__________ _ __________ _

Application

Receipt by TEA: _______ Date ofCommittee Review: ________ Date ofSBOE Review: __________

__ Approved Not Approved Beginning Date of Operation:

Application for Approval of an

Open-EnroUment Charter

Instructions: Submit four copies ofcompleted application with the proposed charter and assurances signed by the Chief Operating Officer ofthe School and the evidence ofJX1.renticommunity support 10 the Texas Education Agency. Document Control Center, 1701 North Congress Ave., Austin, Texas 78701. For assistance, con/act the Office of Charter Schools at (512) 463-9575.

Chief Operating Officer

of Proposed Charter: CHRISTINE KALLSTROM,PH.D. Title: ___S_C_H_oo_L_S_E_R_V_I_C_E_S_D_I_RE_C'_fO_R_

MID=CITIES LEARNING CENTER, INC. Name o[Sponsoring Entity: ________________________________

The applicant is an "eligible entity" under the following category (check one): __ an institution of higher education (TEC 61.003); V a tax-exempt .organization [ 501(c)(3)];

a private/independent institution of higher education (TEC 61.003); a governmental entity. ___ __

Sponsor Address: 12500 SO. PIPELINE

City: FT, WORTH

Zip: 76040

Phone Number: 817 283 1771

FAX: SAME

TREETOPS SCHOOL INTERNATIONAL (dba)Name o[Proposed Charter: __-'-_____________________________

12500 S. Pipeline Ft. WorthCharter Site Address: __________________ City: ____________

76040 817-283-1771 sameZip: _____ Phone Number: FAX: _____________

Grade PK-XI I Expected Initi~o Projected Max. 240

Levels: ______ Enrollment: Enrollment: _____-,-________

1J?~ The charter will primarily serve an area that is geographically: __ urban ~ suburMn __ rural

In succinct "terms ~describe the proposed school includiog grade levels offered. student populations served. educational focus and any btJt'er essential characteristics. For example, 'The Seventh Avenue Charter School is designed to recover students who have dropped out of high school and prepare them through vocational training to be productive contributor"

10 society." TREETOPS SCHOOL INTERNATIONAL has a twenty-five year history Qt QQab11~ nQrmal, gift&d, and bandicapped childreD nen cljmb to the heigbrs that ilrQ tbeir Qkm • through individualized diagnosis intpryention,pre'lention aad./oX" remp ..." at' on 20 tbat each chi J d j 5 a competent. car; ng contrj~~;'..!} ngi::: citizen of the world. . ...

l~~i;".ate the .approximate pe~centag~ of each ~tudent popul.ation in as manr ca~~§~rie_~.. ~~ ~.r~~~lica~:~::.

- -

CONTENTS

i Application for Approval of Open-Enrollment Charter

ii Table of Contents

iii Support Documents iiia - Petition iiib - University Letters of Support

iiib.l -Texas Christian University iiib.2 -Texas Woman's University iiib.3 -Southwest Texas State University

iiic - Parent/Administrator Letters of Support iiic.4 -University of Dallas iiic.5 -Applied Learning Academy-FWISD iiic.6 -Holy Trinity Catholic School

iiid - Community and Business Letters of Support iiid.7 -Ron Wright,Tarrant Historical Commission iiid.8 -Charles E.Seay iiid.9 -Aerological Research Systems, Inc. iiid.lO -The Meadows Foundation iiid.ll -The City of Euless

p.l I) VISION AND GOALS p.2 Resume of Community Projects and Services p.3 School Improvement Plan - Sacs- 1996 p.4 Goal Statements and Timelines p.5 Goal Statements and Timelines p.6 The Future -As projected in 1978 p.7 The Future -As projected in 1998

p.8 2) GOVERNANCE - BOARD OF DIRECTORS p.9 Advisory Council - The Parent-Professional Co-op p .10 Administrators and Faculty - Student Responsibilitiesp.ll Documents

lla - IRS 501(c)3 lIb - dba Form for Treetops School llc-t 990 Federal Tax Form

p.12 3)EDUCATIONAL PROGRAM 12b - Connections Across the Curriculum 12c - Environmental Studies ,Attendance , Population,

Extracurricular Activities

p.13 4)ACCOUNTABILITY IJ}-ra - Student Performance and Taas; /3 ;}lb - Additional Accountability - Timelines

p.14 5)IMPACT LETTER to School Districts

fl{1?.. 110

CONTENTS - (Continued)

p.1S 6) 7)

GEOGRAPHICAL AREA ENROLLMENT CRITERIA

P.16 8) QUALIFICATIONS OF PROFESSIONAL STAFF AND TEACHING PHILOSOPHY 16 a - Qualificiation of Professional Staff 16 b-e Teaching Philosophy

P.17 9) FINANCES, BUDGETING, AUDITS , PEIMS, FACILITIES, FOOD SERVICE, TRANSPORT 17a-c Annual Budget, Template , Annual Audit, Peims l7d-f Facilities, Corporate Resolution on Use 17g Transportation Provisions; Food Service

p.18 ASSURANCES

/~

In order to conceal student

identifiable information, per

FERPA (Family Educational

Rights and Privacy Act), --I- pages have been withheld. A sample

. page of the withheld documents follows this notice.

For more information or to request

a copy of these pages, please

contact:

Texas Education Agency.

Division of Charter Schools

1701 N Congress Ave.

Austin, TX 78701

512-463-9575 phone

512-463-9732 fax

CHARTER SCHOOL PETITION

We do hereby petition for the State Board of Education to approve this charter for the Mid-Cities Learning Center/Treetops School International to convert to an approved open-enroll ment charter school, to be called Treetops School International.

((/,a,(

SCHOOL OF EDUCATION

4 Decem bel' 1997

am become a charter private schools the opportunity private schools in this are:1. TreeIOps is uniq ue among the non-special population schools. Its philosophy and methods of teaching and learning simply do not exist in any other k-12 school in the metroplex. It is a treasure because it offers a completely distinctive, alternative education, firmly grounded on educational principles and tested by 25 years of operation. In most respects, private eciucation in this area tends to be either sectarian or an intensified version of traditional educational processes .. : The best among the private, secular schools do what virtually all public schools do, but with a more limited and homogeneous population and more focus academically. In that respect, Treetops is different; it approaches education much mort from :I non-classroom and non-subject bound orientation. It provides comprehensive and successful academic preparation, but not limited to the usual classroom instructional modes.

Re: Treetops School International From: ~r.

writing to endorse the application of Treetops School to school. 1 am a liaison from TCU to a consortium of

in the Fon Worth and mid-cities area. As such, I've had to visit and learn about Treetops and most of the other

Education, TCU Professor of Sacken,Mike

I guess that's the true v:ilue of Treetops me: it's sili generis in this community, and offers ,1t1 effective alternative for some families and children, one otherwise unavailable. It has developed a distinctive niche in the educational market. Moreover, unlike many of Texas' charter schools thus far, it is not a new venture. It has a track record, including fiscal soundness, and is not, therefore, as risky a venture as a start-up school. If it becomes a charter school, it will be available to more families and its service will be more generally available. It seems to me to epitomize this new experiment - :1 school with a distinctive orientation ancl identity, and a def'inite market/alternative for students, but cai-rying a proven record_ It seems tll" best of the possibilities for the Statt: in this new era of blurred public/private lillts.

II/h. I

///,b /Texas Christian University • TCU Box 297900 • Fort Worth, Texas 76129

TEXAS WOMAN'S

UNIVERSITY

DENTON/DALLAS/HOUSTON

DEPARTMENT OF EDUC.'TlONAL LEADERSHIP Collt.',I;t2 of Education and Hum,m Ecology December 4, 1997 P. O. Bl)X 425769 DentLln. TX i6204-5769 Phone: '1-W/898-2141 Fcl'\: Y-Hl i $98-2224

Dr. Christine Kallstrom, Director

Treetops School International

D/FW Box 610734

D/FW Airport, TX 75261

Dear Dr. Kallstrom:

I am excited about the prospect of your applying to the state for a charter. As you know, I have been enthusiastic about the educational opportunities your school has offered to children and youth ever since we became acquainted and I had my first opportunity to visit. Since then, of course, we have collaborated in planning experiences for my graduate classes and conducting staff development for your staff.

Your innovative, non-graded, experientially-based program has offered quality educational experiences for children and young people with a wide range of abilities, backgrounds, and needs. Charter status would provide Treetops broader exposure as a model of quality educational planning, organization, and delivery.

I certainly endorse your application and am ready to help in any way I can. My colleagues in the department join me in support of your proposal.

rely, _; /

0~'-,40-w.k':;~;r CStone ,"Ed:]J.

//lb2 A Comprehensive Public Univr:rsify Primarily for Wornell

Department of Curriculum & Instruction SWT

December 1, 1997

Dr. Chris Kallstrom

Treetops School International

12500 South Pipeline

D/FW Box 610734

Dallas/Fort Worth Airport, Texas 75261

To whom it may concern, It is a pleasure to write a letter supporting the application of Treetops School

International to become an autonomous charter school. I have known the program director since the early seventies and have known of the school since it started, I have also had an opportunity to visit the school, the faculty, and students.

This is a very positive learning environment. It is the type of educational facility where a parent would want a child to study, explore, and learn. There is support for the total child. All important aspects of development are addressed--the creative, social, emotional, physical, and intellectual. The curriculum is comprehensi ve yet developmentally appropriate.

I have worked with the public schools since 1969. In my job. I have experience in judging the strengths and weaknesses of programs. This school is outstanding and shoulJ function well as an autonomous charter school.

" ~~Gh-,Dr. Kat lee E. Fi te ... Professor 0 Education

5121245-3103

Southwest Texas State University 601 University Drive San Marcos, Texas 78666-4616

512-245-2157 SWT is a member of [he Texas State Univcrsi!y System.

December 6,1997

To Whom It May Concern

Please accept this letter as an endorsement of the application of Treetops School International as a charter school.

As a professional educator and as a , I can say that

They offer a place where creativity and academics are developed in a humane way. The emotions are nurtured by the environment.

One personal anecdote may be in order here. My and I discovered Treetops when we needed an alternative education for was not thriving in the public school was attending. had a severe learning problem which I did not think would improve at that place. Treetops offered the setting which allowed to grow in areas of strength and shored up areas of academic weakness. learning style was very different from classmates.

was at Treetops for six years. had similar problems but less critical. Some would say had a "normal" learning style. attended for seven years.

was in the preschool program for four years. would be conSidered "gifted" by some. received a BFA degree and is a very successful photojournalist. is in the last year of a Master of Fine Arts at Carnegie Mellon University. is a National Merit Scholar attending Rice University. have grown up to be healthy in every sense of the word and I believe Treetops made a most significant contribution. In our personal experience, Treetops did help "to climb to the heights that are their own."

I have been a college professor for thirty years at the University of Dallas. I am a mathematician. I have developed new courses and have used very different teaching methods over the years.·.l have sought to make a difference in education. My conscience does not allow me to do otherwise. I see Treetops as wanting to make a difference. I see that we are soldiers on the same side Of the war. Of all the schools I have been associated with and have known, Treetops is in the top echelon of those schools who are both irmovative and effective.

Please give Treetops School International your most careful consideration. It has a good vision and a good track record worthy of your time and effort. Their primary deficiency is lack of money. The charter school status which you can award Treetops would enable them "to climb to the heights that are their own ...

Sincerely,

ii/C. 'I

"

APPLIED LEARNING ACADEMY Kay Shambaugh, Teacher-Director

3201 South Hills

Fort Worth, Texas 76109

817-922-6805

December 3, 1997

Dear Sir or Madam:

Thirteen years ago, I was dangling at the end of my rope with a teenager who hated school. school counselor reported that was an extremely bright and socially adept youngster. test scores were great. Still, when teacher after teacher assigned endless chapters in the textbook with the same routine, busy-work questions at the end, came to loath going to class. Every morning was a battle, and comments about the depressing state of school worried me to the point of finding a counselor. The psychologist suggested that I talk to Dr. Kallstrom at Treetops School.

On visiting day at Treetops, decided that this was the school for The full one-hour drive to and from school in awful traffic never discouraged us, and the tuition (amazingly economical) was worth every penny. received a rigorous academic background that helped score 1200 on

first SAT attempt, but more importantly, gained confidence in Even now, when asked about experiences that made a difference in life,

mentions time at Treetops and the strong relationships developed there. Some of the best relationships were with younger children that mentored.

Five years ago, two colleagues and I established a middle school which was partially based on tenets I learned working with Chris Kallstrom. She taught me invaluable lessons in organizing a school for the convenience and needs of students, holding focus to important issues, and assisting individual students in finding their unique gifts. It was Chris who taught me that you salvage one child at a time, that experiences in environmental / outdoor education can meet academic needs as well as helping kids grow into responsible community members, and that a caring, community environment is essential to every school. She taught me all this and more, amazingly enough, without one single lecture or textbook. I learned through modeling myself after her.

It is impossible to reflect the more-than-a-million positive aspects of the However, if I can be of further assistance in

International.

tHO

Treetops program in a letter. the charter process, I stand ever at the service of Treetops School

Don't hesitate to call on me.

/I! {",5

CATHOLIC SCHOOL

1'\' .:) .' ',\ L~J\,)~~ ~,.' ., " l) le\\' . -\irporl" IX 75~61

!lc:lI Chris

l am writing to oller a fe\\" words of support for Treetops' apf)iii..'~ltioIlIO b~ a Sl~llc :Ippro"ed chaner sehouL 0\\;,- the pas, 10 ye:lrs [ hale bel Ilum c;~pununiti"s t,' ~'.'-.',l;lk r:1l111kl!" \\ ilL :11..: :,('11001. rir~t as a colleague of:-,)urs III rhe lc',\~lS [nd~p(,:hjc: ,--';,:::,~,)is COlls~)niLllll, llc,\t ;!:)

: 11:l':-'[ rt:c;2ntl:' :lS :1 P~l!·t ur' tlit: Sl)urh

December 3, 1997

TO WHOM IT MAY CONCERN:

It is a great pleasure to endorse Treetops School International's efforts to become a charter school. Treetops is well-established and has earned an excellent reputation in North Texas, evidenced by the number ofNational Merit Scholar competitors who have graduated from the school.

As a member of the Tarrant County Historical Commission, it has been my good fortune to have worked with the school on projects related to state history. The level of interest in and appreciation for our past that the school instills in its students is an achievement that members of the commission would like to see in every school in Texas. More than the study of places and dates, history comes alive at Treetops through the actual research, reports and re-enactment of historical events that led to the settlement of the Texas frontier.

In particular, the school has been instrumental in the continued preservation of the site ofBird's Fort -- quite literally the birthplace of the Metroplex. The fort was the first Anglo settlement in Tarrant County and the site ofan important treaty between several Indian tribes and the Republic ofTexas which opened North Texas to settlement. Students have studied and researched the site's history, produced a video documentary, and enhanced public awareness of the site through letters to the editor in local newspapers and other public efforts. Two years ago when a vehicle struck and almost destroyed a state historical marker describing the fort, it was the students at Treetops who raised money to have the marker repaired and reset.

This involvement in historical research and active preservation efforts are indicative of the handson approach to learning that has made Treetops a great school. From the natural, environmentfiiendly setting ofthe campus to the high-tech learning tools inside its buildings, the school is making a positive difference in children's lives by malcing learning a positive experience.

,~

I strongly urge you to approve this application for a charter school without delay.

Sincerely yours,

~~U Ron Wright (H)

(W)800-779-4661

4¥9 FIELDGATE COURT -- ARLINGTON, TEXAS 76016

//l,dJ

CHARLES E. SEAY 300 CRESCENT COURT

SUITE 1370

DALLAS,TEXAS 75201 214- 855-7955

INVESTMENT SECURITIES CHARTERED LIFE UNDERWRITER

December 8, 1997

Ms. Chris Kallstrom, Ph.D, Director Treetops School International P. O. Box 610734 D/FW station Dallas, Texas 75261

Dear Ms. Kallstrom:

It is my understanding that your school is applying to the state of Texas to be an autonomous charter school. I wanted to write this letter of endorsement so that you could send it in with your application.

I have known you and your school for over 25 years. You have done wonderful work with dyslexic youngsters which my wife and I have a great interest in. Also, I am proud of the way you teach the children to be great citizens of this wonderful country through the flag ceremonies and other programs.

It.~as been Mrs. Seay's and my privilege to have erected a beau~iful American flag on your grounds, and we have attended a number of ceremonies at the flag raising there at your school.

The State of Texas could not pick out a better school for an autonomous charter school than yours.

Mrs. Seay joins me in best wishes for a Merry Christmas and Happy New Year.

C13Charles E. Seay •CES/pt

II! /, f1

AEROLOGICAL RESEARCH SYSTEMS, INC.

5207 McKinney A venue, Suite 12

Dallas, Texas 75205

(214) 526-1288

FAX (214) 526-1289

P,W. (pete) Gifford

QUUrUWI of tb.Il Board S

THE MEADOWS FOUNDATION

WILSON HISTORIC OISTRICT

3003 SWISS AVENUE

DALLAS, TEXAS 75204-6090

VICE PRESIOENT

December 15, 1997

(214) 626-9431

FAX ;214) 82":::'-3198 TOLL FR::E 1-800-B2E·S43'

Treetops School International D/FW Box 610734 D/FW Airport, TX 75261

To Whom It May Concern:

Christine Kallstrom, Director of the Mid-Cities Learning Centerrrreetops School International, has informed me that the school is applying to the State of Texas to become an autonomous charter schoo!.

Treetops School International has participated in The Meadows Foundation Awards for Charitable School Projects 5 times during the past 9 years and received a special recognition award in 1995. Through this program, the Foundation challenges high school and middle school students to engage in community service programs and provides cash awards to schools that complete philanthropic projects planned and executed by the students.

Though we haven't worked with the school in the area of academics, during the course of the school's participation in the School Projects program, the teachers at Treetops School IntematiQ.nal have demonstrated a commitment to their students, and a strong desire to nurture them in areas of personal development.

The Meadows Foundation wishes the school continued success in the education of its students.

Sincerely,

~ Eloise Meadows Rouse

r. r ".U .J

//1 d.IO

Mary Lib Saleft MAYOR

December 17, 1997

Dr. Christine Kallstrom Treetops School International DFW Box 610734 DFW Airport, TX 75261

Dear Dr. Kallstrom:

We are in receipt of your letter regarding your application to the state to be an autonomous charter school.

Having visited your school several times in the past and recognizing the outstanding educational values provided students at the school, I wholeheartedly endorse your application.

The future of all communities depends entirely on the education of our youth. In turn that education depends on the very best trained teachers and those teachers deserve good salaries and benefits.

Many families cannot afford the tuition Treetops require, but our future would be better served if students could attend quality schools like yours.

My hope is that your school will be an autonomous charter school very soon.

With all good wishes,

LfJL~~ Mary Lib Saleh Mayor

Orr. _ vMLS/adr

20 I N. Ector Drive, Euless, Te:\as 76039-3595

817/685-1434' Metro 817/267-4403' FAX 68\-1416 ;iU/;

1) VISION AND COAlS

Mission: -To enable normal, gifted, and handicapped children to climb to the heights that are their own W has been the mission of Treetops School International, the dba of the Mid-Cities Learning Center, Inc. ,since its founding in 1972 as a state-chartered non-profit parent-profeSSional organization for the recognition, intervention, prevention and/or remediation of learning disabilities in normal, gifted, and handicapped children so that each child will be a competent learner.

Attached is a list of programs, services, parent and teacher training, research and curriculum developed at the center and in collaboration with universities. and agencies to accomplish the miSSion for the center's children and other children of the larger community.

The mission was reconfirmed by all stakeholders at the school's most recent SACS accreditation visit in the Fall of 1996. Specific ways to accomplish the mission were delineated and put into practice. Particular emphasis was placed upon Mastery of Basic Skills and Concepts and Accountability at all levels, Montessori PK through Grade XII. These measures are currently underway, according to the attached timeline.

These ongoing goals also include: 1) To demonstrate and to document effective early

intervention strategies so as to m~n~m~ze school failure and the need for special services later.

2) To demonstrate and to document the most effective interweaving of technology and of experiential education toward individual excellence in learning

3) To continue collaborating with the communities-atlarge in seeking cost effective solutions to problems keeping today's children from excelling.

4) To restore the concept of a community of learners so that the value of being thinking, caring, and responsible citizens will be apparent to and practiced by all participants in Treetops.

Acceptance as an Open-Enrollment Charter School would also accomplish other goals of the 1996 Accreditation:

l)Families unable to pay tuition would be able to attend Treetops without depleting school resources, (Scholarships are $80,000 this year).

2)Teacher salaries and Teacher Retirement benefits would be enhanced.

....~ I: .1. (

25 Years ofEnabllngNormal, Gifted and Dyslexic Persons "TO CLIMB TO THEHEIGHTS THAT ARE THEIR OWN'

The MID·CITIES LEARNING CENTER, INC. , D/FW BOX 610734

DALLAS/FT.wORTH STATION, 75261

A Brief Resume of Community Projecls and Program.,

Sponsored by Ih. Cerner from J969 II> J994

Chrislin. Kallslrom, Ph.D., Direclor

1968·1969. An Adaptive PhYllc.1 Education Program for Children wfth L~arnlng DlubJlltJu conducted lit Booke,T. WUhington School in Arlington, Texas In cooperation with Texas Women's University, demonstrating the (aiG of P.E. In remediating sensory.motor IJnd languageciisorders;

1969-1994. Tho Yellow Brick ROld Scr.enlng Te.stw8.sstandardized on groups in Ft Worth lind Grand PreIrie, with hundrfK/s of pre/chaol children receiving motor, visual. auditorY and language assessments annually so that weaknes.s8.smay be strengthenedprior to academics;

196s.-1970. The Hogg Foundation SouncJ.Otf Sualons conducted for young teens at facilltie. provided at the American Airlines Learning Center; Center Director i5 a wltnen at Federal Hearings on Education 01 the Gifted;

1970-1971 • Where Are You Going, UttIe One?, ArtsAllv8, and other training workshops conducted by the Center to introduce alternative ways to work with c~ildr.n with learning differences· whether lagging or gifted;

1971-1972. Treetop. Schoollntern.Uonal A modeJol an ungraded, individuaJlypaced school is begun to demomtrate that opUmaJ succus ;n Jearn{ng depe.nds _on the recognltio.n of and ptOvlalon for Individual differences,' Hogg Fou,.(QUon Funds rec~vtld lor a .ensory-motor playground; ContractJng~4rVlc.s are begun for 23 ltudents from area lSD's;

1972 • Texu Education Agency'Accreditation first received; Envlronment.1 Educ.atlon Aw.rd Received; Environmental projects receive support from Dr. Gaolfery Stanford at Greenhilla, the Soil Conservation Service and others; Community Clean-Up projects begun;

1973·1974 • Chlldron 01 the World Travel Pro/ectBegunas the /irstol many center educationaJttav.l exchangeato teach children more about the world; The /irst Joumey was to YOlk, England with twenty youngsters,'

1974--1875 • Mother, MontMaol1 and Me, Proud Pllentl Int.nt Program. and other PfIlent Education ,erv/cN'" offered with such speakars as Dr. Ed Frler;on, Dr. ·Surton White, Dr. Jon Bahner and others; The Center haS" Visiting group. lrom International Councillor Exceptional ChlJarefl, the AU,ocluon lor the Gifted: .nd area 8chool" agencies and universitieli: Consultant lervice, provided for the Independent School Association; the Texa. Association lor the education 0/ Young phildren. the rNU "'rum on Cr"tivlty; University courses taught at EQtem Kentucky~MlddJ. rennesse., and NTSU;

1975-1976 • Twenty Acre Site Purchased on Pipeline Road The Center adds its first Children's Theater; Great Books Classes; environmenla/Studies with 02 min-museum and WandefWeg Trails, and TeacherPracticum training; Community in-the-home classes begun lor Mother/Child groups in Grand Preirie, Arlington, North Richland Hills, and HES;

1976-1977 • New Site ReacHed by UTA Buslnen Fraternity The Center expanda teacher treining including Montes~ori, Chi·San-Bop, CuisinaireRod!l, LabanMovement, Orff-Kodaly, Gattegna Works-In-Color, Remedial Reading and the role of Phanics/Languageexperience, and other !luategiG" which provide for differences In Inlellect and learning styles;

1977.1978 • Tho Middle School Progr~m Begun A retreat with Kettering Foundation leader Jon Bahner supports the extension to Middle Schools, with curriculum based on The Phi Oolt~ Kappa Walkabout Mods/, The Montessori Erdklndef, The Kettering Interg/abal Studios, and The Foundation tor Economic Education; Lollipop • Lots 01 Uvlng & LovIng In th. Po/ontlals 01 P.rsons i. begun 10 encourage family commitment to IitneS3, good nutrition, and healthylile sty/ea; This project was Initiated alter the Director's husband had a heart attack.

1978..1979. Mod/ov.1 FNti"a' tr_didon begun and Norman Bates, tho world's Champion Town Crier, comes from England to start Q.ur Festival tradition, encouraging the imagination 01 the children 'to rQsearch, impl.ment, and learn about the past; The Teras Comm/sa/on 01 the Arls brings a film artist, Tina Brawner, does .til residency with our students and they win honors in state media compemlon;

1979·198.0. Falry/./e FestIval is hold, Analytlc.1 ThInkIng taught by Ron Reed from Texll,J Wea/eyan;lnternaUonaJ Bacca/aufeat. reviewed for possible high schoo/use; Johns Hopkins Computer-In-EducatIon Project started;

1981·1982 • Varloty Club Hoslol buIlt and vans provided, LTV Mlnlgem;"t Club ImplOvts ttl. grounds, FntIv." ongoing w(th International guests attending, Accredlt.tlon Renewed for 5 years and gradea extended,'

1982.1983 • MIddle School BuildIng de.lgned and buill by Jackie Phelps and paId lor through gilts to the Centor; Sirei'. Fort Documentary is prepared bystudentsand presented.tpublic hearing. of Commit/sioner'aCoult. Corp 01 Englnesl'$,to urgepr.servatJonof the oldest AnGlo site In North Texas;

1983-1984. Fostlv.1 01 Tex.. Tr.dllIon.l. hold World Mont...orl Institute Workshop. or. haldon campua, Sumni';Childron'. Th~t.r presan,'" a trilogy 01 plays byJ.rry SroWn, Chiidron R.I•• Funca for ' York Minster 'slter flre, P.to Tox.n. ·CoIlectlon I. donatocl to the' Cente;,

1984-1985 • First High School Glldu.tlon hald on Campus with speakers George Schepps, Pete Gifford. Dr. Joe MltchelJ IJnd JIm Kallstrom. The sIx grlJduatss heve Gamed 5 to 12 college hours each prior to graduatfon and National Merit Scholarships to ana, Charleton Heston Scholarship to another;

1985-1986 • M~thematl~ Pentathlon Introduced to Texes at is

Workshop funded by the Pates; Southern A.soc/.tlon of Col/eges &

School Selt·Study is begun, Voya-g. of Mimi Cu"/culum with

compvter f1.nd yideo /3 purchased;

1986-1987. AmerIcan Youth HORa/ N.UonIlICommltt•• visits. New

GymnolllsJum Is built, Students from Eng/aTt,d spend spring !amUlerst

Treetops, SuzukI Flute Pro~am Is begun;

1987-1988 • Nippon EdueaUon for the V.ar 2001 visits our campus BS one of three fn the country, Erlck30n Corp. Swedish students visIt, Sports League parocfptltion beings with Selwyn, Preston Hollow, Winston, Shelton and Highland Schools;

• 1988-1989 • World Goography Club Is bogun on S.turdays lor tha community, Studen'" pa!1iclpate In NaUonoi GeogllphyS._ and on. go•• to the smt.llnol•• N.tatorlum Le..on. bagun with old.r stud_n'" instructingyoungerones, Jams. Herriott Futlval" held based on the study 01 his book. In Gr ••t Sooks and followed up with a trip to Yorkshire to presenta $1,000.00 for Lockorb/a,Educotlonoi Traval also includa. Geography.>p.,.tIi./aln U", CM! War Collactlon I. donated by tho PatH, .. Phi 0""- Kappa and other prole ••/onal groupo tour tho campua Q" multJple/ntelllgMceslllte, Envlronm.ntal edUcation for atuden,. and teaeh.,. .1. DnQOlng. St." membe:r. apeak at Intern.Uon.IChlld'.PlayConl.aronc8, ForestEnvlronmonta/studle. pre/ect I. paid off;

1994-1995 • We'll be celebrating our 25th year se",ing Dallas and Tarrant County Children and beyond by proposing a CHILDREN'S ARTS .THEATER!!

018

http:MulUpl.IQhttp:1,000.00

".

BOARD APPROVAL AND SCHOOL IMPROVEMENT PLAN

JUNE, 1996

Timeline:

IMMEDIATE ACTIONS: WE ARE ADDING A COUNSaOR-TEACHER WHOSE ROLE IS TO MONITOR THAT THE NEEDS OF BOTH THE YOUNGSTER WHO NEEDS REMEDIATION AND THE YOUNGSTER WHO NEEDS CHAllENGE ARE MET.

IN-PROCESS ACTIONS:THE ENTIRE SCHOOL STAFF IS ITEMIZING AND

SEQUENCING TASKS SO THAT MASTERY IN THEIR CURRICULAR AREAS CAN BE ASSESSED, MASTERED, AND MAINTAINED. PROJECTS ARE BEING INTRODUCED TO THE MIDDLE SCHOOL STUDENTS. PORTFOLIOS WILL BE USED AT LOWER SCHOOL, ELEMENTARY, AND MIDDLE SCHOOL LEVaS, USING SUGGESTIONS AND RESOURCES FROM THE MIDDLE SCHOOL ASSOCIATION.

IN PROCESS ACTIONS:THE MISSION DEVaOPMENT MEETING, OPEN SCHOOL MEETINGS, NEWSLETTERS, CLUB SPONSORSHIPS, AND PERSONAL COMMUNICATIONS ARE WORKING TO INVOLVE THE MEMBERS OF THE COOPERATIVE INTO A REALIZATION OF A DEEPER INVOLVEMENT IN THE COMMUNITY OF LEARNERS OF WHICH THEY-AND THEIR CHILD-ARE INVOLVED. IT Will BE THIS SPIRIT AND INVOLVEMENT THAT CHARACTERIZES THE SCHOOL'S PREPARATION FOR THI;: FUTURE.

ON-GOING PRIORITIES: THE BOARD OF DIRECTORS WILL CONTINUE TO

IMPLEMENT THE FUTURE PLANNING PROCEDURES OF

THE SCHOOL. THIS INCLUDES EXPANDING THEIR JOB

CRITERIA AND IN REORGANIZING THE LEADERSHIP TO

INCLUDE: A PARENT SERVICES DIRECTOR

A BUSINESS SERVICES DIRECTOR

A SCHOOL DIRECTOR

Including Coordinators for each Cluster

THESE TASKS SHOULD BE COMPLETED BY THE BEGINNING OF THE 1997 SCHOOL YEAR.

Treetops School International Looking Ahead: School Improvement Plan Page 7 ·23

Goal statement . We expect mastery skills, broadened concepts, and cOIUlections across the curriculum.

Interventions Time Frame Estimated Person(s) Means of 'Resources Responsible Evaluation

Review existing mastery Spring '96 If Kaplan is Staff Review tools on-going chosen ($1390.00) Agreements on skills and sequence

August '96, on-j?;oing

nla Staff Consensus

Teacher-made inventories August '96, nla Staff Matching to on-going curricula

Aligning resources with skills

Augus(96, on-j?;oing

Adding materials for gaps

Staff Use and effectiveness I

Planning and reporting assessments

Each 9-weeks thereafter

nla Staff Portfolios

Matching results to On-going As needed Staff Tools, individual needs individual

progress, retest

Goal statement We expect students to be better supported, whether they are in need of strengthening or challenging.

Interventions Time Frame Estimated Resources

Person(s) Responsible

Means of Evaluation

Curricular modifications Fall '96, on-going

Scottish Rite (gift) Each teacher Staff -individual progress

Curricular expansions Fall '96 Gifted Association resources

Each teacher Staff -individual progress

Time pocket;. to administer special he!p~

Fall '96 Director, counselor

Staff

Parent programs 1996-97 school year (open sessions)

Director, counselor

Conference evaluation

Parent newsletter 1996-97 school year

Director, counselor, students

Feedback

Project cOIUlections to expansion

Spring '97 Parent coordinator

Demos, portfolios

I Club COIUlections i (e.g., Odyssey of the Mind)

Spring '97 Sponsors Assessments by participants

,

•

Treetops School International Looking Ah~d: School Improvement Plan Page 7 - 24

Goal statement We expect student growth to be enhanced by the cooperative organization of the school as a community for learning.

Interventions Time Frame Estimated Resources

Person(s) Responsible

Means of Evaluation

i Parent meeting AEril '96 Bateman Feedback Parent surveys April- lune '96 NSSE costs Bateman!

Kallstrom Analysis of data

Parent interviews Fall '96 Bateman Content Parent meeting. August '96 Board!

Bateman Feedback

i

I Newsletters enhancing co-op August, ?ept., Oct. '96

Membership coordinator

Response

I Participation in student acti vities

1996-97 school year

membership, COWlSelor, Director

Participation

Courses for family Spring '97 Small tuition charge

Director, membership

Participation, feedback

The other seven goals The charts above provide details for the three goals upon which the faculty is focusing. The remaining seven goals are not forgotten, however, and plans are underway for working toward them as time and resources permit. The following two pages (7-26 and 7-27) provide a glimpse of the tasks ahead for Treetops faculty.

I

,

:

Treetops School International Looking Ahead: School Improvement Plan Page 7 - 25

FROM THE 1978 HANDBOOK

THE FUTURE

The future is being shaped in this moment by each of us.

We want the best that can be for our child

For he is our continuity into the future.

We want him to excel in those areas in which he is richly endowed

We want him to master the basics of reading & writing & thinking

We want his aesthetic senses to be nurtured by arts & humanities

We want him to be responsible & to practice using responsibility.

We want to provide the environment where he may be fully himself

And by flowing our individual energies toward this common goal

We will do just that!

We will find a way to provide a large space

For drama and movement and gatherings of us all!

We will build hostel huts in the trees

To use for small class happenings

And to share with children from other places

Who have shared their lodging with our young travelers.

We will expand to new grades

Supporting our children through their early teens

So that they may more completely support themselves

In their futures.

We will plant fields with wildflowers

And protect habitats for tiny things

And teach how to protect and conserve

The dwindling land and life upon it.

We will build playing fields

w.here young bodies may grow strong

Winning and Losing, a recurring song

To be heard all along life's way

Into their future

And ours.

Christine Kallstrom, 1978

Treetops School International

C,......' ·3

FOR THE 1998 HANDBOOK

THE FUTURE

As we stand in the footsteps of the future created by others,

We too want the best that can be for our child

As his journey into the future unfolds.

We want him to excel in areas in which he is richly endowed! ,

We want to master the basics of reading and writing and thinking! :

We want his aesthetic senses to be nurtured by arts & humanities!

We want him to be responsible & to practice using responsibility!

We are grateful for the environments which have been created

To enable our child to be fully himself, to learn in his own way. i

We add our present energies to those before US who endeavored

to build spaces where music and art and drama might deepen

and enrich the lives of our children and of ourselves.

This too shall be accomplished.

We have built the hostels, the forts, the trails in the woods,

and turn now to making the gardens come alive with beauty as

evidence of what the children's physical efforts can produce

at a point in time where the touch of a button can control

their minds and their feelings with images that can never bloom.

We have expanded to new grades and seek new ways of opening

minds and hearts to knowledge and to the joy of learning.

We recognize the mixed cultural messages shaping our children's

responses, and we hunger for ways to connect where we have come

from in the past to futures beyond our grasp which are theirs.

We enter a new moment where our efforts and of those who helped

shape Treetops before us, join with new families from everywhere

in the ongoing pursuit of building a community of persons who

care about learning and who care about children who will indeed:

CLIMB TO THE HEIGHTS THAT ARE THEIR OWN

CHRISTINE KALLSTROM, 1998

TREETOPS SCHOOL INTERNATIONAL

'7

2) Governance: Describe the governing structure of the Open-Enrollment charter.

TREETOPS SCHOOL INTERNATIONAL is a dba of The Mid-Cities Learning Center, Inc., a state-chartered, non-profit organization with an elected Board of Directors, an Advisory Council, Student Council groups, and a parent cooperative structure.

BOARD OF DIRECTORS: The Board of Directors of the MidCities Learning Center Inc. and its dba, Treetops School International are the same.

The Board meets monthly; maintains corporate records of agendas, minutes and reports; and formulates the policies that control the school's program and operations. A handbook of center policies is maintained and copies are given to each new family. Powers of the Board are delineated by the By-laws and by accreditation standards. Corporate insurance is through the J.Fraley Company. Meetings fOllow the Open Meetings Act and the Open Records Act of the State Education Code.

Board training is provided through orientations,special resource persons, attendance at seminars, retreats,and publications.

Board members are involved in goal setting, priorities, time lines,and decisions such as making this openenrollment charter application.

MEMBERS OF THE BOARD OF DIRECTORS:

SHELLY MOYERS CHERYL COKE SUSAN MILLER JENNIFER BLUNT KATHY CLARDY DICK PETERSON BILL SMITH/BILL DAVID MILLER MICHELLE SOLOMON

PRESIDENT SECRETARY TREASURER VP-COMMUNITY VP-DEVELOPMENT VP-PUBLIC RELATIONS

SCHWEITZER-PROPERTY AT LARGE EX-OFFICIO

CHRISTINE KALLSTROM EX-OFFICIO

The nominating Committee will propose a slate for the 1998-1999 School Year for election at the January meeting. The Board is being expanded to include more members from the surrounding business and professional communities, based on a recommendation from its ten year accrediting team visit from the Southern Association of Colleges and Schools (hereafter referred to as SACS).

~C.: r.• •.,.J

ADVISORY COUNCIL: Over the years,Advisory Council members chosen from the surrounding business and professional communities have provided leadership, resources, support, connections, and credibility to the center's endeavors. They receive quarterly newsletters, annual reports, attend special events, and provide advice which plays a part in center decision making. (Most recently, in relation to this application as an open-enrollment charter school.)

Members include professionals from area universities, agency and school representatives, business and corporate members, artists, international members, and persons with areas of expertise, such as historical preservation.

Some of the resources they have made possible include: National Geographics; computers and software; Dyslexia tapes; Math Pentathlon materials; Civil War Collection; Texana Collection; Rock and Fossil Collection; Document Collection;tractors; science resources;Indian artifacts; musical instruments; costumes for drama; flag and flagpole; funds to build facilities and scholarship funds.

THE PARENT-PROFESSIONAL COOPERATIVE - The Mid-Cities Learning Center and its dba, Treetops School International are based on organization as a parent-professional cooperative structure. As a condition of enrollment, parents are required to participate in the life of the school. Many of the practices are recommendations researched in the CEO's dissertation on Parent PartiCipation in the Public Schools of Texas. Parents agree to assume responsibilities such as PURCHASING;PUBLIC RELATIONS;HOSTESS; MAINTENANCE; CLERICAL; TRANSPORTATION; HOUSEKEEPING; RESEARCH; and sponsors for student activities. This includes Odyssey of the Mind; Great Books; Junior State Debate; Orienteering; the Drama Club; the StockMarket Club; Young Astronauts; Foreign Language and mentors for advanced topic individual study.

If the current procedure of requiring the parent participation agreement as a condition of enrollment and billing families for not completed work credits is not consistent with the laws affecting open-enrollment charters, it will be discontinued, if the application is approved and the budget revised accordingly.

026

ADMINISTRATORS AND FACULTY Administrative positions to be utilized for the operation of an Open-Enrollment Charter School include a Chief Education Officer, A Business Services director, and a Parent Services Secretary, all contractual employees. A Grievance Policy is in the Membership Handbook.

Dr. Christine Kallstrom is the person completing the Open-Enrollment Charter application. She is the current CEO of Treetops School International and will serve as the CEO for the implementation of the Open-Enrollment Charter School, if approved.

All stakeholders in the school are encouraged to exercise their part in the co-op by participating in work days, attending membership meetings, serving on the Board or on Board-appointed committees, responding to surveys and questionnaires, and supporting the optimal learning of all students.

The faculty meet weekly to review and to plan for the upcoming school activities, for the ongoing flow of the curriculum, and for the individual progress of each student.

As Coordinating teams for each of the Clusters, the faculty will have an ongoing and major role in the articulation of the curriculum and of support needs from the Board, the Administrator,and from the Parents of the school in the fulfillment of the Mission.

STUDENT RESPONSIBILITIES Student Council groups meet weekly for each of the clusters. These groups review the week's activities, discuss any problems to be solved,plan for the events of the coming week, and assign work tasks for each of the students to be done on a daily basis.

When decisions involving the students need to be made, they have an opportunity to review the issue, ask any questions, and express their opinions. The application for an Open-Enrollment Charter was discussed in this way with the three older cluster councils of the school.

/0.

027

Addr... any rcply to: llOOCom,"c,c" St.• Dallas. Tex. 75202

( @:l@[%)rrUm:ru@oW @fl ruJil@ 'i:f'D'@aJ01!£Ja'W

[rDilt;H[?~«'j(j rillfl U'i ',(O;1((u)[7 Internal Revenue Service Data: ; In rllply relef to:

I

APR 1 J 1972 i A:EO:NJU:309 .

DAL-EO-72-276

MID-CITIES LEARNING CENTER, INC. dba TREETOPS SCHOOL INTERNATIONAL 12500 SO. PIPELINE ROAD EULESS, TEXAS 76040

Gentlemen:

Based on information supplied, and assuming your operations will be as stated

in your application for· recognition of exemption, wo have deterClined you are

exempt from Federal income tax. llnder soction 501 (c) (3) of tho Internal Revenue Code.

We>have further determined you are not a private foundation within the mean- . )~g ofsectio~ 509(al ot the Code, because you are an organization described in ( otion l1.QiJl (l)(AHii).

You ar.en9t liable for social s~curHy (FICA) taxes unless you file a waiver

of exemption' certificate as. provided inth,,· Federal Insurance! Contributions Act.

You are nat liable tar the taxes' imposed under the F~deral Unemployment Tax Act

(FUTA) .

Since you are not a private foundation, you are not subject to the excise

taxes under Chapter 42 ot the Code. However, you are not automatically exempt from

other Federal excise taxes.

Donor3may deduct contributions to you as provid~d in section 170 of the

Code. Bequests, legncies, devises, trans!'~rs, or E;ifts to you or for your use are

deductiblo for Federal estate ~:d gift tax purposes under sectio~s 2055, 2106.

and 2522 ot the Code.

It you:t:., purposes, character, or r.:ethod of operation is chaneed, you. must let

us. know so we can consider the effect of tho change on your exempt status. Also,

you must inform us ot all changes in your name or addros5.

It your gross recaipts each year are normally more than S5,OOO, you are re

quired to f110 Form 990, Return of Organization Exempt Froe Income Tax, by the

15th day ot the fifth month atter the end ot your annual accounting period. The

law imposes a penalty of $10 a day, up to a maximum of $5,000, for failure to file

a return on time.

You are not requirod. to file Federal income tax returns unless you are sub

ject to the tax on unrelated business income under section 511 of the Code. If

you are subject to this tax, you must file an income tax return on Form 9S0-T. In

this letter we are not determining whether any of your present or proposed activi

ties are unrelated trade or business as defined in section 513 of the Code.

You need an employer identification number even if you have no employees. If an employer identification nUlllber was not entored on your application, a nUlllber will be assigned to you and you will be advised of it. Please use that nUlllber on

all returns you file and in all correspondence with the Internal Revenue Service.

Please keep this determination lettel' in your permanent records.

Sincerely yours, Robert McFarland P. O. Bolt 668 • FiL.~ {~'~ih~X\1Arlington, Texas 76010

District Director ~ , 'L_

//a./ Form !.-178 (Rev. 7-71)

--

--

__

' ..

u.s. TREASURY DEPARTMENT INTERNAL REVENUE SERVICE To be filtl~ In duplicJte FORM 1023 EXEMPTION APPLICAliON with the ,'slliet Ouectcr

lRev. Apnl 1965) (To be mQcI~ only by a princjpal officer of the of90nizof;on claiming ucmpfion) for 1our -f:l::.trict ________-L__~~__~~~~~~~__~~__~__~c~~~__~__ _ ___ "For USc of 0Fgonizolions applying for exemption under section 501 (0) and described in section 501 (c)(3) of the Internal ~even\..(· C..xie, wh~ct are organized and operated (or will operate) exclusively for one or more 01 the following purpo:::es (check. purpose(s)):

CJ Religious 0 Charitable 0 SCientific 0 Testing for PublIC Sofely ~ Ec!ucationaj 0 For the prevenhon of cruelty to children or animals 0 Literary

Every organization that clWrTUI to be exempt must furnish the info:rmation and data specified in duplicate. If any nrgo'1nization fuils to submit the inform.ation and data :required. this. application will not be considered on its merits and the orgc-.iz(!tion will be notified occordinqly.

This application shall be open to public inspection in accordance with section 6104(0)(1) of the Internal Rovem.:" CQde. See lIep

----~.

~~:.r"', R~2"_Rev. 11/61?-CERTlf ...........TE-RECISTRATlON Of NAMES_ FEE S2.00

STATE OF TEXAS } KNOW ALL MEN BY THESE PRESENTS: COUNTY OF DALLAS,

The ,un::lefSignf'd, for Ihe purpo~e of complying wi Ih Artide 59'2.4 of the Revised Stotules of 19'25 01 the

State of Texa~. do hereby certify 10 the fo!lo_ing faCH:

1. Thor the name under which bvsiness is condvcted and transocted is

uaTofJs•

7;4 t.,I.1W 7' ol ___________ .~ County, Texa~

'2. That the true ond reoi full nome~ of the penons

addresses are as follows:

• Names (Type or Pri"t)

Mid. Gild lLar/)//!,j Unk

I,

IN TESTlMONY WHEREOF we hove hereunto set

--J.~..&~"7.'P"",,,,,,X(7S

ovr hands this, the ___

*990 FORM*

PAGE 31 - 44 = 14 PAGES

UNDER SECTION 6103 & 6104 OF U.S. CODE TITLE 26

14 PAGES HAVE BEEN WITHHELD

3)'THE EDUCATIONAL PROGRAM Describe the educational program to be offered. including the required curriculum under Texas Education Code &28.002.

BACKGROUND: From the time the school was first accredited by TEA in 1972. the mission has been:

"to enable normal. gifted. and handicapped children to climb to the heights that are their own".

To accomplish that mission on an individualized basis. old and new teaching strategies have been explored. always incorporating the TEA Guidelines of the time. from the Essential Elements to TEKS. with modifications appropriate to the needs of each learner.

As preparation for the recent ten-year SACS accreditation. twelve staff members received Rainwater Foundation funds to take six graduate hours to review both old philosophies. the Carnegie Basic School and Arthur Anderson model of "The School of the Future". incorporating these into the Treetops curriculum. as detailed in the next section.

THE GOODLAD MODEL: From this background. the model proposed for Treetops School International as an Open-Enrollment Charter School of the State of Texas is based on John Goodlad's metaphor of SCHOOL as a GARDEN. with many varieties of students. each needing specific nurture to thrive and to excello

CLUSTERS: Goodlad's model divides the school into Clusters for LOWER. ELEMENTARY. MIDDLE and UPPER school. Each cluster is subdivided into ungraded groupings of 12-15 children whose developmental and academic needs form compatible learning groups though chronological ages may vary I to 2 years within each group.

As the model will be in place in the Open-Enrollment Charter. if approved. each cluster will have its own entry benchmarks. curriculum sources. TEKS concepts. measures of accountability. and connections to the whole flow of curriculum to accomplish the mission

of the school for each individual learner.

THE CONNECTIONS ACROSS THE CURRICULUM: These connections are stated on the following page along with a chart showing the clusters.grade levels. sources. and pre-post testing.

/z

ELEMENTARY·

.... i/,YELLOW·SRICK·. ROAD ..,., ,,···,'PPVT'

'MASTERY TESTS WIAT TAAS

. :.-. - - - ,., :,":."'.":,",'.

MIDDi.E.SCH()()J:.:~~i:~i~;i,i~;iil..'l\l{THUR~I)~N' i ..'.'.·~S'J:~Y 'J:e:S'J:S :::::: -:::::::::::::''',:::::,:.,:.:::..--:,:: ::.-'::--..::- ':-:'.:-':': .. :-:

UPPER,S~~i •••••• G~E!:IX;;i·:;(;':i""·:':;l~~;S~~:=ND: ,········:::NOSTIC GRA.I)~.i~%d:Uxili;;ITEAd:dR1i;.d:uAAict.iI.fuli;ps.AT, .,... PLAN, TAAS

. ---- ,-, .. ,. :.:::':':/:\::::.:'\:.:\::::':':':::':-'-::/'-}:'.-:-?:.:.\:::k::-:-:::::,:::::::':-,/::.::::

ENVIRONMENTAL STUDIES

In each of the four clusters and as a part of all the the curricular emphases and sources, environmental studies are an integral part of the learning experiences for each child.

Following the TEEAC guidelines for Environmental Education and utilizing the 21.56 acre campus in Fort Worth and a campus in the Davy Crockett National Forest, students have daily hands-on opportunities to explore core concepts. to discuss issues, and to make their own observations as well as applications to daily life.

Using the Biophilia principles of Edward Wilson's work at Harvard. older students practice responsibility and choice in disposing of litter. care of the grounds, and discovering their connection to living plants and animals. Science projects connect TEKS concepts through such activities as The Globe Weather Watch; Project Bird; Prairie Projects; Butterfly Migrations; and 4H activities. Older students may also serve as aides to younger children as a part of their Montessori Erdkinder training.

STUDENT ATTENDANCE: All students are expected to attend school daily unless documented as Homebound by a physician.

STUDENT POPULATION: The school initially served students of normal or above intelligence who were not thriving in the traditional setting. For a time. services were on a contract basis with twenty-three students from five area schools who were classified as MBI. LLD.or Dyslexic. The percentages on the application form represent an estimate of the current student population. As an Open-Enrollment Charter. if approved, Treetops will continue to serve those students who need individualized instruction as well as to address its initial mission, the prevention of problems by providing early intervention and remediation services.

EXTRA-CURRICULAR ACTIVITIES: Treetops has sponsored the participation of its Secondary students in a number of activities with students from other schools. These include: SPORTS; JUNIOR STATE DEBATE; ORIENTEERING; DRAMA FESTIVALS; MATH and SCIENCE WORKSHOPS; JOURNALISM WORKSHOPS; and Community Service Projects. Optional travel is also a part of the extra-curricular activities and has included trips to Cancun. Costa Rica. England. Switzerland.New Zealand, the Netherlands.and historical sites within our country. We will need clarification on this optional travel. if approved.

ac

4l Accountability a) STUDENT PERFORMANCE AND TAAS ACHIEVEMENT GOALS. Identify

the specific levels of student performance on assessment instruments adopted under Texas Education Code (TEC) Chapter 39, Subchapter B, that constitute acceptable performance for the open-enrollment charter.

Students at Treetops School International will aChieve at or above the level of performance required by the State Board of Education for their grade level. Students will be assessed in the areas of English language, art, mathematics, social studies and science. The TEA guidelines will be used when conducting assessments. The percentage of non-modified students passing TAAS will be at or above the TEA guidelines.

All students enrolled in Treetops will be given basic assessments as the basis for placement and for building individual mastery skills. Referral records will be used in determining placement for each student. This baseline data will then be used to measure gains in skills mastery at the close of each school year as well as to make recommendations for summer studies and the next year's placement.

b) ADDITIONAL ACCOUNTABILITY - Each Cluster will have assessments built into the curriculum for that Cluster

LOWER SCHOOL - Developmental Screening - Parent Observation Documents - Perceptual-Motor Assessments - Peabody Picture Vocabulary Test - Yellow Brick Road Test - Teacher Observations and Records

ELEMENTARY SCHOOL - Developmental Screening - Pre-Dyslexia Screening - Wechsler Individual Achievement Test - Portfolios with work samples, dated - Mastery Pre-Post Tests - Competition Results: Spelling Bee;

Mythology; Poetry; Geography;

MIDDLE SCHOOL - Wechsler Individual Achievement Test - Kaufman TEA - Mastery Pre-Post - Project Presentations

UPPER SCHOOL - PSAT, PLAN, SAT, ACT

- ADVANCED PLACEMENT EXAMS

- EXIT EXAMS

MODIFIED STUDENTS - The Treetops Diagnostician will review the records of modified students and confer with parents as to the exact nature of each student's modification. The Curriculum plans made for the student will allow for modification only in the area of deficit. All due dates, assignments, examinations, content mastery must be met although specific modifications in the area of weakness will be provided.

C) TIMELINES-

Accountability will begin with placement and be a part of the enrollment process. Accountability for attendance will be stressed, along with responsibility for daily assignments, due dates for projects, and turning in work when illness prevents attendance.

The informal mastery tests and observations will be in

the student's file soon after school starts for the

1998-99 school year, for it will be used in part to

determine placement and academic expectations and

strategies for grouping and teaching.

Each nine weeks, new information will be shared with parents on the child's progress.Students will also be encouraged to keep up with and be responsible for their own records of progress. Conferences will be scheduled as needed.

Formal assessments will be conducted in the Spring (or

as mandated by TEA) on the student's progress and for

reporting to TEA.

An assessment of the school itself will be conducted

with the parents and staff to determine how the school

is fulfilling its goals and what improvements need to

be made. These assessments will be shared both with

the State Board of Education and with SACS, if that

accreditation is maintained.

5) IMPACT STATEMENT DISTRIBUTION: The following districts were sent impact forms and preliminary drafts on December 11. 1997.

DISTRICT OFFICIALS ADDRESS TELEPHONE CARROLLTON/ DR. ANNETTE GRIFFIN 1445 PERRY FARMERS BRANCH MR. JOHN TEPPE CARROLLTON 75006 972-323-5700

CEDAR HILL DR. JAMES RUETER P.O. BOX 248 972-291-1581

MR. JAMES MOBLEY CEDAR HILL 75106

COPPELL MR.W.O. ECHOLS 200 SO. DENTON TAP 972-471-1111

MS. DEENA REEVE COPPELL 75019

DALLAS DR. JAMES HUGHY 3100 ROSS 214-989-8000

KATHLEEN LEOS DALLAS 75201

DESOTO DR. JIM HAWKINS 200 E. BELTLINE 972-223-6666

MR. KEVIN BAINS DESOTO 75115

DUNCANVILLE DR. JERRY COOK 802 S. MAIN 972-296-4761

KAY MYERS DUNCANVILLE 75137

GARLAND ISO DR. JILL SHUGART 720 STADIUM 972-494-8255

MR.MIKE BOYD GARLAND 75040

GRAND PRAIRIE DR.CHAS.HOLLOWAY BOX 531170 972-264-6141

BILLY LANGSTON GRAND PRAIRIE 75053

IRVING MR. JACK SINGLEY 901 O'CONNOR 972-273-6000

MS. BARBARA CARDWELL IRVING 75061

LANCASTER MR. BILL WARD 1105 WESTRIDGE 972-227-4141

JO CARLIN LANCASTER 75146

ARLINGTON MS. LYNN BALE 1203 WEST PIONEER 817-460-4611

MR. JIM ASH ARLINGTON 76013

BIRDVILKLE DR. HOB E.GRIGGS 6125 E.BELKNAP 817-831-5700

KELLY HANCOCK FT, WORTH 76117

CARROLL DR. TED GILLUM 1201 N. CARROLL 817-481-5775

BUDDY LUCE SOUTHLAKE 76092

FWISD DR. THOMAS TOCCO 100 N. UNIVERSITY 817-871-2455

MR.GARY J. MANNY FT. WORTH 76107-1360

GRAPEVINE- DR. JAMES THOMPSON 3051 IRA E.WOODS 817-488-9588

COLLEYVILLE CAROL WALLIN GRAPEVINE 76051

HURST-EULESS- DR. RON CALOSS 1849 CENTRAL 817-283-4461 BEDFORD MR. RON MAY BEDFORD 76022

KELLER ISD CHARLES BRADBERRY 304 LORINE 817-337-3200

RICHARD WALKER KELLER 76248

,... ~ '-' l'.I.J

I/a

IMPACT STATEMENTS (Continued)

DISTRICT OFFICIALS

MANSFIELD VERNON NEWSOME SCOTT SNOW

LEWISVILLE DR. CLAYTON DOWNING MR.JOE IRICK

EAGLE-MOUNTAIN TRUETT ABSHER BRENT LYON

NORTHWEST DR. JOHN BROOKS LARRY HUTTO

ADDRESS

605 E. BROAD MANSFIELD 76063

1800 TIMBERCREEK FLOWER MOUND 75028

BOX 79160 FT.WORTH 76179

501 STATE HW1l4 JUSTIN 76247-8700

TELEPHONE

827-473-5600

972-539-1551

817-232-0880

940-648-2611

(OS 1

DECEMBER 9, 1997

TREETOPS SCHOOL INTERNATIONAL 12500 SOUTH PIPELINE ROAD EULESS, TEXAS 76040

DEAR SUPERINTENDENT AND PRESIDENT OF THE BOARD

This is to inform you that Treetops School plans to submit an application to the State Board of Education by January 9 to apply to be an open-enrollment charter school. We are notifying you as a district that may be affected by our conversion to an openenrollment charter school.

Attached is a Statement of Impact and a copy of the application. Information is sought by the State Board of Education to determine if the proposed conversion to an open-enrollment charter school may impact student enrollment of a district in a manner that will impair the district's ability to comply with a court order. The enclosed form must be completed by any district that may be affected, signed by the district's board president and superintendent, and returned to the Texas Education Agency, Document Control Center, Room 6-108, 1701 North Congress, Austin, Texas 78701.It should be received no later that January 15, 1998, for the information to be considered by the State Board of Education.

Please review the enclosed application,complete the Statement of Impact form, and submit it to the Texas Education Agency.lf you have questions about the process for approval of open-enrollment charter schools, please call Brooks Flemister in the Office of Charter Schools at 512-463-9575. If you have any questions about the enclosed application or suggestions of ways that we may be of help to your school district, please call 817-283-1771. We currently have ____ students from your lSD,

Sincerely,

TREETOPS SCHOOL INTERNATIONAL

BY:

http:Agency.lfhttp:78701.It

GEOGRAPHICAL AREA

6) Describe the geographical area served by the school.

Students at Treetops School International currently come from 18 towns surrounding Tarrant and Dallas counties.

In addition, each year international students are placed if what they need and what we have to offer are a match.

(We have had graduates from Spain, Germany, and Japan; and students from a number of foreign countries.)

ENROLLMENT CRITERIA

7) Specify any type of enrollment criteria to be used.

The current enrollment procedure generally includes a parent visit by appointment, a student visiting day, informal assessment and observations to determine the cluster grouping needed, and a follow-up conference with parents,the student, and the director or parent services director regarding the school ',s philosophy and programs.

At the Middle School and Upper School levels, students are presented policies relating to attendance, drugs, alcohol, smoking, weapons, and asked to make agreements about conforming to the policies as a condition of ongoing enrollment. These agreements are reviewed at nine week intervals if conditions warrant.

The open-enrollment charter provides for the exclusion of students with documented histories of criminal offenses, juvenile court adjudication, or severe disciplinary problems under TEC, Chapter 37, Sunchapter A.

Treetops School International does not discriminate against students because of disability, race,color, creed, gender, national origin, ancestry, or need for special education.

All persons are expected to follow the two basic rules; RESPECT FOR PERSONS and RESPECT FOR PROPERTY.

/5'

-8) Qualifications of Professional Staff

and Teaching Philosophy: BACKGROUND: The Mid-Cities Learning Center, Inc.,dba

Treetops School International, was first

accredited by TEA in 1972 1 and has continued to be accredited through SACS. The credentials of the teachers have been built upon degrees, certification, and other areas of expertise to enable the school to fulfill its mission.

CURRENT PROFESSIONAL STAFF: The current staff is headed by Dr. Christine Kallstrom, who has an earned M.Ed. in Learning Disabilities and a Ph.D.in Early Childhood, focusing on early intervention to prevent problems. She is certified in six TEA fields and has taught at public and private schools and universities. Her publications include the Yellow Brick Road screening test for 4 to 6 year olds.

Twelve of the current staff members received a grant from the Rainwater Foundation in 1996 which supported six graduate hours from Texas Woman's University on school philosophy in general and an in-depth study of the Carnegie Basic School and the Arthur Andersen models.

These approaches were integrated by the staff with the Essential Elements and the TEKS so that the "climb to the heights" philosophy could be accomplished on an individual basis, aided by benchmarks ~~d mastery strategies~

OTHER STAFF RESOURCES: The staff also includes degreed, persons whose specialities contribute to the mission. This includes an adaptive physical educator; a diagnostician; arts specialists; counselors; computer specialists; Great Books leaders;and additional staff from the co-op to mentor advanced science students, foreign languages; environmental projects; and field studies and competition proctors;

COORDINATING TEACHER TEAMS The staff serve as Coordinators for each cluster so that by working closely together. integrated themes and collaborative activities on those themes will have a sense of connection across the curriculum.

PHILOSOPHICAL SOURCES: Other philosophical sources are on the following pages;

054

Philosophical Foundations

lntroduction A significant strength of Treetops is the building of a curriculum from a philosophical base that reaches back to early philosophers and extends to contemporary researchers, always keeptng the development and the need, of the child at the center of implementation.

Treetops has always drawn from a broad range of experts whose ideas are considered and implemented as appropriate.

Early philosophers Early leaders who influenced the school included: • Comenius (1592-1670)

"Teachers must teach less so learners may learn more." • Rousseau (1712-1778)

"Education begins at birth." "Education must be guided by spontaneous interests."

• Pestalozzi (1746-1827) "Education's goal is to increase the child's ability to make his own

judgments."

"The head, the heart, the hand build wholeness."

• Froebel (1782-1852) "All education is a drawing-out of the individual's inner po ten tiali ties."

Montessori and Goodlad The work of Dr. Maria Montessori continues to shape the curriculum at Treetops through its emphasis upon environment, respect for persons and respect for property, Classroom spaces are designated as curricular centers or labs rather than as self~contained classrooms. Dr. Montessori's philosophies also suggested the W1graded groupings of students.

A contemporary educator, Dr_ John Goodlad, gives further credence to the idea by suggesting that school be organized into "clusters" for Lower School, Elementary School, Middle School and Upper School.

Additional insights from Dr. Montessori that are incorporated at Treetops include: ,. The role of imitative behavior • Irtner-directed spontaneity • Sensitive periods • Order in the environment • Hand and brain • Adult non-interference • Positive attitudes toward work

Page4-STreetops Schoollntemational Curriculum and Educational Foundations

The,Basic School Dr.,Ernest Boyer The Carnegie Corporation

The major source of the curriculum for the 96/97 school year and the source for school reorganization in the coming decade is Dr. Ernest Boyers book, The Basic School.

The entire Treetops faculty, plus six teachers from the Fort Worth Independent School District, have earned six graduate credib in Educational Leadership by studying Dr. Boyer's text during thl' LJni\'

'.

Teachers' Expectations Based Upon the Mission Statement and Goals

Basis for expectations The faculty considered these: • beliefs and missibn statement • research regarding the future • desired results in student learning

After developing these expectations, the faculty proposes solutions where discrepancies exist·between the expectations and actual practices. These solutions are based upon the school improvement goals and are the basis for the School Improvement Plan described in the Looking Ahead: the School Improvement Plan section of this report.

From the mission statement 1. We expect students to have support and challenge to climb to their

individual heights.

2. We expect students to have mastery of skills, broadened concepts, and connections with lifelong learning.

3. We expect student growth to be enhanced through the co-op organization of the school.

4. We expect multiple environments to expand and to enrich opporttmities for different types of learners.

5. We expect students to be curious, competent, and caring.

From the Basic School Priorities for Renewal, the Carnegie Corporation, self-evaluation studies

6. We expect to strengthen the school as a community of learning. We expect parents to be partners in their children's education.

7. We expect to empower teachers to use their professional skills to integrate the knowledge base of each student for lifelong mastery and love of learning.

8. We expect language in all its forms to be taught, integrated with a comprehensive, connected, core curriculum.

9. We expect assessments to help measure progress.

10. We expect to build an optimal climate for learning, including groupings, time frameworks, and resources.

f.5'

Treetops School International Curriculum and Educational Foundations Page 4 • 4

> •

. SOURCES AND THEIR SIGNIFICANCE

MONTESSORI -Dr. Maria Montessori's emphasis upon multidisciplinary approaches . to learning, based on the Individual variation In each child, has been a major emphasis upon Treetops, Including the quote in her book, THE SECRET OF CHILDHOOD, that .. , "Each child has a bit of God in them to teach us how to live".

JOHN GOODLAD-Dr. Goodlad wrote of school as being a garden in which a rich variety of plants grow, each according to· their own rate and needs, with the parents and teachers responsible for "gardening" accordingly;

OTHER EARL Y PHILOSOPHERS-Because of the influence of Dr. Velma Schmidt, advisory council member, Treetops has honored the teachings of such persons as

PESTALOZZI (learning with head, heart and hand); COMENIUS (learning through experience) . ROUSSEAU { learning from travel) FROEBEL (learning from environment)

AUTOCHTHONOUS INFLUENCES-Marshall McLuhan, over twenty years ago.!.. warned that electronic media was creating a new environment and changing the sensory system of learners; We find that many of today's Inefficient learners in the classroom are quite proficient two feet from their Gameboys and Interactlves but A.D.D. in larger spaces;

THE ARTS -Several of us at the center have a first degree in an arts field and believe that the whole child cannot develop optimally unless there is as much emphasis on arts and aesthetics as on the cognitive sciences; We refer to such a curriculum by the Greek word, "Propaedeutic".

PERCEPTUAL-SENSORY INTEGRATION -Both the Yellow Brick Road Screening Test and other assessments of readiness are based on the perceptual functioning' of a given child, realizing that these are the skills necessary to build upon with academic skills; Hurrying this process won't work and 'only serves to cripple the child's attitude toward his/her learning success;

TESTING -With certification as an educational diagnostician, we have access to all the tests that define a child's learning level and needs. From this kind of knowledge, we can build a curriculum for the child that "fits".

READING -After attending virtually every "unique" approach to teaching reading from Scottish Rite to Gattegna Words-in-Golor to tactile methods to Sylvia Ashton Warner and Whole Language, .there Is no one single way for every child. So the approach is individualized and geared toward comprehension and content, encouraging word processing for teens.

DISCIPLlNE'AND MORALlTY- From Harvard, we learned of Kohlberg's work and agree that a child is not fully educated until he chooses to use what he knows to help others. Self-DiscIpline is encouraged at all ages along with consequenc8S that are a natural result of a bad choice;

i-reetops School International Preface - 7

-------------------------------------------------,

9) Finances, Budgeting, Audits, Peims, Facilities, Food Service, Transport A) ANNUAL BUDGET

At the January retreat and inservice, committees representing all phases of the school meet to project a budget for their specific area of responsibility.

Budgets from preceeding years, estimates of new costs, deferred goals, input from staff and faculty are all utilized to build the budget for the coming year.

The business, education, and parent services officers along with the Board financial officer finalize the budget to be presented for approval by the ~oard.

The major difference between existing budgets and a budget as an Open-Enrollment Charter school would be that the funds from non-revenue scholarship students would be available through state funding. (This is currently over $78,000 annually). Expenses would increase for PEIMS services, an audit instead of an annual review, and increased teacher salaries, which the school is hoping to provide if approved.

B) BUDGET TEMPLATE is attached

C) ANNUAL AUDIT -An independent audit will be conducted as required within 120 days of the end of the fiscal year (August 31). A CPA will review all PEIMS data.

D) PEIMS - The charter will participate in PEIMS as required if the application is approved. We are seeking bids for PEIM services and/or we are also

, considering staffing a Business person to assume this task.

E) FACILITIES - TREETOPS SCHOOL INTERNATION is on 21.56 ocres in Fort Worth at 12500 South Pipeline, 1/2 block east of Highway 157, behind Menasco Manufactoring Plant.

All property, facilities, and equipment are debt free and belong to the school's nonprofit corporate organization, the Mid-Cities Learning Center, Inc., for which Treetops School International is the dba.

All facilities are routinely inspected, maintained according to Health and Safety laws, and have routine inspections, including asbestos. An emergency plan is maintained. A security system is installed. A caretaker resides on the premises.

/1, rZ

L-_________________________________________________________________________________.___

Budget Worksheet for Charter Schools

OVERVIEW OBJECT CODE

Net Assets at Beginning of Year Operating Cash as of 111/98 -Building Fund as of 111/98 -Fixed Assets

ESTIMATED REVENUES Local Sources State Sources Federal Sources Other Sources: Interest, Donations,etc.

TOTAL

495,797

584,500

584,500

495,797

INCLUDINC INSTAlLATION & UPDATE)

RFA # 701-97-028

TOTAL ESTIMATED REVENUES

ESTIMATED EXPENSES: Payroll Costs Professional and Contract

Services Supplies and Materials Other Operating Costs Debt Expense

TOTAL ESTIMATED EXPENSES

GAINS LOSSES

CHANGE IN NET ASSETS

6100

6200 6300 6400

6500

7950 8950

Net Assets at End of Year - Estimated

Operating Fund 55,797 Building Fund 80,000 Fixed Assets' 360,000

• (TWO PORTABlE BUILDINGS

126,902 35,152

333,743

NA 480,000

NA 104,500

472,000

48,500 24,000

40,000 00

HAVE BEEN DONATED,

11};

BUDGET WORKSHEET USING STATE CATEGORIES

CODE-CATEGORY PAYROLL CONTRACTED SUPPLIES OPERATING DEBT

11

12

13

2123

31

32

33

34

35

36

41

51

52

53

61

81

6100 6200 6300 6400 6500

Instruction 370,000 10,000

Instructional

Resources 12,000 3,000

Curriculum &

Staff Development 3,000

Instructional 28,000 2,000 2,000

& School

Leadership

Guidance

Counseling

Evaluation 28,000 2,000 2,000

Social Work (Co-op)*

Health Service (Co-op)*

Transportation 2,500 (Co-op)*

Food Service (Co-op)*

Co/Extra 10,000

Curricular

(Field Trips)

General Administration 34,000 12,000 2,000

Plant

Maintenance 10,000 5,000 40,000

Security 1,000

Data ProceSSing 6,000

Community Service (Co-op)*

Fund-Raising (Co-op)*

*Co-op refers to the organizational structure of the school which requires parents,as a condition of enrollment,to assume specific responsibilities in areas of their expertise as a part of their co-op agreement and at no cost to the center.

!1c

Charter School Budget Categories

Expeoses Function Object Code Total

Code

Instruction: II

PayroU Costs 6100 3 7O,OCO

Professional aod Contracted 6200

Services

SupplJes and Materials 6JOO 10=

Other Operating Costs 6400

Debt Expense 6500 .?f3o. 000

Total Instruction

Instructional Resources and Media 12

Services:

Payroll Costs 6100 /~.:;I~

Professional and Contracted 6200

Services

Supplies and Materials 6JOO S 0.:,0

Other Operating COSts 6"00

Debt Expense 6500

Total Instructional Resources and /S'OCIO Media Services

Curriculum Development and 13 Instructional Staff Development:

Payroll Costs 6100

Professional and Contracted 6200 .3 000

Sen'ices

Supplies and Materials 6JOO

Other Operating Costs MOO

Debt Expense 6500

Total Curriculum Development and ~ 00 Instructional Staff Development

lnstructiooal Leadership: 21-2:3

Payroll Costs 6100 d!i'0,,0

Professional and Contracted 6200 .:J 000

Services

Supplies and Materials 6JOO .tl. 000

Other Operating Costs 6400

Debt Expense ~ r- 6500

.?~ .000Toler/ Ihsfr(,K/~l?a( &rr/rv1rn~ S; -11.'

Guidance, Counseling and JI

Evaluation Services: Payroll Costs 6100 ,;;[ ,,0" Professional and Contracted 6200 a al

Services

Supplks and Materials 6300 ~ (2~o

Other Operating Costs - 6"00 6500Debt Expense

.:5'~CJooTotal Guidance, Counseling and Evaluation Services

SodaI Work Services: (Optional) J1

6100Payroll Costs

Professional and Contracted 6200

Sen'kes

6300Supplies and Materials

6400Other Operating Costs

6500Debt Expense

co-of' Toeal Social Work Services

•• ! ," ,. 5 -)" •.. :

.)LUUl;!jj( 'l'6tu!>llonallou: (Upttonal) Payroll Costs Professional and Contracted

Services

Supplies and Materials

Other Operating Costs

Debt Expense

Total StJJaent TraJl~p.~!:!atio~u Food Services: (Optional)

Payroll Costs Professional and Contracted

Services Supplies and Materials Other Operating Costs Debt Expense

Total Food Services

Co-cu rricular/Ex tracurricu lar Activities: (Optional)

Payroll Costs

Professional and Contracted Services

Supplies and .1\1aterials

Other Operating Costs

Debt Expense

Total Co-curricular/ExtracurricularActivities

Gelleral AdOlillistratioo

Payroll Costs

Professional and Contracted

Services

Supplies and Materials

Other Operating Costs

Debt Expense

Total General Administration

Plant Maintenance and Operations:

PayrOll Costs

Professional and Contracted

Services

Supplies and Materials

Other Operating Costs

Debt Expense

Total Plant Maintenance and Operations

Security and Monitoring Services: (Optional)

Payroll Costs

ProfeSSional and Contracted Services

Supplies and Materials Other Operating Costs

36

34 6100 6200

6300 6400 6500

35

6200

6300 6400

Coae 36

6100 6200

6300 6400 6500

41

.;?S-tJO

+ CO-OP ::J, t>oCJ

6100

6500

CO-OP

(0000•

6100 6200

.5';'':200 t.~aeo

6300 6400 6500

.;:2 000

51

6100 6200

~~

'Yo( 000

6300 6400 6500

&;:~Q

~"'t!

gcxXJ

52

6100 6200 /c;,po

6300 6400

RFA # 701-97-028

Debt Expense

Total Security and Monitoring Services

Data Processing Services: Payroll Costs Professional and Contracted

Services Supplies and Materials Other Operating Costs Debt Expense

Total Data Processing Services

Community Services: (Optional) Payroll Costs Professional and Contracted

Services

Supplies and Materials

Other Operating Costs

Debt Expense

Total Community Services

Fund Raising: (Optional) Payroll Costs Professional and Contracted

Services

Supplies and Materials

Other Operating Costs

Debt Expense

Total Fund Raising

TOTAL EXPENSES (All Functions)

6500

/oC!' 0

53 6100 6200 &;000

6300 6400 6500

Code------

61 6100 6200

6300 6400 6500

81 6100 6200

6300 6400 6500

DESCRIPTION OF FACILITIES

THE ENTIRE GROUNDS AND FACILITIES HAVE BEEN DEVELOPED AS MULTIPLE ENVIRONMENTS FOR LEARNING, CONNECTED TO ALL CURRICULAR EMPHASES INCLUDING TEKS.

LOWER SCHOOL - A 5000 square foot home has been remodeled to include a Montessori wing, a Math Lab, a Science Lab, an Arts area, a World Room, a Spanish nook, a Library for the younger students, computers throughout to compliment lab academic areas, and a ",ini-museum for environmental science studies.

MIDDLE AND UPPER SCHOOL - A separate hostel building by the pond and an open cedar building with c. 6000 sq. feet provide additional library facilities, classroom areas, a couselor's office, exhib~t spaces for historical and SCience collections,pub porches,and technology throughout;

ALL-LEVEL FACILITIES -Includes a gymnasium with an adjoining George Schepps Memorial Playing Field, a Band Room, a Drama Classroom, a Perceptual-Motor Lab, and Pagodas for Great Books and Special Topics studies;

GROUNDS LEARNING AREAS -Includes a Jacob Boll wanderweg Trail, a replica of Bird's Fort, A Prairie area, an Indian Village, and a series of gardens, coordinated with poetry, literature, arts and music created by the children.

Environmental Science research areas are set up by the students on such topics as Bird Feeder Watch; the Globe Weather Watch; and individual projects for competitions;

FESTIVAL GROUNDS are utilized each year in the students' entrepreneurial studies by developing ideas into implemented festival activities on a theme, such as TEXAS TRADITIONS FESTIVAL; OUR ONCE AND FUTURE PLANET; ALL CREATURES GREAT AND SMALL HERRIOT FESTIVAL; TEACHING CHILDREN TO CARE FESTIVAL; THE CREATIVE SPIRIT (GARDNER) FESTIVAL; BIRO'S FORT BEGINNINGS; and RENAISSANCE-TYPE FESTIVAL.

COMMUNITY USE OF FACILITIE3 - Multiple uses are made by public and private schouls in the North Texas area of the school facilities and events. Example include a Halloween "PUMPKIN PATCH TRAIL" in which over 200 preschoolers from the surrounding communities came to have an environmental adventure planned by Middle School students, based on the ided "Real or Not Real", using Halloween as a theme. Area school also partiCipate in Folk Tale and Drama Festivals; Environmental Activities; and other events sponsored by Treetops, both for the curricular content and for the social interaction.

CORPORATE RESOLUTION

BE IT HEREBY RESOLVED THAT THE MID-CITIES LEARNING CENTER, INC., IS APPROVED BY THE BOARD OF DIRECTORS AT A CALLED MEETING, NOVEMBER 21, 1997, TO MAKE APPLICATION TO THE STATE BOARD OF EDUCATION TO BE AN OPEN-ENROLLMENT CHARTER SCHOOL.

THE SCHOOL WOULD USE THE DBA, TREETOPS SCHOOL INTERNATIONAL, AND WOULD WORK TOWARD THE MISSION:

n TO ENABLE NORMAL, GIFTED, AND HANDICAPPED CHILDREN

TO CLIMB TO THE HEIGHTS THAT ARE THEIR OWN"

THE OPEN-CHARTER SCHOOL, IF APPROVED, WOULD BE GRANTED THE USE OF ANY AND ALL CENTER PROPERTY, FACILITIES AND RESOURCES.

SIGNED: DIRECTORS

f) Transportation Provisisions Because of the widespread distribution of students throughout Tarrant and Dallas counties, no transportation will be provided by the charter.

Parent Car Pools are encouraged and groups of parents have pooled to hire chartered transportation, such as KIDS or ANOTHER PAIR OF HANDS.

The school has one twelve passenger van for field trips to the Symphony, Theater, and Museums. A second van is sometimes rented for special events or for out-oftown field trips.

g) Food Service Food service is not a part of the charter proposal.

However, when the Upper School curriculum includes a Food Management elective, hot lunches may be provided as a part of that training.

Vending machines are available only to