1. 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 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.

2. 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.

3. #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.

4. #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.

5. 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

6. 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

7. 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….

8. 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

9. ~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

10. ~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.

11. 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

12. 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

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

14. 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?

15. 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

16. WhAT TO change
Different strategies and levels of collaboration and engagement in partnerships
*Policy, practice and culture all impacted

17. 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

18. 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.

19. 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?

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

24. 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?

25. 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?

26. 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?

27. 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?

28. 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?

29. Tomorrow…
#RADICALMAPPING