Prairie Crossing Charter School Recharter Proposal to the Illinois State Board of Education [submitted on yyyy-mm-dd]

Executive Summary

The school?s educational philosophy and curriculum arise out of a unique opportunity: the school is located at Prairie Crossing, a new residential community that has earned national recognition for its preservation of open land and environmental principles. The students at the Prairie Crossing Charter School, most of whom live in the surrounding towns, learn through daily experiences in the community?s environment of prairies, wetlands, lakes and woodlands, or at the Prairie Crossing organic farm.

This exceptional setting or campus provides the school with the foundation for innovative education: it allows students, teachers and parents to connect learning in all core subjects with firsthand individual experiences, most of which begin in nature or on the farm.

Prairie Crossing Charter School follows a constructivist approach to teaching students. An integrated curriculum founded in the natural environment supplies a unique and broad context for student learning. Teachers provide experiences that help students make connections between what they already know and the new information they will obtain.

Prairie Crossing Charter School integrates social studies, language arts, science, mathematics, and the fine arts. Teachers work closely with personnel from a local non-profit civic organization, the Liberty Prairie Conservancy, to provide students with field experiences that enable them to learn about the human and natural history of this area. The children learn how the environment affects the lives of different people, and develop appreciation and respect for the natural world.

The integrated approach to learning continues across all major skill areas. Students use mathematics in the course of their studies, learn to read to find information, develop communication skills as they report to numerous people (including those at the Liberty Prairie Conservancy and in the Prairie Crossing community), and develop fine arts skills to express their appreciation of the natural environment.

To date the School offers at least one interdisciplinary unit at each grade level. More integrated curriculum will be developed, along with methods for documenting student growth through this curriculum.

The School is a deliberately small school, with classes averaging 20 students and a target total population of 360 when the School reaches K ? 8. This small size allows for individual attention from a teacher and teacher?s assistant in each classroom. It also gives children the confidence of belonging to a community where they can know learners of all ages.

So far this combination of factors ? an orientation to hands-on experiences in a natural environment, an integrated constructivist approach to education, and small school size ? has proved remarkably successful. The success of the School can be measured through state testing, admissions demand, and changes in local schools.

In the most recent ISAT scores to be released, over 95% of the Prairie Crossing Charter School students met or exceeded state standards. The 3rd graders scored first in the state in reading and mathematics, and the 4th graders were second in the state in science. In the 2002 School Report Cards, Prairie Crossing Charter School was one of the top schools in Illinois. It was cited by the Chicago Tribune for the ninth highest school score in Illinois.

Beyond testing, the school?s success can be measured by the demand for admission. Due to its high volume of applications, the School holds a lottery at all grade levels, and there is a large waiting list for places that may subsequently open up. Because of its small classes and ability to provide individual attention, the School has attracted and served a number of students with special education needs. Although the local population from which the School draws its students is overwhelmingly Caucasian, a number of minority families have entered the School through the lottery. The School celebrates the diverse ethnic and international backgrounds of children who attend.

Although national studies have attempted to do so, it is extremely difficult to assess a charter school?s impact on other school districts, particularly at this early stage. Nonetheless, it is interesting to note that two large nearby school districts in our area are starting or considering "option schools" on their own campuses with a number of the features of Prairie Crossing Charter School: a small school environment, limited class sizes, individualized attention, an emphasis on community, and opportunities for multiage classes, looping, and other educational innovations.

Prairie Crossing Charter School is not without serious challenges. Its original charter in 1999 proposed that it grow from K-2 to K-8 by adding two kindergarten classes each year. Now at K-6 with 260 students, the School has run out of space. It has leased classroom space in the Prairie Crossing community and recently it has added mobile classrooms. Now the remaining alternative is to build more classrooms, with construction to begin in October 2003. It is critical to break ground this year or the School will not be able to accommodate the seventh grade in August 2004. A commitment has been made to remove the mobile classrooms, so they will not be an option in the future.

As a result, if the School cannot meet the project timeline it will be forced to cut back to K-5th grade. This would be highly unfortunate considering the School?s progress toward the goals of the charter to date, the high demand for admission, and commitments made by current families.

The School has commissioned handsome energy-efficient designs for two new classroom buildings to be constructed adjacent to its present location. Because Illinois charter schools are not provided with facilities funding for new construction or allowed to hold referenda for public bond issues, Prairie Crossing Charter School is raising money for its new facilities through individual donations, foundation grants and private not-for-profit bonds. A bank has agreed to loan the School most of the $9.4 million for the construction. It understandably requires assurance that the school will be able to repay its loans.

Therefore, the School is asking the State Board of Education now to grant a new five-year charter to begin when the present charter expires next June. We request that the Board consider and approve our proposal in its August meeting in 2003, because without the new charter at this time, our program for construction will be forced to a halt.

This new charter would reaffirm and continue the philosophy and plans of the original charter. Our experience to date convinces us that our innovative educational model is not only sound but successful. We are seeking the opportunity to extend Prairie Crossing Charter School to eighth grade, as proposed in the original charter.

We respectfully request that, if necessary, we be given the flexibility to expand the school to 432 students at full capacity. The reason for this request relates directly to our future financial security. To provide construction financing, the bank requires evidence that the School could repay the loans if, in the worst case, it depended only on public per capita student funding. This scenario would work with 24 students in each class. Thus, the School could end up with 432 students.

We do not expect ? or desire ? this contingency to occur. Our parents prize the small classes at Prairie Crossing Charter School, which average twenty students with a teacher and teacher?s aid in each. To achieve construction financing for the first building, the School needs to augment its payments from the State with an additional $1,200,000. Over half of this amount has already been set aside for this purpose. It has been raised by parents, members of the board of directors, other individuals, foundations and corporations, and saved through frugal administration. An energetic and dedicated campaign committee is actively raising money to meet the initial October deadline, and will continue to seek facilities funding from federal and other sources.

Beyond serving its own students, the School hopes to contribute to other schools in Illinois by sharing the innovations it has initiated. Recognizing this, the School recently strengthened its administration and added a Director as overall leader of the School.

Dr. Linda Brazdil comes from the Illinois Mathematics and Science Academy, where she coordinated outreach in integrated educational models with schools and teachers across the state. She is supported by the new Principal, Katie Foglio, and a highly qualified and dedicated team of teachers.

Dr. Brazdil has already arranged for students from Aurora University (AU) to conduct research at the School and has begun discussions to have students from AU carry out their student teaching at Prairie Crossing Charter School. The School is also jointly funding an environmental educator with the Liberty Prairie Conservancy. This person will conduct professional development for Prairie Crossing teachers, develop programs with these teachers that can be shared with teachers in other public schools, and work with teachers in their schools to provide environmental education experiences. These partnerships will enable other schools and institutions to benefit from our unique approach to elementary education at Prairie Crossing Charter School.

On behalf of our students, parents, staff and those we have yet to serve, we respectfully request your timely recharter the Prairie Crossing Charter School.

The Prairie Crossing Charter School Board

Victoria Post Ranney, Acting President

Mary Burks

Wesley Ley

Mohammad Nasir

Mark Plaster

Morgan Rich

Linda Wiens

Recharter Submission

The following charter submission for the second five years (2004 - 2009) of the Prairie Crossing Charter School closely follows our original charter, which was granted in 1998 and began in 1999.

This submission responds point by point to the charter submission section [27A - 7(a)] of the Illinois Charter School Law.

1. Name

2. Student Body & Admissions

The School will grow to a minimum of 360 students, with a possible maximum of 432, in the second charter period. On average there will be 20 children in a class, with a maximum of 24 children per class. The School will focus on hands-on learning in the natural environment and an integrated constructivist curriculum.

Our admission criteria will be, as in the first charter, to:

Maintain a non-exclusive, non-discriminatory admission program. Achieve a student population generally reflective of the larger population, including at-risk children and children with mild to moderate special needs. Facilitate planning for the Charter School and local districts by projecting future enrollments and ascertaining parental decisions as soon as practicable. Guarantee that enrolled children have access to planned space in future grades as they progress. Facilitate priority admissions for siblings of enrolled students. Comply with applicable state and federal laws.

3. Description of the Physical Plant:

Portions of the Prairie Crossing development are located in the Woodland Elementary District #50 and portions in the Fremont Elementary District #79.

The School currently operates within three adjacent permanent buildings at Prairie Crossing: a renovated country schoolhouse (the Wright Schoolhouse), a renovated 1885 timber frame barn (the Byron Colby Barn), and a new building that houses five classrooms and the School?s administrative offices (the Kennicott Building). In addition, the School now occupies two mobile classroom buildings.

During its second charter period the School will construct two new buildings adjacent to those presently in use, and designed expressly to meet the needs of the expanding School. The mobile classrooms will be removed. All applicable codes and regulations will continue to be met.

The conceptual design documents for the new buildings and for the whole campus are provided as an attachment.

The most unique part of the Prairie Crossing Charter School physical plant is outdoors: The School has access to and makes frequent use of the 350 acres of open land in the Prairie Crossing community and the adjacent 3,500-acre Liberty Prairie Reserve. This land, much of it legally protected from development, consists of prairies, wetlands, lakes, woodlands, creeks, and a 90-acre working organic farm. It is the historic landscape of Northeastern Illinois, protected and prized by the community surrounding the School.

Within walking distance of the School are playgrounds, over ten miles of trails, a Grayslake park with soccer and baseball fields and a basketball court, and a stable with animals.

4. Mission Statement

"The Prairie Crossing Charter School will provide a nurturing and stimulating environment that maximizes individualized education and learning by doing. The curriculum will have traditional subjects at its core with an integrated approach

that will include an overarching emphasis on developing responsible citizens and environmental stewards for the 21st century."

A main aim of the School is to utilize innovative teaching methods and a unique setting to foster in its students a genuine sense of belonging, enthusiasm and self-confidence, based on measurable achievement and performance against high, rigorous standards, as well as on contributions to the community. Teachers will partner with parents and students to develop creative ways to encourage learning, as well as to measure student progress.

The Prairie Crossing Charter School is founded on the guiding principles of the Prairie Crossing community, which is dedicated to responsible citizenship and environmental stewardship. The School will place a high value on healthy living, community participation, environmental enhancement and respect for diversity. The Prairie Crossing Charter School will emphasize the natural and human history of central Lake County and the integration of aesthetic principles into everyday life.

The School will encourage the participation of the entire family in the education process and emphasize the importance of a pledge to lifelong learning. With a strong commitment to providing an educational setting that will benefit children at all points of the ability spectrum, the School will encourage cooperation and a strong sense of community while fostering respect for racial, ethnic, and economic diversity.

All students inherit the exciting opportunity as well as the great responsibility of shaping our future. The Prairie Crossing Charter School believes that well-educated, socially aware and personally responsible children will create a better society for us all because they will continue to be contributing, caring citizens as adults. Empowered to be leaders well into the twenty-first century, Prairie Crossing Charter School students will subtly but profoundly come to appreciate a very special place, the natural landscape of their youth.

5. Goals, Objectives, Pupil Performance Standards

6. Conversion of Existing School

7. Educational Program

Strong sense of place and community Healthy living Environmental protection and enhancement Commitment to lifelong learning and high achievement. Based on its values and goals, the School will continue to: Keep class sizes small (typical class size 20 students); Keep the School size small (360 projected; 432 maximum); Provide high levels of experience-based learning; Use the community and outdoor environment as classroom; Promote group learning as well as individual achievement. The description in the original Charter applies and continues. (See pages 17 ? 21 in the attached Charter document.) It is slightly abbreviated here:

Core academic subjects will be taught through highly integrated thematic units, and will include practical experience and visual or performing arts components.

Students will examine the ecology and history of the land and people of the area, learn about animals and plants through personal observation and experience, and use the community?s resources as a living laboratory.

The Prairie Crossing gardens, stable, prairie and wetland preserves will foster extensive field experiences even for the youngest children.

The Liberty Prairie Reserve and Lake County Forest Preserve, as well as area public institutions and civic organizations, will provide additional settings for exploration.

The School will be equipped with current information technologies, including computers with Internet access.

Technology will be used to communicate with students in other schools, especially those who share an interest in the environment and earth studies.

The School will acquire video technology to enable students to film, narrate, and edit documentaries of their projects, experiments, and performances.

The School will be organized as a choice between a series of multi-age or "looped" classrooms.

A single teacher with a paid teacher?s assistant and sometimes also helped by parent volunteers, may teach two grades (above kindergarten) in a multi-age class or the same class of children for two years in a "looped" class.

Multi-age classrooms will provide a setting in which: Children will be provided with a greater sense of belonging and continuity; Teachers will better understand each individual child; Teachers will be able to expand their curricular skills across two grades The choice between looped or multi-age approach to education will be discussed with each parent upon admission. Parental choice will be accommodated to the greatest extent possible.

Parent involvement in education and other support of the School will be strong and span a wide range of volunteer activities. Curricular overviews and other evidence of the School?s educational program are attached. School Year/Days/Hours The Prairie Crossing Charter School calendar will continue to be: School opens 3rd Monday in August (August 18 in 2003) Labor Day observance Columbus Day observance Teacher Institute in October Veterans? Day observance Conferences ? one day, November Thanksgiving Day observance Winter Holiday Break December 22, 2003 ? January 2, 2004 Martin Luther King Day observance President?s Day observance Spring Break March 29 ? April 2 Memorial Day observance School closes 1st Friday in June (June 4 in 2003) The calendar results in 185 days of instruction for the academic year, ten more days than the State requires. The instructional day starts at 8 a.m. and ends at 3:30 p.m., resulting in a typical 7.5 hour day. Morning kindergarten begins at 8 a.m. and ends at 12:15 p.m. Afternoon kindergarten begins at 12:30 p.m. and ends at 4:45. The School offices are open 8 a.m. ? 4 p.m.

Prairie Crossing Charter School reserves the right, with the advance consent of the Charter Authority, to make minor modifications in the academic calendar, including starting and ending days, to accommodate emergencies and circumstances beyond its control while maintaining a minimum 185-day academic year. The School?s academic year typically begins ahead of other public schools.

Pupil Performance Standards The Illinois Learning Standards serve as the Prairie Crossing Charter School?s minimum standards for student performance. In addition teachers prepare and apply specific benchmarks for each grade level and specific subject. These are explained in the children?s progress report cards (sample attached) which are issued three times a year. The School also has specific performance standards in such areas as the acquisition of math facts, hand writing, and all interdisciplinary units.

8. Assessment, Evaluation & Corrective Action

Our 3rd graders scored first in the state in reading and mathematics, and our 4th graders were second in the state in science. For the two years in which our students have taken tests, the School has ranked among the top twenty-five schools in Illinois. We also have long waiting lists, and parents are pleased with their children?s progress.

Therefore we intend to continue with the actions described in the original Charter (pages 21 ? 22) and abbreviated here: Prairie Crossing teachers will hold themselves to high performance standards. The School community and its board of directors will closely monitor student performance and achievement, as they have done to date. The School will hold public events (student performances) at which the community has an opportunity to see and hear what and how the School is doing. For each content area, internal assessment activities, including unit tests, will be selected by teachers. Their creative insights and energies will be integral to the process.

General, measurable indicators will be applicable for all grade levels across the School. All students above Grade 1 will sit for IGAPs (now ISATs) at appropriate grade levels and for nationally normed standardized tests as used by the local districts.

Prairie Crossing Charter School expects the community to hold it to a high standard, and certainly to a standard equal to that of the local districts.

The School will receive occasional technical review and assistance with self-evaluation by the Small Schools Workshop of the University of Illinois at Chicago.

9. Financial Plan

Prairie Crossing Charter School will grow steadily with small class sizes in accordance with budgetary constraints.

Prairie Crossing Charter School will accumulate capital reserves reflective of the underlying financial viability of the endeavor. These reserves may be utilized as a source of investment income, saved for unforeseen circumstances, dedicated to facility construction or appropriated for educational enhancements.

Revisions over the course of charter review and annually through the duration of the charters are expected, and welcomed.

The financial plan will continue to be revenue neutral and conservative, reflective in many cases of worst practicable case scenarios.

The financial reporting practices exceed the reporting requirements of the enabling legislation.

Fund transfers are and will be accomplished in accordance with state statute. All payments and credits include categorical funds as required by law.

Prairie Crossing Charter School will continue to have a Financial Statement Audit and Financial and Administrative Procedure Controls review performed annually at its expense by an outside independent auditor retained by Prairie Crossing Charter School and acceptable to the Charter Authority. These audits shall be made available to the Charter Authority upon completion.

10. Governance & Operation

Under its present charter and amended bylaws, the School board can have between three and eleven members. Of these, two are elected by the parents; the remainder are elected by the board. Currently the board has seven members, of whom four are parents of Prairie Crossing Charter School students. Parents have been a majority of the board from its inception.

Individual board member terms are staggered to ensure a balance of continuity and fresh perspective.

The board is empowered to execute the terms of the Charter, hire personnel, and otherwise oversee the direction of the School.

The Prairie Crossing Charter School also has an Advisory Board comprised of national, regional and local education experts and community leaders. On request from time to time these people act individually or collectively as a resource to the board of directors and staff.

Teachers, in partnership with parents, are largely responsible for developing the curriculum content and direction for the School within the parameters outlined in the original Charter. The School?s teachers are strongly encouraged to work as a team and take time during the day for planning and team meetings.

Specialists and master teachers assist as needed with curriculum coordination, professional development opportunities including peer observation, facilitation of dialogue on instruction delivery, special learning projects for and with the children, organization and training of parent volunteers, and acting as liaison to the community.

On application to the School, each family is asked to volunteer considerable time per semester to School activities. A variety of volunteer opportunities has been developed and will continue to be expanded, to ensure that the educational process genuinely benefits from the parent-partners. Parents save the School large outlays of money through extensive volunteer hours both in and outside the classrooms. They also work very hard to raise money for the new School buildings through School events, soliciting donations and writing grant proposals.

Support from the larger community has been secured, and will continue to be sought and expanded, to enhance the educational opportunities at the School.

11. Employee Relations

Our recruiting and hiring process includes interview participation by several teachers, administration, and parent-board members, and teaching an observed lesson. It is specifically designed to assemble a diverse and talented team to operate the School and achieve the mission of the Charter School; i.e., environmental integration, constructivist approach, experiential learning, second language and looping/multi-age grouping. The criterion against which new hires are judged is: Are they exemplary educators?

Although charter schools are exempt from the requirement that teachers have Illinois teaching certificates, eleven out of the thirteen teachers at the Prairie Crossing Charter School are in fact Illinois certified.

School responsibilities will continue to be shared by the entire staff, with stipends for particular activities (custodianship, transportation, athletic & arts coaching, etc.)

Personnel policies mirror the integrated approach to curriculum. The typical demarcation between administration and teaching staff is purposely blurred. The School administrators also have classroom responsibilities. Teaching staff, in return, share in the responsibilities and activities typically reserved for administration.

Teacher expertise is continually reinforced through participation in professional meetings and courses, including those educational organizations which specialize in environmental science and experiential instruction.

Planning is a team effort, to which each member of the staff contributes.

12. Legal Liabilities & Insurance Coverage

13. Transportation Plan

Prairie Crossing Charter School coordinates a car pool program designed to address the needs of families beyond walking or biking distance.

A sum is available, if needed, to underwrite a transportation stipend to assist if a distant family cannot be matched with car pooling resources; priority for such subsidization is granted to low-income children.

Any incoming student with an Individual Education Plan (IEP) specifying a transportation need will have that need fulfilled.

Should recruitment indicate that the lack of door-to-door bus service is negatively affecting the School?s commitment to geographic, economic, ethnic and ability diversity, the Prairie Crossing Charter School Board of Education reserves the right to amend the transportation plan with the advance consent of the Charter Authority.

14. Effective Date & Term

The Special Education Program

Once the IEP is finalized the following happens:

Speech and language IEPs are handled through speech therapy. This is provided after school by a certified speech and language pathologist (sub-contractor). Services for occupational therapy IEPs are provided after school by a certified occupational therapist (sub-contractor). IEPs that included socialization issues in the classroom were handled during the day by a social worker (sub-contractor). If any future Prairie Crossing Charter School students have physical therapy needs on an IEP (we have not had any to date), services will be provided for them after school by a certified physical therapist.

From 1999 through spring of 2003, all other IEPs were implemented by the classroom teacher in the classroom. The School contracts with appropriate professionals (e.g. speech and language pathologist, occupational therapist, social worker) to provide professional development and support for teachers with students who have IEPs. We also have a parent who is a special education teacher; she consults with us on a volunteer basis regarding issues of special education. There were times when the School tutor, a teacher certified regular or special education, was used to help implement the IEP goals. This teacher was paid by Prairie Crossing Charter School. In one case, a paraprofessional assists a student on a one-to-one basis in the classroom. Beginning in the 2003-2004 school year the School plans to have a full time special education teacher to work with students whose IEPs require academic services that cannot be adequately provided by the classroom teacher. This special education teacher will also help with case management, IEP paperwork, and professional development of teachers in areas dealing with special education.

Every three years the special needs student on an IEP is completely re-evaluated by the School psychologist or other appropriate specialist (e.g., the speech and language pathologist), and the IEP is rewritten to reflect the new testing results. Occasionally a child has new strategies for learning to the extent that the IEP is no longer necessary. In that case, the parent signs a form to release the student from special education services. As of yet this has only happened with students receiving speech and occupational therapy.

2. Serving Children with Learning Difficulties, without an IEP The referral process for children with learning difficulties that a teacher or parent thinks may require an IEP is described below. The steps that indicate actions by a special education teacher were conducted by the principal in the past. They will be conducted by the special education teacher beginning in the 2003-2004 school year.

The teacher collects anecdotal records, assessments, and the child?s work that highlight the learning difficulties. The special education teacher or principal conducts several classroom observations. The special education teacher or principal may conduct some informal assessment one-on-one. The classroom teacher and special education teacher or principal discuss the results of the observations and informal assessments. The parents are invited to a conference, and the learning difficulties are examined. The parents or the School may request psychological, academic, or other appropriate testing be done by the school psychologist or other appropriate specialist (e.g. speech and language pathologist). Parents are informed that if they consent to testing and an IEP is required, this will occur as quickly as possible, but certainly within the 60 school day limit required by law.

Parents have the right to refuse testing that the School has recommended. The School can go to due process. To date this has not happened. The School has the right to refuse testing requested by the parents. Again, this could go to due process, but this has not happened. The school psychologist or other appropriate specialist tests the child, and the report is written. The testing results are shared with the parents, classroom teacher, principal, special education teacher, school psychologist, and other appropriate specialists. If needed, an IEP is written by the IEP team.

The IEP is implemented by the classroom teacher and the special education teacher if required. If special services (speech, occupational therapy, or physical therapy) are required, they are provided and paid for by the school. The School also pays for the school psychologist?s services on a contractual basis.

3. Administration of the Special Education Program At Prairie Crossing, special education services are above the normal average of 10%. In fact, Prairie Crossing Charter School served 34 children with special needs, which is approximately 15% of the total student population, in the 2002-2003 school year. The School has developed creative ways to deliver services to special education students and will continue to do so in the future.

The variety of disabilities experienced at Prairie Crossing Charter School to date are Autism, Learning Disabled, Emotionally Disabled, Other Health Impairment, and Speech and Language. The students with these special needs have been provided with appropriate inclusionary services, based on their IEPs.

During the 2002-2003 school year, the School hired a part time special education teacher to service identified special education students, monitor their IEPs, consult with teachers and staff, and keep records. In addition, a paraprofessional assists with one student on a one-to-one basis. That paraprofessional attends the school day with the student to assist with his needs within the educational setting. The School also contracts with a speech and language pathologist to assist the students identified as having speech issues. Furthermore, a psychologist is hired on a contractual basis to complete initial case study evaluations as well as triennial reevaluations. Lastly, a volunteer special education coordinator is on hand for consultation services and to attend meetings.

In the coming school year, Prairie Crossing Charter School will hire a full time special education teacher to service identified special needs students, continue to monitor their IEPs, consult with teachers and staff, and keep records. The School will also further educate the staff in the field of special education by having guest speakers and seminars.

If a student enrolls at Prairie Crossing Charter School who needs more support than we currently have the capacity to provide, the School will contract with appropriate personnel in order to meet the needs of the child. This could take the form of hiring more special education teachers or other specialists. It could also mean finding appropriate programs for a portion of the day that are outside of the School. If the need arises, the School will first see whether the Special Education Department of Lake County (SEDOL) will contract with the School for the needed services. SEDOL makes this decision on a case-by-case basis. They consider their capacity and staffing in these situations. SEDOL?s Board of Directors votes on whether to allow a nonmember system (such as Prairie Crossing Charter School) to contract for the needed services.

If SEDOL is unable to provide the needed services, the School would contract for the services, most likely through an agency that provides qualified staff on a contractual basis. There are a number of such agencies, and the School would research these to determine cost, quality, and reputation before deciding which they would use. Alternatively, the School may choose to contract directly with appropriate specialists to provide the needed services.

In addition to special education services, Prairie Crossing Charter School has appropriately accommodated regular education students with disabilities who are entitled to accommodations under The Rehabilitation Act of 1973, Section 504. The students? disabilities range from diabetes through peanut allergies to Attention Deficit Disorder. For each Section 504 student the parents meet with appropriate school personnel and write a plan to accommodate the needs of the student. The Section 504 students at the School are appropriately managed within the normal setting of the regular education classroom. Teachers receive appropriate training from RNs and other professionals in order to obtain the knowledge and skills necessary to provide a safe and healthy setting for students with these health issues. This training occurs at the beginning of each school year and at least once again during the course of the year.

Financial Report

The School?s financial plan and budget is completed annually, with revisions based on new knowledge about current and future requirements. Our plan has been conservative, prudent, and reflective of worst case scenarios. The financial plan expects to be revenue neutral, and the School has done better than break even to date.

The Prairie Crossing Charter School?s financial reporting practices exceed the reporting requirements of the enabling legislation. Monthly statements are prepared, and reviewed and approved by the board in its open session meetings. The statements are also available to the public for scrutiny.

Fund transfers are made in accordance with state statute. All payments and credits include categorical funds as required by law.

Prairie Crossing Charter School?s independent annual audits are completed by Altschuler, Melvoin & Glasser LLP. A representative joins the Prairie Crossing Charter School board once the audit is completed, to explain the information in an open session meeting. The audited financial reports will be made available to the Charter Authority on completion.

The school has maintained reserves each year to ensure its continuing viability and to construct new facilities. The current balance not earmarked for future buildings is $317,040. The remainder of funds reserved over past years is set aside for new buildings.

The Prairie Crossing Charter School has expanded according to its financial plan of adding a grade each year. To date space has been secured to accommodate these increases by renting facilities within the Prairie Crossing community and leasing two mobile classroom buildings. Class size has remained at 20 to 22, and is projected to go no higher than 24. Expansion to grades 6 through 8 depends on its ability to raise funds for building additional facilities.

Fundraising is being actively pursued with professional assistance. The School has a program in place for purchasing the two buildings it is currently renting and for construction of two new, ten-classroom facilities on land adjacent to the current buildings. The School will commence construction of the first building in fall 2003 and the second in fall 2004. Letters from financial institutions, LaSalle Capital Markets (LaSalle Bank) and First Midwest Bank, are attached, confirming their intention to proceed with the School in accordance with the terms outlined. The financial plan includes funding for the purchase, construction and long-term debt for the School. The cost of the debt is included in the financial projections.

This page and the next four pages are blank because we inserted four pages of handwritten annual reports for the first four years of the Prairie Crossing Charter School, and a short Itemized Grant List prepared by Linda Brazdil.

The annual reports are entitled "Charter School Financial Statement for School Report Card." You can see the pages missing here, in the hard copy document available at the School office.

PCCS FYE 2004 Budget FYE 6/30/01 FYE 6/30/02 FYE 6/30/03 FYE 6/30/04 Actual Actual Unaudited Forecast Students 120 160 220 260 Income 8 teach 11 teach 13 teach Reimbursement from State 902,203 1,230,565 1,485,543 School Fees 20,721 26,000 32,000 Donations (cash) 25,000 50,000 Fundraising 17,000 50,000 Grants 40,000 60,000 Interest Income 12,000 16,000 Rental Income 0 0 Total Income 952,407 1,264,391 1,350,565 1,693,543 Expenses Community Outreach 200 1,000 Curriculum 75,100 90,000 Environmental Field Studies 10,000 20,000 Facilities Planning 0 1,000 Fundraising 3,000 10,000 Furniture and Equipment 20,000 30,000 Insurance 26,000 30,000 Legal 20,000 25,000 Building Improvements 45,000 15,000 Miscellaneous 5,000 5,000 Audit 9,000 10,000 Bookkeeping 6,000 10,000 Repairs and Maintenance 25,000 27,000 Payroll Services 3,000 4,000 Rent 124,980 150,153 Rental -Other 12,000 10,000 Other benefits 53,876 63,000 Salaries 800,000 976,462 Reserves 0 80,000 Health Insurance 30,000 60,000 Bonus Pool 10,000 12,000 Education Subcontractors 7,000 7,000 Supplies and Equipment 16,940 20,927 Utilities 20,000 36,000 Expense Total 683,409 1,036,437 1,322,096 1,693,543 Cash Flow 268,998 227,954 28,469 0 FYE 2004 Final Budget Pages 25 - 29 are blank because:

a) We inserted two different Five-Year Financial Projections done by Bob Helle. One assumes 20 children per class, the other 24.

We were unable to import those Excel files into this document, but you can see them in the hard copy available at the School office.

b) On page 27 we inserted the Bank Letter of Intent from LaSalle Capital Markets to Bob Helle regarding financing of the new School building. It was only available on paper and does not lend itself to scanning.

c) On pages 28 and 29 we inserted a similar Letter of Intent from First Midwest Bank to Bob Helle. This too is not clear enough to scan well.

These pages are reproduced in the hard copy available for viewing at the School office.

What We Have Achieved:

Progress toward our Mission

"The mission of Prairie Crossing Charter School is to provide a nurturing and stimulating environment that maximizes individualized education and learning by doing. The curriculum will have traditional subjects at its core with an integrated approach that will include an overarching emphasis on developing responsible citizens and environmental stewards for the 21st century." (Original Charter)

This School is fulfilling this mission with a specialized curriculum that has at its core environmental science, and develops all basic academic skills in an integrated, constructivist approach to education. For example, part of the first grade curriculum involves a water study that emphasizes math skills and also encourages writing development. Children test and measure water samples from various places (lakes, home, etc.) and then write about their findings.

The 4th/5th graders participate in a study of biomes that includes internet research, materials from the library, a hands-on squid dissection, and excursions to several natural settings to gather information first hand. As with the interdisciplinary units at other grade levels, fiction and non-fiction literature, writing and the visual arts are incorporated into the biome study as well. This type of integrated learning fosters interest and excitement in our students, planting the seeds for true life-long learning.

In general, children work in small groups, some in multi-age classrooms, to learn team building skills, responsible and disciplined behavior, cooperation, and respect for diversity. They participate regularly in discussions, presentations and projects that emphasize positive virtues and self-esteem. Opportunities are deliberately arranged for children to work with other classes and other grades, so a true sense of community is fostered among the student body. This method also helps the children build on what they already know: the older children reinforce their learning by teaching younger ones, and younger children get a sense of where what they are learning now, will lead them in the next grade.

Because the number of children in each class is kept at 20 ? 24 students, teachers and teacher assistants develop special relationships with students and provide individualized as well as group education. This is particularly important for students with special needs and special education plans. Students feel nurtured and encouraged by their teachers, and can truly reach their full potential in this type of setting.

Teachers are encouraged to be innovative as they approach their fields of study, using the resources available through modern technology, the natural setting of the School, the talents and knowledge of parents, and other community resources. They write intensive interdisciplinary curriculum in grade level groups, meet bi-weekly to collaborate on ideas, and work with environmental experts to help develop and implement best practices. Teachers are also encouraged and supported in following through on their own creative ideas. For example, one 4th/5th grade teacher developed her year-long curriculum using material from a graduate course she had taken on environmental studies.

The experience of Prairie Crossing Charter School is not limited to the students. The School encourages the participation of the entire family in the education process and emphasize the importance of a pledge to lifelong learning. Families participate on many levels at our school and we have seen our success grow due to the tremendous volunteer efforts by the families. Each day parents join teachers in the classroom to help children learn. Parents transport and chaperone children on the many outdoor experiences and field trips taken each year. Parents are integral in coordinating and running special events and activities such as Colonial Days, Around the World Day, the Thanksgiving Feast, and the School Garden.

Parents and families organize and participate in countless fundraising events to show support for the unique educational experience their child is receiving. Parents can also participate through the Parent Staff Organization and on advisory boards to give input on curriculum development and other vital programs at the school. Most importantly, our students educate their own families about the environmental stewardship we all share, and that has changed the perception and behavior of entire families. The students are leading the way in helping their families recycle more, become more aware of natural surroundings and their stewardship, and take advantage of learning opportunities that are all around us.

As we build a strong foundation with the students and families of our School, we also reach out to the community and to the world. Students have supported and tracked two young explorers from our town of Grayslake, who canoed the length of the Missouri and Mississippi Rivers. They have participated in fundraising for a charter school in another state whose facilities were demolished in a natural disaster. They have learned about the impact that each one of us has on rainforests and other globally important resources. The students consistently put into practice the concepts of reducing, reusing and recycling because they have come to see themselves as environmental stewards and responsible citizens.

Parents and staff will continue to fulfill the mission of Prairie Crossing Charter School each day as students are given the exciting opportunity as well as the great responsibility of shaping our future. Through their experiences, the students will continue to appreciate and flourish in "a very special place, the natural landscape of their youth."

(from original Mission statement)

Progress as a Small School

"Prairie Crossing Charter School offers educational choices to Woodland and Freemont District families looking to keep their children in public schools, but wanting something more. By offering class sizes smaller than students? home districts and employing full-time assistants in each classroom we are able to offer a curriculum tailored to students? interests and needs. We are able to spend more time with individual students to meet their particular needs. Another benefit to having a small school and small class size is the sense of community that is created. Here everyone knows everyone else. There is a sense of belonging and the recognition that everyone is needed to keep our community strong."

- Katie Foglio, Principal

Admission Policy and Procedures

Prairie Crossing Charter School students are admitted in accordance with the state Charter School Law. The application process begins in January when parents are encouraged to fill out an application which they can get at the office or from the School website. After all applications have been submitted, returning students are given places, as are their siblings if places are available.

Thereafter, admission is determined by a public lottery. The lottery is a non-exclusive, non-discriminatory process where all students who live in Districts 50 and 79 are welcome to apply. All applicants have the same chance of being selected. After classes are filled, the lottery continues to create a waiting list for each grade. The application policy and procedures referred to below reflect Prairie Crossing Charter School?s intent to maintain integrity and clarity throughout the following admission process.

Any student living in District 50 or 79 is eligible for admission to Prairie Crossing Charter School.

The enrollment period runs from approximately January 1 to March 1 each year. During that time, Prairie Crossing Charter School sends information to local newspapers and other sources, advising the community of openings at the School for the coming school year.

During the enrollment period, families of current students are asked to inform the School as to whether the student(s) will return for the coming year, and to provide an enrollment deposit of $100 for each student. These families are also asked to submit applications for any siblings who wish to attend the School, since siblings are given priority where space allows.

Also during the enrollment period, applications are available online and at the school for any interested and qualified families. These applications must be submitted to the school prior to the deadline, usually March 1. Applications of new students are to be accompanied by a deposit.

At the end of the enrollment period, the school determines how many spaces are available at each grade level after returning students have been tabulated. Next priority at each grade level is given to siblings of returning students. If there are more siblings than can be accommodated at any given grade level, a lottery is held among siblings at the affected grade levels.

Once places have been assigned to returning students and their siblings, students from the applicant pool are assigned to the various grade levels. If there are more students than can be accommodated at a given grade level, a lottery is held among new students seeking admission to the affected grade levels.

All lotteries are held in public on a publicly disclosed date as soon as possible after the enrollment period has closed. Each lottery is held by grade level and priority as described above. An independent third party randomly selects names from a pool of all applicants to fill each grade level. Additional applicants are placed on a waiting list in the order selected, maintaining a priority status for siblings.

All affected families are advised of the results of the lottery as soon as possible, in writing and on the website.

Students are moved up from the waiting lists as openings occur at their grade level. No priority is given to any applicant to Prairie Crossing Charter School, except returning students and their siblings, as noted above. Growth of the School

The School started in 1999 with two kindergartens and one multiage 1st/2nd grade. It has added two kindergarten classes a year since then and expects to reach K ? 8 in 2005 ? 06.

The School hopes to maintain classes of approximately 20 students each, with a possible maximum of 24 students. In 2003 ? 04 the class size ranges from 19 in the 4th grade to 21 in the 2nd/3rd multiage class. When it reaches K ? 8, with two classes at each age level, the School will number between 360 and 432.

Student Body and Home Districts

Prairie Crossing Charter School draws students from Woodland District 50 and Fremont District 79, located in central Lake County. These Elementary Districts have a combined population of over 10,000 students. Prairie Crossing Charter School has a current population of 260, with the potential to grow to 432 students.

The student population of Prairie Crossing Charter School generally reflects the student population of Districts 50 and 79, including at-risk children and children with special needs.

The School has deliberately kept the overall student population and class sizes small, as to offer an alternative to parents living within Districts 50 and 79. Currently, class sizes range from 19 to 21 students. A breakdown of classes for the 2003 ? 2004 school year is as follows:

2 kindergarten classes 1 4th grade class

2 1st grade classes 2 4th/5th grade classes

1 2nd grade class 1 5th grade class

2 2nd/3rd grade classes 1 6th grade class

1 3rd grade class

Prairie Crossing Charter School will grow each year by adding a grade level through 8th grade. The School will achieve K-8 status in the 2005 ? 2006 school year.

Calendar and School Schedule

The academic calendar of Prairie Crossing Charter School offers a minimum of 185 days and a maximum of 195 days of instruction. A typical instructional day at the elementary grade level begins at 8:00 a.m. and ends at 3:30 p.m., resulting in a 7.5 hour day. Morning kindergarten sessions begin at 8:00 a.m. and end at 12:15 p.m. Afternoon kindergarten sessions begin at 12:30 p.m. and end at 4:45 p.m. The school office is open from 8 a.m. to 5 p.m. each day during the school year, with slightly modified hours during the summer months.

Small School Atmosphere

At Prairie Crossing Charter School the atmosphere is similar to that of a small family. The "Partner Classes" program is one example of how students are given opportunities to get to know children in other classes and other grades. Throughout the year, two classes meet together many times as partners. For example, a kindergarten class partners with a 2nd/3rd grade class. They meet at least once a month for activities that include reading together, making cards for holidays, having joint activity day, helping each other with projects, and even helping with core subjects. The students become good cross-grade level friends and this friendship can last many years.

The students also have opportunities to get to know each other through assemblies and recess. Classes are grouped together in a variety of ways in order to maximize their exposure to different grade levels and different groups of students. The recess times are staggered for children to be able to play with other classes. Assemblies are held monthly and different classes are responsible for presentations.

Getting to know one another and forming bonds of friendship is not limited to the students of Prairie Crossing Charter School. Administrators, office workers, teachers and assistant teachers meet and learn about each other before school begins and in social functions. As teachers work side by side in grade-level teams and participate in the staff mentoring program, they are able to draw upon the knowledge and strength of their peers and become better teachers. Parents also form bonds of friendship as they volunteer and participate in school activities.

There is truly a sense of belonging at Prairie Crossing Charter School, where every person recognizes that he or she is needed in order to keep our community strong. This type of "pulling together" has helped the School maintain a small, close-knit community atmosphere and has helped develop the strength that will carry the School successfully into the future.

Progress Toward an Experience-Based Education Program

Learning Principles

Prairie Crossing Charter School has achieved an experience-based education program through implementing its underlying principles of learning. These principles include:

"Constructivist education" ? at all times and in many ways, building deliberately and thoughtfully on what students already know and are already interested in.

An "integrated curriculum" ? as opposed to teaching subjects, this approach concentrates on developing the whole child. It uses every situation and exercise to provide many different kinds of lessons. Integrated also means that various types of experience are melded: intellectual, emotional and physical. Children are given opportunities to learn through imagination, spirit, and all their senses.

Experiential and discovery learning. Citizenship Environmental stewardship Exemplary citizenship Learning through artistic expression Music and art Multicultural learning and second language instruction Individualized learning Lifelong learning Striving to meet high standards, encouraging self-discipline and scientific inquiry. Constructivist Approach "The School espouses a constructivist approach to learning in which children find and make meaning from what they experience. The classroom stretches far beyond its walls, with field-based studies a year-round feature.

"A constructivist approach will encourage inquiry and the pursuit of answers, as well as the retention of concepts, skills and information learned through activity.

"Under the umbrella of constructivism, problem-based learning poses questions, analyzes problems from multiple viewpoints, and supports critical thinking and decision-making for children." (Charter p.11)

The following examples under "Experiential and Discovery Learning" also illustrate the School?s constructivist approach. Many hands-on and team learning projects involving several different kinds of learning, allow children to build on what they already know, what piques their interest, and what they can do and contribute.

Experiential and Discovery Learning

All the natural habitats of Northeastern Illinois lie within walking distance of even the youngest kindergarten students at Prairie Crossing Charter School. This allows for daily contact with natural habitats and the many animals that call these places home. Every grade level takes advantage of these resources especially as part of their interdisciplinary units. Specific examples:

The 2nd/3rd prairie unit in the fall included weekly field study immersion experiences in the prairie to study the native grasses and forbs, live insect studies including insect sweeps. Students also collected and dispersed native seed, observed a controlled burn, and planted a prairie demonstration garden next to the school.

Kindergarteners made and posted signs to warn others to stay away from a ground nesting killdeer they discovered during a study of what lives underground. They observed the nest daily and witnessed the parent protecting behavior daily for two weeks after the chicks hatched. The nest was no more than 100 feet from the kindergarten class door. Kindergarten students also tracked seasonal change in the prairie through sensory walks and developed seasonal color pallets back, comparing and contrasting colors of the prairie throughout the school year.

First graders regularly tested the many water features of Prairie Crossing for clarity, pH, temperature, and anecdotally for biodiversity of aquatic invertebrates. This was part of their year-long interdisciplinary study of the life-giving force of water. In a study of aquatic animal metamorphosis students collected 6 bullfrog tadpoles from a nearby pond and successfully raised them to froglets (zero mortality), then released them back to the pond. They also learned about the metamorphic stages of dragonflies at a separate visit to another nearby wetland.

As part of their study of biomes, 4th/5th graders did a season-long comparative study of plants and invertebrates within three different habitats: woodlands, prairies and wetlands.

During the 2nd/3rd grade immigrant study the children searched for artifacts at an old homestead that is on the Prairie Crossing property. The children then interpreted the artifacts and the property to gain insight into the lifestyle of these early settlers.

The Prairie Crossing farm was used by the kindergarten class in their study of farms and lifecycles, by 1st grade to study chicken lifecycles including incubating eggs, by the 2nd/3rd graders when they studied immigrant plant life, and by the 4th/5th grades to learn about greenhouse technology.

The kindergarten classes have used the Prairie Crossing Stable for learning. At one point they "adopted" an abused pony and raised money for its care through lunchtime bake sales.

The farm and greenhouse are an indispensable part of many of our integrated units. Students learn about agriculture, farm animals and plants through hands-on activities and guided exploration at these locations. The kindergarten curriculum includes a comprehensive farm unit. Another grade level has hatched and observed eggs and chicks, which were eventually returned to the farm. Other classes have learned about composting. The 2nd and 3rd grade classes studied non-native crops and farm animals as part of their unit on immigration, and through hands-on activities at the farm came to understand why and how plants and animals traveled with immigrants. In another activity, students visited an on-site rain garden and learned how that is different from a wetland.

Interdisciplinary Units: Steps toward an Integrated Curriculum

The thematic units have included the following:

Kindergarten: Me, Myself, and Others 1st grade: Water All Around Me 2nd/3rd grade: Illinois Tallgrass Prairie and Settlers through the Years 4th/5th grade: Environmental Science All units include practical experiences at each grade level: Kindergarten: life cycles of insects and plants. 1st grade: measuring the water quality in Aldo Leopold pond and the life cycles of chickens. 2nd/3rd grade: winter survival camp (in the spirit of Lewis and Clark and the Corps of Discovery) and prairie biodiversity investigations. 4th/5th grade: Purple loosestrife (non-native plant species) eradication project, squid dissection, and the Earthkeepers project in conjunction with the forest preserves.

A professional environmental educator has worked with each grade level team as they develop their integrated and interdisciplinary curriculum. He has also worked as a specialist or master teacher with teachers and students throughout the year, leading field-based experiences at each grade level and providing teacher support and professional development in outdoor teaching methodologies and strategies. The professional environmental educator has led over 100 field-based experiences with students K-5th. This does not include the many separate visits the teachers led themselves.

Problem Solving At Prairie Crossing Charter School there is a conscious effort to embed problem solving in the learning process. This is demonstrated by the adaptation of the Everyday Mathematics curriculum from the University of Chicago. Teaching students to problem solve in all aspects of math (not just word problems) is a major focus of this program. Students learn many different methods and specific steps, including:

Identify and clarify the problem. Analyze what you know and check whether you need more information. Discover the patterns and meaning in the problem. Ask what techniques you might use to help find a solution. Look back and see if the solution makes sense, and whether the method you used can help you solve other problems. This is readily evident in different problems given in the math program. For example, a student may be asked to multiply two numbers and given a choice of methods to do this. Possibilities include a partial products method, lattice method, or traditional method, and simply adding to find the answer. The choice is up to the individual student. Everyday Mathematics is very good at teaching how to solve a problem through several different methods.

Problem solving is also embedded in the interdisciplinary units created by the teachers. Most units have overarching questions to be answered by the students and teachers during the course of study. Even more specifically, the students are taught the scientific method and take part in different experiments that will help them to answer the questions. For example, when faced with the issue of "What can we do to help the prairie?", the students answered the following questions and took part in the corresponding activities:

How does the prairie survive? (seed collection, prairie burn, re-planting) What effect do immigrant plants have on the prairie? (mustard garlic plant pulling) What effect do people have on the prairie? (visiting the farm, "archaeological" dig of farm ruins) Problem solving is not just confined to academic areas. For example, the 3rd grade class this year started a conflict resolution curriculum which guided the students in how to problem solve during normal peer interactions during the day. Through discussion, role play and art, the students were guided to think about different solutions to problematic interactions they were having with peers. These solutions were discussed along with the possible consequences. This curriculum will be extended next year and will make use of peer moderators.

Many problem solving activities have led to group projects such as the prairie re-seeding project, the purple loosestrife project, and more.

Citizenship Environmental Stewardship One of the most important principles that students at Prairie Crossing Charter School come to understand is their stewardship of the environment. Some of the various activities which promote this understanding are described below:

The 4th and 5th grade students participated in a purple loosestrife eradication program sponsored through the Department of Natural Resources of the State of Illinois. Purple loosestrife is an invasive plant that is threatening the health of many natural wetlands in Lake County and throughout the state of Illinois and the USA. The students raised Galarucella beetles in the classroom through winter and spring. Then, after the beetles had gone through one entire reproductive cycle the children experienced, they were let loose at the Rollins Savannah, about two miles north of our School in the town of Grayslake. The savannah includes a large wetland area that is severely infested with purple loosestrife. Measurements of the infestation were taken on the day of release, and 4th and 5th grade Prairie Crossing Charter School students will continue to monitor the savannah and raise beetles for release each year.

The entire school participates daily in recycling paper and plastic. All students also bring a trash-free lunch with a cloth napkin. The kindergarten and 1st grade classes learn about life cycles and the farm community by visiting the organic farm regularly. The entire school has helped create and maintain a garden. All grade levels have worked in conjunction with the Liberty Prairie Conservancy to gain knowledge about the local ecosystems and habitats. 2nd/3rd graders participated in the "Plant a Prairie" program and also planted native prairie plants around the school. 4th/5th graders helped remove invasive buckthorn from local woodlands. 1st graders helped monitor the local lakes and ponds by testing the water. They also hatched chicks and donated them to the Prairie Crossing organic farm.

The environmental club planted spring bulbs in front of the Byron Colby Barn. The music and art teachers have incorporated sketching, journaling and songs about the environment with all grade levels.

Civic and Global Responsibility Students at Prairie Crossing Charter School have come to see themselves as responsible citizens both locally and globally. The school has taken on yearly activities that contribute directly to the local community:

Each grade level makes a sack breakfast or lunch monthly, to be delivered to the local shelter run by PADS (Public Action to Deliver Shelter). The School participates in food drives to benefit the local food pantry. Supplies are also collected for the local animal shelter. The school has participated in global awareness activities as well:

Students exchange letters with and have donated supplies to a school in Pakistan run by the family of one of the School?s board members. 1st graders participate in a butterfly program with students from Mexico. Some students have participated in a pen pal program with Peace Corps volunteers. The School hosted a group of students from India for a day. This was organized by a not-for-profit group called Manav Sadhana, which seeks to help underprivileged Indian children and foster cultural exchanges. Learning Through Artistic Expression

Music

Students learned songs and dances of the immigrants and pioneers in conjunction with history studies. 4th graders studying Illinois and the Revolutionary War learned the Illinois State Song and played Yankee Doodle on the recorder. 2nd /3rd graders studying immigration and the pioneers learned square dancing and songs like Oh, Susannah!, ?Tit Galop pour Mamou, Hambone, Simple Gifts and Home on the Range. Students also learned Native American songs and listened to Comanche flute music, Pueblo songs and a Chippewa lullaby.

Students also participated in music programs designed for integration with regular classroom studies:

Kindergarten ? songs of community, the harvest, children around the world 1st grade ? performance of musical play about the environment 2nd/3rd grade ? songs and dances of immigrants and pioneers 4th/5th grade ? songs of the Revolutionary War, Illinois, and the folk music of Woody Guthrie (the Dust Bowl Balladeer). Art Students are exposed throughout the year to a variety of art works, art styles and art media. Posters and fine art reproductions are exhibited in the art classroom, and original art is brought to class when possible. Students are informed of local art events and encouraged to attend. A rotating collection of art books is available in the classroom for the children to refer to.

During the past school year, students have gained experience in a variety of media by using pencil, pen & ink, markers, crayons, pastels, charcoal, finger paint, watercolor, tempera, collage, cut paper, clay, wire sculpture, and sculpture using collected objects and mosaic.

Self-expression is a component of every art class. Specific lessons emphasizing self-expression are designed to enable students to create a mood using line, shape, texture, color, perspective and proportion.

Many art lessons begin with the introduction of an artist?s work and life. Each artist is placed within a context. Historical and cultural factors are discussed especially as they relate to the larger curriculum. Artists are seen within larger movements such as the Renaissance, Pop, Expressionism, Impressionism, to name a few we have covered. Art texts including contemporary art periodicals are frequently used to show examples of contemporary art when it is relevant.

During the school year students participate in performances related to curriculum or music. Art activities associated with these events in the past year include: creating a collaborative mural, t-shirt decoration, designing costumes and props, sculpting the Statue of Liberty from homemade paper mache; turning the halls into a virtual aquarium with all sorts of sea creatures as part of a science study project.

Multicultural Learning and Second Language Instruction

At Prairie Crossing Charter School students begin second language instruction at the kindergarten level and continue on through our oldest grade level.

All students learn Spanish a minimum of 1 hour per week. Students also learn about various other cultures, celebrations, traditions and customs. The 2nd /3rd graders study local Native American history as part of their curriculum. The School has children in its student body whose native language is not English and they are immersed into the English language. They also enrich the School community by bringing their own cultural experiences for others to share. 1st grade students participate in a butterfly pen pal program with students from Mexico. Some students have participated in a pen pal program with Peace Corps volunteers serving in Central and South America. Communication

Students? communication abilities at each grade level are measured by an Oral Language Presentation. For example, in 1st grade each student writes a factual report on an aquatic animal. Our interdisciplinary unit in 1st grade is water, therefore they are required to write about an animal that lives near or in the water. The students are asked to find non-fiction books at their local library about their animal of choice. Then they complete an activity sheet about their animal. They must write five factual sentences and provide drawings or pictures of that animal. They also put together a creative oral report about their animal. The parents are given the rubric ahead of time to let them know how their child will be assessed. To get an EE ? "Exceeds Expectations" ? they need to:

Be thoroughly prepared and rehearsed. Have eye contact and engage all of the audience. Show skillful use of voice inflection and volume. Maintain a nice pace with good expression. Give straight-forward report information and consistently follow a logical plan in their presentation. Progress of Parents as Partners in Education

"Throughout the four year history of Prairie Crossing Charter School, parents (and even some grandparents) have played an instrumental role in the educational nurturing of the students. They have truly acted as partners in the education process through volunteer efforts both in the classroom and in the larger school community"

- Kim VanderYacht, parent.

The Parent Staff Organization (PSO) has provided a framework for many of the volunteer activities at the School. During the 2001/2002 school year 126 families volunteered over 7,600 hours. Since Prairie Crossing Charter School opened its doors in 1999, over 95% of the School?s parents have volunteered in some way. The following are examples of parents acting as partners at the School:

Parents gifted and/or interested in math have come to classes, assisted students who needed extra attention, and encouraged those who wanted and were ready for extra challenges. Parents have also been invaluable with reading and writing assistance, especially in the kindergarten through 3rd grades. Many parents have helped by preparing materials at home, to be used by the students for upcoming classroom activities. Parents have helped in the planning and implementation of a school garden where the study of plant growth, effects of weather, and importance of soil conditions has taken place through "hands-on" experience and exploration. Many parents have volunteered to accompany classes on field trips, helping the children to learn outside the classroom and reinforcing learning that has already happened within. Through the Parent Staff Organization (PSO) each classroom has had a Parent Coordinator who coordinates all volunteer efforts in that class. Via a monthly calendar, the Parent Coordinator has provided all parents with information regarding individual in-class volunteer commitments, class field trips, and all upcoming school-wide activities. The handiwork of parents is evident throughout the school: they have participated in the building of coat racks and "cubbies," simple classroom remodeling, painting, and classroom furniture assembly. The Curriculum Advisory Board (CAB) is comprised of teachers and parents who are interested and, in most cases, experienced in the development and enrichment of academic curriculum. They have sifted through countless pages of established curriculum to identify what aspects are most in keeping with the vision, mission and educational goals of the School. The CAB has also helped modify existing curriculum and has added creative "extras." As the school grows, the parents? role in developing new curriculum will become even more critical and challenging.

Fundraising is one of the most important activities that parents have participated in at the School. Through large and small fundraising efforts, the PSO has been able to contribute money to the School?s operating budget and also to the capital account for the new school building. Money donated to the School?s operating budget has enabled the purchase of curriculum and other teaching materials that would not have been possible otherwise. During the 2002-2003 school year, for instance, teachers bought items for their science and accelerated reading programs. Three computers and a high-quality color printer were also purchased with funds generated through about 20 fundraising activities. Additional money came to each classroom and to the science, physical education and Spanish programs. Large fundraising events have helped raise money for the new Prairie Crossing Charter School building. Since the School does not receive any state money for facilities funding, the dedicated parents of Prairie Crossing Charter School have raised a substantial portion of the money needed to finance a new building. Parents have served as members of the board of directors and have participated in the hiring process for all new staff members, including a new Director and a new Principal. They are responsible for long-range planning, for the stability of the School, and its progress toward the goals laid out in the charter. Many parents played an advisory role in the hiring process of a new School Director, by meeting with the professional search firm. Two parents were voting members of the search committee with the members of the board, a majority of whom are parents.

Progress in Accountability and Student Achievement

"Prairie Crossing Charter School expects the community to hold it to a high standard of academic excellence ? and they do. To obtain this respect the Prairie Crossing Charter School continually out-performs local districts on ISAT evaluations, holds students to high academic and behavioral standards, and works closely with the community to ensure a cooperative and expansive educational environment."

- Katie Foglio, Principal

At Prairie Crossing Charter School assessments are comprised of measurable indicators of student learning that include the following:

Self-directed learning and goal setting Grade level benchmarks and report cards Beginning of the year, end of the year and unit based assessments Portfolios Standardized testing 1. Self-Directed Learning Through the experience-based education program at Prairie Crossing Charter School, students become self-directed, engaged learners who set and meet academic and personal goals. Students are given opportunities to evaluate themselves and their peers as they move through interdisciplinary units. The value of setting and working toward goals is reinforced throughout the year as students feel a sense of accomplishment and recognize their own progress. 2. Benchmarks and Report Cards In assessing a student?s academic progress, teachers utilize benchmarks for each grade level. The benchmarks of each succeeding year build on the previous year?s expectations. Report cards are sent home three times during a school year and give parents a detailed assessment of how a student is performing relative to his or her grade level benchmarks. (See sample of report cards attached) 3. Assessments At the beginning of each year teachers administer assessments created by the school staff in the areas of oral reading and comprehension, math, spelling, written expression and oral language. Teachers use these assessments to understand a student?s academic competency based upon the grade level benchmarks. At the end of the year the same assessments are given to determine growth and progress. Assessments are also given throughout each unit of study, and summative evaluations are given at the end. Teachers are encouraged to use different models of assessment so as to be thorough. For example, in one unit a teacher may use project-based assessments, anecdotal notes, and observations as well as traditional paper and pencil assessments to gauge the students? knowledge. 4. Portfolios Portfolios are a large part of the assessment process at Prairie Crossing Charter School. . Students select examples of their work to add to their portfolio throughout the year. A student?s portfolio may include meaningful items such as reports, stories, art work, math work, writing samples, etc. At parent-teacher conferences, parents have an opportunity to review their child?s portfolio. At the end of the year, students share their completed portfolio with parents and siblings at a special "portfolio night." 5. Standardized Tests At Prairie Crossing Charter School the teachers administer state and nationally normed tests, the ISATs and the Stanford 9. Prairie Crossing Charter School students have consistently outperformed the national average, as well as the state average. They have also outperformed Woodland District 50 and Fremont District 79, the two districts from which the School?s students are drawn. For two years, over 95% of its students have performed at or above state standards. The School is reported to be among the top 25 schools in the state (Daily Herald, November 13, 2002), and as having the ninth highest school score in the state (Chicago Tribune, November 16, 2002). ISAT scores are attached for 2001 and 2002. (Prior to 2001 our children did not take the tests. The 2003 test results are not yet available.) Progress in Governance and Operations Board of Directors The Board of Directors for Prairie Crossing Charter School has consisted of as many as 10 members and as few as 3 members. Currently the Board has seven members ? four are parents, one is a founding Board member and two are members of the community.

Since the School?s first parent election in 2000, there have always been two parent-elected positions on the Board. Each Board member serves a term of 3 years and is expected to chair or serve on at least one committee. When a non-elected Board position has opened up, parents have been encouraged to submit a letter of interest and a resume for consideration. The Board has also tried to fill vacancies with members of the community who could contribute a particular skill set to the school; e.g., an accountant or teacher.

Advisory Board

The whole Advisory Board has met once with the full Prairie Crossing Charter School Board. Our Board of Directors has kept in touch with a number of the Advisory Board members individually when issues have arisen in which the school needed help particular to their fields. For example, several of the members who held political positions were most helpful when the School joined with other charter schools during the 2002 state legislative session to urge the passage of facilities funding for charter schools.

In addition, outside experts not officially on the Advisory Board have been recruited to

meet with teachers and School Board members as particular needs have arisen, such as specialists in environmental education and integrated curriculum planning. Some of these experts donated their services because they believe in the potential of the School; others were employed through grants from the Liberty Prairie Foundation.

As the school begins its fifth year of operation and moves into an expanded program, we plan to convene the Advisory Board again. Its members will help us review the School's progress in implementing our charter and lay out strategies for increased effectiveness in the future.

Susan Klonsky of the Small Schools Workshop helped us extensively with drafting the original charter. She also presented a seminar early in the growth of the School. Board members have contacted her from time to time for advice. In October 2002, a meeting was convened with some of the original crafters of the charter to assess and discuss the School?s progress. Present were Susan Klonsky, Vicky Ranney, Acting President, founding Board member, Ellen Winick, founding Board member, Miriam Frank, founding Board member, and Steve Barg, environmental education specialist. One outcome of that meeting was identifying the need for more teacher training in the area of constructivist learning and teaching. The School has developed a plan that will increase teacher training in this area beginning in the 2003-04 school year.

Ms. Klonsky also met in early 2003 with a group of teachers, Board members and former Board members for a productive session on ways to increase our implementation of the charter.

Employee Relations

The dedication and excellence of Prairie Crossing Charter School?s administration, teachers and staff is remarkable. All employees have held themselves to high performance standards during the School?s four year history and they continue to look for areas of improvement.

Hiring Process

The hiring process has been rigorous at Prairie Crossing Charter School to ensure that a diverse, dedicated and skilled team of teachers is hired. Teachers have participated in screening resumes and making initial recommendations to the administration for phone interviews. After candidates have been interviewed by phone they have been invited to an interview with a Board member, a member of the administration and several teachers.

If the first interview has gone well, the candidate has been called back to teach a lesson to a class at the appropriate grade level and participate in a second interview with a member of the administration. Finally, the teacher candidate has had an interview with the School administration and a Board member, where salary and benefits are discussed. Only after the final interview has a decision been made to offer a contract. Final approval for the candidate?s contract has come from the School Board.

Professional Development

All teachers have been encouraged and given opportunities for professional development. Money has been provided for the staff to attend workshops and classes throughout the years. This past year 100% of the staff participated in continuing education opportunities that reflect the unique educational philosophy of the School. For example, two teachers have participated in the continuing education summer field trips with the Illinois Farm Bureau, and all 1st grade teachers have participated in the Farm Bureau's Egg to Chick program. Other examples of continuing education include conferences on Multi-Age and Looping and the Rebecca Sitton spelling program. In addition, teachers have attended special teacher education programs provided by the Department of Natural Resources and the Lake County Parks and Recreation department. Each staff member has been required to present an overview of his or her learning to the staff on completion of a workshop or class.

Working As A Team

At Prairie Crossing Charter School teachers have been encouraged to work as a team in many different ways:

All teachers have been split into grade-level teams (i.e. kindergarten, first grade, 2nd/3rd grade, 4th/5th grade). Classrooms for grade level teams have been situated next to each other to facilitate communication. Time has been set aside every other week during the school day for grade level meetings. These meetings have been used to plan field trips, review curriculum questions, and share ideas.

During the alternate weeks the faculty meets as a whole to share ideas, explore new strategies for teaching, and conduct other business. Teachers have also had time during lunch and "specials" classes (Spanish, art, music, physical education, etc.) to meet together, share ideas and make plans. The administration, staff and teachers of the School have also participated in the following programs and activities to help the School achieve excellence in education and employee relations:

The School has utilized the skills and knowledge of Steve Barg, Executive Director of the Liberty Prairie Conservancy, as a coach and master teacher. He has worked with both teachers and children to more fully achieve the goals of our charter. Mentor teachers have been assigned to each new teacher. The mentor has given advice on how to coordinate parent volunteers in the classroom, instruction delivery, and articulation of curriculum. Teachers have met in grade-level teams and as a whole staff to create, modify, and double-check curriculum maps to make sure there is clear articulation throughout all the curriculum Administration and teachers have helped organize and train parent volunteers in the many different roles they play in the classrooms and the School overall. Staff meetings have been used to introduce and review different teaching strategies and to share what has been learned at workshops or classes. The administration and all teachers have been expected to act as liaisons to the community. Teachers have selected a representative to serve as a liaison to the Parent Staff Organization and meet regularly with the PSO Officers. A "Common Ground (personnel) Committee" has been set up to ensure that the School?s staff would be able to get insurance benefits, maternity leave, and other benefits. The committee has consisted of two teachers, an administrator and two Board members. The committee has worked hard to help maintain a good working relationship between staff members, school administration, and the Board of Directors.

Protection

Legal Liability

The School has employed the firm of Hodges, Loizzi, Eisenhammer, Rodick & Kohn to advise the Board of Directors and provide other legal services as needed. These services have included providing contracts to employees, advising the Board on personnel issues, advising the Board on compliance with the Open Meetings Act, etc.

Insurance Coverage

Prairie Crossing Charter School has fulfilled its responsibility for insurance protection by creating its own insurance program and purchasing specific policies. The policies that have been written through Byrne, Byrne & Company include: Personal Property (contents), General Liability, Educators Professional Liability, Hired/Non-Owned Auto, a Fidelity Bond, Workers Compensation, and an Umbrella Policy. In addition, the School has purchased an accident policy for the children and a Directors/Officers Liability Policy for the Board of Directors.

The current insurance program expires August 16, 2003 and will be renewed at that time. This program includes:

Insurance Company: Great American Insurance Company

Package = Policy # PAC 357-04-86

Includes Personal Property (Contents), Mobile Classrooms, General Liability, Educators Professional Liability

Hired/Non-Owned Auto, Fidelity Bond

Insurance Company: Great American Insurance Company

Umbrella = Policy # UMB 3-57-04-87

Serves excess liability over all underlying policies

Insurance Company = Princeton Insurance

Workers Compensation = Policy # WC12018164

Based on Payroll

(This company will not offer this coverage in future. A change will be made.)

Insurance Company: American National

Student Accident = Policy # FLD02-40565-SA

School related activities and injuries; includes athletic activity

Insurance Company : United National Insurance

School Board Legal Liability = Policy # LSB 0001976.

Transportation

Parent volunteers have run the School?s carpool program for the past few years. Parents have been strongly encouraged to carpool for a number of reasons: to promote a sense of community, to protect the environment by having fewer cars on the road, and for the practical reasons of saving time and money. The carpooling has been very successful, with over 85 % of the School?s families either carpooling or walking. Although door-to-door bus service has not been available, there is no indication that the School?s commitment to geographic, economic, and ethnic diversity has been negatively affected. .

A provision is in place for underwriting a transportation stipend in case a family lives far from the School and cannot be matched with carpooling resources. Any such subsidization would be offered with priority for low-income children. This provision has not been required and therefore has not been activated to date. In addition, a provision is in place to meet the needs of any student with an Individual Education Plan (IEP) specifying a transportation need. This situation has not happened to date.

Parents at the School have applied for the Parent/Guardian Transportation Reimbursement through ISBE every year. This program averages the mileage cost of people who apply and reimburses that averaged amount. Forms for this program have been submitted in April and available money has been distributed by ISBE the following December.

Creating a Learning Community

Comments by Dr. Linda Brazdil, Director

I am the incoming Director of the Prairie Crossing Charter School. During my interview process, I was impressed with the energy and enthusiasm of the teachers, parents, and school board members who interviewed me. Their questions convinced me that the school is truly committed to helping children to gain a sound understanding of the world and become responsible citizens. It was clear that they care much more about helping students to grow into lifelong learners who also care for the environment, than merely teaching them facts that will help them do well on tests ? though that is happening too. After I was hired and met the rest of the teachers, classroom aids, students, and parents, the dedication and involvement of all of these groups in helping students and in continuing to strive to improve the school became even more evident. The adults in the community are clearly interested in learning from each other and from the students. Parents are involved in curriculum at a level of understanding and involvement I have never seen. The adults truly model what a learning community is for the students as well as involving the students in the learning community.

As the school grows to include grades six through eight, students in these upper grade levels will begin to take on responsibility for service projects that address the needs of the Liberty Prairie Conservancy and the local community. Students will assess needs, research ways in which they can contribute to the environmental concerns and work of the community, and take leadership roles to include younger students in service projects. These projects will benefit the community, build good citizenship, and help students at all grade levels gain a better understanding of and deeper appreciation for the prairie environment around them.

As the school adds grades 6 - 8, life sciences will continue to be the focus of the curriculum. At this level students will deepen their understanding of the interconnectedness of the biotic and abiotic factors in sustaining a prairie environment, the impact of humans on the environment, and ways in which we can preserve it. They will also use their knowledge of the prairie environment to gain an understanding of the vast diversity of life on earth by comparing other ecosystems to that of the prairie. Students will discover how the history of the area impacted the prairie, the effects of scientific and technological discoveries on history, and the impact of historical events on science and technology. In particular, they will look at how agriculture changed the prairie, its effects on the environment, the technological changes that farming advanced, and how these changes in turn affected agriculture and the structure of society. Again, they will grow in their ability to compare these interconnections with these types of changes, both past and present, in other ecosystems.

Students learn best when there is meaning in what they are learning. The ability to ask questions about the natural environment and the organic farm and then to conduct observations, measurements, data collection, and analysis to help answer these questions provides many opportunities to make learning meaningful for all students. Additionally, it provides students with an understanding that we are a part of the natural world and that the various aspects of that world are interconnected. For example, students will learn first hand how weather patterns affect crops, how observable changes in the sky produce the cycle of seasons, and how animals and plants grow and develop. Students will record observations and data, analyze data, and prepare written and oral reports. Language arts, math, history and more subjects will be integrated. Students will, at times, present their reports to members of the community as parts of service projects. In this manner, students will develop an understanding of the importance of clear communication, and they will learn to communicate.

The prairie provides an opportunity for students to gain a deep understanding of science and social studies. It also provides the inspiration for much literature, art, and music. Students will be exposed to books, poems, artwork, music, etc. that is inspired by nature. They, in turn, will express the wonder of the prairie environment through their own compositions.

The use of technology provides an important opportunity for students to extend their first-hand observations of nature and to obtain information about a wide variety of topics. Technology will not replace actual observation and data collection in the environment, but will be used to enhance these observations and provide the means for powerful data collection and analysis. Care will be taken to help students assess the likely credibility of information obtained on the Internet. This skill will serve them well throughout life as they detect bias, look for supporting evidence, and study different sides of issues as they continue to grow and learn.

VOLUNTEER CONTRIBUTORS

______________________________________ School staff

Linda Brazdil Director, Prairie Crossing Charter School (PCCS)

Marcy Berkowitz Teacher

Ann Bowman Administration

Michelle Clendening Teacher

Katie Foglio Principal, former teacher

Catherine Johnston Teacher

Jennifer Mangold Teacher

Abbie Pietruszynski Teacher

Nancy Pillow Teacher

Judy Prisoc Teacher

Maria Sanborn Teacher

Kelly Smith Teacher

Cynthia Ward Teacher

Lynne Warner Teacher

Others

Dani Armstrong Parent

Steve Barg Executive Director, Liberty Prairie Foundation

Barb Bohnert Byrne & Byrne, Insurance Brokers

Mary Burks Board member, parent, chair of fundraising committee

Minerva Cruz Familar Parent

Julie Dahlberg Parent

Miriam Frank Founding Board member

Bob Helle Parent, chair of building committee

Kathleen Johnston Past principal

Corinne Jordan Parent, former Parent Staff Organization president

Wesley Ley Board member, Treasurer, parent

Susan Niederlander Parent

Cheryl Pytlarz Parent

Vicky Ranney Acting Board President and Founding Board member

Morgan Rich Board member

Jen Stinson Parent, Parent Staff Organization president, former Board member

Linda Wiens Board member, Board Secretary

Terry Wrzesinski Special education consultant.

The last page is a short statement called "Renewal Assurances." It is one of the required documents that are part of the recharter application. The statement is provided by ISBE, signed by Vicky Ranney and Linda Brazdil, and dated July 14, 2003. It reads:

Renewal Assurances

The undersigned do hereby certify that, during the initial charter term, no material violations of any of the conditions, standards or procedures set forth in the charter have been committed. (105 ILCS 5/27A-9c).

The undersigned do hereby certify that, during the initial charter term, the school has not violated any provision of law from which it was not exempted (105ILCS 5/27A-9c).

The Attachments were provided in a separate folder. They are not reproduced electronically as part of this document because it would just be too, too much. They include:

Test scores information and Chicago Tribune 11-16-03 Example of Progress Report Curriculum samples Prairie Crossing Charter School names new director ? News Sun 5-20-02

Prairie Crossing Charter School in the news ? 3 articles Schematics for the new buildings Letter from the architect Prairie Crossing Original Charter (1999 ? 2004)

They are available at the School office for review.

Please note that samples of the children?s work and photos were also gathered. They have not been included with the recharter proposal because we were advised that would be too much. Rather, we were asked to have those available for demonstration at a possible site visit. We are doing that.

Administration

Board of Directors

For the Student

For the Parent

For the Teacher

Contact Us

Employment

Enrollment