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Full text of "1994 charter school applications"

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1. Mission Statement 



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The mission ofNOne With One's Multiversity High is to enable students who 
speak English as their second language to become ethical, caring adults with 
the capacity to interpret, choose, produce, create and lead. 

• Students will achieve mastery in interpreting global and local issues 
affecting their possibilities in the twenty-first century. 

• They will choose an evolving path for their futures in which they learn 
continuously in various combinations of higher education, training and 
work. 

• They will gain practices oi productivity working both individually and 
in intercultural teams, enabling them to make offers of quality 
performance in their future endeavors. 

• They will develop practices for creating and maintaining peaceful 
relationships and for leading efforts to construct sustainable and 
ecologically sound communities. 

The name "Multiversity" represents our commitment to the integration of people 
from multiple backgrounds, cultures, races, religions and countries. Unlike 
"diversity," with its root in division and separation, "multiversity" stands for a 
bringing together of a wide variety of people. In a "multiverse" worid, 
differences between people are honored and respected, but differences can not be 
used as barriers across which misunderstandings are standardized. Instead, 
"multiversity" is the disciplined cultivation of shared goals and the common 
construction of a peaceful future. 



Multiversity High also has three corollary missions: 

1. To provide a demonstration and training site for educational policy- 
makers, apprentice teachers, and teachers seeking continuing professional 
development. 

By offering Multiversity High as a demonstration learning enterprise, 
we will enable educators to observe the ways in which we assist 
adolescents to become productive in learning and work, accountable for 
excellence in academics, work and service projects, and engaged in 
ethical and caring relationships. 

2. To create a learning laboratory where students and instructors experiment 
together for the sake of constructing knowledge and competence in action. 

Instructors will meet standards of accountability while creating 
innovative and experimental lessons, and will progressively increase 
their competence in crafting productive student/teacher relationships 
and effective learning experiences. Teachers will learn with (and from) 
their students. 

3. Through evaluation, to provide policy-makers with recommendations and 
a prototype for replication. 

With outside evaluators, we will research and evaluate student 
outcomes and staff practices and will create a report for distribution to 
local, state and national policy-makers to assist in educational decision- 
making. 



2. School Objectives: 

A. What are the school's broad academic objectives for student learning? 

Multiversity High will offer students a three-year program in which they focus on three 
fundamental areas. Students will gain mastery of traditional academic subjects as they engage 
in projects designed to meet the goals of each area. The three areas and our general academic 
objectives are outlined below: 

• Maturing into Adult Responsibilities ~ In their first year, students will explore the 
history of human invention and the possibilities and responsibilities they can 
experience as adults. Students will reflect on the adolescent's search for identity as 
an opportunity to commit to and practice actions for developing authentic relationships 
and making a difference in family interactions and community life. They will engage 
in on-going self-discovery as they shape their futures, make commitments and become 
competent in taking care of their own concerns and those of other people. They will 
realize that adulthood offers continuous openings for development, learning, and 
contribution. 

• Productivity in Learning/Work and Business ~ In their second year. Multiversity 
High students will come to understand the market-place of the twenty-first century, 
in order to become effective participants in personal and professional economic life. 
This is crucial, especially for students whose families have been traditionally excluded 
from upward mobility. By experiencing simple transactions to complex business 
structures and actions, they will become competent to manage budgets, investments, 
consumption, and social contributions, and will develop the capacity to be productive 
workers and entrepreneurs. Students will participate with business mentors from their 
cultural and linguistic communities, who will provide models for possible action. 

• Designing and Completing an Effective Community Service Project ~ In their final 
year, students will participate in a year-long service project which they research, 
initiate and manage. They will determine a need in the community, contact 
community representatives, create and carry out a plan of action, and effect a strategy 
for ensuring continuation of their project after the end of the year. By developing a 
lasting legacy in the community, students will gain self-esteem, an understanding of 
the personal meaning and human connection which results from providing service to 
others, and concrete practices for producing outcomes in the context of a large-scale, 
intercultural team project. 

Within the context of the three areas of focus outlined above, broad academic objectives for our 
students include: 

• Proficiency in English reading, writing, speaking and listening, so that students can 
participate in a variety of domains of life in America, including politics, economic 



• 



• 



enterprise, education for themselves and their family members, technology/information 
and the scientific discourse. They will master: 

• Reading for "truth" in a variety of media, for recognizing relationships and 
patterns in fiction and non-fiction, and for evaluating and selecting interpretations 
which further their intellectual and ethical development. 

• Writing for the communication of their ideas to others, for generating an evolving 
sense of themselves through progressive rewrites and reorganizations of their 
thoughts and experiences, and for shaping tools (including instruction manuals, 
directions, reports and others) that assist people to act effectively. 

• Speaking and listening for respectful sharing of experiences, ideas, information, 
interpretations and evaluations for cultivating common goals and objectives, and 
for coordination of teamwork. 

An understanding that individual human beings from a variety of cultures affect the 
progress of human life through invention, discovery, generation of ideas, and 
commitment to principles. 

Knowledge of key scientific discoveries through history, and the ability to reason 
scientifically, to understand the systems and development of the human body, and to 
participate as concerned citizens in the unfolding scientific debates of the next century. 

Ability to apply the principles of algebra, geometry, trigonometry and calculus to solve 
practical problems. 

Expertise in accessing and using emerging information technologies, in learning 
technological changes, and adding this expertise in transforming corporate environments 
and public spheres. 

Mastery in personal financial management and understanding of economic concepts and 
systems. 

Understanding of the rights and responsibilities of citizens in a democracy, ability to 
interpret and contextualize key documents establishing democratic governance, and to 
draw from these resources as they engage in and lead local discussions and activities for 
service to the community. 

Capacity to critically analyze the messages generated by people producing mass media 
over time. 

Ability to compare religious systems and the ways in which they inform politics, 
governments and ways of living, and to appreciate the religious traditions of their 



cultures of origin; ability to actively cultivate themselves as ethical, caring adults. 

B. Describe any non-academic goals for student performance. 



• 



Athletics: At the beginning of each year, all physically able students will create 
individual goals for fitness and athletic performance. Such goals can range from 
following a regular schedule of aerobic exercise to participation in local road races or 
swimming competitions. Students will train each week for the sake of achieving their 
goals. Each student will also participate in athletic activities designed to promote 
healthy bodies as well as team-building, confidence and appreciation of the 
environment. Such activities include bicycle trips, outward-bound experiences, 
orienteering, hiking, cross-country skiing and others. Based on the Japanese model, 
and using the trainings of multiple cultures, we will enable students to stretch and 
exercise at regular intervals throughout the day. 

Aesthetics: Students will examine the aesthetics of cities around the world and in 
Boston. They will tour the most outstanding architectural achievements in the city, 
communicate with living architects such as I.M. Pei and interview architects and 
professors of architecture to immerse themselves in the discourse. They will each 
select an architecture of a region or nation whose history, major examples, and 
characteristics they will examine. With trips to the Museum of Fine Arts, the Fogg 
Museum, MIT, and Harvard, students will inquire about the ideas that inform and 
influence a group of people in a certain era. They will plan, construct and exhibit a 
model of a city based on the needs of a given community. 

In addition, students will choose some aspect of the natural world to observe over two 
seasons. Using photography, collage, painting, sculpture, music or multi-media, they 
will communicate the moods, colors and influences of nature. They will bring 
together their aesthetic experiences in a collective staging to demonstrate the 
influences elements have on one another and to make new connections with the 
interdependence of life. 

Students will also use technology to explore aesthetic expression in new ways. They 
will make musical instruments, and merge music, dance, painting and photography 
with computer graphics, video and cable casting. 

During the first year, students will explore the depiction of children and adolescents 
over time and across cultures in painting, poetry and music. In the second year, they 
will examine the music and crafts of artisans throughout the world, and in year three 
they will create a dramatic and/or musical production to be performed for family and 
community members. 

Service: In addition to the large-scale service project for which students are 



responsible in their final year at Multiversity High, they will engage in on-going 
volunteer work each week from the time they enroll. The service projects in which 
they engage will progress during the three years from brief encounters to in-depth 
week, month, term and year-long activities. Staff members will work with personnel 
at local organizations, including womens' shelters, day-care centers, nursing homes, 
hospitals and other agencies, to design safe, organized and supervised volunteer 
opportunities for our students, in which they have an opportunity to learn, to 
reflectively evaluate and to become accountable for results. As the students engage 
in service, they will create Service Journals to develop reflective thinking and analytic 
capabilities. In writing their journals, they will access a variety of resources to 
illuminate the social predicament. They will write their observations of personal 
service experiences to cultivate "framing analysis:" they will write reports, discuss 
concerns and complaints, express concrete and comparative observations and refer to 
general principles of services for a typical social predicament as introduced in school. 
They will also contemplate how they will engage in reducing or caring about the 
predicament personally, professionally, and as a citizen in the future. 

Team Work: We have as a major non-academic goal at Multiversity High the ability 
of each student to work as an effective team member with people from different 
cultural and linguistic backgrounds. We will assist students to develop practices of 
teamsmanship by having them work together in intercultural pairs and small groups 
towards the attainment of a common goal. We will enable them to experience a sense 
of shared purpose in what they are studying by encouraging "learning communities." 
We will provide individual counseling when necessary to assist students to practice 
appropriate negotiation strategies and to demonstrate respect for others. They will 
develop mediation and non-violent conflict-resolution skills. 

Students will become "multiverse." In all three years they will develop practices of 
intergenerational teamwork when they serve in projects. To increase their fluency and 
reasoning in English during year one they will be paired with an American tutor. In 
year two, as they navigate in the business world, they will each have two mentors 
with whom they will meet to discuss and evaluate skills, processes, and values. In 
their second year, they will also mentor a younger child in math and science. In year 
three they will be given a fourth tutor/mentor. This community spokesperson or 
government person will also meet with them on a regular basis to assist them to learn 
about civic life, governance, and networks of people in government. They will, in 
their major community service project, develop skills to become active, responsible 
leaders who produce harmonious interactions and demonstrate empathetic concern for 
others. 

Life SkiUs/RespoDsibility: Students will complete many different kinds of work with 
a standard of excellence. This standard fosters growth from actions of a novice to 
those of a competent beginner to mastery of skill or process. The students will shift 
from dependence on standards the staff has created to independent use of -these 



standards. The students will develop practices for setting standards of excellence for 
themselves as they meet role models and immerse themselves in real world work and 
service. They will fulfill their commitments for producing excellent work. 

Students will develop competence to assess their learning in multi-modal learning 
activities. This self-assessment process will enable students to increase responsibility, 
direction, and independence over each year. By multiplying their practical 
engagement with the three fundamental areas of focus in a variety of ways, they will 
acculturate themselves to a work environment calling for continuously learning adults. 

Students will develop competence in taking individual, family, cultural, and "sub"- 
cultural perspectives while they think about and state a stand on an issue. Erik 
Erikson stated that this century calls for a new human - someone who is judicious in 
being tolerant of another's views and values while being firm in one's own stand. In 
implementing One With One's programs, with the Executive Director's leadership, 
the staff has carried out their commitment to being this new human and are developing 
the discipline of "Multiversity. " 

Students will also master commonly accepted standards for managing their personal, 
family, work and community lives, including time, health, financial and self 
management. The integrated curriculum empowers students to acculturate as ethical 
caring adults with the capacity to interpret, choose, produce, create, and lead. 



C. What type of community enviromnent do you hope to foster at your 
school? 

Multiversity High instructors will create an environment in which personal and ethical 
relationships between multicultural staff members, students, parents, tutors and community 
members foster adolescent maturation into adults who care for self, others and community. We 
will provide an atmosphere in which students experience learning with the instructors as both 
dignified and joyful as well as relevant and immediately useful, and where they feel safe enough 
to explore and experiment. We will applaud mistakes as first steps toward mastery; each student 
will learn that with intention, commitment, effort and practice, he or she can achieve competence 
in any domain. 

To develop practices of trust, students and instructors will create a climate of respectful 
nurturing of each others' ideas while questioning, searching, and developing a basis for 
commonly understood meanings. Students, teachers, parents, guest speakers and long-term 
visiting resource people will explore difficult ideas and the issues they engender, from many 
points of view, with the purpose of promoting self and community understanding. Conditions 
for communal conversation will include: assurance of dignity while learning, listening for 
clarification and meaning, and communicating for the sake of being effective in actions that 
serve the learning enterprise as well as the members in the learning enterprise. From this 
carefully cultivated environment, students will become competent, "multiverse" young adults. 

When they enroll in Multiversity High, many of our students will be experiencing the dislocation 
and alienation that comes from immigration. In a strange new land, they must learn a new 
language, and choose to develop radically different cultural practices or not as well as retain 
significant values and practices from their own countries. Some will be dealing with memories 
of war and severe economic deprivation; many face the loss of family and friends left behind. 
Still other students currentiy live in fear of violence on the streets and in their homes. 
Multiversity High will offer a safe haven for these students, where they can voice their concerns, 
engage in the dilemmas of transition, experience the deep personal care of the instructors, and 
work with staff members to develop methods of caring for themselves while dealing with life 
issues. 

The director and core staff of One With One have generated this environment in eight summer 
programs for teenagers and seven year-long adult training programs over six years. We have 
learned that creation of this kind of environment depends on the leadership of the program 
manager, the members of the school community, our relationships and our collaborative 
learning. At Multiversity High, we will gather together many cooperative teams of multicultural 
supporters: parents, board members, fimders, students, administrative support staff, instructors, 
guests, mentors, and tutors. To create a "multiverse" reality which meets our aspirations, our 
Multiversity High staff members will commit themselves to continual self-reflection, inquiry, 
advocacy, and accountability with our community of students, parents, and supporters. 



8 



3. Statement of Need: 

A. Why is there a need for this type of school? 

Functional Illiteracy and Dropout Rates: The future of our nation is threatened by the 
functional illiteracy and high drop-out rates of our youth, including immigrants and refugees as 
well as those bom in the United States. According to American Youth: A Statistical Snapshot, 
3.7 million 18-24 year-olds quit school before earning a diploma. As reported by Making the 
Grade, a report on American youth by the National Collaboration for Youth, each year's class 
of dropouts costs the nation $260 billion in lost earning and foregone taxes. Across the country, 
85% of dropouts are functionally illiterate, a condition related to a host of otiier problems. 
These dropouts make up 68% of those arrested, 85% of unwed mothers, 79% of welfare 
dependents and 72% of the unemployed. 

The costs of functional illiteracy and high dropout rates affect the state of Massachusetts as well 
as the nation in general. The dropout rate for the state- wide class of 1991 was 20%. Broken 
down by ethnicity, dropouts included 18% of Asians, 36% of African Americans, 45% of 
Hispanics and 17% of whites. 

Numbers: In addition to these alarming dropout rates, the sheer number of immigrants 
continuing to arrive in our communities demonstrates an overwhelming need for schools and 
other services designed to enable newcomers to participate constructively in American economic 
and civic life. In the 1980's, more immigrants arrived in the United States than at any other 
time since the first decade of this century. Census information shows the number of newcomers 
continuing to rise, from 530,639 in 1980 to 570,009 in 1985 to 1,536,483' in 1990. 
Immigrants and refugees come to America from all over the world, including, between 1981 and 
1989, tfie Soviet Union (58,500), China (341,800), Korea (306,500), tiie Philippines (431,500), 
Vietnam (352,5600), Mexico (974,200), the Caribbean (777,300), Central America (312,50) and 
South America (370,100). In eastern Massachusetts, the largest groups of arrivals include 
people from Vietnam, the Dominican Republic, and China (U.S. Department of Commerce, 
Bureau of the Census, 1992). 

Variability in Adjustment and School Performance: Some newcomers make a relatively rapid 
adjustment to life in America, succeeding in school and entering the work force; others fail to 
attain their goals, exhibiting poor school performance and missing out on opportunities to pursue 
higher education and desired careers. These differences in achievement occur between various 
ethnic groups and nationalities, as well as among individuals within the same group. 

Asian Americans, for example, show consistentiy higher test scores, high school graduation rates 



' Includes 880,372 persons who were granted permanent residence in 1990 under the 
legalization program of the Inmiigration Reform and Control ct of 1986. 



and college enrollments than whites, who attain higher levels of achievement than Hispanics.^ 
Not all Asians, however, live up to the "model minority" stereotype promulgated by media 
accounts of Vietnamese and Chinese valedictorians and MIT scholarship students. Many Khmer, 
Laotian and Vietnamese refugees, with residual war trauma and little education in their own 
language, do not succeed in our schools.^ Similarly, many Russian Jews and other refugees 
from war-tom countries of the former Soviet Union fail to attain high levels of academic 
achievement, contrary to popular notions of their intellectual orientation. 

Despite being lumped together as one group, Hispanic Americans are also diverse in 
occupational background, nationality and even in culture; some thrive in school and go on to 
"college and rewarding careers, while many others fall behind. Timothy Ready, in his 
longitudinal study of 146 Latino youths in Washington, DC, shows that while three-fourths of 
the study participants indicated a desire to attend college, five years later only 61% had 
graduated from high school and only 10% had completed as much as one year of college. In 
addition to "culture shock, acute economic need, language barriers and family tensions 
associated with reconfiguration of the families during migration," study subjects, who came from 
El Salvador and other Central American countries, frequently cited the challenges of avoiding 
alcohol and drug abuse and the need to overcome negative peer pressure.** 

Obstacles to Achievement: Other obstacles facing immigrant youth include lack of education 
in their country of origin, low educational levels of parents, post-traumatic stress syndrome and 
loss of control of their environment. Along with these serious barriers to success, three major 
factors influencing student achievement include the child's changing family relationships as he 
or she struggles to negotiate between two cultures, level of fluency in English, and structural 
access to educational opportunities. 



^ Hsia, J. & Hirano-Nakanishi, M. (1989). The Demographics of Diversity: Asian 
Americans and Higher Education. Change . Nov/Dec, 20-27. 

Rose, P. (1985). Asian Americans: From Pariahs to Paragons. In N. Glazer, 
(ed.), Clamor at the Gates , (pp 181-212). San Francisco, CA: ICS Press. 

Kan, S. & Liu, W. (1986). The Educational Status of Asian Americans: An 
Update from the 1980 Census. In N. Tsuchida (Ed.), Issues in Asian and Pacific American 
Education (pp. 2-10). Berkely, CA: National Association for Asian and Pacific American 
Education. 

' Yao, E.L. (1988). Working Effectively with Asian Immigrant Parents. Phi Delta 
Kappan. 70, 1, 223-225. 

* Ready, T. (1989). Washington Latinos at the Crossroads: Passages of At-Risk 
Youths from Adolescence to Adulthood . Washington, DC: Catholic University of 
America. 

10 



BT, a participant in One With One's 1993 Summer Youth Program, arrived in the United 
States in 1990. His father had worked as an officer in the South Vietnamese Army, so 
when the communists took charge in 1975, they sent him to prison camp where he spend 
the next ten years. BT was six months old at the time. His mother worked long hours 
to support the family, so BT spent most of his youth with little parental supervision. 
When his father returned, embittered by the suffering he had experienced in prison, BT - 
- as only the son — received the brunt of his father*s anger and poweriessness. 
Transition to life in the United States has proven traumatic for BT*s family; after three 
years here, his mother has not learned any English and rarely leaves the house, and his 
father continues to express his rage by lashing out at BT, his sisters and his motiier. 

BT needed to address the emotional and cultural issues he faced before he could become 
a serious learner. Staff members at the public high school he attended were not prepared 
to call him into accountability and to deal with the larger context of his situation. 
Despite many warning signs, including fights and suspensions, no one tried to help him 
locate possibilities for a different course in life. Eventually, another boy threatened him; 
BT pulled out a knife and cut his opponent on the arm. BT was arrested and expelled 
from school. 

With the help of One With One staff members, BT has been accepted to a different 
school, attends counseling, and has begun to see openings for more constructive actions. 
Many other newcomers with stories similar to BT*s will benefit at Multiversity High 
from the same expectations, personal care, accountability and whole-person approach the 
staff members have taken with him. 



• Parental Loss of Authority: Immigrant parents often have a difficult time learning 
English and gaining understanding of American culture. As children develop English language 
skills and a basic understanding of how things work in America, newcomer families experience 
reversal of roles, with parents deferring to children who act as translators and interpreters of the 
culture. Some parents, especially those who are newer to the country and less affluent, may 
even feel intimidated by their children (Yao, 1988). 

In addition, families experience stress when the values of the parent clash with the freedom of 
their children's American peers. Parents hold fast to the culture they brought with them while 
children attempt to gain approval of mainstream youth.^ They adopt the dress, hair style and 



' Gougeon, T. & Hutton, S. (1992). Intercultural Communications Barriers and 
Bridges: Talking with High School Teachers about Multi-Culturalism. Paper presented 
at the Annual Meeting of the American Educational Research Association, San Francisco, 
CA. 

11 



mannerisms of American teenagers, often to the chagrin of their parents, who lose the 
unquestioned control they had in their home countries. 

Researchers commonly cite the problem of children "leading a secret life," not telling their 
parents much about what happens at school.* The parents, with their limited English, have no 
access to information about their children's academic progress or conduct. Even in families 
where the culture of origin dictates precedence of group identity over individual pursuits, peer 
pressure may lead children to walk the tightrope between two cultures or to reject what appears 
in America to be overly strict familial obligations. This can result in poor academic 
performance, gang membership and worse. 

In addition, immigrant teens face discrimination, taunting and sometimes even violence. Studies 
show that Vietnamese students, for example, have a high rate of school suspensions caused by 
self-defense in situations of name-calling and other racial harassment.'^ 

• Lack of English: Simple lack of English language skills puts children at risk for low 
academic achievement, and the older the children, the higher the risk. For example, Margaret 
Gibson, who studied Punjabi immigrants in "Valleyside," California, found that one-third of 
Punjabi children who arrive in the United States in the third or fourth grade continue to exhibit 
a weak knowledge of English in high school, as do ninety percent of those who arrive in the 
fifth grade or later.* Lack of English prevents students from entering higher track courses, or, 
when they do enroll in a mainstream program, their limited English language skills keep them 
from understanding the material and earning high grades, even in math and science courses. 
Few newcomer students will be able to enter and succeed in a serious college program and 
access the professional job market unless they become competent in spoken and written English. 



* Blakely, M. (1982). Southeast Asian Refugee Parent Survey. Paper presented at 
the Oregon Educational Research Association Conference. Newport, RI. 
Also Gougen & Hutton, op cit. 

^ Rumbaut, R.G. and Ima.K. (1988). The Adaptation of Southeast Asian Refiigee 
Youth: A Comparative Study. U.S. Department of Health and Human Services. 

' Gibson, M. (1983). Home-School-Community Linkages: A Study of Educational 
Opportunity for Punjabi Youth. Stockton, CA: South Asian American Educational 
Association. 

12 



LS is a bright, ambitious and conscientious young man from the Dominican Republic. 
The minimal education he received in his own country did not prepare him for the 
academic rigors necessary for achieving his dream of becoming a lawyer. Unfortunately, 
the public high school he attended in this country did not prepare him either. He thinks 
his good grades equal those of students who grew up in the United States, but in fact his 
English skills remain extremely limited, his standardized test scores are very low, and 
while he is already nineteen years old and a high school senior, he has a significant 
amount of preparation time ahead of him before he is ready for college. In addition, the 
guidance department at his school has left him without information about appropriate 
programs of continuing education for him and with no distinctions for choosing the best 
option among those programs. The public school system has failed LS* his 
circumstances and those of others like him provide the impetus for creating Multiversity 
High. 



• Tracking: Gibson points out the unintended effects of the English as a Second 
Language (ESL) program at Valleyside High School. Punjabi students enrolled in ESL receive 
credit for graduation, leading them to falsely believe that their achievement equals that of 
classmates enrolled in the regular program. The ESL program does not adequately prepare 
students for college or make them competitive for jobs. When Punjabi students do graduate into 
the regular program, they are most likely placed in the lower track, where the instruction is 
often rote and unchallenging and where peer culture opposes taking school seriously. Newcomer 
students across the country and in Canada face similar structural problems, where ESL 
instruction is inadequate and limited English keeps them from accessing more challenging 
courses (e.g., Gougeon & Hutton, 1992). 

Some immigrant students, grounded in a family and culture that promotes educational 
achievement despite economic and social obstacles, achieve beyond expectations. Many more, 
however, "fall between the cracks" of educational systems that fail to provide adequate English 
instruction, tracks newcomers into unchallenging programs, and ignores the serious cultural 
conflicts plaguing many immigrant and refugee students. As Laurie Olsen says about students 
in California, the valedictorians among our new immigrants do not represent the majority, who 
struggle academically and drop out at unacceptably high rates.' 

For refugees and immigrants, the United States, their new nation, and communities within that 
nation, lack a coherent, organized system of orientation to its work opportunities and citizenship 
responsibilities. A survey shows that libraries in the Boston area contain limited resources for 



' Olsen, L. (1988). Crossing the Schoolhouse Border: Immigrant Children in 
California. Phi Delta Kapp an. Nov., 211-218. 

13 



students to identify the jobs and careers of the twenty-first century and final decade of the 
twentieth. Recent surveys also show that few classes in Massachusetts are offered for citizenship 
education; those that are given focus on a decontextualized presentation of American history and 
government for memorization of facts to pass the naturalization examination. In a recent 
literature search we learned that in the past five years, summaries of the history of American 
technological progress have been published only for college educated readers. Missing from 
many public schools (for the sake of a systematic orientation for refugee and immigrant youth) 
are well-organized programs, courses, and lessons in work opportunities, citizenship, and 
technology. 

Within the past few years, with Congress' commitment to community service education, a new 
era of citizenship education has begun. Many programs have been developed and evaluated; 
many are designed to initiate the children of "haves" into the world of "have-nots" in order to 
develop their awareness, empathy, and participation. Yet to be developed is a sequential and 
integrated curriculum dealing with the social predicaments of the era, which unites academic 
knowledge, a survey of local institutional responses, and a progress report of constructive 
results. Also needed is a comprehensive overview in the substantive work of the "third sector," 
the community based organizations that effectively address the concerns and breakdowns in the 
groups of people termed disadvantaged, underclass, or underemployed. Without these resources, 
the refugee and immigrant students lack a context for appreciating the dignity of the "have-nots," 
and the constructive ongoing efforts by agencies and institutions in their behalf. The staff will 
create a climate of respect for the students' development of citizenship and service that in third 
world nations is called "self-development." 

In an era of commercialized disenchantment with our leaders, institutions and the economy, 
many "citizens" have hesitated to participate in public life. In places where instability, conflict, 
and polarized situations characterize civic life, resourceful participation is left by many to the 
few. As the refugees and immigrant youth step into this political, social and economic apathy 
and turmoil in America, they see a limited number of experienced citizens who exemplify action- 
oriented participation and responsibility for democracy. Our sampling of several hundred adult 
and youth students show that they depend on television shows and movies to provide their 
cultural orientation to America rather than receiving their initiation from activist neighbors of 
the city or state. 

Clearly, there is a great need for a high school staff dedicated specifically to honoring the 
multiple voices and meeting the needs of new speakers of English, and assisting those students 
to become responsible, contributing and committed adults within an accountable community of 
caring instructors, parents, tutors, mentors, and supporters. 



14 



B. Explain why a charter school would help to effectively address this 
need. 

One with One, the founding organization that will lead and manage Multiversity High, has 
focused over eleven years on systematically orienting refugees and immigrants to work 
opportunities, citizenship, and cultural expectations of this newly adopted homeland. Where 
resources have not existed. One with One's staff with the director, has written, taught, and 
tested their own texts in programs and classes with demonstrably superb outcomes. Resources 
are concrete and immediately meaningful to the students who seek development as effective 
participants in their classes, work, and neighborhoods. 

At One with One, we have witnessed the rapid advancements in English language 
acquisition, achievement and motivation that immigrant and refugee adolescents make 
during the six to eight weeks they spend with us each summer. In an environment focused 
specifically on their needs — one that offers personal care, high expectations, a call to 
accountability, experiential learning activities, time for repeated practice for the sake of gaining 
mastery, and a systematic orientation to the culture and opportunities of their adopted country - 
- these students shift from operating in a haze of disorientation and limited perceptions of their 
capabilities, to displaying practices of productivity and focus. Currently, most public high 
schools are not equipped to assist newcomer students and others to make that shift. Multiversity 
High will offer these students the opportunity to become contributing members of their schools, 
work places, and communities. 

Traditional public high schools do not offer the flexibility necessary for effectively addressing 
the needs of newcomer students and others. In a charter school, we will be able to design an 
innovative integrated curriculum offering meaningful learning experiences within the context of 
an English as a Second Language program. This curriculum will also be adaptable to 
individua's modes of learning and skill levels. We will eliminate structural barriers to success 
by ensuring a challenging academic program for all our students, even though they are new 
speakers of English. 

In addition, we will be able to focus on the specific cultural, social and emotional needs of 
newcomer and other students. Our instructors will have the freedom and responsibility to 
become involved with students' families, and to provide counseling and other services above and 
beyond the traditional lessons offered in high school. We will be able to craft a program to 
assist our students to learn a new culture and add new practices while honoring their first 
culture's practices. A charter school's flexible schedule and focus will allow us to structure 
tutoring partnerships, internships, service projects and other learning opportunities in conjunction 
with business staffs and personnel, organizations and community members. These endeavors 
will assist students to become competent communicators and participants in American society. 

Within the flexibility offered by a charter, students will create a new learning culture together 
with instructors, peers, ESL tutors, and business and government mentors. Instructors and 
students, as in our past, will take responsibility for students' achievement of specific academic, 

15 



non-academic and other outcomes. 



4. School Demographics 

A. Describe the area where the school will be located. If a facility has 
already been secured, please state so. 

One with One's offices are currently located on the seventh floor of the Brighton Marine Health 
Center at 77 Warren St, Brighton, MA. We are currently negotiating with the managers of the 
building to lease the entire fifth floor (6,000 square feet) for Multiversity High. However, other 
organizations are also seeking to lease that space, and we may not be able to secure it for our 
school. We are therefore also seeking space elsewhere in the city of Boston. We currently have 
a first right of refusal option on 10,000 square feet in AUston, and are actively researching two 
additional open spaces. 

B. Why was this location selected? Are there other locations suitable to 
the needs and focus of the school? 

The Brighton Marine Health Center will offer an ideal location for the school, given its easy 
access to public transportation, the close proximity of large newcomer communities, its 
accessibility to handicapped people, its outside courtyard offering opportunities for athletic 
activities, and its twenty-four hour security. In addition, the space on the fifth floor, with its 
large windows providing light throughout the day, can be custom-designed to meet the school's 
needs. 

Other locations will also be suitable for the needs and focus of Multiversity High, if they offer 
advantages similar to those of the Brighton Marine Health Center. 

C. Describe any unique characteristics of the student population to be 
served. 

Multiversity High will be open to all, regardless of race, ethnicity, gender, country of origin, 
religion or any other factor. However, with our concentration on English as a Second 
Language, we anticipate that most of our students will either be immigrants or refugees 
themselves, or will come from homes in which a language other than English is spoken. Given 
local demographics, we anticipate a mix of Hispanic, Haitian, Vietnamese, Chinese, African, 
Russian and Eastern European students. Many of their families will either receive public 
assistance or meet federal "low income" guidelines. Most will live in the city of Boston, but 
some will also come from surrounding towns including Brookline, Newton, Quincy, Chelsea, 
Cambridge, Somerville and Waltham. 



16 



D. What is the school's anticipated enrollment? 

Multiversity High will serve ninety students by the third year, with thirty students enrolling in 
the first year, an additional thirty in the second and yet another group of thirty in the third. 
After that, each incoming class will consist of approximately thirty students. 

Our school must remain small in order to provide intensive, individualized attention and 
nurturance. Each student's family members will participate in construction of the school 
community. Students will each tutor/mentor a child by reading with them, visiting the local 
library, and playing math and science games. We will also train and coach a volunteer tutor for 
each student each year, and we will recruit and work with business and government mentors for 
each student. For each group of thirty students, our staff will work on a continuing, weekly 
basis with a minimum of 180 support people (tutors, family members, etc.). 



E. What grade levels will be served? How many students are expected 
to be in each grade or grouping? 

Our school will serve students aged fifteen to twenty-one, most of whom would be in the tenth, 
eleventh and twelfth grades in a traditional setting. We will not enroll new students in our 
second or third levels; instead, we will admit new entrants into the first level (or year) only, as 
our curriculum progresses from year to year and participation from the beginning is essential 
for gaining the competencies and achieving the outcomes for which we are accountable. 



17 



5. Recruiting & Marketing Plan: 

A. Demonstrate how you will publicize the school to attract a sufficient pool 
of applicants. 

With eleven years of experience working with newcomer communities in the Boston area, and 
eight years providing a successful summer program for immigrant and refugee teenagers, One 
with One has established a reputation for excellence. We have also developed relationships with 
staff members at over one hundred local social service agencies, immigrant and refugee 
organizations, schools, churches and synagogues. Our reputation and network will assist us in 
carrying out an effective publicity campaign for Multiversity High. 

The recruiting and marketing plan will introduce to multiple communities of new speakers of 
English that they have an opportunity to build a new school for and with their adolescent 
children. We will demonstrate that they do not face an indifferent group of authorities but rather 
enthusiastic and caring staff members who will welcome their involvement in the work of 
education at Multiversity High. 

The staff will create an eight-month process to generate interest in the school and participation 
of parents, through Invitations, Focus Groups and Advisory Councils. 

The invitations, published in multiple languages, will describe the school's mission and program 
and will invite parents and youth to inquire about Multiversity High and to attend meetings in 
churches, homes, and community gathering places. Multiversity High staff members will seek 
support from ABCD, the Boston PIC and EDIC in locating over 3,000 youths as well as from 
400 parent enrollees in, or graduates of, employment training programs. We will send our 
invitations to this pool of people in the form of two-fold post-cards. The invitations will invite 
inquiries by telephone and by mailing a "tear-off portion of the post-card. 

We will also speak about our school on the major television stations, radio, and first-language 
cable channels, and will publish announcements in local first-language newspapers, including 
those published in Spanish, Russian, Chinese, Vietnamese and other languages. 

In addition, we will establish a "word of mouth" campaign among the adult participants in our 
job-training program and graduates of previous programs for both adults and teenagers. This 
type of informal publicity has proven highly successful in efforts to recruit candidates for One 
With One's vocational training and summer youth programs. 

We will also send written information to our network of contacts in welfare offices, social 
service agencies, schools and other places and will conduct individual meetings with staff 
members at each of those organizations to describe our school, answer questions, request 
referrals, and set up a schedule for weekly telephone contact to ensure a continuing recruitment 
and referral effort. 



18 



The purpose of our Multiversity High recruiting and marketing plan is to acknowledge and foster 
the abilities of families, single parents and youth to actively build a learning community and to 
voice their commitments to education and learning. Our publicity campaign will spark interest 
and inquiries, and our Focus Groups and Advisory Council meetings, described below, will 
provide a forum for accomplishing this purpose. 

B. Specifically, what type of outreach will be made to potential students and 
their families? 

We will hold a series of Focus Group meetings, at which interpreters and trusted community 
leaders, (who trust One With One staff members), will enable multiple voices to instruct the 
staff, telling of their educational traditions, aspirations and concerns for the future. At these 
meetings, staff members will enhance the trust we have developed in the past through our 
performance and fulfillment of promises. We will demonstrate our openness to parents' 
potential involvement with us in the enterprise of education. We will work together to engage 
in mutual goal-setting, to elicit empowerment of each other and to renew our faith that we can 
invent the democratic process together in our development of Multiversity High. 

The FOCUS GROUPS will take place over five months. We anticipate meeting with nine 
different groups, each with a membership of fifty to one hundred people. We anticipate learning 
from 450 to 900 parents and youth. From their discussions and continuing trust in our 
commitment to them, we will also identify candidates for admission. 

ADVISORY COUNCILS will be formed when students have been admitted for the fall semester. 
Parents, potential ESL tutors, business mentors, and civic spokespersons intending to become 
mentors will be recruited to examine and discuss the syllabi for each of the three years. They 
will identify a network of colleagues, who can join in the implementation of the lessons as guest 
speakers or resources to be visited on their job locations. Parents will also be invited to design 
their curriculum for literacy and other evening classes. The Executive Director has years of 
experience in developing these councils to accomplish their goals with satisfying outcomes. 



19 



6. Admissions Policy: 

A. Describe the admissions methods and standards you will use to select 
students. 

Once a student and/or his or her family has expressed an interest in attending Multiversity High, 
we will invite them to attend an individual meeting at the school. Our staff members will 
provide a tour of the facility, and will describe our program, the expectations we have of each 
student, our standards and policies and our academic and personal goals. 

In order to enroll in our school, students must demonstrate English skills equivalent to a fourth 
grade level minimum. We will refer beginning speakers of English to another public high school 
with an ESL program, and will ask them to reapply the next year. We will assess English skills 
in a variety of ways, including the standardized tests developed for speakers of English as a 
second language, an interview with a Multiversity High team of staff members, and internally 
developed assessment tools, testing for understanding of spoken English and writing ability. 

Other than the standard of a very rudimentary understanding of English, some students will self- 
select. We anticipate that students who speak English as their first language will not wish to 
attend Multiversity High, with its emphasis on new learners of English. Other students, once 
they learn of our attendance, performance, and other requirements, will choose a different 
school. Part of the admissions process includes a mandatory individual meeting with a staff 
member, with interpretation if necessary, at which the school's goals and policies are clearly 
outlined. At these pre-enrollment meetings, the student and staff member sign a "contract" 
clearly delineating the school's promises and commitments to the student, and the student's 
obligations and promises to the school. 

These policies are evolving; we plan to revise and refine them over the next year. 



B. Explain how these policies further the mission of the school in a non- 
discriminatory fashion. 

Our policy of admitting any student who wishes to attend, as long as that student meets a 
minimum standard of English proficiency, reflects our commitment to "multiversity" and our 
belief that every person is capable of learning. It furthers our mission by bringing together 
students from a wide variety of cultural, linguistic and educational backgrounds; only by 
working in intercultural and mixed ability teams will students learn to make meaningful choices 
for producing with others in the work place and for taking action to create peaceful 
communities. 



20 



7. Profile of Founding Coalition: 

A. Describe the make-up of the group or partnership that is working 
together to apply for a charter. 

One With One, a non-profit educational organization established in 1983, plans to initiate and 
manage the charter. One With One's mission is to reduce prejudice and enable people of diverse 
languages and cultures to become integrated, self-sufficient and productive members of the 
workforce and community. This mission has informed our growth and expansion of services 
over eleven years: 

• Partnerships/Multiversity Trainings: One With One offers expertise in training and 
coaching people to work in bicultural relationships. Since 1983, we have paired over 2,400 
American volunteer tutors and newcomers from seventy-two countries. Partners commit to 
working together for three hours each week for nine months, for a total of 108 hours. In 1989 
Family Circle Magazine named the Partnerships program one of four winners out of 800 
international nominees for its LEADERS OF READERS award, and Barbara Bush honored 
One With One at a White House reception. 

Margaret Van Duyne, One With One's founder and executive director, has crafted and 
implemented over sixty "multiversity" trainings for tutors. Each week-end training of twenty 
hours prepares people for respectful intercultural relationships in which both partners maintain 
their dignity while they work on a common concern. 

• World of Work: In order to expand our services to address the educational needs of 
underserved youth, Margaret Van Duyne designed an innovative summer career exploration 
program for economically disadvantaged, linguistic minority adolescents and a new instructional 
practice with learners. Every summer since 1986, economically disadvantaged immigrant 
and refugee teenagers have gained six to ten months improvement in English skills in just 
six to eight weeks, (as measured by the Multilevel Academic Survey Test). They work at One 
With One as "reporters," improving their English as the explore a variety of careers. Students 
visit work sites and interview professionals. In practice for meeting the standards of the work 
place, they send thank-you letters to interviewees, sometimes writing several drafts until their 
letters are error-free. All summer, participants work toward production of a magazine. They 
write and edit articles, design the cover, create a title and illustrations, lay out each page, and 
copy and compile the final version. As participants engage in individual and team activities, 
they discover their capacity for constructive and rewarding intercultural interaction. The 
Multiversity High concept builds on measurable benefits students experience in the One With 
One Summer Youth Program. 



21 



(My students) report that they've never before learned so much in just a few 
weeks, nor had such a satisfying and enjoyable time. ... it is apparent that their 
English skills have improved significantly . . . Even more important, they seem to 
acquire an enhanced sense of self and valuable new perspectives on their potential 
for growth and success. Through the One With One program they come to 
understand on a deep level the importance of high standards and productive 
behavior. 

Charlotte Seeley, ESL Instructor 

Newton North High School 

• Integrated Educational/ Vocaf innal Trainin g Programs: Responding to the needs of our 
client population for an acceleration of the rate at which they enter the work force, we created 
a model program combining language education with job training. Since 1989, we have offered 
this program to immigrant and refugee adults, preparing them for entry-level positions in office 
work of the 1990's, in child care and in health care. The texts for these courses have been 
written and field tested by our staff. 

ONE WITH ONE TAKES ON THE CHALLENGE OF WORKING WITH ADULT 
STUDENTS WHO, BECAUSE OF THEIR LIMITED ENGLISH, ARE NOT ACCEPTED 
INTO OTHER VOCATIONAL TRAINING PROGRAMS. While most other trainmg 
programs only accept students with a minimum eighth grade level of English, we enroll 
people who speak English at the second to the seventh grade level. Given that we begin the 
program with a more "difflcultto place" population, our job placement rate of 95% in 1992 
is remarkable. 

As a result of our 1992-1993 programs forty-one people are already earning between 
$15,000 and $25,000 annually, and of that, each graduate pays $3,000 minimiim in taxes 
per year. In just one year, forty-one of our One With One graduates are sending $123,000 
to the Treasury. Of those 41 graduates, 24 have released themselves from welfare 
dependency and are saving Massachusetts $285,000 in welfare payments. 

• Welcome, Neighbor! : The Commonwealth of Massachusetts contracted with One With 
One's director to write a civics text for anmesty applicants. Although over 60% of the 
applicants did not speak nor read English, no ESL author in the country had taken on the 
challenge of teaching civics in beginner ESL. Margaret Van Duyne designed a reading and 
writing workbook that beginner language learners could use to learn the practical tasks of filling 
in forms. She also wrote a teaching manual for beginning instructors. Later, Dominie Press 
bought all these texts to publish nationally. The city of Chicago bought 1,100 copies of each 
of two texts and the teacher-training manual for beginner instructors. 

• Citizenship Project : The Massachusetts Office of Refugees and Immigrants contracted with 
One With One to train and coach American tutors to assist newcomers to prepare for the 
naturalization examination for United States citizenship. Ninety-six percent of program 
participants passed the exam and became citizens. 

22 



B. Discuss how the group came together, as well as any affiliation with 
existing schools, educational programs, businesses, non-profits, or any other 
entities or groups. 

The community based non-profit education corporation, One With One, is currently the sole 
initiator of Multiversity High. While the staff will manage the school, we counted on our 
established affiliations with a wide variety of businesses and other organizations, whose staff 
members will provide services to our students. Businesses and hospitals where students will 
participate in internships include, among others: The Boston Company, Fidelity Investments, 
John Hancock Insurance, Steriing Bank, Harvard Community Health Plan, Mt. Aubum Hospital, 
Boston City Hospital, Boston University Medical Center, Franciscan Children's Hospital, and 
Massachusetts General Hospital. 

The National Chamber of Commerce has chosen One With One as a pilot site to initiate CLIN, 
the Community Learning and Information Network. CLIN offers grass-roots participants the 
opportunity to enter and utilize the emerging information super-highway. Multiversity High 
students will benefit from developing competence in accessing CLIN and information sources 
around the country and the world. 

One With One has been selected to be a BETA site for ACT. ACT, American College Testing 
has developed the Work Keys System, a metric to measure individual's workplace skills against 
the requirements of a particular job, and an instructional guide supplementing existing curricula. 
Participating in this testing process, demonstrates One With One's commitment to be a 
networked school which meets academic and work standards. 

We have initiated an informal collaboration with the MIT. At MIT, students will be able to 
observe how engineering students have challenged themselves to develop new structures and 
technologies. 

In addition, we have contacted (or are in the process of contacting) a variety of social service 
agencies and programs, where students will engage in volunteer work. They include, among 
others, Rosie's Place, Hahnneman Hospital, Boston City Hospital, Boston University Medical 
Center, and twenty day-care centers focussing on discovery learning. 

C. Include plans for further recruitment of founders or organizers of the 
school. 

While we plan to continue locating organizations, agencies, business and universities with which 
we can establish affiliations and exchanges of services. One With One plans to remain the 
founding group to launch and manage Multiversity High. 



23 



8. Timetable: 

A. Discuss a timetable of events leading to the opening of a charter school. 
Events 

March 15-29 Continued planning focused on #16, 17, 18 in the Charter Application, Part III 

March 30 - Continued planning focused on #20, 21, 22 in the Charter Application, Part III 
April 15 

April 15-30 Continued planning focused on #19 in the Charter Application, Part in 

Development of Multiversity High's Constitution and By-Laws 

Board Selection 

May 1-4 Board Meetings - Orientation planning for 5 year strategic campaign, discussion 
of Constitution and By-Laws 

June 30 •Curriculum development for year one continues - syllabi and synthesis of 

primary source materials/technology 

•Business agreements with facility owners/development of faculty for compliance 

•Recrtiitment of staff for 1995 - interviews 

•Review of year one curriculum - colleagues 

July 1 - Parent/Youth recruitment - BPIC, Cards 

August 30 

2 Board Meetings: 

•Business management plan - approval by Board 

•Fund-raising campaign 

Sept. 1 - Focus Groups with interested parents and youth 
Jan. 30, 1995 

2 Board Meetings: 

Continuing development of facility for compliance 



24 



Feb. 1 - 
March 30 



April 1 
May 30 



Admissions 

Curriculum development for year two continues - draft, preview 

by colleagues 

Advisory Council meeting of parents/board/staff-orientation and dinner 

1. Review year one curriculum 

2. School constitution - discussion and passage 



June 1-30 



July 1 - 
August 31 



3. By-Laws passage 

4. Contracts with youth 

Advisory Council of parents/board/staff 
1. Review year two curriculum 

Board Meeting: 

•Building completed - compliance okayed 

•Interior equipped and prepared 

Intensive staff training 

Advisory Council meeting of parents/board/staff 

1. Review year three curriculum 

2. Prepare and design Adult Education for evening classes 



B. If preparing for a 1994 charter, demonstrate the feasibility of opening 
school doors this fall, in the event of a legislative change in the starting date. 

N/A. 



25 



9. Evidence of Support: 

A. Try to convey as clearly as possible the scope of community backing for 
the proposed charter school. 

We have the support of thousands of community members (including those who contribute to 
our annual Walkathon), elected and appointed officials, business people, educators, service 
providers, volunteer tutors, graduates of One With One's job training programs for adults and 
summer programs for teenagers, and their families. 

We have chosen to convey One With One's strong community backing through the collection 
of support letters. Over 400 letters have been written in support of One With One from a wide 
spectrum of people who make up our community. 

These letters have been organized according to groups and are displayed in Notebook Volumes 
I and n. In Volume I you will find letters from friends and co-workers of One With One staff 
members, students from current and past youth and adult programs, and of tutors and mentors. 
This notebook shows how One With One's professional reputation has been carried by word of 
mouth to all different age and cultural groups in the Greater Boston area. 

Volume n contains additional statements of support which have been broken up into eight 
sections. In Section I there are letters from Educators. Most are teachers who have worked 
with students from our past Summer Youth Programs. They have had the opportunity to see, 
first hand, the success and progress One With One summer participants achieve. 

Section n is full of letters firom Community and Business Leaders. These letters are dominantly 
from people in corporations and health care settings who have been hosts in our internship 
program or have hired graduates from One With One's job training programs. One With One 
has worked intimately with many people in these organizations for several years and has gained 
a reputation for producing hard-worldng, professionals and continuous learners. 

Section HI contains letters from Elected Officials who have had contact with One With One's 
programs in the past and who support our initiative in becoming a Charter High School for 
Boston. 

In Section IV you will find letters ft'om our many volunteer tutors and mentors. Since the tutors 
work in triadic relationships with their "tutee" and the One With One staff, they are well aware 
of the dedication with+ which One With One was established and on which it is continues to 
grow. The tutors are equally as dedicated as the staff at One With One. Our tutor network 
includes some members who have been volunteering at One With One since our beginning, in 
1983. 

Section V, VI, and Vn contain support letters from past and present students of our youth and 

26 



adult programs. In many of these letters you can read of the success that One With One has 
helped them attain. These letters show how One With One has made a positive difference in 
their lives. 

Section VIII contains letters from our community's youth population, the voices of our future. 
These letters show that current Junior High and High School students would desire to attend a 
Charter High School designed and managed by One With One. 



B. In tangible terms, such as a survey or letters of support, demonstrate 
this community support among teachers, parents, students, community 
leaders and others. 

See notebooks of letters of support. 



27 



10. Educational Program: 

A. In detail, describe the educational program of the school. 

As described above, the Multiversity High curriculum will encompass three general areas over 
three years: 

• Maturing and Adult Responsibilities: In their first year, students will explore the meaning 
of adolescence in preparation for adulthood and the possibilities and responsibilities they can 
experience as adults. Students will engage in on-going self-discovery as they shape their futures, 
make commitments and become competent in taking care of their own concerns and those of 
other people. They will realize that adulthood offers continuous openings for development, 
learning and contribution. 

• Productivity in Learning/Work and Business: In their second year, Multiversity High 
students will come to understand the marketplace of the twenty-first century and will explore 
careers in on-the-job internships, in order to become effective participants in personal and 
professional economic life. 

• Designing and Completing an Effective Community Service Project: In their final year, 
students will participate in a year-long service project which they research, initiate and manage. 
By developing a lasting legacy in the community, students will gain self-esteem, an 
understanding of the personal meaning and human connection which result from providing 
service to others, and concrete practices of producing outcomes in the context of a large-scale, 
intercultural team project. 

Each year, within these three general areas, students will engage in projects integrating 
instruction in English/communications, math, science, history/civics, psychology/religion, social 
studies/current events, and information technology. Aesthetics and athletics as well as 
behavioral skills will provide multi-modal learning. 

A critical component of the entire curriculum is continuous improvement in English fluency and 
literacy. Newcomer students experience a sense of loss when they arrive in the United States. 
Everything they knew in the past is gone: their friends, their culture, their understanding of the 
ways in which the world works. Clearly, many find it difficult to maintain a positive self- 
concept in the face of this loss and as a result of the prejudice and discrimination they may 
experience from members of the dominant culture. Therefore, validating their language and 
their culture is important. Still, isolating these children in first-language classes does them a 
disservice. Newcomers must gain a thorough understanding of the English language if they are 
to succeed either educationally or economically in America. 

We will demonstrate to students, from the first day of school, tiiat we value their culture and 
trust they will maintain proficiency in their first language. We will offer parent-led first 



28 



language classes in an after-school program. However, to better assist the students to achieve 
in the United States, we will require English only during the school day. Our eight years of 
experience offering a summer program to immigrant and refugee teens prove that by immersing 
themselves in the language, limited English speakers can understand, reason in and communicate 
complex ideas in English in a very short time. Our school policy is to encourage instructors to 
take whatever time is necessary to repeat and rephrase explanations until all students understand. 

Academic Program: Most of the learning at Multiversity High will integrate academic subjects 
with experiential activities. Students will formulate their own questions and will have the time 
to seek answers through experimentation, discussions with peers instructors, parents, tutors, and 
mentors, books and multi-media technology as well as through a variety of aesthetic experiences 
they create or in which they immerse themselves. 

While we plan to spend the 1994-1995 year refming and creating the specifics of our curriculum, 
a general overview follows: 

Year One: Maturing and Adult Responsibilities 

With a year-long focus on human progress and on individual maturation, students will participate 
in two units of exploration: Human Invention and Contribution, and Adolescence as a 
Preparation for Adulthood. The curriculum is designed to enable students, during their first 
year, to begin gaining proficiency in English reading, writing and speaking. 

They will develop competence in practices of reading, for the sake of discovery of the unknown, 
of "making meaning" and understanding living, and of building a capacity to take action and 
make commitments valuing life. They will practice reading skills to learn about an author's 
discovery, to recognize and analyze the main claim and the assessments building the claim, and 
to make the author's discoveries meaningful to their own lives and purposes. 

Similarly, they will develop beginner competence in the practices of writing, for the sake of 
stating their observations, reflections, feelings and moods, for inventing fictional worlds and for 
inventing meaning about the people who matter in their lives. Writing practice will also enable 
them to develop the capacity to communicate and to observe and reflect about family and values. 

Students will also become focused listeners and competent beginner communicators of spoken 
English, for the sake of exchanging ideas and opinions, giving voice to their concerns, 
negotiating peacefully and effectively with others, and developing the confidence to take a stand 
about issues important to themselves and others. 

• Human Invention and Contribution: In order to reverence living and the capacity to 
discover, invent, craft and contribute, students will explore great human beings and the ideas 
they have generated through history and across cultures. 



29 



They will raise and answer questions such as: 

•Who are the contributors to the improvement of living? 

•How did they think and discover? 

•How did they affect the lives of others? 

•What obstacles did they have to overcome to develop and disseminate their ideas and 

inventions? 

•What are the consequences of their discoveries? 

They will read, discuss, write about and become, through dramatizations and experimentation, 
Joan of Arc, Helen Keller, Galileo, Pastuer, Leonardo da Vinci, Thomas Edison, Martin Luther 
King, Ghandi and other great thinkers from Eastern and Western cultures. By watching The 
Ascent of Man series on video, and reading staff-edited excerpts from Bronowski's companion 
book, students can craft time lines showing the progression of human invention and its impact 
on the quality of life. 

Students will integrate reading, writing and speaking practice with scientific inquiry. Through 
actual experiments they create and execute, students will explore the scientific mode of thinking, 
and will contrast it with other modes of thought, including mysticism, magic, intuition, and 
imaginative expression such as fiction, drama and art. They will also look at the distinction 
between pure and applied science. 

With a grounding in the scientific mode of thought and in discoveries and inventions of people 
in history, students will then look to discoveries occurring today. Through video-conferencing 
and actual site visits, they will discuss current experiments and explorations with scientists at 
archeological digs, the Woods Hole Marine biology center, and biotechnology labs here in 
Massachusetts. They will create a "Multiversity High Scientific Discovery Journal" in which 
they publish their questions, experiments, results and thoughts on the application and importance 
of the work of the scientists they interview. 

Similarly, students will explore the development of mathematical thought over time, asking and 
answering such questions as: 

•Who are the discoverers of mathematical concepts? 

•What did they discover? 

•How did these discoveries affect other learning? 

•How did these discoveries influence possibilities for people? 

•What consequences over time did these discoveries have? 

Students will make their own mathematical discoveries from explorations including reading and 
making blueprints, measuring and figuring inventory requirements of food in a local food 
cooperative, and undertaking a survey comparing prices of like items at small stores, 
supermarkets and super-stores. 



30 



In addition, they will explore human invention and contribution in the arts. Through reading, 
discussing and writing about the work of male and female poets, musicians, dancers, artists and 
writers across cultures, students will explore the discovery of feelings and emotions, and 
alternative modes of expressing ideas. They will pose and seek their own answers to such 
questions as: 

•How do we leam to feel? 

•How do we leam to develop feelings? 

•How do we notice feelings and moods? 

•How can we influence our moods? 

•How can artistic expression explain life? How does this differ from scientific 

expression? 

•How do works of art influence people's lives? 

•How can we change our perceptions, our lives by extending our awareness or 

developing sensitivity? 

Students will watch a variety of films, each producing a different mood. They will explore 
mood and meaning in a variety of poems, stories and plays. They will also discover artistic 
expression by creating their own art. Students will write song lyrics and music, write and 
produce small-scale plays, create photo-joumalistic stories, and express ideas through poetry, 
autobiography, dance and other modes. 

• Adolescence as a Preparation for Adulthood: In the second half of the first year, students 
will explore adolescence in order to develop competence in inventing an identity for themselves 
and to prepare a capacity for taking actions as adults. 

After watching/reading Tremblay's Families of the World, they will conduct tape-recorded 
interviews with different members of their families. In writing and orally, they will 
communicate biographies of family members, and will practice perspective-taking capabilities 
by describing various view points of the same family event. They will create their own 
autobiographies, comparing and contrasting themselves with other members of their families. 

Questions they will raise and seek to answer include: 

•What does it mean to be an adolescent in my culture? 

•What does it mean to be an adolescent in American culture? 

•What responsibilities does my family require of me as an adolescent? 

•Has the idea of adolescence changed in my family since my parents were teenagers? 

If so, how? 

•What can I contribute as an adolescent? 

•What does it mean to have an identity? 

•With whom do I identify? 

•What are my choices for creating an emerging identity for myself? 



31 



After reading, discussing and writing about the contributions of students and other young people 
to the American civil rights movement, the Tienanmen Square resistance, and other political and 
social movements across history and cultures. Multiversity High students will choose an issue 
of importance to their lives and the lives of people in their community. They will research both 
sides of the issue, hold debates, and create a campaign to engender change, including locating 
and scheduling influential people in the field to speak to students at the school, writing 
pamphlets and other educational literature, contacting elected officials, canvassing neighborhoods 
to educate and discuss the issue with citizens, gathering petitions and developing a strategy to 
interest the media. 

As part of their exploration of adolescence, students will learn about the human body and 
especially about the changes and challenges of puberty. An anonymous "question box" into 
which they can put questions about reproduction, puberty and sexuality will spark interest in an 
exploration of the physical changes they experience as teenagers. Through weeks of 
experimentation with weights, they will explore changes in their own muscles and will embark 
on a study of the muscular and skeletal systems. They will also learn about other body systems, 
using pulse, for example, as a starting point for formulating questions about circulation, blood 
and the human heart. They will bring questions about the digestive system to doctors and nurses 
whom they will interview on-site at hospitals and health centers. 

Students will explore the human body through readings, discussions, essays, dramatizations, 
experiments, and through interactive computer programs including "The Human Body" and 
"BodyWorks." In addition, they will examine artistic depictions of the human body through 
history and across cultures, to understand how these depictions inform peoples' views of 
humanity. They will then explore depictions of the human body in the mass media, and will 
compare current American interpretations with those from a variety of cultures and historical 
ages. 

By understanding the physical complexity of the human body and the emotional and social 
constructions people in different cultures and periods of history attach to it, students will gain 
a basis for formulating ethical relationships with their own bodies and those of other people. 

In addition, they will look at current physical and emotional challenges facing teenagers, from 
sexual and reproductive responsibility to drugs, AIDS, and violence. Through stories, novels, 
newspaper accounts, films, field trips to drug rehabilitation centers, AIDS hospices, maternity 
wards serving babies bom addicted to cocaine, and other places, they will research methods of 
dealing effectively with the issues in their own lives and the lives of their peers. They will 
further develop life skills by writing scenes for a film, reading and reviewing them with 
classmates, then acting and videotaping their scenes and showing them to the community of 
tutors, mentors and family members. 

In this unit, students will develop critical thinking and analysis skills by exploring the portrayal 
of adolescents in the mass media, distinguishing between accurate and biased images, and 
researching, discussing and writing about the outcomes of such portrayals. They will use 

32 



information sources accessed through CLIN to gather world-wide portraits of adolescents in 
literature and film. They will then create a series of print, audio and film advertisements to 
illustrate adolescence from the point of view of the offers and commitments they represent, as 
distinguished from the images generated by mass media or other cultures. 

As part of the exploration of growth and identity during adolescence, staff members will 
accompany students on a series of physical challenges, including bicycle trips, hiking in the 
mountains and adventure/survival training. Through these activities, students will gain new 
confidence and will construct a sense of themselves as effective actors in the world and as a part 
of a larger natural/ecological system. 



Year Two; Productivity in Learning/Work and Business 

During their second year at Multiversity High, students will explore and participate in activities 
of productivity, trade, business and economics, in order to engage effectively in the rapidly 
changing marketplace of the twenty-first century. They will continue to develop competence in 
reading, writing and speaking English, and will gain deeper mathematical, scientific and 
technical skills and knowledge. 

This year will be divided into three "World of Work" units that will follow sequentially in three 
month terms: The Family, Teclinology and Science, and Contemporary Society. 

In this year students will examine biology, genetics, and biotechnology to make connections with 
human development and children. As they progress into the second unit of the year. Technology 
and Science, they will experiment with the seven basic tools and laws of physics. Physics 
experiments will be conducted in relation to great inventions. Electricity and electronics will 
be the focus of study in the Contemporary Society unit, and the students will construct radios, 
TV's and computers from kits. At the conclusion of this unit they will teach their parents and 
mentors how to construct these "tools," using an instruction manual they have written or one 
they have used. This day of instruction will differ from the usual Science Fair in that the 
outcome must be that anoUier person could construct a second "tool" based on their instruction. 

Students will learn algebra, and some geometry for the attainment of core competencies and 
success in their PSATs and SATs. 

• World of Work in the Family: To develop a respect for the work of raising healthy children 
and a capacity to grow into care for others who may depend on them, students will volunteer 
in a day-care center. Through their experience there, they will formulate questions about child 
growth and development. To answer their questions, they will interview parents, observe 
children and make written and oral reports, conduct library research, and discuss ideas with 
peers, instructors,and experts from metropolitan Boston. 



33 



They will develop multiple perspectives by reading stories about children across cultures and 
through history. They will create an historical survey of societal views of children over time, 
exploring, for example, the Industrial Revolution and the people who fought for and initiated 
child labor laws. Librarians will be surveyed to identify significant literary examples of 
children's books; each student will read these books and write brief reviews for oral 
presentations. When the students train to mentor a child, they will select suitable fiction from 
their class-developed bibliography. 

Students will also explore a variety of religions and the roles and responsibilities of children in 
those religions as they mature. To compare and evaluate current issues faced by the United 
Nations, they will collect news reports and magazine articles. They will analyze world-wide 
conditions and learn the devastating effects of war and economic instability for children. 

Students will develop an understanding of the structure and value of games and they will create 
games for young children to explore math and science concepts together. By mentoring one 
child for a year, for one three hour session a week, they will observe growth and development 
and learn to encourage and enhance it through reading literature and play. 

Math and Science will be a central focus which their study of tools and technology will enhance. 
In the next unit, World of Work in Technology and Science, they will continue developing 
reading skills for academic competence. They will read texts that introduce fields of study, 
historical primary source materials, and biographies of "pioneers" in the world of work. 

• World of Work in Technology and Science: In this unit students will engage in 
participatory activities designed to engage them in explorations of the new technological and 
scientific discourses of the twenty-first century. Within this focus area, reading and listening 
will be integrated with a study of economics. 

The students will learn to locate the basic summary text of a field, to read for the key 
contributors to that discourse, and to discover the key claims each contributor makes to the 
development of the discipline. They will relate one contributor to another. From this academic 
skill, a student will begin to gain competence in locating him/herself in any discipline. For 
example, students will compare and contrast the contributions of two innovators in the history 
of industrial production and will learn to identify the main contributions of an inventor and the 
consequences of the invention: 



34 



Henry Ford of the United States invented the horizontal assembly line to produce cars. The 
chief characteristics of this productivity approach are non-stop movement of the product and 
single activity work by one employee. TTie negative outcomes of this production method 
were that the employee becomes bored due to repetitive action and non-involved in the 
locality of the product and its quality. In addition, the relentless continuation of the 
assembly line did not allow for misalignment and breakdowns. The employee had no 
discretion to slow down the assembly line to align the parts being assembled or to resolve 
some problematic sub-assembly. The consequences of the Ford assembly line were poor 
quality products, hazardous conditions in the new car, and low customer satisfaction. 

The originator of the quality productivity movement in car production is Tai Chi Ohno, a 
former loom maker and Mr. Toyota's chief engineer. Mr. Ohno, of Toyota, visited the 
Ford Motor Company, read Henry Ford's writings and turned upside down those 
conceptions of production. Mr. Ohno invented an assembly line that stops when assemblers 
cannot put together several parts to produce one of the five sub- assemblies for the car. 
He enabled all the employees to develop capabilities for performing multiple jobs and tasks, 
and continuously sought their advice and recommendations to produce a better car with zero 
defects. The consequences of the Toyota Company's new approaches to car production are 
the setting of a new cluster of standards for world competition in production. These 
include employee involvement in the quality of the whole product, new methods of zero 
defect production on the assembly line and new involvement of the employee in the 
perfecting of the quality of each and every car. In addition the car company representatives 
will honor the customer's request for variations in the product. These can be met by an 
employee by ordering the supplies to arrive on the needed day and time. The benefits are 
several. Continuous learning is possible due to customization and employees engage in the 
discipline of continually improving the total system by small incremental corrections. 



Continuing to emphasize reading, writing, and speaking English, students will research and 
prepare a historical mural that organizes peoples' development of tools and technologies. With 
this backdrop, the students will make exhibits and displays of agricultural, industrial, and 
technological crafts exploring, for example, the artisanship of pottery workers and their use of 
tools in producing work. Students' pottery will also be displayed. In addition, they will write 
and present reports about the dominant cultural notions or themes that explain invention and 
acceptance of these tools in a certain era. For this History Fair they will invite their support 
community of parents. Board, tutors and mentors. During oral presentations of their reports, 
exhibits, and mural, they will be challenged by their guests to develop new questions for valuing 
work in America today. 

• How were peoples' tools reconceptualizing living? 

• How did peoples' tools enable them to improve living? 

35 



• How did peoples' tools destroy living? 

• What was the history of tool and machine development in Massachusetts? 

• Which tools and machines transformed the quality of life at the turn of the 
century? 

• What are the tools and technologies that offer to improve the quality of life at 
the turn of this century? 

• How do I want to participate in the emerging technological world of work? 

In intercultural teams, or in Learning Circles, they will develop a plan to collect information, 
to organize this into a team report, and to present these to other Circles. Upon the discussion 
of these themes, they will begin career exploration with their business mentors. 

• The World of Work in Contemporary Society: Students will gain understanding of the 
financial, social and cognitive skills and responsibilities of business people, by going into 
business themselves. In small intercultural groups, they will develop an idea for a product, 
produce the product, and market and sell it. They will create budgets for their business, explore 
financing, perform market research, develop customer service policies, determine legal and 
insurance requirements, reduce waste, and create advertisements. Then they will create mini- 
businesses at school, producing products which they can sell to other students, instructors, 
mentors and a network of supporters for the money tfiey have produced. 

In addition, students will gain a thorough understanding of the monetary system. They will 
explore historical methods of trade, from bartering to gold to the current system of exchange. 
They will create a mock monetary system at school, deciding on a standard of value and on the 
form and amounts of actual bills or coins. They will produce the money, determining how much 
to print. They wiU devise methods for earning money, and will create and manage a credit 
union or bank. Students will read stories and novels based on the themes of work and economic 
responsibility. 

Students will learn about investment by investing. They will explore the stock and bond market 
by formulating questions and visiting brokerage houses, and interviewing professionals in the 
field. They will each be allotted a certain amount of mock money to invest, and will be 
responsible for deciding where and how they wish to invest it. They will have to defend their 
investment decisions in written and oral exercises, and will follow their investment each day in 
the stock pages, over time, to see if they have made or lost money, and they will have the 
opportunity to sell and reinvest at any time. 

Students will also "buy" a house, visiting different sites with a real estate broker, creating 
questions to ask about the construction and value of the house, determining which one to "buy," 
meeting with bankers to discuss mortgages, creating budgets and figuring out monthly payments 
at various interest rates, joining a professional on an inspection of the house, creating and 
negotiating the terms of a purchase and sale agreement, and holding a "closing." 

In the World of Work in Contemporary Society unit, the students again will integrate reading, 

36 



writing, and speaking competence with historical content and experience in making meaning of 
their current realities. They will focus on Career Exploration. They will develop competence 
in inquiring at libraries and on CLIN about fields of work, careers, and jobs. Out of their 
inquiry they will prepare talks answering the following questions: 

• How does work contribute to people? 

• What is work in today's world? 

• How does knowledge affect work? 

• What training or education is needed for a specific field of work? 

• Why is a field of work organized? 

• How do I locate the careers, jobs in a field of work? 

• How do I enter a network of people involved in a field of work? 

Using their "bank" of information on the World of Work, the students will videoconference with 
a panel of experts in medical, retail, and manufacturing industries to inquire about job and career 
possibilities. They will build a Learning Circle to inquire via CLIN and learning networks how 
fields of work and businesses vary in other parts of the country and what training and education 
is needed for specific jobs. With this data they will develop a Careers Update book or electronic 
library that can be used and added to by students in subsequent years. 

They will share this information in talks (with graphs, slides, graphics, and overheads) with their 
fellow students, parents, tutors and mentors in a Career Fair. 

Career exploration will take place as they visit college campuses and take SATs. 

Following their day care internship outlined above, each student will work as an intern in a 
corporate setting where he or she can observe production of goods or construction of buildings, 
or participate in delivery of services, such as in a hospital or bank. The work experience will 
be dove-tailed with Career Exploration and will be selected according to their statement of 
curiosity and preferences. They will be guided to observe and compare their work place 
experiences with those of one another through writing in Internship Journals and through 
Learning Circle discussions. 

During the Work in Contemporary Society unit, all the students will work in a variety of small 
businesses to observe the way that people set up and "grow" their enterprises. They will visit 
Inc. Magazine to interview reporters on their visits to small businesses and discuss the letters 
and articles that they had written to profile entrepreneurs in prior issues the students have read. 
They will select two businesses they want to research in-depth and will seek interviews to offer 
part time work either for pay or as a volunteer. The expected outcome is that each student will 
seek release time for two or three months for serious career exploration and for apprenticeship. 

Students will explore the history of the development of American laws concerning business and 
they will attend an SB A workshop to learn the fundamental laws and rules to set up a business. 
During this time they will each report to a Learning Circle on some aspect of the history^ of 

37 



American banking. They will develop group diagrams and charts to learn the flow of income, 
expenses, profits and losses, savings and loans for their micro-enterprise and bank. 

Visiting resource people from a variety of religious traditions will be invited to speak about 
spirituality and money. The students will once again learn that normative values and societal 
conversations affect a sphere of living, in this case, the development of business. 



An example of this experience in American history will be used as a case study. In the last 
century manufacturers linked Darwinian thinking about the survival of the fittest with 
"destiny" and their development of wealth. Carnegie's thinking and his charitable 
contributions of 2700 libraries will be researched and discussed. TTiey will read current 
books stating "business" concerns of the nineties - such as "customer satisfaction." They 
will discover this is a secular variation on the theme of the Golden Rule. 



Year Thrpei rnmmunitv Service: Service. Stewardship and Citizenship 

Academic work will be integrated with the Community Service Project in three units: Service, 
Stewardship, and Citizenship. In these units. Service will be examined in terms of Business and 
in terms of The Community. Stewardship, developing the concept of eighteenth century England 
that stewards take care of assets, oversee management of a group, and propose direction for 
development, will be examined in two areas: Investment and The Environment. The latter area 
will include an examination of Architecture and Construction. In the final term, students will 
look at Citizenship with two perspectives: Adulthood and Responsible Self-Management and 
U.S. Citizenship including the history of American government and major current issues of 
governance. 

• Service: To prepare for the Community Service Project, students will increase their reading, 
writing and speaking competencies by reviewing a compilation of resources from around the 
world about grassroots self-empowerment projects. Students will use CLIN to 'talk' with people 
in Learning Networks to question what worked or didn't, what mattered and who were the main 
actors in creating the projects. Students will inquire about the actions that are effective in 
designing and completing a community service project. 

Then students will develop their participation in Current Events/Social Studies. They will use 
information networks to locate primary source materials about projects. They will develop a 
time line of "ideas" that shows the main norms and standards in the history for community 
service. They will draft a Declaration of Responsibilities in which they commit themselves to 
goals, procedures, and outcomes for their project. Simultaneously, they will research the 
environment of the neighborhood to identify empty lots, potentially designated garden/park land, 
or BRA housing units that they could receive permission to rehab. They will select the potential 

38 



projects, work with experts on the requirements of the project, scope out a schedule of work for 
each, and select the most realistic project. They will then amend the Declaration in order to 
add specific commitments and to realize that documents are conversations by people. At this 
time, they will seek assistance and involvement from their business and 'new' 
government/community spokesperson mentors. 

In math the students will proceed with academic instruction and learning that prepares the 
students to successfully take the SAT's. The instructor will also integrate formulas or theorems 
to assist in the development of the Community Service Project. 

In science students will carry out general science and chemistry experiments to develop a basic 
understanding of science in their everyday living and in the environment as well as to prepare 
to take the SAT's. In order to enhance the application of technology, the students will employ 
engineering techniques in the design of their Community Service Project. They will again call 
experts on their information networks to give recommendations and perspective as they design 
and develop the project. 

To further the students' exploration of careers in science, the students will design paper "quilts" 
showing the relationships between jobs, businesses, and educational environments, and outlining 
the training necessary to attain competence for the jobs in the field of science. They will 
explore a scientific concept, its realization in equipment or processes and careers and jobs that 
grew out of that concept, and will organize this into the Career Update data bank for use and 
updating by students in subsequent classes. 

To see the connection of Business Service to Community Service, recent publications by business 
gurus will be read in Learning Circles. Students will reconstruct the 'discourse' on business 
service and then make connections with their short term community projects. They will develop 
an addendum to their Declaration of Responsibilities if they see that they missed incorporating 
key concepts. 

• Stewardship: In the second unit of their final year the students will connect business 
investment with self investment in terms of time and effort in the development of a community 
service project. 

Students will locate and interview socially conscious business advisors. They will form Learning 
Circles to discuss the key ideas of social investing. In addition, they will invite key business 
leaders to talk about their commitments to the city and community through a variety of social 
and financial investments, sponsorships, or donations. 

They will then proceed to an examination of the environmental issues that impact Boston. They 
will interview people who will be role models of stewardship, and learn about their efforts, 
results, and plans for the future. The students will videotape these talks for use in the school 
library for future classes. 



39 



This topic of the environment will be a focus for students in their study of U.S. government. 
The students will pick epochs in which to see how the government leaders of the time defmed 
the national norms toward the environment. They will write reports on the history of 
governmental rules and regulations informing local governance, and present them for 
videotaping. From this model of examining a single issue historically, the students will form 
Learning Circles to explore other issues from the perspective of the Constitution and U.S. 
government, including, for example, civil rights. 

• Citizenship: As part of their exploration of what it means to be a responsible citizen, 
students will explore adulthood to prepare their commitments in work, education, relationships 
and community service. 

Through this exploration, they will develop the capacity for actions assessed as mature, self- 
directing, responsible, productive, contributing, connected and continuously learning. 

Students will look at the work of adults over time, researching the four "revolutions," 
(Agricultural, Industrial, Technological, and Information), in a variety of media, to select key 
contributors. They will also explore the nature and meaning of productivity, current efforts to 
create a sustainable world given pollution, the population explosion and other man-made threats 
to human life, and possibilities for mutual respect and cooperation among people from different 
cultures. They will visit the United Nations to explore its constructive activities and to interview 
people from many nations who work to build peaceful relations among countries. 

Students will meet with outstanding adults, each in a different discipline, who will define his or 
her life purpose, contribution in a discipline, aims for continual inquiry, and construction of 
life's meaning. They will participate with the students in discussions of the challenges of the 
current decade and the next century. Guest speakers will come from academic settings, 
government, business, biotechnology, telecommunications, international law, medicine, science, 
environmental conservation and law, and service professions. 

Students will explore comparative religions' definitions and descriptions of the mature adult. 
They will engage in debates, make presentations, and present papers. They will use computer 
networks, video-conferencing and cable-casting to gather information and interpretations and to 
contact resource people. They will invite tutors, mentors and family members to attend their 
debates and panel presentations. To enhance their presentations, students will present 
information in forms used by adults in every day life, including charts, graphs, slide-shows and 
videotape. 

For their final examination at Multiversity High School they will be asked to write essays about 
their learning in these three years and how they can continue to inquire and learn, how they will 
train for work and how they will balance personal, work, and community responsibilities. 

Teamwork/Tutoring: One With One has been nalioncdly recognized for its Partnerships 
program, now in its eleventh year, in which staff members recruit, train and coach American 

40 



adult volunteers to spend three hours per week for nine months assisting a newcomer to learn 
English and to understand American culture. We will provide one tutor and three mentors for 
each student in our school. Each week, teachers will send a written up-date to the tutors 
describing course work and suggesting lessons. A tutor coordinator will also call the tutors and 
mentors biweekly to "trouble-shoot" any intercultural misunderstandings, to recommend 
beneficial activities, and to elicit suggestions from the tutor about ways in which we can enhance 
our learning together. In addition to coaching calls, we will provide on-going training to tutors 
through evening clinics held every six weeks. 

B. What is the basis for the teaching methods to be used? 

The Multiversity High teaching principles and practices were developed by Margaret Van 
Duyne, One With One's founder and executive director, and have been tested and proven 
effective in eight summer programs for teenagers, in six years of offering English-as-a-Second- 
Language and vocational training programs for adults, and in eleven years of training over 1200 
Americans to be in bicultural relationships. 

The core principles guiding instruction at Multiversity High include the following: 

• Environment for Learning the Ethics of Service; Instructors create an environment in 
which their ethical relationships foster adolescent maturation into adults who care for self, others 
and community. Adolescent ennui transforms into self-investment, concerned involvement in 
building school, work communities and personal relationships and development of competence 
in leadership. 

• Learning Through Relationships: Students engage in learning as a result of direct, personal 
and caring relationships which instructors intentionally design and develop with them. 

• Practice Toward Mastery: Students have the opportunity to practice skills repeatedly until 
they gain mastery. 

• Active, Responsible Learners: Students learn by engaging in "real time" work and 
production rather than through traditional lessons or lectures; they develop responsibility for 
producing tangible outcomes. 

• Contextualization: Instructors build a curriculum in which all components relate to each 
other and to meaningful actions students can take in their own lives. 

• Community as Resource: Students discover the city as a source of information and 
invention as they learn from ordinary people whose lives and work exemplify creativity. 

• Multicultural Orientation and Effectiveness: Immigrant and refugee students gain practices 
for acting effectively in American educational and work place culture as an addition to, rather 
than a discarding of, their original culture. They also gain practices for sharing effectively in 

41 



each others' cultures. 

• Intercultural Teamwork: When peers share responsibility for achieving a goal, they 
develop practices for integration. 

At Multiversity High, teachers will take responsibility for the achievement of each student. 
Rather than test students one time only and expect that some will fail, others will excel and most 
will fall in the middle. Multiversity High teachers will work individually with students until they 
demonstrate repeated mastery of skills and knowledge. Teachers will focus on process, enabling 
students to create tangible results for their efforts. 

Cross-national studies, as well as those performed with multicultural subjects within the United 
States, illuminate the advantage of a cultural and familial belief in the primacy of effort over 
ability. ^° At Multiversity High, "acing" a test to prove one's ability will not count; instead, 
students must work at creating concrete products. 

In addition, our focus on taking time will promote an effort orientation. We will encourage 
teachers to provide each student with the time he or she needs to understand any concept. 
Tutors from business and the community will assist; we will recruit and train an adult tutor to 
work with each student for three hours per week during the school year. Tutors will help 
students to recognize that effort produces results. 

One With One's practices are grounded in Ms. Van Duyne's educational principles and practices 
as well as recent research in cognition, biology, philosophy and linguistics. The practices are 
an outgrowth of twenty years' work in intercultural relations among ethnic groups in 
Massachusetts and five years of Post Master's study focused on Education, Ontological Design 
and Leadership given by Dr. Fernando Flores. Co-author of Understanding Computers and 
Cognition with artificial intelligence professor Dr. Terry Winograd, Dr. Flores is the author of 
more than 87 papers related to education. Currently, as CEO of Business Design Associates, 
he consults with Fortune 500 businesses including IBM. 

Ms. Van Duyne is in the process of developing Learning Works, the series of text which prepare 
a person to be an entry level employee in office work and which will be used in Multiversity 
High. She also is working with the staff to formalize a text of her training of instructors to use 
in Multiversity High. 



'° Chen, C. & Uttal, D. (1988). Cultural Values, Parent's Beliefs, and Children's 
Achievement in the United States and China. Human Development . 31, 351-358.- 

Okagaki, L. & Sternberg, R. (1993. Parental Beliefs and Children's School 
Performance. Child Development . 64, 36-56. 

42 



C. Describe the school calendar and hours of operation of the school. 

Multiversity High will run on a forty-six week calendar, from September to mid-July. Students 
will attend school Monday through Friday from 8:30 a.m. to 4:30 p.m. The work day for 
teachers will run from 8:00 to 6:00. Each afternoon after students leave, teachers will meet in 
groups to assess student performance, plan lessons and activities, and design and coordinate 
interventions as needed. See Student Performance section, below, for a more detailed discussion 
of daily assessment meetings. In addition, staff members will conduct occasional week-end 
professional retreats, tutor training sessions, and evening parent and tutor/mentor meetings. 

Several weekends each year will be devoted to athletic training and adventure learning. These 
will be led by Multiversity High instructors in some cases or by volunteer or hired expedition 
leaders. Tentatively in the second summer of 1996, Multiversity High will offer a choice of 
three international work camps in Costa Rica, Transylvania or the former Soviet Union where 
youth can bring community service to slightly younger youth in the form of athletics and health 
instruction or expeditionary learning. 



43 



11. Student Performance: 

A. Describe your proposed plan to assess student performance. 

We will assess student performance in accordance with the practices the One With One staff has 
developed over eight years. First, at the beginning of the year each student will meet with a 
staff member to create a "contract" setting out academic and other goals. Every month, teachers 
will conduct individual meetings with students to review their agreements and determine whether 
performance levels meet goals. During these meetings, students will self-assess and design 
strategies for achieving goals not yet met. 

In addition, teachers will meet in groups prior to the start of each semester to create and agree 
to a list of interdisciplinary competencies which students must achieve in each unit. Teachers 
will review student performance daily against the list, and will create interventions to assist 
students not achieving competencies and new challenges for those exceeding expectations. 

To provide parents with information about the progress of their children, teachers will write an 
evaluation report every other month, outlining areas in which students excel and those that need 
more effort for improvement. These reports will cover academic subjects as well as social 
skills, team work, effort and service. 

Students will also develop portfolios of their work, showing progress over time and 
demonstrating their capabilities to produce excellent work. Portfolios will include letters, 
reports, essays, excerpts from science journals, descriptions of mathematical problem-solving 
and creative writing and works of art. 

In order to provide more commonly accepted data showing student performance levels, we will 
administer standardized tests in English and math at the beginning, middle and end of each year. 

Daily assessment meetings will provide our most important evaluation tool. In assessment 
meetings, teachers discuss each student to determine whether he or she is meeting goals, and to 
design and coordinate, as a team, new interventions and challenges. Assessment meetings also 
provide a place to "clear:" to express our negative assessments, admit our ineffectiveness, 
suspend judgements of our students and ourselves, and to invent new actions. As human beings, 
we can not immediately and continuously love every child regardless of his or her behavior. 
We can, however, create practices allowing us to release our guilt and forgive ourselves when 
a student's behavior triggers us to make a negative assessment of that student. We learn to 
accept our discomfort with those assessments and with not always knowing what actions to take 
next, and we train ourselves to design interventions as a team. Assessment meetings offer staff 
members support and guidance to work through their negative assessments and renew their 
commitment to improve each student's effectiveness. Through the actions we create together 
as a staff, we develop regard for our students. 



44 



B. What remediation will be available for underperforming students? 

One With One has purchased the Josten Company's Invest system, an interactive computer 
learning program designed specifically for learners of English. Students who need extra help 
can schedule additional hours of practice using Invest, to develop basic skills in English 
grammar, spelling, vocabulary, comprehension and sentence structure, as well as in increasingly 
challenging levels of mathematics. 

In addition, each student works for three hours per week with a volunteer tutor, who offers 
individualized attention, instruction and practice. Tutors speak weekly with a Multiversity High 
staff member, who suggests activities specifically geared to the academic and other needs of each 
student. Staff members also learn from tutors about the areas in which each student needs extra 
help, and design appropriate interventions and challenges. 

Teachers at Multiversity High will commit to taking personal responsibility for each students' 
achievement. They will do whatever is necessary to enable students to achieve mastery of 
thinking, structuring knowledge and learning skills, including providing extra help, designing 
individualized study plans, and meeting with parents and tutors to create coordinated actions for 
the students' achievement. 



C. How will the development of skills be measured? 

As described above, we will measure students' skill development against a list of competencies 
designed by staff members using national and state standards for basic education. We will assess 
students as having achieved a competence when they can demonstrate mastery in repeated, timed 
situations. 

The competency areas in line with the America 2000 SCANS competencies are outlined below: 

Resources: Identifies and organizes plans, and allocates resources 

A. Time — Selects goal-relevant activities, ranks them, allocates time, and prepares 
and follows schedules 

B. Money ~ Uses or prepares budgets, makes forecasts, keeps records, and makes 
adjustments to meet objectives 

C. Material and Facilities ~ Acquires, stores, allocates, and uses materials or space 
efficiently 

D. Human Resources -- Assesses skills and distributes work accordingly, evaluates 
performance and provides feedback 



.45 



Interpersonal: Works with others 

A. Participates as Member of a Team -- contributes to group effort 

B. Teachers Others New Skills 

C. Serves Clients /Customers ~ works to satisfy customer's expectations 

D. Exercises Leadership ~ communicates ideas to justify position, persuades and 
convinces others, responsibly challenges existing procedures and policies 

E. Negotiates ~ works toward agreements involving exchange of resources, resolves 
divergent interests 

F. Works with Diversity ~ works well with men and women from diverse 
backgrounds 

Information: Acquires and uses information 

A. Acquires and Evaluates Information 

B. Organizes and Maintains Information 

C. Interprets and Communicates Information 

D. Uses Computers to Process Information 

Systems: Understands complex inter-relationships 

A. Understands Systems — knows how social, organizational, and technological 
systems work and operates effectively with them 

B. Monitors and corrects Performance - Distinguishes trends, predicts impacts on 
system operations, diagnoses deviations in systems; performance and corrects 
malfunctions 

C. Improves or Designs Systems ~ suggests modifications to existing systems and 
develops new or alternative systems t improve performance 

Technology: Works with a variety of technologies 

A. Selects Technology ~ chooses procedures, tools, or equipment including 
computers and related technologies 

B. Applies Technology to Task — Understands overall intent and proper procedures 
for setup arid operation of equipment 

C. Maintains and Troubleshoots Equipment ~ Prevents, identifies, or solves 
problems with equipment, including computers and other technologies 



46 



^ A THREE PART FOUNDATION 

Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and 
speaks 

A. Reading ~ locates, understands, and interprets written information in prose and 
in documents such as manuals, graphs, and schedules 

B. Writing — communicates thoughts, ideas, information, and messages in writing 
and creates documents such as letters, directions, manuals, reports, graphs, and 
flow charts 

C. Arifhmcfic/Mafhcmarics — performs basic computations and approaches practical 
problems by choosing appropriately from a variety of mathematical techniques 

D. Listening -- receives, attends to, interprets, and responds to verbal messages and 
other cues 

E. Speaking -- organizes ideas and communicates orally 

Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how 
to learn and reasons 

A. Creative Thinking -- generates new ideas 

B. Decision Making — specifies goals and constraints, generates alternatives, 
considers risks, and evaluates and chooses best alternative 

C. Problem Solving — recognizes problems and devises and implements plan of 
action 

D. Problem Solving ~ recognizes problems and devises and implements plans of 
action 

E. Knowing How to Learn — uses efficient learning techniques to acquire and apply 
new knowledge and skills 

F. Reasoning -- discovers a rule or principle underlying the relationship between two 
or more objects and applies it in solving a problem 

Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and 
integrity and honesty 

A. Responsibility — exerts a high level of effort and perseveres towards goal 
attainment 

B. Self-Esteem ~ believes in self-worth and maintains a positive view of self 

C. Sociability ~ demonstrates understanding, friendliness, adaptability, empathy, and 
politeness in group settings 

D. Self-Management ~ assesses self accurately, sets personal goals, monitors 
progress, and exhibits self-control 

E. Integrity /Honesty ~ chooses ethical courses of action 

The Three Part Foundation from SCANS will be included in our assessment tools. 

47 



12. School Evaluation 

A. What methods of self-assessment or evaluation will be used to ensure 
that the school is meeting its stated mission and objectives? 

One With One Staff members have long had a rigorous discipline in self-assessment to ensure 
they know and commit to their stated mission for each program or training and meet their own 
stated objectives. Staff members are hired on the basis of their acceptance of responsibility for 
each trainee's full development of hundreds of competencies. 

In order to achieve their mission and objectives, One With One staff now meet in day long 
retreats. They prepare the Profile of a Candidate for an entry-level job. Similarly, the staff of 
Multiversity High will use this process to define the educational and training outcomes that a 
learner must produce in three years. This will then be designed as a three year developmental 
list. The list will include competencies in academic, vocational, behavioral, cultural, and 
technological domains together with thinking, writing and basic skills. When the list has been 
accepted by consensus, the staff members will develop and match a syllabi and the competencies. 
Out of this integration of subjects and the competencies, the staff will design "experiences" in 
which the students can learn. This multidimensional curriculum will then be scrutinized by 
parents and the Board for improvements and acceptance. 

The daily lesson designs that carry out the curricula are skeletal structures which must be tested 
in the learning situation with the students. The staff will meet daily to assess whether the 
lessons or the curricula must be revised, individualized, simplified or added to and accelerated. 
A staff member will keep records of discussions and pass along to the Administrative Assistant 
requests for changes in resources, supplies or equipment as well as the notes for improvements 
of the syllabi and lessons. These will serve as a basis for training two new teams of instructors 
in 1996-1997 and likewise their notes will aid training 1997-1998 teams of instructors. 

Instructors will also develop a profile of the multiverse adult, name the standard practices of a 
competent multiverse person, and propose measures for developing from a novice to a competent 
beginner to a virtuoso. They will then need to be trained further and to assist each other in self 
and team development. 

The staff of Multiversity High seeks to improve education in the United States by establishing 
and validating the effectiveness of its program and practices. 

The staff of Multiversity High will hire an outside evaluator to assist in the validation of our 
programs. The staff and evaluators will work with the federal Department of Education 
Recognition Division to prepare a preliminary assessment of the project, the degree to which it 
meets program office requirements, and the Multiversity High's conformity to the Program 
Effectiveness Panel's guidelines. The Multiversity High director will collaborate with the 
evaluator to research the program practices outcome, claims and effect compared to similar 



48 



programs. With the evaluator we will plan the evaluation design to assure it is appropriate for 
the program and is based on a correct interpretation of relevant research and literature. 

B. How will the school establish regular dialogue with parents? With the 
community? 

Educators have long believed that parent involvement in their children's schooling promotes 
educational achievement, and have sought ways to encourage school/parent partnerships. 
Involving immigrant parents in the schools empowers them by providing knowledge about school 
programs and activities; it can also help to alleviate some of the stress resulting from cultural 
clashes with their children, and can steer parents into behaviors positively affecting the 
educational achievement of their children. Given language and other barriers, however, bringing 
newcomer parents in as school partners presents a serious challenge. In addition to overcoming 
issues of transportation and long work hours, immigrant parents are often intimidated by the 
school, and have no experience of school participation in their home countries. Communication 
styles of American teachers can lead to cross-cultural misunderstandings, and parents' lack of 
knowledge about curricula, requirements and activities prevents their participation. 

In many Asian countries, for example, schools fall under the aegis of government authorities, 
and parents have little say in curriculum or other school matters." This is true of schools in 
the former Soviet Union as well. For most Southeast Asians, and for many Hispanic people, 
there is no history of parent involvement. Parents view their job as providing food and shelter, 
and they leave education to the professionals.'^ These parents do not understand the idea of 
partnership with the schools, and expressing their views to teachers not only engenders fear but 
goes against the grain of their upbringing. 

Once they get newcomer parents to visit the school, American teachers may offend them with 
their more aggressive and direct communication styles. Bach-Tuyet Tran (1986) suggests 
building trust with Indochinese parents first, in an informal social setting, before confronting 
them with the business at hand. In addition to misunderstandings caused by style of 
communication, problems arise from the brief time period most schools allot to teacher-parent 
conferences, especially when the parent has limited English skills. In her ethnographic study of 
parents, teachers and students enrolled in elementary school in a snmll community in Southern 
California, Martha Allexsaht-Snider learned that Hispanic parents' interpretations of teacher 



" Tran, Bach-Tuyet. (1986). Cultural Issues in Indochinese Parent Involvement. In 
C. Simich-Dudgeon (Ed.), Issues of Parent Involvement in Literacy. Washington, D.C.: 
Proceedings of the Symposium Held at Trinity College. 

'^ Morrow, R, (1989). Southeast Asian Parent Involvement: Can it be a Reality? 
Elementarv School Guidance & Counseling . 23, 289-297. 

Oliva, J. (1986). Why Parent Tutors: Cultural Reasons. In C. Simich- 
DUdgeon (Ed.). Issues of Parent Involvement in Literacy . Washington, D.C.: Proceeding 
of the Symposium Held at Trinity College. 

49 



communications in twenty-minute conferences differed from what the teacher intended.'^ 

In general, lack of understanding of each others' cultures leads to problems in fostering 
productive working relationships between teachers and newcomer parents, and in interesting 
newcomer parents to become involved in the school in the first place. 

At Multiversity High, instructors will visit each student at home, informally, to begin the 
process of establishing a relationship with the student's family. Language barriers may prevent 
verbal communication during these initial visits, but teachers will use facial expressions and body 
language to convey respect and a welcoming attitude. We will also hold social events at the 
school, where we will instruct each student to bring food from his or her country and to invite 
parents to come along. 

Once we establish relationships with some parents, we will ask them to make presentations to 
the students as they work on their projects. Esteeming parents for the skills and talents they 
bring will increase their confidence and may encourage students to look at their parents with 
renewed respect. 

In addition, we will establish after-school first language programs taught by parents. As noted 
above, we will require English only during school hours, but the after-school program will 
demonstrate our commitment to validate students' cultures and languages, and to enable parents 
to allay fears about their children's loss of first language literacy and fluency. Parents and 
teachers will meet regularly discuss common concerns and to integrate material taught in both 
the regular and the after-school curricula. Parents also can take literacy couses from 
tutor/mentors. 

One with One will also conduct its adult ESL/ Vocational Training programs in the school 
building, so parents and children can learn at the same place, and begin to feel a sense of 
ownership of the environment. In conjunction with these programs, we will provide classes and 
workshops for teachers and parents, to assist them to understand each others' cultures. 

We will maintain dialogue with the community by publishing and distributing a newsletter 
describing our students' activities and accomplishments, and by inviting community members 
to assist in the logistical support for school events as well as attend as guests. Our Tutor Update 
can also be sent to parents. Community contact is an integral part of our daily activities, as our 
curriculum is based on community involvement, including service projects, interviews of 
community members, and internships. 



^^ Allexsaht-Snider, M. (1992). Bilingual Parent's Perspectives on Home-School 
Linkages. Paper presented at the Annual Meeting of the American Educational Research 
Association. San Francisco, CA, April 20-24, 1992. 

50 



13. Human Resource Information 

A. How will teaching and administrative staff be selected? Describe the 
standards to be used in the hiring process, including teacher certification 
requirements or any other professional credentials. What is the target staff 
size? 

Just as One With One's core staff members have crafted a statement of outcomes for graduating 
productive adult entry-level workers from our vocational training programs, they are creating 
a statement of outcomes, standards of performance and measures by which new teachers and 
administrative staff will be hired. Teachers will not need certification; however, we will expect 
teachers to have a Master's Degree in their area of specialization, or equivalent experience in 
their field. 

Prospective teachers must demonstrate a commitment to learning One With One's educational 
principles and practices, and to engaging in training on an on-going basis. Prior to the start of 
their contract, they must be willing to participate in an internship, during which they observe 
One With One teachers in action, reiise questions and begin to practice our methodology. The 
internship will include participation in a weekend tutor training session and a daylong retreat. 

We are more interested in a prospective teacher's willingness to serve and engage students in 
personal, accountable relationships and in their openness to learning than in any particular 
credential. However, as a starting point from which to assess candidates, we will require a 
history of demonstrated excellence in their specialty, and five professional recommendations. 
In a team interview, we will listen to their definitions of an "adult" and their purpose in 
preparing youth for their futures. We will also seek people who have experience working with 
people from a variety of cultural and linguistic backgrounds in a mood of service and respect. 

One With One hires without regard to race, creed, sex, national origin, religion, or ethnicity. 
We will actively seek teachers who represent the communities we plan to serve. 

For our first year, when we serve thirty students, we anticipate splitting the students into two 
groups of fifteen, with a team of four teachers for each group, including in each team an 
experienced One With One program manager. In addition, the executive director will oversee 
all program operations, teacher training and coordination with the communities of parents, 
business, universities, tutors and mentors. We will also hire one administrator. 

B. How will teachers and administrators be evaluated? How often? 

The director will conduct on-going evaluative sessions with each teacher on a weekly basis, as 
they learn One With One's practices. These sessions will be based on the profile of a multiverse 
adult and the principles of Ms. Van Duyne's teaching. The purpose of evaluation is for the sake 
of being trained and learning new practices in intercultural and multi-modal learning. 

51 



C. Describe any other relevant employee information, including but not 
limited to: salaries, contracts, hiring and dismissal, benefit packages, and 
staff development. 

We are currently in the process of developing standards for salaries, benefits, etc. Staff 
development will include an initial internship, participation in a tutor training session and a staff 
retreat, weekly learning sessions with the director and continuous learning in the development 
of accountability for the students' competence through daily assessments of the curriculum and 
the thirty students. The staff will be asked to attend two weekend trainings in information 
technology to gain hands-on experience in refming their lessons. The staff also will be asked 
to join with the students in athletic and aesthetic learning as often as possible. 



52 



14. School Governance: 

A. Describe the internal form of management to be implemented at your 
school, including any plans to contract to an outside group to manage the 
school. 

Internal management is based on a philosophy that education is an entrepreneurial business. 
Staff must recognize that accountability in fiscal management must be matched with 
accountability in producing competent graduates. Continuous oversight of administration and 
fmances by the staff will be required by the director. We are currently in the process of putting 
together our specific management plan. 

B. How will the board of trustees be chosen? 

The Board of Trustees will be drawn from multiple communities. A Board of twelve will be 
chosen for their commitment to youth, education, innovation, and the development of a new 
discipline that the staff is enacting: Multiversity. The Board members will be chosen for their 
willingness to be intensively and extensively engaged for three year terms to assure advocacy 
and fund-raising for the school's excellence in every area: a networked school, unusual school 
facilities, equipment, supplies, networks of supporters, access to information, recent learning 
themes and practices, work internships, community service projects and expeditionary learning. 

C. Describe the roles and responsibilities of the board. 

The Board of Trustees will serve as advocates for the director's and staff's efforts to provide an 
innovation in education in the United States. This innovation rests on three commitments: to 
learning with multicultural youth as learners/facilitator instructors for the sake of their 
competence in living, to principles of productivity and excellence in learning to know and to do, 
and to the development of "being multi verse "and a philosophy of "Multiversity. " As advocates, 
the Board members will form these committees: Finance and Fund-Raising, Service Friends to 
Student Projects, Community Relations, Advocacy in the State, City and Nation, and Strategic 
Planning for Replication. 

The Committee on Finance and Fund-Raising will be responsible for actively overseeing the 
Financial Manager's work on a semi-annual basis and will actively prepare internal accounting 
in readiness for the audit and auditor's report. For Fund Raising, the committee members will 
develop in 1995-96 an Endowment Campaign including design, participation and leadership in 
fundraising events and individual donor meetings. These members will coordinate with the 
Multiversity High Program Development Officer to assure the targeting and fulfillment of 
Campaign Goals. They will approve the Public Relations materials that will be used to solicit 
funding and will develop a network of friends of Multiversity. 

The Committee of Service Friends to Student Projects will be led by one or two Board members. 

53 



The purpose of the committee is to provide coordination and logistical support for student events 
in the school: Science, History and Career Fairs, video conferencing, and guest 
lectures/discussions. The committee also will enlist parental logistical and administrative support 
in coordinating work and community service internships and projects. They also will help to 
coordinate administrative activities for the tutors, child tutees and mentors. 

Similarly for Community Relations, committee members will prepare press releases, give 
interviews about the school, welcome visitors who come to observe school lessons and activities, 
and meet with federal, state and local officials to share the goals, outcomes, and evaluations of 
the school, students and staff. 

Both the Committees for Strategic Planning for Replication and for Advocacy in the State, City 
and Nation will focus on the educational goals, objectives, PEP assessments and evaluations. 
The first Board Committee will formulate strategic plans to carefully establish procedures for 
deciding that the program has a positive effect, and has possibilities for future dissemination. 
Multiversity High will be supported by these Board committee members in overseeing that 
objective criteria and rigorous evaluations are used. The second Board Committee will organize 
to inform key legislators and influential decision-makers of our work and outcomes here in the 
city and state. The members of the Board Committee also will travel to agencies, Congress and 
the Department of Education in Washington to state Multiversity's story. 

In a few months we are continuing to evolve a specific structure and roles and responsibilities 
of Board members, to be enunciated in the by-laws. 

D. Describe the relationship of the board to teachers, administrators, 
students and families. 

The Board will serve as a policy maker in oversight of financial and school administration. 
They will not hire anyone except the School Director who in turn will be in charge of Personnel, 
Hiring, Management, and Training. On the other hand, several board members will be included 
in school lessons and activities involving parents tutors, mentors and supporters. During these 
events the Board members will contextualize their service to the school's teachers, administrators 
and students as one of cooperative learning and during debrief sessions will share their 
assessments and encouragement. The board members will be in a service relationship to the 
staff who will be advocates for the students and families. 

E. Discuss the nature of parental and student involvement in decision- 
making matters. 

We plan to involve parents in school decision-making from the beginning. They will have the 
opportunity to participate in curriculum design and construction of policies and procedures. 
Parent representatives will sit on our Board of Directors. We are currently in the process of 
structuring an appropriate format for a parent/ school council, and are working out the specifics 

54 



of parental rights and responsibilities. We are committed to working with parents in school 
decision-making. 

During their three years at Multiversity High, students will take on progressively greater 
responsibility for engaging with staff members in making decisions affecting their educational 
experience at Multiversity High. In their first year, they will be able to participate in classroom 
decision-making, including the construction of agreements for respecting peers and instructors. 
In their second year, they will form a student council, examining and debating issues of concern 
to them at school. Instructors will take these concerns seriously and will engage students in a 
process of mutually acceptable decision-making. In their third year, students will elect two 
classmates to add to our Board of twelve, participating on an equal par with Multiversity High 
policy and decision -makers. 

F. Describe the nature and extent of community involvement in school 
activities. 

Community participants will develop the Multiversity High community. Adult tutors and 
mentors will represent businesses, government and service professions from a variety of cultural 
backgrounds. Tutors will work on an individual basis with students for a minimum of three 
hours per week. Personnel at the agencies where students perform community services will 
participate with staff members in creating dynamic experiences for our students. Resource 
people from business and academic institutions will work with the students as visiting instructors. 
Business people will assist staff members to craft meaningful internship experiences for our 
students. Government, religious and other community leaders will work with us as partners to 
enable our students to become contributing and responsible adults. University, school, and 
business personnel who will receive the Multiversity High graduates in their programs or 
corporations will be in relationship with our staff and will welcome them into the next phase of 
their development. 



55 



15. Building Options 

A. Describe your present options for a school building. 

One with One's offices are currently located on the seventh floor of the Brighton Marine Health 
Center at 77 Warren St, Brighton, MA. We are currently negotiating with the managers of the 
building to lease the entire flfth floor (6,000 square feet) for Multiversity High. However, other 
organizations are also seeking to lease that space, and we may not be able to secure it for our 
school. We are therefore also seeking space elsewhere in the city of Boston. We currently have 
a first right of refusal option on 10,000 square feet in Allston, and are actively researching two 
additional open spaces. 

B. Demonstrate how this site(s) would be a suitable facility for the proposed 
school. 

The Brighton Marine Health Center will offer an ideal location for the school, given its easy 
access to public transportation, the close proximity of large newcomer communities, its 
accessibility to handicapped people, its outside courtyard offering opportunities for athletic 
activities, and its twenty-four hour security. In addition, the space on the fifth floor, with its 
large windows providing light throughout the day, can be custom-designed to meet the school's 
needs. 

Other locations will also be suitable for the needs and focus of Multiversity High, if they offer 
advantages similar to those of the Brighton Marine Health Center. 

C. Discuss any progress or future plans for acquisition of a school building. 

We are currently researching options for a school site. 

D. Describe financing plans, if any. 

We are currently in the process of researching our financing options. 



56 



Margaret King Van Duyne 

One With One 

P.O. Box 35404, Brighton, MA 01235-0404 

(617) 254-1691 



LEADERSHIP AND WORK EXPERIENCE 

ONE WITH ONE FOUNDER AND CHIEF EXECUTIVE OFFICER 

1983-present: Established educational non-profit organization 
with two missions: enabling people of diverse languages and 
cultures to become integrated and productive members of American 
workplaces and communities; and, strengthening the American 
educational system and economy with model programs for educating 
youth and adults and for training workers to outperform global 
competitors. 

• Trained instructors in a newly developed philosophy of 
education, "Integrity"; 

• Designed "Multiversity" training for multicultural 
people to work cooperatively; 

• Trained over 2400 tutors and newcomers from 72 
countries to work in nine-month English literacy 
partnerships ; 

• Designed career exploration/ literacy youth summer 
employment program for economically disadvantaged, 
linguistic minority teenagers. Since 1986, program 
participants increased English literacy by an average 
of one grade level in just six weeks; trained 
instructors in new teaching principles and methods; 

• Created intensive, integrated, eight month 
ESL/Vocational Training programs for 200 adults who 
speak English as a Second Language at second to seventh 
grade level, resulting in 95% job placement in 1992 and 
88% in 1993, self-sufficiency and contributing 
citizenship; 

• Established philosophy of learning company, 
administration, service policies and practices; 
instituted program of fundraising with individuals, 
private and corporate foundations, state and federal 
agencies; train and manage organization staff. 



MARGARET KING VAN DUYNE 
PAGE 2 



COMMUNICATION RESOURCES CENTER CEO 

1974-1983: Initiated and operated business specializing in 
production of educational programs and media projects for human 
relations agencies engaged in multicultural communication; 
consulted with spokespersons of thirty-four ethnic and racial 
communities to foster intergroup understanding and integration 
through workshops, projects, film, video and conferences. 

PUBLIC LIBRARIES CONSULTANT 

1968-1982: Hired by Commonwealth of Massachusetts Board of 
Library Commissioners to research and write a handbook to train 
trustees of public libraries in their responsibilities and 
relationships; consulted with Watertown, Massachusetts Public 
Library in establishing a Bicentennial community relations 
campaign; consulted with Upper Saddle River, New Jersey Board of 
Library Trustees; within one year reversing to an affirmative 
vote the Borough Council's decision for financing a new library. 
1963-1974 Served on Kinniolon Public Library Board of Trustees, 
Secretary (5yrs) , President (5yrs) , Treasurer (lyr) . 

WAYNE, NEW JERSEY SCHOOL DISTRICT ELEMENTARY SCHOOL TEACHER 

1957-1961: Taught fourth grade at the economically disadvantaged 
Mt. View School and innovated academic skills-building while 
teaching fifth grade at the Packanack School. 



PUBLICATIONS AND PRODUCTIONS 

"Embracing Diversity: One With One's Bold New Partnership," 

Wilson Library Bulletin, February 1982 (co-authored) ; 

Welcome, Neighbor! , two-volume civics text for beginner speakers 

of English and manual for new instructors; 

Guide to ESL/ Civics , student workbook and instructor's manual; 

Catalyst for Action: Trustee Handbook, LSCA-funded handbook 

produced for the Massachusetts Board of Library Commissioners; 

Room for All, 22-minute documentary film, winner of CINE Golden 

Eagle and three finalist awards; 

Room for All, Migration and Refugee Movements Continue, Refugee 

Systems in the United States, and Immigrant Groups and Sponsors , 

study guides to accompany Room for All film; 

Trace Your Roots: A Catalog of Ethnic Resources; 

The Identity Game: Who is an American?, one-hour television 

discussion with multicultural/racial panel; study guide. 

PRESENTATIONS 

1993: SIETAR, Washington, D.C. 
Effective Action in Diversity Classrooms 
1991: SIETAR, Boston, MA 
Effective Action in Bicultural Partnerships 



MARGARET KING VAN DUYNE 
PAGE 3 



TRAININGS 

Multiversity: Designed a two day discovery learning program for 

youth and adults. Experience with issues of identity, 

competence, and team work enable people to develop ethical 

practices in cooperation and mutual empowerment in the community 

and on the job; 

Teacher Training Institute: With grant from Reebok Foundation, 

trained new summer youth instructors in principles and practices 

of multicultural learning; 

Design the Future: Presented for national audience of refugee 

coordinators in 1990; 

Dealing With Difference: Designed and presented ten three-hour 

sessions to eighteen teachers and administrators in the Portland 

School System. Program accredited by the state of Maine; 

Multicultural Child Care: Created and offered training to staff 

members of Associated Day Care of Boston; 

The Identity Game: Who is an American? Training for Smith 

College Social Work students using video of television 

discussion; 

K[no]w English: Jobs and life skills trainings presented to 

limited English speaking patrons of the Brookline Public library, 

and multicultural diversity training conducted for library staff. 



MEMBER 

1992-1993: Member of DOE Advisory Committee MASS ED ONLINE 
1992-1993: Member Total Quality in Education Task Force 



EDUCATION 

1986-1991: Post-graduate leadership and management studies with 

Business Design Associates, Berkeley, CA 

1990: Summer Institute for Intercultural Communications 

1989: Summer Institute for Intercultural Communications 

1975: MA in Communications and Media, William Patterson College 

1956: BA in English, Bryn Mawr College 



BARTON CRAIG 



305 Warren Street 617/277-5378 

Brookline, MA 02146 

BENTLEY COLLEGE GRADUATE SCHOOL OF BUSINESS 

Tax Specialist at KFMG Peat Marwick, Boston, MA, employment to commence in September of 1994. 

Accounting Instructor at One with One, Brif^liton, MA, (caching basic accounting principles to English as a Second 
Language sludcnLs. 

Master of Science in Accountancy, expected graduation date August, 1994. Course concentration in taxation and 
Not for Profit accounting. GPA 3.91. 

Graduate Research Assistant, conducting accounting research into bankruptcies, going concern statements and 
international accounting issues. Extensive use of LEXIS/NAARS, Wordperfect, and Lotus 1-2-3. 

Part time employment at Seaside Cycles, Manchester, MA, assisted in maintaining a computerized accounting 
system for a retail business with $750,000 in annual sales. Also performed monthly accounting functions. 

Internship at Coughlin, Clasby &. Co., CPAs, Danvers, MA, prepared personal and corporate financial statements 
and tax returns. Experienced in the use of computerized tax assistance. 

Vice President of Communications for Graduate Student Association, helped organize numerous school and 
community events. Prepared weekly newsletter. 

A. J. Bille Scholarship recipient, awarded by the Bentley College Center for Tax Studies. 

UNITED STATES NAVY 

Honorable discharge after eight years service in the U.S. Navy. Served on board the submarine USS Daniel 
Webster from February 1986 to July 1989. Two Good Conduct Medals and the National Defense Medal. 
Received two Letters of Commendation for superior performance of duties. 

Experienced in effective personnel training. Training Coordinator at Naval Nuclear Power Training Unit; 
Windsor, CT, from July 1989 to August 1992. Directed and supervised the training of staff and students in the safe 
operation of a nuclear power plant. Responsible for counseling personnel on motivational and performance problems. 
Prepared and conducted training presenlations for a wide variety of technical subjects. 

University of State of New York-Regents College, Albany, NY, June 1992. Bachelor of Science Degree in 
Sociology, GPA 3.0, achieved through independent study while serving full time in the U.S. Navy. 

Graduated Class Honorman, Naval Nuclear Power Training Unit, Windsor, CT, February 1986. Rank 1 of 52. 
GPA 3.79. Intensive college level studies in nuclear plant physics and operations. 

Rensselaer Polytechnic Institute, Troy, NY, from September 1981 to June 1983. Two years in Computer and 
Systems Engineering. 

PERSONAL INTERESTS 

Private pilots license, bicycle racing and running. 



Cheryl A. Bryda 

53 Village Brook Lane, Apartment 11 

Natick, MA 01760 

(508) 655-6063 



Work Experience: 



Administrative Assistant to the Director, (December 1993 -Present) 

One With One 

Assist the Director with meeting and training preparation, organizing and 

attaining information for grant proposals, file and archive organization, and 

general office management. 

Localization Specialist, (January 1993-December 1993) 

International Communications, Inc. 

Worked directly with translators of seven foreign languages, tested translated 

software products, proof-read translated material ( including computer 

software, documentation, and marketing material), captured and edited screen 

shots, layout, prepared quotes, project management, 

and working with international clients. 

Volunteer English as a Second Language Tutor, (April 1993 -Present) 

One with One 

Teach basic English and job preparation skills to immigrants. 

Independent Spanish Tutor, (December 1988-May 1990) 

Taught vocabulary, grammar and conversation skills to High School and 

University students. 



Computer Experience: 



Education: 



Foreign Stutfy: 



Research Secretary, (June 1989-January 1991) 

U.S. Army 

Basic secretarial duties as well as research for a team of Research Engineers. 

DOS, Excel, Lotus, WordPerfect, MSWord, PageMaker, FrameMaker, 
Photoshop, Supcrpainl, Harvard Graphics, Canvas, Borland Workshop, 
Resedit, Resourcer, and many other Macintosh and IBM compatible 
applications/text editors. 

Currently enrolled in Master's program for ESL Instruction 
University of Massaciiusctls, Boston 

Bachelor of Arts, International Affairs 
Specialization: Western Europe & Latin America 
University of Colorado, Boulder, CO. 80309 

La Univcrsidad de Granada, Spain 

Intensive study of International Affairs, Spanish language, and culture. 



Honors: 



*Dcan's List (1988-1990) 

*Golden Key National Honor Society Member at University of Colorado 

♦Merit-Cash Award, United States Army 



KIMBERLY ANNE KRESGE 

218 Washington Street tf^ 

Marblehead, MA 01945 

(617) 639-2707 



EXPERIENCE 



TEACHER 



One With One, Hnghion, MA 

September 1992 - present 

Teach individualized typing, biology, and ESL classes. Assist students with job 

search and job search techniques. Team member for summer youth program, including 

teaching and individual assistance in English and writing. Recruit American 

volunteer tutors for immigrant and refugee students. Assisttutors through weekly written 

update and weekly phone calls with each tutor. 



TEACHER 



Choice Through Education, Chelsea, MA 

July and August, 1992 

Taught one ESL conversation and writing class. Taught three writing workshops that 

emphasize the writing process. Advised yearbook staff and dance club. 



TEACHER 



Boston Language institute, Boston, MA 
June 1992 to September 1992 
Taught beginning level adult ESL. 



STUDENT TEACHER 



McCaskey High School, Lancaster, PA 

January to May, 1992 

Taught tenth grade English as member of an essential studies team in Lancaster's city 

school district. Classes involved discovery learning and employed the "Student as worker, 

teacher as coach" philosophy. 



TEACHER 



Adult Enrichment Center, Lancaster, PA 

March 1991 to January 1992 

Taught two beginning ESL classes. Attended seminars on cooperative learning, adult 

motivation, and learning disabilities. 



EDUCATION 

Millersville University, Millersville PA 
Teaching certification in secondary English. 

Wells College, Aurora, NY 

Bachelor of Arts, cum laude 

Major: English Minor: Spanish, Communications 

University of Sevilla, Spain 

Five months intensive Spanish language and culture study. 



ACTIVITIES 



TESOL and NCTE member. Tutor to Chelsea High School Students in ESL. Volunteer to Make-a-Wish Foundation. 
Alumnae admissions volunteer. Alumnae Annual Fund volunteer. 



Debra A. Jacobs 

123 St. Paul Street, Brookline, MA 02146 
(617) 731-3881 



WORK EXPERIENCE 

ONE WITH ONE, INC., Brighton, MA June 1991 -Present 

Program DeveloperAVriting Instructor/Contract Administrator : Grant-writing, fund-raising, report- 
writing, administration and teaching for non-profit educational organization dedicated to enabling 
linguistic minority youth and adults to improve their English, enter and succeed in the American 
workforce and become contributing members of the community. Administer JTPA IIA and MassJobs 
contracts; created and offered writing lessons to economically disadvantaged, linguistic minority teenagers 
in One With One's 1992 Summer Youth Program; assisted in ESL classes for adults attending 
Education/Job Training program by tutoring and teaching writing; co-wrote article about One With One's 
Partnerships Program, which was published in a national library journal. 

CAPIZZI PLANNING & DEVELOPMENT CORP.. Boston. MA 1983 - 1991 

Coininunications Director/Project Manager : Responsible for all communications for busy real estate 
development office; wrote competitive proposals to municipalities for purchase and development of 
surplus public buildings; wrote financing proposals; planned and executed all visual and written materials 
for community meetings; participated in presentations to zoning boards and community groups; wrote 
successful proposal to list 1908 school building on the National Register of Historic Places; designed 
marketing brochures; created evaluative reports; planned, executed and oversaw multi-million dollar 
building projects; worked with lawyers to obtain permits and bankers to secure financing; submitted 
monthly requisitions to lending institutions; oversaw design, construction and marketing process. 

STEPTOE & .TOHNSON. Washington. D.C. 1981 - 1982 

Legal Assistant : Documentation review and trial assistance for major construction litigation. 



EDUCATION 

HARVARD UNIVERSITY. Cambridge. MA 

Currently working towards Master's in Education. Graduation date June 1994. 

CLARK UNIVERSITY. Worcester. MA 

B.A., English, 1981; graduated Summa Cum Laude and with Highest Honors in English; member of Phi 
Beta Kappa; one of two students and five faculty members appointed to tlie Undergraduate Review Board, 
a committee formed to review and implement curriculum requirements. 



RELATED EXPERIENCE/AFFILIATIONS 

Private ESL tutor in Italy (1983) 

ESL tutor through the One With One Partnerships Program (1987-88) 

Member, Boston Center for International Visitors (1990-present) 

Volunteer, Massachusetts Association for the Blind (1991 -present) 

Co-author, Embracing Diversity: One With One's Bold New Partnerships, published in the Wilson 

Library Journal . February, 1992 



Stephanie Lee Martin 

68 Warren Avenue 

Woburn, MA 01801 

(617) 933-1780 



ONE WITH ONE Brighton, Massachusetts 

Program Manager, Entrance Office Work 1993-Present 

• Recruitment of newcomer adults for 6-8 month office skills/ESL training program. 

• Develop program curriculum with Executive Director. 

• Instruct English as a Second Language, typing, business practices and communication 
skills to a class of 22 adults. 

• Lead daily assessments of Entrance Office Work participants. 

• Managed 1993 fundraising events including a $40,000 walkathon. 



PEACE CORP Costa Rica 

Urban Youdi Development Coordinator 10/90 - 1/93 

• Coordinated with Women and Children government agency in the development of a wholistic 
"Youth at Risk" Community program which included; educational, recreational, vocational and 
social skills training focussing on urban youth at risk. 

• Created yearly curriculum in support of: individual tutoring, art & sewing classes, recreational 
programs such as soccer and volleyball teams, drug and alcohol prevention seminars, and a night 
school for teenage dropouts. 

• Established a Summer Youth Program fundraised by the youth themselves that physically and 
mentally challenged urban youth at risk through a series of camping trips to various national 
parks, reserves, and farms throughout Costa Rica. 

• Supported and assisted in the development of a inter-institutional governmental oommiflBe 
with the goal of sharing information on community projects, coordinating resources, and implementing 
new neighborhood projects specifically for youth at risk and their families. 

ONE WITH ONE Brighton, Massachusetts 

Program Assistant and Teachers' Aide 1989-1990 

• Facilitated 4 daily classes for 50 immigrant women learning to type; led classes in resume 
writing; taught life skills training classes with 8-10 multicultural students; counseled participants 
during their job searches; and tutored 4 older immigrant women. 

• Institute Coordinator, 1990 Organized all aspects of a four day seminar showcasing the 
principles and practices of the One With One program. 

MASSACHUSETTS STATE HOUSE Boston, Massachusetts 

Paid Intern for Representative Sherman Saltmarsh 

• Organized information on current issues, researched House Committee Bills, provided constituents 
with related data. 

EDUCATION 
SYRACUSE UNIVERSITY 1989 

B.A. International Relations and Spanish Language, Literature and Culture 



HARRIET F. GOLDSTEIN 

24 Patten Street, Apt 1-4 

Watertown, Massachusetts 02172 

(H) (617) 926-8304 (W) (617) 254-1691 



RELEVANT EXPERIENCE 
Program Development, Management & Administration 

• Co-established organization providing vocational and educational programs for linguistic minority adults and 
adolescents and training and counseling for volunteer tutor/ mentors. Recipient of the 1989 Leader of Readers 
International Grand Award from Family Circle Magazine. 

• Designed, implemented and managed vocational training programs for linguistic minority adults and occupational 
readiness programs for adolescents. 

• Implemented and managed a variety of volunteer tutor training programs. Projects included a Citizenship 
Education Training Project and a Cambodian Widows Project. 

Networking, Community Resource Development & Job Development 

• Networked and maintained successful working relationships with public and private agencies, schools, service 
providers, and employers. 

• Developed job leads, wrote r6sum6s, counseled and placed candidates. 1993 adult programs have an 85% 
placement rate. 

• Designed and implemented seminars utilizing guest speakers from the public and private sector to enhance 
program and tutor/mentor effectiveness. 

• Researched and compiled information and referral listings and an employment resource directory. 

Special Events Planning & Implementation 

• Co-lead, coordinated and trained teams and individual volunteers in support of campaigns to raise funds for 
programs. Events include walkathon which annually raises approximately $40,000. 

• Planned, implemented and managed all logistical aspects of formal and informal fundraising and community 
outreach functions. 



EMPLOYMENT SUMMARY 

1983 - present Co-Founder and Program Administrator One with One, Inc., Boston 

1982 Consultant Career Development Team, Waltham 

1975 - 1981 BeneHts Coordinator, Benefits Assistant Beth Israel Hospital, Boston 

Wage & Salary Assistant, Training Assistant 

EDUCATION 

Certificate, Summer Institute for Intercultural Communication, Portland, Oregon, 1990, Advanced Seminar: Intercul- 
tural Theory and Application. 

B.S., Summa Cum Laude, Boston State College, 1975, English and Secondary Education. 

Teacher Certification - Commonwealth of Massachusetts. 

PUBLICATIONS 

Co-wrote and edited ESL/Civics curriculum for amnesty applicants for the Massachusetts Office for Refugees and 
Immigrants. Welcome, Neighbor!, now published commercially and in second printing. 



Linda Siegrist 

38R Wm. Jackson Avenue 

Brighton, MA 02135-3919 

(617) 254-1301 



WORK SUMMARY 

Over 15 years in communications and training and development. Experience 
includes work in radio, print promotion, public relations; and more recently as 
a teacher of English as a second language (ESL) specializing in diction and in 
preparing adults from different cultures for successful entry into the American 
workplace. 

EMPLOYMENT HISTORY 

Instructor, ESL 1993 to present 

One With One, Incorporated 
Brighton, MA 

• Principal Instructor in ESL and diction, Have coached, individually 
and in small groups, in intensive diction work and accent reduction. 

Have customized all teaching texts amd classroom materials hi ESL 
to conform to One With One's accelerated program of adult 
preparation for successful entry into the American workplace. 

• Wrote and produced a one- hour cassette tape on American diction 
for home use. 



The Christian Science Publishing Society 1973; 1976 - 1993 

The First Church of Christ, Scientist 
Boston, MA 



Copywriter and Communications Editor (four years) 
Promotion and Creative Services Department 
The Christian Science Monitor 

Wrote promotional brochures, flyers, and press releases for The 
Christian Science Monitor, as well as copy for advertisers. Produced 
newsletters and cassette communications for sales representatives 
in the field. 



Siegrist, page two 

Manager, Christian Science Reading room (nine years) 

Managed with minimal supervision a religious bookstore (in 
Boston's Back Bay), open 81 hours a week. Traiined and supervised 
upwards of 50 volunteers and full-time, paid personnel. Designed 
and wrote a comprehensive guide for use in training and 
development. Introduced formats and concepts new to the Boston 
Reading rooms in the design and execution of window displays. 

Security host, Assistant Shift Supervisor, Evening Shift Supervisor 

Security Operations (three years) 

For 1-1/2 years, trained and supervised security personnel for the 
evening shift (2:45-10:45 p.m.). Maintained an orderly and peaceful 
environment on the plaza and responded within guidelines to 
security needs affecting the public, church personnel, and church 
property. 

Translator **B", (summer position between two years of study in Paris) 

Tramslated French manuscripts and correspondence into English; 
reviewed French drafts of English texts for accuracy of grammar and 
translation. 

ADDITIONAL SKILLS 

Experienced in DOS /WordPerfect 5.1 and Macintosh /Microsoft Works 3.0 and 
Pagemaker 5.0. Type 65 wpm. 

EDUCATIONAL BACKGROUND 

Certificat sup6rieur de la langue frangaise 
La Sorbonne, The University of Paris, France 

Bachelor of Arts, Music History and Literature 
the University of Michigan, Ann Arbor, MI 



MARTIN KESSEL 

34 Cottonwood Road 

Wellesley, Massachusetts 02181 

(617) 431-9139 



EXPERIENCE 
ONE WITH ONE, INC. 

Instructor AVriter (1989- ), Office Skills for Immigrants 

• Taught classes in WordPerfect and Lotus 1-2-3 for four separate training programs. 
These programs provided career training to over 150 immigrants to the United States. 

• Wrote textbooks in WordPerfect and Lotus 1-2-3 for limited -English-speaking students; 
including teachers' guides, student reference guides, and exercises. 

COMMUNICATIONS CONSULTANT (1991- ) 

• Served as Project Manager for an assessment of future cable television needs for a major 
city, as part of their cable license renewal. The needs assessment included interviews with 
community leaders, a survey of residents, and five public hearings. 

• Designed, compiled, and evaluated audience and user surveys to measure the effective- 
ness of community programming on a large metropolitan cable system. 

• Drafted report on the cost-effectiveness of distance learning for a national consulting 
company. 

MASSACHUSETTS CORPORATION FOR EDUCATIONAL TELECOMMUNICATIONS 

Research Manager (1985-89); Research Associate (1984-85). Responsible for research and 
writing of plans for a statewide educational telecommunications network. 

• Conducted interviews with educational leaders; designed and supervised survey of high 
school principals; and researched state and national educational issues. 

• Coordinated meetings of Massachusetts users of Instructional Television Fixed Service 
(ITFS), including meeting with Representative Edward Markey. 

• Made recommendations resulting in purchase of office micro-computers and word 
processing, database, and spreadsheet software, and trained personnel in their use. 

BOSTON COMMUNITY ACCESS AND PROGRAMMING FOUNDATION 

Trustee and Clerk (1982- ); Chair of Access Uses Committee (1982-92). Key role in 
nonprofit organization providing public access to Boston cable. Chaired committee responsible 
for developing public access policies, and design and oversight of outreach and training 
programs. 



Martin Kessel Page 2 



CABLE TELEVISION ACCESS COALITION 

Co-chair (1980-82). Organized public education and advocacy efforts aimed at fostering 
community participation in Boston's cable process, including publishing monthly newsletter and 
organizing monthly public informational meetings. 

COMMITTEE FOR COMMUNITY ACCESS 

Projects Director (1978-82). Coordinated efforts aimed at fostering diverse radio formats, 
including successful campaign to return country music station to Boston; drafted comments for 
FCC and Congress on communications policy issues, including economic analysis of radio 
deregulation. 

FREELANCE WRITING 

Assistant Editor of Waves (1978-80). Wrote monthly articles on radio activities, trends, and 
regulatory issues for local radio magazine. 

Wrote news articles for The Real Paper (1978). 

RADIO NEWS REPORTING 

News reporter and producer for WBCN (1976-77). Wrote and reported local news stories; 
produced segments for two public affairs series; trained and supervised student interns. 

News reporter for WBUR (1973). 

EDUCATION 

BOSTON UNIVERSITY 

M.S. in Broadcasting (1976). Master's degree project: Wrote prospectus for television series 
based on Erik Erikson's Eight Ages of Man, and produced and directed 45-minute pilot 
production. 

BRANDEIS UNIVERSITY 

A.B. in Mathematics (1971). Activities included organizing photography club, theater and 
audio-visual work, and engineering and announcing radio shows at WBRS.