Amana Academy

Amana Academy
Fulton County Public Charter School
Amended Charter Petition

September 9, 2004 Fulton County Board of Education
786 Cleveland Ave SW, Atlanta, Georgia 30315 Approved February 12, 2004
Georgia Department of Education

1754 Twin Towers East, Atlanta, Georgia 30334 Approved August 12, 2004
Table of Contents
Index of Key Requirements ................................................................................................................vii Amana Academy: Executive Summary & Philosophical Approach..................................................... 1 Chapter 1 - School Overview............................................................................................................... 4
1.1 1.2
Vision, Mission and Guiding Principles .............................................................. 4 School Description ............................................................................................. 6
Chapter 2 Educational Framework................................................................................................. 12
2.1 2.2 2.3 2.4 2.5 2.6
Educational Philosophy/Theory........................................................................ 12 Curriculum ........................................................................................................ 15 Instructional Methods ....................................................................................... 26 Structural/Organizational Elements.................................................................. 28 School Culture/Ethos ....................................................................................... 36 Amanas ELOB Framework:............................................................................. 40
Chapter 3 - Accountability and Evaluation Requirements................................................................. 48
3.1 3.2 3.3 3.4 3.5 3.6
State and County Assessment Programs ........................................................ 48 Amanas Unique and Distinctive Assessment Programs ................................. 49 Charter-Specific Performance Criteria ............................................................. 54 Annual Evaluation Plan .................................................................................... 57 Assessment Reporting ..................................................................................... 57 Additional Accountability Provisions................................................................. 58
Chapter 4 Official Matters............................................................................................................... 59
4.1 4.2 4.3
Waivers of State and Local provision ............................................................... 59 Special Need Students..................................................................................... 77 Personnel Matters ............................................................................................ 83
Chapter 5 Financial Plan ................................................................................................................ 93
5.1 5.2 5.3
Finance ............................................................................................................ 93 Budget.............................................................................................................. 93 Fundraising Plan .............................................................................................. 96
Amana Academy Charter Petition
Table of Contents
5.4 Contingency Plans ........................................................................................... 98
Chapter 6 School Operation ........................................................................................................... 99
6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10
Term of Charter ................................................................................................ 99 Admission of Students ..................................................................................... 99 Student Conduct ............................................................................................ 102 School Governance........................................................................................ 103 Insurance ....................................................................................................... 110 School Facility ................................................................................................ 111 School Financial Processes ........................................................................... 114 Transportation ................................................................................................ 117 Food Service .................................................................................................. 118 Annual Report ................................................................................................ 119
Chapter 7 Start-up School Specifics ............................................................................................ 120
7.1 7.2 7.3 7.4 7.5 7.6 7.7
Parental Involvement Model........................................................................... 120 Partners.......................................................................................................... 123 Non Profit Status ............................................................................................ 125 Board Members.............................................................................................. 125 Accreditation .................................................................................................. 125 Legal Consideration ....................................................................................... 126 Instructional Technology ................................................................................ 126
Appendices...................................................................................................................................... 128
Appendix A Article of Incorporation - Amana Academy ......................................... 128 Appendix B Amana Academy Board, Team Members and Consultants................ 128 Appendix C Amana Academy Sample Organization Chart.................................... 128 Appendix D Expeditionary Learning Outward Bound (ELOB)................................ 128 Appendix E Amana Academys Technology Program Sample ........................... 128 Appendix G Amana Academy Parent-School Covenant sample ........................ 128
ii
Table of Contents
Appendix H Arabic Foreign Language Curriculum Implementation Plan, A Sample Curricular Model, and Performance Measures ......................................................... 128 Appendix I Amana Academy Letter-of-Understanding with Partners..................... 128 Appendix J Proposed Budget Details..................................................................... 128 Appendix K Faculty Experience for Salary Purposes............................................. 128 Appendix L Information Session Minutes & Presentations .................................... 128 Appendix M Single-Gender Schooling Research................................................... 128 Appendix N Teaching of a Foreign Language and Student Achievement ............. 128 Appendix O Balanced Scorecard System wide Goals, Objectives and Performance Measures .................................................................................................................. 128 Appendix P Student Discipline/Code of Conduct: Fulton County Schools Policy and Procedure JD.......................................................................................................... 128 Appendix Q Amendments ...................................................................................... 128
iii
FORM B
Charter Petition Cover Sheets For Private Individuals, Private Organizations, State, or Local Public Entities Starting a Charter School
iv
FORM B
Georgia Department of Education Charter Petition Cover Sheets This form is for use by private individuals, private organizations, state, or local public entities only. Charter petitions should address the requirements contained in the Charter Schools Act of 1998 (O.C.G.A. 20-2-2060 through 20-2-2071) and State Board of Education Rule 160-49-.04 CHARTER SCHOOLS and any applicable local board rules and regulations. Petitioners are encouraged to be clear and concise in addressing the petition requirements. These petition cover sheets should be attached to the petition. Check one: __X__ new petition ____ renewal petition
This charter school petition is being submitted by a (check one) ____ Private Individual(s) __X_ Private Organization ____ State Public Entity Name of Entity ____ Local Public Entity Name of Entity School district in which charter school will be located Contact person Ehab Jaleel Fulton County__ Amana Academy, Inc. Name of Organization
Contact address 541 Tenth Street (#164) Atlanta, Georgia 30318 Contact telephone number 678-795-1080
Contact FAX number 404-515-1701 E-mail address info@AmanaAcademy.org Anticipated grade levels to be contained in the school K-8 Anticipated number of students to be enrolled the first year of operation 326
FORM B
Page 2 of 2 ASSURANCE Petitioner(s) assure(s) that the proposed charter school programs, services and activities will operate in accordance with the terms of the charter and all applicable federal, state, and local laws, rules and regulations. SIGNATURES __________________________________________ Charter Petitioner This charter school petition was approved by the
Date Fulton
Board of Education on ____ February 12, 2004___________. Date
School District Superintendent
Date
Submit: One-two page executive summary of the petition, Five (5) charter school petitions and cover sheets (original and 4 copies), and One (1) petition on diskette, in Microsoft Word format To: Office of Charter School Compliance Georgia Department of Education 1754 Twin Towers East Atlanta, Georgia 30334
vi
Index of Key Requirements

This section lists page pointers to the REQUIREMENTS FOR A CHARTER SCHOOL PETITION SUBMITTED BY A PRIVATE ORGANIZATION O.C.G.A. 20-2-2063 and STATE BOARD 160-4-9-.04(4) Item No. 1 See Section Criteria 1. Overview of School Provide the name of a primary contact for the petitioner 2 3 4 5 6 7 8 9 10 Specify the proposed duration of the charter Describe the schools mission Exec Sum 1.2 1.1.2 1 6 4 6 77 6 6 6 7 6 Form B Page No. iv
1.2 Describe the students to be served, including students with 4.2 special needs and disabilities Describe the ages to be included Describe the grades to be included in the charter school Describe the target class size Describe the length of the school year and the school day Specify the proposed attendance zone for the school 2. Curriculum and Instruction Describe the curriculum 2.2 2.3 1.2 1.2 1.2 1.2 1.2
15 26 12 15 15 26 15
11 12 13 14
Describe the instructional methods to be used
2.1 Describe any academic focus to be incorporated into the 2.2.2 academic program 2.2.2 Describe any distinctive or unique instructional techniques or 2.3.1 educational programs to be employed Document that the curriculum is aligned with the State QCC and/or the Fulton County curriculum 2.2.1
vii
Item No. 15
See Section Criteria 3. Accountability and Evaluation Document that the charter school will participate in the student assessments mandated by state law and the student and stakeholder satisfaction surveys mandated by this School System 3.1
Page No. 48
16
State that, for each year of operation, the charter schools overall student assessment results will be compared to similar non-charter schools in this School System and that its individual student results will be compared to similar noncharter school students in this System, as well as to its own students prior performance at non-charter schools State that the charter school will be evaluated on the number of students enrolled who complete the school year at the charter school, and on retention of staff. State that this data must be maintained by the charter school and reported to the School System at the end of each academic year
3.1
48
17
3.1
48
18 19
Exec Sum Describe what is unique or distinctive about the charter 1.1 schools instructional approaches or school climate. 2.3.1 3.3 State the specific objectives the charter school will strive to achieve; the performance measures that will be used to monitor achievement of these objectives; and the performance targets (performance to be improved) Describe the time period over which student performance will be improved State that the data on achievement of these charter-specific objectives must be collected by the charter school and reported to the School System at the end of each academic year. State that beginning with the completion of the first year of operation, the charter school will work with the School System to develop an Annual Evaluation Plan that will establish the precise levels of achievement that the charter school will meet or exceed on the state and System student assessments, student and stakeholder surveys, student and staff retention, and unique charter-based objectives. State that the charter school will ensure that all necessary data are collected and made available to the School System at the end of each academic year. 3.3 3.5.1
1 4 26 54
20 21
54 57
22
3.4
57
23
3.5.1
57
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Item No. 24
See Section Criteria State that the analyses of the data and the required comparisons will be conducted by the School System and reported to the charter school in the same manner as other schools in this System. 4. Waiver of State and Local Provision Describe how student performance will be improved through the waiver, in whole or in part, of specifically identified state and local rules, regulations, policies and procedures or provisions of Title 20 of the Official Code of Georgia, other than the provisions of the Charter School Act of 1998 4.1 3.5.1
Page No. 57
25
59
26
Describe how each waiver does not undermine and is consistent with the intent of the waived state and local rules, regulations, policies and procedures or provisions of Title 20 of the Official Code of Georgia State that the accountability provisions of O.C.G.A. 20-1430 through 20-14-41 will not be waived 5. Special Needs Students Describe how the charter school will ensure that eligible students with disabilities receive the necessary special education, related services, and program accommodations to which they are entitled under state and federal law.
4.1
59
27 28
4.1
59
4.2
77
29
State that the charter school is obligated to provide a full continuum of services to disabled students to the same extent as other schools in the System State that its teachers and administrators will attend the Systems special education training programs to the same extent required of other schools in the System State that it will implement the same identification, evaluation, placement, reporting, and due process procedures and use the same special education forms as other schools in the System State that it will submit to program review by state and local officials to the same extent required of other schools in the System State that it will provide copies of all IEPs to the School System
4.2.3
80
30
4.2.3
80
31
4.2.3
80
32
4.2.3
80
33
4.2.3
80
ix
Item No. 34 35 36
See Section Criteria State that it will provide free transportation and other related services when required by a students IEP Included reasonably anticipated special education costs in the budget(s) submitted with the petition State that it will indemnify the School System in the event the School System is held liable for the charter schools failure to provide eligible disabled students with the special education, related services, program accommodations, and due process to which they are entitled under state and federal law Describe how the charter school plans to provide services to limited English-proficient students 6. Personnel Matters Describe the instructional and other personnel that the charter school expects to employ and the qualifications for those positions 4.2.3 Appendix J 4.2.3
Page No. 80
80
37 38
4.2.4 4.3 4.3.1
81 83
39
4.3.1 If state certification is not to be required of all teachers, 4.3.4 describe generally the other qualifications that will be 4.3.9 required Acknowledge that fingerprinting and criminal record checks will be required of all employees and that employment will be provisional until the results of the criminal record check are obtained. 4.3.3
83 86 91 85
40
41
4.3.3 Describe the employee recruitment procedures, hiring 4.3.4 practices, compensation, benefits, and employee evaluation procedures to be used and state whether teachers will be evaluated and held accountable for student learning. 7. Financial Plan Provide a comprehensive financial plan for the charter schools first fiscal year Chapter 5 Appendix J
85 86
42
93
43
8. Budget Provide a budget for the full term of the proposed charter
Appendix J
44
9. Term of Charter State the term of the charter.
1.2 6.1
6 99
Item No. 45
See Section Criteria 10. Admission of Students State that the charter school will enroll any eligible student who resides in the School System and who submits a timely application, as specified in the charter, unless the number of applicants exceeds the capacity of a program, class, grade level or building. In such case, the petition must state that the school will employ a random selection process that gives all applicants an equal chance of being admitted (unless otherwise prohibited by law), provided, however, that the petition may specify an attendance zone and state that children residing in the specified attendance zone will be given enrollment preference in the event that applications exceed capacity. 1.2 6.2
Page No. 6 99
46 47 48 49 50
State whether enrollment preference will be given to siblings of students already enrolled in the charter school State that the charter school will not accept students who reside outside the School System Acknowledge that recruitment of students is the responsibility of the petitioner and the charter school Specify how students will be recruited throughout the term of the charter State in the petition that, during the recruitment process, they will provide parents of potential students with accurate information about the programs, services and amenities available at the school Specify the period of time during which applications for enrollment will be accepted each year State that except for the initial year of operation, the petitioner must agree to complete registration for the upcoming school year and provide the names and addresses of all accepted students to the School System no later than April 1 Agree to provide the School System with necessary data for state funding reporting and enrollment monitoring, the petitioner must agree to use the School Systems student information system in accordance with School System specifications
6.2.2 6.2.1 6.2.1 6.2.1 6.2.1
100 99 99 99 99
51 52
6.2.1 6.2.1
99 99
53
6.2.1
99
xi
Item No. 54
See Section Criteria 11. Student Conduct State or describe the charter schools code of conduct and the rules and procedures that will be used for the discipline and dismissal of students 6.3
Page No. 102
55
Describe the types of disciplinary measures that will be imposed (e.g., in-school suspension, out-of-school suspension, expulsion, etc.) and in what circumstances State that due process procedures will be used before a student is suspended or dismissed from the charter school Describe any unique or innovative behavior management methods that will be used Specify if the charter school intends to use the School Systems student conduct code (Board policy/procedure JD, the petition should so state 12. School Governance State whether the charter school will be under the governance of a local school council, as provided for in O.C.G.A. 20-2-85, or some other similar board
6.3
102
56 57 58
6.3 2.5.1 6.3
102 36 102
59
6.4.1 4.1
103 59
60
Provide that no petitioner and no member of the governing board of the petitioner or the charter school shall sell, lease, or receive payment for providing textbooks, supplies, services, equipment, facilities, or land to a charter school or other public school in this School System State that the charter school shall be subject to the control and management of this Board in a manner consistent with the Charter Schools Act of 1998, as amended, and the Georgia Constitution State that the use of another similar board will be subject to the provisions of O.C.G.A. 50-14-1 et seq. (Open and Public Meetings) State that the use of another similar board will be subject to the provisions of O.C.G.A. 50-18-70 et seq. (Inspection of Public Records) Describe the boards role
6.4.1
103
61
6.4.1
103
62
6.4.2
105
63
6.4.2
105
64
6.4.1 6.4.5
103 108
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Item No. 65 66 67 68 69
See Section Criteria Describe the boards function Describe the boards composition Describe how members of the board will be selected Describe when members of the board will be selected 13. Insurance Identify the manner in which the school, its employees and board members will be insured, the terms and conditions thereof, and the amounts of coverage 6.5 6.4.1 6.4.5 6.4.1 6.4.2 6.4.2
Page No. 103 108 103 105 105
110
70 71
6.5 State that the charter school's administrators and governing 6.5.2 board must be appropriately bonded Describe the levels of insurance and bonding described in the petition must remain in effect throughout the term of the charter, unless changed by charter amendment State that proof of insurance or an acceptable self-insurance plan must be provided to the School System upon request 14. School Facility Include as much of the following information as possible: the location of the site; whether the charter school will own or lease the site and how much the school will pay to do so; a description of the building and grounds as they currently exist; a description of any renovation or construction projects to be undertaken before school opens and their estimated cost; and a description of any long-term renovation or construction plans. Any of the above information that is not available when the petition is submitted must be submitted no later than 135 days prior to the proposed opening date of the school. The petition must state that the failure to submit this information at least 135 days prior to the proposed opening date of the school will result in the delay of the schools opening until the following school year. 6.5.3
110 111 111
72 73
6.5 6.6.1 6.6.2 6.6.3
110 111 112 113
74
State that no later than 135 days prior to the proposed opening date of the school, the petitioner must submit for review and approval the conceptual site and building plans for any school construction or renovation projects to be undertaken prior to the opening of school.
6.6.3
113
xiii
Item No. 75
See Section Criteria State that the failure to submit this information at least 135 days prior to the proposed opening date of the school will result in the delay of the schools opening until the following school year State that no later than 60 days prior to the proposed opening date of the school, the petitioner must provide certification that the facility is in compliance with all building code standards and regulations and fire, safety, environmental and accessibility requirements State that the school will allow School System staff to inspect the facility prior to school opening and throughout the term of the charter State that the failure to submit the required certification at least 60 days prior to the proposed opening date of the school will result in the delay of the schools opening until the following school year Provide that, if the facility undergoes construction or renovation prior to occupancy or during the term of the charter, the petitioner will contract directly with, and pay for the services of, appropriate design professionals, i.e., architects registered in the State of Georgia and experienced in school design, and engineers registered in the State of Georgia and experienced in their respective disciplines, to: (1) prepare schematic designs and complete construction documents meeting all applicable codes and the requirements of all applicable code-enforcing agencies having jurisdiction over the project; (2) Obtain full permits for land disturbance, erosion and sediment control, traffic control measures, civil, structural, architectural, mechanical, plumbing, electrical, mechanical and fire protection, etc., as required by the scope of work necessary to obtain from the appropriate jurisdiction a valid Certificate of Occupancy for the intended educational use; and (3) Provide full contract administration services, i.e., oversight of the construction project from conceptual design through issuance of the final Certificate of Occupancy. 6.6.3
Page No. 112
76
6.6.3
112
77
6.6.3
112
78
6.6.3
112
79
6.6.3
112
80
State that copies of deeds, leases, construction contracts, drawings and other documents relating to the facility must be provided to the School System within 5 business days of final execution
6.6.3
112
xiv
81
Understand that in light of the School System's school construction program, the Board has determined that it is not feasible at the present time to include start-up charter schools in its building program or to provide charter schools with a facility, land for a facility, or funding for a facility
15. School Finances Each petition must describe the financial policies and procedures that the charter school will implement to assure sound fiscal management. In addition to any other financial provisions that the petitioner chooses to include, the petition must state that: (a) the charter school will provide the School System with a monthly financial report, in a format acceptable to the School System within 15 days after the end of each month;(b) any surplus funds remaining at the close of one fiscal year will be used to enhance the charter school's academic program the following year; (c) any deficit occurring during or at the end of a fiscal year will be eliminated by an infusion of funds from the petitioner or, if the charter school has not eliminated the deficit by the end of the fiscal year, the school must provide a plan for eliminating the deficit within the next fiscal year No School System funds will be allocated to the charter school for the next fiscal year until the Superintendent or designee approves such plan (d) the charter school will be solely responsible for all debts it incurs and contracts it makes (e) the board of the charter school will notify the School System immediately if the charter school is contemplating the cessation of operations, and will cooperate with the School System to the extent necessary to provide an orderly return of the students to their local school (f) if the charter school ceases operations for any reason, the charter school and its governing board will be responsible for appropriately safeguarding and distributing the schools assets and winding up the schools business and affairs (g) all assets and unencumbered funds remaining when the charter school ceases operations will revert to this Board (for local funds) or the Office of the Treasury and Fiscal Services (for state or federal funds) as soon as the charter school has wound up its affairs (h) if the charter school does not have sufficient funds to pay all of its bill at the time it ceases operation, the School System will not be responsible for the charter school's unpaid bills (i) the charter school will be audited annually by an independent certified public accounting firm according to the same guidelines applicable to public school systems in Georgia. Copies of the audit will be submitted to the Fulton County Board of Education within 180 days of the end of the charter schools fiscal year. The cost of the independent audit will be borne by the charter school. (j) the School System's Internal Audit Department will be permitted to audit the charter school annually or at such other intervals as the School System deems appropriate.
6.6.3
112
82
6.7 6.7.2
114
xv
83
State that the School System's Internal Audit Department will be permitted to audit the charter school annually or at such other intervals as the School System deems appropriate Provide an estimate of all public and private dollars available per student Provide an itemized list of working capital and assets, including cash, bonds and real estate
6.7.2
114
84 85 86 87 88 89
5.2.1d 5.2.1d
94 94
Appendix Provide a monthly cash flow projection detailing revenues J and expenditures 5.2.1 Provide all potential sources of funding that the petitioner is 5.3 actively pursuing Describe how annual financial audits will be conducted 16. Transportation State whether transportation will be provided for students and, if so, how (e.g., through its own transportation system or other providers) 6.7.2 6.8 94 96 114 117
90
State whether the school intends to contract with a third party or operate its own transportation system, the petition should describe the type of service to be provided (e.g., door-to-door or group stops), the students to be transported (e.g., all students, students within specified zones, etc.), the type of vehicles to be used, the amount of motor vehicle insurance to be maintained, and other significant elements of the program State that any vehicles or drivers used for transporting students will meet the same safety standards applicable to public schools in this State Address that if transportation is not being provided, the anticipated impact this will have on the enrollment of students and the success of the charter school. 17. Food Service State whether food service will be provided for students. If so, the petition must state whether the charter school intends to ask the Fulton County School Nutrition Program to provide breakfast, lunch and/or afternoon snacks
6.8
117
91
6.8
117
92
6.8
117
93
6.9
118
94
State that If the School System agrees to provide food service, all costs of the service must be paid by the charter school
6.9
118
xvi
95
State that is the charter school receives food services from the Fulton County School Nutrition Program it must comply with all federal, state, and local policies, procedures, and requirements State that if the charter school elects to participate in the National School Breakfast and Lunch Program, the school must submit its own application to the State Department of Education. The charter school will be responsible for accurately counting meals and submitting financial reimbursement claims to the State Department of Education for meals meeting specified nutrient standards State that if the charter school will not be contracting with the Fulton County School Nutrition Program to provide meals, the petition must describe the proposed food service program, including the meals to be provided, whether the food will be prepared on-site or off-site, the anticipated cost to students, whether the school expects to participate in the federal free and reduced price lunch program, and other significant elements of the food service program State that if food service is not being provided, the petition should address the anticipated impact this will have on the enrollment of students, their readiness to learn, and the success of the charter school 18. Annual Report State that the charter school shall provide an annual report to: parents or guardians of students attending the charter school the local board the State Board the community
6.9
118
96
6.9
118
97
6.9
118
98
6.9
118
99
6.10
119
at the beginning of each school year 100 State that the annual report will indicate the previous year's progress in meeting the performance-based goals identified in the charter State that the annual report will include all state mandated assessment scores State that the annual report will include all state mandated accountability Indicators 6.10 119
101 102
6.10 6.10
119 119
xvii
103
19. Start-up Charter Schools Describe how parents, members of the community and other interested parties were directly and substantially involved in developing the petition 7.1.2 Appendix B 121
104
105
7.1.1 Describe how parents, members of the community and other 7.1.3 interested parties will be involved in the school 7.1.4 7.1.5 7.2 Appendix F 6.4.1 State that the charter school will be subject to the control and management of the local board of the local school system in which the proposed charter school will be located, as provided in the charter and in a manner consistent with the Charter School Act of 1998 and the Constitution State that the charter school will be organized as a nonprofit corporation under the laws of Georgia State that the charter school will be operated as a nonprofit corporation under the laws of Georgia 7.3 7.3
120 122 122 123 123 103
106 107 108 109 110 111 112
125 125
Appendix Attach a copy of the Articles of Incorporation of the nonprofit A corporation Appendix Attach a list of the current board members of the nonprofit B corporation State if the nonprofit corporation intends to contract or has contracted for the services of a for-profit entity Attach a copy of the contract to the petition Describe the schools timetable and plan for achieving accreditation from the Southern Association for Colleges and Schools (SACS), the Georgia Accreditation Commission (GAC), or some other recognized accrediting commissions approved by this School System Acknowledge that the school is responsible for providing its own legal services and cannot use the School Systems attorney unless agreed upon by the Board and the charter school 20. Instructional Technology and Infrastructure 2.2.2 Acknowledge that the petition includes an instructional 7.7 technology plan or provisions for developing one Appendix E 18 126 N/A N/A 7.5 N/A N/A 125
113
7.6
125
114 115
xviii
116 117
2.2.2 Describe the acquisition and distribution of technology 7.7 needed to support Amana Academys instructional program Appendix E 2.2.2 Describe the schools plan for developing an instructional 7.7 technology plan, minimum technology infrastructure to Appendix E support the student information system provided by Fulton County School System 2.2.2 Designate a person(s) as the point of contact and support for 7.7 technology infrastructure
18 126 18 126
118
18 126
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Amana Academy: Executive Summary & Philosophical Approach

Where Students Come First Fulton County Schools tagline is an appropriate start to Amana Academys charter petition, because serving the unique needs of students has inspired parents and community members to pursue this public charter school. Amana organizers have assembled a unique collection of proven approaches that differentiates it from existing schools in the Fulton system. The intent of this collection of unique approaches and partnerships is to produce positive academic results and at the same time infuse vibrancy into the students educational experience. With the maturing of metro Atlanta as an international city, during the past five years a community of parents has emerged who recognize the value for their children to pursue education that positions them well academically & competitively, encourages them to bridge cultural gaps, and allows them to affect positive change in society. These aspirations have inspired Amanas guiding principle of Stewardship and a unique collection of education approaches that align with the charter school paradigm of a public school of choice.
Stewardship Principle
Vision
Mission
Unique Approaches
individual responsibility toward community toward humanity, environment
collaborative community effort balance of intellect, ethical character positive self-image lifelong learners respect others & environment skilled communicators
superior academics communication skills Arabic language ethical character community, environmental responsibility
multi-intelligence, constructivism ELOB expeditionary learning in K-8 ESFL Arabic partnerships single-gender classes classroom looping
Amanas unique collection of approaches includes the following elements: a) Our teachers will implement Fulton County Schools curriculum utilizing Multiple Intelligences and Constructivism for the teachers instructional methodology (see chapter 2). b) We will partner with Expeditionary Learning Outward Bound (ELOB), one of the Nations most innovative and successful school design instructional models. Through ELOBs design principles and practices (see charter 2 and appendix D) ELOB school designers will enable our teachers to implement real life, project-based learning expeditions that promote literacy and integrate curricular content. ELOB will also deliver on our guiding principle of Stewardship and the schools stated mission goals of building communication skills, student character and community/environmental responsibility. ELOB best fits Amanas vision and mission when compared to other school design models as evidenced by our Education committees exhaustive assessment. Amana is delighted to offer this pioneering approach to Fulton County students starting at the Elementary School level. c) Our teachers will implement the innovative Georgia Elementary School Foreign Languages (ESFL) Model in teaching the Arabic language, one of six UN languages.
Learning Arabic will improve overall student learning and serve as competitive advantage to students (see chapter 2 and appendix N). The proven ESFL model is already in use at Fultons Mimosa Elementary for Japanese and it is ideal for a flourishing language such as Arabic. By leveraging an existing local pool of talent of Arabic language educators and an infrastructure of existing resources, Amana Academy will be unique among all Georgia public schools in offering Arabic starting at the Elementary level via ESFL. d) We will partner with local institutions that can deliver relevant instructional and organizational assistance to our school, including the Alif Institute, Chattahoochee Nature Center, Georgia Techs CIESMC and Hands on Atlanta (see chapter 2, section 7.2, and appendix I). They will help us realize our belief that education goes beyond the four walls of a classroom. Each of these educational partners was chosen because each has a core competency that aligns with a specific Amana mission element. e) We will introduce single-gender but equal classrooms in grades 3 and up founded on the compelling evidence of scientifically based research (see chapter 2 and appendix M). Single-gender classroom instruction will have a positive affect on academic achievement and classroom behavior, and it will facilitate learning without social distractions allowing kids to take risks regardless of subject-specific role stereotypes or negative peer pressure. AMENDMENT: Amana Academy will utilize coeducational classes until such time the U.S. Department of Education proposed rule amendment to Title IX regulations (34 CFR 106), allowing single-sex classes, is enacted. If the U.S. Department of Education rule amendment is enacted, Amana Academy will inform the Georgia Department of Education Charter Schools Office, Fulton County Schools, and parents of current Amana Academy students that Amana Academy will now utilize single sex classes according to the terms approved in their charter. (see Appendix Q) f) We will implement classroom-looping starting in the second year of the charter where a teacher will stay with her/his class for two years (see chapter 2). This scientifically based research approach is encouraged by ELOB and promises to improve academic results, accelerate efficiency, and solidify relationships between student and teacher.
g) To facilitate meeting our educational goals, Amana Academy will hire an Instructional Guide/Coach (curricular specialist), who reports to the Principal to: 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 (see appendix C). While possible that a couple of these approaches are individually employed at some Fulton County Schools, it is the collection of the approaches that innovatively differentiates Amana Academy at the elementary and middle school grades; and positions it well as a charter school. Just as important as the educational sphere are the operational and financial aspects of running a school. These aspects affect sustainability, which is a must for Amana Academy to produce the kind of results our 30+ member team (see appendix B) has envisioned. To create sensible operational processes and achievable financial models, we have had the benefit of business/managerial minded team members and from outside training and
Amana Academy Charter Petition 2
resources at the Fulton County and state levels. Our business process focus will serve the school in the following ways: a) We will employ a consultative governance model that promotes unity and the best interests of parents, students and the school (see chapter 6). b) We have developed detailed plans related to the day-to-day operation of the school that will help us in transitioning from a pre-opening mode to actual school operation (see chapters 6 and 7). c) Our comprehensive financial plans, including: Set-Up, 12-Month Operational and 5Year Projection budgets, show positive cash-flow and were based on sound assumptions and input from Fulton County and existing schools (see chapter 5 and appendix J). These plans will assist end-users to ensure the schools financial solvency, a key success criterion. d) We have created a Business Manager position, reporting to the Principal (see appendix C). This person's duties will include managing the operational and budgetary aspects, maintaining financial documentation and assisting in the review of cost effectiveness utilizing success and accountability criteria. Amana Academy organizers have leveraged the best charter school and business plans to build our in-house financial plan. With our commitment to cash flow management we are confident in the schools financial health through the charter as evidenced by our 5-year financial outlook (see chapter 5 and Appendix J). We have also developed contingency plans that ensure solvency through an appropriate reduction in the scope and scale of service in case unanticipated challenges arise (see chapter 5). The founding team has been inspired by the support Fulton County Schools and the Georgia Department of Education have offered in developing and refining this charter petition. With its unique collection of educational approaches, Amana Academy fits the charter school paradigm ideally and promises to be a countywide, statewide and nationally recognized program. For these reasons, Amana Academy organizers wish to petition Fulton County and the State of Georgia for a K-8 school to open with grades K-5 in August 2004 with a charter term of 5 years. This request is in accordance with the requirements contained in Charter Schools Act of 1998 (O.C.G.A. 20-2-2060 through 20-2-2071) and State Board of Education Rule 1604-9-.04 CHARTER SCHOOLS. This petition contains an Index of Key Requirements listing the section and page numbers where the petition addresses each requirement. Team Amana Academy
Chapter 1 - School Overview

Amana Academys vision and mission are representative of a unique school of choice guided by a tried and true set of principles. Our goal is to develop the next generation of children considering their holistic needs. Our vision and mission statements were developed by a core set of founders and organizers, and these statements were validated at three community information sessions. We are pleased with the response that they have garnered. Although some of the elements of the vision and mission are unique in their own right, clearly it is the combination of all of these components that sets Amana Academys concept apart from other schools.
1.1
Vision, Mission and Guiding Principles
1.1.1 Vision
Our vision, expressed in the concept of Amana meaning stewardship, integrity, confidence and commitment is that of a community of parents, teachers, administrators and partners collaboratively offering an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive selfimage who are motivated for lifelong learning and achievement, who respect others and the environment and who can skillfully communicate their interests and passions.
1.1.2 Mission
With this objective in mind, Amana Academy strives to: Prepare students for high academic achievement by emphasizing individual learning styles and critical-thinking skills through in-depth, experience-based, thematic instruction and relevant co-curricular and extracurricular activities Expand students capacity as powerful communicators by integrating literacy throughout the program, facilitating interpersonal interaction and emphasizing written and oral language and presentation skills Equip students with a firm command of Arabic (one of six official UN languages) through exemplary foreign language instruction that enhances cognitive skills, broadens students perspectives and bridges cultural gaps Inspire ethical character through a school culture of mutual social respect, positive discipline, collaborative learning and gender-separation in the higher grades a culture where students can achieve results with personal integrity Promote civic and environmental responsibility through real-world applications, community service projects and partnerships and by fostering a global mindset with an appreciation for the natural world and the rich diversity of humanity with an emphasis on the interconnectedness of the two
1.1.3 Guiding Principle Stewardship

Stewardship, connoted in the Arabic word Amana, is the guiding principle and mindset of Amana Academys concept. It is not only our goal to teach stewardship, but also that it to be actualized in personal habits. Beyond our educational philosophy, Amana Academys community shall adopt this principle as the basic value that steers decision-making, staff selection, financial decisions and other activities related to its operation. Inherent in the concept of stewardship is a developed sense of responsibility - a sense of being a trustee. This developed and integrated sense of responsibility translates into service, which is manifested in the following hierarchy of responsibility: I. Individual Responsibility Seeking knowledge is a responsibility. The pursuit of self-excellence in our education and the proper development of personal abilities and skills enable us to realize our potential. Avoiding what harms and seeking what benefits the mind and body in a healthy environment (place/people) benefit our character, education and physical being.
II. Responsibility Toward Community As a school community, our first responsibility is the education of future citizens, by modeling teamwork, life-long learning and personal integrity. As stewards of knowledge, skills and abilities, we each have the responsibility of putting our capabilities to use by serving and positively influencing society. Our responsibility as an institution is to create a welcoming atmosphere of openness, efficiency and accountability with all of the stakeholders. We serve our community when personal interactions exemplify civil treatment, principled modest conduct, a respectful demeanor and humble attitude. By persevering to work together as a united community, we gain a continuous source of renewal and positive peer pressure that helps us attain our goals.
III. Responsibility Toward Humanity and Environment Our priority in addressing global human issues, sustainable development and environmental stewardship is to use reality-based scientific, social and cultural study and through hands-on community experience. By understanding our unique purpose in this world and how our simple daily choices affect it, we will be in a better position to make contributions to humanity and the environment. Excelling as global stewards requires understanding the causes and affects of detrimental forces such as materialism, excessive consumerism, pop culture, sexism, and prejudice and developing the means to counter them.
1.2
School Description
Amana Academy is applying to be a public charter school operating as a 501(c)(3) non-profit organization in Fulton County, Georgia. Our Employer Identification number (EIN) is 16-1675588. Given its unique program, in particular the Arabic language program, the school intends to open as a K-5 elementary school in August 2004 and add one grade each subsequent year up to 8th grade by 2007. Per state rules, a student enrolling in Kindergarten at Amana Academy must be at least 5 years old by September 1st, and a student enrolling in 1st grade shall be 6 years old by September 1st. 5 years with the intention to renew. In the event the charter school ceases operations, the charter school will cooperate with the School System to the extent necessary to provide an orderly return of the students to their local school, as required by Board policy. The school will be located in Fulton County, most likely in the Sandy Springs/Roswell area (along the MARTA corridor) so that it is more readily accessible to students and staff. This location is also in close proximity to our institutional partners. All of Fulton County will serve as Amana Academys attendance zone, and all students who are residents in any of the 11 unincorporated cities of Fulton County will be eligible to enroll. With the help of Fulton County Schools Transportation, a smaller transportation attendance zone will be defined for Fulton County bus service. The Amana Academy has estimated first year enrollment to be 326 students increasing to 529 students by the fifth year of the charter. Any student who is a resident of Fulton County (outside the Atlanta city limits) including students with special needs and disabilities and who meets the minimum age and grade requirements is eligible to attend. Also, per O.C.G.A. 20-2-293(b) "a student shall be allowed to attend and be enrolled in the school in which a parent or guardian of such student is a full-time teacher, professional, or other employee, notwithstanding the fact that such school is not located in the local unit of administration in which such student resides. Each school system of this state shall provide procedures to implement the provisions of this subsection." Amana Academy will not discriminate on the basis of race, ethnicity, national origin, gender, religion, or disability.
Nature:
Grades:
Ages:
Charter Duration:
Location:
Attendance Zone:
Enrollment:
Targeted Class Size:
Amana will use Fulton County policy for maximum individual class sizes as follows: 18 students in Kindergarten classes; 21 students in 1st through 3rd grade classes; and 26 students in 4th through 8th grade classes. The student/teacher ratio will be approximately 16/1 = 329/20. Amana Academy will adopt the school calendar used by Fulton County schools. The school year will be 180 days. Teachers will work a minimum of 190 days with additional planning days for teachers prior to start-up. Amana Academy will assume full responsibility for compensating teachers for additional days. Given Amana Academys Expeditionary Learning (ELOB) approach, the school is considering, but not limited to, the following frameworks: During the first year, teachers may come together for four weeks starting in July to prepare for the coming school year and remain one week after the students last day. In subsequent years, teachers would be required to arrive at least one week prior to opening day for planning purposes, which allows teachers to work with ELOB advisors in mapping out the year and learning expeditions. During the student winter break it may be appropriate to include time for teachers to conduct expedition planning and professional development. The timing/duration is still tentative. Students and staff will receive excused absences for religious holiday observances.
Student Teacher Ratio: School Calendar:
2004 2005 Tentative School Calendar July 19 August 9 September 6 November 25-26 December 17 December 27-30 January 3 January 4 January 21 April 4-8 May 20 May 23- 27 Pre planning (faculty) First day of first semester Labor Day holiday Thanksgiving holiday End of first semester Teacher mid-year planning (tentative) Teacher work day First day of second semester Break Spring break Last day of school Post planning
Daily Schedule: Amana Academys 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 like community circles/celebrations. 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 Fulton Countys Learning Objectives and Performance Standards. At Amana, 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. Multiyear 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. Consistent with other Fulton County elementary schools, the Amana Academy school day will be Monday through Friday from 7:30 AM 2:30 PM. Unique features include common mealtime (facility permitting), opening and closing community meetings, outdoor playtime everyday and project/theme time for learning expeditions. Although we do not plan to have organized sports teams in our initial years, we will help students access local leagues or organize after school clubs. Amana Academy reserves the right to change its schedule whenever necessary. The following schedule is a sample of a typical Amana elementary school day (a whole-week look is presented at the end of this section):
Sample Elementary Daily Schedule 7:30AM 2:30PM

Mornings: 7:30 8:00 AM: Opening Crew Meeting/Celebrations (large or small group) The Amana community will use this time for teambuilding, character development, reading (announcements, news, etc.) 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. 8:00 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. Teachers at Amana 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 10:15 AM: Break This will be outdoor playtime (weather permitting) for students and time for faculty members to meet face-to-face (team-build). 10:15 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 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 constructivist framework will be selected. Afternoons 11:45 12:15 PM: Lunch This time will also be used for large community-style gatherings (facility permitting). 12:15-12:45 PM: Arabic This 30-minute, five day a week, standards-based, communicative block will be taught according to the New QCC Standards for Modern Languages aligned with National Standards for Language Learning in the 21st Century, which incorporates the Performance Guidelines for K-12 Learners of the American Council on the Teaching of Foreign Language (ACTFL). As Amana matures, Arabic will be more fully 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. By the end of elementary school, students at Amana Academy, like many students in GAs Model K-5 Elementary School Foreign Language programs, will be able to take the equivalent of a high school level II class in sixth grade (Sixth Grade Model Program), then continue with level III and possibly IV in seventh and eighth grades. 12:45 1:15 PM: Recess/PE Physical education is essential to Amanas educational design. As such, Amana elementary students will have outdoor playtime everyday and will participate in physical education classes a minimum of two times 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 2:15 PM: Project/Theme Block Afternoons will be project-based learning primarily devoted to science and social studies content, integrated with literacy activities, the arts, health, environment and technology - all taught within the ELOB 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 through our partner Hands On
Atlanta and to extend learning beyond the classroom at field based sites throughout the community and at our partner facilities ALIF, Chattahoochee Nature Center and GA Techs CEISMIC. Every classroom from five-year-old kindergarten and above will have computers and connections to the Internet available to help students naturally involve 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. 2:15-2:30 PM: Closing Time Author's Chair, Reader's Theater, project presentations, journal writing and reflection. Amana Academys Governing Board and Administration will work with Fulton County Schools to develop a middle school schedule by the end of the first year of operation. This schedule, like the elementary schedule above, will consist of core subjects arranged in interdisciplinary blocks taught in flexible time frames. Amana Academy is considering requesting high school credits (including Arabic foreign language credits) for some of its middle school courses and adopting the Connections Program. A whole-week look of the elementary grade schedule is presented on the next page.
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Example of Amanas Elementary Grade Daily/Weekly Schedule (Middle School TBD)

With single-gender instructional groupings starting in third grade.
White shaded blocks signify single-gender classroom instruction Black shaded blocks signify mixed gender Striped blocks signify possible mixed gender depending on activity
Time 7:30 AM 7:45 8:00 8:15 8:30 8:45 9:00 9:15 9:30 9:45 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 PM 12:15 12:30 12:45 1:00 1:15 1:30 1:45 2:00 Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time Arabic Instruction PE Arabic Instruction Recess Arabic Instruction Recess Arabic Instruction PE Arabic Instruction Recess Lunch Lunch Lunch Lunch Lunch Mathematics Block Mathematics Block Mathematics Block Mathematics Block Mathematics Block Break Break Break Break Break Monday Opening Crew Meeting Language Arts/Literacy Block Tuesday Opening Crew Meeting Language Arts/Literacy Block Wednesday Opening Crew Meeting Language Arts/Literacy Block Thursday Opening Crew Meeting Language Arts/Literacy Block Friday Opening Crew Meeting Language Arts/Literacy Block
2:15
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Chapter 2 Educational Framework 2.1 Educational Philosophy/Theory
2.1.1 Research Background and Design Framework

Amana Academy founders/organizers were fortunate to have worked with an Educational Subcommittee comprised of 13 educators and outside consultants with experience in elementary and secondary education, Arabic curriculum/instruction, school administration/ compliance and ESL instruction. This committees plan combined a unique set of curricular and instructional practices designed to implement the spirit and letter of our vision and mission. Amana's vision and mission were the criteria that our Educational Subcommittee used as they conducted an exhaustive eight-month assessment of over a dozen educational models used in schools across the United States and overseas. The committee also benchmarked 12 local public and private schools that had implemented these educational models, and it conducted extensive phone interviews and communicated via e-mail with instate and out-of-state administrators and teachers that had practical, first-hand experience using the designs being considered. With all this information, our Educational Subcommittee narrowed the options using an objective 4-step decision process modeled after the Northwest Regional Educational Laboratorys (NWREL) comprehensive school reform guide entitled Making Good Choices: A Guide for Schools and Districts (http://www.ncrel.org/ csri/tools/makegood/title.htm). In the final analysis, Amana Academy organizers chose Expeditionary Learning Outward Bound (ELOB) to anchor and support the Amana Academy educational framework (see www.elob.org). 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 Harvards 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. In Georgia, ELOB is currently being implemented at Fulton Countys Crabapple Middle School, Decaturs Clairemont Elementary School and in Hancock Central Middle School, in Sparta, Georgia. Amana Academy organizers have come to the conclusion that ELOB offers a powerful tool that represents the best way to implement project-based expeditionary learning, and that ELOB 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 Amanas vision and mission (refer to Appendix D). Pending the approval of our petition, Amana Academy plans to enter into a contract with ELOB starting in the 2004 fiscal year. ELOB design principles and practices are applicable and consistent with the educational philosophies and applications presented in this chapter.
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2.1.2 Multiple Intelligences Theory Summary

Every student is unique and learns differently. This concept was popularized when Harvard psychologist Howard Gardner developed the theory of Multiple Intelligence in 1983. Gardner suggests that there are at least eight ways people perceive and understand the world. Gardner labels each of these ways a distinct "intelligence", or set of skills, which allows an individual to find and resolve problems. They are as follows: 1. Musical Intelligence 2. Bodily-Kinesthetic Intelligence 3. Logical-Mathematical Intelligence 4. Linguistic Intelligence 5. Spatial Intelligence 6. Interpersonal Intelligence 7. Intrapersonal Intelligence 8. Naturalist Intelligence (Dr. Gardners most recent addition) The Theory of Multiple Intelligences not only highlights how a student might learn best, but also points to areas that need strengthening, opening the door to new teaching approaches that may be particularly effective for that student. As Gardner states, "Learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact. The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential ... Learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning." Multiple intelligences and learning styles can work together to form a powerful and integrated model of human intelligence and learning, a model that respects and celebrates diversity and provides us with the tools to meet high standards. Application At Amana, teachers will assess children's learning styles, intelligences, and academic baselines, keep ongoing records and create personalized learning plans (PLPs) for each child. Whenever possible, teachers will offer a range of learning opportunities/experiences that reflect the students unique learning differences (i.e: learning centers, flexible groupings, musical/auditory/kinesthetic, etc. options) Teachers will be trained to employ instructional strategies geared to the individual learning styles and the strengths and needs of each student, such as the use of learning centers, small group instruction, multi-sensory teaching approaches, handson learning and individual pacing.
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2.1.3 Constructivism
Most curriculums address what students learn, but the constructivist approach to education addresses how students learn. A summary of the 5 basic tenets of constructivism (Educational Leadership, vol. 57, no. 3, p. 21, November, 1999) is listed below: 1. Seeking and valuing students points of viewconstructivist teachers formulate lessons based partly on students' needs and interests. 2. Challenging students suppositionsall students come to the classroom with life experiences that shape their worldview. Constructivist teachers design lessons that challenge suppositions and go beyond obvious facts to help students confront and question their views and practices. 3. Relating the curriculum to real lifestudents must attach relevance to the curriculum so that their interest in learning grows. Constructivist teachers recognize this basic motivational need and ensure that a project or lesson can relate to students daily lives. 4. Looking at the big ideaconstructivist teachers structure lessons around big ideas, not small bits of information. Exposure to the whole helps students tackle the parts. 5. Incorporating assessment in daily, natural waysstudents demonstrate their knowledge every day in a variety of ways, and constructivist teachers are able to interpret this data meaningfully. Application At Amana Academy, we will apply the constructivist theory by implementing the five basic tenets in all aspects of the school, from the way in which teachers prepare daily lessons to the selection of textbooks and curricular resources. Our partnership with ELOB fully supports a constructivist model of education, and teacher training through ELOB will incorporate some of the following constructivist techniques: Student autonomy and initiative will be encouraged and accepted. Students will be encouraged to use raw data and primary sources along with manipulative, interactive and physical materials. When planning, Amana teachers will use cognitive terminology such as "classify" "analyze" and "create." Students will be encouraged to respond, and their responses will be used to drive lessons, shift instructional strategies and alter content. Teachers will inquire about a students' understanding of concept before sharing their own understanding of those concepts. Students will be encouraged to engage in dialogue, both with the teacher and with one another. Student inquiry will be encouraged and promoted by asking thoughtful, open-ended questions, and students will be encouraged to ask questions of each other. Students will be asked to elaborate on their initial responses.
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Students will be engaged in experiences that might engender contradictions to their initial hypotheses and then encourage discussion. Teachers will provide allowances for wait time after posing questions. Students will be given time to construct relationships and create metaphors. Students' natural curiosity will be nurtured through frequent use of the learning cycle model.
2.2
Curriculum
2.2.1 Alignment
Amana Academy will implement a standards-based curriculum that will be based on but not limited to the comprehensive, content rich and well organized, Fulton County Schools Curriculum which is aligned with the State Georgias Quality Core Curriculum (QCC) and national standards such as those of the National Council of Teachers of Mathematics, the National Science Education Standards, the American Association for the Advancement of Science and the National Council of Teachers of English. During the course of the charter, Amana teachers/administrators, governing board, and community members will work with ELOB school designers to develop an instructional model that integrates environmental stewardship themes within the curriculum. Teachers will determine additional curriculum enhancements based on students interest, performance and needs. As Amana matures, the role of international standards will continue to be explored as we strive towards an education that is globally relevant. Throughout the duration of the charter, Amanas Governing Board and administration will work with Fulton County Schools, as well as our ELOB and other institutional partners, to improve and extend our curriculum in areas that are consistent with the Amana vision and mission. Amana Academy is committed to evolving our curriculum with any changes that Fulton County Schools may make to its curriculum over the life of the Amana Academy Charter. Student learning projects (expeditions) will align with Fulton County Schools content standards and objectives, and will include a community service element. These projects are designed after the model of Expeditionary Learning Outward Bound (ELOB). The last decade of research conducted around ELOB, including the results of a variety of measures, such as standardized tests, shows that student-learning projects result in improved student learning. A variety of supporting documents on the ELOB model, design principles/core practices and performance track record are contained in Appendix D.
2.2.2 Curricular Focus

Amanas program will integrate a rigorous, content-rich, interdisciplinary curriculum focused on communication/literacy, ethical character development and Arabic 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 allows 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. Communication
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An important aspect of the Amana program is for students to be able to communicate what they know or think they know. This section describes how we intend to expand students capacity as powerful communicators. 1. Increasing Motivation for Learning The motivation to communicate is an intrinsic part of Amanas project based/service learning format (ELOBs expeditionary framework). The project approach gives students depth of information and flexibility to focus on an area of special interest within the project that the students choose to explore. This gives a volume and depth of familiar knowledge that makes communicating about the project a natural outcome. The additional emphasis on service learning increases motivation as it provides relevance. 2. Integration of Literacy According to the National Council of Teachers of English, most language arts curriculums are often limited to learning language through reading silently and aloud, spelling and writing. Unfortunately, this leaves out other critical elements of language arts education, such as public speaking skills, questioning/inquiry skills, drama and art responses. Every effort will be made to select curricular resources that facilitate the infusion of these vital language arts and communication skills into the entire curriculum, including math and science. Many traditional educational approaches do not integrate literacy with more technical subjects, but research has shown that this integration is a highly effective means of increasing student academic achievement in language arts. 3. Oral Language Development The best way for teachers to encourage communication from all students is through classroom discussion or small group work (Rika, 1996). There has always been the notion that you learn best when you actually have to teach or explain a concept to someone else. This means being able to verbalize what you know. Consequently, teachers at Amana will be provided strategies for encouraging their students to verbalize their own knowledge so that they can learn more efficiently. Students on the listening end will also benefit from hearing their classmates explanations. When students listen to each other, they often benefit from hearing concepts being explained from a different point of view and in ways that might be closer the students way of thinking. When students listen effectively, they generate questions to further everyone's thinking and learning. 4. Promoting Communication through Higher-Order Questioning In order to have good discussions, teachers need to provide problems that have multiple solutions or methods of solution. These types of problems are best in stimulating discussion, creativity and risk-taking. Amana teachers will utilize openended, higher level thinking questions to get students thinking, communicating and expressing their ideas, They will encourage meaningful discussions by giving their students plenty of time to respond and think about what they want to say. Amana classrooms will be designed so that students feel comfortable participating in classroom discussions. 5. Journal Writing Although the teaching of literacy skills may begin in a language arts class, their application can be taken to the math and science classes. Purdue University has
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helped its local elementary school teachers integrate literacy skills and science with the goal of improving science learning by going beyond the facts. Teaching the facts is basic, but until the students can question the science facts, these facts have no value. Research suggests (Terrell Young, 1990) that journals provide a purposeful activity in which students communicate their thoughts and feelings. By teaching the students how to journal, or write freely (even if based on their imagination) about their science experiments, they reflect on their work, leading them to ask questions. At Amana, teachers will utilize a variety of response journals across the curriculum and will frequently collect these journals and respond to them. Students will also be encouraged to exchange journals to share their ideas and get responses from others in an environment of trust and respect. 6. Presentation/Public Speaking Skills Communication skills also include the art of public speaking, which is not typically taught in public schools, especially at the elementary level. Amana Academys literacy curriculum will include teaching presentation skills to allow students to share what they have learned with peers as well as superiors. Consistent with the ELOB design framework is idea of a culminating project to be presented in front of the community. For Amana students, this opportunity for public speaking/presentation further emphasizes the understanding that their work is of use to others and therefore should be communicated in the best possible fashion. Amana Academy will also incorporate debate (in the middle school grades) as another way of providing students with the opportunity to practice their communication skills. Research suggests that debate encourages different types of responses, helps students to develop convincing arguments and allows teachers and students to learn from one another (Leonard, 1999). This also encourages students to back up what they believe, and it allows teachers to really get a good idea of what kind of conceptual knowledge students have about certain topics. Students with well-developed presentation skills are able to persuade debate and reach a variety of audiences. These students also exhibit strong leadership skills and self-confidence. Amana Academys goals in the realm of communication skills work hand-in-hand with its goals for ethical behavior expected of students. Well-developed communication skills are the foundation for building and fostering healthy relationships, self-motivated learning and collaborative learning. 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 to12 weeks of study. Amanas real-life emphasis highlights the natural world and mankinds 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. Additionally, Amana will hire a part-time art teacher to provide coaching and support to teachers for this purpose. Whole school events will celebrate this aspect of Amana in events such as assemblies, student-parent events and school fairs/exhibits.
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Instructional Technology One of the distinguishing features of Amana Academys 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 and Follman - 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. Technology will be used to create mental bridges between hands-on knowledge and symbolic knowledge. The technology 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 Amanas interdisciplinary, project-based curriculum in a method - such as the Gaggle Network - that promotes safety to provide safe, teachercontrolled 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. For a more detailed description of Amanas technology program refer to Appendix E To ensure that technology is effectively integrated into Amanas culture, a committee comprised of teachers, administrators, parents, community members and our partner Georgia Tech CIESMC will collaborate to create a comprehensive Instructional Technology Plan by the midterm of the first year of operation. Georgia Techs CIESMC will be a valuable asset in helping to incorporate the latest approaches in utilizing technology. This instructional technology plan, developed in accordance with the principles mentioned above and implemented through ELOBs learning expeditions, will promote Amanas overall communication skills goal by creating meaningful learning and collaboration, providing for the needed professional development and support of faculty and adapting to change. Preliminary outline describing the acquisition and distribution of technology needed to support Amana Academys instructional program:
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1. Per our set-up and operating budges (Appendix J), Amana Academy will outfit each classroom with 4 computer systems, to be purchased from a wholesale computer provider 2. A mobile computer lab will be considered as the Technology Plan evolves 3. Appropriate numbers of TVs and VCRs 4. A digital projector, digital cameras, and camcorder will be purchased (see Appendix J) to support Amana Academys communication skills focus The minimum technology infrastructure to support the student information system provided by Fulton County School System will comprise of: 1. 2. 3. 4. Fulton County provided server Fulton County provided workstation Fulton County provided modem and router Fulton County provided network connection to a wide-area-network (WAN) via a T-1 line access 5. Fulton County provided printer 6. Fulton County provided SASI (School Administrative Student Information) software 7. Fulton County provided technical support The Fulton County provided technology elements will form the platform for Amana Academy technology plan. The school will develop a much more detailed plan well in advance of opening day. Key points of contact regarding the use of technology at Amana Academy will be: (1) the Instructional Guide/Coach, who with the assistance of the Media Specialist, will coach teachers on how to integrate technology into their curriculums; and (2) the Business Manager, who will manage the use and maintenance of the technology program's hardware and software. For more information on Amana Academys Technology Plan, please reference Appendix E. Physical Education/Health/School Safety Prominent in the Amana vision is a strong commitment to the physical health and safety of its students. The Physical Education Program at Amana is essential to the schools educational design and the Expeditionary Learning Outward Bound framework. The ELOB 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 Amana, 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 outdoor time every day at Amana Academy. A fulltime PE instructor will be hired, and Amana students will receive a minimum of two structured classes per week. In addition to this, ELOB school designers will provide teachers with strategies for integrating movement and outdoor time into projects whenever appropriate.
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As an additional assurance, the Governing Board and Administrators of Amana Academy will make every effort to ensure that the school is safe and drug-free by promoting the integration of high quality alcohol, tobacco, and other drug/violence prevention programs consistent with the Amana vision, mission and guiding principles and in accordance with Fulton County Schools and the GA Department of Educations school safety policies/regulations.
Character Education
Amana 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 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 that students mature with selfesteem and respectful attitudes to others and their environment. Qualities such as respect, responsibility, courage and compassion enable students to learn to their fullest, and they give power to meet lifes challenges. According to Emerson, character is higher than intellect. Amana Academy is equally committed to the moral and the intellectual development of children in their earliest years. 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 Amana Academy is integrated into their overall education, we will leverage ELOBs design principles (refer to Appendix D) to foster ongoing character development through teamwork and cooperation and to provide a consistent culture of compassion and goodwill. The school will also consider tapping into such resources as Cobb & Associates, an Atlanta based consulting group that provides inservice workshops, consultations and other activities related to character development. Amana founders and administrators will work closely with ELOB school designers and other consultants to ensure that there are explicit and regular opportunities for staff development concerning issues of moral leadership and example. 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. Amana Academy founders and administrators will work closely with ELOB school designers and other consultants to ensure that there are explicit and regular opportunities for staff development concerning issues of moral leadership and example. Amana will make certain that within each school day and week there are times set aside during morning crew meetings, in-class meetings, closing 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 Amanas program and will enable Amana students to
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develop the habits of ethical musing, both about topics that are school specific and about topics that are current in the larger community and the world.
Arabic Language
One of the unique core features of Amana Academy is its Arabic foreign language program, which will be taught in all grades, starting with Kindergarten. A firm command of Arabic will enhance cognitive skills, broaden students perspectives and bridge cultural gaps. Arabic is one of the United Nations six official languages and is spoken by 300 million people around the world. Local demand for an Arabic language program is high. In addition to the large segments of communities in Atlanta whose cultures are traditionally interested in the Arabic language (such as peoples from the Near East, Africa, Central & South Asia and Southeast Asia), Arabic is now of interest to the broader American public. Along with Chinese and Russian, 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. Legislators designated five languages of which Arabic was identified. Fluency in Arabic will give Amana 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 as economic competitiveness. For research on the impact of teaching of a foreign language on student achievement, see Appendix N. Alignment Per Georgia DOE Foreign Language Programs recommendation, the model chosen by Amana 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, in accordance with the National Standards for Language Learning in the 21st Century, which incorporates 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 fifth 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. Amana Academy based its selection of the ESFL Program on the communicative, thematic, multiple-intelligence pedagogical approach inherent in the ESFL guidelines. Amanas commitment to pursuing excellence in all subject areas through in-depth, thematic, projectbased assignments and its hallmark emphasis on communication skills, ensures that students will 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;
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Including meaningful culture in every lesson; Reinforcing concepts from other classes in the foreign language class; Using authentic songs, games, stories and rhymes; 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.
Arabic Curriculum Development and Student Performance Assessment Amana Academy has entered into a partnership with Georgias Department of Education Foreign Language Program to develop its Arabic language curriculum. The partnership with GA DOE Foreign Language Program will provide opportunities for its teachers to receive training through the GA DOE Foreign Language Program summer professional development courses. In fact, during the summer of 2003, two Arabic-speaking members of Amanas team of founders enrolled in two intensive teaching methodology courses. Amana will also be applying for consideration, pending future funding, to one of Georgias Model Elementary Foreign Language sites. Due to the unique and pioneering nature of Amanas Arabic Foreign Language Program in a public school and given that a comprehensive, communicative curriculum in Arabic appropriate for elementary school does not yet, to our knowledge, exist, Amanas staffing needs may not follow a pattern that other core subject teachers find in their disciplines. Course releases will be given to faculty in the Arabic language department who develop the curriculum, and Arabic language instruction faculty will be sought and hired sooner than other faculty. The following list outlines the Curriculums to be developed in the Arabic department at Amana: Kindergarten through Eighth Grade Newcomers Arabic Lower Elementary (grades K-2) Newcomers Arabic Upper Elementary (grades 3-5) Newcomers Arabic Middle School (grades 6-8)
The Newcomers courses are accelerated starter courses offered to students without prior instruction in Arabic entering Amana after Kindergarten. The goal is to get the student ready for the appropriate full-course 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 students progress, as determined by the Newcomers teacher and the Arabic teacher of the grade level in question. Whenever possible, the Amana Academys Arabic curriculum will run parallel to the other curricula to avoid over burdening the teachers by asking him/her to present new content and
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new language at the same time. An example of this is the teaching of number; it is far better to introduce numbers in Arabic to the students after they have studied them in English. Amana Academy is adopting the Georgia Department of Educations QCC Arabic performance standards for K-8, developed in accordance with the nationally recognized American Council on the Teaching of Foreign Languages (ACTFL) guidelines. See appendix H for the performance measures/benchmarks for Amanas Arabic curriculum. Arabic language assessment at Amana 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), plus 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. An end of unit test consistent with other Fulton County schools and other GA ESFL model schools will be offered and shall 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. Teaching Framework In the initial curriculum development stage, it is expected that the curriculum will be written with a team led by the Arabic language teachers (consisting of specialists who have undergone professional development classes), an ESOL or Second Language Acquisition specialist, the schools Instructional Guide/Coach, who will join the team once hired and who will help to align the Arabic content with the English grade-level content and a university Arabic professor as an advisor (Dr. Mahmoud Al-Batal, Director of Emory Universitys Middle East Studies Department and author of Arabic instructional manuals). As mentioned earlier, the Georgia Department of Education Foreign Language Program has offered assistance to develop the Arabic curriculum. An example of a three-year progression implementation plan is shown in Appendix E. ESOL Impact Students in Amanas ESOL 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 Amana Academy requiring full-time developmental ESOL classes, the Arabic requirement will be waived. However, since the Arabic program will be a central part of Amanas identity and school culture, the ESOL student will enroll in the Newcomers Arabic class as soon as he/she has successfully completed the full-time developmental ESOL 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 ESOL teacher, the Arabic teacher, the mainstream teacher, the schools Instructional Guide/Coach (curriculum specialist) and the childs 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 Arabic classes will serve to reflect and reinforce the content matter of the mainstream classes.
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A special case will be made for students coming to Amana who require ESOL classes and whose native language is Arabic. Research in second language acquisition indicates that abilities in the first language transfer to the second language. For example, students who can read in their native language usually learn to read better in English and have better academic achievement than students who cannot read in their native language. Thus, students who speak Arabic as their first language would be best served by further developing their Arabic reading and writing skills. Amana Academy will place such students in an independent-study Arabic program that is developmentally appropriate. Over time, every effort will be made to refine the Arabic levels available in the Arabic department so that a fully developed course is available for students displaying any level of proficiency in Arabic. Transitioning of Students to High School Gaining fluency in a second language in Elementary and Middle School grades increases student learning, whether they continue through high school or not; the same analogous benefit holds true for students learning a foreign language in high school that go on to college. Within Fulton County, a similar situation is present with the Countys ESFL Japanese program at Mimosa Elementary. To address this challenge, Amana Academy has explored options for students continuing Arabic language in high school, because learning this rich language will continue to benefit them academically while further broadening their perspectives as they become even more competitive. Amana organizers have generated the following possible scenarios, and in all scenarios Amana Academy organizers are willing to assist Fulton Schools in developing Arabic language services regardless of the specific circumstances (in existing high school, or at Riverwood the international magnet, afterschool, or with another charter). After-School Program - If interest meets or exceeds expectations, Amana Academy organizers could leverage Amanas network of local talent and resources to create an after-school program, which could be offered to Fulton County high-schools for the continuance of learning Arabic in the form of formal classes or even clubs. Amana Charter High School - After establishing a successful track record at Amana Academy during its 5-year charter, the Amana Academy petitioners or other interested parties could choose to pursue a high school version of Amana that offers a similar collection of educational approaches as Amana including Expeditionary Learning as a core instructional approach and Arabic language instruction. Organizers could tap into the local people talents and resources that Amana utilized during its development to produce and exceptional high school program; although a high-school appropriate foreign language instructional model would need to be used. Program at Existing High Schools - If interest in Amana Academys Arabic language program meets/exceeds expectations, Amana could work with Fulton County Schools to establish programs for teaching Arabic at one or multiple high schools that serve Amana graduates. Amana organizers could offer an established local network of people talent and instructional materials and resources to produce such a program with the County. With some modifications, such an Arabic program could be modeled after the successful APS North Atlanta High School Arabic course, which uses textbooks developed by an Amana contributor Dr. Mahmoud Al-Batal.
In all cases, we would work with Fulton Schools and the GA. Dept. of Educations coordinator for foreign language instruction to optimize the resulting high school Arabic program.
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Contributors to Amanas Arabic Language Program The development of Amana Academys Arabic language program has benefited from many contributors and consultants. Among them are (* delineates Parent Volunteer): Elizabeth L. Webb MA and Program Specialist for Foreign Languages and International Education Georgia Department of Education Eric Ahmed Ferguson* ESOL Teacher and 10 year veteran of Fulton County School System BS in Mass Communications from Morehouse College in Atlanta MS in Reading, Language, and Literacy from Georgia State University (ESOL focus) Elmostafa Elsawy Instructional Designer and Arabic Teacher at Georgia State University MS Instructional Technology from Georgia State University in August 2004 BS in English Literature and Education; MS in Applied Linguistics and teaching ESOL Magdi Kandil Arabic Teacher and PhD student in Applied Linguistics at Georgia State University MS in Applied Linguistics and ESL from Georgia State University BS in Education and ESOL; BA in English Literature from Egypts Mansura University Experienced middle and high school teacher in Egypt Wael Doukmak* Arabic Teacher at the University of Georgia CNNs chief Arabic linguist PhD Candidate in Pharmacy; BS in Pharmacy and Pharmaceutical Chemistry ATA accredited in Arabic translation; Diploma in Computer Science Ms. Lubna Kaiali* Arabic as a Second Language Teacher Arabic language private tutor BS in Psychology English as a Second Language teacher for Clayton College Abdirazak W. Osman* Specialist for the Division of Family and Children Services, Department of Human Resources, State of Georgia Experienced Arabic Teacher PhD in Postcolonial Literature from Panjab University in Chandigarh, India BS in English Literature from Jamia Islamia University in New Delhi, India Mahmoud Al-Batal Associate Professor of Arabic, Department of Middle Eastern Studies and Program Director at Emory University in Atlanta, Georgia BS in Arabic Language and Literature from the Lebanese University BS, MS and PhD in Arabic Linguistics from the University of Michigan, Ann Arbor Co-authored the Al-Kitaab Arabic textbook series
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2.3
Instructional Methods
2.3.1 Project-Based Instruction / Expeditionary Learning

Consistent with the ELOB framework, teachers at Amana will instruct reading, writing, science, math and other subjects through a set of challenging, interconnected 6 to12 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 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 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 deepens. Illustrated below are some further examples of the benefits to using this type of instructional approach. Benefits Provides an excellent framework for students to explore beyond classroom walls, connecting schoolwork with community needs; Facilitates open-ended learning with multiple entry points for tiered instruction and curriculum alignment; Facilitates collaborative learning; 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; Increases the depth of a mentoring program and the opportunities for community experts to participate in the education process; Helps to clarify that learning is multidimensional; projects combine academic, social, emotional, physical and aesthetic development; Facilitates alternative/formative student assessments and 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.
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Application Amana teachers will apply Fulton County standards to create interdisciplinary projectbased units that span weeks of curriculum. 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. Central to each project/expedition will be the development of an overarching question that addresses real life applications. Amana 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. Block time will be provided for observation, discussion and recording of ideas relevant to the project. Students will conduct fieldwork (research) both at the school and at local offsite community locations. Projects will be selected that have outcomes/outputs with benefits beyond the individual student. Students will communicate the knowledge gained in a variety of presentation formats with other members of the Amana learning community and the larger community. 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. Amana will implement team teaching and teacher-to-teacher (peer) mentoring to help plan, implement and assess progress.
2.3.2 Differentiated Instruction

Through the partnership with ELOB and the full range of training and professional development provided by them, Amana teachers will learn how to manage classes containing students with differing skill levels and abilities. Tracking and other stigmainducing structures will not be implemented at Amana; rather, a community approach, with peer tutoring, learning contracts, curriculum compacting and other sound methods will be employed to meet the needs of all students.
2.3.3 Development of Critical Thinking Skills

A major goal at Amana is to help students become critical thinkers. This is the ability to think critically, comprehensively and in a highly personal way about what theyve learned and the activities theyre involved in. It includes metacognition thinking about their own thinking process so they can become more self-aware and mindful about their learning. We will use methods such as problem solving, project design, journal writing and direct application of classroom learning to situations in their homes and community as ways of enhancing reflective thinking.
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2.4
Structural/Organizational Elements
Classroom instruction at Amana will make extensive use of cooperative learning and will be organized in large part as follows:
2.4.1 Collaborative and Flexible Grouping Emphasis

At Amana, we believe one of the most critical skills in the global marketplace of the 21st century is the ability to tackle problems in a small-group setting, and we are strongly committed to developing students who will be able to work effectively and productively in teams. Overwhelming research exists in support of collaborative/heterogeneous grouping (http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1hete.htm), where students working in small groups, are given more opportunities to interact with other students and materials than working individually. It allows them to work on more complex tasks than they could tackle by themselves, encourages them to explore their own and other students' ideas and fosters learning. Collaboration with other students in heterogeneous groups also helps them to develop diverse perspectives and greater interpersonal and communication skills. Solving problems with others also helps students develop teamwork skills. These groups change frequently to provide students many opportunities to value strengths and diversity in their classmates and themselves. Amana will be designed as an inclusive learning community, where students see their classmates as resources for inspiration, feedback and motivation; they see themselves as growing learners and value their talents through various self-evaluation and self-reflection experiences. Amana classrooms will engage students in hands-on activities while working actively in small groups, expressing their reasoning out loud, communicating and sharing their ideas and solutions with their peers and requesting guidance from the teacher.
2.4.2 Looping
The North Central Regional Education Lab (NCREL) defines looping as 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 based on NCREL and the Education Alliance at Brown University research 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). The long-term relationships established through looping have been shown to support student learning.
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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 ELOB schools across the nation implementing looping, there is a great deal of experience that Amana 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 Amana Academys 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. Although at the time of petitioning Amana Academys looping scheme has not been fully defined, for illustrative purposes one possible scheme for looping under consideration, which was recommended by Administrators working at ELOB schools is: K does not loop, 1 loops to 2, 3 loops to 4, 5 loops to 6, and 7 loops to 8. It is Amana Academys 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 Amana charter, only one class at a grade level exists, then the decision to have teachers loop with students will be made by the Amana administration.
2.4.3 Multi-Age Classrooms

Although we are not considering multi-age classrooms during our first years of operation, there is a body of research and experience that has prompted us to consider the multi-age model and investigate it further. Many ELOB schools as well as several Fulton County Schools have implemented multi-age classrooms with success, yet our team realizes that such a framework demands specially trained teachers and willingness among parents. For these reasons, our plan is to work with the Amana Academy community and Fulton County Schools in continuing to investigate multi-age applications to determine a fit. Benefits The adequate implementation of a mixed-age approach to education extends beyond simply mixing children of different ages together. A positive working model of a mixed-age classroom allows for the development of social skills as the teacher encourages cross-age interactions through tutoring and shared discovery. Social competence develops for older children out of their roles as teachers and nurturers, and for younger children out their
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opportunity to observe and model the behavior of their older classmates (Katz, Evangelou, & Hartman, 1990; Ridgway & Lawton, 1965). Amana Academy appreciates the above vision of multi-age classrooms and will follow ongoing research regarding any conclusive information on the academic benefits. One agreed-upon definition of a multi-age classroom is as follows: In mixed-age education, children of at least a 2-year age span and diverse ability levels are grouped in a single classroom and are encouraged to share experiences involving intellectual, academic, and social skills (Goodlad & Anderson, 1987; Katz, Evangelou, & Hartman, 1990; McClellan, 1994). One derived vision of implementation for a multi-age classroom provided by Nye et al. (1995) is as follows: the practice of grouping children of more than one age and ability level (usually three age levels) together with a goal of maximizing teaching practices involving interaction, experiential learning, and fluid, flexible small group participation among children so that they experience a continuous progression of learning (cognitive and social) in keeping with their individual rate of knowledge and skill acquisition within an environment which prohibits artificial and arbitrary points which benchmark failure such as retention during the primary years. (p. 3) An article published by in the Educational Research Institute Clearinghouse (ERIC) documented social advantages to students that include: Increased positive attitudes toward school, greater leadership skills, greater selfesteem and increased pro-social and fewer aggressive behaviors, compared to peers in traditional graded classrooms (McClellan & Kinsey, 1999; Veenman, 1995). Consistency over time in relationships among teachers/children encourages greater depth in childrens social, academic and intellectual development. The concept of the classroom as a "family" is encouraged, leading to expansion of the roles of nurturing and commitment on the part of both students and teacher (Feng, 1994; Hallion, 1994; Marshak, 1994).
Application We believe that the Amana Education Framework's selected elements will complement a successful multi-age classroom. However, unlike looping, multi-age classrooms are logistically and instructionally more challenging to implement. At Amana Academy we will seek to pilot multi-age classrooms only after teacher consensus, commitment and training exist, where the end results outlined in the previous section are decidedly achievable.
2.4.4 Single Gender Classrooms

AMENDMENT: Amana Academy will utilize co-educational classes until such time the U.S. Department of Education proposed rule amendment to Title IX regulations (34 CFR 106), allowing single-sex classes, is enacted. If the U.S. Department of Education rule amendment is enacted, Amana Academy will inform the Georgia Department of Education Charter Schools Office, Fulton County Schools, and parents of current Amana Academy
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students that Amana Academy will now utilize single sex classes according to the terms approved in their charter. (see Appendix Q) Amana Academy proposes to introduce single gender classrooms from the 3rd grade through the 8th grade; in other words, the school will have at least two classes of 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 mixedgender. 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 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 mention 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 Sadkers 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 MissouriKansas 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 on 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 M 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.
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Some case studies at the elementary school level (grades K-5): In Thurgood Marshall Elementary School in Seattle, WA, a public school in a lowincome area, the Principal separated boys and girls. No other change was implemented, yet this single 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. The Journal 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. The California 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. A recent nationwide study confirms previous research indicating that, at boys in coed schools are less enthusiastic about school than girls are. boys get, the more this is so. In a single-gender environment, theme classroom management techniques can be tailored to suit boys and keep engaged in learning. every age, The older topics and those boys
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 of 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. The Brighter 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 in the US Department of Education, stated that the school has the potential to become a national model. Further confidence in the public charter schools mission was demonstrated when the school was awarded a $4 million grant to implement school choice provisions in 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 Act; all other grants went to school districts rather than individual schools. The Africentric School in Columbus, Ohio, established single-gender classrooms for 4th and 5th graders in 2002. Boys interest in reading has shot up, according to the Principal, Kamal Ansari, and behavioral results were so positive that the Principal
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decided to include the 3rd grade in 2003 and has plans to include the 6th grade in 2004. On June 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. 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, 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 area of discipline. 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 fall 1999. Maintains a waiting list hoping to enroll in the school, which has 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 have 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 math 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. Californias Jefferson Leadership Academy, a public school that separates 7th and 8th 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 interest in art, drama, foreign languages, and literature, while girls are more encouraged to explore math, science and information technology, but also learning styles typical of each gender can actually be reversed. Principal Linda Rojas of Californias Jefferson Leadership Academy notices that in their single-gender classes, girls compete more and boys
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More case studies done at the middle school level (grades 6-8):
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."
Finally, Georgia schools that operate single-gender classroom options: Garrison Elementary School, in Savannah, began offering single-gender classrooms in the 4th and 5th grades in 1999. The program is continuing under the leadership of Principal Karen Grant. She says that discipline problems for both genders have decreased by "at least 50 percent" since the program was introduced. Those are "the cold hard facts," says Grant. King Middle School, in Atlanta, began offering single-gender classrooms in core subjects (math, science, English, social studies) for 6th graders, in August 2003, under the leadership of Principal Carolyn Huff. Lewis Frasier Middle School, in Hinesville, began offering a single-gender section (one girls-only section, one boys-only section) beginning in August 2003. They plan to expand the program to 6th and 7th grade beginning in August 2004. Amana Academys position on this topic is that single gender classrooms can lead to lasting positive outcomes both academically and behaviorally. See the Single-Gender Schooling Research bibliography included in appendix M. See next page for example of Amanas Elementary Grade Daily/Weekly Schedule, which illustrates single gender classrooms.
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Example of Amanas Elementary Grade Daily/Weekly Schedule (Middle School TBD) White shaded blocks signify single-gender classroom instruction Black shaded blocks signify mixed gender Striped blocks signify possible mixed gender depending on activity
Time 7:30 AM 7:45 8:00 8:15 8:30 8:45 9:00 9:15 9:30 9:45 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 PM 12:15 12:30 12:45 1:00 1:15 1:30 1:45 2:00
Monday Opening Crew Meeting Language Arts/Literacy Block (ELOB)
Tuesday Opening Crew Meeting Language Arts/Literacy Block
Wednesday Opening Crew Meeting Language Arts/Literacy Block
Thursday Opening Crew Meeting Language Arts/Literacy Block
Friday Opening Crew Meeting Language Arts/Literacy Block
Break Mathematics Block
Lunch Arabic Instruction PE Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time
Lunch Arabic Instruction Recess Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time
Lunch Arabic Instruction PE Project/Theme Block (science, social studies, art, literacy, technology, environmental) via ELOB Closing Time
2:15
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2.5
School Culture/Ethos
The impact of building caring environments for children's development and learning has been well proven. Jerome Bruner, respected cognitive and developmental psychologist from Harvard, Oxford and New York University states, On the basis of what we have learned in recent years about human learning it (the culture) is best when it is participatory, proactive, communal, collaborative and given over to constructing meanings rather than receiving them. Research shows that a positive classroom environment is beneficial to all involved. Amana Academy is designing a school culture that is rooted in the daily routines of the classroom and which promotes and encourages a sense of belonging and connectedness among students, teachers, administrators and families. The following elements will be the building blocks upon which a school culture is constructed and nourished.
2.5.1 Classroom Management/Discipline

Teachers at Amana Academy will use researched-based strategies including ELOB practices to bring together social and academic learning throughout the school day. Amana teachers will reflect on interactions within the classroom and school community and will collaboratively develop classroom management and discipline strategies that ensure consistency between grade levels. Research shows that among school-wide best practices, a consistent classroom management framework, not imposed from above but rather generated from the classroom and collaboratively implemented school-wide, is one of the most effective ways to establish a healthy school culture. Some examples of strategies that may be implemented include but are not limited to: opening and closing meetings that provide a daily routine and help build community student participation in creating their classroom and school environment clear and consistent rules and logical consequences based on responsibility/ ownership guided discovery and engaging instruction academic choices to ensure students become self-motivated learners classroom organization that encourages independence explicit character education and social development lessons family communication to involve families as true partners
Research also indicates that empowering students to have an active role in the classroom leads to a deeper understanding and promotes inner motivation (Nelsen, Lott & Glenn,1997). For this reason, positive reinforcement and intrinsic incentives will be standard practice in all Amana classrooms. Children who are intrinsically motivated to work do so "for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes" (Lumsden, 1994). Mutual respect and positive interpersonal relations will be the cornerstones of Amanas discipline model. At Amana, we believe that developing positive relationships with students and helping them to reflect on and take responsibility for their own behavior is at the heart of everything we do. To that end, we are committed to a responsibility-based, as opposed to a consequence based, approach to student discipline.
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The primary goal of Amanas alternative approach to student discipline will be to create a positive school culture where the motivation to work and learn becomes intrinsic rather than tied to the promise of rewards and the threat of punishments. Only when students feel a sense of belonging and emotional safety can they become deeply and personally involved in their learning. The self-confidence of children will be fostered through frequent sincere compliments, praise, display of student work, performances, open houses and many success experiences. Amana will be a school where adults treat students with warmth and respect. Lastly, the Expeditionary Learning model has been shown to dramatically improve classroom behavior. Meaningful long-term projects (expeditions) with plenty of tangible exercises and fieldwork tend to engage students. They become immersed in their work and sense of being part of a crew, which thereby improves behavior.
2.5.2 Multicultural Emphasis

A major strength of Amanas is its location in the diverse urban/suburban environment of North Fulton County, near all the amenities that metro Atlanta has to offer. The population being served by Amana will reflect the great diversityethnic, racial, and religiousof the inhabitants of Fulton County. Amanas marketing plan will actively tap into this diversity to encourage students, teachers and staff from a broad spectrum of backgrounds. Amana Academy founders and Governing Board members will regularly work to develop its program consistent with the 8 benchmarks for assessing and maintaining an effective multicultural school outlined in J.A. Banks An Introduction to Multicultural Education (http://www.intime.uni.edu/multiculture/index.htm). Listed below are some of the mechanisms we intend to establish: A multicultural policy statement that supports diversity. Amana Governing Board members and administrators will develop policies consistent with how teachers should relate to students of diverse cultures based on an interpretation of the traditions and communication styles of those particular groups. Staff development to help teachers promote positive attitudes and expectations toward diverse students and to help them understand the customs and behaviors of the cultures from which their students come. Amana teachers will be expected to model an enthusiasm for learning about other cultures and draw upon the personal experiences of students so that the students learn from each other. A school staff that reflects ethnic and cultural diversity. A curriculum that will evolve (throughout the charters term) to consciously expose students to the diversity of histories, values and philosophies and cultural practices of non-dominant cultures that are currently underrepresented in standard curriculums. Active parent participation that provides a cultural context for teaching and a link with student personal/cultural knowledge. Constructivist, personalized, empowering and participatory teaching strategies. Teaching materials that present diverse racial, ethnic and cultural perspectives on events, concepts and issues. Ongoing monitoring by Amana board members and administrative staff
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At Amana, diversity is seen as an asset that enriches the classroom experience. To deny our children a real multicultural education is to leave them unprepared for the world in which a multiplicity of viewpoints and practices abounds.
2.5.3 Community Service

Community service, as our mission states, will be woven into the fabric of Amana Academy. Service learning opportunities will be a part of ELOB Learning Expeditions and emanate from needs within the school and community and from school partnerships. Students will engage in projects that solve real world problems and at the same time develop the disposition to be active and compassionate members of society. In fact, service learning represents the wonderful connection of intellectual and character development that is at the heart of the Amana Academy. Research supports the theory that properly structured service can have a powerful impact on learning. Our goal is that by the time a student graduates from the Amana Academy he/she will have devoted a significant number of hours to community service. Students will experientially discover the interconnectedness of the community, and they will feel satisfaction of seeing their activities produce positive changes in the community and in their lives. Service learning is designed to instill a sense of individual, social and civic responsibility. Students who have a sense of connection to their community and whose input is regarded as meaningful are less likely to engage in misbehavior. To be successful members of the community and successful citizens, students need to be taught the necessary social and life skills. In fact, the very fabric of our school community, our national community and our international community rests on the degree to which we care about each other and we treat each other with respect and civility.
2.5.4 Dress Code

At Amana Academy, we recognize that there is a strong, positive correlation between appropriate attire, good work habits and good character. When dress and appearance are characterized by cleanliness, neatness, modesty and safety, children generally have a more positive attitude toward themselves and those around them. Amana Academy believes that a dress code and/or a policy of wearing uniforms will address issues related to the health, safety and welfare of the students and the maintenance of an ethical learning environment. The rationale in support of this practice is listed as follows: a) Uniforms help erase cultural and economic differences among students, set a tone for serious study, facilitate school pride and improve attendance (Cohn 1996, Loesch 1995, Paliokos and others 1996). Additionally, there is a considerable wealth of research on how uniforms enhance students' self-concepts, classroom behavior and academic performance (Caruso 1996). b) By removing the status that clothing labels accord some children, a uniform becomes a great equalizer. A uniform also conceals the income of a childs family, thus eliminating another mark of distinction or shame. An attractive uniform promotes school spirit and good self-image, just as athletic team uniforms promote spirit and unity. c) Amana parents will reap an additional economic benefit because they will not be pressured to buy the latest fashions and will spend less on their children's clothing. The parents we have surveyed thus far welcome uniforms because of the added peace they bring to the home.
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d) It is an effective means of promoting safety in schools. Much has been learned from the Long Beach (California) Unified School District, the first U.S. public school system to require uniforms for elementary and middle school students. Long Beach Superintendent Carl A. Cohn reported that during the first year suspensions decreased by 32 percent, school crime by 36 percent, fighting by 51 percent and vandalism by 18 percent (Cohn). At Whittier Elementary, attendance rates rose each year since the policy went into effect, reaching a high of 96 percent (Caruso). Schools in Chicago, Florida, Georgia, Louisiana, Maryland, New York, and Virginia have made similar claims (Caruso). e) A 1996 survey of 306 middle school students in the Charleston, South Carolina, County School District found that school uniforms affected student perceptions of school climate. Students in a middle school with a uniform policy had a significantly higher perception of their school's climate than did students in a school without a uniform policy (Murray 1997). Amanas dress code will be designed to be comfortable, flexible, appealing, easy to obtain and reasonably priced. Amana parents, governing board, administration and members of the community will develop the details of the dress code before the opening of the school. The dress code details will be published in the Parent Handbook, and it will be the responsibility of parents and children to ensure compliance with this code. Every effort will be made to accommodate special needs, meaning the school will assist parents who cannot afford the uniform; or another example being that the school will allow deviations from the uniform for personal health or religious reasons and other appropriate reasons. Parents are assured that the dress code itself will not represent offensive garments.
2.5.5 Counseling and Health Services

Consistent with the emphasis on ethical character, Amana Academy will retain the services of a certified guidance counselor (see budget in Appendix J). A full-time, registered nurse will also be hired to provide health services (see budget in Appendix J).
2.5.6 Extracurricular Activities and Co-curricular Activities

Amana Academy will provide extracurricular and co-curricular activities, consistent with the Academys vision/mission and values, which seek to develop the whole child - intellectually, physically, spiritually, socially, and emotionally. By participating in school clubs, athletic, cultural and community-service programs formed out of their unique interests, Amana students will have diverse opportunities for exploration and personal growth. We will also cultivate innovative learning experiences for our students forged out of solid, real-world partnerships with an array of institutions (see partnerships section). Educational opportunities and solid, real-world applications evolving from these partnerships will enhance the experience for all Amana students. Participation in the extracurricular activities will not be an academic requirement, and will not influence the student evaluation by Amana Academy officials. Prior to the opening of the school, a committee comprised of Board, faculty, parents and community members will be formed to give input on the development of Amanas extra/cocurricular programs and the timeline for implementation. The development of these programs will be contingent upon how such activities can enrich and support Amanas vision, mission, values and curriculum.
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2.6
Amanas ELOB Framework:
Adding Depth To and Expanding on the Fulton County Curriculum

Guiding Question: How do the ELOB Design Principles, Core Practices, and Amana Academy unique features such as Arabic language, core curriculum focus areas and partnerships poise Amana Academy for student achievement and satisfaction? ELOB at a Glance Design Principles: (Refer to Appendix D for the complete description) 1. The Primacy of Self-Discovery: Learning happens best with emotion, challenge, and the requisite support. 2. The Having of Wonderful Ideas: creating learning situations that provide matter to think about, time to experiment, and time to make sense of what is observed. 3. The Responsibility for Learning: young people and adults to become increasing responsible for directing their own personal and collective learning. 4. Intimacy and Caring: learning is best fostered in small groups.mutual respectolder students mentoring younger ones. 5. Success and Failure: students must be assured a fair measure of successto nurture confidence to take risksBut it is also important to overcome negative inclinationsturn disabilities into opportunities. 6. Collaboration and Compassion: Teachso that the group endeavor is made manifest. .compete against own personal best and rigorous standards.. 7. Diversity and Inclusivity: Diversity and inclusivity in all groups dramatically increases richness of ideas, creative powers, problem-solving ability, and acceptance of others. 8. The Natural World: refreshes the human spirit and reveals the important lesson of recurring cycles and cause and effect Core Practices: (Refer to Appendix D for the complete description) 1. Expeditions Implementing learning expeditions across the school, Designing compelling topics and guiding questions, Designing products and linked projects, Incorporating fieldwork, local expertise, and service learning, Producing and presenting high quality student work 2. Active Pedagogy Using effective instructional practices schoolwide, Teaching reading K-12 across the disciplines, Teaching writing K-12 across the disciplines, Teaching inquiry-based math, Teaching inquiry-based science and social studies, Learning in and through the arts Using effective assessment practices 3. Culture and Character Building school culture and fostering character, Ensuring equity and high expectations Fostering a safe, respectful, and orderly community, Promoting adventure and fitness, Developing a professional community, Engaging families in the life of the school
4. Leadership and School Improvement Providing leadership in curriculum, instruction, and school culture Sharing leadership and building partnerships Using multiple sources of data to improve student achievement Linking Expeditionary Learning and school improvement plans.
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9. Solitude and Reflection: Be sure students have time alone to explorethoughts, make..connections, and createideasThen exchange their relections 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.
5. Structures Designing time for student and adult learning, Creating structures for knowing students well
A cursory review of the above table (provided for quick reference only) might lead one to wonder so what is so special about ELOB? Isnt this just another way of articulating standard best management practices already in place? Not really. True, the county 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. ELOB seeks to create a network of professionals, families and students who value the ELOB type of education. ELOB 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 ELOB network of like minds through conferences, seminars and human and text resources that guides them along on their journey. Faculty is recruited specifically to how well they are likely to value and implement this mindset. The expectations are clear and benchmarks exist for them to gauge their level of successful implementation just as the Amana Academy Teams journey will evolve out of layers of comprehension of what it is to implement these principles. Leadership is trained and held accountable to their 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. Amanas Curricular Format - Using ELOB to Integrate Fulton County Standards and Objectives As briefly discussed in earlier sections of this report, Amana Academy will use the Fulton County standards and objectives to comprise the content delivered for each grade. In this way students at Amana Academy and other Fulton County Schools will have covered the same topics. The point of differentiation is that an ELOB school uses an intensive training that results in the teachers having developed a scope and sequence based on their projectbased expeditions. ELOB training requires that the teachers begin with their objectives as a platform. Teachers then develop a guiding question based on a topic that they and their students have interest and passion about, but related to the objectives. Mapping of all interdisciplinary objectives that are related to this question are listed. 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. This may be a trip to a local nature center to understand the impacts of pollution so that the students can apply the knowledge to a project
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centered on erosion on their school campus. Another activity could be inviting local experts in to discuss these events with the children. 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 ELOB training/method is that similar to professional life, authentic products must be conceived by the teacher and they are the driving force for high quality work. After objectives are mapped, teachers are asked to work backwards from the end products to determine what activities must occur to arrive at the desired end point. These age-appropriate products are often published as CDs or books or real designs plans, This may sound like a dichotomy, but ELOB sets the bar high for student achievement and students become so engaged in the topics that they rise to this level of professionalism. To get to 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 students will start in K and continue to refine throughout the ELOB 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 training throughout the year at national conferences and summits focused on curricular mapping using the expeditionary process, literacy, mathematics, technology, and leadership. School designers come 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 ELOB representatives teach classes to model instructional techniques. Although many schools focus on doing presentations of student work, the work is often done in isolation, such as at a science fair or writing legislation 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. ELOB resources provide this cohesiveness. Why ELOB? The Amana Academy teams search for a solid, foundational platform on which to anchor our guiding principles, vision and mission quickly led to the Expeditionary Learning Outward Bound model because of the close philosophical and pedagogical match to ELOBs 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 is needed to students who are poised for success in todays interconnected, global society. ELOB Highlights An ELOB fundamental belief is that teachers do not pour knowledge into empty vessels, it is accompanied by documented, practical, implementation strategies that give teachers the tools to not fall back on behaviorist-driven instructional practices. It starts with the teacher posing open-ended questions, followed by a collective journey of discovery towards the answer.
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Teachers lead by their enthusiasm for a topic and 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 minipresentations where they do their version of the desired product before the class. Teachers who do not do expeditions cannot effectively teach this methodology. ELOB 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 ELOB training and teacher discourse. In ELOB this is an art that involves skills of presentation and drama on the teachers part. The Primacy of Self Discovery - Means that all Amana 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 test success. Acquiring Skills Here is the idea that the end product has value to society that 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 ELOB 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 with 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 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 ELOB 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 peer evaluated 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.
Comparison to Similar Fulton County Schools Amana Academy benchmarked a similar and attractive model also being piloted at Shakerag Elementary (Duluth) known as Using the Environment as the Integrating Context (EIC). This model is also being piloted throughout Georgia in conjunction with the states department of
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environmental education. The model uses a similar week-long curriculum mapping training to the one used by ELOB. They are similar in that they require teachers to determine the guiding question and map out all interdisciplinary objectives. It also includes community partners in the process and emphasizes real life service applications. It is a three-year phased implementation offered through a grant which Georgia schools compete to receive. The administrator and selected applicant faculty from the awarded school attend the training. Often this is one or two grades at a time. EIC; however, could be implemented holistically on a fee basis. While many of the principles of the EIC model of education are similar to ELOB, the resources for implementing the model have yet to be developed. Beyond the week long training there is little in terms of follow-up seminars on specific aspects such as classroom management, literacy, project-based instruction, differentiated learning, assessment and accountability through rubrics and portfolios, etc. as is offered by ELOB. Even though it appears that the model intends this type of training, it is not time tested and refined as in the case of ELOB. Onsite follow-up by EIC headquarters staff was not routinely extended to monthly visits as it is in ELOB; therefore, it held additional challenges in establishing assessment of the model. Again, ELOB was selected because it was rigorously evaluated (the reason it was accepted as a New American Schools reform model), and had the training offerings to set the stage for success. Amana Academy intends to benchmark some of these schools to continually offer diverse examples of quality work in the areas of service and stewardship to the Amana community. The Amana Educational Program A Unique Combination of Elements Expeditionary Learning Outward Bound is implemented in one award winning Fulton County Middle School Crabapple Middle School. One factor in the choice of the ELOB NAS model was that it was already being implemented in the county, and therefore, offers potential opportunities for networking and improving delivery of the model. The ELOB school designers are already familiar with the county and the issues relevant to this community. The ELOB designer is able to leverage the knowledge and successes of Crabapple to Amanas benefit. At the same time, Crabapple is not an elementary school, enrolment is not an option open to all county families, and it does not offer Arabic, combined with a focus on communication, community service, character and the environment. As discussed in previous sections of this report the academic advantages of a constructivist, hands-on learning environment and the need and clear advantages of elementary foreign language instruction have been made clear. Yet, bringing these academic advantages into the framework of ELOBs high standards and in depth, contextual climate will only augment these advantages. Nationally Recognized Programs Add Cohesiveness and Distinguish Amanas Features Amana Academy is planning the implementation of programs that support ELOBs philosophy yet stand alone in demonstrating overall school achievement. While trying to implement these programs along with ELOB may sound complicated, this in fact points to another ELOB advantage. ELOB network schools use nationally recognized, researchbased programs that are proven to work well with the ELOB methodology. Amana Academy will use ELOB specialists in these national programs to execute a cohesive training program for Amana Academy faculty.
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In the areas of science, mathematics and technology, Amana Academy staff will leverage additional local resources. Extensive environmental education resources are available through Environmental Education (EE) in Georgia (www.EEinGeorgia.org), which offers an extensive collection of curricular resources. Examples include, Project Wet, Project Wild QCC Correlations, and Waste in Place QCC Correlations just to name a few. Amana partnerships with CEISMC and the Chattahoochee Nature Center as well as other necessary expedition specific experts, will help the school develop a notable proficiency in constructivist science teaching over the life of the charter. Additionally, Amanas art teacher and media specialist will work with Amana classroom teachers to create relationships with local experts to infuse expedition-specific art and technology into the classrooms. The programs/resources suggested below are samples being screened at the time of submission and the final programs will be selected with the Amana Academy administration and ELOB expertise and recommendations. Literacy
Models: Balanced Literary or Four Blocks model using Guided Reading, Shared/Interactive/Independ ent Reading/Writing Workshops and SSR Resources: Rigby Literacy - Harcourt First Steps - Heinemann Pearson Wright Group Literacy McGraw Hill Dominie, Scholastic and others
Mathematics
Models:
Classroom Management/Discipline
Models: Responsive Classrooms TRIBES All Kinds of Minds Resources
Science/SS/ Technology
Models:
Resources: Everyday Math Investigations: Silver burdette Ginn Saxon Math Math Their Way Connected Math project Research Base: Marilyn Burns
Resources: Project WET FOSS Kits AIMS Kits Project WILD Project Learning Tree Junior Master Gardeners
Research Base: Patricia Cunningham Dorothy Hall Irene Fountas Gay Su Pinnell Lucy Caulkin Donald Graves Nancy Atwell Linda Dorn Carla Soffos
Research Base: Mel Levine
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Links to ELOB Resources Referenced in Appendix D: ELOB Core Practices Benchmarks - This more than 50 page document contains detailed benchmarks for the five core practices of ELOB: 1) expeditions, 2) active pedagogy, 3) school culture and character, 4) leadership and school improvement, and 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 ELOB 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 ELOB Theory 1. Sections from the ELOB 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 ELOB Network School Samples This section includes recent expeditions, sample student work, and detailed snapshots of ELOB classrooms across the country with guidance on literacy, classroom management, Socratic seminars, and how to create compelling expedition topics that can fuel the entire days content. Samples of the ELOB newsletter Fieldwork (formerly titled The Web) are provided. ELOB is premised on reflecting and documenting teacher work. These newsletters (all on-line at www.elob.org) are packed full of specific teacher advice. 1. Sample curriculum layout for the K-5 ELOB Genesee Charter School in Rochester, NY (a model ELOB 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 is additional explicit guidance and samples for teachers to use in their classrooms. 3. Segments from additional newsletters. 4. Online teacher expedition. supplements on documenting and evaluating an
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Summary
Amana Academys school improvement plan is built on understanding how students learn and valuing each childs unique talents (multiple intelligences). We are proponents of the idea that high academic achievement results when students construct meaning for themselves through engaging hands-on/experiential learning opportunities. We also acknowledge that students learn best when they are motivated to seek knowledge and have an opportunity to delve into topics in detail (project-based instruction/service learning). The founders of this school realize that when students are assessed on the effort of their immediate work in a manner that lets them become the ultimate judge of the quality of their work (authentic/formative assessment), they think critically and develop a more positive self image. This plan also emphasizes the integration of literacy into all content areas as a means of developing communication skills and of connecting the Amana communitypeers, other grade-level students, teachers, parents and members of the wider community. Lastly, Amana founders recognize that a environment conducive to investigation (constructivism) and set at a pace that is appropriate for each individual child (differentiated learning), in an atmosphere that is safe and comfortable, will ensure that all students have the opportunity to reach their full potential.
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Chapter 3 - Accountability and Evaluation Requirements 3.1 State and County Assessment Programs
As a public charter school governed by the laws set forth by the boards of education, Amana will be subject to the accountability provisions of O.C.G.A. 20-14-30 through 20-14-41. Furthermore, Amana Academy will be subject to the goals, objectives and performance measures set forth by the Fulton County Board of Education; and Amana students will be required to take all state and district-mandated assessments, including GKAP-R, ITBS, CRCT, GWA, MGWA - and EOCT (Algebra I and Geometry). Amana Academy will also participate in the student and stakeholder satisfaction surveys mandated by Fulton County Schools As described in Fulton County School Board Charter School Policy, Section IV B., dated November 13, 2003, overall student assessment results for state and district mandated testing will be established according to the number of students enrolled who complete the school year, established baseline data from previous test scores and retention of staff. Students will be expected to meet or exceed their previous performance on the statemandated assessments. Also, for each year of operation, the overall school results of the assessments administered by Amana Academy will be compared to similar non-charter schools in the Fulton County School System in addition to comparing individual student achievement on these tests to similar non-charter school students in the Fulton County School System. Amana will also compare individual students assessment results to its students prior performance at non-charter schools. All test results will be maintained and reported to Fulton County Schools at the end of each academic year. Amana Academy will also meet or exceed proficiency targets for CRCT and ITBS tests established by Fulton County Schools in the document entitled System Strategic Plan: Balanced Scorecard Systemwide Goals, Objectives and Performance Measures, Draft 11/10/03, a copy of which is contained in Appendix R of this petition. This document contains targets for CRCT for Grades 4, 6, and 8. It is our understanding from the Fulton County Schools staff that future Fulton County system CRCT assessments will be analyzed for grades 3, 5 and 8. It is the intention that Amana Academy targets for 2004 will use numbers provided for 4th grade as targets for 3rd grade and numbers provided for 6th grade as targets for 5th grade. In addition to abiding by the above referenced test targets, Amana Academy will also meet or exceed the targets established for parent satisfaction and involvement also established on the System Strategic Plan: Balanced Scorecard. It is acknowledged that it is the responsibility of Amana Academy to obtain a final copy of the document System Strategic Plan: Balanced Scorecard document prior to opening and to adjust its targets if necessary to match the most updated version of the Fulton County Schools targets. Additionally, Amana Academy Administration will continue to coordinate with Fulton County Schools to ensure that its assessment targets are current with those of Fulton County Schools throughout the life of its charter. The students who chose to be a part of the Amana experience will be unique in that they will be educated with the highest set of standards based on a curriculum designed to actively
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engage the students while challenging them to think critically and be creative stewards. Both educators and administrators alike will be held responsible for creating the utmost learning environment for Amana students and will be accountable every year for student success and parent satisfaction. Positive School Atmosphere (as determined by survey and analysis) Community is an important part of the Amana fabric, and the cornerstone of Amanas community is the parent body of our students. We are providing the fundamental and foundational education for our children, and this is a responsibility that will be highly regarded, as the staff at Amana Academy will work diligently with our parents to ensure their satisfaction. We want our parents to feel valued and to see the respect we have for their families; and it is our goal to assure them that the "Portrait of an Amana Graduate" will include children as critical thinkers and stewards of their environment. Student satisfaction ratings with Amana Academy will be positive as well. Indicators of student satisfaction will include high attendance, active involvement in school, ability to meet educational goals and participation in extracurricular activities and seminars. Our standard attendance rate will be higher than those of other comparable schools in the System. Given our planned working relationship with ELOB, we are confident of our schools ability to fulfill these aspirations. ELOB schools have ranked among the highest in parental satisfaction. The fact that students are engaged in their work and that parents have an opportunity to assist in their childs development have very positive outcomes in terms of satisfaction. The charter school paradigm promotes meaningful, active parental involvement in guiding and operating the school, and this can reap very positive results.
3.2
Amanas Unique and Distinctive Assessment Programs
3.2.1 Assessment Philosophy

At Amana Academy we emphasize assessing what students can do rather than simply what tests results indicate in the areas of mathematical and linguistic intelligences. For this reason, students will be assessed and evaluated in a manner that reflects our desire to create students who will be motivated to learn and retain what is learned out of curiosity, desire, and willingness. At Amana Academy, teachers will use assessment techniques that show that all students have the opportunity to be successful and have the opportunity to display their talents and knowledge. Students at the Amana Academy will have a unique learning environment where each child is encouraged to be creative and solve problems. Each classroom will be an atmosphere of learning, and students will be inspired to develop a love of learning. Teachers will receive professional development in the constructivist philosophy of education where the students learn by doing in a classroom where the teacher acts not as a giver but facilitator of knowledge in a setting of differentiated learning. Students will be assessed in accordance with this educational philosophy, and students will be evaluated on performance. In accordance with Amanas constructivist framework, teachers will always be in some state of assessing student knowledge and will initially probe for student prior-knowledge of a concept before beginning a lesson. They will embed assessment into instruction to gain insight into student knowledge, and will evaluate student progress and development via a postinstruction technique in order to reflect on their own effectiveness.
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3.2.2 Instructional Planning and Evaluation

The process of using assessment information to improve teaching and learning will be a central focus of the faculty and administration of Amana Academy. The driving force behind all student assessment data is to show the faculty how to improve instruction. We believe firmly 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 students strengths can be enlisted to help eliminate areas of weakness. At Amana 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 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 lowest 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 (in middle school), 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.
3.2.3 Initial Baseline Assessment

Every effort will be made to collect all available assessment data from the students previous records at the time of enrollment. These should include all Criterion Referenced Competency Tests (CRCT) and other standardized test scores, school reports, IEPs, teacher comments, attendance data and other documented assessment records. Amana faculty will use a general family student interview conducted a the beginning of the school year to further develop an understanding of the child socially and intellectually through conversation with the child and his caretaker. Early in the first year all students will be given baseline skills assessments in the core academic areas of Language Arts/Literacy, Mathematics, Science, Social Studies as well as Arabic language.
Language Arts/Literacy and Mathematics Amana teaching faculty will use, as in most schools, baseline assessment strategies accompanying the literacy and mathematics program selected for Amana Academy. As discussed in Section 2.6 of this petition, Amana Academy is planning to select a nationally recognized balanced literacy and mathematics program. Amana Academy will also utilize the ELOB literacy institute training (see Appendix D for a short description of this training), the ELOB literacy platform included in this petition in Appendix D and the literacy assessments outlined in ELOB Core Practice Benchmarks document (included in Appendix D) all of which are built on common elements to most recognized balanced literacy programs but provide guidance to integrating these techniques into the ELOB project-based classroom. These include common assessment tools such as
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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 with the selected Amana 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 Amana Academy will adhere as well as using ELOB specific training (see Appendix D for a short sample course description) and benchmarks (see document ELOB Core Practices Benchmarks in Appendix D) to aide in the integration of the national model into the ELOB project-based classroom. Arabic Arabic baseline assessments will incorporate existing student milestones/ benchmarks included in the EFSL model. As Arabic is not commonly taught, Arabic teachers will be among the first faculty hired to translate the EFSL model units into Arabic. This faculty will include development of needed assessment materials simultaneously. In fact the Amana Academy development team has already begun development of EFSL Arabic units for kindergarten with Arabic and language professors serving on the Amana team from the University of Georgia, Emory University and Georgia State University at the time of submittal of this petition. A sample unit is included in Appendix H 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 students prior knowledge or schema. ELOB provides resources and training for fostering in-depth inquiry based classroom discussions. Teachers will use ELOB techniques to plan expeditions that focus on making connections between the classroom and the surrounding community. Teachers must develop guiding questions, projects, 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 and individually at the beginning of the year and where they arrived 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 amongst 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 ELOB Core Practices Benchmarks contained in Appendix D of this petition gives further insight into the ELOB methodology.
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When there is a doubt about the achievement level or competency of new students, we will give additional testing to further the baseline data. All Limited Proficiency English students will be tested in accordance with the procedures outlined in Section 4.2.4 of this petition.
3.2.4 Authentic/Formative Assessment

In keeping with Amanas 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 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 students 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 childrens 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: Both elementary and middle school students will complete projects that represent a cumulative show of the students 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 students 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 students progress over time, while simultaneously giving information for future instruction and student needs.
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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. 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 childs academic accomplishments and social achievements and together will set goals for the child (refer to ILP description below). Upper grade students will be involved in these conferences to reinforce their participation in the learning process, with student-led conferences held occasionally.
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 Amana Academy, teachers should design assessments so that all students have the opportunity to be successful.
3.2.5 Individual Learning Plans (ILP)

Amana Academy will make use of an individual learning plan (ILP) whereby teachers will meet with families prior to the first day of school for the purpose of getting aquainted with the entering child and family or updating information for the returning child and family (as with looping classes). The teacher will seek to gain an understanding of things such as family background, needs, cultural, religious and personal issues of interest and child and family goals. Throughout the year, teachers will conference with families to discuss a childs ILP. This will be a special time for parents, children and teachers to connect and discuss the development of the child both in the classroom and in his/her family environment. ILPs will be designed to evolve throughout the year as an understanding of strengths, learning styles and prominent intelligences emerges. The ILP will be used as a tool to identify and cultivate child interests, and set targets and strategies for developing goals with input from the child, teacher and family. The ILP can be an important tool for creating an education experience that develops as a continuum throughout the students time at Amana Academy. The ILPs will never be used to track, label or define childrens limits. This is completely contrary to the intent of the ILP and not only limits the child, but the teacher as well in his/her interaction with the child and family. The ILPs intent should always be as a tool to understanding the childs needs in a methodical manner so as to guide his/her potential. The specific and detailed format, content and use of ILPs will be developed with Amana Academy staff and Administration prior to the school's opening.
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3.3
Charter-Specific Performance Criteria
In addition to the formal state mandated assessment tests, Amana Academy has defined a number of broad goals for the school that include both targets for student achievement and goals for the broader community. Specific measurable objectives have been developed that can be periodically monitored and evaluated to determine if the school is attaining these goals. The goals and objectives of Amana Academy are as follows: Goal 1: Demonstrate a high level of academic performance. Objective: Meet or exceed state and district average scores on all mandated state and county assessments in each year of operation. Objective: Continually develop and improve curriculum and teaching through the design and implementation of at least one interdisciplinary learning expedition per year per grade as measured by student portfolio data, teacher assessments, alternative assessments, annual presentations and ELOB school evaluations. Objective: Continually develop and improve curriculum and teaching by inviting Amana partners, and/or other non-profit education focused agencies/organizations to observe the school and offer suggestions on improvement. Objective: Continually develop and improve curriculum and teaching by annually benchmarking instructional and classroom management practices at one other school similar in scope. Goal 2: Develop clear and effective oral and written communication skills in each student. Objective: Meet or exceed state and district average scores on the GA writing exams in each year of operation. Objective: Incorporate writing across the curriculum. Students will regularly utilize journals and fulfill a writing component within relevant academic disciplines. Objective: Showcase student achievement in writing. Students will maintain a portfolio of their writing. Objective: Develop public speaking skills in all students. At various occasions during the year, every student will present their work or peer-critique to an in-class audience that is appropriate to their individual talents. At least once a year, every student will participate in staging a presentation of their classs academic work through a formal oral presentation delivered to peers, family and community members. ELOBs we are crew principle resonates with the need for every student to participate in staging a presentation, without having to actually be the presenter. Goal 3: Develop strong Arabic language skills in each student. Objective: By the fifth year of operation, ninety-five percent of those students who attended five years at Amana Academy will be able to speak, read and write in Arabic at an intermediate level of proficiency as measured by teacher assessments, ESFL Model Program assessments and benchmark assessments aligned with the ACTFL Proficiency Scale. Objective: By the fifth year of operation, ninety-five percent of those students who attended five years at Amana Academy will be able to recognize key aspects of the
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Arabic culture as measured by teacher assessments, ESFL Model Program assessments and benchmark assessments aligned with the ACTFL Proficiency Scale. Objective: Continually improve the integration of Arabic into the curriculum as evidenced by culminating projects, ELOB review/evaluation, and student portfolios. Goal 4: Enhance students ethical character development. Objective: Develop an integrated curriculum emphasizing the elements of character, promote a climate permeated with the culture of character and provide opportunities to practice the habits of character at school and in the community as measured by the ELOB school review/evaluation process and teacher/student/parent evaluations and surveys. Objective: Students will develop strong ethical character traits as measured by a decrease in student disciplinary referrals and increased positive student involvement. Objective: Increase positive student outcomes in each year of operation as evidenced by student surveys that measure student engagement in learning, bonding to the school and student perceptions of the implementation of expeditionary learning approaches in their school. Goal 5: Develop an environmental consciousness in students. Objective: Work with partners/experts and utilize local natural resources to ensure that yearly expeditions explore human/environment interactions even if they are not the primary expedition focus as measured by student work, partner surveys and thirdparty audits. Objective: Design a school environment where conservation and exposure to natural features (plants, nature samples and habitat photography) are prominent in the classroom as evidenced by administrative observations, teacher evaluations, ELOB school review/evaluation process and teacher/student/parent satisfaction surveys. Objective: Request annual outside audits from government and/or non-profit organizations to review Amana Academys environmental culture to suggest areas of ongoing improvement and development. Goal 6: Empower students to pursue excellence. Objective: Students will become proficient in constructive peer feedback for the purpose of refining and perfecting their work. Stages of improvement of edited and published work contained in student portfolios will serve as evidence of attainment. Objective: Implement the use of student and peer group generated rubrics to judge the quality of students work. Evidence will be measured by observations, in-class assessments, portfolios and student self-evaluations. Goal 7: Encourage civic responsibility. Objective: Provide service-learning opportunities for all students (and families) beyond the classroom that provide a meaningful context for their academic work. Each student will participate in at least two service-learning opportunities per year.
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Observations, in-class assessments, public performances and presentations, portfolios and student self-evaluations will measure evidence. Goal 8: Create an environment where parents and family members are actively engaged in students education. Objective: Increase communication with and involvement of parents in children's education by providing volunteering opportunities; and by providing ongoing mechanisms for increased parental input into substantial school issues as evidenced by increased positive parental satisfaction surveys. Objective: Ensure that parents feel that the school is responsive to their needs and is performing well. A satisfaction survey will be administered each year, and by the fifth year of operation, 88% of parents will report satisfaction with the schools performance. Objective: Ensure parents are actively involved in students service learning by extending invitations to all parents to participate in at least one service learning opportunity per year as documented in internal administrative logs. Goal 9: Develop outstanding teachers. Objective: Provide teachers with mandatory, ongoing professional development that supports Amanas instructional philosophy and facilitates the implementation of the Amana Academys educational framework as evidenced by ELOB school evaluation reports and administrative reports. Objective: Solicit teacher feedback through the use of teacher surveys with appropriate follow-up and dialog. 88% of Amana's teachers will be satisfied with their overall working environment. Objective: Enhance collaboration between teachers by creating substantial blocks of time for teachers to meet, plan and discuss every aspect of teaching and learning. Goal 10: Maintain a positive relationship with all partners to enhance Amanas longterm development plans and goals. Objective: Conduct annual evaluation to determine areas of opportunity and the impact that the relationship has had on both entities as measured from input at annual meetings. Objective: Have a representative from one of Amana Academys partners (including but not limited to Hands On Atlanta, Alif Institute, Georgia Tech CEISMC, or Chattahoochee Nature Center) to attend a Governing Board Meeting at least once per quarter. Objective: Encourage and provide a welcoming atmosphere for Amana partners to visit the school, meet with Amana faculty and observe Amana classroom and extracurricular activities and special events as measured by attendance. Goal 11: Establish sound and accurate financial management practices in all areas of the schools business operations. Objectives: Be cash flow positive in each year of operation once full enrollment is achieved as evidenced by cash-flow statement and annual report.
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3.4
Annual Evaluation Plan
Since the entire student population will be new to the school, Amana will use the results from the State and System student assessments, student and stakeholder surveys, student and staff retention and unique charter-based objectives as base-line data in developing a comprehensive Annual Evaluation Plan by the end of the first year of operation. Amana Academy will follow the Fulton County School System Strategic Planning Model to develop an Annual Evaluation Plan that addresses student improvement and includes the precise levels for achievement.
3.5
Assessment Reporting
3.5.1 Reporting to Stakeholders

All assessment data will be collected by Amana Academys staff and will be reported to the School System at the end of each school year. Fulton County Schools will then analyze the data and complete the required school comparisons in the same manner as other schools in the System. In addition, individual test scores and achievement information and data will be disseminated to the respective parents of Amana students so that they may stay informed of Amanas success and commitment to academic excellence. Copies of a compilation of the test data for the entire school and by grade level, with a commentary from the school, will be mailed to the parents, the Governing Board, and other community members, as evidence of the schools progress in these areas.
3.5.2 Progress Reports/ Report Cards/Portfolios

A valuable part of Amanas mission and vision is to create individuals who are critical thinkers and who love learning. The extrinsic motivation of receiving an A on a report card in order to be rewarded at home is in contrast to being intrinsically motivated to learn for the love of learning. Administering numerical and/or grade based report cards will not inspire the joy for learning we want to create at Amana, and for this reason students will be assessed and evaluated in a manner that reflects our desire to create students who will be motivated to learn and retain what is learned from curiosity, desire, and willingness. To this purpose, teachers will issue written reports to parents each quarter that give an account of how their children are performing in class compared to an established standard. Whenever possible and appropriate, reports will be narrative to give all those who have a stake in the progress of the child the best picture of areas of strong achievement and areas needing strengthening. Amana Academy administration, staff and Governing Board, in partnership with Fulton County Schools and Expeditionary Learning Outward Bound will determine the final format of report cards prior to the opening of school. Additionally, ELOB school designers will help Amana teachers incorporate the use of portfolios of student work as a way to holistically assess what has been learned and to encourage students to revise their work as a regular feature of their learning. This form of assessment fosters an ongoing dialogue and reflection on the part of students and teachers about what students are learning as well as the quality of their work. Teachers will involve parents in the review of portfolios, often at parent-teacher conferences scheduled at regular intervals throughout the school year, and will showcase portfolios to members of the community.
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3.6
Additional Accountability Provisions
Amana Academy will work with the Expeditionary Learning Outward Bound (ELOB) consultants to monitor how well Amana is implementing the schools ELOB framework core beliefs. Through formal school and self-evaluations, Amana Academy will receive comprehensive feedback that will provide further details on school performance. Please refer to Appendix D for a sample ELOB School Evaluation report.
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Chapter 4 Official Matters 4.1 Waivers of State and Local provision
Amana Academy wishes to waive the following from Title 20 of the Official Code of Georgia and Rule 160 of the State Board of Education. Accountability provisions of O.C.G.A. 20-1430 through 20-14-41 will not be waived. Formation and Duties of Local School Councils O.C.G.A. Section 20-2-85 and Waiver Request 20-2-86 No. 1 A. Designate the performance to be improved: Rather than rely on a local school council, Amana Academy wishes to create its own governing body to govern the school. This Governing Board will be comprised of a majority elected parents, Founding Board members, and local community leaders who understand and support the unique mission of Amana Academy. The granting of this waiver allows Amana Academy to create its own governing body to be more efficient in meeting its goals so it can provide the unique collection of educational programs and appropriate school community atmosphere to improve overall student performance and achievement across subject areas. B. Describe how the charter will measure the improvement of such performance: The success of the Governing Board will be measured by the achievement of Amana Academys mission per sections 3.1 and 3.3 in this petition. The Governing Board intends that Amana Academys students will learn in an environment, which will motivate students to learn and aspire to high academic standards. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law to improve communication and participation of parents and the community in the management and operation of public schools. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish this mission we will organize a Governing Board that represents our community and encourages participation of parents and the community in the management and operation of the school. The governance structure is described in section 6.4.2 of the petition.
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Expenditure Funds O.C.G.A. Section 20-2-167: Waiver Request No. 2 A. Designate the performance to be improved: Since Amana Academy is a start-up charter school and in the process of building and expanding its program over the duration of the charter, the school wishes to waive expenditure requirements of Quality Based Education Funds. Amana wishes to rollover any excess money from such funds to be used the following year to improve upon or expand Amanas programs and resources rather than return such funds to the State treasury. By reinvesting these funds into the school, Amana will have a greater ability to directly improve student performance and achievement in targeted academic areas. These funds will be used for things like increased teacher training through ELOB, lab resources, the media center, classroom resources, technology, learning expeditions, and future facilities improvements. In general, student achievement in all areas can be improved through the granting of this waiver, and in particular areas that rely on teacher skill, classroom resources, and field-work. B. Describe how the charter will measure the improvement of such performance: This use of surplus (rollover) funds will be measured by Amanas operating and five-year budgets in sections 5.2.1 and Appendix J, which include but are not limited to expansion into middle school grades, additional media center and technology resources, increased teacher development, and additional facilities. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law to efficiently manage and spend the Quality Based Education Funds. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish its mission, Amana will use financial tools such as but not limited to budgets, cash flow statements, and annual financial audits to monitor rollover funds. The schools financial plan is described in chapter 5 and Appendix J.
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Class Size O.C.G.A. Section 20-2-182(i) and SBE Rule 160-5-1-.08 Appendix A Waiver Request No. 3 A. Designate the performance to be improved: Amana Academy wishes to allow flexibility in class size in order to achieve its unique goals. Although Amana intends to keep classes within County/State guidelines, there will be instances where instructional formats such as, but not limited to, learning expeditions and service learning where larger class sizes may be more appropriate; or remediation where a smaller class size would make more sense and thereby improve student performance. Student achievement in specific areas such as project work, field-work for learning expeditions (ELOB), Arabic language, and remediation will be improved through the granting of this waiver. B. Describe how the charter will measure the improvement of such performance: The appropriateness of the class size will be measured through the academic achievement of the students and satisfaction surveys as outlined in sections 3.1 and 3.3. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law and State Board of Education rule in minimizing class size so that teachers can give the proper amount of attention to each student without jeopardizing educational instruction. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish this mission, Amana Academy will give each student personal attention and will ensure appropriate class size in order to optimize teacher/student interaction. The class size will be determined and adjusted to meet the students needs, curriculum, and methods of instruction. In general, Amana Academy does not expect to exceed county and state mandates with respect to class size given the intended teacher staffing. The schools estimated class size is described in section 1.2 of the petition.
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Certification Requirement of Hired Professionals - O.C.G.A. Section 20-2-200, Waiver Request Professional Standards Commission Rule 505-2-.09 1(a) and Fulton County Schools Policy GBBD for Professional Certification No. 4 A. Designate the performance to be improved: Amana Academys intent is to hire and retain the most highly qualified teachers to achieve the charters mission. Such flexibility in the hiring of its teachers will improve student performance/achievement in specific areas such as Arabic, project-based learning expeditions (ELOB) that integrate multiple curricular content areas (literacy, social studies, science, mathematics, etc.), and service learning through the granting of this waiver. Highly qualified teachers in these areas may or may not have been certified. For this reason, Amana requests flexibility in the hiring of non-certified teachers. B. Describe how the charter will measure the improvement of such performance: Amana Academy will demonstrate how flexibility in hiring will allow it to reach its goals by annually reporting its progress toward the goals outlined in sections 3.1 and 3.3 of the petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law and Fulton County Schools policy to set a standard for highly qualified public school teachers. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish this mission Amana Academy will employ highly qualified teachers based upon their demonstrated ability to teach elementary and middle school grade students, with their academic qualifications that are in keeping with Amanas mission. These credentials may include but not limited to (a) certification from the State of Georgia or other state or country that will be consistent with the areas of specialty to be taught, or (b) a demonstrated subject matter expertise and a demonstrated practical ability to instruct students in the subject discipline. A description of teacher qualifications is contained in section 4.3.1 of this document. Teachers will be encouraged to further their professional development including but not limited to certification.
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Appropriate Organizations to provide In-Service or Continuing Education Waiver Request O.C.G.A. 20-2-201(c) No. 5 A. Designate the performance to be improved: All teachers will be required to pursue continuing education courses in order to obtain or retain their certification status in addition to other continuing education training to help achieve Amana Academys high academic and ethical character achievement goals. However, Amana Academy wishes to waive the States requirement that this training be provided by local areas of administration and other appropriate organizations. Amana Academy requests the flexibility to hire skilled professional development consultants to provide services on-site that will provide the teachers and other hired professionals guidance and improvement on their teaching skills. These consultants may not possess the certification requirements of the State, but will possess knowledge and skills needed in order to further the staffs skills in educating the students and providing them with the best education possible in alignment with Amanas unique curriculum and vision and thereby improve student performance. Amana Academy will want the opportunity to participate in courses relevant to its ELOB instructional approach as described in the petition, the Arabic curriculum, and any other courses which facilitate Amanas high academic and ethical standards. Through the granting of this waiver student performance/achievement will be improved in specific areas such as Arabic, ELOB project-based learning expeditions that integrate multiple curricular content areas (literacy, social studies, science, mathematics), and service learning through . B. Describe how the charter will measure the improvement of such performance: The students continuous achievement will be one basis for measuring the quality of Amanas in-service continuing education. Since the continuing education provided by Amana will be aligned with the students specific needs and the objectives of the school, such education can only improve the staffs ability to properly educate the students in a manner consistent with Amanas goals as outlined in sections 3.1 and 3.3. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law to ensure teachers are continually educated and kept up-to-date with methods of teaching. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. In order to accomplish its unique mission elements, Amana Academy will reserve
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the right of this waiver to contract with non-certified specialists to conduct professional development and monitor results through student achievement, and feedback from administrators, teachers, and parents. Amana Academys professional development process is described in sections 4.3.8 and throughout chapter 2 of this petition.
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Teacher Salary Schedules and Increases O.C.G.A. Section 20-2-212, 20-2Waiver Request 212.1, 20-2-212.2 and SBE Rules 160-5-2-.04 and 160-5-2-.05 No. 6 A. Designate the performance to be improved: Amana Academy wishes to waive the States teacher salary schedules and increases requirement in order to better match teacher educational credentials, experience, and motivational fit to Amanas guiding principles, vision, mission, and instructional approaches (including but not limited to ELOB design principles and core practices). The granting of this waiver will better preserve the integrity of the charter, improve student performance/achievement in specific areas such as Arabic and ELOB derived project-based learning expeditions that integrate subject areas, and improve the opportunity for successful school operational and financial outcomes. B. Describe how the charter will measure the improvement of such performance: The benefit of Amana Academy defining its own salary schedule will be measured by the achievement of Amana Academys mission per sections 3.1 and 3.3 of this petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law and State Board of Education regulation to establish a schedule of minimum salaries for services rendered. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish its mission, Amana Academy will compensate personnel based upon their demonstrated ability to teach elementary and middle school students, their academic qualifications, experience, motivational fit, and feedback evaluations that are in keeping with Amanas mission. Estimated salaries are presented in Appendix J under Staffing Assumptions. Hiring criteria and Amanas teacher evaluation process are described in section 4.3.1.
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Teacher Contracts O.C.G.A. Section 20-2-211(a), 20-2-211(b), and 20-2-211(c) Waiver Request and Fulton County Schools Policies GBL and GBO: No. 7 A. Designate the performance to be improved: To mitigate financial pressures and the unpredictability of starting and expanding a new school, Amana Academy would like to waive the requirement of having a written contract for its teachers. Specific student achievement in the areas of project-based expeditionary learning and Arabic will be improved through the granting of this waiver because specific teaching skills will be required for these unique elements. The granting of this waiver will afford Amana Academys Governing Board and the Principal flexibility in making timely decisions to best align human resources to meet the needs of students and to ensure sound and smooth operational/financial management thereby improving student performance/achievement in all subject areas. B. Describe how the charter will measure the improvement of such performance: The benefit of Amana Academy waiving O.C.G.A. Section 20-2-211(a), 20-2211(b), and 20-2-211(c) and Fulton County Policies and Procedures GBL and GBO will be measured by the achievement of Amana Academys mission per sections 3.1 and 3.3 of this petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law and Fulton County policies to establish conditions of employment. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish Amanas mission, we establish conditions of employment. Such conditions for employment are described in section 4.3 of the petition. Instead of written contracts, a teacher will be an employee at will where Amana is only required to give 30 days notice for termination and likewise, the teacher need only give Amana 30 days notice for resignation. Amana guarantees that it will abide by all Federal and State laws regarding hiring and termination policies and will not discriminate based on age, gender, race, religion, national origin, color, or disability.
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Duty Free Lunch Period O.C.G.A. Section 20-2-218 Waive Request No. 8 A. Designate the performance to be improved: Amana Academy wishes to have flexibility to create a schedule which best accommodates the needs of the students and teachers. While Amana Academy intends for teachers to have a duty-free time during the day, it may be necessary for some teachers to be available to assist the students during the lunch hour. This option will afford Amana the flexibility to (a) promote a we are crew culture per ELOB design principles see Appendix M, and (b) manage expenses associated with substitute teachers and paraprofessionals/instructional assistants. The granting of this waiver will provide this extra teacher time with their students that allows for a closer relationship with students and will lead to improved student performance/achievement in all subject areas and in classroom behavior. B. Describe how the charter will measure the improvement of such performance: Flexibility in designing the staffing schedules will allow Amana Academy to achieve its unique academic, satisfaction, and ELOB implementation goals as outlined in sections 3.1 and 3.3. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law to give teachers duty free time. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. Amana Academy is in alignment with ELOBs design principles that strongly support time for reflection. In spirit, this position is in consistent with the States provision for giving teachers and staff some duty-free time, yet Amana Academys intended culture and financial management is better served through flexibility with teacher/staff schedules. Amanas daily schedule is described in section 1.2.
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School Administrator O.C.G.A. Section 20-2-042(1.1 Waiver Request No. 9 A. Designate the performance to be improved: Amana Academys intent is to hire and retain the most highly qualified administrators to achieve the charters mission. Such flexibility in the hiring of its administrator, whether certified or not, will improve student performance/achievement in all subject areas since there are uncertified administrators who possess the general management & educational qualifications to adequately manage Amana Academy with its semi-autonomous nature and unique educational approaches. For these reasons, Amana requests flexibility in the hiring of non-certified administrators. Qualifications for employment at Amana Academy are found in section 4.3.1. B. Describe how the charter will measure the improvement of such performance: Amana Academy will demonstrate how flexibility in hiring will allow it to reach its goals by annually reporting its progress toward the goals outlined in sections 3.1 and 3.3 of the petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law to set a standard for highly qualified public school teachers. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish this mission, Amana Academy will employ highly qualified administrators based upon their demonstrated ability to manage schools, previous classroom experience, with their academic qualifications that are in keeping with Amanas mission. These credentials may include but are not limited to (a) certification from the State of Georgia or other state or country that will be consistent with areas specific to Amana Academy or (b) a demonstrated subject matter expertise and a demonstrated practical ability to instruct students and manage schools. Administrator criteria are described in section 4.3.
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State Board to prescribe textbooks: O.G.C.A. 20-2-1010 and Electronic Format of Waiver Request Textbooks: O.C.G.A. Section 20-2-1015 and SBE Rule 160-4-4-.10(k). No. 10 A. Designate the performance to be improved: Given its unique educational program elements, such as but not limited to Arabic language, Amana Academy wishes to have flexibility in the selection of textbooks and the electronic copy requirement to improve student performance/achievement. A textbook selection committee intends to choose the best textbooks and curricular resources, which improve Amanas ability to implement its curriculum. The granting of this waiver will improve student achievement in specific areas such as Arabic language and project based learning expeditions, which will benefit from textbooks that align well with ELOBs instructional approach. B. Describe how the charter will measure the improvement of such performance: Having flexibility to customize textbook selections will enable the school to realize its goals as outlined in sections 3.1 and 3.3 of the petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law and State Board of Education rule in ensuring that students of public schools are using the best resources available for instruction. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish this mission, Amana Academy will choose the most appropriate textbooks for its program and will guarantee that the State and Fulton County Schools will have access to copies of all textbooks used at Amana. Amana Academy will, in many instances, utilize textbooks adopted by the Georgia Board of Education and Fulton County Schools. Our implementation team will benchmark this list. However, the flexibility to select resources that go beyond the States list will greatly enhance our uniqueness.
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Category VI Special Needs Eligibility for Intellectually Gifted Students: O.C.G.A. Waiver Request 20-2-152(6), Qualified Personnel Standard for Special Needs Students SBE Rule 160-4-2.38, Fulton County Program for Intellectually Gifted Policy IDDD No. 11 A. Designate the performance to be improved: Because of its smaller size, Amana Academys intends to serve the needs of Intellectually Gifted children to the greatest extent possible within the context of the regular classroom where teaching staff may not be State certified. The flexibility to meet the needs of Intellectually Gifted students using non-State certified personnel will prompt Amana to hire highly qualified teachers who possess the qualifications to fulfill on Amanas program while maintaining a manageable school size. The relatively small size of the school will allow for stronger personal relationships between students, staff, administration, and families, ensuring that no student "falls between the cracks" and will improve overall student performance. The granting of this waiver will improve student achievement in areas such as project-based learning expeditions that integrate various subjects around a central theme. ELOB promotes differentiated teaching skills within the classroom versus tracking. This approach may not require State TAG certified teachers. B. Describe how the charter will measure the improvement of such performance: Having flexibility to hire highly qualified teachers that meet the Amana criteria to serve the Intellectually Gifted will enable the school to realize its goals of success for all children as outlined in sections 3.1 and 3.3 of the petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the law, State Board of Education rule, and Fulton County Schools policy in ensuring that Intellectually Gifted students are taught by qualified personnel. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish this mission, Amana Academy will choose the most appropriate textbook for Arabic instruction and will guarantee that the State will have access to a copy of the textbook in some form. To accomplish this mission Amana Academy will employ highly qualified teachers based upon their demonstrated ability to teach elementary and middle school grade students, with their academic qualifications that are in keeping with Amanas mission. These credentials may include but not limited to (a) certification from the State of Georgia or other state/country that will be consistent with the areas of specialty to be taught, or (b) a demonstrated subject matter
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expertise and practical ability to instruct students in the subject discipline. A description of teacher qualifications is contained in section 4.3.1 of this document. Additionally, Amanas inclusion model, educational framework, teacher training/development program and Individual Learning Plans (ILP) will provide all students, including Intellectually Gifted students, with the opportunity to reach their maximum potential. These programs are outlined in detail in chapters 2-4 of this petition.
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Fulton County Schools Policy IFCBA: International Educational Travel and Waiver Request Exchange Programs for Students No. 12 DELETED A. Designate the performance to be improved: As stated in the schools mission statement, Amana Academy strives to produce students with a global mindset who can bridge cultural gaps. A key element of this goal, and related to cognitive skill enhancement, is the acquisition of proficient Arabic language skills. Proficiency in any foreign language is enhanced when a student is immersed in a native speaking environment. As its program evolves, Amana Academy may offer students voluntary opportunities to enrich their Arabic language skills and cultural understanding through carefully planned short-term international study and exchange programs. For these reasons and in the interest of efficiency, Amana Academy wishes to waive Fulton Countys requirement for getting prior approval from the Superintendent and Board of Education for international travel and exchange programs for students. Managing this decision process on its own allows Amana Academy to be more efficient in meeting its educational and operational goals. B. Describe how the charter will measure the improvement of such performance: Having the right to decide on and implement voluntary international travel and exchange programs that ensure beneficial learning experiences for students will enable the school to realize its goals of success for all children as outlined in sections 3.1 and 3.3 of the petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of Fulton Countys policy in ensuring that all international educational travel and exchange programs are carefully planned to ensure beneficial learning experiences and adequate supervision and safety of students. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish this mission, Amana Academy will create Arabic language and cultural understanding learning experiences which include but not limited to voluntary short-term international study/exchange opportunities that require travel abroad. Amana Academys Arabic language program is described on section 2.2.3 and the schools multicultural emphasis is described in section 2.5.2.
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FACILITY WAIVERS: Amana is dedicated to providing a secure and well-planned facility that will be the best learning environment for our students. Amana will fully comply with all applicable safety, health, and permit codes. Amana respectfully requests that the following State Board of Education Rules regarding our facility be waived: Naming Facility Fulton County Board Policies and Procedures FDC: Waiver Request No. 13 A. Designate the performance to be improved: Amana Academys name embodies the schools guiding principle of stewardship and its emphasis on academic excellence. The schools Founding Board has approved this name for the school with the intent that the profound meaning of the Amana name will instill a sense of purpose throughout the schools community thereby improving student performance. Through the granting of this waiver, student achievement will improve in most subject areas and also in character building, since stewardship has such broad application potential. This broad application even extends to the operation and management of the school, and the schools relationship/interaction with the community and environment. B. Describe how the charter will measure the improvement of such performance: Amana Academys founders and organizers are most familiar with the unique curriculum and mission of Amana and therefore are most suited with providing a name that reflects Amana Academys goals and curriculum as measured in sections 3.1 and 3.3. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of Fulton County Schools policy to find the most appropriate name for the school which reflects the best public image. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish its mission, Amana has chosen a name which reflects the goals and intentions of the school as described in the Executive Summary and section 1.1.
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School Size - School Board Rule 160-5-4-.08 Waiver Request No. 14 A. Designate the performance to be improved: Amana Academy requests the flexibility to maintain a manageable school size appropriate to the goals of the school. Maintaining a smaller school size enables Amana Academy to create a community-like atmosphere and improve teacherstudent, and parental interaction. A small school size also encourages student self-esteem and confidence. For these stated reasons, maintaining a smaller school size should improve overall student achievement and performance through the granting of this waiver. The Founding/Governing Board is best suited to determine the appropriate school size that (a) enables operational and financial success, and (b) enables staff and students to work together more efficiently to provide the best learning environment. We expect initial enrollment to be at 326 students from Kindergarten through 5th grade with an increase to approximately 529 students in year five of the charter when 6th through 8th grades are added. B. Describe how the charter will measure the improvement of such performance: Amana Academy will measure the student bodys achievement and staff/parental feedback as presented in sections 3.1, 3.3. Administrators will also measure impacts to schools size against assumptions presented in section 5.2.1 and against the budgets in Appendix J of the petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the State Board of Education rule that larger schools be more cost effective. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish its mission, Amana Academy will maintain a manageable school size, which will facilitate cost effectiveness in the carrying out of its educational program with ELOB. Through a manageable size, the school will ensure staff/parental satisfaction and that students leave the school with a strong sense of values, community, and ethics thereby paving the way for success in future endeavors. Amana Academys school size is described in section 1.2 and its financial budgets are presented in section 5.2.1 and Appendix J of this petition.
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Limited Public School Choice SBE Rule 160-5-4-.09 Waiver Request No. 15 A. Designate the performance to be improved: Any student desiring a unique curriculum with high academic expectations and who lives in the Fulton County School District will be able to attend Amana Academy. The granting of this waiver shall improve overall student achievement and behavior, since Fulton County residents will attend this school by choice and will have a vested interest in the educational programs and approaches the school offers. This vested interest will translate into higher levels of parental involvement in students learning, which has been shown to improve student achievement. B. Describe how the charter will measure the improvement of such performance: Amana Academy will measure the performance of it students through test scores, attendance data, discipline data, as well as with other determinates of a successful school as described in sections 3.1 and 3.3 of this petition. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with, the intent of the State Board of Education rule to be accountable for students in the schools district. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish its mission, Amana Academy will only be accountable for the education of those particular students as described in section 1.2.
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Approval of Plan and Specifications SBE Rule 160-5-4-.10 AND Waiver Request Processing of Plans and Specifications of Public School Construction SBE Rule 160-5-4-.15 No. 16 A. Designate the performance to be improved: Amana Academy wishes to accelerate the process of providing a safe and effective educational structure for its students and staff. Amana wishes to avoid the burden of having to submit plans to the State for their review process. Amana will utilize the experience of consultants and experts in the field; it will meet all applicable building codes, and obtain the required permits and certificates. Through the granting of this waiver, the final outcome of a safe and effective structure should provide Amana Academy with a learning environment that will lead to improved overall student performance/achievement, especially in areas such as ELOB inspired project-based learning that integrate subject areas. B. Describe how the charter will measure the improvement of such performance: Amana Academys successful performance in this area will be measured by the schools goals stated in sections 3.1 and 3.3 of this petition in addition to Fulton County review of completed renovations and/or construction of its school site. This can only be accomplished by its obtaining the required permits and certificates and by final approval from the Fire Marshall with a Certificate of Occupancy. C. Demonstrate how any such waiver does not undermine the intent of the waived state and local rules, regulations, and policies: The requested waiver does not undermine, and is consistent with the intent of the State Board of Education rules to provide students with a safe and effective facility. At Amana Academy we have envisioned an educational experience that develops students who possess a healthy balance of intellect and ethical character students with a positive self-image who are motivated for lifelong learning and achievement, who respect others and the environment, and who can skillfully communicate their interests and passions. With this objective in mind, Amana Academy strives to prepare students for high academic achievement, to expand students capacity as powerful communicators, to equip students with a firm command of the Arabic language, to inspire ethical character, and to promote civic and environmental responsibility. To accomplish its mission, Amana Academy will offer its building or renovation plans and consult with the Facilities Department of the Department of Education and with Fulton County Schools. Amana Academy simply wishes to avoid all time consuming approval processes in order for it to efficiently complete its remodeling/construction of a school. Amana will comply with all applicable local, state, and federal building codes and will obtain the proper certificates and permits. Amana Academys facilities plan is described in section 6.6.
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4.2
Special Need Students
Amana Academy will be designed to support and enhance the social and emotional development of all its students, as well as their academic growth. Amana Academys 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. Through the assistance of our school model partner, ELOB, Amana will develop a program that emphasizes the natural world and time to reflect. At other ELOB 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. Amana plans to leverage our relationship with ELOB to develop applications that will serve the Amana target population in all of these areas prior to the schools opening. The small collaborative groups emphasis will enable special needs students to get attention from the teacher and peers that they would not receive in an environment with longer periods of time devoted to whole group instruction. Additionally, special needs students and their families will be assisted 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 classroom environments that are peaceful, nourishing and welcoming places that allow the students to flourish.
4.2.1 Compliance and Procedural Safeguards

Amana Academy will comply with all regulatory requirements of the Individuals with Disabilities Education Act (IDEA), Section 540 of the Rehabilitation Act of 1973, Title 11 of the Americans with Disabilities Act and shall serve all eligible students as defined in O.C.G.A. 20-2-152 (d)(1)(2)(3)(4)(5) regardless of severity and disability. To ensure its compliance, the Academy will: work with the District to develop a system that meets the needs of the students and provides them with services from licensed/certified staff or consultants in a manner consistent with state and federal law. An on-site special education coordinator will be responsible for the individual case management of all Individualized Education Programs (IEPs) and will coordinate all related services required by a students IEP. Amana Academy shall provide all special education and related services or contract with a third party to provide them; maintain a list of the names and positions of school employees who can access student records. Amana Academy understands that student records are private and all school personnel must obtain parental consent before showing the records to anyone not involved in their students education. All employees will be required to sign confidentiality agreements and each students folder will contain a checkout record showing who reviewed the files and the date of each review; and
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follow the required procedures, informing parents of their rights and giving them a copy of the procedural safeguards each time there is any correspondence or any meeting is held, in addition to adhering to those specific procedural safeguards as described in IDEA.
4.2.2 Early Identification, Evaluation and Placement

Several steps will be used in determining the appropriate educational program to be provided to children with learning, physical and behavioral/emotional difficulties: Existing IEPs: Prior to opening, an IEP Committee will be formed for the timely collection and review of all existing IEP records (enrolling students). The aim is to properly identify and intervene as early as possible and to support and include children with disabilities in the regular education program to the maximum extent appropriate. Amana Academy supports responsible inclusion, and all efforts will be made to serve exceptional students in regular, self-contained classrooms to the maximum extent appropriate in accordance with the Least Restrictive Environment (LRE) guidelines mandated by federal law. Pre-referral: Consistent with Amanas educational philosophy, the Academy faculty will focus on adapting/modifying instructional/management techniques to a child's needs before he/she is evaluated for specialized services. When classroom teachers notice a student who is displaying difficulties in learning, a variety of different approaches (pre-referral interventions) will be tried and documented to accommodate the needs of the student. After these interventions, a teacher may decide to bring the child to the attention of the Student Support Team. Student Support Team (SST) /Referral: In compliance with IDEA guidelines, Amana Academy will identify a Student Support Team (SST) to review an individual student's strengths and areas of concern. This multidisciplinary team, comprised of general teachers, the school counselor and an administrator, will plan strategies and organize resources for redressing problems and concerns about a student. The SST referral will indicate the suspected area(s) of disability, provides school history and documents the modifications that have been tried and proven unsuccessful prior to making a referral. An assessment plan will be developed and the family contacted within fifteen (15) days. The parent/guardian has fifteen (15) calendar days from the date of receiving the Assessment/Evaluation Plan to consent to the plan and return it to the school staff. Student referrals for comprehensive educational evaluation to determine eligibility and the need for special education shall be preceded by interventions recommended by the Student Support Team (SST). Assessment/Evaluation: Once a student is referred to special education from the Student Support Team (SST) or other appropriate source, the evaluation and placement process shall be completed without undue delay and in accordance with state rules and federal regulations. Prior to conducting an initial evaluation, a school representative will contact the parent / guardian and set up a conference to discuss the following: Review the reasons for assessment.
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Describe the materials and procedures that will be used to obtain information about the child. Explain the rights of the parent/guardian and school district related to assessment. Determine the student's primary language and proficiency. Describe alternate means as appropriate. Obtain written consent for release of confidential information.
Parents are strongly encouraged to contribute pertinent information during this period. Their perspectives and experiences with the student are of great value and will be considered throughout the evaluation process. Licensed staff and/or consultants will perform the evaluation(s) and share results with parents and other faculty members. The parent conference may convene without the parent under the following conditions: (1) The parent waives his/her responsibility to attend, or (2) The parent has neglected to respond to documented communication efforts. In accordance with state rule 160-4-7-.05, Amana parents will receive a copy of their Procedural Safeguards in the following circumstances: 1. 2. 3. 4. Upon initial referral for evaluation; Upon each invitation to an IEP meeting; Upon re-evaluation of the student; Upon receipt of a request for mediation or for an impartial due process hearing; and 5. Upon any proposed change in the eligibility or the educational placement of the student. At Amana, parents are encouraged to join in the identification and referral process. Parents questioning their child's progress, either developmentally or academically should first request a conference with the teacher. At any time, parents may request an evaluation by submitting a written request for evaluation to the school. Amana Academy shall ensure that all evaluation procedures and eligibility determinations are established and implemented in accordance with state rule 160-4-7-.07. Individual Education Plan: If the students assessment/evaluation shows that he/she meets any of the criteria established under the IDEA Categories of Eligibility section (O.C.G.A. 20-2-150; 20-2-152; 20-2-160; 20-2-161; 20-2-168; 20-2-1160) and is in need of special education services, the student, parent(s) and staff will develop an Individualized Education Program (IEP) to address the areas of deficit in accordance with the required procedures. At this stage, the students parents become an equal member of the childs IEP Committee which will also include: the regular teacher, the special education teacher, the school administrator, the assessment professional when assessment is discussed and possibly a representative from Fulton County School System. Other members as required will be present such as the LPAC representative when the student is limited English Proficient, the student when appropriate and other related service personnel or individuals that the parent or school deems appropriate to be present.
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This program will contain annual goals in each area of need as well as the objectives the students should take to reach each goal. The IEP will state what special education and related services Amana Academy will provide, and when and where those services will be provided. The IEP will be reviewed and revised at least every year. An IEP Form will be completed describing the special services and the parent or guardian will sign a Placement Consent for Special Education Form. Once this process has been completed, the IEP becomes effective immediately. Review: Each students IEP will be reviewed at several points throughout the school year and updated at least one time each year. Transportation: The goal of Amana Academy will be to provide free door-to-door transportation as a related service when it is specified in a childs Individualized Education Program (IEP). Since Amana Academy will not serve the typical defined geographic boundaries of enrollment as other district schools, financial assumptions for these services have been made on the basis of research conducted on current (2003-2004) special education enrollment figures of other similar schools in Fulton County. Schools benchmarked were Victory Charter School, Fulton Science Academy, and Heards Ferry Elementary, where the vast majority of special education students are currently being served inclusively in regular education classrooms, riding traditional school buses. Amana Academy has made provision for providing door-to-door transportation services for special needs students in the pro-forma budget (refer to Appendix J) and is prepared to adjust these figures if necessary once enrolment demographics are established.
4.2.3 Assurances
Amana Academy hereby provides the following assurances: 1. Amana Academy shall provide, by contracting Fulton County or by a third party, all special education and related services, including free, door-to-door transportation, as required by a students IEP. 2. Amana Academy shall provide appropriately licensed/certified personnel for all students with disabilities. Students classified as Intellectually Gifted, are not included here and may be taught by teachers who fulfill Amanas teacher hiring criteria (refer to waiver #11 in section 4.2 of this petition). 3. Amana Academy will implement the same identification, evaluation, placement, reporting, and due process procedures and use the same special education forms as other schools in the System and provide copies of all IEPs to the School System. 4. Amana Academy shall provide all resources including all materials and equipment for all students with disabilities. 5. Amana Academy will submit to program review by state and local officials to the same extent required of other schools in the System. 6. School social work services shall be provided as needed in accordance with Fulton County School System guidelines. 7. All Amana Academy teachers will be required to participate in workshops, in-service programs and/or training offered by the Special Education Department to the same extent required of other teachers in the System.
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8. Students identified with severe disabilities who require more intensive services may be served at the appropriate location according to the IEP in the Fulton County School System. 9. Discipline issues regarding special education students shall be handled in accordance with state rules and federal regulations. 10. Amana Academy will indemnify the School System in the event the School System is held liable for the charter schools failure to provide eligible disabled students with the special education, related services, program accommodations, and due process to which they are entitled under state and federal law. 11. Amana Academy will include continued services for students who are expelled, as determined by the IEP. IEP goals will be appropriately addressed as per the curriculum and academic options chosen.
4.2.4 Limited Proficiency English Students (ELL)

In keeping with Amana Academys priority of meeting each individual students educational needs, the Academy will implement an English Language Learners program to provide additional assistance for new English speakers. Through the ELL program (formerly known as ESOL), students with limited English proficiency will receive additional instruction for English acquisition. Qualifying ELL students will participate in a program that combines an English immersion model and a pull-out model. We have allocated resources for a part-time ELL Specialist who will provide small group instruction for beginning English students through pull-out sessions, while assisting the regular classroom teachers with instruction for intermediate and advanced students. The push-in model may also be used for beginning English learners in early primary grades (K-2) where we intend to hire a number of ELL/ESOL certified elementary teachers. We are also prepared to make staffing adjustments as necessary once enrolment demographics are known. Furthermore, all ELL students will have the opportunity to interact with their English speaking peers, whom also model English usage, and take part in core subjects in the regular classroom. Amana Academy, in compliance with Federal, Georgia, and Fulton County laws and regulations, will utilize the Language Assessment Battery (LAB) to determine eligibility for the ELL program. The LAB program is outlined as follows: 1. Students who score at or above the 25th percentile on the LAB, will be administered a norm-referenced achievement test in reading (ITBS) for further assessment. 2. Students who score at or above the 40th percentile on the reading test will not qualify for ELL services and will be considered English proficient. 3. Students who score below the LAB 25th percentile or below the 40th percentile of the norm-referenced test will qualify for ELL services. 4. Students scoring within the 35 39 percentile on the norm-referenced test will be reviewed in a Language Assessment Conference attended by the students classroom/ Language Arts teacher, the ELL specialist, an administrator and a parent. The LAC will determine if a student will benefit from continued ELL services or is considered English proficient. ELL students within this percentile range may also be monitored for English acquisition success without the intervention of the ELL specialist. 5. Students attaining English proficiency will be eligible to participate in Amana Academys Arabic Language program.
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4.2.5 At-Risk and Gifted/Talented

Research contained in the report titled Comprehensive School Reform and Student Achievement: A Meta Analysis 2002 conducted by the Center for Research on the Education for Students Placed At Risk (CRESPAR) supports the Amana approach to all students. The report states CRESPAR believes that schools must replace the sorting paradigm with a talent development model that sets high expectations for all students and ensures that all students receive a rich and demanding curriculum with appropriate assistance and support. Amana Academy assumes that all children can enjoy learning and will strive for excellence if given the right environment. This philosophy parallels that of our model partner ELOB and together the Amana Academy learning community will work to establish this environment for all of our students (refer to Chapter 2 for details of the Educational Framework). To the greatest extent possible, gifted/talented and at-risk students at Amana Academy will be integrated into the regular classroom. In keeping with the inclusiveness intended in this charter, Amana Academy will not have a gifted program, but rather will satisfy the needs of these students in our regular classes. Because gifted students routinely score high on tests, they are at risk of establishing a pattern of underachievement. Gifted students require a challenging curriculum to assure that their educational needs are met. The relatively small size of the school will allow for personal relationships between students, staff, administration and families, ensuring that no student "falls between the cracks". In addition to students coming to Amana who have an existing IEP, it will be the Amana Academy practice to establish an Individual Learning Plan (ILP see Section 3 of this charter petition) for all students. The staff will assess each student when he/she enters school to determine his/her particular learning styles, academic strengths and weaknesses. The staff will also conduct a student and parent interview. They will review records from previous schools, along with any relevant evaluations. This continual process will be key in identifying and addressing the needs of at-risk and gifted students,
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4.3
Personnel Matters
4.3.1 Staff Positions, Qualifications, Responsibility, Ratio

Consistent with the No Child Left Behind (NCLB) regulations as they apply to charter schools, Amana Academy will actively seek the most highly qualified staff. All Amana faculty and staff will be considered on the basis of their academic credentials, relevant experience, validated evidence of student achievement and recommendations from previous employers, parents and the community. Demonstrated subject area competence and a minimum bachelors degree will be important as we seek teachers who are willing to meet and strive to exceed expectations. Amana Academy reserves the right to hire teachers who are both non-certified as well as certified who have met the requirements of the Georgia Professional Standards Commission. In addition, all staff hired at Amana Academy, including the principal, administrative and support staff, will be expected to display the principles and mission of Amana Academy. The following chart illustrates Amana Academys organizational structure (see appendix C):
Governing Board
Principal
Parents
Partners
Fulton County
State DOE
Administrative Assistant
Instructional Guide
Business Manager
Teachers
Nurse
Counselor
PE Coach
Media Specialist
Clerk
Custodian ELOB School Designer Kitchen Staff
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Consistent with the org chart, the following table is an estimated staffing plan for Amana Academy in its first year of operations (Note: actual hires by category are contingent on enrollment and funding): Amana Academys Preliminary Staffing Matrix: Position Title Principal No. 1 3 - 10 Required Yrs of Exp. Qualification Masters Preferred Leadership Certification, Experience as a Principal or Assistant Principal Business related degree, Masters Comments Educator with General Management skills
Business Manager
Bachelors
Financial and operational duties
Instructional Guide/Coach Counselor Teachers
1 1 15
3 1-5 3-5
Masters Bachelor's Bachelors Master's in Counseling Master's and/or Certification Master's and/or Certification
Curricular Specialist
Certification is not limited to Georgia and may include other states Experience, degrees not limited to Georgia or USA. Certification not limited to Georgia (refer to Special Teacher Criteria Section 4.3.2 below) Certification is not limited to Georgia and may include other states Certification is not limited to Georgia and may include other states
Arabic Language Teachers
37
Bachelors
Special Education Teacher/Coor dinator Substitute Teacher
3-5
Bachelors Certification
Master's and/or Certification Certification
3-5
Bachelors
84
Position Title Instructional Assistants No. 5 1-5 3-5
Required Yrs of Exp. Qualification High School Diploma Training Certification Preferred Associate or Bachelors Associate Degree Certification is not limited to Georgia and may include other states Comments
Administrative 1 Assistant
Clerk Nurse
1 1
1-2 35
High School Diploma Certification
Associate Degree Certification is not limited to Georgia and may include other states Master's Certification Certification is not limited to Georgia and may include other states Certification is not limited to Georgia and may include other states Certification is not limited to Georgia and may include other states
Media Specialist
3-5
Bachelors
Art Teacher/Coor dinator PE Instructor
1-5
Bachelors
Master's Certification
1-5
Bachelors
Master's Certification
4.3.2 Special Teacher Criteria

Amanas Arabic teachers will posses a unique set of skills. See section 4.3.9 for a detailed description regarding the qualifications Amana is seeking of its of Arabic language teachers.
4.3.3 Hiring Process

The hiring process at Amana Academy will use the following: 1. Behavior based interview structure focusing on the values of the organization and skills and competencies required by job category 2. The interview process will be conducted by a team of interviewers who will be trained in the interview process. 3. A criminal background check will be conducted on final candidates. The check will include verification of education and employment in addition to a criminal check. The school will also keep fingerprint records of all hires. Employment at Amana will be provisional until the results of the criminal background check are obtained.
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4. The final decision regarding the hiring or dismissal of personnel will be made by the Board (whether Founding Board or Governing Board) based upon the recommendation of the Principal. 5. All staff will be hired on an at-will basis.
4.3.4 Staff Recruitment and Teacher Qualifications

As even the youngest of children can aspire and exemplify Amana principles, so too will they react to examples that are inconsistent with these values. Amana Academy educates by example. As such, Amana Academy staff must exemplify the qualities we strive to guide our students towards. In the words of our partner ELOB, 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, Arabic, ethical character and stewardship, we strive to attract and retain individuals who show enthusiasm for and commitment to these areas. Amana is committed to recruiting highly qualified staff who not only meet the NCLB criteria as it applies to charter schools, but who also possess: (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 schools mission and design, and an understanding of the responsibilities of a charter school and the dedication to being a member of a founding faculty, as well as (4) feedback evaluations. The hiring of all faculty members will be the province of Amana Academy. Each full-time faculty member will be bonded, fingerprinted and criminal records checked. All full-time faculty members will be qualified teachers. This means that they can demonstrate expertise in their field to the satisfaction of the Principal with the approval of the Governing Board. Since Amana Academy will be hiring qualified and certified personnel, in order to align our teacher qualification categories with those of the Professional Standards Commission, we will determine our teachers qualifications as follows: Teacher Qualifications Categories for Amana Academy are as follows: E T-1 T-2 BT-4 T-4 BT-5 T-5 BT-6 T-6 Entry Trade & Industry teachers with one year college Trade & Industry teachers with two years college Teachers with or without a certificate within two semesters of completing college Teachers with or without a certificate and a Bachelors Degree Teachers with or without a certificate within two semesters of completing a Masters Degree Teachers with or without a certificate and a Masters Degree Teachers with or without a certificate within two semesters of completing a Specialists Degree Teachers with or without a certificate and a Specialists Degree
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BT-7 T-7
Teachers with or without a certificate who are finished with all but the Dissertation Teachers with or without a certificate and a Doctoral Degree
*Equivalent Service will be considered on a case-by-case basis by a written letter from the candidate to the Faculty Head accompanied by appropriate documentation. Experience will be determined using Georgia Department of Education Rule 160-5-2.05 Experience for Salary Purposes except for those clauses which refer to professional qualification categories established for certified personnel. Those categories will revert to those established above. The Governing Board in conjunction with the Principal will determine the equivalent service to be given prior to hiring of teachers. A modified version of The Georgia Board of Education Rule 160-5-2-.05 will serve as the basis for Amana Academys faculty salary schedule definitions. A copy of this rule is included in appendix K. This qualification system will allow us to open our faculty systems to a larger, more diverse pool. We reserve the right to make the determination of expertise, especially since expertise in the arts and technology fields may be work-related. We are dedicated to finding the best teachers to work in this non-traditional school setting. For example, it would be in our best interest to recruit teachers from other charter schools or similar school environments. When the need for a new faculty position arises, it will be advertised both locally and nationally through the appropriate electronic and news media. Prospective faculty members will be asked to submit a Curriculum Vitae (resume) and references. Members of a Hiring Committee as assigned by Amanas Governing Board will interview them. Any new faculty member will be hired only after Board approval based upon recommendation from the Principal. Other desired qualities and qualifications for Amana staff include but are not limited to (1) experience with a variety of instructional approaches including project-based learning, differentiated instruction that is thematic and speaks to students of multiple intelligences; (2) interest or expertise in technology; (3) bi or multilingual skills; and (4) experience working with a diverse student population. Additionally, individuals desiring to join the Amana Academy Team will find their commitment to Amana most fulfilling if they also exemplify the following traits, attitudes and behaviors: 1. Solves Problems (rather than just identifies them) - innovative; 2. Commits to actively engage with parents and staff; 3. Strives for personal growth and development 4. Adjusts to changes and adapts; 5. Functions as a team player who thinks independently yet works well collaboratively; 6. Enjoys a high degree of autonomy and can participate in a community of shared leadership; 7. Strives for excellence in work; 8. Believes in the potential of each child and is enthusiastic about children; 9. Demonstrates good work ethic; 10. Has a personal sense of direction and tenacity that will lead to success;
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11. Accepts responsibility and views mistakes as opportunities for improvement; 12. Commits to contribute talents to effect positive change in the school or community; 13. Resolves conflicts and upholds personal convictions through the use of positive communication skills for the betterment of the Amana Academy learning environment; 14. Detests complacency and strives for continual improvement; 15. Seeks to gain and disseminate knowledge. In order to recruit highly qualified staff, we will include referrals and posting/advertising in the following sources: 1. Fulton County School System 2. Teacher recruitment organizations 3. Local secondary and postsecondary schools of education 4. Professional networks like ELOB 5. Amana and other trade websites 6. Atlanta area newspapers, i.e., AJC 7. Community newspapers 8. Regional/National trade publications 9. E-mail distribution lists 10. Media outlets (community-based radio and television programs) 11. Word-of-mouth Attracting and retaining the most qualified and committed staff possible will be a high priority of the school from the moment our charter application is granted and even before. The success of Amana Academy will depend on a staff with a high-level of skills and dedication. We believe our schools vision, mission and guiding principles, small size, educational philosophy and innovative design will appeal to many teachers with the qualities, enthusiasm and talents we value. Indeed, the very process of designing the school in the community has already attracted considerable interest in future professional opportunities. The numerous public information sessions/town hall meetings we have hosted along with the Amanas public website (www.amanaacademy.org) have raised awareness of the school, and we will continue to work with local print, radio and television media to publicize the schools mission, philosophy and design.
4.3.5 Compensation
Compensation will be competitive and based on experience and education. Amana Academy shall earn state and local funds for teaching faculty and staff in the same manner as is common to Fulton County schools. The salary schedules of the state of Georgia and Fulton County Schools will be referenced when determining compensation for competitive reasons. In addition to compensation, the school plans on rolling out an incentive plan (financial and non-financial) to drive and reward employees for modeling/living the values of the school.
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4.3.6 Benefits
Amana Academy will offer its employees similar benefits to Fulton County School Districts Health and Welfare benefits. Amana Academy will also enter into an agreement with the Teacher Retirement System of Georgia for its staff to participate in the state retirement program. These and other benefits will be the sole responsibility of Amana Academy.
4.3.7 Evaluations
1. The Principal will be evaluated annually by the Governing Board, which will gather information from faculty, staff, parents and others with whom the Principal has worked closely. The Governing Board will develop the format of the annual evaluation after a review of effective policies and procedures followed by other charter schools and organizations. 2. In addition to being evaluated pursuant to applicable state law, staff performance will be evaluated according to the five standards for teacher performance articulated by the National Board for Professional Teaching Standards (http://www.nbpts.org/). 3. The Principal will conduct annual evaluations of each staff member initially, and as the school grows the Principal and other members of the leadership team will share in a multi-year cycle of evaluations. From the beginning, the evaluation process will be jointly designed, based on a review of best practices from other schools and informed by ELOB models. It will include such components as peer evaluation, feedback from parents and students, self-assessment, a portfolio developed by each faculty members and an appeal process. Teachers at Amana will also be evaluated and held accountable for student learning. 4. The Governing Board based upon the recommendation of the Principal will make the final decision regarding the hiring or dismissal of Amana personnel.
4.3.8 Amana Academys Commitment to Staff Development

Because of the nature of our unique educational design, Amana 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. Amana Academys professional development program will reflect our strong and sustained commitment to and belief in our teachers ability to shape and affect their students classroom experience. 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 special needs coordinator 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.
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Another important example of Amanas commitment to staff development is our partnership with Expeditionary Learning Outward Bound (ELOB). Their training has been recognized for excellence by the National Staff Development Council (See Appendix M for this reference and ELOB staff development offering). ELOB field directors and school designers will provide intensive on-site and off-site professional development so that all Amana faculty members will possess the instructional practices to teach subjects through a challenging set of connected, real-world projects called learning expeditions. Amana teachers will also be trained on how to integrate literacy into these learning expeditions, which is a special feature of the ELOB school design and is deeply consistent with Amanas excellence in communication goal. Through an extensive school-based and national staff development program, Amana 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. ELOBs off-site professional development will give Amana teachers powerful learning by doing experiences characterized by total immersion in new content in a new environment with new colleagues. In addition to ELOB, Amana Academy will seek staff development funds and services from Fulton County 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. Amana Academy teachers will be encouraged to take advantage of content rich 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 Amana Academys concept such as gender separation, for example. Our partners Hands On Atlanta, Alif Institute, CEISMIC of Georgia Institute of Technology and the Chattahoochee Nature Center will offer specialized training and advice in the areas of in-depth science topics, Arabic Language and cultural diversity, and mathematical problem solving; training that Amana will utilize to support and balance our teachers knowledge. 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 Amana Academy train its Instructional Guide/Coach, as needed, to a high level in all areas that Amana emphasizes. The intent here is for the Instructional Guide/Coach to eventually be able to function as an in-house trainer. A sample of Amanas Baseline Training and Skills Inventory is listed below: 1. Early in the year, Amana administration and ELOB consultants will meet with staff to conduct a skills inventory.
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2. All Amana full time teachers and administration will attend a weeklong, on-site ELOB 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. Amana administration and ELOB 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, Amana teachers will also receive training in key areas of math and literacy, classroom management, serving children with special needs, and other techniques as needed. This additional training will, in many cases, be provided through Fulton Countys Staff Development programs and by other local/regional consultants. 5. Amana Administration will attend an ELOB Principal/Leadership Institute prior to the opening of the school. 6. Prior to the opening of the school, all of Amanas Arabic teachers will attend an intensive summer institute focused on foreign language instructional best practices offered by CASIE and the GA Department of Educations Foreign Language department Additional Ongoing Training/Professional Development ELOB offers a wide range of specialized training institutes, conferences and seminars that Amana Academy will strive to attend as funds allow. We recognize that the commitment to successful implementation of ELOB 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.
4.3.9 Special Teacher Criteria Arabic Language

Amana Academy will hire teachers for its Arabic language program based upon their demonstrated ability to teach Arabic to elementary school students following the abovementioned guidelines and their academic qualifications that are in keeping with Amanas mission. These credentials include: 1. Competence in Arabic at the Advanced Low Level, AND 2. K-8 or K-12 Foreign Language certification from the State of Georgia or another state, OR 3. Early Childhood Education certification from the State of Georgia or another state, OR 4. Middle School Education certification from the State of Georgia or another state, OR 5. Three or more years of experience teaching Arabic to children, PLUS the willingness to take the K-8 Foreign Language Teaching Methods university course offered by the Georgia Department of Education or a similar course offered by a recognized entity, AND the willingness to enter into a contractual agreement to move towards one of the certifications mentioned in # 2, 3, or 4 at a pace to be determined by the supervisor on a case-by-case basis.
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As teachers of a core Amana course, the Arabic teaching staff will have the same requirements and opportunities to attend and participate in faculty professional development activities. In addition, as with all Amana faculty, the Arabic teaching staff will be selected and assessed on their demonstrated ability to meet the goals of Amanas vision, mission, and guiding principles. Amana Academy has entered into a partnership with Georgias Department of Education Foreign Language Program to develop its Arabic language curriculum and to provide opportunities for its teachers to receive training through the GA DOE Foreign Language Program summer professional development courses. For the summer of 2003, two Arabicspeaking members of Amanas team of founders have enrolled in two intensive teaching methodology courses. Amana will also be applying for consideration, pending future continuation of funding, as one of Georgias Model Elementary Foreign Language sites.
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Chapter 5 Financial Plan 5.1 Finance
Amana Academy founders recognized early on in the development process that financial stability and sustainability were key factors in ensuring the charter schools success in achieving its vision and mission. To this end, experienced people in the fields of business management, finance, accounting, project management and marketing were asked to develop the financial plan for the school (see team roster). It is our intent that Amana Academy be managed in accordance with its guiding principle of stewardship; in this case stewardship of public funds, grants and donations which are considered a trust that must be utilized in a productive, efficient manner that directly facilitate the goals of the school. In the event the charter school ceases operations, the charter school will cooperate with the School System to the extent necessary to provide an orderly return of the students to their local school, as required by Board policy. In addition to educators, our Board is made up of persons who work in the business/ institutional sphere at places such as Coca-Cola, Southern Company, the EPA and the State of Georgia. These appointments were intentional to place focus on the financial/business aspects of running a charter school. In addition to these members, an advisory function exists that includes the CFO of a major chemical corporation, an HR Manager at GA Pacific and business entrepreneurs. The purpose of this function, among other things, is to provide oversight and counsel on key financial strategies and decisions.
5.2
Budget
A detailed financial analysis was completed that included four parts and was generated using Microsoft Excel spreadsheets (see Appendix J): I. Assumptions, including enrollment, grant disbursement, staffing and other cash flow considerations.
II. Set-Up Expenses, including anticipated furniture and supplies needed to outfit the school. This spreadsheet also includes anticipated costs associated with adding grades 6, 7, 8 in subsequent years. III. Cash Flow Projection, starting with January 2004 this cash-flow budget includes anticipated expenses for the months leading up to opening day and then the subsequent 12-month period. Our analysis indicates that Amana Academy should see positive cash flow through its first year of operation (see Appendix J) with ending cash in the amount of $239,000. IV. Five-Year Projection, based on assumption regarding enrollment growth and staffing needs and other factors such as inflation/competitive adjustments, this budget extrapolates the Cash Flow Projection over a five-year period covering the duration of the charter. Our analysis indicates that Amana Academy should see positive cash flow through its charter with modest annual gains in ending cash (see Appendix J) primarily due to increased enrollment into middle school grades.
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5.2.1 Key Assumptions

Although key assumptions are presented here, a more detailed list of assumptions is provided in the Pro-Forma Budget in Appendix J. a) General Assumptions It is assumed that the school petition for Amana Academy will be approved by both Fulton County and the State of Georgia by February 27, 2004. It is assumed that the schools location will be determined and a contract executed by May 2004. Inflation is assumed at 3%. It is assumed that enrollment will be 326 students during the first year of implementation. Amana Academy recognizes that this number will be adjusted on the 10th day of school after roll-call, and then later in the year. It is assumed that the school will enter into an agreement with Expeditionary Learning Outward Bound (ELOB) for educational consulting services. b) Grant Assumptions It is assumed that the school will have an active grant writing function headed by the Business Manager. Grant revenues have not been included in the proforma Operation Budget in Appendix J. c) Fiscal Year Assumptions It is assumed that Amana Academys fiscal year, consistent with Fulton County, will start July 1st and end June 31st. Our Operating Pro-Forma Cash Flow Projection, which is provided in Appendix J, includes the months leading up to the schools opening. d) Revenue Assumptions At the time of charter petition, the school does not have any working capital other than the remainder of the State-planning grant (less than $3,000). The school does not hold any bonds or real estate; or own any assets. It is assumed, in the best-case scenario, that Amana Academy will apply for and receive the State/Federal implementation competitive grant disbursement in the amount of $400,000. It is assumed that disbursement of the start-up grant will commence 3 months after approval, or possibly earlier if Fulton County can front the funds. In the event that Amana Academy does not receive this implementation grant, our contingency will be to reduce planned expenditures per the following: a. b. c. d. e. f. reduce furniture and audio visual purchases create a computer lab instead of having stations in each classroom reduce ELOB's scope of work and teacher professional development reduce contracted services and rely more on volunteers personnel reduction (clerk, kitchen staff and part-time positions) and rely more on parent volunteers reduce scope of media center and rely more on local library
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g. others These adjustments would negatively affect the effectiveness of the type of program we want to offer, yet they are obtainable and would offset non-receipt of the implantation grant. The school already plans to execute an aggressive fundraising plan for the purpose of capital expenses and for emergencies. This reserve fund would be another means to temporarily offset non-receipt of the grant. It is assumed that per pupil allocation disbursement will be $7,000 annually and that it will increase by 1% annually. It is assumed that Special Needs disbursement will be $8,000 annually and that it will increase by 1% annually. It is assumed that per student disbursement from Fulton County to Amana Academy will be predictable and smooth (the first of every month during the 10 month school year). It is assumed that the school will receive monies or items donated by private individuals and companies. In aggregate, it is assumed that these donations will increase by 10% annually. e) Operating Expense Assumptions It is assumed, depending on availability, that the county will provide transportation service for students living in the transportation attendance zone. The school will offer supplemental transportation service for special needs students living outside the " transportation attendance zone". It is assumed that Fulton County will provide our school with a server, a connection to a wide area network, one workstation, a router, a modem, SASI software, training and technical support during business hours (and possibly over the weekend depending on availability of staff on-call). It is assumed that lunch service will be offered through a certified caterer. It is assumed that the school will be housed in a leased facility requiring a deposit and significant reconfiguration to meet county/state regulations and Amanas educational focus. It is assumed that payments to ELOB will occur every two months per a contract yet to be developed at the time of this draft. f) Enrollment Assumptions It is assumed that in year one (2004-2005) the projected student enrollment will be 326 students in grades K-5. As of July 2003, with no recruitment efforts or an approved petition, approximately 50 families have indicated a strong interest to enroll their children at Amana. We plan an aggressive marketing campaign after gaining petition approval. Anecdotally, there is great interest in our educational model and unique program within Fulton County and across metro-Atlanta. It is assumed that 20% of the student body will be low SES, meeting the Title1 eligibility requirement.
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g) Staffing Assumptions It is assumed that each grade will require one teacher. It is assumed that Kindergarten will require an Instructional Assistant in addition to the grade level teacher. It is also assumed that Grades 1-3 will require one Instructional Assistant per 4 classes. It is assumed that 3 Arabic language teachers will be appropriate in the first year using a formula that one Arabic language teacher is needed per 4.8 classes. This same formula is used in subsequent years as enrollment increases. h) Salary Assumptions It is assumed that the school will offer competitive salaries and hourly pay to its employees. It is assumed that annual salary adjustments will be an estimated average of 2%. It is assumed that benefits will be 30% over salary and may include those such as: health, dental, vision, retirement, liability and insurance.
5.2.2 Accounting
Amana Academy assures Fulton County and the Georgia State Board of Education that it will follow state financial accounting procedures. The States financial accounting principles, methods and reporting requirement will be used. Amana Academy will hire a Business Manager reporting to the Principal, whose duties will include managing this process. This part of this process can be handled internally; the Amana Academy team will decide whether a need exists to contract out for these services with a reputable CPA. A public accounting firm contracted by Amanas Governing Board will audit Amana Academys accounting records annually. A preliminary audit will be completed by August 30 of each school year. The estimated cost for the audit is presented in the Cash Flow Projection in the Appendix
5.2.3 Professional Development

Amana Academy places a great deal of emphasis on the professional development of administrators, teachers, staff and even parents. Amana will leverage existing Fulton County development programs and plans to dedicate funds for this purpose (see Appendix J for the Operating Budget). At the same time, it is clear that a proven consulting company may be able to augment curricular work. It is assumed that professional development expenditures will increase by 10% annually.
5.3
Fundraising Plan
The Founding/Governing Board will have oversight of all fundraising activities. However, the schools Principal and Business Manager, with the help of parents and community members, will do the actual planning and implementation. Fundraising at Amana Academy will take place in three ways: 1. An integral part of our schools fiscal management will be to fundraise on a regular basis for the purpose of creating a reserve fund with a minimum of $200,000. This
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fund will be used for emergency needs and as seed money for a capital campaign for the eventual purchase of a school building. Amana Academy does not intend to rely on this reserve fund for normal operating expenses. 2. Different from the above mentioned reserve fund, Amana Academy will also accept charitable donations from appropriate sources on a regular basis in the form of cash or non-cash items that would benefit the school. These donations may be used to offset regular expenses. 3. Amana Academy will also aggressively pursue public and private grants. We have been encouraged by potential donors' and foundations' reactions to our schools innovative and unique characteristics, intended to produce positive results. At the time of petitioning, Amana Academy is the process of forming a fundraising committee to formalize these fundraising avenues by developing a needs assessment process and various solutions to the identified needs. This committee will routinely present reports to the Founding (and later the Governing) Board. The organizers will meet with foundations, corporations and individuals who support public education and who share our vision, mission and guiding principles. Fundraising activities will include but not be limited to the following: Fundraising dinners (at least one per year, the first occurring after petition approval), Starting in the summer 2004, revenue through business partnerships, for example retail establishments, Presentations to influential donors and foundations who share our vision, mission and guiding principles, starting in late 2003 and continuing throughout the charter period, Applications to similar minded foundations and organizations for grants, starting after petition approval. Again, Amana Academy does not intend to rely on fundraising for its financial sustainability. The school sees fundraising as a mechanism to enhance the educational experience we offer students through expanded facilities options, enrichment opportunities and resources and staff development. We will primarily build our operating budgets based on known sources of revenue from county, state and federal agencies.
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5.4
Contingency Plans
Amana Academys financial plan projects ending cash after year-1 to be nearly $240,000. If enrollment was 30 less students than maximum enrollment across all grades, then this surplus would be at risk. At the time of petition submittal, Amanas organizers are developing detailed risk analysis and contingency plans. The following table presents some examples of elements in Amanas general contingency plan should this situation and others like it occur:
Key Assumption Maximum enrollment Risks to Finances Less students on opening day than expected; each represents $7000 annual risk Ways to Mitigate Effective marketing Early registration deadline Minimize facilities expense Initiate fundraising campaign Contingencies Staff reduction Reduce contracted services Rely more on parent volunteers for nonteaching roles Reduce ELOB consulting services Fundraising Reduce ELOB consulting services Fundraising Staff reduction Reduce contracted services Rely more on parent volunteers for nonteaching roles Reduce ELOB consulting services Fundraising, capital campaign Delay opening to 2005 Staff reduction Reduce contracted services Rely more on parent volunteers for nonteaching roles
Special needs students are 2% of student body and require 2 bus routes
Greater than 2% and require more transportation options, OR require more transportation
Early registration deadline Minimize facilities expenses Initiate fundraising campaign
Facilities only requires minor reconfiguration $85,000
Major reconfiguration required
Work w/ county to determine reconfiguration needs up front Identify multiple options for facility Choose move-in quality solution rather than fixerupper Initiate fundraising campaign
Any contingency plan can get quite complicated, especially when risks are combined. These examples illustrate Amanas approach for addressing unexpected risks to our financial plan. The plan as it is presented in the charter petition does not include Fundraising, which could potentially mitigate/address unexpected risk. See Section 5.3 for fundraising plan.
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Chapter 6 School Operation 6.1 Term of Charter
The term of the charter is five years.
6.2
Admission of Students
6.2.1 Admission Procedure

Amana Academy will admit students on a space-available basis, with an initial registration posting in the spring of 2004 (see timetable below). Any student who is a resident of Fulton County (outside the Atlanta city limits) and who meets the minimum age and grade requirements is eligible to attend. Amana Academy will not discriminate on the basis of race, ethnicity, national origin, gender, religion or disability. Being a public charter school, Amana Academy will not charge tuition. Amana Academy shall not accept students who reside outside the School System, and therefore are ineligible to attend the Fulton County School System. Recruitment of students shall be the responsibility of Amana Academy. The recruitment process will include public notice through newspaper advertisements, direct mail, community information sessions, and announcements in neighboring civic organizations (once a location is specified). The same recruitment techniques will be utilized every school year as needed. Recruitment and admission and the period of time applications for enrollment will be accepted each year will generally follow the schedule shown below for the first year of operation. Except for the initial year of operation, Amana Academy agrees to complete registration for the upcoming school year and provide the names and addresses of all accepted students to the School System no later than April 1. Amana Academy shall provide the Fulton County School System with necessary data for state funding reporting and enrollment monitoring; Amana Academy agrees to use the School Systems student information system in accordance with School System specifications. Amana will require interested families to attend an informational presentation to learn about the school and the application process prior to submitting applications. The purpose of the session is to help parents make an informed choice for their child and to provide parents of potential students with accurate information about the programs, services and amenities available at the school. In filling out the application form, students will complete a developmentally appropriate biographical sketch and parents/guardians will complete personal information. A translator or similar services will be provided to parents who make such requests in order to participate in an information session. To be eligible for admission, the must be provided for the student: 1) proof of residence in Fulton County 2) proof of minimum age of five years as of the date established by law or by regulation for Kindergartners or first grade 3) a completed application form
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The application form requests the following information: student's name; date of birth; grade level; address; names, addresses, and telephone numbers of parents/guardians; names of siblings also applying; existing IEP information; and a signature verifying that the information is correct and that the parents/guardians are choosing education at Amana Academy for their child. Application forms must be submitted to the school by the annual deadline determined by the Board. Preliminary Timetable for Registering and Admitting Students Month Jan-July 2004 March-April 2004 June-July 2004 July-Aug 2004 August 2004 February of each year (except the initial year of operation) March of each year (except the initial year of operation) April 1, of each year (except the initial year of operation) Activity Interest Posting Registration First Round Registration Second Round Admissions Lottery (if applicable) Registration for the following school year.
Admission for following school year. Admitted student information for the following school year provided to Fulton County School System
6.2.2 Selection/Lottery Process:

If the number of applicants exceeds the school's enrollment cap, a random lottery process will be instituted for applicant selection: 1. the pool of applicants will be sorted according to admissions preferences provided for by statute (siblings, district resident) and by grade level; 2. within each grade level, applications will be sorted according to these categories, arranged in order of admissions preference: a) returning resident student; b) sibling of returning resident student; c) new resident applicant; 3. the Admissions Committee will reserve spaces for students in categories a) and b). Any remaining spaces will be allocated by holding a drawing of names by category in admissions preference order starting with category c). 4. after all grade levels have been completed, names that remain will be placed by preference category, in drawing order, on the school's waiting list. Names are drawn one by one; as each student is drawn, that student and applicant siblings are immediately placed in their respective grade levels. In the first year of the Amana Academy's operation, categories 2 a) and b) do not apply and the eligibility pool will consist solely of category c).
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To avoid splitting up families in this initial year, any sibling of a child entered in the lottery that is then selected for admission, will be admitted to their respective grade levels on a first priority basis. When the lottery process is completed, sibling applicants of admitted students will be placed on the waiting list. Twins and members of other multiple births applying together will be entered separately in the lottery. If one twin or multiple-birth sibling is admitted, the other sibling(s) will also be admitted provided there is still space available. If no space is available, they will be placed on the waiting list. Should attrition reduce the number of enrolled students after completion of the admissions process, Amana Academy will fill openings from the waiting list, in order by category, or if no names remain on the list, it will hold a secondary admissions process to fill available spaces after a suitable period of full public notice. Admission decisions will be made by the process described above on the date set by the Governing Board. Parents/guardians will be notified by mail of each child's admission status and will have fourteen calendar days after the postmarked date on the notification to return a signed enrollment registration card for each child offered enrollment or signed waiting-list applicant card for wait-listed children. If no form is returned within ten days, Amana Academy will make three attempts to contact the family before the fourteen-day deadline. If no form has been returned by the two-week deadline, the child's admission space or waitinglist order will be given to the next eligible candidate. Parents who will not be available at the home address listed on the application form during the notification period should contact Amana to make alternate arrangements.
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6.3
Student Conduct
Amana Academy strives to create an ethical character school community atmosphere as stated in its mission statement. To this end, Amana Academy will adopt and maintain the Fulton County Schools student discipline/code of conduct policy and procedure JD [see Appendix P]. Each student and his or her family will receive this policy/procedure as part of the Amana Parent/Student Handbook and will agree to them by signing the Parent and Family Covenant [see Appendix G]. The purpose and goals of these policies are outlined below: To promote learning and protect the safety and well being of all students, teachers and staff while at the school. To make very clear Amanas expectations regarding attendance, substance abuse (including bringing tobacco, alcohol, or illegal substances to school), violence, respect and safety. To require that staff enforce disciplinary rules and procedures consistently amongst all students and accord all students due process.
Discipline includes, but is not limited to, advising and counseling students, conferring with parents/guardians, in-school suspension and out-of-school suspension, the use of alternative educational environments, probation periods, suspension and expulsion. In addition to the general school-wide policy, specific information on Amana Academys classroom management approaches is included in section 2.5.1 of Amanas charter petition.
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6.4
6.4.1
School Governance
Amana for the Community:
Amana means trust. The Amana Academy Governing Board (otherwise referred to as the Board) holds the trust (Amana) of the community. Holding the trust is about holding the responsibility to deliver the educational experience as expressed in the Vision Statement of this institution. The Board bears full responsibility for the school achieving its academic goals and meeting its performance criteria as well as staying faithful and in complete compliance to the charter in developing and maintaining the character defined in the school Vision Statement. The Governing Board is the entity that holds the charter and is held accountable by the State and the Fulton County School Board for the operation of the school. It is the Governing Boards responsibility to ensure that Amana Academy is a viable, financially solvent and professionally staffed institution. Amana Academy shall utilize this Governing Board rather than the local school council as provided in O.C.G.A. 20-285. This and the rest of section 6.4 define the Boards role, function, composition, election process and terms of service. The Governing Board shall have the responsibility of reporting to the Fulton County School Board. Amana Academy shall be subject to the control and management of the Fulton County School Board in a manner consistent with the 1998 Charter School Act and the Georgia Constitution. Governing Board members shall not receive any compensation for service. Additionally, no member of the Governing Board of Amana Academy shall sell, lease, or receive payment for providing textbooks, supplies, services, equipment, facilities, or land to Amana Academy or other public school in Fulton County School System. Being a member of the Amana Governing Board means a personal belief in the principle on which Amana is founded. It is also a personal commitment not only to apply these principles in Amana Academy related decisions, but also as personal values expressed in every aspect of life. The Amana Academy Governing Board shall be committed to the following main responsibilities: 1. Developing Goals The Governing Board's most critical role is to set the vision and the long-term goals and strategies for Amana Academy. The management and implementation strategy shall be delegated to the leadership team. The Leadership Team has the responsibility to report to the Board. The Board shall give careful attention to the principles of sound delegation. This calls upon the board to be very clear about its expectations, to assign clear ownership for those expectations and then to monitor whether the expectations are being been met. 2. Adopt Policy to support achieving the goals and define management limitations The Governing Board for Amana will be a Policy Board. It will delegate total responsibility for implementation to the leadership team and establish direction through policy. Since the board is fully accountable for the organization and since the
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Board must rely on others to carry out the work, it is essential that the Board give special attention to the principle of sound delegation. Precise and systematic delegation and clear expectations are crucial to effective implementation. Additionally, the Board must be able to recognize the need to adopt or develop new policy. In developing and adopting policy the Board shall engage the appropriate elements of the Amana community and proactively seek community input on proposed policy prior to final adoption. 3. Develop Resources It is the Boards responsibility to develop the resources necessary to keep Amana Academy a viable, professionally staffed, well functioning organization. This includes: a) Long-term financial planning and fundraising as necessary; b) Developing long term plans to develop and maintain professional staff; c) Ensuring that the organization is optimizing opportunities presented by government grants as they become available; and d) Developing long term plans to explore successful, beneficial partnerships. 4. Align Resources to Meet the Goals The Board is responsible for allocating resources in a manner consistent with a cohesive long-term strategy that ensures that Amana Academy will meet its long-term goals and accomplish its mission. 5. Develop an accountability framework to measure progress and effectiveness in goal achievement. This is a necessary task that must follow the sound delegation mentioned above. This accountability framework shall include two main components. The first is the evaluation of the progress and effectiveness of the leadership team in implementing the goals and meeting the expectation. The second is a broader evaluation of Amana Academy accomplishing its strategic goals and fulfilling its Mission. 6. Build an effective leadership team The Board shall be responsible for directly making employment decisions regarding the leadership team, which includes the Principal, the Instructional Guide/Coach and the Business Manager. Other employment decisions may be delegated to the leadership team. 7. Represent the Organization Formally and informally, all Board members are ambassadors of the Amana Community. They have the responsibility to represent Amana Academy in a manner that is consistent with its Vision, Mission and Guiding Principles. Additionally Board members are responsible for developing and maintaining positive relationships with partners and community leaders.
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6.4.2 Community Service and Community Based Membership

One of the defining principles of Amana Academy is involvement in community service. Governing Board membership is an opportunity for the members to provide community service. Since the Amana community is expected to grow substantially over the initial fifteen months, from a relatively small group of volunteers and parents to a fully functioning professionally managed institution of learning and development, the make up of the board will need to grow as well. The initial board shall be named the Founding Board. 1. Founding Board Because of Amana Academys unique set of principles, the Founding Board will be instrumental in transforming the initial vision into reality during the start-up implementation. The tenure of the founding Board shall be from July 2003 to February 2005 (the midpoint of the schools inaugural year). The Founding Board consists of seven (7) members: five of whom are elected from the group of parents and volunteers who initiated the effort. All individuals involved in the start-up process and in developing the Charter shall be offered the opportunity to be involved in the election process. The process involves, nominations and voting by all involved individuals. The initial five-member Board will act as a Founding Board until approval by Fulton County and the State is granted. Within three months subsequent to the State approval and prior to the opening of the school and as more parents and community members/leaders from Fulton County become engaged in the school project, the five Founding Board members will seek nominations for two additional members to fill its remaining two positions. The Founding Board will make an at-large selection for the two additional members from the nomination pool by simple majority vote. The Founding Board will have the following responsibilities: a) Delegate assignments to committees and subgroups that are comprised of volunteers and community members; b) Oversee the charter development; and implementation until a Governing Board is elected and formed. This allows the founding board to govern the transition, the Amana Academy community to evolve and grow, and also allows the dynamics of the community to develop before holding the nomination and at-large selection of the Governing Board. If for any reason a Governing Board cannot be formed, then the Founding Board shall serve as a Governing Board until the first Governing Board is elected and formed. 2. Governing Board The Governing Board shall belong to the broader Amana Academy community, which shares the vision and commitment to accomplish the schools goals. The Governing Board shall act on behalf of the whole community with special focus on long-term targets. All policy making and other activities of the Governing Board shall be weighed on the basis of effectively accomplishing the mission. The Governing Board shall view itself as an entity committed to serving the community and as a guardian of Amana Academys guiding principles, vision and mission.
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The Governing Board will be created in February 2005 (the midpoint of the schools inaugural year) and shall consist of the following seven (7) board members per the following: a) Three (3) members of the Founding Board. This will allow the opportunity to have some continuity and institutional prospective during the charter. These founding members will serve for the duration of the Charter (Five Years). The three members shall be selected from among the seven founding members by the Founding Board. One of these three Founding members shall be selected by the full Governing Board to serve as the Chairperson of the Board. b) Four (4) generally elected parents of enrolled students at Amana Academy. These positions will be based on nominations (not selfnominations see below) and will be based on a majority vote through a general election of parent voters. Starting the second academic year, two of these positions will be up for re-election every February, during the life of the charter. c) The Governing Board may choose to invite community leaders or representatives from one of the schools partners to participate in consultations as non-voting members. Any Amana community member can nominate a member from the Amana Community, but cannot nominate him or herself. Paid staff members are not eligible to serve on the Board. Self-promotion and self-nomination is not consistent with the principles and values of the Amana Community and are therefore discouraged. Elections: The four (4) elected community members shall be elected by February of every year. Elected community Board members serve for a term of one year and may be re-elected by the community to serve additional terms. Nominations must be submitted to the Board by the end of January of each year. All parents and Guardians shall be offered the opportunity and be encouraged to participate in the elections. Every family with students attending Amana Academy is eligible for one vote, regardless of the number of Amana students in that family. All nominees are to make themselves available for questions from the community and must make a statement regarding their qualifications and objectives during their service. Elections shall be supervised by the Board acting at the time. The elections must be completed by the end of February of each year. Newly elected Board members start their service on March 1 of each year. The elections must be completed by the end of February of each year. One (1) representative from Fulton County School Board and the Principal shall be invited to all regularly scheduled board meetings. Should a replacement of a Board member be necessary prior to the end of the term, the Chairperson shall select a replacement to serve the rest of the term. Board Meetings: The Governing Board shall hold regular monthly meetings. The Board meetings shall be open for the Amana Academy community to attend. Board meetings
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are subject to the provisions of O.C.G.A. 50-14-1 et seq. All meeting minutes are to be kept on file at the school office and made available for review by community members, subject to the provisions of O.C.G.A. 50-18-70 et seq. Executive sessions for the Board may be held after the official Board meetings have adjourned.
6.4.3 Stewardship in Decision-Making

The Amana Academy Governing Board (and the initial Founding Board) is an entity that has one voice. The Board displays a great sense of stewardship by delivering policy decisions to the Amana community based on consultation with the most appropriate individuals and community members. It is the responsibility of the Chair Person of the Board to facilitate Board decisions. The Consultative Model in decision-making includes the following steps: When the need to make a decision arises, the Chairperson of the Board shall determine to take one of four potential methods of decision-making: 1. The decision is a managerial decision and will be passed to the leadership team. 2. The decision is relatively simple policy decision and a direction on the subject matter is already established by existing policy or previous Board decision on a similar matter. Therefore, the Chair Person may proceed and make the decision in behalf of the Board. 3. The decision is significant and unique enough that a formal Board decision must be made. 4. The decision is significant and will set precedent; therefore, a policy regarding the subject matter must be developed and adopted by the Board following a formal policy making process with community input. The Board may utilize forming a Board subcommittee to investigate and develop a proposed policy. Board subcommittees may include any Amana community members. If the Chairperson determines that a formal Board decision is needed (options 3 or portions of option 4 above), consultation shall be used to facilitate a Board decision per the following process: 1. The Chairperson shall seek Board members recommendations along with rational for reaching such recommendations. 2. The Chairperson shall facilitate a deliberation of the different options in making the decision among Board members 3. The Chairperson shall facilitate an analysis by the Board in evaluating each of the options and weighing them against the Vision, Mission and Guiding Principles for Amana Academy 4. Based on the analysis the Chairperson shall make the decision on Behalf the Board and provide detailed justification on how the decision is in the best interest of Amana Academy, and that it is in harmony with the Vision, Mission and Guiding Principles for Amana Academy. 5. The Board has the responsibility to communicate the decision to all parties as appropriate 6. Every Board member has the full responsibility of supporting the Board decision.
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Board subcommittees may be assigned specific tasks by the Board. In general, the board subcommittees shall be assigned Board related responsibilities and not management tasks.
6.4.4 Amana is About Community - Parents and Community

All stakeholders in the Amana community shall be involved directly or indirectly in school governing issues. Parents, partners and community leaders shall have the majority representation on the Governing Board (four elected members). Non-board-member parents and guardians are always encouraged to provide input to the Board as well as to the leadership team. The Board and the leadership team shall proactively seek parents and guardians input on a systematic basis. Additionally, parents and guardians are a central component in the operation of the school as well as in implementing the community stewardship featured by Amana Academy. Furthermore, Amana Academy requires parents and guardians to be involved in school activities and encourages them to support the Academys Mission and Guiding Principles.
6.4.5 Great Communication is a Cornerstone - Roles and Responsibility

Governing Board: The Boards main responsibilities are adopting policy, develop long-term goals, delegate implementation authority to the leadership team and measuring performance. The Board is fully accountable to the community and to the Fulton County School Board. The Board is also responsible for communicating decisions to and seeking input from the community. Leadership Team: The leadership team is responsible for implementation, management and operation of Amana Academy. While the Governing Board holds the responsibility to the overall performance of Amana Academy, the leadership team (Principal, Instructional Guide/Coach, and Business Manager) shall be delegated the responsibility of implementation and management of the day-to-day affairs of the Amana Academy. However, both the Board and the leadership team shall approach their role as a responsibility to serve and represent the Amana Community. The leadership team shall keep wide channels of communication open between the team, parents, student, teachers, partners and community members. Parents / guardians: shall have the responsibility of participating in the Governing Board. At least two (2) (and as many as three (3)) of the Board members shall be parents or guardians. All parents and guardians may also participate in providing input to the leadership team as well as the Governing Board. Additionally, all parents and guardians shall commit to supporting the Amana Academy Mission by attending required orientation and participating in the parental involvement model as outlined in section 3.4 below. Partners: community leaders and partners shall participate as elected members of the Board. Two of the Board members shall be elected from the partners/ community leaders. These partners are selected based on values shared with Amana Academy and other criteria (see section 1.3 above).
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Staff: Teaching staff and support staff mainly report to the leadership team. However, when an issue arises that is not addressed in any existing policy, the issue can be introduced to the Board. All staff may attend the open Board meetings and are encouraged to provide input to the leadership team. For the Amana Academy organization chart, see Appendix C.
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6.5
Insurance
Amana Academy shall comply with all federal, state, and local rules, regulations, court orders and statutes relating to civil rights; insurance; the protection of the physical health and safety of school students, employees and visitors; conflict of interest transactions; and the prevention of unlawful conduct. Furthermore, Amana Academy shall be subject to all laws relating to unlawful conduct in or near a public school; the provisions of Part 3 of Article 2 of Chapter 14 of this title; and all reporting requirement of O.C.G.A. 20-2-320. Without waiving any protections afforded public school employees under the doctrine of sovereign immunity or as otherwise provided by the law, Amana Academy shall be insured as provided by law and upon request shall provide Fulton County Schools with copies of all policies, including terms, conditions and amounts thereof proof of insurance or an acceptable self-insurance plan. Amana Academy shall indemnify and save and hold Fulton County Schools and the State Board, their partners, employees, officers, directors, subcontractors and agents (collectively referred to as Board Indemnities) harmless against any and all claims, demands, suits, costs, judgment or other forms of liability to third parties, actual or claimed, including reasonable attorney fees, for injury to property or persons (including but not limited to violations of civil rights) occurring or allegedly occurring in connection with the operation of Amana Academy from conduct committed by Amana Academy or by its employees, officers, directors, subcontractors or agents, during the term of this charter or any renewal thereof. Upon timely written notice Fulton County School and/or the State Board, Amana Academy shall defend Fulton County School and/or the State Board in any such action or proceedings brought thereon. Each party shall give prompt written notice to the other of the assertion of any claim or the commencement of any litigation for which indemnification is sought and shall cooperate with the indemnifying party in the defense of the claim or litigation. Except as expressly provided herein or in connection with insurance coverage required to be provided in the Charter Agreement by one party for the benefit of the other, each party shall be responsible for its own legal representation and legal costs. Except where there is an actual or potential conflict of interest, Amana Academy, Fulton County School and/or the State Board shall fully cooperate with legal counsel for one another in connection with any legal claim asserted against either of them in connection with the charter. Notwithstanding any other provision of this Agreement, neither party shall settle or compromise any claim against the other without the express written permission of that party. This indemnification shall not apply to the extent that any claim, lien, demand, suit or liability results from the sole negligence or wrongful act or omission of any Board Indemnities or from any act or omission of Amana Academy required by law or this Agreement. Nothing herein shall waive the right of Board Indemnities or charter school employees and board members to assert any statutory or legal defense of sovereign immunity or official immunity This indemnification, defense and hold harmless obligation shall survive the termination of this Agreement. Any indemnified party shall have the right, at its own expense, to participate
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in the defense of any lawsuit, without relieving the indemnifying party of its obligation hereunder. Amana Academy has had preliminary non-binding discussions from Bulldog Insurance, Inc. (Forest Park, Georgia) and received preliminary quotes. The school plans to purchase the following insurance policies: General Liability and Umbrella not less than $3,000,000 The Governing Board carries Errors & Omissions insurance - $1,000,000 (estimate) Auto coverage not less than $1,000,000 Property insurance not less than $1,000,000 Workers Compensation statuary or $100,000 / $500,000 / $100,000 Unemployment (to be determined)
Estimated insurance costs are accounted for in the Operating Budget, see Appendix J.
6.5.1 Plans to Purchase and Pay for Insurance

Required insurance will be purchased with start-up funds and will be maintained through regular allotments for premiums. Insurance will be in effect by July 1, 2004.
6.5.2 Crime/fidelity Bond

Amana Academys administrators and Governing Board will be appropriately bonded. Crime/fidelity bonds will be purchased covering those with fiduciary duties, including, but not limited to, the Treasurer, Principal and Business Manager positions. The amount of the bond will be $1,000,000.
6.5.3 Duration of Insurance Term

The levels of insurance and bonding described in the petition will remain in affect throughout the term of the charter, unless changed by charter amendment.
6.6
School Facility
6.6.1 Location
Amana Academy board intends to lease a building suitable for the proposed charter school in the Sandy Springs/Roswell area. This location would be easily accessible from GA-400 or I285 and would provide easy access to the people from other parts of the county. The location will need to facilitate smooth school bus and parent car circulation with easy entrance/exit. The building would have an area no less than 40,000 square feet and would have provision for accommodating an average number of students expected during the 5th year of the charter with additional space for administrative offices, assembly spaces and a media center.
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After opening, Amana Academys Board will explore the purchase of a facility depending upon its financial feasibility and future funding projections of the chartered school.
6.6.2 Codes and Regulations

The board of Amana Academy will obtain a facility fully compliant with all building-code standards and regulations and fire, safety, environmental and accessibility requirements no later than 30th of May 2004. Amana Academy would acquire services of professional architects registered, licensed and insured in state of GA and experienced in school design for any needed renovations in order to make sure that the building is in compliance to all building codes.
6.6.3 Timeline to Obtain a Facility

As per policy of Fulton County Charter Schools, no later than 135 days prior to August 9, 2004 (the proposed opening date of the school), Amana Academy will submit for review and approval the conceptual site and building plans for any school construction or renovation projects to be undertaken prior to the opening of school. Amana Academy ensures that details of above mentioned facility including location, description, own or lease option, payment figures, present condition and needed renovations and all plans of long term renovations will be included in the submittal. Amana Academy understands that failure to submit this information at least 135 days prior to August 9, 2004 (the proposed opening date of the school) will result in the delay of the schools opening until the following school year in 2005. No later than 60 days prior to the proposed opening date of the school, Amana Academy shall provide certification that the facility is in compliance with all building code standards and regulations and fire, safety, environmental and accessibility requirements. Amana Academy will allow Fulton County School System staff to inspect the facility prior to the school opening and throughout the term of the charter. Failure to submit the required certification at least 60 days prior to the proposed opening date of the school will result in the delay of the schools opening until the following school year. All construction and renovation projects undertaken prior to the opening of the school or during the term of the charter will be carried out by experienced and appropriately licensed and insured construction professionals who will perform all work in accordance with the construction specifications, drawings and other documents, as directed by the design professional. Amana Academy will contract directly with and pay for the services of appropriate design professionals, i.e. architects registered in the State of Georgia and experienced in school design, engineers registered in the State of Georgia and experienced in their respective disciplines, and experienced and appropriately licensed and insured construction professionals to: 1. Prepare schematic designs and complete construction documents meeting all applicable codes and the requirements of all applicable code-enforcing agencies having jurisdiction over the project; 2. Obtain full permits for land disturbance, erosion and sediment control, traffic control measures, civil, structural, architectural, mechanical, plumbing, electrical, mechanical and fire protection, etc., as required by the scope of work necessary to obtain from
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the appropriate jurisdiction a valid Certificate of Occupancy for the intended educational use; and 3. Provide full contract administration services, i.e., oversight of the construction project from conceptual design through issuance of the final Certificate of Occupancy. Copies of deeds, leases, construction contracts, drawings and other documents relating to the facility must be provided to the School System within 5 business days of final execution. Amana Academy realizes that in light of the School System's school construction program, the Fulton County School Board has determined that it is not feasible at the present time to include start-up charter schools in its building program or to provide charter schools with a facility, land for a facility, or funding for a facility
6.6.4 Security
The security and safety of children and staff will be the highest priority at Amana Academy. The school intends to provide a secure educational experience that fosters learning, not fear. Prior to enrollment, parents will be required to attend an on boarding seminar that will emphasize safety procedures at school. A similar seminar will be offered to the staff, educating them on safety procedures among other things. To further promote a secure and safe environment, the school will work with Fulton County security specialists to define safety procedures. Additionally the school will operate a security procedure during drop-off and dismissal through parent volunteers, staff and possibly a security officer if parents see a need.
6.6.5 Maintenance
Amana Academy is envisioned as a place of learning, free of unnecessary distractions. To that end, the school will exercise a maintenance process. The process will include the following: 1. The schools Business Manager will be responsible for understanding State and County regulations and for managing the maintenance process, ensuring that paid staff, service companies, parents and students work collaboratively to keep Amana Academy clean and in good working condition. 2. One fulltime custodian will be on the schools payroll. This person will be responsible for maintaining the general cleanliness of the school and for minor repair work. 3. The school will also contract-out with a professional cleaning company to thoroughly disinfect and clean the school on a nightly basis. 4. The school will encourage parents to participate in school-wide cleanups or beautification events. 5. Students, as part of their stewardship goals, will take responsibility for maintaining their classroom and school environment. They will not be asked to perform functions more appropriate for adults or professionals, yet they will work collaboratively in keeping things tidy and neat. They may also participate in flower plantings and other meaningful chores.
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6. Finally, the Business Manager is expected to audit and evaluate the condition of the school on a periodic basis. The frequency of these evaluations will be determined before the school is opened.
6.7
School Financial Processes
6.7.1 Financial Management

Consistent with our stewardship guiding principle, fiscal management of Amana Academy will be in accordance with sound business practices and the highest ethical standards. Amana Academy, Inc. applied to the IRS (Internal Revenue Service) for non-profit 501(c) (3) status in October 2003 and received acknowledgement for the request on November 6, 2003. As of January 26, 2004, Amana Academys application is still being processed, but is anticipated in February 2004. As such, the school is required to submit regular reports regarding its operations and finances, including a full annual audit. The school is already registered with Georgias Secretary of State as a non-profit entity and has a federal tax ID number 16-1675588. Amana Academy will utilize generally accepted accounting practices consistent with those used by well-run public and private schools. Bank accounts will be set-up to ensure smooth operation of the business of the school and to enable the Principal to provide the necessary resources for quality instruction. A qualified Business Manager will be employed to implement the fiscal policies and to manage financial procedures for Amana Academy. The Business Manager, or his/her agent, will maintain the accounting records using a commercial fund accounting software program. Financial policies and procedures shall include but not be limited to the following: Amana Academy will provide the School System with a monthly financial report, in a format acceptable to the School System and to the Georgia Department of Education within 15 days after the end of each month Amana Academy shall provide an annual audit of its financial position to its Governing Board, Fulton County Schools and the Georgia Department of Education.
Amana Academy is entitled to all eligible categorical funding based on student enrollment including, but not limited to, Special Education, Title 1A, Title II, Title III, Title V, Title 9B, and Gifted/Talented. Appropriate crime/fidelity bonds will be purchased covering those with fiduciary duties, including, but not limited to the Administrators and Governing Board members. The amount of the bond will be $1,000,000 per annum, for the duration of the charter.
6.7.2 Independent Audit/Report

A Certified Public Accountant will be contracted with to conduct an audit on an annual basis. The Amana Academy Governing Board must ratify the use of the CPA or CPA firm chosen. Amana Academy will annually provide its audit report to the Governing Board, Fulton County Schools and the Georgia Department of Education following all prescribed forms, calendar dates and policies for notices, meetings and revisions. Additionally, Fulton County School System's Internal Audit Department will be peritted to audit the charter school annually or at such other intervals as the School System deems appropriate.
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In addition to previously mentioned financial polices and producers, Amana Academy will meet the following financial requirements: 1. The charter school will provide the School System with a monthly financial report, in a format acceptable to the School System. 2. Any surplus funds remaining at the close of one fiscal year will be used to enhance the charter schools academic program the following year. 3. Any deficit occurring during or at the end of a fiscal year will be eliminated by infusion of funds from the petitioner or, if the charter school has not eliminated the deficit by the end of the fiscal year, the school must provide a plan for eliminating the deficit within the next fiscal year. [No School System funds will be allocated to the charter school for the next fiscal year until the superintendent or designee approves such plan] 4. The charter school will be solely responsible for all debts it incurs and contracts it makes. 5. The board of the charter school will notify the School System immediately if the charter school is contemplating the cession of operations. 6. If the charter school ceases operations for any reason, the charter school and its governing board will be responsible for appropriately safeguarding and distributing the schools assets and finalizing the schools business and affairs. 7. All assets and unencumbered funds remaining when the charter school ceases operations will revert to the Board (for local funds) or the Office of Treasury and Fiscal Services (for state or federal funds) as soon as the charter school has wound up its affairs. 8. If the charter school does not have sufficient funds to pay all of its bills at the time it ceases operation, the School System will not be responsible for the charter schools unpaid bills. 9. The charter school will be audited annually by an independent certified public accounting firm according to the same guidelines applicable to public school systems in Georgia. Copies of the report will be submitted to the Fulton County Board of Education within 180 days of the charter school fiscal year. The cost of the independent audit will be borne by the charter school. 10. The School Systems Internal Audit Department will be permitted to audit the charter school annually or at such intervals, as the School System deems appropriate.
6.7.3 Procurement Practices

Amana Academy will fulfill on its institutional stewardship obligation through its procurement of goods, services and the hiring of subcontractors whom exhibit the highest standards of environmental and humanitarian responsibility. In addition to cost and quality, consideration of environmental and humanitarian impact will be given to all aspects of operation areas such as cleaning products, school and office supplies, school furniture, food supply and distribution services, maintenance services, and school equipment. Amana Academy will strive for pro-active planning rather than reactive responses in the areas of environmental and humanitarian stewardship. Additionally, Amana Academy will
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strive to inform and educate all Amana stakeholders of these actions to assist in promoting a community paradigm shift. Amana Academy shall adhere to the following procurement practices when purchasing goods and services: a) Procedures Procurement of goods and services shall be made by the Business Manager/ authorized agent, in their best judgment, after considering all circumstances surrounding the purchase, which consideration may include but not be limited to price, quality, availability, timeliness, reputation and prior dealings. Amana Academy has established the following procedures to purchase goods and services. The Business Manager develops approved procedures (approved by the Principal and Governing Board) to cover the purchase of goods and services. These include the sources of supplies, the process through which requisitions will be made and the manner by which purchase orders will be issued: All requests for purchases shall require a purchase requisition prepared in advance by the user. The purchase requisition shall include a complete description of the product or service requested. If available, this shall include item or stock number, recommended vendor, price (including state sales tax), Amana Academy account number, and quantity to be ordered. All requisitions require the school Business Managers signed approval. The Business Manager shall also determine that the goods and/or services meet the educational or operational objectives of the school. This may require consultation with the Principal, Curricular Specialist and appropriate staff member. b) General Conditions Toxic Materials: Art or craft materials deemed to contain a toxic substance shall not be purchased for use by any student. A list of prohibited art and craft materials is available from the Office of Environmental Health Hazard Assessment. This list is available online at www.oehha.org/pdf/art/art1299.pdf. Other supplies that contain toxic materials/chemicals, such as cleaning products, must be designated as such on the requisition form and stored separately from other supplies and out of reach of students. Conflict of Interest: The user may not purchase any good or service from a member of his immediate family or household. Likewise, Amana Academy shall not purchase any goods and services from any member of the Governing Board, and immediate family member of the Governing Board nor any entity in which any member of the Governing Board or an immediate family member of one or more of the Governing Board may benefit from such procurement, unless authorization by the Governing Board after full disclosure of the potential benefit and after consideration set forth earlier in this document.
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Unauthorized Purchase: All purchases for goods and services shall follow the established guidelines. Unauthorized purchases by the user may not be reimbursable. Illegal Purchases: State law prohibits the purchase of alcohol and tobacco; such purchases may warrant termination.
6.8
Transportation
Geographically speaking, Fulton County is a long and narrow county that is separated by the city of Atlanta into North Fulton and South Fulton. The Amana team has looked into a variety of transportation options for addressing this geographic reality, and the team has taken this reality into consideration in finding a central location for the school in Sandy Springs or Roswell. The transportation options Amana Academy will offer include the following: 1. Upon availability, the school plans to utilize Fulton Countys school bus service by working with the county to establish a transportation zone with a defined radius around the school where students living within the transportation zone could use the service. Per state/county regulations, Amana Academy will post an employee of the school (assistant) at each group bus stop location in both the A.M. and P.M. Amana Academy will be flexible and discuss school day start and dismissal times with Fulton County transportation representatives to find an agreeable bus service timetable. Amana Academy understands that any extra costs resulting from the variation in the charter schools daily schedule will be the responsibility of the charter school. 2. The school also plans to explore ways to serve students outside the transportation zone in two ways: a. Amana Academy may request the use of Fulton County buses to transport students from outlying areas (north Alpharetta or south Fulton) to the school (in Sandy Springs or Roswell). b. Amana Academy does not intend to depend entirely on Fulton County for transportation. The school will augment Fulton Countys service with a third party provider to serve students (including those with special needs) residing outside the transportation zone. Parents will be asked to pay a nominal fee to use this service, which will offset costs. Per state/county regulations, Amana Academy will post an employee of the school (assistant) at each group bus stop location in both the A.M. and P.M. The third party provider will be required to use and maintain yellow buses that meet Fulton County specifications as required by Board policy. The amount of motor vehicle insurance that the school will maintain is stated in section 6.5 of the charter petition in the amount of not less than $1,000,000. 3. Regarding most students choosing not to use any transportation service offered by the County or the school (those without special needs) who live outside the transportation zone, Amana Academy does not plan to offer any transportation services to those students. However, parents, either individually or through a parent group, are free to find appropriate, creative and safe solutions to transporting their children, and the school will assist them whenever possible.
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Per section 6.5 of the charter petition, Amana Academy will carry the necessary insurance associated with transporting students in the amount of not less than $1,000,000 unless the service provider already carries such insurance. Any vehicles or drivers used for transporting students will meet the same safety standards applicable to public schools in Georgia. School Administrators (most likely the Business Manager) will provide information (in the form of a hand-out) or explain Transportation policy and procedures to parents at the time of registration, prior to opening day. Considering the population density of the area where the Amana Academy is likely to be located, and the small size of the school, it is anticipated that not providing full transportation services to all students will have minimal impact, if any, on projected enrollment.
6.9
Food Service
Amana Academy recognizes that parents are busy and that packing a nutritional lunch everyday can be a challenge. The school also recognizes that many students may not be able to afford lunch. A child that is hungry wont be interested in or fully engaged in his/her education. In keeping with our vision to develop a balanced child who has a love for life-long learning, Amana Academy plans to offer food service in the following ways: 1. The school will contract with a vendor to deliver breakfast and lunches for those who wish to purchase them, and we have made provisions for kitchen staff to support this service in our pro-forma budget. During the first year of operation Amana Academy does not plan to participate in any federally supported free and reduced breakfast or lunch program; however, the school will subsidize free lunches for those who qualify. Amana Academy reserves the right to reconsider its participation in any government supported food program after assessing student demographics. 2. Instead of a snack machine, a snack and juice refrigerator will be available to students and staff. The refrigerator will be stocked daily with nutritional fruits, breads, trail-bars, and juice-based and other drinks. Items will be available for a nominal fee. We will work with representatives in the Georgia Department of Education to comply with regulations for eligible students to receive federally subsidized breakfast and/or lunch. Given its global stewardship emphasis, Amana Academy will offer food choices that serve special and cultural dietary needs, such as vegetarian, Kosher, Halal and others. If the Fulton County School System agrees to provide food service, all costs of the service must be paid by Amana Academy. If Amana Academy receives food services from the Fulton County School Nutrition Program it must comply with all federal, state, and local policies, procedures, and requirements. If the charter school elects to participate in the National School Breakfast and Lunch Program, the school must submit its own application to the State Department of Education. The charter school will be responsible for accurately counting meals and submitting financial reimbursement claims to the State Department of Education for meals meeting specified nutrient standards.
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6.10 Annual Report

By the beginning of every school year, Amana Academy shall provide an annual report to parents/guardians of all attending students, to Fulton County School Board and to the State. The Annual Report shall include: The number of students and teachers by grade; The actual class size of each class; and The progress made in meeting the performance-based goals, the state mandates assessment scores and state-mandated accountability indicators.
The Annual Reports shall also be available to partners and other community members.
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Chapter 7 Start-up School Specifics 7.1 Parental Involvement Model
7.1.1 Guidelines
Amana Academy is committed to full partnership between the family and the school. Amana founders strongly believe that the cooperative efforts of parents, administrators and teachers, working within the framework of a supportive community, will contribute significantly to the growth and successful achievement of each child. Parental involvement and investment in the school is considered central to Amanas educational structure and success. To this end, Amana Academys Board of Directors supports the development, implementation and regular evaluation of a parent involvement program that will involve parents at all grade levels in a variety of roles. This will be accomplished by creating a comprehensive program consistent with Joyce Epsteins research on family and community involvement in education (School, Family, and Community Partnerships: Preparing Educators and Improving Schools, 2001). The framework for this program will include, but not be limited to, the following components: a) Parenting Amana will regularly help families establish/maintain/enrich home environments that support children as students; b) Communication Effective two-way communication between Amana Academy and homes will be maintained and regular monthly meetings will be established that keep parents informed and engaged; c) Volunteering Parents will be encouraged to help and support Amana in a variety of capacities; d) Learning at home Amana will provide opportunities for parents to learn additional ways to support student learning at home; e) Decision making Parents will be included throughout the schools decision making structure; and f) Collaboration with community Resources from the community will be valued and integrated to strengthen Amana programs, family practices and student learning.
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7.1.2 Parents and Family Involvement

Early on, Amana Academy founders recognized the need to validate its concept with parents and the community; thereby, building awareness and mobilizing volunteers. The team utilized focus-group type community information sessions to validate and evolve the concept. The team utilized a collaborative internet forum called Yahoo!Groups to manage the project and to provide regular, public communications to interested people and the community at (http://groups.yahoo.com/group/AmanaAcademy/). As with any good idea, word spread and people volunteered to help. At the time of petition writing, over 30 parents were directly involved in establishing Amana Academy (60% of them have children eligible to attend Amana Academy). For a complete list of our team, please visit Appendix B. These parents (and other community members) contributed to the effort in the following significant ways, with parents leading all the efforts: A small group of parents brainstormed the idea to start this school of choice, including Ehab Jaleel, Lara Alexander, Maher Budeir, and Kerry Swift with Lara doing the bulk of research. Our teams HR and Organizational Effectiveness expert Soumaya Khalifa facilitated multiple sessions where a group of over 10 parents brainstormed and helped develop the vision and mission statements and the guiding principles. Of particular note is Jelena Naims synthesis of many ideas to create a communication skills focus. Kerry Swift developed the overall stewardship theme, and Steve Sherman helped shape the teams thinking around making Arabic available to all kids . The four founders Ehab Jaleel, Lara Alexander, Kerry Swift, and Maher Budeir brainstormed the name Amana Academy based on the stewardship theme and academic excellence focus. With the help of computer experts, a few parents set up the yahoo!group and sent out regular e-mail notices. Wael Doukmak and Shuaib Ahmed, both parents set up the web address www.AmanaAcademy.org With the help of Steve Sherman and Bekir Ozcan, parents like Ehab Jaleel and Abdi Sheikh led the development of the budgets for the school. Parents drafted the planning grant application. The Arabic committee included parents like Eric Ahmed Ferguson and Lubna Kaiali & Abdirazak W. Osman who attended a GA Foreign Language course to develop Amanas curriculum. Abdi Sheikh, a parent and our resident CPA, worked with other parents to set up the bank accounts, business licenses and Federal tax ID number. Education Subcommittee was mostly made up of parents who doubled as teachers; they assessed educational models, benchmarked schools, attended vendor sessions and recommended ELOB. Parents scheduled and ran all team meetings and community information sessions. People like Colleen Jafaar (PR Committee lead), Ahmed Khan helped set-up. Parents made up the majority of the founding board. Maher Budeir, Anthony Kerlew developed the governing model for the school. Parents attended meetings and training sessions and met with officials from Fulton County and the State. Parents including Ahmed Khan formed a committee to locate a facility. Bassem Fakhoury, Kerry Swift formed the 4 partnerships.
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Under Hosny Mohammads guidance, a half-dozen parents wrote this petition, one of whom was Nada Diab who drafted our schools waivers and addressed legal issues. Many more examples exist!
This list of parent directed activities clearly demonstrates Amana Academys commitment to parental involvement. In addition to the core team that developed the project, Amana Academy hosted three information sessions (see Appendix L) with the purpose of introducing the new school and soliciting feedback on key elements of the program, much like a focusgroup atmosphere. The sessions were on the following dates: May 10, 2003 Hapeville Fulton County Library May 24, 2003 Roswell Fulton County Library August 23, 2003 Georgia Tech Student Center In all, nearly two hundred people attended these information sessions. The team also hosted a parent picnic in June and has scheduled a location hunt for late September to get parents directly involved in locating a facility. Parents will also have the opportunity to support a Hands On Atlanta volunteer activity in North Fulton on October 4th.
7.1.3 Involvement Action Plan

The guiding principle behind the Action Plan for Parent and Family Involvement is that parents of Amana Academy students are the primary customers of the school on behalf of their children. While they are not the only "shareholders" needing to be involved, their involvement has special importance. Amana Academy recognizes that parents and other family members know the strengths of their children the best, and we will work closely with parents to develop the best educational experiences possible for their children. The goal at Amana Academy is to have significant parental involvement. It will be the norm -- not the exception. The development of Amanas Parental and Family Involvement Plan will be consistent with the 6-teired framework mentioned above prior to the schools opening. See Appendix F for an example of the types of structures, programs and practices that are being considered to promote and support the highest levels of parental involvement at Amana Academy.
7.1.4 Parent Center

Another proven way to build high-level parental involvement in schools is the establishment of a Parent Center. Resources such as Building Successful Partnerships: A Guide for Developing Parent and Family Involvement Programs (National PTA, 2000) as well as Organizing a Successful Family Center in Your School: A Resource Guide (Wisconsin Department of Public Instruction, 1996) will be used in the development of Amana Academys Parent Center. This space, set aside for parent use inside the school facility, will: Provide parents with a room or space for their own use at the school and facilitates communication between families and the school; Provide opportunities for parents to get to know each other and network; Offer educational and socializing opportunities; and
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Serve various needs of families so that parents and other adults can turn their attention to help and support their children.
Amanas Board members intend to approach local businesses for donations of equipment, supplies and software, and convene a committee to oversee the development, operation and review of the parent/family resource center. It will be advertised in the Amana school newsletter and staffed by part-time volunteers who can assist parents and community members.
7.1.5 Parent-School Covenant

The success of Amana Academy is dependent on local school control through shared governance between educators and parents who have a vested interest in the school. A meaningful partnership involves the Principal and teachers being responsive to the concerns of parents. In turn, parents have a responsibility to respect the professional experience and expertise of the educators. While parents will be involved in most levels of decision-making at Amana Academy, their primary role will be to assist, enhance, facilitate and extend the ability of the educational staff to conduct the school's educational activities. While the level of parental involvement in the school will vary from parent to parent, depending on availability and personal inclination, all parents will be expected to support the academic learning of their students by maintaining high expectations for both the students and the school. At the beginning of the academic year, parents will be asked to sign a form indicating they have read the student and parent handbook, charter petition, codes of conduct, as well as an agreement between the parents and the school known as the ParentSchool Covenant. This Covenant, considered as outlined in Appendix G, is intended as an instrument in which parents and the school agree to assume mutual responsibility for the child's learning program. In signing the form, parents will pledge to: Support the Amana Academy mission; Establish a safe and supportive learning environment; and Support and work with school staff to promote their childs learning.
7.2
Partners
The Amana Academy vision lists institutional partners as the fourth component in building a collaborative community and offering the best educational experience for its student body. Partners extend our classroom outside the 4-walls of the school, and they offer another level of accountability. They provide teachers with new ways to teach and give students new ways to learn. They offer additional instructional and community participation opportunities. These are not business partners used as sources of funds; they are institutional partners used as sources of learning and hands-on experiences. With that objective in mind, the partnership sub-committee has sought local organizations that most closely match the Academys mission, have a capacity to add value, are willing to work closely with all its members and share the vision of what the partnership can achieve. When choosing our potential partners, we applied the following selection criteria:
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1. How well does the partner organization match Amanas Vision and/or Mission? 2. Does this organization have a strong emphasis on one or more of the Amana Mission components? High Academic Achievement Communication Skills Arabic Language Ethical Character Stewardship 3. Does this organization have a concrete record of actions, which demonstrate its commitment to one of the five above stated Amana Mission components? 4. Does this organization conduct activities that would violate the spirit of the Amana Mission? 5. Is this organization comfortable with the racial, socioeconomic and religious diversity expected within Amana Academy? Out of this process, four partners have emerged, and they have submitted letters of understanding expressing their intent to partner with our school. They each offer strengths in different areas and together form a balanced portfolio of very strong assets. The partners are: The Alif Institute This is a comprehensive cultural center dedicated to the Arab world. We chose them because they will act as a forum for cultural, scientific and artistic interchange. We think we will benefit each other by: Enforcing the command of Arabic Language Expanding our understanding of the diversity of humanity Creating extra-curricular opportunities for the Arabic language classes
The Chattahoochee Nature Center (CNC) This is a unique educational resource located on the river. We chose them because they will help our students and teachers discover the beauty, power and intricacies of the natural world. We think we will help each other by: Providing experience-based learning focused on nature and the environment Creating extra-curricular opportunities in the area of natural science Enforcing environmental stewardship
Hands on Atlanta (HOA) This is a non-profit organization that helps individuals and groups find volunteer opportunities at several service organizations. We chose them because they will allow our students to participate in on going service projects. We think we can help each other by: Empowering social competence
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Expanding each others understanding of the diversity of humanity Providing civic stewardship
The Center for Education Integrating Science, Mathematics, and Computing (CEISMC) This is an educational center located on the campus of Georgia Tech. We chose them because they will help our students receive the best possible preparation in science, mathematics and technology. We think we can help each other by: Enhancing the science and math curriculum Improving academic competence in technology Creating extra-curricular opportunities in the scientific arena
In order to demonstrate our commitment and our seriousness, we have obtained a Letter of Understanding from each of these organizations. Please refer to Appendix I for a sample of the type of agreement we have already reached. We will continue to work with these partners to assure alignment, determine the structure of the partnership, agree on the frequency and nature of the interaction and decide on the frequency of evaluating the success of all of the above. In the long term, we will continue to fine-tune this process and may consider adding other organizations in the future. We are also considering ways that our partners can participate in improving on our school and even in the decision making process.
7.3
Non Profit Status
Amana Academy was incorporated in the State of Georgia as a non-profit organization with the stated intention to serve as a public charter school organized and operated as a 501(c)(3) non-profit organization in Fulton County, Georgia. Our Employer Identification number (EIN) is 16-1675588. Amana Academy is responsible for providing its own legal services and cannot use the School Systems attorney unless agreed upon by the Fulton County School Board and the Amana Academy Governing Board.
7.4
Board Members
See Appendix B for board, team members and consultants list. If required by Fulton County or the State of Georgia, all board members agree to be fingerprinted and to have a criminal record check, a credit check and reference checks prior to the educational board approval of the petition.
7.5
Accreditation
Additionally, Amana Academy will seek accreditation from the Southern Association for Colleges and Schools (SACS), the Georgia Accreditation Commission (GAC) or another recognized accrediting commission.
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7.6
Legal Consideration
Amana Academy understands that it is responsible for providing its own legal services and cannot use the School Systems attorney unless agreed upon by the Board and Amana Academy.
7.7
Instructional Technology
Technology One of the distinguishing features of Amana Academys 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 and Follman - 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. Technology will be used to create mental bridges between hands-on knowledge and symbolic knowledge. The technology 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 Amanas interdisciplinary, project-based curriculum in a method - such as the Gaggle Network - that promotes safety to provide safe, teachercontrolled 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. For a more detailed description of Amanas technology program refer to Appendix E To ensure that technology is effectively integrated into Amanas culture, a committee comprised of teachers, administrators, parents, community members and our partner Georgia Tech CIESMC will collaborate to create a comprehensive Instructional Technology Plan by the midterm of the first year of operation. Georgia Techs CIESMC will be a valuable
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asset in helping to incorporate the latest approaches in utilizing technology. This instructional technology plan, developed in accordance with the principles mentioned above and implemented through ELOBs learning expeditions, will promote Amanas overall communication skills goal by creating meaningful learning and collaboration, providing for the needed professional development and support of faculty and adapting to change. Preliminary outline describing the acquisition and distribution of technology needed to support Amana Academys instructional program: 5. Per our set-up and operating budges (Appendix J), Amana Academy will outfit each classroom with 4 computer systems, to be purchased from a wholesale computer provider 6. A mobile computer lab will be considered as the Technology Plan evolves 7. Appropriate numbers of TVs and VCRs 8. A digital projector, digital cameras, and camcorder will be purchased (see Appendix J) to support Amana Academys communication skills focus The minimum technology infrastructure to support the student information system provided by Fulton County School System will comprise of: 8. Fulton County provided server 9. Fulton County provided workstation 10. Fulton County provided modem and router 11. Fulton County provided network connection to a wide-area-network (WAN) via a T-1 line access 12. Fulton County provided printer 13. Fulton County provided SASI (School Administrative Student Information) software 14. Fulton County provided technical support The Fulton County provided technology elements will form the platform for Amana Academy technology plan. The school will develop a much more detailed plan well in advance of opening day. Key points of contact regarding the use of technology at Amana Academy will be: (1) the Instructional Guide/Coach, who with the assistance of the Media Specialist, will coach teachers on how to integrate technology into their curriculums; and (2) the Business Manager, who will manage the use and maintenance of the technology program's hardware and software. For more information on Amana Academys Technology Plan, please reference Appendix E.
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Appendices Appendix A Article of Incorporation - Amana Academy Appendix B Amana Academy Board, Team Members and Consultants Appendix C Amana Academy Sample Organization Chart Appendix D Expeditionary Learning Outward Bound (ELOB) Appendix E Amana Academys Technology Program Sample Appendix G Amana Academy Parent-School Covenant sample Appendix H Arabic Foreign Language Curriculum Implementation Plan, A Sample Curricular Model, and Performance Measures Appendix I Amana Academy Letter-of-Understanding with Partners Appendix J Proposed Budget Details Appendix K Faculty Experience for Salary Purposes Appendix L Information Session Minutes & Presentations Appendix M Single-Gender Schooling Research Appendix N Teaching of a Foreign Language and Student Achievement Appendix O Balanced Scorecard System wide Goals, Objectives and Performance Measures Appendix P Student Discipline/Code of Conduct: Fulton County Schools Policy and Procedure JD Appendix Q Amendments
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Appendix A - Article of Incorporation - Amana Academy

ARTICLES OF INCORPORATION OF AMANA ACADEMY
Article I. The name of the corporation is: AMANA ACADEMY, INC. (the Corporation) and shall operate a Charter School under the name of Amana Academy. Article II. The Corporation shall have perpetual duration. Article III. The Corporation is organized pursuant to the provision of the Georgia Nonprofit Corporation Code and is organized exclusively for charitable and educational purposes, including, the formation and operation of a Charter School under and pursuant to the Charters School Act of 1998, effective July 1, 1998, being designated as Article 31 of Title 20-2-2060 through 20-2-2071 of the Official Code of Georgia Annotated (the Act). Said school to be operated in accordance with a Charter to be approved by the Fulton County Board of Education and the Georgia State Board of Education. Said Corporation is to qualify as a tax exempt organization under the provisions of Section 501(c)(3) of the United States Internal Revenue Code of 1986, and the corresponding section of any future federal tax code. Article IV. The Corporation is not organized for and shall not be operated for pecuniary gain or profit. No part of the property of the Corporation and no part of its net earnings shall enure to the benefit of, or be distributable to, the members of the Governing Board, officers or other private persons. The Corporation shall be authorized to receive funds
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from the State of Georgia and from the Fulton County Board of Education and other sources, for the operation of the school in accordance with the aforesaid Act to solicit funds from outside sources such as individual and charitable foundations. The NonProfit Corporation will not be used to raise funds for any purposes other than the Amana Academy. Notwithstanding any other provisions of these Articles of Incorporation, the Corporation shall not engage in any activities not permitted to be on (i) by a Corporation exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code of 1986, as amended, or the corresponding section of any future federal tax code, or (ii) by a Corporation, contributions to which are deductible under Section 170(c)(2) of the Internal Revenue Code of 1986, as amended, or the corresponding provisions of any future federal tax code. Article V. The Corporation shall have no capital stock, and it shall have no shareholders or members. Article VI. The Corporation shall be governed by a Governing Board. The initial Governing Board shall consist of the following positions: 1. Chairman 2. Vice-Chairman 3. Secretary Article VII. The affairs of the Corporation shall be managed by aforesaid Governing Board. The initial members of the Governing Board shall serve until Amana Academy has received a charter from the Fulton County Board of Education and the Georgia Department of Education. Once Amana Academy has received a charter from the Fulton County Board of Education and the Georgia Department of Education, a Governing Board shall be selected in accordance with bylaws of the corporation. The
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bylaws of the Corporation may be amended from time to time, but in all events in conformity with the Act. Article VIII. The initial registered office of the Corporation shall be located at the 541 Tenth St. NW #164, Atlanta, Georgia, 30318-5713. corporation shall be Ehab S. Jaleel. Article IX. The name and address of the incorporator is Abdikhadar Sheikh Ali, 5050 Memorial Drive, Suite 115, Stone Mountain, GA 30083. Article X. The mailing address of the initial principal office of the corporation shall be 541 Tenth St. NW #164, Atlanta, Georgia, 30318-5713 Article XI. Upon the dissolution of the Corporation, assets and properties, both real and personal, of the Corporation shall be distributed to a nonresident corporation or agency organized or existing for exempt purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code of 1986, as amended, as directed by the Governing Board of the Corporation. Article XII To the fullest extent permitted by the Georgia Nonprofit Corporation Code as the same exists or may hereafter be amended, a member of the Governing Board of the Corporation shall have no personal liability to the Corporation or its members for monetary damages for breach of his/her duty of care or other duty as a member of said Board, except in the following circumstances: i. for any appropriation, in violation of his/her duties, of any business opportunity of the Corporation; The initial registered agent of the
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ii. iii. iv.
for acts or omissions which involve intentional misconduct or a knowing violation of law; for the types of liability set forth in Section 14-3-860 through 14-3-865 of the Georgia Nonprofit Corporation Code; or for any transaction from which the Governing Board member derived an improper personal benefit.
This provision shall not eliminate the liability of a Governing Board member for any act or omission occurring prior to the date when these Articles of Incorporation become effective. Any repeal, amendment or modification of the foregoing paragraph of this provision by the Governing Board members of the Corporation shall not adversely affect any right, benefit or protection of a member of the Governing Board of the Corporation existing at the time of such repeal, amendment or modification. Article XIII a) To the fullest extent permitted in Section 14-3-850 et seq., of the Georgia Nonprofit Corporation Code, and upon a determination made pursuant to section 14-3-855 of the Georgia Nonprofit Corporation Code, a member of the Governing Board of the Corporation made a party to a legal proceeding because such individual is or was an officer or member of the Governing Board of the Corporation, shall be fully indemnified for reasonable expenses incurred in connection with the proceeding if (i) he or she acted in a manner he/she believed in good faith to be or not opposed to the best interests of the Corporation; and (ii) in the case of any criminal proceeding, he or she had no reasonable cause to believe his/her conduct was unlawful.
b) In no event shall the provision of this Article XIII allow indemnification (i) in connection with a legal proceeding by or in the right of the Corporation in which a Governing Board member was adjudged liable to the Corporation, or (ii) in connection with any other proceeding in which a member of the Governing Board was adjudged liable on the basis that personal benefit was improperly received by him or her.
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c) The Corporation may pay for or reimburse the reasonable expenses incurred by a Governing Board member who is a party to a legal proceeding in advance of final disposition of the legal proceeding if: i. the Governing Board member furnishes the Corporation a written affirmation of his or her good belief that he or she has met the standard of conduct described in subsection (a) hereof; and ii. the Governing Board member furnishes the Corporation a undertaking executed personally or on his or her behalf, to repay the advance if it is ultimately determined that he or she is not entitled to indemnification under Section 14-3-853 of the Georgia Nonprofit Corporation Code. IN WITNESS WHEREOF, the undersigned incorporator has set his hand and seal to these Articles of Incorporation, this 27th day of March, 2003.
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Abdikhadar Sheikh Ali (Incorporator)
Note to Reader: Per Georgia Secretary of State website: http://www.sos.state.ga.us/coporations/corpsearch.htm, the following information is available on Amana Academy Inc.: Type: Domestic Non-Profit Control #: 0319114 Filing Date: March 28, 2003 Agent County: Fulton
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Appendix B Amana Academy Board, Team Members and Consultants Board Members:
Name: Project Position: Background (career and education): Ehab Jaleel Chairman, Founding Board Bachelor's of Science in Applied Psychology from Georgia Tech Bachelor's of Science in Mechanical Engineering from Georgia Tech 13 years of professional experience - five years at General Electric in engineering and international business; eight years at Coca-Cola in fountain equipment development and marketing new packaging innovation & products married with three children motivated to pursue a charter school by Amin Best, Bekir Ozcan, and Victoria Alexander-Trillo
Project Objective:
To help create a public charter school accessible to all children that could offer an exceptional learning environment extending beyond the four walls of a classroom or a ditto worksheet To provide a public charter school as an innovative educational solution for my three daughters To provide a school that could balance academics with character development & civic responsibility - in an atmosphere consistent with my personally held values and cultural background To provide a charter school with the balance of empowerment and accountability built into it To approach education in a professional manner and work with talented people who cared about children
Home Address:
2085 Bluffton Way, Roswell, GA 30075
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Board Members, continued
Name: Project Position: Background (career and education):
Bekir Ozcan Board member, Treasurer Bachelor's of Science in Electrical Engineering from Southern Tech Staff Engineer at Georgia Power Company assigned to Georgia Power Northwest Region, Cartersville Operating Department establisher/founder of Fulton Science Academy Middle School on the Board of Virginia International University located in Fairfax, Virginia past chairman of the Leukemia Society of America past member of Georgia Chamber of Commerce married with two children
Project Objective: Home Address: Name: Project Position: Background (career and education):
To help strengthen the Charter School option in Georgia 97 Mission Hills Drive, Cartersville, GA 30120 Anthony Kerlew Jr. Board member Pursuing Bachelor's in History Network Engineer with over 10 years of professional experience as a LAN Engineer Nearly 30 years of analytical troubleshooting and problem solving over 20 years of Managerial experience current a project manager with the Network Administration Center at The Department of Human Resources for the State of Georgia's Technology Support Unit
Project Objective:
To establish the type of educational environment he wishes for his children To make it available to neighbors and friends 1012 Rays Road, Stone Mountain, GA 30083
Home Address:
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Board Members, continued Name: Project Position: Background (career and education): Jelena Naim Board member, Secretary Member Education Subcommittee, and Arabic curriculum team Project Objective: Home Address: Bachelor's of Art in French language and literature Master's in Teaching English as a Second Language, certified in Middle School Education (Georgia) lecturer in the Dept. of Applied Linguistics and ESL at Georgia State University.
To be part of a grassroots effort with like-minded people To establish a high quality school with the identified values/goals 3627 Castaway Court, Atlanta, GA 30361
Maher Budeir Board member Bachelor's of Science in Civil Engineering from the University of Texas, Austin Master's of Science in Environmental Studies from the University of Central Florida 21 years of professional experience in environmental engineering in the states of Florida and Georgia current project manager with US-Environmental Protection Agency
Project Objective:
To be able to influence the educational options available to our young generation To help Amana Academy become and institution where young minds have an opportunity to develop with a well-balanced awareness of our community issues, our global concerns and natural environment To see Amana become known for excellence in learning because our children enjoy learning To see Amana graduates realize not only their intellectual potential, but also their human and social potential To see Amana's students be able to communicate and influence their society positively
Home Address:
861 Johnston Oak Lane, Lilburn, GA 30047
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Team Members:
Name: Project Position: Background (career and education): Lara Alexander Coordinator for 15-member Educational Subcommittee rich educational family tradition: great grandmother taught elementary school; grandmother volunteered in public schools in TX: mother is a District Administrator for Program Effectiveness and Compliance in Spring Branch Independent School District in Houston, TX; sister is an elementary assistant principal; and several aunts are also teachers (refer to list of Amana consultants) worked in administration and as a first grade teacher for many years at a local private school serving an internationally diverse student population first-hand experience using a multiple intelligences/projectbased/integrated thematic learning approach worked as an environmental education consultant with Great Forest, Inc. completed Bachelor's of Fine Arts studies at New York Universitys Tisch School of the Arts
Project Objective:
To continue to help fashion Amanas core vision, mission and values To continue to conduct extensive research on instructional methodologies, whole-school design models, curricular programs and resources To facilitate with the petition development in areas related to instruction/ curriculum, ethical character, technology, parental involvement and discipline To help design a school like Amana To work with people who are truly dedicated to education To share the vision of creating a place where all children will love learning and acquire the skills to think critically about their world To enroll my own children at Amana
B-4
Kerry Swift Education Subcommittee Team Subcommittee Team Member Member; and Partnerships
Bachelors of Science in Environmental Engineering four years professional experience: including soil and groundwater site investigation work for private international and national firms engineer for the Florida Department of Environmental Protection (FDEP) specializing in Industrial Waste and Pollution Prevention worked with adult training at FDEP volunteer focused on youth education full-time mother of three
Project Objective:
To help make the much talked about dream of true human and environmental stewardship a reality for the next generation by establishing a learning environment that makes this lifestyle a habit from a very young age Nada Diab Legal Team Member, possibly funding or grants in the future. Bachelor's of Science in Business Management Juris Doctrate (law degree) from Case Western Reserve general practice attorney in Augusta, Georgia for three years Nada and her husband moved to Atlanta in 1997 because they loved the diversity of the city and the fact that it only snows once every winter. In Atlanta, worked in Atlanta as an associate attorney and did freelance legal writing and research for individual attorneys current manager for her husband's dental office
Project Objective:
To help provide this excellent educational opportunity for her daughters (ages 5 and 3) To be involved in order to make this dream a reality To help design a school where students will be able to learn to read and write Arabic correctly from a young age
B-5
Wael Doukmak Member of Arabic curriculum team A Ph.D. Candidate in Pharmacy Bachelor's of Science in Pharmacy and Pharmaceutical Chemistry Diploma in Computer Science certification in Arabic Language Translation ATA accredited in Arabic translation teacher of college level Arabic at the University of Georgia since 1996 CNN chief Arabic linguist operates two businesses in Athens, GA served on boards of for-profit and not-for-profit organizations
Project Objective:
To help fulfill the mission of Amana Academy To help Amana be instrumental in making the world a better place
Umber Hanief Member in the Education and HR subcommittees Bachelor's Degree in Social Studies Secondary Education Certificate Masters in English Technical Writing Certificate.
Project Objective:
To help strengthen our public school systems through the charter school project To do whatever she can to see the school succeed
B-6
Bassem H. Fakhoury Team Lead of the Partnership Sub-Committee Master's Degree in Mechanical Engineering worked for the past nine years in various roles with the CocaCola Company in Atlanta current position requires him to build strong value-based relationships with customers and suppliers to the Company
Project Objective:
To continue to be involved with organizations that address the cultural aspects of the community To help build the framework for building partnerships in the future To continue to review organizations in the Atlanta area that might act as partners in building the Amana vision To be involved in shaping the educational opportunities provided by Amana
Samia Maher Education Subcommittee Team member

Bachelors Degree in Early Childhood Education from Georgia State University teaches third grade teacher at Annispown Elementary in Gwinnette County ISD works with special needs children in her classroom
Project Objective:
To help realize the important need of a public elementary Arabic language program in Atlanta
B-7
Colleen Jaafar Education Subcommittee Member and PR Volunteer Coordinator Bachelor's of Arts in Political Science from St. Leo College in Florida worked in a law firm for two years specializing in constitutional law published an equine newspaper with her mother for two years in Georgia volunteers for a nonprofit organization that rescues horses and incorporates therapeutic programs for physically and mentally challenged children and adults
Project Objective:
To work with a highly motivated and dedicated team that is striving to realize the charter school project To be able to provide an excellent educational opportunity for her two children To get involved to help make this a success
Lubna Kaiali Member of Arabic curriculum team Bachelor's Degree in Psychology Certificate in Computer programming Systems Analyst and programmer Arabic As A Second Language Teacher Arabic and Islamic studies volunteer teacher at Dar Al-Noor School in Atlanta Pre-K School teacher in Prodigy and Kids R Kids School Arabic language private tutoring English as a Second Language teacher for Clayton College continuing education assisted in evaluating studies in the Critical Language Program at the Department of Foreign Languages (Arabic) at Kennesaw State University
Project Objective: Name: Project Position:
To help develop the Arabic curriculum for the Charter School To be part of the Arabic teaching faculty Abdirazak W. Osman Member of the Arabic curriculum team
B-8
Background (career and education):
PhD in Postcolonial Literature from Panjab University in Chandigarh, India Bachelors in English Literature from Jamia Islamia University in New Delhi, India taught English as a Second and Foreign Language in an Embassy Arabic School for eight years works for the Division of Family and Children Services, Department of Human Resources, State of Georgia Youth Director at Stone Mountain Community Center Legal Committee Chair of Civic Rights Organization
Project Objective:
To help realize the mission and vision of Amana Academy To continue contributing to the molding of generations inculcated with these ideals Eric Ahmed Ferguson Education Subcommittee Team member

Bachelors in Mass Communications from Morehouse College in Atlanta Elementary school certification from Southern University at New Orleans Masters in Reading, Language, and Literacy from Georgia State University with a focus in ESOL 10 years teacher in Fulton County Schools System 5 years teaching ESOL 1 year Arabic Language study at DeKalb College Intensive Arabic study at As-Salih Institute in College Park, MD
Project Objective:
To provide another academic experience option for children in Fulton County To provide his kids with an excellent education with the advantage of learning Arabic
B-9
Ala Law Marketing and PR subcommittee works in the Brand Marketing Group for an international global data and IP provider to multinational businesses. maintains the corporate website and secured extranet performs project management tasks for technical teams college hours certification in web design through courses taken at technical institutions
Project Objective: Name: Project Position: Background (career and education):
To help get Amana Academy established
Halema Zahra Kerlew Education Subcommittee Team Member Bachelor's in Economics Homeschool teacher for 2 years 15 years experience Macintosh computer software trainer 4 yrs President of Somali Refugee Family Assistance Program
Project Objective:
To help establish a much needed and unique educational institution To offer interested refugee families opportunity to learn Arabic in a gender sensitive environment they are accustomed to. To send her own child to Amana Academy
Name: Project Position: Background (career and education): Project Objective:
Majdi El Tajoury Marketing and PR Subcommittee Team Member Master of Sciences in Electrical Engineering from GA Tech 5 years professional experience with ALCATEL, PHILIPS, and TEMPOSOFT
To fulfill on my duty to help establish the type of educational experience to kids promised at Amana Academy
B - 10
Ahmed Khan Facilities Location Subcommittee Member Bachelors in General Education, Bachelors of Science in Computer Science 10 years of computer and networking experience 3 years volunteer/teacher for MSS refugee organization teaching kids 4-15 very impressed by the vision of the Amana Academy Project founders and could not resist the urge of throwing his support behind this project
Project Objective:
To locate and evaluate a school location for Amana Academy To be able to provide an excellent educational opportunity for his two children
Abdi Sheikh Business Subcommittee Member Bachelor's Degree in Accounting (Magna Cum Laude) from Clark Atlanta University CPA since 1998 3 years in public accounting firm at PriceWaterhouse Coopers and Deloitte & Touche 4 years self employed CPA assisted Amana Academy with incorporation, budget reviews, bookkeeping, financial statements, and 501(c)(3)application married with 2 kids
Project Objective:
To establish a school that fulfills on his parents advice that education is one of the greatest keys to life To assist Amana Academy in financial matters To duplicate Amanas process for other communities in need
B - 11
Marcia Mihdawi Education Subcommittee Team Member Bachelor's in Marketing with a concentration in Spanish and International Business Master's in Early Childhood Education from Georgia State University, certified K-5 in spring 2003 teaches 3rd grade at Frank Stanton Elementary School Atlanta Public Schools teaches adult ESOL at Dekalb Technical College ESOL certified Board member of Arabic Language Institute Foundation (ALIF) - Education Committee active member of the Arab American Women's Association of Georgia, former youth committee chair active with Habitat for Humanity, former chair in college former Board member of Georgia Partner of the Americas Brazil active with Big Brothers/Big Sisters works with refugees populations
Project Objective:
To establish a school that is an excellent educational opportunity for children living in Fulton County. The unique, innovative and progressive design of Amana's educational framework is extremely appealing to me as a teacher. Amana's Arabic language program will benefit countless children and has the potential of bringing national recognition to Fulton County Schools. Asmaa Zafar Education Subcommittee Team Member Bachelor's of Science in Mathematics two years experience teaching mathematics in a private school, grades 6 through 10
To help provide our children with a better education and a brighter future
B - 12
Hosny A. Mohamed Petition Compiler, Human Resources Committee Master's in Structural Engineering from TSU, Nashville, TN 24 years of professional experience 10 years experience establishing customer-oriented profitgenerating project accounts Senior Project Manager and the leader of IPC projects with AMEC E&C, Inc. IPC Business Unit, North America Operation
Project Objective:
To help provide a unique alternative educational model to the children of Fulton County To coordinate and monitor the activities associated with drafting the petition To help develop the final petition for official submittal to the county To advise organizers on project management practices
Shayla Salmons Education Subcommittee Team Member Bachelor's of Science in Sports Medicine Master's in Alternative Education from Georgia State University teaches 9th grade Biology and Physical Science at Avondale High School athletic trainer
Project Objective:
To help in any fashion so that all children will be able to attend a public school in an environment that enriches their spirits and challenges their minds
B - 13
Soumaya Khalifa Member of Human Resources Team MBA Human Resources Manager Organization Effectiveness, Georgia-Pacific over 10 years of Human Resources experience
To facilitate early vision & mission statement brainstorming To advise Amana Academy organizers on Human Resources and organizational effectiveness issues To provide input to petition To help realize a great project for the Atlanta Community
Shuaib Ahmed Marketing and PR Subcommittee Member, and Technology plan development Bachelors in Computer Science Computer and web-development experience
To establish a school where his children and other children could learn Arabic in an innovative educational environment To generate Amanas frequently asked question document To provide direction on Amanas Technology Plan To manage the development of Amanas website
Steve Sherman Business Subcommittee Member Bachelors in Business Administration from Central Michigan University Vice President of Finance and CFO at LaRoch International 26 years experience in finance and general management serves as a financial advisor to non-profit organizations
Project Objective:
To advise on schools mission; respects people involved, believes education is the foundation of good society/country; impressed with charter schools as a viable alternative To provide assistance in developing sound financial plans for Amana
B - 14
Elmostafa Elsawy Team Lead of the Arabic curriculum team Instructional Designer and Arabic Teacher at Georgia State University MS Instructional Technology from Georgia State University in August 2004 BS in English Literature and Education; MS in Applied Linguistics and teaching ESOL
Project Objective: Name: Project Position: Background (career and education):
To create ESFL-based Arabic program To create interactive media to supplement Arabic instruction Magdi Kandil Member of the Arabic curriculum team Arabic Teacher and PhD student in Applied Linguistics at Georgia State University MS in Applied Linguistics and ESL from Georgia State University BS in Education and ESOL; BA in English Literature from Egypts Mansura University Experienced middle and high school teacher in Egypt
Project Objective:
To create ESFL-based Arabic program
B - 15
Consultants:
Name: Project Position: Background (career and education): Victoria Alexander-Trillo Project Consultant Bachelor's of Arts in English Linguistics with a second major in Spanish from the University of Houston Master's of Education in Curriculum and Instruction from the University of Houston Doctoral studies at Texas Southern University Texas State Certificates : Secondary English and Spanish; General Educator K-12; ESL K-12; Supervisor; and Administrator/ MidManagement bilingual, biliterate and bicultural (Spanish/English) Coordinator for Program Effectiveness and Compliance in SBISD, Houston, TX; deals with state and federal programs, campus improvement plan, training district administrators, member of several committees and coordinates Peer Quality Review Teams teaches Spanish for SBISD employees 28-year educator with training in numerous methodologies trainer for Accelerated Learning, Campus Improvement Plan development and At-Risk student identification President of TexTESOL: an ESOL teacher organization curriculum writer and published author; Fast Forwarding English - Adult ESL video program; and All English Language Lab - an Adult ESL Accelerated Learning Course taught third grade, secondary Spanish, English and ESL. Central Office Administrator Campus Administrator college professor at a national university in Venezuela college professor in Houston, TX: multicultural education; ALT certification (Bil/ESL); technical translation; and ESL Parental Involvement Specialist, Title VII (Programs for Recent Immigrants) Grant Evaluator coordinated ESL program for three American schools at mining camps run by the Southern Peru Copper Corp. in Toquepala, Peru
B - 16
Amaris Mohler Project Consultant Bachelor's of Arts in Elementary Education in Spanish from Mary Hardin Baylor College in Belton, TX Master's in Counseling from Sam Houston State University Assistant Principal at Valley Oaks Elementary School in SBISD, Houston, TX working on Principal Certification taught bilingual (Eng./Spanish) second grade for one year and bilingual fourth grade for five years; Grade Level Chair counselor for one year numerous training including: Covey, IHE (Interpersonal Human Effectiveness), CRISS (Effective Strategies), Tribes and accelerated learning member Campus Improvement Team, the PTA Board, as a Campus Technology Trainer and member of the SBISD District ESL/Bilingual Planning Committee.
B - 17
Dr. Mahmoud Al-Batal Project Consultant Bachelors in Arabic Language and Literature from the Lebanese University Bachelors, Masters and Ph.D. in Arabic Linguistics from the University of Michigan, Ann Arbor Associate Professor of Arabic, Department of Middle Eastern Studies and Program Director at Emory University in Atlanta, Georgia co-authored the Al-Kitaab Arabic textbook series (with Kristen Brustad and Abbas Al-Tonsi) written a number of articles on aspects of teaching Arabic as a Foreign Language working on a project to develop web-based Arabic listening materials CASA Executive Director in Cairo from 1985 to 1987 Director of the Arabic School at Middlebury College from 1991 to 1998 Campus Technology Trainer and on the District ESL/Bilingual Planning Committee
Other Contributors are mentioned in Section 2.2.2 Arabic Transitioning to High School
B - 18
Appendix C Amana Academy Sample Organization Chart

The following organizational chart reflects Amana Academys concept of a lean, efficient, and collaborative school environment. Amana Academys organization emphasizes our stakeholder outreach with parents, partners and county and state representatives.
Governing Board
Principal
Parents
Partners
Fulton County
State DOE
Administrative Assistant
Instructional Guide
Business Manager
Teachers
Nurse
Counselor
PE Coach
Media Specialist
Clerk
Custodian ELOB School Designer Kitchen Staff
The Founding/Governing board reserves the right to change this organization in the best interest of the school.
C-1
Appendix D Expeditionary Learning Outward Bound (ELOB) See the following attachments: ELOB Letter of Intent ELOB Design Principles and Core Practices ELOB Active Pedagogy: School-Wide ELOB Evidence of Success ELOB - National Professional Development Tentative Schedule, September 2003 to August 2004 ELOB - National Staff Development Council Report ELOB Core Practice Benchmarks
The following is a link to ELOB document file in a PDF format. See page D - 13 thru 20 of this Appendix for starting pages. http://www.elob.org/publications/CorePracticeBenchmarks.pdf
Using Effective Instructional Practices
ELOB Network School Samples

The following are links to five ELOB fieldwork samples. See pages D - 21 thru 25 of this appendix for a copy of the coversheets of these samples. http://www.elob.org/publications/webarchive/vol11no1.pdf http://www.elob.org/publications/webarchive/vol11no2.pdf http://www.elob.org/publications/webarchive/vol11no3.pdf http://www.elob.org/publications/webarchive/vol11no4.pdf http://www.elob.org/publications/webarchive/vol12no1.pdf
Expedition Methodology and Additional ELOB Theory

The following is a link to ELOB publications list that contains a book such as Guide for Planning a Learning Expedition, which is a practical framework for planning learning expeditions. Page D-26 contains a copy of the book cover. http://www.elob.org/publications/books.html D-1
Expeditionary Learning Outward Bound

Angela Jolliffe. Field Director Southeast 2704 Resnik Circle East Palm Harbor, FL 34683 Phone: 727-738-5432 Fax: 727-738-5432 www.elob.org angela_jolliffe@elob.org Greg Farrell, Presiden Board Lee Klingenstein, Chair Gruffie Clough Greg Farrell Doug Franchot Patricia Francy Robert Gable Allen Grossman L. Thomas Melly Joshua Miner John Roberts Frances Rubacha Deborah Scott Brooks Thomas Virginia Worden
September 2, 2003 Amana Academy, Inc. Ehab Jaleel, Chairman Governing Board 541 Tenth Street (#164) Atlanta, Georgia 30318 Dear Ehab, This letter of intent will serve to express in writing the willingness and capacity of Expeditionary Learning Outward Bound (ELOB) to provide services and assistance to Amana Academy as noted in your charter school proposal. As a New American Schools model for comprehensive school reform, ELOB will provide a scope of services to include: planned days of on site professional development, technical assistance, necessary materials and texts and a sequence of national professional development opportunities for teachers and school leadership. Our designs dual emphasis on academic achievement and character development makes ELOB a good match for your charter school. Your schools mission that stresses active pedagogy, emphasis on literacy and academics, and a strong focus on character, community and stewardship align with the principles and practices of ELOB. Additionally, the up front work and research your board has completed in the development of your charter proposal is amongst the finest I have seen in charter school work. Your professionalism and a genuine dedication to the children you will serve has been evident to us as we have worked together in the past six months. We look forward to our partnership with Amana Academy and our shared mission of good teaching and learning in schools. Sincerely,
Angela P. Jolliffe Field Director, ELOB D-2
Expeditionary Learning Outward Bound Design Principles

Overview: Expeditionary Learning is built on ten design principles that reflect the educational values and beliefs of Outward Bound. These principles also reflect the designs connection to related thinking about teaching, learning, and the culture of schools. 1. The Primacy of Self-Discovery Learning happens best with emotion, challenge and the requisite support. People discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. In expeditionary Learning schools, students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teachers primary task is to help students overcome their fears and discover they can do more than they think they can. 2. The Having of Wonderful Ideas Teaching in Expeditionary Learning schools fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed. 3. The Responsibility for Learning Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning. 4. Empathy and Caring Learning is fostered best in communities where students and teachers ideas are respected and where there is mutual trust. Learning groups are small in Expeditionary Learning schools, with a caring adult looking after the progress and acting as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe. 5. Success and Failure All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities. 6. Collaboration and Competition Individual development and group development are integrated so that the value of friendship, trust, and group action is clear. Students are encouraged to compete not against each other but with their own personal best and with rigorous standards of excellence. 7. Diversity and Inclusion Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others. In Expeditionary Learning schools, students investigate and value their different histories and talents as well as those of other communities and cultures. Schools and learning groups are heterogeneous. 8. The Natural World A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations. 9. Solitude and Reflection Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need time to exchange their reflections with others. 10. Service and Compassion We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning schools primary functions is to prepare students with the attitudes and skills to learn from and be of service to others.
D-3
ELOB Phase One Plan: Building an Expeditionary Learning Culture

Core Practice One: Learning Expeditions All faculties participate in a 3-5 day summer institute on becoming an EL school. Every teacher plans, develops and carries out at least one learning expedition each semester while learning how to develop standards based expeditions. School wide literacy training is completed. The core practices and design principles of EL are introduced, studied and prioritized for the upcoming school year. Teachers study and use the instructional practices associated with Expeditionary Learning through continued on site support and monitoring from EL school designer, field director and district/on site support staff. Core Practice Two: Reflection and Critique Teachers are introduced to and then collectively use and practice protocols and models of discussing/critiquing learning expeditions and collecting, sharing and assessing student work. Students are given opportunities to examine models of work and discuss/reflect on the qualities and criteria for good work. Teachers receive training in the use of rubrics, product descriptors and critique/revision with students. Core Practice Three: School Culture The faculty and students study the design principles and EL structures such as crews, community meetings, presentations, etc and incorporate them into the culture of the school. Staff development sessions model these practices. Faculty attends off site professional development opportunities including site visits to other EL schools. The principal and one other member of the schools leadership Team attend the summer Principals Institute in Boston, Mass. Core Practice Four: School Structures The principal convenes an EL Leadership Team that shares in the responsibility for design implementation and helps to coordinate on site professional development at the school. The leadership teams meets at least once per month. If possible, a leadership retreat or institute is planned. An onsite EL liaison or instructional guide is designated. A portion of faculty meetings is devoted to study, discussion, decision making or assessment of design implementation. Professional development days built into the district/school calendar support the work of ELOB. School schedules, organizational structures, resources and teacher teams are developed/ coordinated to reduce barriers to design implementation. Core Practice Five: School Review A pre implementation check is completed to collect baseline data and determine focus areas within the core practice benchmarks. Related action plan/timeline created that includes roles and responsibilities for school /district leadership. At end of first year, implementation check/school review completed to assess school progress, identify priorities and establish goals for continued improvement. The school collects/analyzes standardized test scores and other school based evidence/ achievement data to make informed decisions about instruction/ implementation of EL core practices.
D-4
Active Pedagogy: Using Effective Instructional Practices School-Wide

Teaching and learning are active and engaging in Expeditionary Learning classrooms. Effective instructional practices promote equity and high expectations: they make the rich content of expeditions come alive, ensure that all students think and participate, and allow the teacher to know all students and their thinking well. Good practices foster character by inspiring each student to develop craftsmanship, perseverance, collaborative skills, and responsibility for learning. They promote critical thinking by asking that students make connections, perceive patterns and relationships, understand diverse perspectives, supply evidence for inferences and conclusions, and generalize to the big ideas of the discipline studied. Effective planning for instruction entails choosing from a repertoire of practices and protocols and sequencing them into a coherent lesson. Thoughtful lesson design guarantees that lessons are paced well, all students engage in productive work throughout the class period, teachers have time to confer with students, classroom management is smooth, and teachers are aware of each students level of understanding and participation. Knowledge of each students level of understanding and participation leads teachers to differentiate instruction. The practices described below may be used in all subject areas; more discipline-specific instructional practices are described in other benchmarks.
A) LESSON DESIGN
1. Instructional practices are strategically selected and sequenced within and across lessons. 2. Teachers sometimes start a lesson or investigation with a complex or provocative problem and build skills, vocabulary, and concepts on a need to know basis. 3. Teachers sometimes start a lesson or investigation with an experience, inviting students to make sense of it. 4. Teachers activate and build upon students prior knowledge. 5. Students use manipulatives as tools for thinking and representing. 6. Each lesson incorporates strategies to build curiosity and has a sense of urgency and purpose. 7. Every student has a role and/or a responsibility for producing something that shows his or her thinking. 8. During independent work times, teachers actively engage and guide students (e.g., confer with students, pull small invitational groups, etc.). 9. Teachers structure lessons so that teachers talk less and students talk more; the students do the thinking and the work.
B) PRACTICES Teachers use one or more of the following practices on a daily basis; these practices describe teaching at all grade levels. 1. PROTOCOLS
a. Teachers use protocols (e.g., Socratic seminars, learning logs, and jigsaws) to insure that all students think critically and participate fully. b. Teachers use protocols to look at student work (e.g., Collaborative Assessment Conference ). c. Teachers use protocols to facilitate classroom meetings and crews and to assure behavior that allows for productive individual and group work. 2. WORKSHOPS
D-5
a. Teachers use the workshop format to model or demonstrate a concept, skill or strategy; require students to practice and apply what was modeled; and discuss and debrief what has been learned.
3. MINI-LESSONS
a. Sometimes teachers introduce and explicitly teach concepts, skills, and strategies in a mini-lesson format. b. Teachers often develop mini-lessons in response to student work and misconceptions. c. Mini-lessons are taught to the whole class or small groups depending on student needs.
4. MODELING
a. Teachers use practices such as demonstrations, role-plays and fishbowls to set criteria and model expectations for high quality group process, products, writing, reading, and problem-solving. b. Teachers use practices such as think-alouds to model comprehension strategies and skills.
5. REPRESENTING THINKING
a. Teachers use anchor charts and other forms of documentation to synthesize and make public student understanding. b. Students represent their thinking using formats such as graphic organizers, recording forms, journals, quick-writes, and summaries of their learning.
6. QUESTIONING AND FOLLOWING STUDENT THINKING

a. Teachers ask open-ended questions and pursue student thinking by asking follow-up questions. b. Teachers regularly confer with students individually and in small groups to monitor each students level of understanding, to identify class-wide issues, and to differentiate instruction.
7. USING EXEMPLARS AND MODELS

a. Teachers use exemplars and models to help students understand quality, format, and group work. b. Teachers use a range of exemplars and models to generate criteria and to construct rubrics.
8. MULTIPLE DRAFTS, REVISION, AND CRITIQUE

a. Students produce multiple drafts for all products and assess each draft against generated criteria and rubrics to improve successive drafts. b. Teachers develop focused questions to guide revision. c. Students use critique protocols to receive and provide feedback and to revise their work.
9. REFLECTING AND DEBRIEFING

a. Teachers and students reflect on and debrief lessons and experiences to improve retention of information and generalization and transfer of learning. b. Teachers help students use reflection and debriefing to set goals for future learning.
D-6
Evidence of Success
Overview:
Expeditionary Learning is a New American Schools-approved model for comprehensive school reform that achieves results: improved teacher practice, higher student achievement and engagement, and a positive and productive school culture. Many reports have evaluated ELs work favorably, and Expeditionary Learning itself commissions third-party studies to assess student achievement and teacher practice in individual schools and groups of schools. EL also collects data and stories from partner schools to create profiles of successful implementation of the design. For more information, please visit the website, www.elob.org. Third-Party Studies and Reports
In Comprehensive School Reform and Student Achievement: a Meta-Analysis, researchers looked at 29 comprehensive school reform models including EL. The report characterized Expeditionary Learnings research base as showing highly promising evidence of effectiveness. This was the highest rating given to any model that was created in the last ten years. Only three of the 29 other models assessed received higher ratings, and they had all been in the field for a decade longer than EL to build a larger research base.
National Staff Development Council (NSDC), 2002 and 1999 Center for Research on the Education of Students at Risk (CRESPAR), 2002
A series of NSCD reports entitled What Works: Results-Based Staff Development have featured Expeditionary Learning as a leading professional development organization. The 2002 NSDC report on elementary school professional development notes that using both independent third-party evaluations and internal assessment, consistent improvement in student achievement has been demonstrated throughout the [designs] history. The 1999 middle school report concluded that EL was the only program of 26 studied to meet all 27 standards for high quality professional development. The 2002 report on high school professional development mentions ELs heavy emphasis on teacher content development and the rigorous expectation of adult learning and collaboration for all teachers.
Finding common ground between service learning and comprehensive school reform was the theme of the AYPF survey of 28 leading school reform models. The report gave Expeditionary Learning a five-star rating for being highly compatible in linking community service to academics and building an ethos of service to others.
Center for Research in Educational Policy, 2002 American Youth Policy Forum (AYPF), 2001
This study of the Rocky Mountain School of Expeditionary Learning (RMSEL) in Denver compared teacher practice and the schools student achievement data to those of the four Denver-area districts from which the student population is drawn. In comparison to a group of schools with similar demographics, teachers at RMSEL used significantly more coaching and project-based learning and significantly less direct instruction and independent seatwork. The study found that RMSEL students consistently outscored the weighted average of students from its four feeder districts across all grade levels for each year of the five-year study period on the Colorado State Assessment Program. RMSEL students scored on average 11.9 percentage points higher in reading than those of the comparison group.
Polly Ulichney, Ed.D., Brown University, 2000
This study analyzed data from two New England Expeditionary Learning schools. King Middle School in Portland, Maine serves 550 primarily low-income students, 22 percent of whom are
D-7
English Language Learners. Before the EL design was implemented, King scored lower than its district and state on the Maine Educational Assessment. In 1998-1999, however, King students outscored the state average in 6 of 7 disciplines. Ulichney also studied the Rafael Hernandez School, a K-8 two-way bilingual school in Boston. In 1998, when Massachusetts introduced the Massachusetts Comprehensive Assessment System, Hernandez performed better than a district school with a demographically similar population. Ulichney concludes, Expeditionary Learning implementation appears to be providing a strong academic curriculum that allows students from typically disadvantaged backgrounds to thrive.
American Institutes for Research (AIR), 1999
In An Educators Guide to School-wide Reform, AIR determined that Expeditionary Learning was one of only eight school-wide reforms with a research base showing positive effects on student achievement. The study noted that positive results had been found across subjects. AED found that after three years of implementing the Expeditionary Learning design, 9 of 10 original demonstration site EL schools showed significant improvement in the standardized tests mandated by their districts. Teachers reported that their classroom practices changed markedly including more collaboration with other teachers, a more systematic connection between content and skill learning in designing expeditions, and the development of clear criteria for assessing student work. The study found that students produced high quality work, often higher than they had ever achieved in the past. AED also found a strong level of student engagement.
Snapshots from Schools Academy for Educational Development (AED), 1995
Oakcrest Elementary School in Prince Georges County, Maryland serves 630 students, 90 percent of whom are African American. Since 1999 when the school first began implementing Expeditionary Learning, second and fourth grade reading and math national percentile rank (MNPR) scores on the California Test of Basic Skills have risen each year. For grade two reading, the MNPR went from 24 percent in 1999 to 34 percent in 2002, and second grade math rose from 28 percent to 41 percent in the same period. The fourth grade scores for 2002 exceeded the district average for the first time in recent years. Disciplinary referrals have decreased by 52 percent since 1999, and teacher turnover has dropped from 52 percent in 1999 to just 5 percent in 2002. Winnequah Middle School in Monona, Wisconsin began to work with Expeditionary Learning in 1999, and since then the percentage of students scoring at the proficient or advanced levels on the reading portion of the state assessment has increased annually. In 2001-2002, 88 percent of eighth graders were assessed as proficient or advanced in contrast to the statewide average of 74 percent. In addition, out-of-school suspensions decreased from 6.5 percent of the student population in 1998-1999 to 4.5 percent in 2001-2002, and teacher absenteeism fell from an average of 4.1 days in 1998-1999 to 3.06 days in 2000-2001, the most recent year for which data are available. Buncombe Community School East (BCSE) in Swannanoa, North Carolina, is an alternative high school that serves many of Buncombe Countys hardest-to-reach students. For the past three years, BCSE has been implementing Expeditionary Learning. In August 2002, the North Carolina Department of Instruction determined that the school had met expected targets for student achievement and had shown high growth according to state criteria. In 1995, none of the graduating students went on to college compared to the class of 2002 of which 62 percent were college bound.
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Appendix E Amana Academys Technology Program Sample

To ensure that technology is effectively integrated into Amanas culture, a committee comprised of teachers, administrators, parents and community members will collaborate to create a comprehensive technology plan by the end of the first year of operation. This plan, developed in accordance with the principles mentioned in section 1 of this petition and implemented through the ELOB framework, will serve Amanas mission by creating meaningful learning and collaboration, enhancing communication, providing for the needed professional development and support of faculty, and adapting to change. Listed below are examples of technology objectives, resources and applications being considered for Amana Academy: Students will achieve proficiency in grade-appropriate technology skills, including keyboarding, word-processing and other software program use, Internet research, database research, and equipment care and maintenance. But while these skills are measured by specific standards, they will be taught in context via actual schoolwork. Students will be provided with opportunities to use computers to write, produce reports, and make their own books. They will also work with specialized programs to improve literacy and do research. Students will also be encouraged to use the Internet for research on all kinds of topics -- from science to social studies and current events. Student will be engaged in the development and maintenance of school/community news in multimedia formats (web site, school video, newsletter, etc.). Students will have access to appropriate software that facilitates research such as Encarta Reference Library and subject specific software for areas such as social studies, Arabic, science, math and literacy (Accelerated Reader/STAR). Students will communicate with each other and between classes through email. Amana teachers will link with partners in other cultures and countries for email classroom penpal and other projects. Students, in pairs or small groups, will access a web site to collect data or information that can be used by the whole class. For example, third graders studying the regions of the United States can go to a weather web site and type in their assigned city. They collect high and low temperatures and weather conditions on a chart for a period of days and then create a graph. The students compare their findings with those of their classmates who were assigned to cities in other regions to get an authentic look at climate differences. Students will take Internet as part of their learning expeditions. They will locate a web site that is related to a topic that they are studying that offers some aspect that is well portrayed and can be used effectively to help students learn the curriculum. For eg: Exploring Leonardo da Vinci http://www.mos.org/sln/Leonardo/LeoHomePage.html Amana students will follow an online expedition or trip: This idea can be done with the computer connected to a TV or projector with the whole class, or it can be done as one station that groups of students rotate through in a cooperative learning activity. Use a
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graphic organizer or worksheet so students will know what types of information they are expected to find. This can be a one time event or an ongoing adventure where students check back periodically to follow an experience. For example, follow a group on a trip and read about experiences in foreign countries from journals written by the travelers and plot their location on a map. Write questions and send them to the travelers. Sometimes there are suggested lesson plans and writing prompts included with this type of web based activity. Students will take a virtual field trip with the class. Use a projector or TV to enlarge the computer screen. Visit a museum site or other location related to your curriculum topic. Have students take turns controlling the mouse as the whole class participates in a discussion of what you find. If the site has an email feature, students will come up with some questions to ask the experts at that site. Children will also write about their experiences. The web site might be left up during the writing time so that children can refresh their memories and check information as needed. Students will create online projects. They will exchange with a class in another part of the country or the world.
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Appendix F Amanas Parental and Family Involvement Plan

Following is a 6-tiered parental and family framework being developed by Amana Academy: 1. Active Support of Their Child's Learning Workshops for parents and family members providing a variety of different methods they can use to assist their children with projects and homework; proper nutrition; computer literacy classes; how to study; how to promote exploration of careers; and proper sleep habits. Amana faculty will organize regular student performances to attract parents and others into the school. Conflict resolution training will be provided to parents to encourage use of similar techniques at home. Tutoring training will be provided to parents and other family members for use in after school programs and at home. Parents will work with staff to devise, implement and modify strategies for children that exhibit inappropriate behaviors. Parents will also participate in the initial Orientation for new parents during which they will receive detailed information on the student learning outcomes, accountability measures, educational program and philosophy as well as opportunities for volunteer involvement. Parents will play a central role in the development of the Individual Learning Plan (ILP) for their child. As previously described, educators, parents and students will develop a personal learning plan for each student. The foundation of the Plan will be the educational standards and learning outcomes of Amana Academy. The plan will specify progress that the student will make in attainment of the learning outcomes appropriate for the students age and grade level, and will also address special needs, challenges and potential barriers to the student's success. Parents and other caring adults in the each student's life will be provided with ideas and resources to support the child's learning. Parents will also be involved in semester conferences to monitor the personal learning plans of their children. On a semester basis, the parents, student and educator meet to review student progress based on the Personal Learning Plan developed at the start of the school year. Input from other members of the teaching staff is utilized and the Personal Learning Plan is revised as needed.
2. Communication Mechanisms Amana Academy will link parents to school by utilizing a variety of technologies to communicate with parents, families and students after hours. The World Wide Web and email will also been utilized as more and more families, regardless of income, are able to access these powerful communication tools. Amana Academy will promote the availability of free Internet access at all of the neighborhood libraries in Fulton County. In addition to the school Website, parents and families will be provided information and assistance on how to use other Web sites throughout the country that will help them support the educational and social success of their children. Voice mail, a homework hotline and teacher web pages will all be integrated into the communications system. F-1
Amana administrators will conduct a family-student-teacher workshop prior to the opening of the school, in which faculty and parents meet to plan out the year. This will help parents understand the program, and help teachers understand the circumstances and needs of particular families. A monthly newsletter will be sent to parents including reports on the activities of each classroom and other matters of interest, and announcements of upcoming events. Teachers will communicate frequently with parents via notes, positive phone calls, emails, class newsletters and routine reports on student progress. Regular parent/teacher/student conferences will facilitate open communication between parents and teachers regarding students progress.
3. Volunteering at the School Amana Academy will hold focus groups of parents to determine ways they want to be involved, barriers to their involvement, and strategies to overcome those barriers. Amana Academys Parent Agreement will be built upon flexible definitions of parent involvement built upon the real life work and family schedules of parents. This agreement describes how parents agree to share the responsibility for their childs learning program. Amana Academy will use parents as educators. Amana Academy will have a well-organized volunteer program incorporating best practices in volunteer management. Parents will be provided with opportunities to assist educating the broader community about the charter school. Parents will be given an opportunity to develop and assist with efforts to fundraise and plan activities for the students. All prospective parent volunteers must follow the appropriate Amana volunteer procedures including completing a volunteer application, fingerprinting, and providing proper identification.
4. Learning at Home Amana will provide parents with a list of materials needed for schoolwork and instructions on how to establish an appropriate learning environment at home. Amana students will be encouraged to read at home and parents will be invited to workshops on how to support proper reading development. A book lending library program will be established from which parents may borrow books. Information on specific techniques parents can use to raise the academic achievement and personal competence of their children will be sent home on a regular basis via Amanas monthly newsletter.
5. Involvement of Parents and Students in School Governing and Decision-Making As stated in Amanas Governing Model, the Governing Board shall strive for a majority parent representation.
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Workshops and focus groups will be conducted for parents to help them to build action plans around implementing their involvement at the school. Committees (task forces) will be formed for parents, students (grades 6-8) and teachers to become involved in issues such as publicity, enrollment, curriculum/instruction, volunteers, fundraising, extra-curricular activities and other areas of need. Representative of the various Committees will be invited to all Amana Board meetings. Parents will be involved in school improvement project teams. At least 2 times a year, an All School Town Hall will convene to provide all parents, students and community members an opportunity to express their opinions on major policy matters that the Amana Academy Board of Directors will be considering or should be considering in the future. The School Town Halls will be an opportunity for the Amana Academy Board of Directors to listen. The Amana Academy Board will schedule ongoing focus groups. Anonymous surveys of parents will be conducted at least twice a year to gather customer feedback on school policy and operations, the effectiveness of the educational program, and in general, to "listen to parents."
6. Community Collaboration and Staff Development The staff of Amana Academy will receive in-depth formal training in working effectively with parents. This training will include general information on the benefits of and barriers to parent involvement, information on awareness of different family backgrounds and lifestyles, techniques for improving two-way communication between home in school, information on ways to involve parents and helping their children learn in school and outside of school, and ways that schools can meet the familys social, educational, and physical needs. Specific skills will include: how to conduct effective conferences, working with parents when a student has a problem, communicating with parents about student progress, and helping parents understand educational goals, strategies and methods of assessment. Amana Academy founders will incorporate into the position descriptions of teachers and staff the responsibility to encourage parent involvement and participation. All teachers will be asked to read and discuss the research summary (pages 14-19) from Henderson and Berlas A New Generation of Evidence at a staff meeting early in the year to ensure that they are aware of the importance of parental involvement for student achievement. Faculty members will be asked to learn about the customs and traditions of specific cultures represented at the school. All staff members will be required to attend diversity/sensitivity training at the beginning of the school year. Cultural heritage surveys and community inventories will be developed. Amana Academy will seek to implement buddy and/or mentoring programs.
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Appendix G Amana Academy Parent-School Covenant sample

Student: ________________________________ Date: ____________
Family-School Connection
The goal of the Parent-School Covenant is to create the strongest possible partnership between home and the School and to nourish and facilitate the natural and individual abilities of each child. For this design to succeed, it must extend beyond the classroom walls to recognize and incorporate the home and family as vital parts of the process. Parents are strongly urged to sign the Amana Academy Parent-School Covenant.
Amana Academys Pledge to Parents:

Provide a program of academic excellence that fulfills the goals expressed in vision/mission statement. Provide a safe and supportive learning environment for learning. Communicate regularly with parents regarding their childs progress and needs. Assist parent in meeting their obligations to their childs educational needs and their responsibilities to the school. Continually reflect on, evaluate and develop the learning environment.
Parents Pledge to the School:

Read, understand, and support the mission of Amana Academy. Provide a home environment that nurtures a love of learning. Ensure student is on time with appropriate materials. Provide a nutritious lunch each day for my child each day. Read to my child every day. Attend parent/student/teacher conferences, and be available for contact with staff on a regular basis. Participate on a committee or subcommittee, or in the family/community volunteer program and give input on curriculum, leadership, and other decisions about the school. Participate in workshops offered throughout the school year designed to help parents become more familiar with Amanas educational program and that assist parents in supporting their childs education.
Acknowledgement:
By signing this ParentSchool Covenant, I/we acknowledge that we have read, understand and agreed to abide by this Covenant. I/we support each of these requirements because they ensure that I am fully involved in my childs learning.
SIGNED BY: ______________________________ DATE: _______________ Print Name: _______________________________________ SIGNED BY: ______________________________ DATE: _______________ Print Name: _______________________________________
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Appendix H Arabic Foreign Language Curriculum Implementation Plan, A Sample Curricular Model, and Performance Measures
See the following attachments:
Arabic Elementary Foreign Language Curriculum implementation A Sample of an Arabic Curricular Module Unit Performance Measures for the Arabic Curriculum
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Arabic Elementary Foreign Language Curriculum Implementation

A three-year progression is planned to fully develop the Arabic elementary foreign language curriculum, which will be implemented as follows: Prior to opening Summer 2003: Arabic specialists undergo professional training (currently in progress) Fall 2003: Arabic specialists undergo further professional training; Arabic teacher candidates identified and hired by December, Spring 2004 (Jan-May 04): Arabic faculty (2 full-time teachers) hired to develop: The Kindergarten full course The Newcomers K-2 course The third grade full course The Newcomers 3-5 course Summer 2004 (June to Aug 04): Arabic faculty (2 full-time teachers) hired to develop: The first grade full course The fourth grade full course First Year Plan Academic Year 2004-2005: Kindergarten uses the full course First grade starts the year with the Newcomers K-2 course, then moves to the full 1st grade curriculum when appropriate during the school year Second grade uses Newcomers K-2 course all year Third grade starts the year with the Newcomers 3-5 course, then moves to the full 3rd grade curriculum when appropriate during the school year Fourth grade starts the year with the Newcomers 3-5 course, then moves to the full 4th grade curriculum when appropriate during the school year Fifth grade uses the Newcomers 3-5 course all year Summer 2005 (June to August 05): Arabic faculty (3 full-time teachers) hired to develop: The second grade full course The fifth grade full course The sixth grade full course The Newcomers 6-8 course Second Year Plan Academic Year 2005-2006: Kindergarten through fifth grades start the year with the full grades course; new students join the appropriate Newcomers course
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Sixth grade starts the year with the Newcomers 6-8 course, then moves to the full 6th grade curriculum when appropriate during the school year Summer 2006 (June to August 05): Arabic faculty (2 full-time teachers) hired to develop: The 7th grade full course The 8th grade full course Third Year Plan Academic Year 2006-2007 All grades curriculums are fully developed, including all Newcomers courses Arabic teachers are still given a one-period course release per day, beyond the normal planning periods that all teachers receive, to continue to develop, refine, and align the pioneering Arabic K-8 curriculum. Summers may continue to be used by Arabic teachers for full-time or part-time professional development. In its final form, the Arabic department will consist of 6 full-time teachers. Each will focus on one segment of the elementary school (though changes to this plan may be necessary due to scheduling constraints): Teachers 1 & 2 Lower Elementary School; 2 classes per grade Teach K, 1st, 2nd, and Newcomers Arabic K-2, have one course release each to continue to refine and develop the Lower ES Arabic program, and to align it to the content of the other core courses Teach 3rd, 4th, 5th, and Newcomers Arabic 3-5, have one course release each to continue to refine and develop the Upper ES Arabic program, and to align it to the content of the other core courses Teachers 5 & 6 Middle School; 2 classes per grade Teach 6th, 7th, 8th, and Newcomers Arabic 6-8, have one course release each to continue to refine and develop the MS Arabic program, and to align it to the content of the other core courses
Teachers 3 & 4
Upper Elementary School; 2 classes per grade
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Sample of an Arabic Curricular Module Unit Curricular Module Unit Outline

Grade: Main Unit: Sub unit: Objectives: Kindergarten All about me What should I wear? Students will answer selected questions related to weather and seasons Students will name and sort selected items of clothing according to weather and seasonal changes
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K.7 Use the target language for a variety of spoken activities. (1.3) K.10 Provide information and respond to requests from teachers and other language speakers. (1.1) K. 19 Use a limited number of words and high frequency utterances and phrases on a variety of familiar topics. (1.1, 1.3) Weather and seasons
Language structures:
Receptive
Productive
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Weather and seasons Language structures: Receptive Productive
/ / /
Suggested delivery method:
I. I suggest teaching winter/ cold weather related expressions and items of clothing, and summer/ hot weather related expressions and items of clothing separately. Its up to the teacher to decide whether to teach cold or hot theme first, or depending on the weather! II. For winter, the teacher can have the kids sit in a circle and tell them a story about a fictional character like Froggy in (Froggy Gets Dressed, by Jonathan London), or a ginger bread boy/girl, or a bear that is getting ready for the winter. The story can begin with a phrase like On a cold winter day , and should cover words like cold, I, he, she feel(s) cold, rainy, snowy, cloudy, and winter clothing items. Teacher can use either a book (if available) or laminated colorful pictures to illustrate the different concepts. T can give the kids pictures of different winter items of clothing and ask for example Who can show me a sweater? etc, and the kids H-5
raise their hands with the corresponding picture. Its OK to call on each item more than once randomly so if a child missed it the first time they get an opportunity to correct their mistake on the second or third attempt (for their self esteem). The next step after that is that the teacher holds up a picture and the kids say the word for the item in the picture. The above exercise can be repeated with pictures illustrating cold, rainy, stormy, windy, and snowy weather conditions. As a follow up activity, T can give the kids paper and crayons, and ask them to draw either any of the cloths items, or any of the weather conditions covered in the lesson. III. The same procedures above can be followed to teach summer, hot weather and related items of clothing. However, instead of the cold winter day story, the teacher can use a story about a hot day, a boy scout getting ready for a hot day in the desert, or any relevant theme. IV. For teaching the spring, the teacher can incorporate a story about how spring is celebrated in other cultures. For example Sham Enneseem in Egypt, and how people color eggs, eat preserved fish, exchange flowers, etc. V. Months of the year: T shows a simple calendar (only showing the months) with the weather forecast symbols used for describing different weather conditions. Ask the kids to describe the weather for each month. For example, The weather in April is warm, rainy, and . VI. As review, T shows picture illustrating the different weather conditions covered so far, point to each picture, and asks Ss to say the corresponding phrase (eg. Its hot, cold, rainy, ).
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VII. With different pictures on the board, T asks individual students to come to the board and point to the picture corresponding with the phrase the teacher pronounces. If T says its cold the student should refer to the corresponding picture, and so on. VIII. T can display an OHP slide with a little boy in underwear, with different items of clothing scattered around the page, and contextual cues to the weather condition, for example snow and rain to indicate its cold. T asks the kids What is the weather like?, then How do you think the boy (Ahmed) feels, What do you think he needs to wear? IX. The same thing can be done with a computer based drag and drop activity. The kids can drag the appropriate items of clothing to the boys body and receive score every time they drag something to the right spot. Audio can be added where they can hear the word when they click on it or when it hits the right spot. Time frame: 2 weeks
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Performance Measures for the Arabic Curriculum

The following 19 pages represent a verbatim extract from the GLC website, www.glc.k12.ga.us, of the QCC Arabic performance standards K-5 using the following links: http://www.glc.k12.ga.us/passwd/search/srchqcc/Standard.asp?SubjectID=9&Grade=K&CSID= 199&keywords=Arabic&CSType=S&View=SL http://www.glc.k12.ga.us/passwd/search/srchqcc/Standard.asp?SubjectID=9&Grade=1&CSID= 190&keywords=Arabic&CSType=S&View=SO http://www.glc.k12.ga.us/passwd/search/srchqcc/Standard.asp?SubjectID=9&Grade=2&CSID= 209&keywords=Arabic&CSType=S&View=SO http://www.glc.k12.ga.us/passwd/search/srchqcc/Standard.asp?SubjectID=9&Grade=3&CSID= 220&keywords=Arabic&CSType=S&View=SO http://www.glc.k12.ga.us/passwd/search/srchqcc/Standard.asp?SubjectID=9&Grade=4&CSID= 245&keywords=Arabic&CSType=S&View=SO http://www.glc.k12.ga.us/passwd/search/srchqcc/Standard.asp?SubjectID=9&Grade=5&CSID= 258&keywords=Arabic&CSType=S&View=SO Also, the following two pages provide a list of the GLC web sources of Elementary Foreign Language Curriculum.
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Browsing Quality Core Curriculum Standards Grade K Foreign Language Arabic Kindergarten
If appropriate for this subject, shaded areas and brackets around standard numbers indicate benchmarks. Click here for the QCC Overview, Benchmarks.
Strand: Arabic Kindergarten
Topic: The World of the Child: Kindergarten Standard: Listens to stories for enjoyment.
Topic: The World of the Child: Kindergarten Standard: Begins to read linguistically and developmentally appropriate materials.
Topic: The World of the Child: Kindergarten Standard: Begins to demonstrate an understanding of the written language.
Topic: The World of the Child: Kindergarten Standard: Begins to demonstrate an understanding of the written language.
Topic: The World of the Child: Kindergarten Standard: Gives personal information based on templates or models in the target language.
Topic: The World of the Child: Kindergarten Standard: Begins to demonstrate comprehension of some extended oral discourse.
Topic: The World of the Child: Kindergarten Standard: Demonstrates an understanding of main elements of a story or passage.
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Topic: The World of the Child: Kindergarten Standard: Uses the target language for a variety of spoken activities.
Topic: The World of the Child: Kindergarten Standard: Shares information of their choice with audiences outside the classroom.
9 Topic: The World of the Child: Kindergarten Standard: Begins to ask for information and makes requests of teachers and other language speakers. 10 Topic: The World of the Child: Kindergarten Standard: Provides information and responds to requests from teachers and other language speakers 11 Topic: The World of the Child: Kindergarten Standard: Begins to communicate orally using sentences 12 Topic: The World of the Child: Kindergarten Standard: Follows complex oral instructions and gives simple commands
13 Topic: The World of the Child: Kindergarten Standard: Demonstrates an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CDROMs, and videos). 14 Topic: The World of the Child: Kindergarten Standard: Identifies examples or influences of the target language and cultures in their own community. 15 Topic: The World of the Child: Kindergarten Standard: Identifies, compares and contrasts diverse cultural practices and products, including language, emphasizing similarities as well as differences. 16 Topic: The World of the Child: Kindergarten Standard: Begins to identify selected works of art, music and literature of the target cultures.
17 Topic: The World of the Child: Kindergarten Standard: Uses culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.).
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18 Topic: The World of the Child: Kindergarten Standard: Uses the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature and fine arts. 19 Topic: The World of the Child: Kindergarten Standard: Uses a limited number of words, high frequency utterances and phrases on a variety of familiar topics. 20 Topic: The World of the Child: Kindergarten Standard: Participates actively in classroom experiences with music, sports, games, songs, dances, or musical instruments from the target cultures and extends these experiences into their personal lives. 21 Topic: The World of the Child: Kindergarten Standard: Begins to use the target language to obtain information to satisfy personal needs and interests. 22 Topic: The World of the Child: Kindergarten Standard: Uses words and high frequency utterances to attempt communication. 23 Topic: The World of the Child: Kindergarten Standard: Draws from a basic vocabulary that permits exchanges of a personal nature and on simple topics. 24 Topic: The World of the Child: Kindergarten Standard: Demonstrates understanding of natural classroom speech at a normal rate of speed with nonverbal support.
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Browsing Quality Core Curriculum Standards Grade 1 Foreign Language Arabic First Grade
Strand: Arabic First Grade
Topic: The World of the Child: First Grade Standard: Begin to read for enjoyment using the second language. Topic: The World of the Child: First Grade Standard: Read linguistically and developmentally appropriate materials. Topic: The World of the Child: First Grade Standard: Demonstrate an understanding of the written language. Topic: The World of the Child: First Grade Standard: Write to complete linguistically appropriate tasks. Topic: The World of the Child: First Grade Standard: Give personal information based on templates or models in the target language. Topic: The World of the Child: First Grade Standard: Begin to demonstrate comprehension of some extended written and oral discourse. Topic: The World of the Child: First Grade Standard: Begin to retell or paraphrase main elements of a story or passage.
8 Topic: The World of the Child: First Grade Standard: Use the target language for a variety of spoken activities, such as skits, dialogs, plays, poems, for a variety of audiences. 9 Topic: The World of the Child: First Grade Standard: Share information of their choice with audiences outside the classroom. Topic: The World of the Child: First Grade Standard: Ask for information and makes requests of teachers and other language speakers. Topic: The World of the Child: First Grade Standard: Provide information and respond to requests from teachers and
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other language speakers. 12 Topic: The World of the Child: First Grade Standard: Communicate orally using sentences, when appropriate. Topic: The World of the Child: First Grade Standard: Follow complex oral instructions and give simple commands.
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19 Topic: The World of the Child: First Grade Standard: Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.). 20 Topic: The World of the Child: First Grade Standard: Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature and fine arts. 21 Topic: The World of the Child: First Grade Standard: Use a limited number of words and phrases on a variety of familiar topics. 22 Topic: The World of the Child: First Grade Standard: Participate actively in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target cultures, and extends these experiences into their personal lives. 23 Topic: The World of the Child: First Grade Standard: Use the target language to obtain information to satisfy personal needs and interests. Topic: The World of the Child: First Grade Standard: Attempt to create with the language at the sentence level.
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25 Topic: The World of the Child: First Grade Standard: Draw from a basic vocabulary that permits exchanges of a personal nature and on simple topics. 26 Topic: The World of the Child: First Grade
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Standard: Demonstrate an understanding of natural classroom speech at a normal rate of speed, with nonverbal support. 27 Topic: The World of the Child: First Grade Standard: Begin to recognize linguistic patterns that occur in the target language.
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Browsing Quality Core Curriculum Standards Grade 2 Foreign Language Arabic Second Grade
Strand: Arabic Second Grade
1 2
Topic: The World of the Child: Second Grade Standard: Read for enjoyment using the second language. Topic: The World of the Child: Second Grade Standard: Read linguistically and developmentally appropriate passages. Topic: The World of the Child: Second Grade Standard: Begin to read to find needed information. Topic: The World of the Child: Second Grade Standard: Write using sentences or clusters of language. Topic: The World of the Child: Second Grade Standard: Write short texts on topics of personal interest, such as letters and illustrated stories. Topic: The World of the Child: Second Grade Standard: Summarize personal information based on templates or models in the target language. Topic: The World of the Child: Second Grade Standard: Demonstrate comprehension of some extended written and oral discourse. Topic: The World of the Child: Second Grade Standard: Retell or paraphrase main elements of a story or passage.
9 Topic: The World of the Child: Second Grade Standard: Use the target language for a variety of spoken activities, such as skits, dialogues, plays, poems, for a variety of audiences. 10 Topic: The World of the Child: Second Grade Standard: Share information of their choice with audiences outside the classroom. Topic: The World of the Child: Second Grade Standard: Ask for information and make requests of teachers and other language speakers. Topic: The World of the Child: Second Grade Standard: Provide information and respond to requests from teachers and
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other language speakers. 13 Topic: The World of the Child: Second Grade Standard: Communicate orally and in writing using sentences, as appropriate. Topic: The World of the Child: Second Grade Standard: Follow complex oral instructions and give simple commands.
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15 Topic: The World of the Child: Second Grade Standard: Demonstrate an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CDROMs and videos). 16 Topic: The World of the Child: Second Grade Standard: Recognize the target language even when spoken in a variety of dialects and respond with efforts to communicate as applicable. 17 Topic: The World of the Child: Second Grade Standard: Begin to identify geographic areas where the target language is spoken.
18 Topic: The World of the Child: Second Grade Standard: Identify examples or influences of the target language and cultures in their own community. 19 Topic: The World of the Child: Second Grade Standard: Identify, compare, and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. 20 Topic: The World of the Child: Second Grade Standard: Identify selected works of art, music, and literature of the target cultures.
21 Topic: The World of the Child: Second Grade Standard: Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.). 22 Topic: The World of the Child: Second Grade Standard: Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature, and fine arts. 23 Topic: The World of the Child: Second Grade Standard: Use a limited number of words and phrases on a variety of topics.
24 Topic: The World of the Child: Second Grade Standard: Actively participate in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target cultures, and extends these experiences into their personal lives. 25 Topic: The World of the Child: Second Grade Standard: Use the target language to obtain information to satisfy personal needs and interests. Topic: The World of the Child: Second Grade Standard: Attempt to create with the language at the sentence level.
26
27 Topic: The World of the Child: Second Grade Standard: Draw from a basic vocabulary that permits exchanges of a
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personal nature on simple topics. 28 Topic: The World of the Child: Second Grade Standard: Demonstrate understanding of natural classroom speech at a normal rate of speed, with nonverbal support. 29 Topic: The World of the Child: Second Grade Standard: Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. 30 Topic: The World of the Child: Second Grade Standard: Use linguistic patterns in limited monitoring of speech and writing. NOTE: This does not imply analytical treatment of grammar, or a focus on grammatical drill.
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Browsing Quality Core Curriculum Standards Grade 3 Foreign Language Arabic Third Grade
Strand: Arabic Third Grade
1 Topic: The World of the Child: Third Grade Standard: Read for enjoyment using the second language. 2 Topic: The World of the Child: Third Grade Standard: Read linguistically and developmentally appropriate passages including, but not limited to articles, stories, and other texts. 3 Topic: The World of the Child: Third Grade Standard: Read to find needed information. Topic: The World of the Child: Third Grade Standard: Write using sentences or clusters of language. Topic: The World of the Child: Third Grade Standard: Write short texts on topics of personal interest, such as letters and illustrated stories.
6 Topic: The World of the Child: Third Grade Standard: Summarize personal information or research that they have done, based on templates or models in the target language. 7 Topic: The World of the Child: Third Grade Standard: Demonstrate comprehension of extended written and oral discourse. Topic: The World of the Child: Third Grade Standard: Begin to self-edit for a variety of purposes. Topic: The World of the Child: Third Grade Standard: Retell or paraphrase main elements of a story or passage.
10 Topic: The World of the Child: Third Grade Standard: Use the target language for a variety of extended spoken activities, such as skits, dialogues, plays, poems, research reports for a variety of audiences. 11 Topic: The World of the Child: Third Grade Standard: Share information of their choice with audiences outside the classroom.
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12
Topic: The World of the Child: Third Grade Standard: Ask for information and make requests of teachers and other language speakers. Topic: The World of the Child: Third Grade Standard: Provide information and respond to requests from teachers and other language speakers.
13
14 Topic: The World of the Child: Third Grade Standard: Communicate orally and in writing using sentences, as appropriate, with some use of extended discourse. 15 Topic: The World of the Child: Third Grade Standard: Follow and begin to give complex instructions.
16 Topic: The World of the Child: Third Grade Standard: Demonstrate an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CDROMs, and videos). 17 Topic: The World of the Child: Third Grade Standard: Recognize the target language even when spoken in a variety of dialects and respond with efforts to communicate as applicable. 18 Topic: The World of the Child: Third Grade Standard: Identify geographic areas where the target language is spoken.
19 Topic: The World of the Child: Third Grade Standard: Identify examples or influences of the target language and cultures in their own community. 20 Topic: The World of the Child: Third Grade Standard: Identify, compare and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. 21 Topic: The World of the Child: Third Grade Standard: Identify selected works of art, music, and literature of the target cultures. 22 Topic: The World of the Child: Third Grade Standard: Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.). 23 Topic: The World of the Child: Third Grade Standard: Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature, and fine arts. 24 Topic: The World of the Child: Third Grade Standard: Maintain simple conversations in the present tense on a variety of familiar topics.
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25 Topic: The World of the Child: Third Grade Standard: Actively participate in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target cultures, and extend these experiences into their personal lives. 26 Topic: The World of the Child: Third Grade Standard: Use information obtained through the target language and cultures to satisfy personal needs and interests. 27 Topic: The World of the Child: Third Grade Standard: Begin to identify professions where second language proficiency is useful. Topic: The World of the Child: Third Grade Standard: Attempt to create with language at the sentence level.
28
29 Topic: The World of the Child: Third Grade Standard: Draw from a basic vocabulary that permits exchanges of a personal nature and on simple academic topics. 30 Topic: The World of the Child: Third Grade Standard: Demonstrate an understanding of natural classroom speech at a normal rate of speed, with limited artificial nonverbal support. 31 Topic: The World of the Child: Third Grade Standard: Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. 32 Topic: The World of the Child: Third Grade Standard: Use linguistic patterns in limited monitoring of speech and writing. NOTE: This does not imply analytical treatment of grammar, or focus on grammatical drill.
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Browsing Quality Core Curriculum Standards Grade 4 Foreign Language Arabic Fourth Grade
Strand: Arabic Fourth Grade
1 Topic: The World of the Child: Fourth Grade Standard: Read for enjoyment using the second language. 2 Topic: The World of the Child: Fourth Grade Standard: Read linguistically and developmentally appropriate passages including, but not limited to articles, stories, and other texts. 3 Topic: The World of the Child: Fourth Grade Standard: Read to find needed information. Topic: The World of the Child: Fourth Grade Standard: Write using sentences or clusters of language. Topic: The World of the Child: Fourth Grade Standard: Write short texts on topics of personal interest, such as letters and illustrated stories.
6 Topic: The World of the Child: Fourth Grade Standard: Summarize personal information or research that they have done, based on templates or models in the target language. 7 Topic: The World of the Child: Fourth Grade Standard: Demonstrate comprehension of extended written and oral discourse. Topic: The World of the Child: Fourth Grade Standard: Begin to self- or peer-edit for a variety of purposes. Topic: The World of the Child: Fourth Grade Standard: Retell or paraphrase main elements of a story or passage.
10 Topic: The World of the Child: Fourth Grade Standard: Use the target language for a variety of extended spoken activities, such as skits, dialogues, plays, poems, and research reports for a variety of audiences. 11 Topic: The World of the Child: Fourth Grade Standard: Share information of their choice with audiences outside the classroom. Topic: The World of the Child: Fourth Grade
12
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Standard: Ask for information and makes requests of teachers and other language speakers. 13 Topic: The World of the Child: Fourth Grade Standard: Provide information and respond to requests from teachers and other language speakers.
14 Topic: The World of the Child: Fourth Grade Standard: Communicate orally and in writing using sentences, as appropriate, with some use of extended discourse. 15 Topic: The World of the Child: Fourth Grade Standard: Follow and give complex instructions.
16 Topic: The World of the Child: Fourth Grade Standard: Demonstrate an understanding of a variety of speech sources (teachers, peers, native speakers, other target language speakers, tapes, CDROMs, and videos). 17 Topic: The World of the Child: Fourth Grade Standard: Recognize the target language when spoken in a variety of dialects and respond with efforts to communicate. 18 Topic: The World of the Child: Fourth Grade Standard: Identifies geographic areas where the target language is spoken.
19 Topic: The World of the Child: Fourth Grade Standard: Identify examples or influences of the target language and cultures in their own community. 20 Topic: The World of the Child: Fourth Grade Standard: Identify, compare and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. 21 Topic: The World of the Child: Fourth Grade Standard: Begin to recognize underlying cultural perspectives reflected in the products and the practices of the target cultures. 22 Topic: The World of the Child: Fourth Grade Standard: Identify selected works of art, music, and literature of the target cultures. 23 Topic: The World of the Child: Fourth Grade Standard: Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.). 24 Topic: The World of the Child: Fourth Grade Standard: Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature, and fine arts. 25 Topic: The World of the Child: Fourth Grade Standard: Maintain simple conversations in the present tense at the sentence level on a variety of familiar topics, with some efforts at expressing past and future tense 26 Topic: The World of the Child: Fourth Grade Standard: Actively participate in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target cultures, and extend these experiences into their personal lives.
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27 Topic: The World of the Child: Fourth Grade Standard: Use information obtained through the target language and cultures to satisfy personal needs and interests. 28 Topic: The World of the Child: Fourth Grade Standard: Identify work-related applications of language proficiency.
29 Topic: The World of the Child: Fourth Grade Standard: Create with language at the sentence level, making attempts at circumlocution and elaboration. 30 Topic: The World of the Child: Fourth Grade Standard: Draw from a basic vocabulary that permits discussions of a personal nature and on simple academic topics. 31 Topic: The World of the Child: Fourth Grade Standard: Demonstrate understanding of natural classroom speech at a normal rate of speed, with limited artificial nonverbal support. 32 Topic: The World of the Child: Fourth Grade Standard: Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. 33 Topic: The World of the Child: Fourth Grade Standard: Use linguistic patterns in limited monitoring of speech and writing. NOTE: This does not imply analytical treatment of grammar, or a focus on grammatical drill.
Browsing Quality Core Curriculum Standards Grade 5 Foreign Language Arabic Fifth Grade
Strand: Arabic Fifth Grade
1 Topic: The World of the Child: Fifth Grade Standard: Read for enjoyment using the second language. 2 Topic: The World of the Child: Fifth Grade Standard: Read linguistically and developmentally appropriate passages including, but not limited to articles, stories, and other texts. 3 4 5 Topic: The World of the Child: Fifth Grade Standard: Read to find needed information. Topic: The World of the Child: Fifth Grade Standard: Write using sentences or clusters of language. Topic: The World of the Child: Fifth Grade Standard: Write short texts on topics of personal interest, such as letters and illustrated stories.
6 Topic: The World of the Child: Fifth Grade Standard: Summarize personal information or research that they have done, based on templates or models in the target language.
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Topic: The World of the Child: Fifth Grade Standard: Demonstrate comprehension of extended written and oral discourse. Topic: The World of the Child: Fifth Grade Standard: Begin self- or peer-editing for a variety of purposes. Topic: The World of the Child: Fifth Grade Standard: Retell or paraphrase main elements of a story or passage
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10 Topic: The World of the Child: Fifth Grade Standard: Use the target language for a variety of extended spoken activities, such as skits, dialogues, plays, poems, and research reports for a variety of audiences. 11 Topic: The World of the Child: Fifth Grade Standard: Share information of their choice with audiences outside the classroom. Topic: The World of the Child: Fifth Grade Standard: Ask for information and make requests of teachers and other language speakers.
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13 Topic: The World of the Child: Fifth Grade Standard: Provides information and responds to requests from teachers and other language speakers. 14 Topic: The World of the Child: Fifth Grade Standard: Communicate orally and in writing using sentences, as appropriate, with some use of extended discourse. 15 Topic: The World of the Child: Fifth Grade Standard: Follow and give complex instructions.
16 Topic: The World of the Child: Fifth Grade Standard: Demonstrate an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CDROMs, and videos). 17 Topic: The World of the Child: Fifth Grade Standard: Recognize the target language even when spoken in a variety of dialects and respond with efforts to communicate as appropriate. 18 Topic: The World of the Child: Fifth Grade Standard: Identify geographic areas where the target language is spoken.
19 Topic: The World of the Child: Fifth Grade Standard: Identify examples or influences of the target language and cultures in their own community. 20 Topic: The World of the Child: Fifth Grade Standard: Identify, compare, and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. 21 Topic: The World of the Child: Fifth Grade Standard: Begin to recognize underlying cultural perspectives reflected in the products and the practices of the target language. 22 Topic: The World of the Child: Fifth Grade Standard: Identify selected works of art, music, and literature of the target cultures.
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23 Topic: The World of the Child: Fifth Grade Standard: Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.). 24 Topic: The World of the Child: Fifth Grade Standard: Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature, and fine arts. 25 Topic: The World of the Child: Fifth Grade Standard: Maintain simple conversations in the present tense at the sentence level on a variety of familiar topics, with some efforts at expressing past and future tense 26 Topic: The World of the Child: Fifth Grade Standard: Actively participate in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target culture, and extends these experiences into their personal lives. 27 Topic: The World of the Child: Fifth Grade Standard: Use information obtained through the target language and cultures to satisfy personal needs and interests. 28 Topic: The World of the Child: Fifth Grade Standard: Identify work-related applications of language proficiency.
29 Topic: The World of the Child: Fifth Grade Standard: Create with language at the sentence level, making attempts at circumlocution and elaboration. 30 Topic: The World of the Child: Fifth Grade Standard: Draw from a basic vocabulary that permits discussions of a personal nature and on simple academic topics. 31 Topic: The World of the Child: Fifth Grade Standard: Demonstrate understanding of natural classroom speech at a normal rate of speed, without artificial nonverbal support. 32 Topic: The World of the Child: Fifth Grade Standard: Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. 33 Topic: The World of the Child: Fifth Grade Standard: Use linguistic patterns in limited monitoring of speech and writing. NOTE: This does not imply analytical treatment of grammar, or a focus on grammatical drill.
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Modern and Classical Languages Curriculum Resources / Elementary Foreign Language Curriculum Fifth Grade Kindergarten First Grade Second Grade Fourth Grade Third Grade K-5 Learning Scenarios
Web Resources in Elementary Foreign Language Curriculum

Title: ACTFL Proficiency Guidelines - Listening Annotation: Descriptions of the skills that students will be able to demonstrate at the various levels of the proficiency pyramid. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/ACTFLProficiencyGuidelinesListening.pdf
Title: ACTFL Proficiency Guidelines - Reading Annotation: Descriptions of the skills that students will be able to demonstrate at the various levels of the proficiency pyramid. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/ACTFLProficiencyGuidelinesRe
ading.pdf
Title: ACTFL Proficiency Guidelines - Speaking Annotation: Descriptions of the skills that students will be able to demonstrate at the various levels of the proficiency pyramid. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/ACTFLProficiencyGuidelines.pdf
Title: ACTFL Proficiency Guidelines - Writing Annotation: Descriptions of the skills that students will be able to demonstrate at the various levels of the proficiency pyramid. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/ACTFLProficiencyGuidelinesWriting.pdf
Title: Building an Elementary School Foreign Language Program Annotation: A practical guide to planning an effective elementary school foreign language program that builds language skills and spoken language proficiency. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/GuidelinesBuildingESFLProgram.pdf
Title: Georgia Elementary School Foreign Language Model Annotation: Document illustrating Georgia's Foreign Language Model for Elementary Education. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/ElemModel.pdf
Title: Georgia Elementary School Foreign Languages (ESFL) Model Program Assessment, Kindergarten, Grade 3, and Grade 5 Annotation: An evaluation prepared by the Center for Applied Linguistics of student achievement in the Georgia ESFL Model Program, including oral fluency, vocabulary, grammar and listening comprehension. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/CenterforAppliedLinguisticsReport.pdf
Title: National Standards for Foreign Language Education Annotation: A summary of the five areas of the Standards for Language Learning in the 21st Century and the accompanying standards. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/NationalStandardsforForLangLearning.pdf
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Title: Proficiency in Foreign Language Education Annotation: A guide for teachers planning proficiency-oriented, standards-based instruction. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/ProficiencyinForLangEducation.pdf
Title: Teacher Observation Form Annotation: An evaluation instrument for administrators and mentors observing elementary foreign language teachers. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/TeacherObservationForm.pdf
Title: Teaching Philosophy of Georgia ESFL Model Program Annotation: Overview of the basic tenets that guide instruction and program development. URL:http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/PhilosophyandPedagogy.pdf
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Appendix I Amana Academy Letter-of-Understanding with Partners See the following attachments for a copy of Amana Academy letters of understanding with the listed partners: The Alif Institute - Arab American Fund of Georgia CEISMC at Georgia Tech Chattahoochee Nature Center Hands on Atlanta
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Appendix J Proposed Budget Details See the following attachments: Assumptions two sheets Set-up Expenses - two sheets First Year Operating Budget 3 views of one spreadsheet Five Years projection two sheets
Amana Pro-Forma Budget_Jan 26, 2004.xls.lnk
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Amana Academy
Pro-Forma Budget - Rev 5.0
This Budget Plan includes four sheets: 1. Assumptions Sheet 2. Set-Up Expenses 3. Operating Budget 4. Five-Year Projection Click on the tabs below for each sheet
AMANA ACADEMY KEY VARIABLES & ASSUMPTIONS WORKSHEET

General Assumptions: Per pupil allocation Special Ed Special Ed student population Comments Estimate Estimate Estimate
$7,000 $8,000 2%
Enrollment Assumptions: Grades Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 TOTAL CLASSROOMS TOTAL STUDENTS GRADE TEACHERS ARABIC TEACHERS INSTRUCTIONAL ASSISTANTS
Est. Max Students/Class 18 21 21 21 26 26 26 26 26
Year 1 Classrooms 3 3 3 2 2 2 0 0 0 15 326 15 3 5
Year 2 Classrooms 3 3 3 2 2 2 2 0 0 17 378 17 4 5
Year 3 Classrooms 3 3 3 3 2 2 2 2 0 20 451 20 4 5
Year 4 Classrooms 3 3 3 3 2 2 2 2 2 22 503 22 5 5
Year 5 Classrooms 3 3 3 3 3 2 2 2 2 23 529 23 5 5
Class sizes are an estimate based on Fulton County standards
One per class No of classrooms/4.8; teacher could teach nearly 5x/day Grade-K and grades 1-3 w/ one Asst/ 4 classes (Fulton rate)
Year 1 Salary Estimates: Principal Instrutional Guide Business Manager Grade Teacher Arabic Teacher ESOL Teacher Special Ed Teacher Counselor Media Center Specialist PE Teacher Year 1 Hourly Paid Estimates: Instructional Assistant Art Teacher Substitute Teacher Secretary Nurse Office Clerk Custodian Kitchen Staff
Est Ave Salary $ 55,000 $ 45,000 $ 45,000 $ 30,000 $ 30,000 $ 30,000 $ 30,000 $ 30,000 $ 30,000 $ 30,000 Ave Hourly 10 12 12 15 10 10 10 10
People 1.0 1.0 1.0 15.0 3.1 0.5 1.0 0.5 1.0 1.0 People 5.0 0.5 1.0 1.0 1.0 1.0 1.0 2.0
$ $ $ $ $ $ $ $ $ $
Monthly 4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 Hours 40 40 40 40 40 40 40 40 Monthly 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200
Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change
$ $ $ $ $ $ $ $
$ $ $ $ $ $ $ $
Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change Only and estimate and subject to change
Monthly Other Expense Estimates: Facility rental rate Classroom Supplies Software / computer supplies Computer Support Instructional Equipment Monthly Library Improvement
Unit Cost $ $ $ $ $ $ 9 50 1 200 100 800
Multiplier 3,333 15 326 15 15 1
$ $ $ $ $ $
Monthly Exp 30,000 750 326 1,500 1,500 800
Assumes: 95sq ft/child (40,000 sq feet) $100 per class/month x class No. $1.00/student/month (not include new computers) Assumes outsourced service. Stuff like fish tanks, mobiles, special manipulatives, etc. Replenishment and expansion of books and media supplies.
Assumptions
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Appendix J_Amana Pro-Forma Budget_Jan 26, 2004.xls
AMANA ACADEMY KEY VARIABLES & ASSUMPTIONS WORKSHEET

Transportation (Special Needs) Special Needs Students Services Lunch catering (reimbursed) Lunch subsidized for needy Transportation costs (ongoing) Testing costs Annual Other Expense Estimates: Textbooks Expeditions Field Trips PE equipment Insurance - Workmans Comp Insurance - General Liability & Umbrella Insurance - Errors & Ommissions Insurance - Auto Insurance - Fidelity Insurance - Property Insurance Total $ $ $ $ $ $ Unit Cost $ $ $ $ $ $ $ $ $ $ 150 200 4 4 125 10 20 7 3,260 1,630 20 326 Multiplier 326 12 6 326 $ $ $ $ $ $ 3,000 1,304 13,040 6,520 2,500 3,260 Assumes two bus routes, back & forth, 20 days a month Expenses associated with serving special needs Assumes 50% of students buy lunch Assumes 25% of students are eligible (x 20 days) 2 bus routes, back & forth, 20 days/month (parent funded)
225 1,000 400 5 9,000 5,000 2,500 3,500 6,000 2,500
Annual Exp $ 73,350 $ 12,000 $ 2,400 $ 1,630
Per pupil unit cost multiplied by numer of students Assumes ELOB type program. 2 expeditions per grade, annually Every two months/GRADE, includes admissions, speakers Annual payment Annual payment Annual payment Annual payment Annual payment Annual payment
28,500
Adding Middle School Grades Maintenance Room Supply Room Library Total Cafeteria Medical Room Classroom Furniture & Supplies Classroom Computer Systems Audio Visual Human Resources
Baseline $2,100 $1,250 $13,500 $15,700 $2,050 $43,020 $43,020 $8,200 $5,000
Multiplier 0.08 0.08 0.25 0.08 0.08 0.08 0.25 0.08 1.00
Total Annual 175 104 3,375 1,308 171 3,585 10,755 683 5,000 25,157
Figures are based on "Set-Up Expenses"spreadsheet calculations Additional items Additional supplies, maybe more shelves etc. More books, shelves, etc. More tables, more serving tools More supplies Outfit entire classroom Outfit entire classroom Add TV, VCR inventory Additional compensation, consultants Annual Set-Up Expense Only (does not include additional teachers)
Assumptions
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AMANA ACADEMY SET-UP EXPENSES WORKSHEET

Category Front Office: Item Desk & chair Mail filing File cabinet Chairs Computer w/ software Fax machine Printer Front Office Total Principal's Office: Desk & Chair Guest Chairs Supplies Computer w/ Software Classroom Inkjet Printers Other computer supplies Principal's Office Total Instructional Guide Office: Desk & Chair Guest Chairs Supplies Computer w/ Software Classroom Inkjet Printers Other computer supplies Instructional Guide Office Total Business Mgr Office: Desk & Chair Guest Chairs Supplies Computer w/ Software Classroom Inkjet Printers Other computer supplies Business Mgr Office Total Teacher/Parent Meeting Room: Coffee Table Sofa Chairs Plants Teacher/Parent Meeting Room Total Teachers' Lounge: Computer w/ software Laser Printer Table Chairs Clock Microwave Oven Wastebasket Bookshelves Bulletin Board Coffee Maker Teachers' Lounge Total Set-Up Expenses 4/8 1,000 500 500 100 10 100 10 100 100 100 1 1 1 5 1 1 1 2 1 1 100 300 100 50 1 1 1 1 500 100 100 1,000 100 50 1 2 1 1 2 2 500 100 100 1,000 100 50 1 2 1 1 2 2 500 100 100 1,000 100 50 1 2 1 1 2 2 Unit Cost $ 500 100 100 200 1,000 150 500 Qty 1 2 2 2 1 1 1 Total $ 500 200 200 400 1,000 150 500 2,950 500 200 100 1,000 200 100 2,100 500 200 100 1,000 200 100 2,100 500 200 100 1,000 200 100 2,100 100 300 100 50 550 1,000 500 500 500 10 100 10 200 100 100 3,020

Category Teacher Resource Room: Item Laminator Bulletin Board Supplies Hole Punch Die Paper Cutter Teacher Resource Room Total Counselor's Room: Desk Chair Plants & Supplies Counselor's Room Total Maintenance Room: Shelves Step stool Ladder Cleaning Supplies Mop, Broom, Etc. Ladder Light bulbs Repair kits (toilets, electrical, etc.) Paper towels, cups, etc. Maintenance Room Total Supply Room: Binders Paper Toner Pens, penciles Tape, eraisers Supply Room Total Library: Books Tables Computer w/ Software Laser Printer Shelves Check-Out Table Library Total Cafeteria: big tables (enough for lunch period) serving units supplies Cafeteria Total Medical Room: Desk Chair Examination Table Bed Separator First Aid Supplies File Cabinet Medical Room Total Set-Up Expenses 5/8 100 50 700 500 200 400 100 1 1 1 1 1 1 1 900 50 2,000 15 4 1 7,000 200 1,000 800 100 100 1 5 3 1 15 2 50 100 200 50 50 3 3 3 2 2 200 50 50 100 200 100 200 300 100 5 1 1 1 1 1 1 1 1 10 50 100 1 3 1 Unit Cost $ 1,000 100 200 50 1,000 Qty 1 1 1 1 1 Total $ 1,000 100 200 50 1,000 2,350 0 10 150 100 260 1,000 50 50 100 200 100 200 300 100 2,100 150 300 600 100 100 1,250 7,000 1,000 3,000 800 1,500 200 13,500 13,500 200 2,000 15,700 100 50 700 500 200 400 100 2,050

Category Classroom Furniture & Supplies Item Cubbies/Lockers Manipulative Storage (1/class) Centers Tables (4/class) Centers Chairs (4/table) 2 teacher's desk File cabinet Student chairs Whiteboard Instructional materials Supplies Classroom Furniture & Supplies Total Classroom Computer Systems Computers w/ Software 4 in each class Classroom Inkjet Printers Network (server, etc) Other computer supplies Classroom Computer Systems Total Audio Visual: TV Proxima VCR Overhead Projector Digital camera Camcorder Audio Visual Total Grand Total $ 500 2,200 100 100 400 500 8 1 8 15 2 1 800 100 0 50 60 15 1 15 Unit Cost $ 30 200 100 20 100 100 20 300 600 50 Qty 180 9 32 180 30 30 326 22.5 15 15 Total $ 5,400 1,800 3,200 3,600 3,000 3,000 6,520 6,750 9,000 750 43,020 48,000 1,500 0 750 50,250 0 3,750 2,200 750 1,500 800 500 8,200 152,800
Adding Middle School Grades DO NOT DELETE Maintenance Room Supply Room Library Total Cafeteria Medical Room Classroom Furniture & Supplies Classroom Computer Systems Audio Visual Human Resources
Items Additional items Additional supplies, maybe more shelves etc. More books, shelves, etc. More tables, more serving tools More supplies Outfit entire classroom Outfit entire classroom Add TV, VCR inventory Additional compensation, consultants
Elem Total 2,100 1,250 13,500 15,700 2,050 43,020 43,020 8,200 5,000
Multiplier 0.08 0.08 0.25 0.08 0.08 0.08 0.25 0.08 1.00 $
Total 175 104 3,375 1,308 171 3,585 10,755 683 5,000 25,157
Set-Up Expenses
6/8
AMANA ACADEMY CASH FLOW PROJECTION

Jan '04 (A) BEGINNING CASH REVENUES: Per Pupil Allocation Special Needs Other Government Funding (entitlements) Grants and fundraising Loans Donations Other sources (parent funded transport) (B) TOTAL REVENUES EXPENSES: Pre-Opening Expenses Deposite on Building Building configuration 1st YR Set-Up Expenses (see tab) Personnel Principal Instructional Guide Business Manager Grade Teachers Arabic Teachers ESOL Teachers Special Ed Teacher Counselor Media Center Specialist PE Teacher Instructional Assistant Art Teacher Substitute Teacher Secretary Nurse Office Clerk Custodian Kitchen Staff Benefits (salaried staff only) Academic Costs: Books / materials Classroom Supplies Instructional Equipment Software/computer supplies Media Center Enhancements Field Trips (admissions, speakers) ELOB Expeditions Other Operating Expenses Marketing, advertising, recruiting Admissions, on-boarding for parents Lunch subsidized for needy Insurance Office Supplies Janitorial supplies Printing and Postage PE equipment Staff Development (ELOB, County, etc.) Travel and conference Facilities Rent / Lease Property Tax Repairs / replacement Utilities (Gas, Electric, Water) Telephone Security System Other Contracted Services Accounting Services (and Audit) Payroll Copier Legal Special Education Services Computer Support Custodial Landscaping/lawn Waste Management Transportation (ongoing, field trips, special ed) Student Testing Other Expenses Expenses to add a grade (see set-up) Pay back pre-opening student disbursements 67,091 1,565 400,000 2,000 5,000 500 500 500 500 500 500 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 2,500 231,852 500 67,091 1,565 223,636 5,216 223,636 5,216 223,636 5,216 223,636 5,216 223,636 5,216 223,636 5,216 223,636 5,216 223,636 5,216 223,636 5,216 223,636 5,216 67,091 1,565 2,370,542 55,290 0 0 0 6,000 25,000 2,456,831 2,000 Feb 1,900 PRE-OPENING Mar Apr 6,900 381,835 May 366,317 June 313,723 July 297,485 Aug 4,497 Sept -15,095 Oct 21,735 Nov 61,714 2004-2005 FISCAL YEAR Dec Jan '05 98,544 137,264 Feb 176,094 Mar 216,074 Apr 252,904 May 292,884 June 334,068 Last 12mo Totals 297,485
2,000
5,500
400,500
500
500
69,156
69,156
69,156
15,000 30,000 30,000 25,000 152,800
0 25,000 152,800
2,292
4,583 3,750
4,583 3,750 3,750 2,604
4,583 3,750 3,750 2,604
2,604
2,604
4,583 3,750 3,750 37,500 2,604 1,250 2,500 1,250 2,500 2,500
1,200
1,200
2,400
2,400
2,400
1,600 1,469 3,281 4,406 4,406
1,600 18,656
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500 8,000 960 1,920 2,400 1,600 1,600 1,600 3,200 20,219
4,583 3,750 3,750 37,500 7,813 1,250 2,500 1,250 2,500 2,500
2,400
1,600 20,219
55,000 45,000 45,000 450,000 88,542 15,000 30,000 15,000 30,000 30,000 80,000 9,600 19,200 28,800 16,000 16,000 19,200 32,000 241,063
73,350 750 500 326 500
100 750 500 326 500 2,400 2,000
100 750 500 326 500 2,000
100 750 500 326 500 2,400 2,000
100 750 500 326 500
100 750 500 326 500 2,400
100 750 500 326 500 2,000
100 750 500 326 500 2,400 2,000
100 750 500 326 500 2,000
750 326 500 2,400 5,000 500
74,150 7,500 4,500 8,260 5,500 12,000 12,000 0
500
2,000
1,000
1,000 800 28,500 200 200 3,260 5,000 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 6,520 500 200 200 163 5,000 500 4,890 500 200 200 163 5,000 375 500 200 200 5,000
500 1,600
1,000 600 600
1,000 600
5,000 2,000
1,000 800 60,310 33,500 5,500 2,400 2,200 1,630 60,000 6,875
30,000
30,000 15,000
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 3,000 500 500
30,000 1,000 2,000 500 500
360,000 15,000 11,000 32,000 5,500 5,500 0
15,000
1,500
500
500
700 200 500 500 1,304 1,500 3,500 1,000 500 5,500
700 200 500 500 1,304 1,500 3,500 1,000 500 6,250
700 200 500 500 1,304 1,500 3,500 1,000 500 5,500
700 200 500 500 1,304 1,500 3,500 1,000 500 6,250
700 200 500 500 1,304 1,500 3,500 1,000 500 5,500 3,260
700 200 500 500 1,304 1,500 3,500 1,000 500 6,250
700 200 500 500 1,304 1,500 3,500 1,000 500 5,500
700 200 500 500 1,304 1,500 3,500 1,000 500 6,250
700 200 500 500 1,304 1,500 3,500 1,000 500 5,500
700 200 500 500 1,304 1,500 3,500 1,000 500 6,250
700 200 500 500 1,500 3,500 1,000 500 3,260
22,700 2,200 5,500 5,500 13,040 18,000 38,500 11,000 6,000 58,750 6,520
2,096
2,096 13,418
2,096 13,418
2,096 13,418
2,096 13,418
2,096 13,418
2,096 13,418
2,096 13,418
2,096 13,418
2,096 13,418
2,096 13,418
23,060 134,182
(C) TOTAL CASH EXPENSES (D) NET REVENUE (B-C) (E) ENDING CASH (A+D) Cash Flow
2,100 -100 1,900
500 5,000 6,900
25,565 374,935 381,835
16,019 -15,519 366,317
53,094 -52,594 313,723
85,394 -16,238 297,485
362,144 -292,988 4,497
251,444 -19,592 -15,095
195,022 36,830 21,735 7/8
191,872 39,980 61,714
195,022 36,830 98,544
193,132 38,720 137,264
193,022 38,830 176,094
191,872 39,980 216,074
195,022 36,830 252,904
191,872 39,980 292,884
190,667 41,185 334,068
164,189 -95,034 239,035
2,515,281 -58,450 239,035
FIVE YEAR OPERATING BUDGET (2004-2008) - PAGE 2 OF 2

DESCRIPTION Number of Students Per Pupil Allocation Special Needs (A) BEGINNING CASH REVENUES: Per Pupil Allocation Special Needs Other Government Funding (entitlements) Grants and fundraising Loans Donations Other sources (parent funded transport) (B) TOTAL REVENUES 2,370,542 55,290 0 0 0 6,000 25,000 2,456,831 2,748,665 55,842 0 0 0 6,060 25,000 2,835,567 3,279,492 56,401 0 0 0 6,121 25,000 3,367,013 3,657,615 56,965 0 0 0 6,182 25,000 3,745,762 3,846,676 57,535 0 0 0 6,244 25,000 3,935,455 Enrollment projections (see Assumptions) Assumes CSR grant for ELOB FY 2004 326 7,000 8,000 297,485 FY 2005 378 7,070 8,080 239,035 FY 2006 451 7,141 8,161 505,125 FY 2007 503 7,212 8,242 924,429 FY 2008 529 7,284 8,325 1,394,808 Comments See "Assumptions" tab for details Assumes 1% annual increase Assumes 1% annual increase
Assumes 10% annual increase
EXPENSES: Pre-Opening Expenses Deposite on Building Building configuration 1st YR Set-Up Expenses (see tab) Personnel Principal Instructional Guide Business Manager Grade Teachers Arabic Teachers ESOL Teachers Special Ed Teacher Counselor Media Center Specialist PE Teacher Instructional Assistant Art Teacher Substitute Teacher Secretary Nurse Office Clerk Custodian Kitchen Staff Benefits (salaried staff only) Academic Costs: Books / materials Classroom Supplies Instructional Equipment Software/computer supplies Media Center Enhancements Field Trips (admissions, speakers) ELOB Expeditions Other Operating Expenses Marketing, advertising, recruiting Admissions, on-boarding for parents Lunch subsidized for needy Insurance Office Supplies Janitorial supplies Printing and Postage PE equipment Staff Development (ELOB, County, etc.) Travel and conference Facilities Rent / Lease Property Tax Repairs / replacement Utilities (Gas, Electric, Water) Telephone Security System Other Contracted Services Accounting Services (and Audit) Payroll Copier Legal Special Education Services Computer Support Custodial Landscaping/lawn Waste Management Transportation (ongoing, field trips, special ed) Student Testing Other Expenses Expenses to add a grade (see set-up) Pay back pre-opening student disbursements
0 25,000 152,800
0 25,000 0 0 56,100 45,900 45,900 520,200 102,354 17,340 30,600 15,300 30,600 30,600 81,600 9,792 19,584 29,376 16,320 18,496 19,584 32,640 268,468
0 25,000 0 0 57,222 46,818 46,818 624,240 122,825 20,808 31,212 15,606 31,212 62,424 87,394 19,976 19,976 29,964 16,646 18,866 19,976 66,586 317,756
0 25,000 0 0 58,366 47,754 47,754 700,397 137,810 46,693 31,836 31,836 31,836 63,672 89,141 20,375 20,375 30,563 33,959 38,486 40,750 67,917 359,387
0 25,000 0 0 59,534 48,709 48,709 746,878 146,955 49,792 32,473 32,473 32,473 64,946 90,924 20,783 20,783 31,174 34,638 39,256 41,565 69,276 378,883
Minor capital improvements
55,000 45,000 45,000 450,000 88,542 15,000 30,000 15,000 30,000 30,000 80,000 9,600 19,200 28,800 16,000 16,000 19,200 32,000 241,063
2%annual merit increase 2%annual merit increase 2%annual merit increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 2%annual merit increase 2%annual merit increase; staffing increase 2%annual merit increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 2%annual merit increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 2%annual merit increase; staffing increase 30% rate assumed constant
74,150 7,500 4,500 8,260 5,500 12,000 12,000 0
85,978 8,696 5,218 9,578 6,377 13,914 13,914 0
102,582 10,376 6,225 11,427 7,609 16,601 16,601 0
114,409 11,572 6,943 12,745 8,486 18,515 18,515 0
120,323 12,170 7,302 13,403 8,925 19,472 19,472 0
Based on enrollment Based on enrollment Based on enrollment Based on enrollment Based on enrollment Based on enrollment Based on enrollment Based on enrollment
1,000 800 60,310 33,500 5,500 2,400 2,200 1,630 60,000 6,875
360,000 15,000 11,000 32,000 5,500 5,500 0
22,700 2,200 5,500 5,500 13,040 18,000 38,500 11,000 6,000 58,750 6,520
1,030 824 62,119 34,505 5,665 2,472 2,266 1,679 61,800 7,081 0 0 370,800 15,450 11,330 32,960 5,665 5,665 0 0 0 23,381 2,493 5,665 5,665 15,574 18,725 40,052 11,330 6,180 70,165 7,787
1,061 849 63,983 35,540 5,835 2,546 2,334 1,729 63,654 7,294
1,093 874 65,902 36,606 6,010 2,623 2,404 1,781 65,564 7,512
1,126 900 67,879 37,705 6,190 2,701 2,476 1,835 67,531 7,738
3% inflation 3% inflation 3% inflation 3% inflation 3% inflation 3% inflation 3% inflation 3% inflation 3% inflation 3% inflation
381,924 15,914 11,670 33,949 5,835 5,835 0
393,382 16,391 12,020 34,967 6,010 6,010 0
405,183 16,883 12,381 36,016 6,190 6,190 0
3% inflation 3% inflation 3% inflation 3% inflation 3% inflation 3% inflation 3% inflation
24,082 2,933 11,670 5,835 19,139 19,480 41,666 11,670 6,365 86,227 9,569
24,805 3,227 12,020 6,010 21,986 20,265 43,345 12,020 6,556 99,054 10,993
25,549 3,373 12,381 6,190 23,816 21,082 45,092 12,381 6,753 107,299 11,908
3% inflation 3% inflation; staffing increase 3% inflation; extra copier 3% inflation 3% inflation; enrollment increase 3% inflation; enrollment increase 3% inflation 3% inflation 3% inflation 3% inflation; enrollment increase 3% inflation; enrollment increase
23,060 134,182
26,135 155,585
30,747 185,632
33,822 207,035
35,359 217,736
See Start-Up Expenses; adding grades 6, 7, 8
(C) TOTAL CASH EXPENSES (D) NET REVENUE (B-C) 5-yr Projection (E) ENDING CASH (A+D)
2,515,281 -58,450 239,035
2,569,477 266,090 505,125 8/8
2,947,710 419,303 924,429
3,275,383 470,379 1,394,808
3,424,135 511,320 1,906,127 Appendix J_Amana Pro-Forma Budget_Jan 26, 2004.xls
Appendix K Faculty Experience for Salary Purposes

The following definitions are based on Georgia Department of Education rule 160-5-2-.05 titled Experience for Salary Purposes. Amana Academys Founding/Governing Board and Administration will use this document as a reference of definitions in establishing a fair salary schedule for its faculty. This document will be modified to reflect Amana Academys unique program and charter school needs, and will be shared with Fulton County and the State. In determining salary schedules, Amana Academy will also consider other forms of experience including but not limited to foreign university education, teaching experience in private schools or other schools, and foreign teaching experience. (1) Purpose. The minimum state salary of certified educators in Georgia is determined by the number of years of creditable experience earned and the highest level and type (provisional or professional) certificate held. Creditable years of experience represent the experience approved by the State Board of Education for advancement on the state salary schedule. (2) DEFINITIONS. (a) LUA local unit of administration to include a local board of education or a regional educational services agency (RESA) board of control. (b) State Salary Schedule the document describing the minimum state salary for certified personnel that has been approved by the Georgia Board of Education and funded by the Georgia Legislature. (c) Creditable Year of Experience to be creditable for salary purposes, a year of experience shall meet the requirements of this rule and shall be earned as described below. 1. Not more than one year of experience shall be credited for any 12-month period. 2. Experience earned during one school year shall be credited at the beginning of the next contract year. 3. Years of experience earned in the public schools of Georgia or in any public school in the nation shall not be credited for salary purposes unless the individual held a valid certificate issued by the appropriate state agency at the time the experience was earned, except in special conditions noted under Section 4(b) and (c). (d) Full-time Experience a minimum of 120 days working full time in an LUA while under contract for state salary in a regular school term. 1. Full-time experience in a regionally accredited college or university is defined as teaching 15 quarter hours each quarter for three consecutive quarters or nine semester hours each semester for two consecutive semesters and/or holding a fulltime contract for a professional position from the institution. Two years of part-time teaching at the college level shall not be combined to make one full year.
K-1
(e) Partial-year Experience fractions of school terms representing a minimum of 120 days of consecutive service under contract, e.g., January to June and September to December of consecutive years or January to June and September to December of non-consecutive years provided there has been no break in service between the years in which the partial-year experience was earned. (Example: Service from January to June in 1984; September to June 1984-85; September to June 1985-86; September to December 1986 earns three years of creditable experience. The two half-years have been in continuous, uninterrupted service.) 1. Computation for partial-year experience shall be based upon the contract year of the applicant. All days for which the teacher is eligible for state salary, including pre-/post-planning, sick days, and annual leave days, shall be included in the computation. 2. Half-time Employment 90 days of full-time employment under contract during one school year or one year of one-half time employment under contract (120 days minimum). One-half time employment is also defined as a minimum of four hours of employment daily. Any time between one-half and full-time (eight hours) experience shall be considered half time for salary purposes. (f) Combination of Full-time and Half-time Experience At least 120 days of full-time employment in one academic year or in two consecutive academic years may be composed of the sum of the number of full-time days plus the number of halftime days if two half-time days equate to one full-time day. The combination of fulltime and half-time employment shall have been earned during a period of continuous, uninterrupted service, either within the same academic year or in consecutive years. (g) Active Military Service Experience full-time service in any branch of the armed forces. Service in the Reserves shall not be counted as creditable experience for state pay purposes unless the individual is called to active duty during that time. (h) Regional Accrediting Agency one of the following agencies located throughout the United States and its territories: 1. Middle States Association of Colleges and Schools (MSA) 2. New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC-CIHE) 3. New England Association of Schools and Colleges Commission on Vocational, Technical, Career Institutions (NEASC-CVICI) 4. North Central Association of Colleges and Schools (NCA) 5. Northwest Association of Schools and Colleges (NASC) 6. Southern Association of Schools and Colleges (SACS)
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7. Southern Association of Schools and Colleges Commission on Occupational Education Institutions (SACS-COEI) 8. Western Association of Schools and Colleges (WASC) (f) State Accreditation the one accrediting agency, other than the regional accrediting agency, in a state that is recognized as the state accrediting agency. In Georgia, this agency is the Georgia Accrediting Commission. Approval/recognition by a state agency shall not be equal to or the same as accreditation by a state agency. Accreditation by private school agencies or other independent agencies shall not be acceptable.
(3) RESPONSIBILITY FOR VERIFYING AND AWARDING EXPERIENCE. (a) LUAs are responsible for verifying and evaluating satisfactory experience for placement of qualified certified employees on the state salary schedule. Should questions regarding verification arise, the educator shall be required to submit additional records to the LUA. Appeals of contested experience shall be through the appeal process under the provisions of O.C.G.A. 20-2-1160. On issues respecting the administration or construction of school law, the appeal may go to the State Board of Education. (b) In verifying experience, it is the responsibility of the employing superintendent/RESA director to document all satisfactory prior experience consistent with this rule. The experience of the system superintendent shall be verified by the chairperson of the local board of education; the experience of the RESA director shall be verified by the chairperson of the local board of control. (4) REQUIREMENTS. (a) Under any of the following conditions, each LUA shall recognize experience in a professional position for which a state-issued certificate or a state/national license is required. (In all conditions listed, the individual held a valid, in-field state education certificate or state/national professional license related to the field of employment and was under contract during the period in which the experience was earned.) 1. Serving in a professional position in an LUA in the United States. 2. Serving in a professional position in a regionally/state accredited private elementary, middle, or secondary school. The school shall have been regionally/state accredited at the time the experience was earned. 3. Serving as a teacher or educational administrator in a foreign country, provided the individual held a U.S. Equivalent of a bachelors degree or higher and held educator credentials or other legal authorization for teaching in the foreign country during the time the experience was earned.
K-3
4. Serving in a professional position in kindergarten, prekindergarten, or Head Start programs provided they are under the legal jurisdiction of a public school board, the state department of education or are regionally/state accredited. 5. Teaching elementary and secondary school subjects and trade subjects to children or to adults, including veterans, provided the teaching was on a full-time basis and was under the direction of a local school administration, the state department of education, or any other state agency authorized to provide educational services to children in grades prekindergarten through 12th grade or authorized to teach elementary and secondary subjects to adults; e.g., in Georgia, these agencies include the Department of Children and Youth Services and the Department of Corrections. 6. Serving in a professional full-time position in a clinical situation or in any special education center, including speech, reading, hearing, and psychological education centers. 7. Serving as a professional, full-time librarian in a bookmobile, public library, Department of Defense library, or public school library shall be counted as experience for media specialists. 8. Serving in a professional position in the U.S. Department of Education or in a state department of education. 9. Serving in a professional position such as a teacher, social worker, psychologist, counselor, media specialist, nurse, or administrator, in any government agency authorized to provide services to children in grades prekindergarten through twelfth grade or in a private entity sponsored by the U.S. or a state department of education provided the individual was under contract at the time the experience was earned; e.g., the Job Training Partnership Act (JTPA), Family Connection, prekindergarten. 10. Serving a full-time, year-long (at least nine months) internship sponsored cooperatively by an institution of higher education and a local unit of administration or in conjunction with an approved staff development program. 11. Serving as a full-time cooperative extension service agent may be used for a maximum of three years credit provided the experience is earned after July 1, 1995. (b) Under any of the following conditions, each LUA shall recognize experience in a professional position for which a certificate or state/national license is not required, provided that the individual held a degree from a regionally accredited college/university when the experience was earned. 1. Serving in a professional position in a regionally accredited college/university; e.g., as a teacher, counselor, librarian, dean, president, provided the experience was full-time and the individual held academic/professional rank or the equivalent; e.g., instructor, assistant professor, associate professor, professor. Individuals receiving experience credit shall have held a masters degree, at a minimum, and/or shall have been on a tenured track when the experience was earned. 2. Serving in a teaching, supervisory, or leadership position in schools under the
K-4
direction of the Georgia Department of Technical and Adult Education (DTAE) or in the DTAE, provided the experience was full-time and the individual held academic/professional rank or the equivalent. 3. Teaching in the Peace Corps. 4. Serving in a professional position in the U.S. Department of Education or in a state department of education. 5. Serving in a professional position in a private elementary or secondary school so long as the school was regionally/state accredited at the time the experience was earned. 6. Serving in any local unit of administration in a professional leadership position that does not require a certificate; e.g., school business manager, school personnel director, school facilities director/planner; school/community coordinator. 7. For creditable experience as a school nutrition director, serving as a food service manager/supervisor in a public or private organization, provided the experience was full time. This includes administrative experience in the Child Nutrition Program in the U.S. Department of Agriculture and the American Dietetic Association approved internship, provided the internship was taken after the degree was earned; i.e., the internship was not a part of the degree program. 8. Serving in a full-time, professional position in the Professional Standards Commission or Professional Practices Commission in Georgia and in their counterparts in any other state. 9. Serving in a full-time, professional position in private industry that is jobrelated to the position the individual is entering in the local unit of administration. In this case, a maximum of three years credit shall be granted for experience earned after July 1, 1995, and the individual shall be placed on Years of Creditable Experience 3, Salary Step 1. (c) Under any of the following limited conditions, each LUA shall recognize experience for which a degree is not required. 1. Serving on active duty in the Armed Forces of the United States. (i) A maximum of three years credit shall be allowed for military service according to the following schedule except for the requirements of the Veterans Reemployment Act. 8 full months = 1 year 20 full months = 2 years 32 full months = 3 years (ii) Six months of active military service combined with two or more months of teaching experience shall be counted as a full year for salary purposes, provided the military service interrupts continuous teaching or prevents entrance into teaching immediately following college graduation.
K-5
(iii) Teaching experience that is a part of military duty shall not be added to the maximum three-year credit limit. (iv) The three years of military experience shall place an individual on Step 1 of the State Salary Schedule. Other creditable experience beyond this military experience shall be counted from Salary Step 1. (v) Fewer than three years of creditable military experience shall place the individual on Salary Step E. In this case, after a year of creditable experience in a Georgia LUA, the individual shall more to Salary Step 1. 2. Working in specific vocational fields. (i) A maximum of three years work experience in specific vocational fields is acceptable for salary purposes provided that it is beyond the first two years of work experience required for certification purposes (content of the teaching field); i.e., to receive three years experience credit, the individual must have a minimum of five years work experience. (ii) Three years of creditable work experience shall place the individual on Step 1 of the State Salary Schedule. All other creditable experience for such an individual shall be counted from Salary Step 1. (iii) Fewer than three years of creditable work experience shall place the individual on Salary Step E. In the latter case, after a year of creditable experience in a Georgia LUA, the individual shall move to Salary Step 1. (d) Each LUA shall not recognize the following experience for advancement on the state salary schedule. 1. Experience as a cooperative extension service agent earned prior to July 1, 1995. 2. Supply/substitute teaching. 3. Clerical or nonprofessional experience in an education institution. 4. Service as a member of a board of education. 5. Experience in private elementary, middle or secondary schools not holding regional/state accreditation. 6. Experience in a college/university not holding regional accreditation. 7. 5. Experience in any college/university as a an adjunct faculty member, graduate assistant, athletic coach (without teaching responsibilities), or office staff member shall not be counted. 8. 6. Occupational experience required for the issuance of a teaching certificate.
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9. 7. Experience as a teacher aide, paraprofessional, or teacher assistant. (e) Each LUA shall place educators on the State Salary Schedule according to the following requirements. 1. An individual holding a renewable, professional teaching certificate and having zero years of experience shall be placed on Salary Step E. After one year of teaching in a Georgia LUA, that individual shall be advanced (i.e., skip years one and two to Salary Step 1 as if he/she had three years of creditable experience. 2. An individual holding a renewable, professional teaching certificate and having one or two years of experience that was not earned in a Georgia LUA; e.g., out-ofstate or in a private school, shall be placed on Salary Step E until a year of experience 160-5-2-.05 (Continued) has been earned in a Georgia LUA, at which time the individual shall be advanced to Salary Step 1 (three years creditable experience) on the State Salary Schedule. 3. An individual holding a renewable, professional certificate and having three or more years of experience, who has not taught previously in a Georgia LUA, shall be placed on the Salary Step that corresponds to the individuals years of creditable experience; e.g., an individual with three years creditable experience not in a Georgia LUA shall be placed on Salary Step 1; an individual with four years of creditable experience shall be placed on Salary Step 2, etc. 4. An individual holding a provisional certificate and having zero, one or two years of creditable experience earns one year of creditable experience for each year taught in a Georgia school system; however, this individual shall not advance (move from Salary Step E to Salary Step 1) on the Salary Schedule until either the professional certificate or three years of creditable experience have been earned; e.g., an individual with a provisional certificate and zero, one or two years of experience is listed at Salary Step E; the individual remains on Salary Step E until he/she has at least one year of creditable experience in the Georgia LUA and a professional certificate has been issued or three years have been earned on the provisional certificate. An individual with a provisional certificate and three years of creditable experience is placed on Salary Step 1. An individual with a provisional certificate and more than three years of experience is placed on the corresponding salary step; e.g., four years of experience equals Salary Step 2. 5. Individuals holding nonrenewable, professional (NT, NS, or NL) certificates with five-year validity dates and in fields that must be upgraded to a higher degree level within five years (e.g., school media, speech and language pathology, school psychology, administration and supervision) shall be advanced on the salary schedule after a year of creditable experience as if they had three years of creditable experience. Such individuals shall follow the regular rules for placement on the salary schedule. Special Note: NT and NS certificates with three-year validity dates are no longer issued by the Professional Standards Commission; therefore, numbers 6 and 7 following are necessary only for proper placement prior to the 1993-94 school year.
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6. An individual holding a nonrenewable, professional (NT) certificate issued for three years and having zero, one or two years of experience shall remain on the entry step until the professional certificate is issued. An individual shall not advance (skip steps one and/or two) on the salary schedule as long as the individual holds a nonrenewable, professional certificate. When the individual receives a renewable, professional certificate and has one year of creditable experience in a Georgia LUA, the individual shall move to Salary Step 1 as if he/she had three years of creditable experience. 7. An individual holding a nonrenewable, professional (NT) certificate issued for three years and having three or more years of experience shall be placed on the step that corresponds to the years of creditable experience; e.g., an individual with an NT certificate and five years of creditable experience shall be placed on step three of the salary schedule. Authority O.C.G.A. 20-2-200; 20-2-212. Adopted: April 11, 2002 Effective: May 2, 2002
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Appendix L Information Session Minutes & Presentations

The legality of providing a list of names is questionable and not required by the county. However, in order to address any concerns related to the demand (public interest) for this program, Amana Academy is providing the following: (1) The total number of families that attended three community sessions prior to Amana submitting its petition was approximately 45 with 80 people attending including the organizers. The three sessions were: Hapeville Library on May 10, 2003; Roswell Library on May 24, 2003, and Georgia Tech on August 23, 2003. (2) The number of interested people signed onto the Amana Academy public Yahoo group (http://groups.yahoo.com/group/AmanaAcademy/) is 160. A separate yahoo group website/e-mail list serve is dedicated for the 44 people actually working on the project. See print-screens included in this appendix. (3) The number of families who have expressed an interest in Amana Academy since the summer 2003 community sessions is 357 (4) The number of families who have told us they are residents of Fulton County is 60. (5) The number of families who have expressed a willingness to relocate into Fulton County in order for their children to attend this school is 136. Amana will continue marketing and conducting community sessions to increase awareness of the Amana program within Fulton County wherever possible. The following pages summarize the three community information sessions.
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Print Screen of Amana Academys Public Yahoo Group http://groups.yahoo.com/group/AmanaAcademy/ Note number of members to the right under Group Info
See TeamAmana Yahoo Group on next page.
See next page for Amanas Team Yahoo Group
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Print Screen of Amana Academys Team Yahoo Group http://groups.yahoo.com/group/TeamAmanaAcademy/ Note number of members to the right under Group Info
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Minutes & Presentation from Information Sessions see attached files
Info-Session Minutes-Hapeville [May10-2003].pdf.lnk
Info-Session Minutes-Roswell [May24-2003].pdf.lnk
Amana Academy Info Session - [Aug 23, 2003] at GA Tech.pdf.lnk
See next pages
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Amana Academy Public Meeting Information Session No. 1

Date: Location: Presenters: Scriber: Attendees:
May 10, 2003 Hapeville Public Library, South Fulton Ehab Jaleel and Jelena Naim Kerry Swift Community: 10 Families
Amana Team Members: Lara Alexander, Maher Budeir, Wael Doukmak, Ahmed Feurgusson, Asma Khan, Hosny Mohamed, , Besma
Expectations Ehab Jaleel

Location/residency Overview Portability of the Concept More information about Amana
Question By Ehab Jaleel What brought you here?

Alternative to homeschool Financial Consideration Understand how to do in Athens What should we do to bring this to Athens?
Welcome Ehab Jaleel Agenda (see overhead)

1. 2. 3. 4. 5. 6. Introductions Presenters Ehab Jaleel, Jelana Naim Purpose of Information Center Overview of Charter Schools Amana Q&A Closing Remarks
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Purpose of this Session (see overhead) How We Started Question (see overhead) The Charter School Movement (see overhead) What Are Charter Schools?(see overhead) Advantages of Charter Schools (see overhead)
Ehab- Accountable to parents and school board Ehab school support services explained training, buses, cafeteria support etc Accessible to partnerships and grants contrasted to private schools After school enrichment
The Answer To Our Earlier Question (see overhead) Who Is Amana Academy (see overhead) Amana Academys Vision (Jelana Naim see vision overhead) Academics (see overhead)
Alternative Assessment Project Based not just bubble in the answer Education group is working with companies that specialize in how to teach in that style One class is project based yet next door the class is doing paper work
Communication Skills (see overhead)

Hallmark of a good education Amana wants to address the failure of ability of graduates to communicate effectively
Arabic Language (see overhead)

foreign language options in Georgia are limited 16 elementary schools in GA Amana would like to change this Why Arabic interests large number of families in Atlanta, see overhead Only in the US that we are lagging in study of foreign language Beginning at K Research has shown that there is a cognitive boost when they study a foreign language Improved results on college entry exams for students who have studied a foreign language
Ethical Character (see overhead)

Highlighted postitive discipline, repect, collaboratively working together, hire teachers who know how to organize the class to work collaboratively Collaborative learning Gender Separation the different ways of how boys and girls learn in different styles lead to positive social and academic outcomes
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Stewardship (see overhead)

Highlighted striving to achieve excellence because people chose to be at Amana (Charter is a Choice) Parental involvement, retaining qualified faculty Partnerships Amana is looking at different organizations so that students will be able to apply what they learned Environmental and Respect Comments By Ehab Keyed in on the School of Choice mentioned in Jelanas presentation
Progress Report (see overhead)

Highlighted opening 2004 Petition of K-5 versus charter for K-8 Used map to highlight Fulton Co. and APS and some key cities in Fulton Why we chose Fulton Money provided by the county, start where we can be successful, county attitude Timeline explained Petition process explained county state-arbritration between the two if denied state approval if not county approved (funded at half rate) - audience question for clarification on the approval process
Questions?
Clarified that this is a public school, religion is not taught in the school, everything is public website, governance model Curriculum development will be diverse reflect student diversity? o Jelana /Teaching Styles, expect people of every ethnic background and religious o Ehab experiential learning, influencing the community Do you have to look for a need in that part of the county for a school? o Ehab Told Fulton Co. that they wanted to see if this school. It is not a major concern to the county where. Maher Because the school is 200-300 kids its only 20-30 kids from existing Schools. Question about the startup money o Ehab answered could go towards a downpayment on building or rent etc, Recruiting teachers o Ehab responsibility of the people running the school. No Discrimmination How does the money come? o Explained per student, salary should be close to county, benefits of state o Accoun How does Transportation work o Transportation provided around the school district, may need parent to pay or be supplemented Questions about can you attend outside of the county if you pay tuition Are the Arabic Teachers subject to the same certification as the other teachers o Ehab not really, but we are thinking to ask that they will become certified over time, we are still talking about this, the county will ask that we will get them certified over time Are you aware of any University that certifies Arabic teachers o Ehab No, but used the example of engineer that could be certified as a teacher to explain what we mean by certification o Wael - Certification is not required but L-7
Question about Character building Besma. How will that be done outside of religious teachings? o Jelana- teaching manners, example of collaborative learning o Packaged curriculum o Example of morning assembly conflict resolution o Ehab We have to define that completely yet. Mention of after school programs administered by the parents. The school cannot run an afterschool religious program. o Jelana gave example of a school that she taught where there was a Bible Study -One teacher was an advisor but the parents actually Uniqueness - Why do you think that these are unique points so much so that you will get the charter approved other than Arabic ? o Communication is unique versus math, art o Partnerships How many classes will the students have each day? o Well its elementary school so they will have one class How many would you like us to have? Kerry comment longer block times Holidays o Time off will be culturally appropriate for the student body o Holidays in the curriculum What about student body numbers if people here about this? o We can set up a waiting list - Ehab o We can count the numbers of attendees in advance - Ehab o Lara -Preferance is given to siblings and then lottery Can the character of the school be changed from the original concept o Ehab- Defined Mission/Vision - straying from that will nullify the charter o Charter language should be tight, guardian of the Mission is the Board Followup question regarding the board - can that change the original character of the school o There are no permanent board members At the end of the charter you do not have to renew is that correct o Yes , you could conceivably not renew and become a charter Question about the portability of the concept -What is your idea about whether people should move to Fulton and all support this effort or do you recommend starting more than one o Used example of this philosophy EJ o Q Would you build in to this a concept an element of portability WD o Q Introduce into it an element of o The charter for this school only focuses on this school. We first thought that maybe this could be a mother organization, but that is not the case. o The federal money for portability is for three years after startup Explain the difference between regional charter schools and why we cant do that? o EJ MB that was a technical school, in a rural area o Although legal the counties in metro Atlanta will not do that accounting nightmare Question about applying for State Charter School o Only can be done if county denies. o Q Would you get transportation o No ~$3,500 from the State only and I think Comment about maybe we should look not just at the financial aspects but try the State route and build it o Our choice for Fulton is not just financial but that the county would What will happen to the kids after eighth grade? L-8
Charter will say K-8 Our choice wouldve been to go to highschool, but the county advised us not to try to do that. We wont let you do that due to the difficulty Zoning restrictions within the county o Charter schools can draw on people from anywhere in the county o Teachers in the county anywhere can attend the Charter school o
Suggestions Closing Remarks
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Amana Academy Public Meeting Information Session No. 2

Date: Location: Presenters: Scriber: Attendees:
May 24, 2003 Roswell Library, North Fulton Ehab Jaleel and Jelena Naim Hosny Mohamed Community: 10 Families, a total of 31 attendees Other Amana Team Members: Lara Alexander, Maher Budeir, Lubna Elkaiali, Ahmad Ferguson, Najeeb Kerlew, Soumaya Khalifa, Ahmed Khan, Abdirazak Osman, Bekir Ozcan, Shayla Simons, Kerry Swift
Item 1. 2.
Description Maher started the session by welcoming the attendees and introducing the presenters. Presentation highlights were very similar to those of information session 1 in Hapeville. Except for item 2.3 that was added based on the Hapeville Q&A session. [Copy of the overhead presentation attached] Ehabs presentation covered the following: Introductions Purpose of This Session information, feedback and support How Amana Started to offer students fundamental skills to succeed The Charter School Movement history and laws, conversion vs. start up What Are Charter Schools? semiautonomous, community based Advantages of Charter Schools flexibility, accountability, access to partnership Amana Academy - Who is Amana Academy more than 30 member team
2.1
2.2
Jelenas presentation covered the following: Amana Academy o Amana Academys Vision students communication ability o Amana Academys Mission High Academic achievement Communication Skills interpersonal interaction Arabic Language bridge culture gap, broaden students minds Ethical Character discipline and gender separation Stewardship responsibility through real world application
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2.3
Ehab returned to represent the following items: Progress Report Update open in Fall 2004, K-5 The County Decision Making Process Why Fulton County? highest among the other counties in the following criteria: o Funding o o o o Ease of petitioning Opening Support After Opening Community Base Convenience
It scored the
3. 3.1
Closing remarks and Q&A session What is the possibility of including high school? Do you have to process a new petition? Ehab: Yes, a new petition has to be filed because its a different type of school altogether. High schools demand a different skill set, and the county wants to see a track record of success first. In addition, since we are teaching Arabic, we need to start in elementary grades and build up. Other reasons for filing a separate petition include the fact we will need more facility space, and it doesnt make sense to purchase/lease a building that is half empty. A a new petition will allow for a new start up fund, which will definitely be needed for the requirements of high school, given labs, etc.
3.2
Whats the minimum number of student to open and operate? Do you think that there is enough people who live in Fulton County who would be interested in the school? Ehab: The plan is to start with 200 to 250 children. There is interest from many people in Fulton County, many of which could not attend today. Also, we did have a previous session in Hapeville with many interested people. A lot of interest is coming from people outside Fulton County who are willing to move. Parents make these types of decisions everyday; i.e. moving to a district/county that has good schools. We also expect to have people with different backgrounds attend the school (i.e. diversity) and so we are seeking kids from all over Fulton.
3.3
How are you developing the school curriculum? Any influence from the county board? Ehab: The county has established curricular standards and sets goals, but charter schools do not have to use the county curriculum. The system allows charter schools to consider experiential learning and involve the community to influence the process of developing the curriculum. We will use the county standard, as a baseline, but we will go beyond it. The school will be accountable for the results. Jelena: The curriculum will consider different teaching styles and techniques.
3.4
Will Amana have to use the same tests used in the public school? Lara: Yes, we will use the Georgia end-of-year Standard Test.
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3.5
Will Amana offer any Islamic studies or programs? Ehab: Its a public school that will be open to students of all backgrounds. As such, the school cant establish, offer, or monitor religious teaching. However, parents and student clubs can establish and monitor after school programs that are religious (whatever the religion) or otherwise, but these programs must remain voluntary
3.6
If the fund provided by Fulton is lowered, will Amana move the school to another county? Ehab: A track record has been established by the counties with respect to funding. We do not expect Fultons contribution to change much.
3.7
Is it only a Fulton County address that required attending the school without actually living in moving to the county? Ehab: You have to be living in Fulton county. Parents should not risk the future of the children. Counties do check and verify addresses. (Our website has detailed information on residency requirements).
3.8
If its a great idea, why dont we see more charter schools, especially conversion school, which seems easier than start up? Ehab: Establishing a charter school is a very elaborate, long, and demanding process that takes a lot of effort, time, and energy. Conversion school is actually more difficult than the start up one due to the fact that existing public schools are very large, which makes it very difficult to reach a consensus between the teachers and a community that has a wide variety of interest and demands. To establish a charter school, it comes down to the community whether they have the reasons, the conviction, and the momentum. Also, a charter school is a great source of information to the government on the new teaching methods and techniques that are usually employed.
3.9
What kind of process will you will have in place for choosing the teachers? Jelena: There will be an interview procedure in place. Soumaya, whos a HR manager, is helping us established such a procedure. Well hire only certified teachers following the board criteria. However, staff development is very important to the success of the school program. After looking at the different models considered and establish the teaching methodology, all staff from the teacher to the principle will be trained. Teachers will be trained how to manage the classroom, how to test the student, and to extract the correct conclusion from the test results. Ehab: Will have to meet the county requirement regarding the certified teachers. However, because of the fact we are adopting a whole-school model we will also assess them against our model and their willingness to learn it. As for the Arabic program, we have some latitude in terms of hiring non-certified teachers, yet they need to work toward certification. The state has already invited members from the Amana team to be trained on foreign langue teaching techniques. These training sessions will help us define requirements for hiring Arabic language teachers. Will not hire any teacher based on word of mouth or relationships. Everyone will need to go through a formal assessment process that looks at their skills, experience, and fit for the job.
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3.10
Will there be art and music taught? Jelena: Yes, and Learning by Art is one of the teaching models considered.
3.11
Are you ready for children with Arabic background and others that are not? Ehab: We havent defined that yet. We are going to work on this. The training that our team will gain over the summer will help us in how we should implement the program to meet the needs of all kids. It is looking as if we will have the first or one of the first state sponsored Arabic language curriculums in the nation at the elementary school level.
3.12
Will the Arabic be mandatory? Ehab: Yes, it will be a mandatory second language.
3.13
Can you use curriculum from middle eastern country, which seems to be working in some of the home schooling? Jelena: Amana is willing to learn from any program available out there. However, the intent is to create a curriculum suitable for children who are born here in the States.
3.14
If the teacher lives outside Fulton County but is working for Amana Academy, can his/her children attend the school? Ehab: Yes, full-time employees of the school can bring their kids to the school of employment no matter where they live.
3.15
How will you establish textbooks? Are you going to adopt the same textbooks used by the public school? Lara: We are looking at different teaching methodologies which will determine the type of textbooks we choose. By the way, Fulton County will help us purchase the textbooks using their volume buying power.
3.16
What do you think the impact of gender separation will be on students who graduate from the Amana School to a traditional mixed school? Jelena: There are many gender separation schools that have been already established all over the country and have been operating for long years without any problems contributed to this particular arrangement [Catholic schools]. Gender separation research in the middle school grades generally shows very positive academic outcomes. There is overwhelming evidence that students coming form gender separation schools are more mature and better balanced than their counterparts
3.17
Teacher hiring. How will you evaluate and determine who will you accept? Ehab: This question covered earlier [see 3.9]. In addition, we will hire teachers who would like to learn and improve his/her own trade. This should be an environment that is established by the leadership.
3.18
Amana volunteer (Lubna) asked: What do the parents expect from the Arabic language program?
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Parent: Need the student to speak Arabic, but instructional content should be relevant to living here in the United States. Parent: Want my children to be able to read Al-Quran. 3.19 If the student can read and write Arabic, would he be able to read and understand AlQuran? Lubna: They will have the tools that are needed to start. Once these tools are learned, then they can go deeper into the language. An analogy is that a person needs to learn simple English before attempting Shakespearean English. 4. End. Ehab closed the session by inviting the attendees to have one on one discussions, to visit the team website, and to keep in touch.
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Appendix M Single-Gender Schooling Research

Internet sites: National Coalition of Girls Schools http://www.ncgs.org International Boys Schools Coalition http://www.boysschoolscoalition.org/ The Gurian Institute. Michael Gurian, Ph.D, directs the Institute at the University of MissouriKansas City. He is the author of many books on the subject of gender brain differences and the implications for schooling and parenting. www.gurianinstitute.com The National Association for Single-Sex Public Education (NASSPE) website is entirely devoted to the issue. See http://www.singlesexschools.org For specific evidence on major national studies, before and after studies, and academic studies, see http://www.singlesexschools.org/evidence.html Books on the subject: Salomone, R. (2003). Same, Different, Equal: Rethinking Single-Sex Schooling. Yale University Press: New Haven, CT. Although half a dozen books have appeared in the past five years on the topic of single-sex education in the United States, until recently no book provided a thoughtful, scholarly, and balanced overview of the entire topic. In June 2003, however, Yale University Press published Same, Different, Equal: rethinking single-sex schooling, by St. John's professor of law Rosemary Salomone, J.D., Ph.D. In breadth and depth of scholarship, Professor Salomone's book far surpasses anything yet written on the topic of single-sex education. In particular, her exposition of the history of single-sex education in the United States is by far the best ever published. (From www.singlesexschools.org website) Gurian, M., et. al. (2001) Boys and Girls Learn Differently! Jossey-Bass: San Francisco. In this profoundly significant book, author Michael Gurian synthesizes the current knowledge and clearly demonstrates how this distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a new way to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. (From the back cover of the book). Articles available on the internet: Single-Sex Education, an editorial endorsing single-sex education, from The Washington Times, http://washingtontimes.com/op-ed/20030913-112113-5901r.htm Single-Sex Classes Are Worth a Look From The Detroit Free Press, February 10, 2003 http://www.freep.com/news/metro/dicker10_20030210.htm
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Same-Sex Schools Reduce Strereotyped Roles From United Press International News http://www.upi.com/view.cfm?StoryID=06052002-043932-3497r Single-Gender ClassesAre They Better? From Education World. http://www.education-world.com/a_curr/curr215.shtml Give Same-Sex Schooling a Chance From Education Week http://www.edweek.org/ew/newstory.cfm?slug=04sommers.h21 K-12 Single-Sex Education: What Does the Research Say? From ERIC Digest http://www.ed.gov/databases/ERIC_Digests/ed444758.html Students showing progress in single-gender classrooms From Rocky Mountain News http://insidedenver.com/drmn/education/article/0,1299,DRMN_957_2485807,00.html Research articles from journals: Dollison, R. (1998). A comparison of the effect of single-sex and coeducational schooling arrangements on the self-esteem and mathematics achievement of adolescent females. Literature review containing 57 references. Gilson, J. (1999). Single-gender education versus coeducation for girls: A study of mathematics achievement and attitudes toward mathematics of middle-school students. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada, April 19-23, 1999. Hudson, K., Stiles, J. (1998). Single-sex classes: A plus for pre-adolescent girls. Principal, 78 (2), 57-58. Mael, F. (1998). Single-sex and coeducational schooling: Relationships to socioemotional and academic development. Review of Educational Research, 68 (2), 101-29. Singh, K., Vaught, C., Mitchell, E. (1998). Single-sex classes and academic achievement in two inner-city schools. Journal of Negro Education, 67 (2), 157-67. Smith, N., et al. (1999). Student and teacher perceptions of a single-sex middle school learning environment. Lancaster School District, PA: Edward Hand Middle School. Graduate education class project. Streitmatter, J. (1998). Single-sex classes: Female students state their case. School Science and Mathematics, 98 (7), 369-75. Wood, B., Brown, L. (1997). Participation in an all-female algebra I class: Effects on high school math and science course selection. Journal of Women and Minorities in Science and Engineering, 3 (4), 265-77.
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Appendix N - Teaching of a Foreign Language and Student Achievement

If education is a means by which to prepare children for the complicated world that they inhabit, to give them tools with which to understand new challenges, then the educational system should offer an expansive curriculum as early as possible. Research has shown that through foreign language study, elementary school children receive the opportunity to expand their thinking, to acquire global awareness, to extend their understanding of language as a phenomenon, and to reach an advanced proficiency level in that foreign language. Parents, educators, and policymakers should find these reasons more than enough to prove the benefits of beginning foreign language study in the elementary school. Included in this Appendix is the following list of articles, and the associated links, which support this research. The Effect of Second Language Learning on Test Scores, Intelligence and Achievement An Annotated Bibliography prepared by Elizabeth L. Webb http://www.mctlc.org/newvisions/legscores.html Also available in PDF format at the following GLC link: http://www.glc.k12.ga.us/passwd/trc/ttools/attach/forlang/AnnBiblio.pdf NASBE Policy Update [Vol. 11, No. 9] Foreign Language Education http://www.nasbe.org/Educational_Issues/Policy_Updates/11_9.html Bilingual Acquisition Responses to 5 Common Concerns by Fred Genesee http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=38 Foreign Language Learning: An Early Start ERIC Digest. http://www.ericfacility.net/ericdigests/ed328083.html The Benefits of Early Language Learning - ERIC Digest http://www.cal.org/resources/faqs/rgos/benes.html
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Minnesota New Visions: Languages for Life

The Effect of Second Language Learning on Test Scores, Intelligence and Achievement
An annotated bibliography prepared by Elizabeth L. Webb, Program Specialist for Foreign Languages and International Education, Georgia Department of Education Cooper, T. C. (1987). Foreign Language Study and SAT-Verbal Scores. The Modern Language Journal, 71/4, 381-387. Data from the College Boards Admission Testing Program revealed that SAT-verbal scores of students who had taken four or five years of any other subject. A large-scale study conducted by Eddy in 1981 concluded that students who study foreign languages for longer periods of time did better on various SAT sub-tests and on the test as a whole that students who studied less foreign language, even when the variable of verbal giftedness was controlled. Coopers own study of 23 metropolitan high schools in the southeast revealed that students who take a foreign language in high school scored significantly higher on the verbal portion of the SAT than those who do not. Economic background, which was measured by the number of students receiving free and reduced lunches, did not affect students performance. Even those who came from lower socioeconomic backgrounds, but took foreign language, performed "basically just as well as their more fortunate peers." Saunders, C. M. (1998). The Effect of the Study of a Foreign Language in the Elementary School on Scores on the Iowa Test Of Basic Skills and an Analysis of Student-participant Attitudes and Abilities. Unpublished dissertation, University of Georgia. Saunders specifically examined the performance of third grade students enrolled in the Georgia Elementary School Foreign Language Model Program. She compared students who had not received any foreign language instruction with students one year younger who had received four years of instruction, five days each week, for thirty minutes per day. She found those students in the ESFL program scored significantly higher on the Math portion of the ITBS than the older students had scored. They also performed better on the Reading portion, but the difference was not statistically significant. Armstrong, P. W. and J. D. Rogers. (1997). Basic Skills Revisited: The Effects of Foreign Language Instruction on Reading, Math and Language Arts. Learning Languages, Spring, 20-31. This carefully constructed study demonstrated that third graders who were taught Spanish for thirty minutes, three times per week showed statistically significant gains in their Metropolitan Achievement Test scores in the areas of math and language after only one semester of study. This study verifies two earlier studies that showed that foreign language instruction either had no
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detrimental effect on basic sills or a positive effect on students achievement in basic skill areas. The results of this study are particularly interesting since one class of students in the experimental group had actually received one-and-one-half fewer hours of math instruction per week, yet still outperformed the students in the control classes in math. Garfinkel, A. and K. E. Tabor. (1991). Elementary School Foreign Languages and English Reading Achievement: A New View of the Relationship. Foreign Language Annals, 24/5, 375-382. The authors examined English reading scores of students of varying levels of intelligence who had had one to two years of Spanish instruction in grades five and six. They found an especially significant relationship between high scores in reading and extended foreign language study in the cases of children of average intelligence. The data gathered indicate those students of average intelligence, rather than above-average intelligence, may benefit the most from early instruction in a second language. Samuels, D. D. and R. J. Griffore (1979). The Plattsburgh French Language Immersion Program: Its Influence on Intelligence and Self-esteem. Language Learning, 29/1, 45-52. Comparison of a group of students who participated in a French Immersion program for one year to a group of students who were enrolled in a regular classroom revealed that the first graders who learned French showed significant gains in measures of performance I.Q. The students in the immersion program performed better on test items that asked them to interpret and organize a series of seemingly unrelated objects. Study of an unfamiliar language appears to sharpen this skill. Robinson, D. W. (1992). The Cognitive, Academic and Attitudinal Benefits of Early Language Learning. In Met, M., ed. Critical Issues in Early Language Learning. White Plains, NY: Longman. Starting in the 1960s and continuing into the 1990s, some 12 dozen studies were conducted on the relationship between learning a second language early in life and cognitive ability. Robinson summarized many of them in this article, concluding, "the picture that emerges is . . . a youngster whose experience with two language systems seems to have left him or her with a mental flexibility, a superiority in concept formation, and a more diversified set of mental abilities." The studies also demonstrated that children who have studied a foreign language perform better on standardized tests and tests of basic skills in English, math and social studies. Data from the College Boards 1992 edition of College Bound Senior revealed that students who had had four or more years or foreign language scored higher on the verbal section of the SAT than those who had had four or more years in any other subject area. This information corroborated Coopers conclusion in 1987. Curtain, H. (1990). Foreign Language Learning: An Early Start. ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, (Document No. EDO-FL-9012).
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Curtain summarizes the primary advantages of beginning foreign language study at the elementary school level: Longer sequences of instruction lead to higher levels of language proficiency Beginning FL study before age ten helps in the development of global understanding Cognitive development and basic skills are enhanced by foreign language learning Communication skills, including memory and listening skills, are sharpened by foreign language study Many personal benefits accrue, such as enhanced career potential Genesee, F. and N. Cloud. (1998). Multilingualism is Basic. Educational Leadership, March, 62-65. Genesee and Cloud argue that basic education in the new millennium must include second and third languages if the United States is to cope with the unprecedented growth in diversity within its borders and also continue to compete successfully in the global marketplace. Research indicates that foreign language study provides both cognitive and sociocultural benefits. Cloud and Genesee conclude, "Linguistic and cultural competence will be the mark of the welleducated citizen of the 21st century." Georgia PTA Board of Managers. (1994). RESOLUTION: Foreign Language Programs. This resolution advocates foreign language programs in the elementary and middle schools, encourages long sequences of foreign language study beginning as early as possible, and endorses an articulated program of foreign language study from early childhood through the high school, college and university levels. The resolution cites childrens native ability to learn language, gains in flexibility, creativity, divergent thinking skills and higher order thinking skills, as well as gains on standardized test scores as some of the grounds supporting this resolution. Willis, S. (1998). Foreign Languages: Learning to Communicate in the Real World. Association for Supervision and Curriculum Development, Winter, 1-8. Willis found that recent developments in foreign language teaching methodology helped students develop the ability to use the language in practical situations. New national standards developed by the American Council of Teachers of Foreign Language emphasized communication skills rather than grammar rules. But learning a second language takes a long time regardless of methodology. To put U.S. students on par with students in other countries, foreign language must become part of the core curriculum from K 12th grade. Dumas, L. S. (1999). Learning a Second Language: Exposing Your Child to a New World of Words Boosts Her Brainpower, Vocabulary, and Self-Esteem. Child, February, 72, 74, 76-77.
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Recent brain research indicates that learning a second language is a powerful experience that helps the brain of young children develop. The young brain will actually grow the connections needed to learn the language. That is no longer possible after age 12. Seven states have instituted a second-language requirement for all children in elementary school: Arizona, Arkansas, Louisiana, North Carolina, Montana, New Jersey and Oklahoma. A study of 13,200 third and fifth graders in Louisiana public schools revealed that regardless o race, gender or academic level, kids taking foreign language classes did better in the English section of the Louisiana Basic Skills Test than those who did not. Research Notes: Language Learning and the Developing Brain. (1996) Learning Languages, 1/2, 17. Reprinted by the Center for Applied Linguistics on: <www.cal.org>. Recent studies suggest that the brain of a child has more synapses and greater plasticity and is therefore much better suited to learning foreign language than the brain of an older child or adult. Nash, J. M. (1997). Special Report: Fertile Minds. Time, 149/5. Reprinted on: <www.time.com>. Nash summarizes much of current research on the development of the human brain. She states that there are a series of "windows for developing language. The window for acquiring syntax may close as early as five or six years of age . . . The ability to learn a second language is highest between birth and the age of six, then undergoes a steady and inexorable decline." She concludes, "it is clear that foreign language should be taught in the elementary school, if not before" (8). Marcos, K. M. (1998). Learning a Second Language: What Parents Need to Know. National PTA Magazine, August/September, 32-33. Marcos summarized research on early language learning and concluded that learning a second language in the elementary school usually enhanced a childs ability in English. In addition, early foreign language study offered students various benefits in terms of their ability to communicate, their cognitive development, cultural awareness and future job opportunities. Holman, J. R. (1994). Learning A Language. Better Homes and Gardens, January, 41 & 43. Holman stressed the advantages of learning foreign languages as early as possible. She cited the benefits in other areas of study, as well as recent neurobiological research that strongly suggested that the best time to learn a second or third language is before age 10. Holman also emphasized that adequate time must be devoted to language study in order to achieve the desired results; She quoted Dr. Lightbrown of Concordia University as saying, "Twenty minutes three times a week is not a very effective way to acquire a language, no matter when you start." Hart, A. and J. Harris. (1992). An Assistant Superintendent and Curriculum Specialist View the Models. In Met, M., ed. Critical Issues in Early Language Learning. White Plains, NY: Longman.
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The Chapel Hill-Carrboro (NC) City Schools decided to provide all students in the district with foreign language instruction. In this article, Hart and Harris contend that the Foreign Language in the Elementary School or FLES model of daily language learning that they have chosen helps to "level the playing field with ESL and other at-risk students." They also state that the FLES program greatly benefited all students by reinforcing concepts that have already been taught in the regular classroom. FLES is considered a part of the core curriculum and a component of basic childhood education. Foreign Languages: The Road to Success in a Global World, Information for School counselors. Public Schools of North Carolina; State Board of Education; Jay Robinson, Chairman; Department of Public Instruction; Michael Ward, Superintendent. This brochure is intended to be a practical guide for school counselors and asserts that foreign language study is appropriate for all students, whether they plan to attend college or not. It cites many academic reasons for studying a foreign language, including higher ACT and SAT scores, stronger English vocabulary skills, a better understanding of English, improved literacy, greater cognitive skills and enhances listening and memory. Torres, I. Report on Current Practice. In Met, M., ed. Critical Issues in Early Language Learning. White Plains, NY: Longman. Ferndale Public Schools established its Elementary school foreign language program in 1981, with the philosophy that each child in the district should have the opportunity to learn a second language, regardless of physical, emotional or learning disabilities. In grade K-3, most children with disabilities had been able to attain an adequate level of proficiency in the foreign langrage. In the upper elementary grades, students with disabilities often did not do well on written tests, but were able to be successful on informal, oral tests. Winslow, R. (1997). How Language is Stored in Brain Depends on Age. The Wall Street Journal, July. (Summary of Distinct Cortical Areas Associated with Native and Second Languages, Nature, 388, 1997) A study of 12 healthy bilingual volunteers at Memorial Sloan-Kettering Cancer Center in New York revealed that the capacity to speak a second language is stored in different areas of the brain depending on when in life a person becomes bilingual. Children who learn a second language store that capacity, together with their native language, in one sector of the brain. Adults language learners store each new language learned in a separate area. This finding helped explain why children who learn two languages develop the ability to speak both with native proficiency and supported the argument that foreign language instruction should be part of the elementary and middle school curriculum. Met, M. (1991). Foreign Language: On Starting Early. Educational Leadership, September. Met summarized both the advantages and the shortcomings of three different approaches to early language learning: immersion, FLES and FLEX. In immersion, the content is taught through the
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foreign language. Since the classroom teacher is also the language teacher, this is a cost-effective model that achieves excellent results, but teachers with the language skills and certification to teach such classes are rare. FLES programs are sequential programs beginning at any grade K-6 that meet for a minimum of 90 minutes two to five times per week. If a FLES program is part of a well-articulated, long sequence of study, students will typically gain useable levels of proficiency in the language and also improve their knowledge of and attitude toward other cultures. FLEX programs are short-term classes that focus primarily on culture. These programs can provide students with strong motivation to continue their language study later, but do not result in any meaningful level of language development. Speaking in Foreign Tongues. (1998). Kids Sense, 42. Arkansas Childrens Hospital. This short article emphasizes the importance of early language learning. Mathematical skills, problem solving skills and the ability to synthesize information increase with exposure to foreign language. Other advantages include improved reading and writing skills, a stronger vocabulary and better job opportunities later in life. Curtain, H. and C. A. B. Pesola. Languages and Children: Making the Match: Foreign Language Instruction for An Early Start Grades K-8. Longman (New York) 1994. Curtain and Pesolas text is regarded by many as the authoritative work on early language learning. In their introduction, they provide a broad overview of the benefits of early language learning. Immediate benefits include greater academic achievement in other areas of study, including reading, social studies, and mathematics and earning higher SAT and ACT scores, especially in verbal areas. Long-range benefits include enhanced career opportunities, developing more flexibility in thinking processes and exchanging professional ideas and information in commerce, science, law and the arts. They also summarize studies concerned with the relationship of language learning to English language and mathematics. "The evidence was consistent: There was no sacrifice of basic skills when time was given to learning a new language" (7). In fact, some studies indicated that language instruction resulted in dramatic gains in test performance in basic skill areas. Research that has been conducted specifically on The Georgia Elementary School Foreign Language Model Program: Adger, C. (1995). Georgia Elementary School Foreign Language Model Program: An Evaluation. Center for Applied Linguistics, Washington, DC. In the program evaluation conducted in 1995, the Center for Applied Linguistics (CAL) conducted site visits to ESFL Model program schools, observed classes, interviewed school and system administrators, students, parents, teachers and Georgia Department of Education personnel and also surveyed teachers and administrators regarding the program. Adger noted that the Georgia ESFL Model Program was regarded as a state-of-the-art model within the field of foreign language. She concluded that the ESFL program was "excellent by any measure. Moreover, the fact that continuous renewal of the curriculum and professional development are inherent in the program promises that it will continue its high quality (3)".
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Boyson, B. (1997). Listening and Speaking Assessment of Third Grade Students in the Georgia Elementary School Foreign Languages Model Program. Center for Applied Linguistics, Washington, DC. The 1997 evaluation of the ESFL Model Program focused on students ability to speak and understand the language being taught. The Student Oral Proficiency Assessment, a listening and speaking instrument, was administered to third grade students by a team of CAL staff and Georgia teachers. Interviews were conducted at eight sites representing all four languages taught: Spanish, French, German and Japanese. Most students scored at the Junior Novice Mid or Junior Novice-High level, indicating that they were reaching desired levels of language proficiency and making progress toward the goal of becoming fluent users of the language. Boyson concluded, "the evidence that is available here seems to indicate that the students in the Georgia ESFL Model Program are making impressive progress toward mastering foreign languages" (3). Boyson, B. and L. Thompson. (1998) Student Oral Proficiency Assessment of Fifth Grade Students in the Georgia Elementary School Foreign Languages Model Program. Center for Applied Linguistics, Washington, D. C. The third program evaluation compared the performance of fifth grade students enrolled in the ESFL Model Program to that of third graders in the program. It also compared the performance of fifth grade students in Model program schools with the performance of students in non-model Foreign Language in the Elementary School (FLES) programs. A new version of the Student Oral Proficiency Assessment was developed for the fifth grade level to conduct this program evaluation. The results demonstrated that fifth grade students scored one level higher in both listening proficiency and oral fluency than the third grade students and were reaching "commendable levels of proficiency" (1). The comparison of the ESFL Model program with the non-model FLES programs revealed that all students were making progress, but that a substantial percentage of the students in the Model Program were exceeding expectations in their ability to comprehend and speak the languages they were learning. Saunders, C. M. (1998). The Effect of the Study of a Foreign Language in the Elementary School on Scores on the Iowa Test of Basic Skills and an Analysis of Student-participant Attitudes and Abilities. Unpublished dissertation, University of Georgia. (Also cited above) Saunders specifically examined the performance of third grade students enrolled in the Georgia Elementary School Foreign Language Model Program. She compared students who had not received any foreign language instruction with students one year younger who had received four years of instruction, five days each week, for thirty minutes per day. Students in the ESFL program scored significantly higher on the Math portion of the ITBS than the older students had scored. They also performed better on the Reading portion, but the difference was not large enough to be considered statistically significant.
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NASBE Policy Update, Vol. 11, No. 9
National Association of State Boards of Education
Foreign Language Education

Printable .PDF file-format The advantages of being able to use more than one language are many. At a minimum, being bilingual enables one to communicate with a greater number of people. Learning languages also provides insight into different cultures and experiences. For students, some studies suggest that those who begin second language study early in elementary school attain higher achievement levels in English language arts. Nationally, there is the growing need for multilingual individuals to address the increased threat of terrorism. But for many, the ultimate advantage to knowing another language is that it provides a competitive edge in today's job market. In fact, a recent survey by the American Council on Education (ACE) found that 85 percent of the public felt it was very or somewhat important to speak another language to compete successfully in a global economy. At first glance, it appears that language studies have a firm place in public schools. Enrollment figures indicate an upward trend over time in the number of students studying a second language. The National Center for Education Statistics (NCES) estimates that the percentage of students taking language courses in grades 9-12 nearly doubled during a 50-year period beginning in 1948from 21 percent to 41 percent. And, while language instruction has traditionally taken place at the secondary level, recent years have seen an increase in instruction for both elementary and middle grades. The Center for Applied Linguistics (CAL) reported from a 1997 survey of schools an increase of 10 percent over a ten-year period in language instruction at the elementary level. The most popular language courses by far are Spanish and French, usually followed by German. While most states' policies address foreign language instruction, the degree varies in comparison with other content areas. The most recent count (a 1995 study by CAL) found that 40 states require schools to offer course work to students who wish to learn a second language, mostly at the secondary level. Thus, much of the decision-making regarding foreign language study is made at the local level. Whereas core subjects such as mathematics tend to have extensive state policies focusing on standards, curriculum, and assessments, in addition to content-focused licensure standards, foreign languages have not received the same level of attention or funding. In the current standards-based reform era, competition for a slot among the core subjects is stiff. Class time and funding are a scarce resource, and both policymakers and educators, driven by assessment and accountability, have made difficult choices about what to include in the curriculum. Many policymakers hold to the belief that reading, writing, and mathematics are the keys to academic achievement and direct time and resources to these areas. Language advocates are concerned about the narrowing of the curriculum and point out the advantages of foreign language study.
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Issues to Consider
Standards for Students and Teachers. At the national level, much work has gone into developing standards for foreign language study, both for students and for teacher preparation and training. In 1999, a coalition of language organizations released a comprehensive set of national standards for students in grades K-12 in foreign languages. This set of standards has an expanded view of language learning that provides for the teaching of foreign languages to all students. The standards are based on a set of underlying principles called the Five C's of Language Education: Communication; Cultures; Communities; Comparison; and Connection. The National Board for Professional Teaching Standards (NBPTS) and the Interstate New Teacher Assessment and Support Consortium (INTASC) incorporated these same underlying principles in their standards for teachers, thus providing a seamless system for students, teachers, and schools for highquality language education. It is important that states adopt standards for foreign language study that are aligned with standards for teacher certification.
Curriculum. Whether at the school, district, or state level, some programs focus on fluency, while others are based more on cultural understanding. Proficiency in a second language takes many years, and most students only study a language for a two-year sequence. In addition, many languages require "layering" in order to achieve proficiency. For example, it is easier for a person to learn Arabic if proficiency has already been achieved in one or more other foreign languages. One of the key attributes of a successful language program is that its graduates are able to use their language knowledge in later life. Research shows it is important to offer foreign language instruction as part of the academic curriculum in the early grades, with continuation through middle and high school in order to reach this goal. However, this is not an easy task. Currently, there is no K-12 textbook or curricular program for continuous K-12 language study in the United States. Programs are left to piece together their own materials, which is costly and inefficient.
Assessment. Assessment of foreign language skills has slowly evolved over the last few decades, with developments coming from a combination of national standards and assessment movements as well as local initiatives. Nationally, efforts have focused on gauging the achievement level of students in general, while many local initiatives have focused on how to assess learning in the classroom. At the federal level, a National Assessment for Educational Progress (NAEP) test for foreign language is currently under development. The new assessment, scheduled for administration in the fall of 2004, will report how well students in grade 12 have learned Spanish. The exam will test students in four skill-areas: listening, speaking, reading, and writing. However, the cost of developing such a test at the state level would likely be prohibitively high and achieving sufficient validity and reliability for high stakes purposes would be difficult. Both of these are factors in why large-scale statewide assessments for foreign language are not as prevalent as with core subjects such as mathematics. Local efforts to develop assessment for various purposes are numerous. CAL highlights examples of both local- and state-developed assessments. At the state level, CAL highlights the efforts of Connecticut, which provides sample assessment questions for grades K-4, 5-8, and 9-12. The state provides an extensive document that highlights standards, assessments, learning activities, and samples of student work (online at www.state.ct.us/sde/dtl/curriculum/wl_publ_guide1.htm).
English Language Learners (ELL). NCES estimates that there are over 3.8 million ELL students in public schools, accounting for almost 8 percent of enrollment. In a 50-state survey conducted in 2000-01 by Anneka Kindler, states reported more than 460 languages spoken by students with limited proficiency in English.
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ELL students are already learning a second language - English - so it is important to take this into consideration when formulating either a policy or program for foreign language study. The ultimate goal is for the student to become proficient in speaking English, thus all policies and programs should align to make certain that goal is attainable. The good news is that once students are proficient in English, they are bilingual, with all the attendant advantages. These students are also potential contributors to the learning process in courses being offered in their native language or in dual language immersion programs.
Funding. Competition with core subjects has placed foreign language programs low in the pecking order for funding. One source available to states and districts is the federal government's Foreign Language Assistance Program (FLAP). It was designed to support the establishment, improvement, or expansion of innovative foreign language programs for both elementary and secondary schools. The grants are awarded for a period of three years. Wyoming made use of FLAP funds to begin four different models of foreign language education across the state, which will be evaluated to determine the outcomes and consequences of each of the four modes.
State Actions While several states have adopted policies on foreign language study, by and large they have not been implemented, mostly due to a lack of funding. One state that has achieved some success in adopting and implementing such a policy is Louisiana. Bulletin 741 mandates foreign language instruction for all academically able students in grades 4-8, with instruction being optional for all other students. The classes for grades 4-6 must meet for a minimum of 30 minutes daily for the entire school year, and for grades 7-8 the requirement is150 minutes per week. One step the state has taken to ensure that schools are able to comply with the mandate is to focus on the supply of qualified teachers - often a challenge regardless of the content area. To address the issue the state has negotiated agreements with foreign governments for teacher exchanges to help schools sustain the program. Resources Center for Applied Linguistics (CAL), online at www.cal.org. Foreign Language Assistance Program (FLAP), online at www.ed.gov/index.jsp. American Council on the Teaching of Foreign Languages (ACTFL), online at www.actfl.org.
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Bilingual Acquisition by Fred Genesee
Language acquisition is an everyday and yet magical feat of childhood. Within three to five years,
virtually all children become fully competent in at least one language. We accept this as totally normal. We seldom worry about whether or not it will happen even though it is the most complex accomplishment of early childhood. Even more remarkable are those children who simultaneously acquire proficiency in two, or more, languages during the preschool years. Within the same time frame as it takes monolingual children to learn one language, bilingual children learn two languages and become adept at using them in socially diverse and appropriate ways. It is estimated that there may be as many children who grow up learning two languages as one. Despite this, childhood bilingualism is poorly understood by many and regarded with skepticism by others. Because of lack of familiarity with or knowledge about childhood bilingualism, parents, educators, and early childhood specialists may express doubts about childhood bilingualism and they may expect negative consequences to result from children learning two languages during the preschool years. Such concerns are especially common in communities where most children grow up monolingual and, as a result, adult members of the community come to view monolingualism as normal and bilingualism as abnormal. In recent years, researchers have been actively involved in studying bilingual acquisition and, although all the research evidence is not yet in, we now have a more detailed description of important aspects of bilingual development than previously. Bilingual acquisition is complex. In comparison with monolingual children who usually learn language from their parents, bilingual children may depend not only on parents but also on grandparents, playmates, or childcare and daycare workers to learn their languages. Bilingual children may learn their languages primarily in the home, like monolingual children, or in the daycare, or neighborhood. Bilingual children's exposure to their languages can also differ greatly, as, for example, if the child is learning one language from a parent who works at home and the other from a parent who works outside the home. Their language exposure can fluctuate greatly over time, if, for example, the parent who is the primary source of one of the languages takes a job in another city and is only home on weekends. Here are responses to some concerns that are commonly expressed by parents and childcare professionals about bilingual acquisition in early childhood. 1. Learning two languages in childhood is difficult and can result in delays in language development. Children who have regular and rich exposure to both languages on a daily or weekly basis from parents and other caregivers exhibit the same milestones in language development and at roughly the same ages as monolingual children. It is important to remember that there are large individual differences in language acquisition -- some children acquire their first words or use complex utterances much earlier than other children. Delay in the emergence of these milestones does not necessarily mean that there is something seriously wrong; in most cases it simply means that the child has taken longer to reach this stage. The same kinds of differences are characteristic of bilingual children.
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It is important that parents of bilingual children provide systematic exposure to both languages all the time and that they avoid radical changes to the language environment of the child. Such changes can disrupt language development and create difficulties for the child. 2. Bilingual children have less exposure to each of their languages than monolingual children. As a result, they never master either language fully and, compared to monolingual children, they never become as proficient. Bilingual children can acquire the same proficiency in all aspects of their two languages over time as monolingual children even though they usually have less exposure to each language. Bilingual children acquire the same proficiency in the phonological and grammatical aspects of their two languages as monolingual children do in their one language, provided they are given regular and substantial exposure to each. Bilingual children may have somewhat different patterns of development in certain aspects of language in the short term. Vocabulary is one of those areas. Sometimes, young bilingual children know fewer words in one or both of their languages in comparison with monolingual children of the same age. This is probably because all young children have limited memory capacities, and bilingual children must store words from two languages, not just one. As well, because bilingual children learn words in each language from different people, they sometimes know certain words in one language but not in the other. When the vocabulary that bilingual children know in both languages is considered together, they generally know the same number of words and have the same range of vocabulary as their monolingual peers. Most importantly, when and if differences like these occur, they are short term and are likely to disappear by the time the children begin school. Interpersonal communication is another area where bilingual children sometimes differ. The ways of communicating in certain social situations or of expressing certain meanings can be quite different in some languages. If bilingual children are acquiring such languages and they have not had full exposure to one or both of them, then they may not have acquired the ability to express these meanings or they may not be proficient in certain social situations. Given adequate and appropriate experience with their languages, most bilingual children quickly acquire all of the social language skills and ways of expressing themselves they need. Generally speaking, bilingual children's overall proficiency in each language reflects the amount of time they spend in each. Thus, a child who has just returned from a visit to a grandparent where only one of the languages was used, may prefer to use only that language for awhile and, thus, may appear to have lost some proficiency in the other language. This is usually a short term, temporary shift in preference that is corrected once the child is exposed to the neglected language. It is important not to overreact to these temporary fluctuations in proficiency since they are usually temporary. Parents can best ensure that their children achieve full proficiency in both languages by providing rich experiences with each and especially with the language that might otherwise not get strong support in the extended community; for example, a minority language such as Spanish or Chinese in North America. It is important in this regard that parents who do not speak the majority language of the community continue to use their native language so that they expose their child to varied and rich ways of using language. This is difficult to do if parents use a language that they are not proficient in. It is also important for parents to maintain use of heritage languages in the home because it is part of the family culture and an important part of the child's developing identity. It helps them feel unique and connected to their families. 3. Young bilingual children can't keep their languages separate; they use both at the same time; they are obviously confused. At some stage, most bilingual children use sounds and words from both languages in the same utterances or conversations even though the people talking with them are using only one language. Some parents and early childhood educators are concerned when they hear this because they believe that it means that the child is confused and cannot separate the two languages. Research shows that this is not true. The main reason for children mixing their languages in these ways is because they lack sufficient vocabulary in one or both languages to express themselves entirely in each language. Thus, they borrow
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from the other language. Indeed, this is an effective communication strategy in most families because parents and other adults who care for bilingual children usually understand both languages and may mix the languages themselves when talking with the child. Bilingual adults in some communities mix their languages extensively. Research has shown that the most proficient bilinguals mix the most and in the most sophisticated ways without violating the rules of either language. It is normal for children growing up in these communities to mix their languages extensively because they are simply learning the patterns of communication that are common in their community. In any case, mixing languages is a natural and normal aspect of early bilingual acquisition, even among proficient adult bilinguals. Parents should not try to stop their children from mixing. Bilingual children will naturally stop doing it, unless of course mixing is a frequent form of language use in the community. 4. Using both languages in the same sentence or conversation is bad. Parents can discourage and even prevent their children from doing this by making sure that each of them uses one and only one language with their child at all times. The same goes for other adults who interact with the child. Research has shown that most bilingual children mix their languages sometimes no matter how much their parents mix, for the reasons mentioned earlier. As well, most parents mix their languages when talking with their young children because it is a natural and effective way of communicating with one another and their children. Because mixing languages is common among people who are bilingual, it can be difficult and unnatural, if not impossible, to keep the languages completely separate. If most people in the children's wider community use only one language, then there is probably no reason to worry about how much parents or children mix; the children will eventual learn the monolingual patterns. 5. What are the most important things for parents or early childhood educators to know about early childhood bilingualism? There are number of important things to keep in mind: bilingual acquisition is a common and normal childhood experience all children are capable of learning two languages in childhood knowing the language of one's parents is an important and essential component of children's cultural identity and sense of belonging bilingual acquisition is facilitated if children have sustained, rich, and varied experiences in both languages proficiency in both languages is more likely if children have sustained exposure in the home to the language that is used less extensively in the community; the language that is used more widely will get support outside the home parents can facilitate bilingual proficiency by using the language they know best and by using it in varied and extensive ways
Fred Genesee is a Professor of Psychology at McGill University, Montreal, Quebec. He has conducted extensive research on alternative forms of bilingual education for majority and minority language students, including immersion programs. He is also directing a large scale study of children who grow up bilingual. He has taught courses on bilingualism and bilingual education in Canada, USA, Japan, Spain, Czechoslovakia, and Australia. He authored several books on bilingualism, including Learning Through Two Languages: Studies of Immersion and Bilingual Education (Heinle & Heinle, 1987) and Educating Second Language Children (Cambridge University Press, 1994). Previous | Table of Contents | Next
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ERIC Identifier: ED328083 Publication Date: 1990-12-00 Author: Curtain, Helena Source: ERIC Clearinghouse on Languages and Linguistics Washington DC.
Foreign Language Learning: An Early Start. ERIC Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LETERIC
During the 1960s, the idea of introducing foreign languages in the elementary school was a popular one, and elementary school foreign language programs were numerous. Interest in early language programs has resurfaced in recent years, and the number of programs being implemented is increasing. Many states are requiring the study of a foreign language at the elementary level. Louisiana, for example, has mandated that foreign language study begin in grade 4. For a local school or community seeking to implement elementary school language programs, it is important that a rationale--reasons why the program should be incorporated into the curriculum--be developed to meet the needs and priorities of the particular area or institution the program(s) will serve. "School boards and parents organizations need reasons and evidence before making a commitment of time and resources to a new program" (Curtain, & Pesola, 1988, p. 1). A rationale should address benefits of language learning, the choice of languages to be taught, and the type of instruction to be used. A convincing rationale will help secure a place for foreign language education in the elementary school. (For more information on elementary foreign language programs, see the ERIC Digest, Elementary School Foreign Language Programs, prepared by Jane Reeves, 1989.) BASIC RATIONALE FOR BEGINNING FOREIGN LANGUAGE STUDY IN THE ELEMENTARY
SCHOOL
A general rationale for teaching foreign languages in the elementary school includes the following:
Longer sequence of instruction/Achievement of proficiency. Studies show that there is a direct correlation between the amount of time devoted to language study and the language proficiency that the students attain (Curtain & Pesola, 1988). It can be argued, therefore, that children who
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begin foreign language study in elementary school, and who continue such study for a number of years, have a better chance of developing a high level of foreign language proficiency than do students whose foreign language instruction begins in the post elementary school years. Because the level of proficiency plays a role in the achievement of positive benefits from knowledge of a foreign language, the economic, political, social, and intellectual benefits of foreign language proficiency are gained, in most cases, when students achieve advanced levels of language skill and cultural understanding. Development of a global attitude. During their elementary school years, children are open to ideas of global understanding. Study of a foreign language and culture can serve as an important vehicle by which to expand their intercultural views. According to many child psychologists, children reach an important developmental stage at the age of ten (Lambert, & Klineberg, 1967). "Children are in the process of moving from egocentricity to reciprocity, and information introduced before the age of ten is eagerly received" (Curtain, & Pesola, 1988, p. 4). With this expansion, children will have the freedom to explore the wealth of values and perceptions of the world; they will not be restricted to any one narrow view of life or one limited set of options (Carpenter & Torney, 1973). Enhancement of cognitive skills. Foreign language learning enhances cognitive development and basic skills performance in elementary school children. In her article in FLESNEWS (Spring, 1989), Marianne Fuchsen wrote that "Foreign language study necessitates the acquisition of new learning strategies because it is foreign; basic to preparation for a changing world is the development of abilities to meet new challenges" (p.6). This idea that exposure to "foreignness" can lead to cognitive change was well known to Piaget; he believed that cognitive development takes place when a child is faced with an idea or experience that does not fit into his or her realm of understanding. The cognitive conflict becomes the catalyst for new thinking. Thus, foreign language study becomes the catalyst for cognitive and psychological development in young children because of the "conflict" that such study presents. Children who are adequately exposed to two languages at an early age experience gains: they are more flexible and creative, and they reach high levels of cognitive development at an earlier age than their monolingual peers (Hamayan, 1986). Enhancement of communication skills. The study of foreign languages has also been shown to have positive effects on memory and listening skills. While children are developing the ability to communicate in a different language system, they also learn to see language as a phenomenon in itself. Children become aware that language and its objects are independent of one another, and that there are many ways in which to refer to one object. This may also be the reason why language learning skills transfer from one language learning experience to another. Knowledge of one foreign language facilitates the study of a second foreign language (Curtain & Pesola, 1988). Personal Benefits. Many personal benefits can be gained from the study of foreign languages; individuals who study foreign languages and cultures help themselves toward international and intercultural communication. They expose themselves to a global perspective, and enhance their career potential in the ever growing arena of international trade and cross-cultural professional
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exchange. (For more information on the personal benefits gained through foreign language study, see the ERIC Digest entitled Personal Benefits of Foreign Language Study, by H. Jarold Weatherford, 1986.) INFORMATION SOURCES FOR DEVELOPING A RATIONALE
Research reports and studies can provide useful information on developing a foreign language program rationale. Strength through Wisdom, the President's Commission report on foreign language and international studies, provides a series of studies that highlight the need for providing students with opportunities for studying foreign languages. Paul Simon's book, The Tongue-Tied American: Confronting the Foreign Language Crisis (1987), is a very useful source for constructing a rationale for foreign language learning. The National Commission on Excellence in Education (1983) states that "achieving proficiency in a foreign language takes from four to six years" and suggests that such study should begin in the elementary school (Curtain, & Pesola, 1988, p.3).
State curriculum guides can also provide helpful information on developing a rationale. In Wisconsin's A Guide to Curriculum Planning in Foreign Language, for example, a number of long and short-term benefits of studying foreign languages are listed, including facilitating the learning of additional foreign languages, improving knowledge of geography, and achieving higher SAT and ACT scores, especially in verbal areas. School curriculum guides are particularly important sources of a rationale for foreign language study at both the elementary and secondary level. "The local curriculum and philosophy provide the best information about the values and priorities of the school and community in which the language program will take place" (Curtain, & Pesola, 1988, p.7). CONCLUSION
If education is a means by which to prepare children for the complicated world that they inhabit, to give them tools with which to understand new challenges, then the educational system should offer an expansive curriculum as early as possible. Research has shown that through foreign language study, elementary school children receive the opportunity to expand their thinking, to acquire global awareness, to extend their understanding of language as a phenomenon, and to reach an advanced proficiency level in that foreign language. Parents, educators, and policymakers should find these reasons more than enough to prove the benefits of beginning foreign language study in the elementary school.
REFERENCES
Carpenter & Torney, J. (1973). Beyond the melting pot. In P. N. Markum & J. L. Land (Eds.) "Children and intercultural education" (pp.14-24). Washington, DC: Association for Childhood Education International.
Curtain, H. A. & Pesola, C. A. (1988) "Languages and children--Making the match." Reading, MA: Addison-Wesley Publishing Company. Fuchsen, M. (Spring, 1989). Starting language early: A rationale. "FLESNEWS, 2" (3), 1, 6-7. Lambert, W. E. & Klineberg, O. (1967). "Children's views of foreign people." New York: Appleton-Century-Crofts.
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President's Commission on Foreign Language and International Studies. (1979). "Strength through wisdom: A critique of U.S. capability." Washington, DC: United States Government Printing Office. Simon, P. (1980). "The tongue-tied American. Confronting the foreign language crisis." New York: Continuum Publishing Corporation. This report was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no.RI88062010. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or ED.
Title: Foreign Language Learning: An Early Start. ERIC Digest. Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); Target Audience: Practitioners Descriptors: Communication Skills, Curriculum Development, Educational Benefits, Educational Objectives, Elementary Education, Elementary School Curriculum, FLES, Global Approach, Information Sources, Language Proficiency, Second Language Learning, Second Language Programs, Skill Development, Teaching Methods Identifiers: ERIC Digests
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CAL Resource Guides Online

The Benefits of Early Language Learning
Kathleen Marcos, ERIC Clearinghouse on Languages and Linguistics Introduction Digests Annotated Bibliographies Books, Monographs, and Other Publications Web Sites Listservs Conference Information Online ERIC Documents
Introduction In addition to developing a lifelong ability to communicate with more people, children may derive other benefits from early language instruction, including improved overall school performance and superior problem-solving skills. Knowing a second language ultimately provides a competitive advantage in the workforce by opening up additional job opportunities. Students of foreign languages score statistically higher on standardized tests conducted in English. In its 1992 report, College Bound Seniors: The 1992 Profile of SAT and Achievement Test Takers, the College Entrance Examination Board reported that students who averaged 4 or more years of foreign language study scored higher on the verbal section of the Scholastic Aptitude Test (SAT) than those who had studied 4 or more years in any other subject area. In addition, the average mathematics score for individuals who had taken 4 or more years of foreign language study was identical to the average score of those who had studied 4 years of mathematics. These findings are consistent with College Board profiles for previous years. Students of foreign languages have access to a greater number of career possibilities and develop a deeper understanding of their own and other cultures. Some evidence also suggests that children who receive second language instruction are more creative and better at solving complex problems. The benefits to society are many. Americans fluent in other languages enhance our economic competitiveness abroad, improve global communication, and maintain our political and security interests.
Excerpted from the ERIC/CLL parent brochure Why, How, and When Should My Child Learn a Second Language?
Numerous resources are available on the subject of early language learning. The following digests, minibibs, books, and Web sites may be helpful.
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Digests Foreign Language Exploratory Programs Foreign Language Immersion Programs Foreign Language Requirements and Students with Learning Disabilities Foreign Languages and International Business Guidelines for Starting an Elementary School Foreign Language Program Middle Schools and Foreign Languages: A View for the Future Annotated Bibliographies Age Differences in Second Language Acquisition child bilingualism FLEX: Foreign Language Experience Programs Games and Activities for Teaching Foreign Languages to Young Children Issues in Early Foreign Language Instruction Resources for FLES Two-Way Bilingual Education Books, Monographs, and Other Publications K-12 Foreign Language Education. The ERIC Review, Volume 6, Number 1 (Fall 1998). This issue covers foreign language education at the elementary and secondary school level and includes timely articles of interest to educators, policymakers, parents, and others. Print copies may be ordered from ACCESS ERIC (telephone number: 1-800-5383742). Why, How, and When Should My Child Learn a Second Language is a brochure for parents prepared by ERIC/CLL and distributed by ACCESS ERIC. It answers a number of critical questions parents have about early foreign language learning, including the following:
What are the benefits of knowing a second language? Why is it better for my child to learn a language in elementary school? How are languages taught to children? Will a second language interfere with my child's English ability? What can I do to help establish a program?
Curtain, H. (1993.) An Early Start: A Resource Book for Elementary School Foreign Language. Washington, DC: Center for Applied Linguistics. Available from the ERIC Document Reproduction Service. ERIC Document No. ED 353 849. Curtain, H.; Pesola, C.A.B. (1994.) Languages and Children: Making the Match. Foreign Language Instruction for an Early Start, Grades K-8. (Second Edition.) White Plains, New York: Longman. 494p.
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Met, M. (1998). Critical Issues in Early Second Language Learning. Glenview, IL: Addison-Wesley. 339p. ISBN Number needed for ordering: ISBN O-673-58919-6. K-12 teachers may call 1-800-552-2259; postsecondary teachers call 1-800-322-1377; all others call 1-800-822-6339). This professional resource book provides state of the art insights and information about second language study in the elementary school. Web Sites The German Language School Conference (GLSC) is the national organization for private German language schools in the United States. GLSC represents its memberschools and their interests concerning German language and culture and serves as a forum for pedagogical, administrative, legal, social, and other concerns. andut is an excellent resource on foreign language learning in grades K-8. Major topics covered at this site include Frequently Asked Questions, Foreign Language Standards, Resources for early language learning, Model Programs, and Teacher Development. National Network for Early Language Learning. NNELL is dedicated to promoting foreign language instruction for all students, kindergarten through 8th grade, and to supporting educators who teach those students. American Council on the Teaching of Foreign Languages. ACTFL supports foreign language teaching and learning through numerous professional activities, including a yearly conference, programs for language professionals, workshops, a Certified Testing Program for language proficiency testing. FLTEACH FAQs. Sponsors of the major listserv for foreign language teachers answer numerous teacher-oriented questions. Other Organizations (without Web sites) Advocates for Language Learning, Tom Horn, President: (310) 313-3333 National FLES* Institute (Gladys Lipton): Office (410) 455-2109; Home (301) 2310824. Listservs FLTEACH. The major listserv for foreign language teachers is FLTEACH. For subscription information, contact the FLTEACH Web site. Conferences A sampling of major conferences attended by foreign language professionals follows below.
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American Council on the Teaching of Foreign Languages (ACTFL). Northeast Conference on the Teaching of Foreign Languages. Central States Conference on the Teaching of Foreign Languages Pacific Northwest Council on Foreign Languages. Southern Conference on Language Teaching (SCOLT). Sample Search of the ERIC Database To find out where to search the ERIC database in your community, call (1-800-276-9834) or email our User Services staff. You may wish to search the ERIC database on the World Wide Web. Information on retrieving documents from the database follows this section. The search results below were retrieved by using the following combination of descriptors:
Second Language Learning and FLES or Elementary Education or Young Children and Educational Benefits or Cognitive Development or Academic Achievement.
ED329126 Optimal Age Revisited--A Piagetian Perspective. Tsakonas, Frances Apr 1990 The controversy over the optimal age for learning a second language is discussed, examining, from the perspective of Piagetian theory: (1) the argument which suggests that children have an advantage in language learning; and (2) the arguments which states that adults have an advantage in language learning. The first part provides an overview of the short- and long-term studies on child/adult differences that have led to the controversy, and points out some of the problems inherent in carrying out such studies. In part two, the major factors that have been suggested to account for age differences in second language learning are outlined. It is then argued that these factors fail to satisfactorily account for the differences between younger and older learners in both learning rate and ultimate attainment, thus biasing conclusions about optimal age; a resulting "disequilibrium model" of language learning is proposed. This model attempts, through application of the Piagetian concept of equilibration, to find a common ground on which the results of both long- and short-term studies can be examined collectively. It is concluded that determinations of optimal age in second language learning are incidental rather than substantive. A 65-item bibliography is included. (MSE) EJ465916 Interaction between Bilingualism and Cognitive Growth. Van Groenou, Meher. Montessori Life, v5 n1 p33-35 Win 1993 The author examines the relationship between young children's use of two languages and their cognitive development. He discusses the simultaneous and sequential acquisition of two languages; theories on cognition and language; and studies on the effects of
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bilingualism and offers strategies for creating an effective language learning environment for young children. EJ499481 Should International Languages Be Part of the School Curriculum? Goossen, Tam. Mosaic, v1 n3 p19 Spr 1994 ISSN: 1195-7131 A member of the Toronto Board of Education argues that exposure to international languages in elementary school constitutes an important part of a forward-looking, up-todate educational system. He maintains that the learning of a second or third language has positive social and economic benefits. EJ465915 A Second Language in the Classroom; Are We Missing the Boat? Selman, Ruth. Montessori Life, v5 n1 p31-32 Win 1993 In the context of an increasingly interdependent world society, there are benefits to early acquisition of a second language for American children. Benefits cited include the ease of learning a second language at an early age, improved abilities in concept formation, greater cognitive flexibility, and appreciation of cultural diversity. Second language programs in the classroom are also discussed. ED304872 An Early Beginning: Why Make an Exception of Languages? Lee, William R. Apr 1988. In the twentieth century, both the need and the opportunities for acquiring a foreign language have greatly increased. However, even today, foreign language instruction has not been firmly established worldwide as an essential element of basic education. In Great Britain, enthusiasm for foreign language instruction has risen and fallen repeatedly. Currently, there is an acute shortage of trained language teachers. Insularity, coupled with reliance on English in foreign countries, has caused foreign language learning to be neglected. Although the situation is improving, it is worst in the elementary schools, for economic and political reasons. Early second language instruction is desirable for several reasons: (1) it increases the number of years in which the language can be learned at school; (2) young children are able to learn a foreign language and enjoy it, and may be better at learning pronunciation; (3) if the teaching is appropriate, children discover that learning another language is within their capacity, and this knowledge strengthens their motivation; and (4) second language learning reduces ethnocentricity and creates a more international outlook and better understanding of people who speak other languages. ED278274 Bilingualism and Cognitive Development: Three Perspectives and Methodological Implications. Hakuta, Kenji; And Others. 1986. 63p. The relationship between bilingualism and cognitive development is explored as an exemplary area in which the disciplinary concerns of cognitive psychology, social psychology, and sociology occur together. A historical review of research shows that
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many of the apparently contradictory findings about the effects of bilingualism on mental development have stemmed from a failure to distinguish between levels of bilingualism as defined by the three different research orientations. The literature within each of the disciplines is discussed and the implications for a more rigorous definition of bilingualism are outlined, based on research undertaken in a bilingual education program in New Haven, Connecticut. There are 69 references listed. ED296580 The Effect of Age on Acquisition of a Second Language for School. Collier, Virginia P. 1987 Research on second language learning suggests that age or age-related factors are a major variable in the acquisition of a second language for school. In the early stages of acquisition, older students are faster and more efficient learners, with the advantage of more advanced cognitive development in the first language. This early advantage diminishes after the first year of second language learning for adults, but remains for older children and adolescents. Adolescents past puberty are likely to retain an accent but are capable of developing complete second language proficiency. When schooled only in the second language, students in the 8- to-12-year range on arrival may be the most advantaged learners of school skills in the second language. Older students have less time to make up lost years of academic instruction easily. The effect of age diminishes over time as the learner becomes more proficient in the second language. Differences are generally found through the first five years after arrival. It takes language minority students in any type of program a minimum of four years to reach native speakers' level of school language proficiency and may take eight or more years, depending on a variety of factors. EJ457645 Ultimate Attainment in Second Language Acquisition. Birdsong, David. Language, v68 n4 p706-55 Dec 1992. In the prevailing view of ultimate attainment in second language acquisition, native competence cannot be achieved by postpubertal learners. This study offers convergent experimental evidence that suggests exceptions to this generalization. EJ415099 Maturational Constraints on Language Development. Long, Michael H. Studies in Second Language Acquisition, v12 n3 p251-85 Sep 1990 Reviews the second-language research on age-related differences, drawing conclusions regarding learning-age influence on initial acquisition rate and ultimate attainment level; sensitive periods of language development; cumulative age-related loss in ability; and the adequacy of affective, input, and current cognitive explanations for reduced ability. EJ405461 Age and Accent in a Second Language: A Reply to James Emil Flege. Patkowski, Mark. Applied Linguistics, v11 n1 p73-89 Mar 1990 Arguments raised against the Critical Period Hypothesis of second language learning are refuted. It is suggested both that sufficient research evidence exists to support the
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hypothesis and that the hypothesis was not represented accurately or contradicted convincingly in the criticisms. ED375613 The Relationship between Starting Age and Second Language Learning. Griffin, Glenda Gillespie. May 1993 A study examined the relationship between the age at which children started second language learning and their achievement by the end on high school. Subjects were 26 native English-speaking private school seniors. Half had begun French language study in grades K-4 (early starters) and half in grades 5-8 (late starters). Language skills were measured using two standardized French language achievement and advanced placement (AP) tests. Statistical analyses of test results indicate no systematic relationship between starting time and achievement test scores, nor any between AP test scores for the early starters. There was a moderate inverse relationship between AP test scores and late starting. Overall, early starting appeared to have very little influence on increasing second language proficiency by the end of high school in this population. Obtaining ERIC Documents The full text of most materials in the ERIC database with an "ED" followed by six digits is available through the ERIC Document Reproduction Service (EDRS) in microfiche, by email, or in paper copy form. About 80 percent of ERIC documents from 1993 to the present are available for online ordering and electronic delivery through the EDRS Web site . You can read ERIC documents on microfiche for free at many libraries with monthly subscriptions or specialized collections. To find an ERIC center near you, contact our User Services staff.
ERIC Journal Articles
The full text of journal articles may be available from one or more of the following sources:

The originating journal Through interlibrary loan services at your local college or public library From the article reproduction service ingenta: 800.296.2221; www.ingenta.com, ushelp@ingenta.com
To obtain journals that do not permit reprints and are not available from your library, write directly to the publisher. Addresses of publishers are listed in the front of each issue of Current Index to Journals in Education and can now be accessed online through the CIJE Source Journal Index. If you would like additional information about this or any topic related to language learning, linguistics, or cultural education, contact our User Services Staff.
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Appendix O - Balanced Scorecard System wide Goals, Objectives and Performance Measures
Inserted is a copy of the FCS draft dated 11/10/03.
O-1
System Strategic Plan: Balanced Scorecard

2002-03 Results As of October 7, 2003 Goal Area Unit of Measure Actual Target 200288% 86% 81% 88% 80% 80% 89% 84% 80% 59% 56% 49% 57% 41% 39% 58% 46% 38% 52% 52% 53% 51% 37% 48% 56% 37% 47%
Objective
Students Master Curriculum
Curriculum-Referenced Tests All Students Grade 4 Reading English/Language Arts Math Grade 6 Reading English/Language Arts Math Grade 8 Reading English/Language Arts Math Special Education Students Grade 4 Reading English/Language Arts Math Grade 6 Reading English/Language Arts Math Grade 8 Reading English/Language Arts Math Limited English Proficient Students Grade 4 Reading English/Language Arts Math Grade 6 Reading English/Language Arts Math Grade 8 Reading English/Language Arts Math
Performance Measure
1999-00
2000-01
2001-02
200285% 83% 82% 88% 75% 76% 84% 79% 76% 68% 65% 61% 64% 41% 41% 49% 36% 33% 58% 56% 62% 46% 29% 43% 38% 28% 44%
72% 78% 71% 76% 67% 70% 83% 73% 64% 40% 43% 38% 43% 27% 32% 47% 27% 25% 25% 30% 36% 20% 11% 25% 46% 23% 37%
79% 80% 71% 81% 71% 74% 87% 74% 70% 42% 42% 29% 47% 29% 34% 51% 30% 27% 32% 31% 33% 32% 19% 35% 50% 30% 45%
86% 83% 76% 85% 75% 75% 86% 79% 75% 52% 48% 41% 49% 33% 32% 50% 38% 30% 44% 44% 45% 43% 29% 40% 48% 29% 39%
Student Achievement
% of students meeting or exceeding standard in grades 4, 6, and 8 on the first CRCT administration (all students)
Number in parentheses represents the percentage of students Exceeding Expectations.
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2002-03 Results As of October 7, 2003 Goal Area Unit of Measure Actual* Targets 2002-03
81% 79% 72% 79% 69% 68% 83% 74% 71% 0.5% 0.3% 5.0%
To be implemente d in 2003-
Objective
Students Master Curriculum
Minority Students Grade 4
Performance Measure
Reading English/Language Arts Math Reading English/Language Arts Math Reading English/Language Arts Math
1999-00 54% 63% 52% 64% 52% 52% 70% 59% 45% 1.5% 2.1% 5.5%
2000-01 68% 67% 54% 70% 58% 59% 79% 59% 54% 1.2% 1.1% 4.7%
2001-02 76% 74% 64% 74% 60% 60% 78% 66% 61% 0.6% 0.4% 5.4%
200277% 75% 73% 81% 63% 63% 75% 69% 63% 0.6% 0.5% 6.9% ---
Grade 6
Grade 8
% of students meeting or exceeding standard in grades 4, 6, and 8 on the first CRCT administration (all students
Student Achievement
% of All Students Retained Grade 3 Grade 5 Grade 8 % of all students in Fulton County Schools from st rd rd 1 through 3 grade retained in 3 grade
% of students
% of students
Students are Nationally Competitive
Georgia Public Policy Foundation Poverty Index Rating High School Graduation Test Drop-Out Rate Norm-referenced tests Grade 3 Reading Math Grade 5 Reading Math Grade 8 Reading Math SAT Total Score SAT Schools Achieving Targeted Gains % of Students Enrolled in Courses Eligible for College Credit AP Exam Scores Remediation in First Year HOPE Retention in Second Year
% of schools receiving a 1 or better as measured % passing all 4 % of dropouts
04 16% 80% 4.3% 80% 4.2% 16% 81% 2.3% 12/1 80% 12/1 21% 84% --
Percentile Rank
Currently under review pending implementation of new norm-referenced test
average total score % of schools % of high school students % passing % of graduates entering Georgia public colleges % renewal rate for sophomores
1021 -6% 73% 12.7% 37%
1033 -13% 75% 12.5% --
1039 50% 16% 76% 13.2% 38%
1049 40% 17% 76% 12/1 50%
1045 70% 18% 78% -39%

2002-03 Results As of October 7, 2003 Goal Area Unit of Measure
1999-00
Objective
Actual
2000-01 2001-02
Performance Measure
200203
Target s 200203
Customer and Stakeholder Involvement and Satisfaction
School Climate is Safe and Enriching
Attendance - % of students absent 15 days or less Elementary School Middle School High School Attendance Average Days Tardy (Elementary Only) Student Ratings of Climate Participation in Extra-Curricular Activities High School Recognition in State and National Programs for Art, Dance, Music, Civics, and Academics Perception of Safety Parent Student
% of students
89% 88% 76%
89% 89% 80% 6
91% 91% 82% 5.5
90% 88% 81% 5.6
93% 93% 84% 5.25
average days tardy per student % of students assigning an overall rating of 7 or higher on a scale of 10 % of students number of recognitions by board % who agree or strongly agree that school is a safe place % of parents assigning an overall rating of 7 or higher on a scale of 10 total hours $ amount total number of business partners % of elementary and middle school students % ES and MS teachers % of teachers rating 4 or 5 on a 5-point scale measuring comfort and use
--
59%
59%
57%
61%
37% ---------0
54% 55 88% 75% 80% 508,690 $919,25 6 517 -34%
61% 82 90% 77% 82% 610,402 -513 68% 57%
60% 94 91% 77% 83% 720,587
64% 86 92% 79% 84% 640,922 baseline
Parents are Satisfied and Involved Community is Involved and has a Positive Perception Instruction is Effective
Perceptions of quality, responsiveness, and communication Volunteer Hours Dollars, Service and Product Donations Number of Community Organizations and Businesses Involved % of Retained Students Attending Summer School and then Promoted to Next Grade Teachers Trained on the 8-Step Instructional Process Teachers Using Student Assessments for Instructional Planning and Adjustment
572 10/3 69%
543 72% 65%
Efficient and Effective Instructional
--
59%
61%
61%
65%

2002-03 Results As of October 7, 2003 Use of Technology Transportation is Safe and Efficient Facilities are Safe and WellMaintained
the same survey.
% of teachers at Level 3 or above on LoTi survey # per million miles % buses on time % of schools scoring >=90% # of work orders over 30 days
-8.42 93.8% 84% 57
-5.17 93.1% 75% 85
29%* 4.98 98.2% 89% 73
47% 7.33 99.0% 92% 34
32% 4.8% 98.3% 90% 60
Preventable Accidents On-Time Bus Delivery Facility Inspection Reports Backlog of Maintenance Reports
* New baseline data due to different administration of survey. Separate surveys are now given for Administrators, Teachers Media Specialists and Instructional Specialists. Previously all groups took

2002-03 Results As of October 7, 2003 Goal Area Unit of Measure
199900
Objective
Actual
200001 98% 2% 1.19% 2001-02
Performance Measure
2002-03
88% 0.5** 0.2%**
Target s 200203
99% 0.7% 0.1%
Efficient and Effective Instructional and
Resources are in Place for the First Day of School
Required Items in Schools by Start of School: Textbooks Teacher Vacancies at Start of School 1st Day Classroom Teacher Vacancies at the October FTE Count Student Enrollment Forecast Cost Center Budgets to Schools on Time Teachers with at Least 7 Years of Experience Teachers with Advanced Degrees Nationally Board Certified Teachers Staff Attendance Teachers Administrators Staff Attrition Staff Ratings of Communication, Teamwork and Morale Expenditures Direct Instruction Support Instruction Pupil Services Instructional Services Media Services General Administration Variance of Budget to Actual Revenue Expense Fund Balance
% of textbooks in schools % of allocated positions vacant % of allocated classroom teacher positions % of schools with >=97% accuracy at 20-day count Date % of teachers % of teachers # of teachers average days of sick leave #/% of teachers leaving voluntarily (exc. retirement) % of teachers assigning an overall satisfaction rating of Agree or Strongly Agree
97% 4% --
98% 0.8%* 0.5%*
39% May 2 57% 47% 4 9.44 6.57 ---
34% Mar 29 53% 49% 7 9.15 7.06 -76%
51%* May 1 52% 48% 44 8.64 7.06 9.18% 81%
52%** May 31 54% 49% 63 9.37 7.6 6.14% 84%
57% May 1 53% 49% 50 8.1 TBD 8.5% 84%
Staff Learning and Growth
Staff are Competent Teachers and Other Employees are Satisfied
Financial Performance
Sound Fiscal Management
% of general fund
74.6% 60.4% 4.6% 7.8% 1.8% 1.5% 1.4% -1.1% 12.4%
78.3% 68.6% 2.6% 5.2% 1.9% 1.2% 0.8% -2.6% 15.5%
79.8% 70.1% 2.9% 4.8% 2.0% 1.2% -1.5% -1.56% 13.3%
79.2% 71.2% 3.6% 2.2% 2.2% 1.5% 0.06% -0.7% 16.2%
79.8% 70.1% 2.9% 4.8% 2.0% 1.2%

-1% - +2% -2% - +1%
within range -1% - +3% within range +3% - -1% within range 10-14%
10-14%

2002-03 Results As of October 7, 2003
* Actual data for the opening of the 2002-03 school year. ** Actual data for the opening of the 2003-04 school year.
Goal Area
Objective
Performance Measure
Unit of Measur e
Actual
1999-00 200001 200102
Target s 2002-03
2002-03
Performance Measures Consistently Achieving Maximum Target Level
Efficient and Effective Instructional and Administrative Processes
Resources are in Place for the First Day of School Facilities are Safe and WellMaintained
Required Items in Schools by Start of School: Printed/Electronically Delivered Items Construction Projects Completed on Schedule within Budget New Renovations Portables in Place on Schedule Order to Delivery Time from the Warehouse Participation Rate Audit Exceptions Bond Ratings S&P Moodys
% of items in school
100%
100%
100%*
100%
100%
%
100% 100% 100% 100% 2
100% 100% 100% 100% 2
100% 100% 100% 100% 2
100% 100% 100% 100% 2
100% 100% 100% 2
% # days to delivery
Financial Performance
Delivery of Supplies and Equipment Students Have Nutritious Meals Sound Fiscal Management
Average daily participation % # of exceptions
79%
80%
80.7%
81.6%
81%
0
AA positive
1
AA positive
0
AA positive
0
AA positive
rating
AA positive
Aa2
Aa2
Aa2
Aa2
Aa2
*Actual data from the opening of the 2002-03 school year.
Appendix P Student Discipline/Code of Conduct: Fulton County Schools Policy and Procedure JD
The latest versions of Fulton County Schools Policy and Procedure JD are available at www.fultonschools.org specifically at: http://www-planning.fulton.k12.ga.us/policy/Lists/Policies%20and%20Procedures/AllItems1.htm The electronic version of this petition submitted to Fulton County Schools includes two pdf files for Policy JD and Procedure JD.
JD-Policy.pdf.lnk
JD-Procedure.pdf.lnk
P-1
Section: Classification: Rescinds Code: Effective Date:
J Students
Policy/Procedure: Descriptor Term: Descriptor Code:
Policy Student Discipline/Code of Conduct JD
06/08/2000
The Board of Education supports all students' rights to learn. To do so, each student must be in a school climate that is satisfying and productive without disruptive behavior by any student infringing upon the rights of others. Therefore, it is the policy of the Board of Education that each school within this school system shall implement an age-appropriate student code of conduct designed to improve the student learning environment by improving student behavior and discipline. The code of conduct will comply with state law and state board of education rules and will include the following: 1. Standards for student behavior designed to create the expectation that all students will behave themselves in such a way so as to facilitate a learning environment for themselves and other students. The standards should be designed also to encourage students to respect each other, school system employees and any other persons attending school functions, and to motivate students to obey student behavior policies adopted by this Board and to obey student behavior rules established at each school within this school system; 2. Student support processes designed to consider, as appropriate in light of the severity of the behavioral problem, support services available at each school, the school system and other public entities or community organizations which may assist students to address behavioral problems; 3. Progressive discipline processes designed to create the expectation that the degree of discipline imposed will be in proportion to the severity of the behavior leading to the discipline and will take into account the previous discipline history of the student and other relevant factors, while ensuring that each student receives the due process mandated by federal and state law; 4. Parental involvement processes designed to enable parents, guardians, teachers and school administrators to work together to improve and enhance student behavior and academic performance. The process should enable parents, guardians and school employees to communicate freely their concerns about student behaviors which detract from the learning environment.
Page 2 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT The code of conduct should require disciplinary action for infractions of the code. Also, parents should be involved in developing and updating a code of conduct. The student code of conduct should be distributed to each student and the student's parents or guardians at the beginning of the school year and upon enrollment of each new student. The parents/guardians will be requested to sign an acknowledgment of the receipt of the code of conduct and promptly return the acknowledgment to the school. The student code of conduct should be available in the school office and each classroom. TEACHER REPORTING INFORMATION A teacher has the authority, consistent with Board policy and applicable law, to manage his or her classroom, discipline students, and refer a student to the principal or designee to maintain discipline in the classroom. Any teacher who has knowledge that a student has exhibited behavior which violates the student code of conduct and repeatedly or substantially interferes with the teacher's ability to communicate effectively with the students in the class or with the ability of such student's classmates to learn should file a report of such behavior with the principal or designee. The principal and teacher should thereafter follow the procedures set forth in Georgia law, specifically O.C.G.A. 20-2-737-738. Student behavior which violates state or federal laws as specified in O.C.G.A. 20-2-1184 will result in a report being filed with the police and district attorney. The Superintendent and/or designee shall develop procedures and guidelines as necessary for implementation of this policy and law.
Cross References: JD Student Discipline/Code of Conduct Procedure Legal Reference: Reference: Adopted Date: Revision Date: Link to Procedure
07/01/86 08/13/87 09/08/88 07/12/90 08/09/90 07/14/94 Current
Scope Notes: Status:
Section: Classification:
J Students
Policy/Procedure: Descriptor Term:
Rescinds Code: Effective Date:
Descriptor Code: 08/14/2003
Procedure Student Discipline/Code of Conduct JD
A well-disciplined school promotes the ideal of each student working toward selfmanagement and controlling his or her own actions. At the same time, the school recognizes that adult intervention is both desirable and necessary. As socializing institutions, schools accept the responsibility of helping each student to learn appropriate behavior as he or she develops into a mature member of society. Many discipline problems can be minimized through prevention. Problem behavior should be handled quickly and decisively as teachers and administrators intervene and restore a supportive learning atmosphere. To maintain a positive school climate, the Board, the Superintendent, and/or their designees have established this code of conduct governing student behavior and discipline. Compliance with these requirements is mandatory. Parents and students will annually receive a summary of these discipline guidelines outlining standards of conduct, means of reporting misconduct, and possible disciplinary sanctions. Part I -- Substantive Rules Rule 1. Disruption and Interference with School A student shall not: a. occupy any school building, gymnasium, school grounds, properties or part thereof with intent to deprive others of its use, or where the effect thereof is to deprive others of its use; b. block the entrance or exit of any school building or property or corridor or room thereof so as to deprive others of access thereto; c. prevent or attempt to prevent the convening or continued functioning of any school, class, activity or lawful meeting or assembly on the school campus; d. prevent a student from attending class or school activity; e. except under the direct instruction of the principal, block normal pedestrian or vehicular traffic on a school campus or adjacent grounds; f. continuously and intentionally make noise or act in any other manner so as to interfere seriously with the school employee's ability to perform his/her duties;
Page 2 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT g. use, display, or turn on a pocket pager, cellular telephone or other personal electronic
communication device on school property, except for middle and high school students who may use such devices on school grounds before or after the regular school day. Elementary students are prohibited from possessing cellular telephones at any time. No such devices may be used at any time on school system operated vehicles, or during an emergency drill or evacuation. These limits on the use of personal communication devices do not apply to students whose special needs require the use of such a device to enhance speech or hearing. Students who are found with such devices in the on position, in use, or displayed except as permitted above, shall have the device confiscated by the school administrator. See Rule 18, below, for specific rules relating to use of
electronic equipment and other items while on the school bus. Pagers, cellular telephones or electronic communication devices secured inside student automobiles will not be considered an infraction of this rule; h. in any other manner, by the use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, false statements, or any other disorderly conduct, intentionally cause the substantial disruption of any lawful mission, process or function of the school, engage in any such conduct for the purpose of causing the substantial disruption or obstruction of any such lawful mission, process or function, or pose a substantial threat to the health, safety and/or welfare of students, staff or others; i. refuse to identify himself/herself upon request of any teacher, principal, Superintendent, school bus driver or other authorized school personnel; j. threaten to plant a bomb or falsely inform others that a bomb or other explosive has been planted (a) on school grounds; (b) off school grounds at a school function, activity or event; or (c) on any school vehicle or other school property; or k. urge, encourage or counsel other students to violate any of the preceding paragraphs of this rule. Rule 2. Damage, Alteration, or Theft of School Property A student shall not cause or attempt to cause damage to school property; alter or attempt to alter school property; set fire to or attempt to set fire to school property; steal or attempt to steal school property; or possess or distribute school property without appropriate school/school system authorization.
Page 3 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Rule 3. Damage, Alteration, or Theft of Private Property A student shall not cause or attempt to cause damage to private property; alter or attempt to alter private property; set fire to or attempt to set fire to private property; steal or attempt to steal private property or possess or distribute private property without appropriate authorization: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) under the jurisdiction of school district transportation. Rule 4. (Physical or Verbal) Assault or Battery or Abusive Language to a School Employee A student shall not (i) intentionally make physical contact which causes physical harm to a school employee unless such physical harm was in defense of himself or herself; (ii) intentionally make physical contact of an insulting or provoking nature with a school employee; (iii) attempt to cause physical injury, threaten bodily harm, or behave in such a way as could reasonably cause physical injury to a school employee; or (iv) use in such employee's presence opprobrious or abusive words, or obscene language, pictures or gestures tending to cause a breach of the peace: (a) on the school grounds at any time; (b) off the school grounds at a school-sponsored activity, function or event; or (c) en route to and from school or school-sponsored activity.
See Rule 18, below, for specific rules relating to acts of assault or battery while on the school bus.
Page 4 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Rule 5. (Physical or Verbal) Assault or Battery or Abusive Language by a Student to any Person A student shall not (i) intentionally make physical contact which causes physical harm to another person; (ii) intentionally make physical contact of an insulting or provoking nature with another person; (iii) attempt to cause physical injury, threaten bodily harm, or behave in such a way as could reasonably cause physical injury to any person; or (iv) use opprobrious or abusive words, or obscene language, pictures or gestures tending to cause a breach of the peace: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) en route to and from school or school-sponsored activity. At the discretion of the local school administration, the student and the parent may be offered the opportunity to attend a violence prevention program in lieu of a portion of any suspension period. See Rule 18, below, for specific rules relating to acts of assault or battery while on the school bus. Rule 6. Harassment or Acts of Bigotry A student shall not insult, intimidate, or harass any person by committing any act of bigotry (directed toward another person's race, ethnic heritage, national origin, religion, age, sex, or disability) that, under the circumstances, would tend to cause substantial disruption of the educational setting or school activity. Prohibited acts of bigotry include verbal harassment, such as racial, sexual, or ethnic slurs, derogatory comments, insults, and jokes; physical harassment, such as offensive touching; and visual harassment, such as racially, sexually, or ethnically offensive posters, graffiti, drawings, clothing, or gestures that, under the circumstances, would tend to cause substantial disruption of the educational setting or school activity. Such acts of bigotry and harassment are prohibited: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function, or event; or (c) en route to and from school or a school-sponsored activity.
Page 5 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Rule 7. Sexual Harassment A student shall not harass another person through unwelcome conduct or communication of a sexual nature. Prohibited acts of sexual harassment include verbal harassment, such as sexual jokes or comments about an individual or his/her physical characteristics; physical harassment such as unwanted touching; visual harassment such as the display of sexually suggestive objects or pictures; or requests or demands for sexual involvement, accompanied by implied or explicit threats: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function, or event; or (c) en route to and from school or school-sponsored activity. Rule 8. Weapons and Dangerous Instruments A student shall not possess, display, transmit or threateningly use a knife, razor, razor blade, ice pick, nunchakus, explosive, machete, brass knuckles, pistol, rifle, shotgun, BB/pellet gun, stun-gun, incendiary device, self-defense sprays such as mace or pepper gas, or other object that reasonably can be considered a weapon: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) en route to and from school or school-sponsored activity. (See also Part II, Procedural Rule 8.) Rule 9. Alcohol and Other Drugs/Psychoactive Substances Use of illicit drugs and the unlawful possession and use of alcohol is illegal, wrong and harmful; therefore, a student shall not possess, sell, attempt to sell or transmit any narcotic, hallucinogen, amphetamine, barbiturate, marijuana, drug analog or designer drug, alcoholic beverage, prescription drug, steroid, illegal drug, drug paraphernalia or psychoactive substance of any kind or abuse any substance that may have a mind-altering or intoxicating effect: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) en route to and from school or school-sponsored activities. A student shall not possess, sell, attempt to sell or transmit any substance under the pretense that it is, in fact, a narcotic, hallucinogen, amphetamine, barbiturate, marijuana, drug analog, alcoholic beverage or psychoactive substance of any kind. Personal use of a drug authorized by a medical prescription or directive from a licensed physician by the patient for whom it was prescribed shall not be considered a violation of this rule. Appropriate use or simple possession of personal hygiene products or other household products that have a regular school use shall not be considered a violation of this rule. However, use or distribution for use of any such substances for intoxicating or mindaltering purposes will constitute a violation of this rule. First offenders for possession or use only must be offered the opportunity to attend an approved substance prevention education program in lieu of a portion of the suspension period.
Page 6 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Rule 10. Disregard of School Rules; State, Federal and/or Local Laws; Directions or Commands A student shall not fail to comply with school rules; state, federal and/or local laws; or reasonable directions or commands of teachers, student teachers, substitute teachers, school assistants, administrators, school bus drivers or other authorized school personnel when: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) en route to and from school or school-sponsored activity. Rule 11. Unexcused Absences A student shall not be tardy or absent from a school in which he/she is enrolled without bringing a satisfactory excuse signed by his/her parent or guardian within three days giving the reason for the absence or tardiness (see Policy/Procedure JBD). A student shall not be absent from any class or other required school function during required school hours except with written permission of the teacher, principal or other duly authorized school official. A student shall not leave the school campus or other required school functions during required school hours without permission of the school administration. No student shall encourage, urge or counsel other students to violate this rule. Rule 12. Dress and Grooming Students in the school system are expected to dress and groom themselves in such a way as to reflect neatness, cleanliness and safety. All students shall dress appropriately so as not to disrupt or interfere with the educational program or the orderly operation of the school. Extremes in dress and grooming will not be permitted. Examples are: lack of cleanliness in person or dress; shoelessness; "short-short" clothing; bare midriffs; "tank tops"; "see-through" clothing or apparel which designates gangs or similar organizations or any dress that is disruptive to the educational process. Designated dress involving school activities approved by the principal shall be acceptable. The principal or other duly authorized school official shall determine whether any particular mode of dress or grooming results in a violation of the spirit and/or the intent of this rule. Rule 13. Tobacco Use A student shall not possess, use, handle or transmit cigarettes, lighters, matches, or related tobacco products of any kind, including cigarette wrapping paper or containers for such products: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) under the jurisdiction of school district transportation. First offenders will be required to attend a tobacco use program provided by the local school in addition to any other disciplinary action deemed appropriate.
Page 7 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Rule 14. Gambling A student shall not gamble or solicit others to gamble: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) under the jurisdiction of school district transportation. Gambling includes betting on any game or event, shooting dice, matching or other games of chance for money and/or things of value. Participating in a raffle or bingo game sponsored by a school-related support group such as a PTA or booster club will not violate this rule when the student is accompanied by his or her parent or guardian or by another parent who has permission in writing from the students parent or guardian to supervise that student at the fund raiser. Rule 15. Sexual Misconduct/Sexual Offenses A student shall not perform an act of lewd exposure or lewd caress or indecent fondling/touching of the students own body or the body of another person, or any act of sexual intercourse: (a)on the school grounds at any time; (b off the school grounds at a school activity, function or event; or (c) under the jurisdiction of school district transportation. Rule 16. Bullying A student shall not willfully attempt or threaten to inflict injury on another person, when accompanied by an apparent present ability to do so or shall not intentionally exhibit a display of force such as would give the victim reason to fear or expect immediate bodily harm: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) en route to and from school or school-sponsored activities. Except as otherwise required by law, any student in grades six through 12 who commits the offense of bullying for the third time during a school year shall be assigned to an alternative school program in addition to any other disciplinary action deemed appropriate. For students in grades K through five, disciplinary action should be taken as deemed appropriate. See Rule 18, below, for specific rules relating to acts of bullying while on the school bus. Rule 17. Disrespectful Conduct Toward Employees, Students and/or Others A student shall not exhibit disrespectful, rude or discourteous behavior or language toward an employee, student or other person: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event; or (c) under the jurisdiction of school system transportation.
Page 8 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Rule 18. School Bus Disciplinary Rules a. Students shall be prohibited from using items during the operation of a school bus in a manner which might interfere with the school bus communications equipment or the school bus driver's operation of the bus. These items include but are not limited to cell phones; pagers; audible radios; tape or compact disc players without head-phones; mirrors; lasers, or flash cameras. b. If a student is found to have engaged in bullying or in physical assault or battery of another person on the school bus, a meeting shall be scheduled involving the parent or guardian of the student and appropriate school district officials to form a school bus behavior contract for the student. Such contract shall provide for progressive age-appropriate discipline, penalties, and restrictions for student misconduct on the bus. Contract provisions may include but shall not be limited to assigned seating, ongoing parental involvement, and suspension from riding the bus. This paragraph does not in any way limit or restrict the school system's ability to take additional action, including imposing disciplinary sanctions through and including permanent expulsion from the school system, as a result of the student's behavior. See "Bus Conduct Disciplinary Procedures" in the Code of Conduct and Discipline Handbook. Part II -- Procedural Rules Definitions As used in these rules: a. "Parent" means the student's natural parent or court approved legal guardian. b. "Administrator" means the principal or other designated person to whom authority has been delegated. c. "Teacher" means a classroom teacher, counselor, school assistant, substitute teacher or a student teacher who has been given authority over some part of the school program by the principal or a supervising teacher. d. "Superintendent" means the system's Superintendent or chief administrative officer or other designated person to whom disciplinary authority has been delegated. e. "Board" means the system's Board of Education. f. "President" means the chair or president of the Board of Education or another member of the Board who has been designated as acting chairman or president for the purpose of these rules.
Page 9 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT g. "Informal Hearing Officer, Disciplinary Hearing officer, and Tribunal" mean the individual(s) appointed to conduct an Informal Hearing, Disciplinary Hearing, and Tribunal as provided in Procedural Rules 8 through 14 of these rules. Procedural Rule 1. Searches To maintain order and discipline in the schools and to protect the safety and welfare of students and school personnel, school authorities may search a student, student lockers or student automobiles under the circumstances outlined below and may seize any illegal, unauthorized or contraband materials discovered in the search. The term "unauthorized" means any item dangerous to the health or safety of students or school personnel or disruptive of any lawful function, mission or process of the school, or any item described as unauthorized in school rules available beforehand to the student. A student's failure to permit searches and seizures will be considered grounds for disciplinary action which may include involving the local police agency in emergency situations as determined by the school administrator. a. Personal Searches - A student's person and/or personal effects (i.e., purse, book bag, etc.) may be searched whenever a school authority has reasonable grounds for suspecting that the student is in possession of illegal or unauthorized materials. If a pat-down search of a student's person is conducted, it will be conducted in private by a school official of the same sex and with an adult witness present, when feasible. If the school official has reasonable grounds for suspecting that the student has on his or her person an item immediately dangerous to the student or to others, the student should be isolated, police notified and appropriate disciplinary action administered. A student search record must be completed regarding any personal search. b. Automobile Searches - Students are permitted to park on school premises as a matter of privilege, not of right. The school retains authority to conduct routine patrols of student parking lots and inspections of the exteriors of student vehicles on school property. The interiors of student vehicles may be inspected whenever a school authority has reasonable grounds for suspecting that illegal or unauthorized materials are contained inside. Such patrols and inspections may be conducted without notice, without student consent and without a search warrant. A student search record must be completed regarding any automobile search.
Page 10 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT c. Locker Searches - Student lockers are school property and remain at all times under the control of the school; however, students are expected to assume full responsibility for the security of their lockers. Periodic general inspections of lockers may be conducted by school authorities for any reason at any time without notice, without student consent and without a search warrant. However, notice to expect periodic general inspections should be communicated in writing (student handbook) to the students prior to the issuance of the locker. All lockers should be inspected at least quarterly. Searches of specific lockers or locker areas may be conducted as needed. A record should be made of each general search. Any illegal materials found during a locker search should be reported by completing a student search record. d. Seizure of Illegal Materials - If a search yields illegal or unauthorized materials, such findings shall be turned over in person to either the Chief of the Fulton County School Police or the office of Student Discipline or proper legal authorities for ultimate disposition. Procedural Rule 2. Investigation and Disciplinary Sanction(s) When an administrator receives information of an alleged rule violation, he/she shall conduct an investigation to determine whether the charge or complaint has a basis in fact. Such investigation may include, but not necessarily be limited to, an interview with the charged party or parties, interviews with witnesses, if any, and an examination of any relevant documents, including signed, dated written statements from teachers, staff and student witnesses. Based on the evidence available, the administrator shall determine whether a rule(s) was violated. Once it has been determined that a rule(s) was violated, the administrator will follow a progressive discipline process. The degree of discipline to be imposed by each school official will be in proportion to the severity of the behavior of the particular student and will take into account the student's discipline history, the age of the student and other relevant factors. Disciplinary actions may include, but not necessarily be limited to, warning, loss of privileges, isolation or time out, temporary removal from class or activity, notification of parents, parent conference, detention, forfeiture of participation in competitive interscholastic activities, Saturday school, in-school suspension, out-of-school suspension, or referral to an Informal Hearing, Disciplinary Hearing or Tribunal hearing for appropriate action. Also, a variety of resources is available at every school to help address behavioral problems. The school discipline process will include appropriate consideration of support processes to help students resolve such problems. These resources may include, but are not limited to, Student Support Team, counseling with school counselor, school social worker, school resource officer and other staff, behavior, attendance and academic contracts or plans, peer mediation, SUPER program, and Stopping Acts of Violence Through Education (SAVTE).
Page 11 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Parents, guardians, teachers, administrators and other staff are expected to work together to improve and enhance student behavior and academic performance and should freely communicate their concerns about, and actions in response to, student behavior that detracts from the learning environment. Procedural Rule 3. Discipline Short of Suspension or Expulsion Teachers and administrators have the authority to take customary and reasonable measures to maintain proper control and discipline among students placed under their care and supervision. Such measures may include the use of student and/or parent conferences, student court, mediation, detention, in-school suspension, Saturday opportunity school, out-of-school suspension and reasonable force in the exercise of lawful authority to restrain or correct students and maintain order. Procedural Rule 4. Detention and Saturday Opportunity School Detention and Saturday opportunity school by a teacher or an administrator require a student to be at school for a limited period of time other than normal school hours or days. The student's parent or legal guardian should be notified, if possible, at least on the day prior to the serving of detention or Saturday opportunity school. Procedural Rule 5. In-School Suspension In-school suspension is the removal of a student from his/her class by the principal or a designee and assignment to a location supervised by appropriate personnel in another room on the school premises for a period not exceeding ten (10) school days. A student assigned to in-school suspension will be permitted to work on classroom assignments and will be counted present on the attendance register. If a student is removed from regular class assignments for more than one-half the school day, written notice of this assignment to in-school suspension must be sent to the parent and a copy to the Office of Student Discipline. A copy must also be sent to the Department of Services for Exceptional Children if the student has an Individual Education Plan (I.E.P.) and the visiting teacher/school social worker should be sent a copy of all suspension letters. The letter should clearly indicate that the suspension is "in-school." The administrator should make every effort to have a conference with the parents and student before, or at the time the student returns to regular classes.
Page 12 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Procedural Rule 6. Short-term (Out-of-School) Suspension Short-term suspension is the suspension of a student from a school, school center or school function for a period not exceeding ten (10) school days. After the administrator has investigated the case and has heard the student's version of the incident, he/she may decide to suspend the student for a period of one (1) to ten (10) school days. Only for serious offenses or repeated violations should a student be suspended for more than five (5) school days. Suspension days for any student with an Individual Education Plan (IEP) should conform to applicable legal requirements (including any legal limitations of cumulative suspension days). At the discretion of the local school administration, the student and parent may be offered the opportunity to attend an out-of-school alternative suspension program in lieu of a portion of any suspension period. Upon suspension of a student, the administrator should do the following: a. Send a letter to the student's parents which must describe the student's conduct, state the rule or rules violated and state the number of days suspended. The letter should provide for a conference or communication with the parent. Within two weeks, a copy of the suspension letter indicating the sex, race and grade of the student must be filed with the Office of Student Discipline. A copy must also be sent to the Department of Services for Exceptional Children if the student has an Individual Education Plan (I.E.P.) and the visiting teacher/school social worker should be sent a copy of all suspension letters. b. Secure written statements and file all documents and relevant information received concerning the incident. Teacher, staff and student witnesses should be asked to make a detailed written statement which must be signed and dated. c. The administrator should make every effort to have a conference with a parent or guardian and the student before or at the time the student returns to school. The parent may be notified of the conference by mail or telephone call. The administrator may suggest or recommend a disciplinary and behavioral correction plan or alternative programs which may help to modify or eliminate the student's antisocial behavior. Notation of the conference should be placed in the students permanent discipline file. Failure of the parent to attend the conference should not preclude the students readmission to school. Procedural Rule 7. Chronic Disciplinary Problem Student A "chronic disciplinary problem student" is defined by law as a student who exhibits a pattern of behavioral characteristics which interfere with the learning process of students around him or her and which are likely to recur. Any time a teacher or principal identifies a student as a chronic disciplinary problem student, the principal shall inform the parent or guardian of the students disciplinary problem. Notification should be by either first-class mail or certified mail with return receipt requested and telephone call.
Page 13 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT The principal should invite the parent or guardian to observe the student in a classroom situation. The principal should also request at least one parent or guardian to attend a conference with the principal and/or teacher. The purpose of the conference would be to devise a disciplinary and behavioral correction plan. Before any chronic disciplinary problem student is permitted to return from an expulsion or suspension, the school to which the student is to be readmitted should request by telephone call or by either certified mail with return receipt requested or first-class mail at least one parent or guardian to schedule and attend a conference with the principal or designee to devise a disciplinary and behavioral correction plan. Failure of the parent or guardian to attend shall not preclude the student from being readmitted to the school. At the discretion of the principal, a teacher, counselor, or other person may attend the conference. The principal shall ensure that a notation of the conference is placed in the student's permanent file. The school system may, by petition to the juvenile court, proceed against a parent or guardian of a chronic disciplinary problem student if school system personnel believe the parent or guardian has willfully and unreasonably failed to attend a conference requested by a principal. Procedural Rule 8. Informal or Disciplinary Tribunal Hearing Referrals Informal, Disciplinary and Tribunal Hearings will be held for serious or chronic misbehavior which may result in school transfer, long-term suspension or expulsion. a. Informal Hearings The Director of Student Discipline, the Coordinator of Student Discipline, a Student Discipline Hearing Officer or designee may be the delegated hearing officer to convene an informal hearing for those students in kindergarten through fifth grade. b. Disciplinary Hearings For students in grades six through 12, Disciplinary Tribunal hearings may be conducted by a Tribunal panel or Student Hearing Officer. If conducted by a tribunal panel, the panel, composed of three teachers or certified education personnel, will be selected from a list prepared by the Superintendent or designee and approved by the Board. If conducted by a hearing officer, the hearing officer will be selected from a list prepared by the Superintendent or designee and approved by the Board.
Page 14 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT c. Tribunals For students in grades kindergarten through 12 who are alleged to have violated Rule 4(i) or 4(ii), hearings shall be conducted by a Tribunal. This Tribunal shall be composed of three teachers or certified education personnel who are selected from a list prepared by the Superintendent or designee and approved by the Board. At the discretion of the Director of Student Discipline or the Director's designee, the Tribunal may also be appointed to hear and decide any matter that could otherwise be brought before an Informal Hearing or a Disciplinary Hearing under this Rule. When acting in such capacity, this Tribunal shall possess and exercise all authority that the hearing officer, Student Hearing Officer, or other Tribunal panel, as applicable, would have in conducting such a proceeding. d. The principal should furnish the Director of Student Discipline, within two local school work days after the incident, the information and documentation listed below. 1. The administrator should thoroughly investigate an alleged incident, examining all possible evidence and witness accounts. Written statements, signed and dated, should be obtained from alleged victims, alleged participants and witnesses together with all other information or evidence relevant to the incident. 2. The administrator will call the Office of Student Discipline and initially report the incident immediately after the occurrence. Within two local school work days after the initial report, the administrator should furnish the Director of Student Discipline all victim, participant and witness statements; a current copy of the student's permanent record; a copy of the student's test record card; current status of the student's academic and conduct grades in all classes (progress reports); days present and absent (excused and unexcused absences); number of tardies and class cuts; detention assignments with reasons; anecdotal report citing discipline, attendance and academic records, and alternatives tried at the local school including EST referral, counseling sessions and parent/guardian conferences with dates, reasons, and results; copy of police report; special education, Section 504 or EST status (active enrollment or referral for any of these programs); EST reports; and any other information or evidence relevant to the incident. Any confiscated drugs, weapons or other criminal evidence should be transferred to the Chief of the Fulton County School Police for use during a Tribunal and/or criminal case. e. A student must be referred to one of these hearings whenever a student is alleged to have issued a bomb threat or falsely stated that a bomb or other explosive has been planted on school grounds, on school property or at a school-sponsored activity, function or event.
Page 15 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT f. A student must be referred to one of these hearings whenever a student is alleged to have committed one of the following offenses on school grounds or on school property; at a school-sponsored activity, function or event; or en route to or from school or a school-sponsored activity, function or event: 1. Assault or battery upon any teacher, bus driver, other school official or employee. If the student is to be disciplined for a threat or physical contact (See Rule) that the employee believes constituted an assault or battery, the matter should be referred to the Office of Student Discipline within two business days of the alleged offense for the purpose of scheduling an Informal Hearing, a Disciplinary Hearing, or a Tribunal. a. An Informal or Disciplinary Hearing may be scheduled when a student allegedly attempts to cause physical injury, threatens bodily harm, or behaves in such a way as could reasonably cause physical injury to a school employee (See Rule 4iii). If the Hearing Officer or Tribunal determines that the student violated the Code of Conduct and determines that a disciplinary action shall be taken, such action may include, but is not limited to, short-term suspension, school transfer, long term suspension, or expulsion. b. A Procedural Rule 8(c) Tribunal will be scheduled whenever a student is alleged to have violated Rule 4(i) or 4(ii). This Tribunal will hear evidence and determine all issues of fact and intent and shall submit its findings and recommendations to the Board. (i) When the Tribunal finds that a student has violated Rule 4(i), the Tribunal's ruling shall include a recommendation to the Board as to whether a student may return to public school, as provided in the paragraph below, and, if return is recommended, a recommended time for the student's return to public school. The board may follow the recommendations of the Tribunal or impose penalties not recommended by the Tribunal, as provided in the paragraph below. When a student is found by a Tribunal and the Board to have violated Rule 4(i), and not to have acted in self-defense, the student shall be expelled from the public school system for the remainder of the student's eligibility to attend public school. The Board at its discretion may permit the student to attend an alternative education program for the period of the student's expulsion. If the student is in kindergarten through grade eight, then the local school board at its discretion and on the recommendation of the Tribunal may permit such a student to reenroll in the regular public school for grades nine through 12. If the Board does not operate an alternative education program for students in kindergarten through grade six, the Board at its discretion may permit a student in kindergarten through grade six to reenroll in the public school system.
Page 16 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Any student who is found by a Tribunal to have committed an act of physical violence against a teacher, school bus driver, school official, or school employee shall be referred to juvenile court with a request for a petition alleging delinquent behavior. (ii) When a student is found by a Tribunal to have violated Rule 4(ii) by intentionally making physical contact of an insulting or provoking nature against a teacher, school bus driver, school official, or school employee, such student may be disciplined by expulsion, long-term suspension, short-term suspension, or any other discipline determined to be appropriate. 2. Assault or battery upon another student if, in the discretion of the administrator or the Director of Student Discipline, the alleged assault or battery could justify the expulsion or long-term suspension of the student. 3. Intentionally causing substantial damage to school property, personal property belonging to a teacher, other school official, employee or student, if in the discretion of the administrator, the alleged damage could justify the expulsion or long-term suspension of the student. 4. Setting fire to or attempting to set fire to school property or private property. 5. Distribution, sale or attempted sale of controlled substances, e.g., designer drugs, cocaine, PCP, LSD, "speed," marijuana, tranquilizers), alcohol, prescribed medicines, counterfeit or look-alike drugs, etc.; or controlled paraphernalia (pipes, papers, "roach clips," needles, cocaine spoons, etc.). 6. Repeated use of alcohol or controlled substances. (A second offense will be referred to an Informal or Disciplinary Hearing.) 7. Use or possession of a weapon subject to the following procedures: (a) Alleged use of any weapon Alleged use of any weapon or self-defense spray (See Part I, Rule 8) to threaten, intimidate, injure or otherwise cause fear for one's safety. Any student who allegedly uses a weapon in such a manner must be referred to an informal or disciplinary tribunal hearing by an administrator calling the Office of Student Discipline. (b) Alleged possession of any weapon Possession of a weapon of any variety, including those listed in Categories I and II below, is a violation of Fulton County School System Procedure (See Part I, Rule 8) and is subject to the following disciplinary guidelines. For purposes of this rule, "weapons" as defined in Part I, Rule 8 are divided into the following two categories:
Page 17 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Category I: Any firearm, explosive, incendiary device, or any offensive/defensive weapon designed to harm people. Examples of such weapons are: shotguns, rifles, pistols, pellet/BB guns, starter guns, stun-guns, lasers, brass knuckles, switchblade knives, butterfly knives, knuckle knives, nunchakus, clubs/batons, straight razors, razor blades, throwing stars, self-defense sprays such as mace or pepper gas, etc. Any student allegedly in possession of a Category I weapon must be referred to an informal or disciplinary tribunal hearing with an administrator calling the Office of Student Discipline immediately. In addition, the local school administrator must report the incident to the police. A report will be made to the district attorney by the Director of Student Discipline. Except as otherwise provided under applicable federal or state laws or Board policies or procedures, a student who is found to be in possession of a firearm as defined in 18 U.S.C. 921 shall be subject to expulsion for a period of at least one calendar year. According to Section 921, the following are included with the definition: any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive the frame or receiver of any weapon described above any firearm muffler or firearm silencer any destructive device, which includes: (a) any explosive, incendiary, or poison gas (1) bomb, (2) grenade, (3) rocket having a propellant charge of more than four ounces, (4) missile having an explosive or incendiary charge of more than onequarter ounce, (5) mine, or (6) similar device. (b) any weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of more than one-half inch in diameter. (c) any combination of parts either designed or intended for use in converting any device into any destructive device described in the two immediately preceding examples, and from which a destructive device may be readily assembled. On a case-by-case basis, the Board may consider modifying this expulsion period upon the request of a parent or upon the recommendation of the Superintendent, Tribunal or Hearing Officer.
Page 18 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Category II: Any instrument classified as a weapon other than a firearm, which has a legitimate purpose in one's daily life other than use as a weapon. Examples of these weapons are hunting paraphernalia such as hunting knives; work tools such as pocket knives, kitchen knives, box cutters, scissors, screwdrivers; or look-alike objects that take on the appearance of a weapon, such as water pistols, toy pistols, etc. If the local school administrator determines that the student was in possession of a Category II weapon with the purpose or intent to threaten or harm others or for personal protection, then the student must be referred to an informal or disciplinary tribunal hearing by immediately notifying the Office of Student Discipline. If the local school administrator determines that the student was in possession of a Category II weapon, but not with the purpose or intent to threaten or harm others, and not for personal protection, the local school administrator may determine any appropriate disciplinary action. However, any student found in possession of any weapon, tool, or instrument which is included in the state's definition of prohibited weapons (O.C.G.A. 16-11127.1) must be reported to the police and the Office of Student Discipline by the local school administrator. The district attorney will be notified by the Director of Student Discipline. The Director of Student Discipline must be consulted in all cases. Curriculum Display of Category I or II Weapon Any weapon of the Category I or II type, that is to be used as a curriculum display, and is used as an educational tool, will require permission from the principal of the school before the display occurs. This display weapon, which must be unloaded if a gun or not contain any explosive material if other object, should be brought to the school specifically for the display time by the parent, guardian or other adult over 21 years of age approved by the parent/guardian and principal and then removed from the school by the approved adult immediately upon completion of the educational session. g. A student may be referred to one of these hearings for any alleged behavior the administrator and the Director of Student Discipline consider serious enough to warrant consideration of school transfer, long-term suspension or expulsion. Procedural Rule 9. Notice of Hearing Following any instance enumerated in Procedural Rule 8, the Director of Student Discipline shall arrange a tentative time and place for the appropriate hearing. The Director of Student Discipline or other authorized official shall thereupon cause a notice to be given to the student and his/her parents (or other person standing in loco parentis), either in person or by United States mail directed to their last known address, which notice shall include:
Page 19 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT (a) a copy of the statement of the rule(s), regulation(s) or law(s) allegedly violated and a description of the acts of the students alleged to have constituted such a violation; (b) a statement that a hearing will be conducted; (c) the names of the witnesses and a summary of the evidence expected to be used in support of the charges; (d) the maximum penalty which may be administrated for the alleged misconduct; (e) the tentative time and place for the hearing; (f) a copy of the hearing procedures; (g) a statement that the parties at the hearing will be afforded the opportunity to present and respond to evidence and to examine and cross-examine witnesses on all unresolved issues; (h) a statement that the parties at the hearing have the right to be represented by legal counsel; and (i) a statement that verbatim electronic or written recording of the hearing shall be made and shall be available to all parties. The local school administrator should confer with the Director of Student Discipline before notifying the parents of any specific number of days of suspension. Procedural Rule 10. Scheduling the Hearing The hearing should be scheduled within ten school days after the occurrence of the alleged incident as specified in Procedural Rule 8 . A hearing officer or Tribunal may schedule a different date for the hearing if good and sufficient cause is shown by either the student or the Director of Student Discipline. Procedural Rule 11 . Conduct of the Hearing a. Record of the Hearing - A court reporter or taping device shall be provided to transcribe the evidence and proceedings in substantially the same manner as civil trials in the Superior Court. The burden of proof shall be on the administrator and he/she shall be entitled to open and conclude. b. Examination of Witnesses - The administrator, the system's attorney, the student or his/her parents, or legal representative and the hearing officer or disciplinary tribunal panel members may question any matters logically relevant to the charge against the student and the proper disposition of the matter. The disciplinary tribunal or hearing officer has authority to limit unproductively long or irrelevant questioning. c. Waiver of Defects in Notice and Other Procedural Objections - Objections to the sufficiency of notice and all other procedural and other objections shall be waived unless notice thereof is filed with the office of Student Discipline at least 24 hours prior to the time that the hearing is scheduled to begin. The hearing may be postponed until all such defects have been cured or removed.
Page 20 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT d. Decisions and Recommendations. 1. The Informal and Disciplinary Hearing Officer or the disciplinary tribunal, after conducting the hearing and receiving all evidence, shall render a decision based solely on the evidence received at the hearing and (except for those students covered by Procedural Rule 11. e.) shall determine what, if any, disciplinary action shall be taken. Such action may include, but is not limited to, short-term suspension, school transfer, long-term suspension or expulsion. If the student is determined to be in need of referral and evaluation to address eligibility for special education or Section 504 services, the Informal or Disciplinary Hearing Officer may make a referral to that student's Student Support Team to initiate the referral for evaluation. The decision of the student hearing officer or disciplinary tribunal shall be in writing and shall be given to all parties. The student hearing officer or disciplinary tribunal shall have the authority to determine what, if any, disciplinary action shall be taken with regard to all offenses with which the student is charged, whether or not all of the charges arise out of instances described in Procedural Rule 8. 2. The Procedural Rule 8(c) Tribunal, after conducting the hearing and receiving all evidence regarding alledged violations of Rule 4(i) and 4(ii), shall determine all issues of fact and intent based solely on the evidence received at the hearing and shall submit its findings, ruling, and recommendations to the local Board for imposition of punishment, if any. Pending action by the Board, the ruling and recommendations will take effect immediately as rendered by the Tribunal. The Board will render its decision based on a review of the record and the Tribunal's ruling, findings of fact, and recommendations. If the student is determined to be in need of referral and evaluation to address eligibility for special education or Section 504 services, the Tribunal or the Board may make a referral to that student's Student Support Team to initiate the referral for evaluation. The findings, ruling, and recommendations of the Procedural Rule 8(c) Tribunal shall be in writing and shall be given to all parties. The procedural Rule 8(c) Tribunal shall have the authority to determine what disciplinary actions shall be recommended to the Board for violations of Rule 4(i) and shall have the authority to decide any and all other disciplinary issues before it with regard to any other alleged rule violations.
Page 21 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT e. IEP - Committee Review for Students with Disabilities - Any student who is receiving special education services or has been identified as a student with a disability under the Individuals with Disabilities Act (IDEA) and whose acts are determined by the Informal Hearing Officer, Disciplinary Hearing Officer or Tribunal to have violated any of the rules, regulations or laws as alleged, shall be referred to an IEP committee. The IEP committee is responsible for determining if the student's conduct is a manifestation of his/her disability and whether such conduct warrants a change in placement, amendments to the individual educational plan (IEP) and/or disciplinary actions. If the IEP committee determines that the students conduct is not a manifestation of the students disability, it shall determine what, if any, disciplinary actions shall be taken with regard to offenses which the student has been found by the Informal Hearing Officer, Disciplinary Hearing Officer, or Tribunal to have committed. The IEP committee shall also have the authority to consider, recommend and implement any changes in the students IEP or educational placement. Nothing in this rule shall alter or adversely affect the rights of students with disabilities under applicable federal and state laws. f. Written Summary of Informal, Disciplinary or Tribunal Hearing - A written summary of any proceedings conducted under Procedural Rules 8 through 14 shall be prepared which shall include a description of the incident and the disposition thereof but shall not contain the names of any party to the incident. The summary shall be a public record. Procedural Rule 12. Appeal Rights a. Informal and Disciplinary Hearing Rights to Appeal to Board 1. Notice of Appeal - Any decision by the disciplinary tribunal or student hearing officer may be appealed by the parents or by the Superintendent to the Board by filing a written notice of appeal with the Board Secretary within 20 calendar days of the date of the disciplinary tribunal's or student hearing officer's written decision. If the 20th calendar day falls on a weekend, legal holiday or other administrative nonworkday, the deadline will be extended to the next workday. At the discretion of the Superintendent, any disciplinary action imposed may be suspended pending the outcome of the appeal. 2. Decision by Board of Appeal - Upon the appeal of the disciplinary tribunal's or student hearing officer's decision to the Board, the Board shall either request an additional full evidentiary hearing or shall review the record and shall render a decision in writing. The decision shall be based either solely on the evidence presented at the new hearing or solely on the reviewed record and shall be given to all parties. The Board may accept, reject or modify the decision of the disciplinary tribunal or student hearing officer. If the Board decides to modify the decision, the modified decision may include an increased penalty or a decreased penalty. An explanation of the reasons for any increased punishment should be included with the decision. All parties have the right to be represented by legal counsel in connection with the appeal to the Board and any subsequent proceedings.
Page 22 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT b. Procedural Rule 8(c) Tribunal Rights to Appeal. See Procedural Rule 14 below. Procedural Rule 13. Group Hearing Except as otherwise provided in Procedural Rules 8 through 14, when students are charged with violating the same rule(s) and have acted in concert, and the facts are basically the same for all students, a group hearing may be conducted for them if the Coordinator of Student Discipline Hearing Process believes that the following conditions exist: (a) a single hearing will not likely result in confusion and (b) no student will have his/her interests substantially prejudiced by a group hearing. If during the hearing, the disciplinary tribunal chairperson or student hearing officer finds that a student's interests will be substantially prejudiced by the group hearing, he/she may order a separate hearing for that student. Procedural Rule 14. Appeal to Georgia Board of Education The student or the Superintendent may appeal the action of the Board of Education to the Georgia Board of Education. The penalty need not be postponed pending the outcome of the appeal. Such an appeal shall be in accordance with Georgia Code Section 20-2-1160 and regulations of the Georgia Board of Education governing such appeals. Procedural Rule 15. Emergency Suspensions Notwithstanding the provisions of Procedural Rules 6 through 14, where the school is undergoing a violent upheaval or where orderly educational processes have otherwise been substantially disrupted, short-term suspensions of students may be ordered without notice of hearing or the other rights provided by Procedural Rules 6 through 14 being first given. In all such cases, however, the procedures of Procedural Rules 6 through 14, depending on which are applicable, shall be observed at the earliest practicable date that the restoration of order permits. PART III - Removal of Dangerous Students Health or Safety Any student who is found (by the disciplinary tribunal, student hearing officer, the IEP committee or the Superintendent, after consultation with appropriate personnel) to pose an immediate and substantial threat to the health or safety of himself/herself or others in his/her current school setting, may be removed from that setting pending the conducting of necessary procedures under Procedural Rules 6 through 14 or under applicable state or federal law. Nothing in this rule, however, shall authorize the cessation of education services if doing so would contravene applicable state or federal law.
Page 23 - JD - STUDENT DISCIPLINE/CODE OF CONDUCT Disrupting School Operations A student who has been charged with the unlawful selling of narcotics or other such serious violation of the criminal law may be removed from the school by the principal upon the approval of the Superintendent when it is necessary to protect other students or avoid substantial disruption to school operations. The school must be able to show that the continued presence of the student endangers other students or would substantially disrupt school operations. As soon as the student no longer poses such a threat, he/she shall be reinstated. PART IV - Related Federal Regulations Nothing in this Code of Conduct shall be construed to infringe on any right provided to students pursuant to the Federal individuals with Disabilities Education Act, Section 504 of the Federal Rehabilitation Act of 1973, or the Federal Americans with Disabilities Act of 1990.
Cross References:
Legal Reference: Reference: Adopted Date: Revision Date: 07/12/90 08/09/90 04/16/92 06/11/92 08/12/93 07/14/94 04/18/96 11/14/96 11/13/97 08/12/99 06/08/2000 12/14/2000 06/13/2002 06/12/2003 Scope Notes: Status: Current
O.C.G.A., 16-5-20, 16-5-23, 20-2-753, 20-2-759, 20-2-1160 07/01/86 09/08/88
Appendix Q Amendments
AMENDMENT TITLE Single-Sex Classes
INITIATED August 12, 2004 by the Georgia State Board of Education
ACCEPTED September 9, 2004 by Amana Academy and the Fulton County Board of Education
TEXT OF AMENDMENT Amana Academy will utilize coeducational classes until such time the U.S. Department of Education proposed rule amendment to Title IX regulations (34 CFR 106), allowing single-sex classes, is enacted. If the U.S. Department of Education rule amendment is enacted, Amana Academy will inform the Georgia Department of Education Charter Schools Office, Fulton County Schools, and parents of current Amana Academy students that Amana Academy will now utilize single sex classes according to the terms approved in their charter.
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Fulton County Public Charter School

Amended Charter Petition

Georgia Department of Education

Vision, Mission and Guiding Principles .............................................................. 4 School Description ............................................................................................. 6

Chapter 2 Educational Framework................................................................................................. 12

2.1 2.2 2.3 2.4 2.5 2.6

Chapter 3 - Accountability and Evaluation Requirements................................................................. 48

3.1 3.2 3.3 3.4 3.5 3.6

Chapter 4 Official Matters............................................................................................................... 59

4.1 4.2 4.3

Chapter 5 Financial Plan ................................................................................................................ 93

5.1 5.2 5.3

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Chapter 7 Start-up School Specifics ............................................................................................ 120

7.1 7.2 7.3 7.4 7.5 7.6 7.7

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Board of Education on ____ February 12, 2004___________. Date

School District Superintendent

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Index of Key Requirements

Describe the instructional methods to be used

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4.2.4 4.3 4.3.1

9. Term of Charter State the term of the charter.

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6.2.2 6.2.1 6.2.1 6.2.1 6.2.1

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Page No. 102

6.3 2.5.1 6.3

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6.5 6.6.1 6.6.2 6.6.3

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Amana Academy: Executive Summary & Philosophical Approach

individual responsibility toward community toward humanity, environment

Amana Academy Charter Petition

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Chapter 1 - School Overview

Vision, Mission and Guiding Principles

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1.1.3 Guiding Principle Stewardship

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Targeted Class Size:

Student Teacher Ratio: School Calendar:

Amana Academy Charter Petition

Board of Education on February 12, 2004_______. Date