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 14it h Generation Charter Application 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 ll.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

Manara Academy 14it h Generation Charter Application APPROVED DURING CONTINGENCY PROCESS

Other • Remove Section 13 from the application.

Please remove Section 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 13 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 Tiling ^ 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 14it h Generation Charter Application Manara Academy Charter School 14it h Generation Application

Manara Academy 14it h Generation Charter 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.

• Th publie c 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.

Manara Academy 14it h Generation Charter Application 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

ith Manara Academy 14 Generation Charter Application 10

[ACADE MYJ 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 14it h 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 Transform Excellence Academic Traits • Promote learning into \ • Balance of innovation impact \ intellect, ethical > • Institute high ) character Individual ethical values responsibility / • Community • Develop positive / building Community self-image t 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.

ith Manara Academy 14 Generation Charter Application 12 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.

Manara Academy 14it h Generation Charter Application 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 J n[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 , , Community Building Achievement Science and Math Character Building

i V

Instructional Best Administration Leveraging Diverse . and Education ESFL Program Practices and Cultures process Techniques t i t ­

Enriching and Safe . Parental Satisfaction and .. „ . . Competent and Stakeholder Community Partnershi u p _ *. _. „ Involvement Environment Involvement ' Productive Staff

*

Human Improve School Leverage Technology ,-. „ ^ .•r -, Continuous Staff Resources Effectiveness Innovation Staff ,s Satisfied - Development

Sound Fiscal Financial Effective Fund Raising Comply with Regulation Health Management

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

ith Manara Academy 14 Generation Charter Application 18 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 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 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,t h Generation Charter Application 21 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.

Manara Academy 14th Generation Charter Application 22 n J LACA D t MY]" 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 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 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 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 will servo any high school grade levels (Grades 9-12), describe how the program will prepare all students to meet state graduation requirements, including students with disabilities and those requiring 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, explaining how the methods enhance student learning. Include information about materials, strategies, techniques. and procedures to be used to meet the needs of the student population, including students with disabilities and those requiring bilingual/FiSL 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 . MANARAl 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

Manara Academy 141 Generation Charter Application 97 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.

Manara Academy 14l Generation Charter Application 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 Core Practices: (Refer to Appendix AA for the for the complete description) complete description)

1. The Primacy of Self-Discovery: Learning 1. Expeditions happens best with emotion, challenge and the • Implementing learning expeditions across the school, requisite support. • Designing compelling topics and guiding questions, • Designing products and linked projects, 2. The Having of Wonderful Ideas: "...creating • Incorporating fieldwork, local expertise and service learning situations that provide matter to think learning, about, time to experiment, and time to make sense •Producing and presenting high quality student work of what is observed...."

3. The Responsibility for Learning: "...young 2. Active Pedagogy people and adults to become increasing responsible • Using effective instructional practices school wide, for directing their own personal and collective • Teaching reading K-12 across the disciplines, learning." • Teaching writing K-12 across the disciplines, • Teaching inquiry-based math, 4. Intimacy and Caring: "learning is best fostered • Teaching inquiry-based science and social studies, in small groups....mutual respect...older students •Learning in and through the arts mentoring younger ones." • Using effective assessment practices

5. Success and Failure: "... students must be 3. Culture and Character assured a fair measure of success...to nurture • Building school culture and fostering character, confidence ...to take risks...But it is also important • Ensuring equity and high expectations ...to overcome negative inclinations...turn •Fostering a safe, respectful and orderly community, disabilities into opportunities. • Promoting adventure and fitness, •Developing a professional community, 6. Collaboration and Compassion: "Teach...so •Engaging families in the life of the school that the group endeavor is made manifest. ... .compete ... against own personal best and rigorous standards..."

7. Diversity and Inclusivity: Diversity and 4. Leadership and School Improvement inclusivity in all groups dramatically increases • Providing leadership in curriculum, instruction and richness of ideas, creative powers, problem-solving school culture ability and acceptance of others. • Sharing leadership and building partnerships

ith Manara Academy 14 Generation Charter Application 29 • 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.

ith Manara Academy 14 Generation Charter Application 30 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 • EL provideS s 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.

Manara Academy 14it h Generation Charter Application Links to ELS Resources Referenced in Appendix AA:

ELS Core Practices Benchmarks ­ This more than 50 page document contains detailed benchmarks for the five core practices of ELS: 1. expeditions 2. active pedagogy 3. school culture and character 4. leadership and school improvement 5. structures

Under the core practices categories are numerous subcategories that include benchmarks for curriculum content areas such as literacy, mathematics, social studies, art and science. It is important to note that benchmarking an ELS school's success is not limited to curriculum areas and includes a high emphasis on assessment, reflection and the delivery of high quality work.

Expedition Methodology and Additional ELS Theory 1. Sections from the ELS book Guide For Planning A Learning Expedition - Portions of this book have been included that describe the expedition planning process and the interdisciplinary nature of the program. Additionally, several sample expeditions have been included.

2. Expeditionary Learning Literacy Platform: Words. Worlds, and Wonder - A Guidebook for Literacy

ELS Network School Samples - Recent expeditions, sample student work and detailed snapshots of ELS classrooms across the country are included. This section also includes guidance on literacy, classroom management, Socratic seminars and how to create compelling expedition topics that can fuel the entire day's content. Samples of the ELS newsletter "Fieldwork" (formerly titled The Web) are provided. The ELS model reflects and documents teacher work, and these newsletters (all on-line at www.elschools.org) are packed full of specific teacher advice. 1. Sample curriculum layout for the K-5 ELS Genesee Charter School in Rochester. NY (a model ELS elementary school): This table illustrates the guiding questions for each multi-age classroom and the objectives covered under each question. 2. Two sample newsletters that include 'Teacher Tools". This demonstrates additional explicit guidance and offers samples for teachers to use in their classrooms. 3. Segments from additional newsletters. 4. Online teacher supplements on documenting and evaluating an expedition.

Student Achievement Gains and Teacher Testimonials -Expeditionary Learning is currently being implemented in over 150 urban, rural, and suburban schools in 28 states, the District of Columbia, and Puerto Rico. ELS reaches over 45,000 students and 4,300 teachers. EL schools are divided relatively equally among elementary, middle and high schools.

Character Education Manara founders recognize that the elements of a child's intellectual, moral and social growth are inextricably intertwined. As such, our school will strive to create an educational program that

Manara Academy 14l Generation Charter Application -,-, supports such growth through respect for self and others and a cooperative attitude toward learning and working within a community of high ethical standards and expectations.

"Good character consists of knowing the good, desiring the good, and doing the good -habits of the mind, habits of the heart, and habits of action. All three are necessary for leading a moral life; all three make up moral maturity," - Thomas Lickona in Educating For Character

As with most parents, our target community shares the desire for students to mature with high self- esteem and respectful attitudes to others and their environment. Qualities such as respect, responsibility, courage, charity and compassion give students the means to achieve their maximum learning potential, and these same qualities enable them to meet life's challenges. According to Emerson, "character is higher than intellect. " Manara Academy is equally committed to the moral and the intellectual development of children in their earliest years by the example of good moral citizens and role models.

The character of children is shaped in three ways: It is guided by moral instruction; it is inspired by ethical example; and it is embedded by the practices of moral habits. In order to make certain that the moral formation of the students of Manara Academy is integrated into their overall education, we will leverage ELS's design principles to foster ongoing character development through teamwork and cooperation and provide a consistent culture of compassion and goodwill. The school will also consider tapping into resources that provide in-service workshops, consultations and other activities related to character development. A formal character curriculum may also be incorporated into the instructional life of the school; however, the emphasis will be on teaching character and ethics through contextualized learning - taught more by actions than by words. Efforts will be made to select core content curricular resources, especially literature based, that promote ethical character development.

Manara Academy founders and administrators will work closely with EL school designers and other consultants to ensure that there are explicit and regular opportunities for staff development concerning issues of moral leadership and example. Manara will make certain that within each school day and week there are times set aside during afternoon team building, in-class meetings and school-wide assemblies for community moral reflection and conversation. Although a formal character education program may be integrated into the instructional life of the school, these regular character building opportunities will become a feature of Manara's program and will enable Manara students to develop the habits of ethical "musing'Yreflection, both about topics that are school specific and about topics that are current in the larger community and the world.

Foreign Language One of the unique core features of Manara Academy is its foreign language program, which will be taught in all grades, starting with Kindergarten. Students will have the opportunity to choose between Arabic or French instruction. A firm command of a foreign language will enhance cognitive skills, broaden students' perspectives and bridge cultural gaps. Arabic and French are one of the United Nations' six official languages. The offering of two foreign languages is dependent upon sufficient demand among the student population and financial viability.

Manara Academy 14it h Generation Charter Application 34

LACADEMV] Research has documented that the study of a second language in an elementary school may positively affect the young child's general school achievement and linguistic progress, promote superior performance in high school language study, result in significantly higher mental maturity, make children more language-aware and improve other cognitive skills. Different programs and models are implemented all over the country.

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. A sequential program follows into middle school, providing a developmentally and academically appropriate transition period before students continue to high school; if they wish to study the same foreign language. By the end of elementary school, students taught according to this model are expected to be able to take the equivalent of a high school level II class in sixth grade (Sixth Grade Model Program) and then continue with level III and possibly IV in seventh and eighth grades.

Manara Academy based its selection of the ESFL Program on the communicative, thematic, multiple- intelligence pedagogical approach inherent in the ESFL guidelines. Manara's commitment to pursuing excellence in all subject areas through in-depth, thematic, project based assignments and its hallmark emphasis on communication skills establish the groundwork for students to receive exemplary foreign language instruction. The ESFL Model Program mirrors this commitment with the following guidelines: • Using the target language in the foreign language class 98-100 percent of the time; • Teaching around a theme; • Helping students understand without translating by providing a language-rich environment that presents vocabulary in context; • Including meaningful culture in every lesson; • Reinforcing concepts from other classes in the foreign language class; • Incorporating reading and writing skills; • Planning varied lessons that appeal to differing interests and learning styles; • Providing the students with opportunities to talk about things that are meaningful to them; • Assessing students' progress on a regular basis, using a variety of methods; and • Maintaining open communication about the program and about learner progress with parents, fellow teachers, school and system administrators and the general public.

The Newcomers courses are accelerated starter courses offered to students without prior instruction in Arabic or French entering Manara after Kindergarten. The goal is to get the student ready for the appropriate full grade level as soon as possible. It is anticipated that students will be placed in the Newcomers course anywhere from one semester to one academic year. Their advancement to the full course will depend on the individual student's progress, as determined by the Newcomers teacher and the foreign language teacher of the grade level in question.

Manara Academy 14it h Generation Charter Application Foreign language assessment at Manara will be comprehensive in nature. Ongoing assessments will be developed that may take the form of a 10 minute quiz every week or a weekly rubric that the teacher marks for each student based on her/his observation of the student's classroom performance (or both). Additionally, there will be a test at the end of each unit (about every six weeks). Both types of assessments will be combined together to verify that the students are meeting the performance objectives. The end of unit test, consistent with other ESFL model schools, will cover at least three language skills; listening, reading and writing. Since assessing speaking proficiency takes much longer (to assess each student individually), that will be covered by the teacher's observation of the student's classroom participation. Based on the results of these assessments, remediation may be offered in the form of extra print or multimedia-based material. A larger portion of the grade will be given to the teacher's observation checklist, and the list will include items covering the four language skills; listening, speaking, reading and writing whenever applicable.

Why French? While any language will be useful for some jobs or for some regions, French is the only foreign language that can be useful throughout the world as well as in the United States. French as a foreign language is the second most frequently taught language in the world after English. The International Organization of Francophonie has 51 member states and governments. Of these, 28 countries have French as an official language. French is the only language other than English spoken on five continents. French and English are the only two global languages.

French, along with English, is the official working language of

• the United Nations • UNESCO • NATO • Organization for Economic Cooperation and Development (OECD) • the International Labor Bureau • the International Olympic Committee • the 31-member Council of Europe • the European Community • the Universal Postal Union • the International Red Cross • Union of International Associations (UIA)

Why Arabic? Local demand for an Arabic language program is high. In addition to the communities in Irving whose cultures are traditionally interested in the Arabic language (such as peoples from the Near East, Africa, Central and South Asia and Southeast Asia), Arabic is now of interest to the broader American public. Arabic is considered by educators and policymakers to be a language of economic and cultural significance. In 1988, the U.S. Congress passed the Foreign Language Act (FLA) to specify which languages were the most critical ones for U.S. government interests. Arabic was identified as one of the five designated languages. For research on the impact of teaching of a foreign language on student achievement, see Appendix CC.

Manara Academy 14th Generation Charter Application In today's climate of global economies and multicultural awareness, language education is increasingly important in every field of endeavor including business, politics, sports and entertainment, to name a few. Fluency in Arabic will give Manara students an important edge in the job market of the 21st century, and cultural understandings developed from an early age will enhance American national interest as well. "This is so clear after 9/11," said Michele Anciaux Aoki, director of educational programs at the World Affairs Council in Seattle. After the attacks, federal investigators made public appeals for Arabic translators. "We are not building the capacity we need in this country to communicate with the rest of the world on their terms." Teaching Arabic can also help foster and bridge the cultural gap and fear of the unknown.

The diligent study of Arabic can lead to exciting careers in various fields. The following are only a few of the many positions open to the Arabic speaker:

• Communications: foreign correspondent, reporter, technical writer, translator • International finance: international banker, international consultant, political risk analyst • Industry: manager of government relations for oil companies, market analyzer for export companies • Government: foreign service officer, development program officer, intelligence analyst, government relations specialist, translator or interpreter • Law: contractual and corporative consultant • Academia: teacher and researcher positions; The U.S. government currently considers Arabic a critical language and many scholarships are available.

Manara will also leverage the partnerships we have with University of Houston (Arabic Language) and University of Dallas (French Language) to achieve a first class foreign language program, by asking our partners to review the curriculum and help in the training and development of our Arabic and French staff.

Bilingual/ESL Students in Manara's Bilingual/ESL program will focus on their first priority, which is to develop and improve their English language skills to the extent that they are able to join the mainstream classes. Thus, if a child enters Manara Academy requiring full-time developmental Bilingual/ESL classes, the foreign language requirement will be temporarily waived. However, since the foreign language program will be a central part of Manara's identity and school culture, the Bilingual/ESL student will enroll in the Newcomers class as soon as he/she has successfully completed the full-time developmental Bilingual/ESL class and can take part in the mainstream classes. The decision as to when the child can make this transition will be a mutual one, involving the Bilingual/ESL teacher, the foreign language teacher, the mainstream teacher, the school's Instructional Guide/Coach (curriculum specialist) and the child's parents. The guiding principles for this decision will be that mainstreaming is desirable as soon as the student is capable, and that the content matter of the foreign language classes will serve to reflect and reinforce the content matter of the mainstream classes.

Special Education Manara Academy will be designed to support and enhance the social and emotional development of all its students, as well as their academic growth. Manara Academy's special need students will uniquely benefit from the Multiple Intelligences/ Constructivist approach and from being taught by

Manara Academy 14l Generation Charter Application -, REVISED DURING CONTINGENCY PROCESS. SEE INSERT. teachers trained to differentiate instruction for a complete range of diverse students. Our project based/service learning approach will create opportunities for students that capitalize on student interests and offer enhanced opportunities beyond the classroom walls to enrich our inclusion approach to better serve special needs students. ^\s

With the assistance of our school model partner, ELS, Manara will develop a program that emphasizes the natural world and provides time to reflect. At other ELS schools this has been manifested in longer blocks for project work and whole school daily breaks that will be spent outdoors as weather allows. This provides additional downtime, social communication and movement necessary to recharge students and add focus to learning in the classroom. Manara plans to leverage our relationship with ELS to develop applications that will serve the Manara target population in all of these areas prior to the school's opening.

The small collaborative groups 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.

Science, History, Social Studies, Art and the Natural World In most cases, science and social studies will be at the center of projects (expeditions) developed over the course of 6 to!2 weeks of study. Manara's real-life emphasis highlights the natural world and man's interactions with this world and with each other. Additionally, as a school with a focus on communication excellence, art expression will also be integrated into projects in ways that tap into students' natural spontaneous desire for creativity and a desire to represent ideas in a variety of mediums. Manara will hire an art teacher to provide coaching and support to teachers for this purpose. Whole school events such as assemblies, student-parent events and school fairs/exhibits will celebrate this aspect of Manara.

Instructional Technology One of the distinguishing features of Manara Academy's educational program will be its approach to providing computer technology to children, integrated into the curriculum in a meaningful and authentic way. Our approach will be in accordance with the following fundamental principles (Jordan andFollman- 1993):

• Technology will increase higher-level problem-solving skills while also reinforcing basic skills. • Technology will promote "interactions" between students and teachers rather than being used as "teaching machines" to supplant the teacher. • Technology will facilitate cooperative learning models, allowing heterogeneous groupings of students to work together collaboratively. • Technology will create interactive learning environments built around real-world problems and adaptable to a variety of learning styles.

Manara Academy 141 Generation Charter Application ->o APPROVED DURING CONTINGENCY PROCESS

Special Education Manara Academy will be designed to support and enhance the social and emotional development of all its students, as well as their academic growth. Manara Academy's special need students will uniquely benefit from the Multiple Intelligences/ Constructivist approach and from being taught by teachers trained to differentiate instruction for a complete range of diverse students. Our project based/service learning approach will create opportunities for students that capitalize on student interests and offer enhanced opportunities beyond the classroom walls to enrich our inclusion approach to better serve special needs students. While placement in a mainstream classroom is not pre-determined and can only be determined by the Admissions, Review and Dismissal committee (ARD), special needs students will benefit the same as all students.

With the assistance of our school model partner, ELS, Manara will develop a program that emphasizes the natural world and provides time to reflect. At other ELS schools this has been manifested in longer blocks for project work and whole school daily breaks that will be spent outdoors as weather allows. This provides additional downtime, social communication and movement necessary to recharge students and add focus to learning in the classroom. Manara plans to leverage our relationship with ELS to develop applications that will serve the Manara target population in all of these areas prior to the school's opening.

The small collaborative groups 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. • Technology will be used to create mental bridges between hands-on knowledge and symbolic knowledge. • Th technologe y is driven by the curriculum needs and the classroom use. All technology will assume the role of an amplifying medium for the concepts brought forth from the curriculum. • Technological advancements will be evaluated alongside research and development in the field of education.

Computers will be at hand for student use in every classroom to help integrate technology in the overall education and to clarify, amplify and enhance the curriculum. The school will explore the use of mobile computer lab units as its program evolves. Technology will be used to expand Manara's interdisciplinary, project-based curriculum in a method that promotes safe Internet use and to provide safe, teacher controlled email. Students will also get exposure to other forms of technology such as calculators, graphing calculators (in the higher grades), video players, camcorders and digital cameras that can be used to document expeditions for later presentations. Students will enhance their presentation skills through technology in the form of software and digital projectors (see Appendix BB).

Physical Education/Health/School Safety Prominent in the Manara vision is a strong commitment to the physical health and safety of its students. The Physical Education Program at Manara is essential to the school's educational design and the Expeditionary Learning Outward Bound framework. The ELS model is constructed on a series of design principles and practices that stress integrated learning and the development of a safe, cooperative school culture. This culture supports students as they explore their creativity and curiosity, acquire academic skills and begin participating responsibly in the community. At Manara, physical education will emphasize individual growth in a collaborative atmosphere.

We firmly acknowledge that children learn better when they release pent-up energy during the school day. The obvious benefit of exercise/outdoor time is an important contribution to a physical education program under any circumstance, and every student will have exercise/outdoor time every day at Manara Academy. A fulltime PE instructor will be hired, and Manara students will receive a minimum of three structured classes per week. In addition to this, ELS school designers will provide teachers with strategies for integrating movement and outdoor time into projects whenever appropriate.

Looping Looping is an educational practice in which a single graded class of children stays with a teacher for two or more years or grade levels. The children and the teacher remain together as the class is promoted. At the end of the second (or third) year in the pattern, the children move on to a new teacher while the looping teacher returns to the lower grade level to receive a new group of students.

Benefits For students and teachers, the benefits of looping consist of the following: • Reduced apprehension at starting a new school year, increased continuity and more in-depth relationships with teacher and with peers (McClellan, 1995). • Becoming familiar with other developmental stages of children and working with students and parents for longer periods of time (Mazzuchi & Brooks, 1993).

Manara Academy 14 Generation Charter Application on ^ D [ACADEMYJ • Th long-tere m relationships established through looping have been shown to support student learning. • Teachers gain extra teaching time. "Getting-to-know-you" time becomes virtually unnecessary during the second year. • Teacher knowledge about a child's intellectual strengths and weaknesses increases in a way that is impossible to achieve in a single year. • Multi-year teaching offers tremendous possibilities for summertime learning, such as summer reading lists, mini-projects and field trips. • Students reap benefits from time spent on developing social skills and cooperative group strategies in subsequent years (Hanson, 1995). • With many of the 200 ELS schools across the nation implementing looping, there is a great deal of experience that Manara Academy can learn from. Most schools that have implemented looping communicated great success in student performance, behavior, teacher involvement and parent engagement.

Application • During the hiring process, candidates will be made aware of Manara Academy's desire to implement looping. Our school will implement looping in the second year of operation. Training of staff, as needed, will take place prior to the commencement of the second year of operation. • On possible e model for looping under consideration is: K does not loop, 1 loops to 2, 3 loops to 4, 5 loops to 6, and 7 loops to 8. • It iManars a Academy's plan to have more than one section of each grade level class. If for some reason parents or faculty feel that transferring students to an alternate teacher would achieve a better match between child and teacher, every reasonable effort will be made to honor this request in mutual consultation with all parties involved. If at such time during the Manara charter, only one class at a grade level exists, then the decision to have teachers loop with students will be made by the Manara administration.

Single Gender Classrooms "Manara Academy will utilize single gender classes in accordance with the terms mentioned in the U.S. Department of Education rule amendment to Title IX regulations (34 CFR 106).The amendment is attached in Appendix DD "

Manara Academy proposes to introduce single gender classrooms from the 5th grade through the 8th grade; in other words, the school will have at least two classes for each grade, one composed of boys and one of girls. Academic classes will be single-gender, while lunch, recess, whole-grade field trips and meetings and whole-school meetings will be mixed gender.

The implementation of the above plan for single gender classrooms will be incremental and it will be based on the feedback from the school leadership, parents and teachers, class balancing and facility constraints.

The reasoning behind this class configuration is based on research from two points of view: one is academic, which suggests that single gender classrooms can lead to higher academic achievement for both boys and girls; and the other is related to behavior and attitude issues, in which gender

Manara Academy 14l Generation Charter Application J [ACiADCMYJ separation has been shown to reduce disruptive behavior and to facilitate a more serious academic focus and motivation in the general school climate. Single gender schooling has been a topic of interest internationally for several decades, but the American public school system has really entered this intense debate only within the past 10 years. Scores of studies have been conducted, but only some of the better-known researchers will be mentioned as a brief introduction. In 1992 a well- known study, led by Dr. Carol Gilligan of Harvard University, was published accusing US public schools of shortchanging girls. This was followed by American University professors Myra and David Sadker's research on how schools fail to teach to girls' divergent learning styles. Providence College professor Cornelius Riordan added to the data by publishing books and articles on how boys are shortchanged by the US education system. Associate Clinical Professor William Pollack of Harvard Medical School also focused on the gender gap from the boys' point of view, providing evidence that perceived discipline problems as well as much lower reading scores for boys are due to a lack of attention to the divergent learning styles that boys have from a biological and psychological standpoint. Finally, Dr. Michael Gurian founded an institute, affiliated with the University of Missouri—Kansas City, that details how teachers can teach both genders based on the, by now, well- established biological, neurological and psychological data that indicate that boys and girls perceive and process information differently.

Academic organizations have been established and annual conferences are offered to provide teachers and teacher-trainers with up-to-date research and techniques for teaching to gender-specific learning styles. Meanwhile, during this past decade the American Association of University Women has published articles refuting or criticizing much of the pro-gender separation research and officially advocating coeducational classrooms. This has had the result of tightening the research methods of current studies so as to take into consideration peripheral variables that might impact academic or behavioral results. Nevertheless, a comprehensive study of the data of the past decade does suggest that the preponderance of evidence is in favor of separating boys and girls in academic settings, for both academic and behavioral/attitudinal reasons.

This brief information is only meant to give an introductory, not exhaustive, account of information available on the topic. For more information, please refer to Appendix DD for books, websites and research articles on this topic.

How do single-gender classrooms raise academic achievement? Research in American public schools that have experimented with a single-gender environment suggests that attending to the biologically different aptitudes, motivations, and preferences of boys and girls will lead to higher academic achievement and improved classroom behavior.

Some case studies at the elementary school level (grades K-5):

• Laburnum Elementary Principal Michelle Hairston mentioned that her school has seen improvement in academics and seen a decrease in discipline problems — changes she attributes to the introduction of single-gender classes and an optional school-uniform policy. "So, not only did we see an academic boost," she said, "but we saw the behavior boost."

• I nThurgood Marshall Elementary School in Seattle, WA, a public school in a low-income area, the principal separated boys and girls. No other change was implemented, yet this single

Manara Academy 14th Generation Charter Application change had a dramatic effect. In the academic sphere, the boys' scores on the Washington Assessment of Learning went from the 10th percentile to the 66th. Behaviorally, the principal noted that bullying and classroom management crises were significantly reduced, dropping from 30 to 1 or 2 per day. • According to the principal, Benjamin Wright, "Here's what we found [when we switched to the single-gender format]: Kids really became kids. The girls participated in physical education like they had never participated before. When we split those classes, participation shot up. The name-calling, the social behavior completely changed. The focus on academics went way, way up. So what I'm telling you about single-gender education today ~ I am not the researcher, I am not the legal beaver -but I'm telling you, I'm the practitioner, and I'll tell you it works." Mr. Wright received the Principal of the Year Award for the state of Washington in April, 2003. • Th Journae l of Negro Education published an article comparing two 5th grade classes, one single gender and one mixed. Consistently, academic results were higher for the single gender classroom. • Th eCalifornia Department of Education reports that single gender classrooms "create a setting that appears to reduce the distracting behavior boys and girls fashion for one another." • Arecent nationwide study confirms previous research indicating that, at every age, boys in coed schools are less enthusiastic about school than girls are. The older boys get, the more this is so. In a single-gender environment, theme topics and classroom management techniques can be tailored to suit boys and keep those boys engaged in learning. • Moten Elementary School in Washington, D.C. changed to a single-gender classroom format in fall of 2001. As a result of this change, the percentage of students scoring in the two highest categories on the math portion of the Stanford 9 test had jumped in just that one year, from 49 percent to 88 percent. On the reading portion, the percentage of students in the top two categories had shot up from 50 percent to over 91 percent. • Th eBrighter Choice Charter School opened in 2002 in Albany, New York. The two most unique features of the school are single-gender classrooms starting in Kindergarten and a longer school day. After touring the new school, Eugene Hickok, Undersecretary of Education for the US Department of Education, stated that the school has the potential to become a national model. Further confidence in the public charter school's mission was demonstrated when the school was awarded a $4 million grant to implement the school choice provisions as established by the No Child Left Behind Act. This is the only instance in which grant money has been awarded directly to a single school under this provision of the NCLB Act; all other grants went to school districts rather than individual schools. • Th Africentrie c School in Columbus, Ohio established single-gender classrooms for 4th and 5th graders in 2002. According to the principal, Kamal Ansari, boys' interest in reading shot up and behavioral results were so positive that the principal decided to include the 3rd grade in 2003 and has plans to include the 6th grade in 2004. • O Junn e 10, 2003, the Toledo Public School District announced that two elementary schools will change to single-gender schools beginning in the fall of 2003. Stewart Elementary School will become the state's only all-girls public school, while Lincoln Elementary will become an all-boys school. "We're looking to offer alternative options to parents who are looking for choices within the district," Superintendent Eugene Sanders said.

More case studies done at the middle school level (grades 6-8):

Manara Academy 14lh Generation Charter Application ^ RAl lACADt"M"Yj Black Mountain Middle School has launched a pilot program of four single-gender classes. Students volunteered to take the single-gender classes, and so far, school officials say, the results show that they get higher grades and feel freer to focus on their studies. School Principal Miguel Carrillo mentioned that, aside from social issues, the real gain in single- gender classes is in the students' academic performance. He added that girls in the single- gender class are the highest performers out of the entire school. The average grade-point average for single gender science girls is 3.67. For girls in the co-ed class, it ranges between 2.9 and 3.2. Also boys in the single-gender science class are doing better than their counterparts. They earn an average grade-point average of 3.22 while co-ed boys make about a 2.44. Carrillo said that student performance in the single gender PE classes has also improved for both girls and boys. He thinks that the reason might be because girls normally don't try their hardest, or they let boys win. "In a single-gender class they are free to be themselves and try their best," Carrillo said. "I really feel that it's making a positive difference for kids." In the Edward Hand Middle School in Lancaster, PA, a public school, a study was done in which students were grouped homogeneously by gender for all major subjects for a period of one semester, and then grouped heterogeneously the following semester. Academic and behavioral results were compared. Both teachers and students perceived that single gender classrooms have academic benefits, and additionally they perceived improvements in students' self-esteem and in the content areas. Paducah Middle School, in Paducah, Kentucky, adopted the single-gender classroom format in 2001, just for the 7th grade. Results were so positive that the format was expanded to the entire 7th and 8th grades in 2002. Assistant Principal Richard Dowdy reported that 94% of girls and 64% of boys earned higher grades in science and math than they had in coed classrooms. Disciplinary referrals for boys dropped from 48 in the coed format to 2 in the single-gender format. Teresa Grubbs, a science teacher, noticed that both girls and boys were more comfortable joining class discussions in the single-gender classrooms. The Jefferson Leadership Academies in California, opened in the fall of 1999 and maintains a waiting list of those hoping to enroll in the school of about 500 girls and 500 boys from grades 6-8. According to a front-page article in the Los Angeles Times May 27 2002, students' scores on statewide standardized tests improved 16% since the school switched to single-gender classrooms. A large body of research has focused on the mathematics and science achievement of adolescent females. Although some studies report impressive increases in grades or test scores and some report more modest gains, it is notable that there seems to be a strong consensus that girls communicate more positive feelings for rnath and science when they are in single gender environments, and they show more confidence and classroom leadership in these subjects when boys are absent from the class. California's Jefferson Leadership Academy, a public school that separates 7th and 81 grade students by gender, reported their initial findings in 2000. They found that the grade point averages of students increased significantly in 7th grade for both genders and for males in 8th grade. Research and anecdotal reports indicate that 'gender intensification,' a phenomenon in which students behave according to gender stereotypes, occurs more frequently in coed schools. Not only are boys more likely to pursue interests in art, drama, foreign languages and literature in single gender classrooms, but girls are encouraged more to explore math, science and

Manara Academy 14th Generation Charter Application A 3

LAC A LIE MY] information technology. Learning styles typical of each gender can also actually be reversed. Principal Linda Rojas of California's Jefferson Leadership Academy notices that in their single-gender classes, girls compete more and boys collaborate more. In mixed gender classes, the distraction of impressing the opposite gender and the difficulty in working closely with classmates of the opposite gender keep boys and girls from developing proficiency in different learning styles. An ERIC Digest of research on this topic summarizes that, overall, studies of attitudinal variables yield consistent findings demonstrating that "single gender contexts foster less stereotypical views of subjects". Also, studies concur that students perceive single gender classrooms as more 'orderly', and girls especially view such environments as more conducive to learning. Brain research reported by Dr. Michael Gurian indicates that girls process emotional activity in a completely different area of the brain than boys do. As a result, in a literature class, girls are comfortable linking emotions with ideas, analyzing characters in a novel, examining psychological rather than action-packed novels, participating in role-playing and imagining how others might feel in a particular situation. Such preferences lend themselves to different classroom management techniques and different choices in readings than when boys are in the class. Girls are also known to mature faster than boys, a finding verified in research that studies brain development. Thus, topics and themes in a girls-only environment can be customized to their level of emotional maturity to a greater extent than in a coed setting. A large Australian study, 2001: The Australian Council for Educational Research released a study comparing single-gender and coeducational schools. Their analysis, which was based on six years of study of over 270,000 students in 53 academic subjects, demonstrated that both boys and girls who were educated in single-gender classrooms scored on average 15 to 22 percentile ranks higher than did boys and girls in coeducational settings. The report also documented that "boys and girls in single-gender schools were more likely to be better behaved and to find learning more enjoyable and the curriculum more relevant". The report concludes: "Evidence suggests that coeducational settings are limited by their capacity to accommodate the large differences in cognitive, social and development growth rates of boys and girls aged between 12 and 16." d) State the proposed teacher-to-student ratio and the rationale for maintaining this ratio.

The maximum student-to-teacher ratio will be 1:18 for KG, 1:21 for lsi-3rd grade and 1:26 for grades 4l -8l . This ratio will allow Manara teachers to: • Spend more time on instruction and less time on discipline matters, • Accommodate individual learning needs of particular students, • Give attention when a child is struggling, • Give particular instruction to students with language barriers or limited educational backgrounds, • Increase participation among all students, • Create a safer, more comfortable environment.

Manara Academy 14 Generation Charter Application 44 e) If th proposee d school will offer a gifted and talented program, describe it.

At this time, Manara Academy does not plan to offer a gifted and talented program. f) Describe the programs offered to support other student activities (e.g., athletics, clubs, and organizations).

Manara Academy will strive to promote additional academic, social and leadership skills by using after-school programs. A variety of after-school activities will give each child a choice to further expand their learning experience. Teachers, parents and community volunteers will provide the instruction and support for these after-school clubs. Manara Academy will apply for multiple grant opportunities including the 21st Century After-School Grant to help implement and fund this program. Students will have access to a multitude of positive extended day activities that enrich student learning and further support the TEKS including: • Student Council—A student representative will be elected from each class to form a Student Council. The purpose will be to present students' concerns and interests and provide a communication channel between students, teachers and administrators. This promotes leadership skills, fosters new ideas and encourages community involvement. • Sports Teams—soccer, softball, volleyball, etc. • Scouts—Boy Scouts or Girl Scouts of America will be organized through parent volunteers to hold weekly meetings at the proposed site. • Computer Club—Students with an interest in computers can develop new skills by using approved software and further research through the internet. • Science Club—Students who have an interest in science can join a hands-on class with various science activities and fun experiments. The club will organize a school-wide science fair each year and enter science fair competitions. • Math Club—Students with a high interest in math will learn to make better use of their skills by using a variety of games designed to promote math skills and thinking strategies. • Arabic Club— Students will partake in Arabic cultural activities, learn more about Arabic- speaking countries, enhance their communication/speaking skills, expand their vocabulary and learn about foreign food. • French Club—Students will partake in French cultural activities, learn more about French- speaking countries, enhance their communication/speaking skills, expand their vocabulary and learn about foreign food. • Peer Tutoring—Students who excel in Math will provide peer tutoring and coaching with those who are struggling with the subject. • Ar tClub—Students interested in art will be able to work with additional resources and materials normally not available in the classroom. Students will be encouraged to present group projects, including murals and sculptures that will be displayed within the grounds of the school. • School Newspaper—Students with an interest in writing can develop their publishing skills by creating a monthly school newspaper. Students will write articles on current school events.

Manara Academy 14it h Generation Charter Application g) Describe any plans to partner with other public or private agencies tor the provision of student activities.

Manara Academy has the following partnerships as of date for the provision of student activities. Please see the attached intent letters in Appendix HH. 1. ELS - Outward Bound ELS will assist Manara Academy with a comprehensive education design that combines rigorous academic content and real world projects. ELS partnership will be key, to achieve Manara Academy vision. 2. University of Houston/ Arabic program This partnership will help in training and development of Arabic language teachers. It will also facilitate Arabic curriculum review. 3. University of Dallas/French program This partnership will help in training and development of French language teachers. It will also facilitate French curriculum review. 4. North Lake College North Lake College is one of the premier institutions in the Irving Community will partner with Manara Academy in areas of mentorship, library services etc. 5. Irving Fire Department This partnership will provide the students an opportunity to learn from local professionals on safety and their environment 6. Maximal Health Manara Academy will stress on healthy body for a healthy mind for all students. This partnership will provide Manara students with the tools to keep them healthy. 7. Champion Karate Academy Manara students will have the ability to participate in a karate program as part of their after school program.

Manara also intends to partner with other local community groups, such as Boy Scouts and Girl Scouts of America, local museums, gardening centers, etc. Manara Academy will enthusiastically seek other partnerships that will allow our students to explore and create a learning atmosphere that goes above and beyond the classroom. h) Describe the planned academic assessment program, including the process to be used to determine baseline achievement levels of students and the methods of measurement to be used.

The process of using assessment information to improve teaching and learning will be a central focus of the faculty and administration of Manara Academy. The driving force behind all student assessment data is to show the faculty how to improve instruction. We firmly believe that students learn in different ways; and part of our reason for having varied methods of assessment is to seek insights on the best ways for each student to succeed; and then to adjust our teaching so that a student's strengths can be enlisted to help eliminate areas of weakness.

At Manara Academy, the Principal and the Instructional Guide/Coach will assist teachers to disaggregate the data and analyze the assessment results in order to see how individual students learn

Manara Academy 14 Generation Charter Application best, where students are not succeeding and what the students' areas of strengths and weaknesses are. As needed, the school will hire a consultant to guide the faculty in interpreting the scores and finding the most effective ways, consistent with our mission and curriculum, to address the targeted areas of performance indicated by the testing.

This process of working with assessment data to improve instruction will be a regular part of team meetings and full faculty meetings. Success in all areas for all students will be the responsibility of the full faculty. If weaknesses were identified in writing, for example, strategies would be developed for the entire faculty, not simply the language arts teachers, to emphasize the needed writing skills across every content area. Goals would be set for the faculty as a whole and also for individual teachers.

Manara Academy will follow state and federal guidelines and use the TAKS or TAKS Alternative Test to assess special education students who are receiving instruction in the Texas Essential Knowledge and Skills (TEKS). The Admissions, Review and Dismissal committee (ARD) will determine the appropriate test and test setting for special needs students. Students will be assessed at their appropriate instructional levels, as determined by their ARD committee rather than at their assigned grade level. The assessments will be administered following the state's testing calendar, and will be a measurement of the student's annual growth based on appropriate expectations for each student as determined by their ARD committee.

The school will administer the Texas English Language Proficiency Assessment System (TELPAS) which is comprised of the Reading Proficiency Tests in English (RPTE) and the Texas Observation Protocols (TOP) to all limited English proficient (LEP) students. Administration by trained personnel will be scheduled to fall within the state's testing window. The RPTE will be given annually to LEP students; in grades 3-8 to measure annual growth in English reading proficiency; and the TOP in grades K-2 to measure listening, speaking, reading and writing; and in grades 3-8 to measure listening, speaking and writing. The combined results provide TELPAS performance data used to fulfill state and federal reporting requirements, and these tests along with the TAKS and classroom performance will help Manara make instructional decisions concerning individual LEP students.

In addition to the state assessment tests, students in grades K through 8 will be given the Stanford Achievement Tests including those special needs students who are being assessed by the TAKS Alternative Test, if recommended by their ARD committee. This test will be administered to gauge the progress of students and to create a standardized basis for measuring the school's growth and progress. This nationally norm-referenced test will be administered to all students during the fall semester of the first year of the school to establish a norm-referenced baseline. Results of this test, previous student records and possibly the release TAKS (grades 3-8) will allow students to be divided into sections within each grade level so that teachers can teach subject material to more homogeneous student cohorts. This ability grouping will enable teachers to provide effective classroom management practices.

Subsequently, the Stanford Achievement Test will be given near the end of every school year. The goal will be to increase performance by at least one grade level each year for every student. The results of these tests will show that this goal has been attained and, along with other assessments be

Manara Academy 14T Generation Charter Application 47 used to evaluate school programs, classroom performance and student progress. This nationally recognized test when viewed with daily work performance, report cards and student portfolios will give a balanced picture of each student's progress.

Initial Baseline Assessment

Language Arts/Literacy and Mathematics Manara teaching faculty will use, as in most schools, baseline assessment strategies accompanying the literacy and mathematics program selected for Manara Academy. As discussed previously in this petition, Manara Academy is planning to select a nationally recognized balanced literacy and mathematics program. Manara Academy will also utilize the ELS literacy institute training, the ELS literacy platform included in this petition in Appendix AA and the literacy assessments outlined in ELS Core Practice Benchmarks document (included in Appendix AA). All of these are built on elements common to most recognized balanced literacy programs and provides guidance to integrating these techniques into the ELS project-based classroom. Included are common assessment tools such as running records, profiles, recording forms and reader-response journal entries. Teachers will also use small and group inquiry based conferences to assess baseline student comprehension and analysis skills of literature and writing. Balanced literacy programs under consideration at the writing of this petition include Four Blocks, First Steps and Rigby to name a few and will be finalized by the selected Manara Administration.

Nationally recognized mathematics models such as Everyday Mathematics, Math Their Way and Mathland were some of the models under consideration at the writing of this petition. Again, these models contain built in baseline assessments to which Manara Academy will adhere as well as using ELS specific training (see Appendix AA for a short sample course description) and benchmarks (see document ELS Core Practices Benchmarks in Appendix AA) to aide in the integration of the national model into the ELS project-based classroom.

Foreign Language Arabic and French baseline assessments will incorporate existing student milestones/benchmarks included in the EFSL model. The foreign language faculty will tailor the assessment materials to fit the needs of Manara Academy. A sample unit is included in Appendix CC.

Science and Social Studies Science and Social Studies baseline assessment will occur through inquiry based classroom discussions that are sparked from guiding questions introduced at the start of expeditions. These guiding questions serve to activate each individual student's prior knowledge or schema. ELS will provide resources and training for fostering in-depth inquiry based classroom discussions. Teachers will use ELS techniques to plan expeditions that focus on making connections between the classroom and the surrounding community. Teachers must develop guiding questions, project topics, learning goals and assessments such as rubrics that involve students, journal prompts, self-assessment sheets, portfolio requirements and teacher observation logs before the start of a school project. Faculty engaged in this pre-planning activity fully understands where individuals need to be at the beginning and throughout the expedition to maximize learning. These tools will not only help the class as a whole to see its baseline but will aid teacher and students to compare what they know both as a class

Manara Academy 14th Generation Charter Application and individually at the beginning of the year and what they achieved at the completion of the expedition.

Teachers will coordinate expeditions whenever possible within single grades and sometimes across multiple grades. In this way the commencement of an expedition will provide excitement that sparks the students to communicate with each other and further set the stage for enthusiastic discussions. Teachers also will meet regularly throughout the expedition to conduct peer evaluation and support. When this is done thematically in multiple classrooms, it gives the teachers outlets for generating meaningful classroom discussions to evaluate baseline knowledge. Referring to the sample expeditions and the document ELS Core Practices Benchmarks contained in Appendix AA of this petition gives further insight into the ELS methodology.

Authentic/Formative Assessment

In keeping with Manara's assessment philosophy, students will be evaluated on a continuous basis in all areas of instruction such as language arts, math, and science and social studies using a variety of techniques that include the following: • Observations of both cognitive and social growth: Teachers will observe and record the ways that students make meaning from what they learn and will closely monitor changes in students' attitudes towards the learning taking place in the classroom. This development will be measured by examining how students learn (multiple intelligences), make decisions, relate to their teachers and peers and perceive knowledge. • Journal and log writing: Student journals will be used across the curriculum to reflect the student's own performance in academic areas and their use of critical thinking skills. • Videotaped and photographic documentation of work: Both video records of student work (e.g., showing a child reading aloud) and videos created by the students will serve as indicators of the students' progress towards and mastery of skills in designated areas. • Running records: Authentic assessment of children's reading skills in context will be completed by teachers. Students will be given passages at different levels of difficulty, based on grade level and will be scored on their degree of fluency and accuracy, as well as their ability to respond appropriately to comprehension questions. • Projects and cumulating presentations: Students will complete projects that represent a cumulative show of the student's learning. These may be written and/or oral and may include the use of various media. Eighth grade students will work with advisors to complete their exit projects. Rubrics will indicate students' mastery of skills. • Portfolios: A systematic collection of student work over a period of time that exhibits a student's work and progress will be gathered. Portfolios will be used to measure student progress towards and mastery of statewide standards using school-wide rubrics. 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 provide the staff and parents with an authentic picture of the student's progress over time, while simultaneously giving information for future instruction and student needs. • Performance assessments and rubrics: Student performance will be evaluated based on pre­ established criteria. These may include an oral presentation, conducting an experiment, teaching a skill or concept to other members of the class or acting out a story in sequence.

Manara Academy 14l Generation Charter Application • Conferences: Parent-teacher conferences will be held throughout the year at regularly scheduled times. At these conferences, the parents will share their expectations and views of the educational program, the teacher will report the child's academic accomplishments and social achievements and together will set goals for the child. Upper grade students will be involved in these conferences to reinforce their participation in the learning process, with occasionally student-led conferences.

This is not to say teachers will not administer paper and pencil tests, but these too can be formulated to address all learners. The spirit of assessment should coincide with the spirit of instruction, and assessment should be fair and unbiased so all students have the opportunity to display their talents and knowledge. Students want to succeed and please both their parents and teachers, and with this desire in mind and in keeping with the values of Manara Academy, teachers should design assessments so that all students have the opportunity to be successful.

All these techniques will be used to determine the achievement levels of students. By using a curriculum that teaches the TEKS from Kindergarten through eighth grade, every child will be afforded multiple opportunities to master the state's standards as set out in the TEKS objectives. The planned multiple assessments will reflect the students' progress, as well as assessing the school's programs. i) Describe the connection between the TKKS, classroom instruction, and assessment of student progress.

The connection between the TEKS, classroom instruction and the assessment of student progress will be aligned throughout the school year. Upon completion of a subject unit by the use of learning expeditions and projects aligned with ELS, students will be given an assessment tool to measure the mastery of those specific objectives. For the majority of courses, teachers will develop tests for periodic administration to give the students the opportunity to demonstrate their knowledge and understanding. Teachers will maintain a checklist of TEKS objectives that will be updated periodically for each student regarding mastery of specific objectives corresponding to TEKS objectives. At the end of the school year, checklists will be compared to TAKS results to estimate effectiveness of classroom are prepared for the next grade level of instruction.

For individual students needing close monitoring, a team of teachers will analyze portfolios, test scores and any other assessment data to form an individual student plan to assist the student's acceleration. The team may suggest any number of adjustments in the student's learning environment such as; tutoring, parental training for support at home, alternate teaching styles or strategies, learning modifications, study skills training, peer tutoring or homework support. After recommended strategies are implemented, progress will be closely monitored and periodic reevaluations and readjustments will be implemented until the student is successful. All strategies will be documented in the student's portfolio to follow the student to the next grade level, so that success can be maintained.

Although the primary success is academic success, other factors will be evaluated when considering overall program success. These factors include: character development and discipline management,

Manara Academy 14th Generation Charter Application school attendance and tardiness records, parental involvement and satisfaction, student satisfaction, teacher satisfaction, participation in extra-curricular activities and community involvement. j) Describe plans for program evaluation and explain the ways in which results will he used to improve instructional programs for all students.

In an effort to continuously assess program effectiveness, Manara Academy will consistently gather, analyze data and adjust the curriculum accordingly. Since the curriculum is closely aligned with TEKS, the TAKS assessment is the primary source of program evaluation. Analysis of TAKS data for student progress is on an individual basis, but for program and teacher evaluation purposes can be analyzed on a class and school wide basis. Any weaknesses indicated by the data can be refined and rectified by adjustments to curriculum, teachers' strategies and staff development. Those objectives that are not being mastered will be an indication of an area that needs improvement in curriculum or instructional techniques.

To meet objectives that are not being mastered several methods for refinement and change will be in place. First, teachers will meet regularly to discuss strategies for refining and readjusting any curriculum goals not being met and to insure that any students not meeting required goals are more closely monitored. In addition, vertical alignment teams will meet regularly to adjust curriculum to insure that students are prepared for the next grade level of instruction.

For individual students needing close monitoring, a team of teachers will analyze portfolios, test scores and any other assessment data to form an individual student plan to assist the student's acceleration. The team may suggest any number of adjustments in the student's learning environment such as; tutoring, parental training for support at home, alternate teaching styles or strategies, learning modifications, study skills training, peer tutoring or homework support. After recommended strategies are implemented, progress will be closely monitored and periodic reevaluations and readjustments will be implemented until the student is successful. All strategies will be documented in the student's portfolio to follow the student to the next grade level, so that success can be maintained.

Although the primary success is academic success, other factors will be evaluated when considering overall program success. These factors include: character development and discipline management, school attendance and tardiness records, parental involvement and satisfaction, student satisfaction, teacher satisfaction, participation in extra-curricular activities and community involvement.

Manara Academy 14 Generation Charter Application

E MY] Section 4-Student Goals a) Other than the indicators of the state accountability rating system, discuss student goals.

Manara Academy was formed to offer opportunities for positive school experiences that will challenge students academically and make them life long learners. We seek to mold attitudes towards education that will result in an excitement for learning. With these goals in mind and in addition to the indicators set by the state accountability rating system, Manara Academy has set the student goals listed below. The classroom teacher, administrative staff and the students shall monitor individual student progress. The school will increase the number of students scoring at the Commended Performance Level on TAKS, improve student performance on standardized tests and compare favorably with other schools of similar student populations. i. Goal 1: Reading— Students will improve in reading proficiency and achievement and will advance at least one grade level by the end of each school year. All students and student groups will meet or exceed the performance standard of 75% on TAKS Reading. ii. Goal 2: Mathematics—Students will improve their mathematical skills and will advance at least one grade level by the end of each school year. All students and student groups will meet or exceed the performance standard of 75% on TAKS Math, iii. Goal 3: Writing—Students will improve their proficiency and achievement in written language as evidenced by an annual portfolio review. All students and student groups will meet or exceed the performance standard of 75% on TAKS Writing, iv. Goal 4: Science—Students will improve in gathering research, understanding content, and making connections. All students and student groups will meet or exceed the performance standard of 75% on TAKS Science. v. Goal 5: Social Studies—Students will improve their social studies skills by gathering research, understanding content, recreating historical events and making connections to the current time. All students and student groups will meet or exceed the performance standard of 75% on TAKS Social Studies in 8th grade. vi. Goal 6: Technology—Students will use technology as an integrated tool in learning and teaching and to support student created projects, products and performance vii. Goal 7: Character Education & Community Building—Manara Academy will provide an exemplary academic program while instilling strong character education built upon respect, responsibility, trustworthiness, fairness and citizenship. Students will be expected to meet specific character learning targets at each grade level, viii. Goal 8: Attendance -Manara Academy will produce high rates of student attendance. Manara Academy will meet or exceed the average daily attendance rate standard of 95% in all grades.

Manara Academy 14 Generation Charter Application « b) Describe methods used to measure success toward each goal.

Goal 1: Reading Strategies Performance Measure 1. Teachers will expose all students to a wide variety of literary genres: classics, Student projects/exhibits biographies, historical, fiction, non-fiction, research assignments, newspapers, magazines, technology assignments, etc. 2. Teachers will develop individual instructional plans for all students who Portfolio of individual instructional plan. require remediation or enrichment. Reading Inventories or reading analysis 3. Teachers will have access to Reading will determine grade levels Inventories or reading analysis tools such as Dibbles, IRI 4. Teachers will instruct all students at Performance on daily practice activities individual reading levels. and standardized tests 5. Teachers will complete TAKS item TAKS item analysis in individual analysis to determine individual student's portfolios strengths and areas of concern. 6. Specially trained teachers will employ Varied reading assignments, reading aloud, strategies in reading to improve students standardized test who require remediation. 7. Family at home reading will be Classroom logs of family/at home reading encouraged. time

Goal 2: Mathematics Strategies Performance Measure 1. Every grade level will use math manipulatives to improve their problem solving skills. Performance on daily practice activities 2. Students will complete daily problem solving activities. 3. Complete TAKS item analysis to determine program strengths and areas of concern. Exams, standardized tests, portfolios and 4. All teachers will employ multiple exhibitions strategies in math instruction to meet the needs of individual learners.

ith Manara Academy 14 Generation Charter Application 53 Goal 3: Writing Strategies Performance Measure 1. Complete TAKS item analysis to determine program strengths and areas of concern. 2. Students will practice writing daily. Classroom assessments using grade level 3. All teachers will employ differentiation appropriate rubrics strategies in writing across all curriculum areas to meet the needs of individual learners. 4. Maintain student-writing portfolios. 5. Using 6+1 writing traits, writing will be integrated into other curricular areas. Varied writing assignments, portfolios, 6. Teachers will demonstrate and model exhibition and standardized tests examples of good writing across grade levels.

Goal 4: Science Strategies Performance Measure 1. Teachers will utilize hands-on activities and investigative labs at every grade level. 2. Implement technological applications when appropriate. Classroom assessments using grade level 3. Teachers will implement activities and appropriate rubrics provide resources to meet the needs of all students. 4. Science will be integrated into other curricular areas, especially mathematics. 5. Students will utilize classroom, lab and Exams, standardized tests, portfolios , and library technology as appropriate to the exhibitions learning activities. Goal 5: Social Studies Strategies Performance Measure 1. Teachers will utilize hands-on activities to recreate historical events. 2. Implement technological applications when appropriate. 3. Teachers will implement activities and Classroom assessments using grade level provide resources to meet the needs of all appropriate rubrics students. 4. Social Studies will be integrated into other curricular areas, especially reading and writing. 5. Students will utilize classroom and Exams, standardized tests, portfolios , and library technology as appropriate to the learning activities. exhibitions

ith Manara Academy 14 Generation Charter Application 54 Goal 6: Technology Strategies Performance Measure 1. Staff will continue to develop technical skills through in-service, training, classes and mentors. Classroom documentation of usage 2. Staff will utilize school technology in designing and documenting learning expeditions. 3. Students will utilize classroom, lab and library technology in the creation of Checklist of classroom software usage projects, products and performance. 4. Purchase and utilize needed software, hardware and technology tools. Hardware/software inventory, usage logs 5. Support and encourage after school and parent/students surveys parent and student computer use.

Goal 7: Character Education & Community Building Strategies Performance Measure 1 . Using small class size and expeditionary learning techniques, all students will be part of a crew or advisory. Crew or advisory lesson plans, narratives, 2. Students will develop leadership skills notebook through character education, service learning and other opportunities such as Student Council. 3. Students will participate in community Volunteer hours service projects via club activities. 4. A school-home connection will be fostered through effective communication among parents, staff and administration. Communication log, parent council, parent 5. A strong parent council will work involvement survey toward activities and projects that enhance the educational programs and school climate.

ith Manara Academy 14 Generation Charter Application 55 Goal 8: Attendance Strategies Performance Measure 1. Maintain current monitoring of attendance by staff. 2. Teacher-Home contact in the use of a variety of strategies including incentives Daily recording and informin; I parents for good attendance. immediately if student is not attending 3. Teachers will conference with parents. regularly 4. When an attendance problem is noted, then the student is reported to Student A log of students referred to SST for Support Team (SST). attendance 5. Students and parents will have access to homework and assignments through the school's website.

ith Manara Academy 14 Generation Charter Application 56 Section 5-Human Resources a) Submit, as part of Attachment A, a notarized biographical affidavit for each school officer. A sample of the biographical affidavit form is included in Appendix I. Biographical affidavits must be notarized within 90 days of the due date of this application. If school officers are not yet identified, the affidavits must be provided before the opening of school

Please see Attachment A for notarized biographic affidavits. As no school officers have as yet been identified, it is not included as part of the attachment. b) Provide a complete job description, including qualifications required, for all school officer positions.

Manara Academy will not utilize a CEO/Superintendent due to the fact that we are a single campus. Therefore, our Principal will assume all the leadership roles of Manara Academy.

Principal Job Description

Reports to: Governing Board

Job Goals: The Principal is responsible for providing the instructional, operational and administrative leadership necessary to ensure the success of the school. The principal will organize, administer, supervise and evaluate all aspects of Manara and the greater school community. The principal will be held accountable for the continuous improvement of student achievement.

Salary Range: • $65,000-$85,000 • Th Principae l will be contracted for 230 days with an annual salary approved by the Board of Directors

Education/Certification: • Bachelor's degree required, preferably in education • Master's Degree is preferred • Valid Texas Mid-Management Certification preferred • Minimum three years of successful experience as a classroom teacher • Previous administrative experience is required

Special Skills and Knowledge Recommended: • Ability to evaluate instructional programs and teaching effectiveness • Knowledge of curriculum development and constructivist, project-based instruction • Exceptional communication, organizational, public relations and interpersonal skills • Ability to exercise good judgment in decision-making

Manara Academy 14l Generation Charter Application nLACADCMV J a • Ability to interpret policy, procedures and data • Knowledge in the selection, training, supervision and evaluation of personnel • Knowledge of laws, rules, procedures and programs specifically related to the operation of charter schools

Experience: Minimum three years of successful experience as a classroom teacher Previous administrative experience is required

Roles and Responsibilities: • Manages the overall daily activities, operations and resources of the charter school for a safe, efficient and effective learning environment. • Regularly consults with teaching staff and committees about planning, operation, supervision and evaluation of Manara programs. Include students and community representatives when appropriate. • Monitor the instructional program by reviewing teacher lesson plans, observing classroom instruction on a regular basis and providing written feedback, conferencing with staff and carefully analyzing assessment data related to student academic performance. • Provide a positive image and maintain a work environment conducive to positive staff morale. • Communicate and practice good listening skills and be receptive to suggestions and input from staff, students and parents and work with them to successfully resolve conflict. • Demonstrate an understanding and commitment to the school's mission. Collaboratively build, with staff, a common vision for school improvement. • Provide leadership that produces desired results and significant improvement in student academic achievement. • Assess various aspects of the school program and effectively use the resultant information to implement actions that improve learning and provide an orderly and purposeful environment. • Define expectations for staff (e.g. routine procedures, classroom management, instructional strategies, and communication with the public and personal contributions to positive staff morale) and promote high expectations for staff and students in an enabling supportive manner. • Assist the Business Manager to develop an annual budget based on program needs, estimated enrollment, staffing and other fiscal needs; implement programs within budget limits; maintain fiscal control; accurately and responsibly report fiscal information. • Communicate student discipline expectations to staff, students and parents and encourage parent involvement in promoting responsible student behavior. • Articulate the school's mission to the community and solicit support in accomplishing it. • Promote a positive image of the school and maintain a positive working relationship with parents and other community members. • Involve parents and other community members in school activities through such avenues as PTA groups, Partners in Education (PIE) program and other volunteer work opportunities. • Comply with all state and federal laws, local board policies, administrative guidelines and the Texas Educators Code of Ethics. • Demonstrate trustworthiness in dealing with confidential matters.

Manara Academy 14 Generation Charter Application n 3 [ACAOEMVj The above mentioned statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

Business Manager Job Description

Reports to: Principal

Job Goals: Manara's Business Manager is responsible for all matters related to fiscal and administrative procedures including all aspects of accounting, financial reporting, state & federal reporting and risk management

Salary Range: • $45,000-$55,000 • Th Businese s Manager will be contracted for 220 days, with an annual salary approved by the Board of Directors

Education/Certification: • Bachelor's degree required • Accounting and Business background is required

Special Skills and Knowledge Recommended: • Knowledge of fund accounting • Experience with accounting and financial software • Non-profit experience • Excellent communication skills • Ability to work independently • Ability to perform multiple tasks • Strong organizational skills

Experience: Three or more years experience in accounting, bookkeeping and business office, preferably in a governmental or educational setting.

Roles and Responsibilities: • Administers and monitors day-to-day activities of business office • Sets up and maintains chart of accounts • Develops and implements accounting policies and procedures • Administers the payroll and benefits package • Performs accounts payable, accounts receivable and cost disbursement duties • Manages the automated accounting system from an operational perspective, including monthly closings, data control and systems accounting support • Examines a variety of financial statements for completeness, accuracy and conformance

Manara Academy 14th Generation Charter Application with established procedure • Works with PEIMS coordinator on midyear PEIMS submission (actual budget reporting) • Works with auditor for required annual audit(s) The above mentioned statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. c) Submit, as Attachment B. the sponsoring entity's organizational chart. The chart should illustrate all current and proposed operations of the sponsoring entity including: (1) all non- charter operations in which the sponsoring entity is engaged: (2) other charter schools that the sponsoring entity operates; and (3) the operation ol'the proposed charter school.

Please see Attachment B for Manara Academy's organizational chart. d) Discuss the salary ranges, benefits, and any other forms of compensation for school officers, including an analysis of salary and benefits for schools comparable in size and location to the proposed charter school.

As even the youngest of children can aspire and exemplify Manara principles, so too will they react to examples that are inconsistent with these values. Manara Academy educates by example. As such, Manara Academy staff must exemplify the qualities we strive to guide our students towards. In the words of our partner ELS, we are not passengers but a "crew". Therefore, ideas and actions of all staff affect the course to which we steer ourselves. As we truly are "charting new waters" with our unique emphasis on high academic achievement, communication excellence, foreign language, ethical character and stewardship, we strive to attract and retain individuals who show enthusiasm for and commitment to these areas.

Manara is committed to recruiting highly qualified staff, those who not only meet TEA and NCLB criteria as it applies to charter schools, but who also possess the following: 1. Educational credentials as recognized by any one of the regional accrediting agencies located throughout the United States, its territories or recognized foreign university or college 2. Relevant experience 3. Motivational fit with the school's mission and design and an understanding of the responsibilities of a charter school and the dedication to being a member of a founding faculty 4. Feedback evaluations

Potential employees of Manara Academy may reside beyond the geographic boundaries of the proposed location in Irving, Texas. We analyzed salary data from ESC Region 10 (Richardson), ESC Region 11 (Fort Worth), and Irving ISO. In addition to these three geographic segments, we included an analysis of charter school sample salaries.

Manara Academy 14tth Generation Charter Application Public Schools

Public School District Salaries (2006-2007) Region 10 Region 11 Function Irving (Richardson) (Fort Worth) Teachers $46,591 $46,808 $46,556 Professional Support $55,743 $53,803 $55,340 Campus Administration $69,064 $67,052 $70,419 (School Leadership) Central Administration $83,182 $85,415 $84,438

Charter Schools

Irving Charter Schools Salaries (2006-2007) Function Universal Academy North Hills Teachers $37,735 $38,559 Professional Support $34,071 $39,654 Campus Administration $23,500 $48,685 (School Leadership)

The above analysis provides a general overview of salaries in the market. The principal and business manager could be fall either within the campus administration or central administration group. The above analysis shows that proposed salaries are within the market ranges of salary data. Manara Academy will offer the following salary ranges for school officers:

Manara Academy Officer Position Salary Range Principal $65,000 -$85,000 Business Manager $45,000 -$55,000

Final salary determination will be dependent upon multiple factors including, but not limited to: 1. Education 2. Experience 3. Relevant skills such as ELS experience, charter school management, bilingual education 4. Accomplishments, awards, certifications and honors.

Manara Academy compensation model will include a variable compensation performance that is based on both individual and organization performance. In addition to the salary, additional bonus will be awarded according to the following: 1. Achievable goals - 5% bonus: The purpose of this component is to motivate individuals and the organization to achieve its goals. Upon achieving individual and organizational goals, 5% of the base salary will be awarded. The goals will be adopted from the organization balanced scorecard. It is expected these goals are met and bonus amount is included in the school budget.

ith Manara Academy 14 Generation Charter Application 61 2. Stretch goals - 5% bonus: The purpose of this component is to stimulate exceptional individual and organization performance. The stretch goals will be adopted from the balanced scorecard. It is not expected that all individuals will meet stretch goals, it is budgeted that 50% of the individuals will receive the additional 5% bonus (i.e. total bonus of 10%. The benefits will be determined and reviewed yearly by the school board. The school board will evaluate available benefits at the end of each school year and choose the appropriate benefits package best suited to retain school officers and staff. The benefits will include health insurance, retirement participation (membership in the Teacher Retirement System of Texas) and vacation /sick policy. e) Describe professional development opportunities that will be offered to school officers.

Manara Academy believes that continuous learning and process improvement are the key ingredients for long term success. Learning is one of Manara Academy strategy pillars and is one of the perspectives of the balanced scorecard used to mange the performance of the charter school. Manara Academy will set in place the following policies to increase the potential for school officers' development: • Professional development plans for all school officers will be developed annually • Pursue funding to support and facilitate achieving professional development plans • Participation in ELS local and national professional development and the principal's attendance at the annual national conference • Encourage collaboration with community organizations, other charter, public and private schools to facilitate experience exchange and networking between different entities • Expect school officers to be current with professional reading and literature (e.g. Educational Leadership, Phi Delta Kappan, Education Week)

The following opportunities are a non-comprehensive list of development opportunities that will be offered to school officers: • Partnership with ELS and access to their state of the arts research, training material and education methodologies • Cross training and knowledge exchange between staff officers • Seminars offered by other schools and guest speakers • Workshops and conferences organized by TEA, Region X and other organizations such as Charter School conference. • External training, college courses and other continuing learning opportunities

Because of the nature of our unique educational design, Manara Academy will strive to provide a baseline and continuing plan for staff training, development and empowerment. Manara Academy's professional development program will reflect our strong and sustained commitment to and belief in our school officers' ability to shape and influence their staff and student's experience through leadership based trainings.

An important example of Manara's commitment to staff development is our partnership with Expeditionary Learning Outward Bound (ELS). Their training has been recognized for excellence by the National Staff Development Council. ELS field directors and school designers will provide intensive on-site and off-site professional development so that Manara school officers will possess

Manara Academy 14l Generation Charter Application

I ACADEMY! the skills to be strong leaders in a school where subjects are taught through a challenging set of connected, real-world projects called learning expeditions.

Expeditionary Learning will offer us an extensive program of professional development so that our teachers and administrators can strengthen instruction and school culture, engage students in multidisciplinary academic curriculum and assess and raise achievement. The off-site professional development courses referenced above will complement the extensive on-site and regional programming offered. ELS's off-site professional development will give Manara school officers powerful 'learning by doing" experiences characterized by total immersion in new content in a new environment with new colleagues.

A sample of Manara's Baseline Training and Skills Inventory is listed below: 1. Early in the year, Manara administration and ELS consultants will meet with staff to conduct a skills inventory. 2. Al lManara full time teachers and administration will attend a weeklong, on-site ELS "Summer Institute" to develop expeditions that emanate from a guiding question and are designed to meet the learning standards of each grade. Typically during this week, the integration of multiple subjects across curriculum content areas, authentic assessment, classroom management, the role of literacy in expeditions and other strategies are discussed. 3. Manara Administration will attend an ELS Principal/Leadership Institute prior to the opening of the school.

Additional Ongoing Training/Professional Development ELS offers a wide range of specialized training institutes, conferences and seminars that Manara's officers and teachers will strive to attend as funds allow. We recognize that the commitment to successful implementation of ELS requires a strong commitment to training, and this is where we will prioritize our resources. Staff will be rotated through the different offerings, as possible, over the life of the charter.

0 F.xplain the mcthod(s) that will be used to evaluate school officers.

Manara Academy will adapt an innovative performance management methodology, namely the Balanced Scorecard. The Balanced Scorecard framework allows organizations to formulate, manage and plan for executing their strategy. Multiple research efforts show that the most common cause for failing organizations (for profit or non-profit) is failing to execute their strategy. The founders of Manara Academy followed the Balanced Scorecard framework to translate the school vision and mission into specific objectives at various levels of the organization.

The ultimate objective at Manara Academy is to reach its vision by successfully achieving and sustaining the mission. Manara Academy established the strategy map shown in Figure 1 to facilitate achieving its strategy. One of the basic principles behind the Balanced Scorecard framework is to establish specific objectives that will provide the path to reach the vision. These objectives are divided into five different perspectives:

Manara Academy 14i HiGeneration Charter Application 1. Financial Health: Includes building and administrating accountability systems, developing and managing human capital and allocating resources in alignment with the strategy. 2. Human Resources: Includes recruiting and re-training teachers, sharing best practices and using performance data to guide decisions and create accountability. 3. Stakeholder Involvement: Includes the understanding of how cultures, resources, stakeholders and environments reinforce each other and support the deployment of strategy in the school. Stakeholders include parents, school board, community and advocacy groups and policy makers. 4. Administration and Education Process: In order to improve student achievement, best- practice administration and education processes need to be adopted in increasing teachers' skills and knowledge, engage students in learning, leverage the strengths of diverse students' cultures and make sure that the curriculum challenges students academically. 5. Student Achievement: Student achievement is the ultimate goal and long term vision of Manara Academy. Student achievement includes excelling in three different objectives: academic excellence, character building and community building.

The student achievement perspectives constitute the ultimate goal at Manara Academy. The other perspectives constitute the path that will support achieving Manara Academy's mission on a consistent and sustainable basis. Objectives across these perspectives are related through a causal effect. At the highest level, Manara Academy needs to maintain its financial health, which will enable investing in its human resources. Next, qualified human resources will attract and improve stakeholders' involvement at Manara Academy. With strong financial health, stakeholder involvement and continuously trained human resources, Manara will excel in its administrative and education processes. Finally, the effective and efficient administrative and education process will facilitate students in achieving excellence in academics, character and community building. This strategy is outlined in the strategy map.

The above explains the strategy adopted by Manara Academy to achieve and sustain its mission. Executing the strategy and mapping it to each employee's role are the biggest challenges to achieving an organizational mission. The next step would be to translate Manara's Strategy Map into actionable items executed throughout the organization. The step is formulated through establishing a Balanced Scorecard for Manara Academy. The balanced scorecard is constructed by identifying specific measures for each objective on the strategy map. A sample Balanced Scorecard is outlined in Table 1.

th \Mh#9Vr 4 T& l Manara Academy * 14 Generation Charter Applicatio11 n [MMARAj Table 1: Balanced Scorecard Objective Measure Target Actual Student Achievement Perspective Excellence in Reading, Math, Social % success on standardized tests Studies and Science # of students achieving Commended Performance Level on TAKS # of students receiving local and national awards Character Building Students Character Rating # of students involved in character building activities Community Building # of student volunteer hours # of community service projects Administrative and Academic Processes Perspective Foreign Language Foreign Language test scores Instructional Best Practices and # of ELS principles adopted in school Techniques Leveraging Diverse Cultures # of cultural events during the year. Stakeholder Involvement Perspective Enriching and Safe Environment # of severe discipline incidents in the school PEIMS annual incident report Parental Satisfaction and Involvement # of parent volunteer hours Parent responses on surveys Community Partnership # of local organizations involved with Manara Academy Competent and Productive Staff % of key teachers retained Human Resources Perspective Improve School Effectiveness # of effective initiatives taken by teachers Leveraging Technology Innovations % of students accessing multiple information sources on projects and in classroom activities Staff satisfaction % of satisfied personnel responses on survey Continues Staff Improvement % of staff completing required training objectives Financial Health Effective Fund raising % of school revenues from fund raising Comply with Financial Regulation Financial audit results Sound Fiscal Management % of school funds spent on education staff

The above scorecard is a sample scorecard for Manara Academy that will be established annually. Measurement and targets may vary yearly according to multiple variables. This scorecard will be cascaded down for individual scorecards enabling staff to recognize how and what they need to do to

ith Manara Academy 14 Generation Charter Application 65

I ACADtMY] achieve Manara Academy's mission. The principal will use Manara Academy's Scorecard as his or her balanced scorecard for the year. The principal will in turn work with staff and establish a balanced scorecard for each individual. For example, continuous staff improvement is an objective that is measured by the percentage of staff completing required training program. The following is an example (Table 2) of how that strategic objective is cascaded down to various individuals in the organization.

Table 2: Role Objective Measure Target Principal Attend Charter School Successful training completion 100% Training Business Improve Charter school Number of classes successfully completed 4 Manager fiscal management and attendance at TEA training knowledge Arabic Attend bilingual instruction Number of training hours 6 Teacher delivery training Grade level Attend ELS training and Number of internal sessions conducted to I/ week teachers educate other teachers improve ELS understanding throughout Manara Academy

At this stage, each individual at Manara Academy will have specific objectives and measures. These objectives and measures are linked to Manara's strategy enabling efficient execution of the strategy. In addition, each staff member at Manara Academy would understand his/her role and how to contribute to achieving and sustaining the mission of Manara Academy. Figure 2 below illustrates how the balanced scorecard framework is used to translate Manara Academy's vision and mission into its strategy. Next, the strategy is translated into measurable objectives at the school level. These objectives are cascaded down to each individual according to their role in the organization. The framework not only provides an efficient performance measurement and appraisal framework, it also allows members in the organization to understand how and what they need to do to reach the overall organization's vision.

Manara Academy 14 Generation Charter Application 66

LACADEMYJ Manara Academy Vision and Mission

Manara Academy Strategy Map

Manara Academy Balanced Scorecard

Figure 2 - Translating Manara Academy mission into actionable individualized objectives The balanced scorecard framework is being used by multiple non-profit and educational institutions including TEA. Manara's primary objective is to achieve student goals. However, to sustain and ensure long term achievement of student goals, other performance perspectives will be considered in the balanced scorecard framework.

The balanced scorecard should include objectives that will address measuring and improving the following items described in Sec 12.118 (Evaluation of open enrollment charter schools): • Students' scores on assessment instruments administered under Subchapter B, Chapter 39 • Student attendance • Students' grades • Incidents involving student discipline • Socioeconomic data on students' families • Parents' satisfaction with their children's schools • Students' satisfaction with their schools • The costs of instruction, administration and transportation incurred by open-enrollment charter schools

Evaluation of the principal The evaluation of the school principal will be performed annually by the board. At the beginning of each year, Manara Academy's board and the school principal will meet and agree on the goals and measures for the school principal for the year. The output of this meeting will be the balanced scorecard for the school. The balanced scorecard will be based on fulfilling the vision and mission of Manara Academy. The principal will be responsible to achieve the school's targets and evaluated based on those targets. The performance will be reviewed as needed during monthly board meetings.

ith Manara Academy 14 Generation Charter Application 67 A formal review will be conducted biannually (at mid and end of year) to evaluate the principal's performance during the current school year.

The evaluation of the principal will be based on actual performance and feedback from stakeholders including parents, teachers and staff. The board will identify the process of gathering this feedback yearly (e.g. direct interviews, anonymous surveys, unplanned visits, etc).

Evaluation of other school officers The principal will be responsible for evaluating and managing the performance of other school officers. The principal will create the balanced scorecard for school officers, and review the performance for school officers accordingly. g) Demonstrate that school officers, in conjunction with the governing bodies of the proposed school, understand that they are responsible for:

The board of Manara Academy understands they are ultimately responsible and accountable for the school performance. The board of Manara Academy is responsible of ensuring the satisfaction of the following stakeholders:

1. The commissioner of education and representative of the commissioner of education entity. The board understands that it is ultimately accountable for the annual reviews conducted by the commissioner of education. 2. The parents and students who chose Manara Academy to provide education and learning to the students 3. Teachers and school principal operating the school to reach Manara Academy's vision 4. Partners providing services and support to improve the efficiency of achieving Manara Academy's mission.

The role of the board is to set policy that will facilitate achieving these objectives. The principal of the school is responsible for executing the strategies to achieve the required performance of Manara Academy. The board of directors will hold the school principal accountable for all aspects of school operations. The principal may delegate some of his or her duties to the assistant principal, other school officers or teachers; however, the principal will be accountable to the board of directors for the performance of Manara Academy.

The school officers and the governing bodies of Manara Academy understand that they are ultimately responsible for the following items listed below: (detailed explanation of each is included in this section) • Student and school performance; • Management and administrative practices; • Student attendance accounting reporting requirements; • Compliance with generally accepted accounting principles and generally accepted standards of fiscal management; • Compliance with special education and bilingual/English as a second language (ESL) program requirements;

Manara Academy 14th Generation Charter Application , J [ACADEMV] • Financial accounting reporting requirements, including grant reporting requirements; • Reporting requirements, including those through the Public Education Information Management System (PEIMS); • Reporting annual school and student performance to students, parents and the public; and • Distributing to parents information related to the qualifications of each professional employee of the program, including any professional or educational degree held by each employee, a statement of any certification under Subchapter B, Chapter 21, held by each employee and any relevant experience of each employee.

The Board of Directors of the sponsoring entity and the school officers are aware of their roles and compliance responsibilities for the following items (i.e., items 1 through 9):

1. Student and school performance: The school officers will be accountable for the performance of the school campus and will report to the principal. As part of the annual evaluation process, goals, benchmarks and assessment instruments will be clearly delineated for measurement against actual performance. Baseline testing using a norm referenced pre-test/post-test will benchmark and measure student performance on a national scale; TAKS/TAKS Alt. and TELPAS will measure performance on achieving state academic standards; performance indicators necessary for the Academic Excellence Indicator System (AEIS) will be compiled; and all academic performance data requested and received by TEA for charter schools will be submitted through the Public Education Information Management System (PEIMS) as required by the state. These objective measurements will be used to evaluate the performance of the principal and hold her or him accountable to the board for student and school performance. The principal will be responsible to the Board of Directors for student success and academic performance for the school.

2. Management and administrative practices: The Principal will be held accountable to the Sponsoring Entity for management and administrative practices of the school. The Business Manager will be held accountable for the management and administrative practices of the business office.

3. Student attendance accounting reporting requirements: The Board of Directors and the principal are responsible for the safekeeping of all attendance records and reports listed in the Student Attendance Accounting Handbook. Student records must be readily available for audit by the School Financial Audits Division of the Texas Education Agency. Auditors have the authority to examine attendance records for any year the district is required to retain records.

4. Compliance with generally accepted accounting principles and generally accepted standards of fiscal management: Consistent with our stewardship guiding principle, fiscal management of Manara Academy will be in accordance with sound business practices and the highest ethical standards. A qualified Business Manager will be employed to implement the fiscal policies and to manage financial procedures for Manara Academy. The Business Manager, or his/her agent, will maintain the accounting records using a commercial fund accounting software program. Manara Academy will utilize software systems that will facilitate efficient accounting practices and facilitate data

Manara Academy 14l Generation Charter Application extraction for PEIMS reporting. The board of directors will oversee all aspects of the fiscal management and have the Principal and Business Manager develop financial statements and accounting documentation that ensure compliance with state and federal reporting guidelines. The principal is to ensure that generally accepted accounting principles and standards are adhered to and will have the assistance of an attendance clerk. The attendance clerk will maintain daily attendance and perform other clerical duties.

5. Compliance with special education and bilingual/English as a second language (ESL) program requirements: It is the policy of the Sponsoring Entity that the Board of Directors and School Officers shall identify students with disabilities and ensure that the school develops and implements an IEP for each of its identified students. The school officers shall ensure that the school establishes and implements procedural safeguards that meet the requirements of the appropriate education codes. In addition, the school officers shall monitor compliance through procedures such as revision of documentation, written reports and parent questionnaires.

Finally, the school officers will be responsible for ensuring that an identified child with a disability, who is placed in the school program, is provided special education and related services: 1) in conformance with an IEP that meets the requirements of appropriate education codes, and 2) at no cost to the parents.

Manara Academy's board of directors understands that ESL students are critical to achieving its vision. In Irving ISD (where Manara Academy is located), 33% of the students are enrolled in bilingual/ESL education programs. In addition, Manara Academy's board has observed specific interest from diverse cultural backgrounds, which are likely to require enrollment in ESL programs.

It is the policy of the Sponsoring Entity that every student at Manara Academy who has a home language survey other than English and who is identified as limited English proficient shall be provided a full opportunity to participate in a bilingual education or English as a second language program, as required in the Texas Education Code, Chapter 29, Subchapter B. To ensure equal educational opportunity, as required in the Texas Education Code, §1.002(a), the school will under direct supervision of the principal: 1) identify limited English proficient students based on criteria established by the state; 2) provide bilingual education or English as a second language programs, as integral parts of the regular program as described in the Texas Education Code, §4.002; 3) seek certified teaching personnel to ensure that limited English proficient students are afforded full opportunity to master the essential skills and knowledge required by the state; and 4) assess achievement for essential skills and knowledge in accordance with the Texas Education Code, Chapter 39, to ensure accountability for limited English proficient students.

6. Financial accounting reporting requirements, including grant reporting requirements: The principal will prepare or oversee the preparation of a calendar for the Sponsoring Entity that includes all grant expenditure requirements to be reported to the TEA. The Business Manager will provide timely mid-year and/or final accounting reports to the TEA following the codes set forth in the "Special Supplement to Financial Accounting and Reporting Nonprofit Charter School Chart of Accounts". The Business Manager will be held accountable for the results of the

Manara Academy 14l Generation Charter Application REVISED DURING CONTINGENCY PROCESS. SEE INSERT.

external audit. Exceptions noted by external auditor will be reported to the Board of Directors and will be considered during the annual review.

irting requirements, including those through the Public Education Informal

To ensure complianc^vit531hTEA^cules and regulations_M^*ara^cademy will have a PEIMS coordinator on campus. The PElMS-€QQ£(j[ijgilni 'WiTTt olli i Land^collate data and prepare the necessary PEIMS subrnJ£SJ£fl-*ep0rTsT""T1ie pnnctpcri--wilLoversee the process Lu ensuse-that all in a timely fashion and are accurate.

8. Reporting annual school and student performance to students, parents and the public: The Sponsoring Entity will have the principal prepare an annual report to inform the students, parents and the public in a public meeting (i.e., an open house at the school location) about the educational performance of the school. The annual report must include the performance rating of the school. The report shall include a comparison provided by the Texas Education Agency of a variety of performance, student, staff and financial information. Supplemental information to be included in the reports shall be determined by the Sponsoring Entity.

Distributing to parents information related to the qualifications of each professioj employee of the program, including any professional or educational degree hehMtfy each employ ee7"ir~stateinent of any certification under Subchapter B, Chapter^JKfield by each employee and anyFek^nt experience of each employee: It will be the policy otme^Srjonsoring Entity to hire highl^^traTified teachers for Manara Academy. The principal will eTtsute that notificajierr^is provided to parents about the ; qualifications of their students' teachers. ifeg«nation provided to parents will be in anjuntlerstandable and uniform format and, to the extent praoteabl^provided in a language^tnat the parents can understand. h) Provide complete job descriptions, including required qualifications, for al! teachers and other instructional staff. If the job descriptions and qualifications for core academic subject area teachers and non-core academic subject area teachers differ, please include the job descriptions and qualifications for both types of teachers.

All teachers will be qualified according to the federal definition of "highly qualified teacher" included in the NCLB Act of 2001. All teachers will be on a one-year contract. Desired qualities and qualifications for Manara staff include but are not limited to the following: • Experience with a variety of instructional approaches including project-based learning, differentiated instruction that is thematic and speaks to students of multiple intelligences; • Interest or expertise in technology; • Bi- o multilinguar l skills; and • Experience working with a diverse student population.

ith Manara Academy 14 Generation Charter Application 71 APPROVED DURING CONTINGENCY PROCESS

7. Reporting requirements, including those through the Public Education Information Management System (PEIMS): To ensure compliance with all TEA rules and regulations, Manara Academy will have a Student Attendance Clerk who will manage the PEIMS on campus. The Student Attendance Clerk will collect and collate data and prepare the necessary REIMS submission reports. The principal will oversee the process to ensure that all reports are prepared in a timely fashion and are accurate. APPROVED DUR,NGCONT,NGENcy PROCESS

9. Distributing to parents information related to the qualifications of each professional employee of the program, including any professional or educational degree held by each employee, a statement of any certification under Subchapter B, Chapter 21, held by each employee and any relevant experience of each employee: It will be the policy of the Sponsoring Entity to hire highly qualified teachers and professional staff for Manara Academy. The principal will ensure that notification of all of the professional employees is readily available for the parents to view at the parent's request. The school will also hold on-site public meetings to introduce every Manara teacher and staff member. The notice and information provided to parents will be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. Additionally, individuals desiring to join the Manara Academy Team will find their commitment to Manara most fulfilling if they also exemplify the following traits, attitudes and behaviors:

1. Solve problems (rather than just identifies them) - innovative; 2. Commit to actively engage with parents and staff; 3. Strive for personal growth and development; 4. Adjust to changes and adapts; 5. Function as a team player who thinks independently yet works well collaboratively; 6. Enjoy a high degree of autonomy and can participate in a community of shared leadership; 7. Strive for excellence in work; 8. Believe in the potential of each child and is enthusiastic about children; 9. Demonstrate good work ethic; 10. Have a personal sense of direction and tenacity that will lead to success; 11. Accept responsibility and views mistakes as opportunities for improvement; 12. Commit to contribute talents to effect positive change in the school or community; 13. Communicate effectively for the betterment of the Manara Academy learning environment; 14. Detest complacency and strives for continual improvement; and seeks to gain and disseminate knowledge.

Instructional Guide/Coach Job Description

Reports to: Principal

Job Goals: • Model instructional strategies. Work with teachers at their individual levels of implementation, provide professional development to teachers to enhance their skills and assist in the evaluation of program effectiveness based on the success and accountability criteria

Salary Range: • $40,000 - $50,000 • Half-time during the 1st year. • Full-time by the 2nd academic year. Instructional guide will be on one-year (187 days) contracts with salary approved by the Board of Directors.

Education/Certification: • Bachelor's degree is required, preferred Master's degree • Teacher Certification is recommended or other evidence of sufficient skills to meet the definition of "highly qualified teacher"

Special Skills and Knowledge Recommended: • Experience with a variety of instructional approaches including project-based learning, differentiated instruction that is thematic and speaks to students of multiple intelligences • Possess a strong working knowledge of curriculum and instruction • Bi- o multilinguar l skills

Manara Academy 14l Generation Charter Application • Exceptional organizational, communication and interpersonal skills • Willingness to participate actively on a small team of committed educators • Self-critical, reflective and dedicated to personal and professional growth • Strong written and verbal communication skills • Shows initiative: willing to go above and beyond job responsibilities

Experience: • A least t three or more years of teaching experience.

Roles and Responsibilities: • Acts as an onsite ELS liaison • Facilitate relationship and communication channel with ELS • Mentor, coach and support teachers • Develop in-house training for the teaching staff • Attend educational workshops and conferences • Help to integrate innovative techniques and best practices into the curriculum • Perform other responsibilities as needed for the success of the school • Create and maintain a professional relationship with colleagues, students, parents and community leaders • Solve problems (rather than just identifies them) • Strive for personal growth and development • Commit to contribute talents to effect positive change in the school or community • Resolve conflicts and upholds personal convictions through the use of positive attitude • Parents have the right to question the proper qualifications of their child's teacher. At the parent's request, the principal can provide the qualifications that their child's teacher posses in a standard format

The above mentioned statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

Teacher Job Description

Reports to: Principal

Job Goals: • Al teacherl s will be qualified according to the federal definition of "highly qualified teacher" included in the No Child Left Behind Act of 2001. All teachers' will be expected to utilize highly effective methods of instruction to stimulate students' intellectual, moral and social growth.

Salary Range: • $35,000-$45,000 • Teachers will be on one-year (187 days) contracts with salary approved by the Board of Directors.

Manara Academy 14* Generation Charter Application 73 Education/Certification: • Bachelor's Degree is required • Teacher Certification is recommended or other evidence of sufficient skills to meet the definition of "highly qualified teacher"

Special Skills and Knowledge Recommended: • Experience with a variety of instructional approaches including project-based learning, differentiated instruction that is thematic and speaks to students of multiple intelligences • Possess a strong working knowledge of curriculum and instruction • Bi- o multilinguar l skills • Exceptional organizational, communication and interpersonal skills • Effective classroom management skills • Willingness to participate actively on a small team of committed educators • Self-critical, reflective and dedicated to personal and professional growth • Strong written and verbal communication skills • Shows initiative: willing to go above and beyond job responsibilities • Experience working with a diverse student population, including underserved students

Experience: • A least t one or more years of teaching experience.

Roles and Responsibilities: • Teach respective academic area • Help create and refine school standards and curriculum • Perform other responsibilities as needed for the success of the school • Design, write and use lesson plans that align with school's mission and accommodate for all learners • Establish communication rapport with parents, students, principals and teachers • Create and maintain a professional relationship with colleagues, students, parents and community leaders • Solve problems (rather than just identifies them) - innovative • Strive for personal growth and development • Commit to contribute talents to effect positive change in the school or community • Resolve conflicts and upholds personal convictions through the use of positive

The above mentioned statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

in the manner in which the school will distribute to par£nts_jBfe«TraTtonre luted to the each professional emplo\]jc__oX-^kr^prograni. including any degrees or certifications

It will be thtrpQlky'of the Sponsoring Entity to hirTrTi^hl^^ialified_teachers for Manara Academy.

Manara Academy 14th Generation Charter Application 74 APPROVED DURING CONTINGENCY PROCESS

i) Explain the manner in which the schoo! will distribute to parents information related to the qualifications of each professional employee of the program, including any degrees or certifications held and any relevant experience It will be the policy of the Sponsoring Entity to hire highly qualified teachers and staff for Manara Academy. Parents have the right to verify proper qualifications of all staff members. At the parent's request, the principal will provide the qualifications that each staff member posses in a standard format that will be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand The school will also hold on site public meetings to introduce every Manara teacher and staff member. REVISED DURING CONTINGENCY PROCESS. SEE INSERT.

Parents-Joaye the right to verify proper qualifications of their child's teacher. At the pareplVfequest, the principaTswUJ.provide the qualifications that their child's teacher posses in ajjtafidara format.

The principal will ensure lotification is provided to parerots^Sfiout the qualifications of their students' teachers.

The school will also hold on sitepuferit^meetings iSSflttgduce every Manara teacher. Manara Academy will provide eacji^patent with a timely notice in me^^eveaittfiat his/her child has been assigned or has be^a-iatight for more than four consecutive weeks by a te3chet^wjio is not "highly and information provided to parents will be in an understandaWe^Tmdomiform format and, to the extent practicable, provided in a language that the parents can understand. j) Discuss the salary ranges, benefits, and any other forms of compensation for teachers, including an analysis of salary and benefits for schools comparable in size and location to the proposed charter school.

The following is an analysis of salary ranges in ESC 10 (Richardson), ESC 11 (Fort Worth) and Irving ISO.

Average Teacher Salary for ESC Region 10 (Richardson/Dallas) Experience Region State Beginning Teachers $40,894 $38,095 1 -5 Years Experience $42,250 $39,880 6-10 Years Experience $44,317 $42,380 1 1-20 Years Experience $48,782 $47,042 Over 20 Years Experience $58,250 $55,028

Average Teacher Salary for ESC Region 11 (Fort Worth) Experience Average Salary Beginning Teachers $40,981 1 -5 Years Experience $42,426 6-10 Years Experience $44,411 1 1-20 Years Experience $48,345 Over 20 Years Experience $57,400

Average Teacher Salary for Irving ISP Experience Average Salary Beginning Teachers $42,657 1-5 Years Experience $43,243 6-10 Years Experience $45,109 1 1-20 Years Experience $49,378 Over 20 Years Experience $59,798

Teacher Salaries for Universal Academy/ Dallas Experience Average Salary

ith Manara Academy 14 Generation Charter Application 75 iMAf [ACADEMY] Beginning Teachers $35,500 1-5 Years Experience $37,773 6-10 Years Experience $39,045 1 1-20 Years Experience $40,667 Over 20 Years Experience $40,250

Teacher Salaries for North Hills Experience Average Salary Beginning Teachers $35,467 1-5 Years Experience $38,189 6-10 Years Experience $39,847 1 1-20 Years Experience $40,598 Over 20 Years Experience $52,491

Employment at Manara Academy will be "at-will". The proposed salary for Manara Academy Teachers is between $35,000 and $45,000. Higher salaries may be authorized by the board for exceptionally qualified teachers. The final salary will be based on several factors including but not limited to: 1. Years of experience 2. Education and certifications 3. Awards, honors and special professional achievement 4. Expertise in different education methodology such as ELS, Montessori, IB and others.

Manara Academy compensation model will include a variable compensation performance that is based on both individual and organization performance. In addition to the salary, additional bonus will be awarded according to the following: a. Achievable goals - 5% bonus: The purpose of this component is to motivate individuals and the organization to achieve its goals. Upon achieving individual and organizational goals, 5% of the base salary will be awarded. The goals will be adopted from the organization balanced scorecard. It is expected these goals are met and bonus amount is included in the school budget. b. Stretch goals - 5% bonus: The purpose of this component is to stimulate exceptional individual and organization performance. The stretch goals will be adopted from the balanced scorecard. It is not expected that all individuals will meet stretch goals, it is budgeted that 50% of the individuals will receive the additional 5% bonus (i.e. total bonus of 10%.

The benefits will be determined and reviewed yearly by the school board. The school board will evaluate available benefits at the end of each school each year and choose the benefits package best suited to retain school officers and staff. The benefits will include health insurance (including vision), retirement participation (membership in the Teacher Retirement System of Texas) and vacation /sick policy.

ith Manara Academy 14 Generation Charter Application 76

[ACADEMY! REVISED DURING CONTINGENCY PROCESS. SEE INSERT. k) Describe professional development opportunities that will be offered to teachers and other instructional staff.

Because of the nature of our unique educational design, Manara Academy will strive to provide a baseline and continuing plan for staff training, development and empowerment. Research shows that teachers whose higher education is concentrated in the subject they teach and whose professional development training is focused on higher order thinking skills, hands-on learning and teaching diverse student populations have a significant impact on student achievement. Manara Academy's professional development program will reflect our strong and sustained commitment to and belief in our teachers' ability to shape and influence their students' classroom experience.

£his in mind, we intend to commit significant time in the calendar and daily schedule tonjovkte teachersand-staff access to professional development activities. During the first yeajv^Scners will have four weeks ih^the-^ummer, one day each month and extended blojJw^iime each day for planning and professional dev^lepnient. We will also haye^a~-we'eKiy staff meeting to address administrative issues in order to minimTze^toisjp»s--Offleachers' professional development time. Moreover, the principal, instmctiorjal--^3i3e7coachrTnedia^^ecialist, art teacher/coordinator and special need coordinatoj^wtt'al'rbe resources to teachers for professional growth. It will be common for staff tolyisitt^ssrooms informally and provide teachers with regularleeiika^k. We plan to create acj^ttfTewhere discussing teaching is not threatening to teachers but is, in fact, then?

• ii— Another important example of Manara's commitment to staff development is our partnership with Expeditionary Learning Outward Bound (ELS). Their training has been recognized for excellence by the National Staff Development Council. ELS field directors and school designers will provide intensive on-site and off-site professional development so that all Manara faculty members will possess the instructional practices to teach subjects through a challenging set of connected, real-world projects called learning expeditions. Manara teachers will also be trained on how to integrate literacy into these learning expeditions, which is a special feature of the ELS school design and is deeply consistent with Manara's "excellence in communication" goal.

Through an extensive school-based and national staff development program, Manara teachers will learn how to create productive learning environments, create learning expeditions aligned with state standards and design active learning experiences that engage students in authentic application of their knowledge and skills. Expeditionary Learning will offer us an extensive program of professional development so that our teachers and administrators can strengthen instruction and school culture, engage students in multidisciplinary academic curriculum and assess and raise achievement. The off- site professional development courses referenced above will complement the extensive on-site and regional programming offered. ELS's off-site professional development will give Manara teachers powerful "learning by doing" experiences characterized by total immersion in new content in a new environment with new colleagues.

In addition to ELS, Manara Academy will seek staff development funds and services through grants in areas such as, but not limited to, instructional delivery techniques (especially those emphasizing differentiated instruction and small collaborative groups), Special Needs Students, English Language Learners, foreign language acquisition, technology integration, literacy, math, science, social studies, health/PE and art. Manara Academy teachers will be encouraged to take advantage of content rich

Manara Academy 14th Generation Charter Application APPROVED DURING CONTINGENCY PROCESS HR Issues

• P. 77 - Add th emedia specialist and special needs coordinator mentioned on this page to the organizational chart on P. 124 and provide job descriptions.

We have removed media specialist from our Org Chart and we think that we don't require a media specialist, please update the paragraph in our application

Attached is the updated paragraph with correction

With this in mind, we intend to commit significant time in the calendar and daily schedule to provide teachers and staff access to professional development activities. During the first year, teachers will have four weeks in the summer, one day each month and extended blocks of time each day for planning and professional development. We will also have a weekly staff meeting to address administrative issues in order to minimize intrusions on teachers' professional development time. Moreover, the principal, instructional guide/coach, media specialist, art teacher/coordinator and the special education teacher (will be available based on student population) on our campus will all be resources to teachers for professional growth. It will be common for staff to visit classrooms informally and provide teachers with regular feedback. We plan to create a culture where discussing teaching is not threatening to teachers but is, in fact, the norm. local courses in areas such as local history and the environment that will enable them to enhance and enrich their students' learning experience.

Finally, we will seek training from other consultants as needed in the areas of literacy, mathematics, classroom management and other disciplines unique to Manara Academy's concept such as gender separation, for example. Teachers will also be encouraged to attend and share knowledge and experiences that they have gained through their own professional associations and contacts. It is the intent that Manara Academy trains its Instructional Guide/Coach, as needed, to a high level in all areas that Manara emphasizes. The intent here is for the Instructional Guide/Coach to eventually be able to function as an in-house trainer.

A sample of Manara's Baseline Training and Skills Inventory is listed below:

1. Early in the year, Manara's administration and ELS consultants will meet with staff to conduct a skills inventory. 2. Al lManara full time teachers and administrators will attend a weeklong, on-site ELS "Summer Institute" to develop expeditions that emanate from a guiding question and are designed to meet the learning standards of each grade. Typically during this week, the integration of multiple subjects across curriculum content areas, authentic assessment, classroom management, the role of literacy in expeditions and other strategies are discussed. 3. Manara administrators and ELS consultants will periodically evaluate the implementation of "expeditions" and discuss with staff areas of improvement including modeling recommended teaching strategies as needed. 4. Based on the baseline skills inventory, Manara teachers will also receive training in key areas of math and literacy, classroom management, serving children with special needs and other techniques as needed. 5. Manara Administrators will attend an ELS Principal/Leadership Institute prior to the opening of the school.

Additional Ongoing Training/Professional Development ELS offers a wide range of specialized training institutes, conferences and seminars that Manara's administrators and teachers will strive to attend as funds allow. We recognize that the commitment to successful implementation of ELS requires a strong commitment to training, and this is where we will prioritize our resources. Staff will be rotated through the different offerings, as possible, over the life of the charter.

1) Explain the mcthod(s) that will be used to evaluate teachers and other instructional staff.

Similar to the performance management of Manara Academy and the school officers, the balanced scorecard framework will be used to manage teacher performance. The balanced scorecard of the school will be cascaded to teachers. Each teacher will have a balanced scorecard that is linked to the strategy of Manara Academy. The principal and each individual teacher will develop their own scorecard at the beginning of each year. The principal will develop the specific plan and details regarding the frequency of evaluating teachers.

Manara Academy 14th Generation Charter Application 3 [AC A L> t M Yj Manara Academy will utilize the guidance of ELS evaluation techniques (please see Appendix JJ) in identifying appropriate methods to measure and evaluate the performance of Manara Academy personnel m) Provide complete job descriptions, including selection criteria, for the Public Education Information Management System (PEIMS) coordinator, student attendance staff, and other staff.

PEIMS Coordinator / Secretary Job Description

Reports to: Business Manager

Job Goals: • Th PEIMe S Coordinator/Secretary will be responsible for the PEIMS submission and student reporting. He or she will maintain accurate student records and provide clerical services for administrative staff.

Salary Range: • $25,000-532,000 • Th ePEIMS Coordinator/Secretary will be contracted annually for 220 days, with salary approved by the Board of Directors.

Education/Certification: • High School Diploma required

Special Skills and Knowledge Recommended: • Proficient typing, words processing, and files maintenance • Ability to utilize applicable software • Excellent oral and written communication skills • Ability to perform multiple tasks • Strong organizational skills

Experience: • On yeae r or more secretarial experience, preferably in public education environment. • Experience with PEIMS is preferred

Roles and Responsibilities: • Enters student enrollment data into database • Maintains student cumulative files • Verifies student enrollment forms and documents, recognized discrepancies and takes corrective action • Collects data/records required to maintain system support • Updates student cumulative folders • Provides clerical assistance to administrative staff

Manara Academy 14it h Generation Charter Application REVISED DURING CONTINGENCY PROCESS. SEE INSERT.

The above mentioned statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

Jiscuss the salary ranges, benefits, and any other forms of compensation for PEIMS coordinator, stuctent^ittendance staff and other staff not already addressed including an analysis ojsattrrv and benefits for^sc^iools comparable in size and location to the proposed charter schoj

Salary ranges for PEIMS^r»ardinator are not specifically specifie

Similar to all Manara Academy staff, there will be a specific training objective on the PEIMS coordinator's Balanced Scorecard. A specific training plan will be put in place according to the specific skill set of each individual. Professional development for the PEIMS coordinator is expected to improve knowledge in the area of accounting, reporting and attendance tracking tools and processes. The PEIMS coordinator will complete training with Region X Educational Services Center. p) Explain the melhod(s) that will he used to evaluate the PFIMS coordinator, student attendance staff, and other staff not already addressed.

The evaluation of the PEIMS coordinator and attendance staff will be conducted by the business manager. All staff will be evaluated according to the school performance management methodology. A balanced scorecard will be developed for the PEIMS coordinator at the beginning of the year. The business manager will evaluate the performance of the PEIMS coordinator using this scorecard.

ith Manara Academy 14 Generation Charter Application 80 APPROVED DURING CONTINGENCY PROCESS

n) Discuss the salary ranges, benefits, and am other forms of compensation for PE1MS coordinator, student attendance staff and other staff not already addressed including an analysis of salary and benefits for schools comparable in size and location to the proposed charter school

Salary ranges for PEIMS coordinator are not specifically specified in TEA public reports. Other public sources of information indicates that the salary range for PEIMS coordinator/ Attendance officer is between $26,000443.000.

The salary range for the PEIMS coordinator at Manara Academy will be $25,000-$32,000. As described earlier, the benefits will be determined and reviewed yearly by the school board. The school board will evaluate available benefits at the end of each school each year and choose the benefits package best suited to retain school officers and staff. The benefits will include health insurance, retirement participation (membership in the Teacher Retirement System of Texas) and vacation /sick policy.

Instructional Assistant Irving ISD Coppell ISD Dallas ISD Lewisville ISD 0-5 years $ 16,683 $ 18,660 $ 19,422 $ 19,336 6-10 years $ 17,798 $20,135 $21,690 $ 20,895 11 -20 years $ 19,268 $22,155 $25,481 $23,795 21 + years $ 23.243 $ 24,848 $ 29,598 $ 28,874

Teacher Irving ISD Coppell ISD Dallas ISD Lewisville ISD 0-5 years $ 46,692 $ 45,739 $ 45,767 $45,433 6-10 years $ 47,798 $ 46,796 $ 49,620 $47,036 11-20 years $51,765 $51,203 $ 53,008 $51,171 21 + years $59,152 $ 57,621 $ 58,221 $ 60,003

Principal Irving ISD Coppell ISD Dallas ISD Lewisville ISD 0-5 years $ 89,535 $ 66,070 $ $ 6-10 vears $ 90,528 $70,915 $ $ 11-20 years $91,064 $77,551 $ $ 21 + years $ 93,627 $ 86,398 $ $ APPROVED DURING CONTINGENCY PROCESS

Payroll Manager/Business Manager Irving ISD Coppell ISD Dallas ISD Lewisville ISD 0-5 years $27,125 $ 42,449 $ $30,174 6-10 years $29,198 $45,857 $ $ 32,409 11 -20 years $31,931 $ 50.524 $ $34,716 21 + years $ 35,574 $ 56,747 $ $

PEIMS Clerk Irving ISD Coppell ISD Dallas ISD Lewisville ISD 0-5 years $ 23,267 $ 42,449 $ $ 6-10 years $25,056 $45,857 $ $ 11 -20 years $ 27,402 $ 50,524 $ $ 21 + years $ 30,530 $ 56,747 $ $

Data Entry Clerk Irving ISD Coppell ISD Dallas ISD Lewisville ISD 0-5 years $ 19,109 $21,196 $ $ 6-10 years $ 20,390 $ 22,871 $ $ 11 -20 years $ 22,078 $25,165 $ $ 21 + years $ 24,327 $ 28,223 $ $ APPROVED DURING CONTINGENCY PROCESS

P. 80 - Provide a job description for the maintenance staff listed on the organizational chart on_P, 124.

QUALIFICATIONS

• High School Diploma is required • Ability to read basic operating instructions. • At least one or more years of custodial cleaning experience JOB GOALS

Perform tasks to assist in maintaining a clean and safe learning environment.

SPECIALSKILLS AND KNOWLEDGE RECOMMENDED

• Experience of working in a similar type of environment. • Good organizational and communication skills. • Flexible and adaptable with an ability to use initiative. • Ability to work with deadlines and deal calmly with difficult situations. • Communicate effectively with children, parents, staff and outside agencies. • Flexibility at all times in order to react to any given situation.

GENERAL PERFORMANCE RESPONSIBILITIES

• T sweepo , mop, wax, dust, vacuum, and other general cleaning tasks in assigned areas. • T scruo b and disinfect toilet doors daily and clean drinking fountains, urinals, toilet bowls, and other fixtures daily using such materials as will keep them in a clean and sanitary condition. • Wash all windows on both the inside and outside at least twice each year. • T reporo t immediately any damage to school property giving, whenever possible, the names of persons responsible. • To be on duty in the building when events are scheduled outside of regular school hours, if such is requested by the Principal. • T remaio n on the premises during school hours. He/she shall be absent during school hours only for just and sufficient causes and only with permission of the principal or in accordance with a schedule of work hours. • T perforo m other duties as directed by the principal.

The above mentioned statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Section 6-Governance a) List the members of the governing body of the sponsoring entity. Submit, as part of Attachment A, a notarized biographical affidavit for each member of the governing body of the sponsoring entity.

The governing board of the sponsoring entity will consist of seven (7) members:

The five (5) Founding Board Members (serve as Governing Board until Feb of the 1st Academic school year - refer Attachment E for Manara bylaws) will nominate two (2) additional board members to fill the remaining two positions.

Please see Attachment A for notarized biographical affidavits for each member of the governing board of the sponsoring entity. b) If the sponsoring entity is an oul-of-slate organization, state whether or not a majority of the members of the governing body of the sponsoring entity reside within 50 miles of the proposed charter school's designated geographic boundary (as described in response to item "a)" in Section 8 Geographic Boundary).

The sponsoring entity is based in Irving, TX where Manara Academy will be located. All members of the governing board of the sponsoring entity reside within the 50 miles of the proposed charter school.

ith Manara Academy 14 Generation Charter Application 81 c) Submit, as Attachment C, the 501(e)(3) determination letter from the JRS or a statement that this is not necessary because the sponsoring entity is an institution of higher education or a governmental entity-

Please see Attachment C for Manara Academy, Inc.'s 501(c) (3) determination letter from IRS. d) Submit, as Attachment D. the original Articles of Incorporation filed with the Texas Secretary of State, any Restated Articles of Incorporation, and any Articles of Amendment. If the sponsoring entity has amended its original Articles of Incorporation and does not submit both the original Articles of Incorporation and all of the documents reflecting the amendments, this attachment will be considered incomplete. Comparable documents must be submitted if the sponsoring entity is a nonprofit corporation incorporated in another state. If the sponsoring entity is an institution of higher education or a governmental entity, the entity should submit a statement that this requirement is inapplicable.

Please see Attachment D for Manara Academy, Inc.'s Certificate of Filing and Certificate of Formation issued by the Texas Secretary of State (this is equivalent to Articles of Incorporation) c) Submit, as Attachment E, a complete copy (originals and any amendments) of the bylaws of the sponsoring entity. If the sponsoring entity is an institution of higher education or a governmental entity, the entity should submit a statement that this requirement is inapplicable.

Please see Attachment E for a complete copy of Manara Academy, Inc.'s bylaws. f) State the approximate date on which the sponsoring entity was incorporated or established.

Manara Academy, Inc. became incorporated as a non-profit corporation in the state of Texas on July 13,2006. g) Describe the purpose for which the sponsoring entity was established.

Manara Academy, Inc. was established for the sole purpose of supporting the application and establishment of a charter school. h) Describe the activities in which the sponsoring entity has been engaged in the past and in which it is currently engaged.

Manara Academy was created for sole purpose of public education. The only activity of the sponsoring entity is creation and operation of a public charter school in good standing with the state of Texas.

Manara Academy 14it h Generation Charter Application i) Disclose whether the sponsoring entity has operated a private daycare. private school, public daycarc. or public school.

Manara Academy, Inc. has not operated a private daycare, private school or public daycare or public school. j) Disclose whether the sponsoring entity is a religious or faith-based organization or engages in any activities with a religious purpose.

Manara Academy, Inc. is not a religious or faith-based organization nor engages in any activities with a religious purpose. k) Discuss any litigation in which the sponsoring entity has been involved.

There has been no litigation in which the Manara Academy, Inc. has been involved.

1) Disclose whether the sponsoring entity has been sanctioned by any state regulatory agency.

No sanctions have been brought against Manara Academy, Inc. by any state regulatory agency. m) Describe the initial ^corporators of the sponsoring entity, including the individuals' names and their professional backgrounds.

Ehap Sabri President 08/2006 -Current 3609 Smoke Tree, Euless TX 76040 Sadak Shaik Vice President 08/2006 - Current 148 Wrenwood Drive, Coppell TX75019 Amr Abu- Board member 08/2006 - Current 400 Summer Moon, Irving, TX Suleiman. 75063 Michelle Secretary 08/2006 - Current 2905 Trailwood Lane, Flower Alkhatib Mound, TX 75028 Ra'id Marie. Treasurer 08/2006-10/2007 3649 Walnut Hill Lane #2111, Irving, TX 75038 Jaszeer Treasurer 10/2007-Current 814 W. Royal Ln,#251 Irving, Mohammed TX, 75039

Jaszeer Mohammed was elected by board to replace Ra'id Marie, who resigned from his position in October, 2007

ith Manara Academy 14 Generation Charter Application 83 A) (ACADEMY! Ehap Sabri has a doctorate in Industrial Engineering from the University of Cincinnati at Ohio. He has fifteen years of professional experience in management consulting. He is an adjunct professor at the University of Dallas and the University of Texas at Dallas teaching courses for the MBA and PhD Programs. Dr. Sabri currently holds the position of Strategist at i2 Technologies in Dallas, in which he plays an advisory role for several fortune 100 companies. He co-authored a book on Order Management best practices, authored a book chapter on e-business technologies and had several journal publications. He is also a PRACTX author for CAPS (the Center for Strategic Supply Research). Ehap has participated in several volunteering activities like "keep Irving beautiful". Ehap is a co-founder of Manara Academy and is passionate about creating a brighter tomorrow for our kids. He has two lovely daughters.

Sadak Shaik has a Masters degree in Computer Science from the University of Illinois at Chicago. He has 8 years of professional experience in Software Design and Development. He presently works at i2 Technologies Inc, Dallas TX, as an Advanced Member of Technical Staff. Before working at i2, he worked as a Senior Software Engineer at Sabre Group Inc. Sadak is very passionate about working with kids. He was a Vice-President of the PTO board of his son's school. He also worked as a coordinator and volunteer for the Saturday refugee kids program. He is married and is currently living with his wife at Coppell, TX. He has a son and daughter.

Amr Abu-Suleiman Amr holds a PhD in Industrial Engineering from the University of Texas at Arlington. He is a resident of Irving, Texas. He is married and has two children. Amr is a Product Marketing Manager at The Sabre Group in South Lake, TX. He has published articles in scholarly journals and conferences, is a member of the national honor society of Industrial Engineers and is among Who's Who in America 2007. Amr is passionate about creating an environment for our kids that fosters learning and character values.

Michelle Alkhatib is a certified teacher with 6 years of experience including 4 years in the Dallas Independent School District. While at DISD, Michelle taught 4th grade and ran the science lab for 3rd through 6th grade. She served as Head of the Science Department, a member of the Campus Leadership team and served on numerous school committees. Michelle also assisted in developing the science curriculum for the district, in conducting teacher staff developments, in writing the campus improvement plan, was a member of the Student Support Team and was a key member in the hiring process at the school. Prior to DISD, Michelle taught Kindergarten and ran an after-school program at a private school. Michelle has participated in numerous volunteering partnerships to help at-risk students excel in their academics and home life. She is eager to embark on this endeavor to create a vital learning experience that strives to cultivate a desire for learning and provide a promising opportunity for the children. Michelle holds a Bachelor of Science from Purdue University. She currently resides in Flower Mound with her husband and son.

Ra'id Marie (InActive) holds a Masters degree in Business Administration from Southeastern Oklahoma State University. He earned his Bachelor degree in Accounting from University of Jordan in Amman, Jordan and is a licensed Certified Public Accountant in the state of Texas. Ra'id has been working in the accounting field for more than six years and is currently an Accounting Manager at Trinity Industries in Dallas, TX. He enjoys volunteer work and participated in several programs in the Dallas area such as Keep Irving Beautiful, Refugee Kids program and Habitat for Humanity. He resides with his wife in Irving, TX.

Manara Academy 14th Generation Charter Application 04

[ACADEMY! has an Engineering degree from Osmania University India. He has 11 years of professional experience in Software Design and Development. Currently he is working for Horizon Logistics as Lead Architect. He is experienced in teaching Crucial Conversations, Human Dynamics & Computers Literacy. He is always there for community activities, he is enthusiastic about teaching methodologies in schools, he is passionate to have high standards with accountability by implementing Innovative-teaching methodologies like ELS and improve the creativity in students for better tomorrow, he believes in No Child Left behind Act of 2001. He is married and has two little . n) Discuss any plans for further recruitment of organizers of the proposed school.

Manara Academy will be governed by a Founding Board through February of the first academic year of Manara Academy as per the bylaws of Manara Academy, Inc. During this time, the Founding Board will be the governing board of Manara Academy. There are two slots that are open at this point of time and the founding board will actively look for individuals who believe in the vision and mission of Manara Academy. If for any reason a Governing Board cannot be formed, the Founding Board shall act and serve as the Governing Board in accordance with the bylaws until the first Governing Board is elected and formed. o) Describe the methods used to inform parents, students, and employees about procedures for receiving and responding to complaints.

The principal of Manara Academy will be responsible for publishing the procedures approved by the governing board for receiving and responding to complaints. If the principal is unable to resolve the complaint, then this will give employees, parents, students and community members the right to petition the governing board, which will have the final say in all such matters. These procedures will be made available in the employee manual and parent student handbook. Additionally, this information will be posted outside the school office prior to the beginning of the school year. p) Describe the following elements of the governance structure of the governing body of the sponsoring entity. Although some of the information requested below might be addressed by the sponsoring entity's articles of incorporation, bylaws, or other documents, please provide the information requested helow: 1) the officer positions designated: 2) the manner in which officers are selected and removed from office; 3) the manner in which members of the governing body are selected and removed from office: 4) the manner in which vacancies on the governing body are filled: 5) the term for which members of the governing body serve: and 6) whether the terms are to be staggered.

Manara Academy 14th Generation Charter Application

[ACADtMVj 1. The officer positions designated The principal officers of the corporation shall consist of a President, a Secretary, a Treasurer, one or more Vice Presidents, Assistant Secretaries and/or Assistant Treasurers.

2. The manner in which officers are selected and removed from office Officers Selection The principal officers of the corporation shall consist of a President, a Secretary and Treasurer. One or more Vice President, Assistant Secretaries and/or Assistant Treasurers may be elected. All such officers shall be elected by the Board and shall serve at the pleasure of the members of the Board. Any person shall be eligible to hold any office or more than one office, except the member of the Board and the President and the Secretary shall not be the same person.

Officers Selection The officers shall be elected at the organizational meeting of the initial Board, and thereafter their successors shall be elected at the annual meeting of the Board to serve for a term of one (1) year and until their successors are elected and qualified.

Officers Removal All officers shall continue in office until his or her successor shall have been elected and qualified or until his or her death, resignation or removal.

3. The manner in which members of the governing body are selected and removed from office Board Selection The Governing Board shall consist of the following Seven (7) members: i. Three (3) members of the Founding Board to be selected by the seven-member Founding Board. These members will serve for the duration of the charter (5 years). One of these three Founding Board Members shall be selected by the Governing Board to serve as President of the Board. This process allows continuity and institutional prospective during the Charter, ii. Four (4) generally elected parents of enrolled students at Manara Academy. These positions will be based on nominations in accordance with the Bylaws and will be based on a majority vote through a general election of parent voters. As an outcome of the first academic year election, two (2) of these positions will serve for a one (1) year term, while the remaining two (2) positions will serve for a two (2) year term. The terms for each of these four (4) positions will be communicated during the nomination process. iii. In addition to the seven (7) Board Members, the Governing Board may invite community leaders or representatives from the school's partners to participate in consultations as "non­ voting" members.

Board Removal At any time, the Board of Directors may only vote to remove a board member for good cause. Good cause for removal of a board member shall include the unexcused failure to attend four consecutive meetings of the Board. A meeting to consider the removal of a board member may be called and noticed following the procedures provided in the Bylaws. The notice of the meeting shall state that the issue of possible removal of the board member will be on the agenda, and the notice shall state the possible cause for removal. The board member shall have the right to present evidence at the meeting as to why he or she should not be removed, and the board member shall have the right to be represented by an attorney at and before the meeting. At the meeting, the Corporation shall consider

Manara Academy 141 Generation Charter Application as possible arrangements for resolving the problems that are in the mutual interest of the Corporation and the board member. Using the Consultative Process described in Section 2.10, a board member may be removed by the affirmative vote of fifty (50) percent of the Board.

4. The manner in which vacancies on the governing body are filled If a vacancy occurs in an office other than that of the President, the President shall appoint a qualified person to serve until a successor officer is elected by the Board at an annual or special meeting. If a vacancy occurs in the office of the President, the Vice-President shall serve as President Pro Tempore until a successor President is elected by the remaining Board at an annual or special meeting.

5. The term for which members of the governing body serve As per the bylaws of Manara Academy, Inc. the Governing Board shall consist of the following Seven (7) members: • Three (3) members of the Founding Board to be selected by the seven-member Founding Board. These members will serve for the duration of the charter (5 years). One of these three Founding Board Members shall be selected by the Governing Board to serve as President of the Board. This process allows continuity and institutional prospective during the Charter. • Four (4) generally elected parents of enrolled students at Manara Academy. These positions will be based on nominations in accordance with the Bylaws and will be based on a majority vote through a general election of parent voters. As an outcome of the first academic year election, two (2) of these positions will serve for a one (1) year term, while the remaining two (2) positions will serve for a two (2) year term. The terms for each of these four (4) positions will communicated during the nomination process. Starting the second academic year, two (2) of the four (4) positions will be up for reelection every February on an alternating basis for the life of the charter.

6. Whether the terms are to be staggered Yes, as mentioned above the terms of the 4 members of the governing board will be staggered. q) If agoverning body of the charter school exists, list ihe members.

Manara Academy will only have one governing board, that of the sponsoring entity, since it was created for the sole purpose of operating the school. Hence this is not applicable. r) If a governing body of the charter school exists, describe the powers or duties delegated to it by the governing body of the charter holder.

Manara Academy will only have one governing board, that of the sponsoring entity, since it was created for the sole purpose of operating the school. Hence this is not applicable.

Manara Academy 14th Generation Charter Application s) Describe the following elements of the governance structure of the governing bodv of the charter school: a. th officee r positions designated: b. th emanner in which officers are selected and removed from office; c. the manner in which members of the governing body are selected and removed from office; d. th mannee r in which vacancies on the governing body are filled; e. th tere m for which members of the governing body serve; and f. whether the terms are to be staggered.

Manara Academy will only have one governing board, that of the sponsoring entity, since it was created for the sole purpose of operating the school. Hence this is not applicable.

Other Governance t) Describe the extent to which any private entity, including any management company, other nonprofit group, other governmental agency and/or any other educational organization will be involved in the operation of the charter school. Identify any members of the governing board or officers of the charter school who are affiliated with all such entities.

No such entities will be involved.

Manara Academy 14 Generation Charter Application

[ACADEMY! Section 7-Community Support a) Describe the community where the school will be located and explain why this location was selected.

The idea of establishing Manara Academy as a charter school in Irving, which is at the heart of the DFW metroplex, has been the result of extensive research and discussions among parents, teachers and community members. The academy will be of value to the existing school system and to the community we live in. 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. Irving is becoming a very diverse and cosmopolitan city. This indicates a need for educational communities that support high 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.

The TAKS score is a key indicator to performance. In the 2007 academic year, Irving ISD scored as follows (All Tests) compared to Region 10 and State of Texas:

Grade Irving ISD Region 10 State

Grade 3 66% 79% 78% Grade 4 68% 76% 75% Grade 5 56% 69% 69% Grade 6 71% 80% 78% Grade 7 66% 74% 71% Grade 8 55% 63% 61%

Irving ISD has consistently scored low on the TAKS test and below both Region 10 and the State. Therefore, there is a clear need for an innovative school such as Manara Academy in the Irving area. b) Provide information on the manner in which community groups have been involved and will continue to be involved in the charter school planning process.

This application is the combined effort of volunteers from the Irving community and surrounding areas 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. The vision of Manara Academy is to be the pinnacle of knowledge, character, ethics and community building. As founders, we look at the needs of the community in order to gain perspective and guidance during the planning process.

The values of Manara Academy have been explained to the public at large through the town hall meetings at Mustang Park Recreation Center in Irving and visits to homeowner's associations, area apartment complexes, local neighborhoods and businesses. We conducted a survey (please see

Manara Academy 14 Generation Charter Application 89 template of the survey as Appendix II) during those meeting and made the survey available on our website. Manara Academy, Inc. held a town hall meeting on January 261 , 2008. Every response has been resoundingly positive to all the benefits that Manara Academy would bring to community children. We received over 700 favorable responses on the survey and petition. The Manara Academy website (http://www.manaraacademy.org) has a dedicated section for the community to voice their opinions and suggestions throughout the planning process. Several community members have supported Manara Academy through donations, pledges and the volunteering of their time. This enthusiastic support makes us believe that we can fulfill Manara's vision.

The outcome of this initiative is the combined effort of 24 core volunteers from the community including the five board members. Manara Academy utilized the services of four consultants in the educational arena to review the application. The biographic information can be found in Appendix KK.

Manara Academy has obtained partnerships with various local community groups (see Appendix HH for letters of intent).

For example, we received a letter of support from the Mayor of the City of Irving after several meetings with him introducing our vision and mission. The Mayor was especially pleased with Manara's emphasis on academic excellence, exploratory learning, citizenship, and character building. In addition, Manara Academy has obtained a partnership with North Lake College, Irving TX. Manara's mission and vision have a strong emphasis on academic excellence, character building, and citizenship. Together with North Lake College, Manara will be able to provide a quality education for its students and to become a valuable resource to our community.

Several opportunities for partnerships between North Lake College and Manara include: • North Lake College course offerings for faculty enrichment. • Specific professional development through the North Lake College Workforce Development department. • Mentoring opportunities for North Lake College students. • Arrange library tours and campus visits for the 4l and 5l grade students. c) Submit, as Attachment F. a copy of the published notice of public hearing, clearly showing the name of the newspaper and date of publication. The notice should include the proposed school name, sponsoring entity name, date. time, place of meeting, and names of sponsoring entity board members.

Please see Attachment F for a copy of the published notice of public hearing held on 26th January 2008 at Mustang Park Recreation Center, Irving TX. d) Provide the number of community members, not affiliated in any way with the sponsoring entitx or the proposed charter school, v\ho attended the public hearing.

There were 91 families who attended the public hearing held on 26th January 2008 at Mustang Park Recreation Center, Irving TX.

Manara Academy 14th Generation Charter Application i [ACADEMY! e) Submit, as Attachment G. a synopsis of the public hearing held to discuss the proposed charter school plan. The synopsis must identify presenters, provide a summary of their comments, and a list of questions from participants with responses provided by the presenters.

Please see Attachment G for a synopsis of public hearing held on 26th January 2008 at Mustang Park Recreation Center, Irving TX.

Manara Academy 141 Generation Charter Application m Section 8-Geographic Boundary a) List the school districts from which the proposed charter school will accept students. If the charter school will accept students from only a portion of a school district or districts, state exactly what the boundary will be.

Below is a list of School Districts from which Manara Academy will accept students: • Irving ISO (Independent School District) • Dallas 1SD • The Carrollton-Farmers Branch ISD • Coppell ISD • Lewisville ISD • Hurst-Euless-Bedford ISD • Arlington ISD • Grapevine-Colleyville ISD b) If the proposed charter school will have a "transfer policy" in accordance with 19 TAC §100.1207(e)(i.e.. it will admit students who reside outside of the geographic boundary described above in "a)" once all eligible applicants who reside within the geographic boundary have submitted a timely application and have been enrolled), list the school districts from which the proposed charter school will accept transfer students.

Below is a list of School Districts from which Manara Academy will accept transfer students: • Richardson ISD c) Submit, as Attachment H. the certified mail receipt cards showing the dales that Statement of Impact form, and accompanying documents were received and signed for by the staff of the districts and the open-enrollment charter schools within the proposed school's designated geographic boundary and transfer boundary, if applicable. In the absence of signed certified mull return receipt cards, the certified mail receipt showing each addressee, fees paid, and the date mailed will be accepted.

Please see Attachment H for receipts showing the mailing of Statement of Impact forms to all the affected school districts and charter schools.

Manara Academy 14 Generation Charter Application

LA c A o c- MyT «. A «.T i n A **->!* w^-r-n»>rx? »».T^ E-mail: [email protected] MANARA ACADEMY. INC. mn s H—. r n ry The pinnacle of knowledge, ACADEMY

July 15,2009

To Whom It May Concern,

Manara Academy has and will continue to abide by all laws and conditions that are stated within our charter. Our charter clearly states (on page 92) that Manara Academy will only accept students who live within the following school districts:

• Irving ISO • Dallas ISO • The CarrolIton-Farmers Branch ISO • CoppelllSD • Lewisville ISD • Hurst-Euless-Bedford ISD • Arlington ISD • Grapevine-Colleyville ISD

It also states that we will accept transfer students from: Richardson ISD.

We have made this statement very clear to our parents and potential parents. In order to complete enrollment, we have included an Affidavit of Residence that parents must get signed by a notarized to prove that they live within one of these school districts along with provide 2 forms of proof that are listed within state guidelines. I have attached this for your review.

If you have any further questions, please do not hesitate to contact me and I would be more than happy to discuss this with anyone.

Thank you,

Amaris Obregon Manara Academy Principal

Inc: Manara Academy Affidavit of Residence JUL 2 1 2009

Charter Schools Section 9-Admissions Policy a) Specify the period (both the beginning and ending dates) during which applications for admission will be accepted.

Manara Academy will require the applicants to submit a completed Manara application form starting January 10* through April 15rh each year. b) Describe the procedures to be followed in conducting a tottery when a grade or class is oversubscribed.

Manara Academy will implement a public lottery system to determine the enrollment of students. The date of this lottery will be determined by the board of directors but will be after the closing date of the admission. Preference will be given to the siblings of the returning Manara students. Each student will be assigned a number, and the numbers will be randomly selected by the President of the Board / the Principal or his/her designee under the supervision of at least two other board members at an announced public meeting. c) If the charter school will exempt from the lottery returning students, the siblings of returning students, and/or the children of the school's founders (so long as the total number of students allowed constitutes only a small percentage of the total enrollment) as permitted by the federal guidance on the Charter Schools Program, state the categories of applicants that will be exempted.

All returning Manara students will be exempt from lottery. Manara Academy will exempt from the lottery the following categories of applicants (as long as the total number of students allowed constitutes only a small percentage of total enrollments as permitted by the federal guidance on the Charter School Program.). • the siblings of the returning Manara students • the children of the school's founders d) Specify the approximate date on which a lottery will be conducted if required.

The date of this lottery will be determined by the board of directors each year but will be after the closing date of the admission (April 15th). c) State whether a waiting list will be developed for the applicants who were not admitted through the lottery. If a waiting list will be used, describe the process to be used.

After all classes are full from the lottery system, a waiting list will be developed from the remaining picks of the lottery in the order that they were drawn. All applications received at a later date will join the waiting list in the order in which they are received.

Manara Academy 14T Generation Charter Application f) If the school \vill accept applications that are submitted outside of the designated application period, describe how the school will treat such applications.

Applications received outside the application period will be accepted, and if there are open slots, then newly applying students will be given admission. But, if a lottery was conducted, then the applications will be placed on the waiting list for the appropriate grade level in the order received. g) Provide the non-discrimination statement that \\ill be included in the proposed school's admissions policy.

Manara Academy is committed to ensuring equity in education. Manara Academy will comply with all state and federal regulations regarding admission and the school shall not discriminate in admissions based on gender, race, color, athletic ability, national origin, ethnicity, religion, disability or artistic ability of the students or their parents or guardians. h) If the proposed school will spcciali/e in performing arts, discuss whether applicants will he required to demonstrate artistic ability for admission to the school.

Manara Academy will not specialize in performing arts and hence this is not applicable. i) State whether the school will exclude from admission students with documented histories of any of the types of misconduct listed in TEC. §12.111(6).

Students with documented history of criminal offense, juvenile court adjudication, listed in TEC, 12.111 (6), or other serious discipline listed under TEC, Chapter 37, Subchapter A will be excluded from the enrollment at Manara Academy. j) Describe the manner in which the proposed school will admit students under TEC. 25.001. What information thai an applicant must provide in order to establish eligibility for admission.

Applicants will not be required to provide a transcript or other academic records until after they are offered admission but they need to show evidence of current grade level status for entry into the lottery system. The applicant must comply with the following at the time of admission: • A completed application form in order to be considered for admission. o Name o Address o Parent's contact information

Manara Academy 14l Generation Charter Application 04 IMANARAl 1ACA15TMYJ REVISED DURING CONTINGENCY PROCESS. SEE INSERT. k) Describe the manner in which the proposed school will enroll students under TEC. 25.002 and 19 T.A.C 129.1. what information must an enrolling students must provide beyond what is required by TEC 25.002.

Manara Academy will enroll students under TEC 25.002 and 19 T.A.C 129.1 guidelines. If a parent or other legal guardian enrolls the child at Manara, they must provide: • Child's birth certificate or another document suitable as proof of the child's identity. • Acopy of the child's records from the school the child most recently attended if the child has been previously enrolled. • Arecord showing that the child has the proper immunizations as required under Section 38.001, the case of a child required under that section to be immunized, proof as required by that section showing that the child is not required to be immunized, or proof that the child is entitled to provisional admission under that section and under rules adopted under that section.

1) Discuss procedures adopted to comply with reporting transfer students pursuant to Civil Action 5281.

At Manara Academy, we will maintain accurate records regarding student transfer. Pursuant to Civil Action 5281, Manara Academy will not allow student transfer in such cases where transfer would change the majority/minority population of the school by more than 1% in either the sending or receiving school district. Manara Academy will report student transfer by using the student transfer system provided on TEA website under the PEIMS section.

Manara Academy 14it h Generation Charter Application 05 AtManara, perfection is not an option, it's an obligation Who Can Apply? Manara Academy is an open-enrollment charter school. Students who will attend K-5th grades for the 2009/2010 school year from the following school districts may apply: Irving ISD Dallas ISO Carroilton-Farmers Branch ISD x^r > Coppell ISD <<^ Lewisville ISD ^ Hurst-Euless-Bedford ISD ^ Arlington ISD ^ Grapevine-CoIIeyville ISD

Tuition-Free Manara Academy is a tuition-free charter school funded by the State of Texas.

Criteria for Admission There are no tests or qualifications required to attend Manara Academy. Timely application and availability of space are the determining factors for enrollment.

Open Lottery Any student who lives within our acceptance school districts and who submits a timely application may attend Manara Academy. If the number of applications exceeds the school's capacity, applicants will be selected through a lottery process.

How to Apply?

Step 1: Parent Completes Application form and Submits

The application can be downloaded online at www. manor aacademy. org . Go to "Application" under the "Enrollment" menu.

Parent will return the completed application to:

Manara Academy P.O. Box 271119 Flower Mound, TX 75027 \PPROVED DURING CONTINGENCY PROCESS

Step 2: Open-Lottery will be conducted If enrollment exceeds the school's capacity during the specified enrollment period, a lottery will be held to determine student placement. If enrollment does not exceed charter capacity during the specified enrollment period, students will be automatically enrolled at the end of the specified time. Waiting lists will automatically be developed for each grade level.

Step 3: Information Session with Parent and Student Information session will include information regarding the child's academic and discipline records, the child's attitude about school and learning, the rigorous hands-on learning approach of Expeditionary Learning and the parent/guardian's willingness to be involved in school initiatives and activities. Based on the information received, the parent and child will determine whether Manara Academy is an appropriate academic match.

Step 4: Notification of Acceptance Your child's official enrollment status will be sent to you along with the enrollment registration forms that must be completed. In order to guarantee your child's placement, parents/guardians must return the signed enrollment registration forms and present the required registration documents by the deadline given in your letter.

Waitlist If you have received notification that your child has been added to the waitlist for the 2009-2010 year, we will notify you as soon as a space opens. Questions?

If you have any questions regarding completion of this application, contact Manara Academy through our website.

Manara Academy does no! discriminate in admission based on gender, national origin, ethnicity, religion, disability, academic, artistic, athletic ability, or the district the child would otherwise attend

Pursuant to TEC 12.1H(a)(6), Manara Academy has the right to deny admission for a student that has a documented history of criminal offense, juvenile court adjudication, or discipline problems under Subchapter A chapter 3 7 APPROVED DURING CONTINGENCY PROCESS

DEAR PARENT(S) AND APPLICANT: Thank you for your interest in Manara Academy. Please fill out this application form completely. Applications received unsigned or incomplete may not be considered for acceptance.

*NOTE: To enroll in Kindergarten a student must be 5 years of age, and for 1st grade 6 years of age by September 1st of the enrollment year.

Application Deadline: April 15,2009

Student Information (Please print clearly)

Date of Birth: Applying for grade:

Student's Full Name:

(PRINT) First Middle Last

Residence Address:

(PRINT) Street Address City Zip

What public school does your child attend or would be attending if in public school?

Contact Information

Father's/Guardian's Name

First Middle Last Address

Street Address City Zip

Daytime Telephone # Evening Telephone #

Email \PPROVED DURING CONTINGENCY PROCESS

Mother's/Guardian's Name

First Middle Last

Address

Street Address City Zip

Daytime Telephone # Evening Telephone #

Email

Who should we call if we have any questions regarding your application? (Circle one) Mother or Father or Guardian

What is the best way to get in touch with you?(Phone, Email or Mail)

To whom should admissions correspondence be sent? (Circle one) Mother or Father or Guardian

Signatures

Student Signature

Parent/Guardian Signature

Please return this application form to:

Manara Academy P.O. Box 271119 Flower Mound, TX 75027

Fax Number: 214-260-4984 http://www.manaraacademv.org/

Falsifications, misrepresentations, or omissions may disqualify your application.

Manara Academy does not discriminate in admission based on gender, national origin, ethnicity, religion, disability, academic, artistic, athletic ability, or the district the child would otherwise attend.

Pursuant to TEC 12.111(a)(6), Manara Academy has the right to deny admission fora student that has a documented history of criminal offense, juvenile court adjudication, or discipline problems under Subchapter A chapter 37. Section 10-Special Needs Students and Programs

Special Education Assurances and Development of Policies and Procedures

Applicant Assurance Statement

If the charter is granted to Manara Academy, Inc., then the President of Manara Academy, Inc. will sign an assurance statement certifying that the proposed charter school will have in place upon opening, special education policies and procedures that comply with all federal and state requirements

Electronic Submission of Charter Policies and Procedures Assurances

Pursuant to the Individuals with Disabilities Education Improvement Act (IDEA 2004) Section 613 (a) (1), Manara Academy will have on file with the Texas Education Agency (TEA) a plan that provides assurances that it has in effect policies, procedures and programs consistent with State policies and procedures governing special education.

Manara Academy 14it h Generation Charter Application 05 Section 11-Business Plan

Financial History of Sponsoring Entity a) Discuss the sources of funding used by the sponsoring entity to start up its operations.

Manara Academy, Inc. will utilize the following sources of funding for its start up operations. • Donations / Grants • Fundraising • Federal startup grants

Manara Academy has already secured pledges up to $95,000 from organizations, Manara Board, Manara-volunteers and community members who are passionate about Manara Academy's vision and mission. The pledges are attached in the application as Attachment L. b) Discuss the current assets of the sponsoring entity.

As of December 31, 2007, Manara Academy, Inc. had $12,749.48 in cash. c) Discuss the current liabilities of the sponsoring entity.

Manara Academy, Inc. does not have any liabilities as of December 31, 2007. d) Disclose any liens, litigation history, and/or any sanctions from any local, state and/or federal regulatory agencj against the sponsoring entity.

There is no history of liens, litigations or sanctions by any federal, state or local agency. e) Stale the names of any open-enrollment charters already held by the sponsoring entity.

Manara Academy, Inc. does not hold any open-enrollment charters. f) Submit, as Attachment I. a copy of the most recent audit report An audit report is not available since Manara Academy, Inc. was never audited. Unaudited interim financial statements as of December 31, 2007 are provided in Attachment I. g) Submit, as Attachment J. a credit report of the sponsoring entity.

Limited information is available on Manara Academy, Inc. given it was incorporated in July 13, 2006. Please see Attachment J.

Manara Academy 14l Generation Charter Application 07 h) Submit, as Attachment K. a copy of the most recently filed Internal Revenue Service Form 990.

Please see Attachment K.

Current Operations of Sponsoring Entity i) If non-charter programs are currently operated by the sponsoring entity, describe how. or if. these non-charter programs \\iil relate to the charter school.

There are no non-charter programs currently operated by the sponsoring entity. j) If there are plans to begin operating any non-charter programs within the next two years, describe whether these non-charter programs will relate to the charier school.

There are no plans to begin operating any non-charter programs. k) If there are plans to begin operating any non-charter programs within the next two years, discuss the physical location of the programs. Describe how the charter school will maintain separate administrative, business, financial, payroll, personnel and other records.

There are no plans to begin operating any non-charter programs.

Start Up of Charter School Operations

1) Provide a statement describing the projected amounts of start-up funding. The statement must identify the amount of each source of funds and the specific source of funding (i.e.. private donor, charitable foundation, local government, state/federal agency).

Manara Academy will pursue an aggressive fundraising plan. The Manara Academy board has secured $95,000 in pledges from organizations, founders and community members who are passionate about Manara Academy's vision and mission. The startup budget depends on the $150,000 start up federal grant and $95,000 of donations (that will be secured by the outstanding pledges and fundraising).

Manara Academy was successful in raising donations to fund all the application preparation expenses including travel, consulting fees, town hall meeting, marketing etc. The $95,000 pledges as well as the successful collection of more than $20,000 donations within less than six months since last October, 2007. Indicates the board's ability to secure $60,000 as net asset by the time we enter the startup year (November 2008).

Manara Academy, Inc. understands that the federal startup grant can only be accessed after a contract for the charter has been executed and a county district number has been assigned.

Manara Academy 14th Generation Charter Application _^ \) [ACADEMY/ m) Submit, as Attachment L. documentation (i.e.. letters of credit, letters from donors, loan agreements, notices of grant awards, etc.) verifying all sources of funding. Letters of support for the proposed school should not he included in Attachment L. If there are no such sources of funds, stale this in (he attachment,

Please see Attachment L. n) Describe the process by which the annual budget of the charter school \\ill be adopted.

The annual budget will be created by the principal and business manager. The principal will submit the annual budget to the school board of directors. The board of directors will discuss the budget with the principal and business manager and will approve it after any required modifications. The budget will follow GAAP requirements and all applicable laws and regulations. o) Submit, as Attachment M, a start-up budget using the template in Appendix III . Please see Attachment M for start-up budget and a brief description about the key assumptions for the budget. p) Submit, as Attachment N. a budget for the first year of operations using the template in Appendix IV

Please see Attachment N for first year budget and a brief description about the key assumptions for the budget. Following is a summary of the annual expected expenses for the first year:

Estimated Annual Expenses Total » $1,719,684 Other Operating Cost Debt $67,355 Expenses, Supplies & 4<>/0 Material $542 . 0% $137,890 8%

Professional & Contracted Services $254,600 15%

Payroll Cost $1,259.297 73%

ith Manara Academy 14 Generation Charter Application 99 Management Company and Other Contracted Services q) Describe the manner in which an annual audit of" the financial and programmatic operations of the program is to be conducted.

An annual audit will be conducted at the end of the school fiscal year. The board plans to hire an external entity whose accountants hold a permit from the State Board of Public Accountancy, to perform the annual audit. Manara Academy will perform internal audits throughout the year to ensure that accuracy ofthe financial records and compliance with state and federal laws and regulations. r) Identif) any organization!s) and/or individual(s) thai will provide financial accounting, payroll, and/or tax accounting services for the proposed charter school. Manara Academy, Inc. has not identified any external entities or individuals to provide financial accounting, payroll and or tax accounting services. Manara Academy will explore available options and identify service providers (if any) at a later time. The sponsoring entity will follow all provisions, rules and regulation before entering any business agreements with any organization or individual. We have discussed this matter with Region 10 and Irving ISD and both are willing to assist us in providing these services. s) Discuss the qualifications ofthe organization^) and/or individual(s). Include a list of any current or former clients that were charter schools.

No organizations or individuals are identified to provide services at this time. t) Submit, as Attachment O, a copy ofthe negotiated service agreement(s) with any organization(s) and/or individual(s) that will provide financial accounting, payroll, and/or tax accounting services for the proposed charier school..

Please see Attachment O. At this time we do not have any service agreements with any individuals or organizations. u) Indicate whether the charter holder will adopt the provisions of Texas Education Code (TEC), Chapter 44. Subchapter B. as the process for awarding a contract for the construction, repair, or renovation of a structure, road, highway, or other improvement or addition to real property. If so. the provisions of TEC, Chapter 44. Subchapter B, will control in lieu of Subchapter B, Chapter 271. Texas Local Government Code.

Manara Academy, Inc. will adopt the provisions of Texas Education Code (TEC), Chapter 44, Subchapter B, as the process for awarding a contract for the construction, repair or renovation of a structure, road, highway or other improvement or addition to real property.

Manara Academy 14th Generation Charter Application JMANARA) [ACADEMYj Financial Accounting System v) Identify and discuss the capabilities of the financial accounting software (i.e.. the complete name of the software application and the software version) that the proposed charter school will use.

We have contacted Region 10 and they have recommend a program created by Region 20 called RSCCC. Region 10 will provide us with support in implementing this software in our school. The Manara Academy board is considering the recommendation from Region 10, but has yet to confirm. The board will decide after approval of the charter application. The following criteria have been used in considering this software: • Th software e capability and available functionality. • Wide usage for the software in Region X public and charter schools (should be approved by TEA). • Ease of use and expertise in the software in the local market. • Support and training availability for the software locally.

Student Attendance Accounting w) Identify the student attendance accounting software (i.e., the complete name of the software application and the software version) that the proposed charter school will use. and discuss the software's ability to produce the required reports and track student-related data required in PEIMS.

Manara Academy, Inc. has undergone some research on the student attendance accounting software but has not yet finalized on a particular software vendor. We have contacted Region 10 and they have recommended the Winschool program for our student accounting. Winschool is a PC based program. The Manara Academy board is considering the recommendation from Region 10, but has yet to confirm. The board will decide after approval of the charter application.

Facility Management x) Explain why the site will be a suitable facility for the proposed charter school.

The site of Manara Academy is under investigation and is yet to be identified at this point of time. y) Discuss plans to ensure that school facilities are accessible to disabled persons.

Manara Academy will be accessible to disabled persons and will comply with Americans with Disabilities Act (ADA) access requirements. If the facility (after identified) is not accessible to disabled persons, the required improvements to make the facility accessible will be implemented. z) Discuss the necessity of renovating and/or repairing the facility to ensure compliance with applicable building and/or occupancy codes and to make the facility ready for school operations. Identify the dollar amounts of any renovations and repairs.

Manara Academy 141 Generation Charter Application The facility is under investigation and is yet to be identified at the time of submitting the application. The improvements and repairs required will be considered when selecting the location of the school. For budget purposes, we estimate the cost of renovations/ repairs to be around $30,000 as indicated in the start up budget. aa) Discuss any progress, partnership developments or future steps towards the acquisition of a facility and/or land.

The sponsoring entity is in early stages of acquiring a facility for the school. bb) Submit, as Attachment P. a copy of the negotiated lease agreement(s). deed(s) to property, earnest money contract, or purchase agreemenl(s). as applicable.

Manara Academy, Inc. has not entered in a lease agreement at the time of submitting the application. cc) Identify the individuals who negotiated the lease or purchase of the facility on behalf of the lessor or seller and the sponsoring entity. Note any relationships or business affiliations between the individuals identified above.

Manara Academy, Inc. has not entered in a lease agreement at the time of submitting the application. dd) Identify all other organizations or individuals that will be using the facility in addition to the proposed charter school.

The facility is under investigation and is yet to be identified at the time. No organizations or individuals have been identified at this time that will be using the facility.

Transportation and Food Service ee) Describe provisions for transportation for students served by the charter school. Pursuant to federal law. the school must provide transportation to students eligible for special education and related services as required b\ their Individualized Hducation Program (IHP).

The school will provide transportation for special need students eligible for school provided transportation as stated in their IEP. Manara will identify appropriate transportation for such students by contracting an outside service available in Dallas County. The school does not plan to provide transportation for other students.

Manara Academy 14it h Generation Charter Application ff) Describe provisions for food service, if any. for students served by the charter school, including plans for free or reduced lunch and breakfast programs. If 10% of the students qualify for free or reduced breakfast, the school is required by Texas Education Code §33.901 to provide a breakfast program for those students.

Manara Academy plans to provide food service for qualified students (reduced or free breakfast and lunch), if more than 10% of the students qualify for free or reduced meals. Manara Academy will contract appropriate organizations to provide breakfast and lunch in this situation and will ensure compliance with regulations of the Child Nutrition Program of TEA.

Manara Academy 14it h Generation Charter Application Section 12-Attachments

All attachments are clearly referenced, numbered, and ordered exactly as indicated on the Applicant Checklist on page 18 of this RFA.

1. Attachment A - Notarized biographic affidavits of the Governing Board 2. Attachment B- Sponsoring entity's organizational chart 3. Attachment C ~ 501(c)(3) determination letter from the IRS 4. Attachment D - Original Articles of Incorporation / Certificate of Corporation 5. Attachment E - Complete copy of the bylaws of sponsoring entity 6. Attachment F - Copy of the published notice of public hearing (newspaper Ad) 7. Attachment G - Synopsis of the public hearing 8. Attachment H - Certified mail receipts of the Statement of Impact form to other schools 9. Attachment I - Copy of the recent Audit report of the sponsoring entity 10. Attachment J - Copy of the recent Credit report of the sponsoring entity 11. Attachment K - Copy of the recent filed IRS form 990 12. Attachment L ~ Letters of credit, letters from donors, loan agreements, notices of grant awards, verifying the sources of funding 13. Attachment M - A start-up budget using the template in Appendix III 14. Attachment N - Budget for 1st year of operations using the template in Appendix IV 15. Attachment O - Copy of Negotiated Service agreements from any organizations/individuals that will provide financial accounting, payroll, and/or tax accounting services for the proposed charter school. 16. Attachment P — Copy of the negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s), as applicable.

Manara Academy 14l Generation Charter Application Attachment A -Notarized biographic affidavits of the Governing Board

Fourteenth Generation Open-Enrollment Charter School Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED)

Check all that apply:

&Q Member of the governing body of the sponsoring entity

W Member of the governing body of the charter school

D School officer: State position as defined in TEC, §12.1012

Full Name of Sponsoring Entity Manara Academy, Inc

Full Name of Proposed Charter School Manara Academy

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSWER IS "NO" OR "NONE", SO STATE.

1. Full Name (Initials Not Acceptable) Ehap Sabri

2. Have you ever had your name changed or used another name? I I Yes [Xl No

If yes, give reason for the change:

Maiden name (if female):

Other names used at any time:

3. Current home address: 3609 Smoke tree trail, Euless, TX 76040

If you are a member of the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of the proposed charter school?

[J Yes fj No [xl N/ A(because J am not a member of the governing body of the sponsoring entity or the sponsoring entity is based in Texas).

4. Current home telephone number: (214) 295-4159

5. Education: Dates, Names, Locations and Degrees

College: 1985-1990, Kuwait University. Kuwait, BS Mechanical Engineering

Graduate Studies: 1994-1996 University of Cinncinati,OH, MS Industrial Engineering

Others: 1996-1998 University of Cinncinati,OH, Ph.D Industrial Engineering

6. List membership(s) in professional societies and associations: Member of American Production & Inventory Control Society (APICS)

_ . ,. SAS 529-07 Pagel°f4 RFA 701-06-021

Manara Academy 14th Generation Charter Application

MYJ 7- List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION August 1998 -Present a technologies Dallas, ix solution strategist April 2002 - Present University or Dallas Irving, TX Adjunct Professor August 2005- Present University of Texas at Dallas Dallas, TX Adjunct Professor

8. List all businesses or organizations of which you are a partner or in wbich you have a majority interest:

Jaico consulting & Trading

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION

N/A

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION

11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. {State date license was issued, issuer of license, date terminated, reasons for termination:

N/A

SAS 529-07 Rf A 701-06-021 Page 2 of4

Manara Academy 14 Generation Charter Application 106 LACADEMYJ 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked?

r Yes (S No If yes, give details:

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school?

C Yes (• No Ifso,pleasestatethecompensationyouexpecttoreceive.

Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity.

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school?

r Yes d No If so, give details;

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school?

r Yes ff No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony, an offense listed in TEC 37.007(a); or an offense listed in Article 62.01 (5) Code of Criminal Procedure? P Yes (• No If so, give details:

SAS 529-07 Page 3 of 4 RFA 701-06-021

ith Manara Academy 14 Generation Charter Application 107 17. Have you ever been adjudged bankrupt? C Yes (f No If so, please provide the following information.

Number of times adjudged bankrupt:

Date of each bankruptcy judgment:

Description of the circumstances surrounding each bankruptcy:

18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship?

r Yes CNo If so, give details:

Dated and signed this IV day of -A ZJO ,200$. I hereby certify under penalty ofperjury that I am acting on my n behalf and that the foregoing statements are true and correct to the best of my knowledge and belief.

(Signature of Affiant)

VERIFICATION

State of County of

On this day, C//AP Scikri (name of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/ her knowledge and belief.

Subscribed and sworn to before me this day of , 200 & .

(Notary Public)

(SEAL) My commission expires t

My Commission Expires 09/21/2009

SAS 529-07 Page 4 of4 RF A 701-06-021 Fourteenth Generation Open-Enrollment Charter School Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED)

Check all that apply:

H Member of the governing body of the sponsoring entity

W Member of the governing body of the charter school

C School officer: State position as defined in TEC, §12.1012

Full Name of Sponsoring Entity Manara Academy, Inc

Full Name of Proposed Charter School Manara Academy

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSWER IS "NO" OR "NONE", SO STATE.

1. Full Name (Initials Not Acceptable) Sadak Thamby Shaik Abdul

2. Have you ever had your name changed or used another name? [X] Yes I I No

If yes, give reason for the change:

Maiden name (if female):

Other names used at any time: Sadak Shaik

3. Current home address: 148 WrenwoodDr, CoppelL TX, 75019

If you are a mem her of the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of the proposed charter school?

Q Yes Q No [X] N/ A(because I am not a member of the governing body of the sponsoring entity orthe sponsoring entity is based in Texas).

4. Current home telephone number: (972) 373-9923

5. Education: Dates, Names, Locations and Degrees

College: 1992-1996, University of Madras, India, BS Electrical & Electronics Engineering

Graduate Studies: 1996-1998, University of Illinois at Chicago, 1L, MS Computer Science

Others:

6. List membership^) in professional societies and associations: N/A

T*. , tA SA S529-07 Pagel°f4 RPA 701-06-021

Manara Academy 14it h Generation Charter Application 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION 02/2001 -Present i2 Technologies, 1 1701 Luna Rd, Dallas, TX 75234 Advance Member of Tech Staff 08/1998-01/2001 Sabre Inc 3150Southiake,TX76092 Senior Software Engineer 08/1997-08/1998 lab for Advanced Computing UIC Chicago, IL Research Assistant

8. List all businesses or organizations of which you are a partner or in which you have a majority interest: N/A

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION N/A

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION N/A

List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination: N/A

SAS 529-07 Page 2 of4 RFA 701-06-021

ith Manara Academy 14 Generation Charter Application 113 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked?

r Yes (i No If yes, give details:

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school?

C Yes (• No If so, please state the compensation you expect to receive.

Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity.

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school?

T Yes

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school?

r Yes d No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TEC 37.007(a); or an offense listed in Article 62.01(5) Code of Criminal Procedure? P Yes (ff No

If so, give details:

SAS 529-07 Page 3 of 4 Rf A 701-06-021

ith Manara Academy 14 Generation Charter Application 114 17. Have you ever been adjudged bankrupt? Yes No If so, please provide the following information.

Number of times adjudged bankrupt:

Date of each bankruptcy judgment:

Description of the circumstances surrounding each bankruptcy:

18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship?

r Yes £ No If so. give details:

Dated and signed this day of _ ,200 I hereby certify under penalty of perjury- that I am acting on own behalf and thai (he foregoing statements are true and correct to the best of my knowledge and belief.

(Signature of Affiant)

VERIFICATION

State of 1-gK.Ci.S County of

On this day, ^

Subscribed and sworn to before me this day of u*. , 200

(Notary Public)

(SEAL) My commission expires f 2-1

MariaARios My Commission Expires 09/21/2009

SAS 529-07 Page 4 of4 RFA 701-06-021 Fourteenth Generation Open-Enrollment Charter School Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED)

Check all that apply:

W Member of the governing body of the sponsoring entity

S Member of the governing body of the charter school

D School officer: State position as defined in TEC, §12.1012

Full Name of Sponsoring Entity Manara Academy, Inc

Full Name of Proposed Charter School Manara Academy

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSWER IS "NO" OR "NONE", SO STATE.

1. Full Name (Initials Not Acceptable) Amr Abu-Suleiman

2. Have you ever had your name changed or used another name? I I Yes JXl No

If yes, give reason for the change

Maiden name (if female):

Other names used at any time:

3. Current home address: 400 Summer moon IrvingJX 75063

If you are a member of the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of (he proposed charter school?

Q Yes Q No [X] N/ A(because I am not a member of the governing body of the sponsoring entity orthe sponsoring entity is based in Texas).

4. Current home telephone number: (972) 432-0078

5. Education: Dates, Names, Locations and Degrees

College: 1995 Jordan University of Science and Technology, Jordan B.Sc Mechanical Engineering

Graduate Studies: 1998 Oklahoma State University, Stillwater,OK, MSc Industrial Engineering and Mgmt

Others: 2006, University of Texas at Arlington,Dallas,TX, Ph.D Industrial Engineering

6. List memberships) in professional societies and associations: Institute of Industrial Engineering

., . ,. SAS 529-07 P3ge!of4 RFA 701-06-02!

Manara Academy 14it h Generation Charter Application 11 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION 9/2006- Current The Sabre Group 3150 Sabre Drive, Southlake, Tx76092 Product Marketing Manager 2004-2006 Hitachi Consulting 15305 Dallas PKWY, Dallas, TX; 75001 Sr Consultant 2002 - 2004 Contractor Multiple Sites Consultant 1998- 2002 i2 Technologies 11701 Luna Rd. Dallas, TX 75234 Sr Solutions Architect

8. List all businesses or organizations of which you are a partner or in which you have a majority interest; NA

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters;

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION NA

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION NA

11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination: NA

SAS 529-07 Page 2 of4 RFA 701-06-021

Manara Academy 14 Generation Charter Application 117 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked?

C Yes (• No If yes, give details:

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school?

Yes {•" No If so, please state the compensation you expectto receive.

Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity.

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school?

r Yes (5 No If so, give details:

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school or the management company of the charter school?

C Yes (• No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TEC 37.007(a); or an offense listed in Article 62.01(5) Code of Criminal Procedure? r Yes (• No

If so, give details:

Page 3 of 4 SAS 529-07 RFA 701-06-021

ith Manara Academy 14 Generation Charter Application 118 17. I-Iave you ever been adjudged bankrupt? C* Yes (m No If so, please provide the following information.

Number of times adjudged bankrupt:

Date of each bankruptcy judgment:

Description of the circumstances surrounding each bankruptcy:

18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business: which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship?

C Ye s (? No If so, give details:

Dated and signed this day of ., 200 % . I hereby certify under penalty of perjury that I am acting on my own behalf and that the foregoing statements are true and correct to the best of my knowledge and belief.

signature OT Affiant)

VERIFICATION

State of _ County of -5

On this day, Afor" >OM.- ^iCiH^n (name of affiant") appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/ her knowledge and belief.

Subscribed and sworn to before me this T day of ,200 6

(Notary Public)

(SEAL) My commission expires

MariaARios My Commission Expires 09/21/2009

SAS 529-07 Page 4 of 4 RFA 701-06-021 Fourteenth Generation Open-Enrollment Charter School Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED)

Check all that apply:

[Xj Member of the governing body of the sponsoring entity

i^l Member of the governing body of the charter school

D School officer: State position as defined in TEC, §12.1012

Full Name of Sponsoring Entity Manara Academy, Inc

Full Name of Proposed Charter School Manara Academy

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSWER IS "NO" OR "NONE", SO STATE.

I Full Name (Initials Not Acceptable)

2. Have you ever had your name changed or used another name? [Xj Yes EH No

If yes, give reason for the change:

Maiden name (if female):

Other names used at any time: Jaszeer Mohammed

3. Current home address:

If you are a member of the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of the proposed charter school?

Q Yes Q No [x] N/A(becauseI am not a member of the governing body of the sponsoring entity orthe sponsoring entity is based in Texas).

4. Current home telephone number:

5. Education: Dates, Names, Locations and Degrees

College: 1992-1996, Osmania University, India. BS Mechanical Engineering

Graduate Studies:

Others:

6. List membership(s) in professional societies and associations: NA

T, . ,. SAS 529-07 Pagel°f4 RFA 701-06-021

Manara Academy 14it h Generation Charter Application 12Q 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION «8/2U05-Presen( Horizon LID«S,IHC «w E. Las Colinas Blvd, W>5« IKVIISU, TX, 75(»v Lead Architect 02/2001-07/2005 System Source Inc 5757 Alpha Rd^603,Dallas JX, 75240 Consultant 09/1999-01/2001 Optech Consulting Inc 17000 Preston Road, Suite 240, Dallas, TX 75248 Consultant 04/1998-08/1999 SagarSoft (India) Ltd S-2-472/B/2,Road#I.Banjara Hills.HycrabadJndia-500 034 Software Engineer

8. List all businesses or organizations of which you are a partner or in which you have a majority interest:

N/A ' ~~ —~~~

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION

N/A

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION

NTS ' '

I. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, dace terminated, reasons for termination:

N/A

SAS 529-07 Pa«c 2 of 4 RFA 701-06-021

ith Manara Academy 14 Generation Charter Application 121 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked?

r Yes (i No If yes, give details;

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school?

C Yes (• No If so, please state the compensation you expect to receive.

Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school?

r Yes (• No If so, give details:

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school?

C Yes (• No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TEC 37.007(a); or an offense listed in Article 62.01(5) Code of Criminal Procedure?

r Yes {• No

If so, give details:

Page 3 of 4 SAS 529-07 RFA 701-06-021

ith Manara Academy 14 Generation Charter Application 122 17. Have you ever been adjudged bankrupt? * Yes <* No If so, please provide the following information.

Number of times adjudged bankrupt: [

Date of each bankruptcy judgment:

Description of the circumstances surrounding each bankruptcy:

18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship?

C Yes

"I1 Dated and signed this I U day of _ _, 200 / hereby certify under penalty of perjury that I am acting own behalf and that the foregoing statements are true and correct to the best of my knowledge and belief

(Signature of Affiant)

VERIFICATION..

State of County of

On this day, of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/ her knowledge and belief.

Subscribed and sworn to before me this day of JflxQ UA/r, ,200

(Notary Public)

(SEAL) My commission expires

Maria A Rios My Commission Expires 09/21/2009

Page 4 of4 SAS 529-07 RFA 701-06-021 Fourteenth Generation Open-Enrollment Charter School Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED)

Check all that apply:

W Member of the governing body of the sponsoring entity

[X] Member of the governing body of the charter school

D School officer: State position as defined in TEC, §12.1012

Full Name of Sponsoring Entity Manara Academy, Inc

Full Name of Proposed Charter School Manara Academy

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSWER IS "NO" OR "NONE", SO STATE.

1. Full Name (Initials Not Acceptable) Michelle Renee Alkhatib

2. Have you ever had your name changed or used another name? [X] Yes d No

If yes, give reason for the change: Marriage

Maiden name (if female): Melton

Other names used at any time:

3. Current home address: 2905 Traitwood Lane, Flower Mound, TX 75028

If you are a memberof the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of the proposed charter school?

Q Yes Q No jxj N/A(because I amnot a member ofthe governing body of the sponsoring entity orthe sponsoring entity is based in Texas).

4. Current home telephone number: (972) 355-1296

5. Education: Dates, Names, Locations and Degrees

College: 1994-1999, Purdue University, BS Speech and Audiology

Graduate Studies:

Others:

6. List membership(s) in professional societies and associations: NA

SAS 529-07 RFA 701-06-02]

Manara Academy 14tth Generation Charter Application 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION 2002-2006 Dallas Independent School District 7800 Umphress, Dallas, TX Teacher 2001-2002 Smart Start Learning Center CoppellJX Teacher 2000-2001 Aramark Educational Resources Itasca, 1L Teacher, Site Director

8. List all businesses or organizations of which you are a partner or in which you have a majority interest: NA

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION NA

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION NA

11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past- (State date license was issued, issuer of license, date terminated, reasons for termination: Texas Educator Certificate, Issued by Texas State board of Education, 08/18/2003

Page 2 of 4 SAS 529-07 RFA 701-06-021

Manara Academy 14 Generation Charter Application 110 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked?

r Yes (S No If yes, give details: ___

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school?

C Yes (9 No If so pleas, e state the compensation you expect to receive.

Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity.

14, Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school?

T Yes (S No If so, give details;

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school?

r Yes (S No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TEC 37.007(a), or an offense listed in Article 62.01(5) Code of Criminal Procedure? r Yes (m No If so, give details:

SAS 529-07 Page 3 of 4 RFA 701-06-021

ith Manara Academy 14 Generation Charter Application 110-A 17. Have you ever been adjudged bankrupt? Yes (T No If so, please provide the following information.

Number of times adjudged bankrupt:

Date of each bankruptcy judgment:

Description of the circumstances surrounding each bankruptcy:

18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship?

r Ye s (? No If so, give details:

Dated and signed this -70 day of vU _, 200_%_. / hereby certify under penalty of perjury that I am acting on my own behalf and that the foregoing statements are true and correct to the best of my knowledge and belief.

(Signature of Affiant)

VERIFICATION

State County of (A

On this day, r> ji meT5f affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/ her knowledge and belief.

Subscribed and sworn to before me this day of ,200 y\ . . (Notary Pulicubl ) CANDACEKAVANAUGH Notary Public M y commission expires III / STATE OF TEXAS My Comm.Exp. 01-14-12

SAS 529-07 Page 4 of 4 RFA 701-06-021 REVISED DURING CONTINGENCY PROCESS SEE INSERT. Attachment B ~ Sponsoring entity's organizational chart

Manara Academy Inc (Sponsoring Entity)

Manara Academy Board of Directors (Governing Body)

I

Principal

Business Teaching Staff Instructional Maintenance Manager Guide Staff

Grade Teacher — Foreign Language Teacher REIMS Coordinator — Art Teacher / Secretary PE Coach Instructional Assistant

ilh Manara Academy 14 Generation Charter Application 124 APPROVED DURING CONTINGENCY PROCESS

Attachment B - Sponsoring entity's organizational chart

Manara Academy Inc (Sponsoring Entity)

Manara Academy Board of Directors

Principal

Business Teaching Staff Instructional Maintenance Manager Guide Staff

Grade Teacher Foreign Language Teacher PEIMS Coordinator / Art Teacher Custodian / Student Attendance PE Coach Janitor Clerk/Secretary Instructional Assistant

Special Needs_Coordinator Attachment C -- 501(c)(3) determination letter from the IRS

JftN-24-2007 14=24 PERSONNEL OFFICE CINTI 5132634276 P.02/13 INTERNAL REVENUE SERVICE DEPARTMENT OF THE TREASURY P. 0. BOX 2508 CINCINNATI, OH 45201

Employer Identification Number: 20-S254172 2 4 2007 DLN: 17053320014006 KANRBA P.CADEMY ISC 4070 N BELT LINE STE 110-140 TERRY IZOMI ID* 95048 IRVING, TX 75038-5000 Contact Telephone Number.­ (877) 829-5500 Accounting Period Ending: June 30 Public Charity St*tu»: 170 (b) (1) (A) (ii) Form 990 Required: Yes Effective Date of Exemption July 13, 2006 Contribution Deducibility: Yea

Dear Applicant:

we are pleased to inform you that upon review of your application for tax exempt status we have determined that you are exempt from Federal income tax under section S01(c)(3) of the Internal Revenue Code. Contributions to you are deductible under section 170 of the Code. You are also qualified to receive tax deductible bequests, devises, transfers or gifts under section 2055, 2106 or 2522 of the code. Because this letter could help resolve any questions regarding your exempt status, you should keep it in your permanent records.

Organizations exempt under section 50Hc)(3) of the Code are further classified as either public charities or private foundations. We determined that you are a public charity under the Code section(s) listed in the heading of this letter. Please see enclosed Information for Exempt Organizations Under Section S01(c)(3) for some helpful information about your responsibilities as an exempt organization.

Sincerely,

Lois G. Lerner Director, Exempt organizations Rulings and Agreement*

Enclosures: Information for Organizations Exempt Under Section 501{c)(3)

Letter 947 (DO/CO)

ith Manara Academy 14 Generation Charter Application 125

I AC A PI P MY! Attachment D - Original Articles of Incorporation / Certificate of Formation and Filling Form 202

Secretary of State Filed in the Office of the P.O. Box13697 Secretary of State of Texas Austin, TX 78711-3697 Filing #: 800680484 07/13/2006 FAX: 512/463-5709 Document*: 136501180002 Certificate of Formation Image Generated Electronically Filing Fee: $25 Nonprofit Corporation for Web Filing Article 1 - Corporate Name The filing entity formed is a nonprofit corporation. The name of the entity is : Manara Academy Inc. The name must not be the same as, deceptively similar to thai of an existing corporate, limited liability company, or limned partnership name on file with the secretary of stale. A preliminary check (of the "name availability" is recommended Arttcle 2 - Registered Agent and Registered Office PA. The initial registered agent is an organization (cannot be corporation named above) by the name of:

OR I*B. The initial registered agent is an individual resident of the state whose name is set forth below; Name: Raid Marie C. The business address of the registered agent and the registered office address is: Street Address: 4070 N. Belt Line, Suite 110 -140 Irving TX 75038 Article 3 - Management (Complete items A or B) I" A. Management of the affairs of the corporation is to be vested solely in the members of the corporation. OR P B. Management of me affairs of the corporation is to be vested in its board of directors. The number of directors, which must be a minimum of three, that constitutes the initial board of directors and the names and addresses of the persons who are to serve as directors until the first annual meeting or until their successors are elected and qualified are set forth below. Directori.Sadak Shaik Title: Director Address 148 WrenwoodDr Coppell TX, USA 75019 Director 2: Ehap Sabti Title: Director Address 5307 N. Mac Arthur Blvd. #2013 Irving TX, USA 75038 Director 3: Ra'id Marie Title: Director 3649 Walnut Hill Lane #2111 Irving TX, USA 75038

ith Manara Academy 14 Generation Charter Application 126 Article 4 - Orqam/ation Structure

A. The corporation will have members. B. The corporation will not have members. Article 5 - Put pose The corporation Is organized for the following purpose or purposes: The purposes for which the Corporation is organized are exclusively educational and charitable, including the formation and operation of a Charter School under and pursuant to Chapter 12 of the Texas Education Code.

Supplemental Provisions . Information Upon dissolution, liquidation, or winding up of the corporation (whether voluntary or involuntary), the net assets shall be distributed as determined by the Corporation, but only to one or more charitable, or educational

organizations exempt from Federal Income Tax under section 501C (3) or the Internal Revenue Code (or the corresponding provisions of any such future law).

[The attached addendum, if any, a incorporated herein by reference {

Effectiveness of Filing . This document becomes effective when the document is filed by the secretary of state. OR r~B. This document becomes effective at a later date, which is not more than ninety (90) days from the date of its signing. The delayed effective date is:

The name and address of the organizer are set forth below. Ra'id Marie 3649 Walnut Hill Lane #2111 Irving. TX 75308 Execution The undersigned signs this document subject to the penalties imposed by law for the submission of a materially false or fraudulent instrument. Ra'id Marie Signature of organizer

FUNG OFFICE COPY

ith Manara Academy 14 Generation Charter Application 127 CoTporalions Section Roger Williams P.O.BOX 13697 Secretary of State Austin, Texas 78711-3697

Office of the Secretary of State

CERTIFICATE OF FILING OF

Manara Academy Inc. File Number: 800680484

The undersigned, as Secretary of State of Texas, hereby certifies that a Certificate of Formation for the above named Domestic Nonprofit Corporation has been received in this office and has been found to conform to the applicable provisions of law.

ACCORDINGLY, the undersigned, as Secretary of State, and by virtue of the authority vested in the secretary by law, hereby issues this certificate evidencing filing effective on the date shown below.

The issuance of this certificate does not authorize the use of a name in this state in violation of the rights of another under the federal Trademark Act of 1946, the Texas trademark law, the Assumed Business or Professional Name Act, or the common law.

Dated: 07/13/2006

Effective: 07/13/2006

Roger Williams Secretary of State

Come visit us on the internet al http://www.sos.slale.tx.us/ Phone:(512)463-5555 Fax: (512) 463-5709 TTY: 7-1-1 Prepared by: Dee Harris Document: 136501180002

ith Manara Academy 14 Generation Charter Application 128 Amendment/Change of Filing Reports Unit ^ff^X Phil Wilson P.O. Box 12028 /7%£~^\ Secretary of State Austin, Texas 78711 -2028 ^

Office of the Secretary of State

January 17,2008

Ehap Sabri 4070 N. Belt Line, Suite 110 -140 Irving, TX 75038 USA

RE: Manara Academy Inc. File Number: 800680484

H has been our pleasure to file the Nonprofit Periodic Report for the referenced entity. Enclosed is the certificate evidencing filing. Payment of the filing fee is acknowledged by this letter.

If we may be of further service at any time, please let us know.

Sincerely,

Corporations Section Business & Public Filings Division (512)475-2705

Enclosure

Come visit us on the internet at http://www.sos.stale.Ix.us/ Phone: (512)475-2705 Fax: (512) 463-1425 Dial: 7-1-1 for Relay Services Prepared by: Bridgetta Smith TID: 10323 Document: 200260130002

Manara Academy 14th Generation Charter Application 129

1 AC All f MY Received Jan 17 20GB 03-11pm JAH/17/2Q08/TEB Ql; 19

Form 802 This space reserved for Cling office use. (revised 09/05) FILED Return in Duplicate to: In the Office of the Secretary of State Secretary of State of Texas P.O. Box 12028 Austin, TX 787H-2028 JAN 172008 Phone: 512/475-2705 9.01 Report FAX: 512/463-1425. Pursuant to Article 1396-9.01, Corporations Section Dial: 7-1-1 for Relay Services Texas Non-Profit Corporation Act Filing Fee:

File Number: 800680484

1. The corporation name is: Manors Academy Inc

2. It iincorporates d under the laws of: (set forth state or foreign country) State of Texas

3. The name of die registered agent is: Q A. Th registeree d agent is a corporation (cannot be corporation atmtd above) by the name of:

OK iJS B. The registered agent k an individual resident of the state wbose name is: Ehap__ Safari UI LealNoM SuOt> 4. The registered office address, which is identical to the business office address of the registered agent in Texas, IS." fiae Jlnet or building ae&rBS.J«tlnttrvaioitt) 4070 R Belt Line, Suite 110-140 IRVING TX 75038 SmttAiirtu Cty Stat 5. If the corporation is a foreign corporation, the address of its principal office in the state or country under The lews of which it is incorporated is: NA l orMcOlHf AdOttn' Slow 6. The names and addresses of all directors of the corporation are: (A Tocu corporation *t last 3 dlrecu>rt.i (ffadiHsiota} ffaCf a nntftd, include Hit information a an attotkmtMt u Mljorm for item

Ehsp Sabii firit Hamt MT LaxtNatit Surttt 3609 Smoke Tree Trail Eulest TX 76040 SmelcrMUXtifAitifrta Cn> StcM Zip Code C4**ny

Sadak Shaik jUJ Let* MPHM A(fc 148 WrerwoodDr Coppell TX 75019 Strtel or MaifirfAdfrtM cm* Suu Zip Ccdi Co«wry

Michelle AlKhotib MT LaflName Adfk 2905 Trailwood Lane Flower Mound TX 75028 Strut or f«i*i]<>*JdttrtS3 Ciiv Stale 3t> Coda C»w*v

Manara Academy 14 Generation Charter Application 130 Received Jan 1? 2006 JAN/I7/2008/TKir 04:19 PM F.Q0 3

Amr Abu-Suieunaa • ftfflNarnt WT LaaMante 400 Summer Moon IRVING TX • 75063 Strut or UttftxtMirtu Clfr Aofe Zip Cadt Cmnoy

Jaszeec Mohammed Stfbt 814 W Royal U#51 IRVING TX 75039 Sow or Mailing AMrtss City SHU* Zip C<*i CMMV

First Hone Afl tantieme S*ffn

So*a or Mating jfAirut Ciw flfa« ^p C*t Country

Manara Academy 14 Generation Charter Application 131 4ARA 7. The names, addresses, and titles of all officers of the corporation are: (A Texas corporation must include a president and a secretary and Hie same person cannot hold both offices.) (Ifadditional space is needed, include the information as an attachment to this form for item 7.) Officer Title Ehap Sabri President First Name MI Last Name Syfflx 3609 Smoke Tree Trl Euless TX 76040 US Street or Mailing Address City Stale ZlpCode Countr)'

Officer Title Michelle R Alkhatib Secretary First Name MI Las! Name Suffix 2905 Trailwood Lane Flower Mound TX 75028 US Street or Mailing Address Cily Slate Zip Code Gauntly

Officer Title

First Name MI IMS! Name Suffix

Street or Mailing Address City Slate Zip Cade Country

Execution: The undersigned signs this document subject to the penalties imposed by law for the submission of a materially false or fraudulent instrument. .—•— Date: 12/26/2007 >^V -r" Signature of authorized officer

Manara Academy 14 Generation Charter Application 132 (MA IA C A DUMYJ MAY/15/2GQ9/FKI 11:50 \PPROVED DURING CONTINGENCY PROCESS

Form 424 This space reserved for office use. (Revised 01706) FILED Return in duplicate to: In the Office of the Secretary of State secretary of State of Texas P.O. Box 13697 Austin, IX 78711-3697 Certificate of Amendment MAY 15 2009 512463-5555 FAX 512/463-5709 Corporations Section Bting Fee: See instructions

Tlie name of the filing entity is:

Maoara Academy, foe Sote&e name of thecotifyw crareatty shown to the records of the wsttaiy of store. If the ameixJmrat changes tbe name of tbe entity, state fee old name and not the new name.

filing entity is a: (Select the appropriate ewtyiype below.) DFor-prafir Corporation D Profesrional Corporation 13 Nonprofit Corporation D Professional Limited Liability Company O Coaperttive Association D Professional AsKxiatioo [D Limited Liability Company QUmit«l Partnership

The file number issued to Ac filing entity by the secretary of state is: 800680484 The date of fonnfltion of the entity is: 07/13/2006

1. Amended Name (If the purpose of ifae certificate of amendment Is to change the none of tin Botfly, usetiK following Tb,c amondnient changes the certificate of fonnffdouto change the article 01 provision that aames the filing entity. The article or provision is amended to read as Mows: The name of the filing entity is: (state the new name of the entity below)

The name of the entity must contain an cnxanizitionBl designation or accepud abbreviation of such term, is applicable.

2, Amended Registered Agent/Registered Office Hie amendment changes the certificate of formation to xhangeflwara'cUe or provision stating name of the registered agent and the registered o£5ce address of the filing entity. Hie article or provision is amended to read as follows:

Form 424 UAY/15/2009/F51 11:50 Ai P. 003 \PPROVED DURING CONTINGENCY PROCESS

Registered Agent (Complete either A or B, but not both- Also complete C.) A. Ilic registered agent is an organi2atiou (csamot be entity named tboveVby the nasieof; .

OR ^ B. The registered agent is an individual resident of the state whose name is:

UJ. LatNamt C: Hie business address of the registered agent and the registered office address is: 4070 NBdtUnBRd Suite 110-140' IRVING TX 75038 artft Xdftn* (Wo P.O. too) Oxy State Zip Cod*

3. Other Added, AN*red, or Deleted Provisions O&er changes or tuU^QEis to ftwoettifi^ If ibe^xice provided Is insufficwnt, incorporate die additional tost by providing an anachment to this fbrin. Please read the hmriictioiu to this fonDforferftwinfonnationonfbniiat Text Ana (Itii anached addendum, if any, is tacorponted herein by reference.) Q Add each of the foUowing pro visions to the certificate of formation. The idfintification or reference of ihe added provision and the foil text an as follows:

Alter each of the following provisions of the certificate of formation. The identification or reference of the altered provision and the full text of the provision as amended ate as follows: Htf/15/2Q09/FRl 11:50 AM P. 004 "APPROVED DURING CONTINGENCY PROCESS

Article ffi. MEETINGS OF THE .BOARD Section 3,01 Regular Meetings: The Board of Directors may provide for regular meetings by resolution stating the time and place of such meetings. A meeting notice shall be posted three (3) days prior to any regular meeting. It is understood that any time the. Board ismeeting to conduct business of the Manara Academy, any and all such meetings will be held in compliance with the Texas Open Meetings Act (TQMA). AH meetings shall be open meetings, except that executive sessions may be held as acted below. Section 3.02 Emergency Meetings; if, in the opinion of at least four (4) members of the Board of Directors, a situation that requires an immediate meeting of the Board of Directors, (i.e., a matter thai cannot wait for the next regularly scheduled meeting, the memb«siimy call for an emergency mee^ of the Board of Directors as long as a notice is posted at least 24 hours in advance and the members make a reasonable attempt to notify all Board of Directors and other parties known to have interest in the agenda hems. To convene an emergency meeting, a quorum must be present Section 3.03 Executive Sessions: All School business must be transacted in public meetings, except that the Board of Directors may meet in executive session, limiting attendance to those persons invited to participate, to consider any of me matters permitted under the Texas Open Meetings Act Section 3,04 Public Attendance at Meetings: All meetings of the Board of Directors, except executive sessions, shall be open to the public provided that no member of the public shall be allowed to interfere with the orderly conduct of the meeting. A decision of the President of the Board, not subject to discussion* is suf&caent to reqpiie thai such o^soro^ly person be removed firoatil}^ place of meeting.

[X] Delete each of the provisions identified below from the certificate of formation. Article HI. MEETINGS OF THE BOARD Section 3.02 Annual Meeting: In addition to the regular meetings of the Board as set forth in Section 3.01 herein above, the Board shall meet annually in the last two weeks of April or the first two weeks of May of each year, or at such other time as may be established in accordance with the procedures set forth in Section 4.04 hereof. Section 3.03 Special Meetings: Special meetings of the Board may be called at any time by the President or any two (2) members of the board, upon not less than (5) nor more than (60) days before the meeting. The notice can beeither mailed to the last known address or personally given to each Board Member. Nonce of any special meeting of the Board shall state the place, day, and time of the meeting, who called the meeting, and purpose or purposes for which the meeting is called. Section 3.06 Any or all members of the Board of Directors may participate in a meeting of the Board, or of a committee of the Board, through the use of any means of communication by which all Board > members participating may simultaneously hear each other during the meeting. Participation in a meeting pursuant to this Section 3.05 shall constitute presence in person at such meeting.

The amendments to the certificate of formation have been approved in the manner required by the Texas Business Organizations Code and by the governing documents of me entity.

Forti 424 MAY/15/2009/FRI 11:51

\PPROVED DURING CONTINGENCY PROCESS

A. [x] This document becomes effective when the document is filed by the secretary of state. B. n This document becomes effective at a later date, which is not more than ninety (90) days from the date of signing. The delayed effective date is: . ; C. D This document takes effect 15x01 the occurrence of a future event or feet, other than Ac passage of time. The 90* day after the date of signing is: The following event or feet will cause the document to take effect in the manner described below:

The urriersigncd sigm this docura^ materially false or fraudulent instrument.

Date: 05/15^009

Signature aarf tide of authorized person(s) (see instructions)

Form+24 Attachment E - Complete copy of the bylaws of sponsoring entity

Bylaws for MANARA ACADEMY, INC.

NAME The name of the corporation is "Manara Academy, Inc." (Hereinafter referred to as Manara Academy).

Article I. PURPOSE

Section 1.01 Manara Academy is organized, and will be operated, exclusively for charitable, educational, scientific, literary and cultural purposes as described in section 501(c)(3) of the Internal Revenue Code of 1986, as amended, or the corresponding provision of any future federal tax code (the "Internal Revenue Code"), including, for such purposes, the making of distributions to organizations that qualify as exempt organization under Section 501(c)(3) of the Internal Revenue Code.

Section 1.02 Manara Academy will admit students of any race, color, gender, and national or ethnic origin and will have all of the rights, privileges, and activities generally accorded or made available to students of the school. It does not discriminate on the basis of race, color, gender, national or ethnic origin in administration of its educational policies, scholarship and loan programs, nor athletic and other school-administered programs as well as employment opportunities.

Section 1.03 Restrictions. In all events and under all circumstances, the following provisions shall apply: A. Th Corporatioe n shall not devote more than an insubstantial part of its activities to attempting to influence legislation (except as provided in Section 501(h) if the Internal Revenue Code), or participate in or intervene in (including the publishing or distribution of statements) any political campaign on behalf of any or in opposition to any candidate for public office. B. No part of net earnings of the Corporation shall inure to the benefit or be distributed to any of its officers, directors, Board members or other private persons, excepts that the Corporation shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments in furtherance of its stated purpose notwithstanding any other provision of these Bylaws, the Corporation shall not carry on any other activities not permitted to be carried. C. Notwithstanding any other provisions of these Bylaws, the Corporation shall not carry on any other activities not permitted to be carried on: 1) By a corporation exempt from federal income tax under Section 501(C)(3) of the Internal Revenue Code (or the corresponding provision of any future United States internal revenue law) or 2) By a corporation contributions to which are deductible under Section 170(C)(2) of the Internal Revenue Code (or the corresponding provision of any future United States internal revenue law)

Section 1.04 Disposition on Dissolution. Upon the dissolution of the Corporation, the Board shall, after paying or making provision for the payment of all of the liabilities of the Corporation, dispose of all of the assets of the Corporation in such a manner, or to such organization or organizations

Manara Academy 14* Generation Charter Application organized or operated exclusively for charitable, educational, religious or scientific purposes as shall at the time qualified as an exempt organization or organizations under Section 501(C)(3) of the Internal Revenue Code or the corresponding provision of any future United States internal revenue law, as the Board shall determine.

Article II. BOARD OF DIRECTORS

MANARA COMMUNITY

Section 2.01 Anyone living within the geographical boundary set forth in the Manara Academy Charter is eligible to be part of the Manara Community.

FOUNDING BOARD

Section 2.02 Manara Academy will be governed by a Founding Board from August 2006 through February of the first academic year of Manara Academy. This Founding Board will consist of seven (7) members: a) Five (5) members. The five (5) members that were elected are Amr Abu-Suleiman, Ehap Sabri, Michelle Alkhatib, Ra'id Marie and Sadak Shaik. The nomination and voting process involved individuals who took part in Manara Academy's start-up process and charter development. These initial five (5) members will serve until these members believe that a sufficient number of parents and community members/leaders are engaged in the school project. b) A suct h time, the five (5) Founding Board Members will nominate Two (2) additional board members to fill the remaining two positions. This will be done by simple majority vote of the five (5) original members.

Section 2.03 Responsibilities of Founding Board: The Founding Board's two principal responsibilities: a) Delegate assignments to committees and subgroups that are comprised of volunteers and community members, and b) Oversee the charter development and implementation until a Governing Board is elected and formed

GOVERNING BOARD

Section 2.04 A Governing Board will be formed in February of the first academic year of Manara Academy. If for any reason a Governing Board cannot be formed, the Founding Board shall act and serve as the Governing Board in accordance with these Bylaws until the first Governing Board is elected and formed.

Section 2.05 Board Members: The Governing Board shall consist of the following Seven (7) members: a) Three (3) members of the Founding Board to be selected by the seven-member Founding Board. These members will serve for the duration of the charter (5 years). One of these three

Manara Academy 14l Generation Charter Application ,34 Founding Board Members shall be selected by the Governing Board to serve as President of the Board. This process allows continuity and institutional prospective during the Charter. b) Four (4) generally elected parents of enrolled students at Manara Academy. These positions will be based on nominations in accordance with the Bylaws and will be based on a majority vote through a general election of parent voters. As an outcome of the first academic year election, two (2) of these positions will serve for a one (1) year term, while the remaining two (2) positions will serve for a two (2) year term. The terms for each of these four (4) positions will communicated during the nomination process. Starting the second academic year, two (2) of the four (4) positions will be up for reelection every February on an alternating basis for the life of the charter. c) In addition to the seven (7) Board Members, the Governing Board may invite community leaders or representatives from the school's partners to participate in consultations as "non­ voting" members.

ELECTIONS

Section 2.05 Nominations: Nominations must be submitted to the board by the end of January of each year. Any Manara community member can nominate any member from the Manara Community or non-paid staff to a Board position. In addition, to nominations made by the Manara Community, a nominating committee appointed by the board shall consider and make all possible nominations and keep a report of such nominations. Self-promotion and self-nomination are not permitted.

Section 2.06 Elections of Community Board Members: Elected community board members serve for a term of two (2) years - except during the first academic year election where two (2) members will serve one (1) year - and may be reelected by the community to serve additional terms. Elections must be completed by the end of February of each year. All parents and guardians are encouraged to participate in the elections. Every family with students attending Manara Academy is eligible for ONE vote regardless of number of students in the family. Elections shall be supervised by the Board acting at the time. Newly elected board members start their service on March 1 of each year.

Section 2.07 Vacancies: Any vacancy occurring in the Board, and any board member position to be filled due to an increase in the number of board members, shall be filled by the Board. A vacancy is filled by the affirmative vote of a majority of the remaining board members, even if it is less than a quorum of the Board, or if it is a sole remaining board member. A board member elected to fill a vacancy shall be elected for the un-expired term of the predecessor in office. Every member of the Board shall serve until the earliest of the expiration of his or her term as herein above set forth, his or her death, written resignation delivered to the President of the Board or removal in accordance with the Bylaws. Any member of the Board may resign his or her position at any time. At a meeting with respect to which notice of such notice purpose is given and a quorum is present, upon a two-thirds (2/3) majority vote (excluding the member of the Board in question), the Board may cause removal and replacement of a member of the Board for any reason. In the event of resignation, death or removal from the Board, a volunteer to serve the remainder of the term of any such departing Board member for any particular position will be asked to apply, and a volunteer will be selected by majority vote of the Board.

Manara Academy 141 Generation Charter Application QUORUM

Section 2.08 Four (4) board members or a majority of the number of board members then in office shall constitute a quorum for the transaction of business at any meeting of the Board of Directors. The board members present at a duly called or held meeting at which a quorum is present may continue to transact business even if enough board members leave the meeting so that less than a quorum remains. However, no action may be approved without the consultation of at least a majority of the number of board members required to constitute a quorum. If a quorum is present at no time during a meeting, a majority of the board members present may adjourn and reconvene the meeting one time without further notice.

DUTIES AND RESPONSIBILIIES OF BOARD MEMBERS

Section 2.09 The Governing Board shall have complete responsibility for managing the school as provided in the Charter. The Governing Board has the following primary responsibilities to be carried out in accordance with the Manara Academy Charter and Bylaws: a) Develop Goals: The Governing Board's most critical role is to set the vision and long-term goals and strategies for Manara Academy. The management and implementation strategy shall be delegated to a Leadership Team who has the responsibility to report to the Board. b) Develop Resources: The Governing Board must develop the resources necessary to keep Manara Academy a viable, professionally staffed, well-functioning organization through the following: 1. Long-term financial planning and fundraising 2. Development of long-term plans to develop and maintain professional staff 3. Development of long-term plans to explore successful, beneficial partnerships. c) Build an Effective Leadership Team: The Board must directly make employment decisions regarding the leadership team, including Principal, Instructional Guide/Coach, and Business Manager. All other employment decisions may be delegated to the Leadership Team.

Section 2.10 Decision-Making: The President of the Board carries the responsibility to facilitate Board decisions using the Consultative Model in decision-making which includes the following potential decision-making situations and methods: a) All Managerial Decisions will be passed to the Leadership Team. b) Simple Policy Decisions where direction is already established with existing policy or previous board decision - the President may make a decision on behalf of the board. c) Significant and Unique Decisions: The Board of Directors shall try to act by consensus. However a vote of the majority of the directors present and voting at a meeting at which a quorum is present shall be sufficient to constitute the act of the Board of Directors unless the act of a greater number is required by law or the Bylaws.

Section 2.11 Directors shall exercise ordinary business judgments in managing the affairs of the Corporation. Board members shall act as fiduciaries with respect to the interests of the members. In acting in their official capacity as board members of this corporation, board members shall act in good faith and take actions they reasonably believe to be in the best interests of the Corporation and that are lawful. In all other instances, the Board shall not take any action that they should reasonably believe would be opposed to the Corporation's best interests or would be unlawful. A board member

Manara Academy 14th Generation Charter Application shall not be liable if, in the exercise of ordinary care, the board member acts in good faith relying on written financial and legal statements provided by an accountant or attorney retained by the Corporation.

The members of the Board may adopt any rules and/or take any actions with regard to the corporation and/or the member of the Board of the corporation, so long as any such rules and/or actions are not inconsistent with these Bylaws, the Charter, the Constitution, and federal and state law.

BOARD COMMITTEES

Section 2.12 The Board of Directors may designate one or more committees to conduct the affairs of the Corporation to the extent authorized. Each Board committee shall consist of at least two members. The board shall have power to change the powers and membership of, fill in vacancies in, and dissolve any committee at any time. Members of the committee shall receive such compensation as Board of Directors may from time to time provide. The designation of any committee and the delegation of authority thereto shall not operate to relieve the Board of Directors or any members thereof, of any responsibility imposed by the law.

PROXIES

Section 2.13 A Board member may vote by proxy executed in writing by the board member. No proxy shall be valid after three (3) months from the date of its execution.

COMPENSATION

Section 2.14 The Board of Director shall not receive salaries for their services. The Board of Directors may adopt a resolution providing payment to directors of a fixed sum and expenses of attendance, if any, for attendance at each meeting of the Board of Directors. A director may serve the Corporation in any other capacity and receive compensation for those services. Any compensation that the Corporation pays to a director shall be commensurate with the services performed and reasonable in amount.

REMOVAL OF BOARD MEMBERS

Section 2.15 The Board of Directors may vote to remove a board member at any time, only for good cause. Good cause for removal of a board member shall include the unexcused failure to attend four consecutive meetings of the Board. A meeting to consider the removal of a board member may be called and noticed following the procedures provided in the Bylaws. The notice of the meeting shall state that the issue of possible removal of the board member will be on the agenda and the notice shall state the possible cause for removal. The board member shall have the right to present evidence at the meeting as to why he or she should not be removed, and the board member shall have the right to be represented by an attorney at and before the meeting. At the meeting, the Corporation shall consider possible arrangements for resolving the problems that are in the mutual interest of the Corporation and the board member. Using the Consultative Process described in Section 2.10,a board member may be removed by the affirmative vote of fifty (50) percent of the Board.

Manara Academy 14l Generation Charter Application Article III. MEETINGS OF THE BOARD

Section 3.01 Regular Meetings: The Board of Directors may provide for regular meetings by resolution stating the time and place of such meetings. The meeting may be held within or without the State of Texas and shall be held at the Corporation's registered office in Texas if the resolution does not specify the location of the meetings. No notice of regular meetings of the board is required other than the resolution of the Board of Directors stating the time and place of the meetings.

Section 3.02 Annual Meeting: In addition to the regular meetings of the Board as set forth in Section 4.01 herein above, the Board shall meet annually in the last two weeks of April or the first two weeks of May of each year, or at such other time as may be established in accordance with the procedures set forth in Section 4.04 hereof

Section 3.03 Special Meetings: Special meetings of the Board may be called at any time by the President or any two (2) members of the board, upon not less than (5) nor more than (60) days before the meeting. The notice can be either mailed to the last known address or personally given to each Board Member. Notice of any special meeting of the Board shall state the place, day, and time of the meeting, who called the meeting, and purpose or purposes for which the meeting is called.

Section 3.04 At all meetings of the Board of Directors, four (4) members of the Board shall constitute a quorum for the transaction of business. Except as otherwise specifically provided herein, all resolutions adopted and all business transacted by the Board shall required the affirmative vote of a majority of the Board members present and voting at any meeting at which a quorum is present shall constitute the official act of the Board.

Section 3.05 Any or all members of the Board of Directors may participate in a meeting of the Board, or of a committee of the Board, through the use of any means of communication by which all Board members participating may simultaneously hear each other during the meeting. Participation in a meeting pursuant to this Section 3.04 shall constitute presence in person at such meeting. Attendance at board meetings is mandatory. If a Board member must miss a meeting, the President must receive 24 hours notice. Failure to attend meetings or provide timely notice of an intended absence may be grounds for immediate removal from the Board. The President of the school shall preside at all meetings of the Board. He/She shall appoint a recording secretary to take minutes of the meetings of the Board.

Article IV. OFFICERS

Section 4.01 The principal officers of the corporation shall consist of a President, a Secretary and Treasurer. One or more Vice President, Assistant Secretaries and/or Assistant Treasurers may be elected. All such officers shall be elected by the Board and shall serve at the pleasure of the members of the Board. Any person shall be eligible to hold any office or more than one office, except the member of the Board and the President and the Secretary shall not be the same person.

Manara Academy 14it h Generation Charter Application Section 4.02 The officers shall be elected at the organizational meeting of the initial Board and thereafter their successors shall be elected at the annual meeting of the Board to serve for a term of one (1) year and until their successors are elected qualified.

Section 4.03 President: The President shall be the Chief Executive Officer of the corporation and shall have general and active management duties of the operation of the corporation. The President shall be responsible for the day-to-day administration of the Academy, including general implementation of polices and management of the financial affairs of the corporation. The President shall have such other duties and responsibilities as may be assigned to him/her from time to time by the Board.

Section 4.04 Secretary: The Secretary shall be responsible for the minutes of all the meetings of the Board of Board members and for authenticating records of the corporation. The Secretary shall have charge of the corporation's minute book and seal. The Secretary shall also perform such other duties and have such other powers and responsibilities as may be assigned to him or her from time to time by the Administrator and/or the Board.

Section 4.05 Treasurer: The Treasurer shall be charged with the day-to-day management of the financial affairs of the Corporation and shall have the responsibility to recommend action concerning the Corporation's financial affairs to the President, Administrator and the Board. The Treasurer shall at all times maintain full and accurate records regarding the property owned by the corporation, its income and disbursements and its various activities, and shall present such record at the annual and regular meetings of the Board; provided, however, that the records shall always be open for inspection by any member of the Board. The Treasurer shall have the authority and responsibility for the safekeeping of the funds, securities and other assets of the corporation and shall serve as an advisor on financial matters relating to the management and operation of the corporation's assets. The Treasurer shall have such other duties and responsibilities as may be assigned to him/her from time to time by the President/Administrator and/or the Board.

Section 4.06 Vice-President: When the President is absent, is unable to act, or refuses to act, a Vice- President shall perform the duties of the President. When the Vice-President acts in place of the President, the Vice-President shall have all the powers of and be subject to all the restrictions upon the President. If there is more than one Vice-President, the Vice-Presidents shall act in place of the President in the order of the votes received when elected. A Vice-President shall perform other duties as assigned by the President or the Board.

Section 4.07 The Board may elect, or the President appoint one or more assistants to the Secretary and/or Treasurer, who shall have such duties and responsibilities as may be assigned to them from time to time by the President, Administrator and/or the Board.

Section 4.08 If a vacancy occurs in an office other than that of the President, the President shall appoint a qualified person to serve until a successor officer is elected by the Board at an annual or special meeting. If a vacancy occurs in the office of the President, the Vice-President shall serve as President Pro Tempore until a successor President is elected by the remaining Board at an annual or special meeting.

Manara Academy 14th Generation Charter Application lACADEMVj Section 4.09 Disbursements from academy accounts shall require the signatures of both the Administrator and the Treasurer unless otherwise delegated by the Treasurer.

Article V. COMPENSATION OF OFFICERS

Section 5.01 The officers shall serve without compensation; however, the corporation shall be authorized and empowered to pay reasonable out-of-pocket expenses incurred by an officer in furtherance of the corporation's purposes.

CONTRACTS

Article VI. CHECKS, DEPOSITS, AND FUNDS

Section 6.01 Contracts: The Board of Directors may authorize any officer, officers, agent, or agents of the corporation, in addition to the officers so authorized by these Bylaws, to enter into any contract or execute and deliver any instrument in the name of and on behalf of the corporation. Such authority may be either general or confined to specific instances.

Section 6.02 Checks and Drafts: All checks, drafts, or orders for the payment of money, notes, or other evidences of indebtedness issued in the name of the corporation shall be signed by such officer, officers, agent, or agents of the corporation and in such manner as shall from time to time be determined by resolution of the Board of Directors. In the absence of such determination by the Board of Directors, such instruments shall be signed by the President or Treasurer and countersigned by the Secretary or an Assistant Secretary.

Section 6.03 Deposits: All funds of the corporation shall be deposited from time to time to the credit of the corporation in such banks, trust companies, or other depositaries as the Board of Directors may select.

Section 6.04 Gifts: The Board of Directors may accept on behalf of the corporation any contribution, gift, bequest, or devise for the general purposes or for any special purpose of the corporation.

Article VII. BOOKS AND RECORDS

Section 7.01 The Corporation shall keep correct and complete books of account and shall also keep minutes of the proceedings of the Board of Directors and of committees having any of the authority of the Board of Directors.

Article VIII. COMMITTEES Section 8.01 Standing and special committees of the Board of the corporation may be authorized by the Governing Board of the corporation. The chairpersons and members of all committees shall be elected by the Governing Board.

Manara Academy 14l Generation Charter Application , *r> Article IX. SEAL

Section 9.01 The seal of the corporation shall be in such form as the Board may from time to time determine. In the event it is inconvenient to use such seal at any time, the signatures of the President and Secretary of the corporation followed by the "SEAL" enclosed in parentheses or scroll shall be deemed the seal of the corporation. The Secretary shall be in charge of the seal and the Secretary shall affix the seal on all corporate papers where necessary or appropriate.

Article X. AMENDMENTS

Section 10.01 The Bylaws maybe altered, amended, or repealed and new Bylaws may be adopted by the majority vote of the Board. The notice of any meeting at which the Bylaws are altered, amended, or repealed, or at which new Bylaws are adopted shall include the text of the new Bylaw provisions as well as the text of any existing provisions proposed to be altered, amended or repealed. Alternatively, the notice may include a fair summary of those provisions.

Article XI. INDEMNIFICATION

Section 11.01 The Corporation shall indemnity its Directors and Officers to the extent permitted by Article 2.22A of the Texas Non-Profit Corporation act or any superseding statue under the circumstances in which indemnification is permitted by said Article 2.22A.

CERTIFICATE OF SECRETARY

I certify that I am the duly elected and acting secretary of Manara Academy, Inc and that the foregoing Bylaws constitute the Bylaws of the corporation. These Bylaws were duly adopted at a meeting of the Board of Directors held on November 2nd 2006.

Secretary of Manara Academy, Inc.

Manara Academy 141 Generation Charter Application REVISED DURING CONTINGENCY PROCESS. SEE INSERT.

The second segment of the video was shown and then Louay introduced Michelle Alkhatib, board member of Manara Academy, Inc., to talk about the educational plan. Michelle summarized key take­ away from the video - inspire motivation and passion for learning. Michelle quoted a Chinese proverb: "If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a life time." Michelle then described ELS and what makes it different and why it is needed: active hands-on learning, cross curriculum teaching, teacher development, and parental involvement. Michelle clarified that ELS is a methodology but will be using TEKS as our curriculum which we have to follow and undergo the TAKS tests. Michelle then presented various examples of successful schools utilizing ELS. Michelle emphasized the foreign language program which includes either Arabic or French. If you are looking for change, then Manara Academy would be for you. Michelle discussed location and upcoming milestones.

Finally the floor was open for questions. Following is a sample of some of the questions asked by the audience.

Q&A

1) What is the maximum number of student enrollment?

Manara Academy will enroll 326 students the first year and then up to 500 students by year 4. We will start with grades K-5 and then add 6th grade in year 2, 7th grade in year 3, and finally 8th grade in year 4.

2) WhaLis the student to teacher ratio?

In grades K-3, there wilrrT^fiajjiore than 18 students per teacher In grades 4-6, there will be no more ~ 3) How will you select your teachers?

We will look for the best available teachers. We will start with state certified teachers first, and may accept alternative certification if need be. We will work with region 10 during this process.

4) As a community what can we do to help?

At this point, please fill the survey and spread the word about our initiative

5) Why French, why not Spanish?

We were looking for a second language to teach to offer a variety to our students. We put a lot of consideration into what the second language should be. Looking at other schools in the area, most offered Spanish. We kept that into consideration and it was a close battle between the two languages. The benefits of French outweighed Spanish in that it is an official language of the UN; it is used in more than 27 countries (more wide spread than Spanish). We also found that it is not hard to pick up

Manara Academy 14th Generation Charter Application Attachment H - Certified mail receipts of the Statement of Impact form to other schools

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To: Superintendent Lewisville ISD PO Box 217 Lewisville, TX 75067 3. Service Type D Certified MaN G Express Mall D Registered D Return Receipt for Merchandise D C.O.D.

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To: Superintendent Dallas ISO 3700 Ross Ave. Dallas, TX 75204 3. SeiviceType Q Certified Moll ID Express Mail D Registered O Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? (Extra Fee; D Yes 2. Article Number 473D [Transfer from service label) 7DDb E15D DDD1

PS Fom»3S11, February 2004 Domasllc Return Receipt 1O2S85-02-M-15SO

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To: Superintendent Arlington ISO 1203 W. Pioneer Parkway Arlington, TX 76013 3. Service Type aCertrfiedMall D Express Mall CH Registered n Return Receipt for Merchandise n (nBured Mail D C.O.D. 4. Restricted Delivery? (Extra Fee) DYes

Article Number (Transfer from service ?oob 215D aaai 3R11. February 2004 Domestic Return Receipt

Manara Academy 14 Generation Charter Application 147

[ACADEMY! COMPLETE THIS SECTION ON DELIVERY

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To: Superintendent HEB ISO 1849 Central Dr. Bedford, TX 76022 3. Service Type D Certified Mai! G Express Mail D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. d. Restricted Delivery? (Extra Fee} D Yes 2. Article Numbw E1BD DD01 (Transfer from service late!) PS Form 3811, February 2004 Domestic Return Receipt 102595-02-M-1540

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To: Superintendent Grapevine-Col ley ville ISO 3051 Ira E. Woods Ave. 3, Service Type Grapevine, TX 76051 D Certified Mall D Express Mali D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? (Extra Fse) D Yes 2. Art ids Number (Transfer from semes label! ?DQb aiso onai PS Form 3811. February 2004 Domestic Return Receipt 102695-02-M-1540

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To: Superintendent Irving ISO 2621 W. Airport Freeway Irving, TX 75062 3. Service Type D Certified Mall D Express Mail a Registered Q Return Receipt for Merchandise D Insured Mail n C.O.D. 4. Restricted Delivery? (Extia Foe) D Yes 2"^ST«n*.«*, ™b eiso QODI mn 4753

ith Manara Academy 14 Generation Charter Application 148 SENDER: COMPLETE THIS SECTION COMPLETE THIS SECTION ON DELIVERY

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To; Superintendent A+ Academy 10327 Rylie Road

Dallas, TX 75217 3. Service Type D Certified Mail D Express Mail D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? (Extra FeeJ Q Yes

2. Article Number 7DDt: E1SD DDQ1 44DE (Transfer from service label)

PS Form 3811, February 2004 Domestic Return Receipt 1D2595-Q2-M-15W

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To: Superintendent Arlington Classics Academy

2800 W. Arkansas Lane 3. Service Type Arlington, TX 76016 D Certified Mail D Express Mall D Registered n Return Receipt for Merchandise D Insured Mail d C.O.D. 4. Restricted Deliver/? (Extra fee) QVas

2. Article Number ?DDh E15D DDD1 (Transfer from servfca label) 102595-02-M-1540 PS Form 3811, February 2004 Domestic Return Receipt

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To: Superintendent AW Brawn-Fellowship Charter School 5701 Red Bird Ctr Dr. Dallas, TX 75237 3. SereiceType D Certified Mail O Express Malt D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. 4, Restricted Dellwr/? (Extra Fee) fj yea z. Article Number DDD1

PS Form 3811, February 2004 Domestic Return Receipt T02595-02-M-154Q

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To: Suo«rintendent Dallas fewnunity Charter School 722 Tentaon Memorial Drive Dallas, TX3S223 3. Service Type a Certified Mail D Express Mail D Registered D Return Receipt for Merchandise a Insured Mall D C.O.D. 4. Restricted Delivery? (Extra Fee) D Yes

2. Article Number E1SD DDD1 ST1D (Transfer from service label) PS Form 3811, February 2004 Domestic Return Receipt 10259S-02-M-154Q

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• Complete rtems 1 , 2, and 3. Also complete item 4 if Restricted Delivery is desired. • Print your name and address on the reverse so that we can return the card to you. • Attach this card to the back of the mailpiece, or on the front if space perrrttts, D. Is deltvary address diHefent from item 1? O Yes 1. Article Addressed to: If YES. enter delivery address below: D No

To: Superintendent Dallas County Juvenile Justice 2600 Lone Star Dr Box 5 Dallas, TX 75212 3. Service Type D Certified Mail D Express Mail D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D.. 4. Restricted Delivery? (Extra FeeJ n Yas DDQ1 4M57 servic• e labelJM) PS Form 3811, February 2004 Domestic Return Receipt 1C2596-02-M-1540

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PS Form 3811, February 2004 Domestic Return Receipt 10258S-02-M-1S40 ,

ith Manara Academy 14 Generation Charter Application 150 i ACADFMYl SENDER: COMPLETE THIS SECTION COMPLETE miS SECTION ON DELIVERY j

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To: Superintendent Evolution Academy Charter J^ 1100 Business Parkway ^^ Richardson, TX 75081 3. Service Type D Certified Mail G Express Mail D Registered d Return Receipt for Merchandise . D Insured Mail D C.O.D. 4. Restricted Delivery? (Extra Foe) £j y^ 2. Article Number - ' (Transfer from service label) ruub rrjj^U aool ?™ nm

PS Form 3811. February 2004 Domestic Return Receipt 1025B5XK-M-1540

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To: Superintendent Faith Family Academy of Oak Cliff 1620 Falcon Dr. Dallas, TX 75115 3. Service Type a Certified Mail D Express Mail D Registered d Return Receipt for Merchandis D Insured Mail D C.Q-0. 4. Restricted Delivery? (Ertra Feej Q Yes

2. Article Number 215D DDD1 (Transfer from service label)

PS Form 3811, February 2004 Domestic Return Receipt 1025954J2-M-1540

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To: Superintendent Focus Learning Academy

PO Box 210835 3. Service Type Dallas, TX 75211 Cl Certified Malt D Express Mail n Registered D Return Receipt for Merchandise D insured Mail D C.O.D. 4, Restricted Delivery? (Extra Fee; a Yes 2. Article Number 21SD aaai (Transfer from service /afce(i

PS Form 3811. February 2004 Domestic Return Receipl 103596-03- M-1 MO

Manara Academy 14 Generation Charter Application 15) SENDER: COMPLETE THIS SECTION I COMPLETE THIS SECTION ON DELIVERY

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To: Superintendent Gateway Charter School 6103 Houston School Rd. Dallas, TX 75241 3. Service Type Q Certified Mail D Express Mail D Registered H Return Receipt for Merchandise D Insured Mail O C.O.D. 4. Restricted Delivery? (Ertra Fee) Q Yea 2. Article Number DDD1 HM66 (Transfer from service label) 7DDb

PS Form 3811, February 2004 Domestic Return Receipt 1Q2595-C2-M-15W

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To: Superintendent Golden Rule Charter School 2602 W. Illinois Ave. 3. Service Type Dallas, TX 75233 Q Certified Mall D D Registered D Return! lerthancJise Q Insured Mail D C.O.D. 4. Restricted Delivery? (Extra PeeJ D Ye 2. Arbcie Number {Transfer from service label! EISD aaai

PS Form 3811, February 2004 Domestic Return Receipt I02595-02-M-1MG .

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To: Superintendent Harmony Science Academy-Dallas 11995 Forestgate Dr. Dallas, TX 75243 3. Service Type Q Certified Mai! D Express Mail D Registered D Return Receipt for Merchandise n Insured Mail D C.O.D. 4. Restricted Delivery? (Ertra tea) a Yes DDD1 (Transfer from semc- e label,M) PS Form 381 1 , February 2004 Domestic Return Receipt

Manara Academy 14 Generation Chaner Application 152 IRAl LACADEMV]' SENDER: COMPLETE THIS SECTION COMPLETE THIS SECTION ON DELIVERY

Complete Items 1.2, and 3. Also compete A, Signature /"? Hem 4 ff Restricted Delivery is desired. D Agent > Print your name and address on the reverse D Addressee so that we can return the card to you. B. RecewfedybyfPnnfedName/ C. Date of Delive • Attach this card to the back of the maiipjece, or on the front tf space permits. D. to delivery afldress different from Item 17 D Yes 1. Artlcie Addressed to: tf YES. enter delivery address below: CD No

To: Superintendent Honors Academy 4300 Macarthur Blvd. Ste. 160 Dallas, TX 75209 3. Service Type D Certified Mall D Express Mall D Registered D Return Recetpl for Merchandise a Insured Mail DC.O.D. 4. Restricted Delivery? (Extra Fee) D Yes 2. Article Number " -inriL =n en nnm (Transfer from service label) ' ?DOt-ilSD DUU1 45D1

PS Form 3811. February 2004 Domestic Return Receipt 102595-02-M-1510

SENDER; COMPLETE THIS SECTION COMPLETE THIS SfCnOM ON DfL/VE'RV

• Complete items 1,2, and 3. Also complete item 4 if Restricted Delivery is desired, KAgent • Print your name arid address on the reverse WWJLt I AOdressee so that we can return the card to you. 5, Rec C. Kate oi Delivery • Attach this card to the back of the maiipiece, or on the front if space permits. D. la deliver address drflarent from item-P D Yes 1. Article Addressed to If YES, enter delivery address below: n No

To: Superintendent Inspired Vision Academy 7300 Bruton Rd. 3. Service Type Dallas, TX 75217 D Certified Mall D Express Mai! D Registered D Return Receipt for Merchandise Q Insured Mail D C.O.D. 4. Restricted Delivery? (Extra FeeJ D Yes 2. Article Number 4Slfl (Transfer from service label) 7DDb E15D DDD1

PS Form 3811, February 2004 Domestic Return Receipt 1Q2595-Oa-M-1540

SENDER: COMPLETE THIS SECTION cohere THIS SECTION o*. CPUVERY

• Complete items 1,2, and 3. Also complete A. Signature ttem 4 if Restricted Delivery is desired. • Print your name and address on the reverse D Addressee so that we can return the card to you. Received by ( ffrinteo Name} ot Delivery • Attach this card to the back of the maiipiece, or on the front rf space permits. D. Is delivery address different from ttemyf? C3 Yes 1. Articte Addressed to: If YES, enter delivery address betow: O No

To: Superintendent Jean Massieu Academy 823 North Center Street Arlington, TX 76011 3. Service Type D Certified Mail D Express Mail Q RagisterBd D Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? (Extra Fed) D Yes

3. Article Number QQQ-J, 4^55 (Transfer from service label) PS Form 3811, February 2004 Domestic Return Receipt

Manara Academy 14 Generation Charter Application 153 SENDER: COMPLETE THIS SECTION COMPLETE THIS SECTION ON DELIVERY

m Complete flams 1,2, and 3, Also compete A. Signature D Agent item 4 if Restricted Delivery is desired. X " Print your name and address on the reverse dresses so that we can return the card to you. B. Received by f Printed Name) C. Date of Delivery • Attach this card to the back of the mailpiece, or on the front if space permits. li> D. Is delivery address different from tteml? d Yes 1. ArttcleAcfdressed to: (f YES, enter delivery address below:

To: Superintendent Kipp Truth Academy 3200 S. Lancaster Rd. Ste. 230A Dallas, TX 75216 3. Service Type D Certified Mall G Express Mail a Registered H Return Receipt for Merchandise D insured Mall D C.O.D. 4. Restricted Delivery? (Extra Fee) DYes

2. Article Number 7DDb B1SD DDQ1 MSES service label) PS Form 3811, February 2004 Domestic Return Receipt I0259S-02-M-154Q

SENDER: COMPLETE THIS SECTION I COMPLETE THIS SFCT/OW ON DELIVERY

m Complete items 1 , 2, and 3. Also complete A. Signature Item 4 if Restricted Delivery Is desired. v //vS"^ <" f DAgent • Print your name and address on the reverse * f«*W*>4 /4#~t^ D Addressee so that we can return the card to you. B. Received by f Printed Name) C Date of DeQwQt • Attach this card to the back of the mailpiece. or on the front if space permits. /-M * D. Is delivery address different from item 1? U Yes 1. Article Addressed 10: It YES. enter delivery address betow: C No

To; Superintendent j La Academia de Estrellas 1 125 Sunset i Dallas, TX 75208 3. Service Type D Certified Mail G Express Mai D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? (Extra Fee) Q Yes 2. Article Number 7DDb 215D DDD1 (Transfer frwn service label) M53E

PS Form 3811, February 2004 Domestic Return Receipt 102595-02-M-1540

SENDER; COMPLETE THIS SECTION COMPLETE THIS SECTION CW D£i'l/£RV

• Complete items 1,2, and 3. Also complete A. Signature item 4 if Restricted Delivery Is desired. D Agent X • Print your name and address on the reverse D Addressee so Wat w« can return the card to you. B. Beceivei^by (Printed C. Date c* Oe&very • Attach this card to the back of the mailpiece, or on the front rf space permits. D. Is ddrveiy address drfferent from rteml? D Yes 1. Article Addressed to: If YES. enter delivery address below: D No

To: Superintendent Life School of Oak Cliff 4400 South R. L. Thornton Freeway Dallas, TX 75224 3. Service Type a Certified Mall D Express Mail D Registered D Return Receipt for Merchandise n insured Mai D C.O.D. 4. Restricted Delivery? iDrtrs Fee; G Yes

2. Article Number 7DDb H15D ODD1 (Transfer from service *a6aO PS Form 381 1 , February 2004 Domestic Return Receipt 1Q2595-02-M-1S40

ith Manara Academy 14 Generation Charter Application 154 SENDER: COMPLETE THIS SECTION con,',"i.f rr rms SECTION ON DELIVERY

• Complete Items 1,2, and 3. Also complete A. Signature item 4 If Restricted Delivery Is desired. » Print your name and address on the reverse D Addres so that we can return the card to you. 8. Received by i Printed Name) • Attach this card to the back of the mailpiece, " or on the front if space permits. "b D. Is delivery address different from item 1? D Yes 1. Article Addressed to: If YES, enter delivery address below: D No

To: Superintendent Lindsley Community Park School 722 Tenison Memorial Rd. 3. Service Type Dallas, TX 75223 D Certified Mall D Express Mall D Registered D Return Receipt for Merchandise D Insured Mall G C.O.D,

4. Restricted Delivery? (Extra Fee) D Yes

PS Form 3811, February 2004 Domestic Return Receipt 1D2595-O2-M-1540

T SENDER' COMPLETE THIS SECTION COMPLETE THIS S£C .'O;.' Ow DZLiVttrr

• Complete Hems 1 , 2, and 3. Also complete Hem 4 rf Restricted Delivery Is desired. D Agent • Print your name and address on the reversed so that we can return the card to you. ~ • Attach this card to the back of the mailpiece, or on the front if space permits. D. Is tSellvery address different from Hem M Yes 1. Article Addressed to: if YES. enter delivery address betow: / D No

To: Superintendent Metro Academy of Math and Science 500 Houston St, Arlington, TX 76011 3. Service Type Q Certified Mail P Express Malt D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? (Ertra FeeJ DYes

PS Form 3811, February 2004 Domestic Return Receipt

COMPLETE THIS SECTION ON DFLWERV

Complete items 1.2.,and3. Alsocompiete • DAgent item 4 If Restricted Delivery Is desired. D Addressee Print your name and address on the reverse so that we can return the card to you, 8. Received by (Primed C. Date ol Delivery Attach mis card to the back of the maiipiece. or on the front if space permits. D. to delivery address arflerert from Item 1? O Yas 1. Article Addressed to: !IYES,emerdelivetyaddressbek)w. O No

To: Superintendent North Hills School 606 E, Royal Lane Irving, TX 75039 3. S»vlceType DCaUfledMall QExpresaMali D FtegteSrad D Return Receipt for Merchandise n Insured Mail D C.O.D^ 4. Restricted Delivery? (Extra Fee} DYes

2. Article Number 7DDb E15D DDD1 (Jtansfar from service label) PS Form 3811, February 2004 Domestic Return Receipt

tth Manara Academy 14 Generation Charter Application 155 SENDER: COMPLETE THIS SECTION ^OMPLF Tt THi$ SECtiO\ OH DELIVERY

m Complete Items 1,2, and 3. Also complete item 4 if Restricted Delivery is desired. • Print your name and address on ttie reverse so that we can return the card to you. • Attach this card to the back of the mailpiece, or on the front if space permits. D. Is delivery address different from ftem 17 Cl Yes 1. Article Addressed to: If YES, enter delivery address betow: D No

To: Superintendent Nova Academy 6459 Scyene Rd. Dallas, TX 75227 3. SaviceType DCertfltedMaH D Express Mail Q Registered D Return Receipt tor Merchandise D Insured Mall D C.O.D. 4. Restricted Delivery? (Extra Fee) Q Yes 2. Article Number E15D ODD1 (Transfer from service label)

PS Form 3811, February 2004 Domestic Return Receipt 102595-02-M-1540

SENDER: COMPLETE THIS SECTION COMPLETE THIS SECTION ON DELlvanv

• Complete items 1, 2, and 3. Also complete item 4 rf Restricted Delivery Is desired. • Print your name and address on the reverse so that we can return trie card to you. • Attach this card to the back of the mailpiece, or on the front if space permits. D. te delivery address different from item 1? d Yes 1. Article Addressee to: I! YES. enter delivery address below; D No

To: Superintendent Nova Academy (Southeast) 8301 Bruton Rd. Dallas, TX 75217 3. Service Type G Certified Mail O Express Mail D Registered d Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? [Extra Fes) DYes 21SD D001 (Transfer from servic• e label,^)

PS Form 3811, February 2004 Domestic Return Receipt 102595-02-M-1540

.'IH ! ! [If U i lli i 1 i I H -•--„•„• -_---^: :.--w--ii.

! SENDER: COMPLETE THIS SECTION \ COMPLETE THIS SECTION ON DELIVERY

» Complete items 1 , 2, and 3. AJso complete A. Sigjjrfture /" / item 4 if Restricted Delivery is desired. v J' / ~~) j / 1 D Agent a Print your name and address on the reverse ,• fi^,\^^- I / L~^T~Z'' D Addressee so that we can return the card to you. r^. Received by (Prrnfed'WpW" C. Dateof Delivery « Attach this card to the back of the mailpiece, or on the front if space permits. //''' D. Is delivery address different from item 1 ? /D Yes 1. Article Addressed to: II YES, enter delivery address below: D No

To: Superintendent Peak Preparatory School 4605 Live Oak St. 3. Service Type Dallas, TX 75204 D Certified Mail D Express Mail D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? (Extra Fee) Q Yes QDOl (Transfer from service /sfiefl

PS Form 3811, February 2004 Domestic Return Receipt 1Q2595-02-M-1540

Manara Academy 14 Generation Charter Application 156 SENDER: COMPLETE THIS SECTION A. Signature D Agent item 4 If Restricted Delivery Is desired. • Print your name and address on the reverse D Addressee so that we can return the card to you. B. Received by (Printed name) C. Dale o) Delivery » Attach this card to the back of the maiipiece. or on the front if space permits. D. te delivery address different from item 1 ? 1. Article Addressed to: If YES. enter delivery address below:

To: Superintendent JAH 2008 Pegasus School of Liberal Arts and Sciences 601 N. Akard St. Ste. 203 3. ServtceType Dallas, TX 75201 D Certified Mall D Express Mail D Registered D Return Receipt for Merchandise D Insured Mail P C.O.D. 4, Bestowed Deliver^ (Extra Fee)

2. Article Number E15D DOD1 (Transfer from service label) PS Form 3811, February 2004 Domestic Return Receipt 102595-02-M-1540 r SENDER: COMPLETE THIS SECTION SECTION ON DcilVEH1?

• Complete Items 1,2, and 3. Also complete Item 4 If Restricted Delivery is desired. » Print your name and address on the reverse so that we can return the card to you. • Attach this card to the back of the maiipiece, or on the front ff space permits. 0. tede«v« yaddress drftererrt from Hem 1-? 1, Article Addressed to: If YES. enter delivery address betow; O No

To: Superintendent Reconciliation Scholar's Academy 4301 Bryan St. Dallas, TX 75204 3. ServtcDType acefttfedMatt D Express Mall D Registered D Return Receipt for Merchandise O Insured Mail D C.O.D. 4. ReatrtctadDe!lwrv7(E«ref«iJ DYes 2. ArttetoNumbw 7DDb DDD1 MBD6 (Transfer from servfce toe?

PS Form381 1 , FebruatySOo Domestic Return Receipt 102595-02-M-1640

SENDER: COMPLETE THIS SECTION COMPLETE THIS SECTION ON DELIVERY

r • Complete items 1 , 2, and 3. Also complete A- Signature /' s> f^~ — '*"' item 4 if Restricted Delivery is desired. DAgem yA f-^A^^^^^V(4 f • Print your name and address on the revei^e _Jf(: ^-- -^' **^r/ D Addressee so that we can return me card to you. • Attach this card to the back of the maiipiece. or on the front if space permits. 'L &G~* r&f\ t\£ K, j t ^.. .yc -tTte cWivery Ettldress di«erent from item 17 D Yes 1. Article Addressed to II YES. enter delivery address betow: O No

To: Superintendent St. Aitthony Academy

Dallas, TX 7S215 3. Service Type D Cwttftod MaJI Q Express Mail n Registered D Return Recaft« for MercharnJise a insured Mail D C.O.D. 4. Restricted Delivery? [Ertra Fee) n Yes

PS Form 3811, February 2004 Domestic Return Receipt 10259S-OZ-M-154C

Manara Academy 14 Generation Charter Application 157 SENDER: COMPLETE THIS SECTION COMPifc'TF THIS SECTION ON DELIVERY Complete items 1, 2, and 3. Also complete item 4 if Restricted Delivery is desired. Print your name and address on the reverse so that we can return the card to you. Attach this card to the back of the mailpiece, or on trie front if space permits. D. Is delivatvjfcJdress different from ttem 1? D Yes 1. Article Addressed lo: If YES, enter delivery address below: D No

To: Superintendent Treetops International School 12500 S. Pipeline 3. Service Type Euless, TX 76040 D Certified Mail D Express Mail G Registered D Return Receipt for Merchandise D insured Mall D C.O.D.

4. Restricted Delivery? {Extra Fee) D Yes

2. Article Number (Transfer from service label) E1SD DDDl PS Form 3811, February 2004 Domestic Return Receipt 102595-Q2-M-1MC

SENDER: COMPLETE THIS SECTION CQMPLIW= TH

Complete items 1 , 2, and 3. Also complete A. Sig item 4 if Restricted Delivery is desired. Print your name and address on the reverse so that we can return the card to you. Attach this card to the back of the mailpiece, or on the front if space permits. D. Is delivery address different from item 1 7 ' R3 Yas 1. Article Addressed to: If YES, enter detivety address below: D No

To: Superintendent Trinity Basin Preparatory 808 N. Ewing 3. Service Type Dallas, TX 75203 G Certified Mall d Express Mail G Registered O Return Receipt for Merchandise D Insured Mail O C.O.D. 4, Restricted Deltvefy? (Extra Fee} Q tes

2. Article Number ?[]rjb 51SQ l4?7fl (Transfer from service (abef) PS Form 381 1 , February 2004 Domestic Return Receipt 10259W)2-M-1540

SENDER: COMPLETE THIS SECTION

Complete Hems 1 , 2, and 3. Ateo complete Item 4 if Restricted Delivery Is desired. Print your name and address on the reverse D Addressee so that we can return trie card to you, Attach this card to the back of the mailpiece, C. Date of Delivery or on the front If space permits. D. is delivery address awwerrttrofn Item 1? D Ves i. Article Addressed to: If YES. enter delivery address below: D No

To: Superintendent Universal Academy 2616 N. Macarthur Blvd. 3. Service Type Irving, TX 75062 D Certified Mall O Express Mail D Registered D Return Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Delivery? fxtra feej Q ^K E1SD DDD1

PS Form 3811, February 2004 Domestic Return Receipt 103595-02-M-1MO

Manara Academy 14I 11 1 Generation Charter Application Iff T 'ffll 158 [MANARAl SENDER: COMPLETE THIS SECTION \ COMPLETE THIS SECTION '.NOEL/VERY

• Complete items 1, 2, and 3, Also complete A. signature // I// item 4 If Restricted Delivery Is desired. • Print your name and address on the reverse Ax V////;/iv//I/ ll/J V 7/ °**D Addresse* e so that we can return the card to you. B. Recervedb/fflrmfaeNfrnB1) C. Date of Delivery • Attach this card to the back of the mailpiece, Wt&v n,4l(?& or on trie front if space permits. D. Isdelweryaddreasdifferenttromiteml? O Yes 1. Article Addressed to: If YES. enter delivery address below: d No

To: Superintendent Carrollton-Farmers Branch ISO

Carrollton, TX 75006 3, Service Type D Certified Mail D Express Mall D Registered D Return Receipt for MercharxJise D Insured Mall D C.O.D. 4. Restricted Delivery? (Extra foe) Q Yes ism*.«. 7DDt 2isD DDDI m° "5it PS Form 3811, February 2004 Domestic Return Receipt 10259WI2-M-1540

SENDER: COMPLETE THIS SECTION COMPLETE THIS SECTION ON DELIVERY • Complete Hems 1 , 2. and 3, Also complete A, Signature f Aserrt Hem 4 if Restricted Delivery is desired. • Print your name and address on the reverse v T\jt \M-Vr\ \— u y~ t)O VL*. <3 ^d Addressee so that we can return the card to you. B. Receivedty/PrtrtfedNam*? C. D^eof Bajjvery . • Attach this card to the back of the mailpiece,

« . . ,-„ ~ • n vy i. Article Addressed to: If YES. enter delivery address below: D No

1 To: Superintendent Coppell ISO

Coppell, TX 75019 3. Service Type D Certified Mall O Express Mail O Registered D Return Receipt for Merchandise Q Insured Mall P C.O.D. 4. Restricted DeHvery? {Ertra Fee) D Yes

DDD1 E^D N7M7 (Transfer from service label) PS Form 3811, February 2004 Domestic Return Receipt I0259WJ2-M-1540

SENDER: COMPLETE THIS SECTION COMPLETE THIS SECTION OW DELIVERY

Complete Items 1,2, and 3. Ateo complete ^ ^ item 4 if Restricted Delivery is desired. Print your name and address on the reverse SSL. so that we can return the card to you. by (Printed Name/ C. Date of Delivery Attach this card to the back of the mailpiece, or on the front if space permits, 0, to delivery address oHfawit from Bern 17 E Yes 1. Article Addressed to: If YES, enter delivery address below: O No

To: Superintendent Richardson ISO 400 S. Greenville Ave Richardson, TX 75081 3. Service Type QCartMedUBU Q Exptass MaH D Registered D Rotum Receipt for Merchandise D Insured Mail D C.O.D. 4. Restricted Defivery? (Ertra Fee) D Yes 2. Article Number E15Q D001 (Transfer from servfc* Intel}

PS Form 3811. Februarv 2004 Domestic Return Receipt 102595-02-M-1540

Manara Academy 14 Generation Charter Application 159 COMPLETE THIS SECTION ON DELMEHY

Complete Items 1,2, and 3. Also complete A. Signature rtem 4 if Restricted Delivery Is desired. Print your name and address on the reverse K- so that we can return the card to you. Attach this card to the back of the mailpiece, or on the front if space permits. D. lsttelivpryfcddfB3sdifterenttrcxnlt4n1? D Yes i. Article Addressed io; If YES, enter delivery address below: d No

To: Superintendent Winfree Academy 6221 Riverside Dr. #110 Irving, TX 75039 3. Service Type D Certified Mall O Express Mail D Registered D Return Receipt lor Merchandise a Insured Mall O C.O.D, 4. Restricted Delivery? (Extol Fee) DYes 2. Articte Number (ftansfer from service label) DDDl PS Form 3811, February 2004 Domestic Reium Receipt 102595-02-M-1540

igERTiRED MAIL™ RECEIPT gjam^f^^ff Qnfy'* H° fnwrmce Coverage fVevWtefl ^ M«m.fetam>tlix> ^ our Mtatte u www

Manara Academy 14 Generation Charter Application 160 CERTIFIED MAIU RECEIPT (Ponmtic Mall paly; No Insurance Coverage ftw/dtedj »ta*iBiittw» vStit wr Wftett**! www,

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RED MAiU RECEIPT irnFlEO MAIU RECEIPT MaN Qnfy;Ntttntam)ce Coverage Provided} 1fPo«l»afcteflOn»; NolrtiuraficfCvverage Provided) a cr (T or ru a a I a (-.-,

LT) HI OJ \ Am Thai 1 \m Academy _D Children I' a PC) Rox 41614 a 7 a 1638 V^,, a Dallas. 1'N ?24I Dates. TX7M&

«RTIFIED MAIL. RECEIPT jOffiMBtfc Mafl Cteft-; AtoAnwanee Cowrie Pt&rittetf) Mail pate Ho Insurance Coverage PrwMM)

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Lv-nacrt Acadcm\ Charter School _n Academy of Dallas a 4710L>nacrc Dr. a 1030Oak Park ." a Dallav IX 75211

,th Manara Academy 14 Generation Charter Application 161

[ACADEMY] Attachment I - Copy of the recent Audit report of the sponsoring entity An audit report is not available since Manara Academy, Inc. was established on July 13, 2006. Unaudited interim financial statements as of December 31, 2007 are included below.

Manara Academy 14t h Generation Charter Application

[ACADEMY] Acknowleement

The undersigned persons of manara Academy Inc attest to the accuracy and Completeteness of the attached unaudited financial statements for interim period ending December 31, 2007

Ehab Sabri Jaszeer Mohammed President Treasurer

MafiaAR os Mana A Rios * %Commi3s«' n Expires My Commission Expires

i ih Manara Academy 14 Generation Charter Application 163 MANARA ACADEMY INC. STATEMENT OF FINANCIAL POSITION As of December 31 , 2007 (Unaudited)

ASSETS:

Cash 12,749.48

$ TOTAL ASSETS 12,749.48

NET ASSETS:

£ Unrestricted 12,749.48

$ NET ASSETS 12,749.48

MANARA ACADEMY INC. STATEMENT OF ACTIVITIES For the Interim Period From July 1 , 2007 to December 31 , 2007 (Unaudited)

Unrestricted Fund REVENUES:

Individual Donations $18,931.25

TOTAL REVENUES $18,931.25

EXPENSES:

Management and General $3,463.85 Fundraising $3,465.28

TOTAL EXPENSES $6,929.13

CHANGE IN NET ASSETS $12,002.12

NET ASSETS AT JULY 1, 2007 $747.36

Manara Academy 14 Generation Charter Application 164 NET ASSETS AT DECEMBER 31, 2007 $12,749.48

MANARA ACADEMY INC. STATEMENT OF FUNCTIONAL EXPENSES For The Period July 1 , 2007 to December 31 , 2007 (Unaudited)

Expenses Management Fundraising Total and General Attorney Fee $700.00 $700.00 Board Business Cards $33.48 $33.48 Brochures for fundraiser $68.70 $68.70 Brochures for interview $123.30 $123.30 Consultant Food $21.00 $21.00 Consultant Hotel $107.35 $107.35 EFAX $84.75 $84.75 Folders for interview $4.85 $4.85 Fundraiser December $1,554.00 $1,554.00 Fundraisers fee $750.00 $750.00 Fundraiser October $1,625.00 $1,625.00 Fundraising expenses $69.28 $69.28 Credit Card MERCH Fees $16.42 $16.42 Credit Card MERCH Setup Fees $176.29 $176.29 Mailbox $77.84 $77.84 Online Merchant ID Creation $405.94 $405.94 Printing for interview $59.52 $59.52 Printing of Application $20.55 $20.55 SBOE meeting $693.80 $693.80 Team Lunch $189.67 $189.67 Website Maintenance $147.39 $147.39

$2,930.85 $3,998.28 $6,929.13

ith Manara Academy 14 Generation Charter Application 165

[ACADEMY] MANARA ACADEMY INC. STATEMENT OF CASH FLOWS For the Interim Period July 1 , 2007 to December 31 2007 (Unaudited)

CASH FLOW FROM OPERATING ACTIVITIES:

Change in net assets $12,002.12 NET CASH PROVIDED BY OPERATING ACTIVITIES $12,002.12 NET INCREASE IN CASH $12,002.12 CASH BALANCE AT JULY 1, 2007 $747.36 CASH BALANCE AT DECEMBER 31, 2007 $12,749.48

Manara Academy 14 Generation Charter Application 166

COPYRIGHT MATERIAL

1 pages have been withheld

PLEASE NOTE: The responsive information contains copyrighted information that can only be made available to you for viewing in person. Because the information indicates that it is protected by copyright, you may review this information in person during normal business hours at TEA. If you are interested in reviewing the copyrighted information, please send an email to [email protected] to schedule an appointment.

Attachment K - Copy of the recent filed IRS form 990

Manara Academy, Inc was not required to file this year because it didn't meet the minimum filing requirements of having gross receipts of $25,000.

Manara Academy 141 Generation Charter Application Attachment L - Letter of Credit, Letters from donors.

Line of Credit for $50,000.00(see below, Figure a, b & c)

Figure a, showing bank accounts of Manara Academyjnc Bankof America Snr-ill Hiishvss Onlim- [Junking Sjgn Ofi Searrh i ocMions Mm! Hel[> En f.spanol

Acimmts Bill Pay Transfers Business Tools Investments Payroll Customer Service Accounts Overview

MANARA ACADEMY INC. - Business Using Ontne BantAm Accounts <\ GET MORE * TEST DRIVE Today is Wednesday, February 20, 2008. You last signed in on February 19, 2008 at 10:58 PM ET.

Nqtu see vour Sartit Account* cleared checks a r Account Balanc* TIP jp(|n^''^ -t t Business Economy Chk- $16,332.10 «g Go. Paperless

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Easy Online Payroll™ CORP- SO 00 View options* Add Easv Online Pavroi!"-' Bank of America Business Visa - Express Tax (Pay Taxes) View options*

online Special Off*r* A N«w Accounts

Express Invoicing View vour Special Offers» Add ExD'ess Inuoicsna Save money with our exclusive special offers.

Other Services Open an Account" Lower my risk of identity Research your monev nidlters» thefi ,.

1 Manara Academy 14 Generation Charter Application 169 Figure b, showing Credit limit of $30,000

Bank of America Small Ihisinrss Online H;-mking sign Off Search Locations • Mail Help • En Fspanol

Arc-mints Bill Pay Transfers Business Tools Investments Payroll Customer Service

Account Details MV F'O'LfOHO

Bank of America Business Visa. Select Account

QUICK View: Ail trangact.pnS TIP Go to:

TlWWBCtttMS Print. • Download

O2/2O/2O08 Download $0.00 Current balance View: All transactions ^^^^m vlNewest • Next . Previo $0.00 Outstanding Go to: Current Statement authorizations

SO.oo Minimum payment due as of your last statement 03/07/2003 Payment due date

$30.00000 Credit limit $0.00 Amount over limit

Customer Service

ith Manara Academy 14 Generation Charter Application 170 Figure c,showing credit limit of $20,000 Snvil! lUisinrss Onlmi1 Hankinj; sj off Bankof America'^* gn Search Locations Mail Help En Fsptniol

Accounts Bill Pay Transfers Business Tools Investments Payroll Customer Service

Account Details MV Port I olio

Bank of America Business Visa... - Select Account

cleared checks QUICK ^"th'iW" View: AH transactions. TIP -aa!Lne.-Staterr>.erit, .. Current Statement vNewest . Next . Prey.ioi.is

Pript ,• Oov $0.00 Current balance All transactions $0.00 Cash balance — Next . Previous . Oldest $0.00 Outstanding Go to: Q^fent statement authorizations

$a.oo Minimum payment due as of your last statement 03/04/2008 Payment due date

$20,000.00 Credit limit $0.00 Amount over limit

Customer Service

ith Manara Academy 14 Generation Charter Application 171 Summary of pledges received from supporters As of February 15, 2008

Donor Amount Donor Amount Amoud Foundation $10,000 $2,000 med $5,000 $2,000 $5,000 $2,000 $5,000 $2,000 $3,500 $2,000 $2,500 $2,000 $2,500 $2,000 $2,500 $1,500 $2,500 $1,500 $2,500 $1,500 $2,500 $1,000 $2,500 $1,000 $2,500 $1,000 $2,500 $1,000 $2,500 $1,000 $2,500 $1,000 $2,500 $1,000 $2,500 $500 $2,000 $500 $2,000 $500 $2,000 $400 $2,000 $300 Sub Total $69,000 Sub Total $27,700 Grand Total $96,700

ith Manara Academy 14 Generation Charter Application 172 AMOUD FOUNDATION For Education and Development P.O. Box 165614, Irving, TX (972) 871-8297

02/10/07

Manara Academy Inc. Irving, Texas.

Dear Sir/Madam

This letter has been prepared by Amoud Foundation to announce the intention to provide a grant of $10,000 to Manara Academy Inc. starting October of 2007 over a period of 10 months pending Manara Academy inc.'s SBOE acceptance.

We support the vision and the mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. We acknowledge that Manara Academy Inc. will rely on this pledge in making commitment for the start-up cost and general school expenditures.

If we can be of any assistance please feel free to call or write to us.

Mohai

PresWei Amoud Foundation

Manara Academy 14lh Generation Charter Application 173 4070 N BeWlne Rd Phone, 214-868-6472 E-mail: inf [email protected] MANARA ACADEMY, INC.

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ C>OCC' Tg

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

^Signature Date

ith Manara Academy 14 Generation Charter Application 174 4070 N BeWine Rd Phone: 214-868-6472 Suite 110-140 E-mail; [email protected] MANARA ACADEMY, INC. M* TX 75033

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ 5..QOD:

This amount isT>a$ed on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

,th Manara Academy 14 Generation Charter Application 175

I *r Ah Fijivl Fo@ manaroocoderoy .org MANARA ACADEMY, 4070 N. BeWine Rd., Suite 110-140, hvincj, TX 75038

Pledge Letter

This letter serves as a pledge to give Manara Academy, inc. the sum of S_

This amount is based on personnel donation. 1 understand that my donation to Manara Academy, Inc. is tax -deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community I acknowledge that Manara Academy, inc. wilf rely on this pledge in making commitment for start-up cost and general school expenditures.

Signature Date

ith Manara Academy 14 Generation Charter Application 176

[ACAHEMYJ 4070 N telrline Rd Phone; 214-868-6472 Su«e 110-140 E-mail: [email protected] MANARA ACADEMY, INC. irving, TX 75038

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum ofS 3*500.

This amount is based on personnel donation? I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 177 lACADF.MYl A rf~-A IMTUvTV TKSf^ [email protected] ACAUfcMX, IINC. 4070 N. Betlfine R

ADEM

Fledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 178 oiU [email protected] MANARA ACADEMY, INC. 4070 N- BeWfne Rd., Suite 110-140, Irving, TX 75038

CADEM

Pledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Date

ittnh Manara Academy 14 Generation Charter Application 179 E-malb [email protected] MANARA ACADEMY, INC. 4070 N. Behflne Kd, Suite 110-140, Irving, TX 75038

ACADEMY

Fledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". 1 understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 180 E-mail: [email protected] MAJVARA ACADEMY, INC. 4070 N. B*irih* Bd., Soft* 110-140, Irving, TX 75038

ADEM

Pledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 181 n« A iki A n A A /-< A T\l7lkfW E-rooife inW£&Twnoraa«i demy.org MANAKA ACAUH.MY, 4070 N.B«*tHi»Rd,SuBel10-140, Irving, TX75038

ACADEMY

Pledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures-

Donor's Printed Name ( Signature Date

ilh Manara Academy 14 Generation Charter Application 182 _ _ . _, , -__ . A rf-i A TVI"1!**"*/ TW/"1 E-mail: [email protected] MAINAKA ACAIULMY, INC. 4070KeeWfoeRd.,SwtellO-UO,lrving,TX75038

CADEM

Pledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

Manara Academy 14 Generation Charter Application 183 E-mail: [email protected] MANARA ACADEMY, INC. 4070 N. Wffin* Rd, Srft* 110-140, Irving, TX 75038

ACADEMY

Pledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

a n cry Donor's Printed Name Date

ith Manara Academy 14 Generation Charter Application 184 IV* A VT AD A Atf~ < A lYtflUrV E-moil: info@monar

ADEM

Pledge letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

-{£-07 ""Donor's Printed Name Date

ith Manara Academy 14 Generation Charter Application 185

\\c\nt MY! IVfANADA E-mail: [email protected] 1VLATNAKA 4070 N. Bfthtine Rd-, Suit* 110-140, Irving, TX 75038

Pledge letter

This Setter serves as a pledge to give Manara Academy, Inc. the sum of two thousands and five hundreds dollars ($2,500). This amount is based on personnel donation and corporate matching program in my current employer "Verizon". 1 understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

ith Manara Academy 14 Generation Charter Application 186 4070 N Sahfine Rd Phone: 214-868-6472 E-mail- [email protected] MANARA ACADEMY, INC.

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ ty, .-i <:..,-, This amount is based on personnel donation I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

^Donor's Printed Name 'Signature Date

th Manara Academy 14 Generation Charter Application 187 [MANAEAl 4070 N Befttine Rd 234-868-6472 S! [email protected] MANARA ACADEMY, INC.

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum ofS ff i D.T} \

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

lh Manara Academy 14 Generation Charter Application 188 A* A M A "T» A A /"^ A TM7H>TV ITV/"1 E-raoilE-maili: [email protected] MAIN AKA ACAUIi-M I , INC. 4070 N. BeMine Rd, Suite 110-UO, irving, TX 75038

CADE

Pledge Letter

This letter senses as a pledge to give Manara Academy, Inc. the sum of S

This amount is based on personnel donation. 1 understand that my donation to Manara Academy, Inc. is tax-deductible

[ support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. wit! rely on this pledge in making commitment for start-up cost and general school expenditures

Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 189

[ACADEMY! 4070 N BeWlne Rd Phone: 214-868-4472 vMAKiin* t ,*--. t nn> .r*.T.r-. S"1** HO-140 E-mail: [email protected] MANARA ACADEMYnr, INC M*, TX 75033

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of$

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

10 07 Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 190 -_ _ . _T . -__ . . g-., . jvcim «-*/ Tikif~< E-moib mfo@moncjroaco

ADEM

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of$ _£&_£)Q .

This amount is based on personnel donation. 1 understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

'7 Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 191 4070 N Phom: 214-868-6472 Sofle 110-140 E-mail: [email protected] MANARA ACADEMY, INC. irving, TX 75038

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $_Z^£lfL

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

tth Manara Academy 14 Generation Charter Application 192 4070 N BeMlne Rd Phone: 214-B68-6472 E-mail: [email protected] MANARA ACADEMY, INC.

ACADEMY

Pledge Letter

( ^

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

i ill Manara Academy 14 Generation Charter Application 193 4070 N Beffine Rd Phone: 214-868-6472 __ Suite 110-140 E-mail: [email protected] MANARA ACADEMY, INC. *** TX 75038

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of$

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Signature Date

ith Manara Academy 14 Generation Charter Application 194 4070 N BeMlne Rd Phone: 214-868-6472 E-maB: [email protected] MANARA ACADEMY, INC. SE^sws

ADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum o

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Signature Date

ith Manara Academy 14 Generation Charter Application 195 4070 N BeMihe Rd Phone, 2U-868-6472 MANARA ACADEMY, INC. ££ ""

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of S ^ OC$-, ^

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

"/Signature Date

itinh Manara Academy 14 Generation Charter Application 196 4070 N Bdriine Rd Phona: 214-868-6472 „ Suite 110-140 E-mail: [email protected] MANARA ACADEMY, INC. irvinfl, TX 75038

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $_^ OU

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 197 Pledge letter

This letter serves as a pledge to give Manara Academy Inc the sum

This amount is based on personnel donation. I understand that my donation to Manara Academy Inc is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy Inc will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Name s/"Signature Date

Manara Academy 14th Generation Charter Application T»W A ihT A n A A yi A T\T>»*^7 WTW/"1 E-mooiib [email protected] MAINAKA AL.AUH.Ml., JUNC. 4070 N.B«ltlineR(L, Suite llO-UO.hvhig, TX75038

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of S

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

i 111 Manara Academy 14 Generation Charter Application 199

TACAOEMV] H* A KT A n A A /"< A TMTH/rV TAT/~" t-tnoifE-maihe [email protected](gJmanaraacad«iiy.orgg, JVLATNAKA ACAJJEjJyl I, IllC. 4070 N. Behtine Rd, Suite 110-140, Irving., TX 75038

ADEM

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $*

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

A Donor's Printed Name Date

|th Manara Academy 14 Generation Charter Application 200

IACADEMVJ MANARA ACADEMY, INC.

; A D E M Y

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum ofS This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible. I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. 1 acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name ^--$1 nature Date

Manara Academy 14 Generation Charter Application 201 1 f mA MAINAKH* A TVT A T>A A ACADEMYA ^ A lYFAvTV, 1JNCTAT/" . 407' 0 N.Wo@»«anaraocademy.<>fteMin e R

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $__•'_, S '•••L- .

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

ilh Manara Academy 14 Generation Charter Application 202 iMANARAi -mff L -ifcT * f^ 4 * j-^ » TAT^H-l^/ ¥TWy^ E-mail: uitofCgmcinaraoCQCtei'ny.opg MAlNAKA ACAllt-MY, IINC. 4070 N. BeWme Rd., Suit* 110-140,lrving,TX 75038

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of S__

This amount is based on personnel donation, i understand that my donation to Manara Academy, Inc. is tax-deductible

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge thai Manara Academy, inc. will rely on this pledge in making commitment for start-up cost and general school expenditures

Donor's Printed Name

Manara Academy 14 Generation Charter Application 203 £-fliafc [email protected] MANARA ACADEMY, INC. 4070 N. MO™, BA, su»» i_io-_UQ ptwtiti& fff knewbd§e. ckxrtKt&, ethics and community

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on mis pledge in making commitment for start-up cost and general school expenditures.

Signature Date

ith Manara Academy 14 Generation Charter Application 204 m» i H.T i ¥-» » A s-< & T\TT*«-*/ TiwTrf-t E-malk tertoavmanaraaccxieniY.org MANARA ACAUkMY, INC. 4070 N. WHine Rd, Suite 110-140,lrvCr»g,TX 75038 'r\\ ADEM

Pledge Letter

This letter serves as a pledge to give Manara Academy, inc. the sum of S ! '-) 0 0 • O D

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. 1 acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Date

lh Manara Academy 14 Generation Charter Application 205 ILAAIUADA ; [email protected] MAlNAKA 3, Irving, TX 75038

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of$ iC>:J_!)

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

I III Manara Academy 14 Generation Charter Application 206 IMANARAI LACADlMVj 4070 N Beltttne Rd Phone-. 214-868-6472 SuH* 110-140 E-mait [email protected] MANARA ACADEMY, INC. M* TX 75038

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of S

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printedfame Signature Date

ith Manara Academy 14 Generation Charter Application 207 4070 N Beltfine Rd Phone: 214-868-6472 „ Suite 110-140 E-mail: [email protected] MANARA ACADEMY, INC. irvh,fll TX 75038

CADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $J^

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 208 . _ . •nri-mlr,r 1-m.Y*-. E-mail' [email protected] MANARA ACADEMY, INC. 4070 N. M*>* Rd, Sull. 11O-l40, M*, TX 75038

ADEM

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. 1 acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures. o7 Donor's Printed Name Signature ( Date

Manara Academy 14tn Generation Charter Application 209 [email protected] MAIVARA Ar'AIWMV JYEAJNAKA A^AlJJKJyll, 4070 N. Behllne Rd., Suit* 110-140, Irving, TX75O38

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Signaling'.' Date

ith Manara Academy 14 Generation Charter Application 210 4070 N Bettfine ftd Phone: 214-668-6472 Suite 110-140 E-mail: [email protected] MANARA ACADEMY, INC. imng, TX 75038

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $\ q

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community- I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Date

ith Manara Academy 14 Generation Charter Application 211

[ACADEMY] E moil! * « A HT A n A A *-< A T«7 »*»•%/ " '[email protected] MArNAKA ACADEMY, 4070 N. toWm* 8d, Suite 110-1 40, kvlng, TX 7503S

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ SQ O .

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature' Dat

ith Manara Academy 14 Generation Charter Application 212 A* A 1VT A n A AS* A YYI?1lJrV Tl«/"< e'ma"1 '«f°@'nonaraacademy.org MAINARA ACADEMY, 1JNC. 4070 N. B.WBW Rd., sow. iio-uo.Irving. TX 75038

JV

ACADEMY

Pledge Letter

t This letter serves as a pledge to give Manara Academy, Inc. the sum of S ^00 , '

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible,

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

> (01 '•' Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 213

[ACADEMY] -_ _ » »i » TJ i A ^-< * lvr'Tl>rv TM/"1 E-moifc irrfo@monaraacati«my,org MAINAKA ACAIJ&MY, LWC. 4070 N.B*HI1n*Rd, Suite llO-140,lrving,TX75038

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of$

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures.

Donor's Printed Name Signature Date

Manara Academy 14 Generation Charter Application 214 1 _ _ . _T A _ . . —, , Tvciii,i-«7 TTkH" E-mails [email protected] MAINAKA ACAlltMY, UNC, 4070 N-BeWkwRd., Suite 110-140,lrving,TX 75038 3 ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of $

This amount is based on personnel donation. 1 understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures. InL Donor's Printed Name Signature Date

ith Manara Academy 14 Generation Charter Application 215

[ACADEMY] 1 _ — . —T A T> A A f* A TVm/TV TM/" E-™clh [email protected] MAIN AKA ACA1)H

ACADEMY

Pledge Letter

This letter serves as a pledge to give Manara Academy, Inc. the sum of$

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for start-up cost and general school expenditures

Donor's Printed Name Date

ith Manara Academy 14 Generation Charter Application 216 APPROVED DURING CONTINGENCY PROCESS n Attachment N) Start-Up Budget

Question 1: We note that the charter applicant estimated 560,000 in beginning net assets that would come from not yet confirmed donations (1 I.I, page 98). In addition, we note that the charter applicant identified $150,000 as the TEA start-up grant. Per the application guide prepared by the Charter School Division, $100,000 is an appropriate estimate for the Start-up Grant. The instructions for completion of the Start-up budget states that the source of funding must be supported by the documentation included in attachment L Total expenses estimated and reported in the Start-up Budget were $243,881 with an estimated ending net asset balance of $61,119. Is there a risk of incurring negative start-up results for the school?

The attached document provides supported documentation for Net Asset of $60,000. Bankof America.

Bank of America Customer Service & Support P.O. Box 25118 Tampa, FL 33622

September 1,2008

MANARA ACADEMY INC, 4070 N BELT LINE RD STE 110-140 IRVING TX 75038-5043

Re: Third Party request for information (Texas Education Agency)

To MANARA ACADEMY INC.

Thank you for your recent request for information regarding the status of your account(s) with Bank of America. Our records indicate the following status on your account(s):

TYPE OF ACCOUNT CURRENT AVERAGE DATE ACCOUNT NUMBER BALANCE BALANCE OPENED CHECKING 61,552.77 12317.08 08/07/06

Average balance information for accounts, if reported, is based on the previous twelve months. Average balance information is not available for time deposit accounts.

We trust that this confidential information will be of assistance to you.

Sincerely,

Bank of America 1.800.862.1111 Option 2

Our response is commensurate with the purpose and amount of your inquiry. The information provided is strictly confidential and intended for use solely by the requesting party and in reliance on your statement of intended purpose or use. The information is furnished as a matter of courtesy without a duty to dosoand without responsibility, liability or warranty, express or implied, on the part of Bank of America to you or any third party. Information is obtained from electronic data sources, which may not contain all information in Bank of America's possession. Information is not guaranteed lobe accurate and may be a matter of opinion. We do not accept any responsibility for errors, omissions or alterations after delivery. The information is constantly changing and therefore subject to change without notice. Bank of America will not update this response unless another written inquiry is received. This information applies to the name of the subject of the inquiry as styled in your request and docs not include any indirect or related accounts or obligations, unless expressly specified in our response. Bank of America encourages you to contact more than one credit reference prior to making any credit decision. As used herein, Bank of America shall mean BankAmerica Corporation and its affiliates, subsidiaries and employees. If you received this response by FAX, and you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you arc hereby notified that you have received this document in error, and that any review, dissemination, distribution or copying of the information contained in this message is strictly prohibited, f f you have received this communication in error, please notify us immediately by telephone and return the message to us by mail. Attachment O) Budget for Year One of Operations

Question 2: We note that the charter applicant estimated $105,000 in funding that would come from not yet confirmed donations. The instructions for completion of the Budget for Year One of Operations states that the source of funding must be supported by the documentation included in attachment L, Total expenses estimated and reported in the Year One Budget were $1,719,684 with an estimated ending net asset balance of $63,435. Is there a risk of incurring negative operating results from the first year of operations?

The attached document provides supported documentation for confirmed donations of $110,000 Summary of for year one pledges received from supporters As of January, 2009

Donor Amount $30,000 $10,000 $10,000 $10,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $3,500 $2,000 $2,500 $2,000 $2,000 $1,000 $1,000 $1,000 $250 $450 Total $110,700 MANARit * i ».? i riA i ACADEMYirf-i *¥•*•"«»*»,/ INC*».n".i P.OE-moli. BOr *mfoliT!6rtOroaeod*my,S> 271 m, ^^M^r

ACADEMY

This tetter serves as a pledge to give Manara Academy, Inc. the sum of $

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

1 support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community, I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's signature

Donor's Printed Name Date E-moiS: [email protected] IVlANARn* i ».T i T^A . ACADEMYi y-> * rxw***, ;INC m.u— .i

ACADEMY

This letter serves a&a pledge to give Manara Academy, Inc. the sum of $ S c'7

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible,

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date H* A IV' A II A A r"' A IMTtVJV T1VT*"< E'mo'h '"*°@mQnarGaca demy.org MAINAKA ACAULIVIY, 1INC. P.O.Sc* 271U9. fewer Mound, TX 75027

ACADEMY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ .--^'

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible,

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community, I acknowledge that Manara Academy, Inc. wil! rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date ^\ > » * i M * r» i * yi i TX i"1 li * » r »»iy^ E-mail: 1nfD@manoroocotiefij'.ofc Si ! MANARA ACADEMY, INC. P.O.&O*271119, FtDwerMOUnd, 1x7502?

ADEMY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $3o0bt*i o ?

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community, I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and genera! schfeol expenditures.

Donor's Printed Name Date 1 MANAR*.* A HI A r» AA ^^A/^A rn-'Tk/iI) El^w^ fMr [email protected]

ACADEMY

This letter serves as a pledge to give Manara Academy, inc. the sum of $ ;<'c~ i"£/.

This amount is based on personnel donation, i understand that my donation to Manara Academy, Inc. is tax-deductible,

i support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date, 1 MAINAK(\/I A VT A 1> AA ACAUtMYA*" AriI?H,lY7, p,o. no*27in

ACADEMY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ 1 f'Or"'/'- .

This amount Is based on personnel donation. 1 understand that my donation to Manara Academy, inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date '•*°\ ' n*»»-tii-»» t s~* i n *-•** +i »».]*•> E-mail; irrfofS'tneitarQocademy.oi't! MANARA ACADEMY, INC. P.O.BOX 271119, F|OWC, hw,rf,TX 750;?

ACADEMY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ jr;v'.<-•• .

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible,

I support the vision and mission of Manara Academy, and beiieve that this effort is in the best interest of the children of the community. 1 acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date Hit A M A r» A A v1 .t rvrnfl V IM/-* E-mciUnfo@manorooco

ACADEMY]

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ Av^r ' 7-.''

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

! support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date E-mail: infa{5;mBnara acadsmy.org MANARA ACADEMY, INC. P.O. Box 271" 1 19, Flo-er Mound, TX 75027

ACADEMY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $l£££_£i_.

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible,

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date \jf A V A r» A A/*• * r*r'ii.,T\.' TXT/-- E-moili mfos MAN A RA ACADEMY. INC. pe0 :

EMY

This letter serves as a pledge to give Manara Academy, Inc. the

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible,

\ support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date MAISARa* * X- * r»A A ACADEMY* /- i T\T \M-\S , 1INCnm~< . t-mofiP.O..&; [email protected]!?,O-^MJ^g

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ 3

This amount is based on personnel donation. ! understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date a Q e MANARA ^Q^P^MY- *NC. p'o scr27lTw 'Fbwtr M7und!TX 75027

ACA MY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $_>i_llL_.

This amount is based on personnel donation. 1 understand that rny donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date y A \^\ n M * it? A rk i i j" » rv «-• » ,• * ? Tikr^' E-maii: infolCt'morioraacoetemy.org T W ;-^.ArsARA A!CADE..!yiVvJNC.^p.o.to,._27Tn9, F^J**** 1x75.037

ACADEMY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ jQ

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community, i acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date |\ MANARA ACADEMY, INC. w^J^TiTi

This letter serves as a pledge to give Manara Academy, inc. the sum of $__

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

1 support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date MANAR*fl i K.T * i-t Ai ACADEMYi f~> i TAT'A^-A?, INCT-VJ^.

M

This letter serves as a pledge to give Manara Academy, Inc. the sum of S

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date / -y ffl;. MANARA ACADEMY, \^_'__^l^S\\^^^^.i^7SQ2L

MY

This letter serves as a pledge to give Manara Academy, Inc. the 1 bUIlc 11 mi UlrvF T>.ly...;.._._____ f~' -

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductibie.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and genera! school expenditures.

Donor's Signature

Donor's Printed Name Date C-moilr [nto@rnonarancadern)-.orc| MANARA ACADEMY, INC. C.O. 8»« 2/11)9, Flower Mound, T> 75027

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ \Q, &<-? O.

This amount is based on personnel donation. 1 understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will reiy on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date g\ff\ MANAR» m , ». i t*A i ACADEMY* J-T , i-»r^»ji*, ' INCiiL'y~.i P^HOX^U?E-raoi'i m Eo@ m, aFi^rM^a nor a academy.o, 1x7502r p ?

ACADEMY

This letter serves as 3 pledge to give Manara Academy, Inc. the

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and beiieve that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and genera! school expenditures.

Donor's Signature

ilZD Donor's Printed Name Date H,* A T»7 A T> A A/"1*. r\r VffV MAIS AKA Ac ADhM i , P.0. s0. 2?) i ??, FJO*C, MOMIO, ne 7502?

ACADEMY

This tetter serves as a pledge to give Manara Academy, inc. the sum of $...... L!:: .

This amount is based on personnel donation. 1 understand that my donation to Manara Academy, !nc, is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Donor's Printed Name Date E-moiU inf«@rnafiQraacademy.Drg MANARA ACADEMY, INC. P.O. So* 271119. Flswer Mound, TX 75027

ADEMY

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ ^,QOQ.s* .

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, Inc. will rely on this pledge In making commitment for year one operations and general school expenditures.

DonofVSignatdfe

Donor's Printed Name Date E-noit: tnfomanoroatooeniy.org MANARA ACADEMY, INC. P.O. Bo* 271 ! 19, Flower Mouid, TX 75027

This letter serves as a pledge to give Manara Academy, Inc. the sum of $ HM* flt

This amount is based on personnel donation. I understand that my donation to Manara Academy, Inc. is tax-deductible.

I support the vision and mission of Manara Academy, and believe that this effort is in the best interest of the children of the community. I acknowledge that Manara Academy, inc. will rely on this pledge in making commitment for year one operations and general school expenditures.

Donor's Signature

Vif Donor's Printed Name Date Attachment M - A start-up budget using the template in Appendix III

Manara Academy Inc. Attachment M - Start Up Budget Assumptions and Explanations Account Amount ($) Explanation Start up grant 150,000 Federal start up grant. Donations 95,000 Includes donations from individuals, businesses, etc. 6112 Salaries or Wages for Substitute Teachers 720 Assumes one substitute teacher at $9/hour for two weeks. Assumes 18 teachers at $38,000 annually for two weeks in August and variable incentive($30,780), Superintendent at $75,000 annually for 40% from May thru July and 100% in August and variable incentive ($14,850), Business Manager at $45,000 annually for two weeks in August and variable incentive ($2,025), one PE teacher and one art teacher each at $32,000 annually for two weeks in August and variable incentive ($2,880), 4 instructional assistants 61 1 9 Salaries or Wages ­ at $12/hour for two weeks in August ($3,840), and one part Teachers and Other time instructional guide at an annual rate of $45,000 for two Professional Personnel 55,313 weeks in August ($938). Includes PEIMS Coordinator /Secretary at $15/hour for two 61 29 Salaries or Wages for weeks in August (1,200), and Custodian /Janitor at Support Personnel 2,800 $10/hour for full month in August (1,600). 6142 Group Health and Life Estimate of one month expense based on annual rate of Insurance 4,842 $58,099 6146 Teacher Retirement / Estimate of one month expense based on annual rate of TRS Care 5,616 $67,388 Estimate for renovating and/or repairing the facility to ensure compliance with applicable building and/or 6249 Contracted occupancy codes and to make the facility ready for school Maintenance and Repair 30,000 operations 6259 Utilities 4,500 Calculated at %10 of rent. Assumes three months of rent starting June 2009 for an 6269 Operating Leases 45,000 18,000 square foot facility at $10 per square foot annually 6399 General Supplies 1,000 General office supplies. 6419 Travel and Subsistence For two Board members attending interviews and - Non Employees 720 mandatory orientation with SBOE/ TEA. Other - Furniture, Fixtures & Equipment 36,980 See Attachment M-1 for details. Other -Technology 32,250 See Attachment M-1 for details. Other- Phone, Estimate for Telephone system equipment & installation communications and others 4,000 ($3,000) and Security System ($1,000). Includes two fund raising dinners at local hotels for $6,250 Other- Fundraising each and $5, 140 for advertising, designing, printing and Expenses 17,640 mailing flyers and pledge cards, T Shirts, etc.

Other - Other 2,500 Misc. supplies for kitchen, maintenance and medical room.

I III Manara Academy 14 Generation Charter Application 217 c 0)

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w Application for an Open-Enrollment Charter School - Fourteenth Generation Start-Up Budget Template Instructions Instructions to complete Start-up budget template.

1 Enter the name of the sponsoring entity Manara Academy, Inc

2. Enter the name of the proposed charter school. Manara Academy

3. Enter the date range for the proposed charter school's start-up budget: 11

4 Enter data in cells requinng a number or indicating that a description needs to be entered Totals and subtotals will automatically calculate 5. To complete the budget template, use the Special Supplement to Financial Accounting and Reporting. Nonprofit Charter School Chart of Accounts to ensure that the account codes are used appropriately. The special supplement can be found in the School Finance Section of the TEA website.

6. The Summary of Estimated Revenues and Expenses reports the totals entered into the revenue and expenditure by object code classification. Data does not need 1o be entered into the summary page 7. Enter information regarding beginning net assets to be made available to the charter school in the Schedule of Net Assets at Beginning of Year Include a description and a dollar amount for each source of funds identified as a net asset. The source of funding must be supported by the documentation included in Attachment L 8. Enter information regarding revenues in the Schedule of Estimated Revenues. Include a description and a dollar amount for each source of funds identified as revenues. 9. Enter information regarding expenditures in the Schedule of Estimated Expenses. 10 The start-up budget must identify all sources of funding and anticipated expenses The sources of funding must be supported by the documentation included in Attachment L. The expenses for each entry in the budget template must be supported with written calculations indicating how the amounts were derived. (For exampte, 3 teachers @ $30,000 annual salary = $90,000 salaries or wages entered to line 6119). These wntten calculations should be attached following the printout of the completed start-up budget template

11. Forward a copy of the completed template including the supporting written calculations with the charter application.

startif)budgetgan14.pdf [nsrucdons] Page 1 of 10

Manara Academy 14l Generation Charter Application 221 Application for an Open-Enrollment Charter School - Fourteenth Generation Summary of Estimated Revenues and Expenses

Manara Academy, Inc Manara Academy

Budget for the period __to 08/312009. Temporarily Permanently Unrestricted Net Restricted Net Restnded Net Total Net Assets Assets Assets Assets Net Assets at Beginning of Year 60,000 $ 60.000 Total Estimated Revenues 245,000 $ 245,000

Estimated Expenses. 6100 Payroll Costs 69,291 69,291 6200 Professional and Contracted Services 79,500 79.500 6300 Supplies and Materials 1.000 1.000 6400 Other Operating Costs 720 720 6500 Debt Expenses Other Expenses 93.370 93.370 Total Estimated Expenses 243,881 243881

Change in Net Assets 1,119 1.119

Net Assets at End of Year 61.119 61.119

summary) Page 2 of 10

ith Manara Academy 14 Generation Charter Application 222

[ACADEMY Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Net Assets at Begiining of Year

Manara Academy. Inc

Manara Academy

Budget for the period 11<01/2008 Oa/31fl009

LI , . .in i Temporarily Permanently Unrestricted Net n ,..., , Description of Net Assets , , Restricted Net Restricted Net Total Net Assets Assets . . Assets Assets

Cash 60,000] [Enter description here ] [Enter description here J [Enter description here.] [Enter descnption here.] [Enter description here.] [Enter description here.] [Enter description here.] [Enter description here.] [Enter description here.] [Enter description here.] [Enter descrption here.)

Net Assets at Beginning of Year 60,000 60,000

slartjibudgelgenlJ.pdl [beginning net assets] Page 3 of 10

ith Manara Academy 14 Generation Charter Application 223 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Revenues

Manara Academy, Inc Manara Academy

Budgel for the period 11*1/2008 08/31/2009

Permanently Unrestricted Net Description of Estimated Revenues , . Restricted Net Restricted Net Total Net Assets Assets _ Assets Assets

Start up grant Donations [Enter descrption here.) [Enter descrption here.] [Enter description here.] [Enter descrption here.] [Enter descrption here.] [Enter descrption here.] [Enter descrption here ] [Enter description here.] [Enter descrplion here.) [Enter description here.]

Total Estimated Revenues

starbfbudgelgen'M.pdl [revvues] Page 4 of 10

ith Manara Academy 14 Generation Charter Application 224 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule or Estimated Expenses

Manara Academy, Inc Manara Academy

Budget for (he period 11A31/2008 08/31/2009

Tem rari| Permanently Unrestricted Net P° y T ; Restricted Net Restnded Net Total Net Assets Assets . Assets Asset...s Estimated Expenses: 6100 Payroll Costs 6112 Salaries or Wages for Substitute Teachers 7201 6119 Salaries or Wages -Teacher and Other Professional Personnel 55,313; 6121 Extra Duty Pay/Overtime - Support Personnel 6129 Salaries or Wages for Support Personnel 2,800 iBOQl 6139 Employee Allowances 6141 Social SecurityAtedicare 6142 Group Hearth and Life Insurance 4,842 4,8421 6143 Workers' Compensation 6145 Unemployment Compensation 6146 Teacher Reiirement/TRS Care 6149 Employee Benefits Total Payroll Costs 69.291

startmbudgetgan14.pdf [expenses! Page 5 of 10

ith Manara Academy 14 Generation Charter Application 225 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Expenses

Manara Academy, Inc Manara Academy

Budgel for the period 08/31Q009

Temporarily Permanently Unrestricted Mel Restricted Net Restricted Net Total Net Assets Assets Assets Assets Estimated Expenses: 6200 Professional and Contracted Services 6211 Legal Services 6212Audit Services 6219 Professional Services 6221 Staff Tuition and Related Fees-Higher Education 6222 Student Tuition-Public Schools I _Jj 6223 Student Tuition-Other than Public Schools 6229 Tuition and Transfer Payments J I J 6239 Education Service Center Services I I 6249 Contracted Maintenance and Repair 30,000] 30,000 6259 Utilities 4.500 1 4,500 6269 Rentals--Operating Leases 45.000J L _ I 45,000 6299 Miscellaneous Contracted Services I

Total Professional and Contracted Services 79.500 _$_ 79,500

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Manara Academy 14 Generation Charter Application 226 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Expenses

Manara Academy, Inc Manara Academy

Budget for ttie period 11AJ1/2008 08/31/2009

Temporarily Permanently Unrestricted Net Restricted Net Restricted Net Total Net Assets Assets Assets Assets

Estimated Expenses: 6300 Supplies and Materials 6311 Gasoline and Other Fuels for Vehicles (Including Buses) 6319 Supplies for Maintenance artdfor Operations 6321 Textbooks 6329 Reading Materials 6339 Testing Materials 6341 Food 6342 Non-Food 6343 Items for Sale 6344 USDA Donated Commodities 6349 Food Services Supplies 6399 General Supplies Toool Total Payroll Costs 1,000 1,000

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ith Manara Academy 14 Generation Charter Application 227 Application for an Open-Enrollment Charter School ­ Fourteenth Generation Schedule of Estimated Expenses

Manara Academy, Inc Manata Academy

Budget for Ihe period 11*01/2008 08/31/2009

Temporarily Permanently Unrestricted Net Restricted Net Restricted Net Total Net Assets Assets Assets Assets Estimated Expenses: 6400 Other Operating Costs 6411 Travel and Subsistence-Employee Only 6412 Travel and Subsistence-Studenls 6413 Stipends--Non-Employees 6419 Travel and Subsistence-Non-Employees 72011 7201 6429 Insurance and Bonding Cosls 6449 Depreciation Expense 6494 Reclasstfied Transportation Expenses 6499 Miscellaneous Operating Costs i I Total Other Operating Cosls 720 720

(expenses) Page 8 of 10

ith Manara Academy 14 Generation Charter Application 228 Application for an Open-Enrollment Charter School ­ Fourteenth Generation Schedule of Estimated Expenses

Manara Academy, Inc Manara Academy

Budget for the period 1101/2008 0801/2009

Temporarily Permanently Unrestricted Net Restricted Net Restncted Net Total Net Assets Assets Assets Assets

Estimated Expenses: 6500 Debt Expense 6521 Interest on Bonds 6522 Capital Lease Interest 6523 Interest on Debt 6529 Interest Expenses 6599 Other Debt Fees Total Estimated Exprenses

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ith Manara Academy 14 Generation Charter Application 229

[ACADEMY']'" Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Expenses

Manara Academy, Inc Manara Academy

Budget for the period 11(010008 0801/2009

Permanently Unrestricted Net n ,,,,,, , . Restricted Mel Restricted Net Total Net Assets Assets Assets Assets Other Expenses Furniture, fixtures & Equipment 36,980! I II 36,980! TechnotodV 32,250 i | | 1 1 32, 250 i Phone, communications and others " 4,000] f" ir~" 4.0001 Fundraisinq expenses 17.64011 I 17.6401 Other 2,5001 1 1 1 2,5001 Total Other Expenses $ 93,370 i_ S $ 93,370

Total Estimated Expenses $ 243.881 $ $ $ 243.881

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ith Manara Academy 14 Generation Charter Application 230 Attachment N - Budget for 1st year of operations using the template in Appendix IV

Manara Academy Inc. Attachment N - First Year of Operations Key Assumptions and Explanations

Enrollment Assumptions: Est. Max Yearl Grades Students/Class Classrooms Grade K 18 3 Grade 1 21 3 Grade 2 21 3 Grade 3 21 2 Grade 4 26 2 Grade 5 26 2

Total Classrooms 15 Total Students 326 Grade Teachers 15 Foreign Language Teachers 3 Instructional Assistants 4

Account Amount ($) Explanation

5811 Per Capita Apportionment 1,467,000 Assuming 326 students, $4,500 per student Start up Grant 100,000 Federal start up grant. Donations 105,000 Includes donations from individuals, businesses, etc. Start up Loan 50,000 Line of Credit will be used in the last Quarter of Year 6112 Salaries or Wages for Substitute Teachers 17,280 Assumes one substitute teacher at $9/hour. Assumes 18 teachers at $38,000 annually plus bonus of up to 8%,$3, 040.00 ($738,720), Principal at $75,000 annually and bonus up to 8% $6,000($81 ,000), Business Manager at $45,000 annually and bonus up to 8% $3,600($48,600), one PE teacher and one Art teacher for $32,000 annually plus bonus up to 8%,$2,560($69,120), 61 1 9 Salaries or Wages ­ 4 instructional assistants at $12/hour ($92,160), and one Teachers and Other Professional part time instructional guide at an annual rate of $45,000 Personnel 1,052,100 ($22,500).

Includes PEIMS Coordinator /Secretary at$15/hour 61 29 Salaries or Wages for (28,800), Custodian / Janitor at $1 0/hour ($1 9,200) and Support Personnel 53,760 Nurse for two days a week for $480 monthly ($5,760). Includes health insurance ($40,500), dental insurance 6142 Group Health and Life ($1,620), disability insurance ($4,050), vision insurance Insurance 58,099 ($810), and life insurance ($449). For Occupational insurance, estimate of 1 .9% of payroll, 6143 Workers' Compensation 10,670 responsible for 50%.

Manara Academy 14 Generation Charter Application 231 6146 Teacher Retirement /TRS Care 67,388 Calculated at 6% of total salaries and wages. 6211 Legal Services 5,000 Estimate for legal help throughout the year. 62 12 Audit Services 4,000 Estimate for annual financial audits. 6219 Professional Services 44,000 Cost of contract with ELS. 6249 Contracted Maintenance and Repair 3,600 Calculated at 2% of facility rental. 6259 Utilities 18,000 Calculated at %1 Oof rent. Assumes an 18,000 square foot facility at $10 per square 6269 Operating Leases 180,000 foot annually Includes $33,300 for classroom on going supplies ($185 monthly per classroom), $18,000 for computer support, software, internet, etc. ($100 monthly per classroom), $7,500 for instructional equipment ($500 annually per 6319 Supplies for Maintenance classroom), $1 ,630 for PE equipment, $2,400 for and/or Operations 64,630 Janitorial supplies, $1 ,800 for Supplies. Assumes an average of $30 per book per student, 7 books per student (5 text books and 2 supplementals), 6321 Textbooks 68,460 for 326 students. Assumes $400 in monthly Library improvement; replenishment and expansion of books and media 6329 Reading Materials 4,800 supplies. 6412 Travel and Subsistence ­ Assuming two learning expeditions per grade annually Students 16,800 ($12,000) and field trips ($4,800). 6419 Travel and Subsistence ­ For conferences and training for School Board members Non Employees 5,000 and officers. Estimate per Wells Fargo for insurance property ($2,500) 6429 Insurance and Bonding and insurance for general liability & professional liability Costs 7,500 (errors & omissions) ($5,000). $3,260 for Testing Cost, $15,000 for Staff Development, 6499 Misc Operating Costs 38,055 $10,000 for PR, $9,795 for Fundraising Expenses. Interest Expenses for Startup Loan for the last Quarter 6529 Interest Expenses 542 @ 13% APR

Manara Academy 14 Generation Charter Application 232 Application for an Open-Enrollment Charter School- Fourteenth Generation Budget Template Instructions Instructions to complete budget template.

1 Enter the name of Ihe sponsoring entity. ' Manara Academy Inc.

2 Enter Ihe name of Ihe proposed charier school: , Manara Academy

3. Enter Ihe date of the fiscal year end

4. Enter data in ceils requiring a number or indicating that a description needs to be entered Totals and subtotals will automatically calculate 5. To complete the budget template, use the Special Supplement to Financial Accounting and Reporting Nonprofit Charter School Chart of Accounts to ensure that the account codes are used appropriately. The special supplement can be found in the School Finance Section of the TEA website

6. The Summary of Estimated Revenues and Expenses reports the totals entered into the revenue and expenditure by object code classification. Data does not need to be entered into the summary page.

7. Enter information regarding beginning net assets to be made available to the charter school in the Schedule of Estimated Net Assets at Beginning of Year. Include a description and a dollar amount for each net asset. The source of funding must be supported by the documentation included in Attachment L. 8 Enter information regarding local revenues in the Schedule of Estimated Local Revenues (object code 5700) 9. Enter information regarding state revenues in the Schedule of Estimated State Revenues (object code 5800) 10. Enter information regarding federal revenues in the Schedule of Estimated Federal Revenues (object code 5900) 11. Enter information regarding expenditures in the Schedule of Estimated Expenses (object code 6000) 12. The budget must identify all sources of funding and anticipated expenses. The sources of funding must be supported by the documentation included in Attachment L. The expenses for each entry in the budget template must be supported with written calculations indicating how the amounts were derived. (For example, 3 teachers @ $30,000 annual salary - $90,000 salaries or wages entered to line 6119) These written calculations should be attached following the printout of the completed budget template. 13 Forward a copy of the completed template including Ihe supporting written calculations with the charier applicalion

year1budgelgen14.pdf liistmciionsl Page! o(12

Manara Academy 14it h Generation Charter Application 233 Application for an Open-Enrollment Charter School • Fourteenth Generation Summary of Estimated Revenues and Expenses

Manara Academy Inc Manara Academy

Budget for the Fiscal Year Ended 8/31 £01.0

Temporarily Permanently Unrestricted Met Restricted Nel Restricted Net Total Net Assets Assets Assets Assets

Nel Assets at Beginning of Year $ 61,119 $ 61,119

Esli mated Revenue 5700 Local Sources 5800 Stale Sources 1467000 1467000 5900 Federal Sources

Other Sources 255,000 255,000

Tolal Estimated Revenues $ 1722000 $ $ $ 1722000

Estimated Expenses: 6100 Payroll Costs 1259297 1259297 6200 Professional and Contracted Services 254,600 254.600 6300 Supplies and Materials 137,890 137,890 6400 Other Operating Costs 67,355 67,355 6500 Debt Expenses 542 542 Other Expenses

Total Estimated Expenses $ 1719684 $ $ $ 1719684

Change in Net Assets $ 2,316 $ $ $ 2,316

Net Assets at End of Year £ 63.435 £ $ S 63435

y earlbudge Igefi14.pdf (sunmaryj Page 2 oT 12

I 111 Manara Academy 14 Generation Charter Application 234 Application for an Open-Enrollment Charter School­ Fourteenth Generation Schedule of Estimated Net Assets at Beginning of Year

Manara Academy Inc. Manara Academy

Budget for the Fiscal Year Ended 8A31/2010

Temporarily Permanently Unrestricted Net Restricted Net Restncted Net Total Net Assets Description of Net Assets Assets Assets .....Assete

Net Assets Carried Forward from Start-Up Ftiase 61.119! [Enter description here ] [Enter description here] [Enter description here ] [Enter description here] [Enter description here.] [Enter description here.] [Enter description here j [Enter description here.) [Enter description here.] [Enter description here.] [Enter description nere ] Net Assets at Beginning of Year 61.119 $

y8ar1budgetgenH.pdf (becpnrwig net assete] Page J 0(12

ith Manara Academy 14™ Generation Charter Application 235

FACADEMV! Application for an Open-Enrollment Charier School- Fourteenth Generation Schedule of Estimated Local Revenue

Manara Academy Inc. Manara Academy

Budget for Ihe Fiscal Year Ended 801/2010

Temporarily Permanently Revenue Unrestricted Net Description of Net Assets Restricted Net Restricted Net Total Net Assets Code Assets Assets Assets

5719 Local Property Taxes Passed Through By School Distncls 5729 Local Revenues Resulting from Services Rendered to Other Schools 5741 Earnings from Permanently Restricted Net Assets and Endowments 5742 Earnings from Temporary Deposits and Investments 5743 Rent 5744 Gifts and Bequests 5749 Other Revenues from Local Sources [Enter description here.] [Enterdescription here] [Enterdescription here] UL: 5751 Food Service Activity 5752 Athletic Acuities 5753 Extracurricular/Cocurricular Activities Ottier than Attlettics 5759 Cocurricular, Enterprising Services or Activites [Enterdescription here] [Enterdescription here] [Enterdescription here] 5769 Miscellaneous Revenues from Intermediate Sources [Enter description here ] [Enter description here ] [Enter descnption here ] Total Local Revenues yearl budgetgenl4.pdf [expenses) Page 4 of 12

Manara Academy 14 Generation Charter Application 236 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated State Revenue

Manara Academy Inc Manara Academy

Budget for the Fiscal Year Ended 8/31/2010

Temporarily Permanently Revenue Unrestricted Net Description of Net Assets Restricted Net Restricted Net Total Net Assets Code Assets _ Assets Assets 5811 Per Capita Apportionment 1467000] ; j 1 1 1467000 5812 Foundation School Program Acl Entitlements I I 5813 Foundation School Program Act Incentive Aid I 5819 Other Foundation School Program Acl Revenues 5829 State Program Revenues Distributed by Texas Education Agency 5899 State Revenues from State of Texas Government Agencies [Enter descnpton here ] [Enter descnpton here ] [Enter description here ]

Total State Revenues 1467000 1467000

year1budgetgen14.pdl[5800] PageS of 12

ith Manara Academy 14 Generation Charter Application 237 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Federal Revenue

Manara Academy Inc. Manara Academy

Budgel for the Fiscal Year Ended 8/31/2010

Temporarily Permanently Revenue Unrestricted Net Description of Net Assets Restricted Net Reslricted Net Total Net Assets Code Assets Assets Assets

5919 Federal Revenues Distributed Through Government Entities Other than State or Federal Agencte [Enter description here.] [Enter description here.] [Enter description here.] 5921 School Breakfast Program 5922 National School Lunch Program 5923 United Stales Department of Agriculture (USDA) Donated Commodites 5929 Federal Revenues Dtstnbuted by Texas Education Agency [Enter description here ] [Enter description here.) [Enterdescription here] 5931 School Health and Related Services 5932 futedicatd Administrative Claiming Program 5939 Federal Revenues Distributed by Olher State of Texas Government Agencies 5949 Federal Revenues Distnbuted Directly from the Federal Government [Enter description here.] [Enter descnpton here ] [Enter descnpton here ] Total Federal Revenues $ yearldudgetgenUfxft 15900} Page 6 o)12

i 111 Manara Academy 14 Generation Charter Application 238 Application for an Open-Enrollmeni Charter School ­ Fourteenth Generation Schedule of Net Assets at Beginning of Year

Manara Academy Inc. Manara Academy

Btidgel for the Fiscal Year Ended 8/31 £010

Temporarily Permanently Description of Other Sources of Revenue Restricted Net Restricted Net Total Net Assets Assets Assets Start up Grant Individual donations Stah up Loan [Enter description here.] [Enter descrpton here ] [Enter descrpton here.] [Enter description here.] (Enter description here j [Enter description here.] [Enter description here ] [Enter description here ] [Enter description here ] Total Other Sources 255,000

yoarlbudgB tijwi14.pdf lo Page 7 on!

ith Manara Academy 14 Generation Charter Application 239

LACADLMYJ Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Expenses

Manara Academy Inc Manara Academy

Budget for the Fiscal Year Ended 801/2010

Temporanly Permanently Unrestricted Net Restricted Net Restricted Net Total Net Assets Assets Assets Assets,.._

Estimated Expenses. 6100 Payroll Costs 6112 Salaries or Wages for Substitute Teachers 17,280 17.280 6119 Salaries or Wages -Teacher and Other Professional Personnel "1052100! f 1052100 6121 Extra Duty Pay/Cvertime - Support Personnel 6129 Salaries or Wages for Support Personnel 53.760 53,760 6139 Employee Allowances 6141 Social SecuntyMedicare 6142 Group Health and Life Insurance 5a,099i 6143 Workers' Compensation 10.670 10.670 6145 Unemployment Compensation 6146 Teacher Retirement/TRS Care 67,388 67,388i 6149 Emptoyee Benefits _J Tote! Payrolf Costs 1259297

yeaf1budgetgenH.pdf |6000] Page 8 of 12

ith Manara Academy 14 Generation Charter Application 240

[ACADEMY] Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Expenses

Manara Academy Inc. Manara Academy

Budget for the Fiscal Year Ended 8/31/2010

Temporarily Permanently Unrestricted Net Restricted Net Restricted Net Total Net Assets Assets Assets _ Assets

Estimated Expenses: 6200 Professional and Contracted Services 6211 Legal Services 5,000 5,000 6212 Audit Services 4^00] 4,000

6219 Professional Services 44,000 44,000 6221 Staff Tuition and Related Fees-Higher Education 6222 Student Tuition-Public Schools 6223 Student Tuition-Other than Public Schools 6229 TuitronandTransferPayments 6239 Education Service Center Services 6249 Contracted Maintenance and Repair 3.600J i f 3,600 f 6259 Utilities 18,000] i. 18,000 6269 Rentals-Operating Leases 180,000] 1 180.000 6299 Miscellaneous Contracted Services

Total Professional and Contracted Services 254.600 254600

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ith Manara Academy 14 Generation Charter Application 241 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Expenses

Manara Academy Inc. Manara Academy

8/31/2010

r i H Not Temporarily Permanently unresmctea ret Res)r|cted We, Restricted Net Total Net Assets Assets . , ...... As§ete Assefe Eslimated Expenses: 6300 Supplies and Materials 6311 Gasoline and Other Fuels for Vehicles (Including Buses) 6319 Supplies far Maintenance and/or Operations 64,630 64,630 6321 Tex books "88460 58,460 6329 Reading Materials 4,800 4,800 6339 Testing Materials 6341 Food 6342 Non-Food 6343 Items for Sale 6344 USDA Donated Commodities 6349 Food Services Supplies 6399 General Supplies Total Supplies and Materials 137.690 137.890

year1budgetgen14.pdr IGOOO] Page 10 of 12

i III Manara Academy 14 Generation Charter Application 242

IACADCMYJ Application for an Open-Enrollment Charter School- Fourteenth Generation Schedule of Estimated Expenses

Manara Academy Inc Manara Academy

Budget for the Fiscal Year Ended 8/31/2010

Temporarily Permanently Unrestricted Net Restricted Net Restricted Net Total Net Assets Assets Assets Assets

Estimated Expenses: 6400 Other Operating Costs 6411 Travel and Subsistence-Employee Only II II II 6412 Travel and Subsistence-Students 16.800j| || || 16,800 """ 6413 Stipends--Non-Employees IF" 6419 Travel and Subsislence-Non-Employees 5,000! 5,000 6429 Insurance and Bonding Costs 7,500 7,500 6449 Depredation Expense II II 6494 Reclassifled Transportation Expenses I I ' I I 6499 Miscellaneous Operating Costs 38,055] | [ " " || 36,055 Total Other Operating Costs £ 67,355 £ S S 67,355

6500 Debt Expense 6521 interest on Bonds 6522 Capital Lease Interest 6523 Interest on Debt 6523 Interest Exprenses 542 542 6529 Interest Expenses 6599 Other Debt Fees Total Other Operating Costs 542 542 year1budgetgenH.pdf [GOOD] Page 11 of 12

ith Manara Academy 14 Generation Charter Application 243 Application for an Open-Enrollment Charter School - Fourteenth Generation Schedule of Estimated Expenses

Manara Academy Inc. Manara Academy

Budget for the Fiscal Year Ended &31/201Q

Temporarily Permanently Unrestricted Net Restricted Net Restricted Net Total Net Assets Assets Assets Assete

Estimated Expenses: Other Expenses

[Enter description here.]

[Enter descnptron here ]

[Enter description here.] [Enter description here.] [Enter description here ]

Total Other Expenses

Total Estimated Expenses 1719684 $ _ 1 J 1719684

yearlbudgetgMiHpdr 16000] Page 12 of 12

,th Manara Academy 14 Generation Charter Application 244

[ACADtMYj Revised During Contingency Process-See Insert Attachment O - Copy of Negotiated Service agreements from any organizations individuals that will provide financial accounting, payroll, and/or tax accounting services for the proposed charter school.

We have not identified this yet. We have discussed this matter with Region 10 and Irving ISD and both are willing to assist us in providing these services.

Manara Academy 14l Generation Charter Application 245 APPROVED DURING "O" CONTINGENCY PROCESS Attachment F) Negotiated Service Agreement 7^ Question 3: Page 100 of the application indicates the proposed charter school has not identified any external entities or individuals to provide financial accounting, payroll and or tax accounting services. If the charter application is approved, please provide a copy(s) of the signed negotiated service agreement(s) as indicated in item U(t) of the application instructions.

We are working this aspect Revised During Contingency Process-See Insert Attachment P - Copy of the negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s), as applicable.

Manara Academy, Inc. is actively pursuing to lease a facility. It is yet to finalize the exact location of the school and hence does not have any agreements at this point of time.

Manara Academy 14l Generation Charter Application 946 APPROVED DURING CONTINGENCY PROCESS Attachment flt Negotiated Lease Agreement

Question 4: The response to question 11 .x indicated that no facility has been identified for the school. If the application is approved, please forward the following applicable information: • Th ephysical address of the facility to be used by the proposed charter school and a description of the facility. • A nexplanation of why the site will be suitable for the proposed charter school. (Question 11 .x). • Discuss plans to ensure that the facility is accessible to disabled persons. (Question 11 ,y). • Discuss the necessity of renovating and/or repairing the facility to ensure compliance with applicable building and/or occupancy codes and to make the facility ready for school operations. Identify the dollar amounts or any renovations and repairs. (Question 1 l.z). • Acopy of the signed negotiated lease, deed(s) to property or purchase agreement(s) as applicable. (Question 11.bb). • Identify the individuals who negotiated the lease or purchase of the facility on behalf of the lessor or seller and the sponsoring entity.

Note any relationships or business affiliations between the individuals identified. (Question 11.cc). • Identify all other organizations or individuals that will be using the facility in addition to the proposed charter school. (Question 11. dd).

Please find the answers for questions (11.x, ll.y, ll.z, ll.bb, 11.cc & ll.dd) APPROVED DURING CONTINGENCY PROCESS x) Explain why the site wiii be a suitable facility for the proposed charter school. Manara Academy worked extensively in securing the perfect location for our charter school. After many visits and timeless meetings, the Board of Directors feel that we have selected the perfect home for Manara Academy. These are the primary reasons for our choice:

• Th locatioe n is very safe and quite. The building is located in a residential area. Our charter school will be in very close proximity to homes, parks and the local library. • Th locatioe n has great accessibility. The building is close to main roads and highways and is easy to get to from all of our accepting communities. There is a large parking lot that will accommodate the parents and staff, along with having at least four main entrances. • Th locatioe n was previously a private church school and is currently still a church. The building has been well maintained and all of the classrooms are ready to go. Compared to other office facilities that we found and considered, this facility is risk-free from the perspective that no major renovation is needed so opening in August of 2009 is not an issue at all. • Th ownere s have been very cooperative. They understand our cash flow prior to opening the school and they have agreed to sell us the building with installment and lease plans. We were very fortunate for them to enjoy the prospect of a charter school moving into the building. They have even agreed to sell the building to us at a lower than market value. • Th locatioe n has the perfect outdoor setting. There is already an outdoor playground that is surrounded by a fence. There is also a very large open space that can be used for several sport activities such as baseball, soccer and basketball. This will allow our physical education teacher to be very creative and maintain the activity level that is expected. y) Discuss plans to ensure that school facilities are accessible to disabled persons.

Manara Academy will be accessible to disabled persons and will comply with the Americans with Disabilities Act (ADA) access requirements. Since our new location was a school in the past, the building is structured to be accessible to disabled persons. After having the final evaluations of the building with our architect, if there is a need for improvements, we will make the facility improvements for all disabled persons. APPROVED DURING CONTINGENCY PROCESS z} Discuss the necessity of renovating and/or repairing the facility to ensure compliance with applicable building and/or occupancy codes and to make the facility ready for school operations, Identify the dollar amounts of any renovations and repairs. The location that has been chosen was previously a private church school and currently is a church. There is no need for any renovations or repairs for the first year. After completing our final evaluations of the building, if we determine a need for repairs, they will be minimal and will fall within our budgeted amount of $30,000. APPROVED DURING CONTINGENCY PROCESS bb) Submit, as Attachment P, a copy of the negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s), as applicable. Please see the Attachment P cc) Identify the individuals who negotiated the lease or purchase of the facility on behalf of the lessor or seller and the sponsoring entity. Note any relationships or business affiliations between the individuafs identified above. The real estate agent for Manara Academy, Inc. is Syed Ansari from Help-U-Sell Fine Properties. The real estate agent for the owner of the building is John Muzyka from Service Realty, Inc. There are no relationships or business affiliations between the individuals identified above. dd) Identify all other organizations or individuals that will be using the facility in addition to the proposed charter school. We will be entering a leasing agreement for the first year of occupancy. The Landlord/Seller (Christ Our Savior Lutheran Church) will continue to use the sanctuary, fellowship hall, nursery and kitchen for worship on Sunday's, Wednesday's evenings, and church holidays, during the lease period. The use of these facilities will be outside the school working hours. APPROVED DURING CONTINGENCY PROCESS

Help-U-Sell Fine Properties 1333 McDermott Drive #200 Allen, TX 75013 January 24, 2008.

John Muzyka Service Realty Inc. 1721 West Piano Parkway Suite 212 Piano, TX 75075

RE: Letter of Intent to purchase 140 S. Heartz, Coppell, TX

Dear Mr. John Muzyka,

This letter serves as the intent of Manara Group acting as Purchaser to lease and then purchase the above referenced property from the "Seller", on the following terms and conditions.

Purchaser. Manara Academy Charter School 4070 N. Beitline Rd., Suite 110-140 Irving, TX 75038

Seller: Christ Our Savior Lutheran Church 140 S Heartz Road Coppell, TX 75019

Property; 31,224 square foot, Christ Our Savior Lutheran Church and School facility located on 4.859± acres at 140 S. Heartz Road, Coppell, Texas.

Purchase Price: $2,750,000.00

Option Contract: The Seller will consider an option contract to purchase the facility. Purchaser will pay Seller $150,000.00, further known as the Initial Option Fee, at the closing of the Option Contract. The payment of $150,000.00 will be paid directly to the Seller and will be credited to the Purchase Price, The Purchaser will pay the Seller the balance due of $2,600,000 on September 1, 2010.

During the option period the Purchaser would lease the premises as outlined below.

Initial Option Closing: Initial Option Closing shall occur 90 days after contract execution. The Final Closing and Full payment will occur on September 1, 2010, APPROVED DURING Page2 CONTINGENCY PROCESS Letter of Intent January 23, 2009

Lease Price: $ 8.50/sf = $22,117.00 per month from July 1, 2009 - August 31, 2010

Tenant (Manara) will be responsible for all utilities and building and grounds Maintenance, maintenance of all mechanical and electrical equipment, building Insurance, and provide a minimum of $2 million liability insurance from an acceptable insurer naming the owner as an additional insured, and taxes. Landlord/Seller (Church) would be responsible for maintenance of the exterior structure. The Landlord/Seller will accept the payment of $150,000 for the option contract in lieu of a Security Deposit.

Lease Term; 14 months beginning July 1, 2009 and would have the right to occupy beginning on June 21, 2009.

Lease Usage: Tenant/Purchaser will lease the entire 31,224 square feet. Landlord/Seller will continue to use the sanctuary, fellowship hall, nursery and kitchen for worship on Sunday's, Wednesday's, and church holidays, during the lease period.

Occupancy Date: Tenant/Purchaser shall have the right to occupy the facility on June 21,2009.

Financing: The Purchaser will apply for a bank loan or a SBA loan to finance the purchase. If the purchaser is unable to obtain financing, the lease will be extended under the same terms for a maximum of 12 months. The purchaser will pay an addition option fee of $200,000 to extend the closing. This fee will be credited towards the purchase price.

Title Commitment: To be furnished by Seller from a title company of Seller's selection at Seller's expense, within twenty (20) days of the effective date of the contract. Purchaser shall have fifteen (15) days after receipt of the title commitment to object to any matter pertaining to the title, and Seller shall have ten (10) days to cure any such objections. Seller shall pay for all costs associated Title Commitment, and Title Policy to be issued at closing.

Survey: Seller shall furnish Purchaser with an existing survey of the property within twenty (20) days of contract execution. If a new survey is required by any party, lender or title company then the new survey will be obtained at Purchaser's expense.

Environmental Study: Seller to provide Purchaser with a copy of Seller's Phase I environmental report within ten (10) days of the effective date of the contract if available.

Property Condition: Property is to be leased and sold in "as is" condition with no repairs or improvements being made by the Seller. If the tenant wants to perform any improvements or renovations to the property, such improvements shall be approved by the owner with exact procedures to receive such approvals to be determined in the .ease/option contract. APPROVED DURING

CONTINGENCY PROCESS

Page 3 Letter of Intent January 23, 2009

Feasibility/Inspection Period; Purchaser shall determine whether the property is suitable for Purchaser's intended use and is, in all other aspects, satisfactory to Purchaser within sixty (60) days of execution of the option contract and lease. The Purchaser shall responsible for securing any necessary city approvals for use of the property. Within five (5) days of contract execution, Seller shall deliver to Purchaser true and correct copies of the following: A. Any environmental audits or assessments in Seller's possession relating to the property. B. All Service Agreements related to the Property, including but not limited to the management agreements, landscaping, trash removal, security, lighting and electrical service, on site signs, etc. C. Any physical or engineering reports, drawings related to any part of the property. D. All current property insurance policies related to the Property E. Plans and specifications, soil studies, feasibility studies, engineering reports, relating to the property in Seller's possession.

Earnest Money: Twenty Five Thousand and No/100 dollars ($25,000) in the form of a check to be deposited with the title company within two (2) business days of option contract execution. At the end of the inspection Period, if the purchaser decides to purchase the property, the Earnest Money will be paid directly to the Seller and will be credited to the initial option fee and the Purchase price

Contingencies: 1. Approval of both parties in accordance with their respective by-laws within 30 days of the final execution of the option contract and lease.

Modifications/Improvements: Tenant/Purchaser will submit any and all modifications or improvements, whether temporary or permanent to Landlord in writing for approval. Landlord will respond in writing within 10 days and shall not unreasonably withhold approval.

Vacating of Premises: Seller will vacate the premises upon final closing of the option contract on July 1, 2010.

Furnishings: Personal property items that the purchaser wants to buy are to be determined during feasibility/inspection period. No furnishings will be conveyed as a part of this agreement. APPROVED DURING CONTINGENCY PROCESS Page 4 Letter of Intent January 23, 2009

Title Company: Capital Title Company C/O Dawn Neilt Located at 7001 Preston Road, Suite 120 Dallas, Texas 75205

Broker: Seller and Purchaser shall each warrant and represent to the other that Service Realty and Help-U-Sell Fine Properties are the only Brokers or agents involved in such transaction. Service Realty shall pay Help-U-Sell Fine Properties 3% on the first million and 1.5% on the balance of the purchase price Service Realty will pay Help-U-Sell Fine Properties 50% of the commission received on the lease of the property to be paid upon lease commencement. It is understood by both parties that Service Realty is the exclusive representative of the seller/owner and Help-U-Sell is the exclusive representative of the purchaser/tenant.

The above terms are not contractual, but merely an expression of the terms and conditions under which the Seller/Owner would be willing to enter into a lease and option contract to lease and sell the premises to Manara. If these terms are satisfactory to both Purchaser and Seller, the Purchaser will immediately draft a contract which will set forth the specific terms and conditions outlined in the above proposal. This Proposal shall remain open until 5:00 PM, January 26, 2009. Unless accepted prior to that day and time, the Proposal shall lapse and be deemed withdrawn.

AGREED AND ACCEPTED this 25 day of January, 2009.

Purchaser/Tenant: Manara Academy Charter School 4070 N. Beltline Rd,, Suite 110-140 Irving TX75038 By: <^C^~

Purchaser

Seller/Landlord: Christ Our Savior Lutheran Church UOSHeartzRoad Coppell.TX 75019

Date:

Congregation President Manara Academy. Inc. 20-5254172 Official Name of Charter Holder FBI No/Taxpayer ID

Manara Academy , Charier School Name County-District No. TEXAS EDUCATION AGENCY

Division of Planning and Grant Reporting

General Application of Assurances for Federal Programs Ad mini stored bv the U.S. Department of Education

Authority for Data Collection: 20 USC Section 1232e and P. L. 107-110. No Child Left Behind Act of 2001. Title DC. Part C, Section 9306 (a). Planned Use of Data: The requirements established in United States Code Annotated, Title 20, Education, Chapter 31, Subchapter HI, Section 1232e stipulate that "Each local education agency which participates in an applicable program under which federal funds are made available to such agency through a State agency shall submit, to such agency or board, a general application containing the assurances set forth in subsection (b) of this section", The requirements of P. L. 107-110, No Child Left Behind Act of 2001, Tide IX, Part C, Section 9306 (a) stipulate that "any applicant, other than a State educational agency that submits a plan or application under this Act, whether separately or pursuant to section 9305, shall have on file with the State educational agency a single set of assurances, applicable to each program for which a plan or application is submitted." The application shall cover the participation by the local educational agency, public agency, nonprofit private agency, institution, organization or Indian tribe in all federal programs administered by the U.S. Department of Education. Instructions: This general application wil ble in effect for the duration of participation in federal programs until such time as the requirements change. The superintendent or authorized official must sign the certification and return to the address below. Payment for federally funded applications and contracts cannot be made by this Agency until the general application is received. Payments to grantees for current grants may be delayed if the General Application of Assurances is not received in the time requested. For further information, contact the Division of Planning and Grant Reporting at (512)463-7004.

Certification: I, the undersigned authorized official for the above-named local educational agency, public agency, nonprofit private agency, institution, organization or Indian tribe in accordance with 20 USC Section 1232eandP. L. 107-110, No Child Left Behind Act of 2001, Title IX, Part C, Section 9306 (a), hereby apply for participation in federally funded education programs.

I certify that the above-named local educational agency, public agency, nonprofit private agency, institution, organization or Indian tribe will adhere to the assurances stated on the reverse side of this form.

Typed Name of Authorized Official of Date Telephone Authorized Original Signature (blue ink) Charter Holder

Typed Title of Authorized Official of Charter Holder

Address of Charter Holder City State Zip Code IRVXU6 TX

SEP 1 0 2CJ3

DF/GA/CS-OU1K03 Bilingual Education/ESL, Section 504, and Dyslexia Assurances

TEC, Chapter 29, SubchapterB, TEC §12.104(b)(2)(G), and 19 TAC§§89.1201-.!265 require charter schools to identify limited English proficient students based on state criteria and to provide an appropriate bilingual education or English as a second language program conducted by teachers certified for such courses.

A. The charter holder certifies that prior to serving students the charter will have policies and procedures in place ensuring that it complies with the legal and regulatory requirements concerning identifying and providing appropriate educational services to limited English proficient students. Check one: DNO

Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. §794, prohibits discrimination on the basis of disability in any program receiving federal financial assistance. A recipient that operates a public education program or activity shall provide a free, appropriate public education to qualified individuals.

B. The charter holder certifies that prior to serving students the charter will have policies and procedures in place ensuring that it complies with the legal and regulatory requirements concerning identifying and providing appropriate educational services to students protected by Section 504. Checkxme: 0Yes DNo

TEC §38.003, TEC §12.104(b)(2)(K), 19 TAC §74.28 and Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. §794, require charter schools to identify students with dyslexia or related disorders and to provide appropriate educational services.

C. The charter holder certifies that prior to serving students the charter will have policies and procedures in place ensuring that it complies with the legal and regulatory requirements concerning identifying and providing appropriate educational services to students with dyslexia or related disorders. Check^ene:

I the undersigned hereby certify that the information contained in this document is, to the best of my knowledge, correct and that the governing body of the charter holder has authorized me to provide these assurances.

Signature of Charter Holder Board Chair Date (must sign in blue ink) Special Education Assurances and Development of Policies and Procedures

Electronic Submission of Charter Policies and Procedures Assurances Pursuant to the Individuals with Disabilities Education Improvement Act (IDEA 2004) Section 613 (a) (1), each charter school must have on file with the Texas Education Agency (TEA) a plan that provides assurances that it has in effect policies, procedures and programs consistent with State policies and procedures governing special education. Region 18 Education Service Center (ESC) in coordination with other ESCs provides leadership to the State in the electronic development of charter policies and procedures through the online Legal Framework for the Child-Centered Process Phase IV: "Charting the Course" (Legal Framework-Phase IV) at http://framework.escl8.net/.

Applicant Assurance Statement The sponsoring entity's CEO must sign the assurance statement below certifying that the proposed charter school will have in place upon opening the above-described special education policies and procedures. The charter holder will develop its policies and procedures through the online Legal Framework.

Future Updates to Policies and Procedures Charters will use the Legal Framework for developing and submitting updated policies and procedures assurances in the future. Guidance from ESCs on updates to policies and procedures will be ongoing.

Technical Assistance For questions concerning or information about the electronic submission of charter policies and procedures, please contact your regional ESC special education contact at http://www.tea.state.tx.us/special.ed/escinfo/contact.html.

Assurance Statement

By signing below, the sponsoring entity assures that the proposed charter school will have in place upon opening policies and procedures that ensure implementation of IDEA 2004 and all federal regulations, Texas laws, State Board of Education (SBOE) rules, and commissioner's rules concerning students with disabilities receiving special education services and further assures that any future amendments to the regulations, laws, and rules will be incorporated into policies and procedures and implemented by the charter school.

(BLUE INK) Signature of CEO of Sponsoring Entity Date DIVISION OF CHARTER SCHOOL ADMINISTRATION APPLICATION REVIEW/CONTINGENCIES GENERATION 14 APPLICANT

Proposed Charter School: Manara Academy Proposed Charter Holder: Manara Academy, Inc. New or Conversion: New Employer ID Number (EIN): 20-5254172 Education Service Center: Region X

Information-a rid Issuelldehtified Grades Served K-8 Maximum 500 Enrollment Number of Sites location to be determined Vision of the P. 15 - State what will happen if a parent fails to provide 20 School volunteer hours at the school. State that parents will understand this is voluntary and not a requirement for admission. Education Plan P. 38 - State the understanding that placement for special education students is determined by the ARD committee and placement in mainstream is not predetermined. Teacher to Student • 1:18 for Kindergarten Ratio • 1:21 for lst-3rd grades • 1:26 for 4th-8th grades Please clarify; the numbers provided at the community meeting were different. See P. 145. Student Goals Okay Human Resources P. 70 - Add the attendance clerk mentioned on this page to Information the organizational chart on P. 124 and provide a job description. P. 71 - State that the qualifications of each professional employee, not just teachers, will be provided to parents. P. 73 - Change the statement that teacher qualifications will be provided at the parent's request to indicate that all parents will be provided the qualifications of each professional employee. P. 75 - Explain the manner in which the principal will disseminate the information about professional employee qualifications. P. 77 - Add the media specialist and special needs coordinator mentioned on this page to the organizational chart on P. 124 and provide job descriptions. P. 80 - Provide an analysis of salary and benefits of schools of comparable size and location for the PEIMS coordinator, student attendance staff, and other staff. P. 80 - Provide a job description for the maintenance staff listed on the organizational chart on P. 124.

Iof2 DIVISION OF CHARTER SCHOOL ADMINISTRATION APPLICATION REVIEW/CONTINGENCIES GENERATION 14 APPLICANT Community • Okay Support Geographic • Arlington ISD Boundaries • Carrollton-Farmers Branch ISD • Dallas ISD • Grapevine-Colleyville ISD • Hurst-Euless-Bedford ISD • Irving ISD • Lewisville ISD Transfer boundary • Richardson ISD Other • Remove Section 13 from the application. Assurance Signed Assurances related to the requirements of Bilingual/ESL Documents programs, Section 504 of the Rehabilitation Act of 1973, and dyslexia programs will be required if a charter is awarded. In addition, a special education and federal assurance document is required prior to the execution of a charter contract.

2 of 2 TEXAS EDUCATION AGENCY DIVISION OF FINANCIAL AUDITS

MEMORANDUM

TO: Mary Perry, Director Division of Charter Schools

THROUGH: Fred Tracy, Director of Desk Reviews

FROM: Paul Moreno, Auditor

DATE: August 29, 2008

REFERENCE: Manara Academy Application Review # 701/07/116/003

Auditors reviewed the Application for an Open-Enrollment Charter School - Fourteenth Generation (document # 701/07/116/003) (the charter application) filed by Manara Academy, Inc. (FEIN: 20-5254172) (the charter applicant), a Texas nonprofit corporation granted exemption from federal income taxation pursuant to section 501(a) of the Internal Revenue Code (IRC) as an organization described in section 501(c)(3).

The name for the proposed charter school is Manara Academy. Auditors reviewed the charter application to ensure that the charter applicant did not propose to operate a charter school in a manner not consistent with state and federal laws and regulations; and/or that it did not contain any inconsistencies or discrepancies. This memorandum summarizes our observations and includes our questions.

Attachment N> Start-Up Budget

Question 1: We note that the charter applicant estimated $60,000 in beginning net assets that would come from not yet confirmed donations (1 I.I, page 98). In addition, we note that the charter applicant identified $150,000 as the TEA start-up grant. Per the application guide prepared by the Charter School Division, $100,000 is an appropriate estimate for the Start-up Grant. The instructions for completion of the Start-up budget states that the source of funding must be supported by the documentation included in attachment L. Total expenses estimated and reported in the Start-up Budget were $243,881 with an estimated ending net asset balance of $61,119. Is there a risk of incurring negative start-up results for the school? TEXAS EDUCATION AGENCY Division of Financial Audits

August 29, 2008 Manara Academy Application Review # 701/07/116/003, page 2

Attachment O) Budget for Year One of Operations

Question 2: We note that the charter applicant estimated $105,000 in funding that would come from not yet confirmed donations. The instructions for completion of the Budget for Year One of Operations states that the source of funding must be supported by the documentation included in attachment L. Total expenses estimated and reported in the Year One Budget were $1,719,684 with an estimated ending net asset balance of $63,435. Is there a risk of incurring negative operating results from the first year of operations?

Attachment P) Negotiated Service Agreement

Question 3: Page 100 of the application indicates the proposed charter school has not identified any external entities or individuals to provide financial accounting, payroll and or tax accounting services. If the charter application is approved, please provide a copy(s) of the signed negotiated service agreement(s) as indicated in item ll(t) of the application instructions.

Attachment Q) Negotiated Lease Agreement

Question 4: The response to question 11.x indicated that no facility has been identified for the school. If the application is approved, please forward the following applicable information: • Th ephysical address of the facility to be used by the proposed charter school and a description of the facility. • A nexplanation of why the site will be suitable for the proposed charter school. (Question 11.x). • Discuss plans to ensure that the facility is accessible to disabled persons. (Question 11.y). • Discuss the necessity of renovating and/or repairing the facility to ensure compliance with applicable building and/or occupancy codes and to make the facility ready for school operations. Identify the dollar amounts or any renovations and repairs. (Question 11 .z). • Acopy of the signed negotiated lease, deed(s) to property or purchase agreement(s) as applicable. (Question 1 l.bb). • Identify the individuals who negotiated the lease or purchase of the facility on behalf of the lessor or seller and the sponsoring entity. TEXAS EDUCATION AGENCY Division of Financial Audits

August 29, 2008 Manara Academy Application Review # 701/07/116/003, page 3

Note any relationships or business affiliations between the individuals identified. (Question 11.cc). Identify all other organizations or individuals that will be using the facility in addition to the proposed charter school. (Question 11.dd). LEGAL REVIEW OF FOURTEENTH GENERATION APPLICATION

Charter School: Manara Academy

Charter Holder: Manara Academy, Inc.

CORRECTIONS REQUIRED

AREAS REVIEWED Governance Structure • If acharter is granted, the By-Laws will have to be updated to bring them into compliance with the Texas Open Meetings Act. • Application states that there will be only one board governing the charter holder entity and the charter school. However, the Org Chart shows two boards, and the By-Laws also state that there is a Founding Board and a Governing Board. Biographical Affidavits • Five Biographical Affidavits were submitted. If new members are elected/appointed as contemplated, then their Biographical Affidavits will need to be reviewed. Admissions Policy • If acharter is granted, a review of the Admissions Application, Enrollment Forms and Promotional Information will be conducted during the contingency process. • Th complete e nondiscri minatory language of TEC 12.111(a)(6) needs to be added. Nonprofit Status • OK Other • None CDN 057844

CONTRACT FOR OPEN-ENROLLMENT CHARTER SCHOOL

This contract is executed between the Texas State Board of Education (the "Board") and Manara Academy, Inc. ("Charter Holder") to operate Manara Academy, a Fourteenth Generation open-enrollment charter school.

General

Definitions. As used in this contract: "Charter" means the Fourteenth Generation open-enrollment charter as provided by, Chapter 12 Subchapter D, Texas Education Code, and granted by this contract.

"Charter Holder" means the sponsoring entity identified in the charter application and the entity to which a charter is granted by this contract.

"Charter School" means the Fourteenth Generation open-enrollment charter school. Charter School is part of the public school system of Texas and is a "charter school" within the meaning of 20 U.S.C. § 8066.

"Agency" means the Texas Education Agency.

"Commissioner" means the Commissioner of Education.

The Charter. This contract grants to Charter Holder a Fourteenth Generation open-enrollment charter under Texas Education Code Chapter 12, Subchapter D. The terms of the charter include: (a) this contract; (b) applicable law; (c) Request for Application (RFA) 701-07-116 (d) any condition, amendment, modification, revision or other change to the charter adopted or ratified by the Board or the Commissioner; and (e) all statements, assurances, commitments and representations made by Charter Holder in its application for charter, attachments or related documents, to the extent consistent with the aforementioned (a) through (d).

Term of Charter. The charter shall be in effect from the date of execution through July 31, 2014 unless renewed or terminated. The grant of this charter does not create an entitlement to a renewal of the charter. The charter may be renewed for an additional period determined by the Commissioner.

Revision by Agreement. The terms of the charter may be revised with the consent of Charter Holder by written amendment approved by the Commissioner.

Students

Open Enrollment. Admission and enrollment shall be open to any person who resides within the geographic boundary stated in the charter application and who is eligible for admission based on lawful criteria identified in the charter application. Total enrollment shall not exceed the maximum number of students set out in the charter application.

Non-religious Instruction and Affiliation. Charter School shall not conduct religious instruction. Charter Holder and Charter School shall be nonsectarian in their programs, policies, employment practices, and all other operations.

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Children with Disabilities. A charter school is a "local educational agency" as defined by federal law. Charter Holder must comply with the Individuals with Disabilities Education Act (IDEA), as amended by the Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1401, et seq., and implementing regulations; Section 504 of the Rehabilitation Act of 1973 (Section 504), 29 U.S.C. § 794, and implementing regulations; Title II of the Americans with Disabilities Act (ADA), 42 U.S.C. §§ 12131-12165, and implementing regulations; Chapter 29, Texas Education Code, and implementing rules; and court cases applying these laws.

Student Performance and Accountability. Charter Holder shall satisfy Chapter 39, Subchapters B, C, D, and G of the Texas Education Code, and related Agency rules, as well as the student performance accountability criteria stated in its application for charter.

Financial Management

Financial Management and Accountability. Charter Holder shall satisfy Chapter 12, Sections 12.104 and 12.111 of the Texas Education Code, and related Agency rules regarding financial management accountability.

Governance and Operations

Indemnification. Charter Holder shall hold the Board and Agency harmless from and shall indemnify the Board and Agency against any and all claims, demands, and causes of action of whatever kind or nature asserted by any third party and occurring or in any way incident to, arising out of, or in connection with any acts of Charter Holder, its agents, employees, and subcontractors in performance of this contract.

This Agreement

Entire Agreement. This contract, including all referenced attachments and terms incorporated by reference, contains the entire agreement of the parties. All prior representations, understandings, and discussions are superseded by this contract.

Severabilitv. If any provision of this contract is determined by a court or other tribunal to be unenforceable or invalid for any reason, the remainder of the contract shall remain in full force and effect, so as to give effect to the intent of the parties to the extent valid and enforceable.

Conditions of Contract. Execution of this contract by the Board is conditioned on full and timely compliance by Charter Holder with: (a) the terms, required assurances, and conditions of RFA 701-07-116; (b) applicable law; and (c) all commitments and representations made in Charter Holder's application and any supporting documents {to the extent such commitments and representations are consistent with the terms of this contract).

No Waiver of Breach. No assent, express or implied, to any breach of any of the covenants or agreements herein shall waive any succeeding or other breach.

Venue. Any suit arising under this contract shall be brought in Travis County, Texas.

Governing Law. In any suit arising under this contract, Texas law shall apply.

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Laws and Rules Applicable. By executing this contract, the undersigned representatives of Charter Holder represent that they have read and understand the rules adopted by the Board and the Commissioner pursuant to Texas Education Code Chapter 12, Subchapter D and that they have had full opportunity to consult with their own legal counsel concerning said rules prior to executing this agreement. The undersigned representatives further understand and agree that: (a) this contract is contingent upon legislative authorization and the contract and the funding under it may be modified or even terminated by future legislative act; (b) the terms of this contract, and of the Fourteenth Generation open-enrollment charter created by this contract, include all applicable state and federal laws and ail applicable rules and regulations; (c) state and federal laws, rules, and regulations may be adopted, amended or repealed from time to time; (d) all such changes to state and federal laws, rules, and regulations applicable to Charter Holder or to its charter school(s) may modify this contract, as of the effective date provided in the law, rule, or regulation; and (e) a contract term that conflicts with any state or federal law, rule, or regulation is superseded by the law, rule, or regulation to the extent that the law, rule, or regulation conflicts with the contract term.

Eligibility and Authority. By executing this contract, Charter Holder represents that it is an "eligible entity" within the meaning of Section 12.101 (a), Texas Education Code. Charter Holder shall immediately notify the Commissioner of any legal change in its status, which would disqualify it from holding the charter, of any violation of the terms and conditions of this contract, or of any change in the chief operating officer of the Charter Holder. Charter Holder further represents that the person signing this contract has been properly delegated authority to do so.

Entered into this day of. 2009

Texas State Board of Education: Manara Academy Inc.:

Don McLeroy, Chair Date Ehap Sabri, Chair Date

is Obergon, Cjafef Operating Officer Date

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