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1. Mission Statement
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
• 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
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)
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-
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
• 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
• 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
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
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
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
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
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
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
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.
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
' 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
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
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,
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
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
• 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.
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
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.
B. Explain why a charter school would help to effectively address this
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,
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
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
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.
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.
5. Recruiting & Marketing Plan:
A. Demonstrate how you will publicize the school to attract a sufficient pool
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.
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
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.
6. Admissions Policy:
A. Describe the admissions methods and standards you will use to select
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-
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
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.
(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
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
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.
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
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
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.
A. Discuss a timetable of events leading to the opening of a charter school.
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 15-30 Continued planning focused on #19 in the Charter Application, Part in
Development of Multiversity High's Constitution and By-Laws
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
2 Board Meetings:
•Business management plan - approval by Board
Sept. 1 - Focus Groups with interested parents and youth
Jan. 30, 1995
2 Board Meetings:
Continuing development of facility for compliance
Feb. 1 -
Curriculum development for year two continues - draft, preview
Advisory Council meeting of parents/board/staff-orientation and dinner
1. Review year one curriculum
2. School constitution - discussion and passage
July 1 -
3. By-Laws passage
4. Contracts with youth
Advisory Council of parents/board/staff
1. Review year two curriculum
•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.
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
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
Section V, VI, and Vn contain support letters from past and present students of our youth and
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
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.
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
• 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
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.
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
•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.
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
•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
•How do works of art influence people's lives?
•How can we change our perceptions, our lives by extending our awareness or
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?
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
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
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.
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:
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?
• 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
• 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
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,
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
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
• 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
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
• 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
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.
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
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
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
• 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
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.
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.
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.
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
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
D. Human Resources -- Assesses skills and distributes work accordingly, evaluates
performance and provides feedback
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
F. Works with Diversity ~ works well with men and women from diverse
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
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
^ A THREE PART FOUNDATION
Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and
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
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
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
D. Problem Solving ~ recognizes problems and devises and implements plans of
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
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.
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
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
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.
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
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
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.
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
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
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.
C. Describe any other relevant employee information, including but not
limited to: salaries, contracts, hiring and dismissal, benefit packages, and
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.
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
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.
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-
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
of parental rights and responsibilities. We are committed to working with parents in school
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
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
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
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
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.
Margaret King Van Duyne
One With One
P.O. Box 35404, Brighton, MA 01235-0404
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
• Trained instructors in a newly developed philosophy of
• 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
• 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
• 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
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.
1993: SIETAR, Washington, D.C.
Effective Action in Diversity Classrooms
1991: SIETAR, Boston, MA
Effective Action in Bicultural Partnerships
MARGARET KING VAN DUYNE
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
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.
1992-1993: Member of DOE Advisory Committee MASS ED ONLINE
1992-1993: Member Total Quality in Education Task Force
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
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
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
Private pilots license, bicycle racing and running.
Cheryl A. Bryda
53 Village Brook Lane, Apartment 11
Natick, MA 01760
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
Research Secretary, (June 1989-January 1991)
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
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.
*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
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.
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.
Boston Language institute, Boston, MA
June 1992 to September 1992
Taught beginning level adult ESL.
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.
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.
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.
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
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.
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.
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
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.
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
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%
• 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
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
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.
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.
38R Wm. Jackson Avenue
Brighton, MA 02135-3919
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
Instructor, ESL 1993 to present
One With One, Incorporated
• 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
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
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
Experienced in DOS /WordPerfect 5.1 and Macintosh /Microsoft Works 3.0 and
Pagemaker 5.0. Type 65 wpm.
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
34 Cottonwood Road
Wellesley, Massachusetts 02181
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
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
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
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).
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
A.B. in Mathematics (1971). Activities included organizing photography club, theater and
audio-visual work, and engineering and announcing radio shows at WBRS.