Dva Proposal To Education Board (final-062100)

Developing Virtue Alumni Proposal to the DRBA Board of Directors & Board of Education Assessment of the Developing Virtue Secondary School Education System

Table of Contents: I. II. III. IV. V.

Executive Summary Assessment of Strengths and Deltas Constructive Suggestions for Positive Change How DVA Can Support These Changes (Short-Term & Long-Term) DVA Requests for More Information

Appendix: Contributors, References

I. Executive Summary The Developing Virtue Alumni, with its membership including Developing Virtue Secondary School graduates and former students, serves to fulfill two goals: 1. Establish an alumni support network 2. Work together to help our schools and current students As a network of individuals who have all experienced a year or more in the Developing Virtue Secondary education system spanning its founding in 1976 to the present day, we believe we can collectively support, if not initiate, some of the constructive changes needed in the schools. An Education Committee has been established within DVA with the purpose of beginning a dialogue with the Education Board. One of our first projects has been to gather alumni to brainstorm and assess their experiences in the DVS education system. Going forward, the DVA Education Committee would like to work in conjunction with the Education Board to stay abreast of critical issues, problems and needs in the following areas: A. Overall Education: Principles & Foundation – Integration of the Venerable Master Hsuan Hua's guidelines and school values into the curriculum and pedagogy. B. Curriculum & Pedagogies – The high school 4-year curriculum plan, course development, and development of established teaching methodologies, both sensitive to the environment and reflective of the values we’d like to transmit. C. Administration & Admissions – The management of the school system, including how the school operates, how it manages a consistent school image, how it processes admissions, how it forges change and improvements to the system. D. Faculty – All aspects related to faculty and their welfare, including recruiting, hiring, retaining, compensation and faculty standards. E. Student Welfare & Personal Development – The fostering of community/school spirit, attendance to psychological and emotional needs sensitive to diverse backgrounds and attention to leadership and teamwork development. F. Non-Academic Programs – Formal programs, college preparation, extracurricular activities, sports and community service projects initiated and supported by the schools or student body. G. Facilities & Services - Food, buildings and grounds maintenance and new development projects (i.e. computer network, library, playgrounds, gardens, re-painting, air conditioning). There is a responsibility to ensure both safety and accordance with codes at all times. H. Equity & Communication Between Schools – Cooperation between DVGS and DVBS to ensure a smart sharing of resources and an equal education for students of both genders. I. Dormitories – Program (separate from school) with fair administration and rules designed to develop the personal potential of boarding students, while ensuring a healthy lifestyle and attendance to psychological and emotional needs (concept of “home”).

Rev. 6/23/2009 15:54 a6/p6

1

II. Assessment of Strengths and Deltas What are the strengths of our education system? And what are the deltas, the weaknesses and areas that need improvement or change? In a brainstorm at the DVA Reunion on 6/17/00, we came up with a list of strengths and deltas—many of which, we discovered, our strengths were also our deltas. For each area, we concluded with some critical issues that we feel need to be addressed by the Education Board in the upcoming school year.

A. Overall Education: Principles & Foundation

Values & Principles

Buddhism

Academic Performance

Environment

College Conclusion

Strengths Unique education system: a very rare education system with the strong motive to instill and develop virtue and morals in modern-day teenagers, while maintaining a strict behavior code and keeping genders separate. Principles taught can be applied to all aspects of daily life. Opportunity to learn about a Buddhist Chinese culture and the monastic lifestyle in a Buddhist monastic community in the presence of cultivators from diverse backgrounds. The education system encourages strong academic performance and the environment supports this as being a peaceful place to study without too many external distractions. Protected environment allows (no media distractions, limited popular culture infiltration, contact with opposite sex) for concentration on studies and focus to develop personal potential.

Deltas Lack of consistency and shared sense of purpose on the part of administration and faculty makes diffusion of the values to students less successful (i.e. students may learn to follow rules only when they are in school but do not follow them after school; they have not really internalized them). Buddhism is not very well integrated into the overall curriculum; there lacks even a pedagogy and consistent curriculum for Buddhist Studies. As a result, we have students who come away after 3 years without knowing what Buddhism is or how to explain it and understand it themselves. Schools don’t actually provide the challenging courses and faculty consistently to enable students to reach their academic potential.

An overly protective environment produces students with the inability to deal with societal distractions comfortably (i.e. don’t know how to relate to people of opposite sex, different social groups, social clues/icons as derived from media and popular culture). Classification of the school as small, Lack of authoritative college advising and private & rural in addition to leadership follow-through for students makes the involvement in activities makes college college application process particularly applications stand out. difficult for students. We should try to find the best ways to emphasize our strengths and better deal with the deltas. It is important to realize that our strengths are only there as potential, and we need to make a conscious effort to become clearly aware what the values and principles we want to transmit are. In essence, the schools need to find a more effective, systematic way to integrate our values and principles into all aspects of the education system: student life, curriculum and pedagogy.

Rev. 6/23/2009 15:54 a6/p6

2

B. Curriculum & Pedagogies

Curriculum & High School Requirements

Strengths EB has recently passed a list of UCapproved course requirements for high school students, which will help to establish a consistent curriculum plan for students.

Courses Electives

Pedagogy (Teaching Methodology )

Mendocino College

English

Chinese

ESL

Conclusion

Opportunity to provide interesting, alternative electives and seminars to students (i.e. History of China, Philosophy, Psychology, Comparative Literature, SAT Prep, World Religions, Auto mechanics) DVGS teachers have begin giving syllabi to their students and administering course evaluation forms at the end of the semester to help teachers improve their teaching and course plan for the next year.

Deltas In the past, there is no consistent core curriculum. Some students don’t know their classes until the week before class begins, some take an unnecessary 10-15 units above the average course load, and some do not fulfill graduation requirements by graduation. Need to compile a course catalog of course descriptions, units, pre-requisites, course evaluation feedback from students, etc. Successful electives should become a standard part of the core curriculum (i.e. History of China). The possibility of offering these electives can really make our school a special place.

All teachers should have a minimum level of teacher training before entering the classroom, in addition to providing syllabi and have course plans. Administration should look into in-depth training teachers to teach different levels of students with different pedagogies and providing a step-by-step guide with stated policy on course plan construction, attendance, grading, etc. Students can advance at their own pace While Mendocino College remains an and have the opportunity to take excellent option for advanced students, it challenging college classes from 11th should not be the only option to rely on for grade, better preparing them for college academic advancement. We should consider workload. developing challenging classes in-house for all students. DVS has generally had a good reading There is no set English program that allows list in its English classes. At DVBS, Mr. students to progress within systematic levels Verhoeven teaches a challenging (nearly of advancement. Part of this problem is the college-level), interdisciplinary lack of GOOD English teachers teaching Comparative Literature class. consistently. Past DVS students now in college/grad school have complained that poor grammar and composition instruction have led to difficulties in college writing. Chinese is mandatory as the foreign The progressive …lack of consistent Chinese language curriculum requirement and course levels, faculty and textbooks lead to offers an alternative to the usual Spanish several years of Chinese instruction with little or French high school requirements. improvement and poor results in speech, listening, reading, grammar and writing. There is a large body of ESL level ESL students suffer in the regular English students entering every year. DVGS has classes and many graduate with severe recently begun trying to develop a difficulties expressing themselves in English. consistent system for ESL advancement. Need to focus on advancing these students in English as quickly as possible so the rest of their American education is not stunted. The process for standardizing the curriculum and how courses are taught without losing the flexibility (of individual advancement) and creativity (in course electives) can be a tricky one. That the accreditation of DVS courses has already begun is a start; the next step is to compile a course catalog. In this process, DVS could address the immediate need for developing systematic levels of advancement for the Chinese Mandarin program, the English program, the Mathematics and the ESL program.

Rev. 6/23/2009 15:54 a6/p6

3

C. Administration & Admissions Management

Organization

Change

Enforcement of Rules

Resource Allocation Publicity & Liaison with other Schools & Community Admissions Transcripts

Relationship to CTTB

Conclusion

Strengths A good management team open to change and utilizing available resources demonstrates immediate and effective improvements for the school.

Deltas In the past, our experience has been that it is never clear who has the authority to make decisions or has the final say, or more importantly, how they make decisions re: changes to the education system, curriculum, budget, resource allocation, etc. Without an organization chart and protocol for flows of information, the education system suffers from administrative bureaucracy at all levels, including the need to "start all over" when new administration is brought in. With defined protocol, we could avoid faculty/administrative burnout. When compared with educational reform Stagnation inhibits change, with the same at the public education system level, the people and the same obstacles always small size of our school encourages the coming up, despite the fact that change can potential for change & rapid occur more naturally through cooperation advancement. and open-mindedness if everyone shares the same mission and goals for the school. Inconsistent. Principles and rules are rarely written and often, rules tend to change based on who is presiding in the administration at the moment. Rules should also be explained and not just enforced. We want students who can make individual ethical decisions. No corporate sponsors. It is not very clear how DVS manages resource/budget allocation. Is there even a procedure? DVS students perform regularly at local DVS should continue to maintain and seek schools and participate in annual fairs in out relationships with local schools, Ukiah. Monthly school newsletter to community establishments and programs to parents, teachers and community benefit faculty (training) and students members a very good start. EB projects (extracurricular activities), while boosting involve students in updating school DVS public image as being open and brochure, website, etc. friendly. Admissions/transfer policy needs to be welldefined and standardized so transcripts are not dealt with on a case-by-case basis Transcripts not only differ between grade levels, but they also differ between DVBS and DVGS. DVS as one school has the responsibility to standardize the format, processing and transfer of transcripts. Schools draw upon the many talents of Relationship between CTTB and schools people who come to cultivate at CTTB, creates unnecessary community pressure on many with a shared desire to carry out school administration and students (bias in the Venerable Master Hsuan Hua’s decisions--what's best for CTTB is not always vision. best for schools). Overall, DVA has had a lot to say about the Administration, but it is not without the clear understanding that improvements can be made, with good organization and management. Both schools should have an organization chart and all protocols concerning operation of the school should be well-documented . DVS needs to also address documenting its school rules and admissions policy, as well as systematizing the grading and processing of transcripts.

Rev. 6/23/2009 15:54 a6/p6

4

D. Faculty Student/ Faculty Ratio Staff Quality

Training

Enforcing Rules

Volunteer Teachers

Welfare Benefits

Conclusion

Strengths Low faculty/student ratio gives students a lot more face time. Many teachers are very sincere and willing to talk with you about questions or problems. We have a few excellent, sincere staff members who understand our school’s background very well and have good relationships with students.

Chinese teachers often went to training seminars sponsored by Chinese schools in the bay area. Education Board is beginning to put together a formal training program. The Education Board has compiled a simple list of Faculty Standards, which detail personal conduct and behavior towards students so that they can serve as better models. Our volunteer teachers, many of whom are parents, are sincere about helping the schools improve.

Deltas The schools still need to dedicate a person to be a guidance counselor for students. Teaching staff quality is questionable year to year (teaching credentials or even interest in teaching; difficult for volunteer teachers to give a long-term commitment). We need more permanent, qualified and sincere teachers and should consider serious measures to recruit these people (e.g. higher compensation). Need for training teachers how to bridge the cultural/generational gap with such a diverse student body. There is also a need for more professionalism among faculty. Inconsistent. Rules tend to change based on whoever is the teacher in command at the moment, or based on personal standards.

Volunteer teachers make up a large percentage of the faculty and many are recruited from the CTTB community to teach. They have commitments to both the demanding CTTB lifestyle (kitchen work, community service, ceremonies, Dharma Assembly preparation, sutra translation) and teaching, and many experience teacher burnout. Something needs to be done to balance their responsibilities. Lack of benefits program for volunteer teachers and those taking low compensation (i.e. medical coverage, living supplies, reimbursement for gas), which is more critical for teachers with children. DVS should retain its good teachers and work on a formal recruiting program, with the idea in mind to recruit long-term, qualified teachers who can grow with the schools. DVS needs to continue development of a faculty-training program, in both Knowledge (their respective fields: Chinese, History, etc) and Skills (communicating, disciplining, pedagogy). Lastly, DVS needs to figure out how to design a Volunteer Teacher program that will better retain and care for its volunteer teaching staff.

Rev. 6/23/2009 15:54 a6/p6

5

E. Student Welfare & Personal Development Fulfilling Emotional/ Psychologica l Needs

Strengths Many students look to older peers for guidance and advice (similarly, the older students have a tendency to look out for the younger ones), which has reinforced relationships that span the age gap among students. Interaction between younger and older students is seen as a definite strength of the education system. One of the best things that have come out of the unique DVS education is lifelong friendships.

Background

The presence of students from diverse, international backgrounds allows for informal enhancement of meaningful language and cultural exchanges.

School Spirit (Mascot, Colors, Song, Uniforms) Personal Development

DVBS has demonstrated a lot of school spirit (“Go Dragons!”) through sports competition.

Conclusion

Deltas The schools should not leave it up to students alone to fulfill each others’ emotional/psychological needs and consider establishing a permanent position of guidance counselor at both schools. In a previous attempt that some alumni still remember, it resulted in the counselor’s disregard of students’ privacy and as a result, students’ loss of trust in teachers. This seems to be an ongoing problem. Students need someone they can trust in order to confide. Because of language barriers and cultural differences, social cliques easily form along these lines. Although it is human nature to form cliques, the schools can intervene in a positive way by encouraging exchanges and activities involving all students. It is not clear if the Dragon is actually a DVBS mascot or a DVS mascot. ASB (Associated Student Body) should take on a larger role in fostering and creating school spirit through different avenues.

High level of student involvement fosters strong leadership capabilities, independence, self-discipline, and time management. A permanent position for a guidance counselor is needed at both schools to demonstrate the schools’ willingness to look after its students, especially many of which are studying halfway across the world from their homes, away from their families. Activities prove to boost student morale and advance personal potential among many students; such activities should continue to be supported by the administration.

Rev. 6/23/2009 15:54 a6/p6

6

F. Non-Academic Programs

College Preparation

Strengths At DVGS, a College Resource Center was established in 1991.

Deltas No specified counselors to help each student with course planning, college planning, financial aid, career search and personal guidance. The DVGS College Resource Center should be expanded and updated; these resources should also be made available to DVBS. At DVGS, there lacks developed physical fitness program, teachers and sports equipment. This kind of inequity is unconscionable if we want to develop strong, healthy and confident young women. This affects our public image as well. In addition, the asphalt basketball court has caused many injuries to students and there are no other designated areas for sports for girls (See Facilities & Services). Many of the activities need funding and ongoing guidance from faculty. The EB should consider including some of these activities as part of their annual budget. One of the ways we see a successful cooperative arrangement is in the school administration's relationship with ASB (Associated Student Body) in this area.

Sports

At DVBS, DM Tsung has created a welldeveloped physical fitness program for (basketball, soccer & track and field), with intramural competition and competition with outside leagues in Ukiah and the bay area.

Extracurricular Activities

Because the school is small, students have the opportunity to take initiative to start a club or lead an activity. The alumni felt that this strongly contributed to their personal development and organizational abilities. Leadership involvement in interesting extracurricular activities also looks good on college applications. Teamwork and a sense of responsibility The sense of isolation many students feel is fostered through an emphasis on at CTTB could be mitigated by increasing working together to clean up the schools student/faculty interaction with appropriate and take care of the community. local organizations and programs (i.e. Students are well supported in activities MUN, Chinese speech contest, forensics, such as visiting the senior citizens’ etc.). homes in local Ukiah. It is important that the schools make an effort to support and develop non-academic student life programs that integrate school values, spirit and camaraderie, especially since these activities boost student morale and advance personal potential. Faculty should be encouraged to participate as well. Teachers with knowledge or willingness to become trained in college advising should be encouraged to become college advising counselors, for they are much needed. DVGS needs to make an effort to develop a better physical fitness program.

Community Service Involvement

Conclusion

Rev. 6/23/2009 15:54 a6/p6

7

G. Facilities & Services

Development & Maintenance Meals Environment

Sports Grounds

Library

Computers & Technology

Health Awareness

Conclusion

Strengths In recent years, DVGS has worked with the PTA to act on new developments, such as air conditioning/central heating, re-painting of the dormitories and schools, grade school playground, etc.)

Deltas Owing to the physical deterioration of many buildings, the schools should renovate its classrooms to create a brighter atmosphere. Students , who study and live in these environments should be consulted when prioritizing projects. Generally, the meals prepared for The meal program should be closely students are healthy, vegetarian and supervised and adhere to government nutritious. standards. The alumni agree that the natural Students are rarely encouraged to take environment is an ideal place for growing advantage of the beauty and acreage of up and studying. There is the opportunity the entire CTTB grounds other than to learn firsthand about nature, wildlife through basketball. Outdoor activities and caring for the environment (i.e. Mr. should be encouraged. If specific activities Cook’s biology classes, Ms. Rebecca are prohibited (e.g. bicycle riding and Lee’s gardening classes) rollerblading), the reasons for doing so should be clear to students. At DVBS, DM Tsung has worked hard to Physical fitness areas at both schools need create spaces for track and field, to be renovated for safety. With no official basketball and soccer training and has in sports grounds designated for physical the past, involved students in renovation fitness for DVGS, other than the uneven, projects for upgrading and improving small basketball court behind the dorms, these spaces. DVA greatly encourages some action on developing space. The basketball court is unsafe and has caused many injuries among students. DVBS library is spacious and bi-lingual No consistent inflow of books to add to and the DVGS library has a growing library collections at either schools. collection in a nice atmosphere. Schools should subscribe to major weekly news magazines and make them available for students in library reading areas. The EB should consider a shared library to cut down on costs and allow expansion. In the past, various DRBA community Computers and technology will only members and alumni have generously become more difficult to avoid as years go donated computers and accessories to by. There needs to be a system developed the schools. This is likely to continue. and a designated person to maintain the network. Currently, DVBS relies on students’ personal computer; there is a lack of central school computers and printers. The issue/policy of Internet usage by students for research and e-mail is also unclear. All students get an annual TB shot (as There is no nurse on staff at either schools the likelihood that international students to attend to emergencies, check-up on are positive are much higher). students and do follow-up for prevention of common diseases and viruses. A health awareness program is vital at any school. The schools have a responsibility to students, parents, faculty and the state to initiate building and grounds maintenance and ensure that school services are up-to-date and safe for all students. The schools should address meal program, improving the sports grounds for both schools for safety, re-painting for DVBS and a health awareness program for both schools.

Rev. 6/23/2009 15:54 a6/p6

8

H. Equity & Communication Between Schools Equity

Communication

Conclusion

Strengths There are many dedicated faculty and staff members at both schools who share the vision of seeing great improvements at DVS.

Deltas Many resources that could be shared (textbooks, faculty, pedagogy, teaching materials) are not shared. The two wings of the schools operate very differently, education is carried out differently, students are dealt with differently, and so on. DVBS students feel this inequity very strongly (in the past, it was the other way around). This is a problem because energies are wasted in the overlap and the schools are unnecessarily fragmented, making improvement and changes a slow process. Over the long-term, this does not help the schools but may harm its development and growth. There is no formal system of communication between the schools, if at all. Regular communication needs to be established in order that equity is maintained and efforts not duplicated. With all due respect towards the rules of engagement at CTTB, does the administration feel even the need to hold a shared discussion about educational issues between schools? In the assessment of strengths and deltas during our alumni brainstorm, it became quickly apparent that there is a disparity between a boys’ school and girls’ school student’s education. Although separate in gender composition, the two schools should act as one school—with a shared mission, curriculum, resources and administrative policy.

Rev. 6/23/2009 15:54 a6/p6

9

I. Dormitories It is important to note that in our discussion, alumni strongly stressed the need for the schools and dormitories to remain separate, particularly in the area of administration. Dorm & School Relationship Should have coordinated but separate staff (teacher burnout) Strengths Home

Deltas The concept of "home" is very important for the dormitories, as many students live far away from their parents and need a safe environment in which they feel accepted. The dormitories would not suffer if they consciously strove to create this environment. Also, dorm supervisors need to be on grounds at all times.

Fraternity

Students learn to look out for fellow "brothers/sisters" younger than themselves

Room & Board & Fees

There needs to be more clarification about the disbursement of funds and fees collected from students. Fees should be standardized between dormitories and the breakdown of how they are used should be made publicly available The Boys’ Dorm have individual rooms Girls want individual rooms. for creating personal space. Lack of control over personal space. In the past and to this day, there are problems of teachers searching students’ rooms without their permission. It is assumed that the students are hiding something and often, the situation is not clearly explained to the student. Stealing is also a big problem in both dorms. Buddhist practices and going to the Buddha Hall should never be wrongly used as punishments, which gives the student the wrong impression and attitude towards cultivation. Need to enforce this rule with healthy intentions and be very clear about why we have this rule. Examples of negative effects are chauvinism, sexism, guilty feelings about relationships later in life, etc. The dormitories should be modeled after a comfortable, safe and homey living space for all students, many are those that live far from their parents and homes. The dorm supervisors need to be careful about explaining why we follow certain rules. They also need to keep in mind that enforcement of rules should be given in a compassionate manner that encourages preventive learning, not punishment learning, challenging students to use ethical reasoning and not only blind obedience.

Privacy & Personal Space

Punishment

The “No Contact with Opposite Sex” Rule Conclusion

Rev. 6/23/2009 15:54 a6/p6

10

III. Constructive Suggestions for Positive Change Overall Education: Principles & Foundation  Brainstorm for ways in which the values in our school mission statement can effectively be integrate into student life, the curriculum, and pedagogy; and train teachers accordingly. Curriculum & Pedagogies  Continue the course accreditation process.  Compile a course catalog of accredited courses, as well as electives that will be offered yearly. Includin course descriptions, units, availability, faculty names and course evaluation feedback.  Document the Joint Program with Mendocino College  Develop systematic levels of advancement and course plans each level of the: - Chinese-Mandarin Program - ESL Program - English & Composition Program - Mathematics Program Administration & Admissions  Develop an organization chart with an open-minded action-oriented management team (including the principal) detailing administrative responsibilities (i.e. transcripts, admissions, secretarial duties, building maintenance, etc.).  Document admissions policy.  Systemize the grading system and processing of transcripts. Faculty  Begin to brainstorm a formal teacher and personnel recruiting program and establish network of contacts.  Continue the development of a faculty-training program, with workshops in both Knowledge (their respective fields: Chinese, History, etc) and Skills (communicating, disciplining, creative/effective teaching methodologies).  Figure out how to retain and take care of our volunteer teaching staff by designing a Volunteer Teacher Program that is considerate of their background, skills, time availability and families. This program would also aim to recruit qualified short-term teachers in exchange for room & board, meals and health care benefits (consider providing internships for college and education student-teaching). Student Body & Personal Development  Create and hire a permanent position for a guidance/college advising counselor (at each school)  Actively support activities and achievements of students on a personal level (verbal, written, etc.) Non-Academic Student Life Programs  Support and develop non-academic student life programs that integrate school values, spirit and camaraderie (i.e. work closely with ASB, liaison with local schools and community establishments to increase interaction between DVS and the “outside world”).  DVGS needs to make an effort to develop a better physical fitness program Facilities & Services  Initiate a building and school grounds maintenance check for unsafe, deteriorating or unaesthetic areas that need renovation or upgrading (i.e. improving the sports grounds for DVGS, re-painting for DVBS classrooms, and a health awareness program for both schools)  Prioritize for renovation and development projects (consult students) Equity & Communication Between Schools  Decide on what resources to share in the upcoming year (textbook, materials, faculty, etc.)  Decide together on issues of standardized curriculum, transcript and admissions policy and eliminate differences in rules and enforcement between schools. Dormitories  Attempt to make the dormitories a comfortable, healthy and homey environment. Document rules and clarify explanations of the rules (why we have them) and be careful when enforcing the rules that encourages ethical reasoning and not blind obedience.

Rev. 6/23/2009 15:54 a6/p6

11

IV. How DVA Can Support These Changes DVA, in operation since 1995 but still organizationally young, can see immediate contributions and longterm contributions. If the administration is interested in talking more about how to carry these out, please e-mail [email protected]. Short-Term 1) Initiate one-on-one mentoring with students (college preparation, careers, majors, personal, lifestyle). 2) Host "alumni weekends" (alumni come back to spend time with students). 3) Provide input on the "Social Living" course plan. Long-Term 1) Work with schools to establish a Volunteer Teachers Program that would recruit heavily for short-term positions from pool of alumni and college students/graduates for a semester/year period. 2) Solicit alumni input on developing an applied Buddhism curriculum/pedagogy for DVS 3) Eventually establish an endowment and the ability to fund various projects at the school within DVA, that also allows alumni to donate computers, equipment, books, money and other needed materials. 4) Eventually work with the schools to establish a Scholarship Fund that will assist graduating seniors in light of increasing college expenses and foreign student fees.

V. DVA Requests for More Information

For each document that we request from them, we need to ask ourselves: “Why do we need it (what will we do with this information after requesting it)?” Requests from Education Board for these Documentations:  IG/DVS, DVBS & DVGS Administration/Faculty Organization Chart  Student Demographics Report (how many students per grade, how many doing above average, how many are foreign students, etc).  List of Needs for Donations (computers, printers, equipment, etc)  Dormitory Policies

Appendix If you have comments or questions, please e-mail them to: [email protected] This e-mail reaches the DVA Education Committee, which as of today, includes the people listed below. Contributors: This document was compiled by Bonnie Lin, based on the brainstorm that was held with the 38 DVS alumni who attended the Developing Virtue Alumni Year2000 Reunion. Please note that we have not had a chance to give everyone in DVA an opportunity to review the document and so this document is not assumed to reflect the views of the entire DVA. We hope this document is the beginning of many good things to come with the cooperative efforts of both DVA and EB. This document was reviewed and edited by the following DVS Education Committee members, save Sarah Babcock and Sam Lin:      

Shari Epstein, Class of 1988 ([email protected]) Sarah Babcock, Class of 1995 ([email protected]) Franklyn Wu, Class of 1995 ([email protected]) Bonnie Lin, Class of 1997 ([email protected]) Sam Lin, Class of 2000 ([email protected]) Liling Poh, Class of 2000 ([email protected])

References Used in this Document: DRBA School Policy, provided by Ron Epstein

Rev. 6/23/2009 15:54 a6/p6

12