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Washington Yu Ying Public Charter School
2012-2013 Annual Report
220 Taylor Street NE
Washington DC 20017
202 635-1950
Christina Murtaugh, Board Chair
1
TABLE OF CONTENTS
Annual Report Narrative:
3
I. School Description
3
Mission Statement
School Program
3
II. School Performance
8
Evidence of Progress and Performance
8
Lessons Learned
14
Unique Accomplishments
16
Donors
18
Data Report
19
Appendices
I. Staff Roster
21
II. Board And School Leaders
27
III. Financial Statement
28
IIIV. 2013-14 Budget
31
V. Other Appendices
DC Young Mandarin
33
Parents of Kids in Mandarin Immersion Education
38
2
School Description
A. Mission Statement
Inspiring and preparing young people to create a better world by challenging
them to reach their full potential in a nurturing Chinese and English educational
environment.
Vision Statement
Creating a strong community of learners who are confident in their ability to
read, write and think in Chinese and English languages and have intercultural
understanding and respect.
B. School Program
Brief Summary of Curriculum Design
Washington Yu Ying PCS is an IB World and a Mandarin/English
dual language immersion school.
The IB Primary Years Programme, for students aged 3 to 12,
focuses on the development of the whole child as an inquirer, both in the
classroom and in the world outside. The IB Primary Years Programme
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frames the curriculum design and the instructional approach of the school
community. As an IB World School, we are expected to adhere to the
following standards:
Share the mission and commitment of the IB to quality international
education
Play an active and supporting role in the worldwide community of IB
schools
Share knowledge and experience in the development of the IB
programme
Commit to the professional development of teachers and
administrators
PYP Programme Features
Encourages international-mindedness in IB students
Encourages a positive attitude to learning by engaging students in
inquiries and developing their awareness of the process of learning
so that they become lifelong learners
Reflects real life by encouraging learning beyond traditional subjects
with meaningful, in-depth inquiries into real issues
Emphasizes through the Learner Profile the development of the
whole student- physically, intellectually, emotionally, and ethically
The most significant and distinctive feature of the IB Primary Years
Programme is the six transdisciplinary themes. These themes are about
issues that have meaning for, and are important to, all of us. The
programme offers a balance between learning through the subject areas,
and learning beyond them. The six themes of global significance create a
transdisciplinary framework that allows students to “step up” beyond the
confines of learning within the following subject areas: Who we are;
Where we are in place and time; How we express ourselves; How the
world works; How we organize ourselves; Sharing the planet. Each theme
is addressed by all students each year, with the exception of PreK who
address 4 of the themes. The themes provide the opportunity to
incorporate local and global issues into the curriculum.
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PYP Programme Benefits
The school stakeholders develop an understanding of the IB
Learner Profile. The ten aspirational qualities of the learner profile inspire
and motivate the work of the teachers, students and schools, providing a
statement of the aims and values of the IB and the definition of what it
means to be of “international-mindedness.” IB learners strive to be:
Inquirers, Thinkers, Communicators, Risk-takers, Knowledgeable,
Principled, Open-minded, Caring, Balanced, and Reflective.
Students are instructed in all subjects in both Mandarin Chinese and
English. Immersion is delivered through the PYP in an every other day
format. Students switch classrooms and are instructed by a team of 2
teachers: one day all subjects are taught in English, and the next, all
subjects are taught in Chinese. Instruction is differentiated to
accommodate learner diversity, and instructional specialists typically
"push-in" to deliver services to students and consultation to teachers of
students who receive special education or ELL services.
Students in the 21st century are faced with the challenge of learning
about an interconnected world where knowledge is constantly developing.
The IB Primary Years Programme prepares students to be active
participants in a lifelong journey of thoughts, experiences, and learning.
Parent Involvement Efforts
ABC/Project If Pilot
Washington Yu Ying Public Charter School, a Chinese-immersion
public charter school, is the first school or Local Education Agency (LEA)
to pilot the ABC-IF engagement and discussion model. Consistent with
the model’s design, the engagement and discussion pilot program at Yu
Ying involved a series of three small-group discussions with Yu Ying
parents, staff, administrators, and other members of the school
community that were guided by an IF trained facilitator. In February 2013,
ABC and IF facilitated small-group discussions related to the IF Future of
K-12 Education public discussion report. In March 2013, ABC and IF
facilitated small-group discussions related to Yu Ying specifically,
including identifying key concerns about the school. In April 2013, ABC
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and IF facilitated small-group discussions to generate possible solutions
to resolve the concerns identified at the previous session.
Bi-Monthly Coffees
Cheri Harrington, COO and Maquita Alexander, HOS hosted bimonthly Administrative Coffees for Yu Ying parents. The coffees were a
way for the school community to communicate with school administration
in an intimate setting. They were successful and will be continued in the
2013-2014 school year.
Daily volunteers
Yu Ying has several parents who volunteer on a daily basis. They
completed tasks such as helping kindergarten students with daily pack
up, lunchroom volunteers, and working on the grounds.
Field Trips (School and After School Program)
Yu Ying parents participate on school field trips. They help lower the
adult to student ratio and provide appreciated assistance.
Fun Friday
This year, the first grade team implemented a project that supported
all student learners. A common best practice in education is to look
across the grade level and plan cross classroom lessons, remediation
and extension activities based on the needs of the students in the whole
grade. (Using data to inform future instruction is a focus of our school
year). Parents volunteered to lead many of these activities. It was very
successful.
Green Committee
The focus of the green committee was supporting our Bike to School
effort. During the month of May the Green Committee hosted “Bike to
School Day” in conjunction with the Safe Routes to School Program. This
event was such a success it earned us a honorable mention in the
“Golden Bicycle Award.”
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Library
Yu Ying opened its library doors in the school year of 2012-2013!
Parent volunteers worked to catalog and prepare books donated by the
parent community throughout the fall to ready the library for school work.
With the developing library ready for students, parent volunteers worked
weekly to maintain the library system and shelf order.
Math Night
Yu Ying held its first Family Math Curriculum Night in March. It was
highly successful. Families worked with their children on Common Core
math games and activities.
Nature Center
Parents spent many hours volunteering in the nature center.
Volunteers (and others) transformed a space that was once overgrown
with poison ivy and littered with trash into a beautiful outdoor education
area that also facilitates a safe, morning arrival space for students and
manages the school’s storm water. Building this nature center also
helped Yu Ying receive the prestigious Green Ribbon Award in 20122013.
Parent Association (PA) Meetings
The Yu Ying PA met monthly at the school to actively support the
school. The Yu Ying PA is its own non-profit and has an executive board
that governs it. The PA fundraises for the school and hosts many
community events such as: Yu Ying Fall extravaganza, xchool dances,
Movie Nights, Yu Ying 5K Fun Run and monthly staff luncheons.
Saturday Volunteer hours
This year, Yu Ying offered free Oral Language Proficiency tutoring
for all students in grades 1-5. This program benefited not only the
students and our schools. Parents led projects included updating the lost
and found, cleaning out the Multipurpose Room, and working on the
grounds.
7
STEM Fair
For the 2nd year, Yu Ying held a STEM Fair, open to students in
grades 2-5. Parents worked with their students on a Science,
Technology, Engineering or Mathematics Problem/Project, which students
then presented to the community at the Fair. 5 Yu Ying 4th and 5th
graders then went on to participate in the DC Elementary STEM Fair.
While all the students placed well, one 5th grader placed 2nd overall for
his work on a solar oven. Parents volunteered to work at the Fair as well
to help solicit judges from the Science community in DC.
II. School Performance
A. Performance and Progress.
Washington Yu Ying incorporates 21st century skills and researched
best practices to enhance the quality of the learning process within the IB
PYP framework.
To inspire and prepare young people to create a better world by
challenging them to reach their full potential in a nurturing
Chinese/English educational environment, Yu Ying has established a
variety of routines within both the English and Chinese classrooms.
These Include:
Literacy Instruction:
The use of the Daily 5 Routine in grades K-4 (Chinese and English).
This includes guided reading sessions with students on a daily basis,
opportunities to read independently, opportunities to dissect words
for spelling (English) and strokes (Chinese). Teachers use leveled
readers for literacy instruction after assessing student’s instructional
reading level through running record tools.
The use of book clubs/literature circles in the 3-6 classrooms.
Teachers facilitate the structure of the discussion, while students ask
questions and discuss the text from their perspective. Students use
reading response journals to reflect on their understandings
throughout the process.
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Students improve writing, both expository and narrative, through the
establishment of the writer’s workshop routine. Students have an
opportunity to work on the skills of writing through whole class
lessons taught within The Write Tools, Step Up to Writing and Lucy
Caulkins First Hand Reading and Writing Project.
These approaches allow our teachers to provide a well-balanced
literacy program, while featuring small group and differentiated
instruction to closely monitor and support appropriate literacy
instruction. Throughout the school, students experience direct
instruction of basic early literacy skills: phonemic awareness,
phonics, sight word acquisition, fluency, and comprehension.
Math Workshop:
This approach uses a hands-on, exploratory introduction to a
conceptual development of number sense, operations, and
problem-solving. It involves small and large group instruction of math
concepts using whole group direct instruction and a co-teaching
model. All math instruction is based on the DC Common Core math
standards and the IB math Scope and Sequence.
Units of Inquiry (UOI):
The PYP approach integrates Science and Social studies into guided
inquiry units that attempt to answer in depth questions through
structured research and facilitated exploration using a variety of
investigative methods. Students are involved in asking the questions
as well as presenting the results. In addition, students are
encouraged to take action within their community (both local and
global) based on their understandings.
Response to Intervention (RTI):
This approach is designed to reduce inappropriate referrals for
special education placement and referrals including disproportionate
representation of diverse populations. RTI is a tiered system which
involves providing increasing levels of support for students who are
identified as performing below benchmark.
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Features of RTI include: Yearly universal screening for all students in
both English and Chinese in Language Arts (3x) and Math (3x) to
identify which students are progressing satisfactorily and which are
in need of intervention and progress monitoring. Universal Screening
Assessments are administered using Discovery Common Core
Assessments in both Literacy and Math. Based on the data, students
are placed into reteach or extension groups to build upon their
learning. Students in need of intervention receive daily targeted
intervention using evidence based practice to help them achieve at
grade level expectation. This instruction is delivered by our Learning
Support team (Assessment/RTI coordinator, ELL, and special
education teachers), including an intervention teacher. Teacher
development occurs through STARS (Student/Teacher Achievement
Resource Support) meetings, where a diverse team of educators
review students of concern and offer potential interventions. Parents
are informed of student progress and any need for intervention.
Parents are invited to meetings throughout the STARS Process to
ensure open lines of communication between the school and the
family.
Booster Groups for English and Chinese:
Washington Yu Ying provides English Language Arts, Math, and
Chinese Booster Groups. Students at Yu Ying were placed in booster
groups in 2012-2013 to remediate learning based on data from both
formative and summative assessments and standardized (universal
screening) assessments. Booster groups are considered to be a Tier II
intervention as part of the RTI framework. There are three booster
cycles throughout the school year (Fall, Winter, Spring).
Booster group services are provided by a dedicated intervention
teacher with training in reading and math interventions. Booster groups
are small groups (between 2-6 students) of students grouped by need.
They are given additional instruction in their area of need at a time that
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is determined collaboratively by the classroom teacher and the
intervention teacher. Booster group progress data is tracked by the
intervention teacher and is maintained in individual student forms.
Parents of students in booster groups were invited to meetings with the
intervention teacher at the start of each booster cycle (one per
trimester).
Research based interventions are implemented by the intervention
teacher in booster group including Wilson Fundations, the Leveled
Literacy Intervention system by Fountas and Pinnell, and Do The Math
by Marilyn Burns. Students are taken in 30 minute increments twice a
week for booster group instruction. Students are exited from booster
groups when they meet grade level benchmarks are are deemed ready
to exit by their general education teacher and the intervention teacher.
The success of booster group instruction is highlighted by the 20122013 first grade math data. All seven students from the Winter and
Spring booster groups in math were proficient or advanced proficient in
math on the final round of math universal screening.
The booster groups were developed for students in Chinese to review
concepts through the use of authentic materials. Chinese booster
groups focused on the interpersonal mode of communication. These
groups not only reinforced current language concepts being introduced
in the classroom, but also provided students the opportunity to have
small group instruction to build proficiency on previously taught
material.
Our unique program offers several classes aimed at improving Chinese
language and culture acquisition, academic achievement in English,
and promoting social skills through structured activities. These classes
include daily sessions where students receive assistance with
homework, academic skill development, and language based on
teacher/parent feedback.
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Student Progress
Washington Yu Ying PCS students achieved ‘rising’ score status
through student percentage results on the DC-CAS in the 2012-2013
school year. Student CAS scores were 81.2 % proficient for Mathematics
and 70.2 % proficient for English Language Arts. Students achieved their
student progress goals in the 2012-2013 school year. The student
progress goals for the 2012-2013 school year were for 75 % of all
students in K-2nd grade to score in the “Low Risk” range for the DIBELS
Assessment and 75% of all student in Pre-K to score in the “no concern”
range on the Bracken Assessment. 75% of all students in K-2nd grade
scored in the “Low Risk” range for the DIBELS Assessment. All students
in K-2nd grade were 89.8 % proficient for Mathematics on the Discovery
standardized achievement test. 98% of students met age appropriate
benchmarks on the Bracken Assessment. As one of our stated goals
within the English literacy section of our Charter is that all students are
scoring at a proficient status by 2017, we indicate through these scores,
DC-CAS, DIBELS, Discovery and Bracken, that we are on the right path.
Academic Performance
Goals
Evidence of achievement
Achieved
goal?
Students will achieve literacy
in English.
K-2 DIBELS- 98%
proficient
3-5 DC CAS - 70.2%
proficient
K-2 yes
Students will achieve literacy
in Chinese.
SOPA ELLOPA -
Students are
making small
gains each year
Students will be adept
inquirers and flexible thinkers
capable of solving problems
effectively.
Grade 5 PYP Exhibition
Results
Yes
3-5 yes
32 student participants overall mean 3.5 out of 4
on teacher developed
rubric.
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Students will understand and
master increasingly complex
mathematical concepts.
K-2 Discovery 98 %
K-2 yes
3-5 DC CAS 81.2%
3-5 yes
Students will master the
scientific method and apply it.
Summative Assessments
in Science Focus Units of
Inquiry 90% scored grade
level or above
yes
DC CAS Science (1st year
of 5th grade)
79% of 5th Graders scored
proficient/advance on the
Science CAS.
Students will become
independent learners and
complete independent
papers, reports and
performances, culminating in
a “graduation project” for
Grade 8.
Not yet achieved Grade 8
Students will satisfy
Washington Yu Ying PCS’s
requirements for promotion
from each grade and upon
graduation from Grade 8 be
prepared to undertake the
most rigorous academic
curricula in high school.
Not yet achieved Grade 8
In order to address the non academic goals, and to develop evidence of
achievement, Washington Yu Ying upper elementary led a Student
Government campaign. The Student Government representatives
worked to fulfill needed student rep positions at various functions.
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In addition, teachers evaluated and reported on student achievement in
social emotional characteristics and work skills called Approaches to
Learning - thinking skills, communication skills, self management skills,
social skills and research skills. Yu Ying student portfolios and student led
conferences reflected the student achievement of said goals.
School Progress
During the school year of 2012-2013, Washington Yu Ying PCS
underwent the authorization process of the International Baccalaureate
Organization. Yu Ying was awarded IB World School status at this time,
demonstrating achievement through the IBO framework in developing and
implementing a rigorous structured inquiry program in both Chinese and
English.
The teaching staff and the curriculum coordinator met regularly to
develop and implement math, English language arts, Chinese and
Science/Social Studies units of inquiry. This attention to develop a
rigorous curriculum based on the DC Common Core standards, but
organized and paced by our Yu Ying teachers and with transdisciplinary
and real-world references was a successful combination. Our students in
the upper grades were involved in action projects as well as their more
‘academic’ pursuits. In addition to achieving our Charter goal of IB world
school status, Yu Ying was also awarded ‘Green School 2013’ for student
and parent volunteer work in the Nature Center.
B. Lessons Learned and Actions Taken
The 2012-2013 School year was a defining year for Washington Yu
Ying as it continued to expand. The focus on using both formative and
summative assessment data to inform instruction was extremely helpful
for teachers and ultimately increased the rigor of academics for students.
As the school year progressed, the school recognized the need to
improve planning and instruction on a unit level in both English and
Chinese. Yu Ying switched to using the Common Core standards in 20112012 and the teachers felt they needed more direction in planning their
units using these in-depth standards. In order to ensure the standards
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were prioritized and taught to the fullest, Yu Ying decided to do a three
part Professional Development series focusing on backwards planning
using the Common Core standards in both English and Math. Members of
the administrative team used a variety of sources to help foster the
development of it’s teachers in the areas of backwards planning and
assessment creation. Teachers self selected the subjects they felt needed
the most improvement and spent three sessions analyzing, fine tuning
and increasing the rigor of their unit plans.
In addition to improving our English and Math unit plans, Yu Ying
decided to place a heavy emphasis on using the data from the classroom
not just for remediation, but for extension. As a school, we realized the
need to use our resources and data to help our high performing students
excel at even greater levels. We decided to enlist the help of the parent
community and all administration to support these students by
implementing flexible groups throughout the school week. These groups
were based on data from both the classroom and standardized
assessments and met each Friday for two one hour time blocks. After
seeing the enthusiasm of the students and the direct impact on the
classroom data, Yu Ying decided to take a unique approach to its DCCAS
test prep groups in early February. We placed our high-performing
students in after school extension groups and they were instructed by
classroom teachers each Friday afternoon for two hours. Students
focused on problem solving skills, problem based tasks in math and
answering text dependent questions in both reading and writing. These
classes proved to be extremely beneficial for our high performing students
but we still recognized the need for daily support for our low performing
students. Based on these experiences, Yu Ying has decided to start a
pilot program for our under performing students called the “Early Learning
Lab” each day to focus on basic skills in both reading, writing and math.
Students who score below basic on our Universal Screenings will come to
school early for thirty minutes, four days per week for remediation. We
look forward to reaching all learners in the Yu Ying community in the
upcoming school year. As always, Yu Ying will continue to be committed
to analyzing its approaches to teaching and learning to best meet the
needs of all learners.
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The Chinese Program had its’ first Chinese Program Summit
meeting at the end of last school year. All Chinese teachers, PreK to 5th
grade, participated in a survey about the Chinese Program. The survey
included topics ranging from curriculum, instruction, assessment, data
collection, planning and resources. As a result of the survey and the
review of data over the last five years, the Chinese Program has made
the following changes for the 2013-2014 school year. All Chinese
teachers will only teach one line of inquiry, but will continue to support
and build knowledge related to the central idea of the units. This will allow
teachers the time to work with the students to become more proficient in
the three modes of communication: interpersonal, interpretive, and
presentational. Additionally, the Chinese Program has been provided a
number of planning documents that will make planning for content,
language, culture and the 3 modes of communication more clear and
easier to implement. Through our friendship with Yu Ming Charter School
in Oakland, California, Yu Ying was able to have access to their Mandarin
Language Arts Standards. These standards are totally aligned with the
Common Core and will be implemented over the next three years.
The other major outcome of the Chinese Program Summit was the
need to revamp the CIRCLE Assessment. Starting in the 2013-2014
school year, the CIRCLE Assessment will not only include the three and
four skilled words that are in Flying with Chinese, our base language arts
curriculum, but it will also include opportunities for students to
demonstrate their proficiency in the interpretive mode of communication
related to authentic resources and also their ability to interpret information
related to the units of inquiry.
C. Unique Accomplishment
In addition to being a Tier One school, Washington Yu Ying PCS
made several other accomplishments in the 2012-2013 SY.
Washington Yu Ying PCS became a certified International
Baccalaureate “World School” in 2013.
Because of its environmental efforts, Yu Ying earned the title “Green
Ribbon School” by the Department of Education.
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Readers of the Washington City Paper voted Yu Ying “Best
Elementary School” in the 2013 “Best of DC” awards.
Three Yu Ying students were selected as winners of the National
Cherry Blossom Festival Youth Art Contest.
Over 20 Yu Ying 5th grade students participated in the first class trip
to China.
Below are articles describing some our accomplishments in 2012-2013:
Capital Community News - DC’s Young Mandarins
http://www.capitalcommunitynews.com/content/dc’s-youngmandarins?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+k
ids_and_family+(Kids+and+Family)
Washington Post - D.C., Montgomery schools named National Green
Ribbon Schools
http://www.washingtonpost.com/local/education/dc-montgomery-schools-namednational-green-ribbon-schools/2013/04/22/41783e1e-ab5f-11e2-a8b92a63d75b5459_story.html
Mandarin Immersion Parents Council - Washington Yu Ying Public
Charter School
http://miparentscouncil.org/2013/01/23/washington-yuying-public-charter-school/
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D. List of Donors
Up to $500
$500 - $1000
$1000+
Edward Cabot
Futureproof LLC.
Anonymous
Deborah Crane
Tony Lin
Lisa Chiu
David Deal
Sheri Miles Cohen
Eleanor Chye
Heidi Decker
Sarah Mooney
Adam Gluckman
W.J. Donnelly
Keith and Emily Murphy
Cheri Harrington
Richard Gryziak
William Mosley
Paul Joseph
Jonathan Henry
Katharine Mottley
Jane Kanter
James Kilbourn
Lewis H. Mottley Jr.
Tzu I "Amy" Lee
Jane Lieberthal
Colleen Popson
The Mayanga Family
Bill Morgan
Dorothy & Daniel McCuaig
Laurel Patchen
Mary Shaffner
Edward Perkins
Elisabeth Urfer
Sarah Perkins
Edith Shine
Tammy Tang
Van Derhoof Roofing Co.,
Inc.
Peyton West
Alexis White
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GENERAL INFORMATION
Washington Yu Ying PCS
LEA Name
Washington Yu Ying PCS
Campus Name
0
Ages served – adult schools
only
439
Audited Enrollment Total
PK3 Audited Enrollment
76
PK4 Audited Enrollment
114
KG Audited Enrollment
Grade 1 Audited Enrollment 68
Grade 2 Audited Enrollment 64
Grade 3 Audited Enrollment 53
Grade 4 Audited Enrollment 41
Grade 5 Audited Enrollment 23
Grade 6 Audited Enrollment
Grade 7 Audited Enrollment
Grade 8 Audited Enrollment
Grade 9 Audited Enrollment
Grade 10 Audited
Enrollment
Grade 11 Audited
Enrollment
Grade 12 Audited
Enrollment
Adult Audited Enrollment
Ungraded Audited
Enrollment
Total number of
instructional days
STUDENT DATA POINTS
180
Notes on number of
instructional days for grades
with different calendars
Suspension Rate
Expulsion Rate
Instructional Time Lost to
Discipline
Promotion Rate (All Grades)
Promotion Rate (KG and
higher)
Mid-Year Withdrawal Rate
Mid-Year Entry Rate
On 10/29/2012, 10/30/2012 & 3/6/13, Washington Yu
Ying PCS closed due to inclement weather.
Washington Yu Ying PCS opened on 4/16/2013, rather
than close for Teacher PD to make up for the extra snow
day.
3.0%
0.0%
0.0%
99.1%
100.0%
3.0%
0.0%
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School
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School
School
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School
School
School
School
School
School
School
School
School
School
School
School
School
School
School
School
School
School
FACULTY AND STAFF DATA POINTS
46
Number of Teachers
10.0%
Teacher Attrition Rate
FACILITIES INFORMATION
18950
Square footage for entire
classroom space
40000
Square footage for entire
building
Yes
Cafeteria
No
Theater/Performing Arts
Space
Yes
Art Room
Yes
Library
Yes
Music Room
Yes
Playground
No
Gym
EDUCATION OFFERINGS
No
Advanced Placement
No
Alternative
Yes
Arts Integration/Infused
No
Career/Technical
No
Classical Education School
No
College Prep
No
Expeditionary Learning
No
Evening
No
Extended Academic Time
No
GED
Yes
International Baccalaureate
Yes
Language Immersion
No
Math, Science, Technology
No
Montessori
No
Online/Blended
No
Public Policy/Law
No
Reggio Emilia
No
Residential Program
No
Special Education Focus
No
Stand-Alone Preschool
Yes
World Cultures
Mandarin Immersion School - 50% immersion.
Please feel free to provide a
written explanation to some
or all of your answers to the
multiple choice questions in
the below text box.
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Staff Roster
Alexander, Maquita, Head of School – Ms. Alexander earned her B.S. and
Master of Teaching in Educational Technology Leadership at Virginia
Commonwealth University and her Master of Arts in Educational Technology
Leadership at George Washington University.
Beaudoin, Nicholas, Physical Education Lead Teacher – Mr. Beaudoin
earned a BA from Lewis & Clark College in Political Science. He started
working in the education field in 2011.
Blunda, Meredith, First Grade Lead English Teacher – Ms. Blunda earned a
M.Ed from American University in Elementary Education. She began working
in education in 2009.
Burke, Breanne, ESOL Specialist – Ms. Burke earned a M.Ed in ESOL from
George Mason University. She began working in education in 2008.
Chen, Jodi, Special Education Teacher – Ms. Chen earned a M.Ed in Early
Childhood Special Education from George Washington University. She
began working in Education in 2012.
Chen, Tuz-Ling, Pre-Kindergarten Lead Chinese Teacher – Ms. Chen
earned a M.Ed from the University of Maryland in Educational Management.
She began working in Education in 2009.
Chen, Yu Ying, Music Lead Teacher – Ms. Chen earned a M.Ed from the
University of Maryland in Foreign Language. She began working in
Education in 2009.
Chill, Alana, Assessment and Learning Support Coordinator – Ms. Chill
earned a BS from Cornell University in Science and Human Development.
She began working in education in 2009.
Daise, John, Physical Education and Sustainability Lead Teacher – Mr.
Daise earned a BA from Haverford College in East Asian Studies. He began
working in education in 2009.
Dart, Kate, Office Manager – Ms. Dart earned her BA from John Carroll
University in English and East Asian Studies. She began working for Yu Ying
in 2012.
Du, Jessica, Business Associate – Ms. Du earned her BA at Lincoln
University in New Zealand in Business Management. She began working at
Yu Ying in 2012.
Fall, Ely, Aftercare Coordinator - Mr. Fall holds a BS from Wesley College in
Biology. He began working in education in 2008.
Gao, Yuan Yuan, 1st Grade Chinese Lead Teacher - Ms. Gao earned a
M.Ed from the University of Georgia in Teaching Additional Languages. She
began working in education in 2010.
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Gaul, Jillian, 1st Grade English Lead Teacher - Ms. Gaul earned a M.Ed
from the University of Maryland in Elementary Education. She began
working in education in 2011.
Guo, Siqi, 3rd Grade Chinese Assistant Teacher - Ms. Guo earned a M.Ed
from the University of Maryland in TESOL. She began working in education
in 2011.
Hack, Edward, Aftercare Supervisor- Mr. Hack earned a bachelors degree in
Business Administration with a degree in Marketing from Cleveland State
University.
Halligan, Hsui, Foreign Language Support Assistant - Ms. Halligan earned a
M.Ed from Strayer University in Philosophy. She began working in education
in 2011.
Harrington, Cheri, Chief Operating Officer - Ms. Harrington has a Masters in
Public Administration. She began working in the public and nonprofit sectors
for more than 15 years ago.
Harris, Maureen, Receptionist - Ms. Harris earned a M.Ed from Temple
University in Elementary Education. She began working in education in
1996.
Harris, Sarah, Special Education Teacher - Ms. Harris earned a M.Ed from
the University of Surrey in Children’s Literature. She began working in
education in 1996.
Henry, Jonathan, Director of Development - Mr. Henry received his BA from
Pennsylvania State University in Political Science and English. He began
working for Yu Ying in 2012.
Hua, Qin, Kindergarten Chinese Lead Teacher - Ms. Hua earned a MA from
NY University in Science. She began working in education in 2012.
Huh, Sonia, Kindergarten English Teacher’s Aide - Ms. Huh earned a BA
from the University of Sierra Leone in Sociology and Philosophy. She began
working in education in 2012.
Ingram, Amanda, 1st Grade English Lead Teacher - Ms. Ingram earned a
BA from Skidmore College in History and French. She began working in
education in 2009.
Jenkins, Rochelle, Kindergarten English Lead Teacher - Ms. Jenkins earned
a BA from Howard University in Health Science. She began working in
education in 2009.
Jiang, Jin, Pre-Kindergarten Chinese Leach Teacher - Ms. Jiang earned a
MA from George Mason University in Curriculum and Instruction. She began
working in education in 2010.
22
Lai-Fang, Candace, 4th and 5th Grade Teacher’s Aide - Ms. Lai-Fang
earned a BA from Howard University in Political Science. She began working
in education in 2010.
Li, Lisa, Pre-Kindergarten Chinese Teacher’s Aide - Ms. Li earned a BA from
the Beijing Institute of Technology in Computer Science. She began working
in education in 2011.
Liang, Chiachu, 2nd Grade Chinese Lead Teacher - Ms. Liang earned a
M.Ed from St. John’s University in Science in Early Childhood Education.
She began working in education in 2008.
Liao, Yu (Amy), Pre-Kindergarten Chinese Teacher’s Aide - Ms. Liao earned
a BA from the Sichuan Provincial Party School in Economic Management.
She began working in education in 2011.
Lin, Guimei (Grace), Pre-Kindergarten Chinese Teacher’s Aide - Ms. Lin
earned (insert education). She began working in education in 2011.
Lu, Xiaobu, Kindergarten Chinese Lead Teacher - Ms. Lu earned a M.Ed
from the University of Georgia in Early Childhood Education. She began
working in education in 2010.
Martin, Rachel, Assistant Principal - Ms. Martin earned a M.Ed from George
Mason University in Special Education. She began working in education in
2008.
McConnell, Catherine, DCCM (4th and 5th Grade) English Lead Teacher Ms. McConnell earned a M.Ed from the George Mason Universityl in Special
Education. She began working in education in 2009.
Mitchell, Aisha, Principal’s Assistant. Ms. Martin earned a BA from Elon
University in International Studies. She began working in education in 2012.
Morrison, David, 3rd Grade English Lead Teacher. Mr. Morrison earned a
M.Ed from John’s Hopkins University in Elementary Education. He began
working in education in 2010.
Mullins, Philip, Kindergarten English Teacher’s Aide. Mr. Mullins is a
paraprofessional who began working in education in 2012.
Nuri, Kareem, Aftercare Assistant Manager - Mr. Nuri earned a BA from the
University of Massachusetts in Economics. He began working at Yu Ying in
2011.
Palathra, Elizabeth, Special Education Lead Teacher - Ms. Palathra earned
a M.Ed from George Mason University in Special Education. She began
working in education in 2012.
Peck, Kristen, 4th Grade English Lead Teacher - Ms. Peck earned a BA
from Catholic University in Early Childhood Education. She began working in
education in 2011.
23
Perkins, Sarah, Grants Administrator - Ms. Perkins received her M.P.H in
Maternal and Child Health at the University of North Carolina at Chapel Hill,
her MA in East Asian Studies at University of Pennsylvania and her B.A. in
English and East Asian Studies at University of Pennsylvania. Ms. Perkins
began working at Yu Ying in 2009.
Petito, Yan, Pre-Kindergarten Chinese Teacher’s Aide - Ms. Petito earned a
AA from Northern Virginia Community College in English Reading and
Writing Comprehension. She began working in education in 2011.
Picardi, Laura, Kindergarten English Lead Teacher - Ms. Picardi earned a
M.Ed from Lesley University in Education. She began working in education
in 2008.
Quinn, Amy, PYP Curriculum Coordinator - received her BA in Elementary
Education and MA in Education/Curriculum and Instruction at University of
Kansas and ABD Doctor of Philosophy in Early Childhood Education from
George Mason University. Ms. Quinn began working in education in 1998.
Richards, Jessica, Duties Assistant - Ms. Richards began working for Yu
Ying in 2009.
Robinson, Veronica, School Counselor - Ms. Robinson received her BA in
psychology at Central Michigan University and her MA in Counseling
Psychology at Howard University. Ms. Robinson began working in education
in 2012.
Rose, Colleen, Special Education Inclusion Specialist - Ms. Rose earned a
HOUSSE from Lesley University in Education. She began working in
education in 2001.
Sha, Yu, Kindergarten Chinese Lead Teacher - Ms. Sha earned a MA from
New York University in Foreign Language Education. She began working in
education in 2011.
Shaffner, Mary, Director of Special Projects - Ms. Shaffner earned a M.Ed
from Lesley University in Education. She began working in education in
2008.
Shao, Yi, 1st Grade Chinese Lead Teacher - Ms. Shao earned a M.Ed from
the University of San Francisco in International and Multicultural Education.
She began working in education in 2009.
Smith, Lauren, Assistant Special Education Teacher - Ms. Smith earned her
BA in Elementary Education and Liberal Studies at Emmanuel College. She
began working in education in 2011.
Thigpen, Della, 2nd Grade English Lead Teacher - Ms. Thigpen earned a
BA from Emmanuel College in Arts in Elementary Education. She began
working in education in 2008.
24
Tiehen, Ellie, Kindergarten English Lead Teacher - Ms. Tiehen earned a
M.Ed from American University in Arts in Elementary Education. She began
working in education in 2011.
Tynan, Carlie, Business Associate - Ms. Tynan began working at Yu Ying
2009.
Urcinoli, Elizabeth, 3rd Grade English Assistant Teacher - Ms. Urcinoli
earned a BA from Montclair State University in Elementary Education. She
began working in education in 2012.
Velez, Katrina, 2nd Grade English Lead Teacher - Ms. Velez earned a M.Ed
from George Mason in ESOL. She began working in education in 2008.
Velasquez, Sergio, Facilities Director - Mr. Velasquez began working with
Yu Ying in 2012.
Volant, Mia, Special Education Lead Teacher - Ms. Volant earned a BA from
Catholic University Elementary Education. She began working in education
in 2010.
Wang, Jue, Pre-Kindergarten Chinese Lead Teacher - Ms. Wang earned a
MA from the University of Maryland in Policy and Leadership. She began
working in education in 2008.
Xian, Na, Foreign Language Support Assistant - Ms. Xian earned a BA from
Chongquing University in Management. She began working in education in
2008.
Xu, Cong, 2nd Grade Chinese Lead Teacher - Ms. Xu earned a M.Ed from
Indiana University of Technology in Educational Psychology. She began
working in education in 2010.
Yang, Lijin, 3rd Grade Chinese Lead Teacher - Ms. Yang earned a M.Ed
from the University of San Francisco in International and Multicultural
Education. She began working in education in 2010.
You, Pearl, Chinese Program Coordinator - Ms. You earned a BA from South
China Normal University in Literature. She began working in education in
2009.
Yurasko, Beth, Office Administrator - Ms. Yurasko earned a BS in Geo
Sciences from the University of Arizona. She began working at Yu Ying in
2012.
Zhang, Miao, Pre-Kindergarten Chinese Lead Teacher - Ms. Zhang earned a
M.Ed from the University of Georgia in Teaching Additional Languages. She
began working in education in 2010.
Zhang, Su, Foreign Language Support Assistant - Ms. Zhang earned a BA
from the Hebei Normal University in Education. She began working in
education in 1982.
25
Zhang, Xiaohong, Pre-Kindergarten Chinese Lead Teacher - Ms. Zhang
earned a BA from the Dalian Foreign Language Institute in Education. She
began working in education in 2008.
Zhou, Yihan, Multi-Grade Level Chinese Teacher’s Aide - Ms. Zhou began
working in education in 2010.
26
Board of Trustees 2012-2013
Lisa Chiu,
Founder, Chair Emeritus, Non-voting
DC Resident
Founder
[email protected]
Christina Murtaugh
Chair
DC Resident
[email protected]
Tzu-I (Amy) Lee,
Treasurer
Chair Finance & Audit Committee
[email protected]
Dexter Lewis
Chair Education Committee
DC Resident
[email protected]
Ruby G. Moy
DC Resident
[email protected]
Maurice Smith
[email protected]
Marcus Walker
Parent Representative
[email protected]
Carmen Rioux-Bailey
[email protected]
Jane Canter
[email protected]
Theresa Hsu
[email protected]
Leslie Griffin
[email protected]
Micah Mossman
[email protected]
Exited Service
Tom Porter
DC Resident
[email protected]
Andrea Lachenmayr –
General Counsel, Founder,
Non-voting
Fulbright & Jaworski L.L.P.
801 Pennsylvania Avenue, N.W.
Washington, DC 20004-2623
[email protected]
School Leaders
Maquita Alexander
Head of School
(202)-635-1950
[email protected]
Cheri Harrington
Chief Operating Officer
(202) 635-1950
[email protected]
27
PCSB Format Balance Sheet
Washington Yu Ying Public Charter School
As of June 30, 2013
ASSETS
Current Assets
Checking/Savings
Accounts Receivable
Other Current Assets
Total Current Assets
Fixed Assets (Net)
Operating Fixed Assets
Facilities
Total Fixed Assets
TOTAL ASSETS
LIABILITES
Current Liabilities
Short-Term Debt
Other Current Liabilities
Total Current Liabilities
4,359,755
104,067
68,703
4,532,525
228,480
14,200,843
14,429,323
18,961,848
418,953
585,561
1,004,514
Long-term liabilities
12,037,593
TOTAL LIABILITIES
13,042,107
NET ASSETS
Beginning net assets
Net income for the year
TOTAL NET ASSETS
TOTAL LIABILITIES AND NET ASSETS
Washington Yu Ying Public Charter School Balance Sheet
4,801,996
1,117,746
5,919,741
18,961,848
Page 1 of 3
PCSB Income Statement
Washington Yu Ying Public Charter School
April 2013 through June 2013
Current Quarter
Actual
Budget
Year to Date
Variance
Actual
Budget
Variance
REVENUE
01. Per Pupil Charter Payments
1,271,152
1,269,728
1,425
5,306,124
5,285,719
20,405
329,250
301,000
28,250
1,317,000
1,204,000
113,000
03. Federal Entitlements
17,475
18,345
(870)
90,446
73,379
17,067
04. Other Government Funding/Grants
49,794
68,729
(18,935)
294,161
191,092
103,069
02. Per Pupil Facilities Allowance
05. Private Grants and Donations
44,904
265,000
(220,096)
121,899
310,000
(188,101)
179,770
118,649
61,121
711,030
616,414
94,616
21,927
15,128
6,799
66,526
58,462
8,065
1,914,273
2,056,578
(142,305)
7,907,188
7,739,065
168,122
08. Principal/Executive Salary
168,932
137,713
(31,219)
09. Teachers Salaries
473,681
507,683
34,002
10. Teacher Aides/Assistance Salaries
78,371
76,250
11. Other Education Professionals Salaries
56,023
36,538
12. Business/Operations Salaries
10,361
11,250
13. Clerical Salaries
45,628
36,833
06. Activity Fees
07. Other Income (please describe in footnote)
TOTAL REVENUES
ORDINARY EXPENSE
Personnel Salaries and Benefits
14. Custodial Salaries
570,807
550,850
1,861,159
2,030,731
(2,121)
318,944
305,000
(13,944)
(19,485)
137,384
146,152
8,768
45,271
45,000
(271)
149,635
147,330
(2,305)
889
(8,795)
(19,957)
169,573
11,108
7,800
(3,308)
33,835
31,200
(2,635)
15. Other Staff Salaries
113,869
100,607
(13,263)
483,427
473,337
(10,090)
16. Employee Benefits
178,084
239,933
61,849
576,639
685,295
108,656
17. Contracted Staff
16,436
3,250
(13,186)
39,207
13,000
(26,207)
18. Staff Development Expense
10,254
12,500
2,246
57,635
50,000
Subtotal: Personnel Expense
1,162,747
1,170,356
7,609
4,273,942
4,477,895
(7,635)
203,953
Direct Student Expense
17. Textbooks
715
2,863
2,148
24,859
18,201
(6,658)
56,828
20,319
(36,509)
189,048
127,500
(61,548)
19. Library and Media Center Materials
1,114
3,750
2,636
23,903
45,000
21,097
20. Student Assessment Materials
4,820
3,750
(1,070)
33,617
15,000
(18,617)
74,416
34,456
(39,960)
215,401
179,828
(35,573)
4,013
6,250
2,237
28,931
25,000
(3,931)
141,906
71,388
(70,518)
515,760
410,529
(105,231)
18. Student Supplies and Materials
21. Contracted Student Services
22. Miscellaneous Student Expense **
Subtotal: Direct Student Expense
Occupancy Expenses
23. Rent
-
-
-
24. Building Maintenance and Repairs
33,933
2,071
(31,861)
144,798
8,285
25. Utilities
15,978
25,127
9,149
76,928
100,507
7,690
5,053
(2,637)
22,574
20,214
(2,361)
27. Contracted Building Services
33,147
51,036
17,890
139,078
204,146
65,068
Subtotal: Occupancy Expenses
90,747
83,288
(7,459)
383,378
333,152
(50,226)
28. Office Supplies and Materials
9,934
5,399
(4,535)
35,787
34,323
(1,465)
29. Office Equipment Rental and Maintenance
5,372
4,550
(822)
18,224
18,201
(23)
30. Telephone/Telecommunications
4,924
4,004
(920)
15,820
16,017
197
26. Janitorial Supplies
-
-
(136,513)
23,579
Office Expenses
31. Legal, Accounting and Payroll Services
27,833
29,612
1,778
120,150
137,766
17,616
32. Printing and Copying
621
5,000
4,379
1,820
20,000
18,180
33. Postage and Shipping
965
972
8
4,783
3,890
(893)
5,950
2,000
(3,950)
20,887
8,000
(12,887)
55,600
51,537
(4,063)
217,471
238,197
20,726
6,805
6,992
26,997
27,969
972
34. Other
Subtotal: Office Expenses
General Expenses
35. Insurance
Washington Yu Ying PCS Income Statement Q4
187
Page 2 of 3
36. Transportation
71,457
10,264
(61,192)
96,627
41,057
(55,570)
37. Food Service
25,526
31,842
6,316
96,152
120,999
24,847
8,852
8,112
37,057
32,449
(4,609)
-
-
-
-
38. Administration Fee (to PCSB)
39. Management Fee
40. Other General Expense
41. Unforeseen Expenses
76,707
230,771
206,383
272,584
32,000
32,000
128,000
128,000
396,689
207,343
463,217
829,441
366,224
1,640,346
1,773,258
132,912
5,853,768
6,289,214
435,447
273,927
283,320
(9,392)
2,053,420
1,449,851
603,569
42. Depreciation Expense
102,179
107,592
5,414
399,782
430,370
30,587
43. Interest Payments
137,323
130,863
(6,460)
535,892
523,452
(12,440)
34,426
44,864
(10,438)
1,117,746
496,029
621,717
TOTAL ORDINARY EXPENSES
NET ORDINARY INCOME
NET INCOME
-
-
478,966
189,346
Subtotal: General Expenses
-
307,478
(739)
Other income includes interest, paid meals, prior year vendor credits, student fundraising, and other miscellaneous revenue
Miscellaneous Student Expense is student recruiting, Dissemination grant expenses, and other miscellaneous expenses
Washington Yu Ying PCS Income Statement Q4
Page 3 of 3
PCSB-Formatted Financials
Washington Yu Ying Public Charter School
FY14 Budget
Income Statement
Account
SY13-14
Future
Revenue
01. Per Pupil Charter Payments
6,079,728
02. Per Pupil Facilities Allowance
1,506,990
03. Federal Entitlements
04. Other Government Funding/Grants
05. Private Grants and Donations
06. Activity Fees
07. Other Income (please describe in footnote)
Total Revenue
96,987
127,661
34,000
826,780
72,915
8,745,062
Operating Expense
Personnel Salaries and Benefits
08. Principal/Executive Salary
09. Teachers Salaries
534,023
2,505,643
10. Teacher Aides/Assistance Salaries
319,100
11. Other Education Professionals Salaries
187,060
12. Business/Operations Salaries
13. Clerical Salaries
14. Custodial Salaries
49,350
178,833
40,090
15. Other Staff Salaries
794,373
16. Employee Benefits
756,716
17. Contracted Staff
18. Staff Development Expense
Total Personnel Salaries and Benefits
41,999
121,683
5,528,869
Direct Student Expense
19. Textbooks
20. Student Supplies and Materials
21. Library and Media Center Materials
22. Student Assessment Materials
23. Contracted Student Services
24. Miscellaneous Student Expense **
Total Direct Student Expense
33,478
155,311
5,000
15,070
225,951
27,404
462,214
Occupancy Expenses
25. Rent
26. Building Maintenance and Repairs
27. Utilities
28. Janitorial Supplies
84,202
101,560
26,278
29. Contracted Building Services
151,146
Total Occupancy Expenses
363,186
Office Expenses
30. Office Supplies and Materials
39,504
31. Office Equipment Rental and Maintenance
20,439
32. Telephone/Telecommunications
17,472
33. Legal, Accounting and Payroll Services
34. Printing and Copying
35. Postage and Shipping
36. Other
Total Office Expenses
143,131
27,000
4,607
83,145
335,299
General Expenses
37. Insurance
31,870
38. Transportation
64,522
39. Food Service
122,831
40. Administration Fee (to PCSB)
41. Management Fee
43,555
-
42. Other General Expense
160,779
43. Unforeseen Expenses
142,263
Total General Expenses
Total Ordinary Expenses
565,820
7,255,388
Interest, Depreciation
44. Depreciation Expense
452,989
45. Interest Payments
536,876
Total Interest, Depreciation
989,865
Total Expenses
Net Income
8,245,254
499,808