Educational Theories the Bank Account Style of Education - DOC

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					Hanlin International Academy
        Charter School

                            August 3, 2009

                               Submitted to:
      Massachusetts Department of Elementary and Secondary Education
                           Charter School Office
                            75 Pleasant Street
                    Malden, Massachusetts 02148-4906
                             (781) 338-3227

                               Submitted by:
   Dean Chin, Auston Habershaw, Claire Smithney, Ryan Daniels, Victor Ng,
            Jay Sun, Chi Leung Fung, Zifeng Zou, Helen Y. Wong
                                                         TABLE OF CONTENTS
Charter Applicant Information Sheet ............................................................................................................ 3
Commonwealth Charter School Certification Statement .............................................................................. 4
Signature of ................................................................................................................................................... 4
Statement of Assurances ............................................................................................................................... 5
Executive Summary ...................................................................................................................................... 8
Public Statement ........................................................................................................................................... 9
Charter Prospectus ...................................................................................................................................... 10
  I. Charter School Mission, Vision, and Statement of Need .................................................................... 10
     A. Mission Statement ......................................................................................................................... 10
     B. Vision Statement ........................................................................................................................... 10
     C. Statement of Need ......................................................................................................................... 10
  II. How will the school demonstrate academic success? ........................................................................ 13
     A. Educational Philosophy................................................................................................................. 13
     B. Curriculum and Instruction ........................................................................................................... 15
     C. Assessment System ....................................................................................................................... 18
     D. School Characteristics ................................................................................................................... 21
     E. Special Student Populations and Student Services ........................................................................ 25
  III. How will the school demonstrate organizational viability? .............................................................. 27
     A. Capacity ........................................................................................................................................ 27
     B. School Governance........................................................................................................................ 28
  IV. Attachments ...................................................................................................................................... 30
     A. Letters of Commitment ................................................................................................................. 30
     B. Resumes ........................................................................................................................................ 39
     C. Curriculum Tables ......................................................................................................................... 56

These sheets must be attached to the prospectus and final application. Please type information.
Name of Proposed Charter School:______Hanlin International Academy Charter School___              ________
School Address (if known):_______________________________________________________________
School Location (City/Town): __Quincy           _______________________________________________
Primary Contact Person: _Dean Chin____         _______________________________________________
Address:_58 Union Street     APT 9___________________________________________________
City: _Stoughton____________________________ State:_MA__________ Zip: 02072___________
Daytime Tel: (508) 813-0548______________           Fax: (________)_______________________
E-mail:                ________________________________________________

The proposed school will open in the fall of school year:   X 2010-11      2011-2012
                   School Year             Grade Levels       Total Student
                   First Year           6th-7th              88
                   Second Year          6th- 9th             176
                   Third Year           6th-10th             220
                   Fourth Year          6th- 11th            264
                   Fifth Year           6th- 12th            308

Grade span at full enrollment: _6- 12_______________________________________________________
Total student enrollment when fully expanded: _308___________________________________________
Age at entry for Kindergarten, if applicable: ________________________________________________
Commonwealth charter applicants only:

Will this school be a regional charter school?  Yes X No

The population of the Quincy community the school intends to serve: 91,058 .

Proposed Charter School Name__Hanlin International Academy Charter School __________________

Proposed School Location (City/Town)__Quincy _________________________________________

I hereby certify that the information submitted in this prospectus is true to the best of my knowledge and
belief; that this prospectus has been or is being sent to the superintendent of each of the districts from
which we intend to draw students; and further I understand that, if awarded a charter, the proposed school
shall be open to all students on a space available basis, and shall not discriminate on the basis of race, color,
national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic
performance, special need, proficiency in the English language or a foreign language, or academic
achievement. I further understand that the information submitted in this prospectus serves as an initial
application for start-up assistance funding under the federal Charter Schools Program grant. This is a true
statement, made under the penalties of perjury.

Signature of
Authorized Person___________________________________________ Date__7/30/09____

Print/Type Name__Dean Chin______________________________________________

Address__58 Union Street           APT. 9           Stoughton, MA 02072

Daytime Phone 508-813-0548_____________ Fax:_____________________________

                                 STATEMENT OF ASSURANCES
This form must be signed by a duly authorized representative of the applicant group and submitted with
the Final Application. An application will be considered incomplete if it is not accompanied by the
Statement of Assurances.

As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that
the information submitted in this application for a charter for Hanlin International Academy
to be located at Quincy                   is true to the best of my knowledge and belief; and further, I
certify that, if awarded a charter, the school:

1.      Will not charge tuition, fees, or other mandatory payments for attendance at the charter school,
        for participation in required or elective courses, or for mandated services or programs (Mass.
        Gen. Laws c. 71, § 89(a), and 603 CMR 1.03(3)).

2.      Will not charge any public school for the use or replication of any part of their curriculum subject
        to the prescriptions of any contract between the charter school and any third party provider (Mass.
        Gen. Laws c. 71, § 89(k)).

3.      Will permit parents to enroll their children only voluntarily and not because they must send their
        children to this school (The Elementary and Secondary Education Act of 1965, as amended, Title
        V, Part B, Subpart 1 — Public Charter Schools Section 5210(C)).

4.      Will enroll any eligible student who submits a timely and complete application, unless the school
        receives a greater number of applications than there are spaces for students. If the number of
        application exceeds the spaces available, the school will hold a lottery in accordance with
        Massachusetts charter laws and regulations (Mass. Gen. Laws c. 71 § 89(n), and 603 CMR 1.06).

5.      Will be open to all students, on a space available basis, and shall not discriminate on the basis of
        race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability,
        age, ancestry, athletic performance, special need, proficiency in the English language or a foreign
        language, or academic achievement (Mass. Gen. Laws c. 71, § 89(l)).

6.      Will be secular in its curriculum, programs, admissions, policies, governance, employment
        practices, and operation in accordance with the federal and state constitutions and any other
        relevant provisions of federal and state law.

7.      Will comply with the federal Age Discrimination Act of 1975 and Title IX of the Education
        Amendments of 1972.

8.      Will adhere to all applicable provisions of federal and state law relating to students with
        disabilities including, but not limited to, the Individuals with Disabilities Education Act, section
        504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990
        and chapter 71B of the Massachusetts General Laws.

9.      Will adhere to all applicable provisions of federal and state law relating to students who are
        English language learners including, but not limited to, Title VI of the Civil Rights Act of 1964,
        the Equal Educational Opportunities Act of 1974, and chapter 71A of the Massachusetts General

10.   Will comply with all other applicable federal and state law including, but not limited to, the
      requirement to offer a school nutrition program (Mass. Gen. Laws c. 69, § 1 (c)).

11.   Will meet the performance standards and assessment requirements set by the Board of
      Elementary and Secondary Education for all students in public schools including, but not limited
      to, administering the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen.
      Laws c. 71, § 89(w), and 603 CMR 1.05(1)(f)).

12.   Will submit an annual report to the Department of Elementary and Secondary Education on or
      before the required deadline (Mass. Gen. Laws c. 71 § 89(gg)).

13.   Will submit an accountability plan no later than the end of the first year of the school’s charter,
      establishing specific five-year performance objectives as specified in the state regulations (603
      CMR 1.05 (1)(g)) and guidelines.

14.   Will submit an annual independent audit to the Department of Elementary and Secondary
      Education no later than January 1 of every year, as required by the charter school statute (Mass.
      Gen. Laws c. 71, § 89(hh), and 603 CMR 1.09 (3)).

15.   Will submit required enrollment data each March to the Department of Elementary and
      Secondary Education by the required deadline (Mass. Gen. Laws c. 71, § 89(o), and 603 CMR

16.   Will meet enrollment projections through demonstration of need and support for the proposed
      charter school in the communities from which students would be likely to enroll (603 CMR 1.05

17.   Will operate in compliance with generally accepted government accounting principles (Mass.
      Gen. Laws c. 71, § 89(hh)).

18.   Will maintain separate accountings of all funds received and disbursed by the school (Mass. Gen.
      Laws c. 71, § 89(hh)).

19.   Will participate in the Massachusetts State Teachers’ Retirement System (Mass. Gen. Laws c. 71,
      § 89(aa)).

20.   Will employ individuals who either hold an appropriate license to teach in a public school in
      Massachusetts or that will take and pass the Massachusetts Tests for Educator Licensure (MTEL)
      within their first year of employment and meet all applicable staff requirements of the federal No
      Child Left Behind Act (Mass. Gen.Laws c. 71 § 89(qq), and 603 CMR 1.07).

21.   Will provide the Department of Elementary and Secondary Education with written assurance that
      a criminal background check has been performed, prior to their employment, on all employees of
      the school who will have unsupervised contact with children (Mass. Gen. Laws c. 71, § 38R, and
      603 CMR 1.05(2)(d)).

22.   Will obtain and keep current all necessary permits, licenses, and certifications related to fire,
      health, and safety within the building(s) and on school property (603 CMR 1.05(1)(l), 1.05(2)(f),
      1.05(2)(h), and 1.09(6)).

23.   Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.05(2)(i)).

24.   Will submit to the Department of Elementary and Secondary Education the names, home
      addresses, and employment and educational histories of proposed new members of the school’s
      board of trustees for approval prior to their service (603 CMR 1.05(2)(a)).

25.   Will ensure that all members of the school’s board of trustees file with the Department of
      Elementary and Secondary Education, the State Ethics Commission, and the city or town clerk
      where the charter school is located, completed financial disclosure forms for the preceding
      calendar year according to the schedule required by the charter school regulations (Mass. Gen.
      Laws c. 71, § 89(v)).

26.   Will recognize, if applicable, an employee organization designated by the authorization cards of
      60 percent of its employees in the appropriate bargaining unit as the exclusive representative of
      all the employees in such unit for the purpose of collective bargaining (Mass. Gen. Laws c. 71, §

27.   Will provide the Department of Elementary and Secondary Education with a federal taxpayer
      identification number issued solely to the charter school and all required information regarding a
      bank account held solely in the name of the charter school (603 CMR 1.05(3)).

28.   Will, in the event the board of trustees intends to procure substantially all educational services for
      the charter school through a contract with another person or entity, submit such contract for
      approval by the Board of Elementary and Secondary Education to provide for any necessary
      revisions and approval prior to the beginning of the contract period (Mass. Gen. Laws c. 71, §

29.   Will notify the Department of Elementary and Secondary Education immediately in writing of
      any change in circumstances that may have a significant impact on the school’s ability to fulfill
      its goals or missions as stated in its charter (603 CMR 1.09(7)).

30.   Will submit in writing to the Commissioner of Elementary and Secondary Education a request to
      amend its charter if the school plans to make a change to its operations as defined in 603 CMR

 ___________________________________                     ___________________
Signature                                                Date

__Founding Group Leader________________

                                      EXECUTIVE SUMMARY
                                                              th   th
Hanlin International Academy Charter School is a proposed 6 -12 grade American-Asian charter school
that will open in September of 2010 in Quincy. This school will open with a class of 88 sixth and seventh
grade students enrolled by lottery, growing to a maximum of 308 students. The school’s mission is to
close the achievement gap between Quincy’s new Americans and their native-born peers, while ensuring
all students will benefit from a superior academic program immersed in a fusion of classical Far Eastern
and Western instruction, delivering future college graduation and international readiness.

Learning Goals:

       All students will master the unique fundamental skill sets that Far Eastern and Western classical
        education offers.

       New Americans will master the English language, while fostering a deep respect and great
        understanding of American history, culture, and institutional functionality to make an immediate
        positive impact on the Quincy community.

       Prepare students for future college graduation.

       Prepare students for the global society of the 21st century.

       To develop leadership skills in all of its students.

Hanlin International Academy Charter School will meet the academic demands of all Quincy families by
providing a middle/high school alternative that provides a unique multicultural learning experience that
will open new doors of opportunity and success for Quincy’s children. New American parents will
finally get a viable education option for their children so that the American Dream can be fully realized.
The school will provide a standards-based, college-preparatory curriculum in order to ensure that all
students perform at or above grade-level. Students will apply their education and training from Hanlin
International Academy towards positive impacts for the Quincy community.

Hanlin International Academy’s academic program revolves around several guiding principles:

       Rigorous college preparatory classes in Far Eastern and Western classical humanities with
        science and mathematics being instructed from a world historic view.

       Content rich language programs that allow new Americans to gain a deep grasp of American
        history and culture.

       Enriched Western and Eastern cultural experiences that will prepare all students for the global
        society of the 21st century while preparing them to serve the Quincy community.

The Founding Group of the Hanlin International Academy comprises of a diverse group of individuals
with expertise in education, law, finance, management, and community outreach. The members of the
Founding Group are dedicated to the mission and success of the school.

                                      PUBLIC STATEMENT
Hanlin International Academy Charter School is a proposed 6th -12th grade American-Asian charter school
that will open in September of 2010 in Quincy. This school will open with a class of 88 sixth and seventh
grade students enrolled by lottery, growing to a maximum of 308 students. The school’s mission is to
close the achievement gap between Quincy’s new Americans and their native-born peers, while ensuring
all students will benefit from a superior academic program immersed in a fusion of classical Far Eastern
and Western instruction, delivering future college graduation and international readiness.

                                     CHARTER PROSPECTUS

Hanlin International Academy Charter School’s mission is to close the achievement gap between
Quincy’s new Americans and their native-born peers, while ensuring all 6th to 12th grade students will
benefit from a superior academic program immersed in a fusion of classical Far Eastern and Western
instruction, delivering future college graduation and international readiness.


A focus on Western and Eastern classical multicultural education:
Imagine all students debating the ideas of the great Western thinkers of Plato, Socrates, and Aristotle
alongside the great Eastern thinkers such as Kongzi (Confucius), Mengzi (Mencius), and Zhu Xi, thus
being well versed in the ―forefathers‖ of each civilization, harnessing the powers of both cultures.
Imagine students learning the history of science and technology from a global perspective, understanding
how great inventors and scientists worked as they made their revolutionary discoveries. By walking in
those great thinkers’ footsteps, students would expand their own thinking in creative ways. Through
Hanlin’s classical Eastern and Western education, students will undergo an academic and social
transformation. Informed by the past, students will discover solutions to the challenges that they will
encounter in the global society of the 21st century.

A focus on closing the achievement gap for new Americans:
Many of the students who will attend Hanlin International Academy Charter School will be new
Americans, unfamiliar with American language and culture. Often knowing little about U.S history and
contemporary life, adjustment and even academic survival can be enormous challenges, while college
acceptance and completion become impossible dreams. Imagine a school that provides a comfortable and
supportive environment as it integrates these students into American society thoughtfully and seamlessly.
Hanlin International Academy will provide specialized instruction and supplemental services to Quincy’s
New American population so that they can realize the American Dream.

A focus on cultivating meaningful relationships:
Imagine a school where teachers and students foster and build lifetime bonds through shared interactive
and innovative educational experiences. Imagine a school where parents can have a direct say in their
child’s learning and development, where lines of communication between the board of trustees,
administration, and faculty will always be open to suggestive improvement. Hanlin will build a
comprehensive school community with everyone focused on the academic achievement of each student.

A focus on building a stronger Quincy community:
Imagine a school that acts as a community center that offers high quality services to all Quincy residents,
from after school academic tutoring to Asian cultural enrichment classes. Hanlin International Academy
will be the city’s cultural bridge between the various linguistic communities, bringing them together.


The Hanlin International Academy (HIA) seeks to fulfill several needs in Quincy.

Need for Higher Academic Achievement for All Quincy Middle School Students

Upon graduating from middle school, one out of every two 8th graders that enrolled in a Quincy Public
School’s (QPS) middle school is categorized as either Needs Improvement or Failing on the MCAS Math
and the Science tests. Meaning, half the district’s 8th graders are not ready for high school level math or
science, not to mention that those students are already behind in college prep work. From the data below,
the HIA’s Founding Group decided there was a need to start the school at the middle school level.
                         QPS’s Middle Schools                         NI/ Failing
                         2008 MCAS 8th Grade Math                     50%
                         2008 MCAS 8th Grade Science                  52%
                         Source: Department of Early and Secondary Education

For the LEP/FLEP student subgroups the numbers are about as high or worse:
                         QPS’s Middle Schools                         NI/ Failing
                         2008 MCAS 8th Grade Math                     49%
                         2008 MCAS 8th Grade Science                  75%
                         Source: Department of Early and Secondary Education

Note: 17 first-year LEP students did not take either MCAS and were not factored in these numbers.

Research also shows that even though an ELL students may have learned enough basic English skills in
one or two years to enter mainstream classes, it takes an average of four to seven years to master such
skills at a collegiate level (Collier 1995). With this research in mind, HIA’s Founding Group knew that
for it to truly close the achievement gap with ELL students as the school’s mission dictates, the school
had to be extended into the high school years.

Lack of School Choice for High School English Language Learners
The City of Quincy has two high schools: Quincy High School (QHS) and North Quincy High School
(NQHS). Regarding enrollment choices, most parents of mainstream students have choice; they can
enroll at either high school, thus having more access to a larger array of college preparatory classes. In
short, they have options. However, this is not the case for ELL students and their parents. Since the ELL
program and services are housed only at Quincy High School, those students must attend that school.
They are not given an alternative option for their education. By establishing a charter school that can
specialize to the needs of ELLs, grants those parents an alternative education option.

From informal discussions among the citizens of Quincy, the Founding Group discovered that the public
perception of the two Quincy high schools is
dramatically different even though the
schools are deemed both comprehensive.
QHS is regarded more as the ELL and
vocational school, while NQHS is regarded
as the college preparatory school. This has a
dramatic affect on each school’s curriculum,
with North Quincy High school offering
more AP level classes than Quincy High.

High School Comparison of Test Scores:
This perception of the two High Schools also
strikes reality when comparing academic achievement at each school through their respective 2008 Grade
10 MCAS test scores in the table to the right. NQHS scores are better than QHS, especially with the
Science/Tech. MCAS, possessing a 29% difference in terms of students being At or Above Proficiency.
Sixty percent of the students that attend Quincy High are at NI or F in the science category.

                                                    Even on the SAT, the standardized benchmark of
                                                    college readiness, NQHS scores higher even though
                                                    that in itself is unimpressive since both high schools
                                                    performed below the State average in 2008. QHS’s
                                                    scores were more than 80 points lower in both
                                                    reading and writing when compared to the State

High School Achievement Gap with ELLs                             10th Grade MCAS Scores NI or F
Since QHS houses the district’s ELL program, it deserves          English Language Arts
further study. Using the right hand table, 83% of the LEP         Quincy HS ELL Program         83%
subgroup scored Needs Improvement or Failing on the 2008          State Average                 72%
10th grade English Language Arts MCAS, which is higher than Overall District                    30%
the 72% State average. Quincy’s overall NI/F district score       Overall State Average         25%
was only 25%, showing a very large achievement gap exists
between the ELL population and mainstream students. The
                                                                  Quincy HS ELL Program         43%
scores of the 2008 10th grade Science and Technology MCAS
                                                                  State Average                 61%
are worse with 86% of LEP students scoring NI/F. This, too, is
                                                                  Overall District              30%
below the 80% State LEP student average, and Quincy’s
overall district score of 43%. The ELL Math scores exceed the     Overall State Average         28%
State’s by a good margin, but that might have to do with many     Science and Technology
ELL students coming from foreign educational systems that do Quincy HS ELL Program              86%
a better job at teaching math as indicated by TIMMS and PISA      State Average                 80%
scores. More importantly, those math scores show that the         Overall District              44%
aptitude of the students is clearly there. For the students to    Overall State Average         43%
truly succeed, they just need to be placed in more rigorous content based language acquisition programs.

These MCAS results show that an alternative form of education is needed in Quincy for ELL students.
Hanlin International Academy believes that through its unique fusion of classical Western and Eastern, it
will provide the right kind of education solution.

College Preparation
Quincy’s education problems move beyond high school. From the Massachusetts School-to-College
report, 27% of the district’s graduates enrolled into public colleges in Fall 2005, which is below the 33%
State average. Of those students, 21% needed to enroll in remedial or developmental coursework during
their first Fall semester. For Quincy High School, only 23% of its graduates enrolled into public colleges
in Fall 2005. Of those students, 30% needed to enroll in remedial or developmental coursework during
their first Fall semester.

Economically speaking, students that have to take such developmental course have to pay tuition for these
courses of which do not count as course credit towards their degrees. In the current economic climate,
that is another additional cost burden that Quincy families do not need. Through its rigorous academic
programming, Hanlin International Academy will have a higher attendance rate with all of its college
bound students ready for the challenges of higher academic learning.

Lack of Affordable Alternative ELL Education Programming
Speaking with community leaders of various civic and religious organizations that provide services for
the English Language Learner (ELL) population, like the Episcopal Quincy Chinese Center, the Founding
Group learned that their volunteer-run programs were completely filled. In fact, these organizations
typically turn many families away, as the demand almost always exceeds their capacity. There are other

tuition-based programs in the city of Quincy that also offer ELL assistance but they are too costly for the
low-income families that Hanlin plans to serve.

Cultural Preservation/Greater Understanding of Far Eastern Culture
Thirty-percent of the district’s enrolled students are of Asian descent. From informal surveying of the
families in Quincy, the Founding Group discovered that parents are deeply committed to providing their
children with a blend of Eastern and Western education. They want their children not to merely survive;
they want them to thrive in American Institutions. They also want to ensure that their children are
culturally knowledgeable and sophisticated about their former homeland. There is a desire to pass onto
the next generation more than just language, but also richer academic knowledge of history, philosophy,
and the arts. As for Non-Asians, their participation in these cultural activities would allow them to gain
not only higher academic skills but also a greater understanding of a very large and growing segment of
the world.

The Need for a Commonwealth Charter
To become the school that Quincy needs, Hanlin International Academy must obtain a Commonwealth
Charter. The management flexibility that a charter grants will allow Hanlin to fulfill its mission. A
charter grants the school the ability to create and sustain innovative programming. To properly serve the
target populations described requires unique educational approaches. Through the charter, the Hanlin
International Academy will develop a curriculum forged from the rich traditions of both Far Eastern and
Western classical education. A charter also allows greater control over budget and staffing to implement
the school model, allowing the school to direct resources where resources are needed.


Classical Multicultural Education
Western classical education emphasizes the process of memorizing facts as it seeks to build a strong
foundation of knowledge within students. Once the foundation of knowledge is established, students are
taught by Socratic Method to think logically, applying those facts to arguments. Students, through further
deliberation, would then express a conclusion. Therefore, to the Western classical mind, all knowledge is
interrelated, with history being the common thread.

Far Eastern classical education emphasizes implementation of knowledge and subsequent action. It
focuses on the wise application of knowledge and this application is expressed through ritual and
harmonious social functionality. The great Southern Song Dynasty scholar, Zhu Xi, advocated a very
small curriculum – only four books – to educate scholar-officials. Those books came to be known as the
Four Confucian Classics: The Great Learning ―Adult Education‖, The Doctrine of the Mean, The
Analects of Kongfuzi (Confucius), and The Book of Mengzi (Mencius), the core curricula that dominated
China for 600 years. His education theories preferred to focus on a student’s ability to mind and manage
facts, and to develop rational processes for moral decision-making, while forging a deeper understanding
of social and historical circumstances. He believed that this in turn would lead students to sage-hood.
History serves as a common thread that binds his education theories, serving as models to be studied and
ultimately judged (Chen, 1985).

At Hanlin, aspects of the school will be more Eastern-oriented, while others are more Western-oriented.
Students will have access to both cultural experiences, internalizing the cultural aspects that give them the
greatest individual benefit, the ones that cater to their individual strengths for future success, either in
college or in the international realm. The cultural insights that students gain will give them more than just
a glimpse into these diverse worlds; they will gain a deeper consciousness of both cultures along with

greater competencies and skill sets. For instance, when faced with a social problem, a student would use
their understanding of Western concepts of law and scientific facts, American institutional functionality,
and Far Eastern wisdom of ritual and culture to achieve the student’s objective of strengthening the
Quincy community. This new cultural awareness empowers students with the ability to make accurate
and rational decisions because they are taught to question assumptions from multiple viewpoints to
uncover concrete facts and offer complex solutions (ED Hirsh, 1978; Gu, 1983).

What does classical multicultural education look like?
From a Western classical perspective, Astronomy would not be studied in isolation. It would be taught
along with the history of scientific discovery through time – from the ancient Greeks to the Christian
Church's relationship with science, to the building of the modern Hubble space telescope. At every level,
history would be integrated with science, so that students could gain true understanding of these subject
areas (Bauer, 2004).

From a Far Eastern classical perspective, since Astronomy in China has a very long history, many
historians believe that ―they (the Chinese) were the most persistent and accurate observers of celestial
phenomena anywhere in the world before the Arabs‖ (Needham, 1959). Therefore, Astronomy would be
studied with mathematics, particularly geometry and algebra. Teachers would use armillary spheres and
ancient Chinese star charts in their math lesson plans, allowing students to get a firmer grasp of geometry
in a highly interactive, tangible way. With a telescope, students can design their own star charts for a
science fair project or retrace the creation of the lunisolar Chinese calendar using continued fractions.

By studying Astronomy from this classical, multicultural education perspective, students will gain a
complete understanding of a wide range of interdisciplinary topics while gaining greater problem solving
skills, easily preparing them for future college level work and international readiness.

Also, the intimate readings of the Four Confucian Classics along with the intimate reading of the Record
of the Grand Historian would lead students into a study of a particular time period in Chinese history,
open in-depth discussions regarding the systems of tyranny, justice and sense of duty, advancing the
students’ understanding of humanity and one’s place in the world as advocated by Zhu Xi (Chen, 1985).
This is no different from Dewey’s notion of interdisciplinary, theme-based, constructivist learning
(Dewey, 1976-1992). In some cases classical Far Eastern learning is very similar to classical Western
learning. As a result of a Hanlin education, students will understand the links of commonality between
the two cultures and understand how both perspectives can deeply inform the same subject. In the end,
this will foster greater mutual respect for both civilizations.

Educating English Language Learners
Classical education as a whole does have one important weakness. It is primarily focused on educating
native, homogenous populations linked by cultural geography. That is why modern American research
and educational techniques will be complementarily used for ELL students.

All lessons for English Language Learners will contain one or more substantial exposure in the key areas
of reading as identified by the National Reading Panel (NICHD, 2000). These areas include phonemic
awareness, phonics, fluency, vocabulary, and text comprehension.

ELL students will be placed in classes according to proficiency. The ELL program is designed to get
students immersed into mainstream classes as quickly as possible. The ELL program is also designed to
continuously improve students’ English skills gradually up to collegiate levels. ELL students are required
to take two classes of English Language Arts to help them accomplish this goal. Through a fusion of
classical Western and Eastern education, HIA will build on each ELL student's existing strengths and
experiences through project-based, cross-disciplinary curriculum that incorporates performance-based

assessments where groups of students work collaboratively on content-based tasks in a language rich
environment. For example, as ELL students learn about United States history, they would interactively
compare and contrast the Eastern and Western classical notions of legal theory, from reconstructing the
making of an imperial decree to the creation of the Articles of Confederation, and subsequently the
United States Constitution. Being project-based, students, through cooperative learning, would be
required to come up with laws and procedures for their own ―mythical‖ country as a nation-building
exercise. This cross-disciplinary approach uses important Eastern cultural references that the ELL
students already possess to shed greater light on the Western cultural institutions and their functionality.
More importantly, this will add to greater academic language acquisition since this process involves
reading and debating primary source texts. In this regard, Eastern classical learning will serve as a bridge
and gateway not only to Western classical learning, but also to an understanding of American systems and
history. Also, native culture references serves as a means to promote cultural preservation, while
simultaneously lowering the social stressors of alienation.

Sheltered instruction will be used for beginning ELL students. The physical environment in which all
students are taught will incorporate strategies that facilitate language acquisition, such as the use of
language charts and classical poetry hung on walls to be read and used by students in their work. The use
of multisensory tools such as culturally familiar realia, props, and audio-visual materials will be utilized
to facilitate language and content comprehension. Cooperative learning through hands-on role playing
activities and demonstrations will be used as well to provide a deeper level of social functionality
(Cummins, 1994, Collier, 1995).

The use of commentarial learning, a classical Far Eastern teaching technique in which students are given
a small reading sample--such as a classical quote, poem, or short story--to analyze and interpret in
writing, will be used as one method of improving critical reading and writing skills (Gu, 1983).

Differential Instruction
Differential Instruction is a classical Eastern teaching technique used by the stakeholders of the
community to ensure high academic success from every student (Chen, 1985). A student’s family and
teachers meet before the school year opens to draft a ―Teacher-Student Learning Plan.‖ The plan includes
strengths and weaknesses for the student, core areas of improvement, interests, where student-learning
difficulties occur, potentially appropriate teaching strategies, goals, and a timeline.

Differential Instruction has large advantages for the teacher and school administration as it gives the
education team insightful information about a student’s abilities and challenges, thus allowing
customization of that student’s education program for maximum academic outcomes. This is particularly
useful for special needs and ELL students as this helps coordinate the needed services efficiently to get
them up to academic standards.


Hanlin International Academy’s curriculum will be driven by the school’s mission, seeking to build
content knowledge and leadership skills within all of its students. The curriculum for Core Learning
areas are displayed below. They are aligned with Massachusetts Curriculum Frameworks (MCFs), as well
as other national, international and classical Far Eastern Standards. All standards will adhere to
performance-based learning. During the first years of operation, curriculum will be provided to teachers.
                                        Classical Multicultural Learning
    Hanlin International Academy Student Academic Objectives:
         1. Close the achievement gap between ELL and native born students
         2. College Preparation
         3. International readiness

         4. East Asian Cultural preservation/comprehension
         5. Western/American cultural comprehension
     Grade 6        Grade 7         Grade 8       Grade 9         Grade 10        Grade 11          Grade 12
     World          Ancient         World         U.S. History Modern             Modern World AP Civics
     Geography civilizations History              to 1877         U.S. History History              ELA/Philo
     ELA/Philo. ELA/Philo. ELA/Philo. ELA/Philo.                  ELA/Philo.      ELA/Philo.        Far
     Far Eastern Far Eastern Far Eastern Far Eastern              Far Eastern     Far Eastern       Eastern
      Classical       Classical      Classical     Classical        Classical       Classical       Classical
     Students will gain increased knowledge and understanding of historical events at each grade level.
     Language skills that students will gain through the academic years: the ability to recognize and use
     properly the rules of grammar and style; be able to read for understanding; can identify and analyze
     facts and ideas; debate and deliberate opinions; organize and provide detail in writing; address
     different audiences in various forms of communication, recognize, understand, and represent different
     perspectives; and the ability to conduct academic research properly. Through classical Eastern and
     Western learning, students will possess the ability to foresee future trends. In terms of skilled and
     moral leadership application, students will master the ability to manage and create historical trends,
     and the ability to apply cause and effects relationships for the betterment of the Quincy community.
The general curriculum will follow the Massachusetts Frameworks. All humanities courses are
multidisciplinary academic courses which integrate English/Philosophy, social sciences (history,
geography, economics, government) and with classical training, Far Eastern or Western. Students will
read extensively Far Eastern and Western primary source documents, short stories, poems, and novels,
dissecting them for leadership skill development. During the Far Eastern ―Classical‖ block, training may
also include further reinforcement of a Far Eastern language and philosophy, Chinese drama, music,
calligraphy, art, and the martial arts. In grades 6-10, students will gain a solid foundation of a wide range
of knowledge, skills and abilities. In the final grades, students will participate in Leadership Teams,
where students are expected to take on and solve local Quincy community problems and champion their
solutions. In grades 6-8, all courses are integrated, while at the 9-12 grades, many of the courses are
divided by discipline for greater specialization. There will always be a natural overlap between the areas.
There will be general textbooks that will be used as guidelines for the curriculum. Specialized instruction
pertaining to the geography, history, philosophy, and politics of East Asia will be studied. Supplemental
material pertaining to East Asia studies will exclusively come from Primary Source.

HIA will provide a rigorous and innovative science program that emphasizes all of the strands outlined in
the Massachusetts Curriculum Frameworks pertaining to Science, while aligning with the school’s
mission of college preparation. As stated before, HIA will incorporate a cross-discipline curriculum that
integrates the history of science and the study of great scientific thinkers with hands-on experiments.
HIA is committed to the belief that Science must be taught alongside other academic core subjects to
highlight and reinforce great moments of discovery and the impact they had on world history.

                         9th Grade            10th Grade            11 Grade               12th Grade
    Science              Environmental        Biology               Chemistry/Physics      AP Chemistry/
                         Sci./Archeology                                                   AP Physics
    Universal            The origin of the    Advanced level        Chemistry:             In AP Chemistry
    Content: World       universe, the        knowledge of the      knowledge of the       or AP Physics,
    History of Science   creation of Earth    chemical origins of   properties of          students will gain a
    through all          and its processes,   life, cell biology,   matter, elements       collegiate level of
    courses.             the rise and         genetics, anatomy     on the periodic        knowledge of
                         evolution of life    and physiology,       table, the structure   Chemistry or
                         understand major     and biotechnology.    of the atom,           Physics.
                         theories of earth                          chemical reactions,

                          and life science                              and stoichiometry.
                          including ecology,                            Physics: forces,
                          evolution,                                    energy, heat,
                          biodiversity, and                             waves, electricity,
                          genetics.                                     and magnetism.
    Universal Skills: Students will be able to: Make observations, raise questions, and formulate hypotheses,
    design and conduct scientific investigations, analyze and interpret results of scientific investigations,
    communicate and apply the results of scientific investigations; integrate math in investigations.
Environmental Science/Archeology for 9th Graders is an innovative course that will integrate the use of
several texts focused on Earth Science and Biology while being supported with supplemental materials.
The purpose of this class is to give students a holistic scientific study of the formation of the earth from
the Pre Cambrian Era to the complete evolution of modern life of the present Cenozoic Era. Standards for
this cross discipline class will come from all of the sciences mentioned in the Massachusetts Framework
and the curriculum will be customized to fit all levels of learning. The formal study of archeology is a
well known staple to classical Far Eastern education.

HIA will provide a rigorous mathematics program that emphasizes the six strands outlined in the
Massachusetts Curriculum Frameworks for mathematics. HIA will use the Holt McDougal Mathematics
for its grades 6-8 mainstream middle school students. Holt McDougal Mathematics is a well known
publisher of high quality textbooks and materials. Middle school students are expected to learn the
foundations of mathematics, pre-algebra, and algebra- courses that are gateways to college.

High schools students are required to take four years of math to graduate. Eleventh and twelfth grade
students can elect to take courses in pre-calculus, calculus, or statistics. McDougal Littell Algebra 1,
Geometry, Algebra 2, and Holt Pre-calculus will be used for mainstream high school students. The AP
Calculus book, statistics, and personal finance books have not been yet determined.

For younger students with particular mathematical special needs, or content/skill gaps, Skills Intervention
for Middle School Mathematics by McGraw Hill will be used to increase and sustain mathematical

The Foreign Language of study will be Mandarin. This will be offered in all grades. Placement of the
students will be based on proficiency. The Mandarin Program will use ―Chinese for Middle School
Simplified,‖ a three-level step program designed for students aged twelve to sixteen. For High School
grades, the ―Chinese Made Easy‖ program, which consists of five levels, will be used since it is
specifically designed for students taking the SAT II / AP-Chinese Examinations. All students are
expected to take the AP-Chinese Examinations.

English Language Learners: (SEE ATTACHMENTS-TABLES)
Hanlin International Academy will offer its English as a Second Language immersion program through
Sheltered Instruction. The goal of this program is to create classes where language development is a goal
alongside content learning. To reach this goal, the entire staff will be trained to work with English
Language Learners using the nationally recognized Sheltered Instruction Observation Protocol (SIOP).
SIOP is a tool used by content specialist teachers who are not trained in ELL instruction. This protocol
helps all teachers adapt lessons for ELL students to increase content comprehension, while expanding
English language acquisition (Short, 1991). This differential instructional approach will aid students that
are having difficulty with content, because it focuses on previewing and modifying strategies that will be
successful with ELLs. ELL students will also receive supplementary materials and extra support to
ensure they master all academic content.

Classical Learning Blocks (see School Characteristics Section)
The determining factor of what is taught in the first ―Classical‖ period class is the core-learning class that
precedes it. The ―Classical‖ period’s sole purpose is to provide an additional period of instruction for that
preceding core-learning class, allowing teachers to further instruct students through a classical enrichment
exercise. For example, the social studies teacher, after thoroughly explaining the nature of economic
trade in the times of the ancient Greeks, might have the students participate in a role playing activity to
show how trade was actually done.

The second ―Classical‖ period will be near the end of the day and will focus on Eastern classical core
learning or enrichment for the purpose to increase their knowledge of Far Eastern culture. Students might
study and discuss sections of the Far Eastern philosophy, paint, or learn an East Asian musical instrument.

Non-academic Goals
In general, HIA wishes to build a genuine love for learning in all of its students and a love for human
potential and achievement. As stated before, Classical education is primarily focused on developing
leadership skills within its students. In both Eastern and Western classical philosophy, leadership skills
may shape themselves into many forms such as possessing iron-willed courage (Achilles in the Iliad),
having a deep sense of duty (Romance of the Three Kingdoms), committing oneself to moral causes (The
Analects), and the ability to manage people and tasks (The Art of War). HIA wants to develop students
who can think critically, create plausible solutions, manage resources, and navigate social institutions,
while effectively championing themselves, their families, and their communities.

For many of the ELL students of East Asian descent, preservation and usage of cultural knowledge and
the learning to appreciate one’s heritage is another non-academic goal. HIA also wants to ensure that all
students will have a deep understanding and admiration for American cultural and social institutions.

The positive outcomes of community service-based projects that require research, team coordination, and
execution will be used to measure these goals.

Curriculum Evaluation
Teachers are responsible for the evaluation and the implementation of school-wide curriculum and
instruction based on the objectives of the school’s mission and the Massachusetts Curriculum
Frameworks. During the school year, evaluations and suggestions can be done through written or verbal
feedback to the Executive Director or the Principal. School-wide curriculum evaluations will happen at
the end of the school year by all teachers. If there are to be any changes to the curriculum, both the
Executive Director and the Principal must approve them before implementation.

Teacher Instructional Proficiency and Teacher Evaluations
When recruiting teachers, the Principal will ensure that all teachers are proficient in delivering various
instructional methods while having a deep belief in the school’s mission and objectives. Professional
development evaluations may happen randomly once a month similar, using the 10-15 minute teacher
observation protocol used at Boston Collegiate. Performance observations are once every term with a 25-
minute classroom observation performed by the Principal or the Executive Director. All observations will
be written and shared with the teacher in a private meeting.

Professional Development
Professional development will focus on three goals: making sure everyone can effectively work with
ELLs; making sure everyone has a growing understanding of Eastern and Western instructional
approaches, and can use them in their classrooms; and making sure that courses are truly multi-
disciplinary. Reaching these goals will be done in several ways. First, if the Principal decides there is a

professional development need for a specific topic that the whole school must address. Second, teachers
may suggest, through surveys, topics that interest them. Lastly, professional development may be
determined through teacher evaluations.


Hanlin International Academy Charter School will use a wide variety of performance based assessment
tools to collect information about its students to gauge individual student performance and progress as
well as the success of the overall school community in accordance with the school’s mission. All of the
data collected will be entered and stored in an information management system, which will be used to
monitor and improve the school’s quality of instruction in order to achieve its mission’s objectives.
                              Internal               External         External Comparative
                              Assessments            Standardized     Assessments
     College prep             Course Exams,          MCAS, SAT,       Measured Progress,
                              Multi-Disciplinary     PSAT             AP Tests, Post Grad.
                              Project, Portfolios                     Tracking
     Eastern Cultural         Performances,          Competitions     Ranking and
                              Community              with other       Placements, SAT II /
                              Projects, Recitals,    schools and      AP-Chinese Culture
                              Demonstrations         organizations    and Language
     Navigating Western       Performances,          Competitions     Ranking and
     Inst./Culture            Community              with other       Placements,
                              Projects, Recitals,    schools and      AP-US History
                              Demonstrations         organizations
     ELL Language             Course Exams,          MEPA             LAS, TOEFL
     Acquisition              Multi-Disciplinary
                              Projects, Portfolios
School-wide, all students will be assessed in all core curricula through unit quizzes and tests, and end-of-
semester tests. These tools will be used to evaluate the student’s core academic knowledge, skills and
abilities against pre-established benchmarks. Student Portfolios will serve as progressive description and
markers of students’ cumulative work throughout the academic year and his/her entire academic career.
Through team projects, students will be tested in their ability to effectively collaborate and communicate
in group work.

MCAS will be administered and be used to measure and gauge the performance of the students on a
statewide level and as the graduation requirement.

All students will take the nationally recognized Measured Progress standardized test upon entry into the
school in order to determine the students’ academic performance levels. This exam paints an accurate
academic portrait of the entering student so that the proper level of instruction can be administered to
him/her. Measured Progress was chosen because it is specifically aligned with the State standards. This
test will also be given to those students who are not scheduled to take the Massachusetts Comprehensive
Assessment System (MCAS) that academic year.

ELL Achievement
Before HIA can close the achievement gap between the ELL students and native born populations, the
school must assess their current English language skills upon enrollment in the school. All newly
enrolled Limited English Proficient students will be given the LAS-O and the LAS R/W to determine
class placement. Each year, the Massachusetts English Proficiency Assessment (MEPA) will be used to
evaluate English proficiency.

College preparation for all
All high school students will take the PSAT and the SAT as these tests will serve as the benchmark of
their readiness for higher education. The Test of English as a Foreign Language (TOEFL) will be used
specifically for aspiring ELL college students. College acceptances, graduation, and attrition rates will be
tracked to measure the success of the college preparatory program of the school’s mission.

Asian Cultural preservation/knowledge
Students will perform cultural presentations such as plays and historical reenactments as well as music
recitals before the whole school community as a display of Asian cultural knowledge. Oral debates or
written essays may be used to gauge a student’s master of East Asian Philosophy. Some students may
enter competitions such as martial arts tournaments to test their skills against others. All students must
take the Chinese culture and language AP test as a senior.

American cultural, institutional, and social competence
Presentations, school projects, and community service projects related to Quincy will be used as
measurements. A few examples would be students participating in public mock trials presented at Open
Houses or students participating in voter registration drives.

Data and Responsibility
The administration and faculty of the school will have the primary responsibility for the implementation
of the assessment system. Achievement data will be collected by various means, mostly by a mix of
internal and external reporting methods for both the formative and summative assessments. A weekly
individual progress report will be completed for each matriculated student to closely monitor academic
progress and achievement. These weekly progress reports are due to the Principal Friday afternoons.

Standardized test results will be used by faculty for assessing each student’s progress and to inform future
lesson plans.

Means of Informing Students and Parents of the Assessments
Disseminating key performance data will be done through various means. An on-line system where
parents can log-in to monitor their child’s progress and review quiz and test grades in specific subject
areas will be created. End-of-Term standards-based report cards will also allow parents to observe their
child’s academic progress. Standardized test results will be reported to each family separately. Teachers
will meet with parents up to two times a year -- one conference in the first term of the academic school
year, and the other in the third academic term – to share information about the student’s overall academic

Results from all MCAS exams, standardized tests and year-end internally developed assessments will also
be published in Hanlin International Academy’s annual report, along with detailed statistical information
about the student population. This report will be posted on the school’s website for public viewing,
making it available to all stakeholders. The Executive Director will also present the academic
achievement reports on a quarterly basis to the Board of Trustees for review.

Performance on all standardized tests will be used by teachers to determine the proper curriculum and
instructional approaches that each student needs, with the ultimate goal of maximizing each student’s
achievement. Administration will use the test scores to determine the school’s improvement plan and the
areas that need to be addressed. The Board of Trustees will use the scores to measure overall institutional


School Calendar
Hanlin International Academy’s school calendar will consist of 180 days. Teachers are expected to show
up two weeks prior to the start of school to prepare for the upcoming school year. They are then expected
to report in on the Tuesday after Labor Day to make final preparations before the students’ start. Students
come to school on the Wednesday after Labor Day. Depending on school cancellations, the last day of
school will take place from mid-June to late June. Teachers, for two days after the students leave, must
perform a year-wide curriculum analysis before leaving for vacation.

Daily Schedule:
Time will be measured using the internationally-preferred, 24-hour clock convention. The doors of the
school will open at 0725 with students expected to report to homeroom by 0735. Attendance will be
taken by the homeroom
teacher. Advisory time occurs                 Monday Schedule                       Tuesday Schedule
every day before formal
                                  0725-0735      Doors Open                   Doors Open
classes begin. This is where
                                  0735-0750      HR/Advisory                  HR/Advisory
teachers make sure that all
students are prepared for a                                                                   Social
                                  0755-0840      1              English       2
rigorous day of academic
work. Homework, notebook,         0845-0930      2
                                                                              3               Math
and other school related
                                  0935-1020      3              Math          4               Mandarin
paraphernalia checks will be
                                  1025-1110      Classical      Math Lab      Classical       Mandarin
performed. A ―Famous Quote
of the Day‖ is given at the end 1115-1135        Recess                       Recess
of the homeroom period and        1140-1200      Lunch                        Lunch
represents the theme for the      1205-1250      4              Mandarin      5               Science
day. The homeroom as a            1255-1340      5              Science       1               English
class discusses the quote for 5   1345-1405      Recess                       Recess
minutes.                                                        Far Eastern                   Far Eastern
                                     1410-1455     A                            A
                                                                 Enrichment                    Enrichment
The organized day is based            1500-1545     B            Study            B                Study
upon a rotating 5-period core         1550-1650     Support                       Support
learning schedule, whose first
period correlates to a particular day of the week. It is well researched that students are not fully
functional in the earliest morning periods, while at certain times of the day they reach peak learning
ability. The rotating block schedule balances out that learning curve for all academic core classes. In
addition, two non-rotating additional ―Classical‖ blocks are offered every day except for Friday. The first
―Classical‖ block is located in between the third and fourth periods. The second resides in the late
afternoon for Far Eastern enrichment. The late afternoon ―Study hall‖ is a period in which students may
work on their homework or prepare for a next day exam. Five minutes are allocated for passing time and
set up. All students are expected to be silently seated and prepared for the start of class for instruction
once the five minutes are up. The last period of the school day is dedicated to student support. Teachers
                                                 are required to provide extra help to those students that
              Friday Afternoon Schedule          need it the most. Students on any education plan must
    1345-1405       Support/Recess               attend these sessions for extra support provided by the
    1410-1430       Community Meeting            teacher. A homework center will also be created to offer
    1435-1520       Office Time                  tutoring services for additional academic support.
   1520-1650      PD/Curriculum
                                                 The Friday schedule is different in regards to the
   1650-1700      Progress reports passed in
                                                 afternoon schedule. Following the last core-learning

period there is an optional recess or student support time granted for students and teachers. Following
this, a 20-minute community meeting between teachers, students, and administrators takes place to go
over the events of the week and to celebrate the accomplishments of those students who attained high
academic achievement or represent the epitome of the school culture. The whole student body is then
dismissed and either leaves campus or visits teachers during their office hour. Teachers must stay an
additional hour for alternating weeks of professional development or cross discipline curriculum
development. Professional development might consist of covering various teaching strategies used for the
ELL population, hosting a guest speaker, role-playing situational handling of student conduct, etc. After
professional development, progress reports are delivered to the Principal.

Admitted Grade Levels
Hanlin International Academy will be admitting 6th grade to 12th grade students, starting with grades 6
and 7 in its first year. In our second year, the school will be adding grades 8 and 9. Once fully
operational, the school will continue to enroll new students through two entry points; in grade 6 as well as
grade 9, if space is available.

External Programs
The external programs that will be brought to Hanlin International Academy will include Far Eastern
cultural enrichment courses, additional student services, and teacher support services. Enrichment
courses will cover a variety of topics such as learning Far Eastern Drama, mastering martial arts, or
discourse in Asian philosophy. Any external relationships forged with other organizations will be
decided based upon their ability to reinforce the school’s mission and to enhance the school culture.

Implementation of Educational Programming:
The average class size will be between 19 to 23 students. The organization of mainstream students will
be broken up by grade level classes based upon sequenced subject matter. For instance, all 6th graders
will learn Earth Science, while all 7th graders will learn Life Science.

ELL students will receive sheltered instruction through SIOP guidelines. These classes will be multi-
grade and multi-aged based upon the student’s level proficiency in English. When ELL students are
placed in mainstream classes there will be additional push-in support provided by an ELL specialist.
Throughout the remainder of their academic career, ELL students are required to take two English classes
until they reach college level English proficiency. There will be a tracking and monitoring system for all
ELL students to observe long-term progress and college readiness as the school’s mission demands.

All Far Eastern enrichment classes will be fully integrated with mainstream and ELL students to build and
support a healthy school climate and school culture.

Teachers will be assigned to classes based on their subject-based qualifications. There will be
collaboration among all departments in regards to curriculum development. In addition to the afternoon
teacher ―prep‖ periods during the week where cross-disciplinary collaboration is encouraged, every
Friday afternoon is dedicated towards Professional Development to allow the additional time needed to
communicate between whole departments to coordinate efforts.

A Typical Day of an ELL Student:
―John‖ Zhang is a 6th grade English Language Learner who just immigrated to Quincy from China. He
was a shy boy upon entering the school as only knew a few basic English words and phrases when he
arrived in the US.
0730: ―John‖ Zhang arrives and is warmly greeted by both the Executive Director and the Principal as
both shake his hand. He heads directly to his homeroom.

0740-0750: His teacher makes sure he has his textbooks and his homework, making sure everything is in
order for the day. Attendance is taken, and the Pledge of Allegiance is recited, along with the school-
wide recitation of the ―Quote of the Day.‖ The bell sounds and he has five minutes to get to class.
0755-0840: He enters English A. The teacher passes out a Shakespeare graphic novel ―A Midsummer
Night's Dream‖ to the class as they prepare to read and have class discussions of their interpretation of the
text. He must participate in the class discussion to get full class credit for the day.
0845-0930: The class is studying Ancient Greece. The class begins to discuss the difference between a
democratic state and an imperial state. The class discussion is quite lively.
0935-1110: Today ―Classical‖ Lab Science. The teacher begins the class talking about magnets and
relating them to Earth’s magnetic field. Through an interactive PowerPoint presentation, he explains how
the ancient Chinese discovered magnetism. On the lab desks in front of the room, there are a bunch of
materials that he and his lab partners use to make a compass.
1115-1135: At recess, Zhang plays catch with a few friends.
1140-1200: Lunch is served! Warm rice and a side of broccoli with beef along with a small container of
soy milk since he is lactose intolerant.
1205-1250: This is Zhang’s second English B class of the day. The class will be going over his favorite
Chinese story, Xi You Ji (Journey to the West) in English. This is the first time he is going over it in
English. He loves going over Chinese tales in English because it helps him correlate the language better
for faster language acquisition.
1255-1340: In Pre-Algebra, Zhang takes a quiz on basic algebraic procedures that lasts the full period.
1345-1405: Recess: Zhang just walks around the playground conversing with his new friends in English.
They manage to understand him and try to help him as best they can. They then try to speak Mandarin to
him, and the roles are reversed. Zhang feels a great sense of community all around him.
1410-1455: Today in the Far Eastern Classical Block, students are practicing how to play a dulcimer. His
classmates are having fun making the various sounds. By the end of the academic term, he will be able to
perform a simple tune in front of the school community and its stakeholders.
1500-1545: After a long day of academics, this is a peaceful time for Zhang to begin his homework.
1550-1650: Zhang is struggling with one of his English assignments. Zhang goes to his English
teacher’s room and finds other students in his class having the same difficulties. The teacher speaks in
Mandarin to explain the English concepts and instantly, all the students suddenly get it and the
conversation shifts to English. The final ten minutes of the day students clean up the school, taking pride
and care of the building.
1700: Zhang’s parents are waiting outside to pick him up. He says good-bye to his friends and shakes the
hand of the Principal and the Executive director on the way out.

A Typical Day of a Teacher:
0720: Mr. Patrick arrives and proceeds to his classroom after saying salutations to those he passes by.
Before homeroom begins, he checks over his notes for the day's lessons and everything is in working
order as students begin filing into the room. He greets every student individually as they enter.
0735-0750: Homeroom begins with attendance taken. A quick check of notebooks and writing utensils
is made. Those who are not ready are allowed to borrow what they need from the supply drawer but pay
the price with a demerit. He gives ―The Quote of the Day‖ and listens to student responses.
0755-0840: ELL Block A-U.S. Geography. After collecting homework, he talks about California’s
founding, the California gold rush and the incoming Chinese immigrants. He then goes over the
geography of California. There are many pictures shown and students have many questions about what
life was like back then. For homework, to practice historical research skills, students have to describe the
past conditions of China to justify the migration to the United States.
0845-0930: Prep period ready for his ―Classical‖ period.
0935-1110: 7th grade B-block Ancient Civilizations. Today students are going to discuss Hammurabi’s
Code. Mr. Patrick explains what it is and the students read it aloud. The class is broken up into groups.
These student groups have to write codes and penalties for their own made up country. The class plans

to discuss the topic over next two days when students have to announce their codes of law to the class.
By the end of whole lesson, all students have to answer what is the difference between democratic law
making and monarchy law making in an essay.
1115-1135: Duty: monitor the students play at recess to make sure everyone is safe.
1140-1200: Mr. Patrick eats lunch with the students, getting to know them a bit better. He notices two
students are supporting the school culture by decorating their books and gives them some reward merits.
1205-1250: 6th Grade A block. After collecting homework, the class goes over the geography and history
of California as the previous 6th grade class did.
1255-1340: ELL Block B. After collecting homework, he uses many illustrations to go over the
inventions of Ancient Mesopotamia as requested by the math teacher Some of those mathematical
concepts of geometry will be used later in the week in that math class.
1345-1405: Duty, Mr. Patrick steps outside to monitor the students play at recess.
1410-1545: Break/Team/Prep time. That is up to Mr. Patrick of how he uses this time.
1550-1650: Students of various classes walk in to get extra help. He helps them for the full hour.
1650: He watches over the students as they clean the school.
1700: He decides to call it a day and heads home.

School Culture
Classical education, both Eastern and Western, revolves around a simple premise even though the means
are divergent. In the Republic, Plato called it the Training of the Guardians. The great Confucian sage,
Mengzi called it ―li wang dao‖ or Principles of the Kingly Way. Classical education’s basic premise was
to build great leaders of human civilization. Therefore, the school culture of Hanlin International
Academy is dominated by one tenet: Greatness and how to achieve it. Greatness will be discussed
throughout the day. All thoughts will be focused on ―Greatness‖ and the myriad ways ―Greatness‖
displays itself through small and large, public and private, human achievements.

Hanlin International Academy’s school culture will also provide a nurturing, structured environment that
fosters individual growth and group achievement through these classical means. This nurturing
environment that fosters individual growth starts with the adults in the school. Administrators,
counselors, teachers, and other professionals are expected to empathically understand and care for all of
the students under their charge. They are expected to be proactive in their outreach to the students,
families, and communities in which the students reside and build strong relationships with them.

A structured environment is one that every student knows and has a deep understanding of the school’s
expectations, from individual behavior to institutional. Students would come to know the consequences
of every action beforehand, for good or ill. The idea of this is to create a deep level of comprehension
and foresight within students so that they are willingly compliant to the rules and rites of the school.
There will be a code of discipline, including a merit and demerit system, that will be strictly enforced but
through time as the students grow older and wiser, the enforcement of it will diminish. Hanlin
International Academy’s merit and demerit system will be modeled after the Roxbury Prep Charter

Décor and Atmosphere
Great cultural accomplishments and people, both Eastern and Western, will be on display in every room,
every hallway, in every announcement, reminding all of those inside the great traditions in which they are
participating and the possible greatness that is inherit within oneself. This means quotes of great people
will mark all of the walls. Paintings and posters of great events will cover the classroom walls.

Establishing the School Culture and Norms
Communication is the foundation of creating and sustaining a peaceful and orderly school culture that is
consistent with the school’s mission and education philosophy where all stakeholders will be happy.

During the enrollment process, the school’s cultural and social norms will be thoroughly explained to
students and parents. The same will be provided to teachers and administrators before hire.

Written communication will be done in various forms including but not limited to newspaper articles,
letters, flyers, brochures, and handbooks that will be designed with the intent to disseminate the school’s
culture and norms. Classroom procedures will be displayed in plain sight in every classroom so that
every student and teacher is aware of the school’s practices. Handbooks, modeled from Boston
Collegiate, are expected to be signed by both the student and the parent. Others explaining school culture
and procedural rites will be written and then signed off by those specific stakeholders.


Physical Disabilities
For students with physical disabilities, the building in which Hanlin International Academy will be
housed will follow all state and federal regulations pertaining to accessibility. Therefore, all settings of
which special services will be rendered will adhere to the same state and federal guidelines.

English Language Learners
Much has already been discussed throughout this Prospectus pertaining to ELLs. As stated before, all
newly enrolled Limited English Proficient students will be given the LAS-O and the LAS R/W to
determine class placement. Upon the school’s opening, the school will employ several ELL specialists to
work with ELL students in either push-in or pullout environments through SIOP guidelines. The school
will hire as many ELL certified instructors as needed to support the anticipated ELL population. As
mentioned in the Education Philosophy section, the use of multisensory tools such as culturally familiar
realia, props, and audio-visual materials will be utilized to facilitate language and content comprehension.

Hanlin International Academy (HIA) is dedicated to providing a school environment that is inclusive and
that allows each student to pursue academic success in accordance with the school’s mission. All
students at HIA will be expected to participate in the general curriculum to the best of their ability with
support from the tools and resources indicated by their IEP. HIA will use the processes and procedures
outlined in the Individuals with Disabilities Education Act (IDEA) and Section 504 to identify, evaluate,
and develop an Individualized Education Plan (IEP) for each student in need of special education services
in compliance with all state, federal laws and regulations. In the first year of operation, HIA will have a
full-time certified special education teacher on staff, and will add others as the school grows.

HIA will ensure that all professionals meet the federal and state qualifications to deliver services or direct
programs. Program and service assessments will be based on the academic performance and progress of
the students in need and will adhere to the state and federal guidelines.

Identification Process: To identify children in need of special student services, a teacher, school
administrator, or parent may refer a student for evaluation. The certified special education teacher at HIA
will work with the teaching staff to train them on the referral process. This referral can be made verbally
or in writing. There must be parental consent before the child may be evaluated. The evaluation will be
completed within 45 working school days. The evaluation assesses the child in all areas related to the
child’s suspected disability. The evaluation results will be used to decide the child’s eligibility for special
education and related services and to make decisions about an appropriate educational program for the

For students who come to HIA on IEPs, the special education teacher will contact their past schools for
the IEP, and either continues to implement the IEP or review and re-evaluate the student in accordance
with the parents’ wishes.

Eligibility: If the child is found to have a disability as defined by IDEA, then that child is eligible for
special education and related services at Hanlin International Academy. The certified special education
teacher, school officials, and the parents will build the resulting IEP based on the evaluation results.
Parents are eligible to challenge the eligibility decision if they disagree with it at a hearing.

After the evaluation of results, a meeting will be scheduled by Hanlin International Academy. It will
involve school officials, teachers, parents, and the student in need of services. At the meeting, this IEP
team will gather to talk about the student’s needs and write out the IEP based on the academic,
developmental and functional needs of the child. Parents and the student will be part of the team when
appropriate. Before Hanlin International Academy implements any special education and related services
to the child for the first time, the school will obtain parental consent, with the child receiving services as
soon as possible after the meeting. If the parents do not agree with the IEP and placement, they may
discuss their concerns with the IEP team and attempt an agreement. If they still disagree, parents can
request mediation, or Hanlin International Academy may offer mediation. Parents may file a complaint
with the state education agency and may request a due process hearing, at which time mediation must be

Implementation Strategies: HIA will make sure that the child’s IEP will be implemented as it was written
and re-evaluated at minimum every year. Each re-evaluation will follow the same steps as the original
referral process, including a parent meeting. Parents will be given a copy of the IEP and the school will
keep documentation of each iteration of the IEP. Each of the child’s teachers and service providers will
have access to the IEP and knows his/her professional responsibilities for carrying out the IEP. This
includes the accommodations, modifications, and supports that must be provided to the child, in keeping
with the IEP. Further, they will work in conjunction with the special education staff and pursue other
professional development opportunities for training on classroom inclusion strategies.

All support services will follow state and federal guidelines. Examples of supportive inclusionary
services that HIA will offer are: 1) ―pull out‖ support, where the special education teacher will pull
students from class to work on academics related to their IEPs in a resource room; 2) offer ―push in‖
support, where the special education teacher educates alongside a content teacher to aid students; 3)
purchase appropriate academic resources including books on tape, dictation devices and other
supplementary aids; 4) provide access to professional speech therapists, reading specialists and other
professionals as needed.

The student’s progress toward her annual goals is measured as stated in the IEP. The parents are
regularly informed of their child’s progress and a measurement of whether that progress is enough for the
child to achieve the academic goals by the end of the year. These progress reports will be given to parents
at least as often as parents are informed of their non-disabled children’s progress.

Nutrition Program
Hanlin International Academy will offer lunch, including free and reduced lunches for those students that
qualify. Hanlin International Academy will seek to participate in the Federal School Lunch program,
complying with all federal regulations and guidelines during implementation. Through a competitive
bidding process, HIA will select a food services provider that meets federal and state dietary guidelines.


Dean Chin, having taught Physics at Quincy High School for the past three years, noticed the lack of
education opportunities offered to ELLs and their families. He watched as they struggled to pass the
MCAS test, knowing that additional services were needed for them to achieve their full academic
potential. He also saw a need to offer mainstream students a more competitive education. There was also
a need for cultural preservation in Quincy’s Asian American community, which is the largest ethnic
minority in the city. Due to all of these needs, Dean recruited a Founding Group with a wide array of
skills and experiences to create this unique charter school.

The founding group meets twice a month. Since the founding group received a Developmental Grant, one
monthly meeting consists of attending Founding Workshops held by the Massachusetts Center for Charter
Public School Excellence (MCCPSE). Another meeting with founding group members and the design
team occurs at the beginning of each month to update the group on progress and to assign tasks for next
phase of school development.

Each Founding Group member possesses the extensive skills that qualify that person to have the capacity
to find and sustain an excellent charter school.

Dean Chin: For the past 5 years, he has been a high school Physics and Earth Science Teacher. He also
is well versed in a variety of education theories and practices, both Eastern and Western. He is the
Program Committee Chair on the Boston Chinatown Neighborhood Center’s Board. Growing up, he had
to run his family owned business. He is respected in the community, known for the quality of work he
has done over the years. He is expected to serve as the Hanlin’s Executive Director.

Ryan Daniels: Social Science teacher and U.S. History Educator and currently enrolled in a Masters of
Education Program at Eastern Nazarene College, former volunteer ESL teacher for Quincy Asian
Resources Inc. He has worked in China for several years teaching English and U.S. History.

Auston Habershaw: He is an adjunct professor at the Massachusetts College of Pharmacy and Health
Science and Fisher College. He teaches freshmen English Language Arts developmental courses,
teaching them basic composition and research skills for future collegiate work. He is also a Teacher
Trainer for Kaplan Inc., training prospective teachers in educational theories and practice.

Claire Smithney: Manager of Field Operations for Citizen Schools, a non-profit dedicated to expanding
the learning day in under-resourced communities. She attended the Harvard Graduate School of
Education and earned a Masters of Education in Risk and Prevention. In her coursework, she studied
adolescent development, prevention programming, career guidance, and charter schools. She brings a
deep knowledge of charter school cultures and familiarity with adolescent development.

Helen Wong: Democratic Election Commissioner of Boston serves as a program evaluator for the group.
She also sits on the Board of the Irish Immigration Center and is their technology advisor to the board.

Victor Ng: Quincy resident, employed at the Operational Services Division for the Commonwealth of
Massachusetts as a Quality Assurance Compliance Officer. He is well connected in the Quincy.

Vincent Fung: He has more than nine years of business consulting experience with expertise in business
development, product management, process improvement, and education development. He is working as
an independent consultant who helps hi-tech startups to develop strategic business plans.

Jay Sun: He is the co-founder and CFO at the Barbarian Group, a digital marketing and advertising
company in Boston. He consults on the financial and business side of the school building process. He
has run, developed, and consulted multi-million dollar enterprises effectively and efficiently.

Zifeng Zou: Before coming to America, she was the department head in the Guangzhou New Oriental
School, managing the Elementary English Department, 50 full-time and part-time teachers. The school
provided English education to more than 5,000 students. She is devoted to program development.

The Founding Group is actively looking for additional ELL specialists to join the group.

The prospectus has one primary author, Dean Chin. Many others have made large contributions to this
prospectus. Victor Ng wrote portions of the Vision Statement. Ryan Daniels wrote portions of the
Curriculum, focusing on the Social Sciences. Auston Habershaw added to the Education Philosophy and
Curriculum portions.


Hanlin International Academy Governance and Management
   1. Organizational Structure

The board of trustees will hold the charter for the school and will be legally responsible for Hanlin
International Academy (―the school‖). The board will consist of seven to eleven members with expertise
in education, financial management, law, real estate, fundraising, non-profit governance, and strategic
planning. The board will be recruited from professionals in the local Quincy and Greater Boston area.
The board will be responsible for all governance issues. The board will oversee the following:

Mission, policy and strategic planning: Articulate and ensure alignment with the school’s mission, vision
and charter. Create and update policy related to the mission and governance. Set the strategic direction
and review progress against articulated goals.
Financial oversight: Ensure the school’s financial health. Review and approve the annual budget and
ensure adherence. Participate in fundraising and securing other funding sources as needed.
Legal and regulatory compliance: Ensure compliance with all laws and regulations and review
compliance on a regular basis. Ensure filing of all legal and regulatory documents.
Executive director oversight: Select, manage, support, and evaluate the executive director who will be
responsible for the day-to-day management of the school. Evaluate the executive director regularly
based on agreed-upon, clearly outlined performance criteria. Set executive director compensation
annually. Offer guidance and support to the executive director.
Promotion and accountability to the public: Promote the school to the public. Expand the school’s
networks and relationships. Respond to the Quincy community and other stakeholder concerns.
To ensure oversight of each of these specific areas, the board will elect a Chair, Vice-Chair, a Treasurer,
and Secretary, and will establish standing committees, including but not limited to Finance, Development,
Educational Programming, and Technology.

While the board will be responsible for governance issues, the school leadership will be responsible for
the daily management of the school. The founding group has developed an executive director position to
manage the day-to-day operations of the school. In addition, the founding group has created a position of
Principal who will report directly to the executive director and be responsible for the instructional activity
of the school.

The executive director will be the school administrator and will be responsible for overall management.
S/he will be the sole individual reporting directly to the board of trustees. On a day-to-day basis, s/he will
focus on the following responsibilities including but not limited to:
Board relations and governance: Work with the board to articulate the school’s mission, direction and
strategic plan. Work with the board chairperson to establish the board’s role, calendar, meeting times and
meeting agenda. Keep the board informed of the condition of the school, including material legal issues.
Educational accountability: Ensure that the educational program adheres to its mission and charter.
Work with the principal to determine the direction of educational program. Measure, monitor, and
evaluate the success of the program in conjunction with the principal.
Personnel issues: Oversee the recruitment, hiring, training and evaluation of all staff in consultation with
the principal. Specifically, hire, support and evaluate the principal, the office manager and all other non-
instructional staff.
Budget and finance: Develop the budget with the board and manage the budget on a day-to-day basis,
with assistance of office manager. Work with the board to ensure financing and fundraising.
Legal and regulatory compliance: Ensure that all legal and regulatory documents are filed including the
annual report and charter renewal application.
Facilities: Manage all facility-related issues including renovations and new space acquisitions.
External relations: Act as ambassadors to visitors, donors, organizations, governmental entities.
External education programming: Be responsible for the hiring and contracting of non-staff personnel
such as cultural enrichment and martial arts training.

The principal will be appointed by the board under the recommendation of the executive director and
outside human resource consultants. The principal will report to the executive director. S/he will oversee
the day-to-day management of the educational program including:
Instructional staff oversight: Directly manage all full-time and part-time instructional staff. Work with
executive director to hire new faculty. Review and assess teachers on regular basis. Design and
implement the professional development program. Support teachers on a daily basis regarding all
teaching-related issues.
Curriculum: Ensure that the school’s mission and philosophy are reflected in the curriculum. Review and
offer feedback on teachers’ curricula. Review curricula annually to determine effectiveness and oversee
implementation of changes, if necessary.
Educational environment: Ensure the integrity of the learning environment. Enforce the code of conduct.
Oversee student behavior issues.
School-family relations: Create a plan for regular communication between parents, faculty and
administration. Seek feedback from families on the educational program. Communicate with parents
about specific student concerns.

An office manager will assist the executive director with the day-to-day, non instructional responsibilities,
particularly related to finance and accounting.

Below is the organizational Chart for the 1st year of operation. Additions such as specific departments
will be added on as the school grows and builds outward during its five year growth plan.

                                              Board of Trustees

                                             Executive Director

                               Principal                          External Programming


                            Office Manager

                                        IV. REQUIRED ATTACHMENTS
      A.       Statements of commitment and resumes

Name of Grant Program: Charter School Developer Program                                              Fund Code: 534

           Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:          Neighborhood House Charter School
             Name of Proposed Charter School:       Hanlin International Academy Charter School
                Founding Group Member Name:         Dean Chin

                       Statement of Commitment to the Charter School Development Project
I, Dean Chin, as a Founding Group Member, am fully committed to the creation of the Hanlin Classical
Academy Charter School. As the Founding Group Leader, I will devote a considerable amount of time and
energy to the creation of the full charter application and the launching of the new school. I will use my
decision-making power responsibly and objectively during the founding of the charter school and be committed
in the transitioning to a governing board.
                                  Summary of Professional/Personal Qualifications
I have been a public school teacher for the past five years teaching in various positions in local middle schools
and high schools. In the past three years, I have taught Physics and Earth Science at Quincy High School. I
am well versed in classroom management and various pedagogies that will achieve optimal student
performance. I am also a leading expert on East Asian Philosophies and History.

I serve on two different boards in leading community organizations.       As a board member of the Boston
Chinatown Neighborhood Center (BCNC), I am responsible for program oversight and audit of the
organization’s adult, youth, and children’s ESL programming. As the largest human service provider in Boston’s
Chinatown, BCNC assists over 4,000 individuals each year. Therefore, I have a deep understanding of the
local Asian American community’s educational needs of which the school will meet. I also have extensive
knowledge of program creation and evaluation of effective outcomes.

I serve on the National Association of Asian American Professionals (NAAAP) - Boston Chapter’s Board.
NAAAP is a non-profit organization that provides Asian American professionals of various career fields with the
tools and vital resources to further their career advancement, to promote leadership development, and to
improve the communities in which members live and serve. This network of professionals provides me access
to the insights on various acculturation techniques for smoother transition and advancement of Asian Americans
into the greater American labor force.

I serve as the NAAAP Boston Scholarship Chair, in which I manage the Scholarship Committee and its many
executive tasks that include managing and coordinating volunteer application evaluators, corporate fundraising,
and the planning of the annual Scholarship Gala. I also am responsible for developing business strategies to
maintain the scholarship’s position as the largest local Asian American Scholarship.

As the Founding Group Leader, I have coordinated the efforts and work of the other members since the group’s
assemblage. I am also one of the main authors of this submitted Prospectus.
                   Contact Phone Number:       508-813-0548 (mobile)

                   Contact Email Address:

Name of Grant Program: Charter School Developer Program                                               Fund Code: 534

         Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:           Neighborhood House Charter School
            Name of Proposed Charter School:         Hanlin International Academy Charter School
               Founding Group Member Name:           Auston Habershaw

                        Statement of Commitment to the Charter School Development Project
I, Auston Habershaw, as a Founding Group Member, am fully committed to the creation of the Hanlin Classical
Academy Charter School. As the Founding Group Leader, I will devote a considerable amount of time and
energy to the creation of the full charter application and the launching of the new school. I will use my decision-
making power responsibly and objectively during the founding of the charter school and be committed to the
transition to a governing board.
                                   Summary of Professional/Personal Qualifications
I have been an adjunct English professor for a total of two years at both Massachusetts College of Pharmacy
and Health Sciences and Fisher College, both located in Boston. Before that, I also taught as an adjunct at
Emerson College. As a teacher at the collegiate level, I have been tasked in training high school students in
advanced rhetoric and composition skills, as well as elevating their reading comprehension and analytical skills.
I am an expert in composition pedagogy, literature, and have significant experience with Western philosophy,
and possess an MFA in Creative Writing.

In addition to the above, I am a teacher and teacher trainer for Kaplan Test Prep, Inc.. I have significant
experience preparing high school students for all aspects of the SAT as well as other elements of the college
application process. Furthermore, I train would-be teachers for Kaplan in how to teach the SAT to students and
am responsible for ensuring every teacher meets Kaplan’s high professional standards.

As someone whose teaching experience specializes on students both before and after the college application
process, I am uniquely suited to preparing students, at any level, to achieve academic success in higher
education. I have witnessed both the deficiencies and successes that our high schools have had in preparing
our students for college, and wish to assist in improving the former while maintaining the latter.

As the Founding Group’s specialist in the English Language Arts, I have assisted in writing aspects of the
prospectus dealing with ELA and will continue to advise and assist the group as the expert in that area.

                   Contact Phone Number:        617-835-6514

                   Contact Email Address:

Name of Grant Program: Charter School Developer Program                                           Fund Code: 534

         Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:        Neighborhood House Charter School
           Name of Proposed Charter School:       Hanlin International Academy Charter School
              Founding Group Member Name:         Claire Smithney

                       Statement of Commitment to the Charter School Development Project
I, Claire Smithney, as a Founding Group Member, am fully committed to the creation of the Hanlin Classical
Academy Charter School. As a Founding Group Member, I will devote a considerable amount of time and
energy to the creation of a viable school culture and the launching of the new school. I will use my decision-
making power responsibly and objectively during the founding of the charter school and be committed in the
transitioning to a governing board.
                                 Summary of Professional/Personal Qualifications
I have been involved in Education Reform for the past five years. I began my career as a founding Match Corps
Tutor at the MATCH Charter School in Boston. As a full time tutor and mentor, I focused on four students,
guiding them to improve their grades, improve their behavior, and eventually apply to college. I also began to
observe the challenges and best practices of charter schools. I chose to stay on as a Senior Corps member for
a second year, growing my role in discipline and running detention for the school.

Following this, I went to the Harvard Graduate School of Education and earned my Masters of Education in Risk
and Prevention. In my Risk and Prevention coursework, I studied adolescent development, prevention
programming, career guidance, civics in education, and charter schools. I studied under Kay Merseth, one of
the leaders in charter school studies who continuously push the movement further. Also, I interned in the
Student Support Services Office at the Boston International High school and became more familiar with the lack
of resources for recent immigrants to the Greater Boston area.

Currently, I am the Manager of Field Operations for Citizen Schools, a non-profit dedicated to expanding the
learning day in under-resourced communities. In this position, I work with staff members across our network to
ensure that our sites are fully operational and to aid in troubleshooting.

As a founding member, I bring a deep knowledge of charter school cultures, understanding of non-profit
operations and familiarity with adolescent development of the ages that the Hanlin International Academy
Charter School seeks to serve.

                  Contact Phone Number:       908.797.4162 (mobile)

                  Contact Email Address:

Name of Grant Program: Charter School Developer Program                                                Fund Code: 534

         Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:           Neighborhood House Charter
            Name of Proposed Charter School:         Hanlin Classical Academy Charter School
               Founding Group Member Name:           Jay Sun

                        Statement of Commitment to the Charter School Development Project

I, Jay Sun, as a Founding Group Member, am fully committed to the creation of the Hanlin Classical Academy
Charter School. I will devote a considerable amount of time and energy to the creation of the full charter
application and the launching of the new school. I will use my decision-making power responsibility and
objectively during the founding of the charter school and be committed in the transitioning to a governing board.

                                   Summary of Professional/Personal Qualifications
I joined the founding group with over 17 years of business financial planning and startup company experience. I
am a co-founder and CFO at the Barbarian Group, ( a digital marketing and
advertising company based in Boston. In partnership with four other co-founders, we have created a very
unique and innovative company without any outside funding. The Barbarian Group was named “The Interactive
Agency of the Year” in the U.S twice over the past 7 by Creativity Magazine.

Prior to founding the Barbarian Group, I was the CFO at World Conference Holdings (WCH) working with an
entrepreneur in various ventures including: World Research Group, Treasury Resources Center, Center for
Business Intelligence and World Economic Development Congress. During my six years of service, I’ve helped
the principal built a business from $2mm sales to $20mm.

Prior to WCH, I was the Controller at the National Managed Health Care Congress (part of Institute for
International Research/IIR, a worldwide conference and trade show company.

I’ve served on the Board of Cambridge HealthTech Institute, a biotech/Human Genome conference and
research company. I am currently on the Board of Advisor at Alldaybuffet, a social entreprenuership incubator
company based in New York City.

With my education background in accounting and a Bachelor of Business Administration (BBA) degree from
Baruch College, (City University of New York), and my extensive experience in business financial planning,
strategic business development, startup company cash planning and management, I am prepared to contribute
to the overall success of this project and to ensure the venture will be financially sustainable and achieving the
original objectives of the school.

I have been working on the budget and business plan of the charter school.

                   Contact Phone Number:  617-308-5360
                   Contact Email Address:

Name of Grant Program: Charter School Developer Program                                              Fund Code: 534

         Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:          Neighborhood House Charter School
           Name of Proposed Charter School:         Hanlin International Academy Charter School
              Founding Group Member Name:           Ryan Daniels

                       Statement of Commitment to the Charter School Development Project

I, Ryan Daniels, as a Founding Group Member, am fully committed to the creation of the Hanlin Classical
Academy Charter School. I will devote a considerable amount of time and energy to the creation of the full
charter application and the launching of the new school. I will use my decision-making power responsibly and
objectively during the founding of the charter school and be committed in the transitioning to a governing board.

                                  Summary of Professional/Personal Qualifications

I have been teaching for the past several years in the Quincy public school system as a substitute teacher. I
spent 5 years teaching in China at two different universities. I taught Western History at the college level, as
well as ESL and the culture of English speaking countries. Currently, I am finishing my MA of Education at
Eastern Nazarene College. My overseas experience has given me an insight into the Asian community and
their wants and needs.

I have served on voluntary basis several leadership roles for the Quincy Asian Resources Incorporated (QARI).
QARI is a nonprofit organization that helps to serve and incorporate immigrants into the community at large. I
was head of the logistics committee for the August Moon Festival (2008) as well as a volunteer coordinator for
that same event. For this position I was responsible for overseeing the setup and breakdown of the festival, as
well as the coordination of some 50 high school volunteers and their schedules for that day. This position
brought me into close contact with many influential members of the Asian community, as well as many of the
new immigrant students.

Also at QARI I have taught citizenship classes, preparing Chinese immigrants to become American citizens.
My responsibilities were to teach them about our country's history, government, and politics. As well as their
civic duties once citizenship is acquired.

As a founding group member I have been responsible for setting up the History department. I have also been
one of the authors of the submitted prospectus.

                  Contact Phone Number:        (781)-385-9479

                   Contact Email Address:

Name of Grant Program: Charter School Developer Program                                              Fund Code: 534

         Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:          Neighborhood House Charter School
           Name of Proposed Charter School:         Hanlin International Academy Charter School
              Founding Group Member Name:           Helen Y. Wong

                       Statement of Commitment to the Charter School Development Project

I, Helen Y. Wong, as a Founding Group Member, am fully committed to the creation of the Hanlin International
Academy Charter School. I will devote a considerable amount of time and energy to the creation of the full
charter application and the launching of the new school. I will use my decision-making power responsibly and
objectively during the founding of the charter school and be committed in the transitioning to a governing board.

                                  Summary of Professional/Personal Qualifications
As a first-generation Asian American woman who grew up in an immigrant family in Boston Chinatown, I have a
keen understanding of the myriad challenges and issues that confront urban communities and residents. This
first-hand experience and insight have also instilled within me a deep passion for public service and community
advocacy -- particularly for low-income, recent immigrant, “at-risk” youth, and other vulnerable populations.
Throughout my teenage years and professional career, I have worked with numerous community-based
organizations, nonprofits, and government agencies to develop programs and resources that helped improve
lives and communities.

During high school, I once served as the Chinatown Representative on the Mayor’s Youth Council, advocating
young people’s issues and concerns to city leaders and officials. As Co-Director of CHAD, I raised and
managed a $95K operating budget; recruited, trained and supervised 17 staff members; oversaw the general
administration of camp operations; developed academic and recreational programs; and built close
relationships with parents, funders and the community organizations.

After college, I worked for the City of Boston’s Office of Budget Management, and was responsible for
monitoring departments’ operations and expenditures to ensure that funds were appropriately expended. I also
worked closely with department directors and A&F managers to develop their annual budgets, identify
management problems, review performance data, and prepare financial reports.

In August 2008, I was appointed by Mayor Thomas M. Menino to serve as the Democratic Election
Commissioner for the City of Boston. My responsibilities include conducting all federal, state and municipal
elections in accordance with established laws. At the community level, I serve on the Irish Immigration Center’s
Board of Directors, and sit on the Cross-Cultural and Technology Committees. These personal and
professional experiences have allowed me to develop strong skills in personnel and financial management,
board governance, community outreach and coalition-building, and public relations.

Since joining the Founding Group, I have helped with the recruitment of new Founding Group members, review
and editing of the Prospectus, research, logo design, and community outreach.

                  Contact Phone Number:       617-721-6911 (mobile)

                  Contact Email Address:

Name of Grant Program: Charter School Developer Program                                             Fund Code: 534

         Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:          Neighborhood House Charter
           Name of Proposed Charter School:         Hanlin International Academy Charter School
              Founding Group Member Name:           Victor K. Ng

                       Statement of Commitment to the Charter School Development Project

I, Victor K. Ng, as a Founding Group Member, am fully committed to the creation of the Hanlin International
Academy Charter School. I will devote a considerable amount of time and energy to the creation of the full
charter application and the launching of the new school. I will use my decision-making power responsibility
and objectively during the founding of the charter school and be committed in the transitioning to a governing

                                  Summary of Professional/Personal Qualifications

My contributions to the Founding Group will be to launch the community outreach effort for the Hanlin
International Academy Charter School in the City of Quincy, by continuing to stay active in the political forum
and in community events. My running for City Councilor-at-Large in 2007 have exposed me and my family to
the public eye in Quincy, a place where my parents retired, my siblings call home and where my niece and
nephews go to school. My campaign for elected office will continue until I reach my ultimate goal which is to
serve the community that has given me a quality of life that I want to maintain and pass down to future

Employment with the Department of Higher Education and current employment at the Operational Services
Division as a Quality Assurance Compliance Officer provides me with relationships with many State Agencies
and their administrators. I have a good rapport with the current elected officials in Quincy and the State House
and I have an open line of communication with each of them. While running for elected office, I have met many
supportive residents who are receptive to diversification and I’ve kept their information in a database.

My educational background is a typical first generation, immigrant, low-income family setting in urban Boston.
There was a good mix of Asian and non-Asians throughout my Elementary Schools and I luckily gained
entrance to the reputable Boston Latin School. I am a proponent of integration and higher expectations for
students who show aptitude and ability to adapt. I have first hand experience with the struggles that an
immigrant family faces. Most importantly I have first hand experience of rewards of a positive learning

I have helped with marketing and outreach aspects of the school.

                  Contact Phone Number:   (617) 429-9214
                   Contact Email Address:

Name of Grant Program: Charter School Developer Program                                      Fund Code: 534

        Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:     Neighborhood House Charter School
          Name of Proposed Charter School:     Hanlin International Academy Charter School
             Founding Group Member Name:       Chi Leung Fung (Vincent)

                     Statement of Commitment to the Charter School Development Project

I, (Chi Leung Fung (Vincent)), as a Founding Group Member, am fully committed to the creation of the
Hanlin International Academy Charter School. I will devote a considerable amount of time and energy to
the creation of the full charter application and the launching of the new school. I will use my decision-
making power responsibly and objectively during the founding of the charter school and be committed in
the transitioning to a governing board.

                               Summary of Professional/Personal Qualifications

Mr. Fung has more than nine years of business consulting experience in telecommunications and
retail companies with expertise in business development, product management, process
improvement, and education development. Currently he is working as an independent consultant
who helps hi-tech startups to develop strategic business plans and source venture capital funding.
Prior to this, he worked for IBM as a global solution manager with proven records of improving $11M
technology solution investment by 10%, developing sales & marketing plans for product launches in
emerging markets. He is also a recent graduate of Columbia Business School’s Executive MBA
program, with specialization in strategy and entrepreneurship.

Outside of work, Mr. Fung has served as a Board member for National Association of Asian American
Professionals (NAAAP) Boston chapter for two years with focus on fostering participation in
community services in the Greater Boston. He has successfully helped NAAAPBoston to establish a
strong brand name in the local community. As a result, the organization has seen unprecedented
increase in the number of community services events and number of member participation in them.
Many other non-profit organizations have approached NAAAPBoston for volunteer help and
partnership in future community programs.

Since the beginning of Hanlin formation, Vincent has contributed significant amount of hours to attend
workshops, develop mission, vision, and needs statements, as well as set up school operations.

                Contact Phone Number:   646-824-4226
                 Contact Email Address:

Name of Grant Program: Charter School Developer Program                                              Fund Code: 534

         Statement of Commitment and Summary of Qualifications (not to exceed one page in length)

      Name of Sponsor Agency Organization:          Neighborhood House Charter School
           Name of Proposed Charter School:         Hanlin International Academy Charter School
              Founding Group Member Name:           Zifeng Zou

                       Statement of Commitment to the Charter School Development Project
I, Zifeng Zou, as a Founding Group Member, am passionately committed to the creation of Hanlin International
Academy Charter School. As a Founding Group member, I will devote my time and efforts to the creation of the
full charter application and the launching of the new school.
                                  Summary of Professional/Personal Qualifications
I was the founder and program director of a Sino-US educational exchange program in Guangdong, China for
four years. The program was a precious learning process for both sides and has facilitated long-term friendship
between American volunteers and Chinese students in Mainland China. As the program director, I established
the summer program from scratch by building teams of staff and volunteers, designing curriculum, recruiting
and training teachers, managing budgets, coordinating logistics and service provision, planning and
implementing marketing strategies, and supervising the execution of education in the project. During the first
four years since the summer program was started, it had enrolled more than 2,000 teenaged Chinese students
around the country.

In 2007, I became the youngest department head in Guangzhou New Oriental School, managing the
Elementary English Department, a team that composed of more than 50 full-time and part-time teachers and
staff members and providing English education to more than 5,000 young English learners per year. As
department head, I successfully expanded the student enrollment by 20% in 2007 and built up a stronger team
of teachers, which was highly appreciated by the community that we served.

I lived in China for more than 25 years and have travelled broadly around the country. I taught English in rural
areas in Sichuan and Guangdong provinces as a volunteer. I have profound understanding of both traditional
and modern Chinese culture as well as the diverse culture and attitudes among different ethnic groups in
Mainland China. When doing my thesis research at Boston University, I have strengthened my cross-cultural
understanding and experience in human migration, especially the psychological impacts and culture differences
that migrant people have to face. I believe my achievements in studies and work experiences will greatly benefit
the establishment and success of Hanlin International Academy, which will serve a community of Chinese

I am a long-term volunteer counselor at Asian Community Development Corporation. I work as a counselor and
facilitator in education programs that serve an international student body, both teenagers and adults. I am also
a volunteer in one of the most high-end US-China educational exchange project with public school principals of
both countries.

As a member of the founding team, I am willing to contribute my passion and experience in building Hanlin
International Academy.
                               Signature: Zifeng Zou
                  Contact Phone Number:        617-771-6911 (mobile)

                   Contact Email Address:

                                          Dean Chin
                                           58 Union Street
                                               APT. 9
                                        Stoughton, MA 02072
Work Experience:
Sept. 2006-June 2009                            Quincy Public Schools                    Quincy, MA
High School Physics/Earth Science Teacher

      Effectively teaching twelfth grade Physics based upon the Massachusetts frameworks.
      Effectively teaching twelfth grade Principles of Technology, a vocational application class of
       basic engineering principles.
      Effectively taught multi-level ninth grade Earth Science based upon the Massachusetts
      Helped secure a $50,000 grant from the Massachusetts Department Elementary and Secondary
       Education to develop renewable energy and green technology curricula and other technical
       student projects.

Sept. 2004-June 2006                            Bridgewater Regional High School Bridgewater,MA
High School Earth Science/Archeology Teacher

      Effectively taught ninth grade Earth Science based upon the Massachusetts frameworks.
      Developed, edited, and implemented new curriculum for the Archeology course that included all
       branches of science such as physics, biology, cultural anthropology, chemistry, and math.

Jan. 2003- Sept 2004                            Brockton Public Schools                   Brockton,MA
Junior High/High School Science Teacher

      Effectively taught a junior high school science course to the various multi-placement levels as a
       long term substitute and then later on as a Modern Science permanent substitute at Brockton
       High school.

Leadership Experience:
2007-Present                   National Association of Asian American Professionals
Scholarship Chair- Boston Chapter

      Updated the Scholarship Selection Process including all documentation and revised procedural
       protocols including By-Laws.
      Coordinated over 30 volunteer committee members as well as other NAAAP-Boston committees
       to execute sold out Scholarship Fundraising Galas with a record attendance and record
       scholarship gift giving.
      Developed and executed an explosive strategic business development plan that generated $35,000
       worth of scholarship awards, the largest sum for a local Asian American scholarship, while
       growing the endowment in two years.

2007-Present                   National Association of Asian American Professionals-Boston
Board Member
    Responsible for the general governance of the organization which includes the interviewing
       and selection of committee chairs, management of corporate relations, provide counsel of
       future programming and its proper direction, and tends to the needs requested of paid

2008-Present                   Boston Chinatown Neighborhood Center
Board Member
    As the Chair of the Program Committee, provided counsel and guidelines for new
       programming targeted to young professionals and high school youth.
    As a member of the Strategic Planning committee, provided critical input in the revision of
       the articles of incorporation and new mission statement.

2006-Present                   Boston Chinatown Neighborhood Center
Oak Street Fair Planning Committee Member
    Aided in the planning, coordination, and execution of the Oak Street Fair with other
       NAAAP-Boston Members for the past 3 years.
    Created a fundraising strategy for the event.

Education:             1994-1998 Bridgewater State College Bridgewater, MA
                       Bachelors of Science Degree in Physics.

9 SYDNEY STREET                               PHONE: 617-835-6514
Apartment #3                                  E-mail:
Dorchester, MA 02125


                      MFA-Creative Writing
                    Emerson College, Boston, MA
                           Concentration in fiction, particularly the novel and screenplay.
                           Studies in Modernist Fiction, World Fiction, and Science Fiction
                           Thesis: The Orion Incident (a complete novel); Prof. Uppinder Mehan, Advisor
                           Graduated 2005


                             Arts & Sciences Honors Program
                             Honors Thesis: The Liquid Wall (a complete novel); Prof. George O’Har and Prof. Timothy Dukett,
                             Extensive secondary education coursework at Lynch School of Education
                             GPA: 3.6
                             Arts & Sciences Dean’s List
                             Graduated cum laude in 2000

                  Adjunct Professor, Massachusetts College of Pharmacy and Health Science
                  Mass College of Pharmacy, Boston, MA, 2007-Present
                          Teach freshmen basic composition and research skills
                          Grade all papers and projects, generated own assignments
                          Organize and moderate all class discussions
                          Introduce students to basic philosophical texts/teach rhetorical skills

                  Adjunct Professor, Fisher College
                  Fisher College, Boston, MA, 2007-Present
                          Teach freshmen basic composition and research skills
                          Grade all papers and projects, generated own assignments
                          Organize and moderate all class discussions

                  Teacher Trainer, Kaplan Inc.
                  Boston Pre-College Office, Waltham, MA, 2007-Present
                          Train prospective Kaplan teachers in teaching techniques.
                          Run class discussions about educational theories and practices.
                          Assess and critique teaching of both trainees and veteran teachers to encourage excellence and
                           professional development among the teaching corps.

                   Teacher, Kaplan Inc.
                   Boston Pre-College Office, Waltham, MA, 2005-Present
                            2006 Boston Area Teacher of the Year
                            Teach High School Juniors/Seniors Test-taking skills.
                            Grade and critique essays for the SAT
                            Taught classes at Boston Latin School and Fontbonne Academy

                Adjunct Professor, Emerson College
                Emerson College, Boston, MA, 2003
                       Taught freshmen basic composition and research skills in WP 101: Freshman Writing Seminar
                       Determined specific curriculum and wrote syllabus for class
                       Graded all papers and projects
                       Organized and moderated all class discussions

                High School ESL Teacher, Lynch School of Education Pre-practicum
                Natick High School, Natick, MA, 2000
                        Assisted with ESL lessons
                        Tutored students one-on-one in grammar, syntax, and vocabulary

                High School English Teacher, Lynch School of Education Pre-practicum
                North Quincy High School, Quincy, MA, 1999
                         Observed and assisted in a variety of High School English classes
                         Ran interactive classroom activities: oral presentations, art projects, etc.

Other Experience:

              Assistant Director/Performer
              ImprovBoston, Cambridge, MA, 2000-2003
                       Professional Improviser for 3 years, played in 8 professional shows
                       Assistant Director in 4 productions; handled rehearsal scheduling, performance exercises, and
                        influenced artistic direction of performances.
                       Developed excellent oral communication skills
                       Gained ability to create and implement extremely flexible and effective plans to achieve both
                        performance and rehearsal goals


Katie Dewey
Director of Pre-College Curriculum, Kaplan Inc.
Phone #: 212-453-7411 (phone number may be out of date; e-mail is still valid)
Relationship: former supervisor, trainer

Carol-Ann Farkas, PhD
Assistant Professor of English; Coordinator of Writing Programs at MCPHS
Phone #: 617-732-2852
Relationship: Supervisor

Danielle Herget, PhD
Chair of the Liberal Arts and Sciences, Fisher College
Phone #: 617-236-5466
Relationship: Supervisor

                                      CLAIRE SMITHNEY
                                   23 Dow Street Somerville, MA 02144
                            cell: 908.797.4162 email:

M.A. Ed., Risk and Prevention
Harvard Graduate School of Education June 2007

B.A., History
Franklin and Marshall College June 2004 Magna cum Laude

Citizen Schools: Boston, MA (Jul. 2008 - present)        National Network Department

Coach and manage regional state office administrative staff
Create communication systems for use between headquarters and regions
Create and manage 500k departmental budget
Disseminate best practices from headquarters to regions
Manage the nomination process for the Jack Kent Cooke Young Scholars Program

Citizen Schools: Boston, MA (Jun. 2007 – Jun. 2008) National Network Department

Executed special projects for the Executive Director of the National Network
Recruited and interviewed applicants for program related roles
Designed and implemented new hire trainings
Conducted due diligence research for organizational entrance into new states and cities
Provided administrative support to the Executive Director

Boston International High School: (Oct. 2006 – Jun. 2007)                Jamaica Plain, MA

Counseled and mentored caseload of 20 students both individually and in groups
Researched and facilitated special projects for Director of Student Support
Built partnerships with educational non-profits and related school-based agencies
Coordinated and presented workshops for resume building, community service, career opportunities, etc.

Algebra Plus Summer Camp        (Jul. – Aug. 2006)       Boston, MA

Assistant lead for class of 20 6th graders
Designed and implemented afternoon program for daily activities
Responsible for recording, evaluating and building recommendations from class data

MATCH Charter High School: Boston, MA (Aug. 2005 – Jun. 2006) AmeriCorps

Executed special projects for the Director of the MATCH Corps program
Proposed, promoted, and implemented three large-scale community based volunteer projects as
―Strengthening Communities‖ AmeriCorps Team Leader
Supervised detention and acted in other disciplinary capacities
Delivered tutoring and instruction to weekly class of 15-20 failing students
Tutored three students in a variety of subjects, including Algebra II, AP US History, English Language
MATCH Charter High School: (Aug. 2004 – Jul. 2005) Boston, MA
Tutored and mentored five high school students
Created lesson plans for tutorials in subjects including MCAS prep, ELA, Algebra I, AP English, and
college courses
Guided the college process of one failing senior to graduation and college acceptance during spring
Organized and chaperoned field trips and out-of-school learning opportunities for group of tutored

Interaction Institute for Social Change         Boston, MA (Jun. 2009)
Program presentation: ―Facilitative Leadership: Tapping the Power of Participation‖

Civic Leadership Institute, Boston Cares        Boston, MA (Jun. 2008 – Jun. 2009)
Program presentation: Participate in monthly seminars and built Political Action website to enhance
engagement among Boston youth

   Tutor of the Month, MATCH Charter High School Feb. 2006
   Phi Beta Kappa Honor Society Inductee 2004
   Phi Alpha Theta History Honor Society Inductee 2004
   Pi Sigma Alpha National Political Science Honor Society Inductee 2004
   John Marshall Scholarship Recipient 2000-2004
   Girl Scout Gold Award 2000
   New Jersey Governor’s School for Leadership Jul. – Aug. 1999
   Microsoft Office (2003/2007): Word _ Outlook _ Excel _ Power Point _ Sharepoint
   Savvy: Web Design
   Taleo: Talent management system
   Adobe InDesign

Jay Sun                                                                    Cell Phone:    617-308-5360
19 Linden Street                                                           Office Phone: 617-424-1927
Wellesley, MA 02482                                                        Email:


Innovative executive manager with over 17 years of experience in financial and managerial positions.
Have track record of help building successful start-up companies. Areas of expertise include cash flow
management, operations and scenario planning.


The Barbarian Group, LLC. Boston, MA                                December 2001 - Present
An award winning internet marketing company, (

CFO/Partner – As one of the initial co-founders, helped start this company in a recession environment
and achieved $1 million in sales, positive cash flow and profitability in the first year. Responsible for
financing, bank relationship, cash flow, forecasting, financial reporting and business development.

Cambridge Energy Research Associates, Cambridge, MA            March 2001 – September 2002
A global energy research, membership advisory, event planning and project consulting company,

Assistant Controller- Responsibilities include: monthly closing, forecasting, revenue recognition, project
accounting, comparative and variances analysis, preparing tax schedules and revenue, project database
maintenance and audit liaison. Highlight of major accomplishments:

       Developed a budget versus actual cost tracking system for company’s annual flagship event and
        saved $200,000 in direct costs.
       Set up project database allowing researcher and marketer to gain quicker access to historical
       Designed forecast model in Excel and saved three days a month in revenue forecasting.
       Created templates for cash flow and balance sheet and saved two days per monthly closing
       Streamlined monthly closing process and reduced closing days from fifteen to six.

World Conference Holding Co Inc, Woburn, MA                      July 1996-February 2001
Business forum and conference organizer in: finance, energy, infrastructure, IT and pharmaceutical
industries, (

VP Finance/Controller- Worked with entrepreneur, and helped secure financing for start-up companies,
(World Research Group, Center for Business Intelligence, World Congress, Cambridge HealthTech
Institute, World Research Advisory, Responsible for financial modeling,
financial reporting, budget and forecast. Reviewed major contract and handled facility and vendor
negotiations. Participated in new business development and strategic planning. Engaged in annual
audit. Highlight of accomplishments:

       Helped secure line of credit(s) with various banks totaling $3,000,000.
       Working with entrepreneur and secured private funding of over $6,000,000 seed money for
        various start-up ventures.
       Supervised IT staff as interim MIS director for 6 months during new database conversion
       Designed a financial model for World Research Advisory, a CFO membership advisory service
        based in Reston, VA.

IIR, Inc - National Managed Health Care Congress Division. Waltham, MA         April 1994-July 1996
A trade show and conference organizer in health care industry, (

Controller - Responsible for: monthly financial statements for four divisions, annual budget and monthly
cash flow forecast, engaged in internal and external audits, processed payroll and handled benefits.
Administered 401(k) plan and maintained and updated the accounting system application. Highlight of

       Established an accounting data coding structure and a reporting standard that served as
        guideline for all future IIR conference/exhibition business acquisitions.
       Installed a new accounting system and data conversion after acquisition.
       Contested IRS ruling, and saved the company over $1 million in back taxes and penalties.
       Designed a budget model for this newly acquired company by IIR.

IIR, Inc. – (Institute for International Research), US office, NYC         March 1992-April 1994
An international conference organizer in various industry sectors, (

Assistant Controller (Hired as Staff accountant) Responsible for the preparation of financial statements for
nine divisions. Managed payroll and administered benefits. Prepared annual budget and consolidation,
maintain depreciation schedule and annual audit. Highlight of accomplishments:

       Contributed to the successful implementation of a new accounting system.
       Created an overhead allocation model in a muti-profit unit and a muti-overhead unit environment.
       Trained assistant and international controllers and provided accounting system support to offices
        in Canada, Mexico and Argentina.
       Contributed to reporting and coding structure for IIR offices around the world.
       Awarded by President for meeting the deadline for financial reporting, and for assisting in the
        timely completion of an annual audit.


Bernard M. Baruch College - City University of New York                   June 1992
Degree: Bachelor of Business Administration, (BBA).
Major: Accounting


IIR, Inc - National Managed Health Care Congress Division.
Brian Costello – General Manager (and partner at The Barbarian Group), 617-407-1286

World Conference Holding Co Inc
Dharshan Wanasundera – President and CEO                                  212-869-7231
Vidar Jorgensen – Chairman/Board of Directors                             781-939-2572
Howard Newburg – Advisor                                                  781-239-0900

Ryan W Daniels
1 Sycamore Lane
Hingham, MA


Hingham/Quincy Public Schools
   Substitute teacher at the middle school and high school levels            3/07-present
U.S.A Citizenship Class
   Prepared immigrants for the citizenship test, as well as taught them the history and politics of
the USA.                                                               2/08-5/08
Hangzhou Institute of Electrical Engineering, Hangzhou, P.R. China             8/04-6/06
   ESL Teacher at college level
     Taught English, as a second language, 15+ hours a week
     Introduced a Creative Writing course into the program, encouraging students to keep a
       daily journal, written in English.
     Working with the international staff of the university to integrate programs for
       multicultural exposure for the students.
Wisdom English School, Hangzhou, P.R. China                                    8/04-6/06
   ESL Teacher at grade school level
     Taught basic conversational English to children, ages 7-12
     Organized games and activities to make the learning process fun and to hold the
       children’s attention.
Zhejiang University of Finance and Economics, Hangzhou, P.R. China 10/01-6/04
   ESL Teacher at college level
     Taught English, as a second language, 12+ a week
     Taught conversational English as well as introducing students to the written language to
       prepare them for potential international business.
     Presented various lectures and activities on Western Culture and history
     Accompanied students to the ―English Corner‖ to practice their English speaking skills in
       an outside forum
     Provided assistance to students preparing to graduate and move on in their careers and
       assisting them with building resumes and writing letters of introduction to potential
     Organized field trips and outside activities to provide new experiences and topics to write
       weekly essays
Eastern Nazarene College
MA Degree Secondary Education (Pending) 2007-2009
BS Degree, History                           1996-2000
Hingham High School
Diploma, College Prep.                       1992-1996

346 Tremont Street, Apt. C401  Boston, MA 02116  Mobile (617) 721-6911 

Wellesley College, Wellesley, MA
Bachelor of Arts, Summa Cum Laude, Class of 2003. Majored in Urban Studies and Minored in
Economics. Teaching-Assistant for the Asian American Experience course in Spring 2002. Recipient of
the 2002 Committee Against Racism & Discrimination Award. Cumulative GPA: 3.8/4.0.


Boston City Hall – Election Department, Boston, MA
Democratic Election Commissioner, August 2008-Present; Elections Language Coordinator, March
2006-August 2008
 Conduct all federal, state and municipal elections within the City of Boston; certify election results;
   vote on election-related matters; and set general policies for the Election Department
 Develop, coordinate and implement the recruitment and training programs of election poll workers,
   including outreach to community-based and voting rights organizations, City agencies, academic
   institutions, and the ethnic media; develop and produce training manuals and other pertinent materials
   for poll worker trainings; maintain an updated database of poll workers and related HR information;
   and respond to inquiries and concerns from the general public and/or media community regarding
   election-related issues
 Oversee the translation and community review of all necessary election materials and ballots, and
   arrange for the dissemination of such bilingual information to diverse multilingual communities,
   organizations and ethnic media to improve voter outreach, education and registration
 Act as Department representative on the Election Advisory Committee, including coordinating the
   logistics for the meetings, setting the meeting agendas, and preparing all necessary documents;
   participate in and document meetings by composing and distributing comprehensive meeting minutes
   in a timely fashion, and solicit follow-up reports / data / updates from responsible parties
 Serve as key liaison between the Department and other government agencies to ensure that the City
   fulfills the legal requirements stated in the Memorandum of Agreement with the U.S. Department of
   Justice and the Settle Agreement with the Secretary of the Commonwealth of Massachusetts,
   including preparing status update reports, responding to inquiries and questionnaires, and
   participating in all related meetings
 Plan and conduct outreach to the City’s diverse communities, ethnic media and general public,
   including correspondence with news reporters, participation in television programs, and distribution
   of press releases; represent the Department at community meetings and functions; and coordinate and
   conduct voter registration drives at schools, community centers and other public events

Boston City Hall – Office of Budget Management, Boston, MA
Management Analyst, November 2003-October 2004
 Monitored departments’ operations and expenditures to ensure that sufficient funds are available for
   program operations and needs using the PeopleSoft financial and personnel data reporting system
 Prepared financial analyses and reports, including monthly operating budget variance reports and
   analyses of departments’ annual budget requests by collecting, analyzing and interpreting
   performance data and expenditures

   Collaborated with City department heads and A&F managers in developing their annual budgets,
    identifying management problems and reviewing performance data to provide the most efficient and
    effective services for the City’s residents and constituents
   Analyzed, reviewed and approved budget amendments, job postings, purchase orders, travel requests,
    and other budgetary documents

Phillips Brooks House Association (PBHA), Harvard University, Boston, MA
Director of Chinatown Adventure Summer Camp, September 1999-September 2000
 Supervised general administration of camp operations, and oversaw the safety of 75 campers and 17
    staff members
 Raised and managed an estimated budget of $58,000 in-kind support and $37,000 revenue through
    grant proposals and individual solicitations
 Recruited, trained and supervised a staff of ten (10) high-school-age Junior Counselors and seven (7)
    college-age Senior Counselors
 Developed an enriching academic and recreational curriculum based on the needs of the campers
 Established and maintained close relationships with parents / guardians, Chinatown community
    leaders and social service agencies
 Wrote, edited and designed the final report of camp for distribution to foundations, individual donors
    and community collaborators

Senior Counselor of Chinatown Adventure Summer Camp, Summer of 1999
 Developed and implemented an original seven-week academic and recreational curriculum
 Collaborated with fellow staff members in designing and facilitating new projects for the camp
 Responsible for the safety of nine (9) campers, ages 12-13, and Junior Counselor in and outside of the
    classroom setting
 Built and maintained an intimate and trusting relationship with parents / guardians of the campers


   Irish Immigration Center, Board of Directors (May 2008 – Present)

Victor K. Ng
55 Holmes Street
Quincy, Massachusetts 02171
(617) 429-9214

Operational Services Division, Quality Assurance Compliance Officer, Boston, MA        Jan 08 – present
           Analyze All Executive Agency procurement practices to determine departmental
              compliances with applicable procurement statutes, regulations, administrative bulletins
              and directives.
           Deliver Quality Assurance Review Summaries with recommendations and guidance for

Board of Higher Education, Financial Service Specialist, Boston, MA             Nov 06 – Jan 08
           Managed the financial reporting of an $8.5 million a year Optional Retirement Program.
           Provided support to State Colleges, Community Colleges and Universities of
              Massachusetts on retirement distributions and retiree healthcare benefits.
           Developing the financial reporting database to incorporate obsolete databases previously

BostonTech Partners, Inc., Director of Business Development, Waltham, MA May 05 – Sept 05
           Assist President of company to develop strategic business plans for a diversification
             effort from an established hardware design company of 13 years, Mainboard Computer,
           Establish business relationships with channel partners and potential clients, such as
             Altimate Systems, Dell, EqualLogic, IBM, Lenovo, MX Logic, Softricity and VMWare.
           Trained staff on Altimate Document Management Systems for internal deployment and
             client presentation.

Board of Higher Education, Senior Business Analyst, Boston, MA         Nov 01 – May 05
           Provided support for the PeopleSoft version 8.0 upgrade at the State and Community
           Supported end users in researching issues regarding Payroll, Human Resources and Time
              and Labor.
           Analyze ad hoc data queried from the State Information Warehouse using MS Access.
           Managed reporting structure of a $7.8 million a year Optional Retirement Program.
           Initiated centralization for the Payroll/ HR administrators at the Colleges by promoting
              and training business practices.

HRMS Consulting, PeopleSoft Consultant, Monaco, Marseilles, France May 01 - Sept 01
         Delivered comprehensive User Training Guide on PeopleSoft HR 8.0 in Indonesia.
         Trained end users on business process changes and fundamental maintenance of
            PeopleSoft software.

Cambridge Technology Partners, Business Analyst, Cambridge, MA July 00 - Mar 01
          Acquired expertise in Evolve ServiceSphere 2.5 and Alexus HR for Global Staffing and
          Define and document business processes for staffing and recruiting in North America in
             order to deploy corporate global initiatives in 2001.

Office of the State Comptroller, Business Analyst, Boston, MA Aug 97 - July 00
             Prepared deliverable documentation of Commonwealth requirements at the Joint
                Application Design Phase.
             Acquired expertise in PeopleSoft Payroll/Human Resource Applications for the HRMS
             Coordinated discussions between Commonwealth departments, HR/CMS project and the
                Office of the Comptroller regarding proposed business processes and software
                functionality in the future.

Providian Bancorp, Operations Consultant, San Francisco, CA May 96 – Nov 96
            Developed daily vendor log database and operations procedure manuals for the
              Strategic Protection Products Group ($24 billion in financial services nationally).

H.P. Hood, Marketing Coordinator, Boston, MA           Oct 93 – May 96
            Designed and maintained an Account Volume Reporting system used to cut down
              business shortfalls and capture growth potential in market.
            Developed Promotional Impact analysis that measured volume/profit impact of
              advertising spending at specific accounts to effectively utilized monies and build
            Created presentation visuals for product status reviews, which aided the decision process
              of the Kaneb Gulf Petroleum Corporations to acquire H.P. Hood in May 1996.

EBJ Wholesale, Inc., Assistant Manager, Oakland, San Jose, San Francisco, CA Feb 91 – Jul 92
          Expanded day-to-day retail/wholesale business at Oakland t o$120K per week (+21%).
          Maintained and trained employees for new inventory scanning system that standardized
             operational procedures for 10 satellite locations.

Decision Research Corporation, Statistician, Brighton, MA   Dec 86 – Jun 87
            Initiated program on new computerized survey screen for automatic caller login.

Board of Regents for Higher Ed, Intern – Budget Analyst, Boston, MA Sept 86 – Dec 87
           Created budget spreadsheets for 13 colleges in $8 million of state funds.

Mai Kai Restaurant, Assistant Manager, Chelmsford, MA     Aug 80 – Dec 90
           Managed weekend operations of restaurant and daily cash reconciliation

   Northeastern University, Boston, Massachusetts                                June 1990
   Bachelor of Science in Marketing Management from School of Business Administration

     Boston Latin School, Boston, Massachusetts                                  June 1985


Windows NT, Windows 2000, Windows XP, MS Excel, MS Word, MS Access, MS Powerpoint, Comm-
PASS, Commonwealth Information Warehouse, MS Project, Visio, PeopleSoft HRIS version 6.0, 7.5 and
8.0, FrontPage 2000, Altimate Systems Electronic Document Management System, MX Logic Advanced
Email Defense, VMware Virtual Infrastructure Architecture software.

Vincent Fung
55 Newport Ave
Braintree, MA 02184
                                  PROFESSIONAL EXPERIENCE


Global Telecom Solution Portfolio Manager (2008 – 2009)

Managed an $11M budget for IBM telecom solution development. Oversaw development effort at
various international markets. Established solution roadmap and value propositions. Worked with global
executives from sales and marketing to design and execute go-to-market plan, sales enablement, and
channel marketing programs.

Developed integrated sales & marketing plans with top global strategic partners (e.g. Oracle, Amdocs,
Comverse) for 16 IBM offerings in BSS and OSS domains. Targeted revenue valued at $650M.

Directed teams of 5-10 solution architects, field sales, and consultants from India and China to build
business cases and sales demos for new solutions in customer analytics, assurance, and media hub areas.

Global Telecom Learning & Knowledge Manager (2006 – 2008)

Managed global teams of 10-15 training consultants to implement various industry-specific training and
knowledge programs for IBM telecom industry group.

Secured funding to develop content and organize six classes in UK, Germany, South Africa, USA and
India and 15 virtual classes. Arranged three industry events and trade shows with industry partners and

Managing Consultant (2002 – 2006)

Advised client executives on technology solutions and led implementation of large-scale business
transformation projects at Sprint, Disney, Verizon, AOL, Bellsouth, AT&T/Cingular, Qwest, etc.
Specialized in Siebel & Cognos.

Demonstrated end-to-end quote-to-cash business process model and Voice-over-IP data model at the
client workshops. Negotiated client contracts, resulting in consulting wins over $20M at Level 3 and

Led Qwest client team to transform 1000+ business rules and re-designed data logics on a new digital
convergence business platform. Removed 60% of redundant product offerings by product simplification.

Formulated a data conversion method to simplify over 100,000 product data for AT&T/Cingular merger;
extended a $2M contract. Project was completed earlier and translated into 20% saving in client labor

Created a resource planning model to help client’s CIO save 50% of investments from risky IT projects
and improve project success rate.

PRICEWATERHOUSECOOPERS CONSULTING, LLP, Chicago, IL                                                   2000-2002

Management Consultant

Designed and implemented several successful custom and off-the-shelf CRM solutions (e.g. Siebel,
Clarify, Remedy, etc.) for various clients including Sprint, Motorola, GM, BMW, and McDonald.

Established demonstrations and off-the-shelf solutions at the PwC Consulting’s Customer Relationship
Management (CRM) Innovation Center in Chicago.

Received ―Above-&-Beyond Award‖ for the exemplary performance, leadership, teamwork, and
innovation. Promoted to senior consultant ahead of peers (top 5%).



MBA, Executive Program with focus on Strategy and Entrepreneurship, 2009

Dean’s List

Elected Career Management Cluster Representative; Student Admission Ambassador; PE/VC Club

Finalist in Columbia Business School Venture Capitalist Investment Competition

Conducted market research identifying acquisition targets for a VC backed pharmaceutical startup.
Worked directly with startup’s CxOs to develop acquisition strategy and build selection criteria involving
100 prospective companies. Leading to three targets in final round.


BBA, Double major in Accounting and Computer Science, 2000

Teacher Assistant for MBA Financial Accounting class; Editor for accounting textbook

Elected Beta Alpha Psi Co-chair and Multi-Cultural Diversity Leader

Zifeng Zou
179 Overlook Road
Arlington, MA 02474
Phone: 617-771-6911

A position dedicated to exploring educational and developmental opportunities for people in a cross-
cultural environment

Ed.M. in International Educational Development, May 2009

B.A. in English Language, July 2003
Minor: International Law

   First-rate Scholarship of GDUFS, 2001
   Sumitomo Corporation Scholarship, 2001 (granted to the highest score winner)
   First-rate Scholarship of GDUFS, 2002
   Excellent Volunteer of GD Province, 2002

Interpreter/ Volunteer (March, 2009)
     Facilitate US-China Shadowing Project for the visiting delegation of Chinese public school
     Provide bilingual interpretation for honored speakers including Prof. Fernando Reimers at
       Harvard University, representatives of the House and president of senates of Massachusetts.

Community Outreach Specialist/ Lecturer/ Volunteer (2008-present)
     Facilitate workshops with applicants to raise awareness of energy-efficiency; distribute energy-
light bulbs to low-income households
     Facilitate workshops with first-time buyers of affordable housing to provide financial literacy

Teacher (January-May, 2008)
     Facilitated workshops and activities on college application process to juniors at Boston public
high school, students from primarily low-income families

Customer Service Representative (2007-present)

       Guide supervisors on technical aspects of job posting, hiring, and updating employment records
        of students; advise students on job seeking, work-study award management, and job referrals

Counselor / Administrative Assistant (Summer 2008)
     Facilitated seminars on international development to students, ages 14-16, from 20+ countries
     Managed project budgets
     Supported Program Director with logistics
     Designed and implemented research project on student achievement; completed self and program

Founder / Project Manager, Sino-US Educational Exchange Project (May 2004-August 2007)
    Established partnership with US educational exchange organization; recruited US volunteer
    Designed curriculum, recruited and trained teaching assistants, supervised staff
    Managed budgets, coordinated logistics service providers for camp
    Planned and implemented marketing activities; organized promotional lectures; enrolled students
    Supervised English language training for 800 students, ages 13-18, from various areas of China

English Teacher (January 2004-August 2007)
    Provided lectures for courses in English language studies (grammar, writing, reading, and oral
       English) to students, ages 12-50, in Guangdong Province, China

Director of Elementary English Department (March 2006-March 2007)
    Designed curriculum for English language training courses for students, ages 4-13
    Recruited teachers, provided pre-service and in-service teacher training
    Planned and operated marketing activities; enrolled students
    Supervised daily teaching and professional administrative work of staff of 50 teachers
    Supervised customer service to parents and partnering schools

Project Manager of Public Relationship and Marketing Department (September 2005-January 2006)
    Established partnership with China Foundation for Poverty Alleviation for donations
    Planned vocational training project for teachers in rural areas in Guangdong Province, China
    Coordinated with media for publicity regarding project

Volunteer / Teacher Trainer (November 2007)
    Mentored teachers in rural private primary school
    Facilitated elementary English class to students, ages 6-9

English Teacher/ Volunteer (July 2001)
    Taught summer course in English language to students, ages 13-16
    Facilitated extracurricular activities with students

English (fluent), Mandarin (native speaker), Cantonese (native speaker)

   B. Description of Curriculum

                          Math 6th -12th Grade Curriculum Tracks
Universal Content: World History of Science through all courses.
                  6th Grade          7th Grade           8th Grade
Content           Foundations of     Pre-Algebra         Algebra I
Skills            Strengthen basic Solve basic           Solve problem
                  numeric skills     problems using      by using
                  and perform        basic algebraic     algebraic
                  basic math         thought; analyze equations and
                  functions; basic   word problems.      word problems;
                  problem solving                        simplify numeric
                  abilities.                             expressions.
                  9th Grade          10th Grade          11th Grade         12th Grade
Content           Geometry           Algebra 2           Pre-Calculus       AP-Calculus
Skills            Understanding      Solve more          Solve a variety    Solve complex
                  complex            advanced            of complex         problems using
                  geometric          algebraic           equations using    limits, functions,
                  mathematical       equations using     trigonometric      derivatives,
                  relationships;     polynomials and functions;             intergrals, and
                  identify and use   exponentials;       understand         infinite series.
                  3D figures.        analyze more        expressions such
                                     complex word        as absolute
                                     problems.           values and
                                                         simple rational

             Science 6th -8th Grade Curriculum Tracks

Universal Content: World History of Science through all courses.
                     6th Grade           7th Grade              8th Grade
Content              Earth Science       Life Science           Introduction to
Universal            The interacting     Understanding          The concepts of
Content: World nature of the             various                motion, mass,
History of           earth’s four        biological             volume, and
Science through      major systems:      systems; the           energy; make
all courses.         the geosphere,      nature of cells;       accurate
                     hydrosphere,        unicellular and        measurements
                     atmosphere, and multicellular              using
                     biosphere; know organisms;                 instruments;
                     the place of the    the roles and          graphing and
                     earth in the solar relationships in        make sense
                     system, and         an ecosystem;          immediately of
                     changes in the      the systems of         graphical and
                     earth’s             the human body. other abstract
                     topography over                            representations
                     time.                                      essential to
Universal Skills: Students will be able to: Make observations, raise
questions, and formulate hypotheses, design and conduct scientific
investigations, analyze and interpret results of scientific investigations,
Communicate and apply the results of scientific investigations, gain and
integrate math in investigations.

           Social Science 6th -12th Grade Curriculum Tracks
          6th Grade           7th Grade            8th Grade
Content      Geography             Ancient           World/Asian
                                Civilizations          History I
Skills    Interpret maps of   Locate countries     Grasp the rise of
          world               in Africa, origins   Christianity/
          geography;          of humanity;         Islam and Silk
          recognize           knowledge of         road trade; grasp
          Continents,         Ancient Classical    the Chinese
          terrain features,   Civilizations,       Empire, Mongol
          mountain ranges,    Greeks,              Empire, Japanese
          major oceans and    Egyptian, and        Dynasties;
          rivers; explain     Romans;              Middle ages,
          impact on human     Knowledge of         crusades,
          settlements and     their systems of     Ottoman Empire
          later cultures;     government           Reformation,
          Knowledge of        effected the rise    European
          time zones.         and fall of their    exploration and
                              cultures,            colonization.
                              philosophies, and
          9th Grade           10 Grade             11 Grade            12 Grade
Content   U.S. History I       U.S. History II       World/Asian       Civics
                                                       History II
Skills    Grasp the major     Grasp of the         Grasp the           Understand role
          concepts of early   Reconstruction       changes in          of government,
          U.S. government,    era; migration       Europe during       from local to
          Constitution vs.    towards of the       the                 national; learn
          the Articles of     west; America's      Enlightenment       the political
          Confederation;      entry into WWI,      period; overseas    process; become
          revolutionary       WWII, Cold           colonies,           more active as
          war; foundation     War;                 consequences,       citizens in a
          of political        contemporary         societal upheaval   democratic
          parties; westward   history and          from Industrial     society.
          expansion;          current              Revolution;
          reasons leading     geopolitical         WWI,depression,
          to the American     situation.           WWII, it's
          Civil War.                               consequences;
                                                   Cold War Era,
                                                   Post Cold war

                          ELA 6th -12th Grade Curriculum Track
Universal Content: Classical Far Eastern and Western texts will be used through all courses.
                 6th Grade            7th Grade           8th Grade
Content            Foundations of Western/Eastern                World
                    Writing and          Short Stories        Mythology
                      Reading            and Tales of
Skills           Writing: Develop Writing: Write          Writing: Write
                 understanding of compound                multi-paragraph
                 proper language      sentences and       essays with clear
                 usage including      multi-paragraph     organization,
                 parts of speech      essays; revise      clearly stated
                 and basic            writing for         theses, sufficient
                 sentence             organization,       evidence, and
                 structure; write     mechanics, and      transitions.
                 well-developed       word choice.        Reading:
                 paragraphs.          Reading: Deepen Possess the
                 Reading: Identify understanding of ability to analyze
                 author's point of texts by relating      texts from
                 view and key         them to what        diverse points of
                 themes.              pertains to them.   view, themes,
                                                          and literary
                                                          techniques such
                                                          as foreshadowing
                                                          and symbolism.
                 9th Grade            10th Grade          11th Grade          12th Grade
Content          Historical Fiction        Poets and           American         English/Asian
                                          Playwrights        Literature and     Literature and
                                                             Composition         Composition
Skills           Writing: Write       Writing: Write      Writing:            Writing: Write
                 multi-paragraph      multi-paragraph     Development of      research papers
                 essays               essays able to      authorial voice     of significant
                 (organized,          compare and         and writing style, length and depth.
                 thesis driven,       contrast multiple cognizance of         Develop capacity
                 etc.) utilizing      sources coupled     desired audience; to synthesize
                 original analysis with cogent            basic research      abstract ideas
                 of source            analysis of         models              from multiple
                 material.            unifying themes. introduced.            sources.
                 Reading: Identify Reading: More          Reading:            Reading:
                 patterns of          sophisticated       Integration of all Compare and
                 theme, imagery,      mastery of          literary devices    synthesize
                 and symbolism.       literary terms and into analysis of     interpretations
                 Interpret            devices. Analyze texts as a whole; from complex
                 authorial intent     efficacy of         understanding of and diverse texts
                 or argument.         authorial logic     artistic intent.    in original ways.
                                      and presentation.

                            Mandarin 6th -12th Grade Skill Tracks
Universal Content: Classical Far Eastern texts will be used through all courses.
            Grade 6                   Grade 7                   Grade 8
                                     Mandarin Stage 1
Content     Student will be able to use Mandarin to: greet and respond to greetings;
and Skills introduce and respond to introductions; ask and answer questions; make and
            respond to requests; exchange information and knowledge; express opinions and
            ideas; express needs and emotions; write simple phrases and sentences.

             Students will be able to: interact appropriately in group cultural activities;
             identify distinctive cultural aspects of the target culture presented in stories,
             dramas, films, and photographs; and identify the distinctive contributions made
             by the Chinese.

             Students will be able to: ask and answer questions regarding similar/different
             phonetic/writing systems used in Mandarin; give examples of ways in which the
             Mandarin differs from or is similar to English; identify linguistic characteristics
             of Mandarin and compare and contrast them with English linguistic
             Grade 9                   Grade 10
                                      Mandarin Stage 2
Content      Student will be able to use Mandarin to: exchange ideas about people and events;
and Skills   ask and respond to questions to clarify information; write simple paragraphs;
             understand important ideas and details in highly contextualized authentic and
             adapted texts.

             Students will be able to: idenify patterns of social behavior that are typically
             Chinese; identify distinctive aspects of Chinese culture presented in literature
             and the visual arts; interact appropriately in social and cultural activities.

             Students will be able recognize Mandarin grammatical categories such as tense
             and gender; analyze the differences and similarities between writing systems;
             analyze how idiomatic expressions work in both languages; compare and
             contrast the arts between Chinese and American culture.
             Grade 11                  Grade 12
                                      Mandarin Stage 3
Content      Student will be able to use Mandarin to: discuss personal feelings and ideas; read
and Skills   articles in a magazine, journal, or newspaper; comprehend audio and video texts,
             write a review about a story or play; write letters requesting specific information.

             Students will be able to: identify and use verbal and non-verbal cues
             appropriately; identify artistic styles and cultural characteristics in pop culture;
             identify patterns of social behavior, social norms, customs, holidays, and special
             events; and discuss how they reflect Chinese cultural perspectives.

             Students will be able to: compare, contrast and analyze Chinese and American
             articles in newspapers, books, journals, and TV broadcasts; compare, contrast,
             and exchange opinions on issues that are of contemporary or historical interest
             between the Chinese and Americans.

                 English Language Proficiency Skills by Grade
Key:    E.I.- Early Intermediate        I.-Intermediate          T-Transitioning

Universal Content: Will follow the same ELA content track per grade as texts and lessons will
be modified as needed for content and greater language acquisition. Classical Far Eastern and
Western texts will be used through all courses.
                         Grades 6 English Language Proficiency Skills
Listening:               Speaking:                Reading:                 Writing:
E.I: Understands basic E.I.: Uses basic           E.I.: Reads and          E.I.: Identifies
words and phrases.       grammar patterns in      understands sight        purpose, audience,
Identifies the           speaking. Retells        words, phrases, and      topic sentence, and
beginning, middle,       events in a simple       sentences related to     concluding sentence
and end of a story that story. Describes          personal experience.     prior to writing.
is heard.                people, places, and      I: Determines            Selects words that add
I.: Understands          things, using some       meanings of unknown variety and detail to a
common words with        detail.                  words using word         writing task.
multiple meanings.       I: Participates in       analysis. Identifies     I: Organizes ideas in a
Understands most         limited discussions      imagery in a literary    logical sequential
interpersonal            using appropriate        text.                    order. Uses a variety
interactions when        words and phrases.       T: Demonstrates          of sentence patterns
clarification is given.  Expresses own            fluency as a reader,     and lengths in writing.
T: Understands words opinions, preferences, using different                Uses correct
at grade level           and wishes.              reading rates and        mechanics and
academic content,        T: Supports a            approaches for           spelling when editing.
including content and conclusion by orally        different purposes.      T: Selects words and
abstract terms.          giving facts or logical Recognizes uses of        phrases that connect
Understands              reasoning. Adjust        arguments for and        ideas among
inferential or abstract meaning by varying        against an issue.        paragraphs. Applies
questions based on       pace, rhythm, and                                 correct sentence
academic content.        pauses in speech.                                 structure and usage
                                                                           when editing.

Key:     E.I.- Early Intermediate            I.-Intermediate           T-Transitioning
                          Grades 7-8 English Language Proficiency Skills
Listening:                 Speaking:                  Reading:                   Writing:
E.I.: Understands          E.I.: Uses selected        E.I.: Uses word            E.I. Writes short
basic words and            essential vocabulary       analysis to gain           accounts of personal
phrases related to         of grade level             meaning from a text.       experiences, including
basic personal and         academic content           Identifies basic           academic topics.
school related             Uses basic grammar         elements in stories        Revises writing to
information.               patterns.                  that are read.             improve organization
I: Demonstrates            I: States a position       I: Identifies evidence     of ideas.
understanding of           and justifies it.          that supports an           I: Organizes ideas in a
words with multiple        Participates in limited argument in text.             logical order for
meanings.                  discussions using          Identifies multiple        expository writing.
Understands specific       adequate words and         perspectives on a          Writes a multi-
information given in       phrases                    given text.                paragraph
an academic context.       T: Communicates            T: Identifies examples composition with
T: Understands words academic knowledge, of author’s techniques clear topic
at grade level             using specific,            and the effects of         development and
academic content,          technical, and abstract those techniques in           supporting detail..
including content and vocabulary of grade             various genres.            T: Writes personal
abstract terms.            level content.             Describes the              interpretation of
                                                      essential features of      literary text. Varies
                                                      an effective research      vocabulary and
                                                      report or project.         sentence structure
                                                                                 according to audience
                                                                                 and purpose
                         Grades 9-12 English Language Proficiency Skills
Listening:                 Listening:                 Listening:                 Listening:
E.I.: Understands          E.I.: Understands          E.I.: Understands          E.I.: Understands
basic words and            basic words and            basic words and            basic words and
phrases related to         phrases related to         phrases related to         phrases related to
basic personal and         basic personal and         basic personal and         basic personal and
school related             school related             school related             school related
information.               information.               information.               information.
I: Demonstrates            I: Demonstrates            I: Demonstrates            I: Demonstrates
understanding of           understanding of           understanding of           understanding of
words with multiple        words with multiple        words with multiple        words with multiple
meanings.                  meanings.                  meanings.                  meanings.
Understands specific       Understands specific       Understands specific       Understands specific
information given in       information given in       information given in       information given in
an academic context.       an academic context.       an academic context.       an academic context.
T: Understands words T: Understands words T: Understands words T: Understands words
at grade level             at grade level             at grade level             at grade level
academic content,          academic content,          academic content,          academic content,
including content and including content and including content and including content and
abstract terms.            abstract terms.            abstract terms.            abstract terms.


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