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Early Childhood Academy
Public Charter School
2013–2014 Annual Report
4025 9th Street, SE
Washington, DC 20032
(202) 373-0035
(202) 373-5586 Fax
Dennis Sawyers, President, ECA Board of Trustees
I. School Description.................................................................................................................................. 3
A. Mission Statement.......................................................................................................................3
B. School Program...........................................................................................................................3
1. Curriculum Design and Instructional Approach .................................................................3
2. Parent Involvement..............................................................................................................7
II. School Performance................................................................................................................................9
A. Performance and Progress...........................................................................................................9
B. Lessons Learned and Actions Taken..........................................................................................9
C. Unique Accomplishments.........................................................................................................11
D. List of Donors...........................................................................................................................12
Data Report................................................................................................................................................13
Appendices
a. Staff roster for 2013-2014 School Year.........................................................................................17
b. Board roster for 2013-2014 School Year.......................................................................................19
c. Unaudited Year-End 2013-2014 Financial Statement..................................................................21
d. Approved 2014-2015 Budget.........................................................................................................22
Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report
2
A. MISSION STATEMENT
Our Mission
Early Childhood Academy Public Charter School’s mission is to foster the academic and
social/emotional growth and development of each student in a safe and holistic learning environment
that will equip all students with the knowledge and tools to become high achievers, proficient readers,
and critical thinkers who will thrive for a lifetime as productive and caring citizens.
B. SCHOOL PROGRAM
1. SUMMARY OF CURRICULUM DESIGN AND INSTRUCTIONAL APPROACH
The curriculum at Early Childhood Academy Public Charter School (ECA) focuses on language and
literacy to promote reading fluency, critical thinking, and vocabulary development, and to encourage
appropriate social interaction. ECA adheres to the Common Core State Standards (CCSS) and during
2013-2014, it based all instruction for kindergarten through grade three on these standards. Through its
data-driven instruction, ECA's emphasis is on high quality teaching and learning for all students in all
grades. Language and literacy is at the forefront of ECA's instructional program, but it provides all
students with an educational experience that also focuses on math, science, social studies, the arts, and
the diverse resources of the metropolitan area. The school expects students to:
.
.
.
.
.
Become high achievers
Become passionate and skillful life-long readers and writers
Develop mathematical and scientific thinking, problem solving and inquiry skills
Actively engage with real-life problems and questions
Build strong interpersonal, communication and collaborative skills
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Curriculum: Teachers plan each unit based on the essential skills identified for their grade levels on
the CCSS. Teachers determine what every student should know and be able to do by the end of the unit
and administer monthly aligned common assessments. Data from these assessments are used to
determine student outcomes and plan for the next month’s instruction.
Classrooms: Teachers utilize research-based strategies to enhance their daily instruction. Common
strategies include:
 Small group teaching/individual conferences – After teaching a whole group mini-lesson on a critical
concept or skill, teachers meet with small groups for more targeted instruction in a skill or standard.
 Formative Assessment – Teachers administer weekly formative assessments to monitor student
understanding. This feedback allows the teachers to make instructional decisions that support each
student.
 Text-Dependent Questions – A major focus for all grade levels in supporting students’ reading
proficiency is asking and answering questions based on the text read. These questions and responses
move students to a deeper understanding of the text
 Close Reading – Teachers utilize the “close reading” strategy to ensure that students have carefully
analyzed and synthesized text, identified and clarified unknown meanings and concepts.
 Response to Intervention – RTI provides an additional layer of daily targeted support to students who
are below level in specific ELA or math skills areas.
Culture: ECA encourages a culture of student self-regulation in behavior and student responsibility in
learning. Students learn that education is not something that is given to them; instead, it is an interactive
process. Teachers expect students to be immersed in their learning by asking related questions and
pursuing answers. The ECA culture supports student engagement in their learning.
Ongoing Assessment: At ECA, students at all grade levels are assessed throughout the year. The goal
of assessment is:
 To give the teacher(s) information about what a student does and does not know to inform
instruction;
 To help teachers assess their own instructional strategies, and
 To give the school and our stakeholders information about the effectiveness of our program.
All teachers administer weekly formative assessments based upon their differentiated instruction, to
determine the success and challenges students have had during the week and inform subsequent
planning. Teachers administer common assessments monthly. Common assessments are based upon the
essential Common Core State Standards for each grade level. Additionally, all grade levels are
administered interim/benchmark assessments throughout the school year. Prekindergarten students take
the Every Child Ready Assess for reading and math; kindergarten through grade three are administered
the NWEA Measures of Academic Progress and the Developmental Reading Assessment. Grades two
and three also take the Achievement Network assessment for reading and math. The DC Comprehensive
Assessment System is administered to grades two and three at the end of the school year.
Social Development: ECA’s instructional program is supported by the use of Positive Behavior
Facilitation (PBF), which guides teachers’ responses to student behavior. ECA recognizes that
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academic achievement is directly aligned with social/emotional well-being. Positive Behavior
Facilitation is an approach to student interaction that fosters safe, responsive, and nurturing classrooms
and schools. PBF is based on the beliefs that teachers must respond rather than react to student needs;
that teachers must recognize that their own belief systems affect their responses to students; and that
both teachers and students have “icebergs”, that which lies beneath the service but has a significant
impact on one’s behavior. To supplement PBF, ECA has also adopted the research-based Second Steps
Program, which uses grade-appropriate activities to teach students empathy, problem solving, conflict
resolution and management of impulses and emotions.
Literacy: All children are exposed to a wide variety of books and stories that include an abundance of
literary and informational text. ECA’s English Language Arts program is implemented in a two-hour
morning block. The block includes a whole group mini-lesson, followed by daily teacher-directed
guided reading and differentiated practice activities. All students are given ongoing reading assessments
that identify their independent reading levels – the levels at which they can read with deep
understanding and fluency. Students are expected to significantly increase their reading levels over the
course of the school year. Information about reading levels will be given to families at each quarterly
conference, but caregivers are always welcome to ask their child’s teacher for specifics about their
children’s levels and progress.
Mathematics: The core curricular resource for kindergarten through grades three are the Common Core
State Standards for math and the Math Connects program. Math Connects is a challenging, standardsbased, “spiraled” program. Students learn concepts and skills from all mathematical strands, as well as
the connections among these concepts, through multiple exposures to topics and frequent opportunities
to review and practice. At every level, teachers use small groups or modified assignments to
differentiate instruction for students who are working below or above grade level.
Science: During the 2013-2014 school year, ECA adopted the DC state standards for science. Students
in all grade levels study life, earth and physical science throughout the year, developing both scientific
content knowledge and an understanding of scientific processes and communication. The Houghton
Mifflin Science program serves as the major resource for science instruction.
Social Studies: During the 2013-2014 school year, ECA adopted the DC state standards for social
studies. Students at ECA are challenged to discuss, think and write about important events, people,
places and ideas. Teachers give students background knowledge through direct instruction, using
reference texts, primary documents, maps, atlases, etc. Social studies units are often integrated with
literacy units. Students simultaneously gain skills in reading or writing about a particular genre and
knowledge of a particular historical period or social studies topic. The Houghton Mifflin Social Studies
program serves as the major resource for social studies instruction.
Health and Fitness: Health promotion and wellness at ECA is based on DC standards and in
accordance with the Healthy Schools Act. During the 2013-2014 school year, ECA implemented the
Walmart WAY program as the foundation for health and fitness instruction. ECA students are expected
to understand, explain, and apply concepts related to health promotion and disease prevention in order to
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achieve and maintain healthy lifestyles. ECA students are able to access, interpret, evaluate, and
communicate age-appropriate health information. ECA students engage in activities using interpersonal
communication skills that respect differences among people and demonstrate responsible personal and
social behavior. Students are provided with regular opportunities for exercise and other healthy
recreation culminating with an annual Field Day in June.
Music: ECA provides a robust music program that includes weekly general music instruction for all
ECA classes, as well as instrumental music for identified students in kindergarten through grade three.
All students are exposed to a wide variety of music genres, introduced to the different instruments and
their groups, and taught rhythm and beat. Students receiving instrumental music instruction learn to play
the violin, viola, cello, xylophone, and drums, and participate in our string and percussion orchestras.
Foreign Language Instruction: Beginning in PK, students at ECA receive Spanish instruction once a
week for 30 minutes. Spanish instruction focuses on speaking practice, development of vocabulary and
learning beginning reading and writing skills. Students participate in age-appropriate activities and
games in Spanish. The Spanish teacher works closely with the classroom teachers to teach vocabulary
words and support other academic areas.
Inclusion Program: ECA values diversity of all kinds in our community. Our strong belief is that all
students, including those with disabilities, can achieve at high levels. We also believe that all students
benefit from the inclusion of students with disabilities in the general education classroom. Both research
and our own experience demonstrate that students with disabilities perform better with greater access to
the general education curriculum and non-disabled peers. Our special education program is designed to
provide access to our students with disabilities through Individualized Education Programs (IEPs).
The inclusion program and team has two main priorities: to
 Identify students with disabilities in accordance with IDEA, through a rigorous and timely referral,
evaluation, and eligibility process that includes the use of the RTI process before referral.
 Provide effective support to students with disabilities so that they may meet their IEP goals.
At ECA, students with exceptionalities receive many of their services within the regular education
setting through the collaborative efforts of therapists, inclusion teachers, and general education teachers.
General education teachers and special educators share teaching responsibilities in the general education
classroom in a variety of ways: one teaching/one supporting, leading small groups, parallel teaching,
alternative teaching, and team teaching. In addition, both teachers provide environmental and lessonspecific modifications and accommodations to support students’ success throughout the day.
As IEPs dictate, therapists and inclusion teachers work with students individually or in small groups
outside of the regular education classroom. This instruction is specific to the child’s IEP and may also
provide additional practice in skills that have been taught in the general education classroom.
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The Special Education Coordinator manages the evaluation, eligibility and IEP process and meets
weekly with special education teachers, social workers, and related service providers to coordinate and
schedule MDT meetings and assessments, monitor the success of the push-in and pull-out programs, and
to assess school-wide professional development needs pertaining to students with disabilities.
KEY MISSION-RELATED PROGRAMS
Extended Day Program. The Extended Day Program, which consisted of a Before School and After
School Program, incorporates the philosophies and activities of the classroom, carrying them over into
the before and after school hours. The Before School Program begins at 7:00 AM and provides breakfast
to students who arrive before 8 AM. Quiet classical music is played while students activate their minds
with educational games, read books, or draw pictures until the start of breakfast at 8:05 am. The After
School Program begins when the students are dismissed from their classes at 3:00 pm and ends at 6:00
pm. The program is offered Monday through Friday when school is in session and during summer
school. The program consists of an afternoon meeting with a snack; physical education and movement
time; a homework assistance period; project-based activities in ELA, science, social studies, and math,
and Fun Friday with games, cheerleading, dance, art, and singing.
Professional Development: ECA’s core beliefs are that learning is a lifelong endeavor and that
students succeed when teachers, administrators, and school staff are constantly learning themselves. In
the 2013-2014 school year, ECA provided high quality, ongoing, differentiated professional
development to all staff members and developed a professional learning community and culture of adult
learning. In summer 2013, ECA provided a three-week long Professional Development, and during the
school year provided all-day, monthly professional development and training for instructional staff. In
addition, key staff persons received external training through OSSE, PCSB, FOCUS, ASCD, and at the
Charter School Convention in Las Vegas, NE.
2. PARENT INVOLVEMENT
Parent engagement at ECA centers around four key goals: supporting students’ academic progress;
celebrating student work; strengthening families; and building community.
To strengthen families, build our community, and ensure the academic success of all ECA students, the
school holds a number of events each year to provide opportunities for teachers, parents, and caregivers
to meet, interact, and have conversations about student expectations and the school’s curriculum and
program.
Back to School Nights (September). Families meet teachers, view classrooms, and learn about the
grade level skills students will learn for the new school year.
Family Fun Nights (Monthly). Parents are given tools to support their students at home. Parents are
also given the opportunity to have conversations with teaching staff about the school programs.
Parent-Teacher Conferences (Quarterly). Parent-Teacher conferences offer parents the opportunity to
meet individually with teachers to discuss their child’s academic progress.
Field Day. Students, teachers, and parents participate in this all day outside event that supports the
school’s focus on building healthy lifestyles. Organized sports activities, along with a healthy meal, are
planned for this day in the park.
7
ECA hosts ongoing special activities to celebrate student accomplishments and achievements with
families. Student performances are held three times a year for the entire school. In addition to the
classroom presentations, the performances include presentations by the ECA choir and the ECA string
and percussion orchestras.
8
A. PERFORMANCE AND PROGRESS
ECA has made significant progress in meeting its mission and goals. Through the use of the Opening the
World of Learning instructional program, along with a partnership with AppleTree Institute for the
administration of ECR Assess, ECA’s prekindergarten program is thriving. The use of the Response to
Intervention model has supported our strugglers and reduced referrals for Special Education assessment.
Our grade level Professional Learning Communities ensure that teachers plan collaboratively and
provide a foundation for common learning and common assessments across the grade levels. Finally our
use of Positive Behavior Facilitation school-wide ensures that students work in a nurturing environment
that understands developmentally appropriate behaviors and effective responses to challenging student
behavior.
DC CAS Results: The DC CAS is the District of Columbia’s standardized assessment to measure student
achievement in reading and math. In 2013-14, ECA administered the DC CAS to students in second through
third grade. The table below shows the percentage of students who scored proficient or advanced in reading
and math. We had 44.83% percent of our students scoring proficient or advanced in math and 36% percent of
our students scoring proficient or advanced in reading.
School
Classification
Name
2014
EARLY CHILDHOOD ACADEMY PCS
Developing
Overall Index Score
2014
41.67
Change
N/A
Math Proficiency
2014
Change
44.83
1.24
Reading
Proficiency
2014
36
Change
-17.85
B. LESSONS LEARNED AND ACTIONS TAKEN
Our LEA leadership team (Executive Director, Principal, Director of Curriculum and Instruction,
Special Education Coordinator) evaluates literacy and math outcome data on a monthly basis to inform
instructional shifts necessary throughout the year. At the end of the school year the leadership team
spends considerable amounts of time analyzing final interim assessment data and the DC-CAS data
when it is made available over the summer to assess the total school program.
This data driven needs assessment extends beyond academic achievement data to include information
about student discipline disaggregated by grade level and month; student attendance rates by grade level
and month; quarterly parent survey data; teacher evaluation data; and professional development
evaluations.
9
The leadership team had the following major take-aways from the data analysis- 1) We continue to
demonstrate strong growth and achievement in ELA and math at the prekindergarten and kindergarten
levels. PMF scores show adequate growth at all grade levels except grade three. However, there is a
downward trajectory in second and third grade. More training is required to ensure that the grade two
and grade three programs are appropriately aligned with the CCSS in their rigor and that data is being
used effectively to inform instruction. 2) We have not reached our goal of students meeting grade level
proficiency in reading and math by grade three. We are implementing a more robust plan of instructional
support in grades two and three to include external support from reading and math experts in the field
10
C. UNIQUE ACCOMPLISHMENTS
Soar Grant - In 2013, DC’s SOAR fund awarded ECA a $100,000 grant for the 2013-2014 and 20142015 school years. Through this grant, ECA was able to implement a targeted instructional coaching
program for students in grades two and three. The instructional coach will work with second and third
grade teachers weekly to provide support in data analysis, planning, and instructional delivery.
Nancy & Richard Marriott Grant - In 2013, ECA received a $10,000 Marriott grant to continue to
increase students’ access to technology. ECA purchased twenty-two (22) iPads for the 14
prekindergarten through grade three classrooms. This purchase, in addition to the 48 iPads already
purchased, has allowed each classroom to maintain an iPad center in their classroom.
Qualitative Site Review – ECA participated in a Qualitative Site Review conducted by the PCSB in
February 2014. The review team scored over three-fourths of the observations as proficient or
exemplary in the “Classroom Environments” domain and scored 85% of the observations as proficient
or exemplary in the “Instructional Delivery” domain. All other scores in all domains were satisfactory or
above; no observations fell in the limited range.
Middle States Accreditation – ECA participated in a self-study review conducted by the Middle States
Association to determine eligibility for accreditation. The three-member review team determined that
ECA qualified for accreditation and will make that recommendation to the Middle States Board of
Directors when it convenes in the fall of 2014.
Increase in Enrollment – ECA experienced a significant increase in the number of parents interested in
enrolling their students. Consequently, ECA added a third prekindergarten-4 classroom for the 20132014 school year to accommodate an additional fifteen prekindergarten students.
11
D. LIST OF DONORS
ECA gratefully acknowledges the support of our dedicated donors, whose generous contributions ensure
high achievement for every ECA student. The following individuals, foundations, corporations, and
organizations supported ECA with gifts of $500 or more.
Early Childhood Academy PCS
List of Donors
July 2013 through June 2014
Jul '13 - Jun 14
Income
4200 · Grants
4230 · Grant - NCLB Entitlement
4232 · Title II
136,745.95
5,879.14
4275 · Grant-Marriott Foundation
10,000.00
4277 · Grant – SOAR
49,943.76
4290 · Grant – HAS
4300 · Grants-NSLP
9,073.40
182,760.45
4330 · Grant - Donated Commodities
21,880.29
4340 · E-Rate Revenues
25,029.39
Total 4200 · Grants
441,312.38
12
LEA ANNUAL DATA REPORT
2013‐2014 SCHOOL YEAR
DATA COMPONENT
Question #
1
2
3
4.a
4.b
4.c
4.d
4.e
4.f
4.g
4.h
4.i
4.j
4.k
4.l
4.m
4.n
4.o
4.p
4.q
4.r
5
Source
PCSB
PCSB
School
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
PCSB
School
6
Data Point
LEA Name
Campus Name
Ages served – adult schools only
All Grades
PK3
PK4
KG
1
2
3
4
5
6
7
8
9
10
11
12
PG
Ungraded
Total number of instructional days
School Answers
(fill in blank fields)
PCS
PCS
263
39
61
47
43
43
30
0
0
0
0
0
0
0
0
0
0
0
180
Number of instructional days, not including holidays or professional
development days, for the majority of the school. If your school has
certain grades with different calendars, please note it.
Suspension Rate
2.66%
Expulsion Rate
0.00%
Instructional Time Lost to Discipline
0.04%
Promotion rate
95.3%
PCSB
7
PCSB
8
PCSB
9
PCSB
PCSB
AVERAGE DAILY MEMBERSHIP
The SRA requires annual reports to include a school’s average daily
membership.
PCSB will provide this using three data points:
(1) audited enrollment; (2) mid-year withdrawals; and (3) mid-year
entries.
13
Question #
Source
10
School Answers
2.3%
Data Point
Mid-Year Withdrawals
PCSB
Rate
11
Mid-Year
PCSB
12
0.8%
Entries
Teacher Attrition Rate
20%
School
13
Number of Teachers “Teacher” is defined as any adult responsible for
School
14
School
15
16
17
18
19
20
21
22
23
24
School
School
School
School
School
School
School
School
School
School
25
School
26
27
the instruction of students at least 50% of the time, including, but not
limited to, lead teachers, teacher residents, special education teachers,
and teacher fellows.
Teacher Salary
1. Average: $41,374
Range -- Minimum: $ 25,758
Maximum: $77,446
Square footage for entire building (list separate facilities
separately)
Square footage for entire classroom space
Cafeteria (Yes/No)
Theater/Performing Arts Space (Yes/No)
Art Room (Yes/No)
Library (Yes/No)
Music Room (Yes/No)
Playground (Yes/No)
Gym (Yes/No)
Playing field large enough to hold outdoor sports competitions
(Yes/ No)
Integrated/Infused Arts Program (Yes/No)
30
$41,374
27,602
528
Yes
No
No
No
Yes
Yes
No
Yes
No
School integrates arts into academic curriculum beyond dedicated art
periods.
Classical Education School (Yes/No)
School
School integrates classical texts in the Greek and Roman tradition into the
curriculum.
No
School
College Prep Program (Yes/No)
No
28
School uses a college preparatory curriculum.
Expeditionary Learning Program (Yes/No)
School
29
Evening Program (Yes/No)
School
30
No
School offers a course schedule that allows students to attend classes
exclusively in the evening hours. (School may also offer a separate daytime program.)
Extended Academic Time (Yes/No)
School
No
School uses the expeditionary learning curriculum as its primary academic
focus.
No
School has at least 30% more mandatory academic time than the DCPS
calendar.
14
Question #
Source
31
Data Point
GED Program (Yes/No)
School
32
School has a program that specifically prepares students
for a GED in lieu of a high school diploma. (School can also have a diploma
track program.)
Language Immersion Program (Yes/No)
School
33
No
School offers a language immersion program or
teaches academic content in a language other than English.
Math, Science, Technology Focus (Yes/No)
School
School Answers
No
No
School uses math-, science-, or technology-focused
curriculum beyond what is required by the Common Core State Standards.
34
No
School
Montessori Program (Yes/No)
School uses a Montessori instructional approach to learning.
35
No
School
Online/Blended Learning Program (Yes/No)
School offers an online-only or blended learning program.
36
No
School
Public Policy/Law Program (Yes/No)
School integrates law or public policy into the curriculum.
37
No
School
Reggio Emilia Program (Yes/No)
School uses the Reggio Emilia inspired curriculum.
38
No
School
Residential Program (Yes/No)
School offers a program for students to stay overnight at the school.
39
Special Education Focus (Yes/No)
School
A majority of students receive special education services. (Must be more
than 50%.)
School
Stand-Alone Preschool (Yes/No)
40
No
No
A preschool/prekindergarten without any upper grades.
41
World Culture Focus (Yes/No)
School
42
Dual Enrollment (Yes/ No)
School
No
School integrates world cultural awareness
(such as Multiculturalism or African heritage) into the curriculum.
No
School offers dual enrollment with the charter school and a higher
education institution.
43
No
School
44
Career/Technical Program (Yes/No)
School offers a Career and Technical Education (CTE) program of study.
Credit Recovery Courses Offered (Yes/No)
School
No
School offers a mechanism for students to earn credits in courses they did
not pass the first time.
If Yes: Are credit recovery courses free to the student?
15
Question #
Source
45
Data Point
Advanced Placement (Yes/No)
School Answers
No
School offers Advanced Placement course options to all students.
School
46
If Yes:



Name of AP courses offered in SY13-14?
How many students took each course?
How many students took the AP exam?
How many students passed with a 3 or higher? (OPTIONAL)
International Baccalaureate Program (Yes/No)
No
School offers International Baccalaureate option to all students.
School
If Yes:



Names of IB courses offered in SY13-14?
How many students took each course?
How many students sat for the exams?
How many students received an IB diploma?
16
APPENDICES
A. STAFF ROSTER FOR 2013-2014
Currently 65% of our teaching staff have Bachelor’s degrees and 21% have a Master’s degree.
Early Childhood Academy Public Charter School
Staff Roster
SY 2013-2014
Administration
Executive Director
Principal
Program Administrator
Financial Manager
Director of Curriculum and Instruction
Response to Intervention Coordinator
Special Education Coordinator
Finance and HR Specialist
IT Manager
Wendy S Edwards
Thann Ingraham
Yesenia Menjivar
Debra Robinson-Foster
Pamela Faulcon
La'Kea Edwards
Rebecca Schultz
Rasheda Simon
Rayvon Scott
Aftercare
Support Staff
Administrative Assistant
Receptionist
Custodian
Food Service Worker
Food Service Worker
Food Service Worker
Sharon Maxwell
Renesha Alphonso
Kenneth Walker
Nataya Torrence
LaShell Johnson
Cynthia Crawley
Delores Dailey
Cortney Mayfield
Denise Boamah
David Gordon
Sub
Gloria Brown
Walter Washington Building
Grade
Prekindergarten 3
Prekindergarten 3
Prekindergarten 4
Prekindergarten 4
Grade 3
Grade 3
SPED
SPED
Teacher
Mediena McCollough
Barbara Lewis
Shannon Blassingame
Tara Nixon
Jodie Staton
Sylvia Shaughnessy
Kelly DeValve
Selena Nwude
Associate Teachers
Prekindergarten 3
Prekindergarten 3
Prekindergarten 4
Prekindergarten 4
Grade 3
Jasmin Thomas
India Patrick
Nicole Fisher
Lesbern Lewis
Jasmine Shannon
Room
Room 1A
Room 1B
Room 1C
Room 1D
Room 3A
Room 3B
Room 2A
Room 2A
Room 1A
Room 1B
Room 1D
Room 1C
Room 3A & 3B
17
Johenning Building
Grade
Prekindergarten 3
Prekindergarten 4
Kindergarten
Kindergarten
Grade 1
Grade 1
Grade 2
Grade 2
Music
Physical Education
Associate Teachers
Grade
Prekindergarten 3
Prekindergarten 4
Kindergarten
Kindergarten
Grade 1
Grade 1
Grade 2
Teacher
Nina Myers
Jennifer Cook
Margaret Kozlov
Alexandra Huddleston
Eric Thompson
Megan Leinbach
Leezette Allen
Katina Seros
Gerard Battle
Kampira Trasada
Room
Room 24
Room 10
Room 23
Room 21
Room 11
Room 13
Room 14
Room 16
Room 18
Multi-purpose
Teacher
SaShawna Bailey
Felicia Drake
Germaine Hazel
Asia McGill
Ayrika Calhoun
Brittannie Muhammed
Kathy Prince
Room
Room 24
Room 10
Room 23
Room 21
Room 13
Room 11
Room 14& 16
18
B. BOARD ROSTER FOR 2013-2014
ECA’s Trustees Serving in School Year 2013-2014
Dennis Sawyers, President
Senior Consultant
and Business Development Manager
Non-Profit HR Solutions
David A. DeSchryver, Secretary
Legislative Director Brustein & Manasevit
Eric Bellamey, Treasurer
ASCD
Arleta Fleet, Board Member
Deborah A. Hall, Board Member
Chief Human Resources and Administration Officer
Association for Supervision and Curriculum Development
Gerald D. Jaynes, Board Member
Department of Economics
Yale University
James C. Williams, Board Member
Co-Owner and Principal
Senate Realty Corporation
La’Kea Edwards, Parent Board Member
Pat Hall Jaynes, Board Member
CEO
The HR SOURCE
Patrick Akers, Board Member
Rasheda Simon, Parent Board Member
19
C. UNAUDITED YEAR-END FINANCIAL STATEMENT
Jun 30, 14
ASSETS
Current Assets
Checking/Savings
1050 · Cash-Closed Citi
26,629
1060 · Cash-Operating Citibank
624,920
1070 · Cash-BOA
967,622
1080 · MM & Short-term CDs (United)
1090 · Petty Cash
Total Checking/Savings
1,906,166
500
3,525,837
Accounts Receivable
1100 · Grants receivable
Total Accounts Receivable
75,763
75,763
Other Current Assets
1500 · Prepaid Expenses
119,364
1505 · Deposits
31,157
2120 · Accounts Receivable - Other
32,961
Total Other Current Assets
Total Current Assets
183,482
3,785,082
Fixed Assets
1405 · Furniture & Fixtures
52,823
1415 · Musical Equipment
29,116
1420 · Computer Equipment
207,413
1425 · Software
24,328
1450 · Equipment & Other Fixed Assets
84,331
1460 · Leasehold improvements
109,777
1480 · Accumulated Depreciation
-393,890
Total Fixed Assets
TOTAL ASSETS
113,898
3,898,980
20
LIABILITIES & EQUITY
Liabilities
Current Liabilities
Accounts Payable
2000 · Accounts Payable
Total Accounts Payable
70,638
70,638
Other Current Liabilities
2050 · Accrued Salaries and Wages
24,796
2060 · Accrued Vacation
29,898
2100 · Payroll Liabilities
40,173
2250 · Refundable Advance
2400 · Unearned Revenue
Total Other Current Liabilities
Total Current Liabilities
Total Liabilities
4,550
12,840
112,257
182,895
182,895
Equity
3900 · Retained Earnings
Net Income
Total Equity
TOTAL LIABILITIES & EQUITY
3,174,242
541,843
3,716,085
3,898,980
21
D. APPROVED 2014-15 BUDGET
22
23

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Transcription

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