Application Coversheet -...

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]

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

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

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


APPROVED DURING CONTINGENCY PROCESS

Other • Remove Section 13 from the application.

Please remove Section 13.

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 Charter School

14ith Generation Application


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

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.


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


[ A C A D E MYJ

10

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

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.


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 •>

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.


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

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.

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

n J [ACADEMY]

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 ->-,

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


http:http://factfinder.census.gov

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

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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

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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.

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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.

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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.

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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).

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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

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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


• 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.


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.

Manara Academy 14 Generation Charter Application

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.


Links to ELS Resources Referenced in Appendix AA:

ELS Core Practices Benchmarks This more than 50 page

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