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Application Coversheet Manara Academy Manara Academy, Inc.
Name of Proposed Charter School Name of Sponsoring Entity
Note: If the sponsoring entity is a 501(c)(3) nonprofit
organization, the name must appear exactly as il appears in the
Articles of Incorporation or any amendments thereto.
The sponsoring entity is a (Check only one.): ^ 501(c)(3)
nonprofit organization I I Governmental Entity I] College or
University
Chairperson of Governing Body of Sponsoring Entity: Ehap
Sabri
CEO of Sponsoring Entity: Ehap Sabri
CEO/Superintendent of Proposed Charter School:, To be
determined
Representative Who Attended an Applicant Conference: Jaszeer
Mohammed Date of Conference: Dec 3r 2067 ~~
Applicant Mailing Address: 4070 N Beltline Rd. Suite 110-140,
Irving TX 75038
Physical Address of Proposed Administrative Offices (if
different from above): To be determined
Number of Campuses Being Requested : One
Physical Address of Each Proposed Campus: To be determined
Contact Name: Michelle Alkhatib Contact E-mail Address:
[email protected]
Contact Phone #: (972)896-321 Contact Fax#: (214)260-4984
Circle Grade Levels to be served and state maximum enrollment
for each year: By Year 3, at least one grade in which the state
accountability tests are administered must be offered.
Yearl: Pre-K.3 Pre-K4 (5)6 7 8 9 10 11 12 Maximum Enrollment:_
326
Year 2: Pre-K3 Pre-K.4 78 9 10 11 12 Maximum Enrollment:.
400
Year 3: Pre-K3 Pre-K4 8 9 10 11 12 Maximum Enrollment:_ 450
Year 4: Pre-K3 Pre-K4 '3X4*5^6 )f7*$) 9 10 11 12 Maximum
Enrollment: 500
Year 5: Pre-K3 Pre-K4 'a^rsy/feKTjfS) 9 10 11 12 Maximum
Enrollment: 500
I certify that 1 have the authority to submit this application
and that all information contained herein is complete and accurate,
realizing that any misrepresentation could result in
disqualification from the application process or revocation after
award. In accordance with TEC §12.120, I further certify that no
members of the governing body of the sponsoring entity or of the
proposed charter school nor any officers or employees of the
proposed school have been convicted of a misdemeanor involving
moral ttwpitude or of any felony. I understand that incomplete
applications will not be considered.
Ehap Sabri (BLUE INK) Signature of Chief Executive Officer of
Sponsoring Entity Date Printed Name
Jaszeer Mohammed. (BI.UK INK) Signature\pf Application Preparer
Date
Manara Academy, Inc. With what company is the application
preparer associated? , W^s-^reparerpaid? f~l Yes No
701-07-116-003
Manara Academy 14ith Generation Charter Application
mailto:[email protected]
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5.m Job description for PEIMS coordinator 79 5.n Salary ranges,
benefits, and compensation for PEIMS coordinator 80 5.0
Professional development for PEIMS coordinator 80 5.p Evaluation of
PEIMS coordinator 80
SECTIONS-GOVERNANCE 81
6.a Governing body of sponsoring entity 81 6.b If sponsoring
entity is out-of state 81 6.c Attachment C, determination letter
from IRS 82 6.d Attachment D, articles of Incorporation 82 6.e
Attachment E, Bylaws 82 6.f Date sponsoring entity was incorporated
82 6.g Purpose for establishing sponsoring entity 82 6.h Activities
of the sponsoring entity 82 6.1 Previous operations of the
sponsoring entity 83 6.j Religious or faith based sponsoring entity
83 6.k Litigations for sponsoring entity 83 6.1 Sanctions by state
regulatory agency for sponsoring entity 83 6.m Initial ^corporators
of the sponsoring entity 83 6.n Recruitment of school organizers 85
6.0 Procedures for receiving and responding to complaints 85 6.p
Elements of governance structure of the governing body 85 6.q
Members of the governing body 87 6.r Powers or duties delegated to
charter school by governing board 87 6.s Governance structure of
the governing body 88 6.t Private entity involvement in charter
school 88
SECTION 7-COMMUNITY SUPPORT 89
7.a Community where school will be located and reasoning 89 7.b
Involvement by community groups 89 7.c Attachment F, Published
notice of public hearing 90 7.d Number of community members in
attendance at public hearing 90 7.e Attachment G, Synopsis of the
public hearing 91
SECTION 8-GEOGRAPHIC BOUNDARY 92
8.a School districts for accepting students 92 8.b School
districts for transfer students 92 8.c Attachment H, Certified mail
receipts for Statement of Impact 92
SECTION 9-ADMISSIONS POLICY 93
9.a Period for which applications will be accepted 93
Manara Academy 14l Generation Charter Application
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9.b Procedures for lottery 93 9.c Categories of applicants that
will be exempt from lottery 93 9.d Approximate date of lottery 93
9.e Procedure for waiting list 93 9.f Applications submitted
outside of acceptance period 94 9.g Non-discrimination statement 94
9.h Specializing in performing arts 94 9.i Admission of students
with documented misconduct 94 9.j Information required for
admission consideration 94 9.k Procedures to enroll students 95 9.1
Procedures for reporting transfer students 95
SECTION 10-SPECIAL NEEDS STUDENTS AND PROGRAMS 96
SECTION 11-BUSINESS PLAN 97
11.a Sources of funding to startup operations 97 ll.b Current
assets of sponsoring entity 97 ll.c Current liabilities of
sponsoring entity 97 ll.d Liens, litigations, or sanctions of
sponsoring entity 97 1 l.e Current open-charters held currently by
sponsoring entity 97 1 l.f Attachment I, Audit report 97 1 l.g
Attachment J, Credit report of sponsoring entity 97 l l .h
Attachment K, Internal Revenue Service Form 990 98 1 l.i
Non-charter operations related to charter school 98 ll.j Plans to
operate non-charter operations 98 1 l.k Non-charter operations
program location 98 11.1 Projected amounts of start-up funding 98 I
l.m Attachment L, Documentation verifying all sources of funding 99
I1 .n Process by which annual budget will be adopted 99 ll.o
Attachment M, Start-up budget 99 1 l.p Attachment N, First year of
operations budget 99 1 l.q Conduction of annual audit 100 I l.r
Identify who will provide financial services for the charter school
100 1 l.s Qualifications of organization or individual to provide
services 100 ll.t Attachment O, Copy of negotiated service
agreement 100 1 l.u Adoption of the provisions of the Texas
Education Code 100 1 l.v Capabilities of financial accounting
software 101 1 l.w Identification of student attendance accounting
software 101 11.x Suitability of facility site 101 1 l.y
Accessibility of facility for disabled persons 101 1 l.z Necessity
of renovating and/or repairing facility 101
Manara Academy 14th Generation Charter Application A
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REVISED DURING CONTINGENCY PROCESS SEE INSERT.
1 l.aa Acquisition of facility and/or land 102 11.bb Attachment
P, Negotiated lease agreement 102 11.cc Individuals negotiating
lease agreement 102 11.dd All organizations using the facility 102
ll.ee Provisions for transportation of students 102 11.ff
Provisions for food service 103
SECTIONS-ATTACHMENTS 104
Attachment A- Notarized biographic affidavits 105 Attachment C
-- 501(c)(3) determination letter from the IRS 125 Attachment D -
Original Articles of Incorporation 126 Attachment E - Bylaws 133
Attachment F - Copy of the published notice of public hearing 142
Attachment G- Synopsis of the public hearing 144 Attachment H -
Certified mail receipts 147 Attachment I -Audit report 162
Attachment J - Credit report 167 Attachment K- Internal Revenue
Service Form 990 168 Attachment L - Letter of Credit, Letters from
donors 169 Attachment M- A start-up budget 217 Attachment N - First
year of operations budget 231 Attachment O- Copy of negotiated
service agreement 245 Attachment P - Negotiated lease agreement
246
iECTION 13-APPENDICES 2j
Appendix AA -Expeditionary Learning Schools-Outward
Bound....^^^r^T. 248 Appenctk. BB -Manara Academy's Technology
Program Sampled. 310 Appendix ^Foreign Language Curriculum ..̂ [̂..
312 Appendix DD le-Gender Schooling ReseafehTT. 355 Appendix EE -
Scope aftdSequence K-S^-^r^T. 373 Appendix FF -- National
St^ffi^e^nent Council (NSDC) 433 Appendix GG - Dietary Plap^^T^^..^
435 Appendix HH - Comrjiwriity Partnership.^7^^. 436 Appendix II -
ara Academy Survey Template**^*^. 445 Appendix JJ-^ ELS Teacher
Assessment Methodology^*^. 446 AppendixKK - Consultants and
Founders Biographies ^T^* .̂. 454
Manara Academy 14ith Generation Charter Application
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APPROVED DURING CONTINGENCY PROCESS
Other • Remove Section 13 from the application.
Please remove Section 13.
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13
Applicant Checklist
Manara Academy Manara Academy, Inc. Proposed Fourteenth
Generation Charter School Name Sponsoring Entity Name
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
Attended Applicant Conference: Date _12/03/2007 ; Board Member
Who Attended Jaszeer Mohammed
^ Application Coversheet ^ Table of Contents ^ Applicant
Checklist (this document)
Application Sections (All questions in each section must be
answered completely.)
£3 1 Statement of Need ^ 6 Governance ^ 2 Vision of the School ^
7 Community Support ^ 3 Educational Plan ^ 8 Geographic Boundary ^
4 Student Goals ^ 9 Admissions Policy ^ 5 Human Resources
Information ^ 10 Special Needs Students and Programs
Attachments A P £3 11 Business Plan E*3 A Notarized Biographical
Affidavits for members of the governing body of the sponsoring
entity or of the charter school
(if any) and any identified officers of the charter school 13 B
Organizational Chart reflecting all of the sponsoring entity's
operations, including the proposed charter school ^ C 501(c)(3)
Determination Letter from IRS or statement that it is not required
if sponsoring entity is an institution of higher
education or a governmental entity ^ D Articles of Incorporation
filed with Texas Secretary of State or a comparable document if the
sponsoring entity is an out-of
state nonprofit corporation or a statement that this not
required if the sponsoring entity is an institution of higher
education or a governmental entity. (If the sponsoring entity has
amended its Articles of Incorporation, it must submit both the
original Articles of Incorporation and the documents reflecting
amendments to the original Articles of Incorporation. The failure
to submit all of these documents will render this attachment
incomplete.) If incorporated after January 1, 2006, substitute with
Certificate of Formation and Certificate of Til ing
^ E Corporate Bylaws or statement that it is not required if
sponsoring entity is an institution of higher education or a
governmental entity
^ F Published Notice of Public Hearing showing name of the
newspaper and date of publication and slating the proposed school
name, sponsoring entity name, date, time, and place of meeting, and
names of sponsoring entity board members
^ G Synopsis of Public Hearing D*y H Signed Certified Mail
Receipt Cards showing that relevant school districts and charter
schools received statement of impact
forms (In the absence of signed certified mail return receipt
cards, the certified mail receipt showing each addressee, fees
paid, and the date mailed will be accepted.)
1X1I Audit Report or one of the following; (1) unaudited
financial statements (consisting of an unaudited statement of
financial position; an unaudited statement of activities; and an
unaudited statement of cash flows including a notarized
acknowledgement signed by the chief executive officer and chief
financial officer of the sponsoring entity attesting to the
accuracy and completeness of the information provided) or (2) a
statement that no documents are being provided because the
sponsoring entity was incorporated after January 1, 2006 and has
less than $5.000 in receipts and total assets.
Ixl J Credit Report or a statement that no report is provided
because the sponsoring entity was incorporated after January 1,
2006 and has less than $5,000 in receipts and total assets.
iXl K IRS 990 Filing or a statement explaining why it is not
available. [Xl L Documentation Verifying All Sources of Funding or
a statement explaining that there are no sources of funds (General
letters
of support should NOT be included). 13 M Start-Up Budget Exl N
Budget for Year One of Operation (Budgets for Years Two and Three
are required in some cases where escalating enrollment is
planned.) 1x1 O Negotiated Service Agreement(s) or a statement
explaining why no agreements are being provided. ^ P Negotiated
Lease Agreement(s), Deed(s) to Property, Earnest Money Contract(s),
or Purchase Agreement(s) or a
statement explaining why no documents are being provided
^ 12 Attachments (Mark here to indicate that all attachments
have been included in the order required.)
Jaszeer Mohammed Ehap Sabri Name of Application Preparer (Typed)
Name of CEO of Sponsoring Entity (Typed)
plication Preparer Date Signature of CEO of Sponsoring Entity
Date
Manara Academy 14ith Generation Charter Application
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Manara Academy Charter School
14ith Generation Application
Manara Academy 14ith Generation Charter Application
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Section 1-Statement of Need
a) Discuss why members of the sponsoring entity believe that the
proposed school is needed and
why they believe that sufficient demand exists to make the
school viable
The idea of establishing Manara Academy as a charter school in
Irving has been the result of extensive research and discussions
among parents, teachers and community members. We strongly believe
that there is a sufficient demand for an innovative school in
Irving due to the following reasons.
• The public schools in the area are overcrowded according to
the Dallas Morning News article on August 23, 2007. The district's
average peak enrollment was 762 at elementary schools and 1,015 at
middle schools.
• Local charter schools in the Irving area have long waiting
lists such as North Hill School.
• TAKS scores are key indicators for school and student
performance. In the 2007 academic year, the performance of Irving
ISO (All Tests) compared to Region 10 and State of Texas is shown
below:
Grades
State
H Region 10
• Irving ISO
Grade 3 Source: TEA website
O% 1O% 2O% 3O% 4O% SO% 6O% 7O% 90% 1OO%
Irving ISO has consistently scored lower than both Region 10 and
the State. Based on 2007 data, there are only three recognized and
no exemplary schools in Irving ISD. This illustrates a clear need
for an innovative charter school such as Manara Academy in the
Irving area. Over the past few years, Irving has matured
dramatically as an international city. According to the 2007 US
census, the percentage of Irving's population born in foreign
countries was 33.6%, far above the figure of 12.5% for the country
as a whole. Instead of educational institutions, the need has
emerged for educational communities that support academic
achievement as well as address the needs of the students, their
families and their communities. Building on the strengths of
students' cultural heritage and life experiences will help them
become successful members of the community and enable them to
compete globally.
Manara Academy 14 Generation Charter Application
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How Manara Academy will address the demand
The academy will address the above four challenges and be able
to add significant value to the Irving community and the existing
school system in the following areas:
1) Academics: Innovative teaching methodologies allow students
to compete with other students around the globe especially in the
fields of science and math. They accommodate individual learning
styles and critical thinking skills to facilitate the realization
of each student's full potential. The Expeditionary Learning
Schools-Outward Bound (ELS) use proven innovative teaching
methodologies. Manara Academy will be the first charter/public
school to implement the Expeditionary Learning Schools'-Outward
Bound (ELS) method in DFW (Dallas/Forth Worth) area. This
methodology incorporates hands on project-based learning into the
curriculum and puts big emphasis on character education, ethics,
leadership development, and parental and community involvement.
Expeditionary Learning was selected among the top 7 school design
models in the nation by the Department of Education.
Another feature of Manara Academy will be the implementation of
teacher looping where students would stay with the same teacher for
a two year span. This proven approach has shown to improve academic
results and Manara Academy will also be the first school to
implement that in the area.
2) Foreign Language Program: Manara academy will provide a
unique foreign language program. Language acquisition research
shows that second language acquisition helps improve students'
cognitive skills, broaden their perspectives and bridge the
cultural gaps between students, parents and teachers. We have
selected the Elementary School Foreign Languages (ESFL) Model for
our program. It is the best model in the Nation according to the
Center of Applied Linguistics (CAL) in Washington, DC. Based on our
research, Manara will be the first public and charter school in
Texas to implement this program in all grades.
3) Character Building: There is much more that can be done to
strengthen students' sense of responsibility towards their
immediate family, extended family, community and society. Manara
Academy will provide a school environment where high moral
character is engendered, and it will pervade the entire school
culture where teachers are the role-models for their students,
parents are the role-models for their children and older students
are role-models for younger ones.
4) Stakeholders Support: This application is the combined effort
of volunteers who believe that the innovative educational methods
implemented by Manara Academy will improve our community,
complement the existing public schools and promote civic and
environmental responsibility in our area. As founders, we look at
the needs of the child in order to gain perspective and guidance.
This promotes trust and co-operation and a spirit of joy in our
work and meaning in our lives.
Manara Academy 14ith Generation Charter Application
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The values of Manara Academy have been explained to the public
at large through town hall meetings and visits to homeowner's
associations, area apartment complexes, local neighborhoods and
businesses. Every response has been resoundingly positive to all
the benefits that Manara Academy would bring to community children.
We have collected over 700 surveys and petitions including parents,
neighbors and community business leaders who support Manara
Academy. Additionally, several community members have supported
Manara Academy through donations and the volunteering of their
time. This enthusiastic support response substantiates our ability
to fill the academy with the children from this community.
Overwhelming community support is a clear evidence for the demand
for innovative school in Irving area and Manara Academy will be
able to fulfill the need.
b) Explain why the charier school model is appropriate
The Manara Academy model provides a small school environment
with several advantages over the larger public elementary
schools:
1) Innovative teaching methodologies aligned with the ELS
model
2) Individualized attention through students' choice in
expeditionary learning
3) Lower teacher/pupil ratio
4) Timely academic intervention for struggling students through
the Student Support Team (SST)
5) Frequent communication between parents, teachers,
administrators and students
6) Opportunities for more parental involvement
7) Ability to recognize individual differences and adjust
accordingly vs. Generic (one size fits all)
8) A balance between autonomy and accountability
Charter schools offer,.
Autonomy Accountability
Manara Academy 14ith Generation Charter Application
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Manara Academy will actively solicit and obtain more parent
participation than a traditional public school. Because of its
small size and friendly environment, Manara Academy will be able to
offer parents options to participate in a more dynamic manner.
This charter school model allows for more flexibility than a
traditional public school. The school's smaller size and site-based
management allow for an innovative and entrepreneurial spirit not
easily obtained in a large school bureaucracy. The governing board
has the flexibility to make creative decisions and the autonomy to
change course quickly to meet students' goals and ensure that the
school vision is always in the forefront. Both this flexibility and
creativity allow students to reach their potential and the needs of
the educational community to be addressed. They also provide the
freedom to implement unique programs that specifically target
student needs in our geographic area.
Manara Academy will attract teachers with a different
educational philosophy. It will also provide flexibility by
establishing and permitting alternative teacher qualifications. In
this case, "alternative" does not mean a lower standard of
qualifications. On the contrary, it means broader requirements for
the classroom curriculum and training that specifically prepares
teachers for our learning environment and for the exciting
challenges of serving our target student population.
Manara Academy 14ith Generation Charter Application 11
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Section 2-Vision of the School
a) In succinct terms, describe the educational philosophy and
pedagogy of the proposed school.
The vision of Manara Academy is to be the pinnacle of knowledge,
character, ethics, and community building.
The mission of Manara Academy is to prepare students to be
strong builders and role models utilizing:
1) Focus on High Academic Achievement • Implement innovative
teaching methodologies through Expeditionary Learning
Schools (ELS), looping and single-gender class opportunities 2)
Development of Character and Citizenship
• Exemplify trustworthiness, respect, integrity, fairness and
moral values 3) Broadening of Perspectives and Bridging Cultural
Gaps
• Provide innovative foreign language program • Significant
parental involvement
4) Fostering the Sense of Responsibility for the Community •
Personify leadership and community service
t Mission
Guiding Vision • Sustain superior Principles • Academic
academics Academic Traits Transform Excellence • Promote
learning into \ • Balance of innovation impact \ intellect,
ethical >• Institute high Individual ) character ethical values
responsibility / • Community • Develop positive tCommunity /
building self-image responsibility / • Leadership • Foster Global /
Character Traits collaborative responsibility / community
effort
• Instruct foreign languages
Manara Academy adopted and innovative methodology (ELS) to help
achieving our mission to reach our vision. This methodology
incorporates hands on project-based learning into the curriculum
and puts big emphasis on character education, ethics, leadership
development, and parental and community involvement.
Manara Academy 14ith Generation Charter Application 12
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In the twenty first century, it is crucial to recognize that
knowledge continues to expand at a dramatically rapid pace.
Advanced technologies and global economies have tied together
vastly different cultures, and to exist effectively in a world
community requires appreciation and understanding of cultural
diversity. Intercultural awareness goes beyond mere tolerance or a
polite attitude towards the ideas and artifacts of other cultures.
It is positive, empathetic movement towards others; a readiness to
act cooperatively through genuine exchange and shared effort. The
learning of other languages extends that competence and teaches
appreciation of different cultures and ways of thinking. Manara
Academy will provide students with the values and opportunities
that will enable them to succeed in this competitive, modern world.
It will help children develop the social, physical, emotional and
intellectual aspects of their personalities in order to become
citizens who effectively contribute to their society.
We have also adopted strategy map/balanced score card approach
to execute our strategies which is an approach developed by Harvard
University. This is critical since most of nonprofit organization
as a charter school fails to reach their vision because in-ability
to execute their strategy and improper financial planning.
b) Discuss the educational innovations that will distinguish
this school from other schools. If it is proposed that each student
have an educational plan, please use a term other than IBP since
1EP refers to special education students
Manara Academy will provide all students with a personalized,
supportive and engaging school environment where they can obtain
the knowledge and skills necessary to find success as individuals
and as members of their community. The objective of the curriculum
is to incorporate active, project-based learning, which connects
learning across academic disciplines, and to meet the specific
academic needs of each student. The daily curriculum will actively
engage students in multiple opportunities for language development.
A strong emphasis on reading and math in all subject areas will be
implemented. Staff members are responsible for ongoing
investigation, assessment, analysis and refinement of curriculum.
In addition to the core subjects, Manara Academy will implement
foreign language program, art, physical education and technology.
Students will master a broad range of content through curriculum
integration that is relevant, meaningful and engaging. The
curriculum design will embrace the TEKS, and will strive to rise
above these state standards through project-based learning.
Teaching and learning is student centered and driven and measured
by assessments such as the Texas Assessment of Knowledge and Skills
(TAKS).
Manara Academy will partner with Expeditionary Learning Schools
- Outward Bound (ELS), one of the Nation's most innovative and
successful school design instructional models (see Appendix AA).
Through ELS design principles and practices, ELS school designers
will enable our teachers to implement real life, project-based
learning "expeditions" that promote literacy and integrate
curricular content. ELS will also deliver the school's stated
mission goals of providing students with a creative, adaptive and
ethical environment consistent with the state's curriculum
standards. ELS best fits Manara's vision and mission when compared
to other school design models as evidenced by our founding board's
exhaustive assessment of multiple models.
Manara Academy 141 Generation Charter Application j •>
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The following educational innovations will distinguish Manara
Academy from other schools:
1) Expeditionary Learning Schools - Outward Bound (ELS):
Expeditionary Learning is a non-profit school design model that
emphasizes high achievement through active learning, character
growth and teamwork. Implemented in over 130 schools, it is among
the highest ranking comprehensive school reform models in the
nation. The model is the collaborative outcome of Harvard's School
of Education working with Outward Bound to create a unique "New
American School Model". The Expeditionary Learning design uses
proven Outward Bound instructional practices and the latest
scientifically based research approaches in classrooms to create
powerful learning experiences that foster academic rigor and
character growth. (See Appendix AA)
2) Teacher Looping:
We will implement classroom-looping starting in the second year
of the charter where students will stay with the same teacher for a
two year span. This scientifically based research approach is
encouraged by ELS and has shown to improve academic results,
accelerate efficiency and foster a culture of respect between
student and teacher.
3) Block Scheduling:
Each school day will be broken up into time blocks, which are
reserved for certain academic skills. These extended learning
blocks will promote mastery of academic skills and content and
facilitate the execution of interdisciplinary learning expeditions
(project-based learning) consistent with the TEKS.
4) Intensive Professional Development:
ELS will provide training to Manara teachers on the powerful
instructional practices for teaching subjects through a challenging
set of connected, real-world projects called learning expeditions.
School leaders will receive guidance in making structural changes
to support the design and benchmarks to assess student progress.
Teachers will have the opportunity to attend workshops, intensive
learning expeditions, regional institutes and a national leadership
conference. An additional approach will be to create a
collaborative learning environment that allows and encourages
teachers to routinely visit one another's classroom to share ideas
and initiate peer coaching. This will allow teachers to improve
their instructional techniques and curriculum design (see Appendix
FF for research).
5) Cross-disciplinary Learning:
Students will work on projects, products and demonstrations
requiring integrated teaching units from multiple academic areas
such as language arts, fine arts, mathematics, social studies,
science and technology. Teachers will plan lessons
collaboratively.
Manara Academy 14ith Generation Charter Application
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REVISED DURING CONTINGENCY PROCESS. SEE INSERT.
6) Foreign Language Instruction:
Manara Academy will implement the Elementary School Foreign
Languages (ESFL) Model teaching the Arabic and French languages,
two of the six official UN languages at all grade levels, starting
at Kindergarten. Students will have the choice to select between
these two languages. Learning a foreign language will improve
overall student learning and will give students a competitive
advantage (see Appendix CC).According to our research, Manara
Academy, by leveraging an existing local pool of talented
Arabic/French language educators and an infrastructure of existing
resources, will be unique among all Texas public schools in
offering Arabic/French starting at the elementary level. Manara's
commitment to pursuing excellence in all subject areas through
in-depth, thematic, project-based assignments establishes the
groundwork for all students to receive exemplary foreign language
instruction.
7) Parental and Community Involvement:
Involving parents and community members in classroom activities
and enrichment programs helps all become better acquainted with the
educational process. Thus, parents can build the understanding
needed to participate in the educational system which will open and
expand the horizons for both parents and students. Community
members will become more aware of the shared educational
responsibility. Education workshops will provide information and
support to parents on how to help foster their children's learning
and development. Community-based partnerships will bring together
health and human service agencies to provide more convenient,
comprehensive and sustained services to young children and
families. By working together as a united community, Manara will
gain a continuous source of renewal and positive peer pressure that
helps us attain our goals.
jntal Volunteer Program:
At Manara AcaHerTryr-each parent will be encouraged to
volunteer_2L4easT20hours each semester. These hours can mcto^Jnit
are noHiniiled-te-the^oTIowing: field trip volunteers, classroom
volunteers, fund raismg^GmittSCschool-wide celebrations, tutoring,
maintenance, school beautificatiojL-ieehTIorogy services,
projecTCi>Baultants, etc. Not only will this help the
Tbut the more time parents invest in their^Chool^the more they
will become involved in their child's education.
9) After-School Enrichment Programs:
Each child will have a choice of a variety of after-school
activities, such as academic clubs, organized sports, student
council, etc. At Manara, these activities will be integrated with
the curriculum to involve and challenge students and extend
academic and creative evolution. Teachers, parents and community
volunteers will provide the instruction and support for these
after-school activities.
10) Character Education and Leadership Development:
Through Expeditionary Learning, students use outdoor adventure
to facilitate the learning of teamwork, courage, craftsmanship,
perseverance, and compassion. Transformative learning
Manara Academy 14r Generation Charter Application j e
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APPROVED DUR,NGCONTINGENCy PROCESS
10) Parental Volunteer Program:
At Manara Academy, each parent will be encouraged to volunteer
at least 20 hours each
semester. These hours can include, but are not limited to the
following: field trip volunteers,
classroom volunteers, fund raising activities, school-wide
celebrations, tutoring, maintenance,
school beautification, technology services, project consultants,
etc. Volunteer hours are entirely
voluntary and are not required for admission. Not only will
volunteering help the school
operations, but the more time parents invest in their school,
the more they will become
involved in their child's education.
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occurs since skills and understandings are immediately needed
and applied, and participants discover that they can accomplish
more than they thought possible. In addition, by using these
instructional practices in classrooms to create powerful learning
experiences, Expeditionary Learning fosters academic rigor and
character growth.
11) Website for communication between staff and parents:
All parents and staff members will have access to Manara
Academy's regularly updated website. Parents will be able to
provide feedback and participate in on-going surveys. By the use of
the website, parents and students will be aware of all upcoming
events and news. Parents will be able to access student performance
scorecard and will be able to email their child's teachers and the
administration. This will allow for ongoing communication between
parents, students, teachers and staff.
12) Technology Access:
Every classroom, starting at kindergarten, will have 2 computers
with internet access to help students naturally integrate
technology in their overall education and their daily
schoolwork.
13) Student Portfolios:
Portfolios will help students develop critical thinking skills
by providing the opportunity for them to assess their own learning,
to reflect critically and thoughtfully about their own work, to set
goals for improvement and to be aware of their accomplishments.
This will allow students, teachers and parents to be aware of and
recognize the student's success. A historical portfolio will follow
the students from year to year.
14) Student Led Portfolio Presentations:
Students will be given the opportunity to present their
portfolios to the students and community. They will be taught to
use peer review to perfect their own work. Manara will expand
students' capacity as powerful communicators by integrating
literacy throughout the program, facilitating interpersonal
interaction and emphasizing written and oral language and
presentation skills.
15) Elective Courses:
If budget and resources permit, Manara Academy will offer
students a broad range of subjects that are yet to be determined
based on student interest. Parents and students will be able to
choose elective courses which will allow students to expand their
learning experience.
16) Fitness and Nutrition:
Manara Academy will be true to this saying by having a strong
focus on health, nutrition and fitness. Each student and staff
member will be asked to create and implement a personal fitness
plan. In developing a school lunch program, the board is requesting
that dietary guidelines be followed (see Appendix GG).
Manara Academy 14th Generation Charter Application
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17) Quality of Education Council
Manara Academy will establish Quality Education Council to help
in assessing the annual objectives and strategies. This council
will consist of highly experienced external educators with a proven
success record that would meet annually and provide feedback to the
Manara board and school leadership.
18) The Manara Approach to Strategy Execution and
Accountability:
The Strategy Map/Balanced Scorecard Approach, (Kaplan and Nortan
1992), will be adopted. The term "strategy" is commonly used in
public and private schools, but research suggests that it generally
doesn't mean much (Childress et al., November 2006). Manara Academy
founders recognized this gap, therefore, we came up with, based on
our vision and mission, the strategy map for the school (refer to
Figure 1) which will be used as a framework for developing solid
strategies for improving student performance and for aligning the
organization with those strategies. School success depends mainly
on the degree to which a strategy is implemented consistently
across the entire organization over several years. The strategy map
consists of 5 major elements which are as follows:
i. Financial Health: It includes developing and implementing
accountability systems; developing and managing human capital; and
allocating resources in alignment with the strategy
ii. Human Resources: It includes recruiting, training and
re-training teachers; sharing best practices; using performance
data to guide decisions; and individual accountability
iii. Stakeholder Involvement: It includes understanding how
cultures, resources, stakeholders (such as students, parents,
school board members, community and advocacy groups and policy
makers) and environments reinforce each other and support the
deployment of a strategy in the school.
iv. Administration and Education Process: It includes those
strategies needed to increase teachers' knowledge and skills;
engage students in learning; leverage the strengths of diverse
students' cultures; and make sure that the curriculum challenges
students academically.
v. Student achievement: The principal and the leadership team
will be evaluated on how successful and effective their plans are
in raising the levels of student achievement. They are required to
link their budget to their academic plans and set their goals using
student performance results.
Manara Academy 14l Generation Charter Application ->-,
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Student Excellence in Reading , , Science and Math Character
Building Community Building Achievement
i V
Administration Instructional Best Leveraging Diverse . and
Education ESFL Program Practices and Cultures
Techniques process t t i
Stakeholder Enriching and Safe . Parental Satisfaction and .. „
. u. Competent and Community Partnership _ *. _. „Environment
Involvement ' Productive Staff Involvement
*
Human Improve School Leverage Technology ,-. „ ^ .•r -,
Continuous Staff Staff ,s Satisfied - Development Effectiveness
Innovation Resources
Financial Sound Fiscal Effective Fund Raising Comply with
Regulation Management Health
Figure 1
Resources: 1) http://factfinder.census.gov
2) Stacey Childress, Richard Elmore, and Allen Grossman
(November 2006. How to Manage Urban School Districts. Harvard
Business Review. 55-68
Manara Academy 14ith Generation Charter Application 18
http:http://factfinder.census.gov
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Section 3-Educational Plan
a) Describe the scope and sequence of the proposed education
program, including special education and bilingual/English as a
second language (ESL). Address each grade level the school will
serve and include the ways that the school will incorporate the
Texas Essential Knowledge and Skills (TEKS).
Manara Academy will provide all students with a personalized,
supportive, and engaging school environment where they can obtain
the knowledge and skills necessary to find success as individuals
and as members of their community. The curriculum will incorporate
active, project-based learning, which connects learning across
academic disciplines and addresses the specific academic needs of
students. The daily curriculum will actively engage students in
multiple opportunities for language development. A strong emphasis
on reading and math in all subject areas will be implemented. Staff
members are responsible for ongoing investigation, assessment,
analysis and refinement of curriculum. In addition to the core
subjects, Manara Academy will implement Arabic and French
instruction, art, physical education and technology. Students will
master a broad range of content through curriculum integration that
is relevant, meaningful and engaging. The curriculum design will
embrace the TEKS, and will strive to rise above these state
standards through project-based learning. Teaching and learning is
student centered and driven and measured by assessments such as the
Texas Assessment of Knowledge and Skills (TAKS).
Manara Academy will partner with ELS, one of the Nation's most
innovative and successful school design instructional models.
Through ELS's design principles and practices, ELS school designers
will enable our teachers to implement real life, project-based
learning "expeditions" that promote literacy and integrate
curricular content. ELS will also deliver the school's stated
mission goals of providing students with a creative, adaptive and
ethical environment consistent with the state's curriculum
standards. ELS best fits Manara's vision and mission when compared
to other school design models as evidenced by our Founding Board's
exhaustive assessment.
Manara Academy's schedule reflects the reorganization of time,
student grouping and resources to support high quality learning
expeditions. Our school will provide longer and more flexible
blocks of time for project-based learning and fieldwork, for team
planning and for community-building activities. These extended
learning blocks will promote mastery of academic skills and content
and facilitate the execution of interdisciplinary learning
expeditions (project-based learning) consistent with the Texas
Essential Knowledge and Skills. At Manara, traditional add-on
courses such as character education, art, health and technology
will become essential components of the core academic subjects,
integrated into the curriculum to involve and challenge students in
their entire academic and creative evolution. Multi-year teaching
(classroom looping) strengthens relationships in the classroom and
improves the likelihood of academic success by allowing students to
stay with the same teacher or team of teachers for more than one
year.
The school day at Manara Academy will be seven hours, including
instructional time, passing time between classes and recesses. The
amount of time allotted for lunch will be 30 minutes. Therefore,
the school day will begin at 8:00 a.m. and end at 3:00 p.m. TEKS
will be used as the basis for planning instruction. Unique features
include common mealtime, daily outdoor playtime and
Manara Academy 14th Generation Charter Application in
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project/theme time for learning expeditions. Manara reserves the
right to change the schedule whenever necessary.
Sample Elementary Daily Schedule 8:OOAM - 3:OOPM for one class A
similar subject schedule will apply to all grade levels while a
time schedule will differ.
8:00 AM - 9:45 AM: Language Arts/Literacy Block In this extended
core period, grouping is flexible. The acquisition of strong oral
and written communication skills will be emphasized as students
monitor their own progress with reading logs and work in
collaborative small groups at a variety of literacy-based centers.
Teachers will continually model the writing process and children
will regularly write in learning journals. This is also a time for
teachers to work with individuals or small groups to focus on
skills such as spelling or writing mechanics. ESL strategies will
be used with identified limited English proficient students.
Teachers at Manara will frequently integrate Social Studies/Science
content, technology, character and art during the literacy block.
For example, students may conduct field work/research related to
their projects (journal writing), listen to stories about Science
and Social Studies concepts (shared reading), read trade books
related to character/ethics (SSR/Guided Reading) and use a variety
of art materials/techniques to publish their writing samples
including the use of classroom computers for desktop publishing. A
curriculum emphasizing balanced literacy, communication/oral
language development and a strong phonics foundation will be
used.
9:45 AM- 10:15 AM: Break This will be supervised outdoor
playtime (weather permitting) for students and rotating time for
faculty members to meet face-to-face (team-build).
10:15 AM- 11:45 AM: Mathematics Block Again, grouping is
flexible and tailored to the individual student's needs. Students
will be encouraged to work in small collaborative groups to solve
problems. At times, teachers will meet with small, flexible skill
groups of students while the rest of the class works at math
centers. Centers will focus on developing understanding within
identified TEKS math strands such as measurement, number sense or
probability. Hands-on activities and manipulatives will be used to
apply mathematics to real-world problems. Again, curricular
resources reflective of our "construct]vist" framework will be
selected.
11:45 AM- 12:15 PM: Lunch This time will also be used for large
community-style gatherings (facility permitting).
12:15 PM - 12:45 PM: Foreign Language (Arabic and French) The
model chosen by Manara Academy will be the Georgia Elementary
School Foreign Languages (ESFL) Model Program. The ESFL Program was
developed in 1992 after years of research on the best format for
teaching children a second language. It incorporates the National
Standards for Language Learning in the 21st Century and the
Performance Guidelines for K-12 Learners of the American Council on
the Teaching of Foreign Language (ACTFL). The overall framework of
this model requires 30 minutes of foreign language instruction per
day, five days per week, from kindergarten through 8th grade. As
Manara matures, the use of foreign languages will be more fully
Manara Academy 14l Generation Charter Application 20
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integrated into the life of the school. The goal will be to
expose students to another language and culture as part of their
everyday curriculum.
12:45 PM - 1:15 PM: Recess/PE Physical education is essential to
Manara's educational design. As such, Manara elementary students
will have supervised outdoor playtime every day and will
participate in physical education classes a minimum of three days
per week. A fulltime physical education instructor will be on hand
to teach good health, safety and teamwork along with a
comprehensive exercise program structured to build skills in an
age-appropriate manner. During this time, students will also be
introduced to structured activities that they can play in school,
at home or in other sports programs.
1:15 PM - 2:30 PM: Project/Theme Block Afternoons will be
project-based learning primarily devoted to TEKS driven science and
social studies content, integrated with literacy activities, the
arts, health, environment and technology - all taught within the
ELS framework. Students will be involved in all aspects of the
curriculum during project time (e.g., reading, researching,
computing, solving problems, designing, drawing, writing,
collaborating with peers, volunteers, mentors and teachers). This
time may also be used to work on service-learning projects
identified throughout our community and to extend learning beyond
the classroom at field based sites throughout the community. Every
classroom from kindergarten on will have computers and connections
to the Internet available to help students naturally integrate
technology in their overall education and their daily schoolwork.
Most projects will be accomplished through small, cooperative
groups, and personal learning styles will be taken into
account.
2:30 PM - 3:00 PM: Crew/Advisory Time The Manara community will
use this time for teambuilding, character development, Author's
Chair, Reader's Theater, project presentations, journal writing and
reflection. Student achievement will be recognized and students
will be given the opportunity to develop public speaking skills.
Character values will be made explicit.
Curriculum Description
The curriculum will mirror and support the state's standards and
will meet state curriculum requirements for all grade levels. Using
TEKS as a foundation, teachers will teach each subject so that they
meet each objective through written assignments, student projects,
large and small group discussions, individual tutoring or other
teaching methods. Manara will implement Expeditionary Learning
Schools-Outward Bound as an interactive teaching methodology that
will enable our teachers to implement real life, project-based
learning "expeditions" that promote literacy and integrate
curricular content. Students will master a broad range of content
through curriculum integration that is relevant, meaningful and
engaging. The design will embrace the TEKS, and will strive to rise
above these state standards through project-based learning and a
rigorous curriculum. Student's skill levels will be assessed at the
beginning of each school year, or when the child enrolls. These
tests will be used along with the student's records to provide each
student the appropriate educational resources. Assessment measures
such as the Texas Assessment of Knowledge and Skills (TAKS) will
align with the TEKS.
Manara Academy 14,th Generation Charter Application 21
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Many resources will be used such as, state-adopted textbooks,
teacher created lessons, educational software and other
instructional materials. All textbooks and other instructional
materials will align with the TEKS. Teacher lesson plans will align
with the TEKS and refer to each skill being taught. The
administrative staff will monitor this weekly by reviewing all
lesson plans and through periodic classroom observations and
walk-through. Professional development, facilitated by ELS staff,
will be provided to teachers and staff to ensure competency in the
TEKS based curriculum and to facilitate its full implementation.
Teachers will communicate with parents in a timely manner regarding
any difficulties students may be having meeting the state's
standards. Enrichment programs beyond the required Language Arts,
Math, Science and Social Studies programs will be in the curriculum
for all grades.
Special Education students will follow their Individual
Educational Plans (IEP). Services to meet the special needs of
these students will be provided through qualified staff or
contracted services to be provided for the appropriate programs.
Implementing a full inclusion model, all bilingual, ESL and special
education students, when appropriate, will attend regular
classes.
Bilingual/English as a Second Language: Upon admittance, all
families will be required to fill out a home language survey. The
ESL coordinator will administer a state approved Oral Language
Assessment adhering to the state's timeline (and a formal Reading
Proficiency Test/or approved standardized test as appropriate) to
any child who returns a form stating that their home language is
not English. Informal observation will be turned in to the ESL
coordinator by all of the child's teachers. Finally, a meeting will
be held between the parent and teacher to discuss ways to meet the
child's needs within his/her classroom environment, Additional
meetings will be held at parent conferences to assess English
language development and academic progress and to reassess goals.
Students who have passed the TAKS in Reading and Writing will not
be tested.
Manara Academy will provide a BE/ESL program whenever eligible
students have enrolled. The school will utilize a BE/ESL certified
teacher to implement the program. The program should consist of
emergent strategies with bilingual buddies when available to
provide adequate support for the student in the educational
setting. All requirements for TEC 29 will be described in policies
and implemented by Manara.
The goal of the ESL program will be to enable these students to
become competent in the comprehension, speaking, reading and
composition of the English language through integrated methods. The
ESL program will emphasize mastery of English language skills, as
well as all other academic subjects. A fundamental part of the
academic goals for all students is to participate equitably in
school; therefore the limited English proficient students will have
opportunities to participate in all school programs and
activities.
Manara Academy will employ certified ESL endorsed teachers to
serve the students at the school. Because of the number of
immigrants in the area surrounding the charter school, there could
be a variety of languages represented and the charter school will
prepare to support this diverse population. The program will
provide English language support that will include student mentors
and activities embedded in the language arts curriculum.
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Special Education: In accordance with the rules and
responsibilities identified in the Individuals with Disabilities
Education Act (IDEA), the Texas Education Code (TEC), the State
Board of Education (SBOE) rules and the Commissioner's rules,
Manara Academy will follow policies and procedures that actively
seek out, identify and evaluate children with disabilities. Manara
Academy will use state approved standardized tests and other
evaluation methods in making the determination of eligibility for
special education services. Students who are screened and found to
be potentially eligible for services under IDEA will be referred
for possible special education or early intervention services
within the school. Manara will hire a certified special education
instructor and contract as needed with outside specialists for
evaluations, assessments, intervention, consultation, training and
direct services. For students referred to Manara Academy's program,
the federal timeline regarding referral, evaluation and ARD
committee meeting of 60 days will be met.
Manara Academy will adhere to all federal and state regulations
governing the confidentiality of records, timelines and
implementation of programs for students eligible for services under
this program.
All students referred to the Manara Academy for special
education will be assigned to an admission, review and dismissal
committee (ARD). This committee shall consist of the
parent/guardian, the regular education teacher of the student, the
school's certified special education teacher, school administrator
and, as needed, the speech pathologist and/or related services
professionals. All members of the ARD committee will have the
opportunity to participate in a collaborative manner in developing
the student's Individual Education Plan (IEP). The purpose of the
plan is to assist the student toward attaining goals and to be
involved in the progress in the general education curriculum.
Special education students will be integrated within the regular
program and curriculum to the greatest extent possible based upon
their IEP. Each special education student will be offered
nonacademic and extracurricular activities conducted by the school
with students without disabilities to the maximum extent
appropriate to the needs of the student. If after all evaluations
are completed, the special education coordinator and the staff of
the school cannot provide the special requirements of the student,
then Manara Academy will solicit those services from other
professional agencies in the area including the Region X Education
Service Center. Manara Academy will seek to join in with other
charter schools in a collaborative effort to contract with
specialists to provide needed services for special education
services.
Manara's small collaborative group emphasis will enable special
needs students to get individual attention from the teacher and
more interaction with peers than they would receive in an
environment with longer periods of time devoted to whole group
instruction. Additionally, special needs students and their
families will benefit by the bonds that develop with the teacher
through the practice of looping. Lastly, special needs students
will find that the emphasis on training for positive, respectful
classroom management will result in safe classroom environments
that are peaceful, nourishing and welcoming places that allow the
students to flourish.
Language Arts: Language is a key element of the curriculum and a
crucial tool for learning because it is central to students'
intellectual, social and emotional growth. Students will become
aware of the many purposes for which language is used to express
feelings and opinions.
Manara Academy 14th Generation Charter Application 93
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The focus of the language arts program is language/word study,
reading and writing. All three areas will utilize multiple genres
in both fiction and non-fiction reading and writing. Language/word
study will include the following: interactive read aloud; modeled
reading and writing; poetry sharing, response and writing;
interacting vocabulary study; words study; spelling; handwriting;
interactive editing; and test reading and writing. Independent
reading, guided reading and literature study are included in the
reading component. Writing encompasses independent writing, guided
writing and investigative writing.
Reading, writing, speaking and listening will be integrated in
all core subjects to support student learning. A block of class
time will be allotted for language arts that allow teachers to
fully develop the reading/writing process and allows for learning
and reflective thinking to occur. Other disciplines such as
science, math and social studies may be integrated into this block
through reading, writing and investigation of content related
non-fiction materials. With this integration, students can begin to
see the relationship of concepts and the importance of reading and
writing in different genres. Many traditional educational
approaches do not integrate literacy with more "technical"
subjects. However, integration is a highly effective means of
increasing student academic achievement through language arts. The
Language Arts curriculum will utilize the TEKS and national
standards as baseline objectives and as a framework for
understanding literary concepts.
Mathematics: The Math curriculum is designed to develop basic
number recognition and facts, problem solving strategies, the use
of manipulatives for introduction and clarification, reasoning,
authentic connections, math vocabulary and communication. The major
strands of mathematics (numeric's, operations, logic/probability,
problem solving, etc.) will be addressed at all levels. Critical to
mathematical understanding is the development of math as a science
of patterns and relationships that help students see the connection
between concepts, applications of principles and authentic
situations. Beyond the baseline objectives, the curriculum will
develop higher level thinking strategies related to mathematical
processes and ensure mastery of basic mathematical skills and
concepts. The literacy component of reading and writing will be
integrated whenever appropriate. The Math curriculum will utilize
the TEKS and national standards as baseline objectives and as a
framework for understanding mathematical concepts and theorems.
Science: The Science curriculum will be inquiry based and will
use many hands-on experimental activities and expeditions. This
will allow students to identify questions about natural phenomena,
learn to observe closely, hypothesize, problem solve, think
scientifically, make inferences and explain data through the
investigation process. Multiple process skills will be utilized
such as: posing a question, designing experiments, observing,
inferring relationships, interpreting, evaluating, hypothesizing,
justifying decisions, predicting, measuring and classifying. In
keeping with integration of literacy components, an important
element of the science curriculum will be reading and writing and
integrating math and technology where appropriate. The Science
curriculum will utilize the TEKS and national standards as baseline
objectives and as a framework for understanding larger themes and
developing inquiring habits.
Manara Academy 14l Generation Charter Application 94
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Students will use the process of inquiry to learn how to be
scientists. When students use inquiry to discover content, they not
only learn a great variety of facts and concepts, but they also
learn how these are related to each other, and how it is that we
human beings come to understand our world.
Social Studies: The Social Studies curriculum will utilize the
TEKS as baseline objectives and as a framework for understanding
democratic citizenship and historical events. In order to emphasize
understanding different cultures in relation to the world and its
people, the curriculum will include exploring the cultures of the
students in the classrooms to fully integrate our own multi-ethnic
community. As a nation of immigrants and indigenous communities,
the objective is to understand and research the values and
contributions of each group to the world and to our country. In
keeping with the integration of literacy and math components, an
important element of the Social Studies curriculum will be reading
and writing and, where appropriate, math and technology.
Fitness Health and Nutrition Education: The Physical Education
curriculum will utilize the TEKS as baseline objectives and will
focus on teaching students techniques that lead to a lifelong
healthy lifestyle. A full-time Physical Education teacher will
allow for daily contact with students of all grade levels. The
program will stress the benefits of fitness/wellness and teamwork;
teach the basics of team sports, the benefits of fitness as it
relates to mental health and the relationship between physical
activity and health throughout life.
Health and nutrition education will be offered to all students
in all grades K-8. Students will gain knowledge about health and
acquire skills necessary to become healthy adults. They will learn
about healthy behaviors that they should pursue and unhealthy
behaviors to be avoided and will see that health is influenced by a
variety of factors; that students can recognize and utilize health
information and products; and which personal/interpersonal skills
are needed to promote individual, family and community health.
Art: The Art curriculum is integral to developing well-rounded
students. The four basic strands of perception, creative
expression/performance, historical and cultural heritage and
critical evaluation will provide the broad, unifying structures for
organizing the knowledge and skills students are expected to
acquire. Local resources will provide many opportunities for
students to experience firsthand high-quality professional fine
arts performances. Students will take field trips to museums,
musical performances and plays and will have contact with
accomplished professional artists of different venues.
Technology Applications: The Technology Applications curriculum
will utilize the TEKS as baseline objectives with the four strands
of foundations, information acquisition, work in problem solving
and communications. Technology Applications will be integrated into
all core subjects, as well as required for independent research,
study and student created projects. Students will be introduced to
computer/electronic related terms, concepts and data input
strategies. They will learn to make informed decisions regarding
computers and will use technology applications in all of the core
courses. Internet access will be available for students in
Kindergarten through eighth grades (see Appendix BB).
Manara Academy 14* Generation Charter Application 25
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Students at all grade levels are expected to demonstrate
knowledge and appropriate use of hardware components and software
programs. As they progress through the grade levels, students, with
appropriate supervision, will use data input skills appropriate to
the task; use a variety of strategies to acquire information from
electronic resources; evaluate the acquired electronic information;
use appropriate computer-based productivity tools to create and
modify solutions to problems; use research skills and electronic
communication to create new knowledge; deliver the product
electronically in a variety of media; and use computer applications
to facilitate the evaluation of communication, both process and
product.
Foreign Language Instruction: Introduction to the Arabic and
French language will be offered for all students in grades K-8 and
will follow the Elementary School Foreign Languages (ESFL) model.
According to the Center of Applied Linguistics (CAL) in Washington,
D.C., the ESFL mode! is the best in the nation. Students will be
given the choice to study either Arabic or French. Manara will hire
full-time Arabic and French language teachers to implement this
program. With the groundwork laid in K-3r grade, the students will
acquire communicative competency in speaking and listening by the
41 grade. Since emphasis will be placed in the early grades on
building vocabulary for skilled conversation, students will have
developed a working vocabulary in a variety of topics. In addition,
students will be engaged in different projects and activities
related to the Arabic and French culture. By the 51 grade,
grammatical concepts will be developed along with listening,
speaking, reading and writing. Students will accomplish these goals
by working in small groups and completing language and cultural
projects.
The scope and sequence of the proposed educational programs,
including special education and bilingual education, addressing
each grade level and their alignments to the TEKS are listed in
Appendix EE.
h) If the proposed school wi l l servo any high school grade
levels (Grades 9-12), describe how the program wil l prepare all
students to meet state graduation requirements, including students
wi th disabilities and those requir ing MSL services.
Manara Academy will not serve any high school grades.
c) Describe teaching methods to be used and state the reasons
for choosing them, expla in ing how the methods enhance student
learning. Inc lude in fo rmat ion about materials, strategies,
techniques. and procedures to be used to meet the needs of the
student population, including students w i t h disabili t ies and
those requ i r ing b i l i ngua l /F iSL services.
Manara's program will integrate a rigorous, content-rich,
interdisciplinary curriculum focused on communication/literacy,
ethical character development and foreign language with
community-based project learning (expeditions) to balance academic
excellence with engaging meaningful learning. We envision students
investigating and discovering the answers to inquiries that they
have had a stake in shaping, thereby having personal significance
to them (constructivism). This approach gives
Manara Academy 1 41 Generation Charter Application .
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students the flexibility to focus and excel in their areas of
greatest interest and strengths while providing the motivation and
context to successfully balance their competencies.
Manara's vision and mission were the criteria that our founders
used as they conducted an extensive assessment of multiple
educational models used in schools across the United States.
Interest breeds motivation and a meaningful learning experience,
and, as such, our intent is to spark the individual's desire to
learn and excel. According to Professor John Staver, co-director of
the Center for Research and Engagement in Science and Mathematics
Education (CRESME) at Purdue University:
"We have to stop teaching science as the rhetoric of its
conclusions and mathematics as memorization and practice of its
algorithm procedures. That's not science and math. It's the nature
of the inquiry that's really the core of the two disciplines.
Forever teachers have left those out of the curriculum. It \s not
hard to see why American students are going in different
disciplines. We tend to lock the exciting stuff away. Too much
emphasis is on teaching conclusions, rather than letting the
students experience the fire in your gut. The fire that burns in my
gut is to learn how we can teach so we can make everyone successful
learners in science. We know quite clearly that young children come
to school excited as heck. By grade five or six, though, that is
ground out of them. " (Purdue Alumnus, January/February 2007, pg.
20)
In the final analysis, Manara Academy founders chose ELS to
anchor and support the Manara Academy educational framework
(www.elschools.org).
Manara Academy founders have come to the conclusion that ELS
offers a powerful tool that represents the best way to implement
project-based expeditionary learning, and that ELS will position
the school and students well from opening day and for years to
come. Its compelling design principles and practices consider
whole-child development (intellectual, moral character and
physical), and they are consistent with Manara's vision and
mission. Pending the approval of our petition, Manara Academy plans
to enter into a contract with ELS starting in the 2009 fiscal
year.
Project-based Learning/Expeditionary Learning Consistent with
the ELS framework, reading, writing, science, math and other
subjects at Manara will be taught through a set of challenging,
interconnected 6 to!2 week projects. Literacy instruction, embedded
in every expedition, is also a special focus of this approach. The
expedition projects involve authentic research, fieldwork and
community service; and culminate in performances, presentations and
exhibitions for the school community of students, faculty, staff,
parents and local area residents.
"In project-based learning, students try to answer a question -
one that has relevance for them - that is greater than the
immediate task at hand. In its book Connecting the Bits, the NEA
Foundation for the Improvement of Education gives the example of
students at a Kentucky elementary school conducting surveys, doing
research, building models and taking field trips with the goal of
determining the best kind of new bridge to build over the Ohio
River. Students conduct research using a variety of sources, from
the Internet to interviews with experts. They work on the project
over an extended period of time — six weeks or more - because of
the in-depth nature of the investigation. Like adults trying to
solve a problem, they don't restrict themselves to one discipline
but delve into
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math, literature, history and science - whatever is appropriate
to the study." - From Start With the Pyramid, by Diane Curtis of
Edutopia and The George Lucas Foundation.
When students are actively engaged in thematic,
interdisciplinary experiences through which they discover and
construct meaning, their skills grow stronger and their learning
broadens.
Illustrated below are some further examples of the benefits to
using this type of instructional approach.
Benefits 1. Provides an excellent framework for students to
explore beyond classroom walls, connecting
schoolwork with community needs. 2. Facilitates open-ended
learning with multiple entry points for tiered instruction and
curriculum alignment. 3. Facilitates collaborative learning. 4.
Facilitates increased community ties through fieldwork- the school
community becomes more
involved and concerned about the area community and the area
community reciprocates this concern for the school.
5. Increases the depth of a mentoring program and the
opportunities for community "experts" to participate in the
education process.
6. Helps to clarify that learning is multidimensional. 7.
Projects combine academic, social, emotional, physical and
aesthetic development. 8. Facilitates alternative/formative student
assessments. 9. Provides students with deeper knowledge of subject
matter, increased self-direction and
motivation, improved research and problem-solving skills and
appreciation of their individual strengths.
Application 1. Proficiency with the planning and execution of
this type of curriculum grows with teacher
experience. The number of projects/expeditions in a year will be
implemented using a phased approach that takes into consideration
teacher preparation and comfort; development of multiple projects
is envisioned to eventually compose the bulk of the class
curriculum.
2. Central to each project/expedition will be the development of
an overarching question that addresses real life applications.
3. Manara classrooms will have a strong, thematic literacy
component: literature relevant to the project topic will be readily
accessible to students and will be utilized daily throughout the
project for self-selected or shared reading.
4. Block time will be provided for observation, discussion and
recording of ideas relevant to the project.
5. Students will conduct fieldwork (research) both at the school
and at local offsite community locations.
6. Projects will be selected that have outcomes/outputs with
benefits beyond the individual student.
7. Students will communicate the knowledge gained in a variety
of presentation formats with other members of the Manara learning
community and the larger community.
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8. Teachers will integrate core curricular subjects such as
math, literacy, social studies and science with traditionally
elective classes such as debate, art and foreign language.
9. Manara will implement team teaching and teacher-to-teacher
(peer) mentoring to help plan, implement and assess progress.
Guiding Question: How do the ELS Design Principles, Core
Practices and the unique features of the Manara Academy such as
foreign language instruction, core curriculum focus areas and
partnerships position Manara Academy for student achievement and
satisfaction?
ELS at a Glance Design Principles: (Refer to Appendix AA for the
complete description)
1. The Primacy of Self-Discovery: Learning happens best with
emotion, challenge and the requisite support.
2. The Having of Wonderful Ideas: "...creating learning
situations that provide matter to think about, time to experiment,
and time to make sense of what is observed...."
3. The Responsibility for Learning: "...young people and adults
to become increasing responsible for directing their own personal
and collective learning."
4. Intimacy and Caring: "learning is best fostered in small
groups....mutual respect...older students mentoring younger
ones."
5. Success and Failure: "... students must be assured a fair
measure of success...to nurture confidence ...to take risks...But
it is also important ...to overcome negative inclinations...turn
disabilities into opportunities.
6. Collaboration and Compassion: "Teach...so that the group
endeavor is made manifest. ... .compete ... against own personal
best and rigorous standards..."
7. Diversity and Inclusivity: Diversity and inclusivity in all
groups dramatically increases richness of ideas, creative powers,
problem-solving ability and acceptance of others.
Core Practices: (Refer to Appendix AA for the complete
description)
1. Expeditions • Implementing learning expeditions across the
school, • Designing compelling topics and guiding questions, •
Designing products and linked projects, • Incorporating fieldwork,
local expertise and service learning, •Producing and presenting
high quality student work
2. Active Pedagogy • Using effective instructional practices
school wide, • Teaching reading K-12 across the disciplines, •
Teaching writing K-12 across the disciplines, • Teaching
inquiry-based math, • Teaching inquiry-based science and social
studies, •Learning in and through the arts • Using effective
assessment practices
3. Culture and Character • Building school culture and fostering
character, • Ensuring equity and high expectations •Fostering a
safe, respectful and orderly community, • Promoting adventure and
fitness, •Developing a professional community, •Engaging families
in the life of the school
4. Leadership and School Improvement • Providing leadership in
curriculum, instruction and school culture • Sharing leadership and
building partnerships
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• Using multiple sources of data to improve student 8. The
Natural World: "...refreshes the human achievement spirit and
reveals the important lesson of recurring • Linking Expeditionary
Learning and school cycles and cause and effect..." improvement
plans.
9. Solitude and Reflection: "Be sure students have 5. Structures
time alone to explore...thoughts, make connections, • Designing
time for student and adult learning, and create...ideas...Then
exchange their reflections • Creating structures for knowing
students well with each other and adults."
10. Service and Compassion: "...prepare students with the
attitudes and skills to learn from and be of service to
others."
A cursory review of the above table (provided for quick
reference only) might lead one to wonder, "So, what is so special
about ELS? Isn't this just another way of articulating standard
best management practices already in place?" Not really. True, the
State does target/strive for excellence in many of the areas
outlined above; however, student results are not the same because
the methodology is not the same. ELS seeks to create a network of
professionals, families and students who value the ELS type of
education. ELS recommends that an existing school have an 80% staff
buy-in to the program before switching over. It is designed to be
implemented as the choice of all stakeholders - a meeting of like
minds. These "like minds" make further connections to a wider ELS
network of "like minds" through conferences, seminars and human and
text resources that guide them along on their journey.
Faculty is recruited specifically as to how well they are likely
to value and implement this educational philosophy. The
expectations are clear and benchmarks exist for them to gauge their
level of successful implementation, just as the Manara Academy
Team's journey will evolve out of layers of comprehension of what
it is to implement these principles. The leadership team is trained
and held accountable to modeling and use of the design
principles.
Students also have the experience of a journey because from year
to year they are given the message that a specific set of
principles and specific skills are continually emphasized both
implicitly and explicitly. Parents, administrators, faculty,
community experts and peers are always imprinting these values and
practices.
Manara's Curricular Format - Using ELS to Integrate TEKS As
briefly discussed in earlier sections of this charter, Manara
Academy will use the Texas Essential Knowledge and Skills (TEKS) to
comprise the content delivered for each grade. In this way,
students at Manara Academy and other Texas schools will have
covered the same topics. The point of differentiation is that an
ELS school uses an intensive training that results in the teachers
having developed a scope and sequence based on their project-based
expeditions.
ELS training require that the teachers begin with their
objectives as a platform. Teachers then use the objectives to
develop a guiding question based on a topic that they and their
students are interested in and passionate about. All
interdisciplinary objectives that are related to this question will
be mapped.
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The process goes on to have teachers divide the objectives into
overall learning goals and then individual phases that include
projects, all of which are interdisciplinary. Each phase identifies
major steps needed for success and specific activities that need to
be conducted. An activity may be a trip to a local nature center to
understand the impacts of pollution so that the students can apply
this knowledge to the events that they have learned. Objectives
that cannot be "fitted" to the project are taught as discrete units
throughout the year. A school year typically consists of two major
expeditions.
What is also unique about the ELS training/method is that
similar to professional life, authentic products must be conceived
by the teacher and are the driving force for high quality work.
After objectives are mapped, teachers are asked to "work backwards"
from the end products to determine the activities that must occur
to achieve the desired results. These age-appropriate products are
often published as CD's or books or real designs plans. This may
sound like a dichotomy, but ELS sets high expectations for student
achievement, and students become so engaged in the topics that they
rise to this high level of professionalism.
Reaching this level of professionalism requires that
craftsmanship be developed. These become "skills" workshops for the
students. They include intensive art and technology training that
is tailored for the expedition products. The idea of creating
professional work and the techniques necessary to do this type of
work is something that will start in Kindergarten and continue to
be refined throughout the ELS experience. Both teachers and
students become accustomed to this professionalism and new habits
are established for life.
After an initial week-long training, teachers continue their
professional development throughout the year at national
conferences and summits focused on curricular mapping using the
expeditionary process, literacy, mathematics, technology and
leadership. ELS school designers are present at Manara one to two
days a month during the early years of implementation to observe
teachers and provide feedback and suggestions for improvement.
These days can be used flexibly to address school specific areas of
concern, to conduct mini-seminars or have the ELS representatives
teach classes to model instructional techniques.
Although many schools focus on presentations of student work,
the work is often done in isolation, such as at a science fair or
by writing rules for a social studies class. Furthermore, schools
or teachers are not networked with the training and support
resources needed to make all of service/project-based,
interdisciplinary, product driven work a cohesive reality. ELS
resources provide this cohesiveness.
Why ELS? The Manara Academy team's search for a solid,
foundational platform on which to anchor our guiding principles,
vision and mission quickly led to the ELS model because of the
close philosophical and pedagogical match to ELS's Design
Principles and Core Practices. We chose a proven partner to create
the transformation of school culture, teaching practices and
educational offerings that we believe necessary for students who
are poised for success in today's interconnected, global society.
In essence, ELS, coupled with proper teacher training and
instructional techniques, promotes the key ingredients of student
interest and the desire to learn.
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ELS Highlights • ELS provides documented, practical,
implementation strategies that give teachers the tools to
not fall back on behaviorist-driven instructional practices. A
fundamental belief to ELS is that teachers do not pour knowledge
into empty vessels. A teaching expedition starts with the teacher
posing open-ended questions, followed by a collective journey of
discovery towards the answer. Teachers lead by their enthusiasm for
a topic, and they model quality work. The teachers go through the
expedition with the students and produce the products the students
produce. They "go through the expedition" by demonstrating needed
skills in mini-presentations where they present their version of
the desired product before the class. Teachers who do not "do
expeditions" cannot effectively teach this methodology. ELS
teachers commit to becoming non-stop researchers just as they
expect of their students.
• Empowerment and compelling topics - Both teachers and students
must be excited about the topics. Creating compelling topics for
expeditions is a major focus of ELS training and teacher discourse.
In ELS this is an art that involves skills of presentation and
drama on the teacher's part.
• 'The Primacy of Self Discovery" - Means that all Manara
Academy students will have to embark on expeditions that will be
designed to create "Aha!" and "Wow! I did it!" moments of true joy
at their accomplishments.
• "The Having of Wonderful Ideas" - This may sound like sound
practice, but finding the time to squeeze in reflection in the
"high stakes testing" world of modern education does require
teacher training and school culture commitment. It requires teacher
effort and willingness to risk that the process of empowering
critical thinking ultimately sets students up to be problem solvers
and therefore capable of success on tests.
• Acquiring Skills - Here the idea that the end "product" has
value to society propels students and teachers forward to acquire
the skills to complete the service. The question of "Why do I have
to do this anyway?" is often not asked as the product or service is
the apparent goal.
• High Standards: Assessment and Accountability - While most ELS
schools are doing exceptionally well on mandated tests, this is not
their only measure of assessment. The students' end products are
assessed by well defined rubrics that are refined through class
input. Along the expedition journey, peers use constructive
criticism to evaluate individuals and small teams in
mini-presentations. Portfolios are often maintained by the student
selecting his/her own personal best. Some schools have passages at
key grades where the portfolio is presented to a team of school,
family and community stakeholders. Students ultimately do not see
the grade of a class or test but the evaluation of the expedition
product as the ultimate assessment.
• Part of a Crew: Teachers start the year together by planning
expeditions together in the ELS weeklong expedition planning
session. The planning process enables teachers to see where they
are going as a group and where there are natural points for
coordinated projects. Teachers and school leaders also use these
methods of rubrics and peer presentations to present their
expeditions throughout the year. Teachers are recruited with the
idea that they will be evaluated by peers both in planning
discussions and in classroom practice, and that they will work as
cohesive teams to coordinate the learning experience. They may be
sending older students to mentor younger classes with some aspect
of their expeditions or on a regular basis.
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Links to ELS Resources Referenced in Appendix AA:
ELS Core Practices Benchmarks This more than 50 page