YMCS-102413-Board-Ma.. - Yu Ming Charter School by jianglifang

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									                                                   AGENDA

                                 Board of Directors Regular Meeting
                                1086 Alcatraz Ave, Oakland, CA 94608
              Additional Location: Courtyard Marriott. 500 E 1st St. Long Beach, CA 90802

                                              October 24th, 2013
                                                  6:00 pm

                                               Vision & Mission
  Yu Ming Charter School will provide a challenging and comprehensive education for Kindergarten through 8th
  grade students, preparing them to be inquisitive and analytic lifelong learners in the 21st Century world. Our
                                                   mission is:
                      • To provide an academically rigorous college preparatory program
               • To graduate students with bilingual and biliterate skills in Mandarin and Chinese
      • To nurture intellectual curiosity, international perspective and diligence in attaining personal goals
     • To develop young people with compassion, sound moral character and a sense of responsibility for the
                                            community and the environment

I. PRELIMINARY
       A.   CALL TO ORDER
            Meeting was called to order at                              .

       B.      ROLL CALL
                                                                        Present        Absent
               Gloria Lee                                               ______          ______
               James Mink                                               ______          ______
               Chrissy Schwinn                                          ______          ______
               Josh Stern                                               ______          ______
               Carina Wong                                              ______          ______
               Kelun Zhang
               Rodrigo Prudencio


       C.      APPROVAL OF AGENDA

               Motion by:
               Seconded by:
               Vote:


INVITATION TO THE PUBLIC TO ADDRESS THE BOARD

 I.    CONSENT AGENDA (James)
       A. Approve the May minutes and September 19th, 2013 minutes
          B. Approve the September Check Register (Yoon)

II.       INFORMATION/ACTION ITEMS

          A. Finance Committee: (Yoon/Kelun – 20 MIN)
                 1. YTD Financials
                 2. Common Core Budget review
          B. Principal’s Report (Laura – 20 MIN)
                 1. Report on multiple items including: anticipated expenditures, school-wide discipline,
                    Tone of parent communications to staff, new writing assignments, new report cards,
                    new Teacher Support and Evaluation System
                 2. Report from Parent Action Group Co-Presidents

          C. Education Committee (Carina – 20MIN)
                1. Report on Committee’s October 18th meeting, including discussions on draft teacher
                    support & evaluation system and process improvement.

          D. Strategy (Gloria – 30min)
                 1. Discuss school goals for 2013-14 in preparation for October approval

          E. Facilities: (Chrissy- 20 MIN)
                 1. Provide update on possible long-term facility search

          F. Fundraising: (Rodrigo– 15 MIN)
                1. Report on Fall Annual Fund Drive and plans for End of Year Campaign

          G. Board Development: (James– 30 MIN)
                1. Approve priorities for Board development
                2. Set year-long calendar of topics for future Board meetings

III.      REVIEW OF ACTION ITEMS AND FUTURE AGENDA ITEMS


IV. ADJOURNMENT

The meeting was adjourned at                                                           .

                                             THE ORDER OF BUSINESS MAY BE CHANGED WITHOUT NOTICE
                        Notice is hereby given that the order of consideration of matters on this agenda may be changed without prior notice.

                                       REASONABLE LIMITATIONS MAY BE PLACED ON PUBLIC TESTIMONY
       The Governing Board’s presiding officer reserves the right to impose reasonable time limits on public testimony to ensure that the agenda is completed.

                          REASONABLE ACCOMMODATION WILL BE PROVIDED FOR ANY INDIVIDUAL WITH A DISABILITY
          Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who requires reasonable
         accommodation to attend or participate in this meeting of the Governing Board may request assistance by contacting Yu Ming Charter School during
      normal business hours at 1086 Alcatraz Ave, Oakland, CA 94608; telephone (510) 452-2063as far in advance as possible, but no later than 24 hours before
                                                                            the meeting.

                                                                  FOR MORE INFORMATION
         For more information concerning this agenda or for materials relating to this meeting, please contact Yu Ming Charter School at 1086 Alcatraz Ave,
                                                          Oakland, CA 94608; telephone (510) 452-2063
                                          DRAFT MINUTES

                                Board of Directors Regular Meeting
                               1086 Alcatraz Ave, Oakland, CA 94608

                                           May 16, 2013
                                            6:00 pm
 I. PRELIMINARY
        A.   CALL TO ORDER
             Meeting was called to order at 6:10 p.m .

       B.     ROLL CALL
                                                               Present       Absent
              Meng-Hsiung Kiang                                __X__          ______
              Gloria Lee                                       __X__          ______
              James Mink                                       ______         __X___
              Ted Rebholz                                      __X__          ______
              Chrissy Schwinn                                  __X__          ______
              Josh Stern                                       __X__          ______
              Carina Wong                                      __X__          ______

       C.     APPROVAL OF AGENDA

       Mr. Stern shortened his Fund Development agenda item to include only a Q&A session. To
       accommodate Ms. Wong’s schedule, the Governance part of the agenda will follow the
       Principal’s report. With these changes, the board moved and voted on approval of the Agenda as
       follows:

              Motion by:   Carina Wong
              Seconded by: Chrissy Schwinn
              Vote: 6-0-0

II. INVITATION TO THE PUBLIC TO ADDRESS THE BOARD
No members of the public offered comment on items not on the agenda at this time.

III. CONSENT AGENDA
        A. Approve the April 18, 2013 Minutes
        B. Approve the April Check Register

Ms. Kiang pulled the check register from the Consent Agenda
                                              DRAFT MINUTES

                                Board of Directors Regular Meeting
                               1086 Alcatraz Ave, Oakland, CA 94608
             Additional Location: Courtyard Marriott. 500 E 1st St. Long Beach, CA 90802

                                         September 19th, 2013
                                               6:00 pm

I. PRELIMINARY
       A.   CALL TO ORDER
            Meeting was called to order at 6:20 p.m.

       B.     ROLL CALL
                                                                Present      Absent
              Gloria Lee                                        x             ______
              James Mink                                        (by tel.)     ______
              Chrissy Schwinn                                   x             ______
              Josh Stern                                        x             ______
              Carina Wong                                       x             ______
              Kelun Zhang                                        x
              Rodrigo Prudencio                                               x


       C.     APPROVAL OF AGENDA
       James Mink requested that items 1 and 2 be dropped from the Board Development section of
       the agenda. With that amendment, the agenda was moved and voted on as follows:

              Motion by:   Carina Wong
              Seconded by: James Mink
              Vote: 6-0-0 by roll-call vote


INVITATION TO THE PUBLIC TO ADDRESS THE BOARD
No members of the public offered comments at this time.

  I.   CONSENT AGENDA (James)
       A. Approve the August 15th and 24th minutes
       B. Approve the August Check Register (Yoon)
The consent agenda was moved and voted on as follows:

              Motion by:   Kelun Zhang
              Seconded by: Josh Stern
              Vote: 6-0-0 by roll-call vote
  II.   INFORMATION/ACTION ITEMS

        A. Principal’s Report

Principal Laura Ross provided an update on back-to-school night, and on other methods of outreach to
parent community. Ms. Ross also provided an update on physical education, and related language
issues, along with art classes, social skills classes and diversity training.

Christine Wu-Dittmar provided an update on PAG, including a dinner, the moon cake sale, and a night
market on Friday.

        B. Strategy

Carina Wong led a discussion on the four categories of school goals: Student Outcomes; Life
Skills/Global Citizenship; School Climate and Culture; and School Growth and Stability.

    1. Student Outcomes

The board discussed the appropriate standards and assessment to use for the four aspects of Mandarin
proficiency/fluency (speaking, listening, writing and reading). The board also discussed the transition
from STAR tests to SBAC tests, and methods to assess progress from one year to the next while
switching tests.

ACTION ITEMS:
   - Principal Ross to provide ELOPA results to Carina Wong.
   - Carina Wong to prepare adjusted target 2013/14 target for grade 2

    2. Life Skills/Global Citizenship

The board did not suggest any changes to this category.

    3. School Climate and Culture

The board discussed the definition of this category, as well as appropriate metrics.

ACTION ITEMS:
   - Kelun Zhang to work on metrics for this category
   - Carina Wong to add Staff Satisfaction to this category, and move Confidence in Leadership out of
      this category
   - Josh Stern to send Laura Ross a copy of a survey to use with teachers in assessing staff
      satisfaction
   - Chrissy Schwinn to follow up with parents re metric for Parent Involvement

    4. School Growth and Stability

The board discussed additional elements to add to this category.

ACTION ITEM:
    - Carina Wong to add Confidence in Leadership, Fund Development and Community Partnership to
    this category

Members of the public offered comments on the school goals. The board discussed how to get further
input on the school goals, and when to set annual goals.

ACTION ITEM:
      - James Mink to add voting on school goals to the annual board meeting calendar, for June

         C. Facilities

Chrissy Schwinn provided an update and led a discussion on the School’s long-term facility search. The
board discussed the steps needed to have a Prop 39 request in to OUSD by the November 1, 2013
deadline. Members of the public provided comments on the facilities search.

ACTION ITEM:

         - Facilities Committee to hold strategy session

         D. Finance

Kelun Zhang presented an overview of the current financial situation of the School. EdTec staff provided
an update on unaudited actuals. There will be an audit in September/October for approval by the board
in November.

         E. Board Development

Gloria Lee led a discussion on the communication guidelines document in the packet. The board
discussed the issues raised by the document, and its manner of presentation. There was public
comment on this item.

  III.   ADJOURNMENT

  The meeting was adjourned at 9:07 p.m.
Regarding the balance of the Consent agenda, the board moved and voted on approval as follows:

               Motion by:   Ted Rebholz
               Seconded by: Meng-Hsiung Kiang
               Vote: 6-0-0

Regarding the Check Register, in response to Ms. Kiang’s questions, Principal Ross clarified that parking
reimbursement was a late submission, and that Gate View “Printing” was actually “Painting” related to
move-in refurbishment. After this discussion, the board moved and voted on approval of the check
register as follows:

               Motion by:   Ted Rebholz
               Seconded by: Chrissy Schwinn
               Vote: 6-0-0

IV. INFORMATION/ACTION ITEMS
        A. Principal’s Report
           1. Regarding staffing, Principal Ross reported as follows:
               a.      Offer on 2nd-grade teacher has been accepted; just awaiting background check
               b.      Additional other teachers in the interview pipeline;
               c.      Mia has agreed to return
               d.      Counselor / psychologist – job posting for school psychologist, preferably with
                       Mandarin skills (of which Kara is aware)
                       i.     Prefer 0.5 FTE of Kara + 0.25 school psychologist
                       ii.    If no school can share Kara, then more time for school psychologist

           2. Regarding facilities, Principal Ross reported on seismic work to be performed this
              summer. Ms. Kiang asked about the costs, including what the school would be liable for.
              Ms. Schwinn, Ms. Lee and Mr. Rebholz explained that the school is contractually obligated
              to pay up to $21,000 in total related expenses, with the Church responsible for anything
              above that threshold. iii.    Mr. Stern asked about timing, and Ms. Schwinn explained
              that the Facilities Committee is seeking firm bids from contractors and clarity on
              permitting needs; Ms. Lee reminded the Board that this spending was approved by the
              Board as part of the lease negotiation.

           3. Regarding curriculum and assessment, Ms. Wong encouraged Ms. Ross to underscore in
              her communications to parents upcoming changes in assessment tests. Ms. Kiang asked
              why CCCC is no longer being used, to which Ms. Ross responded that it’s not as good as
              ELOPA (including listening) and Common Core (including reading).

           4. Principal Ross presented the proposed instructional minutes for school year 2013-14 for
              approval. The board moved and voted on approval of the instructional minutes as
              follows:

               Motion by:   Carina Wong
               Seconded by: Chrissy Schwinn
               Vote: 6-0-0
   5. Regarding enrollment, David Cherry summarized the application and enrollment statistics
      that were included in the Board packet, including especially that 23 of 52 new slots were
      taken by siblings of existing students. Mr. Rebholz requested Board feedback on possibly
      expanding the number of classes per grade, both to increase revenue and to increase
      diversity.

B. Governance:
      1. Approve change to term for Meng Hsiung Kiang
         Ms. Kiang proposed shortening her term to end on June 30, 2013, to conform with
         consistent board start and end dates. After discussion, the board moved and voted
         on approval of this proposal as follows:

      Motion by:   Chrissy Schwinn

      Vote: 5-0-1
      Seconded by: Josh Stern


      2. Inform on the search for Board Candidates
         Ms. Kiang reminded board members that they should be prepared to vote on
         candidate Kelun Zhang at the June board meeting. Mr. Rebholz shared his positive
         feedback of the candidate, mentioning her being born in China, being a fluent
         Mandarin speaker, having experience in education, in particular, and in business, in
         general. Ms. Kiang agreed with Mr. Rebholz, and also noted that Ms. Zhang does not
         have board experience.

          Ms. Kiang also reviewed the challenges to date in attracting interested candidates.
          Ms. Schwinn asked about challenges with finding interested and qualified candidates,
          and Ms. Kiang explained the inverse relationship between quality and interest. Ms.
          Kiang explained that recruitment has been mainly via private networks, with limited
          postings online, due to disappointment with pertinent websites. Ms. Lee encouraged
          Ms. Kiang to pursue further opportunities for posting to targeted websites, and Ms.
          Schwinn noted that a parent would help develop Yu Ming’s “company” LinkedIn
          profile.

      3. Inform on the process for selecting a parent member; decide on the process if
         appropriate

          As of the board meeting, no parents had declared candidacy for the parent-elected
          board seat. The board then discussed potential changes to the parent-elected board
          seat. Ms. Wong read an email sent by Melissa Lee with suggested revisions to the
          process for selecting parents to the Board. Ms. Kiang responded that the opinion
          expressed in the email did not represent the collective views of the PAG.

          Ms. Kiang also suggested increasing the number of parent-elected board members, in
          order to better represent the parent community. Mr. Rebholz asked what problem
          either of these solutions is trying to solve. Ms. Wong suggested that parent-elected
          members may not feel on equal footing due to a separate election process. Ms. Lee
          underscored that the Board member agreement commits that each Board member
          serves the interests of the entire school. Ms. Kiang stated that she has heard from
          parents who feel that their voices have not been heard, and stated that she believes
         that parents feel their views are not being well-represented. Ms. Wong stressed her
         concern that no parents have yet applied (i.e., the bigger problem is having qualified
         parents on the Board, not having parents elect the Board members). Ms. Schwinn
         reminded the Board that: (a) They ratify any Board member, including those that are
         elected by parents; (b) All Board members have a responsibility to represent the
         interests of the entire community; and (c) Any parent can contact any Board member.
         Ms. Lee reminded the public that any member of the public, including parents, can
         contact any Board member, as well as Laura; Board member bios and contact info are
         available on the school website. Ms. Lee also suggested that it’s now too late in the
         parent election process to change the process. Ms. Kiang responded that forthcoming
         vacancies in board seats in 2014 warrant making the change now.

         Members of the public provided comments as follows:
         One member of the public expressed the view that more diversity is better, and that
         parents may feel limited in discussing issues with Board members if they don’t know
         them. This person also suggested that staggered terms better assure continuity on
         the board. Another member of the public suggested that it would be better if a third
         parent-elected seat “tiered-out” to assure consistency and to ensure some parent
         representation in future when a greater share of Board members will be outsiders.
         This person also commented on the reading of a parent email at a board meeting, to
         the effect that, if one member of public had her email read by a Board member, it will
         open-up a Pandora’s Box, as any parent should be able to email a Board member. A
         third member of the public spoke in favor of the status quo. Understanding the pros
         and cons to the various Board member selection approaches, this person queried
         what the board believed would be valid reasons for not ratifying parent-elected Board
         members. A fourth member of the public agreed with the previous speaker in
         support of the status quo, but stated a concern with sense that parents can only go to
         parent-elected members; in contrast, this person believes that all Board members can
         be accessed by parents, and that the Board should reinforce this in communications
         to parents. A fifth member of the public suggested that this long discussion itself is
         discouraging and indicates too much red tape, rather than getting stuff done. This
         person also expressed uncertainty about the potential Board review of the parents’
         selection of a board member. A sixth member of the public stated a belief that it’s
         important that parents select at least some Board members to ensure that parents
         have ability to directly select, and that three of nine is a good ratio.

         No motion was made or voted upon regarding these topics at this meeting.

C. Fund Development:

         Mr. Stern reminded audience of need for volunteers to sign-up early to help with Gala
         planning. Mr. Stern postponed discussing other topics due to disparities between
         numbers from finance and fund development teams. Ms. Schwinn asked about
         events on the fund development calendar. Ms. Kiang asked about plans for next year,
         especially major items, as well as capital plans, and was curious about exploring
         capital fundraising when Mr. Stern’s predecessor also indicated that he had been
         working on it. Mr. Stern indicated that the long-term capital campaign will revolve
         largely around facilities, and that the Fund Development team is still exploring,
         building upon his predecessor’s work.
               A member of the public discussed working with a chef on food prep for a Luau.

     D. Finance:
            1. Present April Actuals and 2012-13FY forecast
               EdTec presented materials from the board packet regarding April actual and the 2012-
               13 fiscal year forecast.

            2. Discuss 2013-14 draft budget
               EdTec presented materials from the board packet regarding the draft budget.

            3. Discussion of Long Term Budget
               Mr. Rebholz asked whether a charter amendment would be required for expanding
               enrollment. Ms. Lee indicated that it would be required if the size of the school were
               to increase by at least 25%, which would trigger the “material change” threshold. Mr.
               Rebholz asked about Board member comfort with expanding enrollment, and Ms. Lee
               and Ms. Schwinn indicated comfort with considering three classes per grade,
               beginning with school year 2015-16. Ms. Kiang recommended also modeling attrition
               at 6th grade (in addition to 4th grade), as families may then start considering middle
               school alternatives. Ms. Lee encouraged Mr. Rebholz to defer to Ms. Ross regarding
               staffing scenarios for the long-range model. Mr. Stern encouraged the Finance
               Committee to seek Ms. Wong’s advice on staffing levels at higher grades, and to
               factor-in IEP growth.

               A member of the public raised the question of the feasibility of purchasing one or two
               facilities, and about the possibility of reducing class sizes if the school receives
               additional state funding.

            4. Discussion/Approval of the EdTec Contract
               Principal Ross indicated that EdTec had submitted a revised proposal on the same day
               as the Board meeting, which she and Mr. Rebholz had not yet fully reviewed, but that
               they would do so and provide a recommendation before the next Board meeting. Ms.
               Kiang asked about competitors, and Mr. Rebholz responded that the school is talking
               with a competitor (CSMC).

V. ADJOURNMENT

 The meeting was adjourned at 8:51 p.m.
Check Register

                         Yu Ming Charter School
                                    September                   2013                                                                                  Grand Total        85,336.22

                                                                                                                                                                         Check
                      Vendor                             Check Number              Date                              Description                                        Amount
AT&T                                                         2977                9/4/2013     Acct#760 761-3474 555 8; Phn Svc due 09/04/13                                 398.18
Rodric Camp                                                  2978                9/4/2013     After School Program - Aug 2013                                               220.00
CoPower                                                      2979                9/4/2013     ID:53985; Ins September 2013                                                  218.81
East Bay Charter Connect                                     2980                9/4/2013     2013 EBCC/ACOE Common Core Workshop + Annual                                2,000.00
Shiu Kuen Fong                                               2981                9/4/2013     Reimb: Picture Book & Classroom Materials                                     136.09
Jason Lu                                                     2982                9/4/2013     Reimb: Supplies                                                               840.60
Wei Shen                                                     2983                9/4/2013     Reimb: Instructional Materials and Supplies                                   785.02
Standard Business Machines                                   2984                9/4/2013     Machine ID#9333; Color Toner                                                  299.42
Polly Yan                                                    2985                9/4/2013     Reimb: Misc Items                                                          20,766.29
Danny Yun Wing Lau                                           2988                9/9/2013     Reimb: Phone Card                                                              25.00

Pacific Gas & Electric                                        2990               9/9/2013 Acct#2086434523-4; Gas & Elect Svc - 07/23/13 - 08/20/13                           473.45
Laura Ross                                                    2991               9/9/2013 Reimb: Dinner with Elizabeth                                                        40.00
Soccer Shots                                                  2992               9/9/2013 Soccer Shots Classes 08/16 - 11/15/13                                            2,535.00
Vision Service Plan                                           2993               9/9/2013 30 027908 0001; Vision Benefits September 2013                                      60.93
Jiaying Xu                                                    2995               9/9/2013 Reimb: Livescan Fingerprinting                                                      49.99
Xiaochen Xu                                                   2996               9/9/2013 Reimb: Fingerprinting                                                               49.99
Greg Nichols                                                  2989               9/9/2013 Reimb: Computer Network Related Supplies                                           985.56
Network for Good                                            DB090913             9/9/2013 DB090913 - Network for Good                                                         59.95
City Print & Mail                                             2986               9/9/2013 Full Serivce Copying - 3rd Grd Mandarin Writing Journal                            211.40
Ruei-Lian Kao                                                 2987               9/9/2013 Reimb: Supplies                                                                     41.67
Faltz Associates Inc                                          2997              9/17/2013 08/22 - 08/29/13 Indv S/L Therapy - B. Fairchild                                   885.00
Museum of Children's Art                                      2998              9/17/2013 Contract to Provide Services - Invoice 1 of 4                                    2,375.00
The Loss Prevention Inc                                       2999              9/17/2013 Livescan Fingerprinting/Backround Fee Aug 2013                                      52.00
Lynna Tsou                                                    3000              9/17/2013 Reimb: Staff Welcome Party Food                                                     79.75
Waste Management                                              3001              9/17/2013 Acct#065-4411352-2216-0; Waste Management Svc -                                    193.14
Waste Management                                              3002              9/17/2013 Acct#699-0009207-2216-2; Waste Management Svc -                                    148.00
Wei Shen                                                      3010              9/18/2013 Reimb: ACTFL Conference                                                            300.00
Soccer Shots                                                  3011              9/18/2013 Soccer Shots Classes 08/16 - 08/30/13                                              585.00
Standard Business Machines                                    3012              9/18/2013 Machine ID#9471; Staple Cartridge                                                1,000.90
                                                                                          Client#12478; Completion of the 2011 Fed & State Info Tax
Vicenti, Lloyd & Stutzman LLP                                   3013            9/18/2013 Returns for Yr Ended 06/30/12                                                       950.00
Hermione Wilson                                                 3014            9/18/2013 Reimb: Food for Parent Meeting                                                       43.60
Xinyi Xu                                                        3015            9/18/2013 Reimb: Supplies & Conference Fees                                                   446.95



     Note: Multiple expenses or "Itemized/Invoice Amounts" may be paid by one check. The total "Check Amount" will appear for each "Itemized/Invoice Amount" paid by the check.
                                                                                                                                                                         Check
                      Vendor                             Check Number              Date                                   Description                                   Amount
Polly Yan                                                     3016              9/18/2013 Reimb: Misc Expenses                                                             8,217.41
AT&T                                                        EFT091813           9/18/2013 EFT091813 - Disconnect Notice Paid over Phone                                      398.18
Alameda County Office of Education                            3003              9/18/2013 STRS Processing Fee: 1st Qtr July-Sept 2013                                        354.00
Anthem Blue Cross of CA                                       3004              9/18/2013 497638; Blue Cross Health Ins 10/01/13 - 11/01/13                                5,934.00
Carl Chang                                                    3005              9/18/2013 Reimb: Mileage, Workshop, Printer & Amplified Speaker                              258.20
EdTec Inc.                                                    3006              9/18/2013 Monthly Svc - Sept 2013                                                          6,500.00
Lisa Jordan                                                   3007              9/18/2013 Reimb: Supplies                                                                    293.35
Jason Lu                                                      3008              9/18/2013 Reimb: Supplies & Textbooks                                                        274.19
Revolution Foods, Inc                                         3009              9/18/2013 HS Student Meals - August 2013                                                   4,620.90
Lia Barrow Ward                                               M1100             9/20/2013 Manual Ck#M1100 dated 09/09/13 - No Backup                                         386.72
Wing Sum Wong                                                 3017              9/23/2013 After School Teaching - Aug 2013                                                    52.50
Alice Chiu                                                    3018              9/24/2013 Reimb: Classroom Supplies                                                           37.47
CoPower                                                       3020              9/24/2013 ID:53985; Ins October 2013                                                       1,258.23
East Bay Municipal Utility District                           3021              9/24/2013 Acct#42099745569; Water Svc - 07/13/13 - 09/10/13                                  281.10
City Print & Mail                                             3019              9/24/2013 Full Serivce Copying - Leveled English Books                                        37.61
USPS.COM                                                    DB092413            9/24/2013 DB092413 - No Backup                                                                10.30
East Bay Municipal Utility District                           3022              9/24/2013 Acct#61360013774; Water Svc - 07/13/13 - 09/10/13                                  241.58
                                                                                          Reimb: Ink Cartridges, School Night Handouts & Gift Cards
Lina Huang                                                      3023            9/24/2013 for Staff Appreciation                                                              693.88

Law Office of Donahue Gallagher Woods LLP                    3024               9/24/2013     Acct#1YMCS.MATOF; Legal Svc's - August 2013                                  3,652.50
Lynna Tsou                                                   3025               9/24/2013     Reimb: Psychology Books                                                        110.46
Polly Yan                                                    3026               9/24/2013     Reimb: Misc Expenses                                                         1,246.45
CharterSafe                                                  3027               9/24/2013     Biz & Workers Comp Ins - October 2013                                        2,670.13
Saint Columbia Church                                        3028               9/24/2013     Rent - October 2013                                                         10,000.00
Learning A-Z                                               DB092513             9/25/2013     DB092513 - No Backup                                                            99.95
TimePayment Corp                                           EFT092513            9/25/2013     EFT092513 - Timepayment                                                        252.05
Lakeshore Learning                                         DB092613             9/26/2013     DB092613 - No Backup                                                           193.32
USPS.COM                                                   DB092613B            9/26/2013     DB092613B - No Backup                                                            5.05




     Note: Multiple expenses or "Itemized/Invoice Amounts" may be paid by one check. The total "Check Amount" will appear for each "Itemized/Invoice Amount" paid by the check.
    Yu Ming Charter School
                      September 2013
                   Financial Presentation




October 24, 2013                Yoon Chang
                Financial Presentation
                          Agenda

Financial Update
  Summary
  YTD Actuals
  Forecast Update
  Cash Flow Projections




                                         2
                                 Summary
At the end of the first quarter, YTD revenues are on track and YTD expenses are
                                  below projections

   Yu Ming has received most of its deferred revenues; only outstanding 12-13 FY
   revenues are lottery and SPED revenues
      We won’t expect to receive 12-13 FY lottery until January/February
      Timing of prior year SPED revenues still need to be followed up with EDCOE
   YTD revenues are on track and YTD expenses are below projections
   A few changes were made to the forecast this month; primarily in after school
   program
      The school currently projects an operating income of $36K
   The 13-14 FY fund balance of $400K represents a 21% reserve, which is above
   CDE and ACOE’s recommended 5% reserve
   Yu Ming is in a good position to weather any potential mid-year budget
   development due to a strong 12-13 FY performance




                                                                                   3
                2013-14 Financials: YTD Actuals
The current forecast projects the operating income of $36K with the fund balance
                      of $400K, represents a 21% reserve

YTD Actuals: $239K in YTD revenues, $362K in expenses
  Revenues
      State Aid ($39K) was received in accordance with the non-deferral schedule
      Common Core ($16K) was received in September; the remaining amount will arrive in
      November
      Another $9K of afterschool revenues was received; and $9K of school lunch sales was
      also received
      YTD, approx. $5K was deposited for donations/fundraising
   Expenses
      YTD, Director of Curriculum, salaries have been paid out of consultants; therefore,
      certificated salaries are tracking below projections
      Health benefits are tracking below the projection by $17K
         A couple of employees decided to opt out of the school’s health plan; one employee has not
         been enrolled.
      The school purchased $16K of books and supplies this month; expected to spend
      another $10K for science books in coming months.
      Other early-year expenses are reasonable relative to budget

                                                                                                      4
       2013-14 Financials: Forecast Update
The current forecast projects the operating income of $36K; decreased by
                  $67K from previous month’s forecast

Compensation and Benefits projections – increased by $13K
   New K teacher’s salary was lower than the previous K teacher
   A new instructional aide was added to the budget – the school now has 3
   instructional aides
   Counselor was moved from classified to certificated – no impact on the forecast
   Adding one employee to the benefits increased the health benefit projection by
   $7K
Books and Supplies projections – increased by $11K
   The school is planning to purchase a set of science textbooks – $10K was added
   to the budget
Services and Other operating expenses – increased by $43K
   Afterschool consultants’ projection was increased by $43K this month; it is a
   combination of enrichment classes, PT afterschool consultants, parent teachers



                                                                                     5
     Common Core Budget – Public Hearing

The budget act requires the
governing board to hold a public
hearing on the use of these funds            Entitlement                   31,106
before they are included in a
revised budget.                              Proposed Budget

This funding is in support of the               Technology                 20,000
integration of academic content                 Instructional Materials     9,106
standards in instruction as adopted
                                                Professional Development    2,000
in the budget act for K-12
The purpose of this funding is to            Total                         31,106
support establishing high-quality
instructional programs for pupils.
Funding must be used for:                      Yu Ming will easily meet the
                                               funding requirements, restrictions
  Professional development
                                               through transition to Common
  Instructional materials                      Core.
  Integration of content standards through
  technology-based instruction

                                                                                    6
          2013-14 Finances: Cash Flow Update
            Cash Flow should remain healthy throughout the year


 SB 740 Facilities Grant Update
     Yu Ming is eligible to receive SB 740 facilities grant because it is located in the attendance
     area of a public elementary (Sankofa) in which 70% or more of the students are eligible for
     FRPM, and Yu Ming gives a preference in admission to students who are currently enrolled
     in that public elementary school and to pupils who reside in the elementary school
     attendance area where Yu Ming is located
     When CSFA evaluated the 13-14 FY application, the most recent comprehensive data
     available at the time was the CDE FRPM data as of June, which is not the most recent and
     final. In it, Sankofa’s FRPM data was 65%; therefore, CSFA determined that Yu Ming did not
     meet the FRPM requirement
     EdTec provided the updated data, which states that Sankofa’s FRL % is 78%; however,
     CSFA response was that the school’s eligibility will be determined again at the second
     disbursement.
     EdTec will continue to follow up with CSFA and Sankofa, and update the board on any
     development; for the time being, $90K SB 740 facilities grant will remain in the budget; the
     timing of the grant will be delayed until March 2014.
We still assume deferrals are in place during the spring
     This includes April (partial deferral to July), along with May & June (fully deferred to July)
Current cash flow projects that the school will not be drawing down from the LOC this year

                                                                                                      7
                               Common Core Budget 
                                                                
                                                                    Total 
        Entitlement                                                    31,106
                
               Technology                                              20,000
               Instructional Materials                                  9,106
               Professional Development                                 2,000
                
        Total Expenses                                                 31,106
 

LEAs shall expend funds for the following purposes: 

    •     Professional development for teachers, administrators, and paraprofessional educators or other 
          classified employees involved in the direct instruction of pupils that is aligned to the academic 
          content standards 
    •     Instructional materials aligned to the academic content standards. 
    •     Integration of these academic content standards through technology‐based instruction for 
          purposes of improving the academic performance of pupils, including, but not necessarily 
          limited to, expenditures necessary to support the administration of computer‐based 
          assessments and provide high‐speed, high‐bandwidth Internet connectivity for the purpose of 
          administration of computer‐based assessments. 
                                                                                                            EdTec Update p. 10
California Department of Education (http://www.cde.ca.gov/fg/fo/r14/commoncore13apptltr1.asp)
Page Generated: 9/11/2013 11:20:10 AM




                                                               August 23, 2013

          Dear County Superintendents of Schools:


                                        NOTICE OF THE FIRST APPORTIONMENT FOR THE
                                    COMMON CORE STATE STANDARDS IMPLEMENTATION FUNDS
                                                    FISCAL YEAR 2013–14

          This apportionment, in the amount of $622,006,100, is made from funds provided in Assembly Bill (AB) 86, Section 85
          (Chapter 48, Statutes of 2013). Funding is in support of the integration of academic content standards in instruction
          adopted pursuant to sections 60605.8, 60605.85, 60605.10, 60605.11, and 60811.3 of California Education Code (EC) for
          kindergarten and grades 1 to 12, inclusive, for purposes of establishing high-quality instructional programs for all pupils.
          This apportionment provides a payment of approximately 50 percent of the 2013–14 entitlements.

          School districts, county offices of education, charter schools, and state special schools receiving these funds may
          encumber the apportioned funds any time during the
          2013–14 or 2014–15 fiscal years. As stated in AB 86, Section 85 (d), the local educational agencies (LEAs) shall expend
          funds for any of the following purposes:

                 Professional development for teachers, administrators, and paraprofessional educators or other classified
                 employees involved in the direct instruction of pupils that is aligned to the academic content standards.

                 Instructional materials aligned to the academic content standards.

                 Integration of these academic content standards through technology-based instruction for purposes of improving
                 the academic performance of pupils, including, but not necessarily limited to, expenditures necessary to support
                 the administration of computer-based assessments and provide high-speed, high-bandwidth Internet connectivity
                 for the purpose of administration of computer-based assessments.

          As a condition of receiving these funds, the LEA must develop and adopt a plan delineating how funds shall be spent. The
          plan shall be explained in a public meeting of the governing board of the LEA before its adoption in a subsequent public
          meeting. Detailed expenditure information is due to the California Department of Education (CDE) at the end of fiscal year
          2014–15. The method and format for this report has yet to be determined.

          As stipulated in AB 86, Section 85(b), the CDE is allotting an equal per-pupil amount using prior-year enrollment data. The
          per-pupil award amounts are estimated at $200 per pupil using California Longitudinal Public Achievement Data System
          fall enrollment data as of October 2012 and certified on or before May 24, 2013. Any incremental adjustments to the
          award amount will be made in the second apportionment in October 2013; however, the CDE does not anticipate large
          entitlement variations in subsequent apportionments.

          Warrants will be mailed to each county treasurer approximately three weeks from the date of this Notice. For standardized
          account code structure coding, use Resource Code 7405 and Revenue Object Code 8590, All Other State Revenue.
          Common Core State Standards implementation funds will be subject to the annual audits required by EC Section 41020.

          The CDE has sent an e-mail to each county superintendent, addressed to the county’s CDEfisc e-mail address, to inform
          him or her of this apportionment. The e-mail contained a link to the CDE Categorical Programs Web page at
          http://www.cde.ca.gov/fg/aa/ca/ where, under the program name, the letter and schedule for this apportionment are
          posted. The CDE requested that the e-mail be forwarded to all school districts and charter schools in the county.




                                                                                                                                         1 of 2
                                                                                          EdTec Update p. 11
If you have any questions regarding this program, please contact Barbara Murchison, Program Administrator, Common
Core Systems Implementation Office, by phone at 916-319-0387 or by e‑mail at BMurchison@cde.ca.gov. If you have any
questions regarding this apportionment or the payment process, please contact Karen Almquist, Fiscal Consultant,
Categorical Allocations and Management Assistance Office, by phone at 916-327-4406 or by e-mail at
KAlmquis@cde.ca.gov.

Sincerely,



Jeannie Oropeza, Deputy Superintendent
Services for Administration, Finance, Technology, and Infrastructure Branch

                                 Last Reviewed: Thursday, August 29, 2013




                                                                                                                      2 of 2
Yu Ming Charter School
Budget vs. Actuals
                                                               1             1         1
As of most recent monthly close
                                                                    Actual                           Budget vs. Actual                                       2013-14 Budget
                                                                                                                           Variance
                                                                                                                          (YTD less     Approved      Previous Month's   Current         Forecast
                                                         Jul         Aug         Sep        Actual YTD     Budget YTD      Budget)       Budget           Forecast       Forecast       Remaining
SUMMARY
Revenue
             General Block Grant                               -       39,069     39,069        78,138         103,674       (25,536)     1,036,739         1,189,742      1,189,742      1,111,604
             Federal Revenue                                   -            -          -             -               -             -              -                 -              -              -
             Other State Revenues                              -        8,057     15,900        23,957          35,030       (11,073)       362,338           248,485        248,485        224,528
             Local Revenues                                2,840      111,114     18,614       132,567          79,222        53,346        140,359           240,185        240,185        107,618
             Fundraising and Grants                          307        3,390        908         4,606          27,318       (22,713)       287,733           287,733        287,000        282,394
             Total Revenue                                 3,148      161,630     74,491       239,268         245,244        (5,976)     1,827,168         1,966,146      1,965,413      1,726,144


Expenses
             Compensation and Benefits                    26,698       73,922    107,737       208,356         244,829        36,473      1,147,824         1,156,778      1,169,280        960,924
             Books and Supplies                            3,576       33,723     15,067        52,366          51,640          (726)       110,858           125,958        136,378         84,012
             Services and Other Operating Expenditures    39,596       18,601     33,430        91,628         104,103        12,475        529,016           565,877        609,144        517,516
             Capital Outlay                                    -        9,500          -         9,500           3,750        (5,750)        15,000            15,000         15,000          5,500
             Total Expenses                               69,870      135,747    156,234       361,850         404,322        42,472      1,802,699         1,863,613      1,929,802      1,567,952

Operating Income (excluding Depreciation)                (66,722)      25,883    (81,743)      (122,582)      (159,078)       36,496        24,469            102,532          35,610       158,192


Operating Income (including Depreciation)                (66,722)      35,383    (81,743)      (113,082)      (155,328)       42,246        36,543            114,532          47,610       160,692


Fund Balance
           Beginning Balance (Unaudited)                 351,979      285,257    320,640        351,979        351,979                         -              351,979         351,979
           Operating Income (including Depreciation)     (66,722)      35,383    (81,743)      (113,082)      (155,328)                     36,543            114,532          47,610


Ending Fund Balance (including Depreciation)             285,257      320,640    238,897       238,897         196,651                      36,543            466,511         399,589




10/21/2013                                                                                                                                                                                            1 of 6
Yu Ming Charter School
Budget vs. Actuals
                                        1            1         1
As of most recent monthly close
                                            Actual                          Budget vs. Actual                                    2013-14 Budget
                                                                                                 Variance
                                                                                                (YTD less   Approved      Previous Month's   Current           Forecast
                                  Jul        Aug         Sep       Actual YTD   Budget YTD       Budget)     Budget           Forecast       Forecast         Remaining
Detail


Enrollment Summary
             K-3                                                                                                   208                208               208
             Total Enrolled                                                                                        208                208               208



ADA %
             K-3                                                                                                   96%                96%               96%
             Average                                                                                               96%                96%               96%


ADA
             K-3                                                                                                  199.7              199.7          199.7
             Total ADA                                                                                            199.7              199.7          199.7




10/21/2013                                                                                                                                                                2 of 6
Yu Ming Charter School
Budget vs. Actuals
                                                                                 1              1             1
As of most recent monthly close
                                                                                     Actual                                Budget vs. Actual                                      2013-14 Budget
                                                                                                                                                Variance
                                                                                                                                               (YTD less     Approved      Previous Month's   Current         Forecast
                                                                       Jul            Aug           Sep           Actual YTD    Budget YTD      Budget)       Budget           Forecast       Forecast       Remaining
REVENUE

General Purpose Entitlement                                                                                                                                                                                          -
8012         Education Protection Account                                    -             -            -                -              -             -              -             213,202         213,202       213,202
8015         Charter Schools General Purpose Entitlement - State Aid         -          39,069       39,069           78,138        103,674       156,276      1,036,739           976,540         976,540       898,402

                                                                             -          39,069       39,069           78,138        103,674       156,276      1,036,739         1,189,742      1,189,742      1,111,604


8300          Other State Revenues                                           -             -            -
8381          Special Education - Entitlement (State)                        -           8,057          -              8,057          9,285        (1,228)       92,851             93,833          93,833        85,776
8545          School Facilities Apportionments                               -             -            -                -              -             -          90,000             90,000          90,000        90,000
8550          Mandated Cost Reimbursements                                   -             -            -                -              479          (479)        4,792              2,796           2,796         2,796
8560          State Lottery Revenue                                          -             -            -                -              -             -          30,751             30,751          30,751        30,751
8590          All Other State Revenue (Common Core)                          -             -         15,900           15,900         13,516         2,384        26,442                -            31,106        15,206
8592          Categorical Block Grant                                        -             -            -                -            8,347        (8,347)       83,466                -               -             -
0             Educationally Disadvantaged Block Grant                                                                    -              868          (868)        8,676                -               -             -
8593          New School Categorical                                         -              -             -              -            2,536        (2,536)       25,359                -               -             -
0000          Common Core                                                                                                -              -             -             -               31,106             -             -

              SUBTOTAL - Other State Income                                  -           8,057       15,900           23,957         35,030       (11,073)      362,338            248,485         248,485       224,528

8600           Other Local Revenue
8634           Food Service Sales                                        2,840          20,213        9,201           32,255         10,872        21,382        43,488             43,488          43,488        11,234
8636           Uniforms                                                    -               252            15             267            192             75          240                350             350             83
8676           After School Program Revenue                                -            89,858        9,398           99,256         64,000        35,256        80,000            179,716         179,716        80,461
8693           Field Trips                                                 -               290          -                290          3,371        (3,081)       13,485             13,485          13,485        13,195
8699           All Other Local Revenue                                       0             500          -                500            786          (286)        3,145              3,145           3,145         2,645
8999           Uncategorized Revenue                                       -               -            -                -              -             -             -                  -               -             -

              SUBTOTAL - Local Revenues                                  2,840         111,114       18,614          132,567         79,222        53,346       140,359            240,185         240,185       107,618


8800           Donations/Fundraising                                         -             -              -
8801           Individual Donations                                          307         2,390            486           3,184        24,652       (21,468)      166,400            166,400          83,600        80,416
8802           Corporations/Foundations                                      -             -              407             407         2,667        (2,259)       26,666             26,666          25,750        25,343
8803           Events                                                        -           1,000             15           1,015           -           1,015        94,667             94,667         177,650       176,635

              SUBTOTAL - Fundraising and Grants                              307         3,390            908           4,606        27,318       (22,713)      287,733            287,733         287,000       282,394


TOTAL REVENUE                                                            3,148         161,630       74,491          239,268        245,244       175,836      1,827,168         1,966,146      1,965,413      1,726,144
                                                                                                                                        -                                                                            -




10/21/2013                                                                                                                                                                                                                  3 of 6
Yu Ming Charter School
Budget vs. Actuals
                                                                               1            1         1
As of most recent monthly close
                                                                                   Actual                           Budget vs. Actual                                     2013-14 Budget
                                                                                                                                         Variance
                                                                                                                                        (YTD less     Approved     Previous Month's   Current         Forecast
                                                                     Jul            Aug         Sep        Actual YTD   Budget YTD       Budget)       Budget          Forecast       Forecast       Remaining
EXPENSES

Compensation & Benefits

1000         Certificated Salaries                                         -            -           -
1100         Teachers Salaries                                             -         42,409      55,547        97,956       101,243          3,287       556,834           556,834         537,601       439,645
1300         Certificated Supervisor & Administrator Salaries              -            -           -             -          11,818         11,818        65,000            65,000          65,000        65,000
1930         Other Cert - Counselor                                        -            -         4,678         4,678           -           (4,678)          -                 -            45,000        40,322

             SUBTOTAL - Certificated Employees                             -         42,409      60,225       102,634       113,061         10,427       621,834           621,834         647,601       544,967

2000         Classified Salaries
2100         Classified Instructional Aide Salaries                      -            4,753       9,005        13,758         9,364         (4,394)       51,500            51,500          75,009        61,251
2102         Classified - Counselors                                     -              -           -             -           8,182          8,182        45,000            45,000             -             -
2300         Classified Supervisor & Administrator Salaries           14,308         14,308      15,772        44,389        43,766           (623)      175,062           175,062         175,481       131,092
2900         Classified Other Salaries                                   -              -           -             -           4,038          4,038        22,210               -               -             -
2905         Other Classified - After School                             -              743       2,947         3,689           -           (3,689)          -              30,000          30,000        26,311
2930         Other Classified - Maintenance/grounds                      394            883       2,005         3,282         5,400          2,118        21,600            21,600          21,600        18,318

             SUBTOTAL - Classified Employees                          14,702         20,687      29,729        65,118        70,749          5,631       315,372           323,162         302,090       236,972

3000         Employee Benefits
3100         STRS                                                          -          3,038       4,003         7,041         8,653          1,612        47,589            51,301          49,294        42,253
3300         OASDI-Medicare-Alternative                                1,120          2,444       3,515         7,079         6,906           (173)       36,080            33,878          35,760        28,681
3400         Health & Welfare Benefits                                 4,847          3,131       7,207        15,185        32,570         17,385        97,710            97,710         104,224        89,039
3500         Unemployment Insurance                                       13            710       1,200         1,923         3,544          1,620         7,875             7,350           8,663         6,739
3600         Workers Comp Insurance                                    6,015          1,504       1,504         9,023         9,347            324        21,364            21,542          21,649        12,626

             SUBTOTAL - Employee Benefits                             11,996         10,826      17,783        40,605        61,019         20,414       210,618           211,782         219,590       178,985

4000         Books & Supplies
4100         Approved Textbooks & Core Curricula Materials             3,255         14,041       2,260        19,555        19,379           (176)       24,224            24,224          34,224        14,668
4315         Custodial Supplies                                          -              -           -             -             375            375         1,500             1,500           1,500         1,500
4320         Educational Software                                        -              -         2,425         2,425         1,664           (761)        2,080             2,080           2,500            75
4326         Art & Music Supplies                                        -              -           -             -           1,600          1,600         2,000             2,000           2,000         2,000
4330         Office Supplies                                             -                65          34          100         1,845          1,745         7,379             7,379           7,379         7,279
4335         PE Supplies                                                 -              420         439           859         1,200            341         1,500             1,500           1,500           641
4345         After School Supplies                                       -                49        179           228         2,496          2,268         3,120             3,120           3,120         2,892
4346         Teacher Supplies                                            -              -         3,386         3,386         8,320          4,934        10,400            10,400          10,400         7,014
4350         Uniforms                                                    -              -           -             -             832            832         1,040             1,040           1,040         1,040
4410         Classroom Furniture, Equipment & Supplies                   -            1,567         380         1,947         7,840          5,893         9,800             4,900           4,900         2,953
4420         Computers (individual items less than $5k)                  309         17,212       1,152        18,672           -          (18,672)          -              20,000          20,000         1,328
4430         Non Classroom Related Furniture, Equipment & Supplies       -              -           -             -             480            480           600               600             600           600
4435         Office first aid supplies                                     12           263           28          302           672            370           840               840             840           538
4710         Student Food Services                                       -              -         4,621         4,621         4,438           (183)       44,376            44,376          44,376        39,755
4720         Other Food                                                  -              108         163           271           500            229         2,000             2,000           2,000         1,729


             SUBTOTAL - Books and Supplies                             3,576         33,723      15,067        52,366        51,640           (726)      110,858           125,958         136,378        84,012




10/21/2013                                                                                                                                                                                                         4 of 6
Yu Ming Charter School
Budget vs. Actuals
                                                               1             1         1
As of most recent monthly close
                                                                    Actual                           Budget vs. Actual                                      2013-14 Budget
                                                                                                                          Variance
                                                                                                                         (YTD less      Approved     Previous Month's   Current         Forecast
                                                         Jul         Aug         Sep        Actual YTD    Budget YTD      Budget)        Budget          Forecast       Forecast       Remaining
5000         Services & Other Operating Expenses
5210         Conference Fees                                 -           -           -             -              -             -            7,906             7,906           7,906         7,906
5220         Travel and Lodging                              -           963         -             963            791          (172)         3,163             3,163           3,163         2,200
5305         Dues & Membership - Professional                -           -           -             -            1,065         1,065          1,298             1,298           1,298         1,298
5450         Insurance - Other                             4,665       1,166        (608)        5,224          8,190         2,966         18,720            18,720          18,720        13,496
5510         Utilities - Gas and Electric                    -           647         473         1,120          1,857           737          7,428             7,428           7,428         6,308
5515         Janitorial, Gardening Services & Supplies       -           179         901         1,080            300          (780)         1,200             1,200           1,200           120
5520         Security                                        -           497         -             497          1,250           753          5,000             5,000           5,000         4,503
5525         Utilities - Waste                               324         324         341           990            587          (402)         2,349             2,349           2,349         1,359
5530         Utilities - Water                                 11          68        523           602            625             24         2,500             2,500           2,500         1,899
5535         Utilities - All Utilities                       -           -           -             -            3,600         3,600         14,400            14,400          14,400        14,400
5605         Equipment Leases                                253         252         252           757          1,250           493          5,000             5,000           5,000         4,243
5610         Rent                                         10,000      10,000      10,000        30,000         30,000           -          120,000           120,000         120,000        90,000
5615         Repairs and Maintenance - Building              -           570         -             570          1,750         1,180          7,000             7,000           7,000         6,430
5617         Repairs and Maintenance - Other Equipment       -           -           -             -                62            62           624               624             624           624
5803         Accounting Fees                                 -           -           -             -              -             -            8,000             8,000           8,000         8,000
5809         Banking Fees                                    -           -             30            30             25            (5)          100               100             100            70
5812         Business Services                             6,500       6,500       6,500        19,500         22,859         3,359         91,436            78,000          78,000        58,500
5820         Consultants - Data                              -           -           -             -              500           500          5,000             5,000           5,000         5,000
5824         District Oversight Fees                         -           -           -             -              -             -           33,606            35,692          35,692        35,692
5830         Field Trips Expenses                            -           -           -             -              -             -           14,984            14,984          14,984        14,984
5836         Fingerprinting                                  -           -           152           152          1,093           941          1,333             1,333           1,333         1,181
5839         Fundraising Expenses                            -           -             60            60           -             (60)        10,300            10,300          10,300        10,240




10/21/2013                                                                                                                                                                                           5 of 6
Yu Ming Charter School
Budget vs. Actuals
                                                                    1              1             1
As of most recent monthly close
                                                                        Actual                                    Budget vs. Actual                                       2013-14 Budget
                                                                                                                                       Variance
                                                                                                                                      (YTD less       Approved    Previous Month's   Current          Forecast
                                                          Jul            Aug           Sep           Actual YTD      Budget YTD        Budget)         Budget         Forecast       Forecast        Remaining
5843          Interest - Loans Less than 1 Year               -               -            -                  -                79                79           475              475             475            475
5845          Legal Fees                                      -             3,552        3,653              7,205          7,500               296         30,000          50,000           50,000         42,796
5851          Marketing and Student Recruiting                  42            425          -                  467          1,886             1,419          2,300           2,300            2,300          1,833
5854          Consultants - Curriculum/Elective               672             -           (160)               512            815               303          4,480          26,690           26,690         26,178
5855          Consultants - Afterschool consultants         1,126             220        3,173              4,519          4,800               282         48,000          48,000           91,267         86,749
5857          Payroll Fees                                    107             278          147                532          1,050               518          4,200           4,200            4,200          3,668
5860          Printing and Reproduction                       598             618        1,811              3,027          2,080              (947)        11,440          11,440           11,440          8,413
5863          Professional Development                        250           2,685          854              3,790          4,121               331         22,665          28,665           28,665         24,875
5872          Special Education Encroachment                  -               -            885                885          2,000             1,115         20,000          20,000           20,000         19,115
5875          Staff Recruiting                                955               75         -                1,030          1,000               (30)         4,000           4,000            4,000          2,970
5878          Student Assessment                              -               -            -                  -              267               267          2,667           2,667            2,667          2,667
5881          Student Information System                      -               -            -                  -              -                 -            5,918           5,918            5,918          5,918
5884          Substitutes                                       69            300        2,205              2,574            479            (2,094)         2,635           2,635            2,635             62
5899          Miscellaneous Operating Expenses             13,641         (11,233)         791              3,200            625            (2,575)         2,500           2,500            2,500           (700)
5910          Communications - Internet / Website Fees        383               60         -                  443            426               (17)         1,704           1,704            1,704          1,261
5915          Postage and Delivery                            -                 12           15                 27           167               139            667              667             667            639
5920          Communications - Telephone & Fax                -               443          423                866          1,005               139          4,020           4,020            4,020          3,154

             SUBTOTAL - Services & Other Operating Exp.    39,596          18,601       33,430            91,628         104,103           12,475         529,016         565,877          609,144       517,516

6000         Capital Outlay
6100         Sites & Improvement of Sites                       -           9,500            -              9,500          3,750           (5,750)         15,000          15,000           15,000          5,500
6200         Buildings & Improvement of Buildings               -             -              -                -              -                -               -               -                -              -

             SUBTOTAL - Capital Outlay                          -           9,500            -              9,500          3,750           (5,750)         15,000          15,000           15,000          5,500

TOTAL EXPENSES                                             69,870         135,747      156,234           361,850         404,322           42,472       1,802,699        1,863,613     1,929,802        1,567,952

6900         Total Depreciation (includes Prior Years)          -              -             -                -              -                -             2,926           3,000            3,000          3,000

TOTAL EXPENSES including Depreciation                      69,870         126,247      156,234           352,350         400,572           48,222       1,790,625        1,851,613     1,917,802        1,565,452




10/21/2013                                                                                                                                                                                                          6 of 6
Yu Ming Charter School
Monthly Cash Forecast
As of most recent monthly close

                                                                                                                         2013/14
                                                                                                                    Actual & Projected
                                                     Jul         Aug        Sep           Oct          Nov           Dec           Jan           Feb           Mar            Apr          May           Jun         Forecast     AP/AR
                                                    Actual      Actual     Actual      Projected     Projected     Projected     Projected     Projected     Projected     Projected     Projected     Projected


Beginning Cash                                       202,776     286,761    337,961       314,073       334,306       300,923       237,432       306,317       291,367       340,292       317,031       255,901

Revenue
              General Block Grant                        -        39,069     39,069       213,741        70,324        70,324       162,543        70,324        76,469       111,970        57,061           -       1,189,742    278,849
              Federal Income                             -           -          -             -             -             -             -             -             -             -             -             -             -          -
              Other State Income                         -         8,057     15,900         8,974        23,288         8,082         8,082        15,770        77,010         9,510        14,839           280       248,485     58,695
              Local Revenues                           2,840     111,114     18,614        35,527         9,011         9,011         9,011         9,011         9,011         9,011         9,011         9,011       240,185        -
              Fundraising and Grants                     307       3,390        908        25,314        11,864        21,153        61,792        61,792        61,792        14,960        14,960         8,768       287,000        -

              Total Revenue                            3,148     161,630     74,491       283,557       114,487       108,570       241,428       156,896       224,281       145,451        95,871        18,059     1,965,413    337,543

Expenses
              Compensation & Benefits                 26,698      73,922    107,737       143,789       103,447       103,447       106,912       103,880       103,880       101,418       101,418        92,732     1,169,280          -
              Books & Supplies                         3,576      33,723     15,067        27,193         7,102         7,102         7,102         7,102         7,102         7,102         7,102         7,102       136,378          -
              Services & Other Operating Expenses     39,596      18,601     33,430        87,675        47,069        47,345        65,116        50,447        50,208        60,192        48,482        46,313       609,144     14,669
              Capital Outlay                               -       9,500          -        (5,750)            -         3,750             -             -         3,750             -             -         3,750        15,000          -

              Total Expenses                          69,870     135,747    156,234       252,907       157,619       161,645       179,131       161,430       164,940       168,712       157,002       149,898     1,929,802     14,669



Operating Cash Inflow (Outflow)                      (66,722)     25,883    (81,743)       30,650       (43,132)      (53,075)       62,298        (4,533)       59,341       (23,261)      (61,130)     (131,840)       35,610    322,874


              Revenues - Prior Year Accruals         172,421         -       83,746           -          20,165           -          24,903           -             -             -             -             -
              Expenses - Prior Year Accruals             (66)        -          -             -             -             -          (7,898)          -             -             -             -             -
              Accounts Receivable - Current Year         -           -          -             -             -             -             -             -             -             -             -             -
              Accounts Payable - Current Year        (21,648)     24,161    (25,890)          -             -             -             -             -             -             -             -             -
              Summerholdback for Teachers                -           -          -             -             -             -             -             -             -             -             -             -
              Loans Payable (Current)                    -           -          -             -             -             -             -             -             -             -             -             -
              Loans Payable (Long Term)                  -           -          -         (10,417)      (10,417)      (10,417)      (10,417)      (10,417)      (10,417)          -             -             -

Ending Cash                                          286,761     337,961    314,073       334,306       300,923       237,432       306,317       291,367       340,292       317,031       255,901       124,061
                      Board of Directors
                  Thursday, October 24th, 2013
                AGENDA ITEM INFORMATION

Agenda Item     Principal Report
Time Allotted   20 minutes
Summary         Principal Ross has provided a written update on:
                    1.   Anticipated expenditures
                    2.   School-wide discipline
                    3.   Tone of parent communications to staff
                    4.   New Writing Rubric and Writing Assignments
                    5.   New Report Cards
                    6.   New Teacher Support and Evaluation System

                PAG co-presidents, Christine Wu Dittmar and Eva Chiu,
                will provide an update on PAG activities.
Type            Information only
Background      None


Key Questions   • What suggestions does the Board have for dealing with
                  accusatory parent emails?
                • Does the new Teacher Support & Evaluation System
                  need to be Board-approved?
Attachments     •   Teacher Support & Evaluation Process (draft)
                •   Instructional Rubric (draft)
                •   Formal Observation Process (draft)
                •   K-2 student survey (draft)
                •   Gr3-5 student survey (draft)
To:     Board of Directors
From:   Laura Ross, Principal
Date:   October 20th, 2013
RE:     Principal Update for October 24th Board meeting


This update provides information on the following topics:
    1. Anticipated Expenditures
    2. School-wide discipline
    3. Tone of parent communications to staff
    4. New Writing Rubric and Writing Assignments
    5. New Report Cards
    6. New Teacher Support and Evaluation

1. Anticipated Expenditures
Instructional Materials
I have increased the budget for textbooks and reading materials by $10,000. We are investing heavily
this year in enrichment materials for the project-based units by buying 20-50 non-fiction texts for each
trimester. Some have already arrived and others are on their way. In addition grade 1 were able to
identify some nice leveled readers good for improving reading fluency in Mandarin and we ordered Time
Magazine for grade 1 up. These investments are essential toward increasing exposure to non-fiction for
elementary in line with the Common Core.

Hiring another TA
We currently have 3 TAs but I would like to increase this to 4, which would equate to 1 TA per grade.
Currently 2 of our TAs have substantial amounts of time taken with individual students and as such
support for teachers is not as much as anticipated prior to the start of the year. I interviewed a teacher
with a credential, fluent in Mandarin but with limited experience. I believe would make a fantastic TA
and we could use her as a substitute when necessary because she has a credential. We are currently
around 7K up due to not hiring a Curriculum Director and for every month we have not hired one we
gain around 4K from the budget so I believe we are likely to have the money for this.

Recess Duty
Currently every member of staff is on duty at least once every day yet it still does not feel like we have
enough adults to properly monitor the students (2-3 adults per play area for most times). I intend to
make a request to parents. If we are unable to get enough then I plan to offer to pay a basic wage. I will
give training to the new volunteers/ employees.

2. School-wide Discipline
The Responsive Classroom training is going well, teachers are engaged and open to the strategies and
language incorporated into the positive behavior philosophy. However, this is taking place slowly and in
the meantime I feel that there is a need to make more substantial and quick changes- in particular as it
relates to recess and lunch behavior policy. I have shared the current code of conduct with teachers and
am in the process of getting feedback. It is generally agreed that there needs to be more detail about
what type of incidents should lead to referral and which should be handled in the classroom. I plan to
share this new document with the board at the next board meeting. We have also taken other steps;
conducted a lunch volunteer training; developing a ‘shared language’ framework for discipline; reaching
out for more volunteers at recess; painting line up numbers on the Blacktop and a ‘red zone’ which will
act as a timeout during recess for inappropriate play.

3. Tone of parent communications to staff
I am increasingly concerned about the tone of some parent communications to our staff. Teachers and
myself are regularly receiving emails from parents that are accusatory and authoritarian in tone. The
emails often make unreasonable demands and use heightened language like ‘bullying’ (which is only
occasionally appropriately used) and include direct or indirect threats of legal action. The emails are
resulting in a lot of stress to members of staff and consuming a lot of energy and time in drafting
responses. Although I believe it is important for parents to feel they have access to staff I feel that in far
too many cases the benefit of the doubt is not being given to staff. Rather than assuming they handled a
situation effectively or did not know an incident had occurred, the assumption is that they either
mishandled it or did nothing at all. I am concerned that this will have long-term consequences on staff
retention. I would welcome suggestions from the board on how to address this.

4. New Writing Rubric and Writing Assignments
We are in the process of making standardized writing rubric across each grade level for narrative,
explanatory and argument writing. We have used the ELA Lucy Caulkin CCSS aligned rubric as a starting
point and have used our own MLA standards to adapt these for Mandarin. At the same time we are
developing our first end of trimester writing assignments. These will be delivered to students in around
2 weeks. Assignments will be marked at each grade level in teams and benchmarked as a whole school
on the following Friday early dismissal PD. The results will be shared with parents at the first parent
teacher conference.

5. New Report Cards
We are developing new report cards appropriate for use with the CCSS. We are considering a move
away from standards based report cards because with the new CCSS, which are both broader but
require more detail, this would be hard to do (for example in grade 3 for ELA we counted more than 40
strands). The Education Committee is helping by providing comments on a couple of examples of more
generalized approaches and providing more. However, I anticipate that the report may change a little
throughout the year. In addition we will need to consider how to measure ‘Life Skills’ and incorporate
these into the report cards.

6. New Teacher Support and Evaluation System
I am currently working, with the support of the Education Committee on piloting a Teacher Support and
Evaluation system for this academic year. (See attached for initial drafts) Following on from last Friday’s
meeting with the Education Committee I will be making some changes to the documents and will then
share these with the teachers for feedback. It is important to get teachers engaged in this process and to
have their buy in. The focus in this first year will be entirely on support.
Yu Ming Charter School Teacher Support and Evaluation Plan
2013-2014

 Contents

     1.   Introduction, Overview & Goals
     2.   Components
     3.   Rolling out
     4.   Supports & Rewards
     5.   Key Questions


 Introduction, Overview & Goals

 Yu Ming Charter School is now in its third year of operation. The mission of the school is
                To provide a rigorous college preparatory program
                To graduate students who are bilingual in English and Mandarin Chinese
                To nurture curiosity, international perspective and diligence in attaining personal goals
                To develop compassionate individuals with sound moral character and respect for
                 community/environment


 In order to ensure the school succeeds in our mission and that students graduate bilingual and biliterate in
 Chinese and English and career and college ready, we must provide our teachers with a Teacher Support and
 Evaluation System that enables them to become highly effective classroom teachers .


 Many of the components of this plan come from the College Ready Promise (TCRP) and have been used over
 the last few years at 4 CMOs across California, including Aspire, with whom we consulted when devising the
 plan. The rationale for using these materials was twofold: 1. To make use of well researched and existing
 materials that can be tailored to fit our educational model; and 2. To benefit from the experience and expertise
 of Aspire CMO, who are local and are willing to provide knowledge and information to support us. They began
 working on TCRP in 2009.


 Goals:

                To provide meaningful and useful feedback to teachers
                To provide supporting tools aligned to teachers’ needs that enable them to grow professionally
                To establish a culture in which feedback is welcomed and continual growth and development is
                 the norm
                To create a process that it consistent, fair and clear to all staff
Yu Ming Charter School Teacher Support and Evaluation Plan
2013-2014


Components


A strong Teacher Support and Evaluation plan uses multiple measures for teacher effectiveness. This plan includes
the following components
                    Observations and Feedback
                    Student and Parent surveys
                    Student growth data
                    School-wide growth



                             Multiple Measures
                                                             40% - Observations
                                                             (Formal & "Mini")
                                                             30% - Individual Student
                                                             Growth
                                                             10% - School Student
                                                             Growth
                                                             15% - Student Survey


                                                             5% - Parent Survey




Teacher Effectiveness Rubric


The rubric we will use is known as ‘The College Ready Teaching Framework’. It has four domains
1. Data Driven Planning and Assessment
2. Classroom and Learning Environment
3. Instruction
4. Professional Contributions


Observations will be used to measure domains 1-3
Student Surveys will be used to measure domains 2-3
Parent survey will be used to measure domain 4


See doc ‘YMCS Instructional Rubric (TCRP)’
Yu Ming Charter School Teacher Support and Evaluation Plan
2013-2014

Observations


Throughout the year there will be 2 formal observations and 3 mini observations. The formal observations will last
40 minutes and the mini observations will last 15-20 minutes. Currently the Principal is responsible for conducting
all the observations and may seek external support where necessary (in training and guidance as well as for the
language of instruction). When the school hires a Curriculum Director this person will share the responsibility with
the Principal.


The formal observations will be in the first and last trimester of each year.


Mini observations will be scheduled so that there is one per trimester. Two out of the three will be pre-arranged
and will relate to goals set by the teacher in the pre observation conference.


See doc ‘Formal Observation Process Overview’


Surveys


Student Surveys will be given twice per year, once in the Fall and once in the Spring. Results in the Fall will be used
to help teachers determine SMART goals aligned to the rubric. The results in the Spring will allow both teacher and
Principal to measure improvement against those goals according to the students.


Parent surveys will be conducted in April/ May of each year. The results will be used to help inform teachers’
decisions for the following year, particularly in regard to mode, frequency and style of communication.


See docs ‘K-2 Student Survey’ and ‘3-5’ Student Survey


Student and School Growth measures


NB This will change over time as the age of our students increases, new state tests replace old ones and the school
becomes more mature. In addition, whilst the school is small collecting and analyzing the data will be a challenge.


Grades K-1
As there are no mandated tests for these grade levels measuring student growth over the year will be a challenge.
Currently we use ELLOPA to assess students’ oral proficiency in Mandarin Chinese; and intend to take the
students’ scores at the end of their previous year and map these against the scores at the end of their current year
to track their progress. In ELA we currently use DIBELS, which we assess at 3 times throughout the year. Aspire
uses the DRA. We will consider a move to the DRA or MAP (the latter measures both Math and ELA).
Grades 2 and up
We will have state mandated standardized test scores to track student growth in core subjects from grade 2 up.
However, given the current transition from CSTs to SBAC there may be some years where data is not available or
not reliable. In light of this we will need to employ the same techniques as with the lower grade levels for at least
a couple of years.
School wide growth will be measured in two ways, through ELLOPA and through STAR.
Yu Ming Charter School Teacher Support and Evaluation Plan
2013-2014

Rolling Out

The graphic below provides an outline of the process throughout the year.


        Trimester 1

        •August/September: Initial assessments & data collection from prior year 'end of year
         assessments'
        •October: Principal & Teacher conferences (1) Goal setting and formal observation preparation
        •November: Formal observations and feedback (1)

        Trimester 2

        •December: Student surveys (1)
        •December: Mini observations and feedback (1)
        •February: Mini observations and feedback (2)

        Trimester 3

        •April: Parent surveys distributed
        •May: Student surveys (2)
        •May: Formal Observation and feedback (2)
        •May: End of year internal assessments & STAR
        •June: Combine data to provide student growth
        •June: Mini Observations and feedback/ final teacher principal conference



Supports and Rewards

Observation feedback and conference times will be an opportunity to check in with teachers; assess areas of
strength and development and establish where they need support. Goals set at the beginning of the year will be
refined accordingly and tools for support suggested. These could include any of the following:

       External professional development opportunities
       Assignments based on Doug Lemov’s Teach Like a Champion video series or Lee Canter’s Classroom
        Management
       Targeted use of videos from ‘Teacher’s TV’
       Peer observations
       Follow up observations and meetings with Principal as necessary
       Use of Bloomboard (should we choose to subscribe)


Rewards are yet to be determined but could include a bonus tied to performance or stipends for increased
responsibilities (i.e. ‘Lead Teachers’).
Yu Ming Charter School Teacher Support and Evaluation Plan
2013-2014

Key Questions

      Student Growth indicators: With limited resources and staff, how do we devise a measure for student
       growth that is reliable and not labor intensive? This is especially true for K-1 which does not have state
       mandated tests but in the next few years may also be true for grades 2 and up because of the transition
       to SBAC from CSTs.

      Does the structure of 2 formal observations and 3 mini observations strike the right balance? Would it be
       more effective to have more mini observations and less formal observations? Which is the best way to get
       an accurate picture but also promote the importance of a thorough planning process and reflection?


      Teaching staff will grow by approximately 3 members per year for the next 5 years (we currently have a
       core teaching staff of 10 with 1 reading coach and 3 TAs). As the staff grows how sustainable is the above
       outline? Does somebody else need to assist with the observations? Should the Principal get ‘observation
       training’? Where from?


      How/ should the results from this process be linked to rewards? Given that this will be the first year of
       implementation and we are still a young school I would like to put the emphasis on ‘support’ rather than
       ‘evaluation’. How can I do that but still create a culture that welcomes feedback?

      Should we use the same descriptors as Aspire ‘Entering, emerging, effective, highly effective and Master’?
       How can you set norms around placement on this (i.e. so that only very few would expect to be Master
       teacher vs. all staff)?


      What other tools for support should be offered that aren’t included here? Is there a good way to
       formalize the support process and incorporate into this outline?


      How should teachers be brought into the process so they feel invested in the plan as well?

      How should the plan, once finalized be shared with staff and then with parents?


      Should videos of peer teaching be used rather than peer observation? Whilst this is an effective tool for
       teacher support and growth it is also a controversial one. How can an atmosphere conducive to filming
       each other’s classrooms be created? What is the best way to introduce peer video?

      Should we subscribe to Bloomboard? What needs to be in place (other than extra time!) to ensure
       teachers make use of such a resource?
Yu Ming Charter School Instructional Rubric (YIR)


                                      Domain 1: Data-Driven Planning and Assessment                       The College-
                          Standards                                                     Indicators              Ready
                                                                                                             Teaching
                                                              A) Selection of learning objectives          Framework
1.1 Establish standards-based learning objectives and
    assessments                                               B) Measurability of learning objectives through -2014
                                                                                                           2013
                                                              summative assessments
                                                              A) Designing and sequencing of learning experiences
1.2 Organize instructional plans to promote standards-
    based, cognitively engaging learning for students         B) Creating cognitively engaging learning experiences for
                                                              students
1.3 Use student data to guide planning                        A) Lesson design guided by data
                                                              A) Knowledge of subject matter to identify pre-requisite
1.4 Use knowledge of subject matter content/skills and        knowledge and skills
learning processes to plan for student learning
                                                              B) Addresses common content misconceptions
                                                              A) Selection and progression of formative assessments
1.5 Design assessments to ensure student mastery
                                                              B) Planned response to assessment data
                                        Domain 2: Classroom Learning Environment
2.1 Create a classroom/community culture of learning          A) Value of effort and challenge
2.2 Manage student behavior through clear expectations        A) Behavioral expectations
    and a balance of positive reinforcement, feedback, and
    redirection                                               B) Response to behavior

2.3 Establish a culture of respect and rapport which          A) Interactions between teacher and students
    supports students’ emotional safety                       B) Student interactions with each other
2.4 Use smooth and efficient routines, procedures, and
                                                            A) Routines, procedures, and transitions
    transitions to maintain instructional momentum
                                                Domain 3: Instruction
                                                             A) Communication of the learning objectives of the lesson

3.1 Communicate learning objectives to students              B) Connections to prior and future learning experiences
                                                             C) Criteria for success

                                                             A) Executes lesson cycle
3.2 Facilitates Instructional Cycle
                                                             B) Cognitive level of student learning experiences

                                                             A) Questioning

                                                             B) Academic discourse
3.3 Implementation of instructional strategies
                                                             C) Group structures

                                                             D) Resources and instructional materials
                                                             A) Checking for understanding and adjusting instruction

3.4 Monitoring student learning during instruction           B) Feedback to students
                                                             C) Self-monitoring
                                           Domain 4: Professional Contributions
                                                              A) Accuracy
4.1 Engage in critical reflection, constantly revising
                                                              B) Use in future planning
    practice to increase effectiveness
                                                              C) Acceptance of feedback
                                                              A) Participation in a professional community
4.2 Engage in collaborative relationships with peers to
    learn and share best practices and ensure continuity      B) Professional development
    in student learning
                                                              C) Shared commitment
4.3 Uphold and exhibit the Yu Ming norms and
                                                              A) Norms described by school / YMCS handbooks
    expectations

4.4 Develop two-way communication with families about         A) Initiation of meaningful communication
    student learning and achievement                          B) Responsiveness to parent inquiries and communication
4.5 Engage in collaborative relationships with families to
                                                              A) Inclusion of the family as a partner in learning decisions
    support their child's success and college readiness




                                                                                                                         2
                                                  Domain 1: Data-Driven Planning and Assessment
   Standard            Indicators                   Level I                           Level II                            Level III                          Level IV

                                        Learning objective(s) are       Learning objective(s) are missing
                                                                                                               Learning objective(s) include both
                                        missing a specific level of     either a specific level of cognition
                                                                                                               specific levels of cognition and     All of level 3 and...
                                        cognition or content.           or content.
                    A) Selection of                                                                            content.                             Learning objective(s) exceed
                                        AND                             OR
                    learning                                                                                   AND                                  level of cognition or increase
       1.1                              Learning objective(s) are       Learning objective(s) are
                    objectives                                                                                 Learning objective(s) are aligned    level of challenge required by
    Establish                           misaligned (do not progress     misaligned (do not progress
                                                                                                               to and progress toward mastery       content standards.
                                        toward mastery of content       toward mastery of content
standards-based                                                                                                of content standards.
                                        standards).                     standards).
    learning                                                            Learning objective(s) are              Learning objective(s) are
 objectives and     B) Measurability
                                                                        measureable.                           measureable.
                    of learning                                                                                                                     All of level 3 and...
  assessments                           Learning objective(s) are not   AND                                    AND
                    objectives                                                                                                                      Achievement of learning
                                        measureable.                    Achievement of learning                Achievement of learning
                    through                                                                                                                         objective(s) is measured by
                                                                        objective(s) is measured by            objective(s) is measured by
                    summative                                                                                                                       multiple methods.
                                                                        general criteria (quantitative or      specific criteria (quantitative or
                    assessments                                         qualitative).                          qualitative).
                                        The design of the learning
                                                                        The design of the learning             The design of the learning
                                        experiences is not aligned to
                                                                        experiences is not aligned to the      experiences is aligned to the
                                        the learning objective(s).
                                                                        learning objective(s).                 learning objective(s).
                                        AND                                                                                                         All of level 3 and...
                    A) Designing and                                    OR                                     AND
        1.2                             Learning experiences are not                                                                                The design of the learning
                    sequencing of                                       Learning experiences are not           The design of the learning
     Organize                           sequenced to enable students                                                                                experiences is differentiated to
                    learning                                            sequenced to enable students to        experiences is sequenced to
  instructional                         to demonstrate independent                                                                                  meet the needs of subgroups
                    experiences                                         demonstrate independent                enable students to demonstrate
                                        mastery of the learning                                                                                     of students.
plans to promote                                                        mastery of the learning                independent mastery of the
                                        objective(s) through the
standards-based,                                                        objective(s) through the gradual       learning objective(s) through the
                                        gradual release of
    cognitively                                                         release of responsibility.             gradual release of responsibility.
                                        responsibility.
engaging learning                                                       Instructional plans include            Instructional plans include
                    B) Creating         Instructional plans do not                                                                                  All of level 3 and...
   for students     cognitively         provide opportunity for
                                                                        cognitively engaging learning          cognitively engaging learning
                                                                                                                                                    Instructional plans provide
                                                                        experiences but without                experiences throughout the
                    engaging learning   cognitively engaging learning                                                                               differentiated, cognitively
                                                                        appropriate time and support           lesson cycle, and each learning
                    experiences for     experiences throughout the                                                                                  engaging learning experiences
                                                                        throughout the lesson cycle.           experience provides appropriate
                    students            lesson cycle.                                                                                               for subgroups of students.
                                                                                                               time and support.
                                                                        The teacher uses student data to       The teacher uses student data to
                                                                        inform planning of content             inform planning of content
       1.3                                                              organization or instructional          organization and instructional       All of level 3 and...
                                        The teacher does not use
                    A) Lesson design                                    strategies.                            strategies.                          The teacher cites instructional
Use student data                        student data to guide or
                                                                        OR                                     AND                                  strategies to meet the needs of
                    guided by data
to guide planning                       inform planning.
                                                                        The teacher uses student data to       The teacher uses student data to     individual students.
                                                                        inform planning that meets the         inform planning that meets the
                                                                        needs of the whole class.              needs of subgroups of students.
                                                                                                                                                                                     3
                                                  Domain 1: Data-Driven Planning and Assessment
   Standard            Indicators                   Level I                           Level II                         Level III                            Level IV

                                       The teacher does not accurately
                                                                            The teacher accurately identifies   The teacher accurately identifies
                                       identify or address the
                                                                            the prerequisite knowledge and      the prerequisite knowledge and
                                       prerequisite knowledge and skills
                                                                            skills to achieve the               skills to achieve the
                   A) Knowledge of     to achieve the standard/learning
                                                                            standard/learning objective(s).     standard/learning objective(s).
       1.4                             objective(s).
                   subject matter to                                        AND                                 AND                                  All of level 3 and...
Use knowledge                          OR
                   identify pre-                                            The teacher includes                The teacher includes                 The teacher uses knowledge
                                       The teacher does not include
   of subject      requisite                                                opportunities to activate           opportunities to activate            to address potential gaps for
                                       opportunities to activate
     matter        knowledge and                                            prerequisite knowledge.             prerequisite knowledge.              individual students.
                                       prerequisite knowledge.
 content/skills    skills                                                   AND                                 AND
                                       OR
                                                                            The teacher includes strategies     The teacher includes strategies to
  and learning                         The teacher does not include
                                                                            to address potential gaps for       address potential gaps for
  processes to                         strategies to address potential
                                                                            whole groups of students.           subgroups of students.
plan for student                       gaps for whole group of students.
    learning                           The teacher does not anticipate      The teacher anticipates common      The teacher anticipates common
                                                                                                                                                     All of level 3 and...
                                       common student misconceptions        student misconceptions but does     student misconceptions and
                                                                                                                                                     The teacher includes
                   B) Addresses        and does not include strategies to   not include strategies to ensure    includes strategies that ensure
                                                                                                                                                     opportunities for students to
                   common content      ensure students recognize and        students recognize and address      students recognize and address
                                                                                                                                                     uncover and correct their
                   misconceptions      address these misconceptions to      these misconceptions to master      these misconceptions to master
                                                                                                                                                     own additional
                                       master the standard/learning         the standard/learning               the standard/learning
                                                                                                                                                     misconceptions.
                                       objective(s).                        objective(s).                       objective(s).
                                                                                                                A variety of formative
                                                                            The formative assessments are
                                                                                                                assessments are selected to yield
                                                                            inconsistently aligned to the
                                       Formative assessments are not                                            actionable data about progress
                                                                            learning objective(s).                                                   All of level 3 and…
                                       aligned to the learning                                                  toward mastery of the learning
                   A) Selection and                                         OR                                                                       The formative assessments
                                       objective(s).                                                            objective(s).
                   progression of                                           Formative assessments do not                                             are differentiated to yield
                                       OR                                                                       AND
                   formative                                                yield actionable data.                                                   actionable data about
      1.5          assessments
                                       Formative assessments are not
                                                                            OR
                                                                                                                Formative assessments are
                                                                                                                                                     subgroups of students.
    Design                             planned.                                                                 planned for different components
                                                                            Formative assessments are
assessments to                                                                                                  of the lesson cycle, progressing
                                                                            planned for a single component
                                                                                                                toward student mastery of the
ensure student                                                              of the lesson cycle.
                                                                                                                learning objective(s).
   mastery                                                                                                                                           All of level 3 and…
                                                                                                                                                     The teacher provides
                                                                                                                                                     opportunities for students to
                   B) Planned          The teacher has not planned a        The teacher inconsistently plans    The teacher plans to adjust
                                                                                                                                                     use formative assessments to
                   response to         response to data from formative      responses to data from              instruction based on the data
                                                                                                                                                     reflect on current progress
                   assessment data     assessments.                         formative assessments.              from each formative assessment.      toward the learning
                                                                                                                                                     objective(s) or to determine
                                                                                                                                                     next steps to extend learning.
                                                                                                                                                                                   4
                                                   Domain 2: The Classroom Learning Environment
   Standard           Indicators                    Level I                          Level II                        Level III                          Level IV

                                        The teacher’s words and                                                                                  All of level 3 and...
       2.1                                                                                                    The teacher’s words and
                                        actions provide little or no     The teacher’s words and actions                                         Students assume
   Creates a                                                                                                  actions promote belief in
                                        encouragement for                emphasize compliance and                                                responsibility or take
                                                                                                              student ability and high
  classroom/       A) Value of effort   academic learning or convey      completion of work. Students seek                                       initiative for producing high
                                                                                                              expectations for student effort.
  community        and challenge        low expectations for student     to complete tasks without                                               quality work, holding
                                                                                                              Students consistently expend
   culture of                           effort. Students do not          consistent focus on learning or                                         themselves, and each other,
                                                                                                              effort to learn and persist in
    learning                            consistently persist in          persistence toward quality work.                                        to high standards of
                                                                                                              producing high quality work.
                                        completing assigned work.                                                                                performance.
                                                                                                                                                 The teacher has established
                                        It is evident that the teacher   The teacher inconsistently           The teacher consistently           clear, high standards for
                                        did not teach standards for      communicates standards for           communicates clear, high           student behavior.
                                        student behavior.                student behavior.                    standards for student behavior.    Without being prompted,
                   A) Behavioral
        2.2                             OR                               OR                                   AND                                students articulate or
                   expectations
Manage student                          Student behavior does not        Student behavior inconsistently      Student behavior consistently      promote behavioral
behavior through                        contribute to an academic        contributes to an academic           contributes to an academic         expectations that support
       clear                            environment.                     environment.                         environment.                       the classroom’s academic
                                                                                                                                                 environment.
expectations and
                                                                         The teacher’s verbal or non-verbal
   a balance of                                                          response to student behavior is
      positive                                                                                                The teacher’s verbal or non-
                                        The teacher does not             inconsistent.
 reinforcement,                                                                                               verbal response to student
                                        respond to misbehavior           OR                                                                      All of level 3 and...
  feedback, and                                                                                               behavior is consistent,
                   B) Response to       when necessary, or the           Teacher’s verbal or non-verbal                                          Students appropriately
                                                                                                              respectful, proactive, and
    redirection    behavior             response is repressive or        response is focused on the whole-                                       respond to or redirect each
                                                                                                              includes redirection, feedback
                                        disrespectful of student         class.                                                                  other’s behavior.
                                                                                                              or positive reinforcement to
                                        dignity.                         OR
                                                                                                              specific students.
                                                                         Teacher emphasizes consequences
                                                                         over positive reinforcement.




                                                                                                                                                                               5
                                                   Domain 2: The Classroom Learning Environment
   Standard             Indicators                  Level I                          Level II                        Level III                           Level IV


                                         The teacher’s interactions     The teacher’s interactions with
                                                                                                              The teacher’s interactions with
                                         with some students are         students inconsistently
                                                                                                              students are respectful,
                                         negative, demeaning, or        demonstrate respect and                                                  All of level 3 and…
        2.3                                                                                                   positive, and appropriate for
                     A) Interactions     inappropriate to the age and   positivity, or are not consistently                                      The teacher’s interactions
    Establish a                                                                                               the age and needs of the
                     between teacher     needs of the students in the   appropriate for the age and needs                                        demonstrate a positive
                                                                                                              students in the class.
culture of respect   and students        class.                         of students in the class.                                                rapport with individual
                                                                                                              AND
   and rapport                           OR                             OR                                                                       students.
                                                                                                              Students exhibit respect for the
 which supports                          Students exhibit disrespect    Students inconsistently exhibit
                                                                                                              teacher.
     students’                           for the teacher.               respect for the teacher.
emotional safety                         Student interactions are       Student interactions are generally
                     B) Student                                                                               Student interactions are polite    All of level 3 and...
                                         impolite and disrespectful,    polite and respectful, but students
                     interactions with                                                                        and respectful, and students       Students encourage each
                                         which interferes with          do not support each other’s
                     each other                                                                               support each other’s learning.     other individually.
                                         learning for some students.    learning.
       2.4                               The teacher has not            The teacher has established some
Use smooth and                                                                                                The teacher has established        All of level 3 and...
                                         established or does not        routines, procedures, and
                                                                                                              and enforces routines,             With minimal prompting,
    efficient        A) Routines,        enforce routines,              transitions; however, some may
                                                                                                              procedures, and transitions        students effectively facilitate
    routines,        procedures, and     procedures, and transitions,   be missing or inconsistently
                                                                                                              that maximize instructional        some routines, procedures,
procedures, and      transitions         resulting in a loss of         enforced, resulting in the loss of
                                                                                                              time.                              and transitions.
   transitions                           instructional time.            instructional time.




                                                                                                                                                                              6
                                                                 Domain 3: Instruction
 Standard          Indicators                 Level I                         Level II                        Level III                           Level IV


                                                                 The teacher explains the
                                                                 learning objective(s) but does     The teacher explains the
                A) Communication                                 not refer to the objective(s)      learning objective(s) and refers    All of level 3 and...
                                    The teacher does not
                of the learning                                  throughout the lesson.             back to it throughout the lesson.   Students are able to articulate
                                    explain the learning
                objectives of the                                OR                                 AND                                 the relevance of the learning
                                    objective(s).
                lesson                                           Students cannot articulate         Students are able to articulate     objective.
                                                                 what they are expected to          what they are expected to learn.
                                                                 learn.

                                                                                                    The teacher makes connections       The teacher facilitates as
     3.1                                                         The teacher makes connections
                                    The teacher makes limited                                       between the current learning        students build connections
                                                                 between the current learning
Communicate     B) Connections to   connections between                                             objective(s) and the students’      between the current learning
                                                                 objective(s) and the students’
  learning      prior and future    current learning                                                prior and future learning to        objective(s) and their prior and
                                                                 prior or future learning.
objectives to   learning            objective(s) and the                                            further student understanding       future learning. Students
                                                                 Connections are vague or
  students      experiences         students’ prior or future                                       of the content material within      make explicit connections
                                                                 based on connections to
                                    learning.                                                       or outside of the discipline or     within or outside of the
                                                                 assessments and grades.
                                                                                                    unit.                               discipline or unit.
                                                                                                    The teacher clearly articulates
                                                                                                    the criteria for successfully
                                                                 The teacher mentions but does                                          All of level 3 and...
                                    The teacher does not                                            demonstrating attainment of the
                                                                 not clearly explain the criteria                                       The teacher solicits student
                                    establish criteria for                                          lesson objective(s).
                C) Criteria for                                  for successfully demonstrating                                         discussion to define or affirm
                                    successfully demonstrating                                      AND
                success                                          attainment of the learning                                             the criteria for successfully
                                    attainment of the learning                                      Students are able to articulate
                                                                 objective(s).                                                          demonstrating attainment of
                                    objective(s).                                                   the criteria for successfully
                                                                                                                                        the learning objective(s).
                                                                                                    demonstrating attainment of the
                                                                                                    learning objective(s).




                                                                                                                                                                         7
                                                                     Domain 3: Instruction
 Standard          Indicators                    Level I                         Level II                         Level III                           Level IV

                                                                       The teacher executes a
                                     The teacher executes a lesson
                                                                       lesson cycle that is            The teacher executes an
                                     cycle that is inappropriately                                                                       All of level 3 and...
                                                                       inappropriately paced.          appropriately paced lesson
                                     paced.                                                                                              To address the learning needs of
                A) Executes                                            OR                              cycle that gradually releases
                                      AND                                                                                                subgroups, the teacher adapts the
                lesson cycle                                           The teacher does not            responsibility so that students
                                     The teacher does not execute                                                                        pacing or the release of
                                                                       execute a lesson cycle that     can independently master the
                                     a lesson cycle that gradually                                                                       responsibility.
     3.2                                                               gradually releases              learning objective(s).
                                     releases responsibility.
                                                                       responsibility.
  Facilitates
                                                                                                       Learning experiences
Instructional                        Learning experiences are not      Some learning experiences
                                                                                                       throughout the lesson cycle
    Cycle                            cognitively engaging.             are cognitively engaging.                                         All of level 3 and...
                                                                                                       are cognitively engaging.
                B) Cognitive level   OR                                OR                                                                Learning experiences require
                                                                                                       AND
                of student           Learning experiences do not       Some learning experiences                                         student thinking that exceeds the
                                                                                                       Learning experiences
                learning             match the level of rigor          match the level of rigor                                          level of cognition or increases the
                                                                                                       consistently match the level of
                experiences          required to attain mastery of     required to attain mastery of                                     level of challenge required by the
                                                                                                       rigor required to attain
                                     the standard/learning             the standard/learning                                             standard/learning objective(s).
                                                                                                       mastery of the
                                     objective(s).                     objective(s).
                                                                                                       standard/learning objective(s).




                                                                                                                                                                           8
                                                                          Domain 3: Instruction
   Standard            Indicators                  Level I                             Level II                           Level III                           Level IV


                                       Many questions posed by                                                   The teacher poses questions to a        All of Level 3 and…
                                                                           The teacher poses questions to
                                       the teacher do not move                                                   wide range of students that are         Students pose questions
                                                                           a small number of students in
                                       student thinking toward                                                   scaffolded toward cognitive             that require cognitive
                                                                           the class.
                                       mastery of the learning                                                   challenge and mastery of the            challenge.
                                                                           OR
                                       objective(s).                                                             learning objective(s).                  OR
                    A) Questioning                                         The teacher inconsistently
                                       OR                                                                        AND                                     Students initiate
                                                                           scaffolds questions toward
                                       Most of the questions                                                     The teacher uses strategies to          questions to further
                                                                           cognitive challenge and
                                       posed by the teacher                                                      enable students to correctly            other students’
                                                                           mastery of the learning
                                       require little cognitive                                                  answer questions and extend or          understanding of the
                                                                           objective(s).
                                       challenge.                                                                justify their thinking.                 content.
                                       The teacher does not require        The teacher inconsistently
                                       students to use the language of     requires students in whole class                                              Students facilitate whole
                                                                                                                 The teacher facilitates conversations
                                       the discipline, discuss             or small group conversations to                                               class or small group
                                                                                                                 in whole class and small group
                                       academic ideas, or justify their    use the language of the discipline,                                           discussions and consistently
                    B) Academic                                                                                  settings that require all students to
                                       reasoning.                          discuss academic ideas, or justify                                            use the language of the
                    Discourse                                                                                    consistently use the language of the
                                       OR                                  their reasoning.                                                              discipline, discuss academic
                                                                                                                 discipline, discuss academic ideas,
                                       The teacher provides minimal        OR                                                                            ideas, and justify their
        3.3                                                                                                      and justify their reasoning.
                                       opportunities for student           Academic discourse is limited to a                                            reasoning.
Implementation                         discussion.                         small number of students.
 of instructional                                                                                                                                        All of level 3 and...
    strategies                                                                                                                                           The teacher differentiates
                                                                           The structure and size of grouping
                                                                                                                 The structure and size of grouping      grouping arrangements in
                                                                           arrangements inconsistently
                                                                                                                 arrangements move students              order to maximize learning
                                                                           move students toward mastery of
                                       The structure and size of                                                 toward mastery of the learning          for individual students.
                    C) Group                                               the learning objective(s).
                                       grouping arrangements do not                                              objective(s).                           Students rely on each other
                    structures                                             OR
                                       move students toward mastery                                              AND                                     to work through challenging
                                                                           Students inconsistently
                                       of the learning objective(s).                                             Students actively participate within    activities and hold
                                                                           participate within all group
                                                                                                                 all group structures.                   themselves and each other
                                                                           structures.
                                                                                                                                                         accountable for individual or
                                                                                                                                                         group work.

                                       Resources and instructional                                                                                       All of level 3 and...
                                                                           Resources and instructional           Resources and instructional materials
                                       materials are unsuitable to the                                                                                   Resources and instructional
                    D) Resources and                                       materials are partially suitable to   are suitable to the lesson
                                       lesson objective(s), distract                                                                                     materials require cognitive
                    instructional                                          the lesson objective(s). Resources    objective(s), support attainment of
                                       from or interfere with student                                                                                    engagement. Students
                    materials                                              and materials only partially          the learning objective(s), and
                                       learning, or do not promote                                                                                       choose, adapt, or create
                                                                           promote cognitive engagement.         promote cognitive engagement.
                                       cognitive engagement.                                                                                             materials to extend learning.



                                                                                                                                                                                    9
                                                                      Domain 3: Instruction
   Standard           Indicators                Level I                           Level II                        Level III                         Level IV


                                                                        The teacher inconsistently
                                                                                                        The teacher checks for
                                                                        checks for understanding
                                                                                                        understanding using varied
                                                                        throughout the lesson cycle.
                                                                                                        techniques throughout the       All of level 3 and...
                                     The teacher does not check for     OR
                                                                                                        lesson cycle to yield           The teacher implements
                                     students’ understanding of the     The checks do not yield
                   A) Checking for                                                                      actionable data on students’    differentiated instruction and
                                     learning objectives during the     actionable data on students’
                   understanding                                                                        progress toward the learning    continued checks for
                                     lesson.                            progress toward the learning
                   and adjusting                                                                        objective(s).                   understanding based on the
                                     OR                                 objective(s).
                   instruction                                                                          AND                             progress of subgroups toward
                                     The teacher does not adjust        OR
                                                                                                        The teacher adjusts             mastery of the learning
                                     instruction based on the data.     The teacher inconsistently or
                                                                                                        instruction based on the data   objective(s).
                                                                        ineffectively adjusts
                                                                                                        to meet students’ learning
                                                                        instruction based on the
                                                                                                        needs.
       3.4                                                              data.
                                                                                                        The teacher provides
   Monitoring                                                           The teacher provides
                                                                                                        feedback throughout the
student learning                     The teacher does not provide       feedback but not throughout
                                                                                                        lesson cycle that is specific
     during                          feedback to students.              the lesson cycle.
                                                                                                        and timely.                     All of level 3 and...
   instruction     B) Feedback to    OR                                 OR
                                                                                                        AND                             Students provide specific
                   students          Feedback does not advance          Feedback inconsistently
                                                                                                        Feedback consistently           feedback to one another.
                                     students toward mastery of         advances students toward
                                                                                                        advances students toward
                                     the learning objective(s).         attainment of the learning
                                                                                                        attainment of the learning
                                                                        objective(s).
                                                                                                        objective(s).
                                                                        Students assess their work      Students assess and monitor
                                                                        with an emphasis on             the quality of their own work
                                                                        completion rather than          against the learning            All of level 3 and...
                   C) Self-          Student self-monitoring is not     progress toward the learning    objective(s) and success        Students determine appropriate
                   monitoring        evident.                           objective(s).                   criteria.                       next steps for improving their
                                                                        OR                              AND                             learning.
                                                                        Students cannot justify their   Students are able to justify
                                                                        self-assessment.                their self-assessment.




                                                                                                                                                                         10
                                                               Domain 4: Professional Contributions
   Standard             Indicators                      Level I                            Level II                         Level III                            Level IV

                                                                                                                                                    The teacher makes a detailed and
                                           The teacher does not know the                                         The teacher makes an accurate
                                                                                The teacher has a generally                                         accurate assessment of a lesson’s
                                           degree to which a lesson was                                          assessment of a lesson’s
                                                                                accurate impression of a                                            effectiveness and success in
                                           effective or achieved its                                             effectiveness and success in
                     A) Accuracy                                                lesson’s effectiveness and                                          achieving the instructional goals,
                                           instructional goals, or profoundly                                    meeting the instructional goals,
                                                                                success in meeting the                                              citing specific data and weighing
                                           misjudges the success of a                                            citing general data to support
        4.1                                                                     instructional goals.                                                the relative strengths of each data
                                           lesson.                                                               the judgment.
Engage in critical                                                                                                                                  source.
   reflection,                                                                                                                                      The teacher makes several specific
                     B) Use in future      The teacher has limited              The teacher makes general        The teacher makes specific         suggestions about how the lesson
   constantly        planning              suggestions for how the lesson       suggestions about how the        suggestions about how the          could be improved and predicts
revising practice                          could be improved.                   lesson could be improved.        lesson could be improved.          how the improvements will
   to increase                                                                                                                                      advance student learning.
  effectiveness                                                                                                                                     The teacher welcomes feedback
                                           The teacher is resistant to          The teacher accepts feedback
                                                                                                                 The teacher welcomes               from supervisors and colleagues,
                                           feedback from supervisors or         from supervisors and
                     C) Acceptance of                                                                            feedback from supervisors and      uses the feedback to improve
                                           colleagues and/or does not use       colleagues but may/may not
                     feedback                                                                                    colleagues and uses the            practice, and seeks further
                                           the feedback to improve              use the feedback to improve
                                                                                                                 feedback to improve practice.      feedback on what has been
                                           practice.                            practice.
                                                                                                                                                    implemented.
                                           The teacher avoids participating                                      The teacher actively               The teacher makes a substantial
                                                                                The teacher participates in
                                           in the professional community                                         participates in the professional   contribution to the professional
                     A) Participation in                                        professional community
                                           activities or has strained                                            community by developing            community by assuming
                     a professional                                             activities as required,
                                           relationships with colleagues                                         positive and productive            appropriate leadership roles and
       4.2           community                                                  maintaining cordial
                                           that negatively impact the                                            professional relationships with    promoting positive and
                                                                                relationships with colleagues.
    Engage in                              learning community.                                                   colleagues.                        professional relationships.
  collaborative                                                                                                                                     Beyond active participation and
  relationships                                                                                                  The teacher actively engages in    strategic application of required
                                           The teacher resists applying         The teacher applies learning
  with peers to                                                                                                  professional development           professional development, the
                                           learning gained from                 gained from professional
learn and share      B) Professional                                                                             opportunities and strategically    teacher seeks additional learning
                                           professional development             development activities, and
                     development                                                                                 applies the learning gained to     opportunities based on individual
 best practices                            activities and does not share        makes limited contributions to
                                                                                                                 practice. The teacher willingly    need. The teacher initiates and
   and ensure                              knowledge with colleagues.           others or the profession.
                                                                                                                 shares expertise with others.      willingly shares expertise with
  continuity in                                                                                                                                     others.
student learning                                                                                                                                    The teacher assumes a leadership
                                           The teacher demonstrates little                                       The teacher contributes to and
                                                                                The teacher adheres to shared                                       role in contributing to, endorsing,
                     C) Shared             commitment to supporting                                              actively endorses shared
                                                                                agreements that support                                             and encouraging others to
                     commitment            shared agreements that support                                        agreements that support
                                                                                student learning.                                                   embrace the shared agreements
                                           student learning.                                                     student learning.
                                                                                                                                                    that support student learning.



                                                                                                                                                                                     11
                                                             Domain 4: Professional Contributions
   Standard           Indicators                      Level I                            Level II                          Level III                             Level IV

      4.3
  Uphold and                                                                                                                                        The teacher assumes a leadership
                   A) Norms              The teacher inconsistently           The teacher complies with        The teacher fully supports and
                                                                                                                                                    role in modeling school policies
 exhibit YMCS      described by          complies with school policies        school policies and timelines,   complies with school policies
                                                                                                                                                    and timelines and encourages
  norms and        school/ handbooks     and timelines.                       doing just enough to “get by.”   and timelines.
                                                                                                                                                    others to support them.
 expectations
                                                                                                                                                    The teacher promotes frequent
                                         The teacher provides minimal         The teacher adheres to the       The teacher initiates
                                                                                                                                                    two-way communication with
                   A) Initiation of      information to parents about         school’s required procedures     communication with parents
                                                                                                                                                    parents to improve student
                   meaningful            individual students, and/or the      for communicating with           about students’ progress on a
        4.4                                                                                                                                         learning. Students contribute to the
                   communication         communication is inappropriate       families with an awareness of    regular basis, respecting cultural
Develop two-way                                                                                                                                     design and/or communication of
                                         to the cultures of the families.     cultural norms.                  norms.
 communication                                                                                                                                      the system.
   with families
  about student                                                               The teacher responds to parent                                        The teacher responds to parent
                   B) Responsiveness     The teacher does not respond, or
   learning and                                                               concerns in a superficial or     The teacher responds to parent       concerns in a pro-active, timely
                   to parent inquiries   regularly responds insensitively
                                                                              cursory manner, or responses     concerns in a timely and             manner and handles this
   achievement     and                   to parent concerns about
                                                                              may reflect occasional           culturally respectful manner.        communication with great
                   communication         students.
                                                                              insensitivity.                                                        professional and cultural sensitivity.


      4.5
                                                                                                                                                    The teacher works proactively and
   Engage in                                                                                                   The teacher works
                                                                                                                                                    collaboratively with the family and
 collaborative                                                                The teacher dictates             collaboratively with the family
                                         The teacher does not work with                                                                             student to define specific
 relationships     A) Inclusion of the                                        actions/strategies to support    to define specific
                                         the family to define specific                                                                              actions/strategies that will support
                   family as a partner                                        student’s academic success       actions/strategies that will
with families to   in learning
                                         actions/strategies to support
                                                                              and college- readiness but       support student’s academic
                                                                                                                                                    student’s academic success and
 support their                           their child’s success and college-                                                                         college- readiness and follows up
                   decisions                                                  does not follow up with the      success and college- readiness
child's success                          readiness.                                                                                                 with the family to ensure success.
                                                                              family to measure success.       and follows up with the family
                                                                                                                                                    Students initiate the use of
  and college                                                                                                  to ensure success.
                                                                                                                                                    strategies with their parents.
   readiness




                                                                                                                                                                                       12
YMCS: FORMAL OBSERVATION PROCESS OVERVIEW

                                          LESSON PLAN AND PRE-OBSERVATION CONFERENCE


                                Teacher Role                      Observer Role                          Estimated Time
                      •        Prepares lesson                •    Listens                         20-30 minutes in conference
                               plan                           •    Collects
                      •        Acts as primary                     evidence
                               presenter

Activity Purpose     The teacher will share with the observer his or her planning for an upcoming lesson through an elaborated
                     lesson plan and pre-observation conference so that the observer may gather evidence related to Domain 1.



                     Prior to the conference
                          1.    Teacher prepares presentation and submits a lesson plan for observer. Through the lesson plan
                                and/or pre-conference conversation the teacher should address the questions and evidence below.

                     At the conference
Activity Overview         2.    Observer hosts the conference.
                          3.    Teacher presents and shares information with observer who collects evidence.

                     After the conference
                          4.    Observer and teacher individually review evidence and make preliminary ratings for Domain 1.


   Standards assessed                                   Questions to address and evidence to gather

 1.1 Establish standards-based                  How did you establish the learning objective(s) for your lesson?
    learning objectives for
    instructional plans

                                                What instructional strategies will be employed throughout the lesson?
 1.2 Organize instructional plans
    to promote standards-based,                          o   How do these strategies allow for a gradual release of
    cognitively engaging learning                            responsibility? (i.e. I do, we do, you do)
    for students                                         o   How do these strategies promote high levels of cognition?
                                                         o   How are your strategies differentiated for various student levels?

                                                How is this lesson being driven by student data? (may ask follow-up questions to have
 1.3 Use student data to guide                   teacher explain how the lesson is differentiated for subgroups or individual students)
    planning


 1.4 Use knowledge of subject                   How are you activating prior/pre-requisite knowledge in this lesson?
    matter content/skills and
                                                How have you planned to address common content misconceptions?
    learning processes to plan for
    student learning

 1.5 Design assessments to ensure               How will you know (throughout the lesson) whether students have attained or are
     student mastery                             on the track towards attaining the learning objective?
                                                      CLASSROOM OBSERVATION

                                   Teacher Role                       Observer Role                         Estimated Time
                                • Teaches lesson                  •    Observes                             30-45 minutes
                                • Collects student                •    Collects evidence
                                  work
Activity                The observer will view a teacher’s lesson to understand how the teacher creates and maintains the classroom
Purpose                 environment and delivers instruction. The observer will note both student and teacher experiences related to
                        Domains 2 and 3.

                           1.    Teacher teaches students.
                           2.    Observer collects evidence by observing teacher and students and may speak with students
Activity                         to gather additional evidence.
Overview                   3.    Teacher collects student work samples for analysis.
                           4.    Teacher and observer individually review evidence and make preliminary ratings for Domains 2
                                 and 3.

Standards Assessed                                                    Indicator evidence to gather

                                      Domain 2: Classroom Learning Environment

2.1 Create a classroom/community culture of learning                  A) Value of effort and challenge

2.2 Manage student behavior through clear expectations and            A) Behavioral expectations
    a balance of positive reinforcement, feedback, and
                                                                      B) Response to behavior
    redirection

2.3 Establish a culture of respect and rapport which supports         A) Interactions between teacher and students
     students’ emotional safety                                       B) Student interactions with each other
2.4 Use smooth and efficient transitions, routines, and
                                                                      A) Routines, procedures, and transitions
     procedures to maintain instructional momentum
                                                          Domain 3: Instruction
                                                                      A) Communication of the learning objectives of the lesson
3.1 Communicate learning objectives to students                       B) Connections to prior and future learning experiences
                                                                      C) Criteria for success
                                                                      A) Executes lesson cycle
3.2 Facilitates instructional cycle
                                                                      B) Cognitive level of student learning experiences
                                                                      A) Questioning
                                                                      B) Academic discourse
3.3 Implementation of instructional strategies
                                                                      C) Group structures
                                                                      D) Resources and instructional materials
                                                                      A) Checking for students’ understanding and adjusting
                                                                      instruction
3.4 During lesson, teacher makes effective instructional
     decisions based on formative assessments                         B) Feedback to students
                                                                      C) Self-Monitoring
                                               REFLECTION AND POST-OBSERVATION CONFERENCE

                                      Teacher Role                           Observer Role                        Estimated Time
                                  • Presents student work               •    Listens                              45-60 minutes in
                                    and reflection                      •    Collects evidence                      conference
                                                                        •    Presents
                        The teacher will share with the observer his or her assessment of student work and reflection on the
Activity Purpose        success of the lesson to develop additional evidence for Domain 4. The teacher and observer will discuss a
                        few pre-selected indicators that they rated differently. The teacher and observer will begin to develop the
                        teacher’s professional learning plan based on the observation evidence and ratings.


                                          1.   Teacher submits student work and reflection prior to conference.
                                          2.   Observer reviews student work and reflection, collecting evidence in Domain 4;
                                               makes preliminary ratings.
Activity Overview                         3.   Observer and teacher individually compare ratings for all Domains prior to meeting
                                               and prioritize several indicators to discuss if they notice discrepancies between
                                               their ratings. Observer and teacher finalize all ratings.
                                          4.   Teacher and observer discuss next steps for the teacher’s professional growth.

       Standards assessed                                  Questions to address and evidence to gather

                                                      How do student work samples demonstrate that students have or have not
                                                       achieved the learning objective(s)? How would you change your lesson plan
                            A. Accuracy                in the future to ensure that more students achieve the objective?

                                                      How will you use this student data to inform your future lessons/other
4.1 Engage in               B. Use in future           plans?
critical reflection,           planning
constantly revising
practice to increase                                  What are the two greatest insights you’ve gained from this experience?
                            C. Acceptance of
effectiveness                                         Explain how you will translate these insights into future practice goals.
                               feedback
                                                      What supports will you need to guide you in reaching these goals?
                      2013-2014 YMCS K-2 Student Survey Questions

K-2 Question                                                        YIR
                                                                    Indicator
  1. Does your teacher tell your class how to behave in the         2.2A
     classroom?
  2. Most of the time do students in your class behave and follow   2.2A/2.2B
     the rules?
  3. When students in your class do not follow the rules, does      2.2B
     your teacher help them so they can behave better next time?
  4. Does your teacher let your class know when you are doing a     2.2A/B
     good job following the rules?
  5. Does your teacher make you feel that she or he really cares    2.3A
     about you?
  6. Does your teacher listen to what you have to say when it is    2.3A
     your turn to speak in class?
  7. Does your teacher help you feel better when you are upset?     2.3A
  8. Do you feel you can ask your teacher for help when you need    2.1A, 2.3A
     it?
  9. When students don’t understand something, does your            3.4B
     teacher try to help them understand it better?
  10. Does your teacher show you how make your work better?         3.4B
  11. Does your teacher ask you questions to make sure you          3.4A
     understand what you are learning?
  12. In your class, does your teacher show you how to fix your     3.4B/C
     mistakes to do better next time?
                           2013-2014 YMCS 3‐5 Student Survey Questions

3‐5 Questions                                                                          YIR Indicator
    1. My teacher sets clear expectations for how we should behave in this class.      Indicator
                                                                                       2.2A
    2. Most of the time, my classmates behave the way my teacher expects them to.      2.2A
    3. When students in this class misbehave, my teacher helps them to behave          2.2B
        better.
    4. My teacher lets us know when we are doing a good job following expectations.    2.2A
    5. In this class, my teacher makes me feel that he or she really cares about me.   2.3A
    6. My teacher listens to what I have to say when it is time to share my ideas.     2.3A
    7. My teacher helps me feel better when I am upset.                                2.3A
    8. I feel okay asking the teacher for help when I need it.                         2.1A, 2.3A
    9. Our class stays busy and doesn’t waste time.                                    2.4A
    10. My teacher explains to us why we are learning something when we start a new    3.1A/B
        lesson.
    11. My teacher gives us clear directions for our activities.                       3.1C
    12. I know what I am supposed to do in this class.                                 3.1A/3.1C
    13. My teacher helps us remember what we have learned in this class.               3.1B
    14. In this class, we learn a lot almost every day.                                3.2A/B
    15. I like the ways we learn in this class.                                        3.2A/B
    16. I am learning new things in this class.                                        3.2B
    17. When students don’t understand something, my teacher explains it another       3.4B
        way so that they will understand.
    18. My teacher shows me how I can do better on my work.                            3.4B
    19. My teacher asks us questions to make sure we understand what we are            3.4A
        learning.
    20. In this class we learn how to fix our mistakes.                                3.4B/C
                      Board of Directors
                   Thursday, October 24, 2013
                AGENDA ITEM INFORMATION

Agenda Item     Education Committee Discussion on Teacher Evaluation
                and Feedback
Time Allotted   15 minutes
Summary         The Education Committee Reviewed the Teacher
                Feedback and Evaluation System the principal has
                proposed to use this year.
Type            Information
Background      Last year the Education Committee suggested we need a
                teacher feedback and evaluation system in place.

Key Questions   • Does the board need to approve the system Laura is
                  piloting?
                • What questions do you have about it?
Attachments     • Notes from October 18, 2013 Education Committee
                  meeting
                • Note: Draft documents from teacher support &
                  evaluation system are included as part of the Principal
                  report
Yu Ming Education Committee
Notes from October 18 Meeting
1 PM Ed Trust West Offices

Present: Carina, Laura, Carrie, Rebecca, Hunter
By Phone: Meng Hsiung, Marilyn Crawford
Guests: David Steele, Hillsborough County Public Schools and Kelly Montes De Orca, former CAO for PUC Schools

Welcome and Introductions
Carina welcomed new members (Hunter Gatewood) and the guests. David and Kelly have specifically been invited
because the discussion was about the teacher evaluation and feedback system that Laura is piloting this year.

Discussion on Teacher Feedback and Evaluation
Laura opened the discussion by reviewing her plan and posed some of the questions that she wanted feedback on.
She is using a framework that is being used be five major CMOs that are part of the College Ready Promise. She
described the advantages of using a framework someone else has used and the disadvantages. The group gave her
the following advice:

Instructional Framework
     • It is missing a focus on the assignment. It’s a common mistake and we should cross walk it with other
          rubrics that might get this right. Marilyn offered to provide examples and expertise to help fix this issue.
          Kelly agreed that it was a flaw in the rubric (she was part of the team that created it.)
     • The values of the school are not clear in the rubric. The CMOS that use this have a very different
          population. There is also nothing in the rubric that highlights bilingualism is core to the school. We might
          consider that in both the rubric and the student surveys.
     • Carina suggested Laura call Kevin and he might be more willing to talk about what they do with her
          especially if he has any items on the cultural competence issue that seems to be missing.

Teacher Engagement in the Process/System
    • Kelly and David both agreed that they would not lead with a conversation about compensation. Let that
        happen later after the system is more stable.
    • Hunter concurred and said that you have to think of three types of information gathering: for research,
        for support and for evaluation. You have to separate those and be clear about that when you pilot this.
    • All agreed that making this a pilot year would be an important way to communicate this to teachers.
    •    Kelly said it is important how you frame this work: to engage in CR instruction and what it looks like.
    • David said that they used video as a way to engage teachers in a peer to peer discussion.

Student Surveys
    • Rebecca felt strongly that surveys did not reflect the values of the school and the language felt very much
         like “control” rather than “self-regulation” and that if we are asking students the wrong things.
    • Make sure you go into the survey saying what we want to learn.
    • Everyone liked the idea of using fall and spring administration of survey so that a teacher could make it
        actionable.
    • The group felt that there were not enough challenge questions in the student survey (that was the second
        most important indicator of effectiveness according to David after classroom management based on the
        MET work. Questions like: my teacher expects nothing less than full effort etc. We should go back and
        add those.
    • Look for trend analysis and don’t think about it question by question: teachers who had high control
        versus low challenge. We looked at it in cross tabs. This was very helpful according to Kelly.
    •   Student survey: do you want to ask about identify culture of kids since it is a bilingual school? Rebecca
        felt strongly that was missing especially given the mission of the school and the group agreed.

Measurement and Weights
   • Kelly suggested Laura consider student growth indicators like SLOs (student learning objectives) in non-
       tested areas. Growing movement around that work and these are teacher created.
   • We discussed the weight of the formal versus informal observations (split it 50/50). All of the observations
       would measure same domains. Kelly and David thought we might want to consider weighting the informal
       differently and focusing them on the goal areas that teachers might have set rather than looking at all the
       areas.
   • Mini observations could be weighted on different areas—varies by teacher based on needs. Be strategic
       from leader.
   • Might not make sense to do an average of all the domains. You might want more flexibility in the system
       so that if a teacher scores low on the first one, you actually weight the second one higher because they
       might show great progress.
   • Be clear that the expectation is a 3 and that 4 is way beyond what the average teacher can do,
   • Make the beginning year as much about support as you can. Eventually all mini observations are all
       unannounced.
   • David said that he had not found that you get much of a difference in the formal versus informal
       evaluations. Parents think they put on a show on the day of the formal evaluation and research doesn’t
       suggest that. There is consistency.
   • Do we have the right proficiency descriptors: Kelly said it is less about what you name them and more
       about how you talk about what it looks like. They are not all equal distance between the numbers. Set
       expectations that a 3 is what you really want.
   • David said they don’t use developing anymore because teachers hated it. Ask teachers to name them.

Administrator Role and Making it Manageable
   • Think about frequency of process: do you need to do it every year? Maybe on two year cycles or self-
        guided learning process on off year… You don’t have to evaluate every teacher every year. You might
        create a system that looks at some teachers more frequently based on their needs.
   • What is teacher’s role in setting goals? And how do you tie it to the evaluation? You could link the goal
        setting to the mini observations. Be clear about it up front.
   • Consider the TAP model: use peer observers. Just for support.
   • Carina cautioned against using a board member as an observer.
   • Observation training is critical for anyone who does evaluations. The principal and others need to get
        trained.

We did not talk about teacher supports strategy or professional development for teachers and will need to pick that
back up at a future meeting.

Quick Business
The second half of the meeting focused on quick business and process improvement. We reviewed the dates of
the meetings and the cadence/topics:
                                      th
             o    Friday, December 13 (1-3pm)
             o    Friday, February 14 (1-3pm)
                                  th
             o    Friday, April 11 (1-3pm)
                                  th
             o    Friday, June 13 (1-3pm)
Carina also mentioned to the group what happened with the goals and promised to send them out to the
committee. She highlighted a request from the Board chair for us to take on a discussion about a measurement
system for the “cultural competence” that seems to be in the charter in the mission statement and the value.

                 To provide a rigorous college prepatory program
                 To graduate bilingual students in Mandarin Chinese
                 To nurture curiosity, international perspective and diligence in attaining personal goals
                 To develop compassionate individuals with sound moral character and respect for
                  community/environment

We agreed that life skills is the wrong word and discussed using cultural competence and “character”. The group
agreed that it was too ambitious right now to take that on (Laura concurred later in the meeting) and that we
needed to focus on getting some of the core parts of the education program stable first.

Process Improvement
Hunter described his background and walked us through a Process Improvement Model that he (and many others)
use. We talked about how we might apply this immediately. The difference in this model and most continuous
improvement models is that it is a much faster iteration (act, plan, study, do) cycle.
    • Laura said it was helpful and she could try it out with getting kids to self-regulate during lunch and recess.
         We walked through some next steps.
    • We could also try it out with the peer teachers/observation issue we discussed earlier.
    •     Laura also asked if she could get feedback on standards based report cards. She’ll send two versions out
         to use but Hunter suggested she could use this as an example of the process improvement model if she
         used a few teachers and ten parents and gave them different versions of the report card to get feedback.

Next Meeting
The next meeting will be held. December 13 from 1-3. We will look at the writing assignments that will be used
this year and the rubrics. Carina will likely ask some experts in that area to join us for that meeting. If we have
time, we should discuss the professional development system and any feedback from Laura on the “process
improvement” cycles she’s tried.
                      Board of Directors
                   Thursday, October 24, 2013
                AGENDA ITEM INFORMATION

Agenda Item     Strategy
Time Allotted   30 minutes
Summary         Vote on proposed goals for 2013/14 School Year
Type            Decision
Background      This is the culmination of a 2-month process to finalize
                goals for this school year. We drafted potential goals at the
                August Board retreat, we informed families about the goal
                setting process at meetings and e-newsletters, held several
                Q&A sessions with parents including one at the Oct 8
                PAG meeting.
                This latest version integrates some suggestions made by
                parents.
                (In future years, this goal-setting process will ideally be
                done prior to the start of the school year!)
Key Questions   • What should be our targets for parent and staff NPS?
                • For student survey results?
Attachments     • 2013/14 Goals
                                                                                     2013-14 School Goals                                                               DRAFT
                                  Metric                     Baseline                      2013-14 Target                                         Notes
                                                                                                                    Early Language Learning Oral Performance Assessment
                                                                                                                    (ELLOPA) for K-2 evaluates four areas: Oral Fluency, Grammar,
                                                                                                                    Vocabulary & Listening. The Student Oral Proficient Assessment
                              Mandarin                                                 K = 96/96/96/100%
                                                  K OF/G/V/L = 96/98/94/100                                         (SOPA) is a similar test for grades 3-8. We have set goals for Yu
                              Proficiency:                                             G1 = 95/95/95/100%
                                                  G1 OF/G/V/L = 77/75/71/98                                         Ming students’ proficiency at each grade level, based on the goal
                              ELLOPA &                                                 G2 = 85/85/85/100%
                                                  G2 OF/G/V/L = 96/94/94/94                                         of reaching Advanced Low and Medium by G8. The levels are
                              SOPA                                                     G3 = 96/96/96/100%
                                                                                                                    defined by the American Council on the Teaching of Foreign
                                                                                                                    Languages (ACTFL ) Proficiency Guidelines. (Note: Most
                                                                                                                    immersion set a target of Intermediate.)
                                                            2012-13                                                 In 2013, CA’s State Testing and Reporting (STAR) program will
                              Math: NA                                                           NA
                                                   100% proficient or advanced                                      test a new Common Core aligned assessment by Smarter Balanced
                                                                                                                    Assessment Consortium (SBAC), instead of using the previous
                                                             2012-13
                              English: NA                                                        NA                 CST test. Individual student and school scores will not be given
                                                    78% proficient or advanced
                                                                                                                    this year. We are evaluating other ways to assess math and ELA.
Student Outcomes




                                                                                                                    CA will eventually update the formula for calculating Academic
                                                                                                                    Performance Index, using the new test. In the meanwhile, they
                              Overall: API                 2012-13: 944                          NA
                                                                                                                    will continue to use the 2012-2013 API score as a placeholder.
                                                                                                                    (The API is on scale of 200 to 1000.)
                                                                                                                    Yu Ming is creating assessments for each trimester, which will
                                                                                         K =80% Proficient          include science and social studies content as well as application of
                              Interdisciplinary
                                                                                        G1=85% Proficient           Mandarin and English language. They will be scored by teachers
                              Writing                None – new in 2013-2014
                                                                                        G2=90% Proficient           based on a Common Core aligned rubric and reported to parents
                              Assessments
                                                                                        GR3=95% Proficient          during parent/teacher conferences. In the long-run, we will seek
                                                                                                                    to have these assessments research-validated.
                                                                                                                    Unfortunately, we have yet to identify a reliable system for
                              Mandarin                                                                              testing student Mandarin reading proficiency. We are continuing
                                                               None                              NA
                              Reading                                                                               to seek ways to use leveled texts to determine whether students
                                                                                                                    are reading at grade level so that we can set goals in this area.
                                                                                                                    This year we will explore different ways to assess “life skills”
                              Character,                                                                            described in our mission, specifically:
                              Values &                                                                              •     To nurture curiosity, international perspective and diligence
                                                               None                              NA
                              Global                                                                                      in attaining personal goals
                              Citizenship                                                                           •     To develop compassionate individuals with sound moral
                                                                                                                          character and respect for community/environment
                                                                                                                    In 2012-2013, we administered a pictoral survey to students K-2.
                              Student                                                                               We will be updating the survey this year, and G3 will probably get
                                                                                                TBD
                              Satisfaction                                                                          a text survey based on the instruments designed by the Tripod
                                                                                                                    Project at Harvard.
                                                                                                                    In 2012-2013, staff requested an informal conversation rather than
School Climate and Culture




                              Staff
                                                               None                          NPS = 30               a survey.
                              Satisfaction:
                              Parent                                                                                Net Promoter Score (NPS) is a widely used consumer satisfaction
                                                             NPS = 34                        NPS = 45
                              Satisfaction:                                                                         research question. Baseline is from the end-of-year parent survey
                              NPS                                                                                   administered in June 2013.
                                                                                                                    Based on a question to be added the anonymous end-of-year
                              Parent
                                                         85% (self-report)                   100% Yes               parent survey: “Have you met the 30-hour volunteer requirement
                              involvement
                                                                                                                    for families at Yu Ming?”
                                                                                                                    Based on the end-of-year parent survey: “Please indicate the
                              Target area:        59% scoring 7+ on scale of 0-10;   Valuing diversity at school:
                                                                                                                    degree to which you agree that: Yu Ming values diversity of
                              valuing diversity         10 is strongly agree         70% agree or strongly agree
                                                                                                                    backgrounds.” Long Term goal: 100%
                              Target area:                                                                          Based on the end-of-year parent survey. “Please indicate the
                                                  45% scoring 7+ on scale of 0-10;    Confidence in Leadership
                              confidence in                                                                         degree to which you agree that Yu Ming’s Board of Directors
                                                        10 is strongly agree         70% agree or strongly agree
                              Leadership                                                                            makes sound decisions about the direction of the school”
                              Enrollment                       100%                             100%                In the future, we may consider adding Wait List as a measure
                                                                                                                    Based on calculated Average Daily Attendance (ADA), on which
School Growth and Stability




                              Attendance                       97%                              97%
                                                                                                                    state and federal per pupil funding is based
                                                                                                                    Our fund balance includes one-time start-up grant funds received
                              Cash reserve            6/30/13 balance: 25%             6/30/14 balance: 10%         in 2011 and 2012, which will be spent down over the next several
                                                                                                                    years as we add a grade level each year.
                              Adequate                                                 On track to secure next      Based on current enrollment plans, we will outgrow our Alcatraz
                                                                Yes
                              facilities                                                  facility for 2015         Ave. space after 2014-15 school year
                                                                                                                    Based on principal evaluation; applies to high-performing staff
                              Staff Retention                  75%                              90%
                                                                                                                    only.
                                                                                                                    Community partnerships and relationships are critical to the
                              Community
                                                               TBD                              TBD                 school’s long term success. We are still in the process of building
                              relations
                                                                                                                    our community engagement strategy and metrics.
                      Board of Directors
                   Thursday, October 24, 2013
                AGENDA ITEM INFORMATION
Agenda Item     Facility Committee Report
Time Allotted   20 minutes
Summary         To share progress on facility scoping, budgeting and financing and
                discussion of next steps and timeline, including whether to
                authorize the committee to search for a facility for 2015 (K-8
                and/or K-5)
Type            Discussion /action
Background      Yu Ming has secured the 1086 Alcatraz site through summer 2015
                and plans to occupy this site until K-4. A longer-term plan to guide
                the school as we bridge from this facility to a permanent home for a
                K-8 school is under development by the Facility Committee in
                conjunction with Fund Development and Finance Committees.
                After the August board retreat next steps included:
                    • financial modeling (what we can afford and by when)
                    • identifying potential developers or funders to work with
                    • stakeholder input from teachers and parents, particularly
                      around the issue of one site vs. two sites
                    • assessment of options with OUSD
                The attached report provides progress updates on recent activities.
Key Questions   • Are there any additional potential financing sources? If yes, who
                  can explore them?
                • Based on progress to date, should Yu Ming engage a broker to
                  begin searching for a site? K-8 and/or K-4 + 5-8 and/or K-5 +
                  6-8
                • Who is responsible to move forward on financing opportunities?
Attachments        2013-10-24 Report on Facility Committee Activities
To: Board Of Directors
From: Chrissy Schwinn, Chair, Facility Committee
Date: October 24, 2013
RE: Update on Facility Committee activities



 Committee and Project Team Development:

 •   Formed committee with 6 parent members (+ chair); all with relevant professional expertise for
     various stages of facility process
 •   Establishing regular meeting and communications processes. Two meetings held; next meeting
     Oct 29
 •   Will provide bios as available
 •   Still interested in additional committee members particularly in finance, development or
     construction experience

 Stakeholder Communications and Input

 •   As reported at September meeting, provide information and gathered input from teachers and
     parents on high-level site specifications such as one site vs. two sites, pros/cons to current site,
     other concerns.
 •   Information to be further quantified and incorporated as site specifications further developed.

 Site Requirements/ Programming

 Have preliminary estimate of school space needs for K-8, including a single or dual site. Overall K-8 site
 preliminary estimates

             o   28,000sf – 38,000 sf
             o   2.5 – 5 acres

 Committee beginning work to:
    • Further identify required, preferred and nice to have site features based on prior searches and
       additional stakeholder input
    • Develop requirements and parameters for dual site scenario
           o K-3 and 4-8
           o K-4 and 5-8
           o K-5 and 6-8
    • Identify zoning requirements to facilitate speedy CUP
    • Develop a scorecard to support facility committee in evaluating sites


 Project Budget and Financing
Finance committee has developed a model with enrollment, staffing projections and other assumptions to
help calculate total facility expense per year (from which we can estimate project budget based on
financing scenarios). This model will help us understand the overall facility expense and project budget we
can take on, giving different financing and fundraising scenarios.

Assumptions:
Expenses:
• We assume payroll and non-medical benefits grow at 5% Year-Over-Year (YOY), medical benefits
    grow at 10% YOY, and all other expenses grow at 3% YOY
Revenue:
• We assume full enrollment of 426 students
• We assume $6,000 growing to $6,800 per ADA under the new education funding bill (per EdTec
    guidance)
• We provide scenarios for w/ SB-740 and w/o SB-740.
Fundraising and financing:
• Assume two separate fundraising categories: one covers annual operating expenses, and another
    is specific to a capital campaign
• Assume specific deal structure, per Oliver conversation
• Maintain 10% cash balance on operating expenses
Other information:
• Some charter school guidance averages typical facility expense at 10 – 15% of budget (sometimes
    more in urban areas).
• Comparable fundraising in established Oakland district schools with similar demographic has been
    suggested at $750 per student
• Need to determine if SB-740 eligibility is affected by type of deal structure.

Preliminary Projections
Based on initial modeling, total project price estimates range from $4million to $13million with largest
variables being 1) whether SB740 eligible or not; 2) anticipated amount of per student fundraising;
and 3) structure of financing. Most likely range is $6m to $11m although further refinements are still
underway.




Ownership

To seriously explore site ownership, we need to identify:
    • A “deal champion” who can manage project overall including development and financing
        aspects
    • An experienced partner who can support financing needed to pursue capital project

On October 7, Gloria Lee, Chrissy Schwinn, Josh Stern and Matthew Sade met with Steve Oliver to
further explore possible partnership around financing and development. Mr. Oliver requested we
share our preliminary space needs and pro forma with him to begin evaluating whether we are a good
fit for his program. He is interested in investing in a good, central, safe location and indicated Oakland
as the likely best market at this time.

Key factors in assessing the long-term viability of our school will include our financial carrying capacity,
the stability of our business, the stability of our board and our earned vs. raised $ potential.

While these conversations move forward, we will continue to look for other potential
partners/developers/financers that may be able to help.

District Sites

We have written a formal letter to OUSD formally expressing our interest in a long-term lease
agreement to start in August 2015. We are not planning to participate in Prop 39 process this year
because we are not actively looking for space for 2014-15.

We will consult with CCSA / MYM / local advisors on how to navigate to build support in alignment
with Prop39 process timing for 2014, and gather info on existing OUSD – charter school partnership
and lease terms.

Commercial/Private Sites

With initial program requirements and project budgets, we have enough information to consider engaging
in a search for sites that match our requirements and that we can afford.

If the board agrees, propose that we develop site specifications based on prior searches, preliminary
program assessment and financial model and engage a broker to search for K-8 (28k- 38k sf) and K-5 (17k-
22k sf) sites. Committee to bring specific search criteria to board in November.

At the same time, the committee continues to investigate options and implications related to 1086
Alcatraz Ave, and is researching existing school sites as the most viable candidates for a successful
search.
Yu Ming Facilities Scenario
All figures in USD

Assumptions                                                                                                                                                  Notes:
 Funding:                                                        Expenses:
  Attendance                              97.0% Y8 Figure         Expense Growth                                          2.0%                                                                        2013 Budget
  Federal Revenue Growth                   2.6%           7200    Payroll / Other Benefits Growth                         5.0%                                  Medical Benefits as % of Salaries          10.4%
  State/Local Revenue Growth               0.0%                   Medical Benefits Growth                                10.0%                                  Other Benefits                              5.4%
  YM Fundraising Growth                  -11.3%                   Medical Benefits as % of Salaries                      12.0%                                  Benefits as % of Salaries                  15.8%
  Flatline $/student                       $750                   Other Benefits as % of Salaries                         8.0%
                                        per ADA       % Lease     Total Benefits as % of Salaries                        20.0%
   SB740 (Greater of)                      $750           75%     Payroll Taxes (FICA, Medicare, etc.)                    8.2%


                                                      Budget
                                                      2013/14         2014/15          2015/16            2016/17       2017/18      2018/19                 Notes:

Enrollment                                                211             258              303                346          387          426
ADA                                                       205             250              294                336          375          413

  Funding per ADA
   General Block Grant                                  6,000          6,158            6,321               6,488        6,659        6,835                  Per Yoon, new funding rates per ADA
   Title 1-3                                                0              0                0                   0            0            0
   SB740                                                    0          1,546            1,320               1,158        1,038          945
   State Revenue                                        1,770          1,770            1,770               1,770        1,770        1,770
   Local Revenue                                          686            686              686                 686          686          686
  Funding per student                                  $8,456        $10,161          $10,097             $10,102      $10,153      $10,235                  Assume flat in forward years

   General Block Grant                              1,228,020      1,541,183        1,857,757        2,177,378        2,499,657    2,824,169                 Updated with latest funding figures from EdTec
   SB740 Revenue                                            0        387,000          387,852          388,703          389,556      390,415
   State Funding                                      362,338        443,048          520,324          594,166          664,573      731,545                 Same as in budget
   Local Funding                                      140,359        171,624          201,558          230,162          257,436      283,379                 Same as in budget
  Federal, State, Local Funding                    $1,730,717     $2,542,856       $2,967,492       $3,390,410       $3,811,221   $4,229,507

  Yu Ming Annual Fundraising                         287,733         312,175          325,306             329,606      327,116      319,500
 $ per student                                          $1,364          $1,210           $1,074              $953          $845         $750
                                                                                                                                               Baseline
Total Revenue                                      $2,018,450     $2,855,031       $3,292,797       $3,720,016       $4,138,337   $4,549,007   $4,459,077
$ per student                                           $9,862         $11,408          $11,203            $11,084      $11,024      $11,009


   Payroll Expenses                                   937,206      1,172,850        1,374,818        1,651,931        1,892,543    2,153,087
   Medical Benefits                                    97,710        147,779          181,888          229,478          276,048      329,753
   Other Benefits                                      50,646         93,828          109,985          132,154          151,403      172,247
   Taxes                                               65,319         95,587          112,048          134,632          154,242      175,477
  Payroll & Benefits                                1,150,881      1,510,044        1,778,739        2,148,196        2,474,237    2,830,564

  Books and Supplies                                 110,858         138,263          165,626             192,913      220,088      247,113
 $ per student                                           $542            $552             $564               $575          $586         $598


  Services & Other Operating Expenses                379,715         473,582          567,307             660,772      753,853      846,420
 $ per student                                          $1,855          $1,892           $1,930             $1,969       $2,008       $2,048


  One-time Expenses                                     4,480                0               0                  0            0            0

Operating Expenses (w/o Facilities)                $1,645,934     $2,121,889       $2,511,672       $3,001,881       $3,448,178   $3,924,096

Operating Income (w/o Facilities)                   $372,516        $733,142         $781,125            $718,135     $690,159     $624,911
                                                                                                                                                Target
  Facilities Expense                                 159,821         559,680          564,680             569,680      574,680      579,680      579,680 Assume $20K is variable between utilities, janitorial, and
 % of revenue                                             7.9%           19.6%            17.1%              15.3%        13.9%        12.7%         13.0%
 $ per student                                           $781           $2,236           $1,921             $1,697       $1,531       $1,403


Total Operating Expenses                           $1,805,755     $2,681,569       $3,076,352       $3,571,561       $4,022,858   $4,503,776
Yu Ming Facilities Scenario
All figures in USD

Assumptions                                                                                                                                                Notes:
  Funding:                                                         Expenses:
   Attendance                               97.0% Y8 Figure         Expense Growth                                         2.0%                                                                  2013 Budget
   Federal Revenue Growth                    2.6%           7200    Payroll / Other Benefits Growth                        5.0%                              Medical Benefits as % of Salaries        10.4%
   State/Local Revenue Growth                0.0%                   Medical Benefits Growth                               10.0%                              Other Benefits                            5.4%
   YM Fundraising Growth                   -11.3%                   Medical Benefits as % of Salaries                     12.0%                              Benefits as % of Salaries                15.8%
   Flatline $/student                        $750                   Other Benefits as % of Salaries                        8.0%
                                          per ADA       % Lease     Total Benefits as % of Salaries                       20.0%
   SB740 (Greater of)                        $750           75%     Payroll Taxes (FICA, Medicare, etc.)                   8.2%


                                                        Budget
                                                        2013/14         2014/15          2015/16             2016/17     2017/18     2018/19               Notes:
Total Operating Income                                $212,695        $173,462         $216,445            $148,455    $115,479     $45,230
 % of revenue                                              10.5%            6.1%             6.6%               4.0%        2.8%        1.0%               Target 1%

Cash Balance
BOP Balance                                            350,136         562,831          268,157             307,635     357,156     402,286
 (+) Operating Income                                  212,695         173,462          216,445             148,455     115,479      45,230
 (+) Capital Campaign                                        -       1,231,620          106,326             184,359     212,944     286,154
 (-) YM Equity Purchase                                      -      (1,699,756)               -                   -           -           -
 (-) Payout to Oliver                                        -               -         (283,293)           (283,293)   (283,293)   (283,293)
 (-) Capex / downpayment / other                             -               -                -                   -           -           -
EOP Balance                                           $562,831        $268,157         $307,635            $357,156    $402,286    $450,378

Target Cash Balance                                   $180,576        $268,157         $307,635            $357,156    $402,286    $450,378
% of Total Operating Expenses                              10.0%           10.0%            10.0%              10.0%       10.0%       10.0%


Facilities Evaluation
                                                        Budget
                                                        2013/14         2014/15          2015/16             2016/17     2017/18     2018/19     2019/20       2020/21
  Facilities Expense                                   159,821         559,680          564,680             569,680     574,680     579,680

    (-) Rent                                           120,000              -                -                  -            -           -

    (-) Utilities                                        13,477         16,809           20,135              23,452      26,756      30,041
   $ per student                                            $66             $67              $69                $70          $71         $73

    (-) Insurance / Maintenance / Other                  26,344         26,871           27,408              27,956      28,516      29,086

    Available for Facilities                                  -        516,001          517,137             518,271     519,408     520,553     536,169       552,254
      YOY growth %                                                                           0.2%               0.2%        0.2%        0.2%        3.0%            3.0%

  Joint Venture Structure:
   Oliver Equity                                                          15.0%            12.5%              10.0%        7.5%        5.0%        2.5%           0.0%
   YM Equity                                                              15.0%            17.5%              20.0%       22.5%       25.0%       27.5%          30.0%
   Total Debt                                                             70.0%            70.0%              70.0%       70.0%       70.0%       70.0%          70.0%

  Purchase Price
   Term                                        30
   Annual interest rate                      5.0%
   Principal Amount - Debt                                           7,932,194
   Equity Amount - Oliver                                            1,699,756        1,416,463        1,133,171         849,878     566,585     283,293             0
   Equity Amount - YM                                                1,699,756        1,983,049        2,266,341       2,549,634   2,832,926   3,116,219     3,399,512
   Purchase Price                                                  $11,331,706
                      Board of Directors
                  Thursday, November 15, 2012
                AGENDA ITEM INFORMATION

Agenda Item     Annual Fund Drive (AFD) and End of Year Campaign
Time Allotted   15 minutes
Summary         To report on the results of the 2013 Fall Annual Fund
                Drive and to inform on plans for the End of Year
                Campaign
Type            Information
Background      This is a periodic reporting to the Board on the fund
                development activities of the Fund Development
                Committee
Key Questions   •
Attachments     • To be distributed at the Board Meeting: a final tally of
                  the 2013 AFD and an acknowledgement of the giving
                  families who generously helped the school meet its goal
                  for the 2013 AFD
                             Board of Directors
                          Thursday, October 24, 2013
                       AGENDA ITEM INFORMATION


Agenda Item     Discussion and vote re board development priorities for the year
Time Allotted   30 minutes
Background      At the August board retreat, the board discussed setting priorities for
                the board’s own development for the year. The board requested that
                the Board Development Committee present a set of potential
                priorities for discussion and vote, selected based on both importance
                and need for improvement.
Summary         The following are the potential priorities for discussion. Each
                potential priority is stated in the form of an activity that successful
                boards engage in, drawn from a longer list that was included in the
                packet for the August 2013 board retreat. The six potential priorities
                below represent board activities that we believe are important to the
                coming year, and on which we believe the board needs to improve.
                Underneath each potential priority is a set of sub-tasks to help
                describe the scope of the potential priority.
                The board should identify 2-4 priorities from this list to focus on
                during this school year. The Board Development Committee will
                then focus on developing metrics for each priority, and will set up
                professional development readings and/or training on each.
                   •   Sets academic standards
                       o Provides a written set of academic expectations
                       o Has a clear plan to conduct oversight of the academic
                           program
                       o Approves selection of appropriate, objective metrics for
                           each component of the academic program
                   •   Monitors academic achievement
                       o Ensures that appropriate, objective metrics are
                           administered for each component of the academic
                           program
                       o Tracks progress toward academic achievement goals
                           using objective measures
                   •   Oversees and evaluates the principal
                       o Oversees and evaluates the management of operation of
                          the school
                       o Oversees and evaluates the creation of an academic
                          program designed to meet the school’s academic
                          standards
                       o Uses academic achievement data to oversee and evaluate
                          the principal’s performance in meeting academic
                          standards
                   •   Communicates effectively with stakeholders
                       o Acts as one body, and individual members speak with
                          one voice regarding issues decided by the board,
                          regardless of vote count
                       o Communicates effectively with parents
                       o Communicates effectively with authorizer
                   •   Holds efficient, productive meetings
                       o Has near full attendance at all meetings
                       o Spends most of meeting time setting the stage/creating
                          the future rather than reacting and responding to
                          immediate needs
                       o Spends little, if any, time revisiting old business and prior
                          decisions
                       o Adheres to time limits set in agenda for individual items,
                          unless extended by specific motion and majority vote
                   •   Makes effective use of committees
                       o Effectively delegates to committees the preparation of
                          proposals for Board action on strategic issues
                       o Ensures that committee members have the time and
                          expertise to tackle strategic issues in greater depth, and
                          with more specific expertise than the full board has time
                          for during regularly scheduled board meetings
Type            Discussion, Decision
Key Questions   1. How many priorities are the right number for the board to focus
                   on per year
                2. What are the specific priorities the board should focus on for its
                   own development over the rest of the school year
                             Board of Directors
                          Thursday, October 24, 2013
                       AGENDA ITEM INFORMATION

Agenda Item     Discussion and possible vote re calendar for recurring board meeting
                items
Time Allotted   15 minutes
Background      The board requested that the Board Development Committee
                prepare a list of decisions that happen on a recurring basis, in order
                to put together an annual calendar of decision items for board
                meetings, to be used by the chair.
Summary         The following items were submitted by board members:
                August:
                    o review previous fiscal year’s soft-close
                    o retreat
                    o set school goals for school year
                    o set board priorities for school year
                September:
                    o announce goals publicly
                October:
                    o Approve/update enrollment policy
                November:
                    o approve audit
                    o members eligible to begin second term in June declare
                        interest in renewal
                    o members declare candidacy for officer positions
                    o review long-term financial model and implications for fund
                        development, staffing and facilities
                December:
                    o vote on board member renewals
                    o vote on officer positions for following year
                    o review mid-year financial performance
                    o approve revisions to the budget, if necessary
                    o closed session to conduct Principal's annual review and set
                        compensation and goals for Jan-June
                January:
                February:
                March:
                    o discuss teacher compensation proposal for next year
                    o discuss and approve Facility maintenance/upgrades for
                        following school year
                April:
                   o vote of teacher compensation plan for following year
                   o vote on new Director candidates for board seats that will be
                       open effective July 1
                May:
                   o declare candidacy for committee chair positions
                   o Review and approve following year’s budget
                June:
                   o set principal goals for July-Dec
                   o review results of school surveys
                   o vote on committee chairs
                   o review progress towards school goals
                   o review performance on board priorities
                   o renew board member agreements
                   o set fund development goals
                Unassigned events:
                   o approve ADA reports
                   o approve Insurance contract
                   o approve EdTec contract
                   o approve/renew HR benefits plan
                   o approve Family Handbook
Type            Discussion, Decision (or delegation to Chair)
Key Questions   1.   Did we miss anything?
                2.   Where should the unassigned events go?
                3.   Why do we take it so easy in January and February?
                4.   How long would the June meeting have to be in order to do all
                     that?

								
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