October 1998 New Year at Sunrise

by Norma Tarazi

Luanna Collin, the lead teacher at Sunrise who teaches 4^th and 5^th grade, was very enthusiastic when asked about the new school year.  She said it is so different, particularly with Iffy Mobin-Uddin teaching kindergarten instead of running the pre-K program.  The two new homeroom teachers have lots of training and experience and are adding so much to the staff team.  Everything they do is a learning experience.  The calendar in the morning becomes a math lesson without the students realizing.  “I get the feeling the kids are happier this year”, she said.  She finds her students are enthusiastic about doing extra work, in addition to their homework.  She has gotten requests to by-pass recess to continue a reading lesson.  Two boys who had many other options in the class free time period, including computer time, chose to sit together and read poems.

There has been a great response from parents this year with about 90% showing up for the school Open House in early September.  Ms. Collin noticed that the parents are communicating better with the teachers than last year, coming up and voicing their concerns, whereas last year they were somewhat shy.  They are very interested in the educational process and this is always so important for students.  Communication has improved all around and there has been a great response from parents in donating for the school’s wish list.  A donor has upgraded the classroom computers to Pentiums recently.

“The school is the classroom,” Dr. Souzan El Kest said. When the teachers know their jobs and are enthusiastic in their work, the school goes smoothly.  Dr. El Kest is a former lead teacher and current school board member.  She is interim administrator now that Principal Adam Muhammad decided not to renew his contract.  Dr. John Kashubeck, chairman of the school board, says the school is actively looking for a new principal.  Several resumes have been received already.

Dr. El Kest feels the principal’s absence is not a problem for now because the school has such very good teachers.  She is very pleased with them and how they give extra time and stay late without being asked.  Dr. El Kest is particularly pleased with the students’ work with Quran and Arabic computer programs this year.  She too is very enthusiastic about the school.  The Latch Key program is working well both morning and afternoon.  She is seeing children who don’t want to go home because they like school so much.

One problem she identified is getting volunteers, especially for Friday Prayers.  The school always has dhur prayer at 1:30.  Last year, a volunteer, br. Khaled Kobresli, came to provide regular khuttbahs on Friday to make Jummah Prayer for students and adults.  Unfortunately, he is unavailable this year.  She would like to have some volunteers sign up for some sort of regular schedule.  She noticed how the children really listen to the khuttbahs and can discuss the topics in class afterwards.  It is an important learning experience for them and the volunteers will surely be well rewarded by Allah for their efforts.

Ms. Collins felt Mr. Muhammad, whose specialty is adult education, has trained the teachers to function in a rather independent manner.  She described him as a “hands off” administrator.  He made her lead teacher last spring and encouraged her to be in charge of a teachers’ group that worked together as a team on curriculum implementation and academic standards.  She feels that the teachers pool suggestions and resources and work in a common style.  With this type of school organization, the principal is needed mostly for administrative work.  However, having a principal who knows child development for elementary age and is well versed in curriculum and modern teaching techniques is something Ms. Collins looks for.  For now, she is directing the other teachers.  If there is a concern and she or the total group are unsure of the best direction to take, she has access to Suzanne Jones, the curriculum consultant from the Ohio State University who has been working with the school for over two years.  Together the teachers, a mix of Muslims and non-Muslims, have been though in-service training in sensitivity to the diversity of the Sunrise students and the Islamic environment the school is designed to provide.

The financial aid program is complete for this year with all aid funds distributed.

The school is always willing to accept scholarship funds.  The school board sets aside as much as possible from its own funds also.  Alhamdullah, every student who applied and was qualified for aid this year received it.

Dr. Kashubeck was concerned about the cancellation of the pre-kindergarten program.  He said it is being put on suspension for the whole year pending an evaluation of the program.  Only 3 part time students applied for the program.  It is designed for 15 full time students.  The school couldn’t justify the manpower and financial expenditure.  The board intends to reassess the community needs to get better community response but it is committed to providing pre-k education in some format.

The number one priority for the school board, aside from finances and academic standards, is expansion for the 6^th grade.  In the year 2000 the school will be out of space.  The plan currently is to expand Sunrise Academy to include 7^th and 8^th grade plus a gym/cafeteria.

Otherwise the only new program under study is the ESL [English as a Second Language].  The school is looking for a part-time ESL specialist with English as a native language.  Until one is found, the school plans on using volunteers working under the direction of classroom teachers.  About 2 or 3 students in each class are very weak in English.  The teachers are doing a month long assessment of students’ abilities after which the tutoring program will start up.  Volunteers for tutoring are encouraged to phone the school.  There are also about 2 or 3 students in each class who have no Arabic background and some without Islamic Studies background.  Tutoring will be needed for these students also.

Dr. Kashubeck commented that there was a lot of concern in the community about the school because of the cancelled pre-k program.  However, he felt the school is stepping back, reevaluating its programs, and getting into position for the long haul.  The school must work continually to better understand the community needs (and with community growth, these needs are continually changing) and adjust its services.

August 1998 Sunrise Academy ’98-‘99

by Fiaz Saied

It needed an angle.  When I was first given the assignment of writing about Sunrise Academy, I was at odds as to what angle to pursue the story with.  During a conversation at my office with some colleagues, it suddenly hit me!  I could view the Muslim child’s environment at a school as a parallel to the environment I am exposed to at my work-place.  Muslims who are in a work environment with non-Muslims can relate to my point when I say that it is hard to have a proper informal conversation with colleagues.  The conversation in some way or the other usually imports un-Islamic elements into itself, thereby practically reducing the Muslim’s part in it to just nods and meek smiles.

Now I think of a Muslim child interacting with non-Muslims at school every day.  The barrage of rubbish that he/she has to put up with is incomprehensible.  Children are molded during their school years into what they become as youth and as adults.  So since I am not yet a parent, I can only assume that every Muslim parent wishes sincerely that there were an alternative to these “learning centers’.

A Muslim educational institution would not only import education in the usual sense of the term but would also make princes and princesses of our children by instilling in them invaluable Islamic teachings.  A child who comes home, throws his bag, violates his mother’s wishes and runs outside to play only to return way later, is different from the child who returns home and greets his parents with ’Assalaam alaikum’.  While parents can teach their children such adab, an Islamic school environment provides the children with an actual “lab” to put such teachings into practice.  What use is such teaching, and why will it not fade if it is not practiced regularly?

What are the needs of parents when they want to ‘check out’ an Islamic school?  First of all, they would want facilities at par with the school’s non-Muslim isotopes.  Secondly, the educational standards should be at par and the school should be certified at some level.  Thirdly, it should have well-qualified teachers.  These are the major issues and there are a few other minor ones.

Well, such a school does exist in Columbus and it does meet the above criteria: actually, it passes the above requirements comfortably.  When you first visit Sunrise Academy, your eyes are greeted with a sprawling green lawn and you can immediately tell that kids are going to love this place.  Once the site of a public library, the Academy premises are spacious with a big parking lot and more than enough space for outdoor activities.

You approach the entrance all the while wondering if you are at the right location.  This place you find different.

You walk in and immediately, in the blink of an eye, you are welcomed and greeted as if you just entered a renowned Islamic center of learning n a Muslim land.  You ask to see the principal of the school and a smiling man walks up to you briskly and invites you in.  After the initial talk, he offers to show you around the school and of course, you are very much interested.  You are taken to several different classrooms that seem extremely well-supplied with teaching aids and tools.  Computers adorn every room and wash rooms are attached to the tow rooms for the youngest children (they come with cute, low sinks for kids to wash or perform wudu).  Every room looks clean and spacious.  The whole establishment looks extremely well-maintained and organized.  You are very impressed.

Now you tell the principal that you have a few questions and he graciously asks you to go ahead and ask them.  You begin the attack after warning him that some of the questions might be too pointed.  (That only makes him even more energetic to answer them.)

11.  The Islamic environment in your school helps children to develop an “Islamic identity”, however, as some might point out, at the expense of an “American” or “Universal” identity.  How does a student attending Sunrise Academy learn to deal with the real world, i.e. non-Muslims?

The principal first clarifies that Sunrise does have good caliber non-Muslim teachers too.  Also, some students have non-Muslim mothers.  The lead teacher (who seems to be doing a very impressive job) at Sunrise is also a non-Muslim.  Then he emphasizes that what Sunrise provides is a “positive Muslim identity within the American context”.  He then describes how Sunrise as an establishment itself has a good relationship with its neighbors, different state and local departments such as the nearby Dept. of Parks, the Fire Department, and the /Department of Education of the State of Ohio, etc.  He stresses the point that Sunrise does not promote a U.S. identity but a Muslim identity.  Sunrise does not have any non-Muslim students but it is a state-chartered institution and it meets the standards that such a charter requires. 

Now you feel that your big first question has been so well answered and your doubts on this issue have been totally diluted.

22.  Many Islamic schools struggle with basic essentials because of lack of funds etc., and this way gifted students may fall through the cracks and not be exposed to the challenging programs available in public schools.  Tell me about the programs your school offers, such as advanced placement courses etc.

The principal answers that Sunrise does provide for both kinds of students – the kind that are too good for their grade or the kind that are lagging.  He explains the ‘Adjusted Curriculum” as the Enrichment program and the Remediation program.  Since all subjects are taught at the same time, a gifted student can easily attend the class for the next higher grade for that subject.  Also, the program allows for a student to be moved up to a higher grade if she demonstrates such qualifications.  Hence there is acceleration of grade levels for gifted students.

You think “so far so good … actually great”

33.  In an Islamic school, religion will obviously be a mandatory subject, and in Islam there are many different schools of thought.  How does your curriculum accommodate students from different backgrounds?

The principal explains how Sunrise follows the route of a stricter belief system rather than a liberal one.  He gives three very good examples to support such a decision.  The first example is that of music.  While some Muslim parents would like their kids to be taught music, a vast majority do not.  So if music is not seriously taught, then it is unlikely that people will complain.  Anyway it can be learned outside of the Academy for those parents who are interested in providing their kids with those skills.

The second example is that of books.  Some parents would not mind their children being exposed to unhealthy, impure concepts in story books relating to smoking or alcohol or flirting etc.  They could argue that children need to know about such things for combating the real world.  On the other hand, a vast majority of parents would like screening of books so that their children are not exposed to such concepts and that is exactly the route that sunrise takes.  The principal hits the nail on the head when he remarks that ‘no parent will come up and complain that her child is not exposed to such concepts while she should be’.

The third example he gives is that of festive occasions.  He says that Sunrise recognizes only the two Eids (just like the mainstream Islamic point of view).  He remarks that parents can get their children to participate on any other occasions (such as the Prophet’s (SWS) birthday) within their own social circles.

You think “hmm…”

44.   Is Arabic a medium of instruction?

Yes, for Arabic and Islamic Studies classes

.

55.   How does your tuition compare to non-Muslim schools of the same size?

Our tuition is very low.  It is $3000 for the whole year while it can run anywhere between $5000 and $12000 a year for private schools.  He remarks that Columbus Academy, a competitor for Sunrise, has comparatively very high fees.  Lesser tuition of course means lesser resources for the school.  If more Muslim parents sent their children to Sunrise, then it could offer a whole lot more in addition to the rich educational experience that it already provides.

66.       How soon do you think an apprehensive parent will have his doubts removed about the quality of education imparted here?

Any doubts are removed after a meeting.  Usually apprehension is from lack of information, not lack of persuasion.

You realize “how very true”.

77.  One of the goals of an Islamic school is to socialize kids in an Islamic way. This “Islamization” has been going on in the home for many years before the availability of such resources as Islamic schools.  So what is the benefit of giving this responsibility to the schools?

There is a whole program at Sunrise Academy of Islamic manners, from saying asalaam alaikum at the door to behaving in an Islamic fashion, to read the dua’ before eating, wudu, greeting one another, respecting one another, avoiding back-biting, a mini-society where Islamic manners are taught on a daily basis, taught by teachers.  Also, what kids learn at home is supported at Sunrise, where children put into practice what their parents teach them regarding proper behavior etc.  There is a big void in public schools, in this aspect.  Our children cannot get this chance at a public school.

8.       

  8. A personal question…… In our opinion, is Sunrise Academy as a caliber where Muslim parents will not be justified in sending their children to a public school?

The principal first said that his own son was attending Sunrise.  He remarked how his wife and he always want more and more for their son (like all other parents).  Then he described what a bad environment public schools provide for our children.  There is a general lack of moral values which can cause a great many harms, supported by an un-Islamic school system.  Thirty hours a week at least, a Muslim child would be exposed to negative dawah.  Undoing that at home is a huge challenge for any parent.  That is much, much greater than any amount of supplemental work, if any, that a parent would have to provide for a Sunrise-attending child.  He stressed that it was much easier to supplement Sunrise Academy’s education than to undo the character and ‘moral development’ that they get outside.  Kids learn anywhere.  They learn from parents and also from their peers.  They pick up a lot of negative stuff outside.

I came away from the interview fully impressed with the way the Academy was being run.  There.  I have completed a report about the Academy but one element is missing.  The report lacks mention of any negative aspects of a Sunrise Academy education.  To tell the truth, my questions were devised to expose flaws and I went in with a negative attitude based on my previous experiences with Islamic schools.  I found none here.  I would suggest parents to pay a visit to the Academy and verify my findings.  Professional, qualified staff running an Islamic school that is state-certified and charges reasonably low fees… need we ask for more?  Such institutions reflect upon the community and the community must do its part to support them.  Case closed.

Need to get in touch with the Academy?  Call: (614-527-0465).  Pay a visit at 5657 Scioto Darby Rd. Hilliard.  There website is www.sunriseacademy.com

May 1998 Islamic Weekend School

by Sheiba Waheed

The Islamic Foundation of Central Ohio’s Islamic Weekend School lies humbly on East Broad Street, its broken green sign proudly reading “Islamic Center” in clear white letters.  From the outside, the building is none too impressive: a former Boy Scouts house, the peeling paint and dusty crumbling bricks betray the fact that this structure is far past its prime.

With a hefty shove on the front door, the visitor is greeted by a musty odor, the result of perpetual plumbing difficulties.  Climbing up the staircase, one should be sure not to lean too heavily on the banister, for it has a tendency to lean itself.  While making salat, it is also wise to be aware of the ladybugs that enjoy crawling around on the floor in springtime.

However the Islamic Center is not merely a building.  The tree-lined brick pathway that runs along the side of the building still evokes an almost magical sense of complete serenity.  Emerging from its emerald canopy one finds a sizable green lawn free of weeds.  Relaxing here under the sun, it is quite easy to ruminate on the Magnificence of Allah’s Creation.

There is yet more to the Islamic Center’s merit.  This is evident in the countless dedicated members of the community who have and continue to strive to educate young Muslims.  Currently, the Islamic Center offers ten classes for individuals five to eighteen years of age, although both younger and older Muslims also attend.  At the moment, about 130 students are enrolled.  As not all of them can be comfortably and/or safely housed in the center, classrooms at East High school, across the street, have been rented for 7 of the classes.  This however, has become expensive, so alternatives are being explored at the moment.

The center follows the Islamic Foundation of Central Ohio Islamic Weekend School curriculum, which was drafted by a committee of community members who labored for 6 months to produce it.  Elements from the curriculum of 5 or 6 other schools in the United States and United Kingdom were adopted, and community feedback is always helpful.

Teachers are strictly volunteers, so the qualifications are understandably fluid.  Obviously a practicing Muslim with a solid base of Islamic knowledge is necessary, and at the very least, a high school diploma is required.  Feedback from the community is also appreciated, and taken into account.  Four of the current Islamic Center teachers are native Arabic speakers, but more are always welcome.

Every Sunday from 11:00 to 1:00, students attend the Islamic Weekend School to learn an hour of Arabic, in which the basics of the language or tafsir of the Quran is taught, and an hour of religion.  This broad subject includes topics such as fiqh and seerah.  There is also a 10 minute break between during with the students can snack on food brought in by various families, or purchase food sold b the Ladies’ Auxiliary.  The proceeds from this, of course, are for the Islamic Weekend School’s various expenses.

But what about the building?  The Islamic Center’s Executive Committee is currently trying to raise enough money to buy a former church facility.  The benefit of this would help the school tremendously.  Here too, community support would be greatly appreciated.

May 1998 Neighborhood Mosque School

by Norma Tarazi

Masjid Al Islam is located at 1677 Oak Street just south of the beautiful Franklin Park.  A converted commercial building set simply among the long line of row houses of old Columbus, its single story size makes it an inviting neighborhood attraction.  It has facilities for 4 classrooms of about 15 students each.  Actually however, it has been structured in the more traditional teaching style of the one room schoolhouse rather than age stratified classes.  Three teachers usually work as a team with small multi-age groups of students.

Masjid El Islam Children’s Program is currently on break.  The program for children normally runs for 2 hours every Saturday all year round.  There is no set curriculum.  After the basic knowledge of how to pray is covered, for any student who doesn’t yet know, the Islamic Studies program is individualized, geared to the child’s interests and needs.  A large collection of reading books and study texts is available to students.  Informal discussion and projects help children find meaning in lessons.  Classes are expected to resume in May.  For more information call, Sr. Vicki Bashir at ….

April 1998 ISGC – Weekend Islamic Education

by Norma Tarazi

Part 1 – Omar Ibn El Khattab School

Omar Ibn El Khattab School has been in existence for more than 8 years.  Originally, the Arab Sisters Halaqah organized Saturday classes in Arabic and Islamic Studies for their children, and advertised the classes for anyone else who wanted to enroll their children.  Classes were very loosely organized then.  No one came on time.  There were few rules and procedures.  Each volunteer teacher decided what she would teach and how.  There was no agreed-upon curriculum.  Children were kept busy learning Quran, but there was no sense of progress, of passing one level and proceeding to the next, as a child went from one year to the next.

What a difference has come over the school slowly.  Br. Mohammed Faour became principal about 6 years ago.  He has a long history of teaching in Lebanon and has also taught in and been principal of the Khaled Ibn Waleed School, sponsored by the Saudi government here in Columbus.  With new organization and the establishment of curriculum guidelines, the school has come a long way under his guidance.

Attendance grew until it reached about 120 children.  Part of the pressure for establishing Sunrise Academy was the realization that, as the mosque could no longer hold Friday prayer in its prayer area, so too the area used for classrooms was very overcrowded.  Classes are held mostly in the woman’s side of the mosque and the house next door.  In the house, the rooms can be decorated and set up for tables and chairs, but the sister’s area, prayer room, extra room, and meeting room, have to be cleared of classroom furniture after classes, to be used for other purposes during the rest of the week.  The restrooms were overwhelmed.  The small playground behind the house is frequently in need of cleanup and repair and the house is again in sad need of restoration. 

Then Sunrise opened in 1996 and by January 1997 the Quranic Program was opened to receive children for a weekend program of Islamic Studies and Arabic.  Attendance at Omar Ibn El Khattab feel off considerably as children were enrolled in the improved facilities at Sunrise.  But the mosque school continues and fulfills an important community need.

A visit to the school today shows the difference.  Classes start on time.  The staff of three teachers is there and well prepared.  There are only about 35 students now, in 3 classes, but watching them at break time as they run around and play and snack in the men’s prayer area, one is aware that the facilities hold aobut all that they can safely and comfortably.  About a quarter of the children are not Arab speaking and the classes are carried out in both English and Arabic.  The Ottowa Islamic School Arabic Textbook series is followed now in the classes, along with the Saudi Islamic Studies curriculum.  Children have workbooks and their progress is regularly monitored.

Currently there are about 17 kindergartners, ages 4 to 5, taught by Dr. Nawal Yacoub.  The mother of 6 children, Sr. Nawal has beeninvolved with the school for years, first as a parent, and ,for the last 3 years, as a teacher.  Br. Faour has been a big help to her, giving her guidance and suggestons about how to prepare lessons and control the large class.  She thinks 2 days a week of 3 hours each would help the students learn the program better, but she realizes that would be too much of a burden on parents.  School hours are currently from 10 until 2.  With a 20 minute break for snacks at 11:20 and a final break at the end of the program to gather all of the children for Dhur prayer before they leave, she has a time keeping the young children’s attention for the full program.  Four hours of study is a lot for these small children, who seemed happy and lively during the reporter’s visit.  A teen volunteer helps with the large class.

There are 19 in a class labeled 1^st grade by the teachers, but which actually has all children at the first grade Arabic level, although they might be in 4^th or 5^th grade in school.  Sr. Sahar is teaching this challenging class for the second year.  Though her major was business, she taught Islamic Studies back home in Egypt before coming to Columbus a year and a half ago.  Full of energy, she doesn’t find her diverse group any problem at all. 

There are 5 children in a class working at the 4^th grade level in Arabic.  Sr. Nihal El Skharkawy has been teaching the class for 2 years and they are making good progress.  She feels the school is growing some because more children have joined the lower classes since the start of the year.

Br. Faour is optimistic about the future of the Omar Mosque School.  Although he is recovering from heart surgery, he is enthusiastic about continuing to offer his expertise to the community in guiding and training teachers.  He would like to utilize the facilities at Sunrise, but he feels the 4 hour program offered at the mosque, at $50/quarter (Sunrise Quranic Program is $75/quarter for 7 hours) fills a real need in the community.  And there is strong sentiment to keep this program at the mosque, centrally located and convenient for many children.

Part 2 – Sunrise Quranic Program

Sunrise Quranic Program, a children’s Saturday school for Islamic and Arabic studies, was started via a grant donated to Sunrise Academy for this purpose in January 1997.  Since that time many changes have been made as the school has sought to balance between the needs and desires of parents and students, and the stipulations of the grantor.  Much talk has circulated about the program, with many misunderstandings in information.

Currently the school operates from 9:00 am to 4:00 pm on Saturdays, with a break for lunch and salah and a sports activity period.  Recently the schedule has been adjusted to include an informal halaqah format in one period, with separate groups for older boys and girls, to allow more support for young people trying to learn to practice their faith in a non-Muslim world.

The director, Sr. Asma Al Khuraisat, has many more ideas for program improvement, but getting all the staff and parents educated about rules and procedures has been the recent priority.  Sunrise Academy has written regulations that guide and protect the institution.  There is a slow regular process for changing rules to allow for appropriate consultation and reflection.  As new programs start, particularly one as ambitious as the Quranic Program, it takes time to set up and implement all of the necessary procedures to stabilize the basic program, before curriculum upgrades can be added.  The program is following a mixture of the Saudi curriculum and the Iqra International curriculum for Arabic and Islamic Studies.  Students range in age from 4 to 12 and are divided in classes from kindergarten through 5^th. About 75% of the 75 students in the school speak Arabic at home.  The 4h and 5^th grades contain only such students at the present time.  Iqra! Interviewed a number of mothers (and a few daughters) currently involved in the program about their experiences.

All of the mothers and daughters agreed that a major attraction of the program is its setting in a real school building with appropriate facilities, compared to the mosque setting at Omar El Khattab.  Most of them wished that the school started at 10 am instead of 9, to allow more sleeping in for the weekend experience.  And many, who had younger children in the program, spoke of the long day being somewhat tiring, but no one wanted to cut back to 4 hours, like the Omar Mosque program.  Everyone was pleased with the curriculum, discipline, and the teachers.  Most parents seemed to be very involved in following lessons with their children at home.

One mother tires to give her children 30 minutes of Arabic and Islamic studies every day at home to reinforce school lessons.  Her children love to be at the school to be with their friends.  They have friends at Omar Mosque, and, if that school were to move to the Sunrise facility (close to their home) and use it n Sundays, they would enroll in it as well, for the pleasure of using their time wisely with their friends.  They were at Omar Mosque but moved for the closer improved facilities.  The mother feels the programs are both good.  Though her youngest complains a bit about the long day away from home, she feels this is temporary and not very serious.

Most of the mothers had had experience at Omar Khattab School and several had stronger reasons than improved facilities and longer hours for switching to Sunrise.  They remembered the serious overcrowding and poor organization at Omar Mosque.  They remember older curriculum policies there that had errors or lack of serious content.  They had past communication difficulties with teachers there and had concerns about the level of teacher training.  Much of this impression is out of date (see part 1 above), because of changes allowed by the reduction in student load on facilities there and changes in curriculum.  Only one mother knew a child at Omar Mosque in a comparable class to her child, who was making slower progress.  Though she understood his to indicate a superior program at Sunrise, it could also indicate that her own child was a more interested student or that she took more effort than her friend in working with her child between classes.  Non-Arab mothers seemed to have more past communication problems and had more ideas to suggest to Sunrise staff for program innovations and curriculum suggestions, which they said they were sharing with the administration at parent-school board meetings and parent-teacher discussions.

One mother was particularly eloquent in expressing her desire to support the school to become a leader in Arabic and Islamic education as long as it is flexible and positive in its attitude toward receiving a diversity of children.  She felt that all should be really grateful for the gift that the school is to the community.  “No one will help us but ourselves.”  Her son resists somewhat going to class, because sports programs are missed on Saturdays, but he is making good progress.  She has a vision of growing possibilities and opportunities to realize them by working with the administration.

Part 3 – Future Part-Time Schooling.

Just by viewing only the number of children who come to Eid prayers, perhaps 1,000 children of all ages on a week day, we know that only a handful are being served by the two ISGC programs.  There is a large school at the Islamic Center on Broad Street, with around a hundred students and about ninety children are educated in a Somali school.  Many children receive Islamic education at home.  And of course there is the full-time Islamic school program at Sunrise Academy.  But the community must realize that the majority of Muslim children are not being reached by education programs. 

Currently the ISGC has a project to remodel the house near the mosque into upstairs offices and a meeting room on the ground floor.  The organizers of the new CAIR chapter have requested office space there.  This will impact on the facilities use for the Omar Ibn Khattab School. 

Weekend programs always have some classes with few children (the older higher classes) and some which are overwhelmed.  It is hard to visualize Omar Mosque School with more than 60 students at the mosque location, using all of the rooms.  Sunrise Academy has 5 classrooms.  Theoretically each can hold 20 students and a few can fit into the library.  At present, therefore, Sunrise is about full on Saturday also.  There are plans to add a 2 story classroom wing to Sunrise, and a multipurpose room (GYM/cafeteria) but financial resources must be obtained for this project.  Technically, a duplicate program could be run on Sunday at each facility.  Any expansion would require more teachers, and teacher education is an essential aspect of any future.  It would also require more resources and administration.  Flexibility in scheduling and in program design is necessary to meet the diverse needs of a very diverse community of students.

May Allah guide our community in the expansion of our educational system.

March 1998 Community Education Program

by Sohail Khan

After providing for our community’s basic needs for faith practice, (establishing salah), education and social services are the second two priorities for community leaders.  Sunrise Academy was established to help fulfill the educational needs of the community.  First priority has been for the children, of course, and the full-time and part-time programs are growing.  But the building is available evenings and on Sunday, still, and the community has so many more needs for education, so program planning is underway to create the best full usage of the facilities, maximizing community benefit while helping to cover the costs of upkeep and maintenance of the property.

Currently Sunrise is offering the following classes and programs;

Spring 1998 offerings

• Arabic 101 Fee: $125
• Elementary Standard Arabic I for beginners.  10-week course – 3 hours/week.
• Arabic 102 Fee $125
• Elementary Standard Arabic II.  10-week course – 3 hours/week.
• Conversational English Fee $50
• 10-week curse – 1 1/2 hours/week. For learning English as a second language, covers a variety of conversational topics.
• Karate for Children Fee $75
• 10-week curse – 1 1/2 hours/week. Saturday afternoons.  Open for both boys and girls.
• Basic Computer Literacy Fees: free
• 2 hour introductory course on Windows 95 and Microsoft Word 97.  Several sessions Sunday, March 1, 1998.
• Microsoft Word & Excel 97 Fee: $100
• 10-week course – 2 hr/wk.

Classes start the first week in March ’98.  Last day to register was February 27 but the karate class is always open for new students.  Call Sunrise Academy for more information.

Several other activates and courses are under study, but community input is desired to ensure that the maximum benefit criteria is respected.  Should the Arabic program be expanded?  A suggestion has been made to offer French or English as a second language.  Do we have resources for these classes?  Do we have qualified teaches?  Is there enough interest to support an evening computer course for adults?  Many in our community have difficulties with the accounting and tax preparation necessary in American life.  Would they like a course in home money management and tax preparation?

We need more people who can speak about Islam in public, or even possibly prepare to give khutbahs.  Do we have someone who can teach public speaking?  Do we have the time, money, and enthusiasm to support Islamic camps and retreats?  Do we have the manpower to organize and plan these activities?  What Islamic topics should be covered on them?  Do we need more lectures, study groups, or workshops on Islamic themes?  Who would like to organize them?  Should the karate program be expanded?  Some soccer activities were started.  Should they be expanded?  Would many women show up for an aerobics class for women?  First Aid, CPR, and nutrition are generally needed courses.  Should we offer them or let other non-Muslim community agencies provide this education for our people?

You input is needed.  We want to identify resources.  Let us know if you are a professional in your field and are available to offer your expertise to the community.  Please contact Adam Muhammad at Sunrise Academy, Khaled Shammout at …. Or Sohail Khan at ….

Open for Jummah Prayers – Sunrise Academy – Every Friday from 1:30 to 2:00

Since the students of Sunrise cannot be taken to jummah, jummah is being brought to them.  The school board has instituted jummah prayers in the multi-purpose room at Sunrise.  The khutbah is designed for both adults and young.  Wudu facilities are available.  All Muslims are welcome to participate.

Jan 1998 Our Children – Our Future

by Norma Tarazi

The Second Annual Development Dinner for Sunrise Academy which took place at the Adam’s Mark Hotel in downtown Columbus on December 13^th, exceed everyone’s expectations.  The program was very well planned and well carried out.  The large group of students waiting to preform entered and exited on cue and impressed everyone with their multiple on-stage performances.  When the combined elementary school students launched into the song “Tala’el badru Alaina” the impact of what the community has started was overwhelming.

All of the students and programs of Sunrise were represented, including a great rendition of 3 songs by the youngest, the pre-school students. Older students from the Quranic program showed remarkable polish in their Quranic recitation and songs.  The Boy Scouts presented a skit and the Girl Scouts presented some science experiments.  Even the newly formed karate program performed quick tumbling on stage in costume to support their program. 

The audience must have been impressed.  The organizers hoped to raise about $40,000 for the planned school budget, but the guests gave them more.  About $60,000 was donated or pledged before the evening was through. 

May Allah reward all who aided with this effort,  Dr. Hazem Gheith, Br. Khaled Shamoot, and Br. Fathi Dewaik, who did all the detailed organization of the dinner and the program, all the teachers and staff of Sunrise who gave extra volunteer hours of work preparing the children and the displays, our guest speaker, Br. Shukri Abu Bakr who handled the fund raising so well, the Executive Committee for their sponsorship and hard supporting work, and most of all, those who came and contributed and believe in this project.

This dinner showed again the generosity of our community, and its ability to donate and support programs that are meaningful to them, to make real sacrifices for Allah (SWT) and the children who are the future of Islam in this country.