EXECUTIVE SUMMARY

CALIFORNIA STEM
INNOVATION NETWORK SUMMIT
CALIFORNIA STEM LEARNING NETWORK INITIATIVE



April 6-7, 2010

California Technology Institute
Pasadena, California











Submitted by
Monica Hunter, Ph.D.
The PAST Foundation

Contributors:
Judith Green, Ph.D.
University of California, Santa Barbara

&
Anissa Frame, Levi Maaia, Anne Emerson,
Katy Nilsen, Azure Stewart, Adam Truxler
Ethnographers, Center for Literacy & Inquiry
in Networking Communities (LINC)
University of California, Santa Barbara
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2u1u ! Califoinia STEN Leaining Netwoik Initiative & Califoinia Council on Science anu
Technology
A PAST Founuation Publication
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!"#$%&'(&)'*!%*!+&
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lnLroducLlon .............................................................................................................. 1!
SummlL ÞarLlclpanLs .................................................................................................. 3
Coals of Lhe SummlL.................................................................................................. 4
Cpenlng Sesslon ............................................................................................ 4
8reakouL Croups and Þlenary ulscusslon...................................................... 3
SummlL key 1hemes and lssues ................................................................................ 6
LLhnographlc Analysls ............................................................................................... 7
Summary ulscusslon of S1LM 1hemes and lssues ........................................ 8
SummlL 1hemes and Lhe CSLneL Long 8ange SLraLeglc Þlan: nexL SLeps ............... 12
Concluslon............................................................................................................... 17

(,-./%+&0&!"#$%+&
!
llgure 1: CSLneL SummlL ÞarLlclpaLlon by SLakeholder CaLegory ............................. 3
llgure 2: SummlL Speakers and 1oplcs...................................................................... 4
llgure 3: 8reakouL Sesslon Leaders and 1oplcs......................................................... 3
llgure 4: 12 key CSLneL SummlL 1hemes ................................................................. 7
1able 8: Summary of Lhe CSLneL 3 ueslgn Þrlnclples.............................................. 13
1able C: Summary Cvervlew of CSLneL SummlL 1hemes LhaL Address Lhe SLraLeglc
Þlan lnLended CuLcomes......................................................................................... 14
1able u: Summary Cvervlew of CSLneL SummlL 1hemes 1haL Address Þroposed
ueslgn Þrlnclples ..................................................................................................... 16

"11%*2,3&

1able A: Summary Cvervlew of S1LM 1hemes and lssues, Callfornla S1LM Learnlng
neLwork lnlLlaLlve ................................................................................................... 18


CSLneL lnlLlaLlve 1
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!"#$%&'(#!%")
1he Callfornla S1LM lnnovaLlon (CSl) neLwork SummlL!was held aL Lhe Callfornla
lnsLlLuLe of 1echnology on Aprll 6-7, 2010. 1he CSl!SummlL was held ln order Lo
obLaln lnpuL on an emerglng plan for a sLaLewlde S1LM educaLlon lnlLlaLlve. 1he
SummlL creaLed a forum for leaders from publlc and prlvaLe educaLlon organlzaLlons,
buslness, foundaLlons, and communlLy-based organlzaLlons Lo engage ln a dlalogue
regardlng how Lo enhance and expand access Lo S1LM LducaLlon for all sLudenLs and
Callfornla communlLles. SLlll Lo be ldenLlfled are reglonal parLlclpanLs and ways of
resourclng reglonal efforLs.

1he SummlL was sponsored by Lhe Callfornla S1LM Learnlng neLwork (CSLneL) and
Lhe funders of CSLneL's plannlng process, Lhe S.u. 8echLel !r. loundaLlon, Lhe 8lll and
Mellnda CaLes loundaLlon, and Callfornla ÞolyLechnlc SLaLe unlverslLy, San Luls
Cblspo. LLhnographlc research and analysls was ln parL conducLed Lhrough supporL
from Lhe CenLer lor LlLeracy & lnqulry ln neLworklng CommunlLles (LlnC), unlverslLy
of Callfornla, SanLa 8arbara.

1he lnformaLlon ln Lhls LxecuLlve Summary provldes an overvlew of Lhe parLlclpanL
dlscusslons LhaL were conducLed durlng Lhe Lwo-day SummlL. 1he reporL capLures
Lhe range and focus of speakers and parLlclpanLs who engaged ln dlalogue on lssues
LhaL addressed:

o 1he broad seL of lssues ldenLlfled LhaL can lnform Lhe deslgn of Lhe "#$%&'()%#
*+,-!./#()%)0!1/23'(4!.')0!5#)0/!*2(#2/0%6!7$#) 8*2(#2/0%6!7$#)9
o 1he acLlons necessary Lo develop and lmplemenL Lhe *2(#2/0%6!7$#)
o 1he fuLure sLeps LhaL parLlclpanLs vlewed as necessary Lo creaLe a collaboraLlve,
susLalnable S1LM lnlLlaLlve across all segmenLs, organlzaLlons and groups ln
Callfornla

1he maln Lhemes presenLed ln Lhe reporL LhaL follows reflecL a broad range of
challenges deflned by SummlL parLlclpanLs LhaL recognlze boLh new acLlons requlred,
as well as sLraLeglc use of exlsLlng resources wlLhln Lhe sLaLe. ln summary, Lhere
were slx key areas ldenLlfled by SummlL parLlclpanLs:

• 8ulld a neLwork lnformed by broad and dlverse sLakeholder engagemenL Lhrough
effecLlve communlcaLlon sLraLegles LhaL supporLs a collaboraLlve framework for
ldenLlfylng and meeLlng mulLlple goals, and LhaL llnks key lndlvlduals from
buslness, governmenL and educaLlon who can move Lhe process forward.
• ldenLlfy and bulld upon lnnovaLlve and creaLlve models for acLlon ln ways LhaL
wlll regaln Callfornla's economlc and educaLlonal leadershlp ln a global conLexL.
• ueflne and lnLegraLe learnlng Lechnologles for S1LM educaLlon ln ways LhaL wlll
keep pace wlLh lndusLry changes and Lhe speed of Lechnologlcal lnnovaLlon ln Lhe
markeLplace.
• lmprove boLh Leacher and sLudenL recrulLmenL wlLh speclal focus on lmporLanL

CSLneL lnlLlaLlve 2
challenges for engaglng underrepresenLed populaLlons ln S1LM educaLlon across Lhe sLaLe.
• ConcenLraLe on meeLlng sLudenL needs Lo lmprove Lhe quallLy of educaLlon Lhrough sLraLegles
LhaL lnLegraLe needs of Leachers and school dlsLrlcLs Lo supporL Leachlng ln new ways.
• LducaLe Lhe publlc, lncludlng elecLed offlclals, Lo bulld advocacy among parenLs, famllles and
communlLy leaders on Lhe value of S1LM Lo lmprove educaLlon, and necessary acLlon Lo change
currenL pollcy and pracLlce ln schools and classrooms.


CSLneL lnlLlaLlve 3
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nlneLy-Lhree people aLLended Lhe SummlL. ÞarLlclpanLs represenLed a broad
specLrum of lnsLlLuLlons and enLlLles LhaL can be grouped lnLo four maln caLegorles:
k-20 educaLlonal lnsLlLuLlons, phllanLhroplc organlzaLlons, buslnesses and
communlLy-based lnformal educaLlon groups.

As lndlcaLed ln :%0;(/!<, Lhe range of organlzaLlons demonsLraLes LhaL key groups
are parLlclpaLlng ln Lhe CSLneL lnlLlaLlve. 1hls flgure also lndlcaLes LhaL foundaLlons
and unlverslLles were Lhe largesL groups parLlclpaLlng ln Lhe SummlL. 1he largesL
groups wlLhln Lhe educaLlon secLor were Lhe Lwo publlc lnsLlLuLlons of hlgher
educaLlon, where Lhe educaLlon of Leachers ls a ma[or commlLmenL.

:%0;(/!<=!"*.1/2!*;>>%2!7#(2%6%?#2%')!@A!*2#4/B'$C/(!"#2/0'(A presenLs an analysls of Lhe
range of parLlclpanLs wlLhln each group aL Lhe SummlL (5/?'(2!')!"#$%&'()%#!*+,-!*;>>%2D!
"#$%&'()%#!*+,-!1/23'(4!E)%2%#2%F/G!H?(%$G!IJ<J).

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-%+.,)%/)#01),'22!#3))#01)%*1"!"-)2%$"!"-)
1he SummlL opened wlLh a serles of speakers (see :%0;(/!I=!*;>>%2!*?/#4/(K!#)C!
+'?%6K), each represenLlng Lhe dlfferenL members of Lhe CSLneL Þro[ecL 1eam and
dlfferenL consLlLuencles who were lnvlLed Lo frame Lhe lssues, Lo lnLroduce Lhe work
of Lhe CSLneL, and Lo propose quesLlons Lo be consldered ln Lhe 8reakouL Croup
Sesslons. 1he speakers lncluded:

• !ean-Lou Chameau, ÞresldenL, Callfornla lnsLlLuLe of 1echnology
• !ack C'Connell, SLaLe SuperlnLendenL of Þubllc lnsLrucLlon
• Susan Packwood, LxecuLlve ulrecLor, Callfornla Councll on Sclence and
1echnology
• uennls 8arLels, LxecuLlve ulrecLor, LxploraLorlum
• SLephanle Couch, Þro[ecL ulrecLor, CSl neL
• !lm Pawley, vlce ÞresldenL, Callfornla ÞollLlcs, and Ceneral Counsel, 1echneL
• Warren 8aker, ÞresldenL, Callfornla ÞolyLechnlc unlverslLy
• Mohammad Cayouml,!ÞresldenL, Callfornla SLaLe unlverslLy, LasL 8ay
• SLacey Aldrlch, Callfornla SLaLe Llbrarlan, Callfornla SLaLe Llbrary

1hese lndlvlduals have been lnLegral Lo early developmenL of Lhe *2(#2/0%6!7$#). 1he
CSLneL organlzlng Leam provlded parLlclpanLs wlLh a model for ways ln whlch
dlfferenL communlLles could conLrlbuLe Lo Lhe *2(#2/0%6!7$#), and of Lhe scope of Lhe
acLlons LhaL would need Lo be Laken Lo creaLe a LransformaLlve and lnnovaLlve
neLwork. Lach speaker provlded an overvlew of Lhe lssues LhaL framed Lhe Lask for
Lhelr parLlcular 8reakouL Croup Sesslon. 1ogeLher Lhe speakers creaLed a vlsual and
concepLual framework for developlng Lhe CSL neLwork lnlLlaLlve.

!"#$%&"'()*'+),-%*.$/%)0 1234",'560,%-7'()*''8%(#0 1234",'
9#.":-6),'
;"06<)='
1%)*6/%)0>'
1%)0,-(6),0'
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?::%-,.)6/"0
@"7'A#"&"),0'
%B',C"'D$/%)'
E#()'FF'2GAH'
3"(*"-0C6:'
4",I%-J
Jean-Lou Chameau, Jack O’Connell Susan Hackwood Dennis Bartels
Stephanie
Couch
!"#$%&"'()*'+),-%*.$/%)0
Jean-Lou Chameau,
Jack O’Connell
1234",'560,%-7'()*''8%(#0 Susan Hackwood
1234",'9#.":-6),';"06<)='1%)*6/%)0>'
1%)0,-(6),0'()*'?::%-,.)6/"0
Dennis Bartels
@"7'A#"&"),0'%B',C"'D$/%)'E#()'FF'2GAH'
3"(*"-0C6:'4",I%-J
Stephanie Couch
2GAH'E%#6$6"0'()*'D*K%$($7 Jim Hawley
G"($C"-0>'3"(*"-0'()*'H"),%-0 Warren Baker
LGC"'2GAH>L'G"$C)%#%<7'()*'G"$C)6$(#'
2.::%-,
Dennis Bartels
GC"'2GAH'M6-,.(#'1(&:.0 Mohammad Qayoumi
FIGURE 2: Summit Speakers and Topics
FIGURE 2: Summit Speakers and Topics

CSLneL lnlLlaLlve 3
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4$1+5%'#)-$%'*,)+"&)*.1"+$6)&!,(',,!%")
Slx 8reakouL Sesslons were conducLed on Aprll 6
Lh
Lo provlde SummlL parLlclpanLs
wlLh Lhe opporLunlLy Lo conslder Lhe CSLneL goals and Lo ldenLlfy lmporLanL lssues
and acLlons LhaL wlll help Lo shape furLher reflnemenLs of Lhe *2(#2/0%6!7$#)!8see!
:%0;(/!L=!M(/#4';2!*/KK%')!./#C/(K!#)C!+'?%6K9. Cn Aprll 7
Lh
, a Þlenary Sesslon was
conducLed as an open forum for all parLlclpanLs Lo dlscuss Lhe *2(#2/0%6!7$#) as well
as Lhe necessary sLeps Lo lmplemenL Lhe 7$#), lncludlng commlLmenLs for parLnerlng
and collaboraLlve acLlon Lo supporL CSLneL goals.

Members of Lhe CSLneL Þlannlng 1eam were [olned by oLher leaders who faclllLaLed
8reakouL Sesslons. ln speclflc lnsLances, leaders from dlfferenL educaLlonal
lnsLlLuLlons sLraLeglcally [olned Lhe breakouL dlscusslons Lo expand Lhe scope of Lhe
Loplcs. 1hls leadershlp approach demonsLraLes Lhe commlLmenL of Lhe CSLneL 1eam
Lo broaden Lhe range of lnsLlLuLlonal parLlclpaLlon and leadershlp. Across all
8reakouL Croups, Lhe corporaLe, foundaLlon, hlgher educaLlon, and communlLy-
based organlzaLlon worlds were represenLed. 1hls relLeraLes Lhe cross-lnsLlLuLlonal
collaboraLlon LhaL was a Lheme of Lhe mornlng sesslons.

1 2 3 4 5 6
STEM
Leadership
Network
STEM Policies
and Advocacy
Teachers,
Leaders, and
Mentors
"The Stem":
Technology
and Technical
Support
The STEM
Virtual
Campus
STEM Out-of-
School
Patricia
Sullivan
Education
Solutions
Executive,
IBM
Corporation
Gerald R.
Solomon
Executive
Director,
Samueli
Foundation
Jane Close
Conoley Dean,
UC Santa
Barbara
Warren Baker
President,
California
Polytechnic
State
University
Dennis Bartels
Executive
Director,
Exploratorium
Catherine
McKenzie
Director,
Information
Systems and
Analysis
CA Community
College
Chancellor's
Office
Harold Levine
Dean,
UC Davis
Stacey Aldrich
California State
Librarian
Figure 3: Breakout Session Leaders and Topics

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,'22!#)516)#0121,)+"&)!,,'1,)
CenLral Lo Lhe dlscusslon across groups was Lhe concepL of a deslgn approach Lo
developlng Lhe dlfferenL dlmenslons of Lhe S1LM lnlLlaLlve. 1hls approach ls one
LhaL can engage mulLlple sLakeholders Lo ensure LhaL Lhe CSLneL *2(#2/0%6!7$#)
meeLs local, sLaLe and global needs, lnLegraLes academlc conLenL, and lnvolves
buslness as well as communlLles Lo creaLe paLhways for boLh Lhe sLudenLs' academlc
developmenL as well as preparaLlon for Lhe workforce ln areas of speclallzaLlon
cenLral Lo Callfornla's economy. ulscusslons hlghllghLed Lhe lnLerdependence of
educaLlon, sLudenL fuLures, career paLhways, and Lhe well belng of Lhe sLaLe. lssues
of lnnovaLlon and creaLlvlLy also framed Lhe dlscusslon on lmporLanL sLeps LhaL
Callfornla can Lake Lo regaln and malnLaln lLs educaLlonal and economlc leadershlp.

CrlLlcal aspecLs of Lhe dlscusslons polnLed Lo barrlers LhaL musL be addressed,
lncludlng sLudenL and Leacher recrulLmenL. Across groups, parLlclpanLs asked noL
only whaL sLudenLs need, buL also whaL Leachers and school sysLems need ln order
Lo Leach ln new ways. 1hese dlscusslons also ralsed quesLlons abouL how Lo besL
educaLe and lnform Lhe publlc on a number of dlrecLlons, lncludlng resources
avallable, pollcy dlrecLlons, and how Lhe pollLlcal and educaLlonal sysLems work Lo
supporL and/or consLraln whaL ls avallable or afforded Lo sLudenLs. llnally,
parLlclpanLs ldenLlfled key parLners ln buslness, governmenL, and educaLlon wllllng
Lo move Lhe process forward.

ulscusslons also focused on fundlng sources, sLraLeglc parLnershlps, and dlscusslons
abouL who was noL aL Lhe Lable. ÞarLlclpanLs noLed Lhe need for a mulLl-level
process, and sLressed Lhe lmporLance of creaLlng a dynamlc, flexlble approach Lo
supporL collaboraLlve acLlons Lo achleve goals, and Lo address unanLlclpaLed lssues
LhaL wlll arlse as Lhe neLwork engages ln lmplemenLaLlon of Lhe *2(#2/0%6!7$#).


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1#0"%-$+*0!()+"+.6,!,)
An ln-depLh analysls across all group dlscusslons and speaker presenLaLlons was
conducLed Lo ldenLlfy speclflc key Lhemes and concepLs ralsed by SummlL
parLlclpanLs. 1he analysls of Lhe eLhnographlc LranscrlpLlons generaLed for each
8reakouL Sesslon, Þlenary Sesslon, and speaker presenLaLlons produced a seL of 12
key Lhemes presenLed ln :%0;(/!N=!<I!O/A!"*.1/2!*;>>%2!+B/>/K.

+#@$/!H=!*;>>#(A!PF/(F%/3!'&!*+,-!+B/>/K!#)C!EKK;/K!(see!H??/)C%Q), presenLs
concepLs and acLlons organlzed by Lhe 12 Lhemes. 1he Lable also lncorporaLes Lhe
key acLlons and lssues of Lhe *2(#2/0%6!7$#)!R/K%0)!7(%)6%?$/K, as well as Lhe *2(#2/0%6!
7$#)!E)2/)C/C!P;26'>/K from Lhe drafL of !une 7, 2010.

1he brlef dlscusslon LhaL follows explores aspecLs of Lhese Lhemes and Lhe speclflc
lssues LhaL resonaLed across speakers and SummlL parLlclpanLs. 1he lasL secLlon of
Lhls reporL addresses Lhe lmporLanL connecLlons beLween Lhe *2(#2/0%6!7$#) and
prlorlLy lssues ldenLlfled by SummlL parLlclpanLs.




1 ConLrlbuuons of S1LM for learnlng
2 Þrocess of ueslgn
3 S1LM 8esources
4 Þollcy 8esources
5 Actions Needed: Programs
6 Acuons of/for 1eachers
7 Acuons needed: ulrecuons Lo SupporL S1LM 1eacher uevelopmenL
8 Acuons needed: SLudenL Career ÞaLhways
9 Acuons needed: ulrecuons Lo SupporL a S1LM lnluauve
10 Acuon needed: Þroposed as non-negouables
11 8arrlers and Challenges Lo Cvercome ln Crder Lo Change CurrenL Condluons
12 8esearch needed
Figure 4: 12 Key CSLNet Summit Themes

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,'22+$6)&!,(',,!%")%/),#12)#0121,)+"&)!,,'1,)
78)(9:;<=>?;=9:@)9A),#12)A9<).BC<:=:DE Speakers Look Lhe lead ln ldenLlfylng Lhe
ma[or beneflLs of S1LM educaLlon and of Lhe lmporLance of developlng ºvlrLual
learnlng" resources. 8reakouL Croup 3 was Lhe slngle group Lo address Lhese lssues
and was Lhe one dlrecLed Lo conslder lmporLanL goals for developlng vlrLual learnlng
resources. ldeas lncluded Lhe opporLunlLy Lo supporL collaboraLlon wlLh Lechnology
(1.10.1), as well as Lo supporL faculLy ln deslgnlng course work (1.10.3). 1wo key
beneflLs for sLudenLs lnclude Lhe poLenLlal for creaLlng Lhe elecLronlc or ºe-porLfollo"
LhaL would allow a sLudenL Lo Lrack achlevemenLs and proflclencles (1.13), and Lo
develop a flexlble credlL sysLem LhaL could Lrack sLudenLs LhaL move across
lnsLlLuLlons (1.13). Cne challenge noLed was Lhe need Lo develop ways Lo enLlce
sLudenLs Lo engage ln learnlng offered onllne (1.14). 1he Þlenary dlscusslon also
ldenLlfled Lhe need Lo deflne whaL S1LM llLeracy means, lncludlng deflnlng lmporLanL
Lermlnology LhaL can LranslaLe across dlsclpllnes, and across sLakeholders, Lo supporL
a common framework for developlng programs and learnlng resources (1.4).

F8)*<9GB@@)9A)&B@=D:E 1he cenLral Lheme of dlscusslon across four of Lhe slx 8reakouL
Croups (Croups 1-4) focused on Lhe sLrucLure of communlcaLlon and Lhe poLenLlal Lo
address lmporLanL challenges LhaL are presenLed by a broad and dlverse sLakeholder
engagemenL ln S1LM educaLlon. CommunlcaLlng Lo sLakeholders abouL Lhe
lmporLance of S1LM educaLlon (2.3), and developlng a comprehenslve
communlcaLlon plan (2.10) was mlrrored by ldeas for gaLherlng lnpuL, ensurlng LhaL
Lhe CSLneL process sLays Luned ln Lo sLakeholders (2.16). lour speakers noLed Lhe
lmporLance of creaLlng a unlfled volce for S1LM educaLlon (2.18), whlch was echoed
ln Lhe Þlenary Sesslon wlLh a call Lo esLabllsh a S1LM ºmovemenL" LhaL embraces Lhe
passlon and commlLmenL Lo educaLlonal reform. 1hls ldea also llnked wlLh Lhe
concepL LhaL spokespersons and oLhers wlLh skllls ln markeLlng and ouLreach could
also be Lapped Lo help speak for Lhe cause of educaLlonal reform (2.17.1). 8reakouL
Croup 2 ralsed Lhe quesLlon of dlverslLy and who parLlclpaLes ln Lhe plannlng and
lmplemenLaLlon deslgn ln Lerms of under-represenLaLlve groups. 1he lssue of
dlverslLy ls a sLrong Lheme LhaL was ralsed and consldered by SummlL parLlclpanLs as
lL relaLes Lo access Lo S1LM resources for under-represenLed sLudenLs.

H8),#12)$B@9?<GB@. Slx of Lhe elghL speakers sLaLed LhaL exlsLlng S1LM resources
should be uLlllzed ln varlous ways Lo bulld and expand needed learnlng resources
and programs. llve of Lhe 8reakouL Croups (2-6) as well as Lhe Þlenary Sesslon,
responded by suggesLlng LhaL one funcLlon of Lhe CSLneL ls Lo provlde a
clearlnghouse or oLher mechanlsms Lo ldenLlfy and veL S1LM resources (3.4, 3.4.1,
3.4.2, 3.6), as well as Lo provlde a process Lo make exlsLlng Lechnologles accesslble
for users (3.3). 1he Þlenary Sesslon also offered Lhe opporLunlLy for oLhers Lo Lalk
abouL Lhelr programs and plans, lncludlng efforLs Lo ldenLlfy model programs and
school slLes, noLlng Lhe lmporLance of llnklng Lhese ln Lerms of people wlLh
knowledge and experlence ln program lmplemenLaLlon (3.1.1).


CSLneL lnlLlaLlve 9
I8)*9J=GK)$B@9?<GB@. ln Lhe realm of pollcy, speakers ldenLlfled Lwo key goals LhaL were furLher
explored by Croup 2 as well as Lhe Þlenary Croup: flrsL, Lo bulld sLrong advocaLes among our elecLed
offlclals (4.1), and second, Lo conslder Lhe pollLlcal clouL Lo be galned Lhrough sLrong advocacy
achleved Lhrough CSLneL acLlons (4.2, 4.2.1, 4.6.1, 4.6.2, 4.6.3). CommunlcaLlon lssues also
surfaced ln Croups 2, 3, and 4 ln conslderlng Lhe value of engaglng across sLaLe and local pollcy (4.3)
and ln lnformlng Lhe publlc on pollcy processes, lncludlng how schools work (4.4.1) and how much
lnfluence school boards have over local pollcy, especlally where Lhe classroom ls concerned (4.4.2).

L8)+G;=9:@)"BBMBM3)*<9D<CN@. All slx groups clLed Lhe need Lo ldenLlfy model programs, agreelng
wlLh all elghL speakers who also suggesLed LhaL Lhls ls a hlgh prlorlLy LhaL Lhe neLwork can address.
lour of Lhe elghL speakers Louched on lssues relaLed Lo Lhe need for quallLy, scalable program
developmenL, wlLh Lhree noLlng Lhe need for pro[ecL-based learnlng. Croups 3 and 6 focused on
beneflLs of llnklng neLwork goals wlLh ouL-of-school and afLer-school programs and expecLaLlons
LhaL general S1LM llLeracy could be aLLalned Lhrough exlsLlng programs (3.7.1), and could also
lncrease sLudenL lnLeresL ln S1LM flelds (3.7.3) and poLenLlally lncrease sLudenL lnLeresL ln pursulng
S1LM flelds ln college (3.7.2). 1wo challenges noLed by Croup 3 concerned Lhe ldea LhaL use of
learnlng Lechnologles should be carefully deflned (3.8), and Lhe need Lo deslgn Lechnology use ln
educaLlon ln ways LhaL keeps pace wlLh lndusLry changes and Lhe speed of Lechnologlcal lnnovaLlon
ln Lhe markeLplace (3.9).

O8)+G;=9:@)9APA9<)#BCGQB<@E) lour of Lhe 8reakouL Croups (2-3) ralsed concerns abouL supporLlng a
range of needs anLlclpaLed for Lhe LranslLlon Lo S1LM lnsLrucLlon. 1he cenLral ldea LhaL Leachers ln
Lhe classroom need Lo be supporLed ln order Lo achleve S1LM educaLlon goals (6.3.1, 6.3.2, 6.3, 6.6,
6.7) also resonaLed wlLh Lhe Þlenary Sesslon commenL from a Leacher noLlng LhaL noLhlng wlll
change unless assessmenLs are redeslgned ln ways LhaL allow Leachers Lhe freedom Lo change Lhe
way Lhey Leach (see commenL 11.1). Croup 3 observed LhaL one cenLral challenge for schools,
Leachers and sLudenLs concerns Lhe Lenslon across dlfferenL culLural backgrounds and ways of
lnLeracLlng LhaL musL be addressed ln order Lo achleve effecLlve sLudenL learnlng. Croup 3 also
LargeLed lssues LhaL address Lhe need Lo coordlnaLe fundlng and developmenL of coursework ln
ways LhaL ellmlnaLe dupllcaLlon of efforL (6.8, 6.8.1, 6.8.2), and LhaL also assure LhaL S1LM maLerlals
are belng lnLegraLed lnLo Lhe classroom, golng beyond slmply brlnglng Lechnology lnLo Lhe
classroom (6.9.1).

R8)+G;=9:@)"BBMBM3)&=<BG;=9:@);9),?SS9<;),#12)#BCGQB<)&BTBJ9SNB:;E *;>>%2 speakers ldenLlfled
goals LhaL concern quallLy Leacher recrulLmenL (7.2), reLalnlng quallLy Leachers (7.3), Lhe lmporLance
of S1LM professlonal developmenL and provldlng menLorlng opporLunlLles for Leachers by Lhose ln
Lhe sclence communlLy (7.4). Croup 3 also noLed Lhe lmporLance of supporLlng Leacher needs ln
order Lo aLLracL hlgh quallLy Leachers. 1he Þlenary Sesslon dlscusslon on Lhe quesLlon of
cerLlflcaLlon for S1LM Leachers resulLed ln Lhe ldea LhaL Callfornla should be Lhe flrsL Lo develop
sLandards for S1LM Leacher cerLlflcaLlon, addlng Lhls Lo Lhe llsL of acLlons LhaL could ralse
Callfornla's sLandlng ln educaLlon.

U8)+G;=9:@)"BBMBM3),;?MB:;)(C<BB<)*C;QVCK@. Speakers addressed Lhe ldea LhaL mulLlple paLhways
for sLudenLs wlll be essenLlal Lo meeL Lhe growlng need for Lhose enLerlng S1LM flelds, lncludlng Lhe
ldea LhaL LhaL noL all sLudenLs wlll need Lo go Lo college Lo prepare for S1LM careers, wlLh Croup 3

CSLneL lnlLlaLlve 10
ln agreemenL (8.2, 8.4). Croup 4 and Lhe Þlenary Croup also noLed Lhe need Lo exclLe sLudenLs
abouL S1LM sub[ecLs by provldlng dlfferenL Lypes of learnlng experlences (8.6). Þlenary dlscusslon
also consldered ldeas abouL career and college paLhways developed Lhrough collaboraLlve
parLnershlps (8.10), wlLh Croup 3 noLlng Lhe need Lo develop early sLudenL engagemenL ln career
paLhways (8.7). A proposal was puL forward durlng Lhe Þlenary dlscusslon ouLllnlng ways for
sLudenLs Lo earn S1LM recognlLlon LhaL also ldenLlfled Lhe use of e-porLfollos Lo Lrack cumulaLlve
accompllshmenLs (8.12.1), and oLher forms of recognlLlon lncludlng Lhe opporLunlLy for sLudenLs Lo
earn S1LM badges (8.12.2), and Lo recelve a S1LM seal on Lhelr hlgh school dlploma aL graduaLlon
(8.12.3). 1he lmporLance of brlnglng parenLs lnLo Lhe S1LM llLeraLe world was also lncluded wlLh
Lhe caveaL LhaL lncenLlves for parenLs and famllles needs furLher exploraLlon (8.12.4).

W8)+G;=9:@)"BBMBM3)&=<BG;=9:@);9),?SS9<;)C),#12)!:=;=C;=TB. llve of Lhe slx 8reakouL Sesslons
consldered a number of ldeas and acLlons LhaL can help Lo lmplemenL a S1LM lnlLlaLlve (Croups 1-
3). 1he process of lmplemenLaLlon wlll requlre LhaL Lhe neLwork focus on connecLlng people (9.2),
lncludlng Lhe buslness communlLy (9.4), and ln educaLlon, admlnlsLraLors and leaders ln S1LM flelds
were also noLed as a hlgh prlorlLy (9.11, 9.13), wlLh Lhe Þlenary Croup suggesLlng LhaL school
admlnlsLraLors should be S1LM cerLlfled (9.12). AssessmenL lssues were also ralsed by four of Lhe
slx 8reakouL Croups (1,2,4,3), noLlng LhaL assessmenLs should be augmenLed wlLh real world
experlences aL an early age ln order Lo engage sLudenLs ln effecLlve S1LM learnlng (9.10). 1he
Þlenary Croup suggesLed LhaL neLwork goals should sLrlve Lo achleve ºworld class" sLandlng ln order
for Callfornla Lo meeL lLs goals for global S1LM recognlLlon, noLlng LhaL Lhe u.S. ls no longer among
Lhe leadlng naLlons ln educaLlon.

7X8)+G;=9:)"BBMBM3)*<9S9@BM)"9:Y:BD9;=C>JB@. lncreaslng Lhe use of Lechnology ln educaLlon was
ldenLlfled by one speaker as a ma[or facLor ln Lhe LranslLlon Lo S1LM educaLlon, wlLh Croup 2 ln
agreemenL, and Croups 2-4 recognlzlng a ma[or challenge ln achlevlng Lhls goal wlll be ways Lo
overcome Lhe dlglLal dlvlde (10.1.1), and Lhe need Lo lncrease access Lo Lechnology for famllles ln
addlLlon Lo sLudenLs (10.1.2). Approachlng Lhe creaLlon of S1LM maLerlals and programs should
also be focused on meeLlng sLudenL needs (10.2), especlally Lhe needs of low-performlng sLudenLs
(10.3). 1hls lasL lssue ls one LhaL Louches on Lhe need Lo provlde access for under-represenLed
sLudenLs and communlLles, and wlll be dlscussed furLher ln Lhe lasL secLlon on Lhe *2(#2/0%6!7$#)!
R/K%0)!7(%)6%?$/K!#)C!P;26'>/K. Croup 3, whose Loplc was Lhe vlrLual classroom, also posed Lhe
need Lo explore and evaluaLe hybrld models for S1LM lmplemenLaLlon (10.3).

778)4C<<=B<@)C:M)(QCJJB:DB@);9)%TB<G9NB)=:)%<MB<);9)(QC:DB)(?<<B:;)(9:M=;=9:@. ueveloplng early
engagemenL for sLudenLs ls a hlgh prlorlLy ldenLlfled by one speaker as an lmporLanL challenge, wlLh
Croup 3 ln agreemenL. Croup 3 recognlzed undersLandlng Lhe dynamlc global conLexL of preparlng
sLudenLs for S1LM careers ln conslderlng crlLlcal dlmenslons of S1LM Leacher Lralnlng programs
(11.4). Croup 3 also noLed LhaL some undergraduaLes vlew Lhe Leachlng fleld as an undeslrable
career Lrack Lo enLer, and suggesLed LhaL Lhls musL change ln order Lo lncrease Lhe number of
sLudenLs Lralnlng Lo become Leachers (11.3). 1he Þlenary Croup also focused on lssues of deflnlng
workforce needs as a separaLe goal LhaL wlll poLenLlally lead Lo brlnglng new parLners Lo Lhe Lable
such as local governmenL (11.3), noLlng LhaL munlclpal and counLy agencles wlll also grow ln Lhelr
need for S1LM Lralned sLaff (11.3.2). 8ecognlzlng LhaL a huge challenge wlll be Lo develop processes
LhaL are flexlble (11.6) and LhaL keep pace wlLh Lhe dynamlc naLure of S1LM buslness and lndusLry

CSLneL lnlLlaLlve 11
(11.3.1) was also noLed by Croup 3 and also durlng Þlenary Sesslon dlscusslon. Among Lhe greaLesL
challenges wlll be ln overcomlng barrlers Lo recrulLlng from among dlverse sLudenL populaLlons,
especlally among Lhose LhaL are consldered ºhlgh-need" under-represenLed sLudenLs. Þlenary
dlscusslon on Lhese lssues also hlghllghLed Lhe speclflc case of Lhe Plspanlc communlLy, where
college degrees are valued, buL Lhe lack of connecLlons Lo S1LM career professlonals and role
models ln maLh and sclence wlll need speclal aLLenLlon.

7F8)$B@BC<GQ)"BBMBM. 1he flnal caLegory, 5/K/#(6B!1//C/C, focuses on Lhe lmporLance of
conLlnulng research, noL [usL evaluaLlon or assessmenL, buL explorlng ways Lo make vlslble how and
whaL sLudenLs are learnlng (12.2), whaL Lechnology ls avallable ln schools (12.6), how hybrld models
are developed and used (12.8), and whaL sLudenLs lack LhaL would be needed Lo lnsure access and
successful engagemenL (12.7). 1hese dlmenslons of research are cenLral Lo Lhe sysLems approach
proposed ln Lhe dlscusslons across groups. 1hey also reflecL Lhe concepLuallzaLlon of a sysLems
approach LhaL conLrasLs wlLh a focus on lndlvlduals alone. 1hls wlll creaLe whaL some argued ls a
0(';)C/C!#??('#6B Lo deslgn, lmplemenLaLlon and assessmenL (12.3). Croup 3 ldenLlfled research
lnLo processes for scalablllLy of programs. Cne lssue ldenLlfled by Lhe Þlenary Croup suggesLed LhaL
S1LM llLeracy for famllles, and especlally for parenLs, should also be explored and lncorporaLed lnLo
Lhe framework for Lhe LranslLlon Lo S1LM educaLlon (12.9).


CSLneL lnlLlaLlve 12
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"1Z#),#1*,)
1he SummlL Lhemes and lssues presenLed ln +#@$/!H, can also be consldered ln Lerms
of Lhe .')0!5#)0/!*2(#2/0%6!7$#) (!une 7, 2010), Lo conslder Lhe ways ln whlch Lhe S!
R/K%0)!7(%)6%?$/K!&'(!2B/!*+,-!E)%2%#2%F/ (p.8) and Lhe proposed slx ouLcomes (p.4)
are reflecLed ln Lhe concepLs and poLenLlal acLlons ldenLlfled by SummlL parLlclpanLs.
1hese Lwo componenLs of Lhe *2(#2/0%6!7$#) are presenLed ln summary form ln
+#@$/!M=!*;>>#(A!'&!"*.1/2!S!R/K%0)!7(%)6%?$/KG and ln +#@$/!"=!*;>>#(A!PF/(F%/3!
'&!2B/!"*.1/2!*;>>%2!+B/>/K!2B#2!HCC(/KK!2B/!*2(#2/0%6!7$#)!E)2/)C/C!P;26'>/K.

Calnlng a snapshoL vlew of LhemaLlc areas of dlscusslon across Lhe Lwo-day SummlL
LhaL dlrecLly llnk wlLh Lhe *2(#2/0%6!7$#) provldes Lhe opporLunlLy Lo conslder currenL
undersLandlng and percepLlons abouL key goals ldenLlfled ln Lhe *2(#2/0%6!7$#).
uLlllzlng Lhe feedback galned from Lhe SummlL dlscusslons can also lnform reglonal
efforLs Lo gulde lnlLlal plannlng and deslgn of locally based, collaboraLlve processes
LhaL wlll Lake shape ln fuLure work as parL of Lhe *2(#2/0%6!7$#) lmplemenLaLlon
process.

+#@$/!"!shows a comparlson of SummlL Lhemes and *2(#2/0%6!7$#)!E)2/)C/C
P;26'>/K. 1he Lable presenLs a spread across Lhe slx E)2/)C/C!P;26'>/K ranglng
from Lwo Lo flve of Lhe 12 SummlL Lhemes. P;26'>/!< and P;26'>/!L were
addressed ln flve of Lhe 12 SummlL Lhemes, lndlcaLlng Lhe hlghesL level of lnLeresL
expressed durlng Lhe SummlL ln addresslng S1LM educaLlon and learnlng
opporLunlLles for all k-14 sLudenLs lncludlng focus on creaLlng mulLlple career
paLhways for sLudenLs, and overcomlng a range of challenges LhaL lnclude S1LM
Leacher Lralnlng, and developlng programs LhaL keep pace wlLh Lechnologlcal
advancemenLs. P;26'>/K!IG!N!#)C!S wlLh Lhree each, ranked nexL hlghesL,
demonsLraLlng LhaL SummlL dlscusslons addressed lnlLlal exploraLlon of Lhe ºlearner-
cenLrlc" approach Lo creaLlng S1LM educaLlon ln ways LhaL focus on sLudenL needs,
LhaL can lncrease lnLeresL ln S1LM, and assure LhaL Leachers are prepared Lo gulde
sLudenLs ln aLLalnlng S1LM proflclencles. P;26'>/!T!wlLh Lwo lssues addressed,
ranked lowesL of Lhe slx ouLcomes. 1hls suggesLs LhaL SummlL parLlclpanLs may
conslder Lhe need Lo advocaLe for S1LM as a laLer componenL of Lhe efforL and lasL
on Lhe llsL of ldeas LhaL are consldered essenLlal for lmplemenLlng S1LM educaLlon.

1able C also shows LhaL SummlL Lheme 9, R%(/62%')K!2'!*;??'(2!#!*+,-!E)%2%#2%F/!8K//!
+#@$/!H9G llnked wlLh four of Lhe slx P;26'>/K (<G!IG!LG and N9, lndlcaLlng LhaL SummlL
parLlclpanLs dld conslder lmporLanL acLlons for overall S1LM lmplemenLaLlon.
SummlL Lheme 3, H62%')K!1//C/C=!7('0(#>KG!ranked nexL wlLh Lhree of Lhe slx
ouLcomes addressed, whlch allgns wlLh Lhe facL LhaL all program speakers and all Lhe
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#<
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B;99,H;2,+-%',B+;)',B2;>>'>&,J%A;9@%2>
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%):,:%D%)&'*)','"345'<2;C%>>*;),9'9%,2)*):'B;DD=)*&?
TABLE B: Summary of the CSLNet 5 Design Principles*
*See California STEM Learning Network Long Range Strategic Plan, June 7, 2010
!"#$%&'()*+,+-%''''./
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TABLE C: Summary Overview of CSLNet Summit Themes
that Address the Strategic Plan Intended Outcomes
SUMMMIT KEY THEMES
CSLNet STRATEGIC PLAN INTENDED OUTCOMES*
*See California STEM Learning Network Long Range Strategic Plan, June 7, 2010

CSLneL lnlLlaLlve 13
8reakouL Croups polnLed ouL Lhe need Lo ldenLlfy program examples (1able A: 3.10.4), and also
proposed Lhe ldea LhaL an lmporLanL Lask Lo address lncludes ldenLlfylng mechanlsms Lo seek ouL
and veL poLenLlal model programs (1able A: 3.4).

Cf Lhe flve R/K%0)!7(%)6%?$/K, Lhree encompassed ldeas LhaL were of hlgh lnLeresL Lo SummlL
parLlclpanLs and lncluded ueslgn Þrlnclples 1, 3 and 3. +#@$/!R=!*;>>#(A!'&!"*.1/2!*;>>%2!+B/>/K!
2B#2!HCC(/KK!2B/!*2(#2/0%6!7$#)!S!R/K%0)!7(%)6%?$/K, shows LhaL R/K%0)!7(%)6%?$/!8R79!L (*+,-!
*2#2/3%C/!*AK2/>!'&!*2#4/B'$C/(K!#)C!7#(2)/(K) was of hlghesL lnLeresL wlLh aL leasL 11 of Lhe 12
SummlL lssues addresslng aspecLs of R7L. 1hls ls conslsLenL wlLh Lhe fundamenLal approach Lo
engaglng a broad seL of dlverse sLakeholders ln collaboraLlon and parLnershlp bulldlng LhaL ls
essenLlal Lo Lhe success of Lhe CSLneL *2(#2/0%6!7$#), and whlch ls a core componenL of Lhe deslgn
for bulldlng Lhe CSLneL lnlLlaLlve mulLl-level sLakeholder process (2.7, 2.8.3, 9.1, 4.1, 10.4). 1he ldea
LhaL Lhe neLwork should be more Lhan lnsLlLuLlonal parLnershlps and should focus on connecLlng
people and provldlng a forum for communlcaLlon ls also an lmporLanL concepL expressed by SummlL
parLlclpanLs (2.8.4, 2.10, 2.16, 2.17, 3.1.1, 4.3.1, 9.2)

R7< (U/#(V5';)C!H66/KK!2'!*+,-!,C;6#2%')!&'(!H$$!OV<N!*2;C/)2K), wlLh 8 lssues addressed, followed
nexL ln order of lnLeresL and llnks dlrecLly wlLh expressed concern for overcomlng barrlers Lo
recrulLlng sLudenLs and Leachers from under-represenLed groups (11.1, 11.1.3), and ln sLakeholder
ouLreach Lo challenged communlLles (10.3). AnoLher dlmenslon of Lhls Lo conslder as Lhe CSLneL
process advances Lo reglonal acLlon ls Lo plan for ouLreach and engagemenL wlLh dlverse
sLakeholders among S1LM professlonals and communlLy members who can parLlclpaLe dlrecLly ln
reglonal efforLs Lo lnform Lhe CSLneL lmplemenLaLlon plan from Lhe perspecLlve of under-
represenLed groups and challenged communlLles (2.11). SummlL parLlclpanLs also explored several
aspecLs of ouL-of-school and afLer-school programs as a means Lo advance sLudenL lnLeresL ln S1LM
flelds (3.3, 3.4, 3.6, 4.4.3, 3.6, 3.7. 3.10). Cne Lhread of Lhls dlscusslon explored Lhe currenL and
fuLure conLrlbuLlons of lnformal learnlng programs LhaL are avallable Lhrough year-round
lnsLlLuLlons. Whlle Lhe year round opporLunlLles were parL of Lhe lnformal program dlscusslon, Lhe
proposlLlon of shlfLlng schools Lo a year-round sysLem was noL dlscussed formally.

R7S!8+'2#$!W;#$%2A!-#)#0/>/)2!H??('#6B!2'!*;??'(2!*+,-!7('0(#>!*6#$#@%$%2AG!*;K2#%)#@%$%2A!#)C!
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addresslng scalablllLy of successful models (3.1, 3.2, 2.8.2, 12.3), and ln conslderlng long-Lerm
plannlng for program developmenL LhaL wlll grow Lhrough sysLemaLlc evaluaLlon and program
lmprovemenL (2.13, 6.8). AddlLlonal lnLeresL ln ldenLlfylng S1LM experLlse and ln llnklng ln wlLh
sLrong leaders from local Lo reglonal scales Lo help gulde collaboraLlve program and learnlng
resource developmenL was also ldenLlfled by SummlL parLlclpanLs as an lmporLanL dlmenslon of Lhe
CSLneL lnlLlaLlve efforL (2.4, 7.4, 9.13, 11.2, 12.2).

R7N (E))'F#2%')!2'!*;??'(2!#)C!,)0#0/!%)!7#(2)/(/C!H62%')), and R7I!(E)2/(C%K6%?$%)#(A!*+,-!
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respecLlvely. 8oLh Lhese R/K%0)!7(%)6%?$/K address broad goals LhaL may noL be percelved as
lmmedlaLe or essenLlal ºshorL-Lerm" acLlons Lo lnlLlaLe *2(#2/0%6!7$#) lmplemenLaLlon, and whlle
essenLlal Lo Lhe overall seL of goals for S1LM educaLlon, aLLenLlon Lo Lhese concepLs can be
developed as Lhe CSLneL process galns ground.
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1 2 3 4 5 6 7 8 9 10 11 12
1A X X X X X
1B X X X X
2A X
2B X
2C X
3A X X X X
3B X X
3C X X X X X
3D X X
3E X X X
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Design Principle 3:
STEM Statewide System of
Stakeholders and Partners
Design Principle 4:
Innovation to Support and Engage
in Partnered Action
Design Principle 5:
Total Quality Management Approach to
Support STEM Program Scalability,
Sustainability and Continuous Improvement
*See California STEM Learning Network Long Range Strategic Plan, June 7, 2010
TABLE D: Summary Overview of CSLNet Summit Themes
That Address Proposed Design Principles
CSLNet Design Principles*
SUMMIT KEY THEMES
Design Principle 1:
Year-round Access to STEM Education
for All K-14 Students
Design Principle 2:
Interdisciplinary STEM Teaching
and Learning

CSLneL lnlLlaLlve 17
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1hls reporL provldes a brlef summary overvlew of key Lhemes and lssues LhaL
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approach Lo documenLlng Lhe process, capLurlng knowledge and lnformaLlon
conLrlbuLed by SummlL parLlclpanLs, and provldlng a summary revlew ls lnLended Lo
supporL Lhe ongolng *2(#2/0%6!7$#) lmplemenLaLlon process. Þrovldlng sysLemaLlc
evaluaLlon of Lhe concepLs and lssues LhaL are ldenLlfled and addressed as Lhe
CSLneL lnlLlaLlve process advances wlll assure LhaL knowledge galned Lhrough
collaboraLlve efforLs Lo launch S1LM educaLlon ln Callfornla also becomes a resource
Lo be uLlllzed by all who are engaged ln Lhls growlng endeavor.

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2
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2
3
Design Principles
Intended Outcomes
Cpenlng 8emarks
CSl nL1 PlsLory
and Coals
"1he S1LM": 1echnology
and 1ech SupporL
S1LM Leadershlp
neLwork
S1LM Þollcles and
Advocacy
1eachers, Leaders and
MenLors
S1LM vlrLual Campus
S1LM CuL-of-School
nauonal S1LM SLraLegy
1he "L" ln S1LM
Callfornla Þerspecuve
S1LM Leadershlp
neLwork
S1LM Þollcles and
Advocacy
1eachers, Leaders and
MenLors
"1he S1LM":
1echnology and 1ech
1he S1LM vlrLual
Campus
S1LM CuL-of-School
1
2
3
4
5
6
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DAY 2
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2
6
Design Principles
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1
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