WELCOME to GP Year 2! “Ready. Set. Design.” Bay Area

1. WELCOME to GP Year 2!“Ready. Set. Design.”Bay Area 10 September 2018 8:30 – 3:00 PM

2. Get Started Building Data Literacy for GP Inquiry & Design

3. WIFINetwork: Hilton MeetingsPswd: iepi2018

4. Introductions and Framing Presenters & Experts: Hannah Lawler, Edna Chavarry Facilitator(s): Kelley Karandjeff, Louise Yarnall, & Naomi Castro 9:30 – 11:30 – Breakout 11:30 – 12:00 pm – Regional Mixer

5. Outcomes • Understand ways to build data literacy on your campus to support GP inquiry and design • Learn about key ingredients and considerations for building data literacy through data coaching • Have concrete examples from Santa Monica College for building data literacy through data coaching • Start your own plan for developing data literacy to support GP adoption

6. Agenda • Presentation of the RP Group’s data literacy/coaching research (9:40 – 9:55) • Panel discussion with Santa Monica College (9:55 – 10:30) • Break! (10:30 – 10:45) • Small group action planning (10:45 – 11:20) • Whole group share (11:20 – 11:30)

7. RP Group’s Data Literacy/Coaching Exploratory Research Overview What: establish a foundational understanding of data literacy/coaching practices—particularly in the context of GP Why: respond tocollege need for help w/ accessing, analyzing, translating, sharing, and acting on data throughout GP development How: conductedliterature review and exploratory interviews, drew on Leading from the Middle insights

8. What Do We Mean by Data Coaching? Providing direct support to key college personnel to build their capacity to access and use data in inclusive decision-making

9. Key Ingredients for Building Data Literacy through Data Coaching

10. 1. Articulate a Clear Purpose for Your Data Literacy/Coaching Efforts • Advance institutional improvement efforts • Support efforts to close equity gaps, fostering an equity minded-ethos • Empower others across the college to make data-driven decisions • Help stakeholders effectively traverse the recursive stages of GP adoption (inquiry, design, implementation)

11. 2. Engage Data Coaches Who Can Lead a Collaborative Inquiry Process • Understand how to tell a story with data (both quantitative and qualitative information) • Remain respectful, humble, and sensitive to others • Understand that data literacy varies among different stakeholders • Recognize and address the resistance to equity gaps revealed by data • Lead and effect cultural and institutional transformation  

12. 3. Treat Data Coaching as an Ongoing, Iterative Process • Build a data team • Determine the student opportunity gap • Access and collect data • Facilitate data dialog for action • Help sustain data-driven change • Rinse and repeat...start it over again!

13. Key Considerations for Building Data Literacy through Data Coaching

14. Implications from the college interviews: Embrace all key ingredients! • Setting a vision can be challenging, GP can help coalesce direction • Sensitivity re: learning curve with data, issues related to equity data is paramount • Coaches need ongoing support (training, resources, peer support) • Data coaching can help raise awareness of publicly available data resources for any to use • Sustaining change initiated through data coaching is hard/complex • Be flexible—adapt existing models to your local context

15. Data literacy coaching examples: • Bakersfield College: Completion Team Coaches • Santa Rosa Junior College: Data Evangelists and Citizen Researcher Campaign • Santa Monica College: Faculty-Based Data Coaches

16. SMC Data Coaching Deep Dive Interactive panel discussion with Drs. Hannah Lawler and Edna Chavarry • Why do it? (Articulating a clear purpose for your data literacy work) • Who’s involved? (Recruiting and supporting data coaches who can lead collaborative inquiry) • What does it look like in action? (Treating data coaching as an iterative, ongoing process)

17. Q & A

18. BREAK

19. Action Planning: Jumpstart Your College’s Data Literacy/Coaching Work for GP Inquiry and Design

20. Reflection and Closing 11:20 – 11:30am

21. Regional Mixer 11:30am – 12:00pm

22. Join the Bay Area Learning Cluster

23. Q: How is my college using Strong Workforce resources for Guided Pathways (GP)? A: We have Regional Joint Venture (RJV) resources through the Bay Area Community College Consortium http://www.baccc.net. See BACCC’s description of an RJV at: https://sites.google.com/a/baccc.net/baccc/swp/2017-18-regional-joint-ventures. Q: For what kind of activities/expenses are we using our RJV resources? A: Meeting materials, student stipends and release time and/or compensation for CTE faculty and classified staff to participate in GP planning/professional development and design activities. Q: Who at your college typically would need to request/summit the RJV? Where do I get more information? A: Please first contact your college’s liaison to the BACCC, likely your CTE Dean or Strong Workforce Lead in collaboration with the GP lead at your college. Your BACCC lead will then be in touch with BACCC leadership: Rock Pfotenhauer, Chair                      Kit O'Doherty, Director rock@baccc.net                                   kitodoherty@gmail.com   

24. Strong Workforce Program Potential Funding for GP Development The Strong Workforce Program provides funding to colleges, K12 and the region to develop and strengthen pathways that lead to careers paying livable wages • ~$50M annually to colleges and the region • ~29M annually to K12 schools Development of career-oriented Guided Pathways eligible for these funds • Most of the funding goes directly to colleges. Contact your CTE administrator for more information • ~$2M per year from the region for multi-college projects - RJVsColleges also crowdfund Regional Joint VenturesSee rjv.baccc.net for examplesContact rock@baccc.net if interested in forming an RJV related to GP

26. Lunch (Main Room) 12:00 – 1:00 PM