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link is external - DC Public Charter School
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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 3 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 4 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 5 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. Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 6 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. Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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. Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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. Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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. Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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) Early Childhood Academy PCS Early Childhood Academy 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. Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 13 Question # Source 10 School Answers (fill in blank fields) 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. Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 (fill in blank fields) 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? Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 15 Question # Source 45 Data Point Advanced Placement (Yes/No) School Answers (fill in blank fields) 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? Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 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 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 21 D. APPROVED 2014-15 BUDGET Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 22 Early Childhood Academy Public Charter School: 2013 - 2014 Annual Report 23