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Mr. Boston congratulated the Robotics team, which participated in the tournament the past weekend, was an Alliance captain in the finals, made the finals, won a significant award, and made a great showing.

In honor of Women's History Month, Ms. Heimov acknowledged strong, courageous women in our past and future.

Mr. Santiago commented that his colleague, who did not know that Mr. Santiago is on Da Vinci's Board, attended the robotics tournament to watch his son compete for a different school. The colleague said that Da Vinci ran a great tournament. Mr. Santiago thanked all those who worked to host the event, and congratulated the Da Vinci team.

Dr. Wunder noted that the Esports tournament was held the day before. Ken Brown, the late former Da Vinci Schools Board member who was a Northrop Grumman engineer, always wanted Da Vinci to host an Esports tournament, and he would have been happy to see that desire come to fruition.

Ms. Rodriguez gave an Alder residency update, saying that there are three Alder resident candidates (one in all three sciences, Physics, Chemistry, and Biology, and one in Math and one for Special Education) whom she hopes to employ, and three more candidates for next year.

Alder Graduate School of Education is aligned with Da Vinci Schools, especially in supporting the "Learn by Doing" philosophy. Residents work in the schools under a mentor teacher four days a week for a year, so they are well-versed in the school's culture and fit right teaching in the following year. Both organizations also believe in growing local talent, which is why Da Vinci offers staff the opportunity to become Alder residents and earn their teaching credentials.

Dr. Steve Wallis introduced the presentation, sharing that the presentation will cover CTE courses, the Real World Learning program, and the new LifeLaunch and Work Experience programs. He introduced new-to-the Board team members Christina Medina and Evelyn Hernandez-Rosas.

Connect Middle School has a new program where they are exposed to all Da Vinci CTE pathways over their middle school years. Alexi Paraschos, the Performing Arts Coordinator, has earned a CTE credential, so the Performing Arts program now gives students a new CTE pathway.

Key CTE initiatives for the school year include digital work portfolios, industry-recognized certifications, dual enrollment courses, and career exploration.

The third annual Career-Connected Learning Gathering was held March 18-20 at Da Vinci Schools.

Crissel Rodriguez shared the Real World Learning highlights of guest speakers and mentorship experiences. Da Vinci teachers have increasingly requested speakers who align with classroom projects. Guest speakers from Cal Water, Google, ABC13, and United Airlines, among others, have spoken before students in their classrooms. Mentors from industry partner Northrop Grumman have visited students both in person and virtually, speaking about technology, and hosting students for field trips.

The Fine Arts pathway is new to Da Vinci Design this year, and the exciting Design Art Car project, has Otis College of Art and Design teachers and Mattel Hot Wheels lead designer Brian Benedict working directly with the students to design an art car which will be joining the Art Car Parade in Houston this spring.

Career programming includes holding mock interviews, and a Holiday bazaar event for students from TK-8 through high school to showcase and develop students' professional skills.

Leaving-to-Learn experiences are field trips to different industries not represented by Da Vinci's CTE pathway, such as law firm Atkinson, Andelson, Loya, Ruud & Romo, the West Basin, and the Society of Manufacturing Engineers' Brightminds Student Summit, and trade school visits.

Da Vinci has over 300 industry partners, with 140 actively engaged this year. 

Since Fall 2023, 2,334 students have engaged in RWL experiences. On average, students receive over 140 career, internship, and volunteer opportunities each semester. The team has supported over 65 teachers through industry connections and career-focused programming this school year. The team works closely with the Da Vinci data team to track results.

Improving student support systems, preparing student readiness, and skill building. The team is working on an internal mock interview tool, where students can upload a resume and target and an AI avatar conducts an interview. The team is exploring how to use AI tools ethically and responsibly to scale durable skills and support (not replace) career coaching.

Work Experience teacher Christina Medina spoke about the work-based learning curricular model, and the work being done to support the early career pipeline. Work Experience is a one-year elective course offered to 11th and 12th graders across all five Da Vinci high schools.

Students are asked identity questions (what do you believe you can be?) to help them discover what drives their purpose and interests. Students then work on skill building (what you know you can do), and social capital (who do you know) through interviews, job shadows, and internships.

Partners supporting the Early Career pipeline align with Da Vinci's philosophies. The Belkin mock interview event featured Belkin and Fabletics staff who volunteered to conduct one-on-one interviews with students in the Work Experience and LifeLaunch programs and give direct feedback. Alaska Airlines is a new partner who offered an industry field trip where students went out on the tarmac and learned about different aviation careers including air traffic control, commercial pilots, and terminal operation attendants.

The El Segundo Sports Complex is a new partner. The staff there created a curriculum for Design student Khalil Holland, who is passionate about athletics and sports medicine and preventing sports injuries. He spent three hours per week working with a coach.

All students complete their resume and 88% have participated in career exploration (interviewing, job shadows, work experience placement). Nine industries are represented.

Erin D'Souza shared an update about LifeLaunch. LifeLaunch is a hybrid, independent study, post-12th grade (ages 18-22) program. Students select either the college-forward program (1-3 years), or the career-forward program (1 year, with an option for 3 years in aviation). New to the Healthcare pathway is phlebotomy, with a McAllen Medical healthcare professional. The pharmacy technician program is run out of Torrance Memorial. 

LifeLaunch enjoys 98% ADA, 60% of aviation students have earned a drone license, 33% of pharmacy technician students have passed their certification test, and 89% of students have participated in at least one career preparation opportunity above and beyond their required LifeLaunch classes.

Dr. Wallis wrapped up the presentation, noting that the career education programs are very robust, and the team receives tour requests from other schools every week. The CCL Gathering spotlighted the work at Da Vinci Schools to support students regardless of whether or not their path after high school includes college; every one of them needs a career that launches them into a life of purpose and financial freedom.

He shared that an idea he's thinking about is an idea for student entrepreneurs to pitch their ideas and obtain seed money. It was inspired by a few alumni students who launched their own clothing business but folded due to finances. They learned things about business that they wouldn't have learned any other way. In this economy, entrepreneurial skills will be critical. 

Mr. Santiago asked what the plans are for scaling up the entire program. The CTE pathways are offering more and more elective courses. The work experience program is a pilot this year, offered to all five DV high schools, and one of the difficulties is getting RISE and Connect students to the 201 campus, so the team is looking at bringing the class to them. Another idea is bringing together the alumni and career work; many employers can only take people 18 and over, so if the team can offer alumni those opportunities, it will bring in more industry partners and more opportunities.

Mr. Boston inquired if the team had considered using summer offerings to help with scaling. Dr. Wallis responded that the team does offer the CNA program over the summer. It's dependent on what industry and Da Vinci staff are available.

Dr. Wunder commented that industry partner Belkin has been a Da Vinci champion for many years, and Dr. Milo Dodson, Belkin's Senior Manager for Diversity and Inclusion, has been extremely supportive of Da Vinci, including building out Belkin space for LifeLaunch.

Principal Andrew Daramola and Assistant Principal Elizabeth Ornelas spoke about Da Vinci Communications (DVC).

Highlights of DVC. This is year 13 for DVC, the Liberal Arts-based and Media-focused school. Their CTE Pathways are Computer Science (Esports); Marketing (DECA); Media Production; and Multimedia Journalism. DVC also hosts the FUTURES program for students with exceptional needs, emphasizing inclusion and neurodiversity. DVC is also committed to peer-to-peer development initiatives like coaching and professional learning communities. Attendance initiatives have seen results. DVC is also Da Vinci's "newcomer" school. Over the past six years, students from over 10 different countries have studied at DVC.

Total enrollment is 546, the free and reduced lunch count is 264, the count for students with IEPs is 81, and the English Learner count is 22. Students from 16 different school districts attend DVC. 31.9% are Wiseburn Unified students.

9th grade students receive strong supports, starting with Wolf Pack Days in the summer, where incoming students take a campus tour, meet their teachers, and bond with upperclassmen and each other at the Overnighter. Wolf Pack Days' student leaders are current DVC 11th and 12th graders.

The team is working on a potential 9th grade Seminar to help students with executive functioning skills and getting in tune with Da Vinci Communications culture. The 9th graders are introduced to Computer Science for STEM skills, and Humanities/Ethnic Studies for literacy. Multi Tier Systems of Support (MTSS) include Math intervention seminars for students who didn't pass their first semester of Math, targeted supports for attendance, MAP testing, and grades, and peer mentors/counselors to provide executive functioning, academic proficiency, and socioemotional supports.

Data reveals students who need extra supports (those with attendance challenges, ELL, IEP, etc.) are prioritized. MAP math test results have seen an improvement over time. Math interventions include having Caline Khavarani-Smith implement FIABs and IABs, math screenings over the summer, using data to place students, prioritizing all students to be tested, and holding intervention seminars in second semester.

MAP Reading achievement scores for current 12th graders show fairly consistent scores for 2024-25 and 2025-26.

English Language Arts interventions include 9th grade summer ELA screening, prioritizing students with IEPs in class formation, offering EL support with dedicated paraeducators, peer mentors, and an EL Seminar; targeting Flex Blocks to support struggling students; implementing ELA FIAB/IABs in the 2026-27 school year. DVC has a large English Language learner population.

Mr. Daramola commented that a newcomer EL student is expected soon, and the EL team has already met with him to plan for supporting the new student.

Students are being acclimated to the CAASPP test. Juniors will be taking the CAASPP in Math, English and Science in April. Mr. Daramola looked at the CAASPP data patterns overall and by subgroups.

Areas of focus include supporting Math and English achievement through the use of data; teacher alignment and improving academic rigor through job-alikes; maintaining and improving student attendance; increasing support for ELL; continuing support for FIUTURES; and expanding dual enrollment and CTE opportunities.

Mr. Boston thanked Mr. Daramola and Ms. Ornelas, and inquired about the work being done in the summer before 9th grade. Does the team see 100% participation for the testing? DVC sees close to 100% participation, but they are voluntary days. All students attending Wolf Pack Days take the Math and English screener. MAP testing happens three weeks into the school year, and class assignments are shifted as a result. Mr. Boston asked about the use of the data. The teams analyze the data during professional development days and put students into math interventions like Flex Blocks (office hours) with Algebra and Geometry teachers. Mr. Boston asked if the team has seen improvements. Generally speaking, there is performance growth between the two tests administered at the start of school and mid-year, but the team is still working on developing supports.

Ms. Rainey shared that the teams meet once a month in separate Principals' and Assistant Principals' meetings to share strategies and discuss data with the data team, the assistant superintendents, and executive directors.

Michelle Rainey gave the required Mid-Year LCAP Update, sharing highlights. DV Connect is in blue and green on all California School Dashboard academic indicators, and shows increases in Math and ELA CAASPP proficiency. DVC shows increases in Math and ERW PSAT scores and increased positive parent and student survey responses; DVD shows EL improvements, a decrease in EL suspensions, and increases in positive parent and student survey responses. DVS shows CTE pathway completion increases and a decrease in suspensions.

Mid-year focus areas include Connect HS's ongoing focus in math proficiency, decline in A-G eligibility and increase in the drop-out rate. This is partly due to the high number of transfer students at Connect. 

At DVC, there are slight declines in Math (to orange on the California Dashboard) and a slight gain in English, as well as a slight decline in graduation rate, College and Career Indicator, and CTE completion rate. Graduation rate decline may be due to students attending LifeLaunch and going to Connect.

DVD shows declines in Math and English to orange, and a decline in Math PSAT and no gain in Reading PSAT.

DVS shows declines in Math (to yellow) and English (to green) on the California Dashboard, and has a goal to lift CTE pathway completion to over 80% in line with DVD and DVC rates.

Ms. Heimov inquired about the California Dashboard. Ms. Rainey noted that the Dashboard calculation is complex, and takes into account the actual scores, growth or decline, and participation (whether or not the student takes the test). She also noted that since the pandemic lockdown, all schools in Los Angeles County, across the State, and nationally, are seeing declines. What is not seen at Da Vinci is the improvement that other schools have been seeing. This may be due to the cultural attitude toward testing. PBL does not mean that we do not use formative assessments. Ms. Rainey has seen a tangible shift in teachers' attitudes - more are leaning in.

Ms. Heimov inquired about Da Vinci's suspension policy. Mr. Whalen responded that Da Vinci leans into restorative justice and practices like in-house suspensions that do not push students out.

Ms. Schaefer inquired about dropout rates and if it means that students who drop out do not enroll elsewhere. Ms. Rainey shared that it is a complex issue, due in part to students who may move away or who enroll elsewhere but the system doesn't capture that or families don't communicate. The DV front office staff and data team are working on improving standards of practice around tracking students.

Mr. Amato shared the Second Interim budget, noting that it is a projection of trends. He shared that ADA is projected to be up by 11.2 (enrollment and attendance were up) over the previous projection. Total revenue is up $126K.

Personnel expenses are projected to be $83K less than what was budgeted in November. Services and operational expenses have increased by $86K; total expenses are fairly consistent with Mr. Amato's earlier budget. Overall total surplus is a $115K increase over what was projected.

Ms. Schaefer inquired if Mr. Amato has a comparative report. He noted he could send out comparative figures between first and second interim per site. Ms. Schaefer requested a consolidated comparison between the first budget and the current one. He will send it to the Board. 

Net surplus is $242K over $127K from first interim. Total reserves are projected at just over $12.8M. Deferred maintenance funds being held and waiting for remaining ERC funds to pass out of the IRS auditing period. Brief discussion on the location and interest rate of the surplus funds ensued.

Approval items on the agenda include organizational and worker's comp insurance going out to bid. The CharterSafe notification up for approval doesn't mean that we will leave them, but Mr. Amato hopes to realize a cost savings by bidding out the business.

Mr. Bravo shared that in March, 541 events took place across all Da Vinci sites. Da Vinci hosted the OAS L.A. Regional Archery tournament for the first time, where about 150 archers from multiple schools completed in this qualifier for California State and National competitions. Archery is not a CIF sport, but WDV Archery is part of the Olympic Archery in Schools (OAS) program. 

Over 1,300 people attended the FIRST LA District Robotics Championship. Da Vinci's Team 4201 won the Impact Award, which qualifies them for Regionals in Anaheim. One more event in Orange County is another opportunity for the team to win a chance at the World championship event in Houston.

The Battle of the South Bay Esports Championship was held at Da Vinci's Black Box Theater for both middle school and high school students. Hawthorne Middle School, El Segundo Middle School, Adams Middle School from Redondo Beach, and Rogers Middle School from Lawndale competed. El Segundo High School, Redondo Union High School, and two Da Vinci teams competed. The Da Vinci teams each beat one of the other competitors, so the final came down to Da Vinci Team A versus Da Vinci Team B.

The Cafe construction is progressing, and is on track to be completed by the end of April.

Mr. Whalen commented that the policy is updated to ensure compliance with Education Code, particularly with parent communication. Step-by-step protocol has been distributed across all campuses.

Entered 7:59 p.m.

Reconvened at 9:14 p.m.

Mr. Santiago stated that no action was taken in Closed Session.