The document discusses the importance of computer access for students, particularly those from low-income backgrounds. It notes that while many students own computers, 36% of students at public institutions do not. It argues that eliminating public computer labs could limit educational equity and opportunity for students who cannot afford their own technology or broadband access. It also notes that student-owned computers may not have sufficient power or software for advanced coursework. Overall access to computer labs remains important to support educational success for all students.

2. Education
Know that you are
better than them!
Know that you are
less then them!
1.To make good people
2. To make good citizens
3. To make each student
find some particular talents
to develop to the
maximum.
. Education As aTool to
Instill a sense of
inferiority/Superiority

3. EARLY CHILDHOOD EDUCATION
 Our goal is to provide all children with a strong and early start to
their formal education.
 To offset the established process of instilling inferiority in children.
 At some point it is hoped to include a “Countdown to
Kindergarten”. This will help families and students prepare for a
successful transition to school.
 We will place low-income preschool children on the road to
literacy and future success by empowering their educators to use
the arts to teach academic skills.

4. VISION
• Every child has access to quality early childhood education.
• Every early childhood educator has access to quality
professional development.
• We also with adequate funding, look to create a “Parent
University”. This educational structure for the parents, will
deepen the home-school connection. By establishing computer
education and pre-GED education for the parents, we will close
the educational gap between student and parent. To do this we
must close the educational gap.
Today we remain focused on ensuring that the Center is a
school that any parent would be happy to choose.

5. • By becoming more flexible and by adding resources , we have
intervened with many of the lowest-performing students, many
of which are showing such growth that the parents have not
only expressed their gratitude, but have encouraged others to
enroll their children.
• By extending our efforts to partner with community
organizations and expanding grant opportunities, we look to
expanding science, arts and extend summer learning
opportunities to end the cycle of summer learning loss.

6. Dilapidated and
crumbling
resources
The Educational Gap

7. And the consequences are long term and tragic.

8.  Al-Maun Education Center is committed to transforming the lives of all
children. The plan on achieving this, is by way of exemplary teaching in a
world-class system in an innovative, welcoming school. We look to partner
with the community, families, and students to develop in every learner the
knowledge, skill, and character to excel in college, career, and life.
 Our responsibility is to ensure every child has great teachers and great
school leaders. The first of these goals is to increase the paid staff, and in the
latter to increase our commitment to developing interns. In order to
continue our tailored instruction to meet the individual needs of every
student, we are:
•Strengthening teaching and school leadership
•Replicating success and turning around low- performing students.
•Deepening partnerships with parents, students and the community.
•Adopting individual public schools and establishing programs to
address the students needs.

9. Philadelphia laid off thousands of school employees last week
after the State of Pennsylvania continued its austerity measures
against public schools. And while the state is essentially
destroying Philadelphia public schools through under-funding
(claiming budgetary concerns), it somehow found enough
money to build a $400 million prison just outside of the city.

10. Al-Maun Education Center is committed to eliminating access and achievement
gaps so that all children are performing at high levels and achieving proficiency.
Specifically, the school is committed to closing achievement gaps that exist and
persist among students through the following:
•Races and ethnicities
•Educational programs (regular education, special education and
programs for English Language Learners)
•Socio-economic backgrounds
•Genders
Every member of the organization, students, parents, teachers, principals, central
and school staff, partners and others - is expected to share:
•An awareness of these gaps
•A belief that these gaps can be closed
•A personal commitment to closing them.
Eliminating Achievement Gaps;
Building Self Esteem

11. •To educate the student academically in such a way that they have an
opportunity to reach their full academic potential, while becoming an ethical
human being as well.
•With a program of directed studies emanating from extensive reading, the
students are offered an expanded world view.
•This expanded view will included broader definitions in history and
geography, but also in the personal understanding of ethics and character.
• In this, they will realize that their character is who they really are, while their
reputation is merely what others think that they are.
•We want to expand the current resources in order to make this educational
model available to more student and their families.

12. The LENDING LIBRARY

14. When it was decided to create a library and resource center, in addition to the school,it was
an expansion of the work that Al-Maun had been pursuing for many years in Las Vegas. This
work with a 20 year history, consisted of looking for ways to serve the public.
The library now advances the possibility of both public service and influence, for it can be
employed to rise consciousness not only of the religious community, but as a center of
learning.
Beginning from scratch, the library has grown in size and usage. It has
grown in the potential of what it can produce.
The Library

15. • Al Maun Lending Library defines the technological research library of the
21st century.
• It is seen as the “gathering place” that cultivates “students’ intellectual
inquiry,” develops their “critical thinking skills, promotes academic discourse,
and fosters lifelong learning.
• It is also a tool for the enhancement of knowledge.
• The Lending Library is viewed as integral to the retention and overall
success of Al-Maun Education Center students.
• For faculty and researchers, the Library’s priority is to enrich their teaching,
research and learning, and contribute to their knowledge advancement and
research output by providing resources and services that meet their needs.

16. Al Maun Tech Library Strategic Plan 2015-2020
• In the public library use of computers is available at several District
branches. However, the hours of availability are increasingly limited.
• The computer lab at Al-Maun Education Center, which is supported by a
lending library and is a component of a school, K-8, expands on the service
provided by the public library system.
• Our computer lab and lending library serves as an extension to S.E.E.D.
and is available for students to increase basic skills in English,
mathematics, history, social studies, the sciences, and keyboarding.
• In addition, to further solidify the student’s technical skills we also offer
the Khan Academy coding courses.
• This familiarization and training is of paramount importance as there are
no longer any careers that do not use this technology extensively. There
are no high schools or universities that will not expect that a competent
student have extensive computer and social networking skills. By the time
these young people face graduation and their college careers or the job
market this situation will be even more acute.


18. THE SCHOLARS CORNER PROGRAM
Dr. Sherman Jackson is the King
Faisal Chair of Islamic Thought and
Culture, and Professor of Religion
and American Studies and Ethnicity
at the University of Southern
California (USC). He was formerly
the Arthur F. Thurnau Professor of
Near Eastern Studies and Visiting
Professor of Law and Professor of
Afro-American Studies at the
University of Michigan (Ann Arbor).
Dr. Owens-Kane joined the
school in 2000. Dr. Owens-Kane's
teaching interests include
gerontological social work
education, cross-cultural practice,
and human behavior in the social
environment. Dr. Owens-Kane
conducts research in the areas of
minority mental health, formal and
informal care giving of the elderly,
organizational culture and
change, and child welfare.
Congressman Keith Ellison represents
Minnesota’s 5th Congressional District in the US
House of Representatives. He made history in 2006,
as the first Muslim to be elected to Congress. In his
home district, he has hosted several Iranian-American
roundtables with Iranian-American constituents and
participated as a volunteer in NIAC’s 2014 Annual
Day of Service. A champion for diplomacy between
the US and Iran, Congressman Ellison has taken
numerous public actions to support renewed ties,
including jointly sponsoring a pro-diplomacy letter with
Rep. Walter Jones, signed by 35 Congressional
colleagues, to President Obama.
André D. Carson (born October 16,
1974) is the U.S. Representative for
Indiana's 7th congressional district,
serving since the special election in
2008. He is a member of the
Democratic Party.
He is the grandson of his
predecessor, former U.S.
Representative Julia Carson (1938–
2007).[1][2] Carson is the second
Muslim to be elected to the United
States Congress, following Keith
Ellison in 2006

19. The goal of the Scholars Corner Program (SCP) is to expose our
young students and the community at large to the ideas and insights
of Muslim and non-Muslim scholars. It is intended that this effort
will promote the exchange of ideas, encourage research, and bring
about mutual enrichment, with the additional benefit of creating
linkages between research and academic institutions in the United
States and foreign countries. We will provide lectures and critique of
pop culture, analyzing secular trends, the media, and Western
worldviews. This view of Contemporary Culture through the eyes
of scholars will aid our community to a better assessment of the
rapidly changing ideas now emerging and in many cases
challenging faith, especially among our young.
THE SCHOLARS CORNER PROGRAM

20. Included in the circle of scholars, will be glimpses of the Islamic past
as experienced by the senior members of the Islamic community.
These videoed interviews will be made in the interest of prosperity,
but will be available now. Beginning with those seniors born in
America, it is hoped, insha’Allah, to expand rapidly to include
among those that Allah has granted long life, from around the world.

22. Today's students appear to be technologically proficient—IMing constantly,
e-mailing photos from their cell phones, and socializing on the Internet.
Although this isn't a negative generalization, it masks the reality for a
significant percentage of the student body:
 those who don't own their own personal computers. According to the 2005
EDUCAUSE Core Data survey, 72 percent of all college and university
students own their own computers. At public institutions, which enroll the
majority of students in higher education, 36 percent of students do not own
their own computers. Students at research universities are far more likely to
own computers than are students at community colleges, where ownership
averages 38.5 percent.
 Many students simply cannot afford the technology or the software
applications. Only in rare cases does this expense fall into the calculations for
financial aid. Thus, there is still an obligation for campuses to provide
adequate public computers for those students who cannot afford to own the
technology. Even if students do have their own computers, those living off-
campus may not have broadband access for sharing large data sets and
images or for getting rapid Web response—all of which can limit educational
success. Although eliminating public computer labs may be seen as a way
for an institution to reduce costs, the more significant impact may be on
equity of technology access—and ultimately educational opportunity.

23. Owning a computer isn't enough.
The computer must be sufficient for the task, in terms of both speed and
software. In a course that requires advanced applications, such as 3D
rendering or animation, a personal computer may not have enough power
or network throughput or may not have the right applications to do the
work. When faced with insufficient computer resources, students have
nowhere to turn other than a computer lab. In addition, faculty are reluctant
to depend on student-owned computers for classroom exercises because of
the variability among computers. Finally, many students do not like to carry
their computers from class to class, due to problems with the weight,
battery life, and network availability.