 And group one, where is she? Oh, there you are, Liz. So we went after the creative post-secondary student profile that is monitored and integrated between the school district and the partner systems so that we have a dashboard. The champion would be the district and the district and campus leadership teams. The measure is based against an electronic profile that a student would have an asset map. And San Antonio Education Partnership has talked about a certification that would then be honored by partners, IHE partners. The second strategy had to do with that. And it would be to address both content and college readiness indicators that came up either in the red or the yellow. Our measure would be a red, yellow, or green dot. If it's green, the student's good on that particular measure. And we have an example over there. If they're yellow or red, that would cause some kind of an alarm bell to go off. And then we would basically work with that student and service providers to get them either caught up to take the SAT, studying whatever they needed to. The alignment would be improved to college readiness. And again, the champion would be the district and campus leadership teams. Thank you. Group number two. I've been used to four all the time, sorry. We're the counseling component of this thing. The strategy that we had was basically an implication of a comprehensive curriculum guidance program. This really isn't anything new. It's not a new strategy. Our issue is more so that we would need to basically reduce or eliminate non-essential duties that we have on campus and have a little bit more role clarity to implement what we're trained to do already. So we want to basically implement what we already have in the line. The activities we would use would be classroom guidance per K through 12. We talked about a champion for the cause. And basically, we all have a director of guidance in our districts. But if we want to come together and collaborate, more so somebody like our Region 20 Representative, like Pam Chambers, or somebody like that. How we would measure this would be more number of classroom visits, number of students served. And the alignment with the diplomas in the SA 2020 would be the 85% student demonstration of college. I am going to need your form, so if you could just kind of flesh it out, I could try to read the handwriting. Group number three. It's a mouse here on the screen. Very good. Well, digitally, you're ready. Oh, jeez. We are ready. We are ready. We are ready. We are ready. We are ready. We are ready. We are ready. We are ready. We are ready. We are ready. We are ready. There we go. Anything else for everyone? OK. The strategy is that to support a goal, regardless of what shows up on goal, as far as all these snapshots, the goal is we need to increase performance. We need to increase student understanding of college readiness and high demand as rigorous, which is in a minute how it's going to relate to the other goals of CCRS, et cetera. So the strategy is that we would, we would in our camp, in our districts, we would train campus administrators and staff to understand and apply rigorous instruction and assessment at all levels they require. And the activity is that we would use existing, but also, well, I'll get to that, professional development for both administrators and at the teacher level. Region 20 has a, what I understand is a superb understanding and identifying a rigor program. We don't need to reinvent the wheel. We just need to get our teachers there. We do need to talk with Region 20, and we have a mechanism for doing that about how that works to an administrator or a curriculum specialist or whatever in order to do the walkthroughs and the measures that we'll need to see in the applications. So the action steps are that the districts will send teaching staff and also administrative staff to these training events and then the group of CNI folks already get together four times during the year through the curriculum forum and the afternoon now is dedicated to the college readiness forum and we will bring exemplars and samples of where we're seeing that rigor increase or not. And that will be a source of conversation and share out. We already have some of those mechanisms. SA Ready is in pathways now are merging their lessons and so the teachers will have available lessons that we ought to be able to see adapted in our classrooms and that's the measure we will use. So it will also come out in 85% passing or meeting metrics on the SAT, ACT. Okay, go ahead and scroll down. It will also enormously help the AP readiness and with particularly thought of Southwest and the fact that you all are rolling in with your college board spring board curriculum. So our champion is really the mechanism we already have in place, SA Ready and Region 20 and Sarah's category is heading up SA 20 along Washington, Texas, et cetera and is also working with pathways where these groups merge and then you add in the Region 20 and Jeff is going to talk tomorrow. So the timeframe is we're going to start looking for measurables and checking the pulse of where we are on this through August of 2013. We're going to look at the percentage of administrators and teachers who have attended the training implementation back in the classroom and walk through data, sample works and illustrates the rise of rigor, incorporation of discussions of rigor into department chair meetings so that when Dennis Alexander has his all of his high school campus chairs sitting there, rigor is on the agenda in ways to increase rigor or I forgot where I was Region 20 math board all those places that we're going to look the alignment, it's already aligned with SA 2020 certainly with diploma and increasing scores in the CCRS. So it's a pretty minor problem I think. Thank you very much. Group number four. Don't be shy, I am. Basically what we talked about. We have to keep in mind. Okay, well we can really write. I don't know, but we can. Okay, we talked about how the state of Texas already gives us the 13 criteria to identify a student who's at risk of dropping out of school. We know that, right? What we would like to see are those leading indicators that are associated with a college graduate. If we can have that information to be able to determine and work backwards look at all of our kids who are college graduates and take that information and work backwards through elementary through middle to really profile what does a college graduate really look like. One of us always focusing on what interventions to provide to students who are at risk of dropping out of school really provide those enhancements to students who are potential college graduates. That they have those leading indicators that are associated with a college graduate and maybe changing the way we start thinking about our information and our data to look more proactively and identifying those key ideas and key data elements that are associated with a college graduate really profiling a college graduate. We're so used to profiling a high school graduate we really need to start profiling a college graduate and start looking at those key data elements. One of the drawbacks and one of the things that we have is a barrier that we should all really start thinking about and that is a universal ID. Until we can have a universal ID in Texas, we will really be limited at the amount of information that we can collect. We would even recommend that it be associated with Applied Texas. The students submit an application through Applied Texas maybe they get an ID through there that they key. We as districts can really look at the students performance and just have some way of tracking them in college. I really think that the data that we have available to us it's just since it's not linked on social and they're using like name and for FAFSA we use the zip code which our kids move around so much. So just a better way of tracking that post-secondary success I think is kind of what we talked about more years ago. Thank you. So those of you that have your form, maybe you could give it to Jacob. Is that okay Jacob? And then we'll collect it. On behalf of the facilitators, Jacob, Elizabeth, Gina and myself, thank you so much. It was a packed day but I'll tell you the time flew by. It's obvious that we rolled up our sleeves we got to work and you know what the best is yet to come. This is just the beginning. I'm going to turn it back over to Patrick and he's just going to have some closing remarks and also we wish you a good afternoon Thank you, Alma. Before we adjourn for the day I have just some closing thoughts. First of all, tomorrow's schedule we start at 8 o'clock in the morning so make sure that you go over the schedule. We'll be here at 8 and then we also have Greg Darneter will be sharing some stories from the road with us and then we have a gallery walk that's going to take place where you get to go around and see what the partners are doing that are part of this Diplomas Collective and utilize if you haven't already been utilizing them how you can use them to help reach these goals. My job I feel as the project director of Diplomas is to listen to all this and then once we go through all this information is to follow up with each of you through the partnership to find out where we can help you and where we can assist you so if it was about SAT I've heard SAT prep and so forth where can we align partners to help you reach that goal as an example and so that's what we don't want this to just be hey we got together today and then that was it and it goes up on somebody's wall and then we never do anything with it so that's my commitment that we have to you. Again I want to reiterate a special thank you to Greg Darneter from the White House for being here and again he'll be here tomorrow Mayor Costler will join us tomorrow as well for a press conference all of this kind of culminates with this signing of this collective impact agreement and the people that have really been drivers I guess of this initiative I mean it's been a partnership but there's always got to be a couple of people that just really drive it and special thank you to Ira of the San Antonio Education Partnership, Judy McCormick of P-16 of Bear County and also Jean Russell of the Mayor's Office they've been working again identified partners earlier but they have really helped push this along and have really been open to having other people look at the proposal and this initiative and provide feedback and thought to it and that's not always easy to do kind of what you've done today and so I wanted to make sure that I thank them and again even though you've done this already I want to thank you a big thank you to you for what you've done this afternoon here this is not easy to do most times you probably do all of this in about a week over several months and we've managed to get all of you here today to do this so thank you for that and again special thank you to Gina and and Tangelo of Mike Via Diaz's office and where's my final facilitator who was it? Alma, oh yes, we've thought you already, okay and so just closing thoughts that I'd like to give on what has been discussed today and the value of each of you coming here today to work and discuss and identify opportunities for cross-sector collaboration. Your presence today signifies your commitment to the principle of collective impact to that we can get a lot done if we don't care who gets you know the credit for it and in the end it's about student success and the economic sustainability and the cultural viability of the city of San Antonio. The Diplomas Latino Student Success Initiative coupled with the SA 2020 goes signifies to each of you and I hope this signifies to you that you are not alone that Diplomas represents that the business community, the higher education community the community-based organizations, foundations and philanthropic groups understand that we are all responsible for the success of our students and specifically in this project are Latino students in San Antonio. It calls on all of us to do more and with that it reminds me of a story about the individual at the gate now it's a gate that passes you to the next life so whatever life that is for you but this individual gets to this gate and the person that is at the gate says before I can let you pass you have to tell me why you deserve to pass why you deserve to make this transition and the individual says well because I never did anything wrong I never did this I never did that I was never a bad person and the individual said well it's not quite good enough and the person says well I don't understand I didn't do anything wrong he says well you didn't do anything wrong but as I look here you didn't really do anything either because it speaks to our moral imperative and we cannot forget that even though what we talked about today is data driven and how do we use that data to create strategies and interventions we must also be driven by this moral imperative this moral imperative that drives us and it cannot be left out it cannot be left out of the equation because all of you are here today and you've been doing what you've been doing because of that drive and so diploma stands for more than just an education as the tagline reads it stands for you are not alone it stands for what we can do together most importantly diploma stands for we must all do mass and so thank you for being here enjoy your evenings and we'll see you in the morning