Data Literacy & Coaching in Guided Pathways: Designs for Success

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

2. Monitoring Student Momentum Points: How Bakersfield College Structures Data Coaching to Ensure Students Stay on a Path

3. Introductions and Framing Presenters & Experts: Craig Hayward, Julian West, Alyssa Nguyen Facilitator(s): Alyssa Nguyen, Chase Fischerhall 9:30 – 11:30 – Breakout 11:30 – 12:00 pm – Regional Mixer

4. Agenda • Presentation of the RP Group’s data literacy/coaching research (9:40 – 9:55) • Panel discussion with Bakersfield 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)

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 Bakersfield College for improving student outcomes through data coaching • Start your own plan for developing data literacy to support GP adoption and implementation

6. 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

7. Key Ingredients for Building Data Literacy through Data Coaching

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

10. 2. Engage Data Coaches Who Can Lead a Collaborative Inquiry Process • Understand how to tell a story with data, including ways to visualize quantitative data and integrate 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  

11. 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

12. Key Considerations for Building Data Literacy through Data Coaching

13. Implications from the research: Embrace all key ingredients! • Develop a GP vision that involves data-based decision-making • In building data literacy/coaching, ensure sensitivity re: learning curve with data, issues related to equity data • Provide ongoing support for coaches (training, resources, and peer support) • Raise awareness of publicly available data resources • Know that sustaining change initiated through data coaching is hard/complex • Be flexible—adapt existing models to your local context

14. 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

15. Interactive panel discussion with Craig Hayward and Julian West

16. Q & A

17. BREAK

18. Action Planning: Monitoring Student Momentum Points: How Bakersfield College Structures Data Coaching to Ensure Students’ Stay on a Path

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

20. Regional Mixer 11:30 – 12:00pm

21. Join the Bay Area Learning Cluster

22. 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   

23. 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

25. LUNCH 11:30 – 12:00pm