Good morning, everyone, and thank you for joining us today. In progress. We appreciate, you logging on to Zoom to be with us. Congratulations for making it to the capacity interview phase of the application process. We realized that this is an arduous process, but it's truly aimed in ensuring and making sure that we have, quality options for Texas students, and in this case, our Texas adult learners. So, normally, we would go around the room and introduce ourselves, but today, I'm gonna take the liberty of introducing our TEA staff. Hi, everyone. I'm Marianne Shetty. I'm the deputy associate commissioner of authorizing and policy here at the agency.
And part from our, part of our charter school authorizing team is here with us today. So Britney Glenn, John Garland, and Sarah Khan. From our finance team at the agency, we have David Marks and PJ Stephan Orion. From our legal team today, we have Bridget Ramesh. From our special populations team, we have doctor Ed O'Neil and doctor Scarlet Pappas. And then from our, curriculum team, we have Amy Johnson. And we also have from our special populations team, I believe, Linda Autry. So thanks everyone for,
being on here today. Once we begin, we'll have you do an introduction of yourselves, and then we'll have time for your overview as well. So today for our recording purposes is 02/20/2025, and it is 11:31AM. And we are interviewing the possible dream foundation for the possible dream charter high school. Charter high school. Just a couple of logistics. We ask that you remain on mute today when you're not talking and only come off of mute to talk or to ask a question for our panelists. We've set aside about an hour and a half today for interview. It may not take the full time.
We'll hear a ten minute overview of your proposed public charter school and then have time today for questions from TEA staff. So we hope to hear from your governing board as well as the staff of the proposed school. The commissioner will make a final determination based on your interview today as well as the strength of your application. And it's our hope that your application stands on its own merits and will not have any contingencies. However, if there are any issues that need to be addressed, staff in the division of charter school authorizing will contact you to address any items of concern or omission.
So we'll have you introduce yourselves with just your name and your role only, and then I'll give, further directions. Daniel King, board president, Possible Dream Charter Adult Charter High School. Ida Coronado, the possible Dream Charter High School, board vice president. Julian Alvarez, board treasurer for Possible Dream Charter School. Good morning. Darsha Gudia, Possible Dream Charter High School superintendent. Good morning. Matt Hebert, vice president for student affairs and enrollment management, South Texas College, higher ed partner. Kamala Ruiz,
Region one ESE contracted services. Great. I think that was everyone. Right? Checking? Alright. Thank you. So you'll have ten minutes now to provide, the panel an overview of your proposed public charter school. We'll start the timer when your interview your overview begins, and then we'll announce when the time is up. Please bring your overview to a close at that time. We will then begin with our questions. Please know that today is not a day to expand or add anything new to your application. And with that being said, let's go ahead with the presentation of your vision.
Good morning. We are proposing to stand up, camp three campuses or three locations for the charter high school, one in Brownsville, One in McAllen, and one in Laredo in partnership with the three community colleges that serve those areas. For myself, this is my forty eighth year as an educator, my forty third as a campus or system leader. I've been a teacher, principal, a CFO, chief instructional officer, superintendent for twenty years, and currently executive director at Regional One. In every leadership role, I've been able to engage teams to produce systemic transformation with outstanding results.
Many times, I've been told that what we set out to do could not be done. We have taken on daunting challenges and have excelled consistently working with student populations, 99% Latino and over 90%, low income. This team is a perfect fit to set up and operate a subchapter g at all, charter high school. We have the experience, the expertise, the connections, the passion. All of us are valley grown. We're committed to this region. We have a track record of transformation with with great partners. In in 02/2007, I accepted the superintendency of PSJA,
a large school system in complete disarray. With core practices, governance problems, all high schools failing, federal standards, a dropout rate more than twice the state average, losing 500 students a year, four year graduation rate of sixty two percent. We rolled up our sleeves and determined that the students, faculty, and community not only deserved a great school district, but that this dream was possible. In a remarkably short time, the dropout rate plummeted to one third the state average. The graduation rate the on time graduation rate reached ninety two percent with almost ninety
nine percent of students ultimately achieving a a high school diploma, and we've we went on from there. PSJA was soon featured as a state and national model by the Texas Education Agency and the US Department of Education for dropout prevention and recovery. And in PSJ, we also implemented a scaled early college high school to a level never thought possible, expanding it to our all eight high schools wall to wall in in the school district. Governor Perry declared it a state model for college for all.
Governor Abbott acknowledged it in his 2019 opening address to Texas legislature, and it was recognized by the White House. What what most people don't know is that PSJA's groundbreaking early college high school work actually began with the establishment of a dual enrollment high school for adults ages 18 to 26. I entered PSJA in February, assessed the problem, and felt driven to do something for these young adults who had been let down by the system. Billboards and flyers across the community shouted,
you didn't finish high school? Start college today. I met with the president of South Texas College in August, and within five weeks from talking about the idea, we stood up the very first adult dual enrollment high school in the state of Texas. This was 02/2007, mind you. Serving ages 18 to 26, not only drawing down ADA funding by creatively ledge leveraging a new funding stream intended to fund adult exit level tutoring for young adults, but we opened with two twenty three students and gradually grew to or quickly grew to 350.
We have graduations every fall, spring, and summer and constantly onboarded new students, using flexible scheduling and a flexible calendar, a school designed to fit students to fit adult students where they could earn a high school diploma and in the industry certification. CCTA succeeded beyond their dreams, graduating approximately 3,000 adults and sparked the establishment of other adult high schools and legislation pushing to extend it around the state. In fact, subchapter g initiative was to a large degree inspired by the CCTA model,
extending it to age 50. How do I know we can do this work? Because we have key members on this leadership team who have been there. Our superintendent was an amazing principal at CCTA working with unbelievable persistence and passion. This year, she has been teaching school districts how to work with adult learners and has assisted three area school districts to stand up adult high school serving ages 18 to 26 and has several more lined up for the fall. Two of our board members are career educators with strengths in personal management and special education. The other two have been heavily involved in standing up new businesses,
service lines, and new approaches to upskilling and workforce development. And our great college partners, South Texas College, Texas State Community College, and Laredo College. Our experience in program development, compliance, and workforce aligned education supports the vision of the Possible Dream Foundation. We have built partnerships with higher education institutions, businesses, workforce development boards, and many others, creating sustainable educational models. Our experience and success in implementing wraparound services such as counseling, career advising, flexible study schedule,
day care, transportation, and other services ensures that even the most at risk students can overcome barriers and achieve success. It is not only possible, it will happen. We look forward to providing adults in our community with the opportunity to do something they never imagined would be possible, to not only return to high school and earn a high school diploma, but to complete industry recognized credentials, dual credit pathways that recognize their unique interests and needs and are aligned to workforce demands. Either quote another one, I'll tell you why this region needs this great work.
Thank you, doctor King. So I just wanna start with a little bit of my background. My name is Ella Coronado. I do oversee a hospital. But before I, you know, elaborate on that, I am the youngest of six. Out of the six, only two of us actually graduated from high school, me and my oldest sister. None of my other brothers and sisters, even finished high school, so have no GED, no high school diploma. Not only that, you know, I'm also the only one that went to college. Being the COO for a start up hospital, we started it from the ground up,
has been a challenge, but it's been something that's been very rewarding. It's been a challenge to find, staff because we don't even have to do the research. We look around just starting with our families. Most of them don't have a high school education. So after finding, you know, doing the research, I noticed that McAllen, Edelburg, Mission area, which is one of the areas where we are starting a school, is ranked number three for least educated. After that, where I'm from from Brownsville, Harvinton area, that's ranked 16 as the second lowest percentage of citizens who have graduated from high
school and then the number two for least educated. So these numbers are big. After that, Laredo, which is the other area where we will be opening up another one if granted, is rated number eight. So we are on the top 16 least educated cities in America. And this is not just Texas. This is all of The US. So there is a huge need. We know there's a huge need. I started a hospital from the ground up. One of the biggest challenges has been, finding educated staff. The majority don't even have the entry level skills.
And so with this, you know, this will help get those people the high school, education or the high school diploma that's required for some of these entry level, careers. You know, they're not these are not jobs. These are careers that they can start and and hopefully will continue to their education, with this little push. Really, really, I mean, this is just this is something that I'm passionate for being in health care. I, you know, we're used to helping people and I'm hoping that this will help a lot of people here that are friends and family and and pretty much that's that's pretty much
it. I I just have a passion for this. I'm a little nervous, but I do have a great passion for this. But Julian can help elaborate and and tell us more about the workforce needs in these, areas. Thank you. Thank you, Aida. You did a great job. You don't look nervous at all. So, my name is Julian Alvarez. I am the executive vice president of Lone Star National Bank. We have 35 locations from San Antonio down. For those who don't know, and if you didn't have a chance to read my bio, I recently stepped down as the commissioner of the Texas workforce in Austin. I was one of the three members of the commission.
I represented interest in labor. And so I'm very honored, to be serving on this board with doctor King. Just a little thing. Just I think the way I'm gonna be able to assist with this is the fact that you did hear that there are three locations that we will be, focusing on, and that is the Cameron, Hidalgo, and Webb County area. And so we've worked closely with the 28 workforce boards around the state, but I'm very excited to be working with the three boards that are included, in today's discussion. The executive directors that, will be working closely with us,
have all been informed, about what our next charge is. I'm very passionate about what's not only going on around the state of Texas, but also what's going on in South Texas. As you know, LNG is gonna have a heavy presence. We have a high demand and a high need for skilled workers, not just, with, in healthcare industry, but in the plumbing, in tool and die, in carpentry, skilled labor. And so that's gonna be a priority of ours. Just so that you know, back in 2016, Governor Abbott charged that the members of the agency of TEA Higher Ed and the
Texas Workforce Commission to look at ways to look at focusing on credentials for individuals that were 25, to 34. And so to this day, I still live by the, the, the tri agency report. I don't know if you can see it from there, but I carry this like my bible. And so it states there that exactly what we're doing here, and that is making sure that every individual at no cost has the ability, to obtain a credential. And you heard earlier from doctor King about an industry based certification or anything that would lead to them to have a career and not a job.
So thank you to the members of the board that allowed us an opportunity to speak to you today. Thank you. So we are at time. So I'm gonna transition those into our questions, and portion of the panel. Excuse me. So as we move through today, if you have, to remember to stay on mute unless you're coming off to to answer a question or to add information. And so before we begin with the panel questions, we're having we're gonna have you verify the number of campuses and maximum enrollment that you're seeking to serve. So to ensure that we've reflected the entity's request, you're seeking to serve a maximum student body in year five of 1,800
students across three campuses. Is that correct? That is correct. Thank you. Alright. So I get the pleasure of asking the first couple of questions. So, first and foremost, wanted to kind of start off with your proposal to open three campuses beginning in the 2526 school year, enrolling 300 students in each campus at the start. Considering this relatively tight launch window, what informed your decision to open, without a planning year for the twenty twenty five school year? Well,
first of all, we've been looking at this for throughout, you know, for over a year and have have already been communicating with, key partners in those communities, since more than a year ago. Second of all, as I mentioned in the introduction, while this is a relatively short timeline, in PSJA, we stood up an adult high school, that served over 300 students in five weeks, including finding a building, leasing a building, finding a principal, finding teachers, creating the partnership, and getting everything in order. Not ideal, but we got it done,
and it was hugely successful. We're very confident that in this time frame, our our partners are ready to go, and and, we're very confident that in this time frame, we'll be able to do that. We also have a project management tool. We use Smartsheets. And so we'll be we we have, so in in in our application is a document that shows the deliverables on a on a calendar timeline. And so we use a Smartsheet document as a project, management tool where everyone has their responsibilities, their timelines, their deliverables, and we we measure all the indicators live using,
dashboards and so forth when where everybody can feed the information in. So you mentioned a a couple of things there, doctor King. I would love to hear a little bit more about what specific steps you all have taken so far to prepare for the opening of the school, and how do you plan to ensure that all necessary preparations, including student recruitment, curriculum development, staff recruitment, and onboarding are completed by the target date? Yes, ma'am. So first of all, we have all three of our college partners lined up in in agreement to allow us to, you know, serve we'll be serving students at the locations we mentioned in there,
but also at the colleges because this is dual dual enrollment. And they've all, committed to to provide the space and to participate in in that dual enrollment and offering the, the industry, certification components and any other dual enrollment components. Second of all, recruiting the staff and all that will be, very easy. You know, several things are going on right now. First of all, a lot of our school districts with the end of ESSER funds and so forth are downsizing. We've got districts, closing campuses. The availability of teachers, I don't feel will be a problem.
And also based on past experience, there's a lot of teachers that find the adult high school environment to be an attractive, environment to work in. There's also teachers who excellent teachers who retired it during COVID who exchange professions. As far as recruiting teachers and so forth, a lot of the, backbone things, one of the things we're gonna do that's kind of unique is that, we're gonna be partnering with region one who, the commissioner has given a, pretty much a mission to the service centers to be the the back office for small school school systems and small school districts.
Well, this would be exactly that. So all of the getting the finance set up, also using the, the the tools for, teacher recruitment, onboarding, and all of those things, and contracting region one team to help with the, with the, any of the curriculum work and the teacher training work. So, all of that is set up. The service center has very strong experts in all of these areas. And so in our application, there's contracted amounts for all of these different services, including public relations. As far as the student recruitment,
our colleges are committed to help us, our our our cities, our our counties. I just had someone from one of our, larger cities just mentioned this morning. They're so excited because they have so many city employees that don't have a high school diploma or don't have credentials, and they need upskilling. So, our workforce boards have all committed to help us solve recruiting. You know, I I don't see a problem. Again, as as I mentioned in PSJA, in a matter of five weeks, we had we had over 200 students, in the seat with with just a little bit over a over a month of, you know,
ramp up time. The need is tremendous in our community. I know that there are counties, our county judges, our employers. So we we will be coordinated in everything and, again, using our our our Smartsheet project management tool. Everyone will have a role to play, and all that will be, so I I feel we will our problem will be more having more students than, then then we're ready to handle initially that wanting, you know, wanting, and they will have a waiting list. Okay. Thank you for that answer. So our next question, so you proposed to enroll 300 students at each campus for a total of 900
students in the first year. So you've mentioned a little bit around this and kind of, I would love to hear a little bit about what experience do you have in meeting those recruitment goals and what considerations, I think, shaped those enrollment projections in each of those areas. Well, first of all, as mentioned in in in a in a community of about a hundred thousand, which is far as Alamo, We we recruited over 200 adults in a few weeks. Here, we're talking about in a community of Laredo, well over 200,000 population, a community of Brownsville,
Two Hundred Thousand population. Really, the MSA of of Brownsville is well over is close to half a million. The MSA of, Hidalgo County McAllen is close to a million people. So so again, like I said, if in the community of about a hundred thousand, we were able to to fill the seats of over 200, adults in a few weeks in these much, much larger, communities coming up with, 300 adults, I don't I don't feel will be a problem at all. Thank you for that. I'm gonna go to Bridget with our next question. Good morning. So,
I have a question. My first question is, finance, really. What is the lease agreement with, ESE One? Does the ESE have lease agreements with other entities, and how did you determine, how much to lease, for? Yes, I'll let I'll turn it over to Romalda, but the ESE leases, has a standard rate for leasing facilities and does lease to to to others. Romalda? Thank you, sir. Miss Brehmish, the service center does have a process where everybody in here, everybody that occupies office space, we do have,
a charge. We do provide we charge departments' occupants even though they're employees. That's how the service center functions. We do charge an office space for every occupant that we have throughout the service center, and that's consistent across, all staff members and regardless of the funding source. And so the way we arrive at that rate, currently every year, once we're done with the audit, we do have a team that goes through all the expenditures that are, audited expenditures that are required to operate the building, including insurance, utilities, custodial, everything that makes up,
to have the offices in a clean and orderly fashion. We account for all of those expenditures. We consider depreciation of the buildings as well. And at the end, we arrive at a rate that is charged, a monthly rate, excuse me, that is charged to all the other, all the occupants. Right now, that rate is 2.70. We did shop around in the market a couple of months ago. We do have other entities around the area that charge about $2.00 8 and what have you. However, our grade is inclusive of other amenities that are provided in the building, such as security,
some, beverages, I guess, water, coffee for for all participants and occupants of the building. We also have, custodial services readily available. We have spacious parking. And so we account for all those items when we determine the rate that we charge, to all of the ESE employees and departments. Can I ask you something when you say ESE employees? I guess I'm confused about how that works. Are you saying they have to be ESE employees to rent out specific state? Yeah. So the the rate,
the rates that are charged are charged the same whether they're external or or internal. So external, departments also separate, grant grant funded division, like, there's an adult education. They rent they rent a space. But based on federal guidelines, the service center cannot charge other parties less than they charge through federal grants and so forth. And so, the rates are standardized, whether it's an external. So, whether it's a day rental or a long term rental, long term lease, the charges are standardized.
Okay. Thank you. My next question, the ESD has a pending 1882 partnership application, with TEA right now. In that application, you have, listed Ms. Cuellar as a point person for one of the campuses. Can you please explain Ms. Cuellar's duties as it relates to the adult high school program and then the possible involvement in an 1882 agreement with an ISD? So, first of all, so Ms. Cuellar will be the superintendent of the subchapter G. As it's standing up, not knowing the timeline in which this was going to go,
as this is standing up, she will be converting full time over to the subchapter g, and that will be her she will exit this organization. And and, you know, at at this point, that is that is not formally stood up with payroll and everything yet. So she will be moving over, initially, have time and then but but well before the start up, she'll be over to full time. Okay. And my, last question has to do with governance. As the ESC Executive Director and the Board President of Possible,
there creates a dynamic that could have the appearance of a conflict of interest. Given that there will be business transactions between ESD-one and the charter, which is a related transaction, given Doctor. King's position, please explain what protocols and procedures you will implement to ensure that, there is no conflict in budget decisions or otherwise, and that would involve the charter in the ESE-one. So, first of all, I will not vote on any, for on the possible dream side. So I will basically abstain on both sides.
So I will not vote on any issues that involve the service center as as a board member. And our service center director, Romada Ruiz, who's just spoken to you, and she's pretty tough. Believe me. She she will be in charge of all the, evaluating and making the decisions on all of the contracted services. And, as mentioned before, they they have to all go by the standard rates, the same rate that would be charged to any other, school district, that that is that is seeking services. And so, most of the services in the application,
other districts are contracting those same services. So, the rates have to be the same. Okay. Thank you so much. I'm gonna go to Pia with our next question. Hi. I'm from finance. And my first question is, CSP grant funds are not, available to subchapter g's. So, how do you intend to make up the 900,000 that has been budgeted as a CSP grant in the financial workbook? So I'll start off and then turn it over to our other two board members. But, we have been reaching out to organizations, cities, economic development corporations,
and so forth. And we're getting very good response and commitments. We haven't asked for the hard until we have approval, but we were very confident of raising that money. Mr. Alvarez and, Ida, do you want to respond to that? I can respond to that. Thank you, Doctor. King. As Doctor. King mentioned, this has generated a lot of interest with the economic development groups. The economic development groups have an opportunity here to partner up with the local workforce boards for skilled development grants that will allow current workforce staff to upgrade their their current skill set.
I currently work at a bank. I'm the executive vice president, but I mentioned earlier, and our chairman of the board is very interested in funding projects like this. We have another project that we fully fund. It's the Vamos golf tournament. We raise about a million dollars for that. So he's very philanthropic, and we have a group of individuals. I also serve on the Mission Economic Development arm, here in Mission, Texas, which will be part of this group. And we're very interested in putting money aside and creating a line item for projects such as this so that we can get a skilled workforce as I referenced earlier.
Aida? Thank you, Helena. Yes. Also, you know, with me, with my experience as a starting up a hospital, working with the local EDCs, with the county, working with the commissioners and the, the, mayors, all that has been very helpful to the hospital, and they've been very supportive. So we've built these relationships that we've built for years and have been supportive. They want RASO to continue to grow, so I'm a %, confident feel confident that they would support this initiative as well. Thank you. And Ida and I have met with the mayor there,
and we've met with, other mayors, like I said. And so far, like, we've we've got several, 6 figure commitments, for example. Like I said, they're not in writing yet because we're not going to ask for that if unless we have approval. My next question is, the estimated enrollment is 900 students for the first year. So if the estimated, numbers do not come through, how would you approach, shortfalls in the budget? So I'll I'll start off and then, Rumelda can can chime in. But, you know, as a superintendent,
school district budgets are always made on assumptions, and and they're very complex. So I'm used to dealing with a $13,000,000, funding decrease from the legislature in one year, for example. I'm used to enrollment either falling short or being above. I'm used to tax collections not being where you thought they were or property. I'm used to dealing with a myriad of factors that that that can impact the budget. So you base it on assumptions, and we will build our our our model and our staffing and everything flexible enough to be able to to staff up or staff down,
with without any problem. So these are challenges that, that I'm used to facing. Romalda has been a CFO. She's the CFO at Region one. She's been CFO in the school district. So, she may want to add to that. Thank you, Doctor. King. One of the things we plan to do is work closely with the superintendent, monitor those attendants on a daily basis and weekly basis to start, monitoring, any pattern that they may have on attendance. Once we arrive at the six weeks or the reporting the first reporting period, we will be, having, additional discussions to measure what we're projecting to be for the ADA for the year
and where we're falling short, throughout the year as the year progresses. Also, we can look at, if we experience a shortfall, we can start having interventions as to why the students are not showing up and given the circumstances in the entire program. And then after that, we can work directly with, with the superintendent to refine budget estimates, and we can start project, projecting, for the year where we may end up at, depending on the attendance rate that we experienced, in the first two or three reporting periods for the year. Other things would be aggressive, you know, recruitment,
again, using our project management tool. But in addition to that, we'll, you know, more than likely start with some combination of full time and part time faculty. And with the part time faculty in particular with the understanding that the that the enrollment, you know, has to has to be there. We'll adjust staffing and other budget items in in accordance with, with with the enrollment. But I'm actually very confident that we're gonna have the opposite problem, which is having to turn people down. You. So, in the budget, you have you projected, 300 students per campus in year one.
So, what considerations did you use to make sure that the number of proposed teaching staff will be sufficient to implement that implement the program for up to 300 students? Will a significant amount of instruction be self paced? Darcy? Oh, one thing to consider when when we're looking at staffing, we ensure that we meet the needs of the students. But, when we recruit staff, we we make sure that, we have the understanding. Some will be full time staff,
some will be part time staff, and then, others will be adjunct professors that we will be bringing in. The other thing to consider in this in this type of setting in these high scores is that, when we service 300 students, it's all not at once. We do have flexible scheduling and many times we have the AM, schedule for students, PM schedule, and we also have evening schedules. So flexibility is is key in in providing the all of the services for students, and instruction ensuring that. So so in so in PSJA,
again, we ran an adult high school serving, over 300 students. And so the staffing also is based on that experience. And as Darcy said, we run flexible scheduling, flexible calendar, use a lot of direct teach, use some self paced as needed, but these students need need teacher led instruction. So we use evident evidence based practices. But a lot of what was done there and would be very similar. We ran we ran morning sessions. We ran afternoon sessions. We ran evening sessions. And in in in addition to that, some students could only come for two hours a day.
Well, then they work at a different pace, but they attend you know, we work with their schedule and and scheduling their classes. So this is designed to be able to fit the students and their needs. They may be working their you know, their they may be parents. They may be grandparents in some of these cases. And so the flexibility and adaptability, you know, is is very important also. But, again, we've done this before. K. Thank you. My last question is, the budget, in the budget, amounts that are listed for schools, operations, facilities, maintenance, they do not show an increase to correspond to the increase in the number of
students. So, can you talk about that? Well, a a a couple of things. So one, you know, one that I will mention is that, actually, as we move forward and grow, our college partners, it's something we'll be considering, obviously, you know, but we have what we have in the plan, but our our college partners have, indicated a strong desire to to serve this, serve these students, almost fully, transitioning there at some point over to the college campuses. So in that case, it would actually we would actually wind up with savings that we can drive into
the other areas and the support services and the wraparound services. So we set up to be, we set this up to be, like, worst case scenario if we have to enter space as our budget because we wanna budget conservative going back to what you said. So we use the most conservative, scenario for budgeting. But like I said, all three of our colleges are saying, you know, they're gonna be dual enrolled. They're gonna be this. We can offer you space, you know. So that's something we'll weigh over this, planning period and ramp up period. And so whether it's in year one, we start this way and move over or partly move over.
But, ultimately, what we're gonna have, we're gonna have, two institutions and really others outside serving these students. So one of the things that, that we're gonna be doing a lot of is braiding of braiding of resources, bringing resources together so that we're not, so we're efficiently, effectively using different entities and different agencies, resources and not paying, twice for the same thing or not having students fall through the cracks because, you know, not sure which agency or or who's gonna provide what service. So coordination of services and coordination of how do you most effectively and efficiently use
facility space and equipment is also a part of the formula. Matt, do you wanna mention anything on that on the, matching representing one of our college partners? Yes. Absolutely. Sharing of resources and spaces. Absolutely. So this is a a very, very natural fit for us. One, because we've been doing the work. Two, because the relationships here are very strong. As Doctor. King said, these students will be dually enrolled. They will have full access to our services. This helps the college mission because without this, we could not serve this population.
This gives us, not only, the opportunity, but a pipeline to be able to get more students into high paying jobs, credentials. With this credential, it opens up the door to federal Pell, which is what these students need ultimately to carry them through. The space allocations are there. I've already identified space. It's very important, especially with this population, that they have access to our full services. Also, for adult learners, for them to to have this at the college campus is transformative for them.
It gives them the goal that they that they have for themselves. They can see themselves as college students right away from day one. We're very supportive of this of this vision and this project. K. Thank you. Marion. Hey, Pia. I'm gonna go to Sarah with our next question. Thank you so much. So I have a question about, in your application narrative, and student schedules, you show that direct instruction is fundamental to your model. So kind of a two part question. The first is just how much direct instruction do you expect every student to receive on a daily basis? Let's see.
Hi. Great. So that that varies from students. You make sure that they are there's personalized instruction and and their plans. Many of the times, students will receive about 75 of their time will be direct instruction. In my experience, it's it's a model that works and we get great results with this. We are we are not believers of of, we do assist students when they want to move self paced in in credit recovery and so forth. But we are very much prioritized direct instruction so anywhere between 7580% of of their
day will be in classrooms where they will have direct instruction, TEKS aligned, curriculum and, high yield instructional strategies. It's key. It's key to our work. Okay. And that's on a daily basis, you said? Yes, ma'am. Yes, ma'am. Okay. And then question for you. How does the schedule you provided in the attachment accommodate adult learners with those preexisting commitments, like work and families, given the, on direct instruction? Right. The you know, when we designed this, schedule, it was something very similar to what I what I used, back at CCTA where I was working with students between the ages of 18 and
26. You know, the evening schedule is worked for for a few. It was usually my lowest enrollment, but the schedule is very friendly. It's very flexible to the needs of students. We also use flexible attendance. So if the student decides that or or he can only accommodate two days a week, that it be Tuesdays and Thursdays. That's how their schedule were run. We assist teachers on how they go back and and ensure that students are receiving instruction. It'll be direct instruction. So it really varies. Sometimes the students will just attend two days out of the week and,
we ask them, you know, when we're monitoring their progress and so forth, you know, they can adjust and so forth. So usually, students usually start off with, part time. Once they start experiencing that success, they build that confidence and they say, you know what, I'm gonna sacrifice my full time job for a part time job. And that was, that was done very often. And especially when we connected them into their college courses, they started experience success and they, they felt like this is a great sacrifice, but it's gonna be well worth it.
So once we start our schedule is is flexible that way. Again, no one has the same schedule. We'll have students that are there the morning, some in the afternoon, some in the evenings. We'll have students that are there every day and it's pretty much that's what we say they're self paced. They can be in and out of it in a year or some students choose to take two years because they're only there two days out of the week. So, the the schedule, the class schedule is is, very flexible, but friendly and and always providing that support. Now we also have students that start off part time and like I said,
eventually go to full time. Then we'll have some students that, you know, life happens and they have to make a decision between do I eat, do I go to school. So this is when we work with them and and connect them to our wraparound services and so forth. But scheduling is is very flexible. This is where we work with students and ensure that there's no judgment because we understand that they're they're juggling many things, at the same time. Thank you, miss Clara. Mary, I think I'm good with that. Great. I'm gonna go to Britney with our next question. Perfect. Thank you. So I think that was a good segue talking about students' families.
So we have some questions about your plans for offering childcare at no cost. Can you provide a description of your plan, and what, if any, partnerships do you currently have in place? Yes. I'll introduce and then segue over to, Julian. So, well, we plan to do pretty similar what we did in, in PSJ. So, first of all, we partner with a local workforce, and so, they, they they fund slots. And then there's other, community agencies that also do. And then whatever was not able to be covered in that way, then we filled it with then then our last,
element was was through through through our budget. And, and so, like I said, when we were running the, Adel High School and PSJ serving, as many as 350 students, every single student had access not only access to day care, but they had access to transportation support to get their student to daycare and to the school. And that would be the plan. Julian, do you want to mention the workforce component? Yes. Thank you, Doctor. King. So, yesterday, I had the pleasure of serving as a speaker at Together for Children Conference in
Round Rock, and we're CWC awarded local providers in the Central Texas area funding for professional development. And so that was one of the, initiatives that the commission took part in. As you know, all childcare providers are gonna be required to be Texas Rising Star, members, starting this year. And so, understanding, the process, understanding who qualifies, understanding the needs, has been, an experience for me. And it was something that I learned for the first time, the quality of childcare that's being provided.
TWC regulated the, the, Head Start programs, for the state. And so, I know, as a school district, and I I think I failed to mention this, Sarah, and to the members of the board, but I was currently appointed by Murath to serve as the president of the, La Jolla School Board. And so that has been something that has been on the top of our of our agenda, and that is how are we serving, those individuals in childcare and how are we providing quality childcare. I do know that South Texas College has a program now where,
they have, if I'm not mistaken, a degree now where they are awarding, individuals with those credentials, which is fairly new because they see a demand for that here in the Rio Grande Valley. So, Matt, I don't know if if you wanted to chime in and kinda share what you're doing, working closely with the workforce boards. Yes. Definitely, commissioner, and he is absolutely right. We've worked with the workforce boards very closely, not only, to open up opportunities for students, but they also receive benefits from workforce, from our local workforce agencies. And, he's absolutely right.
We do have these programs. We have a actual federal grant in one of our campuses for childcare, and we are expanding those because this is this is a need across the board, for adults. So we will partner with this foundation also region region one in order to expand capacity for these students, not only on campus but off campus facilities. In in addition, we're very connected to the head starts and that would also be an option for eligible eligible families. And, in addition to that, each of our counties has,
a division or department that provides wraparound and support services that for for to fill in any get any unfilled gaps for students that have life issues that are interfering with their ability to work or to receive an education. In In some cases, that can include even rental assistance, electric bill, childcare, transportation, everything. So we've already been connecting our area high schools that are standing up at the high schools with those services, for example. So, again, the the opportunities are out there. And so the key role we can play with the experience of that everyone you
see here and and others have is bringing that together, braiding it, and blending it strategically so that every, every adult student has that support. I'd like to also add, we didn't mention here, in our in our application, but partnering with, UTRGV or early childhood program, Currently, one of our districts that we're we're supporting with the drop off prevention and recovery, with these adult campuses, they just opened one in in their their district. And so this is just, in addition to, everything that's out there.
Again, they use, the great curriculum that they have for the students, so that's just something else, another source that that we can reach out to. Awesome. Thank you so much. Back to you, Marian. Thank you. We are now gonna go to John with our next question. Hey, everybody. Could one of you all talk to me a bit in detail about your transportation plan? I feel like in the narrative, there were two parts, where you will outline transportation and they seemed a little bit at odds. In one part of the application, you all, when asked about students whose IEP might,
necessitate transportation accommodations, you all listed certain services that will be available, including rideshare, I think maybe driver's assistance, things like this. In your more general transportation plan later in the application, you you you just list, more or less like bus bus passes and and public transportation, assistance. So if you could just, like, give me a bit outline and So in general yeah. So in general, it is, kinda similar to what I mentioned on childcare. It is a matter of of of of braiding of services and making sure that every student that needs them get the services. So,
you know, accessing, transportation funding that would be available through this through the state for high schools would be one component, especially for busing to training sites and college sites and so forth. Also, all three of these communities are served by metro systems, and so that's a component of it. Also, for example, South Texas College, has their own, that Mac can talk to. They have their own transportation services they provide to college students. Then in addition to that, Julian can reference, the workforce rehab services for students with special needs.
So, we actually have, you know, and then kind of last resort would be the the the ride share. So so, again, it's in in each of these community might have a slightly different variation, but it's braiding together to make sure that every student that needs transportation is able to get transportation. So, Mr. Alvarez, if you want to just briefly mention on what's available through workforce and that through the college. Yes. Thank you, Doctor. King. So a couple of things. Because the majority of these individuals that are going to be going through this program would probably qualify for SNAP or TANF benefits.
They would actually qualify for travel vouchers that the local workforce boards would be able to provide to these individuals as long as they're going to an educational institution similar to this, or if they were receiving some type of training where an industry based certification would be the end result. So, there is funding available for that. We've had an opportunity to visit with the Regional Mobility Authority as Doctor. King mentioned earlier. It's just one of the options that's out here that's low cost. The local workforce boards can actually pay for those individuals to receive a voucher or some type of credit card or card that would you be used specifically,
for transportation. The initiative that doctor King's mentioning is sometime back, he did something in Region 1 that had never been done before. And that was if you were a five zero four recipient of a five zero four and you had gone, through the process, through the local counselors with the vocational rehabilitation center there and, TWC, you would be eligible, as a student, anyone from the age of 16 and over to receive free driver's ed at no expense. That had never been done. And so if if we hadn't had someone locally who had called me and said,
hey. Thank you for for providing my daughter, with the free driver's ed, which was about a hundred and $89 cost to them. I didn't know what he was talking to him about. So it wasn't until my chief of staff did some research, reached out to doctor King. And at that point, we heard that if anyone was, a five zero four in the school districts, they would actually receive a voucher for free driver's ed at one of our local driver's ed, entities. What I thought was interesting was when they asked for a voucher, they only asked for 500. And can keep in mind that we're talking of all Region 1.
So they were we were estimating about 500, individuals. So I put together about a $500,000 cost I set aside, at the workforce commission. But what it turned out that these individuals were looking at about 18,000 students that wanted a voucher because that was the demand and these individuals had gone through the assessment. And so, unfortunately, I'm no longer there, so we didn't continue that program. But that was something that was super innovative by region one, allowing these individuals in South Texas.
To receive a voucher, for free driver's ed courses. Matt, you wanna address the JAG express? Yes. On that note, the region is is underdeveloped in term of mass transportation. So we, a number of years ago, created our own transportation system with the Lower Rio Grande Valley Development Council, mixture of our institutional funds, federal dollars with that council. It is quite an extensive route, And that is why this is so important to have, this opportunity on our campus because these students have access. There's different points,
there's different routes where they can start and they can come to campus freely, enter campuses as well. And I don't know that the commissioner, reminding me of, the access to the services, SNAP and CHIP to put all these things together. Vida is another partner, a Valley Initiative for Development and Advance that they have national recognition. They have offices on our campus. So we put all the resources directly to the student to help them to be case managed with our LPCs to put together everything that they need to be successful.
Food pantry, transportation, childcare. It's all accessible on campus and and all accept accessible with our partners as well. So just just as a really quick follow-up and then I'll I'll pass it, back to Miriam. So just to be clear, so in your application when you talk about the students will fill out the application for eligibility for transportation. Is this kind of what you are talking about? The application kind of designates helps them out with their tracks. They're gonna tell us their need. Right? Okay. You know, adults, you know, there may be a good number of them that prefer the flexibility of taking their
own vehicle. Right? So it's simply eligibility. If they're a student, they're gonna be eligible. It's just they need to let us know that they that they have that need. And so whether it's a long term need or an intermittent need, we'll we'll have a communication, system set up. So initially on the application and then requests for an intermediate intermittent need. Alright. Thank you so much. Marion, back to you. I'm going to go to Scarlett with our next question. Hi, good afternoon, everyone. Page two of the executive summary outlines the seven strategies to be implemented in your adult high school.
My question is what specific performance indicators will you establish to measure the implementation and success of these strategies, particularly as they relate to your students receiving special education services? Darcy, you wanna skip that off? The the effectiveness, and if they are for for for students who have been identified as special ed, we want to make sure that we're continuously monitoring, making sure that that we have targets set for students. One thing when students first step onto the campus, we do want to make sure that we know where they're at and where they
want to be. So we discuss goal settings and so in those goal settings they're they're academic, they're also career, and they are personal. So when we look at these, we set these goals for these students, together. We work together. And, making sure that that, we establish some forms of formative assessments for students, summative assessments, and and then tracking these these, these goals as as we move forward, progress monitoring throughout. I'm not sure if there was a second part to that. There wasn't really a second part to it. I was just wondering how you were gonna aggregate any any data that the board
monitored for success, if you guys had already identified those pieces. Yes. So so first of all, I think they're in the application that it, it references the, the the student management system that we use for for measuring, student student progress and all of that. But it's a matter of these students really and what we did before again in PSJ, these students are really on on basically on individual plans, and they're all monitored very closely. There's close communication, there's coaching, there's counseling, there's support.
Any students that have any, you know, sign sign of needs, we have the availability, again, through our our the contracts with the service center and also through the workforce board to have, depending on the age of the student and all of that, but to have a diagnostic done, and then to see if there's any, services that these students need. For the 21 and under, there's a typical school age special education funding and so forth for for the for the older students. Julianne, you may want to address the rehab services and availability to that to any,
adult that's got, special needs. And then, also, Matt at South Texas College, they do a great job of working with, adults who are struggling and have special needs. They have a a lot of wraparound services and support that they provide as well. Yes. Thank you, doctor King. Ladies and gentlemen, as you know, back in 2016, vocational rehabilitation came over from DARS, And so it was a perfect fit for us because it was going through sunset. The folks said thought that it would be best fit for it to be under the Texas Workforce Commission umbrella. So what it allowed us to do, it allowed us to actually now marriage an organization like DARS and TWC and to
work together. And so one of the things that we did was we implemented counselors, these career counselors that we had, vocational rehabilitation counselors that were actually embedded, not on at our workforce boards. We had never had that before. I mean, you know, you couldn't you couldn't talk to somebody, that needed, access to, you know, money or funding, through the workforce boards for the, people with disabilities because it didn't exist. And now it did. And so it opened up a whole new type of way of thinking, making things available.
For example, one of the things that was very successful, and it's continues to be very successful, was the hireability campaign where we in we encourage, businesses, to hire at least 10% of their workforce, with people with a disability. So CVS Pharmacy was one of the first major companies to take that on where they were training individuals, adult learners, how to be, pharmacy technicians. What I thought was interesting was in the Fort Worth Dallas area, these individuals that went through the course, even though it was a small cohort, they were all visually impaired.
So they were blind. And so it was interesting because we were training individuals that were blind, through the VR services. And, again, what we did was we accommodated the employer with braille books, with equipment needed. These individuals were were actually working from the convenience of their home. So you may ask yourself, well, how did somebody who's a pharmacy tech I've never seen a blind person at a pharmacy tech, at a at one of their box stores. Well, these individuals were actually working from the convenience of their homes, and you never knew that the person that you were calling on a +1 800
number was probably someone who had a disability. So, again, it was a great marriage, and it was one of the charges that TWC was, mandated to do, and that was to serve those individuals that had a disability. So that was just one of the things that we did. And we think the marriage between DARS and now vocational rehabilitation and TWC was a perfect marriage. And it's a perfect fit for us, especially here in South Texas. Matt, do you wanna address how our college partners will support us in addressing students with special needs, five zero four, and so forth? Absolutely. We have a very,
very robust, service model that's housed within our, counseling office. So once we work with the organization, the charter school, identify the student, we work with accommodations, the classrooms are fully supported. We give the student whatever the student needs in terms of accommodations, equipment, material, and support services. And those that staff works very closely case managing those students, ensuring that they're being successful, that they're hitting these milestones. So not only they can transition from this high school experience,
to college courses, but beyond, as the commissioner mentioned, ultimately to the workforce or to whatever advanced degree, that they that they want, they desire. Important as well as working with the extended families. We have a long history in the state. We're one of the highest community colleges to report the highest number of of students with disabilities. And we have a very robust program. The students on campus will have act full access and benefit to all of those services, and that's why we are the ideal space,
for that population of students. So again, you can see, that what what a lot of the work is gonna be also just coordinating. A lot of these services, especially, like, through workforce and all are often underutilized. A lot of times, it's hard to get the communication to families and so forth to to even know they're available. So part of our job is going to be, again, for efficiency, effectiveness, rating these services, finding the best fit so that, depending on what the need is so that all students, so we can do a lot better job of serving all the adult students that have any support needs of this nature. I'd like to, wrap this up or add add this to this.
We do have a comprehensive transitional plan for students, as they transition out of high school into to three areas. Right? And this is this is done through our our our committee will hold the transition art. And if they're under five zero four, the five zero four will lead this. And so when we have this conversation with students, we wanna a well developed transition plan so they can transition straight into employment. And and those are conversations we have. And like Doctor King says, it's a lot of coordinating with our partners. And then we also can go if they decide to further their education.
How will we do that? You know, it would be a college, transition specialist that will support them. And then finally, if if if the student under, special ed will need transition to a community agency for for, for students who are need assistance with disability related care and support. So those are the comprehensive transition plans that that we do have in place. Yeah. I do have a a just a clarifying question. Are all three of of the sites you see or is that just one of the three? Could y'all could y'all clarify that,
please? What's the question again? I didn't understand the question. Are all three of those sites what are the what are the service continuums at the three sites that you guys have? Is there something that is just available at Yes. The one difference on the three sites will be the some of the career paths. So some of the industry based certifications because each of them, is in a very different, or has some uniqueness in their workforce ecosystem. So for example, in Brownsville, you have SpaceX, you have a lot of manufacturing, you have a port, You have ship breaking.
You have shipbuilding. You have those kind of things in, in, in in in in the McAllen site. You you have a lot of you have a good amount of foreign trade. You also have a big retail sector. You have manufacturing. You have a lot of manufacturing sector and so forth. In the Laredo area, the largest, inland port in the nation, you have tremendous amount of logistics and and and things like that as well as, as well as manufacturing. So the in there, the one difference that you would see is, there were selections of different and these are these are informed by the workforce boards
and and by the state of what are the key areas of work needed, in in that. But the educational program, other than the like I said, other than the industry based certificates, it's it's it's the same because the needs of the students on the edge on the high school educational side will be the same in each area. Thank you. I'm going to hand it back to Marion. Great. Thank you, Scarlett. We're gonna go to Amy with our next question. Yeah. Good afternoon, everyone. Can everyone hear me okay? Okay. Good. I have a question about, students who need some kind of language support.
So as we talk about individualization, we talk about that 75% of their time indirect instruction. When you have students who, need some kind of scaffolded instruction, you'll have students who've had all different kinds of experiences in schooling up to the point that they join you. You'll have teachers who've had all kinds of PD experiences up to the point at which they join you. And you all talk about both CBLI support and using the SIOP, framework, that observation protocol. So I wonder if the plan is to train all the teachers in the SIOP
observation protocol and use that for lesson planning or if it's sort of that more overall CBLI? And how will PD look for for all teachers? So I'll introduce this and then turn it over to Darcy for the specifics. But so first of all, for us, this is like something we deal with all the time. So our population across these eight counties is, you know, in the neighborhood of 90% Latino. Most of our students are English language learners. Most of our, you know, most of our adults are gonna be English language learners.
So first of all, the rest of the state, we export teachers to most of the rest of the state because they're always looking for teachers that have not only the certifications, but the experience and skills that I have so that I have. So first of all, most of our teachers, if they've got any experience at all, they're already, like, really used. It's just a natural part. And then it's incorporated into the instructional frameworks and and approach, and and it's part of the lesson internalization to prepare for all that. But I'll let Darcy get into the details of how those two play out,
as you mentioned. Yeah, Amy. So, as Doctor. King mentioned, yeah, it's something that we're very familiar and do well. Right? We ensure that we provide SIOP modeling framework, for all of our teachers, at that when in back of our experience, even our CTE teachers, would go under this model. I think one of when and I know one of the things to ensure this is monitoring of of, the instructional side of this when we do walk throughs, have conversations, continuously with with, professional development which is ongoing and then weekly,
meetings and and sharing of ideas and good practices with teachers one another. So, yeah, they're all usually very well versed in supporting these these students. And then we ensure that we use the best research based models. So SIOP is one that we've usually gone to and worked with. You know, ensure also that all of our content teachers have that content based learn language, instruction and they do it well. So many of times also when we have opportunity where because it's usually a small staff, we would reach out to to other campuses and bring content,
teachers together and share their ideas on how they do something for math and how they do something for science. But I think key is is, constantly having that in the forefront in conversations on best practices and scaffolding and ensuring that we're we're being culturally, sensitive and and, relative to to the students' learning. And then finally, like we say, ensuring that that we, hit all of the linguistics needs, when it comes to listening, learning, listening, speaking, reading, and writing and preparing them, as they go through through the different contents and and courses.
Thank you very much. That's it for me. Amy, I'm gonna go to Linda with our next question. Good afternoon. What is the process for tracking student success to build data driven plans? So, the process first of all, the process that we use have used in the past and would use is basically a very robust and and live system where all the information is, inputted into the system and and available so that whether it's attendance, it's it's accessible, day by day. The superintendent can literally see on any given day who who's absent and who's present.
They can drill down to the classroom level to the student level. All all, student performance, tasks and results will be entered into the system and will also be available live and will be available to the student. And then, of course, our our college partners have their systems as well. And, Matt, I don't know if you wanna add to that, and then, Darcy, if you wanna add more on the high school end and everything. So Absolutely. So student learning outcomes are tracked, course learning outcomes, student engagement, early alert systems. We have robust data systems that will track it,
and with our long history of dual, those dual students are tracked as well. They're they're they're under the same metrics. And under h b eight and h b three, we're all paying attention to those success metrics. So we know exactly where these students are and when they're hitting their milestones and, and tracking them along the whole way. So the same thing applies to, to to credit accumulation and, you know, and as far as on the high school end and then progress towards their their certificate, attendance, how they're doing their assessments. Darcy,
do you wanna add some anything Yeah. To this? Yes. I will. So when we start, usually, our experience has always been, a telltale sign is the ABCs, the attendance, behavior, and coursework. Attendance is important. It's something that we always, track daily, and everyone's involved. Everyone in the campus, we put those expectations for everyone in the campus, knowing attendance and students. And when we talk about behavior at these at these, adult high schools, it's it's not disciplinary or it's more behaviors of where they become a little disengaged or, no longer interested in in what they're doing.
This is these are kind of key, lookouts that that we're, we teach our teachers to to look for in students where you you know that they become a little apathetic to the work or like we say disengaged or where sometimes, other things are vying for their attention, where they can't time manage between home and work and school. So these are the behaviors that we're speaking of. And then when it comes to coursework, of course, it's it's edu what what's happening at the at the campus when it comes to the coursework and are they moving forward? Is there progress? And then also in our assessments,
right, our our formative and summative assessments, we do benchmarks as well. And then if if they're on any kind of of, online platforms, we also track that as well. How are they moving forward or is it just something that they logged in once in a while? You know, that that's usually done once in a while for for a credit recovery. But But, yeah, usually, we talk about the ABCs for these students as well, and it and it's crucial for us to to keep a pulse on on students. And, and nowadays, especially with like we say with these adult learners because there's so much vying for
their attention, it is key for us to to, build that stamina in the students, the resiliency where they don't stop out again. So that is priority in the work that we do. So constantly looking at different data and and we use DMACC as well after we have performance, bring the students back. One of the the forms that we used to use in in setting goals is, cultivating success form. So we do this in in on a on a weekly basis, with students. Each content teacher had to have at least that conversation and ensure that there's check
ins. Right? So this just keeps our pulse on on the data and and progress monitoring. Thank you. And very briefly, how often and by what process will you review your instructional materials to ensure that they meet the definition of high quality and are in compliance with state law? So we'll so we'll be, one thing we'll be monitoring, at the State Board of Education. So it has its review cycle cycle as it's, I know that, I've seen the sort of the the road map for the next six or seven years. So as each subject comes comes under review and,
goes up for approval by State Board of Education, we're going to move, first of all, we're going to utilize from the beginning what's approved by the state board and highly aligned to to TEEX. But we know that the better materials are are coming down the pipeline, and so we're gonna gravitate as quickly as possible to those as soon as, they they they become available. And so that that's, you know, that's our plan. And then, I know that there's not a there no longer will be a specific rhythm, like, automatically every seven years that the state is gonna go through this process. But there's an estimation of seven to eight to nine years depending on subject area
and and and how what materials might become more dated. So we'll be very, very tuned into that. And, of course, accessing through the IMET system and later on the other, as HQIM becomes available, the other sources that the state has to to, to draw down for those materials, printing costs, etcetera. I will add, we really do appreciate, the HQIM, ensuring us and keeping us on focus on what is expected, you know, making sure that our curriculum is aligned to TEKS. And sometimes we I understand that many, many years ago, we've used to use curriculum that wasn't aligned.
So we appreciate that HQIM and learning more and more. And and as, like, doctor King says, as these courses and curriculums become available, definitely, making sure that that our, we use that research and evidence based in in our relative content areas. And then again with with, our scope and sequence, being comprehensive and cohesive as well. Then finally, you know, once, as we continue to implement, ensure that the implementation and that teachers, are well versed in HQIM practices and and the expectations that have been set forth,
in in the instructional materials review and adoption process. Alright, everyone. That brings us to our last question. So thank you so much for participating in, our interview here today. We know that this can be nerve wracking, and so we just thank everybody for their their time and their efforts. So you'll be notified of the commissioner's proposal on or around March 7. And for our viewing public, that concludes our last, subchapter g charter school capacity interview for this process. So thank you, everyone. We appreciate your time.