- Welcome everyone, thanks for joining us. We'll be getting started in just a couple of minutes. While we're waiting for folks to arrive you can say hello to one another in the chat area, by sharing where you're from. And that would be a great way to get to know one another. We'll be starting shortly. Thanks everyone for sharing a little bit about where you're from. It's always nice to know who's here and see how many time zones we have represented. So, while we're waiting for more folks to join us in this room, just a couple of housekeeping issues, we will be using the chat area for group interaction like this, sharing where you're from. And Ms. Nevels and Dr. Rodgers have a number of questions filled into the presentation that we'll ask you to respond to in the chat area. If you have questions for the presenters that you'd like us to address in the Q and A time, don't feel like you have to hold those back. You can share those at any time in the Q and A section, and we will check those when we're in the question time. We will be archiving this webinar as we always do. So both the recording and the slides will be available for you at the NROC.org site. And you will receive an email directing you to those after the session as soon as they're available. We invite those of you that are active on Twitter to join us in a conversation there at #NROCpd. And if you're having any technical difficulties at all, my colleague, Jill here will be available to help you out or you can email us at member services. With that Ms. Nevels I think we're ready to get going. We're really pleased to have the team from down here today to share their incredible work with P-TECH and early college high school programs in the Dallas independent school district. The way they've scaled the use of these programs to serve lots of students is really exciting and making a difference. And we love to highlight the work of members of the NROC community and others who are doing stellar work. If we all strive to increase opportunities for all students. And so with that, I am going to allow our presenters to introduce themselves and we'll get rolling.

- Good afternoon, everyone. My is Dr. Usamah Rodgers, and I am proud to serve as the deputy chief of strategic initiatives focused on post-secondary outcomes in Dallas ISD.

- Good afternoon, everyone. I am Cheryl Nevels. I am the proud executive director for P-TECH and early college programs here in Dallas ISD.

- [Terri] Thank you both. Let's see if we can share your excellent work.

- We are excited this afternoon to share strategies that we're using in Dallas ISD to scale college and career opportunities to close opportunity gaps for our students. But we'd like to start this by activating your thinking for you to share in the chat, what are programs that you currently have in place to help your students, achieve college and career readiness. And while you are typing in the chat, we will go ahead and move forward to the next slide please. So our objectives for today are just to explore initiatives for breaking down barriers to post-graduation success. And really focus on things that have removed those barriers for students who are disproportionately underrepresented in higher ed. Also to just share the exciting opportunity that Pathways in Technology, Early College High Schools provide for students. And then last but not least sharing our blueprint for success in Dallas ISD. Next slide please. So why did Dallas ISD begin to undertake this work and more importantly, why did we begin to undertake this work at scale? And it was really about a workforce equity challenge. There was a study that was conducted that spoke to the value of a high school diploma in the Dallas region. And what they really said is that a high school diploma had very little value. Coupled with that, there was information gathered by an organization called Dallas Thrives. And what they found is that 50% of the employers that took their survey said that there's not enough skilled workers in our area. Coupled with the fact that jobs in Dallas county that will help a student make a livable family sustaining wage, 85% of those jobs required a post-secondary degree or credential. However, in Dallas county, we only had currently about 39% of our young adults that had an associates degree or higher. So as you can see, that was a tremendous gap between what a sustainable living wage that could be attained. And then last but not least, studies found that only one in four young adults between 18 and 24 or 34 in Dallas county were earning a living wage, next slide, please. So along with our state, 60 by 30 goals, Dallas ISD also developed some pretty aggressive college and career readiness goals. And these goals are measured annually. But our first goal is to increase the number of students who are college and career ready that are identified on domain one of our state reporting. Additionally, there is a Texas success initiative that consist of measuring students' college readiness on SAT, ACT or the TSI Assessment. And there's a goal associated with that. There's also goals that are related to our students who are receiving industry based certifications that are listed on our state A through F list, which is slightly different from the Perkins list. The A through F list was developed with input from leading business and industry professionals throughout the state of Texas. Additionally, our number of students that are earning level one and level two certificates, those certificates are earned by dual credit course completion and are awarded by an institution of higher education. In our case in Dallas ISD, that institution is Dallas College. Also, we track our students that are completing financial aid applications, whether it is FAFSA, which is the federal application or the TAP. Which is the state application for our students that are undocumented. And then we also track the percent of our students who are persisting in enrolling in post-secondary institutions immediately past high school graduation. Next slide. So why P-TECH? P-TECH one, was established as one of Dallas ISD's, first equity initiatives. We had great early college high schools, and we had amazing magnet schools, many of which were ranked number one in the nation for many years, but we had struggling high schools. And so P-TECH then launched at scale, providing an opportunity for our district to really level the playing field and create advanced opportunities for our students, next slide. So this is what equity in Dallas ISD looks like. We partner with Dallas College and we have students attending all seven of their partner campuses. Also UNT, University of North Texas at Dallas is also our partner. So we actually have students from two high schools that are attending classes their senior year on a college campus. And one thing that our superintendent was very clear about is that we set this up based on choice. So when we identified pathways one, we looked at labor market information. And two, we ensured that there were equitable programs across all sectors of our city. And last but not least, we provide transportation and textbooks at no cost to everyone of our students that participate in the program. Our superintendents says choice without transportation isn't choice at all. And so we do provide transportation for our students to high school campuses that may not be their high school campus, but it has the pathway that they're interested in and to our college campuses. And at this time I'm gonna turn it over to Ms. Nevels who'll share some additional information.

- Thank you, Dr. Rodgers. With the P-TECH programs and Dallas ISD, we have three major goals. The first goal is that we want to increase the number of students that are graduating with college credit. Goal two is we want to increase the number of students that reach college and career ready standards on the state and national assessments. And then goal three is we want to ensure that our students are able to apply what they have learned in our programs and our pathways to internships and jobs. We started this journey really using the class of 2009 as our baseline. And that year we found that only 7% of the graduating class of seniors went on within the six years of graduation to obtain either an associates degree, certification or a bachelor's degree. However, after implementing P-TECH, we were able to close that gap within the first graduating class of our P-TECH students in 2020. As you can see here, and that year we had 628 students that obtained associates, and then the gap continues to close because this year we were able to graduate 910 students. So in essence, we beat the six year completion rate of 2009, really within the first year of implementation. With targeted support and strategic planning for the P-TECH programs, the associate degree acquisition in our district continues to improve. So if you see here well, 2017 I should say, we had about 177 students that obtained an associate degree upon graduation from high school. And so fast forward to 2021, where we have increased this number to the 910 students.

- Last year, Dallas ISD participated in a land scape analysis to really measure our post-secondary outcomes and to see where we want it to go as a district. The first thing we did was look at what percent of the students in our first eight schools, cause we tracked through the first graduating class. And we found that our P-TECH students consisted of 30% of the students attending those eight comprehensive high schools. And we delineate by saying comprehensive high schools because we do offer magnet schools and transformation schools, but these were our comprehensive high schools. Next slide. This information shows our students meeting the college career and readiness criteria based on assessments. And so they met this either using the SAT college ready standard, the ACT college ready standard, or the Texas success initiative assessment college readiness standard in both reading and math. And so overall, when we looked at the students across our district at those eight high schools in the graduating class of 2020, 6.9% of those students met the criteria in both reading and math. Compared to overall 61% of the students in the P-TECH program, meeting the college and career readiness metrics on both the reading and math assessment, next slide. This is the slide that really gets me excited when we talk about impact. And I wanna point you to the chart that looks at the percent of students that are meeting reading and math based upon their quartiles of GPA. The first thing that we were really excited about for my program is there was not a significant difference in achieving college and career readiness in reading and math, from our students in the top quartile and our students in that bottom quartile as it related to grade point average. In fact, the students in our bottom quartile slightly beat out the students in our quartile in reaching college readiness on reading and math. The other thing that was pretty significant is that the top students regularly that were non P-TECH only 17.3% scored college readiness in reading and math compared to 51% of students in the bottom quartile in P-TECH. And so this really gave us pause as a district and helped us to think about other strategies that we could do to scale best practices across the district. Please move to the next slide please. So what did we do? We were introduced to NROC and EdReady by our friends who work with the Dallas County Promise. And we started out to look at EdReady for a couple of reasons. One, we were entering the pandemic and we were not able to have our traditional Summer Bridge programs and we needed to support our P-TECH and early college students in completing their Texas success initiative criteria in order to enroll in their dual credit courses. Additionally, we noticed that we had higher success rates on the TSIA assessment than we did with SAT or ACT. Because we offer SAT school data, to all 11th grade students across our district and the ACT school data to our 12th grade students across our district. But given that the percent of students that we were having that were taking the TSI Assessment, we were far outpacing meeting college readiness. And so we wanted to find what was a way that we could support our students in achieving college readiness in reading, writing, and math. And so we implemented EdReady, and I am really, really excited that one, we piloted the Texas college bridge program, which was a program that was offered by the Texas education agency and our partners. And so with that, we had students across eight campuses participate the first summer. This year, we are excited that we actually have a college preparatory class that is at 18 of our Dallas ISD high schools. And we have over 2,500 students that are enrolled in those courses using EdReady. In addition to upward of 2,000, P-TECH and early college students on the platform. And so EdReady has been extremely instrumental these last two years, and really helping us work to one, accelerate learning. Two, to mitigate some of the learning loss as a result of COVID-19 and to continue to provide outstanding support for our students. Something to note Dallas College, which is our community college partner. They actually did a study of the students who completed the Texas college bridge to meet the TSI. And what they found was those students outperformed their other students in their entry level, college, English, and math class their first year. So again, those numbers were outstanding, next slide please. And so now Miss Nevels is gonna talk about some of the supports that we provide to our students.

- Thank you, Dr. Rodgers. So with our P-TECH students, we want to ensure that they have multiple avenues for support. And so much of that support occurs during the summer. Our first support program is our Summer Bridge program. And this is really a program that is geared toward our rising 9th grade students. It's a 10 day opportunity for our campuses to really have orientation with the students so that they can understand the expectations, not just from high school, but also from college. And so in that we have scripted lesson plans, students are exposed to industry partner and work force planning and support. They're exposed to the seven habits. We have TSIA support and so, so far the program has been really successful. Next, we support our students by providing opportunities for them to accelerate. Because if you're a high school student and you're trying to complete high school and college requirements, you need a little bit of room in your schedule. So with that, we offer what we call accelerated courses during the summer. And so this, we have accelerated geometry, we have accelerated physics opportunities, and it's really geared toward our students in 9th and 10th grade. If they complete the program, they pass the assessments then they receive that year's worth of credit. And it also builds in room in their schedule. The last form of support that we provide is what we call a hub program. And so that's really where our students are taking college credit hours. This opportunity is really geared towards our juniors and seniors. And so at that time, students have the opportunity to either accelerate, which is to take college classes again, to build room in their schedule, or they have an opportunity to remediate. So if they had to drop a course, or if they have not been successful with the course, then they can retake those courses in this summer hub. But the beauty of the summer hub is we have our own teachers, our own administrators, we have study hall, we bring the kids to a central location versus sending them to the college. And that way we can ensure that students are completing assignments and if they need tutoring or support, we can provide that in a comfortable setting. And so now we want you to think about what has resonated with you thus far. So if you take an opportunity just to take a couple of seconds and you can drop what has resonated with you, just from the data and the information that we have shared with you. Or what wonderings do you have at this point. And so we welcome that feedback as well.

- [Terri] There was a question from Dr. Burrells on slide 15, just to clarify the pool on the data points on slide 15.

- The poll of the data points were all students enrolled the first eight schools for P-TECH. So overall is captured all of the students combined from the P-TECH programs that were the 12th grade class. And then it was a comparison to all other students in the 12th grade class of 2020 at those eight high schools.

- [Terri] Thank you for that. There was also a question on the options that you shared earlier, the Summer Bridge options. Do some of those programs focus specifically on students with very low GPAs or all the students together in the same paths in the Summer Bridge program?

- So to provide a little bit of clarification, to be designated as P-TECH or early college high school in the state of Texas, the campuses have to adhere to the state blueprints. And one of those is that we target a population of students who are at risk or underserved in higher ed. Also, there is a blind admissions process, so we don't screen students for GPAs, et cetera. So with our students, the Summer Bridge program is required for all students entering the program the summer after 8th grade, going into 9th grade. And that is where we began to acclimate them to the P-TECH program. They receive their college IDs, we began talking to them about the TSI Assessments we share "Covey Seven Habits." The accelerated geometry and physics are really a way for students to move through some curriculum at a pretty fast rate. Dallas ISD has lots of high school credited, middle school options. And so one, we offer the accelerated geometry for our students who have not taken algebra one in 8th grade which about 50% of the 8th graders in Dallas ISD, take algebra one in middle school. So the accelerated geometry is a way to get those students who didn't take algebra one in middle school caught up. Accelerated physics is high school physics and so that's not the college physics course. It is a high school physics scores because our district also requires our students to graduate on the highest graduation plan. And so they're required to complete four science courses. And so this gives us an opportunity to ensure that those students have room in their schedule to complete the four science courses. And how successful are the students? So let me one, talk about the structure. It's 15 days of instruction and they are in class all day in order to receive credit those students must pass the ACP, which is the assessment of course performance. Which is a secure test administered by our district's research testing and evaluation department. And we have an overall 85%, sixth best rate, and we've offered it for five out of six years. We did take a pause for COVID. All right, so we will resolve our presentation. No it is not AP physics, the accelerated courses, are you know, to be fair to students, we don't offer honors in the accelerated, due to the pace. It is an opportunity to create space in the student's schedule. The other thing that Dallas ISD did is we had a change in policy to help ensure that all students had access to being in the top 10%. Because there are college admissions things associated with that in the state of Texas. And so to ensure equity for all students, we only have 15 courses that calculate into ranking for our students. And so with those students taking that course, we felt like it needed to be not at a higher weight so that it wouldn't put any student at an unfair advantage in terms of ranking. Ms Nevels you wanna advance our slides. But great questions. Thank you all so much.

- So this is a pictorial view of all of our campuses that had graduating seniors. And they work really hard to get the students across the finish line in the pandemic with all of the challenges that were brought on during that time. And we're extremely proud of the work that they did with our students. So this 910 students that uptime the associate's degrees and Dallas ISD actually represents 10.8% of the 2021 Dallas ISD graduating class. And so, again, we're really proud of those results. While we're excited about the 910 students, it's important for us to note that we had about 1,100 students that obtained 45 college credit hours or more. Which was roughly about 82% of our total population of P-TECH and early college seniors that were enrolled in the programs. And so that pretty much means that 82% of our students either obtain the associates or they were within one semester of obtaining the associates degree. It's also important for us to track the associate degree attainment by ethnicity, to ensure that we're providing equitable opportunities, which Dr. Rodgers referenced at the beginning. And so this graph shows the number of degrees that were earned and by what ethnicity. And so overall we had about 76% of our degrees that were earned by our Hispanic population. 16% of the degrees that were earned were African-American and we have 5% other, and then 3% that were white. We're really proud of these results as the population that you see here of these graduates closely mirrors the population of our district. And so again, if we're looking for equitable opportunities, then we are hitting the mark with this. Currently we have about 90 industry partners that support our students with workplace learning. And so at the beginning, Dr. Rodgers alluded to the fact that the P-TECH program is a strategic partnership between the high school, between the college and also between industry. And so we really, really appreciate our industry partners. Becoming an industry partner though requires it's not easy. Industry partners first, they sign a letter of intent, and that's pretty much an interest letter saying to us that we are interested in becoming a partner with one of your programs. And we follow that letter of intent with a compression planning session, but the most important component in all of this is the agreement that the industry partners sign, which is that inter local agreement. The agreement is aligned to our P-TECH blueprint, and it provides details on how the higher ed partner and the industry partner are going to collectively support our students as they matriculate through the programs. But the key to this and the best part of the ILA is that it's a promise that our students will also be first in line for interviews and job opportunities that they are qualified for. So this is really becoming one of my favorite slides. It's what we call our wall of fame. And it's a comprehensive view of all of our industry partners to date. Our partners are so dedicated to the work they put in the time and effort to ensure that our students are prepared for future career opportunities. And we really appreciate them. We recently also started what we call a grow our own P-TECH teaching initiative. In which we partner our education pathway programs with colleges to assist with teacher recruitment. Now all of this is very, very strategic, and we currently have over 500 students interested in becoming teachers that are currently in our education programs within the district. So to sustain this interest, we partner with colleges to ensure that there's a seamless transition to a four-year university. Students are also provided with a letter of intent from our district's HCM department. And that letter basically promises them that if they go on to the university, they complete the teaching degree that they're guaranteed a job with Dallas ISD. So it can't really get much better than that. Internships are also a vital part of our P-TECH student experience. And so this year we worked really hard with industry partners and we were able to secure 416 internships for our students. And so they participated in these internships throughout the summer. And the average wage was approximately $16 an hour. So I'll turn it back over to Dr. Rodgers at this time.

- Just like we are excited to say that our students 910 of them, or a 10.8% of the total graduating class of 2021 earned a high school diploma and an associates degree. We are also excited that our students earned, da da da, oh, there we go. Over $1.673 million this summer in internship opportunities. And so the average student who completed a six weeks internship earned approximately $4,000. And we were really, really excited that, one of our students, we had a group from another school district visiting and they were speaking to some of our students and the students shared about their summer internship. And someone asks, "well, what did your parents say about you working this summer?" And she was like, "they were upset because I made more money than them." And so not only are our partners supporting our students, helping them along the way from 9th, through 12th grade, they are also increasing internship opportunities and really, really supporting our students to make sure that one, they not only have the academic skills, but the professional skills and skills for viable employment, next slide. So the P-TECH promise that we'd like to refer to is that students have the opportunity to enroll in high school, earn certificates, have access to earning their degree. And not only that, if they choose to go into the workforce, that there's those opportunities as well. So we're excited that nine of our students have full-time offers from Oncor. And they have entered their apprenticeship program for an electrical line technician, post high school graduation. And those students are making an average of $48,000 per year, next slide. We also have 11 students, five of which are working full-time in American Airlines. This is the first time American Airlines that they are hiring students directly from high school. Those students are making $58,000 a year with a full benefits package. And this is the part that I'm excited about. And I hope they let me go on their buddy pass and that's unlimited flight benefits. So, at this time we're gonna take your questions and we wanna thank those of you who sent questions, anything. So, one question was, what strategies would you have for a Summer Bridge program focused on students with a very low GPAs. For us, that is our summer hook program. We decided to provide wraparound supports for students to return to good academic standing. Some of our students are accelerating courses that may help them increase their GPA. Some of them are retaking courses, but the design of the program is that the students are at school all day. So you may have one summer class that may be, you know, two hours, but the remainder of the day they are at the high school site receiving support from the high school staff to ensure that they're completing their assignments. We also have pretty aggressive progress monitoring systems that we have in place where our schools are having to, you know, work with students to track grades. And we have some really energetic and dynamic new administrators that are working to help us even improve those systems. How do you improve student retention? I think the ways that we improve student retention is really about the culture that we create. So one thing that I'm sure that our students, or our staff, they hear me say all the time is I enjoyed my college experience and I'm sure they did too. But it wasn't the classwork. And so really thinking about how those students are engaged in meaningful activities that help keep them encouraged and motivated. And then what support is underutilized. I'm not sure that anything is underutilized, but I think what are our next opportunities? And that is really standing up more robust systems and tracking our students post high school graduation. We had a lot of ideas and things in place. However, we had to kind of pause and do things a little bit differently as a result of the pandemic. And right now we are focused on helping to make sure that our students are improving their academic standings and getting back in good state. In a spirit of transparency we had 72% of the class of 2020 that were taken early colleges earned their associate's degree and high school diploma. And we took them due to COVID with the class of 2021 we landed at 67% of those students earning a high school diploma and an associates degree. How do we support students so they will graduate. I think one is we began with the end in mind, and I think starting with those seven habits and Summer Bridge and talking to the students about their goals. Doing goal setting with them, the progress monitoring, and I can't overemphasize the role that our industry partners play. Those students speaking to professionals, those professionals coming and telling their stories and sharing with them. So we have a continuum of exposure to experience. So in 9th grade, students are engaged in a variety of speaker series and other things where they're hearing from professionals, many of which that look like them, that are sharing their personal journey and their testimonies. I believe there are other questions in the chat. So if someone can maybe read some of the questions from the chat Miss Nevels and I'll tag team and answer those.

- [Terri] Yeah, I'll share a couple of those. This is Terri. So there's a question just in general, about focusing on the funding umbrella that they're trying to see how it might work in their state. If you could share a few more details about how dual enrollment is funded there.

- So in times of dual enrollment, we're really fortunate that Dallas College provides scholarships for the first time that a student takes the course. The second time a student, they have to retake a course our district covers the cost. Additionally, UNT Dallas our district has set aside funds to pay tuition for that. So P-TECH was a strategic initiative in our district. And so there was about $15 million set aside to launch the program across our district in 18 schools. That included construction. All of our students were given one-to-one devices prior to one-to-one devices named something that was implemented across the district at large. And so it was a significant strategic investment. In terms of the state of Texas. I believe we applied for P-TECH startup grants. And so we actually had grants from our state to support implementation of the program. And then as a part of Esser, the state of Texas has T class grants that are also available for districts to apply for, for funding to support implementation of P-TECH or early college programs.

- Excellent, I think Ms. Devonish has answered the other question mostly, but whether or not those stand alone, early colleges located on college campus or within the high schools.

- Now we have them all. So in total, in Dallas ISD, we have 26 P-TECH and early college high school programs. We have three that are located at a college campus. We have a Trini Garza, Lassiter, and North Light that are located on the college campuses that follow a traditional early college model. And then we have Gilliam that is a unique Kathlyn Joy Gilliam which is a very unique school. It is a standalone early college high school with its own building. So those students have a high school campus, and then they also go to their partner college campus for classes. And then we have two school within a school traditional early college high schools, and then our P-TECHS are 18 of them that are a school within a school early college programs.

- [Terri] Thank you and there was also a follow up question. Looks like, has been somewhat addressed in the chat about the role of EdReady. For folks who aren't familiar with the TSIA can you share a little bit about how it works with TSIA?

- Yeah, well actually their role is expanding. So we started our relationship with EdReady because we needed to figure out how to support students in preparing for the college readiness exams through our Summer Bridge program, when we had to pivot from face-to-face to virtual due to COVID. And so that was our initial use of the EdReady platform. Simultaneously the Texas education agency wanted to provide some supports for high school students that were not able to take the TSI due to the pandemic. And the state created an initiative called the Texas college bridge program that consists of an MOU with over 40 partner colleges that says if students complete the EdReady curriculum and reading, writing in math with a minimum passing score, those students are exempt from taking the TSI. And so we also implemented that the first year as this kind of a supplemental program. However, this year Dallas ISD I believe it's 17 high schools. We have a college preparatory course focused on the Texas college bridge program in addition to other supports for students who were in tier three. Who are looking to go to colleges and universities would need support. And so we use EdReady there and that services about 2,500 students. Additionally, our P-TECH program has 8,800 students across the district, roughly nine through 12. And all of those students have access to using EdReady. We purchased the platform for all students across our district because based on the information that we saw at Texas success initiative, we found that more of our students are meeting those standards on the TSIA assessment. And in the previous legislative session, the state of Texas implemented house bill three, which incentivized some college and career readiness outcomes based funding. And one of those is if our students are TSI met and they earn an industry based certification. A level one, or level two certification, earn an associate's degree or enroll in college, immediately after high school, there is additional funding that is available for districts. So throughout our district as we are currently speaking, we have over 6,000 12th graders out of the almost 9,000 12th graders that are not TSI met in one or more areas. And we are working with those students to use the EdReady platform. We purchased TSI licensing, and those students will be able to take the TSI at no cost prior to graduating from high school. And so we use EdReady to support there. Another way that we used EdReady is that we found out this summer that the state waiver for students who were taking the algebra one ELC or high school ELCs that don't have additional ELCs in middle school, that those students would have to meet college ready criteria on SAT or ACT. And so we are also using EdReady to support those students. So I hope that helps that EdReady has and will continue to have a very big footprint in terms of utilization within our district. And the great part about it is the resource, the cost is minimal comparatively speaking, but the impact that it has is significant when implemented well and with fidelity.

- Thank you so much. A last call for questions. They've been very busy typing while you've been very busy responding. It's such an exciting program, and it's so wonderful to see how your imagination continues to uncover new ways to make a difference for all of these students. We really appreciate that. If there are no other questions, I'll talk slowly so folks can continue to add questions here. But a number of folks have asked about accessing the slide in fact and your recording of the session so that they can review it on their own. And the last slide shares where folks can find this recording. But we will also send the link to everyone who's registered for this webinar. Everyone will receive a note as soon as it's available at NROC.org. But thank you so much for inspiring so many others on different ways they might get started. Naturally we don't expect everyone to come out in full force as you scale over time, but I love the way that you started with some specific goals in mind. And as you learned that the initiatives evolved and continue to grow. Thank you so much, both of you for all that you're doing for students across Dallas. Thanks everyone for joining us today.

- Thank you so much, Terri, to you and the NROC team. And I do have to shout out Jason, who is our technical support. He is always available to support us and NJ your team has been tremendous partners with us in this work, so thank you.

- Thank you all.