2026-05-14T17:27:33-04:00 2025-06-30 462108854 KENDALL PREBOLA AND JONES LLC PO BOX 259 BEDFORD PA 155220259 990 2024-07-01 260088232 EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL EARL 2023730035 885 BARNABY STREET SE WASHINGTON DC 20032 WENDY EDWARDS EXECUTIVE DIRECTOR 0020237300 2026-05-14 true false RICHARD M JONES CPA P00621721 8146231880 2026-05-14 X 2024 2025-03-06 01:10:19Z WENDY EDWARDS 885 BARNABY STREET SE WASHINGTON DC 20032 9961192 false X WWW.ECAPCS.ORG X 2004 DC IT IS THE MISSION OF EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL 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. 9 8 91 8 0 1322170 804802 6856075 8952591 72673 196665 7134 7134 8258052 9961192 0 0 5208284 5748492 0 50881 2906433 3177823 8114717 8926315 143335 1034877 26654215 27839803 17648776 17799487 9005439 10040316 X IT IS THE MISSION OF EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL 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. false false 8091386 8952591 EDUCATIONAL APPROACH ECA HAS A STRONG CURRICULAR FOCUS ON LANGUAGE AND LITERACY, GIVEN THE TREMENDOUS IMPACT OF EARLY LANGUAGE DEVELOPMENT ON NEARLY ALL OTHER ASPECTS OF ACADEMIC GROWTH. INSTRUCTION IS BASED ON THE EARLY LEARNING STANDARDS FOR PREKINDERGARTEN AND ON THE ENGLISH LANGUAGE ARTS AND MATH COMMON CORE STATE STANDARDS FOR KINDERGARTEN THROUGH GRADE THREE. EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL HAS SELECTED THE APPLETREE INSTITUTE FOR EDUCATION INNOVATIONS EVERY CHILD READY PROGRAM AS ITS INSTRUCTIONAL TOOL FOR PRE-KINDERGARTEN AND THE HMH INTO READING, INTO MATH, AND INTO SCIENCE PROGRAMS FOR KINDERGARTEN TO GRADE THREE. SOCIAL STUDIES INSTRUCTION IS PROVIDED BASED ON THE DISTRICT OF COLUMBIA SOCIAL STUDIES STANDARDS. EVERY CHILD READY IS AN EVIDENCE-BASED, COMPREHENSIVE, PRESCHOOL INSTRUCTIONAL MODEL THAT DRIVES WHAT TO TEACH, HOW TO TEACH, AND HOW TO TELL CHILDREN ARE LEARNING. EVERY CHILD READY IS CURRENTLY IMPLEMENTED IN 4 STATES OR DISTRICTS ACROSS THE U.S. APPLETREE INSTITUTE IMPLEMENTS A RESEARCH-TO-PRACTICE MODEL TO INFORM REVISIONS TO THE MODEL TO SUPPORT CHILDREN, TEACHERS AND LEADERS. HMH INTO READING INSTRUCTION IS IMPLEMENTED IN ACCORDANCE WITH THE EVIDENCE-BASED SCIENCE OF READING RESEARCH. IT IS DIFFERENTIATED BY DESIGN TO OFFER LITERACY INSTRUCTION, SUPPORT TEACHERS IN DEVELOPING A CULTURE OF LEARNING AND GROWTH, AND HELP ALL LEARNERS BELIEVE IN THE POWER OF "I CAN." HMH SUPPORTS TEACHERS IN TRANSITIONING STUDENTS BEYOND EXPLICIT INSTRUCTION AND INTO SELF-ACTUALIZED LEARNING. HMH INTO MATH USES AN APPROACH FOCUSED ON A GROWTH MINDSET FOR STUDENTS AND REAL FEEDBACK FROM TEACHERS TO DRIVE GROWTH FOR EACH LEARNER. HMH INTO SCIENCE DELIVERS A MANAGEABLE, STREAMLINED, ENGAGING CURRICULUM THAT COMBINES HANDS-ON LEARNING WITH ELA-BASED SCIENCE INSTRUCTION. THE DISTRICT OF COLUMBIA SOCIAL STUDIES STANDARDS FOR KINDERGARTEN THROUGH GRADE 3 INCLUDE FOCUS ON MYSELF AND MY COMMUNITY, WORKING AND BUILDING TOGETHER, THIS WIDE WORLD, AND GEOGRAPHY, HISTORY, AND CULTURES OF THE DISTRICT OF COLUMBIA. THE STANDARDS PROVIDE STUDENTS WITH A PERSONAL CONNECTION TO SOCIAL STUDIES LEARNING. ASSESSMENT ECA BELIEVES THAT THE PURPOSE OF ASSESSMENT IS TO INFORM INSTRUCTION AND ASSESS STUDENT PROGRESS. THROUGH IMPLEMENTATION OF A VARIETY OF FORMAL AND INFORMAL ASSESSMENTS, TEACHERS OBTAIN USEFUL INFORMATION ABOUT EACH CHILDS KNOWLEDGE, SKILLS, AND PROGRESS BY OBSERVING,DOCUMENTING, ANALYZING, AND REVIEWING WORK SAMPLES OVER TIME. TEACHERS AT EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL MEET IN PROFESSIONAL LEARNING COMMUNITIES WEEKLY, TO ANALYZE DATA AND USE IT TO INFORM INSTRUCTIONAL PLANNING. BASELINE AND BENCHMARK FORMATIVE AND SUMMATIVE ASSESSMENTS FOR PREKINDERGARTEN INCLUDE THE EVERY CHILD READY ASSESSMENT PROVIDED BY THE APPLETREE INSTITUTE FOR EDUCATION INNOVATION. PREKINDERGARTEN CLASSROOM ENVIRONMENTS ARE ALSO EVALUATED USING THE CLASSROOM ASSESSMENT SCORING SYSTEM (CLASS). FORMATIVE AND SUMMATIVE ASSESSMENTS FOR KINDERGARTEN THROUGH GRADE THREE STUDENTS ARE ADMINISTERED USING THE NORTHWEST EVALUATION ASSOCIATION MEASURES OF ACADEMIC PROGRESS (NWEA MAP)AND THE DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS (DIBELS). IN THE SPRING, THIRD GRADE STUDENTS ALSO COMPLETE THE DC COMPREHENSIVE ASSESSMENTS OF PROGRESS IN EDUCATION (CAPE), WHICH IS THE REQUIRED STATEWIDE ASSESSMENT. DATA FROM THESE ASSESSMENTS INFORM PLANNING AND INSTRUCTION FOR ALL STUDENTS AND SERVE AS A CRITICAL PART OF THE SCHOOLS EVALUATION OF ITS EDUCATIONAL PROGRAMS. DISCIPLINE ECA SEEKS TO CREATE AND MAINTAIN A LEARNING ENVIRONMENT THAT IS NURTURING, CHILD-CENTERED, AND CULTURALLY SENSITIVE THROUGH THE USE OF THE DISTRICT OF COLUMBIA STANDARDS FOR SOCIAL/EMOTIONAL LEARNING (DC SEL). THE DC SEL INCLUDES ESSENTIAL SOCIAL AND EMOTIONAL KNOWLEDGE AND SKILLS, INCLUDING HOW TO MANAGE EMOTIONS, ACHIEVE GOALS, MAINTAIN SUPPORTIVE RELATIONSHIPS AND MAKE RESPONSIBLE AND CARING DECISIONS. DC SEL PROVIDES TEACHERS WITH STRATEGIES THAT ENABLE THEM TO DE-ESCALATE SITUATIONS IN WHICH STUDENTS ARE HAVING CONFLICTS AND TO APPROPRIATELY ADDRESS STUDENTS IN CRISIS. DC SEL SUPPORTS TEACHERS IN PROVIDING STUDENTS WITH A NURTURING ENVIRONMENT IN WHICH THEY ARE TAUGHT TO USE WORDS RATHER THAN ACTIONS TO EXPRESS THEIR FEELINGS AND TO UNDERSTAND RULES AND LOGICAL CONSEQUENCES. ECA DOES NOT BELIEVE IN OUT OF SCHOOL SUSPENSIONS AND IMPOSES THEM ONLY IN RARE SITUATIONS OF EGREGIOUS STUDENT BEHAVIOR. PROFESSIONAL DEVELOPMENT ECA BELIEVES THAT HIGH-QUALITY PROFESSIONAL DEVELOPMENT AND ONGOING FEEDBACK AND SUPPORT FROM ADMINISTRATORS AND EDUCATIONAL PROFESSIONALS PROVIDE TEACHERS WITH THE KNOWLEDGE AND SKILLS NEEDED TO PROMOTE CHILDRENS LEARNING. THEREFORE, EACH YEAR, THE EXECUTIVE DIRECTOR, DEPUTY EXECUTIVE DIRECTOR, PRINCIPAL, LITERACY SPECIALIST, AND COACHES DEVELOP A PROFESSIONAL DEVELOPMENT PLAN FOR THE SCHOOL YEAR BASED ON THE ASSESSED NEEDS AND EXPLICIT FEEDBACK OF TEACHERS. THE PLAN ARTICULATES GOALS, ACTIVITIES, RESOURCES, AND EVIDENCE OF SUCCESS. EXPERTS IN THEIR FIELDS ARE CONTRACTED TO SUPPORT HIGH STUDENT ACHIEVEMENT IN ELA AND MATH. THIS YEAR, ECA IS RECEIVING CONTRACTED COACHING SUPPORT FROM APPLETREE INSTITUTE FOR EDUCATION INNOVATION AND ONGOING TRAINING ON THE SCIENCE OF READING WITH THE SUPPORT OF THE SCHOOLS LITERACY COACH AND RESOURCES PROVIDED BY THE OFFICE OF THE STATE SUPERINTENDENT OF EDUCATION. PARENT INVOLVEMENT ECA IS DEDICATED TO ENCOURAGING STRONG AND CONSISTENT PARENT INVOLVEMENT IN ALL ASPECTS OF THE STUDENTS EDUCATIONAL, SOCIAL, AND EMOTIONAL DEVELOPMENT. ORIENTATION MEETINGS ARE HELD EACH SUMMER, DURING WHICH PARENTS RECEIVE PARENT HANDBOOKS AND SIGN A SCHOOL-PARENT COMPACT OUTLINING THEIR RIGHTS AND RESPONSIBILITIES IN THE TEACHING/LEARNING PROCESS. PARENT COMMUNICATION, INCLUDING WRITTEN PROGRESS REPORTS AND INDIVIDUAL PARENT MEETINGS ARE HELD AT LEAST QUARTERLY TO DISCUSS EACH STUDENTS GROWTH AND DEVELOPMENT AND PLAN FOR CONTINUED LEARNING. PARENTS OF STUDENTS WITH SPECIAL NEEDS MEET WITH THE SCHOOL MULTI-DISCIPLINARY TEAM REGULARLY TO UPDATE IEP GOALS, DETERMINE THE IMPACT OF SERVICES PROVIDED, AND ASSESS THE APPROPRIATENESS OF EACH STUDENTS INDIVIDUALIZED PLAN. A NUMBER OF PLATFORMS ARE UTILIZED, INCLUDING THE SCHOOLS WEBSITE, CLASS DOJO, LED DISPLAY ON THE SCHOOL GROUNDS, ROBOTEXTS, AND THE SCHOOLS SOCIAL MEDIA SITES, TO ENSURE THAT PARENTS ARE INFORMED OF PERTINENT SCHOOL INFORMATION. ALL PARENTS ARE ENCOURAGED TO PARTICIPATE IN THE SCHOOLS PARENT ENGAGEMENT COMMITTEE AND SCHOOLWIDE PLANNING COMMITTEE, WHICH MEET QUARTERLY TO PROVIDE GUIDANCE AND RECOMMENDATIONS TO SCHOOL LEADERSHIP ON THE USE OF FEDERAL FUNDING AND IMPLEMENTATION OF ACADEMIC RESOURCES AND PROGRAMS. 8091386 true true false false false false false false false false true false false false true true true true true false false false false false false false false false false true false false false false false false false false true false false false false true false false false true 17 0 91 true false false false false false false false false false false false false X 9 8 false false false false false false false true true false false true true true true true true true false false X X DEBRA ROBINSON-FOSTER 2023730035 885 BARNABY STREET SE WASHINGTON DC 20032 DENNIS SAWYERS PRESIDENT 2.00 X X 0 0 0 DEBORAH HALL VICE PRESIDE 2.00 X X 0 0 0 RENESHA ALPHONSO SECRETARY 2.00 X X 0 0 0 RODNEY LOFTON BOARD MEMBER 2.00 X 0 0 0 JAMES WILLIAMS BOARD MEMBER 2.00 X 0 0 0 INDIA PATRICK - BOARD MEMBER / TEA 40.00 X 81026 0 20672 CHANIELLE LANCASTER BOARD MEMBER 2.00 X 0 0 0 THOMAS HEARN JR BOARD MEMBER 2.00 X 0 0 0 DANA CARLIS BOARD MEMBER 2.00 X 0 0 0 WENDY EDWARDS EXECUTIVE DI 40.00 X 183820 0 47996 DEBRA ROBINSON-FOSTER - CHIEF FINANCIAL OF 40.00 X 124008 0 17535 THANN INGRAHAM - DEPUTY EXECUTIVE DI 40.00 X 164022 0 19673 PAMELA FAULCON PRINCIPAL 40.00 X 143310 0 14639 AMIA JOHNSON - MATHMATICS DIRECTOR AND COACH 40.00 X 100585 0 36239 LA'KEA LAWSON LITERACY SPE 40.00 X 105860 0 28224 902631 184978 6 false true false END-TO-END SOLUTIONS FOR SPECIAL ED 714 G STREET SE SUITE 201 WASHINGTON DC 20003 SPECIAL ED SERV 391835 HEAVENLY EDIBLES AND STUFF 829 SOUTHERN AVE SE WASHINGTON DC 20032 FOOD SERVICE 206320 BRADCORP SERVICES 2502 51ST AVE HYATTSVILLE MD 20781 JANITORIAL SERV 152376 DC CENTRAL KITCHEN 2121 1ST SW SUITE 140 WASHINGTON DC 20024 FOOD SERVICE 126559 4 746409 58393 56993 804802 PER PUPIL FUNDING 611710 8810557 8810557 STUDENT ACTIVITY FEES 611710 73639 73639 SERVICE FEES 611710 68395 68395 8952591 196665 196665 SEWER CREDITS 900099 7134 7134 7134 9961192 8959725 196665 564582 395140 141262 28180 4284184 3935466 339952 8766 71062 63408 7051 603 421281 376255 41713 3313 407383 363843 40423 3117 8000 8000 115913 55084 60619 210 771595 754710 16312 573 10718 9939 779 49535 45415 3557 563 26463 24455 1915 93 188553 174243 13646 664 804132 743098 58203 2831 446572 412677 32323 1572 54242 50125 3926 191 STUDENT FOOD 376448 376448 AUTHORIZER FEES 92164 78340 13824 STUDENT MATERIALS & OTHER 71407 71407 DUES AND SUBSCRIPTIONS 58261 53839 4217 205 103820 99494 4326 8926315 8091386 784048 50881 755762 116237 9820241 12391515 185297 82567 437417 166027 49765 67911 17935048 3029383 15157895 14905665 104464 18014 143374 91867 26654215 27839803 312030 506889 17312358 17254781 24388 37817 17648776 17799487 X 9005439 10040316 9005439 10040316 26654215 27839803 1034877 X false true X true false X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 1642489 1642489 15386393 2260184 13126209 906166 769199 136967 14905665 DUE TO RELATED PARTY 23116 OPERATING LEASE LIABILITY 14701 37817 X 9961192 9961192 9961192 8926315 8926315 8926315 SCHEDULE D, PAGE 3, PART X ACCOUNTING PRINCIPLES GENERALLY ACCEPTED IN THE UNITED STATES OF AMERICA PROVIDE CONSISTENT GUIDANCE FOR THE ACCOUNTING FOR UNCERTAINTY IN INCOME TAXES RECOGNIZED IN THE CHARTER SCHOOLS FINANCIAL STATEMENTS AND PRESCRIBE A THRESHOLD OF MORE LIKELY THAN NOT FOR RECOGNITION OF TAX POSITIONS TAKEN OR EXPECTED TO BE TAKEN IN A TAX RETURN. THE CHARTER SCHOOL PERFORMED AN EVALUATION OF UNCERTAIN TAX POSITIONS FOR THE YEAR ENDED JUNE 30, 2025, AND DETERMINED THAT THERE WERE NO MATTERS THAT WOULD REQUIRE RECOGNITION IN THE FINANCIAL STATEMENTS OR THAT MAY HAVE ANY EFFECT ON ITS TAX-EXEMPT STATUS. AS OF JUNE 30, 2025, THE STATUTE OF LIMITATIONS FOR TAX YEARS 2021 THROUGH 2023 REMAINS OPEN WITH THE U.S. FEDERAL JURISDICTION OR THE VARIOUS STATES AND LOCAL JURISDICTIONS IN WHICH THE CHARTER SCHOOL FILES TAX RETURNS. IT IS THE CHARTER SCHOOLS POLICY TO RECOGNIZE INTEREST AND/OR PENALTIES RELATED TO UNCERTAIN TAX POSITIONS, IF ANY, IN INCOME TAX EXPENSE. AS OF JUNE 30, 2025, THE CHARTER SCHOOL HAD NO ACCRUALS FOR INTEREST AND/OR PENALTIES. true true true true true true true false false false false false false false false true false true SCHEDULE E, LINE 3 THE SCHOOL IS A PUBLIC CHARTER SCHOOL AND IS OPERATING UNDER A CONTRACT WITH THE D.C. GOVERNMENT. REVENUE PROCEDURE 75-50 DOES NOT APPLY TO CHARTER SCHOOLS. THE NON-DISCRIMATORY POLICY IS EXPLICITLY STATED IN THE REGISTRATION APPLICATION AND OUR BROCHURE. SCHEDULE E, LINE 4 THE SCHOOL IS A PUBLIC CHARTER SCHOOL AND IS OPERATING UNDER A CONTRACT WITH THE D.C. GOVERNMENT. REVENUE PROCEDURE 75-50 DOES NOT APPLY TO CHARTER SCHOOLS. SCHEDULE E, LINE 6 THE EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL RECEIVES PUBLIC FUNDS FROM THE DC GOVERNMENT BASED ON THE NUMBER OF STUDENTS THEY ENROLL ACCORDING TO THE UNIFORM PER STUDENT FUNDING FORMULA DEVELOPED BY THE MAYOR AND CITY COUNCIL. THIS PER PUPIL ALLOCATION IS SUPPLEMENTED WITH EXTRA FUNDS FOR STUDENTS WITH SPECIAL NEEDS. THE CHARTER SCHOOL ALSO RECEIVES GOVERNMENTAL ASSISTANCE IN THE FORM OF YEARLY GOVERNMENTAL GRANTS. MOST FUNDS ARE RECEIVED FROM THE U.S. DEPARTMENT OF EDUCATION PASSED THROUGH THE OFFICE OF THE STATE SUPERINTENDENT OF EDUCATION IN THE DISTRICT OF COLUMBIA. X X X false false false false false false false true false WENDY EDWARDS EXECUTIVE DIRECTOR 183712 108 30500 17496 231816 THANN INGRAHAM - DEPUTY EXECUTIVE DIRECTOR 163914 108 11702 7971 183695 PAMELA FAULCON PRINCIPAL 143202 108 8725 5914 157949 SCHEDULE J, PAGE 1, PART I, LINE 7 HOLIDAY AND STAFF APPRECIATION BONUSES OF 108 WERE ISSUED DURING THE YEAR. X 14993 X LAPTOPS 56 42000 false false false FORM 990 - ORGANIZATION'S MISSION IT IS THE MISSION OF EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL 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. FORM 990, PAGE 1, PART I, LINE 6 VOLUNTEERS INCLUDE 8 BOARD MEMBERS FORM 990, PAGE 2, PART III, LINE 4A EDUCATIONAL APPROACH ECA HAS A STRONG CURRICULAR FOCUS ON LANGUAGE AND LITERACY, GIVEN THE TREMENDOUS IMPACT OF EARLY LANGUAGE DEVELOPMENT ON NEARLY ALL OTHER ASPECTS OF ACADEMIC GROWTH. INSTRUCTION IS BASED ON THE EARLY LEARNING STANDARDS FOR PREKINDERGARTEN AND ON THE ENGLISH LANGUAGE ARTS AND MATH COMMON CORE STATE STANDARDS FOR KINDERGARTEN THROUGH GRADE THREE. EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL HAS SELECTED THE APPLETREE INSTITUTE FOR EDUCATION INNOVATIONS EVERY CHILD READY PROGRAM AS ITS INSTRUCTIONAL TOOL FOR PRE-KINDERGARTEN AND THE HMH INTO READING, INTO MATH, AND INTO SCIENCE PROGRAMS FOR KINDERGARTEN TO GRADE THREE. SOCIAL STUDIES INSTRUCTION IS PROVIDED BASED ON THE DISTRICT OF COLUMBIA SOCIAL STUDIES STANDARDS. EVERY CHILD READY IS AN EVIDENCE-BASED, COMPREHENSIVE, PRESCHOOL INSTRUCTIONAL MODEL THAT DRIVES WHAT TO TEACH, HOW TO TEACH, AND HOW TO TELL CHILDREN ARE LEARNING. EVERY CHILD READY IS CURRENTLY IMPLEMENTED IN 4 STATES OR DISTRICTS ACROSS THE U.S. APPLETREE INSTITUTE IMPLEMENTS A RESEARCH-TO-PRACTICE MODEL TO INFORM REVISIONS TO THE MODEL TO SUPPORT CHILDREN, TEACHERS AND LEADERS. HMH INTO READING INSTRUCTION IS IMPLEMENTED IN ACCORDANCE WITH THE EVIDENCE-BASED SCIENCE OF READING RESEARCH. IT IS DIFFERENTIATED BY DESIGN TO OFFER LITERACY INSTRUCTION, SUPPORT TEACHERS IN DEVELOPING A CULTURE OF LEARNING AND GROWTH, AND HELP ALL LEARNERS BELIEVE IN THE POWER OF "I CAN." HMH SUPPORTS TEACHERS IN TRANSITIONING STUDENTS BEYOND EXPLICIT INSTRUCTION AND INTO SELF-ACTUALIZED LEARNING. HMH INTO MATH USES AN APPROACH FOCUSED ON A GROWTH MINDSET FOR STUDENTS AND REAL FEEDBACK FROM TEACHERS TO DRIVE GROWTH FOR EACH LEARNER. HMH INTO SCIENCE DELIVERS A MANAGEABLE, STREAMLINED, ENGAGING CURRICULUM THAT COMBINES HANDS-ON LEARNING WITH ELA-BASED SCIENCE INSTRUCTION. THE DISTRICT OF COLUMBIA SOCIAL STUDIES STANDARDS FOR KINDERGARTEN THROUGH GRADE 3 INCLUDE FOCUS ON MYSELF AND MY COMMUNITY, WORKING AND BUILDING TOGETHER, THIS WIDE WORLD, AND GEOGRAPHY, HISTORY, AND CULTURES OF THE DISTRICT OF COLUMBIA. THE STANDARDS PROVIDE STUDENTS WITH A PERSONAL CONNECTION TO SOCIAL STUDIES LEARNING. ASSESSMENT ECA BELIEVES THAT THE PURPOSE OF ASSESSMENT IS TO INFORM INSTRUCTION AND ASSESS STUDENT PROGRESS. THROUGH IMPLEMENTATION OF A VARIETY OF FORMAL AND INFORMAL ASSESSMENTS, TEACHERS OBTAIN USEFUL INFORMATION ABOUT EACH CHILDS KNOWLEDGE, SKILLS, AND PROGRESS BY OBSERVING,DOCUMENTING, ANALYZING, AND REVIEWING WORK SAMPLES OVER TIME. TEACHERS AT EARLY CHILDHOOD ACADEMY PUBLIC CHARTER SCHOOL MEET IN PROFESSIONAL LEARNING COMMUNITIES WEEKLY, TO ANALYZE DATA AND USE IT TO INFORM INSTRUCTIONAL PLANNING. BASELINE AND BENCHMARK FORMATIVE AND SUMMATIVE ASSESSMENTS FOR PREKINDERGARTEN INCLUDE THE EVERY CHILD READY ASSESSMENT PROVIDED BY THE APPLETREE INSTITUTE FOR EDUCATION INNOVATION. PREKINDERGARTEN CLASSROOM ENVIRONMENTS ARE ALSO EVALUATED USING THE CLASSROOM ASSESSMENT SCORING SYSTEM (CLASS). FORMATIVE AND SUMMATIVE ASSESSMENTS FOR KINDERGARTEN THROUGH GRADE THREE STUDENTS ARE ADMINISTERED USING THE NORTHWEST EVALUATION ASSOCIATION MEASURES OF ACADEMIC PROGRESS (NWEA MAP)AND THE DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS (DIBELS). IN THE SPRING, THIRD GRADE STUDENTS ALSO COMPLETE THE DC COMPREHENSIVE ASSESSMENTS OF PROGRESS IN EDUCATION (CAPE), WHICH IS THE REQUIRED STATEWIDE ASSESSMENT. DATA FROM THESE ASSESSMENTS INFORM PLANNING AND INSTRUCTION FOR ALL STUDENTS AND SERVE AS A CRITICAL PART OF THE SCHOOLS EVALUATION OF ITS EDUCATIONAL PROGRAMS. DISCIPLINE ECA SEEKS TO CREATE AND MAINTAIN A LEARNING ENVIRONMENT THAT IS NURTURING, CHILD-CENTERED, AND CULTURALLY SENSITIVE THROUGH THE USE OF THE DISTRICT OF COLUMBIA STANDARDS FOR SOCIAL/EMOTIONAL LEARNING (DC SEL). THE DC SEL INCLUDES ESSENTIAL SOCIAL AND EMOTIONAL KNOWLEDGE AND SKILLS, INCLUDING HOW TO MANAGE EMOTIONS, ACHIEVE GOALS, MAINTAIN SUPPORTIVE RELATIONSHIPS AND MAKE RESPONSIBLE AND CARING DECISIONS. DC SEL PROVIDES TEACHERS WITH STRATEGIES THAT ENABLE THEM TO DE-ESCALATE SITUATIONS IN WHICH STUDENTS ARE HAVING CONFLICTS AND TO APPROPRIATELY ADDRESS STUDENTS IN CRISIS. DC SEL SUPPORTS TEACHERS IN PROVIDING STUDENTS WITH A NURTURING ENVIRONMENT IN WHICH THEY ARE TAUGHT TO USE WORDS RATHER THAN ACTIONS TO EXPRESS THEIR FEELINGS AND TO UNDERSTAND RULES AND LOGICAL CONSEQUENCES. ECA DOES NOT BELIEVE IN OUT OF SCHOOL SUSPENSIONS AND IMPOSES THEM ONLY IN RARE SITUATIONS OF EGREGIOUS STUDENT BEHAVIOR. PROFESSIONAL DEVELOPMENT ECA BELIEVES THAT HIGH-QUALITY PROFESSIONAL DEVELOPMENT AND ONGOING FEEDBACK AND SUPPORT FROM ADMINISTRATORS AND EDUCATIONAL PROFESSIONALS PROVIDE TEACHERS WITH THE KNOWLEDGE AND SKILLS NEEDED TO PROMOTE CHILDRENS LEARNING. THEREFORE, EACH YEAR, THE EXECUTIVE DIRECTOR, DEPUTY EXECUTIVE DIRECTOR, PRINCIPAL, LITERACY SPECIALIST, AND COACHES DEVELOP A PROFESSIONAL DEVELOPMENT PLAN FOR THE SCHOOL YEAR BASED ON THE ASSESSED NEEDS AND EXPLICIT FEEDBACK OF TEACHERS. THE PLAN ARTICULATES GOALS, ACTIVITIES, RESOURCES, AND EVIDENCE OF SUCCESS. EXPERTS IN THEIR FIELDS ARE CONTRACTED TO SUPPORT HIGH STUDENT ACHIEVEMENT IN ELA AND MATH. THIS YEAR, ECA IS RECEIVING CONTRACTED COACHING SUPPORT FROM APPLETREE INSTITUTE FOR EDUCATION INNOVATION AND ONGOING TRAINING ON THE SCIENCE OF READING WITH THE SUPPORT OF THE SCHOOLS LITERACY COACH AND RESOURCES PROVIDED BY THE OFFICE OF THE STATE SUPERINTENDENT OF EDUCATION. PARENT INVOLVEMENT ECA IS DEDICATED TO ENCOURAGING STRONG AND CONSISTENT PARENT INVOLVEMENT IN ALL ASPECTS OF THE STUDENTS EDUCATIONAL, SOCIAL, AND EMOTIONAL DEVELOPMENT. ORIENTATION MEETINGS ARE HELD EACH SUMMER, DURING WHICH PARENTS RECEIVE PARENT HANDBOOKS AND SIGN A SCHOOL-PARENT COMPACT OUTLINING THEIR RIGHTS AND RESPONSIBILITIES IN THE TEACHING/LEARNING PROCESS. PARENT COMMUNICATION, INCLUDING WRITTEN PROGRESS REPORTS AND INDIVIDUAL PARENT MEETINGS ARE HELD AT LEAST QUARTERLY TO DISCUSS EACH STUDENTS GROWTH AND DEVELOPMENT AND PLAN FOR CONTINUED LEARNING. PARENTS OF STUDENTS WITH SPECIAL NEEDS MEET WITH THE SCHOOL MULTI-DISCIPLINARY TEAM REGULARLY TO UPDATE IEP GOALS, DETERMINE THE IMPACT OF SERVICES PROVIDED, AND ASSESS THE APPROPRIATENESS OF EACH STUDENTS INDIVIDUALIZED PLAN. A NUMBER OF PLATFORMS ARE UTILIZED, INCLUDING THE SCHOOLS WEBSITE, CLASS DOJO, LED DISPLAY ON THE SCHOOL GROUNDS, ROBOTEXTS, AND THE SCHOOLS SOCIAL MEDIA SITES, TO ENSURE THAT PARENTS ARE INFORMED OF PERTINENT SCHOOL INFORMATION. ALL PARENTS ARE ENCOURAGED TO PARTICIPATE IN THE SCHOOLS PARENT ENGAGEMENT COMMITTEE AND SCHOOLWIDE PLANNING COMMITTEE, WHICH MEET QUARTERLY TO PROVIDE GUIDANCE AND RECOMMENDATIONS TO SCHOOL LEADERSHIP ON THE USE OF FEDERAL FUNDING AND IMPLEMENTATION OF ACADEMIC RESOURCES AND PROGRAMS. FORM 990, PAGE 6, PART VI, LINE 11B RELEVANT INFORMATION IS GIVEN TO A 3RD PARTY FOR 990 PREPARATION AND REVIEW. THE COMPLETED DOCUMENT IS THEN PRESENTED TO THE EXECUTIVE DIRECTOR, CHIEF FINANCIAL OFFICER AND THE BOARD AUDIT COMMITTEE FOR REVIEW AND FINAL APPROVAL PRIOR TO FILING WITH THE IRS. FORM 990, PAGE 6, PART VI, LINE 12C THE CONFLICT OF INTEREST POLICY IS CONSTANTLY MONITORED BY ADMINISTRATION PERSONNEL AND THE BOARD OF DIRECTORS THROUGH REVIEW AND APPROVAL PROCEDURES. FORM 990, PAGE 6, PART VI, LINE 15A THE EXECUTIVE DIRECTOR AND PRINCIPAL'S COMPENSATION IS DETERMINED AND APPROVED BY THE BOARD THROUGH ITS COMPENSATION COMMITTEE USING A WRITTEN EMPLOYMENT CONTRACT, FORM 990'S OF OTHER ORGANIZATIONS AND OTHER APPROPRIATE INFORMATION RELATED TO COMPARABLE POSITIONS OF SIMILAR SIZED ORGANIZATIONS. FORM 990, PAGE 6, PART VI, LINE 19 ALL GOVERNING DOCUMENTS, POLICIES AND FINANCIAL STATEMENTS ARE FORWARDED TO THE DISTRICT OF COLUMBIA PUBLIC CHARTER SCHOOL BOARD WHICH PROVIDES OVERSIGHT AND DISTRIBUTION OF RELEVANT INFORMATION TO THE PUBLIC. THE FORM 990 IS ALSO MADE AVAILABLE UPON REQUEST AND IT IS AVAILABLE ON CANDID (FORMERLY GUIDESTAR). ECA SUPPORT CORPORATION 885 BARNABY STREET SE WASHINGTON DC 20032 830666071 NMTC DC 501 C3 12B N/A false false false false false true false false false false false false false false false false false false false false ECA SUPPORT CORPORATION E 23116 COST