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>> GALVAN: ALL RIGHT. THE TIME IS 10:15 A.M. ON AUGUST 18, 2026.
WE'LL OFFICIALLY CALL THE EDUCATIONAL OPPORTUNITIES MEETING.
PLEASE CALL THE ROLL. >> CLERK:
>> GALVAN: THANK YOU SO MUCH. FIRST THINGS FIRST, CAN I GET APPROVAL FOR THE MINUTES OF THE LAST MEETING? I'M GOING TO -- DO WE HAVE ANY PUBLIC COMMENT TODAY? GREAT. YOU'RE GOOD. COME ON UP.
YOU HAVE THREE MINUTES. THANK YOU FOR WAITING. >> GOOD.
GOOD AFTERNOON -- GOOD MORNING. COUNCILMEMBERS, IT'S GREAT TO SEE ALL OF YOU. I'M JIL ANDREW CITY EDUCATION PARTNERS.
I KNOW YOU'RE DISCUSSING OPPORTUNITY YOUTH TODAY. HOW VISUALIZATION CAN HELP OUR COMMUNITY BETTER UNDERSTAND AND ACT ON THAT INFORMATION.
I WANTED TO MAKE SURE THAT YOU'RE AWARE -- SIMILAR GOAL FOR SAN ANTONIO'S K THROUGH 12 LANDSCAPE.
YESTERDAY WE LAUNCHED THE SAN ANTONIO SCHOOL QUALITY EXPLORER, A NEW INTERACTIVE TOOL THAT MAKES SCHOOL QUALITY DATA EASIER TO ACCESS, UNDERSTAND AND EXPLORE. IT BRINGS THE STATE'S LATEST -- AUDIO] -- PERFORMING OVER TIME ACROSS SYSTEMS AND WITHIN DIFFERENT PARTS OF OUR CITY, INCLUDING YOUR OWN DISTRICTS. THAT MATTERS FOR THE BROADER CONVERSATION HAPPENING HERE TODAY. THE OUTCOMES WE SEE FOR YOUNG PEOPLE ARE DIRECTLY CONNECTED TO HOW SCHOOLS ARE PERFORMING OVER TIME AND CONNECTED TO DEDICATIONAL EXPERIENCES AND OPPORTUNITIES AVAILABLE TO THEM. WE PROVIDED A QR CODE THAT WILL TAKE YOU DIRECTLY TO THE EXPLORER. WE HOPE YOU AND YOUR TIMES WOIL CHANGE -- I'LL SAVE SOME MORE FINDINGS TOMORROW WHEN OUR TEAM PLANS TO BE BACK IN FRONT OF THE FULL COUNCIL TO SHARE MORE OF WHAT WE'RE SEEING IN SAN ANTONIO, THAT DEMONSTRATES SCHOOL TURNAROUND IS POSSIBLE AND WHERE SIGNIFICANT WORK REMAINS. OUR GOAL IS FOR THE STATE NOT JUST TO BE PUBLISHED BUT TO BE USEFUL TO YOU AND THE CONSTITUENTS THAT YOU SERVE. AS THIS COMMITTEE CONTINUES ITS WORK TO BETTER UNDERSTAND WHAT'S FACING OUR YOUNG PEOPLE, WE LOOK FORWARD TO BEING A PARTNER AND RESOURCE IN THAT WORK. THANK YOU SO MUCH.
>> GALVAN: THANK YOU SO MUCH. REALLY APPRECIATE THE COMMENTS AND VERY EXCITED TO LOOK AT THAT DATA AND MAKE SURE WE CAN COLLABORATE. ALL RIGHT. MOVING TO ITEM NUMBER 2, THE OPPORTUNITY YOUTH VISUALIZATION PROTOTYPE,.
>> LOPEZ: THANK YOU, CHAIR. I REALLY WANT TO APPRECIATE ALL THE STAFF THAT'S HERE, AGAIN, JUST BECAUSE THIS IS QUITE POSSIBLY THE THIRD TIME THAT Y'ALL HAVE SEEN THIS TYPE OF TOOL THAT WE'RE PUTTING TOGETHER, AND JUST TO KIND OF REFRESH EVERYBODY'S MEMORY.
THE REQUEST WAS MADE THAT AS WE WERE REVIEWING DIFFERENT PROGRAMS WITHIN THE CITY OF SAN ANTONIO, THERE WAS A LOT OF DATA THAT WAS BEING PRESENTED TO THE COMMITTEE. AND THE REQUEST WAS TO SEE IF THERE WAS A WAY THAT WE COULD ALIGN AND REPRESENT THAT DATA VISUALLY IN A WAY THAT SHOWED MAYBE WHERE THERE WAS OPPORTUNITIES, WHERE THERE WAS ALIGNMENT WITH SPECIFIC POPULATIONS, WHERE THERE WAS PERHAPS GAPS.
AND SO THAT'S THE EXERCISE THAT WE'VE GONE ON.
AS A REMINDER, ALSO THE FIRST SET OF DATA THAT WE WERE ASKED TO REALLY DIVE DEEPER INTO WAS OPPORTUNITY YOUTH. SO, AGAIN, THE DEFINITION IS JUST THOSE INDIVIDUALS, 16 TO 24 YEARS OF AGE, THAT ARE DISCONNECTED FROM BOTH WORKFORCE AND FROM THE FORMAL EDUCATION SYSTEM.
AND SO ON THE NEXT SLIDE IS THAT FIRST MAP THAT WE SHOWED OF WHERE THIS POPULATION LIVES IN RELATION TO BEXAR COUNTY.
AND THE SOURCE OF THIS DATA IS -- IT'S A LITTLE BIT DIFFERENT, IT'S NOT CENSUS TRACTS, IT'S NOT COUNCIL DISTRICTS, BUT IT'S THESE PUMPS OR -- YOU KNOW, AND SO THE BOUNDARIES MAY LOOK A LITTLE BIT DIFFERENT, BUT THIS IS THE DATASET THAT WE HAD TO WORK WITH TO IDENTIFY THAT WE'VE GOT THE 36,000 INDIVIDUALS THAT FIT THE DEFINITION OF OPPORTUNITY YOUTH IN OUR COMMUNITY. ON THE -- AS WE STARTED GETTING INTO THE PROGRAMMATIC DATA, WE REALIZED THAT ON THE NEXT SLIDE, WE -- AUDIO] -- SERVING OPPORTUNITY YOUTH CHT IT WAS MORE OF A PREVENTION STRATEGY. SO AS WE STARTED REALLY TRYING TO MAKE SURE THAT WE WERE COMPARING APPLES TO APPLES, WE REALIZED THESE PROGRAMS DON'T REALLY FIT THE DEFINITION BY THEIR VERY NATURE. AND IF WE CAN GO TO THE NEXT SLIDE, YOU'RE GOING TO SEE, THESE ARE SOME OF THESE EXAMPLES, THE TEEN CLUB. YOU KNOW, THESE STUDENTS, THEY'RE STILL IN SCHOOL.
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AND SAME THING WITH THE SENIOR SUMMIT THAT MUNICIPAL COURTS HOST, AGAIN, BY DEFINITION, THEY'RE STILL CONNECTED TO EDUCATION SYSTEMS. SO THEY DIDN'T EXACTLY MEET THE DEFINITION, BUT WE STILL MAPPED THEM OUT SO THAT YOU CAN KIND OF SEE WHERE, FROM A PREVENTION STRATEGY, WE ARE STILL -- THESE PROGRAMS ARE STILL REACHING THESE POPULATIONS. BUT THEN WE GOT INTO THE ACTUAL PROGRAMS THAT DO SERVE THIS POPULATION. AND WE WANTED TO MAKE SURE THAT WE KIND OF STAYED ALIGN WITH -- WITH WHAT THAT MEANT AND THEN, AGAIN, THE PRO PROGRAMS THEMSELVES. EACH OF THESE SLIDES, YOU'RE GOING TO SEE ON THE LEFT-HAND SIDE, THE PROGRAM AND THE DATA MAP BASED ON THE NUMBER OF OPPORTUNITY YOUTH THAT THEY SERVE, AND THEN ON THE RIGHT-HAND SIDE, IN THE PURPLE, YOU'RE GOING TO SEE, AGAIN, THAT MAPPING OF WHERE OPPORTUNITY YOUTH LIVE. SO YOU KIND OF START SEEING HOW THERE'S ALIGNMENT BETWEEN THE SERVICES THAT ARE BEING DELIVERED AND THE ACTUAL LOCATION WHERE THESE INDIVIDUALS ARE IN OUR COMMUNITY.WHERE THE PROGRAM HAS -- OR PROVIDES SERVICES AT SPECIFIC CENTERS, WE WENT AHEAD AND DROPPED A STAR SO YOU CAN KIND OF SEE WHERE THOSE FACILITIES ARE, BECAUSE WHAT WE NOTICED ALSO WAS THERE'S A BIT OF AN ALIGNMENT BETWEEN THE PROXIMITY OF THE CENTERS AND YOUTH RESIDENTS IN THE CLOSE GEOGRAPHY, PERHAPS, BEING A LITTLE MORE CONNECTED TO THOSE SERVICES.
YOU DEFINITELY SEE THAT HERE ON THE NEXT LEVEL CHART.
ON THE NEXT ONE, IT'S HEALEY MURPHY, AND, AGAIN, THERE YOU ALSO SEE WHERE THERE'S A LITTLE BIT OF A HIGHER CONCENTRATION CLOSER TO THE ACTUAL FACILITY FROM WHERE SERVICES ARE DELIVERED.
THE NEXT ONE IS ALSO HUMAN SERVICES, YWCA, AND THE OTHER THING I'LL POINT OUT HERE IS WE WENT THROUGH A LOT OF CONVERSATION, WHETHER WE SHOULD SHOW PERCENTAGES FROM A DENSITY PERSPECTIVE, OR WHETHER WE SHOULD SHOW NUMBERS, ACTUAL INDIVIDUALS SERVED, AND WE WENT WITH THE NUMBERS BECAUSE THERE'S -- THERE WERE SOME PROGRAMS THAT HAD MUCH HIGHER POPULATION BASES AND THERE WERE SOME THAT WERE SMALLER.
NONETHELESS, WE STILL WANTED TO SHOW THE NUMBERS THAT ARE SERVED BY SOME OF THESE PROGRAMS. SO IN THIS CASE, YOU SEE THAT IT'S 86 INDIVIDUALS THAT RECEIVE SERVICES FROM THIS ORGANIZATION, BUT YOU CAN STILL SEE HOW IT DOES ALIGN WITH THE OVERALL POPULATION DATA THAT WE'RE SEEING. THE NEXT PROGRAM IS FROM MUNICIPAL COURTS, AND IT'S THE REENROLLMENT PROGRAM THAT Y'ALL HEARD ABOUT WHEN THEY PRESENTED. AND THESE POPULATION NUMBERS START GETTING BIGGER, WE'RE TALKING ABOUT 950 INDIVIDUALS THAT WERE SERVED, BUT, AGAIN, YOU START SEEING THOSE CONCENTRATIONS, STILL WHERE WE KNOW THAT WE WANT OUR SERVICES FOCUSED. NEXT ONE IS WORKFORCE DEVELOPMENT AND READY TO WORK SPECIFICALLY, AGAIN, 539 INDIVIDUALS THAT ARE SERVED. AND YOU SEE HOW IT RELATES TO THE OVERALL POPULATION SET IN PURPLE. SO THE LAST SLIDE IS AN AGGREGATE OF ALL OF THE PROGRAMS. AND WHAT I'LL CAVEAT WITH SAYING THAT UNFORTUNATELY, OUT OF THAT 2411, THERE COULD BE SOME DUPLICATION. WE DON'T HAVE THE DATA QUITE TO THE POINT FROM A PARTICIPANT LEVEL THAT WE'D BE ABLE TO SAY, YOU KNOW, IT'S ONLY ONE FOR ONE, SO THERE COULD POTENTIALLY BE SOME DUPLICATION HERE.
NONETHELESS, WE THOUGHT IT WAS IMPORTANT, BECAUSE I THINK AT THE END OF THE DAY, THAT WAS SOMETHING THE COMMITTEE WANTED TO SEE, HOW DO ALL THESE THINGS OVERLAP AND WORK TOGETHER, AND SO THAT -- THAT'S THE WAY THAT THE MAP LOOKS WHEN YOU LAYER IN ALL OF THE DATA OF OPPORTUNITY YOUTH BEING SERVED THROUGH OUR DIFFERENT PROGRAMS. SO IF -- IF THIS IS CLOSER TO WHAT Y'ALL WERE LOOKING FOR, OUR APPROACH IS -- OUR NEXT STEP WILL BE TO USE THE SAME TOOL WITH KINDER READINESS -- YEAH, KINDER READINESS DATA WAS THE NEXT MILESTONE WE WERE GOING TO LOOK AT.
IT REALLY BECOMES COORDINATING WITH ALL OF THE DIFFERENT DEPARTMENTS AND THE I.T. TEAM, THE GIS UNIT IN THE I.T. TEAM THAT HELPS US COMBINE ALL THIS DATA AND SHOW IT THE WAY THAT Y'ALL JUST SAW IT.
BUT BEFORE WE MOVED INTO THAT MILESTONE, WE WANTED TO MAKE SURE THIS WAS CLOSER TO WHAT Y'ALL WERE LOOKING FOR. THANK YOU.
>> GALVAN: WELL, THANK YOU SO MUCH, ALEX. REALLY APPRECIATE ALL THE INFORMATION AND THE TEAM THAT PUT IT TOGETHER, ESPECIALLY THE I.T. AND THE GIS TEAM, Y'ALL PUT ALL THIS DATA TOGETHER AND MAKE IT EASILY DIGESTIBLE. ONE REAL QUESTION I WANTED TO ASK WE HAD THE SPECIFIC LOCATIONS OF THE PLACES, I DON'T KNOW IF WE CAN SEE IT IN REAL TIME ON THE WEBSITE OR WHATEVER MAYBE, BUT FOR THE FULL SCOPE PROGRAM FROM THE LAST -- ON SLIDE 12, ARE WE ABLE TO PUT ALL THE DIFFERENT LOCATIONS OF WHETHER IT'S THE TEEN CLUB OR, YOU KNOW, NEXT LEVEL
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LOCATIONS, ANYTHING LIKE THAT, ON TOP OF THIS ONE?>> LOPEZ: I'M PRETTY SURE WE CAN. THE WAY THAT THEY'RE REPRESENTED RIGHT NOW, IT LITERALLY IS JUST LIKE A STAR THAT WE PUT ON THE SLIDE ITSELF. BUT WE CAN WORK WITH THE I.T. TEAM TO MAKE SURE THAT THOSE FACILITIES, THOSE LOCATIONS ARE ALSO IDENTIFIED IN THE ACTUAL
KAUR? CARRIZO SPRINGS I'M STILL DIVING IN.
AS YOU CAN SEE, I'M TRYING TO REALLY LOOK AT THE MAP, FOR ONE, I DON'T LIKE -- IT'S HARD FOR ME -- I NEED TO CLICK. SO IF -- YOU KNOW, I WANT TO BE ABLE TO SEE THIS DATA REALTIME, AND I THINK THAT'S WHAT RIC WAS ALLUDING TO. IS THERE A SITE THAT'S ALREADY LIVE THAT I CAN
SEE THIS INFORMATION TO BE ABLE TO -- >> LOPEZ: YES, THERE IS.
WE WERE -- WE WANTED TO BE TECHNOLOGY PROOF AND JUST MAKE SURE FOR WHATEVER REASON IF IT DIDN'T WORK, WE HAD SOMETHING THAT WE COULD STILL SHOW. BUT THIS IS THE ACTUAL LIVE TOOL.
>> KAUR: OKAY. >> LOPEZ: AND SO YOU CAN CLICK INTO THE DIFFERENT GEOGRAPHIES TO GET A LITTLE BIT MORE DETAILED DATA.
>> KAUR: CAN YOU E-MAIL THAT TO US -- HOW DO I -- THAT'S TOO LONG FOR ME TO
BE ABLE TO TYPE IN. >> LOPEZ: WE CAN WORK ON A LINK.
IT'S STILL VERY MUCH IN TEST MODE, SO WE WANTED TO MAKE SURE THAT THIS IS -- THIS WAS A LITTLE BIT CLOSER, LIKE WE'LL PROBABLY NEED TO GO BACK AND ADD THE LOCATIONS INTO THESE DIFFERENT MAPS, BUT, YES, THIS IS -- THIS IS BASICALLY WHAT IT LOOKS LIKE. AND I THINK THERE'S -- THERE'S A TAB THAT YOU CAN KIND OF CLICK THROUGH THE DIFFERENT PROGRAMS.
>> KAUR: IS MARIA VARGAS' TEAM BUILDING -- ARE WE BUILDING IT IN HOUSE?
>> LOPEZ: SORRY, I KEEP LOOKING BACK AT BETH. BETH IS PART OF THE I.T.
TEAM, SHE'S REALLY THE PROJECT MANAGER THAT'S HELPING US PUT THIS
TOGETHER. >> KAUR: BETH, WOULD YOU MIND COMING UP FOR A FEW MINUTES JUST TO TELL US -- SHE'S LIKE, OH, NEVER MIND.
DON'T WORRY. NEVER MIND. SHE'S LIKE, DON'T MAKE ME DO THAT. I'M JUST TRYING TO FIGURE OUT WHAT, LIKE, OPPORTUNITIES WE HAVE TO BE ABLE TO ACTUALLY USE THIS AT DIFFERENT LEVELS, AND I NEED TO BE ABLE TO SEE LIKE, OKAY, ONE, THE QUESTION THAT I HAVE IS LIKE, ARE WE REALLY SERVING -- I UNDERSTAND SOME OF OUR PROGRAMS ARE A LOT SMALLER, RIGHT, SO THE PARKS AND REC TEEN CLUB, THERE'S 27 KIDS, SO THAT'S NOT REALLY A -- I'M JUST WONDERING WHAT -- WHERE THAT PROGRAM -- YOU KNOW, THAT PROGRAM IS JUST REALLY TINY, SO IT'S HARD TO REALLY MEASURE. BUT IF OUR GOAL FOR THIS IS TO FIGURE OUT, ARE WE REALLY SERVING THE AREAS THAT WE SHOULD BE SERVING WITH THESE PROGRAMS, WHICH I THINK IS WHAT IT WOULD BE, I THINK WE MIGHT NEED TO LOOK AT WHAT OTHER METRICS, ONE, OUTSIDE OF OPPORTUNITY YOUTH THAT WE NEED TO OVERLAY ON TOP OF IT AND I'M TRYING TO THINK OF WHAT EXACTLY WOULD THAT BE. BUT, YEAH. SO I'M STILL DIGESTING AND TRYING TO MOVE THROUGH IT. IF THAT'S A LIVE LINK, EVEN JUST HAVING THAT FOR NOW FOR ME TO CLICK AROUND WOULD HELP ME, SO
I DON'T HAVE TO GO THROUGH THE SLIDES. >> LOPEZ: YES, MA'AM.
WE CAN DO THAT. >> KAUR: THANK YOU. >> GALVAN: COUNCILMEMBER
MUNGIA? >> MUNGIA: YEAH, I THINK THIS IS A REALLY GOOD START TO THIS PROCESS. I THINK, YOU KNOW, KIND OF HIGHLIGHTS WHAT WE KNEW, ESPECIALLY THE HIGHEST CONCENTRATION OF OPPORTUNITY YOUTH IS IN DISTRICT FOUR, THE SOUTH SIDE. AND SO I'D WELCOME -- I KNOW YOU HAD THE SLIDE, LIKE THE NEXT LEVEL, AND I DON'T KNOW THAT THE NORTH SIDE ONE IS STILL ACTIVE, DO YOU KNOW? I THOUGHT THAT CONTRACT
IN-HOUSE WITH NORTH SIDE ENDED? >> WITH D4 DID END. WE DID HOWEVER TRANSFER PARTICIPANTS TO THE NEXT LEVEL WEST CENTER SO THEY COULD CONTINUE THE PROGRAM.
>> MUNGIA: THAT'S GREAT ALSO. THANK YOU.
AND WHILE THAT -- I HOPE THIS ALSO INFORMS US ON POLICY, BECAUSE WE'RE -- THANK YOU, DHS FLAGGED FOR ME THAT SOUTHWEST ISD IS GOING TO HAVE A -- YOU KNOW, THOSE ARE KIDS THAT -- IT'S ABOUT 100 PLUS KIDS THAT ARE GOING TO NOT BE ABLE TO COME BACK TO AFTER-SCHOOL PROGRAMS, SO WE'RE TRYING TO FIND A WAY TO CLOSE THAT FUNDING GAP, BUT I HOPE IT INFORMS US, THAT'S WHEN WE DO THE DELEGATE AGENCY PROCESS FOR SCHOOLS OR WHERE WE'RE PUTTING MONEY, I JUST DON'T KNOW THAT WE HAVE A LOT OF INSTITUTIONAL SUPPORT ON THE SOUTH SIDE OF THE CITY.
WE HAVE -- THERE'S A SET -- THERE'S A SOUTH SIDE OPPORTUNITY TRAINING
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CENTER, THAT ONE IS PRETTY FAR SOUTH, THOUGH.I WANT TO SAY IT'S PROBABLY TECHNICALLY IN THE COUNTY OR RIGHT IN THE CITY LIMIT, BUT ESPECIALLY FOR SCHOOLS LIKE SOUTH SAN, HARLANDALE, THEY DON'T HAVE A LOT OF THOSE OPPORTUNITIES THERE, SO I THINK, YOU KNOW, HOW DO WE BUILD THAT OUT IN THE FUTURE? HOW DO WE MAYBE DO -- IT MAKES SENSE, NEXT LEVEL OR SOMETHING TO THAT EFFECT ON THE SOUTH SIDE WITHIN 410, BECAUSE WE'RE SEEING THAT GAP THERE VERY CLEARLY IN THIS MAP, SO THAT HELPS ME ADVOCATE ALSO.
SO APPRECIATE THAT. >> LOPEZ: AND I JUST WANTED TO ADD, I'M IN THE TOOL RIGHT NOW AND I'M CLICKING THROUGH, AND IT DOES ALREADY HAVE THE LOCATIONS IDENTIFIED ON HERE, SO YOU WILL SEE THOSE WHEN YOU ACCESS THE
ACTUAL TOOL. >> GALVAN: GREAT. I APPRECIATE THAT.
I THINK IT'S -- A LARGE OVERARCHING THING THAT I'M JUST ASKING MY COLLEAGUES HERE, WHAT DO WE WANT TO DO WITH SOME OF THIS DATA, I THINK, OF COURSE, WE ALL KNOW WE NEED TO FIND GOALS FOR MORE OPPORTUNITIES OF ANY OF THESE TOOLS THAT WE HAVE HERE, THE CAPACITY, SEE THAT, VISUALIZE THAT, FOR OUR BUDGET CONVERSATION, OUR BOND CONVERSATIONS OR EVEN DELEGATE AGENCIES. I'M TRYING TO FIGURE OUT, TOO, WHAT ARE SOME OF THE ORE TH INC.S I WOULD LIKE TO SEE IN THIS SO IT WOULD BE A QUICK TOOL AND EVEN OTHER AGENCIES COULD USE LIKE VIA AND ANYBODY ELSE.
I'M THINKING ABOUT CAPACITY OF OUR PROGRAMS, HOW MANY COMMUNITY CENTERS HAVE TEEN CLUBS AT THEM, HOW MANY NEXT LEVEL CENTERS ARE THERE, [INDISCERNIBLE] WHAT ELSE YOU ALL THINK WOULD BE GOOD TO HAVE ON THIS --
>> MUNGIA: MAYBE ADD SOMETHING -- JUST A LOT OF DIFFERENT LAYERS WE'RE ADDING, BUT I THINK IT'S INTERESTING TO NOTE PUBLIC AMENITIES ALSO, SO, I KNOW THAT WE HAD SOMETHING EARLIER ABOUT -- WITH COMMUNITY CENTERS. I THINK, YOU KNOW, PARKS OF A CERTAIN SIZE, OR EVEN IN THAT OPPORTUNITY YOUTH HIGH PERCENTAGE IS MOSTLY IN D4, I DON'T KNOW, THERE MIGHT BE ONE OR TWO POOLS ONLY IN THAT SECTION VERSUS OTHER PLACES. SO, YOU KNOW, THAT'S ALSO -- WHILE WE HAVE OPPORTUNITY YOUTH AND WE KNOW THEY EXIST AND WE'RE TRYING TO GET THEM IN EDUCATION OR JOB TRAINING OR INTO JOBS, WHAT EXISTS FOR THEM WHILE WE'RE TRYING TO DO THAT, YOU KNOW? ARE THERE PARKS THEY CAN GO TO AT NIGHT TO, YOU KNOW -- BASKETBALL COURTS THAT ARE LIT -- AUDIO] -- EXISTING IN THAT SPACE AND HOW ARE WE MAKING SURE THAT THEY'RE BEING AS PRODUCTIVE -- OR THAT THERE'S GREAT THINGS FOR THEM TO GET INTO VERSUS HAVING, YOU KNOW, NO SWIMMING POOL OR NO BASKETBALL COURT, SOMETHING LIKE THAT. I JUST THINK THAT THAT'S WORTH LOOKING INTO ALSO.
>> GALVAN: GOOD. >> KAUR: I'LL JUST GO BACK TO YOUR QUESTION ON WHAT IS THE PURPOSE OF THIS, RIGHT? LIKE WHAT ARE WE GOING TO USE IT FOR? AND I KNOW WE ISOLATED IN ON OPPORTUNITY YOUTH, WHICH IS, LIKE -- THIS IS JUST LIKE A STATIC MEASURE, THIS DOES NOT -- WE'RE NOT ABLE TO TRACK ANYTHING USING THIS, RIGHT? IT'S JUST LIKE A FACT. THIS IS AN OUTPUT. THIS IS HOW MANY KIDS WE'RE SERVING RIGHT NOW IN EACH AREA. THAT'S IT.
I DON'T KNOW THAT THAT'S, LIKE, IMPACTFUL ENOUGH FOR US TO MAKE DECISIONS. RIGHT? WE CAN'T NECESSARILY GO TO THESE ORGANIZATIONS AND SAY, OKAY, YOU'RE NOT -- LIKE INTERESTINGLY ON THE LAST SLIDE WHERE THERE'S, LIKE -- THERE'S A PART OF THE SOUTHEAST, LIKE THAT ONE TRACT THAT IS REALLY GETS A LOT OF SUPPORT, THAT DOESN'T NECESSARILY MEAN WE WANT TO SWITCH THAT. I DON'T KNOW IF YOU WANT TO SCROLL -- YEAH. NOT -- THE ONE AFTER THE WORKFORCE.
THE ALL PROGRAMS. YEAH, THAT ONE. SORRY, SLIDE 12.
ANYHOO, SO IT'S NOT LIKE WE WOULD WANT TO CHANGE LIKE THAT BIG DOT ON THE SOUTH -- LIKE THE DARKEST, THE 250 TO 354 IS ON THE SOUTHEAST, AND I'M CURIOUS WHICH PROGRAMS ARE THOSE. BUT AT THE END OF THE DAY, I -- AND THIS IS JUST MY INDIVIDUAL, LIKE WHAT I WOULD LIKE TO SEE, IS WHERE ARE WE SPENDING CITY RESOURCES, WHICH THIS SHOWS US, BUT IT'S NOT SHOWING US A CHANGE IN OUTCOME OVER TIME. SO WHAT WE'RE MISSING IS WHAT IS THE PIECE THAT WE WANT TO TRACK ABOUT THESE AREAS? WHAT ARE THE -- LIKE THE FACTORS THAT WE WANT TO SEE.
IF WE DO INVEST IN THAT AREA, DO WE SEE A CHANGE IN DROPOUT RATES OR WHATEVER THAT MAY BE, RIGHT? SO I THINK THAT OUTCOME IS THE PIECE THAT WE'RE MISSING, SO THAT WE CAN ACTUALLY FIGURE OUT WHAT IS CHANGING. AND I JUST KEEP GOING BACK TO -- I REFERENCED THIS PREVIOUSLY, BUT THE DATA INVENTORY THAT WE DID ABOUT NEIGHBORHOODS -- I DIDN'T DO THIS, MARIA'S TEAM DID ABOUT NEIGHBORHOOD STATISTICS, AND IN THEM, THE EDUCATION -- THE THREE THINGS THAT SHE CAPTURED WAS HIGH SCHOOL DIPLOMA, HIGH SCHOOL DROPOUT, HIGH SCHOOL TEST SCORES AS THE THINGS THAT THEY COULD ACCESS. THEY HAVE SEPARATE ONES
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AROUND -- LIKE THEY HAVE THINGS AROUND HEALTH, RIGHT, FOOD SECURITY, GROCERY STORES, HEALTH INSURANCE. ALL OF THOSE THINGS I FEEL LIKE WE CAN TRACK. AND IF WE WANT TO TAKE THIS EDUCATION ONE AS A SMALL PIECE OF IT -- CAPTURE -- MAYBE WE LOOK AT THOSE EDUCATIONAL OUTCOMES AND SEE OVER TIME. SO IF WE COULD GET THIS HISTORICAL FROM -- I KNOW YOU DON'T REALLY SEE CHANGE IMMEDIATELY IN PROGRAMS LIKE THIS, BUT IF WE GOT THIS THROUGH '20 TO '25, HOW -- WHAT DOES THE DATA LOOK LIKE AND THEN WHAT ARE THE IMPACTS OF THOSE THREE STATISTICS ON HOW CHANGE IS OCCURRING IN THOSE AREAS. AND THEN ON TOP OF THAT, THIS IS JUST OUR PROGRAMS, BUT IT DOESN'T INCLUDE WHAT WE FUND.AND SO I THINK A BIG PART THAT'S ALSO MISSING IS THE WORK OF THE DELEGATE AGENCIES AND FIGURING OUT HOW WE TRACK THAT. I KNOW THAT'S NOT 100%, BUT I WONDER IF THERE'S, LIKE, A WAY THAT WE COULD SHOW THIS IS THE CHANGE THAT WE SEE BASED ON WHERE THE WORK OF OUR DELEGATE AGENCIES ARE AND HOW THEY'RE SERVING. SO I JUST THINK WE NEED TO -- I GUESS OVERALL, JUST REPEATING MYSELF, LIKE ONE, IF WE WANT TO FOCUS JUST ON EDUCATION, SINCE THAT'S WHAT THIS COMMITTEE IS CALLED, THAT WE THINK ABOUT WHAT OUR -- THE METRICS THAT WE WANT TO TRACK. AND THEN, TWO, IF WE -- WHAT ARE THE ADDITIONAL PROGRAMS THAT WE ARE INVESTING IN THAT WE WOULD WANT TO BE ABLE TO SEE AND WHAT'S THE BEST WAY TO BE ABLE TO LOOK AT
THEM. >> GALVAN: COUNCILMEMBER, I THINK THAT'S GREAT.
I THINK MAYBE WE CAN BREAK OUT A LITTLE BIT WHAT THE FACTORS ARE.
I DON'T KNOW IF THAT WAS IN THE FIRST PRESENTATION WE HAD, THE MILESTONES, IF WE HAD DIFFERENT THINGS BROKEN OUT THERE. I THINK THAT WOULD BE HELPFUL TO REVIEW, MAYBE ON THE BACK END FOR US AND MAYBE GET SOME FEEDBACK ON WHAT WE'RE TRYING TO LOOK AT HERE. I MEAN, BECAUSE I CAN THINK ABOUT -- I THINK IS A BIG THING AS WELL IT RELATES TO ATTENDANCE OR SAFETY OR WHATEVER, THAT'S GOING BEYOND EDUCATION TO YOUR POINT, BUT, OF COURSE, WE KNOW IT CONNECTS, RIGHT? SO IF WE'RE WONDERING HOW IN CLOSING, I DON'T KNOW IF MELODY OR ANYBODY WANT TO TALK ABOUT SOME OF THE OTHER FACTORS -- THE OUTCOME WE LOOK AT FOR OPPORTUNITY YOUTH PROGRAMMING? I CAN'T REMEMBER OFF THE TOP OF MY HEAD SOME OF THE BUDGET OUTCOMES, IF THAT REALLY MATCHED WHAT WE'RE LOOKING FOR OR -- I
THINK IT'S -- >> WOOSLEY: TO WORK OR BOTH, AND SO WE TRACK THAT, AND WE -- THAT'S OUR PRIMARY OUTCOME. BUT WE ALSO ARE TRACKING PARTICIPATION IN COUNSELING, GOAL-SETTING AND, YOU KNOW, ACHIEVING THEIR GOALS.
SO THERE'S A NUMBER OF THOSE IN BETWEENS THAT ARE MORE PROBABLY OUTPUTS, BUT THE ULTIMATE OUTCOME IS WORK AND SCHOOL.
>> GALVAN: I APPRECIATE THAT. IS THERE ANYTHING WITH LIKE GRADUATION RATES OR DROPOUT RATES, ANYTHING LIKE THAT, ATTENDANCE CHANGES? I KNOW THAT'S OVER TIMES DURING THE YEAR, BUT I DON'T KNOW IF THERE'S ANYTHING WE CAN LOOK AT, A LARGER SAMPLE SIZE.
>> WOOSLEY: RIGHT. SO WE KNOW WITH OPPORTUNITY YOUTH, WHEN THEY ENTER THE PROGRAM WHERE THEY ARE AS FAR AS THEIR EDUCATION LEVEL.
WE DO SOME TESTING TO ASSESS THAT. BUT WE ALSO HAVE OTHER DELEGATE AGENCIES THAT ARE TRACKING DROPOUT RATES AND PROGRESS OVER TIME. INCLUDING OUR -- WELL, AFTER-SCHOOL CHALLENGES EARLY ADDRESS THE DROPOUT RATES, BUT THEY'RE TRACKING SCORES, TEST
SCORES AND THINGS LIKE THAT. >> GALVAN: YEAH.
OKAY. I DON'T KNOW IF THIS WOULD BE -- I THINK THAT'S ALL MY QUESTIONS, MELODY. THANK YOU.
I DON'T KNOW IF IT WOULD BE HELPFUL FOR US TO KIND OF LAYOUT WHAT THOSE OUTCOMES ARE, EVEN THE BACK-END INFORMATION SOURCE FOR US, FOR THE COMMITTEE MEMBERS TO SEE WHAT THINGS YOU WANT TO PLUCK OUT THAT ARE SPECIFIC TO THIS GROUP AND OF COURSE THE OTHER BIG MILESTONES AND MAYBE SEE IF WE CAN BETTER UNDERSTAND WHICH PROGRAMS WE HAVE ARE TRACKING WHAT, IF THERE'S ANY LOAFOVER LAP WE WOULD LIKE TO HAVE , HAVING MORE OVERLAP. I WOULD LIKE TO KNOW, RIGHT, OKAY, THIS PARK'S PROGRAM IS ABLE TO SEE THIS, CAN THE MUNICIPAL COURT PROGRAM SAY THE SAME THING AS WELL, WHETHER IT'S DROPOUT RATES OR WHATEVER IT MAY BE, SO WE CAN SEE HOW BOTH THE RESOURCES ARE ADDRESSING THAT ISSUE HOPEFULLY TOGETHER SOME WAY. I DON'T KNOW IF THAT GETS TO THE POINT, COUNCILMEMBER KAUR, WHAT YOU'RE LOOKING FOR, I HEAR WHAT YOU'RE SAYING TRYING TO GET MORE SPECIFIC TO IT, NOT NECESSARILY IN THIS FULL CONVERSATION, I DON'T THINK WE HAVE TIME FOR THAT, BUT IS THAT ON THE RIGHT PATH THAT YOU'RE THINKING?
>> KAUR: YEAH. AND I ALSO THINK WE NEED TO BE ABLE TO BREAK IT DOWN. LIKE THIS -- I UNDERSTAND IS LIKE THE LEVELS, BUT I NEED TO BE ABLE TO SEE -- I WOULD LIKE TO BE ABLE TO SEE IT BY CENSUS TRACT RATHER THAN JUST KIND OF THESE BUCKETS BECAUSE I BREAK THINGS DOWN THE SMALLEST FACTORS IN CENSUS TRACT. I KNOW THIS IS FOR EASE
[00:25:02]
OF GENERALIZATION, BUT FOR ME, IF WE'RE ACTUALLY LOOKING AT, OKAY, HOW MANY -- WHERE DO WE SEE CHANGES IN CENSUS TRACT, WHERE DO WE SEE -- AND WHAT ARE THE FACTORS SURROUNDING THAT, THAT'S, LIKE, THE QUESTIONS THAT I WOULD WANT TO ASK, IS LIKE WHAT HAVE WE INVESTED SIGNIFICANTLY IN THIS AREA AND THEN WE'VE SEEN SPECIFIC CHANGES OCCUR.AND LIKE EVENTUALLY, I WOULD LIKE TO SEE THAT FOR OTHER INVESTMENTS AS WELL, RIGHT? WHAT -- WHAT ARE THE CHANGES OVER TIME WHEN YOU PUT A COMMUNITY CENTER IN AN AREA AND HOW ARE WE TRACKING THAT? DO WE SEE A DROPOUT RATES DECREASE, DO WE SEE HEALTH -- LIKE DIABETES RATES DECREASE BECAUSE OF PARKS SPACE BEING CREATED.
AND YOU CAN ONLY TRACK THAT IF YOU ACTUALLY ARE -- IT'S EASIER TO TRACK IT WHEN YOU DROP A DOT IN AND YOU'VE ALREADY BEEN DOING IT OVER TIME, BUT GOING BACK AND BUILDING THAT HISTORICAL IS REALLY HARD BECAUSE YOU HAVEN'T BEEN THINKING ABOUT IT, SO MAYBE IT'S JUST A -- LIKE, OKAY, LIKE WE START HERE AND THEN WE START TRACKING. THAT'S THE KIND OF THINGS, LIKE WE WOULD -- THE BIGGEST THING WE HAVE TO AGREE ON IS LIKE THE OUTCOMES WE REALLY CARE ABOUT, RIGHT? WHAT IS THE -- WHAT ARE THE SPECIFIC THINGS THAT WE WANT TO SEE CHANGES IN AND I JUST KEEP GOING BACK TO SOME OF THESE -- LIKE I -- AND I'LL SHARE THIS WITH YOU.
I JUST PULLED IT UP BECAUSE I WAS THINKING ABOUT IT, BUT LIKE WHICH ONE OF THESE DO WE REALLY CARE ABOUT. YOU CAN CAPTURE DATA ON HEALTH INSURANCE, WHICH, I MEAN, I'M NOT SURE IF THAT'S REALLY -- THAT'S REALLY MORE OF AN ECONOMIC, TO ME, INDICATOR, VERSUS SOMEONE'S ACTUAL HEALTH, BUT WHAT COULD BE A GOOD HEALTH DATA THAT WE -- THEY HAVE FOOD SECURITY POINT, BUT ANYWAYS, I'M JUST TRYING TO THINK WHAT WOULD BE THE -- AND THIS IS KIND OF -- HONESTLY, LIKE DARE I SAY IT, BUT WE USED TO HAVE SA 2020 THAT WAS TRACKING ALL OF OUR MAJOR POINTS FOR, YOU KNOW, WHAT ARE THE THINGS THAT WE WANT THAT WE DECIDED AS A COMMUNITY.
AND MAYBE WE JUST -- AND WHEN WE GOT AWAY WITH THAT CONTRACT, WE SAID WE WERE GOING TO DO MORE CITYWIDE TRACKING INTERNALLY.
AND I JUST DON'T KNOW THAT WE EVER REALLY DID. AND THEN, YOU KNOW, OUR INNOVATION DEPARTMENT TEAM, WE KIND OF LIKE SPLIT UP WHERE DATA AND INNOVATION SITS AT THE CITY, SO IT'S JUST MAYBE -- I DON'T KNOW WHAT THE RIGHT PROCESS WOULD BE TO ACTUALLY GO ABOUT RECREATING WHAT ARE THE SPECIFIC METRICS WE WOULD WANT TO SHOW, AND THEN FROM THERE STARTING OFF OF, LIKE, WHERE WE'RE PUTTING INVESTMENTS AND HOW DO WE BREAK DOWN THE DOLLARS THAT WE'RE SPENDING. IT'S EASIER TO DO, I THINK, FROM A CAPITAL PERSPECTIVE, WE COULD DO PARKS, AT LEAST, YOU COULD DO COMMUNITY CENTERS, YOU COULD DO THINGS LIKE THAT, BUT I THINK THAT WOULD BE A WORTHWHILE ENDEAVOR. PROBABLY NEEDS TO BE SOMEONE ELSE LIKE -- I DON'T KNOW THAT ALEX'S TEAM HAS THE TIME OR
CAPACITY TO LEAD ALL THAT WORK, BUT... >> CHAIR AND COUNCILMEMBER, THE ONLY THING I WAS GOING TO ADD IS THROUGH THIS PROCESS, AND EVEN THOUGH WE'RE WORKING WITH A VERY, VERY SPLAL POPULATION SET WHEN IT COMES TO OPPORTUNITY YOUTH AND VERY -- A LIMITED NUMBER OF PROGRAMS AND DELEGATE AGENCIES THAT SERVE THAT POPULATION, I HAVE BEEN ABLE TO SEE THAT VIRTUALLY EVERY DEPARTMENT THAT IS REFERENCED HAS A -- I KNOW WE CALL THEM DATA STEWARDS, BUT THEY HAVE INDIVIDUALS WITHIN THEIR TEAMS THAT ARE VERY KNOWLEDGEABLE OF THE DATA THAT THEY HAVE AND WHAT IT MEANS, WHICH I THINK WAS THE MOST HELPFUL PART AS WE WERE GOING THROUGH THIS EXERCISE, IN THAT IT WASN'T NECESSARILY THE I.T.GIS TEAM THAT WAS NEEDING TO COMPLETELY RECREATE DATA, THE DEPARTMENTS HAVE IT. IT WAS ABOUT HOW WE MAKE SURE THAT WE UNDERSTAND WHAT IT MEANS, WHICH, AGAIN, WAS GREAT TO HAVE THEM, BECAUSE THEY COULD TELL US WHAT IT MEANT AND WHAT IT DIDN'T MEAN. EVEN JUST CATCHING THAT WE WERE LOOKING AT DIFFERENT TIME FRAMES, MAKING SURE THAT WE LINED UP TO THE SAME TIME FRAME THAT WE COULD TRY TO BE AS ORGANIZED ABOUT IT AS POSSIBLE. SO WHILE WE MAY NOT HAVE THOSE EXTERNAL CONTRACTS RIGHT NOW, WE DO HAVE A LOT OF INTERNAL RESOURCES AND PROGRAMMATIC DATA THAT WE CAN -- IF ALIGNED CORRECTLY, WE COULD PROBABLY CONTINUE TO SHOW A LITTLE BIT MORE MEANINGFULLY THE IMPACT OF THE WORK.
THAT IS, OF COURSE, A LIMITATION THAT WE KNEW KIND OF GOING INTO THIS, THAT THIS WAS JUST GOING TO GET TO THE POINT OF SERVICE DELIVERY.
IT WAS NOT NECESSARILY SHOWING THAT -- THAT OUTCOME CHANGE OVER TIME. AS WE CONTINUE TO BUILD CHRONOLOGICALLY ON THESE DATASETS, I THINK WE WOULD BE ABLE TO START SEEING TRENDS AND CHANGE. AGAIN, NOT TO THE RIGOR OF BEING ABLE TO SAY, THIS INTERVENTION CAUSED THAT CHANGE, BUT TO AT LEAST BE ABLE TO TRACK THAT CHANGE FROM A DEMOGRAPHIC PERSPECTIVE OVER TIME.
>> GALVAN: YEAH. AND I WOULD SAY IT MAY NOT ALSO JUST BE ONE PARTICULAR THING THAT INCREASES OR TO COUNCILWOMAN KAUR'S POINT, LIKE THE HEALTH INSURANCE, WELL, THAT ALONE WOULD DICTATE, YOU KNOW, FOR NEW HOSPITAL CONSTRUCTION, RIGHT, LIKE HOSPITALS COMING UP, IF
[00:30:03]
THEY SAW THAT. ESPECIALLY IN THE GAPS THAT WE HAVE ON THE SOUTH SIDE AND EAST SIDE OF TOWN WHERE WE DON'T HAVE ANY HOSPITALS LIKE THAT.SO I THINK THAT'S REALLY IMPORTANT, SEVERAL SETS OF THINGS THAT KIND OF GO. I THINK THE OUTCOME, YOU KNOW I GUESS TYPICALLY, GENERALLY SPEAKING WHEN IT COMES TO OPPORTUNITY YOUTH IS HAVING KIDS WORKING AND/OR IN SCHOOL, YOU KNOW, DOING SOME THINGS.
THAT'S A REALLY GOOD -- GRADUATION RATES BUT NOW HIGH SCHOOLS ARE HAVING TO REPORT THE SENIOR TRACK PLAN, RIGHT? SO SENIORS ARE GOING TO GO TO SECONDARY EDUCATION OR TRAINING OR THEY GET A JOB OR THEY GO TO THE MILITARY, I THINK THE HIGH SCHOOLS HAVE TO TRACK THAT INFORMATION AND REPORT THAT, SO THAT'S ALSO A GOOD, I THINK, NUGGET OF INFORMATION.
AND THEN KIND OF SEE FOR OUR SCHOOL GRADES, I'M VERY PROUD OF THE FACT THAT SOUTH SAN JUST INCREASED THEIR TEA DISTRICT SCORE BY 10 POINTS, DOUBLE DIGITS ALREADY, SO, YOU KNOW, HOPEFULLY THAT MEANS IN A COUPLE YEARS YOU WILL SEE YES OPPORTUNITY YOUTH THERE BECAUSE MAYBE THE SCHOOL'S PER FOLLOWING AT PERFORMING AT A HIGHER STANDARD AND THE KIDS ARE GRADUATING INTO PROGRAMS OR GETTING INTO THINGS EARLIER THAN THEY ARE NOW. I THINK THAT'S A PART OF THAT LONG-TERM STRATEGY.
I THINK TRACKING AS MUCH AS POSSIBLE OVER TIME AND SEE WHAT IS INCREASING AND DECREASING AND KIND OF WHAT THE OUTCOME IS IMPORTANT.
IT SHOULD REALLY SHOW US THE GAP OF INVESTMENTS, TOO, RIGHT? SO NOT JUST, WELL, THIS IS AN OPPORTUNITY YOUTH ZIP CODE, WE NEED TO PUT MORE THERE, BUT WHAT CURRENTLY EXISTS FOR THESE STUDENTS, OR ARE THEY ENROLLED? EVEN IF IT'S ACROSS TOWN, IT DOES HAVEN'T TO BE IN THAT AREA, BUT ARE THOSE STUDENTS ACCESSING THE NONPROFITS THAT WE'RE PAYING DELEGATE EIGHTSY AGENAGENCIES, AND IT'S NOT NECESSARILY PUTTING UP BUILDING, BUT HOW DO YOU DO INTERVENTION OR HOW DO YOU DO OUTREACH IN A PARTICULAR AREA THAT YOU KNOW HAS THAT GAP.
SO I MEAN, WE ALL DO THAT IN OUR OWN DISTRICTS, RIGHT, WHEN WE HAVE GAPS, WE SPECIFICALLY GO TO THAT DISTRICT -- THAT PARTICULAR NEIGHBORHOOD IN OUR COMMUNITY AND BLOCK WALK AND TELL PEOPLE WHAT'S HAPPENING, SO I THINK WE CAN DO THAT, TOO, YOU KNOW. AND I THINK IT'S NOT NECESSARILY -- I THINK IT'S MORE IN THE WAY OF HOW COMMUNITIES MISS THE SWEEPS THAT WE USED TO DO IN THE CITY, WHERE YOU'D HAVE LIKE CODE AND ACS AND SOLID WASTE AND THE DEPARTMENTS ALL IN ONE NEIGHBORHOOD DOING EVERYTHING TOGETHER, BUT IT CAN ALSO BE, YOU KNOW, OPPORTUNITY YOUTH FOCUSED TYPE OF SWEEP, RIGHT? AND I WOULDN'T CALL IT A SWEEP, I WOULD SAY GOING INTO NEIGHBORHOODS OR COMMUNITY CENTER WHERE WE KNOW THERE'S GAPS, HAVING MULTIPLE ENTITIES THERE AND HELPING FAMILIES OUT WITH THAT.
>> GALVAN: GOOD. THANK YOU SO MUCH. ANYTHING ELSE FROM THE COMMITTEE ON THIS? ALL RIGHT. I DON'T KNOW IF WE GAVE
YOU ENOUGH CLEAR DIRECTION, ALEX. >> LOPEZ: OKAY.
>> GALVAN: THE ONE QUESTION I HAVE IS WONDERING WHAT THE CAPACITY IS LIKE FOR THIS TEAM HERE. AND I THINK OVERALL WITH THE CITY WHEN WE TALK ABOUT SOME OF THE LARGER REPORTING THAT WE'RE TRYING TO DO HERE, HOW MUCH CAN WE FIT INTO SOMETHING LIKE THIS FOR -- TO THE DEPARTMENTS BEYOND THE SCOPE OF THIS COMMITTEE, WHETHER IT'S INFRASTRUCTURE OR IT'S [INDISCERNIBLE] DEVELOPMENT INITIATIVES OR WHATEVER IT MAY BE, EVEN PUBLIC SAFETY ASPECTS OF IT, HOW MUCH
CAN WE FIT INTO THIS TOOL. >> LOPEZ: THAT'S DEFINITELY A QUESTION FOR THE GIS TEAM. BUT WE ARE HEADING IN THAT DIRECTION. WOULD THE COMMITTEE PREFER THAT WE KEEP EXPLORING AND SEE WHAT MORE WE CAN LAYER INTO OPPORTUNITY YOUTH DATASET OR SHOULD WE GO INTO KINDER READINESS AND START MAPPING SOME OF THAT DATA. IS THERE A PREFERENCE ON WHICH ONE? FROM A RESOURCE PERSPECTIVE, I KNOW THAT IT WOULD LIKELY NOT BE POSSIBLE FOR US TO DO BOTH SIMULTANEOUSLY, SO IS THERE A PREFERENCE ON WHETHER WE KEEP ADDING LAYERS TO OPPORTUNITY YOUTH, PERHAPS, LIKE YOU'RE TALKING ABOUT AND MAYBE DRILLING INTO THE GEOGRAPHY ANY MORE, IF WE CAN. I KNOW THIS -- THESE GEOGRAPHIC BOUNDARIES WERE HOW WE GOT THE OPPORTUNITY YOUTH DATA. I DON'T KNOW THAT WE'RE GOING TO BE ABLE TO BREAK IT DOWN BY CENSUS TRACT OR NOT.
BUT IF WE WANT TO DRILL DOWN MORE INTO OPPORTUNITY YOUTH OR KIND OF TAKE A STAB AT KINDER READINESS? ANY PREFERENCE THERE?
>> MUNGIA: I WOULD SAY THIS IS A GOOD SET OF DATA TO WORK OFF OF WHAT
[00:35:01]
WE HAVE HERE. I THINK THE KINDER READINESS WOULD BE REALLY TIMELY CONSIDERING WE'RE TRYING TO ALSO HOPEFULLY GET AN INCREASE WITH PRE-K FOUR SA AS FAR AS THE TIME OF INVESTMENT, AND OBVIOUSLY THAT GOES RIGHT INTO KINDER READINESS. I THINK MAYBE PIVOTING TOTHAT WOULD BE HELPFUL. >> KAUR: YEAH, I'D WITH CURIOUS TO SEE WHAT WE COULD DO IF WE DID -- I MEAN, I WOULD SUPPORT THAT.
I'M ALSO STILL THINKING THAT THERE NEEDS TO BE -- WE'VE GOT TO MAKE SURE WE'RE VERY CLEAR ON WHAT OUTCOME WE'RE LOOKING AT, SO I GUESS I NEED TO BETTER UNDERSTAND MAYBE, ALEX, WE CAN SIT DOWN, WITH YOUR TEAM OF WHAT YOU GUYS ARE ACTUALLY GOING -- WHAT ARE YOU GOING TO LOOK AT AND WHAT IS IT GOING TO DEMONSTRATE AND HOW ARE WE TRACKING -- YOU KNOW,
WHAT ARE WE TRACKING. >> GALVAN: 82 YEAH, WE HAVE THINK IT WOULD BE WORTHWHILE TO BRING TO THE EXCITE TEE BEFOREHAND ABOUT WHAT [INAUDIBLE] SO WE CAN REALLY JUST DIG INTO IT.
>> LOPEZ: WE CAN DO THAT. WE CAN AGENDIZE THAT FOR
THE NEXT MEETING, IF YOU'D LIKE. >> GALVAN: OKAY.
ANY OTHER QUESTIONS OR COMMENTS ON THIS? ALL RIGHT.
WELL, THANK Y'ALL SO MUCH. THANK YOU TO THE TEAM AGAIN FOR PUTTING ALL THIS INCREDIBLE WORK TOGETHER.
WE'LL MOVE INTO ITEM NUMBER 3.
>> GOOD MORNING. AND I SEE THE NICE SCREEN HERE, SO I'M ASSUMING THIS WILL LET ME MOVE THINGS. LET'S SEE.
THERE WE GO. GOOD MORNING, GOOD MORNING.
THANKS FOR -- SO MUCH FOR THE OPPORTUNITY TO BE HERE, PRISCILLA KA MATCH CHA, I'M THE CHIEF LEGISLATIVE OFFICER FOR THE ALAMO COLLEGES DISTRICT. REALLY PLEASED TO BE ABLE TO PRESENT SOME INFORMATION ON WORKFORCE PEL. I KNOW THIS HAS COME UP IN NUMEROUS COMMITTEES IN DIFFERENT CIRCUMSTANCES, ESPECIALLY AS WE'VE BEEN TALKING ABOUT READY TO WORK AND SORT OF THE NEXT PHASES, AND SO I'M GOING TO GO THROUGH A LOT OF INFORMATION AND PROBABLY VERY QUICKLY, AND SO WITH MY REQUEST IS THAT IF YOU HAVE QUESTIONS AFTER, DON'T HESITATE TO REACH OUT TO MIKE, ALEX OR MYSELF DIRECTLY AND I'M HAPPY TO ANSWER SOME SPECIFIC QUESTIONS. THERE'S STILL A COUPLE OF THINGS THAT ARE OUT IN THE OPEN AND IN THE AIR IN TERMS OF NEXT STEPS. AND SO THE BIG THING IS THAT WORKFORCE PEL L IS A PORTION OF AN EXISTING FEDERAL PELL GRANT PROGRAM. IT'S NOT SEPARATE AND APART, IT'S NOT A COMPLETELY DIFFERENT ALLOCATION, IT IS JUST NOW A FUNCTION AND A PIECE OF THE OVERALL PELL PROGRAM. AND SO THAT'S ONE OF THE THINGS THAT I'VE BEEN HAVING TO REALLY EMPHASIZE TO FOLKS BECAUSE PEOPLE THOUGHT THAT IT WAS A SEPARATE ALLOCATION AND APPROPRIATION UNDER THE FEDERAL GOVERNMENT, BUT IT'S NOT.
AND YOU'LL SEE ON THE SLIDE, OBVIOUSLY THAT -- SUMMER, AND SO THERE'S BEEN A LOT OF WORK DONE SINCE LAST SUMMER TO BRING THIS INTO NOW IMPLEMENTATION MODE. WE USE THIS NOW AS OUR LITTLE HANDY-DANDY, IF I WAS GOING TO RECOMMEND ONE SLIDE TO KIND OF HAVE READY, THIS IS THE ONE, BECAUSE IT COMPARES TRADITIONAL PELL VERSUS WORKFORCE PELL. THERE ARE SOME DISTINCT DIFFERENCES.
THIS IS REALLY FOCUSED ON THE SHORT-TERM WORKFORCE PROGRAMS, IT IS NOT FOR YOUR ASSOCIATE'S DEGREES, YOUR BACHELOR'S DEGREE PROGRAMS. THIS IS A VERY, VERY SPECIFIC SET OF PROGRAMS THAT ARE ELIGIBLE.
STUDENT ELIGIBILITY IS THE SAME WITH ONE DIFFERENCE IN THAT A STUDENT WHO HAS HAD GOTTEN A BACHELOR'S DEGREE IS ELIGIBLE TO COME BACK AND GET A WORKFORCE PELL GRANT, IF THEY HAVE NOT EXCEEDED THEIR PELL LIFETIME ELIGIBILITY NUMBERS. THERE ARE TUITION AND FEE PROGRAM CAPS AND I'LL TALK ABOUT THAT IN A LITTLE BIT, AND THEN THERE IS A DIFFERENT LEVEL OF PROGRAM APPROVAL, IT'S ACTUALLY MORE CUMBERSOME TO DO -- TO GET A WORKFORCE PELL PROGRAM APPROVAL THAN A TRADITIONAL PELL PROGRAM. AND SO THE EASIEST ITEM I WILL GO THROUGH IS STUDENT ELIGIBILITY, AND SO IT'S THE SAME AS PELL ELIGIBILITY, AND YOU SEE THE ITEMS THERE ON THE SCREEN.
THE WORKFORCE PELL ELIGIBILITY IS ALL OF THE PELL PLUS THEY HAVE TO BE ENROLLED IN A WORKFORCE PELL APPROVED PROGRAM AT A TITLE FOUR ELIGIBLE INSTITUTION AND THEN BE WITHIN THOSE LIFETIME ELIGIBILITY LIMITS.
OR IN THIS CASE, CAN BE CONSIDERED SIX YEARS, AND SO THEY DID NOT ADD MORE LIFETIME ELIGIBILITY --
[00:40:05]
MORE TIME BECAUSE WE DO BELIEVE AT SOME POINT WE ARE GOING TO SEE -- DOWN THEIR EDUCATIONAL PATHWAY. AND THEN THE RESTRICTIONS IS, YOU CANNOT RECEIVE WORKFORCE PELL AND THE TRADITIONAL PELL.THIS IS NOT GOING TO BE A COMMON THING, BUT THERE ARE PROGRAMS THAT KIND OF TOUCHED A LINE AND I'LL SAY, FOR EXAMPLE -- A SHORTER-TERM PROGRAM THAT IS PELL ELIGIBLE AND THERE'S SOME THAT CAN BE TRUNCATED DOWN IN TERMS OF WEEKS AND HOURS TO GET WORKFORCE PELL ELIGIBLE.
YOU COULDN'T GET BOTH. THAT'S ONE OF THE ELEMENTS AND WHILE THEY TALK AND ABOUT IT AND VERY SPECIFICALLY HIGHLIGHTED IT AS WURN OF THE RESTRICTIONS. IN TERMS OF INSTITUTIONS, AS I MENTIONED YOU HAVE TO BE AN ACCREDITED TITLE IV INSTITUTIONS, LIKE ALAMO COLLEGES, ALLOCATION MARK ALAMO COLLEGES HALLMARK INSTITUTION AND OUR FOUR-YEAR INSTITUTIONS. THERE IS A MULTIPLE ENTITY REVIEW SO YOU SEE ON THE SCREEN, OUR STATE, AND AK CREDITOR AND THE U.S. DEPARTMENT OF EDUCATION AND THERE'S ONGOING INSTITUTIONAL OVERSIGHT ON ANY PROGRAM THAT IS DEEMED TO BE WORKFORCE PELL ELIGIBLE.
AND THEN THE LAST THING I'LL TALK ABOUT IS PROGRAM ELIGIBILITY.
AND SO PROGRAM ELIGIBILITY, THE PROGRAM HAS TO BE EIGHT TO 14 WEEKS AND 150 TO 599 CLOCK HOURS. IT HAS TO HAVE BEEN OFFERED FOR AT LEAST ONE YEAR PRIOR TO BEING APPROVED TO BE ELIGIBLE FOR THE WORKFORCE PELL PROGRAM. IF I WAS GOING TO HIGHLIGHT THE AREA WHERE WE'RE SEEING A LOT OF PROBLEMS IN TERMS OF GETTING MORE PROGRAMS APPROVED, IT'S REALLY IN THAT FIRST ITEM, THE DURATION OF THE PROGRAM AND THEN ALSO HOW LONG IT'S BEEN OFFERED IN THAT FORMAT. YOU COULD HAVE OFFERED IT IN A DIFFERENT FORMAT AND NOT BE ELIGIBLE BASED ON THESE RULES, BUT IT HAS TO FIT IN THAT FORMAT A YEAR BEFORE YOU SUBMIT IT. SO THAT'S ONE OF THE CHALLENGES THAT A LOT OF INSTITUTIONS HAVE BEEN HAVING.
IT HAS TO BE STACKABLE, WHICH MEANS THAT IT HAS TO LEAD TOWARDS A CERTIFICATE OR DEGREE, TOWARDS THAT ACADEMIC CREDIT.
CAREER PATHWAY, IT HAS TO BE ALIGNED TO A HIGH SCHOOL, HIGH-WAGE OR IN-DEMAND OCCUPATION AND IT HAS TO ALIGN WITH THE HIRE REQUIREMENTS OF POTENTIAL EMPLOYERS IN THAT SECTOR. I'M LAUGHING BECAUSE I'M TALKING ABOUT IT, READY TO WORK HAS HELPED US HERE WHICH IS ALL THE THING YOU'VE HEARD TIME AND TIME AGAIN FROM MIKE AND ALEX WITH THE READY TO WORK AND PROGRAM ELIGIBILITY THAT WE FOCUS IN ON.
COMPLETION RATE, THIS IS ANOTHER AREA WHERE THERE'S A LOT OF ALIGNMENT. AT LEAST 70% OF THE COHORT HAS TO COMPLETE AT LEAST 150% OF THE DURATION, THE JOB PLACEMENT HAS TO BE 170 -- OVER TIME IS THAT JOB PLACEMENT RATE. RIGHT NOW IT'S ANY JOB.
EVENTUALLY IT WILL BE RESTRICTED TO A JOB ALIGNED TO THAT PARTICULAR PROGRAM PATHWAY. THEY DON'T HAVE THE DATA TO BE ABLE TO DO THAT AT SCALE RIGHT NOW, AND SO FOR NOW, THAT'S -- THAT IS THE STANDARD, BUT EVENTUALLY WE WILL HAVE TO DEMONSTRATE THAT THE INDIVIDUAL IS GOING DOWN AND GETTING A JOB IN A PARTICULAR OCCUPATION.
AND THEN THE PROGRAM COST IS THE TUITION AND FEES MAY NOT EXCEED -- IN AUDIO] -- BUT IT'S A VERY COMPLICATED FORMULA NOW TO DETERMINE IF THE STUDENT IS ACTUALLY GETTING WAGES THAT ARE ABOVE AND BEYOND THE TUITION AND FEES AND SORT OF THAT COST OF EDUCATION.
THEY ARE GOING TO RELY IN THAT INSTANCE ON IRS WAGE DATA FOR THE INDIVIDUALS TO BE ABLE TO DO THAT IN THAT COHORT. AGAIN, THEY DON'T HAVE THE CAPACITY TO DO THAT YET, SO THE IDEA IS THAT BY '29, '30, WE SHOULD BE ABLE TO GET THAT FROM THE FEDERAL GOVERNMENT. IT'S WILDLY COMPLICATED.
I DON'T KNOW IF THEY'RE GOING TO BE ABLE TO MAKE THAT TIMELINE, BUT THAT IS THE MARKER THAT WE'RE WORKING TOWARDS IS THAT WE WILL BE ABLE TO GET THAT KIND OF LEVEL OF DATA, WAGE DATA, FROM OUR PARTICIPANTS IN THESE PARTICULAR PROGRAMS. AND SO THE OTHER THING THERE'S SOME RESTRICTIONS ON THE PROGRAM ELIGIBILITY, SO AT LEAST 75% OF THE PROGRAM MUST BE TAUGHT BY THE OFFERING INSTITUTION, AND THERE'S AN EXCEPTION FOR RAPS, WHICH ARE REGISTERED APPRENTICESHIP PROGRAMS, IN THE APPENDIX I HAVE SOME OF THESE MORE DETAILED SLIDES, I JUST DIDN'T WANT TO GO THROUGH THEM BECAUSE I KNOW WE'RE TRYING TO STAY ON TIME. I TOLD ALEX I WOULD ONLY TAKE 10 MINUTES ON THIS PRESENTATION. AND IT ALSO DOES NOT INCLUDE CORRESPONDENCE COURSES. AND SO THOSE ARE COURSES THAT TYPICALLY ARE EXCLUSIVELY ONLINE, LITTLE TO KNOW INTERACTION WITH FACULTY MEMBERS, AND REALLY JUST THE BASIC LEVEL -- BLESS
[00:45:01]
YOU -- BASIC LEVEL COURSES. THE OTHER IS THE TUITION AND FEES MUST BE PUBLICLY AVAILABLE FOR THE -- FROM THE INSTITUTION.AND SO I MENTIONED TO YOU, WITH PROGRAM ELIGIBILITY IS TRICKY BECAUSE IT ISN'T JUST WE GO TO THE DEPARTMENT OF ED TO GET THE PROGRAM APPROVED. IT IS A STATE APPROVAL PROCESS, THEN THE DEPARTMENT, AND THEN INTERNALLY, WE HAVE TO WORK THROUGH AND START TO ROLL OUT THE SYSTEM TO BE ABLE TO PROVIDE THIS OPPORTUNITY TO STUDENTS.
THIS IS BRAND-NEW FOR US AND IT'S BRAND-NEW, ESPECIALLY FOR OUR FINANCIAL AID ADVISERS, AND SO THIS IS ONE OF THOSE THINGS WE'RE KIND OF GEARING UP INTERNALLY TO START TO DO BECAUSE WE KNOW THAT THERE'S A LOT OF EXCITEMENT ABOUT THE POTENTIAL OF WHAT THIS COULD MEAN FOR A LOT OF ST. TUDS THAT WE DO HAVE -- THE STUDENTS THAT WE DO HAVE ALREADY MATRICULATING IN SHORT-TERM PROGRAMS. SO FROM THE STATE APPROVAL PROCESS, THESE ARE THE AREAS THAT THEY SPECIFICALLY ARE IN CHARGE OF, THEY HAVE TO DEFINE, APPLY AND PUBLISH THE STATE'S SPECIFIC CRITERIA WITH REGARD TO EMPLOYER DEMAND AND THE HIGH SCHOOL HIGH-WAGE AREAS, THEY HAVE TO ESTABLISH AND OPERATE THE APPROVAL PROCESS, SO THIS IS REALLY OUT OF THE OFFICE OF THE GOVERNOR IN EVERY STATE, AND THEY CAN DESIGNATE ANOTHER ENTITY WITHIN THEIR STATE TO TAKE THE LEAD ON DOING THIS WORK, AND THEY ALSO HAVE TO DETERMINE THE PROGRAM COMPLIANCE AND PERFORMANCE. SO IN TEXAS' INSTANCE, THE GOVERNOR HAS TASKED THE TEXAS HIGHER EDUCATION COORDINATING BOARD AS THE LEAD INSTITUTION WORKING IN TANDEM WITH THE TEXAS WORKFORCE INVESTMENT COUNCIL. THEY HAVE CREATED A WEBSITE AND THEY CREATE AD TWO-STEP PROCESS WITH REGARDS TO ELIGIBILITY AND DATA COLLECTION THAT IS REQUIRED TO BE ABLE TO APPROVE THOSE PROGRAMS. AND, AGAIN, THEIR CRITERIA ARE VERY SIMILAR, SO THEY ACTUALLY CREATED A LIST USING TEXAS WORKFORCE COMMISSION DATA OF WHAT IS CONSIDERED TO BE A HIGH-SKILLED, HIGH-WAGE OR IN-DEMAND OCCUPATION. SO THEY'RE NOT LEAVING IT TO US TO FIGURE IT OUT AND THEY'RE NOT DOING IT BY REGION.
THEY JUST CREATED A BIG OLD STATE LIST FOR US TO USE IN SUBMITTING PROGRAMS FOR CONSIDERATION. THEY ALSO OUTLINE THIS IS VERY HIGHER ED TALK, BUT SOC AND SIP WHICH ARE THE DATA CODES THAT ARE USED TO BE ABLE TO OUTLINE BETWEEN THE OCCUPATIONAL LEVEL AND THE PROGRAM LEVEL OF WHAT WE OFFER AT INSTITUTION OF HIGHER ED AND THEY ALSO OUTLINE WHAT IS CONSIDERED TO BE A PORTABLE PROGRAM AND WHAT IS CONSIDERED TO MEET THE EMPLOYER HIRING REQUIREMENTS, TO TWO LETTERS EMPLOYER PARTNERS, AND THEY REALLY DID DIG DEEP AND SAY THOSE LETTERS OF SUPPORT CAN'T JUST BE HEY, YOU'RE SO GREAT, WE LOVE YOUR PROGRAM, THANKS, IT HAD TO OUTLINE VERY CLEARLY WHAT THAT PROGRAM ALIGNS TO AND WHAT JOB THAT IS ALIGNING TO WITHIN THEIR ORGANIZATION AND WHY IT'S BENEFICIAL.
SO IT'S A MUCH MORE DETAILED LETTER FROM THE EMPLOYER PARTNER TO BE ABLE TO PROVE THAT. THE STACKABILITY EVIDENCE IS REALLY COMING FROM US, SO WE HAVE TO SHOW THAT IT CAN BE TRANSLATED TO ACADEMIC CREDIT, AND THEN, AGAIN, WE ARE REQUIRED TO SUBMIT STUDENT LEVEL DATA WITH SOCIAL SECURITY NUMBERS FOR THEM TO BE ABLE TO VERIFY COMPLETION AND JOB PLACEMENT. SO WHAT THEY'RE USING TEMPORARILY RIGHT NOW IS UI DATA, UI WAGE DATA FROM TEXAS WORKFORCE COMMISSION TO BE ABLE TO PROVE THE JOB PLACEMENT OF THE STUDENTS -- THAT CRITERIA. SO WHAT ARE SOME OF THE NEXT STEPS? THE HIGHER ED COORDINATING BOARD HAS STARTED TO APPROVE PROGRAMS, AND SO WE ARE ACTUALLY ONE OF THE FIRST -- FEW STATES THAT ARE MOVING THIS QUICK -- DRIVER'S LICENSE PROGRAM FOR APPROVAL, THAT WAS APPROVED BY THE GOVERNOR'S OFFICE. THAT HAS NOW BEEN SUBMITTED TO THE DEPARTMENT OF EDUCATION. WE ARE WAITING FOR THAT APPROVAL BEFORE WE CAN MOVE FORWARD WITH PROMOTING AND TALKING ABOUT IT AT THE WORKFORCE PELL APPROVED PROGRAM, BUT WE'RE -- WE DO HAVE SOME OPEN QUESTIONS AND CERTAINLY ABOUT HOW OFTEN THE HIGHER ED COORDINATING BOARD WILL OPEN APPROVAL PROCESSES. THAT IS SOMETHING WE UNDERSTOOD TO BE ANNUAL.
THEY'VE SAID THAT THEY'RE NOT GOING TO MAKE IT ANNUAL, THAT THERE MIGHT BE A QUARTERLY PROCESS, SO WE'RE WAITING FOR FURTHER DIRECTION ON HOW OFTEN THAT COULD HAPPEN FOR US. WE'RE ALSO A LITTLE BIT UNSURE OF HOW OFTEN THEY'RE GOING TO UPDATE THE HIGH-DEMAND, HIGH-WAGE, IN-DEMAND LIST, AND WE ALSO HAVE SOME QUESTIONS ABOUT SOME OF THE PROGRAMS THAT MAY BE FOUND TO BE INELIGIBLE SIMPLY BECAUSE THE WAGES ARE LOW FOR THAT PARTICULAR OCCUPATION, AND SO I'M GOING TO HIGHLIGHT ONE OF THE ONES WE ALREADY CAN IDENTIFY IS GOING TO BE EARLY CHILDHOOD EDUCATION IS GOING TO BE ONE OF THOSE WHERE ENT FOR SOME REGIONS, THOSE ARE REALLY CRITICAL AND THEY HAVE A SOCIETAL VALUE, BUT THE WAGES ARE INCREDIBLY LOW SO THEY WOULD NEVER MEET THAT FORMULA, SO THAT'S ONE OF THE AREAS WE'RE STARTING TO LOOK AT. LIKE HOW DO WE ADVOCATE FOR SOME OF THESE OCCUPATIONS THAT FRANKLY ARE OF VALUE BUT ARE
[00:50:01]
NEVER GOING TO GET THE WAGES TO MEET THAT CRITERIA? AND THIS IS SOMETHING THAT THE STATE ACTUALLY -- OUR STATE HAS LED FROM AN ASSOCIATE'S DEGREE COMPLETION STANDPOINT FOR COMMUNITY COLLEGES UNDER OUR FUNDING FORMULA, THERE ARE CERTAIN PROFESSIONS THAT ARE EXCLUDED FROM MEETING THIS CREDENTIAL AND VALUE CALCULATION.IT'S A VERY NARROW LIST, BUT TEACHING AND EARLY CHILDHOOD ARE A PART OF THAT LIST. AND THE REASON WHY, AGAIN, BECAUSE THEY WOULD NEVER MEET THE WAGE ROI BECAUSE OF THE WAGES THAT THEY'RE PAID.
BUT, AGAIN, HIGH-SOCIETAL VALUE, SO WE NEED TO FIGURE OUT HOW TO MEASURE THAT A AND DO THAT AT THE FEDERAL LEVEL FOR SOME OF THIS WORK.
AND SO WITH THAT, HAPPY TO TAKE ANY QUESTIONS. >> GALVAN: THANK YOU SO MUCH, PRISCILLA, FOR THE PRESENTATION. REALLY APPRECIATE THE KIND OF RUNDOWN HERE. OF COURSE WE'VE DEFINITELY BEEN HEARING A LOT OF THIS IN OUR WORK ZONE CONVERSATIONS, OF COURSE, CHANGES TO ANYTHING WE'RE SEEING AT THE FEDERAL LEVEL AS WELL.
JUST REALLY QUICK, I THINK, ONE MAJOR QUESTION I ADD BEFORE WE JUMP INTO THE CONVERSATION HERE, I KNOW YOU MENTIONED THIS IS KIND OF BAKED INTO PELL OVERALL. IS THERE ANY LOSS -- OR -- ARE THERE ANY STUDENTS THAT ARE GOING TO BE IMPACTED BY THIS IN RESTRICTION IN RECEIVING PELL BECAUSE OF THESE NEW REQUIREMENTS OR IS THIS SOMETHING THAT IS ONLY AFFECTING STUDENTS THAT WOULD BE GOING TO THE WORKFORCE SPECIFIC
REALM? >> GREAT QUESTION. AND WE ACTUALLY DID GET ASKED THAT QUESTION BY SOME OF THE EMPLOYER PARTNERS WE HAD REACHED OUT TO FOR HELP AND SUPPORT. IT DOES NOT.
IT'S REALLY JUST OPENING THE DOOR FOR FOLKS WHO GENERALLY ARE GOING INTO THESE SHORTER TERM PROGRAMS TO HELP THEM GET ELIGIBILITY FOR A FEDERAL RESOURCE TO BE ABLE TO OFFSET THE COURSE FOR TUITION AND FEES AT SOME LEVEL. THOSE ARE GOING TO BE PRORATED DEPENDING ON THE PROGRAM COST, SO, NO, IT WOULD NOT IMPACT THEM. AND, IN FACT, IT HELPS THEM, BECAUSE WHAT WE KNOW TO BE TRUE IS THAT SOMETIMES THEY JUST NEED THAT BOOST IN, AND THEN THEY GET THE CONFIDENCE AND WANT TO CONTINUE ON THAT CAREER JOURNEY, IF YOU WILL. WHAT WE ARE CONCERNED ABOUT AND WE ARE GOING TO CONTINUE TO ADVOCATE IS PART OF WHEN WE ADVOCATED FOR WORKFORCE PELL, WE ADVOCATED FOR AN EXPANSION OF THE NUMBER OF SEMESTERS FOR THEIR LIFETIME ELIGIBILITY. WE ARE GOING TO CONTINUE TO PUSH THAT BECAUSE IT DOES HAVE AN IMPACT ON THEIR LIFETIME ELIGIBILITY, SO IF THE STUDENT CAME IN AND WENT IN AND GOT THEIR CDL, BUT THEN EVENTUALLY WANTED TO COME BACK AND MAYBE GO INTO MANUFACTURING, THEY COULD GO DOWN THE LEVEL 1, LEVEL 2, ASSOCIATE'S DEGREE, AND THEN POTENTIALLY A BACHELOR'S DEGREE IN ENGINEERING, HOWEVER HOW MUCH OF THEIR PELL ELIGIBILITY GETS USED UP IN THAT TIME IS ONE OF THE QUESTIONS.
AND ONE OF THE CONCERNS AS THEY CONTINUE ON THOSE PATHWAYS.
>> GALVAN: GOT IT. THANK YOU. THAT'S REALLY HELPFUL.
I THINK I WAS TRYING TO FIGURE OUT, OKAY, THIS IS GOING TO BE TAKING PLACE, WHAT INSTITUTIONS ARE GOING TO BE IMPACTED, WHAT STUDENTS, BUT THAT'S GOOD TO KNOW THAT IT'S KIND OF -- IT'S HELPFUL TO TRY TO REITERATE WHAT YOU SAID. I THINK I UNDERSTAND IT, I DON'T THINK I'LL BE ABLE TO REPEAT IT BACK IN THIS WAY UNTIL I DIGEST IT A LITTLE MORE.
ANY CONVERSATION FROM COMMUNITY MEMBERS? COUNCILWOMAN KAUR?
>> KAUR: THANKS, PRISCILLA. I WAS IN THE PRESENTATION BECAUSE I'M ON THE READY TO WORK ADVISORY COMMITTEE, WHICH, BY THE WAY, WE WILL NOT BE ABLE TO MAKE TODAY BECAUSE WE HAVE A SPECIAL SESSION, BUT I WAS IN IT A COUPLE WEEKS AGO WHEN YOU PRESENTED AND I THINK THE THING THAT I KEPT ASKING ABOUT IN THE MEETING IS HOW ARE WE GOING TO FIGHT BACK, HOW ARE WE BASICALLY -- WHAT'S THE STRATEGY TO CHANGE THIS, BECAUSE IT'S NOT GOOD FOR ANYONE. AND SO -- AND I DON'T KNOW, PRISCILLA, IF YOU WANT TO SHARE A LITTLE BIT ABOUT --
>> YEAH. GREAT POINT. THIS IS A WORK IN PROGRESS. AND THAT'S THE POINT THAT I MADE AT THE READY TO WORK BOARD MEETING WAS THAT THIS WAS A HUGELY -- BOARD ALAMO AND COMMUNITY COLLEGES HAVE BEEN FIGHTING FOR THIS FOR OVER 15 YEARS, BUT NOW THE DEVIL'S IN THE DETAILS OF THE IMPLEMENTATION, AND ONE OF THE CHALLENGES WE'RE FINDING IS HOW CONSTRAINED IT IS IN TERM TION S IT IS OF THE PROGRAM ELIGIBILITY. IN TEXAS THE GOVERNOR OPENED IT IN APRIL, CLOSED IT IN JUNE AND THEN HAD TO OPEN IT UP AGAIN BECAUSE HE WASN'T SATISFIED THAT PEOPLE HAD SUBMITTED ENOUGH PROGRAMS FOR ELIGIBILITY. BUT THE THING THAT WE'VE BEEN STRESSING TO THEM, WE'RE SUBMITTING THE PROGRAMS THAT MEET THE CURRENT ELIGIBILITY REQUIREMENTS.
SO -- SO TO COUNCILWOMAN KAUR'S POINT, OUR JOB NOW IS AS WE'RE IMPLEMENTING TAKING STOCK OF, LIKE, THE THINGS THAT ARE NOT WORKING FOR US AS INSTITUTIONS AND NOT WORKING FOR THE STUDENTS AND REALLY GOING BACK TO THE CONGRESSIONAL MEMBERS AND SAYING, THANK YOU SO MUCH, ALSO WE -- WE'RE RECOGNIZING THAT THERE'S A FEW THINGS WE NEED TO AMEND TO REALLY MAKE THIS THE PROGRAM THAT IT CAN BE. WE'LL WORK WITH THE
[00:55:03]
DEPARTMENT OF EDUCATION ON THAT, ASSUMING IT STILL EXISTS IN A COUPLE YEARS AS WE KEEP MOVING FORWARD, BECAUSE THAT'S A WHOLE OTHER DISCUSSION, BUT THE OTHER THING THRAS ARE REALLY TIED AND LOOPED INTO STATUTE FIGURING OUT HOW WE CAN AMEND THOSE AS WE MOVE THROUGH THE PROCESS.AND SO THIS IS NOT GOING TO BE A ONE AND DONE. THIS IS GOING TO BE A KEEP AMENDING, VERY MUCH LIKE OUR COMMUNITY COLLEGE FORMULA RIGHT NOW, WE ARE CONSTANTLY HAVING TO GO BACK AND TWEAK AND FIX BECAUSE IT'S JUST SUCH A BIG CHANGE AND WE'RE NOTICING SOME OF THE THINGS -- THE
CHALLENGES WITH THAT. >> KAUR: AND ONE MORE THING, WHAT DID YOU GUYS -- DID YOU GUYS SUBMIT SOMETHING IN THE FIRST -- WHICH PROGRAMS
DID YOU GUYS SUBMIT. >> YES, MA'AM. WE SUBMITTED OUR COMMERCIAL DRIVER'S LICENSE PROGRAM. WE HAVE A LIST OF SOME PROGRAMS THAT ARE ON THE CUSP OF MEETING THE ELIGIBILITY.
THIS ONE MET IT, NO QUESTIONS ASKED, SO WE'VE SUBMITTED THAT.
WE'RE JUST WAITING FOR THE DEPARTMENT OF EDUCATION TO --
>> KAUR: DANG, ONLY ONE PROGRAM IS ACTUALLY -- BUT ARE THOSE GOING TO BE
READY TO WORK ELIGIBLE, TOO? >> RIGHT NOW -- AND I'M LOOKING AT MIKE. WE HAVE HAD THIS CONVERSATION AT LENGTH.
BECAUSE OUR PLAN AND OUR DESIRE IS ONCE WE GET ELIGIBILITY, THERE HAS BEEN A DESIRE FROM THE BOARD AND THE COUNCIL HAS MADE THIS CLEAR IS HOW DO WE SORT OF FUNNEL DOWN THAT LIST OF OCCUPATIONS.
THIS IS ONE OF THE ONES THAT WE'VE BEEN LOOKING AT, LIKE READY TO WORK HAS PRODUCED ENOUGH, HOW DO WE FOCUS IN ON OTHER OCCUPATIONS THAT ARE OF VALUE TO THE COMMUNITY. SO COUNCILMEMBER KAUR, WE ARE ABSOLUTELY -- THE MINUTE WE GET THE APPROVAL, MIKE IS ON MY SHORT PHONE LIST OF, OKAY, WE'RE THERE, HOW DO WE TRANSITION MAYBE OFF --
>> KAUR: BECAUSE IT'S NOT CURRENTLY -- >> IT IS ON THE LIST, AND WE PRODUCED A LOT, YES. SO THE IDEA IS HOW DO WE MAYBE WORK TO GET MORE -- BECAUSE WE HAVE A LOT OF STUDENTS WHO GO THROUGH THE CDL PROGRAM.
PART OF READY TO WORK PARTICIPANTS AND THEN JUST GENERAL STUDENTS WHO GO THROUGH THE PROGRAM. WE THINK THERE IS GOING TO BE AN OPPORTUNITY ONCE THIS IS APPROVED, SOME OF THOSE STUDENTS WILL BE ABLE TO MEET WORKFORCE PELL ELIGIBLE, AND THAT WOULD BE THE WAY TO BE ABLE TO SUPPORT THOSE INDIVIDUAL WHOSE ARE STILL INTERESTED IN THAT PARTICULAR OCCUPATION AND REALLY ARE AIMING TO GO THROUGH THE PROGRAM. LIKE THAT'S OUR GOAL
RIGHT NOW. >> KAUR: I'D LOVE TO SEE WHAT THAT FINANCIAL IMPACT COULD BE FOR US IN TERMS OF HOW WE COULD DIFFERENTIALLY USE THOSE DOLLARS. AND THEN THE LAST QUESTION FOR READY TO WORK IS PROBABLY MIKE, JUST LIKE IN THE -- DO YOU KNOW THAT MAP ALREADY, HOW MANY PEEP REALLY IN THE CDL PROGRAM FOR --
>> LARGEST ENROLLMENT SINGLE OCCUPATION PROGRAM, OVER 800 PARTICIPANTS HAVE ENROLLED IN IT. A LOT OF DETAILS TO BE WORKED OUT, SO DON'T GET TOO EXCITED BECAUSE THE AMOUNT.
>> KAUR: HE'S TRYING TO TAMPER MY EXPECTATIONS. >> WE'RE READY, BUT WE
JUST -- >> NUMBER ONE, HOW MUCH MONEY IS WORKFORCE PELL GOING TO COVER. THAT TUITION IS MAYBE 500 BUCKS.
I THINK THAT PELL TUITION IS PRORATED TO MAKE IT HALF OF THAT, SO YOU NEED TO SUBSIDIZE THAT SOMEHOW, EITHER GET LOANS OR READY TO WORK OR SOME SCHOLARSHIP FROM THE FOUNDATION, MAYBE, BUT YOU'VE STILL GOT TO BRIDGE THAT GAP BETWEEN WORKFORCE PELL COVERS AND WHAT THE STUDENTS ARE ON
THE HOOK FOR. >> WHAT >> KAUR: WHAT'S THE
PROGRAM. >> 5500. WE'VE ADJUSTED DOWN TO 5,000 BECAUSE THAT'S OUR CAP. WE THANK COMMUNITY
COLLEGES FOR DOING THAT FOR >> KAUR: LAST QUESTION.
WHAT INSTITUTIONS ARE YOU WORKING WITH TO HELP GROW THE ELIGIBILITY? YOU MENTIONED ADVOCACY AND THE RULE-MAKING PROCESS. WHO ELSE DO YOU WORK WITH
WHEN YOU'RE DOING THAT AT THE STATE? >> SO FOR THIS PARTICULAR PROGRAM WE PARTNERED HAND IN HAND WITH OUR BUSINESS COMMUNITY, SO OUR CHAMBERS OF COMMERCE CONSISTENTLY HAD THIS AS A LEGISLATIVE PRIORITY.
WE ARE ALSO VERY UNFORTUNATE WE WORK WITH A COALITION OF COMMUNITY COLLEGES FROM ACROSS THE NATION. WE -- LOUISIANA TECH SYSTEM, WISCONSIN, IOWA, NEBRASKA, VIRGINIA. AND NOW NORTH CAROLINA IS PART OF THIS COALITION.
SO WE WORK WITH NOT JUST TEXAS INSTITUTIONS, BUT ALSO INSTITUTIONS FROM ACROSS THE COUNTRY AND HAVE BEEN ADVOCATEING ON THIS. AS WE'VE BEEN WORKING TO IMPLEMENT, WE ARE HAVING CONVERSATIONS WITH FOLKS LIKE PROJECT QUEST AND OTHERS WHO WE ALREADY PARTNER WITH OF HOW DO WE LEVERAGE THE SUPPORT AND THE THINGS THAT THEY DO AND THAT WE WORK ON TO HELP MAKE SURE WE'RE TEEING UP PROGRAMS FOR ELIGIBILITY. AND LIKE I SAID, WE HAVE A LIST INTERNALLY.
I DON'T WANT TO SAY IT TOO LOUD PUBLICLY BECAUSE THEN I WILL HAVE A STUDENT CALL IN AND SAY IT'S WORKFORCE PELL, AND I SAY NO, NOT YET. SO THAT'S WHY WE'RE HESITANT TO SAY COMMERCIAL DRIVER'S LICENSE, BUT WE FEEL COMFORTABLE NOW IN SAYING WE'VE SUBMITTED IT. WE ARE LOOKING AT OTHERS IN PARTICULAR THE HEALTHCARE
[01:00:01]
SPACE. WE HAVE OTHERS THAT LOOK INCHES AWAY FROM MEETING ELIGIBILITY ON THE HEALTHCARE SIDE, WHICH INTERNALLY FOR ALAMO IS OUR LARGEST PROGRAM AREA. AND WHEN YOU LOOK AT OUR READY TO WORK PARTICIPANT PARTICIPATION AS WELL, THAT IS OUR LARGEEST AREA OF PARTICIPATION FROM THE ALAMOSTANDPOINT. >> KAUR: THANKS FOR YOUR WORK ON THIS, PRISCILLA.
THANKS, CHAIR. >> GALVAN: COUNCILMAN MUNGIA.
>> MUNGIA: JUST A COUPLE OF QUESTIONS. YOU HAVE ONE THAT MET EVERYTHING SO FAR AND THEN YOU'RE TRYING TO GET MORE. WHAT ARE SOME OF THE THINGS THAT MAYBE THERE'S A SMALL VARIATION THAT YOU WOULD BE ABLE TO GET THOSE PROGRAMS
INTO QUALIFYING? WHAT ARE SOME OF THEM? >> THE COHORT COMPLETION.
COHORT COMPLETION AND JOB PLACEMENT NEEDS TO BE 70, AND WE'RE A FEW PERCENTAGE POINTS SHORT OF THAT ON A COUPLE OF THE PROGRAMS. THE OTHER THING THAT HAS COME UP IS THAT WE HAVE A MULTITUDE OF SHORT-TERM PROGRAMS THAT HAVE BEEN DESIGNED BY AND HAND IN HAND WITH EMPLOYEES EMPLOYERS. THE CHALLENGE IS THAT THEY DO NOT MEET THE EIGHT-WEEK MINIMUM DURATION. AND WE'RE FINDING, TO COUNCILMEMBER KAUR'S QUESTION EARLIER, WE NEED THAT EIGHT-WEEK DURATION MINIMUM TO COME DOWN EVEN FURTHER BECAUSE WE DON'T WANT TO EXTEND A PROGRAM TO EIGHT WEEKS UNNECESSARILY, PARTICULARLY IF IT'S AN EMPLOYER-DESIGNED PROGRAM WHERE THEY REALLY WANT THE EMPLOYEE TO BE ON THE LINE OR IN THE OFFICE DOING THAT WORK ASAP. SPEED IS EVERYTHING FOR THEM THEM.
SO WE PURPOSEFULLY HAVE DESIGNED SOME PROGRAMS THAT ARE VERY, VERY SHORT INTENTIONALLY AND THEY MEET THOSE REQUIREMENTS, COMPETENCY REQUIREMENTS FOR THE EMPLOYER, BUT UNFORTUNATELY THEY'RE NOT MEETING THE DURATION REQUIREMENT UNDER WORKFORCE PELL. SO THAT'S SOMETHING WE'RE HAVING CONVERSATIONS WITH THE PROFESSIONAL MEMBERS. THERE IS JUST A -- IT'S REALLY HARD FOR ELECTED -- I WOULD SAY THIS FOR STATE AND FEDERAL ELECTEDS THAT WE'VE TALKED TO ABOUT NOW THIS GROWING BUSINESS OF SHORT-TERM TRAINING, THERE'S JUST AN UNCOMFORTABLE LEVEL FOR THEM ABOUT GIVING FEDERAL RESOURCES OR FEDERAL GRANT DOLLARS TO SOMETHING THAT IS ONLY TWO WEEKS LONG. BECAUSE THERE'S A QUESTION OF LIKE IS IT REALLY A VALUE VALUE? IS IT LEADING TO SOMETHING THAT THE STUDENT CAN ACTUALLY TRANSPORT AND TAKE TO MULTIPLE INDUSTRY PARTNERS? SO WHAT WE'RE TRYING TO SHOW THEM IS THE EVIDENCE THAT THESE ARE EMPLOYER-DRIVEN, DEMAND DRIVEN, HIGHLY VALUABLE PROGRAMS THAT WILL ALLOW FOR THE STUDENT TO MOVE FORWARD IN THE -- THE ALLOWANCE FOR THEM TO HAVE ACCESS TO PELL IS GOING TO BE A GOOD THING. THAT'S THE CHALLENGE THAT WE HAVE BEFORE US, IS REALLY PROGRAM COHORT -- PARTICIPATION, COMPLETION, JOB PLACEMENT AND THE DURATION OF THE PROGRAM, THOSE ARE THE TWO BIG ONES
WE'VE GOT RIGHT NOW. >> MUNGIA: THAT'S GREAT. I'M SURE YOU HAVE A LOT OF DATA TO SHOW THEM IT'S VALUABLE AND VERY NECESSARY. AND WHEN YOU TALK ABOUT STUDENT ELIGIBILITY FOR THE WORKFORCE PELL, ARE THERE ANY PARTICULAR BARRIERS THERE OR DO YOU THINK THAT THERE'S, GENERALLY SPEAKING, STUDENTS ARE ABLE TO KIND OF
ENROLL IN THAT IN GETTING QUALIFIED? >> SO WHAT WE'RE GOING TO -- I THINK IS GOING TO BE -- WHICH THAT'S WHY WE'RE REAL EXCITED THAT IF THIS GETS APPROVED AND IN THE PROGRAM TO SEE HOW THE STUDENTS REACT.
NORMALLY FOR A CDL PROGRAM, MY STUDENT IS NOT GOING TO COMPLETE A FAFSA.
THEY WOULD IN ORDER TO BE ABLE TO GET ACCESS TO WORKFORCE PELL BECAUSE YOU HAVE TO COMPLETE THE FAFSA IN ORDER TO GET ACCESS TO PELL.
WHICH FOR US WOULD BE HUGELY HELPFUL BECAUSE WE WOULD WRAP AROUND THAT PARTICULAR STUDENT. LIKE MIKE MENTIONED WHAT OTHER SOURCES OF FUNDING CAN WE LOOK AT TO TRY TO HELP THOSE STUDENTS. I THINK IT'S GOING TO BE LIKE INFORMATION, REALLY KNOWLEDGE AND EMPHASIZING STUDENT THAT ARE GOING FOR THESE PROGRAMS THAT YOU HAVE TO COMPLETE THE FAFSA. LIKE THIS IS A POTENTIAL OPPORTUNITY FOR FUNDING. AND THIS IS WHERE WE'RE REALLY EXCITED WITH THE ALAMO TECHNICAL INSTITUTE WE'VE TRIED TO BRING THE BRANDING VERY COHESIVE AND TOGETHER AND JUST SAY 90% OF OUR STUDENTS ARE SCHOLARSHIP IN SOME WAY.
READY TO WORK IS ONE OF THEM THEM, BUT ADULT EDUCATION IN ONE LEVEL.
THE STATE WITHIN THAT THAT WORKFORCE PELL IS A POTENTIAL FUNDING SOURCE TO SCHOLARSHIP STUDENTS WHO ARE TRYING TO GO INTO THESE VERY SPECIFIC SHORT-TERM PROGRAMS. SO IT'S GOING TO BE INCUMBENT UPON US TO INFORM THE COMMUNITY AND GET MORE STUDENTS AWARE THAT THAT'S ACTUALLY AN AVENUE TO HELP SUPPORT THEIR EDUCATIONAL
OPPORTUNITY. >> MUNGIA: ABSOLUTELY. AND LAST QUESTION, ARE THERE OTHER HIGHER INSTITUTIONS THAT ARE UTILIZING THIS PROGRAM AND TRYING TO GET
[01:05:06]
PROGRAMS WITH WORKFORCE PELL PELL. >> THAT IS WHERE I WILL GET MY FRIEND DONNIA. SHE DOES A REALLY GREAT JOB OF [INDISCERNIBLE] BEFORE I DO A PRESENTATION SO IT HELPS ME TREMENDOUSLY. SHE'S REALLY DUG INTO THE INFORMATION AND HAS ACTUALLY REACHED OUT TO OTHER INSTITUTIONS HERE IN TOWN.
HALLMARK CONSIDERED, BUT THEY'RE HAVING -- WHAT I READ IN THE ARTICLE AND WHAT I UNDERSTAND IS THE SAME ISSUE, IT'S THAT THEY DESIGN A PROGRAM AND FRANKLY TALKING TO MY COMMUNITY COLLEGE COLLEAGUES FROM ACROSS THE STATE, THERE HAS BEEN A LOT OF HESITANCY TO SUBMIT ANYTHING. THEY REALLY [INDISCERNIBLE] ONE OR TWO APPLICATIONS, YOU'RE NOT GETTING -- LIKE EVERY ONE OF THE BIG COMMUNITY COLLEGES DID NOT SUBMIT A PROGRAM FOR CONSIDERATION.
ACROSS THE STATE. THAT TELLS YOU -- I THINK THIS GOES BACK TO THE COMMENT EARLIER THAT THE RESTRICTIONS ARE JUST -- THEY'RE SUCH THAT ELIGIBILITY IS VERY, VERY TINY SO I THINK THERE IS A DESIRE TO SEE IF MAYBE -- IT CAN BE ADJUSTED TO HELP MORE PROGRAMS AND STUDENTS TO BECOME ELIGIBLE FOR THE
OPPORTUNITY? >> MUNGIA: THANK YOU VERY MUCH.
I APPRECIATE IT. >> GALVAN: ANY OTHER QUESTIONS OR COMMENTS ON THIS ITEM? I THINK THE ONLY THING I WAS GOING TO MENTION WAS OF COURSE THIS CONVERSATION LEADS QUICKLY INTO ECONOMIC DEVELOPMENT AND EVEN STATE AND LOCAL AND ADVOCACY. SO ANYTHING THAT WE COULD TAKE TO THIS MEETING THAT COULD GO IT TO ADVOCACY AS WELL, TWC, THE ADVISORY BOARD OR OUR COMMITTEE AS WELL AND CONTINUE THAT CONVERSATION ABOUT HOW WE COULD BE HELPFUL.
FELLOW INSTITUTIONS IN PARTICULAR, ALAMO COLLEGE IN THIS CONVERSATION, I WOULD LOVE TO SEE IT GO OUT THERE. AND I SAY THAT BECAUSE HAVING A MORE DEVELOPMENT QUESTION THAN AN EDUCATIONAL ONE. I'M TRYING NOT TO JUMP TOO DEEPLY INTO I DON'T KNOW IF WE HAVE THIS DATA. I KNOW IT'S SOMETHING YOU MENTIONED WOULD HAPPEN ON A LARGEER LEVEL. BUT TRYING TO UNDERSTAND IF IT'S [INDISCERNIBLE], ELIGIBLE AT THE MOMENT FOR MULTIPLE REASONS.
ARE THERE ANY OTHER KIND OF LIKE ALMOST CHICKEN AND EGG CONVERSATION ABOUT IS IT ALSO THE JOB OPPORTUNITIES AVAILABLE IN THE MARKET RIGHT NOW VERSUS THE EDUCATION QUALITY THAT WE'RE PROVIDING? I THINK THAT IS AN EASY MISSED NUMBER THAT WE COULD GO BACK AND FORTH ON FOREVER FOREVER.
BUT I DON'T KNOW IF THERE'S ANY ANALYSIS THERE ABOUT WHAT IT LOOKS LIKE WITH THE LOCAL ECONOMY AND ELIGIBLE JOBS OR OCCUPATIONS IN OUR CITY THAT CAN QUALIFY FOR
THIS PROGRAM AT ALL. >> THAT'S A GREAT QUESTION AND IT TIES IN AND WE FEEL LIKE EVERYTHING HAS TIMED OUT REALLY NICEFUL FOR US PARTICULARLY AT ALAMO BECAUSE OUR FUNDING SYSTEM OUR LEARNERS ARE GRADUATING AND HEADING INTO JOBS THAT ARE GIVING THEM A FAMILY- FAMILY-SUSTAINING WAGE. AND THAT'S IN OUR POLICY NOW NOW.
OUR BOARD IMPLEMENTED THAT POLICY SEVERAL YEARS AGO SO IT'S A CONSTANT ANALYSIS OF WHAT DOES THAT JOB DATA LOOK LIKE? I'M YOUNG TO BE THE FIRST ONE TO SAY SOMETIMES IT IS FLAWED BECAUSE SOMETIMES YOU DON'T HAVE THE OCCUPATION YET BECAUSE THE JOB HASN'T BEEN CREATED. THE JOB MAY NOT EXIST YET.
AND WE'VE ACTUALLY RUN INTO THIS ISSUE FOR SOME OF OUR FORMULA FUNDING FOR OCCUPATIONS THAT ARE SPECIFICALLY HIGHLIGHTED AND SAID, YEAH, THE DEMAND IS NOT ON THE TWC LIST BECAUSE IT HASN'T BEEN POSTED LIST, BUT THERE ARE 600 JOBS THAT WILL COME ONLINE IN SIX MONTHS AND I NEED YOU READY. HOW FAIR IS THAT THAT I WILL SPEND ALL THIS TIME AND ENERGY TO CREATE A PROGRAM AND GET NO REWARD FROM THE STATE BECAUSE IT'S NOT ON THE LIST YET FOR THAT OCCUPATION.
SO THOSE ARE JUST SORT OF THE GROWING PAINS, IF YOU WILL, FOR US.
IT'S WHY -- I'M HAPPY TO KNOW AND IF YOU'RE BOARD EVER -- I KNOW YOU HAVE SO MUCH FREE TIME RIGHT NOW, BUT THE TEXAS WORKFORCE COMMISSION IS ACTUALLY IN THE MIDDLE OF THEIR SUNSET REVIEW. SUNSET REVIEWS ARE A FUNCTION OF THE STATE WHERE THEY USE EVERY NINE OR 10 YEARS ON AN AGENCY TO CHECK ARE THEY DOING THEIR JOBS, WHAT AREAS OF IMPROVEMENT ARE REQUIRED? DOES IT MAYBE NEED TO GO AWAY BECAUSE THE AGENCY IS NOT OF VALUE ANYMORE? TWC IS UNDER USE REVIEW NOW AND ONE OF THE THINGS BEING HIGHLIGHTED IS ARE THE SYSTEMS AND TECH THAT THEIR USING ARE ANTIQUATED. THIS IS TRUE FOR ABOUT EVERY STATE AGENCY IN TEXAS. BECAUSE THEY CAN'T AND THEY ARE UNABLE TO DELIVER THAT
[01:10:05]
KIND OF NUANCEED DATA ON INDIVIDUAL LEARNERS, TYING IT TO THE THINGS AND TYING IT BACK TO EDUCATION. K-12 STUDENTS, HOW DO WE SEE HOW K-12 STUDENT DOES AS THEY MOVE TO ALAMO COLLEGES AND THEN MOVES INTO EMPLOYMENT? BECAUSE K-12 STUDENTS USE DIFFERENT CODES AND IDENTIFIERS THAN WHAT WE USE USE, THAN WHAT TWC USES. SO YOU'RE SPOT ON, THERE IS A LITTLE BIT OF THAT COMING UP RIGHT NOW AND A DESIRE TO DO MORE, THE DATA INFRASTRUCTURE IS JUST NOT THERE AT THIS STAGE TO BE ABLE TO DO IT WITH 100% FIDELITY.WE'RE ALL TRYING TO FIGURE OUT HOW TO DO IT IN OUR LOCAL COMMUNITIES AND DO WHAT WE CAN WITH THE STATE LEVEL DATA, BUT IT'S NOT PERFECT.
AND WE'RE SEEING SOME OF THAT PLAY BACK IN SOME OF THESE, WE -- OUR STATE APPROPRIATIONS HAVE BEEN IMPLEMENTED IN SOME OF THE STUFF.
SO THIS IS DEFINITELY A CONVERSATION THAT WE'RE GOING TO CONTINUE TO PUSH FOR, AND I APPRECIATE THE OFFER. I ABSOLUTELY BUG THE CITY STAFF AND THE IGR TEAM ON A REGULAR BASIS SO THAT EVERYONE IS AWARE OF WHAT WE'RE LOOKING AT AND FOCUS FOCUSING IN ON. IT IS A TEAM REPORT, IT IS A TEAM EFFORT. YOU WILL BE PLEASED TO KNOW THAT EVEN AMONGST THE DIFFERENT ENTITIES WE ARE WORKING TOGETHER TO HAVE A BEXAR COUNTY-FOCUSED AGENDA OF LIKE HERE ARE THE THINGS THAT ARE VERY IMPORTANT AND VERY MUCH THAT OUR DELEGATION NEEDS TO BE AWARE OF AND THAT WE ALL HAVE CONSENSUS ON.
>> GALVAN: THANK YOU VERY MUCH. I APPRECIATE THAT.
SORRY FOR GIVING YOU TO ANALYZE THIS GIANT KRYSTAL BALL FOR ME, PLEASE.
>> YOU'RE CATCHING ME ON MY FAVORITE TOPIC EVERYDAY. I LOVE TALKING ABOUT THIS BECAUSE I CAN CAULK ABOUT IT ALL DAY EVERYDAY. IT'S JUST A LOT AND WE -- AND IT'S IMPORTANT. WE'RE TALKING ABOUT INDIVIDUALS, NOT WIDGETS THAT WE'RE CREATING. IT'S ABOUT LEARNERS THAT ARE GOING THROUGH OUR SYSTEM AND WE'RE TRYING TO GET THEM INTO A GOOD JOB SO THAT WE DO GET RID OF AND ERADICATE POVERTY AND GENERATIONAL POVERTY IN OUR COMMUNITY. SO I THINK WE TAKE IT VERY SERIOUSLY. WE WANT TO PARTNER WITH EVERYONE, DO THE GOOD WORK AND ALSO FIGHT THE BATTLES THAT WE HAVE WHEN IT COMES TO GIVE ME RESOURCES OR DATA TO GIVE ME RESOURCES TO DO X BECAUSE WE KNOW IT'S DIFFERENT.
>> GALVAN: THANK YOU VERY MUCH FOR THE PRESENTATION TODAY.
WE'LL BE SURE TO SEND ANY QUESTIONS WE MIGHT HAVE. ANY OTHER QUESTIONS OR COMMENTS FROM THE COMMITTEE? ALL RIGHT. WELL, THANK Y'ALL SO MUCH.
AT 11:28 A.M. WE'LL OFFICIALLY ADJOURN THE EDUCATIONAL OPPORTUNITIES COMMITTEE MEETING TODAY. THANK Y'ALL.
* This transcript was compiled from uncorrected Closed Captioning.