMONG THEIR STAFF AS WELL AS INCREASED RETENTION AND INCREASED ENROLLMENT. SO THE EARLY LEARNING LANDSCAPE ANALYSIS YOU MAY RECALL THAT THE CITY COUNCIL ASKED US A FEW YEARS AGO ABOUT WHAT IS HAPPENING IN CHILDCARE AND WHAT DO WE KNOW ABOUT IT. SO PRE-K 4 SA, DHS, READY TO WORK AND ECONOMIC DEVELOPMENT COMMISSIONED A STUDY BY TEXAS A&M SAN ANTONIO TO LOOK AT THE EARLY LEARNING LANDSCAPE IN SAN ANTONIO OR IN BEXAR COUNTY, AND SOME KEY FINDINGS FROM THAT IS THAT BEXAR COUNTY HAS OVER 1,000 -- OVER 132,000 CHILDREN UNDER THE AGE OF FIVE, BUT OPERATIONALLY WE ONLY HAVE CHILDCARE SEATS FOR 46% OF THOSE CHILDREN. THAT'S A CONCERN BECAUSE ABOUT 70% OF CHILDREN WITH FAMILIES -- 70% OF FAMILIES WITH CHILDREN UNDER THE AGE OF FIVE, BOTH PARENTS OR ALL PARENTS IN THE HOUSEHOLD ARE WORKING, WHICH MEANS WE HAVE A GAP IN THE NUMBER OF SEATS THAT ARE AVAILABLE. PROVIDERS ARE OPERATING AT ABOUT 70% OF THEIR LICENSED CAPACITY, SO THE STATE COMES IN AND THEY SAY WHEN ALL CHILDCARE PROVIDERS ARE LICENSED THE STATE WILL COME IN AND SAY YOU CAN SERVE X NUMBER OF CHILDREN BASED ON YOUR SQUARE FOOTAGE, BUT FOR LOTS OF REASONS THE PROVIDERS MAY NOT BE OPERATING AT THAT FULL CAPACITY.

ONE, THEY MAY NOT WANT TO BECAUSE EVEN THOUGH LICENSING MAY SAY A ROOM IS SUITABLE FOR CHILDREN, THEY MAY SAY NO, WE'RE NOT GOING TO.

BUT IN MANY CASES THE REASON THEY'RE NOT OPERATING AT FULL LICENSED CAPACITY IS BECAUSE THEY CAN'T FIND HIGHLY QUALIFIED STAFF OR THEY AREN'T ABLE TO PAY THE STAFF IN ORDER TO OPEN UP THOSE SEATS TO BRING IN MORE CHILDREN.

SO THAT IS SOMETHING THAT WE'RE LOOKING AT HOW DO WE EXPAND CAPACITY IN OUR EXISTING PROVIDERS. BUT THE GREATEST SHORTAGE THAT WE FOUND THROUGH THIS STUDY IS IN INFANT CARE. THE QUALITY OF -- ONLY ABOUT 20% OF PROVIDERS FOR INFANT CARE ARE RATED FOR QUALITY. AT ANY ONE TIME ONLY ABOUT 17 PERCENT OF OPENINGS IN BEXAR COUNTY ARE FOR INFANTS, AND OF THOSE, ONLY THREE PERCENT ARE IN QUALITY-RATED CENTERS. WHAT THAT MEANS IS IF YOU ARE THE PARENT OF AN INFANT, THE CHANCES OF YOU FINDING A HIGH QUALITY CENTER WHEN YOU NEED IT ARE VERY SLIM AND IT'S VERY CHALLENGING, WHICH IS ONE OF THE REASONS THAT PRE-K 4 SA HAS BEGUN TO EXPAND TO SERVE INFANTS AND TODDLERS BECAUSE THAT'S A CRITICAL NEED, PARTICULARLY IN SOUTH BEXAR COUNTY. THE OTHER IMPORTANT FINDING WAS THAT NON-TRADITIONAL HOURS, LESS THAN ONE PERCENT OF SITES OFFER NON-TRADITIONAL HOURS.

THOSE ARE THE HOURS BEFORE 6:00 A.M. AND AFTER 7:00 P.M., AND OF COURSE THAT'S CRITICAL. WE HAVE A LARGE MILITARY COMMUNITY THAT NEEDS HOURS BEFORE THAT, BUT ALSO OUR HEALTH CARE COMMUNITY NEEDS HOURS BEFORE THAT, AND OUR MANUFACTURING COMMUNITY NEEDS HOURS THAT ARE BEFORE AND AFTER THE TRADITIONAL HOURS. SO THIS WILL BE A FOCUS OF OUR WORK IS HOW DO WE CREATE MORE CENTERS AND CREATE THE CAPACITY FOR MORE CENTERS TO BE ABLE TO FILL THESE NON-TRADITIONAL HOURS OF CARE. WHAT THE STUDY ALSO SHOWED ABOUT WORKFORCE AFFORDABILITY AND QUALITY CHALLENGES IS THAT ONLY 37% OF INFANTS ANDED TO -- INFANT TEACHERS HAVE SPECIALIZED TRAINING AND THE TURNOVER REMAINS HIGH. THIS IS ONE OF THE REASONS THAT PRE-K 4 SA HAS FOCUSED ON THE TEACHERS FOR TOTS PROGRAM OVER THE LAST FEW YEARS, WHICH PROVIDES A CDA AND STIPENDS TO INFANT-TODDLER TEACHERS WHO REMAIN IN THE POST.

AND WE'VE RECENTLY RECEIVED A GRANT FROM EARLY MATTER SAN ANTONIO TO EXPAND THAT PROGRAM SO WE'RE VERY EXCITED ABOUT THAT. ONLY 29% OF LICENSED PROVIDERS PARTICIPATE IN TEXAS RISING STAR, ALTHOUGH THAT WAS FOUND IN THE SURVEY OR IN THE STUDY, BUT WE ARE HAPPY TO REPORT THAT IT'S MUCH HIGHER THAN THAT NOW.

AFFORDABILITY IS A MAJOR BARRIER. INFANT TUITION RANGES FROM 861 TO OVER $1,100 A MONTH, AND CAN REACH UP TO MORE THAN $2,000 A MONTH,

[00:30:02]

WE HAVE ALSO INITIATED OPERATION EXTENDED WATCH, WHICH IS TO HELP INCREASE THE AVAILABILITY OF PROVIDERS THAT ARE MILITARY CHILDCARE IN YOUR NEIGHBORHOOD CERTIFIED PROGRAMS, WHICH MEANS THAT WILL INCREASE THE NUMBER OF SEATS AVAILABLE TO OUR MILITARY FAMILIES, AND IN PARTICULAR THOSE OPERATORS THAT WILL PROVIDE BEFORE AND AFTER TRADITIONAL HOUR CARE AND WEEKEND CARE.

I'M ALSO HAPPY TO REPORT THAT ALL OF OUR PRE-K 4 SA SITES ARE NOW MILITARY IN YOUR NEIGHBORHOOD CERTIFIED. ONE OF OUR GOALS IS TO HELP THE FEDERAL GOVERNMENT UNDERSTAND THAT WHEN THEY'RE LOOKING AT MILITARY INSTALLATIONS, THE AMOUNT OF CHILDCARE AVAILABLE, WE SHOULD BE COUNTING THOSE MILITARY CHILDCARE IN YOUR NEIGHBORHOOD SEATS BECAUSE IF WE DID THAT, SAN ANTONIO WOULD GO FROM THE BOTTOM OF THE LIST AS HAVING THE GREATEST GAP, TO CLOSE TO THE TOP OF THE LIST IN HAVING THE GREATEST AVAILABILITY. SO IT'S ONE OF THE AREAS OF POLICY THAT I'LL BE FOCUSING ON THIS YEAR. WE ALSO AS I MENTIONED HAVE OUR LONG-TERM OUTCOME STUDY WILL COME OUT, EDUCARE OPENING IN THE FALL.

IN 2027 WE'LL HAVE PROGRAMMING FOR PRESCHOOL PRESCHOOLERS.

WE'RE BEGINNING TO LOOK AT WHAT SUMMER PROGRAMMING MIGHT LOOK LIKE AND HOW WE CAN MEET THAT NEED FOR FAMILIES WHO NEED YEAR-ROUND CARE.

AND IN 2028 WE'RE HOPING TO HAVE REAUTHORIZATION ELECTION ON THE BALLOT AND THAT JUST FOR YOUR INFORMATION, THAT'S UP TO A 20-YEAR AUTHORIZATION PERIOD PERMITTED SO WE'RE HOPING TO BE ABLE TO HAVE THOSE CONVERSATIONS SOON TO FIND OUT WHETHER WE WILL HAVE PRE-K 4 SA ON THE BALLOT FOR ANOTHER AUTHORIZATION

PERIOD. THAT'S IT. >> GALVAN: GREAT.

THANK YOU SO MUCH. I THINK WE HAVE OUR LAST PRESENTATION ON THE KIND OF

CHILDCARE, EARLY CHILDHOOD PROGRAMS FROM THE LIBRARY. >> SO GOOD MORNING, MR. CHAIR, COMMITTEE MEMBERS, AND ASSISTANT CITY MANAGER.

I'M DA-LE MCNEAL, ONE OF THE CONTINGENT DIRECTORS AT THE-- ASSISTANT DIRECTORS AT THE SAN ANTONIO PUBLIC LIBRARY TO TALK ABOUT THE EDUCATION PROGRAMS FOR THE SPECIFIC AGE GROUP OF CHILDREN THAT YOU ARE SPEAKING ABOUT TODAY.

A COUPLE OF THINGS I WANT TO SAY ABOUT THE PUBLIC LIBRARY HERE IN SENT, ONE IS THAT OUR SERVICES ARE FREE AND -- THEY'RE ALWAYS FREE AND ALWAYS OPEN FOR EVERYONE.

[INDISCERNIBLE] IT'S ALSO REQUIRED IN STATE STATUTE. WE HIGHLY VALUE THE PRIVATE, CONFIDENTIAL RELATIONSHIP WE HAVE WITH OUR CUSTOMERS, SO BECAUSE THAT'S PRIVATE AND, AGAIN, PART OF THAT PRIVACY IS IN STATE STATUTE, WE DON'T HAVE THE KIND OF DATA THAT NECESSARILY THAT LIKE PRE-K 4 SA OR HEAD START HAVE ABOUT THE CHILDREN AND THEIR PARENTS, BUT I THINK THAT THE SERVICES WORK TOGETHER JUST EXTRAORDINARILY WELL. WE SERVE ALL COUNCIL DISTRICTS, ALL OF BEXAR COUNTY THROUGH ANNUAL AGREEMENT WITH BEXAR COUNTY. EACH COUNCIL DISTRICT HAS MORE THAN ONE PUBLIC LIBRARY IN THAT COUNCIL DISTRICT, AND EVERY LIBRARY PROVIDES SERVICES FOR YOUNG CHILDREN. SO I WANTED TO TALK A LITTLE BIT ABOUT THE THINGS THAT WE DO THAT ARE FOCUSED ON YOUNG CHILDREN. OF COURSE WE SERVE PEOPLE OF ALL AGES. SCHOOL AGE, HIGH SCHOOL, COLLEGE AND ADULTS AND OLDER ADULTS. ONE THING I WANT TO MENTION IS THAT WE HAVE THE RESOURCES PHYSICALLY, OF COURSE, BUT THEN WE HAVE VIRTUAL RESOURCES AS WELL.

ONE THAT I THINK IS PARTICULARLY USEFUL FOR ELEMENTARY SCHOOL AGE CHILDREN AND THEIR PARENTS AND RESPONSIBLE ADULTS IS THE LIVE HOMEWORK HELP WHERE THE CHILD OR THE PARENT CAN BE CONNECTED TO A TUTOR, GET HELP WITH WHATEVER HOMEWORK

[00:35:07]

EACH ONE OF OUR BRANCHES HAS AT LEAST WEEKLY PROGRAMS FOR YOUNG CHILDREN, ESPECIALLY FOR THE PRESCHOOL AGE AND ALSO FOR INFANTS AND TODDLERS, WITH A REAL FOCUS ON THE PRELITERATE ACTIVITIES OF SINGING, USING RHYME AND READING ALOUD BOOKS AND CHILD-DIRECTED PLAY. THESE ARE BUILT ON THE IDEA OF EVERY CHILD READY TO READ. THESE ARE PRINCIPLES DEVELOPED BY THE PUBLIC LIBRARY ASSOCIATION AND THE ASSOCIATION OF LIBRARY SERVICES TO CHILDREN, SO THERE'S RESEARCH BACKING UP THAT THESE IDEAS ARE USEFUL.

AND THAT THEY -- ESPECIALLY THE TALKING, SINGING, READING, WRITING AND CHILD-DIRECTED PLAY STRENGTHEN THOSE NEURAL PATHWAYS, THEY BUILD CONFIDENCE, THEY'RE USEFUL FOR SOCIAL SKILLS, AND THEN THEY CONNECT THE CHILD AND THEIR RESPONSIBLE ADULT TO THE RESOURCES OF THE LIBRARY AND TO OTHER CITY RESOURCES AND HELP THE PARENT IN THEIR ROLE AS TEACHER. WE REALLY THINK IT'S IMPORTANT THAT CHILDREN EXPERIENCE THE JOY OF LEARNING AND ENJOY COMING TO THE LIBRARY WITH WHATEVER ADULT OR OLDER SIBLING THAT THEY COME WITH.

WE WANT THEM TO SEE HOW IT CAN BE PLEASURABLE IT TO READ ALOUD THE DELIGHT IN DISCOVERING A STORY. AND OF COURSE, AS ANY OF YOU WITH YOUNG CHILDREN ARE FAMILIAR, THE DELIGHT IN REPETITION. AND THERE'S A LOT OF LEARNING, OF COURSE, THAT HAPPENS IN REPETITION. ONE OF THE THINGS THAT WE FOUND THAT THIS REALLY HELPS CHILDREN DEVELOP THAT EXECUTIVE FUNCTION, SELF-REGULATION, EMOTIONAL REGULATION, AND BY HAVING THE SMALL 30 MINUTES OR 45 MINUTES AT THE LIBRARY, IT'S A LITTLE BITE THAT'S A LITTLE EASIER TO TAKE THAN A WHOLE DAY OR HALF A DAY PROGRAM. GIL AGAIN, THIS ISN'T INSTEAD OF, BUT IT'S ALONG WITH THE OTHER RESOURCES THAT PARENTS HAVE CITY RESOURCES AND OTHERS. I WANT TO ESPECIALLY FOCUS ON LITTLE RED WAGON.

I THINK A LOT OF YOU ARE FAMILIAR WITH IT. WE'VE HAD THE PROGRAM OF LITTLE RED WAGON FOR MORE THAN 20 YEARS NOW AT THE SAN ANTONIO PUBLIC LIBRARY.

IT WAS AT THE BEGINNING I THINK PRETTY MUCH UNIQUE. I THINK MANY LIBRARIES NOW HAVE COPIED IT. BUT THIS IS A GROUP OF LIBRARY STAFF WHO FOCUS ENTIRELY ON EARLY LITERACY. THAT'S JUST LITERALLY ALL THEY DO.

THEY MAY DO IT IN SOME WAYS THAT MAY OR MAY NOT BE EXACTLY WHAT YOU WOULD EXPECT BECAUSE A LOT OF IT THEY DO WITH THE VERY YOUNG CHILDREN, BUT THEY ALSO WORK WITH THE PARENTS, RESPONSIBLE ADULTS AND SO IF THERE'S A CHILD AND A PARENT FOCUS AS WELL. WE DO THIS WITH JUST SEVEN PEOPLE, THAT'S THE STAFFING AND THAT'S A PICTURE OF THE STAFF. I REALLY WANTED YOU ALL TO SEE THEM BECAUSE THEY'RE EXCEPTIONAL AT WHAT THEY DO. AND YOU MAY HAVE SEEN THEM IN A CITY PARK, YOU MAY HAVE SEEN THEM IN YOUR NEIGHBORHOOD, WITH THEIR VAN. WHERE YOU GENERALLY DON'T SEE THEM IN IS IN THE LIBRARY. THEY SPEND ALMOST ALL OF THEIR TIME OUT IN THE COMMUNITY. PART OF THEIR TIME THERE AT PRE-K 4 SA WE WORK CLOSELY TOGETHER SO THEY MAY BE WORKING TOGETHER TO DEMONSTRATE MAYBE CHILD-CENTERED AND CHILD-DIRECTED PLAY, FOR EXAMPLE.

IN ADDITION AS I SAID TO WORKING WITH CHILDREN, THEY WORK WITH PARENTS ON INCORPORATING THOSE IDEAS OF TALKING, SINGING, READING, WRITING AND PLAYING INTO THINGS THEY DO AT HOME EVERYDAY WITH MATERIALS THAT ARE AVAILABLE IN THEIR HOME.

YOU DON'T HAVE TO GO BUY SOMETHING EXPENSIVE, YOU DON'T HAVE TO SIGN UP FOR SOMETHING. YOU CAN JUST USE THE MATERIALS THAT YOU HAVE AT HOME. WE EMPHASIZE HAVING A BEDTIME CHART THAT INCLUDES SHARING BOOKS AND KIND OF JUST REMEMBER TO DO THESE THINGS AT THE END OF THE DAY, AND ALSO THIS PROGRAM PROVIDES A FREE BRAND NEW BOOK FOR EACH CHILD TO TAKE HOME AND KEEP. THERE'S A VALUE IN BORROWING BOOK, BUT THERE'S A VALUE IN HAVING BOOKS IN YOUR HOME AS WELL. I JUST WANTED TO SHARE THIS

[00:40:06]

SO WE OF COURSE THE PUBLIC SCHOOLS ARE WORKING WITH SCHOOL-AGED PARENTS FOR THEM TO GRADUATE FROM HIGH SCHOOL BUT THEY CAN'T REALLY FOCUS ON THEIR ROLES ON A PARENT.

SO OUR LITTLE RED WAGON STAFF INTERACT WITH THOSE HIGH SCHOOL STUDENTS WHO ARE PARENTS, SHOWING HOW TO BE PARENTS. WHAT YOU'RE SEEING HERE IS THEM LEARNING TO MAKE TOYS WITH, AGAIN, THINGS THEY HAVE AT HOME THAT WILL HELP WITH CHILD-DIRECTED PLAY. IT'S INEXPENSIVE. IT'S FUN AND THERE'S A LOT OF CHILD DEVELOPMENT THAT CAN HAPPEN WITH THE MOTOR SKILLS AND ALSO AUDIO]. IF YOU'RE MAKING SOMETHING YOU KNOW YOU HAVE TO LEARN EMOTIONAL REGULATION, AT LEAST I DO. I GET FRUSTRATED.

[LAUGHTER]. THIS REALLY IS FOCUSING ON THE CHILD-DIRECTED PLAY ASPECT OF WHAT WE DO. WE KNOW THAT THIS IS EXTREMELY IMPORTANT, AND THIS KIND OF CHILD-DIRECTED PLAY, I THINK FOR LIKE MY GENERATION, IT SORT OF HAPPENED NATURALLY IN THE YARD, ON THE STREET, IN THE PLAYGROUND.

WHAT WE SEE NOW IS THAT WE NEED TO CREATE THOSE OPPORTUNITIES FOR CHILDREN.

A LOT OF CHILDREN THIS AGE AREN'T AND WE CAN ALL UNDERSTAND THE REASONS WHY.

THEY'RE NOT JUST PLAYING IN THE YARD. THEY'RE NOT WALKING TO THE PARK, AS AWESOME AS THE PARK RESOURCES ARE, AND WE WORK VERY CLOSELY WITH THE PARKS DEPOSIT AS WELL. SO THAT'S NOTHING AGAINST THE PARK, BUT I THINK MOST PARENTS OF A PRESCHOOL CHILD ARE NOT GOING TO SAY HEY, WALK TO THE PARK AND SEE WHO YOU FIND THERE. LIKE THAT'S JUST NOT A THING ANYONE IS GOING TO DO! [LAUGHTER] WHICH MY PARENTS DID DO! [LAUGHTER] DIFFERENT TIME. I DON'T KNOW THAT IT WAS A GOOD IDEA IN THE '60S EITHER, FRANKLY! [LAUGHTER]. SO HERE JUST AS ANOTHER QUOTE FROM A PARENT TALKING ABOUT MEETING THE LIBRARY WITH LITTLE RED WAGON AND NOW COMING TO THE PHYSICAL BUILDING EVERY WEEK. WE ALSO HAVE A FEW JUST BIG EVENTS. SOME OF YOU I KNOW BECAUSE I'VE SEEN YOU THERE, HAVE BEEN AT EVENTS LIKE BABY SUPER SATURDAY AND THE INTERNATIONAL DAY OF PLAY WHEN WE HAVE LITERALLY HUNDREDS OF PARENTS AND YOUNG CHILDREN.

USUALLY IN THE CENTRAL LIBRARY WE'VE BEEN IN PARKS AS WELL.

I THINK ANOTHER THING THAT ONE MIGHT NOT EASILY THINK OF IS A LOT OF PARENTS OF YOUNG CHILDREN FEEL SOCIALLY ISOLATED. I THINK FOR MANY PARENTS OF YOUNG CHILDREN, THEIR PEER GROUP MAY NOT ALSO HAVE YOUNG CHILDREN, SO A THING THAT HAPPENED AT THESE EVENTS AND ALSO AT LITTLE RED WAGON EVENTS AND AT THE STORY TIME IN THE LIBRARIES IS THAT THESE PARENTS ARE ABLE TO MEET EACH OTHER AND MAKE MANY REAL CONNECTIONS THAT HAVE LED TO LONG, LONG-TERM FRIENDSHIPS THAT WE'RE AWARE OF. SO PROBABLY OTHERS THAT WE'RE NOT AWARE OF.

IN OUR LIBRARIES WE HAVE EARLY LITERACY PROGRAMS AS WELL.

WE DO HAVE -- ONE OF THE QUOTES TALKS ABOUT SNACKS. ALONG WITH PARKS DEPARTMENT, ALONG WITH DHS AND OTHER CITY DEPARTMENTS WE KNOW THAT CHILDREN NEED FOOD AND SO WE ARE LOOKING ALWAYS AT HOW WE CAN PROVIDE THAT FOOD THROUGH PARTNERSHIPS WITH THE FOOD BANK, THROUGH SCHOOL DISTRICTS AND OTHER WAYS.

AND THEN WE DO SHOW PARENTS AGAIN HOW TO PLAY. JUST TO GIVE YOU AN IDEA, IN THE LAST FISCAL YEAR THE NUMBER OF PROGRAMS THAT WE HAD, HOW MANY PEOPLE ATTENDED, THE NEW BOOKS THAT CHILDREN RECEIVED TO TAKE HOME, THE SCHOOL CAMPUSES THAT WE VISITED AND THEN THOSE WORKSHOPS THAT WE HAVE FOR THE HIGH SCHOOL AGE PARENTS. AND AGAIN, THAT'S WITH SEVEN STAFF.

EACH LOCATION HAS A CHILDREN'S LIBRARIAN. WE DON'T HAVE ANY BRANCH LIBRARY IN SAN ANTONIO THAT DOES NOT HAVE A CHILDREN'S LIBRARIAN.

AND THEY HAVE BACKGROUND IN PROVIDING THESE RESOURCES AND GUIDANCE FOR YOUNG

[00:45:04]

I THINK HAVING FUN AT THE LIBRARY IS A REALLY IMPORTANT PART OF WHAT WE WANT PEOPLE TO DO BECAUSE LEARNING REALLY SHOULD BE FUN.

AND FOR SOME PEOPLE I THINK THAT JUST COMES NATURALLY. AND FOR OTHERS IT'S SOMETHING LIKE THIS AH, IS CALLED AH COMPUTER, IT'S LIKE SOMETHING THAT ADULT IS DOING, BUT IT'S JUST FOR ME, IT'S FUN. THEY'RE NOT CONNECTED TO THE INTERNET, BY THE WAY. [LAUGHTER]. THEY'RE FULLY SELF-CONTAINED. YOU'RE NOT GOING OUT INTO THE WILD, WILD WORLD.

AND THEN WE ALSO IN SOME NEIGHBORHOODS, PLENTY OF PEOPLE COME INTO THE LIBRARY AND WE -- WE'RE GREAT. AND SOME OTHER NEIGHBORHOODS WE -- THE CHILDREN'S LIBRARIAN GOES OUT INTO THE NEIGHBORHOOD, VISITS CHILDCARE CENTERS, VISITS FAITH COMMUNITIES AND SO ON TO PROVIDE THOSE SERVICES WHERE THE CHILDREN ACTUALLY ARE. SO IF WE OFFER A SERVICE IN THE LIBRARY AND PEOPLE DON'T REALLY COME, WE GO OUT IN THE COMMUNITY, IN THE NEIGHBORHOOD NEARBY TO PROVIDE THAT. THESE PROGRAMS ARE TAILORED TO THE DEVELOPMENTAL AGES, DEVELOPMENTAL STEPS OF THE CHILDREN WHO ARE TAKING PART IN THEM.

I JUST WANTED TO MENTION AGAIN HERE THIS KIND OF SHOWS YOU THE STAFFING WE HAVE THAT SPECIFICALLY IS DEDICATED TO SERVING CHILDREN, SO THAT JUST GIVES YOU A GENERAL IDEA. WE HAVE 30 LOCATIONS. ONE OF THOSE LOCATIONS IS THE LITTLE PORTAL AT THE BRISCOE WESTERN ART MUSEUM. SO IT'S KIND OF MORE LIKE 29 LOCATIONS THAT ARE MORE WHAT YOU THINK OF AS A LIBRARY SO WE DO HAVE THAT LEVEL OF STAFFING. AND AGAIN, THAT'S MORE THAN ONE LIBRARY IN EACH COUNCIL DISTRICT. IN THOSE LIBRARIES WE DO HAVE THESE KINDS OF PROGRAMS, PROGRAMS SPECIFICALLY FOR BABIES, PROGRAMS SPECIALLY FOR THE TODDLERS. AND THEN AS YOU CAN SEE FOR PRESCHOOL.

AND THEN ALSO WITH THE WHOLE FAMILY TOGETHER, THE OLDER SIBLINGS, GRANDMA WANTS TO COME, GRANDPA, AUNT, UNCLE, WE KNOW THAT'S IMPORTANT FOR THE FAMILY TO BE AGAIN.

AND THE LIBRARIAN IS BOTH PROVIDING THE PROGRAM AND ALSO DEMONSTRATING HE DID, MODELING WHAT THE ADULTS CAN DO WITH THE CHILD AT HOME. AND THIS IS REALLY JUST MAKING THE POINT I MADE BEFORE THAT WE GO OUT INTO THE COMMUNITY TO SCHOOLS, TO CHILDHOOD CENTERS AND WE CAN BRING BOOKS AS WELL. THIS IS JUST GIVING A GENERAL IDEA AGAIN IN OUR LAST FISCAL YEAR THE NUMBER OF -- I DON'T WANT TO SAY THE NUMBER OF PEOPLE SERVED BECAUSE WE'RE JUST COUNTING THE NUMBER OF PEOPLE WHO CAME. SO THE SAME CHILD MAY COME EVERY WEEK OR MORE THAN ONE A WEEK. THIN THAT HAS TO DO WITH US NOT GETTING INTO YOUR BUSINESS. WE DON'T ASK FOR YOUR INCOME, WE DON'T ASK WHO -- WE JUST LET YOU COME AND HAVE FUN AT THE LIBRARY AND LEARN AT THE SAME TIME.

AND THAT WAS REALLY WHAT I WANTED TO SAY TODAY. THANK YOU.

AND I BELIEVE THERE'S ONE ADDITIONAL PRESENTATION. >> GALVAN: I THINK WE'RE

GOING TO -- >> IS THAT IT? FOR THE MOMENT.

>> GALVAN: YES, FOR THE MOMENT. WE'LL TALK ABOUT ALL THE PROGRAMMING FIRST BEFORE WE TALK ABOUT THE MAPPING. THANK YOU ALL SO MUCH FOR YOUR PRESENTATIONS. I ALWAYS AM APPRECIATIVE OF THE OVERLAP THAT EACH OF THESE PROGRAMS HAVE WITH ONE ANOTHER. I KNOW MY TEAM AND I HAVE WORKED CLOSELY WITH DALE AND FOLKS. I WANT TO SAY THANK YOU FOR OF COURSE NOT BEING EXTREMELY HELPFUL TO OUR OFFICES, BUT THE WORK YOU DO EVERY SINGLE DAY IN OUR COMMUNITIES, NOT JUST SILOING OUT, BUT ALTOGETHER FOR THE SAME PURPOSE. SO GETTING INTO THAT, THE ACTUAL CONVERSATION, COUNCIL COLLEAGUES, ANYONE WHO WANTS TO START? COUNCIL MEMBER CASTILLO.

>> THANK YOU, MELODY, DR. BRAY AND DALE FOR THE WORK OF YOUR RESPECTIVE DEPARTMENTS. IT'S IMPORTANT WORK THAT YOU AND YOUR TEAMS HAVE TAKEN ON. A COUPLE OF QUESTIONS I HAVE AND SOME DATA THAT I WOULD LIKE TO SEE IN TERMS OF THE DEMOCRAT TRAFFICS OF HEAD START, MELODY WOULD IT BE POSSIBLE TO RECEIVE THE TRENDS AND TERMS OF THE CHILDREN BORN TO TEEN MOTHERS? I SEE IT'S CITED AS 30% HIGHER THAN BEXAR COUNTY AND STATE SO I'M CURIOUS IF YOU HAVE THE DATA FOR THE LAST FIVE YEARS YOU CAN SHARE WITH OUR TEAM OFFLINE, I WOULD LIKE TO SEE THAT. AND REGARDING THE FAMILIES, THE 15% EXPERIENCING HOMELESSNESS, IS DHS TRACKING -- IF THESE ARE REFERRALS FROM SPECIFIC HOMELESS PROVIDERS AND TYPICALLY WHAT'S THE TREND

[00:50:05]

IF THEY ARE TRACKED? >> I SHOULD HAVE SOME BACKGROUND IF THEY WERE REFERRED, IF THEY CAME TO THE PROGRAM BECAUSE THEY SAW AN ADVERTISEMENT OR

MARKETING MATERIALS. WE'LL LOOK AT THAT. >> CASTILLO: THANK YOU FOR THAT. AND REGARDING THE HEAD START RESULTS WITH SOCIAL AND EMOTIONAL DEVELOPMENT, WE SEE THAT THERE'S A DECLINE. IS HEAD START PLAY-BASED OR

IS THERE LIKE A PLAY TIME THAT'S WITHIN HEAD START? >> SURE, IT'S AGE APPROPRIATE. THERE'S A LEARNING AND A KINDER READY FRAMEWORK THAT DICTATES WHAT GOES ON DURING THE DAY, BUT DEFINITELY PLAY BASED.

>> CASTILLO: GREAT. I THINK THE VALUE OF HEAD START IS -- BOTH PRE-K 4 SA IN TERMS OF THE WRAPAROUND SERVICES WITH WELLNESS, FAMILY SUPPORT AND PARENT EDUCATION. WHAT PERCENTAGE -- SORRY IF I MISSED IT -- ARE BEING CONNECTED TO READY TO WORK? AND WITHIN THAT DATA DO WE KNOW WHICH PROGRAM PARENTS

ARE INTERESTED IN? I DON'T KNOW IF THAT'S -- >> AS FAR AS THE DEMAND OCCUPATION, I DON'T HAVE THAT, BUT LET'S SEE. I THINK LAST YEAR WE HAD 55 PARENTS THAT -- I THINK IN '24 FROM READY TO WORK THAT WERE CO-ENROLLED.

THEN WE HAD A 15% INCREASE AND WE'RE LOOKING TO INCREASE THAT MORE.

>> CASTILLO: GREAT. THAT'S GOOD TO HEAR. IN TERMS OF THE GOALS FOR FISCAL YEAR '26 AND WORKING WITH THE FAMILIES TO MOVE INTO PERMANENT SUPPORTIVE HOUSING, HAS THE TEAM DEVELOPED WHAT THAT LOOKS LIKE OR WHAT HAVE YOU

ENVISIONED THE LAYOUT LOOKS FOR THAT IMPLEMENTATION? >> RIGHT.

SO THEY WORK WITH OVER THE LAST YEARS, THEY'VE WORKED WITH OUR HOMELESS SERVICES DIVISION COMMUNITY HOTLINE TO ACCESS HOUSING OPPORTUNITIES.

NOW THEY'LL CONTINUE TO WORK WITH THE NEW DEPARTMENT TO PRIORITIZE HEAD START

FAMILIES, THE NEED CARE. >> CASTILLO: GREAT. MELODY.

THOSE ARE ALL MY QUESTIONS. IN TERMS OF PRE-K 4 SA, THANK YOU, DR. BRAY, FOR THE PRESENTATION AGAIN. I KNOW WITH THE HEAD START IT WAS CITED THAT THEY USE E-LAB AND LAP-3 IN TERMS OF ASSESSMENT TOOLS. WHAT DOES PRE-K 4 SA USE FOR

AN ASSESSMENT TOOL? >> PRE-K 4 SA USES BOTH ASSESSMENTS.

WE USE GOAL, WHICH IS THE STUDENT OUTCOME AWE 10 THEN TICK ASSESSMENT AND WE ALSO USE CLASS, WHICH IS A MEASURE OF INSTRUCTIONAL QUALITY WHICH WAS DONE BY CERTIFIED OBSERVERS. THEN WE ALSO DO ON DEMAND ASSESSMENTS USING THE WOOD COT JOHNSON 4, THE PVVT, ACTUALLY THERE'S A NOUVEAU CAB LARRY TEST THAT ESCAPES ME THE NAME OF IT, AND WE USE THE DECI AND DE CA TO GAUGE SOCIAL AND EMOTIONAL

LEARNING. >> CASTILLO: THERE'S A LOT OF VALUE.

I KNOW IN D5 WE HAVE MANUEL VILLAGE THAT'S VERY INTERESTED IN HAVING A PARTNERSHIP WITH PRE-K 4 SA OR SOME TYPE OF ACCESS TO CHILDCARE ON THEIR PROPERTY.

AND WHAT'S GREAT ABOUT THIS PROPOSED PROJECT IS THAT IT'S HOUSING FOR ALL LEVELS WITH A FOCUS ON SENIORS, BUT WHAT WE KNOW IN DISTRICT 5 IN PARTICULAR IS WE HAVE A LOT OF GRANDPARENTS TAKING CARE OF GRANDCHILDREN SO THERE'S A LOT OF VALUE AND OPPORTUNITY. LOOKING FORWARD TO THAT PARTNERSHIP.

LAST COMMENT. IN TERMS OF AFFORDABILITY AS A BARRIER, I FEEL LIKE THE COST PER MONTH SHOULD BE SOMETHING WE HAVE SOME EVERY RESTROOM.

[LAUGHTER]. FLYERS EVERYWHERE. YES, $2,000 A MONTH.

THAT IS WILD. BUT I THINK THAT DEMONSTRATES THE IMPORTANCE OF THE PROGRAMS OF BOTH THAT YOU AND MELODY HAVE TAKEN ON.

I HAD A CONVERSATION WITH A CONSTITUENT YESTERDAY THAT WAS TALKING ABOUT HOUSING AFFORDABILITY, BUT SHE ALSO HIGHLIGHTED THE INTERSECTION OF CHILDCARE.

SHE'S LIKE I AM THIS AGE AND I REALLY WANT A CHILD, BUT MY RENT IS TOO DAMN HIGH.

SO JUST REALLY GRATEFUL FOR THE WORK THAT Y'ALL HAVE TAKEN ON THERE.

THANK YOU, DR. BRAY. AND LASTLY, DA-LE, I WANT TO THANK YOU AND YOUR TEAM.

YOU'RE WELL AWARE IN DISTRICT 5 OR THE CITY OFFICE ARE NOW BOTH IN OUR PUBLIC LIBRARY SPACES AND WHAT WE LOVE IS WHEN WE HEAR THE PROGRAMMING.

YOU CAN HEAR THE KIDS LAUGHING, HAVING A GOOD TIME AND THE PARENTS AS WELL WHEN THERE'S THE YOUTH PROGRAMMING TAKING PLACE. SO JUST REALLY GRATEFUL FOR THAT WORK. AND AS SOMEONE WHO GREW UP GOING TO OUR PUBLIC LIBRARIES WALKING AFTER ELEMENTARY SCHOOL I KNOW THOSE NUMBERS AREN'T TRACKED, BUT WITH THE FIELD OFFICES WE CONTINUE TO SEE THE SAME TREND OF OUR ELEMENTARY KIDS. THEY MAY NOT BE CONNECTED TO AN AFTER SCHOOL PROGRAM, BUT THEY ARE CONNECTED TO THE LIBRARY AND UTILIZING THE AMENITIES THERE.

SO JUST REALLY GRATEFUL FOR THE WORK OF YOU AND THE PUBLIC LIBRARY STAFF.

[00:55:03]

THANK YOU, DALE. THANK YOU, CHAIR. >> GALVAN: COUNCIL MEMBER

MUNGIA. >> MUNGIA: THANK YOU VERY MUCH.

WE'LL START WITH ITEM NUMBER 2 AND THANK YOU FOR THE HEAD START TRAINING I DID.

I GOT TO LEARN A LOT MORE ABOUT HEAD START WITH YOU AND REBECCA THE OTHER DAY.

THANK YOU FOR THAT. QUICK QUESTION. THIS IS THE CITY-SPONSORED HEAD START AND IT'S GOING TO SPECIFIC SCHOOLS AND DISTRICTS.

BUT JUST TO BE CLEAR ALL THE DISTRICTS RECEIVE HEAD START THROUGH ANOTHER FORM OR

FASHION, CORRECT? >> EITHER THROUGH THE SCHOOL DISTRICT.

SO FOR EXAMPLE, SOUTH SAN IS THEIR OWN FISCAL GRANT AND PROVIDE HEAD START FROM THEIR SCHOOLS. AND THEN YOU MIGHT HAVE EVANCI, A NON-PROFIT PROGRAM PROVIDES THE PROGRAMS IN DIFFERENT CENTERS. SO THERE'S A COUPLE OF

DIFFERENT WAYS. >> MUNGIA: OKAY. BUT EVERY SCHOOL DISTRICT

HAS A HEAD START? >> HAS SLOTS FOR HEAD START. >> MUNGIA: MY OTHER QUESTION IS THE ONES WE WERE JUST TALKING ABOUT, DO THE FAMILIES IN THOSE OTHER HEAD START PROGRAMS HAVE SIMILAR ACCESS TO OTHER PROGRAMS THAT YOU ALL LEVERAGE WITH

OTHER CITY PROGRAMMING THAT DO YOU? >> SO AS FAR AS THE ONES I MENTIONED SPECIFICALLY GREEN AND HEALTHY HOMES, THEY WOULD HAVE ACCESS IF THEY APPLIED -- CAME AND APPLIED THROUGH THE PROGRAM IF THEY'RE AWARE OF IT.

THERE MIGHT NOT BE AT MUCH AWARENESS AS WE HAVE SIMPLY BECAUSE IT'S A SISTER

DEPARTMENT. >> MUNGIA: ABSOLUTELY. >> BUT IT IS SOMETHING THAT WE CAN WORK WITH THOSE. WE HAVE A CONSORTIUM OF THE HEAD START PROVIDERS.

THAT COULD BE A TOPIC. >> MUNGIA: BECAUSE I DON'T KNOW WHAT THE AWARENESS OF FAMILIES IS TO THESE PROGRAMS. I'M VERY GRATEFUL THAT THEY HAVE THE READILY AVAILABLE INFORMATION, BUT I WANT TO MAKE SURE THAT OTHER DISTRICTS THAT HAVE HEAD START THAT THE FAMILIES ARE AWARE OF THE PROGRAMMING AVAILABLE TO THEM SO THERE'S A WAY THAT WE CAN BE HELPFUL TO THAT TOO I THINK THAT'S

IMPORTANT. >> THAT'S A GOOD POINT. I KNOW THAT [INDISCERNIBLE] HEALTH WORKS WITH AT LEAST EVANCI ON THEIR DENTAL CARE AND VACCINATIONS, SO THERE ARE A COUPLE OF HEAD START AGENCIES THAT ARE WORKING WITH HEALTH.

>> MUNGIA: GREAT, AWESOME. APPRECIATE THAT. I'LL GO TO ITEM NUMBER 3, DR. BRAY, THANK YOU VERY MUCH FOR THAT. DO YOU ALL HAVE A MAP OF THE

CHILDCARE DESERTS IN SAN ANTONIO? >> WE DO, AND THERE'S ACTUALLY CHILDREN AT RISK PUTS OUT A MAP. I CAN ACTUALLY SEND YOU A LINK. IT CAN BE QUERIED IN A LOT OF DIFFERENT WAYS BY QUALITY DESERT, STRAIGHT DESERT, DIFFERENT AREAS. YES, WE DO HAVE THAT.

>> MUNGIA: I THINK IF YOU COULD SEND THAT TO US, THAT WOULD BE HELPFUL.

AND I WANT TO SAY THE ED UCARE PARTNERSHIP THAT YOU ARE WORKING WITH A&M IS INCREDIBLE. THERE'S IN A BUILDING, I THINK BITS ALREADY BEEN

CONSTRUCTED OR BEING CONSTRUCTED NOW,. >> IT'S IN PROCESS.

>> MUNGIA: I KNOW THERE WILL BE A GOOD PARTNERSHIP THERE WITH SOUTHWEST ISD.

AND TALKING TO ALEX WE WERE TALKING ABOUT ALL THE ADVANCED MANUFACTURING JOBS ON THAT SIDE OF TOWN, AND THE HOURS PEOPLE WORKED THERE, AND IT'S REALLY A HUB, BUT IT DOESN'T EXIST ANYWHERE ELSE IN THE COUNTRY.

AND I'M SURE THAT AREA HAS A LACK OF OPPORTUNITIES THERE. SO THAT'S GOING TO BE REALLY BENEFICIAL AND I THINK THERE'S GOING TO BE SOME CROSSOVER WITH THE TEACHERS -- STUDENTS TRYING TO GET TEACHING CERTIFICATES THROUGH A&M.

SO THAT'S A REALLY GOOD PARTNERSHIP THAT WILL BE COMING ON THE FAR SOUTHSIDE.

>> AND WE ARE EXCITED BECAUSE IT'S THE FIRST -- ONE OF OUR CENTERS THAT WE'RE GOING TO HAVE EXTENDED HOURS CARE. SO WE'RE GOING TO TRY TO FIGURE OUT HOW MUCH IS NEEDED BECAUSE WE KNOW THERE'S SOME NEED, BUT WE DON'T KNOW HOW MUCH AND AT WHAT HOURS. SO EDGE JEW CARE EDUCARE IS SOME

CAN WORK THAT OUT. >> MUNGIA: I KNOW THEY HAVE DIFFERENT SHIFTS THAT THEY HAVE NOW AND THE JCB WILL COME ONLINE ALSO. I THINK LOOKING AT WHAT CURRENTLY HOURS ARE FOR PEOPLE, I THINK THAT WOULD BE REALLY HELPFUL FOR THEM

TOO. >> IT'S IMPORTANT TOO BECAUSE A LOT OF FOLKS THINK THAT ALL FAMILIES WOULD WANT CARE NEAR THEIR WORKPLACE, BUT THAT'S NOT THE WAY THAT FAMILIES ALWAYS MAKE DECISIONS. SOMETIMES THEY WANT IT NEAR HOME. SO WE'LL LEARN ABOUT WHAT THE NEED IS.

>> MUNGIA: GREAT. THAT'S AWESOME. APPRECIATE THAT.

REAL QUICK, I DO SUPPORT THE EFFORTS -- I KNOW YOU'RE IN TALKS RIGHT NOW ABOUT THE RELOCATION OF -- I'M NOT SURE WHAT YOU CALL THAT CENTER OVER BY 90.

>> THE WEST CENTER. VERY CLEAVER NAME, NORTH, SOUTH, EAST, WEST.

>> I'M VERY SUPPORTIVE OF THE CONVERSATIONS YOU'RE HAVING TO SEE WHAT OPPORTUNITIES EXIST WITH THEM. AND OF COURSE THEY'VE IDENTIFIED THE EXTREME GAP WITH MILITARY FAMILIES THAT EXIST RIGHT THERE ON LACKLAND AIR FORCE BASE. I THINK THAT'S A UNIQUE OPPORTUNITY TO GET FOLKS WHO WORK IN THE AREA, MILITARY FAMILIES AND BOEING FOLKS AND PORT FOLKS AND EVERYBODY

[01:00:03]

I THINK THAT'S A REALLY GOOD OPPORTUNITY. >> WE'RE EXCITED ABOUT THAT.

>> MUNGIA: THANK YOU VERY MUCH. SO ITEM NUMBER 4, THANK YOU, DALE FOR YOUR PRESENTATION. YOU ALL HAVE SOME GREAT PROGRAMS. AS THE COUNCIL MEMBER MENTIONED, MY MIDDLE SCHOOL IS RIGHT NEXT TO A LIBRARY AND IT REALLY WAS AN UNOFFICIAL DAY CARE FOR AFTER SCHOOL.

THAT WAS WHEN THE PC GAMES WERE POPULAR AND WE WOULD HANG OUT THERE UNTIL OUR PARENTS PICKED UP OR THE LIBRARY CLOSED. I THINK THE LIBRARIANS ARE DOING THE LORD'S WORK AND THEY DON'T EVEN KNOW WHEN THEY SIGN UP FOR IT.

I THINK FOR ME IF YOU CAN GO TO SLIDE NUMBER 3 ON THIS PRESENTATION, I THINK WHAT WOULD BE HELPFUL TO SHOW US NEXT TIME TOO IS REALLY THIS MAP JUST SOOMED OUT.

SO I KNOW THIS IS WHERE THE LIBRARIES ARE, BUT I'M TRYING TO MAKE A POINT ABOUT THE GEOGRAPHIC NATURE OF THE CITY. SO THE MOST SOUTHERN LIBRARY YOU HAVE THERE IS IN MY DISTRICT, CORTEZ LIBRARY. IT'S A GREAT LIBRARY.

WE HAVE A LOT OF DISTRICT THAT GOES BEYOND THAT SOUTH. SO IF YOU ZOOM OUT I WANT EVERYBODY, ALL MY COLLEAGUES, TO SEE THE ENTIRE 1604 MAP AND WHERE THE LIBRARIES ARE BECAUSE THERE'S A HUGE GAP ON THE FAR SOUTHSIDE AND FAR EASTSIDE OF SAN ANTONIO. I JUST WANT EVERYBODY ELSE TO BE AWARE OF THAT, ESPECIALLY THOSE THAT HAVE LIBRARIES ON 1604. SO THAT WOULD BE REALLY GOOD GOOD. FOR ME ALSO I THINK SOME OF THE PROGRAMMING, AND I UNDERSTAND DATA. IF YOU COULD ALL LET US KNOW WHICH -- WHERE THE NUMBERS ARE IN REGARDS TO OUR COUNCIL DISTRICTS OR OUR LIBRARY GRAUNCHES WOULD BE VERY HELPFUL TO US. IF THERE IS LOWER PARTICIPATION IN OUR DISTRICT I WANT MY STAFF WORKING TO TRY TO GET MORE PEOPLE TO OUR LIBRARIES AND I THINK MY OTHER COLLEAGUES WOULD APPRECIATE THAT TOO TO KNOW WHERE OUR BUSY BRANCHES ARE, WHERE WE NEED TO DO MORE WORK. I THINK IT'S ALSO HELPS ME UNDERSTAND, RIGHT, BECAUSE I HAVE JOHNSTON LIBRARY AND CORTEZ, VERY SMALL FOOTPRINT, VERY BUSY LIBRARIES, BUT THERE IS NO REAL SPACE TO DO ACTIVITIES OUTSIDE OF THE LIBRARY BECAUSE IT'S REALLY LIMITED, RIGHT? SO AS LIKE FOR BOND OPPORTUNITIES I WANT TO KNOW IF THERE'S OPPORTUNITIES NEXT TO THE LIBRARIES I CAN EXPAND A LITTLE BIT OR ADD SOMETHING OR IF THERE'S A PARK OR SCHOOL NEARBY THAT WE COULD REALLY UTILIZE SOME OF THAT OUTDOOR ACTIVITY

THAT WOULD BE HELPFUL FOR US TO KNOW ALSO. >>

>> THAT'S SOMETHING EASY FOR US TO PROVIDE. >> MUNGIA: APPRECIATE

THAT. THANK YOU, CHAIR. >> GALVAN: THANK YOU, COUNCIL MEMBER. AND I APPRECIATE THE COMMENTS ABOUT THAT.

I THINK IT WILL IDENTIFY SOME OF THE THINGS WE HAVE IN PLACE AND WHAT THINGS WE DO AND HOW WE CAN BRING THEM TOGETHER. THANK YOU FOR THAT.

COUNCIL MEMBER KAUR. >> KAUR: I'LL GO BACKWARDS SINCE COUNCIL MEMBER MUNGIA ENDED WITH THE LIBRARY SYSTEM. AND I HEARD THE LAS PALMAS OPENING WAS THIS WEEKEND AND WAS BEAUTIFUL. CONGRATULATIONS TO YOU ALL AND FOR COUNCILWOMAN. ONE QUESTION AROUND THAT SPECIFICALLY ALSO, DO WE TRIANGULATE DATA WITH LIKE FIGURING OUT WHO IS USING OUR LIBRARIES IN COMPARISON TO WHETHER THEY'RE IN HEAD START PROGRAMS OR IS THERE ANY WAY TO GET INFORMATION

LIKE THAT? >> WE DON'T HAVE A WAY TO DO THAT.

I THINK IT'S SOMETHING WE COULD TALK ABOUT TOGETHER BECAUSE THE OTHER

DEPARTMENTS MAY. >> I JUST WANT TO ADD THAT PRE-K 4 SA INTENTIONALLY DOES NOT HAVE LIBRARIES IN OUR SCHOOLS BECAUSE WE BELIEVE THAT WE SHOULD BE CONNECTING FAMILIES TO A LIFELONG RESOURCE, WHICH IS OUR PUBLIC LIBRARIES AND THEY'RE A GREAT PARTNER. SO YOU WILL ALL OF OUR CHILDREN IN PRE-K 4 SA WORK AT THE -- AND THE FAMILIES HAVE ACCESS TO THEM AND WE HELP THEM GET LIBRARY CARDS AND ALL THOSE SORTS OF THINGS. I DON'T KNOW.

I HAVEN'T NECESSARILY TRACKED WHETHER THEY GO TO THE LIBRARY AFTER OTHER TIMES FORMALLY, BUT WE COULD PUT THAT ON OUR SURVEY THIS YEAR.

>> KAUR: THAT'S WHAT I WAS GOING TO ASK. IT MIGHT BE GOOD EVEN IF ITSELF-REPORTING TO BE ABLE TO SEE WHICH FAMILIES EITHER IF THEY'RE PRE-K 4 SA OR HEAD START ARE ACTUALLY USING OUR PROGRAMS AT THE LIBRARY.

AND EVEN IF THEY'RE SELF-REPORTING, GO TO THE WAGON PROGRAM OR GO TO STORY TIME, THAT WAY WE CAN SEE MULTIPLYING THE FACTS. IF KIDS AT PRE-K 4 SA ARE RECEIVING MORE SERVICES THAN HEAD START. THAT'S JUST AN EXAMPLE.

BUT TRYING TO BASICALLY SEE WHO IS GETTING MULTIPLE FORMS OF TOUCH POINTS FROM

US. >> ABSOLUTELY. THE PROGRAMS THAT HAVE ENROLLMENT LIKE HEAD START OR PRE-K 4 SA, I THINK WE COULD THINK TOGETHER ABOUT A

WAY TO AT LEAST LIKE YOU SAY, AT LEAST ASK. >> KAUR: THAT WOULD BE

[01:05:02]

I DON'T KNOW THAT I'VE EVER SEEN THAT, BUT I'M SURE YOU GUYS HAVE SHOWN THE BOARD.

BUT JUST SO WE UNDERSTAND WHERE THE LIBRARIES IN OUR DISTRICTS ARE GETTING THE

MOST AMOUNT OF USAGE. >> IE DOES CENTRAL LIBRARY SEE A HUGE UPTICK ON TUESDAY NIGHT WHEN WE HAVE FREE PARKING DOWNTOWN? IT WILL HELP US SEE WHERE AT LEAST FOLKS ARE GOING. I KNOW I HAVE GOTTEN A COUPLE REQUESTS FOR SAN PEDRO LIBRARY TO BE OPEN EARLIER, BUT IS THERE REALLY SHOWING DEMAND FOR THAT?

I KNOW IT'S LARGER, NOT IN FACT NECESSARILY SPECIFIC -- >> WE CAN THINK ABOUT WHAT WE HAVE. I DON'T REALLY KNOW WHAT WE MIGHT HAVE.

THERE MIGHT BE SOMETHING. >> KAUR: THANK YOU SO MUCH.

I APPRECIATE THAT. AND SORRY, THE LAST THING I HAVE IS DO WE ALSO HAVE WAYS TO TRACK CHILDREN'S BOOKS THAT ARE BEING USED DIGITALLY AND WHERE THOSE BOOKS ARE BEING USED? LIKE CAN WE TRACK HOME ADDRESSES AND HOW MANY CHILDREN'S BOOKS ARE BEING USED DIGITALLY TO THOSE ADDRESSES?

>> THAT MIGHT BE POSSIBLE. I KNOW WE HAVE SOME WAYS TO CONNECT DIGITAL USE WITH WHERE THE LIBRARY CARD WAS ISSUED, I THINK. SO THAT'S SOMETHING WE CAN DEFINITELY SEE THAT IF WE CAN DO THAT. WE DO HAVE -- WE MAP WHERE MORE THAN HALF OF THE PEOPLE IN A CENSUS TRACK WHICH LIBRARY THEY USE AND I KNOW THERE'S SOME DIGITAL USE THAT'S WRAPPED INTO THAT. SO IT MAY BE -- THAT

CERTAINLY MAY BE POSSIBLE. >> KAUR: OKAY. THE REASON WHY I'M ASKING IS BECAUSE WE KNOW DIGITAL LOANS MAKE IT VERY EASY FOR FAMILIES TO GET ACCESS TOW BOOKS AND RESOURCES. SO I'M TRYING TO SEE WHERE THOSE SERVICES ARE BEING USED MORE THROUGH DATA. SO THAT WAS THE REASON WHY I WAS SEEING WHAT WE COULD GET, AND LEADING INTO OUR NEXT CONVERSATION OF LIKE WHAT WE'RE TRACKING FOR THE EXPLORER COMPONENT. THANK YOU SO MUCH. AND THEN DR. BRAY, THANK YOU FOR YOUR PRESENTATION. ARE YOU GUYS USING MCLASS FROM AMPLIFY OR A DIFFERENT CLASS ASSESSMENT TO THE QUESTION THAT COUNCIL MEMBER CASTILLO ASKED.

>> M CLASS IS WHAT WE USE IN EDGEWOOD, BUT CLASS IS THE CLASSROOM ASSESSMENT SCORING SYSTEM, WHICH IS A NATIONAL STANDARD OR EARLY LEARNING ASSESSMENT THAT MEASURES THE QUALITY OF INSTRUCTION GOING ON IN THE CLASSROOM. HEAD START USE IT AS WELL.

>> KAUR: DO YOU GUYS USE CIRCLE? >> WE DON'T USE CIRCLE.

>> KAUR: AND THE ONLY OTHER QUESTION THAT I HAD FOR YOU GUYS IS HOW YOU HAVE LATELY YOU'VE BEEN THE TOPIC OF TOWN WITH OUR AFFORDABLE HOUSING DEVELOPERS BECAUSE NOW THAT WE INCLUDED Y'ALL IN THE RUBRIC, EVERYONE IS LIKE, WE NEED PRE-K 4 SA AT OUR SITE. SO I'VE HAD THREE SEPARATE DEVELOPERS BE LIKE, WE'RE GOING TO HAVE HAVE PRE-K 4 SA. I'M LIKE REALLY? THAT'S A LOT OF GROWTH IN A YEAR. [LAUGHTER].

SO MY QUESTION IS JUST HOW ARE YOU GUYS -- WHAT ARE YOU USING -- I KNOW YOU'VE BEEN VERY STRATEGIC ABOUT WHERE YOU'RE GROWING AND HOW. AND COUNCIL MEMBER MUNGIA REPORTED THE GROWTH AT PORT SA AND WE WERE TALKING TO THEM AND WE SUPPORT THAT OBVIOUSLY WITH THAT BASE THERE, BUT THERE ARE ALSO NEEDS IN A LOT OF OTHER PARTS OF COMMUNITIES WHERE FOLKS ARE THINKING OF HOUSING, LIKE WAS MENTIONED.

HOW ARE YOU FIGURING OUT WHAT CONSIDERATIONS ARE YOU THINKING ABOUT WHEN YOU'RE

DETERMINING WHERE YOU'RE GOING TO GO AND HOW? >> SO A COUPLE OF THINGS.

ONE IS THAT PRE-K 4 SA IS A CAPACITY-BUILDING ORGANIZATION.

IT IS NOT THE GOAL OF PRE-K 4 SA TO BE ON EVERY CORNER. THAT IS NOT.

SO WITH EVERY AFFORDABLE HOUSING PARTNER WE HAVE TALKED ABOUT WHAT IS THE NEED, WHAT ARE YOU TRYING TO DO AND WHAT MIGHT THAT LOOK LIKE? SO IT COULD LOOK LIKE EVERYTHING FROM A MICROPRE-K 4 SA SITE THAT IS COMPLETELY OPERATED BY US IF AGAIN IT IT'S FITS INTO WHERE WE NEED TO BE SERVING FAMILIES, TO US HELPING A PROVIDER THAT WE PARTNER WITH OPEN UP A SITE THAT WE WILL HELP TO OVERSEE AND MAKE SURE THAT IT'S QUALITY THE SAME WAY THAT WE WOULD WITH ANY OF THE OTHER SITES TO HELPING THE HOUSING DEVELOPER IF THEY HAVE A PROVIDER THEY WANT TO WORK WITH OR SOME OTHER FORM THAT WE CAN FIGURE OUT HOW DO WE PROVIDE SUPPORT TO THAT INDIRECTLY. IT'S NOT REALLY A PRE-K 4 SA SITE.

WE HAVE SAID WE ARE AGNOSTIC, WE ARE NOT GETTING INTO THE DECISION OF WHAT AFFORDABLE HOUSING DEVELOPMENT SHOULD BE BUILT OR SHOULDN'T BE BUILT.

WE WILL GIVE EVERYBODY THE SAMELER SAYING WE'RE WILLING TO WORK WITH THEM AND FIGURE OUT WHAT MAKES SENSE. IT'S IMPORTANT TO US THAT IT MAKES SENSE FOR THE COMMUNITY THAT IS BEING SERVED. SO IT LOOKS -- CAN LOOK A

LOT OF DIFFERENT WAYS. >> KAUR: THAT'S GREAT. I LOVE THAT.

AND THEN THE DASHBOARD THAT YOU'RE TALKING ABOUT, I JUST LOOKED IT UP AND YOU WON'T BE SURPRISED AT WHERE THE CHILDCARE DESERTS ARE. IT'S LIKE WEST AND SOUTH.

>> YEAH, IT'S VERY PREDICTABLE. >> KAUR: IT'S VERY

PREDICTABLE. >> YES. >> KAUR: I HAVE A LITTLE

PIECE OF THE WEST. >> AND IT'S EVEN MORE DEPRESSING WHEN YOU LOOK AT

QUALITY DESERTS. >> KAUR: THAT'S MY NEXT COMPONENT.

[01:10:02]

I THOUGHT -- MAYBE I MADE THIS UP. I THOUGHT WE WERE WORKING ON ONE LOCALLY WHERE YOU COULD CLICK ON A PROVIDER TO SEE WHAT THEIR STANDARD WAS FOR

TRS. >> WE ARE WORKING ON A SEARCH TOOL SO THAT HAS BEEN --E PROCESS OF PROCURING A VENDOR TO BE ABLE TO PUT THAT TOGETHER.

SO WE ARE ACTUALLY REVIEWING PROPOSALS NOW. HOPEFULLY THAT WILL BE OUT NEXT YEAR. AND IT'S IT'S REALLY A FAMILY TOOL SO THAT THEY CAN SEE WHERE ARE PROVIDERS AVAILABLE, HOPEFULLY WITH REALTIME DATA OR CURRENT DATA. DO YOU HAVE AN OPENING? WHAT HOURS DO YOU HAVE? DO YOU TAKE MILITARY? ALL THE IMPORTANT THINGS TO OUR FAMILIES.

>> KAUR: THAT WOULD BE HELPFUL BECAUSE I SEARCHED "BEST CHILDCARE IN SAN

> THERE'S NOTHING OUT THERE Select to skip to this part of the video">ANTONIO" AND IT'S LIKE PRIMROSE SCHOOL. >> THERE'S NOTHING OUT THERE FOR FAMILIES. I CAN'T TELL YOU HOW MANY QUESTIONS I GET A MONTH FROM DIFFERENT PEOPLE. WHERE SHOULD I SEND MY CHILD TO CHILDCARE?

>> KAUR: WELL, AND THE OTHER THING THAT MIGHT BE HELPFUL , BECAUSE EVEN FOR ME I GET CONFUSED BETWEEN THE DIFFERENCE BETWEEN TRS3 AND 4, SO IF IT'S CONFUSING

FOR ME, WE SHOULD HELP FOLKS FIGURE OUT A WAY. >> AND THEN YOU HAVE NAECY

ACCREDITATION, IT'S VERY CONFUSING. >> KAUR: SOMETIMES I WONDER IS THAT PERSON NOT NATIONALLY ACCREDITED BECAUSE OF THE COST OF IT OR THEY AREN'T AT THAT QUALITY. THE LAST THING, THERE WAS A CHILDCARE BETWEEN DISTRICT 5 AND MINE THAT RECENTLY GOT SHUT DOWN AND I WAS BUMMED ABOUT IT BECAUSE THEY WERE TRYING TO DO THEIR BEST. BUT I JUST WANTED TO ECHO THE COMMENTS BEING SAID.

OUR CHILDCARE FACILITIES STRUGGLE SO MUCH AND THEY'RE REALLY, REALLY TRYING TO DO THEIR BEST. BUT I WANT TO DOUBLE DOWN ON THAT EFFORT OF HOW DO WE CONTINUE TO HELP SUPPORT THEM BECAUSE THEY'RE IN SUCH DESPERATE NEED.

AND THEN THE LAST THING -- THANK YOU, DR. BARAY. THE LAST THING, MELODY, FOR THE READY TO WORK MONEY, I KNOW THAT WAS AN ADDED BENEFIT THAT WE INCLUDED.

I FEEL LIKE WE HAVE BEEN DEPLETING THOSE FUNDS PRETTY QUICKLY.

>> IT WAS A LITTLE BIT OF A SLOW START BUT I THINK OVER THE LAST YEAR WE SPENT

$195,000. >> KAUR: THAT IS WHAT WAS ON THERE.

IS THAT WAS BUDGETED? >> NO, BUDGETED STARTED OUT AS A MILLION DOLLARS.

>> KAUR: INTERESTING. >> BUT FOR THE YEARS FORWARD.

>> KAUR: DO YOU KNOW WHAT THE BARRIER IS THERE? >> I THINK THE FIRST BARRIER WAS REALLY PUTTING TOGETHER A SYSTEM THAT INCLUDED WORKFORCE SOLUTIONS ALAMO, PRE-K 4 SA, HELPING PARENTS IDENTIFY THE CENTER OF CHOICE QUALITY CENTERS.

AND US PROCESSING IN COORDINATION WITH WORKFORCE SOLUTIONS.

>> KAUR: ABLE TO EXECUTE? >> RIGHT. AND GETTING THE WORD OUT TO PARENTS THAT IT WAS AVAILABLE AND ENSURING THAT THEY WERE PARTICIPATING IN READY TO WORK, THAT THEY WERE INCOME ELIGIBLE, AND THAT THEY WERE WILLING TO GET THEMSELVES ON THE WAIT LIST FOR LONGER-TERM CHILDCARE THROUGH CCS.

THAT'S A REQUIREMENT. >> KAUR: I FEEL LIKE I HAVE HEARD IT'S SUCH A BARRIER SO I'M KIND OF SHOCKED TO SEE THAT FAMILIES AREN'T USING IT.

I WOULD BETTER THOUGHT WE WERE GOING TO BE INUNDATED. AND SO WE ANTICIPATED HAVING TO ADD ADDITIONAL ENROLLMENT PEOPLE AND THAT JUST DIDN'T HAPPEN.

PART OF IT IS THAT THE REFERRAL HAS TO COME FROM THE CASE MANAGER, WHO IS WORKING WITH THE READY TO WORK PARTICIPANT. AND THERE WAS A SLOW START THERE, HELPING THE CASE MANAGERS UNDERSTAND THAT YOU REALLY NEED TO ENROLL THE FOLKS AND MOVE THEM ALONG. AND I THINK WE'RE REFINING THAT, SO WE'LL SEE

INCREASES. >> KAUR: IT WOULD BE GREAT -- IK MIKE'S HERE.

BUT THE NEXT TIME WE GET A REPORT ON READY TO WORK TO BE ABLE TO OVERLAY SOME KIND OF WAY TO SEE WHO IS ACTUALLY RECEIVING THE BENEFIT FOR THE CHILDCARE.

I DON'T KNOW. LIKE, THE DASHBOARD DOESN'T SHOW THAT.

I DON'T KNOW HOW WE COULD SHOW THAT IN A WAY THAT WOULD HELP US UNDERSTAND IF

THERE ARE GAPS IN USAGE FOR IT. >> YEAH.

WE CAN DEFINITELY TRACK WHICH PARTICIPANTS, LIKE THE AREAS, GEOGRAPHICALLY, WHERE

PARTICIPANTS ARE TAKING ADVANTAGE OF THAT SUPPORT. >> KAUR: AND WHICH OF

THE -- >> PRIME PARTNERS? >> KAUR: YEAH.

>> BECAUSE WE TALKED TO THEM AS WELL TO FIGURE OUT WHAT IS THE ISSUE HERE THAT THIS IS SUCH A BARRIER. WHAT'S THE DISCONNECT? AND QUALITATIVELY WE HAVE GOTTEN FEEDBACK ABOUT PARENTS' RESPONSE TO I WANT TO KEEP BOTH OF MY CHILDREN

[01:15:06]

AND I THINK ALL OF THAT HAS CONTRIBUTED TO SOME OF THE BARRIERS THAT WE'RE NAVIGATING THROUGH. BUT IT DOES SEEM LIKE IT'S STARTING TO PICK UP NOW.

>> KAUR: YEAH. AND MAYBE A SPECIFIC MARKETING CAMPAIGN TO EITHER SINGLE MOMS OR JUST CAREGIVERS THAT'S FOCUSED ON READY TO WORK WITH CHILDCARE, SO WE CAN CHANGE THAT NARRATIVE, IN CASE THAT IS A SPECIFIC BARRIER.

THANKS, DR. BARAY. THE LAST QUESTION, MEL, I KNOW HEAD START DOES NOT REQUIRE IT BUT HAVE WE EVER CONSIDERED DOING -- WE CAN GET FEEDBACK, IF WE NEED TO -- AND THIRD-GRADE READING SCORES ABOUT KIDS WHO HAVE GONE THROUGH HEAD

START, AND OUR HEAD START, SPECIFICALLY. >> JUST SOMETHING WE HAVE BEEN WORKING THROUGH WITH THE SCHOOL DISTRICTS TO PROVIDE THAT DATA.

WITH EDGEWOOD, WE KNOW THAT HEAD START KIDS DO BETTER THAN NON-HEAD START KIDS.

BUT EDGEWOOD IS A GOOD CONTROL GROUP. NON-HEAD START KIDS ARE SIMILAR IN INCOME. THEY HAVE A HIGHER FREE REDUCED -- 100%.

SAN ANTONIO ISD IS COMPRISED OF A NUMBER OF DIFFERENT AREAS THAT ARE HIGHER INCOME, ABOVE INCOME. WITH SAISD, TO MAKE THAT COMPARISON, WE WOULD NEED TO

CREATE A CONTROL GROUP. >> KAUR: GOT IT. OKAY.

ALL RIGHT. CAN YOU GUYS SEND US THAT THIRD-GRADE DATA FOR EDGEWOOD? I DON'T THINK I HAVE EVER SEEN THAT ONE.

>> SURE. REBECCA REMINDED ME THAT ONE OF THE REASONS WE'VE BEEN SLOW TO ENROLL IN READY TO WORK IS THAT A LOT OF THE PARENTS WANT TO USE HOME CARE. SO THEY WANT A RELATIVE, SELF-ARRANGED CARE AND WE

DON'T PAY FOR THAT. >> KAUR: THANK YOU, CHAIR. >> GALVAN: I KNOW

COUNCILWOMAN CASTILLO HAD SOME QUESTIONS. >> CASTILLO: JUST THE PARTNERSHIP WITH PRE-K 4 SA AND PORT SAN ANTONIO, JUST WANTED TO EXPRESS THE NEED

AND SUPPORT FOR THAT INITIATIVE AS WELL. >> GALVAN: THANK YOU SO MUCH. I HAVE A BILLION QUESTIONS BUT I'M NOT GOING TO DO ALL THAT TO TAKE ANOTHER HOUR. BUT I'LL SEND SOME OUT TO TALK ABOUT OFFLINE AND MAYBE GET TO THE NEXT PRESENTATION. I REALLY APPRECIATE THE CONVERSATION ABOUT -- I CAN'T REMEMBER EXACTLY WHO SAID -- I THINK IT WAS COUNCILMAN MUNGIA ABOUT THE COORDINATION WITH HEAD START AND PRE-K 4 SA.

HOW CAN WE BETTER ALIGN THEM IS SOMETHING I THOUGHT ABOUT A LOT WHILE SERVING ON THE CAB. TRYING TO UNDERSTAND WE'RE DOING A LOT OF WORK WITH OURS BUT HOW DO WE MAKE SURE WE HAVE THIS INTEGRATION WITH THE OTHER HEAD START PROVIDERS. TO MAKE SURE WE'RE MOVING TOGETHER BUT SEEING WHAT OVERLAP THERE IS FOR SOME OF THE PROGRAMMING. WE HAVE PARKS, LIBRARIES, ET CETERA. AND HOW CAN WE TRACK THE DATA GOING FORWARD.

HAVE WE SEEN THE ATTENDANCE RATE CONTINUING ON FROM MIDDLE SCHOOL, ET CETERA.

HOW CAN WE FORMALIZE THOSE RELATIONSHIPS A BIT MORE AND SO WE CAN CONTINUE TALKING ABOUT THAT WITH OUR PARTNERS AS WELL. BUT I WOULD LIKE TO SEE HOW WE CAN DO THAT . I JUST WANTED TO LEAVE THAT COMMENT THERE, I GUESS.

FOR SOME OF THE WORK ABOUT THE -- I THINK IT WAS THE DHS DOING THE TRS CERTIFICATION. WHAT'S THE SIMILARITIES Y'ALL DO WITH THE

PRE-K 4 SA'S SHARED SERVICE ALLIANCE? >> WOOSLEY: THERE'S PROBABLY SOME OVERLAP AND I THINK THE BIGGEST DIFFERENCE IS WE ONLY WORK WITH PROVIDERS THAT ACCEPT THE CCS SUBSIDIES. SARAH AND PRE-K 4 SA WORK WITH ALL PROVIDERS IN THE CITY OF SAN ANTONIO. AND WE ALSO WORK WITH

PROVIDERS THAT ARE IN THE 12 SURROUNDING RURAL COUNTIES. >> LET ME CLARIFY.

WE ONLY WORK WITH CCS PROVIDERS ALSO, BUT WE ONLY WORK WITHIN BEXAR COUNTY.

THEY'RE WORKING IN THE 13, 16, 14, 50-COUNTY REGION, WHICH IS RURAL, WHICH IS VERY, VERY NEEDED. BECAUSE MANY OF OUR FAMILIES WHO WORK IN SAN ANTONIO LIVE IN THOSE AREAS, I THINK FOCUSING ON HOW DO WE REACH SOME OF THE CHILDCARE PROVIDERS OUT IN THOSE MORE RURAL AREAS IS REALLY CRITICAL TO EVEN WHAT'S

HAPPENING IN BEXAR COUNTY. >> GALVAN: GOT IT. OKAY.

ARE Y'ALL WORKING WITH SIMILAR ORGANIZATIONS AS WELL THEN?

[01:20:03]

BUILDING TAKING PLACE? >> THE GOAL IS THAT PROVIDERS ARE EITHER WORKING WITH US OR THEY'RE WORKING WITH ANOTHER GROUP, WHETHER IT'S DHS.

BECAUSE OF THE FUNDING STREAMS, THAT DOESN'T ALWAYS HAPPEN.

BUT THERE'S NOT ENOUGH TO GO AROUND AS IT IS, AND SO HOW DO WE ALIGN SO THAT PROVIDERS ARE WORKING WITH ONE. IT'S ALSO BETTER IN TERMS OF THE APPROACH AND JUST THE CONTINUITY AND ALL THOSE THINGS TO MAKE SENSE.

YOU DON'T HAVE A BUNCH OF PEOPLE COMING IN TO YOUR CENTER.

BUT IT REMAINS A CONTINUING WORK IN PROGRESS TO BE ABLE TO ALIGN THAT.

OF COURSE, THE PROVIDERS ARE LIKE, NO, I WANT IT ALL. IF I'M ELIGIBLE FOR THAT, THAT, AND THAT. BEING ABLE TO HELP THEM UNDERSTAND THAT REALLY WE

NEED TO BE MORE STRATEGIC ABOUT THAT. >> GALVAN: I THINK THAT WOULD BE HELPFUL. I TALKED TO SOME CHILDCARE PROVIDERS IN DISTRICT 6 AND THEY WERE ASKING WHERE DO WE FIT INTO THIS MOLD. HOW DO WE JUMP INTO THE SHARED SERVICE LINES? SAME THING WITH HEAD START THAT ARE NOT A PART OF THE CITY, HOW DO WE FORMALIZE A RELATIONSHIP. I WOULD BE INTERESTED IN SEEING WAYS WE COULD MAKE IT MORE CENTRALIZE. IF THE FOLKS ARE LOOKING FOR THE FULL BUFFET, THEY KNOW THEY CAN COME HERE FIRST OR STAY WITH US.

IT WOULD BE GOOD TO UNDERSTAND HOW WE ARE DOING THAT.

KIND OF SEE HOW WE ARE FACILITATING THIS WORK IN OUR CITY.

THANK YOU. OF COURSE, ALSO VERY INTERESTED IN THE READY TO WORK COMPONENT THERE TOO. YEAH, I THINK IT WOULD BE REALLY INTERESTING TO SEE IF WE COULD GET A REPORT OFFLINE AS WELL ABOUT WHERE WE'RE SEEING IT RIGHT NOW, IF IT'S QUALITATIVE, THAT WOULD BE HELPFUL. DEFINITELY AGREE WITH THE HEAD START TO SEE HOW THEY ARE ALIGNING WITH THE PROGRAM AT THE LIBRARIES OR THE PARKS DEPARTMENT OR WITH OTHER HUMAN SERVICES NEEDS AND NHSD.

IT WOULD BE INTERESTING TO SEE HOW MANY WE'RE ABLE TO MULTIPLE THERE.

THIS IS A QUESTION FOR READY TO WORK, BUT WE TALKED ABOUT THE CAPACITY BUILDING.

ARE WE ALSO DOING CAPACITY BUILDING OR TRAINING CERTIFICATIONS WITH READY TO WORK FOR EARLY HEAD START OR PRE-K TEACHERS OR EARLY CHILDCARE?

>> EDUCATION, THERE'S SPECIFIC OCCUPATIONS THAT ARE WITHIN THE READY TO WORK PORTFOLIO. I THINK THE CHILD DEVELOPMENT ASSOCIATE, IS THAT THE CDA? I THINK THE CHALLENGE WITH THAT ONE HAS BEEN WAGES.

WE NEED TO MAKE SURE THAT THEY STILL QUALIFY AT THE WAGE LEVEL FOR READY TO

WORK. >> GALVAN: WHAT DOES THAT LOOK LIKE IN TANDEM WITH THE

TEACHERS FOR TOTS? ARE THEY WORKING TOGETHER? >> SO WITHIN THE READY TO WORK, WHAT I'LL SAY IS THAT WE ARE TRYING TO HELP FOLKS MOVE INTO THE ASSOCIATE'S OR THE BACHELOR'S DEGREE, BECAUSE THAT WILL HELP GET THEM INTO LONGER-TERM BETTER WAGES. THE CDA IS A CERTIFICATE THAT HAS TO BE RENEWED EVERY TWO YEARS. IT'S AN ENTRY INTO IT AND YOU CAN TRANSFER SOME OF THOSE HOURS INTO YOUR ASSOCIATE'S. ONE OF THE CHALLENGES, QUITE FRANKLY, IS THAT THE ASSOCIATE'S DEGREE AND SO SOME OF THE HOURS DON'T TRANSFER INTO AN ACADEMIC DEGREE.

SO WE'RE WORKING WITH TEXAS A&M TO DO SOME ALIGNMENT WORK.

BUT THE TEACHERS FOR TOTS IS A SPECIFIC PROGRAM THAT IS HELPING INFANT-TODDLER TEACHERS GET THEIR CDA. THEY GET $500 AFTER THEY COMPLETE THE COURSE AND GET THEIR CERTIFICATION. THEY GET $500 IF THEY STAY IN POST FOR SIX MONTHS AND

ANOTHER $500 IF THEY STAY IN POST FOR A YEAR. >> GALVAN: I THINK WE CAN FIGURE OUT OTHER WAYS WE CAN USE THAT MODEL TO EXPAND FURTHER.

I KNOW READY TO WORK WE'RE DOING A BUNCH OF THINGS THERE REDOING HER CDA BUT STILL STRUGGLING TO GET THE ASSOCIATE'S DEGREE.

YOU'RE STAYING STUCK IN THAT MODE. WHILE YOU CAN STILL DO THE PRE-K WORK, YOU'RE NEVER ABLE TO GO FORWARD IN THE INCOME.

SO, ANYWAY, I WOULD BE INTERESTED TO SEE HOW WE CAN CONTINUE THAT FOR PEOPLE IN OUR CITY WITH READY TO WORK OR ANY OTHER PARTNERSHIPS AS WELL.

I'M GOING TO PAUSE THERE FOR MYSELF AND I WILL COME BACK AROUND TO OTHER THINGS AS WE

GO FORWARD. WE CAN MOVE INTO ITEM 5. >> GOOD MORNING, CHAIR AND COMMUNITY MEMBERS. I'M REBECCA FLORES. I'M THE EDUCATION PROGRAM ADMINISTRATOR FOR THE DEPARTMENT OF HUMAN SERVICES.

[01:25:02]

I'LL EXPLAIN WHAT IT IS IN MY PRESENTATION . I WILL DISCUSS HOW THE COMMUNITY USES THIS TOOL AND SOME LIMITATIONS OF THE MODEL.

AND THEN I'LL GIVE AN OVERVIEW OF THE CENSUS BLOCK GROUP TOOLS THAT THE TEXAS EDUCATION AGENCY REQUIRES OF ALL DISTRICTS AND HAS SOME ELEMENTS SIMILAR TO THE DALLAS COMMUNITY RESOURCE EXPLORER . THE CHILD POVERTY ACTION LAB DEVELOPED THIS TOOL. THIS IS AN ORGANIZATION. IT'S A NONPROFIT AND THEY SUPPORT THE DATA EFFORTS OF THE CITY IN THE DALLAS INDEPENDENT SCHOOL DISTRICT.

THE TOOL IS ESSENTIALLY DESIGNED TO BETTER UNDERSTAND WHAT ASSETS ARE AVAILABLE IN SCHOOL COMMUNITIES AND NEIGHBORHOODS AND SOME KEY DATA ELEMENTS THAT IMPACT WELL-BEING IN SCHOOL READINESS.

THE TOOL THE FREE AND IT'S AVAILABLE FOR THE COMMUNITY TO USE WHEN THEY ARE MAKING FUNDING DECISIONS, DETERMINING WHERE PROGRAMS SHOULD GO, AND WHERE COMMUNITY RESOURCES SHOULD BE BUILT IN ORDER TO ENSURE THAT ALL DALLAS NEIGHBORHOODS HAVE ACCESS TO THE RESOURCES FOR THEIR CHILDREN AND FAMILIES.

BASICALLY IT ASSESSES COMMUNITY RESOURCES LIKE PARKS, LIBRARIES, GROCERY STORES, CHILDCARE CENTERS RESIDE WITHIN A TWO-MILE RADIUS OF EVERY DALLAS ISD SCHOOL AND IT LOOKS AT VACANCIES, HOME VACANCIES, PAY-DAY LENDING AND CASH BUSINESSES AND OTHER FACTORS THAT MAY NEGATIVELY IMPACT CHILDREN AND THEIR FAMILIES.

USING THAT INFORMATION, THEY CREATED A COMMUNITY RESOURCE INDEX, WHICH CAN PAIR THE RESOURCES, BOTH POSITIVE AND NEGATIVE, THAT RESIDE WITHIN A TWO-MILE RADIUS TO OTHER CAMPUS COMMUNITIES IN DALLAS ISD. IN ADDITION TO THE COMMUNITY RESOURCE INDEX, IT ALSO HAS INDICES FOR EVERY DALLAS ISD SCHOOL IN THE FOLLOWING CATEGORIES: COMMUNITY, ECONOMICS, EDUCATION, FAMILY, AND HEALTH.

ALL THE DAY ELEMENTS THEY COLLECT DETERMINE THE INDEX SCORE FOR EACH OF THE CATEGORIES SHOWN HERE. IT IS QUITE SOPHISTICATED AND I MUST ADMIT I TOTALLY NERDED OUT WHEN I STARTED USING THE TOOL AND WE ARE NOW GOING TO SHOW YOU A LITTLE PREVIEW OF THE TOOL. NINA WILL BE HELPING US. SHE'S A SENIOR BUSINESS ANALYST WITH DHS. JUST AN INVALUABLE MEMBER IN OUR TEAM. THERE'S A COUPLE WAYS THAT YOU CAN START. YOU CAN EITHER SEARCH BY A HIGH SCHOOL FEEDER PATTERN OR YOU COULD SEARCH BY A SPECIFIC SCHOOL. SO WE'RE JUST GOING TO DO A SCHOOL TODAY. SO IT KIND OF ZOOMS IN. THERE WERE OTHER ONES.

THEY USED TO HAVE A MAP OUT WHERE THE LIBRARIES, PARKS, AND COMMUNITIES, SO YOU COULD ALSO SEE THAT WITHIN THE TWO-MILE RADIUS. IT'S NO LONGER AVAILABLE HERE BUT BASICALLY, A LOT OF THE INFORMATION, IF YOU DOUBLE CLICK ON THE SCHOOL THING -- SO IT PULLS UP A PDF. YOU CAN PRINT IT, BUT IT GIVES YOU TONS OF INFORMATION AROUND WHAT THE COMMUNITY IS AROUND THE SCHOOL. SO IT GIVES YOU SOME GENERAL INFORMATION ON RESIDENTS IN THE COMMUNITY. IT GOES DOWN TO THE COMMUNITY RESOURCE INDEX.

THIS PARTICULAR CAMPUS, AS YOU CAN SEE, IT'S KIND OF, IN TERMS OF RESOURCES, ON THE BELOW AVERAGE OR SLIGHTLY BELOW AVERAGE COMPARED TO OTHER CAMPUS COMMUNITIES IN DALLAS ISD. KEEP SCROLLING DOWN. THEN IT GOES INTO ECONOMICS.

IT GIVES YOU THE OVERALL ECONOMIC INDEX. BUT WHAT I LOVE IS FOR EACH DATA ELEMENT, IT ALSO TELLS YOU WHERE THAT COMMUNITY RESIDES TOO AND WHERE THEY SCORE. SO, AGAIN, YOU COULD KIND OF SEE THE POSITIVES AND SOME OF THE NEGATIVE INDICATORS THAT THEY TRACK. EDUCATION, SAME THING.

IF YOU WANT TO KEEP GOING DOWN. THEN WE HAVE FAMILY.

COMMUNITY. AND THEN THE LAST BUT NOT LEAST IS SOME HEALTH INDICATORS. THERE ARE MANY MORE FEATURES OF THIS TOOL BUT WE WANTED TO GIVE YOU A HIGH-LEVEL OVERVIEW OF IT AND WE DEFINITELY ENCOURAGE Y'ALL TO EXPLORE ON YOUR OWN. AS STATED EARLIER, THIS TOOL IS CREATED SO INVESTMENT DECISIONS IN RESOURCE ALLOCATIONS MADE BY LOCAL GOVERNMENTAL ENTITIES, NONPROFITS, FOUNDATIONS, AND OTHERS COULD HAVE THE GREATEST IMPACTS AND USE THE

[01:30:01]

ONE EXAMPLE HOW THIS TOOL HAS BEEN USED IS WITH THE DALLAS ISD IN THEIR 2021 BOND. THE PLAN INCLUDED CREATING THESE COMMUNITY HUBS LOCATED IN OR NEAR SCHOOLS THAT LACKED MANY OF THE BASIC ASSETS FOUND IN THEIR SCHOOL COMMUNITIES. CURRENTLY, TWO OF THE FOUR HUBS ARE OPEN AND THEY OFFER SERVICES THAT ARE UNIQUE TO EACH COMMUNITY. AND A LOT OF THOSE SERVICES THAT THEY OFFER ARE KIND OF -- THEY PULLED THAT DATA FROM THIS RESOURCE OF WHAT SERVICE THERE SHOULD BE AT EACH OF THE HUBS. ALTHOUGH THERE'S SOME OVERLAP IN THE HUBS OPEN NOW, THEY OFFER MENTAL HEALTH SUPPORT.

ONE OF THE HUBS, FOR EXAMPLE, WHICH HAD A VERY LOW EMPLOYMENT RATE, THEY OFFER JOB-TRAINING PROGRAMS. ANOTHER COMMUNITY THAT DIDN'T HAVE A LOT OF PARKS OR ACCESS TO KIND OF WELLNESS ACTIVITIES, THEY OFFER IT THERE AT THE HUB.

BASED ON MY RESEARCH AND DISCUSSIONS WITH THE DHS DATA TEAM, WHO ARE FAMILIAR WITH THIS TOOL, WE HAVE IDENTIFIED SOME LIMITATIONS THAT WE THOUGHT WE SHOULD MENTION. OBVIOUSLY, COMMUNITIES CHANGE.

FOR EXAMPLE, SOME STORES CLOSE. SOME LIBRARIES CLOSE FOR RENOVATIONS. AND IN ORDER FOR THIS TOOL TO BE ACCURATE, THERE ARE SOME ONGOING THEY DEDICATE STAFF EVERY DAY JUST TO ENSURE THAT THE INFORMATION THEY SHARE IN THE DATABASE IS ACCURATE . EVEN WITH THOSE EFFORTS, THERE'S ALWAYS SOMETHING THAT IS A BIT OUT OF DATE. THE SECOND LIMITATION, THIS IS A LITTLE BIT MORE TECHNICAL, BUT IF YOU REMEMBER YOUR STATS 101 CLASS IT MAY SOUND FAMILIAR.

WE ALSO HAVE SOME DATA EXPERTS IN THE BACK THAT CAN DO A LITTLE TUTORIAL FOR US AT THE END. BUT THE CENSUS DATA COMES IN TRACKS THAT THEY DESIGN.

WHEN YOU ANALYZE THE DATA FROM A DIFFERENT GEOGRAPHIC AREA -- SO YOU MAKE YOUR OWN --E ACCURACY. YOU INCREASE THE MARGIN OF ERROR ON YOUR DATA.

THEY ALSO USE DATA SETS ON DIFFERENT SOURCES. THEY GET IT FROM THE CENSUS BUREAU, DALLAS, SOME THEY GET FROM THIRD-PARTY VENDORS THAT THEY BUY .

AND A FEW OF THE DATA THEY COLLECT THEMSELVES. SO EACH ORGANIZATION HAS THEIR PROCESSES FOR DATA COLLECTION AND ANALYSIS. THIS MAY CREATE SOME NOISE AND ACCURACY OF THE DATA. THE DATA SETS ARE COMING FROM DIFFERENT YEARS SO YOU MAY GET THE NUMBER OF ADULTS IN 2022 BUT THEN YOU'RE COMPARING THEM TO DATA, HOW MUCH THEY SPEND ON FRUITS AND VEGETABLES IN 2024. SOMETIMES THERE'S, AGAIN, SOME INACCURACY THERE. RIGHT NOW, THERE'S NO WAY TO CHANGE ANY OF THE INDICES OR THE THERE'S NO WAY TO DO THE CPAL. THEY STATED THIS IS AN AREA THEY WANT TO FUTURE DEVELOPMENT FOR THIS TOOL HERE IN DALLAS.

AS Y'ALL CONTINUE TO THINK ABOUT THE DALLAS TOOL, I ALSO THOUGHT IT WAS IMPORTANT FOR Y'ALL TO KNOW THAT SCHOOL DISTRICTS IN TEXAS ARE REQUIRED TO REPORT TO THE TEXAS EDUCATION AGENCY, A CENSUS BLOCK GROUP FOR EVERY ECONOMICALLY-DISADVANTAGED STUDENT IN THEIR DISTRICT. STATE FUNDING FOR THESE STUDENTS IS BASED ON WHICH BLOCK GROUP THE STUDENT IS ASSIGNED.

TEA USES FIVE BLOCK GROUPS THAT ARE BASED ON MEDIAN HOUSEHOLD INCOME, HOME OWNERSHIP, PERCENTAGE OF SINGLE FAMILIES, AND THEN LEVEL OF ADULT EDUCATION.

AND THAT KIND OF CONCLUDES MY PRESENTATION. HERE'S JUST A QUICK SUMMARY HIGHLIGHTING THE MAIN POINTS THAT I COVERED TODAY. BUT I JUST WANTED TO HIGHLIGHT ONE IN PARTICULAR THAT IF, YOU KNOW, WE CONTINUE TO THINK ABOUT A NEW RESOURCE TOOL, WE DO RECOMMEND THAT IT ALIGN WITH WHAT SCHOOL DISTRICTS ARE CURRENTLY DOING. AND THANK YOU AND I AM OPEN TO ANY QUESTIONS.

>> GALVAN: THANK YOU SO MUCH, REBECCA. BEFORE I GO AROUND THE ROOM, I THINK IT WAS THANKSGIVING BREAK I HAD SOME FRIENDS IN TOWN.

ONE OF THEM IS DOING THEIR MASTER'S ON DOING SOME DATA ANALYTICS.

SHE SAID I REALLY WANT TO DO SOMETHING WITH IT. SHE'S A TEACHER AS WELL.

I SAID, DON'T WORRY. THERE'S AN EDUCATIONAL OPPORTUNITY COMMUNITY WHERE PEOPLE ARE ASKING FOR MORE DATA . THANK YOU FOR THE WORK.

>> WE CAN GET THAT MAP YOU WANTED OF THE LIBRARIES COULD BE PART OF THIS TOO.

>> GALVAN: THERE YOU GO. MORE THINGS. WHO WOULD LIKE TO START?

COUNCILMEMBER KAUR. >> KAUR: THANK YOU SO MUCH, CHAIR.

THANK YOU FOR AGENDIZING THIS. I KNOW WE TALKED ABOUT IT LAST TIME SO I REALLY APPRECIATE THAT YOU BROUGHT IT.

I KNOW JULIA IS HERE TOO. WOULD YOU MIND JUST COMING UP AND SHARING A LITTLE BIT.

SO, JULIA -- I THINK I TOLD YOU GUYS, WITH THE BEXAR COUNTY EDUCATION COALITION .

[01:35:03]

SHE'S BEEN WORKING A LOT MORE ON THIS THAN I HAVE AND WAS THE ONE WHO BROUGHT IT TO MY ATTENTION. I THOUGHT SHE COULD SPEAK FOR A FEW MINUTES ABOUT IT.

>> ABSOLUTELY. THANK YOU SO MUCH, COUNCILWOMAN.

I THINK THIS IS AN EXCITING OPPORTUNITY FOR US TO TALK ABOUT WHERE THE OVERLAP IS BETWEEN SCHOOL DISTRICTS AND WHAT WE ARE RESPONSIBLE FOR AND WHAT THE CITY AND THE COUNTY IS RESPONSIBLE FOR AND HOW WE WORK TOGETHER TO MAKE COMMUNITIES AROUND SCHOOLS THE BEST FOR ALL CHILDREN. SO ANY AMOUNT OF DATA THAT WE CAN LOOK AT TO SAY WHERE ARE SIDEWALKS WE CAN LOOK AT.

OR WHERE ARE PROJECTS THAT ARE BEING INVESTED IN, SO WE'RE CENTERING ON ASSET LANGUAGE AS WELL AS AREAS THAT WE CAN PAY MORE INVESTMENT AND ATTENTION TO.

I THINK IT WOULD BE A GREAT OPPORTUNITY FOR US TO LOOK AT AS A CITY.

SO WE KNOW WHERE WE CAN PAY ATTENTION TO AND CARE FOR CHILDREN AND FAMILIES.

>> KAUR: THANK YOU SO MUCH FOR YOUR COMMENTS. SHE HAS A LIST OF ALL THE INDICATORS AND WHERE THE DATA IS CAPTURED FROM. SO I THINK I HAVE IT IN MY

INBOX AND I CAN SHARE IT WITH THE COMMITTEE. >> ABSOLUTELY.

>> KAUR: SOME OF THEM ARE DEBT DATA WE CAN GET FROM CENSUS.

DATA WE CAN GET FROM READY SOURCES. AND THEN SOME OF THEM WE WOULD HAVE TO WORK THROUGH OUR COMMUNITY TO FIGURE OUT. IF WE WANTED TO DO STREETLIGHTS AROUND SCHOOLS, WE WOULD HAVE TO TAKE THAT FROM OUR CITY DATABASE.

BUT SOME OF THE THINGS THAT WE'VE TALKED ABOUT IN OUR PREVIOUS MEETINGS IS WHERE DO WE HOUSE THIS? IS THIS A CITY RESOURCE? IS THIS AN EXTERNAL RESOURCE? INITIALLY, WHEN WE HAD THESE CONVERSATIONS -- AND REBECCA WAS THEM IN THEM. WE WERE LIKE, THE INNOVATION DEPARTMENT.

THAT IS SOMETHING WE HAVE TO DETERMINE. IF WE WANT TO PUT SOME ENERGY IN IT. I THINK THERE'S OPPORTUNITY FOR NONPROFITS WHO MIGHT BE INTERESTED IN HELPING SUPPORT FUNDING. THERE MIGHT BE A WAY WE COULD DO IT AS A COLLABORATIVE WHERE WE DON'T HAVE TO PAY FOR STANDING IT UP ON ITS OWN. PARTNERING WITH ORGANIZATIONS THAT ARE ALREADY DOING THE WORK. AND SO IT MIGHT BE BETTER IN THAT WAY IN THAT WE DON'T HAVE TO BE THE ONES RESPONSIBLE FOR THE DATA MANAGEMENT.

THAT'S A BIG THING THAT WE HAVE TO CONTINUOUSLY UPDATE. I DO THINK IT'S IMPORTANT -- THIS IS GREAT BUT I THINK WE COULD MODIFY IT FOR OUR COMMUNITY.

WE HAVE BEEN WORKING ON STORY MAPS OF HOW YOU CAN TELL A STORY WITH IT.

AND I THINK THAT'S A COOL COMPONENT THAT WE COULD ADD TO MAKE THE DATA MORE ACCESSIBLE FOR OUR RESIDENTS. AND THEN THE LAST THING IS TRYING TO USE IT TO GET INFORMATION. SO WE EXPLORED THE IDEA OF ASKING FOLKS WHO ARE GOING TO THE SITE TO SAY WOULD YOU SUPPORT IN INVESTING AROUND THIS AREA FOR XYZ? OR METRO HEALTH SERVICES FOR HERE? AND I ALWAYS GO BACK TO INFRASTRUCTURE, BUT MORE SIDEWALKS FOR THIS AREA SO WE COULD USE IT AS AN INTERACTIVE TOOL THAT COULD HELP US FOR OUR BOND AS WELL, I THINK. I DON'T KNOW IF THERE'S ANYTHING ELSE THAT YOU WOULD

WANT TO ADD THERE? >> NO. I THINK AS WE HAVE SEEN OVER THE LAST SEVERAL YEARS, FAMILIES HAVE SAID THAT THEY BELIEVE THAT THE CITY AND THE COUNTY PLAY A REALLY IMPORTANT ROLE IN THE LIVES AND WELL-BEING OF FAMILY.

WE HAVE APPRECIATED, ESPECIALLY THIS COMMUNITY, PRIORITIZING THIS CONVERSATION. AND THIS IS A WAY THAT I THINK ALL OF THE ENTITIES CAN WORK TOGETHER TO PRIORITIZE THE THINGS THAT WE KNOW THAT IMPACT THE CLASSROOM. IT'S ALWAYS A LARGE QUESTION OF HOW DOES THE CITY IMPACT THE WORK IN GOING INSIDE THE CLASSROOM. WE HAVE SEEN PLENTY OF EXAMPLES HAPPENING IN EARLY CHILDHOOD AND READY TO WORK. BUT FOR OUR K-12 SPACES THAT ARE UNDER INCREDIBLE PRESSURE, CRITICALLY UNDERFUNDED, ESPECIALLY AFTER THIS LAST LEGISLATIVE SESSION, THIS IS A WAY THAT THE CITY CAN WRAP THEIR ARMS AROUND THE COMMUNITIES THAT EXIST AROUND CAMPUSES AND HAVE A DIRECT IMPACT ON THE HEALTH AND WELL-BEING OF STUDENTS AND TEACHERS AND FAMILIES.

THANK YOU, AGAIN. >> KAUR: THE LAST THING I'LL SAY IS GIVEN OUR CITY'S A LITTLE DIFFERENT THAN DALLAS -- WHICH I KNOW WE'RE GOING TO GET INTO A LOT THIS AFTERNOON TOO. BUT THEY HAVE ONE DISTRICT ON HERE AND IT WAS FOCUSED ON DALLAS ISD. AND I THINK FOR THE CITY AND COUNTY, IT WOULD BE GREAT TO FOCUS IT WHERE YOU COULD SAY DISTRICTS AND OVERLAP ALL OF THE PUBLIC SCHOOLS.

AND MAYBE EVEN COUNTY. WHERE WE COULD GO OUT TO THE COUNTY AS WELL, IF THEY WANT TO PARTNER ON IT. THE LAST THING I WOULD SAY IS IT WOULD BE WONDERFUL IF WE COULD HAVE AN OVERLAY, BECAUSE WE USE OUR GIS FOR A LOT OF OUR DASHBOARDS.

JUST AN OVERLAY THAT SHOWS A SCHOOL -- YOU KNOW THERE'S ALWAYS A FILTER TO SAY IN OUR DISTRICT. IT WOULD BE GREAT IF WE COULD JUST CREATE AN OVERLAY FOR OUR SCHOOLS. SO THAT WE COULD, ON ALL OF OUR DASHBOARDS, WHETHER IT'S

[01:40:02]

SHOW ME ALL THE PUBLIC SCHOOLS AND WHAT DO YOU SEE AROUND THE PUBLIC SCHOOLS AS WELL. BECAUSE IT WOULD HELP US SEE THE DATA THAT WE LOOK AT IN EDD, ECONOMIC WORKFORCE DEVELOPMENT DIFFERENTLY. I WOULD LOVE FOR US TO TAKE THIS ON AS SOMETHING WE CONSIDER AS A COMMITTEE. LOOK AT INDICATORS AND SEE HOW WE COULD GIVE IT LEGS AND PUSH IT FORWARD. THANK YOU, CHAIR.

>> GALVAN: COUNCILMAN MUNGIA. >> MUNGIA: THANK YOU TO COUNCILMEMBER KAUR FOR BRINGING THIS ITEM UP. I THINK IT'S REALLY IMPORTANT. ALL OF THIS DATA IS GREAT DATA THAT WE NEED TO HAVE.

RIGHT OFF THE BAT, I THINK IT SHOULD BE HOUSED OUTSIDE OF THE CITY, WITH OF COURSE CITY SUPPORT AND DATA AND FUNDING, IF IT GETS TO THAT. I DON'T REMEMBER THE EXACT CONTEXT BUT WE DID HAVE SA 2020 THAT WE WERE CONTRACTING WITH.

THEY WERE DOING SIMILAR DATA TRACKING. WE SAID WE'RE NOT GOING TO FUND IT ANYMORE. THEN THEY DIDN'T REALLY EXIST AFTER THAT, UNFORTUNATELY. AND I THINK IT'S ALSO, IF WE'RE GOING TO INCLUDE THE COUNTY, WHICH IS VERY IMPORTANT, I THINK IT'S BETTER FOR OUR NONPROFITS TO BE REQUESTING THAT DATA. IF WE GO TO THE COUNTY AND SAY WE WANT THIS INFORMATION, I THINK IT WOULD BE EASIER IF AN EXTERNAL PARTY ASKS THE COUNTY FOR THAT, ESPECIALLY FOR US TOO, JUST TO SHARE THAT INFORMATION.

THIS IS SOMETHING YOU TALKED ABOUT, COUNCILWOMAN KAUR, THAT MY PREDECESSOR TALKED ABOUT, WAS A MAP OF DIFFERENT MAPS. WE COULD OVERLAY THE STATUS OF POVERTY REPORT, THE STATUS OF WOMEN IN SAN ANTONIO, HOUSING, EVEN THROWING IN OUR OTHER VULNERABLE POPULATIONS WITH SENIORS AND HOUSELESS INDIVIDUALS. I THINK COULD REALLY SHOW WHAT AREAS OF INVESTMENT WE NEED AND GET TO AN EQUITY MAP. PROBABLY IN A LITTLE BIT GREATER DETAIL THAN OUR CURRENT EQUITY MAP. THE ONLY OTHER THING I'LL SAY IS THAT MY FOCUS, OF COURSE, WOULD BE ON THE OUTCOMES OF THIS DATA.

THIS IS SORT OF AN INPUT AND OUTPUT PROCESS. WHAT WOULD THE OUTCOME BE? AND IF WE'RE STILL IN A VERY EQUAL DISTRIBUTION OF RESOURCES AT THE CITY LEVEL, WE'RE NOT GOING TO GET TO THESE POCKETS OF AREAS WITHOUT HAVING A TRUE EQUITY CONVERSATION OF DISTRIBUTION OF RESOURCES. SO, ULTIMATELY, ALL OF US ARE ON THE BUDGET AND WE ARE MORE OR LESS GIVEN THE SAME STREET MONEY, SAME SIDEWALK MONEY. THAT IS GOING TO MEAN LESS IN OTHER DISTRICTS THAT DON'T NEED AS MUCH. THAT'S OBVIOUSLY A TOUGH CONVERSATION FOR SOME OF OUR COLLEAGUES THAT ARE NOT GOING TO HAVE THESE SEVERE AREAS OF INVESTMENT THAT ARE REQUIRED. SO I THINK THE DATA'S IMPORTANT TO HAVE AND IT'S GREAT AND WE SHOULD COLLECT THIS DATA AND HAVE IT FOR RESIDENTS.

ESPECIALLY FOR ALL SCHOOL DISTRICTS. BUT I THINK ULTIMATELY THE OUTCOME THAT'S NEEDED IS GREATER INVESTMENT IN THOSE AREAS.

AND SO THAT'S WHAT I THINK WE WANT TO FOCUS ON TOO. AND MAKE SURE THAT IT YIELDS SOMETHING. WE DON'T WANT JUST THE DATA TO READ IT AND LOOK AT IT AND SAY, OH, THAT'S UNFORTUNATE. BUT REALLY TO DRIVE HOME THE NEED THAT SOME AREAS OF OUR TOWN NEED SO MUCH MORE HELP AND RESOURCES THAN OTHER PARTS OF TOWN. AND THAT'S GOING TO MEAN TOUGH CONVERSATIONS ON DISTRIBUTION. I THINK WE COULD GET TO A BETTER POINT IN THAT CONVERSATION WITH THIS DATA SHOWING, YOU KNOW, CERTAIN PARTS OF SCHOOL DISTRICTS IS IMPORTANT. I THINK VERY IMPORTANT FOR A SCHOOL DISTRICT IN THE NORTH SIDE THAT GOES FROM MY DISTRICT ALL THE WAY UP TO DISTRICT 8.

IT'S A HUGE DISTRICT. THEY HAVE A LOT OF CONCERNS, DIFFERENT PARTS OF THAT COMMUNITY HAVE DIFFERENT NEEDS. AND I THINK THAT'S AN IMPORTANT TOOL FOR NORTH SIDE. THE SCHOOL DISTRICT, SOUTH SAN, THE ENTIRE DISTRICT NEEDS HELP. IT'S NOT GOING TO BE SOME HAVE MORE AND SOME DON'T IN THAT AREA. IT'S GOOD TO LOOK AT THIS COUNTY-WIDE BUT FOCUS ON OUT-OUTCOME-BASED AND HOW TO DELIVER IT TO THE AREAS THAT

NEED IT THE MOST. >> GALVAN: I THINK IT'S SOMETHING THAT I WAS THINKING ABOUT WHEN COUNCILWOMAN KAUR WAS TALKING ABOUT, GOING THROUGH THE OVERLAYS. IF THERE'S WAYS TO DO IT BY SCHOOL.

THAT'S WHAT DALLAS HAD TOO. BUT WITH THOSE PARTNERSHIPS TO HOPEFULLY FORMALIZE WITH THE SCHOOL DISTRICTS. I THINK ABOUT OUR SA PARKS PROGRAM THAT IS MEANT TO DO THE AFTER-SCHOOL PROGRAMMING. I ASSUMED EDGEWOOD HAD IT BUT EDGEWOOD HAS THE FORMAL PARTNERSHIP. BUT THAT SCHOOL DIDN'T.

TRYING TO UNDERSTAND ARE WE CHECKING THE BOXES TO GET TO EACH ONE HAS THIS.

SO WE KNOW OUR RESOURCES ARE GETTING TO WHERE THEY NEED TO GO.

YEAH. >> MUNGIA: ONE SMALL POINT TOO.

[01:45:01]

I THINK WE SHOULD ALSO PUT THAT IN THERE TO SHOW THAT THESE ARE ALSO AREAS THAT NEED TO CONTINUE TO BE INVESTED IN AS WELL. THANK YOU.

>> GALVAN: COUNCILWOMAN CASTILLO. >> CASTILLO: THANK YOU, CHAIR. THANK YOU, REBECCA FOR THE PRESENTATION.

LOOKING AT SOME OF THE METRICS AND SUBCATEGORIES LISTED ON THE DOCUMENTS, IN TERMS OF COMMUNITY EVICTIONS, JUVENILE VIOLENT CRIME, AND ADULT INCARCERATION, THESE METRICS MADE ME THINK OF AN INITIATIVE BY DR. HERNANDEZ OF UCLA. HER INITIATIVE WAS CALLED MILLION-DOLLAR HOODS.

IT LOOKED AT IN TERMS OF POLICE PRESENTATION, INCARCERATION WITHIN SPECIFIC AREAS OF L.A. WHEN WE LOOKED AT THE INVESTMENT IN SCHOOLS, INFRASTRUCTURE, PARKS, AND LIBRARIES, IN COMPARISON TO THE AMOUNT OF POLICE PRESENCE, IT WAS VERY DRASTIC. WE SAW A HIGH CONCENTRATION, MILLIONS IN POLICE PRESENCE VERSUS EDUCATION. THAT HELPED SHAPE SOME OF THE CRITICAL RESPONSE TEAMS. L.A., USING THAT DATA TO TELL THAT STORY.

THERE'S A LOT OF VALUE IN HAVING THIS TOOL. ARE YOU ALL LOOKING FOR DIRECTION IN TERMS OF SHOULD WE WORK WITH A NONPROFIT OR SHOULD IT BE WITH THE CITY

OF SAN ANTONIO? >> OUR PLAN WAS TO GET YOUR FEEDBACK ON THIS TOOL.

AND BECAUSE IT WAS SPECIFICALLY REQUESTED TO DO A DEEPER DIVE ON IT.

IN THE COMING MONTHS, WE ACTUALLY HAVE A COUPLE OF DIFFERENT TOOLS INTERNALLY THAT INCLUDE A LOT OF THIS ALREADY. SO BASED ON YOUR FEEDBACK TODAY, WE WANTED TO POTENTIALLY REFINE SOME OF THOSE AND SHOW YOU IN A COUPLE MONTHS, PROBABLY NOT IN JANUARY, BUT MAYBE IN FEBRUARY, SHOW YOU WHAT WE HAVE INTERNALLY SO YOU CAN REALLY DECIDE AT THAT POINT, IF WE KEEP TWEAKING WHAT WE'VE GOT OR IF IT'S NOT GETTING YOU WHAT YOU HOPE TO ACCOMPLISH.

>> CASTILLO: I LOOK FORWARD TO SEEING WHAT WE HAVE INTERNALLY.

THANK YOU, CHAIR. >> GALVAN: JUST A COUPLE OF QUICK THINGS.

THANK YOU FOR THE CONVERSATION AND THANK YOU TO EVERYBODY WHO PRESENTED TODAY. I DEFINITELY WOULD BE INTERESTED TO SEE HOW WE CAN DO MORE OF IT IN-HOUSE, PERSONALLY.

INTERESTED TO SEE WHAT WE COULD GAIN AND LOSE IF WE SAW THEM SIDE BY SIDE.

IN-HOUSE VERY EXTERNALLY. TO COUNCILMEMBER MUNGIA'S POINT ABOUT FORMER ORGANIZATIONS WE USED TO FUND, IT'S ALSO MY CONCERN THAT WE FUND ORGANIZATIONS EXTERNALLY AND WE LOSE IT, VERSUS HAVING IT IN-HOUSE. I KNOW THAT COMES WITH STAFFING COSTS. ERIK WAS HERE AS WELL. THANK YOU ALL FOR THE CONVERSATION. THANK YOU TO ALL THE DEPARTMENTS WHO ARE DOING ALL THE HARD WORK . AT 11:50 A.M., WE WILL OFFICIALLY ADJOURN THIS MEETING.

* This transcript was compiled from uncorrected Closed Captioning.