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A A[[[[[\      $/6=DD222D?D?AA[[[[[\  8*urn:schemas-microsoft-com:office:smarttagsCity=*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType9*urn:schemas-microsoft-com:office:smarttagsplace /[[[[[[[[[[[[[q\{\\\\\[[[[[[[[[[[[[q\{\\\\\noC C d+d+770939K9P9;;;;;< <1<N<<<<<<>=>FCFC[[[[[[[[[[[[[[q\{\\\\\\[[[[[[[[[[[[\\]#b#HT+[T-ܙQ$z=hLKDu feI!jDsx'lKZm*@O~nmDI/10m 2X7<=Axf.9T>1DTHkH7M)OzXCXHY@Z$]S]^C>b%c@$n5n%wyt+),>#W8u 0> Ln0> dv%  TP ,UU@@ +LCharter School Final Application InterviewsC2,!,!8,22272,H32,,222-!2,H'TT,UU@@LP .!"  TdS UU@@S LT20102222TT;UU@@LP-!T<UU@@<Lt11 Application Cycle22H22,,22D0.,TTUU@@LP -!"  T`)9UU@@`LtBridge Boston B!31,B2'22T:)UU@@:lL$ Tl)UU@@LXPage 8,1,TT)UU@@LP1@2Td)XUU@@LT of 3!TTY)UU@@YLP9@2TT)UU@@LP @.!" F(GDICT !b $$>>_888% % W$S ^ `NF`% % $$@@( " FGDICRp@Times New RomanG: Times ew RomanPU0> p[wHb18}0> 0> Ln0> dv%    '% LdLXLXT!??% (    TY UU@@LBridge Boston Charter SchoolN4!@;4M;.&;ATA:3'44A4@;:!TT Y UU@@ LP TT Y> UU@@ LP @>! '%   % (   " Rp@Times New RomanG: Times ew RomanPU0> p[wHb18}0> 0> Ln0> dv%    '% LdL=LT`!??% (    TO <UU@@O)LQuestions as derived from P<)% *) & *%)%*+?/Tl  <UU@@ )LXanel %*%TT  <UU@@ )LPR7Tl  <UU@@ )LXeview%)';TT  <UU@@ )LP &! '%   % (   " Rp@Times New RomanG: Times ew Roman?` <q8}0> 0> Ln0> dv%  TTX>UU@@XLP 6 Rp@Times New RomanNNNNN!822eS!!29!2222222222!9G: Times ew Roman?0\ ]8}0> 0> Ln0> dv% % TX"UU@@X LpMission and Vision^''28288H&28'% LdX!X2 !??% ( TT"UU@@ LP 5Rp@"ArialC^_d> 8 0P> 2E0t=v 2d> 0> :v !00> @00ί0> @03& : Arial:0?0<8}0P> 0P> Ln0h> dv% %  TXV8UU@@LP1.2% TT9UUU@@9LP > K% TVbUU@@LLWhat do you mean by  focus on the whole child and how is that reflected in d82!82228R,28822"2,8'28!8,I82&" WMFC a,,87228881I'!82!,,",,!,88!"  TH :UU@@%*Lconcrete terms throughout the application?,28,,,",",-R'!8,282928!!8,288,2!282TT  :UU@@ %LP #5!"  Rp@Symbol {#, < (> 0l0  0\C^_0> @000erms throughout the applicatio?5Symbol?`<8}0T> 0T> Ln0l> dv% TTlGUU@@LP.Rp@"ArialOOMG&&&&&&1111<#EEE&&&&!00> @00ί0> @03& : Arial:0?$| 8}0P> 0P> Ln0h> dv% TTHvUU@@HLP h% TXv:UU@@LP W,_T;vUU@@; L`hole child22,,22TTvUU@@LP ,TTv UU@@LP T vUU@@  Lhrefers to thet!,",!'22,Tv UU@@Lx medical, dental, soclN,2,,2,2,'3,T vDUU@@ Lhial, emotional,,N222,TEvUU@@E L` aspects p,'2,,'TTvUU@@LP 2Tv)UU@@ L` everythie,3-"02TX*vUU@@*LPng31TTvUU@@LP  Tl^YUU@@BLXthat 2,T,_0 YUU@@_B%Lmakes a person whole. If you re not eN,2,',2-!'22H22, !022"!,22T1  YUU@@1 B Ldhealthy or h2-,303!T YUU@@ B Lhwell fed, youdH,!,2022TYUU@@BLp won t be able to H23!2,,2,2 Tl[UU@@LXfocus!2,2'T[UU@@Ll on your work. 22022!H2!2T[ UU@@LTake care of those thingst=,3,,,",2!22',231'T, [nUU@@ %L and the child will be able to focus f,232,,22H2,,2,2!2,2' T?UU@@(Lbetter on the curriculum. 2,,!222,,3!!,22NTT?UU@@(LP - % TTqGUU@@LP.% TTH{UU@@HLP h% TT{UU@@LPW_Tx{(UU@@L\e have ,2,2,T){UU@@)Lpa specific positio,'2-,!,22'2T{ UU@@Ltn, the director of s22,2!,,2!2!'T { UU@@ Lltudent servicesr23,3',!2,,'T {oUU@@ Ll, who will help H22H2,2!"  T^UU@@GLLfamilies identify the needs getting in the way of the students. Will create!,N,'2,2"02,3,,3'1,3122,H.03!2,'22,2'_,!,,,T^UU@@G L` outreach 32!,,,2!"  Td`qUU@@LTteam,,NTr`UU@@r:Ls with community partnerships we have already established.'H2,2NN2203,!2,!'22'H,3,2,,!,-30,',2'2,2TT`UU@@LP .!"  % TT G| UU@@g LP.% TTH | UU@@Hg LP h% T ~ UU@@g LServe the whole child by l8,!2,2,H22,,2230T  ~ UU@@g Ll&" WMFC Aintegrating into2,1",2122Td ~ UU@@ g LT the2,Tx ~ UU@@ g L\ curricc,3!!-Td s ~ UU@@ g LTulum22NTt ~ UU@@t g L` not only 2222/Td ~ UU@@g LTthe 2,T ~ UU@@g L`academic d,-,2-N,!"  T` / UU@@ LTbut22Tl0  UU@@0 LX also,'2T  UU@@ Lp social benchmarkc'2,,2,2,2N,"2T`  UU@@ LTs, 'T  v UU@@ L`such as rh'2,2,'!TTw  UU@@w LPe,T  UU@@ L|siliency, respect, self,',2.0!,(2,,',!TT   UU@@ LP-!T   UU@@  Ll esteem and the ,',,N,223-!"  T  c UU@@L Lunderstanding that they are the 222,!',22312,2.0-!,2,Tx c UU@@ L L\stewardt',I,!2TT c UU@@ L LPs'T Jc UU@@ L L| of their own future. u2!2,!3H2!22!,TxK c UU@@KL L\These bh=3,',2T Oc UU@@L L`enchmarks ,3,3N,!2'!"  Te  UU@@ L`tie into ,22Tpe  UU@@ LXtheir 2,!Te UU@@ Lpsocial development'2,,2,2,22N,2TH e [ UU@@ *L as well as academics and physical well be,'H,,'-,,2-N,',22230'-,H,3,Td\e  UU@@\ LTing.21TTe ! UU@@ LP .!"  TT { UU@@d LP -!"  % T X}  UU@@X #LEducational Philosophy, Curriculum cC88,2!282<82'2781H8,,,88RT} 0 UU@@ Lland Instructionu288'8'!-8,!28' % LdX 0 X  !??% ( TT1 } f UU@@1 LP 6 % TX" 8 UU@@~ LP1.2% TT9!  UU@@9~ LP K% T"  UU@@~ LWhat would a rigorous academicd82!I2882,22,28'2,28-R,T " L UU@@ ~ L| program mean for K1, K 8,22,3SR,38"2,M2MTTL " d UU@@L ~ LP,Txe "  UU@@e ~ L\ and 1?a28822% TT$  UU@@~ LP -!"  % TT G> UU@@) LP.% TTH > UU@@H) LP h% T @ UU@@) LdRight from C12!!2NTd @ UU@@) LTthe 2,T @ UU@@) Ldbeginning, n2-12232T g @ UU@@) Ldit s about a!',222Th @ UU@@h ) L`establisha,',2'2Tl @ UU@@ ) LXing a21,TT @ UU@@ ) LP T x@ UU@@ ) Ldtransparent !,2'2,!,2Ty t@ UU@@y) Ltculture where kids ,22!,H3,!-22' TdB A UU@@ LTare ,!,TBB  UU@@B Lexpected to do their bestr,32,,,22222,!3,'TT B y UU@@ LP dTy B UU@@y Lhacademically,c,,,3,N,,0T B _ UU@@ Ld behavioralv2,2-22!,TX` B UU@@` LPly0T B &" WMFC ! UU@@ Lp and as community ,22,',2NN220 Tx %UU@@L\memberseN,N2,!'TX O%UU@@LP. TXP %UU@@PLP RCTl x%UU@@LXeport,22!Ty c%UU@@yAL cards often say things like  child reading on grade level. We  -,!2'2!,2'.0221'2,,,22!,,231221!,3,,2,,_, T,' UU@@%Lwant our evaluation home reports to hsH,222!,2,3,2222N,!,22!'22T  'UU@@  Lave specifics like knowing the o,3,'2,,!-'2,222H212,2TX'UU@@LPa ,T|'OUU@@L\dipthong232221TXP'UU@@PLP,  T UU@@8Lso the child and the family know what they re working on'22,,22,222,!,N0222HH3,2.0!",H2"22122T`   UU@@ LT. TT 9 UU@@ LP . % TT=GUU@@LP.% TTHGUU@@HLP h% TGUU@@ LhIn developingl 23,2,2231TTGUU@@LP TdGUU@@LTthe 2,TG UU@@ Lhcurriculum, wl,3!!,32NHT G UU@@ Lhe talked about,,2,2,222T GOUU@@ "L what we think kids can handle. AH3,H,22222',,22,23,HTXPGUU@@PLPt  TX+UU@@LP3 2Td+UU@@LTyear0-,!TT+UU@@LPs'T_+UU@@ Ld old, kids 2222'!T|`+UU@@`L\ brains 2",2'Td +UU@@LTare ,!,Tp  +UU@@ LXready ",,40T Q+UU@@ Lfor all kinds of information!3!,222'2!2!2!N,22TR+UU@@RLp. Having them at H,2312-N, T-NUU@@Llsuch young age, '2,202231-1,TxO-xUU@@OL\we willeI,HT y- UU@@y L provide them with the Success f2!222,2,NH22,82,,,''!T -UU@@ Lor All curriculum, which w3!H,2!!,22NH2,2 TdMUU@@LThas 2,'TNUU@@N L`KinderCareH22,!C,",T [ UU@@  Lh and wraparoua,22I!,3,!22T\ g UU@@\ L|nd components, including22,2N222,2'2,2221Th  UU@@h L| math and science. We .N,2,22',,2,,_, T:UU@@m L`will push H22'2T;@ UU@@;mLpbeyond the normal 2-02222,22"N,TA  UU@@A mLxacademic expectations ,,,3,N,,32,,,22'T UU@@ mLfor kids who are entering !2!22'H22,",,2,!21 Tj UU@@Lwithout a lot of home support.H222,22!22N,'2222!TTk  UU@@k LP - % TT)GUU@@LP.% TTH3UU@@HLP h% Tl3UU@@LXRigorC12!T3UU@@ Lh often means m2!,2N-&" WMFC ,2'T3 UU@@ Lhhigher levelsl212,",2,'Th 3UU@@ /L to people, for example third graders studying d22,22,!2!,3,N2,2!21",2,!''24021 T!UU@@Lxfourth grade materials!22!22!,2,O,,!,'TX"SUU@@"LP. TTTlUU@@TLP TTmUU@@m,LThat s not how we re using the term here. W>2,!'2222HH,"!,2'312,-!N2,",_TXUU@@LPe ,T`UU@@ Ldare really e,!,",,0 T UU@@rLlthinking about a22221,222T  UU@@ rLphabits of mind. i2,2'2!N22T  UU@@ r L`Children lC22!,2Td  UU@@ rLTare ,!,T  KUU@@ r#Lcoming into elementary schools are s,2N2122,,N,2,#0',223',!, T}UU@@ILinquirers; they want to know the why and how. The way our curriculum is u222!,!'2-0H,22322H2,H40,2222H>2,H.022!,2!!-22N' T\ oUU@@X-Lrigorous is in teaching them habits of questiq!12!22''2,-,2312,N2,2'2!22,'T AoUU@@ XL|oning and exploration. 2221,22,322!,22TBoUU@@BX LdIt s about a!',232 THq UU@@*Lasking why things work the way they do and,'221H40231'H2!22,H.02.022,22T| q UU@@ L\ inculca2,2,,T qUU@@ Lting this way of thinking that 212'H.03!222212, TUUU@@>ALwill propel them throughout their academic and personal careers. eH2!22,2,N2!2213222,!,,,3,N,,223,!'22,-,!-,!'TTUUU@@>LP . % TTGUU@@LP.% TTHUU@@HLP h% TpUU@@LXRigor C12!TxUU@@ Ldis about the',2222,TyUU@@y8L belief that children can absorb as much as you put out 2,-!2,,22!,2-,2,2'2!2-'N2,2,'0222222T|)UU@@L\there. 2-!, T  tUU@@] LOur approach is cross curricularH2!,22!3,,2',!2'',2"!,2,!T  tUU@@ ]Lx and interdisciplinary,222-!2',22,#0T tUU@@ ]L|. We want to embed in e_,H,22,N2,22 TTvc UU@@,Lstudents the passion we feel for the school.'22,2'2,2,''22H,",,!2!2,(,222TTd v UU@@d LP -% 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6&WMFC 66666666666666666666  ."System-@Times New Roman- L2 c+Charter School Final Application Interviews.           2 cv ,'2 b2010 2 - )2 11 Application Cycle      2 v ,'(2 :Bridge Boston e   2 :Tl 2 :Page .  2 :81 2 :E of   2 :g9 2 :t ,'--%v--'@Times New Roman- - @ !"- 52 Bridge Boston Charter School      2 E  2 M ,- - '@Times New Roman- - @ !- 42 Questions as derived from P       2 anel .  2 R2 eview.   2 3 ,- - '@Times New Roman- 2  @Times New Roman--&2 Mission and Vision     - @ ! - 2 h @"Arial- -2 11. - 2 1 -}2 1LWhat do you mean by focus on the whole child and how is that reflected in                       ,'J2 O*concrete terms throughout the application?             2 O ,'@Symbol- 2 z  @"Arial- 2 z -2 z0W 2 zT hole child    2 z 2 z 2 z refers to the    +2 zC medical, dental, soc     2 zial, emotional    2 z  aspects i   2 z 2 z  everythi  2 z[ng 2 zt 2 0that . C2 ]%makes a person whole. If youre not          2  healthy or   2 D well fed, you   &2  wont be able to      2 0focus. #2 g on your work.     12  Take care of those things      C2 % and the child will be able to focus          22 0better on the curriculum.        2 2 - 2   - 2  - 2 0W2 Ie have  &2 a specific positio     )2 <n, the director of s       "2 tudent services    #2 , who will help    ,'}2 0Lfamilies identify the needs getting in the way of the students. Will create                   2   outreach   ,'2 80team b2 8b:s with community partnerships we have already established.                 2 8 ,'- 2 d  - 2 d -12 d0Serve the whole child by         #2 d3integrating into      2 d the 2 d curric   2 d6ulum  2 dj  not only    2 dthe  2 d academic  ,'2 0but 2 Q alsoi  %2  social benchmarkf    2 9s, s 2 O such as r   2 e .2 siliency, respect, self     2 -#2  esteem and the     ,';2 0 understanding that they are the        2 osteward   2 s .2  of their own future.        2 These b   2  enchmarks  ,'2 0 tie into    2 ~their   &2 social development     J2 x* as well as academics and physical well be          2 'ing.  2 M ,' 2  ,'-@2 #Educational Philosophy, Curriculum        "2 .and Instruction     - @ !?- 2  -2 ,1. - 2 , -82 ,What would a rigorous academic         .2 ,J program mean for K1, K     2 ,`,2 ,f and 1?   - 2 , ,'- 2 X  - 2 X -2 X0 Right from    2 Xthe  2 X beginning,   2 X> its about   2 X establisht   2 Xing a1  2 X/ 2 X5 transparent  (2 Xculture where kids 1      2 u0are  12 uVexpected to do their best        2 uN2 ug academically,   2 u  behavioraly  2 uely &2 ux and as community      2 0members    2 . 2  R2 eportr m2 A cards often say things like child reading on grade level. We                 C2 0%want our evaluation home reports to h           ;2  ave specifics like knowing the o        2 a 2  dipthong   2 e, _2 08so the child and the family know what theyre working on               2 }. t 2  - 2   - 2  -2 0 In developing    2  2 the  2  curriculum, w    2 we talked about    >2 " what we think kids can handle. A         2 et 2 03 2 Dyear  2 os 2 y  old, kids    2  brains   2 *are  2 Oready 52 for all kinds of information        &2 . Having them at     #2 30such young age,   2 3we will  ;2 3&  provide them with the Success f      12 3qor All curriculum, which c      2 P0has 2 PY KinderCare  2 P  and wraparoue  /2 P`nd components, including       .2 Pg math and science. We g      2 m0 will push  &2 mbeyond the normal    ,2 mYacademic expectations     22 mDfor kids who are entering        82 0without a lot of home support.        2 d - 2   - 2  -2 0Rigorl 2 j  often means    2  higher levels    R2 u/ to people, for example third graders studying               ,2 0fourth grade materials       2 .  2  M2 #,Thats not how were using the term here. W           2 e 2  are really    "2 0thinking about     %2 habits of mind.     2 p Children a   2 are @2 #coming into elementary schools are           y2 0Iinquirers; they want to know the why and how. The way our curriculum is                   O2 +0-rigorous is in teaching them habits of questig            /2 +oning and exploration.       2 + Its about o  J2 H0*asking why things work the way they do and           2 H inculca  :2 HFting this way of thinking that f         m2 f0Awill propel them throughout their academic and personal careers.                2 f - 2   - 2  -2 0Rigor  2 p is about the   _2 8 belief that children can absorb as much as you put out                2 there.  ;2 0 Our approach is cross curricular         ,2 v and interdisciplinary      .2 M. We want to embed in       M2 0,students the passion we feel for the school.            2  -                                ՜.+,D hp|  ddoe.i[' OStandard Interview Questions for Founding Groups, Bridge Boston, February 2011Bridge Boston Charter School 'Questions as derived from Panel Review Title HeadingsH 5= _DocHomelg  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     !Root Entry F7 1TableSՕWordDocument4SummaryInformation(lDocumentSummaryInformation8dCompObjq   FMicrosoft Office Word Document MSWordDocWord.Document.89q՜.+,D՜.+, hp|  ddoe.i[' OStandard Interview Questions for Founding Groups, Bridge Boston, February 2011Bridge Boston Charter School 'Questions as derived from Panel Review Title Headings0X`hp _DocHome metadate lg Feb 23 2011