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.