Creating & Sustaining Inter-Segmental, Regional Networks

Chris Roe: So I think it's very appropriate for this last panel of our summit to really focus on our regional networks that are part of CSLNet and these are...this is really the horsepower for our network and I'm very honored individually, personally to be working with these six groups. And the six representatives that we have here up on the stage right now are gonna talk a little bit about that in this next session. I also know that a number of you that are here today are coming from other regions in the state. And I'm very excited to see you here and wanted to let you know that we will be working and our goal is to really expand this network. So the six groups that we're working with right now cover about 40% of the state. Our goal is eventually to get to 100%. So we've got a long way to go but I'm very encouraged by the initial work of these six pioneers, we can call them that, who have taken a step forward to say, We want to join this network and work together. So we're gonna hear more about that over this next hour. We can talk a little bit about the process for other groups that want to affiliate with the network and what that entails as well. But I'm gonna kick the session off by actually introducing Amee Evans Godwin, who is the director of strategic initiatives for the Institute for the Study of Knowledge Management in Education, ISKME. That's a mouthful. It's a great title though. I love it. ISKME is an independent nonprofit research institute dedicated to the study, spread and strategic use of knowledge management and education. ISKME works with schools, colleges, universities and the organizations that support them to expand the capacity to collect and share information, apply it to well defined problems and create human-centered, knowledge driven environments focused on learning and success. Personally, Amee has been in this business for over a decade, has experience in applied research and development focused on technology education and collaboration. At ISKME, she actually guides the development and implementation of education applications and programs that integrate collaboration and knowledge. I think you talked a little bit about that during the Q&A, during the last panel, which is really interesting working with groups like the Young Makers and so forth. She's also she mentioned an award winning video documentarian. She has a master's degree from NYU's interactive telecommunications program at the Tisch School of the Arts. And Before joining ISKME, she was the creative director in web production and a consultant to Media-Screen, which is now Netpop, which is based in San Francisco. So Amee, if you would kick us off, thank you. Amee Godwin: Thanks, Chris. I'm so happy to have this opportunity, and this topic of networks is very near and dear to the work that I do in ISKME. Not only is ISKME a mouthful, people often don't understand what it is that that we do. Well, we look at how information flows and where educators in particular can connect and share and we find that that place of connection is where innovation often happens. And so we study networks and we help build and facilitate networks. And CSLNet is very interested in this type of activity in forging and supporting the relationships across the state where relationships and collaborations really can make a difference. So the regional networks are structures that are warming in different stages of development of the panelist, the relationships that will really change Stem education in California. There is a lot of ways that we've heard over the last two days that we can leverage the expertise that we already have and transfer it and really make a difference. So this stellar panel I have the privilege of introducing are all strategic education professionals and I'll start with Matt, he's here from Chevron, Matt Lonner, the manager of Global Partnerships and Programs at Chevron including the East Bay Cradle to Careers Gateway. Matt has spearheaded Chevron's global health efforts over the years in the area of HIV/AIDS and maternal and child health and led Chevron's California partnership as a significant investment to support STEM education. Then, we have Muhammed Chaudhry from Silicon Valley. He's the president and CEO of Silicon Valley Education Foundation. His organization supports Silicon Valley students, teachers and the community to forge relationships within industry and education to develop many diverse programs. They now have a STEM initiative, aiming to significantly increase the number of students that are prepared and completing algebra 1 and 2 and gateway subjects. Gerald Solomon, he's executive director of the Samueli Foundation, serving since 2008. Mr. Solomon served as CEO of Public Health Foundation Enterprises for seven years, where he transformed this education into one of national prominence. He's involved in the development of collaborative community initiatives to address STEM education deficiencies as well broadening the defining of healthcare and wellness. Harold Levine, many of you probably know, the Dean of School of Education, UC Davis, where he also serves as professor of education. You might know he was trained as an anthropologist. Dr. Levine began his career as a professor at UCLA's department of education and has a deep interest in education policy and its applications. He, since 2001, when he was founding dean of the School of Education, has really overseen its substantial growth. Leslie Rodden is director of Higher Education and Workforce Development, the Alliance for Education with the San Bernardino County Superintendent of Schools. Leslie provides through this work technical support to the schools in that area to prepare students for postsecondary options and the 21st century workplace. She works with business and community partners to build comprehensive career-education systems focusing on STEM. And Nancy Taylor leads K-12 science and environmental education at San Diego County Office of Education. She's the cofounder and executive director of San Diego Science Alliance with the purpose to develop a network with many partners where STEM educators and professionals can collaborate and improve science education, K-through-12 in San Diego's 700 public schools. So we all know why we're here. There's a simple formula that we've heard especially from this morning that California equals innovation. But lately, California does not equal education and our panelists and all of us are working to change this formula. And through the networks are looking for diverse partners and stakeholders to come together around this. So I'd like to ask each of you to take a few minutes and tell me really about the structure of your network, who are the partners that are coming in that are making a difference and what relationships do you think are important in the work that you do to inform a regional network. Would you like to start, Matt? Matt Lonner: Sure. So I participate on the Gateways Cradle to Career partnership, which has an epicenter at Cal State East Bay, and I co-chaired along with the president of Cal State East Bay as well. It's a regional alliance in the East Bay that takes a very integrated approach premised on the Strive model in Cincinnati that looks at ensuring that kids are both prepared for school, successful in school and obviously on a path toward career success in the long run. And the potential power of this partnership is in the cross-sector participation. There are a number of school superintendents who, as I am sure you are all aware, have a lot better things to do with their day managing urban schools districts than sitting at meetings with us. But they recognize the importance of bringing together educators, academia, the business community and nonprofits. Certainly, there is an exchange of diverse viewpoints and an effort to find common ground. But at its core, the idea is to lead to actionable strategies. Alameda County, Contra Costa County are extraordinarily diverse. They have diverse needs, certainly diverse student populations. And so the challenge is how do you galvanize to action in this potential platform and leverage public and private partnerships? One of the things that I have discovered is that the notion of public/private partnerships is greatly misunderstood and I believe, underutilized. And I can talk about that more in detail but I think understanding the role of respective actors through the entire pipeline of addressing STEM education is a conversation that we need to have. Godwin: Muhammed? Muhammed Chaudhry: Because Matt has the biggest checkbook on this panel, we will give him his own mic. So the Silicon Valley Education Foundation, just to give you kind of a scope...Silicon Valley, where if you think about Santa Clara County, has about 300,000 students. That's a little smaller than the entire student population in New Mexico. Four hundred schools, 13,000 teachers, yet the opportunity or the challenges that's fragmented into 33 different school districts. So that's where the Silicon Valley Education Foundation comes in to...how do you work across all these districts? So our big goal, what we're obsessed with, absolutely obsessed with, is making Silicon Valley the number one region in the state in terms of percent of students that are ready for college and careers. For the educators in the room, that means postsecondary education without remediation. So we can use both languages here. And we're doing that through some advocacy work, some direct service work, as well as innovation. In the advocacy work, we're trying to go after what's proven. We have a great blog called TOP-Ed where we believe that an informed community will be an engaged community. If you're not signed up for it, sign up for it. It's a free blog but the point of it is sharing across the state what works as well as one of the policy implications, what's working across the state and I encourage all of you to do that as well. Also in the advocacy space, we're working on making A-to-G the default curriculum. We're working on that while working on the achievement gap. Things like placement in 7th-grade prealgebra, so going really deep on issues locally. And then, there's the direct service work. This is where, in the STEM area, we're really focused on this concept of integrated STEM. How do we think about each of these letters in one clean swoop? For instance, we have one program that's called Stepping Up to Algebra, preparing 8th-graders to take and pass algebra. Here, we're taking many approaches and one approach we looked up this summer was combining physics and algebra in the summer 19-day course and trying to teach kids algebra through the concepts of physics and the kids didn't even know they were learning algebra and they were learning physics along the process. There's another company who had a big, which was not Chevron, who had a big oil spill down south awhile ago. That was a learning opportunity for us to show kids how do you learn about this oil spill in all their classes. So we did a 20-day curriculum in all their classes integrated into all the science behind that, where is the math here, what are the social implications. So really integrating a lot of subjects and saying, how do you present this together? I'm trying to convince Amy Wong from our team to really look at the science of the hotdog next and we're working on that and that's going to be a tall order. The other piece of this is really around innovation, how do we leverage technology, how do we bring together the best and the brightest people in Silicon Valley. Amee asked about partnerships. You know, we have 75 corporations who are involved. You can talk about the big names like Google and Flextronics and others, but a lot of the smaller organizations who really want to make an impact. I'll give you an example. The Buildings and Trades Union, they were saying, you only pound nails for six months. They want to be involved in STEM and see how their future workforce is STEM ready as well. So it's not just the obvious tech companies that are leveraging this. And the second part of it is all the other great organizations that are doing good work. Now, there are over 64 organizations in the valley that are doing something in the STEM area, how do we bring them together, how do we leverage each other's partnership and play together. So that's a high level review of what we're doing and somewhat how we're doing it. Godwin: Great, thank you. Gerald? Gerald Solomon: So my story is going to be a little bit different because we never intend to build a STEM network. I represent a family, the gentleman Henry Samueli is the founder of Broadcom. His background is in engineering and as many family philanthropists and family foundations go, you know, what's their interest today? What's their interest tomorrow? What was their interest yesterday? It just so happens it's STEM education. It was really kind of a thread that filtered through a lot of the work because of Henry's work and in Broadcom itself. So to further that, we sat down one day in 2010 and said, Wouldn't it be nice to assemble really the leading researchers, the top foundations, the leading chancellors in the field of stem education and have a three-day conversation? It was called STEM Summit. We did it at the Beckman Center in Irvine, California. And from that, everything else germinated. It was really very much an organic process and we learned a lot of different things through that process. And what happened was we used that to inform the people that were present and the stakeholders and the community to gather around the topic that we thought could coalesce people within the STEM field. And we used a project National Lab Network. I don't know how many of you are aware or not of that but it really was a great coalescing agent for us and it was a way to utilize technology and bring academia, educators, students, and business together and is part of this gathering that we did that really helped lead the charge for us in that. We put together six projects where we had elementary school kids, middle school kids. We had businesses represented. We had professors represented from higher ed and we knew it was a success when one of the kids just was playing with the robot and he said, Wow, isn't this groovy? It was so cool for him and for everyone else to be able to participate. And from that point forward, what happened was the coalescing of thought and the idea that really just organically grew from what was to what is today. So one of the things I'll leave you with as we begin to answer all the questions is go to Ocstem.org. Ocstem.org is our website. It'll inform you really of our work and the activities that we're doing, but really in a core sense, what we're doing is we're looking at the entire continuum of education. We have First 5, Children and Families Commission, that's a funder and we're looking at early learning really from 3- and 4-year-olds around spatial play and spatial learning all the way up to UCI School of Engineering and how do we inform each other both through a backfill type of dialogue and also moving forward in order to meet the needs that exist within the STEM field. Godwin: Great. Harold, please. Harold Levine: Thank you. Good afternoon, everyone. I'm gonna talk briefly about the Capital Area STEM Alliance, which is aborning as we speak. We are in the early stages of developing it so we're also looking for advice and guidance from those of you who are further along. Taking a lead in this are two organizations initially. One is UC Davis. You know something about UC Davis. And then, an organization called LEED, which stands for Linking Education and Economic Development. It is really the premier employer-education organization in the Sacramento region, public-private. It's also reformed itself, or incorporated the P-20 Alliance. So we have 29 or 30 superintendents from districts in the six-county area that LEED serves. The chair of the board is Leroy Tripette, who is in the back, whom you heard from yesterday. He chairs LEED. So it's a lot of civic engagement. There's representatives there from all over the major industrial and business sectors in the six-county region. So it's an extraordinary group to be partnering with. It also represents all of higher education. So Sac State has a representative there and the Los Rios Community College District as well, very comprehensive. Now, our goal is really about, for the alliance, it's really about prosperity, prosperity for our region. And in order to do that, we have to create economic development and in order to do that, we have to create workforce development. And the STEM Alliance is about the STEM part of workforce and economic development and creating...there are lots of different entities in our regions who are concerned with this and involving STEM fields. Our concern really is what's happening at the collegiate level and at the K-12 level and providing opportunities for students to engage in STEM work of all sorts that will contribute to the foci of this region and this really plays into exactly what was said this morning in terms of these regional alliances. If you look around the state, you don't have to look very far. You've got Stanford and associated universities and their creation of the Silicon Valley. You've got UC San Diego and associated universities with the biotech quarter down south. You've got others with UC Davis and CSU Sacramento. You've got real strengths here in two fundamental areas. One is in biosci and that includes medical technologies and it includes, especially at UC Davis, huge assets in agriculture, food, food safety. UC Davis has the potential of being the Emerald Valley, the Silicon Valley of food is the way we think about it here and it's actually true. The other area where we have extraordinary strength in the region is in clean technology, green technology. So if we can, as a region, in our leadership in the region have identified these sectors for growth, can we help create jobs and can we help prepare the workforce and our students for those kinds of careers that's gonna benefit the region and create the prosperity that we all want. And so that's what the STEM alliance that, again, is in its early stages is trying to do and we're developing appropriate programs and metrics, metrics that now we have do when we come back to this later but metrics that not only have to do with student achievement and STEM but alignment of the sectors, growth of job opportunities, out of school opportunities for our students to experience other kinds of STEM activities in these sectors, job shadowing, a variety of activities that we have, I think, the ability to deliver. So it's a very exciting time for us. It's a new time in terms of developing something originally. I think we have the will and the civic leadership in this region to make it happen. Godwin: Thank you. Leslie Rodden: The San Bernardino County Alliance for Education started about 10 years ago and it was a result of businesses, especially two CEOs in our county coming to our superintendent, Dr. Herb Fischer, who is now retired, and Dr. Gary Thomas has now taken the helm of the Alliance for Education, and saying, what's important in education and in workforce development and how can we help? So 10 years ago, we went through a strategic planning process with about 400 business, labor, government, community, faith-based and educators to identify what the needs were and as a result developed three goals and a mission statement and our mission is to build an educated and skilled community that will provide a qualified workforce and increase our economic strength and really help increase the quality of life for our residents in San Bernardino County and our goals are three-fold in the sense of education, economic development, and workforce development and family involvement because they said if we're not working with families, we're not gonna be as successful. And so we went to task after that first year of strategic planning with several meetings and really synthesizing all of the information, developed three task forces for each of those areas, did some mapping of what was currently in place so that we can honor the work that was currently being done, and identified our strategies that we would be working towards. So the strategies in education was to bring relevance to education and a family involvement. We realized we really needed to be working in the community, especially with community and faith-based organizations. Many times, it is these organizations that understand the family's needs and know who is slipping through the cracks. And so we started working with learning centers within community and faith-based organizations to the point that now, one of our strategies called 12 powers of family businesses now being implemented within the diocese of San Bernardino county. We just piloted it last year with 7 parishes and it's been highly successful and now, we're growing that to even more parishes and churches and other places of worship. The economic workforce development was to really identify how do we build not only the academic skills but the technical skills and this is where we focused on STEM, mainly because of the national reports that were being distributed rising above the gathering storm and tapping America's potential. Those were the two key in those about 10 years ago. And so we focus on STEM and the other area of...I didn't...I said relevance with education but I didn't explain to you. We use our business partners and our labor partners to come into the classrooms to be specifically identifying the standards. We started with algebra because this is where we had 60% of our students failing and we keyed in on that area as an intervention strategy to help our students understand the relevance of Algebra and their academics to what is happening in the world beyond the classroom walls. And so we have several...the information on our website, sbcalliance.org with professional videos and lessons for our teachers that can be downloaded whenever students say when am I ever gonna use this? So these three system component is being implemented within our San Bernardino County. We are a county of 33 districts. We have a very high dropout rate, although we decreased by this year. So that's little but at least it's down. And we have a very low SCS. we have a very high free and reduced lunch percentages. We have...we are cognized as one of the lowest college-going rates in the state and even tionally. And here, we have prestigious universities around us, two of them are th us today as far as UCR, University of California Riverside, and Cal State iversity of San Bernardino. We also have Loma Linda University, Claremont lleges. We have 6 community colleges and one of them is represented with us today well. So our students are not attending these local universities. And so we're ry, very concerned about that High Hispanic population, about 60%, about 27 to 30% ite Caucasian and about 78% African American and we have three regions and our ree regions are very distinct. So there are certain needs that are particular to ch of our regions and that's where the alliance has an alliance in each of our ree regions led by volunteers and stakeholders. One of our champions of STEM is at you've heard, it's Dale Marsden, our superintendent at Victor Elementary. And we have champions in each of these regions going forward. We are working on veloping a P-20 system of college readiness with a STEM focus and we have rategies within each of those grade levels that are in school as well as out of hool. So we have pathways or academies being created with project Lead the Way rriculum but we also are looking at a broader definition of STEM so that we're oking at how can all students benefit from an integrated approach into the ademic core with inquiry based, project-based learning that incorporates the gineering design principles and technology. So we're exploring Boston, Museum of ience curriculum, elementary engineering. We have a world in motion. We're looking Paxton Patterson. So we're looking at a multitude of menus that our schools can e in order to meet their needs in building a STEM education that incorporates all ience technology, engineering, and mathematics. I'm gonna end there but, oh, our rtners include, of course, all the higher-ed and business and labor, community and ith-based organizations, economic development agency. Here from the EDA, the head our EDA, Mary Jane Olhasso, chief administrator, and Greg Devereaux, CEO, want to ke STEM to scale across our whole county. So we're in 10 districts right now. We pact about 5000 students. This would mean we'd be going to 33 districts impacting 7,000 students. So we're figuring out how to do that. That's where we're at. dwin: Thank you. And Nancy? ncy Taylor: Good afternoon! How are you all? Wiggle your hands. Come on. I can see at, okay, you're there. Hi. I'm Nancy Taylor. I have the privilege of serving as ecutive director of the San Diego Science Alliance. We're a really small nonprofit lunteer organization with a lot of mojo for what's going on in K-12 Science ucation in San Diego County. I think the question was, who are our partners? Our rtners are the teachers who are in the classrooms, the school administrators that pport them, the school district leaders, superintendents and school board members o make decisions in those school districts, our industry partners, our gher-education partners as well. San Diego County, as was previously mentioned, is own as a biotech quarter. We have several industry sectors that include also lecommunications. We have a huge defense industry sector in San Diego County, ean tech as well. All of these industry sectors are our partners. In reality, 're a nonmembership organization. So our partnerships tend to happen rather ganically. And an example of how things have happened with the San Diego Science d their partners organically over the 15 years of our organizational existence gan with a story of sourcing what is actually going on, an inventory of what ists in San Diego County that supports K-12 science education. That activity sulted in what is currently an online resource catalog at SDSA.org, where if you e an 8th-grade teacher and you're looking for a resource, a field trip, a speaker force and motion, you can search by standard, by topic and resource that. Our rrent board president, Dr. Beach, former Xerox executive, really had a great idea ck in the day before we could use the advantage of the internet and we actually blished that resource catalog that was about as thick as my journal and how this, Rick used to like to say, a big thud factor. And it was so popular in those acher workrooms where teachers could access the information that helps support eir day-to-day practice and today it's online and freely accessible to all. The xt initiative was to, as internet came online, it was to identify a point of ntact in all of our schools and there's a little propaganda out there on your bles to explain our point of contact strategy so that we can have robust rticipation from our teacher and school administrator partners in the 700 schools San Diego County. Children in San Diego County, there are about half a million of em who go to school in public education in 45 independent school districts. The allenge in an area like San Diego Country, 60 square miles, is how do you uitably provide, distribute and accommodate the interest of teachers in that vast ographic area? We have a lot of strategies in place to do that through our science int of contact and our weekly e-news. This has earned the San Diego Science liance the reputation as a trusted point of access. Our business partners, from ytheon to General Atomics to the Qualcomms, ask us, how do we get our expertise in r teachers to access? We get the same question from teachers. A high school otech teacher: what company can I call to get their used glassware? The San Diego ience Alliance has served in their space to be that trusted point of access for achers who are sourcing resources for their instructional programs as well as lping to connect a robust community of STEM professionals to classroom teachers d I'm sure I'm gonna have some more opportunities to tell you about the science ans. dwin: Thank you, Nancy. I'm glad you brought that up about connecting in an dustry like biotech. You're all coming at this problem from a different point of rspective and how to mix it up a little bit and have these networks and growing tworks learn from each other as we all want to do. Education has often been asured in seat time and we're really trying to change that. If we had a formula at the effectiveness of education was measured in time to job, for instance. What uld that mean? What would that look like for each of the perspective where that u're starting from maybe the energy industry, the food industry. What would it ally look like in K-12 for that to be industry driven or industry aligned? nner: I guess, well, I'll start since Muhammed said I have the biggest checkbook. think before we can answer that question, I think it's important to speak to what perceive as a disconnect between the public and the private sector. So how many of u run a program that delivers energy related STEM curriculum of some form or shion? Raise your hands. Keep them up, alright? It has some components, STEM tegrated in your curriculum. So keep your hands up, come on you can do it for a uple more minutes here. How many of you within your programs are integrating pects of petroleum engineering? Alright. So most of those hands have gone down, a uple remaining. So if I told you that the vast majority of jobs in the energy ctor over the next 20 or 30 years aren't petroleum engineering? Wouldn't you agree at there's a disconnect? So what is causing that disconnect? How do we bridge this p between the perceived need and the supply? How do we engage kids in curriculum at is relevant to an actual work force need to today and tomorrow? When you think out petroleum engineering, perhaps you're conceiving of a pump jack somewhere in e middle of west Texas. Maybe you're not thinking about exploring and producing l thousands of feet below the ocean surface or injecting steam technology to solar wer to extract oil in hard-to-reach places like Bakersfield. These are the 21st ntury high-technology solutions in our industry but we're not producing the kids d the students with the interest in these fields because we're not integrated. So think that we need to address this disconnect and I'm sure it applies in other dustries too to ensuring that the needs that we're producing, that the skills that 're developing for our students are relevant to an actual workforce need that ists over the next 20 or 30 years. lomon: So let me try to talk about how it relates to Orange County. And petroleum gineering is to Orange County what fruitcakes are to nutrition programs. So we ve no understanding of what petroleum engineering is where we are. But we do have very interesting perspective on some things. nner: I wonder where we're going with that. lomon: And that is, we learned over the last few years that Orange County has had re patents issued in biomedical technology than any other venue in all of this untry for the last two years, leading each year. So what we've done is we've begun coalesce amongst the stakeholders of our group lead really by the new dean at I's Samueli School of Engineering an idea that, especially at the higher-ed level, e focus should not be on generating research dollars but the focus should be on, w does higher ed meet the workforce needs, the community workforce needs that ist? So we're coalescing and having conversations around pathways from high school arning to community colleges, to higher ed, on how do we go ahead and actually et the needs of Broadcom, etc.? So we're not there where you talk about but we're gaged in the conversation about how do we reframe the discussion locally within r community so that higher ed is no longer just a place where they engage in search or they just generate teachers with credentials but really, what they do is ey go ahead and look at what are the local needs from a workforce perspective and 're fortunate enough to have people whom to coalesce and have conversation around ose issues. dwin: Right. Harold? vine: I'm tempted to say that Matt and Gerald said it all and just be quiet but my aining forbids me, does not allow me to do that. I actually just want to iterate. The piece of the economic development prosperity equation in any area at works really well in the United States, including California, is the nnection, the relationship between higher ed and industry. So there's a lot of nding and collaborative work that generates new technologies, new inventions, tents and so forth that create wealth. They create jobs and so forth. The pieces at work less well, of course, is everything that comes before that. It's the ignment issue which I think we've been talking about here. So and each piece of e pipeline, particularly the K-12 or P-12 piece have different sets of quirements and they're not necessarily the same. So graduating from high school is t the same thing as being admitted into CSU or UC. Going to community college is t the same thing as then, you know, unless you're a student, you have a transfer reement. It's not the same thing as going into a four-year-school and then going to a graduate program or graduating with skills and knowledge to do high tech in e work force. So I think that it's about the leadership in the region making some fort and that's a question of will, I think to better align the systems so that ds, you know, all kids get a good STEM grounding in school. They all get exposure the STEM foci and industries in the particular area. They may not all go and viously, they're not gonna all go in it. I mean there's not enough capacity. But a gnificant number of them you hope will, but this is a 10- or 20-year project. This not something that happens in a couple of years. And so there has to be a united adership over a long period of time to be able to do that but that's tough. You ve superintendents who turn over with regularity, principals, elected officials, iversity presidents, deans of education, you know. We're not here for, typically r 20 years. It's very difficult to do. dwin: You're highlighting one of the basic components that makes this work fficult. K-12 and higher ed have been two different worlds and using two different nguages and different standards and this is the beginning really of that ignment. And then you line up community-based organizations and families and dustry. You have another giant three bubbles that don't speak the same language. there are industries that get it. There are industries that are creating prenticeships and internships and dual enrollment. You can be in high school and halfway through your college education with some kind of manufacturing or biotech oficiency and then roll right into a career where probably 80% of the employees e gonna retire the next 10 years. So you're gonna be needed in the workforce and m wondering this, Muhammed had another thought to it because IT is a huge piece of is. Where you would like to see this alignment grow, the workers that the untry's really gonna need in your region? audhry: Can you restate the question real quick so I don't miss it.? dwin: Tell me your remarks but-- audhry: I can talk about it. dwin: We're all talking about creating a fluid pathway to take what K-12 can ovide. But then, where do the students go? What student success looks like is not st the paper in hand. A few students are even lucky to have that, but the osperity that Harold was talking about, how to continue the value that education s in terms of workforce? audhry: That is a great question, by the way. I think that the challenge that I ar from a lot of superintendents which is validated, if you tell me exactly what pe of students you want in 20 years, and Mr. Industry, if you tell me in 20 years actly what type of students you want, I will deliver it for you. But in 20 years, will not know what we need. Things evolve. So they don't know what specs they're ilding against at times. And what we look at is you got to go back to research. e highest correlation between college graduation from great institutions like UC vis and others, and what you do in high school is algebra 2 and you back up from at to algebra 1 and now, you got a lot to do but you can focus on narrow and eper and go through that conversation to say, What are we gonna nail in order to sure success in whatever these kids do? And, you know, I'm gonna be partial to the quirements but whatever you're gonna do, narrowing it down to one or two practical ings and then connect them to the corporate community in a meaningful way. I know the valley, there's a lot of corporate leaders, lots of entrepreneurs who want to velop education technology products. So how do you look at blended learning? How you flip the classroom? How are you gonna do all this so the students are tually ready for the workforce and how the workforce operates and how do you nnect them. And, you know, one of the glues that we need is taking these corporate aders, connect them to great elected officials and, like, all the other elected aders who are working on this problem as well as connecting them to great ucation leaders to say, What are the ideas? What is research, bringing the search into it to connect it to actual results beyond high school and connecting e two dots, not only between universities but what do the employers need? Because 's not just about, you know, having college graduates, which is far off. It's out retaining your employees today because they will leave your neighborhood if ey don't have good schools to go to. So it's not a far off problem that we need 20 ars to fix. The problem may be today. So understanding those issues, I think you n connect all the dots. So you can deliver better products in a cost effective nner and that's where I think technology comes in, and, you know, well, you heard out the Khan Academy example earlier. There are many great examples which can pidly accelerate student learning. dden: Amee. dwin: Leslie, okay. dden: I just wanted to add. I know our time is short but on this alignment piece d it's a really key, important work that needs to be done and we really...if we're oking at STEM, we do need to be looking at our STEM, our science standards or our th standard or technological literacy standards. ITEEA has incredible standards to looking at as well as your digital technology standards and your engineering inciples, design principles and standards and then aligning that to the common re and then, aligning that to industry standards. So it's like we've got we've got huge work to be doing right now in this alignment of the curriculum. The work that have been doing to make sure that we are really preparing our students for the rrent needs. Of course, some that we're never gonna know because they're just too vanced right now that we don't know about. But that is, we have our STEM visories and each of our 10 districts have an advisory. It really works with all these school sites. And so she brings in the business partners. We have a siness community liaison that works with our business community. And, so together, ey work to make sure that each of the 10 districts have their STEM advisory. It's d by Mike Gallo who is the CEO of Kelly Space and Technology. And then, we have ke an executive group that meets regularly and then the 10 districts meet on a gular basis to keep advising on curriculum and current market trends. We also with e partnership with EDA, I would say economic development agency and your workforce vestment board are key partners in the work that you do. The workforce development partment also and partnering with the web to identify industry sectors. Now, our unty, with our local economist Dr. John Husing, has identified areas that are gh-demand occupations but not filled. And so that has been advanced manufacturing, gistics and warehousing, health occupations and aviation, but they also need to be are of like Matt was saying your larger labor market trends. We have on our bsite a workforce access matrix that has received awards from our workforce vestment board. And this is a matrix that we have to regularly update to inform on ere the training providers are the education providers are for the in demand cupations that are going unfilled. And so on our website, we've identified these ur areas that I just shared with you and have identified where the training oviders are that students can go to, families can go to, and businesses can go to cause they include completers. In other words, is a business is gonna come to our ea and the economic development agency, our business resource specialist tell the sinesses, well they share this wham with them. We call it the wham and they can go and say, Do I have a labor pool here within my industry? And so it's been a very fective tool, very hard work to keep it updated, and we have a full time staff rson working on that. So-- dwin: Can I interrupt because we're gonna...they ran out of time. dden: Okay. dwin: Gerald, a remark before we open it up for questions. lomon: Well, let me just throw at a contrarian perspective for a minute. If thing else, it's for dialogue and that is it really doesn't matter what business eds or wants. What really matters is what's the capacity of the student that gets eated and developed from early learning, 3-, 4- and 5-year-old to middle school ere they have that, Aha! moment that, either in math or in science or in chnology or in engineering or arts or whatever it may be, they grasp on to mething that becomes an emotional driver for who they are and what they want to come. And if they have been given a foundational skill in mathematics which is the ear predictor by all research as to academic success and they are developing itical thinking, project-based learning skills, they will be able to then adapt om high school and higher ed on to meet what the employer needs are. dwin: Great, thank you. Well, we've heard a lot today about innovation in learning d also changes in infrastructure to implement a lot of these innovations. Let's en it up for questions and if people want to direct questions to your panelists or lk about your particular needs for your region for a network, please come right . Don't be shy. What advice would any of the panelist for the other regions in our ate? ylor: I'd like to provide some advice. Thomas Jefferson said that the purpose of blic education is not to serve the public. It's to create a public and, in your gions, if you're interested in creating an investment in a public activity, the 12 place is the center of your focus. In our work at the San Diego Science liance, much like Tony's with Maker Faire, we're innovators and the innovation mes from the people in a K-12 setting to say, we need to inspire girls like Julia che, you heard from yesterday in the BE WiSE program. We need to do more to create try level robotics. How can industry mentors help us do that and by providing ose interest or sourcing those industry mentors, we're creating that public where r mentors can be role models for children in classrooms, for teachers in content e, and a reward system for our volunteer mentors? They're part of the public. art in the K-12 place. dwin: Great, thank you. audhry: I can answer that. So, I mean, if you wanted to start a regional alliance, think first, you know, get off the sofa and go out and visit some other regional liances and see what they're doing and you'll like some things, you won't like her thing but it will help inform your decisions. Secondly, you know, go hire the ck-ass rock stars like Amy Wong at Silicon Valley Education Foundation, who are tually gonna really move the needle on this thing. And the third piece is really e focus. You know, we heard...I feel like we heard a lot about, you know, from EM to STREAM to you know, however many letters you want to add to it. But you've t to nail at least one thing and whatever your focus, maybe different than eryone on this panel, but finding your focus and really driving that home. It's cking that goal and then find a business anchor. I think they're out there like if u look at our board, you know, we have some great business anchors but we also ve some great educator leaders like Mike Kirst serves on our board and many hers. So that mix of elected officials, business leaders and education leaders ming together to solve the problem, I think it creates that high octane team. nner: So I'll follow that. If...you know, I think one of the challenges of a twork is going to be balancing, competing tensions and competing interests, all udable. I mean the wonderful thing about the power of this group, a lot of ucators, public school administrators, nonprofits, is you're all mission-driven d that's a wonderful thing. But when you're mission driven, it's very difficult to y down your weapons and look beyond your individual mission and see, how do we rk together? How do we put a clear bias toward action rather than consensus, you ow? If Gerald is right and early-school math is the clearest predictor of a kid's ture, then why aren't all of you doing everything in the early school math space, ght? I'm not suggesting that's the right answer. You know, we at Chevron, we've en rationalizing our portfolio over the years with programs like Project Lead the y and math academies in Techbridge, trying to focus on those programs that we ink make the biggest difference based on our strategies. These networks have to ve a clear strategy and a vision and they have to be driven by what is the return the investment of time, you know. What really struck me in the previous panel was lot of the takeaways and suggested strategies that came out, which were all very novative and insightful. are not much different than a lot of the work that we did Gateway just a week ago. And so here we are, building redundancy upon redundancy, lking to one another and are we actually mobilizing that talk into real action. d so I think the challenge for any convening institutions, whether it's the CSL twork or the Gateways partnership or a network that you're developing in your mmunity, is how do you take the collective wisdom that already exists and then bilize it immediately? dden: In starting an alliance, I think what has helped us to succeed over 10 years w, going on 10 years is the fact that the leaders that got together originally 're very well-respected leaders. And they harnessed and gathered a group of spected higher education, K-12, business, labor and community and faith-based aders along with them. And these men and women were very humble in that sense of t...they really were willing to lay down desire to take credit and to work gether and I think that's been probably the blessing of San Bernardino county is at we're a very collaborative county and people are willing to work together wards a common good. So I think the leadership at the top is very important but en, of course, the grassroots efforts and really honoring the work that was ready in existence and winning those people to come along to work together so that u're aligning common goals for the same purpose. That's very key. Mark up a model organizational changes as far as working below the green line and developing lationships, sharing information and creating a sense of identity in the work. I uld say those three pieces are very, very key and critical to a very successful liance growing and that's the building of the trust and building relationships. ch of the partners that are here today, we talk a lot and we do a lot of things gether and we meet on a regular basis and each region, the goal is for those few aders to meet together and each of the different stakeholders to share what we're ing so that we can say, Okay, what are you doing? What are you doing? Okay, right, this is how we can align our work and this is how we can maximize to reach re students. So it's that constant communication and building those relationships at are very key. dwin: Great. Any other questions? Yes? dience member: Good afternoon. I'm with Children Now. By nature, you are regional tworks and so you represent a geographic area. But what do you see the role of urselves as networks to advocate for that fundamental education, finance and ructural reform at the state or federal levels? Or do you see a role? vine: So let me give you my answer to that and I have two answers. One, in my se, right, Sacramento, I can be from my office into the capital in 20 minutes, th parking. And so it gives us in our regional alliance an opportunity to talk to gislators, to talk to the power structure and to make visible the efforts that 're doing. But I believe that it's got to be a network of regional alliance. So at's what CSLNet is all about, in order to make the profound differences in the ate that are gonna take legislative policy and financial resources. dwin: Maybe one more question. We haven't heard too much about the role of udents in this work in particular. Yesterday, we heard from one. He's gonna take er the world. He's 16 and people like that are our next rock stars. So what might look like if students were part of the design of this work? audhry: One quick answer to that was this summer, we had some interns, some high hool students interning with us and we're trying to figure out how do we mmunicate with students around the A-to-G standards? And these high school udents built the standards articulated them on our website. It's all built by ese high school students which I don't think adults could have done any better job d these students did a great job. So I think it's, understanding the customer and veraging them in the right spots is critical. dwin: Anyone else? audhry: It's an intimidating panel. dwin: Well, thank you so much. Really, really enjoyed your perspectives. Thank