Guided Pathways CSW Winter Cohort Retreat January 16-17, 2019 Vancouver, WA Introductions…. I am KWB, she her hers – I serve as the Director of the Student Success Center and lead for Guided Pathways at the SBCTC. Housekeeping – restrooms down the hall/ 3x5 cards on the table…. If you have a table topic that you would like to be sure is considered- write it down. We will collect at lunch 4 afternoon session SHOUT OUTS… College Spark Washington – Heather Gingerich, Rachel Clements, Evaluators Bob Wattrus and Deena Heg Critical friends and thought partners, Deb Bragg, Lia Weitzstein, Katie Kovacich from CCRI and UW Special Guest: Emily Bouck-West, Deputy Executive Director, Higher Learning Advocates in Washington DC after serving as Marco Rubio’s Deputy Legislative Director Change Facilitators – Join me @ the front – CF play a critical role as equity process consultants… Guided Pathways College Coaches Diane, Jill, Gary, Jean, & Rich SBCTC team who helped pull this event together- including our new-ish Deputy Director, Carli Schiffner, Christy Lowder, the logistics queen, and join me in welcoming our newest team member Camillia Brossard who came down here for DAY 1 on the job! Thank you. As a matter of protocol for every event we host, we are fortunate to have Tanna Engdahl, spiritual leader of the Cowlitz tribe – here to open our time together and honor those who came before us to this space and place…. After which Jan Yoshiwara, the Executive Director and courageous leader who has been a force in our state and nation standing firmly on the foundation that equity must be what centers our Guided Pathways reform work, and without which we risk reconstructing systems that harm the very communities we strive to serve.

AGENDA 8:30 Welcome 8:45 Plenary – Sharon Daloz Parks Adaptive Leadership and Guided Pathways 12:15 Lunch/ Networking 1:15 Team Time Part I: Table Topics Part II: Equity Minded Inquiry framework 4:15 Wrap Up QUICK AGENDA REVIEW…. We will have the agenda posted up here between sessions – we have fantastic interactive sessions planned for our time together- excited to be here with you! As you all know, are learning or may be about to learn, this reform work is systemic, and in some spaces seismic! As we continue to gain momentum and reshape our system, one of the goals I set for this year was to really consider from the beginning how we were building sustainable foundations. In support of that goal, the Guided Pathways Advisory Council– 8 presidents/ chair/ incoming chair of each commission have spent the last couple of months wrestling with, considering and wordsmithing a vision and mission statement in addition to a set of proposed values and guiding principles I’ll be sharing after lunch. (IF YOU ARE A MEMBER OF THE GUIDED PATHWAYS ADVISORY COMMITTEE, PLEASE STAND UP) During that process, one word in particular became a point of discussion, possibly even more than once or twice.

#RADICALEQUITY rad·i·cal /ˈradək(ə)l/ Adjective Radical. Radical. (especially of change or action) relating to or affecting the fundamental nature of something; far-reaching or thorough. Radical. I was at Seattle Central Monday talking about this with a group of their faculty and staff and Dr. Valerie Hunt, AVP EDI reminded me why this word is so relevant and critical to our work. CLICK It grounds us. It is the root. This radical transformation must be rooted in equity-mindedness in order to make the fundamental systemic changes necessary. Adjective (especially of change or action) relating to or affecting the fundamental nature of something; far-reaching or thorough.

#RADICALEQUITY Latin Late Latin rad·i·cal Origin /ˈradək(ə)l/ radix radicalis radical radic- forming the root Radical. Radical. (especially of change or action) relating to or affecting the fundamental nature of something; far-reaching or thorough. Radical. I was at Seattle Central Monday talking about this with a group of their faculty and staff and Dr. Valerie Hunt, AVP EDI reminded me why this word is so relevant and critical to our work. CLICK It grounds us. It is the root. This radical transformation must be rooted in equity-mindedness in order to make the fundamental systemic changes necessary.

Vision A system that achieves equitable student aspiration, access, and career attainment and advances racial, social, and economic justice So today… I’d like each of us to consider our role in radicalequity, with an eye toward this vision of A SYSTEM THAT ACHIEVES EQUITABLE STUDENT ASPIRATION, ACCESS AND CAREER ATTAINMENT AND ADVANCES RACIAL, SOCIAL AND ECONOMIC JUSTICE

in order to achieve economic mobility and racial & social justice. Mission Transform the system to one which equitably prepares all learners to engage in a diverse society and workforce in order to achieve economic mobility and racial & social justice. Which calls us to the MISSION of Transforming the system to one which equitably prepares all learners to engage in a diverse society and workforce in order to achieve economic mobility and racial & social justice

Adaptive leadership And with that, I’d like to introduce Sharon Daloz Parks, whom I am thrilled to have here with us from the Whidbey Institute. She is a highly sought after expert on adaptive leadership, and author of the book, XXXX we are incredibly fortunate to have her here with us today. Please join me in welcoming Sharon….

Guided Pathways Framework & APPLICATION TO THE AA-DTA Team time Guided Pathways Framework & APPLICATION TO THE AA-DTA Introduction to team time activity/ plan – KWB 5 MIN HANDOUT OF 1 PAGE FRAMEWORK - CCRI Facilitators (CCRI, SBCTC, Coaches) Overview of plan for team time

~Lindsey Malcom-Piqueux & Estela Mara Bensimon Equity-mindedness emphasizes institutional responsibility to create equity and enable practitioners to focus on what they can do to close equity gaps. ~Lindsey Malcom-Piqueux & Estela Mara Bensimon 2017 Insert framework summary we want to facilitate colleges for discussing how they are fitting the AA-DTA into their meta-majors

~Ron Heifetz, Alexander Grashow, & Marty Linsky, 2009 Adaptive leadership requires “mobilizing discovery, shedding certain entrenched ways, tolerating losses, and generating capacity to thrive anew” (p. 19). ~Ron Heifetz, Alexander Grashow, & Marty Linsky, 2009 Connect the change framework to adaptive leadership.

WHAT TO CHANGE HOW TO CHANGE WHY CHANGE WHAT TO CHANGE HOW TO CHANGE Insert framework summary we want to facilitate colleges for discussing how they are fitting the AA-DTA into their meta-majors

WHY CHANGE Problem Context Goals Outcomes WHAT TO CHANGE Strategy Policy Practice Culture HOW TO CHANGE Learning Leading Scaling Sustaining Insert framework summary we want to facilitate colleges for discussing how they are fitting the AA-DTA into their meta-majors

Insert framework summary we want to facilitate colleges for discussing how they are fitting the AA-DTA into their meta-majors

Research Brief 18-6: Key points and implications HIGH PERFORMING TRANSFER PArtnerships RESEARCH highlights CCRI (10 minutes) Research Brief 18-6: Key points and implications In Pathways- completion is not the end. It is a means to the end. The AA-DTA is a less powerful (10 percentage points) means to transfer than are other “major-ready” transfer degrees. [Can we show a graph here?] The AA-DTA provides weaker labor market outcomes than a professional technical degree for recipients of the degree who do not transfer, but rather go to work afterwards [Data visual slide] The implication is addressing these weaknesses collectively as they may not be mutually exclusive in their causes. This suggests asking such questions as – when we advise do we help every student probe their goals. Are we instructionally broad-minded in how we establish and manage meta-majors and guide students to and through them?

Why change Using framework to define problems & look at solutions -for all institutional pairs the rate of transfer of students of color lower then White students Using work we have done to show it’s use Education equity-differential rates of completion by ethnicity + differential transfer rates *Using equity lens to in defining the problem

WhAT TO change Different strategies and levels of collaboration and engagement in partnerships *Policy, practice and culture all impacted https://s3-us-west-2.amazonaws.com/uw-s3-cdn/wp-content/uploads/sites/158/2018/12/13002233/HPTP_DataNote6.pdf

HOW TO change Student-centered focus Win-win perspective Equal commitment to the partnership Web of connections ***Process that help them make the change-how they do it For those highly collaborative pairs-culture of collaboration Student-centered focus=equity-focus -focus on students what is best for their students, beyond their institution ex. give an example for each How changed *alignment with TRIO & MESA across programs Win-win=both institutions find benefits (student enrollment), and also benefit students by creating something did not exist w/o it ex. university centers on 2 year campus-place-bound students shared responsibility-shared across organization -equal commitment from both institutions=marriage analogy -web of connection- *our data=snap shot in time, and ‘relationships ebbed and flow’/adapted https://nscresearchcenter.org/signaturereport12-supplement-2/

It’s an investment in the students’ future It’s an investment in the students’ future. It’s an institutional, structural design that fosters success . . . . I think it’s two sister schools collaborating together – ‘two can do more than one’ kind of thing, so they’re collaborating together to create something that they couldn’t do by themselves.

aa-dta brief highlights david prince (10 minutes) Research Brief 18-6: Key points and implications In Pathways- completion is not the end. It is a means to the end. The AA-DTA is a less powerful (10 percentage points) means to transfer than are other “major-ready” transfer degrees. [Can we show a graph here?] The AA-DTA provides weaker labor market outcomes than a professional technical degree for recipients of the degree who do not transfer, but rather go to work afterwards [Data visual slide] The implication is addressing these weaknesses collectively as they may not be mutually exclusive in their causes. This suggests asking such questions as – when we advise do we help every student probe their goals. Are we instructionally broad-minded in how we establish and manage meta-majors and guide students to and through them?

Facilitated team time using the framework to review the aa-dta all WHY WHAT HOW

Considerations during team time… What are the key issues you college thinks are important to address in assigning the AA-DTA to meta-majors? What are the unknowns you are most comfortable with? Most concerned about? What are you ready to start? What do you think comes next? What will take a long time and how will you know when that time has come? Did this framework help you? Is it worth continuing to use with other issues? Would you use it with you college colleagues?

SHARE OUT BY COLLEGE TEAM What can be done today with the AA-DTA based on what you’ve surfaced? QUESTIONS What can be done today w the DTA based on what you’ve surfaced? What needs to be addressed later w the DTA based on what you’ve surfaced? What do you think about the framework works? What may need to be considered to improve it?

SHARE OUT BY COLLEGE TEAM QUESTIONS What can be done today w the DTA based on what you’ve surfaced? What needs to be addressed later w the DTA based on what you’ve surfaced? What do you think about the framework works? What may need to be considered to improve it? What needs to be addressed later with the AA-DTA based on what you’ve surfaced?

SHARE OUT BY COLLEGE TEAM QUESTIONS What can be done today w the DTA based on what you’ve surfaced? What needs to be addressed later w the DTA based on what you’ve surfaced? What do you think about the framework works? What may need to be considered to improve it? What about this framework used today works?

SHARE OUT BY COLLEGE TEAM QUESTIONS What can be done today w the DTA based on what you’ve surfaced? What needs to be addressed later w the DTA based on what you’ve surfaced? What do you think about the framework works? What may need to be considered to improve it? What about this framework may need to be considered to improve it?

Tomorrow… #RADICALMAPPING