Professional Documents
Culture Documents
Application
v s / Applicatio n Coversheet
Table of Content s
Educational Plan
s i f item is included
Student Goals Write "INC" if item is incomplete
Human Resources Informatio n Write "missing" if the item is missing
Governance Initial bottom of page when done
Community Suppor t Use different color ink than previous reviewer
Geographic Boundary
y_ 1 1 Busines s Plan
_^ v /A Notarize d Biographica l Affidavit s
^y B Organizationa l Chart
x/ y C 501(c ) (3 ) Determinatio n Letter fro m IR S o r statement that it is not required if sponsoring entity is an institution of higher
education o r a governmental entity. Lis t date of incorporation for us e on I and J.
D Article s of Incorporatio n filed wit h Texas Secretary of State or a comparable documen t if the sponsoring entit y is an out-of-
stale nonprofit corporatio n o r a statement mat this not required if the sponsoring entit y is an institution of higher educatio n or a
governmental entity .
E Corporat e Bylaw s o r statemen t that it is not required i f sponsoring entity i s an institution of higher education or a governmental
entity ,
F Publishe d Notice o f Publi c Hearing showing nam e of the newspaper an d date of publication and stating the propose d
z/
_v/
school name, sponsoring entity name, date time, and place of meeting, and names otsponsoring entity board members
yy H Signe d Certifie d Mail Receipt Cards o r the certified mail receipt showin g each addressee , fee s paid, and the date maile d
1 Audi t Report o r on e of the following: (1 ) unaudited financial statements (consistin g of an unaudited statement o f financial
position; a n unaudited statement of activities; and a n unaudited statement o f cash flow s includin g a notarized acknowledgemen t signed
by the chie f executive office r an d chief financial officer o f the sponsoring entity attesting to the accuracy and completeness oFth e
information provided ) or (2 ) a statement that no documents ar e being provided because m e sponsoring entity was incorporate d afte r
January 1 , 2006 and has less than $5,000 in receipts and total assets.
J Credi t Repor t o r a statement that no report i s provided becaus e the sponsoring entity was incorporated after January 1 , 2006
and has less than $5,000 in receipts and total assels .
V K IR S 99 0 Filin g or a statement explaining why it is not available.
L Documentatio n Verifyin g Al l Source s o f Fundin g or a statement explaining that there are no sources o f fund s
M Start-U p Budge t
_y v / N Budge t for Year On e of Operation
J^ O Negotiate d Servic e Agreement(s) o r a statement explaining why no agreements are being provided.
Negotiated Leas e Agreement(s) , Deed(s) to Property, Earnes t Money Contract(s) , o r Purchase Agreement(s)
or a statement explaining why no documents ar e being provided
1 2 Attachment s (Mark here to indicate that all attachments hav e been include d in the order required.)
Tnitiak Tnitiak
Application Coversheet
Manara Academy Manara Academy, Inc .
Note: I f the sponsoring entity i s a 501(c)(3) nonprofit organization , the name must appear exactl y as i t appears i n the Article s of Incorporatio n or any
amendments thereto.
I certif y that I have the authority t o submi t this application an d that all informatio n containe d herein is complete and .
accurate, realizing tha t any misrepresentation could resul t i n disqualification from the application proces s or revocatio n
after award . I n accordance with TE C §12.120 , 1 further certify that no members o f the governing Bod y o f the sponsoring
entity or of the proposed charter school no r any officers or employees of the proposed school hav e been convicte d o f a
misdemeanor involvin g moral turpitud e or of any felony. I understand tha t incomplete application s wil l not be considered.
•— > \ Ehap Sabri
(BLUE i t f) Signatur e of Chief Executive Officer o f Sponsoring Entity Date Printed Name
Jaszeer Mohammed
(BLUE INK ) Signaturefof Application Prepare r Date Printed Name
Manara Academy, Inc.
With wha t company i s the application preparer associated? Was
701-07-116-003
This checklist MUST be completed and submitted as part of the application to ensure that the applicant has provided all of the information required by the RFA.
Application
£3 Attende d Applicant Conference: Dat e _1 2/03/2007 _ : Board Membe r Who Attended Jaszee r Mohamme d
^| Applicatio n Coversheet
13 Tabl e of Contents
£3 Applican t Checklist (this document)
£3 1 2 Attachment s (Mark here to indicate that all attachments have been included in the orde r required. )
6 2/ 2
Signature of Application Preparer Dat e Signatur e of CEO o f Sponsoring Entit y Dat e
The idea of establishing Manara Academy a s a charter schoo l i n Irving has been the resul t of
extensive researc h and discussion s amon g parents , teacher s and communit y members . We
strongly believe that there is a sufficient deman d for an innovative schoo l i n Irving due to the
following reasons .
• Th e public schools i n the area are overcrowded accordin g to the Dallas Mornin g News
article o n Augus t 23 , 2007 . Th e district' s averag e pea k enrollmen t wa s 76 2 a t
elementary schools and 1,01 5 at middle schools.
• Loca l charte r school s i n th e Irvin g are a hav e lon g waitin g list s suc h a s Nort h Hil l
School.
• TAK S score s ar e ke y indicator s fo r schoo l an d studen t performance . I n th e 200 7
academic year , the performance of Irving ISD (All Tests) compare d t o Region 1 0 and
State of Texas is shown below :
Grades
State
: Region 1 0
i Irvin g IS D
0% 10 % 2O % 3O % 40 % 50 % 60 % 70 % 80 % 9O % 1OO %
Irving ISD has consistently scored lowe r than both Region 1 0 and the State . Base d o n
2007 data , ther e ar e onl y thre e recognize d an d n o exemplar y school s i n Irvin g ISD.
This illustrates a clear need fo r an innovative charte r schoo l such as Manara Academ y
in the Irving area.
Over th e pas t fe w years , Irvin g ha s mature d dramaticall y a s a n internationa l city .
According t o th e 200 7 U S census , th e percentag e o f Irving' s populatio n bor n i n
foreign countrie s was 33.6%, fa r above the figure of 12.5 % for the country as a whole.
Instead of educational institutions , the need ha s emerged for educational communities
that suppor t academi c achievemen t a s well a s address th e needs o f the students , their
families an d thei r communities . Buildin g o n th e strength s o f students ' cultura l
heritage an d lif e experience s wil l hel p the m becom e successfu l member s o f th e
community and enable them to compete globally.
The academ y wil l addres s th e abov e fou r challenge s and b e abl e t o ad d significan t value to th e
Irving community and the existing school system i n the following areas:
1) Academics :
Innovative teachin g methodologie s allo w student s t o compet e wit h othe r student s aroun d th e
globe especially in the field s o f scienc e an d math. They accommodate individua l learning styles
and critica l thinkin g skill s t o facilitat e th e realizatio n o f eac h student' s ful l potential . Th e
Expeditionary Learnin g Schools-Outwar d Boun d (ELS ) us e prove n innovativ e teachin g
methodologies. Manar a Academ y wil l b e th e firs t charter/publi c schoo l t o implemen t th e
Expeditionary Learnin g Schools'-Outwar d Boun d (ELS ) metho d i n DF W (Dallas/Forth Worth)
area. This methodology incorporates hands on project-based learnin g into the curriculum and puts
big emphasi s o n characte r education , ethics , leadershi p development , an d parenta l an d
community involvement . Expeditionar y Learnin g wa s selecte d amon g th e to p 7 schoo l desig n
models in the nation by the Department of Education.
3) Character Building :
There i s much more that can be done to strengthen students ' sens e o f responsibility towards their
immediate family , extende d family , communit y and society . Manar a Academ y wil l provid e a
school environmen t wher e hig h mora l characte r i s engendered , an d i t wil l pervad e th e entir e
school cultur e where teacher s ar e the role-model s fo r their students , parent s ar e the role-model s
for their children and older students are role-models for younger ones.
4) Stakeholders Support:
This application i s the combined effort o f volunteers who believ e that the innovativ e educational
methods implemente d b y Manar a Academ y wil l improv e ou r community , complemen t th e
existing publi c school s an d promot e civi c an d environmenta l responsibilit y i n ou r area . A s
founders, w e loo k a t th e need s o f th e chil d i n orde r t o gai n perspectiv e an d guidance . Thi s
promotes trust and co-operation and a spirit of joy i n our work and meaning in our lives.
The Manara Academ y mode l provide s a small school environmen t with several advantages over the
larger public elementary schools :
1) Innovativ e teaching methodologies aligne d with the ELS model
4) Timel y academic intervention for struggling students through the Student Suppor t Tea m
(SST)
7) Abilit y t o recogniz e individua l difference s an d adjus t accordingl y vs . Generi c (on e siz e fit s
all)
Autonomy Accountabilit y
This charte r schoo l mode l allow s fo r mor e flexibilit y tha n a traditiona l public school . Th e school' s
smaller siz e an d site-based managemen t allo w for an innovative and entrepreneuria l spiri t not easily
obtained i n a larg e schoo l bureaucracy . Th e governin g boar d ha s th e flexibilit y t o mak e creativ e
decisions an d th e autonom y t o chang e cours e quickl y t o mee t students ' goal s an d ensur e tha t th e
school visio n i s always i n th e forefront . Bot h this flexibility an d creativit y allo w student s t o reac h
their potential an d th e need s o f the educationa l community to b e addressed. The y als o provid e th e
freedom t o implement unique programs tha t specifically target student needs in our geographic area .
Manara Academ y wil l attrac t teacher s wit h a differen t educationa l philosophy . I t wil l als o provid e
flexibility b y establishing and permitting alternative teacher qualifications. I n this case, "alternative"
does no t mean a lower standar d o f qualifications. O n the contrary, i t means broade r requirement s fo r
the classroo m curriculu m an d trainin g tha t specificall y prepare s teacher s fo r ou r learnin g
environment an d for the exciting challenges of serving our target studen t population .
The missio n o f Manar a Academ y i s t o prepar e student s t o b e stron g builder s an d rol e model s
utilizing:
Guiding Vision
Mission
t
• Sustai n superior
Principles • Academic academics Academic Traits
• Transform Excellence • Promote
learning into • Balanc e of
t
innovation
impact intellect, ethical
t
• Institut e hig h
X
• Individua l character
ethical values
responsibility • Communit y
• Develo p positive
• Communit y building self-image
responsibility • Leadershi p
• Foster Character Traits
• Globa l
collaborative
responsibility
community effort
• Instruc t foreign
languages
Manara Academ y adopted an d innovative methodology (ELS) to help achieving our mission to reach
our vision . This methodolog y incorporate s hand s o n project-based learnin g int o the curriculu m and
puts bi g emphasi s o n characte r education , ethics , leadershi p development , an d parenta l an d
community involvement.
We have also adopte d strateg y map/balance d scor e car d approac h t o execut e our strategie s which i s
an approach developed b y Harvard University. This is critical since most of nonprofit organization as
a charte r schoo l fail s to reac h thei r visio n becaus e in-abilit y t o execut e thei r strateg y an d imprope r
financial planning .
Manara Academ y wil l provid e al l student s wit h a personalized , supportiv e an d engagin g schoo l
environment where they can obtain the knowledge and skills necessary t o fin d succes s as individuals
and a s member s o f thei r community . Th e objectiv e o f th e curriculu m i s t o incorporat e active ,
project-based learning , which connects learnin g across academic disciplines, and to meet the specific
academic need s o f eac h student . Th e dail y curriculu m will activel y engag e student s i n multipl e
opportunities for language development. A stron g emphasis on reading an d math i n all subject area s
will b e implemented. Staf f members ar e responsible fo r ongoing investigation , assessment, analysi s
and refinemen t o f curriculum . I n additio n t o th e cor e subjects , Manar a Academ y wil l implemen t
foreign languag e program , art , physica l educatio n an d technology . Student s wil l maste r a broa d
range o f conten t throug h curriculu m integration tha t i s relevant , meaningfu l an d engaging . Th e
curriculum desig n will embrace the THK.S, and will strive to rise above these state standards through
project-based learning . Teachin g an d learnin g i s studen t centere d an d drive n an d measure d b y
assessments such as the Texas Assessment o f Knowledge and Skills (TAKS).
Manara Academ y will partner with Expeditionary Learning Schools - Outward Boun d (ELS) , one of
the Nation' s most innovativ e and successful school desig n instructional models (se e Appendi x AA) .
Through EL S desig n principle s an d practices , EL S schoo l designer s wil l enabl e ou r teacher s t o
implement rea l life , project-base d learnin g "expeditions " tha t promot e literac y an d integrat e
curricular content. EL S will also deliver the school' s state d mission goals o f providing students with
a creative , adaptiv e an d ethica l environmen t consisten t with th e state' s curriculu m standards. EL S
best fits Manara's visio n and mission when compared to other school desig n models as evidenced by
our founding board's exhaustive assessment of multiple models.
2) Teache r Looping :
3) Bloc k Scheduling :
Each schoo l day will be broken up into time blocks, whic h are reserved fo r certain academi c
skills. Thes e extended learnin g block s will promote master y o f academi c skill s an d conten t
and facilitat e th e executio n o f interdisciplinary learnin g expedition s (project-base d learning )
consistent with the TEKS.
5) Cross-disciplinar y Learning:
Manara Academ y wil l implemen t the Elementar y Schoo l Foreig n Language s (ESFL ) Model
teaching the Arabi c an d Frenc h languages, tw o o f th e si x officia l U N language s a t al l grad e
levels, startin g a t Kindergarten . Student s wil l hav e th e choic e t o selec t betwee n thes e tw o
languages. Learnin g a foreig n language wil l improv e overall studen t learnin g an d wil l give
students a competitiv e advantag e (se e Appendi x CC).Accordin g t o ou r research , Manar a
Academy, b y leveraging a n existing local pool o f talented Arabic/Frenc h languag e educators
and an infrastructur e of existing resources, wil l be unique among al l Texas public school s i n
offering Arabic/Frenc h startin g at th e elementar y level. Manara' s commitmen t t o pursuing
excellence i n al l subjec t area s throug h in-depth , thematic , project-base d assignment s
establishes the groundwork for all students to receive exemplary foreign language instruction.
At Manar a Academy , eac h paren t wil l b e encourage d t o voluntee r a t leas t 2 0 hour s eac h
semester. Thes e hours can include, but are not limited to the following: fiel d tri p volunteers ,
classroom volunteers , fun d raisin g activities, school-wide celebrations, tutoring , maintenance,
school beautification, technology services, project consultants, etc. No t only will this help the
school operations, but the more time parents invest in their school, the more they will becom e
involved in their child's education .
Each chil d will hav e a choice o f a variety of after-schoo l activities , suc h as academi c clubs ,
organized sports , studen t council, etc. A t Manara, thes e activitie s wil l be integrated with the
curriculum t o involv e an d challeng e student s an d exten d academi c an d creativ e evolution .
Teachers, parent s and community volunteers will provide the instruction and support for these
after-school activities .
Through Expeditionar y Learning, students use outdoor adventur e to facilitat e the learnin g of
teamwork, courage , craftsmanship , perseverance , an d compassion . Transformativ e learnin g
All parent s an d staf f member s wil l hav e acces s t o Manar a Academy' s regularl y update d
website. Parent s will be able to provide feedback and participate in on-going surveys . B y the
use o f th e website , parent s an d student s wil l b e awar e o f al l upcomin g event s an d news .
Parents wil l b e abl e t o acces s studen t performanc e scorecar d an d wil l be abl e t o emai l thei r
child's teacher s an d the administration. Thi s wil l allow fo r ongoing communication betwee n
parents, students , teachers and staff .
Every classroom , startin g at kindergarten, will hav e 2 computers wit h internet acces s to help
students naturally integrate technology i n their overall education and their daily schoolwork.
Portfolios wil l help students develo p critical thinking skills by providin g the opportunit y for
them t o assess their own learning, to reflect criticall y and thoughtfully about their own work ,
to se t goal s fo r improvemen t an d t o b e awar e o f thei r accomplishments . Thi s wil l allo w
students, teacher s an d parents t o be aware of and recognize the student's success. A historical
portfolio will follow the students from yea r to year.
If budget and resources permit, Manara Academy will offer student s a broad range o f subjects
that ar e ye t t o b e determine d base d o n studen t interest . Parents an d student s wil l b e abl e t o
choose elective courses which will allow students to expand their learnin g experience .
Manara Academy will be true to this saying by having a strong focu s on health, nutrition and
fitness. Eac h studen t an d staf f membe r wil l b e aske d t o creat e an d implemen t a persona l
fitness plan . I n developin g a schoo l lunc h program , th e boar d i s requestin g tha t dietar y
guidelines be followed (see Appendix GG) .
Manara Academ y wil l establis h Qualit y Educatio n Counci l t o hel p i n assessin g th e annua l
objectives an d strategies . Thi s counci l wil l consis t o f highl y experience d externa l educator s
with a prove n succes s recor d tha t would mee t annually and provid e feedback t o th e Manar a
board and school leadership .
The Strategy Map/Balance d Scorecar d Approach , (Kapla n and Nortan 1992) , will b e adopted .
The ter m "strategy " i s commonl y use d i n publi c an d privat e schools , bu t researc h suggest s
that i t generall y doesn' t mea n muc h (Childres s e t al. , Novembe r 2006) . Manar a Academ y
founders recognize d thi s gap, therefore , we cam e u p with , base d o n our visio n an d mission ,
the strateg y ma p fo r th e schoo l (refe r t o Figur e 1 ) whic h wil l b e use d a s a framewor k fo r
developing soli d strategie s fo r improvin g studen t performanc e an d fo r alignin g th e
organization wit h those strategies . Schoo l succes s depend s mainl y on the degre e t o which a
strategy i s implemente d consistentl y acros s th e entir e organizatio n ove r severa l years . Th e
strategy map consists of 5 major elements which are as follows:
Figure 1
Resources:
1) http://factfinder.census.go v
Manara Academ y wil l provid e al l student s wit h a personalized , supportive , an d engagin g schoo l
environment wher e they can obtain the knowledge an d skills necessary t o fin d succes s a s individuals
and as members of their community. Th e curriculum will incorporat e active , project-based learning ,
which connect s learnin g acros s academic disciplines and addresse s the specifi c academi c needs o f
students. Th e dail y curriculu m wil l activel y engage student s i n multipl e opportunities fo r languag e
development. A strong emphasis on reading and math in all subject areas will be implemented. Staf f
members ar e responsibl e fo r ongoin g investigation , assessment , analysi s an d refinemen t o f
curriculum. I n additio n t o th e cor e subjects , Manar a Academ y wil l implemen t Arabi c an d Frenc h
instruction, art , physica l educatio n an d technology . Student s wil l maste r a broa d rang e o f conten t
through curriculum integration that i s relevant, meaningful and engaging. Th e curriculum design will
embrace th e TEKS, an d will strive to rise above thes e stat e standard s through project-base d learning.
Teaching and learning is student centered and driven and measured by assessments such as the Texa s
Assessment o f Knowledge and Skills (TAKS).
Manara Academy wil l partner wit h ELS, one of the Nation's mos t innovativ e and successfu l schoo l
design instructiona l models . Throug h ELS' s desig n principle s and practices , EL S schoo l designer s
will enabl e ou r teacher s t o implemen t rea l life , project-base d learnin g "expeditions " tha t promot e
literacy an d integrat e curricula r content. EL S wil l als o delive r th e school' s state d missio n goal s o f
providing student s wit h a creative , adaptiv e an d ethica l environmen t consisten t wit h th e state' s
curriculum standards . EL S bes t fit s Manara' s visio n an d missio n whe n compare d t o othe r schoo l
design model s as evidenced by our Founding Board's exhaustive assessment .
Manara Academy' s schedul e reflect s th e reorganizatio n of time , studen t groupin g and resource s t o
support high quality learning expeditions. Our school wil l provide longer and more flexibl e block s of
time fo r project-base d learnin g an d fieldwork , fo r tea m plannin g an d fo r community-building
activities. Thes e extende d learnin g block s wil l promote master y o f academi c skill s an d conten t an d
facilitate th e executio n o f interdisciplinar y learnin g expedition s (project-base d learning ) consisten t
with th e Texa s Essentia l Knowledg e an d Skills . A t Manara , traditiona l add-o n course s suc h a s
character education , art , healt h an d technolog y wil l becom e essentia l component s o f th e cor e
academic subjects , integrated int o th e curriculu m t o involv e and challeng e student s i n thei r entir e
academic and creative evolution. Multi-year teaching (classroom looping) strengthens relationships in
the classroo m an d improves the likelihoo d o f academic succes s b y allowing students t o stay wit h the
same teacher o r team of teachers for more than one year.
The schoo l da y a t Manar a Academy wil l b e seve n hours , includin g instructional time , passing tim e
between classe s an d recesses. Th e amoun t of time allotted for lunch will be 3 0 minutes. Therefore ,
the schoo l da y wil l begi n a t 8:0 0 a.m . an d en d a t 3:0 0 p.m . TEK S wil l b e use d a s th e basi s fo r
planning instruction . Uniqu e feature s includ e commo n mealtime , dail y outdoo r playtim e an d
Curriculum Descriptio n
The curriculu m wil l mirro r an d suppor t th e state' s standard s an d wil l mee t stat e curriculu m
requirements fo r all grad e levels . Usin g TEKS a s a foundation , teachers wil l teac h eac h subjec t s o
that the y mee t eac h objectiv e throug h writte n assignments, studen t projects, larg e an d smal l grou p
discussions, individua l tutorin g o r othe r teachin g methods . Manar a wil l implemen t Expeditionar y
Learning Schools-Outwar d Boun d a s a n interactiv e teachin g methodolog y tha t wil l enabl e ou r
teachers t o implemen t rea l life , project-base d learnin g "expeditions " tha t promot e literac y an d
integrate curricula r content . Student s wil l maste r a broa d rang e o f conten t throug h curriculu m
integration tha t i s relevant, meaningfu l and engaging . Th e design wil l embrace th e TEKS , an d will
strive t o ris e abov e thes e stat e standard s throug h project-base d learnin g an d a rigorous curriculum .
Student's skil l levels will be assessed a t the beginning of each schoo l year , o r when th e child enrolls.
These test s wil l b e use d alon g wit h th e student' s record s t o provid e eac h studen t th e appropriat e
educational resources. Assessmen t measure s suc h a s the Texas Assessment o f Knowledge and Skills
(TAKS) will align with the TEKS.
Special Educatio n student s wil l follow thei r Individual Educational Plan s (IEP) . Service s t o meet th e
special need s o f thes e student s wil l be provided throug h qualifie d staf f o r contracte d service s t o b e
provided fo r the appropriate programs . Implementin g a ful l inclusio n model , al l bilingual , ES L an d
special education students , whe n appropriate, will attend regular classes.
Manara Academ y wil l provid e a BE/ES L progra m wheneve r eligibl e student s hav e enrolled . Th e
school wil l utilize a BE/ESL certified teacher t o implement the program. Th e program should consis t
of emergen t strategie s wit h bilingua l buddie s whe n availabl e t o provid e adequat e suppor t fo r th e
student i n th e educationa l setting . Al l requirement s fo r TE C 2 9 wil l b e describe d i n policie s an d
implemented b y Manara .
Manara Academ y wil l emplo y certifie d ES L endorse d teacher s t o serv e th e student s a t the school .
Because o f th e numbe r o f immigrant s i n the are a surroundin g the charte r school , ther e coul d b e a
variety of languages represente d an d the charter schoo l wil l prepare to support thi s diverse population .
The progra m wil l provide Englis h languag e suppor t tha t wil l include studen t mentor s an d activitie s
embedded i n the language arts curriculum.
All student s referre d to the Manara Academy fo r special education will b e assigned t o a n admission ,
review an d dismissa l committe e (ARD) . Thi s committe e shal l consis t o f th e parent/guardian , th e
regular educatio n teache r o f th e student , th e school' s certifie d specia l educatio n teacher , schoo l
administrator and , a s needed , th e speec h pathologis t and/o r relate d service s professionals . Al l
members of the ARD committee wil l have the opportunity to participate i n a collaborative manner in
developing th e student' s Individua l Education Pla n (IEP) . Th e purpos e o f th e pla n i s to assis t th e
student toward attaining goals and to be involved in the progress i n the general education curriculum.
Special educatio n student s wil l b e integrate d withi n th e regula r progra m an d curriculu m t o th e
greatest exten t possibl e base d upo n thei r IEP . Eac h specia l educatio n studen t wil l b e offere d
nonacademic and extracurricular activities conducted by the school with students without disabilities
to the maximum extent appropriate t o the needs of the student. I f after al l evaluations are completed ,
the special educatio n coordinator an d the staff of the schoo l canno t provide the special requirement s
of the student , then Manara Academ y will solicit thos e service s fro m othe r professiona l agencie s i n
the are a includin g the Regio n X Educatio n Servic e Center . Manar a Academ y wil l see k t o join i n
with othe r charte r school s i n a collaborativ e effor t t o contrac t wit h specialist s t o provid e neede d
services for special educatio n services.
Manara's smal l collaborativ e grou p emphasi s wil l enabl e specia l need s student s t o ge t individua l
attention fro m th e teacher and more interaction wit h peers than they would receive in an environment
with longe r period s of time devoted t o whol e group instruction. Additionally, special need s student s
and thei r familie s will benefi t b y th e bond s tha t develo p wit h th e teache r throug h th e practic e o f
looping. Lastly , special needs students wil l fin d tha t the emphasis on training fo r positive, respectful
classroom managemen t will result in saf e classroo m environment s that ar e peaceful, nourishing and
welcoming places that allow the students to flourish.
Language Arts:
Language i s a ke y elemen t of th e curriculu m and a crucia l tool fo r learnin g because i t i s central t o
students' intellectual , socia l an d emotiona l growth . Student s wil l becom e awar e o f th e man y
purposes for which language is used to express feelings and opinions.
Reading, writing , speakin g an d listenin g wil l b e integrate d i n al l cor e subject s t o suppor t studen t
learning. A block of class tim e wil l be allotted fo r language art s that allo w teachers to full y develo p
the reading/writing process an d allows fo r learning and reflective thinking to occur. Othe r discipline s
such a s science , mat h an d socia l studie s ma y b e integrate d int o thi s bloc k throug h reading , writin g
and investigation of content relate d non-fictio n materials. Wit h this integration , students ca n begin to
see the relationship of concepts an d the importanc e o f reading an d writing in different genres . Man y
traditional educational approache s d o not integrate literacy with more "technical " subjects. However ,
integration is a highly effective means o f increasing student academic achievemen t throug h languag e
arts. Th e Languag e Art s curriculu m wil l utiliz e th e TEK S an d nationa l standard s a s baselin e
objectives and as a framework for understanding literary concepts.
Mathematics:
The Mat h curriculu m i s designe d t o develo p basi c numbe r recognitio n an d facts , proble m solvin g
strategies, th e us e o f manipulative s fo r introductio n an d clarification , reasoning , authenti c
connections, mat h vocabular y an d communication . Th e majo r strand s o f mathematic s (numeric's ,
operations, logic/probability , problem solving , etc. ) wil l b e addresse d a t al l levels . Critica l t o
mathematical understandin g is the development of math as a science o f patterns an d relationships that
help students see the connection between concepts , application s of principles and authentic situations .
Beyond the baseline objectives , the curriculum will develop higher level thinking strategies relate d to
mathematical processe s an d ensur e master y o f basic mathematica l skill s and concepts . Th e literac y
component o f readin g an d writin g wil l b e integrate d wheneve r appropriate . Th e Mat h curriculum
will utiliz e th e TEK S an d nationa l standard s a s baselin e objective s an d a s a framewor k fo r
understanding mathematical concept s an d theorems.
Science:
The Science curriculu m will be inquiry based an d will use many hands-on experimenta l activitie s an d
expeditions. Thi s will allow students to identify question s abou t natural phenomena, lear n to observ e
closely, hypothesize , problem solve , thin k scientifically , make inference s an d explai n dat a throug h
the investigatio n process . Multipl e proces s skill s wil l b e utilize d suc h as : posin g a question ,
designing experiments , observing , inferrin g relationships , interpreting , evaluating , hypothesizing ,
justifying decisions , predicting , measurin g an d classifying . I n keepin g wit h integratio n o f literac y
components, a n importan t elemen t o f th e scienc e curriculu m wil l b e readin g an d writin g an d
integrating mat h an d technolog y wher e appropriate . Th e Scienc e curriculu m will utiliz e the TEK S
and national standard s a s baseline objectives and as a framework for understanding large r themes an d
developing inquiring habits.
Social Studies:
The Socia l Studie s curriculu m wil l utiliz e the TEK S a s baselin e objective s an d a s a framewor k fo r
understanding democrati c citizenshi p an d historica l events . I n orde r t o emphasiz e understandin g
different culture s i n relatio n t o th e worl d an d it s people , th e curriculu m wil l includ e explorin g the
cultures o f th e student s i n the classroom s t o full y integrat e our ow n multi-ethni c community . A s a
nation o f immigrant s an d indigenou s communities , th e objectiv e i s to understan d an d researc h th e
values an d contribution s o f eac h grou p t o th e worl d an d t o ou r country . I n keepin g wit h th e
integration of literac y an d mat h components , a n importan t elemen t o f the Socia l Studie s curriculu m
will be reading an d writing and, where appropriate , math and technology.
Health an d nutritio n education wil l b e offere d t o al l student s i n al l grade s K-8 . Student s wil l gai n
knowledge about health and acquire skills necessary t o become health y adults. The y will learn abou t
healthy behavior s tha t the y shoul d pursu e an d unhealth y behavior s t o b e avoide d an d wil l se e tha t
health i s influenced by a variety o f factors; that students can recognize an d utilize health information
and products ; an d whic h personal/interpersona l skill s ar e neede d t o promot e individual , family an d
community health.
Art:
The Ar t curriculu m i s integra l t o developin g well-rounde d students . Th e fou r basi c strand s o f
perception, creativ e expression/performance , historica l an d cultura l heritag e an d critica l evaluatio n
will provid e th e broad , unifyin g structure s fo r organizin g th e knowledg e an d skill s student s ar e
expected t o acquire . Loca l resource s wil l provid e man y opportunitie s fo r student s t o experienc e
firsthand high-qualit y professional fin e art s performances. Student s will take fiel d trip s to museums ,
musical performance s an d play s an d wil l hav e contac t wit h accomplishe d professiona l artist s o f
different venues .
Technology Applications:
The Technolog y Application s curriculum wil l utiliz e the TEK S a s baseline objective s wit h th e fou r
strands o f foundations , informatio n acquisition , wor k i n proble m solvin g an d communications .
Technology Application s wil l be integrate d into all core subjects, as well as required fo r independen t
research, stud y an d studen t create d projects . Student s wil l b e introduce d t o computer/electroni c
related terms , concept s an d dat a inpu t strategies . The y wil l lear n t o mak e informe d decision s
regarding computer s an d wil l use technology application s in all of the cor e courses . Interne t access
will be available for students i n Kindergarten through eighth grades (se e Appendi x BB).
Manara's visio n an d mission were the criteri a that our founders use d as they conducted a n extensive
assessment o f multiple educational model s use d i n schools acros s the Unite d States. Interes t breed s
motivation and a meaningful learnin g experience , and, a s such, our intent is to spark th e individual's
desire to lear n an d excel. Accordin g to Professor John Staver , co-director o f the Center fo r Researc h
and Engagement in Science an d Mathematics Education (CRESME) at Purdue University:
Manara Academ y founder s hav e com e t o th e conclusio n tha t EL S offer s a powerfu l too l tha t
represents th e best way to implement project-base d expeditionar y learning , and that ELS will positio n
the schoo l an d student s wel l fro m openin g da y an d fo r year s t o come . It s compellin g desig n
principles an d practice s conside r whole-chil d developmen t (intellectual , mora l characte r an d
physical), an d the y ar e consisten t wit h Manara' s visio n an d mission . Pendin g th e approva l o f ou r
petition, Manara Academy plans to enter into a contract with ELS starting in the 2009 fiscal year .
"In project-based learning, students try t o answe r a question — one tha t has relevanc e for them — that
is greater than th e immediate task a t hand. I n its book Connectin g the Bits, the NEA Foundation for
the Improvemen t o f Educatio n give s th e exampl e o f student s a t a Kentuck y elementar y schoo l
conducting surveys , doin g research , buildin g model s an d takin g fiel d trip s wit h th e goa l o f
determining th e bes t kin d o f ne w bridg e t o buil d ove r th e Ohi o River . Student s conduc t researc h
using a variety of sources, fro m th e Internet to interviews with experts. The y work on the project over
an extended period of time - si x weeks or more - because o f the in-depth nature o f the investigation.
Like adult s trying to solv e a problem, they don't restrict themselves t o on e disciplin e but delv e into
When student s ar e activel y engage d i n thematic , interdisciplinar y experience s throug h whic h the y
discover and construct meaning , their skills grow stronger and their learnin g broadens .
Illustrated belo w ar e som e furthe r example s o f th e benefit s t o usin g thi s typ e o f instructiona l
approach.
Benefits
1. Provide s an excellent framework fo r students to explore beyond classroo m walls, connecting
schoolwork wit h community needs.
2. Facilitate s open-ende d learnin g wit h multipl e entr y point s fo r tiere d instructio n an d
curriculum alignment.
3. Facilitate s collaborative learning.
4. Facilitate s increase d communit y ties through fieldwork - th e school community becomes more
involved an d concerne d abou t th e are a communit y an d the are a communit y reciprocate s thi s
concern for the school.
5. Increase s th e depth o f a mentoring progra m and the opportunities fo r community "experts" to
participate in the education process .
6. Help s to clarify tha t learnin g is multidimensional.
7. Project s combin e academic , social, emotional, physical and aesthetic development.
8. Facilitate s alternative/formative studen t assessments .
9. Provide s student s wit h deepe r knowledg e o f subjec t matter , increase d self-directio n an d
motivation, improve d research an d problem-solving skill s and appreciation o f their individual
strengths.
Application
1. Proficienc y wit h th e plannin g an d executio n o f thi s type o f curriculu m grow s with teache r
experience. Th e number of projects/expeditions i n a year will be implemented usin g a phase d
approach tha t take s int o consideratio n teache r preparatio n an d comfort ; developmen t o f
multiple projects i s envisioned t o eventually compose th e bulk of the class curriculum .
2. Centra l t o eac h project/expeditio n wil l b e th e developmen t o f a n overarchin g questio n tha t
addresses rea l lif e applications .
3. Manar a classroom s wil l have a strong, thematic literac y component : literatur e relevan t t o th e
project topi c wil l b e readil y accessible t o student s an d wil l b e utilize d dail y throughou t th e
project for self-selected o r shared reading .
4. Bloc k tim e wil l be provided for observation, discussion an d recording o f ideas relevan t t o the
project.
5. Student s wil l conduct fieldwork (research ) bot h a t the schoo l an d a t loca l offsit e communit y
locations.
6. Project s wil l b e selecte d tha t hav e outcomes/output s wit h benefit s beyon d th e individua l
student.
7. Student s wil l communicat e th e knowledg e gaine d i n a variet y o f presentation format s wit h
other members of the Manara learnin g community and the larger community .
Guiding Question:
How do the EL S Desig n Principles , Core Practice s an d th e unique features of the Manar a Academ y
such a s foreig n languag e instruction , cor e curriculu m focus area s an d partnership s positio n Manar a
Academy for student achievement and satisfaction?
ELS at a Glance
Design Principles : (Refe r t o Appendi x A A Core Practices : (Refe r to Appendix A A for th e
for th e complete description) complete description)
1. Th e Primac y o f Self-Discovery : Learnin g 1. Expeditions
happens bes t wit h emotion , challeng e an d th e • Implementin g learning expeditions acros s the school ,
requisite support . • Designing compelling topics and guiding questions,
• Designin g products an d linked projects ,
2. Th e Havin g o f Wonderfu l Ideas : "...creatin g • Incorporatin g fieldwork , loca l expertis e an d servic e
learning situation s tha t provid e matte r t o thin k learning,
about, tim e t o experiment , an d tim e t o mak e sens e •Producing and presentin g high quality student wor k
of what is observed...."
A cursor y revie w of th e abov e tabl e (provide d fo r quic k reference only ) migh t lead on e t o wonder ,
"So, wha t i s s o specia l abou t ELS ? Isn' t thi s jus t anothe r wa y o f articulatin g standar d bes t
management practice s alread y in place?" Not really . True, the Stat e doe s target/strive fo r excellenc e
in man y o f th e area s outline d above ; however , studen t result s ar e no t th e sam e becaus e th e
methodology i s not th e same . EL S seeks t o creat e a network of professionals, families and student s
who valu e the EL S typ e o f education . ELS recommend s tha t a n existin g schoo l hav e a n 80 % staf f
buy-in t o th e progra m befor e switching over . I t i s designe d t o b e implemente d a s th e choic e o f all
stakeholders - a meeting of like minds. These "like minds" mak e further connections t o a wider ELS
network o f "like minds" through conferences, seminar s and human an d text resources that guid e the m
along on their journey.
Students also hav e the experience of a journey because fro m yea r to year they ar e given the messag e
that a specifi c se t o f principle s an d specifi c skill s ar e continuall y emphasize d bot h implicitl y an d
explicitly. Parents , administrators, faculty, community expert s and peers are always imprinting thes e
values and practices.
ELS training require that the teachers begin with their objectives as a platform. Teachers the n use the
objectives to develop a guiding question based on a topic that they and their students are interested in
and passionate about . Al l interdisciplinary objectives that are related to this question will be mapped.
.
.MA NARA
Manara Academy 1 4 Generatio n Charter Application 30
The proces s goe s o n t o hav e teacher s divid e th e objective s int o overal l learnin g goal s an d the n
individual phases that include projects, all of which are interdisciplinary. Eac h phase identifies majo r
steps needed for success and specific activities that need to be conducted. An activity may be a trip to
a loca l natur e cente r t o understan d th e impact s o f pollutio n s o tha t th e student s ca n appl y thi s
knowledge t o the event s tha t they have learned . Objective s that canno t b e "fitted" t o the projec t are
taught as discrete units throughout the year. A school year typically consists o f two major expeditions.
What i s als o uniqu e abou t th e EL S training/metho d i s tha t simila r t o professiona l life , authenti c
products mus t b e conceive d b y th e teache r an d ar e th e drivin g forc e fo r hig h qualit y work . Afte r
objectives ar e mapped, teacher s ar e aske d t o "wor k backwards " fro m th e en d products t o determine
the activities that must occur to achieve the desired results. Thes e age-appropriat e product s are ofte n
published a s CD' s o r books o r rea l design s plans . Thi s ma y soun d lik e a dichotomy , bu t EL S set s
high expectation s for studen t achievement , an d student s become s o engage d i n th e topic s tha t they
rise to this high level of professionalism.
Reaching thi s leve l o f professionalis m require s tha t craftsmanshi p b e developed . Thes e becom e
"skills" workshops for the students. They include intensive art and technology training that is tailored
for th e expeditio n products. Th e ide a o f creating professiona l work an d the technique s necessar y t o
do this type of work is something that will start in Kindergarten and continue to be refined throughout
the ELS experience. Bot h teachers and students becom e accustome d t o this professionalism and new
habits are established for life .
After a n initial week-lon g training , teacher s continu e thei r professiona l development throughou t th e
year a t nationa l conference s an d summit s focuse d o n curricula r mapping usin g th e expeditionar y
process, literacy , mathematics , technolog y an d leadership . EL S schoo l designer s ar e presen t a t
Manara on e to tw o day s a month durin g the earl y year s o f implementatio n to observ e teacher s an d
provide feedbac k an d suggestion s fo r improvement . Thes e day s ca n b e use d flexibl y t o addres s
school specifi c area s o f concern , t o conduc t mini-seminar s o r hav e th e EL S representatives teac h
classes to model instructional techniques.
Although man y schools focu s on presentations o f studen t work, th e wor k i s ofte n don e i n isolation,
such a s a t a scienc e fai r o r b y writin g rule s fo r a socia l studie s class . Furthermore , school s o r
teachers ar e no t networke d wit h th e trainin g an d suppor t resource s neede d t o mak e al l o f
service/project-based, interdisciplinary , produc t drive n wor k a cohesiv e reality . EL S resource s
provide this cohesiveness.
Why ELS?
The Manar a Academ y team' s searc h fo r a solid , foundationa l platform o n whic h t o ancho r ou r
guiding principles , visio n an d missio n quickl y le d t o th e EL S mode l becaus e o f th e clos e
philosophical an d pedagogica l matc h t o ELS' s Desig n Principle s and Cor e Practices . W e chos e a
proven partne r t o creat e th e transformatio n o f schoo l culture , teachin g practice s an d educationa l
offerings tha t we believe necessary fo r students who are poised fo r success i n today's interconnected ,
global society . I n essence , ELS , coupled wit h proper teache r trainin g and instructiona l techniques ,
promotes the key ingredients of student interest and the desire to learn.
fa/ * \f r
Manara Academy 1 4 Generatio n Charter Application
[MArJARAl
ELS Highlight s
• EL S provides documented, practical, implementation strategie s that give teachers the tools to
not fal l bac k on behaviorist-driven instructional practices. A fundamental belief to ELS is that
teachers d o no t pou r knowledg e int o empt y vessels . A teachin g expeditio n start s wit h th e
teacher posin g open-ende d questions , followe d b y a collective journey o f discover y toward s
the answer. Teacher s lea d by their enthusiasm for a topic, an d they model quality work. The
teachers g o through th e expeditio n wit h th e student s an d produce th e products th e student s
produce. The y "g o throug h th e expedition " b y demonstratin g neede d skill s i n mini -
presentations wher e the y presen t thei r versio n o f th e desire d produc t befor e th e class .
Teachers wh o d o no t "d o expeditions " canno t effectivel y teac h thi s methodology . EL S
teachers commit to becoming non-stop researchers just as they expect of their students .
• Empowermen t and compelling topic s - Bot h teachers an d students mus t be excited abou t the
topics. Creatin g compellin g topic s fo r expedition s i s a majo r focu s o f EL S trainin g an d
teacher discourse . I n EL S thi s is an art that involve s skills of presentatio n an d dram a o n th e
teacher's part.
• "Th e Primac y o f Sel f Discovery " - Mean s tha t al l Manar a Academ y student s wil l hav e t o
embark o n expeditions that wil l be designed to create "Aha! " and "Wow! I did it!" moment s
of true joy a t their accomplishments.
• "Th e Havin g of Wonderful Ideas " - Thi s may sound lik e sound practice, but finding the time
to squeez e i n reflection in the "hig h stake s testing " world o f moder n educatio n doe s require
teacher trainin g and schoo l culture commitment. It requires teacher effor t an d willingness t o
risk that the process of empowering critical thinking ultimately sets students up to be problem
solvers and therefore capable of success on tests.
• Acquirin g Skills - Her e the idea that the end "product" has value to society propel s students
and teachers forwar d to acquir e the skill s to complete the service . The question of "Why d o I
have to do this anyway?" is often no t asked as the product or service is the apparent goal .
• Hig h Standards : Assessmen t an d Accountabilit y - Whil e mos t EL S schools ar e doin g
exceptionally wel l o n mandate d tests , thi s i s no t thei r onl y measur e o f assessment . Th e
students' en d products are assessed b y well defined rubrics that are refined through class input.
Along th e expeditio n journey , peer s us e constructiv e criticis m t o evaluat e individual s an d
small team s i n mini-presentations . Portfolio s ar e ofte n maintaine d b y th e studen t selectin g
his/her ow n persona l best . Som e school s hav e passage s a t ke y grade s wher e th e portfoli o is
presented to a team of school, family an d community stakeholders. Student s ultimately do not
see the grad e o f a clas s o r tes t bu t th e evaluatio n of th e expeditio n produc t a s th e ultimate
assessment.
• Par t o f a Crew: Teacher s star t th e year together b y planning expedition s togethe r in the ELS
weeklong expeditio n plannin g session . Th e plannin g process enable s teacher s to se e wher e
they ar e goin g a s a grou p an d wher e ther e ar e natura l point s fo r coordinate d projects .
Teachers an d schoo l leader s als o us e thes e method s o f rubric s an d pee r presentation s t o
present thei r expedition s throughou t the year . Teacher s ar e recruite d wit h th e idea that the y
will b e evaluate d b y peer s bot h i n plannin g discussion s an d i n classroo m practice , an d that
they will work as cohesive teams to coordinate the learning experience. The y may be sending
older students to mentor younge r classe s with som e aspect of their expeditions or on a regula r
basis.
ELS Networ k Schoo l Sample s - Recen t expeditions, sample student wor k and detailed snapshot s of
ELS classroom s across the countr y ar e included . Thi s section als o include s guidance o n literacy ,
classroom management , Socrati c seminar s an d ho w t o creat e compellin g expedition topic s tha t ca n
fuel th e entire day's content. Sample s o f the EL S newsletter "Fieldwork " (formerly titled The Web )
are provided. The ELS model reflects and documents teacher work , an d these newsletters (all on-line
at www.elschools.org) ar e packed ful l o f specific teacher advice .
1. Sampl e curriculu m layou t fo r th e K- 5 EL S Genese e Charte r Schoo l i n Rochester . N Y ( a
model ELS elementary school): Thi s table illustrates the guiding questions fo r each multi-age
classroom and the objectives covered under each question.
2. Tw o sampl e newsletter s that includ e "Teacher Tools" . Thi s demonstrate s additiona l explicit
guidance and offers sample s for teachers to use in their classrooms .
3. Segment s fro m additiona l newsletters .
4. Onlin e teacher supplement s on documenting and evaluating an expedition .
Student Achievement Gain s and Teache r Testimonials -Expeditionary Learnin g is currently being
implemented i n ove r 15 0 urban, rural , an d suburba n school s i n 2 8 states , th e Distric t of Columbia ,
and Puert o Rico . EL S reache s ove r 45,00 0 student s an d 4,30 0 teachers . E L school s ar e divide d
relatively equally among elementary, middle and high schools .
Character Education
Manara founder s recogniz e tha t th e element s o f a child' s intellectual , mora l an d socia l growt h ar e
inextricably intertwined . A s such , ou r schoo l wil l striv e t o creat e a n educationa l progra m tha t
ANARAj
supports suc h growt h throug h respec t for sel f and other s and a cooperativ e attitud e towar d learnin g
and working within a community of high ethical standards an d expectations .
"Good character consist s of knowing the good, desirin g the good, an d doing the good -habits of the
mind, habit s of the heart, an d habit s o f action. Al l three ar e necessar y for leadin g a mora l life ; al l
three make up moral maturity." - Thomas Lickon a in Educating For Characte r
As wit h mos t parents , ou r target communit y shares th e desir e fo r student s t o matur e wit h high self -
esteem an d respectfu l attitude s t o other s an d thei r environment . Qualitie s suc h a s respect ,
responsibility, courage , charit y an d compassion giv e student s the mean s to achiev e their maximu m
learning potential , an d thes e sam e qualitie s enabl e the m t o mee t life' s challenges . Accordin g t o
Emerson, "characte r i s higher tha n intellect . " Manar a Academ y is equally committed t o the moral
and th e intellectua l developmen t o f childre n i n thei r earlies t year s b y th e exampl e o f goo d mora l
citizens and role models.
The characte r o f children is shaped i n three ways: I t is guided by moral instruction ; i t is inspired by
ethical example; an d it is embedded by the practices of moral habits. In order to make certain that the
moral formation of the students of Manara Academy is integrated into their overall education, w e will
leverage ELS' s desig n principle s t o foste r ongoin g characte r developmen t throug h teamwor k an d
cooperation an d provid e a consisten t cultur e o f compassio n an d goodwill . Th e schoo l wil l als o
consider tappin g int o resource s tha t provid e in-servic e workshops , consultation s an d other activitie s
related t o characte r development . A forma l characte r curriculu m may als o b e incorporate d int o th e
instructional lif e o f th e school ; however , th e emphasi s wil l b e o n teachin g characte r an d ethic s
through contextualize d learnin g - taugh t more b y action s tha n b y words . Effort s wil l b e mad e t o
select cor e conten t curricula r resources, especiall y literatur e based , tha t promot e ethica l characte r
development.
Manara Academ y founders an d administrators will wor k closely with EL school designers an d othe r
consultants t o ensur e tha t ther e ar e explici t an d regula r opportunitie s fo r staf f developmen t
concerning issue s o f mora l leadershi p an d example . Manar a wil l mak e certai n tha t withi n eac h
school da y and week there are times set aside durin g afternoon team building, in-class meeting s and
school-wide assemblie s fo r communit y mora l reflectio n an d conversation . Althoug h a forma l
character educatio n progra m may b e integrated into the instructiona l life o f the school , thes e regular
character buildin g opportunities wil l become a feature of Manara's program an d will enable Manar a
students t o develo p th e habit s o f ethica l u musing"/reflection, bot h abou t topic s tha t ar e schoo l
specific and about topics that are current in the larger community an d the world.
Foreign Language
One o f the uniqu e core feature s of Manara Academ y i s its foreig n languag e program, whic h wil l b e
taught in all grades, starting with Kindergarten. Students will have the opportunity to choose betwee n
Arabic o r Frenc h instruction . A fir m comman d o f a foreign language wil l enhanc e cognitiv e skills ,
broaden students ' perspective s an d bridg e cultura l gaps . Arabi c an d Frenc h ar e on e o f th e Unite d
Nations' si x officia l languages . Th e offerin g o f tw o foreig n languages i s dependen t upo n sufficien t
demand among the student population and financial viability .
The mode l chose n b y Manar a Academ y wil l b e the Georgi a Elementar y Schoo l Foreig n Language s
(ESFL) Mode l Program . Th e ESF L Progra m wa s develope d i n 199 2 afte r year s o f researc h o n th e
best forma t fo r teachin g childre n a secon d language . I t incorporate s th e Nationa l Standard s fo r
Language Learnin g i n th e 21s t Centur y an d th e Performanc e Guideline s fo r K-1 2 Learner s o f th e
American Counci l o n th e Teachin g o f Foreig n Languag e (ACTFL) . Th e overal l framewor k o f thi s
model require s 3 0 minute s o f foreig n languag e instructio n pe r day , fiv e day s pe r week , fro m
kindergarten throug h 8t h grade . A sequentia l progra m follow s int o middl e school , providin g a
developmentally an d academicall y appropriat e transitio n perio d befor e student s continu e t o hig h
school; i f they wis h t o stud y the sam e foreig n language . B y the en d o f elementar y school , student s
taught according t o this mode l are expected t o be able to take th e equivalent o f a high schoo l leve l II
class in sixth grade (Sixt h Grade Mode l Program) an d then continue with level II I and possibly I V in
seventh an d eighth grades .
Manara Academy base d it s selection o f the ESFL Program on the communicative, thematic , multiple -
intelligence pedagogica l approac h inheren t i n th e ESF L guidelines . Manara' s commitmen t t o
pursuing excellenc e i n all subject area s throug h in-depth , thematic , project base d assignments and its
hallmark emphasi s o n communicatio n skill s establis h th e groundwor k fo r student s t o receiv e
exemplary foreig n languag e instruction . Th e ESF L Mode l Progra m mirror s thi s commitmen t wit h
the following guidelines :
• Usin g the target languag e in the foreign languag e class 98-10 0 percent of the time;
• Teachin g aroun d a theme;
• Helpin g student s understan d withou t translatin g b y providin g a language-ric h environmen t
that presents vocabular y in context;
• Includin g meaningful cultur e in every lesson;
• Reinforcin g concept s from othe r classes in the foreign language class ;
• Incorporatin g reading and writing skills;
• Plannin g varied lessons that appeal to differing interest s an d learning styles ;
• Providin g the students with opportunities to talk about things that are meaningful to them;
• Assessin g students' progres s o n a regular basis, using a variety of methods; and
• Maintainin g open communicatio n abou t the program an d about learne r progress wit h parents ,
fellow teachers, schoo l and system administrator s and the general public.
The Newcomers courses are accelerated starter courses offered to students without prio r instruction in
Arabic o r Frenc h enterin g Manar a afte r Kindergarten . Th e goa l i s t o ge t th e studen t read y fo r th e
appropriate ful l grad e leve l as soo n as possible . It is anticipate d tha t student s wil l be place d in the
Newcomers course anywher e fro m on e semester t o one academic year. Thei r advancement t o the ful l
course will depend on the individual student's progress, as determined by the Newcomers teache r an d
the foreign language teacher o f the grade leve l i n question.
Why French?
While any language will be useful fo r some jobs or for some regions, Frenc h is the only foreign
language that ca n be useful throughou t the world as well as in the United States. Frenc h as a foreign
language is the second most frequentl y taught language in the world after English . The International
Organization of Francophonie has 51 member states an d governments. O f these, 28 countries have
French as an official language . French is the only language other than English spoken on fiv e
continents. French an d English ar e the only two global languages.
• th e United Nations
. UNESC O
. NAT O
• Organizatio n for Economic Cooperation and Development (OECD)
• th e International Labor Bureau
• th e International Olympi c Committee
• th e 31-member Council of Europe
• th e European Community
• th e Universal Postal Unio n
• th e International Red Cross
• Unio n o f International Associations (UIA )
Why Arabic?
Local deman d fo r a n Arabi c languag e progra m i s high . I n additio n t o th e communitie s i n Irvin g
whose cultures are traditionally interested in the Arabic language (such as peoples fro m th e Near East,
Africa, Centra l an d Sout h Asi a an d Southeas t Asia) , Arabi c i s no w o f interes t t o th e broade r
American public . Arabi c is considered by educators and policymakers to be a language o f economic
and cultura l significance . I n 1988 , th e U.S . Congres s passe d th e Foreig n Languag e Ac t (FLA ) t o
specify whic h language s wer e th e mos t critica l one s fo r U.S . governmen t interests . Arabi c wa s
identified a s one of the five designated languages. Fo r research on the impact of teaching of a foreig n
language on student achievement, see Appendix CC .
The diligen t stud y of Arabi c can lea d t o excitin g careers i n various fields . The followin g ar e only a
few o f the many positions open to the Arabic speaker:
Manara wil l als o leverag e th e partnership s w e hav e with Universit y of Housto n (Arabi c Language )
and Universit y of Dalla s (Frenc h Language ) to achiev e a firs t clas s foreig n languag e program , b y
asking our partners to review the curriculum an d help in the training and development of our Arabic
and French staff .
Bilingual/ESL
Students i n Manara' s Bilingual/ES L program wil l focu s o n thei r firs t priority , which i s t o develo p
and improv e thei r Englis h languag e skill s t o th e exten t tha t the y ar e abl e t o joi n th e mainstrea m
classes. Thus , i f a chil d enter s Manar a Academ y requiring full-tim e developmenta l Bilingual/ESL
classes, th e foreig n languag e requiremen t wil l b e temporaril y waived . However , sinc e th e foreig n
language program wil l b e a central par t o f Manara' s identit y an d schoo l culture , the Bilingual/ESL
student will enroll in the Newcomers clas s as soon as he/she has successfully completed th e full-tim e
developmental Bilingual/ES L class an d ca n tak e part i n the mainstrea m classes . Th e decisio n a s t o
when the child can make this transition will be a mutual one, involving the Bilingual/ESL teacher, th e
foreign languag e teacher, the mainstream teacher, the school's Instructiona l Guide/Coach (curriculum
specialist) and the child's parents. The guiding principles for this decision will be that mainstreaming
is desirabl e a s soo n a s the studen t i s capable , an d tha t th e conten t matte r o f th e foreig n languag e
classes will serve to reflect and reinforce the content matter of the mainstream classes.
Special Education
Manara Academ y will be designed to suppor t and enhance the socia l an d emotiona l developmen t of
all it s students , a s wel l a s thei r academi c growth . Manar a Academy' s specia l nee d student s wil l
uniquely benefi t fro m th e Multipl e Intelligences/ Con struct! vist approach an d fro m bein g taugh t by
With th e assistanc e o f ou r schoo l mode l partner , ELS , Manar a wil l develo p a progra m tha t
emphasizes th e natura l worl d an d provide s tim e t o reflect . A t othe r EL S school s thi s ha s bee n
manifested i n longe r block s fo r projec t wor k an d whol e schoo l dail y break s tha t wil l b e spen t
outdoors a s weather allows . This provides additional downtime, social communication and movement
necessary to recharge student s and add focu s t o learning in the classroom. Manar a plan s to leverag e
our relationship with ELS t o develo p applications tha t wil l serv e th e Manar a target population in all
of these area s prior to the school's opening .
The small collaborative groups emphasis will enable special needs students to get individual attention
from th e teache r an d mor e interactio n wit h peer s tha n they woul d receiv e i n a n environmen t wit h
longer periods o f time devote d t o whol e grou p instruction . Additionally, specia l need s student s an d
their familie s wil l benefi t b y the bonds that develop with the teacher through the practice of looping.
Lastly, specia l need s student s wil l fin d tha t th e emphasi s o n trainin g fo r positive , respectfu l
classroom managemen t wil l result i n saf e classroo m environment s that ar e peaceful, nourishing and
welcoming places that allow the students to flourish .
Instructional Technology
One of the distinguishing feature s o f Manara Academy's educational program will be its approach to
providing compute r technolog y t o children , integrate d int o th e curriculu m i n a meaningfu l an d
authentic way. Ou r approach will be in accordance with the following fundamenta l principle s (Jordan
and Tollman- 1993) :
• Technolog y wil l increas e higher-leve l problem-solvin g skill s whil e als o reinforcin g basi c
skills.
• Technolog y wil l promote "interactions " between student s and teachers rather tha n being used
as "teaching machines" to supplant the teacher.
• Technolog y wil l facilitat e cooperativ e learnin g models, allowing heterogeneous grouping s of
students to work together collaboratively.
• Technolog y wil l creat e interactiv e learnin g environments buil t around real-worl d problem s
and adaptable to a variety of learning styles.
We firmly acknowledg e tha t children learn better when they release pent-u p energy durin g the school
day. The obvious benefit of exercise/outdoor time is an important contribution to a physical educatio n
program unde r an y circumstance , an d ever y studen t wil l hav e exercise/outdoo r tim e ever y da y a t
Manara Academy . A fulltim e P E instructo r wil l b e hired , an d Manar a student s wil l receiv e a
minimum o f three structured classe s per week. I n addition to this, ELS school designer s wil l provid e
teachers wit h strategie s fo r integratin g movemen t an d outdoo r tim e int o project s wheneve r
appropriate.
Looping
Looping is an educational practic e i n which a single graded clas s of children stay s wit h a teacher fo r
two o r mor e year s o r grad e levels . Th e childre n an d th e teache r remai n togethe r a s th e clas s i s
promoted. A t th e en d o f th e secon d (o r third ) yea r i n th e pattern , th e childre n mov e o n t o a ne w
teacher while the looping teacher return s to the lower grade leve l to receive a new group of students.
Benefits
For students and teachers, th e benefits of looping consist o f the following:
• Reduce d apprehensio n at starting a new school year, increase d continuit y an d more in-depth
relationships with teacher an d with peers (McClellan , 1995) .
• Becomin g familia r wit h othe r developmenta l stage s o f childre n an d workin g wit h student s
and parents for longer periods of time (Mazzuchi & Brooks, 1993) .
Application
• Durin g th e hirin g process , candidate s wil l b e mad e awar e o f Manar a Academy' s desire t o
implement looping . Ou r schoo l wil l implemen t loopin g i n th e secon d yea r o f operation .
Training of staff, a s needed, will take place prior to the commencement o f the secon d yea r of
operation.
• On e possible model for looping under consideration is: K does not loop, 1 loops to 2, 3 loop s
to 4, 5 loops to 6, and 7 loops to 8.
• I t is Manara Academy's pla n to have mor e than one section of each grad e level class. I f for
some reaso n parent s o r facult y fee l tha t transferrin g students t o a n alternat e teache r woul d
achieve a bette r matc h betwee n chil d an d teacher , ever y reasonabl e effor t wil l b e mad e t o
honor this request i n mutual consultation with al l parties involved . If at suc h tim e during the
Manara charter , only one class a t a grade level exists, then the decision to have teachers loo p
with students wil l be made by the Manara administration .
Manara Academy proposes t o introduc e single gende r classrooms fro m th e 5 lh grade throug h the 8th
grade; i n other words, the school will have a t least two classes fo r each grade , one composed o f boys
and one of girls. Academic classes wil l be single-gender, while lunch , recess, whole-grad e field trip s
and meetings and whole-school meetings will be mixed gender.
The implementation of the above plan for single gender classrooms will be incremental and it will be
based o n the feedbac k fro m th e schoo l leadership, parent s an d teachers, clas s balancin g an d facilit y
constraints.
The reasonin g behin d thi s class configuratio n is based o n researc h fro m tw o point s of view : on e i s
academic, whic h suggest s that singl e gender classrooms ca n lead t o higher academi c achievement fo r
both boy s an d girls ; an d th e othe r i s relate d t o behavio r an d attitud e issues , i n whic h gende r
Academic organizations hav e been established and annual conference s are offered to provide teachers
and teacher-trainers wit h up-to-date researc h an d techniques fo r teaching t o gender-specifi c learnin g
styles. Meanwhile , durin g thi s pas t decad e th e America n Associatio n o f Universit y Wome n ha s
published article s refutin g o r criticizin g much o f th e pro-gende r separatio n researc h an d officiall y
advocating coeducationa l classrooms . Thi s ha s ha d the resul t o f tightenin g the researc h method s o f
current studie s s o a s to tak e int o consideratio n periphera l variable s tha t migh t impac t academi c o r
behavioral results. Nevertheless , a comprehensive stud y of the dat a o f the past decad e doe s sugges t
that th e preponderanc e o f evidenc e i s in favo r o f separatin g boy s an d girl s i n academic settings , fo r
both academic and behavioral/attitudinal reasons.
This brie f information is only meant t o giv e an introductory, not exhaustive , accoun t o f information
available o n the topic. Fo r mor e information , please refe r t o Appendi x D D fo r books, website s an d
research article s on this topic.
How do single-gender classrooms raise academic achievement? Research in American public schools
that hav e experimente d wit h a single-gender environmen t suggest s tha t attendin g t o the biologicall y
different aptitudes , motivations , an d preference s o f boy s an d girl s wil l lea d t o highe r academi c
achievement an d improved classroo m behavior .
• Laburnu m Elementary Principal Michelle Hairston mentioned that her school has seen
improvement in academics an d seen a decrease i n discipline problems ~ change s sh e
attributes to the introduction of single-gender classe s and an optional school-uniform policy.
"So, not only did we see an academic boost," she said, "bu t we saw the behavior boost. "
More case studie s done at the middle school leve l (grades 6-8) :
The maximum student-to-teacher ratio will be 1:1 8 fo r KG, 1:2 1 fo r l st-3r grad e and 1:2 6 fo r grade s
4th-8th. Thi s ratio will allo w Manara teachers to:
• Spen d more time on instruction and less time on discipline matters,
• Accommodat e individual learning needs of particular students,
• Giv e attention when a child is struggling,
• Giv e particula r instructio n t o student s wit h languag e barrier s o r limite d educationa l
backgrounds,
• Increas e participation amon g all students,
• Creat e a safer, more comfortable environment .
Manara Academ y wil l striv e t o promot e additiona l academic , socia l an d leadershi p skill s b y usin g
after-school programs . A variet y o f after-schoo l activitie s wil l giv e eac h chil d a choic e t o furthe r
expand thei r learnin g experience . Teachers , parent s an d communit y volunteer s wil l provid e th e
instruction an d suppor t fo r thes e after-schoo l clubs . Manar a Academ y wil l appl y fo r multipl e gran t
opportunities including the 21 st Century After-School Grant to help implement and fun d thi s program .
Students wil l hav e acces s t o a multitud e o f positiv e extende d da y activitie s tha t enric h studen t
learning and further suppor t the TEKS including:
• Studen t Council— A studen t representative will be elected fro m eac h clas s t o form a Studen t
Council. Th e purpos e wil l b e t o presen t students ' concern s an d interest s an d provid e a
communication channe l betwee n students , teacher s an d administrators . Thi s promote s
leadership skills , fosters new ideas and encourages communit y involvement.
• Sport s Teams—soccer, softball, volleyball , etc .
• Scouts—Bo y Scout s o r Girl Scout s of America wil l be organized through parent volunteers to
hold weekl y meetings at the proposed site .
• Compute r Club—Student s wit h a n interes t in computer s ca n develo p ne w skill s b y usin g
approved softwar e and further researc h throug h the internet.
• Scienc e Club—Student s wh o hav e a n interes t i n scienc e ca n join a hands-o n clas s wit h
various science activities and fu n experiments. Th e club will organize a school-wide scienc e
fair each yea r and enter science fair competitions .
• Mat h Club—Student s wit h a high interest in math will learn t o make better use of their skills
by using a variety of games designe d to promote math skills and thinking strategies .
• Arabi c Club — Student s will partake i n Arabic cultura l activities, lear n mor e abou t Arabic -
speaking countries , enhanc e thei r communication/speakin g skills , expan d thei r vocabular y
and learn about foreign food .
• Frenc h Club—Student s wil l partak e i n French cultura l activities , lear n mor e abou t French -
speaking countries , enhanc e thei r communication/speakin g skills , expan d thei r vocabular y
and learn abou t foreign food .
• Pee r Tutoring—Student s wh o exce l i n Mat h wil l provid e pee r tutorin g and coachin g wit h
those who are struggling with the subject.
• Ar t Club—Student s intereste d i n ar t wil l b e abl e t o wor k wit h additiona l resource s an d
materials normall y no t availabl e i n th e classroom . Student s wil l b e encourage d t o presen t
group projects , includin g murals an d sculpture s tha t wil l be displaye d withi n th e ground s o f
the school .
• Schoo l Newspaper—Student s wit h an interest in writing ca n develop thei r publishing skills
by creating a monthly school newspaper. Student s wil l write article s on current schoo l events.
Manara als o intend s t o partne r wit h othe r loca l communit y groups, suc h a s Bo y Scout s an d Gir l
Scouts o f America , loca l museums , gardenin g centers , etc . Manar a Academ y wil l enthusiastically
seek othe r partnership s that will allow our students to explore and creat e a learning atmosphere tha t
goes above and beyond the classroom .
The process of using assessment information to improve teaching and learning will be a central focus
of th e facult y an d administratio n o f Manar a Academy . Th e drivin g forc e behin d al l studen t
assessment dat a i s to sho w th e facult y how t o improv e instruction. We firml y believ e that student s
learn i n differen t ways ; an d par t o f ou r reaso n fo r havin g varied method s o f assessmen t i s t o see k
insights o n th e bes t way s fo r eac h studen t t o succeed ; an d the n t o adjus t ou r teachin g s o tha t a
student's strength s can be enlisted to help eliminate areas of weakness.
This proces s o f working with assessment dat a to improv e instructio n will be a regular part o f team
meetings an d ful l facult y meetings . Succes s i n al l areas fo r all student s wil l be the responsibilit y of
the ful l faculty . If weaknesses were identifie d i n writing, for example, strategies would be developed
for th e entir e faculty , no t simpl y the language art s teachers , t o emphasiz e th e neede d writin g skill s
across ever y conten t area . Goal s woul d b e se t fo r th e facult y a s a whol e an d als o fo r individual
teachers.
Manara Academ y wil l follo w stat e an d federa l guideline s and us e th e TAK S o r TAK S Alternativ e
Test t o asses s specia l educatio n student s wh o ar e receivin g instructio n i n th e Texa s Essentia l
Knowledge an d Skill s (TEKS) , Th e Admissions , Revie w an d Dismissa l committe e (ARD ) wil l
determine the appropriate tes t and test settin g for special need s students. Student s will be assessed a t
their appropriat e instructiona l levels , a s determine d b y thei r AR D committe e rathe r tha n a t thei r
assigned grad e level . Th e assessment s wil l b e administere d followin g th e state' s testin g calendar ,
and will be a measurement of the student's annual growt h based on appropriate expectation s for each
student as determined by their ARD committee.
The schoo l wil l administe r the Texa s Englis h Languag e Proficiency Assessment Syste m (TELPAS )
which i s comprised o f the Readin g Proficienc y Test s i n English (RPTE ) an d th e Texa s Observatio n
Protocols (TOP ) t o al l limite d Englis h proficien t (LEP ) students. Administratio n b y traine d
personnel wil l b e schedule d t o fal l withi n th e state' s testin g window . Th e RPT E wil l b e give n
annually to LEP students; in grades 3- 8 to measure annual growth in English reading proficiency; and
the TO P i n grade s K- 2 t o measur e listening , speaking , readin g an d writing ; an d i n grade s 3- 8 t o
measure listening , speakin g and writing . Th e combined result s provide TELPA S performanc e dat a
used t o fulfil l stat e an d federa l reportin g requirements , and thes e test s alon g wit h th e TAK S an d
classroom performanc e wil l hel p Manar a mak e instructiona l decision s concernin g individua l LE P
students.
In additio n to the state assessment tests, student s in grades K through 8 will b e give n the Stanfor d
Achievement Test s includin g thos e specia l need s student s wh o ar e bein g assesse d b y th e TAK S
Alternative Test, i f recommended by their AR D committee . Thi s test wil l be administere d t o gaug e
the progres s o f student s and t o creat e a standardize d basi s fo r measurin g th e school' s growt h an d
progress. Thi s nationall y norm-referenced tes t wil l b e administere d to al l student s durin g th e fal l
semester o f the firs t yea r of the schoo l t o establis h a norm-referenced baseline. Result s of this test ,
previous student records and possibly the release TAKS (grades 3-8 ) will allow students to be divided
into sections within each grade level so that teachers can teach subject material to more homogeneous
student cohorts . Thi s abilit y groupin g wil l enabl e teacher s t o provid e effectiv e classroo m
management practices .
Subsequently, the Stanfor d Achievemen t Test wil l be give n near the en d o f every schoo l year . Th e
goal wil l b e t o increas e performanc e b y a t leas t on e grad e leve l eac h yea r fo r ever y student . Th e
results of these test s wil l sho w that this goa l ha s been attained and, alon g with other assessment s b e
Foreign Languag e
Arabic an d Frenc h baselin e assessment s wil l incorporat e existin g studen t milestones/benchmark s
included i n the EFSL model . Th e foreig n languag e facult y wil l tailo r th e assessmen t material s to fi t
the needs of Manara Academy . A sample uni t is included i n Appendix CC .
Teachers wil l coordinat e expedition s wheneve r possibl e withi n singl e grade s an d sometime s acros s
multiple grades. I n this way the commencement of an expedition will provide excitemen t tha t spark s
the student s t o communicat e wit h eac h othe r an d furthe r se t th e stag e fo r enthusiasti c discussions .
Teachers als o wil l mee t regularl y throughout the expeditio n to conduc t pee r evaluatio n an d support .
When thi s i s don e thematicall y i n multipl e classrooms, i t give s th e teacher s outlet s fo r generatin g
meaningful classroo m discussion s t o evaluat e baselin e knowledge . Referrin g t o th e sampl e
expeditions an d the documen t EL S Core Practice s Benchmark s containe d i n Appendix A A o f this
petition gives further insigh t into the ELS methodology.
Authentic/Formative Assessment
In keeping with Manara's assessment philosophy , students will be evaluated o n a continuous basis in
all area s o f instruction suc h a s language arts , math, an d scienc e an d socia l studie s using a variety o f
techniques tha t include the following:
• Observation s o f both cognitiv e an d socia l growth : Teacher s wil l observ e an d record th e
ways tha t student s mak e meanin g fro m wha t they lear n an d wil l closel y monito r change s i n
students' attitude s towards the learning taking place i n the classroom. Thi s development wil l
be measured b y examining how student s lear n (multipl e intelligences), make decisions , relat e
to their teachers and peers and perceive knowledge.
• Journa l an d lo g writing: Studen t journals will be used acros s th e curriculum to reflec t th e
student's own performance i n academic areas and their use of critical thinking skills.
• Videotape d an d photographi c documentatio n o f work: Both video records of student work
(e.g., showin g a chil d readin g aloud ) an d video s create d b y th e student s wil l serv e a s
indicators of the students' progres s towards and mastery of skills in designated areas .
• Runnin g records : Authenti c assessmen t o f children' s readin g skill s i n contex t wil l b e
completed b y teachers. Student s wil l be given passages at different levels o f difficulty, based
on grad e leve l an d wil l b e score d o n thei r degre e o f fluenc y an d accuracy , a s wel l a s their
ability to respond appropriatel y to comprehension questions .
• Project s an d cumulatin g presentations : Student s wil l complet e project s tha t represen t a
cumulative sho w of the student's learning. These may be written and/or oral an d may includ e
the use of various media. Eight h grad e students will wor k with advisors to complete their exit
projects. Rubrics will indicate students' master y of skills.
• Portfolios : A systemati c collectio n of studen t wor k ove r a perio d o f tim e tha t exhibit s a
student's wor k an d progres s wil l b e gathered . Portfolio s wil l b e use d t o measur e studen t
progress toward s an d master y o f statewide standard s usin g school-wid e rubrics . Portfolio s
will hel p student s develo p critica l thinkin g skill s b y providin g th e opportunit y fo r the m t o
assess thei r ow n learning , t o reflec t criticall y and thoughtfull y abou t thei r ow n work , t o se t
goals fo r improvement an d to be awar e o f their accomplishments . Thi s will provid e th e staf f
and parent s wit h a n authenti c pictur e o f th e student' s progres s ove r time , whil e
simultaneously giving information for future instructio n and student needs.
• Performanc e assessment s and rubrics : Student performance will be evaluated based o n pre-
established criteria . Thes e ma y includ e a n ora l presentation , conductin g a n experiment ,
teaching a skill or concept to other members of the class or acting out a story in sequence .
This i s not to say teachers wil l not administer paper an d pencil tests, but these too can be formulate d
to addres s all learners . The spiri t of assessmen t shoul d coincid e wit h the spiri t of instruction , and
assessment shoul d b e fai r an d unbiase d s o al l student s have th e opportunit y t o displa y thei r talent s
and knowledge . Student s wan t t o succee d an d pleas e bot h their parent s an d teachers , an d wit h thi s
desire i n min d an d i n keepin g wit h th e value s o f Manar a Academy , teacher s shoul d desig n
assessments so that all students have the opportunity to be successful.
All thes e technique s wil l b e use d t o determin e th e achievemen t level s o f students . B y usin g a
curriculum tha t teache s th e TEK S fro m Kindergarte n throug h eight h grade , ever y chil d wil l b e
afforded multipl e opportunitie s to master the state's standards as set out in the TEKS objectives. Th e
planned multipl e assessment s wil l reflec t th e students ' progress , a s wel l a s assessin g th e school' s
programs.
The connection betwee n the TEKS, classroom instructio n and the assessment o f student progress will
be aligne d throughou t th e schoo l year . Upo n completio n o f a subjec t uni t b y th e us e o f learnin g
expeditions and projects aligned with ELS, student s will be given an assessment too l t o measure th e
mastery o f thos e specifi c objectives . Fo r th e majorit y o f courses , teacher s wil l develo p test s fo r
periodic administratio n t o giv e th e student s th e opportunit y t o demonstrat e thei r knowledg e an d
understanding. Teacher s wil l maintai n a checklis t o f TEK S objective s tha t wil l b e update d
periodically fo r eac h studen t regardin g master y o f specifi c objective s correspondin g t o TEK S
objectives. A t the en d o f the schoo l year , checklist s wil l b e compare d t o TAK S result s to estimat e
effectiveness o f classroom are prepared fo r the next grade level of instruction.
For individua l students needin g clos e monitoring , a tea m o f teacher s wil l analyz e portfolios , tes t
scores an d an y othe r assessmen t dat a t o for m a n individua l studen t pla n t o assis t th e student' s
acceleration. Th e team may suggest an y number of adjustments in the student's learnin g environment
such as; tutoring, parental trainin g for support a t home, alternate teaching styles or strategies, learning
modifications, stud y skill s training , pee r tutorin g o r homewor k support . Afte r recommende d
strategies ar e implemented , progres s wil l b e closel y monitore d an d periodi c reevaluation s an d
readjustments wil l be implemente d until the studen t is successful. Al l strategie s wil l be documented
in th e student' s portfoli o t o follo w th e studen t t o th e nex t grad e level , s o tha t succes s ca n b e
maintained.
Although the primar y succes s i s academic success , other factor s will be evaluated whe n considerin g
overall program success . Thes e factors include : characte r developmen t an d discipline management,
In a n effor t t o continuously assess progra m effectiveness , Manara Academ y wil l consistently gather ,
analyze dat a an d adjus t th e curriculu m accordingly . Sinc e th e curriculu m i s closel y aligne d wit h
TEKS, th e TAK S assessmen t i s the primary sourc e o f program evaluation . Analysi s of TAK S dat a
for studen t progress i s on an individual basis, bu t for program and teacher evaluatio n purposes ca n be
analyzed on a class and school wid e basis. An y weaknesses indicate d by the data ca n be refined and
rectified b y adjustments to curriculum, teachers' strategie s an d staf f development . Thos e objective s
that ar e not being mastered wil l be an indication of an area that need s improvemen t i n curriculum or
instructional techniques.
To meet objective s that ar e not bein g mastered severa l method s fo r refinement an d change wil l be in
place. First , teacher s wil l mee t regularl y t o discus s strategie s fo r refinin g an d readjustin g an y
curriculum goal s not being me t an d to insur e that an y student s no t meetin g require d goal s are mor e
closely monitored . I n addition, vertica l alignmen t team s wil l mee t regularl y to adjus t curriculu m t o
insure that student s are prepared fo r the next grade level of instruction.
For individua l student s needin g clos e monitoring , a tea m o f teacher s wil l analyz e portfolios , tes t
scores an d an y othe r assessmen t dat a t o for m a n individua l studen t pla n t o assis t th e student' s
acceleration. Th e team ma y suggest an y number of adjustments i n the student's learning environmen t
such as; tutoring, parental training for support at home, alternate teaching styles or strategies, learnin g
modifications, stud y skill s training , pee r tutorin g o r homewor k support . Afte r recommende d
strategies ar e implemented , progres s wil l b e closel y monitore d an d periodi c reevaluation s an d
readjustments wil l be implemente d unti l the student is successful. Al l strategie s wil l be documente d
in th e student' s portfoli o t o follo w th e studen t t o th e nex t grad e level , s o tha t succes s ca n b e
maintained.
Although the primary succes s i s academic success , othe r factor s will b e evaluated whe n considerin g
overall program success. Thes e factors include : characte r development and discipline management,
school attendanc e an d tardines s records , parenta l involvemen t and satisfaction , studen t satisfaction ,
teacher satisfaction , participation i n extra-curricular activities and community involvement.
Manara Academ y wa s forme d t o offe r opportunitie s fo r positiv e schoo l experience s tha t wil l
challenge student s academicall y an d mak e the m lif e lon g learners . W e see k t o mol d attitude s
towards educatio n tha t wil l resul t i n a n excitemen t fo r learning . Wit h thes e goal s i n min d an d i n
addition to th e indicator s se t by the stat e accountability rating system , Manar a Academ y ha s se t th e
student goals listed below. Th e classroom teacher, administrative staf f and the students shall monitor
individual studen t progress . Th e schoo l wil l increas e th e numbe r o f student s scorin g a t th e
Commended Performanc e Leve l o n TAKS , improv e studen t performanc e o n standardize d test s an d
compare favorabl y with other schools of similar student populations.
i. Goa l 1: Reading— Students will improv e in reading proficiency and achievement an d
will advanc e a t leas t on e grade leve l by the end of eac h schoo l year . Al l student s and
student group s wil l mee t o r excee d th e performanc e standar d o f 75 % o n TAK S
Reading.
ii. Goa l 2 : Mathematics—Student s wil l improv e thei r mathematica l skill s an d wil l
advance a t leas t on e grad e leve l b y th e en d o f eac h schoo l year . Al l student s an d
student groups will meet or exceed the performance standard o f 75% on TAKS Math,
iii. Goa l 3: Writing—Student s wil l improve their proficiency and achievement i n written
language a s evidenced b y an annua l portfolio review. Al l student s an d student group s
will meet or exceed th e performance standard o f 75% on TAKS Writing,
iv. Goa l 4 : Science—Student s wil l improve in gathering research, understandin g content,
and makin g connections . Al l student s an d studen t group s wil l mee t o r excee d th e
performance standar d o f 75% on TAKS Science.
v. Goa l 5: Socia l Studies—Students will improve their socia l studie s skill s by gathering
research, understandin g content , recreatin g historical event s an d makin g connection s
to th e curren t time . Al l student s an d studen t group s wil l mee t o r excee d th e
performance standard of 75% on TAKS Social Studies in 8 th grade.
vi. Goa l 6 : Technology—Student s wil l us e technology a s a n integrate d too l i n learnin g
and teaching and to support studen t created projects, products and performanc e
vii. Goa l 7 : Characte r Educatio n & Communit y Building—Manar a Academ y wil l
provide a n exemplar y academi c program whil e instillin g stron g characte r educatio n
built upo n respect , responsibility , trustworthiness, fairnes s an d citizenship . Student s
will be expected to meet specifi c characte r learning targets at each grad e level ,
viii. Goa l 8 : Attendance -Manar a Academy will produce hig h rates of student attendance.
Manara Academ y wil l mee t o r excee d th e averag e dail y attendanc e rat e standar d o f
95% in all grades.
Goal 2: Mathematic s
Strategies Performance Measur e
1. Ever y grad e leve l wil l us e mat h
manipulatives t o improv e thei r proble m
solving skills. Performance on daily practice activitie s
2. Student s wil l complet e dail y proble m
solving activities.
3. Complet e TAK S ite m analysi s t o
determine progra m strength s an d area s o f
concern. Exams, standardize d tests , portfolio s an d
4. Al l teacher s wil l emplo y multipl e exhibitions
strategies i n mat h instructio n t o mee t th e
needs o f individual learners .
Goal 4 : Scienc e
Strategies Performance Measur e
1 . Teacher s wil l utiliz e hands-on activitie s
and investigative lab s at every grade level.
2. Implemen t technologica l application s
when appropriate .
Classroom assessment s usin g grad e level
3. Teacher s wil l implemen t activities an d
appropriate rubrics
provide resource s t o mee t th e need s o f all
students.
4. Scienc e wil l b e integrate d int o othe r
curricular areas, especiall y mathematics .
5. Student s will utiliz e classroom, la b and
Exams, standardize d tests , portfolio s, and
library technolog y a s appropriat e t o th e
exhibitions
learning activities .
Goal 5 : Socia l Studie s
Strategies Performance Measur e
1. Teacher s wil l utiliz e hands-o n activities
to recreate historical events .
2. Implemen t technologica l application s
when appropriate.
3. Teacher s wil l implemen t activitie s an d Classroom assessment s usin g grad e level
provide resource s t o mee t th e need s o f al l appropriate rubric s
students.
4. Social Studie s wil l b e integrate d int o
other curricula r areas , especiall y readin g
and writing.
5. Student s wil l utiliz e classroo m an d
library technolog y a s appropriat e t o th e Exams, standardize d tests , portfolio s , an d
exhibitions
learning activities.
Please se e Attachment A for notarized biographi c affidavits. A s no schoo l officer s have a s yet been
identified, i t is not included as part of the attachment.
Manara Academ y wil l not utilize a CEO/Superintendent du e to the fac t tha t w e are a single campus .
Therefore, ou r Principal will assume all the leadership role s of Manara Academy.
Reports to:
Governing Boar d
Job Goals:
The Principa l i s responsibl e fo r providin g th e instructional , operationa l an d administrativ e
leadership necessary t o ensur e the success o f the school. Th e principal wil l organize, administer ,
supervise an d evaluat e all aspect s o f Manar a an d th e greate r schoo l community . Th e principal
will be held accountable fo r the continuous improvement o f student achievement .
Salary Range:
• $65,000-585,00 0
• Th e Principal will be contracted for 230 days with an annual salar y approved b y the Board
of Directors
Education/Certification:
• Bachelor' s degree required , preferably in education
• Master' s Degree i s preferred
• Vali d Texa s Mid-Management Certificatio n preferre d
• Minimu m thre e years of successful experienc e as a classroom teache r
• Previou s administrative experience is required
Experience:
Minimum three years of successful experience as a classroom teacher
Previous administrative experience is required
Reports to:
Principal
Job Goals :
Manara's Busines s Manage r i s responsibl e fo r al l matter s relate d t o fisca l an d administrativ e
procedures includin g all aspect s o f accounting , financia l reporting , stat e & federa l reporting an d
risk management
Salary Range:
• $45,00 0 - $55,00 0
• Th e Business Manage r wil l be contracted fo r 220 days, with an annual salar y approved by
the Board o f Directors
Education/Certifkathn:
• Bachelor' s degre e required
• Accountin g and Business background is required
Experience:
Three o r more year s experienc e i n accounting, bookkeeping an d busines s office , preferabl y in a
governmental or educational setting .
As even th e youngest o f children can aspir e an d exemplify Manara principles , s o too will they reac t
to examples tha t are inconsistent with these values . Manara Academy educate s b y example. As such ,
Manara Academ y staf f must exemplif y th e qualitie s we striv e to guid e ou r student s towards . I n th e
words o f our partne r ELS , w e ar e no t passenger s bu t a "crew". Therefore , idea s an d action s o f all
staff affec t th e cours e t o whic h w e stee r ourselves . A s w e trul y ar e "charting new waters " with ou r
unique emphasi s o n hig h academi c achievement , communicatio n excellence , foreig n language ,
ethical character an d stewardship, w e strive to attract and retain individuals who show enthusias m fo r
and commitment to these areas .
Manara i s committed t o recruitin g highly qualifie d staff , thos e wh o no t onl y meet TE A an d NCL B
criteria as it applies to charter schools, bu t who also possess th e following:
1. Educationa l credential s a s recognized by any one of the regional accreditin g agencie s locate d
throughout the United States, it s territories or recognized foreig n university or college
2. Relevan t experience
3. Motivationa l fi t wit h th e school' s missio n an d desig n an d a n understandin g o f th e
responsibilities of a charter school and the dedication to being a member of a founding facult y
4. Feedbac k evaluations
Charter School s
The above analysis provides a general overvie w of salaries in the market. Th e principal and business
manager coul d b e fal l eithe r within th e campu s administratio n o r centra l administratio n group . Th e
above analysi s show s tha t propose d salarie s ar e withi n th e marke t range s o f salar y data . Manar a
Academy will offer th e following salary ranges fo r school officers :
Manara Academy
Officer Positio n Salary Rang e
Principal $65,000 -$85,000
Business Manager $45,000 -$55,000
Final salary determination will be dependent upon multiple factors including, but not limited to:
1. Educatio n
2. Experienc e
3. Relevan t skills such as ELS experience, charte r school management, bilingual education
4. Accomplishments , awards, certifications and honors.
Manara Academ y compensatio n mode l wil l includ e a variabl e compensatio n performanc e tha t i s
based o n bot h individua l an d organizatio n performance . I n additio n t o th e salary , additiona l bonu s
will b e awarded according to the following :
1. Achievabl e goal s - 5 % bonus: The purpose o f this component i s to motivate individuals and
the organization t o achieve its goals. Upo n achieving individual and organizational goals , 5 %
of the base salar y will be awarded. Th e goals wil l be adopted fro m th e organization balance d
scorecard. I t i s expecte d thes e goal s ar e me t an d bonu s amoun t i s include d i n th e schoo l
budget.
Manara Academ y believes that continuous learning and process improvemen t ar e the key ingredients
for lon g ter m success . Learnin g i s on e o f Manar a Academ y strateg y pillar s an d i s on e o f th e
perspectives o f the balanced scorecar d use d to mange th e performance o f the charter school . Manar a
Academy wil l se t i n plac e th e followin g policie s t o increas e th e potentia l fo r schoo l officers '
development:
• Professiona l developmen t plans for all school officers wil l be developed annually
• Pursu e funding to support and facilitate achievin g professiona l development plans
• Participatio n i n EL S loca l an d nationa l professiona l developmen t an d th e principal' s
attendance a t the annual national conference
• Encourag e collaboratio n wit h communit y organizations , othe r charter , publi c an d privat e
schools to facilitate experience exchange and networking betwee n differen t entitie s
• Expec t schoo l officers to be current wit h professional readin g and literature (e.g. Educational
Leadership, Ph i Delta Kappan, Education Week)
Because o f th e natur e o f ou r uniqu e educationa l design, Manar a Academ y wil l striv e t o provid e a
baseline and continuing pla n for staff training, development an d empowerment. Manar a Academy' s
professional developmen t program wil l reflect our stron g and sustaine d commitmen t t o an d belief i n
our schoo l officers ' abilit y t o shap e an d influenc e thei r staf f an d student' s experienc e throug h
leadership based trainings.
The studen t achievemen t perspectives constitut e the ultimat e goa l a t Manar a Academy . Th e othe r
perspectives constitut e th e pat h tha t wil l suppor t achievin g Manar a Academy' s missio n o n a
consistent an d sustainabl e basis . Objective s acros s thes e perspective s ar e relate d throug h a causa l
effect. A t the highest level , Manara Academy needs to maintain its financial health, which will enable
investing i n it s huma n resources . Next , qualifie d huma n resource s wil l attrac t an d improv e
stakeholders' involvemen t a t Manar a Academy . Wit h stron g financia l health , stakeholde r
involvement an d continuousl y trained human resources , Manar a wil l excel i n it s administrative and
education processes . Finally , the effectiv e an d efficien t administrativ e an d educatio n proces s wil l
facilitate student s i n achievin g excellenc e i n academics , characte r an d communit y building . This
strategy is outlined in the strategy map.
The abov e explain s th e strateg y adopte d b y Manar a Academ y t o achiev e an d sustai n it s mission.
Executing the strategy and mapping it to each employee's rol e are the biggest challenge s to achieving
an organizational mission. The next step would be to translate Manara's Strategy Map into actionabl e
items executed throughou t the organization . The step i s formulate d through establishin g a Balance d
Scorecard fo r Manar a Academy . Th e balance d scorecar d i s constructe d b y identifyin g specifi c
measures for each objective on the strategy map. A sample Balanced Scorecard is outlined in Table
1.
The abov e scorecar d is a sampl e scorecar d for Manar a Academ y tha t wil l be establishe d annually .
Measurement an d target s ma y var y yearl y accordin g t o multipl e variables . Thi s scorecar d wil l b e
cascaded dow n fo r individual scorecards enablin g staf f to recognize ho w and what they need to do to
Table 2:
Role Objective Measure Target
Principal Attend Charte r Schoo l Successful trainin g completion 100%
Training
Business Improve Charte r schoo l Number o f classe s successfull y complete d 4
Manager fi seal managemen t and attendance a t TEA training
knowledge
Arabic Attend bilingua l instruction Number of training hours 6
Teacher delivery training
Grade leve l Attend EL S trainin g an d Number of interna l session s conducte d to I/week
teachers educate other teacher s improve EL S understandin g throughou t
Manara Academ y
At this stage , eac h individua l at Manara Academ y wil l have specifi c objectives and measures. Thes e
objectives an d measures ar e linked to Manara' s strateg y enablin g efficient executio n of the strategy .
In addition , eac h staf f membe r a t Manar a Academ y woul d understan d his/he r rol e an d ho w t o
contribute t o achievin g an d sustainin g th e missio n o f Manar a Academy . Figur e 2 belo w illustrates
how th e balance d scorecar d framewor k i s use d t o translat e Manar a Academy' s visio n an d missio n
into it s strategy. Next, the strateg y is translated int o measurable objective s at the schoo l level . Thes e
objectives ar e cascade d dow n t o eac h individua l accordin g t o thei r rol e i n th e organization . Th e
framework no t only provides a n efficient performanc e measuremen t an d appraisal framework, it also
allows members in the organization to understand how and what they need t o do to reach th e overall
organization's vision.
Manara Academ y
Strategy Ma p
Manara Academ y
Balanced Scorecard
The balance d scorecar d shoul d includ e objective s tha t wil l addres s measurin g an d improvin g th e
following items described i n Sec 12.11 8 (Evaluation of open enrollment charter schools) :
• Students ' scores on assessment instruments administered unde r Subchapter B, Chapter 39
• Studen t attendance
• Students ' grades
• Incident s involving student discipline
• Socioeconomi c data on students' families
• Parents ' satisfaction with their children's schools
• Students ' satisfaction wit h their schools
• Th e costs o f instruction, administration and transportation incurred b y open-enrollment charte r
schools
The evaluation of the principal will be based o n actual performance an d feedbac k from stakeholder s
including parents , teachers and staff. Th e boar d will identify the process of gatherin g thi s feedbac k
yearly (e.g. direct interviews, anonymous surveys, unplanned visits, etc) .
The boar d o f Manar a Academ y understand s they are ultimately responsible an d accountabl e fo r th e
school performance . The board o f Manara Academ y is responsible o f ensuring the satisfaction of the
following stakeholders :
The rol e of th e boar d i s to se t policy that wil l facilitat e achievin g thes e objectives . Th e principa l o f
the schoo l i s responsible for executing the strategie s to achiev e th e require d performance of Manara
Academy. Th e board o f directors wil l hold th e school principa l accountable fo r all aspects o f schoo l
operations. Th e principa l ma y delegat e som e o f hi s o r he r dutie s to th e assistan t principal , othe r
school officers o r teachers; however , the principal will be accountable to the board of directors for the
performance of Manara Academy.
The school officers and the governing bodie s of Manara Academy understand that they are ultimatel y
responsible fo r th e followin g items liste d below : (detaile d explanatio n o f eac h i s include d in thi s
section)
• Studen t and school performance;
• Managemen t and administrative practices;
• Studen t attendance accounting reporting requirements;
• Complianc e wit h generall y accepted accountin g principles and generally accepte d standard s
of fiscal management;
• Complianc e wit h specia l educatio n an d bilingual/Englis h a s a secon d language (ESL )
program requirements;
The Boar d o f Director s o f the sponsorin g entit y and the schoo l officer s ar e awar e o f their role s and
compliance responsibilitie s for the following items (i.e., items 1 through 9):
Finally, th e schoo l officer s wil l b e responsibl e fo r ensurin g tha t a n identifie d chil d wit h a
disability, who is placed in the school program , is provided specia l educatio n an d related services :
1) in conformance with an IE P that meets the requirements of appropriate education codes, an d
2) at no cost to the parents.
Manara Academy' s boar d of directors understands that ES L students ar e critica l to achievin g its
vision. I n Irvin g IS O (wher e Manar a Academ y i s located) , 33 % o f th e student s ar e enrolle d i n
bilingual/ESL educatio n programs . I n addition , Manara Academy' s boar d ha s observe d specifi c
interest fro m divers e cultura l backgrounds , whic h ar e likel y t o requir e enrollmen t i n ES L
programs.
It is the policy o f the Sponsorin g Entity that ever y studen t a t Manara Academ y wh o has a home
language surve y othe r tha n Englis h an d wh o i s identifie d a s limite d Englis h proficient shal l b e
provided a full opportunit y to participate i n a bilingual education o r English as a second languag e
program, a s required i n the Texa s Educatio n Code , Chapte r 29 , Subchapte r B . T o ensure equa l
educational opportunity , a s require d i n th e Texa s Educatio n Code, §1.002(a) , th e schoo l wil l
under direct supervision o f the principal : 1 ) identify limite d English proficien t students based o n
criteria establishe d b y the state ; 2) provide bilingual educatio n o r English a s a second languag e
programs, a s integra l part s o f th e regula r progra m a s describe d i n th e Texa s Educatio n Code ,
§4.002; 3 ) seek certifie d teaching personnel t o ensur e that limite d Englis h proficient student s are
afforded lul l opportunit y t o master th e essential skill s an d knowledge required by the state; an d 4)
assess achievemen t fo r essentia l skill s an d knowledg e i n accordanc e wit h th e Texa s Educatio n
Code, Chapter 39, to ensure accountability for limited English proficient students.
8. Reportin g annual school and student performance to students, parents and the public:
The Sponsorin g Entit y will hav e th e principa l prepare a n annua l repor t t o infor m th e students ,
parents an d the publi c in a public meeting (i.e. , a n ope n hous e a t the schoo l location ) abou t th e
educational performance of the school. Th e annual report must include the performance rating of
the school. Th e report shal l include a comparison provide d b y the Texa s Educatio n Agenc y of a
variety o f performance, student , staf f and financia l information . Supplementa l informatio n to b e
included in the reports shal l be determined by the Sponsoring Entity.
All teacher s wil l b e qualifie d accordin g t o th e federa l definitio n o f "highl y qualifie d teacher "
included i n the NCLB Act of 2001. Al l teachers will b e on a one-year contract. Desire d qualitie s and
qualifications fo r Manara staff includ e but are not limite d t o the following :
• Experienc e wit h a variet y o f instructiona l approache s includin g project-base d learning ,
differentiated instructio n that is thematic and speaks to students of multiple intelligences;
• Interes t or expertise in technology;
• Bi - or multilingual skills; and
• Experienc e working with a diverse student population.
Reports to:
Principal
Job Goals:
• Mode l instructiona l strategies . Wor k wit h teacher s a t thei r individua l level s o f
implementation, provide professional development to teachers to enhanc e thei r skill s and
assist i n the evaluatio n of program effectiveness base d o n th e succes s an d accountability
criteria
Salary Range:
• $40,000-$50,00 0
• Half-tim e during the 1st year.
• Full-tim e by the 2 n academi c year . Instructiona l guid e wil l b e o n one-yea r (18 7 days)
contracts with salary approved by the Board of Directors.
Education/Certification:
• Bachelor' s degre e is required, preferred Master's degree
• Teache r Certificatio n i s recommende d o r othe r evidenc e o f sufficien t skill s t o mee t th e
definition o f "highly qualified teacher"
Experience:
• A t least three or more years of teaching experience.
The above mentioned statements describe th e general purpose and responsibilities assigned t o this job
and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
Reports to:
Principal
Job Goals:
• Al l teacher s wil l b e qualifie d according t o th e federa l definitio n o f "highl y qualifie d
teacher" included in the No Chil d Lef t Behin d Act of 2001. Al l teachers' wil l be expected
to utiliz e highly effectiv e method s o f instruction to stimulat e students ' intellectual , moral
and socia l growth .
Salary Range:
• $35,000-$45,00 0
• Teacher s wil l be on one-year (18 7 days) contract s wit h salary approve d b y the Boar d o f
Directors.
Experience:
• A t least one or more years of teaching experience.
The above mentioned statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
It will be the policy of the Sponsoring Entit y to hire highly qualified teacher s fo r Manara Academy .
The principa l wil l ensur e tha t notificatio n i s provide d t o parent s abou t th e qualification s o f thei r
students' teachers .
The schoo l wil l als o hol d o n sit e publi c meeting s t o introduc e ever y Manar a teacher . Manar a
Academy wil l provid e eac h paren t wit h a timel y notic e i n th e even t tha t his/he r chil d ha s bee n
assigned o r ha s bee n taugh t fo r more tha n fou r consecutiv e week s b y a teache r wh o i s not "highl y
qualified". Th e notic e and information provided to parents will be i n an understandable an d uniform
format and , to the extent practicable, provided in a language that the parents ca n understand.
Manara Academ y compensatio n mode l wil l includ e a variabl e compensatio n performanc e tha t i s
based o n bot h individua l and organizatio n performance . In additio n to th e salary , additiona l bonu s
will be awarded according to the following :
a. Achievabl e goal s - 5 % bonus : Th e purpos e o f thi s componen t i s t o motivat e
individuals an d th e organizatio n to achiev e it s goals . Upo n achieving individua l and
organizational goals , 5 % of the base salar y will be awarded. Th e goals will be adopted
from th e organization balanced scorecard. I t is expected these goal s ar e met an d bonus
amount is included i n the school budget.
b. Stretc h goal s - 5 % bonus: The purpose o f this component is to stimulate exceptional
individual an d organizatio n performance. The stretc h goal s wil l b e adopte d fro m th e
balanced scorecard . I t is no t expecte d that all individual s will meet stretc h goals , it is
budgeted tha t 50 % o f th e individual s will receiv e the additiona l 5 % bonu s (i.e . total
bonus of 10% .
The benefit s wil l b e determine d an d reviewe d yearl y b y th e schoo l board . Th e schoo l boar d wil l
evaluate available benefit s at the end of eac h schoo l eac h yea r an d choose th e benefits package bes t
suited to retain school officers an d staff . Th e benefits will include health insurance (including vision),
retirement participation (membership in the Teacher Retiremen t Syste m of Texas) an d vacation /sick
policy.
With this in mind, we intend to commit significan t tim e in the calendar an d daily schedule t o provide
teachers an d staf f acces s t o professiona l developmen t activities . During th e firs t year , teacher s wil l
have fou r week s i n th e summer , on e da y eac h mont h an d extende d block s o f tim e eac h da y fo r
planning an d professiona l development . W e wil l als o hav e a weekl y staf f meetin g t o addres s
administrative issue s i n orde r t o minimiz e intrusion s o n teachers ' professiona l developmen t time .
Moreover, th e principal , instructiona l guide/coach , medi a specialist , ar t teacher/coordinato r an d
special nee d coordinato r wil l all be resources to teachers fo r professional growth . I t will b e commo n
for staf f to visit classrooms informall y and provide teachers with regular feedback . W e plan to creat e
a culture where discussing teaching is not threatening to teachers but is, in fact, the norm.
Through a n extensiv e school-base d an d nationa l staf f developmen t program, Manar a teacher s wil l
learn ho w to create productive learning environments , creat e learnin g expedition s aligne d wit h stat e
standards and design activ e learning experiences that engage students in authentic application of their
knowledge an d skills . Expeditionar y Learnin g wil l offe r u s a n extensiv e progra m o f professiona l
development s o tha t ou r teacher s an d administrator s ca n strengthe n instructio n an d schoo l culture ,
engage student s in multidisciplinary academic curriculu m and assess and raise achievement. Th e off-
site professiona l developmen t course s reference d abov e wil l complemen t th e extensiv e on-sit e an d
regional programmin g offered . ELS' s off-sit e professiona l developmen t wil l giv e Manar a teacher s
powerful "learnin g b y doing" experience s characterize d b y total immersio n in new conten t i n a ne w
environment with new colleagues.
In additio n to ELS, Manar a Academ y wil l see k staf f developmen t fund s an d service s through grants
in area s suc h as , but no t limite d to, instructiona l deliver y techniques (especiall y thos e emphasizin g
differentiated instructio n and small collaborative groups), Specia l Need s Students , Englis h Languag e
Learners, foreig n language acquisition, technology integration , literacy, math, science , socia l studies ,
health/PE an d art . Manar a Academ y teacher s will b e encourage d t o tak e advantag e o f conten t ric h
Finally, we will see k trainin g from othe r consultants as needed i n the areas o f literacy, mathematics ,
classroom managemen t an d othe r discipline s unique to Manar a Academy' s concep t suc h a s gende r
separation, fo r example . Teacher s wil l als o b e encourage d t o atten d an d shar e knowledg e an d
experiences tha t they have gaine d through their own professiona l association s an d contacts. I t is the
intent tha t Manar a Academ y train s it s Instructiona l Guide/Coach , a s needed , t o a hig h leve l i n al l
areas that Manara emphasizes . The intent her e is for the Instructional Guide/Coach t o eventually b e
able to function a s an in-house trainer.
Reports to:
Business Manage r
Job Goals:
• Th e PEIMS Coordinator/Secretar y wil l be responsible fo r the PEIMS submission an d student
reporting. H e o r sh e will maintain accurat e student record s an d provide clerica l service s fo r
administrative staff .
Salary Range:
• $25,000-$32,00 0
• Th e PEIM S Coordinator/Secretar y wil l b e contracte d annuall y fo r 22 0 days , wit h salar y
approved b y the Board of Directors .
Education/Certification:
• Hig h School Diploma required
Experience:
• On e year or more secretaria l experience , preferabl y in public education environment .
• Experienc e with PEIMS is preferred
;
^f%"' Manar a Academ y 1 4 Generatio n Charter Application 7 9
(MANAKAj
The above mentioned statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
benciits fo r schools comparable i n si/e and locatio n u > the- propose d charie r school .
Similar t o al l Manar a Academ y staff , ther e wil l b e a specifi c trainin g objectiv e o n th e PEIM S
coordinator's Balance d Scorecard . A specifi c trainin g pla n wil l b e pu t i n plac e accordin g t o th e
specific skil l set of each individual . Professional development for the PEIM S coordinato r is expecte d
to improv e knowledg e i n th e are a o f accounting , reportin g an d attendanc e trackin g tool s an d
processes. Th e PEIM S coordinato r wil l complet e trainin g wit h Regio n X Educationa l Service s
Center.
The governing board of the sponsoring entity will consist of seven (7) members:
The fiv e (5 ) Foundin g Boar d Member s (serv e a s Governin g Boar d unti l Fe b o f th e 1 st Academic
school yea r - refe r Attachmen t E fo r Manar a bylaws ) wil l nominat e tw o (2 ) additiona l boar d
members to fill the remaining two positions.
The sponsoring entit y is based i n Irving, TX where Manara Academy will be located. All members of
the governing board of the sponsoring entity reside within the 50 miles of the proposed charte r school .
d) Submit , a s Attachmen t 1) , the ongin.i l Article s of Incorporatio n file d wit h th e 1 exas Seeretar v o f
State, an } Restate d A r t i c l e s o f Incorporation , an d an > Article s o f Amendment , I f the sponsoring
emit} ha s amende d it s origina l Article s o f Incorporatio n an d doe s no t sub.mi l bot h th e origina l
Articles of Incorporatio n an d ai l o f th e documents reflecting th e amendments , this attachmen t w i l l
ic considered incomplete. Comparabl e documents mus t b e submitte d i f the sponsorin g emit} i s a
nonprofit corporatio n incorporate d in anothe r stale , i f th e sponsorin g entiu i s a n i n s t i t u t i o n o f
higher educatio n o r a <io\errmu.'nta l cntil> . th e entit y shoul d submi t a statemen t tha t thi s
requirement i s inapplicable .
Please see Attachment E for a complete copy of Manara Academy, Inc.'s bylaws.
Manara Academy, Inc. became incorporate d as a non-profit corporatio n in the state of Texas o n July
13,2006.
Manara Academy, Inc. is not a religious or faith-based organization no r engages in any activities with
a religious purpose.
There has been no litigation in which the Manara Academy, Inc. has been involved.
No sanctions have been brought against Manara Academy, Inc. by any state regulatory agency.
in
Sadak Shai k ha s a Masters degre e i n Computer Scienc e from th e Universit y of Illinoi s at Chicago .
He has 8 years o f professional experience i n Software Design an d Development. H e presently work s
at 12 Technologies Inc, Dallas TX , as an Advanced Member o f Technical Staff . Before working a t i2,
he worked as a Senior Softwar e Engineer at Sabre Grou p Inc. Sadak is very passionate about workin g
with kids. H e wa s a Vice-Presiden t o f th e PT O boar d o f hi s son' s school . H e als o worke d a s a
coordinator an d voluntee r fo r th e Saturda y refuge e kid s program . H e i s marrie d an d i s currentl y
living with his wife at Coppell, TX. He has a son and daughter .
Michelle Alkhati b is a certified teache r wit h 6 years o f experience includin g 4 years i n the Dalla s
Independent Schoo l District . While at DISD , Michell e taught 4t h grad e an d ra n th e scienc e la b fo r
3rd throug h 6t h grade . Sh e serve d a s Hea d o f th e Scienc e Department , a membe r o f th e Campu s
Leadership tea m an d serve d o n numerou s schoo l committees . Michell e also assiste d i n developing
the scienc e curriculu m fo r th e district , i n conductin g teache r staff developments , i n writin g th e
campus improvemen t plan , was a member o f the Student Support Tea m an d was a key member i n the
hiring proces s a t th e school . Prio r t o DISD , Michell e taught Kindergarte n an d ra n a n after-schoo l
program a t a private school. Michelle has participated in numerous volunteering partnerships t o help
at-risk student s exce l i n thei r academics an d hom e life . Sh e i s eager t o embar k o n thi s endeavo r t o
create a vita l learnin g experienc e tha t strive s t o cultivat e a desir e fo r learnin g an d provid e a
promising opportunit y fo r the children. Michelle hold s a Bachelor o f Science fro m Purdue University.
She currently resides i n Flower Mound with her husband and son.
Ra'id Mari e (InActive ) hold s a Master s degre e i n Busines s Administratio n fro m Southeaster n
Oklahoma Stat e University . He earned hi s Bachelo r degree i n Accounting fro m Universit y of Jorda n
in Amman, Jordan and is a licensed Certified Publi c Accountant in the state of Texas. Ra'id ha s bee n
working i n th e accountin g fiel d fo r mor e tha n si x year s an d i s currentl y a n Accountin g Manage r a t
Trinity Industrie s in Dallas, TX. He enjoys volunteer work and participated i n several programs i n the
Dallas are a suc h a s Kee p Irvin g Beautiful , Refuge e Kid s progra m an d Habita t fo r Humanity . H e
resides with his wife in Irving, TX.
ihepr ,
Manara Academ y will be governed by a Founding Board throug h February of the first academic year
of Manar a Academ y a s pe r th e bylaw s o f Manar a Academy , Inc . Durin g thi s time , th e Foundin g
Board wil l be the governing board of Manara Academy. There are two slots that are open at this point
of tim e an d th e foundin g boar d wil l activel y loo k fo r individual s who believ e i n th e visio n an d
mission o f Manar a Academy. I f for any reaso n a Governing Boar d canno t b e formed , the Foundin g
Board shal l ac t an d serv e a s th e Governin g Boar d i n accordanc e wit h th e bylaw s unti l th e firs t
Governing Board is elected an d formed.
The principal of Manara Academy wil l be responsible fo r publishing the procedures approved by the
governing board fo r receiving an d responding t o complaints. I f the principa l is unable to resolve th e
complaint, the n thi s wil l giv e employees , parents , student s an d communit y members th e righ t t o
petition the governing board, which will have the final say in all such matters. Thes e procedures wil l
be mad e availabl e i n th e employe e manua l an d paren t studen t handbook . Additionally , thi s
information will be posted outside the school office prio r to the beginning of the school year.
2. Th e manner i n which officer s are selecte d an d remove d fro m offic e Officer s Selectio n
The principal officers of the corporation shall consis t of a President, a Secretary and Treasurer. One
or mor e Vic e President , Assistan t Secretarie s and/o r Assistan t Treasurer s ma y b e elected. Al l suc h
officers shal l b e electe d b y th e Boar d an d shal l serv e a t th e pleasur e o f th e member s o f th e Board .
Any perso n shal l b e eligibl e t o hol d an y offic e o r more tha n on e office , excep t th e membe r o f th e
Board and the President and the Secretary shall not be the same person .
Officers Selectio n
The officer s shal l b e electe d a t th e organizationa l meetin g of th e initia l Board, an d thereafte r their
successors shall be elected at the annual meetin g of the Board t o serve fo r a term o f one (1) year an d
until their successors ar e elected an d qualified .
Officers Remova l
All officer s shal l continue in office unti l his o r her successor shal l have been electe d an d qualifie d o r
until his or her death, resignation o r removal.
Board Remova l
At any time, th e Board of Directors ma y only vote to remove a board membe r fo r good cause. Goo d
cause fo r removal o f a board membe r shal l include the unexcuse d failur e t o atten d fou r consecutiv e
meetings o f th e Board . A meetin g to conside r th e remova l o f a boar d membe r ma y b e calle d an d
noticed followin g the procedure s provide d i n the Bylaws . Th e notice o f the meetin g shal l stat e tha t
the issu e o f possible remova l o f th e boar d membe r wil l b e on the agenda , an d the notic e shal l stat e
the possibl e caus e fo r removal . Th e boar d membe r shal l hav e th e righ t t o presen t evidenc e a t th e
meeting as to why he or she should not be removed, and the board membe r shall have th e right to be
represented b y a n attorney a t and befor e th e meeting. At the meeting, the Corporatio n shal l consider
M) I
Manara Academ y wil l onl y hav e on e governin g board , tha t o f th e sponsorin g entity , sinc e i t wa s
created fo r the sole purpose of operating the school. Henc e this is not applicable .
Manara Academ y wil l onl y hav e on e governin g board , tha t o f th e sponsorin g entity , sinc e i t wa s
created for the sole purpose of operating the school. Henc e this is not applicable.
Manara Academ y wil l onl y hav e on e governin g board , tha t o f th e sponsorin g entity , sinc e i t wa s
created fo r the sole purpose of operating the school. Henc e this is not applicable.
Other Governance
The ide a o f establishing Manar a Academ y a s a charter schoo l i n Irving, whic h i s at the heart o f the
DFW metroplex , ha s bee n th e resul t o f extensiv e research an d discussion s amon g parents , teacher s
and communit y members . Th e academ y wil l b e o f valu e t o th e existin g schoo l syste m an d t o th e
community we live in. Accordin g t o the 2007 US census, the percentage o f Irving's populatio n born
in foreig n countrie s was 33.6% , fa r above th e figur e o f 12.5 % fo r th e countr y a s a whole. Irvin g is
becoming a very divers e and cosmopolita n city . Thi s indicate s a need fo r educationa l communitie s
that suppor t hig h academi c achievemen t a s well a s addres s th e need s o f th e students , thei r familie s
and their communities . Buildin g on th e strength s o f students ' cultura l heritage an d lif e experience s
will help them become successfu l members of the community and enable them to compete globally .
The TAKS scor e i s a key indicator to performance. In the 2007 academi c year , Irvin g ISO score d a s
follows (Al l Tests) compare d t o Region 1 0 and State o f Texas :
Irving IS O has consistentl y score d lo w o n th e TAK S test an d belo w bot h Regio n 1 0 and th e State .
Therefore, there is a clear need fo r an innovative school such as Manara Academy i n the Irving area.
l>) Provid e informatio n o n th e manne r i n whic h communit y group s hav e bee n involve d an d \\ill
continue t o be involve d in the charter schoo l plannin g process.
The value s o f Manar a Academ y hav e bee n explaine d t o th e publi c a t larg e throug h th e tow n hal l
meetings a t Mustan g Par k Recreatio n Cente r i n Irvin g and visit s to homeowner' s associations , are a
apartment complexes , loca l neighborhood s an d businesses . W e conducte d a surve y (pleas e se e
The outcom e o f thi s initiativ e i s th e combine d effor t o f 2 4 cor e volunteer s fro m th e communit y
including the fiv e boar d members . Manar a Academ y utilize d the service s o f fou r consultant s i n the
educational aren a t o revie w th e application . The biographi c informatio n can b e foun d in Appendi x
KK.
Manara Academ y ha s obtaine d partnership s wit h variou s loca l communit y group s (se e Appendi x
HH fo r letters of intent).
For example , w e receive d a lette r o f suppor t fro m th e Mayo r o f th e Cit y o f Irvin g afte r severa l
meetings wit h hi m introducin g ou r visio n an d mission . Th e Mayo r wa s especiall y please d wit h
Manara's emphasis o n academic excellence, explorator y learning, citizenship , and character building.
In addition , Manar a Academ y ha s obtaine d a partnershi p wit h Nort h Lak e College , Irvin g TX .
Manara's missio n an d vision have a strong emphasis o n academic excellence, characte r building , and
citizenship. Togethe r wit h North Lak e College , Manara wil l b e able t o provide a quality educatio n
for it s students and to become a valuable resource t o our community .
Several opportunities for partnerships betwee n North Lake College and Manara include:
• Nort h Lake College course offerings fo r faculty enrichment.
• Specifi c professional developmen t through the North Lake College Workforce Development
department.
• Mentorin g opportunities for North Lake College students.
• Arrang e library tours and campus visits for the 4th and 5th grade students.
Please se e Attachment F fo r a copy o f the published notice o f public hearing hel d o n 26 th Januar y
2008 at Mustang Par k Recreation Center , Irvin g TX.
There wer e 9 1 familie s who attende d th e publi c hearing held o n 26 th Januar y 2008 a t Mustan g Par k
Recreation Center , Irving TX.
Below is a list of School District s from whic h Manara Academy wil l accept students:
• Irvin g ISD (Independent Schoo l District)
• Dalla s ISD
• Th e Carrollton-Farmers Branc h ISD
• Coppel l ISD
• Lewisvill e ISD
• Hurst-Euless-Bedfor d ISD
• Arlingto n ISD
• Grapevine-Colleyvill e ISD
/>> i f th e propose d charie r schoo l w i l l bas e a "transfe r polic} " i n accordanc e svii h 1 9 I AC.
§iOO,1207(e)(i,e.. i t v \ i l l admi t students uho resid e outsid e of th e geographi c boundary described
above i n "a f onc e al l eligibl e applicant s v\h o reside withi n ih e geographi c houndar \ hav e
submitted a linte k applicatio n an d i i a \ e 'veu enrolk-d). l i s t th e schoo l district s fro m \\hic h th e
proposed charte r schoo l w i l l accep t tran>le r Mudenfs .
Below is a list of School District s from whic h Manara Academy will accept transfer students:
• Richardso n ISD
Manara Academy wil l require the applicants to submit a completed Manar a applicatio n for m startin g
January 10 th throug h April 15 th eac h year.
Manara Academy wil l implement a public lotter y syste m t o determine the enrollment o f students. The
date o f this lotter y wil l b e determined b y the boar d o f director s but wil l b e afte r th e closin g dat e o f
the admission. Preference will be given to the siblings of the returning Manara students . Eac h studen t
will be assigned a number, an d the numbers wil l be randomly selected by the President o f the Board /
the Principa l o r his/he r designe e unde r th e supervisio n o f a t leas t tw o othe r boar d member s a t a n
announced public meeting.
All returnin g Manara student s wil l b e exemp t fro m lottery . Manar a Academ y wil l exemp t fro m th e
lottery th e followin g categorie s o f applicant s (a s lon g a s th e tota l numbe r o f student s allowe d
constitutes onl y a smal l percentag e o f total enrollment s as permitted b y the federa l guidanc e o n th e
Charter Schoo l Program.)-
* th e siblings of the returning Manara students
• th e children of the school's founders
The dat e o f thi s lotter y wil l b e determine d b y the boar d o f director s eac h yea r bu t wil l b e afte r th e
closing date of the admission (April 15 th).
After al l classes are ful l fro m th e lottery system , a waiting lis t will be developed from the remainin g
picks of the lottery in the order that they were drawn. All applications received at a later date will join
the waiting list in the order i n which they are received .
Manara Academ y i s committed t o ensurin g equity in education. Manara Academy wil l comply with
all stat e an d federa l regulation s regardin g admissio n an d th e schoo l shal l no t discriminat e i n
admissions based on gender, race, color, athleti c ability, nationa l origin , ethnicity, religion, disabilit y
or artistic ability of the students or their parents or guardians.
Manara Academy will not specialize in performing arts and hence this is not applicable .
Students wit h documente d histor y o f crimina l offense , juvenile cour t adjudication , listed i n TEC ,
12.111 (6) , o r othe r seriou s discipline listed under TEC, Chapter 37 , Subchapte r A will be excluded
from th e enrollment at Manara Academy.
Applicants will not be required to provid e a transcript or other academi c record s unti l after they ar e
offered admissio n bu t the y nee d t o sho w evidenc e o f curren t grad e leve l statu s fo r entr y int o th e
lottery system. The applicant must comply with the following at the time of admission:
• A completed application form i n order to be considered for admission.
o Nam e
o Addres s
o Parent' s contact informatio n
At Manar a Academy, w e will maintai n accurat e record s regardin g studen t transfer . Pursuan t t o Civil
Action 5281 , Manar a Academ y wil l no t allo w studen t transfe r i n suc h case s wher e transfe r woul d
change th e majority/minorit y population o f th e schoo l b y more tha n 1 % i n eithe r th e sendin g o r
receiving schoo l district . Manara Academy wil l report studen t transfe r by usin g the studen t transfe r
system provided on TEA website under the PEIMS section.
If the charte r i s granted t o Manar a Academy , Inc. , then the Presiden t o f Manar a Academy , Inc . wil l
sign a n assuranc e statemen t certifyin g that th e propose d charte r schoo l wil l hav e i n plac e upo n opening ,
special educatio n policies and procedures that comply with all federal and state requirements
Pursuant t o th e Individual s wit h Disabilitie s Educatio n Improvemen t Act (IDE A 2004 ) Sectio n 61 3
(a) (1) , Manar a Academ y wil l hav e o n fil e wit h th e Texa s Educatio n Agenc y (TEA ) a pla n tha t
provides assurance s tha t i t ha s i n effec t policies , procedure s an d program s consisten t wit h Stat e
policies an d procedures governin g special education.
Manara Academy, Inc. wil l utilize the following sources of funding fo r its start up operations.
• Donation s / Grants
• Fundraisin g
• Federa l startup grant s
Manara Academ y ha s alread y secure d pledge s u p t o $95,00 0 fro m organizations , Manar a Board ,
Manara-volunteers and community members who are passionate abou t Manara Academy's visio n and
mission. The pledges are attached i n the application as Attachment L .
Manara Academy, Inc. does not have any liabilities as of December 31, 2007.
There is no history of liens, litigations or sanctions by any federal, state or local agency.
ej Stal e the names of a m open-eur o linen! charier- alreacK hel d b y th e sponsoring entity.
An audi t report i s not availabl e sinc e Manar a Academy , Inc. was neve r audited . Unaudited interim
financial statement s as of December 31, 2007 are provided in Attachment I .
Limited informatio n i s available on Manara Academy, Inc . given i t was incorporated in July 13, 2006.
Please see Attachment J .
Manara Academ y wil l pursu e a n aggressiv e fundraisin g plan . Th e Manar a Academ y boar d ha s
secured $95,00 0 i n pledge s fro m organizations , founder s an d communit y member s wh o ar e
passionate about Manara Academy's visio n and mission. Th e startup budget depends on the $150,00 0
start up federal gran t an d $95,000 of donations (tha t will be secured b y the outstandin g pledge s an d
fundraising).
Manara Academy was successful in raising donations to fun d al l the application preparation expense s
including travel , consulting fees , tow n hal l meeting , marketing etc . Th e $95,00 0 pledge s a s wel l a s
the successfu l collectio n o f mor e tha n $20,00 0 donation s withi n les s tha n si x month s sinc e las t
October, 2007 . Indicate s th e board' s abilit y t o secur e $60,00 0 a s net asse t b y the tim e w e ente r th e
startup year (November 2008).
Manara Academy, Inc. understands that the federal startu p grant ca n only be accessed afte r a contract
for th e charter has been executed and a county district number has been assigned.
n) Describ e the process by \\hlch the annual budge t of th e charter school will be adopted.
The annual budge t wil l b e created b y the principal and business manager . Th e principal wil l submi t
the annual budge t t o the school boar d o f directors. The board o f directors wil l discuss th e budget wit h
the principa l an d business manage r an d will approve i t after an y require d modifications . The budge t
will follow GAAP requirements an d all applicable law s and regulations .
Please se e Attachment N fo r first year budge t an d a brief description abou t the key assumptions fo r
the budget. Following is a summary of the annual expecte d expense s fo r the first year :
Professional,
& Contracte d
Services
$254,600
15%
Payroll Cost
$1,259.297
73%
An annua l audi t wil l b e conducte d a t th e en d o f th e schoo l fisca l year . Th e boar d plan s t o hir e a n
external entit y whos e accountant s hol d a permi t fro m th e Stat e Boar d o f Publi c Accountancy , t o
perform th e annual audit. Manara Academy will perform internal audits throughout th e year to ensur e
that accuracy o f the financial records and compliance wit h state and federal laws and regulations.
Please see Attachment O . A t this time we do not have any servic e agreements with an y individuals
or organizations.
Indicate whethe r Lh e charier holde r u i l l adop t th e provision s of Texa s l. ; dtication Cod e (1I ; .C}.
Chapter 44 . Suhchaple r 11, as th e proces s fo r awardin g a contrac t fo r th e construction , repair , o r
renovation o f a structure , road . h i g l n \ a \ . or othe r i m p r o v e m e n t o r additio n t o rea l proper u . It ' so.
the provision s ol"iI-C . Chapter 44, Subehupte r B . u i l l contro l i n lie u o f Suhchapto r B . Chapter
271. ! cxas Loca l Governmen t
Manara Academy , Inc . wil l adop t th e provision s o f Texa s Educatio n Cod e (TEC) , Chapte r 44 ,
Subchapter B , a s th e proces s fo r awardin g a contract fo r th e construction , repai r o r renovatio n o f a
structure, road, highway or other improvemen t or addition to real property.
We have contacted Regio n 1 0 and they have recommend a program created b y Region 20 called
RSCCC. Regio n 1 0 will provide u s with support in implementing this software in our school. Th e
Manara Academ y board i s considering the recommendation fro m Regio n 10 , but has yet to confirm.
The board wil l decide after approval of the charter application . Th e following criteria have been use d
in considering this software:
• Th e software capability and available functionality.
• Wid e usage for the software in Region X public and charter schools (should b e approved by
TEA).
• Eas e of use and expertise in the software in the local market.
• Suppor t and training availability for the software locally .
Manara Academy, Inc . has undergone som e research o n the student attendance accounting softwar e
but has not yet finalized o n a particular softwar e vendor . W e have contacted Region 1 0 and they hav e
recommended th e Winschool program fo r our student accounting. Winschoo l is a PC based program .
The Manara Academy board is considering the recommendation fro m Regio n 10 , but has yet to
confirm. Th e board will decide after approva l of the charter application.
Facility Management
The site of Manara Academy is under investigation an d is yet to be identified a t this point of time.
Manara Academ y wil l b e accessibl e t o disable d person s an d wil l compl y wit h American s wit h
Disabilities Ac t (ADA ) acces s requirements . I f th e facilit y (afte r identified ) i s no t accessibl e t o
disabled persons, th e required improvements to make the facility accessible will be implemented.
Manara Academy , Inc. has not entered in a lease agreement a t the time of submitting the application .
Manara Academy, Inc. has not entered in a lease agreement a t the time of submitting the application .
The schoo l wil l provid e transportatio n fo r specia l nee d student s eligibl e fo r schoo l provide d
transportation a s stated in their IEP. Manara wil l identif y appropriat e transportatio n fo r such student s
by contractin g a n outsid e servic e availabl e in Dalla s County . Th e schoo l doe s no t pla n t o provid e
transportation fo r other students .
Manara Academy plans to provid e foo d servic e fo r qualifie d student s (reduced o r fre e breakfas t an d
lunch), i f more tha n 10 % of th e student s qualif y fo r fre e o r reduce d meals . Manar a Academ y wil l
contract appropriat e organization s t o provid e breakfas t an d lunc h i n thi s situatio n an d wil l ensur e
compliance with regulations of the Child Nutrition Program of TEA.
Tn connection with the above-named organization and charter school application, I herewith make representations an d suppl y
information abou t myself as hereinafter se t fort h (Attac h addendum o r separate sheet i f space hereo n i s insufficient t o answe r
any question s fully )
2. Hav e you eve r had your name changed or used another name? _ Ye s [X jN o
If you ar e a member of the governing body o f ihe sponsorin g entit y and the sponsoring entity i s an out-of-state organization,
do you reside withi n 50 miles of the geographic boundar y of the proposed charter school?
SAS 529-0 7
RFA 701-06-02 1
8. Lis t al l businesses o r organizations of whic h you are a partner or in which you have a majority interest:
9. Lis t all previous experience wit h charter schools . Includ e open-enrollment school s and/o r campus or program charters:
NTS'
11. Lis t any professional, occupational, or vocational licenses issue d by any public or governmental licensin g agency o r
regulatory authorit y whic h yo u presentl y hol d or hav e held in th e past. (Stat e dat e licens e wa s issued , issue r o f license, dal e
terminated, reason s for termination:
N/A
SAS 529-07
Page 2 of 4 RFA 701-06-021
('' Ye s ( mN o
If yes, give details :
13. Wil l you be employed b y or contract wit h the sponsoring entity , the charter school, o r the managmenl company of the
school?
Also explain any other compensation yo u expec t to receive for service on the governing bod y of the sponsoring entit y
14 I s any relative within the third degree of consanguinity (i.e. , your parent , grandparent , great-granparent , child, grandchild,
great-grandchild, sibling , aunt, uncle, niece, nephew) o r within the third degree o f affinity (i.e. , your spous e or your
spouse's parent , grandparent, great-granparent , child , grandchild, great-grandchild, sibling , aunt, uncle, niece, nephew ) a
member of the governing bod y of the sponsoring entit y or of the governing bod y o f the charter school 0
15. Wil l any relative(s) within the third degree o f consanguinity o r affinity (se e definition s i n Question 1 4 above) b e employed
by or receive any compensation or remuneration fro m th e sponsoring entity , charter school , o r the management company of
the charter school'?
16. Hav e you ever been convicted o f a misdemeanor involvin g moral turpitude; a felony; an offense liste d i n TEC 37.007(a) ; o r
an offense liste d i n Article 62.01(5) Cod e o f Criminal Procedure ?
;" Ye s ( i N o
If so , give details :
SAS 529-0 7
Page 3 of 4
RFA 701-06-02 1
18. Hav e you ever been a n officer, director , trustee, investment committee member, key employee, or controlling stockholder
of any business, which, while you occupie d any such position o r capacity with respect to it, became insolvent , declared
bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship ?
P Ye s f »N o
(Signature of Affiant )
State of __
County of
On this day, Cf/fl_P_ . >SgJ>p i (nam e of affiant) appeared before m e the undersigned nolary public and deposed that
he/she executed the above instrument and that the statements, and answers contained therein are true and correct t o the best of his/
her knowledge and belief.
(Notary Public)
SAS 529-07
Page 4 of 4
RFA 701-06-02 1
In connection wit h th e above-named organization and charter school application, I herewith make representations an d supply
fflformation about myself as hereinafter se t forth. (Attach addendu m or separate shee t if space heieon is insufficient t o answe r
any questions fully )
2. Hav e you eve r had your name changed or used another name? JX ] Yes L JN o
If you ar e a member of the governing bod y of the sponsoring entity and the sponsoring entity i s an out-of-statc organization,
do you reside within 50 miles of the geographic boundar y of the proposed charte r school ?
Graduate Studies .
Others:
SAS 529-07
RFA 701-06-02 1
8. Lis t all businesses o r organizations of which you are a partner or in which you have a majority interest :
NA
9. Lis t all previous experience with charter schools Includ e open-enrollment schools and/or campus or program charters :
10. Lis t all previous experience with any charter school management company:
11. Lis t any professional, occupational , o r vocational licenses issued b y any public or governmental licensing agenc y o r
regulatory authority whic h you presentl y bol d or have held in the past. (State dat e license was issued, issuer of license, date
terminated, reason s for termination:
Texas Educato r Certificate. Issue d b y Texas State boar d o f Education, 08/18/200 3
C Ye s ( i N o
If yes, giv e details :
13. Wil l you be employed by or contract wit h the sponsoring entity , the charter school, o r the managment company o f the
school?
Also explai n any other compensation yo u expec t to receive for service on the governing bod y of the sponsoring entity .
14. I s any relative within the third degre e of consanguinity ( i e , your parent, grandparent, great-granparent , child , grandchild,
great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree o f affinity (i.e. , your spouse or your
spouse's parent, grandparent, great-granparenL , child, grandchild, great-grandchild , sibling , aunt , uncle , niece, nephew ) a
member of the governing bod y o f the sponsorin g entity or of the governing bod y o f the charte r school ?
r Ye s £ • No
If so, give details ;
15. Wil l any relative(s) within the third degree o f consanguinity o r affinity (se e definitions in Question 1 4 above) be employed
by or receive any compensation o r remuneration from th e sponsoring entity , charter school , o r the management company of
the charter school?
C Ye s ( • N o
If so, give details :
16. Hav e you ever been convicte d of a misdemeanor involvin g moral turpitude; a felony; a n offense liste d in TEC 37.0u7(a), or
an offense liste d in Article 62.01(5) Cod e o f Criminal Procedure?
SAS 529-0 7
Page 3 of 4
RFA 701-06-02 1
-c (\otar> Public )
CANDACE KAVANAU6 H
Notary Pubiic
STATE OF TEXAS
In connection with the above-named organization and charter school application, I herewith make representation s an d suppl y
information abou t myself as hereinafter se t forth . (Attac h addendu m or separate sheet if space hereo n is insufficient to answe r
any questions fully. )
2. Hav e you eve r had your name changed or used another name? IX l Ye s
If you ar e a mem her of the governing body of the sponsoring entit y and the sponsoring entity i s an out-of-state organization ,
do you reside within 50 miles of the geographic boundary of the proposed charte r school 9
Yes ~~ \ N o "x j N/ A (becaus e T am not a member of the governin g body of the sponsorin g entit y or th e
sponsoring entit y is based in Texas).
Others
SAS.529-07
RFA 70 1 -06-021
List all businesses o r organizations o f which you are a partner or in which you have am ajont y interest:
9. Lis t al l previous experience wit h charter schools . Includ e open-enrollment schools and/or campus or program charters:
10. Lis t all previous experienc e wit h any charter schoo l management company .
11. Lis t any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or
regulatory authority whic h you presently hol d or have held m the past. (Stat e dat e license was issued, issue r o f license, dat e
terminated, reasons fo r termination:
13. Wil l you be employed by or contract wit h the sponsoring entity , the charter school , or the managment company o f the
school?
Also explain an y other compensatio n yo u expect t o receive for service on the governing bod y of the sponsoring entit y
14 I s any relative within the third degree o f consanguinity (i.e. , your parent, grandparent , great-granparent, chil d grandchild,
great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e. , your spouse or your
spouse's parent, grandparent , great-granparent , child , grandchild, great-grandchild, sibling , aunt, uncle , niece, nephew ) a
member of the governing body o f the sponsoring entit y o r of the governing body o f the charte r school ?
C Ye s ; » N o
If so, give details :
15. Wil l any relative(s) within th e third degree o f consanguinity o r affinity (see definition s i n Question 1 4 above) b e employed
by or receive an y compensation o r remuneration from th e sponsoring entity , charter school , or the management company o f
the charte r school ?
16. Hav e you ever been convicte d o f a misdemeanor involvin g moral turpitude, a felony: an offense listed i n TEC 37.007(a) , o r
an offens e liste d in Article 62.01(5) Cod e o f Criminal Procedure?
C Ye s ( • N o
y" i
Manara Academy 1 4ithGeneratio n Charter Application 114
JAR,
20(1 &
In connection with the above-named organization and charter school application , I herewith make representations an d supply
information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereo n is insufficient t o answe r
any questions fully. )
2. Hav e you eve r had your name change d or used another name 1; Yes [X[ N o
If you are a member of the governing bod y of the sponsoring entity and the sponsoring entity i s an out-of-state organization ,
do you reside withi n 50 miles of the geographic boundary' of the proposed charte r school?
cs
IHI ^ L H ^ ° [X | N7 A (because I am not a mem her of the governing body of the sponsoring entit y or the
sponsoring entit y is based in Texas)
College: 199 5 Jordan University of Science and Technology, Jorda n B.Sc Mechanical Engineering
Graduate Studies : 199 3 Oklahoma State University , Stillwater,OK; MS c Industria l Engineering and Mgmt.
SAS 529-07
Page I of 4
RFA 70 1 -06-021
List all businesses or organizations of which, you are a partner o r vn which you hav e a majority interest' .
9. Lis t all previous experienc e wit h charter schools . Include open-enrollment school s and'or campus or program charter s
List all previous experience wit h any charter school managemen t company
11. Lis t any professional, occupational, o r vocational licenses issued b y any public or governmental licensing agency o r
regulatory authorit y whic h yo u presently hol d or have held i n the past. (Stat e date licens e was issued, issue r o f license, date
term inated, reasons for termination:
INA
SAS 529-0 7
Page 2 of 4
RFA 70]-06-021
f- Ye s C» -N o
If yes. giv e details :
. \Vff l yo u be employe d by o r contract whVilbe sponsoring entity , tbe charte r scVioo'i , o r the managmen^ company o f the
school?
Also explain an y other compensatio n yo u expect to receive for service on the governing bod y of the sponsoring entity.
14. I s any relative within the third degree o f consanguinity (i.e. , your parent, grandparent, grcat-granparent, chil d grandchild ,
greal-grandchild, sibling , aunt, uncle, niece, nephew ) o r within the third degre e o f affinity (i.e. , your spouse o r your
spouse's parent, grandparent , great-granparent, child , grandchild, great-grandchild, sibling , aunt, uncle, niece, nephew ) a
member of the governing body of the sponsoring entit y or of the governing body of the charter school ?
p Ye s { • N o
If so , give details:
15. Wil l any relative(s) within th e third degree o f consanguinity o r affinity (se e definitions i n Question 1 4 above) be employed
by or receive any compensation o r remuneration fro m th e sponsoring entity , charter school o r the management company of
the charter school' ?
16. Hav e you eve r been convicted o f a misdemeanor involving moral turpitude; a felony, an offense liste d in TEC 37.007(a) ; or
an offense liste d in Article 62.01(5) Code o f Criminal Procedure?
C" Ye s ( •N o
SAS S29-0 7
Page 3 of 4
RF A 701-06-02 1
P V'e s fS -No
Oii this day. , j r j r _ i ^i;..:Wi£/.'^:.^L viiarfi c o t affiant) appeared lie(orc me the undersigned noxar} 1 publi c arid dejx>sed thai
he/she executed the abovv instrumen t ait-i !hyr the sralcmcnts an d answers containe d therei n ar e true an d correct to the bes t of hi s
her knowleda e an d Ix-liei'.
In connection wit h the above-name d organization an d charter school application , I herewith make representations an d supply
information abou t myself as hereinafter set forth. (Attach addendum or separate shee t i f space hereo n i s insufficient to answe r
any questions full y )
2. Hav e you ever had your name changed o r used another name? [X J Ye s d lN o
If you ar e a mem her of the governing bod y of the sponsoring entit y and the sponsoring entit y is an out-of-state organization,
do you reside within 50 miles of the geographic boundar y o f the proposed charte r school ?
[" Ye s r n N oT x] N/ A (because 1 am not a member of the governing body of the sponsoring entity or the
sponsoring entit y is based in Texas) .
Graduate Studies :
Others:
i) i F A SA S 529-0 7
1
* g c l ° f 4 KP A 701-06-021
8. Lis t all businesses o r organizations o f which you are a partner or i n which you have a majority interest :
9. Lis t all previous experience with charter schools . Includ e open-enrollment schools and/or campu s or program charters:
10. Lis t all previous experience wit h any charte r schoo l management company :
11. Lis t any professional , occupational o r vocational licenses issued by any public or governmental licensin g agency o r
regulatory authorit y which yo u presentl y hol d o r hav e hel d i n th e pasi . (Stat e dat e licens e wa s issued , issue r o f license , dat e
terminated, reason s for termination:
N/A
SAS 529-07
Pa«e2of'4 RFA 701-06-02 1
(" Ye s ( • N o
If yes, give details
13. Wil l you be employed by or contract with the sponsoring entity , the charter school, o r the managment company of the
school?
Also explai n any other compensation yo u expect to receive for service o n the governing bod y o f the sponsoring entity.
14. I s any relative within the third degre e of consanguinity ( i e., your parent, grandparent, great-granparent , child , grandchild,
great-grandchild, sibling , aunt, uncle, niece , nephew ) o r within the third degree o f affinity (i.e. , your spouse or your
spouse's parent , grandparent, great-granparent , child , grandchild, great-grandchild, sibling , aunt, uncle , niece, nephew ) a
member of the governing bod y o f the sponsorin g entit y or of the governing body o f the charte r school^
C Ye s ( » N o
15. Wil l any relative(s) within th e third degre e of consanguinity o r affinity (se e definitions i n Question 1 4 above) b e employed
by or receive any compensation o r remuneration from th e sponsoring entity, charter school , o r the management company of
the charter school?
f Ye s( 9No
If so, give details :
16. Hav e you ever been convicted o f a misdemeanor involvin g moral turpitude; a felony, an offense liste d in TEC 37.007(a) ; or
an offense liste d in Article 62.0If5) Code o f Criminal Procedure?
18. Hav e you ever bee n an officer, director , trustee , investmen t committee member , ke y employee, o r controlling stockholde r
of any business, which , whil e you occupied an y such position o r capacity wit h respect to it. became insolvent , declared
bankruptcy, or wa s placed unde r supervision or in receivership, rehabilitation, liquidatio n or conscrvalorship ?
r Ye s( S No
(Signature o f Affiant )
VERIFICATION
State o f
County of
On this day. jG&7t£ f r ' / t t y h ^ r i a m e of affiant) appeare d befor e me the undersigned notar y publi c and deposed that he/she
executed, th e abov e instrumen t an d tha t th e statement s an d answer s containe d therei n ar e true an d correc t t o th e bes t o f his / he r
knowledge an d belief.
(Notary Public )
Mans A Ru s
My Commission Expire s
09;: 1/2009
SAS 529-07
Paee 4 of 4
RKA 701-06-02 1
Manara Academy
Board of Directors
(Governing Body)
Principal
Grade Teache r
Foreign Languag e Teacher
REIMS Coordinator
Art Teacher
/ Secretary
PE Coach
Instructional Assistan t
Dear Applicant:
We are pleased to inform you tha t upon review of your application for tax
exempt status we have determined that you are exempt from Federal incom e tax
under section SQMc)(3J O f the Internal Revenu e Code . Contribution s to you are
deductible under section 170 of the code. Yo u are also qualified to receive
tax deductible bequests, devises, transfers or gifts under section 2055, 2106
or 2522 of the Code. Becaus e thi s letter could help resolve an y question s
regarding your exempt Statue, you should keep it in your permanent records .
Organizations exempt under section 501<c){3 ) of the Code are further classified
as either public charities or private foundations. W e determined tha t you are
a public charity under the Code section(s) listed in the heading of this
letter.
Sincerely,
Lois G. Lerner
Director, Exeippt Organization s
Rulings and Agreements
Letter 94 7 (DO/CG )
OR
I^B. Th e initial registered agen t is an individual residen t o f (he state whose name is set forth below.
Name:
Ra'id Mari e
C. The business addres s o f the registered agent and the registered office address is :
Street Address:
4070 N. Belt Line, Suite 11 0 -140 Irvin g T X 7503 8
Article 3 - Management (Complete item s A or B )
P A . Management o t the affairs of the corporation i s to be vested solely in the members of Ihe corporation.
OR
& B . Management o f the affairs of the corporation is to be vested in its board of directors. Th e number of directors.
which mus t b e a minimum of three, that constitutes the initial board of directors an d the name s and addresses of the
persons who are to serve as direct ois unti l the firs t annual meeting or until their successors aie electe d and qualified
are set forth below
Director i Sada k Shai k Titl e Directo r
ACCESS 14 8 Wrenwood Dr Coppel l TX , US A 7501 9
Director 2 Ehap Sabr i Titl e Directo r
A^ress 530 7 N. MacArthur Blvd. #2013 Irvin g TX , USA 7503 8
Director 3-Ra'id Mari e Titl e Directo r
Acwress 364 9 Walnut Hil l Lane # 2111 Irvin g TX , USA 7503 8
organizations exempt from Federal Income Tax under section 501C (3 ) or the
Internal Revenue Code (or the corresponding provisions of any such future law) .
Effectiveness of Filing
Iv A. This documen t become s effectiv e when the document is filed by the secretary of slate.
OR
I~B, Thi s document becomes effective al a laler date , which i s nol moif c than ninety (90) clays from the date of its
signing. Th e delayed effective dat e is:
Organizer
The nam e and address of the organizer ar e set forth below.
Ra'id Marie 364 9 Walnut Hill Lane #2111 Irving . TX 75308
Execution
The undersigned signs this document subjec t to the penalties impose d b y law for the submission o f a materially false
or fraudulent instrument.
Ra'id Marie
Signature of r>rcani7e r
CERTIFICATE OF FILING
OF
The undersigned , a s Secretar y o f Stat e o f Texas , hereb y certifie s that a Certificat e o f Formation fo r th e
above name d Domesti c Nonprofi t Corporatio n ha s bee n receive d i n thi s office an d ha s bee n foun d t o
conform t o the applicable provisions o f law.
The issuance of this certificate does not authorize the use of a name in this state in violation of the rights
of anothe r unde r the federa l Trademark Ac t o f 1946 , th e Texas trademar k law , th e Assumed Busines s or
Professional Nam e Act, or the common law.
Dated: 07/13/200 6
Effective: 07/13/200 6
Roger Williams
Secretary o f State
January 17 , 2008
Ehap Sabr i
4070 N. Belt Line, Suite 11 0 - 140
Irving, TX 75038 US A
It has been our pleasure to file the Nonprofit Periodic Repor t for the referenced entity. Enclose d i s the
certificate evidencing filing . Paymen t of the filing fee is acknowledged by this letter.
Sincerely.
Corporations Section
Business & Public Filings Division
(512)475-2705
Enclosure
2. I t is rocorpotatt d •unde r tht law s of: (se t forth state or foreign country) Stat e of Texas
OS
B B . Th e registered agent is an individual resident of the state whose name is:
Ehap Safar i
FtruKoni M T ItofKof W Suffi x
4. Th e registered offic e address , which is identical lo the business office addres s o f the registered agen t in
Texas, is: (us e strttl or bvHiHi\£ a<IdrtfS. J «
6. Th e oame s and addresse s of all director s of the corporatio n are : I A lotas corporation mug hav* u lost 3 dir
I space u nttdtd, incJvde fht in/ortna(wn ca an attochmw to thts form for ite m
Efaap Sabri
flni Name MI La y Home Sufffic
Sadak Shaik
Firil Want MI Lai i WOTX* Suffix
Michelle AlKhatib
First Ha>H4 AiT La a Non a Sufte
2905 Tiailwood Lane Flower Mound TX 75028
Sffiti or Maiiiat AddrtfS Ci'rv Salt 2rpCw4 Country
ftt, *'i-,
Amr Abu-Suleiman
FvslNanr Swffix
400 Summer Moon IRVING TX . 7506 3
Stetet or Mali>itA<fdrw dry State Z{ p CMJB Ccunv >
Jaszeer Mohammed
Ai? Las t Name Sitfix
Officer Titl e
Michelle R Alkliati b Secretary
First Name M i las t Nairn Suffi x
Officer Titl e
Execution:
The undersigned signs this document subject to the penalties imposed by law for the submission of a
materially fals e o r fraudulen t instrument . _ ,
3
Date: 12/26/200 7 >^"/ - ^ ^' .
Signature of authorized officer
NAME
The name of the corporation is "Manara Academy, Inc." (Hereinafte r referred to as Manara
Academy).
Article I. PURPOS E
Section 1.0 1 Manar a Academy is organized, and will be operated, exclusivel y for charitable ,
educational, scientific, literary and cultural purposes as described in section 501(c)(3 ) o f the Internal
Revenue Code of 1986 , as amended, o r the corresponding provision o f any future federa l tax cod e
(the "Interna l Revenu e Code"), including, for such purposes, the making of distributions t o
organizations tha t qualify a s exempt organization under Section 501(c)(3) of the Internal Revenue
Code.
Section 1.0 2 Manar a Academy will admit students of any race, color, gender , an d national or ethnic
origin and will have all of the rights, privileges, and activities generall y accorde d o r made availabl e
to students of the school. It does not discriminate on the basis of race, color, gender, national or
ethnic origi n in administration of its educational policies, scholarshi p and loan programs, no r athletic
and other school-administered programs a s well as employment opportunities.
Section 1.0 3 Restrictions . In all events and under all circumstances, th e following provisions shall
apply:
A. Th e Corporation shall not devote more than an insubstantial part of its activities to attempting to
influence legislation (except as provided in Section 501(h) if the Internal Revenue Code), or
participate in or intervene in (including the publishing or distribution of statements) any political
campaign on behalf of any or in opposition to any candidate fo r public office .
B. N o part o f net earnings of the Corporation shall inure to the benefit o r be distributed to any of its
officers, directors, Board member s o r other private persons, except s that the Corporation shal l be
authorized and empowered to pay reasonable compensation fo r services rendere d and to make
payments in furtherance o f its stated purpos e notwithstanding any other provision of these Bylaws ,
the Corporation shal l not carry on any other activities not permitted to be carried.
C. Notwithstandin g any other provisions of these Bylaws, the Corporation shall no t carry on any
other activities not permitted to be carried on:
1) B y a corporation exempt from federa l incom e tax under Section 501(C)(3) of the Internal
Revenue Code (or the corresponding provision of any future Unite d State s internal revenu e
law) o r
2) B y a corporation contributions to which are deductible under Section 170(C)(2 ) o f the
Internal Revenue Code (o r the corresponding provision o f any future Unite d States
internal revenue law )
Section 1.0 4 Dispositio n on Dissolution. Upo n the dissolution of the Corporation, the Board shall ,
after payin g or making provision fo r the payment of all of the liabilities of the Corporation, dispos e
of all of the assets of the Corporatio n in such a manner, or t o such organization o r organizations
MANARA COMMUNIT Y
Section 2.01 Anyon e living within the geographical boundar y set forth i n the Manara Academy
Charter i s eligible to be part of the Manara Community.
FOUNDING BOAR D
Section 2.02 Manar a Academy will be governed by a Founding Board fro m Augus t 2006 through
February of the first academic yea r of Manara Academy. This Founding Boar d will consist of seven
(7) members :
a) Fiv e (5) members. Th e five (5 ) members that were elected ar e Amr Abu-Suleiman, Eha p
Sabri, Michelle Alkhatib, Ra'id Mari e and Sadak Shaik . Th e nomination and voting proces s
involved individuals who took part i n Manara Academy's start-u p process an d charter
development. Thes e initia l five (5) members will serve until these member s believe that a
sufficient numbe r of parents and community members/leaders ar e engaged i n the schoo l
project.
b) A t such time, the five (5 ) Founding Board Members will nominate Two (2) additional board
members to fill the remaining two positions. Thi s will be done by simple majority vot e of the
five (5 ) original members.
GOVERNING BOAR D
Section 2.04 A Governing Board wil l be formed in February of the first academic year of Manara
Academy. I f for any reason a Governing Board cannot be formed, the Founding Board shall act and
serve as the Governing Board in accordance with these Bylaws until the first Governin g Board is
elected an d formed .
Section 2.05 Boar d Members : Th e Governing Board shal l consist of the following Seve n (7)
members:
a) Thre e (3 ) members of the Founding Board to be selected b y the seven-member Founding
Board. Thes e member s will serve for the duration of the charter (5 years). On e of these three
ELECTIONS
Section 2.05 Nominations : Nomination s must be submitted to the board by the end of January of
each year. An y Manara community member can nominate any member from the Manara Community
or non-paid staff to a Board position. I n addition, to nominations made by the Manara Community, a
nominating committee appointed by the board shall consider an d make all possible nominations an d
keep a report of such nominations. Self-promotio n and self-nomination are not permitted.
Section 2.06 Election s of Community Boar d Members: Electe d community board members
serve for a term of two (2) years - excep t during the first academic year election where two (2)
members will serve one (1) year - an d may be reelected by the community to serve additional terms.
Elections must be completed by the end of February of each year. Al l parents and guardians are
encouraged to participate i n the elections. Ever y family wit h students attending Manara Academy is
eligible for ONE vote regardless o f number of students in the family. Election s shall be supervised by
the Board acting at the time. Newl y elected board members start their service on March 1 of each
year.
Section 2.0 7 Vacancies : An y vacancy occurring in the Board, and any board member position to
be filled due to an increase i n the number of board members, shall be filled by the Board. A vacancy
is filled by the affirmative vot e of a majority of the remaining board members, eve n if it is less than a
quorum of the Board, or if it is a sole remaining board member. A board member elected to fill a
vacancy shal l be elected for the un-expired term of the predecessor i n office. Ever y member of the
Board shal l serve until the earliest of the expiration of his or her term as herein above se t forth, his or
her death, written resignation delivered to the President of the Board or removal in accordance with
the Bylaws. An y member of the Board ma y resign his or her position at any time. A t a meeting with
respect to which notice of such notice purpose is given and a quorum is present, upon a two-thirds
(2/3) majority vote (excluding the member of the Board in question), the Board may cause removal
and replacement of a member of the Board for any reason. I n the event of resignation, death or
removal from th e Board, a volunteer to serve the remainder of the term of any such departing Board
member for any particular position will be asked to apply, and a volunteer will be selected by
majority vot e of the Board.
Section 2.08 Fou r (4) board members or a majority o f the number of board members then in offic e
shall constitute a quorum for the transaction of business at any meeting of the Board of Directors.
The board members present at a duly called or held meeting at which a quorum is present may
continue to transact business even if enough board members leave the meeting so that less than a
quorum remains. However, no action may be approved without the consultation of at least a majority
of the number of board member s required to constitute a quorum. If a quorum is present at no time
during a meeting, a majority of the board members present may adjourn and reconvene the meeting
one time without further notice .
Section 2.09 Th e Governing Board shall have complete responsibility for managing the school as
provided in the Charter. Th e Governing Board has the following primary responsibilities to be carried
out in accordance with the Manara Academy Charter and Bylaws:
a) Develo p Goals: Th e Governing Board's most critical role is to set the vision and long-term
goals and strategies for Manara Academy. Th e management an d implementation strategy
shall be delegated to a Leadership Team who has the responsibility to report to the Board.
b) Develo p Resources : Th e Governing Boar d must develop the resources necessary t o keep
Manara Academy a viable, professionally staffed , well-functioning organization throug h the
following:
1. Long-ter m financia l plannin g and fundraisin g
2. Developmen t o f long-term plans to develop and maintain professional staf f
3. Developmen t of long-term plans to explore successful, beneficial partnerships.
c) Buil d a n Effectiv e Leadership Team: Th e Board must directly make employment decisions
regarding the leadership team, including Principal, Instructional Guide/Coach, an d Business
Manager. Al l other employment decisions may be delegated to the Leadership Team.
Section 2.10 Decision-Making : Th e President of the Board carries the responsibility to facilitat e
Board decisions using the Consultative Model in decision-making which includes the following
potential decision-making situations and methods:
a) Al l Managerial Decisions will be passed to the Leadership Team .
b) Simpl e Policy Decisions where direction is already established wit h existing policy or
previous board decision - th e President may make a decision on behalf of the board.
c) Significan t and Unique Decisions: The Board of Directors shall try to act by consensus.
However a vote of the majority of the directors present an d voting at a meeting a t which a
quorum is present shall be sufficient t o constitute the act of the Board of Directors unless the
act of a greater number is required by law or the Bylaws.
Section 2.11 Director s shall exercise ordinary business judgments in managing the affairs o f the
Corporation. Board members shall act as fiduciaries with respect to the interests of the members. I n
acting in their official capacit y as board members of this corporation, board member s shall act in
good fait h an d take actions they reasonably believe to be in the best interests of the Corporation and
that are lawful. I n all other instances, the Board shal l not take any action that they should reasonabl y
believe would be opposed to the Corporation's bes t interests or would be unlawful. A board member
The members o f the Board may adopt any rules and/or take any actions with regard to the corporatio n
and/or the member of the Board of the corporation, s o long as any such rules and/or actions ar e not
inconsistent with these Bylaws, the Charter, the Constitution, and federal and state law .
BOARD COMMITTEES
Section 2.12 Th e Board o f Directors may designate one or more committee s t o conduct th e affair s
of the Corporation to the extent authorized. Each Board committee shall consist of at least two
members. Th e board shal l have power to change the powers an d membership of, fill i n vacancies in ,
and dissolve any committee at any time. Members of the committee shal l receive suc h compensatio n
as Board of Directors may from tim e to time provide. The designation o f any committee and the
delegation of authority thereto shall not operate to relieve the Board of Directors o r any members
thereof, of any responsibility impose d b y the law.
PROXIES
Section 2.13 A Board membe r may vote by proxy executed i n writing by the board member. No
proxy shall be valid after three (3 ) months fro m th e date of its execution.
COMPENSATION
Section 2.1 4 Th e Board of Director shall not receive salaries for their services. Th e Board of
Directors ma y adopt a resolution providing payment to directors of a fixed sum and expenses o f
attendance, i f any, for attendance a t each meetin g of the Board of Directors. A director may serve th e
Corporation i n any other capacity and receive compensation fo r those services. Any compensatio n
that the Corporation pay s to a director shall be commensurate wit h the services performed and
reasonable i n amount.
Section 2.1 5 Th e Board of Directors may vote to remove a board member at any time, only for
good cause. Goo d caus e fo r removal of a board member shall include the unexcused failur e to attend
four consecutive meetings o f the Board. A meeting to consider the removal of a board membe r may
be called an d noticed followin g the procedures provided in the Bylaws. The notice of the meetin g
shall stat e that the issue of possible removal of the board member will be on the agenda an d the
notice shal l state the possible caus e fo r removal. The board member shall have the right to presen t
evidence a t the meeting a s to why he or she should not be removed, an d the board membe r shal l hav e
the right to be represented b y an attorney at and before the meeting. A t the meeting, the Corporatio n
shall consider possibl e arrangements fo r resolving the problems that are in the mutual interest of the
Corporation and the board member. Using the Consultative Process describe d i n Section 2.10 , a
board member may be removed by the affirmative vot e of fifty (50) percent of the Board.
Section 3.0 1 Regula r Meetings: The Board of Directors may provide for regular meetings by
resolution stating the time and place of such meetings. The meeting may be held within or without
the State of Texas and shall be held at the Corporation's registered office i n Texas if the resolution
does not specify the location of the meetings. No notice of regular meetings of the board is required
other than the resolution of the Board of Directors stating the time and place of the meetings .
Section 3.0 2 Annua l Meeting: I n addition to the regular meetings of the Board as set forth in
Section 4.01 herein above, the Board shal l meet annually in the last two weeks of April or the firs t
two weeks o f May of each year, or at such other time as may be established in accordance with the
procedures set forth i n Section 4.04 hereof.
Section 3.0 3 Specia l Meetings: Special meetings of the Board may be called at any time by the
President or any two (2) members of the board, upon not less than (5) nor more than (60) days before
the meeting. Th e notice can be either mailed to the last known address o r personally given to each
Board Member. Notic e of any special meeting of the Board shal l state the place, day , and time of the
meeting, who called the meeting, and purpose or purposes for which the meeting is called.
Section 3.04 A t all meetings of the Board of Directors, four (4) members of the Board shal l
constitute a quorum for the transaction of business. Excep t as otherwise specificall y provided herein,
all resolutions adopted and all business transacted by the Board shall required the affirmative vot e of
a majority o f the Board members present and voting at any meeting at which a quorum is present
shall constitute the official ac t of the Board.
Section 3.0 5 An y or all members of the Board of Directors may participate in a meeting of the
Board, or of a committee of the Board, through the use of any means of communication by which all
Board members participating may simultaneousl y hear each other during the meeting. Participatio n
in a meeting pursuant to this Section 3.0 4 shall constitute presence in person at such meeting.
Attendance at board meetings is mandatory. I f a Board member must miss a meeting, the President
must receive 24 hours notice. Failur e to attend meetings or provide timely notice of an intended
absence may be grounds for immediate removal from th e Board .
The President of the school shall preside at all meetings of the Board. He/Sh e shall appoint a
recording secretary to take minutes of the meetings of the Board.
Article IV . OFFICER S
Section 4.01 Th e principal officers o f the corporation shall consist of a President, a Secretary and
Treasurer. On e or more Vice President, Assistant Secretaries and/or Assistant Treasurers ma y be
elected. Al l such officers shal l be elected b y the Board and shall serve at the pleasure o f the members
of the Board. An y person shall be eligible to hold any office o r more than one office, excep t th e
member of the Board and the President and the Secretary shall not be the same person.
Section 4.0 3 President : The President shall be the Chief Executive Office r o f the corporation and
shall have general an d active management duties of the operation of the corporation. Th e President
shall be responsible fo r the day-to-day administration of the Academy, includin g general
implementation of polices and management of the financial affair s o f the corporation. Th e President
shall have such other duties and responsibilities as may be assigned t o him/her from tim e to time by
the Board.
Section 4.04 Secretary : The Secretary shal l be responsible for the minutes of all the meetings of
the Board o f Board members and for authenticating records of the corporation. Th e Secretary shall
have charge of the corporation's minute book and seal. Th e Secretary shal l also perform such other
duties and have such other powers and responsibilities as may be assigned to him or her from tim e to
time by the Administrator and/or the Board.
Section 4.05 Treasurer : The Treasurer shal l be charged with the day-to-day management of the
financial affairs o f the Corporation and shall have the responsibility to recommend action concernin g
the Corporation's financia l affairs t o the President, Administrator and the Board. Th e Treasurer shal l
at all times maintain full an d accurate records regarding the property owned by the corporation, it s
income and disbursements and its various activities, and shall present suc h record a t the annual and
regular meetings o f the Board; provided, however, that the records shall always be open for
inspection by any member of the Board. The Treasurer shall have the authority and responsibility for
the safekeeping of the funds, securitie s and other assets of the corporation an d shall serve as an
advisor on financial matters relating to the management and operation of the corporation's assets. The
Treasurer shall have such other duties and responsibilities as may be assigned to him/her from tim e to
time by the President/Administrator and/or the Board.
Section 4.06 Vice-President : When the President is absent, is unable to act, or refuses t o act, a Vice-
President shall perform the duties of the President. When the Vice-President act s in place of the
President, the Vice-President shall have all the powers of and be subject to all the restrictions upon
the President. If there is more than one Vice-President, the Vice-Presidents shal l act in place of the
President in the order of the votes received when elected. A Vice-President shal l perform other duties
as assigned by the President or the Board .
Section 4.07 Th e Board may elect, or the President appoint one or more assistants t o the Secretar y
and/or Treasurer, who shall have such duties and responsibilities a s may be assigned to them fro m
time to time by the President, Administrator and/or the Board.
Section 4.08 I f a vacancy occur s in an office othe r than that of the President, the President shall
appoint a qualified perso n to serve until a successor officer i s elected by the Board a t an annual or
special meeting. I f a vacancy occurs in the office o f the President, the Vice-President shall serve a s
President Pro Tempore until a successor President is elected by the remaining Board at an annual or
special meeting .
Section 5.01 Th e officers shal l serve without compensation; however, the corporation shal l be
authorized and empowered t o pay reasonable out-of-pocket expenses incurre d by an officer i n
furtherance o f the corporation's purposes .
CONTRACTS
Section 6.01 Contracts : The Board o f Directors may authorize any officer, officers , agent , or agents
of the corporation, i n addition to the officers s o authorized by these Bylaws, to enter into any contrac t
or execute and deliver any instrument in the name of and on behalf o f the corporation. Suc h authority
may be either general or confined to specific instances.
Section 6.02 Checks and Drafts : Al l checks, drafts , o r orders for the payment of money, notes, or
other evidences of indebtedness issue d in the name of the corporation shal l be signed b y such officer ,
officers, agent , or agents of the corporation an d in such manner as shall from tim e to time be
determined by resolution of the Board of Directors. In the absence o f such determination by the
Board of Directors, such instruments shall be signed by the President or Treasurer an d countersigned
by the Secretary o r an Assistant Secretary .
Section 6.03 Deposits : All funds o f the corporation shall be deposited from tim e to time to the credit
of the corporation i n such banks, trust companies, or other depositaries a s the Board of Directors may
select.
Section 6.04 Gifts : The Board of Directors may accept on behalf of the corporation an y contribution,
gift, bequest, or devise for the general purposes or for any special purpos e of the corporation.
Section 7.01 Th e Corporation shall keep correct and complete books of account and shall also keep
minutes of the proceedings of the Board of Directors and of committees havin g any of the authority
of the Board of Directors.
Section 9.0 1 Th e seal of the corporation shal l be in such form a s the Board may from time to time
determine. I n the event it is inconvenient to use such seal at any time, the signatures of the President
and Secretary o f the corporation followed by the "SEAL" enclosed in parentheses o r scroll shall be
deemed the seal o f the corporation. Th e Secretary shall be in charge of the seal and the Secretary
shall affi x th e seal on all corporate papers wher e necessary or appropriate .
Article X. AMENDMENT S
Section 10.0 1 The Bylaws maybe altered, amended, or repealed an d new Bylaws may be adopted by
the majority vote of the Board. The notice of any meeting at which the Bylaws are altered, amended ,
or repealed, or at which new Bylaws are adopted shal l include the text of the new Bylaw provisions
as well as the text of any existing provisions proposed to be altered, amende d or repealed.
Alternatively, th e notice may include a fair summar y of those provisions .
Article XL INDEMNIFICATIO N
Section 11.01 Th e Corporation shall indemnify its Directors an d Officers t o the extent permitted by
Article 2.22A of the Texas Non-Profit Corporatio n ac t or any superseding statue under the
circumstances in which indemnification is permitted by said Article 2.22A.
CERTIFICATE OF SECRETARY
1 certify tha t I am the duly elected and acting secretary of Manara Academy, Inc and that the
foregoing Bylaws constitute the Bylaws of the corporation. These Bylaw s were duly adopted a t a
meeting of the Board of Directors held on November 2nd 2006 .
STATLOI'ThXAS
COUNTY O K DALLAS
Before me , a Notar y Public i n and fo r Dallas County, this day personall y appeared Bil l
Ruilcdgc. Telephon e Sale s Rcprescntath c fo r ihc DALLAS M O R N I N G NEW S bein g
duly swor n b \ oath , state s th e aliached ad\ ertiscincnt o P
\ J A K A R A ACADEM Y INC.-Ope n Enrollmen t Charte r Schoo l Notic e
Published i n Tl IK MKTRO WI-ST ZONL on : J A N U A R Y 24 . 200 8
LASSIFIED
place an ad online at
daHosnevft.com/cla3Sltecb
ENTER
Sunn daaHOTTkW mfmtc*» ptaocyienl.
Ru* ™oO tai aa !• u a ?
kMOtam DMAM 5D.rp 2 Ocifl t*» t o tun date. 5 p.m Frttv to Suntty MO# M aBptutoiwwhsadadBii
caie*ifcr»<TOa»iechc«i n^tytrtil
OfltotHMra: Mon^-imW«9ain-4p.m.Hc^eojn-Sp.m . Col
BWcat >V ^
drj a n i^ B
•na. fc<r comprauoi, i s
rse pwr . f n t trlf .
MO. v^FI Mi l sapl v
A publi c hearing regarding the proposed Manar a Academ y Charte r Schoo l wa s hel d on 26 Januar y
2008 a t Mustan g Par k Recreatio n Center , Irvin g TX . Th e meetin g wa s hel d betwee n l:30p m t o
3:00pm. Th e information regardin g the event was advertised i n the Dallas Morning News o n the 24 l
January 2008.
There were more than 90 families who attended th e meeting. The town hall meeting was opened b y
Louay Alkhatib, a core volunteer of Manara Academy. He began by stating the purpose of the town
hall meeting which was to inform the public of this initiative and to gain community support. Louay
then discussed th e agenda:
• Vide o of a successful ELS school in New Mexico
• Wha t is a Charter School
• Visio n & Mission
• Wh y Manara
• Wha t is ELS
• Schedul e & Milestones
• Locatio n
• Closin g Remarks
• Q& A
Louay took a few minutes to explain why we decided to apply for a charter schoo l in the Irving area.
He posed three questions to the audience: Wha t is education? What do we want for our children?
How do we know if our child is learning? Education is key to progress and improving ones standar d
of living. Education is not just about memorization or getting an "A" but to retain and understand
what they learned. How can a teacher create a true passion to learn to inspire and engage a child's
imagination? Louay shared coupl e statistics: one regarding drop-out rate in Texas, secon d was
regarding the TAKS score i n Irving to illustrate the need. Louay quoted JFK, TS Elliot, FDR, LBJ,
and the Declaration o f Independence to state the importance of education for our community and this
country.
Louay then introduced the video which illustrates an example of ELS in the classroom. It is from a
public charter schoo l in New Mexico focused on how to teach Math . Th e video explains ELS, key
Math obstacles, best practices in Math instruction, and how to increase studen t engagemen t i n Math.
The video was divided into two segments .
Louay the n introduce d th e Presiden t o f Manar a Academy , Inc . Dr . Eha p Sabri . Eha p bega n b y
thanking all the attendees. H e then explained the difference betwee n charte r schools an d other school
models an d th e nee d fo r educationa l communitie s rathe r tha n educationa l institutions . Eha p the n
reiterated th e need an d explained Manara' s Vision an d Mission and the importance o f having a clear
and sound Vision. The Vision inspired the name of the school Manar a whic h i s translated to Pinnacle.
Ehap the n explained key differentiators o f Manara: innovativ e teaching methodolog y - ELS , teache r
looping, foreig n languag e progra m using ESFL, strateg y map and balance scorecar d fo r performance
management, an d emphasis on character buildin g and community involvement.
Finally the floor wa s open for questions. Following is a sample of some of the questions aske d b y the
audience.
Q&A
Manara Academ y wil l enroll 326 students the first year and then up to 500 students by year 4. We
will start with grades K-5 and then add 6 l grad e in year 2, 71 grad e in year 3, and finally 8 l grad e in
year 4.
We will loo k fo r the best available teachers. W e will star t with state certified teachers first, an d may
accept alternative certificatio n i f need be. W e will wor k with regio n 1 0 during this process.
At this point, please fill th e survey and spread the word about our initiativ e
We were looking for a second language to teach to offer a variety to our students. W e put a lot of
consideration into what the second language shoul d be. Lookin g a t other schools in the area, most
offered Spanish . W e kept that into consideration and it was a close battle between the two languages .
The benefits of French outweighed Spanish in that it is an official languag e o f the UN; it is used in
more than 27 countries (more wide spread than Spanish). We also found that it is not hard to pick up
;%-j Manar
* fa
a Academy 14 th Generation Charter Application
T\ n A i
French, for students who know Spanish. A student will be required to pick one of the languages and
not both, either French or Arabic.
6) Ar e there any candidates fo r principals? Ar e you actively looking for a principal now?
No, we do have published principal opening on our website. Bu t we found it very difficult t o fin d
someone willing to put aside their current job fo r a position that won't be available for another year .
To; Superintenden t
Lewisville IS O
PO Box 21 7
Lewisville. T X 7506 7
To: Superintenden t
Dallas ISO
3700 Ross Ave.
Dallas. TX 7520 4
To: Superintenden t
Arlington ISO
1203 W. Pioneer Parkwa y
Arlington, TX 7601 3