 I promise you guys I have a chance to talk in a minute. We're going to break out But if we could get back on to the back on schedule with the program, I'd really appreciate it. Can you hear me? It's not very well So we got thank you Appreciate it. I've also been instructed that we are we are being Streaming I guess on the webcast and so we will try not that we can't really deviate from the schedule anymore So we wanted to make sure that we gave you guys a break But from here on out I think we're going to try and stick to the schedule as much as possible So if you are one of our speakers, we appreciate all the work and all the time that you've put into this But if you see a splash in a five-minute sign, please not to take a fence Try not to take offense to that We just want to make sure that we stay on schedule with them with the media and so what I'd like to do next because we are behind is I Be remiss though if we didn't announce a few people that are here though that have come in that are part of the initiative that are part of this partnership Looking through my names here for a second But I want to recognize a touch of the Texas Association of Chicano's in higher education from C school is here with us today Marty with GenTex, Marty if you could Audrey from Advice Texas is here Audrey And I believe Isenia Bernal from the San Antonio Hispanic Chamber. Yes. Yes, and yeah, sorry. I Have a daughter named Isenia, so yes, and yeah These individuals are part of a collaborative again. We've been talking about this diploma. So we're gonna talk a lot more about that tomorrow, but All that those that I've mentioned our partners in this initiative along with the San Antonio education partnership the mayor's office The community college district that we had the Alamo Community College district as well as UTSA and Texas A&M Kingsville In addition to all the school districts that are here today so all of you are partners with us in this and I guess just to sum up what we heard in all the presentations and focusing on the really good stuff that you guys are doing and And I think that's really what we're trying to get done here Is it how do we come together as a collective to help you move the needle and much of what you talked about? If you think about it or not only what happens in the classroom and how do you prepare them? Your students to be college ready But also the psych the social Socio-economic factors that occur before and after school and on weekends and even some of the psychosocial Factors that occur as well And so this is how the partnership that exists in this diploma or exists to help you To augment those kind of things you're doing and we want to help help you achieve those goals And so we're gonna talk a lot more about that the rest of the day and then I get tomorrow So without further ado though one of the major partners that we have is the mayor Cosworth's office and representing mayor Cosworth's office, and I have a pleasure of working with daily is Gene Russell. So Gene I have the best job here because I get to introduce Greg Darniter who is a personal friend Who I think so many of you in the room through either work on FAFSA or gear up or just as a thought partner in Thinking about how do we do this work around really sitting ambitious goals in terms of connecting college access? enrollment readiness completion and so I Just wanted to give you those of you who don't know Greg kind of a quick sketch About his personal background because I think it sort of ties everything. We're trying to do here together Greg has worked in this field for more years than he probably cares to count But from a multi perspective so he's been a funder He worked for many years in the Chicago public schools really designing the same kind of frameworks and Aggressive goals and then implementing them that we're talking about doing here today And now he carries this message from the Department of Ed So he's trying to hear from places like ourselves. So I'm sure he heard you don't fan And take that back and figure out how can we do that systemically across our country? And and mostly he lives out of a suitcase going to communities like ours really helping us kind of think through this work And so I'm really grateful for the work that Greg is doing and has done I think we figured it's his sixth visit to San Antonio So he's been a tremendous friend to our community and I just want to welcome Greg But before I bring Greg up I quickly wanted to let people know we we had some people fill in the back That are some funders this ties again to the work that Greg's going to talk about this work We is really your work But we want to figure out how everyone in the community can be supportive of it whether it's from the mayor's office Whether it's from the funding community whether it's from our nonprofit partners who are also in the room So that's they said they just want to be flies on the wall, so don't you know I'm not going to announce them by name, but that's who's joined us in the back. So Greg Take it away So I was looking through my notes on a plane ride yesterday And Some folks in my National League of Cities We were part of the front end I guess Planning process for two days So I love coming back here She's trying to give me a fireplace here But no, I just love coming here and But I want to do this pick up on some of our points and pick up on some of the points that were made by each of the districts here Someone connected to club of impact someone connected to the importance of data and the such And You can hear from you again tomorrow. I literally have been only back in DC in five days since Labor Day All right, hey, hey friends of women, okay, so So this all started you can blame me for your being in the room today to some extent and then you can blame Jacob And then I shared it with Roxanne and with Jean Because last summer I went to St. Louis and TG put some funds in and we brought I think with seven or eight school districts together for a two-day college and career planning process and Some of the funders from St. Louis were actually ones who organized this in terms of the Mechanics of the day and the such and TG put up some some knowledge actually make it happen but And it I have to you confess for those of you some of you have heard me speak before But I do come to these conversations with a lot of biases around school counselors One of the things that Jean didn't mention was that I started the middle-grade teacher middle-grade teachers I know there's and supervisors some of you are in the room, right? Why are you being bashful? Okay, so So I come with Those biases I also come with the buy a strong bias because of my Chicago work around the power of data Judy and I were in Milwaukee Five or six weeks ago for the stride conference anybody else there for stride a couple others, okay? and so this whole collective impact Conversation and the power of that When it's driven and I say this because I experienced it under Arnie's leadership In that case from a school district and in Chicago's case, we had a brain mayor daily along but in your case you have a mayor that's really leading us and for lots of different reasons very powerful reasons and As far as I'm concerned, that's where the most powerful work in the country is going on these days It's when you have a mayor or school superintendent and higher-ed president who actually Get the power of the importance of education in terms of the economic future of their city of their Communities and such and they're driving these kind of conversations but the st. Louis experience was really powerful because These this was like oh, it's not just working in district by district. It's actually districts coming together This Patrick was referring to this earlier in terms of we're in this together, right? As a San Antonio community and such and there's such power when we get we get to the When we get to the point of actually concerted coordinated efforts Across the community and tomorrow When you see me again, I'll share some of my stories from the road if you will In terms of some really powerful work quite honestly, that's that's happening in rural communities As powerfully as it is in many urban communities Across across this country But and I'm really interested in just keep continuing to learn from you and to kind of see this process So in less than two and a half years at least, you know My own experience was that initial two-day convening in July of 2010 There is this kind of This continued action has been happening. It's and it's been happening in a coordinated way It's not just happenstance and there's people in this room that have been facilitating those conversations and and the power of the possibility if you will and Many communities across this country don't have what you have here And many times it's it's hard to appreciate what you have when you aren't able to compare it, you know to what's happening in other places so Congrats on last week's early childhood victory. That was huge One of the one of the one of the consistent Conversations I heard particularly from school counselors in this ten weeks that I've been on the road From rural America to urban America was how important it is to start seeding this kind of career and college Message with their kindergarten And their first grade students it was and these were not Orchestrated conversations. It just kept coming up and really interesting in creative ways and I'll share some of those examples tomorrow, but So Anybody see 60 minutes last Sunday Okay, 60 minutes President's been talking that there are three million jobs available today right now good-paying job So what is 60 minutes do? it does us a Part of it shows Sunday on advanced manufacturing Because some of you heard me speak that there's Secretary Duncan has talked about this the president talks about it he tends to talk about much broader numbers That there's four to five hundred thousand advanced manufacturing jobs available today right now That are unfilled because of this mismatch between the labor force and expectations of business So what is 60 minutes do they do a segment on advanced manufacturing opportunities 500,000 jobs available today folks in the country and where do they go to? Nevada highest unemployment rate in the country right and they find a manufacturer outside of Las Vegas Who is desperately seeking employees? willing to start them at 50 or 60 thousand dollars a year Because what do they do they they make fasteners for the aerospace? zero spaces And they need people who can run machinery that's all computerized that Because these fasteners have to be calibrated down to one one thousandth of an inch if I remember correctly, right? Then they have to be able to verify that when a fastener comes out that it meets those facts So they need people who can do some math to be able to do this and they're having trouble They had 20s basically adults In this class training these men To to run this machinery Fascinating it was like Emphasize some of these points that we've been trying to make But this is right an issue of alignment between K-12 and higher ed and the workforce needs that exists. I used to hear this plea in Chicago from west side of Chicago in the city small manufacturers when I was running TTE all the time Right. We were desperate for employees One of the points the segment did was it illustrated how a lot of their current workforce is gonna be retired and they Are either gonna go out of business or They're gonna transfer those jobs overseas But these are good paying jobs available today three million of them another half million six hundred thousand in the medical industry Drive down the highway Almost every other semi seems to have a sign on the back call 1-800. You need drivers, right? They're supposedly two hundred thousand truck driver. That was it jobs available across the country today So anyways the opportunities in many ways could be greater As we kind of embrace this this challenge So what I want to do is kind of build off what I heard I was asked to kind of reflect a guess or comment on what I heard so these are not meant to be criticisms in any way because you were given like ten minutes to tell your story and and then sit down And have conversations after I Put the microphone down and figure out how to to move your work to the next level. So these are not criticisms and they might be aspects of Things that you're doing, but we just didn't have time to mention and the subject. So my first reflection is Middle-grade And my question back to you is do you see most of the data we saw and maybe this was because of the templates You were given to fill in and such was around high schools And Northside Debbie mentioned some of the stuff they were doing actually going back to kindergarten That went beyond the academic in terms of you know, the holistic child if you will and the supports and the such Which I think is a critical dynamic here but One question I just put out there. How do you envision your strategies? Beyond high school Now, let me just reflect on on the challenge. We have in Chicago. So we had about 15 percent of our students exceeding standards And then we had 50 to 60 percent every year kind of in that middle ground Who were meeting standards or just a little bit below being standard sort of thing So it was like how do we push this huge number of students forward in that meeting standards? To exceeding standards. So what do we do on the academic side? What do we do on the college knowledge side? What do we do on the non-cognitive side? If you will, what do we do on the social emotional side and the such? Because I think it's gonna be really difficult if we just envision this challenge of getting whether it's a San Antonio 2020 goal Of 50 percent or luminous 60 percent or how are you envisioning? How are you gonna move your data if you only envision it as a high school strategy? And I think that's part of what I was referring to and talking about how this kind of constant Consistent conversation across the country of starting and pre-kindergarten kindergarten Become so critical And so so just just one One one observation. I love the conversation when I come to San Antonio about building systems Because I don't know how we're gonna achieve any of these goals if we do it school by school program by program if we don't If we don't view it as districts building systems both internally and then with their community Which is why I love the collective impact theory of change because it broadens the responsibility behind you as educational leaders To say this is what mayor Castro gets right. This is our challenge of the community. It's the faith base It's the it's the civic community. It's the higher ed community. It's the business community This is our challenge as a city as a community and so But to do that and really move and and take advantage of The three million current jobs or the 24 million additional college grads that that luminous as we need We're only arguing from administration standpoint of needing 8.2 million additional post-secondary degree completers additional above and beyond right so there's this building of systems between you as district leaders and in your Colleagues in other sectors. This is hard. I don't know if any of you have seen the recent College Board report survey on school counselors If you haven't seen it go to their site downloaded But one of the and they interviewed surveyed both school counselors and their principals Because they were looking for Alignment or disconnects in terms of does the mission of the district align with what? School counselors experience in their day-to-day responsibilities or how much of a disjuncture is there they wanted to know Just for school counselors You feel you were adequately trained in your programs of study to get your masters in school counseling To do the job that you're doing You know what that percentages only 16% of school counselors in the country About that their master's program prepared them for their duties and responsibilities once they got hired There's obviously a huge disconnect there We had some insight into that in that less than 10% of The master's programs in school counseling even offer a single course in college and career access Even one course and there's only five or six universities in the entire country that offer a Masters in school counseling slash college and career readiness only five or six John Hopkins has one they graduate 18 or 20 students a year There's 110,000 I think school counselors at the secondary level in the country So we have a huge knowledge skill gap to achieve this goal When our if we don't support our school counselors in really substantive and strategic ways going going forward Another challenge I put on the table And this is where data comes in so it was when Horry was Talking as making some notes myself about the grocery business, you know So all I know about the grocery business is that I go to a grocery store two or three times a week on my way home from work, right and so but They hooked me all the time right because I'm a coca-cola at it and I wrote to The southern thing right, but I'm from the north But I know that Coke I'm addicted to like the 20 ounce one. They are like when I walk down the Soda. They're like an eye level, right? Coke is they're not on the bottom shelf Right, they're not on the top shelf. They're like right there so The grocery business is I assume interested in total sales per day per week, maybe by the hour They are interested in the number of customers that come through their stores They're interested in The average dollar that we spend, you know, maybe between eight nine o'clock in the morning and between 11 and one and you know in the day or on the way home So they're those are kind of outcome measures, right? They're they're related to their profitability and and the such but behind those numbers is another whole strategy In terms of placing that coke at eye level so that I don't have to bend over and pick it up in the bottom shelf Because there might be less of a possibility that I would do that They're interested in the labeling of the product to get my attention to get our attention, right? They're interested in and that's the label or the placement of the product is related to this But they're really interested in measuring the sales But there's a strategy behind increasing those sales and there's probably lots of negotiation between vendors in terms of who gets the eye level space and Who gets the bottom shelf? and it just hit me that in terms of Measuring high school graduation rates or college enrollment rates or ACT for you know Test-taking rates and the such those are all things that kind of are indicators at the end but inside of getting and affecting those metrics our strategies Our whole set of strategies so Let me reflect back on Because I don't see this much in Education yet, but we're getting there and that is the power of data analytics To not only understand and know what our trends are in graduation rates ACT taking rates and all of that We need to understand that but in order to affect those as we know there's a set of strategies and I was a gene sent me Materials that you guys had presented in terms of resources available and such So there's a huge number of best practices going on across your debt districts You know your go centers and you're here college advisors advisors and having a place like cafe college You know doing collective types of activities across districts and celebrating whether it's national merit winners or it's It's faster completion or whatever it is But behind all of that is a whole set of strategies That are either going to work or not work And what I was interested in when I ran this work in Chicago was yes those outcome strategies But I was as interested in Students who are in current technical ed by program of study who were also in habit Who were also taking AP classes Let me started to analyze You know not just CTE as a for he made this point not just as a broad number. That's interesting I used to call him curious points of interest. Oh, that's interesting. Okay, so what do you you know? But we had a philosophy that if we're going to measure anything and take the time to measure it it also meant That we were going to do something about Otherwise why we were going to measure it now there are certain data that we have to measure for state and federal Requirements in the such but beyond that why are we measuring anything that we're and Producing as far as I said, you know endless volumes of information if we're not committed to doing something about it How about kids who are taking what's the relationship between kids who are in AP? Okay, we had lots of examples but how about AP and Abbott if your theory of change is Just AP while you're going to have a set of Strategies, but maybe there's additional insight if we start cross-referencing students who and creating smaller subgroups to understand What's what's happening with them? How about kids in? Upward bound where your high school has a relationship with Trinity or one of the other colleges or a talent search Grant, how about what are you learning? Those of you have Europe? What are you learning from Europe that can affect? Your district your high schools when those funds go away? A number of districts see Europe because of its cohort as the perfect research and development pot of money Let's do it Europe funds federal funds a set of activities that We expect to have an impact on but that we can leave behind In the district because if it's good for those those cohorts of Europe students. Why wouldn't it be good? for the students right behind them who might not be or have that Have that have that opportunity This is the type of question. We're actually asking at the department Is what's the added value of federal investments? 1.2 billion dollars a year in Europe and trio alone every year 1.2 billion in terms of the exact indicators that each of you presented What is what is that and there's a few districts that are beginning to get insight into Into what is that added value? My work in Chicago we had a data we had electronic attendance and grading system that allowed us to To look into certain data points that researchers are from around the country seem to be indicating were critical Intervention points So ninth grade on track, which I think Northside presented became really really important to us because There was direct correlation between force failure first semester freshman year of high school and eventual high school graduation, so if we know that and Again, we have electronic grading system. I had 110,000 kids across 120 high schools So the only way to do this literally overnight producing color-coded charts by course Three weeks into the fall semester Back to the principal Over the weekend so that Monday morning these are on his or her desk Knowing exactly which students and what and the number of students who are already failing So if you know that if that student continues and is already failing Continues a light and doesn't recover Why why do we keep down that path? If we have information that says let's intervene now And maybe we start that course over maybe we double up on the course Maybe we bring in you know tutors from the local university or whatever the dynamic resources available are so if that becomes one of This is one of Horace points to that I really like was he was like we have to and it's part of what collective impact about right it's around It's around dissolving these data points down to key ones Where you're because there's only so much time and energy any of you have and the teachers and principals under your Direction have to impact any of us So why don't we if high school graduation is one of those key metrics and we know ninth grade success first semester is critical if we know through Bob Balfance's research at Johns Hopkins that The ABC's attendance behavior and core academics in middle grades is directly related to high school graduation Then why don't we organize internally our resources? but also externally our resources and I'd love to hear some of you are mild the city year since the city years been kind of Saying that they're willing as I understand it to hold themselves accountable To you school leaders for impacting in those middle grades attendance behavior and academics Some of you heard me share the example of big brothers big sisters in st. Louis They've they've gone to like seven-rate school superintendents and said the same thing But what it does for those organizations is If off it presents an opportunity because they're not experts in middle grades math They're not experts in middle grades reading they need your assistance to bring in your best math and English Instructors or writing instructors to train their volunteers So that you've got an extra resource That's assisting the teachers But if you've got a way to measure the kids who have a big brother big sister that calculate the added value of Keeping kids or getting kids back on track and reading and math or whatever. I'm just using those as examples That's a really powerful coalition and you're seeing more and more and more of this happening so that it becomes this Community both internally within the district But also externally with the broader community. Let me use fast food By the way, congratulations on a 40% increase in one year that's unbelievable I Remember Roxanne saying to me we're gonna assign every senior to an adult both in either in the building or in the community, right? About a year ago, you know And it's like wow, I don't know any district in the country that's had that that percentage increase in one year But it's taking that one data point saying we're gonna make this critical now I bet one of the things you did or Which is just even strengthen it further is wouldn't be nice to be able to push back to the AP director the CT director the avid director How their students are doing on passive completion on a regular base Meaning weekly so that's not just the school counselor's responsibility to move that particular data point But it's like I've got a team of people internally and then I've got a people a group of people externally You know from the business community from the faith-based community or whatever your Strength of your resources are to actually reinforce what's happening inside the school so that they become our backup partners And one of the things I love about collective impact is that you which doesn't get talked a lot about when I Want to hear talked about was this kind of reinforcing activities by multiple agents multiple strategies on on those data points And it's really really powerful because it's actually somewhat freeing I would That's all here your story From a counter standpoint to know that you're kind of in this role of directing this Right, you don't have to sit with 127 kids and help them fill out their fast reform Which is usually the first reaction a school counselor has a lot of these you know I don't have the time when I'm into the time We're not asking you we're asking you to to bet on putting together a strategy that if you set it up this year Next year, it's going to be 80% easier to implement one because you've got success that you've achieved that can be celebrated by everybody who helped achieve that success and Somebody had to drive that Am I am I part of my bias around school counseling is that there's many of these college and career data points Are there for the taking? They're there fast was there for the taking if I'm a school principal and I decide that fast is going to be one of my key metrics to I'm not going to do that probably I'll support it But I'm going to probably turn to my school counseling team and say hey I'm going to support you, but I need you to drive this well Who else are they going to talk or basically turn to it for the most part? So anyway I had a time. I haven't gotten the five minute flash here yet Designing to me a Little bit of time. All right so So Let me just end with this point Going back to resources that you guys have been able to kind of pull together and There's a common theme and common message many times. It's not a matter of getting more of those resources It's using the resources that are right there in front of you in the most effective way And it might be actually cutting back on some of those because you can't manage them effectively enough And I say this from my own experience And I and I say it in that in this going back to this college board survey that they did of counselors administrators One of the one of the data points that came out of it was We don't know how to do this community outreach It's not that we aren't willing to do it. We just Haven't done it's not part of our DNA. We haven't been trained to do it and And so I think Some of us who have been doing organizing type work if you will for part of our careers. This is just like common sense, right or just kind of comes with oh, this is what you do You pick up the phone and you you know you make your plea or whatever but I Know when I started doing fundraising when I ran nonprofit agencies I was scared as stiff to pick up the phone and talk to a funder in terms of trying to sell what I believed in because I just didn't know That community I didn't have any knowledge of them. I didn't know how they thought I didn't know how they They you know considered their their decisions and the such and so it was scary it was really scary and I think a lot of us in In the education whether you're an administrator or your own accounting side can be a little intimidating and so how do we kind of ease that We'll go back to the St. Louis convening because one of the St. Louis funders who put that together realized That this was an issue for these seven school superintendents They brought together and for their teams and so the last two hours of the convening They brought in 30 community leaders who each of those districts could have taken time to Some outreach probably with a lot of trembling and fear But they delivered these people right to the district leadership team and after they did their planning They had an opportunity to meet each of these 30 people and to make their case in terms of we need your help because we wanted We decided that where you're going to expand AP or we're going to take more field trips With our students and we need money for buses or we need you know help with fast We're gonna focus in on that and it was this so I'm anxious to hear maybe Jacob you've got some feedback I haven't done it back yet in terms of just has that what has that led to right so this kind of bridging of different communities Assuming that people know what to do with resources but the reality is that they might just need a little mentoring and coaching and Self-assurance building in order to make that connection and make and take it to their advantage so I'll leave with that and Do we have time for questions or five minutes? Then you're gonna have to work with your team And any questions Let me just say it on this collective impact The one at the conference one of the topics that got up that was brought up was was protecting the integrity of the model and part of this Beginning to break down because it's easy to kind of say. Oh, yeah, we're committed to data We're committed to the transparency of data, but all of us know that That can be really steered Some of you heard my story about going into Arnie with our first data National Student Clearinghouse data, and it was just me and him and the head of strategic planning Only the three of us and the person who ran the data was the fourth person who knew what the report said But Arnie had to make a really brave decision because our data was only 42 and a half percent of graduates went on to These are the graduates went on half the kids at that time were dropping out went on to post secondary We knew if we released it it would be on the front page of the Tribune the next morning And probably not a very complimentary way But he deliberated and made an instant decision to release the data Knowing we would take a huge hit the next morning Which ended up being a hundred stick figures on the front page of the Tribune with six of them colored in Basically saying to Chicago's taxpayers. Hey, guess what your investment of ten thousand dollars a year per student for 12 years is yielding you six colloquial but So that was our truth, right? What I've come to call our ruthlessly honest truth It wasn't sugar-coated anyway, that was it but behind that Arnie had the confidence in his team that we would impact that number and that number for eight years in a row has steadily gone up Leading to four thousand more kids from last year's class in college and from seven years ago using NSC data With the same number of high school graduates 47% increase in the number of Students going on But so these are not necessarily easy things to do But courageous leadership driving it when you have the support of the mayor and others in your broader community Couldn't be more significant and the opportunity couldn't be greater for our young people than it is today Three million jobs available today Your 2020 goal is tied to your This year's fifth grade So do you have the systems in place with your ten-year-old? for the next eight years to achieve that outcome that you want to achieve You have to build the systems to make that happen and If I've ever seen collaboration and the opportunity for deepening collaboration anywhere in the country It's here. So I look forward to being with you for the next day and a half You've looked at your schedules, you know that the The tomorrow this convening will Adjourn tomorrow with a press conference for the mayor and and everybody's signing on to this collective impact And I think you were talking about H.E.B. and business principles if we use marketing principles How long how many times have you heard the word collective impact this morning? You know, it's like we're just gonna keep dropping it out there on you. I started making a little Noodle, you know what those wordles are. This is a nodal You just kind of keep making notes and a couple of things that have kept coming up over and over Our our collective impact and also FAFSA and financial aid and again congratulations to all y'all that are working on that on the FAFSA initiative Down the road a couple of months from now. We're also going to bring together a Convenient of the colleges so they can also sit and Discuss what kind of strategies they can do to to be better at retaining a lot of the students because we know that There is definitely this pipeline right that we want to create this systemic, you know K through or pre-k through through 20 or through 16 depending on where you're sitting at that So we're not oblivious to that. We know that that's important and that's coming So that will and then perhaps from there will bring all y'all together And so just real quick before we turn it over to Alma is I wanted to say that For those of us that have been in higher education and community outreach for say, I don't know the last 20 years You know that there's always these shifts, right? There's there used to be a real focus on pre-college characteristics of our students You know what what were they coming in with and kind of putting the responsibility on you know Things that they brought in pre-college or pre-education into our school systems and how we worked with them from there Then about 10 years ago 12 years ago that shifted to kind of institutional characteristics Institution started to become a little bit more aware of okay Well, what do we do as an institution that then helps these students get through college? And now we're kind of going through this other shift And and some of us have been doing this a long time in different ways And now it's kind of like this collective impact this kind of kind of community, right? How do how does everybody kind of work together and for those of you that have been in grassroots for years? You probably think well, this is nothing you I Would beg to differ slightly in the in the way that it's different in that we are using data To drive a lot of what we're doing and the data doesn't only hold you and again applaud you at school districts because this is You know these are your your statistics, and it's so easy to be to take hits on this stuff but the data not only holds you accountable as as Greg was saying but the data also holds us Accountable the community-based organizations we get funded, too And we're asked to show our funders Hey, this is what we're doing with the money you've invested in us to assist these school districts And so we want to be better too and helping you and so just again to reiterate this idea of collective impact And about all of us being able to go back to all of those that the whole the purse strings and saying hey This is what we're doing as a community to work together So they were all accountable and so what Lumina has done with this idea of collective impact in terms of funding is said Not asked us to answer the question of how are we doing or how are we achieving alone? But they've really asked us how are you achieving together as a community? And that's really what what this diploma initiative is all about So we'll continue to reiterate that as much as I can so that when you leave here And you get a phone call from me or an email down the road You'll be able to you'll be willing to have lunch with me or coffee or so We ready to turn over all right, so now turn over