TO:     PCHS  Board  of  Trustees    FROM:   Matthew  Wunder,  Da  Vinci  Schools    DATE:     March  20,  2015    SUBJECT:     Response  to  2/25/15  Board  Recap    While  I  write  today  to  specifically  respond  to  the  conflict  of  interest  question  raised  in  the  2/25/15  Board  Recap,  it  would  be  remiss  of  me  to  not  first  begin  expressing  my  appreciation  to  all  of  the  students,  teachers,  staff,  administration,  and  trustees  who  make  Pali  such  an  exceptional  high  school.  As  a  resident  of  the  Pali  community  for  over  18  years,  I  remain  enormously  grateful  that  Palisades  Charter  High  School  is  overwhelmingly  focused  on  doing  what  is  in  the  best  interest  of  children  in  such  a  high-­‐quality  manner.      I  was  both  puzzled  and  concerned  by  the  question  raised  whether  my  involvement  in  the  California  Career  Pathways  grant  is  a  conflict  of  interest  given  my  prior  service  as  a  Pali  trustee.  To  be  explicit,  the  Career  Pathways  grant  is  extremely  competitive  and  there  is  no  assurance  that  Da  Vinci  Schools  or  Pali  will  be  awarded.  My  sole  intent  is  to  be  a  contributor  to  the  great  work  occurring  at  Pali,  not  a  hindrance  or  distraction.  Should  the  board  and  its  counsel  determine  that  there  is  a  real  or  perceived  conflict  of  interest,  Pali  can  easily  withdraw  from  the  grant,  if  it  is  funded.    I  will  assume  that  the  concern  raised  was  not  motivated  by  any  ulterior  and/or  political  motive,  so  not  knowing  the  specific  genesis  of  the  concern  that  was  raised,  I  will  attempt  to  best  address  the  conflict  of  interest  issues  arising  from  Pali's  potential  participation  in  the  Career  Pathways  grant.    

• First,  I  am  the  CEO  of  Da  Vinci  Schools,  charter  schools  based  in  Hawthorne.  We  serve  children  approximately  1,400  children  from  82  different  zip  codes  in  three  high  schools  and  one  K-­‐8  school.  Our  mission  is  to  prepare  students  to  be  college-­‐ready,  career-­‐prepared,  and  community-­‐minded.    

• Da  Vinci  Schools  integrate  rigorous  academics  with  career-­‐based  learning  and  real-­‐world  workplace  experiences  through  its  Work  Experience  Program  and  partnerships  with  industry  leaders,  including  Northrop,  

Boeing,  Belkin,  Chevron,  SpaceX,  Raytheon,  Gensler,  DIRECTV,  Mattel,  and  many  more.    

• Over  the  past  two  years,  Da  Vinci  has  hosted  more  than  75  visiting  educator  groups  from  six  continents  who  have  come  to  Da  Vinci  to  study  our  practices.    

• I  served  as  a  Pali  High  Board  Trustee  from  November  2011-­‐July  2014.  I  resigned  due  to  health  issues  after  my  doctor’s  made  their  recommendations.    

• Da  Vinci's  three  high  schools  range  in  career  pathway  maturity:  Da  Vinci  Science's  Engineering  Pathway  is  well-­‐established  in  the  career  pathways  field,  serving  as  a  model  demonstration  site  in  a  $15  million  California  Career  Pathways  Trust  (CCPT)  grant  awarded  to  LAUSD  in  spring  2014,  as  well  as  a  demonstration  site  at  the  first  annual  statewide  Linked  Learning  Convention  held  in  January  2015.  If  this  newest  round  of  funding  is  awarded,  Da  Vinci  Communications  and  Da  Vinci  Design  will  develop  four  new  career  pathways:  Computer  Science,  Media  Communications,  Graphic  Design  and  Architectural  Design.  

• On  February  6,  2014,  Da  Vinci  Design  High  School,  operated  by  Da  Vinci  Schools,  Inc.,  submitted  a  proposal  entitled  “Da  Vinci  K-­‐Career  Pathways  Partnership”  for  CCPT  round  2  as  the  lead  fiscal  agent/applicant.  Palisades  Charter  High  School  was  one  of  10  secondary  school  partners  (all  high-­‐performing  LA-­‐area  charter  schools)  that  signed  onto  the  MOU.  The  overarching  goal  of  the  CCPT  is  to  build  robust  partnerships  between  employers,  schools,  and  community  colleges  in  order  to  better  prepare  students  for  the  21st  century  workplace  and  improve  student  transition  into  postsecondary  education,  training  and  employment  by  (1)  establishing  or  strengthening  existing  regional  collaborative  relationships  and  partnerships  between  business  entities,  community  organizations,  and  secondary  and  postsecondary  educational  entities;  (2)  developing  and  integrating  standards-­‐based  academics  with  career-­‐relevant,  sequenced  curriculum  following  industry-­‐themed  pathways  that  are  aligned  to  high-­‐skill,  high-­‐wage,  high-­‐growth  jobs,  or  emerging  regional  economic  sectors;  and  (3)  providing  articulated  pathways  to  postsecondary  education  and  careers  aligned  with  regional  economies;  and  (4)  leveraging  and  building  on  existing  structures,  requirements,  and  resources.    

• Should  Da  Vinci  Schools  be  successful  in  being  awarded  CCPT  grant  monies  in  this  latest  round  of  funding,  I  will  not  derive  any  personal  benefit  or  

financial  gain,  nor  have  I  received  any  personal  benefit  or  financial  gain  from  the  first  round  of  CCPT  funding.    

• The  nature  of  the  CCPT  grant  does  not  prescribe  how  the  Career  Pathways  will  be  designed  and  enacted.    Rather,  all  10  secondary  school  partners  involved  will  work  together  as  a  community  of  practice  coming  together  monthly  for  group  collaboration,  training,  problem-­‐solving,  and  support.    How  the  career  pathways  are  rolled  out  will  be  the  sole  discretion  of  each  school  and/or  cohort.  Da  Vinci's  role  will  be  to  provide  mentoring  and  support  to  two  cohorts  (one  each  grant  year)  in  the  areas  of  pathway  design,  managing  dual  enrollment,  establishing  industry  and  higher  education  partnerships,  and  creating  real-­‐world  workplace  experiences  for  students.  Da  Vinci  also  will  lead  and  host  annual  professional  development  days,  provide  opportunities  for  site  visits,  and  provide  sample  curriculum,  assessments,  agreements,  forms  and  templates  that  are  readily  adaptable  and  replicable.    

• If  the  project  is  funded,  Da  Vinci  Schools  will  receive  and  administer  the  grant  funds  and  submit  the  required  reports  to  account  for  the  use  of  the  grant  funds.  Pursuant  to  the  MOU,  Da  Vinci  will  pay  PCHS  $330,425  for  Years  1  and  2.  Da  Vinci  will  pay  the  other  nine  secondary  school  partners  a  similar  amount.  Da  Vinci  also  will  be  responsible  for  the  performance  of  any  services  provided  through  funds  awarded  under  this  grant  by  the  partners,  consultants,  or  other  organizations;  and  set  aside  funding  within  its  own  budget  and  obtain  funding  commitments  from  program  partners  sufficient  to  support  the  ongoing  costs  of  the  program.  Pali  has  not  and  will  not  contribute  any  funds  toward  the  writing  of  the  grant  or  for  participating  in  this  grant.    

• Da  Vinci’s  Chief  Financial  Officer  is  Tom  Cox,  one  of  the  most  experienced  school  finance  officers  in  the  state.  Da  Vinci  Schools  are  committed  to  transparency  in  financial  reporting  and  will  continue  to  serve  as  a  responsible  steward  of  taxpayer  funds.    

• The  Da  Vinci  Board  Chair’s  vision  and  directive  is  to  positively  impact  as  many  children  as  is  possible  in  a  high-­‐quality  way.  As  such,  Da  Vinci  has  opted  to  become  a  disseminator  of  programs  and  practices  instead.  It  is  within  this  context  that  we  pursued  the  CCPT  grant  as  the  lead  partner  in  developing  a  robust  community  of  practice  dedicated  to  expanding  college  and  career  pathways  that  lead  to  college  completion  and  good  paying  jobs.  

This  is  my  sole  agenda  and  that  of  Da  Vinci’s  –  to  play  a  small  part  in  this  arena.  

• Unfortunately,  many  of  our  children  are  not  prepared  to  compete  for  jobs  in  the  21st  century  knowledge-­‐based  economy.  The  statistics  are  alarming:  There  are  4  million  unfilled  jobs  across  the  country  because  applicants  don’t  have  the  skills  employers  need;  41%  of  recent  college  graduates  are  underemployed  or  unemployed;  91%  of  low-­‐income  U.S.  students  who  enroll  in  college  don’t  graduate;  Class  of  2013  grads  face  an  average  $35,200  in  college-­‐related  debt.  Despite  this  data,  I  am  encouraged  by  the  latest  thinking,  conversation,  and  collaboration  taking  place  around  the  nation  on  closing  the  skills  gap  and  ensuring  our  children  are  prepared  with  the  right  skills  for  the  right  jobs.  California  is  leading  the  charge  with  the  Career  Pathways  Consortiums  and  Linked  Learning  Alliance.  When  students  love  what  they’re  doing,  they  work  harder,  dream  bigger,  and  can  achieve  anything.  Creating  a  community  of  practice  and  building  robust  partnerships  across  the  region  are  massive  undertakings.  We  can  and  must  do  this  work  together.      

I  may  have  missed  some  actual,  potential  or  perceived  conflicts  of  interest  in  the  above  response.  If  you  should  have  any  questions  or  concerns,  please  don’t  hesitate  to  contact  me  at  310-­‐977-­‐5193.    

Sincerely,  

 

Matthew  Wunder,  Ed.D.    CEO—Da  Vinci  Schools    

  Palisades Charter High School More Than 50 Years of Innovation and Excellence

 

2014-15 Schoolwide Goals

Goal 1: PCHS will increase math support for both students and teachers.

STUDENT SUPPORT

A. PCHS will adopt and support the PCHS Math Department SMART goals:

1) Increase the percentage of 9th graders who complete the first half of Algebra

(Algebra 1A/Algebra B) their first year by 5%.

2) Increase the percentage of 11th graders who complete Geometry AB by 5%.

3) Increase proficiency rates on each standard by 3% (as measured on the final exam).

B. PCHS will develop and administer a math survey to students to determine perceptions about math classes and math supports. Surveys will be completed within the first five weeks of the school year and followed by a post survey in December 2014 to determine student participation in support programs. PCHS will analyze the data to determine frequency of access, level of improvement in standards acquisition, and degree of improvement in affective reactions to math.

C. PCHS will develop and provide a math lab to support successful completion of math standards. Student use and program effectiveness will be monitored through log sheets, student surveys, and evidence of improvement on standards assessments. This data will also inform the school about the number of students who elect to access outside tutoring as well as the number of students who have no longer pursue outside support due to improvements in PCHS supports and programs.

D. PCHS will offer a three-semester class for Algebra 1 students who need additional time to master foundational material.

TEACHER SUPPORT

A. PCHS will provide professional development for math teachers to analyze internal and external factors pertinent to student success. Success will be measured by surveying participants to determine participation and impact of training.

B. The PCHS math coach is available to assist with differentiation, instructional strategies, and intervention.

C. Each math department member will attend a common core approved math training opportunity to be completed by the end of the school year. Each math teacher will give a PLC presentation with materials for the PLC members by the end of the school year.

D. PCHS Math teachers will observe in other math classrooms and participate in a reflective debrief conversation to share observations and insights each semester.

E. PCHS will strategically reduce class size in targeted courses by hiring additional math teaching staff. Staffing needs will be reviewed prior to the start of second semester.

F. PCHS will strive to articulate with Paul Revere Middle School and other Palisades Charter Complex schools to backwards map a cohesive k-12 math program by the end of the 2014-15 school year. G. PCHS will increase support using I XL (from “I excel”) online interactive math program to assist teachers and students.

Goal 2: PCHS will expand intervention support options including tutoring for all students.

A. PCHS will increase the number of strategically differentiated intervention course offerings. Needs assessments will be based on student performance data collected and reviewed at the end of each semester.

B. PCHS will assess the use and effectiveness of programs currently offered including but not limited to Study Center, Office Hours, and Math Lab.

Students referred to and/or attending these programs will be administered a survey to identify their perceptions of effectiveness, accessibility, motivation to attend, practices that were helpful, and impediments to the process. Survey responses will be reviewed to revise locations, hours, etc.

C. PCHS will reduce class sizes for college prep English classes to reach an average class size of 28 in grades 10-12.

D. PCHS will provide emotional support options for students who suffer from anxiety. Recommendations include identifying budget resources to:

1) Provide three 4-week educational/therapy groups during the 2014-15 school-year to increase student's ability to manage anxiety through coping strategies to include relaxation techniques, self-talk, and visualization.

2) Increase 504 Coordinator position to full time to provide safe area for students with emotional/academic distress to remain at school to complete work.

3) Provide additional two days of mental health support for all students.

E. PCHS will implement Temescal Academy After School Academic Support program. To increase student credit recovery, Temescal Academy will provide mandatory after school support to assist students with less than 80% work completion.

F. PCHS will improve the use of data to identify effective instructional practices and supports. To assist in identifying a correlation between tutoring and student success, a tracking/monitoring system will be implemented to ensure referred students are 1) accessing tutoring consistently and 2) if not, supports to include follow up parent / student meeting, reinforcement for attending tutoring, escort to tutoring, change in tutors. Tutoring location, frequency, and duration will be compared to student work completion and test scores to identify effectiveness.

Use correlations above to identify instructional practices, (i.e. differentiation strategies and grading policies) through focused/strategic classroom observations by teachers and administrators, to identify effective strategies leading to student success to guide professional development.

Goal 3: PCHS will establish a positive culture and customer service focus throughout the organization from the Board of Trustees, administrative offices, and classrooms to demonstrate respect and encouragement for all stakeholders.

A. PCHS will establish and enforce standard operating procedures pertaining to customer service.

PCHS will provide customer service skills training by group (office staff, other classified, faculty, volunteers, and student aides) and department to be completed by January 2015 with monthly follow up and refresher modules. Mid-term and end of year feedback will be collected from stakeholders regarding progress and satisfaction.

B. PCHS will post and convey timely, accurate information relevant to stakeholders (calendars/events, grades, assignments) through available resources including Infinite Campus, Schoology, and Event Management System (EMS) calendars. Administration and technology support will review calendars monthly to make adjustments.

C. PCHS will evaluate the configuration of offices and restructure where needed to promote customer service as well as provide a workspace that allows for the concentration needed to ensure accuracy and efficiency.

D. Prioritize “civil discourse” through outreach to collective bargaining groups and all stakeholder groups.

Goal 4: PCHS will increase 21st century career awareness and opportunities for students through expanding the Career Center and increasing community involvement to offer career fairs, speakers, job shadowing and internships.

A. PCHS will explore and establish work/study opportunities for employment, internship, and mentorship with local community businesses, agencies, and receptive organizations. Outreach to local civic groups such as the Chamber of Commerce, Rotary Club, and other organizations is in progress to establish internships, job shadowing and speakers. The PCHS Career Fair will be held in spring 2015. Potential grant funding for a Career Coordinator will be sought.

B. PCHS will partner with receptive local and national corporations open to creating mutually beneficial relationships between the classroom and the community with opportunities to increase social awareness and enhance educational programs.

Goal 5: PCHS will refine school data analysis including metrics and measurements to increase academic achievement.

A. PCHS will identify measurements to be revisited and analyzed according to established timeline.

B. PCHS will develop and administer 9th and 10th grade internal assessments aligned with the common core standards (Smarter Balanced assessments)

15777 Bowdoin Street, Pacific Palisades, CA 90272 * (310) 230-6623 * www.palihigh.org @PaliCharterHigh * Facebook.com/PaliHigh

 

C. PCHS will provide training for all PLCs on the use of a data protocol to analyze common assessment data and use the data to inform instruction. Every PLC will have gone through this training by spring 2015.

D. PCHS will provide training for all PLCs on the use of Mastery Manager to convert common assessments using system upgrades by the end of spring 2015.

E. PCHS administrators will develop a process to determine how well the PLC assessments align with the common core standards to provide feedback each semester.

F. PCHS PLCs will share progress via written reports to be completed by April/May 2015.

G. The Academic Accountability Committee will review PLC data/reports and present to Board.